PRE-SERVICE TEACHERS LESSON PLAN

Central Mindanao Colleges

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Detailed Lesson Plan in English 9

Subject: English 9

Time: 7:20-8:20

Grade: IX

Section: Ruby

Date: December 13, 2019

I- OBJECTIVES

At the end of 60-minute period, students will be able to:

a. Identify the difference between rising and falling intonation,

b. appreciate the use of intonation, and

c. speak statements with the correct intonation.

II- CONTENT

Intonation

III- LEARNING REFERENCES

Teachers Guide:

Textbook: Phoenix Textbook

Learners Material:

Materials used: visual aids

IV- PROCEDURE

A. PRELIMINARY ACTIVITY

Teachers Activity Learners Activity

1. Prayer Most Gracious and Heavenly father… AMEN.
Class president, please lead the prayer.
2. Greetings Good morning ma’am, good morning
Good morning class. classmates. It’s nice to see you again.
3. Checking of attendance
Class monitor, please list all the names of Okay po ma’am
the absentees and submit it to me after the
class.
Sit properly.
4. Setting of classroom standards Keep all your gadget.
In this class I only have four rules. Listen attentively.
The “SKLR” Respect each other

5. Passing of assignments
Pass your paper in front in a count of Okay ma’am
ten.

B. PRELIMINARIES OF THE LESSON

1. REVIEW

Before we proceed to our new lesson let

have first a recap of our past lesson. Indicates a continuous action that has been
 What is present perfect tense? finished at some point in the past or that was
 PRE-SERVICE TEACHERS LESSON PLAN
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initiated in the past and continues to

happen
 Who can give example of present
perfect progressive? I have been living in this house for 40 years.

2. MOTIVATION

REBUS PUZZLE

Falling

Rising

3. UNLOCKING OF DIFFICULTIES
(Take me where I belong)

Intonation meaning
When we raise the pitch of our voice at the
Rising end of a sentence. We use this kind of
intonation in questions that are answered
with “yes” or “no”.

When we lower our voice at the end of a

sentence. This usually happens in
Falling statements and in questions that contain
words like where, when, what, why,
how, and who.

4. ACTIVITY
Direction: I will show them question written
on a flash card. If the question is
answerable by yes or no, they will stand up
quickly and read the question with the
correct intonation. If the is q WH question
they will just stay on their seats and read the
question with correct intonation.

1. My name is Judy Ferreira. Falling intonation

2. Nice to meet you. Falling intonation
3. Who’s that woman over there? Falling intonation
4. How can I open this? Falling intonation
5. Does she know about this? Rising intonation
6. Can you lend me a pencil? Rising intonation
7. Really? Rising intonation
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5. ANALYSIS
The teacher will ask questions based
on their activity.

1. In what way we can relate

intonation in our daily living?
2. How emotions affects our intonation?

5. ABSTRACTION
Processing of students answer and discussion
of “intonation” and each other pitch
pattern.
Intonation
is the melody of language and is
made of pitches (high or low qualities
of a sound) that rise and fall.
is used to communicate our
intentions and emotions, and it is
used in spoken language to replace
punctuation.
can indicate anger, surprise,
hesitation, confusion, sarcasm,
interest or lack.
Falling Intonation
is when we lower our voice at the
end of a sentence. This usually
happens in statements and in
questions that contain words
like where, when, what, why,
how, and who (these are called
information questions).
Examples:
 I’ll be back in an hour.
 Have a great day.
 Where does he live?
 Why did you do that?
Rising Intonation
is when we raise the pitch of our
voice at the end of a sentence. We
use this kind of intonation in questions
that are answered with “yes” or “no”
(these are called yes/no questions).
Examples:

 Are you American?

 Is the movie good?
 Are we leaving soon?
Rising-falling intonation
From high pitch to low pitch.
Falling-rising intonation
From low to high pitch.

6. APPLICATION (Differentiated Activities)

Group the students into three. The teacher Rubrics
will let the them answer/do the following Creativity 5pts.
task. Cooperation 5pts.
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Group1- State the difference between rising Intonation 5pts.

and falling intonation and give at least one Total 15pts.
example each.
Present through choral reading.
Group 2- Write a passage or statements
about the earthquake 2019 and apply the
types of intonation.
Present through role play.
Group3- What’s the use of intonation and
How emotions affects our intonation.
Present through news casting.

V- EVALUATION

Direction: in a ¼ sheet of paper. Identify

what pitch pattern is described in the
sentence.
________1. It is answerable by “yes or no”. Rising intonation
________2. From high to low pitch. Rising-falling intonation
________3. Answers the “WH” questions. Falling intonation
________4. From low to high pitch. Falling-rising intonation

VI- ASSIGNMENT

Direction: Give at least three examples of rising

intonation and three examples of falling action.
Write in a ¼ sheet of paper.

Remarks:

Reflection:

#of students who earned 80% of the formative assessment: _________

Prepared by:

Mariannie Malade

December 12,2019

Checked by:

Ms. Vanessa Joy J. Bungaos

DECEMBER 13, 2019

Observed by: