Detailed Lesson Plan in English (Grade 7)

I. Objectives:
At the end of the lesson, the students are expected to:
1. Demonstrate understanding through listening and participating in the discussion.
2. Apply the strategies in listening to improve listening comprehension.
3. Develop listening skills that enable to monitor their own metacognitive processes.
II. Subject Matter
A. Using Listening Strategies Based on Purpose, Familiarity with the Topic and Levels of
Difficulty of Short Text Listened to.
B. Reference /s: English Grade 7 Alternative Delivery Mode (ADM)
C. Materials: Laptop, PowerPoint Presentations, Audio-Visual Presentation
D. Methodology: Discussion Method
E. Values Integration: Understanding the significance of Listening.

III. Procedure

Teacher’s Activity Student’s Activity

A. Pre-Activities (Daily Routine)

1. Greetings:
Good morning class! Good morning ma’am!
Are you all doing good? Yes ma’am.

2. Prayer:
(Play Video)

3. Checking of Attendance:
Before we proceed with our lesson for
today, let us check first your attendance.
For your attendance, type your name and
the word “present” in the chat box so I Alright ma’am.
can record it.
Thank you.
B. Review:
In the previous lesson we have learned
about Linear and Non-Linear Text and
also transcoding information from Linear
to Non-Linear Text.

What is Linear Text?

Answer:
Linear text refers to traditional text that needs
to be read from beginning to end. The reader
makes sense of the text according to the
grammatical and syntactic arrangement of the
words. Novels, poems, short stories, letters,
educational texts, all those texts we read from
the beginning to the end, are linear texts.

Answer:
Non-linear text is the opposite of linear text.
What is Non-Linear Text? As its name suggests, it is non-sequential.
Some examples include visual representations
such as flowcharts, charts, and graphs (ex: pie
chart, bar graphs), graphical organizers such as
knowledge maps and story maps. In fact, any
text that is not read from beginning to the end
falls into the category of non-linear text.

Answers:
1. Spend some minutes reading the
graphs/charts.
2. Make sure you follow lines on graph.
3. Focus on the key information.
Now, who can give me the Six Tips on
how to transcode information? 4. Vary your vocabulary.
 5. Organize information clearly.
6. Write neatly.

A. Motivation:

Let us play a game of matching type. Column B

So, I have here five pictures, the
A. The son who listens to his
Column A and then you have to match
it with Column B. mother’s advice.

Let’s Start! B. A boy who whispers what he

So, who would like to answer the first heard to his classmate.
one?
C. The kids are listening to their father while
reading a book.
Column A:
D. Two girls talk about their secret.
E. A girl who happily enjoys
listening to her favorite music

Correct Answers:
1. C
2. A
3. E
4. B
 5. D

A. Presentation of the Lesson:

Listening comprehension involves a lot more than

simply understanding the vocabulary and
expressions used. We listen with a clear purpose.
Students must use strategies that make them
active, not passive, listeners. Students who use
before-, during- and after-listening strategies
develop skills that enable them to monitor their
own metacognitive processes.

Let us start with the few strategies when it comes

to listening.

What is the first one?

Yes, Bea.

LISTENING STRATEGIES
Alright, thank you Bea.

1. TOP-DOWN LISTENING STRATEGIES -

In Top Down Listening Strategy, it includes: focuses on content. Students can predict the
content of listening activity beforehand and
Listening for the main idea, Predicting, Drawing
use various materials such as pictures and key
inferences and summarizing. words to understand the meaning.

There are also activities that can be used in Top-

down Listening,

Top-down Listening Activities includes:

Would you like to read the first one?
Yes, Lake.

a. Putting a series of pictures or sequence of

In Listening for a Sequence events in order.
Quite often, students receive instructions in
English, information they will need to act on or
orders they will need to follow. It is vital that
they get the order right, that they understand the
sequence correctly and what each step entails.

b. Listening to a conversation and identify

How about the second activities? where they take place.
Yes, Hyacinth.
c. Reading information about a topic then
listening to find whether or not the same
points are mentioned.

How about the third activities? d. Inferring the relationship between the
people involved.
Yes, Nicole.

(answers may vary)

How about the last one?
Yes, Ivan.

Now class, in those activities have you tried

doing them before?
2. BOTTOM-UP LISTENING STRATEGIES
- they are text based. The listener relies on the
The second listening strategy is the Bottom-Up language in the message (sounds, words, and
Listening Strategies. grammar that creates meaning). It is a strategy
to know about details and segments. It
concentrates on forms and structure. Thus, the
Would you like to read the second strategy? activity is more related with academic study.
Yes, Steven. Dictation and listening tests are included in
this.

