1ST TERM

Post by **admin** » Tue Jun 23, 2015 10:39 pm

Post by **admin** » Tue Jun 23, 2015 10:41 pm

LESSON 1
Speech Work: Consonant Sounds
Comprehension: The Death of Ikemefuna
Vocabulary development: (Registers on Family)
Structure: Nouns and Noun phrases with the definite articles.
Writing Skills: Continuous writing (Narrative)

ASPECT: Speech Work
TOPIC: CONSONANT SOUNDS
Consonant sounds are produced as a result of obstruction of the air-flow that comes from the lungs. The obstruction can be partial or total. There are twenty-four (24) consonant sounds in English language. They are:
/p/ /b/ /ʈ/ /d/ /k/ /g/ /f/ /v/ /Ө/ /ð/ /s/ /z/ /∫/ /Ӡ/ /h//ʧ/ /ʤ/ /Ɩ/ /r//w//j/ /m/ /n/ /ŋ/

/p/----- pay ,peace, pat, pot, peg, pit, push, wrapper, pass, place, happen, party
/b/---- bell, about, bet, book, boom, boost, bay, baby, rob, bad, bat, back, abort,
/ʈ/--- Thomas, ten, tap, tomb, table, take, tack, track
/d/---- den, dust, cord, draft, powder, advert, kid, deep, dam, divide, diary, dark, middle, paddle
/k/----- kid, kiss, cock, fix, six, choir, chord, require, back, calculate, kit, chasm
/g/ ----- goose, goggle, got, gum, gay, guy, example, get, rogue, girl, grow
/ʧ/ ----church, match, fetch, rich, reach, nature, pasture, patch, chain, choice, children, Christ, Christians, character
/ʤ/ ---- gin, joy, edge, badge, jaw, jest, jeep, gem, general, gentle, page, judge, jam, giant
/f/------ tough, fall, phone, elephant, photo, food, fleet, fault
/v/ -------vote, of, value, vice, voice, van, view, prove, visible
/Ө/ ------ thin, think, three, threw, though, length, breath, theatre, theme, thick, thicket, third, thrust
/ð/ ------- the, father, mother, them, that, bathe, then, rather, this, there
/s/ ------- science, class, fast, slow, city, pass, dress, psychology, lace, face, pastor,
/z/ ------zoo, zoom, lazy, zigzag, zinc, close, rose, represent, reason, candies, laze, raise, zebra, easy
/∫/ ------ chalet, chateau, charade, machine, education, social, palatial, mission, short, sure, passion pressure
/Ӡ/------ garage, measure, treasure, leisure, television, vision, confusion, decision, fusion, pleasure, division, closure, usual
/h/ ----- house, home, harrow, harassment
/Ɩ/------- look, late, life, lake, lift, later, letter, local, lion, low, love, lame, lie
/r/------ robe, right, reflex, run, carry, merry, bright, story, bury, rite, wrong, wrote, radio
/j/-------- you, yawn, yellow, yam, union, use, yes, university
/w/------ one, wine, when, suite, quit, work, what, where, which, wife
/m/------ flame, hammer, man, malt, make, come, mother, magic
/n/-------- know, night, knight, knowledge, banner
/ŋ/------- bang, uncle, bank, sing, long, king, zinc, single, thank

There are three ways of describing a consonant sound vis:
Manner of articulation
Place of articulation
State of glottis

MANNER OF ARTICULATION
This is the way a sound is pronounced or articulated. For instance, the sound /p/ is described as plosive because the air-flow from the lungs comes to a complete stop because the upper and lower lips are involved. The pressure of air forces the lips open which results in production of sound in form of explosion. eg. pen, pay, price, pure, purse.

PLACE OF ARTICULATION
This refers to the actual place where the sound is articulated. For example for sound b the two lips are involved, hence it is called a bilabial. This is so because the sound is produced with the use of both lower and upper lips.

STATE OF GLOTTIS
The state of glottis can be described as the position of glottis when the sound is pronounced. It is either open or close. The glottis is the space between the vocal cords ands the larynx (Adam’s apple).If the state of glottis is opened the sound produced will be voiceless. But if it is closed, there will be vibration in the vocal cord; therefore, the sound that will be produced will be voiced.

https://youtu.be/hyKR7cBDpZE

EXAMPLE OF DESCRIPTION OF SOUND
/p/ Place of articulation is bilabial
Manner of articulation is plosive
State of glottis is voiceless

https://youtu.be/h4yrIuCE6UM

EVALUATION
Choose the word that has the same sound with the one underlined below:
shows a. house b. reason c. loss d. horse
clothe a. they b. three c. mouth d. Thomas
English a. edge b. thin c. end d. think
Bushes a. rapes b. shoes c. church d. rakes
Character a. church b. arch c. unique d. charade

LESSON 2
COMPREHENSION
TEXT: Intensive English for Senior Secondary School Book 1.Page 3
TITLE: The Death Of Ikemefuna Pages: 3-5
CLASS ACTIVITIES
The passage should be read carefully, before the students attempt the questions on it.

Further Studies 1

https://youtu.be/co9wzOxvXFE?list=PL5F007E11CFA22EB8

EVALUATION
Answer the questions on unit 1.2.3. page 5.

LESSON 3
ASPECT: VOCABULARY DEVELOPMENT
TOPIC: WORDS ASSOCIATED WITH THE HOME AND FAMILY LIFE.
Shelter/housing family sister grandparents
Comfort food monogamy cousin nuclear
Furniture bridegroom polygamy couple
Ventilation security/safety protection appliances
Relaxation domestic violence recreation
Companionship ornaments utensils understanding
Pleasure love Medicare acceptance
Wife accommodation son mother
Brother clothing peace great-grandparents
Mother satisfaction nephew extended
Aunt husband identity fiance’(e)
Conveniences dialogue fairness health assets
Father uncle niece marriage
Value bride in-laws

ACTIVITIES: The students should master the spellings of the above words.
Check the dictionary for their meaning,

EVALUATION
1. Form a sentence with any ten words from the list above.

Further Studies

LESSON 4
ASPECT: Structure
TOPIC: Nouns and Noun Phrases with the Definite Articles

NOUN
A noun can be defined as a naming word. It can also be defined as names of people, places, objects, abstract ideas, actions and qualities.

TYPES OF NOUNS
(a)Proper Nouns: These are specific names of people, places, publications, days of the week, months of the year, special events, river, mountain, etc.
NOTE: It must start with capital letter. E.g. Bola, Ngozi, Adamu, Lagos, England, Deeper Life High School. Etc.
(b) Common Nouns: These are general names of things E.g. chair, book, tree, road etc
(c) Abstract Nouns: These are names of neither things that we can neither touch nor see.e.g. truth, love, honesty, joy, beauty etc.
(d)Collective Noun: These are names of group of people .e.g. crowd, choir, cast, team, committee, crew, staff etc.
(e) Countable Nouns: These are nouns that we can count .e.g. people, chairs, books, town etc
(f) Uncountable Nouns: These are nouns that cannot be counted.eg water, salt, sand, air etc.

SINGULAR AND PLURAL NOUNS
Singular ..........................................Plural
Shelf .......................................... shelves
Thief .......................................... thieves
Life .......................................... lives
Leaf .......................................... leaves

NOUNS WITH THE SAME SPELLINGS IN BOTH SINGULAR AND PLURAL
Singular .......................................... Plural
sheep .......................................... sheep
deer .......................................... deer
luggage .......................................... luggage
furniture .......................................... furniture
equipment .......................................... equipment

COMPOUND NOUNS.
A compound noun is the combination of two words that forms a word and functions as a single word.
Singular .......................................... Plural
Grown-up .......................................... grown-ups
Girl-friend .......................................... girl-friends
Passer-by .......................................... Passers-by
Mother-in-law .......................................... Mothers-in-law
Secretary-general .......................................... Secretary-generals

FUNCTIONS OF NOUNS

1. Subject of the verb. The subject performs the action of the verb and comes before the verb.
E.g. Olu ate banana yesterday.

2. Direct Object of a verb .The direct object receives the action of the verb.
eg. The driver drove a car.

3. Indirect Object of the verb. The indirect object always answers the question ‘for/to whom’.
e.g. The driver drove the car to Lagos.

4. Subject Complement. The noun here completes the first noun earlier mentioned in the same sentence.
eg. Jane is my friend.

5. Object Complement: The object complement completes the object in the sentence it is the same object.
E.g. They declared him a winner.

6. Complement of a Preposition .This is required to form prepositional phrase.
E.g. She put the food on the table.

7. Qualifier of another noun .In this area noun functions like an adjective.
eg I will travel during Christmas holiday.

8. Appositive: This is when a noun stands beside another noun to mean the same thing or the same person.
E.g. The President and Commander-in-Chief of the Armed Forces is here.

EVALUATION
1 (a) What is a proper noun?
(b)List five examples of it.
2.Write the plural form of the following nouns: stadium,forum,crisis,tooth,foot,ox,larva,syllabus,criterion,fungus.

NOUN PHRASE
A phrase is a group of words without a finite verb. A noun phrase is the combination of an article with a noun.
The man, the house, the school, the bag (article + noun =noun phrase)
D. article + noun (definite article + noun)
NOTE: Noun phrase and noun perform the same functions.

EVALUATION
State the difference between a noun and a noun phrase with two examples.

LESSON 5
ASPECT: Continuous Writing
TOPIC: Narrative
A narrative essay is an essay that tells a story of past events. The past tense verb is predominantly used throughout the narrative essay. Ensure that your story flows smoothly from beginning to the end. You need to develop each point clearly in different paragraphs that are properly linked together.

These are some of the topics under narrative
My first day at school.
A day I will never Forget in My Life.
My First Journey to Lagos.
How I Spent My Christmas Holiday.

Tips on How to Write a Narrative Essay
a .What is your story about?(Title boldly written)
b. What action took place in your story?
c. Who were responsible for these actions?
d. When did the actions take place?
e. How did the actions take place?
(f.) What were the consequences of the actions?
(g) You can draw your conclusions by stating your feeling about these. It may be positive or negative.

EVALUATION
Define a narrative essay.
List five topics under narrative essay.

