A SEMI- DETAILED LESSON PLAN IN ENGLISH

School MOONLIGHT NATIONAL HIGH Grade Level Grade 8

SCHOOL
Teacher CHERRY MAE RICAFORT Learning Area Oral Language and Competency
Time and Dates Quarter First Quarter

I.OBJECTIVES
A. Content Standards
The learner demonstrates understanding of: African literature as a means of exploring forces that human
beings contend with; various reading styles vis – à-vis purposes of reading; prosodic features that serve
as carriers of meaning; ways by which information may be organized, related, and delivered orally; and
parallel structures and cohesive devices in presenting information.

B. Performance Standards
The learner transfers learning by composing and delivering an informative speech based on a specific
topic of interest keeping in mind the proper and effective use of parallel structures and cohesive devices
and appropriate prosodic features, stance, and behavior.

C. Learning Competencies/ Objectives

EN8OL-Ie-5: Use appropriate prosodic features of speech when delivering lines

Objectives
At the end of the lesson, students should be able to:
a) Students will define the key prosodic features of speech (intonation, stress, rhythm, etc.). b.)
b) Students will explain how prosodic features contribute to meaning in oral communication.
c) Students will develop an appreciation for the role of prosodic features in engaging and persuasive
communication.
d) Students will cultivate confidence in their own oral delivery skills.
e) Students will develop their skills in using pitch, volume, tempo, and pauses for communicative
effect.

II. CONTENT
"Prosodic Features of Speech for Effective Oral Delivery"

III. LEARNING RESOURCES

A. Instructional Materials
B. References
Textbooks Reference:

Websites: https://www.scribd.com/presentation/535139429/G8-Prosodic-Features-of-Speech-
PPT

Supplementary Materials: https://www.slideshare.net/slideshow/prosodic-features-of-

speech-236704738/236704738

IV. PROCEDURE
4.1Introductory Activity (__ minutes)
 Prayer
 Attendance
 Classroom Routine
 Recapitulation / Review/ Drills/ Energizers

4.2 Presentation (__ minutes)

Purpose: To introduce the concept of prosodic features to the class and how they affect each
meaning in each spoken communication.
Activity: Students record themselves saying a sentence in different ways (changing pitch, rhythm,
stress).

Task: Play back the recordings, then students reflect on how meaning and tone shift with prosodic
changes.

Activities:The teacher will give sentences where the pause affects meaning.

E.g., “Let’s eat, Grandma” vs. “Let’s eat Grandma.”

Task: Students practice reading both versions and discuss how pausing changes the
interpretation.

Explicit Teaching:
Introduce key prosodic features:
o Intonation – rise and fall of voice

o Stress – emphasis on specific words/syllables

o Pitch – highness/lowness of voice

o Rhythm – flow of speech

o Pauses – breaks in speech for effect or clarity

Record and Reflect

EXAMPLE: I can't believe you did that.

Prosodic Variations & Interpretations

Stress on can't (I CAN'T believe you did that) – Expresses strong disbelief.

Stress on "you" (I can't believe YOU did that) – Implies blame or surprise about the person involved.

Falling intonation with slow pace – Sounds disappointed or serious.

Rising intonation with quick pace – Sounds shocked or amazed.

Reflection Prompts (for students):

Which version of your sentence sounded most sincere?

How did your tone affect the listener’s interpretation?

Which prosodic feature (pitch, rhythm, stress) made the biggest difference?

What was difficult about using different prosodic features

4.3 Practice (__ minutes)

Purpose: To help students understand how prosodic features—such as intonation, stress, rhythm, pitch,
and pause—affect the meaning and emotional tone of spoken communication, and to give them practical
experience in using these features to express different intentions and feelings in speech.

Materials:
Sentence Cards
Emotion Cards
Timer or stopwatch (optional)
Recording device (optional)
Whiteboard or chart paper (for group reflections)

Procedure:
 1. Warm-Up (3 minutes)

Briefly explain prosodic features (intonation, stress, rhythm, pitch, pause).

Say a sentence (That’s amazing) in different tones and ask students what emotion they hear.

2. Group Practice (15 minutes)

Divide students into small groups or pairs.

Give each group 1 Sentence Card and 1 Emotion Card.
Each student reads the sentence aloud, applying the given emotion through prosodic changes.
Group members guess the intended emotion and give light feedback.