Bottom-up Strategies includes:

In class, ‘fill in the blank/s activity can increase
students’ awareness of a. Listening for specific details
forms. b. Recognizing cognates
c. Recognizing word-order pattern
So, what are the strategies that can be used in a
Bottom-up Strategies?

Would you like to give one?

Another one?
And Lastly?
3. METACOGNITIVE LISTENING
STRATEGIES - In general, metacognition is
thinking about thinking. Metacognitive
Listening Strategies is an action that the
Lastly, we have here the Metacognitive Listening learner deliberately takes to enhance
Strategies. comprehension and oversee and regulate the
listening process.

Who would like to read? Yes, Johaima.

So, in Metacognitive Listening Strategies, they

include actions such as: planning, monitoring,
evaluation and problem solving.

Now, since we already know the Listening

Strategies, we have here now the Model on how
to use the strategies.
Here are instructions for nine active listening
strategies.

Before-Listening Strategies
1. Connect
Help yourself better understand a listening
assignment by thinking of things you already
know about a topic. This helps your mind build
connections between what you know and new
information you will hear.

2. Predict
Make guesses about what you may learn as you
listen. Guessing helps your brain focus on the
assignment. It doesn’t matter if your guesses are
right or wrong.

3. Talk About New Words

If there is a list of preselected vocabulary words
from the assignment, go through the list and think
about what you know about them. If you don’t
know the words, talk about them with a friend or
use a free audio dictionary

During-Listening Strategies
4. Listen for Answers
As you listen, be ready for answers to questions
you have. To identify questions to ask, preview
activities you need to complete after you listen or
turn the title of an assignment into a question.
Looking for answers to questions gives you a
reason to listen and keeps your mind active and
alert.

5. Take Notes
Write notes that help you remember ideas.
Outlining and layering information is always a
good idea, but try other imaginative ways of
taking notes: Use connected circles and shapes,
create a chart, or draw a map. Use abbreviations
and symbols that help you keep up with the
speaker’s rate of speech. Speakers also convey
ideas in nonverbal ways. Pay attention to
intonation, and if applicable, facial expressions,
to take notes on a speaker’s opinions and
outlooks.

6. Re-listen/Find a Fix
When you get bored or when ideas are hard, you
need to find a way to get back on track. The best
way to fix things is to re-listen. You don’t have to
wait until the end to re-listen. Sometimes a quick
backtracking and re-listening to a line or two can
quickly clear up confusion. This is especially
important at the beginning of an audio
assignment.

After-Listening Strategies
7. Respond
What do you agree and disagree with? What parts
do you like best? What parts are confusing? Use
symbols, such an exclamation mark (!) before an
idea you like or an “X” next to something you
disagree with, that help you quickly write your
reactions so you won’t forget them.

8. Summarize
Read your lecture notes several times before and
after class all week. In your head, summarize
what the assignment was about and test yourself
on your
notes. Occasionally, you will be asked to write a
formal summary. You will read your summary
aloud or make a recording of it.

9. Extend
Read and listen to other sources for more
information about the topic. Learning more
information makes a topic more meaningful and
interesting, especially if you share these ideas
with others.

We mentioned before the activities that included

in the Listening Strategies, now let us further
explain them one by one with their purpose.

We have here, 7 TYPES OF ACTIVITIES FOR

LISTENING WITH A PURPOSE

Would you like to read the first one?

Yes, Brian.
It is important to clarify that students are not
expected to deliver details, like numbers, names
or statistics but rather express the main point
1. Listening for the Main Idea
in a concise manner.
The purpose of this type of listening is to train
students to grasp the main points or general
How about the second activities? information presented in the audio. Students
often get stuck on a detail, a word or phrase
Yes, Coreen.
they don’t understand and fail to see the bigger
picture.

The goal is to help students obtain the detailed

information they may need like hours, dates,
names, etc.

In the third activity, we have the,

3. Listening for a Sequence 2. Listening for Detail
Quite often, students receive instructions in The purpose is to train students to grasp
English, information they will need to act on or specific information, details that are relevant,
orders they will need to follow. It is vital that important or necessary.
they get the order right, that they understand the
sequence correctly and what each step
entails.

Would you like to read the fourth activities?

Yes, Daizy.
Here, listening activities offer great opportunities
to teach new words or review vocabulary
previously taught.

