Lesson Plan in English For Grade 8 First Quarter

LESSON PLAN IN ENGLISH 8
Date: __________________
I. Objectives:
At the end of a 60-minute learning period, the students should be able to attain the following with at
least 80% level of proficiency:
a. Identify stress, intonation, and pause as elements of spoken language that serve as carriers of meaning
(Listening Comprehension)
b. Use appropriate stress, intonation, and pausing to suit the message and audience (Oral
Language and Fluency)
c. Use different strategies for coping with unfamiliar words and ideas (Vocabulary Development)
II. Subject Matter: Beginning the Knowledge Quest

Unit Topic:
III. Procedure:
a. Greetings
b. Prayer
c. Checking of cleanliness
d. Checking of attendance
a. Motivation
→ Look at the pictures or watch the video about Africa found in the link
http://www.youtube.com/watch?v=BgP0xePGl8A, try to search for the answers to the questions you
formulated in the previous activity.
In this activity, your quest for knowledge on the values and traditions of the Asians and Africans will be
geared up. Here, you will be asked to provide your thoughts about them. Your thoughts will be based on
what you know and what you see in the video clip that will be viewed.
b. Developmental Activities
→ 1. What are the answers to your questions?
2. Were your ideas the same as those shown in the video or pictures? Add in your semantic web the new
information that you learned. Organize the information by putting similar ideas in one category. An
example is given on the next page.
c. Presentation
→ Question – What do you know about the people of Asia and Africa?
Directions:
1. Find a partner.
2. Discuss with him/her your views on the video clip you have just watched. Your teacher will give the
guidelines.
3. Complete the My Initial Thoughts Are sheet below.
IV. Evaluation
→ PROCESS QUESTIONS:
1. What traditions and values of Afro-Asians are revealed in the video clip presented?
2. How much do you know about Africa‘s values and traditions?
3. How are your traditions and values similar and/or different from them?
4. How important is understanding to your identity as an Asian?
Date: __________________
I. Objectives:
a. Use appropriate registers to suit the intended audience, and variation in intonation and stress for
emphasis and contrast. (Speaking-Oral Language and Fluency)
b. Develop strategies for coping with unknown words and ambiguous sentence structure and discourse.
(Vocabulary Development)
c. Adjust reading speed based on one‘s purpose for reading and the type of materials read. (Reading
Comprehension)

Unit Topic: STRESS
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
→ In which syllable did your voice rise in the word village? What about in remember, international,
unbearable and surprising?
→ Can you think of some polysyllabic words? Be sure that you distinguish the primary from the secondary
stress.
There are times when word conveys another meaning when used in a sentence. In that case, you must put
the stress on the right syllable to show contrast and emphasis in meaning.
The words that follow are examples where contrast and emphasis on stress must be carefully identified:
Examples: per‘mit ( noun) — permit‘ ( verb)
trans‘fer ( noun) — transfer‘ ( verb)
dis‘count( noun) — discount‘(verb)
c. Presentation
→ Activity 2: WATCH OUT! VERB OR NOUN?
Directions: Find out at least 5 pairs of words that can be used interchangeably as noun or verb. Firm up your
answer by using them in
1. ________________________
2. ________________________
3. ________________________
4. ________________________
5. ________________________
IV. Evaluation
→ Exercise 1 Dialogue - Stressed words
1. I asked you to buy me a bunch of white roses.
2. I asked you to buy me a bunch of whiteroses.
Date: __________________
I. Objectives:
a. Organize information extracted from a program viewed. (Viewing Comprehension)
b. Discover literature as a means of understanding the human being and the forces he/she has to
contend with. (Literature)
c. Accomplish forms and prepare notices. (Writing and Composition)

Unit Topic:
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
→ Activity 4: WHAT ELSE? I KNOW ARE…
Look at the given semantic web of the major information in the video. Which among the subtopics would
you like to know more about?
→ Activity 5: LET’S WRITE!
Form a group with classmates who are interested in the same subtopic. As a group, you will research on
then write about it. You may do the following to help you accomplish the work:
c. Presentation
→ PRE-WRITING
Step 1. Generate ideas about your chosen subtopic. (This subtopic will henceforth be referred to as the
topic of your research.) a. Make a semantic web about your topic. To help you start in listing ideas ask
questions about your topic.
Step 2. Gather the information you need. a. List down how you could best get the information about your
chosen topic. For example, you may: Go to the school or municipal library. Ask a Social Science teacher or
any teacher who knows about it. Interview someone who had visited the place or studied about it
IV. Evaluation
→ Did you feel that your activities were successful? Why or why not? List your reasons.
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
Date: __________________
I. Objectives:
a. Discover literature as a means of understanding the human being and the force/s he has to contend
with (Literature)
b. Express a different opinion without being difficult (Attitude)
c. Write an informative article (Writing and Composition)

Unit Topic:
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
→ Activity 6: HOW?
1. Read again the story “The Hands of the Blacks”.
2. Do the following:
a. Write down all the unfamiliar/difficult words you encounter.
b. Find a way to learn what each unfamiliar/difficult word means.
c. Use the given table on the next page to summarize your work.
→ 3. Find a partner and exchange ideas about the meaning of each unfamiliar/difficult word on your list.
4. Share with your partner how you learned the meaning of each one. Did you…
a. go back to the story and examine how the word was used in context?
b. analyze the word by breaking it down into smaller parts?
c. think of a word that either looks like or sounds like the word whose meaning you are trying to learn?
d. use a dictionary?
c. Presentation
→ To better hone the learners comprehension of the topic, prepare the items needed and facilitate the
given activities. At the end of the activities, assessment by the learners is needed whether the activities that
the teacher have prepared were a success or not. Those deemed by the learners to be a success may now
be shared within the learning community.
1. Who answered why the black’s hands are lighter than the rest of their bodies?
2. Why do you think each of them gave such an explanation?
IV. Evaluation
Date: JUNE 10, 2019
I. Objectives:
a. Identify the characters of the story.
b. Determine the tone, mood, technique, and purpose of the author by telling
different stories of each character.
c. Express appreciation on how God created us human.

