The National Teachers College Quiapo, Manila Philippines School of Advanced Studies

THE COLLOCATION ABILITY OF GRADE 6 PUPILS OF CALOOCAN NORTH ELEMENTARY SCHOOL As ANCHORED TO BLOOMS THREE DOMAINS OF LEARNING

A Research presented to Professor Renato N. Felipe, Jr. In Partial Fulfilment of the Requirements of the Course GED 103: HISTORY AND PHILOSOPHY OF CONTEMPORARY EDUCATION By Melanne Grace A. Rimando MAED Educational Management

Academic Year, 1st Semester 2013-2014

ACKNOWLEDGEMENT The researcher, above all, would like to extend her deepest gratitude to Professor Renato N. Felipe, Jr. whose unfailing guidance and encouragement have supported this study from beginning to end. Special thanks to the principal of Caloocan North Elementary School and to all the students who have taken part in this research. Their contribution has been great in the fulfilment of this study. Most especially to inspiring her the researchers family and friends for at all times.

To God, who made all things possible.

I. Abstract Extensive knowledge of collocations is a key factor that

distinguishes learners from fluent native speakers. Such knowledge is difficult to acquire simply because there is so much of it. An increased knowledge of collocation not only allows learners to improve levels of accuracy, but it also aids fluency (Webb & Kagimoto 2011).

Collocations improve the learner's ability in oral communication, listening, and reading skills. From the perspective of pedagogy collocations help learners to be aware of language chunks used by native speakers in writing and speaking. This study investigated learners ability of collocations by analyzing the result of their multiple choice tests. Thirty Grade 6 pupils participated in this study to determine the collocation errors they made and to identify the basis for their difficulty with collocations based on Blooms three domains of learning. In addition, the results of the test showed that learners had problem with collocations. Therefore, the researcher suggested using the design which was the three processes that have been identified as leading to lexical acquisition: noticing, retrieval and generation. Collocations will be automatically identified through the basis of exercises, produced under teacher control, that amplify students collocation knowledge.

CHAPTER I INTRODUCTION Why do language learners find it difficult to differentiate between words like look, see and watch, or broad and wide? Why do students who know many individual words still struggle to express complex ideas simply and precisely? Why are so many frustrated that they make little visible progress? How is it that native speaker communicate so much more effectively? The answers rest on the collocational knowledge of language learners. It is the collocates of look, see and watch or broad and wide that reveal their different shades of meaning, rather than their dictionary definitions (Conzett, 2000). Complex ideas are hard to express unless one can use simple vocabulary in a range of collocations (Lewis, 1993). Hill (1999) points out that students with good ideas often lose marks because they don't know the four or five most important collocations of a key word that is central to what they are writing about. Wray (2002) emphasizes that collocations are particularly important for learners striving for a high degree of competence in a second language, because they enhance not only accuracy but also fluency. Nesselhauf (2003, p.223) reiterates, Collocations are of particular importance for learners striving for a high degree of competence in the second language but they are also of

importance for learners with less ambitious aspirations, as they not only enhance accuracy but also fluency. In students acquisition of learning, Blooms classification is a categorization of learning goals or objectives in the education process was proposed by a committee on education that was chaired by Benjamin Bloom. The publication of the classification occurred after several conferences meant to enhance communication among

educators on the making of the curricula and setting of examinations (Donclark, 2010). The taxonomy identifies three domains namely: mental skills (cognitive/knowledge), affective (emotional growth and development of feelings/attitude), psychomotor (physical or manual skills). This taxonomy can be thought of as goals of the process of learning. Therefore as a teaching/learning method, teachers are supposed to offer knowledge and skills as well as develop the students attitudes and on the other hand, students are supposed to acquire skills, knowledge and an attitudes that are positive in life (Donclark, 2010). This research aims to elaborate, the students ability of Further, the

collocation through Blooms three domains of learning .

study describes the three processes that have been identified as leading to lexical acquisition: noticing, retrieval and generation which

can help the teachers incorporate discussions that will lead to the learners development of collocation ability. Setting of the Study The study was conducted in Caloocan North Elementary School located in Package2 Phase 6 Camarin Caloocan City. The researcher selected the class composed of thirty students from grade 6 Section 1 as the respondents. Theoretical and Conceptual Framework

