THIRD QUARTER/WEEK 3�DAY 1

LEARNING OBJECTIVES:

PROVIDE EVIDENCE TO SUPPORT UNDERSTANDING

SETTING THE STAGE

• DO YOU GO CHURCH EVERY SUNDAY?
• TODAY YOU WILL BE ABLE TO LISTEN TO THE STORY AND YOU WILL PROVIDE EVIDENCE TO SUPPORT UNDERSTANDING BASE ON THE STORY YOU HAVE LISTEN TO.

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Explaining the students what to do.

Listen to the story.

Answer the comprehension check up.

Let the pupils provide evidence from their answer to support understanding on the story listened to.

• LISTEN TO THE STORY. ANSWER THE QUESTION AND PROVIDE EVIDENCE FOR YOUR ANSWER.
•  
• THE BIG, PINK BUNDLE OF JOY
• MOTHER HAS BEEN THERE FOR FIVE DAYS, SHE COULD HARDLY WAIT TO BRING THE BIG, PINK BUNDLE OF JOY TO THE CHILDREN. MOTHER HELD THE PINK BUNDLE LOVINGLY TO HER BOSOM WHILE FATHER CALLED A TAXI.
• WHERE WERE FATHER AND MOTHER?
• WHY WERE THERE?
• WHERE WERE THEY GOING?

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GUIDED PRACTICE�GROUP ACTIVITY�

• LISTEN AS THE TEACHER READ THE STORY. BASE FROM THE STORY LISTENED TO, THE PUPILS WILL CREATE THEIR OWN QUESTION YOUR ANSWER MUST PROVIDE EVIDENCE TO SUPPORT UNDERSTANDING. 446
• A BOOKWORM
• VICENTE IS A BOOKWORM. HE LIKES TO READ ABOUT ALMOST EVERYTHING. HE LIKES TO READ ADVENTURE STORIES, NATURE STORIES, FAIRY TALES, AND BIOGRAPHIES. WHENEVER HE GETS HOLD OF A BOOK, NOTHING COULD STOP HIM FROM FINISHING IT. HE OVERWORKS HIS EYES BY READING. HE READS EVEN WHEN THE LIGHT IS DIM.
• WHAT DO YOU THINK WILL HAPPEN TO VICENTE?
• WHAT SHOULD VICENTE DO TO SAVE HIS EYES?
• DOES VICENTE KNOW HOW TO TAKE CARE OF HIS EYES?

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INDEPENDENT PRACTICE�

• LISTEN TO THE STORY USING TAPE RECORDER.
• BASE FROM THE STORY LISTENED TO ANSWER THE FOLLOWING QUESTION AND PROVIDE EVIDENCE FROM YOUR ANSWER.
•  
• THE FERRIS WHEEL RIDE
•  
• MYRNA WAS SCARED TO RIDE ON THE FERRIS WHEEL. ONE FIESTA DAY, HER COUSIN ASKED HER TO RIDE ON THE FERRIS WHEEL. WHEN THE FERRIS WHEEL TURNED AROUND, MYRNA FELT DIZZY. SHE COULDN’T LOOK DOWN. SHE FELT AS IF SHE WAS FALLING.
•  
• WHAT DO YOU THINK DID MRYNA WISH?
• DID MYRNA ENJOY HER RIDE ON THE FERRIS WHEEL?
• WHAT WOULD MYRNA DO NEXT TIME?

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CLOSURE/ASSESSMENT�

• WHAT HAVE YOU LEARNED FROM TODAY’S LESSON?

