SCHEME OF WORK
WEEKS TOPICS
1. Revision of last term's work and examination
Structure: Vocabulary Development: Education ; Tautology
Composition-Letter to the editor: Reasons for Mass Protest against Removal of Subsidy
Speech: Vowel Sounds /Λ/ and /ǽ/
2. Comprehension: Paragraphing - prose passage
Comprehension: Listening Skills- Listening for implied meanings - The Trial
Vocabulary Development: Words associated with Sports - Africa and the Olympics; Education
Comprehension: Paragraphing “A prose passage”
Structure: Adverbials
3. Summary Writing: Guidelines on summary writing
Comprehension: Assault Squad; The World of Medicine; The Arranged Marriage
Speech Work :Diphthongs-contrasting /ei/and,/ai/ɪə/and /eə/
Structure: Reported speech
4. Vocabulary development: Words associated with Catering and Hotel; Health
Comprehension/Listening Skills :Listening for implied meanings
Structure: Adverbials; Reported Speech; Participle - Present & Past; Kinds of pronouns-Reflexive, Emphatic and Reciprocal; Distributive, Indefinite and Relative Pronouns
Speech work :Diphthongs /əu/ and /uə/
5. Comprehension: Reading to follow the line of argument
Summary Writing: How to write answers to summary questions
Structure: Kinds of Adverbs
Essay writing :More on writing of minutes
Structure:More on participles ( past and present)
Comprehension: Reading to grasp sentence and paragraph transitions - The wonders of medical science; Reading for critical evaluation - Environmental Issues in Nigeria; The Unfinished House - Part 1 & 2
Vocabulary development : Words associated with hotel and catering
6. Summary Writing: How to write answers to summary questions
Comprehension: Reading for critical evaluation
Structure: Tautology; Kinds of pronouns - Kinds of pronouns-Reflexive, Emphatic and Reciprocal
Structure: Distributive, Indefinite and Relative Pronouns
Structure: Summary Writing - Scarcity of Petroleum Products
7.
Speech work:/s/ and /t∫/, /∫/ and//t∫/
Comprehension: Reading for critical evaluation
Summary Writing: More on how to answer summary questions (contd.)
Structure: Kinds of pronouns- Demonstrative, Interrogative and Possessive Pronouns; Demonstrative Adjective Pronouns and Personal Pronouns & Relative Pronouns
8. Speech work: Revision of Vowel Sounds
Essay Writing: Expository Essay
Speech Writing: The impact of HIV/AIDS on society
Composition: Minutes Writing
Vocabulary Development:Words associated with commerce and industry
9. Summary writing :Model answers on summary passage
Speech work: Identifying syllables
Comprehension reading to follow the line of argument
Vocabulary development: More on Agriculture
Essay writing: Expository-Improving family functioning through love, cooperation, communication,mutual ,respect trust and confidence
Structure : kinds of adverbs
10. Revision
Reference Texts
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.
2ND TERM
WEEK 1
LESSON 1
TOPIC: VOCABULARY DEVELOPMENT
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Mention some words relating to Education
b. Explain each of the words
REFERENCE: SPECTRUM MEMORY GUIDE ENGLISH LANGUAGE FOR S.S.S A.O OBASA et al
CONTENT:
FORMAL EDUCATION: learning received in a formal (School) setting
INFORMAL EDUCATION: (not academic) learning outside School
KINDERGARTEN: School for children too young to begin formal education
NURSERY EDUCATION: learning programme for children between ages two and five years(pre-primary)
CURRICULUM: programme of study
CO-EDUCATION: education of boys and girls together
DORMITORIES: sleeping rooms in a school
HEAD MASTER: the head of a school
GRADUATE: (noun) a person with a university degree
DEGREE: a prescribed examination
FINALIST: a student in the final year of study
CORPORAL PUNISHMENT: punishment by beating
POST PRIMARY: secondary schools, schools above the primary level
TUTOR: teacher especially in college or university
https://youtu.be/I76i_Ud-70s
EVALUATION:
a. List ten words relating to education
b. Explain each of the words
ASSIGNMENT: Complete each of the following sentences with one of the words listed in the bracket.
Headmaster, curriculum, time-table, courses, formal, pupil, student, policy.
1. I attended a primary school where the ________________________ was very strict.
2. As a _______________ of urban primary school, I wore white gown to school.
3. The new educational _______________________ is doubtful in its value.
4. My ________________ is very tight on Tuesdays.
5. The school _______________ is overloaded with class work.
6. I had ______________________ education in Aba.
LESSON 2
Main Topic: Composition-Letter to the editor
Topic: Reasons for Mass Protest against Removal of Subsidy
Reference books: 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 letter to the editor
2. Discuss the topic above.
Content:
Features of 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
Guidelines
1. Refer to the contributions of various writers
2. Define subsidy
3. Briefly refer to the recent mass protest and why
4. Benefits of removal of subsidy
5. It was sudden.
6. It was ill-timed.
7. The proceeds were not judiciously used in the past.
8. The government was not sincere about certain promises.
9. People were further exasperated by can of worms among government officials,
10. Palliatives came as an afterthought and were grossly inadequate.
11. The government was not ready to make enough sacrifice.
https://youtu.be/kpg3mAH8-cE
Evaluation:
The following questions are asked:
1. What are the features of the letter for publication?
2. Discuss the topic above.
Assignment
Write the addresses and the introduction to the topic above.
Main Topic: Composition-letter to the editor
Topic: Reasons for mass protest against removal of fuel subsidy
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention features of letter to the editor
2. Write a letter to the editor
Content:
Features of Letter to the editor as stated in the last lesson
Guidelines
As stated in the previous lesson.
https://youtu.be/7opQ3hmTlNs
Evaluation:
The following questions are asked:
1. What are the features of the letter to the editor?
2. Write the topic above.
Assignment
Write the sounds on the vowel table.
LESSON 3
Main Topic: Spoken English
Topic: Sounds /Λ/ and /ǽ/
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Pronounce the sounds above clearly.
2. Mention words that have the sounds in them.
Content:
Words that have the sounds in them are-cup, some , but, money, up, and, band, wand, stand, lack, sack
https://youtu.be/zUpF0pYoTZ8
https://youtu.be/NavmTDkd8Z8
Evaluation:
The following questions are asked:
1. Pronounce the sounds above.
2. Mention four words that have each of the sounds above
Assignment
Write four more words that have each of the sounds above in them.
LESSON 4
Tautology
Content: Definition, Examples
Tautology means unnecessary repetition i.e saying the same thing more than once, using different words. The use of tautology hinders clarity of expression.
Examples
1. Cold ice-water
Cold water, ice-water or ice-cold
2. sabbatical leave
leave or sabbatical
3. taxi cab
cab or taxi
4. return back
return or come back
5. reverse back
reverse
6. cattle egret
egret
7. wall gecko
gecko
8. black shadow
shadow
9. lemon green
lemon
10. just only
just or only
11. still yet
still or yet
12. so therefore
so or therefore
13. should in case
should or incase
14. new innovation
new or an innovation
15. what I used to do before
what I used to do
https://youtu.be/_DhyWb1DX8c
Evaluation
1. Use five correct structures to make sentences.
2. Give two examples of tautology you know.
Reading Assignment
Read page 22 – 24 of countdown.
Assignment 1
1. By nature armed robbers are ruthless: I have never seen a___one among them.(a)humane(b)barbarous(C)ferocious
2. The taxi driver slowed while overtaking the lorry when the proper thing to do was for him to have __(a)accelerated(b)negotiated(c)throttled
3. The probationary workers do not have the same rights as__staff.(a)approved(b)confirmed(c)dismissed
4. The journey by road ___where the rail journey ended(a)commenced (b)originated (c)concluded
5. Instead of laughing about this serious matter, you should be(a)whimpering(b)bitter(c)sober
Theory
practice 2 page 73
TOPIC: VOCABULARY DEVELOPMENT
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Mention some words relating to Education
b. Explain each of the words
REFERENCE: SPECTRUM MEMORY GUIDE ENGLISH LANGUAGE FOR S.S.S A.O OBASA et al
CONTENT:
FORMAL EDUCATION: learning received in a formal (School) setting
INFORMAL EDUCATION: (not academic) learning outside School
KINDERGARTEN: School for children too young to begin formal education
NURSERY EDUCATION: learning programme for children between ages two and five years(pre-primary)
CURRICULUM: programme of study
CO-EDUCATION: education of boys and girls together
DORMITORIES: sleeping rooms in a school
HEAD MASTER: the head of a school
GRADUATE: (noun) a person with a university degree
DEGREE: a prescribed examination
FINALIST: a student in the final year of study
CORPORAL PUNISHMENT: punishment by beating
POST PRIMARY: secondary schools, schools above the primary level
TUTOR: teacher especially in college or university
https://youtu.be/I76i_Ud-70s
EVALUATION:
a. List ten words relating to education
b. Explain each of the words
ASSIGNMENT: Complete each of the following sentences with one of the words listed in the bracket.
Headmaster, curriculum, time-table, courses, formal, pupil, student, policy.
1. I attended a primary school where the ________________________ was very strict.
2. As a _______________ of urban primary school, I wore white gown to school.
3. The new educational _______________________ is doubtful in its value.
4. My ________________ is very tight on Tuesdays.
5. The school _______________ is overloaded with class work.
6. I had ______________________ education in Aba.
LESSON 2
Main Topic: Composition-Letter to the editor
Topic: Reasons for Mass Protest against Removal of Subsidy
Reference books: 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 letter to the editor
2. Discuss the topic above.
Content:
Features of 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
Guidelines
1. Refer to the contributions of various writers
2. Define subsidy
3. Briefly refer to the recent mass protest and why
4. Benefits of removal of subsidy
5. It was sudden.
6. It was ill-timed.
7. The proceeds were not judiciously used in the past.
8. The government was not sincere about certain promises.
9. People were further exasperated by can of worms among government officials,
10. Palliatives came as an afterthought and were grossly inadequate.
11. The government was not ready to make enough sacrifice.
https://youtu.be/kpg3mAH8-cE
Evaluation:
The following questions are asked:
1. What are the features of the letter for publication?
2. Discuss the topic above.
Assignment
Write the addresses and the introduction to the topic above.
Main Topic: Composition-letter to the editor
Topic: Reasons for mass protest against removal of fuel subsidy
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention features of letter to the editor
2. Write a letter to the editor
Content:
Features of Letter to the editor as stated in the last lesson
Guidelines
As stated in the previous lesson.
https://youtu.be/7opQ3hmTlNs
Evaluation:
The following questions are asked:
1. What are the features of the letter to the editor?
2. Write the topic above.
Assignment
Write the sounds on the vowel table.
LESSON 3
Main Topic: Spoken English
Topic: Sounds /Λ/ and /ǽ/
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Pronounce the sounds above clearly.
2. Mention words that have the sounds in them.
Content:
Words that have the sounds in them are-cup, some , but, money, up, and, band, wand, stand, lack, sack
https://youtu.be/zUpF0pYoTZ8
https://youtu.be/NavmTDkd8Z8
Evaluation:
The following questions are asked:
1. Pronounce the sounds above.
2. Mention four words that have each of the sounds above
Assignment
Write four more words that have each of the sounds above in them.
LESSON 4
Tautology
Content: Definition, Examples
Tautology means unnecessary repetition i.e saying the same thing more than once, using different words. The use of tautology hinders clarity of expression.
Examples
1. Cold ice-water
Cold water, ice-water or ice-cold
2. sabbatical leave
leave or sabbatical
3. taxi cab
cab or taxi
4. return back
return or come back
5. reverse back
reverse
6. cattle egret
egret
7. wall gecko
gecko
8. black shadow
shadow
9. lemon green
lemon
10. just only
just or only
11. still yet
still or yet
12. so therefore
so or therefore
13. should in case
should or incase
14. new innovation
new or an innovation
15. what I used to do before
what I used to do
https://youtu.be/_DhyWb1DX8c
Evaluation
1. Use five correct structures to make sentences.
2. Give two examples of tautology you know.
Reading Assignment
Read page 22 – 24 of countdown.
Assignment 1
1. By nature armed robbers are ruthless: I have never seen a___one among them.(a)humane(b)barbarous(C)ferocious
2. The taxi driver slowed while overtaking the lorry when the proper thing to do was for him to have __(a)accelerated(b)negotiated(c)throttled
3. The probationary workers do not have the same rights as__staff.(a)approved(b)confirmed(c)dismissed
4. The journey by road ___where the rail journey ended(a)commenced (b)originated (c)concluded
5. Instead of laughing about this serious matter, you should be(a)whimpering(b)bitter(c)sober
Theory
practice 2 page 73
WEEK 2
LESSON 5
TOPIC: COMPREHENSION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain the passage
b. Explain the unfamiliar words
REFERENCE: INTENSIVE ENGLISH BK 2 Benson Oluikpe et al
CONTENT: THE TRIAL PG 99
Raved
Seething
Formal
Modelled
Winced
Cold - blooded
https://youtu.be/t9EsWRt3nlk
EVALUATION:
a. Explain the passage
b. Give the meaning of the difficult words
ASSIGNMENT: use your dictionary to find the meaning of the idiomatic expressions in the box below:
Steal the show
Steal a glance at
Steal away
LESSON 6
Topic: Africa and the Olympics
Reference books: Senior English Project for SS2 page 4
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Answer questions on the passage.
Content:
• African won the first gold medal in 1960 and it was courtesy of the barefooted Ethiopian Abebe Bikila. Nigeria got hers in 1964 by Nojim Mayegun-bronze medal. Boxer Isaac Ikhuria won a second bronze for Nigeria in 1972 in Germany. Chioma Ajunwa won a gold medal in 1996 and the duo of Falilat Ogunkoya and Mary Onyali won a bronze medal. Nigeria clinched a gold medal in football in the same year.
https://youtu.be/uIrtBCqwMa8
London 2012 Olympic
https://youtu.be/vB_g-RSIGfM
Evaluation:
1. Read the passage one after another.
2. Answer Questions 1-6, Number 4, Page 5
Assignment
Answer Questions 1-14, Number 2, Page 5
Main Topic: Comprehension
Topic: The wonders of medical science
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage carefully and fluently.
2. Answer questions on the passage.
Content:
Dr. Christiaan Barnard, a South African, made a breakthrough in heart transplant in 1967. The patient on whom the operation was performed lived for only 18 days before his body rejected the foreign body. Since then there has been a remarkable improvement in heart transplant. Dr. Barnard died in 2001 at the age of 78, ironically of a suspected heart attack.
https://youtu.be/mb96hFSdrI4
Evaluation:
The following questions are asked:
1. Read the passage one after another.
2. Answer Questions 1-6, Page 14
Assignment
Answer Questions 1-3, Page 15, and Number 2 of the textbook.
LESSON 7
Topic: Environmental Issues in Nigeria
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Answer questions on the passage.
Content:
Oil spillage is no longer strange in the Niger Delta regions. Their major occupation-fishing suffers a setback, though not as serious as it is speculated. Another serious threatening issue is gas flaring in the Niger Delta which is considered a waste of the precious gas.
https://youtu.be/y2yPii0yz10
Evaluation:
1. Read the passage one after another.
2. Answer Questions 1-6, page 24
Assignment:
Answer Questions 7-11, page24 of the text.
Main Topic: Comprehension
Topic: The Unfinished House-Part 1
Reference books: Goodbye to Failure in English for SS 2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently.
2. Answer questions on the passage.
Content:
Reasons are given why houses are left uncompleted. Some are left uncompleted because the owners are dead. Most of the owners of the abandoned houses labor to ensure the completion of the houses but unfortunately they do not live to live there.
Another reason given in the passage for abandoning houses uncompleted is lack of planning. A man who has #200,000 thinks he is a millionaire. He marries two wives and pays dowries on the two. He thereafter starts to build a house which of course cannot be completed owing to lack of funds.
Evaluation:
1. Read the passage one after another.
2. Answer Questions 1-5, page 32 of the text.
https://youtu.be/65ufokJuhYs
Assignment
Answer Questions 6-8, page 32 of the text.
Answer Questions 1-15, Page 35 of the text.
LESSON 8
Topic: Vocabulary of Education
Content: Words, meaning, examples
1. Learning: The process or knowledge that you get from reading and studying. E.g. He’s learning to swim.
2. Education: This is the process of teaching, training and learning especially in schools or colleges to improve knowledge and develop skills e.g Education is the best legacy.
3. Curriculum: These refers to the subjects that are included in a course of study or taught in a school, college e.g Spanish is not in the curriculum of my School.
4. Dormitory: A room for several people to sleep in, especially in a school or other institution e.g. you are to sweep the boys dormitory for a week.
5. Extra curricular (now called co-curricular): Activities outside the schemes of subjects which students participate in to enhance learning e.g (1) an excursion to a waterfall is a good co-curricular activity (2) I participate in the debating society during co-curricular hours.
6. Research: A careful study of a subject, especially in order to discover new facts or information about it e.g Researches have failed to discover a cure for AIDS.
7. Disciplines: Areas of knowledge especially in the university e.g some disciplines like Philosophy promote atheism.
8. Kindergarten: A word derived from German that means a school where children aged five are prepared for school e.g Kindergarten schools are springing up every where in Lagos.
9. Scheme of work: A plan or system for doing or organizing something. I have covered the entire scheme of English Language scheme for SS2.
10. Counsellor: A person who has been trained to advise people with problems especially; personal problems e.g Mr. Bruce works as a guidance counselor in a school.
Reading Assignment:
Read page 155 – 156 countdown
Evaluation: Use five words to form correct sentences.
LESSON 9
Topic: Adverbials
Content: Definition, formation, functions
An adverb is a word that modifies a verb, an adverb or an adjective e.g The driver replied the policeman wisely.
Note: Adverbs answer the questions how? When? Where? Why? To what extent, under what condition?
https://youtu.be/asQQIwm_iB0
https://youtu.be/vpJzn-VBIgg
Formation of Adverbs
1. Many adverbs formed from adjectives end in- ly.
Adjective Adverb
Certain certainly
Slow showly
Intelligent intelligently
2. Some adverbs showing direction end in – wards.E.g Eastwards, westwards, forwards, backwards.
3. Some adverbs expressing manner or viewpoint end in – wise e.g. clockwise, crosswise, foodwise, moneywise.
4. Many other adverbs have no special ending e.g always, how, quite, soon, early, if, soon, often.
https://youtu.be/jXtHCBgbks0
Grammatical function
Adverbs function as modifiers of verbs, adjectives adverbs and prepositional phrases.
