Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Laguna
District of Bay
MASAYA NATIONAL HIGH SCHOOL
Gov. F.T. San Luis Ave., Masaya, Bay, Laguna
Tel. Nos.: (049) 501-3050, (049) 576-0525 Telefax: (049) 501-3050

FIRST QUARTER
BUDGETED SUBJECT MATTER IN ENGLISH 7
SY 2019-2020
TOPIC LEARNING COMPETENCIES NO. OF TARGET OBJECTIVES
DAYS DAYS
Lesson 1: Searching for My EN7LC-l-a-5: Recognize stress and intonation that serve as carriers of 1. Listen for important points signal by stress
Beginnings meaning.
and intonation.
EN7LC-l-C-A-5.2: Note the changes in stress and intonation that affect 2. Note the changes in stress and intonation
the meaning
the text/ song.
EN7F-l-a-3.11.1: Observe the correct production of vowel and 3. Observe the correct production of vowel and
consonant sounds, diphthongs, blends and glides.
consonant sounds, diphthongs, blends and
EN7V-l-B-22.1: Distinguish features of colloquial language and slang glides.
EN7LT-l-A-1: Discover literature as a means of connecting to a 4. Distinguish features of colloquial language
significant past.
and slang.
EN7LT-A-2.1: Identifying the distinguishing features of proverbs.
EN7LT-l-a-2: Describe a literary genre during the pre-colonial period. 5. Discover literature as a means of connecting

EN7W-l-a-11: Distinguish between oral and written language use. to a significant past.
6. Describe a literary genre during the pre -
EN7WC-l-a-4.1: Identify the common purposes of writing
colonial period.
EN7G-l-a -11: Observe correct subject-verb Agreement.

Lesson 2: Recalling My Ancestor’s
Beliefs
Lesson 3: Relation with My Family
EN7SS-l-B-1.5.1: Skim for major ideas using heading as guide.
: Give the meaning of the material viewed
; Read intensively to find answer to specific
questions.
: Listen for important points signaled by voice
projection and volume.
EN7LT-l-b-1: Discover literature as a means of connecting to a
significant past.
EN7LT –l-b-2.2: Explain how the elements specific to myth and legend
contribute to their theme.
EN7VC-l-1-b -8: Use structural analysis to determine the meaning of
unfamiliar words.
EN7G-l-b-11: Use the correct form of the verb in varied contexts.
: Observe correct subject-verb agreement in writing one’s
reflection on the theme of one’s chosen Philippine myths and legends.
LC3c: Identify main points and supporting ideas in the text listened to.
7. Distinguish between oral and written
language use.
8. Identify the common purposes of writing.
9. Observe correct subject-verb agreement.
1. Make compound words out of the given pool
of words.
2. Listen to the details and note the group of
words which identify the common forms of
collocations: : (a) adverb+adjective, (b)
adjective+noun, (c) noun+noun
3. Organize ideas how they are presented in the
text listened to.
4. Use appropriate turn taking cues at the level
of words, phrases, clauses, and sentences.
5. Formulate meaningful short answers.
6. Prepare a list of available primary and
secondary information sources concerning a
particular topic.
1. Use devices to activate prior knowledge.
2. Create a graphic organizer for a text read.

Lesson 4: Building and Maintaining
Friendships
OL3e: Use appropriate topic control strategies to expand one’s
responses to emphasize a point and to evade possible misinterpretation.
VD3b: Identify the common forms of collocations: (a)
adverb+adjective, (b) adjective+noun, (c) noun+noun, (d) noun+verb,
(e) verb+noun, (f) verb+expression with prepositions.
RC3c: Determine relevance and unity of the element of a literary text
vis-à-vis its intended purpose and production milieu.
WC3c: Organize information gathered from primary and secondary
sources using a graphic organizer.
GS3c: Formulate meaningful reply questions.
SS3b: Prepare a list of available primary and secondary information
sources concerning a particular topic.
LC2d: Note specific words or expressions that signal or emphasize
crucial details in the narrative listened to.
OL3c: Vary the organization interaction using the three – ordered
options: current speaker selects next speaker, next speaker selects as
next; or current speaker continues.
VD3b: Identify the common forms of collocations: (a)
adverb+adjective, (b) adjective+noun, (c) noun+noun, (d) noun+verb,
(e) verb+noun, (f) verb+expression with prepositions (g) verb+adverb
3. Identify main points and supporting ideas in
the text listened to.
4. Identify the common forms of collocations.
5. Use information presented in a reading or
viewing selection to infer, to evaluate and to
express critical ideas.
6. Expands one’s responses to emphasize or
point and to evade possible
misinterpretations.
7. Identify the feature of primary and
secondary sources using a graphic organizer.
8. Formulate meaningful reply questions.
9. Determine the relevance and unity of the
element of a literary text vis-à-vis its
intended purpose and production milieu.
1. Use non- verbal representations/ non- linear
visual to activate prior knowledge.
2. Note specific words or expressions that
signal or emphasize crucial details of the
songs listened to.
3. Vary the organization interaction using the
three- ordered options: current speaker
selects next speaker; next speaker selects as
 RC3c: Determine relevance and unity of the elements of poetry vis-à-
vis its intended purpose and production milieu.
WC3d: Organize information gathered from primary and secondary
sources using a graphic organizer.
GS3d: Formulate meaningful reply questions.
SS3b: Prepare a list of available primary and secondary information
sources concerning a particular topic.
Lesson 5: Friendship LC3e: Determine the tone and mood of the speaker
OL3e: Use appropriate topic control strategies to expand one’s
responses to emphasize a point to evade possible misinterpretations.
next; or current speaker continues. Make a
dialog.
4. Express meaningful reply questions.
5. Identify the common collocation forms to
unlock the vocabulary difficulties. Use words
and expressions appropriate to context
including words in collocations derived from
a poem read.
6. Identify the type and pattern style of stanza
in a poem. Explain how different elements of
poetry work together to create an effect and
achieve a purpose. Discuss and react to the
literary techniques and styles adopted by an
author to achieve his purpose.
7. Prepare a list of available primary and
secondary information sources.
8. Create a scrapbook using the information
gathered from primary and secondary
sources.
1. Draw out the message of the poem listened
to.

