2ND TERM

Post by **admin** » Tue Jun 23, 2015 10:50 pm

Post by **admin** » Tue Jun 23, 2015 10:51 pm

LESSON 1
TOPIC
HOMOGRAPH
Homographs can be defined as words which are written alike but are pronounced differently and with different meanings.
Homographs: words that are spelt the same but sound different and have different meanings or origin.

Homophones
Meaning of Homophones
A homophone is a word that is pronounced the same as another word but it differs in meaning or spelling or both.
Examples:
ail, a rather old-fashioned verb meaning to be ill, as in The old woman is ailing; or to be the matter, to be wrong, as in What ails you?

ale, a noun meaning a kind of beer, as in a pint of foaming ale.

alter a verb meaning to change, as in They have had to alter their plans.

altar a noun meaning, in the Christian church, the table on which the bread and wine are consecrated for communion and which serves as the centre of worship, as in The priest moved to the altar, from where he dispensed communion.

Blew: a verb, the past tense of the verb to blow, as in They blew the trumpets loudly.

Blue: a noun and adjective meaning a colour of the shade of a clear sky, as in She wore a blue dress

More Examples of Homophones
warn worn
ewe you
so sew
pores pause
knew new
see sea
farther father

Homonyms
Meaning of Homonyms
A homonym is one of a group of words that share the same spelling and the same pronunciation but have different meanings.

Examples:
Bank: a noun meaning an institution offering financial services, such as the safekeeping of money and lending of money, as in I have opened a savings account at the bank.

Bank: a noun meaning a long raised mass, a hill or a slope and especially the sloping sides of a river, as in: We walked for miles along the banks of the river.

Bill: a noun meaning a written statement of money owed, as in:You must pay the telephone bill immediately.

Bill: a noun meaning a bird’s beak, as in:The seagull has injured its bill.

Fair: an adjective meaning attractive, as in fair young women; light in colour, as in She has fair hair; fine, not raining, as in I hope it keeps fair; just, free from prejudice, as in We felt that the referee came to afair decision.

Fair: a noun which formerly meant a market held regularly in the same place, often with stalls, entertainments and rides but now referring more to an event with entertainments and rides without the market, as in He won a coconut at the fair; a trade exhibition, as in the Frankfurt Book Fair.

Homographs
Meaning of Homographs
A homograph is one of a group of words that are spelled the same way but have different meanings. A homograph that is also pronounced differently is a heteronym.

Some examples are:
bow pronounced to rhyme with how, a verb meaning to bend the head or body as a sign of respect or in greeting as in The visitors bowed to the emperor and The mourners bowed their heads as the coffin was lowered into the grave.

bow pronounced to rhyme with low, a noun meaning a looped knot or a ribbon tied in this way, as in She wears blue bows in her hair; or a wooden tool used to propel an arrow, as in He shot the arrow from the bow.

deliberate pronounced to rhyme with deliber-at, an adjective meaning carefully thought out or planned, intentional, as in It was a deliberate insult.

deliberate pronounced to rhyme with deliber-ate, a verb meaning to consider something deeply, to ponder or think something over, as in The jury deliberated for some time before reaching a verdict.

More Examples of Homographs
August (noun)--- august (adjective)
live (adjective)--- live (verb)
present (noun)--- present (verb)
bow--- bow
lead ---lead
sow ---sow
record--- record
increase--- increase

EXAMPLES OF HOMOGRAPH
August (noun) --- august (adjective)
Live (adj) --- live (verb)
Present (noun) --- present (verb)
Bow --- bow
Lead --- lead
Sow --- sow
Record --- record
Increase --- increase
Export --- export
Conduct --- conduct
Contrast --- contrast
Convert --- convert

HOMOPHONE
Homophones are words which have the same pronunciation but which have different spellings and different meanings.

EXAMPLES OF HOMOPHONE
Warn --- worn
ewe --- you
So --- sew
Pores --- pause
knew --- new
See --- sea
farther --- father
where --- wear
whole --- hole
meet --- meat
Oral --- aural
floor --- flaw
grate --- great
right --- write
prey --- pray
quay --- key

More Examples:
(i)Bow (verb) to move ones head or top half one's body forward or downwards.
(ii)Bow (noun) weapon used for shooting arrows.

(i) Minute (noun) each of the 60 parts of an hour that equals to 60 seconds.
(ii) Minute (adj/extremely small.

(i) Convict (verb) to decide and state officially in a law court that someone is guilty.
(ii) Convict (noun) a person who has been found guilty of a crime and sent to prison.

(i)Record: A written account kept somewhere for future reference, (Noun)
(ii)Record :( verb) to keep a permanent account of facts or events by writing them down.

(i)Perfect :( adj) complete without fault
(ii)Perfect :( verb) to make something perfect.

(i)Exercise :( noun) physical or mental activities done to make one healthy and stronger.
(ii)Exercise :( verb) to use one's power right or personal qualities in order to achieve

(I)Found :( verb) Past tense of find.
(ii) Found :( verb) to start something such as organization or an institution.

EVALUATION
What is a homophone? Give examples of five pairs of it.
What is a homograph? Give examples of five pairs of it.

https://youtu.be/f_7FR59AKmQ

ASSIGNMENT
Choose the right word that best completes the sentences below
1. The lion roared as he saw its………….
a. pray b. prey c. prayed d. pain.
2.……………your name on the list provided.
a. Right b. Left c. Write d. Wrote
3. Indeed the Lord is very ………….
a. greet b great c. grate d. gret
4. Anger is a …………in his character.
a. floor b. wall c. flaw d. security.
5. That man is not my…………
a. farther b. father c. further d. folder.

Reading Assignment: Read effective English for SS1 page32 and grasp the main point.
Answer the questions on page 38 number 3 of Effective English.

Post by **admin** » Tue Jun 23, 2015 10:51 pm

LESSON 2
TOPICS
Speech Work: Consonant /k/ /g//f/ /v/
Comprehension (The Winding Path of Steel Development)
Vocabulary Development (Word associated with Traditional Religion)
Structure: Complex tense; present simple, Present Continuous etc.

ASPECT: Speech Work
TOPIC: Consonant: /k/ /g//f/ /v/)
/k/: This is a voiceless velar plosive sound. It has many spellings symbols as shown below:
K as in king, keg, kite,
C as in cat, coat, coffee, cocoa, carrot, car
Cc as in account, accountant, accommodation,
Ch as in chemical, mechanic, chemistry, chemist
Q as in liquor, liquid,
Ck as in black, back, snacks,
‘x’ as in anxious, six, axe.

NOTE: /k/ is silent in the following words therefore it should not be pronounced e.g. know knowledge, knife, knock, knew .etc. It can be realized at the initial and final position of words as shown below:

Initial Final
Cup pork
Cap park
Calm mark
Kill lick
Kin nick
https://youtu.be/6YJdNE8na9M

https://youtu.be/zxrveu6yu6E

/g/: This is a voiced velar plosive sound. It can be realized at the initial and final position of words as shown below:
INITIAL FINAL
God dog
Girl leg
Gas sag
Gum mug
Gut tug
NOTE: The /g/ is not pronounced if ‘n’ comes after it. Check the examples below.
Gnaw gnome, gnash, sign, reign. Also before ‘m’ the /g/ is also silent as in: paradigm, diaphragm.
It also has the same spelling with the word gem, gentle, generator etc but differs in
pronunciations. E.g. Gem is transcribed as /ʤem/ while that of goat is /g∂ut/.
https://youtu.be/8H_Xis2wigA

https://youtu.be/vP5XKYvxe0Q

/f/ This sound is a voiceless labio-dental fricative consonant sound. It can be realized in different spellings as follow.
f as in : feet, feed, fill, fat, fall face
ph as in : physics, Philip, physical, phone, philosophy
gh as in : laugh, rough, tough,
INITIAL FINAL
fun loaf
fry grief
phase laugh
fought cough
flag gulf

https://youtu.be/4VcU0zNJUiU

https://youtu.be/05f62-73nrY

/v/ This sound is a voiced labio-dental fricative consonant sound. It can be realized both at the initial and final positions as in the examples below.
INITIAL FINAL
Vane naïve
View weave
Vest starve
Verb have
Vat serve
Voice hive
https://youtu.be/0W5PcWptfYY

https://youtu.be/U5Oro6v0klg

COMPARISON OF SOUNDS
/ f/ / v/
Fine vine
Fast vast
Fan van
Ferry very
Strife strive
Staff starve

https://youtu.be/PXWi8cMqc-Y

https://youtu.be/nR-K3mrHFv0

EVALUATION: Choose the word that contains the underlined sound(s) below.
1. vain A. bane B. faint C. vest D. pain
2. half A. halves B. cough C. though D. hoe
3. /k/ (a) comb (b) kneel (c) cease (d) cell
4. /f/ (a) very (b) cough (c) love (d) off
5. /g/ (a) gnash (b) gnome c. sign d.gill

LESSON 3
ASPECT: Comprehension
TEXT: Intensive English for Senior Secondary Schools Book 1
TITLE: The Winding Path of Steel Development.
Page 133-135.
https://youtu.be/tlNg4205Tpc

CLASS ACTIVITIES
The students should read the passage carefully and answer the questions on it.

EVALUATION
Students are to answer the questions on unit 9.2.3 and 9.2.4 pages 135 & 136.

ASPECT: VOCABULARY DEVELOPMENT
TOPIC: Words Associated with Traditional Religion
gods, goddess, deity, shrine, groves, sacrifice, priest, libation, appease, divine, rituals, ward off, incision, knife, razor blade, spiritual, amulet, potent, misfortune, diviner, good luck, incantation, charm, oracle, ancestors, supreme being, norm, more, tradition, evil spirit, conjure, chant, cult. etc.

CLASS ACTIVITIES
The students should master the spellings of the following words and check dictionary for their meanings.

EVALUATION: Form five sentences by using any five words from the register above.

Topic: Vocabulary development: Words associated with Transportation
CONTENT: Definition of some relevant words.
Transportation: It’s a system of carrying people or goods from one place to other using vehicles.

Relevant words:
High way: main road.
Particulars: vehicle and driving documents.
Radiator: Device for cooling circulating water especially in a car.
Vulcanizer: Person who mends or patches punctured tubes and tyres.
Wipers: Device with a rubber and felt surface that wipes water off glass especially a car wind screen.
Coach: passenger car or a railway train.
Freight: Goods or cargo.
Locomotive: Engine that goes from place to place using its own power, especially used to pull railway trains.
Ground crew: Mechanics and other non-flying workers in an airport who help to maintain the aircraft.
Hanger: Shed or garage for aero plane.

Evaluation: Write five vocabularies of transportation and use them in sentences.

Reading Assignment: countdown WASSCE, SSCE, NECO AND JME English language page 142-146.

Practice 2 page 22 of your Effective English.

Listening skills-listening to grasp the main points.
CONTENT: The development of listening skills.
https://drive.google.com/file/d/18i-G9n ... sp=sharing

569380-june-2019-audio-41.mp3

https://drive.google.com/file/d/1pdfHV1 ... sp=sharing

Download PDF Below

523303-june-2019-paper-31-transcript.pdf

Evaluation.
Listen to the Audio above and use it to answer the questions in the PDF file attached..
Do the exercise on page 32

Reading assignment: Read effective English Book 3 page 19, unit1

LESSON 4
ASPECT: STRUCTURE
Definition, types of tenses

Meaning of Verb Tense
Tense is an aspect of the verb that expresses the timing of an action, the performance of the action might be in the present, past, or future time.

The tense of a verb tells whether an event or action occurred in the past or is occurring in the present or will occur in the future. The tense is also used to show if an action.

Complex Sentence Form
A sentence can be defined as a group of words with a subject and predicate and expresses a complete thought.
A complex sentence is one of the types of sentences. It contains one main clause and at least one or more subordinate clauses.