3. Challenge Round (Optional – 5 minutes)

Let students randomly pick a sentence and choose their own emotion.
They present it to the class, who guesses what emotion they’re portraying.

4. Reflection & Feedback (5–10 minutes)

Ask students:

Which prosodic feature was easiest/hardest to use?

How did it feel to change your voice for different meanings?
Did your classmates interpret your tone correctly?
Summarize key takeaways about how prosody affects communication.

Sentence Cards (Print or Write on Slips):

You’re really going to wear that?

I can’t believe it’s already Monday.
Thanks a lot.”
What are you doing?”
That’s just perfect.”
I didn’t say she stole the money.”
We’re going to be late!”
Do you know what time it is?”

Emotion Cards:
Angry
Excited
Nervous
Confused
Bored
Sincere
Sarcastic
Sad
Surprised
Annoyed

4.4 Production (__ minutes)

Purpose: To enable students to apply prosodic features in real-time spoken interactions by
performing short skits that demonstrate how changes in pitch, stress, rhythm, intonation, and pause
can alter meaning and emotion in communication.

Procedure:

Preparation (5–10 minutes):

Students are placed in pairs or small groups.

Each group writes a short 1–2 minute dialogue (or uses a teacher-provided script) that includes at least 3
clear emotional shifts or intentions (e.g., excitement, sarcasm, disbelief)

Prosody Planning: Students rehearse how they will use intonation, stress, pausing, and pitch to
reflect those emotions in their delivery. Encourage students to mark their scripts with arrows (for pitch),
underlining (for stress), and slashes (//) for pauses.

Performance (10–15 minutes):

Groups perform their skits in front of the class. The audience listens and identifies the emotions or
intentions being expressed, based on the performers’ use of prosodic features.

Feedback and Reflection (5–10 minutes):

After each performance, classmates and the teacher give brief feedback on prosody use.

Ask guiding questions like

What tone or feeling did you hear in that line?

How did their pitch or pacing help you understand the message.
V. Assessment:
Objective: To evaluate students’ understanding and application of prosodic features by identifying them in
written form, using them effectively in spoken performance, and reflecting on how these features change
meaning and emotion in communication.

Test 1: Multiple Choice & Identification

Instructions: Circle the correct answer or write your response.

1. Which of the following is an example of intonation?

a. Speaking louder
b. The rise and fall of the voice
c. Speaking faster
d. Taking long pauses

2.Which word is stressed in this sentence to imply disbelief?

"YOU did that?"
a. You
b. Did
c. That
d. None

3.Which prosodic feature changes when you sound excited?

a. Pause
b. Rhythm
c. Pitch
d. Volume

4.What happens when we pause in the wrong place in a sentence?

a. The sentence becomes shorter
b. The meaning may change
c. The emotion is clearer
d. Nothing changes

5.Match the sentence to the likely emotion based on its tone

a. Thanks a lot. (flat tone) → __________

b. Thanks a lot! (high pitch, cheerful) → __________
c. Thanks a lot... (slow, low tone) → _________

Options:
i. Excited
ii. Sarcastic
iii. Disappointed

🔊 Test 2: Speaking Performance

Instructions: Students will be assessed individually or in pairs by performing one sentence in three
different tones (e.g., angry, happy, sad) using appropriate prosodic features.

Rubric (10 points total):

Clear use of intonation (3 points)

Appropriate stress and rhythm (3 points)

Accurate emotion portrayal (2 points)

Confidence and clarity in delivery (2 points)

VI. Assignment / Agreement (__ minutes)

Title: “Say It Three Ways!”

Instructions: Choose any one sentence from your daily conversations or create your own.Write three
short dialogues (1–2 lines each) using the same sentence but changing the tone and emotion. Below
each version, write a sentence explaining how the prosody changes the meaning.

Example: Sentence: Are you okay?

Version 1 (Caring): Soft tone, rising intonation

➤ Shows genuine concern

Version 2 (Annoyed): Sharp tone, falling intonation

➤ Shows impatience or frustration

Version 3 (Surprised): High pitch, quick pace

➤ Shows disbelief or shock

Submission: Due next class. Neatness, effort, and accuracy count.