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Major Project in Cognate 5: English Language Testing and Assessment

Submitted to Maria Vanesa Palafox-Arador, Ph.D.

Submitted by:
Almuete, Kaylah Jadine
Castro, Maria Lourdes
De Guzman, Yra
Garcia, Paulene Kate
Hernando, Khrizel
Lacad, Lois
Manalo, Andrea
Razon, Lady Aileen
Santiago, Erikson

Group
TESTING WRITING

Date: December 15, 2023

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 TABLE OF CONTENTS
TASK PAGE
TASK 1………………………………………………………………………………………....7
Introduction……………………………………………………………………….7
Objectives…………………………………………………………………………7
Preparatory Activities……………………………………………………………7
Practice Exercise…………………………………………………………………8
Assessment……………………………………………………………………….11
Answer Key……………………………………………………………………...12

TASK 2………………………………………………………………………………………...15
Introduction……………………………………………………………………..15
Objectives………………………………………………………………………..15
Preparatory Activities…………………………………………………………..15
Practice Exercise………………………………………………………………..16
Assessment………………………………………………………………………20
Answer Key……………………………………………………………………...21

TASK 3………………………………………………………………………………………...22
Introduction……………………………………………………………………..22
Objectives……………………………………………………………………….22
Preparatory Activities………………………………………………………….22
Practice Exercise…………………………………………………………….…23
Assessment……………………………………………………………………..26
Answer Key……………………………………………………………….……27

TASK 4………………………………………………………………………………………...30
Introduction……………………………………………………………………30
Objectives………………………………………………………………………30
Preparatory Activities…………………………………………………………30
Practice Exercise………………………………………………………………31
Assessment……………………………………………………………….…….34
Answer Key……………………………………………………………………35

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TASK 5……………………………………………………………………………………….. 38
Introduction…………………………………………………………………….38
Objectives………………………………………………………………………38
Preparatory Activities…………………………………………………………38
Practice Exercise………………………………………………………………39
Assessment……………………………………………………………………..41
Answer Key……………………………………………………………………42

TASK 6…...................................................................................................................................44
Introduction…………………………………………………………………...44
Objectives……………………………………………………………………...44
Preparatory Activities………………………………………………………...44
Practice Exercise……………………………………………………………...45
Assessment…………………………………………………………………….48
Answer Key……………………………………………………………………49

TASK 7………………………………………………………………………………………...50
Introduction……………………………………………………………………50
Objectives……………………………………………………………………....50
Preparatory Activities…………………………………………………………50
Practice Exercise………………………………………………………………52
Assessment…………………………………………………………………….53
Answer Key…………………………………………………………………...54

TASK 8………………………………………………………………………………………...56
Introduction…………………………………………………………………...56
Objectives……………………………………………………………………..56
Preparatory Activities………………………………………………………..56
Practice Exercise……………………………………………………………..57
Assessment……………………………………………………………………60
Answer Key…………………………………………………………………...60

TASK 9………………………………………………………………………………………...61

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 Introduction………………………………………………………………….61
Objectives……………………………………………………………………61
Preparatory Activities………………………………………………………61
Practice Exercise……………………………………………………………62
Assessment…………………………………………………………,……….64

TASK 10……………………………………………………………………………………….65
Introduction………………………………………………………….……..65
Objectives…………………………………………………………………...65
Preparatory Activities……………………………………………………...65
Practice Exercise…………………………………………………………...66
Assessment………………………………………………………………….68
Answer Key…………………………………………………………………69

TASK 11……………………………………………………………………………………….70
Introduction…………………………………………………………………70
Objectives……………………………………………………………………70
Preparatory Activities………………………………………………………70
Practice Exercise……………………………………………………………73
Assessment…………………………………………………………………..77
Answer Key…………………………………………………………………77

TASK 12……………………………………………………………………………………….78
Introduction…………………………………………………………………78
Objectives……………………………………………………………………78
Preparatory Activities………………………………………………………79
Practice Exercise……………………………………………………………80
Assessment…………………………………………………………………..81
Answer Key…………………………………………………………………82

TASK 13……………………………………………………………………………………….83
Introduction…………………………………………………………………83
Objectives……………………………………………………………………83
Preparatory Activities………………………………………………………83

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 Practice Exercise…………………………………………………………84
Assessment…………………………………………………………..……86
Answer Key………………………………………………………………86

TASK 14……………………………………………………………………………………….87
Introduction………………………………………………………………87
Objectives………………………………………………………………...87
Preparatory Activities…………………………………………………...87
Practice Exercise…………………………………………………………88
Assessment………………………………………………………………..91
Answer Key……………………………………………………………….91

TASK 15……………………………………………………………………………………….92
Introduction………………………………………………………………92
Objectives…………………………………………………………………92
Preparatory Activities……………………………………………………92
Practice Exercise…………………………………………………………93
Assessment………………………………………………………………..94
Answer Key……………………………………………………………….94

REFERENCES……………………………………………………………………………….95

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Task 1
I. Activity 1: Trace It!
II. Objectives: Tracing lines and shapes helps develop fine motor skills, recognize letters, and
build confidence in proper letter formation, setting the foundation for successful writing. This
activity also promotes concentration, spatial awareness, and hand-eye coordination crucial for
early writing skills.
III. Introduction
Tracing lines and letters is a fun way to practice writing. By following the lines and shapes,
you'll learn how to make letters, improve your hand control, and get ready for writing exciting
stories!
IV. Preparatory Activities
Before we dive into the exercises, let's get to know different shapes and lines. Familiarize
yourself with their names, and then we'll start tracing. Enjoy enhancing your motor skills and
creativity!

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V. Practice Exercises
A. What Shape Am I?
DIRECTIONS: Let's engage in the 'Shape Matching' activity! Draw a line to connect each shape
listed in Column A with its corresponding name found in Column B. Take your time, and enjoy
the challenge of correctly pairing the shapes with their names. Let's get started on this fun and
educational matching adventure!

Column A Column B

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B. What Line Am I?
DIRECTIONS: Get ready for the 'Line Matching' activity! Draw a line to connect each line in
Column A to its corresponding name in Column B. Exercise precision and attention to detail as
you match the lines with their correct names. Let's begin this engaging task to enhance your
recognition and coordination skills!

