Teaching Plan
Updated: Mar 23, 2019
1. Curriculum
The current curriculum used by the Philippines is K to 12 Curriculum, it is implemented from Grade 7 - 9. For the Grade 10, they are still using the previous curriculum that is Science Curriculum
For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain the natural process of language development.
1. Spiral Progression
Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow students to progress from the foundational level to higher levels of language use.
2. Interaction
Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.
3. Integration
The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly (skills, content, theme, topic, and values integration).
4. Learner-Centeredness
Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will be used to engage them and to strengthen their language development.
5. Contextualization
Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.
6. Construction
Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of meaning.
Teaching Plan
During the teaching practicum, we are the students teachers were asked to make detailed lesson plan. The detailed represents what the teacher said to the students and the students' expected answers in the classroom.
Below is the example of my lesson plan with the topic "Four Basic Sentence Patterns" in Garde 7 - Archimedes
Click this link: https://drive.google.com/file/d/1mk6IqHKXKIqGwVvyBuYxIPxtp6fa_Fjb/view?usp=sharing
or
Detailed Lesson Plan in English Grade 7
by Diyah Ayu Wibawani
I. Objectives
At the end of the lesson, the student are expected to:
1. identify the basic sentence pattern
2. differenciate the basic sentence pattern from one another by discussing with peers, and
3. write meaningful sentences using the basic sentence
II. Subject Matter
A. Topic
Basic Sentence Patterns
B. References
1. Revero-Hernandez, C. (2007). Basic Sentence Structure. MSA Comprehensive English handbook (page. 85-86). Rizal: MSA Publishing House.
C. Learning Instructional Materials
1. Power Point Slides
2. LCD Projector
3. Laptop
4. Work sheet for task
5. Small papers
III. Learning Procedure
Teacher’s Activity
Student’s Activity
A. Motivation
Good morning, Grade 7!
Well, today will be my first meeting to teach you in front of the class. Let me introduce myself, my name is Diyah Ayu Wibawani. You can call me Ma’am Diyah. I am from Central Java, Indonesia.
Before we start our lesson today, lets have prayer first. Please the leader of the class lead the prayer in front of the class.
(the leader will lead the prayer)
Okay thank you X for leading the prayer.
Firstly, I want each of you write your complete name in this side and your nick name in the other side with capital lzetter.
Okay, are you done ?
Okay, then collect and give it to me.
Well, I will save your name and use it to remember each of you.
Before we start study our topic today, please take a look to the three pictures in the power point:
a. Picture 1
b. Picture 2
c. Picture 3
From the three pictures, what do you can describe from it ?
Anyone wants to share ? start from the picture 1
Okay, what is your name?
Yes
Okay, good. Then picture 2 ?
Picture 3 ?
Well, very good.
Students, from the sentences you have mentioned. Can you guess what material we are going to learn today?
Yes, today we are going to learn sentence patterns.
B. Lesson Presentation
Today we are going to learn about 4 basic sentence patterns.
a. S – IV
b. S – TV – DO
c. S – TV – IO – DO
d. S – TV – DO –OC
Yes, actually Ma’am Phobe already explained to you about this topic in the previous meeting, right?
But today let us memorize it and practice it again. Because there is a quote that “Practices make perfect”, so the more you have practices, the more you are closely perfect.
C. Lesson Proper
So, lets recall our memory, about the four-basic sentence patterns.
1. S – IV (Subject – Intrasitive Verb)
Do you still remember, what is the meaning of intransitive verb?
Yes, whats your name?
Okay, Y, what is the intransitive verb ?
Briliant!
Ya, correct. Intransitive verb is a verb which doesn’t need an object or complement.
Like in this example:
The birds fly.
S – IV
It is enough to say the birds fly to state the action of the birds.
Anyone knows the other examples of intransitive verb?
Yes, correct. Can you make a sentence with the word “crying”, A?
Okay. Very good. And here are the other examples of intransitive :
work
laugh
talk
study
eat
pray
compete
stand
sing
whisper
agree
depend
exist
lie
collapse
arrive
stop
sleep
swim
stay
2. S + TV + DO (Subject – Transitive Verb – Direct Object)
Do you still remember what is the transitive verb?
What is a transitive verb ?
Yaa, thats correct. And the complete explanation will be like this:
A transitive verb has two characteristics:
a. It is an action verb, expressing a doable activity like sing, run, eat, write, clean, etc
b. It must have a direct object, something or someone who receives the action of the verb.