1. Modifier of verb
James solved the problem quickly (modifies solved)
2. Modifier of adjective
Kunle is very tall. (modifies tall)
3. Modifier of another adverb.
Becky runs extremely fast. (modifies fast)
4.Modifier of prepositional phrase
We are quite on time for the valedictory ceremony. (modifies on time for the ceremony)
Types of adverbs
There are three types of adverbs
1. Adjuncts: These tell how, when, where, to what extent e.t.c. the action of the verb is performed e.g
how: fast, hard, slowly
when: always, late, yesterday
where: away, outside, here
to what extent: badly, extremely, greatly
2. Disjuncts: They express an attitude or view point, often of the speaker. Examples are luckily, certainly, frankly, fortunately, happily, honestly, undoubtedly foolishly, strangely.
3. Conjuncts: These perform connectives function: They join two sentences or clauses in sentence e.g. nevertheless, yet, however then, meanwhile, consequently, firstly.
https://youtu.be/0kiCKXd1lXk
Reading Assignment:
Read adverbs page 143 main text
Evaluation
Use two examples of adjuncts, disjuncts and conjuncts to make correct sentences.
Assignment 2
Choose the word that best completes each of the following sentences.
1. The officer expressed his ____ at being dismissed. (a) indignity (b) indignation (c) indigestion
2. It gives me much ____ to welcome you to the beginning of the new session .(a) pleasure (b) relish (c) indulgences
3. Miss Funke is very ___ with her pupils because she loves them all (a)Prevalent (b)Familiar (c)Popular
4. He added a brief ____ to his letter (a)postmark (b) Postscript (c) Post mortem
5. The ___ that the hospital should be upgraded was warmly welcomed (a) design (b) proposal (c) theorem
TOPIC: COMPREHENSION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain the passage
b. Explain the unfamiliar words
REFERENCE: INTENSIVE ENGLISH BK 2 Benson Oluikpe et al
CONTENT: THE TRIAL PG 99
Raved
Seething
Formal
Modelled
Winced
Cold - blooded
https://youtu.be/t9EsWRt3nlk
EVALUATION:
a. Explain the passage
b. Give the meaning of the difficult words
ASSIGNMENT: use your dictionary to find the meaning of the idiomatic expressions in the box below:
Steal the show
Steal a glance at
Steal away
LESSON 6
Topic: Africa and the Olympics
Reference books: Senior English Project for SS2 page 4
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Answer questions on the passage.
Content:
• African won the first gold medal in 1960 and it was courtesy of the barefooted Ethiopian Abebe Bikila. Nigeria got hers in 1964 by Nojim Mayegun-bronze medal. Boxer Isaac Ikhuria won a second bronze for Nigeria in 1972 in Germany. Chioma Ajunwa won a gold medal in 1996 and the duo of Falilat Ogunkoya and Mary Onyali won a bronze medal. Nigeria clinched a gold medal in football in the same year.
https://youtu.be/uIrtBCqwMa8
London 2012 Olympic
https://youtu.be/vB_g-RSIGfM
Evaluation:
1. Read the passage one after another.
2. Answer Questions 1-6, Number 4, Page 5
Assignment
Answer Questions 1-14, Number 2, Page 5
Main Topic: Comprehension
Topic: The wonders of medical science
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage carefully and fluently.
2. Answer questions on the passage.
Content:
Dr. Christiaan Barnard, a South African, made a breakthrough in heart transplant in 1967. The patient on whom the operation was performed lived for only 18 days before his body rejected the foreign body. Since then there has been a remarkable improvement in heart transplant. Dr. Barnard died in 2001 at the age of 78, ironically of a suspected heart attack.
https://youtu.be/mb96hFSdrI4
Evaluation:
The following questions are asked:
1. Read the passage one after another.
2. Answer Questions 1-6, Page 14
Assignment
Answer Questions 1-3, Page 15, and Number 2 of the textbook.
LESSON 7
Topic: Environmental Issues in Nigeria
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Answer questions on the passage.
Content:
Oil spillage is no longer strange in the Niger Delta regions. Their major occupation-fishing suffers a setback, though not as serious as it is speculated. Another serious threatening issue is gas flaring in the Niger Delta which is considered a waste of the precious gas.
https://youtu.be/y2yPii0yz10
Evaluation:
1. Read the passage one after another.
2. Answer Questions 1-6, page 24
Assignment:
Answer Questions 7-11, page24 of the text.
Main Topic: Comprehension
Topic: The Unfinished House-Part 1
Reference books: Goodbye to Failure in English for SS 2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently.
2. Answer questions on the passage.
Content:
Reasons are given why houses are left uncompleted. Some are left uncompleted because the owners are dead. Most of the owners of the abandoned houses labor to ensure the completion of the houses but unfortunately they do not live to live there.
Another reason given in the passage for abandoning houses uncompleted is lack of planning. A man who has #200,000 thinks he is a millionaire. He marries two wives and pays dowries on the two. He thereafter starts to build a house which of course cannot be completed owing to lack of funds.
Evaluation:
1. Read the passage one after another.
2. Answer Questions 1-5, page 32 of the text.
https://youtu.be/65ufokJuhYs
Assignment
Answer Questions 6-8, page 32 of the text.
Answer Questions 1-15, Page 35 of the text.
LESSON 8
Topic: Vocabulary of Education
Content: Words, meaning, examples
1. Learning: The process or knowledge that you get from reading and studying. E.g. He’s learning to swim.
2. Education: This is the process of teaching, training and learning especially in schools or colleges to improve knowledge and develop skills e.g Education is the best legacy.
3. Curriculum: These refers to the subjects that are included in a course of study or taught in a school, college e.g Spanish is not in the curriculum of my School.
4. Dormitory: A room for several people to sleep in, especially in a school or other institution e.g. you are to sweep the boys dormitory for a week.
5. Extra curricular (now called co-curricular): Activities outside the schemes of subjects which students participate in to enhance learning e.g (1) an excursion to a waterfall is a good co-curricular activity (2) I participate in the debating society during co-curricular hours.
6. Research: A careful study of a subject, especially in order to discover new facts or information about it e.g Researches have failed to discover a cure for AIDS.
7. Disciplines: Areas of knowledge especially in the university e.g some disciplines like Philosophy promote atheism.
8. Kindergarten: A word derived from German that means a school where children aged five are prepared for school e.g Kindergarten schools are springing up every where in Lagos.
9. Scheme of work: A plan or system for doing or organizing something. I have covered the entire scheme of English Language scheme for SS2.
10. Counsellor: A person who has been trained to advise people with problems especially; personal problems e.g Mr. Bruce works as a guidance counselor in a school.
Reading Assignment:
Read page 155 – 156 countdown
Evaluation: Use five words to form correct sentences.
LESSON 9
Topic: Adverbials
Content: Definition, formation, functions
An adverb is a word that modifies a verb, an adverb or an adjective e.g The driver replied the policeman wisely.
Note: Adverbs answer the questions how? When? Where? Why? To what extent, under what condition?
https://youtu.be/asQQIwm_iB0
https://youtu.be/vpJzn-VBIgg
Formation of Adverbs
1. Many adverbs formed from adjectives end in- ly.
Adjective Adverb
Certain certainly
Slow showly
Intelligent intelligently
2. Some adverbs showing direction end in – wards.E.g Eastwards, westwards, forwards, backwards.
3. Some adverbs expressing manner or viewpoint end in – wise e.g. clockwise, crosswise, foodwise, moneywise.
4. Many other adverbs have no special ending e.g always, how, quite, soon, early, if, soon, often.
https://youtu.be/jXtHCBgbks0
Grammatical function
Adverbs function as modifiers of verbs, adjectives adverbs and prepositional phrases.
1. Modifier of verb
James solved the problem quickly (modifies solved)
2. Modifier of adjective
Kunle is very tall. (modifies tall)
3. Modifier of another adverb.
Becky runs extremely fast. (modifies fast)
4.Modifier of prepositional phrase
We are quite on time for the valedictory ceremony. (modifies on time for the ceremony)
Types of adverbs
There are three types of adverbs
1. Adjuncts: These tell how, when, where, to what extent e.t.c. the action of the verb is performed e.g
how: fast, hard, slowly
when: always, late, yesterday
where: away, outside, here
to what extent: badly, extremely, greatly
2. Disjuncts: They express an attitude or view point, often of the speaker. Examples are luckily, certainly, frankly, fortunately, happily, honestly, undoubtedly foolishly, strangely.
3. Conjuncts: These perform connectives function: They join two sentences or clauses in sentence e.g. nevertheless, yet, however then, meanwhile, consequently, firstly.
https://youtu.be/0kiCKXd1lXk
Reading Assignment:
Read adverbs page 143 main text
Evaluation
Use two examples of adjuncts, disjuncts and conjuncts to make correct sentences.
Assignment 2
Choose the word that best completes each of the following sentences.
1. The officer expressed his ____ at being dismissed. (a) indignity (b) indignation (c) indigestion
2. It gives me much ____ to welcome you to the beginning of the new session .(a) pleasure (b) relish (c) indulgences
3. Miss Funke is very ___ with her pupils because she loves them all (a)Prevalent (b)Familiar (c)Popular
4. He added a brief ____ to his letter (a)postmark (b) Postscript (c) Post mortem
5. The ___ that the hospital should be upgraded was warmly welcomed (a) design (b) proposal (c) theorem
WEEK 3
LESSON 10
TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Define summary
b. Mention the rules guiding
REFERENCE: COUNT DOWN TO ENGLISH LANGUAGE O.OGUNSANWO et al
CONTENT: ANSWERING SUMMARY QUESTIONS
Summary is defined as giving a brief account of a passage. This seeks to test the candidate’s ability to extract or pick relevant information from a longer passage and present that information in clear, concise language. This implies that the passage must be well understood.
PROCEDURE
The procedure adapted depends on an individual. Some prefer to read the question first, before the passage, whatever you do, whether the passage first or questions, you are advised to take the following steps:-
- Read over the passage once/twice for thorough understanding
- Read the questions based on the passage
- Read the passage once again, making notes that will help you to answer the questions
- Write out your answer
- Read over the questions and your answers to ensure that there are no errors.
USEFUL HINTS
- Pick from the passage only the information demanded by the questions. Don’t attempt to give additional information
- Avoid repetition, wordy comparisons and poor expression
- Never lump two points in one sentence
- Be brief as possible, do not give phrases and clauses when sentences are required
- Don’t write more than the required number of sentences
https://youtu.be/gq5VXyV5Yak
EVALUATION:
a. What is summary writing?
b. Give the rules governing it.
ASSIGNMENT:
Summarize in a sentence what information technology is
List four problems which have made it difficult for the nation to provide adequate information technology
LESSON 11
Main Topic: Comprehension
Topic: Assault Squad
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Answer questions on the passage.
Content:
The Biafrans have just captured a major city but a piece of information has just been intercepted from the Federal troops to launch a counter-attack. The Division Commander has come to strategize with Captain Martin on how to repel the counterattack.
https://youtu.be/CTTaMBp689o
Evaluation:
The following questions are asked:
1. Read the passage one after another.
2. Answer Questions 1-8, Number 3, Page 45.
Assignment
Answer Questions 1-10, Number 2, Page 47
Main Topic: Comprehension
Topic: The World of Medicine
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage carefully and fluently.
2. Answer questions on the passage.
Content:
Dr. Kalu is appointed the director of a big hospital. He works like a Trojan. His wife complains about his attitude to work but falls on deaf ears. He is called Mr. Indispensable. He slumps one day and dies before getting to the Emergency Dept. Another person is appointed to replace Mr. Indispensable.
https://youtu.be/Qxx14RCxblg
Evaluation:
1. Read the passage one after another.
2. Answer Questions 1-8, Pages 55-56
Assignment
Answer Questions 1-2, Page 56 and number 1, 1-24, Page 58 of the textbook.
Main Topic: Comprehension
Topic: The Tale of a Tap
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Answer questions on the passage.
Content:
There was no water in the tap. The writer tries as much as possible to get the jerrycan he had bought with water. After much struggle, he got the water but unfortunately he wasted ¾ of the water as he tried to pour some of the water in the sinks which was not blocked.
Evaluation:
1. Read the passage one after another.
2. Answer Questions 1-8 pages 66-67
Assignment:
Answer Questions 1-18 page 68
Main Topic: Comprehension
Topic: The Arranged Marriage
Reference books: Goodbye to Failure in English for SS 2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently.
2. Answer questions on the passage.
Content:
The writer is disappointed to find the apartment her new husband is bringing her into below her expectation. She had a raw deal in the hands of the American custom officers.
https://youtu.be/T4pFM8WH3PA
Evaluation:
1. Read the passage one after another.
2. Answer Questions 1-8, page 78 of the text.
Assignment
Answer Questions 9-11, page 78 of the text.
Main Topic: Comprehension
Topic: A windfall in March
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage carefully and fluently.
2. Answer questions on the passage.
Content:
A windfall of £100 was given to the author for the construction of a dormitory. They tried hard to build it before the rain would start.
Evaluation:
1. Read the passage one after another.
2. Answer Questions 1-4, Page 88 of the text
Assignment
Answer Questions 5-7, Page 88 of the text.
LESSON 12
Topic: Writing – Speech
Content: Definition, features, outline
A speech or an address is a written material meant to be delivered to a group of listeners during formal events. Its aim is to educate, inform, entertain and motivate.
Basic Types:
1. An address of welcome
2. A farewell address
3. A talk on any topic
Features:
1. Heading: It should include the type of speech, the name or designation of the speaker, the event, venue and date.
2. Salutation: Start from the most honourable person to the least honourable.
3. Introduction: A paragraph is sufficient. It must be captivating and should include appreciation for being given an opportunity to deliver the speech. Also announce the occasion.
4. Body: It should contain at least three well developed paragraphs.
5. Expression: Use formal expressions. Avoid the use of slang. You are permitted to use pronoun “I”.
6. Conclusion: Thank the audience for listening wish them success and wish the guests a safe return to their homes.
Sample question:
Write a speech to be delivered during the health week of your school on the impact of HIV/AIDs on the society.
OUTLINE
HEADING
A TALK ON THE IMPACT OF HIV/AIDS ON THE SOCIETY BY MR BRAIMAH MOSES DURING THE HEALTH WEEK OF GOOD SHEPHERD SCHOOLS HELD ON THE 10TH OF OCTOBER ,2010 IN THE SCHOOL HALL.
SALUTATION
The Chairman,
The Principal,
Fellow Students,
Paragraph 1- Welcome everyone to the occasion, explain the rationale for the occasion.
Paragraph 2 – Define AIDS/HIV explain the difference and means of contracting the disease.
Paragraph 3.- Explain its psychological impact e.g. stigma.
Paragraph 4. – Explain its economic impact especially cost of treatment and sometimes loss of jobs and it’s attendant multiplier effects.
Paragraph 5 – Explain its physical impact of loss of energy and lives this depriving society of energy and people for productive and developmental needs.
Paragraph 6 – Conclude by appealing to all to join in the battle against AIDS/HIV – because it is the enemy of the society not just the individuals it afflicts.
https://youtu.be/8Qg_u_RrBD4
Evaluation: Use the outline to write a full length speech.
Reading Assignment: Read page 33 – 35 countdown.
LESSON 13
Topic: Diphthongs (Vowels)
/ eɪ / and /aɪ / ; / ɪə / and /eə/
CONTENT: Definition ,spelling and examples
A dipthong is a vowel sound whose articulation involves a glide from one vowel quality to the other.
/eɪ /
The lips are spread for the production of this vowel. It’s articulation starts with a sound whose quality is like that of /e/ and ends with another sound which has the quality of /I/.
https://youtu.be/oTAzk9xm5i8
/ aɪ /
The articulation of /aI/ starts with a sound which has the quality of /a/ but the quality changes with the gradual glide towards /I/
https://youtu.be/ub9ONgsThKc
Spelling
/eI/ ------------------------------------ /aI/
Letters ----- Words
a ---face ----- i --- time
ai ---rain ----- ie --- lie
ay ---pay ----- ye --- dye
ei ---eight ----- igh --- high
ey ---they ----- eigh --- height
ea ---break ----- uy --- buy
/Iə/
The articulation of this sound begins from a tongue position for /I/ and moves in the direction of /ə/
https://youtu.be/4C3MKggo1vc
/eə/
The shape of the lips for this sound i.e neutral and its articulation involves a glide from the front of the tongue towards the centre.
https://youtu.be/Ff-MqM6Zb4Q
Spelling
/Iə/ ----------------------------------------------------------/eə/
Letters ----- words ----- Letters ----- Words
ere ----- here ----- ere ----- there
ear ----- hear ----- ear ----- where
eer ----- beer ----- are ------ their
eir ----- weird ----- are ----- care
-------------------------------------------- air ----- hair
Evaluation
Use the words listed to make correct sentences (1) hear (2) care (3) buy (4) rain (5) face
Reading Assignment
Read page 22-23, 26-27 Oral English for Schools and Colleges.
LESSON 14
Topic: Reported Speech
Content: Definitions, Examples
Direct speech refers to the quoting, by a speaker or writer of the actual utterance of another speaker or writer. It is usually indicated by the use of opening and closing quotation marks .
Features
1. The direct speech is enclosed with inverted commas :opening and closing e.g Matthew said, ‘I will succeed in life’.
2. It is usually preceded by a reporting verb, which may be in the past or present e.g she said, the judge ordered e.t.c
3. A direct speech may begin with expressions as “according to ..” “ in the words of”, “ as …. Said”
4. The direct speech should be preceded by a comma or a colon and the it should begin with a capital letter e.g The man said, “ My car is fanstastic”.
The man said: “ My car is fantastic.”
Indirect/Reported Speech
Indirect or reported speech reports what a speaker or writer has said without using the exact words of the speaker.
Rules to be observed
1. Quotation marks are not to be used in the reported section.
2. After mentioning the speaker and the reporting verb, the conjunction ‘that’ is introduced where appropriate.
3. Verbs in the present tense in a quotation must be changed to past tense. But remains unchanged if it expresses a permanent truth or customary fact.
4. All pronouns must be changed to the third person.
5. All words of nearness must be changed to corresponding words of remoteness.
6. Commands can be reported by using one of the following verbs: told, commanded ordered, instructed.
7. Questions can be reported with the use of one of the following: asked of, asked whether, inquired if, inquired whether or requested to know.
8. Also note that if the reporting verb is in the present, present, perfect or future tense, there is no change of tense in the words reported.
Examples
a. Direct Speech: Tope said ,“I’m hungry.”
Reported Speech: Tope said that he was hungry
b. Direct Speech: Tope said ,“The world is round.”
Reported Speech: Tope said that the world is round..
c. Direct Speech: The police officer told the driver, “stop.”
Reported Speech: The police officer ordered the driver to stop.
d. Direct Speech: The woman asked, “Is your sister in the house?”
Reported Speech: The woman asked if my sister was in the house.
e. Direct Speech: He says, “I’m fine”.
Reported Speech: He says he’s fine.
f. Direct Speech: He will tell you “he’s fine.”
Reported Speech: He tell you that he’s fine.
https://youtu.be/lcnVMh0tR9w
Reading Assignment: Read Countdown page 216
Evaluation: Identify five rules of reported speech.
Assignment 3
Choose the word that best completes each of the following sentences.
1. The visitors expressed appreciation for the ___ shown to them during their stay. (a)Condemnation (b)Pretence (c)Hospitality
2. The Judge ___her to two years imprisonment. (a) pronounced (b) sentenced (c) tried.
3. The principal ___ the students for performing brilliantly in the examination. (a)condoned (b) commended (c) admonished
4. Alinco is generally ____ as the most experienced mason in town. (a)recommended (b) recognized (c) informed
5. The Board of Directors is discussing how the company can be run more ___ (a) Effeminately (b) Efficiently (c) Effortlessly
Theory
No 6-10 page 89 No 1 – 5 page 89
TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Define summary
b. Mention the rules guiding
REFERENCE: COUNT DOWN TO ENGLISH LANGUAGE O.OGUNSANWO et al
CONTENT: ANSWERING SUMMARY QUESTIONS
Summary is defined as giving a brief account of a passage. This seeks to test the candidate’s ability to extract or pick relevant information from a longer passage and present that information in clear, concise language. This implies that the passage must be well understood.
PROCEDURE
The procedure adapted depends on an individual. Some prefer to read the question first, before the passage, whatever you do, whether the passage first or questions, you are advised to take the following steps:-
- Read over the passage once/twice for thorough understanding
- Read the questions based on the passage
- Read the passage once again, making notes that will help you to answer the questions
- Write out your answer
- Read over the questions and your answers to ensure that there are no errors.
USEFUL HINTS
- Pick from the passage only the information demanded by the questions. Don’t attempt to give additional information
- Avoid repetition, wordy comparisons and poor expression
- Never lump two points in one sentence
- Be brief as possible, do not give phrases and clauses when sentences are required
- Don’t write more than the required number of sentences
https://youtu.be/gq5VXyV5Yak
EVALUATION:
a. What is summary writing?
b. Give the rules governing it.
ASSIGNMENT:
Summarize in a sentence what information technology is
List four problems which have made it difficult for the nation to provide adequate information technology
LESSON 11
Main Topic: Comprehension
Topic: Assault Squad
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Answer questions on the passage.
Content:
The Biafrans have just captured a major city but a piece of information has just been intercepted from the Federal troops to launch a counter-attack. The Division Commander has come to strategize with Captain Martin on how to repel the counterattack.
https://youtu.be/CTTaMBp689o
Evaluation:
The following questions are asked:
1. Read the passage one after another.
2. Answer Questions 1-8, Number 3, Page 45.
Assignment
Answer Questions 1-10, Number 2, Page 47
Main Topic: Comprehension
Topic: The World of Medicine
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage carefully and fluently.
2. Answer questions on the passage.
Content:
Dr. Kalu is appointed the director of a big hospital. He works like a Trojan. His wife complains about his attitude to work but falls on deaf ears. He is called Mr. Indispensable. He slumps one day and dies before getting to the Emergency Dept. Another person is appointed to replace Mr. Indispensable.
https://youtu.be/Qxx14RCxblg
Evaluation:
1. Read the passage one after another.
2. Answer Questions 1-8, Pages 55-56
Assignment
Answer Questions 1-2, Page 56 and number 1, 1-24, Page 58 of the textbook.
Main Topic: Comprehension
Topic: The Tale of a Tap
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Answer questions on the passage.
Content:
There was no water in the tap. The writer tries as much as possible to get the jerrycan he had bought with water. After much struggle, he got the water but unfortunately he wasted ¾ of the water as he tried to pour some of the water in the sinks which was not blocked.
Evaluation:
1. Read the passage one after another.
2. Answer Questions 1-8 pages 66-67
Assignment:
Answer Questions 1-18 page 68
Main Topic: Comprehension
Topic: The Arranged Marriage
Reference books: Goodbye to Failure in English for SS 2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently.
2. Answer questions on the passage.
Content:
The writer is disappointed to find the apartment her new husband is bringing her into below her expectation. She had a raw deal in the hands of the American custom officers.
https://youtu.be/T4pFM8WH3PA
Evaluation:
1. Read the passage one after another.
2. Answer Questions 1-8, page 78 of the text.
Assignment
Answer Questions 9-11, page 78 of the text.
Main Topic: Comprehension
Topic: A windfall in March
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage carefully and fluently.
2. Answer questions on the passage.
Content:
A windfall of £100 was given to the author for the construction of a dormitory. They tried hard to build it before the rain would start.
Evaluation:
1. Read the passage one after another.
2. Answer Questions 1-4, Page 88 of the text
Assignment
Answer Questions 5-7, Page 88 of the text.
LESSON 12
Topic: Writing – Speech
Content: Definition, features, outline
A speech or an address is a written material meant to be delivered to a group of listeners during formal events. Its aim is to educate, inform, entertain and motivate.
Basic Types:
1. An address of welcome
2. A farewell address
3. A talk on any topic
Features:
1. Heading: It should include the type of speech, the name or designation of the speaker, the event, venue and date.
2. Salutation: Start from the most honourable person to the least honourable.
3. Introduction: A paragraph is sufficient. It must be captivating and should include appreciation for being given an opportunity to deliver the speech. Also announce the occasion.
4. Body: It should contain at least three well developed paragraphs.
5. Expression: Use formal expressions. Avoid the use of slang. You are permitted to use pronoun “I”.
6. Conclusion: Thank the audience for listening wish them success and wish the guests a safe return to their homes.
Sample question:
Write a speech to be delivered during the health week of your school on the impact of HIV/AIDs on the society.
OUTLINE
HEADING
A TALK ON THE IMPACT OF HIV/AIDS ON THE SOCIETY BY MR BRAIMAH MOSES DURING THE HEALTH WEEK OF GOOD SHEPHERD SCHOOLS HELD ON THE 10TH OF OCTOBER ,2010 IN THE SCHOOL HALL.
SALUTATION
The Chairman,
The Principal,
Fellow Students,
Paragraph 1- Welcome everyone to the occasion, explain the rationale for the occasion.
Paragraph 2 – Define AIDS/HIV explain the difference and means of contracting the disease.
Paragraph 3.- Explain its psychological impact e.g. stigma.
Paragraph 4. – Explain its economic impact especially cost of treatment and sometimes loss of jobs and it’s attendant multiplier effects.
Paragraph 5 – Explain its physical impact of loss of energy and lives this depriving society of energy and people for productive and developmental needs.
Paragraph 6 – Conclude by appealing to all to join in the battle against AIDS/HIV – because it is the enemy of the society not just the individuals it afflicts.
https://youtu.be/8Qg_u_RrBD4
Evaluation: Use the outline to write a full length speech.
Reading Assignment: Read page 33 – 35 countdown.
LESSON 13
Topic: Diphthongs (Vowels)
/ eɪ / and /aɪ / ; / ɪə / and /eə/
CONTENT: Definition ,spelling and examples
A dipthong is a vowel sound whose articulation involves a glide from one vowel quality to the other.
/eɪ /
The lips are spread for the production of this vowel. It’s articulation starts with a sound whose quality is like that of /e/ and ends with another sound which has the quality of /I/.
https://youtu.be/oTAzk9xm5i8
/ aɪ /
The articulation of /aI/ starts with a sound which has the quality of /a/ but the quality changes with the gradual glide towards /I/
https://youtu.be/ub9ONgsThKc
Spelling
/eI/ ------------------------------------ /aI/
Letters ----- Words
a ---face ----- i --- time
ai ---rain ----- ie --- lie
ay ---pay ----- ye --- dye
ei ---eight ----- igh --- high
ey ---they ----- eigh --- height
ea ---break ----- uy --- buy
/Iə/
The articulation of this sound begins from a tongue position for /I/ and moves in the direction of /ə/
https://youtu.be/4C3MKggo1vc
/eə/
The shape of the lips for this sound i.e neutral and its articulation involves a glide from the front of the tongue towards the centre.
https://youtu.be/Ff-MqM6Zb4Q
Spelling
/Iə/ ----------------------------------------------------------/eə/
Letters ----- words ----- Letters ----- Words
ere ----- here ----- ere ----- there
ear ----- hear ----- ear ----- where
eer ----- beer ----- are ------ their
eir ----- weird ----- are ----- care
-------------------------------------------- air ----- hair
Evaluation
Use the words listed to make correct sentences (1) hear (2) care (3) buy (4) rain (5) face
Reading Assignment
Read page 22-23, 26-27 Oral English for Schools and Colleges.
LESSON 14
Topic: Reported Speech
Content: Definitions, Examples
Direct speech refers to the quoting, by a speaker or writer of the actual utterance of another speaker or writer. It is usually indicated by the use of opening and closing quotation marks .
Features
1. The direct speech is enclosed with inverted commas :opening and closing e.g Matthew said, ‘I will succeed in life’.
2. It is usually preceded by a reporting verb, which may be in the past or present e.g she said, the judge ordered e.t.c
3. A direct speech may begin with expressions as “according to ..” “ in the words of”, “ as …. Said”
4. The direct speech should be preceded by a comma or a colon and the it should begin with a capital letter e.g The man said, “ My car is fanstastic”.
The man said: “ My car is fantastic.”
Indirect/Reported Speech
Indirect or reported speech reports what a speaker or writer has said without using the exact words of the speaker.
Rules to be observed
1. Quotation marks are not to be used in the reported section.
2. After mentioning the speaker and the reporting verb, the conjunction ‘that’ is introduced where appropriate.
3. Verbs in the present tense in a quotation must be changed to past tense. But remains unchanged if it expresses a permanent truth or customary fact.
4. All pronouns must be changed to the third person.
5. All words of nearness must be changed to corresponding words of remoteness.
6. Commands can be reported by using one of the following verbs: told, commanded ordered, instructed.
7. Questions can be reported with the use of one of the following: asked of, asked whether, inquired if, inquired whether or requested to know.
8. Also note that if the reporting verb is in the present, present, perfect or future tense, there is no change of tense in the words reported.
Examples
a. Direct Speech: Tope said ,“I’m hungry.”
Reported Speech: Tope said that he was hungry
b. Direct Speech: Tope said ,“The world is round.”
Reported Speech: Tope said that the world is round..
c. Direct Speech: The police officer told the driver, “stop.”
Reported Speech: The police officer ordered the driver to stop.
d. Direct Speech: The woman asked, “Is your sister in the house?”
Reported Speech: The woman asked if my sister was in the house.
e. Direct Speech: He says, “I’m fine”.
Reported Speech: He says he’s fine.
f. Direct Speech: He will tell you “he’s fine.”
Reported Speech: He tell you that he’s fine.
https://youtu.be/lcnVMh0tR9w
Reading Assignment: Read Countdown page 216
Evaluation: Identify five rules of reported speech.
Assignment 3
Choose the word that best completes each of the following sentences.
1. The visitors expressed appreciation for the ___ shown to them during their stay. (a)Condemnation (b)Pretence (c)Hospitality
2. The Judge ___her to two years imprisonment. (a) pronounced (b) sentenced (c) tried.
3. The principal ___ the students for performing brilliantly in the examination. (a)condoned (b) commended (c) admonished
4. Alinco is generally ____ as the most experienced mason in town. (a)recommended (b) recognized (c) informed
5. The Board of Directors is discussing how the company can be run more ___ (a) Effeminately (b) Efficiently (c) Effortlessly
Theory
No 6-10 page 89 No 1 – 5 page 89
WEEK 4
LESSON 16
Topic: Comprehension – ‘Trial by transport’
Content: Review Answers to Evaluation
The passage focuses on the risk one is exposed to when traveling by road in commercial vehicles especially taxis.
Reference : Page 91
Reading Assignment: Read Vocabulary p. 92
Topic: Vocabulary of Health
Content: Works, Meaning, Exercise,
1. AIDS means acquired immune deficiency syndrome.
a. AIDS is pandemic disease in sub-Saharan Africa.
2. HIV – Human immunodeficiency virus.
3. Contract: To get a disease or become infected with a disease. She contracted HIV from an unscreened blood transfusion.
4. Immune System: a body’s natural system of protecting itself.
A reduction in the consumption sugar can boost one’s immune system.
5. Dose: An amount or measurement of drug.
Two tablets of paracetamol is the recommended dose for an adult.
6. To sterilize: To kill any kind of infection on an equipment.
Surgical knives are always sterilized before surgeries are performed.
Reading Assignment: Read p. 49-50.
Evaluation: Use four words one for each to make correct sentences
Assignment: 4
Choose the word that best completes each of the following sentences.
1. After years of hostility the two communities now live in _____ (a) Bondage (b) Security (c) Amity
2. Mrs. Apata is always moody while her husband is forever ____(a) Cheerful (b) Willing (c) Petulant
3. The judge ruled that the first transaction was valid while the second was ___ (a) Abnormal (b) void (c) proper
4. Ebere’s _____ contrasts with his brother’s indolence. (a) Indulgence (b) Laziness (c) Diligence
5. Elders are expected to be _____ where youths are green (a) Rash (b) Experience (c) Callous
Theory
Answer question no. 1-10 page 117
TOPIC: VOCABULARY DEVELOPMENT - HOTEL
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. List words relating to catering/hotel
b. Explain each of them
CONTENT:
Laundry room
Cutlery
Menu list
Receptionist
Swimming pool
Bar
Server
Waiter / waitress
Check – in
Baking
Cooking
https://youtu.be/_mw9-uk_QFk
EVALUATION:
a. List words relating to hotel and catering
b. Explain each of them
ASSIGNMENT: Students to go to the cyber café and print out words relating to catering / hotel
LESSON 17
Main Topic: Structure
Topic: Adverbial
Reference books: Contemporary English Grammar/Internet
Behavioral objectives:
At the end of the lesson, the students should be able to:
I. Define adverb.
II. Differentiate between adverb and adverbial.
III. Define adverbial and give examples in sentences..
Content:
An adverbial is any structure, no matter what its form, that functions as a modifier of a verb. Adverbs and adverbials are similar but not the same. Though they share the same modifying functions, their characters are different. An adverbial is a part of a sentence that performs a certain function. An adverb is a type of word or part of speech. We may say that an adverb may serve as an adverbial, but an adverbial is not necessarily an adverb.
For example:
I couldn’t sleep well throughout the night
Adverbial infinitive
My brother reads to improve his vocabulary.
Adverbial prepositional phrase
We washed our hands after playing outside.
Dangling infinitive
To stay healthy, exercise is important.
Subordinate clause
Before you watch T.V., you need to finish your homework.
https://youtu.be/asQQIwm_iB0
https://youtu.be/vpJzn-VBIgg
Evaluation:
The following questions are asked:
I. What is an adverb?
II. What is an adverbial?
III. Differentiate between adverb and adverbial.
IV. Give two examples of adverbials in sentences.
Homework:
Write two examples of adverbials of time, place, manner and frequency.
LESSON 18
Main Topic: Structure
Topic: Reported Speech
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Differentiate between direct and indirect speech.
2. Mention words that change from direct to indirect speech
3. Change direct speech to indirect speech.
Content:
Direct speech is the speech of a person that is repeated in his own words to someone. For example:
John said, “We are glad to see you”.
Indirect speech: It is the essence of main points of a person’s words with a few modifications. For example:
Tuned said he was glad about my success.
https://youtu.be/tBtc6rpcMz4
Direct speech should be placed between the quotation marks or inverted commas.
Words that change
I to he/she
We to they
Today to that day
Now to then
This to that
These to those
Ago to before
Tonight to that night
Yesterday to the previous day/the day before
Here to there
Come to go
Tomorrow to next day/the following day
Next week to the following week/the week after
Present tense to past tense
https://youtu.be/BLYjETy1d7s
Reported speech expressing a universal truth or habitual fact is not changed. For example:
The teacher said, “The earth moves round the sun.”
The teacher said that the earth moves round the sun.
The past indefinite tense and the past continuous tense are not changed:
My brother said, “Nigeria got freedom in 1960.”
My brother said that Nigeria got freedom in 1960.
My teacher said, “Kunle built the museum.”
My teacher said that Kunle built the stadium.
https://youtu.be/lcnVMh0tR9w
Evaluation:
The following questions are asked:
1. Differentiate between direct and indirect speech.
2. Mention words that change from direct to indirect speech
Assignment:
Change the following sentences from direct speech to indirect speech:
a. “I will see you tomorrow,” the teacher said.
b. “I saw them yesterday,” the woman said.
c. Her mother said, “It is done here.”
LESSON 19
Main Topic: Structure
Topic: Participle-present and past
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define Participle-present and past
2. Use participles in sentences
Content:
A participle is a word that has the features of the verb and adjectives. It is called a verbal adjective. For example:
Angrily speaking with me, my father asked me to leave the house.
Having completed my degree, I applied for a job.
Kinds of Participles
1. Present Participle
2. Past Participle
3. Perfect Participle
1. Present Participle: A present participle is formed with ‘ing’ form of the verb to indicate an action going on or incomplete.
2. Past Participle: It ends with ‘ed’, ‘d’, ‘t’, or’n’ and is used to indicate an action as completed.
3. Perfect Participle: It is formed with ‘having’ + verb to indicate an action as completed in the past.
USES OF PARTICIPLE
1. Participles as simple adjectives
Dedicated work, interesting film, developed nation, fascinating story
2. To govern a noun or pronoun
Looking at the beautiful painting, I dropped the cup in my hand.
Putting the newspaper away, I closed my eyes.
3. As a complement to a verb
She looks worried.
He seems disappointed.
We found him writing.
4. It is used with a noun or a pronoun.
When the chief guest arrived, they started the function.
We asked him to take part in discussion because he was a skilled writer.
