A Detailed Lesson Plan in English 7

Presented by:

Alaizah B. Meniano

BSEd ENGLISH 3

Mentor:

Dr. Lucille Himpayan

COMPETENCY: EN7F-I-b1.14 Recognize prosodic features: volume, pause, pitch, stress, and tempo that
serve as carriers of meaning

Quarter 1- Recognize prosodic features: volume, pause, pitch, stress, and tempo that serve as carriers of
meaning

I. Objectives

At the end of the lesson, the learners will be able to:

K- classify the prosodic features of speech by giving insights on how to use it in speech.

S- deliver a situation using the correct stress, pitch, pause, volume, and tempo through a group
presentation;

A-value the importance of prosodic features by using them in conversation.

II. Subject Matter

Topic: Recognize prosodic features: volume, pause, pitch, stress, and tempo that serve as carriers of
meaning

Reference: Grade 7 Quarter 1

Equipment: Television, laptop and interactive PowerPoint presentation

Instructional Materials: Pictures, Visual Aids, PowerPoint Presentation, Video Presentation

Instructional Strategies: Individual activity and group work

 III. Procedure:

Teacher’s Activity Student’s Response

A. Preliminary Activities

1. Greetings
Good morning, ma’am.
Good morning class.

2. Prayer

Let’s remain standing for our prayer. (Student in-charge will lead the prayer.)
Let us bow down our head and feel the presence
of God as we say, in the name of the Father, and
of the Son, and of the Holy Spirit, Amen…

3. Checking of Attendance

You may now take your seat.

Please, sit up smart like a good student. Thank you, ma’am.

Ms. Secretary, who are the absentees today? None, ma’am.

Very Good! I am so happy that all of you are here

today. Let’s give ourselves an “Ey clap”

B. Review

Since you are now in grade 7 and this is going to

be our first lesson in the first quarter, let’s start
by having an icebreaker by recalling some of
your lessons when you are in grade 6. One of the
topics you’ve discussed is a Philippine oral lore,
please give me some Philippine oral lore that
you remember. (Students are raising their hands)

Ma’am, one of the Philippine oral lore that I

Okay, Marian. remember is Proverbs.

Yes, correct! Proverbs is one of the Philippine

Oral Lore we have in our country.

What else? (Students are raising their hands)

Yes, Christine. I think Riddle is also one of the Philippine oral
lore, ma’am.

Yes, you’re right Christine. Riddle is one of the

Philippine oral lore. There’s a lot of Oral lore in
the Philippines, such as poems, proverbs,
riddles, etc.

Who among you can give me an example of a (students are raising their hands)
riddle?
Yes, Eunice. “Kung kailan mo pinatay, saka pa humaba ang
buhay.”

(All students answering in chorus)

Oh, what’s the answer class?
“KANDILA”

Wow! Very good class!

The main point is about environmental
conservation.
C. Motivation

I have here cards with riddles written on them.

The answers will be posted on the board, and I The main idea is about the benefits of
will call some students to pick a card here in teamwork. The keywords are “collaboration”
front and read the riddle aloud. The one who and “success”.
reads the riddle will call someone to answer the
riddle.
(The students are participating)
(The teacher starts the game)

Have you enjoyed the game, my dear students?

Answering these riddles is fun, right? It recalls
your childhood days.

D. Discussion
Yes, ma’am.
Have you heard someone who speaks in a
monotonous tone?

Upon hearing them, what can you say about the (students are raising their hands)
way they speak?
They speak straight without pause and
Yes, Lourren. emotionless.

That’s a good answer, Lourren! Let us see upon

watching this video. This video is all about the
teacher who teach his students in a monotonous (The students will pay attention while watching
tone. the video)

(the teacher starts playing the video)

(The video ends)

Now class, what did you feel upon hearing him (students are raising their hands)
speaking?
I didn’t feel that he is persuading something and
Yes, Jamaica? he’s emotionless while teaching and it’s not
interactive.

Exactly! Since he is speaking in a monotonous

tone, he is emotionless and the whole class is Yes, ma’am/ No, ma’am.
boring, not an interactive one.

If you will be an audience of the speaker who (students are raising their hands)
speaks the same way in the video, what would
you feel?
If I am the audience ma’am, I also feel bored and
Yes, Allan. sleepy, ma’am. (the answer may vary)
Definitely class, the way we speak affects the
way or audience listens to us, and that will be
our lesson for today.

Thank you, class for your active participation.

Today, our topic has something to do with
avoiding this monotonous tone of speaking.

So, our topic for today is all about prosodic

feature.
(The teacher will present a PowerPoint
presentation)

Okay, what comes into your mind when you hear (The students are raising their hands)
the word prosodic?
When I hear the prosodic, the word that comes
Yes, Grethel. into my mind is it’s all about sounds, rhyme, and
intonations.

Thank you for that answer, Grethel. Let’s see if

your answer is correct when we proceed to our
discussion.

The word “Prosodic” comes from the word

“Prosody”. Jessel, please read the definition of
prosody.
Prosody is concerned with those elements of
Okay, kindly read everyone what is Prosody? speech that are not individual phonetic
segments but are properties of syllables and
larger units of speech.

According from what I have read. Prosody

Thank you. From what have you read, what is focuses on features that go beyond individual
prosody all about? Yes, Jamaica. phonetic sounds and instead deal with
characteristics of larger speech components,
such as syllables and phrases. (answer may vary)
Alright, now let’s discuss recognizing main/key
ideas. But before that, Jamaica what strategies
did you use to identify the main idea in the
audio clip?

Good answer, Jamaica. So, this is concerned with

the properties of syllables, and larger units of
speech.

Prosodic features are features that appear when

we put sounds together in connected speech.
So, these are the five prosodic features that we
are going to discuss. Kindly read the five
prosodic features.
(The students read in chorus)
PROSODIC FEATURES OF SPEECH

PAUSE VOLUME
PITCH TEMPO
STRESS

Okay, Thank you, class. So now, let’s classify each

feature. Let’s start with the pause.

PAUSE
-it is a temporary stop.
It’s a temporary stop when we are speaking, like
what I did. Why do we need to pause.

Yes, Nikki. Ma’am we need to pause to give the listener

time to understand our message or words.
Correct, Nikki! It gives the listener time to
understand our message or words. What else?
How about you Kristine? We need to pause when we are talking to
(Begin the lesson by explaining the importance someone to emphasize one main word and to let
of listening comprehension and its connection to the listener understand what we are saying,
identifying main/key ideas.) ma’am.

Yes, exactly! We give time to our listeners to

understand the words that we are saying, to
create a good conversation.
Class, do you think your listener will understand (the students are answering in chorus)
you if you are talking and talking without No, ma’am. They will not understand.
pauses?

Yes, of course, they don’t.

Are we clear on that my dear students? Yes, ma’am!

Okay, let’s proceed to the next prosodic feature

which is pitch.

Repe, please read the meaning of pitch.

PITCH
-It is the degree of highness or lowness of the
tone.

Thank you, Repe.

So, class, pitch is the highness or lowness of the (the students are raising their hands)
tone. Why do you think it is important to have
changes in pitch whenever we are reading and
speaking?

Yes, Meriam. Ma’am, I think it is important in order to give

expression what we are saying. Pitch is
important because it gives emotions and help
you to convey different meaning.
Exactly! Thank you, Meriam, for that wonderful
answer. Pitch is important in order to give
expressions to what we are saying. If we will be
speaking without changing our pitch, we will be
sounding boring. What if I say surprise in the low (the students are raising their hands)
manner, will you get the feeling of excitement or No, ma’am.
happiness?

Did you understand class? Yes, ma’am.

Are we clear? Yes, ma’am.

Now, let’s proceed to the third features.

“Stress”, kindly read the definition, my dear
students.
STRESS
- Stress is to pronounce (a syllable or
word) in louder or more forceful way
than other syllables or word.

So, when we say stress in speech, it is about the

emphasis given to the syllable or word. Why it is (the students are raising their hands)
important to put a stress in the words?

Yes, Kryo. Ma’am, stress is important because it helps in

changing the meaning of the word.
Exactly! Thank you, Kryo.

The stress helps in changing the meaning of the

word, that’s why it is important to all of you, to
know how to put stress in the word.

EXAMPLES:

Noun Verb
 PROject project
 CONtent conTENT
 CONduct conDUCT
 Desert deSERT

Let us read these examples, and put the stress

on the syllables written in capital letter in the
word. Repeat after me.

What have you noticed in the words that we

read?

Yes, Vyan. (All students will repeat the words with the
stress after the teacher.)

Excellent! Thank you, Vyan, that’s right! (the students are raising their hands)
Always remember that the noun words have it
stress of the first syllable. By the way don’t Ma’am, I have noticed that they have the same
forget that the vowels are the ones who are spelling of words but because of the stressed we
being stressed, not the consonants, and most put, it turns out to have different meaning. I also
especially, not you. noticed that the stressed syllable of the noun
words is in the first syllable. (answer may vary)

(The student may laugh)

(It may vary)

Are we clear on that my dear student? Yes, ma’am. Its’s clear!

Okay, so let’s proceed to the fourth feature

which is the “volume” please read the definition,
everyone.

VOLUME
- Volume is used to show emotion such as - Volume is used to show emotion such as
fear or anger. fear or anger.