In the fifth listening strategies, we have:

5. Listening for Cultural Interest
With a carefully selected listening activity, you
also have the opportunity to teach students about 4. Listening for Specific Vocabulary
a special holiday or tradition that is popular with
the purpose is to identify and remember a
another culture. The purpose is to expose the series of words, which are usually easily
class to this cultural aspect through a listening categorized, like types of food, sports,
activity. animals, etc.

In the six listening strategies, we have:

6. Listening for Attitude and Opinions
Sometimes students have to listen for what
someone is really saying, not what they’re
literally saying, but what they actually mean.
Attitudes, opinions and feelings can all be
conveyed in varying degrees from strong
disagreement to mild criticism. Advanced
students should be able to discern different
attitudes and positions, as well as identify how
the speaker feels.

And lastly, we have the:

7. Listening for Functional Language
Very often, we teach functional language in the
classroom, expressions students can use to
accept/decline invitations, give suggestions, give
advice, etc. The purpose is to show students how
these expressions are used in a
conversation
 C. Application

Activity 1: Listening for Specific Vocabulary

Listen to the teacher then match the animals to
the sounds they make or the description they
have. Write your answers on a separate sheet of
paper.
A. Animals B. Sounds/Description
______1. Snake a. snore loudly
______2. Pig b. eats banana
______3. monkey c. eats rats and mice

(“I have a pet. My monkey eats banana. It made

us always happy,” RA said.
“My pet lives in a poultry. It has a healthy body.
My pig snore loudly,” LJ said.
“Mine crawls. It lives in a cage and eats rats and
mice,” JF said.
“I have three pets. One eats banana, another snore
loudly and the other
lives in a cage and eats rats and mice,” LA said.)

Activity 2: Listening for Detail.

Listen to the teacher then answer the questions
below. Write your answers on a separate sheet of
paper.
___ 1. The family lived near the _____.
A. mountain B. river C. beach
___ 2. Father catches fishes in the ____.

___ 3. What were the foods that Louise and

Ramel always eat? Check one of them.

___ 4. Write True if the statement is correct and

False if not.
“The fresh air and sunshine brought the family a
healthy body”

Activity 2
Ramel lived with his family near the river. They
lived in a simple house. Carlos went fishing every
day, then Lhara took them to the marketplace
and sold them for their living. It became
sufficient to meet the needs of their family.
However, Louise, the elder sister, planted
vegetables to help their family. Some of them
includes eggplant, beans, and squash.
Both Ramel and Louise love eating fish and
vegetables every day. The family liked the quiet
and peaceful life in their community. They ate
plenty of fruits and vegetables. The fresh air and
sunshine brought them a healthy body.

A. Generalization

Alright class, so let’s recall what you have

learned from the discussion today.

What are the three reading strategies that we have

discussed?

Yes, David. Answers:

1. Top-down Listening
2. Bottom-Up Strategy
3. Metacognitive Listening Strategies

That’s correct. Very good.

How about the Listening Activities? Answers:

Would you like to give one? 1. Listening for the Main Idea
2. Listening for Detail
3. Listening for a Sequence
4. Listening for Specific Vocabulary
5. Listening for Cultural Interest
6. Listening for Attitude and Opinions
7. Listening for Functional Language

That’s all correct! You are all doing great class.

So, I hope that you have really learned a lot
today.
 So that would be all.
See you again next meeting. Have a good day!

Class Dismiss.

IV. Evaluation
Listen to the teacher then write True if it corresponds to the Listening Strategies and False if it
does not. Write your answers on a separate sheet of paper.

_______1. Bottom-up Strategies include: Listening for specific details, recognizing cognates and
Recognizing word-order pattern
_______2. Top-down Listening Activities includes: Putting a series of pictures or sequence of
events in order, listening to a conversation and identify where they take place, reading
information about a topic then listening to find whether or not the same points are mentioned
and Inferring the relationship between the people involved.
_______3. Metacognitive Strategies include actions such as: planning, monitoring, evaluation
and problem solving.
_______4. In Before-Listening Strategies, we use Disconnect.
_______5. Respond is used After-Listening Strategies.
_______6. Taking Notes is used During Listening Strategies.
_______7. Summarize s used in Before-Listening Strategies
_______8. Listen for answers is used During-Listening Strategies
_______9. Predict is used in Before-Listening strategies.
_______10. We use Extend if we read and listen to other sources for more information about the
topic. Learning more information makes a topic more meaningful and interesting, especially if
you share these ideas with others.

V. Assignment

Word Family Tree (Individual activity)

A. Listen to the teacher, then write the name of the family members which are mentioned in the
text.
B. If they were your family, how can you save them in the Pandemic brought by COVID-19?
Justify your answer. Write your answers on a separate sheet of paper.
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