English unit 1 (draft) tg

1
UNIT 1
I Can Get Along
Lesson 1: Sounds Around
(Day1)
Target Skills:
• Oral Language: Interacting with others
• Auditory Discrimination: Recognizing/ identifying, classifying/ categorizing a
sound heard: transportations, animals, musical instruments, mechanical objects,
environmental, distinguishing between loud/ soft, high/low sounds
• Listening Comprehension: answering Wh-questions
Objectives:
Recognize/Identify and classify transportation sounds as loud/soft.
Get the meaning of words through pictures/ models.
Answer Wh-questions.
Subject Matter: Transportation sounds
Answering Wh-questions
Materials: Story: “Off to School”
by: Myrna J. Hipolito
pre-recorded transportation sounds, tape/CD player, transportation pictures/
models, word cards, charts.
Procedure:
Pre - Assessment: (Refer to LM, p. 2) “Let’s Try”
Key to correction:
I. x II. meeooow- meeooow III. x x
tweeet-tweeet x x
wheeeng-wheee x
x ding-dong, ding-dong
kleng-kleng
Motivation
Ask the pupils the sounds that they know.
Ask: How do you go to school?
Do you walk to school? What kinds of transportation do you take?
Write the pupils’ responses in a circle map or bubble map.

2
Presentation:
Do: Present pictures of vehicles/models and word cards.
Say the words and let pupils repeat after you.
Ask pupils to match the word cards and the pictures.
Ask the pupils to locate and encircle the word in the circle map.
Let them post the pictures and the words on the chart.
Present the story in a big book/accordion book/picture book/individual poster/chart.
Guide pupils to talk about its cover and guess what the story is about.
Say: Listen to the story of a Grade 2 boy.
Find out how he goes to school.
Listening:
Give the pupils the standards to observe during listening.
Refer to the following guidelines when reading to the class:
1. Read the whole story aloud. Point to the illustrations when needed.
2. Read the story again. Ask questions as the story is being
read/listened to.
3. Read parts of the story where the pupils can mimic the sounds heard.
Model reading the pupils’ responses and let them repeat after you.
Transportations
bus jeep
car tricycle

3
Off to School
by Myrna J. Hipolito
It was seven o’clock in the morning. Lito’s service vehicle arrived. “Brrroom, brrroom,
brrroom,” sounded the tricycle. Lito happily boarded the tricycle to school.
Where was Lito going?
When they reached the junction, the tricycle could not go fast like before. “I am sorry
Lito, there’s a traf c jam again! We can’t get ahead of the cars and jeeps,” Kuya Ben
said. “Yes, there are trucks, vans, and taxis, too,” Lito added.
Why can’t Lito’s tricycle get ahead of the cars and jeeps?
What other transportations were there?
“There, the signal light just turned green.” “Now, we can go,” Kuya Ben happily drove
to school. Brrroom, Brrroom, brrroom, tooot, tooot, tooot. eeeeeeeeng, beeep, beeep,
beeep! prrrriiiiit! These sounds can be heard everywhere. Everybody was in a hurry to
go.
Screeeeech! “Here we are, Lito,” Kuya Ben said. Lito got off the tricycle. “Thank you,
Kuya Ben see you this noon.” And Lito happily walked to his classroom.
What sounds were heard?
Ask the pupils to give the best answer to the following:
1. Where was Lito going?
2. Who is Kuya Ben?
3. How did Lito get to school?
4. What sounds were heard by Lito on his way to school?
5. Which means of transportation made these sounds?
6. Do you think Lito arrived in school on time? What made you think so?
7. How did Lito feel that day?
8. Will Lito see Kuya Ben again?
Story:
Application
(Refer to LM, p. 4, I Can Do It)
Evaluation: (Refer to LM, p. 5)
Key to correction:
1. Lito
2. Brrroom-brrrom
3. 7:00 a. m.
4. tricycle driver
5. noon

4
Lesson 1: Sounds Around
Day 2
Motivation:
Do: Present the circle map accomplished the days before. Ask pupils to form dyads.
Say: Today, we shall have another game with your partner, you shall do the following:
Pupil A shall secretly choose a transportation in their circle map, produce its sound
and ask pupil B to identify the sound produced. If the answer is correct, pupil B
gets the point and the chance to ask pupil A.
Group Work:
Divide the class into four groups. Distribute pictures/models of different kinds of
transportation. Provide each group with a thinking matrix to work on (the sample is
shown below). Let pupils produce the transportation sounds and classify them as loud or
soft. Specify the number of minutes the pupils shall work as a group.
The pupils will present by groups. Tell them to imitate the transportation sound as they
present.
Generalization:
Transportations make different sounds.
They make loud or soft sounds.
Evaluation:
Tell the pupils to look at each picture. Check ( ) if the sound it makes is loud or soft.
(Refer to LM, p. 8)
Application:
“Guessing Game,” (Refer to LM, p. 9)
Form three groups. Imitate the sound of different kinds of transportation. Let the groups
identify the transportation. The group that gets the most number of correct answers wins.
Agreement:
Show how to complete the following story. Then, ask the pupils to do it by themselves.
Hello, I’m __________________________. I ride in a ________________________
in going to school. The ________________________ makes a loud/soft sound
___________________ and off we go to school.
Transportations Sound produced Loud Soft
tricycle broom-brooom
Thinking Matrix
(name) (transportation)
(transportation)
(sound)

5
Lesson 2: Animal Sounds
Objectives:
Recognize/identify/ and classify sounds produced by animals as loud/soft.
Answer Wh-questions.
Subject Matter: Animal sounds
Classi cation of loud/soft sound
Story: “Five Little Goats” by Myrna J. Hipolito
Materials: pre-recorded animal sounds, tape/CD, cassette/CD player, pictures/models
of animals, word cards, charts/maps
Procedure:
Checking of Agreement
Review:
Divide the class into two.
Each group shall take turns mimicking transportation sounds, identifying, and classifying
them as loud or soft. The group that gets the most number of correct answer wins.
Motivation:
Ask: What kind of pets do you have?
What sounds do they make?
When do they make these sounds?
Plot the animals mentioned by the pupils in the bubble map.
dog
animals
Model reading the animals the pupils mentioned
and let pupils read after you.

6
Vocabulary:
Say: You named some animals and they are now posted in the bubble map. I’m going
to show you the picture of another animal.
Do: Show the picture of a goat. Post the picture on the chart.
Present the words for study.
Read the words and let the pupils read after you.
Distribute the pictures and the word cards.
Ask pupils to match them.
Ask the pupils to pair off the picture with the correct word. Tell them to read the
word again. (Refer to LM, p. 11)
Listening:
Remind pupils of the standards to observe during listening.
1. Read the whole story aloud. Tell the pupils to listen very well.
Ask: What animal is mentioned in the story?
2. Read the story again. Ask questions to monitor pupils’ comprehension and attention.
3. Let them repeat/say some lines from the story.
Five Little Goats
retold By Myrna J. Hipolito
The rst little goat went to the market. The second little goat stayed home. The third
little goat ate a lot of grass.
Where did the rst goat go?
The fourth little goat had none. “I have nothing” he cried, “Meee-meee-meee!”
Which goat had nothing?
How did the goat cry?
The fth little goat cried. “I can’t nd my way home.” “Meee-meee-meee meee-meee-
meee!”
Why did the fth little goat cry?
What sound did it make?
Ask:
1. What animal was mentioned in the story?
2. What sound did it make? Why?
3. Guess what sound the rst three goats made?
Ask several pupils to mimic animal sound.
The other pupils classify them as loud or soft.
List down the animals and the sound they make in a diagram or chart.
An example is shown. (Refer to LM, p. 8)

7
Activities:
Activity 1: Choose a story with four different animal characters.
Divide the class into four groups. Assign an animal to each group.
Instruct the pupils to mimic the animal sound as the animal is mentioned in
the story being told.
Activity 2: Play the tape/CD (pre-recorded animal sounds).
Let the pupils identify the sounds and classify them as loud or soft.
Activity 3: Show the picture of an animal. Let the pupils produce the sound the
animals make and classify them as loud or soft.
Generalization:
Ask: Do animals produce the same sounds?
What kind of sounds do they make?
Different animals produce different sounds.
Their sounds could be loud or soft.
Application:
Divide the class into two groups:
Group I Mimics the animal sound
Group II Identi es the animal and tells whether the sound is loud or soft.
Evaluation:
Have the pupils connect the animals with the sounds they make. (Refer to LM, p. 9)
Agreement:
Think of another animal to take the place of the animal in the story, “Five Little Goats.”
Be able to produce the sound it makes. Be ready to tell your new story.
Lesson 3: Sounds of Musical Instruments
Objective:
Recognize/identify and classify sounds produced by musical instruments as high/low
Subject Matter: Musical Instrument Sounds
High/low sounds
Materials: Pictures/models of musical instruments
Toy instruments/ real musical instruments
Procedure:
Review:
Let the pupils listen to different animal sounds.
Ask them to identify whether the sound made is loud or soft.
(The sound can be pre-recorded or you can mimic the sounds)

8
1. 4.
5.2.
3.
Motivation:
Ask: What is your favorite musical instrument? (Refer to LM, p.10)
Presentation:
Do the “Orchestra Game”
Divide the class into ve groups. Assign a musical instrument to every group.
Each group mimics the sound of the instrument assigned to them.
The group plays the instrument as the conductor points to them.
Later, the pupils identify the instruments and the sounds they make. Likewise, they
accomplish the sample Thinking Matrix.
Say: You may draw or write the name of the musical instruments that make a loud/soft
and high/low sounds in the chart. (Refer to LM, p. 10)
Other Activities:
Activity 1: Play the pre-recorded musical instruments.
Ask pupils to identify the instrument.
Activity 2: Play the instrument using models/real musical instruments.
Pupils identify the instrument and classify the sound as high/low.
Generalization:
Ask: Do musical instruments have the same sounds? Are the sounds produced loud/soft,
high/low?(Refer to LM, p. 13)
Application:
Ask the pupils to put a check ( ) if the musical instruments make a loud, soft, big or
low sound. (Refer to LM, p. 12)
Evaluation:
Have the pupils connect the musical instrument with the sound it makes.
(Refer to LM, p. 13)
Agreement:
Encircle the instrument that makes loud sound.

