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LESSON School ATIMONAN NATIONAL Grade Level Grade 7
EXEMPLAR COMPREHENSIVE HIGH SCHOOL

Teacher Joscelle Joyce L. Rivera Learning Area English
Teaching Date - Quarter First Quarter
Teaching Time - No. of Days 3 days
I.OBJECTIVES
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 or At the end of the lesson, learners are expected to:
Objectives
a. Distinguish between slang and colloquial expressions in conversations;
b. Distinguish features of colloquial language (fillers, contractions, etc.)
and slang;
c. Manifest the significance on the use of appropriate expression/s as a
substitute for another word;
d. Create a short dialogue using colloquial or idiomatic word or expression
to fit a scenario.
D. Most Essential Learning
Supply other words or expressions that complete an analogy
Competencies (MELC)
E. Enabling Competencies  Select an appropriate colloquial or idiomatic word or expression as
(If available, write the attached enabling a substitute for another word or expression.
competencies)
 Supply other words or expressions that complete an analogy.
 Use appropriate idiomatic expressions in a variety of basic
interpersonal communicative situations.
II.CONTENT Lesson: Slang, Colloquial Expressions or idiomatic expressions

III.LEARNING RESOURCES
A.References
a. Teacher’s Guide Pages -
b. Learner’s Material Pages -
c. Textbook Pages -
d. Additional Materials
from Learning Resources
B. List of Learning Resources for
Development and Engagement English Learners Materials Module 1
Activities
IV.PROCEDURES
A. Introduction The teacher uses the Direct Instruction Strategy integrating the TGA Activity
(Tell- (Give Guidance)
What I need to know?
 The content of the lesson will be presented

 Learning objectives will also be introduced to guide the learners on
the learning targets
 Daily spelling will be given
What’s new?
 The learners will answer the presented questions at the beginning of

this portion thru pre-test about Philippine Literature. The test is
compose of 15 items, objective type of question is used mostly are
using idiomatic expressions and/or colloquial expressions.
Task 1: We Slang!
 Directions: With a partner, study the Tagalog slangs below. Write the
meaning, then be ready to give an example scenario in using it.
B. Development (Guide- Facilitate the process)

What I know?
Task 2: Text Speak!

 Directions: Acronyms are combination of letters and numbers that
stand for certain words or phrases. They are often used in instant
messages, informal emails, and text messages. Which of the
common acronyms below do you know?
What’s in?
 They will read an epic, The Good Prince Bantugan. They may ask
the help of their parents or guardians to make their reading
interactive. (page 73-76)
 After reading the story the learners will read and analyze some
sentences with idiomatic expressions or slang and colloquial
expressions from the epic. (Task 7 Page 76)
What’s it?
 At this point, after some examples given, the learner will now
analyze and understand the lesson about idiomatic expression,
slang and colloquial expressions.
C. Engagement (Act- Apply the concept)
What’s more?
Activity 1
 The learners will identify and distinguish an idiom, slang and

colloquial expressions. (refer to activity on page 76 numbers 5,6,7,8)
What I can do?

Activity 2: Talk Now!
Directions: With a partner, make a list of the different people (or types of
people) you interact with regularly. Describe how you normally talk to
those people.
What other enrichment activities can I engage in?

Real-life Connections (refer to Task 8,page 77)
 The learners will perform real-life tasks. They will create a

conversation or dialogue using different idioms with the following
scenario:
-at home
- inside the classroom
-At the canteen
- inside the movie house
- Inside the school bus/ jeepney
(rubric)
D. Assimilation What I have learned?
The learners are expected to relate their learned concepts to their
personal lives like the disadvantage and advantage of using idioms in
simple conversation.
V.REFLECTION On their notebook, they have to fill out “The Elders’ Boxes of Wisdom”
Checked:
Noted:
HERBERT N. DOCE
Master Teacher I
MERCEDES R. INFANTE
Head Teacher III, English Department

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LESSON School ATIMONAN NATIONAL Grade Level Grade 7

EXEMPLAR COMPREHENSIVE HIGH SCHOOL

II.CONTENT Lesson: Slang, Colloquial Expressions or idiomatic expressions

 The content of the lesson will be presented

 The learners will answer the presented questions at the beginning of

B. Development (Guide- Facilitate the process)

Task 2: Text Speak!

 The learners will identify and distinguish an idiom, slang and

What I can do?

What other enrichment activities can I engage in?

 The learners will perform real-life tasks. They will create a

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