Republic of the Philippines

SAINT ESTANISLAO KOSTKA COLLEGE, INC.

Poblacion Manukan, Zamboanga del Norte

Learning Plan
Subject Area: English- Grade 7, 1st Quarter

Submitted by: Lourdes D. Gonzales

English Teacher; Grade 7
Saint Estanislao Kostka College, Inc.

Chapter 1: PHILIPPINE ORAL LORE

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 and 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.

Transfer Goal: The students transfer 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 subject-verb
agreement.

COMPETENCIES
Acquisition Meaning- Making
 recognize prosodic features: volume,  develop effective study habits
projection, pitch, stress, intonation,
juncture and speech rate that serve as
carriers of meaning
 distinguish between slang and colloquial  take down notes effectively
expressions in conversations
 scan for specific information  extract information from the text listened
to
 identify the genre of a material viewed  explain the predominance of colloquial
( such as movie clip, trailer, news flash, and idiomatic expressions in oral
internet-based program, documentary, communication
video, etc.)
 describe the different literary genres  use appropriate verbal and non-verbal
during the pre-colonial period cues when developing, maintaining and
ending conversations and dialogues
 identify the distinguishing features of  employ correct- turn-taking, turn-giving
proverbs, myths and legends and topic control strategies in
conversations and dialogues
 identify figures of speech that show  read intensively to find answers to
comparison (simile, metaphor, specific questions
personification)
 pronounce words with correct word  skim for major ideas using headings as
stress guide
 identify the common purposes for  express appreciation for sensory images
writing used
 distinguish between oral and written  Organize information from a material
communication viewed
 use non-linear visuals as aids to  understand and appreciate the Filipino
comprehension in content texts Regional Epic
 differentiate literary writing from  give the meaning of given signs and
academic writing symbols (road signs, prohibited signs,
etc.)
 determine the conflicts presented in the  use phrases, clauses and sentences
literary selections and the need to appropriately and meaningfully
resolve those conflicts in non-violent
ways
 identify and use verbs  use verbal and non-verbal cues in
conversations, dialogues and interviews
 use modals appropriately  use appropriate techniques and
strategies when asking questions and
eliciting answers
 observe correct subject-verb agreement  explain how the elements specific to a
genre contribute to the theme of a
particular literary selection
 recognize the parts of a simple paragraph  use non-linear visuals as aids to
comprehension in content texts
 recognize main/ key ideas  draw similarities and differences of the
featured selections in relation to the
theme
 identify supporting details  make predictions about the contents of
the text listened to
 select an appropriate colloquial or  infer thoughts and feelings expressed in
idiomatic word or expression as a the text listened to
substitute for another word or
expression
 identify the characteristics of and  retell a chosen myth or legend in a simple
techniques in a Filipino Epic paragraphs
 Observe correct subject-verb agreement  express appreciation for sensory images,
local color, figurative language used in
songs
 read with correct sentence stress  use the rising-falling intonation pattern
with YES-NO and tag questions; the rising
falling intonation with information-
seeking questions, option questions and
with statements
 listen to appreciate the plot,  discover literature as a means of
characterization and theme connecting to a significant past
 note specific details/ elements listened
to
 recognize sentence patterns
 observe correct subject-verb agreement
 perceive the tone in a song
 recognize sentence patterns
 LESSON I ELECTING CLASS OFFICERS

Days 1-3: Developing Effective Study Habits

I Expected Skills: To do well in this lesson, the students need to enhance the followings skills:
 identify good study habits;
 determine the right things to do to succeed;
 make their own personal schedule which reflects time daily allotment for studying;
 develop effective study habits.

II Explore/ Pre-assessment:
As a pre-assessment activity, let students identify what types of learner they are by
answering the set of questions. Then provide processing time to explain what each type of
learner is like.

III Introduction to Focus Questions:

Ask some volunteers to answer the following questions:
1. What are your study habits?
2. What type of learner are you based on the results? Do you agree with it? Why or why
not?

IV Firm-up:
Incorporate Howard Garner’s Multiple Intelligences by briefly discussing them.

V Deepen:
Ask students to pair-up and work on Exercise 1. Instruct them that both students per
pair should provide answers. Afterward, call on three to four pairs to relate their answers on
the class.
Once done, direct students to read “Developing Effective Study Habits”. Expand the
discussion by emphasizing that the values of hardwork and determination will most likely help
them succeed in their endeavor in the future.

VI Transfer Goals & Assessment:

Lead students to answer Exercise 2 independently. Reiterate that they should answer
questions honestly to discover their learning progress. Tell the students that if they answered
“yes” more than “no” to the given questions, then they are becoming responsible learners. If on
the other hand, they answered “no” more, tell them that there is always an opportunity to
improve their study habits.
Working with the same partner as Exercise 1, ask students to bring a broadsheet for the
next meeting’s activity.
 Days 4-5: TAKING NOTES (Listening for Specific Information)

I Expected Skills: To do well in this lesson, the students need to enhance the followings skills:
 understand the importance of note taking skills;
 explain the difference between hearing and listening;
 take down notes effectively;
 extract information from the text listened to.

II Explore/ Pre-assessment:
As a pre-assessment activity, refresh students’ minds on the previous lesson by asking
them to choose a symbol to represent themselves as learners, draw the symbol and provide a
short description for it.

III Introduction to Focus Questions:

Ask students about their opinions and insights on note-taking as a tool for better
understanding of a lesson. Let students expound on their answers.

IV Firm-up:
Direct students’ attention to the discussion in Taking Notes tackled in their worktexts.
Explain the guidelines to enhance their reading skills and explain the text.

V Deepen:
Connect the lesson on note-taking with the skill and discussion on Listening for Specific
Information. To generate students’ interest in the topic, show a short video clip. Emphasize that
note-taking skills may affect the students’ understanding of what someone says.

VI Transfer Goals & Assessment:

Assess if students were able to apply both listening and note-taking skills by asking a set
of questions about the watched video. Ask the following questions:

1. What is the video about?

2. According to the video, is binge watching bad for you? Cite some reasons stated in the
video.
3. What is myopia?

Let students listen closely to the text that that will be read. Then let them answer
Exercise 4 which will assess if they were able to grasp the main points.
 Day 6-9: USING COLLOQUIALISM AND SLANG

I Expected Skills: To do well in this lesson, the students need to enhance the followings skills:

 distinguish between slang and colloquial expressions in conversations;

 explain the predominance of colloquial and idiomatic expressions in oral
communication;
 give the equivalent formal expressions of colloquial terms;
 extract colloquial terms from the text.

II Explore/ Pre-assessment:
To jump-start the lesson, randomly distribute sets of cut-out letters that students need
to arrange to unravel colloquial and slang words and expressions. Let students post their
formed words.

III Introduction to Focus Questions:

Ask if the posted words/ expressions are familiar to them. Let students provide their
meanings.
Elicit ideas from students on what do these words/ expressions are called and when,
where and whom they are used.

IV Firm-up:
Facilitate a comprehensive discussion on colloquialism and slang. Emphasize that the
use of colloquialism and slang calls for a proper audience and proper time and setting.
Explain to the students why and how colloquial words and expressions came about.
Present a table enumerating the differences between colloquial words and slang.
Expound the discussion on the use of contractions and idioms in sample sentences.

V Deepen:
At some point of the discussion, pose the question: How can colloquial language be a
channel to preserve traditional Philippine oral lore? Allow students to ponder on the question
and elicit answers afterwards.

VI Transfer Goals & Assessment:

Act out three situations or read some lines, which students need to identify as used in
formal or informal settings. Ask them for the clue that enabled them to guess the setting.
Assess students’ understanding and progress by letting them identify and complete the
terms under Exercise 7A. Afterwards, task them to continue answering B of the same exercise.

Pair students for a role-play. Give students time to finalize preparations for their role-
playing.
Ask each pair to present what they prepared in front of the whole class. Provide
feedback and suggestions for their presentations.
 Days 10-12: ELECTING CLASS OFFICERS

I Expected Skills: To do well in this lesson, the students need to enhance the followings skills:
 understand the importance of choosing the right leaders;
 explain the qualities of a good leader;
 use the correct expressions for electing class officers;
 employ correct turn-taking, turn-giving and topic control strategies in conversations and
dialogues.

II Explore/ Pre-assessment:

Jump-start the lesson by posting photos of world and Filipino leaders. As a motivation
activity, randomly distribute strips of paper with factual and unbiased description of the
leaders. Let them guess which description suits which leader.

Distribute another set of papers with symbols these leaders are known of. Ask
volunteers to go to the board and post the correct symbols under the photos of the leader.

