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

SUBJECT: ORAL ENGLISH

TERM: 1^ST TERM

WEEK: 12

CLASS: Senior Secondary School 3
AGE: 17 years
DURATION: 1 period of 40 mins
DATE:
TOPIC: Oral English
CONTENT: Word Stress – Three-Syllable Words Stressed on the First Syllable
SPECIFIC OBJECTIVES: By the end of the lesson, learners should be able to:
a. Identify and pronounce three-syllable words stressed on the first syllable.
b. Use the words correctly in sentences.
c. Demonstrate understanding of the stress pattern in their own speech.
INSTRUCTIONAL TECHNIQUES: Discussion, teacher modeling, repetition, peer practice.
INSTRUCTIONAL MATERIALS: Flashcards, word lists, audio clips, example sentences.

INSTRUCTIONAL PROCEDURES

S/N	STEPS	TEACHER’S ACTIVITY	LEARNERS ACTIVITY
1	REVISION	Teacher revises previous lesson on sentence stress and introduces the concept of word stress in three-syllable words.	Learners recall previous lessons and participate in the revision.
2	INTRODUCTION	Teacher explains and demonstrates the stress pattern for three-syllable words stressed on the first syllable: e.g., policy, monitor, embassy, argument.	Learners listen and repeat the words after the teacher.
3	PRACTICE	Teacher gives more examples of three-syllable words and uses them in sentences. E.g., "The policy is clear," "She works at the embassy."	Learners repeat the sentences and practice identifying the stress pattern.
4	EVALUATION	Teacher asks learners to identify the stressed syllable in the following words: policy, monitor, embassy, argument.	Learners identify the stressed syllable in the given words.
5	CLASS-WORK	Students write three sentences using three-syllable words stressed on the first syllable.	Learners write and submit their responses.
6	ASSIGNMENT	Learners are to find and write five three-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.