Column A Column B

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C. A Shape or A Line?
DIRECTIONS: Look at each picture carefully and encircle whether it represents a shape or a line.
Sharpen your visual recognition skills and enjoy the process of distinguishing between shapes and
lines. Let's start this engaging activity to enhance your understanding of basic geometric elements!

1. SHAPE or LINE

2. SHAPE or LINE

3. SHAPE or LINE

4. SHAPE or LINE

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VI. Assessment
TRACE IT!
DIRECTIONS: Let's begin the 'Broken Shape and Line Tracing' activity! Grab your pencil and
carefully trace along the broken lines and shapes provided. Focus on precision and control as you
follow each outline. Enjoy this hands-on exercise to refine your motor skills. Ready to get started?

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VII. Answer Key
A. What Shape Am I?
DIRECTIONS: Let's engage in the 'Shape Matching' activity! Draw a line to connect each shape
listed in Column A with its corresponding name found in Column B. Take your time, and enjoy
the challenge of correctly pairing the shapes with their names. Let's get started on this fun and
educational matching adventure!

Column A Column B

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B. What Line Am I?
DIRECTIONS: Get ready for the 'Line Matching' activity! Draw a line to connect each line in
Column A to its corresponding name in Column B. Exercise precision and attention to detail as
you match the lines with their correct names. Let's begin this engaging task to enhance your
recognition and coordination skills!

Column A

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C. A Shape or A Line?
DIRECTIONS: Look at each picture carefully and encircle whether it represents a shape or a line.
Sharpen your visual recognition skills and enjoy the process of distinguishing between shapes and
lines. Let's start this engaging activity to enhance your understanding of basic geometric elements!

1. SHAPE or LINE

2. SHAPE or LINE

3. SHAPE or LINE

4. SHAPE or LINE

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Task 2
I. Activity 2: Tracing Letters!
II. Objectives: Tracing the alphabet letters aims to help beginners recognize and reproduce each
letter, fostering confidence and foundational fine motor skills. This activity introduces the correct
formation of letters, prepares for more advanced writing, and promotes an enjoyable learning
experience.
III. Introduction
Welcome to the exciting world of tracing alphabet letters! This fun activity will help you
recognize, write, and become friends with each letter of the alphabet. Get ready to get excited on
a journey that boosts your confidence, fine motor skills, and sets the stage for your writing
adventures!
IV. Preparatory activities
Are you excited to trace some alphabets? But first, let’s review the English Alphabet!

Aa - /æ/ as in "apple" Pp - /p/ as in "penguin"

Bb - /b/ as in "ball" Qq - /kw/ as in "queen"
Cc - /k/ as in "cat" Rr - /r/ as in "rainbow"
Dd - /d/ as in "dog" Ss - /s/ as in "sun"
Ee - /ɛ/ as in "elephant" Tt - /t/ as in "turtle"
Ff - /f/ as in "fish" Uu - /ʌ/ as in "umbrella"
Gg - /g/ as in "gorilla" Vv - /v/ as in "volcano"
Hh - /h/ as in "house Ww - /w/ as in "whale"
Ii - /ɪ/ as in "igloo" Xx - /ks/ as in "box"
Jj - /dʒ/ as in "jungle" Yy - /j/ as in "yellow"
Kk - /k/ as in "kite" Zz - /z/ as in "zebra
Ll - /l/ as in "lion"
Mm - /m/ as in "monkey"
Nn - /n/ as in "note"
Oo - /ɑ/ as in "orange"

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V. Practice Exercises
A. It Starts With The Letter?
DIRECTIONS: Examine the pictures presented and encircle the accurate beginning letter for
each one. Enjoy the challenge of connecting the pictures with their initial letters. Let's dive into
the fun of improving your recognition and lettering skills!

1. _PPLE

A or E

2. _ANANA

C or B

3. _AT

B or C

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B. It Ends With The Letter?
DIRECTIONS: Take a careful look at the pictures below and encircle the correct ending letter for
each one. Enjoy the challenge of matching the pictures with their concluding letters. Let's get
started on this exciting journey of enhancing your recognition and lettering skills!

1. BA_

G or T

2. EY_

H or E

3. FIS_

S or H

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C. Practice Tracing!
DIRECTIONS: In this activity for beginners, begin by connecting the dots in sequence. Follow
the dots to form each letter. By the end, you'll have connected the dots to create recognizable letters
in a simple and engaging exercise.

1. Letter “C”

2. Letter “E”

3. Letter “B”

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VI. Assessment
DIRECTIONS: To trace the letters with the dots, start by positioning your pencil on the initial
dot of each letter. Follow the numbered dots sequentially, tracing the path with your pencil until
you've completed the entire letter. Repeat this process for each letter to enhance your tracing skills
in an engaging activity.

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VII. Answer Key
A. It Starts With The Letter?
DIRECTIONS: Examine the pictures presented and encircle the accurate beginning letter for each
one. Enjoy the challenge of connecting the pictures with their initial letters. Let's dive into the fun
of improving your recognition and lettering skills!

1. _PPLE

A or E

2. _ANANA

C or B

3. _AT

B or C

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B. It Ends With The Letter?
DIRECTIONS: Take a careful look at the pictures below and encircle the correct ending letter for
each one. Enjoy the challenge of matching the pictures with their concluding letters. Let's get
started on this exciting journey of enhancing your recognition and lettering skills!

1. BA_

G or T

2. EY_

H or E

3. FIS_

S or H

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Task 3
I. Activity 3: Fill in the Missing Letter
II. Objectives: Welcome to the 'Fill in the Missing Letter' activity! This engaging exercise is
designed to enhance your writing skills by filling in words with the correct missing letters. By
mastering this activity, you'll not only improve your spelling but also boost your overall language
proficiency. Let's dive in and have fun learning!
III. Introduction
Get ready for an exciting writing challenge with our 'Fill in the Missing Letter' activity!
This fun exercise is all about improving your spelling and reinforcing your grasp of language.
Sharpen your writing skills by completing words with the correct missing letters, and enjoy the
journey of enhancing your overall proficiency. Let's embark on this engaging learning adventure
together!
IV. Preparatory activities
Take a moment to become familiar with the names of the items listed below. Once you're
ready, go ahead and match each object with its corresponding name. This activity is a fun way to
build your vocabulary. Enjoy!