Examples:
Ade laughed (Past tense)
Ade laughs (Present tense)
Ade will laugh (Future tense)
In English, there are simple and complex tense forms. The simple tense form consists of one verb in a sentence.

Examples:
I come.
She comes.
They come.

The complex tense form consists of two or more verbs in a sentence.
Examples:
John has travelled.
The Principal has been informed on the issue.
She may have been deceived.

Present Simple Tense
I go to school every day because I want to succeed in life.
Mr. Kunle prays every day because he is a prayer warrior.
The mother cooks food every day because her children do not eat outside.
The security watches over the house because that is his job.
They are happy every day in as much as there is money on them.

Present Continuous Tense
I am running because it is raining.
We are dancing because they are drumming.
The child is crying because his parents are travelling without him.
They are writing while we are reading.
As the driver is driving, the passengers are praying.

Present Perfect Tense
I have eaten my food because I was hungry.
They have travelled because they won Visa to America.
She has done her assignment as we are standing here.

Present Perfect Continuous Tense
I have been teaching English language for almost a decade
He has been waiting for you since yesterday.
The man has been writing book since he was ten years old.
The school has been leading other schools since the first year of establishment.

TYPES OF PRESENT TENSES
Simple Present Tense, Present continuous, Present perfect Tense, and Present Perfect continuous,

SIMPLE PRESENT TENSES: It expresses those actions that we do on daily basis.
E.g. I eat rice, I work.
Singular------------------------------------------------------Plural
The man knows my name.--------------------------The men know my name.

PRESENT CONTINUOUS TENSES: It’s an action that is still in progress. It is formed by adding (ing) to the verb
E.g. Goring -going-talking. Is or are is added to the verb root, - is coming, - are going.

PRESENT PERFECT TENSES: It is formed by using has or have plus the perfect form of the verb root examples:
They have gone out. He has spoken to her, we have done the work.

PRESENT PERFECT CONTINUOUS: It is formed by adding have/has to “been” before adding “ing” verb e.g.
I have been working. They have been doing it. She has been singing.

https://youtu.be/_TUKYWPuW4g

EVALUATION
1. Answer the questions on page 59, practice 5 of your Effective English.
2. Write two examples of complex sentences as: present simple tense, present continuous tense and present perfect tense.

Reading Assignment: pg198, 0f countdown to WASSCE/SSCE/NECO/JME by Evans.

LESSON 5
ASPECT: Continuous Writing
TOPIC: Speech Writing
A speech is a formal talk or conversation with dignitaries or audience. It may be addressed to:
1.Honour an august visitor,
2.Declare a ceremony or occasion open
3.Receive or send off a colleague
4.Inform a club or people with common interests.
https://youtu.be/NNamZZsggM4

GUIDELINES FOR SPEECH WRITING
The title of the speech
State the type and occasion where it will be delivered, place, time, date etc.
The salutation
The message of the speech
The speaker’s signature
The speaker’s full name and designation
The date of the speech
How many listeners are there?
How old or young are they?
Are they women or men?
Are they artisans, professionals, or unemployed?
Are they illiterate, literates, semi-literates?
What is their religious background?

https://slideplayer.com/slide/12407875

EVALUATION: Write a speech to be delivered on speech and prize- giving day as a senior prefect of your school.

ASSIGNMENT: Choose the right option for each of the question below:
1. We ……………eaten my food because I was hungry.
A had B. has C. have D. haven’t
2. They have ……………..because they won Visa to America.
A.travel B. travelled C. travelling D. haven’t
3 She…………..her assignment as we are standing here.
A. does B. did C. doing D. do
4……….. is a formal talk or conversation with dignitaries or audience.
A. Speech B. An argument C.A debate D. A letter.
The traditionalist offer ……5………to their gods at the …………6……….
A. prayer/shrine B. fasting/shrine C. sacrifices /shrine D. shrine/sacrifice.

PRE-READING ASSIGNMENT: Intensive English for SS1 Page 133

Post by **admin** » Tue Jun 23, 2015 10:52 pm

LESSON 6
TOPICS
Speech Work: Words of Two Syllables (Stressed on the Second Syllable)
Comprehension: The Olympic Games
Vocabulary Development: Words associated with Traditional Religion
Structure: Phrasal Verbs (Introduction):
Writing Skill: Speech Writing Continued

ASPECT: Speech Work
TOPIC: Words of Two Syllables (Stressed on the Second Syllable)
Stress can be defined as the force or emphasis placed on a syllable which makes the stressed syllable louder than other parts. It is characterized by loudness and duration in the level of voice.

CLASSES OF STRESS
There are three classes of stress namely.
Word stress (ii) Sentence stress and (iii) Emphatic stress

LEVELS /DEGREE OF WORD STRESS
Primary Stress: This is the greatest degree of stress in a word. It is achieved through greatest force.
Secondary stress: This is the greater degree of stress in a word. It is achieved through greater force.
[b]Unstressed /weak stress: [/b]This is the least form of stress in a word. It is achieved through less force of loudness and duration.

RULE OF SYLLABLE (TWO SYLLABLE WORDS)
A two syllables word with a prefix at the first syllable takes the stress on the main word which is the second syllable of the word .Eg.NOTE: The stressed part is capitalized
unKNOWN, disMISS ,reMARK ,rePORT, sucCESS, rePLAY, reMOVE, beLIEVE, comPARE ,reCESS, imPOUND, aBOVE, aWAY, conCLUDE, postPONE , loCATE, inFLATE, creATE, proMOTE, reMOTE.

SHIFTING STRESS
This is when the stress shifts from one syllable to another syllable. This changes the class of the words.The noun is stressed in the first syllables if it is a noun and on the second syllable for verb.
Examples
Noun --- Verb
IM-port --- im-PORT
EX-port --- ex-PORT
CON-duct --- con-DUCT
ES-cort --- es-CORT
PRO-ject --- pro-JECT
IN-crease --- In-CREASE
CON-test --- con-TEST
CON-tact --- con-TACT
AB-stract --- ab-STRACT
https://youtu.be/Vu6UVwkUgzc

EVALUATION
From the words lettered A-D, choose the word that has the same stress pattern with the given word.
1. cement a. baby b. above c .hostile d. widow
2. locate a. excess b. carry c. palace d. window
3. remark a. never b. cognate c. extra d. palate

ESSAY
1. What is a stress?
2. List three classes of stress.

LESSON 7
ASPECT: COMPREHENSION
TEXT: Intensive English for Senior Secondary Schools book 1.By Benson O.A Oluikpe etal.
TITLE: The Olympic Games Pages 149-151

CLASS ACTIVITIES
The students should read the passage carefully and answer the questions on it.

EVALUATION: The students are to attempt the question in the section below.

SKIMMING: Unit 10.2.3, 10.2.5 (pg 151-152).

ASPECT: Vocabulary Development
TOPIC: Words associated with Traditional Religion);
Taboo, herbalist, diviner, devotee, divination, chant, supernatural, possess,
Indigenous, sacred, magic, magical, prophets, deities, appease, consult

CLASS ACTIVITIES: Check the meaning of these words from your dictionary and use any five of them to form a sentence each.
https://youtu.be/KeWSC7iCnpM

EVALUATION
Use the right words listed below to fill in the gaps.
1. Many people believe in………events that cannot be explained by mother science.
2. Most religions involve simple or elaborate…………on important occasion such as birth and death.
3. Some people believe that you can be ………….by evil………
4. Others think that such disorders can be cured by doctors or traditional …………
5. The …………….of ancestors is a major feature of traditional African religion.
herbalists, evil, supernatural, possess, Indigenous, sacred, rituals, cults, oracles, magical, prophets, deities, spirits.

Vocabulary Development: Words Associated with Photography
Content:
Meaning
Photography means writing or drawing with light. Therefore a camera picture is one drawn with rays of light.

Relevant words
Dark room: room with a dim-colored light cut off from all outside light. It is used for developing photographs
Hobby: favourite pastime
Lens: curved piece of glass that forms images as light passes through it.
Negative: piece of plastic which shows the lights and shadows in reverse.
Studio: work room of a photography

Evaluation: practice 2 on page 22

Reading Assignment: Effective English SS1 page 19-20

Assignment: find out the meanings of the following words and use them in sentences: rewind crank, shutter release button, view finder, color slides cine-camera, developing, printing, negative.

Comprehension: Comprehending Words Meanings in Context.
CONTENT: Meaning. How to comprehend the meanings of words in context.
Comprehension: means understanding. To comprehend words in context means to understand the meaning of a given word used in the context or passage.
https://youtu.be/0TeeqtFuX5s

USEFUL HINTS:
Before the meaning of a word can be given, the contextual usage must be considered, this might be quite different from the general meaning of the word.
When replacing a given word in a passage test your equivalent in the passage to see if the original meaning of the passage or sentence has been retained. The equivalents should be exact equivalents. For example, you should retain the tense of the original verb; E.g. 'stared' should be replaced by 'gazed'.
The word given must be equivalent to the word in the context.
https://youtu.be/ivJX_saNdY4

Evaluation: Give another word to each of the following words as used in comprehension passage on page 34-40
Of your effective English: consummate, spouse, engaged, faithful and annul.

Reading Assignment: page 14-75 of countdown WASSCE, SSCE, NECO and JME by Evans.

LESSON 8
ASPECT: Structure
TOPIC: Phrasal Verbs
Phrasal verbs are idioms with special meaning different from the meaning of a verb and a preposition. This is so because the two words used together is a unit .They cannot be separated.
PHRASAL VERBS --- MEANING
E.g. take after --- resemble
take apart --- dismantle
take back --- withdraw
take off --- remove (Take off your dress)
take off --- leave the ground (The plane took off )
take over --- (assume control (She took over the office)
take part --- (join in (We must take part in the programme.
account for --- (give good reason for)
allow for --- (take into account)
call at --- (visit)
call for --- (Ask someone to give an information)
call on --- (visit a person, ask someone to do something.
call off --- (cancel something)
Call out --- (call someone)
Call up --- (summon for a military service)
Care about --- (take interest)
Carry on --- (continue)
Carry out --- (perform, obey, fulfil
Clean up --- (a mess)
Catch up with --- (overtake)
https://youtu.be/JntXxLHTO5U

EVALUATION
Choose a word or phrase that is nearest in meaning to the word(s) in italics below.
1. All the students admire the new captain.
A. look up on B. look up at C. look up to D. look up for
2. The new policy took off last year.
A. resume B. continued C. started D. stopped.
3. The wanted man surrendered himself to the police.
A. gave out B. gave up C. gave in D. gave away.
4. He could not go to university because all his plan fell through.
A. dropped B. failed C. were stopped D. were rejected.
5 Everyone was taken in by his sad story.
A. deceived B. convinced C. won over D. shaken.

Structure: Auxiliaries 'will and would'.
CONTENT:
Auxiliary 'will'
Auxiliary 'would'
Auxiliary 'will': Shows simple futurity in the second person and third person singular and plural. e.g
2nd person
------ Singular---------------Plural
------You will---------------You will
------He, she, it, will --------------- They will
'Will' shows determination in the first person singular and plural e.g.
First person singular plural
I will We will
Auxiliary 'would' expresses futurity from the stand point of some past time e.g... If I had a car, I would travel very often.
'Would' is used to express condition
https://youtu.be/WlT8fR9aWkY

Evaluation: answer practice 4 on page 167

Reading assignment: Read the use of English on page 165 of your effective English

LESSON 9
ASPECT: Continuous Writing
TOPIC: Speech Writing
Speech writing is a special write up of message that a particular person intends to deliver at a particular place to a group of people at a particular period of time.

HOW TO WRITE A SPEECH
1. PREPARATION
When you want to write a speech, you need to prepare very well for the speech because proper preparation prevents poor performance.
You need to note the following:
(a) The situation: What is the situation, formal, semi-formal or informal? This will determine the kind of speech to be delivered.
(b) The audience: Who will listen to you speech? Students or the general public?
(c) Your Purpose: What do you want to achieve through the speech? To commend, orientate, to correct, to motivate etc.

