1ST TERM

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SCHEME OF WORK
WEEKS TOPIC
1. Revision of last term's work and examinations. Use of Dictionary; Noun Clause: The noun clause functioning as object of verb; The noun clause functioning as object of preposition

2. The noun clause functioning as apposition to noun or pronoun.; The noun clause functioning as complement of verb; Adjectival clause and function; Summary: Practical approach to writing a good summary; Vocabulary Development: Words associated with sports and entertainment

3. Adverbial Clause; Noun Phrase and functions; Adjectival phrase and functions; Adverbial phrase and its function; Comprehension - Reading for main points
Comprehension- Reading for critical evaluation
Vocabulary development- Words associated with past and communication
Comprehension- Summarizing and argument
Comprehension-Summarizing paragraph units

4. Summary: Practical Approach; Summary Writing; Transitive and Intransitive verbs; Classification of verbs-Dynamic and Stative verbs; Comprehension- Reading to appreciate culture
Comprehension/voc. Dev. Words associated with the military
Structure: Types of sentences, clauses, phrases and words
Punctuation: and capitalization
Structure: Nouns and noun phrases

5. Structure:Common errors; Idiomatic expressions; Structure: Conjunctions
Conjunctions (contd)

6. Conditional clauses; Essay writing: Expository Essay-Effects of drugs and alcohol on the society
Essay writing: More on descriptive- A journey by train
Essay writing: Introduction to article writing-Procrastination and lack of ambition

7. Essay writing: Letter for Publication-Procrastination is the thief of time
Argumentative-Sexual abuse is as a result of exposure to foreign films
Essay writing: Formal letter-Letter to the editor

8. Letter Writing: Letter to the editor-Reasons why students fail examinations (structure)

9. Letter to the editor-Reasons why students fail examinations (Practice)

10. Revision


Reference
1. Montgomery et al: Effective English for S.S 2 (Main Textbook)
Evans publishers Ibadan
2. Ogunsanwo et al: Countdown to SSCE Evans Publishers Ibadan
3. Onuigbo S.M: Oral English for Schools and Colleges Africana Publishers .Enugu
4. Oxford Advanced Learner’s Dictionary
5. WAEC Past Questions.

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LESSON 1
Topic: Common misspelt words
Content: --- Examples
1. Absense --- Absence
2. Aceptable --- Acceptable
3. Adress --- Address
4. Admision --- Admission
5. Advice (Noun) --- Advise (Verb)
6. Adviced --- Advised
7. Afectionately --- Affectionately
8. Begining --- Beginning
9. Arguement --- Argument
10. Breath (Noun) --- Breathe (Verb)
11. Calender --- Calendar
12. Autentic --- Authentic
13. Chanel --- Channel
14. Changable --- Changeable
15. Continous --- Continuous
16. Controled --- Controlled
17. Sincerly --- Sincerely
18. Diagonise --- Diagnose
19. Practice (Noun) --- Practise (verb)
20. Recieved --- Received

Evaluation:
Correctly write the following and check the dictionary for answers
1. Cheif
2. Thiefes
3. Conjution
4. Previledge
5. Illigal



TOPIC: SPELLING (Effective English SS 2 Page 22)
CONTENT: RULES
Spelling is largely an individual problem. The problem has to be tacked by
individual practice. One must learn to pronounce correctly in order to write correctly. In addition, one should look up the meaning and accurate spelling and pronunciation of words in a standard dictionary. Again, one can associate words and keep a private book on word list which pose challenges to the learner.
While doing these, one can learn the spelling rules and exceptions below to bolster one’s effort at correct spellings.

1. Write 'i' before 'e' except after 'c' or when sounded like 'a' as in examples.
(i.e). grief, frontier, pieces, relieve, chief, (cei: Receive, Conceive, Deceive, ei (a) Neighbor, weigh. Exceptions: either, weird, their, height,

Prefixes
2. Do not change the spelling of a word when you add a prefix to it e.g.
re + enter = reenter or re- enter
dis + satisfied = dissatisfied

Suffix
The rules which follow pertain to words which end in 'e'
3. When a word ends in 'e', generally keep the 'e' when adding a suffix that begins with a consonant.
Hope + ful = hopeful
Place + ment = placement
Exception to the rule
a.Nine + th = ninth
b.Argue + ment = Argument
c.True + ly = truly

4. When a word ends in 'e' generally drop the 'e' when adding – y or a suffix that begins with a vowel.
Ice + y = icy
Arrive + al = arrival
Refuse + ing = refusing

5. When a word ends in ce or ge, keep the final e before adding a suffix that begins with ‘a’ or ‘o’
notice + able = noticeable
advantage + ous = advantageous

6. When a word ends in a consonant and i.e, drop the i.e. before adding – ly. horrible + ly = horribly, able + ly = ably

7. When a one syllable word ends in i.e., change the i.e. to y before adding – ing e.g. tie + ing = tying, die + ing = dying

8. When a word ends in a consonant and y change y to i before adding a suffix e.g sleepy + ly = sleepily, hungry + est = hungriest, pity + ful = pitiful

9. When you add a suffix to certain words or when the suffix begins with i, do not change y to i e.g. shy + ly = shyly, dry + ness = dryness, copy + ing = copying

10. When a word ends in a vowel and y generally keep the y e.g. joy + ous = joyous, play + ed = played.

11. Double the final consonant before a suffix beginning with a vowel if (1) the word ends in one vowel and one consonant and (2) the word is only one syllable long or is accented on the final syllable e.g plan + ed = planned, regret + able = regrettable

12. Do not double the final consonant if the stress does not fall on the last syllable open + er = opener, differ + ing = differing.

13. Do not double a final consonant before a suffix beginning with a consonant forget + ful = forgetful, win + less = winless.

https://youtu.be/IWPfD2WcAXg

EVALUATION
Explain five rules of spelling.
READING ASSIGNMENT p.23

ASSIGNMENT
Fill in the blanks with the most appropriate option.
1. There ______ news about your application.
(a) are good (b) is a good (c) is some good
2. The recent rainstorm did ______ to our farm.
(a) much damage (b) many damage (c) an information
3. The student were punished for bad ______
(a) conduction (b) conduct (c) conducts
4. The policemen received ________ about the robbers’ hide-out.
(a) many informations (b)some information (c) an information
5. There ______ in Lagos last Wednesday.
(a) was much traffic (b) were many traffic (c) were plenty traffic

THEORY
Complete the gaps in practice 2 page 22.




Main Topic: Vocabulary
Topic: The use of Dictionary
Reference books: The Dictionary

Behavioral objectives:
At the end of the lesson, the students should be able to:
I. Locate words in the dictionary
II. Mention how words are used in the dictionary.

Content:
A good dictionary presents different ways of using words. For example: The word "instruction" is a noun, it has syllables, stress, meaning, pronunciation. Other words may have quite more than that- idioms, collocations, sentences. Every letter in the alphabet is used in idioms and collocations.




Evaluation:
I. Locate "finger" in the dictionary
II. How is the word "finger" used in the dictionary?

Assignment:
Write four words of your choice and write their meanings, collocations, pronunciations, stress and syllables.




LESSON 2
Main Topic: Structure
Topic: The Noun Clause
Reference books: Contemporary English Grammar

Behavioral objectives:
At the end of the lesson, the students should be able to:
I. Define the noun clause
II. State the grammatical name of the underlined expressions
III. State the grammatical functions of the underlined expressions.

Content:
A group of words which contain a subject and predicate of its own and does the work of a noun is called a noun clause. For example:
I know that she is a cashier in the bank.
What I like most in her is her determination.
I know when to write the note.
That she is divorced is no longer news.
The clause has a mandatory finite verb.


Functions of the noun clause
1. As the subject of the verb
2. As the object of a verb
3. The object of a preposition
4. In apposition to a noun or a pronoun
5. The complement of a verb

As subject of verb
a. That she loves the track is known to all.
b. What I like most in her is her determination.
c. Whether to apply for the post is a problem to me.

In sentence 1, the grammatical name is: Noun Clause
The grammatical function is: subject of the verb phrase "is known"

In sentence 2, the grammatical name is: Noun Clause
The grammatical function is: subject of the verb "is"

In sentence 3, the grammatical name is: Noun Clause
The grammatical function is: subject of the verb "is"
https://youtu.be/ZVWRLGb25UE

Evaluation:
I. What is the noun clause?
II. State the grammatical names and the grammatical functions of the following underlined expressions:
That he is the champion of the competition is in no doubt.
Whether to find the correct dress is a problem to us.

Assignment:
Write three sentences with underlined expressions showing noun clauses and state their grammatical names and their grammatical functions.




LESSON 3
Main Topic: Structure
Topic: The noun clause functioning as object of verb
Reference books: Contemporary English Grammar

Behavioral objectives:
At the end of the lesson, the students should be able to:
I. State the grammatical names of the underlined expressions
II. State the grammatical functions of the underlined expressions.

Content:
I know when to apply for a bank loan.
I know that she is a nurse in the hospital.
We don't understand how long he wants to remain ignorant.

In sentence 1, the grammatical name is- noun clause
The grammatical function is-object of the verb "know"

In sentence 2, the grammatical name is-noun clause
The grammatical function is-object of the verb "know"

In sentence 3, the grammatical name is-noun clause
The grammatical function is-object of the verb phrase "don't understand"
https://youtu.be/nYpmbJlSVOA

Evaluation:
State the grammatical names and the grammatical functions of the following underlined expressions:
1. She discovered how to arrange the appliance.
2. He knows that the problem is over.

Assignment:
Write three sentences with underlined expressions stating their grammatical names and their grammatical functions.





LESSON 4
Main Topic: Structure
Topic: The noun clause functioning as object of preposition
Reference books: Contemporary English Grammar

Behavioral objectives:
At the end of the lesson, the students should be able to:
I. State the grammatical names of underlined expressions.
II. State the grammatical functions of the underlined expressions.

Content:
1. She did not pay attention to what he said.
2. There is no point in what he suggested to me.
3. I have confidence in what he does.
4. I am not satisfied with what he presented.
5. Do you have any idea about what you have read now?

In sentence 1, the grammatical name is- noun clause
The grammatical function is- object of the preposition "to"

In sentence 2, the grammatical name is-noun clause
The grammatical function is- object of the preposition "in"

In sentence 3, the grammatical name is-noun clause
The grammatical function is- object of the preposition "in"

In sentence 4, the grammatical name is- noun clause
The grammatical function is- object of the preposition "with"

In sentence 5, the grammatical name is-noun clause
The grammatical function is-object of the preposition "about"

Evaluation:
I. State the grammatical names and the grammatical functions of the following underlined expressions:
a. There is nothing interesting in the book I read.
b. They did not pay attention to what he said.

Assignment:
Write four sentences with underlined expressions stating noun clauses and state their grammatical functions.

https://youtu.be/EcYJ77H9Xow

https://youtu.be/9SrEEPt4MQA




Further Studies 1

Further Studies 2


Practice Test 1

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LESSON 5

TOPIC: WORDS
CONTENT:
A word is a single unit of language which means something and can be spoken or written e.g The sentence ‘He is absent.’ contains 3 words.
Types
There are different approaches to looking at words but an overview approach will be adopted below.
1. Literal words: These are words used to reflect their basic or usual or common meaning e.g mad (mentally imbalanced)
2. Figurative words: These are words used in a way that is different from the usual common meaning e.g ‘mad’ used to mean angry in I was mad at him.
3. Synonyms: These are words that have almost similar meanings e.g. Talk/Say
4. Antonyms: These are words that have almost opposite meanings e.g. yes/Agree
5. Homonyms: words with the same form (spelling) and sound but different meanings or origins e.g mail (letter) mail (armour)
6.Homophones: Words that have the same sound but different forms (spellings) and meanings.
e.g allowed (permitted) aloud (not silently)
7. Idioms: An idiom is a phrase or expression whose meaning cannot often be understood from the ordinary meanings of the words in it. E.g ‘give in’ means ‘yield’. One may not interpret the meaning from the words ‘give’ and ‘in’.


Evaluation
1. Mention two words that have figurative meanings.
2. Mention two homophones.

ASSIGNMENT
Choose the most appropriate option
1. We are looking forward to ____ the editor. (a) met (b) meet (c) meeting (d) meets
2. I wonder if you are averse to ___ to parties (a)go (b)going (c)went (d)gone
3. He is insistent ____ doing the job alone (a) for (b) on (c) that (d) at
4. Your aptitude ___ grammar should have improved by now. (a) on (b) with (c) for (d) in
5. Moses has shown enough aversion ____ science (a) to (b) for (c) with (d) on
Theory
Complete the sentences in practice 2 page 30



Topic: Types of Phrases
Content :
Basic Types of phrase
1. Phrase: It is a group of words without a finite verb, especially one that forms part of a sentence .e.g. On Monday morning, the red car.
1. Clause : It is a group of words that includes a subject and a (finite) verb, and forms a sentence or part of a sentence.
e.g. They often go to the restaurant because they love food.
Main Clause: ’They often go to the restaurant’
Subordinate clause: ‘because they love food’
Basic Types of Phrases
There are five basic types of phrase
1. Verb phrase: It is made up of a main verb and an auxiliary verb. E.g. I shall travel to Abuja tomorrow .
2. Noun Phrase: It is a group of words without a finite verb but having a noun or its equivalent as its headword e.g. The old woman whose daughter was arrested for stealing is the governor’s sister.
3. Adjectival phrase: It is a group of words without a finite verb functioning as a qualifier or modifier of nouns and pronouns.
e.g. Turaki is Stinking rich.
Your essay is full of errors.
4. Adverbial phrase
It is a group of words without a finite verb functioning as a modifier or qualifier of a verb, adverb or adjective e.g. He ran very fast,. He spoke quite slowly.
5. prepositional phrase: It is a group of words without a finite verb, beginning with a preposition e.g. Do the work without much noise.
He carries the money in a diamond studded leather bag

Evaluation: Differentiate a phrase from a clause..

READING ASSIGNMENT: Page 67



Topic: TYPES OF CLAUSES
CONTENT:
A clause is a group of words that contains a subject and a (finite) verb, but which is usually only part of a sentence.
E.g The passengers boarded the plane and it took off for Australia . (2 clauses)

Types
There are two types of clauses: Independent (main) and Dependent (subordinate)
1. Independent clauses: These are also called main or principal clauses.
An independent clause expresses a complete thought and can stand on its own as a sentence e.g
The policeman raised his gun and fired at the fleeing robber.
Both underlined clauses can stand alone because they express complete thoughts.

2. Dependent Clauses:A dependent clause also called a subordinate clause does not express a complete thought and cannot stand on its own as a sentence. It depends on an independent clause for its meaning to be complete.
e.g which the Doctor recommended.

He bought the drug which the doctor recommended.
Independent clause : He bought the drug
Dependent/subordinate clause : which the doctor recommended.

The basic types of subordinate clauses are noun clause, adjectival clause/relative clause and adverbial clause.

Note: Subordinate clauses are usually introduced by subordinators such as because, so, if when, while yet e.t.c

Evaluation:
1. Differentiate the types of clauses.
2. Mention some subordinators which introduce subordinate clause
3. Write two sentences one for each which contain main clauses and subordinate clauses.
Reading Assignment: Read P. 220 Countdown to SSCE.




Topic: Types of sentences
Content:
The sentence is the basic unit of expression with which we express complete thoughts. Thus a sentence is a group of words which contains a subject and a predicate which must express a complete thought .
E.g (a) The boy in the bus. (incomplete – not a sentence)
(b) |The boy in the bus | is | my friend |
-----| subject ----------- |verb |--- Noun Phrase |
------------------| predicate
Types
In sentence 2, the grammatical name is-noun clause
The grammatical function is-complement of the verb

There are two ways of examining types of sentences:
Function and structure.

1. Types of sentences according to function.
a. The Declarative sentence: This is a statement or a declaration e.g My English Language teacher is a kind man.
b. The Interrogative sentence: It expresses a question e.g How are you?
c. The imperative sentence: It expresses a command e.g (you) Get out of this room!
d. The Exclamatory sentence: This expresses an exclamation especially of such emotions as wonder, alarm, surprise, joy, gratitude e.g
What a beautiful house!
It’s a goal!

2. Types of sentences according to structure:
(a) The simple sentence: This contains only one main clause e.g Abiola did not buy the book.

(b) The compound sentence. This contains two main clauses linked by a co-ordinating conjunction e.g The tired man returned from work and he asked for his meal.

(c) The multiple sentence: This contains more than two main clauses linked by co-ordinating conjunctions e.g
The tired man returned from work and asked for his meal but there was none.

(d) The complex sentence: This contains one main clause and one or more subordinate clauses e.g
| sub. Clause | main clause | subordinate clause
|If he comes at 1 p.m | he will be late | because the meeting will start at 12.00noon.

e The compound complex sentence: This contains more than one main clause and one or more subordinate clauses
e.g Ada came in the morning and told me she was successful in the examination but that her scores were low.

Evaluation
Identify the sentences below according to function and structure.
1. How wicked of those kidnappers to beat you?
2. The president promised to visit us but failed to do so.
3. When I returned, food was already on the table.

Reading Assignment: p233-234 Countdown to SSCE English
https://youtu.be/6f7GLBfLtHg







LESSON 6
Main Topic: Structure
Topic: The Noun Clause functioning as Apposition to Noun or Pronoun
Reference books: Contemporary English Grammar

Behavioral objectives:
At the end of the lesson, the students should be able to:
I. State the grammatical names of the underlined expressions.
II. State the grammatical functions of the underlined expressions

Content:
1. It is really a pity that Mary has never recognized her presence.
2. The fact that she has a desire to marry a rich man is known to all her friends.
3. I accept the theory that man is a social animal.
4. We believe the principle that all men are born free.
5. It is our belief that she does not understand our language.

In sentence 1, the grammatical name is-noun clause
The grammatical function is-apposition to the noun "pity"

In sentence 2, the grammatical name is-noun clause
The grammatical function is-apposition to the noun "fact"

In sentence 3, the grammatical name is-noun clause
The grammatical function is-apposition to the noun "theory"

In sentence 4, the grammatical name is-noun clause
The grammatical function is-apposition to the noun "principle"

In sentence 5, the grammatical name is-noun clause
The grammatical function is-apposition to the noun-"belief"
https://youtu.be/A20rqtODjuo

Evaluation:
State the grammatical name and the grammatical function of the following expressions:
The story that he became a champion at the age of twelve is still surprising to me.
The truth that we are all one should be well propagated.

Assignment:
Write four sentences expressing grammatical name and grammatical function.



Topic: The noun clause functioning as complement of verb
Reference books: Contemporary English Grammar

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. State the grammatical name of the underlined expressions.
2. State the grammatical function of the underlined expressions

Content:
1. My belief is that hard work brings success.
2. My fear is that she may lose her job.
3. Success is what we think of it.
4. My worry is whether I shall be able to see James again.
5. The question is where to find money for the project.