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EVALUATION�LISTEN AS THE TEACHER READ THE SELECTION AND ANSWER THE FOLLOWING QUESTION.�

•  
• INSECTS
•  
• INSECTS ARE FOUND ANYWHERE. THEY ARE EITHER HARMFUL OR BENEFICIAL.
• THE BUTTERFLY AND THE BEE ARE BENEFICIAL. THEY HELP POLLINATE THE FLOWERS.
• THE DRAGONFLY IS ALSO A HELPFUL INSECT. IT EATS OTHER INSECTS THAT DESTROY PLANTS.
• ANTS, FLIES, COCKROACHES, APHIDS, TERMITES AND MOSQUITOES ARE INSECT
• PESTS. THEY DESTROY OUR CROPS AND HOMES, CAUSE ILLNESSES, AND KILL OUR PLANTS.
• THEY ARE HARMFUL TO MEN, ANIMALS, AND PLANTS.
•  
• 1. WHAT WORD THAT ELLS WHERE INSECTS CAN BE FOUND?
• 2 .WRITE THREE BENEFICIAL INSECTS.
• 3. PROVIDE EVIDENCE THAT DRAGONFLY IS ALSO A HELPFUL INSECT.
• 4. NAME TWO THINGS WHICH INSECTS DESTROY.
• 5. COPY THE LETTER THAT TELLS WHAT INSECTS MAY CAUSE.
• A. FLOODS B. ILLNESS C. RAIN D,TSUNAMI

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THIRD QUARTER/WEEK 3� DAY 2

• LEARNING OBJECTIVES� INFER THE MEANING OF UNFAMILIAR WORD BASED ON THE GIVEN CONTEXT CLUES SYNONYMS � AND ANTONYMS.�

SETTING THE STAGE�

• READ THE FOLLOWING PAIR OF WORDS
• SMALL – TINY BEAUTIFUL - UGLY
• SHINY – SPARKLING THICK – THIN
• AT THE END OF THE LESSON YOU WILL BE ABLE TO COMPARE SYNONYMS AND ANTONYMS.

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• EXPLAINING THE STUDENT WHAT TO DO
• DISTRIBUTE EACH LETTER TO PUPILS.
• ARRANGE THE LETTER AND GIVE THE MEANING OF THE WORD.
•  
• NIIHGSN____________1. SPARKLING
• GEELTAN___________2. GRACEFUL
• EAAADPTLB_________3. PLIANT
• LYVELO ___________4. BEAUTIFUL
• TRANFRAG__________5. SWEET

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EXPLAINING THE STUDENT WHAT TO DO�DISTRIBUTE EACH LETTER TO PUPILS.�

• ARRANGE THE LETTER AND GIVE THE MEANING OF THE WORD.
•  
• (LOVELY) LYVELO ___________1. BEAUTIFUL
• (ELEGANT) GEELTAN___________2. GRACEFUL
• (ADAPTABLE) EAAADPTLB_________3. PLIANT
• (FRAGRANT) TRANFRAG__________4. SWEET
• (SHINING) NIIHGSN____________5. SPARKLING
•  

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LET THE PUPILS READ THE POEM “ MY NATIVE LAND” ( OBSERVE PROPER PHRASING)�

•  
• MY NATIVE LAND
• HOW BEAUTIFUL ARE HER MOUNTAINS GRAND
• THE PEACEFUL VALLEYS BETWEEN
• HER SPARKLING SUN AND COOLING RAINS
• THAT BATHE THE FERTILE PLAINS-
•  
•  
• HOW GRACEFUL ARE HER STATELY PLAINS
• HER TOWERING EMERALD TREES
• HOW PLIANT HER RUSTLING BAMBOOS GREEN
• DANCING BLISSFULLY IN THE BREEZE
•  
• HOW PRETTY HER WHITE SAMPAGUITAS
• AND FRAGRANT ORCHIDS SO RARE
• HOW MODEST AND SWEET HER DAUGHTERS
• WHO HARVEST THE GOLDEN GRAIN-
•  
• HOW I LOVE HER RAINBOW BIRDS
• HER BLUE SKIES AND SPARKLING WAVES
• HOW I LOVE THIS DEAR PHILIPPINES
• HOME ON THE TROUBLED EARTH.