III Introduction to Focus Questions:

When all descriptions and symbols are matched, ask each pair to stand to read the
description. The other students make inferences on why the leader is represented with that
symbol.

IV Firm-up:

Guide the class to read “Electing Class Officers”.

Divide the class into groups for oral reading.

V Deepen:

Instruct the students to name the traits an aspiring leader should possess. Facilitate a
comprehensive discussion of the answers to the sidebar questions. Let them also answer
Comprehension Response and discuss answers as a class.

VI Transfer Goals & Assessment:

Hone critical thinking and decision-making skills by pointing out the situations presented
in Values: Life Connection. Process students’ answers.

Discuss the guidelines for a mock election. Remind them to use the terms found in the
selection and on the list provided for nominating their classmates. Reiterate observance of
proper use of the English language. Assess how the class executes the mock election.

Close the lesson by highlighting the essence of leadership: an avenue to stand for what
is right and just and to offer service.
 Week 5: READING TECHNIQUES: SCXANNING, SKIMMING AND CLOSE READING

I Expected Skills: To do well in this lesson, the students need to enhance the followings skills:

 understand the importance of reading;

 read intensively to find answers to specific questions;
 scan for specific information;
 skim for major ideas using heading as guide

II Explore/ Pre-assessment:

Start the lesson by using last meeting’s reading activity as reference. Then, ask what
skills the students used to comprehend the text. Guide them to form answers that reflect the
reading techniques of scanning, skimming and close reading.

III Introduction to Focus Questions:

Prompt students by asking the following questions:

1. Were you able to use these reading techniques when you read the text?
2. Do you consider them helpful? Expound you answer.

IV Firm-up:

Proceed to the discussion of reading techniques. Explain how skimming, scanning and
close reading are useful for research work and reading tasks that they constantly encounter as
students.

Conduct individual discussion of each reading technique.

V Deepen:

Guide students to differentiate the three reading techniques. Provide more instances for
students to understand more the differences among the three reading techniques.

VI Transfer Goals & Assessment:

Let students distinguish the different skills depending on the purpose for reading. Let
them practice the skills on three texts. Ask questions to develop the three reading techniques.
 Week 6: IDENTIFYING THE GENRES OF VIEWING

I Expected Skills: To do well in this lesson, the students need to enhance the followings skills:

 explain what a genre is;

 identify the genre of a material viewed;
 determine the truthfulness and accuracy of a material viewed;
 cite examples of movies and the genre where they belong

II Explore/ Pre-assessment:

Present short videos or films that introduce the genres of viewing. Direct students to
identify the genres of viewing.

III Introduction to Focus Questions:

Use a graphic organizer with key points on how each genre is distinct from the other.

IV Firm-up:

Explain the different genres.

V Deepen:

Lead students to answer Exercise 14 to test knowledge and understanding of the topic.
Check answers as a class.

VI Transfer Goals & Assessment:

Task students to choose two genres to download as a short video. Afterward, exchange
views and insights on the videos. Provide feedback. Questions and clarifications about themes
of the videos may be asked.

For application of what students learned, let them work with a partner on the activity in
Exercise 16.
 Republic of the Philippines
SAINT ESTANISLAO KOSTKA COLLEGE
7110 Poblacion, Manukan, Zamboanga del Norte
Email: kostka143@yahoo.com
Contact No. 09122675210

Second Grading Examination in

English Grade 7

Name: ____________________________________ Section: _____________

I. Direction: Match the activities in Column II with the corresponding expressions in Column III. Write the
letter of your answer in Column I:

Column I Column II Column III

(Answers)

1. The president calls the meeting to order. a. “There is a motion before the house.
Your motion is out of order.”

2. The proposal that candidates be b. “I move that we nominate the

nominated is presented in the form of a candidates.”
motion.

3. When you wish to make a motion, you c. “The meeting will please come to
must first get permission to do so. order.”

4. A new motion may not be made while d. “I second the motion.”

another is being considered.

5. Before a motion can be discussed, e. “Mr. President/ Mr. Chairman, may I

someone must second it. make a motion?”

6. A motion must be presented for f. “All those in favor say aye; those not
discussion. in favor say nay.”

7. The chairperson must repeat the motion g. “Let’s find out if all the members are
and ask for discussion. present.”

8. Votes may be taken viva voce. h. “It has been moved and seconded
that… (The motion is repeated). The
motion is now open for discussion.”

