School IBAYIW INHS Grade Level 7

LESSON MRS. CHRISTINE L. ENGLISH

Teacher Learning Area
EXEMPLAR PANAGLIMA

Teaching Date Quarter SECOND

Teaching Time 9:00 -10:00 A.M. No. of Days 4 DAYS

I. OBJECTIVES At the end of the lesson, learners are expected to:

a. draw out the message of the song listened to;

b. predict content of the selection listened to base on
skimming the questions   first;
c. determine the purpose of your listening;

A. Content Standards The learner demonstrates understanding of: Philippine literature

during the Period of Apprenticeship as a means of examining
conflicts; various purposeful listening and viewing strategies;
difference between literal and figurative language; ways to extract
and condense information based on library sources; verbal and
non-verbal cues in oral communication; and types of phrases,
clauses, and sentences.

B. Performance Standards The learner transfers learning by: resolving conflicts presented in
literary selections; using tools and mechanisms in locating library
resources; extracting information and noting details from texts to
write a précis, summary, or paraphrase; distinguishing between
and using literal and figurative language and verbal and non-
verbal cues; use phrases, clauses, and sentences meaningfully
and appropriately.

C. Most Essential Learning Use listening strategies based on purpose,  familiarity with the
Competencies (MELC) topic and levels of difficulty of  short texts listened to
D. Enabling Competencies Recognize main/key ideas ; note specific details/elements of the
text listened  to  and extract information from the text listened to
II. CONTENT Lesson 1 Listening Strategies
III. LEARNING RESOURCES

A. References
a. Teacher’s Guide
Pages
PIVOT 4A CALABARZON English 7 Learner’s Material
b. Learner’s Material Pages 6-10
Pages
c. Textbook Pages

d. Additional Materials
from Learning
Resources
 B. List of Learning
Resources for
Development and
Engagement Activities

IV. PROCEDURES

A. Introduction
(1 Day)
What’s New?
 The teacher explains about noting details.
 The teacher will show examples and give some questions
about it.
 The learners will use their laptop or cellphone to answer
the questions that will be flashed in their gadget.
 After these activities, the learners will answer these
questions:
 How did you find the activity?
 What are these pictures?

 The teacher will present power point showing the

objectives of the lesson and the topic as well as the
expected output/s.

A. Development  Let the teacher ask the students to answer this.

(1 Day) Learning Task 1: Copy the table below in your
notebook. Then, use a check (/) to mark the ones
which you have experienced listening to.

Concept Presentation :
The teacher will flash these:

 While listening is a usual skill that we often use as

individuals, there are times when we need to use
techniques or activities that will help us listen more
effectively and focus on the main objective of a specific
listening task. These techniques which contribute directly
to the comprehension and recall of a listening input are
called listening strategies.
 There are numerous listening strategies one may use or
apply. They may depend on factors like the topic, type of
listening material to be used and the purpose of listening,
among others.
  When listening based on purpose, familiarity with the topic
and levels of difficulty, one may employ strategies which
can be classified by the way the listener processes the
input. Experts categorize these strategies as either top-
down or bottom-up listening strategies.
 Top-down listening strategies are considered listener-
based strategies. In these strategies, the listener uses
background knowledge of the topic, the situation or
context, the type of the text and the language to make
sense of what he/she is listening to. This means that
he/she already knows a fair amount of information
about the topic and he/she is able to relate a story or
information into a previously established schema or
prior knowledge.
 Bottom-up listening strategies, on the other hand, are
considered text-based strategies. When using these
strategies, the listener attempts to make sense of the
language sound by sound or word by word, with less
use of background knowledge. The listener relies on
the language in the message (e.g. sounds, words and
grammar) that creates the meaning.

 Let the teacher ask the students to answer this.

Learning Task 2: Decide whether each of the listening
strategies below should be categorized as top-down
or bottom-up strategies. Write your answers in your
notebook.
_______________ 1. taking down notes
_______________ 2. listening for specific details
_______________ 3. identifying the speaker
_______________ 4. summarizing
_______________ 5. drawing inferences
_______________ 6. recognizing cognates
_______________ 7. recognizing divisions between words
_______________ 8. listening for the main idea
_______________ 9. recognizing word-order patterns
_______________ 10. making predictions

A. Engagement  The teacher will group the class into three (3) groups.
(1 Day)  Each group will be given a copy and they will be asked to
re-read and understand the scenario given to them.
 Discuss it with your members in your group chat.
 Let the teacher gives the copy of the scenarios below.
Examine and identify whether a top-down or bottom-
up listening strategy is being shown or applied in
each scenario.
1. Mr. Cruz, your English teacher, asked you to read some
information about a certain topic. Then, he instructed you to
listen to a recorded material to find out whether or not the same
points are mentioned.

2. A friend tries to explain how you can go on a trip to Palawan

for the first time. You make sure you do not miss out any
important details and instructions about the trip.

3. In one of your classes, your teacher asked you to listen to a

pre-recorded conversation and identify where the conversation
took place.
4. Your mother gave you a call and you were asked to buy some
items at the grocery store. Since you were not familiar with the
items she cited, you made sure to remember specific details she
mentioned.
5. While listening to a lecture, you saw one of your classmates
taking down important notes. This classmate of yours also made
a word map to connect those words and phrases that he/she
listed.

 A representative for each group will

explain their answers to the class.
(2 Assimilation Choose your partner and read the essay.
(1 Day) Exchange your ideas on what you’ve understood in the
given reading text.
Then, answer the given questions below.
Get ready to read your answer in the class.

To get a clearer grasp of the two categories, imagine the

following situations:
While having your recess, your classmate tells you a story
about his/her recent vacation, which was an exciting one. You
attentively listen and give reactions at appropriate moments,
perhaps to show that you can relate to what is being told.
That same day, a friend calls to invite you to a celebration
at his/her house the following weekend. As you have never been
to his/her house before, he/she gives you directions. You listen
carefully and pay attention to these specific details.
Were you able to figure out the difference in the two
scenarios? How you listened to the vacation story could be
characterized as top-down listening since you made use of
background knowledge in understanding the meaning of the
message. In contrast, when listening to directions going to a
friend’s place, comprehension is achieved by dividing and
decoding the words and the sound signals bit by bit. This is an
example of bottom-up listening.
It is, however, essential to know that there are times
 when a certain listener may have to combine these two
strategies to fully comprehend and make sense of what is
listened to.

Learning Task 3: Listen to your favorite English song. Copy its

lyrics in your notebook. Then, answer the questions that follow.
1. What do you think is your chosen song about?
2. Which words or phrases helped you understand the context of
your chosen song? Explain your answer.
3. How will you rate your familiarity of the context of your chosen
song using a scale of 1 to 10 (1 being the lowest and 10 as the
highest)?
4. Do you know of real-life scenarios or stories that you can relate
to your chosen song? Cite at least one and explain how it relates to
your chosen song.

The teacher will ask the learners to answer the questions below
that express their insights about the learning that they have
V.REFLECTION gained .Upon calling their name; they will read their answer to the
class.

Prepared:

CHRISTINE L. PANAGLIMA
English 7 Teacher, Ibayiw INHS