As it was a rainy day, we stay indoors.
5. To form present and past continuous tense
https://youtu.be/eWvkSp16VFY
Evaluation:
The following questions are asked:
1. Define participle.
2. Differentiate between present participle and past participle.
3. Give two examples of present participle and past participle respectively.
Assignment:
Write two more examples of present participle and two examples of past participle.
LESSON 20
Main Topic: Structure
Topic: Kinds of pronouns-Reflexive, Emphatic and Reciprocal
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention reflexive, emphatic and reciprocal pronouns
2. Use the three pronouns appropriately.
Content:
Reflexive pronouns are: myself, yourself, himself, herself, and ourselves
I saw myself in the mirror.
He blamed himself for the delay.
Emphatic pronouns are: myself, himself, yourself, herself etc
I myself showed you the way.
We ourselves talked to the President.
Reciprocal pronouns: each other, one another
They spoke to each other.
They began to struggle the balls with one another.
Usage
They spoke to themselves. (Wrong)
They spoke to each other. (Correct)
They began to struggle the balls with themselves. (Wrong)
https://youtu.be/zlFgOWJsGSc
https://youtu.be/ADfyReSt2L0
Evaluation:
The following questions are asked:
1. Mention kinds of pronouns.
2. Use each of the following pronouns in a sentence: each other, one another, yourself
Assignment:
Write a short story using reflexive, emphatic and reciprocal pronouns.
LESSON 21
Main Topic: Structure
Topic: Distributive, Indefinite and Relative Pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention words that are used as the pronouns above.
2. Use the pronouns appropriately.
Content:
Indefinite pronouns are: one, something, anybody, anyone, none, everybody, all, nothing etc.
One is not sure of what they will say.
All of them went there.
Nothing is too small for him to give.
https://youtu.be/izlsBMV2Y3w
https://youtu.be/A9tG-i6P3rE
Distributive Pronouns: each, either, none, both, everyone, neither, any, one, everybody, everything etc.
Everything was lost in the war.
Both of them were given four awards.
Neither of them attended the party.
Any of the oranges can be used.
https://youtu.be/SuQOORnmv5A
Relative pronouns are: who, who, that, whom, whose, which
The man whose wife received an award has been appointed chairman.
The woman who killed the snake was given $200.00.
The snake that bit him has been killed.
https://youtu.be/mTwQz1e0Fgs
Evaluation:
The following questions are asked:
1. Mention pronouns that are used for the kinds of pronouns discussed above.
2. Use each of the following pronouns in a sentence: whose, whom, all, none
Assignment:
Write a short story using pronouns under the kinds of pronouns above.
Topic: Comprehension – ‘Trial by transport’
Content: Review Answers to Evaluation
The passage focuses on the risk one is exposed to when traveling by road in commercial vehicles especially taxis.
Reference : Page 91
Reading Assignment: Read Vocabulary p. 92
Topic: Vocabulary of Health
Content: Works, Meaning, Exercise,
1. AIDS means acquired immune deficiency syndrome.
a. AIDS is pandemic disease in sub-Saharan Africa.
2. HIV – Human immunodeficiency virus.
3. Contract: To get a disease or become infected with a disease. She contracted HIV from an unscreened blood transfusion.
4. Immune System: a body’s natural system of protecting itself.
A reduction in the consumption sugar can boost one’s immune system.
5. Dose: An amount or measurement of drug.
Two tablets of paracetamol is the recommended dose for an adult.
6. To sterilize: To kill any kind of infection on an equipment.
Surgical knives are always sterilized before surgeries are performed.
Reading Assignment: Read p. 49-50.
Evaluation: Use four words one for each to make correct sentences
Assignment: 4
Choose the word that best completes each of the following sentences.
1. After years of hostility the two communities now live in _____ (a) Bondage (b) Security (c) Amity
2. Mrs. Apata is always moody while her husband is forever ____(a) Cheerful (b) Willing (c) Petulant
3. The judge ruled that the first transaction was valid while the second was ___ (a) Abnormal (b) void (c) proper
4. Ebere’s _____ contrasts with his brother’s indolence. (a) Indulgence (b) Laziness (c) Diligence
5. Elders are expected to be _____ where youths are green (a) Rash (b) Experience (c) Callous
Theory
Answer question no. 1-10 page 117
TOPIC: VOCABULARY DEVELOPMENT - HOTEL
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. List words relating to catering/hotel
b. Explain each of them
CONTENT:
Laundry room
Cutlery
Menu list
Receptionist
Swimming pool
Bar
Server
Waiter / waitress
Check – in
Baking
Cooking
https://youtu.be/_mw9-uk_QFk
EVALUATION:
a. List words relating to hotel and catering
b. Explain each of them
ASSIGNMENT: Students to go to the cyber café and print out words relating to catering / hotel
LESSON 17
Main Topic: Structure
Topic: Adverbial
Reference books: Contemporary English Grammar/Internet
Behavioral objectives:
At the end of the lesson, the students should be able to:
I. Define adverb.
II. Differentiate between adverb and adverbial.
III. Define adverbial and give examples in sentences..
Content:
An adverbial is any structure, no matter what its form, that functions as a modifier of a verb. Adverbs and adverbials are similar but not the same. Though they share the same modifying functions, their characters are different. An adverbial is a part of a sentence that performs a certain function. An adverb is a type of word or part of speech. We may say that an adverb may serve as an adverbial, but an adverbial is not necessarily an adverb.
For example:
I couldn’t sleep well throughout the night
Adverbial infinitive
My brother reads to improve his vocabulary.
Adverbial prepositional phrase
We washed our hands after playing outside.
Dangling infinitive
To stay healthy, exercise is important.
Subordinate clause
Before you watch T.V., you need to finish your homework.
https://youtu.be/asQQIwm_iB0
https://youtu.be/vpJzn-VBIgg
Evaluation:
The following questions are asked:
I. What is an adverb?
II. What is an adverbial?
III. Differentiate between adverb and adverbial.
IV. Give two examples of adverbials in sentences.
Homework:
Write two examples of adverbials of time, place, manner and frequency.
LESSON 18
Main Topic: Structure
Topic: Reported Speech
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Differentiate between direct and indirect speech.
2. Mention words that change from direct to indirect speech
3. Change direct speech to indirect speech.
Content:
Direct speech is the speech of a person that is repeated in his own words to someone. For example:
John said, “We are glad to see you”.
Indirect speech: It is the essence of main points of a person’s words with a few modifications. For example:
Tuned said he was glad about my success.
https://youtu.be/tBtc6rpcMz4
Direct speech should be placed between the quotation marks or inverted commas.
Words that change
I to he/she
We to they
Today to that day
Now to then
This to that
These to those
Ago to before
Tonight to that night
Yesterday to the previous day/the day before
Here to there
Come to go
Tomorrow to next day/the following day
Next week to the following week/the week after
Present tense to past tense
https://youtu.be/BLYjETy1d7s
Reported speech expressing a universal truth or habitual fact is not changed. For example:
The teacher said, “The earth moves round the sun.”
The teacher said that the earth moves round the sun.
The past indefinite tense and the past continuous tense are not changed:
My brother said, “Nigeria got freedom in 1960.”
My brother said that Nigeria got freedom in 1960.
My teacher said, “Kunle built the museum.”
My teacher said that Kunle built the stadium.
https://youtu.be/lcnVMh0tR9w
Evaluation:
The following questions are asked:
1. Differentiate between direct and indirect speech.
2. Mention words that change from direct to indirect speech
Assignment:
Change the following sentences from direct speech to indirect speech:
a. “I will see you tomorrow,” the teacher said.
b. “I saw them yesterday,” the woman said.
c. Her mother said, “It is done here.”
LESSON 19
Main Topic: Structure
Topic: Participle-present and past
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define Participle-present and past
2. Use participles in sentences
Content:
A participle is a word that has the features of the verb and adjectives. It is called a verbal adjective. For example:
Angrily speaking with me, my father asked me to leave the house.
Having completed my degree, I applied for a job.
Kinds of Participles
1. Present Participle
2. Past Participle
3. Perfect Participle
1. Present Participle: A present participle is formed with ‘ing’ form of the verb to indicate an action going on or incomplete.
2. Past Participle: It ends with ‘ed’, ‘d’, ‘t’, or’n’ and is used to indicate an action as completed.
3. Perfect Participle: It is formed with ‘having’ + verb to indicate an action as completed in the past.
USES OF PARTICIPLE
1. Participles as simple adjectives
Dedicated work, interesting film, developed nation, fascinating story
2. To govern a noun or pronoun
Looking at the beautiful painting, I dropped the cup in my hand.
Putting the newspaper away, I closed my eyes.
3. As a complement to a verb
She looks worried.
He seems disappointed.
We found him writing.
4. It is used with a noun or a pronoun.
When the chief guest arrived, they started the function.
We asked him to take part in discussion because he was a skilled writer.
As it was a rainy day, we stay indoors.
5. To form present and past continuous tense
https://youtu.be/eWvkSp16VFY
Evaluation:
The following questions are asked:
1. Define participle.
2. Differentiate between present participle and past participle.
3. Give two examples of present participle and past participle respectively.
Assignment:
Write two more examples of present participle and two examples of past participle.
LESSON 20
Main Topic: Structure
Topic: Kinds of pronouns-Reflexive, Emphatic and Reciprocal
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention reflexive, emphatic and reciprocal pronouns
2. Use the three pronouns appropriately.
Content:
Reflexive pronouns are: myself, yourself, himself, herself, and ourselves
I saw myself in the mirror.
He blamed himself for the delay.
Emphatic pronouns are: myself, himself, yourself, herself etc
I myself showed you the way.
We ourselves talked to the President.
Reciprocal pronouns: each other, one another
They spoke to each other.
They began to struggle the balls with one another.
Usage
They spoke to themselves. (Wrong)
They spoke to each other. (Correct)
They began to struggle the balls with themselves. (Wrong)
https://youtu.be/zlFgOWJsGSc
https://youtu.be/ADfyReSt2L0
Evaluation:
The following questions are asked:
1. Mention kinds of pronouns.
2. Use each of the following pronouns in a sentence: each other, one another, yourself
Assignment:
Write a short story using reflexive, emphatic and reciprocal pronouns.
LESSON 21
Main Topic: Structure
Topic: Distributive, Indefinite and Relative Pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention words that are used as the pronouns above.
2. Use the pronouns appropriately.
Content:
Indefinite pronouns are: one, something, anybody, anyone, none, everybody, all, nothing etc.
One is not sure of what they will say.
All of them went there.
Nothing is too small for him to give.
https://youtu.be/izlsBMV2Y3w
https://youtu.be/A9tG-i6P3rE
Distributive Pronouns: each, either, none, both, everyone, neither, any, one, everybody, everything etc.
Everything was lost in the war.
Both of them were given four awards.
Neither of them attended the party.
Any of the oranges can be used.
https://youtu.be/SuQOORnmv5A
Relative pronouns are: who, who, that, whom, whose, which
The man whose wife received an award has been appointed chairman.
The woman who killed the snake was given $200.00.
The snake that bit him has been killed.
https://youtu.be/mTwQz1e0Fgs
Evaluation:
The following questions are asked:
1. Mention pronouns that are used for the kinds of pronouns discussed above.
2. Use each of the following pronouns in a sentence: whose, whom, all, none
Assignment:
Write a short story using pronouns under the kinds of pronouns above.
WEEK 5
LESSON 22
TOPIC: COMPREHENSION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain the passage
b. Explain the unfamiliar words
REFERENCE: INTENSIVE ENGLISH S.S 2
CONTENT:
Delicate
Dangerous
Range
Diagnosed
Break down
Reserve
Absorption
https://youtu.be/Om7JEF2zZAI
EVALUATION:
a. Explain the passage
b. Explain the unfamiliar words
ASSIGNMENT: UNSCRAMBLE THE FOLLOWING WORDS ON PG 41
Ngodiasis
Yemcenger
Tejosinicn
Gurds etc
LESSON 23
TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain steps in summary writing
b. Answer the summary questions
REFERENCE: SYSTEMATIC ENGLISH FOR SCHOOLS S. OLUWAYOMIl
CONTENT:
Summary can be described as a short statement that gives only the main points and not the details of something
EXAMPLES:
Dotun is safe and sound, studying for a degree in law. He is planning to marry a white woman but without the family consent. He intends to come home at the end of the year. He greeted all (38 words).
This summary consists of four independent sentences. It couldn’t have been less since the report is verbal. However, the four sentences can be further summarized into two and even one if it is thus required especially in writing.
We can have something like this:
a. Dotun is quite well and sends his greeting to everyone (10 words)
b. He is pursuing a degree in law and will soon be married to a white woman. 10 + 20 = 30 words
Dotun greets all, and will be back soon perhaps with a degree in law and a white woman for a wife if the family endorses it (26 words)
Or
Dotun greets all, sending his assurance for a quick return after a law degree and marrying a white woman he hopes the family endorse
https://youtu.be/V-ki6TP4EYs
EVALUATION:
a. What is summary writing?
b. Answer the model questions
ASSIGNMENT: give one word which means the same as the following:
a. To turn aside from the subject of discussion
b. A person or thing from which somebody or something develops or is produced
c. A form of government in which people choose the representative
d. The academic head of a University
e. A person in absolute authority
LESSON 24
Main Topic: Structure
Topic: Kinds of Adverbs
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define an adverb
2. Mention different kinds of adverbs
3. Use adverbs in sentences.
Content:
An adverb is a word that modifies a verb, an adjective or another verb. For example:
She writes quickly. (Verb)
Sola is very smart. (Adjective)
He explained the poem fairly well. (Adverb)
Kinds of Adverbs
1. Adverb of manner
2. Adverb of place
3. Adverb of time
4. Adverb of frequency
5. Adverb of certainty
6. Adverb of degree
7. Interrogative adverb
8. Relative adverb
Adverbs of manner show how an action is done. For example: quickly, happily, hard, fast, well, clearly, soundly, probably etc.
They lived happily.
Sola walks gracefully.
He works hard.
Adverb of place: It shows where an action is done.
Here, there, up, down, near, below, above, away, out, in, everywhere etc
I went there.
She stood near the gate.
Adverb of frequency: It shows how often an action is done. For example: Once, Twice, Often, Never, Always, Occasionally, Again, Frequently, Seldom etc
Adverb of certainty: certainly, surely, definitely, obviously
Surely, she loves him.
I shall certainly help you.
Janet is obviously very clever.
Adverbs used in pair
Again and again (repeatedly)
By and by (before long)
Far and near (in all directions)
Far and away (by a great deal)
First and foremost (first of all)
Now and then (from time to time, occasionally)
https://youtu.be/jXtHCBgbks0
Evaluation:
The following questions are asked:
1. Define adverb
2. Mention kinds of adverbs
3. Use each of the following adverbs in a sentence:
Quickly, fast, everywhere, where
Assignment:
Write two more examples of each of the kinds of adverbs.
LESSON 25
Topic: Essay writing – more on writing of minutes
Content: Definition, Features
Minutes refer to a summary or record of what is said or decided at a formal meeting.
Features
1. The heading should be boldly written at the top. e.g
THE MINUTES OF THE PRESS CLUB HELD ON THE 15TH OF AUGUST IN THE SCHOOL HALL.
2. Note that the heading should contain the following.
A description of the body that held the meeting, the date and the venue of the meeting.
3. Usually, the first paragraph should include opening prayers and a reading of the
last minutes which may be corrected and adopted by at least two persons.
4. The body of the minutes is made up of many paragraphs of discussions based on the matters which arose from the last meeting and its minutes as well as issues of the day which are usually in an agenda.
5. The last paragraph is the conclusion and closing prayers.
6. The bottom right hand of the minutes is usually endorsed by the secretary while the bottom left may be endorsed by the chairman.
e.g. Chairman Secretary
Signature Signature
Full name full name
Evaluation: Why is the writing of minutes important at a meeting?
Topic: MORE ON PARTICPLES P. 191
Content: Definition, types, usage
A participle is a word formed from a verb, ending in – ing (the present participle) or ed, en e.t.c. (the past participle)
Participles are the principal parts of the verb used to form the continuous and perfect and perfect tenses e.g.
Present participle: He is reading
Past participle: He has read the book
I‘ve heard him
I’ve seen it
Formation of participles
Most verbs form past tenses and past participles through the addition of – ed
Examples: Cook, cooked, rush, rushed
Other verbs form past participle with an ending in –t or – en:
Examples: send, sent, break – broken
Also many verbs have irregular past participles as well as irregular past tenses. This means they change the basic part of the verb (also called the stem) as in sing, sang, sung; drink, drank drunk.
Usage
1. Avoid unrelated participles.
e.g knowing all the answers, the examination was easy.
In the sentence above, the examination appears to know all the answers which is nonsense.
Correct version: knowing all the answers, I found the examination easy.
2. As an adjective What did he say in the opening speech.
3.As a gerund: I enjoy reading.
4. Gerundial phrase: I enjoy watching football matches.
https://youtu.be/kVex6Hwf8_s
https://youtu.be/KV0kid6Icqo
Evaluation:
Use participles to form four sentences reflecting the four types of usage.
Read p.93
Topic: Vocabulary of Hotel and Catering.
Content: Words, meaning, sentence examples
1. Bar: A place where you can buy and drink alcoholic and other drinks.e.g
Always buy wines from licensed bars.
2. Reception: An area inside the entrance of a hotel, an office building etc where guests or visitors go first when they arrive.
The President’s delegation arranged to meet in the reception at 6.30p.m.
3. Suite: A set of rooms, especially in a hotel.
The newly wed couple are relaxing in a honeymoon suite.
4. Barman: A man who works in a bar serving drinks.
Olu works as a barman at the Sheraton.
5. Chef: A professional cook, especially the most senior cook in a restaurant, hotel etc.
The new bus company needs a chef for its staff restaurant.
6. Menu: A list of the food that is available at a restaurant or to be served at a meal.
At the bar, I discovered there was no African food on the menu.
7. Continental breakfast: A light breakfast usually consisting of coffee and bread rolls with butter and jam.
Most restaurants in Nigeria do not serve continental breakfast.
8. Grill(verb): To cook food under or over a very strong heat.
I need to grill these sausages for ten more minutes.
9. Caterer: A person or company whose job is to provide food and drinks for meetings or for a special purpose such as wedding.
A caterer has been hired to serve food during the wedding.
10. Catering: The work of providing food and drinks for meeting or social events
Who did the catering at your send-forth party?
