Test Environment+ป.2+120+dltvengp2+19 test environment

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570

This unit introduces the pupils to the colors, shapes, and sizes of things around them; develops concepts of

length, width, and height; and leads the pupils to perceive similarities and differences in objects and people in their

immediate environment.

Lesson I

0. WHAT THIS LESSON IS ABOUT:

In this unit, pupils talk about their belongings and get

into activities of borrowing from and lending to their friends.

I. CLASS ACTIVITIES

A. Language patterns

1. Review on possessives

a. Collect some articles belonging to the pupils and put them on your table. Hold up each article and

proceed as follows:

Teacher Pupil(s)

Whose comb is this? Perla: It’s mine.

Whose comb is it, class? It’s perla’s.

etc.

b. Show one of the articles to the class and ask, “Is this Perla’s bag?” Have the pupil who answers say,

“No, it isn’t hers (or his). It’s ______’s.”

(Holding up Minda’s bag):

Is this Perla’s bag, Cora? Cora: No, it isn’t hers.

Whose is it? Cora: It’s Minda’s.

(Holding up Mario’s pen):

Is this Alfredo’s pen, Ruben? Ruben: No, it isn’t his.

It’s Ben’s.

etc.

Unit IVThe Environment

Real objects like children’s belongings;

pictures of a cane, eyeglasses, a shawl, a

thimble, a pair of scissors, a pocket watch,

a hat, a ball, a baseball bat, a doll, a rattle,

members of the family; fl ags of different

colors

ชั้นประถมศึกษาปีที่ ๑ - ๓ เล่ม ๒

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Gather a number of pencils of different colors, each belonging to a pupil. Ask “Which is yours?”

Have each pupil owner answer, “The red one is mine.” After each owner has identified his pencil,

have the owners come forward two at a time to claim the articles. Have each pupil make

contrasting statements using mine and yours.

Which pencil is yours, Ben? Ben: The red pencil is mine.

Whose is this? (holding up the other pencil) Ben (addressing Rosa): The blue pencil

is yours.

Rosa, tell the class whose pencils these are. Rosa (addressing the class): The blue pencil

is mine. The red pencil is his.

etc.

2. Presentation of: This book belongs to me. It’s mine.

you yours

him his

her hers

Who does the book belong to?

Does this book belong to you?

her

a. Show something that belongs to you and proceed as follows:

(Holding up a pen):

This pencil belongs to me. It’s mine.

(Pointing at Pilar’s pencil):

That pencil belongs to you. It’s yours.

Rudy and Nena, put out your rulers.

Rudy, tell the class about your ruler

and Nena’s. Rudy: This ruler belongs to me. It’s mine.

(Pointing at Nena’s ruler):

That ruler belongs to you. It’s yours.

Lina and Lino, take out your handkerchiefs.

Lina, tell us about the handkerchiefs. Lina (holding up her handkerchief):

This handkerchief belongs to me.

It’s mine.

(Pointing at Lino’s handkerchief):

That handkerchief belongs to you.

It’s yours.

etc.


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b. Show the class articles belonging to a boy. As you show each article, lead half of the class to ask,

“Who does this_______belong to?” Have the other half answer, “It belongs to_______. It’s his.”

Repeat the procedure with articles belonging to a girl, this time with the second half asking the

question and the first half answering it.

(Showing the class Ramon’s harmonica and addressing Group I):

Who does this harmonica belong to? Group I: It belong to him. It’s his.

Use Ramon for him. Group I: It belongs to Ramon. It’s his.

Group I, ask Group II, the same question. Group I: Who does this harmonica belong to?

Group II: It belongs to Ramon. It’s his.

etc.

c. Gather different toys belonging to the pupils and put them on your table. Have each pupil identify

his toy by saying “This belongs to me.” After the toys have been identified, have one row ask the

next questions about each toy.

