Sablayan National Comprehensive Grade

School:
Level:
7
High School
Learning
GRADES 1 to
Teacher: Crissha May G. Macalalad Area:
English
12 DAILY
Teaching Date
LESSON
LOG and Time:
May 03, 2024 Quarter: 1st Quarter

I. OBJECTIVE
S
A. Content Standard The learner demonstrates understanding of: pre-colonial Philippine
literature as a means of connecting to the past; various reading styles;
ways of determining word meaning: the sounds of English and the
prosodic features of speech: and correct subject-verb agreement.
B. Performance Standard The learners transfers learning by: showing appreciation for the
literature of the past; comprehending texts using appropriate reading
styles; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing
correct subject-verb agreement.
C. Learning Use the past and past perfect tenses correctly in varied context.
Competencies/ (EN7G-III-h-3)
Objectives
(Write the LC Code Objectives:
for each) At the end of the lesson, students are expected to;
1. Indicate past actions using the past and past tenses of the verb,
2. Use the past and past perfect tenses correctly in varied contexts,
3. Select the correct verb form of the past and past perfect tenses.
II. CONTENT
Integration within CC:
 Literature
Integration across CC:
 Arts
 ICT

Topic: Past and Past Perfect Tense

21st Century Skills: Collaboration, Communication, Critical Thinking
Skills
Valuing: Appreciation and cognizance
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Material
Page
3. Textbook Page
4. Additional Material DepEd English 7 Modules, English MELCs
from Learning
Resources (LR)
Portal
B. Other Learning Smart TV, Power Point Presentation, Printed reading materials,
Resources Visual Aids, Marker
IV. PROCEDURES
A. Reviewing previous Active and Passive Voice
lesson or presenting
the new lesson Now, let us first have a review of our previous discussion about
passive and active voice.
What is Active voice?
Give an example of active voice
 What is Passive voice?
Give an example of passive voice

B. Establishing a
purpose for the ENGAGE
lesson
“Spill the Tea”

Direction: The class will split into two teams, with each team
selecting three representatives to participate in the game "Spill the
Tea." Place a plastic or paper cup equal distance between each
partner. Your leader stands in the middle and at random shouts out:
Head Shoulders Knees or Cup As you name each body part, the
participants place both hands on the head etc. When I say cup, they
compete to grab it. The students who will first to get the cup will read
a sentence written inside the cup.

1. I paid Rochy one dollar when she answered my question.

2. By the time I returned home, Dale already left.
3. Aldrin had met Wyndie before you introduced him at the
party.
4. Samie went to the grocery store yesterday.
5. Angeline ate a sandwich for lunch.

C. Presenting example/
instances of the new EXPLORE
lesson
In the previous activity, you did an activity or game entitled “Spill
the Tea.” This time you will watch a short story.

https://youtu.be/7mSz9g-Wbsk

Processing questions:
 What was the video all about?
 Give a past action using the past and past tenses of the
verb that was stated in the video.
 Use SP and PP to construct your own sentence.
D. Discussing new EXPLAIN
concept and What is Past Tense?
practicing new skill - SIMPLE TENSE OR SIMPLE PAST is used to talk about
#1 actions that happened at a specific time in the past. These
can be in terms of:

- Events in the past that are now finished

- Situation in the past
- A series of actions in the past

SIMPLE PAST is form by adding /-d/ or /-ed/ to the base form of

the verb.

For regular verbs, add -ed to the root form of the verb (or just -d if
the root form already ends in an e).

For example:

Play – played
Type – typed
Listen – listened
Dance – danced
Jump – jumped

For irregular verbs, things get more complicated. The simple past
tense of some irregular verbs looks exactly like the root form:

For example:

Put – put
Cut – cut
Set -set

For other irregular verbs, including the verb to be, the simple past
forms are more complicated:

Example

See – saw
Build – built
Go – went
Do – did
Rise – rose
Am/is/are – was/were

Subject + V2 + Object

- Sam went to the supermarket yesterday.

