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Semi-Detailed LP in Language 5

This lesson plan aims to teach learners about the positions of adverbs through a 30-minute discussion. Learners will develop critical listening skills, distinguish the plot of a story, and identify the position of adverbs. The lesson involves learners answering questions about a story, identifying parts of the plot, discussing example sentences with adverbs in different positions, and writing their own sentences using adverbs. Learners will then be evaluated by writing meaningful sentences in groups about parental sacrifice using adverbs.

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Janella Marie Bagtas
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205 views

Semi-Detailed LP in Language 5

This lesson plan aims to teach learners about the positions of adverbs through a 30-minute discussion. Learners will develop critical listening skills, distinguish the plot of a story, and identify the position of adverbs. The lesson involves learners answering questions about a story, identifying parts of the plot, discussing example sentences with adverbs in different positions, and writing their own sentences using adverbs. Learners will then be evaluated by writing meaningful sentences in groups about parental sacrifice using adverbs.

Uploaded by

Janella Marie Bagtas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Semi-Detailed

Lesson Plan in
Language 5
(Positions of Adverbs)

Bagtas, Janella Marie P.


I. Objectives
At the end of a 30-minute
discussion, 90% of the learners are
expected to:
a. develop critical listening;
b. distinguish the plot of a story;
c. identify the position of adverbs.

II. Subject Matter


TOPIC: Positions of Adverbs
REFERENCE: Effective English for
Lifelong Learning 5
MATERIALS: GENYO Tutorials,
PowerPoint Presentation, YouTube
video, book
III. Procedures
A. Daily Routine
1. Opening Prayer
2. Greetings
3. Cleanliness and Orderliness
4. Worship Songs
5. Attendance
6. Recalling the past lesson about
Elements of a Plot
B. Engage
The students will answer the GENYO
Game to find the unfamiliar words. After
finding the word, they will choose the
meaning written on the board.
F L I C K E R B
A S F L E M U L
P R O R C J G U
K E G S O L E R
S M U G Y W S T
B L U R P I N S
SMUG – prideful FROWN – pout
BLURT – impulsive SOLE – single
FLICKER – appear
C.Explore
 The teacher will ask the students, “How
important are material things to you?”
 The teacher will read the story entitled,
“Famous Feet” by Rina Chua.
 After reading the story, the students are
going to identify the significant parts of the
plot provided on the board.
C. EXPLAIN
 The teacher provided three sentences
from the story “Famous Feet”.
1. Today, I will tell my mom to buy me a
new pair of shoes.
2. They always make fun of my old pair of
shoes.
3. I tied my shoelaces carefully.
 Using GENYO tutorials, the teacher will
discuss the Positions of Adverbs by asking
the following questions:
a. What part of speech are the
underlined words?
b. What do you observe about their
positions in the sentence?

Generalization:
There are three different positions of adverbs in
sentences. They are usually located before the subject,
between the subject and the verb, or after the verb or
object.
D. EXTEND
The teacher will assign a quiz in
GENYO to the students to write the
adverb and identify its position in each
sentence. Write FRONT, MID, or END on
the blank.
Example: I never thought that uncle
would buy me a pair of shoes!
Answer: NEVER MID
ALWAYS MID 1. My mom always cooks
the best sinigang.
RARELY MID 2. She rarely sees her mom
wear a new dress.
TODAY END 3. She will buy a pair of
Famous Feet today.
HERE END 4. We sell famous feet here.
TRULY FRONT 5. Truly, that pair of shoes
costs a lot of money.

E. EVALUATE
The students are going to be grouped
into four. They will make a writing body with
meaningful sentences using adverbs about
the sacrifice of their parents.
Exposition: Iris and Jennifer are excited for the
upcoming big dance number. Jennifer’s feet caught
the attention of Iris because of its pair of shoes.
Rising Action: When Iris went home, she started to
talk to her mother about this “Famous Shoes” and
how she wanted to have it. Her mother told her that
they need to save money first and just buy them
after the holidays.
Climax: Iris got mad. She broke her piggy bank and
decided to go to mall and buy herself her own
famous feet.
Falling Action: When she comes out of her room, she
saw her mom’s office shoes. Because she is angry,
she kicked them and she saw a huge hole on its sole.
It’s a big hole that she knew that the shoe will break
anytime soon. Iris felt guilty. She frowned and left
the house.
Denouement: A little bit later, Iris returned home.
She looked down to her mother’s feet and said, “This
is for you”. She bought her a brand-new black office
shoes.

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