(Holding up Rudy’s drum):

Row 1, ask Row 2: Does the drum belong Row 1 (to Row 2): Does the drum belong

to Tomas? to Tomas?

Row 2: No, it doesn’t.

(To Row 1): Ask who it belongs to. Row 1: Who does it belong to?

Row 2: It belongs to Rudy.

(To Row 1): Ask which toy belongs to Tomas. Row 1: Which toy belongs to Tomas?

Row 2, use his. Row 2: The toy gun is his.

(Repeat on the individual level)

(Holding up Nena’s doll):

Cora, ask Lita if the doll belongs to her. Cora (to Lita): Does the doll belong to you?

Lita: No, it doesn’t.

Ask Ramon who it belongs to. Cora (to Ramon): Who does it belong to?

Ramon: It belongs to Nena.

Ramon, ask Jose if the toy belongs to Lita. Ramon (to Jose): Does the toy house belong

to Lita?

Jose, use hers. Jose: Yes, it’s hers.

etc.

d. Further practice

1) Send a pupil out of the room. Have a second pupil put something he owns on the table. When

the first pupil comes in, have a third pupil tell him, “The book on the table belongs to a pupil in

the_____(first, second, etc.) row.” Have the first pupil guess who the owner of the article is by

asking, “Does it belong to_____?” While the class answers, “No, it doesn’t.” After three bad

guesses, have him ask, “Who does it belong to?”


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Carlos, go out of the room for a minute. (Carlos goes out of the room)

Jose, put your pencil on the table. (Jose puts his pencil on the table)

Now, Carlos, you may come in.

No, Juan say: The pencil belongs to a pupil

in the third row. Juan: The pencil belongs to a pupil in the

third row.

Carlos, guess who the pencil belongs to. Carlos: Does it belong to Maria?

Answer, class. No, it doesn’t.

Carlos: Does it belong to Lina?

No, it doesn’t.

etc.

(After three bad guesses, have him ask:

who does it belong to?) Carlos: Who does it belong to?

It belongs to Jose.

2) Have pictures of a cane, eyeglasses, a shawl, a thimble,1 a pair of scissors, a pocket watch, a hat,

a ball, a baseball bat, a doll, and a rattle.1 On the flannel board place cutouts of the members of

the family, from grandfather down to baby. Have the pupils tell to what member of the family

the article in the picture belongs. Have each pupil give an affirmative and a negative statement

about the article.

(Setting the model as she shows a picture):

This cane doesn’t belong to Father.

It belongs to Grandfather.

(Holding up the picture of eyeglasses):

Tell something about these eyeglasses, Maria. Maria: The eyeglasses don’t belong to

Grandfather.

They belong to Grandmother.

(Holding up the picture of a shawl):

What about this, Mina? Mina: The shawl doesn’t belong to Nena.

It belongs to Mother.

etc.

3) Have the pupils ask and answer questions about the articles in the pictures.

(Holding up the picture of a thimble):

Jose, ask Pedro if the thimble belongs

to Nena. Jose (to Pedro): Does the thimble belong

to Nena?

Pedro: No, it doesn’t.


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Jose, ask who it belongs to. Jose (to Pedro): Who does it belong to?

Pedro: It belongs to Mother.

etc.

3. Presentation of: borrow contrasted with lend in the patterns

May I borrow your pencil?

I borrowed the pen from Jose.

He lent it to me.

a. Borrow an article belonging to one of the pupils. Give the request pattern, “May I borrow your_____?”

After getting the article, make the statements, “This pen belongs to Carlos I borrowed it from her

(or him.” Borrow other articles and repeat the statements until the meaning of borrow has been

established.

I’m going to borrow Rosa’s umbrella.

What am I going to do, class? You’re going to borrow Rosa’s umbrella.

(To Rosa): May I borrow your umbrella, Rosa? Rosa: Certainly.

This umbrella belongs to Rosa.

I borrowed it from her.

(Bring lend in as in Unit III)

Rosa, tell the class what you did.

Use lend. Rosa: I lent Miss Sentos my umbrella.

What did Rosa do, class? She lent you her umbrella.

What did I do, class?

Use borrow. You borrowed her umbrella.

b. Have individual pupils borrow certain articles from other pupils using either of the request patterns,

“May I borrow_____?” or “Will you please lend me_____?” Have the borrowers make statements

using belong, borrowed, and lent.

Ernesto, borrow Oscar’s pen.

Use may. Ernesto: May I borrow your pen?

Oscar: Here it is.

Ernesto: Thank you.

Ernesto (to the class): This pen belongs to

Oscar. I borrowed it from him.

He lent it to me.

etc.

c. Using puppets, introduce in brief dialogs the polite forms for refusing requests to borrow. Proceed

as follows:


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(Sowing two puppets):

These are Linda and Perla.

Perla is going to sew.

She wants to borrow Linda’s thimble.

Listen:

Perla: Can I borrow you thimble, Linda?

Linda: I’m sorry. I’m going to use it.

or

I’m sorry. I lent it to Nona.

or

I’m sorry. I don’t have one.

Have the pupils borrow things from each other, using the patterns in b and c.

d. Further drill on borrow and lend

1) Have a pupil borrow something secretly from another pupil. Have the rest of the class guess what

object changed hands between the two pupils.

Jose, borrow something from Ruben.

Make your classmates guess what it is. (Jose borrows something secretly from Ruben)

Ask any of your classmate to, guess, Jose. Jose (to Nena): Guess what I borrowed from

Jose.

Nena: Did you borrow a knife?

Jose: No, I didn’t. Luz?

Luz: Did you borrow a ruler?

Jose: No, I didn’t.

Luz, ask him what he borrowed. Luz: What did you borrow?

Jose: I borrowed five centavos.

etc.

2) Vary the game by having the class use lend in their questions.

Perla, lend Rosie something.

Ask your classmates to guess what it is. (Perla and Rosie go off to a corner and

Perla lends Rosie something secretly)

Ask any of your classmates to guess, Perla. Perla (to Cora): Guess what I lent Rosie.

Cora: Did you lend her a hair clip?

Perla: No, I didn’t. Pilar?

Pilar: Did you lend her a handkerchief?

Perla: Yes, I did.

etc.


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3) Controlled dialog: Have the different rows repeat the lines of the following dialog after you, then

have individual pupils repeat the dialog in front of the class.

Ben: Can I borrow your dominoes, Pepe?

Pepe: I’m sorry. I lent them to Carlos.

Ben: When did he borrow them?

Pepe: Yesterday. He borrowed my comics book, too.

Ben: Would you like to borrow mine?

Pepe: Yes, I would.

Ben: Okay, I’ll lend it to you.

Pepe: Would you like the dominoes when I get them back?

Ben: Yes, I sure would.

4. Presentation of: ours, yours, theirs, us, you, them, after belong to

a. Have the pupils of one row put objects of one kind on the front desk in the row. Put an object or

objects of the same kind belonging to you with the rest of the objects. Lead the pupils in the row to

say, “These pencils are ours. They belong to us.” Repeat with all rows.

(Putting her pencil with those of Row 1):

Repeat after me:

These pencils are ours. Row 1: These pencils are ours.

They belong to us.

Who do they belong to? Row 1: They belong to us.

etc.

b. Have the pupils in one row point to their books on the front desk and say, “These books are ours.

They belong to us.” Then have them point to the books of the pupils next row and say, “Those books

are yours. They belong to you.” Repeat the procedure with every row, until all rows have made the

contrasting statements.

(Pointing to the books of Row 1):

Who do they belong to? Row 1 (indicating their books):

These books are ours.

They belong to us.

What about these books, Row 1?

(pointing to the books of Row 2) Row 1 (pointing to the books of Row 2 and

addressing Row 2):

Those books are yours.

