Semi-Detailed Lesson Plan in Word Stress OCC [PDF]

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Semi-Detailed Lesson Plan in ORAL COMMUNICATION IN CONTEXT

I.

OBJECTIVES At the end of the lesson, students shall be able to: 1. Define word stressing as a process. 2. Discuss the different rules governing in word stress. 3. Provide examples of words that fall under the rule of word stressing. 4. Pronounce words with accurate and proper stressing. 5. Recognize the significance of proper stressing in daily communication.

II.

SUBJECT MATTER Topic: Word Stress Materials: Manila Paper (for drills and group activities), Marker/double-sided tape, Chalkboard, Power point Presentation, visuals (publisher), Resources: Oral Communication in Context by Maria Theresa Antonino, et. Al, pp. 40-43 Time Alloted: 1 hour

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.    

Students will be then asked to give their examples of each rule. e. Fixing Skills/Practice drills Group Activity. The teacher will facilitate (group activity) the next word stress drill activity “BESSSTRESSED 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. (refer to pp. 41-43 of the book)

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 Journeys to Meaningful Learning! Instructions: Identify the stress on the flashed words. Be able to identify the stress on each word.

V.

ASSIGNMENT Write at least 5 examples of each rule of stressing.

Prepared by: CHRISTIAN EA, TII

Checked and Observed by: NATIVIDAD B. REYES, PhD Principal III