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    English 10 Final LP

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    asinas_israel04
    This instructional plan teaches students about word and sentence stress in English. In the priming phase, students will read words aloud and identify stressed and unstressed words with help from an audio recording. Learning tasks include listening for stressed words in passages, taking turns reading sentences and identifying stressed words, and filling out worksheets with stressed and unstressed words. Students will then perform a simulation demonstrating correct word and sentence stress. Their understanding will be assessed by identifying stressed and unstressed words in sample sentences. The goal is for students to recognize and produce stressed and unstressed words accurately.

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    © All Rights Reserved
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    English 10 Final LP

    Uploaded by

    asinas_israel04
    19 views4 pages
    This instructional plan teaches students about word and sentence stress in English. In the priming phase, students will read words aloud and identify stressed and unstressed words with help from an audio recording. Learning tasks include listening for stressed words in passages, taking turns reading sentences and identifying stressed words, and filling out worksheets with stressed and unstressed words. Students will then perform a simulation demonstrating correct word and sentence stress. Their understanding will be assessed by identifying stressed and unstressed words in sample sentences. The goal is for students to recognize and produce stressed and unstressed words accurately.

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    english 10 final LP.docx

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    This instructional plan teaches students about word and sentence stress in English. In the priming phase, students will read words aloud and identify stressed and unstressed words with help from an audio recording. Learning tasks include listening for stressed words in passages, taking turns reading sentences and identifying stressed words, and filling out worksheets with stressed and unstressed words. Students will then perform a simulation demonstrating correct word and sentence stress. Their understanding will be assessed by identifying stressed and unstressed words in sample sentences. The goal is for students to recognize and produce stressed and unstressed words accurately.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    19 views4 pages

    English 10 Final LP

    Uploaded by

    asinas_israel04
    This instructional plan teaches students about word and sentence stress in English. In the priming phase, students will read words aloud and identify stressed and unstressed words with help from an audio recording. Learning tasks include listening for stressed words in passages, taking turns reading sentences and identifying stressed words, and filling out worksheets with stressed and unstressed words. Students will then perform a simulation demonstrating correct word and sentence stress. Their understanding will be assessed by identifying stressed and unstressed words in sample sentences. The goal is for students to recognize and produce stressed and unstressed words accurately.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    INSTRUCTIONAL PLAN IN ENGLISH 9

    Content Standard

    Quarter
    :
    Theme
    :
    Domain of Literacy :

    The learners demonstrate understanding on stress particularly


    stressed and unstressed words and sentences.
    The learners skillfully perform a simulation observing the correct
    production of stressed and unstressed words/sentences.
    Third
    Connecting to the world
    Speaking-Reading

    Learning Competency:
    Learning Phase
    :

    Recognizing words and sentence stress.


    Priming-Assessment

    Performance Standard:

    I. LEARNING OBJECTIVES
    a. Recognize words and sentence stress.
    b. Identify the words/sentences whether stressed or unstressed.
    c. Perform a simulation task observing the correct production of stressed and
    unstressed words/sentences.
    II. SUBJECT MATTER
    a. Topic:
    Word and Sentence Stress
    b. Reference: Learning and Teachers Guide in Grade 9
    c. Materials:
    visual aid, book, chalk, board, audio tape
    III.

    PRIMING/PRE-ASSESSMENT
    The teacher will present the visual aid containing the following words.
    Set A
    about
    correct
    comma
    action
    data

    Set B
    porous
    character
    ancient
    cinema
    arena

    up
    but
    cut
    cousin
    trouble

    love
    come
    cover
    does
    other

    Ask the students to read the words with proper enunciation. As a teacher
    take note of the ways on how they read each word, afterwards, play the audio
    material from a native speaker containing the correct pronunciation of the word.
    Let them analyze the given words and ask for their observation on how the
    following words are pronounced. They may also contrast the two groups.
    IV. LEARNING TASKS
    a. Activity
    To the teacher:

    Prepare the students for a listening activity by asking them their ideas on
    how to become an effective listener. Let them give the things they should
    consider in listening a text.
    To the students:
    Listen as your teacher reads the passage on Life of Helen Keller.
    Notice how he puts emphasis to some important words in the sentences to
    communicate the message more effectively.
    Source: Teachers Guide

    b. Analysis
    Ask the students to form a dyad; they are to take turns in reading the
    paragraph entitled The Prophet. Be sure to put emphasis on the stressed and
    unstressed words for they will them to do the next activity.
    The Prophet
    (Excerpts)

    c. Abstraction
    This time, with the same partner, the students are tasked to analyze each
    of the sentences below and complete the idea. Fill-out the activity sheet below.
    1. He is always late because __________________________.
    2. Our students are joining the demonstration because _______________.
    3. Asians are hospitable to a fault because _________________.
    4. Shes not coming at all because _____________________.
    5. Children need attention because ____________________.
    Given sentence
    Stressed word Unstressed word

    Constructed sentence
    Stressed word
    Unstressed word

    1
    2
    3
    4
    5
    d. Application
    The students are task to perform a simulation observing the correct
    production of stressed and unstressed words/sentences.

    Decide an action if you were in these situations:

    e. Assessment
    Let the students do the activity in a one-half sheet of paper.
    Direction: Identify the stressed and unstressed word/s in each sentence.
    1. With the helium gone, the balloon went up, up and away.
    2. The screening committee asked me about your character.
    3. In panic, she screamed, Help! My cousins in trouble!
    4. Thank God hes alive! But he badly needs blood transfusion.
    5. Its impossible for us to abandon the other idea.

    V.

    Assignment
    Make an advance study on Phrasing and Blending

    Submitted by:
    ISRAEL R. ASINAS
    Student, III-E
    Submitted to:
    Prof. PERLITA M. ANGELES
    Subject Professor, Eng. 10

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