COMPLETE SCHEME OF WORK

      WEEK ONE:- {REVISION OF LAST TERM EXAMINATION, SPEECH WORK: CONSONANT SOUND /T/ AND /Θ/, GRAMMAR: EXPRESSING EXCEPTIONS, COMPOSITION: MORE ON WRITING TO A PEN PAL AND LITERATURE: FEATURES OF FOLKTALES}

      WEEK TWO:- {SPEECH WORK: CONSONANT CONTRAST /T/ AND /S/, GRAMMAR: PREPOSITION WHICH EXPRESS RELATIONS WITH PEOPLE, COMPOSITION: THE SCHOOL PRIZE-GIVING DAY AND LITERATURE: POEM- A LONELY CHILD LITERATURE: HOW THE TORTOISE GOT THE PATTERN ON HIS SHELL}

      WEEK THREE:- {SPEECH WORK: CONSONANT CONTRAST: /Ʃ/ AND /Ʒ/ AND GRAMMAR: THE SIMPLE SENTENCE}

      WEEK FOUR:- {SPEECH WORK: CONSONANT CONTRAST /Ʌ/ AND /A:/, GRAMMAR” THE COMPOUND SENTENCE, COMPOSITION: A LETTER TO A FRIEND TELLING HIM/HER ABOUT YOUR BEST SUBJECT AND LITERATURE: FEATURES OF PROSE}

      WEEK FIVE:- {SPEECH WORK: NASAL SOUNDS- /M/, /N/, /Ŋ/, GRAMMAR: THE USE OF THE CAPITAL LETTER AND COMPOSITION: A LETTER TO YOUR GRANDMOTHER/FATHER TELLING THEM YOU ARE COMING TO SPEND YOUR FORTHCOMING HOLIDAY WITH THEM}

      WEEK SIX:- {SPEECH WORK: VOWELS- /Ӕ/ AND /З:/, GRAMMAR: REFLEXIVE AND RELATIVE PRONOUN AND COMPOSITION: THE EVILS OF YOUTH UNEMPLOYMENT}

      WEEK SEVEN:- {SPEECH WORK: VOWELS- /Ƥ/ AND /Ͻ:/, GRAMMAR: PERSONAL PRONOUNS, COMPOSITION: DRUG ADDICTION, LITERATURE: LANGUAGE IN POETRY AND LITERATURE: CONSTRUCT SENTENCES WITH IRONY AND HYPERBOLE}

      WEEK EIGHT:- {SPEECH WORK: VOWEL SOUNDS /U/ AND /U:/, GRAMMAR: DEMONSTRATIVE PRONOUNS AND COMPOSITION: TEACHERS ARE BETTER THAN FARMERS IN A SOCIETY}

      WEEK NINE:- {SPEECH WORK: VOWEL /Ə/, GRAMMAR: DIFFERENTIATING BETWEEN DEMONSTRATIVE PRONOUNS AND DEMONSTRATIVE ADJECTIVES AND COMPOSITION: POPULATION EXPLOSION}

COMPLETE SCHEME OF WORK

ENGLISH LANGUAGE FOR JSS3  SECOND TERM

WEEKS	TOPICS
Week 1	Revision of last term examination Speech work: Consonant sound /t/ and /θ/ Grammar: Expressing exceptions Composition: More on writing to a pen pal Literature: Features of folktales
Week 2	Speech Work: Consonant contrast /t/ and /s/ Grammar: Preposition which expresses relations with people Composition: The School Prize-Giving Day Literature: Poem- A lonely Child Literature: How the tortoise got the pattern on his shell
Week 3	Speech Work: Consonant Contrast: /ʃ/ and /Ʒ/ Grammar: The Simple Sentence
Week 4	Speech work: Consonant Contrast /ʌ/ and /a:/ Grammar” The Compound Sentence Composition: A letter to a friend telling him/her about your best subject Literature: Features of prose
Week 5	Speech work: Nasal Sounds- /m/, /n/, /ŋ/ Grammar: The use of the Capital Letter Composition: A letter to your grandmother/father telling them you are coming to spend your forthcoming holiday with them
Week 6	Speech Work: Vowels- /ӕ/ and /З:/ Grammar: Reflexive and Relative Pronoun Composition: The Evils of Youth Unemployment
Week 7	Speech Work: Vowels- /ƥ/ and /Ͻ:/ Grammar: Personal Pronouns Composition: Drug Addiction Literature: Language in poetry Literature: Construct sentences with irony and hyperbole
Week 8	Speech Work: Vowel Sounds /u/ and /u:/ Grammar: Demonstrative Pronouns Composition: Teachers are better than farmers in a society
Week 9	Speech Work: Vowel /Ə/ Grammar: Differentiating between demonstrative pronouns and demonstrative adjectives Composition: Population Explosion
Week 10	Revision
Week 11-12	Tests and Examination

WEEK ONE:- {Revision of last term examination, Speech work: Consonant sound /t/ and /θ/, Grammar: Expressing exceptions, Composition: More on writing to a pen pal And Literature: Features of folktales}

English Language JSS3 Second Term

Week 1

OVERVIEW:

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

SPEECH WORK: CONSONANT SOUNDS /t/ AND /Ꝋ/

OBJECTIVES:

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

• Describe the consonant sounds /t/ and /Ꝋ/.
• Give examples of words that appear in

INTRODUCTION:

The consonant sounds are sounds that are produced with obstruction in the vocal cords. They are about 24 consonant sounds in the English Language. And while some are voiced sounds, some are voiceless sounds.

Also, consonant sounds are classified in terms of their place of articulation (speech organs used in pronouncing them), and manner of articulation (how they are produced)

Voiced sounds are sounds that make the vocal cords vibrate when they are pronounced. While for voiceless sounds, the vocal cords do not vibrate, when they are pronounced.

The /t/ and /Ꝋ/ sounds shall be described below, with examples.

The Consonant Sound /t/ is a voiceless alveolar stop sound, and it is produced with the tip of the tongue, behind the front teeth. During pronunciation, the air is built up in the mouth and then released suddenly, this is what makes it a stop or plosive.

It is also a voiceless sound that does not require the use of the vocal cords, during pronunciation. The /t/ sound can appear in any position in words. Whether initial, middle or final position.

Pronounce the following words, with the /t/ sound: toilet, task, sit, nest, study.

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

• t- told, tear, tough, tongue, stop,
• tt- bottle, settle, rattle
• ed- cooked, booked, missed
• th- thyme, Th

The Consonant Sound /Ꝋ/ is a voiceless dental fricative sound.  It is produced with the tip of the tongue in front of the front teeth, and the whole of the front of the tongue against the roof of the mouth. The sound /Ꝋ/ is a unique sound, as it is absent in many languages, thus most learners of the English language in Nigeria, tend to replace it with the sound /t/, during pronunciation.

It is also a voiceless sound, as the vocal cords are not used when pronouncing it.

The /Ꝋ/ sound can also appear in any position in a word, whether, initial, middle or end.

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, Frith, thank, noth

The consonant sounds /t/ and /Ꝋ/is often used to replace each other, especially replacing the /Ꝋ/ sound with /t/. This is because the /Ꝋ/ sound is not common in many languages. Hence, learners of English, as a second language, who do not have the sound in their first language or mother tongue, tend to replace it with another sound. And for Nigerians, the /t/ sound is usually used. However, this is wrong, as they are not the same.

More examples:

/t/	/Ꝋ/
Tick	Thick
Pat	Path
Tank	Thank
Tough	Through
Bet	Birth
Ten	Tenth

SUMMARY:

The /t/ and /Ꝋ/ sound are both voiceless sounds, and they are often wrongly used to replace each other, during articulation.

ASSESSMENT:

Classify the following words, in terms of whether they have the /t/ or /Ꝋ/ sound:

Soothe, Tame, Try, Three, Author, Throw, Task, Train, Catholic, Trophy

GRAMMAR: EXPRESSING EXCEPTIONS

USING EXCEPT, EXCEPT FOR, BUT, APART FROM

OBJECTIVES:

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

• Explain what expressing exceptions is
• Give examples of words, used to express exceptions
• Use the given examples to make sentences.

INTRODUCTION:

Expressing exceptions is exempting a person or thing when making an expression. Some words in the English language are used to express exceptions, and some of them shall be discussed below.

Expressing exceptions has to do with excluding a person or thing, from other people or thing.  It is used to show that a person or thing, or situation is not being included in an expression being made.

Exceptions can also be used to explain why a thing cannot be, as one would want it to be. The opposite of exception is inclusion or addition.

The following are words that are used to express exceptions: Except, Except for, But, Apart from.

Let’s use the above words to make sentences, in order to depict clearly, how exceptions are made in sentences, and the function they perform.

EXCEPT:

• She is usually busy, except on weekends.
• He is usually quiet, except when watching a football match
• We are all singers, except
• The church is always open, except at night.

EXCEPT FOR

• They are all coming around, except for their mother.
• They washed all the clothes, except for the underwears
• Except for Fridays, she goes to work every other weekday.

BUT

• I would have travelled, but for my job
• But for his help, I would have lost my way
• But for the rain, I would have gotten here earlier.

APART FROM

• Apart from Tomi, they all know him.
• Apart from doing chores, I enjoy being at home.
• Apart from his work and achievements at school, we know nothing about his life.

SUMMARY:

Expressing exceptions is an important aspect of language, which helps us communicate effectively. It performs the function of excluding, rather than including.

ASSESSMENT:

Use the following words: Except, except for, but, and apart from to make five sentences each.

COMPOSITION: MORE ON WRITING TO A PEN PAL

OBJECTIVE:

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

• Explain what pen pals are
• Explain how to write to a pen pal

INTRODUCTION:                                                                                                                                          

A pen pal is a long-distance friendship built by two people, which starts and is maintained through sending of letters, on a regular basis.

A pen pal is a long-distance friendship between two people, who write letters regularly to each other, in order to learn about each other’s life, culture, nationality, etc.

A pen pal is a great way to build friendship, with someone in another place, without necessarily having to see the person physically. It is a unique kind of friendship that is built around the common interests of the people involved in the friendship.

There are some important things to take note of when writing a letter to a pen pal, some of them shall be discussed as follows:

• Tell the other person where you got their contact form: This is very important, so as to let them know how you got their contact, especially if you are sending the first letter to them.
• Keep it personalized: Make the letter as personal, interactive and interesting as possible. You can give details about yourself, family, culture, etc. The rule here is not to overwhelm them with too much information, especially when you are just getting to know each other.
• Mention the areas of interests you have in common: Another very important element when writing to a pen pal, is to also discuss your common interests which bind your friendship. This is an important aspect when writing to a pen pal because that is most likely what made you start out communicating in the first place.

SUMMARY:

A pen pal relationship is mainly started and maintained by letters. Although nowadays, emails and social media has made things a lot better, especially with communicating with someone you have never met, and may never meet, who you can greatly benefit from, via your virtual interactions.

ASSESSMENT:

• Who is a pen pal?
• What is the important information to include, when writing to your pen pal?

LITERATURE-IN-ENGLISH: FEATURES OF FOLKTALES

OBJECTIVES:

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

• Explain what folktales are
• Explain the features of folktales

INTRODUCTION:

Folktales are stories told from one generation to another by the mouth. They are usually about things that have happened in ancient times that are formed into stories, to teach moral and entertain.

Folktales (or folk tales) are stories passed down through generations, mainly by telling. Different kinds of folktales include fairy tales (or fairytale)Folktales are stories that grew out of the lives and imaginations of the people or folk. They have always been children’s favourite type of folk literature

Features of Folktales

• Settings: Most folktale settings remove the tale from the real world, taking us to a time and place where animals talk, witches and wizards roam, and magic spells are commonplace. The settings are usually unimportant and described and referred to in vague terms.
• Themes: In folk, literature is usually quite simple, but serious and powerful. Folktale themes espouse the virtues of compassion, generosity, and humility over the vices of greed, selfishness, and excessive pride.
• Style: The style of language is economical, with a minimal amount of description and a heavy reliance on formulaic patterns, e.g., conventional openings and closings. Some folktales have a powerful visual image.

SUMMARY:

There are different features of folktales, and some of them are, themes, characterization, setting, etc.

ASSESSMENT:

• Define five features of folktales
• What is a folktale?

Next Lesson >>

WEEK TWO:- {Speech Work: Consonant contrast /t/ and /s/, Grammar: Preposition which express relations with people, Composition: The School Prize-Giving Day And Literature: Poem- A lonely Child Literature: How the tortoise got the pattern on his shell}

English Language JSS 3 Second Term

Week 2

OVERVIEW:

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

SPEECH WORK: CONSONANT CONTRASTS: /t/ AND /s/

OBJECTIVES:

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

• Describe the consonant sounds /t/ and /s/
• Give examples of words that occur in
• Contrast between sounds /t/ and /s/

INTRODUCTION:

Consonant sounds /t/ and /s/ have the same place of articulation, which is alveolar, and they are both voiceless sounds. In this lesson, we would be describing each of them, and thereafter, contrast them from each other.

The /t/ sound is a voiceless alveolar stop. It is produced with the tip of the tongue, behind the front teeth. During pronunciation, the air is built up in the mouth and then released suddenly, this is what makes it a stop or plosive. And its other pair, in the classification of consonant sounds is the /d/ sound.

Examples of words with the sound /t/ are: table, settle, dart, etc

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

• t- term, trick, fast, greet.
• tt- battle, lett

The /s/ sound is a voiceless alveolar fricative. When it is pronounced, the front of the tongue is placed close to the tooth ridge, and the tip of the tongue is close to the upper side of the front teeth.  It is also known as the hissing sound. And its other pair, in the classification of consonant sounds is the /z/ sound.

Examples of words with the sound /s/ are: saw, sent, last, release, sick, bus.

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

• s- sack, sieve, rescue, drapes
• c- cell, certain, cellophane
• ss- bass, fess.

The /t/ and /s/ sounds are alveolar sounds, but have their manner of articulation, differently. While /t/ is a stop, /s/ is fricative.

More examples to distinguish between the two sounds /t/ and /s/

/t/	/s/
Tap	Sap
Sat	Sass
Let	Less
Fort	Force
Terrify	Certify
Tag	Sag-

SUMMARY:

Consonant sounds /t/ and /s/ have been described above, with examples.

ASSESSMENT:

• Write ten words that contain the sound /t/
• Write ten words that contain the sound /s/

GRAMMAR: PREPOSITIONS THAT EXPRESS RELATIONS WITH PEOPLE

WITH, FOR AND AGAINST

OBJECTIVES:

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

• Explain what prepositions are
• Explain prepositions that are used to express relations with people, with examples.
• Make sentences with prepositions, which are used to express relations with people.

INTRODUCTION:

A preposition is one of the eight parts of speech. It is used to show the position of a thing or person in relation to another thing or person. Prepositions are used to show location, direction, position, etc.

Some examples of preposition are: On, inside, behind, above, below, against, under, for, with, etc.

Prepositions can be used to express relations with people, as explained above. And there are three prepositions to be examined in this lesson, to use to express relations to people.

They are: With, For and Against.

Let’s use the above words to make sentences, in order to depict clearly, how they can be used to express relations with people in sentences.

WITH:

• I would be going home with my father.
• They are with the children.
• Let’s go with them to the party.

FOR

• I washed the clothes for
• The books are for the winners.
• She works for their family.

AGAINST

• She thinks I am always against
• They rallied against the leader’s injustice.
• He stood against her on the matter.

SUMMARY:

The prepositions “With, For and Against”, have been used to make sentences, to show how they express relations with people.

ASSESSMENT:

Use the prepositions “With, for and against”, to make five sentences each.

COMPOSITION: THE SCHOOL PRIZE-GIVING DAY

My school prize giving day is one of the special events held every year in the school. It is usually organized, when the SSS 3 students are graduating out of school, and the JSS 3 students are moving to the senior school. It is always full of different fun activities before the prize-giving ceremony fully starts.

The last prize-giving day that was held in my school was on the 15^th, July 2020, and it started at exactly 12 pm. Before the D-day, preparations already started at the beginning of that week, to get ready for the prize-giving day.  

The school hall was decorated with ribbons and flowers of various types. Chairs and tables were arranged for students, teachers, parents, invited guests, etc. Also, some of the teachers bought drinks and made snacks for light refreshment for that day.

On the D-day, students came to school and assisted in finishing up other things that needed to be put in place, for the event to be successful. By 12 pm, the prize-giving ceremony started, with the opening prayer led by the P.T.A. Chairman, then the National Anthem was sung. Afterwards, the School Principal gave the opening speech, and then other activities followed.

Some students came out to recite poems, others played musical instruments, there was a stage play performed, about the need to be diligent. Also, the school choir presented a song, and then the prize giving segment started.

The Local Government Chairman of the community had been invited to Grace the occasion, for which he sent a representative, due to his inability to come. The representative was then called upon to present prizes to students who had performed well in different areas.

The prizes were in two categories: The academic category, and the extra-curricular category. I also got a prize for being the best student in my class: JSS 3. After the prizes were given out, the outgoing senior prefect gave a closing speech, and then, we sang our school Anthem.

The Vice- Principal gave the closing prayer, and the event came to an end after the light refreshment which was prepared was shared.

LITERATURE IN ENGLISH: POETRY

A SHORT POEM WITH THE TITLE: “THE LONELY CHILD”

He walked past me on the street

Looking dejected and still

The look on his face was sad

He looked like he wanted to cry

I looked round

Then I remembered

He always walks alone

How lonely can a child be

To be without family or friends

This is really bad to bear

A lonely child looking stressed

LITERATURE-IN-ENGLISH: SHORT STORY

HOW THE TORTOISE GOT THE PATTERN ON HIS SHELL

Once upon a time in the animal kingdom, there was a great famine in the land, and all the animals were very hungry, and in desperate need of food.

One day, the hawk came to meet the tortoise in his house and asked him to accompany him as a spoke person to his in-law’s house, in the sky. He told him about how he wanted to go for his pre-marriage ceremony, and needed a spokesperson, to accompany him and his family. And knowing that tortoise speaks well, like an orator, he wants him to be the one to do the job.

Tortoise on his own, was not so excited about the offer, as he had gotten lean because of the famine. Sensing that he was reluctant, the hawk then mentioned that there would be enough food, at the feast, and even some to bring home.

Hearing this, the tortoise’s face lighted up with joy, and he accepted the offer. However, since he couldn’t fly, the hawk promised to give him some feathers, to enable him to fly, to and fro the journey.

On the day of the event, the tortoise went to the hawk’s house, where he got feathers, from the hawk and other family members, to enable him to fly to the sky. However, before they left, he asked that everyone pick a unique name that they would be addressed by at the event, and he said that his own name would be “everybody”. The hawks agreed, and also picked special names for themselves, then they all left for the event in the sky.

On getting there, they were warmly welcomed by their host, and the bride to became out to greet them. Before they started the ceremony, they were offered water, and they all drank. A few minutes later, the servants in the house brought out trays of food, containing pounded yam, egusi, and bushmeat, and they said. “This food is for everybody”. Upon hearing that, the tortoise jumped up, and said: “That is me”. He then told others, that they would bring their food later.

He finished the food, as the hawk and his family looked on, in hunger. No other food was brought for them to eat, and after the event, the hawks were very hungry but were ashamed to ask for food from their host. The hawks were very angry at the tortoise, and when they were about to leave the following day, they all took back their feathers from him. However, he begged them to please tell his wife, to put soft objects outside their house for him, so that he can jump from the sky, and land safely on earth.

 No one answered him, except one for one of the hawks, who grudgingly accepted, then they all fled back to earth. Immediately they got to earth, the hawk who agreed to relay the tortoise’s message to his wife, went to the tortoise house and lied to his wife, that her husband asked her to place sharp objects outside for him. She asked about where he was, and the hawk said he was already on his way home, so, she should do as he instructed as quickly as possible.

Immediately, the tortoise’s wife got set to work and brought out all the sharp objects in the house, axe, cutlass, hoe, and different sharp objects. About an hour later, the tortoise, who left the sky, planning to fall down onto the soft objects that his wife would have placed there, got the shock of his life, as he saw that she instead placed sharp and dangerous objects there. Since there was nothing he could do to remedy the situation at that time, he just fell on the sharp objects, and with a loud thud, and his shell broke.

The noise made his wife run out of the house, and she saw her husband in pain. She quickly packed the shell pieces together and glued them back on his back, however, it could no longer be smooth, since it got broken. And from that day till now, the tortoiseshell had a pattern on it.

WEEK THREE:- {Speech Work: Consonant Contrast: /ʃ/ and /Ʒ/ And Grammar: The Simple Sentence}

English Language JSS3 Second Term

Week 3
OVERVIEW:

• Speech Work
• Grammar

SPEECH WORK: CONTRAST CONSONANTS /ʃ/ AND /ʒ/

OBJECTIVES:

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

• Describe the consonant sounds /ʃ/ and /ʒ/
• Give examples of words in which they appear
• To contrast between consonants /ʃ/ and /ʒ/

INTRODUCTION:

There are 24 consonant sounds in the English Language. The sounds /ʃ/ and /ʒ/ are pairs of both voiced and voiceless sounds.

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

The /ʒ/ sound is known as the voiced palate-alveolar fricative. It is produced in the same way as the voiceless palate-alveolar fricative sound, as described above, the only difference is that, in producing the sound /ʒ/, which is a voiced sound, the vocal cords vibrate.

Examples of words with the sound /ʒ/ are vision, decision,

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

• s- usual, measure, leisure, pleasure
• g- genre

CONTRAST BETWEEN SOUND /ʃ/ AND /ʒ/

The consonant sound /ʃ/ is a voiceless sound, while the consonant sound /ʒ/ is a voiced consonant sound.

Both sounds appear in different words as shown above.

SUMMARY:

The consonant sounds /ʃ/ and /ʒ/ have been described above, with examples.

ASSESSMENT:

• Write ten words each containing the consonant sounds /ʃ/ and /ʒ/.

GRAMMAR: THE SIMPLE SENTENCE

OBJECTIVES:

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

• Define simple sentence
• State examples of simple sentences

INTRODUCTION:

A sentence is a group of words that expresses a complete idea or thought. It usually ends with a full stop, question mark or exclamation mark, expressing a statement, question or command and exclamation respectively.

Sentences are classified according to their function and structure.

The simple sentence is classified according to the structure. It is a kind of sentence that contains an independent clause. An independent clause is a clause that can stand on its own, and make sense, without relying on another clause, for its meaning to be realized.

The simple sentence is not complex, as it expresses a simple thought or idea. It is the most basic type of sentence, and it can contain as little as three words.

Examples:

• I have to go home today
• She is sleeping.
• They are here.
• She loves her mother dearly.
• He just arrived from overseas.
• His shirt looks crisp and sharp.
• Janet and John are siblings

In the examples given above, it is seen that each sentence expresses an independent thought.  A simple sentence contains a subject and a predicate. A subject refers to the doer of the action in a sentence, while the predicate refers to the main verb and other words that follow it, in a sentence.

Example:

She loves her mother dearly.

In the sentence above, “She” is the subject, while “loves her mother dearly” is the predicate.

SUMMARY:

A simple sentence is the most basic form of sentence structure.

ASSESSMENT

• Write out ten simple sentences.

WEEK FOUR:- {Speech work: Consonant Contrast /ʌ/ and /a:/, Grammar” The Compound Sentence, Composition: A letter to a friend telling him/her about your best subject And Literature: Features of prose}

English Language JSS3 Second Term

Week 4
OVERVIEW:

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

CONTRAST BETWEEN VOWELS /Ʌ/ AND /a:/

OBJECTIVES:

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

• Describe the vowel sounds /Ʌ/ and /a:/
• Give examples of words, in which they are used
• The contrast between sounds /Ʌ/ and /a:/

INTRODUCTION:

The sound /Ʌ/ is a short vowel sound, while sound /a:/ is a long vowel sound. A description of both sounds would be carried out, alongside contrasting them.

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.

Examples of words with the sound /Ʌ/ are: but, put, cut.

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

• u- gut, jug, nut, dutch

The /a:/ sound is a long vowel sound, which has its short form as the sound /æ/. When the /a:/ sound is pronounced, the tongue is placed low inside the mouth, and the tip of the tongue is near the front lower teeth. The mouth is also open and the lips take an oval shape.

