• COMPLETE SCHEME OF WORK
• WEEK ONE:- {REVISION, SPEECH WORK: DIPHTHONGS, GRAMMAR: ACTIVE AND PASSIVE VOICE, VOCABULARY: WORDS ASSOCIATED WITH AIR TRANSPORT AND COMPOSITION: INTRODUCTION TO EXPOSITORY ESSAY}
• WEEK TWO:- {SPEECH WORK: IDENTIFICATION OF DIPHTHONGS IN WORDS, GRAMMAR: HIGHLIGHTING THE ACTIVE VOICE, VOCABULARY: WORDS ASSOCIATED WITH FISHING AND COMPOSITION: ELEMENTS OF WRITING}
• WEEK THREE:- {SPEECH WORK: INTRODUCTION TO CONSONANT SOUNDS, GRAMMAR: THE USE OF PASSIVE VOICE WITH EXAMPLES, VOCABULARY: WORDS ASSOCIATED WITH THE KITCHEN AND COMPOSITION: EXPOSITORY ESSAY ON THE EBOLA VIRUS}
• WEEK FOUR:- {SPEECH WORK: SYLLABLES, GRAMMAR: EXERCISE ON ACTIVE VOICE, VOCABULARY: WORDS ASSOCIATED WITH THE SICK BAY AND COMPOSITION: ARGUMENTATIVE ESSAY ON TRIBALISM IS A BETTER EVIL THAN CULTISM}
• WEEK FIVE:- {SPEECH WORK: SYLLABLES CONT’D, GRAMMAR: EXERCISE ON PASSIVE VOICE, VOCABULARY: WORDS ASSOCIATED WITH COOKING AND COMPOSITION: ARGUMENTATIVE ESSAY ON CULTISM ERODES THE TRADITIONAL VALUES IN A SOCIETY}
• WEEK SIX:- {SPEECH WORK: CONSONANT CLUSTER, GRAMMAR: STATEMENTS AND QUESTION TAGS, VOCABULARY: WORDS ASSOCIATED WITH TEACHING, COMPOSITION: IDENTIFYING THE DIFFERENCES BETWEEN ARGUMENTATIVE ESSAY AND EXPOSITORY ESSAY}
• WEEK SEVEN:- {SPEECH WORK: WORD BOUNDARIES, GRAMMAR: DIFFERENTIATING BETWEEN POLAR QUESTIONS AND QUESTION TAGS EXPOSITORY, ESSAY: HOW TO PLANT A TREE AND LITERATURE: USE SIMILES AND METAPHORS IN SENTENCES}
• WEEK EIGHT:- {SPEECH WORK: CONTRASTING /EI/ AND /IӘ/, GRAMMAR: EXERCISE ON ADVERBIALS AND LITERATURE: TURN SIMILES TO METAPHORS, AND METAPHORS TO SIMILE}
• WEEK NINE:- {SPEECH WORK: DIPHTHONGS: CONTRASTING /UӘ/ AND /ӘU/, GRAMMAR: REVISION OF NOUNS, PRONOUNS, VERBS AND ADJECTIVES, COMPOSITION: REVISION OF ALL TYPES OF ESSAYS AND LITERATURE: FIGURES OF SPEECH: EUPHEMISM AND PUN}

English Studies, JSS 1 Third Term

Week 1
OVERVIEW:

• Speech Work
• Grammar
• Composition
• Literature-in-English

SPEECH WORK: REVISION ON DIPHTHONGS

This content on Diphthongs was extensively treated in JSS 1 Second Term Week 9

GRAMMAR: INTRODUCTION TO ACTIVE VOICE AND PASSIVE VOICE

OBJECTIVES:

By the end of this lesson, students should be able to:

• Define active voice and passive voice
• Give examples of sentences in the active and passive voice
• Change sentences from the active voice to the passive voice

INTRODUCTION:

The verb has five properties, namely: Voice, Mood, Tense, Person, and Number

Active Voice: Active voice in a sentence means that the subject performed an action. Here, it is stated clearly who did what. Active voice helps with clarity and precision, as it shows clearly who the performer of an action is. Sentences in the active voice have a strong, direct and clear tone.

The structure for a sentence in the active voice is:

Subject + Verb + Object

Examples of sentences in the active voice are:

• Collins swept the rooms
• She wrote the letter
• WHO gave health guidelines concerning COVID-19

In the above examples, the subject of each sentence is clear, as they are projected as the performers of the actions.

Passive Voice: Passive Voice in a sentence means that the subject is acted upon by the verb. Here, the position of the subject and object is switched, to place emphasis on the results of the subject’s action.

Also, passive voice is used to vary sentence structure, as well as in situations where the reader is aware of who the performer of the action is. The structure of a sentence in the passive voice involves the addition of the conjugated “to be” verb, then the main verb is changed to its past participle form, and the preposition “by” is added. It usually takes the structure below:

Object + to be verb + past participle form of the main verb + preposition “by” + Subject

Examples of sentences in the passive voice are:

• The rooms were swept by Collins
• The letter was written by her.
• Health guidelines concerning COVID-19 were given by WHO.

CHANGING SENTENCES FROM THE ACTIVE VOICE TO THE PASSIVE VOICE

Changing sentences from the active voice to the passive voice simply involves switching the position between the subject and object. Here, there is the addition of the conjugated “to be” verb, the main verb is changed to its past participle form, and the preposition “by” is also added.

Example: Change the following sentences in the active voice to passive voice:

1. Active Voice: Daddy washed the car

Passive Voice: The car was washed by daddy.

2. Active Voice: Beatrice kicked the ball

Passive Voice: The ball was kicked by Beatrice.

3. Active Voice: Fire destroyed the farmland

Passive Voice: The farmland was destroyed by fire

4. Active Voice: Sarah ate the rice

Passive Voice: The rice was eaten by Sarah.

5. Active Voice: He enjoys reading every day

Passive Voice: Reading is enjoyed by him every day.

SUMMARY:

The active voice and passive voice are used to show how verbs are used in a sentence. However, it is more advisable to use the active voice, because it is clearer.

ASSESSMENT:

• Identify the voice that each of the following sentences is in, whether active or passive:

1. She washed the car
2. Bola was beaten by Tolu
3. I clean the office regularly
4. The room was mopped by the cleaner
5. Mum cooked dinner.

• Change the following sentences from the active voice to the passive voice:

1. Roseline painted the house
2. The pyramids were made by Ancient Egyptians
3. Bola plucked the apples
4. Daddy bought his car last week
5. The students bought a gift

VOCABULARY: AIR TRANSPORT

Here, we would be examining words that are associated with Air Transportation.

