Michael Sean S.

Reyes Teaching Listening and Speaking Miss Normita Lugtu June 3, 2010

Detailed Lesson Plan

Speaking in Different Intonation Patterns Varying Meaning

I. Objectives:

At the end of the lesson, 100% of the students with 80% level of
proficiency shall be able to:
• Discriminate precisely between intonation patterns used in
speeches.
• Listen and point out implications in speeches.
• Respond to speeches according to manner of its delivery.

II. Subject Matter

A. Input/ Content
• Recognizing intonation patterns
• Decoding meaning through listening to intonation patterns

B. References
Philippine Secondary Schools Learning Competencies
Methodology in TESOL by Long, Michael H.; and Richards, Jack C.

C. Instructional Materials
• Illustration Boards
• Activity sheets
• Laptop
• LCD Projector

III. Procedure

Teacher’s Activity Students’ Activity

A. Greeting

A pleasant day to you class! Good morning, Ma’am/Sir!

How’s your weekend? It was good.

B. Prayer

Who’s in charge to lead today’s prayer? A student raises his/her hand and leads the
prayer.
C. Routine

• Attendance Class secretary: Ma’am/Sir, I’m sorry to

May I ask the class secretary to report who inform you that __________ is/are absent
are absent? today.

• Word Bank Student: Our word account for today is

So who’s going to “deposit” a word account ______. It is a/an (part of speech) which
in our word bank today? means __________. For example:
_________.

Thank you, ___________. That’s a new word Student: You’re welcome Ma’am/Sir.
for us.
 • Review Yes, Ma’am/Sir.
Last meeting we discussed the pitch and its
different levels, didn’t we?

_______, would you please give us a Student: As far as I can remember, pitch is
summary of what you’ve learned about also known as the “tune” of the voice, the
pitch? highness or lowness. There are also pitch
levels, namely: 1-low; 2- normal; 3- high;
Class, welcome to the Intonation Pattern and, 4- extra
Students find high.
the activity amusing.
Community!
Very good, ________. You have a good
recollection
Now of the past
listen carefully lesson.
as we travel by the Yes, Ma’am/Sir, we are ready!
Intonation Pattern Community. I’m going to
D. Motivation
give you directions which will lead you to
the houses of the prominent families in the
What I want
Intonation you toCommunity.
Pattern do now is toAreread
youaloud The students read the words with the
the words
ready class? with their corresponding pitch corresponding pitch levels.
levels correctly. (see attachment)
The teacher gives directions to students that The students follow the directions and
As you
lead them have heard
to the thereofisdifferent
houses a pitch change in
families Silence………
become oriented with the different intonation
every word, can anyone name what
(i.e. intonation patterns) in the Intonationthat patterns used.
change Community.
Pattern is? (see attachment)

Alright, I’ll give

SPEAKING- you aknock!
Knock, clue. The
Who’schange I’m
There? Students raise their hand.
referring to starts with the letter “I”.
Did you enjoy going around the community Yes, Ma’am/Sir.
Yes,meeting
and ___________
families in the Intonation Student: Ma’am/Sir, is it the intonation?
Pattern Community?
You’re right, __________! For that I’ll give Student: Thank you, Ma’am/Sir.
you abeing
After prize.oriented to every family, I want
you to knock at every one of these doors.
PRE-ACTIVITY
(The teacher posts boards representing the
doors of every prominent family in the
Now we’rePattern
Intonation going to put the intonation
Community)
patterns in a larger picture. That is, we’re
going togoing
You’re put them into sentences.
to choose a door and knock on
it, you will say, “knock, knock!” When the
I’m going
door to show
is opened and you someanswers,
someone sentencesyouon the Yes, Ma’am/Sir.
board and I will read them twice.
will introduce yourselves. You will say, “We Listen
carefully.
are Raiseyear
the second oneclass
fingerof ifMa’am/Sir
you hear the
rising intonation
___________.” on the first reading and two
fingers if it is on the second. Answer only,
afterthe
For I give
secondyoutime,
the signal.
you willIs that
hearclear?
the house Yes, Ma’am/Sir.
owner saying, “Who’s there?” You will
In that case,
choose let us start.among your
a representative The students will prepare themselves to
classmates to respond to the given utterances recite the sentences.
behind every door. Is that clear?
The teacher shows the flashcards and chosen Students that are called respond through
students
Let us haveread thethe sentences
first door. On onwhose
it using two
door raising
The one finger
students if they
choose hear the rising
a door.
different intonation
you want to knock on? patterns. (see intonation on the first reading and two
attachment) fingers if it is on the second.
Are you sure? Yes!
LISTENING- The Intonation Pattern
Community
Well, then knock on the door! Knock. Knock!

