Learning Plan

English for 21st Century Learner

By Carolina T. Gonzales, Nelda R. Francisco, Estrella E. De Vera, and Pilar R. Yu
Targeted Philippine Basic Education Curriculum Competencies
ENGLISH 8, First Grading , English for 21st Century Learner, 6 days

Content Standard
The learner is able to understand the different concepts of writing: use of phrasal
verbs and idioms; use of parallel structure; identify literal and figurative language; use of
problem-solution signal words; and, differentiate active, selective and appreciative listening.

Performance Standard
The learner demonstrates the use of different concepts of writing. The learner is able
to apply the different concepts of writing.

Learning Competencies
● Identify idioms and phrasal verbs.
● Use idioms in various contexts.
● Identify literal and figurative language.
● Use parallel structure.
● Use problem-solution signal words.
● Differentiate active, selective, appreciative listening.

Unit Summary

In this unit, the learners will experience how to be creative in writing by using
idiomatic expression and figurative language. The students will also study grammatical
structures like parallel structure. The use of problem-solution and cause-and-effect signal
words will also be observed to help the students create a smooth flow of ideas in their
writing. The teacher will maximize the use of technology as an aid for his/her teaching by
using powerpoint presentations, using the internet to gather information about the topic, and
using printed materials in activities, discussions, and evaluations. The students are expected
to be independent in this unit—paired and grouped activities are lessened to help the students
build their fluency in writing by working with no one except themselves. The final output of
this chapter is a reflection paper regarding all the lessons. The application of the different
concepts of writing in the student’s reflection must be evident. At the end of this unit, the
students must be able to write in a concise, coherent, and creative manner.
 Day 1
I. Objective
With the help of printed materials and powerpoint presentation, the will be able to:
a. identify idioms and phrasal verbs;
b. use idioms and phrasal verbs in various context; and
c. express oneself using idiomatic expressions.
II. Subject Matter: Idioms and Phrasal Verbs
A. Material: Laptop, Powerpoint Presentation, Printed Materials
B. References: English for 21st Century Learner (Page 12-13), https://ielts.idp.com
C. Duration: 1 hour
III. Procedure
A. MOTIVATION
● Let the students do “Help me understand myself”;
INSTRUCTION: The teacher will present statements and the students must guess
what those statements mean.
“Go belly up” “Below the belt” “On bended knees”
“Bides one time” “Be in someone’s black boots”
B. LESSON PROPER
● Ask the students what idioms are.
● Present different examples of idiomatic expressions.
● Ask students to give their own example of idioms.
● Introduce phrasal verbs
● Ask the students what are phrasal verbs
● Explain and give examples of phrasal verbs.
● Ask the students to identify the phrasal verbs in these statements:
“I picked up some common african expressions from my friend in Sudan.”
“She went back on her promise to repay me as soon as possible.”
“Our class will set up a reading corner in our classroom.”

C. EVALUATION
I. INSTRUCTION: Give the meaning of each idioms
Idioms Meaning

Go far

Walk out

Break a leg

hightail

As blind as a bat

a. Give the students five minutes to answer the activity.

b. After five minutes let the students check their own work.
 II. INSTRUCTION: Use the phrasal verbs below in a sentence.

Phrasal Verb Sentence

give up

back out

set down

turn over

turn down

a. Give the students five minutes to answer the activity.

b. After five minutes, ask the students to pass their paper.

Day 2
I. Objectives
Through watching video and powerpoint presentation, the students should be able to:
a. identify idiomatic expression in a sentence;
b. use idiomatic expression in a sentence;
c. express the value of idiomatic expression in an essay.

II. Subject Matter: Use of Idioms

A. Materials: PPT, Visual aids, bond paper, pencil, coloring materials
B. References: English for 21st Century Learner (Page 59)
C. Duration: 1 hour

III. Procedure
A. MOTIVATION
● The class will be divided into three groups. Each group will pick a number from the
wheel of fortune presented in powerpoint where there are examples of idiomatic
expressions. They will illustrate the literal meaning of their chosen idiomatic
expression and share it to the class.

B. LESSON PROPER
● Ask the students how they understand the idiomatic expression.
● Ask the students what they remember from the past lesson about idioms.
● Present the powerpoint presentation about using idioms.
● Let the students watch a video that shows how idiomatic expression is used in
various contexts.
● Ask the students to give an example of idiomatic expression and use it in a
sentence.
 C. EVALUATION
INSTRUCTION: Create a paragraph using the idiomatic expression below. Use at
least three idiomatic expressions.
“A blessing in disguise” “Call it a day” “Make a long story short”
“Under the weather” “Wrap your head around something”
“Better late than never” “piece of cake” “apple of the eye”
“put yourself in someone’s shoe” “an eagle-eye”

D. ASSIGNMENT
● Before the class ends, give the students an assignment.
INSTRUCTION: Write an essay answering the question below:
a. Why do students need to study idioms?
b. When do we need to use idioms?
c. When we must not use idiomatic expressions?

Day 3
I. Objective
At the end of the lesson, learners should be able to;
a. identify literal and figurative language in a paragraph;
b. differentiate literal and figurative language;
c. share one’s experience using literal and figurative language.

II. Subject Matter: Literal and Figurative Language

A. Materials: PPT, Visual Aids, Pen and Paper
B. References: English for 21st Century Learner (Page 121-122)
C. Duration: 1 hour

III. Procedure

A. MOTIVATION
● Let the students do “What do I mean?”
INSTRUCTION: Give the meaning of the following sentences:
a. “Their daughter is a beautiful doll.”
b. “Talk to me when the crows turn white.”
c. “She speaks once in a blue moon.”
d. “Daniel thinks doing homework is like walking in a park.”
e. “My teammates are a snail and a turtle combined.”

B. LESSON PROPER
● Ask the students about the difference of figurative and literal meaning.
● Present the definition of literal and figurative language through a powerpoint
presentation.
● Differentiate literal and figurative language.
● Give examples on how and when to use literal and figurative language.
● Ask students to use figurative language in a sentence and its corresponding
meaning in literal language.
 C. EVALUATION
INSTRUCTION: Compare and contrast Literal and Figurative Language through a
venn diagram.

● Give the students five minutes to answer the activity.

D. ASSIGNMENT
● Before the class ends, give the students a take home activity.

INSTRUCTION: Write L if the statement uses Literal Language and F if Figurative

Language,

1. Alyssa expresses her feelings through painting.

2. I have a ton of paper to do before I can enjoy the trip this summer.
3. Sometimes, I have to be my little sister’s brain.
4. Thinking about summer trips makes me feel a bundle of joy and sunshine.
5. Daniel thinks doing homework is like a walk in the park.
6. As I delivered my speech, I felt butterflies in my stomach.
7. Laura has made up her mind to volunteer every Tuesday after school.
8. Christy may seem clumsy, but on stage she dances like a swan.
9. Before the volleyball match, both teams attended an orientation.
10. Their daughter is beautiful.

Day 4
I. Objective
Through powerpoint presentation of parallel structure, the students should be able to;
a. define parallel structures;
b. use parallel structures in writing; and
c. write an essay regarding the importance of parallel structure.

II. Subject Matter: Using Parallel Structure

A. Materials: Powerpoint, Laptop, Printed materials, Textbook
B. References: English for 21st Century Learner (Page 18-22)
C. Duration: 1 hour

III. Procedure
A. MOTIVATION
 ● Let the class play the game “Find your other half”.
INSTRUCTION: Each student will be given a word and they have to find the word
that will be paired to them.
Example: to read — to write
to sing — to dance

B. LESSON PROPER
● Ask the students what is parallel structure.
● Present the powerpoint presentation of parallel structure.
● Ask the students to bring out their English textbooks and turn it to page page 7
● Give the students five minutes to read the text about the History of africa.
● Ask the students to look for parallel structure in the text.
● Summarize information about the lesson.

C. EVALUATION
● Give the students a printed copy of “Owner of the sky: Olorun the Creator” by Julius
Lester.
INSTRUCTION: Read the text “Owner of the sky: Olorun the Creator” by Julius
Lester. Look for five sentences that have a parallel structure and five sentences that
are not parallel in structure. Make the non-parallel statement parallel in structure.
● Give the students 10 minutes to do the activity.

D. ASSIGNMENT
● Give the students an assignment.
INSTRUCTION: Write an essay about the importance of parallel structure in writing.
Explain your answer in five sentences.