As we know that a transitive verb should have a direct object. What is te direct object actually ?
Yes, correct. The complete explanation will be like this:
A direct object is a noun or pronoun that receives the action of a verb or shows the result of the action. It answers the question “what” or “whom” after an action verb.
Example:
A gorgeous girl using glasses throws this trash
S TV DO
Anyone wants to help me to make an example of the pattern?
Yes, come to in front of the class and write your sentence.
Okay. Very good. You did well, Miss.
And the next pattern is:
3. S + TV + IO + DO
A gorgeous girl using glasses throws me this trash
S TV IO DO
Well, we already know about the definiton of transitive verb and direct object. Now, we gonna move to this pattern. There is an indirect object. From the example given. Can you difine what the indirect object is ? Any one knows ?
Yes, you are right. Indirect object is the recipient of the direct object, or an otherwise affected participant in the event. There must be a direct object for an indirect object to be placed in a sentence. In other words an indirect object can not exist without a direct object.
Do you get it?
The last pattern we are going to learn is:
4. S + TV + DO + OC
Joe made her mother angry because of his bad attitude
S TV DO OC
Just like in the previous pattern, we already know about transitive verb, direct object. Can you notice the other structure?
Yaa, thats true. The object complement.
The object complement is a word or phrase that gives further meaning to the direct object. It explains what the direct ibject has become. The object complement can be a noun, pronoun, or adjective.
Do you get it all ?
Okay, to check your understanding about what we have learned before, lets have a practice now!
Label the sentences below!
a. He gave them a bag full of money
b. Alice wrote a book on the French revolution
c. Sally will help you with your house work
d. It depends.
e. I consider Alex a diligent boy
Okay, now who wants to try number one ?
Two ?
Three ?
Four ?
Five ?
Well, good job grade seven. You all did well. Keep it up !
Games
Now, the next section is to make you more understand what we have learned. Let’s play a game!
The game is called “Running to the board”
You are divided into 2 groups. The rule of the game will be like this:
a. I will provide one sentence in the white board
b. What you have to do is continuing the next sentence
c. One student will be responsible for one word only
d. No discussion between the group members to choose the word.
e. After all the members write on the board. The group should label all the sentences you made.
f. The score will be given to the sentence that fullfil the patterns of the sentence we have learn.
Okay, time is up. Now, let’s count how many sentences do you made and label it well.
Well, from the sentences created. Now we can see the winner of this game is group 2.
Congratulation, group 2
D. Generalization
So class, from our activity today, what have you learned today ?
Yes, thank you for the conclusion given! God job class!
E. Evaluation
Okay class, since we all understood the 4 basic sentence patterns. Let’s have a practice to create sentences. What you have to do is: write sentences using this four patterns we have learned in a piece of paper. I will give 5-8 minutes from now!
You finished?
Okay, submit your paper to me and you can leave the class. Good bye !
Good morning, Ma’am!
Yes, Ma’am
(the students are compiling the small papers)
Me, Ma’am
My name is X, Ma’am
In my opinion pictures 1 : The TV host is speaking
Picture 2 : The audiences give the singer many flowers
Picture 3 : The singer wears a beautiful dress
Yes, Ma’am
My name is Y, Ma’am.
Intransitive verb is a verb that no need object after it Ma’am.
Yehey!
Me, Ma’am. The other example is the verb “crying”
Yes, Ma’am. The baby was crying.
Yes, Ma’am
Transitive verb is a verb which needs an object after it.
Direct object is a noun that receives the action of a verb
(the student is writing in the white board)
Yes, Ma’am
Indirect object is the recipient of the direct object, Ma’am.
Yes, Ma’am
Yes,Ma’am. It’s OC (object complement)
Yes, Ma’am.
(students are raising the hand)
a. He gave them a bag full of money
S – TV – IO – DO
b. Alice wrote a book on the French revolution
S – TV – DO
c. Sally help me with my house work
S – TV – DO
d. It depends.
S – IV
e. I consider Alex a diligent boy
S – TV – DO – OC
Yeheyy !
(the students are playing the game)
Yehey!
Ma’am! We learned the four-basic sentence patterns.
a. S – IV
b. S – TV – DO
c. S – TV – IO – DO
d. S – TV – DO –OC
By labeling the sentences we know the function of each structure.
Yes, Ma’am
Yes, Ma’am.
Good bye and thank you!
Prepared by: Diyah Ayu Wibawani
Submitted to:Dr. Rosalie Bacister
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