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Food and Drinks

Show a picture of a family at breakfast. Give an account of what each member of the family eats

at breakfast. As you give each statement, place on the flannel board cutouts illustrating what a particular

member eats or drinks. After the story, check comprehension by asking, çHow much_____does_____drink

(or eat) at breakfast?é (An improvised tachistoscope or a çmovied rollé may be used for telling the story.)

This is the family. Theyûre eating breakfast.

(Pointing to the father):

Father likes a lot of coffee for breakfast.

He drinks three cups of coffee every morning.

(Places cutouts of cups on the flannel board.)

(Pointing to the mother):

Mother likes fruit.

She eats a slice of papaya every morning.

(Places a cutout of a slice of papaya on the

board.)

(Pointing to Pepe):

Pepe likes orange juice.

He drinks a glass of milk, too.

(Pointing to Nena):

Nena likes milk.

She drinks a lot of milk.

She drinks two glasses of milk in the morning

and she drinks a glass of milk in the evening.

(Pointing to the grandmother):

Grandmother likes chocolate.

She drinks a cup of chocolate every morning.

(Pointing to the baby):

The baby drinks a lot of milk and orange juice.

She drinks three glasses of milk every day and

two glasses of orange juice.

(The expressions a plate of rice, pieces of cake, loaves of bread may be presented in a similar

manner)

Class, how much coffee does Father drink

every morning? Three cups. He drinks a lot of coffee.

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Teacher Pupil(s)

How many slices of papaya does Mother eat A slice of papaya.

every morning?

How much orange juice does the baby drink Two glasses. The baby drinks a lot of

every day? orange juice.

How many cups of chocolate does Grandmother A cup of chocolate.

drink?

Alternate much and many in your questions.

Practice on much and many in questions. Have Group I ask Group II a question about the story

using many. Have Group II repeat the question using much. Have individual pupils give the

answers.

Group I, ask Lucio haw much coffee Father Group I (to Lucio): How much coffee does

drinks every morning. Father drink every morning?

Lucio: He drinks two cups.

(or A lot of coffee.)

Group II, ask Rosa and use many. Group II (to Rosa): How many cups of coffee

does Father drink every morning?

Rosa: He drinks two cups.

etc.

B. Cumulative practice

1. Review breakfast, lunch, and supper. Then have the pupils ask each other questions following this

model:

Nora, ask Fely if she eats rice for breakfast. Nora (to Fely): Do you eat rice for breakfast?

Fely: Yes, I do. (or No, I donût. I eat bread)

Ask her how much rice or bread she eats. Nora (to Fely): How much rice (or bread) do

you eat?

Fely: I eat a plate of rice. (or two pieces of

bread)

Ask if she drinks coffee. Nora (to Fely): Do you drink coffee?

Fely: No, I donût. I drink calamansi juice.

Ask how much juice she drinks. Nora (to Fely): How much juice do you drink?

Fely: I drink a glass every morning.

2. A game of opposites

Distribute the pictures of count and mass nouns in A 4. Have each pupil make an untrue statement

about his picture -- e.g. çThere arenût many animals in this picture.é (the picture illustrates a lot

of them). Have a second pupil correct the statement.

çBut there are a lot of animals in that picture.é

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Teacher Pupil(s)

Letûs play a game.

Iûll make an untrue statement about this picture.

Correct the statement.

(Showing a picture): There isnût much water

in this pitcher.

Carlos, say: But there is a lot of water in Carlos: But there is a lot of water in that

that pitcher. pitcher.

etc.

3. Controlled dialogs

Have the pupils repeat this dialog and allow them to make substitutions for the names of objects

or food. (Cutouts may be used for the real objects)

a. At the lunch counter

Lina: May I have some orange juice?

Cora: How many glasses do you want?

Lina: Two. One for me and one for my friend.

Cora (after giving Lina the cutouts):

Do you want some bread?

Lina: Yes, please.

Cora: How many slices do you want.

Lina: Just one. My friend wants a piece of bibingka.

Cora: Here you are. Thatûll be twenty centavos.

C. Beginning reading

1. Exercise One

a. Materials:

A picture of a girl celebrating her birthday

Cutouts

Sentences on the board

Nenaûs Birthday

It was Nenaûs birthday yesterday. She had a birthday party. There were a lot of presents. She

had a big birthday cake. Mother baked it for her. Father gave her a doll. Pepe gave her a fan.

Aunt Rosa gave her a pretty dress. There were other presents, too. It was a happy birthday for

Nena.

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b. Oral preparation: Show the picture to the class and review the story of Nenaûs birthday taken up

in the previous lesson. Ask such questions as:

What presents did Nena get on her birthday?

Who baked the cake?

Who gave her a dress?

etc.

Was Nena happy on her birthday?

Point to the story of Nenaûs birthday on the board.

c. Reading of the story: Read aloud the story with the class following the reading sentence by sentence

silently. Then have the class read the story orally after you. Check comprehension, then have

individual children read the story.

Be sure that the children pronounce cake, baked, gave, father, mother, other, there, and were

correctly.

d. Writing: Have the pupils fill the blanks:

1) Nena had a lot of_____.

2) Mother baked her a_____.

3) Father gave her a_____.

4) Pepe gave her a_____.

2. Exercise Two

a. Materials:

Cutouts

Flash cards

Flannel board or pocket chart

This is a glass of milk. These are glasses of milk.

This is a loaf of bread. These are loaves of bread.

This is a piece of cake. These are pieces of cake.

This is a cup of coffee. These are cups of coffee.

This is a bar of soap. These are bars of soap.

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b. Oral preparation: Show pictures or cutouts of the expressions to be read and ask the class to tell

how many there are of each object, using the expressions ça piece of_____,é çpieces of_____,é

etc.

c. Reading by the pupils: Read aloud the sentences one by one while the pupils read them silently.

