Oral English - Senior Secondary 2 - Oral English
Oral English
Oral English
SUBJECT: ORAL ENGLISH
TERM: 3RD TERM
WEEK: 4
CLASS: Senior Secondary School 2
AGE: 16 years
DURATION: 1 period of 40 mins
DATE:
TOPIC: Oral English
CONTENT: Sentence Stress: Emphatic Stress
SPECIFIC OBJECTIVES: By the end of the lesson, learners should be able to:
a. Identify and pronounce emphatic stress in sentences
b. Use emphatic stress correctly in meaningful sentences
c. Differentiate between regular stress and emphatic stress in spoken sentences
INSTRUCTIONAL TECHNIQUES: Discussion, teacher modeling, sentence drills, peer interaction
INSTRUCTIONAL MATERIALS: Audio clips of sentences, flashcards with stressed and unstressed words, board, markers
INSTRUCTIONAL PROCEDURES
|
S/N |
STEPS |
TEACHER’S ACTIVITY |
LEARNERS ACTIVITY |
|
1 |
REVISION |
The teacher revises the previous lesson and introduces the concept of emphatic stress. |
Learners listen and recall the previous lesson. |
|
2 |
INTRODUCTION |
Teacher explains emphatic stress and gives examples, e.g., "JAMES borrowed the novel" (stress on "JAMES"). |
Learners listen attentively and repeat after the teacher. |
|
3 |
PRACTICE |
Teacher models sentences with emphatic stress and asks students to identify the stressed word, e.g., “She BOUGHT the car.” Teacher encourages learners to practice with different sentences. |
Learners repeat sentences and identify the stressed words. They practice in pairs or groups. |
|
4 |
EVALUATION |
Teacher asks learners to listen to audio clips and identify the stressed word in each sentence. |
Learners listen to the audio and identify the stressed words. |
|
5 |
CLASS-WORK |
Teacher gives learners exercises with sentences to practice emphatic stress: 1. JAMES bought a new phone. 2. She LOVES the painting. |
Learners practice emphatic stress with sentences written on the board. |
|
6 |
ASSIGNMENT |
Learners are to write five sentences using emphatic stress. |
Learners write and submit their sentences in the next class. |
|
7 |
CONCLUSION |
Teacher marks, corrects, and commends learners' performance. |
Learners observe corrections and note down feedback. |