It’s clear
(Varies onyou can distinguish
Student choice) one intonation The second year class of ______________.
pattern from the other. This time I’m going
Who’s there? (Rising intonation)
to give you these activity sheets that will
further give you information about intonation
patterns.
Who’s there? (Peaking intonation) The students choose a representative to
The students
respond to thepass on the The
utterance. activity sheets
chosen given
student
by the teacher.
tells his/her name.

(The teacher reveals the utterance behind the The chosen student responds to the utterance.
door) (see attachment)

The activity continues until all of the doors

are opened.
Evaluation

Identify the Intonation Patterns in a 1/4th The students answer the questions…
sheet of paper:

1. Sharp as a prick!
2. You shouldn't have.
3. It's unbelievable!
4. That's not very nice!
5. I don't think I will.
6. How could you?
7. Why should I tell you?
8. You must be joking!
9. So what?
10. Well, I never…
11. You know best, don't you?

Okay, finished or not finished, pass your The papers are passed.
papers.

Assignment

Class for your assignment, I want you to The students copy the assignment.
bring your pictures when you were babies. In
a 1/4th sheet of paper, write your answers to
these questions: (see attachment)

Any questions regarding the assignment? None Ma’am/Sir.

Then let us call it a day! Goodbye class! Goodbye Ma’am/Sir.

The teacher dismisses the class.

Attachment

MOTIVATION
1. Who is he? Falling intonation
2. Is she here? Rising intonation
3. You´re going aren´t you? Rising intonation
4. Why did you do it? Falling intonation

PRE-ACTIVITY
He’s gone. (Falling Intonation)
He’s gone? (Rising intonation) 2 fingers

Do you want coffee or tea? (Rising Intonation) 1 finger

Do you want coffee or tea? (Falling Intonation)

Jane has a new piano teacher. Who? (Falling Intonation)

Jane has a new piano teacher. Who? (Rising Intonation) 2 fingers

LISTENING
Lotto Winner Rint Family: Rising intonation means the pitch of the voice
increases over time. Commonly used in yes or no questions, requesting for a
repetition or surprise.
Acrobat Stuntmen Fint Family: Falling intonation means that the pitch
decreases with time. Usually heard in statements and Wh-questions.
Fast-food Chain Dint Family: Dipping intonation falls and then rises. Least
known of the intonation patterns, used in sarcasm: I'm certainly not going to
stand in the way of her career.
Chinese Immigrant Pint Family: Peaking intonation rises and then falls.
Mainly handled with declarative statements, commands and unfinished
statements.

SPEAKING
Do you like to eat French fries? rint
Where is your homework? fint
Where is Edji going? pint
Did he find love somewhere else? dint

EVALUATION
1. Sharp as a prick! FALLING-RISING
2. You shouldn't have. FALLING
3. It's unbelievable! RISING
4. That's not very nice! RISING
5. I don't think I will. FALLING
6. How could you? FALLING
7. Why should I tell you? RISING-FALLING
8. You must be joking! RISING
9. So what? FALLING
10. Well, I never… RISING-FALLING
11. You know best, don't you? FALLING

ASSIGNMENT
Describe yourself when you were a baby.
What was your physical appearance?
What was your personality according to your relatives?
Defend your answers.