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School Eulalio Uayan. Pabillore National Grade Level 7

High School
Teaching Intern Darleen Carmela G. Eltanal Learning Area English
Cooperating Teacher Topic Use Phrases, clauses, and
sentences appropriately and
meaningfully
Teaching Date Quarter 2-week 1
and Time
I. OBJECTIVES
At the end of the lesson, the students will be able to:
1. Define the meaning of phrases, clauses, and sentences,
2. Identify the differences among the phrases, clauses, and sentences, and;
3. Learn how to properly construct sentences in the use of phrases and clauses.

CONTENT STANDARD:
The learners will be able to identify the meaning of the phrases, clauses, and sentences and recognize
their differences to easily identify how to construct them.

PERFORMANCE STANDARD:
The learners will have the ability to generate a sentence properly on their own using the means of
phrases and clauses.
LEARNING COMPETENCIES: Grammar Awareness. EN7G-II-a-1: Use Phrases, clauses, and sentences
appropriately and meaningfully.
II. SUBJECT MATTER
A. TOPIC
Use Phrases, clauses, and sentences appropriately and meaningfully
B. REFERENCES
Difference between phrase and clause. Definition of Phrase and Definition of the clause.
https://keydifferences.com/difference-between-phrase-and-clause.html.

Grammar: Sentence Structure and Types of Sentences. (2021). Walden University. Retrieved 20
July 2022, from https://academicguides.waldenu.edu/writingcenter/grammar/sentencestructure

C. OTHER LEARNING RESOURCES

YouTube
Internet (Google)

D. MATERIALS
Laptop (PowerPoint)
Projector
Flash Cards
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E. INTEGRATION
ICT Integration
F. VALUE FOCUS
Self-esteem, appreciation, and motivation

III. PROCEDURES
A. Routinary Activities

• Prayer
“Good day everyone, before proceeding to
and our lesson for today, let us pray first. May I
ask Ms. Andrea to lead the prayer?”
“Okay, Ma’am. Let us bow our heads
put ourselves in the holy presence of God,
let us pray.
In the name of the Father, the Son, and
the holy spirit, Amen. Dear God, through
your mercy may we add purity to this
world, subtract evil in our lives, multiply
the good works of your Son, divide the
gifts and share them with everyone, Amen.
In the name of the Father, the Son, and
the Holy Spirit, Amen”.

• Greetings
“Thank you, Ms. Andrea. So, how was “Good day, Ma’am. We are
fine” everyone? Did you enjoy your weekend? “

“That’s good to hear. So today may I ask “Yes

Ma’am” everyone to participate in our lesson
today?”

• Checking Attendance
“Please, get back to your original sitting (Students will arrange their chairs and
arrangement so I can check who’s absent return to their sitting arrangement)
today.”

“Seems like you are all present, that’s very

good. That’s a good sign to start our
lesson.”

2TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

B. Review
“Let’s have a short review of the topic we had last
week about extracting information using a (Student raises her hand)

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summary. Who can define a

summary? Anyone?”

“Yes, Ms. Chella, go ahead.” Chella: “Summary is a brief description or

statement that consists of the main point
of an idea.”

“Yes, very good, anyone else?” (Student raises his hand)

David: “Me, ma’am, can I add something?”

“Of course, Mr. David, what’s your takeaway about David: “Aside from the fact that summary is
the lesson we had last week?” the shortened term or description of
information, it also serves as a brief layout
that highlights the important parts of the
idea so that, we’ll never read the lengthy
text but rather read the summary
consisting the main points.”

“Very good, thank you for participating Ms. Chella

and Mr. David. You got that right. I’m glad you
remembered our lesson last week.
So, a summary is a short description consisting of
the main idea of the text. So, last week I have
taught you how to summarize a text, today I am
going to teach you how to generate your own text,
and I want you to pay attention to this class, “Yes Ma’am”
okay?”