Evaluation: Use five words to make correct sentences.
Assignment 5
Choose the word which contains the same vowel sound that is underlined.
1. know (a) sew (b) how (c) vow
2. make (a) height (b) (c) says
3. fair (a) wear (b) mere (c) dear
4. best (a) regal (b) leopard (c) legal
5. story (a) drought (b) spot (c) fought
Theory
Practice 3 (1 & 2) page 73
TOPIC: COMPREHENSION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain the passage
b. Explain the unfamiliar words
REFERENCE: INTENSIVE ENGLISH S.S 2
CONTENT:
Delicate
Dangerous
Range
Diagnosed
Break down
Reserve
Absorption
https://youtu.be/Om7JEF2zZAI
EVALUATION:
a. Explain the passage
b. Explain the unfamiliar words
ASSIGNMENT: UNSCRAMBLE THE FOLLOWING WORDS ON PG 41
Ngodiasis
Yemcenger
Tejosinicn
Gurds etc
LESSON 23
TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain steps in summary writing
b. Answer the summary questions
REFERENCE: SYSTEMATIC ENGLISH FOR SCHOOLS S. OLUWAYOMIl
CONTENT:
Summary can be described as a short statement that gives only the main points and not the details of something
EXAMPLES:
Dotun is safe and sound, studying for a degree in law. He is planning to marry a white woman but without the family consent. He intends to come home at the end of the year. He greeted all (38 words).
This summary consists of four independent sentences. It couldn’t have been less since the report is verbal. However, the four sentences can be further summarized into two and even one if it is thus required especially in writing.
We can have something like this:
a. Dotun is quite well and sends his greeting to everyone (10 words)
b. He is pursuing a degree in law and will soon be married to a white woman. 10 + 20 = 30 words
Dotun greets all, and will be back soon perhaps with a degree in law and a white woman for a wife if the family endorses it (26 words)
Or
Dotun greets all, sending his assurance for a quick return after a law degree and marrying a white woman he hopes the family endorse
https://youtu.be/V-ki6TP4EYs
EVALUATION:
a. What is summary writing?
b. Answer the model questions
ASSIGNMENT: give one word which means the same as the following:
a. To turn aside from the subject of discussion
b. A person or thing from which somebody or something develops or is produced
c. A form of government in which people choose the representative
d. The academic head of a University
e. A person in absolute authority
LESSON 24
Main Topic: Structure
Topic: Kinds of Adverbs
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define an adverb
2. Mention different kinds of adverbs
3. Use adverbs in sentences.
Content:
An adverb is a word that modifies a verb, an adjective or another verb. For example:
She writes quickly. (Verb)
Sola is very smart. (Adjective)
He explained the poem fairly well. (Adverb)
Kinds of Adverbs
1. Adverb of manner
2. Adverb of place
3. Adverb of time
4. Adverb of frequency
5. Adverb of certainty
6. Adverb of degree
7. Interrogative adverb
8. Relative adverb
Adverbs of manner show how an action is done. For example: quickly, happily, hard, fast, well, clearly, soundly, probably etc.
They lived happily.
Sola walks gracefully.
He works hard.
Adverb of place: It shows where an action is done.
Here, there, up, down, near, below, above, away, out, in, everywhere etc
I went there.
She stood near the gate.
Adverb of frequency: It shows how often an action is done. For example: Once, Twice, Often, Never, Always, Occasionally, Again, Frequently, Seldom etc
Adverb of certainty: certainly, surely, definitely, obviously
Surely, she loves him.
I shall certainly help you.
Janet is obviously very clever.
Adverbs used in pair
Again and again (repeatedly)
By and by (before long)
Far and near (in all directions)
Far and away (by a great deal)
First and foremost (first of all)
Now and then (from time to time, occasionally)
https://youtu.be/jXtHCBgbks0
Evaluation:
The following questions are asked:
1. Define adverb
2. Mention kinds of adverbs
3. Use each of the following adverbs in a sentence:
Quickly, fast, everywhere, where
Assignment:
Write two more examples of each of the kinds of adverbs.
LESSON 25
Topic: Essay writing – more on writing of minutes
Content: Definition, Features
Minutes refer to a summary or record of what is said or decided at a formal meeting.
Features
1. The heading should be boldly written at the top. e.g
THE MINUTES OF THE PRESS CLUB HELD ON THE 15TH OF AUGUST IN THE SCHOOL HALL.
2. Note that the heading should contain the following.
A description of the body that held the meeting, the date and the venue of the meeting.
3. Usually, the first paragraph should include opening prayers and a reading of the
last minutes which may be corrected and adopted by at least two persons.
4. The body of the minutes is made up of many paragraphs of discussions based on the matters which arose from the last meeting and its minutes as well as issues of the day which are usually in an agenda.
5. The last paragraph is the conclusion and closing prayers.
6. The bottom right hand of the minutes is usually endorsed by the secretary while the bottom left may be endorsed by the chairman.
e.g. Chairman Secretary
Signature Signature
Full name full name
Evaluation: Why is the writing of minutes important at a meeting?
Topic: MORE ON PARTICPLES P. 191
Content: Definition, types, usage
A participle is a word formed from a verb, ending in – ing (the present participle) or ed, en e.t.c. (the past participle)
Participles are the principal parts of the verb used to form the continuous and perfect and perfect tenses e.g.
Present participle: He is reading
Past participle: He has read the book
I‘ve heard him
I’ve seen it
Formation of participles
Most verbs form past tenses and past participles through the addition of – ed
Examples: Cook, cooked, rush, rushed
Other verbs form past participle with an ending in –t or – en:
Examples: send, sent, break – broken
Also many verbs have irregular past participles as well as irregular past tenses. This means they change the basic part of the verb (also called the stem) as in sing, sang, sung; drink, drank drunk.
Usage
1. Avoid unrelated participles.
e.g knowing all the answers, the examination was easy.
In the sentence above, the examination appears to know all the answers which is nonsense.
Correct version: knowing all the answers, I found the examination easy.
2. As an adjective What did he say in the opening speech.
3.As a gerund: I enjoy reading.
4. Gerundial phrase: I enjoy watching football matches.
https://youtu.be/kVex6Hwf8_s
https://youtu.be/KV0kid6Icqo
Evaluation:
Use participles to form four sentences reflecting the four types of usage.
Read p.93
Topic: Vocabulary of Hotel and Catering.
Content: Words, meaning, sentence examples
1. Bar: A place where you can buy and drink alcoholic and other drinks.e.g
Always buy wines from licensed bars.
2. Reception: An area inside the entrance of a hotel, an office building etc where guests or visitors go first when they arrive.
The President’s delegation arranged to meet in the reception at 6.30p.m.
3. Suite: A set of rooms, especially in a hotel.
The newly wed couple are relaxing in a honeymoon suite.
4. Barman: A man who works in a bar serving drinks.
Olu works as a barman at the Sheraton.
5. Chef: A professional cook, especially the most senior cook in a restaurant, hotel etc.
The new bus company needs a chef for its staff restaurant.
6. Menu: A list of the food that is available at a restaurant or to be served at a meal.
At the bar, I discovered there was no African food on the menu.
7. Continental breakfast: A light breakfast usually consisting of coffee and bread rolls with butter and jam.
Most restaurants in Nigeria do not serve continental breakfast.
8. Grill(verb): To cook food under or over a very strong heat.
I need to grill these sausages for ten more minutes.
9. Caterer: A person or company whose job is to provide food and drinks for meetings or for a special purpose such as wedding.
A caterer has been hired to serve food during the wedding.
10. Catering: The work of providing food and drinks for meeting or social events
Who did the catering at your send-forth party?
Evaluation: Use five words to make correct sentences.
Assignment 5
Choose the word which contains the same vowel sound that is underlined.
1. know (a) sew (b) how (c) vow
2. make (a) height (b) (c) says
3. fair (a) wear (b) mere (c) dear
4. best (a) regal (b) leopard (c) legal
5. story (a) drought (b) spot (c) fought
Theory
Practice 3 (1 & 2) page 73
WEEK 6
LESSON 25
TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Define summary writing
b. Mention the rules guiding summary writing
REFERENCE: COUNT DOWN TO ENGLISH LANGUAGE O.OGUNSANWO et al
CONTENT: ANSWERING SUMMARY QUESTIONS
Summary is defined as giving a brief account of a passage. This seeks to test the candidate’s ability to extract or pick relevant information from a longer passage and present that information in clear, concise language. This implies that the passage must be well understood.
PROCEDURE
The procedure adapted depends on an individual. Some prefer to read the question first before the passage, whatever you do, whether the passage first or questions you are advised to take the following steps:
- Read over the passage once / twice for thorough understanding
- Read the questions based on the passage
- Read the passage once again, making notes that will help you to answer the questions
- Write out your answer
- Read over the questions and your answers to ensure that there are no error
USEFUL HINTS
- Pick from the passage only the information demanded by the questions. Don’t attempt to give additional information
- Avoid repetition, wordy comparisons and poor expression
- Never lump two points in one sentence
- Be brief as possible, do not give phrases and clauses when sentences are required
- Don’t write more than the required number of sentences.
https://youtu.be/eGWO1ldEhtQ
https://youtu.be/Z2OGUQ5A44Q
EVALUATION:
a. What is summary writing
b. Give the rules governing it
ASSIGNMENT:
Summarize the central idea of the passage read etc
LESSON 26
TOPIC: COMPREHENSION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain the passage
b. Evaluate the critical ideas/points of the writer
REFERENCE: INTENSIVE ENGLISH S.S.2 Benson O. Oluikpe et al
CONTENT: READING FOR CRITICAL EVALUATION
Critical reading or critical evaluation means asking questions about what you read and evaluating the total content of the book or part of it, newspaper article or magazine that you have read.
POINTS TO BEAR IN MIND
Ask questions concerning the writer
Ask questions concerning the subject matter
Ask questions about yourself
https://youtu.be/Gc6-2yxh8HE
https://youtu.be/L6jFea6OT94
https://youtu.be/EW3JLxPs-f4
EVALUATION:
a. Explain the passage
b. Evaluate the critical points of the writer
ASSIGNMENT:
1. Why is an opposed river crossing such a difficult operation?
2. What authority does the writer give for his claim that opposed river crossing?
LESSON 27
Main Topic: Structure
Topic: Tautology
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define tautology
2. Avoid tautology in their write ups and conversations.
Content:
Tautology is saying the same thing more than once in different ways without making one’s meaning clearer. Examples of tautology are:
1. Although/but
2. Test/examine
3. Should/in case
4. Also/as well
5. Ability/can
6. Can/be able
7. Return/back
8. Reverse/back
9. Repeat/again
10. Extreme/end
11. Whether/if
12. Night/vigil
13. Wake/keeping
14. Final/conclusion
15. Withdraw/back
16. Heavy/downpour
17. Possible/best
18. So/therefore
He put the ball at the extreme end of the field.
There was a heavy downpour yesterday.
We had a night vigil last week.
https://youtu.be/_DhyWb1DX8c
Evaluation:
The following questions are asked:
1. What is tautology?
2. Mention words that are used as tautology
3. Use the correct words of the following tautology in sentences:
Night vigil, although but, can be able
Assignment:
Write four more words that are used as tautology.
LESSON 28
Main Topic: Structure
Topic: Kinds of pronouns-Reflexive, Emphatic and Reciprocal
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention reflexive, emphatic and reciprocal pronouns
2. Use the three pronouns appropriately.
Content:
Reflexive pronouns are: myself, yourself, himself, herself, and ourselves
I saw myself in the mirror.
He blamed himself for the delay.
Emphatic pronouns are: myself, himself, yourself, herself etc
I myself showed you the way.
We ourselves talked to the President.
Reciprocal pronouns: each other, one another
They spoke to each other.
They began to struggle the balls with one another.
Usage
They spoke to themselves. (Wrong)
They spoke to each other. (Correct)
They began to struggle the balls with themselves. (Wrong)
https://youtu.be/zlFgOWJsGSc
https://youtu.be/GlBnupD8PUQ
https://youtu.be/_7milSsagCs
Evaluation:
The following questions are asked:
1. Mention kinds of pronouns.
2. Use each of the following pronouns in a sentence: each other, one another, yourself
Assignment:
Write a short story using reflexive, emphatic and reciprocal pronouns.
Main Topic: Structure
LESSON 29
Topic: Distributive, Indefinite and Relative Pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention words that are used as the pronouns above.
2. Use the pronouns appropriately.
Content:
Indefinite pronouns are: one, something, anybody, anyone, none, everybody, all, nothing etc.
One is not sure of what they will say.
All of them went there.
Nothing is too small for him to give.
Distributive Pronouns: each, either, none, both, everyone, neither, any, one, everybody, everything etc.
Everything was lost in the war.
Both of them were given four awards.
Neither of them attended the party.
Any of the oranges can be used.
Relative pronouns are: who, who, that, whom, whose, which
The man whose wife received an award has been appointed chairman.
The woman who killed the snake was given $200.00.
The snake that bit him has been killed.
https://youtu.be/7UVtQdbdd-A
Evaluation:
The following questions are asked:
1. Mention pronouns that are used for the kinds of pronouns discussed above.
2. Use each of the following pronouns in a sentence: whose, whom, all, none
Assignment:
Write a short story using pronouns under the kinds of pronouns above.
LESSON 30
Main Topic: Summary Writing
Topic: Scarcity of Petroleum Products
Behavioral objectives:
At the end of the lesson, the students should be able to:
I. Discuss scarcity of petrol
II. Answer the questions on the passage.
Content:
The scarcity of petroleum products such as petrol, diesel and kerosene and aviation fuel is gradually turning into a disease which has defied all known cures. However, the pathetic aspect of it is the perennial scarcity of fuel. The factors responsible for this are quite obvious.
https://youtu.be/vXzHZGSqoA0
Evaluation:
The following questions are asked:
I. What causes the perennial scarcity of petrol in Nigeria?
II. Discuss the solutions to the problem.
III. Answer the questions on the passage-Pages 380-381 of Goodbye to Failure in English for SS2
Homework:
Answer the questions on the summary passage on Pages 367-368.
Comprehension – DVD page 104
Content: Review, Answers
The DVD originally meant digital video disc but some of its creators now interpret it to mean digital versatile disc in order to emphasize the variety of its uses. But the technology industry take DVD to be a name that does not stand for anything.
Evaluation: Answer the questions which accompany the passage.
Reading Assignment: Find out the meaning of DVD from two dictionaries.
Essay Writing: A REPORT (A POLICE STATEMENT) Page 100 – 102
Content: Definition, features.
A police statement is an official or formal narrative. It is meant to reveal occurrences to the police as well as guide them in their investigation.
Features:
1. It is a narrative (it should be titled)
2. It will include descriptions to enable people and objects to be easily identified.
3. Only essential information is included.
4. Events are mentioned in the order in which they occurred
5. As far as possible, the time of each event is stated.
6. Begin by saying:
a. When the crime or accident happened (day and time)
b. What you were doing at the time
c. Where you were when the crime or accident occurred.
7. Append your signature and write the date at the end.
Evaluation
1. Mention five features of a police statement.
2. Use table 2 to narrate (orally) a statement to the police .
Reading ass. Page 100 main text.
Kind of pronouns (personal and relative pronouns)
Content: Definition, personal & relative pronouns
A pronoun is a word used in place of a noun. Pronouns are employed inorder to avoid the repetition of nouns.
Examples
Tunde thought within Tunde that Tunde should see Tunde’s sister about Tunde’s forthcoming wedding.
Tunde thought within himself that he should see his sister about his forthcoming wedding.
Types of pronouns
1. personal pronoun
2. Possessive pronoun
3. Reflexive pronoun
4. Emphatic pronoun
5. Demonstrative pronoun
6. Interrogative pronoun
7. Relative pronoun
8. Indefinite pronoun
9. Reciprocal pronoun
In this lesson, personal and relative pronoun will be discussed.
Personal pronouns: This refer to the person speaking (First person); The person spoken to (second person); and the person or thing spoken about (third person).
Personal pronouns can be singular or plural as well as subject or object in forms.
NB. Subject forms are the forms of pronouns which can occur before verbs while object forms are pronominal forms which occur after verbs. E.g I did it for Him. He did it for me.
Relative pronouns: A relative pronoun is a type that links its clause to its antecedent. The clause it introduces is called a relative clause or adjectival clause. The antecedent is the word which precedes the relative pronoun to which it also refers. Examples include who, whom, whose, which, that, where when, how.
E.g. 1. The student who was awarded a scholarship is my son.
antecedent
2. She wrote the short story which (that) won the Pulitzer prize.
https://youtu.be/gJrMkcWmt5g
Evaluation:
Use three relative pronouns to make correct sentences.
Reading Assignment: Read countdown page 186.
Assignment 6
Choose the option that has a different stress pattern.
1. (a) commit (b) compare (c) complete (d) column
2. (a) afraid (b) allow (c) always (d) attempt
3. (a) decision (b) continue (c) plantation (d) continent
4. (a) Monitor (b) register (c) possible (d) promotion
5. (a) leader (b) judgment (c) money (d) report
Theory
Complete the sentences in practice 2 page 43
TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Define summary writing
b. Mention the rules guiding summary writing
REFERENCE: COUNT DOWN TO ENGLISH LANGUAGE O.OGUNSANWO et al
CONTENT: ANSWERING SUMMARY QUESTIONS
Summary is defined as giving a brief account of a passage. This seeks to test the candidate’s ability to extract or pick relevant information from a longer passage and present that information in clear, concise language. This implies that the passage must be well understood.
PROCEDURE
The procedure adapted depends on an individual. Some prefer to read the question first before the passage, whatever you do, whether the passage first or questions you are advised to take the following steps:
- Read over the passage once / twice for thorough understanding
- Read the questions based on the passage
- Read the passage once again, making notes that will help you to answer the questions
- Write out your answer
- Read over the questions and your answers to ensure that there are no error
USEFUL HINTS
- Pick from the passage only the information demanded by the questions. Don’t attempt to give additional information
- Avoid repetition, wordy comparisons and poor expression
- Never lump two points in one sentence
- Be brief as possible, do not give phrases and clauses when sentences are required
- Don’t write more than the required number of sentences.
https://youtu.be/eGWO1ldEhtQ
https://youtu.be/Z2OGUQ5A44Q
EVALUATION:
a. What is summary writing
b. Give the rules governing it
ASSIGNMENT:
Summarize the central idea of the passage read etc
LESSON 26
TOPIC: COMPREHENSION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain the passage
b. Evaluate the critical ideas/points of the writer
REFERENCE: INTENSIVE ENGLISH S.S.2 Benson O. Oluikpe et al
CONTENT: READING FOR CRITICAL EVALUATION
Critical reading or critical evaluation means asking questions about what you read and evaluating the total content of the book or part of it, newspaper article or magazine that you have read.
POINTS TO BEAR IN MIND
Ask questions concerning the writer
Ask questions concerning the subject matter
Ask questions about yourself
https://youtu.be/Gc6-2yxh8HE
https://youtu.be/L6jFea6OT94
https://youtu.be/EW3JLxPs-f4
EVALUATION:
a. Explain the passage
b. Evaluate the critical points of the writer
ASSIGNMENT:
1. Why is an opposed river crossing such a difficult operation?
2. What authority does the writer give for his claim that opposed river crossing?
LESSON 27
Main Topic: Structure
Topic: Tautology
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define tautology
2. Avoid tautology in their write ups and conversations.
Content:
Tautology is saying the same thing more than once in different ways without making one’s meaning clearer. Examples of tautology are:
1. Although/but
2. Test/examine
3. Should/in case
4. Also/as well
5. Ability/can
6. Can/be able
7. Return/back
8. Reverse/back
9. Repeat/again
10. Extreme/end
11. Whether/if
12. Night/vigil
13. Wake/keeping
14. Final/conclusion
15. Withdraw/back
16. Heavy/downpour
17. Possible/best
18. So/therefore
He put the ball at the extreme end of the field.
There was a heavy downpour yesterday.
We had a night vigil last week.
https://youtu.be/_DhyWb1DX8c
Evaluation:
The following questions are asked:
1. What is tautology?
2. Mention words that are used as tautology
3. Use the correct words of the following tautology in sentences:
Night vigil, although but, can be able
Assignment:
Write four more words that are used as tautology.
LESSON 28
Main Topic: Structure
Topic: Kinds of pronouns-Reflexive, Emphatic and Reciprocal
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention reflexive, emphatic and reciprocal pronouns
2. Use the three pronouns appropriately.
Content:
Reflexive pronouns are: myself, yourself, himself, herself, and ourselves
I saw myself in the mirror.
He blamed himself for the delay.
Emphatic pronouns are: myself, himself, yourself, herself etc
I myself showed you the way.
We ourselves talked to the President.
Reciprocal pronouns: each other, one another
They spoke to each other.
They began to struggle the balls with one another.
Usage
They spoke to themselves. (Wrong)
They spoke to each other. (Correct)
They began to struggle the balls with themselves. (Wrong)
https://youtu.be/zlFgOWJsGSc
https://youtu.be/GlBnupD8PUQ
https://youtu.be/_7milSsagCs
Evaluation:
The following questions are asked:
1. Mention kinds of pronouns.
2. Use each of the following pronouns in a sentence: each other, one another, yourself
Assignment:
Write a short story using reflexive, emphatic and reciprocal pronouns.
Main Topic: Structure
LESSON 29
Topic: Distributive, Indefinite and Relative Pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention words that are used as the pronouns above.
2. Use the pronouns appropriately.
Content:
Indefinite pronouns are: one, something, anybody, anyone, none, everybody, all, nothing etc.
One is not sure of what they will say.
All of them went there.
Nothing is too small for him to give.
Distributive Pronouns: each, either, none, both, everyone, neither, any, one, everybody, everything etc.
Everything was lost in the war.
Both of them were given four awards.
Neither of them attended the party.
Any of the oranges can be used.
Relative pronouns are: who, who, that, whom, whose, which
The man whose wife received an award has been appointed chairman.
The woman who killed the snake was given $200.00.
The snake that bit him has been killed.
https://youtu.be/7UVtQdbdd-A
Evaluation:
The following questions are asked:
1. Mention pronouns that are used for the kinds of pronouns discussed above.
2. Use each of the following pronouns in a sentence: whose, whom, all, none
Assignment:
Write a short story using pronouns under the kinds of pronouns above.
LESSON 30
Main Topic: Summary Writing
Topic: Scarcity of Petroleum Products
Behavioral objectives:
At the end of the lesson, the students should be able to:
I. Discuss scarcity of petrol
II. Answer the questions on the passage.
Content:
The scarcity of petroleum products such as petrol, diesel and kerosene and aviation fuel is gradually turning into a disease which has defied all known cures. However, the pathetic aspect of it is the perennial scarcity of fuel. The factors responsible for this are quite obvious.
https://youtu.be/vXzHZGSqoA0
Evaluation:
The following questions are asked:
I. What causes the perennial scarcity of petrol in Nigeria?
II. Discuss the solutions to the problem.
III. Answer the questions on the passage-Pages 380-381 of Goodbye to Failure in English for SS2
Homework:
Answer the questions on the summary passage on Pages 367-368.
Comprehension – DVD page 104
Content: Review, Answers
The DVD originally meant digital video disc but some of its creators now interpret it to mean digital versatile disc in order to emphasize the variety of its uses. But the technology industry take DVD to be a name that does not stand for anything.
Evaluation: Answer the questions which accompany the passage.
Reading Assignment: Find out the meaning of DVD from two dictionaries.
Essay Writing: A REPORT (A POLICE STATEMENT) Page 100 – 102
Content: Definition, features.
A police statement is an official or formal narrative. It is meant to reveal occurrences to the police as well as guide them in their investigation.
Features:
1. It is a narrative (it should be titled)
2. It will include descriptions to enable people and objects to be easily identified.
3. Only essential information is included.
4. Events are mentioned in the order in which they occurred
5. As far as possible, the time of each event is stated.
6. Begin by saying:
a. When the crime or accident happened (day and time)
b. What you were doing at the time
c. Where you were when the crime or accident occurred.
7. Append your signature and write the date at the end.
Evaluation
1. Mention five features of a police statement.
2. Use table 2 to narrate (orally) a statement to the police .
Reading ass. Page 100 main text.
Kind of pronouns (personal and relative pronouns)
Content: Definition, personal & relative pronouns
A pronoun is a word used in place of a noun. Pronouns are employed inorder to avoid the repetition of nouns.
Examples
Tunde thought within Tunde that Tunde should see Tunde’s sister about Tunde’s forthcoming wedding.
Tunde thought within himself that he should see his sister about his forthcoming wedding.
Types of pronouns
1. personal pronoun
2. Possessive pronoun
3. Reflexive pronoun
4. Emphatic pronoun
5. Demonstrative pronoun
6. Interrogative pronoun
7. Relative pronoun
8. Indefinite pronoun
9. Reciprocal pronoun
In this lesson, personal and relative pronoun will be discussed.
Personal pronouns: This refer to the person speaking (First person); The person spoken to (second person); and the person or thing spoken about (third person).
Personal pronouns can be singular or plural as well as subject or object in forms.
NB. Subject forms are the forms of pronouns which can occur before verbs while object forms are pronominal forms which occur after verbs. E.g I did it for Him. He did it for me.
Relative pronouns: A relative pronoun is a type that links its clause to its antecedent. The clause it introduces is called a relative clause or adjectival clause. The antecedent is the word which precedes the relative pronoun to which it also refers. Examples include who, whom, whose, which, that, where when, how.
E.g. 1. The student who was awarded a scholarship is my son.
antecedent
2. She wrote the short story which (that) won the Pulitzer prize.
https://youtu.be/gJrMkcWmt5g
Evaluation:
Use three relative pronouns to make correct sentences.
Reading Assignment: Read countdown page 186.
Assignment 6
Choose the option that has a different stress pattern.
1. (a) commit (b) compare (c) complete (d) column
2. (a) afraid (b) allow (c) always (d) attempt
3. (a) decision (b) continue (c) plantation (d) continent
4. (a) Monitor (b) register (c) possible (d) promotion
5. (a) leader (b) judgment (c) money (d) report
Theory
Complete the sentences in practice 2 page 43
WEEK 7
LESSON 31
TOPIC: COMPREHENSION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain the passage
b. Evaluate the critical ideas/points of the writer
REFERENCE: INTENSIVE ENGLISH S.S.2 Benson O. Oluikpe et al
CONTENT: READING FOR CRITICAL EVALUATION
Critical reading or critical evaluation means asking questions about what you read and evaluating the total content of the book or part of it, newspaper article or magazine that you have read.
POINTS TO BEAR IN MIND
Ask questions concerning the writer
Ask questions concerning the subject matter
Ask questions about yourself
https://youtu.be/epS3HRj0d4w
EVALUATION:
a. Explain the passage
b. Evaluate the critical points of the writer
ASSIGNMENT:
1. Why is an opposed river crossing such a difficult operation?
2. What authority does the writer give for his claim that opposed river crossing?
LESSON 32
TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Define summary writing
b. Mention the rules guiding summary writing
REFERENCE: COUNT DOWN TO ENGLISH LANGUAGE O.OGUNSANWO et al
CONTENT: ANSWERING SUMMARY QUESTIONS
Summary is defined as giving a brief account of a passage. This seeks to test the candidate's ability to extract or pick relevant information from a longer passage and present that information in clear, concise language. This implies that the passage must be well understood.
PROCEDURE
The procedure adapted depends on an individual. Some prefer to read the question first before the passage, whatever you do, whether the passage first or questions you are advised to take the following steps:
- Read over the passage once / twice for thorough understanding
- Read the questions based on the passage
- Read the passage once again, making notes that will help you to answer the questions
- Write out your answer
- Read over the questions and your answers to ensure that there are no error
USEFUL HINTS
- Pick from the passage only the information demanded by the questions. Don't attempt to give additional information
- Avoid repetition, wordy comparisons and poor expression
- Never lump two points in one sentence
- Be brief as possible, do not give phrases and clauses when sentences are required
- Don't write more than the required number of sentences.
https://youtu.be/v2GY6PE_xN0
EVALUATION:
a. What is summary writing
b. Give the rules governing it
ASSIGNMENT:
Summarize the central idea of the passage read etc
LESSON 33
TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain steps in summary writing
b. Answer the summary questions
REFERENCE: SYSTEMATIC ENGLISH FOR SCHOOLS S. OLUWAYOMIl
CONTENT:
Summary can be described as a short statement that gives only the main points and not the details of something
EXAMPLES:
Dotun is safe and sound, studying for a degree in law. He is planning to marry a white woman but without the family consent. He intends to come home at the end of the year. He greeted all (38 words).
This summary consists of four independent sentences. It couldn't have been less since the report is verbal. However, the four sentences can be further summarized into two and even one if it is thus required especially in writing.
We can have something like this:
a. Dotun is quite well and sends his greeting to everyone (10 words)
b. He is pursuing a degree in law and will soon be married to a white woman. 10 + 20 = 30 words
Dotun greets all, and will be back soon perhaps with a degree in law and a white woman for a wife if the family endorses it (26 words)
Or
Dotun greets all, sending his assurance for a quick return after a law degree and marrying a white woman he hopes the family endorse
https://youtu.be/WZFI6dvgOzU
EVALUATION:
a. What is summary writing?
b. Answer the model questions
ASSIGNMENT: give one word which means the same as the following:
a. To turn aside from the subject of discussion
b. A person or thing from which somebody or something develops or is produced
c. A form of government in which people choose the representative
d. The academic head of a University
e. A person in absolute authority
LESSON 34
Main Topic: Structure
Topic: Kinds of pronouns- Demonstrative, Interrogative and Possessive Pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention demonstrative, interrogative and possessive pronouns
2. Use the three pronouns appropriately.
Content:
Demonstrative pronouns are pronouns that show where an object is. For example:
This is the book.
That is an orange.
These are my friends.
Those are the books I use in school.
Interrogative pronouns are used to ask questions.-what, where, when, who
Where is the ball?
What is the radius of the circle?
Possessive pronouns are used to show possessions. For example:
The book is his.
The tables are theirs.
https://youtu.be/xpwGMYqGSRs
Evaluation:
1. Mention kinds of pronouns.
2. Use each of the following pronouns in a sentence: ours, hers, those, when
Assignment:
Write a short story using interrogative, demonstrative and possessive pronouns.
LESSON 35
Main Topic: Structure
Topic: Kinds of pronouns- Demonstrative adjective pronouns and personal pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention demonstrative adjective pronouns and personal pronouns
2. Use the two pronouns appropriately.
Content:
Demonstrative adjective pronouns are: this, those, that
This book is mine.
That house is ours.
These brooms are long.
Personal pronouns are: I, you, we, they, etc
I saw him yesterday.
We can do the work.
https://youtu.be/RDVsQWJLlpM
https://youtu.be/bGqif723SSU
Evaluation:
3. Mention kinds of pronouns.
4. Use each of the following pronouns in a sentence: this, that, we
Assignment:
Write a short story using demonstrative adjectives and personal pronouns.
LESSON 36
Main Topic: Structure
Topic: Kinds of pronouns- Relative pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention relative pronouns
2. Use relative pronouns appropriately.
Content:
Relative pronouns are: who, what, where, whose, that, as, when
The man whose child won an award last week had also won an award.
The woman who came here last week is outside.
The dog that bit him has been quarantined..
She gave me exactly what I needed..
https://youtu.be/uF6_FwJ5t6U
https://youtu.be/mTwQz1e0Fgs
Evaluation:
1. Mention kinds of pronouns.
2. Use each of the following pronouns in a sentence: who, whose, where, that, as
Assignment:
Write a short story using relative pronouns.
Summary: Nigerian Technical Aid to Africa
Content: Summary
Model Answers
The Nigerian technical aid scheme is one of the three antidotes to unemployment in Nigeria. Under the scheme, Nigerian doctors, engineers, lawyers and other professionals would be sent to African countries who require their services.
Reading Assignment: Read page 85-84
Reference: Main Text
Topic: Consonants / ʃ/, /t ʃ /, /s/
Content: Definition, Examples
/ ʃ /
This is a voiceless fricative palatoalveola consonant. It is produced when the tip of the tongue and blade make a slight contact with the alveolar ridge of the lower jaw. Air is gradually released (in a frictional manner).
Spelling:
sh--- sheep, shine
ch--- champagne, machine, charade, brochure
sch--- schedule
s--- sure
ss--- pressure, assure, fissure, assure
ti ---nation
sci--- conscience
si--- asia
ci--- sufficient, special
ce--- ocean
https://youtu.be/iDjAf2AhjRc
https://youtu.be/wINb4HFguck
/t ʃ /
This is an affricate consonant that is produced like /s/. It differs in the way air is released through a plosive manner instead of a frictional way. It is a voiceless sound.
Spelling:
ch --- church
tch --- catch hatchet butcher
ture --- culture
eous --- courteous righteous
tion --- digestion question congestion
https://youtu.be/6SreswdXlAk
https://youtu.be/WoyI_omRpcw
/s/
This is a voiceless alveolar fricative. It is produced when the tip of the tongue and blade make a slight contact with the alveolar (teeth ridge of the upper jaw) air is gradually released from the narrow opening in the centre of the tongue.
Spelling
Letter --- Words
s --- snake, sit, snow, sent
ss --- passage, association, class
sth --- asthma
c --- peace, decent, niece
sc --- scent, scene, science
x --- lax, text
https://youtu.be/L3vyZaQF8vk
https://youtu.be/6hWPXaPXrnQ
Evaluation:
Use two words from each section to make sentences.
Reference: Oral English by Iyiola
Reading Assignment: Read about infinitives unit 11 page 176
Demonstrative, Interrogative and possessive pronouns.
Content: Definition, Examples
Demonstrative pronouns point out specific persons, places or things. They have singular and plural forms.
Singular --- Plural
This --- these
That --- those
‘This and these’ are used for near objects while ‘that’ and ‘those’ are used for objects that are far.
Examples. Demonstrative pronouns Demonstrative adjectives
This is my car. This car is mine.
Those are my car. These cars are mine.
That is your car. That is mine.
Those are you cars.
https://youtu.be/RDVsQWJLlpM
Interrogative pronouns.
Interrogative pronouns are used in asking questions. They are :who, whom, whose, what which, where, when, how.
‘what’ is used when the choice is not limited to a specific number while ‘which’ is used when the choice is limited to a specific number.
Interrogative pronouns stand alone but when they qualify nouns or pronouns they are called interrogative adjective.
Interrogative Pronouns Interrogative Adjective
1. whose is this ball? Whose ball is this?
2. Which is the best road? Which road is the best?
3. What do you want? What counsel can I give?
https://youtu.be/hun3Y8qMcZ0
Possessive pronouns: They show possession. When they are used to qualify nouns, they are called pronominal adjectives.
Examples
I (our) My house is white in colour
II. This house is mine (ours)
Their (his) car is in a poor condition
The cars are their (his)
https://youtu.be/HZe5LI9oOLA
Evaluation:
1. Using two sentences for each, differentiate demonstrative pronouns from demonstrative adjectives.
2. Using two sentences for each, differentiate interrogative pronouns from interrogative adjectives.
Reading Assignment: Read countdown page 183 -186.
Assignment
Select the correct answers from the brackets.
1. A (little/few) boys are still eating in the dinning hall
2. There is (few/little) water for Akin to drink: Please get (a/some)more.
3. Do you know there are (less/lesser) days in February than January
4. The rain this year is (fewer/lesser) than that of last year.
5. You know there is a (few/little) space we can only stay for a (few/little) minutes
6. We have (many/much)men, yet there isn’t (much/many) to be done
7. Just put in (little/few)salt and give me (a/some) biscuits and a (few/little) orange juice.
8. Go and cook (few/some) rice and prepare (a/an) stew with the fresh fish I bought.
9. You make (many/much) noise. I hope you will talk (little/less) when you finish serving the punishment.
10. Sade has put into the soup (many/much) pepper. The rice even contained (much/many) stones and (much/many) salt. No wonder I couldn’t eat it.
TOPIC: COMPREHENSION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain the passage
b. Evaluate the critical ideas/points of the writer
REFERENCE: INTENSIVE ENGLISH S.S.2 Benson O. Oluikpe et al
CONTENT: READING FOR CRITICAL EVALUATION
Critical reading or critical evaluation means asking questions about what you read and evaluating the total content of the book or part of it, newspaper article or magazine that you have read.
POINTS TO BEAR IN MIND
Ask questions concerning the writer
Ask questions concerning the subject matter
Ask questions about yourself
https://youtu.be/epS3HRj0d4w
EVALUATION:
a. Explain the passage
b. Evaluate the critical points of the writer
ASSIGNMENT:
1. Why is an opposed river crossing such a difficult operation?
2. What authority does the writer give for his claim that opposed river crossing?
LESSON 32
TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Define summary writing
b. Mention the rules guiding summary writing
REFERENCE: COUNT DOWN TO ENGLISH LANGUAGE O.OGUNSANWO et al
CONTENT: ANSWERING SUMMARY QUESTIONS
Summary is defined as giving a brief account of a passage. This seeks to test the candidate's ability to extract or pick relevant information from a longer passage and present that information in clear, concise language. This implies that the passage must be well understood.
PROCEDURE
The procedure adapted depends on an individual. Some prefer to read the question first before the passage, whatever you do, whether the passage first or questions you are advised to take the following steps:
- Read over the passage once / twice for thorough understanding
- Read the questions based on the passage
- Read the passage once again, making notes that will help you to answer the questions
- Write out your answer
- Read over the questions and your answers to ensure that there are no error
USEFUL HINTS
- Pick from the passage only the information demanded by the questions. Don't attempt to give additional information
- Avoid repetition, wordy comparisons and poor expression
- Never lump two points in one sentence
- Be brief as possible, do not give phrases and clauses when sentences are required
- Don't write more than the required number of sentences.
https://youtu.be/v2GY6PE_xN0
EVALUATION:
a. What is summary writing
b. Give the rules governing it
ASSIGNMENT:
Summarize the central idea of the passage read etc
LESSON 33
TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain steps in summary writing
b. Answer the summary questions
REFERENCE: SYSTEMATIC ENGLISH FOR SCHOOLS S. OLUWAYOMIl
CONTENT:
Summary can be described as a short statement that gives only the main points and not the details of something
EXAMPLES:
Dotun is safe and sound, studying for a degree in law. He is planning to marry a white woman but without the family consent. He intends to come home at the end of the year. He greeted all (38 words).
This summary consists of four independent sentences. It couldn't have been less since the report is verbal. However, the four sentences can be further summarized into two and even one if it is thus required especially in writing.
We can have something like this:
a. Dotun is quite well and sends his greeting to everyone (10 words)
b. He is pursuing a degree in law and will soon be married to a white woman. 10 + 20 = 30 words
Dotun greets all, and will be back soon perhaps with a degree in law and a white woman for a wife if the family endorses it (26 words)
Or
Dotun greets all, sending his assurance for a quick return after a law degree and marrying a white woman he hopes the family endorse
https://youtu.be/WZFI6dvgOzU
EVALUATION:
a. What is summary writing?
b. Answer the model questions
ASSIGNMENT: give one word which means the same as the following:
a. To turn aside from the subject of discussion
b. A person or thing from which somebody or something develops or is produced
c. A form of government in which people choose the representative
d. The academic head of a University
e. A person in absolute authority
LESSON 34
Main Topic: Structure
Topic: Kinds of pronouns- Demonstrative, Interrogative and Possessive Pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention demonstrative, interrogative and possessive pronouns
2. Use the three pronouns appropriately.
Content:
Demonstrative pronouns are pronouns that show where an object is. For example:
This is the book.
That is an orange.
These are my friends.
Those are the books I use in school.
Interrogative pronouns are used to ask questions.-what, where, when, who
Where is the ball?
What is the radius of the circle?
Possessive pronouns are used to show possessions. For example:
The book is his.
The tables are theirs.
https://youtu.be/xpwGMYqGSRs
Evaluation:
1. Mention kinds of pronouns.
2. Use each of the following pronouns in a sentence: ours, hers, those, when
Assignment:
Write a short story using interrogative, demonstrative and possessive pronouns.
LESSON 35
Main Topic: Structure
Topic: Kinds of pronouns- Demonstrative adjective pronouns and personal pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention demonstrative adjective pronouns and personal pronouns
2. Use the two pronouns appropriately.
Content:
Demonstrative adjective pronouns are: this, those, that
This book is mine.
That house is ours.
These brooms are long.
Personal pronouns are: I, you, we, they, etc
I saw him yesterday.
We can do the work.
https://youtu.be/RDVsQWJLlpM
https://youtu.be/bGqif723SSU
Evaluation:
3. Mention kinds of pronouns.
4. Use each of the following pronouns in a sentence: this, that, we
Assignment:
Write a short story using demonstrative adjectives and personal pronouns.
LESSON 36
Main Topic: Structure
Topic: Kinds of pronouns- Relative pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention relative pronouns
2. Use relative pronouns appropriately.
Content:
Relative pronouns are: who, what, where, whose, that, as, when
The man whose child won an award last week had also won an award.
The woman who came here last week is outside.
The dog that bit him has been quarantined..
She gave me exactly what I needed..
https://youtu.be/uF6_FwJ5t6U
https://youtu.be/mTwQz1e0Fgs
Evaluation:
1. Mention kinds of pronouns.
2. Use each of the following pronouns in a sentence: who, whose, where, that, as
Assignment:
Write a short story using relative pronouns.
Summary: Nigerian Technical Aid to Africa
Content: Summary
Model Answers
The Nigerian technical aid scheme is one of the three antidotes to unemployment in Nigeria. Under the scheme, Nigerian doctors, engineers, lawyers and other professionals would be sent to African countries who require their services.
Reading Assignment: Read page 85-84
Reference: Main Text
Topic: Consonants / ʃ/, /t ʃ /, /s/
Content: Definition, Examples
/ ʃ /
This is a voiceless fricative palatoalveola consonant. It is produced when the tip of the tongue and blade make a slight contact with the alveolar ridge of the lower jaw. Air is gradually released (in a frictional manner).
Spelling:
sh--- sheep, shine
ch--- champagne, machine, charade, brochure
sch--- schedule
s--- sure
ss--- pressure, assure, fissure, assure
ti ---nation
sci--- conscience
si--- asia
ci--- sufficient, special
ce--- ocean
https://youtu.be/iDjAf2AhjRc
https://youtu.be/wINb4HFguck
/t ʃ /
This is an affricate consonant that is produced like /s/. It differs in the way air is released through a plosive manner instead of a frictional way. It is a voiceless sound.
Spelling:
ch --- church
tch --- catch hatchet butcher
ture --- culture
eous --- courteous righteous
tion --- digestion question congestion
https://youtu.be/6SreswdXlAk
https://youtu.be/WoyI_omRpcw
/s/
This is a voiceless alveolar fricative. It is produced when the tip of the tongue and blade make a slight contact with the alveolar (teeth ridge of the upper jaw) air is gradually released from the narrow opening in the centre of the tongue.
Spelling
Letter --- Words
s --- snake, sit, snow, sent
ss --- passage, association, class
sth --- asthma
c --- peace, decent, niece
sc --- scent, scene, science
x --- lax, text
https://youtu.be/L3vyZaQF8vk
https://youtu.be/6hWPXaPXrnQ
Evaluation:
Use two words from each section to make sentences.
Reference: Oral English by Iyiola
Reading Assignment: Read about infinitives unit 11 page 176
Demonstrative, Interrogative and possessive pronouns.
Content: Definition, Examples
Demonstrative pronouns point out specific persons, places or things. They have singular and plural forms.
Singular --- Plural
This --- these
That --- those
‘This and these’ are used for near objects while ‘that’ and ‘those’ are used for objects that are far.
Examples. Demonstrative pronouns Demonstrative adjectives
This is my car. This car is mine.
Those are my car. These cars are mine.
That is your car. That is mine.
Those are you cars.
https://youtu.be/RDVsQWJLlpM
Interrogative pronouns.
Interrogative pronouns are used in asking questions. They are :who, whom, whose, what which, where, when, how.
‘what’ is used when the choice is not limited to a specific number while ‘which’ is used when the choice is limited to a specific number.
Interrogative pronouns stand alone but when they qualify nouns or pronouns they are called interrogative adjective.
Interrogative Pronouns Interrogative Adjective
1. whose is this ball? Whose ball is this?
2. Which is the best road? Which road is the best?
3. What do you want? What counsel can I give?
https://youtu.be/hun3Y8qMcZ0
Possessive pronouns: They show possession. When they are used to qualify nouns, they are called pronominal adjectives.
Examples
I (our) My house is white in colour
II. This house is mine (ours)
Their (his) car is in a poor condition
The cars are their (his)
https://youtu.be/HZe5LI9oOLA
Evaluation:
1. Using two sentences for each, differentiate demonstrative pronouns from demonstrative adjectives.
2. Using two sentences for each, differentiate interrogative pronouns from interrogative adjectives.
Reading Assignment: Read countdown page 183 -186.
Assignment
Select the correct answers from the brackets.
1. A (little/few) boys are still eating in the dinning hall
2. There is (few/little) water for Akin to drink: Please get (a/some)more.
3. Do you know there are (less/lesser) days in February than January
4. The rain this year is (fewer/lesser) than that of last year.
5. You know there is a (few/little) space we can only stay for a (few/little) minutes
6. We have (many/much)men, yet there isn’t (much/many) to be done
7. Just put in (little/few)salt and give me (a/some) biscuits and a (few/little) orange juice.
8. Go and cook (few/some) rice and prepare (a/an) stew with the fresh fish I bought.
9. You make (many/much) noise. I hope you will talk (little/less) when you finish serving the punishment.
10. Sade has put into the soup (many/much) pepper. The rice even contained (much/many) stones and (much/many) salt. No wonder I couldn’t eat it.
WEEK 8
LESSON 37
Main Topic: Spoken English
Topic: Revision of Vowel sounds
Reference books: Goodbye to Failure in English for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Pronounce words that have the sounds in them correctly.
2. Mention words that have vowel sounds in them.
Content:
Some of the vowel sounds are: Λ, ǽ, ∂, З:, I, i:
1. Cut, but, rough, come
2. Pat, back, sat, rat, cat, mat
3. Father, teacher, fatter
4. Shirt, girl, firm,
https://youtu.be/yiu9z8gn0zs
https://youtu.be/72M770xTvaU
Evaluation:
1. Pronounce each of the words above.
2. Mention words that have the sounds above in them.
Assignment
Mention four more words of each sound above.
LESSON 38
Main Topic: Composition
Topic: Speech Writing (Expository Essay)
Reference books: Goodbye to Failure in English for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Discuss the topic given orally.
2. Write the features, the title and the greeting of the topic given.
Content:
A popular teacher who has served meritoriously in your school for many years is now going on retirement. A special assembly has been convened to send him or her off. The students have bought him or her fitting gifts with a whip round. You have been chosen to present the gifts preceded by a farewell speech. Write out the speech you would make.
Features of Expository Essay-Speech
a. Title
b. Greeting
c. Introduction
d. Body
e. Conclusion
Outline
Introduction: Write the title of the speech
: Greet the Principal, the Vice-Principal, members of staff and the students
: Present the subject of the speech
Body: Mention his contributions to the growth of the school, his relationship with students and his teaching methods adjudged unequalled.
Discuss his sterling qualities
Conclusion: Re-emphasize your gratefulness to the out-going teacher and fellow students
Briefly mention the gifts the students have bought in honor of the out-going teacher and end it with ‘thank you.’
https://youtu.be/5CfbCjpTfh0
https://youtu.be/w82a1FT5o88
Evaluation:
1. What are the features of Speech Writing?
2. Orally discuss the topic above.
Assignment
1. Write the title, the greeting and the introduction to the topic above.
2. Write a speech you would give to your fellow prefects in your capacity as the senior prefect on your ideas for the improvement of discipline in the school.
LESSON 39
Main Topic: Composition
Topic: Speech Writing-The impact of HIV/AIDS on society
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the feature of Speech Writing
2. Orally discuss the topic above.
Content:
As the senior prefect of your school, the Education Department of the British Embassy has chosen you to present a speech on the topic ‘The impact of HIV/AIDS on society.’
Feature of the Speech Writing is written in the previous topic.
Outline
1. The title
2. Introduction: Greeting the invited guests and express your delight to have been given the honor to present the topic.
3. Body: Briefly remind the guests of HIV/AIDS by explaining the two
4. State causes of AIDS-heterosexual practices, contaminated needle, unscreened blood etc
5. Impact of HIV/AIDS on society: trepidation, stigmatization, spending the money meant for other purposes on research for cure of AIDS, reduction of workforce
6. Conclusion: thank the guests once again and express hope to finally cure AIDS
https://youtu.be/PwtdBiFg6Tw
Evaluation:
1. What are the features of Speech Writing?
2. Orally discuss the topic above.
Assignment
1. Write the title, the greeting and the introduction to the topic above.
2. Write the features of Minute Writing.
LESSON 40
Main Topic: Composition
Topic: Minutes Writing
Reference books: English Across Disciplines-Page165
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention features of Minute Writing
2. Discuss each of the features of Minute Writing.
Content:
Features
Title
List of those present as well as absentees
Opening
Minutes of the previous meeting: Adoption
Matters arising from the previous minutes
Agenda (list of topics discussed)
Closing
It is a record of past events; the past tense is the predominant, if not the only tense expected here.
https://youtu.be/JJIiHeEd4ww
https://youtu.be/N35gcFIFL7M
Evaluation:
1. What are the features of the Minute Writing?
2. Explain each of the features of the Minute Writing.
Assignment:
As the secretary of ‘Mega Club’ write the minutes of the meeting held on the 14th January, 2012.
A. Comprehension – Uganda’s NRA p. 119
Contents: Brief Review, Answers
The passage focuses on Uganda’s National Resistance Army which is made up of about 10,000 soldiers. Their ages range from below 15 to a little above 20.
Though youthful, these soldiers constitute an effective fighting force which defeated the army of the reigning government.
Reference: Main Text
Reading: Read Adverbs p. 131
Topic: Narrative Essay
Content: Definition, Features, Sample Question, Sample outline
Definition
A narrative essay is a type of writing in which one tells or recounts a series of chronologically related events which make up the writing. Examples include exciting journeys, good/sad events etc.
Basic Features
1. Heading: Write it in capital letters
2. Introductory paragraph (one paragraph)
3. Body/content (at least three (3) well developed paragraphs)
4. Concluding paragraph (one paragraph)
Sample question
Narrate how you were swindled of your money by a roadside mobile phone seller.
HEADING:MY ENCOUNTER WITH A MOBILE SET FRAUDSTER(OR)
HOW I WAS SWINDLED BY A MOBILE PHONE SELLER
Paragraph 1.Why I had to purchase a new mobile set.
Paragraph2.When and where Imade the purchase.
Paragraph3.The process of purchasing the set.
Paragraph 4 How I discovered that I had been swindled.
Paragraph5The resolution, lessons learnt, recommendations.
Evaluation: Differentiate a narrative essay from a descriptive essay.
Reading ASS. Read page 83.
Topic:. Vocabulary of Commerce and Industry (Stock Market) Page 136 – 137
Content: Words, Definition, Sentences, Examples
1. Stocks and Shares: These words are synonymous with the word “securities’ which means most forms of investment through a stock exchange.
2. Investment: This means putting money into a business or organization of some kind so that it will increase in values. I invested one million naira in the purchase of shares in Cadbury.
3. Stock Exchange: This is a place where shares are bought and sold. Also it refers to the whole business of buying and selling shares. The values of most shares have fallen on the Nigerian stock exchange
4. Quoted: It means the changes in prices of a company that is listed on a stock exchange are made public e.g some quoted companies on the Nigerian stock exchange have been de-listed
5. Share capital: This refer to the part of a company that is covered by its shares. There may be parts of a company (e.g factory building) that were obtained in some other way than by raising money through a share issue. E.g The share capital of MB industry has risen to 5 billion naira.
6. Entrepreneur: A businessman/woman. Most entrepreneurs are counting their losses as a result of the global economic meltdown.
7. Subscribe for shares: To apply for them. There’s a ceiling on the number of shares you can subscribe for in the company.
8. Assets and Liabilities: Assets are what your own e.g shares, lands. Liabilities are what you owe to others or any kind of responsibility that might cost you money. A tenant’s liability to his landlord is to pay his rents.
9. Qualifying Shares: This is the number of shares that a person must own in order to be become eligible for certain consideration e.g to be made a director in a company.
10. A Stock Broker: A person who buys and sells shares on behalf of his client e.g A stock broker must be conversant with daily market indices.
Reference: Main Text Page 136
Evaluation: 1. Do practice 2
2. Use five words to form sentences.
Reading Assignment: Read the study skill on page 110 unit 7
Assignment:8
Objective: Question 1-10 Section C Unit 7 page 118
Theory: Question 1-5 practice 3 Unit 3 page 53
Main Topic: Spoken English
Topic: Revision of Vowel sounds
Reference books: Goodbye to Failure in English for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Pronounce words that have the sounds in them correctly.
2. Mention words that have vowel sounds in them.
Content:
Some of the vowel sounds are: Λ, ǽ, ∂, З:, I, i:
1. Cut, but, rough, come
2. Pat, back, sat, rat, cat, mat
3. Father, teacher, fatter
4. Shirt, girl, firm,
https://youtu.be/yiu9z8gn0zs
https://youtu.be/72M770xTvaU
Evaluation:
1. Pronounce each of the words above.
2. Mention words that have the sounds above in them.
Assignment
Mention four more words of each sound above.
LESSON 38
Main Topic: Composition
Topic: Speech Writing (Expository Essay)
Reference books: Goodbye to Failure in English for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Discuss the topic given orally.
2. Write the features, the title and the greeting of the topic given.
Content:
A popular teacher who has served meritoriously in your school for many years is now going on retirement. A special assembly has been convened to send him or her off. The students have bought him or her fitting gifts with a whip round. You have been chosen to present the gifts preceded by a farewell speech. Write out the speech you would make.
Features of Expository Essay-Speech
a. Title
b. Greeting
c. Introduction
d. Body
e. Conclusion
Outline
Introduction: Write the title of the speech
: Greet the Principal, the Vice-Principal, members of staff and the students
: Present the subject of the speech
Body: Mention his contributions to the growth of the school, his relationship with students and his teaching methods adjudged unequalled.
Discuss his sterling qualities
Conclusion: Re-emphasize your gratefulness to the out-going teacher and fellow students
Briefly mention the gifts the students have bought in honor of the out-going teacher and end it with ‘thank you.’
https://youtu.be/5CfbCjpTfh0
https://youtu.be/w82a1FT5o88
Evaluation:
1. What are the features of Speech Writing?
2. Orally discuss the topic above.
Assignment
1. Write the title, the greeting and the introduction to the topic above.
2. Write a speech you would give to your fellow prefects in your capacity as the senior prefect on your ideas for the improvement of discipline in the school.
