ENGLISH 1 - 1ST QUARTER

AY. 2021-2022
 Dearest Lord, teach me to be
generous

Prayer
Teach me to serve You as I
should
To give and not to count the

for
cost
To fight and not to heed the
wounds

Generosit
To toil and not to seek for rest
To labor and ask not for
reward

y
Save that of knowing that I do
Your most holy will
 CONTENTS

LEARNING WARM LESSON ASSESSMENT

OBJECTIVES UP PROPER
 LEARNING
OBJECTIVES
UNIT 1 - LESSON 1 LISTENING/READING LANGUAGE/WRITING
• Classify/Categorize sounds • Talk about oneself and

MOM NEEDS HELP heard (animals and

mechanical objects).
• Recognize environmental
one’s family.
• Recognize sentences and
non-sentences.
print. • Hold pencil and paper in
• Review the English position correctly.
alphabet.
• Use words that are related
to self, family, and school
in both Mother Tongue and
English.
• Identify the English
equivalent of words in the
Mother Tongue or in
Filipino.
• Note important details
pertaining to: a. characters;
b. settings; c. events.
 LISTENING/READING
READING • Classify/Categorize sounds heard
(animals and mechanical objects).
• Recognize environmental print.
SECTION • Review the English alphabet.
• Use words that are related to self,
family, and school in both Mother
Tongue and English.
• Identify the English equivalent of
words in the Mother Tongue or in
Filipino.
• Note important details pertaining
to: a. characters; b. settings; c.
events.
 WARM UP
Describe the picture below.
Title text addition
The user can demonstrate on a projector or
computer, or print the presentation and make
it film
 READING SECTION
“Jake Goes to Mindoro”
Jake loves sounds-- any kinds of sounds. He loves the
sounds of sirens, vehicles, birds, swaying of trees, and
especially the sounds of farm animals. He has not visited his
grandparents in their farm in Mindoro for a long time. One day,
his father announced that they would go to Mindoro. Jake
became excited and prepared for the trip.

The family took a bus going to Batangas port. On their

way to Batangas, Jake listened to the sounds of the vehicles
with much delight.

Tricycles-- broom, brooom; cars and buses-- zoom,

zooom; and when they got to the port, he heard the horns from
the ships--honkkkk. S, the family boarded the ship right away.
 ELEMENTS OF A STORY

CHARACTERS EVENTS
- the people, animals, or - the things that happened in
objects in the story. the story.

SETTINGS
- tells where and where the
story happens.
STOPLIGHT

Can you tell the characters,

the settings, and the events in
the story you listened to?
 STOPLIGHT
Along the way, Jake saw a lot of road signs. Can you
name them?
 STOPLIGHT
Recall the English alphabet. Listen and repeat the
sound of each letter correctly.

A, B, C, D, E, F, G, H, I, J, K,
L, M, N, O, P, Q, R, S, T, U,
V, W, X, Y, Z
 MOTHER TONGUE
Explain these words using your Mother Tongue.

born father hobbies

home
mother age mother
family
live sister brother
 ESSENTIAL READING
Read silently as your teacher reads the story aloud. Find out why Mom needs help.
“Mom Needs Help”
One morning, Kyla, Dylan, Zach, and Deanne woke Mom finished her work fast because her children
up early. helped her.
“Good morning, Mom!” they chorused. “Thank you very much, my children! You have been
“Good morning! I need help,” said Mom. helpful.”
“May I help?” asked Kyla. “You are welcome, Mom!” the children chorused.
“Yes, Kyla. Please put the plates on the table.” They sat at the table. Dad joined them. Dad had to
“May I help?” asked Dylan. leave.
“Yes, Dylan. Please fill the pitcher with water.” “I need to go to the office. Goodbye, kids! Goodbye,
“May I help?” asked Zach. Mom!”
“Yes, Zach. You may put these spoons and forks on “Goodbye, Dad!”
the table.” “I need help, kids,” Mom said.
“May I help?” asked Deanne. “Can we wash the dishes?” the children asked.
“Yes, Deanne. You may put the bread and butter on “Oh, sure! That’s the help I need,” Mom answered.
the table.” They all laughed.
 READER’S
WORKSHOP
Answer the questions your teacher will read.

1. What help did Mom need from her children?

2. Where did the story happen?
3. How did the children help Mom?
4. What did the family have—breakfast, lunch, or dinner? Explain your answer.
5. What can you say about the children?
6. What can you say about the parents?
7. What is the story about?
8. Retell important events in the story.
9. What lesson can you get from the story?
 Choose a Task
You will choose a task to do on your own.

Awesome Artist Super Summarizer

Draw the family at the Give a short summary of
dining room. what the story is about.

Quick Questioner Clever Connector

Ask three good questions Connect any part of the story
about the story. to anything that reminds you
of something else.
 REMINDER

Quiz no. 1 – Reading

Aug. 16, 2021
Topic: Story [Characters, Setting, and Events]
 LANGUAGE/WRITING
LANGUAGE
• Talk about oneself and one’s
SECTION family.
• Recognize sentences and non-
sentences.
• Hold pencil and paper in
position correctly.
 ORAL
LANGUAGE
A. Your teacher will assign a partner for you. With your partner, talk about
yourself and your family. Be guided by these questions.

Who are your What do you like

parents? about them
How do you want Do you have a
to be called? brother or a sister?

What is your What can you say

name? about them?
 ORAL
LANGUAGE
Take turns in answering asking a question and answering. Follow the dialogue.
What is your name? My name is ________.

You can call me______.

How do you want to be called?

Who are your parents? My parents are _______.

What I like about them

What do you like about them?
are_________________.

Do you have a brother or a I have/ don’t have a________.

sister?

What can you say about He/She/They is/are _____.

them?
 ORAL
LANGUAGE
B. Read the following. Some of them are sentences. Some are not. Can you
identify which are sentences?

1. I need help.

2. Had to leave

3. They sat at the table.

4. Bread and butter

5. Deanne woke up early.

 ESSENTIAL
LANGUAGE
Examples:

Remember: 1. I need help.

A sentence is a group
2. They sat at the
of words that expresses
table.
a complete thought.
3. Deanne woke up
early.
 ESSENTIAL
LANGUAGE

Remember:
Examples:
A group of words that
has an incomplete 1. Had to leave
thought is a fragment.
It is a non-sentence. 2. Bread and butter
 Language
Workshop
SEATWORK 3: READING
Draw a star [🌟] if the group of words is a sentence. Draw a circle [⭕ ] if the group of
words is a fragment. Write your answer on the blank before each number.

____1. We should take care of our body. ____6. Dad goes to the gym.

____2. A healthy body ____7. Mom joins aerobics class.

____3. needs exercise ____8. does not buy junk food

____4. Becky eats fruits and vegetables. ____9. a lot of water

____5. good to rest ____10. I sleep early.

 Language
Workshop
Homework 1: Reading Aug. 17, 2021

1. Give two examples of sentences and two

examples of non-sentences.
 Language
Workshop

Quiz no. 1 : Language

Aug. 23, 2021
Topic: Sentences and Non-Sentences
 Writing
Section
• Tips in holding one’s pencil and position paper correctly.

Tripod Grip
 Writing
Section
• Copy the letters of the alphabet neatly and clearly.
Aa Bb Cc Dd Ee Ff

Gg Hh Ii Jj Kk Ll

Mm Nn Oo Pp Qq Rr
 Writing
Section
• Copy the letters of the alphabet neatly and clearly.

Ss Tt Uu Vv Ww Xx

Yy Zz
 Writing
Workshop
Homework 2: Language Aug. 18, 2021

1. Write your FULL NAME 3 times (3x) on a

piece of paper using the tripod grip method.
2. Ask your parents or guardian to take pictures
of you doing the task.
3. REMEMBER: Write neatly and clearly.
 LEARNING
OBJECTIVES
UNIT 1 - LESSON 2 LISTENING/READING
• Classify/Categorize
LANGUAGE/WRITING
• Talk about one’s name and

SUMMER SALE
environment sounds heard. other personal information.
• Recognize environmental • Recognize sentences and
print. non-sentences.
• Read the alphabets of • Write vowels neatly and
English vowels/beginning clearly.
sound.
• Use words that are related to
school and community in
both Mother Tongue and
English.
• Identify the English
equivalent of words in the
Mother Tongue and English.
• Give the correct sequence of
three events.
• Infer the character feelings
and traits.
• Retell a story listened to.
 LISTENING/READING
• Classify/Categorize environment
READING sounds heard.
• Recognize environmental print.

SECTION • Read the alphabets of English

vowels/beginning sound.
• Use words that are related to school
and community in both Mother
Tongue and English.
• Identify the English equivalent of
words in the Mother Tongue and
English.
• Give the correct sequence of three
events.
• Infer the character feelings and traits.
• Retell a story listened to.
 LISTENING AND
SPEAKING
Listen to the story:
Title text addition
The user can demonstrate on a projector or
computer, or print the presentation and make
it film
 The Ant and
The Grasshopper
Just before the rainy season, an ant
busily stores away some grains of rice, Title text addition
which she has gathered during harvest The user can demonstrate on a projector or
computer, or print the presentation and make
time. it film

Along comes the lazy grasshopper,

starving, but still full of joy in her heart.
Seeing what the hardworking ant is doing,
the grasshopper stops her and asks for a
grain. “I shall be able to sing better if my
hunger was not so keen,” she explains.
 The Ant and
The Grasshopper
“But, what were you doing during the
precious summer months while I was busy Title text addition
gathering all these grains?” the ant asks theThe user can demonstrate on a projector or

hungry grasshopper.
computer, or print the presentation and make
it film

“Oh,” replies the grasshopper, “I was not

idle. I was trying to enjoy life. I was singing
and chirping all day long. I was listening to
the sounds around me. Cars and buses go
zoom! Zoom! Zoom! Horns on jeepneys go
beep, beep, beep! Wipers on trucks go swish,
swish, swish!”
 The Ant and
The Grasshopper

Title text addition

The user can demonstrate on a projector or

“Well,” say the ant, smiling while she computer, or print the presentation and make
it film

looks at her granary door, “since you

sang and listened all summer, it looks
like you will have to dance an empty
stomach this rainy season.”
 STOPLIGHT
A. 1. Give the correct sequence of the events in the story. Write
number 1 inside the box of the event that happened first, 2 for the
second event, and 3 for the third event.
Title text addition
The user can demonstrate on a projector or
computer, or print the presentation and make
it film

The ant taught of giving The ant gathered grains

The grasshopper asked
him a lesson by not of rice during the
for grains from the ant.
giving him grains. summer.
 STOPLIGHT
2. Infer traits and feelings. Choose the correct answer.
Title text addition
The user can demonstrate on a projector or
computer, or print the presentation and make
it film
The ant gathered rice The grasshopper sang The grasshopper would
during the summer. The throughout the summer. be ___________ during
ant was ____________. The grasshopper was the rainy season.
___________.
a. Hungry a. Afraid a. Hungry
b. Cheerful b. Lazy b. Happy
c. Hardworking c. Hardworking c. Afraid
 STOPLIGHT
B. Here are the sounds that the grasshopper listened to. Match the
sound to what makes the sound. The teacher will read them for
Title text addition
you. The user can demonstrate on a projector or
computer, or print the presentation and make
it film

Zoom, zoom, zoom!

Beep, beep, beep!

Swish, swish, swish!

 STOPLIGHT
C. Read these school signs:
Title text addition
The user can demonstrate on a projector or
computer, or print the presentation and make

Keep of the Silence. Fall in it film

Keep
grass. Line right.
 STOPLIGHT
D. Animals and many things around us make sounds. People
make sounds, too. People shout, cry, and whine. People produce
Title text addition
words when they talk. Words are made up of letters of the
The user can demonstrate on a projector or

