English 1 Students,

Please study the format in making your lesson plans for uniformity purposes.
Notes and comments are given to guide you along.

“A smart man makes a mistake, learns from it, and never makes that mistake again. But a wise man finds a smart
man and learns from him how to avoid the mistake altogether.” Roy H. Williams

-Mr. Alfie P. Billion

Language 6C - 12:50-1:30 _________________

6A - 1:30-2:10 This is a sample on how to write your _________________
subject, section, and time.

I. Objectives The two lines must be aligned

A. with the entries on the left side.
B. The letters A, B, and C must be written
C. in capital; straight under the letter “O”
of the word objectives.

II. Subject Matter: Present Perfect Tense

Reference: English This Way 6, pp. 154-163
Subject Articulation: Aral. Pan. It must be reflected in your Across Discipline.
Materials: picture, chart
Core Value: Competence Your affective domain, which is the letter C objective,
BMR Value: Courage must be taken from either the Core or BMR Value.
Target Skill: Constructing sentences using verbs in the present perfect tense

The target skill is taken from one of your objectives or both objectives. It has no
period at the end since it is NOT a sentence.

III. Statement of Essential Understanding

The present perfect tense denotes an action that started in the past and
continues up to the present. Using it properly in statements can ensure an
accurate description of the span of time a particular action has occurred.

This part should talk about the concept of your lesson. After the concept, the
essential understanding must follow. The essential understanding is the kind of
understanding you want the pupils to acquire to help them deal the real world outside
the school. Always ask yourself, “Why do I teach this lesson to the student?”

IV. Essential Question

Why is it important to learn the present perfect tense of the verb?

See to it that your essential question is answered by your Statement

of Essential Understanding.

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V. Learning Activities
A. Introduction
Oral Drill
- Let them read short verses with correct pronunciation and intonation.

This is for English teachers only.

*The capital letter A shall be written under the letter “L” of the word learning.
The word “Activity” shall be under the letter “I” of the word introduction. Then,
your statement or description of the activity shall be under letter “A” of the
word activity. Apply this succession of format all throughout.

Review
- Give each group a piece of paper containing a short article for them to
underline the simple and progressive tenses of the verb. A representative of
the group will list down the said verbs on the board for everybody to see and
critic.

Always conduct a review of the previous lesson. The activity must be

meaningful. Asking question such as “What was our lesson yesterday?” is
NOT enough. Engage the students with creative activity.

Motivation
- Show them a picture of our Earth’s natural resources and have them read a
short paragraph about it.

The motivation must be an activity that could arouse the students’ curiosity and
interest. If possible, do not reveal your topic immediately. Ask the pupils series
of questions for them to arrive at the desired name or term of the said lesson. In
a nutshell, let them discover your lesson.

B. Interaction

- Ask them to underline the complete verbs found in the paragraph.

* What do you call to these verbs?
- Discuss with them the present perfect tense.
- Give them sample sentences for them to identify the present perfect tense
verbs.

This is where you explain in depth your lesson. Provide ample examples and let
them participate.

Activity: Numbered-Heads
- Solicit from them examples of sentences using the present perfect tense
verbs by calling their class number randomly.

This activity is made to realize the FIRST objective. Do not forget to conduct a
meaningful one. An activity becomes meaningful if you let a maximum number
of students do it. Be creative in your way of choosing the activity.

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 Activity: Sentence Construction
- Let each group answer some questions using the present perfect tense verbs.
Examples:
* How many school projects have you finished so far?
* Have you tried playing computer games all night?

This activity is made to realize the SECOND objective. Do not forget to conduct
a meaningful one. An activity becomes meaningful if you let a maximum number
of students do it. Be creative in your way of choosing the activity.

C. Integration
1. Valuing
- Ask them if they have experienced being in trouble because of violating
rules. Let them explain their answers by using the present perfect tense
verbs.
* Do you tell a lie so that you will not be scolded or do you take
courage to admit the truth? Which one is better?

It should reflect your letter C objective at the same time exhibiting strong
connection with your topic. Always bear in mind to stick with your topic as you
integrate value or values.

2. Across Discipline
- Ask them:
* What are the current events of our country that have started
before and continue up to the present?

Current issues whether global or local must be given high consideration at the
same time exhibiting strong connection with your topic. Always bear in mind to
stick with your topic as you integrate your topic to other fields.

D. Closure
Activity: Whip Around
- Students quickly and verbally share one thing they have learned in the class.
* How does the present perfect tense verb function?

This serves as the summary of your lesson. Let the students speak it out.

VI. Evaluation: ¼
Underline the present perfect tense verb in each sentence.
1. I have seen that movie twenty times.
2. I think I have met him once before.
3. There have been many earthquakes in California.
4. People have traveled to the moon.
5. Have you read the book yet?

If you are taking items from the book, please provide at least 5 sample items here
so that your coordinator can check if your objectives and evaluation complement
each other.