Further Studies 1

https://youtu.be/zpdxXdbtGRo

GENERAL EVALUATION
Choose the right option from below to answer the questions.
1. The ……….in the room will soon be removed.
A. furniture B. furnitures C. piece of furnitures D. piece of furnitures.
2. If you carry…….you will have to pay extra fees.
A. too much luggages B. plenty luggage C. too much luggage D. too many luggage
3. The father of my wife is my………..A. grandfather B. ground father C. father –in-law D. father
4. The essay that tells the story of past events is an …………… a/an .A. expository
B. descriptive C. narrative D. argumentative
Choose the word that contains the underlined sound below.
5. breathe A. dough B.hat C. thank D .they

ASSIGNMENT
From the words lettered A to D, choose the word that has the same consonant sound(s) as the one represented by the letter(s) underlined.
1.Cause A. zoom B. course C. measure D. bats
2. Loose A. lose B. whose C. zoo D. toss
3. vain A. bane B. faint C. vest D. pain
4. half A. halves B. cough C. though D. hoe

Choose the right word to complete the sentences below:
5. At the wedding ceremony, the bridegroom watched his………………dancing away her excitement.
A. bride B. fiancée C. partner D. spouse E. wife
6. My friends are……..they buy from wholesalers and sell to individual buyers. A. hawkers B. petty traders C. retail traders D. sales-girls E. sales managers
7. My father’s brother is my ………………………. A. elder brother B. nephew C. step-mother D. uncle E. young father
8. A person who hails prospective passengers into a vehicle is called……………
A. conductor B. driver C. helper D. tout E. unionist
9. The careless driver was asked to pay for the…….to the new car.
A. damages B. damage C. lots of damages D. several damages.
10. People say that ………. elephant lives in Africa and Asia.
A. an B. a C. the D. some

PRE-READING ACTIVITIES
English Lexis and Structure For Senior Secondary School By Ayo Bamgbose Pages 41-43

ACTIVITIES
1. Write a narrative essay on your experience during the last visit to your home town.
or
2. Narrate how you spent your last holiday.

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

Post by **admin** » Tue Jun 23, 2015 10:41 pm

LESSON 6
Speech Work: Monophthongs
(b) Comprehension
(c) Vocabulary development (Words Associated with Agriculture)
(d) Structure: Nouns and Noun phrases with the definite articles.
(e) Writing Skills: Continuous writing (Descriptive)

ASPECT: Speech Work
TOPIC: Monophthongs
Monophthongs can be defined as pure vowel sounds. They are part of vowel sounds which are produced without any obstruction in the oral or nasal cavity. There are twelve (12) pure vowel sounds (Monophthongs) in English language. It can further be divided into two parts (long and short vowels.)

EXAMPLES OF MONOPHTHONGS
/i: / e.g. beat, seat, neat, feet, tea, sheep, quay, leave, seen, dean,
/i/ e.g. bit, sit nymph, village, kid, kit, lip, skip, tip, ship,
/e/ e.g. bed, bread, said, bury, many, any, net, belt,
/æ/ e.g. cat, lack, pack, rat, mad, lad, mat, bat,
/a: / e.g. car, dart, calm, heart, sharp, mark, farther, far
/ᴐ/ e.g. pot, what, gone, wash, cot, cod,
/ᴐ:/ e.g. war, pork, saw, bought, four, fall, hall, more, glory
/u/ e.g. put, foot, book, could, should, pull, look, wood
/u: / e.g. pool, blue, screw, shoe, two, too, ewe, juice, pool
/ ᴧ / e.g. cut, come, blood, country, money, honey, love
/ З:/ e.g. first, purse, earn, bird, burn, shirt, work, learn, turn
/∂/ e.g. about, baker, sailor, teacher, doctor, labour,

Short vowel sound ............................ Long vowel sound
/I/ ........................ /i:/
/e/ ........................ / a:/
/æ/ ........................ /ᴐ:/
/ᴐ/ ........................ /u:/
/u/........................ /ȝ:/
/ ᴧ/.........................
/ Ə/

EVALUATION
From the words lettered A to D, choose the word that has the same vowel sound(s) as the one represented by the letter(s) underlined.
1. Rich a. reach b. heed c. seat d. knit.
2. Head a. set b. neat c.eat seat.
3. Hot a. dark b. hart c. stock cord.

https://youtu.be/72M770xTvaU

LESSON 7
ASPECT: COMPREHENSION
TEXT: Intensive English for Senior Secondary School book 1 by Benson O.A. etal

TITLE: The Importance of Transport and Communications to Commerce.
Pages: 17-19.

CLASS ACTIVITIES
The passage should be read carefully, before the students attempt the questions on it.

EVALUATION
Answer the questions on unit 2.2.3. page 19.

LESSON 8
VOCABULARY DEVELOPMENTS (WORDS ASSOCIATED WITH AGRICULTURE)
Cash crop cereal feed grain arable food crop cultivate
Erosion plough livestock fertilizer irrigation mulch grafting grazing piggery plantation seedling nursery staple humus weeds seasonal perennials yam seeds veterinary bumper rear tractor tenure horticulture husbandry implements ruminant bush burning harrowing fish pond, farming mixed cropping shifting cultivation
annual subsistence farming mechanized tillage staples agriculture fish pond.

CLASS ACTIVITIES
The students should read the registers above carefully, master the spellings and check the meaning of the words from their dictionary.
The students should attempt the exercise 3.8 of Goodbye to failure book 1 page 36.

LESSON 9
ASPECT: STRUCTURE
TOPIC: NOUNS AND NOUN PHRASES WITH THE DEFINITE ARTICLES
As we all know that noun and noun phrase are related in terms of their positions and functions that they perform, we need to clarify on them more.

POSITIONS OF NOUN
A noun is a naming words and it takes the major positions of subject and object in sentences. Examples:
Akin goes to school. Subject of the verb ‘goes’
Dele slept early yesterday. Subject of the verb ‘slept’
I will assist Thomson- object of the verb ‘assist’
They saw Deborah- object of the verb ‘saw’

NOUN PHRASE
Noun phrase is a combination of noun with articles or determiners. It is a group of words that has noun as the head word without any finite verb in the group.

Note: Noun is the key word in noun phrase.
Eg. The young man, The man in the garden, the garden,(noun phrases)
1. The man in the garden is my father.(noun phrase)
Function: Subject of the verb ‘is’.

2. Rose, the beautiful flower is here (noun phrase)
Function: It is in apposition to noun rose.

3. He slapped the beautiful girl.(noun phrase)
Function: It is object of the verb ‘slapped’

4. She served the food inside the dirty plate. (noun phrase)
Function: It is object of a preposition ‘inside’.

There are other ways by which noun phrase can be formed some of them are:
(Definite article + noun=Noun phrase) The driver is here)
Function: It is subject of the verb ‘is’

(Definite article + noun= Noun phrase) The president is here.
Function: It is subject of the verb is)

Other examples of Noun phrase
Your son, their house, our houses (possessive adjective+ noun)

Hard work, fine car, long journey (Qualitative adjective +noun)

A blue shirt, my former school, our family house, that tall man, the most intelligent student,

The richest man, the angry man, the clergyman

Driving on the highway is not new to me.

Travelling by air is a unique experience.

POSITIONS OF NOUN PHRASE
1. Subject position
2. Object position

EVALUATION
1. Write five examples of noun phrases
2. Form five sentences with the noun phrases.

LESSON 10
ASPECT: CONTINUOUS WRITING
TOPIC: DESCRIPTIVE ESSAY.
A descriptive essay is the one that describes things like human being, places, occasion, events things. It gives a mental picture of described object/person to the people that we described it to.

Examples of Descriptive Essay Topics
A market day in my town
Our village post office
A flood disaster that I witnessed
Our school garden
The Traditional festival in my community.

GENERAL OBSERVATION ON DESCRIPTIVE ESSAY
Write the topic boldly
Begin with introduction
Choose appropriate words that can describe what you want to write about.
Use mixture of sentences in you essay.
Discuss at least three points.
Ideas must be properly linked in sequential order.
Develop each point fully in paragraph,
Conclude your essay carefully.

A guide to describing a market place in your town
a. What is the name of your town?
b. Where is the location, state, country etc?
c. What is the nature and size of the town?
d. What are the social amenities in your town?
e. What is the name of the market?
f. How big is it?
g. What are the things that are sold there?
h. What does the market add to the growth of the town?

EVALUATION
Define descriptive essay
Differentiate between a narrative essay and a descriptive essay.

ASSIGNMENT
From the words lettered A to D, choose the word that has the same vowel sound(s) as the one represented by the letter(s) underlined.
1. Green a. grin b. sheep c. hills d. filled
2. Girl a. gull b. blood c. blurred d. card
3. Board a. had b. bed c. bad d. stalk

From the words lettered A to D, choose the word that is the most appropriate to complete the gaps below:
4. The Vice- Chancellor has to set up……………to investigate the students the action.
a. police b. a tribunal c. a panel d. an inquest
5. The orchestra was loudly cheered by the large ………a. crowd b. congregation c.mob d. audience
6. The problems in the city have multiplied with the………..of the people from the rural areas.
a. entrance b. influx c. admission d. intrusion
7. I really like working in that office, I found the …………very friendly. a condition b. air c. atmosphere d. situation
8………………takes place before planting of crops. a. weeding b land cultivation c. thinning
d. fertilization
9. If the soil is exposed it can lead to…………….a. high- yielding crops b. erosion c. weed
d. fertilization.
10 An essay that describes an object in a clearer way is an/a …………… essay.
a. narrative b. argumentative c. descriptive d. poetic.

PRE-READING ACTIVITIES: Goodbye to Failure in English for Senior Secondary Schools book 1, pages 229- 231.

ACTIVITIES
Write an essay not less than 250 words on the topic The Market Day in My Town.

REFERENCES:
1. Goodbye to Failure in English for Senior Secondary Schools book 1
2. Intensive English for Senior Secondary Schools book 1 Benson O.A et al.

Post by **admin** » Tue Jun 23, 2015 10:42 pm

LESSON 11
Speech work: /i/, /i:/; /ᴂ/, /a:/.
Comprehension: Malaria
Vocabulary development (Words associated with Agriculture).
Structure: Noun Phrase and Verb Phrase
Writing Skills: Continuous writing (Descriptive).

ASPECT: SPEECH WORK:
TOPIC: Vowels /i/,/i:/; /æ/,/a:/

Sub - Topic: Vowels: /i/ and /i:/

Introduction: The vowels /i/ and /i:/ are monophthongs. Monophthongs are single vowels. They are used in contrast with the word diphthong, which literally means a “double sound” in Ancient Greek. Another term for monophthong is pure vowel.
Description of the vowel: /i:/ This is a long, front, close, spread vowel sound. It si produced by keeping the front of the tongue for some time at a height very close to the hard palate and the same time keeping the lips loosely spread.

