UNIVERSITY OF CALOOCAN CITY

Congressional Campus
COLLEGE OF EDUCATION
Bachelor of Secondary Education Major in English

SCHOOL Sampaguita High School GRADE LEVEL 7

Ms. Marce Janelle

TEACHER LEARNING AREA English
Besmonte

TEACHING DATE November 24, 2022

QUARTER 2nd
AND TIME 11:20 am – 12:20 pm

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency
D. Learning Objectives
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.
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.
 EN7LC-II-a-6
Use listening strategies based on purpose, familiarity with the topic
and levels of difficulty of short texts listened to.
At the end of the lesson the student should be able to:
 differentiate listening and hearing
 identify the two listening strategies
 appreciate the importance of listening in various situations,
and
 create different presentations about the topics discussed

II. SUBJECT MATTER

A. Topic Listening and Listening Strategies

Recaido, A. M. B. (2020). English Quarter 2 - Module 2: Listening

Strategies. Department of Education.
https://znnhs.zdnorte.net/wp-content/uploads/2021/02/Eng-
7-Wk-2.pdf
B. References
The Kiboomers _ Kids Music Channel. (2015, March 16). Party
Freeze Dance Song - The Kiboomers Preschool Songs -
Circle Time Game. [Video]. Youtube.
https://www.youtube.com/watch?v=2UcZWXvgMZE
 JmpLearns. (2021, January 29). Difference Between Top-Down
and Bottom-Up Listening Strategies. [Video]. Youtube.
https://www.youtube.com/watch?v=dQRrI9Z9gcw

English Singsing. (2020, May 25). [Order] I'd like a pizza and
spaghetti - Easy Dialogue - Role Play. [Video]. Youtube.
https://www.youtube.com/watch?v=cisieLjHj0Y&t=66s

- PowerPoint Presentation
- Mini Speaker
C. Materials - Cartolina
- Tape
- Marker

D. Learning Platform Face-to-Face Modality

Teaching Strategies Total Physical Response, Direct Method, Collaborative Method

III. PROCEDURES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Preliminary Activity
Blooming Morning, 7 - B! Blooming Morning, Ma’am Marce!

Before we start our lesson for today, let's ask first for
guidance and wisdom from our Almighty God. Who
will lead the prayer today? Student A: Me po, Ma’am.

Okay, go now here in front and lead the prayer. Student A: Classmates are you ready to pray?
Class: Yes, we are!

Dear Lord, and Father of all, thank you for today.

Thank you for ways in which you provide for us
all. For your protection and love, we thank you.
Help us to focus our minds now on what we are
about to learn. Inspire us by Your Holy Spirit as
we listen and write. Guide us by your eternal light
as we discover more about the world around us.
We ask all of this in the mighty name of Jesus,
Amen!
Amen.

Alright, before you take your seats, please pick up the

small pieces of trash you see around you.

(Students pick up the small pieces of trash)

Okay, you may take your seat.

Secretary, are there any absences today?
(Students' take their seats.)
Great! Now give yourselves three claps for being
present for today’s discussion. No, Ma’am.

(Students clap three times)

B. Establishing the Purpose of the Lesson
Before we start our new lesson, let us first have an
icebreaker. Are you excited? Say hooray if you’re
excited. Yes! Hooray!

In this activity, I’m going to play a song. What you’re

going to do is to dance and listen attentively to what the
song is telling you to do.
Is that clear?
Hooray!
(Students stand)
(The teacher plays the Party Freeze Dance)
Let’s play the Party Freeze Game! Now remember,
when I say freeze, FREEZE! When I say dance,
DANCE!

Dancing, dancing all around, dancing, dancing, dancing. (Students dance)

Dancing any way you please. Stop, when I say,
FREEZE! (Students freeze)

Everybody, get ready to hop! Hopping, hopping all (Students hop)

around, hopping, hopping, hopping.
Hopping any way you please. But stop, when I say,
FREEZE! (Students freeze)

Everybody, get ready to skip! Skipping, skipping all (Students skip)

around, skipping, skipping, skipping.
Skipping any way you please. But stop, when I say,
FREEZE! (Students freeze)

Everybody, get ready to twirl! Twirling, twirling all (Students twirl)

around, twirling, twirling, twirling.

