School Luna National Highschool Grade 7- Sampaguita

Level

Teacher Castil, April Rose H. Learning English 7

Area
Gaña, Harold Yde

Nepuscua, Realyn

Banogon, Nest Lene

Marabe, Jeric

Teaching Dates and March 5, 2024 Quarter First Quarter

Time
(3:00 – 4:00 PM)

I. OBJECTIVES
A. Grade Level Standards The learner demonstrates communicative competence
through his/ her understanding of Philippine Literature and
other texts types for a deeper appreciation of Philippine
Culture.
B. Learning Use phrases, clauses, and sentences appropriately and
Competencies/Objectives meaningfully - EN7G-II-a-1

At the end of the lesson, the students should be able to;

a) Define the meaning of phrases,
b) Recognize and differentiate the types of phrases,
c) Identify the type of phrases being used in a
sentence,
d) Construct complete sentences using different
kinds of phrases and;
e) Show importance and appreciation of phrases by
participating throughout the discussion.
II. CONTENT Phrases

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages Self Learning Module (SLM): pp. 4-8

3. Textbook pages

4. Additional Materials from Laptop, PowerPoint Presentation, Pictures, Colored

the Learning Resource Paper, Cartolina
(LR) portal
B. Other Learning (108) Till I Met You - Angeline Quinto (Lyrics) - YouTube
Resources
IV. PROCEDURES
TEACHER’S ACTIVITY

Preliminaries  Greetings
 Prayer
  Checking Attendance
 Classroom Rules

(Pre-Developmental) Review the discussion last meeting.

1. What is our topic last meeting?
A. Reviewing the previous 2. What is direct speech? What is indirect speech?
lesson / Presenting the
3. Identify the following whether it is direct or indirect
new lesson
speech.
a. He said he lived in the city center. –
Indirect Speech
b. He said, “I’ve been studying a lot”. – Direct
Speech
c. She said he had arrived before you. –
Indirect Speech
d. He said, “I’ll be there at 2 pm”. – Direct
Speech
e. He said he was going to call Alan. –
Indirect Speech
B. Establishing a purpose The teacher will play the chorus of the music
for the lesson entitled,” TILL I MET YOU” by Angeline Quinto.

Activity 1: TILL I MET YOU!

Directions: Sing the song and observe the underlined
words. Classify the underlined words whether they have a
complete or incomplete thought. Answer it on the board.

Chorus:
Till I met you
I never knew what love was
Till I met you
This feeling seems to grow more every day
I love you more each day

I believe you
I believe in every word that you say
I love you all the way

Now I could swear

Love is not a game that children play
So tell me that you stay

STATEMENTS WITH STATEMENTS WITHOUT

COMPLETE THOUGHT COMPLETE THOUGHT

1. I met you. 1. never knew

2. I believe in 2. seems to grow
every word. 3. Could swear
3. Love is not
a game.

The teacher will introduce the topic and the lesson

objectives.

(Developmental) Activity 2: THINK ABOUT ME.

Directions: The teacher will show you a picture and you
C. Presenting will give a phrase or words that you know and can
examples/instances of describe the pictures.
the new lesson
Examples: very tall, good morning!, was eating, on the
 table

1.

2.

3.

4.

5.

D. Discussing new concepts LESSON PROPER:

and practicing new skills
#1 What is Phrase?

Phrase – is a group of words that work together to make

meaning, but it is not a complete sentence. In other
words, it does not have both a subject and a verb.

Examples:
 The nice neighbor
  in the morning
 to dance like no one is watching
 painted a brilliant white
 How are you?

Note that the word "phrase" can also mean any short
group of words such as mottos, as well as expressions
typical of idioms such as a piece of cake, back to square
one, and caught red-handed.

The teacher will ask questions and clarifications

before introducing the types of phrases.

TYPES OF PHRASES
1. Noun Phrases – a noun phrase consists of a noun
and all its modifiers.
Here are examples:
• The bewildered tourist was lost.
• The lost puppy was a wet and stinky dog.
• The flu clinic had seen many cases of infectious
disease.
• It was a story as old as time.
• The sports car drove the long and winding road.

2. Verb Phrases – a verb phrase consists of a verb

and all its modifiers.

Here are examples:

• He was waiting for the rain to stop.
• She was upset when it didn't boil.
• You have been sleeping for a long time.
• You might enjoy a massage.
• He was eager to eat dinner.

3. Gerund Phrases – a gerund phrase is a group of

words that is introduced by a verb ending in –ing. It
is also called as a noun phrase.

Here are examples:

• Getting a promotion is exciting.
• Signing autographs takes time.
• Going for ice cream is a real treat.
• Singing for his supper was how he earned his keep.
• Getting a sore back was the result of the golf game.

The teacher will ask questions and clarifications

before proceeding.
E. Discussing new Continuation in the discussion of types of phrases.
concepts and practicing
new skills #2 4. Infinitive Phrase – an infinitive phrase is a phrase
introduced by the word to + verb.
Here are some examples:
• To make lemonade, you have to start with lemons.
• I tried to see the stage, but I was too short.
• She organized a boycott to make a statement.
• To see Niagara Falls is mind-boggling.
• He really needs to get his priorities in order.

5. Appositive Phrases – an appositive phrase

restates and defines a noun. It consists of one or
more words.

Here are examples:

• My favorite pastime, needlepoint, surprises some
people.
• Her horse, an Arabian, was her pride and joy.
• My wife, the love of my life, is also my best friend.
• A cheetah, the fastest land animal, can run 70 miles an
hour. • My idea, a recycling bin for the office, was
accepted by the boss.

6. Participial Phrases – a participial phrase begins

with a past or present participle.

Here are examples:

• Washed with my clothes, my cell phone no longer
worked.
• Knowing what I know now, I wish I had never come
here.
• I am really excited, considering all the people that will
be there.
• We are looking forward to the movie, having seen the
trailer last week.
• Grinning from ear to ear, she accepted her award.

7. Prepositional phrase – a prepositional phrase

begins with a preposition and can act as a noun,
an adjective, or an adverb.

Here are examples are:

• The book was on the table.
• We camped by the brook.
• He knew it was over the rainbow.
• She was lost in the dark of night.
• He was between a rock and a hard place.

8. Absolute phrase – has a subject, but not an action

verb, so it cannot stand alone as a complete
sentence. It modifies the whole sentence, not just
a noun.

Here are examples:

• His tail between his legs, the dog walked out the door.
• Their heads hanging down, the whole group
apologized.
• Picnic basket in hand, she set off her date
• The guys attacked the pile of nachos, their fingers

F. Developing mastery
(Post-Developmental)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
getting the last bit of cheese off the plate.
The teacher will ask questions and clarifications.
Activity 3: WHITE OR BLACK?
Directions: The teacher will give you a flagpole (white and
black). Raise WHITE if the underlined words in the
sentences are phrases and BLACK if not.
1. You have been sleeping for a long time.
2. James might enjoy a massage.
3. He was eager to eat dinner.
4. Ivory is diligent in her studies.
5. Elvis always asks me a food.
Activity 4: IDENTIFY ME!
Directions: Copy and answer the sentences in your
activity notebook. Underline the phrases and identify what
type of phrases are used in the following sentences.
1. The dog is an animal of great power.
2. An orphan has to spend his days in great misery.
3. Do not play with naughty boys.
4. Jean is full of courage.
5. An old man lived beside the lake.
The teacher will group the students into 10 groups and
each member will pick a picture in the box. Whatever they
pick, they will form/create a sentence using different types
of phrases. After crafting a sentence, they will present it to
the class. After the activity, the teacher will ask how
phrases connect to their daily lives or how they will be
going to apply them in their everyday lives.
The teacher will ask the students the following questions:
1. What is a phrase? Give one example.
2. What are the eight types of phrases?
3. Why phrase is important?
4. What have you learned today?
Activity: Picture This: Phrases & Sentences in Action!
Directions: Look carefully at the pictures and the phrases
below each one. Then, complete the following tasks:
1. Identify the Phrase Type: For each phrase, figure
out its role in the sentence and write the type of
phrase in the blank space beside it. (1 point each)
2. Construct a Sentence: Using the identified
phrases, write a complete sentence that describes
the picture in the space provided below. (2 points)
 J. Additional activities for ASSIGNMENT:
application or
remediation Directions: Make a paragraph using phrases, and
sentences stating what you are doing inside your house
during the weekend. (Example: helping your mother do
the household chores or cooking your favorite dish.)

You can begin with this sentence… Oh, I love staying

at home. I will cook my favorite dish which is….

Please follow the rubric for your guide:

PARAGRAPH RUBRIC

V. REMARKS

IV. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
 80% below
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 that my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover that I wish to
share with other teachers?