Features of vowel /i:/
The phonetic symbol of the sound represents the sound of the following underlined letters in their respective words.

Other features of /i:/ are: ‘ie’ ----- field, siege, achieve, believe, thief, brief, apiece, shield, relief, niece, chief, etc
‘uay’ ----- quay, etc

Description of the vowel: /i/ This is a short, front, half close spread vowel sound. It is produced by keeping the front of the tongue briefly at a position midway towards the close region and by keeping the lips loosely spread.

Features of vowel /i/

Other features include:

More features:

Contrast between /i:/ and /i/

https://youtu.be/GWfzYmyH-WM

https://youtu.be/WFzZl0ciUEY

LESSON 12
Vowels: /ᴂ/ and /a:/
CONTENT:
i. Description of vowels /ᴂ/, /a:/
ii. Features of the vowels
iii. Contrast of the sounds.
Introduction: Vowels /ᴂ/ and /a: / are pure vowels.
Description of the vowel /ᴂ/: This is a short, front, half open, spread vowel sound. It is produced by keeping the front of the tongue briefly at a position midway towards the open region and by keeping the lips spread.

Features of /ᴂ/
The phonetic symbol of the sound represents the sound of the following identified letter(s) in their respective words:

Activity: Use your dictionary and fill the blank spaces in the table above with words that have those features as /ᴂ/.
Description the vowel /a: /
This is a long, back, open, neutral vowel sound. It is produced by
Keeping the back of the tongue for some time at the bottom of the mouth (open region) and keeping the lips neutral.
https://youtu.be/UcRmvcHFKx8

Features of the vowel /a:/

More examples:

Contrast between /ᴂ/ and /a:/

https://youtu.be/T-BUlk9im58

EVALUATION
1. Describe the articulation of /a:/.
2. Mention the difference between /ᴂ/ and /a:/.
3. Pick the odd item among in list:
i. Bat, catch, cart, bag
ii. Reservoir, hearth, hat, heart
iii. Star, as, axe, ask
iv. Asked, act, catch, plait
v. Memoir, guava, clerk, pack

LESSON 13
ASPECT: COMPREHENSION/VOCABULARY DEVOLPMENT
TOPIC: MALARIA

One of the most exciting races ever run is now in progress between doctors fighting malaria, and mosquitoes. According to the most recent counts, 225 million people a year suffer attacks of malaria …

EVALUATION: Intensive English for SSS1; Exercises 3.2.3 and 3.2.4; pages 35-36.

ASSIGNMENT: Intensive English for SSS1; Exercises 3.2.5; 3.2. 6 and 3.2.7; pages 36-38.

VOCABULARY BUILDING
WORDS ASSOCIATED WITH AGRICULTURE
Agriculture is the practice of science of farming. It is the production of crops and animals for man and raw materials for industries. Some words associated with agriculture are:
Fodder grafting rear arable grazing bumper crop
plough tenure cereal livestock tractor staple
Erosion mulch contour farming feed subsistence farming cash crop
Piggery grain furrow cultivate fertilize plantation veterinary seedling

EVALUATION: Use your dictionary and find the meaning of the words listed above. Use them to construct your own sentences.

LESSON 14
ASPECT: STRUCTURES
TOPIC: NOUN PHRASE
CONTENT: i Definition of Phrase
ii Types of Phrases
iii Definition of Noun Phrase
iv The structures of Noun Phrase
v The Functions of Noun Phrase
Definition of Phrase: A phrase is a group of words which does not have a finite verb and does not make complete sense. A finite verb has subject, shows agreement and tense.

Types of phrases: The following are types of phrases:
i. Noun phrase (headed by a noun) e.g a boy, the student, some people, etc
ii. Verb phrase (headed by a verb) e.g smokes heavily, to come, would visit, etc
iii. Adverb phrase (headed by adverb) e.g in time, in vain, on purpose, by all means, etc
iv. Preposition phrases (governed by preposition) e.g in the garden, from the moon, by him, etc
v. Infinitive phrase (formed by placing “to” before the root verb) e.g to come, to play, to visit, etc.

Definition of Noun phrase: Noun phrase is a noun or a group of words headed by a noun that can substitute for a noun in a sentence. Examples: blue car, a boy, the principal, my ambition, some oranges, many houses, etc.
The Structures of Noun phrase (NP)
1. Noun (N)
Books books

2. Determiner + Noun (Det + N)
Those + books those books

3. Pre- modifier + Noun (Pre-mod + N )
Popular + books = popular books

4. Determiner + Pre- modifier + Noun (Det + Pre-mod + N)
Some + poular + books = some popular books

5. Noun + Post-modifier (N + Post- mod)
books + on English language = books on English language

6. Determiner + Noun + Post-modifier (Det + N + Post-mod)
some + books + on English language = some books on English language

7. Pre-modifier + Noun + Post-modifier (Pre-mod + N + Post-mod)
Popular + books + on English language = popular books on English Language

8. Determiner + pre-modifier + Noun + Post modifier (Det + Pre-mod + N + Post-mod)
Some+ popular+ books+ on English language = [some popular books on English language]

EVALUATION:
1. Define noun phrase.
2. State these structures of noun phrase in words:
i Det + N
ii Det + N + post-mod
iii Pre-mod + N + post-mod

Functions of Noun phrase
Noun phrase performs the following functions in the sentence:
1. Noun phrase as Subject: This occurs when a noun or noun phrase precedes the verb, and in some situations, is tied to the verb by an agreement of form.
E.g. A good boy deserves favour.
They escaped through the window.

2. Noun Phrase as direct object (DO): A noun phrase follows a transitive verb.
E.g. Okoro bought the book.
The teacher scolded John.

3. Noun phrase as indirect object (IO): If two nouns follow a transitive verb, one denoting the receiver and the other what was received. The first receiver is an indirect object.
E.g. He told Olu the story.
He gave the committee the report.

4. Noun phrase as object complement: If a transitive verb is followed by two nouns one indicating what was affected or altered and the other indicating the result of the alteration, it is an object complement.
E.g. We elected Femi a prefect.
Many of us considered her the best.

5. Noun phrase as Subject complement: A single noun occurring to the right of the verb and referring to the person or thing as the subject is the subject complement.
E.g. Haruna is a teacher.
Odo became a doctor.

6. Noun phrase object of preposition: A single noun ‘linked’ to some other element in a sentence by means of a preposition (for example in, on, to from, by of ,under), and immediately following the preposition, is the object of that preposition.
E.g. The trader brought his money to the bank.
The box of chocolate is intended for your children.

7. Noun phrase as appositives: if two nouns occur together and the second could substitute for the first, the second is called an appositive.
E.g. Dr Goodluck, the president visits Enugu.
Okon, the driver is reliable.

EVALUATION:
1. Define Noun phrase.
2. State five functions of NP in a sentence.

LESSON 15
Sub Topic VERB PHRASE
CONTENT: i Definition of verb phrase
ii The structures of verb phrase
iii The Functions of verb phrase

Definition of Verb phrase:
The verb phrase (VP) consists of a verb as the head, accompanied by its adjunct or auxiliary. Examples of verb phrase: ‘may do’, ‘has done’, ‘is doing’, ‘may have done’, ‘may be doing’, ‘may have been doing’.

The structure of verb phrase
The typical structure of the verb phrase consists of a main verb preceded optionally by a maximum of auxiliary verbs. Examples:
Aux 1 Aux 2 Aux 3 Aux 4 (passive) Main verb
Might be studying
Could have been injured
May have been being blackmailed

Forms of Verbs: Irregular verbs
Base form (V) 3rd per sin ( V-s) Past V-ed1 Part. V-ed2 Pres part. V-ing
Eat eats ate eaten eating
Hit hits hit hit hitting
Take takes took taken taking
Speak speaks spoke spoken speaking
Teach teaches taught taught teaching
Write writes wrote written writing
Feed feeds fed fed feeding

Regular Verb
Base form (V) 3rd per sin (V-s) Past V-ed1 Part. V-ed2 Pres part. Ving
Work works worked worked working
Move moves moved moved Moving
Stay stays stayed stayed staying
Add adds added added adding
Walk walks walked walked walking
Remain remains remained remained remaining
Jump jumps jumped jumped jumping

Special Verbs
Base form (V) 3rd per sin (V-s) Past V-ed1 Part. V-ed2 Pres part. Ving
Be am, is, are was, were been being
Do does did done doing
have has had had having
Go goes went gone going

Note that regular verbs add‘d’ or ‘-ed’ to their unchanged based to form the past tense but irregular verbs do not.
Functions of verb phrase
The verb phrase (VP) has the function of a predicate in the sentence. The predicate may be defined as part of the sentence which ascribes an action, a state, or a quality to the subject. The predicate necessarily includes a verb in a finites (personal) mood.

EVALUATION
1. What is verb phrase?
2. What is the function of verb phrase in a sentence?
3. What is the difference between regular and irregular verbs?

ASSIGNMENT
English Lexis and Structures for SSS and Colleges (Revised Edition) by Ayo Bamgbose pages 90 – 95.

LESSON 16
ASPECT: CONTINUOUS WRITING
TOPIC: DESCRIPTIVE ESSAY
CONTENT: i Definition of descriptive essay
ii Examples of descriptive essay
iii Kinds of descriptive paragraphs
iv Essentials of descriptive essay
v Elements of descriptive essay
vi Examples of descriptive essays

Definition of Descriptive Essay: A descriptive essay gives the reader a mental picture of a person, object or place. To describe a person, a place, or an object means to capture it in words so that others can imagine it or see it in their mind’s eye. The best way for a writer to help the reader get a clear impression is to use language that appeals to the sense of sight, sound smell, taste and touch. It is through these senses that human beings experience the physical world around them, and it is through the sense that the world is most vividly described.

Examples of Descriptive Essay: Suitable topics for descriptive writing include:
1. My best friend
2. The face of someone in the news
3. A scene of peace (or conflict)
4. An animal, a bird or an insect you have observed
5. My best teacher
6. The novel I like best
7. My favourite food
8. My country in ten years’ time
9. My most exciting day
10. The personality I admire most, etc.

Kinds of Descriptive: There are two kinds of description:
1. Objective description: In this type of description, the writer gives a true description of something without personal feelings. This type of description is applicable to scientific writings.

2. Impressionistic description: In this type of description, the writer’s feelings, biases and attitudes are portrayed. This is applicable to essays and stories.

Essentials Elements of Descriptive Essay
The essentials elements of description are:
1. Size: This is described subjectively by ‘large’ or ‘small’ and objectively by dimension.

2. Shape: This is described in terms of ‘round’, ‘triangular’, ‘spherical’, ‘oval’, ‘cylindrical’, etc.

3. Weight: This is described subjectively as ‘heavy’ or ‘light’ and objectively by ‘pounds’, ‘ounces’, ‘grams’, ‘kilograms’, etc.

4. Colour: This is described as ‘white’, ‘red’, ‘green’, ‘fair’, etc.

5. Composition: the composition of an object helps the reader to visualize it.
E.g. a brick wall
a steel truss
a glass house, etc

6. Age and condition: This can be done as ‘young, old man’, ‘worn out currency notes’ etc.

7. Location of items: This answers the question ‘where’- position, ‘where’- time.

Elements of Descriptive Essay: To write a good descriptive essay, an outline should be drawn to guide the writer to logically develop his essay. A good outline should have this structure:
A Introduction
i. Write the heading for the essay
ii. Paragraph 1: Discuss the general concept of topic
B Body
i. Break this part into paragraphs according to the order of the description
ii. Paragragh 2
iii. Paragragh 3
iv. Paragragh 4 etc
C Conclusion The conclusion should give a summation of the whole issue described. It should be precise, apt, and comprehensive.

Model Descriptive Essay: Read the following essays and observe them very well.

ESSAY 1
THE TEACHER I WILL NEVER FORGET
Teachers are people whether males or females who are trained to inculcate knowledge to the simple. Their trainings bother much on educating the uneducated and giving them a sense of direction to become achievers in life.

Among the teachers that taught me so far; there is one I will never forget. She is Miss Oluchi Okonkwo. She is a class teacher in Christian International School, Egbu Road, Owerri. Miss Okonkwo was my teacher in Basic six. She is a tall, slim lady with long dark hairs that always curl to give her an outstanding beauty. She is fair; and providence decorated her with pointed nose, a pair of blue eyes and a well shaped lips.

Miss Okonkwo is hard working. She demonstrates great skills in teaching all the subjects. The manner in which she handles English Language, Mathematics, Quantitative Reasoning, Social studies, Health Education, etc, made me to tag her an all-rounder. It is not only that she teaches well but she also employs various methods to ensure that she establishes the concept in her pupils’ consciousness.

Miss Okonkwo is a very kind, compassionate and understanding woman. She goes extra mile to take care of the children. She pets, cuddles, kisses and carries her pupils as if they were her biological children.

She is equally a good disciplinarian. Should one commits offence to attract her cane; such individual will ever live to remember the indelible marks she will leave on the skin. She flogs like a machine and punishes like a soldier. However, she deals with each pupil according to the measure of crime committed.

Miss Okonkwo is my best teacher. I admire her in my heart. I wish to meet her someday to tell her what impact she has made in my life. She is a teacher I will never forget.
Favour Ahmed
BASIC 7 ALPHA

ESSAY 2
THE TEACHER I WILL NEVER FORGET
If one had gone through the processes of education, and was taught by some personnel; the question would be: who were the teachers? Were they men of like minds? There are teachers in this world. However, there are those for education and transformation and those for skills and craftsmanship.

Who is a teacher? He is a trained or skilled personnel who guides, trains, influences or teaches pupils how to do things. The teacher shows the way to heaven; teaches how to walk, talk, and do some domestic activities.
There are different types of teachers. For instance, there are home teachers, school teachers, lesson teachers, church teachers, and what have you.

Among these teachers, there is a teacher I will never forget. He is Mr. Mike, Oladapo of Pen-Write Academy, Enugu Campus. He is of average height; fair in complexion and average body size. He has pointed nose with oval face. He is the current HOD of the school. He teaches Agricultural Science, and Basic Science.

Mr Oladapo commands much respect among the students. He is a disciplinarian; a kind hearted man and an erudite academic. He is a father. I assume him a guardian because he taught me most of the things I know today in Basic Science. His manner of teaching has spurred me to have interest in medical science.

He is a god-fearing man; very spiritual. He does ask God his needs in prayer before he does anything. He is fond of appointing someone to pray before starting his classes. He is humorous.
To be frank, I like all my teachers but I like Mr Oladapo most because of his influence, examples, intelligence and kindness.
Chima Gift O.
Basic 7 Alpha

EVALUATION
1. What is descriptive essay?
2. Give two examples of a descriptive essay topic.
3. Mention three essential elements of description.

ESSAY: Write a composition on either of these topics. Your answer should not be less than 300 words.
1. My most exciting day. 2. The personality I admire most.

GENERAL EVALUATION
Circle the word that does not belong to each of the following groups:
1. Sit, with, rich, reach
2. Deed, dig, dip, rid
3. Bit, peat, pit, pick,
4. Leap, seek, sit, people
5. Complete, police, machine, lip

In each of the questions 1 – 3, choose the option that has the same vowel sound as the one represented by the letter(s) underlined:
1. Caught A. hot B. water C. sup D. wrong
2. Country A. worry B. courteous C. bought D. poultry
3. Trap A. wonder B. because C. plait D. quantity

In each of the questions 4 – 6, choose the option that has the same consonant sound as the one represented by the letter(s) underlined:
4. rest A. result B. show C. unasked D. wise
5. joint A. dagger B. advantage C. guardian D. mightier
6. thought A. taught B. weather C. theatre D. fate

In each of the questions 7 – 9, choose the option that has the same vowel sound as the one represented by the letter(s) underlined:
7. key A. sit B. bet C. seat D. tread
8. taught A. law B. aunt C. count D. plateau
9. dutch A. lottery B. love C. loud D. lurch

In each of the questions 10 – 11, choose the option that has the same consonant sound as the one represented by the letter(s) underlined:
10. both A. brother B. thaw C. the D. there
11. bouquet A. bucket B. banquet C. liquid D. squeeze
houses A. rice B. rise C. curse D. course

THEORY
1. Define Monophthong.
2. Describe the articulation of /a:/
3. Mention the difference between /i/ and /i:/; /a: / and /ᴂ/

REFERENCES
Ukwuegbu C; Okoro O; Idris A.U; Okebukolam F. O; Owokade C. O. Okebukola P.(2012): Catch-up English Language for SSCE/UME; Ibadan: HEBN publishers PLC.

Fawcett S. and Sandberg A.(2000): Evergreen: A Guide to Writing with Readings (Sixth Edition); New York: Houghton Mifflin.

Ebere ,J. E.C (2006); Oral English for Schools and Colleges: Onitsha, Elites’ Commercial Aency LTD.

Bamgbose A.(2012): English Lexis and Structure for SSS and Colleges(Revised Edition); Ibadan: HEBN Publishers PLC.

Greenbaum S and Nelson G.(2009): An Introduction to English Grammar (Third Edition); Edinburgh Gate: Pearson Education Limited.

Murthy J. D.(2007): Contemporary English Grammar; Lagos: Book Master.

NTI/DLS(2000): English Language Cycle One Modules 1 -5; Kaduna: NTI Press..

Mebele, K and Omodara, F (2003); Goodbye to Failure in English for Senior Secondary Schools One: Mushin, Lagos,Treasure Publishers Nigeria Limited.

Post by **admin** » Tue Jun 23, 2015 10:43 pm

LESSON 17
Speech Work: Vowels /ᴐ/, /ᴐ:/; /ᴜ/, /ᴜ:/
Comprehension: Money
Vocabulary development (Words associated with Fishing and Animal Husbandry).
Structure: Countable and Uncountable Nouns.
Writing Skills: Letter Writing: Informal Letter (Introduction).

ASPECT: SPEECH WORK
TOPIC: Vowels /ᴐ/, /ᴐ:/
Introduction: The vowels: /ᴐ/and /ᴐ:/ are pure vowels. The difference that exists between them is that /ᴐ/ is short in its manner of articulation whereas /ᴐ:/ is long. However, both sounds are back vowels realized with the vocal organ (lips) rounded.

Description of the Vowel /ᴐ/: This is a short, back, open rounded vowel sound. It is produced by keeping the back of the tongue briefly at the bottom of the mouth and by keeping the lips rounded.
https://youtu.be/hzi7mYMCx4w

Features of the vowel: /ᴐ/
Ua A au e o ou ow
Quality Was laurel en masse cock cough knowledge
Squander Want sausage en route cloth
Squash Sallet austerity rendezvous moth
Squat Swallow because entracte doll
Quantity Swamp Austria entrepreneur dog

Description of the vowel/ᴐ:/: This is a long, back, half open, rounded vowel sound. It is produced by keeping the back of the tongue for some time at a position mid-way, towards the open region and by keeping the lips rounded.

https://youtu.be/CMc_fES-Dx4

Features of /ᴐ:/
A Ar all augh aw
salt War fraud haughty yawn
chalk Ward gaul caught draw
paltry Warm fault daughter flaw
call Thwart clause naught saw
install Swarm audible taught hawk

More Examples:
o oa or oor ore ought
glory Roar More floor ore thought
story Oar cord door sore sought
oral Boar lord before nought
glorify Broad fork gored
soar Coarse mentor Ignore

More Example
our uar
court quarter
pour

Contrasts
/ᴐ/ /ᴐ:/
pot port
cot court
hot halt
got gord
pock pork

EVALUATION: Transcribe the following words to phonetic symbols.
(i) taught ii. slaughter iii. drawer iv. norm v. course

TOPIC: Vowels / U / and /U: /
Content: i. Description of the vowels /U/ and /U:/
ii. Features of the vowels
iii. Contrast of the sounds

Introduction: Both /U/ and /U:/ are back rounded vowels: In the same vein they are pure vowels.
Description of the vowels: /U/. This is a short rounded vowel sound. It is produced by keeping the back of the tongue briefly at a position mid-way towards the close region and by keeping the lips rounded

https://youtu.be/yB8b0Z6nHcs

Occurrence of the sound in words.
O oo ou u
Wolf task courier up
Woman cook could sugar
Bosom foot should pudding
wood would cuckoo

Description of the vowel: /U:/ This is a long, back, close, rounded vowel sound. It is produced by keeping at the back of the tongue for some time at a position very close to the hard palate and by keeping the lips rounded.
Occurrence of the sound in words.

https://youtu.be/ZIHoeK2Q1sA

Eau Eu ew iew ieu o
beautify Feud drew View adieu lose
Neutral threw womb
pneumatic crew tomb
pseudonym new do
Rheum stew

MORE EXAMPLES
oe eu oo ou ough u
Shoe Manoeuvre boot rouge through tune
Whoed soon coup truth
Canoe smooth stoup flute
zoo troup Educate
broom wound use

More examples
Ue ui wo uo
Revenue cruise two fluor
Queue suitable
Glue lawsuit
Value altruism
Virtue bruise

CONTRAST
/U/ /U:/
foot food
full fool
pull pool
hold, hook hoot

ACTIVITY: Do a phonetic transcription of the following words
i.couper ii. mushroom iii. cushion iv. plywood v. threw
Now answer these questions:
1. /i/ A. Course B. meat C. again D. alike
2. /e/ A. Port B. Settler C. Pea D. Vehicle
3. /ʒ/ A. Port B. Surprise C. Wonder D. Ponder
4. /^/ A. Cough B. Port C. recourse D. Worm
5. /ә/ A. Pantry B. disturb C. luggage D. terror

LESSON 18
ASPECT: COMPREHENSION
Sub-Topic: MONEY

Aristotle, the Greek Philosopher summed up the first chief qualities of money some 2000 years ago. It must be lasting and easy to recognize, to divide and portable…

EVALUATION: Intensive English for SSS1; Exercises: 4. 2.3 and 4. 2.4; Pages 53.