Then have class and individual oral reading of the sentences. Remove the cutouts and put them

in a pocket chart. Rearrange the flash cards containing the sentences. Then have the pupils match

each of the cutouts with the sentences.

d. Writing: Have the class write this is or these are in the blanks:

1) _____ a cup of coffee.

2) _____ pieces of cake.

3) _____ bars of soap.

4) _____ a glass of milk.

5) _____ loaves of bread.

3. Exercise Three

a. Materials:

A picture of a family having breakfast

Cutouts, flannel board

Story on the blackboard

Breakfast Time

Pepe and Nena are having breakfast. They are having breakfast with Father and Mother. Pepe

drinks a lot of milk. He drinks a big glass of milk at breakfast. Nena drinks a lot of milk, too.

Father drinks coffee. He doesnût like milk. Mother doesnût drink coffee. She doesnût like coffee.

She likes chocolate. She drinks chocolate at breakfast.

b. Oral preparation: Review 5b of this lesson. Show the picture of a family eating breakfast. Ask:

Are they having lunch or breakfast? Do you like coffee for breakfast? What do you think Pepe

drinks? What about Nena? What about Mother? Do you want to know what each of the family

drinks for breakfast?

c. Reading by the pupils: After the usual procedure (the pupils reading after the teacher), check

comprehension by having the pupils frame with their hands the answers to the followings:

How much milk does Pepe drink at breakfast?

How much milk does Nena drink?

Who dirnks coffee?

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What does Mother like?

Does Father like milk?

d. Writing: Have the pupils copy the sentences in the story that tell what each member of the family

drinks.

1) Father

2) Mother

3) Pepe

4) Nena

4. Exercise Four

The Eggs in the Nest

Pepe climbed a tree in the garden one day. There was a nest in the tree. Nena stayed under

the tree.

Pepe said, çLook at the nest.é

çAre there a lot of eggs in it?é asked Nena.

çNo, there arenût many. I see only three,é Pepe said.

çAre they big?é asked Nena.

çNo, theyûre small.é

çWhat color are they?é

çWhite and brown,é said Pepe. çDo you want one?é

çOh, no, Pepe,é said Nena. çDonût take the eggs. Please come down.é

Pepe didnût want to come down, but he did.

Check comprehension by having the children answer the following questions with çYes, he/she did,é

or çNo, he/she didnût.é

Did Pepe climb up in a tree?

Did Nena see the nest?

Did Nena want the eggs?

Did Pepe get the eggs?

Did Pepe come down from the tree?

Writing exercise: Have the children copy each question and write the answer after each.

II. SUGGESTED LESSON ENRICHMENT

Rhymes and songs

They Are Good for You What We Need

(Tune: Row, Row Your Boat) (Tune: çLeron, Leron Sintaé)

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Eat, eat a lot of fruit We need a lot of food

Fruit for every day To make our bodies grow;

Chicos, papayas We need a lot of sun

Mangoes, bananas To set our cheeks aglow;

Make you strong and gay. We need a lot of air

To keep us well and strong;

Drink, drink a lot of milk, We need to work and play

Milk will make us strong, To make our lives a song.

Merrily, merrily, merrily,

merrily,

Healthy all day long.

Milk for Strength Thank God for Stars

A lot of coffee, There are a lot of stars in the sky,

And a lot of tea, But not many people like you and me

Are bad for children Who like to life their eyes on high,

Like you and me. And thank God for such company.

III. TEACHER BACKGROUND

A. Reference list of patterns

1. Countable nouns and non-countable (mass) nouns

a. Countable and non-countable nouns after there is/are and a lot of

There Verb (be) A lot of Subject Adverbial Phrase

shells in the basket.There are a lot of seeds

books on

sugar cup.water pitcher

There ûs a lot of coffee in the coffeepotink bottlejuice glasstea teapot

Notice that the indefinite adjective a lot of is followed by both plural countable and non-

countable nouns. Note, too, that there are is followed by plural countable nouns and there is

by the singular form of all nouns.

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b. Countable and non-countable nouns in negative patterns with a lot of, many, much.

IndefiniteThere Verb (be) Negative Subject AdverbAdjective

There are nût many books left

a lot of pencilsThere is nût much sugar

a lot of coffeerice

A lot of is a very versatile expression. It can be used in both the negative and affirmative

patterns and with singular and plural nouns. Many and much, however, are more often used

in negative statements before countable and non-countable nouns. Many is used before plural

countable nouns and much before plural non-countable nouns.

c. Question patterns with there is/are.

Indefinite AdverbialVerb Negative There SubjectAdjective Phrases

Are there a lot of shells in the basket?

Are nût there many shells in the basket?Is there a lot of sugar in the cup?Is nût there much sugar in the cup?

Note the there - verb inversion for questions and the negative contraction which occurs between

the verb and there.

d. A lot of, many and much in negative and affirmative patterns.

IndefiniteSubject Do Negative Verb ObjectAdjective

I drink a lot of milk

do nût see peoplehave many pencils

booksmuch rice

sugar

In normal subject - verb order, the same generalizations can be applied as stated above for

a lot of, many and much.

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e. Countable units of measure for non-countable nouns.

Countable untis Non-countableSubject Verb of measure nouns

a bottle of ink

two bottles of juiceI want a cup of sugar

a glass of milkthree glasses of waterthree bars of soap

To indicate definite amounts for non-countable nouns, countable units of measure may be used.

WHAT THIS LESSON IS ABOUT:

In this unit, pupils talk more about food and articles

at home, in stores, in the markets and they get into such

activities as picnics and parties.

I. CLASS ACTIVITIES

A. Language patterns

1. Review of: many, much, and a lot of

a. Show pictures of count and mass nouns to the class. Have the pupils give a statement about

each picture, using there is (are), a lot of, there isnût much, and there arenût many in the

statements.

Teacher Pupil(s)

(Showing the picture of a lot of sugar in

a bowl): How much sugar is there in

the bowl, Lucio? Use a lot of. Lucio: Thereûs a lot of sugar in the bowl.

(Showing the picture of a little water in

a pitcher): How much water is there in

the pitcher, Lucia? Lucia: There isnût much water in the pitcher.

(Showing the picture of a lot of books

on a shelf): How many books are

there on the shelf, Lino? Lino: There are a lot of books on the shelf.

(Showing the picture of some eggs in a

basket): How many eggs are there in

the basket, Lina? Are there many? Lina: There arenût many eggs in the basket.

etc.

Pictures; cutouts of pencils, roses, balls,kites and of things to eat and drink;was models of fruit; real objects suchas baskets, boxes, bags, pitchers, glassesand shells, marbles, clips, seeds, etc.and puppets to represent a boy, a girland an aunt.

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b. Conduct a brief review of the present and past forms of the verb see. Then have each pupil

give a statement about what he ate, drank, bought, or saw the day or the night before, or

at some other past time.

Teacher Pupil(s)

(Showing the class an empty basket):

What did you see in this basket yesterday,

Luis? Luis: A lot of shells.

Now repeat: I saw a lot of shells. Luis: I saw a lot of shells.

(Pouring a lot of seeds in the basket):

What do you see now, Luis? Luis: I see a lot of seeds.

(Showing the class an empty bag):

What did you see in this bag yesterday,

Lita? Lita: A lot of marbles.

No, repeat: I saw a lot of marbles. Lita: I saw a lot of marbles.

(Putting a lot of paper clips in the empty

bag): What do you see now? Lita: I see a lot of paper clips.

etc.

What did you eat for lunch yesterday, Linda? Linda: Rice and fish.

Now repeat: I ate rice and fish. Linda: I ate rice and fish.

What did you drink for breakfast yesterday,

Cora? Cora: A glass of milk.

Now repeat: I drank a glass of milk. Cora: I drank a glass of milk.

What did you buy at the store, Carlos? Carlos: I bought some paper yesterday.

Have another pupil ask Carlos a question using how many or how much and so on to the

next pupil.

Pedro, ask Carlos how many sheets he Pedro (to Carlos): How many sheets did

bought. you buy?

Carlos: I bought five sheets.

Nora, what did you eat last night? Nora: I ate some ice cream last night.

Juan, ask Nora how much ice cream she ate. Juan (to Nora): How much ice cream did

you eat?

Nora: I ate two cups.

etc.

c. Put up a make-believe canteen by placing cutouts of things to eat and drink in a pocket chart

or on the flannel board. Have one pupil act as canteen helper and the rest of the pupils as

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his customers. Have the pupils repeat this controlled dialog and make whatever substitutions

they would like to.

Teacher Pupil(s)

Tita, would you like to be a canteen

helper? Go to the canteen and serve

your customers.

Rita, ask for a glass of milk. Rita: I want a glass of milk.

(To Tita): Ask Rita if she wants some Tita (to Rita): Do you want some bread?

bread.

Rita, say: Yes, please. And ask for two

slices. Rita: Yes, please. Give me two slices.

Rosa, ask for some bread, too. Rosa: I want some bread, too.

(To Tita): Ask Rosa how many slices Tita: How many slices do you want?

she wants.

Rosa, say: Just one. Rosa: Just one.

Tita, ask Rosa if she wants a glass of milk. Tita: Do you want a glass of milk?

Rosa, say: No. I want a glass of calamansi

juice. Rosa: No. I want a glass of calamansi juice.

Tita, ask Jose what he wants.

Say: And you? Tita (to Jose): And you?

Jose, ask Tita if she has any cake. Jose (to Tita): Do you have any cake.

Tita, say: Yes, we do. How many pieces Tita: Yes, we do. How many pieces do you

do you want? want?

Jose, say: Two pieces for me and my Jose: Two pieces for me and my friend and

friend and please give me two cups please give me two cups of arroz

of arroz caldo, too. caldo, too.

2. Presentation of: some in affirmative statements and any in negative statements, as in the patterns:

Thereûs some water in the pitcher.

There isnût any in the glass.

There are some mangoes in the box.

There arenût any in the basket.

There arenût any eggs in the basket.

There are some in the bag.

a. Using real objects, or pictures and cutouts if the objects are not available, present the contrasting

patterns as follows:

(Showing a pitcher with a little water in it):

Thereûs some water in the pitcher.

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(Showing the empty glass): There isnût any

water in the glass.

Is there any water in the pitcher, class? Yes, there is.

Is there any water in the glass? No, there isnût.

Repeat after me:

Thereûs some water in the pitcher. Thereûs some water in the pitcher.

There isnût any in the glass. There isnût any in the glass.

Say the two patterns again. Thereûs some water in the pitcher.

There isnût any in the glass.

Using appropriate illustrations proceed as follows:

(Showing the pictures of some milk in a

bottle and an empty cup): What can

you say about these pictures, class?

Repeat after me:

Thereûs some milk in the bottle. Thereûs some milk in the bottle.

There isnût any in the cup. There isnût any in the cup.

(Showing the pictures of some rice in a

plate and an empty platter): What can

we say about these two?

Repeat after me:

Thereûs some rice in the plate. Thereûs some rice in the plate.

There isnût any in the platter. There isnût any in the platter.

(Showing the pictures of some flour in a

bowl and an empty bag): Repeat after me:

Thereûs some flour in the bowl. Thereûs some flour in the bowl.

Thereûs isnût any in the bag. There isnût any in the bag.

(Showing the pictures of some eggs in a box

and an empty basket): Repeat after me:

There are some eggs in the box. There are some eggs in the box.

There arenût any in the basket. There arenût any in the basket.

(Showing the pictures of some chicos in a

green basket and an empty yellow one):

Repeat after me:

There are some chicos in the green basket. There are some chicos in the green basket.

There arenût any in the yellow one. There arentût any in the yellow one.

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(Showing the pictures of some books on

the table and an empty chair):

Repeat after me:

There are some books on the table. There are some books on the table.

There arenût any on the chair. There arenût any on the chair.

