LESSON GUIDE IN ENGLISH FOR GRADE V FIVE - Speaking (Page 78 to 190)

Using Complex Sentences

I. Learning Objectives

· Use complex sentences.

· Write complex sentences.

II. Subject Matter

A. Topic: Using Complex Sentence

Writing Complex Sentence

B. References: News Report, Experiencing English 5 p. 82

C. Materials: newspaper, independent and subordinate clauses written

on strips of cartolina

Value Focus: Cleanliness in preparing and handling food

III. Procedure

A. Preparatory Activities

Review

Ask: What is a compound sentence?

How is it formed?

How do we write a compound sentence?

Motivation

Ask: How do you get the latest news?

· By reading the newspapers, listening to newscasters over the TV or radio.

Why should we always read the newspaper or listen to radio or TV broadcast? Is there anybody who can share with us any news for day?

Say: I am going to read a news article from a newspaper. Find out what this news is all about. Be sure to listen very well. You can take down important information from the news report.

B. Development of the Lesson

Presentation

Read the article to the pupils

Eighteen Hospitalized for Food Poisoning

Students from a dormitory in Manila suffered from food poisoning yesterday after eating meatloaf for dinner. All eighteen ladies are boarders of Tita’s Haven, dormitory for ladies and students of Manila Southern University. All of them ate the meatloaf which was served during dinner. Ella Benitez who is an education sophomore said that they all complained of abdominal cramps. They felt pain as they were about to leave the dining room. Just before Benitez lost consciousness, the rest of the ladies were already vomiting. The university ambulance rushed to the scene after two male visitors called the hospital. The ladies saved but remained in the hospital for recuperation.

Ask the following comprehension questions:

1. What is the main idea of the news?

(It is about 18 ladies who were hospitalized for food poisoning.)

2. Who were the 18 ladies?

(They were boarders of Tita’s Haven.)

3. What caused the food poisoning?

(The meatloaf which they ate at dinner.)

4. How are the ladies now?

(They are still in the hospital recovering from the illness.)

Analysis and Discussion

1. Let the pupils examine the first sentence in the news.

Ask: How many complete ideas does sentence 1 have? (one only)

What is it? (Students from dormitory in Manila suffered from food poisoning.)

How about the rest of the sentence? (It does not express a complete idea or thought.)

Tell the pupils that the part with a complete thought is called independent clause because this can stand as a simple sentence, while the part with incomplete thought is called dependent or subordinate clause.

2. Let pupils identify the independent and dependent clauses in the sentences from the news.

Ask: What do you call a sentence that is composed of one independent clause and one dependent clause?

(Complex sentence.)

Ask: What words were used in the sentences to connect an independent clause to a subordinate clause?

(after, which, who, when, yet, because.)

Ask: What do you call these words?

(Subordinate conjunctions.)

3. Introduce to the pupils the words often used as subordinate conjunction.

after	because	so that	whatever
although	before	than	when
as	if	though	whenever
As if	in order that	till	where
as long as	provided	unless	wherever
as though	since	until	while

Ask: What should you remember in writing complex sentences?

(Use the appropriate subordinate conjunction to connects the independent clause to the dependent clause.)

Generalization

Lead the pupils to give the generalization by asking:

What is a complex sentence?

(A complex sentence is a sentence that contains an independent clause and a dependent clause connected by a conjunction.)

What should you remember when connecting the two clauses in a complex sentence?

(Use the appropriate conjunction.)

C. Post Activities

Application

Group pupils into four and distribute to each group strips of cartolina where independent and dependent clauses are written.

Let the members of each group identify the independent and dependent clauses. Then have them construct as many complex sentences as they can from the given clauses using appropriate subordinate conjunctions.

Have one member of the group write their sentences on a piece of paper.

After the activity, ask each group to report their answers to the rest of the groups.

Example:

Independent Clauses	Dependent Clauses

Try your best to pass the test	who is in a red dress
Niña is my friend	who is my classmate
Ben will win the contest	because he has a fever
Classes were suspended yesterday	which is at the end of the street

Enrichment

Group the pupils by five. Give each group copies of these pictures.

Tell the members of each group to take turns in telling something about each picture using complex sentences. One member will write the sentences given and share them with the rest of the group.

Values Integration

Ask: How can you prevent food poisoning? Cover food to prevent insects from crawling on it. Avoid buying food being sold along the sidewalk. Wash the hands thoroughly when preparing or handling food.

· Keep leftover food in refrigerator to keep it from becoming stale.

IV. Evaluation

Combine the following pairs of sentences to form complex sentences. Use the appropriate subordinate conjunctions.

1. Crab mentality is a negative trait. It is manifested by jealousy.

2. It is manifested by jealous people. They are envious of others’ achievements.

3. It is a popular anecdote. The anecdote likens a person to a crab.

4. A crab sees a fellow crab ascend from a hole. The crab pulls the other crab down in envy.

V. Assignment

Complete each sentence with a subordinate clause.

1. I cannot find a clock __________.

2. I saw a man __________.

3. I remember the place __________.