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V. Practice Exercises
A. Match me!
DIRECTIONS: Your task is to pair each item listed in Column A with its corresponding name
from Column B. Take your time and enjoy the challenge of connecting the objects to their correct
names. Get ready for some fun matching!

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B. Name me!
DIRECTIONS: Look closely at each image and encircle the correct name from the options
provided. Take your time, and enjoy the process of identifying and naming each picture
accurately. Let's begin the fun of matching images with their names!

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C. Complete me!
DIRECTIONS: Examine the pictures below and write down the correct first letter for each one.
Challenge yourself to match the pictures with their initial letters accurately. Enjoy the process of
enhancing your writing and recognition skills. Ready to get started?

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VI. Assessment
FILL IN THE MISSING LETTER/S!
DIRECTION: Carefully look the given pictures and letters, identify the missing letters, and fill
them in to complete each word. Focus on accuracy and have fun while enhancing your writing
skills. Let's start spelling success!

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VII. Answer Key
A. Match Me!
DIRECTIONS: Your task is to pair each item listed in Column A with its corresponding name
from Column B. Take your time and enjoy the challenge of connecting the objects to their correct
names. Get ready for some fun matching!

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B. Name me!
DIRECTIONS: Look closely at each image and encircle the correct name from the options
provided. Take your time, and enjoy the process of identifying and naming each picture accurately.
Let's begin the fun of matching images with their names!

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C. Complete me!
DIRECTIONS: Examine the pictures below and write down the correct first letter for each one.
Challenge yourself to match the pictures with their initial letters accurately. Enjoy the process of
enhancing your writing and recognition skills. Ready to get started?

B R C

A C N

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Task 4
I. Activity 4: IMITATE ME!
II. Objectives: The objectives of the "Imitating the Words" activity are to enhance writing abilities
by focusing on accurate replication of words, promote consistency in letter formation and
handwriting, reinforce correct spelling, and develop a foundation for expressive and fluent writing.
Through this exercise, individuals can improve their attention to detail, observe various writing
styles, and build essential cognitive processes associated with effective written communication.
III. Introduction
Welcome to 'Imitating the Words' activity! This engaging exercise is designed to elevate
your writing abilities by closely replicating provided words. Sharpen your letter formation,
spelling accuracy, and overall writing consistency as you embark on this journey to enhance your
expressive and fluent written communication skills. Let's begin the art of imitation for a more
proficient and confident writing experience!
IV. Preparatory Activities
Let’s explore the beauty and calmness of our nature! Read the given paragraph silently and try to
imagine what is being said.

I like being in nature. Flowers have nice

colors, and leaves make a soft sound.
When I walk in the park or sit by the
river, nature makes me feel calm and
happy. It's a peaceful break from busy
days.

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V. Practice Exercises
A. Imitate the Words!
DIRECTIONS: Step into the beauty of nature! Read again the given paragraph and imitate the
highlighted words in the provided blank.

I like being in nature. Flowers have nice

colors, and leaves make a soft sound.
When I walk in the park or sit by the
river, nature makes me feel calm and
happy. It's a peaceful break from busy
days.

1. l

2. J

3. n

4. J

5. j

6. g

7. H

8. k

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B. Name the Pictures!
DIRECTIONS: Look at each picture carefully and write down the name of the object or scene
you see. Try your best to use correct spelling. This activity is a fun way to build your vocabulary
and practice expressing ideas in writing. Let's get started!

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C. Complete me!
DIRECTIONS: Look at the provided words and complete the missing letters for each one.
Sharpen your spelling and letter recognition skills as you embark on this engaging activity. Let's
have fun enhancing your writing abilities!

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VI. Assessment
IMITATE ME!
DIRECTIONS: Your task is to replicate the given paragraph precisely. Focus on copying the text
word-for-word to enhance your attention to detail and accuracy. Ready to take on this challenge?
Let's get started!

I like being in nature. Flowers have nice colors,

and leaves make a soft sound. When I walk in
the park or sit by the river, nature makes me
feel calm and happy. It's a peaceful break
from busy days.

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USE THIS PAPER
VII. Answers
A. Imitate the Words!
DIRECTIONS: Step into the beauty of nature! Read again the given paragraph and imitate the
highlighted words in the provided blank.

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I like being in nature. Flowers have nice
colors, and leaves make a soft sound.
When I walk in the park or sit by the
river, nature makes me feel calm and
happy. It's a peaceful break from busy
days.

1. NATUREl

2. FLOWERSJ

3. COLORSn

4. SOFTJ

5. PARKj

6. RIVERg

7. CALMH

8. HAPPY

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B. Name the Pictures!
DIRECTIONS: Look at each picture carefully and write down the name of the object or scene
you see. Try your best to use correct spelling. This activity is a fun way to build your vocabulary
and practice expressing ideas in writing. Let's get started!

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C. Complete me!
DIRECTIONS: Look at the provided words and complete the missing letters for each one.
Sharpen your spelling and letter recognition skills as you embark on this engaging activity. Let's
have fun enhancing your writing abilities!

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Task 5
I. Activity 5: CONVERT IT!
II. Objectives: The primary objective of this activity is to assess and enhance the writing abilities
of beginner-level ESL learners by engaging them in the conversion of numbers into words.
Through this exercise, participants will also practice transforming abbreviated words, like "tues.,"
into their complete form, fostering familiarity with common linguistic conventions. Ultimately,
the aim is to evaluate and improve the participants' skills in written communication, emphasizing
both numerical literacy and language expansion.
III. Introduction
Welcome to an engaging writing activity designed to evaluate and improve the writing
abilities of beginner-level ESL learners. In this exercise, participants will explore the conversion
of numbers into words, a crucial skill in English language acquisition. Additionally, learners will
practice expanding abbreviated words into its complete form, fostering both numerical literacy and
language proficiency.
IV. Preparatory activities
Before we proceed to our exciting exercises, let us review first the abbreviation of
weekdays an weekends that we have.

Weekdays Abbreviation Time Conversion

1:00 One o’clock
Monday Mon.
2:00 Two o’clock
Tuesday Tues.
3:00 Three o’clock
Wednesday Wed. 4:00 Four o’clock
Thursday Thurs. 5:00 Five o’clock
6:00 Six o’clock
Friday Fri. 7:00 Seven o’clock
Weekend Abbreviation 8:00 Eight o’clock
9:00 Nine o’clock
Saturday Sat.
10:00 Ten o’clock
Sunday Sun. 11:00 Eleven o’clock
12:00 Twelve o’clock

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V. Practice Exercise
A. What Day is it?
DIRECTIONS: Are you familiar with the days of the week? You better be, because we are about
to tell you what day it is. Each item will present a different scenario, and you will be asked to
identify what day it is.

