The National Teachers College

Quiapo, Manila Philippines

School of Advanced Studies

THE COLLOCATION ABILITY OF GRADE 6 PUPILS OF CALOOCAN

NORTH ELEMENTARY SCHOOL As ANCHORED TO BLOOMS

THREE DOMAINS OF LEARNING

A Research presented to

Professor Renato N. Felipe, Jr.

In Partial Fulfilment

of the Requirements of the Course

GED 103: HISTORY AND PHILOSOPHY OF CONTEMPORARY

EDUCATION

By

Melanne Grace A. Rimando

MAED Educational Management

Academic Year, 1st Semester 2013-2014

ACKNOWLEDGEMENT

1

The researcher, above all, would like to extend her deepest

gratitude to Professor Renato N. Felipe, Jr. whose unfailing guidance

and encouragement have supported this study from beginning to end.

Special thanks to the principal of Caloocan North Elementary School

and to all the students who have taken part in this research. Their

contribution has been great in the fulfilment of this study.

Most especially to the researcher’s family and friends for

inspiring her at all times.

To God, who made all things possible.

I. Abstract

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Extensive knowledge of collocations is a key factor that

distinguishes learners from fluent native speakers. Such knowledge is

difficult to acquire simply because there is so much of it. An increased

knowledge of collocation not only allows learners to improve levels of

accuracy, but it also aids fluency (Webb & Kagimoto 2011).

Collocations improve the learner's ability in oral communication,

listening, and reading skills. From the perspective of pedagogy

collocations help learners to be aware of language chunks used by

native speakers in writing and speaking. This study investigated

learners’ ability of collocations by analyzing the result of their multiple

choice tests. Thirty Grade 6 pupils participated in this study to

determine the collocation errors they made and to identify the basis

for their difficulty with collocations based on Blooms three domains of

learning. In addition, the results of the test showed that learners had

problem with collocations. Therefore, the researcher suggested using

the design which was the three processes that have been identified as

leading to lexical acquisition: noticing, retrieval and generation.

Collocations will be automatically identified through the basis of

exercises, produced under teacher control, that amplify students’

collocation knowledge.

CHAPTER I

INTRODUCTION

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Why do language learners find it difficult to differentiate between

words like look, see and watch, or broad and wide? Why do students

who know many individual words still struggle to express complex

ideas simply and precisely? Why are so many frustrated that they

make little visible progress? How is it that native speaker communicate

so much more effectively? The answers rest on the collocational

knowledge of language learners. It is the collocates of look, see and

watch or broad and wide that reveal their different shades of meaning,

rather than their dictionary definitions (Conzett, 2000). Complex ideas

are hard to express unless one can use simple vocabulary in a range of

collocations (Lewis, 1993). Hill (1999) points out that students with

good ideas often lose marks because they don't know the four or five

most important collocations of a key word that is central to what they

are writing about. Wray (2002) emphasizes that collocations are

particularly important for learners striving for a high degree of

competence in a second language, because they enhance not only

accuracy but also fluency. Nesselhauf (2003, p.223) reiterates,

“Collocations are of particular importance for learners striving for a

high degree of competence in the second language but they are also of

importance for learners with less ambitious aspirations, as they not

only enhance accuracy but also fluency”.

In students’ acquisition of learning, Bloom’s classification is a

categorization of learning goals or objectives in the education process

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was proposed by a committee on education that was chaired by

Benjamin Bloom. The publication of the classification occurred after

several conferences meant to enhance communication among

educators on the making of the curricula and setting of examinations

(Donclark, 2010). The taxonomy identifies three domains namely:

mental skills (cognitive/knowledge), affective (emotional growth and

development of feelings/attitude), psychomotor (physical or manual

skills). This taxonomy can be thought of as “goals of the process of

learning.” Therefore as a teaching/learning method, teachers are

supposed to offer knowledge and skills as well as develop the students’

attitudes and on the other hand, students are supposed to acquire

skills, knowledge and an attitudes that are positive in life (Donclark,

2010).

