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Lesson Plan in English 7 - Four-Pronged Approach

This lesson plan uses a four-pronged approach to teach imperatives to English students through reading the story "The Crow and the Sparrow". The plan includes objectives, materials, and procedures. Students will develop vocabulary, read the story in groups, do role playing activities, learn about imperative grammar structures, and construct example sentences using imperatives. An evaluation assesses students' understanding of imperatives through fill-in-the-blank and sentence construction exercises. The lesson aims to develop students' reading comprehension, critical thinking, oral language, and correct use of grammatical structures.

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Lyra Sorrosa
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82 views6 pages

Lesson Plan in English 7 - Four-Pronged Approach

This lesson plan uses a four-pronged approach to teach imperatives to English students through reading the story "The Crow and the Sparrow". The plan includes objectives, materials, and procedures. Students will develop vocabulary, read the story in groups, do role playing activities, learn about imperative grammar structures, and construct example sentences using imperatives. An evaluation assesses students' understanding of imperatives through fill-in-the-blank and sentence construction exercises. The lesson aims to develop students' reading comprehension, critical thinking, oral language, and correct use of grammatical structures.

Uploaded by

Lyra Sorrosa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN IN ENGLISH 7

FOUR-PRONGED APPROACH
I. Objectives
At the end of the lesson, the students are expected to:
A. use imperatives in giving instructions.
B. construct sentences using imperatives.
C. appreciate the value of honesty in friendship through reading the story “The Crow
and the Sparrow”.
II. Subject Matter
A. Topic: “Imperatives”
B. Reference/s: K-12 English Module 4 and English Curriculum Guide
C. Materials: Visual Aids, adhesive tape, printed copies of the story and evaluation,
strips of paper, laptop, projector
D. Time Frame: 1 hour
III. Procedure
Preliminaries
1. Classroom Management
2. Prayer
3. Greetings
4. Checking of Attendance
5. Review of previous lesson/overview
6. Motivation
A. ACTIVITY
First Prong (Developing Genuine Love for Reading)
a. Pre reading
1. Vocabulary Development
The teacher will let the students identify the meaning of the words using
the pictures on the screen.
1. Peppers
2. River
3. Pot
4. Clay
5. Spade
6. Fire
7. Nasty
8. Blacksmith
9. Mat
10. Beak
2. Motivation with Questions
The teacher will present a picture of a crow and sparrow and ask questions
if they have seen them before and what stories have they heard about these two birds.
b. During Reading (Directed Reading Thinking Activity)
The teacher will group the class into 6. Each group has to read the stanza assigned to them with
questions every after stanza.

1. Why did the sparrow agree to the bet?


2. How did the crow cheat?
3. Will the crow take advantage on the bet?

4. What condition did the sparrow give before allowing himself to be eaten by the crow? Why?
5. Why did the river refuse to give water to the crow?
6. What do you think will the crow do?
7. Why can’t the potter give the crow a pot?
8. What did earth require from the crow?
9. What do you think will the crow do?

10. Who do you think will the crow approach next?


11. Do you think that somebody will give the crow’s request?
B. ANALYSIS
Second Prong (Developing Comprehension and Critical Thinking Skills)
c. Post Reading Activities
1. What kind of friend was the crow? Do you know of people like him?
2. Would you like a friend like a crow? Why or why not?
3. Why honesty is important for a friendship?
ACTIVITY 2
The teacher will instruct the students to Role-play the following events from each stanza
of the story following their group number. Put emphasis on the commands or requests of the
crow, river, potter, village blacksmith and farmer’s wife.

RUBRIC FOR SKIT/ROLE PLAY


CRITERIA PERCENTAGE SCORE
Content 40%
Cooperation 30%
Presentation 30%
Total:

After the role-play, the teacher will ask the students questions leading to the main topic.

Third Prong (Development of Oral Language and Correct use of Grammatical Structure)
3. Abstraction
Imperative in English
Commands are also known as the imperative form. There is no difference if you give a
command to a single person or to a goup of people - the form of the verb is the same. Put the
verb in the infinitive form without "to" at the beginning of the sentence, you don't use a subject
and end the sentence with an object.

Tell someone to do something

Put out the rubbish.


Take an umbrella with you.
Turn off the TV.

Negative form: to make commands negative, put "don't" or "do not" before the verb.

Tell someone not to do something

Don't shout at me.
Don't open the window.
Do not stay out too late.

Polite form: if you want to use the polite form, then add the word "please".

Polite form

Please don't shout at me.


Please tell me your phone number.
Hand out the books, please.
Help me with the homework, please.

4. Application (Fourth Prong (The Transfer Stage)


The teacher will instruct students to construct sentences using the imperative verbs
given (from the story itself).
Put Get
Carry Make
Dig Give
bring Wash
Fetch Look
Generalization
The teacher will ask questions to measure what the students have learned in the
discussion.

Evaluation

A. Supply the correct imperative verb.


1. _________a minute.
2. _________over here, please.
3. _________the door when you go outside.
4. _________your teacher.
5. _________me your phone number so that I can call you.

B. Make the imperatives negative by using "don't".

1. Put your books on the desk.


.
2. Water the plants.
.
3. Cross the street.
.
4. Tell him your address.
.
5. Close the door.
.

Assignment
The teacher will instruct students to make 10 imperative sentences of what you must and
mustn’t do at school.

Prepared by:
LYRA R. SORROSA
Language Teaching Approaches
MEd-LT, University of Southeastern Philippines

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