1. What comes after Wednesday?

2. If today is Friday, what is the day after tomorrow?

3. Which day is usually considered the middle of the week?

4. Name the day that comes before Saturday.

5. If yesterday was Sunday, what day is it today?

B. What Time is it?

DIRECTIONS: Surely you showed expertise giving the days, how about time? It’s time to tell
what the clock says! You will be given a clock and write it in numbers.

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C. Letter it!
DIRECTIONS: It’s time to convert now! Convert the following time into their corresponding
words. Each item provides a time that is numbered.

1. ) 8:00
l

2. ) 5:00
j

3. ) 12:00
K

4. ) 7:00
H

5. ) 2:00
h

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VI. Assessment
DIRECTIONS: You have been invited! Read the invitation carefully. There are abbreviation of
days and time present. List the abbreviations and time you found on the invitation and you are
tasked to convert them. Use the space below. Enjoy!

J k
J k
J k
J k
J k
J k
J k

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VI. Answers
A. What Day is it?
DIRECTIONS: Are you familiar with the days of the week? You better be, because we are about
to tell you what day it is. Each item will present a different scenario, and you will be asked to
identify what day it is.

1. What comes after Wednesday?

Thursday

2. If today is Friday, what is the day after tomorrow?

Sunday

3. Which day is usually considered the middle of the week?

Wednesday

4. Name the day that comes before Saturday.

Friday

5. If yesterday was Sunday, what day is it today?

Monday

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B. What Time is it?
DIRECTIONS: Surely you showed expertise giving the days, how about time? It’s time to tell
what the clock says! You will be given a clock and write it in numbers.

C. Letter it!
DIRECTIONS: It’s time to convert now! Convert the following time into their corresponding
words. Each item provides a time that is numbered.

1. ) 8:00 Eight o’clock l

2. ) 5:00 Five o’clock j
3. ) 12:00 Twelve o’clock K
4. ) 7:00 Seven o’clock H
5. ) 2:00 Two o’clock h

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Task 6
I. Activity 6: Learning the Colors
II. Objectives: Coloring within a specific area of the Christmas tree improves hand-eye
coordination and fine motor skills among beginners. Introducing the joy of Christmas and the
excitement of decorating in an enjoyable and interactive way. These activities requiring focus to
match colors with numbers not only reinforces learning but also enhances concentration levels for
beginner students.
III . Introduction
Students will enjoy filling the colors in this Christmas tree with ornaments and stars by
matching the colors corresponding to each number. Coloring pages are a fun way for kids to
develop their fine motor skills, color recognition and focus as well as remembering the numbers.

IV. Preparatory Activity

Before the activities let's learn and practice pronouncing the different color names. Here are
the following colors!

GREEN YELLOW BROWN ORANGE RED

BLUE PURPLE PINK BLACK GRAY

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V. Practice Exercises
A. Color me up!
DIRECTIONS: Color the Christmas tree by following the color line that corresponds to the
appropriate number of the color.

Professor pepper h*ps://www.madebyteachers.com/products/english-christmas-tree-quick-grade-numbers/

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B. Tree Color by Number
DIRECTIONS: Color the Christmas tree ornaments and stars by matching the colors
corresponding to each number.

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C . Find my color

DIRECTIONS: Locate and pair the items in Column A with those in Column B by drawing lines to
match each item with its corresponding color on the Christmas tree.

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VI. Assessment
What’s my color?
DESCRIPTION: Select the accurate color for each picture by filling in the box beneath the items.

1. 2. 3. 4.

5. 6. 7. 8.

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VII . Answer Key
Assessment
1. GREEN
2. YELLOW
3. BROWN
4. BLUE
5. PINK
6. RED
7. WHITE
8. PURPLE

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 Task 7
I. Activity 7: Learning the short vowel sound
II. Objectives: The alphabet is the first thing that kids learn from the time they start speaking. So,
it is important to make them understand the vowels as it plays an important role in
communication skills. Understanding and learning the sounds that vowels make in words helps
for recognizing words, which is key for early reading and speaking in the language acquisition
of the students.

III. Introduction
Did you know that A,E,I,O and U are called vowels? A vowel is a sound in spoken language
pronounced with an open vocal tract. Vowels are contained in every word. Learning the vowel
sounds will help the students say and pronounce words correctly. This vowels worksheet directs
the student to identify the vowels, learn how to write the vowels and complete each word using
the vowels.
IV. Preparatory Activities
Before the exciting activities, let us first learn the vowels. Rewrite the vowels and the example for
each short vowel.

A a ___
APPLE ______________

E e ___
ELEPHANT___________

II ___
ICE CREAM__________

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O o ___
OCTOPUS____________

U u ___
UNICORN_____________

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V. Practice Exercise
A. Where are the vowels?
DIRECTIONS: Find all the vowels a, e, i, o, u in each item and underline it.

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B. WRITE ME, TRACE ME, FIND ME!
DIRECTIONS: There are twelve Christmas words trace each word and underline the vowel sounds.

C. What’s my Vowel?
DIRECTIONS: Look at each Christmas picture and fill in the missing vowels for each
Christmas word.

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VI. Assessment
A vowel is a speech sound made by the vocal cords (a, e, i, o, u) are the vowels in the English
Language
DIRECTIONS: Rewrite each word. Complete it with a vowel, then write the word in a
sentence.

a e i o u
Example: W_a lk - ____Walk____
_______I walk the dog twice a day.__________________________________

1. H__ t - ______________
_____________________________________________________________

2. C__ p - ______________
_____________________________________________________________

3. B__ g - ______________
_____________________________________________________________

4. R__ nn __ng - ______________

_____________________________________________________________

5. Pl__y__ng - ______________
_____________________________________________________________

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VII. Answer Key
Activity A
1.ee
2.i
3.ae
4.oae
5.ee
Activity C
1 . ee
2 . oae
3 . os
4 . ae
5 .oi
6 . aa
7 . ae
8. ee
Assessment
1. Hot
2. Cup
3. Bag
4. Running
5. Playing

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Task 8
I. Activity 8: Learn the emotions and expressions
II. Objectives: The activity objectives of teaching emotions and expression to beginner
students focus on cultivating their emotional awareness, vocabulary related to emotions,
and understanding how to express and manage their feelings effectively.
III. Introduction
Learning and identifying emotions and expressions help students identify and recognize
different emotions (happy, sad, angry, scared, etc.). It introduces a wide range of emotion-
related vocabulary words to expand their expressive abilities. The activities are age-
appropriate, engaging, and interactive to effectively teach feelings and expression to
beginner students.
IV. Preparatory Activity
Before the start of the lesson and activities, here are some of the emotions and
expressions. Write this in your paper and try to mimic the face expression.

