LESSON 10
TOPIC: LEXIS AND STRUCTURE
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. list ten words relating to judiciary
b. explain each of them
REFERENCE: COUNT DOWN TO ENGLISH LANGUAGE OGUNSOWO et al
CONTENT:
LAW AND JUDICIARY
Law – is a rule that everyone / country / society must obey
Law – a rule that deals with a particular crime
Judiciary – the judges of a country or a state when they are considered as a group
WORDS RELATING TO LAW
Damages: the compensation or reward (especially in monetary terms) paid to a person who suffered some damage
Will: it is a document written by a person in anticipation of death, stating how his property will be shared after his demise
Defendant: the person against whom and action is maintained; that is sued by the plaintiff; the accused person.
Codicil: an amendment to a will
Demise: the legal term for death
Defendant: the person against whom a action is maintained; the person that is sued by the plaintiff; the accused person
Client: one who seeks the services of a lawyer
Alibi: a plea made by an accused person that he wasn’t at the scene of the commission of a crime and could therefore not have committed the crime.
Perjury: to tell lies on oath
To institute: to bring a legal suit against a person
Felony: major or most serious offences like murder. A person accused of felony is called a felon
Slander: an unwritten (spoken) defamatory statement
Witness: one who gives support or backing to a claim made by another in court
Holden: the legal term for holding
Situate: the legal term for location
Libel: a written defamatory statement or one that is stored in a permanent for eg recording
Battery: the hitting, touching, beating etc of another person
Patricide: the offence of killing one’s father
Matricide: Killing one's mother
Infanticide: Killing an infant
Murder: Killing a person
Man slaughter: Killing a persong by accident
https://youtu.be/NT5W-lxXkoY
EVALUATION:
a. list ten words relating to judiciary
b. explain each of them
ASSIGNMENT: write short notes on the following:
Murder
Man slaughter
Patricide
Matricide
Plaintiff
LESSON 11
Main Topic: Figures of Speech
Topic:
Hyperbole, Oxymoron, Paradox and Euphemism
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define the figures of speech mentioned.
2. Give examples of the figures of speech mentioned.
1.
An oxymoron is a figure of speech that deliberately uses two contradictory ideas. For example: a living death – sometimes you have to be cruel to be kind, a deafening silence, make haste slowly, bitter sweet
https://youtu.be/GjML-jKbhOs
2.
Euphemism
A word or phrase commonly used in place of terms which are disagreeable or offensive is called euphemism. For example:
His uncle passed away last night.
She is a lady of easy virtue.
https://youtu.be/iaT6OphtS9o
3.
Hyperbole
It is an intentional and often considerable exaggeration or extravagant statement to make a much lesser point. It should not be taken literally.
If your right eye causes you to sin, pluck it out and throw it away.
I could eat an ox.
I have told you once I have told you a thousand times.
https://youtu.be/IzfyNwNpUmA
4.
Paradox
It refers to a statement which seems on its face to be self-contradictory or absurd , yet turns out to make good sense or be true. For example:
They called him a lion. But in the boxing ring, the lion was a lamb.
For slaves, life was death, and death was life.
The barber shaves all the men who don’t shave themselves.
https://youtu.be/TWwnOmrya94
Evaluation:
1. Define oxymoron, paradox, euphemism and hyperbole
2. Give one example of each of the figures of speech mentioned above
Assignment
Define and give one example of each of the following:
Metaphor, personification, apostrophe and rhetorical question
LESSON 12
Main Topic: Vocabulary Development
Topic:
The Use of Dictionary
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention uses of dictionary
2. Look up meanings of words and other uses of the dictionary
How to Use A Dictionary
A dictionary will give you the following information about a word:
1. How to spell the word and its special plural form
2. Whether or not the word is capitalized or abbreviated
3. How to break the word into syllables
4. How to pronounce the word
5. The part of speech of a word
6. Different meanings that the word has, as well as synonyms (same meaning) and antonyms (opposite meaning)
7. A sentence or expression with the word used correctly
8. The meanings of important prefixes and suffixes
9. The special uses of the word
10. The history of the word
11. Other words derived from the main word
Special sections in some dictionaries tell you about:
1. Foreign words and phrases
2. Abbreviations
3. Addresses of colleges or government offices
4. The population of cities and countries
Applying the following pointers will save time when you use a dictionary:
1. Know and use proper alphabetical order
2. Use guide words to save time
3. Check all abbreviations and symbols in the special sections
4. If at first you don’t succeed in finding the word, don’t give up. You might need to check several possible spellings before finding the word
5. Substitute the meaning you find for the word in the sentence. Be sure you select the most appropriate meaning, not merely the first one you come to
6. Try saying the word aloud after you look at the pronunciation key.
https://youtu.be/DxLh4dpARj8
https://youtu.be/RyxtYRkzqcg
Evaluation:
1. What are the uses of the dictionary?
2. Look up the meaning of this idiom-
The hood does not make a monk.