English Alphabet. computer, or print the presentation and make

it film

Recall the vowels of the English alphabet. Say the sounds of

each letter.
Aa Ee
Ii
Oo Uu
 WORK
OUTPUT
What are the things that produce sounds around you? Do you hear the sounds
of cars and buses? Do you hear the sounds of animals? Or someone singing
in a karaoke? Title text addition
The user can demonstrate on a projector or
computer, or print the presentation and make
it film
 WORK
OUTPUT
In a short bond paper, draw different things that produce sounds around you.
Then, write the sounds they make above them. Color your work.
Title text addition
The user can demonstrate on a projector or
computer, or print the presentation and make
it film
ESSENTIAL
READING
Summer Sale
Title text addition
The user can demonstrate on a projector or
computer, or print the presentation and make
it film
 Summer Sale
Deanne and Kyla wanted to earn money. They wanted to buy a
special gift for their mother. They save money, but it was not enough.
They sold newspapers and bottles, but the money raised was little.
Since it was summer time, they thought of Title selling something cold
text addition

that people would like very much. The user can demonstrate on a projector or
computer, or print the presentation and make
Deanne approached her mother. it film

“Mom, may we sell ice candies in front of our house?” she asked.
Mom answered, “Sure your Ate Gienah can help you. She will list
down the flavors and the other things that you will need.”
The girls shouted in glee, “Oh, thank you, Mom!”
The girls approached their sister, “Can you please help us? We will
sell ice candies.”
 They asked their housemate, Natie, to help them buy what they
need. They made a large sign in front of their house: YUMMY ICE
CANDY FOR SALE! DIFFERENT FLAVORS!Title text addition
Soon, they had a lot of buyers. When they were
The user abouton ato
can demonstrate close
projector or their
little store, a boy came to buy. computer, or print the presentation and make
it film

“Please, do not close yet. May I buy one?” the boy pleaded.
Kyla answered, “I am sorry but we have nothing more to sell.”
“That is all right,” the boy replied sadly.
At the end of the week, they earned more than what they needed to
buy a gift. Most of all, they learned to make a business and they had
much fun. They planned to sell ice candies until the end of summer.
 READERS
WORKSHOP
Give the correct sequence of the events in the story by writing 1 below the event
that happened first, 2 for the second event, and 3 for the third or last event.
Title text addition
The user can demonstrate on a projector or

They got help so they Kyla and Deanne They earned more than
computer, or print the presentation and make
it film

could sell ice candies. decided to earn money. what they needed.
________ _________ _________
 LANGUAGE/WRITING
LANGUAGE
• Talk about one’s name and other
SECTION personal information.
• Recognize sentences and non-
sentences.
• Write vowels neatly and clearly.
 ORAL
LANGUAGE
A. Your teacher will assign a partner for you. With your partner, talk about
your name and other things about yourself. Be guided by these questions.
Why were you What are your
given that hobbies?
What is your nickname? Who are your
nickname? friends?

Where did your parents Why do you like

get your name? them?
 ORAL
LANGUAGE
Take turns in answering asking a question and answering. Follow the dialogue.
Where did your parents get your They got my name from ____.
name?
My nickname is______.
What is your nickname?
Because_______.
Why were you given that
nickname? My hobbies are
_________________.
What are your hobbies?
My friend/s is/are _______.
Who are your friends?
I like them because ______.
Why do you like them?
 ESSENTIAL
LANGUAGE
RECALL:
A sentence is a group of words that
expresses a complete thought.

A group of words that has an

incomplete thought is a non-
sentence.
 Language
Workshop
Seatwork: Language Aug. ___, 2021
Put a check mark [✓] before each sentence. Draw a cross [x] before
each non-sentence.
______1. in grade two
______2. Zach is his nickname.
______3. He lives in Las Pinas City.
______4. plays with his pet
______5. a new cellphone
______6. He likes tablet games.
 Writing
Section
• Recall and observe the proper way of holding one’s paper and pencil. Copy
each vowel of the alphabet three times. Write neatly and clearly.
Aa
Ee

Ii
Oo
Uu
 Writing
Activity
Let’s answer the question below:

In a piece of paper, write down your ideas about

what COVID 19 is. You may write down the
things you know like the effects of COVID 19,
how bad it is, and how it affects you as a student.
 LEARNING
UNIT 1 - LESSON 3 OBJECTIVES
DYLAN GOES TO LISTENING/READING
• Classify/Categorize
environment sounds heard.
LANGUAGE/WRITING
• Talk about animals and
things.