This research aims to elaborate, the students’ ability of

collocation through Bloom’s three domains of learning. Further, the

study describes the three processes that have been identified as

leading to lexical acquisition: noticing, retrieval and generation which

can help the teachers incorporate discussions that will lead to the

learners’ development of collocation ability.

Setting of the Study

The study was conducted in Caloocan North Elementary School

located in Package2 Phase 6 Camarin Caloocan City. The researcher

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selected the class composed of thirty students from grade 6 Section 1

as the respondents.

Theoretical and Conceptual Framework

Figure 1

Figure 1 illustrates further elaborated research paradigm that the

researcher undergone with the study. The collocation ability study

taken by the researcher was focused on the Grade 6 Pupils of Caloocan

North Elementary School, specifically the section 1-Masipag class. A

criterion reference test obtained from English reading Test NAT 2012

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Collocation Ability Criterion Reference Test

Bloom’s Domains of Learning

Noticing

Retrieval

Generation

Cognitive Domain

Affective Domain

Psychomotor Domain

Grade 6 pupils of Caloocan North Elementary School

Fun in Grammar, Marc V. Hernandez 2007 revised edition. Footprints

Publishing, Manila Philippines which is consists of five items was given

to the respondents. The scores were statistically analysed to determine

the students ability of collocation accordingly and through Bloom’s

three domains of learning which are cognitive, affective and

psychomotor domain.

Statement of the Problem

The study aims to determine the collocation ability of Grade 6

pupils of Caloocan North Elementary School. Specifically it

answers the following questions:

1. What is the pipils’ ability of collocations?

2. What is the domain of learning (cognitive, affective and

psychomotor) that yields to the highest percentage of pupils?

3. Is there any correlation between the pupils’ ability of collocation and

their learning domain?

Significance of the Study

The problem to be considered in this paper is chosen due to

several reasons. First, lexical competence called collocation is a

necessary element of communicative competence. Lexical competence

therefore is very important for someone to communicate successfully

and appropriately. In line with that, Sonaya stated (Taiwo, 2007) that

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lexical errors are perceived by native speakers as more serious

because not having the ability to choose appropriate and accepted

words will make the communication ineffective.

Second, The K+12 curriculum focus an emphasis on written skills

of the students within the context of what they have acquired of their

previous learning. It is more on applying what the learners’ learn at the

learning period.

For these reasons, it is essential to find out the pupils’ ability of

collocation and its correlation with regards to Bloom’s three domains of

learning, this will allow the teachers to be able to design activities that

can impart knowledge with three phases: the design phase; where

students engage in designing the activities. The action phase; where

students carry out the activities and the reflection phase; where

students can discuss and write about the activities they undertook as a

form of reflection.

Scope and Delimitation

The study involved a sample of thirty Grade 6 pupils of Caloocan

North Elementary School from Section 1 Class which may be viewed as

a restriction that limits the generalization of results. Moreover, it was

also focused on identifying the pupils’ collocation ability through

Bloom’s three domains of learning. The study was conducted among

30 students which were from the section 1 class. Pupils were given a

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criterion reference test from English reading Test NAT 2012 Fun in

Grammar, Marc V. Hernandez 2007 revised edition. Footprints

Publishing, Manila Philippines.

Definition of Terms

To further understand the study made by the researcher, the

following terms are defined on how it was used in the study.

Collocational: consists of two words which are linked together in the

memory of native speakers and occur together with some frequency in

both written and oral discourse (Hsu and Chiu, 2008).

Knowledge: is defined as “the facts, information, understanding and

skills that a person has acquired through experience or education

(Oxford Advanced Learner’s Dictionary, 2003: 714). Knowledge of

collocation therefore is knowledge of how the words go together

naturally in the minds of native speaker.

Verb: A verb, from the Latin verbum meaning word, (part of speech)

that insyntax conveys an action (bring, read, walk, run, learn), an

occurrence (happen,become), or a state of being (be, exist, stand). 

Noun: A noun is a part of speech typically denoting a person, place,

thing, animal, or idea.

