English Sounds · JHS3 English Language

Lesson notes

Learning Objectives

Indicator: B9.1.3.1.3 - Produce mono-syllabic and di-syllabic words with accurate stress in speech

By the end of the lesson, learners can:

Define mono-syllabic and di-syllabic words and identify the number of syllables in given words.
Listen to and distinguish the stressed syllable in di-syllabic words (e.g., TRA-vel, vi-SIT, a-BOUT).
Produce mono-syllabic words and di-syllabic words with accurate stress in short dialogues and sentences.
Write down di-syllabic words they hear, placing a mark (e.g., an apostrophe or underline) above the stressed syllable.
Apply correct stress patterns when speaking in pairs, showing improved clarity and confidence in oral communication.

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Curriculum details

Strand: Oral Language (Strand 1)
Sub-strand: English Sounds (1.3)
Content standard: B9.1.3.1 - Articulate English speech sounds to develop confidence and skills in listening and speaking
Indicator: B9.1.3.1.3 - Produce mono-syllabic and di-syllabic words with accurate stress in speech
Suggested placement: Term 1, Week 6 (Week 6 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: English Language, Common Core Programme (JHS1-JHS3), 2023, p. 74
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Listen to and produce mono and di-syllabic words in context (dialogues).
- Listen to and write words containing di-syllabic words, e.g. travel, visit, etc.
- Produce mono and di-syllabic words accurately in speech.