Unit Topic: Hands of the Blacks by Luis Bernardo Honwana
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
→ The teacher will tell a story about how God created the Filipinos.
The learners recall and retell their own version of the story on how God created Filipinos
→ Give a short description for each character
c. Presentation
→ The Story of the Different Characters
Teacher
They walked around on all fours, like wild animals, so their palms weren‟t exposed to the sun, which made the rest of their bodies darker and darker.
Father Cristiano
It was like that because they always went about their hands folded together, praying in secret.
Dona Dores
God made their hands like that so they wouldn‟t dirty the food that they made for their masters, or anything else that they were ordered to do that had to
be kept quite clean.
Senhor Antunes
Long ago, many years ago, God, our Lord Jesus Christ, the Virgin Mary, St. Peter, many other saints, all the angels were in heaven then, and some of the
people who had died and gone to Heaven- they all had a meeting and decided to make blacks. They got hold of some clay and pressed it into some
second- hand moulds. And to bake them of the creatures, they took them to heavenly kilns. Because they were in a hurry and there was no room next to
the fire, they hung them in the chimneys. Smoke, smoke, smoke- and there you have them, black as coals. Their hands stayed white because their hands
are tied.
Senhor Frias
God finished making men and told them to bathe in a lake in heaven. After bathing, the people were nice and white. The blacks, well, they were made
very early in the morning, and at this hour the water in the lake was very cold, so they only wet the palms of their hands and the soles of their feet before
dressing and
coming into the world.
Dona Estifania
It„s only because their hands became bleached with all that washing.
Mother
God made Blacks because they had to be. He thought they really had to be…Afterwards, He regretted having made them because other men laughed
at them and took them off to their homes and put them to serve as slaves or not much better. But because He couldn‟t make them all be white, for those
who
were used to seeing blacks would complain, He made it so that the palms would exactly like the palms of other men.
IV. Evaluation
Task 3: Informational Frame
Directions: Retell the story of each character using the informational frames.
Date: JUNE 11, 2019
I. Objectives:
At the end of a 60-minute learning period, the students should be able to attain the following with at least 80%
level of proficiency:
a. Determine the meaning of unfamiliar words.
b. Use appropriate strategies in unlocking the meaning of unfamiliar words.
c. Show appreciation of the lesson by engaging themselves in the activities.

Unit Topic: Unlocking of Difficulties
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
The teacher will post scrambled letters on the board. The students will arrange
the letters to form a word, right after the teacher gave its meaning.
( o c a s h ) – complete disorder and confusion chaos
( t x a y n i e ) – a painful or apprehensive uneasiness of mind anxiety
( s a g r i n h ) – to decorate a dish or a food garnish
( p n t o p e n o ) - a person you are playing or fighting against in a game or a competition opponent
( g f l e a r i )- easily broken or damaged fragile
→ Activities:
Task 1: Contextual Clues
Encircle the letter of the group of words that can replace the word in bold in
each sentence.
1. The elderly are advice to avoid strenuous exercises.
a. complex b. easy c. expensive d. time- consuming
2. The criminal shows no repentance even though he was convicted of then crime.
a. feeling of regret b. gratefulness c. fearfulness d. worry
3. She felt remorse over the death of her pet that she left when she had her summer vacation.
a. sad b. happy c. angry d. a feeling of being sorry
4. This imitated bag resembles the original one I saw I the department store.
a. looks like c. looks different
b. has the same price d. made from the same company
5. Do you know where the rumors originated?
a. came from c. were first taught
b. were first popularized d. were first documented
c. Presentation
→ The learners will discuss the different strategies used in unlocking the unfamiliar
words used in the given activities.
IV. Evaluation
Unscramble the jumbled letters to form an appropriate word that will complete
the sentence.
1. In the past, knowledge was often passed down from one generation to
another by word of ____________. ( o m u h t )
2. If you are tied to your mother‟s apron strings, it means that you are being
____________ and influenced by her. ( o o c d e r t l l n )
3. Children should be taught life ______________ so that they will be able to earn
a living in the future. ( i s l l s k )
4. In Japan, certain days have been _______________ for children to show how
important they are to the adults. ( t s e a e i d s )
5. All children have the right to ______________. They should learn how to read
and write. ( I o n c h s o l g )
Date: JUNE 17, 2019
I. Objectives:
a. Identify the meaning of skimming.
b. Use skimming in getting the basic idea of the material or text.
c. Patiently involve themselves in reading applying the appropriate reading tyle.

Unit Topic: Skimming
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Task 1: Skim through this parable and answer the questions that follow.
→ Task 2: Study the sample table of contents excerpted from the book, The hanging Face of the Filipino, the Salesian
Tribute to the Youth of the Philippines. ote the division of the major ideas.
c. Presentation
→ Answer the following questions:
1. What two main topics are covered in the Table of Contents?
2. What does the title of Part I suggest?
3. Which decade of the Filipino youth is the most fashionable?
4. In which decade of the Filipino youth were you born?
5. What does the title of Part II suggest?
IV. Evaluation
Use this information about the Frimsborough County library to answer the uestions in the level A
and B quizzes:
Date: JUNE 18, 2019
I. Objectives:
a. Define cohesive devices and focus on transitional words and phrases.
b. Distinguish transitional words/phrases used in the given selection.
c. Combine provided sentences using transition words or phrases

Unit Topic: Cohesive Devices ( Transitional Words and Phrases)
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Post the following 3 sentence strips up on the board.
o Marty saw the puppy.
o He recognized it.
o He picked it up.
Give 3 student volunteers three cards with 3 transition words on them (First, Then, fter that). Tell students that the
transition words on the cards will help them put he sentences in the correct order:
First, Marty saw the puppy. Then he recognized it. After that, he picked it up.
Ask them how the words change the meaning of the sentences:
→
c. Presentation
→
IV. Evaluation
Circle the letter that correctly identifies the nature of the underlined transition in each of the
following sentences.
1. A water main downtown broke this morning, so several businesses had no water for ours.
a. addition b. time c. comparison d. cause and effect
2. Even though most Americans are primarily concerned about AIDS as it exists in theU.S., it should be remembered that it is now nearly
a worldwide disease.
a. addition b. time c. contrast d. comparison
3. Larry will probably be a late bloomer socially, just like his older brothers.
a. time b. contrast c. comparison d. cause and effect
4. There are ways you can make boring tasks more pleasant. For instance, bring a portable radio and listen to music on the earphones
while you work.
a. contrast b. comparison c. illustration/example d. cause and effect
5. The lazy checkout clerk forced the six-pack of cola into the bottom of the bag, tearing it. Then she shrugged her shoulders and said,
“I guess you’ll have to carry the bag from the bottom.”
a. time b. contrast c. comparison d. illustration/example
Date: JUNE 19, 2019
I. Objectives:
a. Define cohesive devices and focus on transitional words and phrases.
b. Distinguish transitional words/phrases used in the given selection.
c. Combine provided sentences using transition words or phrases

Unit Topic: Cohesive Devices ( Transitional Words and Phrases)
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
c. Presentation
→
IV. Evaluation
Circle the letter of the word that correctly identifies the appropriate transition word or phrase.
Then underline the kind of transition you have used.
1. __________ the invention of television, people probably spent more of their leisure
time reading.
a. Nevertheless b. Because c. Before
The transition word indicates: addition cause and effect time
2. If you’re having company for dinner, try to get as much done in advance as possible.
__________, set the table the day before.
a. For instance b. In contrast c. Similarly
The transition word indicates: illustration/example comparison contrast
3. __________ I’m very allergic to flowers, my boyfriend bought a bouquet of roses.
a. Until b. Because c. Even though
The transition word indicates: time contrast addition
4. My grandfather loves to say, “You’re as nervous __________ a long-tailed cat in a
roomful of rocking chairs.”
a. after b. as c. as a result
The transition word indicates: cause and effect time comparison
5. __________ Manny’s car stereo was on full blast, I could see his lips moving, but I
had no idea what he was saying.
a. Moreover b. Because c. Just as
The transition word indicates: comparison addition cause and effect
Date: JUNE 20, 2019
I. Objectives:
a. Define parallelism.
b. Discuss the rules of parallelism.
c. Use parallel structure in making a sentence.

