Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY

6328 Calape, Bohol, Philippines
Tel. no (038) 987- 776

COLLEGE OF TEACHER EDUCATION

Semi- Detailed Lesson Plan

Grade level: 4- Maagap

Time: 8:00- 11:00 AM

I. Objective:

 Identifies stressed syllables

Values: Love of nature

II. Subject Matter:

Stressed Syllables
Poem - "All Things Bright and Beautiful"

References: Everyday English 4, Reading p. 5

PELC 1.1 Listening, 1.1 Speaking, 1.1 Reading
Materials: pictures, real objects, poem, chart, cut-outs

III. Procedure
A. Motivation
Field trip around the school.
We have seen many things around our school.
What are these things?

B. Presentation:
Today, we are going to study a poem about these beautiful things around us.

C. Unlocking of Difficulties:
Make use of the dictionary to see the stressed syllable in the word and its meaning.
1. beautiful
2. creatures
3. great
4. wise
5. wonderful
  Ask pupils to read these words with emphasis on stressed syllables. These words are to be
used in sentences by the pupils.

D. Reading of the poem by the teacher with stressed syllables.

E. 1. What are the things found on the first stanza?

2. Who made all these things?

3. How about the second stanza? What beautiful things are mentioned here?

F. Aesthetic Discussion:
Did you like the poem? What stanza did you like best? Why?

G. Value Focus
God has given us beautiful things around. How can we show our appreciation and love to
these things?

H. Reading of the poem by the teacher. (For the second time)

The teacher explains what stress is.
I. Generalization:
What is a stressed syllable?

J. Practice Exercises:
1. Guided exercises:
(Teacher distributes cut-outs of fruits to the pupils)
Read the word written on the cut-out and identify the stressed syllable. If the stress is
on the first syllable, put the cut-out in Basket A; if it’s on the second, in Basket B; and if it’s
on the third, in Basket C.
2. Independent Exercises:
Read the following words and write first, second or third on your paper to show which
syllable is stressed.
1. tiny
2. little
3. will
4. wonderful
5. greenwood
3. Writing Phase
Write 2-3 sentence paragraphs about the things you have seen around our school, using
words with stressed syllables.

IV. Evaluation:
Listen to the following words. Write 1 if the stress is on the first syllable, 2 if it’s on the second,
and 3 if it’s on the third.
1. lightning
2. caterpillar
3. volcano
4. forest
 5. insect

V. Assignment:
Underline the stressed syllable in each word.
1. ambulance 4. program
2. community 5. contribution
3. information
 Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY
6328 Calape, Bohol, Philippines
Tel. no (038) 987- 776

COLLEGE OF TEACHER EDUCATION

Semi- Detailed Lesson Plan

Grade level: 4- Maagap

Time: 8:00- 11:00 AM

I. Objective:

 Recognizes pauses and stops in utterance that signal meaning

Values: Honesty

II. Subject Matter:

Pauses and Stops in Utterance that Signal Meanings

Reference: PELC IV 1.2 Listening

Fun in English language, pp. 30-32
Materials: flashcards, chart

III. Procedure
A. Preliminary Activities
1. Checking of assignment on stressed and unstressed syllables
2. Motivation
Read the paragraph correctly.
Sandra loves to swim. One day, her classmate invited her to Batangas for a weekend
holiday. She told her classmate that she had to ask permission first from her father. That
afternoon, when her father arrived, she followed him to his room.
What punctuation marks are used? What did you do when you see a period? A
coma? Do you know that the pauses and stops you make in reading sentences change
their meanings?

B. Presentation:
Class, today we are going to read a dialog. Observe the pauses and stops. Listen as I read the
dialog.
1. Comprehension check-up
 How many girls are standing at the other side of the street?
  What is my sister wearing?
 Who is the girl wearing white pants?

2. Developmental Lesson
Let us read the sentence.
Barbie, that girl in red, is my sister.
 Who is Barbie?
 What punctuation mark is used after Barbie and red?
3. Read the dialogue by pairs using pauses and stops.
4. Value Infusion
What character trait does Gracia possess?
5. Generalization
What punctuation mark is used to mean a pause or stop?
6. Practice Exercises
A. Guided Practice
Read these sentences aloud. Pause briefly at a comma. Put the -sentence which
means talking to, in the first box and the sentence which means talking about, in the
second box.
1. a. Rey, that boy in a blue T-shirt is 'my cousin. (2"d box)
b. Rey, that boy in a blue T-shirt, is my cousin. (1st box)
B. Independent Practice
Copy the sentence. Listen and use comma to indicate pauses and stops.
1. Jenny the old man with a cane is my grandfather. (talking to Jenny)
2. Roy the boy with a red cap is my shop teacher. (talking about Roy)
C. Writing
Write 2 sentences talking to song using pauses and stops.

IV. Evaluation:
Copy the sentences. Listen and place the comma correctly.
1. Remy that girl in red dress is my friend. (talking about Remy)
2. Josh the handsome boy is my son. (talking to Josh)
3. Jiv the boy singing is my nephew. (talking to Jiv)

V. Assignment:
Write 5 sentences talking to someone using pauses and stops.
 Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY
6328 Calape, Bohol, Philippines
Tel. no (038) 987- 776

COLLEGE OF TEACHER EDUCATION

Semi- Detailed Lesson Plan

Grade level: 4- Maagap

Time: 8:00- 11:00 AM

I. Objective:

 Recognizes rising and falling intonation in sentences

Values: Respect for elders

II. Subject Matter:

Rising and Falling Intonation

Dialogue: Nene and her Friend

References: PELC 1 Speaking, Fun in English (Language) TX p. 13
Materials: Chart

III. Procedure
A. Preparatory Activities
 Drill
Ask pupils questions such as:
Do you like fish balls?
Where do you live?
 Review
What punctuation mark is placed after a question?
 Motivation
Do you have a friend? Do you often go somewhere with your friend?

B. Presentation:
1. Today, we're going to read a dialogue about Nene and her friend.
2. Comprehension check-up
 Where did Nene go one Sunday morning? Where does her friend go?
 Does Nene want to go with her?
3. Value Infusion
 Whenever you wish to go some place, do you always ask for your parent's permission?
Why?
4. Reading of the dialogue by the pupils (by team) with emphasis on the rising and falling
intonation.
5. Development of the Skill
Going back to the dialogue, which of the questions have rising intonation? Which of the
questions have falling intonation?
6. Generalization
What answer can be given to question with rising intonation?
7. Practice exercises
A. Guided Exercises
Listen to each sentence that I'm going to read. Stand up when you hear the falling
intonation.
She's coming?
You're going?
He's hungry?
B. Independent Exercises
Listen to these sentences. Write R if it is rising and F if it is falling.
1. You're going to work.
2. I am happy.
3. Is mother coming?
4. She's going to help?
5. The visitors are here.

IV. Evaluation:
Listen as I read these sentences. Draw  in the box if it has rising intonation, and if it has a
falling intonation.
1. Is it sweet?
2. They're coming.
3. She's resting.
4. He's busy.
5. We're ready.

V. Assignment:
Write 5 sentences with rising intonation, and 5 sentences with falling intonation. Read them
orally to class tomorrow.