- Last year, I travelled to France.
- Sam cooked a tasty dinner yesterday.
-
-

PAST PERFECT TENSE – narrates past actions and events. A

sentence that uses past perfect tense provides two actions in the past
wherein the first past action or condition is completed ahead of
 another past action.

Ordinary Form: had + past participle of the verb

There are time expression used in indicating past perfect tense.
After, as soon as, the moment that and until are used before the
past perfect tense while before, when, and by the time are used
before the simple past.

Example:
- Kyla had eaten her breakfast before Juanito asked her to do
so.
- After Jasmen had moved out, I found her notes
- I had completed my assignment before everyone else even
started.

Now we have discussed the definition and examples of past tense and
past perfect tense, let’s see if you really understood our lesson. But
first, any clarification or questions about our lesson? If none, we will
have an activity so get ready.

E. Discussing new
concept and COMPLETE ME!
practicing new skill Fill in each blank with the correct past or past perfect tense of the
#2 verbs.
1. Hazel (ate, had eaten)_______chocolates before she (slept,
had slept)__________.
2. I (fixed, had fixed) _______my bed when I (started, had
started)______ my school tasks.
3. Before Maui (attended, had attended) _______ her online
class, she (prepared, had prepared)__________ all the things
she needed.
4. Mother (cooked, had cooked) _________ dinner when father
(arrived, had arrived)_____________.
5. The moment that the baby (cried, had cried)________, the
mother (ran, had run) ___________ to rescue.

F. Developing mastery
(leads to Formative PpPlay Well the Role!
Assessment 3)
Direction: Divide the class into 3 groups and each group will be
given scenario to act out using both the simple past and past perfect
tense.

Purple Group: The group purple were asked to act about a story they
had read.

White Group: During a class discussion about a recent field trip, the
teacher asked the students to share their experiences.
Pink Group: The students were given a group project to work on
together.

G. Application
ELABORATE
 THINK OF ME!
Direction: Complete a graphic organizer of 10 verbs which may
either regular or irregular.

VERB PAST FORM PAST PARTICIPLE

 take
 dance
 teach
 think
 twist
 kiss
 shake
 seek
 buy
 play

ANSWER KEY:

PAST FORM - PAST PARTICIPLE

 Took - Taken
 Danced - Danced
 Taught - Taught
 Twisted - Twisted
 Kissed - Kissed
 Shook - Shaken
 Sought - Sought
 Bought - Bought
 Played - Played

H. Making
generalization and EXPLAIN AND ELABORATE
abstraction about
the lesson DIRECTIONS: Fill-in the table with the differences between
between simple past and past perfect tense.

Simple Past Past Perfect Tense

I. Evaluating Learning
EVALUATE

Directions: Put the verbs into the correct tense (Simple Past or Past
Perfect).

1. 1. My friend (eat) up all the biscuit we (bake) .

2. 2. The teacher (correct) the tests we (write) .
3. 3. I (give) them some of the candies I (buy) .
4. 4 My sister (see / not) the note that I (lay) on the kitchen
table for her.
5. 5. We (want) to watch a film that we (see / not) before.
 ANSWER KEY:
1. 1. My friend ate up all the biscuit we had baked .
2. 2. The teacher corrected the tests we had written .
3. 3. I gave them some of the candies I had bought .
4. 4. My sister did not see the note that I had laid on the kitchen table
for her.
5. 5. We wanted to watch a film that we had not seen before.
_______________________________________________________
J. Additional activities
for application or Directions: Cut out articles from printed materials containing
remediation sentences with past perfect tense. Paste it on your notebook.

V. REMARKS

VI. REFLECTIO
N
A. Number of learners
who earned 80% in the
evaluation
B. Number of learners
who require additional
activities for
remediation
C. Did the remedial lesson
work? Number of
learners who have
caught up with the
lesson
D. Number of learners
who continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
works?

Prepared by:

Macalalad, Crissha May G.

BSEd 2A Student
Occidental Mindoro State College

Evaluated by:

Mario Sampilo, ASST. PROFFESOR

Instructor