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CHAPTER II

REVIEW OF RELATED LITERATURE

According to Robins (1976), studies on collocations started 2300

years ago in Greece. The Greek Stoics related collocations to

semantics and used the concept of collocation to study the meaning

relationships between words. According to these ancient scholars,

words “do not exist in isolation, and they may differ according to the

collocation in which they are used” (Robins 1967, p.21). The British

linguist J. R. Firth, who is the father of collocational studies in modern

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times, is in the tradition of the Greek Stoics. Many of his statements

about collocations are similar to the ancient Greek scholars; for

example “words are mutually expectant and mutually comprehended”

(Firth 1957, p.12) or “you shall know a word by the company it keeps”

(p. 11). Although, it is widely accepted that Firth is the first linguist in

modern times to explicitly introduce the notion of collocation into a

theory of meaning, Mitchell (1971) believes that Firth in the selection

of the term collocation may have been influenced by Palmer’s

monograph on collocations. After Palmer’s work in 1930s, second

language teachers have looked at collocations as both an opportunity

and a problem. There have been some factors in recent years, which

helped collocations in particular and 'formulaic language' in general to

come into focus for second language learners: The expansion of

computerized texts and works of Sinclair (1987) showed the quick

spreading of the use of collocation. For Pawley and Syder (1983) multi-

word ‘lexicalized’ phrases have the important role in producing fluent

and idiomatic language; regular and odd chunks are at the heart of

those usage-based models in both language description and first

language acquisition (Tomasello 2003).

The importance of collocations for successful language learning

was recognized over seventy years ago (Palmer, 1933). Hornby (1974)

and Brown (1974) contend that oral listening comprehension and

reading speed can both be improved by increasing collocational

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knowledge. Marton (1977) and Arabski (1979) show that collocation

errors constitute a high percentage of errors committed by L2 learners.

Bahns and Elaws (1993) point out those collocations present a major

problem in the production of correct English, even for advanced ESL

students. Hill (2000) lists nine reasons why collocations are important

in terms of the lexical nature of a language, the sheer number of

collocations that native speakers hold, the role of memory, and the

way we think and express ideas.

As Nation (2000) summarizes:

language knowledge is collocational knowledge;

collocational knowledge is important for developing both fluency

and accuracy;

knowing a word involves knowing its set of its collocates.

Based on Benson, Benson, and Ilson (1986), collocations fall into

two categories: Grammatical collocations and Lexical collocations.

Following Benson, Benson, and Ilson (1986), a grammatical collocation

generally is a dominant open class word (noun, adjective or verb) and

a preposition or particular structural pattern such as an infinitive or a

clause. The type of grammatical collocations used in this study is:

Noun + Preposition. A lexical collocation, on the other hand, normally

does not contain infinitive or clauses. It typically consists of open class

words (Noun, Adjective, verb or adverb). The types of lexical

collocations for this study are: Adjective + Noun (strong tea, major

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problem, key issue), Verb + Noun (make an impression, set an alarm),

and Noun + Verb (companies merged, pose a problem).

Collocation teaching

Despite wide recognition of the importance of collocations in language

learning, it is unclear how they should be taught. The general

consensuses of researchers and practicing teachers includes three

aspects:

1. awareness raising;

2. collocation selection;

3. learning strategies.

Many researchers believe that collocations should be learned

deliberately. The first and most important step is to draw students’

attention to their existence. Nation (2000) suggests that teachers

encourage students to split text containing familiar items into chunks

and seek patterns in them. Chunking can take place when listing to

stories or during reading and writing tasks. Lewis (1997) recommends

that important collocation are presented in the classroom and students

trained to learn them in their entirety and break them into parts later.

Gonzett (2000) advocates selecting books that include many

collocations and training students to observe and note as many as

possible through reading, and reinforce them in their writing.

Students read the material to gain a degree of familiarity with

particular collocations, and then they undertake various learning

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activities based on the same material, presented in the form of

exercises. Psychological cues are incorporated into the system design

to help learners notice important collocations, develop language

sensitivity, and transfer from short- to long term memory. The

description below is structured around the three aspects of noticing,

retrieval, generation identified by Nation (2000).

