Date: June 3, 2019

I. Objectives:

A. Identify the terms being asked in the pre-assessment.

B. Answer the questions given in the pre-assessment.
C. Evaluate each item carefully to determine the answer.

II. Subject Matter:

A. Topic: Pre-Assessment
B. Reference: English 8 Learning Module
C. Materials: Test Questionnaire

III. Procedure:

A. Pre-learning Activity

Before starting with the pre-assessment, let the students get to know each other. (Discuss the
rules, requirements, grading system, etc.)

B. During Learning Activity

Ask the students if they know what pre-assessment is. Generate ideas from them.

C. Post learning Activity

Inform the students that they will be answering the pre-assessment.

IV. Evaluation

Give them 40 minutes to answer,

V. Assignment

Research some information about Africa.

Remarks: Continue
* Teacher served as an enrollment officer.
 Date: June 4, 2019

I. Objectives:

A. Identify the terms being asked in the pre-assessment.

B. Answer the questions given in the pre-assessment.
C. Evaluate each item carefully to determine the answer.

II. Subject Matter:

A. Topic: Pre-Assessment
B. Reference: English 8 Learning Module
C. Materials: Test Questionnaire

III. Procedure:

A. Pre-learning Activity

Before starting with the pre-assessment, let the students get to know each other. (Discuss the
rules, requirements, grading system, etc.)

B. During Learning Activity

Ask the students if they know what pre-assessment is. Generate ideas from them.

C. Post learning Activity

Inform the students that they will be answering the pre-assessment.

IV. Evaluation

Give them 40 minutes to answer,

V. Assignment

Research some information about Africa.

 Date: June 6, 2019

Competency: EN8WC-Ia-1.1.6.1

I. Objectives:

A. Describe Africa based on the material viewed.

B. Present ideas using a graphic organizer (semantic web)
C. Appreciate the importance of knowing the culture of Africa to strengthen identity as a Filipino.

II. Subject Matter:

A. Topic: Africa
B. Reference: English 8 Learning Module, pp. 3-5
C. Materials: video clip, pictures, semantic web

III. Procedure:

A. Pre-learning Activity

Inform the students that they will be traveling to the hottest continent on earth, Africa.

B. During learning Activity

Present pictures and video clips about Africa. Discuss each material to the students. Allow them to
share their ideas about the material,

C. Post learning activity

Ask questions about the discussion to check students’ understanding.

IV. Evaluation

Let the students use the semantic web to indicate what they know about Africa.

Africa

After the activity, highlight the importance of knowing the culture of Africa to strengthen identity as a
Filipino.

V. Assignment:

Write a 7-sentence paragraph about what you have learned about the lesson.

Remarks: Continue
 Date: June 7, 2019

Competency: EN8WC-Ia-1.1.6.1

I. Objectives:

A. Describe Africa based on the material viewed.

B. Present ideas using a graphic organizer (semantic web)
C. Appreciate the importance of knowing the culture of Africa to strengthen identity as a Filipino.

II. Subject Matter:

A. Topic: Africa
B. Reference: English 8 Learning Module, pp. 3-5
C. Materials: video clip, pictures, semantic web

III. Procedure:

A. Pre-learning Activity

Inform the students that they will be traveling to the hottest continent on earth, Africa.

B. During learning Activity

Present pictures and video clips about Africa. Discuss each material to the students. Allow them to
share their ideas about the material,

C. Post learning activity

Ask questions about the discussion to check students’ understanding.

IV. Evaluation

Let the students use the semantic web to indicate what they know about Africa.

Africa

After the activity, highlight the importance of knowing the culture of Africa to strengthen identity as a
Filipino.

V. Assignment:
Write a 7-sentence paragraph about what you have learned about the lesson.
 Date: June 11, 2019
Competency: En8VC-Ia-8

I. Objectives:

A. Determine the meaning of the text, “The Hands of the Blacks” by Luis Bernardo Honwana.
B. Use context clues from the material viewed to determine the meaning of unfamiliar words or
expressions.
C. Show deeper appreciation to the culture of Africans through the text.

II. Subject Matter:

A. Topic: The Hands of the Blacks by Luis Bernardo Honwana

B. Reference: English 8 Learning Module, pp. 9-11
C. Materials: Handouts, pictures

III. Procedure:

A. Pre-learning Activity

- Present pictures of African’s hands (palms).

- Ask the students to describe the picture.

B. During Learning Activity

- Give a short biography about the author.

- Distribute the handouts to the students.
- Instruct the students to list down all the unfamiliar words that they will encounter.

C. Post Learning Activity

- Students will select their partners. They will share their list of unfamiliar words. They will find a
way to learn what each unfamiliar/difficult word means. Let them exchange ideas about finding the
meaning of the words they have listed.

IV. Evaluation:

Refer to the formative notebook.

V. Assignment:

Check if the meaning of difficult/unfamiliar words you have listed are correct.
 Date: June 13, 2019
Competency: En8VC-Ia-8

I. Objectives:

A. Determine the meaning of the text, “The Hands of the Blacks” by Luis Bernardo Honwana.
B. Use context clues from the material viewed to determine the meaning of unfamiliar words or
expressions.
C. Show deeper appreciation to the culture of Africans through the text.

II. Subject Matter:

A. Topic: The Hands of the Blacks by Luis Bernardo Honwana

B. Reference: English 8 Learning Module, pp. 9-11
C. Materials: Handouts, pictures

III. Procedure:

A. Pre-learning Activity

- Present pictures of African’s hands (palms).

- Ask the students to describe the picture.

B. During Learning Activity

- Give a short biography about the author.

- Distribute the handouts to the students.
- Instruct the students to list down all the unfamiliar words that they will encounter.

C. Post Learning Activity

- Students will select their partners. They will share their list of unfamiliar words. They will find a
way to learn what each unfamiliar/difficult word means. Let them exchange ideas about finding the
meaning of the words they have listed.

IV. Evaluation:

Refer to the formative notebook.

V. Assignment:

Check if the meaning of difficult/unfamiliar words you have listed are correct.

*
 Date: June 18, 2019

Competency: EN8LC-Ic-5.1

I. Objectives:

A. Identify the basic elements of spoken language, starting with stress.

B. Listen for important points signaled by stress, intonation, and pause.
C. Evaluate the importance of using the correct sounds of English in achieving good communication.

II. Subject Matter:

A. Topic: Stress
B. Reference: English 8 Learning Module, pp. 17-21
C. Materials: Manila paper, word strips

III. Procedure:

A. Pre-learning Activity

* Show the word strips to the students. Allow them to read it aloud. Let them evaluate the sounds
they have produced from reading the words.

B. During Learning Activity

* Ask the students if they now what stress is.

* Discuss stress as a basic element of spoken language.
* Give examples.

C. Post Learning Activity

* Give random words to students and allow them to put a stress to each word. After that, let them
read the words with its proper stress.

IV. Evaluation:

* Refer to the formative notebook.

V. Assignment:

* Give the definition of the word intonation.

Remarks: Continue
 Date: June 18, 2019

Competency: EN8LC-Ic-5.1

I. Objectives:

A. Identify the basic elements of spoken language, starting with stress.

B. Listen for important points signaled by stress, intonation, and pause.
C. Evaluate the importance of using the correct sounds of English in achieving good communication.

II. Subject Matter:

A. Topic: Stress
B. Reference: English 8 Learning Module, pp. 17-21
C. Materials: Manila paper, word strips

III. Procedure:

A. Pre-learning Activity

* Show the word strips to the students. Allow them to read it aloud. Let them evaluate the sounds
they have produced from reading the words.

B. During Learning Activity

* Ask the students if they now what stress is.

* Discuss stress as a basic element of spoken language.
* Give examples.

C. Post Learning Activity

* Give random words to students and allow them to put a stress to each word. After that, let them
read the words with its proper stress.

IV. Evaluation:

* Refer to the formative notebook.

V. Assignment:

* Give the definition of the word intonation.

 Date: June 19, 2019

Competency: EN8LC-Ic-5.1

I. Objectives:

A. Identify the basic elements of spoken language (Intonation).

B. Listen for important points signaled by stress, intonation, and pause.
C. Evaluate the importance of using the correct sounds of English in achieving good communication.

II. Subject Matter:

A. Topic: Intonation
B. Reference: English 8 Learning Module, pp. 17-21
C. Materials: Manila paper, video clips

III. Procedure:

A. Pre-learning Activity

* Show video clips to the students. This video clips contain different groups of people from different
places. It will show how these groups speak differently.

B. During Learning Activity

* Let the students share what they have observed in the video. Allow students to determine their
sound when speaking, or it could be their friend, acquaintance, etc.
* Ask the students if they now what intonation is
* Discuss intonation and the different intonation patterns.
* Give examples.

C. Post Learning Activity

* Allow students to read sentences with its proper intonation.

IV. Evaluation:

* Group the students into 5. Each group will be reading the poem (Fire and Ice) by Robert Frost.
They have to read the poem with its correct intonation.

V. Assignment:

* Give the definition of the word pause.

