School SIBALOM NATIONAL HIGH SCHOOL Grade Level 9

DAILY
LESSON Teacher Joann G. Yanoc Learning ENGLISH
Area
PLAN Teaching November 05, 2021
Date and Semester FIRST
Time 1:30pm -2:30pm
I. OBJECTIVES
The learner demonstrates understanding of how Anglo-American literature and
A. Content Standards other text types serve as means of valuing other people; also how to use
processing information strategies, different forms of adverbs and conditionals
for him/her to play an active part in a Chamber Theatre presentation.

B. Performance The learner proficiency plays an active part in a chamber Theatre presentation
Standards through employing effective verbal and non-verbal strategies based on the
following criteria: Focus, Delivery, Facial Expressions, Style and Body
Movements or Gestures.
C. Learning
Competencies/ EN9G-IIe-20: Use conditionals in expressing arguments.
Objectives
D. Specific objectives 1. Complete the sentences with correct form of verbs in the present real
conditionals and present unreal conditionals.
2. Use present real and unreal conditionals in expressing arguments on social
and environmental
issues.
3. Appreciate the use of present real and present unreal conditionals through a
rally, reporting, song, poster slogan, and poem.
MODULE 2- VALUING OTHERS AND THEIR CIRCUMSTANCES (LESSON
II. CONTENT 5- SEEKING JUSTICE FOR OTHERS)
III. INTEGRATION
S9ES-IIIf-31 Describe certain climatic phenomena that occur on a global level.
IV. VALUE FOCUS
Appreciate the use of present real and present unreal conditionals
III. LEARNING RESOURCES
A. References
1. Learners Material A Journey Through Anglo-American Literature Learners Material
Curriculum Guide (May 2016)
pp. 192-193
B. Other Learning https://www.englishpage.com/conditional/presentconditional.html
Resources https://learningenglish.voanews.com/a/everyday-grammar-introducing-
conditionals/2778457.html
https://www.englishpage.com/conditional/presentconditional.html
https://www.thoughtco.com/real-and-unreal-conditional-form-worksheets-
1209878

IV.
PROCEDURES

Teacher’s Activity

Prayer
Preliminaries Attendance
 Reminders on how to avoid the spread of Covid – 19.

A. Reviewing The teacher will ask a question to check students’ understanding of the previous
previous lesson or lesson.
presenting the new What did we discuss last time?
lesson.
Given the statements below, Which is permission, prohibition and
obligation?
(Students will show finger heart if the statement is permission, they will clap once if it
is prohibition, and clap twice if it is obligation.)
A. You can smoke in this area.
B. Students must obey all the health protocols against COVID -19.
C. You must not follow the advice of your friends.
D.
E.

B. Establishing a
purpose for the SIT DOWN, STAND UP!
lesson.
(Motivation) The students will sit down if the statement is real situation and stand up if it is
unreal situation.

1. If the weather is nice, she walks to

work.
2. If I lived in palace, I would give
parties all the time.
3. If you see her, you say hello.
4. If I had enough money, I would visit
Paris.
5. If it rains, I bring an umbrella.

Let us have another activity, “SCRUTINIZE ME!” Using the sentences in the
C. Presenting previous activity, the students will be divided in two groups. Group 1 will examine the
examples/instance sentences under real situations and Group 2 will examine the sentences under the
s of the new unreal situations based on the following:
lesson. (Elicit)  What do the sentences express?
 In what situations we usually use them?

D. Discussing new
concepts and
practicing new
skills #1 (Engage) Points to Remember Present Real Conditionals Present Unreal 
Conditionals 
What do the They express conditions. They express conditions. 
sentences express? 

In what situations we Real situations. Unreal situations. 
usually use them? 

How many parts do They are composed of They are composed of 
the sentences have? two parts. They are the two parts. They are the 
dependent clause and dependent clause and 
independent clause. 
Real Situations Unreal Situations 
independent clause. 
-If the weather is    -If I lived in palace, I would give 
nice, she walks to 
In what tense arework.The verbs are in the parties all The
the time.
verbs are in the past

the verbs? present tense. tense.
-If you see her, you say hello. -When I had enough money, I 
would visit Paris. 
How do you
-If it rains,the
I bring an umbrella. 
construct [If/When… Simple [If…Simple past tense…,

sentences? Give the Present.., ...Simple … would + verb…]

formula. present tense…]


Or Or


[… Simple present… […would + verb…

if/when… simple present if/when … simple past

tense…] tense…]


Examples When I have a day off If I were rich, I would

from work, I often go to travel my whole

the beach. life.