ASSIGNMENT: Intensive English for SSS1; Exercise 4. 2. 5 and 4. 2. 6; pages 53-54.

ASPECT: Vocabulary Building:
TOPIC: Fishing and Animal Husbandry.
Fishing is an agricultural practice of growing or hunting fish(es) for human consumption and economic purposes. Words associated with Fishing include:
hook tilapia fish farm net line aquatic roasting bait trawler
basket trout river fingerlings fish line fishery line
sinker dolphin aquarium carp fresh water eel aquarium lobster
Words associated with Animal Husbandry include:
Livestock husbandry ranches pen stall perches rabbitry nutrition daisy hides and skin extensive system intensive system rearing free range shelter feeds ruminant, breed(ing) milking herbicides, omnivores, green vegetation hatch(ing) graze husbandry feed mills grazing field

ACTIVITY: Look up these terms in your dictionary and use them in your own sentences show your work to your educator.

LESSON 19
ASPECT: Structure
TOPIC: COUNTABLE AND UNCOUNTABLE NOUNS
Content: i. Definition, classification of Nouns
ii. Description of Common Noun
iii. Selection of determinant by Common Noun

DEFINITION OF NOUNS
Noun is a name. It identifies more than animal, place, or thing. This traditional definition should not be taken as comprehensive definition of noun. Nouns form a word class used in naming:
 Person – John, Ada, etc
 Animal – Elephant, Sheep, etc.
 Place – Enugu, Calabar, Lagos, etc.
 Things – Desk, Stool, Pen, etc.
 Colour - Green, Yellow, White, etc.
 Institution – University of Port Harcourt, General Hospital, etc
 Event – Election, trade fair, Olympics, etc.
 Concept – goodness, faith, democracy, etc .
 Activity – crying, fishing, barking, etc.

(ii) CLASSIFICATION OF NOUNS

Countable

Common

Description of Countable and Uncountable Nouns
Countable nouns are also called count nouns; while uncountable nouns are sometimes referred to as non-count or mass nouns. Countable noun can be counted or divided into singular or plural – whereas uncountable nouns cannot be divided into singular and plural
Examples of countable and uncountable nouns:
Countable Uncountable
Student(s) milk
Book(s) rice
Table(s) ink
Pen(s) money
Man(s) etc oxygen etc

The major difference between count and non-countable nouns is based on the choice of determiners (articles). For instance, countable nouns take determiners “a/an” in their singular forms. Uncountable nouns select determiners and do not necessarily require their presence in the sentence.

Examples: countable nouns
a boy – boys a girl – girls an orange – oranges one goat – three goats etc.
However, uncountable nouns do not express the idea of countable quantities though preceded by a determiner.
Example:
milk – much milk
sand - much sand
water – much water, etc

CHOICE OF DETERMINERS BY COUNTABLE AND UNCOUNTABLE NOUNS
Selected by countable nouns. Singular Selected by countable nouns. Plural Not selected by count nouns
Selected by non-counts nouns This
That all, enough, more, most, other some little, much, less, least
Not selected by non-count nouns a, (an), each every, another, either, neither, some few, these, those, several, many, both, fewer

EVALUATION:
Group these words under count and non-count nouns:
i. information ii. measles iii. news. iv. valley v.boy vi.mouse vii. man. viii. happiness ix. economics x. dog.

LESSON 20
ASPECT: Writing Skills
SUB-TOPIC: Letter Writing – Informal Letter (Introduction)
Content:
(i) Meaning of Informal Letter
(ii) Features of an Informal Letter
(iii) Format for informal Letter
(iv) Example of Informal Letter.

Meaning of Informal Letter.
The informal letter is a personal or private letter. It is a letter written to a brother, friend, sister, parent, or any close relation. There is some familiarity and intimacy in the language. This means that the writer can employ:
 Conversational method.
 Contraction of words.
 Colloquial expression,
 Proverbs.

Whatever expression that will create intimacy is permitted in informal letter.
Features of Informal Letter
Informal letter features include:
(a) Address written at the top right corner of the writing pad.
(b) The Date: This is written immediately below the address. Avoid writing your date in any of the following forms.
(i) 11/2/2013
(ii) 11/2/13
(iii) 11-2-2013
(iv) 11th of January, 2013.
(v) 11 January, 2013.

(a) The date has to be properly written as:
11th February, 2013.

(b) Salutation: This comes on the left hand corner immediately after the date. The form depends on whom you are writing to. However, whosoever you may be writing to, the salutation should be: ‘Dear + First name’ (Dear Earnest) or ‘My dear + Dan’, ‘Dear Uncle Dan’
Avoid writing your salutation in this form:
 ‘Dear uncle’, instead write ‘Dear Uncle’
 ‘My dear uncle’ instead write “My dear Uncle’
 ‘Dear father’, instead write ‘Dear Father’
 ‘Dear Friend’ is not acceptable. It should be ‘Dear’ plus the first name of your friend.

(c) The Body of the Letter: This part should be broken into paragraphs according to the intent of the letter. The opening paragraph should reflect the intimacy between the writer and the receiver. The subsequent paragraphs should discuss the subject matter properly.

(d) Subscript or Closing or Complimentary Close: There are different ways of writing the subscript. The most acceptable type is “Yours sincerely”

(e) Signature: Actually informal letter does not require signature per se; however, to sign off the informal letter, all that is needed is the writer’s first name.
INFORMAL LETTER FORMAT.
.................................................................Pen-Write High School,
.................................................................Abayi - Aba,
.................................................................Abia State.
.................................................................22nd August, 2013.

Dear Jane,

...............................Body of the Letter......................................................
..........................................................................................................
..........................................................................................................
..........................................................................................................
........................................................................................Yours sincerely,
........................................................................................Okonkwo.

EVALUATION:
1. What is informal Letter?
2. State a typical example of address.

ESSAY
Write a letter to your friend in another school and give him/her three reasons why you choose DLHS for your senior secondary education. Your answer should not be less than 300 words.

ASSIGNMENT
Choose the alternative which best completes each sentences.
1. I need a piece of paper and – to draw a picture. (a) some Crayon (b) crayon (c) a crayon (d) some crayons.
2. There was hardly – left in the jug. (a) water (b) much water (c) a drop of water. (d) some water.
3. Mr.Elemo instructed his driver to buy – for the journey. (a) petrol (b) some petrols (c) some litres of petrol (d) some petrol.
4. She was alarmed to see so many of _______begging in the street. (a)_blind (b) the blinds (c) the blindness (d) the blind
5. I hope that I have now given you________ to complete the investigation. (a) a few informations (b) many informations (c) a sufficient information (d) sufficient information

6. Correct the following by putting in the article ‘a’, ‘an’ or ‘the’. where it has been left out:
(i) I should like to be educator
(ii) The boy went to pantry to look for food.
(iii) She waited long time at airport
(iv) His brother is now medical doctor.
(v) Insert coin in slot before pressing button.

THEORY
1. What is a noun?
2. Mention three types of nouns you know.
3. Give the plurals of these nouns.
a. Sheep b. salmon c. goose d. moose e. man

References
Oluikpe, B.O A; Anasiudu, N.B; Otagburuagu E.J. Onuigbo, S; and Ogbonna, E.A. (201): Intensive English for SSS 1; Onitsha: Africana First Publisher PLC.

Ndimele, O.M (2007): An Advanced English Grammar and Usage; Aba; NINLAN Books.NT (2000) English Language Cycle 1 module 1-5; Kaduna,

NTI Press.White bread, R.M. and Ajayi D. (2012): Lexis and Structure: A guide to the SSCE; Ibadan, spectrum books Limited.

Ebere, J.E.C. (2006): Comprehensive Oral English for schools and College; Onitsha: Elites Publishers,

Jones, D. (2004): Cambridge, English Pronouncing Dictionary; United Kingdom: Cambridge University Press.

Post by **admin** » Tue Jun 23, 2015 10:44 pm

LESSON 21
ASPECTS:
Speech work: Vowels /e/, /ᴧ/, /ӡ: /, and /ǝ/.
Comprehension: The Quest for Health”
Vocabulary Development (Vocabulary associated with fishing and Animal Husbandry).
Structure: Countable and Uncountable nouns.
Writing skills: Letter writing- informal letter (continued).