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IDENTIFY THE WORDS THAT HAVE SIMILAR MEANING AS THE UNDERLINED WORDS.�

• THE GRAND MOUNTAINS ARE BEAUTIFUL.
• ATTRACTIVE B. MARVELOUS C. ELEGANT D. RADIANT
• HOW GRACEFUL ARE HER STATELY PLAINS.
• WILLOWY B. OBEDIENT C. DELICATE D. REFINED
• HOW PLIANT ARE HER RUSTLING BAMBOOS GREEN!
• WAVERING B. OBEDIENT C. YIELDING D. LOOSENING
• HOW PRETTY ARE HER WHITE SAMPAGUITAS.
• LOVELY B. CHEERFUL C. AMPLE D. CONSIDERABLE
• HOW SWEET AND MODEST ARE HER DAUGHTERS WHO HARVEST THE GOLDEN GRAIN!
• DARLING B. PURE C. HARMONIOUS D. FRAGRANT

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IDENTIFY THE ANTONYM OF EACH OF THE UNDERLINED WORDS.�

• HOW PEACEFUL THE VALLEYS BETWEEN HER SPARKLING SUN AND COOLING RAINS.
• VIOLENT B. DISTURBED C. NOISY D. TROUBLED
• HOW GRACEFUL ARE HER TOWERING EMERALD TREES!
• BRIEF B. LITTLE C. TINY D. LOW
• HOW PRETTY ARE HER FRAGRANT ORCHIDS SO RARE.
• FREQUENT B. REPEATED C. PERIODIC D. COMMON
• HOW SWEET AND MODEST HER DAUGHTERS ARE!
• UNCHASTE B. BOASTFUL C. GRAND D. EXCESSIVE
• HOW I LOVE THIS DEAR PHILIPPINES, HOME ON THIS TROUBLED EARTH.
• PEACEFUL B. RESTFUL C. DIGNIFIED D. GRACIOUS

• SYNONYM - ARE WORDS THAT ARE SIMILAR IN MEANING.
• ANTONYM - ARE WORDS THAT ARE OPPOSITE IN MEANING.

INDEPENDENT PRACTICE� MATCH THE WORD AT THE LEFT WITH THEIR ANTONYMS AT THE RIGHT. THEN USE EACH WORD IN A SENTENCE. WRITE THE LETTERS OF THE ANSWER ON A PIECE OF PAPER.��

•  
• DEPENDENT A. ORDINARY
• START B. INDEPENDENT
• UNWISE C. END
• SPECIAL D. CONSERVE
• WASTE E. SENSIBLE

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CLOSURE/ASSESSMENT�

• WHAT HAVE YOU LEARNED FROM TODAY’S LESSON?

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EVALUATION�LOOK FOR THE MEANING OF THE UNDERLINED WORD FROM THE SENTENCE.�

• WINNIE AGGRAVATES AND ANNOYS EVERYONE.
• FREDO IS SO ABSENTMINDED THAT HE FORGETS WHERE THINGS ARE.
• THE TWINS WORK STEADILY WITHOUT STOPPING UNTIL THEY FINISH.
• LOOK FOR THE ANTONYM OF THE UNDERLINED WORD.
• MANNY PACQUIAO IS A RICH MAN BUT BEFORE HE IS POOR.
• MY MOTHER ALWAYS WANT TO BUY CHEAP CLOTHES AND MY FATHER’S LIKE EXPENSIVE CLOTHES.

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THIRD QUARTER/WEEK 3�DAY 3�

• LEARNING OBJECTIVES
• READ GRADE LEVEL TEXT WITH ACCURACY, APPROPRIATE AND PROPER EXPRESSION.
• SHOW TACTFULNESS WHEN COMMUNICATING WITH OTHERS.

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SETTING THE STAGE�

• TODAY YOU ARE GOING TO READ ORALLY ABOUT THE STORY OF “ THE EYEBROW” WITH ACCURACY,
• APPROPRIATE AND PROPER EXPRESSION.
• SHOW A PICTURE OF AN EYEBROW.
• IN WHAT PART OF OUR BODY CAN YOU SEE THE EYEBROW?