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V. Practice Exercise
A. Know the expressions
DIRECTIONS: Identify the different expressions of each picture by putting it on
the box provided below the picture.

63
B. Give me face expression
DIRECTIONS: Draw the facial expressions of each picture refer to the provided
expressions below the items.

64
 C. Know my emotions and expressions
DIRECTIONS: Look at the pictures provided and identify their emotions and
expressions by choosing the choices “Yes, I am” and “No, I’m not “. Encircle your
answer.

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VI. Assessment

DIRECTIONS: Choose the correct emotion and expression of each pictures write (✓) for the
correct answer of each item.

VII. Answer key

Activity A
1. Happy
2. Sad
3. Angry
4. Tired
5. 5. Scared

Activity C
6. Yes, I am
7. No, I’m not
8. Yes, I am
9. Yes , I am
10. No, I’m not
11. Yes, I am
12. Yes, I am

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 Assessment
1. Angry
2. Nervous
3. Sad
4. Bored
5. Surprise
6. Happy
7. Grumpy
8. Scared

Task 9
I. Activity 9: Meet my family members!
II. Objectives: It Help student learn and practice basic vocabulary related to family members
(mother, father, siblings, grandparents, etc.) through interactive activities, games, or
lessons. These offer exercises or tasks that involve writing about students' own families,
encouraging them to describe their family members, their relationships, and activities they
do together.
III. Introduction : Learning about family members is relatable and personal to students,
making the lessons more engaging and meaningful as they connect the new vocabulary to
their own lives. Introducing new vocabulary and basic conversational skills related to
family members helps in language acquisition and fluency.

IV. Preparatory Activities

Let's introduce first the basic family-related vocabulary such as mother, father, sister, brother,
grandmother and grandfather to familiarize students with these terms.

67
V. Practice exercises
A. Read, Check and Write
DIRECTIONS: Read first the 3 (three) family members and check the box that represents the
picture provided for each items. After choosing the correct name of a family member write it in
the space provided.

68
69
B. Identify the family members
DIRECTIONS: Choose the correct term for each family member on the green box. Write it on
the box provided poi8nting to each member of the family.

C . FINDING FAMILY MEMBERS

DIRECTIONS: Read the 9 (nine) items on the right side and find it on the word puzzle. Circle
the correct answer on the puzzle.

70
VI. Assessment
DIRECTIONS: Draw a picture of your family inside the house. Who is in your family? What
do they do?

71
Task 10
I. Activity 10: Daily Routines
II. Objectives: Understanding a student's daily routine helps in learning and practicing daily
life vocabulary and phrases in the target language. This includes words related to activities,
time, routines, and daily actions. Students can expand their vocabulary by learning specific
words related to morning, afternoon, evening activities, as well as verbs and nouns
associated with daily routines (e.g., wake up, brush teeth, have breakfast, go to school).
III. Introduction
This fun and engaging activity helps the student to equips with functional language skills that they
can use in practical, everyday situations, such as discussing their daily routine with friends or
talking about their daily activities in the target language. It encourages the development of
conversational skills, allowing them to talk about their day-to-day life in a coherent manner.

IV. Preparatory Activity

The following pictures are one of the examples of student daily routine. Read it together with the
students and explain what is happening in the picture.

72
 V. Practice Exercise
A. What’s my routine?
DIRECTIONS: Identify the daily routines by choosing from the options provided in the middle
of the picture, write your answer on the box.

73
 B. DAILY ROUTINE SCRAMBLE WORD
DIRECTIONS: Arrange the scramble words of the daily routine and write the number of that
routine on the small circle provided for each item.

74
 C. WORD PUZZLE
DIRECTIONS: Find the 13 daily routines on the word puzzle and encircle it.

VI. Assessment
DIRECTIONS: Shade each letter that corresponds to the daily routine provided on each picture.
After shading the letters rewrite it in the space provided below.

75
VII . Answer key
1. Wake up
2. Eat breakfast
3. Go to school
4. Brush hair
5. Brush teeth
6. Wash
7. Study online
8. Go home
9. Do homework
10. Take a bath
11. Get dressed
12. Eat lunch
13. Eat dinner
14. Go to sleep

76
Task 11
I. Activity 11: Diary Time!
II. Introduction
Imagine becoming a Sorcerer of Seasons and Wizards of the Weather, where the mystical world
of weather prediction unfolds before your eyes! Join us on a magical adventure that takes you
beyond the ordinary and into the extraordinary, as you discover the art of observing and expressing
the wonders of the seasons and weather. Every day, you will immerse yourself in the enchanting
task of closely watching the changing seasons and unraveling the secrets of the weather.
Your journey begins as you step outside and engage with the natural elements around you,
from the warmth of the sun to the gentle touch of raindrops. Embrace the challenge of mastering
the language of clouds, deciphering the dance of the wind, and capturing the essence of each
passing weather phenomenon. As a budding weather wizard, your magical powers extend to the
realm of words.
You will weave linguistic spells to describe the subtle shifts in the atmosphere, painting vivid
pictures with your words. Whether it's the crisp coolness of autumn, the vibrant blooms of spring,
or the soothing sound of rain on a summer day, you will conjure up enchanting descriptions that
bring the magic of the weather to life.
Get ready to become a wordsmith of the elements, casting your linguistic spells with creativity
and imagination. This activity is not just about predicting the weather; it's about expressing the
beauty and poetry that nature unfolds every day. So, grab your magical quill and embark on this
daily journey of exploration and expression, as you delve into the fascinating world of the Sorcerer
of Seasons and Wizards of the Weather!
III. Objectives of the Activity
• To enhance vocabulary related to season and weather conditions.
• To create simple sentence construction using the Simple Present.
• To develop the observational skills of the students.
• To encourage students to express themselves in writing through a fun and interactive
activity.
IV. Preparatory Activities
Before starting the journal, review a list of basic weather vocabulary. This include words like
sunny, cloudy, rainy, windy, snowy, etc. Discuss the meanings and characteristics of each term,
encouraging students to practice their spellings.
You will see a list of table about Different Types of Weather Conditions and Seasons in the
next page,

77
 Different Kinds of Season:
1. Spring - Spring marks the beginning of 2. Summer - Summer season is when the
the blooming of flowers. The temperatures temperature increases and it becomes hot.
may also be windy or chilly sometimes.

3. Autumn - Autumn marks the transition 4. Winter - Winter is the white season! The
towards winter. Animals go into temperature becomes very cold, and the
hibernation, and the trees start shedding daylight becomes even less. In some
their leaves in preparation for winter. The countries, the sun sets before 4 pm!
days become shorter, and the temperatures
become chilly.

78
 Different Types of Weather:
Cold – a long period of cold weather.
Mist - Light fog caused by drizzle.
Hot - A long period of high heat and humidity.
Frost - When small ice crystals form on the ground or other surfaces when the temperate is cold.
Windy - When the air is marked by strong winds.
Drizzle - When it rains lightly with very fine drops.
Lightning - When the light flashes in the sky during a storm.
Shower - A short period of rain.
Smog - When a cloud of pollution hangs over a city.
Tornado - An individual piece of snow.
Sleet - When snow or hail is mixed with rain.
Snowflake - An individual piece of snow.
Typhoon - When a spiral arrangement of thunderstorms produces winds and heavy rains.
Breeze – A gentle wind.
Rainbow - When the sun shines through the rain, an arch of colours is formed in the sky.
Hurricane - When a spiral arrangement of thunderstorms produces winds and heavy rains.
Hailstone - When small hard balls of ice fall from the sky.
Cyclone - When a spiral arrangement of thunderstorms produces winds and heavy rains.
Fog - Thick clouds close to land.
Thunder - The rumbling sound of the clouds that happens after lightning.

79
 V. Practice Exercises
a. Activity 1: 4 Emojis in 1 Season (Spelling Check)
Directions: Guess the correct name of the 4 Seasons from the emojis related to these different
Seasons write it next to the number. Then pick from one emoji and relate it to the season by
writing something from your memory.
For example, Summer - I like drinking pineapple juice in Summer.

🌞🍁❄ 🐇 🎃🌴🌸🚤🌿⛷
🕶🍂⛄🌷 🌻🌊🌱🌅🌈🏂
🏖🍵⛸🌻%🌰 👙 🦋 🍹 🍃 🌧
$
#
"
🍦🍄🎅🌳 🍎🍉🐣🍔🌾🌲
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
6. ___________________________________________________________________
7. ___________________________________________________________________
8. ___________________________________________________________________
9. ___________________________________________________________________
10. __________________________________________________________________

80
 b. Activity 2: UnMist-ify Me!
Directions: Fill the missing letters to complete the word. Create a one descriptive sentence
while you describe the Weather in the picture below.
For example, “It rains this afternoon.”

1. 2.
W_ _ _ y _i_t

3. 4.
S___y _ mo_

5. 6.
C__d _ro_ _

81
7.
S____ 8.
_h_we_

9. 10.
_lee_ H__ic_ne

11. 12.
_hu_d_r _yc_o_e

13. 14.
F_g H_l_t_ne

82
 c. Match and make me Sleet-tastic!
Directions: There’s a set of clothes for each season and weather. Match the season with its perfect
clothes by drawing a line to the next column and tell why is it worn during that season. Answers
may vary.
A. Season/Weather B. Clothes
1. Winter

A.
2. Summer

B.
3. Rainy

C.
4. Fall

D.
5. Frosty

E.
6. Autumn

F.
7. Stormy

G.
8. Sunny

H.
9. Windy

I.
10. Spring

J.

83
 VI. Assessment
What a Hail-arious Diary!
Directions: Write a 5 sentences diary by using any of the provided Adjectives in the box. Make
it a little funny while writing your diary.
For Example:
“I love my day sunny. I like my Wednesdays bright. A hot day makes my ice cream melt.
The night is foggy. Chilly night makes me sleepy.”
This is the table where you are going to choose any words.
Warm Foggy Breezy Cloudy Rainy
Icy Wet Windy Hazy Clear
Misty Cold Snowy Humid Hot
Chilly Frosty Cool Sultry Sunny

VII. Answers
I. Preparatory Activities (none)
I. Practice Exercises

A. 4 Emojis in 1 Season
1. Summer 5. Autumn/Fall/Vernal 9. Spring
2. Autumn/Fall/Vernal 6. Summer 10. Winter
3. Winter 7. Spring
4. Spring 8. Autumn/Fall/Vernal

B. UnMist-ify Me!
1. Windy 6. Frost 11. Thunder
2. Mist 7. Stormy 12. Cyclone
3. Sunny 8. Shower 13. Fog
4. Smog 9. Sleet 14. Hailstone
5. Cold 10. Hurricane

C. Match and make me Sleet-tastic!

1. C, E, D, G 5. C, E, G 9. F
2. A, H 6. G 10. D, I,
3. B 7. I
4. E, F 8. J

II. Assesment (Open-ended answers)

84
Task 12

I. Activity 12: Memory You Love!

II. Introduction

Hey there, budding young writers! Get ready to embark on a delicious adventure as we

explore the fascinating universe of tastes. In this exciting writing activity, we're going to dive

into the realm of flavors and discover the magic behind our taste buds. So, grab your pencils

and imaginations because we're about to embark on a mouthwatering journey to explore the

incredible variety of tastes that make our meals and snacks oh-so-special. Get ready to savor

the words and create a flavorful masterpiece that will leave your readers craving for more!

Let's sprinkle a dash of creativity and a pinch of curiosity as we embark on this tasty writing

adventure together. Ready, set, write!

III. Objectives of the Activity:

• Understanding Taste Vocabulary: Introduce and familiarize kids with basic taste

vocabulary such as sweet, salty, sour, and savory, enhancing their ability to express and

differentiate between different flavors.

