Republic of the Philippines
Department of Education
STA. ANA NATIONAL HIGH SCHOOL
CONTENT STANDARD
The learner demonstrates understanding of: contemporary Philippine literature as
a means of responding to the demands of the global village; various extended text types;
lexical and contextual cues; appropriate and polite oral language, stance, and behavior;
and use of imperatives, prepositions, verbs, and wh-questions.
PERFORMANCE STANDARD
The learner transfers learning by: explaining the need to be cooperative and
responsible in today’s global village; using appropriate strategies to comprehend
extended text types; using lexical and contextual clues to understand unfamiliar words
and expressions; using imperatives, prepositions, and appropriate and polite oral
language, stance and behavior in various information-sharing formats.
I. OBJECTIVES:
At the end of the given period, the students are expected to:
1. define unknown words using context clues;
2. appreciate the importance of lexical and context clues in decoding unfamiliar
words through an activity; and
3. use context clues to understand the unfamiliar words.
II. LEARNING CONTENT
Subject Matter: Lexical and Contextual Cues
Learning Competency: EN7RC-IV-a-12.3: Use lexical and contextual cues in
understanding unfamiliar words and expressions.
Time frame :One hour class session
Materials :Visual aids, chalk
References :English 7 textbook
III. LEARNING PROCEDURE
A. Preliminaries
Prayer
Greetings
Checking of attendance
Checking of the classroom cleanliness
B. Review
Simple recall of the previous lesson: What are the major text types?
C. Motivation
(Little Detectives)
The class will be divided into 5. Each group will be given a detective
riddle. The teacher will give 5 minutes to each groups to answer.
Group 1- I’ll tell you the career that I choose; it definitely keeps me on my toes.
I’ve been practicing since a very young age. Now I travel around and perform on
the stage. I’m graceful and pretty, but I’m also real strong. My body is thin and
my legs are quite long. I often wear pink and love satin and lace. Watch me twirl,
flit and flutter all over the place. WHO AM I?
Group 2- A lot of kids think that they want me to be me. Danger’s my best friend
and my enemy. When I am summoned to duty. Still, I help lots of people stay
safe and unharmed. I wear a cool hat and a raincoat and boots. Which I’d much
rather wear than some stuffy old suits. My truck makes loud noises when I drive
down the street. It’s a lot of fun but I still takes a lot of heat. WHO AM I?
Group 3- If it has to do with water, then it has to do with me. I will fix your sink or
toilet for a rather hefty fee. I carry a big toolbox and my name is on my chest.
(That’s so that I can advertise that my skill are the best). So if there’s hair stuck in
your drain, or your toilet’s overflowing, or if your pipes are frozen or your
basement walls are bowing, I am the one to call and though this sounds a bit
insane, I know I’ve my done a good job when it all goes down the drain. WHO
AM I?
Group 4- My career is really taking off but there’s more to it than that. For I can
take you far away in 30 minutes flat. You can sit beside the window and look at
the ants below. From here, the earth looks all the same, no matter where you go.
My future is up in the air. My hopes remains sky high. Most people beneath me,
because I’m a quite lofty guy. Of course, sometimes I have to keep my feet firm
on the ground. Like when I’m home, or when somebody’s luggage can’t be
found. WHO AM I?
D. Analysis
Base on the activity given, the teacher will ask the following
questions:
- How did you solve the case?
-
E. Abstraction
The teacher will connect the answers of the students to present the new
lesson.
CONTEXTUAL CUES- These are hints that an author gives to help define a difficult or
unusual word. The clue/s may appear within the same sentence as the word to which it
refers, or it may follow in a preceding sentence.
F. Application
The students will write 5 sentences with verbs that gives information or
making explanation. Underline the verbs in the sentence and give its
function.
IV. EVALUATION
Matching Vocabs. Match the words in Column A that correspond to the
definitions stated in Column B. Use the given sentences as your clues to find the
correct meaning of the words.
COLUMN A COLUMN B
1. Theater critics have been denigrating A. likely to cause disagreement
her acting ability.
2. The haughty waiter smirked when I B. love for one’s country
talked to him.
3. My friends plans to go some outlandish C. to say unfair comments
place to look for buried treasures.
4. Her patriotism was so heartfelt that D. very strange or unusual
she quit her job to serve the people.
5. Gun control is likely to be a contentious E. blatantly and disdainfully proud
subject in any group discussion.
V. ASSIGNMENT
Write a sentence that gives information and makes an explanation using the
following words:
1. play
2. looked
3. smell
4. approach
5. drag
VI. REFLECTION
Prepared by:
ALPRECE JANE M. ROSAL
ST
Noted by:
MA. CRISTINA A. SANTOS
Mater Teacher I
Verified by:
DIOSELLY M. SALUCOP
English Dept. Head/HT-III