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EXPLAINING THE STUDENT WHAT TO DO�READ THE VOCABULARY WORDS�

• BEAUTY SWEAT PROTECTION RID
• LET THE PUPILS READ THE STORY.
• AFTER EVERYBODY READ THE STORY, DIVIDE THE CLASS IN FIVE GROUPS.
• EACH GROUP WILL READ THE STORY WITH ACCURACY, APPROPRIATE AND PROPER EXPRESSION.
• ANSWER THE COMPREHENSION CHECK UP.

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MODELING FOR STUDENT�LET THE PUPILS READ ANOTHER STORY “ A VISIT TO THE CITY”� �

• A VISIT TO THE CITY
• MANG TIBO HAD NOT VISITED THE CITY LATELY. EVERYTIME HE CAME TO THE CITY, HE WOULD WRITE HIS SON TO PICK HIM UP IN THE STATION. BECAUSE HE WANTED TO SURPRISE HIS SON, HE DID NOT WRITE HIM ABOUT HIS COMING THIS TIME
• MANG TIBO WAS SURPRISED TO SEE THE MANY CHANGES IN THE CITY. WHEN HE GOT DOWN THE BUS, HE DID NOT KNOW WHERE TO GO.
•  
•  

• ANSWER THE FOLLOWING QUESTION:
• WHAT HAPPENED TO MANG TIBO?
• HE GOT LOST.
• HE ENJOYED LOOKING AROUND
• HE TOOK A WALK AROUND THE PLACE
• WHAT SHOULD MANG TIBO HAVE DONE?
• A. GONE TO THE NEAREST RADIO AND TV STATION
• B. GONE BACK TO THE PROVINCE AT ONCE
• C. LOOK FOR A POLICEMAN AND ASKED FOR HELP
• 3. WHAT WAS MANG TIBO LIKELY TO DECIDE?
• A. NEVER COME TO THE CITY AGAIN.
• B. NEVER LEAVE THE PROVINCE.
• C. NEVER COME TO THE CITY WITHOUT ASKING HIS TO MEET HIM.

• WHAT HAVE YOU NOTICE WHILE YOU ARE READING THE STORY?
• IS IT PROPER TO READ THE STORY WITH ACCURACY, APPROPRIATE AND PROPER
• EXPRESSION?
• IN WHAT PART OF THE STORY YOU USE ACCURACY, APPROPRIATE AND PROPER
• EXPRESSION?

GUIDED PRACTICE�

• LET THE PUPILS READ AGAIN THE STORY “A VISIT TO THE CITY” WITH ACCURACY, APPROPRIATE AND PROPER EXPRESSION.
•  
• INDEPENDENT PRACTICE
• THE PUPILS READ A SHORT PARAGRAPH WRITTEN ON THE META CARD WITH ACCURACY, APPROPRIATE AND PROPER EXPRESSION.

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CLOSURE/ASSESSMENT�

• WHAT YOU HAVE LEARNED FROM TODAY’S LESSON?

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EVALUATION�READ A SHORT STORY WITH ACCURACY, APPROPRIATE AND PROPER EXPRESSION AND ANSWER THE FOLLOWING QUESTION.�

• AIR POLLUTION
•  
• TODAY, IN MOST CITIES SMOKE AND EXHAUST FUMES FILL THE AIR AND ENDANGER THE HEALTH AND WELL-BEING OF THE PEOPLE. SMOKE AND EXHAUST FUMES CONTAIN HARMFUL BY-PRODUCTS FROM GASOLINE BURNED IN CARS AND FROM FACTORIES.
• AIR POLLUTION OR SMOG IS A SERIOUS PROBLEM IN SOME CITIES. SMOG CONSISTS OF SMOKE AND EXHAUST FUMES MIXED WITH FOG.
• TO CONTROL AIR POLLUTION, SMOKE ORDINANCES HAVE BEEN PASSED. SMOKE-BELCHING
• VEHICLES ARE CHECKED AND FACTORIES ARE REQUIRED TO REDUCE FUMES EMANATING FROM THEM.
•  
• CHOOSE THE LETTER OF THE CORRECT ANSWER.
• SMOKE AND EXHAUST FUMES ARE USUALLY ABUNDANT IN______________.
• CITIES B. FARMS C. TOWNS
• POLLUTION IS NOT GOOD FOR OUR____________.
• HEALTH B. MIND C. SPIRIT
• SMOKE AND EXHAUST FUMES CONTAIN MUCH___________.
• OXYGEN B. WATER VAPOR C. HARMFUL GAS
• AIR POLLUTION CAN MAKE US __________.
• ACTIVE B. SLEEPY C. SICK
• WHEN GASOLINE IS BURNED, BY-PRODUCTS ARE GIVEN OFF SUCH AS_________.
• OXYGEN AND NITROGEN
• CARBON DIOXIDE AND WATER VAPOR
• SMOKE AND EXHAUST FUMES

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 �THIRD QUARTER/WEEK 3� �DAY 4

• OBJECTIVES
• DISTINGUISH TEXT TYPES ACCORDING TO FEATURES PROBLEM SOLUTION

SETTING THE STAGE

EXPLAINING THE STUDENTS WHAT TO DO�

• READ THE STORY CAPS FOR SALE.
• ANSWER THE COMPREHENSION CHECK UP.
• LET THE PUPILS PICK OUT THE PROBLEM ENCOUNTERED BY THE PEDDLER.
• IS THERE A SOLUTION ABOUT THE PROBLEM OF THE PEDDLER?

MODELING FOR STUDENTS�LET THE PUPILS READ A SHORT STORY.�

•  
• JOSE RIZAL OWNED A HORSE WHEN HE WAS STUDYING IN MADRID. WHEN
• HIS ALLOWANCE DID NOT COME ONE DAY, HE DID NOT HAVE ENOUGH MONEY FOR FOOD.
•  
• WHAT PROBLEM ENCOUNTERED BY JOSE RIZAL?
•  
• IS THERE A POSSIBLE SOLUTION FOR HIS PROBLEM?
• WHAT SOLUTION CAN YOU GIVE.
•   TOTOY NEEDS A NEW SCHOOL BAG. HE DID NOT HAVE ENOUGH MONEY TO BUY
• THE BAG. THEN HE HEARD THAT THEIR NEIGHBOR WAS LOOKING FOR A BABY –SITTER
• FOR HER LITTLE CHILD. SHE WAS WILLING TO PAY A FEW PESOS TO THE BABY-SITTER.
•  
• WHAT IS TOTOY’S PROBLEM?
• DO YOU THINK TOTOY SOLVE HIS PROBLEM?
• WHAT DID TOTOY DO TO SOLVE HIS PROBLEM?

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GUIDED PRACTICE�FOR EACH PASSAGE BELOW, WRITE THE PROBLEM AND SOLUTION IN THE CORRECT COLUMN.�

GROUP ACTIVITY� EACH GROUP WILL PICK OUT ONE STORY PROVIDED BY THE TEACHER.� THEN DO THE FOLLOWING:�

IDEPENDENT PRACTICE�READ THE FOLLOWING PASSAGE.ANSWER THE FOLLOWING QUESTIONS.�

Problem

What problem does the character have?

 Events:

What did Jenny bear?

Why was this so important to her?

What did Jenny do?

Solution

How did this solve her problem?

CLOSURE/ASSESSMENT�

• WHAT HAVE YOU LEARNED FROM TODAY’S LESSON?�

EVALUATION�WRITE THE PROBLEM AND SOLUTION BASED ON THE SHORT STORY.�

THE YOUNG MAN IS KIND-HEARTED. ONE DAY, HE HEARD A LITTLE BOY CRYING OUTSIDE HIS WINDOW. THE YOUNG MAN FOUND OUT THAT THE CHILD WAS BEING TEASED BY THE BIGGER BOYS. THE YOUNG MAN WENT OUT.