9. The motion will be voted upon. i. “The motion is carried.”

10. The chairperson announces the results of j. “Let’s put the motion to a vote.”
the voting for the president.

11. The motion is approved by the majority of k. “The motion is lost.”

members.

12. After the voting, the president announces l. “Manuel won as class president.”
that the motion is not approved.

m. “Is anyone willing to put the matter

to a motion?”
II. Direction: Read each paragraph and determine the main idea. Encircle the letter of your answer:

13. The ability to follow directions is an important skill that you use all your life. Scarcely a day goes
by without the need to obey directions. Cooking, baking, taking medication, driving, travelling, planning,
taking exams and hundred other common activities require the ability to follow directions.

a- Following directions is a special ability.

b- Everyone must follow directions.
c- Knowing how to follow directions is important.

14. A person cannot relax and study at the same time. Studying requires a certain amount of
tension, concentration, and effort in a specific direction. Of course, the amount of tension varies with
different individuals. The point is that studying is hard work and people who are not prepared to make a
proper effort are wasting their time.

a- People vary in their ways of studying.

b- To study is a waste of time.
c- Studying is hard work.

15. Adolescence brings with it a multiplicity of changes in every aspect of a child’s life. There is great
expansion and intensification of the emotional life as the adolescent reaches out for new experiences
and understanding but at the same time adopts a defensive stance against the possible consequences. It
is normally a period of hopes, and ideals, and longings often divorced from reality, and of passion over
matters that older persons often see as being of little consequence. Emotions do tend to show greater
fluctuations during adolescence that in the periods that precede and follow it. Periods of great
enthusiasm and attempts and high achievement are followed by periods of languor, depression,
dissatisfaction and even of morbid self-analysis. Emotions can lead to violent attachments to members
of the opposite sex and intense friendships characterized by pledges and vows.

a- There are many changes in the period of adolescence.

b- Adolescents are violently attracted to the opposite sex.
c- It is difficult to work with adolescents.

16. People who are victims of excessive tension and stress were not born into the world with these
symptoms. Somewhere along the line they acquired habits or failed to face certain situations which
brought about these symptoms. They could have avoided acquiring the symptoms by following
guidelines like: 1. Relaxation is an antidote; 2. learn your tension threshold and live with it; 3. if you feel
there is something wrong with you, find it out and do something about it.

a- Stress and tension can be avoided.

b- Relaxation is important.
c- Stress and tension are very common.

17. People have always had this mentality that good gifts are expensive or to put it another way,
expensive presents are good gifts. Seldom do they consider practicality, or more important, sincerity. It
has yet to be accepted that gift-giving does not always consist of material things. Looking at the world
which has enough of agreement talks on ceasefire treatise, may be it can do more with smiles and
songs.
a- Good gifts are expensive gifts.
b- Good gifts may not always be material things.
c. We must be sincere when we give gifts.

18. Christ went through untold sacrifices and pain for his love for mankind. He scaled Calvary
carrying a heavy cross on his shoulder, bearing all the humiliations inflicted by his tormentors. This
awesome spectacle brings home a message: no man can speak of having love without having suffered,
and to teach love without sacrifice is useless.

a- True love is to give sacrifices.

b- Christ died in the cross because of our sins.
c. To love is to suffer.

19. Before 1984 the average tax contributed by the Filipinos was comparatively much lower than
the taxes paid by citizens of many developing countries of Southeast Asia. From taxes, the Filipinos get
such benefits as employment, pollution control, social welfare, community development, education,
medical services, transportation, peace and order, and many others. We can safely say that the Filipinos
are among the least taxed people in the world.

a- Taxes have benefits.

b- Filipinos are among the least taxed people in the world.
c. We must pay our taxes.

20. Rock music is the expression of the young generation’s hope to change the world. This change
means the youth’s rebellion against the establishment, power to the young, and ecumenism. The songs
refuse to cover the harsh realities under the set of a make-believe world where happiness reigns
supreme. It springs form the artists’ desire to say something new which cannot be said so well in the old
idioms or form their impulse to say old things in new ways.

a- Why young people love rock music?

b- Why rock music is the hit in the world?
c. What is rock music to the younger generation?

