USING CONTEXT CLUE
(Semi-detailed lesson plan for English 10)
Content Standard
The learner demonstrates understanding of how world literature and other text types serves
as ways of expressing and resolving personal conflicts, also how to use strategies in linking textual
information, repairing, enhancing communication public speaking, emphasis markers in
persuasive texts, different forms of modals, reflexive and intensive pronouns.
Performance Standard
The learner composes a short but powerful persuasive text using a variety of persuasive
techniques and devices.
I. Objective:
At the end of the lesson the learners are expected to:
A. give meanings of words through using context clues.
II. Subject Matter:
A. Skill focus: Vocabulary Development and Enhancement
B. Topic: Giving Meaning of Words Through Using Context Clues
C. References:
1. Curriculum Guide: EN10V-1d-13.9
2. Teacher’s Guide: page 53
3. Learner’s Material/Module: page 71
4. Other reference: Developmental Reading I by A.D Romero and
R.C Romero, pages 37-42
D. Materials: Colored Strips, Graphic Organizer, Photocopy of Activity Sheets
III. Procedure
A. Motivation
What do you usually do when you encounter an unfamiliar or unknown word?
What technique or strategy do you apply to find its meaning?
B. Discussion of key point
As a reader, you usually encounter unfamiliar or unknown word. One of the ways to
identify its meaning is through “Context Clue”.
1. What is context clue?
Context clues are clues which may be a words, phrases, or sentences surrounding the
unknown word.
2. What are the types of context clue?
There are three types of context clue: Semantic clues, Syntactic clues and Presentation
clues. Today we will be focusing on the first type of context clue which is the “Semantic clues”.
a. Semantic Clues
are clues derived from the meaning of the words co-occurring with the
unknown word. There are various kinds of semantic clues:
1. Definition Clue
A word may be directly defined in the context.
e.g.
The register is the book in which the names of the people are kept.
(Unknown word is register)
2. Appositive Clue
An appositive may offer a synonym or description of the word.
e.g.
Euthanasia, mercy-killing in plain language is a very controversial issue.
(Unknown word is Euthanasia)
3. Comparison or Contrast Clue
A comparison or contrast may give away the word’s meaning.
e.g.
She is not lazy to study. On the contrary, she is very diligent.
(Unknown word is diligent)
4. Explanation Clue
Succeeding sentences may provide explanations that may clarify the meaning of
an unknown word in a previous sentence.
e.g.
Lucy’s unusual timidity bothered her parents. They wondered why she
would not even want to talk to any visitor. She would rather lock herself to her room. In school,
her teachers were complaining too, why Lucy was too shy or withdrawn to join any class activity.
(Unknown word is timidity)
b. Syntactic Clues
Are contained in the grammar of our language. It helps the reader discover
that the world is a noun, an action word, etc.
e.g.
Ogle ogled ogledly.
c. Presentation clues
Refer to the other aids that the author may use to make himself clear
to the reader.
1. footnotes
2. types of prints
3. visuals
4. organizational devices
C. Generalization
Context clue will help the reader identify the meaning of the words even without
the help of dictionary.
D. Application
Direction: Determine the meaning of each underlined words by using context clues. Encircle your
answers.
1. The witness gave the wrong statement. The lawyer refuted it.
a. disapproved b. changed c. erased
2. Attempts to solve the problems were sporadic, not well planned.
a. excellent b. spontaneous c. scattered
3. Let us be inquisitive. Let us ask questions why things are done this way or that way.
a. accurate b. smart c. questioning
4. The meticulous professor checked the test papers herself. No wonder, there was not a single
error in the scoring.
a. bright b. careful c. intelligent
5. I told you about my plans already: but I will reiterate it now.
a. repeat b. ask c. explain
6. Ecumenism could herald a new kind of Christian brotherhood.
a. mean b. introduce c. allow
7. The housing project was meant to alleviate the miserable housing condition of the poor.
a. end b. worsen c. lessen
8. You tell his innate characteristics, not the acquired ones.
a. bad b. inborn c. good
9. The dean is a gregarious person, always seeking and enjoying the company of others.
a. happy b. sociable c. strict
10. The laborers were given an intensive training before they were allowed to work on the
delicate project.
a. more serious b. easier c. more enjoyable
IV. Evaluation:
Read the sentences. Note carefully the underlined word. Then, do the matching exercise
that follows. Write the letter of your choice in the space provided before the number. (Ref. DR I
by A. D. Romero, page 42)
1. Maria Makiling, Cinderella and Snow White are mythical characters.
2. Nobody dared to stay in that haunted house.
3. She prefers ornate design, not the simple ones.
4. Your cooking wares are obsolete. You should try the modern ones.
5. You must be wary of people who offer everything and expect nothing in return.
6. A recycling system would turn garbage into animal food is a good idea.
7. Affluent families usually send their children to exclusive schools where payment of tuition
fee requires a big amount.
8. He was made to explain a vague statement in the report.
9. The lady looked as fragile as a delicate chinaware.
10. The main health problem is his obesity. The reducing pills seem to be of no effect.
Column A Column B
__________1. mythical a. careful
__________2. haunted b. not clear
__________3. ornate c. imaginary
__________4. obsolete d. intricate
__________5. wary e. easily broken
__________6. recycling f. a frequent resort of ghost
__________7. affluent g. excessive fatness
__________8. vague h. out of fashion
__________9. fragile i. Wealthy
__________10. obesity j. use again in another form
V. Assignment/Agreement:
Research on the following:
1. Compound sentence
2. Types of sentences
Prepared by:
Legal, Mary Aileen S.,
BSED- English