They belong to you.


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(Pointing to the books of Row 2):

Who do they belong to? Row 2 (indicating their books on the front

desk): These books are ours.

They belong to us.

What about these books? (pointing to the

book of Row 3) Row 2 (pointing to the books of Row 3 and

talking to the pupils in Row 3):

Those books are yours.

They belong to you.

etc.

c. Have a group of pupils put objects of the same kind on your table. Have the class make these

statements about the objects: “Those pencils are theirs. They belong to them.”

d. Further drill on ours, yours, theirs: Have the pupils put their belongings on their desks. Have

two or three pupils go from one desk to another, touch the objects, and give a contrasting pair of

statements, such as

These scissors are ours. Those are yours.

or

These books are yours. Those are theirs.

5. Practice on the question patterns

Who do these pencils belong to?

Whose pencils are these?

Which pencil is yours.

a. Collect objects of the same kind from two or more pupils. Hold up the objects for the class to see

and ask, “Who do these pencils belong to?” Have to owners answer, “To us,” and the rest of the

class, “To them.” Repeat, using other kinds of objects. To elicit the response, “To you,” show objects

belonging to you. After the us-them-you contrast has been established, have individual pupils ask

the questions.

(Indicating some pencils and addressing the owners): Who do these belong to?

Say: To us. To us.

(To the class): Who do these pencils belong

to, class? (Indicating the owners): To them.

etc.

b. Using the objects in a, change the question to, “Whose pencils are these?” Have both the owners

and the class answer.

Whose pencils are these? Owners: They’re ours.

Class? They’re theirs.

etc.


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To get the response, “They’re yours,” have the owners of the objects ask the question. Later, have

individual pupils ask and answer the question.

c. Have some colored flags, one flag for each row. Assign a flag to each row by saying, “The red flag

belongs to Row 1. The blue one belongs to Row 2,” etc. Have each row identify its flag in response

to, “Whose flag is the blue one?” Have the row answer, “It’s ours.” After each flag has been identi-

fied, conduct a drill on the yes-no and which questions.

(To Row 1): Is the blue flag yours? Row 1: No, it isn’t. It’s theirs.

(pointing to Row 3)

Which flag is yours? Row 1: The red one.

(To Row 2): Is the yellow flag yours? Row 2: No, it isn’t. It’s theirs.

(pointing to Row 4)

Which flag is yours? Row 2: The pink one.

(To Row 3): Is the blue flag theirs?

(pointing to Row 4) Row 3: No, it isn’t. It’s ours.

(To Row 3): Which flag is theirs?

(pointing to Row 4) Row 3: The yellow one.

(To Row 4): Is the yellow flag yours? Row 4: Yes, it’s ours.

etc.

Have individual pupils ask the question while the different rows answer.

6. Presentation of: of with inanimate objects to show a relationship of belonging, as in the patterns:

The leaves of the tree are green.

He’s the mayor of the town.

That’s the roof of the house.

a. Have the pupils place their books on their desks. Hold up your own book and proceed as follows:

(Placing a hand on the cover of her book):

This is the cover of the book.

Show me the cover of your book. (Pupils point to the covers of their books)

Say: This is the cover of the book. (Each one pointing to the cover of his book):


(Showing the pages of her book):

There are the pages of the book.

Show me the pages of your book. (Pupils point to the pages of their books)

Say: These are the pages of the book. (Each one indicating the pages of the book):

These are the pages of the book.

Have individual pupils repeat the statements in response to “Show me the _____.”


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b. Introduce top and legs of the table; back, arms and legs of the chair. Then have individual pupils

ask other pupils to identify these parts in response to “Point to the back of the chair.” or “Show us

the top of the table.”

Rosa, ask Lina to point to the arms of Rosa (to Lina): Point to the arms of

the chair. the chair.

Lina (pointing to the arms of the chair):

These are the arms of the chair.