Words	Meaning
Airline	An airline is a travelling company that provides air transport services, for travelling passengers and freight.
Baggage check	This is the inspection done on a passenger’s bag, at the airport, before boarding the aeroplane.
Business Class	This is a section for passengers to sit in a plane. It is more expensive than economy class but cheaper than first class.
Sky diving	This has to do with jumping down from an aeroplane, before it lands, with the use of a parachute.
Red-eye flight	A red-eye flight is a flight that is scheduled to take off at night and arrive at the intended destination, the next morning.
Long Haul	A long haul flight is a long flight that takes more than seven hours. It is usually international flights.
Stopover	A stopover has to do with taking a break in an air flight, stopping at a place, and then continue the journey later. It is usually done on long haul flights.
Air Hostess	An air hostess is a person who ensures the comfort of people in an air flight, helps passengers take safety precautions, during takeoff and landing.
Air dash	This has to do with travelling by air, within short notice or because of an emergency.
Cock pit	This is the area in front of the aircraft, from where the pilot controls the plane.
Taxiing	This is the movement of an aircraft on the ground, before takeoff and after landing.
Air Terminal	This is a building in an airport, where passengers go through before boarding an aircraft, or after coming down from an aircraft.
Excess Baggage	This refers to bags that weigh more than the size allowed for passengers in an aeroplane to carry.
Landing Field	This is a place where aeroplanes take off from and land.
Freight	This refers to goods that are transported from one place to another, through aircraft.

COMPOSITION: EXPOSITORY ESSAY

OBJECTIVES:

By the end of this lesson, students should be able to:

• Explain what expository essay is
• State and explain the features of an expository essay

INTRODUCTION:

An expository essay is a type of essay that has to do with the presentation of facts and truths about a given topic, without including one’s opinion.

An expository essay is a type of essay that requires writing about a topic, by researching proven facts and truths, in order to give a clear presentation on the subject matter.

In writing an expository essay, the opinion of the writer is not allowed, as the essay must be as objective as possible.

An expository essay is written in the following format/structure:

• Topic
• Introduction
• Body
• Conclusion

1. Topic: This is the title of the expository essay that guides the content of the whole essay. It could be about the benefits of a thing, effects, or anything. Example: The effects of Covid-19 on the Nigerian educational sector.

2. Introduction: This is the first paragraph of the essay that introduces what the topic is about. It gives a brief explanation about what would be later discussed in the body of the essay.

3. Body: This is the main part of an expository essay that discusses in detail the concept being written about. It usually takes more than one paragraph, depending on what is being written about. This is where the facts researched would be written, and discussed in detail.

For example, for the topic above: The effects of Covid-19 on the Nigerian Educational Sector, the body of this essay may contain both the positive and negative effects of Covid-19 and even solutions to the negative effects.

4. Conclusion: This is the last part of an expository essay that summarizes the points already made, and draws a conclusion.

SUMMARY:

An expository essay is an objective kind of essay that expounds on a topic, by giving facts backed up by research.

ASSESSMENT:

Write an expository essay on the topic “Kindness”.

WEEK TWO:- {Speech Work: Identification of diphthongs in words, Grammar: Highlighting the Active Voice, Vocabulary: Words associated with fishing And Composition: Elements of writing}

English Studies, JSS 1 Third Term

Week 2
OVERVIEW

• Speech Work
• Grammar
• Vocabulary
• Composition

SPEECH WORK: IDENTIFICATION OF DIPHTHONGS IN WORDS

OBJECTIVES:

By the end of this lesson, students should be able to:

• Define diphthongs
• List the English Diphthongs, and identify them in words

INTRODUCTION:

There are 44 sounds in the English language, out of which 24 are consonant sounds, and the remaining 20 are vowel sounds.

Amongst the 20 vowel sounds, we have the long vowels, short vowels and diphthongs. There are 7 short vowels, 5 long vowels and 8 diphthongs.

The word “Diphthong” is from the Greek word “Diphthongos”, which means “two sounds”. A diphthong is a combination of two vowel sounds, which are pronounced as one, by gliding from one sound to the other within the same syllable. Diphthongs are also known as gliding vowels.

There are 8 diphthongs in English language, and they shall be listed below, with examples of words that they occur in:

1. /ai/
2. /ei/
3. /Ͻi/
4. /ƏƱ/
5. /aƱ/
6. /eƏ/
7. /iƏ/
8. /ƱƏ/

• /ai/: Examples of words with the /ai/ sound include:

Lie, My, Light, Sight, Die.

• /ei/: Examples of words with the /ei/ sound include:

Rain, Lake, Fame, Dame, Tame.

• /ᴐi/: Examples of words with the /ᴐi/ sound include:

Soil, Coil, Foil, Boy, Coy.

• /əu/: Examples of words with the /əu/ sound includes:

Bowl, Foam, Loan, Low, Slow.

• /au/: Examples of words with the /au/ sound includes:

Cow, Loud, Found, Down, Fowl.

• /eə/: Examples of words with the /eə/ sound includes:

Fair, Fare, Mare, Lair, Bare.

• /iə/: Examples of words with the /iə/ sound includes:

Fear, Deer, Bier, Lier, Gear.

• /uə/: Examples of words with the /uə/ sound includes:

Pure, Sure, Fur, Cure, Lure.

SUMMARY:

The English Diphthongs have been listed, and words that carry them have also been identified.

ASSESSMENT:

Write out five words each that contain each of the diphthongs listed above.

GRAMMAR: HIGHLIGHTING THE ACTIVE VOICE

OBJECTIVES:

By the end of this lesson, students should be able to:

• Define active voice
• Highlight the active voice in sentences

INTRODUCTION:

Verbs are usually expressed in different forms. It could be tense form, voice, mood, etc.

Active voice in a sentence means that the subject performed an action. Here, it is stated clearly who did what. Active voice helps with clarity and precision, as it shows clearly who the performer of an action is. Sentences in the active voice have a strong, direct and clear tone.

The structure for a sentence in the active voice is:

Subject + Verb + Object

Examples of sentences in the active voice are:

• Deborah washed the cups.
• He wrote the letter.
• He washed the curtains yesterday.
• They cleaned the hall.
• My mother entertained the guests.

SUMMARY:

The sentences above are in the active voice.

ASSESSMENT:

Write ten sentences in the active voice.

VOCABULARY: FISHING

Fishing is the act of trying to catch fish for commercial or consumption purposes. Here, we would be learning about words that are associated with fishing, and their meanings

Words	Meaning
Bait	This is any substance used to attract and catch fishes, usually placed on fishing hooks or traps.
Pole	This is a long log of wood, or any material which is attached to a line and hook, and used for fishing.
Waders	Waders are the protective overalls worn by fishermen when staying for long hours in the water.
Sinker	This is a weight used on a fishing line, to make it sink deeper into the water.
Angling	This is the act of fishing with a hook and line.
Casting	Casting has to do with throwing bait into the water, with a fishing rod
Lugworm	Lugworms are a common type of bait, used for fishing.
Creel	A creel is a basket used for carrying fishes caught when fishing.
Fishing Ground	This is an area of the sea that is used for catching fish.
Whaler	This is a person who specializes in fishing for whales.
Spillet Fishing	This is a method of fishing by which a number of hooks are placed on snoods, all on one fishing line
Scoop net	This is a shallow hand net, used for fishing
Ice fishing	This is the act of fishing with hooks and lines, through an opening in the ice, in frozen water. It is usually done in winter, abroad.
Leister	This is a three-pronged spear, used in fishing.

COMPOSITION: ELEMENTS OF WRITING

OBJECTIVES:

By the end of this lesson, students should be able to:

• Explain what writing is
• List and explain the elements of writing

INTRODUCTION:

Writing is the act of communicating one’s thoughts, emotions or feelings, through symbols, which could be letters of the Alphabet, numbers, etc, in a readable and understandable way.

Writing is the process of putting one’s thoughts down, via written symbols, on any surface, such as paper, board, etc. It is one of the important language skills, and it is a literal skill.

Writing is an important aspect of communication. Hence, one must know how to write well, as well as the important elements used in the process of writing.

There is a process usually followed during the process of writing, and it shall be discussed below:

• Researching: This is the process of researching facts and details about the topic to be written on. It involves researching the topic and jotting down the ideas got.
• Writing: After getting enough knowledge about what you want to write on, it is time to develop them, and start writing. Develop your ideas into full content, and let your ideas flow, as you write.
• Revising: After writing down everything you want to, about the topic, the next thing is to read the entire write up, and check for what to remove, what to add, or what to write more on.
• Editing: This is the final stage, where you do comprehensive proofreading and editing, to check for grammatical correctness of your language. Check for grammatical errors, and make appropriate corrections.

Now, there are some important elements to take note of, when writing, in order to achieve the aim for writing. They include:

1. Purpose: For everything one does, there must be a purpose, and writing is no exception. Every writing must have a purpose, and this purpose must be well defined from the beginning, to ensure that your points are well presented, in alignment with that purpose. The purpose could be to educate, enlighten, inform, entertain, etc.
2. Audience: Another very important element to note is who you are writing for. Your target audience would go a long way in determining how you write. For example, an article for teenagers would differ in content and structure from an article meant for businessmen.
3. Language use: Your choice of words is also an important element in your writing. You must be appropriate in the words you use, whilst still passing the intended message across. Also, the purpose of your writing would also influence your choice of words. Simple words are encouraged, rather than complex words, which may not be easily understandable by your audience.
4. Clarity: Your points must be stated as clearly as possible, to ensure that your audience understands what you have written. Ambiguity should be removed, and your points should be explained as simply as possible.
5. Unity: This is also very important. Your points must relate to one another in a sequential and orderly manner. There must be a central theme that all your points relate to, to create unity and coherence of thought.

SUMMARY:

The elements of writing are important in the writing process, and attention must be paid to them, to ensure effective writing.

ASSESSMENT:

Using the five elements of writing explained above, write an article on the topic “Education is the best legacy”.

WEEK THREE:- {Speech Work: Introduction to Consonant Sounds, Grammar: The use of Passive Voice with examples, Vocabulary: Words associated with the kitchen And Composition: Expository Essay on The Ebola Virus}

English Studies, JSS 1 Third Term

Week 3
OVERVIEW

• SPEECH WORK
• GRAMMAR
• VOCABULARY
• COMPOSITION

SPEECH WORK: INTRODUCTION TO CONSONANT SOUNDS

OBJECTIVES:

By the end of this lesson, students should be able to:

• Explain what consonant sounds are
• List the English Consonant Sounds with examples

INTRODUCTION:

There are 24 consonant sounds in the English Language, and they shall be discussed in detail in this lesson.

Consonant sounds are sounds that are produced with partial or total obstruction to the airstream. There are 24 consonant sounds in the English Language, and they are grouped into three categories, based on their place of articulation, manner of articulation and voicing.

The English Consonant Sounds include:

Voiceless Consonant Sounds:  /p/, /t/, /k/, /f/, /Ꝋ/, /s/, /ʃ/, /ʧ/

Voiced Consonant Sounds: /b/, /d/, /g/, /v/, /z/, /ʒ/, /ʤ/, /m/, /n/, /Ƞ/, /l/, /r/, /ժ/

• Place of Articulation: This refers to the point in contact, in which obstruction occurs in the vocal tract, during the process of pronouncing a consonant sound. This also refers to the location or place, where the organs of speech are placed during pronunciation.

There are different places of articulation used in the pronunciation of consonant sounds in the English Language, they include:

1. Bilabial
2. Labiodental
3. Dental
4. Alveolar
5. Palatal
6. Velar
7. Glottal

• Manner of Articulation: This refers to how speech organs interact with one another during the process of pronunciation. It refers to how the lips meet with the teeth, or tongue, etc. to produce a sound.

There are different manners of articulation used in the pronunciation of consonant sounds. They include:

1. Stop/ Plosive
2. Fricative
3. Affricate
4. Nasal
5. Liquid
6. Glide

• Voicing: Consonant sounds are either voiced or voiceless, and this is determined by whether the vocal cords vibrate during the course of pronunciation, or not.

1. Voiceless
2. Voiced

SUMMARY:

The English Consonant Sounds are categorized as explained above.

ASSESSMENT:

Define the various classifications of consonant sounds.

GRAMMAR: THE USE OF PASSIVE VOICE WITH EXAMPLES

OBJECTIVES:

By the end of this lesson, students should be able to:

• Define passive voice
• Change sentences from the active voice to the passive voice.

INTRODUCTION:

Verbs are usually expressed in different forms. It could be tense form, voice, mood, etc.

Passive Voice in a sentence means that the subject is acted upon by the verb. Here, the position of the subject and object is switched, to emphasize the results of the subject’s action.

Also, passive voice is used to vary sentence structure, as well as in situations, where the reader is aware of who the performer of the action is. The structure of a sentence in the passive voice involves, the addition of the conjugated “to be” verb, then the verb in the sentence is changed to its past participle form, and the preposition “by” is added. It usually takes the structure below:

Object + to be verb + past participle form of the verb + preposition “by” + Subject

Examples of sentences in the passive voice are:

• The rooms were swept by Collins
• The letter was written by her.
• Health guidelines concerning COVID-19 were given by WHO.

CHANGING SENTENCES FROM THE ACTIVE VOICE TO THE PASSIVE VOICE

Changing sentences from the active voice to the passive voice, simply involves, switching the position between the subject and object. Here, the conjugated “to be” verb is added, the verb is changed to its past participle form, and the preposition “by” is also added.

Example: Change the following sentences in the active voice to passive voice:

1. Active Voice: My brother cooked the food

Passive Voice: The food was cooked by my brother

2. Active Voice: Dora washed the bedsheets

Passive Voice: The bedsheets were washed by Dora.

3. Active Voice: The caterpillar demolished the building.

Passive Voice: The building was demolished by the caterpillar.

4. Active Voice: She cleaned her parents’ room

Passive Voice: Her parents’ room was cleaned by her.

5. Active Voice: She bought the phone last week.

Passive Voice: The phone was bought by her last week.

SUMMARY:

The passive voice is used when the statement is to be stated indirectly.

ASSESSMENT:

Change the following sentences from active sentences to passive sentences

1. They cleaned the bathroom
2. She slammed the door
3. My mother visits him every holiday
4. I mopped the floor
5. We attended the party.

VOCABULARY: KITCHEN

The Kitchen is the part of the house, where the cooking is carried out, dishes washed and items that are used for cooking and eating are kept.

Here, words that are associated with the kitchen would be listed and explained.

Words	Meaning
Gas cooker	This is a cooker in which the combustion of gas is used as a source of heat for cooking.
Dishwasher	This is a machine used to wash dishes automatically.
Kitchen Sink	This is a sink used in the kitchen for hand washing, washing dishes manually, washing food items, etc.
Kitchen scale	This is a scale used to measure things when cooking.
Coffee maker	This is an electric appliance used to make coffee automatically
Frying pan	This is a shallow pan with a long or short handle, used for frying food.
Dishes	Dishes are flat or deep containers, made with ceramics, which are used for serving food.
Rack	Kitchen racks are used to arrange dishes and other eating utensils.
Colander	This is a perforated bowl that is used to strain the liquid from food, after cooking.
Kitchen towel	This is a hand towel used in the kitchen to clean surfaces, and one’s hand, when or after cooking.
Blender	This is an electric appliance that is used to mix, crush or blend food.
Refrigerator	A refrigerator is an electronic piece of equipment that has compartments and is used for cooling items, ranging from food to drinks.
Toaster	This is an electric appliance that is used to expose sliced bread to heat, to make it toast
Grill	This is a cooking appliance that emits heat downwards to cook food.

COMPOSITION WRITING: EXPOSITORY ESSAY

THE EBOLA VIRUS

The Ebola Virus was first discovered in the year 1976, but it broke out in West Africa in 2014-2016. It is a viral fever of humans and animals, which is caused by The Ebolaviruses.

Bats are said to be the major carriers and spreaders of this virus to humans. And once a human contracts it, it can be spread in the human society from person to person, through direct contact with infected bodily fluid, such as blood, secretion, etc. It could also be contracted through items that are already contaminated, with affected bodily fluid.

When one contracts the Ebola virus, signs and symptoms usually start between two days to three weeks after contracting it. Some of the symptoms include fever, sore throat, muscular pain, headache, then it is followed by a rash, vomiting, diarrhoea, etc.

There are some ways to prevent the Ebola Virus transmission, and they shall be discussed as follows.

Firstly, human contact with animals should be avoided, since some animals are carriers of the virus. And if necessary, protection of oneself with gloves and other protective materials should be of high priority, when handling animals. Also, meat should be properly cooked, before consumption.

Also, among humans, contact with the bodily fluid of other people should be avoided. And for health workers, protective equipment should be worn, when treating an infected patient. And people who visit infected patients should ensure to wash their hands properly, afterwards.

Also, dead bodies should be well buried, and infected people should isolate themselves from others, to stop the spread.

Currently, anyone who contracts the virus can be supported by providing fluids, which is given either orally or through infusion.  And medication can be given to manage the symptoms and to relieve the pain of affected persons.

WEEK FOUR:- {Speech Work: Syllables, Grammar: Exercise on Active Voice, Vocabulary: Words associated with the sick bay And Composition: Argumentative Essay on Tribalism is a better evil than cultism}

English Studies, JSS 1 Third Term

Week 4
OVERVIEW:

• SPEECH WORK
• VOCABULARY
• COMPOSITION

SPEECH WORK: SYLLABLES

WORDS OF TWO, THREE AND FOUR SYLLABLES

OBJECTIVES:

By the end of this lesson, students should be able to:

• Explain what syllables are
• List words of two, three and four syllables.

INTRODUCTION:

A syllable is a unit of pronunciation in language, which can be said at a time, when pronouncing a word. A syllable contains one vowel sound, with or without consonant sounds, which form a word or part of a word.

A syllable is a single unbroken unit of a word that can be pronounced at a time. The most important part of a syllable is the vowel sound that makes it up. A syllable could also have consonant sounds, accompanying the vowel sound in the syllable.

Words can be differentiated in terms of the number of syllables that they possess. There are words with one, two, three, four, five, six, syllables, etc.

However, we would be listing words with two, three and four syllables, as follows:

TWO-SYLLABLE WORDS

• Love-ly
• Re-peat
• Ve-ry
• Nor-mal
• Re-fer
• Li-ver
• In-dex
• Re-lay
• Ear-ly

THREE-SYLLABLE WORDS

• E-di-tor
• Di-vi-sion
• Du-ra-tion
• A-bo-lish
• Ca-me-ra
• Di-a-ry
• E-ne-my
• Ho-ri-zon
• Ob-jec-tive
• Po-si-tion

FOUR-SYLLABLE WORDS

• E-xe-cu-tion
• A-bi-li-ty
• Au-tho-ri-ty
• A-me-ri-can
• Au-to-no-my
• Com-pa-ri-son
• E-xe-cu-tion
• I-so-la-tion
• Pro-po-si-tion
• Ve-ge-ta-ble

SUMMARY:

The words listed above have two, three and four syllables, making up each word.  And from the examples given above, it is observed that a single letter can make up a syllable, so far, it is a vowel sound.

ASSESSMENT:

Write ten words that have two, three and four syllables each.

VOCABULARY: SICK BAY

A sickbay is an area in a school, office or anywhere, where people who are sick or injured go, for their first treatment before they go to the hospital for full treatment

We would be examining some words that are associated with the sickbay. They include:

Words	Meaning
Bed	This is very important in any sickbay, to enable the patients to rest or even sleep on if needed.
First aid box	This is a rectangular box that contains essential treatment materials, such as bandages, plasters, methylated spirit, a bottle of water, etc. to treat a sick or injured person, before the main treatment.
Nurse	A nurse is a trained medical professional who takes care of sick people and attends to their needs.
Hand sanitiser	A hand sanitiser is also important to keep one’s hand clean and free from germs.
Hand towel	A hand towel to use in cleaning the hands should also be in the sickbay, to be used to dry one’s hands after washing.
A chair	An upright chair to help with a balance is also a must-have, in every sickbay.
Blankets	Blankets are also needed in sickbay, to help to keep one warm, when having a cold.
Pillows	A pillow is a support used for resting, and it is also an important thing in the sickbay.
Storage cupboard	A storage cupboard is also important to store drugs and other essentials in the sickbay.
A sink	A sink for washing the hands and other treatment items is also needed.
A logbook	A logbook is also important to take note of patients’ names, the nature of their illnesses or injuries, and the medication they were given, for record purposes.
Pain relievers	Pain relievers are a must-have in any sickbay, to help reduce the pain of patients, before proper treatment.
Hand gloves	Hand gloves are also important for the nurse to wear when treating someone, especially when treating a cut.

ARGUMENTATIVE ESSAY

TRIBALISM IS A BETTER EVIL THAN CULTISM

Good day,

Mr Chairman,

The panel of Judges,

Accurate Timekeeper,

Co-debaters,

Ladies and Gentlemen.

My name is Isaac Williams, and I am a JSS1 student of Lofty Heights Secondary School. I am here to speak on, and oppose the motion which states; Tribalism is a better evil than cultism. But before I proceed, I would love to define the keywords in this topic, which are: tribalism, evil and cultism.

Tribalism has to do with having the idea that your tribe is better than other tribes, and having intense loyalty to one’s tribe while looking down on other tribes.