In sentence 1, the grammatical name is-noun clause
The grammatical function is-complement of the verb "is"
erb "is"

Ditto all the other sentences.
https://youtu.be/NYL4NZARBfs

Evaluation:
State the grammatical name and the grammatical function of the following underlined expressions:
a. My concern was how to operate the machine.
b. Their fear has been what to do with the project.

Assignment:
Write four sentences stating the grammatical name and the grammatical function as noun clause.

https://youtu.be/vOyx1yn8biw


Further Studies 3

Further Studies 4


Practice Test 2

Practice Test 3





Topic: Adjectival clause and function
Reference books: Contemporary English Grammar and Certificate English at a Goal

Behavioral objectives:
At the end of the lesson, the students should be able to:
I. State the grammatical name of the underlined expressions.
II. State the grammatical functions of the underlined expressions.


Content:
1. The man whom you saw in the park is my sister.
2. The man who invited you to dinner is my uncle.
3. The beautiful girl whose father is an accountant in the state bank is appearing for the degree exam.
4. This is the book that I told you about.

In sentence 1, the grammatical name is - adjectival clause
The grammatical function is - it qualifies the noun "man"

In sentence 2, the grammatical name is - adjectival clause
The grammatical function is - it qualifies the noun "man"

Evaluation:
1. Define adjective
2. Write two sentences and underline adjectival clauses there and state their grammatical functions and names.

Assignment
Write three sentences showing adjectival clauses and state their grammatical name s and grammatical functions.

https://youtu.be/StFEIzxoIMs

https://youtu.be/GpV39YEmh5k


Further Studies 1

Further Studies 2

Further Studies 3


Practice Test 1

Practice Test 2




LESSON 7
Summary: Practical approach to writing a good summary

Content:
A summary is a short statement that gives the main information about something, without giving all the details. Another word for summary is précis.
There are two approaches to writing summaries.
(a) The Precis approach
(b) Multi-Question – Answer approach

(a) The précis approach has one aim and this is to reduce a passage or a textbook to 35% of the original volume of words.
Sometimes one can be asked to write a defined amount of words e.g write a one – page summary of this ten page report.
In this approach, one is expected to identify the topic sentences in the original text, string them together to form a paragraph or the defined volume specified e.g a page

(b)Multi Question – Answer Approach: This is in use by WAEC and NECO. It is similar to a comprehension passage but its questions mandate the student to write its answers in a specified number of sentences.

Useful Hints
1. Read the questions.
2. Read the passage using a pencil to identify the topic sentences.
3. Read the questions in order to answer the questions.
4. Indicate the part of question you are answering.
5. Pick from the passage only the information demanded by the question; do not give your own additional information if you know more about the topic discussed.
6. Do not lump two points in one sentence.
7. Use your own words in presenting your answers. If you have to borrow words or phrases used in the passage do it sensibly. Do not copy out whole sentences from the passage in answer to summary questions.
https://youtu.be/QgtHzGwoO7A

Reading Assignment
Read page 26 Nnamdi Azikwe stadium and answer the questions which accompany it.

EVALUATION
1. Mention two types of summary
2. Mention five hints for summary writing.




Topic: VOCABULARY – SPORTS
CONTENT: Words/ Meaning
Examples of usages
1. Sport: Activity that is done for pleasure. This includes (a) games (tennis, football, polo, cricket, basket ball) (b) athletics e.g running, jumping, swimming, e.g Soccer/ Football is my favourite sport.
2. Competition: An event which involves two or more sides who oppose one another in order to choose the best (champion).
e.g. Alimosho Local Government is organizing a football competition for private schools.
3. Athlete: A participant in a sport event e.g (a) field event (long jump, throwing, javelin) (b) track events (race, or sprints)
4. Boxing: A sport event which takes place in a ring. opponents throw punches at each other in order to win a belt e.g Boxing is my favourite sport.

5. Runners – up: Those who come second and third in a sport event e.g Bolanle is the first runner – up in the 100 metres race.
6. Judges: The persons who ensure that competitors obey the rules of a competition e.g. A panel of judges has been constituted to oversee the boxing match.
7. Coach: A person who trains participants or athletes in sport e.g. My ambition is to become a world class coach.
8. Prize: The rewards that athletes and sports men/women are given e.g Medals He won a gold medal at the Olympic. The Prize for the winner of the race is a million dollars.

Exercise 1 (Athletics)
Complete each of the following sentences with one of the words listed in brackets:
(Participate, athletics, marathon, relay, race, baton, sprint, prize, medal)
1. I won a first ____ at the All African Games
2. Johnson is very good at the ____
3. He won a gold ____at the athletics meet.
4. I am a sprinter. I’ll like to _____ in the next game
5. The ____ race took so much strength off me
6. Chartie handed the ____ to me too late. That was why we came last


Exercise 2 (Football)
Fill in the blanks in the following passage with one of the words listed in bracket (books, corner-kick, penalty, referee, goal mouth, whistle, jersey, field
The ____ blew his ____ immediately the player in the yellow _____ committed a foul.
He awarded a ____. The ball was show unto the _____. At the end of the game, the players left the ______ of play.


Evaluation: Use four words to make sentence of yours.

Reading Assignment: Read Main Text page 20-21

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LESSON 8

Topic: Speech work – contrast of Monothongs /٨ / and /æ/, /ə/ and /e/,
/ ∧ /
This is a short vowel that is articulated when the jaws are considerably separated and the
lips neutrally open.
Spelling
Letter --- Words
U ---Sun, understand, fundamental, function, dull, jump, cut, culture
O--- Son, onions, done, oven, dove, wonder, Monday, some, London, month,
---Among, Country, enough, tough, touch, nourish, flourish, young, couple, courage, blood, does flood.
https://youtu.be/zUpF0pYoTZ8

https://youtu.be/X1utTZqC3AI

/ æ/
The mouth is more open for this sound than in the articulation of / e /. The front part of the
tongue is raised and the rim makes a slight contact with the back upper molars.

Letter --- Words
A.--- bat, sat, fat, hat, man, hand, stamp, panic, marry, map, cap, packet, Plait
https://youtu.be/NavmTDkd8Z8
https://youtu.be/mynucZiy-Ug

Evaluation: Identify the sounds underlined in the words below:
1. lamp 2. dam 3. nourish 4. trouble 5. enough


/e/
This is a short vowel that is produced when the front part of the tongue touches the lower teeth. The tongue is in a raised position.
LETTER --- WORDS
e --- bed bend bet pretend commend
ea --- head breath dead threat ready
a --- many Thames
ay --- says
ie --- friend
ai --- Geoffrey, jeopardize
u --- bury
ue --- guess
https://youtu.be/d98t4b3XLjg

https://youtu.be/ZwdE225mSDQ

https://youtu.be/GnWPcvI20Uk

/ə/
This vowel can be sounded as “bass /e/”. It is pronounced in unstressed syllables. The Schwa sound can be realized in the following unstressed syllables.
Syllable --- Words
er --- Mother, Wonder
or --- Doctor, Governor
ous / our --- FAmous COlour
ious --- CONscious
ure --- FIgure, CuLture
a --- aBOUT , aGO
o --- phoTOgraphy, decoRAtive
I --- Possible
https://youtu.be/RVvn6204I_Y

https://youtu.be/m1mDSUSwNls

In addition, /ә/ occurs in weak forms of the following words (i.e. when these words are found in sentences)
a -/ә/ as -/әz/ could - /kәd/
and - /әn/ at - /әt/ does - /dәz/
are - /ә/ can -/kәn/ for -/fә/
from- /frәm/ Shall - /sәl/ must- /mәst/
some- /sәm/ of -/әv/ to - /tә/
was - /wәz/ were - /wә/

Reading Assignment: Read Page 48-49.main text.

Assignment
Choose the option that best complete the following sentence
1. I saw my car ____from the park (a)Been driven (b) Driving (c)Being driven
2. I saw ten naira note ____ at my feet (a)Laying (b)lying (c)lieing
3. It is too expensive; we had better ___ (a)Not buying (b) Not bought it (c) Not buy it
4. Oil is a (n) ____Resource (a)Finished (b)Infinite (c)Finite
5. He did apply for the job ___? (a) Isn’t it (b)Didn,t he (c) Hadn’t he?

Theory
Complete the sentence in section A page 32




LESSON 9
Main Topic: Structure
Topic: Adverbial Clause
Reference books: Contemporary English Grammar and Certificate English at a Goal

Behavioral objectives:
At the end of the lesson, the students should be able to:
I. State the grammatical names of underlined expressions.
II. State the grammatical functions of the underlined expressions.
Content:
Adverb clauses are classified into eight kinds:
1. Adverbial clause of time
2. Adverbial clause of place
3. Adverbial; clause of purpose
4. Adverbial clause of cause
5. Adverbial clause of condition
6. Adverbial clause of result
7. Adverbial clause of comparison
8. Adverbial clause of concession


a. As he began to dance, we stopped talking.
b. Don't talk while I am teaching.
c. Whenever you want to eat, please remember me.
d. Wherever you go, I will continue to follow you.
e. We read that we may understand the world.
f. If you help me, I shall be happy.
g. Since she has a desire to work, she discontinued her studies.
h. Whereas Sola is friendly, her friend is impolite.
i. Although I tried hard, I could not succeed in my attempt.
j. Sola is as beautiful as Juliana.

In sentence 'a', the grammatical names is - adverbial clause
The grammatical function is- it modifies the verb "stopped"

In sentence 'b', the grammatical names is-adverbial clause
The grammatical function is- it modifies the verb "talk"

In sentence 'c', the grammatical names is-adverbial clause
The grammatical function is- it modifies the verb "remember"

Evaluation:
1. What is an adverb?
2. Write out sentences 'd - j' above and state the types of adverbial clause they are. State their grammatical functions.

Assignment
Write three more words and underline adverbial clauses in them. State their grammatical names and their grammatical functions.

https://youtu.be/LeZruZDM3es

Further Studies 1

Further Studies 2

Further Studies 3


Practice Test 1

Practice Test 2




Main Topic: Structure
Topic: Noun Phrase and functions
Reference books: Contemporary English Grammar and Certificate English at a Goal

Behavioral objectives:
At the end of the lesson, the students should be able to:
I. State the grammatical name of underlined expressions.
II. State the grammatical functions of the underlined expressions.


Content:
1. Reading books gives us knowledge and pleasure.
2. Bayo hates eating rice.
3. My friend likes playing football.
4. The boy in black shirt plays well.
5. He has a strong desire to win the race.

Evaluation:
1. Write two sentences and underline noun phrases in them. State their grammatical names and their grammatical functions.

https://youtu.be/ez6NPJYRKoA

Assignment
Write four more sentences, underline noun phrases in them and state their grammatical names and their grammatical functions.

Further Studies 1

Further Studies 2


Practice Test 1






LESSON 10
Main Topic: Structure
Topic: Adjectival phrase and functions
Reference books: Contemporary English Grammar

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. State the grammatical names of the underlined expressions.
2. State the grammatical functions of the underlined expressions.


Content:
1. The man with wife and children is my uncle.
2. The girl in white dress is my elder sister.
3. The king with a powerful army defeated his enemy.
4. I love people with long legs.
5. The woman beside the long table came early.

In sentence 1, the grammatical name is-adjectival phrase
The grammatical function is- it qualifies the noun "man"

In sentence 2, the grammatical name is-adjectival phrase
The grammatical function is-it qualifies the noun "girl"
https://youtu.be/aQ8XuglvBRk

https://youtu.be/d2_Fij9GzZM

Evaluation:
1. What is an adjective?
2. Write two sentences with adjectival phrases and state their grammatical names and their grammatical functions.

Assignment
Write four words new words with underlined adjectival phrases and state their grammatical names and grammatical functions.



Further Studies 1

Further Studies 2

Further Studies 3

Further Studies 4


Practice Test 1

Practice Test 2





LESSON 11
Main Topic: Structure
Topic: Adverbial phrase and its function
Reference books: Contemporary English Grammar

Behavioral objectives:
At the end of the lesson, the students should be able to:
I. State the grammatical names of the underlined expressions.
II. State the grammatical functions of the underlined expressions.


Content:
1. He frequently went to the village in those days.
2. She spoke to me in a very rude manner.
3. I can pay the amount to you at this very moment.
4. He was driving the car with great speed.
5. He jumped into the river without any care.

In sentence 1, the grammatical name is-adverbial phrase
The grammatical function is- it modifies the verb "went".

In sentence 2, the grammatical name is-adverbial phrase
The grammatical function is- it modifies the verb "spoke"

https://youtu.be/Db4-KM_3AM0

Evaluation:
1. What is an adverb?
2. Write two sentences with adverb phrases underlined and state the grammatical names and the grammatical functions of the underlined expressions.

Assignment
Write four sentences with adverbial phrases underlined and state their grammatical names and their grammatical functions.


Further Studies 1

Further Studies 2

Further Studies 3



Practice Test

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LESSON 12
Main Topic: Summary
Topic: Summary: Practical Approach
Reference books: Goodbye to Failure in English for SS2

Behavioral objectives:
At the end of the lesson, the students should be able to:
I. Mention the do's and don'ts of summary writing
II. Explain the do's and don'ts of summary writing.

Content:
1. The students should read through the questions to have an idea of the subject of discussion in the passage.
2. Do not write in phrases but in sentences.
3. Avoid writing of extraneous materials.
4. Avoid mindless lifting.
5. Avoid grammatical errors.
6. Where preambles are used, they must form sentences
7. Though it does not attract any penalty, writing more than one sentence required is a waste of time

Summary of Sentences
A large number of people gathered in the hall.
A crowd gathered in the hall.

Johnson's handwriting is difficult to read.
Johnson's handwriting is illegible.

Beatrice saw us when we were coming.
We were seen by Beatrice.

Mr Collins directed the proceedings of the meeting.
Mr. Collins presided over the meeting.
https://youtu.be/VwEl-MiZH0E

Evaluation:
1. What are the do's and don'ts of Summary?
2. Summarize the sentences above.

Assignment:
Summarize the following sentences:
1. The events, namely football match and the trade fair were happening at the same time.
2. The candidate's essay has nothing to do with the subject.
3. Things which are brought into the country from abroad usually cost more than those produced locally.
4. Her voice was loud enough to be heard.
5. It is good for a man to look on the bright side of things.
6. The meeting which was to start this morning at eight O'clock did not hold.
7. A Nigerian student in America was last Tuesday sent back home by force.




Main Topic: Summary
Topic: Summary Writing
Reference books: Goodbye to Failure in English for SS2

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. List the do's and don'ts of Summary
2. Answer questions on Summary

Content:
Read the following passage and answer questions on it:
Pages 220-221 of Goodbye to Failure in English for SS2
https://youtu.be/RinngNY0lmY

Evaluation:
1. What are the do's and the don'ts of Summary?
2. Answer the Summary questions above.

Assignment:
Answer the Summary questions on Pages 254-255 of Goodbye to Failure in English for SS2.




Topic: Writing – Descriptive Essay
Content: Sample question, Definition, outline.
A descriptive essay is a type of writing in which one uses words to create a vivid picture in the mind of the reader. A description may be orally rendered or written.

Features.
(1) Begin with heading in capital letters without underlining.
2. Write the introductory paragraph which should contain a statement of purpose i.e a sentence that summarizes the focus and aims of the essay.
3. The body should contain a minimum of three well developed paragraphs which contain topic sentences.
4. Write the conclusion, explain your feelings and/or give recommendations to society and government.

Sample Question
Describe the effects of drugs and alcohol on society.

Outline
1. Heading: Effect of drugs and alcohol on society
2. Paragraph 1: Definition of drugs and alcohol and their sources
3. Paragraph 2: How drugs and alcohol are derived as well as examples of them
Paragraph 3. Effects of drugs especially cocain, marijuana e.t.c
Paragraph 4 Effects of alcohol especially of beer, gin on society.
Paragraph 5. Suggestions on how to stem the abuse of drugs and alcohol

https://youtu.be/3msN3xedn70

Evaluation: Use the outline to write a full length essay.
Reading Assignment: Read page 115.




LESSON 13
Topic: Comprehension – Basketball Page 19
This is a passage on the sporting life of Hakeem Olajuwon, the greatest basketball player ever produced by Nigeria. The passage reveals his sporting abilities, religious life and humanitarian contributions.



Evaluation: Answer the questions on page 20 of Goodbye to Failure in English for SS2

Reading Assignment: Read the passage on page 19-20 of Goodbye to Failure in English for SS2

Topic: Comprehension – Insurance P. 33 of Effective English for SS 2
Content: Summary
The passage explains the aspects of life which can be insured as well as the types of risks which can be
covered by insurance. The passage reveals that one can insure almost anything especially against theft,
accident and fire.

Reading Assignment: Read page 33 – 34 of Effective English for SS 2

Evaluation: Answer the questions which accompany the passage.









LESSON 14
Topic: Speechwork – vowel contrasting / u / and / u: /
Contents: Description and Examples
/ u/ This short vowel sound is produced with the tongue nearer to the centre of the oral cavity. The tongue is laxed while the lips are closely rounded.
SPELLING
Letters --- Words
U ---as in put, cushion, butcher
O--- as in wolf, bosom
oo ---as in wood, books, boot, took
ou ---as in would, should, courier

https://youtu.be/5lOF-zRg8x0

https://youtu.be/moLTR-dLQQY

/u:/
This is a long vowel. It is realized like / / but the position of the tongue is higher and the tongue more tensed than in the former.
Spelling
Letters ----- Words
oo ---as in food, fool, School spoon
o--- as in who, do, whom, lose
ou--- as in group, wound, coupon, coup boutique
ew--- as in chew, crew, news
ui ---as in juice, cruise, fruit
oe ---as in shoe feud
ue--- as in due cue argue
u ---as in June Susan uncle
https://youtu.be/qPB0Ajjs7nE

https://youtu.be/lkM6CKBM2ns

EVALUATION
Identify the sounds in the letters underlined.
1. sued 2. fume 3. fool 4. Loop
Reading Assignment: Read page countdown page 223




LESSON 15
Topic: The Noun phrase - Definition, formation, Grammatical functions
The noun phrase is a phrase in which the main word or the head is a noun or pronoun e.g The man ,
A man ,Three men

Formation of Noun phrases
Noun phrases are formed through pre and post modification processes
M.H.Q = modifier, head word, qualifier (in all their variable optional combinations)
a. pre-modified noun phrase (M.H)
A noun phrase can be formed when a noun is pre-modified by the following (a)Article + Noun e.g a student , the people
b. Demonstrative + Noun e.g My friend, Their cars
c. Adjective + Nouns e.g Tall men, beautiful cars
d. Combination two or more pre-modifiers above (articles, adjectives + Nouns) e.g The huge urgly animal.

b. Post-modified Noun phrases.
A noun phrase can be formed when a noun is post modified by the following.
a. adjectives e.g the boy outside
b. prepositional phrases e.g the guest from Oyo State.
c. Clauses e.g. a man who steals

Grammatical functions
Nouns, Nouns phrases and noun clauses function as subjects, objects, complements and appositives
1. As subject
e.g The big man has slept.

The big ugly woman in the room has slept
Note:
The phrases below are also referred to as noun phrases functioning as subjects
a. The gerundial phrase e.g (i) Telling lies is a sin (ii) consciously wounding someone is unacceptable
b. The infinitive e.g (i) To tell lies is a sin (ii) Consciously to wound someone is evil
c. A phrase that has an adjective as its headword e.g (1) The rich always oppress the poor
As Appositive e.g (1) Alhaji, Dangote, the chairman of Dangote flour has won a national award.

2. As object of a verb e.g (i) The present praised the police officer (Direct object)
ii) The president bought the police armoured vehicles. (Indirect object)

3. As subject complement e.g (1) our Director may become a commissioner.

4. As object complement e.g (i) The grateful girl called his rescuer a Messiah.

.5 As complement of a preposition e.g (i) The thief hid his gun under his armpit.

https://youtu.be/ez6NPJYRKoA

Evaluation
Give 5 sentence examples of five different grammatical functions of noun phrases.
Reading: Read page 160 – 162 countdown

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LESSON 16
Topic: Vocabulary – words Association with power production


Examples
Words ----- Meaning
1. Power: Usually used to mean electricity e.g There’s a power outage in Meiran.
2. Electricity: A form of energy from charged elementary particles, usually supplied as electric current through cables, wires e.t.c e.g Trains run on electricity in Japan.
3. Electrocution: Killing by the passage of high voltage of electricity through the body. e.g Many Nigerians die from electrocution from falling electric cables on poorly erected poles.
4. Turbine: Engine that rotates by force of water, steam or air e.g Each turbine at Kainji dam produces less that 200mw of electricity.
5. Harness: To control and use the force or strength of something to produce power e.g Nigeria needs to harness more power from water falls.
6. Transmission: The act or process of sending out an electronic signal or message e.g The P.H.C.N has been broken into generation, transmission and distribution segments.
7. Solar Energy: Energy from the sun e.g. Nigeria needs to harness electricity from the sun’s rays.
8. Pylons: A tall metal structure that is used for carrying electricity wires high above the ground e.g Many houses were bulldozed inorder to erect electricity pylons.
9. Generates: Produce e.g. Egbin Thermal Station generates 1200 megawatts of electricity.
10. Volt: Unit of electricity e.g The power supply to my locality is below 220volts.

Evaluation
Use five words to make correct sentences

Reading Assignment: Read page 143 countdown.

Assignment
Choose the option that best completes the following sentences
1. Banji ____ to have spoken so rudely to his mother (a) shouldn’t (b)Daren’t (c)Oughtn’t (d) Didn’t ought
2. I didn’t see Mr. Tunde at the party, he ____ after I left. (a)Had to come (b) Should have come (c) Must have come (d) ought to have come
3. Perhaps what Pius told us ____ True after all. (a)must not be (b) May not be (c)Cannot be (d) Would not be
4. Someone must have given that shirt to Dele he ___ it himself. (a)Couldn’t have bought (b) Mustn’t buy (c) Can’t be buying (d) Can’t buy
5. To have gone through the civil war ___a terrible experience. (a)Must have been (b) Was to be (c) Might have to be (d) was able to be
Section b no. 1-5 page 46



Topic: Spelling – Pairs of words often confused

It is important to be aware that some English words can sound or appear confusing.
Examples
1. Contractions and Possessive pronouns.
It’s best to wait., The team did its best., You are required to attend .Your attendance is required., There’s a problem., Theirs is the problem.

2. Single word and two-word phrase
It’s an everyday event., It happens nearly every day., Maybe that is true., That may be true,. I ran into trouble., I ran in to get it., Nobody cared., The ghost had no body.

3. Singular noun ending in-nce and plural noun ending in –nts
Not much assistance --- too many assistants
For instance --- just instants ago
Excercise patience ---with several patients

4. Homophone: Words with the same pronunciation but with different meaning and spelling.
Stair = a step, stare = to look at intently
One = a single thing, won = gained a victory
Road = a street, rode = was carried by a horse or vehicle
Rowed = propelled a boat by using oars

5. Homographs: Words with the same spelling but with different origin, meaning, and sometimes pronunciation e.g.
Hide = to shelter
Hide = animal skin
Bow = /bau/
Bow = /bəu/
bear = furry animal
bear = to endure
over = on top of
over = finished


6. Homonyms: Words with the same spelling as that of others (and may be pronounced like them) but with different meanings.
Seal = emblem, symbol,
Seal = an animal
Seal = tightly shot
can = be able
can = container
see = to meet or visit
see = an area governed by a bishop


Suit = a set of clothes can: put something in a container
Suit = a breach agreement instituted in a court of law by a private individual or company. Other examples of easily confused words;
Breath: a Deep breath
breathe: to breath deeply
Passed: had passed
past: in the past
Accept: receive
except: on a condition or not included

Other examples
Altar, alter
for, fourth
Affect, effect
gorilla, guerilla
Allude, elude
envelop, envelope
Access, excess
dyeing, dying
Accent, ascend
desert, dessert
Altogether, all together
always, all ways
Birth, berth
born, borne
Cite, sight, site
straight, strait
https://youtu.be/OvvjJ_dJMms

Evaluation: Explain the difference in the following words.
Rain and Reign
Feat and feet
Principle and principal
Weigh and way
Stationary and stationery
Steal and Steel

Assignment
Choose the correct option.
1.She read through the manuscript but could not make ___ what it meant. (a) out (b) up (c) off (d) in
2. Aware of the fact that he would soon be caught, the thief turned himself ___ to the police (a) out (b) up (c) down (d) off
3. Although Charles was tired, he didn’t want to break ___ the party (a) off (b)away (c) up (d) down
4. How many players turned ___ for the practice? (a) in (b) up (c) out (d) off
5. I’m easily turned ___ by foul smell (a)In (b) Out (c) Of (d) Off

Theory
Complete practices 2 page 35



Main Topic: Structure
Topic: Common errors
Reference books: Goodbye to Failure in English for SS2

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention words that are used as common errors.
2. Use the correct form of such words in sentences

Content:
Vegetable - vegetables
One of my brother - one of my brothers
Full mark - full marks
Luggages - luggage
Alphabets - alphabet
Two-third - two-thirds
Equipments - equipment
Jewelries - jewelry
Many properties - many property
Cutleries - cutlery
He denied that he was not a thief - He denied that he was a thief.
Going to school, a dog bit him- Going to school, he was bitten by a dog.
https://youtu.be/O3fBvxRNBkE

Evaluation:
1. Mention words that are used as common errors.
2. Use two of the words that are used as common errors in sentences.

Assignment:
Write three more words that are used as common errors.



Topic: Common errors
Reference books: Goodbye to Failure in English for JSS 3

Behavioral objectives:
At the end of the lesson, the students should be able to:
I. Identify common errors in sentences
II. Avoid common errors in their write ups.

Content:
Some words used in Nigeria and elsewhere have assumed different meanings from their meanings in Standard British English. In each country where English is used as a medium of communication, variants of English have evolved. They are called common errors because they differ from how they are used in Standard British English. For example:
Common errors - Correct usage
1. Corner - bend
2. Globe - bulb
3. Offhead - offhand
4. A beggar has no choice - beggars cannot be choosers
5. Let me land - hear me out or let me finish my speech
6. On the long run - in the long run
7. From the onset - from the outset
8. Eat one's cake and have it - have one's cake and eat it
9. Deliver a baby - give birth to a baby or be delivered of a baby
10. What is good for the goose is good for the gander - what is sauce for the goose is sauce for the gander
11. Put back the hand of the clock - put the clock back
12. Luxurious bus - luxury bus
13. Fully well - full well
14. Pensioneer - pensioner
15. Senior brother - elder brother
16. Invitee - guest
17. Equipments - equipment
18. This made me to know him. - This made me know him.
19. Should in case - should or in case
20. I won't go to that school again. - I won't go to that school any more or any longer.
21. He doesn't like an intelligent somebody. - He doesn't like an intelligent person.
https://youtu.be/QJo697oOZ6U

Evaluation:
I. Mention three common errors and their correct usage.
II. Use the correct usage of the following common errors in sentences:
a. Deliver a baby
b. Offhead
c. Luxurious bus

Assignment:
Write four common errors different from the ones above and write the correct usage.





LESSON 17
Main Topic: Structure
Topic: Idiomatic expressions
Reference books: English Lessons and Structure by Ayo Bamgbose

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Identify idiomatic expressions in sentences
2. Use idiomatic expressions in sentences

Content:
Idiomatic expressions Meaning
1. White elephant - a costly but not useful possession
2. Take sides - support one of two parties
3. Wide off the mark - quite incorrect
4. In a haze - in confusion
5. With open arms - cordially
6. At arm's length - far away enough to avoid familiarity
7. Backpedal - reverse previous action
8. Play ball - cooperate
9. Fair-weather friend - a friend only when things are
going well
10. Heads will roll - some people will be sacked
11. A dog's life - a life of misery
12. In good faith - with honest intention
13. Herculean task - a difficult task
14. Trojan horse - an enemy in disguise
15. Take French leave - leave without permission
16. Achille's heel - weak spot
17. Draconian laws - harsh, cruel laws
18. Ultra vires - beyond one's power or authority
19. Bona fide - genuine
20. Interim - meantime
21. Status quo - existing position or situation
22. Encore - demand for repetition-song
23. With no strings attached - without any condition
24. To meet waterloo - a crushing defeat
https://youtu.be/9_Ti0Fss3lI
Evaluation:
1. Mention four idiomatic expressions.
2. What are the meanings of the following idiomatic expressions?
a. With no strings attached
b. Waterloo
c. Draconian laws

Assignment:
Write four more idiomatic expressions different from the ones above.




LESSON 18
Topic: Transitive and Intransitive verbs
Reference books: English across Disciplines

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define transitive and intransitive verbs
2. Use transitive and intransitive verbs in sentences.

Content:
Transitive verbs are verbs which compulsorily require objects to render the sentence they occur in complete and meaningful. Intransitive verbs are verbs that do not require objects, but may optionally take them. For example:
The man killed a snake. (Transitive)
Richard kicked the ball. (Transitive)
The children are playing. (Intransitive)
Shade is eating (an apple). (Intransitive)
Ben passed (his exam). (Intransitive)

Common error
*They have been discussing.
*He begged me, so I reconsidered.
*I can see you are enjoying.
https://youtu.be/SpL2o3jjfoA

Evaluation:
1. Define transitive and intransitive verbs.
2. Use the following words in sentences:
Discuss, enjoy

Assignment:
Write a short story using transitive and intransitive verbs.




Topic: Classification of Verbs-Dynamic and Stative verbs
Reference books: English across Disciplines

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define stative and dynamic verbs.
2. Give examples and explain stative and dynamic verbs.
3. Avoid errors in the usage of stative and dynamic verbs

Content:
Dynamic verbs are verbs that denote actions. For example: jump, run, sing, eat, dance etc. Stative verbs are verbs that mark a state. For example: be, appear, seem, agree, understand etc. the difference is that dynamic verbs can occur in -ing form, while stative verbs usually cannot. For example, we can say:
Thompson is dancing/running/ studying.
But not
*I am seeing you.
* She is appearing happy.
* I am not hearing you.
* The mangoes are costing #200.
* I am agreeing with you.
* They are not understanding us.

https://youtu.be/t26OA-Rmj-g

Evaluation:
1. Define stative and dynamic verbs
2. Use the following words in sentences:
Seeing, hearing, appearing

Assignment:
Write a short story using the correct usage of stative verbs.

[admin]

LESSON 19
Topic: Unstressed vowel /ə/ initial, middle and final positions.
Content: Examples
Note: Refer to introduction to the schwa/ ə/
/ə/ The schwa sound is the unstressed vowel sound in the sense that it only occurs in unstressed syllables.
The unstressed vowel may occur in initial, medial or final positions.
Initial ----- medial ----- final
Obey----- perhaps----- sooner
Allow ----- entertain ----- measure
Amount----- dinners ----- colour
Adore ----- comfortable----- picture
Approve----- ignorant----- murderer
Offence -----contain ----- sailor
Attend -----understand -----collar
Obstruct -----pilot ----- chauffeur
Achieve----- permanent----- Canada
Account -----terrible ----- china
Agree ----- menace----- sulphur
Annoy ----- embarrass -----composer
https://youtu.be/rxe_iZvROYg

Evaluation:
Read the sentence below taking note of the unstressed vowels.
1. I suppose the gentleman would attend the dinner

Reading Assignment:
Read page 167 main text.



LESSON 20
TOPIC: Vocabulary – words Associated with post and communications.

Sentence Examples
1. Cradle (of telephone): part of a telephone that supports the receiver. E.g
modern deskphones have speakers on their cradles.
2. Extension (of telephone) :Telephone connected with the main one or to a switchboard but in a different location e.g The company has five extension lines.
3. Intercom (Colloquial): Any system (of inter-communication) with which members of an office staff or crew of an aeroplaine or ship can talk to one another e.g A school like ours needs to install intercoms in all classrooms.
4. Long – distance call: (telephone call) A call directed at someone very far away e.g from Lagos to New York e.g Long distance calls are more expensive.
5. ISP or Internet Service Provider: An organization that provides internet services to the public e.g cool link, Starcoms. The ISP’s in Nigeria are insufficient to cope with the demands of the population.
6. Mobile phone (mobile, cell phone): A telephone that does not have wires and works by radio, that you can carry with you and use anywhere e.g what’s your mobile member?
7. Mobile Network: Company that provides mobile phone service e.g MTN and Globacom are leading telephone networks in Africa.
8. SIM Card: A plastic card inside a mobile that stores personal information about the person using the phone subscriber.
Subscriber Identification module e.g I need to purchase a sim card for my new mobile phone.
9. WAP: Wireless Application Protocol – a function on a mobile phone that links it to the internet e.g My mobile set is WAP enabled.
10. GPRS: General Packet Radio Service: A function on mobile phones that enables it to receive advanced signals .You must switch on the GPRS function in order to receive internet messages on your phone.

Evaluation: Use five words to make correct sentences.

Assignment
Choose the options that are most nearly similar in meaning to the underlined expressions.
1. The prince’s uncle will usurp the throne (a)wrongfully take (b)wrongfully attack (c)wrongfully destroy .
2. Soliq is a very versatile scholar (a)Dull (b)Clever at his special field (c) slow
3. Nigerian soldier are very virile (a) Vindictive (b) strong and manly (c) virtuous
4. He always tries to do everything with Zeal (a) Enthusiasm (b) Pride (c) Force
5. Jide is a mediocre student. (a) Average (b) Poor (c) Unfortunate
Theory
Answer question b, 1 -10 on page 32





LESSON 21
Main Topic: Composition
Topic: Expository Essay-Effects of drugs and alcohol on the society
Reference books: Certificate of English at a Goal and Goodbye to Failure in English for SS 2

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention features of expository essay
2. Discuss effects of drugs and alcohol on the society.

Content:
Features of expository essay
1. Title
2. Introduction
3. Body
4. Conclusion
5. Full names and place of writing

Guidelines
1. Explain drug and alcohol
2. Discuss the medical use of drug
3. Discuss three reasons why people abuse drugs and drink alcohol excessively
4. Discuss the effects of drug and alcohol on the addicts
5. Discuss the effects of drug on the nation
It affects workforce adversely.
It destroys the image of the nation in the international community.
6. Suggest what to do to arrest the situation
https://youtu.be/DFTkzVzmWIw

Evaluation:
1. What are the features of expository essay?
2. Discuss two reasons why people abuse drugs.

Assignment
Break each of the guidelines above into specific points.




Main Topic: Essay Writing
Topic: Expository Essay-Writing: Effects of drugs and alcohol on the society
Reference books: Certificate English at a Goal and Goodbye to Failure in English for SS 2

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention features of expository essay.
2. Write expository essay

Content:
The features and the guidelines have been stated in the previous lesson.


Evaluation:
1. What are the features of expository essay?
2. Write the topic above.

Assignment
Write the features of Descriptive Writing.




Main Topic: Essay Writing
Topic: Descriptive Writing- A journey by train
Reference Books: Certificate English at a Goal and Goodbye to Failure in English for SS 2

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. List features of Descriptive Essay.
2. Orally discuss a journey by train.

Content:
Features of Descriptive Essay
1. Title
2. Introduction
3. Body
4. Conclusion

Guidelines
a. Briefly mention different means of transport in modern time.
b. Why did you decide to travel by train?
c. Where were you going and how long did it take?
d. Describe your experience at the train station.
e. Describe the journey and the inside and outside of the train
f. How did you feel travelling by train?


Evaluation:
1. What are the features of descriptive essay?
2. Orally discuss "Travelling by train"

Assignment
Write the specific points of the topic above.




LESSON 22
Main Topic: Structure
Topic: Conditional Clauses
Reference books: Goodbye to Failure in English for JSS 3

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention words that introduce conditional clauses
2. Use conditional clauses in sentences.

Content:
1. Talking about something that is possible
If + Present + will
If you try you will succeed.
If they leave on time they will catch the train

2. Talking about imagined situation
If + past + would
If I saw a lion I would run.

3. Talking about imagined situation in the past
If + past perfect + would have
If they had left on time they would have caught the train.

4. Using "unless"
Unless we work hard we will close late.

5. Using "as long as"
As long as you obey the instructions, you will not get into trouble.

6. Using "provided"
Provided you listen to him, you will not miss your way.
https://youtu.be/WPDpe_WuCS8

Evaluation:
1. Mention words that are used to introduce conditional clauses
2. Use each of the following as a conditional clause in a sentence:
a. Provided that
b. Unless
c. If + would

Assignment:
Write a short story of your own using at least three of the conditional clauses above.

[admin]

LESSON 22
Topic: Peptic Ulcer page 48
Content: Review
The passage deals with peptic ulcers. One is informed that a layer of mucus produced by the stomach or duodenum may protect them from the digestive effect of enzymes such as Pepsin, which becomes active when it mixes with hydrochloric acid.
However, parts of the stomach lining or duodenum may be destroyed and such areas become painful. This condition is called an ulcer. If not treated, it may lead to internal bleeding.
https://youtu.be/u94FEb_69G4

Evaluation: Answer the questions which accompany passage
Reference: Main Text. Read p.48



Topic: Comprehension – Building P.62
The passage gives an insight into the processes that are undertaken before a building can be set up. The key persons who play vital roles in these processes include the surveyor ,foreman and the architect.
https://youtu.be/mbwuj58UEPg

Evaluation: Answer the question which accompany passage
Reading Assignment: Read vocabulary on P. 61



LESSON 23
Topic Writing: Article P30 & 57
Content
Definition, features, Sample Question ,Outline
An article is a type of writing that is meant to be published in a school magazines, a newspaper or a journal.

Basic Features
1. It must have a heading
2. It must have an introductory paragraph
3. Its body should contain at least three well development paragraphs which should serve as the content of the writing. When added to the introductory and concluding paragraphs, the writing should not be less than five paragraphs. But it can more
4. It must contain a concluding paragraph
5. Write your full name and your class, school, town or city as the situation may require.
https://youtu.be/MbMMZ4rPrfI

Sample Questions P. 30
Sample Question: Write an article for publication in your school magazine on procrastination and lack of ambition.
Outline/Sketch
Heading: PROCASTINATION AND LACK OF AMBITION
Paragraph 1 Definitions of procrastination and lack of ambition, their prevalence among today’s youth including a statement of purpose.

Paragraph 2
Examples of procrastination in the life of a student e.g waking up later than usual, not reading at the right time, not doing assignments at the right time.

Paragraph 3
The dangers of procrastination e.g failure, repetition, punishment, loss of awards and being subject to mates due to slow progress in life.

Paragraph 4
Examples of lack of ambition e.g not having a role model, future career and its manifestions like settling for average scores and failures without showing concern.

Conclusion: Recommendations on how to overcome procrastination and lack of ambition.

Reading Assignment: Read page 30countdown and main textbook , 58




Main Topic: Essay Writing
Topic: Letter for Publication-Procrastination is the thief of time
Reference books: Certificate English at a Goal and Goodbye to Failure in English for SS 2

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention features of the letter for publication
2. Orally discuss Procrastination is the thief of time.

Content:
Features of letter for publication
a. Title
b. Introduction
c. Body
d. Conclusion
e. Full names
f. Place of writing
https://youtu.be/Nwa9sCyR_bw
Guidelines
A. Meaning of procrastination
B. Give three reasons why people procrastinate
C. What are the effects of procrastination?
D. Suggest at least two things to do to avoid procrastination.

Evaluation:
1. What are the features of the letter for publication?
2. Discuss the guidelines above.

Assignment
Write the specific points of the guidelines above.




Main Topic: Composition
Topic: Sexual Abuse is as a result of exposure to foreign films- Oral discussion
Reference books: Certificate English at a Goal and Goodbye to Failure in English for SS 2

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention features of argumentative essay
2. Discuss the guidelines on the topic.

Content:
Features of Argumentative Essay
A. Title
B. Greeting
C. Introduction
D. Body
E. Conclusion

Guidelines
a. Briefly discuss the traditional life
b. Sexual abuse was foreign to us.
c. The sale of sexual perversion on tape and its viewing at home triggered the interest in individuals who perform the act.
d. The use of provocative dresses beamed on the T. V. have been imbibed by our society.
https://youtu.be/1p0_Cer7jMY

Evaluation:
1. What are the features of the letter for publication?
2. Discuss the topic above.

Assignment
Write the title, the greeting and the introduction to the topic above.



LESSON 24
Topic: Conjunctions
Content: Definition, Types
Conjunctions are words or groups of words that join words, or groups of words together.
Examples
1. Mark and Mary are friends.
2. His car is small but beautiful.
3. The man as well as his wife is a devout Christian.
Types of conjunctions
1. Co-ordinating conjunctions: These are conjunctions that join together units of the same rank. Examples of co-ordinating conjunction are ‘and’, ‘or’ e.g (a) Tade and Tolu will represent us.
(b) Tade or Tolu will represent us.

2. Correlative conjunctions: They are conjunctions that are used in pairs e.g both _and, not only ____ but (also) either _ or, neither __nor
Examples (a)Both Tade and Tolu attended the meeting.
(b) Either the President or his vice will deliver the independence speech.
(c) Illicit drug users not only get addicted but also suffer psychological problems.

3. Semi-co-ordinating conjunctions: They are: ‘as well as’, ‘as much as’, ‘along with’, ‘rather than’, ‘more than’ e.g
a. She cuts as well as sews her dresses.
b. George, more than anybody else, contributed to the team’s victory.

4. Subordinating conjunction: These conjunctions introduce subordinate clauses. They include the following conjunction after, although, as, because, before, if, in order that , since, so that, unless, until, when, where, while, who, whom, which, whose, that e.g (a) His wife came when he had left the office. (b) The student failed his examination because of carelessness.
https://youtu.be/zLeu0FQ9WAA

Evaluation: List the conjunctions in the following sentences and state their type .
1. Moses got the prize for he had come first in the race.
2. Kalu did not attend the meeting, nor did he send his dues.
3. Medicine and Engineering are popular professions
4. The book which you read is very important.
5. Unless Mark apologises to me, I will report her.
Reading Assignment :,Read page 217-218 countdown.




LESSON 25
Topic: Consonant Clusters p. 25
Content: Definition,Basic Types,Examples
A consonant cluster refers to the occurrence of two or more consonants without an intervening vowel. This is an important feature of the English syllabic structure. Some words manifest consonant clusters when they are written while others manifest consonant clusters when they are pronounced.
Examples
CC (Consonant cluster)
Stephen /st/ (cc)
New /nju:/
Few /fju:/

POSITIONS OF CLUSTERS
A cluster of consonants may occur at the beginning or at the end of words in accordance with the consonant cluster formula ccc v cccc. According to this formula, the maximum number of a cluster of consonants that may occur before a vowel sound is three while the maximum number of consonants in a cluster that may come after a vowel in a syllable is four. Examples.
1. Two (cc) consonants at the beginning, Bride (cc), Grass (cc), Clamp (cc)
2. Three (ccc) consonants at the beginning, sprint(ccc), String (ccc)
3. Two (cc) consonant at the end of a word, Brand (cc), Clamp (cc)
4. Three (ccc) consonants at the end of a word, ends (ccc), asked (ccc) /skt/
5. Four (cccc) consonants at the end of a word. Tempts (cccc)/mpts/texts/ksts
Note: Never insert a vowel between a cluster as in the words.
Buredi x Bread
Siliver x Silver
https://youtu.be/tKs1NNXIOgg

Evaluation: Identify the clusters
1. Prep School 2. Book 3. Hand 4. Vent
Reading Assignment: Read page 25 main text.

Assignment
Choose the option that is nearest in meaning to the underline expression.
1. Marry people are deceived by a superficial knowledge. (a) shallow (b) Attractive (c) Penetrating
2. It took him four hours to trudge through the deep snow. (a) walk quickly (b) Gallop (c) Dash (d) Walk wearily.
3. His subjects rejoiced at the end of his tyrannical rule. (a) cruel (b)Long (c) just (d) Peaceful
4. The people are worried at the sight of the ubiquitous security forces. (a) rare (b) swift (c) just (d) Present everywhere
5. Tola is a malicious young man. (a) jealous (b) very lazy (c) full of evil intention (d) handsome
Theory
Complete the expressions on page 60 section A

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LESSON 25
TOPIC: From Soyinka’s Ake P. 168
CONTENT: Brief Review Model Answers to the passage
The passage focuses on the misdemeanor committed by a prefect who made a junior student pregnant. He had to be publicly canned an unprecedented thirty six strokes.
https://youtu.be/T04LFW3IwOo

Evaluation: Answer the question which accompany passage
READING: page 168




LESSON 26
Topic: Conditional of Clauses
Content: Definition ,Types and Examples
A conditional sentence has at least two clauses, one beginning with if (or ‘unless’ which means ‘if …. Not’)
Examples:
If inflation is high, the value of life insurance polices go down.

Explanation: The if clause is the subordinate clause while the result clause is the main clause. The arrangement of the sentence can be altered by positioning the result clause before the if clause e.g The value of life insurance polices go down if inflation is high.

TYPES OF CONDITIONAL SENTENCES
1. Likely or probable conditionals
Sentences in this category fall into two forms:
A. the if clause and the result may be in the present simple tense
e.g If you have a life insurance policy, your family has financial protection.
B. Present simple tense in the if clause, future tense in the result clause e.g with your policy, the insurance company will pay up, even if you drive into a tree.

2. Unlikely or Remote conditional
Past tense (also called the subjunctive) in the if clause, “would” in the result clause.
e.g if you left the keys in the car and if it were stolen, the insurance company would probably not not pay you.

3. Unfulfilled or impossible conditional.
It is used for talking about what did not happen. The past perfect tense is in the if clause “would have” and a past participle is in the result clause e.g If I had left the keys in the car, the insurance company would not have paid up.
https://youtu.be/WPDpe_WuCS8

Evaluation: Identify the following as likely, unlikely or unfulfilled conditions
1. If you steal, you may be jailed
2. I would have left if you had arrived earlier.
3. If you stole, you would be jailed

Reading Assignment: Read passage 41,56 Main text.




LESSON 27
Topic: Speechwork – Consonant cluster
Final position page 187, 201
Content: Examples
Note: Refer to the introduction to consonant clusters. Consonant clusters may occur at the beginning or ending.
2. Consonants
help
wink
mask
sprint
3. Consonants
hands
bends
thanks
linked
banked
welds
4. Consonants
tempts
sixths
prompts
glimpsed
twelfths
texts
Sentences
1. The student were stranded at the square.
2. Because the robbers masked themselves they looked strange.
https://youtu.be/hCHXPzKiybc

Evaluation
1. Use 5 words which contain clusters one for each to form sentences.
Reading Assignment: Read oral English for school and colleges page

Assignment
In each question below find one word among those letter A to D that rhymes with the capitalized word.
1. WASH (a) Thrash (b) splash (c)squash (d) Trash
2. ROLL (a) Soul (b) All (c) Skull (d)Toil
3. RETIRED (a) Despised (b) Remind (c) Expired (d) Cheered
4. HARD (a) Strap (b)Shape (c) Sharp (d) Half
5. PRIEST (a) Please (b)Ceased (c) Seized (d) Wrist
Theory
Do practice 3 pages 51




LESSON 28
Topic: Vocabulary – Words Associated with the military
Content: Words, meaning, sentences

1. Bayonet – A long knife fitted to the barrel of a rifle.
You can’t fight a gun wielding enemy soldier with a bayonet.

2. Squad – The smallest group of soldiers.
The convicted robber will be executed by firing squad.

3. Commander-in-chief: The most senior officer in charge of all military force of a county.
President Buhari is the commander-in-chief of Nigeria’s armed Forces.

4. A platoon: Three squads make a platoon
A platoon of soldiers was sent to quell the religious riots in Jos.

5. Grenade: A small oval hand held bomb
One of the fighters hurled a grenade at us but missed target.

6. Mines: Explosives placed in the ground or sea and explode when there is pressure on them (e.g a person treading on one).
Angola has the highest number of land mines.

7. Mortar: A large gun which fires shells high up to fall down on the enemy. Fighter planes are sometimes equipped with mortars

8. A lance corporal: A non-commissioned officer with one chevron.

9. Second Lieutenant: A commissioned officer with one star on his epaulettes.
My son is a second lieutenant in the Nigerian Army.

10. A shell: A metal case filled with explosives, to be tired from a large gun. An unexploded shell fell two yards from me.







LESSON 29
Main Topic: Composition
Topic: Letter to the editor
Reference books: Certificate English at a Goal and Goodbye to Failure in English for SS 2

Behavioral objectives:
At the end of the lesson, the students should be able to:
a. Mention features of letter to the editor.
b. Orally discuss points on letter to the editor.

Content:
Definition
A letter to the press is an official letter that is usually addressed to the editor. It is different from an article which is written to the press without address, date, salutation and official closing which a letter to the editor must contain.
N.B: Refer to the notes on formal letter for the same features which apply to letter to the press.

Sample Question 1
Congratulate / thank the editor of a newspaper for an excellent article which you agree with. Say you would like more articles of a similar kind. Make suggestions.

Features of the letter to the editor
a. Two addresses
b. Greeting
c. Title
d. Introduction
e. Body
f. Conclusion
g. Yours faithfully
h. Signature
i. Full names

-----------------------------------------------------------------------------------10, Braimah Street,
-----------------------------------------------------------------------------------Lekki,
-----------------------------------------------------------------------------------Lagos.
-----------------------------------------------------------------------------------20th May, 2009.
The Editor,
Sunday Punch,
Ikeja,
Lagos.

Dear Sir,

THANKS FOR PUBLISHING INCISIVE ARTICLES
Paragraph 1 – Thank him and the paper for their incisive article on banning street hawking.
Paragraph 2 – say why you agree in entirety with the article.
Paragraph 3 – say why society needs more of such articles.
Paragraph 4 – give topical examples of articles the paper should publish for readers.
Paragraph 5 – conclusion – your wishes, hopes of governments who carry out good programmes based on most articles.

EVALUATION: Differentiate a letter to the press from an article.

Reading Assignment: Read the vocabulary of military p. 121



Sample Question2 - -Reasons why students fail examinations
Guidelines
A. Many students fail to plan for examinations
B. Most students defer reading till the last minute
C. Most students do not associate with their classmates who know better than them.
D. Most students do not pay attention in class.
E. Many students do not have complete notes.
F. Most students do not read texts.
G. Many students engage in sleepless night reading during examination when they are supposed to relax.
H. Most students do not know how to interpret questions.
I. Many students are too slow so they waste much time on one question.
https://youtu.be/qYgpNDtixvs

Evaluation:
1. What are the features of the letter to the editor?
2. Orally discuss the points above.

Assignment
Write the address, the title, the greeting and the introduction to the topic above.

[admin]

LESSON 30
Speechwork: Intonation
Content: Definition, function
Examples
Intonation refers to the variation or changes in the voice pitch from low to high or vice-visa, during speech production. Its basic tones are the rising tone and falling tone.

Functions of intonation.
Intonation has two basic functions. They are (1) Grammatical (2) attitudinal.
Grammatically speaking, intonation helps a listener to grammatically classify an utterance into specific sentences types in the following ways.
1. Statements, commands, wh-questions and exclamations are said in falling tunes.
2. Yes / No (Polar questions) are expressed with rising tone.
Examples
I’m a student (Statement)
What are you? (wh – question)
Are you a student? (Polar question)
Is she a Christian (polar question)

Intonation also has attitudinal functions.
In other words, a speaker’s intonation sometimes convey the attitude of the speaker to the listener. This, a listener also derives from a speaker’s intonation. Information relating to the speakers emotional attitude to what he says. He may speak with an attitude of sarcasm, doubt, surprise, indifference or warmth.
e.g You, a Christian (doubt)
I don’t know (indifference)
https://youtu.be/A6aE4nceJt8

Reading Assignment: Read countdown page 259

Evaluation
1. Define intonation?
2. Explain the functions of intonation.



LESSON 31
TOPIC: Essay Writing – Argumentative Essay – 1
CONTENT: Introduction, Features, Sample Question, Sample outline
An argumentative essay is a writing in which one attempts to convince a reader that one’s views about the motion or propositison should be accepted.

Features:
Heading: Preferably written in capitals
Introduction: A paragraph which must contain a statement of purpose.
Body/Content: At least three well developed paragraphs each with a topic sentence.
Conclusion: A paragraph.

https://youtu.be/AqLy6cj-Ul0

Sample Question:
You are the chief speaker in a debate, write in support of or against the proposition that sexual abuse is as a result of exposure to foreign films.
Outline:
Heading: SEXUAL ABUSE EMANATES FROM EXPOSURE TO FOREIGN FILMs
Paragraph 1: Introduction – Definition of sexual abuse and foreign films. The relationship between the high rate of sexual abuse in the society and the influx of foreign films.
Paragraph 2: Foreign films promote indecent dressing which is a factor in sexual abuse.
Paragraph 3: Foreign films show graphic details of sex. Some are out rightly pornographic. This encourages the viewers to experiment.
Paragraph 4: Foreign films celebrate violence and drugs. These are key factors that embolden offenders to commit sexual abuse.
Paragraph 5: Conclusion: Recommendation to government to control the types of foreign films allowed into the country. The censor’s board should be alive to its responsibility. Parents should exercise control over what their children watch.

READING P.78

Evaluation use the outline to write a well developed essay.





LESSON 32
Topic: Classification of verbs
Content: Definition, Classification
A verb is word that tells an action or a state of being.
For example the word ‘fight’ is a verb that tells an action. The word ‘is’ as a verb that does not tell an action but describes a state of being.
Classification of verbs.
Verbs can be classified in ways below.
1. Regular or irregular verbs
2. Main and Auxiliary verbs
3. Transitive and intransitive verbs
4. Stative and Dynamic verbs

1. The classification of verbs into regular and irregular involves the consideration of endings of verbs. Verbs which form simple past and past participle with the addition of ‘ed’ are termed regular while other verbs that form their simple past and past participle forms in different ways are termed irregular.

--------------------Regular-----------------Irregular
Infinitive -------Attack, love---------build, tear, cost
Simple past------Attacked, loved----built, tore, cost
Past participle-- Attacked, loved---built, torn, cost

2. verbs can be classified into main (lexical) verbs when such verbs can stand alone as the verb element of a sentence while auxiliary (helping) verbs are those that help the main verbs to perform their functions e.g (1) He did the work yesterday (main verb) (2) He has done the work (auxiliary verb helping the main verb ‘done’)
3. Transitive verbs are verbs which take objects while intransitive verbs do not. But some verbs can be transitively used and at other times, intransitively used.
e.g (1) She helped the dying man.
transitive verb --- object

2. She is beautiful.
intransitive verb
4. A dynamic verb describes a process or action while a stative verb merely expresses a state of being .
She spoke in French.
Dynamic
She appears/seems to be satisfied
Stative verbs.

https://youtu.be/SpL2o3jjfoA

Evaluation
1. Use two stative verbs to make correct sentences
2. Use two irregular verbs to make sentences.
Reading Assignment: Read page 172 – 174 countdown



LESSON 33
Topic: Idioms
Content: Definition, Examples
An idiom is a group of words whose meaning is different from the meanings of its individual words. The use of idioms boosts the ability of a speaker express himself in writing or speech.
Examples
1. She flew into a temper: means Became annoyed
2. You have overstayed your welcome. Means Stayed beyond the desired time.
3. The Police will leave no stone unturned. .Means do everything possible.
4. Osaze is the live wire of the Eagles. Means most energetic person.
5. Sade is out of touch with reality. Means not familiar with reality.
https://youtu.be/9_Ti0Fss3lI

Evaluation:
1. list ten examples of idioms
2. Use them to make correct sentences

Reading Assignment: Read page 152 Countdown

Assignment
Choose the option that has the same consonant sound as the sound represented by the letters underlined:
1. Chief (a) Cheap (b) Graph (c) Save (d) Think
2. Cease (a) Place (b) Plays (c) Please (d) Lazy
3. Work (a) Whose (b) Draw (c) View (d) Chose
4. Social (a) Shoot (b) Circle (c) Science (d) Choose
5. Giant (a) Measure (b) Gap (c) Juice (d) China

Theory
Practice 2 page 99