• COMPLETE SCHEME OF WORK
• WEEK ONE:- {SPEECH WORK: REVISION OF STRESS AND INTONATION, GRAMMAR: THE USE OF CONJUNCTIONS: ALTHOUGH AND WHEREAS, COMPOSITION: A REVIEW OF FORMAL LETTER AND INFORMAL LETTER AND LITERATURE: REVIEW OF LITERACY TERMS AND FIGURES OF SPEECH }
• WEEK TWO:- {SPEECH WORK: CONSONANTS /T/ AND /D/ AT THE INITIAL, MIDDLE AND FINAL POSITION OF WORDS, USING INSPITE AND DESPITE WITH ADEQUATE EXAMPLES AND LITERATURE: THEMES IN MYTHS AND LEGENDS }
• WEEK THREE:- {SPEECH WORK: CONSONANT SOUNDS /ʧ/ AND /Ʃ/, GRAMMAR: THE USE OF HAVE, HAS AND HAD, COMPOSITION: PRIDE GOES BEFORE A FALL AND LITERATURE: HONESTY AND FAIR PLAY}
• WEEK FOUR:- {SPEECH WORK: CONSONANT SOUNDS /Ө/ AND /Ժ/, GRAMMAR: SYNONYMS, VOCABULARY DEVELOPMENT: WORDS ASSOCIATED WITH HUMAN RIGHT, COMPOSITION: THE RESPONSIBILITIES OF THE GOVERNMENT AND LITERATURE: POEM ON LAZINESS}
• WEEK FIVE:- {SPEECH WORK: CONSONANT SOUNDS /W/ AND /J/, GRAMMAR: ANTONYMS, VOCABULARY DEVELOPMENT: WORDS ASSOCIATED WITH CONFLICT RESOLUTION AND COMPOSITION: A MEMORABLE JOURNEY I ONCE MADE}
• WEEK SIX:- {SPEECH WORK: CONTRASTING VOWELS: /Ʊ/ AND /U:/, GRAMMAR: THE USE OF CAUSATIVE VERBS, VOCABULARY DEVELOPMENT: WORDS ASSOCIATED WITH RELIGION AND COMPOSITION: WRITING A DIALOGUE}
• WEEK SEVEN:- {SPEECH WORK: CONTRASTING VOWELS: /Ͻ:/ AND /Ʌ/, GRAMMAR: ADVERBS OF PLACE AND COMPOSITION: THE DAY I WOULD NOT LIKE TO REMEMBER}
• WEEK EIGHT:- {SPEECH WORK: CONSONANT AND VOWEL SOUNDS DIFFERENTIATED, GRAMMAR: REVIEW OF PREFIX AND SUFFIX AND COMPOSITION: THE RICH ALSO CRY }
• WEEK NINE:- {SPEECH WORK: REVIEW ON CONSONANT SOUNDS /Ө/ AND /Ժ/, GRAMMAR: MORE ON QUESTION TAGS, READING AND COMPREHENSION: REVIEW ON LANGUAGE SKILL AND COMPOSITION: REVIEW OF THE COMPONENTS OF LETTER WRITING AND ESSAY WRITING}

WEEK ONE:- {Speech Work: Revision of Stress and Intonation, Grammar: The use of Conjunctions: Although and Whereas, Composition: A review of formal letter and informal letter And Literature: Review of literacy terms and figures of speech }

English Language, JSS 2, Third Term

Week 1

OVERVIEW

• SPEECH WORK
• GRAMMAR
• COMPOSITION
• LITERATURE-IN-ENGLISH

SPEECH WORK: REVISION OF STRESS AND INTONATION

THE FULL CONTENT IS IN THE SPEECH WORK SECTION IN JSS 2 SECOND TERM, WEEK 2 AND WEEK 4, RESPECTIVELY.

Find it here: Week 2 and Week 4

GRAMMAR: THE USE OF CONJUNCTIONS “ALTHOUGH” AND “WHEREAS” AS CONTRASTS

OBJECTIVES:

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

• Define conjunctions
• Use conjunctions “although” and “whereas” as contrasts.

INTRODUCTION:

Conjunctions are words used to join or link words, phrases or clauses together. They are very helpful in writing, as they help to create long and complex sentences, and avoid the boredom of multiple short sentences.

There are different types of conjunctions, and they include Coordinating conjunction, Correlative conjunction and Subordinating conjunction.

Examples of conjunctions in the English Language are: and, so, or, although, after, yet, whereas, for, etc.

Although and Whereas are conjunctions, and they can be used to show contrast in writing. That is, in writing a statement with two contrasting ideas, “although” and “whereas” can be used to show a contrast between these two ideas.

ALTHOUGH

“Although” is one of the conjunctions that help to link phrases and clauses. However, “although” is used to show a contrast between phrases or clauses that contrast each other. It shall be used to make sentences as follows:

1. Although we informed him, he still didn’t show up.
2. She would be anchoring the event, although, she is not been paid.
3. We enjoyed the party, although we got there late.
4. Although the woman is rich, she doesn’t take care of her children.
5. He became rich and famous, although he came from a very poor background.

WHEREAS

Whereas is also used to connect phrases and clauses which contrast each other. It shall be used to make sentences as follows:

1. His brothers are all professors, whereas, he is an architect.
2. Wise people love to be corrected, whereas, fools shun correction.
3. He loves staying indoors, whereas, his wife loves partying.
4. She attended a day school, whereas, her brother attended a boarding school.
5. Both of my parents stopped schooling after their secondary school education, whereas, I am currently pursuing my Masters’ Degree.

SUMMARY:

Although and Whereas are examples of conjunctions that are used to show a contrast between phrases and clauses.

ASSESSMENT:

Use although and Whereas to make five sentences each, to show contrast.

COMPOSITION: A REVIEW OF FORMAL AND INFORMAL LETTER

OBJECTIVES:

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

• Define what formal and informal letters are
• List out the features of both a formal and informal letter

INTRODUCTION:

Letter writing is an important form of writing that is used to send messages from one person to another. Letter writing is an old form of sending messages, before emails and social media messaging came to be used.

There are three types of letter writing, which are:

1. Formal Letter
2. Semi-formal Letter
3. Informal Letter

Formal Letter: Formal letters are letters that are written to important people in society. It is official and formal in nature. It is usually written to people such as; The President, Governors, School Principals, Head Teachers, Ministers, etc.

A formal letter is different from a semi-formal letter and an informal letter, in terms of the type of people it is written to, and the structure of the letter.

THE FORMAT OF A FORMAL LETTER

A formal letter should contain the features explained below, as they give the structure when writing it.

• The Address of the Writer: A formal letter starts with the address of the writer, which is written at the top right corner. It contains the house number, street, town, and state of the writer. And in a situation whereby the letter is written to someone in another country, the country of the writer must be stated in the address.
• Date: The date the letter was written must appear after the address of the writer. It should be written in a clear format of Day, Month, and Year, or Month, Day and Year.
• The Name or Position of the Receiver: The next thing to write is the name or position of the receiver of the letter. In a situation where you don’t know the name of the receiver, you write only their position. For example The Principal, The Governor. This is written at the left side, immediately after the date has been written.
• The Address of the Receiver: The address of the receiver of the letter is also written. It is usually their official address that is written, in a formal letter, mostly their workplace address.
• Salutation: This is in the form of “Dear Sir,” or “Dear Ma,”; depending on who you are addressing the letter to. However, if you don’t know the gender of the person, you write “Dear Sir/Ma,”.
• Title: The title of the letter comes next; this is where you write a short description stating why you are writing the letter. For example, “Permission to go home before school closes”.
• Introduction: In the introduction of a formal letter, you immediately introduce yourself with your name, and state why you are writing the letter. There is no need for pleasantries and greeting. Keep it formal!
• Body: This is where you explain fully, your reason for writing the letter. It must not be too long. Go straight to the point, and be formal in the words you use.
• Conclusion: Write a conclusion afterwards, to bring your letter to an end. You can ask the person to give you a reply if such is needed.
• Complimentary Close: A complimentary close is given in form of “Yours faithfully,” and a comma is added. This is written at the right bottom corner of the letter.
• Signature: You then input your signature, after the complimentary close.
• Name of the Writer: You end by writing your name; first name, then your last name.

Informal Letter: The informal letter has some distinct features which makes it different from other forms of letter writing, and they shall be listed and explained as follows:

FEATURES OF INFORMAL LETTER

• The Address of the Writer: An informal letter starts with the address of the writer, which is written at the top right corner. It contains the house number, street, town, and state of the writer. And in a situation, whereby the letter is written to someone in another country, the country of the writer must be stated in the address.
• Date: The date the letter was written must appear after the address of the writer. It should be written in a clear format of Day, Month, and Year, or Month, Day and Year.
• Salutation: This is in the form of “Dear Jessica,” or “Dear John,”. Here, the first name of the receiver of the letter can be written, since it is an informal letter.
• Introduction: In the introduction of an informal letter, the writer of the letter is to exchange pleasantries. It could also involve asking after some people, trying to catch up with some other gist, etc.
• Body: This is where you explain fully your reason for writing the letter. It can belong, and your tone should be friendly and informal.
• Conclusion: Write a conclusion afterwards, to bring your letter to an end. You can ask the person to give you a reply if such is needed.
• Complimentary Close: A complimentary close is given in form of “Yours sincerely, Yours, all my love, etc.” and a comma is added. This is written at the right bottom corner of the letter.
• Name of the Writer: You end by writing your first name

SUMMARY:

Formal and Informal letters are different in uses and structure, as have been explained above.

ASSESSMENT:

Write an informal letter to your uncle, informing him of your intention to spend the coming holidays with him.

LITERATURE: REVIEW OF LITERACY TERMS AND FIGURES OF SPEECH

OBJECTIVES:

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

• State some literacy terms and figures of speech
• Explain the literacy terms and figures of speech, with examples

INTRODUCTION:

Some literacy terms and figures of speech would be listed and discussed below.

Some of these literacy terms/ figures of speech that would be discussed are as follows:

Simile, Oxymoron, Pun, Hyperbole, Euphemism, Irony, Imagery, Flashback, Characterization, Dialogue, etc.

SIMILE: Simile is the indirect 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 fit as a fiddle
2. He is as tall as a tree
3. They are slow like snails
4. She is strong like a lioness.

OXYMORON: This has to do with placing two words with opposite meanings side by side in a statement, to achieve a figurative effect.

Examples:

1. He had a bitter-sweet experience at the party.
2. They are in a love-hate
3. That child is a sweet pain.

PUN:  Pun is a play on words, which focuses on using words with more than one meaning, or words that sound alike. It is often used for humour, and another name for a pun is Paranomasia.

Examples:

1. The wedding cake had me in tiers.

The word “tiers” was used instead of “tears”. This is because cakes are usually arranged in “tiers”. Hence, there is a play on words in that sentence.

HYPERBOLE: This is also known as an exaggeration. It is an overstatement that deliberately exaggerates a thing or situation, for the sake of emphasis.  It is the opposite of understatement, and it is not to be taken literally.

Examples:

1. I am so hungry I could eat a whole cow.
2. He is as old as the hills

EUPHEMISM: Euphemism occurs when a mild or indirect word/statement is used instead of a direct or harsh word/statement. In euphemism, words are not used in their direct meaning. It is used to lessen the effect that a direct word may have when used.

Examples:

• He kicked the bucket.
• She is economical with the truth

IRONY: Irony is a figure of speech that occurs when someone says something, but means the exact opposite of what was said. It marks a contrast between appearance and reality.

Examples:

• He is so clean, that all his white shirts are stained with oil.
• They love each other so much that they poisoned one another.

IMAGERY: Imagery is a literacy device used by writers to paint images with words when writing in literature, be it in poetry, prose or drama. Imagery is the ability of the writer to create images in the readers’ minds through words.

FLASHBACK: Flashback is a literacy device that is employed, in remembering past events in a novel or drama. When events of the past are to be recalled in a literary work, a flashback is used to go to the past.

CHARACTERIZATION: This has to do with picking the characters in a literary work, and assigning the roles they would play.

DIALOGUE: This refers to the discussion going on between two people in a work of literature. The opposite of dialogue is a monologue.

SUMMARY:

The figures of speech and literacy terms above are important in literature, to achieve the desired effects.

ASSESSMENT:

List and explain some other figures of speech, and literacy terms.

WEEK TWO:- {Speech Work: Consonants /t/ and /d/ at the initial, middle and final position of words, Using Inspite and Despite with adequate examples And Literature: Themes in myths and legends }

English Language, JSS 2, Third Term

Week 2

OVERVIEW

• SPEECH WORK
• GRAMMAR
• LITERATURE

SPEECH WORK: CONSONANTS /t/ AND /d/ AT THE INITIAL, MIDDLE AND FINAL POSITION OF WORDS

OBJECTIVES:

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

• Describe the sounds /t/ and /d/
• List words with sounds /t/ and /d/ at the initial, middle and final positions.

INTRODUCTION:

The /t/ and /d/ sounds are pairs of voiceless and voiced sounds respectively, and they also have the same place and manner of articulation, as alveolar and plosive, respectively.

When they are pronounced, the tip of the tongue goes up to the roof of the mouth, the upper and lower teeth meet, and are parted as the sounds are produced. The only difference is that while sound /t/ is voiceless, sound /d/ is voiced.

SOUND /t/ AT THE INITIAL, MIDDLE AND FINAL POSITIONS OF WORDS

Words with sound /t/ at the initial position are:

Table, Test, Trial, Trump, Trifle, Trivial, Tarry, Television, Temple, Task, etc.

Words with sound /t/ at the middle position are:

Letter, Resting, Rental, Leicester, Lantern, Literal, Monster, Centre, Master, etc.

Words with the sound /t/ at the final position are:

Rest, Last, Fast, Sit, Lost, Fought, Act, Sort, Worst, Wrist, Set, Least, etc.

SOUND /d/ AT THE INITIAL, MIDDLE AND FINAL POSITIONS OF WORDS

Words with sound /d/ at the initial position are:

Door, Drape, Drew, Dew, Desk, Desperate, Definite, Divine, Dozen, Delicious, etc.

Words with sound /d/ at the middle position are:

Treading, Leading, Madam, Ladder, Leader, Radar, Tender, Radiate, etc.

Words with the /d/ sound at the final position are:

Read, Seed, Told, Fold, Sad, Mold, Lead, Feed, Deed, etc.

SUMMARY:

The /t/ and /d/ consonant sounds appear in various positions in words, as have been shown in the examples above.

ASSESSMENT:

Write words that have the /p/ and /b/ sounds, at the initial, middle and final positions.

GRAMMAR: USING DESPITE AND IN SPITE WITH ADEQUATE EXAMPLES

OBJECTIVES:

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

• Use “despite” and “in spite” in sentences correctly.

INTRODUCTION:

The words “despite” and “in spite” are conjunctions, and they are used to link sentences, clauses or phrases that contrast each other.

In English language, conjunctions are used to link words, phrases, clauses or sentences. “In spite” and “Despite” are both conjunctions, and they can be used to show the difference between phrases, clauses and sentences.

DESPITE:

1. She got the contract, despite not pitching for it.
2. Despite the traffic, they still arrived early.
3. He disobeyed, despite the advice given to him.
4. Despite the pleadings, he still got beaten up.
5. Despite limitations, you can achieve your dreams, if you are determined.
6. She still won the race, despite lagging behind at the beginning.
7. Despite the circumstances of life, God is still good.

IN SPITE

1. He made a lot of profit last year, in spite of the recession.
2. In spite of her background, she still became great in life, as a result of hard work.
3. Life was not so rosy at his old age, in spite of being rich when he was young.
4. In spite being overweight, she still doesn’t exercise.
5. In spite of his age, he is still very agile.

SUMMARY:

“Despite” and “In spite” are used to link phrases, clauses and statements that contrast.

ASSESSMENT:

Use “despite” and “in spite” in five sentences each.

LITERATURE: MYTHS AND LEGENDS, AND THEIR THEMES

OBJECTIVES:

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

• Define Myths
• Define Legends
• State the themes in popular myths and legends

INTRODUCTION:

Myths is a kind of folktale story that talks about events concerning supernatural beings and creatures. Myths are usually made up, just to pass across a message.

On the other hand, legends are stories which are told about the historical deeds of great men and women in the past.

Literature: Myths and Legends

A myth is a traditional story, which may describe the origins of the world and/or of a people. A myth is an attempt to explain mysteries, supernatural events, and cultural traditions. Sometimes sacred in nature, a myth can involve gods or other creatures. And, a myth represents reality in dramatic ways. Examples of Greek myth: Hercules, Hades, Achilles.

A myth is a traditional, typically ancient story dealing with supernatural beings, ancestors, or heroes that serves as a fundamental type in the worldview of a people. The purpose of myths is to account for the origins of something, explain aspects of the natural world, or delineate the psychology, customs, or ideals of society.

A myth is a story based on tradition or legend, which has a deep symbolic meaning. A myth ‘conveys a truth’ to those who tell it and hear it, rather than necessarily recording a true event. Although some myths can be accounts of actual events, they have become transformed by symbolic meaning or shifted in time or place. Myths are often used to explain universal and local beginnings and involve supernatural beings. The great power of the meaning of these stories, to the culture in which they developed, is a major reason why they survive as long as they do – sometimes for thousands of years.

A legend is a traditional tale handed down from earlier times and believed to have an historical basis. A legend is a story purported to be historical in nature, but without substantiation. Examples are: King Arthur,  Robin Hood. Where evidence of the existence of actual historical figures exists, figures like King Richard are legends due in large part to the many stories that have been created about them.

Legend also refers to anything that inspires a body of stories, or anything of lasting importance or fame. The story is handed down from earlier times, but will continue to evolve with time.

A legend is a semi-true story, which has been passed on from person-to-person and has important meaning or symbolism for the culture in which it originates. A legend usually includes an element of truth, or is based on historic facts, but with ‘mythical qualities’. Legends usually involve heroic characters or fantastic places and often encompass the spiritual beliefs of the culture in which they originate.

Comparison between Legend and Myth

	Legend	Myth
Evidence that events occurred / people existed?	Yes, but evidence may be insubstantial.	No
When and where did it happen?	Typically in more recent historical past. Usually from a specific culture.	Usually the ancient past from a specific culture.
Is it fact or fiction?	Facts are distorted or exaggerated. Some fiction.	No evidence to prove it as fact. Fictional stories explaining how “the world was created” or some type of natural situation that occurred on Earth.
Who are they about?	Notable people from history.	Gods, supernatural realm.
What are they about?	Often about heroic deeds, overcoming obstacles, but may also be about evildoing.	Traditional narrative that explains natural phenomena through symbolism and metaphor — often involves the gods of ancient cultures.

Features of Legend

Characters and Setting

• Characters in a legend are limited to a small cast. They may be inanimate objects, gods, or humans with super traits. The gods are superheroes who may appear in human form, but maintain immortality and supernatural abilities. Legends typically take place in the past, and the setting is somehow relevant to the culture from which it derives.
• Legends are usually based on real characters and events, even though these have been richly embellished and exaggerated over time. This gives the narrative an exciting quality because all the events seem to be within the realm of possibility even when the plot has become so widely adapted or updated that it is completely fictional.

Plot and Theme

• A legend’s plot will include a lot of action, suspense and conflict. The characters of a legend are often faced with difficult obstacles to overcome, and struggle with their fate or destiny. Legends often explain natural phenomena, religious practices and human nature. They usually offer a straightforward moral, or a lesson for life.
• The plot of a legend usually focuses on an individual character, a cultural hero or a person respected and remembered (Jason, King Arthur, Robin Hood, William Tell, Roland) but there are also legends about places (Atlantis, Shangri-La), objects (the Holy Grail, the Philosopher’s Stone) and legendary animals (the Yeti, Loch Ness monster, Sasquatch, Chupacabra).
• They also convey meaning about the way we live our lives that make them relevant and interesting across cultures and time. This makes them worth repeating through generations and publishing as new versions or adaptations for twenty-first century readers
• Legends employ many of the typical themes of traditional stories:
  • good and evil
  • friend and foe
  • magic
  • the supernatural
  • rich and poor/rags to riches/riches to rags
  • wise and foolish
  • strong and weak
  • just and unjust
  • a quest or search
  • a journey
  • trials and forfeits.

Legends, like myths, reveal information about the way people lived, what they believed, what was important to them, what they valued and what they were afraid of.

Point of View 

• Legends are written from the third person point of view. A legend will reflect upon a society’s culture, values and beliefs and the frail nature, or weakness, of human beings. Readers of the legend will believe that the main character is capable of overcoming any obstacles in his path, and root for him to succeed.

Generations

• Legends are usually passed down through generations. Prior to printing, legends were passed orally to teach the younger generation a certain set of values.

Structure and style

• Structure is usually episodic, as in the phases of a journey over several years or the stages of a great battle. Some legends tell the entire life story of their hero as a series of linked episodes, each one a story in its own right, as in the King Arthur stories and the sagas of German-speaking and Northern European countries.

Common structures include:

• chronological episodes;
• journey stories;
• sequential stories;
• life stories and community histories.

Like myths, legends sometimes use a more literary style than fairy tales or fables.
For example:

• rich, evocative vocabulary
• memorable language use
• use of rhythm and repetition techniques
• formulaic openings and endings
• imagery: simile, metaphor and symbolism

Features of Myths

Purpose

• The usual purpose of a myth is to provide an explanation for the origins of phenomena (thunder, day and night, winter) by telling the story of how they came to be. Most cultures used myths, handed down orally from generation to generation from an anonymous source, to explain the world and its mysteries, so mythology from different regions usually reflects the wonders that people saw around them in their own environment.
• Myths often provide narrative clues that help to build a picture of the beliefs, lifestyles and ideology of the people who first told them.

Themes

• Myths are set in the past, usually a distant and non-specific past, and are presented as something that actually happened. There is evidence that the content of some myths is based on real events and places that may have existed.
• Myths explain why the world is the way it is and, for this reason, they reflect the basic principles of the religion or spirituality of the people. For example, Norse and Greek myths narrate what the gods did and how they interacted with humans.

Opposites occur frequently in myths as themes, including:

• good and evil;
• night and day;
• calm and storm;
• wise and foolish;
• old and young;
• beautiful and ugly;
• mean and generous;
• just and unjust.

Like other traditional stories, myths use quests, journeys and trials as themes. The hero or heroine often has to undergo some kind of test (the trials of Hercules) or set off on a long and difficult journey where dangers arise at each stage (the Odyssey).

Plot and structure

The plot of a myth usually includes incredible or miraculous, supernatural and superstitious events, where characters behave in superhuman ways using unusual powers or with the help of superhuman beings.

Characters

Characters typical of traditional stories appear in myths (talking animals, rich kings, foolish young men, clever villains) although the ‘trickster’ character is often a mischievous god (Loki, for example). The most notable character types in this sub-class are classic heroes and supernatural beings. Characterisation is an interesting focus for composition when children write their own myths or retell versions because the characters need to be awe-inspiring and larger-than-life.

Style

Rich, evocative vocabulary and use of imagery are typical but style is often more literary than other types of tales so that some versions offer a more challenging read for children. Myths often include very vivid description of characters and settings (dense, mysterious rainforest or icy, mist-shrouded mountain peaks) and fast-moving narration of action. They tend to make less use of dialogue and repetition than some other types of traditional story. Simile is used widely to help convey grand settings and describe awe-inspiring characters

SUMMARY:

Legends and myths are forms of storytelling, but their function differ in how they are used in the society.

ASSESSMENT:

List and explain some of the popular themes used in myths and legends.

WEEK THREE:- {Speech Work: Consonant Sounds /ʧ/ and /ʃ/, Grammar: The use of Have, Has and Had, Composition: Pride goes before a fall And Literature: Honesty and Fair play}

English Language JSS2 Third Term

WEEK 3

OVERVIEW

• SPEECH WORK
• GRAMMAR
• COMPOSITION
• LITERATURE

SPEECH WORK: CONSONANT SOUNDS /ʧ/ AND /ʃ/

OBJECTIVES:

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

• Describe consonant sound /ʧ/ with examples
• Describe consonant sound /ʃ/ with examples

INTRODUCTION

The /ʧ/ and /ʃ/ sounds are both palatal sounds and they shall be described below.

The /ʧ/ sound is known as the voiceless affricate palatal sound. It is produced with a complete blockage of the airstream coming from the mouth, which is later released as the sound is pronounced.

During the course of pronunciation, the tongue is spread over the hard palate and the alveolar ridge, it is a voiceless sound, with no vibration in the vocal cords.

Examples of words with the /ʧ/ sound are chair, chief, charity, etc.

The /ʧ/ sound appears in words in form of letters “ch”

• ch- Teacher, Choose, Chaste, Challenge, Champion, etc.

The /ʃ/ sound is known as the voiceless palate-alveolar fricative. It is produced when the front part of the tongue is slightly moved towards the hard palate, and the tip of the tongue is behind the alveolar ridge. It is a voiceless sound, as the vocal cords do not vibrate when it is produced.

Examples of words with the sound /ʃ/ are: shoe, shop, shell, etc

The /ʃ/ sound appears in words in form of letters such as:

• sh- shirt, shelf, sheet, delish
• c- special, racial,
• ss- mission, passionate
• t- action, sanction, ration

SUMMARY:

The /ʧ/ and /ʃ/ sounds are both voiceless sounds.

ASSESSMENT:

Write ten words each that contain the /ʧ/ and /ʃ/ sound.

GRAMMAR: THE USE OF HAVE, HAS AND HAD

OBJECTIVES:

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

• Explain the uses of having, has and had.
• Use have, has and had to make sentences.

INTRODUCTION:

Have, has and had are all forms of auxiliary verbs, and they are known as the “Verb To Have”. Auxiliary verbs are helping or assisting verbs, which assist main verbs in a sentence.

“Have” is the base form of “has” and “had”.

The Present Perfect Tense: “Have” and “Has” is used with the past participle form of main verbs, to form the present perfect tense. And while “have” is used for plural subjects, “has” is used for singular subjects.

Examples:

1. I have found the books
2. They have published the newsletter.
3. We have recovered the email.
4. He has completed his university education.
5. She has written a journal.

The Past Perfect Tense: “Had” is used with the past participle form of main verbs, to form the past perfect tense. It can be used for both singular and plural subjects.

Examples:

1. She had travelled before I got there
2. He had eaten, by the time I arrived
3. They had gotten there before the event began
4. We had voted her in as the President.
5. I had seen her before she left.

To show Possession: “Have”, “has” and “had” can also be used as main verbs, to show possession.

Examples:

1. I have a dog and two puppies.
2. She has a house on the Island.
3. He had a blue sports car
4. Sandra has books for sale
5. We have poultry, behind the house.
6. They had two laptops, last year.

“Have”, “Has” and “Had” can also be used with “not” to show negativity.

Examples:

1. She has not finished the work
2. They have not painted the wall.
3. He had not seen her when she saw him.

SUMMARY:

Have, has and had are auxiliary verbs, which can be used as both auxiliary verbs to support main/lexical verbs, and as main verbs to show possession.

ASSESSMENT:

Use “have”, “has” and “had” to make five sentences each.

COMPOSITION: PRIDE GOES BEFORE A FALL

Stephen was a student in Luke Junior Secondary School, and he was very brilliant. At the last prize-giving day ceremony organized by the school, he was awarded the best student in his class, due to his excellent academic performance. And he became proud and arrogant, as a result of this; looking down on other students, often saying that he was better than them.

This attitude made no one like him, and he didn’t have friends, as his proud attitude made his former friends desert him.

Whenever they were given any classwork, assignment or class test to do, he always came top in his class, and this made him even more arrogant, as he often boasted about his grades to his classmates.

It was then time for the school examination to begin, and so, due to Stephen’s past success in assignments and tests, he relented in his effort to study well, as he boasted to himself that even if he does not read, he would still do well. While other students were studying hard for the exam, he played and made jest of them.

On the day of the exam, everyone got into the exam hall and were given the exam questions and answer scripts to use.

Stephen read the questions, but he was confused for a while. They were questions he was familiar with, as he could remember the topics that were taught in class. However, due to his unwillingness to read or even revise his notes, he had just little answers to write in the exam to refresh his knowledge.

On the other hand, his classmates found the exam questions very easy, as they already prepared well and revised their notes beforehand. After that day’s exam, he realized what his pride had caused him, and he concluded that truly, pride goes before a fall.

Afterwards, he determined in his heart to change, and study well for the remaining exams. He also attempted to reconcile with his friends and classmates, apologising to them for his past behaviour, and promised to turn a new leaf.

LITERATURE: STORY ON HONESTY AND FAIR PLAY

There lived a boy named Caleb. He was the third child out of four children and he was the quietest of all his siblings. One great thing about Caleb’s family were the great virtues, such as integrity, honesty, kindness, fair play, etc. that they were taught by their parents.

They had cardboard in their house, where his mother wrote these virtues alongside what they meant. They read it every morning before going to school, and before going to bed at night; and as a result, it was already a part of them.

One day in school, when writing the mid-term assessment tests, one of Caleb’s classmates called Hope brought in his notebook to copy from it and cheat during the test. He then told Caleb to join him to copy, but Caleb refused, saying that it was cheating and wrong.

Some minutes later, the test started and the teacher caught Hope, as he was cheating with his school notes. The teacher became angry, took away his test papers and sent him out of the classroom.

That day when Caleb got home, he told his parents about what happened and his parents commended him for embracing honesty and fair play, rather than dishonesty and cheating.

His father then said to him and his siblings, “Do you now understand why we always emphasize these things to you?” They all said yes, and nodded their heads.  

WEEK FOUR:- {Speech Work: Consonant Sounds /Ө/ and /ժ/, Grammar: Synonyms, Vocabulary Development: Words associated with human right, Composition: The responsibilities of the Government And Literature: Poem on Laziness}

English Language JSS2 Third Term

WEEK FOUR

OVERVIEW:

• SPEECH WORK
• GRAMMAR
• VOCABULARY
• COMPOSITION
• LITERATURE

SPEECH WORK: CONSONANT SOUNDS /Ө/ AND /ð/

OBJECTIVES:

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

• Describe the sound /Ө/, with examples
• Describe the sound /ð/, with examples

INTRODUCTION:

The /Ө/ and /ð/ sounds are pairs of sounds, with the same place and manner of articulation. The only difference is that while sound /Ө/ is voiceless, sound /ð/ is a voiced sound.

/Ꝋ/: This is a dental fricative sound, which is produced with the tip of the tongue in front of the front teeth, and the tongue placed against the roof of the mouth. It is also a voiceless sound, as the vocal cords do not vibrate when pronouncing it.

The /Ꝋ/ sound can appear in any position in words, whether, initial, middle or final position.

Pronounce the following words, with the /Ꝋ/ sound: thing, faithful, breath.

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

• th- think, death, thank, noth

/ð/: This is also a dental fricative sound, and it is pronounced the same way the /Ө/ sound is pronounced. The only difference is in their voicing, as /ϴ/ is voiceless, while sound /ð/ is voiced.

The /ð/ sound can also appear in any position in words, whether initial, middle or final position.

Pronounce the following words with the /ð/ sound: the, they, that, etc.

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

• th – then, those, eth, other, bathe, nonetheless, betroth, worth

SUMMARY:

The /Ө/ and /ð/ sounds are unique, in that they do not appear in all languages. And as a result, they are usually mispronounced when they appear in words, as some speakers pronounce them as /t/.

Also, they both appear in words with the letters “th”. Hence, one must be careful in order to distinguish the words that each of them appear in.

ASSESSMENT:

In a tabular form, write ten words each that carry the /Ө/ and /ð/ sound.

GRAMMAR: SYNONYMS

Synonyms are words that are similar in meaning, or almost similar in meaning. Some words that are synonymous with each other would be listed below:

Words	Synonym
Acquire	Obtain
Before	Prior
Help	Assist
Obvious	Apparent
Endorse	Approve
Forbid	Ban
Complex	Complicated
Determined	Resilient
Amateur	Beginner
Anger	Wrath
Quiet	Calm
Cruel	Wicked
Cease	Stop
Achieve	Accomplish
Propose	Suggest

VOCABULARY: WORDS ASSOCIATED WITH HUMAN RIGHTS

Human rights refer to the rights that individuals in a nation have, which protects their dignity as humans and give them the freedom to do certain things, without hindrance. Some words associated with human rights shall be listed and explained, as follows:

Words	Meaning
Equality	This has to do with having equal rights to things, and not seeing one person as inferior or superior to the other person.
Justice	This is a principle that states that people should get what they deserve, and that the right thing should be done.
Universal	This refers to when something is applicable to everyone, in a place, group or nation, or the world at large.
Franchise	This refers to the right that a person has to vote in an election.
Activism	This refers to efforts made by people in a nation to reform or cause changes in social, political or economic issues.
Constitution	This refers to the body of rules and regulations that guide the duties of the government and people and also ensures the rights of the citizens in a country.
Political Freedom	Political Freedom refers to freedom from oppression and coercion and having one’s political rights intact.
Democracy	This is a government where the citizens have the right to vote in their representatives, at the various levels of government.
Citizen	This is a person who is legally recognized as a member of a country, by birth, naturalization or marriage.
Right to life	This refers to the right of everyone to live and that no one has the right to take another person’s life.
Discrimination	This is when a group of people are treated unjustly or unfairly, based on age, race, sex, nationality, etc.

COMPOSITION: RESPONSIBILITIES OF THE GOVERNMENT

The Government refers to the group of people who have been voted in and given the power and authority to rule the people of a nation, state or local government. There are three arms of government, which include: The Legislature, The Executive and The Judiciary.

The Legislature is in charge of making laws in the country, they are the lawmakers.

The Executive enforces the laws, and make people comply with them.

While the Judiciary interprets the laws, and also punish lawbreakers.

Now, the government is not just there to rule, they also have certain functions to perform in the nation, and especially to the citizens. They have some core responsibilities that they must carry out, in order to have a peaceful and stable nation. Some of them shall be discussed as follows.

To start with, the government is responsible for the provision of social amenities such as electricity, water, quality health care, quality education, etc. for the comfort of the citizens in the nation. This is a very important responsibility, in order to ensure a smooth and conducive living, for the citizens of a country.

Another responsibility of the government is the provision of security for the lives and properties of the citizens. The government of a nation is responsible for protecting the citizens of a nation from all insurgency, terrorism. They are also responsible to ensure the eradication of criminal activities, which could threaten the security of the citizens.

Finally, the government of a nation should also provide employment opportunities for the citizens. This is very important, to ensure that citizens are able to earn a means of livelihood, and this reduces the rate of crime in the society.

In conclusion, both the government and citizens have various roles to play, and one cannot replace the other. Hence, everyone has to carry out their responsibilities, in order to have a functional society.

LITERATURE-IN-ENGLISH: POEM

LAZINESS

The lazy boy is seen

Roaming around the streets

He wakes up late

And goes late to school

And even in school,

He doesn’t write his notes

Neither does he do his assignments

Nor study for exams

During exams

He knows nothing to write

He tries to borrow notes

But no one would lend him

His laziness made him fail

And he learnt his lessons

The hard way

He resolved not to be lazy again

But to embrace hard work and diligence.

WEEK FIVE:- {Speech Work: Consonant Sounds /w/ and /j/, Grammar: Antonyms, Vocabulary Development: Words associated with Conflict Resolution And Composition: A memorable journey I once made}

English Language JSS2 Third Term 

Week 5

OVERVIEW:

• SPEECH WORK
• GRAMMAR
• VOCABULARY
• COMPOSITION

SPEECH WORK: CONSONANT SOUNDS /j/ AND /w/

OBJECTIVES:

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

• Describe the /j/ sound, with examples
• Describe the /w/ sound with examples

INTRODUCTION:                   

The /j/ and /w/ sounds are both approximants/glides. They shall be described as follows:

The /j/ sound is produced by raising the middle part of the tongue towards the hard palate, then this forms a narrow space in the mouth, from which air is released when it is pronounced.

It is an approximant, which has its place of articulation as palatal. It is also a voiced sound as the vocal cords vibrate when it is pronounced.  

Examples of words with the /j/ sound include yam, yoghurt, eulogy, ewe, etc.

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

• y – yatch, yes, you, yeast, youth
• u – use, university, universal, music, huge
• e – europe, euphemism, eucharist,
• ea – beauty
• ew – few, stew, mew

The /w/ sound is also an approximant, which has its place of articulation as bilabial, and it is a voiced sound.

During the pronunciation of the /w/ sound, the lips are tightly rounded, the back of the tongue goes up, and the front part of the tongue slightly touches the bottom front teeth.

Examples of words with the /w/ sound include: where, was, well, etc.

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

• w – were, wall, worry, west, towel, tow
• wh – whose, when, what

SUMMARY:

The /w/ and /j/ sound are glides.

ASSESSMENT:

Write out ten words that carry the /w/ and /j/ sound each.

GRAMMAR: ANTONYMS

Antonyms are words that are opposite in meaning. Some words that are antonyms would be stated below.

Words	Antonyms
Entrance	Exit
Interior	Exterior
Alive	Dead
Excellent	Mediocre
Above	Below
Blunt	Sharp
Wise	Foolish
Smooth	Rough
Weak	Strong
Knowledge	Ignorance
Simple	Complex
Timid	Bold
Innocent	Guilty

VOCABULARY: CONFLICT RESOLUTION

Conflict Resolution is a process by which disputes and conflicts are resolved, in order to reach a peaceful conclusion. Some of the words associated with conflict resolution shall be listed and explained below.

Words	Meaning
Mediation	This is a process whereby a dispute between two parties is resolved through the intervention of an impartial third party, who helps them reach a peaceful resolution.
Golden Rule	This is the rule that states that we treat others, the same way we want to be treated.
Causal Inference	This refers to assumptions we make about what might have caused a problem
Dialogue	This is a discussion that goes on between two people, in which they commit to listening and reflecting in order to reach a resolution.
Bargaining	This refers to a process of finding mutual ground and mutually acceptable solutions, to solve a problem between disagreeing parties.
Arbitration	Arbitration is a consensual procedure in which a dispute is resolved in private, between conflicting parties, rather than in court.
Conciliation	This is a process whereby a conciliator meets two disagreeing parties separately, and then together, in order to resolve the problem.
Empathy	This is the capacity to understand and share the feelings and situations of others.
Face Saving	This is the act of preserving a person’s dignity, by seeking redress when they are humiliated.
Brainstorming	This is coming up with ideas and solutions, in order to solve a problem.
Anger Management	Anger management is the process of helping a person manage his anger issues, in order to come to a calm state of mind.
Ground Rules	These are the rules that guide the resolution of a conflict.
Restitution	This is the restoration of something stolen or lost back to its owner.

COMPOSITION: A MEMORABLE JOURNEY I ONCE MADE

The most memorable journey I have ever made was the journey I went on with my family, to Olumo Rock in Abeokuta. My dad had always told us stories about this rock, and how it helped the people of Egba during a war, serving as a place of refuge and protection from danger. Hence, it had always interested us to see the place for ourselves, and on that Friday morning, when he announced that we would be visiting the place, our joy knew no bounds.

Early the next day, my mum made food and packed them into lunch boxes. While I and my siblings took our baths and afterwards made pancakes to eat as snacks during the day. By 9 am, we left the house in my dad’s car and started our journey from Lagos to Abeokuta.

On our way, we saw a lot of new places that we had never seen, as a result of not ever been out of Lagos. However, that journey gave us the opportunity to see places, and experience life in another way.

By 1 pm, we got to Abeokuta and drove to the Olumo rock and it was such a beautiful sight to behold. Our tour guide took us around, explaining some things to us about the place. We saw an Iroko tree, which is believed to be about 200 years.

After taking a walk around the place, we went up the elevator to the pinnacle of the mountain. It was an exhilarating journey, as we stood on the top and looked down over the beautiful city of Abeokuta. We ate our food on the mountain, after taking series of pictures.

When we were done, we came down to buy some tie and dye clothes from the traders selling around, as souvenirs for ourselves, after which we drove back to Lagos.

It is the most memorable journey I have ever made, and I would forever cherish the experience in my heart.  

WEEK SIX:- {Speech Work: Contrasting Vowels: /Ʊ/ and /u:/, Grammar: The use of causative verbs, Vocabulary Development: Words associated with Religion And Composition: Writing a dialogue}

English Language JSS2 Third Term 

Week 6

OVERVIEW

• SPEECH WORK
• GRAMMAR
• VOCABULARY
• COMPOSITION

SPEECH WORK: CONTRASTING VOWELS: /Ʊ/ and /u:/

OBJECTIVES:

By the end of the class, students should be able to:

• Describe the vowel sounds /Ʊ/ and /u:/
• Contrast the /Ʊ/ and /u:/ sounds, with examples

INTRODUCTION:

The /Ʊ/ and /u:/ sounds are vowel sounds, and they are a pair of short and long vowels. They would both be described and contrasted from each other.

/Ʊ/: The /Ʊ/ sound is a short vowel sound that is produced with the lips in a round shape. It is known as the close back rounded sound and its long-form is the vowel sound /u:/.

Examples of words with the /Ʊ/ sound are: book, put, could, wolf, etc.

The /Ʊ/ sound appears in different words, in form of the following letters, such as:

• oo- cook, wool, shook
• u- bull, sugar
• ou- could, would
• o- woman

/u:/: The /u:/ sound is a long vowel sound that is also produced with the lips in a round shape, while the tongue is raised high; at the back of the mouth. It is differentiated from the /Ʊ/ sound because it is long, while /Ʊ/ is a short sound.

Examples of words with the /u:/ sound are: who, two, value, etc

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

• o- whose, move, do
• oo- too, school
• u- use, student, rude
• ugh- through,
• ew- view, few¸ sew

CONTRAST BETWEEN THE /Ʊ/ AND /U:/ SOUND

The /Ʊ/ sound is a short vowel sound, while the /u:/ sound is a long vowel sound

The /u:/ sound is pronounced longer than the /Ʊ/ sound, and the words they each appear in, differ.

SUMMARY:

The /Ʊ/ and /u:/ sounds are a pair of short and long vowel sounds. They are both voiced sounds, like all other vowel sounds.

ASSESSMENT:

Write ten words each, with the /Ʊ/ and /u:/ sound.

GRAMMAR: THE USE OF CAUSATIVE VERBS

OBJECTIVES:

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

• Explain what causative verbs are
• List the types of causative verbs, and use them to make sentences.

INTRODUCTION:

Causative verbs are verbs that are used to indicate that someone caused another person to do something for him/her. This can be done by asking, forcing, pleading, etc.

Causative verbs are used to show that a person influenced another person in doing something. It can be used in any tense, however, there is a way to construct the sentences in which it would be used to make it grammatical.

There are different types of causative verbs in the English Language, and some of them include: Have, Get, Make, Let, Help, etc.

• HAVE: This causative verb is used in a way to give someone the responsibility to do something. The structure it takes is as follows:

Subject + Have (appropriate tense form) + Object + Base form of Verb

Examples:

1. Her mother had her wash the curtains
2. He always has me sweeping the room
3. She will have us work for her.
4. I had him accompany me to the park

• GET: This causative is used in a way to encourage or convince someone to do something. It takes the following structure:

Subject + Get + (appropriate tense form) + Object + To Infinitive

Examples:

1. She will get him to upload the picture
2. Her father got her to study abroad
3. He got me to buy him the book
4. Her friend got her to register for the class.

• MAKE: This causative is used to require or force a person into doing something. It takes the following structure:

Subject + Make (appropriate tense form) + Object + Base form of Verb

Examples:

1. She made me beat the child
2. He made her write the exam
3. Her mother made her leave the hall
4. I made her go to school

• HELP: This is used when assisting someone in doing something. It takes the following structure:

Subject + Help (appropriate tense form) + Object + Base form of Verb/ To infinitive

Examples:

1. He helped Bola carry her bag
2. She helps her sister to do her laundry
3. Her father helped her carry the books
4. His friend helped him to register for the exam

• LET: This is used to allow or permit a person to do something. It takes the following structure:

Subject + Let + Object + Base form of Verb

Examples:

1. She let him carry her books
2. Her father let her drive his car
3. He let his friend wear his clothes
4. They let her go home

SUMMARY:

Causative verbs are used to indicate that someone caused another person to do something for them.

ASSESSMENT:

Use the above causatives to make five sentences each.

VOCABULARY: RELIGION

Here, we would be examining words that are related to religion, some of them are as follows:

Words	Meaning
Prayer	This is a means of speaking with God, thanking him and making requests.
Sacrilege	This is the violation and abuse of something holy and sacred; not regarding it as required.
Christianity	This is a religion that is based on the teaching of Jesus Christ. People who practice this religion are known as Christians.
Islam	This is a religion that is based on the teachings of Prophet Muhammed, and people who practise this religion are known as Muslims.
Buddhism	This is a religion that is based on the teachings of Buddha. And people who practise this religion are known as Buddhists.
Hinduism	Hinduism is an Indian religion that comes third, after Christianity and Islam in the world.
Martyr	A martyr is a person who suffers, is persecuted and killed, because of their refusal to renounce their religious beliefs.
Cross	This is a symbol that signifies the sufferings of Jesus Christ. It is a significant aspect of Christianity.
Monk	A monk is a man who does not marry, he involves himself in religious life and lives alone or with other monks together in a monastery.
Pastor	A pastor is a leader of a Christian congregation, who is responsible for teaching and leading them.
Imam	An Imam is a religious leader of an Islamic congregation, who teaches and leads them.
Theology	Theology refers to the study of the intricacies of religious beliefs, faith and God. It is usually studied in universities and seminaries.
Salvation	This is the deliverance from sin and death, which is brought about by belief in Jesus Christ.
Sin	This refers to a wrong and immoral act that is a transgression against God.
Jihad	Jihad is a struggle in the Islamic religion, seen as a religious duty.

COMPOSITION: WRITING A DIALOGUE

OBJECTIVES:

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

• Explain what a dialogue is
• Write a dialogue between two or more people

INTRODUCTION:

Dialogue is an ongoing conversation or discussion between two or more people. It is a form of interacting with others. A dialogue shall be constructed below, in order to tell a short story.

The following dialogue is between two friends, who attend the same school. One of them was absent from school that day, and so, the other person went to inform him of some of the important announcements made at school.

James: Good afternoon, John. How are you?

John: I am fine, you?

James: I am doing well too.

John: I came to check up on you. Why were you not in school today?

James: I am not feeling too fine.  I had to take drugs and was advised to rest.

John: Oh, really. I am sorry about that. Hope you are doing well now?

James: I am getting better now. Thank you.

John: Alright. Some important announcements were made in school today, and I thought to tell you so that you are well informed about them.

James: Oh, thank you very much, I am listening.

John: There would a quiz competition between our school and Heights of Love School next month. Also, tomorrow, an education officer from the ministry of education would be visiting our school.

James: Really? That’s great. I would surely be in school tomorrow then.

John: Alright, take care of yourself, and extend my greetings to your siblings.

James: Thank you very much for coming. I really appreciate this.

John: You are welcome. Goodbye.

James: Bye.

SUMMARY:

The dialogue above shows a conversation between two friends. Dialogue is the opposite of monologue, which involves only one person.

ASSESSMENT:

Write a dialogue, showing a conversation between you and one of your siblings, on any topic of your choice.       

WEEK SEVEN:- {Speech Work: Contrasting Vowels: /Ͻ:/ and /Ʌ/, Grammar: Adverbs of Place And Composition: The day I would not like to remember}

English Language JSS2 Third Term

Week 7

OVERVIEW

• SPEECH WORK
• GRAMMAR
• COMPOSITION

SPEECH WORK: CONTRAST BETWEEN VOWELS /ᴐ:/ AND /ʌ/

OBJECTIVES:

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

• Describe the vowel sound /ᴐ:/ with examples.
• Describe the vowel sound /ʌ/, with examples.
• Contrast the vowel sounds /ᴐ:/ and /ʌ/

INTRODUCTION:

The /ᴐ:/ and /ʌ/ sounds are vowel sounds, which are long and short respectively.

The /ᴐ:/ sound is a long vowel sound. It is a back rounded vowel sound, and when it is pronounced, the tongue is lowered and the lips are rounded. It is the long form of the vowel sound /ɒ/.

Examples of words with the /ᴐ:/ sound are false, short, flaw, abroad, etc.

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

• a- false, altogether, salt, clause
• or- shortly, lord, north, form
• aw- law, saw, flaw
• au- caution, auction, cause

The /Ʌ/ sound is a short vowel sound, and it is known as a mid-central unrounded sound. It is produced by raising the middle of the tongue, and like every other vowel sound, it is voiced and the air passes through the mouth when it is pronounced.

Examples of words with the /ʌ/ sound are hut, rut, but.

The /Ʌ/ sound appears in words in form of the letter “u”

• u- gut, jug, nut, dutch

CONTRASTING VOWEL SOUNDS /ᴐ:/ AND /ʌ/

The /ᴐ:/ sound is a long vowel sound, while the /ʌ/ sound is a short vowel sound.

Another difference between the two sounds is in the examples of words that they occur in, as shown above.

SUMMARY:

The /ᴐ:/ and /ʌ/sounds are both vowel sounds, and they are voiced sounds.

ASSESSMENT:

Write ten words that carry the /ᴐ:/ and /ʌ/ sounds each.

GRAMMAR: ADVERB OF PLACE

OBJECTIVES:

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

• Explain what adverb of place is
• List examples of adverbs of place, and use them in sentences.

INTRODUCTION:

Adverbs are words used to describe a verb, an adjective and another adverb. It is one of the parts of speech in English language.

There are various kinds of adverbs, which are:

• Adverb of Place
• Adverb of Time
• Adverb of Frequency
• Adverb of Manner
• Adverb of Degree

ADVERB OF PLACE:

Adverb of place is used to tell the location of an action, or where an action took place. It can be directional, telling you the direction of a thing or place. It can also be used to refer to distance and the position of an object or person with another object or person.

Examples of Adverbs of place are as follows:

Here, there, up, down, around, nearby, far away, below, above, between, etc.

Examples:

• She is sitting up in the lounge.
• He went there last night.
• I sat between my parents.
• She lives far away from her parents.
• Rachel lives near the bank.

SUMMARY:

The adverb of place is used to tell the location of an action. It is mostly used to modify verbs.

ASSESSMENT:

Make two sentences with each of the following adverbs of place:

Here, outside, around, inside, back.

COMPOSITION: THE DAY I WOULD NOT LIKE TO REMEMBER

Anytime I remember what happened on this fateful day, it brings fear and great anxiety to my heart. It is an event I really want to forget.

It was on 8^th May 2017, when armed robbers came to our street to rob, and then they barged into our house. It all started about 10:30 pm at night and by that time, I was already sleeping alongside my two siblings. However, my parents were still awake in their room.

We heard a strange noise outside, as they moved into the house, and went into our neighbour’s apartment. By this time, my parents were already aware of what was happening and they called the police to inform them, afterwards, they came into our room. They tapped me and my siblings to wake us up and then told us to go into the toilet and sit very quietly.

I saw my mum shaking and I asked her why she was shaking, and she said there were armed robbers in the house. At this point, and my siblings became very afraid, but they told us to just pray silently and sit still in the toilet, and wait for them.

After a while, we heard a loud bang on our apartment door, as the thieves came in, and started shouting that my parents should bring out the money in the house; my dad gave them the money with him and my mum brought out her jewellery. They took the phones and laptops and after about 40 minutes, which seemed like an eternity, they left our apartment to other apartments in the house.

When they left, our parents came into the toilet to meet us and held us, as and my siblings were already crying, from fear of what may happen. My dad told us not to be afraid, as he brought out his phone to call the police again.

It is one day I would not like to remember in my life, as it brings fear and anxiety to my heart.

WEEK EIGHT:- {Speech Work: Consonant and Vowel sounds differentiated, Grammar: Review of prefix and suffix And Composition: The Rich also cry }

English Language JSS2 Third Term

WEEK 8 

OVERVIEW:

• SPEECH WORK
• GRAMMAR
• COMPOSITION

SPEECH WORK: DIFFERENTIATE BETWEEN CONSONANT AND VOWEL SOUNDS

OBJECTIVES:

By the end of the class, students should be able to:

• Differentiate between consonant and vowel sounds
• Identify consonant sounds and vowel sounds

INTRODUCTION:

Every language in the world has sounds, that are used when speaking, and the English language also has these sounds. And it is divided into consonant and vowel sounds.

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/, /ժ/, /z/, /ʒ/, /ʤ/, /m/, /n/, /Ƞ/, /l/, /r/, /h/, /w/. /j/

• 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.

• 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.

• 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. There are two types of voicing, which are voiceless and voiced.

Vowel Sounds are sounds that are made with little or no obstruction in the airstream. Vowel sounds are voiced sounds, and they differ in terms of quality, loudness and length.

There are 20 vowel sounds in the English language, which are categorized into three categories, namely: the short vowels, the long vowels and the diphthongs.

• The Short Vowel Sounds: These are vowels that are short in the length of their pronunciation. There are 7 short vowel sounds in the English language, which are:

/ӕ/, /e/, /i/, /ɒ/, /ʌ/, /Ʊ/ and /Ə/.

• The Long Vowel Sounds: These are vowels that are longer in the length of pronunciation. They are differentiated from other vowel sounds with the placement of a colon before each of them. There are 5 long vowel sounds in English language, which are: /a:/, /ɜ:/, /ᴐ:/, /u:/ and /i:/

• The Diphthongs: Diphthongs consist of two vowel sounds each, which are produced by gliding from one sound to the other, during pronunciation. There are 8 diphthongs in English Language, which are: /ei/, /ai/, /ƏƱ/, /aƱ/, /ᴐi/, /iƏ/, /eƏ/ and /ƱƏ/.

SUMMARY:

Consonant and Vowel sounds are different from each other, in terms of their production, sounds, classification, etc.

ASSESSMENT:

In a tabular form, differentiate between consonant and vowel sounds

GRAMMAR: REVIEW ON PREFIX AND SUFFIX

OBJECTIVES:

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

• Review prefix and suffix

INTRODUCTION:

Prefix and Suffix are affixes that are added to the beginning and end of words, respectively, in order to change their meaning and word class.

PREFIX: Prefixes are a group of letters, that are added to the beginning of words, in order to change their meaning. Some of them do not make meaning on their own, so they are added to other words, for them to be meaningful.

Examples of prefixes are: Un-, dis-, il-, re-, mis-, over-, pre-, etc.

Examples of words with the addition of prefixes are:

1. Mis+ understanding= Misunderstanding
2. Il+ logical =Illogical
3. Il+ legal = Illegal
4. Mis+ conception= Misconception
5. Dis +agree= Disagree
6. Re + arrange= Rearrange
7. Over + emphasize = Overemphasize
8. Over + protective= Overprotective
9. Pre+ marital =Premarital
10. Pre + order= Preorder

SUFFIX: Suffixes are groups of letters that are added to the end of words that change their meanings and word class. Suffixes are of two types, which are the derivational and inflectional suffix.

Examples of suffixes are: -ly, -ish, -less, -able, -ing, -er, etc.

Examples of words with the addition of suffixes are:

1. Happy + ily =Happily
2. Style + ish = Stylish
3. Depend+ able= Dependable
4. Smart + er= Smarter
5. Clean + ing= Cleaning
6. Lucky + ily= Luckily
7. Understand + able= Understandable
8. Worth+ less= Worthless
9. Red + ish= Reddish
10. Linger + ing= Lingering

SUMMARY:

Prefixes and Suffixes are added to words to change their meaning or/and word class.

ASSESSMENT:

Write out ten prefixes and suffixes each, and attach them with base words, to create new meaningful words.

COMPOSITION: THE RICH ALSO CRY

There lived a rich family in Lagos, which was popularly known as the Adepoju’s family, and they had all that one may wish to have in life. They lived in their own house in the centre of the town, owned a fleet of cars, companies with various subsidiaries, etc.

Mrs Adepoju, the wife of Chief Adepoju gave birth to three children, namely: Beatrice, Festus and Rejoice. Beatrice, who happened to be the first child was a brilliant, well-mannered and industrious lady. She grew up and had her university education in the United Kingdom, where she decided to settle down and live, after her education.

At this time, Rejoice who happened to be the last born was in a secondary school in Nigeria, as well as Festus who was schooling in a university in Nigeria.

Festus was the only male child, and he was very much pampered and spoilt while growing up. At the university, he joined a cult group, where he was initiated and introduced to a lot of bad and dangerous things.

They would terrorize female students, in order to date them, threaten lectures for marks, etc. One day after going to the club, and drinking to stupor, Festus and his friends were in his car driving home, when they got involved in a ghastly accident, which claimed the lives of two people, leaving the others badly injured. Festus was among the two people who died!

When his parents got to know, his mother wailed and started shouting in the hospital, where they were taken to. His father was also thrown into confusion, as sadness took over him. Onlookers who saw them shook their heads in pity and concluded that indeed, the rich also cry.

WEEK NINE:- {Speech Work: Review on Consonant Sounds /Ө/ and /ժ/, Grammar: More on Question Tags, Reading and Comprehension: Review on Language Skill And Composition: Review of the components of letter writing and essay writing}

English Language JSS 2 Third Term

Week 9

OVERVIEW

• SPEECH WORK
• GRAMMAR
• READING AND COMPREHENSION
• COMPOSITION

SPEECH WORK: REVIEW ON CONSONANT SOUNDS: /ϴ/ AND /ꝺ/

OBJECTIVES:

By the end of the class, students should be able to:

• Describe the consonant sound /ϴ/, with examples.
• Describe the consonant sound /ꝺ/, with examples

INTRODUCTION:

The /ϴ/ and /ꝺ/ sounds are dental consonant sounds, and they shall be discussed in detail below.

