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    Lesson Plan Stress

    Uploaded by

    Liam Sean Han
    This lesson plan aims to teach students about prosodic features such as stress, intonation, and pauses that affect meaning delivery in stories and informative texts. The lesson will involve dividing students into groups to read words with angry stress. Students will then read words aloud, identifying the stressed syllable. They will discuss how stress affects understanding and give examples of words that can be nouns or verbs. Finally, students will record their voices using correct word stress.

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    © All Rights Reserved
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    Lesson Plan Stress

    Uploaded by

    Liam Sean Han
    3K views3 pages
    This lesson plan aims to teach students about prosodic features such as stress, intonation, and pauses that affect meaning delivery in stories and informative texts. The lesson will involve dividing students into groups to read words with angry stress. Students will then read words aloud, identifying the stressed syllable. They will discuss how stress affects understanding and give examples of words that can be nouns or verbs. Finally, students will record their voices using correct word stress.

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    This lesson plan aims to teach students about prosodic features such as stress, intonation, and pauses that affect meaning delivery in stories and informative texts. The lesson will involve dividing students into groups to read words with angry stress. Students will then read words aloud, identifying the stressed syllable. They will discuss how stress affects understanding and give examples of words that can be nouns or verbs. Finally, students will record their voices using correct word stress.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    3K views3 pages

    Lesson Plan Stress

    Uploaded by

    Liam Sean Han
    This lesson plan aims to teach students about prosodic features such as stress, intonation, and pauses that affect meaning delivery in stories and informative texts. The lesson will involve dividing students into groups to read words with angry stress. Students will then read words aloud, identifying the stressed syllable. They will discuss how stress affects understanding and give examples of words that can be nouns or verbs. Finally, students will record their voices using correct word stress.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Curriculum guide code:EN8LC-Ia-5.

    DATE

    LESSON PLAN
    I.OBJECTIVE(S)
    At the end of the lesson the students should be able to:
    A. Identify prosodic features: stress, intonation and pauses serving as carriers of meaning that
    may aid or interfere in the delivery of the message in stories and informative texts.
    (Listening Comprehension)
    II.SUBJECT MATTER
    TOPIC: STRESS
    REFERENCES: VOYAGES IN COMMUNICATION 8
    PAGES: 12-13
    MATERIAL: WORD EXAMPLES
    III.PROCEDURE
    A.PRELIMINARY ACTIVITIES
    a. Prayer
    b. Greetings
    c. Attendance
    d. Reminders
    B. REVIEW: ASIAN-AFRICA
    C. MOTIVATION: ANGRY BIRDS

    The class will be divided into 4.


    Each group must read the given words like as if they were angry.
    a. permit
    b.transfer
    c.discount
    d.responsibility

    D. ACTIVITY: BRAVE READER

    Can you read the following without fear or hesitation? By the way, you will meet these words in
    the selections that follow.
    Village
    remember
    international
    unbearable surprising

    E.ANALYSIS: GUIDED WITH QUESTIONS

    Many times the messages you want to convey are not clearly received or understood because of
    the manner you say them, especially so when conversations are carried out in monologues.

    In which syllable did your voice rise in the word village? What about in remember,
    international, unbearable and surprising? The syllable where you raised your voice is what?

    Curriculum guide code:EN8LC-Ia-5.1

    DATE

    Why do you think people sometimes misunderstood what you are saying or reading?
    What do you think is the problem?

    F. ABSTRACTION:

    PRSENT THE LESSON


    GIVE THE FOLLOWING EXAMPLES:

    A.permit ( noun) permit ( verb)


    B. transfer ( noun)-transfer ( verb)
    C. discount( noun) discount(verb)
    G.APPLICATION
    Activity 2: WATCH OUT! VERB OR NOUN?
    Directions: Find out at least 5 pairs of words that can be used
    interchangeably as noun or verb. Firm up your answer by using
    them in

    1. ________________________
    2. ________________________
    3. ________________________
    4. ________________________
    5. ________________________

    IV.ASSESMENT

    Try to read aloud the following highlighted words. Be sure to raise your voice in the right
    syllable.

    PERSON 1: Have you seen an African child before?


    PERSON 2: Humm! I think I saw one when I went to Tagaytay City last week. You see, there is an
    international university near the city.
    V.AGREEMENT: RESEARCH
    RECORD YOUR VOICE USING A CORRECT STRESS OF THE WORDS GIVEN.

    PREPARED BY: JASSELLE AIMES M. JANDOC


    CHECKED BY:_____________________

    Curriculum guide code:EN8LC-Ia-5.1

    DATE

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