ME Eng 7 Q1 0402_TG_HHHHHyponymsssssss.pdf

Additional lecture

1. Grade 7 • Unit 4: Understanding Words and Expressions II
LESSON 4.2
Hyponyms
Table of Contents
DepEd Competency 1
Objective 1
Learning Content 1
Topic 1
Materials 1
Reference 1
Time Frame 2
Learning Activities 2
Essential Question 2
Motivation 2
Warm-Up 2
Lesson Proper 3
Springboard 3
Review 3
Presentation of the Lesson 3
Discussion 3
Hyponyms and Hypernyms 3
Evaluation 5
Drills 5
Values Integration 6
Synthesis 7
Synthesis Activity 7
Possible Answers to the Essential Question 7
Assignment/Agreement 7
Bibliography 9

2. Grade 7 • Unit 4: Understanding Words and Expressions II
Unit 4 | Understanding Words and Expressions II
Lesson 2: Hyponyms
DepEd Competency
At the end of this lesson, you should be able to determine words or expressions
with genus-species (hyponymous) relations in a selection (EN7V-III-e-13.8 and
EN7V-IV-f-9) .
Objective
In this lesson, you should be able to distinguish hyponyms from hypernyms.
Learning Content
Topic
Hyponyms
Materials
● Presentation slides
● Copies of the drills
Reference
Quipper Study Guide: Grade 7 Unit 4 Lesson 2: Hyponyms
1

3. Grade 7 • Unit 4: Understanding Words and Expressions II
Time Frame
90 minutes
Learning Activities
Essential Question
1. If using technology, refer to slide 5 of the presentation.
2. If not using technology, write the question on the board.
“Why do we have to be aware of hyponyms?”
3.
Instruct the whole class to reflect on the question for at least a minute and call on a
few to share their answers. Make sure to elicit answers that show the importance of
knowing what hyponyms are in communication.
Motivation
Warm-Up
1.
Ask the students to complete the following table by writing words that are
categorized under each heading. Provide the letters that will be the initial letters of
the words that the students need to write.
Place Animal Name of a Person Thing
Examples: Romblon raccoon Regine ring
2.
After the activity, instruct the students to talk about the different names being
categorized into one heading.
2

4. Grade 7 • Unit 4: Understanding Words and Expressions II
Lesson Proper
Springboard
You may say, “In the English language, there are words that are related to one
another, so being exact in communication is very important to get across the right
message. Knowing about hyponyms will enable us to specify or generalize ideas or
topics we want to talk about, thus making our message clear. That is why in this
lesson, we will learn about hyponyms.”
Review
Before proceeding to the lesson proper, ask the students the following:
1. What are hyponyms?
2. How do they differ from verbs?
Presentation of the Lesson
1. After the review of the lesson, proceed to the lesson proper.
2. If using technology, start from slide 7 of the slide presentation.
Presentation File link
Discussion
Use the discussion below to explain further the concepts hyponym and hypernym.
Hyponyms and Hypernyms
Hyponyms present the relationship between general terms and more specific
terms. A hypernym , on the other hand, is broader than a hyponym.
Examples
1.
In this example, the hyponyms for the
word beverage are coffee , wine , and juice .
However, beverage is also just a hyponym
of its hypernym which is liquid .
3

5. Grade 7 • Unit 4: Understanding Words and Expressions II
2.
In this example, the hypernym is food . It
has hyponyms like bread , seafood , and
fruits . Then, bread , seafood , and fruits also
have their own hyponyms.
Knowledge about hyponyms enables you to make clear and concise statements.
Look at the example below.
Example:
Not concise : Our restaurant serves coffee , wine , and juice . We serve coffee, wine, and juice
because people in our place like to order them.
Concise : Our restaurant serves coffee, wine, and juice. We serve these beverages because
people in our place like to order them.
So, to make your sentence concise, do not enumerate the words coffee , wine , and juice
again. You can use their hypernym beverages .
Also, knowing about hyponyms enables you to better understand the generalized or
implied message in a conversation.
Example:
We sell all kinds of beverages .
Knowing the hyponyms of beverage , we can easily understand what the person is
talking about without even asking for further details.
4

6. Grade 7 • Unit 4: Understanding Words and Expressions II
Evaluation
Drills
Ask the students to accomplish the following drills and speaking prompt. You may
print copies of the worksheet from here .
Provide an appropriate hypernym for each set of hyponyms.
1. Hypernym: ____________________ (vegetables)
Hyponyms: cabbage, spinach, turnip
2. Hypernym: ____________________ (reptiles)
Hyponyms: crocodile, snake, gecko
3. Hypernym: ____________________ (gadget)
Hyponyms: laptop, tablet, smartphone
4. Hypernym: ____________________ (purple)
Hyponyms: periwinkle, lavender, violet
5. Hypernym: ____________________ (dessert)
Hyponyms: fruit salad, mango float, cheesecake
Complete the following sentences by replacing the hypernym inside the
parentheses with an appropriate hyponym.
1. We bought a/an (mammal) yesterday so we can have it trained to help
grandma move around. (Answers may vary. Possible answers include dog and
cat.)
2. Leigh chose __________________________ (dance) over hip-hop because it is more
complex and better for her presentation. (Answers may vary. Dances like ballet
and ballroom are possible answers.)
3. Carlo likes to do pottery and __________________________ (art form) during his
free time. (Answers may vary. The students may cite any form of art such as
sculpting and painting.)
5

