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Decoding of Words (Etymology)
Decoding of Words (Etymology)
DAILY
Teacher Learning Area English
LESSON LOG
Teaching Date/s Week 4 Day 1 Quarter Fourth
and Time Quarter
I. OBJECTIVES
A. Program The learner demonstrates communicative competence through his/her understanding of
Standard literature and other texts types for a deeper appreciation of Philippine Culture and those
of other countries.
B. Grade Level The learner demonstrates communicative competence through his/her understanding of
Standard Southeast Asian literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
C. Content The learner demonstrates understanding of: Southwest Asian literature as a mirror to a
Standard shared heritage; coping strategies in processing textual information; strategies in
examining features of a listening and viewing material; structural analysis of words and
propaganda techniques; and grammatical signals for opinion making, persuasion and
emphasis.
D. Performance The learner transfer learning by composing and delivering a persuasive speech based on
Standard an information essay featuring the use of properly acknowledge information sources,
grammatical signals for opinion-making, persuasion and emphasis and appropriate
prosodic features, stance and behaviour.
E. Learning Use various strategies in decoding the meaning of words.
Competencies/
Objectives
The students will play the game, REBUS (a picture puzzle that represents words.
Game Time!
B. Establishing The teacher will then ask the students what have they observed from the game
the purpose to that they just had.
the lesson. The teacher will gather answers from the students, and will emphasize the
importance of connections in the game that made them thought of the correct
answer for each picture.
C. Presenting The teacher will start introducing to them the decoding of word meanings:
examples/
instances of the Decoding – the process of translating writing into speech by rapidly by matching a
new lesson letter or combinations of letters (graphemes) to their sounds (phonemes) and
recognizing the patterns that make syllables and words.
Strategy 1:
Etymology – the study of the origin of words and the way in which their meanings
have changed throughout history.
Etymology
Class Challenge!
‘She chucked a banana, chocolate and a cardigan into her duffel bag’.
Example sentence: Make sure you are dealing with a bona fide company.
1. ballet – Etymology: Late latin ballare – Italian ballo, balleto – French ballet – English
ball (mid 17th century: meaning “a dance” or “to dance”.
2. café – Etymology: French word for “coffee” also note that there’s a similar word,
“cafeteria,” is like a small restaurant that is for a specific group of people.
4. genre – Etymology: In French, this word means “kind” or “style”. In English it’s used
to describe a category of something, especially when talking about entertainment,
books, movies, music.
Group 1:
She walked quickly to school through a field of hazardous dandelions, stretching her
muscles.
Group 2:
His mortgage on the new house was astronomically high on account of his twenty
lemurs.
Group 3:
Generally, war is not nice to fight in; I’d rather have a chat about the issue.
Group 4:
Group 5:
The lunatic went absolutely berserk during the typhoon because of the full moon.
Group 6:
The phony assassin ate his avocado while lighting his pipe.
F. Finding practical
application of
concepts and
skills in daily
living.
G. Making
generalization s
and
abstractions
about the
lesson.
H. Additional Homework:
activities for
application or Read the poem, “The Journey”, by Rabindranath Tagore, and answer page 399 in your
remediation notebook.
I. REMARKS