Evil has to do with things that are wicked, immoral and bad.

And cultism is the forming of an organization, which carry out socially unacceptable activities, which are carried out at odd hours of the day, and are kept away from other people.

I oppose the motion that tribalism is a better evil than cultism because the effects of tribalism are greater and more devastating than that of cultism. This is not to say that one is good, it is simply to compare which has fewer effects on the society.

Tribalism is a deadly evil that can lead to inter-tribal wars, killings and violence of various forms, if not curbed. However, on the other hand, a cult group cannot wreak as much havoc, as to bring about war.

Another reason why tribalism is not a better evil than cultism is that tribalism can lead to the division of a whole nation, leading to disunity which can impede growth and development. On the other hand, cultism cannot lead to this.

And finally, tribalism can lead to favouritism in government, workplace and other places, whereby jobs and other important appointments are given to people, based on their tribe, and not qualification. Cultism cannot lead this.

In all, this is not to encourage cultism or tribalism. They are both evils that need to be eradicated from our society, in order to have a peaceful, orderly and unified nation.

I hope with these points of mine, I have been able to convince you that tribalism is not a better evil than cultism. Thank you.

WEEK FIVE:- {Speech Work: Syllables Cont’d, Grammar: Exercise on Passive Voice, Vocabulary: Words associated with cooking And Composition: Argumentative Essay on Cultism erodes the Traditional Values in a Society}

English Studies, JSS 1 Third Term

Week 5
OVERVIEW:

• SPEECH WORK
• VOCABULARY
• COMPOSITION

SPEECH WORK: SYLLABLES CONTINUED

OBJECTIVE:

By the end of this lesson, students should be able to:

• State and explain the structure of a syllable

INTRODUCTION:

A syllable is a unit of pronunciation in language, which can be said at a time when pronouncing a word. A syllable contains one vowel sound, with or without consonant sounds, which form a word or part of a word.

BODY:

A syllable takes a structure, which is made of both consonant and vowel sounds. The structure of a syllable is made up of three components, and they are as follows:

1. Onset
2. Nucleus
3. Coda

1. Onset: The onset is a consonant sound that begins a syllable. It comes before the nucleus in a syllable, however, it may not always occur in a syllable.

Examples: Elevation: E-le-va- tion

The second syllable in the above word “le” has the onset as the consonant sound “l”. And as stated above, onset may not always be in a syllable, as shown in the first syllable of the word above, which is “e”, which is a nucleus and a vowel sound.

2. Nucleus: The nucleus is a vowel sound, and it is the most important part of a syllable. In fact, a syllable can contain only a nucleus without the onset or coda.

Examples: Elevation: E-le-va-tion

The first syllable “e” has only the nucleus, without an onset or coda.

3. Coda: The coda is the closing part of a syllable, which is also a consonant sound. It comes after the nucleus in a syllable, and it may not always occur in a syllable.

Example: Elevation: E-le-va-tion

The last syllable “tion” has the consonant sound “n” as the coda in that syllable.  And the coda can also be done without a syllable; the second syllable in the word “le” has an onset and nucleus, but it has no coda.

SUMMARY:

Onset and coda are consonant sounds, while the nucleus is a vowel sound. The nucleus is the most important part of a syllable that is contained in all syllables, while the onset and coda may not always appear in syllables

ASSESSMENT:

Define the components of a syllable, and explain them with examples.

VOCABULARY: COOKING

Here, we would be examining words that are related to cooking, alongside their meanings.

Words	Meaning
Baking	This is the process of cooking food by dry heat, in an oven.
Boiling	This is the process of cooking food in liquid, overheat
Barbeque	This is another process of cooking meat, fish or other kinds of food, over a rack, which is exposed to heat, in an open place.
Frying	This is the process of cooking food, by putting it into hot oil to get fried.
Dough	This is a thick mixture of flour, sugar, water, which is used for making bread or other pastries.
Flavour	This is any substance that is added to food, to improve its taste and aroma.
Parboil	This is the process of partially boiling food items, as the first stage in cooking it.
Microwave	This is an electric appliance used to heat, or microwave already cooked food.
Peeling	This has to do with stripping off the external part of food items, such as yam, potatoes, onions, etc.
Chef	A chef is a professional cook
Broth	This is a combination of meat, fish vegetable, which is cooked in stock and thickened.
Ingredient	This refers to the items used in cooking food.
Pot	This is a round metal used for cooking food.

COMPOSITION: ARGUMENTATIVE ESSAY

CULTISM ERODES TRADITIONAL VALUES IN A SOCIETY

Good day,

Mr Chairman,

A panel of Judges,

Accurate Timekeeper,

Co-debaters,

Ladies and Gentlemen.

My name is Basirat Hamed. I am a JSS 1 student of Precious Stones High School. And I am here to support the motion, which states that cultism erodes traditional values in a society.  But before I proceed, I would like to define the keywords in this topic, which are cultism, erode, traditional values and society.

Cultism is the forming of an organization, which carry out socially unacceptable activities, which are carried out at odd hours of the day and are kept away from other people.

Erode means to gradually destroy a thing.

Traditional values refer to moral principles that are upheld in society, to help individuals be responsible members of society. Examples of traditional values are Honesty, Integrity, Respect, Responsibility, Impartiality, etc.

And society refers to a group of people, who share common values and principles, and live together in a geographical location.

Cultism erodes the traditional values in a society, as it is a vice that causes lawlessness, and disrupts the peace in a society, through its violent activities. The traditional value of responsibility is being gradually eroded by cultism activities, as individuals who join cult groups are irresponsible and careless in their actions.

Also, cultism has encouraged stealing and other dishonest activities, which young people in society now see as normal, rather than embracing the right ethics and principles.

And finally, cultism has reduced people’s values in regard to the dignity of labour. People now despise working, rather they want to go through violent means to get money, and live largely.

With these points of mine, I hope I have been able to convince you that Cultism erodes the traditional values in a society.

Thank you!

WEEK SIX:- {Speech Work: Consonant Cluster, Grammar: Statements and Question Tags, Vocabulary: Words associated with Teaching, Composition: Identifying the differences between Argumentative Essay and Expository Essay}

English Studies, JSS 1 Third Term

Week 6
OVERVIEW:

• SPEECH WORK
• GRAMMAR
• VOCABULARY
• COMPOSITION

SPEECH WORK: CONSONANT CLUSTERS

OBJECTIVES:

By the end of this lesson, students should be able to:

• Define consonant clusters
• Identify words that carry consonant cluster

INTRODUCTION:

Consonant clusters are a group of consonants that appear together in a word, either at the initial, medial or final position.

Consonant clusters are a group of consonants that occur together in a word, without any vowel occurring in between them. It is also known as a consonant blend.

Consonant clusters can appear at the initial, medial or final position in words, and the maximum number of consonants that can be clustered at the initial position of a word is 3, while the maximum number can occur at the final position is 4.

TYPES OF CONSONANT CLUSTERS

• Word Initial Cluster: This refers to consonant clusters that occur at the beginning or initial position of a word. The maximum number of consonant clusters that can occur at the beginning of a syllable/word is three (3).