Cora, ask Mario to show us the top of Cora (to Mario): Show us the top of the

the table. table.

Mario (pointing to the top of the table):

This is the top of the table.

etc.

c. Further drill

1) Have the children identify these parts of the house from a model or a picture: roof, stairs, posts,

porch. Have them use the pattern, “This is (these are) the_____of the house.”

2) Show the class a plant (or the picture of a tree) and point to its roots, stem, leaves, and flowers.

Have the pupils tell something about the size, shape, or color of each of these parts.

(Pointing to the leaves of the mango tree):

Rosie, what’s the size of the leaves of Rosie: The leaves of the mango tree

The mango tree? (R) are big.

Lito, what’s the color of the (or their) Lito: The roots of the plants are brown.

roots?

Lina, tell us about the size and the color Lina: The flowers of the ilang-ilang

of the flowers of the ilang-ilang tree. tree are small and green.

etc.

3) Assign pupils to get the names of important barrio, town, or provincial officials and have them

report on these names next day.

Teacher Pupil(s)

Who’s the president of our PTA, Raul? Raul: The president of our PTA is Mr. Munoz.

Who’s the mayor of our town, Edna? Edna: The mayor of our town is Mr. Reyes.

Rudy, who is the governor of Zambales? Rudy: The governor of Zambales is

Mr. Labrador.

etc.

After the reports from individual pupils, have those in the seats ask such questions as “Who is

the_____of the_____?” or “Is Mr._____the president of the_____?”


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Maria, ask Clara who the chief of Maria (to Clara): Who is the chief of police?

police is. Clara: Major Cuison is the chief of police.

Lena, ask Nena if Mr. Santos is the Lena (to Nena): Is Mr. Santos the president

President of the PTA. of the PTA?

Nena: No, he isn’t.

Lena, ask who he is. Lena: Who is he?

Nena: He’s the mayor of our town.

etc.

4) Have the children compare their legs with legs of the chair. etc.

What are these, class? Those are the legs of the chair.

What are these? (pointing to her own legs) Those are your legs.

What are those, Mario? Mario: These are my legs.

(pointing at Mario’s legs)

What are these? Mario: Those are the legs of the table.

(pointing at the legs of the table)

(Pointing to the arms of the chair): Lina: Those are the arms of the chair.

What are these, Lina?

Show me your arms, Lina. Lina (holding up her arms):

these are my arms.

etc.

Continue with parts of other inanimate objects in the room and have each pupil compare them with

corresponding parts of his body.

B. Cumulative practice activities

1. Controlled dialogs

The following dialogs may be repeated as they are, or with substitutions made by the pupils with the

help of the teacher.

Tony (to his sister Lita): Can you lend me some money, Lita?

Lita: What for?

Tony: Jose and I are going fishing and I need a hook and line.

Lita: Didn’t Mother give you a peso last week?

Tony: She did, but I spent it.

Lita: Too bad, I don’t have any money either.

Tony: You have a coconut shell bank.

Let’s open it.

Lita: Oh, no. You aren’t going to get any money from me, Tony.

Tony: No money, no fish.


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Paz (pointing to some toys on the shelf): Are these all yours, Anita?

Anita: Oh, no. Some of them belong to my brother, Pepito, and my little sister, Tessie.

Paz: Whose marbles are these?

Anita: Pepito’s.

Paz: And these dominoes?

Anita: They belong to my cousins.

The checkers are theirs, too.

Paz: Do the dolls belong to them, too?

Anita: No, they’re ours.

Paz: Can I play with the big one?

Anita: Sure.

C. Beginning reading exercises

1. Exercise One

a. Place these drawings and sentences on the board.

This ruler is mine.

It belongs to me.

This book belongs to you.

It’s yours.

This pencil belongs to Jose.

It’s his.

This basket belongs to Miss Santos.

It’s hers.

These flags are ours.

They belong to us.


