Learning Area ENGLISH

Learning Delivery Modality Online Distance Learning (Synchronous)

Teacher-Led Modality
Sample Lesson Exemplars in English Using the IDEA Instructional Process

GFMNHS – BICLATAN
School Grade Level Grade 7
ANNEX
LESSON
Teacher VIOLETA G. CAPARAS Learning Area English
EXEMPL
AR Teaching Date Quarter Second Quarter
Teaching Time No. of Days 4 DAYS

At the end of the lesson, learners are expected to:

a. Identify the appropriate words and expressions used in showing agreement and
I. OBJECTIVES disagreement.
b. Create short conversations using the casual and formal type of communicating
c. Identify the importance of each style in communicating.

A. Content Standards none indicated in the MELC / PIVOT 4A BOW

B. Performance Standards none indicated in the MELC / PIVOT 4A BOW

The learner listens critically to different test types; express ideas logically in oral and written
forms; demonstrates interest in reading to meet various needs. The learner listens critically to
C. Grade Level Standards news reports and other radio broadcasts and expresses ideas accurately in oral and in written
forms; demonstrates confidence in the use of language to meet every day needs; and reads
independently and gets relevant information from various text types.
C. Most Essential
Learning Navigate a website using essential features, e.g. using headings, link, etc.
Competencies (MELC)
D. Enabling Competencies  Get information from the different parts of a book and from general
(If available, write the attached enabling
competencies) references in the library

II. CONTENT
III. LEARNING RESOURCES
References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
● Additional Materials from
Learning Resources
List of Learning Resources for
Development and Engagement Activities
IV. PROCEDURES
A. Introduction Preliminary Activities
● Prayer
● Checking of Attendance
Activity#1: NEWS REPORT
● Greet the pupils and ask them how they have been since the last time you’ve met
online.
● Allow a few minutes for some of the pupils to share what they have been doing in
their homes.
● Then, tell them that a fresh news just came in and all of you can read it together.
● Share your screen to the pupils and show them the illustrations. Ask the pupils to
create a conversation based on the illustration presented.

Your best friend said she hates drinking milk tea which upsets you because
it is your favorite.

The President of the Philippines said that educating the youth is very
important especially during this pandemic.

● After writing their own conversation, ask the pupils the following questions.
⇒ What can you noticed with the conversations that you have created?
⇒ What about the level of formality that you have used in creating the
conversations?
⇒ Why do you think you have to use difference style of talking in different
people?
● Provide ample time for the learners to share their thoughts but be conscious of the
allotted time for this activity.

Lesson Objectives
● After discussing, present the lesson objectives for the day.
● Explain briefly how each objective will be achieved.

Lesson Review
● Before proceeding to the next activity, have a short recall of the previous lesson on
jargons in communicating.
● Briefly recall some jargons that they can use in communicating.
B. Development
Activity #2: Sentence Pick-ups
● Have them look at the conversation provided.
● Ask the students to identify the situation and the setting in each conversation.

 Ask the pupils the following question about the first illustration.
1. What did you notice with the conversation of the people in the business world?
2. Did you notice the level of formality in their conversation?
3. What about how they express their agreement towards the presentation?
 Show another illustration to the students.
  Ask the pupils the following question about the first illustration.
1. Did you notice the level of formality in the conversation of Julia and Lisa?
2. What about the expression of disagreement that they used in the conversation?

Discussion
● From the first illustration:
1. This shows the agreement of the two persons in the conversation in a formal
communication.
2. Remember that in showing agreement in a statement we often use the expression
such as I agree with you, I couldn’t agree more, that’s so true, exactly and
absolutely.
3. We can determine that the conversation above is a formal conversation because it
avoids emotive punctuation and doesn’t shorten the words.
 From the second illustration:
1. This conversation shows disagreement in casual style of communication.
2. In expressing disagreement, we can use the counter part of the expressions that
we use in agreement such as I don’t think so, I beg to differ, no way and I
disagree.
3. In the conversation above, the girl with a red hair said ‘I don’t think so’ which
clearly shows that she doesn’t agree with the statement of her friend.
4. We can also notice that they used slang words and contractions in their
conversation which means they are using the casual style in conversing.

C. Engagement
Exercise # 1: Put in place

● Determine whether the expressions below are formal or casual by writing them on the
appropriate column.
Formal Casual
I think it’s a good idea to binge watch a
movie tonight.
1. I agree with you, that brand of washing machine is top of the line. You’re lucky to be
able to purchase one.
2. Ma’am, I would like to completely disagree with the idea presented by the other
group.
3. I’m one with him on that point. We’ll cooperate for a better result.
4. I don’t think we still need to go to school tomorrow to do our research. We can do it
at the comfort of our homes anyway.
5. I have the same opinion as Lisa in this matter. We have to watch the Philippine Stock
Exchange Index before we decide if we are going to trade.
6. I have different opinion on that. We can’t just attend a party without asking for our
parent’s opinion.
7. I can see that you have no objection. Now, please go to your respective groups and
start working.
8. I don’t agree with Mark’s statement. We can’t just start doing our activity without
understanding the lesson.
9. I don’t think Marie’s cookies are the best.
10. The majority does not share the view of the company’s President. They oppose the
new guidelines due to its vagueness.

