1. Lesson Plan I English II
RBEC Competencies
Listening: Identify the changes in meaning signaled by stress
Speaking: Use stress to signal changes in meaning
I. Objectives
At the end of a 60-minute lesson, the students are expected to:
1.Identify the changes in meaning of words as the stress changes
2. Use words with correct stress in the discourse of speaking
3. Appreciate the importance of speaking with the correct stress of words
II. Subject Matter
The Stress of Noun and Verb Pairs
Materials: Visual aids, words in cartolina
References: Handbook for Oral Readers of English as a second language pp.45-46 by Adelaida
Paterno
III. Procedure
A. Preliminary Activities
Prayer
Greetings of Good Morning and letting the students have their seats
B. Motivation
Chant recitation
The teacher models the poem to the class and let the students repeat trying to keep the same
rhythm and intonation as the teacher models.
A: I’m going to the bank, what about you?
B: I’m going to the store, I need new shoes.
A: I need new shoes, just like you!
B: Then get your money and come along too!
A: That’s a great idea for a beautiful day.
B. Let’s stop for lunch at a small café.
C. Presentation
Teacher: Class, have you noticed that there are some words in the poem that were given emphasis?
Class answers.
Teacher: What do you call those syllables that were given emphasis?
Class answers.
Teacher: What is stress? Do you have any idea what stress is?
(Teacher elicits answers from the whole class and asks a student to sum up what the classmates
answered)
STRESS in language is a special emphasis given to syllables of words. It is a
strong syllable to give emphasis. The symbol fr stress is (‘).
Noun and Verb Pairs
English has a number of word pairs that may be nouns or verbs. They are
nouns when stressed on the first syllable, and verbs when stressed on the second
syllable.
EXAMPLES:
Digest content produce increase
Desert record present

2. C. Activity
GAME
The students will be grouped into two. Each group will be asked to make a sentence out of the word
that will be given by the teacher. Each group will use the word as a noun and as a verb. THE GROUP
WHO GOT THE HIGHEST CORRECT ANSWERS WINS.
D. Generalization
What is stress?
Why do we have to use stress in speaking?
Is stress important in communicating with others?
What is the importance? Can you cite one?
IV. Evaluation
Put the stress on the underlined word and identify its function on the sentence.
1. That insult calls for an apology.
2. Should I apologize if I didn’t insult her?
3. I hesitate to present such a little present to her.
4. He has made a material progress, but he needs to progress spiritually.
5. Anyone who tries to conduct himself properly is praised for his conduct.
V. Assignment
Use each word in a sentence either as a noun or as a verb and put the correct stress on the word.
1. record
2. permit
3. object