Detailed Lesson Plan

In

Teaching Listening
 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 Students’ Activity

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
May I ask the class secretary to report Class secretary: Today’s class attendance is
today’s attendance. _______ consists of ____boys and
_____ girls.

Word Bank
So who’s going to “deposit” a word account Student: Our word account for today is
in our word bank today? ______. It is a/an (part of speech) which
means __________. In sentence, _________.

Thank you, ___________. That’s a new word Student: You’re welcome. (Puts the new
for us. word account in the Word Bank)
 • Review
Last meeting we discussed the pitch and its Yes, sir/ma’am.
different levels, isn’t it?

_______, would you please give us a
summary of what you’ve learned about
pitch?
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.

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 students read the words correctly with
the words with their corresponding pitch their corresponding pitch levels.
levels correctly. (The teacher posts the visual
aid)

As you can see there is a pattern in every Silence………

word, can anyone name what that pattern is?

Alright, I’ll give you a clue. The pattern I’m Students raise their hand to be the one who
referring to starts with the letter “I”. will be called to answer the question.

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

You’re right, __________! For that I’ll give Student: Thank you, sir/ma’am.
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 Yes, sir/ma’am

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 students will prepare themselves to

listen.

The teacher spontaneously show flashcards The students respond through raising a finger
and read the sentences on it using two if they hear the rising intonation on the first
different intonation patterns.(see reading and two fingers if it is on the second.
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 The students pass on the activity sheets given
that will further give you information about by the teacher.
intonation patterns.

Class, welcome to the Intonation Pattern Students find the activity amusing.
Community!

I want you to listen carefully as we travel by Yes, sir/ma’am, we are ready!

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 The students follow the directions and
lead them to the houses of different families become oriented to the meanings of different
(i.e. intonation patterns) in the Intonation speeches according to the intonation pattern
Pattern Community. (see attachment) used.

POST LISTENING- Knock, knock! Who’s

There?

Did enjoy going around the community and Yes, sir/ma’am.

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 Yes, sir/ma’am.
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 The students choose a door.
you want to knock to?

Are you sure? Yes!

Well, then knock on the door! Knock. Knock!

Who’s there? (2-3-1 Pattern) The second year class of ______________.

The students choose a representative to

Who’s there? (2-3-3 Pattern) respond to the utterance. The chosen student
tells his/her name.

(The teacher reveals the utterance behind the The chosen student responded on the
door) (see attachment) utterance

The activity continues until all of the doors

are opened.
Assignment

Class for your assignment, I want you to The students copy the assignment.
bring your pictures when you were babies.
(The teacher posts the assignment on the
board)

Any questions regarding the assignment? None, sir/ma’am.

Then let us call it a day! Goodbye class! Goodbye and thank you, sir/ma’am.

The teacher dismissed the class.

Note: Assignment may vary according to

teacher’s own plan of lesson the next day.
This is only a sample plan.
PRE-LISTENING
Sentences:
He’s gone. (2-3-1 Pattern)
He’s gone? (2-3-3 Pattern)

Do you want coffee or tea? (2-3-3 2-3-1 Pattern)

Do you want coffee or tea? (2-3-3 2-3-3 Pattern)

Jane has a new piano teacher. (2-3-1-3-1) Who? (3-1 Pattern)

Jane has a new piano teacher. (2-3-1-3-1) Who? (3-3 Pattern)

DURING LISTENING
The teacher may devise his/her own map. The activity sheet must look like a map of a
community with specific details (i.e. streets, avenues, boulevards, market, church,
library, school, etc.) The goal is to get students listen to get to places and orient them
with the intonation patterns.

POST LISTENING
Again the teacher may devise his/her sentences for this activity. The goal is to get every
student listen and respond to utterances according to the intonation pattern used.