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 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 report today’s attendance.Word BankSo 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 _____ girls.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)

ReviewLast 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 CommunityI 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’amThe 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

Assignment

Class for your assignment, I want you to bring your pictures when you were babies. (The teacher posts
the assignment on the board)Any questions regarding the assignment?Then let us call it a day! Goodbye
class!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.

The students copy the assignment.None, sir/ma’am.Goodbye and thank you, sir/ma’am.