Two Consonant Cluster at the beginning of a word:

1. Pl- Place, Please, Pleasure
2. Pr- Pray, Preach, Practise
3. Tr- Trade, Training, Travel
4. Gl- Glean, Glass, Gloss
5. Gr- Green, Great, Ground
6. Fr- Fridge, Free, Fresh
7. Bl- Blessing, Blast, Blame
8. Dr- Drew, Drama, Dress
9. Sp- Spit, Spent, Spacious
10. Sw-Sweep, Swim, Swell

Three Consonant Cluster at the beginning of a word:

1. Spl- Split, Splash, Splatter
2. Str- Street, Stream, Stress
3. Spr- Sprint, Spread, Sprain
4. Scr- Screen, Scream, Screw

• Word Medial Cluster: This refers to the consonant clusters that occur in the middle position in a word.

Two Consonant Clusters that occur in the middle of a word:

1. Mp- Camping, Dampen, Import
2. Xp- Export,

Three Consonant Clusters that occur in the middle of a word:

1. Scr- Description,
2. Str- Restriction
3. Mpl- Sampling

• Word End Cluster: This refers to consonant clusters that occur at the end or final position of a word. The maximum number of the consonant clusters that can occur at the end of a syllable is four (4)

Two Consonant Cluster at the end of a word:

1. pt- Slept, Swept, Tempt
2. ld- Gold, Told, Sold
3. st- Test, Rest, Best
4. bs- Jobs, Mobs, Rots
5. ks- Books, Cooks, Looks

Three Consonant Cluster at the end of a word:

1. mpt- Tempt,
2. fts- Drafts, Rafts,
3. lst- Whilst

Four consonant Cluster at the end of a word:

1. ngst- Amongst
2. mpts- Prompts

SUMMARY:

Consonant Clusters can appear in any position in a word, as seen in the examples given above, and they are to be pronounced together.

ASSESSMENT:

1. What is a consonant cluster?
2. Write ten words each that have consonant clusters at the initial, medial and final positions.

GRAMMAR: STATEMENTS AND QUESTIONS TAGS

OBJECTIVES:

By the end of this lesson, students should be able to:

• Explain what statements and questions tags are
• State the rules that guide question tags, with examples.

INTRODUCTION:

A statement is a group of words, which communicates an idea, and is also used to declare a fact or idea. Now, when a question tag is added to a statement, it changes it to a question.

A question tag helps to change a statement into a question. It is used to get confirmation about a statement made, or to make an enquiry. In English Language, question tags appear after the statement, and they usually point to the verb and subject in the statement.

In using question tags with a statement, the question tag and the statement must be grammatically in agreement.

Now, there are certain rules which guide the use of question tags in the English Language, and they are:

• When the statement is positive, the question tag is negative.

Examples:

1. She is inside the car, isn’t she?

In the above example, “She is inside the car” is the statement, while “isn’t she” is the question tag, and they follow the rule of positive statement + negative question tag. Other examples are:

2. They are here already, aren’t they?
3. He was at the party yesterday, wasn’t he?

• When the statement is negative, the question tag is positive.

Examples:

1. He hasn’t travelled, has he?

In the above statement, “He hasn’t travelled” is the statement, while “has he” is the question tag, and they follow the negative statement + positive question tag. Other examples are:

2. She wasn’t at the mall, was she?
3. They aren’t going to Paris, are they?

• If there is an auxiliary verb in the statement, it is used to form the question tag. This is clearly depicted in the examples above.

• If there is no auxiliary verb, and the main verb in the statement is in the simple present tense, it uses “don’t/ doesn’t”, when the statement is positive.

Examples:

1. She washes the car, doesn’t she?
2. I always clean her room, don’t I?

• If there is no auxiliary verb, and the main verb in the statement is in the simple past tense, it uses “didn’t”, when the statement is positive.

Examples:

1. He ate the food, didn’t he?
2. They travelled today, didn’t they?

• If the verb in the statement is a modal verb, the modal verb is used to form the question tag.

Examples:

1. They couldn’t attend the wedding party, could they?
2. She would be here next week, wouldn’t she?

• When the statement has a negative meaning, the tag would be positive.

Examples:

1. He rarely eats out, does he?
2. They hardly visit their grandparents, do they?

SUMMARY:

Question tags are used to turn statements into questions or to seek affirmation about a statement made.

ASSESSMENT:

Add the appropriate question tags to the following statements:

1. He is the owner of the school.
2. She works at the bank.
3. They don’t see their brother often.
4. She would see us before leaving.
5. They are inside the house
6. We don’t know the way.
7. Their mother does not know us.
8. He lives in Canada.
9. He seldom goes home.
10. She did the photoshoot.

VOCABULARY: TEACHING

Teaching is one of the noble professions that is key to the development of a society. Some of the words that are associated with teaching, shall be stated and explained below:

Words	Meaning
Assignment	This is an exercise given by a teacher to the students, to take home to work on, after being taught on the topic.
Continuous Assessment	This is a series of tests given by the teacher during the term, to assess students’ knowledge, of what they have been taught.
Previous Knowledge	This refers to what the students already know about a thing that the teacher leverages when teaching a new concept.
Blended teaching	This is the combination of online teaching, and traditional teaching methods when teaching.
Classwork	This is an exercise given to students to work on, in the classroom, after being taught on the topic.
Curriculum	This is a central guide, which contains the topics to be taught by teachers, to help them impart the appropriate knowledge to the appropriate class, at the appropriate time.
Evaluation	This has to do with the process of assessing students’ knowledge, through tests and examinations.
Fieldwork	Fieldwork is a process of teaching that involves taking students out of the classroom, into the field to do practical work.
Group work	This is when students are grouped, to work on a project together.
Instructional materials	This refers to materials which could be books, objects, etc that are used by teachers during the instruction process, to make learning easier and more practical.
Interactive method	This is a method of teaching, whereby students are actively involved, and fully interact with the teacher during class.
Teaching Objectives	These refer to the objectives set by the teacher, to achieve by the end of the teaching.

COMPOSITION: DIFFERENCES BETWEEN ARGUMENTATIVE ESSAY AND EXPOSITORY ESSAY

OBJECTIVES:

By the end of this lesson, students should be able to:

• Define argumentative essay
• Define expository essay
• Differentiate between an argumentative essay and an expository essay

INTRODUCTION:

The argumentative essay and expository essay are different types of essays, and they shall be explained and differentiated below.

An argumentative essay is a kind of persuasive essay, where one tries to convince the other, to see things from their own point of view, or perspective. It is a kind of essay that is aimed at sharing one’s thoughts about a thing, in order to convince another person, to agree with them.

It is usually in the form of debates.

While an expository essay is a type of essay that requires writing about a topic, by giving proven facts, researching to bring about proven truths about the topic, in order to give a clear presentation of the subject matter.

In writing an expository essay, the opinion of the writer is not allowed, as the essay must be as objective as possible.

