LEARNERS MATERIALS

WEEK 2 FOURTH QUARTER

DAY 1

Think and Tell

A. Directions: Study the emotions expressed in the pictures below. Can you
imitate the expressions?

B. Directions: Look at the picture below. What is the vet doctor told to the child?
Can you restate the words? What is paraphrasing?

Takecare of your pet.

Give your cat vitamins
and proper foods.
Yes doc., I will take
care of my pet.
 Find and Learn
Directions: Listen as the teacher reads the short story. Answer the comprehension
check-up that follows the story.

Once upon a time, there was an island where all the feelings lived: Happiness,
Sadness, Knowledge, and all of the others, including Love. One day it was announced to
the feelings that the island would sink, so all constructed boats and left. Except for Love.
Love was the only one who stayed. Love wanted to hold out until the last possible
moment. When the island had almost sunk, Love decided to ask for help. Richness was
passing by Love in a grand boat.

Love said, Richness, can you take me with you? Richness answered, No,
cant. There is a lot of gold and silver in my boat. There is no place here for you.
Love decided to ask Vanity who was also passing by in a beautiful vessel.
Vanity, please help me! I cant help you, Love. You are all wet and might
damage my boat, Vanity answered.

Sadness was close by so Love asked, Sadness, let me go with you.

Oh . . . Love, I am so sad that I need to be by myself!
Happiness passed by Love, too, but she was so happy that she did not even hear when
Love called her.

Suddenly, there was a voice, Come, Love, I will take you. It was an elder. So blessed
and overjoyed, Love even forgot to ask the elder where they were going. When they arrived at
dry land, the elder went her own way. Realizing how much was owed the elder,
 Love asked Knowledge, another elder, Who Helped me?
It was Time, Knowledge answered.Time? asked Love. But why did Time help me?
Knowledge smiled with deep wisdom and answered, Because only Time is capable of
understanding how valuable Love is.

Comprehension Check up:

1. Who are the characters in the story?

2. What are feelings/emotions shown in the story?
3. Why all the feelings cannot helped Love?
4. Who helped Love? Why?
5. Restate sentences heard on your own words.
Love asking helped to Richness
Richness answered to Love
Vanitys answered to Love
Sadness answered to Love
6. What values do you observed when listening to a story?

Try and Learn

Directions: Restate the sentences heard on ones own words and give the
emotion/feelings and the facial expressions expressed in the sentence.

1. His father became worried when he didn't hear from him for three days. ___

2. Juan is quite shy so he doesn't like talking to people he doesn't know. _______

3. A year after being fired from his job, Marvin is still very bitter. He has a lot of
resentment towards his former boss. __________

4. Even though she is accustomed to traveling for business, She still get homesick
if she is away from her home for more than a week. __________

5. Junie is absolutely furious!! He cannot believe that his dog chewed his favorite
shoes. Now they're ruined! ____________

Do and Learn
Directions: Look at the flashcards your teacher will show. Read the sentence/s silently.
Can you repeat the sentence/s in your own words? Restate the sentence/s in your own words.
Call someone to tell what is the emotion has been expressed in the sentence/s and ask him/her
to show the appropriate facial expressions expressed in the emotion.

1. Dogs are so curious that they often get into trouble. Once, my dog fell into the well
because he wanted to know what was inside!
2. When Daniel found out that the plumber charged him double the normal amount to fix
his toilet, he felt angry.
3. After his grandmother passed away, Don was in anguish he couldn't get out of bed.
4. When Emma has a lot of work to do and feels strained, she becomes very tense and
cannot relax.
5. Our friend Lilia makes us feel upset when she has a party but doesn't invite us.

Learn some more

Directions: Follow the directions carefully.

Group Activity

Game 1- Guessing Game: Each member in the group will take part in showing
the facial expression without saying the name of feeling or emotion being expressed.
The other members of the group will guess the name of emotion/feeling shown true
facial expressions. At the signal of the teacher, the guessing game will start.

Game 2 Restate the sentence heard. The group will fall in line. Each group will
choose their leader. The leader will pick a folded paper and read silently what is written
on it. After reading what is written , he/she will whisper it to the first member in the line.
Then the second will whisper it othermember behind him/her until all the members in a
group having heard the sentence being whispered. The last member will go in front of
the class to restate the sentence heard and shows on the facial expressions expressed
in the sentence. The group with correct statement and facial expression will be given a
point.

Read and learn

Directions: Listen as the teacher reads the short story about emotion. As the teacher
reads the story, listen to the emotion being expressed then show what is the facial expression/s
shown by the character.
 Emotion Story

Happy

It was Joans birthday. All her friends came to her birthday party. They
gave her lots of presents. They all ate birthday cake. Joan jumped upand down and clapped her
hands. And she looked like this [showhappiness face].

Sad
Joan went to feed her pet gold fish. But it was not swimming. It was not
even in the fish tank. Joans fish had died. Tears came to Joans eyes. She walked slowly over
to a chair. She didnt want to talk to anyone.

Angry
Joan built a block tower. But then a boy came and knocked Joans tower
down on purpose. Joan yelled at that boy and hit him. She clenched herfists and stomped her
feet. She yelled really loud.

Scared

A big mean dog started growling and chasing Joan. Joan screamed. She ran
away as fast as she could. She looked back to see if she was beingchased. The dog ran after
her, barking.Disgusted Joan took a big bite of an apple. It tasted awful. It was rotten inside.
She spit it out as fast as she could and threw the apple on the ground. She did not want to touch
it.

(Widen,S.C.&Russell,J.A.(2003).ACloserLookatPreschoolersFreelyProducedLabelsforFacial
Expressions.DevelopmentalPsychology,39,114128.)

Comprehension Check up:

1. Who had a birthday?

2. What is Joans feeling when all her friends came to her birthday? Show
Joans facial expressions.
3. What happened to Joans fish?
4. What is Joans feeling when all her fishes died? Show Joans facial
expressions.
5. Who knocked Joans blocks?
6. What did she feels? What is her facial expressions?
7. Who chased Joan? What did she feel? What are her facial expressions?

Find and Learn

Directions: Listen as your teacher reads the sentences. . Think what is the
emotion been expressed. You will ask to restate or repeat the sentence/s heard in your
own words and show to the class the appropriate facial expression expressed in the
sentence/s.
 1. Even in hard times when I don't have a lot of money, I stay optimistic and believe that
next month will be better.
2. When I see that confused look on your face, I know that you didn't understand my
question.
3. Wow! I'm really fascinated that Allen can speak 7 languages, whereas I only speak one!
4. Ugh! Ive done lots of things today. I'm so tired!!
5. After Veah had her heart broken by her ex-boyfriend, she felt very sad.

Talk about it
Directions: Restate the sentences heard on ones own words. Draw on a piece of
paper the appropriate facial expressions stated in feeling/emotion in the sentences.
1. My Dad was very proud of me when I got higher grades in our class. He took me out to
Jollibee to celebrate.
2. I'm a little doubtful about whether to go to Manila or not..
3. Mother was very delighted that you will be coming to visit us. It will be so nice to have
you here.
4. After waiting in line for an hour at the SM counter, the woman grew impatient and left.
5. They were surprised to learn that their beloved neighbor, Miss Anna, had stolen their
car.

Write about it
Directions: Listen as your teacher reads the sentences. Restate the sentences
in ones own words. Identify five (5) feelings or emotions stated on it then draw the appropriate
facial expressions expressed on a piece of paper . Write the name of feelings/emotions on top
of the your facial expressions.

Happy

Example:
 Remember

Listening is very important, when you listen well, you can repeat what you heard
on your own words. You can associate facial expressions on the feelings/emotions been
shown in the sentences.

We should always observe politeness at all times.

lEARNERS MATERIALS

WEEK 2 FOURTH QUARTER

DAY 2

Think and Tell

Look at the picture below.

What is in the first picture? Second picture?

What is the difference

between the two pictures?
Denotation refers to the literal meaning of a word, the "dictionary definition."
For example, if you look up the word snake in a dictionary, you will discover
that one of its denotative meanings is "any of numerous scaly, legless,
sometimes venomous reptiles having a long, tapering, cylindrical body and
found in most tropical and temperate regions."

Connotation, on the other hand, refers to the associations that are connected
to a certain word or the emotional suggestions related to that word. The
connotative meanings of a word exist together with the denotative meanings.
The connotations for the word snake could include evil or danger.
 Find and Learn
Directions: Study and analyze the meaning of denotation and connotation.

Connotation vs. Denotation

Have you heard these words before?

Can you use your word-decoding super powers to figure out what they might mean?

Connotation refers to the subjective cultural or emotional meaning that goes

Denotation is the literal or dictionary definition of a word or phrase.
along with the literal definition.
Denotation is typically neutral.
Connotation is usually qualified i.e. people generally refer to a phrase having a
positive or negative connotation.

EXAMPLE: the words light and dark

The natural agent that
Denotation : stimlates sight andmakes
things visible

Of little weight,
something very
light

LIGHT
Provide with
light

The absence of
light in place
With little or no
light
DARK

Connotation:
 Try and Learn
Directions: Below are examples of denotative and connotative meanings of
words.Choose inside the box the word being referred by the denotative and connotative
meaning. Write your answers on the first column.

chick hot cool

shark dead crazy

Word Denotative Meaning Connotative Meaning

Insane; mentally unstable Girl or woman
Low temperature Popular acceptable
Predatory fish Unusually quiet setting
Young bird Extremely attractive; angry
High temperature; heated Highly skilled
Absent of life and/or animation Wild and exciting

Do and Learn
Group Activity

Directions: Form a small group with 6 7 members.

Group 1: Complete the second column by giving the denotative meaning/s of

the first column.
Group 2: Complete the third column by giving the connotative meaning/s of the first
column.
Group 3: Use in the sentence the words in the first column using denotation.
Group 4: Use in the sentence the words in the first column using connotation.

WORD DENOTATION CONNOTATION

.
SNAKE
MONKEY
DOG
BIRD
APE
 Learn some more
Directions: Give the denotative and connotative meaning of words. You can use
dictionary to find the meaning of words.

WORD DENOTATION CONNOTATION

1. Cheap
2. Economical
3. Hideous
4. Pleasing
5. audacious
6. vocal
7. yapping
8. sender
9. skinny
10. blue

Read and learn

Directions: For each pair of words and a phrase, list the one that is positive in the
positive connotation category, the one that is negative in the negative connotation category,
and the phrase that is a more neutral definition for both words in the denotation column. The
first two are done for you.

1. gaze, look steadily, stare

2. fragrance, odor, a smell sensed by the olfactory nerve
3. brainwash, persuade, influence one way or another
4. delayed, not on time, tardy
5. somewhat interested, nosy, curious
6. lazily, without haste, leisurely
7. ask of someone, demand, request
8. gathering, a large group, mob
9. slim, skinny, less than average build
10. discuss with others, debate, argue
11. observe, watch, spy
12. a young age, youthful, immature
13. not having a care, irresponsible, carefree
14. unique, not commonly found, strange
15. find, detect, snoop
16. inexpensive, fairly priced, cheap
17. isolation, privacy, having an opportunity to be alone
18. assertive, firmly confident, pushy
19. extravagance, generosity, giving much

Positive Connotation Denotation Negative Connotation

1 gaze look steadily stare
2 fragrance a smell sensed by the olfactory nerve odor
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19

Talk about it
 Directions: Answer the following questions:

1. What is denotation?
Denotation is ______________________________________.

2. What is connotation?
Connotation is _____________________________________.

3. Using Venns Diagram, compare the two words-denotations and

connotation.
Venns Diagram

SIMILARITI
DENOTATIO CONNOTATI
ES
ON

4.Give examples for denotation then call some to give the connotation
meaning.

Write about it
Directions:Choose four words from the table above. Write a sentence in which the
word appears, the words part of speech, its denotation, and positive or negative connotations
associated with it.

Example:

1. WORD: fragrance
SENTENCE USING THE WORD: The candle maker chose a pleasing, spicy fragrance
for the Holiday-scented candle .
PART OF SPEECH: noun
DENOTATION: a smell sensed by the olfactory nerve
POSITIVE CONNOTATION: fragrance
SYNONYMN WITH NEGATIVE CONNOTATION: odor

2. WORD: _______________________________
SENTENCE USING THE WORD:
_____________________________________________________________________
_____________________________________________________________________
______________________________
PART OF SPEECH: _____________________________
DENOTATION:
_____________________________________________________________________
 POSITIVE
CONNOTATION:________________________________________________________
___
SYNONYM WITH NEGATIVE CONNOTATION:
_________________________________________

3. WORD: _______________________________
SENTENCE USING THE WORD:
_____________________________________________________________________
_____________________________________________________________________
______________________________
PART OF SPEECH: _____________________________
DENOTATION:
_____________________________________________________________________
POSITIVE
CONNOTATION:________________________________________________________
___
SYNONYM WITH NEGATIVE CONNOTATION:
_________________________________________

4. WORD: _______________________________
SENTENCE USING THE WORD:
_____________________________________________________________________
_____________________________________________________________________
______________________________
PART OF SPEECH: _____________________________
DENOTATION:
_____________________________________________________________________
POSITIVE
CONNOTATION:_______________________________________________________
SYNONYM WITH NEGATIVE CONNOTATION: ______________________________

5.WORD: _______________________________
SENTENCE USING THE
WORD:_______________________________________________________________
_____________________________________________________________________
PART OF SPEECH: _____________________________
DENOTATION_________________________________________________________
POSITIVE
CONNOTATION:_______________________________________________________
SYNONYM WITH NEGATIVE CONNOTATION:
_________________________________________
(Reference: Google Search-Denotation and Connotation Exercises)

Remember
 Denotation refers to the literal meaning of a word, the "dictionary definition."
Connotation refers to the associations that are connected toa certain word or the
emotional suggestions related to that word.

LEARNERS MATERIALS

WEEK 2 FOURTH QUARTER

DAY 3

Think and Tell

Do you remember this chart? What is this chart all about?

What is text type?

The phrase text type is a way of classifying and defining different types of
language interaction, both spoken and written. It refers to the purpose of a text and the
way it is written.
What are the types of text?
What are the features of text type?
What is text structure?
 Try and Learn
Directions: Column A are the meaning of text type and Column B are the text
type.Match the items on the Column A to the items on Column B.

A B

To relate past experience Explanation

or events, either real or
imagined.
To persuade the reader Narrative
to agree with the writers
position/opinion.
To instruct the reader Discussion
how to make or do
something.
To explore more than one Argumentative
side of an issue/To inform (Exposition)
and persuade.
To show how things work Report
and why things happen.
To present a record of Procedure (Instruction)
information after careful
observation and analysis.
To entertain through Recount
telling a story.
To help the reader create Description
a picture of scenes,
events, people, etc....
 Do and Learn
Directions: Form a group. Look at the sentences below, identify their text type. Write on
the second column the types of text being identified on the first column. Write your answers
clearly. Read your answer.

Text Text Type

1.Advertising has a great impact on
children and therefore advertisements
should be designed carefully so that
children do not adopt inappropriate values.
2.The nervous system works through a
complex network of neurons. These are the
basic functioning cells of the nervous
system and conduct electrical impulses
between the central and peripheral nervous
system.
3.To produce folegras (which literally
means fatty liver, workers ram pipes
down male ducks or geeses throats two or
three times daily and pump as much as 4
pounds of grains and fat into animals
stomachs, causing their livers to bloat to up
to 10 times their normal size. Many birds
have difficulty standing because of their
engorged livers, and they may tear out their
own feathers and cannibalize each other
out of stress..
(Source:www.peta.org)
4.So he sat down, opened a drawer, took
out of it a womans photograph, gazed at it
 a few moments, and kissed it.
5.Swallowing air when eating is often done
unconsciously and may cause frequent
belching during or after meals. To avoid
swallowing air, make sure you slow down
when eating, try not to slurp drinks, and
avoid talking while chewing.
6.Yesterday, I fell over while walking in the
hills and went to see the doctor, who
bandaged my knee and gave me a tetanus
injection.
7.There are various ways to overcome
deteriorating eyesight. One possible
avenue is to undergo eye surgery.
However, before making this decision,
patients should consider several factors
such as the cost of the surgery, their state
of health and the associated risks.
8. Major programme requirements that
were identified by the directors include the
need for better tools to tract and evaluate
clients performance over time.
Copyright 2012-2013 UGC ICOSA PROJECT, Hong Kong

Learn some more

Directions: Match the examples of particular texts on the right with the text types on the
left by connecting them to the correct text type.

A B
1. Report A recipe
2. Discussion A school textbook about volcanoes
3. Narrative A fairy tale
4. Argumentative(Exposition) A biography
5. Explanation A travel article
6. Descriptive A newspaper editorial
7. Recount An article outlining the pros
and cons of having a cochlear ear
implant
8. Procedure (Instruction) A summary of a teachers teaching
evaluations for the year

Read and learn

Directions: Read and analyze the paragraphs. What type of text is the paragraph?
Write your answer on the blank before the number.

_________1.A proposed bill first goes to a committee to be reviewed. The second step
in the process is for the House or Senate to debate the bill, making necessary revisions.
The last step in the process of a bill becoming law is after both houses of Congress pass
the bill, it goes to the President to be signed into law.

_________2. The type of government created after the People Power Revolution
included the ideals of protecting individual liberties and freedom of speech while at the
same time preserving the unity and cooperation of the countrymen. To that end, a
government governs by the people, a Democratic country was created.

_________3. Representative democracy involves leaders receiving votes from the

populace after a period of campaigning for the office. Competition between candidates,
coupled with free and open speech, is necessary for this system of government to be
successful.

_________4. Some customers like the conveniences offered by big banks including,
computerized banking, multiple branches, and a large network of ATM machines. Other
customers prefer small banks that often times offer more personalized service and are
better connected to their communities.

________5. As a result of being hospitable of the Filipinos, foreigners visit our country
and leaved, they always commend how hospitable Filipinos are. We Filipinos are very
welcoming. We always try to make people comfortable on our own turf. Filipinos are very
warm people, and are very friendly and nice. We take out the best dinnerware that we do
not use, we give the house a cleaning twice the amount of effort we give on most days
Talk about it
Directions: With your seatmate, recall the chart of text type. Differentiate each
text type to one another by giving their meaning. Share your answer to the class.

TEXT TYPE MEANING

1. Narrative
2. Description
3. Recount
4. Exposition
5. Information Report
6. Discussion
7. Explanation
8. Procedure

Write about it
Directions: Give the meaning of the following text type. Write your answer on the box
opposite of the words.

TEXT TYPE MEANING

NARRATIVE It tells a story

RECOUNT

EXPLANATION

DISCUSSION

DESCRIPTION

EXPOSITION
 Think and Tell
DAY 4
FOURTH QUARTER WEEK 2
LEARNERS MATERIALS
The phrase text type is a way of classifying and defining different
typeof language, interaction, both spoken and written.
It refers to the purpose of a text and the way it is written.
Different text types are:
Narrative
Discussion
Explanation
Recount
Exposition
Response
Procedure .
Description
Information Report
Remember
REPORT
INFORMATION
PROCEDURE
RESPONSE
 Look at the picture. Answer the following questions:

1. What happened to the boy?

2. Why do you think the boy fell on the ground?
3. What do you think the reasons why the boy fell on the ground?

Find and Learn

Directions: Study this sentence.

The product was rated poorly because it was below the standard.

