Department of Education-National Capital Region

Division of City Schools – VALENZUELA

Sta. Monica Subd., Ugong, Valenzuela City

S.Y. 2019-2020

Semi-Detailed Lesson Plan in English 7 Note: June 5, 2019-

June 3-7, 2019 Holiday
Day 1

I. Objectives

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

A. listen for important points signaled by volume, projection, pitch, stress, intonation, juncture and
rate of speech(EN7LC; and
B. note the changes in volume, projection, [itch, stress, intonation, juncture and rate of speech that
affect meaning(EN7LC-I-I-5.2).

II. Subject Matter

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 conversation
using appropriate context-dependent expressions producing English sounds correctly and using
the the prosodic features of speech effectively in various situations, and observing correct
subject-verb agreement.
C. Content: Word Stress
D. Reference: Grade 7 English Learning Package
pp. 20-21
E. Materials: speaker, laptop. Manila paper and worksheets

III. Procedure
A. Preliminary Activities
1. Prayer
2. Cleanliness of the Classroom
3. Checking of Attendance

B. Elicitation
1. The class will identify the problem scenario shown by each set of picture and caption.
2. The class will use words and phrases to indicate quality of speakers’ voice in completing
the chart .
3. Teacher will call on three volunteer to read their work with feelings.
C. Grammar Points
The teacher, together with the class, will discuss the following:
1. What is Word Stress
2. Word Stress Rules
3. Stress on Heteronyms or words with the same spelling but with different pronunciation
4. Stress on Two- and Three-syllable Words

Word Stress is the idea that in a word with more than one syllable, one (or more than
one) syllable will be stressed or accented. and the rest will be unstressed, or, unaccented.

Two very important rules about word stress:

1. One word, one stress. (One word cannot have two stresses. So if you hear two stresses,
you have heard two words, not one word.)
2. The stress is always on a vowel.

Heteronyms
Noun Verb
PROject proJECT
CONtent conTENT
COM bat comBAT
CONvert conVERT
DEfect deFECT
 Two Syllables Three Syllables
NAtion eMOtion
MOtion eRUPtion
LOtion soLUtion
POtion conDItion
NOtion comPLExion

D. Controlled Practice
a. Direction: Capitalize the syllable with the correct stress.
1. Detail 6. explicit
2. implicit 7. ancestral
3. ballet 8. chapter
4. Account 9. record
5. Utensil 10. section

b Direction: In each number, the correct choice is the one in which the stressed syllable is
capitalized. Write the letter of the correct answer.

1. Can you pass me a plastic knife?

a. PLAS-tic b. plas-TIC

2. I want to be a photographer.

PHO-to-graph-er pho-TO-graph-er

3. Which photograph do you like best?

PHO-to-graph pho-TO-graph

4. He was born in China.

CHI-na Chi-NA

5. Whose computer is this?

com-PU-ter com-pu-TER

6. I can't decide which book to borrow.

DE-cide de-CIDE

7. Couldn't you understand what she was saying?

un-DER-stand un-der-STAND

8. Voting in elections is your most important duty.

im-POR-tant im-por-TANT

9. We had a really interesting conversation.

con-VER-sa-tion con-ver-SA-tion

10. How do you pronounce this word?

PRO-nounce pro-NOUNCE
 Detailed Lesson Plan in English 7
June 3-7, 2019
Day 2

I. Objectives

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

a. listen for important points signaled by volume, projection, pitch, stress, intonation, juncture
and rate of speech(EN7LC-I-e-5.1); and
b. read words, phrases, clauses,sentences and paragraphs using the correct production of
vowel and consonant sounds, diphthongs, blends and glides(EN7F-I-a-3.11.1).

IV. Subject Matter

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 conversation
using appropriate context-dependent expressions producing English sounds correctly and using
the the prosodic features of speech effectively in various situations, and observing correct
subject-verb agreement.
C. Content: Sentence Intonation
D. Reference: Grade 7 English Learning Package
P. 22
E. Materials: laptop, projector, Manila paper and worksheets

V. Procedure
A. Preliminary Activities
1. Prayer
2. Cleanliness of the Classroom
3. Checking of Attendance

B. Elicitation
Motivation
Brain Teaser
Students will answer tricky questions that are answerable in 30 seconds.First to give the
correct answer, gets the point.

Teacher will review the class about word stress.

C. Grammar Points

The teacher, together with the class, will discuss about sentence intonation.
D. Controlled Practice
(Individual)
Write R if rising intonation and F if its falling intonation:
1. What is the date to day?
2. Why did you do it?
3. Aren’t they good in doing their role?
4. Why are you late?
5. That’s nice with you!

(Group)

Role Play

Step 1- The class will be grouped into five.

Step 2 – Teacher will give each group with equal number of cards with each
intonation pattern.

