Page 1 of 5 1st QUARTER Lesson 2

I.

OBJECTIVES 1. Distinguish rising and falling intonation Listening 1 2. Use words with stressed and unstressed syllables in sentences Speaking 1 3. Use the dictionary Reading 2 to interpret stress marks for correct accent select appropriate meaning from several meanings given to locate words using guide words 4. Write the correct spelling of words with stressed and unstressed syllables e.g.Writing 1 words with silent letters words ending in ph sounded as f

II. SUBJECT MATTER Story: The Wind and the Sun Strategies: Making connections, inferring, and visualization, asking and answering questions, thinking aloud Skills: Distinguishing rising and falling intonation Across the Curriculum: Art: Drawing of the Sun and Wind Thespian: Dramatizing parts of the story Values: Gentleness Reading Writing Link: Writing correct spelling of words with stressed and unstressed syllables Developing Strategies and Skills: Skills Focus Distinguishing rising and falling intonation Developing English Language Proficiency: Using correct spelling of stressed and unstressed syllables III. LEARNING ACTIVITIES A. Pre-Reading (Developing the Magic of Reading) 1. Activating Prior Knowledge Where did you spend your vacation? Some would go to cool places like Baguio or Tagaytay while others would go to the beach. What do you normally do when you are cold? When its too hot? 2. Unlocking Difficulties Through picture a. A winding staircase leads to the top of the house. Through context clues b. He bragged that his daughter was the best student in her class. Through picture clue c. A man of 65, with frosty eyebrows and hair. 3. Previewing What did you enjoy most last vacation? Did you spend time with your family? Did you spend your vacation going out? Say: I am going to read to you a short story. The title is The North Wind and the Sun. The author is the famed Aesop. What do you think is the story about? 4. Setting the Purpose of Reading Read the title of the story once again. Ask: From the title of the story, what do you like to find out? Motive Question: (Write the pupils questions on the board) B. Active Reading (Constructing Meaning) Read the story two times. In the first reading, let the pupils read the story without stopping. In the second reading, let them stop at certain portions to answer prediction

Page 2 of 5 questions. Monitor comprehension using critical thinking questions. Model how to think aloud.

The North Wind and the Sun The North Wind boasted of great strength. The Sun argued that there was great power in gentleness. "We shall have a contest," said the Sun. Far below, a man traveled a winding road. He was wearing a warm winter coat. "As a test of strength," said the Sun, "Let us see which of us can take the coat off of that man." "It will be quite simple for me to force him to remove his coat," bragged the Wind. The Wind blew so hard, the birds clung to the trees. The world was filled with dust and leaves. But the harder the wind blew down the road, the tighter the shivering man clung to his coat. Then, the Sun came out from behind a cloud. Sun warmed the air and the frosty ground. The man on the road unbuttoned his coat. The sun grew slowly brighter and brighter. Soon the man felt so hot, he took off his coat and sat down in a shady spot. "How did you do that?" said the Wind. "It was easy," said the Sun, "I lit the day. Through gentleness I got my way." . C. Post Reading After reading, form small groups and assign each group an engagement activity to work on. Discussion Questions Engagement Activity What was the story about? Group 1 What are they arguing about? Draw the Sun and the North Wind. What is the argument of the North Wind? What is the argument of the Sun? Who won in the contest? Group 2 What happened at the end of the story? Dramatize the part of the story that Why do you think the story ended that narrates the argument of the North Wind way? and the Sun. Say: In the story, the stronger one won. What strength did the Sun use to win over the North Wind? Is strength really measurable? What other story do you know relates to this story? D. Developing English Language Competencies 1. Spelling a. Strength the quality or state of being strong b. Traveled - to move from one place to another c. Argue to disagree in words d. Winding having a course that winds e. Bragged to talk boastfully 2. Presentation a. Say: Read the selection clearly. Last Christmas, my friends and I went traveling. To remember our visits, we took some photographs of the places we went to. Our photographer asked us to wear colorful shirts. We took photos of knights on the castles that we went to. We laughed hard on the wrinkled sword of a knight who stands near the entrance. The photographer says that traveling would make a person want to study photography. Capturing the beauty of the people and places from around the globe makes a person happy especially those with photographic memories. 1. What did they do to remember their visits? 2. Who took their photographs? 3. What would a person feel when looking at a photograph?