Or Or


I often go to the beach I would travel my whole

when I have a day off. life if I were rich.


How many parts do the sentences have? What are they?
 What are the verbs used? Why? In what tense are the verbs?
 How do you construct the sentences? Give the formula.

The students will report their output.

______________________________________________________________________
_
LET’S STUDY! Check and Compare!
After the reporting, the two groups will exchange their paper and check based on the
 pointers below. (questions and clarifications will be answered)

E. Discussing new (The teacher will ask students of more examples of present real conditional and
concepts and present unreal conditional and let the students identify the independent clauses, by
practicing new highlighting and color them red, and color the dependent clauses with yellow. Color
skills #2 (Explore) the subjects with green, and the verbs with pink.)

LET’S DO IT!
F. Developing Complete the sentences with correct form of verbs in the present real conditionals
mastery (leads to and present unreal conditionals.
formative
Assessment #3) A. Present Real Conditionals
(Explain) 1. Jenny ____ (help) me with my
homework when she has time.
2. I ______ (read) if there is nothing
on TV.

B. Present Unreal Conditionals

1. If Sally _____ (go), she wouldn't return!
2. Alan wouldn't know if you _____ (ask) him.
3. Jennifer ______ (refer) you for the position if she thought you were qualified.

EXPRESS YOURSELF!
G. Finding practical The teacher will group the students into 5 groups and assign to them their specific
applications of task.
concepts and skills
in daily living. Group 1: Mining (Rally)
(Elaborate) Group 2: Novel Corona Virus (Reporting)
Group 3: Water Pollution (Song)
Group 4: Illegal Drugs (Poster Slogan Making)
Group 5: Global warming (Poem)

We all know for a fact that in one way or another, these issues do not benefit
people but also bring harm to others. What is your stand in each of the following
issues? Use Present Real and Present Unreal Conditionals in presenting your
arguments.

RUBRICS:
Content - 10 pts.
Creativity - 10 pts.
Team Work - 5 pts.
20 points

S9ES-IIIf-31 Describe certain climatic phenomena that occur on a global

level.
CABBAGE RELAY. The teacher will make a paper cabbage with questions.
H. Making The students will pass it on while the music is playing. When the music
Generalizations stops, the student who holds the paper cabbage will peel the paper
and abstractions cabbage, read and answer the question about present real and unreal
about the lesson. conditionals.
 What have you learned about present real conditionals?
 What tense of verbs is used in the present real conditionals?
 What is the formula of present real conditional?
 Give an example of present real conditional.
 What have you learned about present unreal conditional?
 What tense of verbs is used in the present unreal conditionals?
 What is the formula of present unreal conditional?
 Give example of present unreal conditional.
 Are the present real and unreal conditionals important? Why?

I. Evaluating Complete the sentences with correct form of verbs in the present real conditionals
learning and present unreal conditionals.
(Evaluate)
A. Present Real Conditionals

1. If they ____ (lose) the game, they get 0 point.

2. I get tired if I ______ (work) too much.
3. If people are sick, they ____ (went) to a doctor.

B. Present Unreal Conditionals

1. If I _____ (become) a pilot, I would offer a free ride to Hawaii.

2. They _____(get) perfect score in their exam if they _____ (has) magic.
3. If I _____ (be) Bato Dela Rosa, I would run for president!
4. Mary _____ (buy) a new jacket if she had enough money.
5. If Jason flew to New York, he _____ (visit) the Empire State Building.

Make a bookmark with a saying about prevention of certain climatic phenomena that
J. Additional occur on a global level.
activities for RUBRICS:
application or Originality – 10 pts.
remediation. Content – 10 pts.
(Extend) Creativity – 5 pts.
20 pts.

V. REMARKS
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who required
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
worked well? Why
 did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?

Prepared by: Observed:

JOANN G. YANOC JAYSON N. GILLESANIA

English Teacher Head Teacher-Designate

LENIE A. ADUANA, PhD

Secondary School Principal I