Oral English - Senior Secondary 2 - Oral English
Oral English
Oral English
SUBJECT: ORAL ENGLISH
TERM: 1ST TERM
WEEK: 5
CLASS: Senior Secondary School 2
AGE: 16 years
DURATION: 1 period of 40 mins
DATE:
TOPIC: Oral English
CONTENT: Consonant Clusters: Two Consonants in Initial Position (e.g., slice, troupe, scalp, cloud, crush)
SPECIFIC OBJECTIVES: By the end of the lesson, learners should be able to:
a. Identify consonant clusters in initial position
b. Pronounce words with two consonant clusters at the beginning correctly
c. Use the words in sentences
INSTRUCTIONAL TECHNIQUES: Pronunciation drills, teacher modeling, repetition, use of real-life examples
INSTRUCTIONAL MATERIALS: Flashcards, audio clips, real-life objects (e.g., a slice of bread, a cloud)
INSTRUCTIONAL PROCEDURES
|
S/N |
STEPS |
TEACHER’S ACTIVITY |
LEARNERS ACTIVITY |
|
1 |
REVISION |
Teacher revises previous topics and introduces consonant clusters with two consonants in the initial position (e.g., slice, cloud) |
Learners listen and recall previous lesson |
|
2 |
INTRODUCTION |
Teacher explains and demonstrates the pronunciation of consonant clusters in the initial position (e.g., "slice," "cloud," "crush") |
Learners listen and repeat the words after the teacher |
|
3 |
PRACTICE |
Teacher provides more examples of consonant clusters and uses them in sentences (e.g., "The slice of bread is big," "The cloud is white.") |
Learners repeat the sentences and create their own examples |
|
4 |
EVALUATION |
Teacher asks learners to answer: 1. Identify the consonant cluster in "crush." 2. Use "slice" in a sentence. 3. What is the initial sound in "cloud"? |
Learners answer the questions orally or in writing |
|
5 |
CLASS-WORK |
Students complete the following: 1. Write three words that begin with consonant clusters. 2. Use "crush" and "slice" in sentences. |
Learners write and submit their responses |
|
6 |
ASSIGNMENT |
Learners should answer: 1. Write three more examples of consonant clusters in the initial position. 2. Use "cloud" and "slice" in separate sentences. |
Learners write and submit during the next class |
|
7 |
CONCLUSION |
Teacher marks, corrects, and commends learners’ performance |
Learners observe and note corrections |