Collocation Ability

Criterion Reference Test

Blooms Domains of Learning

Noticing

Cognitive Domain

Retrieval

Grade 6 pupils of Caloocan North Elementary School

Affective Domain

Generation

Psychomotor Domain

Figure 1

Figure 1 illustrates further elaborated research paradigm that the researcher undergone with the study. The collocation ability study taken by the researcher was focused on the Grade 6 Pupils of Caloocan North Elementary School, specifically the section 1-Masipag class. A criterion reference test obtained from English reading Test NAT 2012 Fun in Grammar, Marc V. Hernandez 2007 revised edition. Footprints Publishing, Manila Philippines which is consists of five items was given to the respondents. The scores were statistically analysed to determine the students ability of collocation accordingly and through Blooms three domains of learning which are cognitive, affective and

psychomotor domain. Statement of the Problem The study aims to determine the collocation ability of Grade 6 pupils of Caloocan North Elementary answers the following questions: 1. What is the pipils ability of collocations? 2. What is the domain of learning (cognitive, affective and School. Specifically it

psychomotor) that yields to the highest percentage of pupils? 3. Is there any correlation between the pupils ability of collocation and their learning domain?

Significance of the Study The problem to be considered in this paper is chosen due to several reasons. First, lexical competence called collocation is a necessary element of communicative competence. Lexical competence therefore is very important for someone to communicate successfully and appropriately. In line with that, Sonaya stated (Taiwo, 2007) that lexical errors are perceived by native speakers as more serious because not having the ability to choose appropriate and accepted words will make the communication ineffective. Second, The K+12 curriculum focus an emphasis on written skills of the students within the context of what they have acquired of their previous learning. It is more on applying what the learners learn at the learning period. For these reasons, it is essential to find out the pupils ability of collocation and its correlation with regards to Blooms three domains of learning, this will allow the teachers to be able to design activities that can impart knowledge with three phases: the design phase; where students engage in designing the activities. The action phase; where students carry out the activities and the reflection phase; where students can discuss and write about the activities they undertook as a form of reflection.

Scope and Delimitation The study involved a sample of thirty Grade 6 pupils of Caloocan North Elementary School from Section 1 Class which may be viewed as a restriction that limits the generalization of results. Moreover, it was also focused on identifying the pupils collocation ability through Blooms three domains of learning. The study was conducted among 30 students which were from the section 1 class. Pupils were given a criterion reference test from English reading Test NAT 2012 Fun in Grammar, Marc V. Hernandez 2007 revised edition. Footprints

Publishing, Manila Philippines. Definition of Terms To further understand the study made by the researcher, the following terms are defined on how it was used in the study. Collocational: consists of two words which are linked together in the memory of native speakers and occur together with some frequency in both written and oral discourse (Hsu and Chiu, 2008). Knowledge: is defined as the facts, information, understanding and skills that a person has acquired through experience or education (Oxford Advanced Learners Dictionary, 2003: 714). Knowledge of collocation therefore is knowledge of how the words go together naturally in the minds of native speaker.

Verb: A verb, from the Latin verbum meaning word, (part of speech) that insyntax conveys an action (bring, read, walk, run, learn), an occurrence (happen,become), or a state of being (be, exist, stand). Noun: A noun is a part of speech typically denoting a person, place, thing, animal, or idea.

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CHAPTER II REVIEW OF RELATED LITERATURE According to Robins (1976), studies on collocations started 2300 years ago in Greece. The Greek Stoics related collocations to semantics and used the concept of collocation to study the meaning relationships between words. According to these ancient scholars, words do not exist in isolation, and they may differ according to the collocation in which they are used (Robins 1967, p.21). The British linguist J. R. Firth, who is the father of collocational studies in modern times, is in the tradition of the Greek Stoics. Many of his statements about collocations are similar to the ancient Greek scholars; for example words are mutually expectant and mutually comprehended (Firth 1957, p.12) or you shall know a word by the company it keeps (p. 11). Although, it is widely accepted that Firth is the first linguist in modern times to explicitly introduce the notion of collocation into a theory of meaning, Mitchell (1971) believes that Firth in the selection of the term collocation may have been influenced by Palmers monograph on collocations. After Palmers work in 1930s, second language teachers have looked at collocations as both an opportunity and a problem. There have been some factors in recent years, which helped collocations in particular and 'formulaic language' in general to come into focus for second language learners: The expansion of

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computerized texts and works of Sinclair (1987) showed the quick spreading of the use of collocation. For Pawley and Syder (1983) multi-word lexicalized phrases have the important role in producing fluent and idiomatic language; regular and odd chunks are at the heart of those usage-based models in both language description and first language acquisition (Tomasello 2003). The importance of collocations for successful language learning was recognized over seventy years ago (Palmer, 1933). Hornby (1974) and Brown (1974) contend that oral listening comprehension and reading speed can both be improved by increasing collocational knowledge. Marton (1977) and Arabski (1979) show that collocation errors constitute a high percentage of errors committed by L2 learners. Bahns and Elaws (1993) point out those collocations present a major problem in the production of correct English, even for advanced ESL students. Hill (2000) lists nine reasons why collocations are important in terms of the lexical nature of a language, the sheer number of collocations that native speakers hold, the role of memory, and the way we think and express ideas. As Nation (2000) summarizes: language knowledge is collocational knowledge; collocational knowledge is important for developing both fluency and accuracy;

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knowing a word involves knowing its set of its collocates.

Based on Benson, Benson, and Ilson (1986), collocations fall into two categories: Grammatical collocations and Lexical collocations. Following Benson, Benson, and Ilson (1986), a grammatical collocation generally is a dominant open class word (noun, adjective or verb) and a preposition or particular structural pattern such as an infinitive or a clause. The type of grammatical collocations used in this study is: Noun + Preposition. A lexical collocation, on the other hand, normally does not contain infinitive or clauses. It typically consists of open class words (Noun, Adjective, verb or adverb). The types of lexical collocations for this study are: Adjective + Noun (strong tea, major problem, key issue), Verb + Noun (make an impression, set an alarm), and Noun + Verb (companies merged, pose a problem). Collocation teaching Despite wide recognition of the importance of collocations in language learning, it is unclear how they should be taught. The general consensuses of researchers and practicing teachers includes three aspects: 1. awareness raising; 2. collocation selection; 3. learning strategies.

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Many

researchers

believe

that

collocations

should

be

learned

deliberately. The first and most important step is to draw students attention to their existence. Nation (2000) suggests that teachers encourage students to split text containing familiar items into chunks and seek patterns in them. Chunking can take place when listing to stories or during reading and writing tasks. Lewis (1997) recommends that important collocation are presented in the classroom and students trained to learn them in their entirety and break them into parts later. Gonzett (2000) advocates selecting books that include many

collocations and training students to observe and note as many as possible through reading, and reinforce them in their writing. Students read the material to gain a degree of familiarity with particular collocations, and then they undertake various learning activities based on the same material, presented in the form of exercises. Psychological cues are incorporated into the system design to help learners notice important collocations, develop language sensitivity, and transfer from short- to long term memory. The description below is structured around the three aspects of noticing, retrieval, generation identified by Nation (2000).

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Noticing Learning begins with noticing, which occurs when a learner pays attention to an item as part of the language rather than as part of a message. Noticing is affected by factors such as the items salience and usefulness, its presentation, the learners interest and motivation, their mindsetfor example, focusing on individual words rather than larger chunks of languageand the learning environment. Attention can be drawn to important collocations in two ways. First, they can be highlighted typographically. Second, they can be presented in

awareness-raising activities. Examples of language activities that promote noticing are: 1. finding collocations in a text and recording them in notebooks; 2. reconstructing the content; 3. correcting common mistakes. A finding collocations exercise might ask learners to select all nouns in a text, identify the verbs that are used in conjunction with them, pick out phrases they think are collocations, and sort them by significance. This activity can, of course, be applied to other syntactic types. Recording and organizing collocations in notebooks helps students consolidate what they have noticed. In a Reconstructing the content exercise, collocations are removed from the text and students must reinsert them to reconstruct the original text.

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In correcting common mistakes, learners correct collocation errors in text. For example, given I was completely disappointed when I failed my exam, students need to look up the collocates of the word in bold and pick one that is appropriate in the given contextfor example, bitterly. Retrieval Retrieval, the process of remembering items, involves three aspects. First, learners must understand an item in the context in which it occurs, perhaps by guessing its meaning from the context, looking it up in dictionaries, or constructing their own interpretation through discussion with peers or teachers. Second, the items meaning must be retrieved whenever it is met during reading or listening. Third, it must be used in circumstances that are semantically and pragmatically appropriate. There are two effective ways to help learners remember a collocation: repetition and use. Repetition can be achieved by exercises that recycle collocations in different contexts. Readings and important collocations are presented side by side, and follow-up activities use the same material to gradually increase familiarity with its language features. Typical word usage and salient collocations can be recycled in different types of exercise to expose learners to them repeatedly. For example, sentences containing collocations of the commonly confused words broad and wide can be used in a