Unit Topic: Parallelism
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Describe the pictures. What is common among them?
1. Parallel lines on the road

2. Parallel rails of a train
3. Line AB is parallel to Line DC/ Line AD is parallel to Line BC
In grammar, parallelism, also known as parallel structure or parallel construction, is a balance within one or more
sentences of similar phrases or clauses that have the same grammatical structure. The application of parallelism
improves writing style and readability, and is thought to make sentences easier to process.
Analyze the sentences and discuss how they become non- parallel and parallel clauses.
c. Presentation
→ Task 1: Board Activity
Direction: Rewrite the sentences to show parallel structure.
1. Nancy likes playing the piano, the trumpet and play the guitar.
2. She played basketball, had a shower and gone to school.
3. You can apply to the job by filling this form or apply by telephone.
Answer:
1. Nancy likes the piano, the trumpet and the guitar.
Nancy likes playing the piano, the trumpet and the guitar.
2. She played basketball, had a shower and went to school.
3. You can apply to the job by filling this form or you can apply by telephone.
IV. Evaluation
Paper and Pen
A. Which of the following paired sentences are parallel? Put a check mark in
the box.
1.She likes to listen to music and reading the latest novels.

1.She likes listening to music and reading the latest novels.
2. He spent his time studying Spanish, working at the convenience store, and jogging every afternoon.
2. He spent his time studying Spanish. working at the convenience store, and he jogged every afternoon.
3.The dog was excited: running, barking, and he chased after the boys.
3.The dog was excited: running, barking, and chasing after the boys.
4.The apartment was filled with old newspapers, broken bottles, and the ashtrays were overflowing.
4. The apartment was filled with old newspapers, broken bottles, and overflowing ashtrays.
Date: JUNE 21, 2019
I. Objectives:
a. Define parallelism.
b. Discuss the rules of parallelism.
c. Use parallel structure in making a sentence.

Unit Topic: Parallelism
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
The learners will analyze the rules of parallelism and will apply them in the activity given to them.
c. Presentation
→ Rules of Parallelism
1. Parallelism is used to balance nouns with nouns, prepositional phrases with prepositional phrases, participles with
participles, infinitives with infinitives, clauses with clauses.
2. Parallelism is used with elements joined by coordinating conjunctions.
My mother likes cooking and to read.
My mother likes cooking and reading
3. Parallelism is used with elements in lists or in a series.
This task can be done individually, in pairs, or can be done in groups of four.
This task can be done individually, in pairs, or in groups of four.
4. Parallelism is used with elements being compared.
She is mad about watching TV more than to read a book .
She is mad about watching TV more than reading a book.
5. Parallelism is used with elements joined by a linking verb or a form of be
To learn is understanding the world.
To learn is to understand the world.
6. Parallelism is used with elements joined by linking words.
The teacher not only wants his students to keep quiet but also to do thetask .
The teacher wants his students not only to keep quiet but also to do the task .
IV. Evaluation
Make the following sentences parallel.
1. Mary wanted to paint her office, to add some new draperies, and the carpet need cleaning.
2. When Friday rolls around, do you go to the mall, head for a bar, or are you going to work?
3. Last year, my brother dropped out of school, was looking for work, and needed a place to stay.
4. He watched the latest version of King Lear, studied for his math test, and was talking on the phone.
Date: JUNE 25, 2019
I. Objectives:
a. EN8VC-Id-9 Organized information from a material viewed
b. EN8SS-Id-1.5.1: Skim to determine key ideas
c. EN8LT-Id-8 Describe the notable literary genres contributed by African writers

Unit Topic: I am an African Child by Eku Mcgred
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
The teacher will play a music and will ask the students to sing the song “ WakaWaka” of Shakira.
c. Presentation
→ The poem is written without punctuations. The teacher will read it without interruption; no pausing nor variation in
tone.
Task 1: One learner will re-read it for everybody.
Task 2: The learners will give their observations on how the teacher and one learner read the poem.
Task 3: Punctuate Me!
The learners will put the appropriate punctuation marks in the copy of the poem. Then, they will re-read it with proper
volume, projection, pitch, stress, intonation, juncture, and rate of speech.
IV. Evaluation
 The learners will analyze the lines in the poem and state the message of the author in each stanza. They
will be grouped into six and will give the message of the poem by drawing them. The leader of the group
will interpret their drawing. Their performance will be graded according to the rubric below.
Date: JUNE 26, 2019
I. Objectives:
a. EN8LC-Id-5.1: Listen for important points signaled by volume, projection, pitch, stress, intonation, juncture, and rate
of speech
b. EN8F-Id-3: Deliver a self composed informative speech
c. Appreciate the importance of prosodic features by applying them in poem recitation.

Unit Topic: I am an African Child by Eku Mcgred
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
The teacher will ask the students to re-read the poem
Sharing Insights: The learners will depend and support their opinions with specific
examples.
c. Presentation
IV. Evaluation
Final Task: Poem Recitation
Their performance will be graded according to the rubric.
Date: JUNE 27, 2019
I. Objectives:
a. Define volume, projection, pitch, stress, intonation, juncture, and rate of speech.
b. EN8G-Id-8: Use appropriate cohesive devices in composing an informative speech
c. Identify where the stress of the given word is.

Unit Topic: Syllabication and Word Stress
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Say What You Mean!
One representative for each group will pick a strip of paper. They should say the word “hello” depending on the
situation given.
Say hello:
a. to a baby
b. to a friend
c. to someone who is annoying you
d. to a friend you didn‟t see for a long time ago
e. to someone over the phone
c. Presentation
→ Directions: Syllabicate the following words and write the number of syllable on the blank.
_______1. Transparent _______ 6. Board

______ 2. Qualification _______ 7. Auditor
______ 3. Office _______ 8. Classes
______ 4. Policy _______ 9. Compatible
______ 5. Totalitarian _______ 10. right
IV. Evaluation
Direction: Identify the underlined word as to NOUN or VERB. Write your answer on the
blank.
____________________ 1. We made a swing with a tire and a rope.
____________________ 2. I‟ll bring the juice drinks to the party.
____________________ 3. The puppy drinks a lot of water after she plays.
____________________ 4. The new boss fires the two employees due to negligence.
____________________ 5. Before the evening comes, we cut all the vegetables.
____________________ 6. There are two consoles inside our classroom.
____________________ 7. The country imports rice and other products from neighboring countries.
____________________ 8. I found the present near the door.
____________________ 9. Sahara is the largest desert in the world.
____________________ 10. Grade 7 students will conduct a research about calabash fruit.
Date: JUNE 28, 2019
I. Objectives:
a. EN8WC-Id-1.1.6: Organize ideas in one-step word, phrase, and sentence outline forms
b. EN8WC-Id-1.1: Generate ideas and their relationships
c. Patiently do the activities about syllabication and word stress.

Unit Topic: Syllabication and Word Stress
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
The learners will analyze the given word and syllabicate them correctly.
The learners will put the stress on the right syllable to show contrast and emphasis in meaning
A. Direction: Choose the correct syllabication of the following words.
1. rabbit 2.winter 3. skimming

A) rab/bi/t A) wint/er A) ski/mming
B) rabb/ it B) win/ter B) skim/mi/ng
C) rab / bit C) winter C) skimm/ing
D) ra/bbit D) win/ter D) skim/ming
4. father 5. flower 10. mountain
A) fa/ther A) flo/wer A) mo/un/tain
B) fath/er B) flowe/r B) moun/tain
C) fat/her C) flow/er C) moun/ta/in
D) fa/th/er D) flo/w/er D) mou/ntain
c. Presentation
IV. Evaluation
A - Encircle the stressed syllable of the underlined word in each sentence.
1. We availed the di s co un t offered by that store.
2. Some stores give di s c o u n t during rainy season.
3. I will take one more su bjec t next year.
4. The governor m an date s a cruel proclamation.
5. The Reader‟s D i ges t contains a lot of information and facts.
6. You need to secure a perm i t before leaving the school premises.
7. The truck collected the r e fu s e of the whole barangay.
8. The winners c on te s t the result after the event.
Date: JUNE 24, 2019
I. Objectives:
a. identify the key points in the passage
b. analyze the passage
c. distinguish the best answer based on the material used.

Unit Topic: Reading Comprehension
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Ask the students if they are familiar with the GST.
Discuss the functions of reading assessment that they will going to take.
The teacher will give some tips to the learners on how to read with comprehension effectively.
Reading Comprehension: 5 Essential Tips

 Begin with the Topic and the Scope. The topic should be obvious within the first 1-2 sentences of the
passage. ...
 The Tone is either Neutral or Strong/Complex. ...
 Go back to the passage for Detail questions. ...
 Write down the Purpose as soon as you finish reading. ...
 Inferences are based on Implications.
c. Presentation
TELLING TIME – 7 Questions
COUNTING THE HOURS – 6 Questions
NOSEBLEEDS – 7 Questions
IV. Evaluation
The students will answer the 20 item questions based on the reading materials given to them.
Date: JULY 1, 2019
LEARNING COMPETENCY
EN8V-Ie-4 Use appropriate strategies in unlocking the meaning of unfamiliar words and idiomatic expressions
EN8RC-Ie-7: Use the appropriate reading style (scanning, skimming, speed reading, intensive reading etc.) for one’s
purpose
EN8LT-Ie-2.2: Explain how the elements specific to a genre contribute to the theme of a particular literary selection
I. Objectives:
a. Define idiomatic expressions
b. Determine the meaning of the given idiomatic expressions.
c. Use the appropriate idiomatic expressions in the given sentences.
II. Subject Matter: Idiomatic Expressions
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Directions: Choose the appropriate idiomatic expressions to be used in the
following sentences. Write a piece of cake, odds and ends, pros and cons or ups and down in the blanks provided.
1. The teacher asked us to talk about the ___________ of industrial development.
2. Do not worry about the problems you have in your business .You know there are always ___________ in business.
3. The police found nothing special in the house of the criminal as he had taken all the important documents with him
leaving just _____________.
4. If you think that doing this math problem is __________, just try it.
Task 1: Paper and Pen Activity
Directions: Choose the appropriate word to complete the meaning of the idiom. Write ocean, music, rags, cold and pie
in the blanks provided.
1. All these promises the politicians make are just ____ in the sky.
2. The small amount of money donated is just a drop in the _____ compared to the large sum of money needed.
3. He has been successful in life. He went from ____ to riches.
4. They had a dispute yesterday. That‗s why she gave him a ___ shoulder.
5. I had to face the ____ all by myself, although I was not the only responsible for the problem.
c. Presentation
English idiom or idiomatic expressions are Greek in origin. The word idiom means ―a private citizen,
something belonging to a private citizen, personal, and, by extension, something individual and peculiar.
Idiomatic Expressions, then, conform to no laws or principles describing their formation. They may also
violate grammar or logic or both and still be acceptable because the phrase is familiar, deep-rooted,
widely used, and easily understandable- for the native born.
IV. Evaluation
The learners will be grouped into three and will use at least five of the given idiomatic expressions in
making a dialog.
Date: JULY 2, 2019
LEARNING COMPETENCY
purpose
I. Objectives:
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Task 2: Oral Activity
Directions: Underline the idiomatic expression used in each sentence and give the correct meaning. After
giving the correct meaning, use them in the sentences.
1. Bata makes hay while the sun shines.___________
2. The wife of Anpu was beaten black and blue._______
3. Knowing the wife„s dishonesty, blood pours into his face._______
4. After killing the wife, Anpu was blue in the face.__________
5. Bata had made an easy way out to the mountains.________
6. In good faith, Bata supported his brother Anpu.________
7. Anpu felt a pain in the neck when he heard his wife„s explana-tion.________
8. She bent her knees for forgiveness._______
9. Anpu„s wife accepted the dose of her own medicine.________
10. Bata kept company with god- Ra to seek consolation._______
The students will give the meaning of the idiomatic expressions used in the given sentences.
Ask the students to give the correct meaning of idiomatic expression in the first activity. After giving the
correct meaning, use them in the sentences.
c. Presentation
Why are idioms important for English language learners?
They are so pervasive throughout the English language that to ignore them is to miss out on a large
percentage of the phrasal interpretations and nuances.
Idioms cause your mind to shift from the reality of your situation to the abstract thought of the analogy
or concept they reference. They keep your mind stimulated and focused. They provide an outlet for
expressive communication and a way for different people to say the same thing but with different
circumstantial allusions.
IV. Evaluation
Each group will present their work in front of their classmates.
Date: JULY 2, 2019
LEARNING COMPETENCY
purpose
I. Objectives:
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Task 2: Oral Activity
Directions: Underline the idiomatic expression used in each sentence and give the correct meaning. After
giving the correct meaning, use them in the sentences.
1. Bata makes hay while the sun shines.___________
2. The wife of Anpu was beaten black and blue._______
3. Knowing the wife„s dishonesty, blood pours into his face._______
4. After killing the wife, Anpu was blue in the face.__________
5. Bata had made an easy way out to the mountains.________
6. In good faith, Bata supported his brother Anpu.________
7. Anpu felt a pain in the neck when he heard his wife„s explana-tion.________
8. She bent her knees for forgiveness._______
9. Anpu„s wife accepted the dose of her own medicine.________
10. Bata kept company with god- Ra to seek consolation._______
The students will give the meaning of the idiomatic expressions used in the given sentences.
Ask the students to give the correct meaning of idiomatic expression in the first activity. After giving the
correct meaning, use them in the sentences.
c. Presentation
The learners will discuss the origin of idiomatic expressions and understand why we use them in our
language.
Why are idioms important for English language learners?

