Longos National High School

Lesson Plan in English 7

Francis Joshua R. Chua

(The teacher is using the combination of Activity, Analysis, Abstraction, Assimilation (4 A’s)
and the Revised K+12 Teaching Approach.)

I. Objectives
Cognitive
• To recognize an imperative from other type of statement
(Remembering)
• To distinguish words that signify command, request and advice
(Understanding)
• To infer the use of imperatives in different situations
(Understanding)
• To show expressions of command, request and advice (Applying)
• To determine the sentence structure of a command, advice and
request (Analyzing)
• To figure out the similarities and differences of types of
imperatives (Analyzing)
• To evaluate the use and importance of using imperative sentence
(Evaluating)
• To create a project that will show different forms of imperatives
(Creating)
Affective
To appreciate the value of being polite in giving request
To appreciate the value of being direct and clear
Psychomotor
To use creative artistic skill in generating group performance about
imperatives
II. Curriculum Standards

FOURTH QUARTER PROGRAM STANDARD

The learner demonstrates communicative competence through his/ her understanding of
literature and other texts types for a deeper appreciation of Philippine Culture and those of
other countries.
GRADE LEVEL STANDARD
The learner demonstrates communicative competence through his/ her understanding of
Philippine Literature and other texts types for a deeper appreciation of Philippine Culture.

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 of 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.

II. Subject Matter:

Subject Matter: Language Skills Development

Topic: Imperatives

Instructional Materials: Cartolina, Photocopies, Projector

References: Teaching Guide in English 7, Building English Grammar and Skills

https://www.edhelper.com/ Imperative

http://www.readwritethink.org/files/resources/ Imperative

https://www.liberty.edu/media/2030/english_resources/ Command
and Request

Learning Competencies in focus:

TOS: Identify Imperative Statement

L.C. Identifying imperatives form different type of statements

.

III. Procedure
Daily Routine

 Prayer
  Greetings
 Attendance
 Monitoring of classroom cleanliness
 Recall of previous lesson (General and Specific)

Initial Tasks
Pre Assessment (3 mins)
To test students’ prior knowledge of the topic for the day. Series of sentences are shown.
Students’ task is to identify which of them is imperative and explain why.
Students’ answer will be checked and evaluated by the end of the lesson and be
compared to the post assessment test results to determine if learning had occurred.

Introduction
To introduce the importance of using imperatives, the teacher uses real life situations or
even classroom situation in different subject areas to emphasis the value of using
imperatives in different ways.

Discovery Tasks

Activity

Act. 1 (Numeracy/Literacy Test) 5 mins

A mathematical problem with command and request will be given. Students will be
given 60 seconds to answer it then a student will be called to solve it on the board.

Act. 2 (Relating to other subjects) 3 mins

Different classroom situations are shown, students’ task is to give commands that their
teacher usually give in those situations.

Act. 3 (Name that Imperative) 5 mins

Series of pictures are shown. Students’ task is to analyze and give the imperative
statement being shown by it.

Analysis (5 mins.)

Series of statements are shown. Students’ task is to pick out all the imperatives from
the set.

The teacher leads the class in analyzing the sentence structure and characteristics of an
imperative statement.

Abstraction (5 mins)
 The class sets a generalization about imperative statement. Students’ take down
important notes.

Assimilation

Act. 1 (Give its function) 5 mins

Different imperative forms are shown. Students are tasked to identify the function and
form of each statement.

Act. 2 (Command it) 5 mins

The class is divided into two groups. Different situations are shown. Students’ task is to
create an advice, command and request about that particular situation.

Synthesis (10 minutes)

Group Activity: The class is divided into five groups per line. Each group will be divided
into two small groups. Both small groups per line are tasked to do the following.

Group 1 (Singers): Create and sing a short song about imperatives

Group 2 (Actors) Make a short dramatization about Imperatives.
Group 3. (Illustrators) Draw a creative artwork showing a process on how to create
something
Group 4. (Dancers) Make dance presentation that will showcase Imperatives.
Group 5. Write a recipe on how to cook something

Post Assessment

The Pre-Assessment Test will be given again to serve as post-assessment. Then it

will be checked and evaluated. Students’ scores are then compared the scores obtained in
the pre-assessment activity to determine if re-teaching is still required.

Annotation: Imperative is one of the basic types of sentences that students should master to
create and write. This lesson is quite complicated because there are different types of
imperatives and rules to follow. Two to three days are needed to thoroughly teach this
subject matter.

IV. Assignment

Make a creative project showing Imperatives.

V. Journal of the day

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