Work: Stress – Identification of the Correct Points of Pauses in Different Words for JSS 2 Second Term, Week 4, following your preferred format.

Speech Work: Stress – Identification of the Correct Points of Pauses in Different Words

Subject: English Language

Class: JSS 2

Term: Second Term

Week: 4

Age: 11 – 13 years

Duration: 40 minutes

Behavioral Objectives

By the end of the lesson, students should be able to:

1. Define word stress and explain its importance in pronunciation.
2. Identify stress patterns in English words.
3. Differentiate between stress on the first syllable (noun/adjective) and stress on the second syllable (verb) in words like import and refuse.
4. Correctly pronounce words with different stress patterns.
5. Use word stress to improve their spoken English.

Keywords

• Word stress
• Syllable
• Pronunciation
• Noun
• Verb
• Phonetics

Set Induction

The teacher writes the following pairs of words on the board:

1. ‘import (noun) vs im’port (verb)
2. ‘refuse (noun) vs re’fuse (verb)
3. ‘present (noun) vs pre’sent (verb)

The teacher then pronounces the words and asks students to identify the difference in stress placement.

Entry Behavior

Students have basic knowledge of word pronunciation.

Learning Resources and Materials

• Audio recordings of stress patterns
• Flashcards with example words
• Phonetic transcription charts
• A voice recorder for pronunciation exercises

Building Background/Connection to Prior Knowledge

The teacher reminds students that the way a word is stressed can change its meaning and function in a sentence.

Embedded Core Skills

• Listening skills
• Speaking skills
• Phonetic analysis

Learning Materials

• Lagos State Scheme of Work
• English Dictionary
• Phonetics textbook

Reference Books

• Lagos State Scheme of Work for English Language
• JSS 2 English Language Textbook
• Phonetics and Phonology by Peter Roach

Lesson Presentation

Step 1: Definition and Explanation of Word Stress

Teacher’s Activity:

• Defines word stress as the emphasis placed on a particular syllable in a word.
• Explains that stress is important in correct pronunciation and word meaning.
• Gives examples of syllables:
  • “Table” has two syllables: Ta-ble.
  • “Important” has three syllables: Im-por-tant.

Learners’ Activity:

• Repeat the definition of word stress.
• Clap along with the teacher to identify syllables in words.

Step 2: Word Stress in Nouns and Verbs

Teacher’s Activity:

• Introduces the stress shift rule:
  • Nouns and adjectives → stress on the first syllable (‘import, ‘present, ‘record).
  • Verbs → stress on the second syllable (im’port, pre’sent, re’cord).

Learners’ Activity:

• Repeat the words after the teacher, using the correct stress.
• Identify whether a word is a noun or a verb based on the stress pattern.

Step 3: Practicing Stress Placement with Common Words

Teacher’s Activity:

• Reads out words, emphasizing correct stress placement.
• Asks students to identify if the word is a noun or verb.
• Gives examples in sentences:
  • Noun: The ‘record of events is important.
  • Verb: We need to re’cord the meeting.

Learners’ Activity:

• Listen and repeat sentences with correct stress.
• Practice stressing words in pairs.

Step 4: Interactive Exercises on Word Stress

Teacher’s Activity:

• Conducts a pronunciation drill using a voice recorder.
• Encourages students to pronounce words and play them back to self-correct.
• Gives students flashcards with words to pronounce.

Learners’ Activity:

• Engage in pair work to practice stress placement.
• Record and listen to their own pronunciation.

Evaluation

Choose the correct stress pattern for the following words:

1. Import (a product)
   a) ‘Import
   b) Im’port

2. Refuse (to say no)
   a) ‘Refuse
   b) Re’fuse

3. Present (a gift)
   a) ‘Present
   b) Pre’sent

4. Record (to write down)
   a) ‘Record
   b) Re’cord

5. Produce (to manufacture)
   a) ‘Produce
   b) Pro’duce

6. Conduct (a survey)
   a) ‘Conduct
   b) Con’duct

7. Contest (to challenge)
   a) ‘Contest
   b) Con’test

8. Permit (a license)
   a) ‘Permit
   b) Per’mit

9. Reject (to refuse)
   a) ‘Reject
   b) Re’ject

10. Subject (to a test)
    a) ‘Subject
    b) Sub’ject

Class Activity Discussion (FAQs and Answers)

1. What is word stress?
   Word stress is the emphasis placed on a particular syllable in a word.

2. How does stress affect meaning?
   It changes a word’s meaning, e.g., ‘Import (noun) vs im’port (verb).

3. Which syllable is stressed in nouns?
   The first syllable (e.g., ‘Present).

4. Which syllable is stressed in verbs?
   The second syllable (e.g., Pre’sent).

5. Why is word stress important?
   It helps in correct pronunciation and clear communication.

6. What happens if I use the wrong stress?
   The word’s meaning may be misunderstood.

7. How can I practice stress placement?
   Listen to native speakers and record yourself speaking.

Assessment (Evaluation Questions)

1. Define word stress.
2. Differentiate between stress in nouns and verbs.
3. Identify the correct stress pattern for:
   a) Export (a product)
   b) Produce (to create)
   c) Permit (an official document)
4. Write five words that change meaning based on stress.

Conclusion

The teacher marks students’ work, provides feedback, and emphasizes the importance of correct word stress in communication.