aaa

1. DETAILED LESSON PLAN IN ENGLISH
School: ACEREDA INTEGRATED SCHOOL Grade Level: 7
Teacher: RHEA T. ALO
Learning
Area: English
Teaching
Dates and
Time: 10:45-11:45 Quarter: 2ND
OBJECTIVES
MONDAY
Objectives must be met over the week and connected to the curriculum standards. Tomeet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities maybe done for developing content knowledge and competencies. These are using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to findsignificance andjoy in learning the lessons. Weeklyobjectives shall be
derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of: pre-colonial Philippine literature as a
means of connecting to the past; various reading styles; ways of determining word
meaning; the sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
B. Performance Standards: The learner transfers learning by: showing appreciation for the literature of the past;
comprehending texts using appropriate reading styles; participating in conversations
using appropriate context-dependent expressions; producing English sounds
correctly and using the prosodic features of speech effectively in various situations;
and observing correct subject-verb agreement.
C. Learning
Competencies/Objectives:
Write the LC Code for each
EN7LC-I-e-5.1: Listen for important points signalled by volume, projection, pitch, stress,
intonation, juncture, and rate of speech
EN7LC-I-e-5.2: Note the changes in volume, projection, pitch, stress, intonation, juncture,
and rate of speech that affect meaning
I. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims toteach.
In the CG, the content canbe tackled ina week or two.
Lesson 5. Recalling Our Ancestors’ Belief
II. LEARNING RESOURCES
Lists the materials tobe usedin different days. Variedsources of materials sustainchildren’s interest in
the lessonand inlearning. Ensure that there is a mix of concrete and manipulative materials as well as
paper-basedmaterials. Hands-onlearning promotes concept development.
A. References
1. Teacher’s Guide Pages P36-43
2. Learner’s Materials Pages P38-44
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources P104-107 Ventures in communication
III. PROCEDURES
These steps should be done across the week. Spread out the activities appropriatelyso that students will
learnwell. Always be guidedby demonstration of learning by the students which you caninfer from formative
assessment activities. Sustainlearning systematicallybyproviding students with multiple ways to learnnew
things, practice their learning, question their learning processes, and draw conclusions about what they
learnedin relationto their life experiences and previous knowledge. Indicate the time allotment for each
step.
A. Reviewing Previous
Lesson or Presenting the
New Lesson
EXPLORE THE A AND AE
(Students are ask to read the words as part of enhancing their reading skills.)
Can we all read each pair of words clearly to show the difference in the vowel sounds.
/a/ /ae/

2. Hot Hat
Cop Cap
cot cat
job jab
block black
mop map
rot rat
lock lack
pot pat
top tap
B. Establishing a Purpose for
the Lesson
Dramatize the dialog with two of your classmates.
Al: Hi, Dina.
Dina: Oh, hi, Al. nice to see you.
Al: How was your vacation?
Dina: It was great fun. I stayed on the farm the entire summer.
Al: By the way, this is Carlo, my cousin.
Dina: Hello, Carlo.
Carlo: Hi, Dina. I heard a lot about you from Al.
Dina: Was it all good?
Carlo: All good. I’m very glad to meet you.
Al: Excuse us, Dina.
Dina: Where are you going?
Al: Mrs. Franco wants to see us right now.
Dina: Okay. See you in class.
Listen again and repeat the dialog line by line.
C. Presenting
Examples/Instances of
the Lesson
Listen to your teacher models two intonation patterns. Listen to the recording for the
second time. Take note of the intonation patterns observed by the speaker on the
sentences. Identify the intonation pattern used for every statement that your teacher will
identify. Use the symbols below.
The listening text is as follows;
Ozone is a gas in the atmosphere that protects the earth from the sun's powerful
ultraviolet rays. It is the earth‟s blanket of protection. This is the ozone layer. Over the last
twenty-five years something has been breaking down the protective ozone layer. What
could be the cause?
Scientists discovered that chemical compounds called CFCs (chlorofluorocarbons)
destroy ozone faster than it could be replaced. These CFCs could be found in aerosol
sprays and refrigerants (freon).
An actual “ozone hole” was discovered over the Antarctic in the
early 1980s. Scientists insisted that the world take stronger steps protect the ozone layer.
The ozone layer will recover over time if we all do our part to protect it. You want to preserve
the environment, don‟t you? Let us do our part before it‟s too late! We can make a
difference! Save the ozone layer! Save the earth! Will you join the fight?
Listen as the teacher plays the recording one last time. Review your answers. Remember
how the intonation patterns sound.
D. Discussing New Concepts
and Practicing New Skills
#1
Read the statements aloud.
Statements: Vacation was fu’n! I stayed on the fa’rm!
Question word Question: How was your vaca’tion? Where are you go’ing?
Command: Excu’se us!