Step 3 – Students will move around the room and start sorting themselves into three
groups according to the patterns on their cards. They may not show their
cards to one another. They can make matches only by reading their
sentences aloud.

Step 4 – Students sit in their groups. Each group will take a turn reading their
sentences aloud. The class will listen and repeat after each reader. Teacher
will correct any reader who does not accurately produce the intonation
pattern.

Step 5 – Students will pair up with someone from another group. In these pairs,
students will create a dialog of 5 to 7 lines, which include the two (or three)
sentences they just practiced.

Step 6 – Students will role play their dialog for the class. The class will take notes
each reading and identify the intonation pattern of each line. Teacher will tell
them to take notes, using arrows to indicate the patterns heard. At the end of
each dialog, teacher will confirm the patterns heard.
 Semi-Detailed Lesson Plan in English 7
June 3-7, 2019
Day 4

I. Objective

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

identify the distinguishing features of proverbs, myths and legends ( EN7LY-I-a-2.1).

II. Subject Matter

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 conversation
using appropriate context-dependent expressions producing English sounds correctly and using
the the prosodic features of speech effectively in various situations, and observing correct
subject-verb agreement.
C. Content: Words of Wisdom
D. Reference: Grade 7 English Learning Package
pp. 4-8
E. Materials: Manila paper, marker

III. Procedure
A. Preliminary Activities
1. Prayer
2. Cleanliness of the Classroom
3. Checking of Attendance

B. Pre-Reading
1. Motivation
Similar or Opposite?
Form the correct pairs of synonyms and antonyms used in the selection.

compiled native ancestors gathered

comprehensive limited complex brief
elders simple lengthy indigenous

Synonyms Antonyms

The teacher, together with the class, will discuss about proverbs and their classifications.

C. While Reading

Teacher will ask the class to read each proverb classification and explain examples under
each category. .
1. Proverbs expressing a general attitude towards life and the laws that govern life
2. Ethical proverbs recommending certain virtues and condemning certain vices
3. Proverbs expressing a system of values
4. Proverbs expressing general truths and observations about life and human nature
5. Humorous proverbs
6. Miscellaneous proverbs (typically expressive of specific realities to a certain area)

D. Post Reading
Task 1.Locate information in the selection to determine whether each statement is true(T) or
false (F).
_____ 1. Only a few people work on compiling folk literature.
_____ 2. Proverbs and other forms of folk literature were introduced by the Spaniards.
_____ 3. Our ancestors’ proverbs served as guideposts for upright living.
_____ 4. All proverbs are poetic and figurative in nature.
_____ 5. Proverbs may have geographical origins.
_____ 6. People react to the meaning of proverbs quite quickly.
 _____ 7. Proverbs are more superior than other literary forms in expressing messages.
_____8. If proverbs can instruct, they can definitely prescribe.
_____ 9. It is impossible to classify and categorize our numerous proverbs.
_____ 10. Our proverbs reflect a lot of things about our culture and identity.

Task 2. Use Damiana Eugenio’s system to classify the following proverbs. Use the given codes.
G - Proverbs expressing a general attitude towards life and the laws that govern life
E - ethical proverbs recommending certain virtues and condemning certain vices
V - proverbs expressing a system of values
T - proverbs expressing general truths/observations about liofer and human nature
H - humorous proverbs
M - miscellaneous proverbs

______ 1. Matibay ang walis, palibhasa’y magkakabigkis.

Abroom is sturdy because its strands tightly bound.

______ 2. Sa taong walang takot, walang mataas na bakod.

To a fearless person, no fence is high enough.

_______ 3. Kung ano ang puno, siya ang bunga.

Whatever the tree, so is the fruit.
_______ 4. Aanhin pa ang damo, kung patay na ang kabayo.
What good is the grass if the horse is already dead.
_______ 5. Kung may isinuksok, may madudukot.
If you save, you have something to withdraw.
_______ 6. Ang magalang na sagot, nakakapawi ng pagod.
A respectful retort wipes away weariness.
_______ 7. Ang hindi marunong magmahal sa sariling wika, daig pa ang malansang isda.
He who does not love the national language is worse than smelly fish.
_______ 8. Ang mabigat ay gumagaan, kung pinagtutulungan.
A heavy burden is lightened if everyone participate in carrying it.
_______ 9. Ang buhay ay parang gulong, minsang nasa ibabaw, minsang nasa ilalim.
Life is like a wheel; sometimes you are on top, sometimes you are in the bottom.
______ 10. Ang pili ng pili, natatapat sa bungi.
One who is choosy ends up with the least attractive choice.

Prepared by:

Mrs. SANDRA L. PACIA

Teacher 1 English Department

Checked by:

Ms. NOVA U. GONZALES

Master Teacher 1, English Department