• Encouraging Descriptive Writing: Develop descriptive writing skills by encouraging

children to articulate their thoughts and feelings about various tastes, fostering

creativity in expressing sensory experiences.

• Enhancing Language Skills: Strengthen language skills, including vocabulary

expansion, sentence construction, and the use of adjectives, by engaging in discussions

and writing exercises centered around taste.

85
 IV. Preparatory Activities

Taste is one of your basic senses. It helps you evaluate food and drinks so you can determine

what’s safe to eat. It also prepares your body to digest food. We have receptors for five kinds

of tastes; sweet, sour, salty, bitter, and savory.

Sweet Salty

sweetness comes simple sugars and starches that It is the taste we derive from salt.

are present in fruits and vegetables - such as

apples, berries, or oranges, for instance.

Sour Savory

Savory taste is traditionally associated with

Sourness, also known as tartness, is the sensation
the flavor of broth and meat.
that detects acidity. Sourness can give you that

unique mouth-puckering sensation - imagine

biting into a lemon slice.

86
 Bitter

Bitterness is probably the least liked taste of them all. It can be perceived as sharp and pungent,

often unpleasant.

V. Practice Exercises
A. Activity 1: You’ll be BITTERdelight!

Directions: Identify which type of taste it is of this food and write your answer in the blank.

_____________ 1. Lollipop _____________ 6. Squash

_____________ 2. Doughnut _____________ 7. Chocolate

_____________ 3. Lemon _____________ 8. French Fries

_____________ 4. Olive _____________ 9. Popcorn

_____________ 5. Potato Chips _____________ 10. Quinoa

B. Activity 2: Such a SnackTastic treat!

Directions: Choose what kind of flavor/taste of food is right that matches the sentence and write

it in the blanks.

1. The dark chocolate is way too ________. (bitter, sweet)

2. I don’t like my pizza a little _________. (salty, savory)

3. Nancy’s baked cookies tasted ________ after it is burned. (bitter, salty)

4. The cake that grandma baked is so ________. (sour, sweet)

5. My dad loves to cook his barbecue _________. (savory, sweet)

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88
 C. Activity 3: Welcome to Tangytopia!

Directions: For each type of taste of food, give at least 5 fruits or vegetables in the table.

Flavor Sweet Salty Spicy Bitter Sour Savory

VI. Assessment

Take me to your Savoryville!

Directions: Write a 5 sentences diary about a memory you like or love about your favorite

flavor/taste of food using adjectives and simple sentences. You should mention all the types of

tastes of food you have learned.

For example, “I love my ramen hot and spicy. I love it with green and red spicy peppers. And

the soup with savory flavor. After that, I will have a sweet ice cream. And last, I will put salty

nuts on it.

89
 VII. Answers:

Activity 1: You’ll be BITTERdelight!

1. Sweet 6. Sweet

2. Sweet 7. Sweet

3. Sour 8. Salty

4. Bitter 9. Salty

5. Salty 10. Savory

Activity 2: Such a SnackTastic treat!

1. Bitter 3. Bitter 5. Savory

2. Salty 4. Sweet

Activity 3: Welcome to Tangytopia!

(Open – Ended Answers)

90
Task 13

I. Activity 13: To The Space, We Go!

II. Introduction

Greetings, young cosmic explorers! Get ready to launch into the enchanting cosmos with our

"Planetary Pioneers" writing adventure! In this celestial journey, we will embark on a thrilling

odyssey through the vast expanse of our solar system. From the fiery dance of Mercury to the

icy mysteries of Neptune, we'll uncover the wonders of planets that twirl and twinkle in the

night sky. So, grab your imaginary spacesuits and let's set sail on a journey through the galaxy

of words!

III. Objectives of the Activity

• Planetary Exploration: Introduce and familiarize kids with the planets in our solar

system, fostering an understanding of their unique characteristics, sizes, and positions.

• Enhance language skills, including vocabulary expansion and sentence construction,

by engaging in discussions and writing exercises centered around the planets.

IV. Preparatory Activity

91
Let's start our cosmic journey with a "Planet Profile" activity! Provide each child with

information about a specific planet. They can then create a visual profile, including the planet's

name, size, color, and interesting facts.

92
 V. Practice Exercises

A. Activity 1: Name these Plutastic Planets!

Driections: Identify the name of the planet by writing it on the blank. Make sure to start with a

BIG letter first.

1. 4.
____________________ ____________________

5.
2. - ____________________
____________________

3. 6.
_____________________ ____________________

B. Activity 2: Think like the Jupterrific!

Directions: Choose your planet and make your own poem using adjective and simple sentences.

For example, EARTH – Earth is Beautiful, A wonderful world, Running in street fast, Throw

neat, Help our planet.

93
94
 C. Activity 3: You’re a Spacetacular!

Directions: Describe each planet with descriptive words. You can describe their shape, color, or

even patterns with a maximum of three sentences.

For example, “The Earth is round. It is blue and green.”

1. ______________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

95
 VI. Assessment

Galactic Explorer Journal

Directions: Task the children where they document their imaginary travels to multiple planets

and express creativity through their imaginative descriptions. If you are going to one of these

planets, what are you going to do. Write your imaginations and the things you want to do while

staying there in 5 sentences.

For example, “I want to plant a tree in Mars. I want to grow a potato. I want to dig a well. I

want to look at stars. I want to shout.”

VII. Answers

Activity 1: Name these Plutastic Planets!

1. Mercury 3. Mars 5. Jupiter

2. Earth 4. Saturn 6. Neptune

Activity 2: Find the Oranginal!

(Open – ended Answers)

Activity 3: You’re Spacetacular!

(Open – ended Answers)

96
Task 14

I. Activity 14: Talk About Senses!

II. Introduction

Hello, young explorers! Welcome to the sensational universe of our "Five Senses Safari"! Get

ready to embark on a thrilling adventure where we'll discover the magic of sight, sound, touch,

taste, and smell. Our journey will take us through a world of sensations, where every sight,

sound, and flavor tells a unique story. It's time to awaken your senses and let the words paint

vivid pictures in your imagination. Grab your explorer's hats, and let the adventure begin!

III. Objectives of the Activity

• Introduce the five basic senses—sight, sound, touch, taste, and smell to develop an

understanding of how it contributes to our experiences.

• Describe the things we see, taste, smell, touch, and hear,

• Match body parts to the senses they give us,

• Describe how senses help us observe the world around us.

