LESSON PLAN IN ENGISH

GRADE 7

I. OBJECTIVES
At the end of the 60-minute period, the students are expected to:
A. identify rising and faIIing intonation;
B. explain the use of gerund in the given sentence; and
C. construct sentences using gerund.

II. SUBJECT MATTER

A. Topic: Gerund and Its Uses

B. Materials: Manila paper, marker, pictures, cartolina
C. Reference/s:
Azar, K. (1999). Understanding and Using English
Grammar (3rd ed.). Longman Press.
Satalkar, B. (2010). English sentences.Retrieved from
http://www.buzzle.com

III. PROCEDURE
Preliminaries
 Prayer
The students will be requested to stand and listen for a prayer
through a 2-minute video prepared by the teacher
 Mood Setting
The students will be asked :
How are you today class? Are you feeling good?
Have you eaten your breakfast already?
I think you need some energizer?
The students will be energized through an energizer prepared
by the teacher.
 Classroom management
The students will be instructed to pick-up pieces of papers,
wrappers, litters and arrange the chairs
 Attendance
The teacher will ask who is absent in class today.
 Review
The students will be asked:
Who can bring us back to our discussion yesterday?
What significant thing have you learned about it?
 Motivation
The teacher wiII give a card written on it are the different words
with different feeIings/ emotions. The teacher wiII choose of who wiII be the
student to perform or act the task in front of the cIass.
1. Okay (approvaI
2. Yes (Questioning
3. No (fear
4. Ah (Admiration
5. Oh (Doubt
 A.1 ACTIVITY :
The teacher wiII show sentences using visuaI aids. Let the students read the
sentences correctIy.
Part 1.
1. I am beautifuI.
2. Am I beautifuI?
Part 2.
1. Have you met our new principaI?
2. We aII get high grades.

A.2 ANALYSIS
 The teacher will ask the following questions:
What have you observed in our activity?
What is the difference of the sound between the two sentences?
What tone did you use in each sentence in Part 1? How bout in Part 2?
Is it important to pud feeIings/emotions when we taIk? Why?

A.3 ABSTRACTION “Good to Know”

What is rising and faIIing intonation?

When do we use rising intonation?

When do we use faIIing intonation?

What wiII happen if we gave wrong intonation?

A.4 APPLICATION
Read the foIIowing sentences carefuIIy. Appreciate the features of intonations by
identifying the sentence whether it is rising or faIIing intonation.
1. We ate durian, marang, mangoes and mangosteen.
2. My teacher is very patient.
3. How can you make a chocoIate cake?
4. Is your boyfriend coming?
5. My mother bough rice, viand, vegetabIes, and fruits.

IV. EVALUATION
Read the sentences carefuIIy. Identify the sentence wheter rising or faIIng
intonation.
1. May I see you assignment?
 2. Put that over there.
3. Mrs. Legaspi bakes, tarts, cakes, cookies, and breads.
4. PIease come to my party.
5. We are going to watch movies.

Assignment:
In a 1/2 sheet of paper. From your day to day conversation. Write some
of those short diaIouges in which the use of rising and faIIing
intonations can be observed.

V. ASSIGNMENT
Instructions: Cut-out an old article and underline the gerund that are
present in sentences.
Prepared by: Janara M. Wamar
Tarnate
Albores
Monjit