The /a:/ sound like other vowel sounds is also voiced.

Examples of words with the sound /a:/ are: park, mark, are, dark

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

• a- bath, pass
• ar- bark, lark,

CONTRAST BETWEEN SOUNDS /Ʌ/ AND /a:/

The /Ʌ/ and /a:/ sounds are different in that, the /Ʌ/ sound is a short vowel sound, while the /a:/ sound is a long vowel sound.

Also, the /Ʌ/ and the /a:/ sounds are different, as they appear in different words, as shall be listed below.

More examples:

/Ʌ/	/a:/
Put	Part
But	Bark
Gut	Garb
Much	March
Pun	Part

GRAMMAR: THE COMPOUND SENTENCE

OBJECTIVES:

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

• Define compound sentence
• State examples of compound sentences

INTRODUCTION:

A sentence is a group of words that expresses a complete idea or thought. It usually ends with a full stop, question mark or exclamation mark, expressing a statement, question or command and exclamation respectively.

Sentences are classified according to their function and structure.

A compound sentence is a sentence that is made up of two independent clauses, which are connected by a coordinating conjunction.  It is used to express two related, but independent ideas or thoughts.

The coordinating conjunctions are: For, And, Nor, But, Or, Yet, and So.

Examples:

• I would be travelling tomorrow, but he would be around till next week.
• She loves her brother, and she cares deeply for him.
• They are siblings, yet, they quarrel all the time.
• She works at the hospital, so, she has access to free medical care.

The above examples show two independent clauses, each joined by a coordinating conjunction, in the same sentence. They are compound sentences.

SUMMARY:

A compound sentence is made up of two independent clauses, which can stand on their own, and express a complete thought.

ASSESSMENT:

• Write out ten compound sentences, using the coordinating conjunctions listed above.

COMPOSITION WRITING: INFORMAL LETTER

A LETTER TO A FRIEND TELLING HIM/HER ABOUT YOUR BEST SUBJECT

                                                                                                                        16, Bernard Street,

                                                                                                                        Agege,

                                                                                                                        Lagos State.

                                                                                                                        15^th February 2021.

Dear Sandra,

How are you and your family? Hope everyone at home is doing well?  I am very sorry not to have written to you in a long while. I hope that this meets you in good health.

I hope you are also hearing from your cousins, they came to my church last week, and I spoke with one of them. How is school too? I hope you are doing well.

My reason for writing this letter is to tell you about my favourite subject in school, and can you guess what it is? Alright, let me tell you, it is Civic Education.

Civic education is a great subject that teaches about one’s civic duties and responsibilities in society, as well as one’s fundamental human rights as a member of society. It is a subject that teaches students to embrace great virtues, such as integrity, honesty, punctuality, hard work, etc. And also, to frown at vices such as lying, dishonesty, fraud, etc.

It also educates us about the constitution of the country, the rules and regulation that one must keep, in order to be a law-abiding citizen. I always enjoy the classes, especially with the way my Civic Education Teacher; Mrs Edward teaches it, whenever she comes to class.

What is your favourite subject? I would love to get a reply from you, as soon as possible.

                                                                                                                                    All my love,

                                                                                                                                    Blessing.

LITERATURE-IN-ENGLISH

IDENTIFICATION OF THE FEATURES OF PROSE

OBJECTIVES:

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

• Explain what prose is
• List and explain the features of prose

INTRODUCTION:

Prose is one of the genres of literature, which deals with writing in a straightforward way.  Prose works are usually written in chapters and paragraphs.

The prose is a form of literature that is written in chapters and paragraphs. It applies a natural flow of speech and uses ordinary grammatical structure.

Prose writings are the commonest form of writing that is found in novels, newspapers, magazines, textbooks, etc. In literature, anything not written in acts and scenes, or verses and lines, is surely written in prose.

Literary novels and stories are usually written in the prosaic form, examples are Purple Hibiscus, Things Fall Apart, The Famished Road, The Thing around Your Neck, etc.

FEATURES OF PROSE

The prose is a genre of literature that is written in chapters and paragraphs, and some of its features shall be listed and explained below:

• Point of view
• Setting
• Plot
• Style
• Subject Matter and Themes

• Point of view: This refers to the perspective from which a story is being told. It has to do with who is narrating a story, and how it is being narrated, in a novel, or indifferent prose types. It is an important tool used by writers to describe the emotions and feelings of characters, towards a particular situation or event.

There are three types of Point of View, which are:

1. The first-person Point of View: This is the point of view in which the story is narrated by one of the characters in the novel, by using the pronoun “I”. The narrator of the story is usually the main character, or someone close to the main character in the novel.

In the first-person point of view, the narrator helps us to know about other characters in the novel, from his/her perspective. It was used in the novel; Purple Hibiscus by Chimamanda Ngozi Adichie.

2. The Second Person Point of View: This is when the narration is done by using the pronoun “you”. It is not commonly used in writing, as it is usually not very easy to use.

3. The Third Person or Omniscient Point of View: This is the point of view, in which the story is narrated by someone who is not part of the characters in a novel. It uses pronouns such as “they, he, she”.

 In this point of view, the narrator knows everything about the characters in the novel and tells the story from his own perspective. The novel: Things Fall Apart by Chinua Achebe was written in the third person/ omniscient point of view.

• Setting: This refers to the time and location in which the novel was written. It is divided into two, which are:

1. Spatial Setting: This refers to the geographical location, where the incidents in a novel occurred. It refers to the where of a novel, or a written work of prose. For example, in Purple Hibiscus, the spatial setting was between Enugu and Nsukka.

2. Temporal Setting: This refers to the time the events in a novel took place. It refers to the era in which the events happened. In Purple Hibiscus, the temporal setting was during the 1960s, in the early post-colonial period, during the civil war.

• Plot: This refers to the arrangements of the events in a novel. It refers to how the events in a story is arranged, depending on the plot structure the story takes. There are two types of plot structure, which are:

1. Chronological Plot Structure: This is the plot structure in which, the events in the novel are arranged from the beginning of the novel to the end,

2. Non-chronological Plot Structure: This is when the story could either start from the middle or end, then it goes back to the beginning, with the use of flashback, then before it finally ends.

• Style: This refers to the form in which a novel is written. It refers to the choice of words of the writer, sentence structure, use of figurative and descriptive language, imagery, etc. the style of a novel determines the mood and tone of the novel.

• Subject Matter: This refers to what the story is all about, in form of the thematic preoccupation of the novel. The subject matter of a novel can be based on love. And it can have different themes such as betrayal, friendship, family drama, etc.

SUMMARY:

The features of prose, as have been discussed above are an important aspect of any literary novel, which cannot be done without.

ASSESSMENT:

• Mention five features of prose and explain them.

WEEK FIVE:- {Speech work: Nasal Sounds- /m/, /n/, /ŋ/, Grammar: The use of the Capital Letter And Composition: A letter to your grandmother/father telling them you are coming to spend your forthcoming holiday with them}

English Language JSS3 Second Term

Week 5

OVERVIEW:

• Speech Work
• Grammar
• Composition

SPEECH WORK: CONSONANT SOUNDS /M/, /N/ AND /Ƞ/

OBJECTIVES:

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

• Describe the consonant sounds /m/, /n/ and /Ƞ/
• Give examples of words in which they appear

INTRODUCTION:

Consonant sounds are sounds that are produced with an obstruction in the articulatory organs. The /m/, /n/ and /Ƞ/ sounds are nasal sounds, and this means that the air is expelled through the nose during pronunciation.

The /m/ sound is a voiced nasal bilabial sound.  It is a nasal sound because, when it is pronounced, the air is released through the nose. And it is bilabial because, the lips come together when it is pronounced, and it is voiced because the vocal cords vibrate when it is pronounced.

Pronounce the following words, with the /m/ sound: mother, measure, mean, matter

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

1. m- monster, music, monkey, mask
2. mm- crammed, rammed

The /n/ sound is a voiced nasal alveolar sound. It is a nasal sound because, the air is released through the nose, during its production, it is voiced because, the vocal cord vibrates during its production, and it is alveolar because, the tip of the tongue is placed on the alveolar ridge, during the course of its pronunciation.

Pronounce the following words, with the /n/ sound: never, next, new, nestle, etc.

The /n/ sound appears in different words, in form of the following letter:

1. n- nervous, neuron, necessary

The /Ƞ/ sound is a voiced nasal velar sound. It is a nasal sound because air goes through the nose when it is pronounced, and it is voiced because the vocal cord vibrates when it is pronounced. And lastly, it is velar, because, the back of the tongue is placed on the velum, during the course of pronunciation.

Pronounce the following words, with the /Ƞ/ sound: sing, king, ring

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

1. ng- bling, fling, ru
2. /Ƞ/ is spelt as “n”, when it is followed by sound /k/

Think, thank, link, sink.

SUMMARY:

The /m/, /n/ and /Ƞ/ sounds are all nasal sounds, but they have different places of articulation.

ASSESSMENT:

Group the following words in term of the sounds that appear in them, whether /m/, /n/ or /ƞ/

Marry, Neighbor, Bank, Narrow, Massage, Network, Ring, Ram, Merry, Sank.

GRAMMAR: PUNCTUATION MARKS

THE USES OF CAPITAL LETTER

OBJECTIVES:

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

• Define punctuation marks, with examples
• Explain the capital letter and its uses.

INTRODUCTION:

Punctuation marks are an important aspect of writing that make our writing understandable and clear. Different punctuation marks give a different meaning to a sentence.

Example:

I am going home.

I am going home?

…I am going home.

The three sentences above, though containing the same group of words, in the same arrangement, communicate different meanings, because of the different punctuation marks used with each of them.

The first sentence is a statement. The second sentence is a question. While for the third sentence, the punctuation mark used shows that there is something before the sentence, which has been omitted.

There are different types of punctuation marks used in writing in the English Language, and they include: Full Stop, Question Mark, Comma, Semi-colon, Capital Letter, Colon, Apostrophe, etc

The Capital Letter is one of the common punctuation marks in the English language, and its uses are as follows:

• To start a new sentence: This is one of the very important uses of the capital letter. A new sentence must always start with a capital letter. This means that any sentence coming after a full stop (.), question mark (?), or exclamation mark (!) must always start with a capital letter.

Example: I am travelling with Wisdom next week, and would be passing through Abuja. Would you like to go with us? Let me know on time, so as to prepare beforehand.

In the statement above, after full stop and question mark, the sentence that came next started with a capital letter.

• To be used for proper nouns: Proper nouns such as the name of a person, or place should start with a capital letter, irrespective of whether they are starting a sentence or not.

Examples: Bola, America, Lagos, Johnson, Beatrice, etc.

• Always capitalize the pronoun “I”: The pronoun “I” must always be capitalized, irrespective of where it appears in a statement, whether at the beginning or middle or ending.

Example: I have to go home today because I want to see my mother.

• Capitalize the main words in titles: A person’s title should be written in capital letters. Also, for the title of a book, the main words must be written in capital letter.

Examples:

That is Governor Stephen.

She is a Matron.

Titles of books:

Arms and the Man

The Lion and the Jewel

In the examples given above, the human titles were written in capital letter, while for the book titles, the first word, alongside other main words were written in capital letter.

• For acronyms: An acronym is an abbreviation that is formed from the first letters of each word, in a group of Words. Acronyms must always be written in capital letter, to show that they are acronyms.

Examples:

African Independence Television: AIT

British Broadcasting Company: BBC

Ikeja Electricity Distribution Company: IKEDC

Economic Community Of West African States: ECOWAS

Personal Identification Number: PIN

SUMMARY:

The various uses for the Capital letter have been stated and explained above. Make sure to always follow the rules, to improve your writing.

ASSESSMENT:

Use capital letter in the appropriate places in the following sentences:

• I am going home next week, to see my mum. then, I would return back here.
• this is Patrick. he is my cousin
• the governor is here already.
• HIV/aids is a deadly disease
• the author of purple hibiscus is Chimamanda Ngozi Adichie.

COMPOSITION WRITING: INFORMAL LETTER

A LETTER TO YOUR GRANDFATHER/GRANDMOTHER TELLING THEM THAT YOU ARE COMING TO SPEND YOUR FORTHCOMING HOLIDAYS WITH THEM

                                                                                                                        20, Roseline Street,

                                                                                                                        Sango Ota

                                                                                                                        Ogun State

                                                                                                                        5^th July 2020.

Dear Grandma,

How are you? How is grandpa too? I hope you are all fine? I heard that you have not really been feeling well, I hope you have been eating well, and taking your medications? Please, take good care of your health.

My reason for writing this letter is to inform you and grandpa, that I would be coming to spend the forthcoming long-term break, with you and grandpa in the village. My school would vacate on the 24^th of this month; July and the long-term break would span from 25^th July to 7^th September, and I would love to spend that time with you both. I would be coming on the 1^st of August.

I would make sure to come along with my books, so that I can study during the holidays, in preparation for my next class. And also, I would love to go to the farm with you to work, to see how you plant crops and harvest them when they are grown.

I really look forward to seeing you soon, send my regards to my cousins that are with you, and inform them of my intention to come over. I will see you soon.

                                                                                                                        Yours sincerely,

                                                                                                                        Theresa.

WEEK SIX:- {Speech Work: Vowels- /ӕ/ and /З:/, Grammar: Reflexive and Relative Pronoun And Composition: The Evils of Youth Unemployment}

English Language JSS3 Second Term

Week 6
OVERVIEW:

• Speech Work
• Grammar
• Composition

SPEECH WORK: VOWELS /æ/ AND /ʒ:/

OBJECTIVES:

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

• Describe the sounds /æ/ and /ʒ: /
• Give examples of words in which they appear

INTRODUCTION:

The vowel sounds /æ/ and /ʒ:/ are short and long vowel sounds respectively. They would be described, and examples of words in which they occur would be given.

The short vowel sound /æ/ is a voiced sound. During pronunciation, the front part of the tongue is pushed forward but lowered in the mouth, and the lips are spread.

Pronounce the following words with the /æ/ sound: apple, hat, cat, fat

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

• a- pat, map, tack, ma
• ac- sack, pack, lack

The /3:/ sound is a long vowel sound, and when it is pronounced, the middle of the tongue is raised, and air passes through the mouth. It is a voiced sound, like every other vowel sound.

Pronounce the following words with the /3:/ sound: herd, gird, earn, earlier, urn, colonel.

The /3:/ sound appears in different words, in form of the following letters:

1. er- herd, term, terp
2. ear- earn, earnest
3. ir- sir, bird, firm
4. ur- turn, burn,
5. our- journey, courtesy

More examples:

/æ/	/ʒ:/
Pack	Perk
Had	Herd
Sat	Sir
Farm	Firm
Bath	Birth

SUMMARY:

The vowel sounds /æ/ and /ʒ: / are voiced sounds, and examples of words in which they occur have been described above.

ASSESSMENT:

Write out ten words that have the vowel sound /æ/

Write out ten words that have the vowel sound /ʒ:/

GRAMMAR: PRONOUNS

REFLEXIVE AND RELATIVE PRONOUNS

OBJECTIVES:

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

• Define pronouns and mention its types
• Explain reflexive pronouns, with examples
• Explain relative pronouns with examples

INTRODUCTION:

Pronouns are words used instead of nouns, to avoid repetition. A pronoun helps writing to flow naturally, without unnecessary repetition.

Pronouns are words used instead of nouns, to avoid repetition.

Example:

Jane loves to write. Jane writes for a blog, and the owner of the blog pays Jane monthly, for writing. Jane loves her job.

In the sentence above, the noun “Jane” is written four times, and it makes it repetitive and unnatural. However, when the appropriate pronoun is used to replace the noun, it sounds better.

Example:

Jane loves to write. She writes for a blog, and the owner of the blog pays her monthly, for writing. She loves her job.

In this new statement, the noun “Jane” has been replaced with “she and her”, and the statement is still grammatical and correct.

There are different types of pronouns, which are:

• Personal Pronoun
• Relative Pronoun
• Demonstrative Pronoun
• Indefinite Pronoun
• Possessive Pronoun
• Interrogative Pronoun
• Reflexive Pronoun

REFLEXIVE PRONOUNS:                                                              

Reflexive pronouns are used when the subject and object of a verb, in a sentence, refers to the same person or thing. It used to refer back to the subject of a sentence.  It is similar in a way to the intensive pronoun, but they are not the same. They end in -self or -selves.