9
Lesson 4: Sounds in the Environment
Objective:
Recognize/identify/classify environmental sounds heard as loud/soft, high/low
Subject Matter: Environmental Sounds
Materials: pre-recorded environmental sounds, tape/CD, cassette/CD player, pictures/
models/real objects, charts
Procedure:
Review:
Recall the sounds learned the day before. Group the class into two.
Show pictures of musical instruments. Tell the pupils to raise their right hand if the
instrument makes a high sound and raise the left hand for a low sound.
Also, clap twice if it makes a loud sound and once if it makes a soft sound.
Motivation:
Ask: What sounds do you hear at home? Outside your home?
Use a matrix to publish pupils’ responses.
Presentation:
Use the viewing technique in identifying the sounds pupils hear in the classroom.
Tell them to close their eyes. At the count of three, they should be totally quiet.
Have the class listen to the sounds around. At the count of ve, they will slowly open
their eyes and tell their seatmate the sound/s they heard. Bring back the matrix earlier
used to publish the pupils responses. Guide pupils in classifying the sounds heard as
loud/soft, high/low.
Other Activities:
Activity 1: Play the pre-recorded sounds. Ask pupils to identify the sounds heard.
Activity 2: Lead the pupils to a trip in the school yard. Ask them to identify the sounds
they hear.
Ask: What sounds did you hear?
Are they loud/soft, high/low?
Say: List down on the chart the sounds you heard.
Check ( ) if it is loud, soft, high or low. (Refer to LM, p. 14)
Guide pupils in lling up the matrix. Ask them to list the sounds they heard and
identify if the sound is loud/soft, high/low.
Possible Sounds They Heard:
Heartbeat, sneezing, breathing, coughing, creaking chair, noise of an electric fan,an air-
conditioning unit, opening /closing/banging of door,transportations: motorcycle, train,
car, bus, airplane, jeep, tractor, sounds of a bell, buzzer, siren, children walking/running,
talking, shouting, footsteps, falling objects, birds, wind blowing, honking, cars/jeeps,
music playing/radio broadcast, wind, rain, thunder, spilling water, animal sounds,
machine sounds, running faucet, loud/soft/high/low voices and many more

10
Generalization:
Sounds in the environment differ from one another.
They can be loud/soft, high/low.
Application: (Refer to LM, p. 15)
Agreement:
Make a chart and let the pupils list down ve different sounds you hear at home. Check
whether the sound is loud or soft, high or low. Lesson 5: Alphabet
Sound Source Loud Soft High Low
1.
2.
3.
4.
5.
Additional Activities:
Name the pictures. Encircle the picture if the sound it makes is heard at home and box
those which are heard in school.

11
Lesson 5: Alphabet
Target Skills:
• Alphabet Knowledge ( reading letters of the alphabet)
• Phonics and Word Recognition (medial /e/, blending onsets and rimes)
• Alphabet Knowledge (applying basic phonemic performance task- blending)
• Listening Comprehension (identifying the elements of the story, answering
wh-questions)
Objectives:
Name the letters of the Filipino and English Alphabets
Identify the letters of the Filipino Alphabet which are not present in the English Alphabet
and vice versa
Subject Matter: Filipino and English Alphabets
Materials: Letter cutouts of both Filipino and English Alphabets, magnetic letters/
board picture, onset, rime, word cards and chart
Procedure:
Pre Assessment (Refer to LM, pp. 16-17)
Key to correction:
I. All the letters except Ñ, NG II. 1. N III.Ben
belong to the English alphabet. 2. W coop
3. L 8:00 a.m.
4. M school
5. H Miss Lara
6. W
Motivation:
Say: You have learned the Alphabet song in Grade One. Who among you can sing the
English Alphabet song? the Filipino Alphabet? Let’s nd out who among you can
recall the song. Get your partner and sing the alphabet songs in English then in
Filipino. As you sing with your partner, take turns in completing the letters of both
alphabets in the boxes provided in your LM. (Refer to LM, pp. 17-18)

12
ENGLISH FILIPINO ENGLISH FILIPINO
Aa Aa Ññ
Bb Bb Nn Ng ng
Cc Cc Oo Oo
Dd Dd Pp Pp
Ee Ee Qq Qq
Ff Ff Rr Rr
Gg Gg Ss Ss
Hh Hh Tt Tt
Ii Ii Uu Uu
Jj Jj Vv Vv
Kk Kk Ww Ww
Ll Ll Xx Xx
Mm Mm Yy Yy
Nn Zz Zz
Say: Let’s count the letters of the Filipino Alphabet, how many letters are there?
Now, let’s count the letters of the English Alphabet.
How many letters are there?
Which alphabet has more letters? Why?
Which letters in the Filipino Alphabet are not found in the English Alphabet?
Practice Exercise:
Have the pupils write on the blanks the missing letters of the alphabet.
Generalization:
There are 28 letters in the Filipino Alphabet and 26 letters
in the English Alphabet.
“Ñ” and “ng” in the Filipino Alphabet are not found
in the English Alphabet.
Application:
Ask: What letters come before/after the following letters in the English Alphabet?
Presentation:
Model the songs rst and then lead the pupils in singing the Filipino Alphabet song and
then, the English Alphabet song. Point to each letter on the chart as the pupils sing. Each
song can be sung twice.

13
Activity 1: Post the magnetic letters on the magnetic board. Do the “Letter Sequencing
Game” on the magnetic board. Let the pupils arrange the letters of the
English Alphabet in its proper sequence. Have them also arrange the letters
of the Filipino Alphabet in its proper sequence.
Activity 2: Give a letter. Ask the pupils to give words beginning with the given letter.
Activity 3: “Letter Game”
Say: Mother went to the grocery store. She bought (fruits) the names of
which begin with letter (C).
The group to give the most number of correct answer wins.
The following categories may be used:
Fruits Animals
Heroes Cartoon Characters
Flowers Trees
Evaluation:
Ask: In which alphabet are the following letters found?
Ring the correct answer. (Refer to LM, p. 19)
Agreement:
Show the Teacher Chart to the pupils and ask them to give a word that starts with the
following letters. (Refer to LM, p. 19)
English Filipino
b -
s -
m -
d -
l-
Lesson 6: Elements of the Story
Objectives:
Answer Wh-questions from the story listened to
Identify the elements of a story
Subject Matter: Elements of a Story
Materials: Pictures of animals, word cards, chart
Procedure:
Motivation:
Ask: What do you do to help at home?
Do: Post pupils’ answers on the board or in a Multi Bubble Map.

14
Helping
at home
Model reading the content of the bubble map. Let the pupils repeat after you.
Do: Show pictures of animals to the pupils.
Ask them to identify the animals.
Ask if they have seen such animals.
Present the name card for each animal.
Read the words and let the pupils repeat after you.
Show the picture and say the word. Explain what the word means.
Vocabulary:
hens, coop, pen, counted, shouted, feeds
Do: Present the big book/accordion book/ picture book/individual poster/chart. Talk
about the cover of the book, the title, and the illustrations.
Ask: What do you think is the story about?
Say: Listen to the story. Find out the answer to this question:
What does Ben do before going to school?
Listening:
1. Read the whole story aloud.
2. Read the story again and ask questions while reading to help pupils
understand the story.

15
Story:
The Tenth Hen
by Myrna J. Hipolito
Ben’s father, Tem, has ten hens. Ben feeds the ten hens every day. He sets them free until
ten in the morning. Ben sees to it that the chickens are in the coop before he leaves for
school.
Who owns the hens?
How many hens are there?
Who feeds the hens?
“One, two, three, four, ve, six, seven, eight, nine...” Ben counted the hens. “Father,
Ren-Ren, the tenth hen is missing,” Ben shouted. “No, Ben Ren-Ren is in the pen. Go,
get Ren- Ren,” Father replied.
What does Ben do before going to school?
Why did Ben shout?
“One, two, three, four, ve, six, seven, eight, nine, ten” Ben happily counted the ten
hens. Now, he has ten hens in the coop.
Where was Ren-ren?
Why was Ben happy?
Ask the following questions. Present the parts of a story using a story map or bridge
map.
1. Where did the story happen?
(Setting: Ben’s house)
2. Who were the characters in the story?
(Characters: Ben, Tem, Ren-ren and the other hens)
3. What was Ben’s problem?
(Problem: The tenth hen, Ren-ren, was missing)
4. How was Ben’s problem solved?
(Solution: Father told Ben where to nd Ren-ren.)
5. How did the story end? (Ending: Ben completed the ten hens.)

