INTERDiSCILINARY
Listening to Different Intonation Patterns to Construct Meaning
I. Objectives
:At the end of the 45-minute English class, the students are expected to:
•
Listen to discriminate precisely between intonation patterns used inspeeches;
•
Listen to point out implications in speeches; and,
•
Respond to speeches according to manner of its delivery.
II. Subject Matter
A.Input/ Content
•
Recognizing intonation patterns
•
Decoding meaning through listening to intonation patternsB.ReferencesPhilippine Secondary Schools Learning CompetenciesMethodology in TESOL by Long, Michael H.; and Richards, Jack C.C.Instructional Materials
•
Flashcards
•
Activity sheets
•
Hard boards
III. Procedure
Teacher’s ActivityGreeting
A pleasant day to you class!How’s your weekend?
B. Prayer
Who’s in charge to lead today’s prayer?
C. Routine
AttendanceMay I ask the class secretary to reporttoday’s attendance.Word Bank So who’s going to “deposit” a word accountin our word bank today?Thank you, ___________. That’s a new wordfor us.
Students’ Activity
Good morning, ma’am/sir!It was good.A student raises his/her hand and leads the prayer.Class secretary: Today’s class attendance is _______ consists of ____boys and _____ girls.Student: Our word account for today is ______. It is a/an (part of speech) whichmeans __________. In sentence, _________.Student: You’re welcome. (Puts the newword account in the Word Bank) •
ReviewLast meeting we discussed the pitch and itsdifferent levels, isn’t it? _______, would you please give us asummary of what you’ve learned about pitch?Very good, ________. You had a good recallof the past lesson.
D. Motivation Now what I want you to do is to read aloudthe words with their corresponding pitchlevels correctly. (The teacher posts the visualaid)As you can see there is a pattern in everyword, can anyone name what that pattern is?Alright, I’ll give you a clue. The pattern I’mreferring to starts with the letter “I”.Yes, ___________
I. Objectives
:At the end of the 45-minute English class, the students are expected to:
•
Listen to discriminate precisely between intonation patterns used inspeeches;
•
Listen to point out implications in speeches; and,
•
Respond to speeches according to manner of its delivery.
II. Subject Matter
A.Input/ Content
•
Recognizing intonation patterns
•
Decoding meaning through listening to intonation patternsB.ReferencesPhilippine Secondary Schools Learning CompetenciesMethodology in TESOL by Long, Michael H.; and Richards, Jack C.C.Instructional Materials
•
Flashcards
•
Activity sheets
•
Hard boards
III. Procedure
Teacher’s ActivityGreeting
A pleasant day to you class!How’s your weekend?
B. Prayer
Who’s in charge to lead today’s prayer?
C. Routine
AttendanceMay I ask the class secretary to reporttoday’s attendance.Word Bank So who’s going to “deposit” a word accountin our word bank today?Thank you, ___________. That’s a new wordfor us.
Students’ Activity
Good morning, ma’am/sir!It was good.A student raises his/her hand and leads the prayer.Class secretary: Today’s class attendance is _______ consists of ____boys and _____ girls.Student: Our word account for today is ______. It is a/an (part of speech) whichmeans __________. In sentence, _________.Student: You’re welcome. (Puts the newword account in the Word Bank) •
ReviewLast meeting we discussed the pitch and itsdifferent levels, isn’t it? _______, would you please give us asummary of what you’ve learned about pitch?Very good, ________. You had a good recallof the past lesson.
D. Motivation Now what I want you to do is to read aloudthe words with their corresponding pitchlevels correctly. (The teacher posts the visualaid)As you can see there is a pattern in everyword, can anyone name what that pattern is?Alright, I’ll give you a clue. The pattern I’mreferring to starts with the letter “I”.Yes, ___________