Oral English - Senior Secondary 1

TERM: 3^RD TERM

WEEK: 4

CLASS: Senior Secondary School 1
AGE: 15 years
DURATION: 1 period of 40 mins
DATE:
TOPIC: Oral English
CONTENT: Emphatic Stress
SPECIFIC OBJECTIVES: By the end of the lesson, Learners should be able to:
a. Recognize the use of emphatic stress in sentences.
b. Demonstrate how shifting emphasis in sentences alters their meaning.
c. Use emphatic stress correctly in simple sentences.
INSTRUCTIONAL TECHNIQUES: Teacher modeling, repetition, practice through dialogues, use of gestures and body language.
INSTRUCTIONAL MATERIALS: Flashcards, sentence strips, real-life scenarios, audio clips.

INSTRUCTIONAL PROCEDURES

S/N	STEPS	TEACHER’S ACTIVITY	LEARNERS ACTIVITY
1	REVISION	The teacher revises the concept of intonation and stress. Introduces emphatic stress.	Learners listen, recall intonation rules from previous lessons.
2	INTRODUCTION	Teacher explains emphatic stress using simple sentences (e.g., “I didn't say she stole the money,” emphasizing different words each time).	Learners listen and repeat sentences while focusing on stress.
3	PRACTICE	Teacher demonstrates more examples: “I didn't say she stole the money,” changing emphasis to show the change in meaning. Learners practice by creating their own sentences.	Learners practice sentences with different emphases and discuss meaning changes.
4	EVALUATION	Teacher asks: “How does the meaning change when we stress different words?” “Give examples using emphatic stress.”	Learners answer orally and provide examples.
5	CLASS-WORK	Students write three sentences showing changes in meaning using emphatic stress.	Learners write and submit sentences demonstrating emphatic stress.
6	ASSIGNMENT	Learners are to write a short dialogue using emphatic stress in their sentences.	Learners write the dialogue for submission next class.
7	CONCLUSION	Teacher marks, corrects, and gives feedback on the learners' performances.	Learners listen and take note of corrections.

Oral English - Senior Secondary 1 - Emphatic stress