Lesson 6: Protecting Environment
VD3c: Explain why collocations are useful in making the meaning of
expressions clearer.
RC3b: Use information presented in a reading or viewing selection to
infer, to evaluate, and to express critical ideas.
WC3c: Organize information gathered from primary and secondary
sources.
GS3c: Formulate meaningful reply questions.
LC3f: Note familiar and unfamiliar details from the text listened to.
OL3g: Ask and answer different types of questions in a dialogue or
interview.
VD3g: Use a variety of semantic organizers to show categorization.
2. Take down words mentioned in the poem
and identify what part of speech are those
words.
3. Read and analyze the poem and present it to
the class.
4. Interpret the given poem and present it to
the class.
5. Write a letter in response to the speaker of
the poem.
6. Respond to ideas, issues and concerns
presented in a poem in a creative form.
7. Use information presented in a poem to
infer, to evaluate and to express critical
ideas.
8. Recognize the combinations of collocations
used in the poem.
9. Determine the differences and similarities of
the two writers using Venn diagram.
1. Use a device to activate prior knowledge.
2. Use graphic organizer to show
categorization.
3. Respond to varied types of questions.

Lesson 7: Community/ Environment
Lesson 8: Love of Country
RC3a: Use predictive and anticipatory devices/ tasks to activate prior
knowledge about the topic of reading/ viewing selection.
WC3g: Compose a feature article based on a personally selected.
GS3e: Formulate reported speech forms.
LC3g: Formulate assumptions or predictions about the contents of the
narrative text.
OL3g: Ask and answer different types of questions in a dialogue or
interview.
VD3c: Determine words or expressions with part whole (partitive)
relations.
RC3c: Respond to ideas, issues and concerns presented in a reading or
viewing selection creative forms.
WC3h: Revise a piece of short personal writing in terms of content,
style and mechanics collaboratively and independently.
GS3f: Employ a variety of cohesive devices in composing short written
personal discourse.
LC3h: Infer appropriate responses to listening guide questions.
OL3h: Use a variety of expressions to affirm, to negate, to see further
clarification and to summarize point in a dialogue or interview.
4. Use information presented in a reading or
viewing selection to infer, to evaluate and to
express critical ideas.
5. Write a feature article.
6. Identify the feature of primary and
secondary sources using a graphic organizer.
7. Determine the relevance and unity of the
element of a literary text vis-à-vis its
intended purpose and production milieu.
1. Formulate assumptions or predictions about
the contents of the narrative text.
2. Present an interview on the different type of
questions.
3. Identify words that express part as a whole.
4. Share ideas, issues and concerns presented
in a reading text.
5. Observe coherence in writing a paragraph.
6. Use cohesive devices in writing your
reflection.
1. Listen to distinguish what a citizen should do
for his country’s success.
2. Devise sub-categories to cluster ideas.
VD3f: Devise categories and sub-categories to cluster ideas. 3. Express opinion on the importance of

RC3b: Use information presented in a reading or viewing selection to patriotism.

infer, evaluate, and to express critical ideas. 4. Formulate reported speech.

WC2g: Compose and upload a blog entry based on a particular personal

topic of interest.

GS3e: Formulate reported speech forms.

Prepared by:
Gina G. Estioko
Teacher

Noted:
MARIO A. JAVIER
Principal I