DIFFERENCES BETWEEN AN ARGUMENTATIVE ESSAY AND AN EXPOSITORY ESSAY

• To start with, an argumentative essay aims to persuade and convince its readers to agree with the writer’s point of view or perspective. While an expository essay explains and expounds a concept objectively, in order to have a clear understanding of it.

• Also, an argumentative essay allows for the use of the first-person pronoun, while an expository essay should use only the third person pronoun.

• The argumentative essay also takes an in-depth look into a topic, looks at it from different perspectives, before taking a stance on a side of the topic. While for an expository essay, the topic is assessed in different perspectives and written on, without bias for any side.

WEEK SEVEN:- {Speech Work: Word Boundaries, Grammar: Differentiating between Polar Questions and Question Tags Expository, Essay: How to plant a tree And Literature: Use Similes and Metaphors in sentences}

English Studies, JSS 1 Third Term

Week 7
OVERVIEW                                                                                          

• SPEECH WORK
• GRAMMAR
• COMPOSITION
• LITERATURE

SPEECH WORK: WORD BOUNDARIES     

PRODUCTION OF SOUNDS WITH REFERENCE TO LINKING SOUNDS

OBJECTIVES:

By the end of this lesson, students should be able to:

• Explain what word boundaries are
• Explain what linking sounds are
• Give an example of linking words in the English Language.

INTRODUCTION:

Word boundaries refer to the beginning and end of words. It is used to talk about the space between words when written.

Word boundaries help to demarcate words, to show that they are separate from each other in a sentence. It is an important aspect of language that aids comprehension.

Linking sounds has to do with the merging of words together, when speaking, to make it sound smooth. When speaking, we do not say words one by one, rather, we link them together in a natural way of speaking.

This makes words sound differently, from when it is used in a sentence and when it is pronounced alone.

Now, in linking sounds, the sound is more important than the letter used in representing it. Even though times, the letter and sound may be the same, it is not always so. Hence, there is a need to pay more attention to the sound, and not just the letter that begins and ends a word in the English Language.

TYPES OF LINKING SOUNDS

• Consonant to Vowel: This has to do with linking words that end with a consonant sound, with words that begin with a vowel sound.

Now, it is important to note that we are more concerned about the sounds that begin or ends a word, rather than the letter that begins or ends a word.  For example, the word “have” ends with the letter “e”, but the sound that ends it is the sound /v/, and we are more concerned about that.

Examples of linking sounds of the consonant to vowel are:

1. At all = A tall
2. Speak up = Spea kup
3. Right away = Righ taway
4. Have it = Ha vit
5. Sat on = Sa ton

Now, pronounce the words above, and you would realize that we truly merge words together, when speaking.

• Vowel to Vowel: This is linking words that end with a vowel sound, with words that begin with a vowel sound.

When the /ei/, /i:/ and /ai/ sounds end a word, a “Y” sound is inserted at the beginning of the next word, which starts with a vowel sound, in order to link it.

Examples of linking sounds of vowel to vowel are:

1. I am = I yam
2. Lie on = Lie yon
3. High up = High yup

Pronounce the examples given above, and you would realize the linking between them, with the addition of the letter “Y”.

Also, when the /əu/ and /u:/ sounds end a word, a “W” sound is inserted at the beginning of the next word, which starts with a vowel sound, to link it.

Examples include:

1. Go out = Go wout
2. You are = You ware

SUMMARY:

In the English language, words are usually linked together when speaking, to avoid awkwardness in speech, and to make words sound natural.

ASSESSMENT:

• What are linking words and how do they occur in the English Language
• List out five statements each for a consonant to vowel linking, and vowel to vowel linking.

GRAMMAR: DIFFERENTIATING BETWEEN POLAR QUESTIONS AND TAG QUESTIONS

OBJECTIVES:

By the end of this lesson, students should be able to:

• Explain what polar questions are
• Explain what tag questions are
• Differentiate between polar questions and tag questions.

INTRODUCTION:

Polar questions and tag questions are types of questions in the English language, but they are used for different functions.

Polar Questions: They are also known as yes-no questions. They are questions to which the expected answer is either a yes or a no. They are used to either affirm or deny a statement. Polar questions usually begin with an auxiliary verb or a modal verb.

Examples:

1. Are you going home today?
2. Is she inside the house?
3. May I come in?
4. Have they called today?
5. Does he live here?

Tag Questions: Tag questions are used to change a statement into a question. It is used to get confirmation about a statement made, or to make an enquiry. In English Language, question tags appear after the statement, and they usually point to the verb and subject in the statement.

In using question tags with a statement, the question tag and the statement must be grammatically in agreement.

Examples:

1. You are going home today, aren’t you?
2. They would call her tomorrow, wouldn’t they?
3. She is not here, is she?
4. He cleaned the room last night, didn’t he?
5. They are not related, are they?

DIFFERENCE BETWEEN POLAR QUESTIONS AND TAG QUESTIONS

Tag questions can be given any reply, as befits the question being asked, while for polar questions, the expected answer is either a yes or a no.

Also, tag questions can start with any word, while polar questions, start with auxiliary verbs.

SUMMARY:

Tag questions are used to change statements into questions, while polar questions are questions that require either a yes or no, as an answer.

ASSESSMENT:

Write ten polar questions and ten tag questions.

COMPOSITION: EXPOSITORY ESSAY

HOW TO PLANT A TREE

Trees are an important part of our environment. They are used for various things in society, and some of them shall be discussed below.

Trees are used for cooking, as the woods gotten after chopping them, can be used for fueling the fire to cook and for other domestic uses.

Also, trees are used for commercial purposes, as the wood gotten from them can be sold and used to build houses, make objects for different uses, etc.

Trees are also useful in the environment, as they help to purify the air and cleanse the environment from carbon dioxide, and release oxygen that we breathe in, to stay alive.

They are different types of trees, which include: Iroko tree, Mahogany tree, maple tree, teak tree, oak tree, a cedar tree, etc.

In the following paragraphs, the steps to take to plant a tree would be discussed.

To start with, you have to locate a good site, which has the appropriate type of soil to grow the kind of tree you want to grow. This is because, different trees have different soil requirements, to help them grow and flourish.

For example, mangrove trees are to be planted in swampy areas, while golden flower trees can be planted on sandy-loamy soil. Also, the topography of the land should be checked, to know whether it is suitable for the tree you want to plant, or not.

After that, the next thing to do is to check whether the climate is right, as adequate sunlight and provision of shade is needed in the process of growing a tree.

Next, the land should be cleared to eradicate weeds and other unnecessary things in the environment, in order to let the tree grow well, and prevent competition for light, space and nutrients.

For some tree species, they require nursery practice, which involves the cultivation of plants in a conditioned environment, where the seeds of the tree are sown in a pot or polythene bags, where shades, fertilizers, regular watering, and effective control of insect pests are carried out before they are transplanted or transferred to the open field.

The tillage process comes next, in which the land is tilled to make the soil soft, to enable root development and easy germination of the tree to be planted.

Afterwards, the seed of the tree would then be planted, and the spacing between each sown seed or seedling is to be considered if more than one seed is being sown. The depth of the soil should also be considered, to be made appropriate for the seed to be planted.