Noticing

Learning begins with noticing, which occurs when a learner pays

attention to an item as part of the language rather than as part of a

message. Noticing is affected by factors such as the item’s salience

and usefulness, its presentation, the learner’s interest and motivation,

their mindset—for example, focusing on individual words rather than

larger chunks of language—and the learning environment. Attention

can be drawn to important collocations in two ways. First, they can be

highlighted typographically. Second, they can be presented in

awareness-raising activities.

Examples of language activities that promote noticing are:

1. finding collocations in a text and recording them in notebooks;

2. reconstructing the content;

3. correcting common mistakes.

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A finding collocations exercise might ask learners to select all nouns in

a text, identify the verbs that are used in conjunction with them, pick

out phrases they think are collocations, and sort them by significance.

This activity can, of course, be applied to other syntactic types.

Recording and organizing collocations in notebooks helps students

consolidate what they have noticed. In a Reconstructing the content

exercise, collocations are removed from the text and students must

reinsert them to reconstruct the original text.

In correcting common mistakes, learners correct collocation errors in

text. For example, given I was completely disappointed when I failed

my exam, students need to look up the collocates of the word in bold

and pick one that is appropriate in the given context—for example,

bitterly.

Retrieval

Retrieval, the process of remembering items, involves three aspects.

First, learners must understand an item in the context in which it

occurs, perhaps by guessing its meaning from the context, looking it

up in dictionaries, or constructing their own interpretation through

discussion with peers or teachers. Second, the item’s meaning must be

retrieved whenever it is met during reading or listening. Third, it must

be used in circumstances that are semantically and pragmatically

appropriate. There are two effective ways to help learners remember a

collocation: repetition and use. Repetition can be achieved by

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exercises that recycle collocations in different contexts. Readings and

important collocations are presented side by side, and follow-up

activities use the same material to gradually increase familiarity with

its language features. Typical word usage and salient collocations can

be recycled in different types of exercise to expose learners to them

repeatedly. For example, sentences containing collocations of the

commonly confused words broad and wide can be used in a

reconstructing the content exercise that asks learners to fill in a blank

to form a valid collocation, while the same data can be used in a

correcting common mistakes exercise. Repetition also occurs when

learners are asked to record and organize collocations that they think

are useful for an essay assignment or oral presentation. Recall of a

collocation is strengthened when it is used. Activities that require

students to use a particular collocation to construct sentences or

conduct a conversation can be designed to consolidate and extend

what has been learned.

Generation

Generation is the process of enriching and stretching the learner’s

knowledge of an item, and occurs when the item is met in different

forms and contexts. For example, the word heavy has different

meanings when used in heavy rain and heavy smoker; its adverbial

form is heavily. Generation can be achieved by incorporating material

from various sources into a rich contextual environment that enables

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learners to discover and analyze new meanings of lexical items and

use them in different ways. External material can serve to illustrate

language use in different contexts, enriching the learner’s lexical

knowledge and promoting generative and creative use. For example,

exercises can be supplemented by material collected from reference

corpora such as the British National Corpus1 and the Web itself. These

are incorporated into the system described below to provide authentic

samples of language use that serve as hints for students when doing

certain exercises.

In the field of Education, Bloom's taxonomy, a way of categorizing

learning types, was developed by higher-education educators,

including Benjamin Bloom, in 1956. This taxonomy was developed for

educators, specifically those in higher education, to help them

understand exactly how students learn and in what ways they process

these individual kinds of learning. Bloom and the committee suggested

that the three major categories (also called "domains") of learning are

cognitive, affective and psychomotor.

The first domain of learning identified by Bloom's taxonomy is

the cognitive domain, meaning intellectual or knowledge-based

learning. This domain involves memory and the ability to recall data,

the understanding of data, applying information and synthesizing it

into something new. An example of this kind of knowledge is being

able to recite memorized material and label and make distinctions

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between different sets of data. This domain is most often associated

with academic pursuits.

The affective domain refers to the realm of emotions and

interpersonal relationships. This domain focuses on receptiveness (an

individual's willingness to be perceptive and listen to others),

responding to phenomena and the ability to both hold and internalize

values. Examples of this type of intelligence in education include a

student's ability to give a presentation, participation in group

discussions and the student's ethics.