What happened? The product was rated poorly. That is the effect.
Why did it happen? It was below the standard. That is the cause.
What kind of sentence according to structure is the sentence above? That is a compound
sentence.

Here is another sentence.

The guests stopped talking when the president entered the hall.

What happened? The guests stopped talking. That is the effect.

Why did it happen? The president entered the room. That is the cause.

Connectors such as because, for this reason, that is why, so, therefore, for, and since can be
used to show cause-and-effect relationships.
A cause-and-effect relationship describes something that happens and explains why it happens.
The effect tells us what happens. The cause tells us why it happens.
What kind of sentence according to structure? That is a compound sentence.

Compound sentences are made up of two simple sentences connected by a

coordinating conjunction. These conjunctions are also known as FANBOYS:
F - For
A - And
N - Nor
B - But
O - Or
Y - Yet
S So

A cause-and-effect relationship describes something that happens and

explains why it happens.

The effecttells us what happens. The causetells us why it happens.

 Compound sentences show cause and effect relationship

Another example:
My daughter got sick so we had to cancel our trip.

My daughter got sick

We had to cancel our trip. Two sentences connected with conjunction so to
form a compound sentence.

.
My daughter got sick so we had to cancel our trip.

Cause conjunction Effect

Give your own examples of compound sentences that show cause and
effect relationship.

Try and Learn

Directions: Encircle the two ideas expressed in a compound sentence then underline
once the cause and twice the effect.
a. The baby cries loud because she was hungry.
b. It was my friends birthday today so I make her a card.
c. She didnt sleep well last night so she feels weak today.
d. Marinas clothes were all dirty because her mother went to the province to
visit her mother.
e. Arnold step on a banana feeling and he slipped and bumped his head on the
table.

Do and Learn
Directions: Do the following activity.
 A. Read the following sentences carefully. Identify which group of words tells the cause
and which one tells the effect. Then, copy the sentences on your paper. Underline
the cause once and encircle the effect.

1. The policeman issued a violation ticket to the driver because he drove through a red
light signal.
2. Michael came all the way from Australia to help his fellow Filipinos in their
BahayKalingaproject.
3. The farm lands were dry and hard, for there had been no rain.
4. The fire spread fast due to the strong winds that hit the valley.
5. My mother loves green salads so much that she brought all the bottled dips in the
counter.

B. Write the correct word that signifies cause-and-effect relationships. Choose between
so that and because.

1) The people should vote for the right candidate ______________ the country could be
more competitive and developed.
2) Our waters become polluted ________________ of too much garbage thrown into them.
3) Everybody is busy including the candidates _______________ of the coming elections.
4) Pupils should study hard ________________ their parents would be proud of them.
5) There will be an achievement test _______________ the DepEd could measure the
knowledge learned by the pupils.

C. Match the effect in column A to the cause in column B. In column C, write the
matched sentences to form compound sentences.

A Cause B Effect C Compound sentence

1. Marissa was happy a. it destroys the lungs.
because b. they met a car accident.
2. The teacher got mad c. she recited her piece well.
because d. he broke the window glass.
3. Shirley won in the e. she placed first in class.
Oratorical contest
because
4. Smoking is bad because
5. Rosemaries parents died
because

D. Write at least five (5) compound sentences. Underline the cause once and the effect
twice.

Learn some more

 6. Directions: Encircle the two ideas expressed in compound sentences then underline
once the cause and twice the effect.

1. The dog barked at me because she was hungry.

2. It was my moms birthday today so I make her a card.
3. She didnt sleep well last night so she feels weak today.
4. All her clothes were dirty because her mother did not wash their clothes.
5. Arnold dives in swimming pool and his head bump near the side of the pool.
6. Tara didnt understand the homework assignment, so she asked a friend for
help.
7. The students tried to prepare for the test but they didn't realize how difficult the
test was.
8. We needed some groceries for the week so we went to the supermarket.
9. It was raining so hard outside so I put on my raincoat.
10. The horse jumped at the lake because she feel dirty.

