DARAM NATIONAL HIGH SCHOOL

Daram, Samar

SEMI- DETAILED DAILY LESSON LOG

English 10
September 9, 2018
I- OBJECTIVES
The learner demonstrates understanding of how world
literatures and other text types serve as vehicles of expressing
A. Content and resolving conflicts among individuals or groups; also how
Standards to use strategies in critical reading, listening, and viewing, and
affirmation and negation markers to deliver impromptu and
extemporaneous speeches.
The learner proficiently delivers an argumentative speech
B. Performance emphasizing how to resolve conflicts among individuals or
Standards groups.

1. Use the correct sound of English when communicating

C. Learning
2. Apply it in a conversation
Competencies
EN10OL-IIc-3.11

II- CONTENT INTONATION

III- LEARNING RESOURCES
A. References
 Teacher’s Guide Pages
 Learner’s Material Pages P136-138
 Textbook Pages
B. Other Learning
PowerPoint presentation on Public Speaking
Resources
IV- PROCEDURES
Show a sample video on public speaking
-Everyone please settle yourselves. Before we get into our topic let
us watch first a video. Try to observe what it is all about, that
whenever I call you your name you’ll answer me later.

Teacher: Is that all clear?

Students: Yes sir!... (students are watching with an observant

attitude

Teacher: What did you observed from the video?

Students: Answers may vary…possible answer; The video is all

about a person speaking before the crowd.
A. Reviewing previous
lesson/ Presenting Teachers: Any further observation? How about his/her ways of
the new lesson speaking? His/her gesture and bodily posture?

Students: possible answers; The speaker has variation of his/her

voice volume and correct pronunciation of the words or statements.

Teacher: Wow very good, I think you have now in mind of what will
be the topic that we will be discussing this morning.

Teacher: So what do you call that topic that pertains to the rising
and falling of sounds of a statement?

Students: I think it is intonation.

Teacher: Awesome! You’ve got it!

Ask: Have you seen a real life robot? (Answers may vary… but
B. Establishing a possible answer is NOT YET!, only on television or social media…)
purpose for the
lesson Ask: How do they speak? (referring to speaking-robot)
(possible answer, Sir they talk straightly without emotion)
 Ask: Would someone would like to do an illustration of the robotic
way of talking?
Students: (someone will volunteer…)

Teachers: Wow very good illustration… thank you for making us

happy this morning.

Teacher: Think robots are pre-programed so they don’t convey

emotion even if they could talk. Sounds in language is very important
because even if we have one single statement it can be interpreted
in so many ways and meaning upon listening the sound of the
utterances.
Activity 2: Read my Emo!
Read the statement below and give emphasis to the word being
underlined:
C. Presenting examples/
She took her degree at UP Diliman.
instances of the new
She took her degree at UP Diliman.
lesson
She took her degree at UP Diliman.
She took her degree at UP Diliman.

D. Discussing new Post Visual aid on the board

concepts and
practicing new skills # Intonation Matters!
1 Do you know that intonation affects the meaning the meaning of a
sentence?

Definition:

Intonation refers to the changes of the sound produced by the

rise and fall of the voice when speaking, especially when this
has an effect on the meaning of what is said.

Example:
Look at the examples of stress in words. The stressed syllables
are represented by bold writing.
Holiday, alone, admiration, confidential, degree, weaker,
nervous, parents

Juncture- It is the manner in which words come together and a

connection is made.
Example:
Syllable Juncture in VCV and VCCV

VCV VCCV
SUPER SUPPER
S U/ P E R S U P/ P E R
Long sound short sounds
Diner dinner
Tiger happy
Later pretty
E. Discussing new Paper penny
concepts and Even puppy
practicing new skills # Over rabbit
2 Ruler kitten
Open hello
Crazy letter
Open lesson

Stress is said to be the accent, the relative prominence of a

syllable or musical notes.

Example:
Doc/tor fri/day
o/ver mis/take
pur/ple
 Note the following words, the stressed syllables are in capital
letters.

PHOtograph photography photographic

PENcil comMITtee volunTEER
MARYland soCIety inforMAtion

Rules of word stress in Speaking English

Two simple rules:
1. One word has only one stress, for example PREsent,
Table.
2. We can only stress vowels, not consonants, for example
HAPpy, CLEver, CHIna, aBOVE

Pitch is the property of the sound with variation in frequency of

vibration.

F. Developing Mastery
(Leads to formative Form groups and do the activity on page 137 of your LM
Assessment 3)

G. Finding practical
applications of Form groups and do the activity on page 137 of your LM.
concepts

Why are intonation, juncture, stress, and pitch important?

Students: Sir a while ago you’ve discussed to us that Intonation

refers to the changes of the sound produced by the rise and
fall of the voice when speaking, especially when this has an
effect on the meaning of what is said.

Teacher: Very good!

H. Making Teacher: How about the Juncture? (call another person)

generalizations and
abstractions about Students: It is the manner in which words come together and a
the lesson connection is made.

Teacher: You are correct! How about the stress and the pitch?

Students: Stress is said to be the accent, the relative

prominence of a syllable or musical notes, while the pitch is the
property of the sound with variation in frequency of vibration.

Teacher: Awesome! Now you them already so I am confident

that you are going to apply them in your daily conversation so
that you could mean what you say, and say what you mean.
 Teacher: Okay everyone please get a ½ sheet of yellow pad paper.

Instructions: Listen carefully for I will read the question twice only
and answer them correctly?

1. What is intonation?
2. What is the difference between stress and intonation?
I. Evaluating learning Apply stress to the following words:
VCV VCCV
Even happy
Over rabbit
Ruler kitten
Open penny

J. Additional activities
for application or Research assignment: Study in advance the IPA.
remediation
V- REMARKS
VI- REFLECTION
K. No. of learners who earned 80% in the evaluation
No. of cases who got a score:
______ and above: _______
______ and below: _______
L. No. of learners who require additional activities for remediation who scored
below 80& for students who scored ______ and below
M. Did the remedial lesson work? No. of learners who caught up with the lesson
after remediation/ Re teaching, no. of students who scored
_____ and above
N. No. of learners who continue to require remediation. Number of students who
scored ______ and below
O. Which of my teaching strategies worked
well? Why did these work?
P. What difficulties did I encounter which my principal or supervisor can help me solve?
Assistance from my:
 Department Head
 Principal
 Supervisor
Q. What innovation or localized materials did I
use/ discover which I wish to share with
other teachers?

Prepared by:

ADONIS PENEDILLA MOJICA

Secondary School Teacher-I
English

Noted by:

ANGELA T. BALLOS, MT-I

English & ESP Dept. Head Designate