SCHOOL • Recognize proper eye

movement skills– left to
right, top to bottom, return
• Recognize simple sentences.
• Write given consonants
correctly.
sweep.
• Read the consonants of the
English alphabet.
• Use words that are related to
colors and shapes in both
Mother Tongue and English.
• Identify cause and/or effect
of events.
• Identify the speaker in the
story or poem.
• Predict possible ending of a
story read.
 LISTENING/READING
• Classify/Categorize environment
READING sounds heard.
• Recognize proper eye movement

SECTION skills– left to right, top to bottom,

return sweep.
• Read the consonants of the English
alphabet.
• Use words that are related to colors
and shapes in both Mother Tongue
and English.
• Identify cause and/or effect of events.
• Identify the speaker in the story or
poem.
• Predict possible ending of a story
read.
 Making Predictions

Something Different
Making Predictions
- means thinking Can you make a
ahead while reading and prediction about the story
based on the title?
thinking about what
would happen next.
 Something Different
One Monday when I got back from school, I
hurriedly ran to my room.
“Why are you moving so fast?” asked Mother.
“Remember, you have to do your assignments
when your chore is over.”
“Yes, I will do my chore and my assignments,
but my teacher, Ms. Charisse, told us to bring
something unique or different,” I said. “But I can’t
think of one.”
“Can it be anything?” Mother asked.
“Yes it can,” I answered.
“Then, look in your toy box.”
 Something Different
I went over my toy box. I got my doll, Then, I
pulled out my kitchen toys. Still, I was very sad.
Toys were not unique enough!

My brother, Zach, offered his drum set, his

guitar, and his violin. But, I didn’t know how to
play them.

My elder sister, Eden, suggested, “How about if

you bring my necklace from Africa?”
 Something Different
I said, “That’s a good idea, Ate. Thank you. But I can’t
bring your necklace even if it’s nice. I’m afraid I might lose
it.

Just when I felt like crying, my pet, Borj, ran into the
room and jumped on me.

My eyes lit up. “You are such a good dog, Borj, and you
will make a unique surprise at school.

“Yes, that’s true. You made a good choice. Now, do your

chore. Set the table and put some ice into the water jug.
Tomorrow, you and Borj can ride in Dad’s car,” said Mother.
 LISTENING AND
SPEAKING
Cause and Effect
Cause Effect
- Knowing the cause - Knowing the effect
means understanding why means understanding
things happen as they do. what happens after
something is done.
 LISTENING AND
SPEAKING
Cause and Effect Examples
 LISTENING AND
SPEAKING
Cause and Effect Examples
 LISTENING AND
SPEAKING
Cause and Effect Examples
 LISTENING AND
SPEAKING
Cause and Effect Examples
 LISTENING AND
SPEAKING
In the story “Something Different”, find out why the
following happened:
• The girl in the story hurriedly ran to her room.

• She felt sad when she pulled out her toys.

• She did not like to bring her brother’s musical instruments.

• She did not like to bring her sister’s necklace.

 LISTENING AND
SPEAKING
Quiz: Reading
Sept. 2
• Topic: Cause and Effect Relationship
 READING
SKILLS
Seatwork: Reading Aug. 26
Give the cause and effect of the following based on the story “Something Different”.
Make a prediction about the story.
I. Give the cause:
a. The girl rushed to her room because __________________________.
b. She refused to bring her sister’s necklace because _________________.

II. Give the effect:

a. Her toys were not unique; that is why ____________________________.
b. Her pet, Borj, came out, so _____________________________________.

III. Predict what would happen if she would bring Borj to the class.
 ESSENTIAL
READING
Read the story silently as the teacher reads it aloud. As you read, make proper eye movements– left to right, top
to bottom, and return sweep. Find out what happened to Dylan in school.

Dylan Goes to School

By: Carl Joseph
 READER’S
WORKSHOP
Seatwork: Reading September ____
A. Answer the following.
1. Who is Donald?
2. What did his parents tell him so he will not worry?
3. What did his teacher do to make him feel good?
4. What did Donald do in school even if he was in a wheelchair?

B. Cause – Effect
Tell why …
5. Donald was worried about going to school.
6. Donald began to like school.
Tell what happened when…
7. Donald was asked why he was in a wheelchair.
8. Donald and his classmates got used to each other.
 READER’S
WORKSHOP
Story Map

A graphic organizer is a
visual chart that will help
you organize your ideas. You
may draw or talk about it if
you cannot write the events.
 READER’S
WORKSHOP
Homework: Reading September ____

Answer the following on your Essential English book

[p.28]:

E. Understanding
F. Story Map
LANGUAGE LANGUAGE/WRITING

SECTION • Talk about animals and things.

• Recognize simple sentences.
• Write given consonants
correctly.
 ORAL
LANGUAGE
A. With your partner, talk about persons and animals. Be guided by these
questions:
What are your favorite
things? Why?

What animals have

What animals do you seen already?
you like? Why? Describe them.
 ORAL
LANGUAGE
B. Here are simple sentences taken from the story. Listen and
repeat as your teacher reads them.

1. Dylan talked to his parents.

2. Dylan felt a little better.
3. Those pictures are attractive.
4. Dylan made friends.
5. I am so happy for Dylan and his classmates.
 ESSENTIAL
LANGUAGE

Examples:
Simple Sentence
1. Dylan talked to his parents.
A simple sentence gives a
2. Dylan felt a little better.
complete thought. It may be
3. Those pictures are attractive.
about person, place, thing, or
4. Dylan made friends.
an event. It ends with a
5. I am so happy for Dylan and
punctuation mark.
his classmates.
 LANGUAGE
WORKSHOP
Seatwork: Language September ___

Make simple sentences about the given topics.

• Animals
• Food
• TV show
• Game
 LANGUAGE
WORKSHOP
Seatwork: Language September ___

Make simple sentences about the given topics.

• Animals
• Food
• TV show
• Game
 WRITING
WORKSHOP

Writing Section [Essential English, pp. 31-33]

Copy each consonant of the alphabet twice, both big and

small letters. Write neatly and clearly. Observe the proper
way of holding one’s paper and pencil.
 LEARNING
UNIT 1 - LESSON 4 OBJECTIVES
MY BEST FRIEND LISTENING/READING
• Classify/Categorize
environment sounds heard.
LANGUAGE/WRITING
• Talk about animals and
things.
• Recognize proper eye • Recognize simple sentences.
movement skills– left to • Write given consonants
right, top to bottom, return correctly.
sweep.
• Read the consonants of the
English alphabet.
• Use words that are related to
colors and shapes in both
Mother Tongue and English.
• Identify cause and/or effect
of events.
• Identify the speaker in the
story or poem.
• Predict possible ending of a
story read.
 LISTENING AND
SPEAKING
Listen to the story, “The Race”. Find out who won in the race and how. Then answer the questions below.

The Race
1. Who are the characters in the story?
2. What did they do together?
3. In the story, “The Race”, what is the problem?
4. What was the solution to the problem in the story,
“The Race”?
5. What can you say about the hare? What can you say
about the tortoise? Do they deserve the result of the
race?
6. What part of the story is a bit similar to you? Have
you joined a contest or game with a friend and one
of you lost? What happened after one of you have
lost in the game or in the contest?
 READER’S
WORKSHOP
Parts of a Book

Books are fun to read.

People who write books are
called authors. Those who
draw pictures to make the
book more interesting are
called illustrators.
 LISTENING AND
SPEAKING
Front Cover

The title of the book is

found on the front cover.
The name of the writer
and the one who drew the
pictures are also found on
the front cover.
 LISTENING AND
SPEAKING
Back Cover

The back cover usually

has pictures, the price of
the book, and sometimes,
the name of the publisher.
 ESSENTIAL
READING
Seatwork in Reading: Sept.
Examine three other books. Find out what you see on the front and
back covers. You may use your school textbooks. Copy the format
below.