The psychomotor domain is about the physical body and how it

moves in relationship to the world and others. This domain has been

less explored in an educational context than the other two, though it

has a strong place in physical education, sports, dance and drama.

This domain includes the ability to understand nonverbal cues, follow

guided responses, learn complex movement patterns and manipulate

equipment. Examples of this domain include the ability to use a

diagram to create a model, the ability to use a personal computer and

the ability to learn a complicated dance step.

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CHAPTER III

METHODOLOGY

Figure 2

Figure 2 illustrates the method done by the researcher to

conduct the study. The sampling technique taken up in this paper uses

purposive sampling. Arikunto (2002: 117) defines purposive sampling

as a technique to get sample based on the purpose of the study with

certain characteristics on its subjects. Accordingly, the subjects taken

are 30 students of Grade 6 pupils of Caloocan North Elementary

School. The sample is chosen for the following reason: firstly, the

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Input1.Selection of Respondents

2. Selection of the Criterion Reference

Exam3.Approval of the

Principal of Caloocan North

Elementary School for research study

Process

Data gathering through

examination of the respondents

OutputData analysis

Conclusion and Recommendations

of the Study

purpose of the study is to determine the collocation ability of the pupils

and secondly, Grade 6 was the pupils who were expected to have

mastery of language in the Elementary level, the pupils must have

learned a certain number of collocations and would have had many

opportunities to practice them. The first procedure is to prepare the

instrument in collecting the data. Arikunto (2002) suggested that the

instruments have two categories: test, and non-test. This study will use

the test as the instrument. The researchers obtained a five item

examination from English reading Test NAT 2012Fun in Grammar. The

examination was by Marc V. Hernandez 2007 revised edition published

by Footprints Publishing, Manila Philippines; it is handed in to the

subjects being tested. The test was done in one session. The pupils

were not given an exact allotted time so that there will be no bother

with the time that will affect the originality of the subjects’ ability. It is

in line with Arikunto (2002) who stated that the condition of the

subjects being tested will be different because of the time. After

applying the test, then the data is immediately collected and then

analyzed based on the scale below.

Table 1: Percentage Scale

Percentage Interpretation80-100 High60-79 average

59 and below low

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The researchers used the Table of Specification indicated in their

Budget of Work by the Grade 6 at Caloocan North Elementary School in

constructing the Formative Test as a tool in gathering data.

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

There are five questions in the Criterion Reference Test. The

researcher uses noun+verb collocation. The first two questions are

structured to cognitive learning. The results of the data are indicated in

the table below.

Table 1. The Cognitive Domain

Question Correct Responses

Question 1 26

Question 2 27

The table shows that learners show that they have gain 86.66%

of mastery in Question 1. Question 2 shows 90% of mastery. It only

proves that learners have learned in knowing method as presented in

the classroom to trained students to learn them in their entirety and

break them into parts later.

Table 2.a The Psychomotor Domain

Question Correct Responses

21

Question 3 17

Question 4 16

The table 2.a shows the results of the psychomotor domain of

learning. The questions 3, gains 56.67% mastery, which mean low

collocation ability. The question 4, gains 53.33% mastery of the

collocation, which mean low collocation ability.

It proves that learners are more on the reading skills rather than

applying what they have learned.

Table 2.b The Affective Domain

Question Correct Responses

Question 5 17

The table 2.b shows the results of the affective domain of

learning. The question 5, gain 56.67% mastery, which mean low

collocation ability. The results show that learners have difficulty in

comprehending and generating ideas they learned to apply in selection

reading and interpretation.

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Table 3. The Collocation Ability of the Grade 6 Pupils of Caloocan North

Elementary School

Question Correct Responses Percentage

Question 1 26 86.66%

Question 2 27 90.00%

Question 3 17 56.67%

Question 4 16 53.33%

Question 5 17 56.67%

Total 103 68.67%

Table 3 Show the collocation ability of Grade 6 pupils at CNES to

Blooms Three Domains of Learning. The table show that question 4 get

the lowest mastery level, 53.33%, which mean that the respondent

show weak collocation ability Blooms’ psychomotor domain of learning.