3. How is this word pronounced?
Exact
Assignment
Look up for where stress marks are placed on the following words and how many syllables are there?
Unfortunate, impossibility, incorrigibility
LESSON 13
Main Topic: Comprehension
Topic:
Reading for critical evaluation
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention points to note on critical reading
2. Apply critical reading to reading.
3. Explain strategies in critical reading
7 CRITICAL READING STRATEGIES
1.
Previewing: Learning about a text before really reading it.
Previewing enables readers to get a sense of what the text is about and how it is organized before reading it closely. This simple strategy includes seeing what you can learn from the headnotes or other introductory material, skimming to get an overview of the content and organization, and identifying the rhetorical situation.
2.
Contextualizing: Placing a text in its historical, biographical, and cultural contexts.
When you read a text, you read it through the lens of your own experience. Your understanding of the words on the page and their significance is informed by what you have come to know and value from living in a particular time and place. But the texts you read were all written in the past, sometimes in a radically different time and place. To read critically, you need to contextualize, to recognize the differences between your contemporary values and attitudes and those represented in the text.
3.
Questioning to understand and remember: Asking questions about the content.
As students, you are accustomed (I hope) to teachers asking you questions about your reading. These questions are designed to help you understand a reading and respond to it more fully, and often this technique works. When you need to understand and use new information though it is most beneficial if you write the questions, as you read the text for the first time. With this strategy, you can write questions any time, but in difficult academic readings, you will understand the material better and remember it longer if you write a question for every paragraph or brief section. Each question should focus on a main idea, not on illustrations or details, and each should be expressed in your own words, not just copied from parts of the paragraph.
4.
Reflecting on challenges to your beliefs and values: Examining your personal responses.
The reading that you do for this class might challenge your attitudes, your unconsciously held beliefs, or your positions on current issues. As you read a text for the first time, mark an X in the margin at each point where you feel a personal challenge to your attitudes, beliefs, or status. Make a brief note in the margin about what you feel or about what in the text created the challenge. Now look again at the places you marked in the text where you felt personally challenged. What patterns do you see?
5.
Outlining and summarizing: Identifying the main ideas and restating them in your own words.
Outlining and summarizing are especially helpful strategies for understanding the content and structure of a reading selection. Whereas outlining reveals the basic structure of the text, summarizing synopsizes a selection's main argument in brief. Outlining may be part of the annotating process, or it may be done separately (as it is in this class). The key to both outlining and summarizing is being able to distinguish between the main ideas and the supporting ideas and examples. The main ideas form the backbone, the strand that holds the various parts and pieces of the text together. Outlining the main ideas helps you to discover this structure. When you make an outline, don't use the text's exact words.
Summarizing begins with outlining, but instead of merely listing the main ideas, a summary recomposes them to form a new text. Whereas outlining depends on a close analysis of each paragraph, summarizing also requires creative synthesis. Putting ideas together again -- in your own words and in a condensed form -- shows how reading critically can lead to deeper understanding of any text.
6.
Evaluating an argument: Testing the logic of a text as well as its credibility and emotional impact.
All writers make assertions that they want you to accept as true. As a critical reader, you should not accept anything on face value but to recognize every assertion as an argument that must be carefully evaluated. An argument has two essential parts: a claim and support. The claim asserts a conclusion -- an idea, an opinion, a judgment, or a point of view -- that the writer wants you to accept. The support includes reasons (shared beliefs, assumptions, and values) and evidence (facts, examples, statistics, and authorities) that give readers the basis for accepting the conclusion. When you assess an argument, you are concerned with the process of reasoning as well as its truthfulness (these are not the same thing). At the most basic level, in order for an argument to be acceptable, the support must be appropriate to the claim and the statements must be consistent with one another.
7.
Comparing and contrasting related readings: Exploring likenesses and differences between texts to understand them better.
Many of the authors we read are concerned with the same issues or questions, but approach how to discuss them in different ways. Fitting a text into an ongoing dialectic helps increase understanding of why an author approached a particular issue or question in the way he or she did.
https://youtu.be/iOGvwPmKOqQ
Evaluation:
1. What are the strategies in reading critically?
2. Explain the strategies in reading critically.
Assignment:
Critically read the report written by a SS2 student in an incident involving him and a teacher and write down your comment.
