SECOND QUARTER EXAM COVERAGE THIRD YEAR

TEST I. SPELLING

auxiliary
averege
availability
autonomy
audible
beauteous
bactireum
baggage balloon
barrel
calorie
cannery
capsule
cartoon
cellular
disagrement
divorce
doctrine
dramatist
desirable
etiquette
establish
essentiall
engineer
energize
fashion
favoritism
femenine
fertilize
flawless
galoon
garland
glamorous
guidance
gymnasium
headgear
heroic
hammer
humurous
heartfelt
identity
illusion
immune
impression
irregular
justice
jeepney
jamboree
jail
jealousy

TEST II. VOCABULARY
Prefixes meaning "not" –
il- im- in- dis- un- non-

EXAMPLE: illegal - not legal
immortal - not mortal
disagree - does not agree


Suffixes that form adjectives –
-able -ish -ical -less -an -ful -ary -ou

EXAMPLE: stlye + ish = stylish
music + ical = musical
money + less = moneyless

TEST III. GRAMMAR
A. Underline the participial phrase in each sentence and encircle the word that it modifies.

B. open, hyphenated, or closed compound word.

C. Identify Gerund or gerund phrase in each sentence and classify whether it is used as a SUBJECT, OBJECT OF A VERB, SUBJECTIVE COMPLEMENT, OBJECT OF A PREPOSITION, or APPOSITIVE.

D.Identify each underlined word as a VERB, PARTICIPLE, or GERUND.

E. Know the meaning of the following idoms:

good heart throw in the towel lose heart
green light swelled heads red carpet treatment
know by heart take heart read in between the lines
knowledge of the ropes

TEST IV. Write an appropriate ending of the story “The Lady or the Tiger”.

GOOD LUCK. STUDY WELL. CHEATING IS NOT AN OPTION. LEARN TO SURVIVE. LIFE IS HARD.

SECOND QUARTER EXAM COVERAGE FOURTH YEAR

TEST I. SPELLING

kangaroo
karaoke
keepsake
kerosene
knowledge
lullaby
longitude
language
logbook
lobby
magnesium
manipulate
merchandise
microphone
momentous
narrative
news break
negligence
nuisance
northern
obvious
occupation
occurrence
overtime
ourselves
paddle
peaceful
percentile
program
prophet
quotient
quotation
qualitative
qualification
quarry
radioactive
rebound rightful
rubberize
roommate
sediment
sensible
shuttle
soloist
sphere
terrorism
theater
transplant
tomorrow
triumph

TEST II.
VOCABULARY - CONNOTATION AND DENOTATION
WHAT DO THESE EXPRESSIONS CONNOTE?

in the face of something
green as grass
go adrift
ask for trouble
having our heads in the clouds
putting all our heart and soul
to keep ones feet planted firmly on the ground
take heart in oneself
knowledge of the ropes
know by heart

TEST III. Identify a dependent clause and classify as ADJECTIVE CLAUSE, ADVERB CLAUSE, or NOUN CLAUSE (pages 94-95)

TEST IV. Encircle the conjunction and label each as COORDINATING, CORRELATIVE or SUBORDINATING (pages108-109)

TEST V. John F. Kennedy’s Inaugural Address (page 104-107)

REVIEW ALSO:

1. page 113
2. page 114-115
3. page 117

GOOD LUCK MGA LOLO, LOLA UG MGA ANGS! BREAK A LEG!

ANY FORM OF CHEATING IS NEVER AN OPTION. GOD IS WATCHING YOU. LEARN TO SURVIVE. LIFE IS HARD.

RESEARCH PAPER WRITING

Guide in Preparing Your Research Paper

1. Title Page

THE ORIGIN OF DANCE

A Research Paper

Presented to

Mr. Neil A. Improgo

Faculty of the English Department

Manolo Fortich National High School

In Partial Fulfillment

of the Requirements for the Course

English IV

by

Mark June C. Anaya

Aldwin Lester M. Martinez

October, 2009

2. Acknowledgment

ACKNOWLEDGMENT

The researchers would like to express their sincerest and profound thanks to the following persons who extended help and encouragement to make this study a reality;

Mr. Neil Improgo, English Teacher, for his valuable and expert advise, knowledge and excellent ideas, thus supporting, advising, supervising and guiding the researches with utmost patience that inspire to complete the study;

Dr. Erlinda C. Chico, Secondary School Principal II of Manolo Fortich National High School, for her understanding and cooperation in allowing the researchers to use the Computer Laboratory for their research work;

Miss Methuselah K. Arenas, Class Adivser, for her sincere and moral support;

The parents of the researchers, for the support and concern that serves as the researcher’s inspiration during the making of the study.

Above all, to Almighty GOD, for the enlightenment, strength, wisdom patience and guidance which He bestowed upon the researchers all times.

NOTE: YOU MAY ADD SIGNIFICANT PERSONS WHOM YOU BELIEVED HELPED YOU IN PREPARING YOUR RESEARCH PAPER.

3. Dedication

DEDICATION

To

Our beloved parents,

friends and classmates;

our relatives, teachers and

most especially to

the school where our future lies

MANOLO FORTICH NATIONAL HIGH SCHOOL

This humble piece of work is dedicated.

Mark June C. Anaya

Alwin Martinez

4. Table of Contents

TABLE OF CONTENTS

Page

TITLE PAGE i ACKNOWLEDGMENT ii

DEDICATION iii

TABLE OF CONTENTS iv

Outline 1

Introduction

Body

Conclusion

WORKS CITED 20

APPENDICES

A. Pictures 21

B. Video 22

C. Concept Map

BUILDING A BETTER VOCABULARY

A. Lesson Title: Vocabulary Building

B. Lesson Description:

If you learn a lot of vocabulary words, you eventually start using them. Having a wide range of vocabulary will not only help you to express yourself better but also you will look and sound like an intellectual individual. It will help you get better jobs, get into good colleges, earn respect from your classmates, etc. It seems like junk to learn, but it really is good for you. This lesson will help you expand your vocabulary.

C. Learning Outcome:
At the end of the lesson you are expected to:

identify the meaning of the word through context clues.

name the different ways of getting meaning through context clues.

D. Learning Presentation:

Learning Object 1 -

At least half of the words in the English language are derived from Greek and Latin roots. Knowing these roots helps us to grasp the meaning of words before we look them up in the dictionary. It also helps us to see how words are often arranged in families with similar characteristics. To know more about how to build your vocabulary, please click here.


Learning Object 2 -

Adding affixes to existing words (the base or root) to form new words is common in academic English. Prefixes are added to the front of the base (like dislike), whereas suffixes are added to the end of the base (active activate). Prefixes usually do not change the class of the base word, but suffixes usually do change the class of the word.

E: Learning Activity:

Activity 1 -

Context clues are words and phrases in a sentence which help you reason out the meaning of an unfamiliar word. Oftentimes you can figure out the meanings of new or unfamiliar vocabulary by paying attention to the surrounding language. To learn more about the types of clues, signals and examples of each clue, please CLICK now.

F. Learning Evaluation:

Let us see if you have learned something in this lesson. Do the following activities by clicking the exercises below.

1. EXERCISE A

2. EXERCISE B

G. Assignment:

For your assignment, please click the following websites

http://www.teach-nology.com/worksheets/science/earth/quiz/

http://www.smic.be/smic5022/wordformation1.htm

PREDICTING OUTCOMES

I. Objectives

Students should use a variety of strategies to determine word meaning and comprehend text. The targeted objectives for this lesson are:

• Use context clues to establish meaning within sentences and paragraphs.
• Predict what will happen next while using prior knowledge and connecting it with what they're reading.
• Predict outcomes using pictures and prior knowledge.
• Use pictures to aid prediction of outcomes.

II. Content

Irma's Sandwich Shop

III. Materials

LCD

Laptop

Presentations

Handouts

Pictures

IV. Strategies

ACTIVITIES

1. Motivation

Who can resist a customized sandwich? Have you tried preparing your own favorite sandwich? How many of you have tried ordering a tasty sandwich from a fastfood chain? Our lesson today will take us to Irma's Sandwich Shop, where Irma will make any kind of sandwich that is ordered for anyone-from little boys to vultures.

2. Unlocking Unfamiliar Words

Targeted Vocabulary WordsContent words

These words are unique food words that the reader will encounter in the book: pumpernickel, rye, ingredients, sauerkraut, horseradish, rancid, opossum, salsa, salami, sausage.

These words may be unique to the reader: Reuben, slithered, swamp, tongue, patiently, minced, rammed, squashed, impressive.

C. Set (attention getter/introduction)

Before reading the selection, introduce the book by showing the front and back cover and the title page. Ask: What do you see on the covers? What does this tell you about the book’s contents? What do you think the book will be about?

D. Discuss reading strategies students can use to help them read. Focus on comprehension strategies rather than on word meaning strategies. You might ask questions such as:

How will the pictures help you understand the text?
How does what you read connect to what you already know?
What can you do when you come to a word you do not understand?
What can you do if you don’t understand a part you have just read?

E. After reading the entire story, review the book and ask the following questions:

What kind of shop does Irma open?
What’s Irma’s sandwich shop called?
Where is Irma’s shop located?
What customer gets a sandwich named after him?
What was in Joey’s tallest sandwich?
Which sandwich would you rather eat?
Does Irma serve only humans? Who else does she serve?
What kind of sandwich did Sammy Snake want?
What did Val want on her sandwich?
Can you think of another sandwich that a snake or vulture might order?

ANALYSIS

Does Irma like to eat sandwiches? Why does she open a sandwich shop?

Do you think Irma has a good business? Why? Why not?

Have you ever been to a sandwich shop?

Would you like to own a sandwich shop?

Compare and contrast a sanwich shop or a fastfood chain that you have visited to that of Irma's Sandwich Shop.

ABSTRACTION

Can you think of a more challenging sandwich that Irma might make?

Could this be a true story? Why?

Based on the story, what can you conclude about Irma's Sandwich Shop?

APPLICATION

Writing Connection

Using the sandwich descriptions in the book, have students design a menu for Irma’s Sandwich Shop. Explain to them that each sandwich that was described must be in the menu. They can assign prices and pictures if they wish. If possible, show them some sample menus to assist their designs.

Social Studies Connection

Does every country or culture have sandwiches? Sandwiches are more common in some countries than in others.The history of the sandwich can be attributed to John Montagu, fourth Earl of Sandwich, the British first lord of the Admiralty during the American Revolution (1776–81) and the man for whom the sandwich was named.If you have access to any books about foods in other cultures or the history of the sandwich, share them with their classmates.

Science Connection

Rancid meat? Discuss why some animals can eat rancid meat, but humans shouldn’t. Although some children may have inadvertently eaten rancid food, talk about why foods go bad and what bacteria does to humans. If possible, invite a nutritionist or food inspector to speak to the group about food that is not fit for human consumption.

Art Connection

Design a class sandwich collage. From old magazines or from colored paper, have students cut and paste sandwiches that they would enjoy. Have students name their sandwiches. Display them on a bulletin board.

Math Connection

Have students count up the number of days in a school year. Pose the question: "If everyone in the class had a sandwich for lunch on every school day, how many sandwiches would we eat?" Encourage students to work together and find out the answer. If possible, weigh a sandwich and find out how much sandwich "weight" the class would eat in a day, a week, a year, etc.

Home Connection

Send a copy of the story to read with parents and siblings. Ask students to find out each person’s favorite sandwich in the story. Tell them to find out the real favorite sandwich of each person at home. Have them make the sandwich for someone!