The questions 1 and 2 get the highest mastery level, 86.66% and

90.00% respectively, which means that the respondents show high

collocation ability to Blooms’ cognitive domain of learning, while,

question 5, show 56.67% mastery which means weak collocation

ability to Blooms’ affective domain of learning. The overall result shows

68.67% mastery which means weak collocation ability to Blooms’ three

domains of learning. This proves that respondents give more emphasis

23

on cognitive learning and needs help on psychomotor and affective

domain. It shows that the respondents have low ability on collocation.

CHAPTER V

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SUMMARY OF FINDINGS AND CONCLUSIONS AND

RECOMMENDATIONS

Summary of Findings

The researcher has come up with the following findings

based on the results of the data gathering.

1. The cognitive learning of the Grade 6 Pupils of CNES is high.

2. The psychomotor learning of the Grade 6 Pupils of CNES is low

and weak.

3. The affective learning of the Grade 6 pupils of CNES is low and

weak.

4. The respondents have low collocation ability on affective and

psychomotor domain of learning.

5. The collocation ability of Grade 6 pupils of CNES as to Blooms,

Three Domains of Learning is low.

Conclusion

Generally, the subjects in this study performed unsatisfactorily in

producing English collocations. Through the data gathered, it showed

that the Grade 6 pupils of Caloocan North Elementary School yields a

high percentage of students with regards to Blooms cognitive domain

of learning compared to the affective and psychomotor domain. As a

response, it is also necessary to give attention to the spupils’

collocation ability with an addition emphasis on the affective and

psychomotor domain.

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Recommendations

Out of the results gathered and conclusions, the researcher is hereby

recommending the following:

1. Identification to pupils’ collocation ability should be done first

day of classes.

2. Teachers should give more exercises on the psychomotor

domain of learning.

3. Give opportunity to pupils to apply what they learn in

speaking exercise.

4. The teachers should emphasized their teaching on the

interpretation and valuing of selection or paragraph reading

to give more emphasis to affective domain of learning.

5. Teachers should create awareness of their pupils’ collocation

ability and concentrate on improving these skills to produce

strong and independent learners in the future.

6. Strong collocation ability can contribute in the confidence of

the learners in speaking and writing. Therefore, agencies,

school heads and teachers should provide intervention to

strengthen the learners’ collocation abilities.

7. Activities that require pupils to use a particular collocation to

construct sentences or conduct a conversation can be

designed to consolidate and extend what has been learned.

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BIBLIOGRAPHY

English reading Test… NAT 2012

Hernandez Marc V. 2007. Fun in Grammar. Revised edition. Footprints

Publishing, Manila Philippines

27

Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I:

The Cognitive Domain. New York: David McKay Co Inc.

Dave, R. H. (1975). Developing and Writing Behavioral Objectives. (R. J.

Armstrong, ed.). Tucson, Arizona: Educational Innovators Press.

Harrow, A. (1972) A Taxonomy of Psychomotor Domain: A Guide for

Developing Behavioral Objectives. New York: David McKay.

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of

Educational Objectives, the Classification of Educational Goals.

Handbook II: Affective Domain. New York: David McKay Co., Inc.

Pohl, M. (2000). Learning to Think, Thinking to Learn: Models and

Strategies to Develop a Classroom Culture of Thinking. Cheltenham,

Vic.: Hawker Brownlow.

Simpson E. J. (1972). The Classification of Educational Objectives in the

Psychomotor Domain. Washington, DC: Gryphon House.

APPENDICES

APPENDIX A

September 13, 2013

Caloocan North Elementary School

Package 2 Phase 6, Camarin

Caloocan City, Philippines

28

Dear Madam,

I, a student of Master of Arts in The National Teachers College would

like to ask permission to allow me to conduct a study about the

Collocation Ability of Grade 6 Pupils, as a requirement in my course,

GED 103: History and Philosophy of Contemporary Education.