Twirling any way you please. But stop, when I say,
(Students freeze)
FREEZE!

(Students dance)
Everybody, get ready to dance!
Dancing, dancing all around, dancing, dancing, dancing.
(Students freeze)
Dancing any way you please. But stop, when I say,
FREEZE!
Alright, you may now sit. Did you enjoy the icebreaker?

What did you in the ice breaker aside from dancing? Yes! Hooray!

Correct. Very good! Student B: We followed the instructions.

Now, recall you past Science lesson about the five

senses. Which of the five senses did you use in
following the commands of the singer?

Student A: Hearing, Ma’am.

Excellent! Thank you for answering.

So based from the activity that you did, what do you

think is going to be our lesson for today?

(Students answers may vary)

C. Discussing New Concepts and Presenting New
Skills
Alright, so our topic for today is listening and listening
strategies.

But what do we mean by listening? When you hear the

(Students answers may vary)
word listening, what idea comes in your mind?

Alright, all of your ideas are correct! When we say

listening, it means, we are understanding or interpreting
the sounds that we hear.

Just like what you did a while ago. You listen

attentively to the song that you hear that is why you are
able to dance while following the instructions.

Okay, so listening is different from hearing because

when we hear, we just perceive sounds. Like the sound
of the fan blade, the sounds you hear outside the
classroom.
Yes! Hooray!

So, is that clear? Did you understand the difference

between listening and hearing?

Alright, to check whether you already understood the

difference between listening and hearing. I have here a
Venn diagram. What you’re going to do here is to
choose the words appropriate for either listening or Yes! Hooray!
hearing. And then attach it to the Venn diagram.
So, is that clear?

(Students raise their hands)

(Students go in front and attach the words)

Who wants to try? I need five students to go here in
front.
Pak! Pak! Pak! Tumpak Ganern!

Alright, yes you, you, you, you, and you. Come here in
front and attach the words to their appropriate terms.

Are their answers correct?

Alright, so lets proceed.

In order for us to listen to various situations effectively,

there are two listening strategies that can help us.

They are the Top-Down and the Bottom-Up listening

strategies.

In Top-Down listening strategy, we use our schema or

our background knowledge in order for us to make
sense of the things we hear. We listen for the general
idea.

Your friend Marecakes tells you that she went to perya

last night. You listen to her and use your background
knowledge to respond to her.
Yes! Hooray!
By using her prior knowledge about the perya, that a
perya is a fun place where you can enjoy various games
and rides, You were able to make sense of what
Marecakes was saying. You used your prior knowledge (Students answers may vary)
about the perya to respond to the story of Marecakes.

So, are we clear about the Top-Down listening strategy?

If that’s so, can you give me a real-life scenario where

we can use Top-Down listening strategy?

Perfect! I’m glad that the Top-Down listening strategy

is already clear to you. So now, let us go to the Bottom-
Up listening strategy.

In Bottom-Up listening strategy, the listener does not

use his/her prior knowledge in order to make sense of
things. That is why in this listening strategy, the listener
must listen attentively to what the specific details the
speaker is saying.

At a restaurant, the waiter listens attentively and takes

note of the specific orders of the customer.

Yes!
As what have you noticed, in order for waiter to
understand what the customer wants, he listened
attentively word by word to listen for specific details the
(Students answers may vary)
customer was saying.

So, is the Bottom-Up listening strategy clear to you?

Now give me an example of a real-life situation where

we can apply the Bottom-Up listening strategy. Skimming & Scanning

Very good! We look for the general idea!

But does this topic seem familiar to you? Which Scanning! Specific details!
previous topic do you think this listening strategies are
familiar with?

Correct! So the Top-Down is like Skimming where

we...

Correct! How about the Bottom-Up?

Alright, so to help you remember what we have just

tackled, Ma’am Marce created a song. This song is in
the tune of “If you’re happy and you know it”.

When we listen word by word what do we use?

