Académique Documents
Professionnel Documents
Culture Documents
Daram, Samar
Teacher: Wow very good, I think you have now in mind of what will
be the topic that we will be discussing this morning.
Teacher: So what do you call that topic that pertains to the rising
and falling of sounds of a statement?
Ask: Have you seen a real life robot? (Answers may vary… but
B. Establishing a possible answer is NOT YET!, only on television or social media…)
purpose for the
lesson Ask: How do they speak? (referring to speaking-robot)
(possible answer, Sir they talk straightly without emotion)
Ask: Would someone would like to do an illustration of the robotic
way of talking?
Students: (someone will volunteer…)
Definition:
Example:
Look at the examples of stress in words. The stressed syllables
are represented by bold writing.
Holiday, alone, admiration, confidential, degree, weaker,
nervous, parents
VCV VCCV
SUPER SUPPER
S U/ P E R S U P/ P E R
Long sound short sounds
Diner dinner
Tiger happy
Later pretty
E. Discussing new Paper penny
concepts and Even puppy
practicing new skills # Over rabbit
2 Ruler kitten
Open hello
Crazy letter
Open lesson
Example:
Doc/tor fri/day
o/ver mis/take
pur/ple
Note the following words, the stressed syllables are in capital
letters.
F. Developing Mastery
(Leads to formative Form groups and do the activity on page 137 of your LM
Assessment 3)
G. Finding practical
applications of Form groups and do the activity on page 137 of your LM.
concepts
Teacher: You are correct! How about the stress and the pitch?
Instructions: Listen carefully for I will read the question twice only
and answer them correctly?
1. What is intonation?
2. What is the difference between stress and intonation?
I. Evaluating learning Apply stress to the following words:
VCV VCCV
Even happy
Over rabbit
Ruler kitten
Open penny
J. Additional activities
for application or Research assignment: Study in advance the IPA.
remediation
V- REMARKS
VI- REFLECTION
K. No. of learners who earned 80% in the evaluation
No. of cases who got a score:
______ and above: _______
______ and below: _______
L. No. of learners who require additional activities for remediation who scored
below 80& for students who scored ______ and below
M. Did the remedial lesson work? No. of learners who caught up with the lesson
after remediation/ Re teaching, no. of students who scored
_____ and above
N. No. of learners who continue to require remediation. Number of students who
scored ______ and below
O. Which of my teaching strategies worked
well? Why did these work?
P. What difficulties did I encounter which my principal or supervisor can help me solve?
Assistance from my:
Department Head
Principal
Supervisor
Q. What innovation or localized materials did I
use/ discover which I wish to share with
other teachers?
Prepared by:
Noted by: