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Detailed Lesson Plan
In
Teaching Listenin
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 in

speeches;
•

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 patterns

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

Flashcards
•

Activity sheets
•

Hard boards
III. Procedure
Teacher’s Activity
Greeting
A pleasant day to you class!
How’s your weekend?
B. Prayer
Who’s in charge to lead today’s prayer?
C. Routine

Attendance
May I ask the class secretary to report
today’s attendance.

Word Bank
So who’s going to “deposit” a word account
in our word bank today?
Thank you,___________. That’s a new word
for 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
_____gi rls.
Student: Our word account for today is
______. It is a/an (part of speech) which
means__________. In sentence,_________.
Student: You’re welcome. (Puts the new
word account in the Word Bank)

Review
Last meeting we discussed the pitch and its
different levels, isn’t it?

_______, would you please give us a

summary of what you’ve learned about
pitch?
Very good,________. You had a good recall
of the past lesson.
D. Motivation

Now what I want you to do is to read aloud

the words with their corresponding pitch
levels correctly. (The teacher posts the visual
aid)
As you can see there is a pattern in every
word, can anyone name what that pattern is?
Alright, I’ll give you a clue. The pattern I’m
referring to starts with the letter “I”.
Yes,___________
You’re right,__________! For that I’ll give
you a price.
PRE-LISTENING

So now we’re going to put the intonation

patterns into a larger picture. That is, we’re
going to put it into sentences.

I’m going to show you flashcards and read

the sentences on it twice. Now what I want
you to do is to listen carefully. You’re going
to raise a finger if you hear the rising
intonation on the first reading and two
fingers if it is on the second. You’re going to
answer after I give you the signal. Is that
clear?
In that case, let us start.

The teacher spontaneously show flashcards

and read the sentences on it using two
different intonation patterns.(see
attachment)
DURING LISTENING- The Intonation
Pattern Community
I can see clearly that you can distinguish one
intonation pattern from the other.
Now I’m going to give you activity sheets
that will further give you information about
Yes, sir/ma’am.

Student: As far as I can remember, pitch is

also known as the tune of the voice of the
highness or lowness of the voice. There are
also pitch levels, namely: 1-low; 2- normal;
3- high; and, 4- extra high.
The students read the words correctly with
their corresponding pitch levels.
Silence………
Students raise their hand to be the one who

will be called to answer the question.

Student: Sir/ Ma’am, is it intonation pattern?

Student: Thank you, sir/ma’am.

Yes, sir/ma’am
The students will prepare themselves to
listen.

The students respond through raising a finger

if they hear the rising intonation on the first
reading and two fingers if it is on the second.
The students pass on the activity sheets given
by the teacher.
intonation patterns.
Class, welcome to the Intonation Pattern
Community!

I want you to listen carefully as we travel by

the Intonation Pattern Community. I’m going
to give you directions which will lead you to
the houses of the prominent families in the
Intonation Pattern Community. Are you
ready class?

The teacher gives directions to students that

lead them to the houses of different families
(i.e. intonation patterns) in the Intonation
Pattern Community. (see attachment
)
POST LISTENING- Knock, knock! Who’s
There?

Did enjoy going around the community and

meeting families in the Intonation pattern
Community?

After being oriented to every family, I want

you to knock at every door. (The teacher
posts hard boards representing the doors of
every family in the Intonation Pattern
Community)

You’re going to choose a door and knock on

it, you will say, “knock, knock!” When the
door was answered you will introduce
yourselves. You will say, “We are the second
year class of Sir/Ma’am/ Prof.___________”

For the second time, you will hear the house

owner saying, “Who’s there?” You will
choose a representative among your
classmates to respond to the given utterances
behind every door. Is that clear?
Let us have the first door. On whose door

you want to knock to?

Are you sure?

Well, then knock on the door!

Who’s there? (2-3-1 Pattern)

Who’s there? (2-3-3 Pattern)
(The teacher reveals the utterance behind the
door) (see attachment
)
The activity continues until all of the doors
are opened.
Students find the activity amusing.
Yes, sir/ma’am, we are ready!

The students follow the directions and

become oriented to the meanings of different
speeches according to the intonation pattern
used.
Yes, sir/ma’am.
Yes, sir/ma’am.
The students choose a door.
Yes!

Knock. Knock!

The second year class of______________.

The students choose a representative to

respond to the utterance. The chosen student
tells his/her name.
The chosen student responded on the
utterance