Examples of reflexive pronouns are: Myself, Himself, Herself, Itself, Themselves, Ourselves.

• She bought a book for herself.
• They bought the house for themselves.
• He knocked himself on the head.
• I entertain myself with music and good food.

RELATIVE PRONOUN:

Relative Pronouns usually appear after a noun or noun phrase, to give clarity, or add more information about it. They are used to introduce additional information about a person or thing, already mentioned in a sentence.

Examples of relative pronouns are: that, who, which, whom, whose etc

• The woman who bought the house is here.
• The thief that stole the goods, has been caught
• The man, whose bag I found, has called me.
• The skirt which I bought has been given out.

SUMMARY:

The Reflexive and Relative Pronouns help to give beauty to language, and make our writing or speech natural.

ASSESSMENT:

Use the following words to make sentences:

Who, Whom, Myself, Itself, Whose, Herself, That, Ourselves.

COMPOSITION: ARTICLE WRITING:

THE EVILS OF YOUTH UNEMPLOYMENT

Youth unemployment is the inability of young people, who are seeking for jobs to get one. An unemployed person is a person who is without a job, but who is looking for a job, and is able and willing to work.

Unemployment is one of the evils in the society, as it affects a lot of things, and people. It is an issue that needs to be paid attention to, in the society, and remedied, in order to have a more functional and safe society. There are so many causes of youth unemployment, and some of them would be discussed.

One of the reasons for youth unemployment in the society is over population. In a society, where the population is very large, and where there are not so many jobs available, there is a high chance for there to be youth unemployment, as the available jobs would not be enough to cater for the number of people seeking for jobs.

Another reason for youth unemployment, is the lack of relevant work skills and entrepreneurship ability in youths. Most youths do not possess the relevant skills that would help them get jobs at organizations. Also, they do not have the ability to think and bring up business ideas, to help them be self-employed. This is another cause of youth unemployment.

Now, youth unemployment has some effects in the lives of the unemployed person, and even in the society at large. One of the effects of youth unemployment is low self-esteem. An unemployed person, if not encouraged could develop low self-esteem, which could later lead on to depression.

Another effect of unemployment in the society is the increase in crime rate. Unemployed youths who are desperate for money could get involved in criminal activities, such as armed robbery, fraud, drug trafficking, and even political thuggery.

Now, what can be done, to stop all this, and reduce, or totally eradicate youth unemployment.

Youth unemployment can be erased from our society by the provision of more employment opportunities, by the government and even corporate individuals. This can be done, separately, or the government could join hands with private individuals to establish companies, in order to reduce the rate of unemployment.

Also, youths should also acquire relevant skills that help them to be useful in any organization they find themselves in. Also, they could start up a small business, by the side, in order to earn a living. This helps them to become self-reliant.

In all, youth unemployment is an evil that needs to be removed from our society, but everyone, both the government and citizens have a role to play.

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WEEK SEVEN:- {Speech Work: Vowels- /ƥ/ and /Ͻ:/, Grammar: Personal Pronouns, Composition: Drug Addiction, Literature: Language in poetry And Literature: Construct sentences with irony and hyperbole}

English Language JSS3 Second Term

Week 7

OVERVIEW:

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

SPEECH WORK: VOWEL SOUNDS: /ƥ/ AND /Ͻ:/

OBJECTIVE:

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

• Describe the sounds /ƥ/ and /Ͻ:/
• Give examples of words that occur in
• Contrast the vowels from each other.

INTRODUCTION:

The sound /ƥ/ is a short vowel sound, and its long-form is the sound /Ͻ:/. They are both round vowel sounds, however, they differ in the length of pronunciation, and in words in which they occur.

The short vowel sound /ƥ/ is a voiced sound. During pronunciation, the mouth is open, the lips are rounded, and the front part of the tongue is lowered, while the back part is raised to the roof of the mouth.

Pronounce the following words with the /ƥ/ sound: hot, lost, wander, etc.

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

• o- lot, dot
• a- want, watch, wander
• ua- quality, quantity, qualification

The sound /Ͻ:/ is a long vowel sound. During pronunciation, the mouth is open, and the lips is in an oval shape. The back of the tongue is raised higher to the roof of the mouth, than when pronouncing the sound /ƥ/, and the front part of the tongue is lowered.

It is a voiced sound, and during pronunciation, air passes through the mouth.

Pronounce the following words with the /Ͻ:/ sound: short, sort, fraud, talk, etc.

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

• or- lord, cord, ford, sword
• oa- broad, boar, board
• a- tall, ball, call
• aw- law, saw, jaw,

The /ƥ/ sound is a short vowel sound, while the /Ͻ:/ sound is the long-form.

More Examples:

/ƥ/	/Ͻ:/
Cot	Caught
Not	Nought
Bot	Bought
Pot	Port
Rot	Sort

SUMMARY:

The difference between sounds /ƥ/ and /Ͻ:/ can be seen, as explained above.

ASSESSMENT:

• Write ten words each, that have the sounds /ƥ/ and /Ͻ:/ occurring in them.
• In a tabular form, classify the following words, in terms of the sounds that appear in them, whether /ƥ/ or /Ͻ:/

Rot, Lord, Bored, Bot, Cord, Caw

GRAMMAR: PERSONAL PRONOUNS

RULES GUIDING THE USE OF PERSONAL PRONOUNS

OBJECTIVES:

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

• Define pronouns and their types
• State and explain the rules guiding the use of personal pronouns, with examples.

INTRODUCTION:

Pronouns are words used instead of nouns, to avoid repetition. A pronoun helps writing to flow naturally, without unnecessary repetition.

Pronouns are words used instead of nouns to avoid repetition.

Example:

Jane loves to write. Jane writes for a blog, and the owner of the blog pays Jane monthly, for writing. Jane loves her job.

In the sentence above, the noun “Jane” is written four times, and it makes it repetitive and unnatural. However, when the appropriate pronoun is used to replace the noun, it sounds better.

Example:

Jane loves to write. She writes for a blog, and the owner of the blog pays her monthly, for writing. She loves her job.

In this new statement, the noun “Jane” has been replaced with “she and her”, and the statement is still grammatical and correct.

There are different types of pronouns, which are:

• Personal Pronoun
• Relative Pronoun
• Demonstrative Pronoun
• Indefinite Pronoun
• Possessive Pronoun
• Interrogative Pronoun

PERSONAL PRONOUNS

Personal pronouns are the pronouns, used to replace personal nouns in a sentence, to avoid repetition.  It helps to show person, gender, number and case.

Examples of Personal Pronoun are I, He, She, We, It, They, Me, Them, etc.

Personal Pronouns are divided into subject and object category.

Subject Category: I, She, He, You, We, They, It

Object Category: Me, Her, Him, You, Us, Them, It.

Personal Pronouns are also divided into three cases, such as:

The First Person: I, We

The Second Person: You

The Third Person: She, He, They, It

RULES GUIDING THE USE OF PERSONAL PRONOUN

There are certain rules guiding the use of personal pronouns, they are:

1. When two nouns are joined together by “and”, and refer to two different people, the pronoun used to replace them must be plural. This shows agreement in term of number.

Example: Bola and Tolani are friends. They love each other dearly.

In the example above, the pronoun “they” is used to replace the nouns “Bola” and “Tolani, hence, it is plural.

2. A personal pronoun must also show agreement in terms of gender, as it must match the noun it replaces.

Example: Paul works at Sterling bank. He is their Managing Director.

In the example given above, the pronoun “he”, matches the gender of the person being spoken about, who is a male, given from the name.

3. Do not place an adjective before a personal pronoun, as you would place it before a noun.

Example: Beautiful she is my friend.

The above statement is wrong, as an adjective cannot appear before a personal pronoun in a sentence.

4. The personal pronoun “it” is used for animals and non-living things, not for humans.

Example: The dog barks at night, whenever it hears strange sounds.

SUMMARY:

The Personal Pronoun is commonly used in our day to day conversation, so, it should be mastered to aid us in communicating well.

ASSESSMENT:

Use the appropriate pronoun to replace the nouns in the following statement.

