This document outlines a lesson plan for teaching 7th grade students about phrases and clauses. The objectives are to define phrases and clauses, differentiate between them, and construct sentences using both. The lesson introduces various types of phrases like prepositional, appositive, and verbal phrases. It also covers independent and subordinate clauses, as well as adjectival and adverbial clauses. Examples are provided for each concept. Students complete activities identifying phrases and clauses in sentences. The lesson aims to help students apply these grammar concepts in their daily lives.

1. School University of the
Cordilleras
Grade Level 7
Teachers in Charge
Jori Ann Omawing
Cyra Vickee K. Ubando
Learning
Area
English
Teaching Date March 10, 2023 Quarter First Quarter
I.OBJECTIVES At the end of the lesson, the learners should be able to:
A. Define phrases and clauses;
B. Differentiate phrases and clauses from one another; and
C. Construct sentences using clauses and phrases.
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.
Performance Standard: The learner transfers learning by showing appreciation for the literature
of the past; comprehending texts using appropriate reading styles;
participating in conversations using appropriate context-dependent
expressions; producing English sounds correctly and using the prosodic
features of speech effectively in various situations; and observing correct
subject-verb agreement.
Learning Competency: Students require skill in using phrases and clauses appropriately and
meaningfully.
Code: (EN7F-I-a-3.11.1)
Learning Objective (KSA)
(Knowledge) K
Define phrases and clauses.
(Skills) S Differentiate phrases and clauses from one another.
(Attitude) A Construct sentences using clauses and phrases.
Skills targeted: Listening, Identifying, Composing, Analyzing
II. CONTENT Phrases and Clauses
III. LEARNING RESOURCES
A. References Curriculum Guide/MELC
B. Other Learning
Resources:
English: Communication Skills in the New Millennium Grade 7
Prentice Hall: Grammar Handbook Grade 7
Textbooks/pages A. English: Communication Skills in the New Millennium Grade 7
● Phrases page 60
● Prepositional Phrase page 60-63
● Appositives and Appositive Phrases page 64-67
● Verbal Phrases 68-76
B. Prentice Hall: Grammar Handbook Grade 7
● Clauses page 77
● Independent and Subordinate Clauses page 77
● Adjectival Clauses page 78-81

2. ● Adverbial Clauses page 82-84
Other References: LRMDS- Activity Sheets, Google/Internet
B. Materials: Projector, laptop, activity sheets, cartolina, whiteboard marker, tape*
IV. PROCEDURE
A. Reviewing Previous
Lesson
B. Establishing a purpose
for the lesson
The teacher will paste some pictures and the learners will be given a strip
of paper containing the description of the picture.
C.Presenting
examples/instances of the
new lesson
The teacher will start to introduce the lesson by giving the definition of phra
its types and examples.
A. Phrases
- Sentences are usually built with more than just a subject and a
important role in sentences by adding more information.
- A phrase is a group of words that functions in a
sentence as a single part of speech. Phrases do not
contain a subject and a verb.
● Prepositional Phrases – A prepositional phrase has at least
v
e
r
y
t
a
l
l
I was late to work.
He ran fast.

3. two parts, a proposition and a noun or pronoun that is the
object of the proposition. In a sentence, some
prepositional phrases can act as adjectives that modify
a noun or a pronoun. Other prepositional phrases can
act as adverbs that modify a verb, adjective, or adverb.
Example:
a. The object of the preposition may be modified by one or more
near warm sandy beaches
b. The object may also be a compound, consisting of two or more
conjunction such as and or nor.
near warm sandy beaches and lakes
Legend: prep object adj adj
● Using Prepositional Phrases that Acts as an Adjective – A prepositio
adjective in a sentence is called an adjective
phrase or adjectival phrase. An adjectival phrase is
a prepositional phrase that modifies a noun or pronoun
by telling what kind or which one.
Example:
c. Unlike one-word adjectives, which usually come before the
modify, adjectival phrases usually come after the nouns or pron
One-word Adjectives Adjectival Phrases
The sandy beach began there. The beach with two lighthouses
began there.
The anxious lifeguard stopped us. The lifeguard with the anxious face
stopped us.
Adjectival phrases answer the same questions as one-word
adjectives do. What kind of beach began there? Which
lifeguard stopped us?
Uses of Adjectival Phrases
Modifying a Subject The sound of the rain sacred us.
Modifying a Direct Object It beat against the windows in the
house.
When two adjectival phrases appear in a row, the second
phrase may modify the object of the preposition in the first
phrase or both phrases may modify the same noun or pronoun.
● Using Prepositional Phrases that Acts as Adverbs – A
prepositional phrase that acts as an adverb modifies
the same parts of speech as a one-word adverb does.
An adverbial phrase or adverb phrase is a prepositional
phrase that modifies a verb, an adjective, or an adverb.
Adverbial phrases point out where, when, in what way,
or to what extent.
Example:

4. d. Adverbial phrases are used in the same way as
one-word adverbs, but they sometimes provide
more precise details.
One-word Adverbs Adverbial Phrases
Bring your shoe here. Bring your shoes into the garage.
The concert began early. The concert began at exactly 6:00
P.M.
Adverbial phrases can modify verbs, adjectives, and adverbs.
Uses of Adverbial Phrases
Modifying a Verb Snow fell in heavy clumps. (Fell in
what way?)
Modifying an Adverb The night was cold for May. (Cold
in what way?)
Modifying an Adjective The snowstorm suddenly struck
without warning. (Suddenly to
what extent?)
Adverbial phrases, unlike adjectival phrases, are not always
located near the words they modify in a sentence.
Example:
i. During the storm, people closed their shops.
ii. During the night, the cold was left throughout the house.
Therefore, two or more adverbial phrases can also be
located in different parts of the sentence and still modify the
same word.
● Using Appositives and Appositive Phrases - Appositives,
like adjectival phrases, give information about nouns or
pronouns. An appositive is a noun or pronoun placed after another n
rename, or explain the preceding word.
Example:
e. Appositives are very useful in writing because they give add
using many words.
⮚ The tour guide Mr. Torres led an exciting tour of
the London Tower.
⮚ I admire the artist, Vincent Van Gough.
An appositive with its own modifiers creates an appositives phrase. An app
pronoun with modifiers. It is placed to the noun or pronoun and adds inform
f. The modifiers in an appositive phrase can be adjectives or adje
⮚ Aunt Kelly, my favorite aunt, writes children’s books.
⮚ In the hall is a photograph, a self-portrait in black and w
Legend: Adjective, Noun, Adjectival phrase

5. g. Appositives and appositive phrases can also be a compound.
⮚ Athletes, men and women, played together.
Legend: Compound noun
D.Exploring the new
Concepts
● Using Verbals and Verbal Phrases – A verbal is any verb form that
is used in a sentence not as a verb but as another part of speech.
Like verbs, verbals can be modified by an adverb or adverbial
phrase. They can also be followed by a compliment. A verbal used
by a modifier, or a complement is called a verbal phrase.
● Participles – Participles are verb forms with two basic uses. When
they are used with helping verbs, they are verbs. When they are
used alone to modify nouns or pronouns, they become adjectives.
A participle is a form of a verb that is often used as an adjective.
Example:
h. There are two kinds of participle, present participles and
past participles. Each kind can be recognized by its ending.
⮚ All present participles end in -ing
talking doing eating wanting
⮚ Most participles end either in -n, -t, -en, or another
irregular ending
opened jumped played moved
⮚ Other past participles can be used in sentences as
adjectives. They tell what kind or which one
grown felt bought eaten held
Present Participles Past Participles
She led a walking tour. Chilled fruit juice is refreshing.
Speaking slowly, he gave us
directions.
She was, by then, a grown woman.
Both present and past participles can be used in sentences as adjectives.
They tell what kind or which one.
- Participle or Verb, sometimes verb phrases (verbs with helping
verbs) are confused with participles. A verb phrase always begins
with a helping verb. Participle used as an adjective stands by itself
and modifies a noun or pronoun.
Verb Phrases Participles
The bicyclist was racing around the
corner.
The racing bicyclist crashed into
the tree.
Explorers may have traveled down
this world.
The traveled road led to the finish
line.
- Participial Phrase can be expanded into a participial phrase by
adding a complement or modifier. A participial phrase is a present
or past participle and its modifiers. The entire phrase acts as an

6. adjective in a sentence. It can be formed by adding an adverb, an
adverbial phrase, or a complement to a participle.
⮚ The teacher, speaking slowly, explained the essay
requirements.
⮚ The well-known instructor, honored by the award,
began his speech.
The first participial phrase contains the adverb slowly added to the
participle speaking. The second includes the adverbial phrase by the
award added to the participle honored.
● Gerunds – like present participles, gerund end in -ing. While
present participles are used as adjectives, gerunds can be used as
subjects, direct objects, predicate nouns, and objects of
prepositions.
Example:
Use of Gerunds in a Sentence
Subject Rebuilding houses for charity was
a good idea.
Direct Object Amy enjoys drawing.
Predicate Noun Her favorite activity is running.
Object of a Preposition Kate never gets tired of reading.
E. Discussing of the new
concepts
B. Clauses – Clauses are basic structural unit of a sentence. A clause
is a group of words with its own subject and verb. There are two
basic kinds of clauses, main or independent clauses and
subordinate clauses.
● Main or Independent Clause – it has a subject and a verb and can
stand by itself as a complete sentence
Example:
The girl skipped.
Later that night, he began reading his book.
As you can see in the examples, a main clause can be long or short. All
main clauses express a complete thought and can stand by themselves
as complete sentence.
● Subordinate Clause – it is also known as a dependent clause, has
a subject and a verb but cannot stand by itself as a complete
sentence. It is only part of a sentence.
Example:
after she presented her paper
while the group studied
Some subordinate clauses begin with subordinating conjunctions, such
as if, since, when, although, after, because, and while. Others begin with
relative pronouns, such as who, which, or that. These words are clues
that the clause may not be able to stand alone.
Comparing two kinds of Clauses

