A Detailed Lesson Plan (DLP) in English 7 – Third Quarter

Prepared by Anthony S. Villanueva

CONTENT STANDARD LEARNING COMPENTENCY

Grammar Awareness Observe the rules in creating sentence patterns
and Structure
SKILL/S TEACHING STRATEGY/IES PERFORMANCE TASK/S
USED
Writing  Lecture Method/Discussion Diagnostic Test
 Cooperative Learning Formative Test

I. Objectives
At the end of the period, the students are expected to:
a. differentiate Transitive Verbs from Intransitive Verbs
b. construct sentences using transitive and intransitive verbs
c. use the S-TV-DO and S-TV-IO-DO patterns in constructing sentences

II. Subject Matters

A. Topic: Transitive and Intransitive Verbs
Sub-topics: S-TV-DO and S-TV-IO-DO patterns
Reference: Moving Ahead in English, pp. 58-59
Materials: Chalk and board illustration, Visual Aids, Slide Presentation

III. Procedure
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. Initiating Activity
1. Opening Prayer
2. Checking of Attendance

B. Review of the past lesson

 Class, will you differentiate
again the Active Voice from
Passive Voice.
 Sir, in Active Voice, the subject
does the action of the verb while
in Passive Voice the active subject
and the direct object change
places.

 And what certain patterns do

we follow if we are using the  Sir, in Active voice we follow this
Active and Passive voices? pattern; S + V + O, which means
Subject + Verb + Object.
  Sir, in Passive Voice, we use this; S
+ V + by + O, and this stands for
Subject + Verb + the word ‘by’ +
Object.

 Correct! All of this has

something to do with our next
lessons.

C. Motivation
 Class, I need five volunteers in
front. I have here five tasks for
draw lots, and you are going
to perform what you get or
you are to act out each task.
And class, please notice what
they are going to do. Move!  Student 1: She/he will recite a
poem.
‘Love of Country’
Is there any love that is nobler,
Purer and more sublime
Than the love of the native
country?
What love is? Certainly none.

 Class, what did (Jessie) do?

 Sir, Jessie recited a poem.
 Correct! Now, in your
notebook, write down the five
tasks your classmates would
be doing. The first one will be:
‘Jessie recited a poem’.

 Next!
 Student 2: Will give the ballpen to
the teacher
 (2. Maxima gave the ballpen to
Teacher Anthony)
 Student 3: Will shout
 (3. Juana shouted)
 Student 4: Will throw the ballpen
 (4. Julio threw the ballpen)
 Student 5: Will sing
 (5. Pedro sings)

 Thank you students! Class, you

must have written in your
notebook the following:
1. Jessie recited a poem.
2. Maxima gave the ballpen
to Teacher Anthony.
 3. Juana shouted.
4. Julio throw the ballpen.
5. Pedro sings.

 Now hold on to your

notebook and try to answer
these questions on the slides.
 (The teacher will ask the
questions from the
presentation)

Motive Questions:
 Can you identify the subject
in each sentence? Please (The students should have answered:)
enumerate.  1. (Jessie)
2. (Maxima)
3. (Juana)
4. (Julio)
5. (Pedro)

 And now, what are the verbs (The students should have answered:)
in the following sentences? 1. recited
Underline each. 2. gave
3. shouted
4. threw
5. sings

 Very good class.

D. Lesson Proper
 Class, today our lesson is all
about the S-TV-DO and S-TV-
IO-DO Patterns. The verbs that
we are going to talk about
are Transitive Verb and
Intransitive Verbs. Will you
differentiate the two.  Sir, a transitive verb is one which is
one which shows an action that is
passed on from the doer to an
object or receiver of the action,
while an intransitive verb is one
that does not need an object or
receiver of the action.
 Very good! Class is it clear?
For your better
understanding, let try to
compare these two using this
slide presentation. (slides 12-
14)
 Again, Intransitive verb can
stand alone as a complete
 predicate, it answers
“where”, “how”, and “when”.
For example:
He plays quietly.
How does he play?
 Sir, quietly
He plays at the garden.
Where does he play?
 Sir, at the garden
He played yesterday.
When did he play?
 Sir, yesterday
 Class, understood? Notice
that there is no object in the
sentence; What does he
play? None, isn’t it?
 From the tasks that you wrote
that your classmates have
done, what sentences have  Sir, sentence number 3, “Damaso
intransitive verbs? shouted.” Because the verb can
stand alone as a complete
predicate. And sentence number
5, “Rich sings” with the same
 Very good! That’s the other reason as that of number 3.
way around, like these
examples:
Animals breathe.
Men die.
Scientists experiment
 You can notice that the verbs
do not answer “where”,
“how” and “when”
 Next is about Transitive Verbs.
When the addition of the
verb is not yet enough to
make the group of words
complete in meaning that is a
transitive verb. To make it
easy to understand: the verb
must answer the questions
“what” or “who” after the
verb.
 From the list of the tasks, what
sentences have transitive
verbs? Please explain your
answers.  Sir, sentence number 1, “Jessie
recited a poem.” Because, the
verb “recited” answers the
question ‘what’ which is a
“poem”. Then sentence number 2,
“Maxima gave the ballpen to
 Teacher Anthony”. The verb
“gave” answers the question
‘what’, which is the ballpen. And
sentence number 4, “Patricio
threw the ballpen”. The verb
“threw” answers the question
 Very good! Class did you get ‘what’, which is also the ballpen.
it?
 Yes sir!