• Collins and Felix would be seeing Collins and Felix’s dad tomorrow.
• Bola is travelling next week. Bola would come to visit before then
• Shade, Patrick and the children would be here next week. Shade, Patrick and the children would be coming to visit us.
• The cat is dead. The cat died last night
• Beatrice, Glory and I would be going to see him. Beatrice, Glory and I would send your regards.

COMPOSITION WRITING: EXPOSITORY ESSAY

DRUG ADDICTION

Drug addiction is one of the problems of society, which has affected individuals, and even the society at large, in negative ways. Drug addiction refers to the intake of harmful substances that affects a person’s mental, emotional health, and even their behaviour.

The United Nations International Day against Drug Abuse and Illicit Trafficking is on the 26^th of June.

Examples of harmful substance include Alcohol, Cocaine, Heroin, Nicotine, etc.

Some of the causes of Drug addiction are, as follows. Firstly, peer pressure. Peer pressure is the negative influence of one’s friends, and age group over one, and the decisions one makes. Peer pressure is one of the main causes of drug addiction, especially among young people. It is very easy for a young boy to influence his friends to make a decision, whether harmful or not, and this is also the same in the case of drug addiction.

Another cause of drug addiction is depression, people who are suffering from low self-esteem, and depression are usually prone to drug addiction, as they use it to get over the negative emotions they are going through. This is a very wrong approach, as it only worsens the situation.

Some of the effects of drug addiction include; forgetfulness, loss of sleep or bad sleep habits, emotional instability, inability to relate well with family and friends, etc.

Now, what are the solutions to eradicating drug addiction in our society, they shall be mentioned below.

Therapy, counselling, support from family and friends, rehabilitation, and follow up by counsellors, to avoid a reoccurrence, are all solutions, and way out of being a drug addict

Drug addiction is a vice that must be eradicated from society, to ensure safety and good health.

LITERATURE-IN-ENGLISH: POETRY

LANGUAGE IN POETRY

OBJECTIVES:

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

• Define poetry
• Explain the language used in poetry

INTRODUCTION:

Poetry is one of the genres of literature that makes use of verses and stanzas in its presentation. It is a unique kind of literature, as it has a unique language used in presenting its content.

Language in poetry refers to the choice of words used in a poem. It could include the use of figurative expressions; through the use of figures of speech, words that produce rhyme, or even some local slang.

It refers to the various linguistic tools that a poet employs, to make the poem more interesting and captivating.

Some of the languages used in poetry are:

• Rhyme
• Personification
• Imagery
• Alliteration
• Onomatopoeia
• Hyperbole
• Simile

Rhyme: This is the repetition of identical or similar last syllables of different words at the end of each line in a poem, to make it sound like music. Achieving rhyme in poetry is more a function of similar sounds, rather than similar spelling. For example, words that have similar pronunciation such as dye and lie. These two words sound the same, even though they have different spellings, so, they can still be used to achieve rhyme in poetry.

Personification: This has to do with giving the attributes of living things, to non-living things. For example, The Sun smiled at us. The action of smiling is performed by humans, not by non-living elements, like the sun, hence, personification as a form of poetic language has been used in that statement.

Imagery: This has to do with using words to paint pictures in poetry. Imagery is the use of words that brings the happenings in a poem, or any piece of writing alive, in form of images. It is a key language used in poetry.

Alliteration: Alliteration is the poetic language in which, each word in a poetic line starts with the same consonant sound. It is used to achieve a sort of rhythm which makes the poem sound like music.

Example: She sells shells at the seashore, etc.

Onomatopoeia: This is the use of words, to make sounds, or to imitate the sounds of objects or animals. Onomatopoeia is used to appeal to the sense of hearing of readers.

For example:

• Mow mow; imitating the sound of a cow
• Boom boom; imitating the sound of a gun
• Tick tock, imitating the sound of a clock, etc.

Hyperbole: This has to do with exaggeration. Hyperbole is figurative language that exaggerates and expands the meaning of what is meant. It is used for emphasis.

For example, I am so hungry, I could eat a whole cow.

Simile: This is the indirect comparison of two things with the use of “like” or “as”. It is usually used to communicate an idea indirectly.

For example, He is like a pig. This statement here makes use of simile, comparing the person in question to a pig, with the use of “like”, which could either mean that the person is dirty, or fat, as a pig is.

SUMMARY:

The language used in poetry is to get certain effects and to make the choice of words go beyond the usual day to day language.

ASSESSMENT:

1. Mention five devices used in the language of poetry, and define them.
2. Write a ten-line poem, and use the above devices in your choice of words, in writing the poem.

CONSTRUCT SENTENCES WITH IRONY AND HYPERBOLE

OBJECTIVES:

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

• Explain irony and hyperbole
• Construct sentences with irony and hyperbole

INTRODUCTION:

Irony and Hyperbole are examples of figures of speech used in literature for special effects in language.

Other kinds of figures of speech are Oxymoron, assonance, metaphor, simile, pun, etc.

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.

The real meaning intended in the above statement is that the person being spoken about is dirty.

• She is so small that she takes the space meant for two people on a bus.

The real meaning intended in the above statement is that she is big in size.

• They love each other, so much that they hate to help each other.

The real meaning intended in the above statement is that they do not love each other.

• He cherishes his wife so much, that he always insults her.

This means that the person spoken about does not cherish his wife, if not, he wouldn’t insult her.

• They are so smart, that they couldn’t recite the letters of the alphabet.

This means that they are not smart, since they couldn’t recite the letters of the alphabet.

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, but it is not to be taken literally.

Examples:

• I am so hungry I could eat a whole cow.

This means that the person is extremely hungry. But however hungry he is, it is not possible for him to eat a whole cow.

• He is older than the hills

This means that the person is very old. However, no matter how old a person is, they cannot be as old as hills, as hills have been in existence for many centuries.

• I have called you a million times

This means that the person has called the other person many times. However, it is practically impossible to call a person a million times.

• He runs with the speed of lightning.

This means that the person runs fast. However, it is practically impossible to run at the speed of lightning.

• She is as short as a bottle of malt.

This means that the person being spoken about is very short. However, it is not possible for a person, to be as short as a bottle of malt.

SUMMARY:

Irony and Hyperbole are poetic devices used to explain a situation in an indirect or exaggerated manner.

ASSESSMENT:

1. Construct five sentences with irony
2. Construct five sentences with hyperbole.

WEEK EIGHT:- {Speech Work: Vowel Sounds /u/ and /u:/, Grammar: Demonstrative Pronouns And Composition: Teachers are better than farmers in a society}

English Language JSS3 Second Term

Week 8
OVERVIEW:

• Speech Work
• Grammar
• Composition

SPEECH WORK: VOWELS /u/ AND /u: /

OBJECTIVES:

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

• Describe the vowel sounds /u/ and /u: /
• Give examples of words that they appear in.

INTRODUCTION:

The vowel sounds /u/ and /u:/ are monothongs, but they are short and long sounds respectively.

The /u/ sound is a short vowel sound that is pronounced with the mouth in a round shape. It is often called the close back rounded vowel.

When pronouncing the sound /u/, the mouth is open, the lips are rounded, and the back of the tongue is raised towards the roof of the mouth. It is often called the close back rounded vowel.

Pronounce the following words, with the /u/ sound: pull, full, wood, good, etc.

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

1. u- pull, push, rule
2. oo- book, cook
3. ou- should, would
4. o- wolf,

The /u:/ sound is the long form of the /u/ sound. It is easily differentiated from the /u/ sound with the use of “:”, and it is also voiced, like other vowel sounds.

When the long /u:/ sound is produced, the mouth is open, the lips rounded, and the back of the tongue is raised towards the roof of the mouth. However, it is higher and pronounced longer than the short /u/ sound.

Pronounce the following examples of words, with the /u:/ sound: school, group, tool, rue, etc.

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

1. oo- hoot, mood, loot,
2. ou- soup, group,
3. u- rude, flu
4. ue- rue, due, true
5. ew- screw, crew, dew

More examples:

/u/	/u:/
Pull	Pool
Cook	Tool
Bush	Sue
Foot	Fool
Sugar	Food

SUMMARY:

The vowel sounds /u/ and /u:/ have been described above, with adequate examples given.