Title of the Book:

Name of the Author:
Name of the Illustrator:
Name of the Publisher:
 READING
ACTIVITY
Book Cover Making
1. Create your own book cover of the story “The
Race”.
2. Follow the format below:
Book Title: The Race
Author and Illustrator: Your Name
Name of Publication: ADSGA Book Store
4. Illustrate the Tortoise and the Hare in your front
cover.
 LEARNING
UNIT 1 - LESSON 4 OBJECTIVES
MY BEST FRIEND LISTENING/READING
• Classify/Categorize
environment sounds heard.
LANGUAGE/WRITING
• Talk about animals and
things.
• Recognize proper eye • Recognize simple sentences.
movement skills– left to • Write given consonants
right, top to bottom, return correctly.
sweep.
• Read the consonants of the
English alphabet.
• Use words that are related to
colors and shapes in both
Mother Tongue and English.
• Identify cause and/or effect
of events.
• Identify the speaker in the
story or poem.
• Predict possible ending of a
story read.
 LANGUAGE
SECTION
What events do you like best? Where do you spend it?
Who do you spend the day with? What do you do on this day?
 ESSENTIAL
LANGUAGE
Read these sentences. Find out which sentences tell something and
which sentences ask something. Look at their ending punctuation
mark.

1. I had no friends at school.

2. The kids played together in groups.
3. They ran and laughed.
4. I never played with them.
5. Who is your friend?
6. How did you make a doll friend?
 ESSENTIAL
LANGUAGE
Kinds of Sentences
A telling or declarative sentence tells or explains something.
It starts with a capital letter and ends with a period (.).

Examples:
Daryl grabbed his bag and ran to the gate.
Every Saturday morning Keith and his father get up early.
 ESSENTIAL
LANGUAGE
Kinds of Sentences
An asking or interrogative sentence asks a question. It starts with a capital
letter and ends with a question mark (?).
Most questions start with who, what, where, when, why, how, and which.
Asking sentences that are answerable by yes or no start with is, are, was,
were, does, do, did, can, should, must, shall, may, will, would, could, and
others.
Examples:
What do you think of Daryl?
Will he be late?
 LEARNING
UNIT 1 - LESSON 6 OBJECTIVES
LISTENING/READING LANGUAGE/WRITING
• Listen to an audiotape or • Use appropriate expressions
video and other forms of in common situations (polite
media. expressions, greetings, and
• Recognize proper eye seeking direction).
movement skills (transfer • Recognize names of people,
skills) objects, things, and places.
• Recognize same/different • Write slant, undercurve,
sounds. down curve, and over curve
• Recall the English alphabet. strokes.
• Communicate clearly and
effectively.

ONE MORNING IN
SCHOOL
 READING
SECTION
A. Listen to the story, “The Three Little Pigs.”

Answer the following:

• What kind of house did each pig
build?
• Who among the pigs was the
wisest? Why?
• What is the lesson of the story?
 READING
SECTION
B. Same and Different Sounds

These words have the same beginning letter sounds.

Read with correct pronunciation.
pig pet pat pen pan
bad bet bit bin build
wolf way wait word want
 READING
SECTION
B. Same and Different Sounds

These words have the same ending letter sounds.

Read with correct pronunciation.
pig dig log tag mug
bad bed wed nod lid
cat mat dot pet pat
 ESSENTIAL
READING
Read silently as the teacher reads the poem.
Going Back to School
Weekend is over Discuss your answers with your
In school, we’ll be there! classmates.
We’re back in class 1. What do we say when we meet our
The teacher awaits us! teacher in the morning?
“Good morning, teacher!”
2. What do we say when we ask
“Good morning, children!” permission from the teacher to go out?
Courteous words, we say. 3. What do we say when the teacher
We are polite all day. allows us to go out?
4. Why is it important to use polite
“May I go out, teacher?”
She says, “You may.”
words?
“Oh, thank you,” I say. 5. In what other situation can you show
“You’re welcome, Kay.” courtesy at home or in school?
 LANGUAGE
SECTION
Polite Expressions
Here are some polite
• We say “Good
expressions found in the
morning/afternoon/evening”
poem:
when greeting somebody. The
• Good morning!
other person may also say,
• May I go out?
“Good morning/ afternoon/
• Thank you.
evening.”
• You’re welcome.
 LANGUAGE
SECTION
Polite Expressions
• We ask “How are you?” or “How do you do?” to the person who is
introduced to us.
• For “How do you do?”, the answer is, “I’m fine, thank you, and
you?” The other person may also ask back “How do you do, too?”
• When someone thanks us for the help we gave, we answer:
• You’re welcome.
• Don’t mention it.
• We say, “Goodbye,” “So long,” and “See you later” when we are
about to leave.
 LANGUAGE
SECTION
These are some words taken from the story, “Three Little Pigs” and the
poem, “Polite All the Time.” Listen carefully as your teacher reads them.