C. Motivation
“I want you to generate your own phrases or a
sentence. Anything you want, or maybe about (Students will raise their hands and answer)
how you start your day? or what’s your morning
routine? “

“Yes, your answers are correct. Generating a

sentence is easy especially when it’s your own
idea, however, the grammar must be correct to
easily understand your context. “

“Thank you for participating everyone, very good

answers. Seems like I will never have a lot of
trouble teaching you since you already know how
to generate a good sentence. All I have to do is to
develop your skills more and your participation is
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a must.”

D. Lesson Proper

ACTIVITY

“We will play a guessing game today. I have here

an example of sentences using my flashcards,
you’ll raise your hand if you want to answer. “Yes, we are ready”
Basically, you’ll just choose what word suits best to
the given sentences.
Okay?
Are you ready now?

(Presenting flashcards)

1. Emma is a letter. (Write, writing, wrote) (Students pay attention and answer
2. You are my true friend, you will be forever. individually)
(for, is, and)
3. I learned the Korean language (easy,
easily, ease) because it was entertaining to learn.
4. I wanna go to Paris I will bring my friends
with me for a vacation but they are a bit busy this
week. (and, is, but)
5. I (woke, wake) up early in the morning.”

ANALYSIS
“Our topic for today is determining the use of
Phrases, clauses, and sentences appropriately and
meaningfully.”
Let’s incorporate the activity we had earlier. Which
is an English Sentence structure.
So, example 1 states that “Emma is (write, writing,
wrote) a letter”. What is your answer?
May I call on, Mr. Jason? Jason: “My answer is writing, Ma’am.”

“Very Good Mr. Jason. So, Emma is writing a

letter. This is an example of a simple sentence.
Which means it only contains one independent
clause. (Student raises her hand)
Can anyone define what is an independent “Me Ma’am”
clause?”
Clara: “Independent clause has a subject,
“Okay, Ms. Clara, go ahead.” verb, and a complete thought.”
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“Very well, it can stand on its own, it may also

contain objects and modifiers.
So, Emma is the subject, writing is the verb and
letter is the object. “Yes Ma’am”
Do you understand class?”

“For example, a number, it is called a compound

sentence wherein it has two or more simple
sentences joined by a conjunction or a mark of
punctuation.
Can anyone give me an example of conjunction?”
(Students raised their hands)
“One at a time, I’ll call other names, may I have Mr.
Lee? Lee: “A conjunction allows the clauses,
sentences, or phrases to be joined. An
example of conjunction is, and, because,
nor, while, or and even yet, Ma’am.”

“Thank you, Mr. Lee, the word that joins the

phrases in example 2 is “and” and the punctuation
mark that we can see is the comma (,) and the
independent clauses are “You are my true friend”
and the “you will be forever”. “Yes Ma’am”
Do you get that class? Do you get the compound
sentence? It has two or more independent clauses
inside.”

“Let’s hop on to example number 3, “3. I learned

the Korean language (easy, easily, ease)
because it was entertaining to learn. Doja: “Ma’am my answer is easily.”
What was your answer again?”

“Yes, thank you Ms. Doja. It’s correct. Example 3 is

an example of a complex sentence where it
contains at least one independent clause and at
least one dependent clause. So, this time, a
dependent clause cannot stand alone. For
example, “because it was entertaining to learn”
we cannot guess what’s entertaining to learn
unless we’ll join the independent clause to make it (Students listens attentively)
a complex sentence and easy to comprehend. So,
the independent clause is, “I learned the Korean
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language easily” which makes it a good sentence,

now class remember, If a sentence begins with a
dependent clause, note the comma after this
clause. If, on the other hand, the sentence begins
with an independent clause, there is not a comma
separating the two clauses. “We get it, Ma’am”
Do you get it class? It is confusing?”

“Very well, let’s move on to example 4, which is a

mixture of Compound-complex sentences. (Student raises his
“I wanna go to Paris I will bring my friends
with me for a vacation but they are a bit busy this hand) Miller: May I
week. (and, is, but)” What is your answer class?”
Ma’am?

Miller: My answer is “and” Ma’am.”