The /ϴ/ sound is a dental fricative consonant sound. It has its place of articulation as dental, and its manner of articulation as a fricative. It is also a voiceless sound because the vocal cords do not vibrate when it is pronounced.

When the /ϴ/ sound is pronounced, the tip of the tongue is placed between the teeth, and air passes through the mouth, bypassing the tongue.

Examples of words with the /ϴ/ sound include faith, death, three, thrust, etc.

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

• th- growth, mouth, thrifty, through, anyth

The /ꝺ/ sound is also a dental fricative consonant sound. It has its place and manner of articulation as dental and fricative, respectively.

It is pronounced the same way the /ϴ/ sound is pronounced, and the only difference is that, while the /ϴ/ sound is voiceless, the /ꝺ/ sound is voiced.

Examples of words with the /ꝺ/ sound include: worthy, the, them, feather, etc.

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

• th- further, rhythm, booth, soothe, the

SUMMARY:

The /ϴ/ and /ꝺ/ sounds are both dental fricative sounds.

ASSESSMENT:

Write ten words that contain the /ϴ/ and /ꝺ/ sound each.

GRAMMAR: MORE ON QUESTION TAGS

OBJECTIVES:

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

• Define question tags
• Identify the rules that guide the use of question tags, and apply them.

INTRODUCTION:

Question tags are used to change statements into questions.

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 must be 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 must be 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 help to ask questions or confirm a statement.

ASSESSMENT:

Write ten statements with question tags

READING AND COMPREHENSION: REVIEW THE LANGUAGE SKILLS

OBJECTIVES:

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

• Identify the four language skills
• Explain the four language skills

INTRODUCTION:

Language is a system or method by which humans communicate with one another, via spoken or written words.

Language is the tool for communication among humans. This is because the language has certain features, making it uniquely for only humans, not animals.

There are four language skills, that every learner of a language must master, to be able to use the language effectively. And the four language skills are divided into two categories, which are the receptive and productive skills. They are as follows:

• Listening (Receptive)
• Speaking (Productive)
• Reading (Receptive)
• Writing (Productive)

The receptive skills are the skills used to receive information in the language. While productive skills are used to produce or give out information, in the language.

1. Listening: This is the language skill that one needs to first acquire when learning a language. You have to first listen to the speakers of a language speak, as this helps you know what to imitate or say when you want to start speaking the language.
2. Speaking: This is another language skill that is used to produce the language. In learning a language, after listening, one then goes further to imitate the language by speaking.
3. Reading: This is a receptive skill that is used to receive information in a language, by using your eyes to go over written symbols, words, etc, to gain understanding.
4. Writing: This is the fourth language skill that has to do with putting down symbols, letters in form of words, to pass across a message in a language.

SUMMARY: 

The four language skills are very important when learning and using a language to communicate.

ASSESSMENT:

List and define the four language skills.

COMPOSITION: REVIEW OF THE COMPONENTS OF LETTER WRITING AND ESSAY WRITING

OBJECTIVES:

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

• List and explain the types and components of letter writing
• List and explain the types of essay writing

INTRODUCTION:

Letter writing is a form of writing where one person sends a message to another person through letters.

Essay writing refers to a formal kind of writing based on a topic, which is meant to either inform, persuade, educate, narrate, or describe.

Letter writing has to do with writing a message to communicate with another person. Letter writing is an important type of writing that should be learnt, and there are three types of letters: Formal, Semi-formal and Informal Letters.

Formal Letters: Formal letters are letters that are written to important people in society. It is official and formal in nature. It is usually written to people such as; The President, Governors, School Principals, Head Teachers, Teachers, Ministers, etc.

Informal Letter: This is a kind of letter that is written to family and friends, and it is informal in nature. It usually includes the exchange of pleasantries and sharing of unofficial issues.

Semi-formal Letter: This is a letter you write to someone you know, but you do not share a close relationship. For example, a parent writing a letter to her child’s school principal would be writing a semi-formal letter, or a letter to your friend’s parents, etc.

THE COMPONENTS OF LETTER WRITING

A letter should contain the features explained below, as they give the structure when writing it.

• The Address of the Writer: A letter starts with the address of the writer, which is written at the top right corner. It contains the house number, street, town, and state of the writer. And in a situation, whereby the letter is written to someone in another country, the Country of the writer must be stated in the address.
• Date: The date the letter was written, must appear after the address of the writer. It should be written in a clear format of Day, Month, and Year, or Month, Day and Year.
• The Name or Position of the Receiver: This is only present informal letters. Here, the name, or position of the receiver of the letter is written, and in a situation where you don’t know the name of the receiver, you write only their position. For example The Principal, The Governor. This is written on the left side, immediately after the date has been written.
• The Address of the Receiver: The address of the receiver of the letter is also written. It is usually their official address, mostly their workplace address. This appears only informal letters too.
• Salutation: In a formal letter and Semi-formal letter, this is in the form of “Dear Sir,” or “Dear Ma,”; depending on who you are addressing the letter to, but if you don’t know the gender of the person, you write “Dear Sir/Ma,”. However, for an informal letter, you can write the person’s name.
• Title: The title of the letter comes next; this is where you write a short description of why you are writing the letter. For example, “Permission to go home before school closes”. This is used in only formal letters.
• Introduction: In the introduction of a formal letter, you immediately introduce yourself with your name, and state why you are writing the letter. There is no need for pleasantries and greeting. Keep it formal! However, in informal and semi-formal letters, you should exchange pleasantries and greetings, but this should be to a reasonable extent in semi-formal letters.
• Body: This is where you explain fully your reason for writing the letter. And in a formal letter, it must not be too long. Go straight to the point, and be formal in the words you use. However, in informal and semi-formal letters, you may not be so formal in your words.
• Conclusion: Write a conclusion afterwards, to bring your letter to an end. You can ask the person to give you a reply if such is needed.
• Complimentary Close: A complimentary close is given in form of “Yours faithfully,” and a comma is added, informal letters. While in informal or semi-formal letters, you can use “Yours sincerely”. This is written at the right bottom corner of the letter.
• Signature: You then input your signature, after the complimentary close. You only sign a letter, when it is a formal letter.
• Name of the Writer: You end by writing your name; first name and last name informal letters. However, in the case of an informal and semi-formal letter, only your first name is necessary.

Essay writing is a form of writing on any topic, which aims to inform, persuade, educate, etc. There are four types of essay writing, and they are as follows:

Narrative Essay: A narrative essay is a type of essay that is used to tell a story, or relate the happenings in an incident. Narrative essays are written in form of stories.

In writing a narrative essay, the introductory part of the essay must be interesting enough to catch and hold the readers’ attention.

Examples of topics in a narrative essay include My last trip to Abuja, My Experience at the National Museum, The Most Memorable Day of my Life, etc.

Descriptive Essay: Descriptive essays are essays that are used to describe things and events. A descriptive essay can be aimed at describing a person, or group of people, an object, a place, event, etc.

Descriptive essays make use of deep descriptive language that helps the reader create in his or her head, the picture the writer is painting.

Examples of topics in a descriptive essay are The Third Mainland Bridge, The Longest River in the world.

Expository Essay: An expository essay is a type of essay that requires one to research and find out facts about a given topic to write about it. It has to do with exposing a topic, by getting proven facts about it.

An expository essay does not allow for the opinion of the writer in the essay, as it is mainly based on proven facts. It examines the definition, causes, effects, advantages, disadvantages, solutions, etc. of a concept, by stating proven facts gotten through research.

Examples of Expository Essay include The effects of Covid-19 on Education, HIV/AIDS and its spread, The Ebola Virus etc.

Argumentative Essay: Argumentative essays are written in form of debates. It is a kind of essay in which a person takes a stance in an argument, finds out facts to support the stance they take, and try to convince others to agree with their point of view/ perspective on the issue.

It is a persuasive kind of essay that seeks to argue out an issue, taking a stance, and trying to convince others to agree with you.

Examples of Argumentative Essays include topics like: Teachers are better than doctors, Technology has done more harm than good to the world, etc.

SUMMARY:

Letter writing and essay writing are various forms of writing that must be mastered.

ASSESSMENT:

Write a descriptive essay on the topic “The Kanji Dam”.