Oral English - Senior Secondary 1 - Words of four syllables stressed on the 1st, 2nd, or 3rd syllable

TERM: 2^ND TERM

WEEK: 4

CLASS: Senior Secondary School 1
AGE: 15 years
DURATION: 1 period of 40 mins
DATE:
TOPIC: Oral English
CONTENT: Words of four syllables stressed on the 1st, 2nd, or 3rd syllable
SPECIFIC OBJECTIVES: By the end of the lesson, learners should be able to:
a. Identify four-syllable words with different stress patterns
b. Pronounce the words correctly with proper stress
c. Use the words in appropriate contextual sentences

INSTRUCTIONAL TECHNIQUES: Repetition, drills, oral reading, teacher modeling, contextual usage
INSTRUCTIONAL MATERIALS: Flashcards, audio recordings, dictionary, stress pattern charts

INSTRUCTIONAL PROCEDURES

S/N	STEPS	TEACHER’S ACTIVITY	LEARNERS ACTIVITY
1	REVISION	The teacher revises previous topic on three-syllable stress patterns	Learners listen and respond with examples
2	INTRODUCTION	Teacher introduces the concept of four-syllable words and highlights the importance of stress	Learners listen attentively
3	PRACTICE	Teacher gives examples: 1st syllable stress (individual, ingratitude), 2nd (discriminate, encumbrances), 3rd (television, locomotion). Uses them in sentences	Learners repeat after teacher and create their own sentences
4	EVALUATION	1. Which syllable is stressed in 'television'? 2. Use 'individual' in a sentence. 3. Identify the stress in 'topography'.	Learners respond orally or in writing
5	CLASS-WORK	Students are to: 1. List 3 words stressed on the 3rd syllable. 2. Use 'discriminate' and 'modulation' in sentences. 3. Group words according to syllable stress	Learners write answers and submit
6	ASSIGNMENT	Learners are to: 1. Find 3 new four-syllable words stressed on each of the 1st, 2nd, and 3rd syllables. 2. Use each in a sentence	Learners prepare assignment for submission in the next class
7	CONCLUSION	Teacher corrects work, gives feedback, and reinforces correct stress usage	Learners note corrections and participate in revision