Lesson Plan in English VI

September 10, 2019

I. OBJECTIVES

EN6OL-IIb-3.7 Employ an appropriate style of speaking, adjusting language,

gestures, rate, and volume according to audience and purpose
EN6A-IIb-18 Show openness to criticism

II. SUBJECT MATTER

Appropriate style of speaking, adjusting language, gestures, rate, and volume

according to audience and purpose
Reference: Teachers Curriculum Grade 6
Materials: PowerPoint presentation and visual aids

III. INSTRUCTIONAL
A. Setting up the stage
1. Let’s Review
What are the different types of informational texts?

B. Establishing a Purpose
Today we will learn appropriate style of speaking, adjusting language, gestures, rate,
and volume according to audience and purpose

C. Presentation
Do “let’s Try This”
Activity Sheet in English 6 (Quarter 2: Week 2-Day 2, p1)
Direction: Try to guess what are the following facial gestures imply.

Can you determine what does each mean?

. C. Teaching/Modelling
Let’s Study this

Verbal communication refers to the vocal performance of a speaker, its rate volume,
pitch and pauses. These aspects of vocalization are critical to effectively conveying ideas
(after all, if your audience has trouble understanding what words are coming out of your
mouth, then they will be unable to understand your message.)
 Rate refers to the speed at which a person speaks. Follow these suggestions to adjust
your rate of speech to your best advantage:
1. Choose a rate appropriate for the ideas being expressed and for a speech setting. For
example, it makes sense for a sportscaster announcing a basketball game to speak faster
than a sportscaster at a golf match.
2. Vary your rate of speech to express different thoughts and feelings. You may want to
speak slowly to emphasize an important point or to communicate a serious or somber
mood. A faster pace is appropriate when you are telling your audience something it
already knows (many speeches include background information that sets the scene) or to
express surprise, happiness, or fear. Uses pauses to change the pace and add verbal
variety.
3. Use a tape recorder to monitor your rate of speech while you read aloud a magazine
article. Pay special attention to grouping words into phrases and to slowing down and
speeding up at appropriate points. Play back your speech, then adjust your phrasing for a
more effective delivery.

VOLUME refers to the loudness or softness of the speaker’s voice.

1. Know what volume your voice should be in your classroom. If you speak too softly, your
speech serves little purpose. At the same time, don’t mistake shouting for speaking
loudly.
2. Vary the volume to get attention. Whether to choose to speak louder or more quietly, you
draw attention to your speech through contrast. For example, you can speak softly when
you narrate a sad story.in this case, a quieter approach is usually a more effective
attention-grabber.

PITCH means the highness or lowness of the speaker’s voice. Changes in the pitch are
known as inflections.

1. When you speak in a monotone, you tell your listeners you have nothing to emphasize.
When you vary the pitch of your voice, you let them know that what you are saying is
important.
2. As with volume, vary pitch to achieve the best effect. For example, you can speak in a
low tone when you quote someone. The change in pitch suggests that you are citing
evidence rather than expressing your own view.

PAUSES add color, expression, and feeling to a speech. They should be used deliberately to
achieve a desired effect. Here are a few suggestions:

1. Pause for a moment when you introduce a new idea or term to give your listeners time to
absorb what you are saying.
2. Don’t talk nonstop until, literally, you are out of breath. At the same time, don’t pause
every three or four words in a kind of nervous verbal chop. Particularly, don’t pause in
the middle of an idea. That will make it difficult for your listeners to follow. To a
speaker, a phrase has a different meaning it has to a writer. It is a unit you speaker in one
breath in order to express a single idea. Each pause tells your listeners you are moving
from one thought to the next.
3. Try not to take vocalized pauses such as “ah,” “er,” and “umm”. A vocalized pause is
usually ineffective (even distracting and annoying). For example, President John F.
 Kennedy’s famous line, “Ask not what your country can do for you; ask what can you do
for your country,” was effective not only because of its language but also because it was
delivered with a pause dividing the two thoughts. I think that you will agree that “Ask not
ah what your er country can do ah for you; ask what you umm can do er for your uh
country” just don’t have the same impact as the unadorned original statement.
4. Extend your pauses to two or three seconds when displaying a visual aid. This tactic
enables your audience to read the information on the visual aid without missing you next
thought. It is important to pause after the display, not before it.

G. Guided Practice
Task 1. Act it out!
The teacher will give an activity to the students wherein students will play a guessing game.
Students will be group into 4. In each group one of the members will guess what the other
members are acting in front. They will act based on what words they will pick on the box. They
are only given 1 minute to do the task. The group that will be able to guess many words will be
the winner and will be given a price.

G. Independent Practices
Task . Speak it up! Choose your partner. Read the following lines with proper rate and volume.

1. Hello! Is there anybody home?

2. Yes, I got the grand price!
3. Oh common, you’re kidding me.
4. Please, help us.
5. Hmmm. It smells good.
6. I told you to stop it!
7. Check this out. This is the latest model of smart phone.
8. Mom, look what Denver did!
9. Hurry up! We’ll be late.
10. I am so proud of your accomplishment.

H. Generalization
We have all heard at least one person in our lives whose voice is so beautiful and that we
enjoy listening to him/her speak, regardless of what he/she is actually saying. While developing
perfect vocal intonation and diction can be a lifelong task, a beautiful sounding voice can be
obtained in a short amount of time. All you need is a little guidance and some dedicated practice.

IV. Evaluation
Direction: each group will be given 3 minutes to recite the poem with appropriate
style of speaking, correct gestures and rate.

POEMS
By Angela Manalang Gloria

1 There are so many poems in my head

All wanting to be seen,
And some are bright in silver lace,
And some are plumed with green
 2 The gay and lovely ones pirouette
Like dancers in my mind
And others, frail and wistful nuns,
Tread somberly behind.

3 the madcap inspirations, bent

On flinging stars about
Contrive to break away before
I know that they are out;

4 While the ambitious fancies, dressed

In proud immortal white,
Look upward all the time -and so
They never come out right.

5 But all of them, however perfect

In my mind’s retreat,
Appear bewildered when released,
And oh, so incomplete.

V. Assignment
Task 5. This is My Moment! Memorize the poem entitled “Poems”. Recite the poem
with accuracy, appropriate rate, and proper expression in front of the class.