A Semi- Detailed Lesson Plan

in English-Grade 7
Prepared by: Caligtan, Jemimah

Content Standard: The learner demonstrates understanding of: pre-colonial Philippine literature as a means of connecting to the past;
various reading styles; ways of determining word meaning; the sounds of English and the prosodic features of speech; and correct
subject-verb agreement.
Performance Standard: The learner transfers learning by: showing appreciation for the literature of the past; comprehending texts
using appropriate reading styles; participating in conversations using appropriate context-dependent expressions; producing English
sounds correctly and using the prosodic features of speech effectively in various situations; and observing correct subject-verb
agreement.

Quarter 1 Week 1
Day 1
Developmental Lesson

I. Learning II. Learning III. Learning Content IV. Learning Procedure V. Assignment
Objectives Assessment
Through the use of A. Subject Matter
translation Idiomatic Expressions A. Motivation 1. On a one whole sheet
activities and (Idioms) 1. Engage the students in of paper, translate the
dialogue the discovery of what following idioms using
presentation, the B. References idiomatic expressions are. your native language.
students should be White, E. (2009). Assignments are to be
able to: Grammar revolution. 2. Divide the class into five submitted next meeting.
Retrieved from groups.
A. MATCH ME https://www.english-
ACTIVITY grammar- 3. Distribute picture
A. match idioms Match idioms revolution.com/idiomatic- flashcards to the students
with their figurative with their expressions.html that contains jumbled words
meanings; figurative on idiomatic expressions.
meanings. Anon. (2018). Smart
words: Famous idioms.
B. share examples B. SHARING Retrieved from e.g. 1.See eye to eye –
of idioms from ACTIVITY http://www.smart- this means
their native Share the words.org/quotes- agreeing with
languages through importance of sayings/idioms- someone.
a sharing activity; using idiomatic meaning.html 2. Once in a blue
and expressions moon’ – an event
through a sharing that happens
activity. Wil, T. (2018). 15 infrequently.
common English idioms 3.When pigs fly’ –
and phrases. Retrieved something that
C.DIALOGUE from will never happen.
PRESENTATI https://englishlive.ef.com/ 4. The best of
ON ACTIVITY blog/language-lab/15- both worlds’ –
C. present a 2-3 Present a 2-3 common-english-idioms- means you can
mins dialogue mins dialogue and-phrases. enjoy two different
using idiomatic using idiomatic 3. The students unjumble opportunities at the
expressions. expressions. C. Materials the words to come up with a same time.
 Powerpoint phrase or a sentence. 5.It’s raining cats
Presentation and dogs.
 Pictures 4. The students to work on -Heavy rain.
 Flashcards their activity.
 Printed copy
of the songs
 Worksheets
5. The students write their
 Projector answers on the board.

6. The students read and

share their understanding on
the words they arranged.

5. Link the motivation of

today’s topic by introducing
them idiomatic expressions.
D. Concept B. Presentation
1. Introduce idiomatic
Idiomatic
expressions to the students
Expressions through a power point
presentation.
-expressions that
cannot be e.g.
defined from the
meaning of its
own words but
has a separate
meaning on its
own.

-words, phrases,
E. Skills
or expressions
 Developing
that are not
listening skills.
 interpreted
Developing
logically
speaking or skills. 2. Present the two ways on
literally.
 Using idiomatic understanding idioms.
expressions in
communication.
 Translating LITERAL
idiomatic
expressions.

FIGURATIVE
F. Values 3. The students are shown
 The students will some of the categories of
develop the value idiomatic expressions.
of self-discovery. e.g.
 They will also cite
the importance of
using idiomatic
expressions in
writing and
communication.

3. Present examples of
idiomatic expressions with
their literal and figurative
meaning.
e.g.

4. The students’ worksheets

are given to them for their
activity.

5. The students are tasked to

match the idioms with their
figurative meaning.
e.g.
 IDIOMS FIGURATIVE
MEANING
Shake a Look and
leg. see.
Have egg Be quiet
on your
face.
Zip your Feel
lip. embarrassed
or silly
Keep an You’re
eye out. clumsy.
You’re all Hurry up.
thumbs.
6. The students share their
answers to the class and
checked by the teacher.

7. The students are grouped

into five according to their
first language to work on
the given activity.

Think at least five

examples of idiomatic
expressions from your
native languages. Be
ready to share it to the
class with their figurative
meaning.
8. The students share
examples idiomatic
expressions to the class
from their native languages
with their figurative
meanings.
9. The students sharing are
given feedbacks.

10. Interactive discussion

guided by the following
questions follows.

