TGCP ASSIGNMENT 5

TGCP Assignment No. 5

1. Create a communicative grammar lesson using the steps we discussed following the
template. You can adapt the lesson we worked on or pick your own grammar point and
content. Use the checklist as you work. Don’t forget to reflect and revise.
Checklist
 Target grammar item
 Lesson objective
 Presentation
 Guided practice
 Communicative practice
 Lesson Ending/Evaluation

DAILY LESSON LOG SCHOOL NVGCHS SESSION 1

GR. LEVEL: 7 TEACHER LEARNING ENGLISH
AREA
DATE/TIME: QUARTER
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of Philippine
literature in the Period of Emergence as a tool to assert
one’s identity; strategies in listening to and viewing of
informative and short narrative texts; word relationships
and associations; informative speech forms; and use of
direct/reported speech, passive/active voice, simple past
and past perfect tenses, and sentence connectors.

B. Performance The learner proficiently participates in a simple debate

Standards about identity in diverse society.

C. Learning
Competencies/Objectiv EN7G-a-3: Use the past tense correctly in varied
es (LC Code for each) contexts
II. CONTENT Simple Past form of the verb
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide/Pages
2. Learners’ Material
pages
3. Textbook pages Grade 7 Learners Material p.309
4. Additional Materials https://www.really-learn-english.com/english-grammar-
(LR) tenses.html

https://learnenglishteens.britishcouncil.org/grammar/beginner-
grammar/past-simple-regular-verbs

https://allnurseryrhymes.com/there-was-an-old-lady-who-
swallowed-a-fly/
IV. PROCEDURE
A. Review of Previous Ask the students about the activities that they did prior to
lesson/ Presentation of attending the class. Jot down the sentences stated by the
the New Lesson students. Highlight the lesson to be discussed.

B. Establishment of a Ask the students to read the short story below.

Purpose for the Lesson

What is verb?
Ask them to list down the verbs found in the story.
Then introduce the lesson how to form the simple past
tense of the listed verbs.

C. Presentation of The simple past tense is a verb tense that used to talk about things
Examples/ Instances of that happened or existed before. It is often used with past time
the new Lesson references (e.g. yesterday, two years ago).

Spelling Rules of Regular Past Simple Verbs

1. With most regular verbs, we simply add -ed to the
base form
Example: happen=happened
2. With verbs that ends in e, we add d.
Example: smile=smiled, arrive=arrived
3. With verbs that end in a consonant and y, we drop
the y and add -ied
Example: try= tried, carry=carried
Exception: If there is a vowel before the y, we leave the y
and only add -ed
Example: play=played
4. With one-syllable verbs that end in consonant
-vowel-consonant (cvc) combinations, we double the
last consonant.
Example: stop=stopped
Exception: With two-syllable, we double the last consonant
if the stress is on the last syllable
Example: admit=admitted

But when the stress is on the first syllable, we just

add -ed.
Example: listen=listened
Take note also that -ed sounds in 3 different ways:
d, t and id.

Past Tense Expressions

Yesterday One week ago

the day before Last July
yesterday
Last night In 1991
This morning
D. Discussion of New Independent Working Time
Concepts and Practice Categorize the following -ed verbs into 3 different end
of new Skills (1) sounds. Write them in the correct column below.

Happened prepared loved

Wanted
Baked stacked covered
surprised
Mixed poured

d t id
E. Discussion of New GUIDED DISCUSSION: The students will do the following
Concepts and Practice activities as they participate actively during the class
of new Skills (2) discussion:

VERB CHARADES: The class will be divided into 5 groups.

They will play the game called “Verb Charades following
the instruction below.