Have the rows and individual pupils repeat the patterns.

b. Present the illustrations used above in a, in the reverse order so that the class will have to

produce the negative pattern first and give the affirmative pattern next, using some.

Teacher Pupil(s)

(Showing the empty glass): Is there any

water in the glass? No, there isnût.

(Showing a pitcher with some water):

Is there some water in the pitcher? Yes, there is.

Now, repeat: There isnût any water in

the glass. There isnût any water in the glass.

Thereûs some in the pitcher. Thereûs some in the pitcher.

Are there mangoes in the yellow basket? No, there arenût.

How about in the green one? There are some.

Repeat after me:

There arenût any mangoes in the There arenût any mangoes in the yellow

yellow basket. basket.

There are some in the green one. There are some in the green one.

etc.

c. Place the pictures or cutouts illustrating thereûs (there are) some beside those illustrating there

isnût (there arenût) any on the blackboard ledge or on the flannel board. Have the different

rows give contrasting statements about each pair of pictures.

(Showing the pictures of some milk in a

bottle any an empty cup): Setting the

model:

There isnût any milk in the cup.

Thereûs some in the bottle.

(To Row 1): Tell about these pictures. Row 1: There are some books on the table.

(indicates the pair) There arenût any on the chair.

496

(Showing the pictures of some salt in a

saucer and an empty cup):

What can you say about this picture, Row II: There isnût any salt in the cup.

Row II? Thereûs some in the saucer.

etc.

Have individual pupils repeat the statements as you point to the pictures.

3. Presentation of: Would you like some orange juice?

coke

Yes, thank you. Iûd like some.

No, thank you. I donût want any.

a. Use three puppets for this presentation -- one representing Aunt Rosa, the other two, Pepe and

Nena. Tell the class that Aunt Rosa has asked Pape and Nena to have merienda with her.

(Introducing the puppets): These are Pepe and Nena.

They are visiting Aunt Rosa.

Aunt Rosa is asking them to have merienda with her.

Listen to what theyûre saying:

Aunt Rosa : Would you like some orange juice, children?

Nena : Yes, thank you. Iûd like some.

Pepe : No, thank you. I donût want any.

Aunt Rosa : What do you want, Pepe?

Pepe : Iûd like some cake.

Aunt Rosa : Would you like some tea with your cake?

Pepe : Yes, please. Iûd like some.

Aunt Rosa : Would you like some cake, too, Nena?

Nena : No, thanks. Iûd like a slice of papaya.

Repeat the conversation a second time, then have Rows 1 and 2 repeat Aunt Rosaûs lines; Row

3, Nenaûs lines, and Row 4, Pepeûs lines. Have the rows change roles during the second and

third repetitions to enable all rows to repeat all lines.

b. Have individual pupils give the dialog, substituting other mass nouns for those used in the

original dialog.

c. Place cutouts of count and mass nouns on the flannel board. Have a pupil get a cutout and

ask, çWould you like some_____?é Have a second pupil give the affirmative answer and a

third pupil the negative one.

Teacher Pupil(s)

(To Pepito): Get some mangoes and ask Pepito (to Ruben): Would you like some

Ruben If he would like some. mangoes?

497

Ruben, say: Yes, I would. Please give me Ruben: Yes, I would. Please give me some.

some.

Ask Clara, Pepito. Pepito (to Clara): Would you like some

mangoes?

Clara, say: No, I donût want any. Clara: No, I donût want any. I would like

I would like some oranges. some oranges.

etc.

d. Further practice: Have the pupils bring to class pictures of things they like to eat best. Have

a pupil show the picture he brought to the class and say, çIûd like some_____. Would you

like some, too?é Have other pupils give affirmative or negative answers accordingly.

Carlos, show us your picture and tell us Carlos (showing a picture of guavas):

what youûd like to eat. Iûd like some guavas.

Ask Nena, if she would like some. Carlos (to Nena): Would you like some, too?

Nena, say: Yes .... Nena: Yes, Iûd like some.

Ask Cora. Calos (to Cora): Would you like osme, too?

Cora, say: No .... Cora: No, I donût want any.

etc.

4. Presentation of: some in questions, as in:

Did she buy some _______?milkbuttons, etc.

Are you going to _______?fruit

Do you have cloth

a. Use pictures or cutouts in telling the following story to the class. On one side of the blackboard

ledge, place pictures or cutouts of things Aunt Rosa bought and on the other side pictures or

cutouts of the things she did not buy. Introduce cloth, thread, needles, buttons, butter.

Aunt Rosa went to the store yesterday.

She bought a lot of things.

(Shows a picture of each article mentioned):

She bought some cloth.

She bought some food, too.

She bought some milk.

She bought some butter.

She bought some fruit.

She didnût buy any meat

She didnût buy any fish.

She didnût buy any vegetables.

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What did Aunt Rosa buy at the store, Raul? Raul: She bought some cloth.

Use some in your answer.

Rosie? Rosie: She bought some thread.

etc.

What didnût she buy, Carlos? Carlos: She didnût buy any meat.

Use any in your answer.

Marie? Marie: She didnût buy any fish.

etc.

b. Lead half of the class in asking the other half: çDid Aunt Rosa buy some_____?é Point to

the pictures on the blackboard ledge to effect substitutions. Then have the second group ask

the first group the same questions.

(Pointing to the picture of some cloth): Group I (to Group II): Did Aunt Rosa buy

Group I, ask Group II: Did Aunt Rosa buy some cloth?

some cloth?

Answer, Group II. Group II: Yes, she did.

(Pointing to a picture of needles): Group I: Did she buy some needles?

Group I, ask Group II. Group II: Yes, she did.

(Pointing to the picture of fish): Group I: Did she buy some fish?

Group I? Group II: No, she didnût.

etc.

(Pointing to the picture of butter): Group II (to Group I): Did Aunt Rosa buy

Group II ask your question. some butter?

Group I: Yes, she did.