LESSON 14
Main Topic: Comprehension
Topic:
Reading for Implied Meaning
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define Implied Meaning
2. Apply implied meaning to reading
Content:
Practice
A Street Entertainer – The World Famous Bushman
Implied meaning is a meaning that isn't explicitly stated. So an implied meaning question is something like 'Aren't you a little chilly in that outfit?' It sounds like you're just concerned for the person's health, but the implied meaning can be something rude like 'Slutting it up a little in that skirt, aren't ya Sparky?'
Read and find the implied meanings in this context.
David Johnson, known as the World Famous Bushman, is a street performer who has been entertaining passers-by (tourists) along Fisherman's Wharf in San Francisco since 1980. He began the bush man act in order to be original (and to collect money.) So what is the World Famous Bushman act? David Johnson hides behind some eucalyptus branches and waits for people to walk by. As they pass, he jumps out and surprises them by yelling "Ugga-bugga!" Some of the people he surprises laugh, while others have gotten angry and have called the police.
Crowds have been gathering across the street from where he usually sits to see Johnson entertain people. In a "good year", Johnson claims he has earned as much as $60,000. He has been employing a bodyguard to protect him against attacks by people who are unhappy with him and to let Johnson know if elderly people are coming so he can avoid scaring them.
The police have recently received a number of complaints about the Bushman, and Fisherman's Wharf merchants have been trying to shut him down. In 2004, he was charged with four misdemeanors by the police, but a jury cleared him. The city District Attorney has given up pursuing him: "the community has spoken".
If you haven't seen him yet, go to San Francisco's Fisherman's Wharf and beware of that clump of leaves that looks like a bush.
https://youtu.be/wydDRf3XEb8
Evaluation:
1. What is Implied Meaning?
2. Explain Implied Meaning
Assignment
Read the passage above and answer the questions on it.
LESSON 15
Main Topic: Summary
Topic:
Summarizing in a specified number of words
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define Summary
2. Apply Summary to text
What does it mean to Summarize?
Fountas and Pinnell remind us that as readers, we are constantly extracting information from a piece of text and condensing that information in some type of summary form. To summarize a piece of text, a reader need not just recap the text after reading, though that is indeed a needed skill. Readers must constantly engage in some sort of ongoing interpretation of what they are reading, by putting together what has been read so far as they continue to process the text. A reader must be able to identify information while reading, extract that information from the print, and form an ongoing synopsis of what it means. The art of summarizing involves bringing all that information in a concise form so that the reader then takes that information from the text and makes it his own.
Ultimately, it is important to remember that summarizing is an in-the-head strategy whose sole purpose is to help the reader comprehend text. Even though students are required to write or select a good summary on proficiency tests, we want the learner to be able to select the important ideas and carry them forward as tools of thought.
—Fountas and Pinnell, 2001
Challenge of Summary:
Summary is a difficult skill for students for a variety of reasons. First, the student must identify the genre — generating a summary of narrative text is different from summarizing expository text. Second, the student must be able to discriminate between trivial details and important ideas. Good summaries do not have many trivial details. Finally, if the passage being summarized is narrative, then the student must identify information that is important to the plot. And if the passage is expository, the student must identify information that is important to the topic.
https://youtu.be/jLdvEFtUuMM
https://youtu.be/WZFI6dvgOzU
Evaluation:
1. What is ‘Summary?’
2. Summarize the underlined part of each of the following sentences to one or two words or a simpler phrase:
Her voice was loud enough to be heard.
Two students were killed by electricity yesterday.
All radio stations should try to join together.
During the civil war, Nigeria and Biafra were engaged in war broadcasts over the radio information which was intended to convince the world that their cause was right.
Assignment:
Summarize the sentence below:
When I was coming to school this morning, after trekking a distance of two kilometers from my house, I saw an ill-clad, wretched-looking man with a plate in hand, who was beaten up by an angry, disorderly group of people.
STRUCTURE: Adverbial Phrase
Content: Definition, Structure and Examples
An adverbial phrase is a set of words which contains no finite verb but performs adverbial functions. Most adverbial phrases occur only in the predicate section.
In addition, what are often times described as noun phrases, participial phrases, prepositional phrases or infinitive phrases are indeed adverbials when they function as modifiers.
Examples
1. The work is much more difficult than we expected. (two adverbs modifying the adjective difficult.)
2. James and Janet got married and lived happily ever after. (adverbial phrase modifying the verb “lived”)
3. He will return early next year .(a noun phrase functioning as and adverbial because it modifies the verb “return” thus it can be called an adverbial phrase of time)
4. She came to see Mr. Segun .(infinitive phrase functioning as an adverbial modifying the verb “came”)
5. Wanting to show off his new wristwatch ,Tunde stood with arms akimbo. ( participial phrasal acting as an adverbial by modifying the verb “stood”)
6. A sum of the money was found in our classroom. (A prepositional phrase modifying the verb “found” in other words it can be called an adverbial phrase.
