A Semi-Detailed Lesson Plan in English – Degrees

of Comparison
I. OBJECTIVES
At the end of the lesson the students are expected to the following with 85% accuracy:

A. Identify the degrees of comparison used in the sentences

B. Practice good sportsmanship towards other people; and
C. Write sentences using the degrees of comparison.

II. SUBJECT MATTER

A. Topic: Degrees of Comparison
B. References: Cada, Elodie A., and Joyce H. Ternio. English for you and Me. Parañaque
City, Book Wise Publishing House, Inc., 2008. pp. 126-130.
C. Materials: strips of paper for the game, cartolina, chalk
D. Concepts: The three degrees of comparison of modifiers are positive degree,
comparative degree and superlative degree.
E. Values Integration: cooperation, self-esteem, optimism, appreciation, sportsmanship
F. Methodology: Inductive Method and 4A’s

III. LEARNING PROCEDURES:

A. Preliminary Activities

1. Greetings
2. Prayer
3. Classroom Management
4. Checking of attendance
5. Lesson Review

B. Motivation

Mechanics:

 The teacher will divide this class into two groups.

Group A and Group B.

  Each group will be given jumbled letter. As the teacher say go, everyone should
participate to arrange and figure out the word. The word should be posted on the
board. The group, who will win, will get the prize.

C. Presentation/Discussion

(The teacher will introduce the new adjectives that the students will learn and show them
flashcards.)

D. Activity
(The students will play charades. Each should choose their representative. The chosen
representative will act something she /he had picked in the container. The first group who will
get the 3 words correctly in a short period of time will get the prize. The teacher will ask the
group who lose and won.)
 E. Analysis
(The teacher will introduce the topic which is Adjectives Degrees of Comparison and remind the
students about the words they have guessed earlier.)

1. The word heavy in this sentence is in positive degree.

But what happens when you compare the heavy box into another thing?

2. What should we do if compare the box in more than one thing. Let say we will compare the
box in three other things.

3. Would you please tell me how many syllables does the word heavy has?

4. What can you say about the changing from positive degree to comparative degree with one
syllable?

5. How about the word cold?

6. What can you say about the changing from positive degree to comparative degree with two
syllables?

7. How about changing from comparative degree to superlative degree?

F. Abstraction

(The teacher will show a table to give the summary of the discussion.)

Positive degree Comparative degree Superlative Degree

When we speak about only When we compare two When we compare more than
one person or thing, We use persons or two things with two persons or things with
the positive degree. each other. There are 2 ways one another There are 2 ways
that you can change “large” that you can change “large”
to the comparative degree: to the superlative degree:

Add “er” to the end of the Add “est” to the end of the
word word

Add “more” to the front of Add “most” to the front of the

the word word
G. Application

(The students will pick the adjectives in each sentence and identify the degree of comparison
each adjective belongs.)
1. I guess I’d rather buy this pair of shoes; it’s cheaper than the other.

2. Baguio City is the coldest city in the country.

3. My mother prepares the most delicious afritada in town.

4. The lion is a wild animal.

5. Owl is more active at night.

H. Generalizations

The teacher will ask the students:

What have you learned today?

What are the degrees of comparison?

IV. EVALUATION
Directions: Complete the sentences below with the correct degrees of comparison of
adjectives.

(wise) 1. King Solomon is the ____king of all.

(delicious)2. Chocolate is______.
(strange) 3. Alicia can make _____voice than Emy.
(High) 4. Mt. Everest is the ______mountain in the world.
(tall) 5. Ken is the _____among the players.

V. ASSIGNMENT
Write down five sentences for each degrees of comparison

Prepared by: Jerica Sammara

 Semi-Detailed Lesson Plan in English
Types of Sentences According to Use
I. Objectives
At the end of the lesson the students should be able to:

1. Classify sentences according to their uses.

2. Construct declarative, interrogative, imperative, and exclamatory sentences.
3. Read sentences correctly and clearly with expressions.
4. Show teamwork and cooperation through participating in a group activity.
II. Contents
Topic References Materials

Different Types of Sentence Grammar and Composition 4 by Visual Aids, Charts, Flash Cards,
According to Structure Prentice Hall Pictures, Name Tags

Proficiency in English 8 by
Simeon Tabunda

III. Learning Procedures

A. Learning Activities

Teacher’s Activity Student’s Activity

“Good Morning Class...” “Good Morning Ma’am!”

“Let us pray first...” (One Student will lead the Prayer)

(Checking of Attendance) (Students will tell who’s absent for the

day)

“So how’s your day? Is it good so far?” “It was great Ma’am!”

“That’s good to know. So, are you to discuss our new topic today?’ “Yes Ma’am!”
Teacher’s Activity Student’s Activity

“Okay that’s good, so let’s begin this with a group activity! Are “Yes Ma’am!”
you ready?

Motivation

Group Activity
The students will be divided in to four; each group will be given pieces of paper
with words written on them. They will be asked to arrange the words in order to
make a sentence.

They will come up with the following sentences:

1. Philippines is rich in natural resources.

2. When did you go visit the white island?
3. Please give the certificate.
4. I can’t believe it! We won!

Teacher Students

Presentation (Students will give their answers)

“Very nice! I am very pleased you were able to finish the task given
to you. Now let’s discuss your answers. Anybody who can tell me
what he/she notices with the following sentences?”

Discussion (Student will volunteer to read the

first sentence: “A declarative
“Very good observation! Now, let me introduce you the four types of sentence states a fact or opinion and
sentences. Would someone read this sentence for me?” ends with a period.)

“Thanks. Now, let’s take a look at the sentence that group 1 came up (Student answers: Ma’am, because it
with. This one is a declarative sentence. Could you tell me the reason gives an idea and it states a fact. It
why it’s classified as declarative?” also ends with a period)
 Teacher Students

“Very good. Well said. Now, can somebody give me an example of (Students answer)
a declarative sentence?”

“Nice answers! Now let’s talk about the second type of sentence. (Student will volunteer to read the
Would someone read the definition written on the board?” first sentence: “An interrogative
sentence asks a question and ends
with a question mark.)

“Nice one and could you give me an example as well?” (The student will give an example.)

“Very good! It’s easy to understand, right? Remember that an “Yes, Ma’am!”
interrogative sentence ends with a question mark. The sentence that
group 2 came up with is an example of it! Did you get it?”

I also want to remind you that you have to read an interrogative “Yes, Ma’am!”
sentence well. You have to sound like you’re really asking a
question. Don’t just read it as if it’s a declarative sentence so you
won’t be misunderstood when someone listens to you.”

“That is wonderful! So let’s proceed to the next type of sentence “An imperative sentence expresses a
which is the imperative sentence. Read the definition, request or gives a command or
____________.” direction. It also and ends with a
period or exclamation mark.”

“Thanks. Now, let’s check the sentence that group 3 came up with. It (A student volunteers and answers:
ends with a period but that doesn’t mean it’s a declarative sentence. Ma’am, it’s because the sentence do
Can somebody explain the class why?” not state a fact an opinion. It states a
request.)

“You got it! Perfect! Now, I want you class to give me an example (students volunteer to give their
of an imperative sentence that gives an order or direction.” answers)

“Oh! Well done! So, what about an imperative sentence that (students volunteer to give their
expresses a request?” answers)

“Oh! I could see that you got a little confused with the imperative (Student reads: “An exclamatory
sentence but I am glad you were able to get its function. Nice try for sentence conveys emotion and ends
those who gave their answers! Now let’s discuss the last type of with an exclamation mark.”)
sentence. Exclamatory sentence. Read the definition, ___________.”

“Thanks. That’s good. Now, I know you’ll find it very easy to (students volunteer to give their
understand its function. Can somebody give me an example?” answers)

“Well done, class! Do you have any questions? Any clarifications?” (students says no)/(students asks
questions)
 Teacher Students

Analysis (students answer)

“Nice. I am pleased with your participation. Now let’s have a short

activity before you take the quiz.”

“Using the pictures shown on the board, I want you to form different (students answer)
types of sentences according to function.”

Picture 1 (student answers:

1. Declarative: Daniel Padilla is an

actor.
2. Interrogative: Is he famous?
3. Imperative: Could you please give
me his phone number?
4. Exclamatory: OMG! It’s I saw
Daniel Padilla!)

Picture 2 (student answers:

1. Declarative: They are asking for

directions.
2. Interrogative: Are they lost?
3. Imperative: Would you please tell
us how to get there?
4. Exclamatory: Help! We are lost!)

Picture 3 (student answers:

1. Declarative: The team won the

contest.
2. Interrogative: Did they win the
contest?
3. Imperative: Let’s clap our hands
for the winning team!
4. Exclamatory: Hurray! We won!)

Picture 4 (student answers:

1. Declarative: She reach the

mountain top.
2. Interrogative: Did she hike alone?
3. Imperative: Please take me to the
mountain top.
 Teacher Students

4. Exclamatory: At last! I reached the

top!)

Generalization (students answer)

“Now, class, let’s remember that sentences have four functions.

They can be declarative, interrogative, imperative or exclamatory.
Can you again tell me the differences of the four?”

“And let us also remember the right punctuations to use when

forming a sentence.”

Application
Group Activity: Make a short presentation depicting different situations. Make
sure to use all types of sentences.

Group 1: You and your friends are in a concert.

Group 2: You are lost when you meet a group of friends having fun on the road.
Group 3: A famous actress visited your village.
Group 4: Your teacher informed you about your failing marks.

Evaluation
Directions: Read each sentence carefully and identify their function. Write DC if it
is declarative, INC if it is interrogative, IMC if it is imperative and EC if it is
Exclamatory.

1. Samar Island is known for its beautiful caves and water falls.
2. Did the organization approve her proposal?
3. Isn’t her voice magnificent!
4. It’s a baby boy!
5. Call the insurance agent, please.
6. Watch out for that car!
7. What harm did the delay cause?
8. Most people do enjoy taking risks.
9. Is there anything else that I can get you?
 10.Keep off the grass.

Assignment
Write a short narrative about your most unforgettable experience. Use at least 4
declarative, 4 imperative, 4 exclamatory and 4 interrogative sentences

Prepared by: Eric Flores Avila