LESSON 39
Main Topic: Composition
Topic: Speech Writing-The impact of HIV/AIDS on society
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the feature of Speech Writing
2. Orally discuss the topic above.
Content:
As the senior prefect of your school, the Education Department of the British Embassy has chosen you to present a speech on the topic ‘The impact of HIV/AIDS on society.’
Feature of the Speech Writing is written in the previous topic.
Outline
1. The title
2. Introduction: Greeting the invited guests and express your delight to have been given the honor to present the topic.
3. Body: Briefly remind the guests of HIV/AIDS by explaining the two
4. State causes of AIDS-heterosexual practices, contaminated needle, unscreened blood etc
5. Impact of HIV/AIDS on society: trepidation, stigmatization, spending the money meant for other purposes on research for cure of AIDS, reduction of workforce
6. Conclusion: thank the guests once again and express hope to finally cure AIDS
https://youtu.be/PwtdBiFg6Tw
Evaluation:
1. What are the features of Speech Writing?
2. Orally discuss the topic above.
Assignment
1. Write the title, the greeting and the introduction to the topic above.
2. Write the features of Minute Writing.
LESSON 40
Main Topic: Composition
Topic: Minutes Writing
Reference books: English Across Disciplines-Page165
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention features of Minute Writing
2. Discuss each of the features of Minute Writing.
Content:
Features
Title
List of those present as well as absentees
Opening
Minutes of the previous meeting: Adoption
Matters arising from the previous minutes
Agenda (list of topics discussed)
Closing
It is a record of past events; the past tense is the predominant, if not the only tense expected here.
https://youtu.be/JJIiHeEd4ww
https://youtu.be/N35gcFIFL7M
Evaluation:
1. What are the features of the Minute Writing?
2. Explain each of the features of the Minute Writing.
Assignment:
As the secretary of ‘Mega Club’ write the minutes of the meeting held on the 14th January, 2012.
A. Comprehension – Uganda’s NRA p. 119
Contents: Brief Review, Answers
The passage focuses on Uganda’s National Resistance Army which is made up of about 10,000 soldiers. Their ages range from below 15 to a little above 20.
Though youthful, these soldiers constitute an effective fighting force which defeated the army of the reigning government.
Reference: Main Text
Reading: Read Adverbs p. 131
Topic: Narrative Essay
Content: Definition, Features, Sample Question, Sample outline
Definition
A narrative essay is a type of writing in which one tells or recounts a series of chronologically related events which make up the writing. Examples include exciting journeys, good/sad events etc.
Basic Features
1. Heading: Write it in capital letters
2. Introductory paragraph (one paragraph)
3. Body/content (at least three (3) well developed paragraphs)
4. Concluding paragraph (one paragraph)
Sample question
Narrate how you were swindled of your money by a roadside mobile phone seller.
HEADING:MY ENCOUNTER WITH A MOBILE SET FRAUDSTER(OR)
HOW I WAS SWINDLED BY A MOBILE PHONE SELLER
Paragraph 1.Why I had to purchase a new mobile set.
Paragraph2.When and where Imade the purchase.
Paragraph3.The process of purchasing the set.
Paragraph 4 How I discovered that I had been swindled.
Paragraph5The resolution, lessons learnt, recommendations.
Evaluation: Differentiate a narrative essay from a descriptive essay.
Reading ASS. Read page 83.
Topic:. Vocabulary of Commerce and Industry (Stock Market) Page 136 – 137
Content: Words, Definition, Sentences, Examples
1. Stocks and Shares: These words are synonymous with the word “securities’ which means most forms of investment through a stock exchange.
2. Investment: This means putting money into a business or organization of some kind so that it will increase in values. I invested one million naira in the purchase of shares in Cadbury.
3. Stock Exchange: This is a place where shares are bought and sold. Also it refers to the whole business of buying and selling shares. The values of most shares have fallen on the Nigerian stock exchange
4. Quoted: It means the changes in prices of a company that is listed on a stock exchange are made public e.g some quoted companies on the Nigerian stock exchange have been de-listed
5. Share capital: This refer to the part of a company that is covered by its shares. There may be parts of a company (e.g factory building) that were obtained in some other way than by raising money through a share issue. E.g The share capital of MB industry has risen to 5 billion naira.
6. Entrepreneur: A businessman/woman. Most entrepreneurs are counting their losses as a result of the global economic meltdown.
7. Subscribe for shares: To apply for them. There’s a ceiling on the number of shares you can subscribe for in the company.
8. Assets and Liabilities: Assets are what your own e.g shares, lands. Liabilities are what you owe to others or any kind of responsibility that might cost you money. A tenant’s liability to his landlord is to pay his rents.
9. Qualifying Shares: This is the number of shares that a person must own in order to be become eligible for certain consideration e.g to be made a director in a company.
10. A Stock Broker: A person who buys and sells shares on behalf of his client e.g A stock broker must be conversant with daily market indices.
Reference: Main Text Page 136
Evaluation: 1. Do practice 2
2. Use five words to form sentences.
Reading Assignment: Read the study skill on page 110 unit 7
Assignment:8
Objective: Question 1-10 Section C Unit 7 page 118
Theory: Question 1-5 practice 3 Unit 3 page 53
WEEK 9
Summary : Sickle Cell Anaemia Page 54
Contents: Review, Model Answers to Evaluation Questions
The passage is an exposition on sickle cell anaemia. The passage explains the nature and the causes or anaemia in a person who has sickle cell.
https://youtu.be/mky_YWAp4UA
Evaluation: Answer questions which accompany the passage.
Speech work: Identifying Syllables
Content: Definition, Structure, Examples
A syllable is any of the units into which a word is divided, containing a vowel sound and usually one or more consonants e.g (bit) (bit/ter) (spark) (spar/ kl). A syllable can also be defined as a unit of speech that is pronounced with a breath effort. E.g a-gi-ta-tion (4 syllables / 4 breath efforts).
Speech is a multi-process activity in the sense that vowels and consonants are combined to form syllables which in turn are words or may be combined to form words. Words are combined to form sentences. Sentences are combined to form paragraphs. Paragraphs to make up essays.
Within speech processes, intonation and stress also add meaning to the sounds made.
Structure of a syllable
A syllable normally has three parts:
1. Onset
2. Peak (nucleus) best slept
3. Closure opc opc
The onset is the initial consonant(s) while the vowel within the syllable is the peak or nucleus. If any consonant(s) come(s) after the vowel, it is called the closure. The vowel sound is the most important part of a syllable. In fact, a vowel sound alone can be a syllable.
However, there are words in which the vowel sound in a syllable is absent and either of consonant /l/ or /n/ can function as the nucleus. In these situations, they are called syllabic consonants e.g sparkle
/spɑ:kl,/ bottle, /bʌtl/
https://youtu.be/QsAztakrDk4
Evaluation
Break the words which follow into syllables
1. Personification (2) person (3) beauty (4) beautification (5) beautify
Reading Assignment: Read Oral English for Schools and Colleges page 72 -74
Comprehension: Stocks and shares p. 134
The passage focuses on the business of entrepreneurship through stocks and shares. It explains that people can pool resources together in order to set up a business whose ownership will be determined by proportional shares.
Reading Assignment: Read the vocabulary of stock and shares page 136
Reference: Main Text page 134
Assignment
Choose the word or phrase that is opposite in meaning to the underlined word.
1. Olu was delighted when he heard the news. (a)saddened (b) frightened (c) saddened (d) frightened
2. His hard work proved fruitful in the end. (a) negative (b) hostile (c) futile (d) ordinary
3. Amadi is too garrulous for my liking. (a) laconic (b) slow (c) dull (d) dumb
4. The doctor certified the tumour malignant. (a) benign (b) ripe (c)painless (d) dangerous
5. You have ample time to do the job (a) little (b) less (c) enough (d) excess.
Theory practice 2 page 123 unit 8
Vocabulary of Agriculture
Content: Words, meaning, sentence examples
1. Barn: Building for storing farm produce especially yam and cocoyam.
I’ve built a new barn to accommodate more yam.
2. Cash crop: Crop grown for sale rather than for consumption e.g Oil palm, cocoa, groundnuts
Cocoa is a cash crop grown mainly in Western Nigeria.
3. Fallow: A period when land is allowed to stay without cultivation.
The garden behind my house has remained fallow for two years.
4. Seedling: A young plant grown from a seed.
I’ve purchase some cocoa seedlings for my farm.
5. Greenhouse: A house usually built of glass where plants are kept at desirable temperature for growing plants. They are usually found in cold regions of the word.e.g Large green houses can be seen from an airplane in Switzerland.
6. Horticulturist: A person who has studied the science of growing flower, fruits, vegetables and plants.
Horticulturists who make use of open spaces in Lagos have helped to beautify the city.
7. Hybrid fruits: Fruits produced from two plants of different species.
Hybrid mangoes can be derived from the mango tree and papaya.
8. Orchard: Piece of ground on which fruit trees are grown.
Students are not allowed to pick fruits from the school Orchard.
9. Pasture: Grassland on which grass eating animals feed.
The former motto of this school was ‘greener pastures’
10.Livestock : Domestic animals raised for their working ability or for their value as a source of food and other products.E.g My livestock is made up entirely of goats.
Evaluation: Use five words to make correct sentences of your own.
Reading Assignment: Read Countdown page 126 – 128
Expository Essay
Content: Definition, Sample Question, outline.
An expository essay is one in which you explain (expose) a thing or a process fully.
To write good expository essays one must have in depth knowledge of the topic. One must be able to define, compare and explain cause and effects that relate to the topic of writing.
Basic features:
1. Heading (Write it in capital letters and do not underline)
2. Introductory paragraph (includes a statement of purpose)
3. Body/content (A minimum of three well developed paragraphs based on topic, sentences)
4. Concluding paragraph.
Sample Question
Write an essay on how the family unit can be improved.
Outline
Heading: IMPROVING THE FAMILY UNIT
Paragraph 1Introduction: Definition of a family, types but focus should be on the nuclear family. Statement of purpose on its problems and how it can be improved.
2. Paragraph 2: Improving the family through love
3. Paragraph 3: Improving the family through cooperation
4. Paragraph 4: Improving the family through mutual respect.
5. Paragraph 5: Improving the family through trust and confidence
6. paragraph 6: conclusion _ Benefits of an improved family on the individual at school, work, society.
Evaluation: Use the outline to write a full-length essay.
Reading Assignment: Read countdown page 17.
Comparison of Adverbs p. 143.
Content: word and sentence examples.
Refer to the notes on adverbs in week 2
Adverbs (i.e. adjuncts and disjuncts) have three degrees of comparison.
1. Positive (2) comparative (3) superlative
fast faster fastest
much more most
fortunately more fortunately most fortunately
A. Regular comparison
There are two forms of regular comparison of adverbs
(1).By adding (er) and (est) to the simple form of the adverb to show the comparative and superlative degrees.
That airplane travels fast.
That new airplane travels faster than this old one.
This new airplane travels fastest.
(2) By placing ‘more’ or ‘most’ before the simple form of the adverb to indicate the comparative and superlative degrees of comparison.
a. The old man walks slowly.
b. The old man walks more slowly than his wife.
c. All the old men Pa James walks most slowly.
B.Irregular Comparison
Adverbs that have a different pattern of comparison from (A) above are said to be irregular e.g
Positive comparative superlative
Well better best
Badly worse worst
Little less least
https://youtu.be/QHKQYF8YNIA
Evaluation: 1) Do practice 3 page 143
2.Differentiate regular adverbs from irregular adverbs.
3.Form two sentences to show each of regular and irregular comparison of adverbs.
Reading Assignment: Read countdown page 213.
https://youtu.be/jXtHCBgbks0
Assignment
Concluding section unit 8
1. Do no 1 -10 Section A
2. Do no 1- 9 Section B
Contents: Review, Model Answers to Evaluation Questions
The passage is an exposition on sickle cell anaemia. The passage explains the nature and the causes or anaemia in a person who has sickle cell.
https://youtu.be/mky_YWAp4UA
Evaluation: Answer questions which accompany the passage.
Speech work: Identifying Syllables
Content: Definition, Structure, Examples
A syllable is any of the units into which a word is divided, containing a vowel sound and usually one or more consonants e.g (bit) (bit/ter) (spark) (spar/ kl). A syllable can also be defined as a unit of speech that is pronounced with a breath effort. E.g a-gi-ta-tion (4 syllables / 4 breath efforts).
Speech is a multi-process activity in the sense that vowels and consonants are combined to form syllables which in turn are words or may be combined to form words. Words are combined to form sentences. Sentences are combined to form paragraphs. Paragraphs to make up essays.
Within speech processes, intonation and stress also add meaning to the sounds made.
Structure of a syllable
A syllable normally has three parts:
1. Onset
2. Peak (nucleus) best slept
3. Closure opc opc
The onset is the initial consonant(s) while the vowel within the syllable is the peak or nucleus. If any consonant(s) come(s) after the vowel, it is called the closure. The vowel sound is the most important part of a syllable. In fact, a vowel sound alone can be a syllable.
However, there are words in which the vowel sound in a syllable is absent and either of consonant /l/ or /n/ can function as the nucleus. In these situations, they are called syllabic consonants e.g sparkle
/spɑ:kl,/ bottle, /bʌtl/
https://youtu.be/QsAztakrDk4
Evaluation
Break the words which follow into syllables
1. Personification (2) person (3) beauty (4) beautification (5) beautify
Reading Assignment: Read Oral English for Schools and Colleges page 72 -74
Comprehension: Stocks and shares p. 134
The passage focuses on the business of entrepreneurship through stocks and shares. It explains that people can pool resources together in order to set up a business whose ownership will be determined by proportional shares.
Reading Assignment: Read the vocabulary of stock and shares page 136
Reference: Main Text page 134
Assignment
Choose the word or phrase that is opposite in meaning to the underlined word.
1. Olu was delighted when he heard the news. (a)saddened (b) frightened (c) saddened (d) frightened
2. His hard work proved fruitful in the end. (a) negative (b) hostile (c) futile (d) ordinary
3. Amadi is too garrulous for my liking. (a) laconic (b) slow (c) dull (d) dumb
4. The doctor certified the tumour malignant. (a) benign (b) ripe (c)painless (d) dangerous
5. You have ample time to do the job (a) little (b) less (c) enough (d) excess.
Theory practice 2 page 123 unit 8
Vocabulary of Agriculture
Content: Words, meaning, sentence examples
1. Barn: Building for storing farm produce especially yam and cocoyam.
I’ve built a new barn to accommodate more yam.
2. Cash crop: Crop grown for sale rather than for consumption e.g Oil palm, cocoa, groundnuts
Cocoa is a cash crop grown mainly in Western Nigeria.
3. Fallow: A period when land is allowed to stay without cultivation.
The garden behind my house has remained fallow for two years.
4. Seedling: A young plant grown from a seed.
I’ve purchase some cocoa seedlings for my farm.
5. Greenhouse: A house usually built of glass where plants are kept at desirable temperature for growing plants. They are usually found in cold regions of the word.e.g Large green houses can be seen from an airplane in Switzerland.
6. Horticulturist: A person who has studied the science of growing flower, fruits, vegetables and plants.
Horticulturists who make use of open spaces in Lagos have helped to beautify the city.
7. Hybrid fruits: Fruits produced from two plants of different species.
Hybrid mangoes can be derived from the mango tree and papaya.
8. Orchard: Piece of ground on which fruit trees are grown.
Students are not allowed to pick fruits from the school Orchard.
9. Pasture: Grassland on which grass eating animals feed.
The former motto of this school was ‘greener pastures’
10.Livestock : Domestic animals raised for their working ability or for their value as a source of food and other products.E.g My livestock is made up entirely of goats.
Evaluation: Use five words to make correct sentences of your own.
Reading Assignment: Read Countdown page 126 – 128
Expository Essay
Content: Definition, Sample Question, outline.
An expository essay is one in which you explain (expose) a thing or a process fully.
To write good expository essays one must have in depth knowledge of the topic. One must be able to define, compare and explain cause and effects that relate to the topic of writing.
Basic features:
1. Heading (Write it in capital letters and do not underline)
2. Introductory paragraph (includes a statement of purpose)
3. Body/content (A minimum of three well developed paragraphs based on topic, sentences)
4. Concluding paragraph.
Sample Question
Write an essay on how the family unit can be improved.
Outline
Heading: IMPROVING THE FAMILY UNIT
Paragraph 1Introduction: Definition of a family, types but focus should be on the nuclear family. Statement of purpose on its problems and how it can be improved.
2. Paragraph 2: Improving the family through love
3. Paragraph 3: Improving the family through cooperation
4. Paragraph 4: Improving the family through mutual respect.
5. Paragraph 5: Improving the family through trust and confidence
6. paragraph 6: conclusion _ Benefits of an improved family on the individual at school, work, society.
Evaluation: Use the outline to write a full-length essay.
Reading Assignment: Read countdown page 17.
Comparison of Adverbs p. 143.
Content: word and sentence examples.
Refer to the notes on adverbs in week 2
Adverbs (i.e. adjuncts and disjuncts) have three degrees of comparison.
1. Positive (2) comparative (3) superlative
fast faster fastest
much more most
fortunately more fortunately most fortunately
A. Regular comparison
There are two forms of regular comparison of adverbs
(1).By adding (er) and (est) to the simple form of the adverb to show the comparative and superlative degrees.
That airplane travels fast.
That new airplane travels faster than this old one.
This new airplane travels fastest.
(2) By placing ‘more’ or ‘most’ before the simple form of the adverb to indicate the comparative and superlative degrees of comparison.
a. The old man walks slowly.
b. The old man walks more slowly than his wife.
c. All the old men Pa James walks most slowly.
B.Irregular Comparison
Adverbs that have a different pattern of comparison from (A) above are said to be irregular e.g
Positive comparative superlative
Well better best
Badly worse worst
Little less least
https://youtu.be/QHKQYF8YNIA
Evaluation: 1) Do practice 3 page 143
2.Differentiate regular adverbs from irregular adverbs.
3.Form two sentences to show each of regular and irregular comparison of adverbs.
Reading Assignment: Read countdown page 213.
https://youtu.be/jXtHCBgbks0
Assignment
Concluding section unit 8
1. Do no 1 -10 Section A
2. Do no 1- 9 Section B