Oral English - Senior Secondary 3 - Word Stress - Two Syllable Words Stressed on the First Syllable

SUBJECT: ORAL ENGLISH

TERM: 1^ST TERM

WEEK: 10

CLASS: Senior Secondary School 3
AGE: 17 years
DURATION: 1 period of 40 mins
DATE:
TOPIC: Oral English
CONTENT: Word Stress – Two Syllable Words Stressed on the First Syllable
SPECIFIC OBJECTIVES: By the end of the lesson, learners should be able to:
a. Identify two-syllable words that are stressed on the first syllable.
b. Pronounce these words correctly, focusing on the stress pattern.
c. Use the words correctly in sentences.
INSTRUCTIONAL TECHNIQUES: Discussion, teacher modeling, repetition, peer practice, use of real-life examples.
INSTRUCTIONAL MATERIALS: Flashcards, audio clips, word lists, example sentences.

INSTRUCTIONAL PROCEDURES

S/N	STEPS	TEACHER’S ACTIVITY	LEARNERS ACTIVITY
1	REVISION	Teacher revises previous lesson and introduces new content on word stress.	Learners recall the previous lesson and participate in the revision.
2	INTRODUCTION	Teacher explains and demonstrates the stress pattern for two-syllable words: e.g., table, comfort, export, import, tailor.	Learners listen and repeat the words after the teacher.
3	PRACTICE	Teacher gives more examples of two-syllable words stressed on the first syllable and uses them in meaningful sentences. E.g., "I sit at the table," "He feels comfortable," "They import goods from abroad."	Learners repeat the sentences and practice identifying the stress pattern.
4	EVALUATION	Teacher asks learners to identify the stress in the following words: table, comfort, export, tailor.	Learners identify the stressed syllable in the given words.
5	CLASS-WORK	Students write three sentences using words with first-syllable stress. Also, write a list of words that follow this stress pattern.	Learners write and submit their responses.
6	ASSIGNMENT	Learners are to find and write five two-syllable words stressed on the first syllable, and use them in sentences.	Learners write and submit their work next class.
7	CONCLUSION	Teacher marks, corrects, and commends learners’ performance.	Learners observe and note corrections.