Oral English - Senior Secondary 3 - Sentence Stress

SUBJECT: ORAL ENGLISH

TERM: 1^ST TERM

WEEK: 11

CLASS: Senior Secondary School 3
AGE: 17 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. Differentiate between normal sentence stress and emphatic stress.
b. Use emphatic stress to emphasize key parts of sentences.
c. Demonstrate understanding of emphatic stress in their own speech.
INSTRUCTIONAL TECHNIQUES: Discussion, teacher modeling, repetition, peer practice, use of real-life examples.
INSTRUCTIONAL MATERIALS: Audio clips, sentence strips, flashcards.

INSTRUCTIONAL PROCEDURES

S/N	STEPS	TEACHER’S ACTIVITY	LEARNERS ACTIVITY
1	REVISION	Teacher revises previous lesson on word stress and introduces the concept of emphatic stress.	Learners recall previous lesson and share examples of sentence stress.
2	INTRODUCTION	Teacher explains the difference between normal stress and emphatic stress, with examples: "I will go to the store" (normal stress), "I will go to the store" (emphatic stress on 'will').	Learners listen and repeat the sentences with normal and emphatic stress.
3	PRACTICE	Teacher gives more examples and demonstrates how to emphasize different parts of a sentence for effect. E.g., "I want to meet YOU."	Learners practice reading the sentences with the correct emphatic stress.
4	EVALUATION	Teacher asks learners to identify the stressed word in given sentences, such as: "She did not go to the market" vs. "She did not GO to the market."	Learners identify and respond to the stressed words.
5	CLASS-WORK	Students write five sentences and underline the word that they want to emphasize. Then, they read the sentences with emphatic stress.	Learners write and read their sentences aloud.
6	ASSIGNMENT	Learners are to listen to an audio clip and identify the words that have emphatic stress. Then, write five of their own sentences with emphatic stress.	Learners write and submit their responses next class.
7	CONCLUSION	Teacher marks, corrects, and commends learners’ performance.	Learners observe and note corrections.

Oral English - Senior Secondary 3 - Sentence Stress - Emphatic Stress