7. Grade 7 • Unit 4: Understanding Words and Expressions II
4. Kirk is much better at __________________________ (cooking method) so have
him make dessert instead. (baking)
5. I would like a __________________________(dog breed) because it is cute, tiny,
and easy to raise. (Answers may vary.)
Using hypernyms of the hyponyms, revise the following sentences to make
them concise.
1. We need to bring either a dog, cat, or bird to school tomorrow. The teacher noted
that we should bring our own dog, cat, or bird.
Revision: The teacher noted that we should bring our own pets.
2. I will use red, green, and violet for my project. These red, green, and violet are
perfect for my miniature house.
Revision: These colors are perfect for my miniature house.
3. My parents will buy a stove, fridge, and TV next week. They said that we need a
stove, fridge, and TV for our new house.
Revision: They said that we need appliances for our new house.
4. I want to learn how to play guitar, piano, and violin. These guitar, piano, and violin
are my favorites.
Revision: These instruments are my favorites.
5. My mother always buys strawberries, mangoes, and apples every Sunday. She said
that strawberry, mango, and apple are her favorites.
Revision: She said that these fruits are her favorites.
Values Integration
To relate the students’ learning to real-world situations, ask them this question:
“How can our knowledge of hyponyms and hypernyms help us communicate
better with other people?”
6

8. Grade 7 • Unit 4: Understanding Words and Expressions II
Synthesis
Synthesis Activity
1. Divide the class into four groups and assign each to one of the tasks below. The
tasks will require coordination between groups.
● 1st Group – Provide five words that are hypernyms.
● 2nd Group – Provide hyponyms for the hypernyms that the first group
provided.
● 3rd Group – Use the hyponyms in sentences.
● 4th Group – Using the hypernyms, revise the sentences made by the third
group.
2. Have each group present their outputs in front of the class.
3. Ask the following questions to guide the students in processing:
● How did you decide what hyponym to give?
● What made the task easy? What made the task difficult?
● What did you consider when you used the hyponyms in sentences?
● What did you consider when you used the hypernyms in sentences?
● What should one remember when identifying or using hyponyms and
hypernyms in a sentence?
Possible Answers to the Essential Question
Possible answer 1: We need to be aware of hyponyms so that we can better understand
other people when they use general or specific terms.
Possible answer 2: We need to be aware of hyponyms so that we can construct clear
and concise sentences for successful communication.
Possible answer 3: We need to be aware of hyponyms so we can be an effective
communicator because we become more specific on the words that we use.
7

9. Grade 7 • Unit 4: Understanding Words and Expressions II
Assignment
Think of a topic that interests you. Write a short paragraph about your chosen topic.
Include hyponyms and hypernyms in your paragraph.
Criteria Below
expectations
1
Needs
improvement
2
Meets
expectations
3
Exceeds
expectations
4
Content (50%)
Clear and
evident focus on
the topic; correct
use of the
hyponyms and
hypernyms
The focus on the
topic is unclear .
There are four or
more errors in
the use of
hyponyms and
hypernyms.
The focus on the
topic is
somewhat
clear . There are
two to three
errors in the use
of hyponyms and
hypernyms.
The focus on the
topic is
sufficiently
clear . There is
one error in the
use of hyponyms
and hypernyms.
The focus on the
topic is very
clear . There are
no errors in the
use of hyponyms
and hypernyms.
Organization
(25%)
Logical
progression of
details/events;
clear transitions
between ideas
The progression
of ideas is
disorganized .
Transitions are
unclear , making
the text almost
impossible to
understand.
The progression
of ideas is
somewhat
organized .
Transitions are
somewhat
clear , leading to
vague
understanding.
The progression
of ideas is
organized .
Transitions are
sufficiently
clear , leading to
full
understanding.
The progression
of ideas is well
organized .
Transitions are
clear and
effective ,
leading to full
and easy
understanding.
Language
(25%)
Spelling,
mechanics,
grammar, and
word usage
There are four
or more
language errors.
There are two to
three language
errors.
There is one
language error.
There are no
language errors.
8

10. Grade 7 • Unit 4: Understanding Words and Expressions II
Alternative Digital Output
Students may submit their assignments via online word processing program. Assign a
folder online where they can submit and save their work. Instruct students to set their
sharing to comment mode.
Bibliography
Beatriz’s Teaching Portfolio. “Acquisition of the Concepts of ‘Hyponym’ and ‘Hypernym.’”
Accessed February 14, 2022.
http://beatrizteachingportfolio.weebly.com/1/post/2013/04/acquisition-of-the-conce
pts-of-hyponym-and-hypernym.html .
Ihsan, Muhammad, and Iwan Supardi. “Teaching Vocabulary Using Hyponyms,” 2015.
https://jurnal.untan.ac.id/index.php/jpdpb/article/download/17471/14884 .
Joshi, Manik. Hypernyms and Hyponyms: Vocabulary Building. Vol. 14 of English Word
Power, 2014.
Lord Institute. What Are Hypernyms and Hyponyms? Youtube Video, 2020.
https://www.youtube.com/watch?v=ebG8TacTiqQ .
9