ASSESSMENT:

In a tabular form, list ten words each that contain the /u/ and /u:/ sounds

GRAMMAR: DEMONSTRATIVE PRONOUNS

OBJECTIVES:

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

• Explain demonstrative pronouns with examples
• Make sentences with the demonstrative pronouns given.

INTRODUCTION:

Pronouns are words that are used instead of nouns, to avoid repetition. There are various kinds of pronouns, such as:

Personal pronoun, reflexive pronouns, demonstrative pronouns, relative pronouns, etc.

Demonstrative pronouns are pronouns that are used to replace nouns, already mentioned in a sentence. They are used to point to a specific thing within a sentence. They are in both singular and plural form.

Examples of Demonstrative pronouns are This, That, These, Those, Such, None.

There are certain rules which guide the use of demonstrative pronouns in a sentence, they are:

• Demonstrative pronouns are used to point to or identify a noun.

Example: I don’t like this.

• Demonstrative pronouns are not used to qualify nouns, rather they are used to replace nouns in a sentence.

Example: He gave me some apples yesterday. Those were the best I have ever tasted.

• Demonstrative pronouns are usually used to identify non-living things and places. However, they can only be used to identify a person, if the person being referred to, is mentioned in that context.

Example: That sounds like Jane singing.

SUMMARY:

Demonstrative pronouns are different from demonstrative adjectives, in that they are not used to describe nouns, but to replace nouns in a sentence.

ASSESSMENT:

Make sentences with the following demonstrative pronouns: This, That, These, Those, None, and Such.

COMPOSITION: ARGUMENTATIVE ESSAY

TEACHERS ARE BETTER THAN FARMERS IN THE SOCIETY

Good day.

Mr Chairman,

The panel of Judges,

Accurate Timekeeper,

Co-debaters,

Ladies and Gentlemen.

My name is Roland Williams, I am a JSS 3 student of Green Ville High School. And I am here to support the notion that teachers are better than farmers in society.

Before I proceed, I would love to define the following words: teacher, farmer and society.

A teacher is a person that imparts knowledge to people, especially in a school setting. They are responsible for inspiring, motivating and encouraging their students, to learn and acquire knowledge.

A farmer is a person who cultivates farmland, to grow crops of various kinds of crops, either for consumption or sale. They could also rear farm animals, such as goats, chicken, pigs, etc., for food or to sell.

While society refers to a group of people, who are living together in the same geographical location and share the same culture and values.

I support the notion that teachers are better than farmers in society because teachers are the ones who would impart the required knowledge needed by the farmers, to cultivate crops and rear animals.  Without teachers, farmers would not be able to work on the farmland, or even use advanced methods of farming to make their work easier.

Also, teachers are an important part of society, as they are the ones who impart the knowledge needed to build society. They are the ones who train the doctors, lawyers, engineers, pilots, etc. who develop the society with their skills. The farmers cannot perform this important function in society.

And finally, teachers go beyond just imparting knowledge to their students, they are also encouragers and motivators, who go beyond teaching, to inspiring their students, to do well in other areas of their lives. This helps these students to be better, and functional members of society, and this cannot be achieved by only eating the food provided by the farmers.

With these points of mine, I hope I have been able to convince you, that teachers are better than farmers in society.

Thank you!

WEEK NINE:- {Speech Work: Vowel /Ə/, Grammar: Differentiating between demonstrative pronouns and demonstrative adjectives And Composition: Population Explosion}

English Language JSS3 Second Term

Week 9

OVERVIEW:

• Speech Work
• Grammar
• Composition

SPEECH WORK: VOWEL SOUND /Ə/

OBJECTIVE:

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

• Describe the vowel sound /Ə/
• Give examples of words with the sound /Ə/

INTRODUCTION:

The /Ə. Sound is the weakest vowel sound in the English language, and it occurs only in unstressed syllables.

The sound /Ə/ is a common vowel sound, that occurs in words like a, an, the. It is used in the weak form of words, and it is called the schwa sound.

During pronunciation, the organs of speech; the mouth, tongue and jaw should be in a relaxed position.  It is pronounced like when saying “uh”.

Pronounce the following words with the /Ə/ sound: data, again, father, sofa, etc.

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

• a- abandon, about, across
• e- celebrate, camera, several, father
• i- duplicate, president, family
• o- combine, proposal, cologne

SUMMARY:

The /Ə/ sound gets omitted sometimes, during the pronunciation of words, in which it occurs, because of its weak nature.

ASSESSMENT:

• List ten words with the /Ə/ sound
• Make five sentences with five out of the ten words, listed above.

GRAMMAR: DIFFERENTIATE BETWEEN DEMONSTRATIVE PRONOUNS AND DEMONSTRATIVE ADJECTIVES

OBJECTIVES:

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

• Explain demonstrative pronouns, with examples
• Explain demonstrative adjectives, with examples
• Differentiate between demonstrative pronoun and demonstrative adjective.

INTRODUCTION:

 Demonstrative pronouns and demonstrative adjectives are different, even though they seem similar in a way. Their function differs in how they are used in sentences, and these differences shall be explained as follows.

Demonstrative pronouns are pronouns that are used to replace nouns, already mentioned in a sentence. They are used to point to a specific thing within a sentence. They are in both singular and plural forms.

Examples of Demonstrative pronouns are This, That, These, Those, Such, None.

1. That is the girl I told you about.
2. I have been cleaning all the rooms since this took me a long time to clean.
3. Those are the books I bought last week
4. Weddings have been done in the area before, none beats this.

Demonstrative Adjectives are adjectives that are used to describe a noun or show the position of a noun in terms of location, number, etc. It always comes before the noun it is describing in the sentence, and it can be expressed in the singular or plural form.

They are four demonstrative adjectives in the English language, they are This, That, These, Those.

To show nearness, you use This or These. And for persons or objects that are far, you use That and Those.

To show singularity, you use This or That, to show plurality, you use These or Those.

Examples:

1. Those boys are my nephews.
2. This car is for my mum
3. That book is hers
4. These cartons are filled with stationeries
5. That house is for the Williams’

Demonstrative pronouns and demonstrative adjectives are different in the following ways:

• Demonstrative pronouns are used to replace a noun in a sentence, while demonstrative adjectives are used to describe a noun in a sentence, as shown in the examples given above.
• Demonstrative pronouns do not have to come immediately before the noun if the noun is mentioned again in the sentence. While for demonstrative adjectives, the noun must come immediately after the demonstrative adjective, as shown in the examples above.

SUMMARY:

The demonstrative pronouns and demonstrative adjectives are used in relation to nouns in sentences.

ASSESSMENT:

1. Make sentences with these demonstratives’ pronouns: these, that, such, and none.
2. Make sentences with these demonstrative adjectives: this, that, these and those.

COMPOSITION: EXPOSITORY ESSAY

POPULATION EXPLOSION

Population explosion has to do with the rapid increase in the population of an area. It has to do with a great increment in the number of people in a particular place, at a particular time. It also refers to a situation, whereby the resources available in the society is not enough to cater for everyone in the society, as a result of the increase in the number of humans.

Population explosion is an issue that needs to be paid attention to, in order to curb some of the problems that we face in our society today.

One of the causes of population explosion is the increase in the birth rate. This is the primary reason, why the population of a nation explodes. When women give birth uncontrolled, this would surely lead to a great increment in the number of people living in the society.

Another reason for the population explosion is the life expectancy growth. Due to the invention of medical facilities, the life expectancy for humans has grown, hence, people do not die easily, and still, more people are being born to join them, as explained in the first point.

Now, population explosion surely has certain effects on our society, and one of them is unemployment. With the increase in the number of people in society, the result is that the jobs available would not be able to cater for the humans who need them. This is a negative effect that leads to the next effect that would be discussed below.

An increase in the crime rate is also another effect of population explosion. Since there are no jobs available for the rising number of people in the nation, some people tend to turn to criminal activities to earn a living.

Another effect of population explosion is an increase in rural-urban migration, which leads to overcrowding in the urban areas of the nation. This is also another effect of population explosion.

Now, what are some of the solutions to population explosion, to make society a better place.  

To start with, the government could enact certain laws which prohibit having a lot of children, the maximum number of children to have, could be stated to help couples plan.

Also, couples could be educated on the need and importance of family planning, and the use of birth control measures to control pregnancy, and in a way control the population explosion rate of the nation.