Remarks: Continue
 Date: June 20, 2019

Competency: EN8LC-Ic-5.1

I. Objectives:

A. Identify the basic elements of spoken language (Intonation).

B. Listen for important points signaled by stress, intonation, and pause.
C. Evaluate the importance of using the correct sounds of English in achieving good communication.

II. Subject Matter:

A. Topic: Intonation
B. Reference: English 8 Learning Module, pp. 17-21
C. Materials: Manila paper, video clips

III. Procedure:

A. Pre-learning Activity

* Show video clips to the students. This video clips contain different groups of people from different
places. It will show how these groups speak differently.

B. During Learning Activity

* Let the students share what they have observed in the video. Allow students to determine their
sound when speaking, or it could be their friend, acquaintance, etc.
* Ask the students if they now what intonation is
* Discuss intonation and the different intonation patterns.
* Give examples.

C. Post Learning Activity

* Allow students to read sentences with its proper intonation.

IV. Evaluation:

* Group the students into 5. Each group will be reading the poem (Fire and Ice) by Robert Frost.
They have to read the poem with its correct intonation.

V. Assignment:

* Give the definition of the word pause.

Remarks: Continue
 Date: June 21, 2019
Competency: EN8LC-Ic-5.1

I. Objectives:

A. Identify the basic elements of spoken language (Intonation).

B. Listen for important points signaled by stress, intonation, and pause.
C. Evaluate the importance of using the correct sounds of English in achieving good communication.

II. Subject Matter:

A. Topic: Intonation
B. Reference: English 8 Learning Module, pp. 17-21
C. Materials: Manila paper, video clips

III. Procedure:

A. Pre-learning Activity

* Show video clips to the students. This video clips contain different groups of people from different
places. It will show how these groups speak differently.

B. During Learning Activity

* Let the students share what they have observed in the video. Allow students to determine their
sound when speaking, or it could be their friend, acquaintance, etc.
* Ask the students if they now what intonation is
* Discuss intonation and the different intonation patterns.
* Give examples.

C. Post Learning Activity

* Allow students to read sentences with its proper intonation.

IV. Evaluation:

* Group the students into 5. Each group will be reading the poem (Fire and Ice) by Robert Frost.
They have to read the poem with its correct intonation.

V. Assignment:

* Give the definition of the word pause.

 Date: June 24, 2019

Competency: EN8OL-Ic-3.11

I. Objectives:

A. Identify the basic elements of spoken language (Pause).

B. Listen for important points signaled by stress, intonation, and pause.
C. Evaluate the importance of using the correct sounds of English in achieving good communication.

II. Subject Matter:

A. Topic: Pause
B. Reference: English 8 Learning Module, pp. 17-21
C. Materials: Manila paper, handouts

III. Procedure:

A. Pre-learning Activity

* Review of past lesson.

B. During Learning Activity

* Show paragraphs to students. Allow them to observe the bold letters and the brackets.
* Read the paragraphs/sentences and let the students observe.
* Discuss pause.

C. Post Learning Activity

* After letting the students listen, allow them to read the paragraphs individually.

IV. Evaluation:

* Group the students into 5. The groups will be given handouts of the poem African Child. They will
be reading the poem with its correct stress, intonation, and pause. Give them enough time to practice.

V. Assignment:

* Give the definition of the word adjective. Give ten examples.

Remarks: Continue
 Date: June 25, 2019
Competency: EN8OL-Ic-3.11

I. Objectives:

A. Identify the basic elements of spoken language (Pause).

B. Listen for important points signaled by stress, intonation, and pause.
C. Evaluate the importance of using the correct sounds of English in achieving good communication.

II. Subject Matter:

A. Topic: Pause
B. Reference: English 8 Learning Module, pp. 17-21
C. Materials: Manila paper, handouts

III. Procedure:

A. Pre-learning Activity

* Review of past lesson.

B. During Learning Activity

* Show paragraphs to students. Allow them to observe the bold letters and the brackets.
* Read the paragraphs/sentences and let the students observe.
* Discuss pause.

C. Post Learning Activity

* After letting the students listen, allow them to read the paragraphs individually.

IV. Evaluation:

* Group the students into 5. The groups will be given handouts of the poem African Child. They will
be reading the poem with its correct stress, intonation, and pause. Give them enough time to practice.

V. Assignment:

* Give the definition of the word adjective. Give ten examples.

Remarks: Continue
 Date: June 26, 2019
Competency: EN8OL-Ic-3.11

I. Objectives:

A. Identify the basic elements of spoken language (Pause).

B. Listen for important points signaled by stress, intonation, and pause.
C. Evaluate the importance of using the correct sounds of English in achieving good communication.