(Pointing to the picture of meat): Group II: Did she buy some meat?

Group II? Group I: No, she didnût.

c. Have a pupil tell what his mother or father (or any member of the family) bought at the market

or at the store the day before. Have the pupil follow the model composition you set up above

in a. After the pupilûs account, have the rest of the pupils ask each other yes or no questions

using some.

Teacher Pupil(s)

Pretend your mother went to market yesterday. Remy: Mother went to market yesterday.

Use the same food and articles mentioned in She bought some meat.

the ùAunt Rosaû story. She bought some vegetables.

She bought some fruit.

She didnût buy any cloth.

She didnût buy any thread.

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Cora, ask Lina if Remyûs mother bought Cora (to Lina): Did Remyûs mother buy some

some meat. meat?

Lina: Yes, she did.

Ask Mario another question. Lina (to Mario): Did her mother buy some

vegetables?

Ask your question, Mario. Mario (to Linda): Did Remyûs mother buy

some cloth?

Linda: No, she didnût.

etc.

d. Have the pupils put up a make-believe store by displaying pictures and cutouts of food and

articles, such as paper, pencils, rulers, etc. on a shelf or on the blackboard ledge. Then have

a pupil announce that he is going to buy something from the store. Have the pupils in their

seats guess what the first pupil is going to buy by asking yes-no questions using some and

any.

Lina, say: Iûm going to buy something at Lina: Iûm going to buy something at the

the store. store.

Now, class, youûll have to guess what

Lina is going to buy.

Rosa, you may start. Rosa (to Lina): Are you going to buy some

candy?

Lina: No, Iûm not.

Raul? Raul: Are you going to buy some fruit?

Lina: No, Iûm not.

Maria? Maria: Are you going to buy some paper?

Lina: No, Iûm not.

Carol, ask Lina what sheûs going to buy. Carol: What are you going to buy?

Lina: Iûm going to buy some bread.

etc.

e. Further practice: Have the pupils ask each other questions about the flowers, vegetables, or fruit

that they have in their home gardens. Have those who answer say, çYes, we have some_____é

or çNo, we donût have any_____.é

Teacher Pupil(s)

(Setting the pattern): Letûs ask Flora what Flora: Non, we donût have any zinnias in our

flowers she has in her garden. Do you garden.

have zinnias in your garden?

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Ask another question, Rose. Rose: Do you have some gumamelas?

Flora: Yes, we have some gumamelas.

Ask another question, Jose. Jose: Do you have some orchids?

Flora: No, we donût have any orchids.

etc.

Letûs ask Rudy what fruit he has in his Ruben: Do you have some avocados?

garden, Ruben. Rudy: Yes, we have some avocados.

Ask another question, Perla. Perla: Do you have some bananas?

Rudy: Yes, we have some bananas.

Give another question, Lita. Lita: Do you have some caimitos?

Rudy: No, we donût have any caimitos.

etc.

5. Presentation of: ones as a substitute word in the patterns:

I have some red pencils. I donût have any blue ones.

There are some green mangoes in the basket. There arenût any yellow ones.

a. Using colored objects, pictures, or cutouts, proceed to present the patterns as follows:

(Showing some red pencils): What color are Luis: Theyûre red.

these pencils, Luis?

Do I have some blue pencils in my hand, No, you donût have any blue pencils.

class?

Listen: I have some red pencils. I donût have You have some yellow pencils.

any blue ones. Repeat, using you. You donût have any blue ones.

(Showing some yellow rose cutouts):

What color are these roses, Shirley? Shirley: Theyûre yellow.

Do I have some red ones, Clara? Clara: No, you donût.

Listen again: I have some yellow roses.

I donût have any red ones. You have some yellow roses.

Repeat, using you. You donût have any red ones.

Continue using other colored objects until the class has gained control of the use of ones in

the pattern.

b. Have the pupils draw flowers, kites, balls, tops, boxes, etc. and color them the same as, all

blue, all red, etc.

Teacher Pupil(s)

Lito, do you have some red1 kites? Lito: No, I donût have any red kites.

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What do you have? Lito: I have some yellow kites.

Now, repeat: I have some yellow kites. Lito: I have some yellow kites.

I donût have any red ones. I donût have any red ones.

Do you have some orange balls, Dario? Dario: No, I donût. I have blue ones.

Repeat after me:

I have some blue balls. Dario: I have some blue balls.

I donût have any orange ones. I donût have any orange ones.

Do you have some red boxes, Crispin? Crispin: I have some brown boxes.

I donût have any red ones.

etc.

c. Show a basket of green mangoes, papayas, apples, etc. to the class. Have the pupils tell what

kinds of fruit are in the basket, using some.

Come before the class, Rosita, and tell Rosita: There are some green mangoes in the

us what kinds of fruit are in this basket.

basket. Use some. There are some green papayas.

There are some green bananas.

etc.

Are there some ripe mangoes? Rosita: No, there arenût any.

Class, repeat after me:

There are some green mangoes in There are some green mangoes in the

the basket. basket.

There arenût any ripe ones. There arenût any ripe ones.

Are there any yellow papayas? No, there arenût any.

Repeat after me:

There are some green papayas. There are some green papayas.

There arenût any yellow ones. There arenût any yellow ones.

Are there some red apples? No, there arenût any.

Repeat after me:

There are some green apples. There are some green apples.

There arenût any red ones. There arenût any red ones.

etc.

6. Suggested practice:

a. Have each row cut circles, triangles, squares or rectangles of different sizes from white paper.

Row 1, cut squares of different sizes.

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Row 2, triangles.

Row 3, circles.

Row 4, rectangles.

Now count your shapes.

(To Row 1): How many squares do Row 1: We have 20 squares.

you have?

(To Row 1 girls): How many big ones do Row 1 girls: We have 12 big ones.

you have, girls?

How many little ones do you have boys? Row 1 boys: we have 8 big ones.

etc.

Row 2 has circles.

Row 1, ask Row 2 about the circles. Row 1 (to Row 2): How many circles do

you have?

etc.

Continue until all rows have inventoried their shapes, then have the pupils color their shapes

in different colors.

Class, color your shapes. Tell about the

colors of your shapes, Row 1. Do you

have some blue squares? Row 1: Yes, we have.

How many blue ones do you have? Row 1: There are three blue ones.

Arrange your shapes according to color.

Now, tell the class how many of each

color you have. Row 1: There are three blue squares.

Use ones instead of squares this time. Row 1: There are six red ones.

There are four yellow ones.

There are five green ones.

Are there some black ones? Row 1: No, there arenût any black ones.

Very good. Now Row 1, ask Row 2 about Row 1 (to Row 2): How many of each

the colors of their shapes. color do you have?

Continue until all rows have inventoried their colors.

b. Introduce the verb know in the following questions. Have the pupils answer the statements using

some or any. To make the drill interesting, have them give one or two examples of what they

know. Introduce riddles, games, heroes, actors, actresses, insects.

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Do you know some rhymes, Juan? Juan: Yes, I know some rhymes.

or

No, I donût know any rhymes.

Recite one to your classmates. (Juan recites a rhyme)

Do you know any English song, Lito? Lito: Yes, I know some English songs.

(or No...)

Sing one to your classmates. (Lito sings an English song)

Do you know some Tagalog songs, Rosie? Rosie: Yes, I know some Tagalog songs.

Sing one to your classmates. (Rosie sings a Tagalog song)

Do you know any riddles, Remy? Remy: Yes, I know some riddles.

Tell one for your classmates to guess. (Remy gives a riddle)

Do you know some games, Rosa? Rosa: Yes, I know some games. (or No...)

Name one. (Rosa names one game)

Do you know some Filipino heroes, Lino? Lino: Yes, I know some Filipino heroes.

Who are they? (Lino names several Filipino heroes)

Do you know some Filipino movie actors, Letty: Yes, I know some.

Letty?

Continue with actresses, stories, wild animals, birds, insects, trees, etc. and make the pupils give

the shorter response form of çYes, I know some,é or çNo, I donût know any.é

c. Suggest the following situations through the use of suitable pictures and have the pupils give

appropriate statements for each situation, using some or any.

Mother is going to make a shirt for Father. Cora: She bought some cloth. She bought

She bought the materials yesterday. some thread. She bought some

What did she buy, Cora? buttons.

etc.

Aunt Rosa is going to bake a cake.

She has some flour. What else does she Lina: She needs some sugar.

need, Lina? She needs some butter.

etc.

Is she going to buy some flour? Lina: No, she isnût going to buy any.

Pepe and Nena are very thirsty.

There is some orange juice, but they donût

want any orange juice.

What do they want, Lita? Lita: They want some water.

Do they want some ice cream, Carlos? Carlos: No, they donût want any.

Father is going to write some letters.

He has a pen and some paper.

What does he need, Mario? Mario: He needs some ink.

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Grandfather has pechay, tomatoes, and

eggplants in his garden. What other

vegetables is he going to plant, Jose?

(Introduce radishes, cucumbers, onions, Jose: Heûs going to plant some radishes.

squash) Heûs going to plant some cucumbers.

etc.

d. Plan an imaginary picnic with the children. Place on the blackboard ledge a variety of cutouts

and pictures of food they may want to bring. Introduce the verb bring by having the pupils

tell what they are going to bring.

Letûs plan a picnic, class.

What are you going to bring to the picnic, Jose: Iûm going to bring some fruit.

Jose? (Gets the picture of some fruit)

Get your picture, Jose.

What are you going to bring, Edna? Edna: Iûm going to bring some bread.

Get your picture, Edna. (Gets the picture of some bread)

Sita? Sita: Iûm going to bring some pineapple

juice.

etc.

As soon as all pictures have been taken, have the pupils put the cutouts or pictures into a

picnic basket and say, çI brought some_____.é

Weûre ready to go, class.

Do you have the food you planned to bring? Yes, we do.

Letûs put what we brought into our picnic

basket. Tell us what you brought and put

in into the basket. What did you bring,

Minda? Use brought instead of bring. Minda (holding up her picture): I brought

Hold up your picture (or cutout). some bananas.

Put it in the basket, Minda. (Puts cutout into the basket)

What did you bring, Ana? Ana (holding up her picture): I brought

some eggs.

etc.

Later, have the pupils ask and answer questions about what each brought or did not bring.

Have them use some and any.

Fely, ask Nora if she brought any ice cream. Fely (to Nora): Did you birng any ice

cream?

Nora: No, I didnût.

Nora, tell Fely what you brought. Nora: I brought some pineapple juice.

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Perla, ask Pacita if Celina brought some cake. Perla (to Pacita): Did Celina bring some

cake?

Pacita: No, she didnût. She brought some

bread.

Rita, ask Juan if Jorge brought some chicos. Rita (to Juan): Did Jorge bring some

chicos?

Juan: No, he didnût. He brought some

mangoes.

etc.

B. Cumulative practice activities

1. Have the pupils give statements about what they are going to and are not going to buy at the

make-believe store. Have them use some and any in their statements.

Pedro, tell the class what youûre going Pedro: Iûm going to buy some notebooks.

to buy and what you arenût going to buy. Iûm not going to buy any pencils.

Jose: Iûm going to buy some salt.

Iûm not going to buy any sugar.

etc.

2. Distribute pictures or cutouts of fruit to the pupils. Have a pupil show the picture or cutout to

the class and ask, çDo you want some_____?é Have the second pupil use some or any in his

answer as the situation requires.

Rudy, show the class your picture.

Ask Ruben if he wants some. Rudy (to Ruben): Do you want some

avocados?

Ruben: Yes, I want some.or

No, I donût want any.

etc.

