Monday, June 12, 2006

 

Stress, Intonation, Tone, Blending and Pausing, Filling –up Different Forms

Teacher's Name: Chenita B. Illana

School Name: Gusa Regional Science High School

School Address: Gusa, Cagayan de Oro City



Topic: Stress, Intonation, Tone, Blending and Pausing, Filling –up Different Forms

Year Level: First Year

Objectives:

A. Subject Learning Area:

1. Identify changes in meaning signaled by stress, intonation, and juncture.

2. Listen for points the speaker emphasizes as important, signalled by contrastive sentences.

3. Participate in classroom interaction.

B. ICT Learning Area :

1. Access and retrieve information about stress, intonation, tone, blending and pausing from the internet.

2. Collaborate and discuss activities among peers using technology.

3. Answer online the given activities and exercises.

Class Duration:

One (1) Hour



ICT Tools/Resources:

1. Computer with Internet connection

2. Manual

3. Internet URL of the subject matter

4. Audio cassette tapes and recorder

Pre-requisite Skills:

1. The student has the initial knowledge about stress, intonation, etc.

2. The student has the ability to search the net.

3. The student's basic attitudes towards computer skills such as downloading and accessing files in the internet, and emailing.

4. The student must pass the answered activity through email.

Preparations: Before the class the following must be done:

1. Preparing the computer laboratory for the hand-on activity and the cassette tape recorder.

2. Checking the URLs availability and bank withdrawal and deposit slips.

3. Giving of instructions regarding the activity.

4. Group assignment to students.



Activities and Procedures:

Time

Student Activities

Teacher Activities

Materials

5mins

A. Review

Conduct a review about stress, intonation, tone, blending and pausing.

A. Review

Facilitate the class during the review.

The following are the materials and resources needed:

1. books

2. Internet URL

3. audio cassette tapes

5mins

B. Motivation

1. The student listens to the cassette tapes.

2. Let the students react or appreciate the speaker with correct stress, etc.

3. The students will share their constructive reaction to their group.

B. Motivation

1. The teacher plays the cassette recorder.

2. The teacher tells the importance of correct stress, etc. to the class.

3. The teacher facilitates the group discussion with the students.

The following are the materials and resources needed:

1. books

2. Internet URL

3. audio cassette tapes


C. Lesson Presentation (student)

C. Lesson Presentation (teacher)

Materials

25mins

1. For the information about Stress, click on this link: http://en.wikipedia.org/wiki/Stress_linguistics

2. For the information about Intonation, click on this link: http://en.wikipedia.org/wiki/Intonation_linguistics

3. For the details about Tone, click on this link: http://www.frostfriends.org/tone.html

4. For the details about Blending, click on this link: http://en.wikipedia.org/wiki/Talk:Conceptual_blending

5. For further information about Pausing, click on this link: http://www.allwords.com/query.php?

The teacher facilitates in the opening of the programs.

http://en.wikipedia.org/wiki/Stress_linguistics

http://en.wikipedia.org/wiki/Intonation_linguistics

http://www.frostfriends.org/tone.html

http://en.wikipedia.org/wiki/Talk:Conceptual_blending

http://www.allwords.com/query.php?

The following are the materials and resources needed:

1. books

2. Internet URL

5mins

The students will share their reaction and opinion to their assigned group mates through yahoo messenger (instant message)

The teacher will facilitate the programs.

Internet URL


D. Assessment (student)

D. Assessment (teacher)


10mins.

Activity 1:

The students will answer the sample speech by applying Appropriate pauses in the sentences, click on this link:

http://www.johnkerry.com/index.html ; or

http://www.whitehouse.gov/news/releases/2003/09/20030908-2.html

The teacher will guide the students in accessing the programs. http://www.johnkerry.com/index.html ; or

http://www.whitehouse.gov/news/releases/2003/09/20030908-2.html



E. Generalization (student)

E. Generalization (teacher)


5mins

1. The student has the initial knowledge about stress, intonation, etc.

2. The student has the ability to search the net.

3. The student's basic attitudes towards computer skills such as downloading and accessing files in the internet, and emailing.

4. The student must pass the activity through email.

The teacher will facilitate the summary of the lesson.



F. Agreement (student)

F. Agreement (teacher)


5mins

Read about the Literary Genres, click on this link: http://en.wikipedia.org/wiki/Literary_genre

1. Follow up activity

2. Educational Resource link for independent learning






Rubric Assessment:

Teacher Name: Chenita Illana


Student Name: ________________________________________

CATEGORY

4

3

2

1

Organization

All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.

Arguments were not clearly tied to an idea (premise).

Information

All information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear and accurate, but was not usually thorough.

Information had several inaccuracies OR was usually not clear.

Use of Facts/Statistics

Every major point was well supported with several relevant facts, statistics and/or examples.

Every major point was adequately supported with relevant facts, statistics and/or examples.

Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.

Every point was not supported.

Presentation Style

Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

One or more members of the team had a presentation style that did not keep the attention of the audience.

Rebuttal

All counter-arguments were accurate, relevant and strong.

Most counter-arguments were accurate, relevant, and strong.

Most counter-arguments were accurate and relevant, but several were weak.

Counter-arguments were not accurate and/or relevant

Quizstar Assesament:

http://quizstar.4teachers.org/instructor/quiz_wiz_question.jsp?pl=qm&cl=nw_qz

Link to On-Line Assessment Sites:

1. Quizstar

2. Rubric Builder

3. DiscoverySchool Quiz Center


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