They are so pervasive throughout the English language that to ignore them is to miss out on a large
percentage of the phrasal interpretations and nuances.
Idioms cause your mind to shift from the reality of your situation to the abstract thought of the analogy
or concept they reference. They keep your mind stimulated and focused. They provide an outlet for
expressive communication and a way for different people to say the same thing but with different
circumstantial allusions.
IV. Evaluation
Each group will present their work in front of their classmates.
Date: JULY 8 2019
LEARNING COMPETENCY
EN8LC-Ie-9: Determine how volume, projection, pitch, stress, intonation, juncture, and speech rate serve
as carriers of meaning
EN8OL-Ie-5: Use appropriate prosodic features of speech when delivering lines
EN8SS-Ie-7: Use the appropriate reading style (scanning, skimming, speed reading, intensive
reading) for one‟s purpose
II. Subject Matter: Scanning
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Task 1: Scan to look up specific information about Miss
Universe Pia Wurtzbach.
Complete the sentences with the correct information.
1. Miss Universe Pia Wurtsbach was born in
___________________________________________.
2. Her father is a ________________ and her mother is a
_________________________.
3. She can speak Cebuano, _________________,
___________________ and a basic of
German.
4. She became the family's main money-earner until the
age of 18 by doing
________________ and ___________________
Study the given information and answer the questions after.
c. Presentation
To scan means to look up specific information from a large text or some other kind of information source
Techniques that will help when you skim:
Read and understand completely the theme or question.
Discern what kind of information you are looking for;(date, place, name, number)
Don‟t read every word in every sentence. Look only for the particular information.
Find the stanza/ sentence which you think has the answer. Read it to be certain.
Write the answer
IV. Evaluation
Task 3: Look at this text and then answer the next ten questions:
1. The text is aimed at:
2. The suite is made of:
3. Does the catalogue company offer a home delivery service?
4. The large armchair costs £232.99.
5. How much does the 3 seater sofa cost?
6. For what type of use is the Karina range designed / made?
7. The futon costs more that the armchair.
8. How much does the smallest piece of furniture cost?
9. The metal-action sofa-bed is wider than the 2 seater sofa.
10. How many pieces of furniture cost more than £350?
Date: JULY 9 2019
LEARNING COMPETENCY
EN8G-Ie-8 Use appropriate cohesive devices in composing an informative speech
EN8WC-Ie-6: Organize notes taken from an expository text
EN8WC-Ie-6.1: Arrange notes using a variety of graphic organizers
II. Subject Matter: Cohesive Devices ( Conjunction )
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Tell something about the pictures below. What is common among the four pictures?
ANSWER: Connection/ Cohesive
Directions: What coordinating conjunctions will complete the sentences? Write your answer on the space
provided for you.
1. The harp player likes to play classical music __________ contemporary music.
2. The residents are poor __________ they always seem contented.
3. Would you rather have a milkshake ________ an ice cream cone?
4. The policeman catches criminals ___________ keeps everyone safe.
5. He is my worst enemy, and _______ I admire him as the wisest man in the world.
c. Presentation
Coordinating conjunctions- ties together words and word-groups which have the same grammatical
construction. There are 7 conjunctions which have the acronym FANBOYS. ( and, but, or, so, nor, yet, for )
Subordinating conjunctions- joins a subordinate clause to a main clause. The following is a list of the most
common subordinating conjunctions ( although, because, if, after, before, until, when, since, how, once,
while.
Correlative conjunctions- are pairs such as either…or, neither … nor, and…but, not only… but …also. These
conjunctions connect two balanced clauses, phrases, or words. The two elements that correlative
conjunctions connect are usually similar in length and grammatical structure.
IV. Evaluation
Informative Speech
Students will write their own informative speech using the different conjunctions.
Their work will be graded according to the rubric below:
Date: JULY 10, 2019
LEARNING COMPETENCY
EN8G-Ie-8 Use appropriate cohesive devices in composing an informative speech
EN8WC-Ie-6: Organize notes taken from an expository text
EN8WC-Ie-6.1: Arrange notes using a variety of graphic organizers
II. Subject Matter: Cohesive Devices ( Conjunction )
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
The learners will listen to the music about conjunction entitled “ Conjunction Fireworks” ( can be
downloaded on youtube).
Directions: What coordinating conjunctions will complete the sentences? Write your answer on the space
provided for you.
6. I‟m sorry but I can neither confirm ________ deny the allegation.
7. Most of the visitors were happy just sitting around, ______ it had been a long journey
on the train.
8. He‟s seventy-two, ____ he still swims, runs and plays football regularly.
9. My cat Buster has beautiful blue eyes ____ a destructive personality.
10. I‟ve drunk six cups of coffee today, _____ I‟ve got a headache.
c. Presentation
Cohesive devices are useful English language conjunctions, transitional phrases, synonyms and
pronouns that express ideas in a cohesive manner. They are used to join sentences together to make ideas
more understandable to the reader.
Among the eight parts of speech, conjunction has the same idea about the pictures given
A conjunction is the glue that holds words, phrases and clauses (both dependent and independent)
together. There are three different kinds of conjunctions–– coordinating, subordinating, and correlative––
each serving its own, distinct purpose, but all working to bring words together.
IV. Evaluation
Using the Correct Subordinating Conjunctions
Directions: What subordinating conjunctions will complete the sentences? Write your answer on the space
provided for you. Choose your answer from the box below.
1. I‟ll give you a map ____________ you can find the place more easily.
2. I‟ll wait __________ you arrive.
3. Pete didn‟t go to work yesterday_______________ he was ill.
4. We went out ________ the rain stopped.
5. _____ he doesn‟t change his attitude, he‟ll lose his job.
6. _________ you win a million dollars, it doesn‟t mean you‟ll be happy.
7. Ronnie begins to sneeze violently_______________ he opens the door to greet a fresh
spring day.
8. I guess I‟ll never be the same _________ I fell for you
9. We‟re never going to survive ___________ we get a little crazy.
10. I don‟t know ______ I left your umbrella.
Date: JULY 15, 2019
LEARNING COMPETENCY
EN8LC-If-5.2 Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate of
speech that affect meaning
EN8OL-If-5: Use appropriate prosodic features of speech when delivering lines
II. Subject Matter: Outlining/Reporting
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
As a grade 8 student, you will often come across a reading material that is difficult to remember.
What do you do in this case?
Thus there is a need for you to outline your reading material. Reducing complex material to its outline form
will make you understand the material fast and easy.
Analyze the two given samples of outline.
C, Presentation
OUTLINING
An outline is a general plan of what you are going to write. It is a method for taking notes that shows the relationships between
main ideas and other ideas that support the main idea.
Two Kinds of Outline
1. Topic Outline- the points are stated as sentences.
2. Sentence Outline- the points are stated as words or phrase.
In making an outline, observe the following instructions on format:
1. Use roman numerals for main ideas.
2. Use capital letters for subheadings.
3. Use arabic numerals for supporting details.
4. Place a period after the numerals and letters that introduce the points.
5. Begin every point in an outline with a capital letter.
6. Do not put periods after the points if the outline is topical.
7. Indent each level of the outline.
8. If there is an A, there must also be a B. If there is a 1, there must also be a 2.
9. In a topical outline, state the points of each division in parallel form.
IV. Evaluation
Task 1: Outline it!
Date: JULY 16, 2019
LEARNING COMPETENCY
EN8LC-If-5.2 Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate of
EN8OL-If-5: Use appropriate prosodic features of speech when delivering lines
II. Subject Matter: Outlining/Reporting
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
What is the essence of outlining details?
Analysis:
Answer the following questions:
1. In outlining, what do we do with the important events in the story? What is the role of the main topic and
supporting details in outlining?
2. What do we consider in outlining? When do we use Roman Numerals?
When do we use capital letters?
C, Presentation
How do you prepare a reading outline?
Keep these points in mind:
1. Read the material and determine its purpose and structure.
2. Pick out the writer„s thesis statement or controlling principle; if it is not explicitly stated, express it in your
own words.
3. Look for the major divisions and label each with a Roman numeral.
4. Divide each major division into subdivisions.
5. Check whether the divisions and subdivisions relate to the thesis statement or the purpose of the writer.
6. Compare your outline with the original material to check against any
misinterpretation or distortion of the content and structure of the original.
Remember that there are two kinds of outline: the topic outline, in which the entries are given in words or
phrases, and the sentence outline, in which the entries are complete sentences.
IV. Evaluation
Date: JULY 17, 2019
LEARNING COMPETENCY
EN8RC-If-7 Use the appropriate reading style (scanning, skimming, speed reading, intensive reading
etc.) to one’s purpose
EN8LT-If-7 Appreciate literature as a means of understanding the human being and the forces he/she
needs to contend with
II. Subject Matter: What is an Educated Filipino?by Francisco Benitez( An Excerpt)
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Read again the essay “What is an educated Filipino?” and the poem “African Child”.
Identify the similarities and differences of the two selections in terms of the following:
a. state of the nation then,
b. state of the nation now,
c. concept of education,
d. image of an educated person,
e. vision of the future, and
f. speaker
C, Presentation
Ask the students to complete the table based on the excerpt they have read.
IV. Evaluation
1. Go back to your group in Activity 4.
2. Study the semantic web of your chosen topic about Africa.
3. Using it as a guide, start writing your informative article.
Date: JULY 18, 2019
LEARNING COMPETENCY
EN8VC-If-9 Organize information from a material viewed
EN8V-If-6: Determine the meaning of words and expressions that reflect the local culture by noting
context clues
II. Subject Matter: Adjective Complement/Context Clues
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Allow the students to analyze the sentences posted the board.
Take note of the bold words and the underlined groups of words in the following sentences.
1. What is common among the words in bold font?
2. What is common among the underlined words?
3. What is common between the underlined words in a and b? c and d? e and f?
C, Presentation
Adjective Complement
An adjective complement is a group of words that follows an adjective and completes its meaning.
