DAILY LESSON LOG

CORE_GAS – English for Academic & Professional Purposes

Name of School: MANUEL L. QUEZON NATIONAL HIGH SCHOOL Grade Level: GRADE 11
Name of Teacher: MS. HANNAE ALYZA N. PASCUA Learning Area: ENGLISH FOR ACADEMIC & PROFESIONAL PURPOSES
Teaching Dates and Time: NOVEMBER 4-8, 2019 Quarter: THIRD

SESSION 1 SESSION 2 SESSION 3 SESSION 4

Wednesday 8:15-9:15 A.M. Wednesday 2:00-3:00 P.M. Thursday 2:00-3:00 P.M. Friday 2:00-3:00 P.M.
I. OBJECTIVES Attended the Seminar Workshop for SHS Work Immersion
The learner
A. Content Standard
acquires knowledge of appropriate reading strategies for a better understanding of academic texts
B. Performance Standards The learner
produces a detailed abstract of information gathered from the various academic texts read
Learners are expected to: Learners are expected to: Learners are expected to: Learners are expected to:
C. Objectives/ Learning 1. determines the structure of a specific 1. determines the structure of a specific 2. differentiates language used in academic 2. differentiates language used in academic
Competencies academic text academic text texts from various disciplines texts from various disciplines
CCS_EN11/12A-EAPP-Ia-c-1 CCS_EN11/12A-EAPP-Ia-c-1 CS_EN11/12A-EAPP-Ia-c-2 CS_EN11/12A-EAPP-Ia-c-2
II. CONTENT Reading Academic Texts
III. LEARNING RESOURCES
A. References
1. TG/pages
2. LM/pages
3. Textbooks/pages
4. Additional from
LRMDS portal
B. Other Learning Resources Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
IV. PROCEDURES
A. Motivation/Reviewing previous  Ask the students to observe people Let the students present their answers to Present to students different labels of can 1. Ask the students if they have tasted
lesson or presenting the new talking to one another. Tell them to pay the questions given yesterday. goods, or other commercial products. chewing gum.
lesson attention to the hand movements of 2. Do the students think that chewing gum is
these people in conversation. The Assign the students to consult the 1. Guide the students through a careful popular?
dictionary for the origin of the following reading of the selection.
 Let the students communicate to one words:
another without using oral language. a. Chess
 Find out how long the students can b. Camp
sustain their “silent conversation.” c. School
d. Religion
e. Beef

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B. Establishing purpose of the lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluation/Assessment
J. Additional activities for
application or remediation
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DAILY LESSON LOG
CORE_GAS – English for Academic & Professional Purposes
Let the Students read the Selection:
From Hand to Mouth
Ask the students to prepare an outline of
the selection. Let them identify the main
headings of the article.
Discussion on the selection
Complete the worksheet indicating the
advantages and disadvantages of the
speech or vocal language, and of
gesture or signed language. (TG page
16)
Answer the Following:
f. Carpenter
g. sky
1. Introduce the following terms to the Read the Selection: Group Activity:
students: 1. Let the students read the opening
a. Old English Let the students identify the function of paragraph. What does it say about the subject
b. Middle English each paragraph (e.g., Paragraph 1 matter?
c. Modern English introduces the topic by giving a definition of
d. Anglo-Saxons calorie). 2. Make the students prepare a chronology of
e. Indo-European language how Wrigley’s chewing gum came to be.
f. Celts 3. Do the students think that chewing gum is a
g. Dialect good premium that can still be used to sell
h. Case other products?
i. Standardization
j. Mutually intelligible language
 Talk about the use of the English Presentation of their findings from the Presentation of their Output
language in the Philippines and other selection.
countries in Asia.
 Explain to the students the role of How is the arrangement of the information?
English in global communication.
Let the students read the selection A Brief
History of English.
Group Discussion: Processing of their Activity/responses
Why it is important to understand calories?
The students will be given a time to tell
their findings on the selection read.
Process their answers
Sum up students responses and answers
to the discussion
Output:
 DAILY LESSON LOG
CORE_GAS – English for Academic & Professional Purposes

1. Assign students to do a research on 1. Ask the students to interview a school

the origin of language. athlete or a team coach about calories
intake. What is a healthy intake of
2. Ask them to comment on the different
calories?
theories of language origin.
2. Go to the grocery and compare the
3. Let the students discuss other nutritional ingredients of products that
developments in communication (e.g., are sugar-free with those that contain
written language, electronic or computer- sugar (e.g., Regular Coca-Cola, Coke
mediated communication). Light and Coke Zero)
V. REMARKS Taken 5 minutes of today's time for tutorial of slow learners. Lesson will be carried over the next session.
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No
of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work
F. What difficulties did I encounter
which my principal/supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers

Prepared by: Checked by:

HANNAE ALYZA N. PASCUA ROCHELLLE C. PALAPUZ
Subject Teacher OIC –Office of the Principal

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