Grammatical functions
Just like simple adverbs, adverbial phrases or adverb-phrases function as modifiers in the following ways:
1. Modifiers of verbs: See no. 2 example above e.g. We saw him at Ikeja.
2. Modifiers of adjectives: See no 1 example above .She is far more beautiful than you.
3. Modifiers of another adverb. He has worked hard far enough to pass his examination. (far enough modifies hard)
https://youtu.be/1an0ZjR0zek
Evaluation
Use five adverb- phrases to form sentences.
Reading Assignment
Read page 143 (main textbook). Page 212 –213 Countdown
VOCABULARY DEVELOPMENT: Words Associated with Law and Judiciary
Content: Words, meaning and examples
1. Magistrate: An official who acts as a judge in the lowest court of law.
e.g. A magistrate court has been established in Meiran .
2. Solicitor: A lawyer who prepares legal documents for example for the sale of land or building, advises people in legal matters, and can speak for them in some courts of law. E.g. My solicitor advises against purchasing the parcel of land for 10 million.
3. Lawyer: A person who is trained and qualified to advise people about the law and to represent them in a court of law, and to write legal documents e.g. My son’s desire is to become a lawyer.
4. Judge: A person in a court of law who has the authority to decide how criminals should be punished or to make legal decisions. E.g. My uncle is a high court judge.
5. Sue: To make a claim against somebody in a court of law about something that they have said or done to harm you. E.g. I’ll have to sue the bank for wrong deductions from my account.
6. Accused: Someone who is on trial for allegedly committing a crime. E.g. the accused was found guilty.
7. Plaintiff: A person who makes a formal complaint against somebody in the court of law e.g. The plaintiff is not in court today.
8. Witness: A person who sees something happen and is able to describe it to other people e.g. The man is a witness to the murder.
9. Court: The place where legal trials take place and where crimes e.t.c. are judged e.g. The courtroom was filled with anxious people during the trial of the political figure.
10. Bailiff: A law officer whose job is to take possession of property of people who cannot pay their debts. E.g. A bailiff has sealed the debtor’s shop
https://youtu.be/AVuC13JIumQ
Evaluation
Use five words to make sentences.
STRESS PATTERNS
CONTENT: Identification and examples.
In this lesson, we will explain the morphophonemic approach at identifying a stressed syllable. In this approach, stress placement is determined as a result of the occurrence and arrangement of vowels (short, long, diphthongs) and consonants in syllables.
Guidelines
A (i) For two syllable vowels, Simple Adjectives, Adverbs and Prepositions,
Stress the first syllable when the second syllable contains a short vowel and one or a final consonant. E.g. ENter, ENvy, Open, Equal.
However, a two syllable verb that ends in the diphthong (әu) is stressed on the first syllable for example FOllow, BOrrow.
(ii) Stress the second syllable if it contains a long vowel or diphthong and ends with more than one consonant. E.g. withDRAW, inVITE, conTACT, aLIVE.
iii) Three syllabled verbs
If the last syllable contains a long vowel, diphthong or more than our consonant stress it. If the last syllable contains a short vowel or not more one consonant stress the second syllable e.g. resuRRECT, enterTAIN, enCOUNTER, deTERmine
B (i) Nouns of two syllables
Stress the first syllable if the second syllable contains a short vowel otherwise stress the second e.g. MOney, PROduct, LArynx, eSTATE, balLOON, deSIGN.
(ii) Nouns of three syllables
If the last syllable contains a short vowel or the diphthong /әu/, it receives no stress. If the middle syllable contains a long vowel or diphthong or ends with more than one consonant, that middle syllable is stressed e.g. poTAto, diSASter, boNANza, syNOPsis, diSASter, apPOINTment.
If the last syllable contains a short vowel and contains not more than one consonant, stress the first syllable e.g. QUANtity, EXercise, CUStody, SCHOlarship, EMperor, CInema.
https://youtu.be/Wbs5aoqFtVQ
EVALUATION: Identify 3 guidelines for identifying a stressed syllable.
REFERENCE: Oral English by Abu Yusuf
READING ASSIGNMENT: Read court hearing page 10
Choose the correct options
1. You will need to commit the formula ------memory (a) to (b) by (c) on (d) in
2. We came ____ rail (a) on (b) with (c) by (d) in
3. How did you arrive at ____ unholy hour?
(a) that a (b) such an (c) an such (d) the such
4. Jide was absent for __ of the meeting
(a) plenty (b) many (c) much (d) many of
5. Emily enjoys ___ soccer (a) to play (b) play (c) playing (d) to be playing
THEORY
1. Answer questions in practice 2 Page 136(unit 9)