IV. Preparatory Activity

Let's kick off our sensory adventure with a "Sensory Scavenger Hunt"! Provide the kids with

a list of items or experiences related to each sense. They can then explore their surroundings

and check off items as they find and experience them. This hands-on activity will set the stage

for understanding and appreciating the five senses.

97
EYES: Sense of TONGUE: Sense NOSE: Sense of SKIN: Sense of EAR: Sense of
Sight of Taste Smell Touch hearing

The sense of The tongue helps The nose can Skin is the The ear is a
sight or eyes taste different help identify largest sensory spiral organ that
perceive things foods. different odours organ. The helps us to hear.
that a normal just like the sensation of
being can dogs. touch through
visualise or see. the skin is one of
the first senses a
human
develops.

V. Practice Exercises

A. Activity 1: Welcome to Sensatopia!

Directions: Write what type of senses is described according to the sentences. Write whether

it is a sense of sight, touch, smell, hear, or taste.

1. I can smell the aroma of the roses. __________

2. Mandy sees the moon is red tonight. __________

3. The gelato is hot on the surface. __________

4. Her feet are stinky. __________

5. I look in her eyes and it is amber. __________

6. The glass is rough. __________

7. The drums are loud. __________

8. Their whispers are quiet. __________

9. The peppers are spicy. __________

10. Honey is the sweetest. __________

98
99
 B. Activity 2: It will be Hearmazing.

Directions: Complete the following sentences by filling the blanks in with the right

descriptions based on the senses on the closed – open parenthesis. Answers may vary

depending on the description that will be used.

For example, “Her lips are Her lips are red. (Sight)”

1. The chocolate is __________. (Taste)

2. Mr. Walker’s cologne is ________. (Smell)

3. The texture of the floor is __________. (Touch)

4. The party is so __________. (Hear)

5. The room is _______. (Sight)

C. Activity 3: This is going to be Smellightful!

Directions: Read the poem below and list all the senses you can see in the poem.

Senses Poems

I can see a rainbow, glowing through the rain

I can see the people in a speeding train

I can see quite close up,

I can see quite far I can see forever when I see a star.

I can smell the raindrops, falling on the grass

I can smell the paint and paper in my art class

I can smell a bad smell, also something good

I can smell my parents cooking lovely food.

100
I can hear the wind blow, trying to get in

I can hear a hungry cat, climbing on our bin

I can hear a whisper,

I can hear a scream

I can hear supporters, cheering for their team.

I can touch my pillow, soft and smooth and cool

I can touch some bubbles, splashing in the pool

I can touch a high shelf,

I can touch my toes

I can touch the petals of a perfect rose.

I can taste an ice cream, creamy and so sweet

I can taste some strong cheese (just like smelly feet!)

I can taste a sour lime, also bitter tea

I can taste the salt air, when I’m near the sea.

Senses are our helpers, they let the world in

Tasting with our tongues and touching with our skin Smelling with our noses, seeing

with our eyes

Hearing with our ears – each day has a surprise!

101
 VI. Assessment

Directions: Challenge the kids to write in a paper what they see, smell, touch, taste, or hear

today and ask them to write a maximum of 5 sentences as long as all of the senses are present.

For example, “I saw a bird today. I tasted a sour lemon this morning. Mom hears a cat. Dad

touched a hot pan. Leo smelled his strong parfum.”

VII. Answers

Activity 1: Welcome to Sensatopia!

1. Smell 6. Touch

2. Sight 7. Hear

3. Touch 8. Hear

4. Smell 9. Taste

5. Sight 10. Taste

Activity 2: It will be Hearmazing.

(open – ended Answers)

Activity 3: This is going to be Smellightful!

1. See – Sense of Sight

2. Hear – Sense of Hearing

3. Taste – Sense of Taste

4. Smell – Sense of Smell

5. Touch – Sense of Touch

102
103
Task 15

I. Activity 15: All About Patterns!

II. Introduction
Welcome, young learners, to the exciting world of patterns! In this fun-filled activity, we'll be
exploring the basic types of patterns and discovering the fascinating order that exists in the world
around us. Get ready to embark on a journey of shapes, colors, and sequences that will not only
stimulate your creativity but also sharpen your observation skills.
III. Objectives of the Activity

IV. Preparatory Exercise

Before we jump into the exciting world of patterns, let's warm up our brains with a preparatory
exercise. We'll play a quick game to familiarize ourselves with the concept of sequences and
arrangements. This activity will set the stage for the adventures awaiting us in the world of patterns.

104
Chevron is a fun Plaid is a Checkered Polka-dot The striped
pattern made up common pattern patterns consist patterns consist pattern is one of
of zigzag stripes. consisting of of side-by-side of same-size, the most basic
The stripes are overlapping squares in evenly spaced decor elements,
often made of two horizontal and alternating dots on a solid consisting of
contrasting, vertical stripes. colours, creating background. The long, parallel
alternating Thes stripes are a simple yet dots can be very stripes.
colours like white usually striking effect big or very small,
and bright red. punctuated with and they are
thin stripes in a usually white on a
bright color. coloured
background.

V. Practice Exercises
a. Activity 1: Match me!
Directions: Complete the missing letters of the patterns below.
1. Ch_v_on
2. P__ka – d_t
3. _tr__ed
4. Pl_i_
5. Che__red
b. Activity 2: Name me!
Directions: Identify these patterns based on the picture below and write them in the blanks.

3. _______________
1. _______________

4. -
_______________

2. _______________

5.
________________

105
 c. Activity 3: Tell me!
Directions: List a few things in your room that has this type of pattern. Find 5 things that you
can see and write using simple sentences.
For example, “My wallet is in red striped colors. Our carpet is polka – dots. My nails are
checkered. The shirt is plaid. These wall covers are chevron”
VI. Answers
Activity 1: Match me! Activity 2: Name me!
1. Chevron 1. Polka – dot
2. Polka-dot 2. Chevron
3. Striped 3. Striped
4. Plaid 4. Checkered
5. Checkered 5. Plaid

Activity 3: Tell me!

(Open – ended Answers)
VII. Assessment
As we wrap up our pattern-filled adventure, it's time for a friendly assessment. Draw one of
the patterns you like and then pass it on a paper and explain in one sentence why you like it.
For example, “I like polka – dots because it has circles.”

106
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