“Yes Mr. Miller”

“Very good, that’s correct. “And” is an example of

a coordinating conjunction. When we say
Compound-complex, it has at least two (Students listen attentively and take down
independent clauses and at least one dependent notes)
clause.”
For example, “I wanna go to Paris” and “I will
bring my friends with me for a vacation” is an
examples of the independent clause. While “and”
stands as the coordinating conjunction and “they
are a bit busy this week” serves as the dependent
clause that cannot stand on its own.” “Yes Ma’am”

“Do you get it class?” (Students raised their hands)

“So, that’s the 4-sentence structure. What was it

again?” Janice: “Okay Ma’am, we have a Simple
sentence, Compound Sentence, Complex
“We’ll call another name to give chance to others, sentence, and Compound-Complex
may I have Ms. Janice?” sentence.”

“Thank you, Ms. Janice, for example, no.5 is also (Student raise their hands)
an example of a simple sentence. Now, who can
explain example no.5?
“I (woke, wake) up early yesterday morning.”

“Okay, Ms. Ellie” Ellie: A simple sentence has an

independent clause and the answer is
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“woke” since “yesterday” has gone by,

which means it is past tense.

“Thank you, Ms. Ellie, I can see you are catching up “None so far, Ma’am”
in our lesson, very good.” So, do you have any
clarifications before proceeding to our lesson?

ABSTRACTION

“Our topic for today will be using Phrases, clauses,

and sentences appropriately and meaningfully.”

“Before we start, make sure you are listening and “Okay Ma’am”
paying attention to our lesson, okay?”

Now, earlier we had discussed the sentence

structure, we had Simple, Complex, Compound,
and Compound-Complex sentences. I will share
with you my PowerPoint presentation about our
topic today.”

(Prepare the PowerPoint using the projector)

“Once again Good day everyone, we will be

tackling the difference between phrase and clause “Good day Ma’am”
and how to make one.”

“In English, there are two grammatical terms, that

form part of a sentence that may or may not be
meaningful. These are phrase and clause, wherein
the phrase implies a set of words, that acts as a
single unit but does not have a subject and (Students will take down notes)
predicate. On the contrary, a clause is also a group
of words, which contains a subject and a predicate.
For example:
1. She lives in the Gurajat since 2012”
2.I went to my home after returning from the
party last night.

In the first sentence, in Gujarat is just a phrase,

as it does not have a subject-verb pairing, while
she lives in Gujarat is a clause, as it contains both
subject and verb. In the next sentence, I went to
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my home, is a clause because it has a subject and a

verb, whereas to my home and from the party, are
the phrases, as it is just a group of words, not
making any sense.”

“Now, may I ask anyone to read the definition

of phrase? Anyone?” (Student’s raises their

“Okay, Ms. Montefalco”

“Thank you, Ms. Montefalco, so we have 6 types
of phrase . Namely; Noun phrase, verb phrase,
adverbial phrase, gerund phrase, infinitive phrase,
and prepositional phrase. Let’s start with the Noun
phrase. It is a group of words that is headed by 2
or more noun wherein noun is used to identify any
class of people, places or things. For example, The
lady at the store is my mother. Where is the noun
here?”
hands) Montefalco:
“A phrase refers to a combination of two
or more words, that are related to one
another and acts as a single unit but do not
contain a subject-verb pairing. It forms a
part of a clause or sentence which is used
to provide further information.
A phrase does not carry any meaning of its
own, due to the absence of subject and
verb, but it clarifies the context, of the
sentence when added to a clause. There
are six types of clauses”
“The Lady, store and the mother”

“Very Good. Now, no.2, we have the verb phrase,

A verb phrase is the portion of a sentence that
contains both the verb and either a direct or
indirect object. A verb shows an action,
occurrence or state of being. For example, She
must be singing at the interschool talent hunt.
Where is the verb here?” “Singing”

“Very good class, the adverbial phrase is a group

of words that refines the meaning of a verb,
adjective, or adverb. For example, Anya told me
the truth very honestly. Adverbials are used to
give as more information about a verb either a
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word or phrase and often say how, where,

when, or how often something happens.
Do you get it class?”
“Yes Ma’am”
For no.4, Gerund Phrase group of words consisting
of a gerund and the modifier(s) and/or
(pro)noun(s) or noun phrase(s) that function as
the direct object(s), indirect object(s), or
complement(s) of the action or state expressed in
the gerund, such as The gerund phrase functions
as the subject of the sentence. Gerund are form
that is derived from a verb that functions as a
noun, it ends with –ing. For example, Anya and
her friends enjoyed a lot of dancing at the party.
We have dancing here as our gerund.
No. 5 is an Infinitive Phrase is a group of words
consisting of an infinitive, a modifier or the use of
pronouns, direct objects, indirect objects or
complements of action or state expressed in the
infinitive. For example, Teddy likes to surprise
others. We have “surprise others” as our infinitive
phrase because usually, it can be identified when it
has the word “to” in front of the phrase. Gets
class?” “Yes Ma’am

“Lastly is the prepositional Phrase it is a group of

words containing a preposition, a noun or
pronoun object of the preposition, and any
modifiers of the object and the Prepositional is a
word or group of words used before a noun,
pronoun, or noun phrase to show direction, time,
place, location and even spatial relationships. For
example, You can find the food on the table. Our
prepositional phrase here is “on the table” as it
suggests a location where you can find the food.
Do you get it class? “
“Yes Ma’am”
“Any clarification? “
“None so far”
“Who can enumerate the 6 types of phrases?”
(Students raises their hands”

“Mr. Jason, what are the 6 types of clauses that we Jason: “The 6 types of phrases are Noun
discussed?” phrase, Verb phrase, Adverbial phrase,
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Gerund phrase, Infinitive phrase and the

Prepositional phrase.”

“Thank you, Mr. Jason, for paying attention to the

class. Now, let’s move on to the definition of clause.
Pay attention everyone because I will be giving an
assessment and assignment later.”

“Who wants to read the definition of clause?”

“Go ahead Ms. Ellie”
“Thank you, Ms., Ellie. Under the definition of a
clause, we have the subject and the predicate. The
subject is what or whom the sentence is about for
example “Kiara” while the predicate talks about
the subject, for example, “Kiara is a teacher”. So,
Kiara as the subject, then who is Kiara described by
the predicate?”
Ellie: “Me Ma’am”
Ellie: Definition of clause
When in a set of words, there is a subject
actively performing an action (verb), then
that combination of words, is called as a
clause. A clause can function as a sentence,
which may or may not be a complete one.
There are two parts in a clause, i.e. a
subject and a predicate. The predicate
expresses something with respect to the
subject. There are various types of clauses
which are given as under: Adverbial clause,
Adjective (relative) clause, Independent
(main) clause, Dependent (subordinate)
clause, and Noun clause. “
Jason: “A teacher”

“Very good.”

“Let’s tackle the definition of clause. First, we have

the adverbial clause which is used to give more
information about a verb for example, “After the
party was over, the band left for Mumbai for the
next concert.” Our adverbial clause here is “after
the party was over” it is a dependent clause that
cannot stand alone as a sentence and it also
functions as an adverb wherein it gives
information
about the verb “party” that it was over.
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Any clarifications?”

“Who can read no.2?” Princess: “Me Ma’am”

“Go ahead Ms. Princess” Princess: Adjective (relative) clause is a

clause that modifies a noun or noun phrase
and uses some grammatical device to
indicate that one of the arguments in the
relative clause refers to the noun or noun
phrase.

“Thank you, Ms. Princess,”

“So, basically adjective is a word that modifies
noun or noun phrase. For example, “The child,
who gave you chocolate yesterday, is my niece.”
So, where is our relative clause? “

“Our relative clause here is “who gave you

chocolate yesterday” because it contains the
subject as “you” the and verb as “gave” and it
begins with a relative pronoun of “who”. That is
how you spot an Adjective of relative clause.”

“How about the independent or main clause, who Jera: “Can I Ma’am?”
wants to read?”