I would like to ask for 30 pupils to serve as a respondent to my

research that will take an hour.

Trusting this request will merit your kind consideration and approval.

Thank you and God bless.

Very truly yours,

Melanne Grace A. Rimando

APPENDIX BLesson Plan and Criterion References Test

The National Teachers CollegeManila

Division of Graduate Schools and Research

LESSON PLAN IN ENGLISH VI

I. OBJECTIVE

At the end of the lesson pupils should be able to;

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Identify the collocational ability in subject-verb agreement of the Grade VI-Masipag pupils in Caloocan North Elementary School as anchored to Blooms Three Domains of Learning.

II. SUBJECT MATTER

A. Subject-Verb AgreementB. Fun in Grammar p. 79-82C. Charts, Illustrations,Pictures

III. PROCEDURE

A. Preliminary Activities1. Drill

Flashcards( Pictures: Action words)

2. SpellingWords with Silent Letterswalk aislelisten gnawdebris lasagnaGreenwich pneumoniaBureau thought

3. ReadingWords with silent letters

4. ReviewWhat is a verb?Can you give Examples?What is a Sentence?What are the two parts of a sentence?

B. Developmental Activities1. Motivation

What is happiness for you?What makes you happy?

2. Presentationi. Unlocking of Difficulties

Brick immortalii. Reading the selection

“I Want Your Finger”Once upon a time, in a valley set on a

foot of a mountain, lived Pedro. Pedro was a farmer. He planted root crops to sustain his leaving. Even though Pedro worked hard, he was poor.

30

Pedro has a friend Juanito. Juanito is an immortal being. He has power from his golden finger. He can make gold out of stone and has the power to fulfil wishes.

Juanito took pity on Pedro. He decided to help Pedro. So He went to the valley and talk to Pedro.

“ My friend, how is life for you now?” said Juanito. “ I am very poor. I am not happy in my life anymore,” Said Pedro.

“I am here to help you. Would you like Gold?” as he pointed a stone that turn to gold. “Or a house as big as a palace” as he turn Pedro’s nipa house to a palace.

Pedro was amazed on what Juanito’s finger could do. He eventually decided.

“I don’t want those things. There is only one thing that could make me happy,” said Pedro.

“What was that?”asked Juanito. Pedro replied “I want your finger!”.

Juanito get mad. He left Pedro at once living him nothing.

3. Comprehension Check-upWho is Pedro?Why did his friend Juanito wanted to help him?Why did Juanito get mad?Value Infusion:

What attitude does Pedro show in the end?

4. Fixing SkillsIntroducing Subject-Verb Agreement.

Asking the pupils what they recall regarding the subject-verb agreement.

a. Present Tensei. Singular subject + s-form of the verbii. Plural Subject + base form of the verb

b. Past Tense Subject + d,ed,ied form of the verb

c. Future TenseSubject+ will/shall+ base form of the verb

5. GeneralizationWhat are the rules on subject+verb agreement?

6. Application

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Fill in the blank with the correct form of the verb in the parenthesis.(crush) 1. The giant bird______ the ship with a huge boulder yesterday.(answer) 2. I wonder if the old man __________ my call for help on Monday.(hold) 3. The sailor _____ on tightly to the boat to avoid sinking.(live) 4. An old man _______ in a small island.(climb) 5. Yesterday, Karen and I ________ the trees to pick the best fruits.

IV. EVALUATION

Read the following questions and circle your answer.

1. Yesterday, the bird _____ the ship with a huge boulder.a. Crush b. crushes c. crushed2. An old woman ____ in a small island for so long.a. Lived b. live c. Lives

Rewrite the following sentences as signalled by clue in the parenthesis.

3. Everyday my friends’ ____ thanks to the Lord for having saved me. Give (present)

________________________________________________4. I ______ this experience all my life. Remember (future)________________________________________________

Read the short story then infer the feeling of the character.Lea and jade are best friends. They have been best

friends for a long time. They eat, swim and play together. Then, one day, Lea’s family moved to another country.

5.What did Jade feel when Lea left?a. She feels lonelyb. She felt sad.c. She felt nothing.

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