Learning Plan in English 7 Speech

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Learning Plan in Speech 7

First Quarter – Nature and Environment


Prepared by: John Michael L. Martinez
Vision: Moncada Catholic School is a catholic Christ-centered learning institution which nurtures total formation of the community.
Mission: Imbued with the Holy Spirit and animated by St. Dominic’s passion for truth and compassion for humanity, we commit ourselves to the transformation
of the human person thru academic excellence, productive learning and genuine service to life, neighbor and country.
Lesson 1
WORD STRESS

Objectives:
 Use appropriate prosodic features of speech like pitch, stress, juncture, intonation, volume and projection, and rate of speech in differing oral
communication situations
 Observe correct blending, rhythm, etc.
 Observe the correct pitch levels when reading lines of poetry, sample sentences, and paragraphs.
 Use the correct stress when reading passages.

Pre-Assessment: (Pronunciation Drill)

Read the following words aloud as a class. This time you should not mind exaggerating the pronunciation of a word by emphasizing its stressed syllable.
1. Category
2. Semester
3. Medieval
4. Ceremony
5. Enamel
6. devotee
EXPLORE

Activity No. 1 ( Read it with stress )

Read the words correctly, by putting the stress on each syllables and then, answer the questions that follow.

Process Questions:
How can one determine the proper placement of a stress on a word?
How does stress shift affect the sound, function, and meaning of words?
How can the sentence stress patterns help one to sound like a native English speaker?

Activity No. 2 (Listen and Mark the words correctly)

Listen to your teacher as he reads the following words. Mark the words for strong stress.

Process Questions:
1. How can stress affect the communication process?
2. What is the importance of putting the stress in each syllable correctly?

FIRM UP

Activity No. 3 (Collaborative Skills)


Discuss the different types of stress

Process Questions:
What are the three types of stress?
How does stress affect the meaning of a word?

DEEPEN

Activity No. 4 (Pronunciation Drill)


Individual recitation in pronunciation of words with the use of proper stress on the speech laboratory
Process question
1. What is the importance of proper pronunciation of words?
2. Why do you say so?

Activity No.5
Read and analyze the sentences, and mark the underlined words for primary stress.

Process Question:
1. Why is there a need to apply proper stress of a word in everyday conversation?
2. Why do you say so?

Activity No.6
Give a synonym for the given word then mark it for strong stress. Use the initial letter on the blank as clue.

Process Question:
1.What is the importance of knowing the meaning of the words correctly?
2. Why do you say so?

Activity No 7. (Collaborative Skills)


Discuss why stress matters on the given example

Process Question
1. In two or more syllable word, where is the stress located?
2. How are you going to apply the stress on each word?

Activity No. 8 (find a pair)


Discuss the reason why stress matters with a partner, then with classmates and the teacher.

Process Questions
1. What will happen to the stress if the words will be added syllables?
2. Where exactly can you find the stress of a word if it has three or more syllables?
Activity No 8.
Mark the following combinations for strong stress. Then write in the space before each combination of the following.

Process Questions:
1. What will happen to the word if you were not able to stress it correctly?

Activity No 9.
Mark the following verb modification structures for strong stress. Then write on the space before each combination the following.

Process Questions:
Where is the stress located if it is an action word?
Lesson 2
STRESS SHIFT

Objectives:
 Form new words by adding suffixes to original words.
 Shift the stress syllable after certain suffixes are added to words.
 Identify the functions of words through stress placement
 Shift the stress to change the word’s function.
 Shift the stress to keep the regular rhythm of the statement.
 Pronounce words correctly through proper emphasis of the stressed syllables in choric reading.
 Use appropriate multimedia resources in choric reading.
 Give clear, precise, and concise information based on research as an answer to the question.
 Use the correct stress when reading passages.

Pre-Assessment:
How does stress shift affect the sound, function, and meaning of words?

EXPLORE

Activity No. 1 (UNBLOCK)


Mark the following words, with a proper stress on each syllables after the teacher will read the words

Activity No. 2: Reading Comprehension


Read the Biology poem with proper use of stress on the underlined words.

Process Question:
1. Do you notice how words are being pronounced?
2. Does it affect the meaning of a word if proper stress is not use?

FIRM UP

Activity No. 3 Collaborative Skills (Morphemic Shift)


Read the following words according to directions given for each set. Each group will read a set of morphemic shift.

Process Question.
1. What do you notice upon reading?
2. Does it any changes of stress?

Activity No. 4 (Functional Shift)


Read the word by placing the stress on the syllable that would make the word function as a noun or adjective.

Process Question:
1. By shifting the words, does it make it a noun or adjective? How?
2. Does the word function as noun or adjective? How?

DEEPEN
Activity No.5 (Rhythmic Shift)
Do an individual research to answer the question, “Can animals predict disaster?”. Write a short article and use as many words that will show the rhythmic shift.
Lesson 3
SENTENCE STRESS

Objectives:
 Classify words in the sentence based on parts of speech.
 Identify content words and function words in the sentence.
 Mark words for strong, medium, and weak stress.
 Read words correctly according to the degree of stress they carry.
 Give feedback on his or her partner’s reading of stressed words in sentences.
 Deviate from normal sentence pattern by considering the exceptions given; stress patterns.
 Observe the correct pitch level (high, medium, low) when reading lines of poetry sample sentences and paragraphs.

Pre-Assessment:
How can the sentence stress patterns help one to sound like a native English speaker?

EXPLORE

Activity No. 1
In a group of five members, construct as many sentences as you can from the sentence puzzle sheet. Each group should be able to classify the sentences according
to the stress patterns.
They Helped them cleaned he
He Violated protect laws has
Clean Loves your surrounding respected
It Nature environment they will
Donations An that river nature
She Destroyed picked the litter
Brought She the may always

Process Question:
1. Do you think they receive the strong stress in the sentence?
Activity No. 2
Classify the words of the following sentences accordingly to determine the stress pattern.
1. The Philippines is prone to natural disasters.
2. Philippine forests produce timber.
3. The haribon or Philippine eagle is an endangered species.
4. The carabao is the most popular beast of burden in the Philippines.
5. Legislation dealing with environmental issues has been introduced.

Sentence
Parts of Speech
1 2 3 4 5
Nouns
Main Verbs
Adjectives
Adverbs
Interrogative Pronouns
Prepositions
Articles
Auxiliary/Linking Verbs
Connectives/Conjunctions
Interjections

Process Questions:
1. Does it easy to determine the stress pattern?
2. How to classify them?

FIRM UP

Activity No. 3 ( Collaborative skills)


Alternately read to each other the sentences making the sound of stress on each word more prominent. Give feedback on each other’s manner of reading.

Process Question:
1. Upon reading the correct stress, does it easy to identify the stress position?
DEEPEN
Activity No. 4
Mark the following sentences for emphatic stress. Be guided by the suggested meanings.
1. Will the volunteers come today?
2. Dodi received a bonsai plant for his birthday.
3. You join us in the clean-up drive tomorrow.
4. When will the burning of garbage stop in his community?
5. Ten truckloads of garbage from the park after the rally against illegal logging.

Process Question:
1. Does it shows comparison and contrast in a sentence? Explain.
2. What kind of a sentence that can receive the strong stress?

Activity No. 5 (Reading Comprehension)


Read the lines of Hellen Keller’s statements about the gift of help.
1. Mark words for strong stress to emphasize ideas.
2. Remember to read aloud with feelings.

Process Question:
1. Do you use phrasing and speed in your delivery?
2. Does it affect the stress in a certain word?
Lesson 4
REDUCTION

Objectives
 Use appropriate oral language, stance and behavior when giving instructions.
 Follow oral instructions
 Read accurately words and phrases in full or reduced form.
 Determine unstressed vowels.
 Identify words in full or reduced forms.
 Read with clarity, animation, and spontaneity an immortal speech from a great Filipino.
 Use the correct stress when reading passages.

Pre-Assessment
In two groups, you will play noughys and crosses or tic-tac-toe!
1 2 3
dower die breaden butter patov rice
4 5 6
kamin go fuk cake sik eggs

7 8 9
hiten run reinir shine sol tum pepper

EXPLORE

Activity No.1 (Collaborative Work)


Practice being a forensic dentist by leaving the room. One student from Group 1 will take a bite of thick cheese or chocolate.
1. Form four groups.
2. Each group assigns a facilitator who will read the direction step-by-step.
3. Consider this background.
Forensic dentists assist in crime solving by studying teeth an teeth impressions. Dental records are often used to
identify people. Because teeth are one of the hardest substances in the human body, they are frequently well
preserved. Dental X-rays or records showing filings, positions of teeth, etc. can help forensic dentists find a match
of teeth to the individual. Eighty percent of the time, teeth impressions are used to identify unknown victims.
As a forensic dentist, you will have the chance to match teeth impressions to discover who took the bite.

Process Questions
1. Does it give an effective clear commands and directions to get things done?
2. It is important that the voice is clearly heard by everyone?