pig wolf house hay wood

school teacher children class

 LANGUAGE
SECTION
Nouns
• Nouns name people, places, things, and events.

Examples of nouns:
Persons – mother, teacher, policeman, Dad, brother, Eden, baby,
nurse, cousin, family
Places – house, school, park, mall, Philippines, Japan, California,
Bohol
Things – books, paper, bag, plants, animals, fruits
Events – birthday, Christmas, Holy Week, anniversary
 LEARNING
UNIT 1 - LESSON 7 OBJECTIVES
LISTENING/READING LANGUAGE/WRITING
• Distinguishing words from • Use appropriate expressions
non-rhyming words. in common situations
• Identify letters in English (apologizing).
that are not present in • Recognize nouns in simple
Mother Tongue/Filipino and sentences.
vice versa. • Engage in a variety of ways
• Differentiate English words to share information
from other languages spoken (summarizing).
at home and in school. • Copy consonants following
• Identify the English the given strokes in cursive
equivalent of words in the writing.
Mother Tongue or in • Communicate clearly and
Filipino. effectively.
BORACAY IS ONE • Activate prior knowledge
based on new knowledge
formed.
OF THE BEST
 READING
SECTION
A. Listen to the story, “Borj.”

Answer the following:

• What do you know about dogs?
• What have you learned about a
Labrador dog?
• What other breed of dogs do you
know?
 READING
SECTION
B. Rhyming Words
These are words that are found in the story. These are
rhyming words. They are two or more words that
have the same or similar ending sound.
• happy, friendly, family
• play, day
• cheer, dear
 READING
SECTION
• Words rhyme when they have the same ending sound. Sing
and cling rhyme because both of them end with the “-ing”
sound.
Here are more words found in the story. They do NOT rhyme.
smart good fun fast new
We can pair the words above with words that rhyme with them.
smart-art good-wood fun-sun last-fast new-few

Can you tell rhyming words from non-rhyming words?

 READING
SECTION

Seatwork in Reading: Oct. 4, 2021

Look for the two words that rhyme in each sentence below.
_____1. I looked in the mirror at the skin on my chin.
_____ 2. I had to throw a good show.
_____ 3. The cub wanted to rub on the tree branch.
_____ 4. The sun weighed way more than a ton.
_____ 5. I had a kite that I liked to fly at night.
 READING
SECTION
Work Output in Language October 7, 2021
My Favorites
Things to prepare
• Cut out pictures of your:
• Favorite person/people, favorite place, favorite thing
(animal, food, toys, etc.), favorite event.
• 1 long bond paper
• Glue
• pencil
 LANGUAGE
SECTION
Polite Expressions
• What appropriate expression do you use if you say no or you
cannot give in to a request?
You should say “sorry” when you cannot give in to a
request.
You should also say “sorry” when you have hurt somebody.
When somebody says sorry to you, it is polite to say: “It is
okay,” or, “It’s all right.”
 LANGUAGE
SECTION
Identifying Nouns
B. Read these sentences. They are about the story.
• We went to Boracay.
• We stayed in a hotel.
• We enjoyed watching the waves.
• We ate at the market.
• I felt sad when my cousins left.
• It was my Dad’s birthday.
Which words name persons, places, things and events?
 WRITING
SECTION
RECALLING THE ENGLISH ALPHABET, WRITING
DIFFERENT LINES & CURSIVE WRITING
Thank you for listening