 Do you enjoy using

idiomatic
expressions?
 What do you think
are the importance
of using idiomatic
expressions in our
daily life?
11. The students are
encouraged to share their
answers and insights to the
class.
12. The students’ sharing is
evaluated.
C. Generalization

Idiomatic
expressions are not
just simply words
and phrases but
draw the essence
of the English
culture, the
creativity in
language and
reflect to human
daily experiences.

D. Application
Present a 2-3 mins dialogue
using idiomatic expressions.
4. Show the meaning of the
presented idioms after the
sharing.

e.g.

5. Give students information

about translating idioms.

e.g.
6. Gather the students in
five groups after the
discussion, and let them
work as a group.
7. Play short five great
songs with idiomatic
expressions and assign one
song to each group.
8. Distribute a copy of the
song assigned to them.

8. Challenge the students to

do the following activities.
Activity 1
-Identify the idiomatic expressions in
the song that was assigned to you.
-Use the idiomatic expressions to
 come up with a dialogue.

Activity 2
-Translate the song assigned to you in
Filipino and plan on how you are
going to present the song
Notes:
-You may present the whole song or
you may cut the song as long as
idiomatic expressions are included
and the message of the song is
conveyed.
-You may also use the idioms to come
up with a dialogue.
Be creative.

8. Give enough time for the

students to do their activity.
9. Let the students share to
the class their work.
10. Appreciate students
work through an interactive
discussion guided by the
following questions.
 1. What difficulties have you
encountered when you are doing your
activity?

2. What do you think are the

importance of using idiomatic
expressions in communication?

3. Have you enjoyed translating the

idiomatic expressions of the songs?

11. Give feedbacks to the

students’ presentation and
sharing.

C. Generalization
Idiomatic expressions are not just
simply words and phrases but
draw the essence of the English
culture, the creativity in language
and reflect to human daily
experiences.

D. Application
Incorporate idiomatic
expressions in their own
writing.
e.g.
GROUP ACTIVITY
-Write your own script using
idiomatic expressions.
-Be ready for your presentation.
Groups:

1.Family Get Together

2. Delivering a Speech
3. Meeting Old Friends
4.Playing a game
5.Telephone Conversation
B.

2. Let the students read the

poems as a class.
3. Call for students to share
their insights on what they
think is the mood, tone, the
technique used and on what
they think is purpose of the
author in writing the piece.

4. Divide the class into four

groups and assign the given
poems for each group to
work on after the sharing.

5. Task the students to

translate the poems and
jokes in Filipino language to
determine if there is a
change in the mood and
tone after the translation.

6. Remind the students that

they are going to present
their translated work in
front of the class.

7. Give time for the students

to do their activity.

8. Ask for students to share

their insights after every
presentation guided by the
following question.

 Was there a specific

difference on the
mood and tone
between the original
poem and the
translated poem that
you have read and
heard?
 What specific style
of writing have you
used in translating
your work?
Activity 02:

C. Generalization
4. Show pictures to the
representatives together
with the strips of paper that
they will present.

5. Ask the students reaction

after the game.

6. Task them again to do

their next activity which is
the “Mother May I
Activity”.
7. Post the instruction on the
board.

The
representatives
per row will go
in front and act
as the children.
The other
groupmates will
act as the
mother.

The
representative
who acts as the
mother stand in a
line and ask the
permission of the
mother by saying
“Mother May I”
and state what
she wants to do.

The other
students then
who acts as the
8. Allow the students to
start their activity.
C. Comparison and
Abstraction

1.Post on the board simple

sentences written in a
cartolina.

1. My
father
presented
me with an
expensive
watch.

2.The light
was so
bright that
it hurt my
eyes.
2. Pose again another set of
simple sentences written in
a cartolina.

1.I will
watch the
presentati
on
ceremony
later.

2.I asked
him to
light the
way with
the help of
a torch.
3. Task at least three
students to share their
observations in the
sentences they read on the
board based on the given
questions.
What do you think
is the connection
of the two
sentences from
examples 1 and 2.
4. Give the difference of the
two sentences to the
students.

In sentence
number 1, the
word watch and
light are used as
nouns in the
sentence, while in
sentence number
two; watch and
light are used as
verbs in the
sentence.

In sentence
number 1, the
word light and
watch are name
of things, while in
sentence two,
light and watch
are actions that
happened in the
sentence.
5. Entertain questions from
the students if they have.

D. Generalization
1. Post a pyramid picture
list on the board. Call for
volunteers to write what are
their hobbies and their
favorite thing to do.
*Pose the definition of
Verbs.

Verbs-a word
used to describe
an action, state,
or occurrence,
and forming the
main part of the
predicate of a
sentence, such
as hear,
become,
happen.
-action words.
E. Application
-Construct any short story
using verbs, at least 8-10
sentences.
Developmental Lesson