A DETAILED LESSON PLAN IN ENGLISH 3

I. OBJECTIVES:

1. Answer who, what, when, where, why, how questions.

2. Identify the action words.

II. SUBJECT MATTER:

From Grass Huts to Clay Houses

“The Story of Houses” – a story

REFERENCE: Building English Skills 3: Book 2 Pages 156-160

MATERIAL: Flash Cards, cut outs, pictures or drawing of houses.

KBI: Speak/ answer clearly and cheerfully.

III. PROCEDURE:

Teacher’s Actvity Pupils’ Activity

1. Good morning class!

Everybody Stand up. Greet your classmates.

Lets sing the song “If all of the

Raindrops” 2. How do you answer the

questions given? What else?

3. Check up of Assignment.

Group Leaders kindly collect the assignment notebooks.

4. Reading the DOLCH words using flashcards.

5. Spelling:Pretest 1.cave-The first house that

people lived in was a cave. 2. Framework – They used wood as a framework of a grass

hut. 3. Soft – cotton is very soft.

4. Cliff – People before dig and carve at the side of the cliff. 5. Gift – Mother gave me a gift

last Christmas.

Good morning Miss Zamoras.

Good morning classmates.

Pupils sing the song.

Answer clearly and cheerfully. Answer in a complete sentence.

Group leaders collect the assignment notebooks.

Pupils read the DOLCH Words in the flashcards.

Exchange papers with your seatmates. Who got 5? 4? 3? 2? 1?

Copy the correct spelling and study them.

6. Pronunciation Drill Look at the chart and listen.

/v/ /f/ Lived family after

Cave framework soft Carve found roof Everywhere fire cliff

Weaving forests rafter Covered few gift

Repeat after me. Teacher ask pupils to read by group, then by individual.

B. 1. Motivation

Do you want to play? Okay, listen as I give you the instructions on how to play.

(Teacher distributes four envelopes with cut outs inside.)

Assemble the cut outs into a whole figure, for 5 minutes only. Ready go!

(Teacher waits for 5 minutes.) Stop! Who was the first to finish?

Very good! What figure did you assemble? How about group 4

Group 1? Group 2

Which of the four houses do you like to live? Why?

2. Unlocking of Difficulties This morning, we are going to read

“ The Story of Houses” but before we will read let us first understand the following words and phrases.

Side of a cliff – is often

Pupils listen.

Pupils follow.

Yes, ma’am.

Pupils follow.

Group 3

It’s a house. It’s a house.

It’s a house. It’s a house.

Made of hard rock that has to be hammered and chiseled out to make a hole or dugout.

Ladder – stairs Permanent – not moved from one

place to another. Who can use the words in a sentence? Very good!

Okey I have here the words and its meaning now who can match the

words to its meaning? Read this word. Put side of a cliff to its corresponding

meaning. Ladder –

Permanent – Read again the words.

3. Raising of Motive Question Look at the different pictures of

houses. (Teacher shows pictures of houses) What do people need

So start your questions with why.

4. What will you follow When reading silently?

What else?

5. Recall of motive question: Again what we are going to find out in a story?

C. PRESENTATION

6. Guided silent reading (Teacher let the pupils read the first two paragraphs of page 156)

Comprehension question

1. What was the first houses that people lived in?

2. What else?

3. What is a dugout?

4. What do they use to get in and

Pupils use the words in the sentence.

Pupil: side of a cliff

Pupil: match the word.

Pupil: read the words.

Pupil: people need houses.

Pupil: why do people need houses?

Pupil: Read with your eyes and not

with your lips. Pupil: Understand what you read.

Pupil: Why do people need houses?

Pupil read a paragraph or two.

Pupil: The first house that people

lived in was a cave. Pupil: They lived in a dugout.

Pupil: Dugout is a room that is dig and carve at the side of a cliff.

Pupil: The use ladder. Pupil: read the 3 paragraphs.

out of the dugout? Okey read paragraph 3,4 & 5 on page 157.

Why did people learned to plant?

(Ask more questions)

Read the last 2 paragraphs

(Teacher shows the pictures) Look at these pictures, which pictures here is grass house or mud house?

A tent? (Ask more questions) 7. Answering of Motive Question

Why do people need houses?

Very nice answer?

What else? Very good! Another reason?

D. APPLICATION

1. What kind of houses are mentioned in the story?

2. What did the early people use for

building houses? 3. What do people use in building now

a days?

Lets go back to the different paragraphs.

Pick out the action words found in each

paragraphs. What form of the action word is dig?

Put? Carve?

How about used? Pulled? Lived?

Pupil: They learned to plants so that if they had plants, they would have food.

Pupil: read the 2 paragraphs

Pupil: point the houses.

Pupil: People need houses to

protect them from hot and cold weather.

Pupil: To protect them from wild animals.

Pupil: People need houses so that they could eat, sleep and study well.

Pupil: grass house, mudhouse, cave, tent

Pupil: mud, clay, grass, wood, animal skin.

Pupil: cement, wood, hollow blocks,

steel, stones. Spread lived

Pupil: Dig used Carve pulled

Put hung Pupil: Simple form of an action

word.

Hung? Use the words in the sentence.

Pupil: Past form of an action word Pupil: Use the words in the

sentence.

IV. EVALUATION

A. Read the paragraphs silently and answer the questions that follow.

Aling Nora is a sampaguita vendor. She grows sampaguita in her garden. She picks the

flowers every morning. She makes them into garlands. She sells the garlands infront of

the church.

1. Who is the sampaguita vendor? 2. Where does she do with the sampaguita?

3. What does she grow with the flowers? 4. Why did she picks flowers in the morning?

5. Where does she sell the garlands?

B. Underline the correct action word.

1. Aling Nora (pick, picks, picked) flowers every morning. 2. She (make, makes, made) them into garlands.

3. She (sold, sell, sells) them infront of church. 4. Women (like, likes, liked) sampaguita garlands. 5. So they (buy, buys, bought) them all.

V. ASSIGNMENT

For your assignment

Answer Exercises B, C, D, & E of your book Building English Skills book 2 pages 159 –

162.