UNIVERSITY OF THE EAST

College of Education
Basic Education Department
Manila

SEMI–DETAILED LEARNING PLAN IN ENGLISH 10

S.Y. 2024-2025
LEARNING PLAN FOR TEACHING DEMONSTRATION

DATE: NOV. 25, 2024

I. Objectives
At the end of the lesson, the learners should be able to
● Distinguish between explicit and implicit language.
● Use implicit and explicit language in verbal and written tasks.
● Value the role of implicit and explicit language in text and communication.
II. Subject Matter
A. Topic: Implicit and Explicit Language
B. Reference
● “Explicit” vs. “Implicit”: What’s The Difference? (2022). In Dictionary.com.

https://www.dictionary.com/e/explicit-vs-implicit/

● Editors of Merriam-Webster. (2021). Explicit vs Implicit: Usage Guide. In

Merriam-Webster.

https://www.merriam-webster.com/grammar/usage-of-explicit-vs-implicit#:~:text=

What%20to%20Know,often%20using%20implication%20or%20assumption.

● Valdelomar, N. (2021, October 25). Implicit and explicit information [Slide show].

SlideShare.

https://www.slideshare.net/slideshow/implicit-and-explicit-information/250524538
C. Materials
● Television
● Laptop
● Instructional Material
● Powerpoint Presentation
D. Grade Level Standards
● The learners read closely to get explicitly and implicitly stated information
E. Values Integration
● Critical Thinking
● Effective Communication
● Linguistic Awareness
III. Procedures
A. Routinary Activities
● Prayer
● Greetings
● Classroom Management

B. Motivation
● The teacher starts by asking a reflective question to open the topic.
○ Why do you think it's important to pay attention to what is directly said and
what is implied in text or communication?
● The teacher will present two contrasting examples.
○ Explicit: Lance was angry and yelled at his friends.
○ Implicit: Lance clenched his fist, and his voice rose as he spoke with
gritted teeth.
● The teacher will ask probing questions.
○ What emotion do these sentences convey?
○ Which one tells you directly what’s happening?
○ Which one makes you imagine more details?
C. Discussion
● The teacher will define explicit and implicit language.
○ Explicit language
■ Definition: Describes information expressed directly. It leaves little
room for doubts or interpretations.
■ Ex. Damian is allergic to nuts.
■ Ex. Don’t press that button — it will electrocute you.
 ○ Implicit language
■ Definition: Describes something that implied, suggested, or hinted.
It is not directly stated or expressed.
■ Ex. Damian avoided the dessert table at the party. (implies that he
is allergic to something at the dessert table)
■ Ex. I wouldn’t press that button if I were you. (implies that
something will happen when the button is pressed)
● To reinforce the knowledge, the teacher will use an advertisement to show its
real-life application.
○ Email (Technical Writing): Explicit Language

○ Song: Implicit Language

■ "Let It Go" by Idina Menzel (Frozen)
■ Lyrics: Let it go, let it go / Can't hold it back anymore.
■ Implied Meaning: Freedom and Self-acceptance
 ○ Advertisement (Phoenix x Grab 2021 Ad):

○ Implicit: Drive More, Grab More

○ Explicit: Fuel up a minimum of PHP 200 and get PHP 200 worth of Grab
discount!
● Ask students the following questions:
○ What’s the difference between these two statements?
● The teacher will show a short table of where these two types of information are
usually found.
○ Table: Sources of Explicit and Implicit Information
Explicit Information Implicit Information

Instruction/Manual Literature

News Articles Songs

Legal Document Social Media Content

Scientific Writing Persuasive Writing

Technical Documents Conversations/Body Language

D. Activity
Mystery box activity (explicit activity)

● The teacher will inform the students about a short activity and provide
instructions.

○ Instructions: There is a box with random items inside. One student will
touch and feel the item, then give explicit clues, and the rest of the class
will try to guess what is inside the box. There will be 3 items for them to
guess.

○ Items:
■ Light bulb
■ Camera
■ Pen

"What's the hidden message?" (implicit activity)

● The teacher will inform the students about another activity and provide
instructions.

○ Instruction: Students will be divided into four groups. They will be given
three implicit messages to decode. After decoding the message, they will
present their analysis.

● The teacher will display the implicit messages.

○ She stood in front of the mirror, adjusting her outfit for the third time,
running her fingers through her hair. Her face was tense, and she checked
her phone again.

(Answer: She was anxious about an important event)

 ○ The car engine roared to life, and he slammed the door so violently that
the windows rattled. He glanced at his watch and then at the road before
speeding off.

(Answer: He was running late to work.)

○ The train was pulling out of the station, and he sprinted, his backpack
bouncing wildly. He reached the platform, but the door closed.

(Answer: He missed the train.)

E. Evaluation/Assessment
● The teacher provides the passage and lets students answer the following
questions about explicit and implicit language.
● Passage 1:
○ Ethan was walking home from school when she found a sick bird lying
under a tree. So, he stopped and gave the bird a look, and looked up and
noticed a nest in the branch above him. Then, he looked forward and
continued walking home.
● Questions

1. What implicit information can you obtain from this story?

a. Ethan is running late for an appointment.
b. Ethan hates animals.
c. Ethan needs to go home before it gets dark.
d. Ethan is in a rush.

2. What explicit information can you obtain from this story?

a. Ethan stopped and gave the bird a look.
b. Ethan found a sick bird lying on the ground.
c. Ethan looked forward and continued walking home.
d. Ethan was walking home from school.

● Passage 2:
○ Joy wanted to get into a good nursing school. Therefore, she studied hard
and talked to people who were already nurses.
● Questions:

1. What implicit information can you obtain from the passage?

a. Joy is a student.
 b. Joy wanted to know what to expect from nursing school.
c. Joy wants to graduate.
d. Joy wanted to get inspiration from the nurses.

2. Which information is explicit?

a. Joy studied hard and talked to people who were nurses.
b. Joy wanted to attend a good nursing school.
c. Joy studied hard.
d. Joy is a student.

F. Valuing/Abstraction
● The teacher uses a T-chart to recap the topic
○ T-chart:
Explicit Language Implicit Language

Clear communication of details Implies/Suggests information

Leaves little room for Requires audience to read

misunderstanding between the lines

Direct and straightforward Emotional

Used in instructions, facts, and Used when evoking feelings or

clear offers. prompting thought.

● The teacher will wrap up the lesson ending with a reflective question.
○ Why is it important to recognize when language is explicit or implicit? How
does this help you understand ideas better?
○ The teacher will ask at least two students to answer the question.

Prepared by:
Bumanglag, Helaena Karylle
Reyes, Marella Jicel C.
Sagayap, Yasmien Jeneen C.
Miguel Angelo C. Sevilla