Republic of the Philippines

Department of Education
Region XII
Division of South Cotabato
CITY OF KORONADAL
ISKULTOUR …OUR KNOWLEDGE… OUR IDENTITY…OUR INTEGRITY
__________________________________________________________________

Semi-Detailed Lesson Plan in English 8 (Quarter 3)

ICON: Lorenzana Swimming Pool and Resort

Subject Matter: Modals (must and have, shall and will)

Objectives: At the end of the lesson, the learners are expected to:

- Identify modals in the given sentences;

- Construct sentences using modals;
- Perform talk show activity;

Materials: Pictures of Lorenza swimming pool, flashcards, presentations,

Value Integration: Patriotism

References: https://www.myenglishpages.com/site_php_files/grammar-lesson-shall-will.php
http://esl.fis.edu/grammar/multi/modal1.htm
Curriculum Guide: EN8RC-IIIa-10: Share ideas using opinion-marking signals
EN8G-IIIa-3.6: Use modals appropriately
Instructional Procedure:
 Routine
- Prayer, greetings, word for the day, and reminders
- Word of the day: coriander (‘kor-e-an-der)- the ripened dried fruit of corianders used
as a flavouring – called also coriander seed
- Review on the previous lesson.
A. Activity:
 The teacher asks: What do you know about swimming pool and resort in South
Cotabato?
How much do you know about these resorts?
The teacher posts pictures and gives the brief description of Lorenzana
Swimming pool and resort.

 Lorenzana swimming pool and resort is located in Prk. Acacia, Brgy. Derilon,
Banga, South Cotabato, Two pools for adults and for children. Entrance fee: (Day:
Adult- 30.00 and 25.00 children / Night: Adult: 60.00 and 40.00 for children).
 The founder of Lorenzana swimming pool and resort is Mrs. Teodora Lorenzana
Abrenica.

- The learners give ideas about the posted pictures.

- The learners compare Lorenzana swimming pool to what other Municipalities have.
 Questions:
 Why do we need to value and patronize these resorts?
 What do you think is the contribution of these resorts in our economy?
 What is your contribution to strengthen our tourism?
 Say something about this: “Patriotism is supporting your country all the time
and your government when it deserves it.”- Mark Twain
B. Analysis
- The learners read and identify modals in the given sentences taken in the story “Tale of
Chunyang”
Sentences:
1. Don’t you know the butterfly must pursue the flower, and the geese must seek the
sea?
2. Should I not speak to this pretty girl now?
3. The blue see may become a mulberry field, and the mulberry fields may become the
blue sea.
4. I shall remain faithful to you and wait here for you to come and take me away to
Seoul.
5. I heard much of you in Seoul, and today I see you are very beautiful. Will you come
to me?
- The teacher introduces the topic by letting the students read the objectives.
QUESTIONS:
1. What are the modals in the given sentences?
2. What are the functions and uses of modals in each sentence?
3. Differentiate have and must, have to and must to
- The teacher asks the learners about their ideas on modals.
- Review on the opinion-marking signals
 Modals discussion
Modals –is a type of auxiliary verb (helping verb) that expresses necessity,
possibility, permission, or ability. The most common modal verbs include must,
shall, will, should, would, can, could, may, and might. Modal verbs are generally
followed by the root form (also called base form) of the main verb.
A modal verb is a type of verb that is used to indicate modality – that is:
likelihood, ability, permission, request, capacity, suggestions, order and
obligation, and advice etc. They always take v1 form with them Examples include
the English verbs can/could, may/might, must, will/would and shall/should.
Here are some characteristics of modal verbs:

They never change their form. You can't add "s", "ed", "ing"...
They are always followed by an infinitive without "to" (e.i. the bare infinitive.)
They are used to indicate modality allow speakers to express certainty, possibility,
willingness, obligation, necessity, ability.
C. Abstraction
- The teacher discusses the importance of understanding modals.
- The learners construct sentences using must and shall from the given pictures about
Lorenzana Swimming pool and resort.
 In your own words/understanding what is the meaning of modals?
 Give situation where modals can be used.
Must and Have to
What's the difference between must and have to?
Must and have to are modal verbs in English.
1. We use must to make a logical deduction based on evidence. It indicates that the speaker is
certain about something:
Examples:
It has rained all day, it must be very wet outside.
The weather is fantastic in California. It must a lot fun to live there.
2. Must is also used to express a strong obligation.
Examples:
Students must arrive in class on time.
 You must stop when the traffic lights are red.
I must go to bed.
Have to
Like must, have to is used to express strong obligation, but when we use have to there is usually a
sense of external obligation. Some external circumstance makes the obligation necessary.
Examples:
I have to send an urgent email.
I have to take this book back to the library.
ACTIVITY:
Asking someone to do something.
Asking permission to do something.
Stating the need for someone to do something.

D. Application:
- The learners answer the given activity for 10 minutes only.
1. He had been working for more than 11 hours. He ______ (must, have) be tired after such head
work. He may prefer to get some rest.
2. Drivers _______ (must, have) stop when the traffic lights are red.
3. I was using my pencil a minute ago. It _______ (must, have) be here somewhere.
4. Snow has blocked the roads. We ______ (must to, have to) stay here until it’s cleared.
5. All the students _________ (must to, have to) obey the school rules.
6. You ______ (must, have) stop smoking. It is very harmful.
7. You ______ (must, have)stop at the red light.
8. Mrs. Parks can’t see very well. She ______(must, have) wear glasses.
9. It’s raining outside. Tim _______ (must, have) take his umbrella.
10. I am broke ______, I (must to, have to) borrow some money to buy a car.
E. Evaluation: Challenging oneself!
- Talk Show Activity (Maximize the use of modals)
- The learners will have 5 members in each group, 2 members will stand as the
interviewers and 3 members will be the interviewees.
- The teacher instructs the mechanics of the activity.
Topic: Promote Lorenzana Swimming Resort
There will be 20 minutes preparation and practice for the performance task.

Prepared by:

SHAMERA M. GANDALON
Teacher 1/Writer

Noted by: Validated by:

DR. JENNIFER B. TUPAS DR. ROSMIE P. SALADA

Project Coordinator English Program Supervisor

Recommending Approval:
LALAINE S.J. MANUNTAG, Ph. D. ELIZABETH C. CONSULAR
CID-CHIEF- South Cotabato Division PSDS/PSA Coordinator

APPROVED:
ISAGANI S. DELA CRUZ, CESO V
Schools Division Superintendent
-
 Republic of the Philippines
Department of Education
Region XII
Division of South Cotabato
CITY OF KORONADAL
ISKULTOUR …OUR KNOWLEDGE… OUR IDENTITY…OUR INTEGRITY
__________________________________________________________________

Semi-Detailed Lesson Plan in English 8 (Quarter 3)

ICON: Biarong Resto Bar

Subject Matter: Structural Analysis (Affixes)

Objectives: At the end of the lesson, the learners are expected to:

- Demonstrate understanding of methods used to analyze the structure of words;

- Determine the meaning of words using roots, prefixes, and suffixes;
- Build words using root words, and affixes;

Materials: Pictures and video of Biarong Resto Bar, Manila Paper, small white board,
dictionaries

Value Integration: Remembering the Past

References: www.readingrockets.org/article/root-words-roots-and-affixes

Curriculum Guide: EN8SS-IIIa-1.10: Organize information about a chosen subject

using a graphic organizer

EN8V-IIIc-15.3: Explain the meaning of a word through structural analysis (prefixes,

roots, suffixes)

Instructional Procedure:

 Routine
- Prayer, greetings, word for the day, and reminders
- Word of the day: DEFIANCE (difiens)- bold disobedience, open resistance.
- Review: Enumerate Swimming pools and resorts of South Cotabato

PROCEDURE:

A. Activity:
 The teacher projects pictures. (Pictures of Biarong Resto Bar)

- The learners give ideas about the projected pictures through answering the questions.
How much do you know about this restaurant?
Have you been here? When? How do you feel? (Sharing of experiences)
- The learners describe and give caption on the given pictures.
- The teacher gives information about Biarong Resto.
 o Biarong Resto is located at Block 6, Crossing Diaz, Koronadal City, South
Cotabato. (add some info)
B. Analysis (10 minutes)
- From the given picture description, teacher writes on the board words with affixes.
Example: reheated
Underline the root word HEAT and explain that this is the root word and, even though it is
part of the word REHEATED, it can also stand alone.
Root word is the simplest form of word. It can have beginnings and endings added to it.
When we combine root words with beginnings or windings, it creates new words.
Point out the prefix RE- and explain that, in this word, RE- is the beginning, or prefix, that
is attached to the root word to alter its meaning (e.g. “RE- means again, so when we see
this word, we know that it means to “heat again”).
Point out tht suffix –ED and explain: “this is added to the end of the word, so it is called a
suffix. A suffix can change the part of speech or tense of a word. –ED is added to words to
make them past tense.
Guided Practice/Interactive Modeling
- The learners dissect some words.
- The teacher writes CENTIPEDE on the board.
- The students look for a part of the word. Ask learners to volunteer their findings (CENTI
means 100).
Write CENTI-PEDE on the board.
o If we know that CENTI- means 100, then what do you think the root word PED
means?”(foot/feet)
o Learners can think of other words that have the same root word PED in it (e.g
pedestrian, pedestal, pedicure).
- The learners analyze the given word.
CYCLICAL
Questions:
What are some other words with this root? (underline CYCL)
Bicycle, recycle, cycle, cyclone
Now that we see some other words with the root CYCL, what do you think it means?
(circle)
Explain: So, if the root word CYCL means circle, we know that CYCLICAL has something
to do with a circle.
- Pair work:
o Students determine the meaning of given words.
Librarian aqueduct antibiotics edible
Affix- a meaningful part of a word (morpheme) that is attached before or after a root
to modify its meaning (prefixes and suffixes)
Structural analysis: the study of affixes, base words, and roots.
Suffix: a grammatical ending added to a root or base word that modifies its meaning
Prefix:
C. Abstraction
- The learners explain the meaning of the words through structural analysis.
- The learners identify root words, prefixes, and suffixes;
- The given words are:
Suffix definition Examples
-ing verb forms; present participle sleeping
-ion, -tion,
-ation act; process submission, motion,
relation, edition
-able, -ible is; can be affordable, sensible
-al, -ial having characteristics of universal, facial

Prefix
anti- against anticlimax
de- opposite devalue
dis- not; opposite of discover
en-,em cause to enact, empower
inter- between; among interrupt
 mid- middle midfield

- The learners construct sentences using the picture presented. (picture description)

*Teacher adds additional input.

For learners who need more scaffolding, have them work in pairs again or small
groups to complete the worksheet. (teacher made worksheet)
D. Application:
- Provide affixes on the given words.
Base word Prefix Suffix
submit -submission
hope -hopeless
estimate -underestimate
human -superhuman
usual -unusual
final -semifinal
Enrichment:
- For an extra challenge, have learners create their own words using the prefixes,
suffixes, and roots on the word table.
E. Evaluation: SMALL GROUP
- The learners create a still or moving tableau that shows what a prefix, suffix, and root
are. Learners will work about three minutes with their group.
- Groups share their tableaus (e.g. in a group of three, one student might stand tall in the
middle representing the root word, while the other students crouch and hold hands
with the “root” on either side, representing the prefix and suffix). Tableaus will vary
but it will provide an opportunity to assess their understanding of the concept and will
also serve as a visual teaching tool for the other students who are watching.
o Review and closing
- The teacher hand out a few sticky notes to each learner. Have them write a prefix, suffix,
or root word they learned from the lesson.
- The teacher invites the learners to come place each of their sticky notes on one of three
circles teacher drawn on the board (labeled prefix, suffix, root).

Prepared by:

SHAMERA M. GANDALON
Teacher 1/Writer
Noted by: Validated by:

DR. JENNIFER B. TUPAS DR. ROSMIE P. SALADA

Project Coordinator English Program Supervisor

Recommending Approval:
LALAINE S.J. MANUNTAG, Ph. D. ELIZABETH C. CONSULAR
CID-CHIEF- South Cotabato Division PSDS/PSA Coordinator

APPROVED:

ISAGANI S. DELA CRUZ, CESO V

Schools Division Superintendent
 Republic of the Philippines
Department of Education
Region XII
Division of South Cotabato
CITY OF KORONADAL
ISKULTOUR (OUR KNOWLEDGE… OUR IDENTITY…OUR INTEGRITY)
_____________________________________________________

Semi-Detailed Lesson Plan in English 8 (Quarter 3)

ICON: FB Hotel
Subject Matter: Expressions in Propaganda Techniques

Objectives: At the end of the lesson, the learners are expected to:

- Discuss propaganda techniques;

- Identify expressions in propaganda techniques;
- Analyze texts to identify different types of propaganda techniques;

Materials: Laptop & projector, facts of FB hotel, propaganda techniques

References: marketwit.com

Curriculum Guide: EN8V-IIIh-26: Analyze intention of words or expressions used in

propaganda techniques

Instructional Procedure:

 Routine
- Prayer, greetings, review, and reminders
 Exercise: I say YES, you say NO, I say NO you SIT down. I say DOWN you say YOU. I SAY
what, you SAY I LOVE YOU.
 Presentation of the lesson
A. Activity 1: K-W-L Activity
- The teacher presents FB Hotel pictures.
-

- The learners get ½ sheet of paper and provide the K-W-L columns.
What I know What I want to know What I learned?

The learners provide answer on ‘What I know and what I want to know column’ about
-
FB Hotel
- The ‘What I learned column’ will be used at the end of the discussion.
B. Analysis
- Questions:
Have you been to FB Hotel? What did you observe?
How was the accommodation of the receptionists?
- The teacher presents example leading to discussion on propaganda technique.
1. Do you ever seen or heard propaganda used? (share what they saw or heard and
what effect it had to them)
2. What do you think the reasons leaders and organizations often employ propaganda?
- The teacher presents sample advertisement.
 - The learners share ideas about the watched advertisement.
 What do you think is propaganda?
 What are the types of propaganda techniques?
- Propaganda – is a set of the messages intended to influence opinions of the masses, not
giving the opponents any opportunity to rebut the idea. Instead of telling people the
truth, propaganda often aims at manipulation of ideas to influence the behaviour of a
large number of people. So, it presents ideas selectively. Propaganda is related to
advertising, where it is about promoting a product. It is also used to influence religious
beliefs of society. (marketingwit.com)
The five types of propaganda techniques used in advertising:
1. Bandwagon- it aims at persuading people not to do a certain thing because many
other people are doing it. Example: soft drink advertisement wherein a large group
of people is shown in drinking the same soft drink. People feel induced to opt for
that drink as it is shown to be consumed by many. Snob appeal is the reverse of
bandwagon. It indicates that buying a certain product will make you stand out from
the rest, as the masses won’t afford to buy it.
2. Testimonial- this propaganda technique uses words of an expert or famous person
to promote a particular idea. For example, a sport person is shown recommending a
brand of shoes. Generally, people idealize celebrated figures. So celebrities are used
to advertise certain products. A testimonial has to be reasonable. Advertisers are
cautioned not to use false testimonials as they lack authenticity.
3. Transfer – in this technique, qualities of a well-known person are associated with a
product to promote or demote it. Linking an item to a respected person is positive
transfer. Creating an analogy between a disliked person and a product is negative
transfer. It is also used during war times.
4. Repetition – it is when the product name is repeated many times during an
advertisement. This technique may use jingle, which is appealing to the masses and
fits in their minds.
5. Emotional words – this is meant to generate positive feelings in the minds of the
masses. Words like ‘luxury’ or ‘paradise’ are used to evoke certain feelings in the
minds of the people, which they associate with the product.
- What do we need to have advertisements?
- The teacher asks the learners about the functions and uses of propaganda techniques.
- The learners determine the expressions in propaganda techniques.
C. Synthesizing and Abstraction:
- The learners come up with identifying the types of propaganda techniques from the
given examples and process questions.
- The teacher shows video of advertisement using the five techniques.
- The learners identify what kind of propaganda technique is used.
 What are the expressions used in each technique?
 What do you think are the importance of learning techniques?
D. Application:
Analyze texts to identify different types of propaganda techniques;
- The teacher presents texts and learners will identify the type of technique is used.
- The learners provide answers on what I learned column in the K-W-L activity.
E. Evaluation: Advertisement
- Define advertisement
o FB Hotel
- The teacher instructs the students to form 5 groups with 5 members.(depending on the
class size)
- The learners create and present an advertisement, advertising the FB hotel. Maximize
the expressions in propaganda techniques.
- The teacher provides criteria or rubrics for the activity.
  Assignment:
o Observe and list the expressions used in each techniques in the television advertisement
shown from 7:00 P.M – 8:00 P.M

Prepared by:

SHAMERA M. GANDALON
Teacher 1/Writer

Noted by: Validated by:

DR. JENNIFER B. TUPAS DR. ROSMIE P. SALADA

Project Coordinator English Program Supervisor

Recommending Approval:
LALAINE S.J. MANUNTAG, Ph. D. ELIZABETH C. CONSULAR
CID-CHIEF- South Cotabato Division PSDS/PSA Coordinator

APPROVED:
ISAGANI S. DELA CRUZ, CESO V
Schools Division Superintendent
 Republic of the Philippines
Department of Education
Region XII
Division of South Cotabato
CITY OF KORONADAL
ISKULTOUR (OUR KNOWLEDGE… OUR IDENTITY…OUR INTEGRITY
__________________________________________________________________

Semi-Detailed Lesson Plan in English 8 (Quarter 4)

ICON: Crown Jewel Hotel (Tboli)

Subject Matter: Journalistic Writing (news, opinion article, feature article, sports news)

Objectives: At the end of the lesson, the learners are expected to:

- Discuss types of journalistic writing;

- Distinguish types of journalistic writing;
- Compose an article following the given guidelines in writing;

Materials: sample news, opinion, feature, and sports news articles, news papers

Value Integration: Fairness

References:

Curriculum Guide: EN8WC-IVb3.4.2: Distinguish among types of journalistic writing

(news report, opinion article, feature article, and sports

EN8WC-IVi-3.4: Compose journalistic texts news article)

Instructional Procedure:

 Routine: Prayer, greetings, reminders, word for the day

A. Activity:
“Hyu lafus be kre-un.” (Good morning everyone)
- The teacher presents video of Crown Jewel hotel.
- The learners react and share their observation about the video clip.
- The teacher provides basic information or the background of Crown Jewel Hotel.

Crown Jewel Hotel in Tboli, South Cotabato

Planning a visit to the Municipality of Tboli, where the famed Lake Holon can be
found? No need to worry for a place to stay! Crown Jewel Hotel located at the heart
of Tboli is a 33-room hotel that offers great accommodation and exceptional dining
experience with its café and restaurant. It also has a sports bar, board room and air
conditioned function rooms that can cater to different occasions.

The place is wifi ready and with friendly and accommodating staffs.

For inquiries: Tel. No. 083-237-1219; Mobile No. 0910-187-1321; 0997-933-6065

(I love SOX PH, My Mindanao)

 Questions:
1. What is the significant contribution of the hotel in the lives of people in Tboli?
2. What do you think is the purpose of putting the hotel?
3. Does the hotel give prestige to its people?

B. Analysis
- Teacher will do frequent comprehension checks in the form of thumbs up and
thumbs down.
Questions:
What is the most important story in the news right now? (Honest feelings of the
learners)
What particular news have you heard?
- The teacher provides news paper.
- Let the students identify the part of the news paper.
- The teacher presents the 4 types of journalistic writing (News Article, Opinion
Article, Feature Article, Sports News), and from the given example let the
students read and analyze the sample articles.
Assigned Task by row
Row 1: News article
Row 2: Opinion Article
Row 3: Feature Article
Row 4: Sports News Article
- The learners discuss the assigned journalistic writing through a graphic
organizer.
Example:

- The teacher introduces and highlights the importance of “fairness” especially in

writing an article.
- The learners share insights on the importance of knowing and accepting equality
or fairness.
C. Synthesizing and Abstraction:
 The teacher asks the ff. questions:
- Questions:
1. What is an opinion article, news article etc.?
2. How did the author write the article?
3. What do you think is the characteristic of a good article?
4. Give scenarios/examples where these articles are used.
D. Application: Pair Work
- The learners distinguish the types of journalistic writing in the given articles.
(from the newspaper)
E. Evaluation: Individual Task
- The teacher distributes the fact sheets about Crown Jewel hotel.
- The learners choose and write one article about the Crown Jewel Hotel.
- The teacher provide rubric for assessing the learning of the learners.
 Prepared by:

SHAMERA M. GANDALON
Teacher 1/Writer

Noted by: Validated by:

DR. JENNIFER B. TUPAS DR. ROSMIE P. SALADA

Project Coordinator English Program Supervisor

Recommending Approval:

LALAINE S.J. MANUNTAG, Ph. D. ELIZABETH C. CONSULAR

CID-CHIEF- South Cotabato Division PSDS/PSA Coordinator

APPROVED:

ISAGANI S. DELA CRUZ, CESO V

Schools Division Superintendent
 Republic of the Philippines
Department of Education
Region XII
Division of South Cotabato
CITY OF KORONADAL
ISKULTOUR (OUR KNOWLEDGE… OUR IDENTITY…OUR INTEGRITY
__________________________________________________________________

Semi-Detailed Lesson Plan in English 8 (Quarter 4)

ICON: Roadway Resto Bar (Surallah)

Subject Matter: Figurative Language

Objectives: At the end of the lesson, the learners are expected to:

- Explain figurative language used in the sentences;

- Identify the figurative language used;
- Construct meaningful sentences in a context;

Materials: PowerPoint Presentation, Pictures,

Value Integration: Celebrating Valentine’s Day

References: www.education.com/lesson-plan/simile-or-metaphor/

Curriculum Guide: EN8LT-IVf2.2.4: Explain figurative language used

EN8LT-IVi-12: Appreciate literature as an expression of

philosophical and religious ideals

Instructional Procedure:

 Routine: Prayer, greetings, reminders, word for the day

A. Activity:
- The teacher presents pictures of the two resto and bar in Surallah such as
Roadway café and bar, Garage Coffee Bar.
- The learners compare the two pictures by using cohesive devices or connectors.
- From the posted pictures of coffee bar on the board, learners will pick one and
share their observations or experiences.

Ask students the following questions:

1. Do you go to the resto?
2. Who do you go with?
3. What do you like to do there?
4. What is the significant contribution of the coffee shops in the lives of people of Surallah?
B. Analysis
Review on the lesson about hyperbole and litotes.
Review once again that similes and metaphors are comparisons.
Emphasize that the comparisons are not meant to be taken literally.
- The teacher instructs the learners about the game. Playing cards on figurative
language (teacher made). The game is to test student’s understanding of the
topic.
Example: I am as tall as a ___________.
I am funny like a ____________.
I am as clever as a ___________.
- The teacher presents some figurative language such as simile, metaphor,
personification, onomatopoeia, and alliteration.
- The teacher presents sample sentences and the learners will identify what
figurative language is used.
Sample sentences:
You run like a rabbit. Simile
The clown was a feather floating away. Metaphor
The road was a ribbon wrapped through the desert. Metaphor
The friendly gates welcomed us. Personification
Peter Piper picked a pickled pepper. Alliteration
The ball went swish as it hit the net. Onomatopoeia
- From the given sentences, learners will explain each figurative language. Focus
only on simile, metaphor, personification, alliteration, and onomatopoeia.
- The learners describe the given sentences to come up with the giving of
definitions and sample sentences.
C. Abstraction:
1.Where are we going to use figurative language?
2.How do we deal people who can’t understand some figurative language?
3.Now, what is the meaning of figurative languages? Cite examples.
4.Write sample sentences using figurative language.
5.Appreciate figurative language by giving ideas and comparison on
philosophical and religious ideals.
D. Application: Pair Work (Valentine’s Day at Roadway Coffee Bar)
- The learners select an engaging and fun topic such as celebrating Valentine’s Day
at Roadway Coffee Bar and write down two sentences for each. Learners
emphasize the use of figurative language discussed in class.
- The teachers collect their papers when completed and use it for assessment.
E. Evaluation: Differentiation
- The teacher challenges the learners to take the figurative language they wrote
during pair work and create a poem.
- The teacher provides small group support for struggling students so they can
review and practice figurative language writing technique.
- The teacher lets the class summarizes the lesson reinforcing the rules how to
make or write a figurative language.
- The learners read the poem to the class that contains some examples of
figurative language and discuss how they enrich writing the poem.
 Prepared by:

SHAMERA M. GANDALON
Teacher 1/Writer

Noted by: Validated by:

DR. JENNIFER B. TUPAS DR. ROSMIE P. SALADA

Project Coordinator English Program Supervisor

Recommending Approval:

LALAINE S.J. MANUNTAG, Ph. D. ELIZABETH C. CONSULAR

CID-CHIEF- South Cotabato Division PSDS/PSA Coordinator

APPROVED:

ISAGANI S. DELA CRUZ, CESO V

Schools Division Superintendent