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This drum belongs to Luis and Carlos.

It’s theirs.

These balls aren’t ours.

They belong to Luis and Carlos, too.

The balls are theirs.

b. Check-up: Have flash cards containing the words mine, yours, his, hers, ours, and theirs. Have the

pupils place each card under the proper possessive pronoun in the sentences.

c. Writing: Have the children copy the following sentences and write his or hers in the blank:

The book belongs to Maria. It’s_____.

The pencil belong to Jose. It’s_____.

The drum belongs to Carlos. It’s_____.

The basket belongs to Miss Santos. It’s_____.

The ball belongs to Nena. It’s_____.

2. Exercise Two - A Conversation

In the Classroom

The class is over. The children are going home. They’re looking for their things. Miss Santos is helping

them.

Miss Santos: Is this your cap, Pepe? This green one?

Pepe: No, it isn’t. Mine’s brown.

Miss Santos: Here’s a blue cap. Is this yours, Pepe?

Pepe: No, that isn’t mine either.

Miss Santos: Whose caps are these? I have a brown cap and a green one.

Whose caps are these?

Juan: The green cap’s mine, Miss Santos.

The brown one belongs to Pepe.

Pepe: Where’s mine?

Rosa: Is this yours, Pepe? It was under my umbrella.

Pepa: Yes, that’s mine. Thanks, Rosa.

Rosa: You’re welcome.

Miss Santos: Whose bags are those on the desk?

Nena & Rosa: They’re ours.

Miss Santos: Are these umbrellas yours, too?

Nena: Yes, the red one is Rosa’s. The green one’s mine.


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a. Check-up: Have the pupils look for the answers to the following:

What color is Pape’s cap?

Who does the green cap belong to?

Whose cap is the green one?

Whose umbrella is the red one?

Where are the bags?

What color is Nena’s umbrella?

b. Copying: Have the pupils fill the blanks with possessive nouns.

Example: The green cap is Juan’s.

The brown cap is_____.

The red umbrella is_____.

The green umbrella is_____.

The bags are_____and_____.

3. Exercise Three

print the following story under a picture of children’s toys arraged on a shelf.

The Children’s Toys

Pepe and Nena have a lot of toys. They keep the toys on a big shelf in the living room. The big doll

belongs to Nena. The little cups and glasses are hers, too. The drum belongs to Pepe. The harmonica

and he marbles belong to him, too. The little red cart and the big ball belong to Nena’s little sister, Lita.

The rattle is hers, too.

The children play with their toys every day. They love their toys. They take good care of them.

a. Check-up: Have the pupils look for the phrases that answer the following:

How many toys have Pepe and Nena?

Where do they keep the toys?

Which toys belong to Pepe?

Which toys are Nena’s?

Does the little cart belong to Pepe?

When do the children play with their toys?

b. Writing: Have the pupils write belong or belongs in the blanks:

The big doll_____to Nena.

The little cups_____to Nena, too.

The marbles_____to Pepe.

The harmonica_____to him, too.

The cart and the ball_____to Lita.


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4. Exercise Four

Borrowing Ben

This is Ben. Ben never brings his books to school. He never brings a pencil. He never brings his crayons.

He never brings anything to school.

Ben likes to borrow things. He always says, “May I borrow your book? May I borrow your crayons?”

The boys and girls don’t like Ben. They don’t want to lend him their books. They don’t want to lend

Ben anything. They have a name for Ben. The name is Borrowing Ben.

a. Check-up: Have the pupils answer the following questions with yes or no:

Does Pen bring his books to school?

Do the boys lend Ben their crayons?

Does Ben borrow crayons from his classmates?

Do the girls lend Ben their books?

Do the boys and girls like Ben?

Does Ben like to borrow things?

b. Writing: Have the pupils fill the blanks with lend or borrow.

Ben likes to_____books at school.

The boys do not want to_____Ben their books.

Ben likes to_____crayons from the girls.