•  PROBLEM________________________________
• SOLUTION________________________________

JOSE RIZAL OWNED A HORSE WHEN HE WAS STUDYING IN MADRID. WHEN HIS ALLOWANCE DID NOT COME ONE DAY, HE DID NOT HAVE ENOUGH MONEY FOR FOOD.

•  PROBLEM________________________________
• SOLUTION________________________________

TOTOY NEEDS A NEW SCHOOL BAG. HE DID NOT HAVE ENOUGH MONEY TO BUY THE BAG. THEN HE HEARD THAT THEIR NEIGHBOR WAS LOOKING FOR A BABY-SITTER FOR HER LITTLE CHILD. SHE WAS WILLING TO PAY A FEW PESOS TO THE BABY- SITTER.

•  PROBLEM_________________________________
• SOLUTION_________________________________

JUN AND JERRY STARTED ARGUING OVER THE NEW TOY. JUN WANTED TO KEEP IT BUT JERRY DISAGREED SINCE HE WANTED TO KEEP THE TOY FOR HIMSELF. MOTHER CAME TO THE SCENE AND ADVISED THE BOYS TO SHARE THE TOY TRAIN. BUT THE BOYS WENT WITH THE QUARREL. BEFORE THEY KNEW IT, MOTHER WAS BACK HOLDING ONE OF THE SLIPPERS.

•  PROBLEM_________________________________________
• SOLUTION_________________________________________

THE DOGS WERE PLAYING WILDLY IN THE YARD. FATHER DROVE THEM AWAY. HOWEVER, THE DOGS RAN TOWARDS THE PATCH OF VEGETABLES WHERE THEY CONTINUED LUNGING AT EACH OTHER.

•  PROBLEM__________________________________________
• SOLUTION__________________________________________

THIRD QUARTER/ WEEK 3� �DAY 5

• LEARNING OBJECTIVES
• USE A PARTICULAR KIND OF SENTENCE FOR SPECIFIC PURPOSE AND AUDIENCE ASKING PERMISSION, MAKING REQUEST.

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SETTING THE STAGE�

• LET THE PUPILS READ THE FOLLOWING SENTENCES.

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• CAN I ASK QUESTION PLEASE?
• MAY I BORROW YOUR BOOK?

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• AT THE END OF THE LESSON YOU WILL BE ABLE TO USE CAN AND MAY AS MODAL AUXILIARIES IN ASKING PERMISSION AND MAKING REQUEST.

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EXPLAINING THE STUDENTS WHAT TO DO�

• USE A PICTURE CLUE DIALOG.

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1. I_________ a letter to my friend.

A dog ______ barks if he sees a stranger.

1. I_______ help my teacher.

1. You_______ go home now.

_______ sing our national anthem.

• Modeling the students�Read the following sentences.�

What is the use of can? Could? May?

We use can, could, and may to ask permission to do something.

How about the use of could you? Would you?

We use could you and would you as a polite ways of telling or asking someone to

do something or request

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GUIDED PRACTICE�

MAY & CAN

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• Present another sets of sentences and use the correct modal to complete the

sentence. ( provided by the teacher)

• Group Activity

Group 1 and 2 will write sentences using can and may.

Group 3 and 4 will write sentences using could you and would you.

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COULD YOU & WOULD YOU

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CLOSURE/ASSESSMENT�

• WHAT HAVE YOU LEARN FROM TODAY’S LESSON?

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EVALUATION�

• ANSWER EACH QUESTION CAREFULLY.
• WHAT CAN YOU DO FOR MOTHER TODAY?
• WHAT MAY YOU DO ON RAINY DAYS?
• WHO CAN ALWAYS HELP US?
• WHO CAN GIVE ME A PET?
• WHO MAY PLAY BASKETBALL?
•  
•  

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