II. Subject Matter:

A. Topic: Pause
B. Reference: English 8 Learning Module, pp. 17-21
C. Materials: Manila paper, handouts

III. Procedure:

A. Pre-learning Activity

* Review of past lesson.

B. During Learning Activity

* Show paragraphs to students. Allow them to observe the bold letters and the brackets.
* Read the paragraphs/sentences and let the students observe.
* Discuss pause.

C. Post Learning Activity

* After letting the students listen, allow them to read the paragraphs individually.

IV. Evaluation:

* Group the students into 5. The groups will be given handouts of the poem African Child. They will
be reading the poem with its correct stress, intonation, and pause. Give them enough time to practice.

V. Assignment:

* Give the definition of the word adjective. Give ten examples.

Remarks: Continue
 Date: June 27, 2019
Competency: EN8OL-Ic-3.11

I. Objectives:

A. Identify the basic elements of spoken language (Pause).

B. Listen for important points signaled by stress, intonation, and pause.
C. Evaluate the importance of using the correct sounds of English in achieving good communication.

II. Subject Matter:

A. Topic: Pause
B. Reference: English 8 Learning Module, pp. 17-21
C. Materials: Manila paper, handouts

III. Procedure:

A. Pre-learning Activity

* Review of past lesson.

B. During Learning Activity

* Show paragraphs to students. Allow them to observe the bold letters and the brackets.
* Read the paragraphs/sentences and let the students observe.
* Discuss pause.

C. Post Learning Activity

* After letting the students listen, allow them to read the paragraphs individually.

IV. Evaluation:

* Group the students into 5. The groups will be given handouts of the poem African Child. They will
be reading the poem with its correct stress, intonation, and pause. Give them enough time to practice.

V. Assignment:

* Give the definition of the word adjective. Give ten examples.

Remarks: Continue
 Date: June 28, 2019
Competency: EN8OL-Ic-3.11

I. Objectives:

A. Identify the basic elements of spoken language (Pause).

B. Listen for important points signaled by stress, intonation, and pause.
C. Evaluate the importance of using the correct sounds of English in achieving good communication.

II. Subject Matter:

A. Topic: Pause
B. Reference: English 8 Learning Module, pp. 17-21
C. Materials: Manila paper, handouts

III. Procedure:

A. Pre-learning Activity

* Review of past lesson.

B. During Learning Activity

* Show paragraphs to students. Allow them to observe the bold letters and the brackets.
* Read the paragraphs/sentences and let the students observe.
* Discuss pause.

C. Post Learning Activity

* After letting the students listen, allow them to read the paragraphs individually.

IV. Evaluation:

* Group the students into 5. The groups will be given handouts of the poem African Child. They will
be reading the poem with its correct stress, intonation, and pause. Give them enough time to practice.

V. Assignment:

* Give the definition of the word adjective. Give ten examples.

 Date: July 1, 2019

Competency: EN8G-Id-7

I. Objectives:

A. Determine what adjective complement is.

B. Construct sentences with its appropriate adjective complement.
C. Evaluate sentences to determine its correct adjective complement.

II. Subject Matter:

A. Topic: Adjective Complement

B. Reference: English 8 Learning Module, pp. 14-15
C. Materials: Manila paper, pictures

III. Procedure:

A. Pre-learning Activity

* Paste the pictures o the board. Allow the students to describe or say anything about the picture.

B. During learning Activity

* Ask the students they know what an adjective is. Relate this to the activity in the motivation. Let
them give examples.
* Discuss adjective complement. Give examples.

C. Post Learning Activity

* Let the students identify the adjective complement in the given sentences.

IV. Evaluation:

Refer to the formative notebook.

V. Assignment:

Write 5 sentences with its appropriate adjective complement.

Remarks: Continue
 Date: July 2, 2019

Competency: EN8G-Id-7

I. Objectives:

A. Determine what adjective complement is.

B. Construct sentences with its appropriate adjective complement.
C. Evaluate sentences to determine its correct adjective complement.

II. Subject Matter:

D. Topic: Adjective Complement

E. Reference: English 8 Learning Module, pp. 14-15
F. Materials: Manila paper, pictures

III. Procedure:

B. Pre-learning Activity

* Paste the pictures o the board. Allow the students to describe or say anything about the picture.

B. During learning Activity

* Ask the students they know what an adjective is. Relate this to the activity in the motivation. Let
them give examples.
* Discuss adjective complement. Give examples.

C. Post Learning Activity

* Let the students identify the adjective complement in the given sentences.

IV. Evaluation:

Refer to the formative notebook.

V. Assignment:

Write 5 sentences with its appropriate adjective complement.

Remarks: Continue
 Date: July 4, 2019

Competency: EN8OL-Ie-5

I. Objectives:

A. Determine the meaning of the poem entitled “African Child.”

B. Use appropriate prosodic features of speech when delivering lines.
C. Develop a sense of understanding about the culture of Africans.

II. Subject Matter:

A. Topic: African Child

B. Reference: English 8 Learning Module, pp. 23-25
C. Materials: Handouts, picture

III. Procedure:

A. Pre-learning Activity

* Show a picture of an African child. Ask the students of their insights about the picture.

B. During Learning Activity

Activity: CAN YOU SAY IT? CAN YOU HEAR IT?

1. Form a group of 5-6 members.
2. Practice reading the poem “African Child” with proper stress, intonation, and pausing.
3. Use the following as a guide. Be ready to present in front of the class.

C. Post Learning Activity

* Let the students practice for 20 minutes.

IV. Evaluation:

* Let the students perform their task.

V. Assignment:

* Based on the activity, how do you envision an African child? (Answer this on your activity
notebooks.)

Remarks: Continue
 Date: July 8, 2019

Competency: EN8RC-If-7:

I. Objectives:

A. Define skimming and scanning.

B. Use the appropriate reading style (scanning, skimming) for one’s purpose.
C. Evaluate the importance of skimming and scanning as an essential reading style through
identifying its similarities and differences.

II. Subject Matter:

A. Topic: Skimming and Scanning

B. Reference: English Expressways II (2007), pp. 56-57, 72
C. Materials: Manila paper, English Expressways book, handouts

III. Procedure:

A. Pre-learning Activity

* Ask the students if they have been to a library or if they have visited the school library.
* Ask these questions:
“How can you single out easily and rapidly the book that answers your need?”
“How to save time to get the most from what you are reading?

B. During Learning Activity

* Present the lesson.

* Discuss skimming first.
* Then, discuss what is scanning.

C. Post Learning Activity

* Group the students into 5. Each group will be given 2 task cards. The first task card lets the
students skim to get the major headings. The second task card will allow the students to scan
rapidly for details.

IV. Evaluation:

Using the Venn diagram, let the students identify the similarities and differences of skimming and
scanning.

V. Assignment:

Give the definition of pitch and juncture.

* Remarks: Continue
 Date: July 9, 2019

Competency: EN8RC-If-7:

I. Objectives:

A. Define skimming and scanning.

B. Use the appropriate reading style (scanning, skimming) for one’s purpose.
C. Evaluate the importance of skimming and scanning as an essential reading style through
identifying its similarities and differences.

II. Subject Matter:

A. Topic: Skimming and Scanning

B. Reference: English Expressways II (2007), pp. 56-57, 72
C. Materials: Manila paper, English Expressways book, handouts

III. Procedure:

A. Pre-learning Activity

* Ask the students if they have been to a library or if they have visited the school library.
* Ask these questions:
“How can you single out easily and rapidly the book that answers your need?”
“How to save time to get the most from what you are reading?

B. During Learning Activity

* Present the lesson.

* Discuss skimming first.
* Then, discuss what is scanning.

C. Post Learning Activity

* Group the students into 5. Each group will be given 2 task cards. The first task card lets the
students skim to get the major headings. The second task card will allow the students to scan
rapidly for details.

IV. Evaluation:

Using the Venn diagram, let the students identify the similarities and differences of skimming and
scanning.

V. Assignment:
Distribute the handouts and let the students apply what they have learned about scanning and
skimming.
 Date: July 10, 2019

Competency: EN8OL-If-5

I. Objectives:

A. Identify the contrasting sounds of /e/ and /e/.

B. Use the contrasting sounds of /e/ and /e/ in reading words and sentences.
C. Appreciate the importance of reading words/sentences with its proper sound to get its meaning.

II. Subject Matter:

A. Topic: Contrasting sounds of /e/ and /e/.

B. Reference: English Expressways II (2007), pp.
C. Materials: Manila paper, word strips

III. Procedure:

A. Pre-learning Activity

* Show the word strips to the students. Allow them to read each word.

B. During Learning Activity

* Discuss the contrasting sounds of /e/ and /e/.

* Note the difference on how each word is uttered and its meaning.

C. Post Learning Activity

* Group the students into 5. Each group will be given a tongue twister. They have to correctly
utter each word of the tongue twister.
* Process the activity.

IV. Evaluation:

(Refer to the formative notebook.)

V. Assignment:

What are the six tenses of the verb? Give its definition.