TOPIC: Speech Work /e/, /ᴧ/, /ɜ:/ and /ǝ/
Content:
Vowel /e/:
This is a short, front, half close, spread vowel sound. It is produced by keeping the front of the tongue briefly at a position mid-way towards the close region and by keeping the lips spread. The phonetic symbol of the sound represents the sound in the table below in their respective words.
a as in the following Any, many, Thames, ate, etc.
ai as in Said, etc.

e as in - Beg, tennis, better, met, red, set, bell, peg, pen, net, etc.
ea as in- Zealot, dead, instead, measure, already, breath, etc.
ei as in - Leisure, heifer, Leicester, etc.
eo as in- Leopard, jeopardy, Leonard, Geoffrey, etc.
ie as in - Friend, etc.
ieu as in - Lieutenant, etc
u as in- Bury, lasbury, etc.
ue as in - Guess, guest, guerrilla, etc.

https://youtu.be/qnDWy0xBDwE

Vowel /ᴧ/:
This is a short central, half open, neutral vowel sound. It is produced by keeping the centre of the tongue briefly in apposition mid-way and by keeping the lips neutral. The phonetic symbol of the sound are listed in the table below with their respective word examples.
a as in - Qatar, etc
o as in - Color, thorough, ton, one, love, oven, etc.
oe as in - Does, etc
oo as in - Flood, blood, etc.
ou as in- Young, enough, touch, trouble, tough, etc.
u as in- Such, rub, nut, run, judge, must, punish, etc.
https://youtu.be/1m52iCbFpHQ

Vowel /ɜ: /
This is a long, central, half close, neutral vowel sound. It is produced by keeping the centre of the tongue at a position mid-way toward the close region and keeping the lips neutral. The phonetic symbol of the sound are listed in the table below with their respective word examples.
ear as in -Learn, early, earn, dearth, pearl, earth, search,etc.
er/err as in - Tertiary, ergo, herb, insert, mercury, verb, her, perch, term, verb, termite, etc.
eur as in - Poseur, connoisseur, masseur, longueur, etc,
Ere as in- Were, etc.
ir as in - Stir, dirt, firm, swirl, sir, birth, irk, virgin, etc.
or as in - Worse, worst, worth, worsted, world, worm, etc
our as in - Journal, scourge, courtesy, courteous, etc.
ur/urr as in - Curb, turn, blur, gurgle, burp, spur, turkey, etc
yr as in -Myrtle, myrmidon, etc.
https://youtu.be/6RkFAfRHtQc

Vowel /ǝ/:
This is a short, central, half open, neutral vowel sound. It is produced by keeping the centre of the tongue briefly at a position between the half close and half open levels and by keeping the lips neutral. This vowel sound is referred to as the ‘schwa’ (pronounced /ʃwa :/). The following are the spelling symbols:
“a” as in - ago
“o” as in - of
“e” as in - student
“u” as in - but
“or” as in - doctor
“er” as in - mother
“re” as in - centre
https://youtu.be/WbEv96fQ55Y

EVALUATION:
Give five phonetic denotations of each of the sounds and their word examples.
Write five word examples on each of the sounds.

LESSON 22
ASPECT: Comprehension:
TOPIC: “The Quest for Health”.
TEXT: Intensive English for Senior Secondary Schools by Benson O.A.Oluikpe et al.
Unit 5 page 68.
Class Activities: Students should be made to read the passage before answering questions on it.

ASPECT: Vocabulary Development
TOPIC: Vocabulary Associated with Fishing and Animal Husbandry
Livestock farming, animal husbandry, ranch, mixed farming, orchard, dairy products, broilers, layers, roosters, pullets, hatch, incubate, pen, stable, angler, bred, reared, gill-net, floats and sinkers, bait, cast, ensign, berth, dredger, harbor, anchor, masts, off shore, go ashore, dockside, tides, currents, water-line etc.

CLASS ACTIVITIES: Students should be made to find the meanings of these words with the aid of their dictionaries.

EVALUATION: Write ten sentences using any ten from the list of the registered words.

LESSON 23
ASPECT: Structure
TOPIC: Countable and Uncountable noun.
Countable nouns refer to entities that are viewed as countable. Countable nouns therefore have both a singular and a plural form and they can be accompanied by determiners that refer to distinctions in number:
A ...... ten
one student ...... many students
every ...... those
Uncountable nouns refer to entities that are viewed as an indivisible mass that cannot be counted: for example, information, furniture, software.

Uncountable nouns are treated as singular and can be accompanied only by determiners that do not refer to distinctions in number:
Much information
your information.
That information

Uncountable nouns can also be classified as abstract nouns and nouns of substance.
1. Examples of abstract nouns are: work, hunger, relief, knowledge, honesty, courage, hope, advice, beauty, fear, information, pity, kindness, help, joy, experience, pain, etc.
2. Examples of nouns of substance are: sand, wine, wood, gin, coffee, cloth, dust, beer, paper, bread, ice, soap, gold, diamond, etc.

NOTE: (a) Uncountable nouns do not take the indefinite article ‘a’ or ‘an’. For instance, it is wrong to say, I need an advice from my teacher. One should rather say, I need a piece of advice from my teacher.
(b) Some nouns that are uncountable can be used in some ways as countable nouns e.g. ‘hair’ are uncountable. For instance, we say, he has long hair. (Not hairs) But we can say: He plucked out a grey hair in the bathroom this morning.

Evaluation:
1. List ten countable nouns.
2. List five uncountable nouns.

LESSON 24
ASPECT: Writing
TOPIC: Informal letter
An informal letter is a friendly and personal letter. Informal letters are usually sent to:
1. A friend;
2. A colleague at work;
3. A pen friend;
4. A well wisher; and
5. Family members within the same age bracket.

Features of an informal letter
A good informal letter must have the following features:
1. Address: a good informal letter must have a well- written address. The address is written in small letters and in a block form. An address must contain a date. Any of the following addresses could be used:
a) Home address;
b) School address; and
c) Postal address.

Examples:
Home address:
.................................................................................5, Bode Mustapha Street,
.................................................................................Ibara Housing Estate,
.................................................................................Abeokuta,
.................................................................................Ogun State.
.................................................................................28th August, 2011.

School address:
.................................................................................Pen-Write High School,
.................................................................................Afao Road,
.................................................................................Ado Ekiti,
.................................................................................Ekiti State.
.................................................................................22nd August, 2013.

Postal address:
.................................................................................P.O. Box 3033,
.................................................................................Mapo Post Office,
.................................................................................Ibadan,
.................................................................................Oyo State.

(2). Salutation: After the address comes the salutation. The salutation is always ‘Dear ‘plus the first name of the person you are writing to. For example:
Dear Abiodun,
My dearest Ochuko,
Lola dear,

NOTE: “Dear friend” is not acceptable.

(3) Introduction: The introduction comes after the salutation. In this section, you introduce what you are writing on. It is in this section that the recipient will know what you are writing on. The introduction can be in form of a reference to a previous letter written or received by the writer. It is in the introduction that you set the pace for what you want to write. Your introduction should not be more than one paragraph.

(4). Body: The body of the letter begins in the second paragraph. This is where you discuss extensively what you are writing on. This is the heart of your letter and it must be well- written. You are to determine the number of paragraphs. This depends on what you are asked to write on.

(5). Conclusion: This section is where you summarize what you have written in the body of the letter. It should not be more than one paragraph.

(6). Subscript: For an informal letter, the appropriate subscript is:
Yours sincerely,

The subscript is followed by a comma and the writer’s first name only.

NOTE: There is no apostrophe before the ‘s’ and after the ‘s’ in the subscript.
Language and tone of an informal letter:
1. The language and tone of an informal letter is relaxed and flexible because it is a friendly letter.
2. The grammatical rules are relaxed and the writers are free to play with words. However, good English must be written.
3. An informal letter must be conversational. So, the following abbreviations or short forms are allowed: I’ll, I’ve, we’ve, you’ve, etc.
4. Slang and colloquial expressions are tolerated.
5. Generally, the tone must be friendly.

EVALUATION: Write the format of an informal letter.

GENERAL EVALUATION:
Identify among the options, the word that contains the sound identified in the given word.
1. breath (a) bead (b) berth (c) friend (d) paint (e) meat
2. heard (a) absurd (b) counter (c) doctor (d) laugh (e) third
3. woman (a) church (b) earth (c) heard (d) journey (e) particular
4. love (a) sum (b) court (c) rode (d) rod (e) now
From the words lettered A to D, choose the word that contains the sound represented by the given phonetic symbol.
5. /ǝ/ (a) close (b) work (c) wise (d) danger

General Evaluation: Read the passage and pick out the countable and uncountable nouns. Put them in a tabular form.
This is the rainy season. The rain falls daily during this season. Farmers welcome this season because the rain helps their crops to grow well and gives them a bumper harvest.
Floods are common during this season. Children must be prevented from playing on the streets during this season. This is to prevent them from being swept away by flood or getting sick. The government and communities need to construct drainages to avoid the menace of erosion and allow the flood to flow freely.
Heavy rain destroys houses and roads. People who live in poorly built houses are always scared at the first sign of rain. As soon as the clouds start gathering or the atmosphere becomes dark, they stack up perishable items before the rain begins.

ASSIGNMENT: Write a letter to your friend telling him or her about your experience in cassava farm.

PRE-READING ASSIGNMENT:
Read the e-notes on consonant sounds /p/, /b/, /t/, and /d/; Nominalization of adjectives and semi-formal letter.

ACTIVITY: Look up the meanings of the register of words on fishing and animal husbandry.

REFERENCE BOOKS:
1). Comprehensive Oral English for Schools and Colleges by J.E.C. Ebere;

2). Oral English & Phonics Made Easy by Julie Ejiro Asemota.

3). An Introduction to English Grammar, Third Edition by Sidney Greenbaum and Gerald Nelson.

4). Communicative English Studies for Senior Secondary Schools 1 by F. Badaki et al.

Post by **admin** » Tue Jun 23, 2015 10:45 pm

LESSON 25
Speech work: /p/, /b/, /t/ and /d/
Comprehension
Vocabulary Development (vocabulary associated with fishing and animal husbandry)
Structure: Nominalization of adjectives
Writing skills: Semi-formal letters

ASPECT: Speech Work
TOPIC: Consonants /p/, /b/, /t/ and /d/
Consonant /p/:
This is a voiceless, bilabial, oral, plosive consonant sound. It is produced by raising the soft palate so that the flow of air does not go out of the nose and by closing the two lips firmly to trap the air for a short time in the mouth. The phonetic symbol of the sound represents the sound of the following underlined letter(s) in their respective words.
p…..as in the following words: plot, peak, port, pay, pull, push, parrot, pride, soap, rope, uphold, etc
pp… as in upper, supper, mopped, happy, schnapps, cripple, apply, ripple, disappear, appoint, etc
Ph…. as in the following words: shepherd, etc.
Gh… as in the following words: hiccough, etc
https://youtu.be/vp9jk21_lok

NOTE: Written letter ‘p’ is silent in the following words: cupboard, Psalter, ptomaine, psychic, raspberry, psyche, pneumonia, pseudonym, psychology, psychosis, psychiatry, psychoanalysis, pneumatic, palm, receipt, coup, corps, etc.

