COR JESU COLLEGE, INC.

College Department
Sacred Heart Avenue, Digos City, Philippines
Tel. No.(082) 553– 2433local 105* Fax No.: (082) 553
– 2433
Website: www.cjc.edu.ph

Grade 9 – ENGLISH
Quarter 3– Module 2 (Week 2)
*Learning Competency
 Use the appropriate prosodic features of speech when delivering lines in one–act
play.
*Objectives:
1. Identify the different prosodic features of speech;
2. Use the correct prosodic features of speech
3. Perform a one-act play, demonstrating the use of appropriate prosodic features
in the delivery of lines.

*Learning Resources:
 https://depedtambayan.net/wp-content/uploads/2022/05/ENG9-Q4-MOD7.pdf

*EXPLICIT TEACHING*
INTRODUCTION MODELING/TEACHING GUIDED INDEPENDENT APPLICATION
PRACTICE PRACTICE
*Say:
Once upon a time is usually the beginning narrative of fairy tales that you have watched
or stories that you have read as a child. This opening narrative is usually read
dramatically or full of emotions. Moreover, as a student most likely your teachers have
asked you to read out loud the part of the reading passage that you are discussing.
Reading aloud entails a lot of challenges for it includes modifying your voice, and
observing proper volume, stress, and intonation these are what we call the prosodic
features of speech. But before going to our lesson proper, let’s first have a drill.

Activity: “Say It Like You Mean It!”

a. The students will have an activity called “Say It Like You Mean It!”.
b. Pair the students each to their seatmate.
c. Give the students a phrase (for example: “I love you”).
d. Both pairs will take turns to say the given phrase to their partner depending on
the emotion/mood (angry, sad, happy, unsure, etc.) assigned by the teacher.
Processing Questions:
a. What have you observed with your voice when you are happy?
b. What have you observed with your voice when you are sad?
c. What have you observed with your voice when you are angry?
d. What have you observed with your voice when you are unsure?
INTRODUCTION MODELING/TEACHING GUIDED INDEPENDENT APPLICATION
PRACTICE PRACTICE
*Say:
Let us get to know more about bias and prejudice.

WHAT IS PROSODY?
Study of all the elements of language that contribute toward acoustic and rhythmic effects.

WHAT IS SPEECH?
The power of speaking; form of communication in spoken language

PROSODIC FEATURES OF SPEECH

1. PITCH
 Highness or lowness of a tone or voice

The Four Pitch Levels

1. level 1 – LOW = It is indicated by a line far below the syllable. It is used at the end of the
sentence and it indicates finality.
2. level 2 – NORMAL = It is indicated by a line below the syllable.
3. level 3 – HIGH = it is indicated by a line above the syllable. It is generally used for stressed
syllables.
4. level 4 – VERY HIGH = It is indicated by a line high above the syllable. It is used to express
strong emotions; fear, anger, excitement, surprise, or suspense. It
is used for emphasis.
4 very High
3 High

2 Normal 2 normal

1 Low 1 Low

2. INTONATION
 The variation of the pitch in the spoken language.
 The rise and fall of the voice when talking.
 It is a very important instrument to express one’s feelings and convey meaning.

INTONATION PATTERN

A. FALLING INTONATION ( 2-3-1 pattern)In this pattern, the voice normally starts with the
normal pitch, then goes up on the stressed syllable which is the high pitch. Then goes down to
the low pitch. This pattern are used in the following.
Statements requests
Commands WH questions (what, who, where, when, why)

Examples: 3
 2
1. That calculator looks expensive. 1

2. Don’t bother me.

3. Please deposit your firearm.

4. What’s the baby chewing?

B. RISING INTONATION (2-3-3 pattern)

 The voice starts with the normal pitch, then goes up on the accented syllable and
remains up till the end of the sentence. This pattern is used for questions that are
answerable by yes or no.

Example 3 3
2
1. Will technology solve food shortage?

2. Do all dreams come true?

3. Do you love him?

3. STRESS
 Degree of force or prominence given to a syllable word
 Extra loudness given to a particular syllable or word.
 Emphasis on a syllable or word
 Represented by a stress mark (‘)
 A stressed syllable is said louder, pronounced longer and with higher pitch.

General Kinds of Stress

A. WORD STRESS – shows which syllable is being stressed in the word.

Remember these rules:
1. Two-syllable verbs are stressed on the last syllable
e.g. beware, collide, deceive.
Exceptions: cover, threaten, notice.