Activity No. 2
Put a check mark on the blank before the statement that applies to you.
____1. It’s difficult to work with classmates who are different from me.
____2. I can give the same degree of contribution on class activities whether I am the leader of the group is too busy.
____3. I don’t like it when the leader of the group is to bossy.
____4. I will not follow the instructions of someone whom I know is not capable.
____5. I am more inspired to share my opinion during group discussions when my groupmates are expressive of their appreciation toward me.

Process Question
1. Does it all apply to you?

FIRM UP

Activity No. 3
With a partner, read the sentences that use each word.
1. a - / e / - Give me a cup, not bowls.
2. am - / æm / - I am giving the order!
3. be - / bi / - this is what I want to be.
Process Questions
1. What are the reduction rules?

DEEPEN

Activity No. 4
Write F if the underlined word is pronounced in its full form and R if it is in reduced form.
_____1. I am at the point of giving up already.
_____2. It must be good.
____3. They will conduct a fun-run tomorrow.
____4. What are you looking at?
____5. This is indeed a disaster.
____6. We need his help.
____7. To be or not to be?
____8. Buy him a phone right now.
____9. I am what I am
____10. I must say hello.
Lesson 5
BLENDING

Objectives:
 Use verbal and nonverbal cues in interviewing.
 Determine which words should be blended.
 Relate reduction with blending.
 Deliver dialogues and poems with emphasis on blended words.
 Observe and use correct juncture/ phrasing and rate of speech when reading sample passages.

Pre-assessment

Pronunciation Drill (Blending of words)

How do we blend words or sounds?

the eyes (theyes) the invention (theinvention) cup of soup (cupofsoup) pot of gold (potofgold) get it (getit) fix it (fixit)
the arc (thearc) theunion (theunion) glass of water (glassofwater) basket of fruits (basketof fruits) grab it (grabit) hold her (holder)

EXPLORE

Activity No. 1 (Collaborative Skills)


With a partner, give life to the following dialogue. Observe correct reduction and blending.

Process Question:
1. Does it occur when one word seems to merge with the next word without any pause at all results in a single breath unit?

Activity 2
The following are prohibitions and warnings. Using the symbol for blending , put words that go together.
1. Don’t touch the bread and butter.
2. Don’t take more than a spoonful of syrup.
3. Don’t kick her; love her instead.
4. Never start a fight with Jack and Jill.
5. Don’t keep the ice; it will just melt.
6. Don’t throw the invitation.
7. This summer, help in the household chores; don’t waste the chance to be of service to your family.
8.Don’t throw the unused papers we found last time.
9. Don’t take your subjects for granted.
10. Don’t self-medicate, or that will irritate the eyes.

Process Questions:
1. How to put the symbol for blending?
2. How does it help you to pronounce it correctly?

FIRM UP

Activity No.3 (Reading Skills)


Put words that go together by using blending symbol. Read the poem in the most creative possible way.

The Phoenix and the Turtle


By: William Shakespeare

The Phoenix and the Turtle


Let the bird of loudest lay
On the sole Arabian tree,
Herald sad and trumpet be,
To whose sound chaste wings obey.

But thou shrieking harbinger.


Foul precurrer of the fiend,
Augur of the fever’s end,
To this troop come thou not near.

From this session interdict


Every fowl of tyrant wing
Save the eagle, feather’d king.
Keep the obsequy so strict

Process Questions
1. Do the words blend in oral production?

DEEPEN

Activity 4 (Reading Comprehension)


Read the poem My Computer Ate My Homework and you should read aloud.

My Computer Ate My Homework?


Kenn Nesbitt
My computer ate my homework.
Yes, it’s troublesome, but true.
Though it didn’t gnaw or nibble.
And it didn’t chomp or chew.

It digested it completely.
It consumed my homework whole,
When I pressed the Shift and Enter keys
Instead of Shift-Control.

It devoured my hours of typing,


Every picture, chart and graph,
And it left me most unsettled
When I thought I heard it laugh.

I would guess it was a virus,


Or it could have been a worm,
That deleted every bit
But didn’t prompt me to confirm.

I suppose I might have pressed Escape


Instead of pressing Save,
But, regardless, my computer
Now will never misbehave.

For I found a good solution


And I smiled to hear the crash,
When I chucked it out the window
And it launched in the trash.

Process Questions:
1. How well did you absorb the poem?
2. Did you notice the blending and reduction of words?
Lesson 6
PHRASING

Objectives
 Tell a story effectively through proper phrasing.
 Express ideas, opinions, feelings, and emotions in panel discussions.
 Exchange opinions during class discussion.
 Group words into rhythm units.
 Express feelings and opinions meaningfully through proper phrasing.
 Observe and use correct juncture / phrasing and rate of speech when reading sample passages.

Pre-Assessment (Reading Skills)

Read the excerpt of the discussion about the maintain cleanliness of the school comfort rooms. Note the diagonal lines or slash in between words.

Process Questions
1.How does the excerpt reflects on how a panel discussion should be conducted.
2.Does the Female Student A models an ideal panel discussant or panelist?

EXPLORE

Activity No.1
Group the words of the following poem into rhythm units. Read aloud and with animation.

The Angel
William Blake
I dreamt a dream! What can it mean?
And that I was a maiden Queen
Guarded by an Angel mild:
Witless woe was ne’er beguilded!
AndI wept both night and day,
And he wiped my tears away;
And I wept both day and night,
And hid from him my heart’s delight.

So he took his wings, and fled;


Then the morn blushed rosy red.
I dried my tears, and armed my fears.
With ten-thousand shields and spears.

Soon my Angel came again;


I was armed, he came in vain;
For the time of youth was fled,
And grey hairs were on my head.

Process Questions
1. Do punctuation marks in the sentence signal when you have to make pause?

Activity No. 2
Write the number of rhythm units on the blank before each statement.
____ 1. The children / need your help.
____2. We came / to support / and to eat.
____3. Who / gave / your / name ?
____4. Love / is the most wonderful gift / you can give / to anyone.
____5. Dancing, / singing, / and speaking / are the things / that / I / do well.
____6. The Lord listens / and guides.
____7. Each child / is a gift from God.
____8. Coming from a rich family / it’s unbelievable / that she / cares so much / for the welfare of the poor.
____9. Tonight, / I will gaze at the stars.
____10. Tomorrow, / I’ll bring you / to the moon.

Process Questions
1. Do the rhythm units of the same sentence can change the sentence’s meaning?
2. Do the sentence marked with rhythm units?

FIRM UP

Activity No. 3
It’s community singing time! Decide three dance movements that can go along with the rhythm of the song.

Process Question
1. Does your dance moves go along with the rhythm of the song?

DEEPEN

Activity No. 4
Group the words into rhythm units. With animations, read aloud the poem. Record your voice.

Process Questions
1. Does reading the poem grouped into rhythm units?
2. How to determine the number of rhythm units?
LESSON 7
JUNCTURE

Objectives:
 Use correct juncture/ phrasing and rate of speech when reading sample passages.
 Mark sentences, passages, conversation, and poems with juncture and symbols.
 Determine the type of juncture that is appropriate to the meaning of the sentence or passage.
 Write and deliver an informative speech with emphasis on juncture.

Pre-Assessment (Tongue Twister)


Betty Botter

Betty Botter bought some butter. “But”, she said, “the butter’s bitter. If I put it in my batter, it will make my batter bitter. But a bit of better
butter – that would make my batter better.”

So she bought a bit of butter, better than her bitter butter. And she put it in her batter, and the batter was not bitter. So ‘twas better Betty Botter
bought a bit of better butter!
-Anonymous

EXPLORE

Activity No. 1
Read the given words and phrases. Emphasize the pause between the two words in the first column.

a line align
a ray array
beat her bitter
let her letter

Process Questions
1. Does it emphasize a certain word?
2. How to emphasize word?
Activity No. 2

Indicate the necessary juncture symbols in the following sentences.

1. I love cakes, chocolates, and pizza.


2. Edward, are you alright?
3. Where have you seen them?
4. I have to learn how to save money.
5. Who told you I’m not coming?

Process Questions
1. How to identify juncture in a sentence?
2. Why we should know where to put the necessary juncture symbol in the following sentences?

FIRM UP

Activity No. 3
The teacher will read the Psalm 13 mark his pauses for single bar ( / ), double bar ( // ) or double cross ( # ).

PSALM 13
1.
How long, Lord? Will you forget me forever?
How long will you hide your face fro, me?
2.
How long must I wrestle with my thoughts
And day after day have sorrow in my heart?
How long will my enemy triumph over me?
3.
Look on me and answer, Lord my God.
Give light to my eyes, or I will sleep in death,
4.
And my enemy will say, “I have overcome him, ”
And my foes will rejoice when I fall.
5.
But I trust in Your unfailing love;
My heart rejoices in Your salvation.
6.
I will sing the Lord’s praise,
Fir he has done good to me.

Process Questions
1.Does it show close juncture or normal transition?
2. Does it show open juncture or plus juncture?

DEEPEN

Activity No 4
Indicate juncture symbols in the given poems.
Poem 1 – I CLONED MYSELF ON FRIDAY NIGHT by Kenn Nesbitt
Poem 2 – HOW DO I LOVE THEE? by Elizabeth Barrett Browning

Process Questions
1. Did you apply the sustained bar juncture? What part of the poem?
2. Did you apply the rising terminal juncture? What part of the poem?
3. Did you apply the falling terminal juncture? What part of the poem?

Activity No. 5
The next poem contains words which are not commonly used. You may consider checking some of these words’ pronunciation from the dictionary before reading
the poem in the class. The poem is entitled CANTO I from THE LAY OF THE LAST MINSTREL by Sir Walter Scott.

Process Questions
1. Does it show the normal transitions? Why?
2. Does it show the plus juncture? Why?

Activity No. 6 (Collaborative Skill)


With a partner, prepare a dialogue on any of the given situations. Don’t forget to indicate juncture symbols.
Topics:
1. The entrance door is open.
2. You would like to greet your mom on her birthday.
3. You lost your brother’s tablet and you have to tell him about it.

Process Questions
1. Did you apply the rising terminal juncture? What part of the poem?
2. Did you apply the falling terminal juncture? What part of the poem?

Activity No. 7
Prepare an informative speech about juncture. Aside from the facts provided here, you may research for additional information.
a. Prepare visual aids as needed.
b. Deliver your speech in front of your classmates and teacher.
c. Record your performance.

Process Questions:
1. How to use correct juncture/phrasing and rate of speech in sample passages?
2. How to determine the type of juncture that is appropriate to the meaning of the sentence passage?
LESSON 8
PITCH AND INTONATION

Objectives
 Distinguish the different pitch levels.
 Determine when to use the three basic, four variations, and three attitudinal intonation patterns.
 Relate the connection between pitch and intonation.
 Write the numerical pattern of statements and dialogues.
 Draw the intonation contour of statements and dialogues.
 Use the rising intonation pattern with Yes-no and tag questions.
 Use the rising-falling intonation with information-seeking questions, option questions and with statements.
 Ask and answer questions using appropriate intonation pattern to be used.
 Write a dialogue and determine the appropriate intonation pattern to be used.

Pre-Assessment
Why does pitch always go with intonation? Is it true that without pitch, there can’t be intonation?

EXPLORE

Activity No.1 (Reading Skills)

Read the following questions and words.


A. Yes or No Questions
1. Is he coming to our Green Party?
2. Have you joined the mangrove-planting yesterday?
3. Is he into organic farming?
4. Do you care about your environment?
5. Will this bring flood?

B. Echo Statements
1. You decided to walk?
2. You want to join the marathon?
3. You threw those Styrofoam?
4. He’s donating this to the Green Club?
5. This not pollution?
C. Slow and Deliberate Counting and Enumeration
1. Densy, Katrina Jingle, Yvonne
2. ten,twenty,thirty,forty
3. blue, red, yellow, green,white
4. mango,banana,guava, pineapple, durian
5. mountains, rivers, brooks, plains, rainforests

Process Questions
1. Did you notice the variation of words? Explain.
2. What are the three intonation patterns?

Activity No. 2
Determine how many and what pitch levels are used in the given sentences.
Sentences No. of Pitch Levels Pitch Levels Used
1. Have you sent the letter to Martin?
2. I talk to my plants every morning.
3. Girls are more affectionate than boys.
4. Pick it.
5. Was it dark?
6. air, water, sound, land
7. Are you feeling sad?
8. Who is the DENR secretary?
9. Is she mad at me?
10. Bring the seedlings tomorrow

Process Questions
1. Did you observe the falling intonation pattern? How it goes?
2. Did you observe the rising-falling intonation pattern? How it goes?
FIRM UP
Activity No. 3
Write the numerical intonation patter before each item.
_____1. Look at her.
_____2. I will finish this by hook or by crook.
_____3. Sit.
_____4. Why are you so excited?
_____5. Go for it.
_____6. The child was laughing out loud.
_____7. Prepare the table for my friends.
_____8. Run.
_____9. Why is blood color red?
_____10. Give it away.
_____11. Catch the ball for me.
_____12. Taste it.
_____13. She was absent yesterday.
_____14. Read aloud.
_____15. I did my best for the exams.

Process Question
1. What is the use of the numerical patterns?

DEEPEN
Activity No. 4
Answer the following questions in complete sentences. Then, draw the intonation contour of each answer.
1. Who is your bestfriend?
2. What are your best friend’s charming qualities?
3. Where and when did you meet your best friend?
4. For how long have you been best friends?
5. What was the first gift you gave to your best friend?

Process Questions
1.How to draw the intonation contour in Falling Pattern, Rising-Falling Intonation

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