Consonant /b/: This is a voiced, biblical, oral, plosive consonant sound. It is produced by raising the soft palate so that the flow of air does not go out of the nose and by closing the two lips firmly to trap the air for a short time in the mouth. The phonetic symbol of the sound represents the sound of the following underlined letter(s) in their respective words.
b as in the following words: bad, beat, boy, slab, crumble, crab, rib, box, bat, husband, but, etc.
bb as in the following words: rabbit, jabber, rabble, rabbi, dabble, bubble, gabble, robber, etc.
https://youtu.be/hyKR7cBDpZE

NOTES:
1. When letter ‘b’ is followed by the letter‘t’ at the end of a word or syllable, it is silent as in the following words: debt, subtle, doubt, debtor, etc
2. When letter ‘b’ is preceded by the letter ‘m’ at the end of a word or syllable it is silent as in the following words: lamb, tomb, comb, thumb, womb, limb, climb, plumb, plumber, dumb, bomber, numb, crumb, rhomb, succumb, bomb-shell, numbskull, numbly, etc.

EXCEPTION: the following words are exception to the above rule: slumber, limber, timber, December etc.

Consonant /t/: This is a voiceless, alveolar, oral, plosive consonant sound. It is produced by raising the soft palate so that the flow of air does not go out of the nose and by pressing the tip of the tongue firmly against the alveolar to trap the air behind them for a short time. The phonetic symbol of the sound represents the sound of the following underlined letter(s) in their respective words.
d as in the following words: width, apartheid, breadth, etc.
t as in the following words: top, team, meat, set, tea, tell, lent, bit, bet, talk, technique, etc
tt as in the following words: betting, letter, kettle, putting, rotten, battalion, mattress, cigarette, buttocks, ghetto, etc.
th (in some proper nouns) as in the following words: Thomas, Thames, Anthony, Thyme, Theresa, Thompson, Thailand, etc.
-ed (past tense marker preceded by any of the following voiceless sounds /p/, /k/, /f/, /s/, /ʃ/, /tʃ/, or /Ɵ/, as in the following words: slapped, tasked, drenched, capped, raced, developed, bluffed, clinched, asked, looked, kicked, jumped, worked, laughed, cursed, hissed, etc.
https://youtu.be/Zr7yzqlJxlA

Consonant /d/: This is a voiced, alveolar, oral, plosive consonant sound. It is produced by raising the soft palate to cover the naval cavity so that the flow of air does not go out of the nose and by pressing the tip of the tongue firmly against the alveolar to trap the air behind them for a short time. The phonetic symbol of the sound represents the sound of the following underlined letter(s) in their respective words.
d as in the following words: deep, hard, rider, code, dig, friend, dog, seed, dull, bad, amend, etc.
dd as in the following words: pudding, Buddha, daddy, riddle, adding, muddle, wedding, saddle, etc.
-ed (past tense marker preceded by a vowel sound or any of the following consonant sounds /t/, /d/, /b/, /g/, /v/, /ð/, /z/, /ӡ/, /dӡ/, /m/, /n/, /ɳ/, /l/ as in the following words: completed, excluded, judged, begged, wedded, warned, feared, warmed, cheated, nabbed, etc.
https://youtu.be/aibpXO9uKz8

EVALUATION: From the words lettered A to D, choose the word that has the same consonant sound(s) as the one represented by the letter(s) underlined.
1. Bent (a) hitch (b) catch (c) think (d) tin
2. Locked (a) look (b) dull (c) take (d) keep
3. Plait (a) lump (b) apply (c) police (d) prank
4. Dirt (a) handkerchief (b) handsome (c) sandwich (d) sandy
5. Cough (a) though (b) thoroughly (c) trophy (d) of

LESSON 26
ASPECT: Comprehension
TOPIC: Exercise on Agriculture Register (unit 6 page 73).

Reference Book: Goodbye to Failure in English for Senior Secondary Schools by Ken Mebele and Femi Omodara.

Class Activities: Students are to fill the missing gaps in the passage with the right words from the options

LESSON 27
ASPECT: Structure
TOPIC: Nominalization of adjectives
What is nominalization in the first place?

Nominalization is the term used to describe the change of a verb or an adjective into a noun. Therefore, nominalization of adjectives is changing a word in the adjective form to noun that is, turning it to a noun. It is the grammatical process of changing one form/class to another. Examples:
Adjectives ......Noun
Wise ......wisdom
Long ......length
Broad...... breadth
Deep...... depth
Beautiful ......beauty
Angry ......anger
Attractive ......attraction
Sweet ......sweetness
Safe ......safety
Dark ......darkness

Adjectives are often used as nouns in various ways. Examples are:
1. As plural nouns denoting some abstract quality; as
The cautious (=cautious persons) are not always cowards.
The rich (=rich people) know not how the poor (=poor people) live.
The wicked (=wicked people) flee when no man pursues, but the righteous (=righteous people) are as bold as lion.
Blessed are the meek (=meek person).

2. As singular nouns denoting some abstract quality; as,
The future (futurity) is unknown to us.
He is a lover of the beautiful (=beauty) in general.

3. Some adjectives actually become nouns, and are hence used in both numbers:-
(a) Those derived from proper nouns; as, Australians, Canadians, and Italians etc.
(b) Some denoting persons; as, juniors, seniors, mortals, inferiors, superiors, nobles, criminals, savages, elders, minors, etc.
(c) A few denoting things generally; as, secrets, totals, liquids, solids, valuables.

4. In certain phrases; as, in general; in future; in short; in secret; before long; at present; for good; at best; through thick and thin; for better or for worse; in black and white; right or wrong; from bad to worse; the long and the short; etc.

EVALUATION:
1. Form adjectives from the following nouns: courage, terror, victory, fool, wonder, gold, harm, wood, justice, and favour.
2. Use the nominalized words above in sentences.

Further Studies 1

Further Studies 2

Further Studies 3

Further Studies 4

Practice Test

LESSON 28
ASPECT: Writing
TOPIC: Semi-formal letter
A semi-formal letter is not totally formal, neither is it completely informal. The receiver of the letter here is known to the writer yet occupies a position of authority.

The examples of semi-formal letters are: Letters to the writer’s school Principal, teachers, Chairman of Parent-Teacher Association, President of old Students’ Association, Church Pastor, Imam, family friend(his father’s or mother’s friend), etc.
There are two approaches to writing a semi-formal letter. They are:

Method 1
(a) Two addresses- the writer’s address plus the date, the designation (e.g. the Principal, etc) and full address of the receiver.

(b) (i) Salutation- Sir or Dear Sir( for a school Principal, Pastor, P.T.A. Chairman, President old students’ association).
(ii) Dear Mr/Mrs Olanrewaju (for one’s teacher, father’s or mother’s friend, etc).
(iii) Dear Imam, Dear Pastor, etc.

(c) Next is a suitable title.

(d) Introductory paragraph.

(e) Body/contents of the letter (in good paragraphs).

(f) Conclusion

(g) Ending-Yours faithfully, signature of the writer and his first name and surname.

Method 2
(a) One’s address- the writer’s address and date.
(b) Salutation (as above).
(c) No title here
(d) Introductory paragraph
(e) Body/contents well-paragraphed
(f) Conclusion
(g) Ending: either of the two below will do here.
(i) Yours sincerely,
Akinyinka Omoniyi.

EVALUATION:
1. What is semi-formal letter?
2. Mention the steps in writing semi-formal letters and explain.

GENERAL EVALUATION:
In each of questions 1-3, choose the option that has the same consonant sound as the one represented by the letter(s) underlined.
1. Test (a) subtle (b) looked (c) wrestle (d) fortune
2. Preached (a) question (b) castle (c) past (d) lotion
3. Caliph (a) opponent (b) perhaps (c) presently (d) powerful

Examples of nominalized words in contextual sentences;
(a) Onome‘s beauty is magnetic.
Now, use these ones in sentences: wisdom, length, breadth, attraction, darkness.

Letter Writing: You are about to leave school after spending six years as a student. Write a letter to the principal, expressing your candid views on the strengths and weakness of the school and giving suggestions for improvement. (S.S.C.E., June 1994)

PRE-READING ASSIGNMENT:
Consonants /k/,/g/,/s/,/z/;
Nominalization of verbs.

REFERENCE BOOKS:
1. Step-by-Step English for N.E.C.O., S.S.C.E. And Allied Examinations (Revised Edition) by Akinyinka Omoniyi

2. Communicative English Studies for Senior Secondary Schools 1 by F. Badaki et al.

3. Comprehensive Oral English for Schools and Colleges by J.E.C. Ebere.

4. Lamlad’s S.S.C.E & UTME English Language by Oladipo Salami et al.

Post by **admin** » Tue Jun 23, 2015 10:46 pm

LESSON 29
Speech Work Consonants /k/, /g/, /s/, /z/
Comprehension Effective Use of Information Technology
Vocabulary development (Vocabulary associated with Animal Husbandry);
Structure: Nominalization of Verbs;
Writing Skills: Letter writing- Semi-Formal letters (Cont.).

ASPECT: Speech Work
TOPIC: Consonants /k/,/g/,/s/,/z/

1. /k/ - This consonant, which is a voiceless velar plosive, has many spelling symbols as shown below:
‘k’ – king, keep, kit.
‘c’ – cat, cap, catch.
‘cc’ – account, accuse, accost.
‘ch’ – chemical, chemistry, school.
‘q’ – queen, liquor, quack.
‘ck’ – back, lack, peck.
‘x’ – anxious, six, axe.

The sound can occur at the initial, medial and final position as shown below:
Initial ..... Medial ..... Final
cholera ..... occasion ..... neck
kettle ..... succumb ..... hook
chemical ..... accuse ..... bark
chemist ..... occupy ..... break
quick ..... acquit ..... stomach
chaos ..... acquire ..... thick
Chemistry ..... choke ..... lack
Christ ..... market ..... black
king ..... liquid ..... lick
key ..... aquarium ..... peck
https://youtu.be/6YJdNE8na9M

The ‘k’ is usually not pronounced before ‘n’ at the beginning of words like ‘know’, ‘knot’, ‘knock’, ‘know’, ‘knight’, ‘knee’, ‘knowledge’, ‘knit’.

/g/ - This consonant, a voiced velar plosive, has the following spelling symbols:
‘g’ – get, gum, gut, dog, leg, sag, tug, mug.
‘gg’ – begger, digger, trigger.
‘gh’ – ghost, ghastly, afghan, aghast, ghetto.