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reconstructing the content exercise that asks learners to fill in a blank to form a valid collocation, while the same data can be used in a correcting common mistakes exercise. Repetition also occurs when learners are asked to record and organize collocations that they think are useful for an essay assignment or oral presentation. Recall of a collocation is strengthened when it is used. Activities that require students to use a particular collocation to construct sentences or conduct a conversation can be designed to consolidate and extend what has been learned. Generation Generation is the process of enriching and stretching the learners knowledge of an item, and occurs when the item is met in different forms and contexts. For example, the word heavy has different meanings when used in heavy rain and heavy smoker; its adverbial form is heavily. Generation can be achieved by incorporating material from various sources into a rich contextual environment that enables learners to discover and analyze new meanings of lexical items and use them in different ways. External material can serve to illustrate language use in different contexts, enriching the learners lexical knowledge and promoting generative and creative use. For example, exercises can be supplemented by material collected from reference corpora such as the British National Corpus1 and the Web itself. These

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are incorporated into the system described below to provide authentic samples of language use that serve as hints for students when doing certain exercises. In the field of Education, Bloom's taxonomy, a way of categorizing learning types, was developed by higher-education educators,

including Benjamin Bloom, in 1956. This taxonomy was developed for educators, specifically those in higher education, to help them understand exactly how students learn and in what ways they process these individual kinds of learning. Bloom and the committee suggested that the three major categories (also called "domains") of learning are cognitive, affective and psychomotor. The first domain of learning identified by Bloom's taxonomy is the cognitive domain, meaning intellectual or knowledge-based

learning. This domain involves memory and the ability to recall data, the understanding of data, applying information and synthesizing it into something new. An example of this kind of knowledge is being able to recite memorized material and label and make distinctions between different sets of data. This domain is most often associated with academic pursuits. The affective domain refers to the realm of emotions and interpersonal relationships. This domain focuses on receptiveness (an individual's willingness to be perceptive and listen to others),

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responding to phenomena and the ability to both hold and internalize values. Examples of this type of intelligence in education include a student's ability to give a presentation, participation in group

discussions and the student's ethics. The psychomotor domain is about the physical body and how it moves in relationship to the world and others. This domain has been less explored in an educational context than the other two, though it has a strong place in physical education, sports, dance and drama. This domain includes the ability to understand nonverbal cues, follow guided responses, learn complex movement patterns and manipulate equipment. Examples of this domain include the ability to use a diagram to create a model, the ability to use a personal computer and the ability to learn a complicated dance step.

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CHAPTER III METHODOLOGY

Input 1.Selection of Respondents 2. Selection of the Criterion Reference Exam 3.Approval of the Principal of Caloocan North Elementary School for research study Process Data gathering through examination of the respondents Output Data analysis Conclusion and Recommendation s of the Study

Figure 2 Figure 2 illustrates the method done by the researcher to conduct the study. The sampling technique taken up in this paper uses purposive sampling. Arikunto (2002: 117) defines purposive sampling as a technique to get sample based on the purpose of the study with certain characteristics on its subjects. Accordingly, the subjects taken are 30 students of Grade 6 pupils of Caloocan North Elementary School. The sample is chosen for the following reason: firstly, the purpose of the study is to determine the collocation ability of the pupils and secondly, Grade 6 was the pupils who were expected to have mastery of language in the Elementary level, the pupils must have
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learned a certain number of collocations and would have had many opportunities to practice them. The first procedure is to prepare the instrument in collecting the data. Arikunto (2002) suggested that the instruments have two categories: test, and non-test. This study will use the test as the instrument. The researchers obtained a five item examination from English reading Test NAT 2012Fun in Grammar. The examination was by Marc V. Hernandez 2007 revised edition published by Footprints Publishing, Manila Philippines; it is handed in to the subjects being tested. The test was done in one session. The pupils were not given an exact allotted time so that there will be no bother with the time that will affect the originality of the subjects ability. It is in line with Arikunto (2002) who stated that the condition of the subjects being tested will be different because of the time. After applying the test, then the data is immediately collected and then analyzed based on the scale below. Table 1: Percentage Scale Percentage 80-100 60-79 59 and below Interpretation High average low

The researchers used the Table of Specification indicated in their Budget of Work by the Grade 6 at Caloocan North Elementary School in constructing the Formative Test as a tool in gathering data.
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CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA There are five questions in the Criterion Reference Test. The researcher uses noun+verb collocation. The first two questions are structured to cognitive learning. The results of the data are indicated in the table below. Table 1. The Cognitive Domain Question Question 1 Question 2 Correct Responses 26 27

The table shows that learners show that they have gain 86.66% of mastery in Question 1. Question 2 shows 90% of mastery. It only proves that learners have learned in knowing method as presented in the classroom to trained students to learn them in their entirety and break them into parts later.