Read and learn

Directions: Match the cause to its effect. Write the correct letter on the line.
(www.HaveFunTeaching.com)

Effect Cause
___ 1. Sue covered her ears because... a..it jumped into the pool.
___ 2. Louie bought a cake because... b.she forgot it in the microwave.
___ 3. The waiter dropped his tray of food c. the siren on the firetruck was very loud.
because.
___ 4. Paul did his homework at night because...d.he was hot and thirsty afterrunning
outside.
___ 5. The popcorn mom madeburned because... e. it is his moms birthday.
___ 6. Ian received his blackbelt in karate because... f.he had soccer practiceafter school.
___ 7. Julies mom brought Julie to the doctor g. he passed the final test.
because...
___ 8. The dog was all wet because... h.he tripped on a napkin and fell.
___ 9. The milk was sourbecause... i.someone took it out and leftit on the
counter.
___ 10. George had a drink because. .j. she had a fever.

Talk about it
 Directions: Look at the pictures. Discuss with your seatmate what is being shown
in the pictures. Write a compound sentence about the picture and tell what is the cause and the
effect.

1. 2. 3.

4. 5. 6.

\Write about it
Directions: Do the following activities:

A. Directions: Complete the following sentences. You may use a word or a group of
words as signals for cause-and-effect relationships.

1. The clouds were turning dark, _______________ we started packing our picnic baskets.
2. Road blocks were set up by the military, ______________ they could catch the
terrorists.
3. Tourists flock to Boracay ____________they are amazed of its white sand
4. The diligent son worked in the morning and studied at night ___________ his father died
three years ago.
5. The economy of the country is improving _______________ dedicated government
officials worked hard.

B. Read the compound sentence silently. Write five (5) compound sentences. Underline
once the cause and twice the effect. Encircle the conjunction used in the sentence.

Remember
 Causeis the reason why something happens.

Effectis the result or what actually happens.

Connecting words such as because, for this reason, that is why, so, therefore, for
and since can be used to show cause-and-effect relationships.

Compound sentences are made up of two simple sentences connected by a

coordinating conjunction. These conjunctions are also known as FANBOYS:
Compound sentences show cause and effect relationship

LEARNERS MATERIALS

WEEK 2 FOURTH QUARTER

DAY 5

Think and Tell

Look at the picture below. What is inferring? What is target? When we say
audience , to whom do you refer it?

Find and Learn

Directions: Study the charts below:

Try and Learn

Directions: Look at the pictures. Infer who the target audience is.
1.

2.

3.

4.

5.
 Do and Learn
Directions: Infer the target audience of the following pictures.

Use the following data:

Target audience: _______________________

Age: _______________________

Gender: _______________________

Interest: _______________________

1.

2.

3.
 4.

Learn some more

Directions: Infer the target audience. Match the words in column A to the words
in column B.

A B

1. Seminar/Training Workshop of Teachers in Math a. Carpenters

2. How to Make a House b. Bakers
3. Making Pastries, Cakes and Breads c. Teachers
4. Snow White and the Beast d. Men
5. Wrestling e. Little boys and girls
Talk about it
Directions: Answer the following questions:

1. Why is it important to know the target audience?

2. What are key aspects you should consider in choosing your target audience?
3. Why do we need to consider those aspects?
4. If someone ask an advice about what movie/s a 3-6 year old should watch,
what are you going to advice?
5. You are invited to read a short story in a kindergarten class, what story are
you going to read to them? Why?

Write about it
 Do the following activity.

1. Think of a commercial or TV Ads you like. Answer the date below:

Name of commercial/TV Ads : _________________________

Target Audience: __________________________
Age: __________________________
Gender: ___________________________
Interest: ___________________________

2. Watch a television commercial at home or find an ad in a newspaper or

magazine
Then , write one paragraph describing the ad, making an inference about who
the target audience is, and explaining why they think this.

Remember

Audience means a group of people that participate in the media in several different ways.
Target means a place, thing, or person at which an attack is aimed.
Inferring means guessing or speculates.