Oral English - Senior Secondary 1 - Words of two syllables stressed on the 2nd syllable
Words of two syllables stressed on the 2nd syllable
Words of two syllables stressed on the 2nd syllable
TERM: 1ST TERM
WEEK: 7
CLASS: Senior Secondary School 1
AGE: 15 years
DURATION: 1 period of 40 mins
DATE:
TOPIC: Oral English
CONTENT: Words of two syllables stressed on the 2nd syllable
SPECIFIC OBJECTIVES: By the end of the lesson, Learners should be able to:
a. Identify two-syllable words with stress on the second syllable
b. Pronounce the words correctly with proper stress
c. Use the words meaningfully in sentences
INSTRUCTIONAL TECHNIQUES: Discussion, teacher modeling, repetition, use of flashcards and charts
INSTRUCTIONAL MATERIALS: Flashcards, picture charts, sentence strips, audio recordings
INSTRUCTIONAL PROCEDURES
|
S/N |
STEPS |
TEACHER’S ACTIVITY |
LEARNERS ACTIVITY |
|
1 |
REVISION |
The teacher revises the previous lesson on syllabic consonants. |
Learners recall and respond to questions from the previous topic. |
|
2 |
INTRODUCTION |
Teacher introduces the topic: stressing the second syllable in two-syllable words. Examples: enjoy, impound, inform, excite, invite. |
Learners listen and identify the stressed syllables. |
|
3 |
PRACTICE |
Teacher pronounces each word and uses them in sentences. E.g.: "We enjoy listening to Mr. Fisher", "She invited me to her birthday". Teacher shows flashcards with the stressed syllables marked. |
Learners repeat after the teacher, identifying and practicing the correct stress. |
|
4 |
EVALUATION |
Teacher asks: 1. Which syllable is stressed in ‘impound’? 2. Use ‘excite’ in a sentence. 3. Pronounce and identify the stressed syllable in ‘inform’. |
Learners respond orally or in writing. |
|
5 |
CLASS-WORK |
Students: 1. Write five two-syllable words with stress on the second syllable. 2. Mark the stressed syllables. 3. Use any three in full sentences. |
Learners write and submit their responses. |
|
6 |
ASSIGNMENT |
Learners are to: 1. Write five new two-syllable words with stress on the second syllable. 2. Use impound, welcome, and divide in sentences. 3. Indicate the stressed syllable in each word. |
Learners complete and submit next class. |
|
7 |
CONCLUSION |
Teacher marks, corrects, and gives feedback. |
Learners take note of corrections. |