Bottom – Up
When we listen for specific what is it?
Bottom – Up
When we listen word by word just to make sense of
we’re hearing,
When we listen for specific what to use?
Bottom – Up (Students sing and dance)

When we use our background knowledge what is it?

Top – Down
When we look for general idea what is it?
Top – Down
When we use our background knowledge just to make
sense of we’re hearing
When we want general idea what to use?
Top – Down

Now, let’s test if you really understand our discussion

about the listening strategies, I have a chart here. What
you’re going to do is to check whether the given
scenario is specific or general or if it falls under Top-
Down or Bottom-Up listening strategy.
(Students raise their hands)

(Students go in front and answer the table)

Pak! Pak! Pak! Tumpak Ganern!

Now, who wants to answer? I’ll be calling two students.

Okay, yes you, and you.

Are their answers correct?

D. Application of Learning
In this activity, you will go to your groups. The leaders
will stand and to choose a color they like. The colors
have a corresponding activity so it will determine what
kind of presentation you are going to present in the
class.
Yes, Ma’am.
Is that clear?
(Students go to their groups)
Now, go to your groups silently.
(Students choose a color)
Leaders, which color do you chose?

 Violet – Do a role play showing a situation

where Top-Down listening strategy can be used.

 Blue – Create a song about the sounds you

always hear around you.

 Green – Create a slogan showing the importance

of listening in our daily lives.

Here are the rubrics. You will be graded based on the

content, creativity, and delivery of your presentation.

Okay, you may now start, I’ll give you 10 minutes to

finish the activity. Timer starts now. (Group 1 presents their presentation)

Alright, Times Up! Sit properly. Group 1, go now here (Students do the aling Dionisia clap)
in front.
(Group 2 presents their presentation)
Excellent! Give them the Aling Dionisia clap!
(Students do the Mami Oni clap)
Okay, group 2.
(Group 3 presents in class)
Amazing! Give them the Mami Oni clap!
(Students do the You are great clap)
And last, but not the least, group 3.

Great! Now, give them the You are Great clap

Alright, so I’m very impressed by your presentations. (Students clap)

And for that, you deserve a perfect score. Everyone of
you got 30 points.
 E. Making Generalizations
Now, again, what is the difference between listening Listening is our ability to interpret the sounds that
and hearing? we hear, meanwhile in hearing, we just hear the
. sounds.

Correct!

How about, what are the two listening strategies that we We discussed about the Top-Down and Bottom-
discussed? Up listening strategies.

Correct! Now, give yourselves the Mami Oni clap for

doing a great job listening to our discussion today. 1, 2, 3, 1,2,3. Good Job! Baka sis ko yan!

F. Evaluation of Learning
Alright, to test what you have learned in today’s
discussion, read the following statements carefully.
THUMBS UP if the statement is correct, then
THUMBS DOWN if the statement is incorrect.

1. In Bottom – Up listening strategy, you listen to

the specific idea that the speaker is telling you.
(Students thumbs up)
What is your answer?

Correct!

2. Hearing refers to the ability to understand what

we hear.
(Students thumbs down)
What is your answer?

Correct!

3. Hearing refers to our ability to perceive sounds.

(Students thumbs up)
What is your answer?

Correct!

4. In Top – Down listening strategy, we use our

background knowledge to make sense of what
we are hearing. (Students thumbs up)

What is your answer?

Correct!

5. Skimming is the other term for background

knowledge. (Students thumbs down)

What is your answer?

Correct!
(Students raise their hands)
 Yes! Hooray!
Okay, did you answered all of the items correctly?

I’m really glad that you all understand our lesson for
today, and with that, give yourselves the Aling Dionisa 1,2,3 1,2,3 Beri gud Beri gud!
clap!
G. Homework
So for your assignment, list down 10 things, sounds, or
noises that you hear around your community.

Example: The sound of vehicles. (Students’ writes)

I'll give you a minute to copy the assignment.

Yes!
Are you done copying the assignment?

Okay, that's all for today. Thank you and goodbye 7-B!
Goodbye and Thank you, Ma’am Marce!

Prepared by:

BESMONTE, MARCE JANELLE B.

University of Caloocan City