3. Yes-No Question: Was it all go’od?
Combined: By the way! This is, Carlo, my cousin!
E. Discussing New Concepts
and Practicing New Skills
#2
Intonation- is the rise and fall of the sound of your voice when you apeak.
There are three level of pitch in English: 1 the lowest, 3 the highest, and 2 for the neutral.
These numbers combined and the stress describe the intonation pattern. The acute
accent mark(‘) symbolizes the primary stress which is the loudest syllable in a word and
often combines with the highest pitch.
F. Developing Mastery
(Leads to Formative
Assessment)
Work with a partner and read the dialog that follows. Think about what words you will
stress (say the loudest) and where your voice will fall or rise.
Ellen: Hello, Mike.
Mike: Hi, you’re looking good.
Ellen: Thanks, you are too. Did you arrive last week?
Mike: No. We arrived this morning.
Ellen: Really? What happened?
Mike: The pilots went on strike.
Ellen: Oh, Yes, that’s right. I read about it in the papers.
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
This is simply to give you an idea of how English intonation works. Two of the most basic
English intonation patterns are described here. These two patterns-alone or in
combination- are used with most of English sentences.
Look at the example again.
Vacation was fu’n!
H. Making Generalizations
and Abstractions about
the Lesson
The two kinds of intonation patterns by presenting the following guidelines.
Falling intonation - a pattern in which our voice falls to a low pitch by the end of a
thought group or statement. We use the falling intonation in the following cases:
1. Short, complete sentences --- It's so near./It's very far.
2. In seeking information with question words such as what, when, which, who, how, etc. -
-- How much is this mug?/What's your name?
3. In tag questions when the speaker is sure that what he says is right --- It's a tough
day, isn't it?/ It's a wonderful weather, isn't it?
4. For commands and exclamations --- Leave me alone./Give me my keys.
Rising intonation - a pattern in which our voice rises to a high pitch by the end of a
thought group or statement. We use the rising intonation in the following situations:
1. Statements intended to encourage ---That's a remarkable thought./You're doing a
great job!
2. Questions answerable by 'Yes' and 'No' ---Do you want to leave?/ Did you see the
giraffe?
3. Questions beginning with question words when the speaker wishes to show special
interest ---Where do you live?/ What do you do for a living?

4. 4. Tag questions when the speaker is not sure that what he says is correct ---You're
sure, aren't you?/ You've checked it, haven't you?
5. Sentences ending with 'please'; for 'goodbye'; for 'thank you' when used to show
gratitude for a simple matter (passing the dish, etc.) --- A cup of tea, please?/ Would
you pass me that pen, please?
I. Evaluating Learning Identify each statement, draw if the statement has arising intonation and if it
has a falling intonation. Write your answer in a ¼ sheet of paper
1. This is the ozone layer.
2. What could be the cause?
3. You wat to preserve the environment, don’t you?
4. Let us do our part before it’s too late!
5. We can make a difference?
J. Additional Activities for
Application or
Remediation
Fill the blanks with your names. Use the proper intonation and read this dialog with your
two classmates.
A. Hi, ______________.
B. Hi, ______________. How’s everything?
A. Just fine, thanks. Did you attend the convocation?
B. Yes, I enjoyed it, the principal gave very good advice.
A. By, the way, this is_________, our new classmate.
IV. REMARKS
V. REFLECTION
Reflect on your teaching andassess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done tohelp the students learn?
Identify what help your instructional supervisors canprovide for you so when you meet them, youcan ask them
relevant questions.
A. No. of learners who
earned 75% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?

5. G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
Preparedby: NOTED:
RHEAT. ALO MA. ETHEL B. RICAFORT
SST-I PRINCIPAL-I