Without it, the meaning of the adjective is not complete, or its sense is different from what it will be if the
complement is there.
An adjective complement usually comes in three forms – prepositional phrase, infinitive phrase, and clause.
IV. Evaluation
Activity 8: COMPLEMENT OR NOT?
Work with a partner. If the underlined group of words is an adjective complement, write YES on the blank
before the number. If it is not, write NO and explain why it is not an adjective complement.
_____ 1. Racial discrimination is difficult to understand.
__________________________________________________________
_____ 2. People should never be happy to see others being oppressed.
____________________________________________________________
_____ 3. Governments should rejoice when citizens fight for their human rights.
____________________________________________________________
_____ 4. Public servants in different parts of the world should work together to
promote human dignity.
__________________________________________________________
_____ 5. It is important that future generations of children inherit a more just and
humane world.
__________________________________________________________
Date: JULY 22, 2019
LEARNING COMPETENCY
EN8G-If-8 Use appropriate cohesive devices in composing an informative speech
EN8G-Ii-7: Use parallel structures
II. Subject Matter: Order of adjective
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
The teacher calls a volunteer to take a peek into the mystery box.
The teacher facilitates the activity and asks the students to recall the definition and functions of nouns and
adjectives. Then, she briefly gives the learning objective.
The Order Of Adjectives
Let's take a look at the exact sequence for adjectives in a sentence.
C, Presentation
Task 5: What’s Your Order? (Semi-Controlled stage)
Arrange the words according to the correct order of adjectives.
1. A big old brown bear ___________________
2. green-eyed gorgeous black-haired a girl ________________________
3. my teacher math old __________________
4. a man fat young friendly ______________________
5. little a boy nasty __________________
IV. Evaluation
A summative written test will be given where students place the provided adjectives in the
correct order:
1. a popular respected good-looking student
2. a bright nouveau riche sports car
3. many distracted American students
4. a friendly large black mutt
5. nice high school American girls
6. Ellen's beloved old grandmother
7. the three solid trunks
8. those mean arguing policing men
9. sincere helpful friend
10. nineteen new springy diving boards
Date: JULY 24 2019
LEARNING COMPETENCY
EN8V-Ih-6 Determine the meaning of words and expressions that reflect the local culture by noting
context clues
II. Subject Matter: Semantic Webbing
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Introduce the unit's goals, which are to learn about presidents and create multimodal president cards with
new vocabulary.
Review and discuss three different types of semantic map.
- Invite students to fill out the semantic map with words, definitions, and images.
- Save the map on the class website.
- Continue practicing using semantic maps.
- Have groups create new multimedia maps.
- Have students share and discuss new vocabulary in maps.
After Reading
- Have students begin making the multimodal president cards.
- Set the criteria for these cards: the name of the president, vocabulary words, definitions, images, and
sentences
C, Presentation
Semantic webbing is a method that students can use to organize information from a reading passage or
other source as part of the prewriting process. Another term for a semantic web is a graphic organizer; the
purpose is to give students a visual sense of the organization of their ideas to help them outline those ideas
in their writing. There are several types of semantic webs, including one that describes a character.
IV. Evaluation
Complete the map based on the given topic.
Date: JULY 25, 2019
LEARNING COMPETENCY
EN8G-If-8 Use appropriate cohesive devices in composing an informative speech
EN8WC-If-6 Organize notes taken from an expository text
II. Subject Matter: Informative Speech
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Encourage students to share their own experiences with public speaking of any kind.
Ask students to consider why people give speeches.
EXERCISE NO. 1
This first exercise is going to require you to answer a list of questions. You do not need to write down the
question; just write down as many responses as you possibly can before I move on to the next question.
Don’t judge yourself or your answers—but do write down
as many responses as quickly as you can. Are you READY?
1. What do you like to do in your spare time?
2. What are your hobbies? (Or what hobbies have you had?)
3. What do you like to do during holidays?
4. What is your favorite travel destination?
5. What do you like to talk about with friends? (Gossip? Go ahead and say so!)
6. On what issue do you hold a strong opinion?
7. What issue would you like to know more about?
8. What kinds of values do you stand for? (Even if you feel like answering this sets
you up to label yourself, go ahead and write down a quick answer.)
9. What special expertise do you have?
10. What special skills do you have?
11. What professional or personal experiences have you had in your life?
12. What current topic or debate in the news has grabbed your attention?
13. What is your greatest pet peeve?
14. What makes you very happy?
C, Presentation
Students are task to think of their topic, the topic that they will be using in their speech. Their topic must be
informative and relevant to students like them.
IV. Evaluation
The students are task to perform their informative speech in front of the class with the given rubrics.
Date: JULY 26, 2019
LEARNING COMPETENCY
EN8LC-Ih-5.2 Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate of
EN8OL-Ih-3.12: Highlight important points in an informative talk using appropriate presentation aids
II. Subject Matter: Intonation
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
SAY IT
Hello
to a friend
to a friend you haven’t seen for 3 years
to a neighbor that you don’t like
to a 6 month old baby
to someone you have just found doing something they shouldn’t
to someone on the phone when you’re not sure if they are still on the other end
Activity 1
· Write all the ‘wh’ words on the board one by one and ask the students to guess their meaning and
ask questions using that “wh” word from their class-fellows.
· Help them asking questions correctly with emotions and gestures according to the class/students’
environment, e.g. what is in the picture/drawing?
C. Presentation
Intonation
Incorrect intonation can result in misunderstandings, speakers losing interest, or
even taking offense.
Reminders/Guidelines
1. Wh questions: falling intonation
2. Yes/No questions: rising intonation
3. Statements: falling intonation
4. Question tags: 'chat' – falling intonation; 'check' – rising intonation
5. Lists: rising, rising, rising, falling intonation
6. New information: falling intonation
7. Shared knowledge: falling-rising intonation
IV. Evaluation
Determine if it is a rising intonation or a falling intonation.
1. You already!
2. You shouldnt have.
3. It’s unbelievable!
4. Thats not very nice!
5. I dont think I will.
6. How could you?
7. Why should I tell you?
8. You must be kidding!
9. So what?
10. Well, I never!
Date: JULY 29, 2019
LEARNING COMPETENCY
EN8V-Ih-6 Determine the meaning of words and expressions that reflect the local culture by noting
context clues
EN8LT-Ih-3 Explain how a selection may be influenced by culture, history, environment, or other
Factors
II. Subject Matter: SYNONYM
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Make a list of synonym word pairs
Examples:
sad and unhappy
mistake and error
sleepy and drowsy
perhaps and maybe
Word Cards
1.I will distribute a word card to each student, and tell them to look at the word written in black on their
card
2.Students will find the person with the word that has similar meaning (synonyms).
3.After everyone has found a match student will think of two synonyms for the word
4.Students will write one sentence that can be used with either word so the sense has the same meaning.
5.In pairs still, student will read their word cards, tell their two synonyms, and read their sentence aloud.
6.Students will turn the cards over to the side of card where words are written in red ink.
7.Students will find the person who has a word with the opposite meaning of their word (antonyms).
8.Steps 5-7 will be repeated, creating sentences with the opposite meanings.
C. Presentation
A synonym is a word or phrase that means exactly or nearly the same as another lexeme in the same
language. Words that are synonyms are said to be synonymous, and the state of being a synonym is called
synonymy. For example, the words begin, start, commence, and initiate are all synonyms of one another.
IV. Evaluation
Ask the students to give the synonym of each word listed on the chart.
disappear, vanish caution, care petty, unimportant
copy, duplicate danger, hazard distribute, dispense
divide, separate hesitant, indecisive inappropriate, improper
poison, toxin ponder, contemplate prison, penitentiary
substitute, replacement sudden, unexpected tough, rugged
weaken, undermine veer, swerve natural, organic
inspect, examine insult, offend clench, squeeze
unprotected, vulnerable courageous, valiant categorize, classify
mission, assignment liberty, freedom restriction, limitation
traditional, customary exaggerate, magnify alternative, option
Date: JULY 30, 2019
LEARNING COMPETENCY
EN8G-Ih-7: Use parallel structures EN8G-Ih-8: Use appropriate cohesive devices in composing an
informative speech
EN8WC-Ih-6 Organized notes taken from an expository text
II. Subject Matter: For Basic Structure of Sentences
III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Picture Viewing
The teacher will show some pictures to the students, randomly students will be asked to describe the
pictures. Later on, the teacher will ask the students to guess the topic for the meeting.
The students will analyze the difference of each sentences posted on the board.
simple sentences:
Karen baked cookies for dessert.
compound sentences:
We went to the beach, and then we went to the mountains.
complex sentences:
Because she is nice, Mrs. Thomas let us read books that we brought from home.
compound-complex sentences:
After we arrived at school, I went to gym, and Sara went to English.
C. Presentation
IV. Evaluation
Identify the correct structure of each sentences.
1. I made an airplane out of stone. ("Stone Airplane")
2. I put a piece of cantaloupe underneath the microscope. ("Nope")
3. Oaties stay oaty, and Wheat Chex stay floaty, and nothing can take the puff out of Puffed Rice. ("Cereal")
4. While fishing in the blue lagoon, I caught a lovely silverfish. ("The Silver Fish")
5. They say if you step on a crack, you will break your mother's back. ("Sidewalking")
6. They just had a contest for scariest mask, and I was the wild and daring one who won the contest for scariest
mask—and (sob) I'm not even wearing one. ("Best Mask?")
7. My voice was raspy, rough, and cracked. ("Little Hoarse")
8. I opened my eyes and looked up at the rain, and it dripped in my head and flowed into my brain. ("Rain")
9. They say that once in Zanzibar a boy stuck out his tongue so far that it reached the heavens and touched a star,
which burned him rather badly. ("The Tongue Sticker-Outer")
10. I'm going to Camp Wonderful beside Lake Paradise across from Blissful Mountain in the Valley of the Nice.
("Camp Wonderful")
Date: JULY 31, 2019
LEARNING COMPETENCY
EN
EN
II. Subject Matter: Informative Essay (Why Sinigang?)