Then the appropriate amount of fertilizer can be applied if needed; irrigation, pruning, etc. should also be done, as the tree grows, to enable the healthy growth of the tree.

LITERATURE: USE SIMILES AND METAPHORS IN SENTENCES

OBJECTIVES:

By the end of this lesson, students should be able to:

• Define simile and metaphor
• Use simile and metaphor in sentences

INTRODUCTION:

Simile and metaphor are kinds of figures of speech that are used to speak figuratively.

BODY:

A simile is the indirect comparison of one thing, and another thing of a different kind. It is a direct comparison of two things, with the use of “as” and “like”. It is used to demonstrate the similarity between two things in figurative language.

Examples:

1. She is as beautiful as the peacock.
2. He is as precious as gold, to his mother.
3. He is as tall as an Iroko tree.
4. The baby is as light as a feather
5. Her father is as bold as brass.

Metaphor, on the other hand, has to do with the direct comparison of two things, without the use of “as” or “like”. It is usually between things of different kinds, but which are comparable in a way

Examples:

1. Make good use of every day, time is money.
2. Her heart of gold made me feel safe
3. He is a pig
4. She is the black sheep of the family
5. They are occupied with a sea of workloads.

SUMMARY:

Simile and metaphor are used to compare things, in an indirect manner (simile), and in a direct manner (metaphor).

ASSESSMENT:

Write out ten sentences each, with the use of simile and metaphor.

WEEK EIGHT:- {Speech Work: Contrasting /ei/ and /iә/, Grammar: Exercise on Adverbials And Literature: Turn Similes to Metaphors, and Metaphors to Simile}

English Studies, JSS 1 Third Term

Week 8
OVERVIEW:

• SPEECH WORK
• LITERATURE

SPEECH WORK: CONTRASTING VOWEL SOUNDS /ei/ AND /iə/

OBJECTIVES:

By the end of this lesson, students should be able to:

• Describe the sounds /ei/ and /iə/ with examples
• Contrast between the /ei/ and /iә/ sounds.

INTRODUCTION:

The /ei/ and /iə/ sounds are diphthongs and are glided on from one pair of their sound to the other, during articulation.

/ei/- This is produced by gliding from vowel sound /e/ to /i/. It appears in words that carry “ey”, “ay”, “ai”, “a”. When it appears in words with “a”, a consonant follows, then “e” comes next, as in words like plate, lame, etc.

Examples of words that carry the /ei/ sound are: they, blame, play, same.

The /ei/ sound appears in different words, in form of the following letters:

• ey- they,
• ay- lay, may, say
• ai- wait, bait,
• a- made, fate

/iə/: This is produced by gliding from vowel sound /i/to /Ə/. It appears in words that carry “ea”, “e”. When it appears in words that carry “e”, it is followed by either “r” or “l”, in words like a sphere

Examples of words that carry the /iə/ sound are: hear, atmosphere, etc

The /iə/ sound appears in different words, in form of the following letters:

• ea- hear, rear
• e- sphere, serious

CONTRASTING THE VOWEL SOUNDS /ei/ and /iə/

The /ei/ sound is produced by gliding from vowel sound /e/ to /i/, while the /iə/ sound is produced by gliding from vowel sound /i/ to /ə/.

Also, the /ei/ sound occurs in words that have the letters “ey”, “ay”. “ai”.  On the other hand, the /iə/ sound occurs in words that have the letters “ea” and “e”.

SUMMARY:

The sounds described above are both diphthongs.

ASSESSMENT:

Write ten words each that carry the /ei/ and /iə/ sound.

GRAMMAR: EXERCISES ON ADVERBIALS

OBJECTIVES:

By the end of this lesson, students should be able to:

• Explain adverbials
• Solve a class exercise on adverbials.

INTRODUCTION:

Adverbials are words used to perform the function of an adverb. An adverbial and an adverb perform similar functions.

An adverbial is a word, or group of words, that performs the function of an adverb. They are used to modify or describe a sentence and the verb in it. They are closely related to an adverb, as they perform part of their function

Adverbials can appear anywhere in a sentence, whether at the beginning, middle or end. Example:

1. I cook rice every day.
2. Every day, I cook rice.
3. I never cook rice on Sundays.

There are different types of adverbials, which include:

• Adverbial Complements
• Adjuncts
• Conjuncts
• Disjuncts

EXERCISES

Underline the adverbials in each of the following sentences, and identify their type:

1. He eats rice a lot.
2. They would be here tomorrow, so, we would have the party.
3. She often reads in the school library.
4. She walked majestically into the hall.
5. I would be at the mall
6. Fortunately, I called him some hours ago
7. Luckily, he washed the fabric carefully.
8. She said she would soon get here
9. Interestingly, He seldom travels on vacation

SUMMARY:

Adverbials are words that act like verbs and are used to modify a statement or the verb in the statement.

LITERATURE: TURN SIMILES TO METAPHOR, AND METAPHOR TO SIMILE

OBJECTIVES:

By the end of this lesson, students should be able to:

• Define metaphor and simile
• Change simile into metaphor, and metaphor into simile

INTRODUCTION:

Simile and metaphor are kinds of figures of speech, and they are used to make comparisons.

A simile is the indirect comparison of a thing and another thing of a different kind. It is a direct comparison of two things, with the use of “as” and “like”. It is used to demonstrate the similarity between two things in figurative language.

Example:

1. She is as fit as a fiddle
2. He is as dark as charcoal.

Metaphor on the other hand has to do with the direct comparison of two things, without the use of “as” or “like”. It is usually between things of different kinds, but which are comparable in a way.

Example:

1. She is a lioness
2. You have a heart of stone

CHANGING SIMILE TO METAPHOR

Since simile is an indirect comparison of two objects, while metaphor is a direct comparison of two objects, statements with simile would be changed into metaphor.

1. Simile: She shouted like an old lady

Metaphor: She is an old lady.

2. Simile: He is as tall as a giant

Metaphor: He is a giant

3. Simile: She is as slim as a broomstick

Metaphor: She is a broomstick

4. Simile: Bola swims like a fish

Metaphor: Bola is a fish

5. Simile: He walks like a snail

Metaphor: He is a snail.

CHANGING METAPHORS INTO SIMILE

1. Metaphor: He is a lion

Simile: He is like a lion

2. Metaphor: She has a heart of stone

Simile: Her heart is like a stone

3. Metaphor: He has a golden smile

Simile: His smile is like gold

4. Metaphor: She is a proud peacock

Simile: She is as proud as a peacock

5. Metaphor: She is a cold ice

Simile: She is as cold as ice.

SUMMARY:

Simile and metaphor are used to compare things in an indirect and direct manner.

ASSESSMENT:

Change the following sentences with simile into metaphor:

1. She is as meek as a lamb
2. He is as soothing as a balm
3. They are as hungry as lions
4. She is like a time waster
5. The bread is as hard as granite

Change the following sentences with metaphor into simile:

1. She is a fox
2. Life is like a highway
3. My hands are ice
4. Her eyes are diamond
5. The wind is a piercing sword