A Semi-Detailed Lesson Plan in Listening, Grammar, and Speaking

I. Objectives
At the end of the session, the Grade 8 students are expected
to:
A. Judge the relevance and worth of ideas presented in the
text listened to
B. Identify opinion-marking signals
C. Understand the correct use of stress, pitch, and juncture
when delivering a persuasive speech
D. Create and deliver a persuasive speech using the
correct stress, pitch, and juncture
II. Subject Matter
Topics:
1. Listening Lesson: Opinion-marking signals
Retrieved from: DepED, K-12 Curriculum Guide in
ENGLISH
Retrieved on: November 26, 2023

2. Language Focus: Observe the use of correct stress,

pitch, and juncture when delivering a persuasive speech
Retrieved from: DepED, K-12 Curriculum Guide in
ENGLISH
Retrieved on: November 26, 2023

3. Speech Lesson: Delivering a persuasive speech

Retrieved from: DepED, K-12 Curriculum Guide in
ENGLISH
Retrieved on: November 26, 2023

Equipment: Laptop, Television/Projector, Speaker

Materials: Powerpoint presentation

III. Procedure
A. Motivation

Before proceeding to the lesson proper, the teacher will

divide the class into two groups and instruct the students
to have a debate about whether students should limit their
use of social media or not. Each group will be given a
maximum time of 5 minutes to brainstorm their ideas and
later on, choose a representative to present the cases or
claims of each group.
 After the short activity, the teacher will then proceed to the
lesson proper.

B. Lesson Proper
1. Listening Lesson
a. Pre-listening

After the short discussion, the teacher will present

an excerpt of a survey news to the students, and
then let them answer a set of questions on a
1-whole sheet of paper for at least 5 minutes after
reading.
After the warm-up activity, the teacher will then
proceed to the listening proper of the class
session.

b. While Listening/Listening Proper

After the activity, the teacher proceeds to share

an audio recording with the use of a speaker and
would instruct the students to list down the words
that make the recording as an opinion on a
separate sheet of paper.

c. Post-listening

After listening to the presentation, the teacher

instructs the students to explain the words they
wrote and how these signify as opinion-marking
signals. Then, the teacher would proceed to a
short discussion as to how the students would be
able to express their opinions with the use of
opinion-marking signals.

After the short discussion, the teacher would ask

the students for further clarifications and proceed
to the language focus of the class period.

2. Language Focus
a. Elicitation

With the use of a PowerPoint presentation, the

teacher will share the importance of learning the
correct sounds of the English language as they
deliver a speech, and present a set of sentences
that observes the correct use of stress, pitch, and
juncture.
 The following sentences are as follows:
1. The Philippines exports a variety of products
overseas.
2. Coffee is a major export of Columbia.
3. Barry saw an object flying through the sky.
4. The panel objects to the aim of their study.
5. The science project was due last week.
6. The students will project a model of a car.

Then, the teacher will proceed to ask the students

as to how these intonations affect the meaning of
the underlined words.

b. Highlighting of Form

b.1.Form

After eliciting information from the students, the

teacher will display an overview of the forms of
stress, pitch, and juncture when delivering a
speech with the use of the PowerPoint
presentation.
Stress: Refers to the emphasis placed on a
certain syllable of a word, phrase, or syllables in a
sentence.

Pitch: Refers to the highness or lowness of voice

or tone which may vary for different words or
phrases.

Juncture: Refers to breaks or pauses in speech

that indicate words or other grammatical units,
and how words are connected in speeches.

b.2 Meaning

The teacher will then proceed to display and

discuss the meaning of the intonation phonemes of
English which are stress, pitch, and juncture.

Stress: Serves to emphasize the significance of

particular words or concepts. In delivering a speech,
this is where the speaker guides the audience to
comprehend the relevant components of the speech
by highlighting the essential points.
 Pitch: The tone or modulation of the voice can be
used to express emotion, excitement, or give
emphasis on the speech. The pitch adds an
expressive layer that draws in the audience.

Juncture: The coherence and flow of the speech

may be affected by proper juncture. Strategic breaks
and pauses add focus and allow the audience to
process the information.

b.3 Use

The teacher will then proceed to discuss the uses

of stress, pitch, and juncture when delivering a
persuasive speech after discussing its meaning.

Stress: Carefully stress certain parts of the

speech to highlight and emphasize key points, data,
and calls to action.

Pitch: In delivering a speech, varying the pitch or

the tone of voice is another strategy to keep the
audience interested. Using a higher pitch to convey
excitement or urgency, and a low pitch for
seriousness.

c. Controlled Practice

After the discussion, the teacher will provide a

practice exercise that enhances their knowledge,
understanding, and awareness of the correct use
of intonations and will roam around the classroom
to guide the students throughout the activity.
For stress, the students are instructed to
underline the appropriate stress that qualifies for
each sentence to imply or highlight the meaning
of the sentences.

1. Paul gave me a present for my birthday.

2. Our teacher advised us to record our day.
3. An inflation was recorded in the province.

For pitch, the students are instructed to identify if

the sentences present a high or low pitch in tone
with their given emotion in the space provided.
 1. Dad is home! (Excitement)
- __________.

2. Why did they do this to me? (Dismay)

- __________.

3. Can you give back my wallet this instant?

(Seriousness)
- __________.

For juncture, the teacher will instruct the students

to give at least three examples of twin words that
may sound alike with identical sounds.
For example: Night rate - Nitrate

d. Communicative Practice

After the activity, the teacher will proceed to

group the students into three and provide each
group with a speech, and instruct them to
brainstorm as to how they would deliver the
excerpt with the correct stress, pitch, and
juncture. Each group will also choose a participant
to deliver the speech and later on, the members
of each group will share their thoughts and ideas
of the activity.

Each group is graded with the following criteria:

Verbal delivery - 15%
Presentation - 15%
Total: 30%

3. Speech Lesson
a. Modeling and Imitation

With the use of the speaker and television, the

teacher will present a video of a persuasive
speech about why social media usage should be
limited.

The teacher will then instruct the students to

observe and take down notes as to how the
speaker delivers her speech and later on share
their insights at the end of the video.
b. Explanation and Discussion

After the presentation, the teacher will proceed to

discuss the elements and cues in delivering an
effective persuasive speech. The teacher will also
make use of multimedia resources, such as other
video presentations in order to expose the
students to diverse contexts.

c. Practice

After the discussion, the teacher will instruct the

students to compose a persuasive speech about
the protection and preservation of one's culture.
Present issues, opinions, and facts in constructing
the piece for 10-15 minutes.

The students are instructed to write the activity

on a one-whole sheet of paper, and then the
teacher provides guidance and entertains
questions that pertain to the exercise.

d. Communicative Activity

After the first exercise, the teacher will proceed

to group the students to work in pairs and
instruct them to choose which piece will be
presented. Then, the teacher will instruct the
students to discuss who will deliver the speech.

Each group is graded with the following criteria:

Verbal delivery - 15%
Presentation - 15%
Coherence - 20%
Total: 50%
IV. Evaluation

Individual Activity:

Deliver the given speech observing the correct use of stress,

pitch, and juncture.

Life is nothing but a journey with lessons, hardships,

heartache, and special moments. It will ultimately lead us to our
destination, our purpose in life. The road will not always be a plane;
in fact, throughout our travels, we will face many challenges.

These challenges will always test our courage, strengths,

weaknesses, and faith. Along our way, we may encounter obstacles
that will come between the paths we are destined to take. In order
to be on the right path, we must overcome these obstacles.
Sometimes these obstacles are really blessings in disguise, only we
don’t understand that at the time. The secret of life is best known to
those who are not attached to anything deeply so much.

Therefore, they remain out of touch with worries and shifting

fortunes of their lives. They are the people who do not measure
their lives in terms of materialistic possessions, but by measuring
their lives in terms of people they cannot live without.

V. Assignment

Create a persuasive speech about the current issues our

society faces. Be mindful of the correct use of stress, pitch, and
juncture in delivering your speech. Submit a video of your output in
the bin provided in our Google Classroom.
Criteria:
Content: 30%
Verbal Delivery: 25%
Presentation: 25%
Coherence: 20%
Total: 100%