Republic of the Philippines

Department Of Education
Region III- Central Luzon
Schools Division of Tarlac Province
BILAD HIGH SCHOOL
Camiling, Tarlac

ENGLISH 7

I. MOST ESSENTIAL LEARNING COMPETENCY

Use phrases, clauses, and sentences appropriately and meaningfully.

II. OBJECTIVES
1. Differentiate participial from gerund phrases;
2. Appreciate the importance of phrases by using them in constructing sentences; and
3. Construct a one-stanza poem using the different types of phrases then present it in
differentiated ways.

III. SUBJECT MATTER

Topic: Participial and Gerund Phrase
References: Palmes, Jelyn A. (2020). Module 7: Using Phrases, Clauses and Sentences
Appropriately and Meaningfully Department of Education. SOCCSKSARGEN.
Materials: Visual Aids: Powerpoint Presentation, Images, Learner’s Modules, Whiteboard

III. PROCEDURE
A. Preliminary Activities
a. Review
The teacher will ask the learners what are the things they have learned from
yesterday’s discussion and what are the things they expect from today’s lesson. Then, the
learners with their partners will answer a three-item exercise that will test their mastery of
the lesson yesterday.
Directions: Underline the phrases in each sentence. Then, identify what type of
phrase is used.
1. Alyssa’s watch, a brand new Rolex, was given by her parents as a graduation
present.
2. The man in a blue suit looks suspicious.
3. Our new classmate will sit opposite John Dave for the next two months.
b. Motivation
PICTURE ANALYSIS: The learners will study the pictures, and then the learners
will tell what the actions that the pictures showed.
B. Lesson Proper
a. Activity
1. The teacher will ask the learners how the verbs are formed by their classmates. When
the learners answered that the verbs are formed by adding -ing in the base verb, the teacher
will tell them that aside from Prepositional, Appositive, and Infinitive Phrases, there are
still two remaining phrases. These phrases use verbs but they function differently in the
sentence – Participial and Gerunds.
2. The teacher will ask the learners if they have a background idea of what a participial
phrase is. Then, the teacher will show them the definition of participial phrase which the
learners will read. Afterward, the teacher will give them different examples in which the
learners will identify the participial phrase in the sentence.
3. The learners will do an Exercise with their partner. They will combine the pair of
sentences into one so that the second becomes a participial phrase modifying the underlined
word. (1) We saw an indie movie. It was filmed in Palawan. (2) I saw the vase. It was
broken. (3) The teacher waved to the students. They were dancing.
4. The teacher will ask the learners what activities they do during their P.E. and Research
time. The teacher will ask the learners to direct their focus on the verb used by their
classmates. The teacher will ask them how it is formed.
5. The teacher will ask the learners if they have any idea what Gerund is. Then, the teacher
will show to the learners the definition of a gerund. The teacher will emphasize to the
learners that a Gerund functions as a noun in a sentence. After, the teacher will give
example sentences that use
gerund phrase that the learners will identify.
b. Analysis
1. Using a table the learners with their partner will list down the similarities and differences
between Participial Phrase and Gerund Phrase based on the following criterion on the table
below.

CRITERION PARTICIPIAL PHRASE GERUND PHRASE

Verb Form
Function in sentence
Placement in sentence
c. Generalization
The teacher will ask the learners what the importance of using phrases in sentences is and
how they can relate it to their worth as a person. Are there times they question their worth and feel
like they are only an option? (There will be two learners who will share their answers.)
d. Application
1. The learners will be asked what are the things they have learned from today’s lesson.
2. The learners will work with their group and they will be creating a one (1) stanza poem
that uses the five types of phrases. The topic of the poem is about conflict or war. Then
they will be given a particular task and present their output through the following:
a. Interpretative Reading
b. Love Song Tune
c. Jingle
d. Rap
e. Chorus Reading
(NOTE: The presentation will be the next day. The one-stanza poem will be submitted
today.)

IV. ASSESSMENT
The learners will check their level of mastery by answering this Exercise.
Directions: Underline the phrases and write their type before the number.
1. Running down the road, the woman hurried to catch the bus.
2. Nick’s car, an old Lancer, is still a reliable car.
3. To be a stewardess is one of her ambitions.
4. Sarah loves to write short stories during her spare time.
5. She finds teaching swimming to toddlers very enjoyable and fulfilling.

V. ASSIGNMENT
Directions: Write in your journal a three-paragraph entry that will answer how you can
value your self-worth.

Prepared by

Marisol Aquino
Teacher I

Checked by

Marciana G. Espiritu
Head Teacher I – English

Noted

Teresita P. Lorenzo
Principal III
MODE OF VERIFICATIONS