Lesson Plan in Spec.

215 (Teaching of Speaking)

I. Objectives
OL1C: Observe the right syllable stress pattern in a word stress.

A. Determine the proper stressing of the words.

B. Read the words with correct stressing and pronunciation.
C. Value every words in stressing.
II. Subject Matter

A. Topic: STRESS
B. Materials: Multimedia Projector, Laptop, Visual Aids
C. Reference: Handouts, Speech Communication Book
D. Values: Develop unity and to become a good speaker.
III. Procedures

A. Daily Routine

Teacher's Activity Student's Activity

Good morning/afternoon class.. Good morning/afternoon ma'am.

Let's pray first... (one of the students lead the prayer)

ok, you may now take your seats according to (students go to their respective places)
your seat plan.

Before we proceed to our next lesson, let's

have first a short recap about our past lesson.

What is our past lesson? Student 1: Our past lesson was all about
consonant.

Very Good

What is consonant? Student 2: Consonant is the sounds provides

clarity for diction.

Very Good! I know that you're already learn

about consonant, let's proceed to our next
lesson, but before that let's have first a
motivation.
Yes, ma'am!
Are you now ready class?
 B. Motivation

Listen to the instruction everyone because I OK, ma'am.

won't
going to entertain anymore question after this.

You will be divided into five(5) groups . Each

group needs to select two(2) representatives. .
Your group is according to your daily cleaners.
The first student will going to ask a question of
what is the category(food, place, thing etc,) of
the word then the other student will try to
answer the question of his/her partner but only
yes, no, maybe he/she will going to answer.
But let us put a twist, the first student needs to
pronounce and stress the word correctly. If
he/she mispronounce it, it is not counted even
though he/she guess the correct word. The
group that has the shortest time would be the
winner.. they have given only two(2) minutes
to guess the word. Yes, ma'am..

Is the instruction clear to everyone? None, ma'am.

Do you have any questions? Clarification? (students go to their groups)

OK, then you may go to your respective (feeling happy/enjoy)

groups.

... OK, I'm really glad that you enjoy your

activity and each one of you did a great job..

C. Lesson Proper

Our lesson for the day is all about stress.

I've told you last time to do advance study Yes, ma'am.

about stress. So, did you follow what I've
said?

Very Good!

Now, can you tell me what is stress? (name of Student 3: Stress is the way you pronounce a
student) syllable or word in a louder or more forceful
way than the other syllables or words.
Very Good! Another name for stress is
accent.

There are four degrees of stress in English. Student 4: Primary stress ma'am. It is the
Can you give me one (name of student)... ? loudest and the longest.

Very Good! Next,(pointing a student).. Student 5: Secondary stress- the next in

loudness and length.

Very Good! Next is.. (name of student) student 6: Tertiary stress- third in loudness
and length.

Very Good! And the last is, (name of Student 7: Weak stress/unmarked- the least in
student) loudness and length.

Very Good!

The stressed syllable of a word is said with

more emphasis, with a louder voice, with a
higher pitch, and with a longer pause or
duration.

Now, let's go to the word stress. Under the Yes, ma'am!

word stress are the mono syllabic words, multi-
syllabic words, noun-verb shifts, number
words, Derived words, and Phrasal verbs. Are
you now ready to learn about it class?

Since, you're ready, let us discuss first the Student 8: It says with increased force and
mono syllabic words. Tell us about it (name of loudness.
student)... ?

Very Good! (examples flashed) Class I'm Yes, ma'am!

going to read the examples first but you have
to observe while I'm reading, after that, you'll
going to repeat it after me, and then you read it
with yourself. Do you understand?

Next is the multi-syllabic words. It means that

the different words stressed in the 1st, 2nd,
3rd,4th, and 5th syllables.
(examples flashed)

Next is the noun-verb shifts. We all know that Yes, ma'am!

there are some words that is similar in spelling
but not in meaning, right?
(examples)
Have you notice the stress on the words?
What have you noticed about the stress?
(pointing a student)
Very Good observation. So the words that is
stressed on the 1st syllable is noun while the
words stressed on the 2nd syllable is verb.
Do you understand?
We can also determine it by on how we read it
with proper stressing.
Next is the number words. (examples)
Have you notice the examples class?
What have you noticed? (name of student)
Very Good!'
Next is the Derived words. (examples)
In derived words we put a stress on top of the
root word.
And the last is the phrasal verb.
What is phrasal verb?
Very Good! (examples)
Do you understand?
Yes, ma'am!
(students raise their hands)
Student 9: the stress is placed on the first
syllable in the first column. Then, on the
second column, it is placed on the second
syllable.
Yes, ma'am!
Yes, ma'am!
Student 10: I've noticed the number words
that ends in -ty and -ieth, the stress is placed on
the first syllable. While the number words that
ends in -teen and -teenth, the stress is placed
on the second syllable.
(one student volunteer)
Student 11: It is a two word or three word
verb consisting of a simple verb and an
adverbial participle or preposition whose
meaning may have no apparent connection
with the meaning or use of its component
parts.
Yes, ma'am!'
Ok, now let's go to the word combinations. It
is a noun-noun combinations or adjective-noun
combinations. (examples)

Did you notice that in noun-noun

combinations the stress is place on the 1st part (students are listening)
of the combinations.

And on the adjective-noun combinations the Yes, ma'am!

stress is place on the 2nd part of the
combination. Do you understand?

Is there any question or clarification about the None, ma'am.

topic?

Is everything cleared to all of you? 'Yes, ma'am!

E. Application

Group Activity:
Form a group of five(5). Each group tries to
look for a popular song that they all like. Write
this song on a piece of paper manila paper.
Each two(2) member is assign in every stanza
or chorus. They need to put a stress on the
words then read the stanza to the class with the
correct stressing. After that they need to sang it
but still observing the correct accent or stress.

D. Generalization