7. Main Subordinate
She speaks this afternoon. when she speaks this afternoon
The garden has green tomatoes. because the garden has green
tomatoes
I planted the cucumbers. the cucumbers that I planted
In order to form a complete thought, a subordinate clause must be
combined with a main clause.
Example:
After she presented her paper, Rachel felt relaxed.
The board applauded after Rachel presented her paper.
It was Rachel wo was asked to present last.
When they arrive tonight, the Woods need to go to the store.
Legend: Subordinate clause Main clause
● Adjectival Clauses – it is a subordinate clause that modifies a
noun or a pronoun. Most adjectival clauses begin with the words
that, which, who, whom, and whose. Sometimes an adjectival
clause begins with a subordinating conjunction, such as since,
where, or when.
Adjectival Clause
The professor whom I asked for help met with me before class.
(Which professor?)
The charity auction, which was advertised in the local paper, is Friday.
(Which charity auction?)
● Adverbial Clause – and adverbial clause or adverb clause is a
subordinate clause that modifies a verb, an adjective, or an adverb.
Adverbial clauses or adverb clauses are dependent clauses. They can
answer any of the following questions about the words they modify:
Where? When? In what manner? To what extent? Under what conditions?
or Why?
Adverbial Clauses
Modifying Verbs Put the luggage wherever you
find an empty closet. (Put where?)
The game will begin after we sing
the National Anthem. (Will begin
when?)
Modifying an Adjectives I am tired because I have been
working all day. (Tired why?)
Modifying an Adverb She knows more than other
teachers do. (More to what
extent?)
F. Developing Mastery The students will be having a written activity after the discussion and the
worksheet will be given by the teachers.
Activity 1: Identifying Prepositional Phrases
Instruction: Read the sentences, then write the prepositional phrase in

8. each sentence and underline the object of the proposition.
1. The sound of a harp is very soothing.
2. Please take your feet of the chair.
3. Were you able to find Alfonso and Grazel in the crowd?
4. Haggin likes to browse through magazines.
5. I do not watch television during the week.
6. Shanyn likes all vegetables except eggplant.
7. The train to Manila was late.
8. Everyone reads the notices on the board.
9. Adrian will finish his project by Monday.
10. Elizabeth II is the Queen of England.
Activity 2: Identifying Adjectival Phrases
Instruction: Read the sentences, then write the prepositional phrase in
each sentence. One sentence has two adjectival phrase.
1. The head of the committee read the report.
2. The plant near the window is a bamboo.
3. The singer with the deep voice stole the show.
4. Jespher delivered an excellent presentation on colonial cooking.
5. The girl beside Trisha is her sister.
6. The first room on the left in the corridor is the Dean’s office.
7. The photo in the newspaper was not very clear.
8. The trail up the mountain is well marked.
9. Do you have the solution to this problem?
10. Rheynbelle is wearing a shirt with a school logo.
G. Finding Practical
Applications of concepts
and skills in daily living
The teacher will let the students think about their daily routine or what
they can observe from their surroundings that can be associated with the
proper use of phrases and clauses in a sentence. Students are expected to
make a reflection about what they do inside their house during
quarantine.
H. Making Generalizations
and Abstractions about
the lesson
Let us end this discussion by answering these questions:
1. What realizations do you encounter about phrases and clauses?
2. Why is it important to learn and understand phrases and clauses?
3. As a student, how will you apply phrases and clauses in your daily
life?
I. Evaluating Learning: Instruction: Write IC if the statement is Independent Clause and DC if it
is Dependent Clause.
1. Whenever I look deeply into your eyes.
2. I get dizzy.
3. Because these premises have been bulgarized every night.
4. The campus is celebrating spring with the confusion of
construction.
5. Which is the perfect solution to every problem.

9. 6. While the mouse, who was a perfect house guest, shrank
modestly unto the corner.
7. As I leaped across the canyon.
8. I thought of each incident in my past life.
9. The hat that I will wear.
10. If I tell you the truth about this question.
J. Additional
activities/Assignment
Direction: Use phrases and clauses in writing sentences.
1. When we got there, the mall was packed with Dance Boy fans.
2. Everyone wore Dance Boy shirts except me because I hate the
Dance Boys.
3. While the Dance Boys sang, Jan danced, but I played games on
my cellphone.
4. I challenged one of the Dance Boys to a dance battle, but he was
sacred.
5. Since we went to the mall, I’ve been working on my moves, but
I’m still bad.
V. REMARKS
IV. REFLECTION A. No. of pupils who earned 80% in the evaluation:
B. No. Of pupils 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 these work?
F. What difficulties did I encounter which my principal or supervisor can
help me solve?
G. What innovation of localized materials did I used/discover which I
wish to share with other teachers?