Table 2.a The Psychomotor Domain Question Question 3 Question 4 Correct Responses 17 16
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The table 2.a shows the results of the psychomotor domain of learning. The questions 3, gains 56.67% mastery, which mean low collocation ability. The question 4, gains 53.33% mastery of the collocation, which mean low collocation ability. It proves that learners are more on the reading skills rather than applying what they have learned.

Table 2.b The Affective Domain Question Question 5 Correct Responses 17

The table 2.b shows the results of the affective domain of learning. The question 5, gain 56.67% mastery, which mean low collocation ability. The results show that learners have difficulty in comprehending and generating ideas they learned to apply in selection reading and interpretation.

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Table 3. The Collocation Ability of the Grade 6 Pupils of Caloocan North Elementary School Question Question 1 Question 2 Question 3 Question 4 Question 5 Total Correct Responses 26 27 17 16 17 103 Percentage 86.66% 90.00% 56.67% 53.33% 56.67% 68.67%

Table 3 Show the collocation ability of Grade 6 pupils at CNES to Blooms Three Domains of Learning. The table show that question 4 get the lowest mastery level, 53.33%, which mean that the respondent show weak collocation ability Blooms psychomotor domain of learning. The questions 1 and 2 get the highest mastery level, 86.66% and 90.00% respectively, which means that the respondents show high collocation ability to Blooms cognitive domain of learning, while, question 5, show 56.67% mastery which means weak collocation ability to Blooms affective domain of learning. The overall result shows 68.67% mastery which means weak collocation ability to Blooms three domains of learning. This proves that respondents give more emphasis on cognitive learning and needs help on psychomotor
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and affective domain. It shows that the respondents have low ability on collocation.

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CHAPTER V SUMMARY OF FINDINGS AND CONCLUSIONS AND RECOMMENDATIONS Summary of Findings The researcher has come up with the following findings based on the results of the data gathering. 1. The cognitive learning of the Grade 6 Pupils of CNES is high. 2. The psychomotor learning of the Grade 6 Pupils of CNES is low and weak. 3. The affective learning of the Grade 6 pupils of CNES is low and weak. 4. The respondents have low collocation ability on affective and psychomotor domain of learning. 5. The collocation ability of Grade 6 pupils of CNES as to Blooms, Three Domains of Learning is low. Conclusion Generally, the subjects in this study performed unsatisfactorily in producing English collocations. Through the data gathered, it showed that the Grade 6 pupils of Caloocan North Elementary School yields a high percentage of students with regards to Blooms cognitive domain of learning compared to the affective and psychomotor domain. As a response, it is also necessary to give attention to the spupils

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collocation ability with an addition emphasis on the affective and psychomotor domain. Recommendations Out of the results gathered and conclusions, the researcher is hereby recommending the following: 1. Identification to pupils collocation ability should be done first day of classes. 2. Teachers should give more exercises on the psychomotor domain of learning. 3. Give opportunity to pupils to apply what they learn in speaking exercise. 4. The teachers should emphasized their teaching on the interpretation and valuing of selection or paragraph reading to give more emphasis to affective domain of learning. 5. Teachers should create awareness of their pupils collocation ability and concentrate on improving these skills to produce strong and independent learners in the future. 6. Strong collocation ability can contribute in the confidence of the learners in speaking and writing. Therefore, agencies, school heads and teachers should provide intervention to strengthen the learners collocation abilities.

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7. Activities that require pupils to use a particular collocation to construct sentences or conduct a conversation can be designed to consolidate and extend what has been learned.

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BIBLIOGRAPHY

English reading Test NAT 2012 Hernandez Marc V. 2007. Fun in Grammar. Revised edition. Footprints Publishing, Manila Philippines Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Dave, R. H. (1975). Developing and Writing Behavioral Objectives. (R. J. Armstrong, ed.). Tucson, Arizona: Educational Innovators Press. Harrow, A. (1972) A Taxonomy of Psychomotor Domain: A Guide for Developing Behavioral Objectives. New York: David McKay. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals.