16
The tenth hen
is missing.
problem
solution
Father told
Ben where
the tenth
hen is.
Ben
completed the
tenth hens.Ben’s house
Ben
Tem
Ten hens
endingcharacterssetting
Elements of the Story
“The Tenth Hen”
Application:
Say: Identify the elements of the story. Encircle the correct answer. (Refer to LM, p. 22)
1. Completed the hens.
2. Ren-ren is in the pen.
3. The tenth hen is missing.
4. Ben found the tenth hen.
5. Tem
6. Ben’s house
7. Ben
(climax) ending problem
solution (climax) setting
solution problem ending
setting character solution
character setting problem
solution ending character
setting solution ending
Guided Practice:
Guide the pupils in posting the elements of the story in a Bridge Map or Story Map.
Evaluation:
Ask the pupils to work as a group in doing this exercise.
Match and connect the elements of the story. (Refer to LM, p. 25)
1. Mario the polite boy a. problem
2. In the school b. character
3. Mario lost his wallet c. solution
4. The school helper found the wallet d. ending
5. Mario was able to have his recess e. setting

17
Additional Activity:
Let the pupils put a check mark ( ) if the statement is true and a cross (x) if the
statement is false.
_____ 1. There are twelve hens.
_____ 2. Ben goes to school at ten o’clock in the morning.
_____ 3. Ben feeds the hens.
_____ 4. The ninth hen was missing.
_____ 5. Father got angry with Ben.
Lesson 7: Speech Sounds
Medial /e/, Rimes (-et, -en)
(2 days)
Objectives:
Recognize/identify/read/give example of words with medial /e/
Answer Wh-questions
Subject Matter: Medial /e/
Onsets and rimes (-et, -en)
Materials: word cards, pictures, chart, phrase/sentence strips, four sets of onsets and
rime cards and four pocket charts
Procedure:
Review:
Ask: What is the title of our story yesterday? (The Tenth Hen)
Post the words taken from the story on the chart.
Model reading the words. Then, ask pupils to repeat after you.
Presentation:
Ask: What other words from the story sound like the words we read?
Publish the pupils’ answers as shown in the organizer below.
What is the beginning letter of each word? (B, n, t, p, R)
What are the last letters? (en)
Let us sound the rst letter and the last 2 letters.
Model reading the onsets (initial letters), rimes (last two letters), and the whole word.
Ask pupils to repeat after you.

18
This is how the organizer looks. (Refer to LM, p. 23)
Two letters
at the end
(Rime)
Beginnings
(Onsets)
Ben
hen
ten
pen
Ren-ren
B
h
t
p
R
Ren-ren
-en
whole word
+
+
+
+
+
Ask: With what letter does Ben begin? (B)
Do: Continue asking until all the initial letters of the words are identi ed.(b, h, t, p, r)
Ask: With what letters do they end? (en)
What letter is found between the beginning and the ending letter? (e)
Say: Come in front and point the beginning letter and the two ending letters. Put them
together and read the whole word. (B+en=) Ben
Activity 1: Read each sentence. Let the pupils repeat after you.
1. The ten hens are in the pen.
2. Ben met ten men.
3. The red hen is Ren-ren.
4. Ben fed the ten hens.
5. The tenth hen, Ren-Ren, is in the pen.
Activity 2: Say: Look at the pictures. Write their missing beginning letters.
Then, write the whole word. (Refer to LM, p. 24)
Activity 3: Let the pupils write the names of the pictures. (Refer to LM, p.24)
(Artist, Illustrate the
sentences on the left
for comprehension
purposes.)

19
Present another rime -et.
Do the same procedure done where the rst rime was presented.
Two letters
at the end
(Rime)
Beginnings
(Onsets)
net
jet
wet
pet
get
n
j
w
p
g
jet
wet
get
-et
whole word
+
+
+
+
+
Group Work:
Divide the class into four groups.
Distribute onset and rime cards.
Distribute picture cards as well.
Ask pupils to come up with words.
Let them match the words with the pictures.
Tell them to post their output on the chart for presentation.
Example:
Picture card
Pupil #1
h
onset card
Pupil #2
en
rime card
Pupil #3
hen
word card
Pupil #4
Picture card
Pupil #1
j
onset card
Pupil #2
et
rime card
Pupil #3
jet
word card
Pupil #4

20
e t
e t
e t
e t
e t
e n
e n
e n
e n
e m
Application:
Write the correct beginning letter to form word. (Refer to LM, p. 25)
Evaluation:
Say: Complete the phrases and sentences. (Refer to LM, p. 26)
Medial /e/, Rimes (-eg, -ed)
Objectives:
Answer Wh-questions
Subject Matter: Medial /e
Onset and rime (-eg, -ed)
Materials: pictures, onset, rime, word cards and charts

21
Procedure:
Presentation:
Show pictures of the following:
Say each word as you show the picture.
Read by blending the onset and the rime to form a word.
Ask pupils to give the beginning letter of each word.
Ask pupils to give the ending letter of each word.
Ask the pupils to come up with the whole word. (Write their answers on the board.)
Ask the pupils to match the pictures and the words.
Model reading the words and sentences. Tell pupils to read after you.
Tell pupils to read on their own. (Refer to LM, p. 27)
Two letters
at the end
(Rime)
Beginnings
(Onsets)
-eg
whole word
+
+
+
+
k
p
b
l
keg
peg
beg
leg

22
Group Work:
Distribute onset/rime/word cards. Ask pupils to form words and present their output.
Application:
Encircle the correct ending letters. (Refer to LM, p. 28)
Evaluation:
Say: Listen as I say each word.
Encircle the word that you hear. (Refer to LM, p. 29)
bed net web hen
sell gem well red
beg pet keg Rem
Ted leg wed met
beg leg keg Meg
Two letters
at the end
(Rime)
Beginnings
(Onsets)
wed
red
led
fed
led
w
r
b
f
l
-ed
whole word
+
+
+
+
+
Additional Activity:
Say: Read each sentence. Ask the class to repeat after you.
Ask pupils to point/show/ color______
1. Ten big eggs in the nest.
(color the eggs __________ )
2. Ted weds Meg.
(color the hair __________ )

23
3. Color the bed red.
(color the bed __________ )
4. Ben fed the hens.
(color the hen __________ )
5. The well is near the big bell.
(color the well __________ )
Medial /e/, Rimes (-em, -ell, -eb)
(2 days)
Objectives:
Answer Wh-questions
Subject Matter: Medial /e/
Onset and rime –em, -eb, -ell
Materials: pictures, onset, rime, word cards, charts, sentence strips
Procedure:
Review:
Use the word cards from yesterday’s lesson. Ask pupils to read these words.
wed beg Ted
red keg red
bed leg Jed
fed peg Ned
led Meg med
Presentation:
Present picture and word cards of the following:
well hem web peck
bell Pem deb neck
sell gem deck
tell Jem
fell Rem
dell Tem
Ask the children to match the words with the pictures and post them on the board. Model
reading the words. Let pupils read after you. Present the new rime, -ell. Do the same
procedure as in the rst rime presented.

24
Guided Practice:
Distribute the onset, rime, picture and word cards.
Challenge pupils to nd their group mates (pupils holding the onset and rime cards that
make a whole word).
Examples:
Picture card
Pupil #1
w
onset card
Pupil #2
eb
rime card
Pupil #3
web
word card
Pupil #4
The rst group to complete the task wins.
Application:
Say: Connect the pictures to the phrases/sentences. (Refer to LM, p. 31)
Evaluation:
Fill up the boxes with the correct word. (Refer to LM, p. 31)
1. 4.
2. 5.
3.

25
Lesson 10: “Bat Cat and Fat Rat”
(2 days)
Target Skills:
• Phonics and Word Recognition: Medial /a/,blending onsets and rimes
• Alphabet knowledge: Applying basic performance task-blending
• Listening Comprehension: Answering wh-questions
Objectives:
Answer Wh-questions from the story listened to
Subject Matter: Wh-questions
Materials: Story: “Bat Cat and Fat Rat” by Myrna J. Hipolito
word cards, pictures/real objects
Procedure:
Motivation:
Ask: Who among you have pets at home?
What pets do you have?
What can they do?
Post the pupils’ answers in the Thinking Matrix.
Model reading the words in the matrix. Ask the children to repeat after you.
Pet What it can do
My pet is a ______ It can __________.
Say: I also have a pet. This is the picture of my pet.(Show)
I call my pet, Bat Cat.
Today, I’ll read you a story about my pet, Bat Cat. (Show)
But before I do that here are some pictures.
What do you see?(mat, jam, can, etc.)