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b. Say: Look at the bold words used in the paragraph. Kindly read them. photograph photographer photography photographic a. Ask the pupils to identify the stressed and unstressed syllables from the previous selection read. 3. Engagement Activities Group the pupils in four groups and ask each to identify the stressed syllable in each set of words. Group 1 Corporal punishment, prosecute, pleaded, innocence, parole. Group 2 Sentenced, released, witnesses, community service, verdict. Group 3 Rehabilitate, misdeeds, reform, custodial sentence, victim Group 4 Deterrent, capital punishment, re-arrested, committed, evidence.

4. Generalization Ask: Why do you need to identify stressed and unstressed syllables? Identifying the stressed and unstressed syllable of words helps the reader understand the word and the meaning of the word. It will make understanding of English better. 5. Application Choose the correct stressed syllable. 1. 2. 3. 4. 5. Can you pass me a plastic I want to take a photography China knife? class.
PLAS

TO

is the place where I was born. before you go out.

CHI

Please turn off the television I can't decide

TEL

which book to borrow.

CIDE

6. Evaluation Choose the correct stressed syllable. 1. 2. 3. 4. 5.

STAND

Do you understand Sparky is a very happy It is critical

this lesson? puppy.

HAP

that you finish your essay. coat.

CRI

My Grandfather wears an old-fashioned There is a lot of traffic

FASH

on the highway today.

TRAF

Page 4 of 5 E. Developing Comprehension Strategies and Skills 1. Motivation Say: Every day, everybody is looking forward to seeing his/her classmate. You go to school and learn new things but you also look forward to playing with your friends. Now, lets try a game. Ask: Do you know the game called, knock, knock? (Go about 5 pairs of pupils playing the game.) 2. Presentation Say: Normally when we knock on the door, we do not say Knock, knock but we do the noise. However, we will really answer, Whos there?. When the stranger says his/her name like, Its me, (any name). We try to confirm it by asking (name) who?. Ask: But what do you notice with the way we ask and answer questions? (Pupils should respond that when asking question the tone of voice goes up (higher) and the tone goes down (lower) when answering. 3. Guided Practice Make a short skit using telephone conversation. Guide pupils on telephone manners when making and receiving a call. Allow 5 pairs of pupils to show their skit. Ask those seated to take note how the participants are delivering their dialogues. 4. Independent Practice The following are sample telephone conversations. Pair up with a seatmate and practice the pronunciation and use of certain expressions and polite telephone manners. Student A: Hello, is this, 843-9344? B: I'm sorry. You've got the wrong number. A: Oh, A: I'm sorry. Student C: Hello. This is Marge, May I speak with Hanna, please? D: I'm sorry. She's not here right now. C: May I know what time she'll be back? D: I'm sorry but I don't know. Would you like to leave a message? C: Please tell her to return my call. Thanks a lot. D: You're welcome.

5. Generalization When do we use rising and falling intonation?. 6. Application Read each sentence with correct intonation. 1. They want to listen to the latest recording. 2. Brenda had been working for six hours. 3. The traffic is slow because of the flooded street. 4. Somebody blew a whistle. 5. Sit down at the table. 6. Are you sure youve got enough paper? 7. Would you rather have coffee? 8. Have you been to many places this year? 9. Will you please take these forms to the table? 10. Do you really close at seven oclock?

Page 5 of 5 7. Evaluation Identify the intonation patterns. 1. Sharp as a prick! 2. You shouldn't have. 3. It's unbelievable! 4. That's not very nice! 5. I don't think I will. 6. How could you? 7. Why should I tell you? 8. You must be joking! 9. So what? 10. Well, I never F. Writing Group Activity Say: Write a short story using stressed and unstressed syllables explicitly. Individual Activity Write a 5 part dialogue exchange that uses rising and falling intonations. (similar to the exercise in the Independent Practice).

Prepared by Ms Paula Jan P. Martinez ORES