COR JESU COLLEGE, INC.

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

Lesson Guide in English (Grade 9)

Time Frame: 45 minutes (1 meeting)

Learning Competency:
Use the appropriate prosodic features of speech when delivering lines in one–act play.

I. Lesson Objectives:
At the end of the lesson, 80% of the students are able to:
1. Identify the different prosodic features of speech.
2. Use the correct prosodic features of speech.
3. Explain the importance of observing proper prosodic features in speech to sustain
relationships.

II. Subject Matter

Topic: Prosodic: Features of Speech

Instructional Materials: cartolina, manila paper and chalk.

III. Procedure

Preliminaries
1. Setting of Students
 Greetings
 Cleanliness of the room.
2. Opening Prayer
The teacher will call the next prayer leader.
3. Checking of Attendance
4. Drill “Tongue Twister”

Betty Botter bought some butter

But she said the butter’s bitter
If I put it in my batter, it will make my batter better
So ‘twas better Better Botter bought a bit of better butter

How much wood would a woodchuck chuck if a woodchuck could chuck wood?
He would chuck, he would, as much as he could, and chuck as much wood
As a woodchuck would if a woodchuck could chuck wood

5. Review
 What is Bias and Prejudice?
 What are the types of Bias and Prejudice?
 Give an example of Bias and Prejudice

6. Motivation: “Guess the Gibberish”

The teacher will present five (5) chopped syllables words. The students would have say
the chopped syllables again and again until they guess the right word.
 Sigh Lens (Silence)
 Floor Rest Sent (Fluorescent)
 Stay Ball (Stable)
 A Part Meant (Apartment)

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  Pay Pair (Paper)
After, the teacher will ask the students the question below:

Ask the students what they have

observed when they read the
chopped words
compared to when they read the
real word.
Ask the students what they have
observed when they read the
chopped words
compared to when they read the
real word.
 What have you observed when you read the chopped words compared to the
real word?
 How does pronouncing the chopped words properly contributes to guessing the
right word?

Lesson Proper
A1. Activity: “Say it like you mean it!”
The teacher will pair the students with their seatmate. The teacher will flash two (2) phrase and the
students will have to say to their pair the phrase depending on the given emotion or mood. (Happy, sad,
angry, scared and unsure).
 “You are doing your best”
 “You are going to pass this year”

 . What have you observed

with your voice when you are
happy?

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  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?
 . 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?

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  d. What have you observed
with your voice when you are
unsure?
Analysis
 What have you observed with your voice when you are happy?
 What have you observed with your voice when you are sad?
 What have you observed with your voice when you are angry?
 What have you observed with your voice when you are unsure?
 How does your way of saying the phrase contributes to the overall meaning of the said phrase?

A3. Abstraction

 What is prosody?
 What are the prosodic features?
 What is a pitch?
 What is an intonation?
 What is stress and its types?
 What is the importance of observing proper prosodic features in speech to sustain relationships?

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

Features of Prosody
 Intonation
 Stress
 Rhythm
 Pauses

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

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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:
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 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 Meaning
1. I can’t do it. 1. It is not possible for me to do it
2. I can’t do it. now.
3. I can’t do it. 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.
A4. Application
ACTIVITY 1-A. 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.

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________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”.

ACTIVITY 1-B. 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

ACTIVITY 2: 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?
The fearful passage of their death-mark'd
love
Evaluation:
And the continuance of their parents'
Excerpts from Romeo and Juliet rage,
CHORUS: Which, but their children's end, nought
Two households, both alike in dignity, could remove,
In fair Verona, where we lay our scene, Is now the two hours' traffic of our stage;
From ancient grudge break to new The which if you with patient ears attend,
mutiny,1 What here shall miss, our toil shall strive
Where civil blood makes civil hands to mend.
unclean.
From forth the fatal loins of these two Excerpt from Act II, Scene II
foes
A pair of star-cross'd lovers take their
life; JULIET: O Romeo, Romeo! Wherefore art
Whose misadventured piteous thou Romeo?
overthrows Deny thy father, and refuse thy name;
Do with their death bury their parents' Or, if thou wilt not, be but sworn my
strife. love,
And I’ll no longer be a Capulet.

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 So stumblest on my counsel?
ROMEO: [Aside] Shall I hear more, or shall
ROMEO: By a name
I know not how to tell thee who I am:
My name, dear saint, is hateful to myself,
I speak at this? Because it is an enemy to thee:
Had I it written, I would tear the word.
JULIET: ’Tis but thy name that is my
enemy; JULIET: My ears have not yet drunk a
Thou art thyself, though not a Montague. hundred words
What’s Montague? it is nor hand, nor
Of that tongue’s uttering, yet I know the
foot,
Nor arm, nor face, nor any other part sound:
Belonging to a man. O! be some other Art thou not Romeo, and a Montague?
name:
What’s in a name? that which we call a ROMEO: Neither, fair maid, if either thee
rose dislike.
By any other name would smell as sweet;
So Romeo would, were he not Romeo
JULIET: How cam’st thou hither, tell me, and
call’d,
Retain that dear perfection which he wherefore?
owes The orchard walls are high and hard to
Without that title. Romeo, doff5 thy climb,
name; And the place death, considering who
And for that name, which is no part of thou art,
thee, If any of my kinsmen find thee here.
Take all myself.
ROMEO: With love’s light wings did I
ROMEO: I take thee at thy word.
o’erperch these walls;
Call me but love, and I’ll be new
For stony limits cannot hold love out,
baptiz’d;
And what love can do that dares love
Henceforth I never will be Romeo.
attempt;
Therefore, thy kinsmen are no stop to
JULIET: What man art thou, that, thus be-screen’d
me.
in night,

Rubrics

Appropriate use of Prosodic Features…………………………20 pts.

Delivery………………………………………………………..10 pts.
Creativity……………………………………………………… 10 pts.
Group Participation………………………………………….... 5 pts.
Pace………………………………………………………….... 5 pts.
TOTAL 60 pts.

Prepared by: Checked by:

JULLIE ANNE R. BLANCO MARY JOY D. ALBALATE

Pre-service Teacher Cooperating Teacher

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