26
Show the picture of Bat Cat and Fat Rat.
Ask: What do you see?
(Picture of an angry cat in Batman costume and a small but very fat rat)
Possible answers:
The cat is like Batman.
The cat is angry.
The rat is small.
The rat is fat.
The rat is afraid.
Say: I will read the story. Listen very well.
Reading/Listening:
2. Ask questions to monitor pupil’s comprehension.
3. Ask pupils to do the action mentioned in the story.
• Bat Cat sat on a mat.
• Here comes Fat Rat.
• Fat Rat ran to the can of jam.
Story:
“Bat Cat and Fat Rat”
By Myrna J. Hipolito
This is Bat Cat. This is Fat Rat.
How does Bat Cat look?
What can you say about Fat Rat?
Bat Cat has a can. It is a can of jam.
Bat Cat sat on the mat with his can of jam.
Where did Bat Cat sit?
Vocabulary:
Present the words mat, jam, can, sat, run.
Read the words and let the pupils repeat after you.
Match the pictures and the words. (Make your own materials.)
Show the picture of
real mat
Picture of mat
Show the picture of
real jam
Picture of jam
Show the picture of
real can
Picture of can
satDemonstrate
ranDemonstrate
under
Picture of pet
under the table

27
Along came Fat Rat. Fat Rat ran to the can of jam.
“Fat Rat, that’s my can of jam!” shouted Bat Cat to Fat Rat.
What is in the can?
Who came? Why?
Fat Rat ran, but Bat Cat got and put Fat Rat under his hat!
Read the questions. Guide pupils in answering the questions. (Refer to LM, p. 32)
Evaluation:
Say: Write Yes if the statement is correct and No if the statement is incorrect.
NO 1. Bat Cat and Fat Rat are friends.
YES 2. Bat Cat guarded his can of jam.
YES 3. Fat Rat ran to the can of jam.
NO 4. Bat Cat hit Fat Rat.
YES 5. Bat Cat is angry with Fat Rat.
Medial /a/, Rimes (-am, -an, and -at)
Objectives:
Recognize/identify/read/give example of words with medial /a/
Read words with medial/a/ in phrases and sentences
Subject Matter: Words with medial/a/
Onsets and rimes: -am, -an, and –at
Materials: Picture, onset, rime, word card, chart, phrase/sentence strips
Procedure:
Pre Assessment: (Please see LM pp. 33-34)
Motivation:
Show the illustrations of the story, “Bat Cat and the Fat Rat.”
Ask pupils to tell what they can say about the illustration.
Possible responses:
That is Bat Cat.
That is Fat Rat.
That is a can of jam.
Fat Cat ran to the can of jam.
Bat Cat is angry with Fat Rat.
Bat Cat ran after Fat Rat.
Bat Cat put Fat Rat under is hat.
Write the pupils’ responses on the Thinking Matrix.

28
Responses -at -an -am
That is Bat Cat bat can Jam
cat ran
fat
rat
hat
onsets rime whole word
b
c
f
r
h
s
m
-at
-at
-at
-at
-at
-at
-at
bat
cat
fat
rat
hat
sat
mat
onsets rime whole word
c
r
-an
-an
can
ran
Presentation
Using the Thinking Matrix, focus the pupils’ attention on the sound of /a/ in medial
position. Model reading and let the pupils repeat after you.
Then, let the pupils read independently.
Activity 1: Show more pictures/words ending with –at, -am, -an for the pupils to
identify. List them down in the matrix. Model reading the words and ask
pupils to read after you. Call on individual pupils to read.
Activity 2: Practice reading (Refer to LM, p. 35)
Activity 3: Divide the class into groups
Distribute word and picture cards. Ask pupils to match the words and
pictures.
Application:
Say: Complete the words. Write the beginning letter to complete the word.

29
Agreeement:
Complete the words to form phrases and sentences. (Refer to LM, p. 45)
__an’s __am
__at and small __at
__at __at sits on a __at.
__am and __am
__am and __am
Evaluation:
Say: Complete the words to form phrases and sentences. (Refer to LM, p. 35)
Medial /a/, Rimes (-ag, -ad, and -ap)
Objectives:
Recognize/identify/read/give example of words with medial /a/
Use words with medial/a/ in phrases and sentences
Subject Matter: Words with medial/a/
Onsets and rimes: -ag, -ad, and -ap
Materials: pictures, onsets, rimes, word cards, chart
Procedure:
Motivation
Recall the story “Bat Cat and Fat Rat.”
Flash word cards with –at, -am, and –an rimes. Ask the pupils to read them.

30
Presentation:
Distribute pictures and word cards to the pupils.
Ask the pupils to identify the pictures and match them with the word cards. Write their
answer in the matrix. (See the Matrix below.)
After completion, model reading and let the pupils read after you. Then let the pupils
read independently.
Picture
Beginning
(onsets)
Two letters at the
end (rime)
Whole word
w ag wag
m ad mad
n ap nap
Group Work:
Distribute pictures, onset, rimes (-ag, -ad, and -ap) cards.
Say: Find the picture and the onset that will match with the rime.
Read the words formed. List them in the matrix. (See the matrix below)
Do: Model the reading and let the pupils read after you.
Let the pupils read independently.
(Note to the teacher: Prepare the following picture and word cards for the group work.
You may include other words belonging to the same family.)
pictures words pictures words pictures words
bag bad cap
wag mad gap

31
Evaluation:
Encircle the correct answer. (Refer to LM, p. 38)
nap gap lap sap cap gap
nag wad lap
rag lad nap
hag sad sap
bad lad mad bag hag nag
wag rag bag
(Note to teacher: Prepare onset, rime, word cards enough for all the pupils.)

32
Lesson 13: The Pink Wig
Target Skills:
• Phonics and Word Recognition: medial /i/, blending onsets and rimes
• Listening Comprehension: Identifying the elements of the story, answer wh-questions
• Oral Language: Using polite expressions
• Fluency: Reading aloud literary text- rhyme
Objectives:
Answer Wh-questions
Identify the elements of the story
Subject Matter: Elements of the Story
Materials: Story: “The Pink Wig” by Myrna J. Hipolito
picture cards, word cards, charts
Procedure:
Motivation:
Show a picture of a pink wig or a real wig.
Demonstrate
everybody
was surprised
Show pink wig Demonstrate Fixes her bed
Demonstrate children shouted
Introduce the story in any of the following forms: big book, accordion book, picture
book, individual poster, and charts. Then, point to the cover of the book with Winnie
wearing a pink wig.
Ask pupils to talk about the cover and guess what the story is about. Create the purpose
for listening.
Say: Today, you will listen to the story of Winnie, a girl who surprised her teacher and
classmates. Find out what she did to surprise her teacher and classmates.
Listening:
2. Ask questions to monitor the pupils’ comprehension.
3. Read by part and ask questions.

33
“The Pink Wig”
Winnie, the bubbly little kid helps Mimi, her Mommy. As she wakes up,
Winnie xes her bed.
What kind of little girl is Winnie?
What does Winnie do as she wakes up?
In school, Winnie wins in all the contests she joins. That’s why she is called, “The
Winning Winnnie”
How is Winnie called in school?
Winnie loves tricks. One day she went to school in her pink wig. She sat at Winnie’s seat.
What does Winnie love to do?
Who wore the pink wig?
“Good morning,” she greeted everyone. “Good morning,” the teacher, Miss Lim and the
class answered.
How did Winnie greet her classmates?
“Excuse me may I know who you are?” Miss Lim asked. “I’m Tinny, Winnie’s twin. I
come to join your Trick or Treat.” Everybody was surprised!
Why was everybody surprised?
Suddenly, “Tinny” stood and took off her pink wig. “Winnie!” everybody shouted.
“It’s a trick, It’s a trick!” Miss Lim said. Ha, Ha! Ha, Ha! Everybody laughed and
enjoyed Winnie’s trick.
What was Miss Lim wondering about?
How did Tinny reveal herself?
What was the reaction of Miss Lim and the pupils?
Post Listening:
(Refer to LM,, pp. 42-43, I can do it)
1. Where did the story happen?(classroom)
2. Who are the characters in the story?(Winnie, Tinny, Miss Lim, the pupils)
3. What was Miss Lim’s problem? ( who the new pupil “Tinny” was)
4. How was it solved? (“Tinny” took off her wig)
5. How did the story end? (Everybody in the story was very happy.)
Do: After answering the questions. Ask the pupils to identify the elements of the story.
(This was learned in Lesson 6. Finally, ask the pupils to ll up a story map.)
Story:

34
Evaluation:
Recall the different parts of a story before asking pupils to do the exercises. Write the
elements of the story in the Crescent Organizer.
character
setting
problem solution
ending
Agreement
Color the balloons that correspond to the elements of the story, “The Pink Wig.”
Miss Lim
wanted to
know who
is wearing
the pink
wig
Helps
her
mother
Winnie
took
off the
pink
wig
Miss Lim
the
pupils
Tinny
entered
the
room
Joins
the
contest
Wears
wig
Winnie
&
TinnyIn the
classroom
Lesson 14: Rhyming Words
Objective:
Recognize rhyming words
Subject Matter: Rhyming words
Materials: Story: “Piggy Wiggy” by Myrna J. Hipolito
pictures, models, word cards, charts, and hand puppets

35
Procedure:
Motivation:
Recite the nursery rhyme “Star Light, Star Bright.”
Star light, star bright
The rst star I see tonight
I wish I may, I wish I might
Have the wish I wish tonight
Link the rhyme to the day’s lesson.
Presentation:
Introduce Piggy Wiggy using a hand puppet.
Model reading the rhyme and let the pupils read after you.
Focus on the rhyming words. Let the pupils identify the rhyming words.
List words with the same ending sound in the rhyme “Piggy Wiggy.”
Reading:
1. Read the whole rhyme aloud.
2. Ask pupils to frame/point the words in the rhyme.
3. Ask pupils to repeat after the teacher then read/recite on their own.
Rhyme:
Present the rhyme “Piggy Wiggy”on a big chart.
Guide the pupils in answering the comprehension questions. (Refer to LM, p. 41)
Practice Reading:
Model reading and let the pupils read after you.
hop and pop hip and dip bop and dop
Riggidy and Jiggidy bag and lag bad and sad
ham and ram cat and bat Ben and Ten
Pam and Sam fat and rat lap and cap
tan and can wed and bed hen and pen
Generalization:
Ask: What are rhyming words?
Words that have the same ending sounds
are called rhyming words.
Evaluation:
Say the names of the things you see in the picture.
Write Yes on the blank if they rhyme and No if they don’t. (Refer to LM,, p. 42)
(Note to teacher: Put the rhyme “Piggy Wiggy” on a chart.)