III. Procedure:
e. Greetings
f. Prayer
g. Checking of cleanliness
h. Checking of attendance
a. Motivation
Read the informative essay below about one of the Filipino traditions. Find ut later how this affects our
identity as part of the Asian countries.
After reading the informative essay, answer the PMI activity below.
PMI is a three-columned thinking strategy that encourages you to first consider and list the Plus points of an
idea. Next the Minus or negative points are listed. Finally those points are neither positive nor negative, but
simply interesting. Then note the conclusion you have realized about the Filipinos traditions and beliefs and
how do you think does this affect his identity as an Asian.
C. Presentation
1. How can you describe the Philippine traditions you read in the essay?
2. Why is it important to know our own traditions and values as Filipinos to further establish our identity as
Asians?
3. Are traditions common among Asian and African countries? Explain briefly.
Informative Essay: Definition & Purposes

An informative essay is an academic paper written at high school/college level, which aims to inform the
target audience about the particular object, person, event, or phenomenon. The main purpose is to
respond to the main question through explaining the topic in details. Imagine the readers know nothing/a
little about the offered informative essay topics. In case many professional terms that can help to explain
the topic deeper are available, use them, but provide meaningful explanations. Example: When writing
about marketing to inform the audience of students who have no idea of running a business, try to express
the main ideas with the help of special words such as brainstorming, A/B testing, target audience, customer
research, copywriting, etc. Give professional definitions. It would be helpful to explain some words using
specific examples.
IV. Evaluation
Write an informative essay about Philippine traditions and culture. (100pts)
Date: AUGUST 1, 2019
LEARNING COMPETENCY
EN
EN
II. Subject Matter: Writing an Informative Essay