III. Direction: Read each sentence carefully. Then circle the letter of each statement that gives the best
meaning.

21. Mrs. Valera loved by all, for she is gifted with the milk of human kindness.

a. Mrs. Valera has natural kindness.

b. Mrs. Valera has many children.
c. Mrs. Valera pretends to be kind to children.

22. Lita was a competent leader, but Marissa would not play second fiddle to her.

a. Marissa would not play the violin for Lita.

b. Marissa would not be subordinate to Lita.
c. Marissa did not know how to play the fiddle.

23. When she is asleep, she is not awakened even if a cow is slaughtered beside her.

a. She sleeps very soundly.

b. She doesn’t sleep well.
c. She sleeps lightly.
24. Elsa looked out the window. The chickens flew down from their roosts and alighted on the grass still
wet with dew.

a. The time described is early morning.

b. It is sunset.
c. It is midday

25. The woman opened the telegram. Her eyes widened in horror and disbelief, and then she cried in
agony.

a. The telegram brought good news.

b. The telegram brought bad news
c. The telegram contained nonsense.

26. Maria was walking alone in a dark alley. Suddenly she heard a strange noise. She stood very still.
Then she ran as fast as her trembling feet could carry her.

a. Maria was lonely.

b. Maria was brave.
c. Maria was afraid.

27. The freshmen were given an hour to finish the five-page test in mathematics. When the time was up,
almost everyone complained of not having finished answering the questions.

a. The test was long.

b. The test was easy.
c. The test was wrong.

28. Sylvia was the fairest maiden in a village.

a. There were other girls more beautiful than Sylvia.

b. Sylvia was not as beautiful as the other girls.
c. Sylvia was the most beautiful girl.

29. Aling Nena shut the windows tight. But still she could hear the waves as they splashed on the rocky
shore.

a. Aling Nena lived at the foot of the mountain.

b. Aling Nena lived close to the sea.
c. Aling Nena lived in the city.

30. The lame boy sat by the window all day. He was overwhelmed by the endless sight of fast-moving
vehicles and people hurrying across the street and along the sidewalk.

a. The boy was in the barrio.

b. The scene was a remote town.
c. The boy was on a busy city street.

31. The air was filled with the smell of delicious food. People in their best clothes scurried to the church
and the plaza. The band played lively tunes as it paraded along streets adorned with
streamers and bright-colored pennants.

a. It was the day of fiesta.

b. It was All Saints’ Day.
c. There was a barangay election.

32. The speaker delivered a well-prepared but long speech on the energy crisis. Soon the
audience began yawning.
 a. The audience were interested.
b. The audience were bored.
c. The audience appreciated the speaker’s efforts.

33. The girl looked at the man with one eyebrow slightly raised. Her face wore a scowl and her lips were
puckered.

a. She was pleased.

b. She was happy.
c. She was in an ugly mood.

34. When she saw the next visitor, the old maid’s lips curved into a smile, her eyes sparkled, and her
voice was sweeter than honey when she spoke.

a. She was pleased.

b. She was surprised.
c. She was not pleased.

35. The honorable-looking man dropped a large sum of money in the lap of the mendicant who looked
up with wide-open eyes, murmured incoherent words of gratitude, and pressed the money to his breast.

a. The mendicant was angry.

b. The mendicant was pleased.
c. The mendicant was ungrateful.

IV. Direction: Read the following very carefully and identify what is asked by encircling the letter of your
correct answer:
36. Rita goes to the library to select books as reference materials for her research. She then goes to the
shelves of books and begins to read the titles of books, also looking at the back cover of the materials.
What technique in reading does Rita apply?

a- skimming
b- scanning
c- close reading
37. Manuel calls the order of the meeting by requesting somebody to lead the opening prayer and
singing of the National Anthem. After that, he calls the secretary to check the attendance so that the
quorum is determined. What is Manuel’s position in the class?

a- class adviser
b- president
c- sergeant-at-arms
38. “I want to see yonder the stars. The underlined expression is a colloquial term. What is its formal
term?
a- beyond
b- more
c- under

39. If Dipolog is known as the city of orchids, then Cagayan de Oro City is the…..
a- city of gold
b- city known of its CDO corned beef
c- city of flowers
40. Jelson is burning his midnight candle. His exam is next week and he has to read all his notes to
prepare for the upcoming exam. “It pays to be ready,” Jelson said. What reading technique will Jelson
use?
a- skimming b- scanning c- close reading