36
Medial /i/, Rimes (-it, -ip, and -ig)
(Day 1)
Objectives:
Recognize/identify/read words with short vowel /i/
Join onsets and rimes to form words
Subject Matter: Words with medial /i/
Onsets and rimes (-it, -ip, -ig)
Materials: onset, rime, word, picture cards
Procedure:
Pre-Assessment: (Refer to LM, pp. 43-44)
Key to correction:
I. 1. c II. 1. pin 5. pit
2. b 2. wig 6. rig
3. b 3. pig 7. g
4. c 4. kit 8. dig
Motivation:
Have the pupils recite the rhymes.
Ask the pupils to give words with medial /i/taken from the rhyme.
List the words in the thinking matrix.
Model reading the words. Let the pupils repeat after you.
Let the pupils read independently.
Presentation:
Present the following pictures. Ask pupils to identify the pictures.
Write the name under each picture.
Model reading the words. Let the pupils repeat after you.
Let the pupils read independently. (Refer to LM, p. 45)
Guided Practice:
Tell the pupils to look carefully at the pictures and then write the beginning letter to
complete the words. (Refer to LM, p. 46-47)
Application:
Divide the pupils into four groups.
Distribute word cards, picture cards, and chart (for posting).
Ask pupils to match the word cards and the picture cards.
Have the group present their work.
Evaluation:
Say: Encircle the correct word for the picture. (Refer to LM, p. 47)

37
Medial /i/, Rimes (-id, -in, and -ill)
(Day 2)
Objectives:
Recognize/identify/read words with short vowel /i/
Subject Matter: words with medial /i/
rimes: -id, -in, -ill
Materials: onset, rime, word, picture cards
Procedure:
Motivation
Ask pupils to recite “Piggy Wiggy.”
Presentation:
Present the following pictures. Ask pupils to identify the pictures. Write the names
under each picture. Model reading the words. Pupils repeat after you. Let pupils read
independently.
Guided Practice:
Distribute pictures illustrating the phrases and sentences.
n in the bin bib on kid
Tin and Bin bid and win
hid the lid get rid of the lid
Bill hid the pill
have the pupils ll up the con gured clues. (Refer to LM, p. 50)
Evaluation:
Check the correct picture for the given word. (Refer to LM, p. 50)
Lesson 16: Being Courteous
Objectives:
Answer Wh-questions
Use courteous expressions in appropriate situations
Subject Matter: Courteous Expressions
Story: “Miki and Nikki” by Myrna J. Hipolito
Materials: picture, word cards, big chart, big comic book/strips, hand mask
or hand puppet

38
Procedure:
Motivation
Talk about “The Pink Wig.”
Ask: How did Winnie greet her teacher? Her classmates?
Do you do the same? How do you greet your parents?
Your teachers? Your classmates?
Lead the pupils in singing “The Good Morning Song”
Pupils sing: Good morning 2x
Good morning to you
Good morning 2x
Oh, how do you do?
Good morning 2x
I’m ne thank you
Presentation:
Use any of the following:
1. Hand mask/ hand puppet in telling the story “Miki and Nikki.”
2. Comic book/comic strips in reading the story.
3. Have the pupils train in advance to do the dialogue.
Read/tell the story to the class.
1. Read/tell the whole story.
2. Ask questions the second time the story is read or told.
Guided Practice:
Guide pupils in role playing using the courteous expressions. (Refer to LM, p.52)
Application:
Give appropriate situations that require the use of courteous expressions.
(Note to teacher: Prepare the story “Miki and Nikki” in a big chart.)
Lesson 17: Naming Words
(Day 1)
Target Skills:
• Grammar: nouns, plural forms ; +s, +es
• Listening Comprehension: Answering wh-questions, sequencing events
• Fluency:read aloud literary text- chant
Objectives:
Answer Wh-questions about a selection listened to
Recognize/identify what nouns are
Give examples of nouns

39
Subject Matter: Nouns
Wh questions
Story:“At the School Yard” by Myrna J. Hipolito
Materials: Word cards, pictures, charts
Procedure:
Motivation:
Ask the pupils the questions listed in the LM p. 53.
List the responses on the word wall.
Ask the pupils to read after you the words listed on the wall.
Reading:
Read the story “At the School Yard” By Myrna J. Hipolito
Review the standards in listening.
1. Read the story aloud.
2. Ask questions as you go along to monitor pupils’ comprehension.
Story:
“At the School Yard”
One morning, Pam and Sam met at the school yard.
“Good morning, Sam,” Pam greeted Sam.
“Good morning, Pam,” answered Sam.
Who met Sam?
“Oh, you have a new bag,” said Sam.
“Yes, my Aunt Pat bought it for me,” Pam told Sam.
“She also bought me a red hat to go with my red shoes”, Pam said with pride.
What new things does Pam have?
Who bought Pam’s new things?
“I wonder how I can thank Aunt Pat,”
Pam thought aloud. “Pam, why not make a thank you card for her?” Sam said.
What will Pam do to thank Aunt Pat?
“That’s a great idea Sam!
I’m sure Aunt Pat will be happy.”
“Thank you, Sam,” Pam gratefully said.
“You’re welcome, Pam. Good bye.”
“Goodbye, Sam.”
How did Pam feel about Sam’s suggestion?

40
Ask the pupils to complete the T-Map below. (Refer to LM, p. 53)
Who met Sam?
Where did Pam and Sam meet?
What new things does Pam have?
Who bought Pam’s new things?
Who told Pam to make a thank you card?
How did Pam feel about Sam’s idea?
Pam met Sam.
Pam and Sam met at the school yard
Pam has a new bag, hat and shoes.
Aunt Pat bought Pam’s new things.
Sam told Pam to give Aunt Pat a thank you
card.
Pam was happy about Sam’s idea.
Distribute the word cards.
Ask the pupils to post them in the proper column on the board.
Person Animal Place Thing Event
Pam hen School bag birthday
Sam Mall shoes
Dan Garden hat
Do: Process the published answers.
Model reading the words and let the pupils repeat after you.
Focus the pupils’ attention on the categories of the nouns.
Elicit the de nition of nouns from the pupils.
Generalization:
Ask: What are nouns?
Nouns are naming words.
Nouns are names of persons, animals, places, things, and events
Application:
Say: Draw a line to connect the nouns to its category.
Person Christmas
Animal Pasig City
Place Manny Pacquiao
Thing dog
Event ball

41
Evaluation:
Say: Encircle the correct category for the given picture.
1. thing, animal, person, place
2. event, animal, person, place

42
Activity 1:
Fill up the Bubble Map.
Activity 2:
Supply the category of the following nouns.
noun
person
event thing
animalplace
noun
Kaye
radio school
dogNew Year

43
Activity 3
Encircle the word that does not belong to the group.
1.) Teacher Mother monkey doctor
2.) mountain farm city pen
3.) canteen library food room
4.) ower chalk ball cat
5.) cow dog ball cat
6.) Lorna Fe well Aida
7.) bell atis bag basket
8.) narra gumamela table egg plant
Lesson 18: Working Together Is Best
Target Skills
• Oral Language: Identify similarities and differences in the events in the story and
personal experiences
• Grammar: Form regular plural nouns by adding –s and –es
• Listening Comprehension: Sequence a series of events in a literary selection listened to
• Reading Comprehension: Identify the elements of a narrative
• Attitude Towards Reading: Relate the story to other stories read or listened to
previously
• Study Skills: Sequencing of events
Objective:
Identify the characters in the story listened to
Subject Matter: “ Swimmy” UnionBank Learning System (UBLS, pp. 100-101)
Materials: pictures
Values Focus: Unity

44
Procedure:
Pre- Assessment: (Refer to LM, pp. 55-56)
Key to Correction:
I. II. III.
1. large 1. cherry 1. parties
2. year 2. baby 2. strawberries
3. December 3. box 3. bunnies
4. Tuesday 4. church 4. cities
5. third 5. wheel 5. ladies
Drill:
Let the pupils practice reading these words.
rub cub tub
nun pun run
nut but rut
bunk junk sunk
Motivation:
1. Ask: Have you seen a school of sh swimming in the river / aquarium / pond?
2. Show how the sh moves in the water.
Presentation and Modelling:
1. Show pictures with words in mother tongue on the left side and the English
equivalent word on the right.
Example:
Takot Scared (The teacher may also act “scared”)
Lungkot Lonely / Sad
Sea anemones (through picture)
2. Motive Question:
What made Swimmy happy again?
3. Read aloud the story, “Swimmy.”
Swimmy
by Leo Lionni
Retold by Dali Soriano
His name was Swimmy. He was a black little sh. He lived in a corner of the sea.
One bad day, a very hungry tuna sh came swimming fast through the waves. He
swallowed all the little red sh but Swimmy escaped. Swimmy was scared, lonely, and
very sad. As he swam away, he saw many wonderful creatures - lobsters, eels, and sea
anemones that look like pink palm trees swaying in the wind. He became happy again.
Then, down under a rocky corner, he saw a school of little sh, just like his own.
“Why are you hiding down there? Let’s go swim, play, and see things!” he said happily.
“We can’t,” said the little red sh. “ The big sh will eat us all.” “We must do
something,” said Swimmy. Swimmy thought and thought and thought.

45
Then suddenly he said, “ I have an idea!” “We are going to swim altogether like the
biggest sh in the sea!”
He taught the little red sh to swim close together, like one giant sh, he said “ I’ll be
the eye.” And they swam in the cool morning water and in the midday sun chased the big
sh away.
4. Ask the following questions:
a. Who are the characters in the story?
b. What is Swimmy’s color?
c. Where does he live?
d. Who did he see one bad day?
e. What other sea creatures did he see?
f. What did he see under a rocky corner?
g. Why were they hiding under the rock?
h. What did they do together?
i. How did the group of little sh and Swimmy drive away the big sh?
j. If you were the little sh, will you do the same? Why or Why not?
Ask the pupils if they had the same experience related to what the little sh had.
Example: During their group work, what should they do so that they can make
their work better? How can they make a project as a group?
Guided Practice:
Activity 1: Let the pupils describe the character in the story using a graphic organizer.
Activity 2: Ask the pupils to draw Swimmy as they visualize him from the
story heard using crayons and papers
Agreement:
Have the pupils ask their parents or other family members to tell them a story about a
sh or other sea creatures.
Lesson 19: Sequencing of Events
Objectives:
Identify the main events of the story heard
Sequence through pictures, events of a story heard previously
Subject Matter: Sequencing of Events
Materials: pictures
Procedure:
Preliminary Activity
Ask some pupils to tell the class about the stories told by their
parents/ other family members about shes or other sea creatures.

46
Recalling of Events from the Story:
1. Ask the pupils to identify the events that happened in the story, “Swimmy.”
(Not necessarily in correct sequence)
a. Do you still remember the story I read to you yesterday?
b. Give one event that happened in the story.
2. Using pictures, have the class will sequence the events that happened in the story.
Divide the class into four groups and each will be given a picture depicting one event
in the story.
Post the rst picture on the board while each group decides which one comes next.
Guided Practice: (Refer to LM, p. 9, Let’s Answer)
Divide the class into four groups.
Using the pictures, they will be guided to act out the events in the story.
Individual Practice: (Refer to LM, pp. 60-61)
Evaluation: (Refer to LM, p. 60-61)
Lesson 20: Words Showing Order of Events
Objective:
Use words denoting sequences in telling their daily activities
Subject Matter: Sequencing
Procedure:
Preliminary Activity:
Ask one pupil to tell something about one picture. (Show pictures used the previousday.)
1. Introduce the use of words denoting sequences like rst, second, then, next, and last.
2. Using these words, retell the story while explaining when they can use the words.
Guided Practice: (Dyadic Work)
Ask pupils to talk about their daily activities using sequential linkers.
Examples: before going to school
before going to bed

47
Lesson 21: Plural Form of Nouns by Adding -s
Objective:
Identify nouns from the selection listened to
Form plural nouns by adding –s
Subject Matter: Forming Plural Nouns by adding –s
Materials: pictures
Value Focus: cooperation
Procedure:
Ask pupils to look for nouns in the story listened to.
Write the pupils’ answers on the appropriate column:
Column A
(Singular Nouns)
Column B
(Plural Nouns)
Name brothers
sea sisters
eye lobsters
Discuss how to form plural nouns using –s.
1. Compare the nouns in Columns A and B.
2. Ask pupils to give examples of singular nouns. Limit the answers to nouns that end in
consonants except y (preceded by consonants, x, v, f, s, h).
Ask them to form the plural by adding –s.
Examples:
plant – plants fan – fans
chair – chairs spoon – spoons
fork – forks row – rows
room – rooms
3. Ask: What letter is added to the noun to make it plural?
4. Give other examples of plural nouns.
5. Ask: What letters come before –s?
Generalization:
Singular nouns ending in consonant sounds except y, x, v, f, s, h
form their plural by adding –s.

48
Game
Plural Noun Spelling Bee:
Tell the pupils to form two lines, facing each other.
The rst pupil gives a singular noun that starts with the letter “A” and writes it down the
board.
The partner must spell the plural form of the noun on the board. If they are correct they
remain standing.
The next pupil names a noun that starts with “B” and the pair repeats the same process.
(Go through the entire alphabet.)
The last remaining pair who is standing wins.
Guided Activity: (Refer to LM, p. 66)
Agreement: (Refer to LM, p. 66)
Lesson 22: More Rules: Plural Form of Nouns
Objectives:
Recall how to form plural nouns by adding -s
Form plural nouns by adding -es
Subject Matter: Forming Plural Nouns by adding -es
Materials: pictures
Procedure:
Review:
Review the pupils on how to form plural nouns by adding –s.
Example:
lamp – lamps fork – forks
street – streets mountain – mountains
Show the pupils the following pictures:
Nouns ending in s, h, x
kiss – kisses bush – bushes
church – churches fox – foxes
ax – axes
Nouns ending in y (preceded by consonants)
baby – babies lady – ladies
city – cities country – countries

49
Generalization:
Ask the pupils:
1. How are the plural nouns in Group A formed? (by adding –es)
2. How are the plural nouns in Group B formed? (by replacing y
with i and add –es)
Guided Activity:
Let the pupils write the plural form of the following nouns:
1. city 6. tax
2. church 7. bus
3. cherry 8. watch
4. strawberry 9. story
5. injury 10. sky
Say: Make the plural nouns singular.
1. box ____________________
2. strawberry ____________________
3. fairy ____________________
4. glass ____________________
5. lady ____________________
Agreement:
Instruct the pupils to draw or cut pictures of nouns ending in –y, -ss, -ch, -x. Let them
paste the pictures on their notebook.
Lesson 23: Doing it Right
Target Skills:
• Listening Comprehension: Create and participate in oral dramatic activities
• Grammar: Identify common and proper nouns
• Reading Comprehension: Recall facts from informational selections read
(main/ topic and details)
• Attitude Towards Reading: Recite known verses in English
Objectives:
Give the main idea of the story listened to
Subject Matter:
Story: Mary and Martha on Duty
Materials: picture cards
Value Focus: Industry
-b
-d
-a
-c
-e

50
Procedure:
Pre Assessment: (Refer to LM, pp. 69-70)
Key to correction:
I. 1. Quiapo Church 6. Misamis St. II. 1. B
2. Philippines 7. Manila Hotel 2. A
3. Inquirer 8. Mt. Mayon 3. C
4. DepEd 9. San Juan City 4. A
5. Earth 10. Pinaglabanan 5. B
Elementary School
Motivation:
Ask: Do you help your teacher clean your classroom? What do you usually do in
helping her in cleaning your classroom?
Unlocking of Dif culties:
Unlock these words through gestures
1. sweeps
2. wipe
Motive Question:
Ask: Who sweeps the oor?
During Reading:
Ask: Read the story aloud. (UBLS p. 83)
Mary and Martha on Duty
Mary and Martha are on class duty today. Mary sweeps the oor. She throws all the
garbage into the trash bin. After that, she empties the trash bin into the big garbage can
outside the classroom. Martha wipes the desks. She wipes the blackboard clean. The wo
girls neatly arrange all the desks and chairs. The classroom is now clean and tidy. Mary
and Martha are very happy and proud of themselves.
Comprehension Check:
Who sweeps the oor?
Who are the characters in the story?
What did they do?
What is the story all about?
What can you say about Mary and Martha?
Would you also do what Mary and Martha did? Why?
Guided Practice: (Refer to LM, p. 72)
Divide the class into 4 and ask them to act out the scenes in the picture cards.

51
Lesson 24: More on Naming Words
Objective:
Identify common nouns
Subject Matter: Common Nouns
Procedure:
Review: (Refer to LM, p. 74)
Presentation:
Ask the pupils to ll up the table with common nouns found on the story:
Persons Things Places Animals
Boy Clubs hills wolf
Villagers Woods lamb
Ask the following:
1. What do you notice with the nouns we listed?
2. How were they written?
3. What do we call them?
4. Look inside your bag and show common nouns you can nd inside. (Examples:
pencil, paper, scissors, books)
Generalization:
The common names of people, things, places, animals or events
are called common nouns. They start with small letter.
Agreement:
Answer the riddles.
1. It is long.
It travels on the railroad.
It toots!
What is it?_______________________
2. It is long.
It is used for writing.
What is it? _______________________
3. It is a bird.
It sleeps by day and ies by night.
It hoots!
What is it? _______________________

52
Lesson 25: Speci c Naming Words
Objective:
Identify proper nouns
Subject Matter: Proper Nouns
Procedure:
Review: (Refer to LM, p. 77)
Presentation:
Show pictures of:
1. teacher 6. actress
2. street 7. cartoon character
3. trees 8. milk
4. shoes 9. mall
5. actor 10. beach
Ask the following:
1. Give speci c names for each picture.
Example:
a. teacher – Miss Fremista
b. school
c. trees – Narra
d. market
e. actor – John Lloyd Cruz
f. actress – Marian Rivera
g. cartoon character – Darna
h. milk – Alaska
i. month
j. day
2. What do you notice with the nouns beside the common nouns?
3. How are they written?
4. What do we call them?
Generalization:
Proper nouns are speci c names of people, things, places, or events. They always
start with a capital letter.

53
I. Write a proper noun for the given common nouns.
1. teacher = _____________________________
2. month = _____________________________
3. day = _____________________________
4. doctor = _____________________________
5. ocean = _____________________________
6. river = _____________________________
7. school = _____________________________
8. country = _____________________________
9. restaurant = _____________________________
10. tree = _____________________________
II. (Refer to LM, p. 79)
Agreement:
Allow the pupils to draw 5 examples of proper nouns and label them.
Lesson 26: Differentiating Common from Proper Nouns
Objective:
Differentiate common from proper nouns
Subject Matter: Common and Proper Nouns
Procedure:
Dialogue:
Present the following dialogue to the pupils:
On a weekend, the Trinidad Family took a trip to their farm. They rode in a train. They
saw a lot of trees on their way. Three hours later, they reached the farm. Lolo Enteng and
Lola Lina were very happy.
Lolo Enteng: Come, I shall show you my trees.
Lia: That’s great!
The family saw different trees in the farm.
Yaekov: I am tired. Let us rest under the Balete tree.
Mr. Castillo: It’s nice to stay here. Trees give us shade.
Mrs. Castillo: Oh, mangoes! Can we have some?
Mr. Castillo went up the tree. He put the mangoes in a basket. He also picked fruits from
the Santol and Sampaloc trees.
Yaekov: Why are there many trees here?
Lola Lina: We planted them years ago. Trees give us fruits, wood,
medicine and shade. They also help prevent oods.
The family had a wonderful trip. The following day, they went home very happy.