Day 5
I. Objective
At the end of the lesson, the students should be able to:
a. identify problem-solution signal words in a sentence;
b. use problem-solution signal words in various contexts;and
c. explain the importance of problem-solution signals words in an essay.

II. Subject Matter: Problem-Solution Signal Words

A. Materials: Laptop,Television,Powerpoint presentation(PPT),Fishbowl
B. References: English for 21st Century Learning (Page 148-150)
C. Duration: 1 hour

III. Procedure
A. MOTIVATION
● Let the class participate in an activity called “My problem–Your problem”.
 INSTRUCTION: The class will be divided into two groups. Each group will choose a
representative. The representative has to draw from the fishbowl of problems. As the
representative reads the problem, the remaining group members must provide a
solution as fast as they can. The fastest group to solve the problem wins.
B. LESSON PROPER
● Ask the students what they noticed about the activity.
● Through presenting a powerpoint presentation, introduce the lesson—
problem-solution signal words.
● Give examples on how to use problem-solution signal words appropriately.
● State a problem and ask the students to give a solution with the use of
problem-solution signal words.
● List some examples of problem-solution signal words on the board and ask the
students to use it in a sentence.
● Synthesize the lesson and ask for clarification, if there’s any.

C. EVALUATION
INSTRUCTION: Create a mini comics (illustration and dialogue) about the topics
below. Use problem-solving signal words in creating the dialogue. Choose one topic
only:
a. Deforestation
b. Water pollution
c. Poverty
d. Bullying
e. Unemployment

D. ASSIGNMENT
● Give the class a take home activity.
INSTRUCTION: Write an essay about the importance of problem-solution signal
words in writing, minimum of five sentences.

Day 6
I. Objective
Through the use of powerpoint presentation, the students should be able to:
a. define active, selective, and appreciative listening;
b. use active listening, selective and appreciative listening in varied contexts; and
c. explain the importance of active, selective and appreciative listening through a
venn diagram.

II. Subject Matter: Active, Selective, and Appreciative Listening

A. Materials: Laptop, Powerpoint Presentation
B. References: English for 21st Century Learner (Page 105-106)
https://www.choosingtherapy.com/selective-hearing/
C. Duration: 1 hour
III. Procedure
A. MOTIVATION
● Activity “Pass the message” will be played by the students.
INSTRUCTION: The class will be divided into two groups. Each group will form a
line and the person in the last line will memorize the sentence that the teacher wrote.
The last person will be given 15 seconds to memorize the sentence. After that, he/she
will have to pass the message to the last person on the line. The person at front will
write the message on the board. The fastest group to write the sentence correctly wins.

B. LESSON PROPER
● Introduce the lesson about Active listening through a powerpoint presentation.
● Give examples on when to use active listening.
● Before introducing a new topic, ask for clarification.
● Present the lesson about Selective listening.
● Explain when to use selective listening.
● Introduce the concept of appreciative listening through powerpoint
presentation.
● Give examples of scenarios where appreciative listening must be used.
● Differentiate Active, Selective and Appreciative Listening. Use examples to
help the students understand the lesson better.
● Generalize the lesson by asking the students to synthesize the lesson.

C. EVALUATION
INSTRUCTION: Identify whether the scenarios below use Active, Selective, or
Appreciative Listening.
1. A person not hearing their partner speaking to them while intently watching a
TV show.
2. Martha is looking at the speaker's eye and nodding to show that she is
listening.
3. A couple having an intimate conversation in a crowded restaurant.
4. Cecil turned off her phone and looked at Martha when she started talking.
5. Listening to someone speak because they have a soothing voice
6. Martha loves to listen to podcasts.
7. Cecil gives feedback after she hears Martha's story.
8. Martha listens to music as her way to relax.
9. Stopping to listen to a safety announcement in a noisy public space
10. Listening to the couple at another table while your friend is talking.
● Give the students five minutes to answer the activity.

D. ASSIGNMENT
● Before dismissing the class, give the students an assignment.
INSTRUCTION: Using a venn diagram, compare and contrast Active, Selective, and
Appreciative Listening.
SUBMITTED BY: EDUC 3B - ENGLISH A

ANGELES, SHANDEE
ARIOLA, CAREN HEARTH
BENITEZ, JOLINA
BERNARTE, ANGELO
ERMINO, ALYSSA
JOAQUIN, KAZANDRA NICOLE