2. Two-syllable prepositions are stressed on the second syllable,

e.g. about, beyond, behind.
Exceptions: under, over, after.

3. Two-syllable nouns of English origin and old borrowings are stressed on the first
syllable,
e.g. window, costume, village.
Exceptions: account, excuse.

Take note:
In English, stress shift may bring about a change in meaning, which the following pairs of words
illustrate:
Example:
 a. co'nduct (CONduct) (noun) /’kDndAkt/ His conduct inside the jail is exemplary.
a. condu'ct (verb) ( conDUCT) /kan’dAkt/ The committee decided to conduct its own
investigation.

b. o'bject (OBject) (noun) Remove the object from the baby’s hand.
b. Objéct (ob JECT) (verb) Who are you to object to the president’s proposal.

B. SENTENCE STRESS – shows which word in the sentence is being stressed. A sentence
may have a different meaning once the stress is shifted to another word.

Example:
Sentence
1. I can’t do it.
2. I can’t do it.
3. I can’t do it.
Meaning
1. It is not possible for me to do it now.
2. I simply cannot afford to do it.
3. It is not for me to do it.

4. JUNCTURE- is the manner of moving between two successive syllables in speech. A cue by
means in which the listener can distinguish between two otherwise identical sequences of
sounds that have different meanings.
e.g., distinguishing I scream/aɪ+skriːm/ from ice cream /aɪs+kriːm/.

 Interruption or break in continuous flow of speech.

 Pause in speech
 Uses slant lines(/) to indicate pausing

One slant line (/) indicates short pause

Two slant lines (//) long pause
Octothorpe (#) stop or period
Example:
1. Mother/ thought dad/ was already home. # This sentence means that the mother was
already home
2. Mother thought/ Dad was already home. # This sentence means that the father was
already home.

5. VOLUME – Apart from the slight increase in loudness to indicate stress, volume is generally
used to show emotions such as fear, or anger. It is one of the most vital elements of any
speech. In writing, it can be shown by the use of an exclamation mark, or typographically wit
capitals or italics (or both)

6. PROJECTION – Refers to how speakers control the volume, clarity, and distinctness of their
voice to be more audible.
-Strength in speaking or singing where the voice is used loudly and clearly.
- Technique employed to command respect and attention

7. PAUSE- It is a non-fluency feature. However, intentional pauses are used to demarcate units
of grammatical construction, such as sentences or clauses. These can be indicated in writing by
full stops, colons, semi-colons, and commas.
Why Pause?
  Give the listener time to understand your words.
 Emphasize one main word in a group.

INTRODUCTION MODELING/TEACHING GUIDED INDEPENDENT APPLICATION

PRACTICE PRACTICE
*Say:
CORRECT ME WITH MY STRESS!
Instructions: Choose the appropriate word to be used in the sentence. Then identify
whether the stressed word is a noun or a verb.
________1. The _____(conDUCT, CONduct) of President Duterte to attain peace is
admirable.
________2. The Armed Forces of the Philippines (conDUCT, CONduct) specialized
military operations and inspections to prevent crime.
________3. (REcord, reCORD) ______ shows low corruption among thearmed forces
since the salary increase took effect.
________4. The Philippine Government (REcords, reCORDS) the latest victims of
terrorism amidst the ongoing pandemic.
________5. John wants (CONtest, conTEST) the result of essay writing (CONtest,
CONtest) on “Attaining Peace.
WORD STRESS QUIZ.
Instructions: Choose the correct stressed word. Underline your answer.
6. Can you pass me a plastic knife?
PLAS-tic plas-TIC
7. I can't decide which book to borrow.
DE-cide de-CIDE
8. I want to be a photographer.
PHO-to-graph-er pho-TO-graph-er
9. Couldn't you understand what she was saying?
un-DER-stand un-der-STAND
10. Which photograph do you like best?
PHO-to-graph pho-TO-graph
 INTRODUCTION MODELING/TEACHING GUIDED INDEPENDENT APPLICATION
PRACTICE PRACTICE
Say:

IT’S INTO NATION!

Instructions: Determine intonation of the given statements. Write RI for rising intonation.
RF for rising-falling intonation.

