I.
TEACHING AND ASSESSMENT OF LISTENING
A Listening Lesson in English Grade 6
LC Competency: Identify the purpose of various listening texts. (EN6LC-Ib-2.4).
(from the CG with
code)
Lesson objectives: The students will be able to…
Determine the main idea and supporting details of a listening text.
Identify the purpose of the listening text based on its content.
Apply comprehension skills to answer questions about the text.
Title of Listening “The Ant and the Grasshopper”
Text/Passage
Description of the The listening text is a 3-minute teacher-made audio recording of the
Listening fable. It emphasizes the characters’ actions and dialogue to make the
Text/Passage: purpose of the text clear.
Pre-listening activities Activate prior knowledge by asking:
“Have you ever heard a story about ants and grasshoppers? What
do you think it might teach us?”
Discuss the concept of fables and their purpose (to teach lessons or
morals).
Present a vocabulary list (e.g., winter, harvest, provisions, lazy).
Formative Ask students to predict what the story might be about based on the
assessment title.
Encourage students to jot down their expectations or draw their initial
ideas.
While-listening Play the audio twice.
activities During the first listening, students take note of the characters and key
events.
During the second listening, students focus on identifying the purpose
of the story and its moral.
Formative Provide a graphic organizer where students list the main idea,
assessment supporting details, and moral of the story.
Pause the audio at strategic points and ask comprehension questions
(e.g., “What is the Grasshopper doing in the summer?”).
Post-listening Discuss the lesson or moral of the story as a class.
activities Conduct a pair activity where students compare their answers to the
graphic organizer.
Have students create a short dialogue based on how the story might
continue after the ending.
Summative Students write a paragraph explaining the purpose of the story and
assessment how it relates to their own experiences.
Provide a quiz with multiple-choice and open-ended questions about
the listening text (e.g., identifying the main idea, supporting details, and
moral).
II. TEACHING AND ASSESSMENT OF SPEAKING
A.
Competency Use appropriate prosodic features of speech like pitch, stress,
juncture, intonation, volume, and projection, and rate/speed of
speech in differing oral communication situations. (EN7OL-I-b1.14)
Speaking Task Conduct a role-playing activity where students simulate a news
broadcast. Each student will be assigned a role (e.g., anchor, field
reporter, or interviewee). They must practice and use appropriate
pitch, stress, intonation, and pacing to deliver news segments clearly
and engagingly.
Reasons why the task is Encourages students to apply prosodic features in a practical
effective context.
Develops awareness of how tone, pitch, and pacing affect the clarity
and impact of spoken communication.
Engages students by simulating a real-world speaking scenario,
making learning meaningful and relevant.
B.
Competency Use verbal and non-verbal cues in conversations, dialogs, and
interviews. (EN5OL-Ive-4)
Speaking Task Organize a mock interview where students play roles of interviewers
and interviewees on a topic of interest. Students must use both
verbal (e.g., questions, responses) and non-verbal cues (e.g.,
gestures, facial expressions, and posture) to communicate
effectively.
Reasons why the task is Provides a realistic context for practicing verbal and non-verbal
effective communication.
Helps students recognize the importance of body language, tone,
and active listening in enhancing communication.
Builds confidence in speaking through structured interaction and
feedback.
III. TEACHING AND ASSESSMENT OF READING
Reading Skills Struggling Readers Proficient Readers
Use simple language and clear Present complex instructions with
visuals. abstract language.
Following directions Break down instructions into Use open-ended questions to
smaller steps. encourage critical thinking and
Provide multiple-choice options or interpretation.
checklists.
Use timelines or flowcharts to Ask students to predict future
help visualize the order of events. events and relationships between
Sequencing events Provide simple texts with clear storylines and subplots.
beginnings, middles, and ends. Encourage students to analyze the
Ask students to retell stories in cause-and-effect relationships.
their own words.
Use clear labels for fact and Ask students to identify the
opinion statements. author's purpose and bias.
Distinguishing fact Provide examples of fact and Encourage students to evaluate
from opinion opinion statements. the credibility of sources.
Ask students to compare and
contrast diagrams or texts.
Use graphic organizers (e.g., Ask students to identify the theme
mind maps, webs) to help identify or underlying message of the text.
Getting the main idea key points. Encourage students to analyze
Ask students to summarize the how the author develops the main
main idea in their own words. idea.
Provide specific questions to Use advanced reading strategies
guide reading. like SQ3R (Survey, Question,
Skimming/scanning Highlight key words or phrases. Read, Recite, Review).
Use graphic organizers to Encourage students to identify the
summarize information. most important information quickly.
IV. TEACHING AND ASSESSMENT OF WRITING
Description of your Grade Level: Grade 7
target learners Learning Style: A mix of visual, auditory, and kinesthetic learners.
Background Knowledge: Basic understanding of writing mechanics
and composition.
At the end of the lesson, students will be able to:
Define writing and identify its different forms.
Objective/s Explain the importance of writing in daily life.
Appreciate the power of writing as a tool for expression and
communication.
Projector or whiteboard
Markers or chalk
Materials Chart paper
Writing materials (pencils, paper)
Sample texts (poems, stories, essays, etc.)
1. Introduction (10 minutes)
Activities Hook: Begin with a thought-provoking question: "What would our
world be like without writing?"
Brainstorming: Ask students to share their ideas about what writing
is and why it's important.
Definition: Define writing as a form of communication that uses
symbols to represent language.
2. Exploring Different Forms of Writing (15 minutes)
Presentation: Use a PowerPoint presentation or a chart to showcase
various forms of writing, such as:
Narrative writing (stories, novels)
Expository writing (essays, reports)
Persuasive writing (advertisements, speeches)
Descriptive writing (poems, journal entries)
Discussion: Discuss the characteristics of each form and provide
real-life examples.
3. The Importance of Writing (15 minutes)
Group Activity: Divide students into groups of four and ask them to
brainstorm the importance of writing in different aspects of life (e.g.,
education, career, personal life).
Group Presentation: Have each group share their findings with the
class.
Teacher's Input: Summarize the key points and emphasize the
power of writing to express thoughts, feelings, and ideas.
4. Writing Activity (20 minutes)
Journal Writing: Ask students to write a short journal entry about
their thoughts and feelings on a specific topic.
Peer Review: Have students exchange their journals and provide
constructive feedback.
Teacher Feedback: Review selected journal entries and provide
specific comments and suggestions.
5. Conclusion (5 minutes)
Review: Recap the main points of the lesson.
Reflection: Ask students to share what they learned and how they
can apply writing skills in their daily lives.
Assessment:
Participation: Observe students' engagement in class discussions
and activities.
Journal Writing: Assess the quality of students' writing, including
content, organization, and language use.
Quiz: Conduct a short quiz to assess students' understanding of the
different forms of writing and their importance.