III. Procedure:
a. Greetings
b. Prayer
a. Motivation
Read the article presented to the class.
In this final phase of the lesson, you will now apply the insights you have learned, the skills you have
developed and he information you have gathered from the previous activities. Your tasks now will involve
more of your skills in organizing and expressing ideas in written form.
Let us begin by doing the activity below.
C. Presentation
Tips for Writing an Informative Article by Lakshmi Menon
How to write an informative article? Writing an article is not that difficult as ou think. The following tips can
help you in writing an informative article:
1. Write about what you really know. Before writing, do a search and find out some moredetails to polish
your knowledge on the selected topic. You can find details aboutanything on the internet, using a search
engine.
2. Please remember the vital point that many of your readers may already know moredetails than you
about the topic you are writing. Therefore, write about the topic youhave sufficient knowledge about.
3. People will be more interested to know how you sorted out a particular problem whenyou had faced
one. A well written article about solving your own problem will be moreuseful to the readers. Many of them
would have faced a similar problem and your
information will be of immense help to them.
4. Remember to leave enough white space in between your paragraphs. You maywonder why it should be.
Reading the matter on the monitor is different from readingon the printed page. It causes eye strain and for
some people neck pain also. Theother main reason is that many of our readers will be senior citizens, who
will belooking for various information. Hence, it is better to see that your article is seniorcitizen-friendly, which
means easy for them to read.
5. Try to write small paragraphs, which is easy to read. Most of the people will be justscanning the matter
within a short time. Therefore, the smaller the paragraph theeasier to read. Just place yourself in that
position. How many times have you readlong articles on the net? I do agree that we take time to read long
articles when theyare highly important to our need. Otherwise, on a routine basis, more people read only
smaller articles.
6. After writing your article, read it at least 3-5 times, and if necessary read once aloud. Ithelps you to find
the mistakes in your articles. Then you can revise your articleappropriately
IV. Evaluation
Continuation of an informative essay

Lesson Plan in English For Grade 8 First Quarter

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Lesson Plan in English For Grade 8 First Quarter

Transféré par

Droits d'auteur :

Formats disponibles

LESSON PLAN IN ENGLISH 8

II. Subject Matter: Beginning the Knowledge Quest

II. Subject Matter: Beginning the Knowledge Quest

II. Subject Matter: Beginning the Knowledge Quest

II. Subject Matter: Beginning the Knowledge Quest

II. Subject Matter: Beginning the Knowledge Quest

II. Subject Matter: Beginning the Knowledge Quest

II. Subject Matter: Beginning the Knowledge Quest

II. Subject Matter: Beginning the Knowledge Quest

II. Subject Matter: Beginning the Knowledge Quest

II. Subject Matter: Beginning the Knowledge Quest

1. Parallel lines on the road

1.She likes to listen to music and reading the latest novels.

II. Subject Matter: Beginning the Knowledge Quest

II. Subject Matter: Beginning the Knowledge Quest

Task 3: Punctuate Me!

II. Subject Matter: Beginning the Knowledge Quest

II. Subject Matter: Beginning the Knowledge Quest

_______1. Transparent _______ 6. Board

II. Subject Matter: Beginning the Knowledge Quest

1. rabbit 2.winter 3. skimming

II. Subject Matter: Beginning the Knowledge Quest

Reading Comprehension: 5 Essential Tips

TELLING TIME – 7 Questions

COUNTING THE HOURS – 6 Questions

II. Subject Matter: Idiomatic Expressions

II. Subject Matter: Idiomatic Expressions

II. Subject Matter: Idiomatic Expressions

Why are idioms important for English language learners?

II. Subject Matter: Scanning

II. Subject Matter: Cohesive Devices ( Conjunction )

ANSWER: Connection/ Cohesive

II. Subject Matter: Cohesive Devices ( Conjunction )

II. Subject Matter: Outlining/Reporting

II. Subject Matter: Outlining/Reporting

II. Subject Matter: What is an Educated Filipino?by Francisco Benitez( An Excerpt)

II. Subject Matter: Adjective Complement/Context Clues

II. Subject Matter: Order of adjective

II. Subject Matter: Semantic Webbing

II. Subject Matter: Informative Speech

II. Subject Matter: Intonation

II. Subject Matter: SYNONYM

II. Subject Matter: For Basic Structure of Sentences

II. Subject Matter: Informative Essay (Why Sinigang?)

Informative Essay: Definition & Purposes

II. Subject Matter: Writing an Informative Essay

Vous aimerez peut-être aussi

_1. Transparent _ 6. Board