DETAILED LESSON PLAN IN ENGLISH
School: ACEREDA INTEGRATED SCHOOL Grade Level: 7
Teacher: RHEA T. ALO
Learning
Area: English
Teaching
Dates and
Time: 10:45-11:45 Quarter: 2ND
OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. Tomeet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities maybe done for developing content knowledge and competencies. These are using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to findsignificance andjoy in learning the lessons. Weeklyobjectives shall be
derived from the curriculum guides.
A. Content Standards: 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.
B. Performance Standards: 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.
C. Learning
Competencies/Objectives:
Write the LC Code for each
EN7V-I-e-22.2: Select an appropriate colloquial or idiomatic word or expression as a substitute for
another word or expression
a. The learner will be able to identify the meaning of colloquial, familiar and
slang word.
b. The learner will be able to differentiate words if it is colloquial, familiar and
slang word.
I. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims toteach.
In the CG, the content canbe tackled ina week or two.
Lesson 5. Recalling Our Ancestors’ Belief
II. LEARNING RESOURCES
Lists the materials tobe usedin different days. Variedsources of materials sustainchildren’s interest in
the lessonand inlearning. Ensure that there is a mix of concrete and manipulative materials as well as
paper-basedmaterials. Hands-onlearning promotes concept development.
A. References
1. Teacher’s Guide Pages P36-43
2. Learner’s Materials Pages P38-44
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources P104-107 Ventures in communication
III. PROCEDURES
These steps should be done across the week. Spread out the activities appropriatelyso that students
will learnwell. Always be guidedby demonstrationof learning by the students which you caninfer
from formative assessment activities. Sustainlearning systematicallybyproviding students with
multiple ways to learnnew things, practice their learning, questiontheir learning processes, and draw
conclusions about what they learnedin relationto their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing Previous Lesson or
Presenting the New Lesson
Arrange the following letters into a correct word.
1. railimaf ---familiar
2. langs ---- slang

3. laiquolloc--- colloquial
4. eguaganl--- language
5. imiod- idiom
B. Establishing a Purpose for the
Lesson
Guide question
Based on the words that you have created can anybody of the group give its
meaning from your dictionary.
Our conversations carry words with different formality levels known as register. Two
of these are colloquial and familiar.
C. Presenting Examples/Instances
of the Lesson
Study the examples below and give three more pairs to complete the table. You
may use a dictionary for this task.
colloquial familiar
Friend Chum, pal, bro, sis, buddy
Eat Pig out, stuff oneself with, wolf
purchase, buy grab, score, get hold of
Father, mother Dad, mum
Classmate Mate
Girl gal
Boy lad
Colloquial- refers to the level language is used in everyday speech. This presents a
neutral tone, not so much informal or formal. This is the level used in ordinary
conversations. This is the level used in speaking with classmates, teachers, visitors,
etc.
Familiar- is a level of language that reflects the close relationship of the people
speaking. This intimacy is observed in the use of details and personal references in
speech. The authority that a speaker may have on others may also be observed in
familiar language. This is the level used when speaking with people who are close
to us.
D. Discussing New Concepts and
Practicing New Skills #1
Let us all study the following words in the table.
Slang- a type of language that consists of words and phrases that are regarded as
very informal, are much more common speech than writing, and are typically
restricted to a particular context or group of people.
Colloquial Slang
Excitement Fun
Stereo Boom box
Work, occupation Biz, game
Young rabbit Bunny
Useless Smoke
Eye Peeper
Give me that Gimme that
Dirty Pig
Gay Fag
Got you Got cha
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery (Leads
to Formative Assessment)
Let us study the following words, and noticed that we usually used these words in
our daily lives.

G. Finding Practical Applications of
Concepts and Skills in Daily
Living
Colloquial terms Filipino slang terms
Take a bath Goli
Let us go Golets
Tough Astig
Cigarette Yosi
Cousin Sampit
Spoiled brats Jeproks
Bald Bokal
Filipino Pinoy
Ugly Ngetpa
Classy Sosyal
Lesbian Tibo, t-bird
Like someone Tipo
Sister teh
H. Making Generalizations
and Abstractions about
the Lesson
Our conversations carry words with different formality levels known as register
Colloquial- refers to the level language is used in everyday speech. This presents a
neutral tone, not so much informal or formal. This is the level used in ordinary
conversations. This is the level used in speaking with classmates, teachers, visitors, etc.
Familiar- is a level of language that reflects the close relationship of the people speaking.
This intimacy is observed in the use of details and personal references in speech. The
authority that a speaker may have on others may also be observed in familiar language.
This is the level used when speaking with people who are close to us.
Slang- a type of language that consists of words and phrases that are regarded as very
informal, are much more common speech than writing, and are typically restricted to a
particular context or group of people.
I. Evaluating Learning Distinguish between colloquial language and familiar language. For this task, use your
background knowledge on colloquial language to determine its difference with slang. On a
half sheet of paper, classify the items below under the two given categories. Review your
answers. Then, give a definition of slang language based on the entries you have
classified under it.
friend chum bro sis best friend mate classmate ally
sidekick buddy main man associate
J. Additional Activities for
Application or
Remediation
In your English notebook, use the following familiar words in a sentence and identify its
colloquial terms.
IV. REMARKS
V. REFLECTION
Reflect on your teaching andassess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done tohelp the students learn?
Identify what help your instructional supervisors canprovide for you so when you meet them, youcan ask them
relevant questions.
A. No. of learners who
earned 75% in the
evaluation

B. No. of learners who
require additional
activities for remediation
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 work well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
Preparedby: NOTED:
RHEAT. ALO MA. ETHEL B. RICAFORT
SST-I PRINCIPAL-I