Beruflich Dokumente
Kultur Dokumente
I. OBJECTIVES
III. PROCEDURE
a. Preliminaries
-Greetings
-Review/recall of the previous topic
b. Motivation
Scaffolds for Learning.
Let the teacher facilitate the activity.
Direct students on the board with the words written on it.
Let them read and pronounce the words with proper stressing.
Emphasize the words with different stress on different syllables that convey a
different meaning.
Direct students’ attention to the visuals of the “mouth” posted on the board,
emphasize that the mouth is used in verbal communication directing the use of
proper word stress on communication.
c. Presentation
The teacher will present the lesson through the posted words on the board. The teacher will
then divert students to the question,”Are they the same words?” and “Do they have the
same meaning?”
Direct students on how to syllabicate a word. ( give sample board work if necessary)
-(Divert students’ attention to the answer and proceed to the discussion of the Simple Rules
on word Stress)
d. Lesson Proper
The teacher will discuss the Rules in Word Stress and provide students example for stress
drills.
Stress the suffix itself.
Stress the syllable immediately before it.
For compound nouns, stress the first component (first word)
Compound verbs have a primary stress on the second component.
Numbers ending in –teen receives the primary stress on the –teen syllable; numbers
ending in –ty receive the stress on the first syllable.
Most words with two syllables are stresses on the first syllable.
Group Activity.
The teacher will facilitate (group activity) the next word stress drill activity “BESS-
STRESSED AKO”, classifying the words on the given to each group, giving emphasis on
the syllable that receive the strongest stress, or the primary stress and they shoul be able to
classify the words based on the given rule. Presentation and recitation of words/outputs
follows.
f. Generalization
The students will be called and cite the significance of proper word stress in their
daily communication with others.
Call a student to recite and answer questions raised.
IV. EVALUATION
V. ASSIGNMENT
Prepared by:
DEBORAH B. DIAZ