A Semi-Detailed Lesson Plan in English 7
July 18-20 and 23-26, 2018
I. OBJECTIVES
At the end of the lesson, the students will be able to:
a. define prosody;
b. define word stress and intonation;
c. identify the rules in word stress;
d. appreciate the importance of speaking with correct stress of words through reading the
sentences;
e. distinguish stress from intonation through oral communication;
f. enumerate the importance of intonation;
g. EN7OL-I-b1.14: use appropriate prosodic features of speech like pitch, stress, juncture, intonation,
volume and projection and rate/speed of speech in differing oral communication situations;
h. EN7OL-I-b-1.14.2: observe the correct pitch levels (high, medium, low) when reading lines of
poetry, sample sentences and paragraphs;
i. EN7VC-I-b-8: use structural analysis to determine the meaning of unfamiliar words;
j. use the correct stress and intonation when reading passages;
k. deliver a poem with heteronyms observing appropriate prosodic features.
II. SUBJECT MATTER
Prosodic Features (Stress and Intonation)
III. MATERIALS
a. Chalk and board d. Speaker
b. Worksheets e. DLP
c. Laptop
Reference: Gonzales, C & Francisco, N. (2015). Essential English: Worktext in literature and
language. Manila, Philippines: Rex Book Store.
DEPARTMENT OF EDUCATION. 2017. English Learner’s Material. Pasig City,
Philippines: Department of Education Learning Resources (DepEd-BLR).
IV. PROCEDURE
A. Motivation
1. Let the students read the same sentence emphasizing different word everytime.
I didn’t say he stole the money.
I didn’t say he stole the money.
I didn’t say he stole the money
I didn’t say he stole the money.
2. Ask the following questions:
a. Was there any difference in the four sentences was read?
b. Did the meaning change when the emphasized words were different?
B. Lesson proper
Discussion
Communication: A way to converse properly so that one can listen and understand what they are
talking about. It is an important part of life from your regular every-day activities to your profession
basis.
Voice tips for effective speaking:
Through verbal communication, people learn about your thoughts, ideas, products, and services.
We convey feelings through a variety of voice qualities which are sometimes called
paralanguage.
Prosodic features (sometimes known as suprasegmental phonology) are those aspects of speech
which go beyond phonemes and deal with the auditory qualities of sound. In spoken
communication, we use and interpret these features without really thinking about them.
A. Stress – to pronounce (a syllable or word) in a louder or more forceful way than other syllables or
words
B. Intonation - the rise and fall of the voice during speech
- the distinctive use of pitch , or melody in sentence
Stressing words Correctly
Heteronyms in English are two words with the same spelling, but different pronunciations and
different meanings.
Two common examples are the words close and live:
close (adj.) with an “s” sound = near, not far
My house is close to the bus station.
close (v.) with a “z” sound = shut, opposite of open
Please close the door when you leave.
live (v.) with the same “i” as in “sit” = reside
I live in an apartment in the city center.
live (adj.) with the same “i” as in “I” (me) = happening at that moment, in that place
I was interviewed on live TV.
There’s live music at the restaurant
alternate
AL – ter – net (n.) – an alternative, the next option
We have an alternate plan if this one doesn’t work.
AL – ter – nate (v.) – switch back and forth between two things
I alternated between hope and despair.
attribute
AT – tri – bute (n.) – a characteristic of something
His intelligence is one of his best attributes.
at – TRI – bute (v.) – give credit for something
This famous saying is attributed to Benjamin Franklin.
content
CON – tent (n.) – information or objects that are contained in something else
The security officer inspected the contents of my suitcase.
con – TENT (adj.) – satisfied, happy
I was content with the grade I got on the test.
deliberate
de – LIB – rit (adj.) – done with intention and awareness, on purpose (opposite of accidentally)
His comment wasn’t a mistake; it was a deliberate insult.
de – LIB – er – ate (v.) – discuss, debate
The managers deliberated for an hour about how to solve the problem.
content
CON – tent (n.) – information or objects that are contained in something else
The security officer inspected the contents of my suitcase.
con – TENT (adj.) – satisfied, happy
I was content with the grade I got on the test.
dove
duv (n.) – a type of bird
I could hear the doves singing outside my window.
dove (v.) – past tense of “dive”
She dove into the swimming pool
lead
leed (v.) – direct, show the way, be the leader
The teacher will lead the students on an excursion.
led (n.) – a type of metal
These bullets are made of lead.
minute
MIN – it (n.) – a period of time, 60 seconds
Can I call you back in ten minutes?
my – NUTE (adj.) – extremely small
This isn’t an exact replica; there are some minute differences.
moderate
MOD – er – et (adj.) – in the middle, not extreme
I’m looking for a hotel with a moderate price – not too expensive, not too cheap.
MOD – e – rate (v.) – to make less extreme, OR to supervise/preside over
The boss moderated a few of her strongly negative comments so as not to hurt the employee’s
feelings.
The TV producer moderated the panel discussion among scholars of different perspectives.
polish / Polish
PAH – lish (n. / v.) – to make shiny, or the substance used to make something shiny
I polished the silver teakettle.
There’s a can of furniture polish in the basement.
POH – lish (adj.) – from Poland
My grandparents are Polish; they immigrated to the U.S. in 1950.
refuse
re – FYOOZ (v.) – to say no, to reject
He refused to discuss the topic, saying it was none of my business.
RE – fyoos (n.) – garbage, waste
Did you know that most households generate 500 pounds of refuse per year?
separate
SEP – ret (adj.) – apart, distinct
There are separate bathrooms for men and women.
SEP – a – rate (v.) – action of setting things apart.
You should separate the white clothes from the colored clothes before washing them.
tear
TEER (n.) – the drops of liquid that come out of your eyes when you cry
A single teartrickled down his face.
TARE (v.) – pull into pieces by force; rip (past tense = tore)
She tore the wrapping paper off the Christmas present
wind
WIND (n. – “i” as in “sit”) – moving air
My dog likes to put his head out the car window to feel the wind.
WAIND (v. – “i” as in “I”) – wrap something around something else
The doctor started to wind the bandage around my arm.
wound
WOWND (v.) – past tense of “wind” – wrapped something around something else
The doctor wound another bandage around my leg.
WOOND (n.) – injury, especially one in which the skin is broken.
He sustained serious wounds in the explosion.
C. Activity 1.
Using your dictionary, give the meaning of the following heteronyms. Identify the syllable which is
supposed to be stressed.
Heteronym Noun Verb
1. accent accent accent
meaning: meaning:
a distinctive mode of emphasize (a particular
pronunciation of a language, feature).
especially one associated with
a particular nation, locality, or
social class.
2. concert
3. conflict
4. content
5. contest
6. contract
7. convert
8. convict
9. default
10. desert
11. discharge
12. insert
13. insult
14. object
15. perfect
16. permit
17. present
18. produce
19. progress
20. project
21. protest
22. rebel
23. recall
24. record
25. refuse
26. reject
27. research
28. subject
29. survey
30. suspect
D. Evaluation
PART 1. Read the underlined word in each sentence. Choose the sentence in which the word has the
same meaning as in the original sentence.
1. She took a trip to Florida.
A. Be careful, or you will trip!
B. We planned our trip together.
C. I trip over things very often.
2. I turned on the light so I could see better.
A. The feather was very light.
B. She wore light colors because it was going to be a hot day.
C. There is only one light in the living room.
3. Will you check my answers for me?
A. Mom wrote a check for the fieldtrip.
B. I will check and see if the cat is in the house.
C. If you get a check it means the answer is wrong.
4. Will you show me how to bake a pie?
A. I want to show you my new toy.
B. I went to the show with dad.
C. My favorite television show is on tonight.
5. Mom put money into her bank account.
A. A teller works at a bank.
B. The river had a very high bank.
6. Mary likes to come to my house and play with me.
A. He starred in our class play.
B. I like to play checkers.
C. My favorite play is "My Fair Lady."
7. The peas were in a can.
A. I can do it by myself.
B. Can you help me do the dishes?
C. Mom gave me a can of peanuts for the party.
8. The sign said do not enter.
A. Please sign your name on the paper.
B. Can you sign the word cat?
C. I read the sign on the wall.
9. I have a new watch.
A. Did you watch me jump rope?
B. My watch is lost.
C. I don't watch many television shows!
10. I always receive good marks in school.
A. The marks on my report card were great!
B. My fingers left marks on the glass.
C. I have marks on my clothes where the milk spilled on them.
PART 2. Provide the meaning of the heteronym used in the sentence.
1. The singer made a low bow to the audience.
2. Maria placed a red bow on the birthday gift.
3. All the students are present today.
4. The boss will present the award at 10:00.
5. Please close the door.
6. The boy sat close to his uncle.
7. The rope was wound around his ankles.
8. The soldier received a wound in the battle.
9. I don’t know if I will live or die.
10. Last night I saw the band play live in concert.
IV. AGREEMENT
Poetry Reading: Observing proper stressing and intonation, deliver the poem to the class with
complete mastery
Hello Poetry
by Henry Ng
The wind blows, while I wind my clock,
It blew the clothespins off, hurting me, leaving a wound, while I wound my clock.
Tears trickled down, falling onto the wound; tear the contract!
They left it behind, in the desert. Deserted.
They said they had agape love, and that left me with my mouth agape.
Aye! They said they had for aye.
Bless them, the blessed. Blessed they are.
The wind continued to blow, the sands to buffet me, I could only think back the the grand buffet.
What to do? Could I sing? From do?
I opened my mouth, then spotted a dove, a dove in the desert? Then it dove down into the sand.
Will it? Can it? Lead me out of this desert? But my feet were feeling as heavy as lead.
A market… Where to get some fresh produce… Who will produce them? In a desert.
And I presented myself with a map and compass, a present from me to me. Happy birthday, I wished
myself.
In that minute, I had learned so much. I was a learned man, in a giant desert. I was minute.
Prepared by: Noted:
MARLON C. ETNGAY PASCUALA P. TE-ELAN
Subject Teacher Head Teacher, Communication Arts Dep’t
