Republic of the Philippines

DepEd-National Capital Region

DIVISION OF CITY SCHOOLS – VALENZUELA
LAWANG BATO NATIONAL HIGH SCHOOL
Centro St. Lawang Bato, Valenzuela City
Tel. no.: (02)983-9321

Detailed Lesson Plan in English

Grade 8

I. Objective/s
At the end of the period, the students are expected to:
➢ define “word stress” means;
➢ identify the rules in word stress; and
➢ appreciate the importance of speaking with correct stress of words through reading the
sentences given.

II. Subject Matter

A. Topic: Word stress
B. Reference: Voyages in Communication, Learner’s Module – Grade 8, pp. 9-10
C. Materials: textbook, visual aids (ppt), television, laptop
D. Time frame: 60 minutes

III. Procedure
A. Routinary Activity
1. Prayer
2. Greetings
3. Attendance checking

B. Stimulating Activity

Teacher’s Activity Student’s Activity

The teacher asks the students to read each pair of the
following sentences properly:

• I receive a present today.

• Today, I present my work in my class.

• The students submit their projects on time.

• The model projects well on the stage.

• That’s the object I’m looking for!

• I object to what you are trying to impose to us! The students will read all the given sentences.

• She saw the rebels coming.

• She rebels to her parents after their divorce.

• Your conduct is exceptional!

• They conduct research study on this chemical.
 C. Presentation of discussion

Processing Question:
1. Was there any difference in how you read the Answer may vary.
given sentences?
2. Did the meaning changed when you stressed Answer may vary.
the different words?

(Lecture / Discussion)

Word Stress is the prominence given to a syllable or

word which makes the word or syllable stand out
above the adjacent syllable or word.

To stress a syllable, one should read it louder, longer

and at a higher pitch.

Homographs
Homographs are words that are spelled the same yet
have different meaning and possibly different
pronunciation. A number of common homographs
were covered in Lesson 3 on Word Stress.

D. Analysis
Now, the teacher will present the rules on how to
stress a syllable or word.

1. Two-Syllable nouns and adjectives (Lecture / Discussion)

• In most two syllable nouns and adjectives, the
first syllable takes on the stress.
The class will read all the given examples and will
Examples: identify the differences in how they stress the given
• SAMples PURple words.
• CARton RAIny
• CHIna HAPpy

2. Two-Syllable verbs and prepositions

• In most two syllable verbs and prepositions, the
stress is on the second syllable.

Examples:
• relax aMONG
• reCEIVE
 aSIDE
• direct beTWEEN
• deCIDE

3. Three-Syllable words
• For three-syllable words, look at the word
ending (the suffix), using the following as your
guide:
A. Words ending in er, ly
• For three-syllable words ending with the
suffixes er or ly, the stress is placed on the first
syllable.

Examples:
• ORderly
• SIlently
• LOvingly

B. Words ending in consonants and in y

• If there is a word that ends in a consonant or in
a y, then the first syllable usually gets the
stress.

Examples:
• RARity
• OPtimal

C. Words with various endings

• Take a good look at the list of suffixes below
(suffixes are word endings).
The stress is going to be on the syllable right
before the suffix. This applies to words of all
syllable lengths.

Examples:
✓ able: ADDable, DURable, LAUGHable
✓ ial: differENTial, SOcial, fiNANcial
✓ cian: muSIcian, phySIcian, cliNIcian
✓ ery: BAkery, SCEnery
✓ ian: coMEdian, ciVILian, techNIcian

D. Words ending in ade, ee, ese, que, ette,

oon
• Words that use the suffix ade,
ee, ese, eer, que, ette, or oon have the primary
stress actually placed on the suffix.
This applies to words of all syllable lengths.
Examples:
• ade: lemoNADE, cruSADE, arCADE
• ee: aGREE, jamborEE, guaranTEE
• eer: sightSEER, puppeTEER
• ese: SiamESE, JapanESE, chEESE
• ette: cassETTE, CorvETTE, towelETTE
• que: unIQUE, physIQUE
• oon: balLOON, afterNOON, carTOON

E. Stress on the second from the end syllable

• You put stress on the second syllable from the
 end of the word with words ending
in ic, sion, and tion.

Examples:
• iCONic
• GRAPHic
• hyperTENsion
• teleVIsion
• nuTRItion
• reveLAtion

F. Stress on the third from end syllable

• You put stress on the third from end syllable
with words that end in cy, ty, phy, gy and al.

Examples:
✓ deMOcracy
✓ geOGraphy
✓ ALlergy
✓ NAUtical
✓ CLArity
✓ CRItical

4. Word stress for compound words

• A. Compound noun
• A compound noun is a noun made out of
two nouns that form one word. In a compound
noun, the most stress is on the stressed syllable
of the first word.

Examples:
• SEAfood (sea + food)
• ICEland (ice + land)
• TOOTHpaste (tooth + paste)
• FOOTball (foot + ball)
• BAsketball (basket + ball)

• B. Compound adjectives
• A compound adjective is an adjective made of
at least two words.

Often, hyphens are used in compound

adjectives. In compound adjectives, the most
stress is placed in the stressed syllable of the
second word.

Examples:
• ten-MEter
• rock-SOlid
• fifteen-MInute
• old-FAshioned

C. Compound verbs
• A compound verb is when a subject has two or
more verbs. The stress is on the second or on
the last part.

Examples:
 • Matilda loves bread but deTESTS butter.
• Sarah baked cookies and ATE them up.
• Dogs love to eat bones and love to DRINK
water.

D. Noun + compound nouns

• Noun + compound Nouns are two word
compound nouns. In noun + compound noun,
the stress is on the first word.

Examples:
• AIRplane mechanic
• PROject manager
• BOARD member

5. Proper nouns
• Proper nouns are specific names of people,
places or things. For example: Jeniffer, Spain,
Google.

The second word is always the one that takes

the stress

Examples:
• North DAKOTA
• Mr. SMITH

6. Reflexive pronouns
• Reflexive pronouns show that the action affects
the person who performs the action. For
example: I hit myself.

The second syllable usually takes the stress.

Examples:
• mySELF
• themSELVES
• ourSELVES

7. Numbers
• If the number is a multiple of ten, the stress is
placed on the first syllable.

Examples:
• TEN
• FIFty
• ONE-hundred
------------------------------------------------------
E. Abstraction
The teacher will ask the class to recall all the discussed The students will raise their hands to answer all the
topics about word stress. asked questions.

IV. Evaluation / Application

Teacher will ask the students to answer the following

in their quiz notebook.

1. village
 2. absolutely The students will answer this activity by putting the
3. reflection correct stress in each word.
4. corresponding
5. baloney

6. Anna bought a red sports car.

7. Anna bought a red sports car. Using the sentence, the students will explain the
8. Anna bought a red sports car. meaning of each sentence based on stressed word.
9. Anna bought a red sports car.

V. Assignment

In a ½ crosswise sheet of paper, answer the

following:
1. What is intonation?
2. What are the two types of intonation?
3. How is intonation different from word
stress?

Prepared by: Checked by:

John Clark P. Gregorio, LPT Editha M. Felerino Remedios G. Diaz

Teacher – I Master Teacher II Head Teacher III

Noted by:

Eddie A. Alarte
Principal