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Key Concepts /
Prosodic features: volume , projection, pitch, stress, intonation, juncture, and speech rate
Understandings to be
that serve as carriers of meaning
Developed
The teacher starts the session by recapitulating the previous lesson and by presenting
the objectives of the lesson for the day.
Then she/he assigns students into pairs. Each pair should be given a set of different
passages, the contents of which should not be divulged immediately.
Have each student read quietly his/her assigned passage and formulate three questions
10 minutes to ask his/her partner after reading it aloud.
During the post-activity processing, the class focuses on the influence of volume and
enunciation to understanding the message.
Probing questions can focus on what must be done by a speaker when she or he has a
bigger audience and when there are disturbances in listening.
4.2 Activity
ORAL PRACTICE
The teacher models the proper oral reading of each of the two passages, Task 1 LOUD
AND CLEAR! (Appendix A). She/He lets the students practice fundamentals of proper
oral reading.
Before presenting another listening activity, TUNE IN: LISTENING TO A DIALOGUE,
she/he asks the students about the important considerations when listening to people
who are speaking.
The teacher asks the students to list them down on the board. She/He instructs them to
take note of the characteristics of the speakers' voices and their conversation.
The students are asked to listen to the taped dialogue between an elderly and a student
about proverbs(or read by some chosen students assigned ahead)(Appendix B).
ORAL PRACTICE
The teacher models the proper oral reading of each of the two passages, Task 1 LOUD
AND CLEAR! (Appendix A). She/He lets the students practice fundamentals of proper
oral reading.
Before presenting another listening activity, TUNE IN: LISTENING TO A DIALOGUE,
she/he asks the students about the important considerations when listening to people
25 minutes who are speaking.
The teacher asks the students to list them down on the board. She/He instructs them to
take note of the characteristics of the speakers' voices and their conversation.
The students are asked to listen to the taped dialogue between an elderly and a student
about proverbs(or read by some chosen students assigned ahead)(Appendix B).
4.3 Analysis
4.4 Abstraction
Summarize the features of oral language using the items below. They may
be written on the board or projected using a visual aid.
* spontaneous
* very conversational
* allows being indirect
* follows cues in taking turns
5 minutes * a dynamic transfer of information
* includes some cultural expressions
* allows shifts in meaning due to changes in sound-related features
*retractable (one can immediately apologize for a mistake or offer
clarification)
* highly subjective
4.8 Concluding Activity The teacher shares to the students the following lines in Desiderata:
Listen to others even the dull and ignorant,
2 minutes They too have their story
5. Remarks
6. Reflections
A. No. of learners who earned C. Did the remedial lessons work? No. of
80% in the evaluation. learners who have caught up with the lesson.
B. No. of learners who
D. No. of learners who continue to require
require additional activities for
remediation.
remediation.
E. Which of my learning
strategies worked well? Why
F. What work?
did these difficulties did I
encounter which my principal
or
G. supervisor can help
What innovation or me
solve?
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by:
Responding to Phenomena
Valuing
Organization
Internalizing values
assignment
assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests