Lesson Plan in English 7

I. OBJECTIVES
At the end of the lesson, students should be able to:
1. name the two kinds of intonation;
2. define rising and falling intonation; and
3. read sentences using the appropriate intonation pattern.

II. SUBJECT MATTER

Topic:
Intonation
References:
Learning Package
Grade 7 English First Quarter

Visual Materials:
Manila Paper, Scotch Tape, Bond paper, Pentel Pen
Value Focus:
Appropriate intonation patterns
III. PROCEDURE
A. Routine Activities
 Opening Prayer
 Recap
B. Motivation

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

- The teacher will ask the - The students will listen to
students to listen to a 3- the song. Then, they will
minute song entitled The answer the following
Salvation Poem. questions.
- Then, the teacher will ask
them the following
questions:
 What have you
noticed from the
song?
 Did the song observe
the rising of the
voice?
 How about the falling
of the voice?
C. Presentation/Discussion

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

- The teacher will ask the - The students will give their
students to give their ideas ideas.
about what our lesson is.
- The teacher will introduce
the lesson, rising and falling
intonation, to the students.
- Afterwards, the teacher will
discuss the lesson.

INTONATION

Falling Intonation – a pattern in which our voice falls to a low

pitch by the end of a thought group or statement. We use the falling
intonation in the following cases:
1. Short, complete sentences
It’s so near. It’s very far.
2. In seeking information with question words such as what, when,
which, who, how, etc.
How much is this mug? What’s your name?
3. In tag questions when the speaker is sure that what he says is
right.
It’s a tough day, isn’t it?
It’s a wonderful weather, isn’t it?
4. For commands and exclamations.
Leave me alone. Give me my keys.

Rising Intonation - a pattern in which our voice rises to a high

pitch by the end of a thought group or statement. We use the rising
intonation in the following intonations:
1. Statements intended to encourage.
That’s a remarkable thought.
You’re doing a great job!
2. Questions answerable by “Yes of No”.
Do you want to leave?
Did you see the elephant?

D. Application
Pair Activity
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
- The teacher will ask the - The students will find their
students to find a partner. partner.
 - The teacher will let the
students formulate three
short sentences.
1. A sentence that asks
a question,
2. A sentence that
expresses a reaction;
and
3. A sentence that offers
an encouragement.
- Then, the teacher will ask
the students to practice
reading the sentences aloud
with the proper intonation.

DIRECTIONS:

E. Generalization

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

The teacher will ask the students

a question about the topic The students will answer the
discussed. questions.
1. Define falling intonation.
2. Define rising intonation.
3. Give an example of a
sentence
with the proper falling
intonation.
4. Give an example of a
sentence
with the proper rising
intonation.

IV. EVALUATION
Directions: Create at least 5 sentences with rising intonation
pattern and another 5 sentences for falling intonation. Do these on a one
half sheet of paper crosswise.
Rising Intonation
1. ____________________________________________________
2. ____________________________________________________
 3. ____________________________________________________
4. ____________________________________________________
5. ____________________________________________________
Falling Intonation
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
5. ____________________________________________________

V. ASSIGNMENT
Directions: Answer the following questions. Do this in a ½ sheet of paper.
1. Why do we need to know how to read sentences with proper
intonation? (5 pts)
2. Do you think it is important to read sentences with proper intonation?
Why or why not? (5 pts)
3. Cite an example of situation where proper intonation is required. (5 pts)

Prepared by:
Aira Jane V. Villa
BSEd 4A

MR. LOEL B. ABADIANO

Cooperating
Teacher

Date: September 14, 2016