 COOPERATIVE LEARNING
 Now, let us divide the class
into six groups, each group
will be creating ten (10)
sentences; five (5) sentences
using transitive verbs and
another five (5) sentences  (Student will perform the task)
using intransitive verbs.
 After you created your ten
sample sentences, you are
going to exchange that to
other group and once you
received the copy of their
sentences, work together to
create questions from the
sentences they have
formulated. Please be guided
with the samples I have given
you earlier.

 After that please pass it to

me.

 Now, let us proceed to the

sentence pattern, S-TV-DO or
Subject + Transitive Verb +
Direct Object.

 Example:
Carlos gave a speech.
S TV DO

 Class, Direct Object is the

receiver of the action. In the
example, “speech” is the
receiver of the action “gave”.
What did Carlos give? A
speech.
 Will you give me another
example for this pattern?
  Sir, ‘She pours the water’. The word
‘she’ is the subject, ‘pours’ is the
transitive verb and the ‘water is the
direct object.
 Very good. Now let us move
on to the next pattern, S-TV-
IO-DO.
 For example:
We gave him a resounding
S TV IO

applause.
DO
 Class, the Indirect Object tells
to whom the action was
done. In the example, the I.O.
is ‘him’ because the
applause is given to him.
 Will you give me another
example.  Sir, ‘They named him Peter’, the
word ‘They’ is the subject, ‘named’
is the transitive verb, ‘him’ is
indirect object and ‘Peter’ is the
direct object.

E. Drill
 Very good. Now do these
exercises on the slides.  (The students will answer the
exercises)
A. Direction: For each sentence, write
the action verb after each sentence.
Then write T if the verb is transitive or I if
the verb is intransitive. If the verb is
transitive, write the direct object or
objects?
1. The high school drama club
performed the play.
2. The baby cried loudly from her
crib in the next room.
3. Jackie ordered a vanilla shake
and a hotdog with mustard.
4. The students prepared a mini
program for the teachers.
5. Julia dances gracefully.

B. Direction: Underline once the indirect

object and twice the object/s in each
sentence below.
1. Chris gave the crowd a big smile.
2. The company promises its
employees annual pay
increases.
3. Ms. Nishimura served her guests a
traditional meal.
4. The parents’ club bought the
school three new computers.
5. Muhammad writes his cousin a
letter once a month.

F. Generalization
 Again, what are the sentence
patterns we have tackled
today?
 Will you differentiate again
the transitive verb from
intransitive verb.
 Sir, we have tackled S-TV-DO and
S-TV-IO-DO sentence patterns.
 Sir, Intransitive Verb can stand
alone as a complete predicate. It
answers “where”, “how” and
“when” questions. And Transitive
Verb is not yet enough to make
the group of words completer in
meaning. It answers the questions:
“what” or “who”.

G. Evaluation
 On a ½ (crosswise) sheet of
paper, label the following
sentences with S-TV-DO and S-TV-
IO-DO patterns.

1. I gave my mother a gift.

2. The teacher teaches us
Sentence Patterns.
3. The students watered the plants.
4. Other countries sent us
donations.
5. Maria reads the announcement.
6. Julio cooked the ‘adobo’.
7. The bus drivers gave the
passengers transfers.
8. The children swept the floor.
9. The volunteers plant different
trees.
10. Mrs. Smith offered her co-worker
assistance.
H. Assignment:
 Construct at least five (5) sample
sentences of S-TV-DO and S-TV-
IO-DO patterns.
 Have an advance study about S-
TV-DO-OC