54
Have the class complete the tree map. (Refer to LM, p. 82)
Let the pupils look for common and proper nouns.
Ask the pupils:
1. Who are the characters in the dialogue?
2. Where did they go?
3. What are the things that they saw?
Guide the pupils in grouping the nouns.
Say: Color the proper nouns red and yellow for common nouns.
Rose Miss Reyes girl toothpaste
friend planet MMDA April
Pinaglabanan
Street
Boracay store bird
Evaluation:
Agreement:
Write ve common nouns. Give an example of proper noun for each common noun.
Lesson 27: Having Faith in God
Objective:
Recite known verses in English
Subject Matter: The Lord’s Prayer / Al Fatiha (translated)
Values Focus: faith in God
Procedure:
Activating Prior Knowledge:
Ask the pupils: (Refer to LM, p. 84, Let’s Aim)
1. (praying)
2. What do you do before eating? Before and after the class begins? (Pray)
3. How many times do you pray?
4. When else do you pray? (in happy, dif cult, quiet, sad , painful moments)
1. Choose which prayer to read in front of the class, “The Lord’s Prayer” or “Al Fatiha”
(if the class is dominated by Muslims or the school is in a Muslim community).
Afterwards, the pupils will repeat after the teacher.

55
Explain to the children that this is the way Jesus (God) wants us to pray, as told in
the Bible. Tell the pupils there are many ways to pray at different times. In happy
moments, we praise God; in dif cult moments, we seek God; in quiet moments, we
worship God; in painful moments, we trust God; in every moment, we thank God;
and at all times, we love God. Christians often recite this prayer that Jesus taught.
Recite this prayer in class.
2. Using contextual clues or the equivalent phrases in “Al Fatiha,” guide the pupils to
unlock the meaning of the phrases:
Thy will be done – you are telling God
that you will follow Him
Forgive us – for God to forgive our sins
Forgive those who trespass – for us not
to be
Deliver us from evil – do not allow us to
do wrong
... keep us on the right
... Thee do we beseech for help
... Thou hast bestowed favors upon
... Thy wrath is brought down
... Nor of those who go astray
Al Fatiha
In the name of Allah,
the Bene cent, the Merciful
All praise is due to Allah, the
Lord of the Worlds.
The Bene cent, the Merciful.
Master of the Day of Judgment.
Thee do we serve and
Thee do we beseech for help.
Keep us on the right path.
The Path of those upon whom
Thou hast bestowed favors.
The power, and the glory
Not (the path) of those upon
whom Thy wrath is brought down,
nor of those who go astray.
Guided Practice:
Do: Group the children according to their belief/faith or the church they go to or what
they do inside their place of worship. Then, have them complete the prayer. (Refer
to LM, p. 87)
Ask each group to write their own prayer or show how they praise/worship God.
Valuing:
Ask: Who provides for all your needs?
When you prayed for something and you didn’t get it, what did you do?
Agreement:
Make a thank you card to God for creating you.

56
Lesson 28: “For the Sake of Honey”
Target skills:
• Oral Language: Ask questions, listen to, interpret and present information
• Grammar: Identify mass and count nouns
• Vocabulary Development: Ask about unfamiliar words to learn about meaning
• Listening Comprehension: Answer questions (e.g., who, what, where, when) about
expository text listened to
• Reading Comprehension: Use expository text as source of information
• Phonological Awareness: Produce the sound of letter B using the letter sound in the
Mother tongue
Objectives:
Recall the important details of the story
De ne the dif cult words in the story
Subject Matter: “For the Sake of Honey” By Donald G. Anderson
Retold by Dali Soriano (UBLS, p. 138)
Materials: teacher chart, pictures of insects and a bee
Values Focus: hardwork
Procedure:
Pre-Assessment: (Refer to LM, pp. 89-90)
Motivation:
Let the children identify the different insects that they know then show a picture of a
bee. Post it on the board.
Ask: What is your favorite insect? Why?
My favorite insect is a bee.
Activating Prior Knowledge:
Ask: What do you know about bees?
Let the pupils’ answer the question “What I Know About Bees” (Refer to LM, p. 90)
Unlock the meaning ofthesedif cult words
a. insecticides (pictures) product label of insecticides
b. honey (real object) Ask for a volunteer to taste the honey
c. busy (context clue) May works all day. She is very busy.
d. swarm of bees (picture)
Motive Question:
Ask: What insect gives us honey?
How do they get the honey they give us?

57
Guided Practice:
Group the pupils into 3.
Have them act out as bees or as swarm of bees as they work in a ower garden.
Generalization:
Ask: What sweet liquid do bees give us? (Bees give us honey.)
Why is honey useful to humans?
Note: (Focus on it’s use for medicine)
Bees are important because they give us honey.
Bees are like humans but they are more hard-working than us.
Application:
(Note: Focus on value of hardwork). (Refer to LM, p. 92)
Evaluation:
Ask the pupils: Where do you usually see bees work?
What do they do with owers?
Agreement:
Write how you take care of yourself. Be ready for Show and Tell tomorrow.
Lesson 29: Knowing Myself Better
Objectives:
Identify how to use the different Wh-questions appropriately
Recall the important details of the story through pictures
Subject Matter: Answering Wh-questions
“Patintero” by Dali Soriano, (UBLS, p.33-34)
Materials: pictures
Value Focus: friendliness
Procedure:
Recall the text listened to yesterday.
1. What insect was talked about?
2. What do bees give people?
3. What are the uses of honey?
4. Where can you nd bees?
Presentation:
Explain how to use the Wh-questions through pictures.
Ask the children what street game they usually play and how do they do it?

58
Motive Question:
Ask: Who are the characters in the story?
During Reading:
Read the comic strip with the children.
Show picture of the characters in the story “Patintero.”
Ask: If you want to know the characters in the story, what question will you ask? If you
want to know what game the children are playing, what question will you ask?
And if you want to know when and where the story happened, what question will
you ask?
Generalization:
Who – is used when asking about a person
What – is used when asking for information about something
What – is used when asking about time
Where – is used when asking about place
Group Work: (Refer to LM, p. 97)
Agreement:
Write your own questions using where, when, what, who
Lesson 30: Befriending Others
Objective:
Use the different Wh-questions appropriately
Subject Matter: Wh-questions
Materials: pictures
Values Focus: showing friendship and love for others
Procedure:
Using the same pictures used the previousday, let the pupils match them with
theappropriate Wh-questions.
Presentation:
Modelling
1. The teacher will explain the use of Wh-questions to learn more about other people.
2. Call one pupil and ask him/her the following questions:

59
Do a puppet show using this dialogue.
When do you go to school?
I go to school everyday.
Where do you like to go every weekend?
I like to go to church.
Who are your parents?
My parents are Amor Medina and Cynthia Medina.
Generalization:
Say: By asking questions you will get your answers so don’t be afraid to ask.
Application:
Answer the following questions, then, interview your classmate using this dialogue
When do you go to school?
I go to school ______________________.
Where do you like to go every weekend?
I like to go to_______________________.
Who are your parents?
My parents are _________________ and _________________.
Evaluation:
Let the pupils play Human Bingo. Give them Bingo cards containing Wh-questions.
Ask the questions and the pupils will write their answers on the corresponding slot in the
card.
Lesson 31: I Love Naming Words
Objective:
Identify mass and count nouns
Subject Matter: Learning about Mass Nouns and Count Nouns
Materials: pictures of the following:
milk, juice, oil, rice, salt, sugar, water, pepper, coffee, eggs, chickens, pencils,
birds, owers, children
Procedure:
Review:
Show pictures of milk, juice, oil, rice, etc.
Ask: What do see? Which pictures show things we can count ?
What about the others?
Can you count them?

60
Presentation:
Read again the text entitled“For the Sake of Honey.”
Ask the pupils to identify nouns found on the text.
Write the answers on the board.
bees honey
workers soft drinks
owers liquid insecticides
food
Ask the pupils:
Can we count the things in the rst column? (yes)
Naming words or nouns which can be counted are called count nouns.
How about the nouns on the second column? Can you count them? No.
What kind of nouns cannot be counted? Mass nouns cannot be counted.
Examples: liquid, powdered materials and gas
Show the following pictures to the class: I love nouns/naming words.
Picture of count nouns – eggs, chickens, pencils, birds, owers, children
Picture of mass nouns – milk, juice, oil, rice, salt, sugar, water, pepper, coffee
Ask pupils to put the pictures of Count Nouns in the left column and Mass Nouns in the
right column.
Count Nouns Mass Nouns
Tell whether the noun is countable or not. Write CN for count nouns and MN for mass
nouns on the blank before the picture.
_________ 1. (Picture of hair)
_________ 2. (Picture of leaves)
_________ 3. (Picture of salt)
_________ 4. (Picture of plates)
_________ 5. (Picture of rice)
Generalization:
Count nouns are name anyone or anything that can be counted and whose
plural form can be formed by adding s or –es.
Examples: cup, bag, computer, tree, house, chair, pupil, boy, toy, girl, teacher
The cup is clean.
The cups are new.