2. THE STRUCTURE OF THE SPEECH WRITING
a. The heading that contains the title, date, venue, occasion on which it was delivered.
b. The opening (greetings, the subject of the speech, opening remark.
c. The body of the speech.
d. Concluding remark

3. GIVING YOUR SPEECH
(i) You must be well composed before you start giving your speech and when you are giving it.
(ii) The points of your speech should have been outlined.
(iii) Also, you may add to what is already writing down as you are being inspired.
(iv) Your audience must be carried along as you give your speech because they are your target.

https://youtu.be/KLylS0Tbr20

EVALUATION
Your principal is being transferred; write the speech that you will deliver as the school prefect on the commendation service.

ASSIGNMENT: Choose a word or phrase that is that best fill the gaps below.
1. These are the traditions that have been handed…………from one generation to another.
A. over B. in C. across D. down
2. Your line was engaged. I tried to get ……………to you.
A. round B. across C. through D. out
3. It is not easy to get ………the death of a loved one.
A. on B. over C. off D. by
4. Let’s have a …………of the main points of your lecture.
A. run-on B. runs-over C. run-up D. run-through
5. The letters are too faint. Can you………what is written here?
A. make up B. make out C.try out D. try on.
6. During the civil war, Onitsha bridge was blown……….
A. off B. down C. up D. out
7. After the accident, she was laid …..in hospital for several month.
A. off B. down C. up D. out
8. When the herbalist saw the monster, he started making some…………..
A. songs B .speech C. incantation D. signal
9. The chief priest made some sacrifices to ………….the gods.
A. provoke B. entice C. appease D. promote
10. The speech to be delivered must serve a particular…………
A. time B. date C. day D. reason

PRE-READING ASSIGNMENT
English Lexis and Structure by Ayo Bamgbose, pages90-92.

REFERENCES
1. English Lexis and Structure for Senior Secondary Schools by Ayo Bamgbose.Page90-99
2. Intensive English for Senior Secondary Schools book 1 Benson O.A et al.

Post by **admin** » Tue Jun 23, 2015 10:52 pm

LESSON 10
Speech Work: Consonant sounds followed by k + w e.g., quench, quench, etc.
Comprehension: Agriculture and Economic Development
Vocabulary Development (Words associated with Christian Religion)
Structure: Phrasal verb (contd.);
Writing Skills: Continuous writing – Popular articles for publication in school Magazine
"The evil effect of peer pressure’’.

ASPECT: Speech Work
TOPIC: Consonant sounds followed by K+W e.g. quench, quiet, etc.
This is a consonant cluster that involves two sounds /k/ and /w/. This sound is realised in the letter q, and ch which sound /kw/.
It is a voiceless uvular consonant sound word example is: square, squab, squabble, squatty, squadron, squalid, squall, squaw, squeak, squab, squalls, squish, squire, etc, qua, quad, quadrant, quadrate, quadric, quaff, quake, qualm, qualify, quality, etc. Choirmaster, choir, acquaint, racquets, acquit, kwashiorkor, etc.
https://youtu.be/yFJYfwbTZ8Q

https://youtu.be/5qCY6Pic7Zs

EVALUATION: Write twenty examples of words on this sound.

Speech Work: Contrasting /Ѳ/ and /ð/, /t/ and /d/
Content: Consonant sounds /Ѳ/ and /ð/
Consonant sounds /t/ and /d/
/Ѳ/ voiceless Dental fricative: This sound is purely English. It’s made by placing the tip of the tongue behind the upper front teeth. The sound has just one spelling.
‘Th’- think, thank, thin, thumb, tatch, anthem, author, path, oath, wealth, faith etc
/ð/ Voiced Dental Fricative/ð/
The sound is made the same way the sound /Ѳ/ is produced but for the condition of the glottis. /ð/ also has one spelling.
‘Th’—than, breath, wreathe, father, those, they etc
/Ѳ/ /ð/
thank than
think this
thin the
anthem father
author gather
path bathe
https://youtu.be/wCkONOv2JJM
https://youtu.be/7ivTDJIxRW0

/t/ Voiceless Alveolar Plosive /t/
Due to the buildup of air, the tongue suddenly gives way and the sound /t/ is produced.
Spelling variants and word examples are:
‘T’- two, ten, tremble, extract
‘Th’-Thomas, thyme, Thames
‘Tt’-attack, attention, attend, attract, matter, better, bottle.
‘D’- smashed, slapped, kicked, pushed, passed, gnashed, misses, scooped etc.

/d/ the difference in the production of /t/ and /d/ is that /t/ is aspirated as an initial sound while/d/ is not. The glottis is in the vibrating mode when /d/ is made.
Spelling variants and word examples are:
/d/ -- do, den, expand, produce, bed etc.
/dd/- daddy, muddy, sudden, paddle, padding, ladder, middle.
Contrast
/t/ /d/
slapped wanted
kicked expected
missed misled
ten den
two do
latter ladder
battle paddle
https://youtu.be/hQc_5buYNx4

https://youtu.be/hGZ9GwrNWmU
Evaluation:
Write 3more examples for each of the sounds taught.

Reading Assignment: page 3 and 4 of standard speech 10 Book of Diction in English course.

LESSON 11
ASPECT: Comprehension.
TOPIC: Agriculture and Economic Development.
Content: Unit 11 of the Intensive English for senior Secondary Schools by Benson O.A. et al
Class Activities: Students are to read the passage and answer the questions on the passage.

EVALUATION
 What, according to the passage, is most fundamental role of agriculture in the economy?
 How does agriculture contribute to the improvement of the foreign exchange?
 How can farmers be saved from seasonal glut and disillusionment?
 State the five options mentioned in the passage from which a nation way select for agriculture development.

ASPECT: Vocabulary Development.
TOPIC: Words associated with Christian Religion.
Christendom, Christianity, Baptism, believer, ex-communicate, communion, lent, mass, mark, nun, pilgrimage, pope, priest, purgatory, catechist, convent, archdeacon, pastorate, etc.

CLASS ACTIVITIES:
Students should be guided to find the meaning of these words in the dictionary and write them down.

EVALUATION: Use ten words from the list of the words to form ten sentences.

LESSON 12
ASPECT: STRUCTURE
TOPIC: PHRASAL VERB
A phrasal verb is a verb that is usually followed by a preposition or an adverb. This combination then creates a different meaning from the original verb. e.g.
Come + across, away, in, out,
Got + back, down, under, through,
Call + off out, in
Take + in, to, up, over
The meaning of a phrasal verb cannot be determined by the individual words which make up phrasal verb. This means that phrasal verbs have connotative rather than denotative meanings.
Examples of phrasal verb include: come across, makeup, put forward, go under, etc.

Note:
Words in phrasal verbs can be separated with another words used between the group of words e.g.
They handed the book over but this is not possible with some other phrasal verbs. It is wrong for instance, to say: He backed from his decision down. Instead we should say:
He backed down on his decision to bake the cake.
https://youtu.be/JntXxLHTO5U

EVALUATION: Choose the correct option from the list of options given below to fill the gaps in the sentences below:
1. How did you _____________ that book? (a) come in (b) come by (c) come on (d) come close
2. I want you to _____________ on your promise. (a) make real (b) make sure (c) make good (d) make to pass
3. Why did you ___________ the date? (a) put hold (b) put of (c) put off (d) put in
4. We could not ___________ what he was saying. (a) make straight (b) make up (c) make out (d) make in
5. They did not _______ me. (a) ask over (b) ask after (c) ask before (d) ask for

ASSIGNMENT: Make sentences with these phrasal verbs and state the meaning of each sentence. You may use a dictionary.
(i) Set off (ii) come by (iii) make away (iv) look down (v) fall out

Participles; Present/Past
Content:
Present Participle
Past Particle

Present Participle: this is the present perfect tense.
The present perfect tense is derived by adding either has/have to words like written, done, spelt ‘has’ is used for singular verb while ‘have’ is used for plural verb.
E.g. He has done it.
They have ground the pepper.
We have learnt the song.

The Past Perfect Tense is derived by adding ‘had’ to word like writen, done, spelt etc. Had is used for past while has/have are used for present verb e.g.
1. He had done the work before I came in.
2. They had ground the pepper.
3. We had learnt the song before we sang it.
https://youtu.be/eWvkSp16VFY

Evaluation:
Use each of the participles in four sentences.
Reading Assignment: Countdown WASSCE/SSCE/NECO, JME

Assignment: Countdown by Evans page 264 Passage A.

LESSON 13
ASPECT: Writing Skills
TOPIC: Writing article for publication in school magazine
An article for publication in a news paper or magazine is to express a view on topical issues in the society. It is different in many ways from a speech.
1. An article for publication is basically on personal views on topical issues and the views are mainly subjective.
2. Titles of newspaper/magazine articles are short. Here is an example:
Reasons for Mass Failure in SSCE.
3. In the introductory paragraph of an article for a newspaper/magazine, there is no greeting.
4. An article for publication in newspapers and magazines is always for the general public.
5. At the end of an article for publication in a newspaper or magazine, we should write only our full name and town. But if we are writing for our school magazine, we can write our full name and close i.e.
Omotoyinbo John
SSS 1A
https://youtu.be/AD0JzU8N-Nc

MORE POINTS TO NOTE:
(a) An article for a newspaper on magazine is not a letter. There is a difference between writing a letter to the editor of a newspaper and writing an article for publication.
(b) An article for publication requires no address and no salutation.
(c) As a formal essay, the use of contractions should be avoided in articles for publication.

EVALUATION
Write the introductory paragraph and closing paragraph of an article on the topic: ‘The evil effect of peer pressure’’

Letter Writing: Formal Letter
Letter writing is the art of communicating by writing one’s request, feelings, idea, opinions and so on to someone, as if the person were physical present.

Formal letter
Another name for formal letters is official letters. They are letters we write to people in their official positions. Even when we know them personally, the rule demands that we still write them impersonal or official letters.
Formal letter can be in form of applications for admission or employment requests for casual leave by staff in offices, official queries and replies to them, letters to local government Chairmen, Commissioners or Minister of Education requesting for changes in the school system and other such topics.

Features of a Formal Letter
Writer’s Address: This should be written at the top right hand corner of the page like this:
Federal Government College
P.M.B. 1075,
Owerri,
Imo State
15th July, 2002.

Receiver’s Address
This is written on the line following the date on the left hand side of the page. Other names for the receiver are: (1) the recipient
(11) The addressee e.g.
The Director,
Fola Associated Enterprises,
P.M.B. 10016,
Akure.

3. Salutation: The salutation is the greeting which comes after the receiver’s address: Dear Sir or Dear Madam.
There are some people who are greeted in special ways like this:
The Governor of a state Your Excellency
An Ambassador-------Your Excellency
A traditional ruler-------Your Highness
A pastor------------Dear Reverend
A judge------------Your Worship

4. Heading or Topic or Title
This comes directly after the salutation but not on the same line. E.g. Complaints about the lack of facilities in my area.

5. Body of the letter: Here, you go straight to what the question says you should do. No room for exchange of pleasantries or personal matters, slangs and contracted words like won’t are not are allowed.

6. Subscript (Complimentary close)
The most correct way of ending a formal letter is Yours Faithfully, at the right hand corner of the page immediately after the letter. It’s followed by the writer’s signature and full names written under the signature:
Yours faithfully,
(Signature)
Eze Chima
https://youtu.be/NTjJUsGU9Vw

https://youtu.be/28IMO3JGc0Y

Evaluation: Write a letter to the chairman of your local government complaining to him about the lack of facilities in your area.

Reading Assignment: page 203 of Effective English.

