A Semi – Detailed Lesson Plan in Grammar 7

I. OBJECTIVES
Within the discussion, the learners will be able to
a. Explain and define the rules of Subject – Verb Agreement,
b. Value good relationship with others by sharing their own experience and
c. Compose sentences using Subject – Verb Agreement

II. SUBJECT MATTER / TOPIC: SUBJECT – VERB AGREEMENT

Reference:
Materials: Laptop, PowerPoint, blackboard, chalk and bell.

III. PROCEDURES
A. Preparation / Pre – Test
Drill – The students answer the following questions to recall the previous
lesson. (Continuation of Subject – Verb Agreement: Rule No. 6 - 10)

1. She (has, have) her computer on.

2. The pies (is, are) burned on the bottom.
3. The tomatoes (taste, tastes) good.
4. Neither the janitor nor the boys (is, are) to be blamed for the incident.
5. Each of the girls (look, looks) good on the debut.

Motivation – Let the students play a series of GUILTY or NOT GUILTY.

This game presents statement to the students. If the student is guilty, he or she
will stand. If not, the student will remain seated.

Statement 1: I have been in an argument with someone.

Statement 2: I always cry during an argument.
Statement 3: If I have something to say, I just keep it to myself.
Statement 4: I distance myself if I had an argument with someone.
Statement 5: I say sorry first when I had a misunderstanding with someone.

VALUES INTEGRATION: Good Relationship with Others

Students value the importance of having a good relationship with others
and share their experience in class.

B. Presentation
The students arrange the jumbled words to create meaningful sentences.
 1. There were five books on the shelf.
2. Here is the report you wanted.
3. The orchestra is playing a hit song.
4. The orchestra were asked to give their musical background.
5. 250 pesos is the budget that I have for the week.
6. Mathematics is an easy subject for some students.
7. They don’t show in the ceremony.
8. She doesn’t look good because of her flu.

C. Discussion
The students analyze each sentence and answer the following questions.

1. Differentiate the “is and are” to “was and were”.

2. What are collective nouns?
3. What else do we consider as one unit?
4. With the use of expressions of quantity, what verb do we use?
5. Who can give me an example of plural in form but singular in meaning?

GROUP ACTUVUTY BY ROW

With the use of bell, the students answer the questions given by the
teacher. The first person who rang the bell will give the answer.

1. There (is, are) 50 books for sale on that area.

2. Here (is, are) our keys.
3. My team (hope, hopes) to win next event.
4. The pack of dogs (was, were) running off in the different direction.
5. Three miles (is, are) too far to walk.
6. Five years (is, was) the maximum sentence for that offence.
7. Gymnastics (is-are) easy for Angela.
8. Here (come-comes) the family now.
9. Thirty minutes (is-are) the time limit for the test.
10. A pound of cookies (cost-costs) about a dollar.

D. Generalization
The students state the rules of the Subject - Verb Agreement and provide
examples per rules.
IV. APPLICATION
The students choose the correct answer.

1. Mumps (is-are) one of the most uncomfortable diseases.

2. One hundred dollars (is-are) not a lot of money to some people.
3. She (doesn’t-don’t) look very well today.
4. Twenty minutes (is-are) the amount of time it takes me to get home from work.
5. It (doesn’t-don’t) seem so cold today.
6. Gymnastics (is-are) easy for Angela.
7. Interesting news (is-are) what sells our paper.
8. A pound of cookies (cost-costs) about a dollar.
9. They (doesn’t-don’t) think they’ll win the game tonight.
10. He (don’t-doesn’t) speak very well.

Prepared by:

EIRIKA JOY L. GUIAM

Practice Teacher

Noted by:

MS. JHOANNA MARIE MALLARI

Cooperating Teacher