Diagramming Sentences
Activity 1
Direction: Diagram the following sentences. Diagrams of the first three sentences
are provided for you to copy and fill in.
1. They finished early.
2. Our bus traveled rapidly.
3. Ronessa ran very swiftly.
4. The laborers left early.
5. My package came today.
Learning through writing
Activity 1
Direction: Write a narrative about one of your most unforgettable experiences.
Make sure to follow the steps in writing that we have discussed such as pre-writing,
writing, revising ideas, and editing. Then, share your work with your classmates.
Your work will be graded based on the criteria below.
CRITERIA
Grammar and sentence structure - 10
Use of descriptive language to enhance the narration - 10
Cohesion - 10
Inductive method
Activity 1
Direction: Observe and study the examples below. Afterward, identify in the
following sentences which sentence observes the rules in subject-verb agreement.
Write G on the blank provided before each item if the sentence follows the rules; if
not, write U.
Examples:
G The girls in the school sing beautifully.
U The girls in the school sings beautifully.
1. The branches of the tree brushes the roof of our house.
2. The boys in my class look older than me.
3. My plants are very healthy.
4. I has to go.
5. Joanna and Edzel are bestfriends.
6. Yas cook very well.
7. Both Thea and Ronessa looks competitive.
8. The players on the other team were the best.
9. The titles of these books trigger my curiosity.
10. Our teacher’s opinion really matters.
Deductive method
Activity 1
Direction: Using the subject in each item, write a sentence observing the rules in
subject-verb agreement.
1. Children
2. One of the panelists
3. Every school
4. Five kilos
5. Some students
6. Ann and Caira
7. Someone
8. Everybody
9. Two kilometers
10. Half of the population
Interactive teaching
Activity 1
Direction: The class shall be divided into four groups. The first group will get an
adverb card (each containing an adverb and a word that it modifies) from the cards
provided by the teacher. Without showing the card to the other groups, the first
group should act out the word or phrase from the card. Then, the other groups will
guess what word or phrase it is for 30 seconds. After 30 seconds, the cycle will
continue with the second group acting out, followed by the third and fourth groups.
How to get a point:
The group that correctly guesses the answer first gets 5 points. In addition, the
group can get additional 3 points if one of the members in that group can
correctly identify what kind of adverb it is.
The performing or acting group will not get a point. But, if the guessing groups
fail to guess the answer within 30 seconds, the performing group will get a free 3
points and if one of their members can correctly identify what type of adverb they
are acting out, they can get bonus 2 points.
Processing Questions
1. How did you feel during and after doing the activity?
2. What do you think is the role and importance of adverbs in creating sentences?
Functional-notional approach
Activity 1
Direction: Think of the things you know how to do best, it can be cooking your
favorite dish, sewing, making art, or any other skills or hobbies you have. Suppose
you are a blogger, write a blog containing step-by-step instructions or a guide on
how to do your chosen skill. Remember to make your blog clear, informative,
cohesive, and interesting. Your work will be graded based on the criteria below.
CRITERIA
Use of clear and simple language - 20
Proper and organized sequencing - 20
Creativity in presenting the work - 10
Processing Question:
1. What do you think is the importance of using clear and simple language in giving
instructions?
Teaching grammar through situational context
Activity 1
Direction: Make groups with 3-5 members. Each group will randomly
pick a scenario from strips of paper provided by the teacher. Then, each
group will act out a scenario. The goal of each group is to show in their
roleplay the use of modal verbs in making requests and responding to
the requests appropriately. The play will be graded based on the criteria
provided by the teacher.
CRITERIA
Proper use of modal verbs in the conversation - 10
Proper use of language in requesting and responding
(politeness)- 5
Fluency and Confidence while performing - 10
Processing questions:
1. How did you feel before, during, and after finishing the activity?
2. What did you learn about making requests and responding
appropriately from this activity?
Teaching grammar using texts, stories, song,
and rhymes
Activity 1
Direction: Read the text below. In the paragraph, the adjectives (except a, an, and
the) are printed in italics. Make a list of the adjectives and after each one write the
word it modifies.
(1) Dad drove us up and down the busy street for twenty minutes. (2) The day
was hot; Dad was impatient. (3) From the back seat we looked ahead, trying to spot a
parking space. (4) We learned the location of every hydrant and bus stop. (5) Finally,
we saw two men climb into a parked jeep just ahead of us. (6) Our sudden yell nearly
scared Dad into a head-on collision with an approaching truck. (7) With rising hope
we waited until, to our great relief, the jeep pulled out. (8) Dad summoned his last bit
of strength to back the long car into the short space left by the jeep. (9) His task was
difficult and took several minutes. (10) After the tire-some hunt in the crowded car,
we crawled out onto the hot sidewalk to start our shopping. (11) Then we saw the
awful sign which no one had noticed before: “Post Office. Five-Minute Parking”.
Activity 2
Direction: Listen to the song “Paraiso” by Smokey Mountain. Then, fill in the gaps
of the song below with the appropriate adjectives to complete the lyrics.
Paraiso
By: Smokey Mountain
Return to a land called "Paraiso"
A place where a ___ river ends
___ birds dare fly over Paraiso
No space allows them to ___
The smoke that screens the air
The grass that's ___ there
And if I could see a ___ bird, what a joy
I try to write some words and create
A ___ song to be heard by the rest of the world
I live in this land called "Paraiso"
In a house made of ___ floors and walls
I learned to be free in Paraiso
Free to claim anything I see
Matching rags for my clothes
___ bags for the colds
And if ___ cans were all I have, what a joy
I never fight to take someone else's coins
And live with fear like the rest of the boys
Paraiso, help me make a stand
Paraiso, take me by the hand
Paraiso, make the world understand
That if I could see a single bird, what a joy
This ___ and ___ land could expect
Some truth and hope and respect
From the rest of the world
Processing Questions
1. What did you feel during and after doing this activity?
2. How do you think the adjectives affect the imagery and mood of the song?
3. Which are your favorite adjectives in the song? Why?
4. What do you think is the message of the composer in this song?
Teaching grammar through Presentation,
Practice, Production
Presentation
Active Voice: In the active voice, the subject of the sentence performs the
action represented by the verb.
For example: “ Caira likes birdwatching.” Here, the subject “Caira” actively performs
the action of liking birdwatching.
Passive Voice: In the passive voice, the target of the action becomes the focus,
and the verb acts upon the subject.
For example: “Birdwatching is liked by Caira.” Here, the subject “birdwatching” is
the focus, and Caira is acted upon by the verb.
Practice
Activity 1
Direction: Identify whether the sentences below are in active or passive voice.
Afterward, justify the reason for your answer on the blank provided.
1. Claire reads a book every afternoon.
2. Boracay has been visited by my friends twice.
3. I was reading a novel when the phone rang.
4. Ronessa and I will be working on our research paper tomorrow.
5. The museum will be visited by us next weekend.
Production
Activity 2
Direction: Below are sentences in either active voice or passive voice. If the
sentence is in active voice, rewrite it and convert it to passive voice. On the other
hand, if the sentence is in passive voice, rewrite it and convert it to active voice.
Write your answer on the blank provided.
1. Van Gogh paints beautiful paintings.
2. The delicious breakfast is prepared by my mother.
3. Intricate sandcastles are built on the beach by my friends.
4. Edzel is writing an email right now.
5. I am studying for my exam.
Activity
Direction: Write sentences in active voice and passive voice, five sentences each.
ACTIVE VOICE
1.
2.
3.
4.
5.
PASSIVE VOICE
1.
2.
3.
4.
5.