61
Mass nouns or non-countable nouns refer to things which cannot be counted like
water, sugar, etc. They usually do not have a plural form so we add quanti ers or
determiners to make them plural.
Examples: dirt, ink, pepper, sand, sugar, powder, sugar, rice, our, wheat, rain, ice,
water, soup softdrinks, juice, tea, vinegar, soy sauce, milk, syrup, oil,
sauce, mud, food, grass, hair, oxygen, smoke
The water is cold.
Quanti ers: a pinch of, a spoonful of, a teaspoon of, a tablespoon of,
a bottle of, a slice of, a sack of, a can of, a box of
Example: I will put a pinch of salt in my soup
Please carry the sack of rice.
Determiners: many, a few, both, some, much, a lot of, most of, a little of
Example: She puts a little of sugar in my coffee.
Much of the grass was watered by the gardeners.
Application:
Let the children nish the Concept Circles about Count and Mass nouns.
Say: Nowyou know the meaning of count nouns and mass nouns. Can you ll up the 2
Concept Circles all by yourself? Cut out the pictures and put them in the Count Nouns or
Mass Nouns Circle.
Evaluation:
Say: Color the balloons with red if the noun is a count noun and blue if it is a mass noun.
What’s the difference between Count and Mass Nouns? (Refer to LM, p. 103)
Agreement:
Draw or cut pictures of mass and count nouns.
Lesson 32: My Body and the Letter B
Objectives:
Recognize words beginning with letter B
Create the sound represented by letter B
Subject Matter: The Sound of Letter B and My Body Parts Starting with B
Materials: pictures
Value Focus: appreciating my body and the letter /b/

62
Procedure:
Motivation:
Divide the class into 6 groups and give a word puzzle to build:
Group 1 – body
Group 2 – baby
Group 3 – bat
Group 4 – bus
Group 5 – balloon
Group 6 – birthday
Presentation:
1. Present to the class the picture they built and say the name of the object in the picture.
They will match the word card that you prepared.
2. Ask the pupils to read the word.
3. As an entire class, let the pupils read aloud the names of the completed puzzles they
posted on the board.
4. Ask the following questions:
a. What is the beginning letter of each word?
b. What is the sound produced by the letter B?
Guided Practice:
Show the Teacher Chart and recite the rap. Show the body parts with letter B while doing
the rap . Teach the pupils to do the beat or rhythm sound of B .
Let’s Do the Rap (Refer to LM, p.104, My Body Parts that Start with the Letter B)
Group Work:
Group the pupils by 4s
Let the children encircle the pictures with the beginning sound of /b/.
Generalization:
Sing the song together: What is the sound of letter B? Letter B,letter B? (2x)
B,b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, …
Application:
Ask the pupils to think of things which have the beginning sound /b/and let them list
down their answers in the LM.
Evaluation:
Allow the children to answer a matching exercise.
Agreement:
Write ve words that begin with letter B on your notebook.

63
Lesson 33: Speaking Well in Dialogues
Target Skills
• Oral Language: Engage in dialogues
• Grammar: Pronouns: Personal Pronouns
(Subject Form – I / We, You, He/She/They, It)
• Listening Comprehension: Engage in dialogues
• Phonics: Recognize and discriminate sounds produced by letter c - /c/ and /s/
Objectives:
Recall the forms and use of personal pronouns – I / We, You, He/She/They, It
Identify personal pronouns used in dialogues
Subject Matter: Personal Pronouns
Materials: pictures
Procedure:
Pre-Assessment: (Refer to LM, p. 106)
Key to correction:
I. C as in / k / II. 1. He III. 1. It
car cup 2. They 2. It
corn can 3. He 3. He
cat coat 4. It 4. She
5. She 5. It
C as in / s /
celery cereal
circus
center
Review:
Post pictures of person/persons and thing/things. Ask the pupils what pronouns can be
used to substitute these nouns.
Example: picture of a boy, picture of a girl, things
Present the monologue below using personal pronouns - I / We, You, He/She/They, It.
(Refer to LM, pp. 108-109)
Ask the pupils the following questions:
1. What are the personal pronouns used in the monologue?
2. What nouns are substituted by these pronouns? (Do this line by line of the dialogue)
Guided Practice:
Group the pupils into 4. Ask them to make a dialogue using personal pronouns.
Agreement:
Ask the children to introduce their family by using personal pronouns.

64
Lesson 34: Using Personal Pronouns
Objective:
Use personal pronouns - I / We, You, He/ She/They, It in dialogues
Subject Matter: Personal Pronouns
Materials: pictures
Procedure:
Review the pupils on the use of the personal pronouns discussed.
(Refer to LM, pp. 112-113)
Presentation and Modeling:
Present dialogues in different situation using personal pronounslike the following.
The New Neighbors
Mr. Robles: Hi, there! Are you our new neighbors? I am Dexter Robles.
Mr. Reyes: Hi, Dexter. Yes, we are. We just moved in yesterday.
Do you live nearby? My name is Rudy Reyes.
Mr. Robles: Yes, we just live next door. This is my son, Lloyd.
He goes to the school nearby.
Lloyd: Hi, Mr. Reyes. You have a beautiful house.
Mr. Robles: Thank you, Lloyd. By the way, this is my daughter, Kelly.
She also goes to the same school you go to.
Kelly: Hi Mr. Robles and Lloyd, would you like to come in?
Mr. Robles: No, thank you. But we would like to invite you for dinner.
You can bring your mother along, so she can also meet my
wife. I am sure, they will like each other.
Mr. Reyes: That is a good idea. We will be there!
Divide the class into three groups and let them create a dialogue using personal
pronouns.
Group 1 – Introducing a new friend to a group of friends
Group 2 – Buying in the supermarket
Group 3 – Introducing your cousin in your friend’s birthday party
Agreement:
Match the word or group of words on the left with the corresponding pronoun on the right.
_____ 1. Riza and I a. He
_____ 2. Joseph b. She
_____ 3. Marimel c. We
_____ 4. the big truck d. They
_____ 5. Elma and Evelyn e. It

65
Lesson 35: Rap the Letter C
Objectives:
Recognize the sound of letter C - /c/
Produce the sound of letter C - /c/
Subject Matter: Sound of Letter C
Materials: pictures, chart for chant
Procedure:
Presentation:
Present the rap. (Refer to LM, p. 116)
1. Ask: What letter does each picture above start with? (letter C)
2. Let the pupils put their ngers in the air and let them start writing the letter C.
3. Have the pupils repeat the following words after you:
clown cat
car cold
4. Ask: What sound does the letter C make? /K/ (Let the pupils repeat the sound several
times.)
Guided Activity: (Refer to LM, p. 117)
Show the pictures of things starting with the letter C. Ask them to ll the blanks below
each picture with the correct letter and sound the word, with an emphasis on /K/.
Evaluation: (Refer to LM, pp. 117-118)
Agreement:
Draw pictures of words that begin with letter /c/.
Lesson 36: Learning the C- as in /s/
Objectives:
Recognize the sound of letter C as in /s/
Produce the sound of letter C - /s/
Subject Matter: Recognize/produce the sound of letter C-/s/
Materials: pictures, chart for the rap
Procedure:
Presentation:
1. Ask the class to perform the rap sung yesterday.
2. Present the continuation of the rap:

66
The Letter C Rap
/s/ /s/ /s/ /s/
/s/ /s/ /s/ /s/
I went to the circus , the circus! The circus
I went to the circus! Oh, so fun!
In the center of the city, the city, the city
In the center of the city! Oh, so fun!
Circus in the city, circles in the center,
Cinema and cereals, Oh, so fun!
1. Ask: What letter doeseach picture above start with?
2. Have the pupils repeat the following words after you:
circus city
center centavos
3. Ask: What sound does the letter C make?/s/
(Let the pupils repeat the sound several times.)
Activity: (Refer to LM, p. 119)
Have the pupils draw a line from the word across the correct picture. While answering,
let the pupils repeat after the teacher when she pronounces each word, with emphasis on
the /s/ sound.
Evaluation:
Agreement:
Write as many words beginning with the letter C that you can think of.
C
Fruits Animals
Things insdie
the house
Vegetables

67
Lesson 37: More Fun With the Letter C as in /s/
Objectives:
Recognize the sound of letter C - /c/ and /s/
Produce the sound of letter C - /c/ and /s/
Subject Matter: Recognize/produce letter C sounded as /c/ and /s/
Materials: pictures
Procedure:
Let the pupils perform the rap previously presented to them.
Group the pupils into three groups. Let them make a rap using words starting with the
letter c with the /c/ and /s/ sound.
Guided Activity:
Ask the pupils to raise one hand if they hear the letter C with the sound of /c/ and raise
their two hands when they hear the letter C with the sound of /s/.
cart celery cactus cinema cinnamon
circle cloud cereal carabao circle
Let the pupils cross out on the word which has a different sound of C as the given word:
1. century – center centavos custard
2. costume – ceramic came card
3. circus – casual cinnamon citrus
4. cup – clay crayon cereal
5. crown – cinema carrot crab
Agreement:
Write the words below in the correct grouping.
cut city curl
cell cool call
clap centavos cereal
cup circle

English unit 1 (draft) tg

More Related Content

What's hot (20)

Viewers also liked (20)

Similar to English unit 1 (draft) tg (20)

English unit 1 (draft) tg