1st qtr 3 stress on the correct syllable
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This document discusses pronouncing words with stress on the correct syllable in English. It provides examples of words that can be pronounced differently as nouns or verbs depending on whether the stress is on the first or second syllable, such as "present" and "record". Readers are asked to identify stressed syllables and meanings of words in sentences. The document emphasizes that in two-syllable words, stress is typically on the first syllable when used as a noun and the second syllable when used as a verb. Readers practice identifying nouns and verbs when pronouncing words and copying sentences with the proper stress.
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Role Of Stress To Become A Powerful Communicator
Stress is an important feature of English pronunciation. A stressed syllable is denoted by a vertical line before it in transcription. Factors that make a syllable prominent include loudness, length, pitch, and vowel quality. There are two main types of stress: word stress and sentence stress. Function words like articles, prepositions and helping verbs are typically unstressed, while content words like nouns, verbs, adjectives and adverbs are stressed. Learning rules of stress placement is important for becoming a powerful English communicator.
How to teach the phonemic chart - teacher training workshop
A presentation designed to be used in conjunction with handouts, to prepare ESL teachers to use the IPA in their classroom.
Summary Training.pptx
The document provides training on how to summarize articles and documents. It discusses summarizing based on how prominently a keyword is mentioned, and includes examples of summarizing company and competitor mentions. It also covers summarizing in the CISION format by including relevant quotes from the article in double quotes. The document then discusses essential grammar rules for summary writing, including tenses, active and passive voice, direct and indirect speech, prepositions, articles, and punctuations. It provides examples and explanations of when to use and not use these different grammar elements in summaries.
preposition phrase
The document discusses prepositional phrases in English grammar. It defines prepositional phrases as consisting of a preposition followed by a noun or pronoun. It classifies prepositions and distinguishes between prepositions and particles. The document also explains the functions of prepositional phrases as complements or modifiers and how their structure differs. It provides examples and tests to identify complements versus modifiers. In conclusion, the document emphasizes the importance of understanding prepositional phrases for analyzing sentence structure in English.
Role of-stress-1223893402637794-8
1) Stress is an important feature of English pronunciation and placement of stress affects meaning.
2) Stressed syllables are louder, longer, higher in pitch, and have a different vowel quality than unstressed syllables.
3) Words can have primary stress on the first, second, third, or other syllable depending on the word. Prefixes and suffixes sometimes affect stress placement.
Adjectives and their Difficulties in English and Arabic A Comparative Study -...
This document provides an overview of a study that examines the similarities and differences between adjectives in English and Arabic. It is comprised of four sections. The first section introduces the topic and importance of the study. The second and third sections independently define and provide examples of adjectives in English and Arabic, respectively. The fourth section provides a comparative analysis of adjectives between the two languages and highlights some of the difficulties. The overall goal of the study is to enrich the field by addressing the lack of research in this area and to help both English and Arabic language students.
Similar to 1st qtr 3 stress on the correct syllable (20)
How to teach the phonemic chart - teacher training workshop
How to teach the phonemic chart - teacher training workshop
Adjectives and their Difficulties in English and Arabic A Comparative Study -...
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More from Shirley Sison
3rd qtr 6 suffixes
The document discusses suffixes and their meanings. It provides examples of words with suffixes -ry, -ly, -ic, -ous, -ness and -ment added to root words. These suffixes change the root words' meanings or how they are used. The document also has exercises for students to practice identifying suffixes and their meanings in sentences.
3rd qtr 5 predicting possible outcomes
This document contains a story about a peddler who sells caps of different colors that he carries on his head. As he takes a nap under a tree, monkeys steal all of the caps. When the peddler wakes up without his caps, he angrily demands the monkeys return them. Finally, the peddler removes his own cap, causing the monkeys to return all the caps.
3rd Qtr 3 as+adj+as
The document provides examples and exercises about using comparative adjectives in sentences with the structure "as ADJECTIVE as". It includes:
1) Examples of sentences comparing the whiteness of pearls to milk and their smoothness to silk.
2) Examples asking students to compare the redness of rubies to glowing coals and the height of Mrs. Barrera to Cornelia.
3) Exercises for students to complete sentences comparing attributes with phrases like "as sweet as" and "as helpful as".
3rd Qtr 2 degree of comparison of adjectives
Here are the comparative and superlative degrees of the given adjectives:
Positive Comparative Superlative
1. good better best
2. bad worse worst
3. much more most
4. many more most
5. little less least
3rd Qtr 1 identifying verbs and adjectives
1. The passage describes a dialogue between Justin and his father about the early Filipinos.
2. Justin initially thought the early Filipinos were lazy because they lived in caves instead of houses, but his father corrected him, saying they had a simple yet hard way of life.
3. Justin's father explained that the early Filipinos hunted wild animals with bows and arrows or spears for food, and sometimes ate raw meat, showing their life was difficult compared to modern times.
2nd qtr 16 writing rhymes
1. The document provides instructions and examples for writing rhymes and jingles.
2. Students are asked to analyze a poem, discuss sensory elements, and write their own short rhymes.
3. The document includes activities where students practice reciting rhymes, rewriting rhyming words, and completing lines of rhymes.
2nd qtr 15 writing a two point outline
- The document provides information about the scanning technique used in reading. Scanning involves quickly looking through a text to find specific information rather than reading every word.
- Tips for effective scanning include not reading every word, using headings and keywords, and having questions prepared in advance.
- An example is provided of using scanning skills to answer questions about types of rocks by looking for information in a passage about rocks.
2nd qtr 14 using tag questions with do
This document discusses the use of tag questions with do/does/did verbs in English sentences. It provides examples of sentences using tag questions and exercises for students to practice identifying, writing, and answering tag questions. The exercises analyze sample sentences containing tag questions to identify the verb used, tense, condition expressed by the stem and tag, and parts of a tag question. Students are also asked to supply missing tags in sentences and identify the correct tag for given sentences.
2nd qtr 13 using two word verb in sentences
This document discusses two-word verbs in English. It provides examples of common two-word verbs like "put on", "pull out", "pick out", and "look up". It explains that some verbs need to be combined with other words to fully express their meaning. Exercises are included to identify two-word verbs in sentences and paragraphs and determine their meanings. Students are asked to use example two-word verbs in their own original sentences.
2nd qtr 12 using the future tense of the verb with
The document is a collection of sentences from an English lesson on using the future tense. It includes examples of using "going to" to indicate future tense, such as a comic strip where a caterpillar says he's "going to turn into a butterfly". It also discusses how the future tense shows an action that will happen, and how it is formed with "will" or "shall" plus the simple verb form, or "am/is/are going to" plus the verb. Students are given exercises to practice using future tense, such as providing future tense verbs for time expressions like "tomorrow morning".
2nd qtr 11 use the expression used to with the simple
1) The document discusses the use of the expression "used to" + verb to talk about habitual past actions.
2) It provides examples of sentences using "used to" like "Judy Anne used to wear her sister's dresses" and explains that these actions are things done in the past but not anymore.
3) The expression "used to" + verb is used to talk about things that happened regularly or often in the past but not in the present.
2nd qtr 10 using the simple present for general truth
The US National Cancer Institute sponsors a $20.5 million, 5-year program researching foods that prevent cancer. Garlic tops the list of foods studied, which also includes citrus fruits, linseed, licorice root, and parsley. Research shows raw garlic contains 17 types of natural sugars and 19 minerals that promote healthy digestion and regulate bodily fluids and cholesterol levels. Consuming a few grams of garlic daily provides health benefits.
2nd qtr 9 making a two point outline
The document provides guidance on making a two-point outline, including key elements to include. It discusses that the main idea should be at the center of the outline with related words, ideas and concepts as supporting details. It also notes that Roman numerals should represent the main topics, capital letters the subheadings, and Arabic numerals the detail headings. Proper indentation and punctuation are also emphasized.
2nd qtr 8 identifying the key sentence in a paragraph
Here are the key sentences and supporting details for the paragraphs:
1. The key sentence is: This forward and backward moving wave is the tide.
The supporting details are: The moon's gravitational pull lifts the sea like a wave. The water rises very slowly because it is a very long moving wave. The wave's motion reaches to the sea and to the shoreline.
2. The key sentence is: The moon's pull accounts for both high tides and low tides.
The supporting details are: The moon pulls hardest on the part of Earth nearest it, lifting the water on that part of Earth. The water bulges out toward the moon. Where the bulge is greatest, it is known as high
2nd qtr 7 giving title to related ideas
This document discusses how to organize related ideas under an appropriate heading. It begins by defining a heading as a general idea that represents a set of related words. Students are then guided in an activity where they must group words and assign headings. The document stresses that giving proper headings to related ideas helps organize information in a meaningful way.
2nd qtr 6 asking and answering questions using rejoinders
This document provides instruction on how to answer questions using rejoinders in English. It begins by giving examples of questions answered with rejoinders. It then explains that a rejoinder is a phrase added to a "yes" or "no" answer using a personal pronoun. The document teaches students to determine the correct personal pronoun to use in the rejoinder based on the subject of the question. It provides examples and practice answering questions with positive and negative rejoinders.