Okay, thank you. Volume is used to show

emotions such a fear or anger. So, why do you
think the volume is one of the important factors
to consider in speaking?
(The students will raise their hands.)
Yes, Darlyn.
Ma’am, it is important factor to consider
 because it depends on our volume how we
communicate with our audience. The listeners
may feel that we angry if we have so much high
volume. That is why, it is important to consider.
I agree with you. That’s right! Always remember
that the listeners can also measure your
confidence by your volume of speaking.

Last but not least, “Tempo”. Kindly read,

everyone.

TEMPO
- Tempo is the rate or speed of motion or
activity, pace.

Okay, a tempo has something to do with your

speed in speaking. In order for you to be a fluent
speaker, your tempo should not be very fast too
slow.

Are we clear with the five prosodic features of Yes, ma’am.

speech, my dear students?

E. Application

I will group you into five groups. Each group will

present a conversation about the given situation
applying the five prosodic features (pause, pitch,
stress, volume, and tempo) in delivering a
dialogue. I will give you 5 minutes to practice,
and you will execute this in no longer than 2
minutes.

After the presentation of each group, the other

groups will raise their emojis to express what
they have feel during the performance of every
group.

GROUP 1- Friends talking about the party

tomorrow night: Friends are excitedly planning
for a party.
(Group 1 is presenting)
Friend A: “Hey guys! I can’t wait for the party
tomorrow night! It’s going to be so much fun!” (Group 2, 3, 4, and 5 are raising their emojis to
express what they have feel from the
Friend B: “Absolutely, it’s to be epic! performance of group 1.)
Friend C: “And we need to make sure we have
enough snacks, drinks, and great music.”

Group 2- Finally planning for a vacation: A

family is discussing their upcoming vacation
plans. (Group 2 is presenting)

Parent A: “We should start planning our vacation (Group 1, 3, 4, and 5 are raising their emojis to
soon.” express what they have feel from the
performance of group 2.)
Parent B: It’s important to choose the right
destination.”

Child A: “I want to go to the beach!”

Child B: “And I want to visit an amusement
park!”
Group 3: Teacher and students: A teacher and
students discussing a class project. (Group 3 is presenting)
(Group 1, 2, 4, and 5 are raising their emojis to
Teacher: “Class, we’re working in a project.” express what they have feel from the
Student A: “when is it due?” performance of group 3.)
Student B: “Can we choose our own topics?”
(Group 4 is presenting)
Group 4- Doctor and patient: A doctor and
patient discussing a medical condition. (Group 1, 2, 3, and 5 are raising their emojis to
express what they have feel from the
Doctor: “I understand your concerns.” performance of group 4.)
Patient: “I’ve been experiencing chest pain.”
Doctor: “Let’s do some tests to find out what’s
going on.” (Group 5 is presenting)

Group 5: Siblings arguing: Siblings are in a

heated argument. (Group 1, 2, 3, and 4 are raising their emojis to
express what they have feel from the
Sibling A: “You always take my stuff without performance of group 5.)
asking!”
Sibling B: “Because you never share anything!”
Sibling A: “That’s is true!”
Sibling B: “Yes, it is!”

CRITERIA
Clarity – 15
Emotional expression – 10
Voice quality – 10
Readiness – 5

Overall – 50

Well done, my dear students.

F. Generalization

Enumerate the five prosodic features of speech

that we discussed earlier?

How do prosodic features of speech contribute

to the overall effectiveness of the speaker's
message?

IV. Evaluation
Assessment

IDENTIFY me! Read the following meanings/examples carefully and choose the
corresponding answer inside the box. Write your answer on the blank.

PITCH TEMPO STRESS

VOLUME PAUSE

_____1. A temporary stop.

_____2. The degree of highness or lowness of a tone.
_____3. The emphasis placed on a particular word or syllable.
_____4. It is used to show emotions such as fear or anger.
 _____5. The rate or speed of motion or activity; pace.
_____6. "I can't wait for the weekend!" (Speaking quickly to convey excitement about the
upcoming weekend).
_____7. "Please be quiet during the movie." (Speaking softly to emphasize the need for
silence.)
_____8. "I'll meet you at the park after work." (a brief pause after "park" indicates a natural
break in the sentence.)
_____9. "I didn't say he took your book, I said he took your pen." (stressing "book" and
"pen" changes the meaning of the sentence.)
_____10. "Are you going to the party tonight?" (a rising pitch at the end of the sentence
turns it into a question.)

V. Assignment

Find a movie clip/line that is less than 2 minutes. Write down what you hear from the movie lines/clips
and identify how they use the prosodic features of speech. Write your answer on one whole sheet of
paper.

Guide questions:

1. What is the emotion of the speaker?

2. How does the stress on certain words or syllables affect the meaning of the dialogue?

3. Does a character use a loud voice to command attention or convey anger, or do they speak softly to
show vulnerability or intimacy? Explain.