Handbook II: Affective Domain. New York: David McKay Co., Inc. Pohl, M. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow. Simpson E. J. (1972). The Classification of Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House.

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APPENDICES APPENDIX A

September 13, 2013 Caloocan North Elementary School Package 2 Phase 6, Camarin Caloocan City, Philippines Dear Madam, I, a student of Master of Arts in The National Teachers College would like to ask permission to allow me to conduct a study about the Collocation Ability of Grade 6 Pupils, as a requirement in my course, GED 103: History and Philosophy of Contemporary Education. I would like to ask for 30 pupils to serve as a respondent to my research that will take an hour. Trusting this request will merit your kind consideration and approval. Thank you and God bless. Very truly yours, Melanne Grace A. Rimando

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APPENDIX B Lesson Plan and Criterion References Test The National Teachers College Manila Division of Graduate Schools and Research LESSON PLAN IN ENGLISH VI I. OBJECTIVE At the end of the lesson pupils should be able to; Identify the collocational ability in subject-verb agreement of the Grade VI-Masipag pupils in Caloocan North Elementary School as anchored to Blooms Three Domains of Learning. II. SUBJECT MATTER A. Subject-Verb Agreement B. Fun in Grammar p. 79-82 C. Charts, Illustrations,Pictures III. PROCEDURE A. Preliminary Activities 1. Drill Flashcards ( Pictures: Action words) 2. Spelling Words with Silent Letters walk aisle listen gnaw debris lasagna Greenwich pneumonia Bureau thought 3. Reading Words with silent letters 4. Review What is a verb? Can you give Examples? What is a Sentence? What are the two parts of a sentence?

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B. Developmental Activities 1. Motivation What is happiness for you? What makes you happy? 2. Presentation i. Unlocking of Difficulties Brick immortal ii. Reading the selection I Want Your Finger Once upon a time, in a valley set on a foot of a mountain, lived Pedro. Pedro was a farmer. He planted root crops to sustain his leaving. Even though Pedro worked hard, he was poor. Pedro has a friend Juanito. Juanito is an immortal being. He has power from his golden finger. He can make gold out of stone and has the power to fulfil wishes. Juanito took pity on Pedro. He decided to help Pedro. So He went to the valley and talk to Pedro. My friend, how is life for you now? said Juanito. I am very poor. I am not happy in my life anymore, Said Pedro. I am here to help you. Would you like Gold? as he pointed a stone that turn to gold. Or a house as big as a palace as he turn Pedros nipa house to a palace. Pedro was amazed on what Juanitos finger could do. He eventually decided. I dont want those things. There is only one thing that could make me happy, said Pedro. What was that?asked Juanito. Pedro replied I want your finger!. Juanito get mad. He left Pedro at once living him nothing. 3. Comprehension Check-up Who is Pedro? Why did his friend Juanito wanted to help him? Why did Juanito get mad? Value Infusion: What attitude does Pedro show in the end?

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4. Fixing Skills Introducing Subject-Verb Agreement. Asking the pupils what they recall regarding the subject-verb agreement. a. Present Tense i. Singular subject + s-form of the verb ii. Plural Subject + base form of the verb b. Past Tense Subject + d,ed,ied form of the verb c. Future Tense Subject+ will/shall+ base form of the verb 5. Generalization What are the rules on subject+verb agreement? 6. Application Fill in the blank with the correct form of the verb in the parenthesis. (crush) 1. The giant bird______ the ship with a huge boulder yesterday. (answer) 2. I wonder if the old man __________ my call for help on Monday. (hold) 3. The sailor _____ on tightly to the boat to avoid sinking. (live) 4. An old man _______ in a small island. (climb) 5. Yesterday, Karen and I ________ the trees to pick the best fruits. IV. EVALUATION

Read the following questions and circle your answer. 1. a. 2. a. Yesterday, the bird _____ the ship with a huge boulder. Crush b. crushes c. crushed An old woman ____ in a small island for so long. Lived b. live c. Lives

Rewrite the following sentences as signalled by clue in the parenthesis. 3. Everyday my friends ____ thanks to the Lord for having saved me. Give (present) ________________________________________________ 4. I ______ this experience all my life. Remember (future) ________________________________________________
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Read the short story then infer the feeling of the character. Lea and jade are best friends. They have been best friends for a long time. They eat, swim and play together. Then, one day, Leas family moved to another country. 5.What did Jade feel when Lea left? a. She feels lonely b. She felt sad. c. She felt nothing.

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