2nd qtr 5 sequencing events in a story
This document contains an excerpt from a student's diary detailing events during her school's foundation week celebration. It then provides comprehension questions about sequencing events in stories and diaries. The next sections provide examples and activities to practice arranging passages in chronological order by identifying clue words and transitional phrases between events.
2nd qtr 4 prefixes super and ex
The document discusses prefixes "super" and "ex-", providing examples of words that use each prefix like supermarket, supernatural, and supercook. It defines "super-" as meaning big or excellent and "ex-" as meaning former. Several examples are given of sentences using words with these prefixes, such as "That supermarket is the biggest in the world" and "Alfredo Lim is the ex-mayor of Manila". The document appears to be part of an English lesson, covering prefixes, examples, oral and written practice, evaluation, and assignment.
2nd qtr 3 reflexive pronouns
The document discusses reflexive pronouns, which are pronouns formed by combining a personal pronoun with "self" or "selves." It provides examples of sentences using reflexive pronouns like "himself," "yourself," and "themselves." The document also examines the components of reflexive pronouns, their antecedents, and the part of the sentence they are used in. Various exercises are included to reinforce the use of reflexive pronouns.
2nd qtr 2 relative pronouns
This document discusses the use of relative pronouns in sentences. It provides examples of combining two sentences into one using relative pronouns like who, whom, whose, which, and that. It also defines relative pronouns and gives examples of their use referring to people, animals, things, and ideas. Students are given practice exercises to combine sentences using relative pronouns and the document provides the expected answers.
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2nd qtr 12 using the future tense of the verb with
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2nd qtr 11 use the expression used to with the simple
2nd qtr 11 use the expression used to with the simple
2nd qtr 10 using the simple present for general truth
2nd qtr 10 using the simple present for general truth
2nd qtr 8 identifying the key sentence in a paragraph
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1st qtr 3 stress on the correct syllable
- 1. Pronounce words putting stress on the correct syllable English V
- 2. How do you pronounce these words? present
- 3. How do you pronounce these words? object
- 4. How do you pronounce these words? record
- 5. How do you pronounce these words? contact
- 6. How do you pronounce these words? insult
- 7. Now, listen as I read the sentence. Sandra presents to her friends the presents she received last Christmas.
- 8. Analyze Sandra presents to her friends the presents she received last Christmas. 1. How are the italicized words pronounced? Is there a difference? 2. What syllable is stressed in the first word? How about in the second word? 3. Which word means “show” and is used as verb? 4. Which word means “gift” and is used as a noun?
- 9. Analyze Sandra presents to her friends the presents she received last Christmas. Note that these two words have the same spelling, yet a change in the stress on the syllables changes their meaning. The stress in the first word in the second syllable to the word present [prizent] which means, “show” is used as a verb. When the stress shift to the first syllable [pré-sent], the word now means “gift” and is used as a noun.
- 10. Repeat the following words after me. Identify the meaning of each word. Choose from the words inside the box.
- 11. a. account b. write down c. thing d. disagree e. lead f. guard g. offend h. offense i. differentiate j. difference _récord _recórd _éscort _escórt _óbject _objéct _ínsult _insúlt _cóntrast _contrást
- 12. Where is the stress of a two-syllable word when used as a noun? As a verb?
- 13. Remember If a word is pronounced strongly on the first syllable, the word is used as a noun. If it is pronounced strongly on the second syllable, the word is used as a verb.
- 14. Oral Practice Read following words. Tell if it’s a noun or verb. 1. récord 6. discóunt 11. repéat 2. prógress 7. cóntest 12. présent 3. desért 8. accént 13. óbject 4. digést 9. décrease 14. súbject 5. incréase 10. condúct 15. absént Work with a partner. Take turns in pronouncing the words listed above.
- 15. Written Practice Read and copy the pairs of sentences. Put the correct stress in the syllable. 1. a. The rebel was tried for treason. b. The peasants will rebel against their landlord. 2. a. His disruptive conduct brought him to the guidance office. b. The pupils conduct themselves well.
- 16. Written Practice 3. a. This contrast between the yellow and violet flowers is striking. b. This cold weather contrasts with last week’s heat. 4. a. You should record the figures neatly. b. The record shows that pupils who read well get high grades. 5. a. The woman purposely insults the vendor. b. Her patronizing words were an insult to the masses.
- 17. Let’s find out what you’ve learned… Pronounce each word putting stress on the correct syllable. Write N if the word is a noun and V if verb. 1. cóntrast 6. prógress 2. insúlt 7. desért 3. éscort 8. digést 4. presént 9. accént 5. discóunt 10. cónduct
- 18. Study for the 1st Summative Test Assignment