How to Play:
1. If you have beginner students or feel it is necessary,
review the past tense of the irregular verbs you plan
to use for the game before you start.
2. Divide the class into small groups of three to five
students. Have the groups sit so that everyone can
see the front of the classroom and can whisper
ideas without other groups overhearing the
discussion. Assign each group a name or allow
each team to choose one.
3. Depending on how many irregular verbs you have,
and the size of your class, the “actors” can be
chosen in different ways. Each team can elect a
representative actor or two who will get to act out
one verb at the front of the class. Or, each team
member can be assigned a number and the teacher
can randomly call a team name and number to
come up to act out a verb. Students can also
volunteer to be the actors.
4. Once an actor is chosen, the student should come
up to the front of the room and choose a random
slip of paper from the container. They will silently
read the verb and perform the action. For instance,
if the verb is “bite” the actor would pretend to
bite something without making a sound or saying
anything.
5. Teams of students must observe the actor and
quietly confer about what they believe he or she did.
Each team needs to agree on how to use the past
tense of the irregular verb in a sentence to describe
the person’s actions. Sentences should be
numbered as the game progresses. For example if
the verb acted out was “bite”, students could write
something like “1: Julisa bit an apple” on their
 paper. The teacher should keep a list of what each
actor does so that sentences can be checked for
accuracy at the end of the game.
6. Once all of the verbs have been acted out, teams
should exchange papers. The teacher can call on
different groups to tell which verb they guessed and
read the sentence with the correct past tense form.
Each group should check the sentences they have
for accuracy and note any errors.
7. One point is awarded for each sentence containing
the irregular verb correctly used in past tense.
Teams with the most points win.
F. Development of
Mastery "There Was an Old Lady Who Swallowed a Fly"
(Rose Bonne and Alan Mills)

There was an old lady who swallowed a fly;

I don't know why she swallowed a fly - Perhaps she'll die!
There was an old lady who swallowed a spider
That wriggled and jiggled and tickled inside her!
She swallowed the spider to catch the fly;
I don't know why she swallowed a fly - Perhaps she'll die!
There was an old lady who swallowed a bird; 
How absurd to swallow a bird!
She swallowed the bird to catch the spider
That wriggled and jiggled and tickled inside her!
She swallowed the spider to catch the fly;
I don't know why she swallowed a fly - Perhaps she'll die!
There was an old lady who swallowed a cat; 
Imagine that! She swallowed a cat!
She swallowed the cat to catch the bird,
She swallowed the bird to catch the spider
That wriggled and jiggled and tickled inside her!
She swallowed the spider to catch the fly;
I don't know why she swallowed a fly - Perhaps she'll die!
There was an old lady that swallowed a dog; 
What a hog, to swallow a dog!
She swallowed the dog to catch the cat,
She swallowed the cat to catch the bird,
She swallowed the bird to catch the spider
That wriggled and jiggled and tickled inside her!
She swallowed the spider to catch the fly;
I don't know why she swallowed a fly - Perhaps she'll die!
There was an old lady who swallowed a goat; 
 She just opened her throat and swallowed a goat!
She swallowed the goat to catch the dog,
She swallowed the dog to catch the cat,
She swallowed the cat to catch the bird,
She swallowed the bird to catch the spider
That wriggled and jiggled and tickled inside her!
She swallowed the spider to catch the fly;
I don't know why she swallowed a fly - Perhaps she'll die!

There was an old lady that swallowed a cow; 

I don’t know how she swallowed the cow
She swallowed the cow to catch the goat,
She swallowed the goat to catch the dog,
She swallowed the dog to catch the cat,
She swallowed the cat to catch the bird,
She swallowed the bird to catch the spider
That wriggled and jiggled and tickled inside her!
She swallowed the spider to catch the fly;
I don't know why she swallowed a fly - Perhaps she’ll die!

...She's dead, of course!

Students will do a group activity (same groupings from the

previous task).
Group 1- Draw the food chain that happened in the song
Group 2- List down verbs in simple past tense
Group 3- List down -ed verbs in d/t/id ending sounds
Group 4- Cut images of an old lady and images of what she
swallowed
Group 5- Write another version of the song focusing in the
different aquatic animals

G. Finding Practical Identify the time expression used in the following sentences
Applications of that denotes action done in the past.
Concepts and Skills in 1. Yesterday, I washed my clothes.
Daily Living 2. She played with her friends this morning.
3. Last Saturday, they attended a wedding.
4. We watched TV last night.
5. Last March, she celebrated her birthday.