3. Controlled dialogs:

a. Have four pupils pretend they are a family having lunch. The teacher may draw the following

dialog from sentences suggested by the pupils themselves. The dialog may be repeated first by

the whole class divided into groups, and then by individual pupils. Vocabulary substitutions may

be made by the pupils.

Mother (to Father): Would you like some soup?

Father: Yes, Iûd like some.

What kind is it?

Mother: Itûs chicken soup.

Pepe: May I have some, too, Mother?

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Nena: Iûd like some, too.

Mother: Do you want meat or fish?

Father: Iûd like some meat.

Pepe: Iûd like some fish.

Nena: I donût want any fish.

Is there any salad, Mother?

Mother: Yes, we have some salad and some dessert, too.

Pepe: Iûd like some dessert now, Mother.

Father: No, Pepe. Youûre not going to eat your dessert now.

Mother isnût going to give you any yet.

Nena: Can we have some dessert after the salad?

Mother: Certainly.

Fely and Ben arrive home from school and find a basket of fruit on the table.

Ben: Oh, Fely, look at the fruit.

There are mangoes, papayas, and bananas.

Would you like a mango?

Fely: No, thanks. I donût want a mango.

Ben: Donût you like mangoes?

Fely: Yes, I do, but I donût want a mango now.

Ben: Would you like a papaya?

Fely: No, thanks. I like papaya but I donût want one now.

Ben: What would you like?

Fely: Give me a banana.

4. Facts about animals and plants

a. Have the pupils classify animals into (1) where they live (2) what food they give people

(3) whether they swim, fly, or crawl. Lead the pupils to express this information in such patterns

as:

Some animals live on land. Carabaos live on land.

Some animals live in the water. Fish live in the water.

Some animals live under the ground. Earthworms live under the ground. etc.

Some animals give us eggs. Hens give us eggs.

Some animals give us milk. Cows give us milk. etc.

Some animals crawl. Earthworms crawl. etc.

b. Have the pupils classify plants into (1) where they grow (2) whether they bear fruit or flowers,

or both. Have them express these facts in such patterns as:

Some plants grow in the air. The orchid grows in the air.

Some plants grow in the water. The water lily grows in the water.

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Some plants climb. The cadena de amor climbs.

Some plants have flowers. The gumamela plant has flowers.

C. Beginning reading exercises

1. Exercise One - Reading Number Words

a. Materials

Small objects

Pictures or cutouts of objects

Drawings

Flash cards with number words

b. Procedure: Illustrate the number words one, two, three, up to ten with drawings on the board

or with cutouts in a pocket chart or on the flannel board.

See example below:

one ball four balls

two balls five balls

three balls

etc.

First, give a review on counting. Then show pictures and cutouts of one or more objects

and ask, çHow many_____are there?é or çHow many_____do you see?é Then have the pupils

look at the drawings on the board. Have them read each phrase aloud after you. Erase the

names of the objects - e.g. balls - and have the pupils read the numbers again.

In a pocket chart, arrange at random the cards with the names of the numbers. In another

chart put pictures or cutouts representing the numbers. Call out a number. Have a pupil look

for the right flash card in the first chart and match it with the picture or cutouts in the second

chart.

c. Writing: Have the pupils draw circles representing each number. Have them write after each

drawing the word representing the number of circles - e.g. one, two, three, etc.

2. Exercise Two - Reading Number Words

a. Materials

Flash cards that can be put

together to form sentences

E.g. There are two books

Cutouts or pictures

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b. Conduct an oral drill on çThereûsé and çThere are.é Distribute some pictures to the class. Have

each pupil with a picture tell the class how many objects there are in the picture, using the

pattern, çThere are_____(nine)_____(sticks).é

In a pocket chart arrange at random the cards containing the phrases çThere isé and çThere

are,é the number words, and the names of the objects. In another chart arrange in rows in

one column several cutouts of one object - e.g. two boys, three ducks, five birds, six books,

etc. Have the pupils piece together the flash cards in the first chart into sentences identifying

each group of cutouts in the second chart. Have the pupils read each sentence orally.

c. Writing: Have the pupils fill the blanks with number words:

There are_____fans

There are_____pencils.

There are_____books.

There are_____apples.

There are_____sticks.

3. Excercise Three - A Dialog

Print the following dialog on the board:

Nena: How old are you, Anita?

Anita: Iûm nine years old. How old are you?

Nena: Iûm nine, too.

Anita: Do you have any sisters?

Nena: Yes, I have two.

Anita: How many brothers do you have?

Nena: One. Do you have any brothers and sisters, too?

Anita: Yes, three brothers and four sisters.

Nena: What a big family!

a. Oral preparation: Ask several children to give their ages and to tell how many brothers and

sisters they have. Then show the class a picture of two girls. Tell the class that the two girls

are talking about their families and what they say is written on the board.

b. Reading: Read the dialog aloud while the pupils follow silently. Then have the class read orally

after you. Check comprehension by asking:

1) Show the words that tell how many sisters Nena has.

2) Frame the sentence that shows how old Anita is.

3) Show the words that tell how many brothers Anita has.

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4) Did Nena say that Anita had a big family?

Show us what she said.

Have two groups read the selection orally. Reepeat with individual pupils.

c. Writing: Have the children copy the following sentences, filling the blanks:

1) Anita is_____years old.

2) She has_____sisters.

3) She has_____brothers.

4) Nena has_____brother and_____sisters.

5) Anita has a_____family.

4. Excercise Four (for Sufficiency Economy)

Tack a picture of farm animals on the blackboard and under it print the following story:

Uncle Titoûs Farm

Look at Uncle Titoûs farm. Itûs a big farm. There are a lot of animals on it. There are

cows and horses. There are goats and pigs. There are some carabaos, too. There arenût any

sheep. Uncle Tito doesnût like sheep.

Look at the chickens. There are a lot of chickens on Uncle Titoûs farm. There are some

roosters and a lot of hens. There are ducks and turkeys, too. There arenût any geese. Uncle

Tito doesnût like geese.