Exercise #2: Determining Sentences

● Since they already know how to break down a sentence to determine its kind, have the
pupils work on more exercises.
● This time, present 10 sentences for the pupils to work on.
● For each sentence, they need to identify if it’s SIMPLE, COMPLEX, OR
COMPOUND sentence.
● For this exercise, there is no need to show how they break down the sentence – though
they may still do it. They only to write the words SIMPLE, COMPOUND, or
COMPLEX.
● After the given 10 mins. check their answers.

Exercise #3: Making Sentences

● This time, tell the pupils that they will be constructing different kinds of sentences.
● Pose this question to the learners:
“What do you think or how do you feel about having no face-to-face classes?”
● If the pupils are waiting for someone to volunteer first, the teacher may answer the
question first to serve as an example / guide.
● The teacher can say:
No face-to-face class is difficult for me. I miss seeing all of you inside the classroom.
● Then, gather the answers of the pupils and type it on the shared screen so they can see
them. If their answers are too long, break them down to only simple sentences. But if
they already used the correct conjunction to connect their ideas in their sentences, write
it as is.
 ● Once you have enough answers, tell them that from their answers, they will construct
examples of simple, compound, and complex sentences.
● Demonstrate first how it is done. The teacher may use the example s/he used earlier.
● Start with a simple sentence. From the pupils, elicit what is a simple sentence again
and its components. Then, ask them which part of your answer is a simple sentence.
SIMPLE: No face-to-face class is difficult for me.
I miss seeing all of you inside the classroom.
● Next, ask the pupils how you can turn these two simple sentences into a COMPLEX
sentence. What should be used to connect the sentences?
● Elicit the answer from the class.
COMLEX: No face-to-face class is difficult for me because I miss seeing all of you
inside the classroom.

● Then, ask them to turn the two simple sentences into a COMPOUND sentence.
● Ask: What conjunction can we use to connect these two sentences and make them a
compound?
● Elicit the answer from the learners:
COMPOUND: No face-to-face class is difficult for me and I miss seeing all of you
inside the classroom.

● CAUTION: Explain that they should be careful in choosing the conjunction to be

used. They have to consider the thought of the sentence and decide whether it is more
appropriate to use a subordinating or coordinating conjunction.

● After demonstrating how it is done, let the pupils construct simple, compound, and
complex sentences from their given answers using the same process.
● If the answer given to question is already a COMPOUND or COMPLEX sentence,
ask them if it can be changed to compound or complex sentence.
● Do the same steps until all pupils’ answers have been used up.

Exercise 4: Picture Talk

● Divide the pupils into groups – the same groups in Activity #2.
● Explain their task.
● Each group will be given a picture (related to what is happening during this global
pandemic) etc.
Group 1 – A priest celebrating a mass on TV
Group 2 – People lining up to enter the supermarket
Group 3 – A security guard checking the temperature of a client
Group 4 – A medical personnel in a PPE
● From the given picture, instruct the pupils to wrote sentences about it. They may be
guided by the following questions:
⇒ What do you see in the picture?
⇒ What are the doing in the picture?
⇒ Why do you think they’re doing that? How do their actions help during this
pandemic?
● Each group should be able to construct at least three (3) sentences - 1 simple, 1
compound, and 1 complex.
● After 10 mins., have all the groups return to the virtual classroom and present their
work.
● Let the pupils examine if their sentence construction is correct. Teachers must lead the
them in making comments and feedback.

D. Assimilation
Generalization
● Have sum up what they have learned from the lesson.
 DIARY ENTRY: A Day of My Life During the Pandemic
● After discussion and exercises, ask the pupils to look how they have been living
during this time of global pandemic.
● Ask:
⇒ What are your experiences during this pandemic?
⇒ What do you do everyday?
● Explain, that to answer these questions, they will write a short description about it,
similar to writing an entry to a diary.
● This diary entry will be entitled “A Day of My Life During the Pandemic” and must
have at least 5 sentences that will tell us how you live one day of your life during this
time.
● The pupils may write it on their notebooks or on a piece of paper and they can add,
drawing and pictures to add color to their work.
● Then, they take a picture of it and send it to their teacher.

Assignment
● The pupils will interview another member of the household.
● They will ask them about how they feel and live during this pandemic.
● From the answers they got from a household member, they will create simple,
compound, and complex sentences from it.
● They will write their answers on their English notebook.

V. REFLECTION
● The learners, in their notebook, journal or portfolio will write their personal
insights about the lesson using the prompts below.

3 Things I Learned from the Lessons

2 Things I Enjoyed Doing the Most
1 Part of the Lesson I didn’t understand well