The girls do not_____Ben their crayons.

The boys and girls do not want to_____Ben anything.

5. Exercise Five

Play Time

Anita visited Nena one Saturday. Nena showed Anita all her toys. They were on a shelf in the living

room.

“What nice toys!” said Anita. “Are they all yours, Nena?”

“No. Some of them belong to Pepe.”

Anita pointed to a harmonica. “Whose harmonica is this?” she asked.

“That’s Pepe’s. Father gave it to him on his birthday.”

“What about this little red cart?”

“That belongs to my little sister, Lita,” said Nena. “The little dolls are hers, too.”

Anita saw a yoyo on the shelf. “Oh, look at that yoyo! Can I borrow it, Nena?” she asked.

Nena said, “That isn’t mine. It’s Pepe’s, but I can lend it to you.”

“Thank you,” said Anita.

“You’re welcome,” said Nena.


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a. Check-up: Ask the following questions:

Where were Nena’s toys?

Did all the toys belong to Nena?

Which toys belonged to Pepe? To Lita?

What toy did Anita borrow?

Whose toy was it?

b. Writing: Have the pupils write the answers, Yes, she did or No, she didn’t to the following

questions:

Did Nena show Anita all her toys?

Did Anita borrow the harmonica?

Did Nena lend Anita the yoyo?

Did Anita borrow the little red cart?

Did Nena borrow the yoyo from Anita?

Did Anita thank Nena?

6. Exercise Six - Riddles

Place the following riddles on the board or in a reading chart.

1) It has many leaves, but it isn’t a tree.

We look at it every day.

What is it? (A book)

2) It has a back and legs, but it isn’t a man.

It stands but never sits.

We need it every day.

What is it? (A chair)

3) It has four legs but it isn’t an animal.

We put things on it.

What is it? (A table)

4) It has many steps, but it doesn’t walk.

It goes up and down.

We climb it every day.

What is it? (A ladder)

5) It’s small.

It makes a lot of noise.

Baby plays with it.

What is it? (A rattle)


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a. Check-up:

1) Have pictures or cutouts of various objects, including those described in the riddles, in a pocket

chart. Have the pupils match the object described with the riddle on the board.

2) Print the sentences in the riddles on separate flash cards. Jumble the sentences in one pocket

chart. Have the pupils arrange the sentences under the right pictures in a second chart.

3) Word and phrase recognition: Print the following words and phrases on flash cards and have

the children match the cards with the phrases in the riddles:

it isn’t a man has a back, arms, and lags

look at it a lot of noise

up and down never sits

b. Writing: Have the pupils copy the following sentences and choose from the words at the bottom

the word for each blank:

A chair has a back, legs, and_____.

A table has four_____.

The_____of the tree are green.

We climb the_____of a house.

(legs, arms, leaves, stairs, roof, back)

II. SUGGESTED LESSON ENRICHMENT

A. Rhymes and Songs

A Song on Borrow and Lend I Lent It

(Tune: For He’s a Jolly Good Fellow) (Tune: A Tisket, A tasket)

I lent some money to Nena, I lent it, I lent it,

She lent the money to Sita, I lent my yellow basket.

Fe borrowed a peso from her, She needed it

And gave it back to me. She wanted it

She borrowed it from me.

I borrowed a book from Pedro,

A pencil from Pepito, I got it, I got it,

A ruler from Ruben, I got the yellow basket,

But I gave them back again. She gave it back,

Said, “Thanks a lot,”

She gave it back to me.

Colors Shoes

These are pencils

Red, white, and blue, New shoes, new shoes


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The red one is mine, Red and pink and blue shoes

The white one is his, Tell me, which shoes belong to you,

The blue one belongs to you. The red, the pink or the blue?

These are flowers, Rubber shoes, leather shoes,

Red, pink, and blue. Loud and noisy wooden shoes,

The red ones are ours, Tell me, which would you choose?

The yellow ones are theirs, The clickity-clackity shoes!

The pink ones belong to you.

III. TEACHER BACKGROUND

A. Reference list of patterns

1. Patterns with belong to

a. Possession indicated by belong to

Subject Belong to Nouns or Ojbect Pronouns

The book

pencils

belong(s) to him/her.

me.

you.

us.

them.

Maria.

Notice that belong to indicates possession. It is followed by either nouns or object pronouns. Note

that after belong to, pronous I, he, and she become me, him, her; and we, they become us, them.

b. Question forms with belong to

Who Do Subject Belong to

Who

Does

do

the book

pen

pens

pencils

belong to?

Note that when the object of belong to does not follow it, who plus the do auxiliary form make up

the question signal. The answer to this question would be the owner of the subject. Note, too, the

agreement in number between the auxiliary form do + subject (the book).


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Do Subject Belong to Noun or Object pronouns

Does

Do

the book

pencil

pens

pencils

belong to

us?

her?

him?

them?

you?

Maria?

Note the absence of who in this question form when the noun or object pronoun after belong to

is present.

2. Patterns with possessive pronouns

Subject Be Possessive pronoun

These pencils

They

(These pencils)

It’s

(This pencil)

are

’re

’s

ours.

his.

hers.

theirs.

yours.

Maria’s.

Notice that the subject these pencils may be replaced by they’re once established and this pen-

cil by it’s. Notice that the object possessed is not repeated after the possessive pronouns. Instead

of the possessive adjectives my, his, her, our, your, their plus noun, mine, his, hers, ours, yours,

theirs occur alone in their place.

3. Patterns with borrow

a. Borrow from

Subject Borrowed Object From Object Pronoun

I

He

She

borrowed a pen

book

pencil

from you.

her.

him.

Notice that borrowed is always followed by an object, which in turn is followed by a from-phrase

indicating where the object came from. Notice the form of the pronouns in subject and object

positions.


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b. Borrow in request forms

May/Can Subject Borrow Object

May

Can

I borrow your pen?

Notice that may/can before the subject brings about the request form with borrow.

c. Borrow with the question word what

What Do Subject Borrow

What did

you

he

she

I

borrow?

Notice that the question word what in the pattern above is limited to the object borrowed. What

plus the do + subject + verb pattern are the question signals in the pattern above.

4. Of-phrase as indicator of possession

Demonstrative Be Noun Of-Phrase


Subject Of-Phrase Be Complement

The leaves of the trees are green.

Notice that the of-phrase after the noun shows who the object belongs to. This of-phrase is determined

by the noun before it. It usually follows inanimate objects like trees, tables, chairs, etc.

In some situations the of-phrase may also be used with nouns of the following kind: chief of police,

president of the PTA, mayor of the town which we can also change to: police chief, PTA president,

town mayor.

B. Reference list of sounds needing attention

Vowels: /ey/ in cane, pages /E/ in lend, legs, stem, stairs

/œ/ in flag, back / / in of (unstressed), cover

/uw/ in roots, roof /O/ in belong

Consonants and consonant clusters

/v/ in cover, of, leaves /th/ in thimble

/dh/ in they’re, theirs /f/ in roof

/z/ in ours, yours, theirs /ch/ in porch, which

/b´l/ in thimble /tlฺ/ in rattle


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Contrastive stress

Thése books are óurs. Thóse are yóurs.

The réd pêncil is míne. The blúe one is yóurs.

C. New vocabulary

cane /kéyn/ comics /kámiks/

eyeglasses /áyglœ~sQz/ cover /kéver/

shawl /shO!l/ pages /péyj´z/

thimble /thímb´l/ top (n) /táp/

rattle /rœ!tlฺ/ back (n) /bœ!k/

dominoes /dámòn'wz/ roof /rúwf/

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Education

Test Environment+ป.2+120+dltvengp2+19 test environment