1. Does the instructional plan reflect the different rules in teaching grammar discussed in this lesson?
Why or why not?
Yes, the entire instructional plan is reflecting from the lesson using the guidelines.
2. Which part of the learning activities shows the different rules? Explain how each of these rules is
illustrated/integrated in the entire learning experiences of the Grade 7 students as reflected in the sample
instructional plan provided.
• The Rule of Context:
Teach grammar in a real-world setting. If you need to remove something out of context to call attention to it,
make sure you put it back in as soon as possible. Teach grammatical forms in conjunction with their meanings
in the same way. The meaning the speaker or writer seeks to communicate always determines the choice of one
grammatical form over another.
• The Rule of Use:
Instead of teaching grammar as a means to an end, teach it to aid learners' comprehension and creation of
genuine language. Always give students opportunity to utilize the grammar in a communicative context.
• The Rule of Economy:
To fulfill the rule of use, be economical. This means economizing on presentation time in order to provide
maximum practice time. With grammar, a little can go a long way.
• The Rule of Relevance:
Teach only the parts of grammar that the students are having trouble with. To put it another way, find out what
they already know. Also, don't assume that English grammar is completely different from the learner's native
tongue. Use the common ground to your advantage.
• The Rule of Nurture:
Teaching does not always result in learning - at least not in a straightforward sense. Rather than teaching
grammar, strive to create the proper environment for grammar acquisition.
• The Rule of Appropriacy:
All of the above rules should be applied according to the students' level, needs, interests, expectations, and
learning styles. This could mean putting a lot of emphasis on grammar, or it could mean never teaching
grammar at all - in any fashion. In any case, it is your obligation as a teacher to be well-versed in grammar.
iPlan No: Learning Area: Grade Level: Quarter: 1 Duration: 7: 30
English 8 week 2 A.M – 8: 30 A.M
Code: EN8V-Ia-
10.2
Learning 1. Why is it important to learn
Competency: idiomatic expression?
Determine the
2. What do you understand by
meaning of
idiomatic expression?
idiomatic
expressions by 3. How do you learn idioms
noting context clues and expressions in context?
and collocations
I. Terminal Learning Objectives (TLO)
A. Define Idiomatic expression and context clues
B. List and define types of context clues and,
C. Apply strategies to identify unknown words using context clues
II. Content: 1. Why is it important to learn idiomatic expression?
2. What do you understand by idiomatic expression?
3. How do you learn idioms and expressions in context?
III. Learning Resources:
Short stories to apply comprehension strategies
Chart paper
Highlighter
PowerPoint Presentation
IV. Procedure:
1. Introduction Activity (5) minutes
The students should group into 5 and each group make the unlocking words and after making the unlocking
words each group will present the unlocking words and give their meaning.
2. Activity/Strategy (5) minutes
Separate students into four groups, assigning each a type of context clue.
Ask students to create sentences using unfamiliar words (you can assign or they can create) along with
the type of context clue they've been assigned. Write a rough draft on notebook paper, and the final on
chart paper.
Share with the class. Discus and evaluate student work.
3. Analysis (5) minutes
o What makes this a context clue?
o What type of context clue did this group use?
o What strategies did you use to determine the unknown word?
o How did the group allow you to infer the meaning without defining it directly?
4. Abstraction (5) minutes
Discuss the topic about Idiomatic expression and context clues
5. Application (5) minutes
Write what you think each highlighted idiom means.
1. I knew every answer on the math test. It was a piece of cake.
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2. Rita and Samantha both like to eat olives and read books they’re like two peas in a pod.
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3. I used all my savings to buy this new video game. It cost me an arm and a leg.
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4. It was a secret until Jon spilled the beans. Now everyone knows.
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5. Wear raincoat and use an umbrella. It’s raining cats and dogs.
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6. Assessment
Direction match the idiom with its real like meaning