There arenût any sheep or any geese on Uncle Titoûs farm.

a. Oral preparation: Show the picture of Uncle Titoûs farm. Have the pupils identify the animals

in the picture and count them. Ask if there are some animals they know which are not in

the picture.

b. Reading and check-up: After the usual procedure of reading by the teacher followed by the

pupils ask the following questions and have the pupils locate the answers:

Are there sheep on Uncle Titoûs farm?

Does Uncle Tito like sheep?

Are there roosters on the farm?

Are there a lot of carabaos?

Are there a lot of hens?

Is Uncle Titoûs farm big or little?

c. Recognition drill: Print the following words and phrases on flash cards. Have the pupils put

them under their counterparts in the story:

some roosters doesnût like geese

some carabaos doesnût like sheep

a lot of animals goats and pigs

a lot of chickens ducks and turkeys

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d. Writing: Have the pupils draw some of the animals on Uncle Titoûs farm. Have them draw

one or two of each kind. Have them write sentences after each drawing using this is or these

are. E.g. These are pigs. This is a hen.

5. Exercise Five

Print this story on the blackboard under a picture of children having fun at a party.

Anitaûs Birthday Party

Pepe, Nena, and Ben went to Anitaûs birthday party. It was a gay and noisy party. There

were games and songs. There was a lot of good food, too. First, they had some soup and

salad. Then, they had some cookies and ice cream. Then they had some chocolate cake. It

was Anitaûs birthday cake. It was a big one with nine candles on it. They sang çHappy

Birthdayé to Anita. What a happy time they had!

a. Oral preparation: Have the pupils talk about birthday parties they have attended. Have them

tell what they ate and did at the party. From some cutouts in a pocket chart have them choose

illustrations of what they had at the party. Then tell them that they are to read about a girlûs

birthday party. Would they like to know what the children ate and did at Anitaûs party?

b. Reading and check-up: After the usual reading procedure, check comprehension by having the

pupils frame the answers to the following:

1) Who had a birthday party?

2) Who went to the party?

3) What did the children eat first?

4) What kind of cake did Anita have?

5) How old was Anita?

c. Writing: Have the pupils draw Anitaûs birthday cake and write this story under their drawing,

filling the blanks:

This is Anitaûs birthday_____. It is a big_____cake. It has_____candles on it. Anita is_____

years old.

6. Exercise Six

Print the following story under a picture of two little girls in a garden.

Nenaûs Garden

Anita visited Nena one day. The girls went to Nenaûs garden. There were a lot of flowers

in the garden.

Anita pointed to some red roses and said, çLook at those roses. Theyûre very pretty.é

çI have some pink roses, too,é said Nena.

çDo you have any yellow ones?é asked Anita.

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çYes. I have red roses, pink roses, and yellow roses in my garden,é said Nena.

çDo you have any gumamelas?é asked Anita.

çLook around. What do you see?é asked Nena.

Anita looked around. She saw red gumamelas, white camias, and yellow campanillas. There

were many flowers of many colors.

çWhat a pretty garden!é said Anita.

a. Oral preparation: Show some cutouts of flowers to the pupils. Have them identify them and

tell what color each is. Have some pupils tell if they grow any of these flowers at home.

Have a pupil or two talk about what flowers they have in their gardens at home.

b. Reading a check-up: After the usual reading procedure, check comprehension in this manner:

1) Have some pupils match the flower cutouts with the names of the flowers in the story.

2) Have some pupils frame with their hands the answers to certain questions.

3) Have some pupils look for words and phrases that you indicate and frame them with their

hands.

c. Writing: Have the pupils make a list of the flowers found in Nenaûs garden and their colors.

II. SUGGESTED LESSON ENRICHMENT

A. Rhymes

Tea for Me The Teapot

Iûm going to have a party Iûm a little teapot,

This afternoon at three, Short and stout,

Iûll have a lot of ice cream, This is my handle

But I wonût have any tea. And this is my spout,

Iûll have a lot of cookies, If you want some tea

Some candy and a lot of cake, Just lift me and

Then Iûll surely need some tea Pour me out.

Or Iûll get a stomach ache.

-Adapted

The Postman Jack Spratt

Eight oûclock! Jack Spratt didnût eat any fat,

The postmanûs knock! His wife didnût eat any lean,

Some letters for Father, So between them both, you see,

Some magazines for Mother, They licked the platter clean.

Some colored cards for Brother,

But there isnût anything at all -Mother Goose Rhyme

For an eager little girl. (Adapted)

-Adapted

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B. Adapted Songs

Oh, Dear, What Can the Matter Be?

Oh, dear, what can the matter be?Dear, dear, what can the matter be?Oh, dear, what can the matter be?Motherûs so long on the way.She promised to bring homeSome cake and some candy,Some marbles for Brother,Some milk for the baby,Some white lace for Sister,Some good books for Daddy -

Today is her shopping day.

III. TEACHER BACKGROUND

A. Reference list of patterns:

1. Some/any in statements

Indefinite AdverbialThere Verb Be Negative SubjectAdjective Phrase

There ûs some water in the pitcher.There is nût any water in the glass.There are some mangoes in the basket.There are nût any mangoes in the box.

Notice that some occurs only in affirmative statements and any in negative. Both can be followedby either mass nouns or count nouns. Once the item is in the context, as water in çThereûssome water in the pitcheré the next statement may drop water, as in çThere isnût any in theglass.é There response, çIûd like some mangoesé may also be shortened to just, çIûd like some.é

2. Some/any in questions

IndefiniteAuxiliary Subject Going to Verb ObjectAdjective

Are you going to buy needles?Do you have thread?

someDid she buy sugar?

Would you like butter?

Notice that some in questions can be followed by both mass and count nouns as in statements.It is possible to use any instead of some in questions but to avoid confusion among the childrenat this early stage some is better used alone in questions. The use of some indicates that thespeaker expects an affirmative answer. Any is more indefinite and indicates that the speaker doesnot know what answer to expect.