“Sure, go ahead, Ms. Jera.” Jera: “Independent or main clause is a

clause that can stand itself as a simple
sentence.”
“Thank you, from the word independent, it means
it does not necessarily need to depend to another
phrase because it is capable to stand alone as a
complete sentence that has perfect sense. For
example, “Jane talks slowly, at the library.”
So, our independent clause here is “Jane talks
slowly” it makes sense that Jane talks slowly since
“Jane“ is the subject and “slowly” is t verb
describing Jane’s attribute in the library.
Meanwhile the corresponding phrase of “at the
library” is the depending or the subordinate clause
that can’t stand alone and has no sense at all and
that is the fourth type sof clause.
Do you understand the difference between the “Yes Ma’am”
two?”
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“Okay M.s Arnelyn, can you differentiate the two?” Arnelyn: “Independent clause can stand
alone as a sentence and has complete
thought, while the dependent clause needs
to depend on the independent clause
because it cannot stand alone.”
“Correct Ms. Arnelyn, let’s hop on to the last one,
the noun clause which has a subject and predicate,
like a sentence, but because it is dependent, it
doesn’t express a complete thought. A noun
phrase is a group of words that includes a noun
but no verb. For example, “I know what she is
trying to hide.”
Our noun clause here is” what she is trying to
hide” Because of mostly class, the noun clause
begins with the subordinating conjunction and
here we have “what” the phrase also is dependent
because it lacks support and is not a complete
sentence, therefore it is a noun clause. “Yes ma’am”
Do you understand class?”
Miller: “Me Ma’am”
“Can anyone recall the types of clauses?”
Miller: “The clauses have 5 types namely;
“Yes, Go ahead.” Adverbial clause, Adjective (relative
clause), Independent (main) clause,
Dependent (subordinate clause) and the
Noun clause.”
“Thank you, Mr. Miller. Very good class, seems like “None so far Ma’am”
you are really paying attention. Do you have any
clarifications?”

APPLICATION

“Seems like you have truly understood our lesson

for today.
So, I want you to generate two sentences of each
type of phrase and clause. You may write this in
your notebook and submit it to me. The deadline
for the submission will be 5 o’clock this afternoon,
with no more extensions, and late submission will
be minus points. Okay, class? “Yes Ma’am”

IV. EVALUATION
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2
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Instruction: A 10-minute recall from what we had

discussed earlier. On a ¼ sheet of paper, complete
the sentence below by filling the blanks with the
correct answer to the following question.

1. A refers to a combination of two or more

words, that are related to one another and act as a
single unit but do not contain a subject-verb
pairing. (Phrase)
2. used to identify any class of people,
places or things.
Noun)
3. are the form derived from a verb
that functions as a noun and ends with – ing.
(Gerund) (The students will answer in 10 -minutes)
4. used before a noun, pronoun, or noun
phrase to show direction, time, place, location, and
even spatial relationships.
(Prepositional Phrase)
5. Two parts of clause: and .
(Subject and predicate)
6. can stand on its own and has
complete thought.
(Independent clause)
7. cannot stand on its own and makes
no sense at all.
(Dependent clause)
8. has two or more simple sentences
joined by a conjunction or mark of punctuation.
(Compound Sentence)
9. A compound-complex sentence has at least two
and at least one dependent clause.
(Independent clause)
10. A only contains one independent clause.
(Simple sentence)

V. ASSIGNMENT

For your assignment, write this in your activity

notebook.
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1. Create a short story using the 4 structures of sentence-

simple, compound, complex and compound-
complex sentence. Make it as creative as you can
and present it in front of the class tomorrow. “Yes Ma’am”
Understand?

VI. REMARKS/COMMENTS
VII. REFLECTION
A. No of learners who earned 80% 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
work?
F. What difficulties did I encounter that
my mentor/cooperating teacher can help me solve?
G. What innovations or localized materials did I
used/discover which I wish to share with other
teachers?

Prepared by: Checked by:

Teaching Intern Cooperating Teacher