GENERAL EVALUATION
(1) Identify the words that have /kw/ in the followings:
Chronic, quadratic, quaff, cough, quaver, kill, quarantine, quark.
(2) In questions 1-5, choose a word or phrase nearest in meaning to the underlined word(s)
(i) All the students admire the new captain (a) look up on (b) look up to (c) look up at (d) look up for.
(ii) The new policy took off last year. (a) resumed (b) continued (c) started (d) stopped
(iii) The wanted man surrendered himself to the police. (A) Gave out (b) gave up (c) gave away (d) gave in.
(iv) Everyone was taken in by his sad story. (A) Deceived (b) convinced (c) won over (d) shaken.
(v) I’ll look out for you when next I am in Jos (a) call on (b) call for (c) see to (d) look at.

ASSIGNMENT:

(1) Write an article for publication in your school magazine on the topic: “The evil effect of peer pressure.”

(2) Use ten of the register of Christian religion in sentences.

PRE-READING ASSIGNMENT: Read about the following:
(i) Consonants followed by /j/, /u/ sounds e.g. dew, you, cue etc.
(ii) Words associated with Islamic Religion.
(iii) Adjuncts (Adverbs)

REFERENCES:
(1) New concept – English for Senior Secondary Schools Book 1 by F. Ademole et al.
(2) English Lexis and Structure for Senior Secondary Schools and Colleges by Ayo Bamgbose.
(3) Cambridge English Pronouncing Dictionary by Daniel Jones.

Post by **admin** » Tue Jun 23, 2015 10:53 pm

LESSON 14
Speech Work: Consonants followed by /j/, /u/. Sounds e.g. dew, you, cue etc.
Comprehension: Electric Fish
Vocabulary Development (Words associated with Islamic Religion)
Structure: Adjuncts (Adverbs)
Writing Skills: Continuous writing –Articles for Publication in National Dailies.

ASPECT: Speech Work
TOPIC: Consonants followed by /j/, /u/ sounds e.g. dew, you, cue etc.
It is important to note that it is in Phonetic Spelling (transcription) that the letter ‘u’ after a consonant in a word can be realized as the /j/ sound.
The /ju / sounds can also occur or be spelt as ‘ue’, ‘eu’, ‘ew’ or ‘eau’ as in value /vӕlju:/, ewe /ju:/, eulogy /ju:LәdƷI/view /vju:/, beauty /bju:tI/, dutiful/dju:tIfl/ queue /kju:/
Also, words like unity, universe, university, unitary, uniform, union, etc have this sound.
Note:
Not all the words that have “un” as prefix are pronounced as /ju:/students should consult pronouncing dictionary for help.
https://youtu.be/HtgpOtEohM4

https://youtu.be/3VhF-y1EVoE

https://youtu.be/_Fi9E6Yw-qg

EVALUATION:
In the sentences below are words with consonant sounds followed by consonant sounds /j/ and /u/. Identify them and write them inside your notebook.
(1) I have a new dress, which my nephew bought for me.
(2) My mother served the delicious stew yesterday for the children on the queue.
(3) I will scream if you throw screw at those on the pew.
(4) They paid all the traditional dues.
(5) Which unit is due to review the plan?

LESSON 15
ASPECT: COMPREHENSION
TOPIC: “Electric Fish”

CLASS ACTIVITIES: Let the students read the passage before answering the questions on the passage.
https://youtu.be/z0M7_HPSi14

EVALUATION:
(I) Where do different kinds of torpedoes live?
(II) Where is the electric catfish found?
(III) Where is the eel used as food?
(iv)Briefly describe the method which people use in catching the eel.

VOCABULARY DEVELOPMENT (Words associated with Islamic Religion)
Find the meaning of these words with a dictionary.
Koran, Hajj, Ramadan, hadith, auliya, minaret, ablution ummra, rasul, id-elfitir, sheik, pilgrimage, mosque, sunna, id-et-kabir, koranic school etc.

EVALUATION: Use five words from the above in sentences.

Comprehension/writing skills, answering summary questions
Content: Answering Summary questions

Useful hints
There are various ways of writing a summary. What is important is that you should give all the information required in the manner demanded. In addition, you will find the following hints useful.
[list[*]]Always indicate which part of the question you are answering since the order of your answer may not correspond to that of the questions.
[*]Pick from the passage only the information demanded by the question.
[*]Keep strictly to the contents of the passage and be as brief as possible.
[*]Use your own words in presenting your answers; do not copy out whole sentences from the passage in answer to summary questions.
[/list]
https://youtu.be/Ra2TSF29otk

https://youtu.be/L-f7Ic6TeAs

Evaluation: Read the summary passage on page 29 of your Effective English and answer the questions below it.

Reading Assignment: page 102 of countdown by Evans.

LESSON 16
ASPECT: Structure
TOPIC: Adjuncts (Adverbs)
An adjunct is also known as an adverbial. It is called an adverbial because it performs the function of an adverb. The difference between an adverb and an adverbial is that while an adverb is just a single word, an adverbial can be a single word, a phrase, or a clause. This means that an adverbial or an adjunct is a word, phrase or clause that provides more information on the main message of a sentence.
Example:
(i) The new prefects have been asked to move in a single file. (The expression “in a single file” is telling us ‘how’ the students were asked to move. Therefore, adjuncts tell us “how” an action took place and when or where the action took place or will take place. Look at other examples.

(ii) Some of the students marched forward with confidence - (manner)

(iii) After the assembly, the students had a short meeting. - (When)

(iv) They decided to meet again the following week - (When).
We can therefore say that adjuncts provide more information as to the time, place and manner of an action or a doing to correspond to where, when and how.
https://youtu.be/WR3_X-LjIH4
https://youtu.be/RQIvYhLIFDQ

EVALUATION:
Now, fill the following gaps in the sentences below with the right phrases or words from the list of words given below: Gratefully, after school, downstairs, in Switzerland, from school.
(1) Dauda’s friend is learning French____________________
(2) They all went to Zoo_________________________________
(3) The beauty queen strolled ___________________________ towards the stage.
(4) The food vendor has been waiting _________
(5) ____________ drama club members will rehearse for the forthcoming content.

Structure: Auxiliary ‘shall’ and ‘should’.
Content:
Aux. ‘Shall’
Aux. ‘should’

1.’Shall’- shall shows simple futurity in the first period singular and plural
2. ‘Shall’-shows determination in the second and third persons, singular and plural.

Person... Singular... Plural
2nd... You shall ...You shall
3rd... He/she/it ...shall ...They shall
E.g. you shall love your neighbours as yourself.
1. ‘Should’—it expresses futurity from the standpoint of some past time.
I should eat the food if given. (Here should is future) a condition.

2. ‘Should’- it expresses obligation and logical necessity.
(In this sense, it has the same sense as ‘ought to’)
We should eat the food since it is safe.
3. it’s used after certain expressions (of pity, surprise etc) e.g. It is a pity that he should behave that way.
https://youtu.be/zBbu0yksFjk
https://youtu.be/4GMU08J98MQ

Evaluation: Make five sentences each with ‘shall’ and ‘should’.
Reading Assignment: Countdown: page 193-194.

LESSON 17
ASPECT: WRITING SKILL
TOPIC: ARTICLES FOR PUBLICATION IN NATIONAL DAILIES.
An article for publication in a news paper or magazine is to express a year on topical issues in the society. It is different in many ways from a speech.
6. An article for publication is basically on personal views on topical issues and the views are mainly subjective.
7. Titles of newspaper/magazine articles are short. Here is an example:
Reasons for Mass Failure in SSCE.
8. In the introductory paragraph of an article for a newspaper/magazine, there is no greeting.
9. An article for publication in newspapers and magazines is always for the general public.
10. At the end of an article for publication in a newspaper or magazine, we should write only our full name and town. But if we are writing for our school magazine, we can write our full name and close i.e.

MORE POINTS TO NOTE:
(d) An article for a newspaper on magazine is not a letter. There is a difference between writing a letter to the editor of a newspaper and writing an article for publication.
(e) An article for publication requires no address and no salutation.
(f) As a formal essay, the use of contractions should be avoided in articles for publication.
https://youtu.be/Q0AnOAairyY

EVALUATION:
Write an article for publication in National Dailies on the topic: “Dangers of drug abuse”

Essay Writing: Descriptive
Content:
1. Definition
2. Writing: ‘The Evil Effect of Peer Pressure’

Description Essay is the one that requires you to write a description of, for example, an object, a person, an animal, an incident or a scene. You should have a picture in your mind of what to describe. The clearer the picture, the better your description.
Ensure that your presentation follows a logical order. It is a poor planning to jump forward and backward in such an essay.
https://youtu.be/abNbxwyCLjE
https://youtu.be/3msN3xedn70
Evaluation: write a descriptive essay on ‘The Evil of Peer Pressure’

Reading Assignment: Countdown by Evans page 12-13.
Assignment: Page 265 of Countdown Passage B.

GENERAL EVALUATION: Fill in the gaps in the passage below with the alternatives provided in the table following it.
By the end of the sixteenth century, Islam had spread southwards right to the fringes of the forest belt. Christianity, on the other hand, though an older______1___ had been largely
________2___from North Africa. The spread of Islam in West Africa is unrivalled partly in its ______3______ of _____4______, its______5_______ of _____6______.
African religion, its simplicity of ____7_____ and mode of ____8______.The trans-Saharan trade was equally a means of ____9_____ Islam. The Muslims traders built _____10_______ on their routes as they moved to and fro.
II. Re-write the following text by removing the adjuncts
In the school bus, Dickson began to sing a very annoying song. Then, he saw the principal in front of the bus and stopped singing. He sat calmly and stared ahead. Other students were tempted to report him because he used to disturb them all the time. The following day, Dickson did it again when they were at the assembly. This time, they reported him.
(3) Find words with consonant sounds followed by /j/ and /v/sounds and use them in sentences

PRE-READING ASSIGNMENT:
(i) Words of four syllables, stressed on first, second or third syllables.
(ii) Simple sentences.
(iii) Antonym as words exactly opposite in meaning.

REFERENCE BOOKS:
1. New concept English for Senior Secondary Schools Book 1 by F. Ademola-Adeoye et al.
2. Intensive English for Senior Secondary Schools by Benson O.A. Oluikpe et al.
3. Communicative English Studies for Senior Secondary Schools 1 by F. Badaki et al.

Post by **admin** » Tue Jun 23, 2015 10:53 pm

LESSON 18
Speech Work – Words of three syllables, stressed on first, second or third syllables
Comprehension
Vocabulary Development (Other expressions associated with religion)
Structure – Structural classification of sentences.
Writing Skills – continuous writing (Articles for various reading Audiences)

ASPECT: Speech work
TOPIC: Word of three syllables, stressed on first second or third syllables
Words of three or more syllables can also be referred to as polysyllabic words.
Although there are no clearly defined rules governing the stress pattern of words of three or more syllables, some guidelines could be devised to help assign primary pitch prominence to the correct syllable. Some words become very long when prefixes and suffixes are added. Some polysyllable works may end in –ing, -ed, -ly, -al, -ic –ian, -ion, or –ity while the others may have such prefixes as un-, in-, ir-, mat-, pro-, and dis-. These affixes are not usually stressed in English. Besides, the presence of some suffixes enables a speaker to determine the stressed syllable in a word. We can therefore make the following rules based on the suffix that ends a word.
1. Stress the second syllable from the end of word which ends in –in, -ion, -ial, and –ian
2. Stress the third syllable from the end of a word which ends in –ity and –ate.
https://youtu.be/Vu6UVwkUgzc

In the following groups of words, the stressed syllables are writing in capital letters.
Stressed on first syllable ----- second syllable ----- third syllable
DElicare ----- disCUssion ----- disaGREE
FORtunate ----- oCCAsion ----- disbeLIEF
PREsently ----- proJECtion ----- caraVAN
QUANtity ----- draMAtic ----- afterNOON
CHAracter ----- straTEgic ----- refuGEE
BAchelor ----- colOnia ----- decomPOSE
SIMplify ----- ciVIlian ----- understand

https://youtu.be/xMYdtZq2bIo

EVALUATION: Indicate the stressed syllable in each of the following words b representing it with capital letters:
specific, endanger, envelop, jamboree, important, overlarge, credentials, malicious, pretentions, dieticians.

LESSON 19
ASPECT: Comprehension / Vocabulary Development
TOPIC: Other expressions associated with religion (Obika’s Bride)
CONTENT: Devotees, adherents, tenets, beliefs, atheists, fanatics, extremely, enthusiastic, extremists, disciples, ardent, shrine, hadith, martyr, sallah, sacrifice, religiosity, bishop, divination.

CLASS ACTIVITIES: Students should look up the meaning of these words in the dictionary.

EVALUATION:
They should use any five out of the words in sentences.

Comprehension/ vocabulary Development.
Content: Meaning
: Relevant Words on Agriculture
Agriculture is the cultivation of land and rearing of animals. Under Agricultural we have livestock, crop farming, Horticulture, Fishing and so on.

Relevant Words:
Beef: meat from cattle and cow.
Broiler: young chicken reared for eating.
Livestock: they are domestic animals raised for their working ability or for their value as a source of food and other products.
Dairy products: food items made from milk e.g. cheese and butter.
Pasture: grassland on which grass- eating animals feed.
Pullet: young hen.
Ranch: farm used to raise all kind of animal or crop.
Vaccinate: inject with a vaccine as protection against illness.
Animal droppings: dung (or faeces) of animals or birds.
Orchard: pieces of ground on which fruit trees are grown.
Seedling: young plant grown from a seed.
Horticulturist: person who has studied the science of growing flowers, fruits, vegetables and plants.
Hybrid fruits: fruits produced from two plants of different species.
Bait: anything used to attract fish so that it may be caught e.g. Earthworm.
Trawler: boat used for fishing (it drags the fish-net behind it.)

Evaluation: with the aid of your dictionary, find out the meaning of the Agriculture vocabularies on page 118 of your Effective English and used the words in sentences,
Evans.

LESSON 20
ASPECT: Structure
TOPIC: Structural classification of sentences.
Meaning of Sentence
A sentence is a group of words expressing a complete thought with some kind of meaning for the audience. Every sentence must have at least one independent clause. Sentences can be classified according to their grammatical structure as simple, compound, complex, and compound-complex.

Sentences are not only classified with respect to the land of function they perform; they can also be classified with respect to their structure.
They are: (i) Simple sentence, (ii) compound sentence (ii) Complex sentence and (iv) compound sentence, (iii) complex sentence and (iv) Compound-complex or double sentence.
1. Simple sentence: A simple sentence is a clause that has only one subject and predicate. E.g.
Man is a social animal
Olu is dancing

2. Compound Sentence: A compound sentence consists of two main clauses joined by coordinating conjunction, e.g.
John is a student, but Mary is a nurse
John plays drums and Mary plays the piano.
The film ended and the audience went away.

3. Complex Sentence: A complex sentence is made up of at least one man clause plus one or more dependent clauses, eg.
I talked to Bukola before she went to Abuja
She got a job after she had competed her studies

4. Compound – Complex Sentence: A sentence which consists of two or more main clauses and at least one subordinate clause is called a compound – complex or Double sentence, e.g.
While the chief quest went on his speech, the audience laughed at him and threw stones at him.
I knew that Bukola had loved me but I did not have any idea whether she was interested in marriage.

The Simple Sentence
A simple sentence is a sentence with a single independent clause and no dependent (subordinate) clauses. It has only one subject and one predicate; however, either the subject or the predicate may contain more than one element.

(“S” stands for the simple subject, and “P” stands for the simple Predicate or Predicator):

Examples:
Great literature stirs the imagination.
To begin with, my Thermos bottle’s cap, screwed in tightly, never fits precisely.
The second example illustrates that a simple sentence can still be a rather lengthy sentence, even if it contains several modifiers. The following sentences are examples of simple sentences which contain a subject and/or predicate with more than one element.

Note: Do not confuse the compound subjects and predicates of simple sentences with the compound independent clauses of compound sentences.

Examples:

Simple Sentences with Compound Subjects
1. Joe and Ellen came to my house last night.

(Both Joe and Ellen performed the action of the verb ‘came’.)

2. The Army, the Red Cross, and the Coast Guard sent units to the disaster area.

(The Army, the Red Cross, and the Coast Guard all performed the action of the verb ‘sent’.)

Basic Clause Patterns for the English Simple Sentence
Pattern 1:
S + V
Jesus wept

Pattern 2:
S + V + A
Andrew laughed loudly.

Pattern 3:
S + V + SC + A
My tea is cold as usual.

Pattern 4:
S + V + DO + A
The soldiers destroyed the village deliberately.

Pattern 5:
S + V + IO + DO + A
We gave David the prize in the end.

Pattern 6:
S + V + DO + OC + A
The dye turned the water blue in just a few seconds

https://youtu.be/jul2urONzOQ

EVALUATION
Give five examples of simple sentences.

EVALUATION: Turn the sentences into form (simple, compound or complex):
i. When he saw the tiger, he ran away.
ii. He lost he watch, he was sad.
iii. We eat to live.
iv. Follow my advice or you will be in trouble.
v. In spite of his hard work, he failed.

ASSIGNMENT
With an example each, state five basic clause patterns recognized for English simple sentences.

Auxiliary ‘can’ /’could’
Content:
Aux. ‘can’
Aux. ‘could’
‘Can’ is used to:
Express permission: e.g. Awa can go if he likes. (Permission in the present and future)
Express possibility: e.g. That River can be bridged.
Express ability or capacity: John can lift that weight easily.

‘Could’- Awa could go if he likes. (Polite in the present and future)
Awa could go out whenever he liked, (permission in the past)
'Could' can be use to express ability or capacity: John could run fast when he was young.

Evaluation: use ‘can’ and could in 6 sentences specifying their usage.

Reading Assignment: Countdown by Evans page 193.

Spelling: Words Commonly Misspelt
Our focus would be on the following:

Words with silent letters.
Words with silent first letters
Homophones
Words of foreign origin
Some British and American spelling

Analysis of sixty eight (68) words commonly misspelt.

Words with silent letters
(i) Scene, scissors, debt, doubt, bridge, budget, handkerchief, solemn, castle,

Words with silent first letters - honour, psalm, pneumonia, psychology etc

Homophones: Words that have exactly the same sound but different spelling and different meanings. E.g...
Maze ---Maize
Mare ---Mayor
Boy ---Buoy
Flare--- Flair
Pause--- Paws
Pail--- Pale

British and American spelling
British ---American
Defense(verb)---- Defence(verb)
Programme--- Program
Kilogramme--- Kilogram
Colour--- Color
Cancelled ---Canceled
Labelled--- Labeled
Enrolment ---Enrollment
Manoeuvre ---Maneuver
Encylopaedia ---Encyclopedia

Analysis of words commonly mispelt
Correct -----Mispell
Accommodation--- Accomadation
Acquiant ---Caquaint
A lot--- Alot
Anoint ---Annoint
Athletics--- Atheletics
Enmity ---Enimity
Grateful ---Greatful
Fulfil ---Fulfill
Maintenance ---Maintainance

https://youtu.be/hm63sNXBy5o

Evaluation: Write 2 examples for each of the following words where ‘c’, ‘b’,‘d’,‘t’ is silent.
(ii) Write five pairs of homophones

Reading assignment: page39-48 of complete English course for senior secondary schools by Uhamaka Chioma Ibe
Weekend assignment: passage c page 265 of countdown.

LESSON 21
ASPECT: Writing Skills
TOPIC: Articles for various reading audiences
An article is a piece of writing on any subject of public interest, specifically for publication in magazine or a newspaper. The audience determines the tone and language to be used.
The Audience: The audience targeted in an article writing can be any of these:
i. The school community – an article for school magazine
ii. Foreign Readers – An article for a foreign magazine
iii. Local community – an article for a local news paper
iv. National Community – an article for a national newspaper

Language and Tone:
1. For a school community, the language will be familiar. Short forms, colloquialisms and slangs used in your school environment are allowed e.g I ’spank’ (passed) all my papers.
2. Fore foreign readers the language should be formal. Colloquialisms and slangs ate not allowed. Any local name or term used, must be fully explained. Detailed explanations and comparisons with the familiar must be given e.g. We are now in Harmattan season which is equivalent to Autum
3. For Local community, the language should be formal but local names and terms familiar to the community can be used, without one bothering to explain them. Eg. The canteen serves ‘fut’ with either egwusi or ewedu soup
4. For national community, the language should be formal. No local terms or slangs should be used.

More Guide or Article Writing:
1. Write just title and to straight to the introductory paragraph. Do not use any letter writing formal.
2. Choose an eye-catching title, as readers to for interesting captions.
3. Make the tone and language suitable for the audience specified.
4. Go straight to the point. Be precise.
5. If the article is on a controversial topic, make reference to previous articles supposed to have been contributed by others on it.
6. Write your full name and address at the end of your article. If for a school magazine, write your full name and class.
https://youtu.be/MbMMZ4rPrfI

EVALUATION: How many audiences can we target while writing article?
Explain what language and tone to be used in each case.

GENERAL EVALUATION:
1. Indicate the stressed patterns of these three – syllable words, i.e whether first syllable, second syllable or third syllable: uncertain, circulate, following, absentee, interview, languages, develop, second-hand, discussion, telephone

2. Fill in the gaps with the correct words from the table below the passage:
Nigeria is a _________1________ country, but there are two dominant religions in the country-Christianity and Islam. There are other groups who practise traditional religion.
One thing common to all these forms is the ______2_______ in one God who is called various names like God, Allah, Chineke, Olorun, etc.
Another common element is the idea of ________3_______ and code of conduct. All of them seek to make their _______4______ have good names and practise what their holy books prescribe. ____5_____, which is practised by followers to the ________6___________ of holy book the Bible.

A B C D
1. christian islamic secular religious
2. idea notion practice belief
3. fasting pilgrimage festivals worship
4. churches mosques temples follower
5. Islam Methodist Christianity Baptist
6. Writing Doctrines Preaching Sermons

ASSIGNMENT
Write an article on unemployment in a national dallies.

PRE-READING ASSIGNMENT
i. Word of four syllables
ii. Simple sentences

REFERENCE BOOKS
I, Intensive English for Senior Secondary Schools by Benson O.A. Olukpe et al
II. Contemporary English Grammar by J.D. Murthy

Post by **admin** » Tue Jun 23, 2015 10:54 pm

LESSON 22
Speech Work: Words of four syllables, stressed on first, second or third syllables
Comprehension: The Art of Reading
Vocabulary development (Antonyms as Words Exactly Opposite in Meaning)
Structure: Simple Sentences
Writing Skills: Continuous writing – Descriptive (oral)

ASPECT: Speech Work
TOPIC: Words of Four Syllables, Stress on First, Second or Third Syllables
Although there are no clearly defined rules governing the stress pattern of words of three or more syllables, some guidelines could be devised to help assign primary pitch prominence to the correct syllable. Some words become very long when prefixes and suffixes are added. Some polysyllabic words may end in –ing, -ed, -ly, -ial, -ic, -ian, -ion or –ity while others may have such prefixes as un-, im-, ir-, mal-, pro- and dis-. These affixes are not usually stressed in English. Besides, the presence of some suffixes enables a speaker to determine the stressed syllable in a word. We can therefore make the following rules based on the suffix that ends a word.
1. Stress the second syllable from the end of a word which ends in –ic, -ion, -ial, and –ian.
2. Stress the third syllable from the end of a word which ends in –ity and –ate.
In the following groups of words, the stressed syllables are written in capital letters.

Words of Four Syllables
First Syllable Second Syllable Third Syllable
Caterpillar poLItical circuLAtion
Mechanism cerTIficate intoNAtion
Tribalism coMMUnicate ecoNOmic
Criticism capTIvity indiGEStion
CHAracter imPOssible demarCAtion
Demarcated reCIprocal disadvantage
FORtunately unFORtunate photoGRAphic
Positively phoTOgraphy superVIsion
Nepotism reMARkable undeSERving
Delicately draMAtic underSTAND

https://youtu.be/ivL2BFrCGbM

EVALUATION: Indicate the stressed syllable in each of the following words by representing it with capital letters.
1. Candidate 2. Communicate 3. Information 4. Captivity 5. Community 6. Grammatical 7. Industrial 8. Commemorative 9. Preposition 10. Executioner

ASSIGNMENT: Indicate the stressed syllable in each of the following words by representing it with capital letters.
1. Comfortable 2. Incapacitate 3. Encouragement 4. Ceremoniously 5. Understandable 6. Management 7. Departmentalize 8. Jurisprudence 9. Suburbanite 10. impossible

LESSON 23
ASPECT: Comprehension/Vocabulary Development
TOPIC: The Art of Reading
When Okorie was informed that he had eventually won the contract worth millions of naira, he was filled with joy. This was ……………………………………………………………………………………………………………………………………………………………………………………… it somersaulted several times leaving both occupants with multiple injuries.
https://youtu.be/iMF7wLIofNY

EVALUATION: Goodbye to Failure in English for SSS1; Exercise 8.12; page 104.

ASSIGNMENT: Goodbye to Failure in English for SSS1; Exercise 8.8; pages 98-99.

Content: Definition of paraphrased, paraphrasing a particular passage.
Paraphrase: simply means expressing in a shorter or clearer way what someone has said or written.
A paraphrase of the comprehension passage on page 39 marriage and family.

Irrespective of one’s personal achievement, the only way a woman can be respected in Nigerian society is when she’s married.
Marriage was formerly a sacred institution before western civilisation .
The three major ways of contracting marriage in Nigeria are: court, religious and customary
Marriage customs vary from tribe to tribe in Nigeria. A way of showing wealth and prowess in traditional Nigerian society is polygamy. This is fading out while monogamy is gaining ground.

https://youtu.be/nSGzuxbdheI

Evaluation: In your own word, paraphrase the comprehension read on page 39-40.

Reading assignment: Effective English page 41.

ASPECT: VOCABULARY DEVELOPMENT
TOPIC: Synonyms
What is a Synonym?
A word or phrase that means exactly or nearly the same as another word or phrase in the same language.
Examples: happy – joyous, cheerful, glad, jolly, etc.

Choosing a Synonym
There is a certain skill involved in choosing the most appropriate synonym, as not all are created equal. It is important to consider the connotation of the word because some synonyms can inject a different meaning than the one intended.

For example, one synonym of sad is “gloomy” however, this word carries quite a negative connotation. Depending on the circumstance you can use it, but in this instance, if you just want to say that someone is “down,” then another synonym such as “blue” or “unhappy” would be more applicable.

Synonym Examples
Here is a list of adjectives and their synonyms that are commonly used to describe people.

Beautiful: Attractive, Pretty, Lovely, Stunning
Fair: Just, Objective, Impartial, Unbiased
Funny: Humorous, Comical, Hilarious, Hysterical
Happy: Content, Joyful, Mirthful, Upbeat
Hardworking: Diligent, Determined, Industrious, Enterprising
Honest: Honorable, Fair, Sincere, Trustworthy
Intelligent: Smart, Bright, Brilliant, Sharp
Introverted: Shy, Bashful, Quiet, Withdrawn
Kind: Thoughtful, Considerate, Amiable, Gracious
Lazy: Idle, Lackadaisical, Lethargic, Indolent
Mean: Unfriendly, Unpleasant, Bad-tempered, Difficult
Outgoing: Friendly, Sociable, Warm, Extroverted
Rich: Affluent, Wealthy, Well-off, Well-to-do
Strong: Stable, Secure, Solid, Tough
Unhappy: Sad, Depressed, Melancholy, Miserable

Here are some miscellaneous words and their synonyms:
Baffle: confuse, deceive
Hypocrisy: duplicity, falseness
Pacify: appease, placate
Recalcitrant: obstinate, stubborn
Turbulent: disordered, violent
Valid: authorized, legitimate
Old: antiquated, ancient, obsolete, extinct, past, prehistoric, venerable, aged
True: genuine, reliable, factual, accurate, precise, correct, valid, real
Important: required, substantial, vital, essential, primary, significant, critical
Weak: frail, anaemic, feeble, infirm, languid, sluggish, puny, fragile
https://youtu.be/RUb_Otdx3cY

EVALUATION
Choose the words that are closer in meaning to the words in initial position.

More Examples
Futile – worthless – vain – useless
Virtuous – good – upright – religious
Solitary – lonely – private
Incensed – angry – infuriated – annoyed
Erudition – learning – articulate – chatty
Dexterity – expertise – skill –knowledge
Circumvent – miss – bypass –forego
Feasible – practicable – possible – worthy
Restive – pensive – restless – agitated
Ingenious – ambitious – clever – intelligent

Some words or expressions we use tend to share meaning in some or all senses while some tend to be opposed to one another in meaning. Words or expressions that share meanings are called synonyms. For example, ‘go’ and ‘proceed’ are similar in some ways and therefore are synonymous. Also, in the following sentences, take careful look at the use of the words: ‘clumsy’ and ‘uncoordinated’, ‘ideal’, ‘perfect’ and ‘novel’ and ‘new’:
a. Eze is very clumsy and is always bumping into things.
b. Eze is very uncoordinated and is always bumping into things.
c. Bola is the perfect wife for the pastor.
d. Bola is the ideal wife for the pastor.
e. Ifeoluwa played with a novel idea in her poetry.
f. Ifeoluwa played with a new idea in her poetry.

Remember that even if two words mean the same thing, the usage of those two words may be different. This is because differences in strength, rather than differences of meaning often occur, to create a little gap in meaning. The pairs of words given below are close in meaning. Try to distinguish between them by formulating sentences in which only one of the two words would be suitable.
conceive, imagine
elaborate, detailed
plausible, reasonable
lucrative, profitable
impromptu, unprepared
disdainful, arrogant
submit, yield
absurd, ridiculous
ostensible, apparent
obtuse, stupid

EVALUATION: Choose the words that are closer in meaning to the words in initial position.
1. Futile – worthless – vain – useless
2. Virtuous – good – upright – religious
3. Solitary – lonely – private
4. Incensed – angry – infuriated – annoyed
5. Erudition – learning – articulate – chatty
6. Dexterity – expertise – skill –knowledge
7. Circumvent – miss – bypass –forego
8. Feasible – practicable – possible – worthy
9. Restive – pensive – restless – agitated
10. Ingenious – ambitious – clever – intelligent

ASSIGNMENT: From the words or groups of words lettered A to E, choose the one that is nearest in meaning to the underlined word or group of words as it is used in each of the following sentences.
1. Jimoh sympathized with his brother’s idea but unable to provide any financial support.
A. antagonized B. approved C. adopted D. harmonized with E. accepted
2. His automobile was in such bad condition that everyone feared to ride in it.
A. position B. state C. situation D. circumstance E. rank
3. Joshua doubted whether his sister’s explanation was truthful.
A. pondered B. disbelieved C. questioned D. mistrusted E. considered
4. Faith’s version of the incident was quite different from mine.
A. account B. edition C. translation D. copy E. impression
5. The supply of paper in the office is now exhausted.
A. worn out B. completed C. eliminated D. finished E. destroyed

LESSON 24
ASPECT: Structure
TOPIC: Simple Sentence
A sentence is a group of words expressing a complete thought with some kind of meaning for the audience. Every sentence must have at least one independent clause. Sentences can be classified according to their grammatical structure as simple, compound, complex, and compound-complex.

THE SIMPLE SENTENCE
A simple sentence is a sentence with a single independent clause and no dependent (subordinate) clauses. It has only one subject and one predicate; however, either the subject or the predicate may contain more than one element.
("S" stands for the simple subject, and "P" stands for the simple predicate):

Examples:
1. Great literature stirs the imagination.
2. To begin with, my Thermos bottle's cap, screwed in tightly, never fits precisely.
The second example illustrates that a simple sentence can still be a rather lengthy sentence, even if it contains several modifiers. The following sentences are examples of simple sentences which contain a subject and/or predicate with more than one element.
Note: Do not confuse the compound subjects and predicates of simple sentences with the compound independent clauses of compound sentences.

Examples:
Simple sentences with compound subjects:
1. Joe and Ellen came to my house last night.
(Both Joe and Ellen performed the action of the verb came.)
2. The Army, the Red Cross, and the Coast Guard sent units to the disaster area.
(The Army, the Red Cross, and the Coast Guard all performed the action of the verb sent.)
Seven basic clause patterns are recognized for the English simple sentence

EVALUATION: Give five examples of simple sentences.

ASSIGNMENT: With an example each, state the seven basic clause patterns recognized for English simple sentence.

Tenses (past)
Content: simple past tense
Past continuous
Past perfect and
Past perfect continuous
Simple past Tense: The regular verbs form there past by adding (Ed) to the simple form of verb, while irregular verbs form their past tense in different ways e.g.
Ume worked. In farm yesterday (regular)
The boys talked to me this morning (regular)
We ate late last night (irregular)
Ada spoke to me on telephone (irregular)

Past continuous Tense: This shows that an action was still continuing in the past. It is formed by using a form of the past auxiliary ‘be’ and ‘ing’ e.g. was/were+ing
I was drinking.
We were drinking

Past perfect: This shows that an action was completed before another action in the past, or completed before a definite time. The auxiliary used here is ‘had’.eg
(a)After he had drink the water, he thanked me.
(b)They had finished the work before the teacher arrived.

Past perfect continuous: e.g.
I had been drinking
We had been doing it
They had been trying
She had been working

LESSON 25
ASPECT: Writing Skill
Essay writing: various methods of introducing writings.
Content: Essay writing, types
Essay writing: The features of a good essay include, a rich content, its orderly presentation, correct use of language and avoidance of mechanical errors.
(i)Content: the material the candidate presents must be relevant to the question set.
(ii)Organisation: This is an orderly exposition, demonstrating the required formal features.
(i)Expression: This is the candidate’s ability on:
(ii) choice of the right words; idioms and expressions
Use of language
(iii) Use of different types of sentences
(iv)Effective use of punctuation marks for sentence control
(v)Mechanical Accuracy: All these are looked out for here:
(a) Careless handwriting.
(b)Omission of words
(c)Use of incorrect tense, e.g. wrong use of number (singular/plural)
wrong use or omission of punctuation marks.
Wrong use of capital letters.

TYPES OF ESSAY
Narrative Essay: It requires you to relate an event or incident as an eye witness would. It's the art of storytelling.
Descriptive Essay: It requires you to write a description of, for example an object, a person, an animal, an incident or a scene e.g. describe a rainy day you will live to remember.
Expository Essay: It requires you to explain a thing or process fully. Usually it requires the writer to compare and contrast, discuss causes and effects of something or define something thoroughly (illustration). E.g. wild animals, articles, or the rising cost of living and the Nigerian people, Road accident in Nigeria.
Argumentative Essay: It requires you to present a subject view to persuading your reader to agree with your own point of view against another one e.g. pipe-borne water is more useful to the people than electricity.
https://youtu.be/oOQRqHCxbCE

Evaluation: write an essay presenting your points for or against the topic ' Day students perform better than boarding students in examination.

Reading assignment: countdown by Evans page 2-4

Assignment: Question 41-50 on page 266-267 of Countdown.

TOPIC: Descriptive Essay
A descriptive essay describes. So many things could be described such as a person, a place, a scene or an event, an object. A good descriptive essay brings what is described so close that the person to whom we describe will have a clear picture of that object or person. Description is writing what something or somebody is. Description concentrates primarily on things rather than the actions in which the things participate.
Here are a few examples of descriptive essay topic:
1. The market day in my town.
2. My school
3. Our school garden
4. A house on fire
5. A flood disaster on a Lagos street.

Components of a Descriptive Essay
The components of descriptive essay include the following:
i. Topic of a descriptive essay
ii. The introduction of a descriptive essay
iii. The body of a descriptive essay
iv. The conclusion of a descriptive essay

The Features of Descriptive Writing
In descriptive writing, an object or person is identified in such a way that it is easy to put it apart from other similar objects. Descriptive writing involves the use of words which give the qualities of the subject or object of description: words such as ‘dull’, ‘friendly’,
‘good’, ‘bad’, ‘nice’, etc.
The use of figurative language gives colour to a description. Two figurative expressions usually employed to make a description lively are the simile and the metaphor.
https://youtu.be/3msN3xedn70

EVALUATION: Give the description of ‘The educator I admire most’.

ASSIGNMENT: Write an essay on this topic: ‘My country in ten years’ time’.

From the words or groups of words lettered A to D, choose the one that is nearest in meaning to the underlined word or group of words as it is used in each of the following sentences.
1. I cannot understand why Ali should serve in that moribund administration.
A. oppressive B. prodigal C. crumbling D. purposeless
2. The conference Centre caters for transients only.
A. temporary guests B. professionals C. permanent guests D. novices
3. The coalescence of the groups created additional problems. A. proscription B. fighting C. disbandment D. union
4. The bride was praised by her mother-in-law for her impeccable behavior.
A. spotless B. appropriate C. beautiful D. faultless
5. Ogene was not the least cowed by the bully’s threats.
A. intimidated B. worried C. encouraged D. distracted

In each of the questions 6 to 8, choose the appropriate stress pattern from the options. The syllables are written in capital letters.
6. expostulate
A. exPOStulate B. exposTUlate C. expostuLATE D. Expostulate
7. sufficiency
A. sufficienCY B. suffiCIENcy C. sufFIciency D. SUfficiency
8. Catholicism
A. catholiCISM B. Catholicism C. cathoLIcism D. caTHOlicism

From the words or group of words lettered A to D, choose the word or group of words that best completes each of the following sentences.
9. Your mobile phone has…………….ten times in the last hour.
A. rang B. rung C. been ringing D. being rung
10. As soon as he heard the bell, he …………….to the door.
A was hurrying B. hurries C. hurried D. has to hurry

PRE-READING ASSIGNMENT: Read about various ways through which synonyms are derived.

ACTIVITY: Make pairs of synonyms by matching a word from the list with a word from the second:
exterior copy
duplicate loathsome
connect acknowledge
admit outside
symptom discontinue
cease join
frigid inducement
motive indication
repulsive cold

REFERENCES:
1. Intensive English for SSS Book1 by B.O.A. Oluikpe et al.
2. Goodbye to Failure in English for SSS Book1 by Ken Mebele and Femi Omodara.
3. English Lexis and Structure for SSS & Colleges by Ayo Bamgbose.
4. Oral English for Schools and Colleges by Sam Onuigbo.

Post by **admin** » Tue Jun 23, 2015 10:54 pm

LESSON 26
Speech Work: Stress timing in English sentences; correct phrasing & voice modulation
Comprehension: The Art of Reading
Vocabulary development (Antonyms as Words nearly Opposite in Meaning)
Structure: Complex Sentences
Writing Skills: Continuous writing – Descriptive (written)

ASPECT: Speech Work
TOPIC: Stress Timing in English Sentence
English is timed by the syllables we stress. It is thus irregular in rhythm. When we speak naturally, words are parts of phrase and longer sentences. The time relationships among syllables make up the rhythm of language. Just as musical notes are of different lengths (1/2 notes, ¼ notes) and are grouped into measures (3/3 time, 7/8 time), syllables also make patterns that help us to figure where words begin and end and which words are more important than others.
Every language has its own rhythm. Look at the two sentences below: Which sentence sound more natural in English? Why?
1. Big black dogs chase small white cats.
2. A big black dog is chasing a little cat.
The answer is number 2, and the explanation is that this sentence has an alternation of stressed and unstressed syllables. All the syllables are stressed in the first sentence.

The rhythm of English involves an alternation of stressed and unstressed syllables, the former being strong and the latter normally weak, reduced. Having a number of stressed syllables in succession is unnatural in English, and this is called staccato rhythm. An essential characteristic of English rhythm is that stressed syllables are longer, clearer and higher in pitch while unstressed syllables are shorter, unclear and lower in pitch.
This means that the difference between stressed and unstressed syllables in a sentence is very marked in English, especially in familiar, rapid speech.
It is assumed that in English, the three sentences below take roughly the same time to say, because they have the same number of stressed syllables.
1. Kids like school.
2. The kids will like the school.
3. The kids will be liking the school.

In addition, stressed and unstressed syllable in English tend to alternate in the stream of speech, which is the reason why too many stressed syllables sound ‘bad’. This is precisely why we find a particular phenomenon that is called stress shift.
Pronounce the sentences below:
1. Mary just turned nineteen.
2. Mary is nineteen years old.
3. Sheila lives right next-door.
4. The Flints are our next-door neighbours.
5. Let’s go to New York!
What is happening? The answer is that words like nineteen are stressed in the last syllable, but when they are followed by a word beginning with a stressed syllable, as in nineteen years the stress on the last syllable is shifted to the first syllable: nineteen years. This is because the rhythm of English, as we have seen, involves an alternation of stressed and unstressed syllables. When the stress is shifted, it is called stress shifting.

EVALUATION: Stress the following words: excite, above, contest, import, protest, rebel, present, object, contrast, boutique, behind, deport, dispute, promote, extort.

ASSIGNMENT: Stress the following words: motivation, recuperate, stupidity, resurrection, photography, maternity, referendum, academic, ridiculous, enthusiastic.

LESSON 27
ASPECT: Comprehension/Vocabulary Development
TOPIC: The Art of Reading
As a young boy, I used to be scared stiff of my father who was a man of his word. He had a very negative opinion ……………………………………………………………………………………………………………………………………………………………………………………… that contrasts with my father’s way of letting us know his piece of mind on an issue he hated – through commands.]
https://youtu.be/0Sy2mi1kR9k

EVALUATION: Goodbye to Failure in English for SSS1; Exercise 9.10; pages 113-114.

ASSIGNMENT: Goodbye to Failure in English for SSS1; Exercise 9.7; pages109-110.

ASPECT: VOCABULARY DEVELOPMENT
TOPIC: Antonyms
Words and expressions can also be opposed to one another in meaning. These words are referred to as antonyms. Words which are opposite in meaning can sometimes be recognized by their shape. This is because of the use of certain word-forming affixes beginning or ending them:
in- adequate inadequate; visible: invisible
im - probable: improbable; polite: impolite
un – fortunate: unfortunate; faithful: unfaithful
il - legal: illegal; logical: illogical
dis - like: dislike; mount: dismount

EVALUATION: Choose words that are opposite in meaning to the words in initial position.
1. Hot – cool – cold – warm
2. Good – bad – fair – worse
3. Conceal – hide – expose – close
4. Teetotaler – drunkard – connoisseur – vegetarian
5. Novice – expert – apprentice – pupil
6. Indiscriminate – selective – impartial – uncontrolled
7. Outrageous – offensive – pleasant – courageous
8. Invaluable – worthless – costly – princely
9. Fascinating – interesting – repulsive – magnetic
10. Arduous – strenuous – difficult – easy
https://youtu.be/YjBlbnUNCjI

ASSIGNMENT: From the words lettered A to D below, choose the word that is nearly opposite in meaning to the underlined word and will, at the same time, correctly fill the gap in the sentence.
1. We blamed Obi for breaking the door, but when Ade confessed that he did it, Obi was …………..
A. rewarded B. exonerated C. released D. jailed
2. Parking on this street is ……………on week-days but permitted at weekends.
A. rejected B. sanctioned C. abolished D. prohibited
3. They had to ………….the old buildings to construct the five-star hotel. A. close B. remove C. demolish D. damage
4. If we can commence the meeting on time we should be able to ……………by 4.00 p.m.
A. return B. vacate C. convene D. adjourn
5. Musa is very frugal, whereas his friend Audi is ………………
A. miserly B. thrifty C. precocious D. extravagant

Vocabulary Development: Words associated with Stock Exchange
Content: definition, relevant words
Stock Exchange: This is the business of buying and selling shares. It could also mean a place where stock and shares are bought and sold.

Relevant words:
Stock: A supply of something for use.
Shares: Ownership of rights in companies bought and sold in form of printed statement.
Shareholder or stockholder: An owner of one or more shares in business.
Subscribe for shares: To pay money regularly for shares.
Dividend: The part of money made by a business which is divided among those who own shares in the business.
Stockbroker: A man whose job is buying and selling of stock.

Reading assignment: page 334 of Complete English course for Senior Secondary Schools by: Ohamaka Chioma Ibe.

Evaluation: choose five vocabularies of stock exchange and use them in sentences

LESSON 28
ASPECT: Structure
TOPIC: THE COMPLEX SENTENCE
A complex sentence is a sentence that contains a single independent clause and at least one dependent (subordinate) clause. Such dependent clauses may be adjective clauses, noun clauses, or adverb clauses. Use commas to set off non restrictive (or nonessential) clauses. Separate opening adverb clauses from the rest of the sentence with a comma.
Examples (Dependent clauses are enclosed in brackets):

Complex sentence with an adjective clause:
1. The horse [that I trained] won the race.
2. Great literature, [which stirs the imagination], also challenges the intellect.

Complex sentence with several dependent clauses:
1. [When Chaplin was performing with a troupe {which was touring the United States}], Max P
2. Sennett, [who owned the Keystone Comedies}, hired him.
Note: When Chaplin was performing with a troupe which was touring the United States contains the clause, which was touring the United States.
An example with a relative clause has the dependent clause:
1. The dog that was in the street howled loudly.
2. A student who is hungry would never pass up a hamburger.
An example with a subordinating conjunction creating the dependent clause (note the various positions of the dependent clause):
End: The dog howled although he was well fed.
Front: Because the dog howled so loudly, the student couldn't eat his hamburger.
Middle: The dog, although he was well fed, howled loudly.
https://youtu.be/W-uPiTB877c

EVALUATION: Identify the following sentences as Simple, Compound, Complex or Compound/Complex.
1. Pauline and Bruno have a big argument every summer over where they should spend their summer vacation.
2. Pauline loves to go to the beach and spend her days sunbathing.
3. Bruno, on the other hand, likes the view that he gets from the log cabin up in the mountains, and he enjoys hiking in the forest.
4. Pauline says there is nothing relaxing about chopping wood, swatting mosquitoes, and cooking over a woodstove.
5. Bruno dislikes sitting on the beach; he always gets nasty sunburn.
6. Bruno tends to get bored sitting on the beach, watching the waves, getting sand in his swimsuit, and reading detective novels for a week.
7. This year, after a lengthy, noisy debate, they decided to take separate vacations.
8. Bruno went to the White Mountains of New Hampshire, and Pauline went to Cape Cod.
9. Although they are 250 miles apart, they keep in constant contact on the internet.
10. Bruno took the desktop computer that he uses at work, and Pauline sits on the beach with her laptop computer, which she connects to the internet with a cellular phone.

Content: Simple Future, Future Continuous
Simple future Tense: It makes use of the modal auxiliary verbs 'shall' and 'will'.
I shall travel soon.
You see the manager when he arrives.
It also makes use of the form 'be going' and 'to' infinitive.
Emeka is so willing to succeed

It's going to rain today
We are going to defeat them.

It makes use of simple present and an expression indicating the future.
The bus leaves tomorrow.
The plane arrives tonight.

Future progressive (Continuous)
It uses the present progressive and an expression indicating the future.
Adamu is leaving tomorrow.
We are taking the examination next week.

https://youtu.be/0anZBvnj6LM

https://youtu.be/VDGJEjAmmU4

Evaluation: Use the simple future and the future continuous tenses in sentences.

Reading Assignment: Countdown page 199-200

Assignment: page 267-268 of Countdown: Question51-60

LESSON 29
ASPECT: Writing Skill
TOPIC: Descriptive Essay
A descriptive essay describes. So many things could be described such as a person, a place, a scene or an event, an object. A good descriptive essay brings what is described so close that the person to whom we describe will have a clear picture of that object or person. Description is writing what something or somebody is. Description concentrates primarily on things rather than the actions in which the things participate.
Here are a few examples of descriptive essay topic:
6. The market day in my town.
7. My school
8. Our school garden
9. A house on fire
10. A flood disaster on a Lagos street.

Components of a Descriptive Essay
The components of descriptive essay include the following:
i. Topic of a descriptive essay
ii. The introduction of a descriptive essay
iii. The body of a descriptive essay
iv. The conclusion of a descriptive essay

The Features of Descriptive Writing
In descriptive writing, an object or person is identified in such a way that it is easy to put it apart from other similar objects. Descriptive writing involves the use of words which give the qualities of the subject or object of description: words such as ‘dull’, ‘friendly’,
‘good’, ‘bad’, ‘nice’, etc.
The use of figurative language gives colour to a description. Two figurative expressions usually employed to make a description lively are the simile and the metaphor.
https://youtu.be/Y4ENH-zQgWU

EVALUATION: Write an essay for publication in your school magazine on ‘The teacher I admire most’

ASSIGNMENT: Write an essay on this topic: ‘My country in ten years’ time’.

Essay Writing: More on argumentative 'Child Abuse' who is to blame, Government or parents?
Content: Explanation, points
In this kind of argument which is a good example of an ordinary argumentative essay, not a debate topic. All you need to do here is to write the topic and start your essay

You are to choose who is to blame whether the government or parents

Format
(i) Write your topic e.g. Government is to blame for child Abuse
Or
(ii)Parents are to blame for child Abuse

If you choose parents are to be blame

Points:
Some parents fail to plain on the number of children to give birth to.
Some children are not given proper formal and moral education.
Poverty: This makes some parents send their children to hawk goods on the road.
Some parents lack proper upbringing thus, they cannot give their children.
Covetousness: Some parents encourage their daughters to engage in child's trafficking.
Corporal punishment by some parents which can easily harden the heart of a child

Evaluation: Write an argumentative essay on the topic taught

Reading assignment: Countdown page 26-28

From the words lettered A to D below, choose the word that is nearly opposite in meaning to the underlined word and will, at the same time, correctly fill the gap in the sentence.
1. The lecture seemed interminable.
A. unending B. boring C. long D. brief
2. What a harmless thought he has!
A. pernicious B. pertinent C. pleasant D. perfect
3. The town was all agog at his unexpected return.
A. on fire B. excited C. unexcited D. surprised.
4. In his naivety, he believed all the stories his friend told him.
A. artlessness B. stupidity C. friendliness D. incredulity
5. The journalist’s write-up contained a plethora of detail.
A. shortage B. simplicity C. complexity D. spectrum

In each of the questions 6 to 8, choose the appropriate stress pattern from the options. The syllables are written in capital letters.
6. advertisement
A. advertiseMENT B. adVERtisement C. Advertisement D. advertisement
7. association
A. associAtion B. Association C. associaTION D. aSSOciation
8. capitalism
A. caPItalism B. CApitalism C. capiTAlism D. capitaLISM

From the words or group of words lettered A to D, choose the word or group of words that best completes each of the following sentences.
9. We heard grandfather ……………the organ.
A. plays B. played C. play D. to play
10. The driver risked …………….the car ahead of him.
A. overtaking B. to overtake C. overtake D. overtaken

PRE-READING ASSIGNMENT: Read about the various ways through which antonyms are derived.

ACTIVITY: Using the correct prefix or suffix, give the opposites of the following words: ambitious, fortune, harm, pity, legible, literate, discern, audible, voluntary, limit.

REFERENCES:
1. Intensive English for SSS Book1 by B.O.A. Oluikpe et al.
2. Goodbye to Failure in English for SSS Book1 by Ken Mebele and Femi Omodara.
3. English Lexis and Structure for SSS & Colleges by Ayo Bamgbose.
4. Oral English for Schools and Colleges by Sam Onuigbo.

Post by **admin** » Tue Jun 23, 2015 10:55 pm

LESSON 30
Speech Work: Oral Composition; narrative and descriptive.
Comprehension: The Art of Reading Comprehension
Vocabulary (Synonyms as Words with the same meaning).
Structure: Compound Sentences.
Writing Skills: Continuous Writing – Exposition (oral).

ASPECT: SPEECH WORK
TOPIC: Oral Composition (Narrative)
SUBJECT MATTER: A narrative relates mainly a sequence of events. It tells what happened and how it happened. Narratives can be: stories (either real or imaginative), biographies, reports, folk-stories, etc. The students are advised to select their topics of narration on related issues from the examples given above.

POINTS TO NOTE ABOUT NARRATIVES
(1) Narration depends chiefly on time order (chronological sequence of events).
(2) Narration can take a divers order of events: (A B C; B C A; C B A; C A B C, etc.)
(3) The narrator has the task of translating a past action, involving or not involving the use of words, into words.
(4) The choice of vocabulary is very important.
(5) Narratives employ verbs in the past.

METHODS OF ORAL NARRATIVES
(1) Be clear about the story you are going to tell.
(2) Draw an outline of the events as they occurred.
(3) Decide on the approach to adopt in the narration.
(4)Be conscious of the characters (male, female) in the narration.
https://youtu.be/Pf7ywvfCJUo

https://youtu.be/lQAjlxFuS9c

CLASS ACTIVITY: Students to choose their topics to write their narrative.

Oral Composition Skills (Descriptive).
(i) Subject matter.
(ii) Essentials of description.
(iii) Method of description.

SUBJECT: Description means giving all the required detail so that the reader can see, smell, feel, hear, and taste, through vicarious experience through your words. The main purpose of oral description is to produce in the listener a picture (scene) as clear and accurate as that in the mind of the narrator. One can easily describe:-
(a) An important day in one’s life (event)
(b) An intimate friend (human)
(c) The Elephant (animal), etc.

ESSENTIALS OF DESCRIPTION: You are expected to take notice of the following points to help your description: (a) size (b) shape, (c) weight (d) colour, (e) composition, (f) age and condition (g) location of items.

METHODS OF DESCRIPTION
(1) Observe or visualize the object or event to be described.
(2) Draw an outline of all its general aspects chronologically.
(3) Identify a particular fact you consider necessary to mention.
(4) Decide on what approach or description to employ (either purely description or narrative approach).
https://youtu.be/DQpIG_M_I-A

LESSON 31

ASSIGNMENT
In question 1 – 15 choose the option nearest in meaning to the word(s) or phrase in italics.
1. The tenure of that principal was an unmitigated disaster. (a) unfortunate (b) unexpected (c) unqualified (d) unprecedented.
2. Among the mountains in the Cameroun, there is an extinct volcano. (a) inactive (b) expired (c) extinguished (d) obsolete
3. The dispute between the two countries has resulted in the severing of diplomatic relations. (a) stopping (b) breaking (c) withdrawing (d) cancelling.
4. The loud noise of the police siren woke us up. (a) clamour (b) ding-dong (c) whistle (d) wail
5. The patient is suffering from an ailment that keeps recurring. (a) chronic ailment (b) a frequent ailment (c) an acute ailment (d) a constant ailment
6. Learn to live within your meagre means. A. plenty B. immense C. surplus D. insufficient
7. They were besieged by a battalion black ants. A. surrounded B. betrayed C, taunted D. converged
8. Although he has become rich, he has kept his frugal habits. A. wasteful B. economical C. ritual D. rational
9. Try to make your writing legible. A. good B. straight C. readable D. beautiful.
10. Don’t bank on John, he may disappoint. A. depend on B. give money to C. reveal secrets to D. befriend
11. Jane was led to the altar a week age. A. preached to B. prayed for C. wedded D. escorted to the church
12. He is the most eligible bachelor among his friend. A. welcomed B. suitable C. handsome D. humble
13. You do not need to dissipate energy on a worthless venture. A. waste B. exercise C. exert D. allow
14. You must jettison those ideas, which make you look primitive. A. reveal B. share C. throw out D. hide
15. I was sorely tempted to slap her, but I restrained myself. A. seriously B. angrily C. just D. nearly

THEORY: Draw an outline on: How to prepare my favourite meal’ and write your speech.

LESSON 32
ASPECT: COMPREHENSION
TOPIC: The Art of Reading Comprehension
Ayeni has worked for thirty years as a truck driver in a manufacturing company but he often regretted that he had lived as a tenant....
https://youtu.be/W7BW9gv_OkU

EVALUATION: Goodbye to Failure in English for SSS1; Page 133.

READING ASSIGNMENT: Goodbye to Failure in English for SSS1; Page 148.

ASPECT: VOCABULARY DEVELOPMENT
TOPIC: SYNONYMS
(i) Meaning
(ii) Similar words.
Meaning: Synonyms are words which have almost the same meaning. It should be noted that words may be apparently identical in meaning but may have different applications.

WORDS AND THEIR SYNONYMS

Word Synonyms

Conceive imagine, think, fancy, realize, envisage
Elaborate detailed, circumstantial
Plausible reasonable, credible, believable, specious
Lucrative profitable, advantageous
Mediocre average
Attend look after
Jovial merry
Verify prove
Candid frank, outspoken
Erratic unpredictable

https://youtu.be/RUb_Otdx3cY
Students are encouraged to use their dictionaries and source for more words and their synonyms and write them down in their note books.

EVALUATION: Write two sentences to illustrate differences in the use of the following synonyms:
1. Wealth 2. ostentation 5. devious 7. evasive. 9. Persuade
3. Cryptic 4. hidden 6. Mundane 8. ordinary 10. Cajole

LESSON 32
STRUCTURE
TOPIC: COMPOUND SENTENCE
(i) Meaning
(ii) (ii) structures of Compound sentences
Meaning: The compound sentence is also known as double sentence. The compound sentence is a sentence with two main or independent clauses that are co-ordinate and of equal rank. Better still; a compound sentence is a combination of two sentences that are equal in status. In other words, each of the sentences can stand on its own.
Examples: (a) I warned her but she would not listen.
(b) She came to our house and the two of us went to market.
(c) Okoro threw a pebble and Ada caught it.

STRUCTURES OF COMPOUND SENTENCE
The main features are words which are used to join words, Phrases or clauses that have equal status. Examples:

Main / Independent clause Coordinator Main / Independent Clause

(1) She spoke well and she won the appreciation of all
(2) I offered to help her but she refused my help
(3) I must try hard for there is stiff competition.
(4) He is not my friend nor (she is) my relative
(5) You must read now or you will pass eventually.

CORRELATIVE COORDINATORS
(6) You must either take this job or continue your studies.
(7) She neither liked nor respected her husband.
(8) Corruption is regarded as both a social embarrassment and an enemy of progress.
https://youtu.be/7c1Gbo-BvKo

EVALUATION:
Provide five compound sentences using the following coordinators.
(1) Both ___________ and _____________
(2) Either __________ or ______________
(3) Neither __________ nor _____________
(4) _________________ and ______________
(5) ________________ but _________________

REFERENCES:
Ademola A.F. Adam, Q, Eto J. Eyisi J. Adekunle A; Adepoju, T. (2012): New Concept English for SSS 1; Lagos: Learn Africa PLC.
Marthy J.D. (2007) Contemporary English Grammar; Lagos: Book Master.
Mebele, K and Omodara, F. (2003). Goodbye to failure in English for SSS 1; Lagos:
Treasures Publishers Ltd.
NTI (2000): General Studies Education Cycle 1 : Module 1 – 4; Kaduna, NTI Press.

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