_____ 1. What time is It?

_____ 2. Do you think that’s a good idea?
_____ 3. Are you afraid of the ghost?
_____ 4. Where do broken hearts go?
_____ 5. Switch off the light.
_____ 6. Did Romeo kill Tybalt?
_____ 7. Kindly refrain from being absent in the class.
_____ 8. My greatest hate sprung from my greatest love.
_____ 9. Where art thou Romeo?
_____ 10. Does this song sound familiar?

INTRODUCTION MODELING/TEACHING GUIDED INDEPENDENT APPLICATION

PRACTICE PRACTICE

Say:

WHAT IS ONE–ACT PLAY?

 The one-act play consists of one act only, as distinct from a full–length play that
occurs over several acts yet still contains multiple scenes.
 A one- act play typically runs between 15 minutes to an hour. Any play that is
shorter in duration and lasts around 10 minutes falls under the category of a ten-
minute play or also known as the flash drama
 An act is part of a play defined by elements such as rising action, climax, and
resolution.
 The origin of one-act play may be traced to the very beginning of drama: in
ancient Greece, Cyclops, a satyr play by Euripides, is an early example.

FEATURES OF ONE-ACT PLAY

1. CHARACTER
- A one-act play usually will have four or fewer characters that are developed in varying
degrees.
- Developed primarily through dialogue.
 Protagonist – the main
character in the story
 Antagonist – the character that opposes the main character.
 Secondary characters –
the supporting characters
2. SETTING
 One-act play is set to be
in a single location.
 It is set over a period of
no more than one day.
3. PLOT
 A one-act play has one central plot and a conflict that is resolved by the end
of the play.
 It is a complete, compact drama, with a beginning, middle, and end.
 Contains such elements like (ELEMENTS OF A PLOT)
A. Opening situation or exposition – explains the situation with which the
story begins.
B. Rising action – the complication is presented
C. Conflict – problem, a struggle between opposing forces
D. Climax – the highest point of interest, the most exciting part of the story.
E. Falling action - the solutions to the problem are presented.
F. Ending/conclusion – situation with which the story ends.
4. DIALOGUE
 The conversation between actors on stage
5. STAGE – the platform on which the actors perform
.
INTRODUCTION MODELING/TEACHING GUIDED INDEPENDENT APPLICATION
PRACTICE PRACTICE

*Say:
The class will be divided into 5 groups. Each group will be assigned with a scene from
the Rome and Juliet of William Shakespeare. They will be making a one-act play out of
it applying the prosodic features of speech and the elements of the one-act play. They
will turn it into a video film and it will be posted on social media platforms such as
facebook.
 RUBRICS FOR ONE-ACT PLAY PRESENTATION

GROUP NUMBER: ______________ Grade/Section__________________ Date:

__________

CRITERIA 2pts 4pts 6pts 8pts 10pts

No Actor’s head, Actor’s Actor performs Actor’s
Non- movement of eye, and hand movements with confidence; performance
verbal body movements do are minimal head, eye, and reflects well-
Expression not match the and under hand movements rehearsed,
script or rehearsed. engage audience expressive
engage the Some and enhance movements,
audience. evidence of characterization enthusiastic
either eye rendering of
contact with character. Head,
others and eye, and hand
gestures. movements engage
audience
throughout
performance and
show exceptional
characterization
Voice Monotone Voice pace, Voice pace, Actor’s voice Actor’s voice
Expression voice, expression, expression, shows thoroughly masters
and audience and volume and volume understanding of the
volume could not gives “flat” communicate character. Pace, characterization.
understand delivery with one emotion. expression, and Pace, expression,
most actor’s little regard to Voice is either volume vary to and volume vary
dialogue. emotion. Voice too soft or too accurately dramatically and
is barely loud, but is demonstrate skillfully
audible. audible character’s demonstrate
throughout emotions. Voice character’s
performance. is clearly audible emotions. Voice is
throughout clearly audible
performance. throughout
performance.
Dialogue Read directly Required Lines were Lines were well Perfect
Fluency from script frequent line memorized, memorized, but memorization and
throughout prompts or but required 3 required 1 to 2 delivery of lines.
performance. read much of to 5 line line prompts.
the lines from prompts.
the script
during the
performance.
*Take Away/Refelection
 Reflecting on today's lesson on prosody, how do variations in pitch, rhythm, and
intonation contribute to the overall meaning and emotional impact of spoken
language? Prepared by:
JOHN CARL B. APARICIO
Pre-service Teacher
Noted by:
ARTELEIH E. MONDEJAR
Cooperating Teacher