The sound can occur at the initial, medial and final position as shown below:
Initial .... Medial .... Final
ghee .... legal .... big
goggle .... August .... pig
giggle .... language .... dog
Ghana .... anguish .... brag
gate .... lagging .... rug
guava .... struggle .... plug
goat .... begin .... league
goal .... forgive .... rig
guest .... tiger .... vague
good .... eager .... log

The ‘g’ is not pronounced before ‘n’ at the beginning or end of words such as: gnaw, gnash, gnat, sign, reign, foreign, feign, gnarled, assign, ensign, consign, gnome, reign and before ‘m’ at the end of words such as paradigm, phlegm, apophthegm and diaphragm.
Also, written letter ‘g’ followed by the letter ‘n’ at the middle of a word is silent in the following words: physiognomic, physiognomy, consignment, alignment, assignment, etc.
https://youtu.be/8H_Xis2wigA

The following pairs of words show the contrast between /k/ and /g/:
/k/ .... /g/
Cane .... gain
call .... gall
could .... good
cold .... gold
kilt .... guilt
pick .... pig
peck .... peg
lack .... lag
duck .... dug
leak .... league
https://youtu.be/9vHqUJG1PXM

2. /s/ - This consonant, a voiceless alveolar fricative, has the following spelling symbols as it occurs at the initial and final positions:
‘s’ – sit, seat, song, some.
‘sc’ – science, scissors, obscene, muscle.
‘c’ – cease, cinema, civilian, civilize.
‘ss’ – kiss, miss, piss, press.
‘x’ – axe, six, xmas, x-ray.
‘ce ’- race, pace, peace, advice.
‘se’ – loose, decease.

The sound can occur at the initial, medial and final position as shown below:
Initial .... Medial .... Final
cede .... beside .... fence
city .... precedent .... force
scarce .... precede .... vice
ceiling .... presence .... rice
cease .... assail .... dress
sailor .... missive .... kiss
seal .... assault .... hiss
seed .... professor .... across
Sunday assimilate .... mess
sawn .... assign .... progress
https://youtu.be/L3vyZaQF8vk

This‘s’ is usually silent in the following words: aisle, isle, island, demesne, debris, viscount, viscountess, corps, rendezvous, précis, fracas, etc.

/z/ - This consonant, a voiced alveolar fricative sound, has the following spelling symbols:
‘z’ – zip, zoom, zombie, zero, zebra, fez, ooze.
‘s’ – fees, nose, kings, bees, has, busy, music.
‘zz’ – buzz, muzzle, fuzz, fuzzy.
‘x’ – exact, example, examination, anxiety.
‘se’ – muse, cruise, tease, please, lose, advise.
https://youtu.be/7jhEYQI1954

The sound can occur at the initial, medial and final positions as shown below:
Initial .... Medial .... Final
zeal .... husband .... sins
zinc .... pleasant .... wins
zero .... easy .... pigs
zoom .... prison .... digs
zonal .... disease .... rooms
zealous .... thousand .... has
zenith .... nozzle .... buzz
zebra .... blizzard .... jazz
zip .... buzzard .... seize
xerox .... Jesus .... breeze
https://youtu.be/qs5K8RoFsJ4

The following pairs of words show the contrast between /s/ and /z/:
/s/ .... /z/
sip .... zip
said .... zed
seal .... zeal
soon .... zoon
sink .... zinc
use (noun) .... use (verb)
house (noun) .... house (verb)
place .... plays
loose .... lose
hence .... hens

EVALUATION: From the words lettered A to D, choose the word that has the same consonant sound as the one represented by the letter(s) underlined.
1. struggle A. merger B. game C. gist D. suggestion
2. chance A. wise B. is C. says D. its
3. king A. machination B. nonchalant C. machine D. brochure
4. zoo A. fuss B. kiss C. just D. news
5. loss A. loose B. lose C. posh D. has

LESSON 30
ASPECT: COMPREHENSION/VOCABULARY DEVELOPMENT
TOPIC: EFFECTIVE USE OF INFORMATION TECHNOLOGY
The writer sees information technology as the process of making information available to users. The varying social structure makes a national information policy vital in our society…

EVALUATION: Intensive English for SSS1; Exercises 6.2.2 and 6.2.3; pages 85-88.

ASSIGNMENT: Intensive English for SSS1; Exercises 6.2.5, 6.2.7 and 6.3.4; pages 89-98.

VOCABULARY DEVELOPMENT: Vocabulary Associated with Animal Husbandry

Animal Husbandry is the agricultural practice of breeding and raising livestock. In modern times, farmers or stockmen tend their herds on horses, vehicles, motorbikes and helicopters depending on the terrain and livestock concerned. Today, herd managers often oversee thousands of animals. Farms, stations and ranches may employ breeders, herd health specialists, feeders and milkers to help care for the animals.
Techniques such as artificial insemination and embryo transfer are frequently used, not only as methods to guarantee that females breed regularly, but also to help improve herd genetics. Embryos are transferred from stud-quality females into flock-quality surrogate mothers freeing up the stud-quality mother to be reimpregnated. This practice vastly increases the number of offspring which may be produced by small selection of stud-quality parent animals.

EVALUATION:
i. What is animal husbandry?
ii. Say the meaning of the underlined words in the above passage.

ASSIGNMENT: Use the following words in sentences of your own: breeding, farmers, herds, livestock, offspring.

LESSON 31
ASPECT: Structure
TOPIC: Nominalization of Verbs
In English language, nominalization occurs when we form noun from adjectives, verbs and even other nouns.
What are the processes involved in nominalizing words from other word classes? When you add a letter or a group of letters called suffixes to the end of a word, the status of the word will change.
A group of letters added to words is referred to generally as affixes. The ones added at the front of a word are known as prefixes, while suffixes are the ones added at the end of the word.
Another word for affixes (suffixes and prefixes) is ‘bound morphemes’. Morphemes refer to words, and ‘bound’ means they cannot stand alone.
https://youtu.be/MvZBQxszk04
Here is a list of suffixes we can use to form nouns from verbs with sentences examples in the table below:
Suffix +Verb =Noun
1. Al +Propose
He presented what he proposed. Proposal
He gave them his proposal.

2. Age +Wreck
The rioters also wrecked many stalls in the market. Wreckage
The wreckage caused by the rioters involved many stalls.

3. Ure+ Mix
The maid will mix what the baby will drink. Mixture
The maid will give the baby her mixture to drink.

4. Ment +Punish
The principal does not want to punish the homework defaulters. Punishment
The principal does not want to give the homework defaulters any punishment.

5. Tion+Mobilise
The exercise was needed to mobilise the staff. Mobilisation
It was a mobilisation exercise meant for the staff.

6. Ce +Offend
He did not offend his friend. Offence
He did not commit any offence.

7. Ry +Injure
Roy was injured seriously during the match. Injury
Roy’s injury was serious during the match.

8. Nce +Tolerate
They could not tolerate the noise very much. Tolerance
Their tolerance for the noise was not very much.

9. Our +Behave
Teachers were impressed with the way he behaved. Behaviour
His behaviour impressed the teachers.

10. Ster+ Trick
He is now known because of how he tricks people. Trickster
He is now known as a trickster.

EVALUATION: Fill in the blanks in the following sentences with the correct noun forms.
1. The (describe) the stranger gave was useful.
2. All the passengers were cleared before their (depart).
3. Francis refused to open the (pack) given to him by the stranger.
4. The police were advised to shun all forms of (bribe).
5. Tajudeen regards dancing as a form of (enjoy).

ASSIGNMENT: Change the following verbs to nouns and provide two sentences for each – one with the verb and the other with the noun.
1. Tolerate 2. Perform 3. Behave 4. Mock 5. Interview 6. Oblige 7. Serve 8. Fail 9. Trick 10. Pass

LESSON 32
ASPECT: Writing Skill
TOPIC: Letter Writing – Semi-Formal Letter
Semi-formal letters are letters we write to our adult relations or adults of good social standing known to us. Semi-formal letters are neither too formal nor too informal. They are in-between the two types, bearing some features of each.

AN EXAMPLE OF A SEMI-FORMAL LETTER
You are about to leave school after spending six years as a student. Write a letter to the principal, expressing your candid views on the strengths and weaknesses of the school and giving suggestions for improvement. (S.S.C.E., June 1994)

Outline
Paragraph 1: Introductory paragraph.

Remark: Two of the strengths/areas of achievements or progress of the school.

Paragraph 2: Good performances in extra-curricular activities, e.g. sports and competitions.

Paragraph 3: Adequate human and material resources available.

Remark: Two areas of weaknesses or failures of the school:

Paragraph 4: Indiscipline among the students.

Paragraph 5: Students’ poor academic performances.

Paragraph 6: Conclusion – suggestions for improvement.
https://youtu.be/1bX_8F7O5HQ

EVALUATION: Using the outline given above, write an essay of about 450 words on the above question.

ASSIGNMENT: The poor state of facilities in your campus is causing the students great concern. As the Senior Prefect, write a letter to the Chairman of the National Education Committee highlighting the problems and requesting him to come to the aid of the school.

ASSIGNMENT: Circle the correct answer from the options given in each of the questions below.
1. What suffix do we need to nominalise ‘mobile’? A. –ment B. –tion C. –ity D.-ture
2. One of these is not nominalised using –ance. A. importance B. arrogant C. accountant D. employ
3. Which of the following does not need –iety to become a noun? A. sober B. teach C. sane D. notorious
4. Which of these is not nominalised by adding ‘tion’? A. act B. instruct C. agree D. perfect
5. Which of the following will not change when it is nominalised? A. export B. teach C. allow D. write

In each of questions 6 to 10, choose the option that has the same consonant sound as the one represented by the letter(s) underlined.
6. cheap A. machine B. sheep C. chip D. chemist
7. wives A. chose B. chokes C. verse D. noose
8. chiefs A. bags B. kites C. moves D. thieves
9. houses A. rice B. rise C. curse D. course
10. English A. orange B. ink C. impugn D. single

PRE-READING ASSIGNMENT: Read about agriculture register in Goodbye to Failure in English for SSS1; pages 35-36 and attempt the exercise 3.8.

ACTIVITY: Identify five words related to animal husbandry, use your dictionary to find their meaning and use them in sentences of your own.

REFERENCES:
1. Intensive English for SSS Book1 by B.O.A. Oluikpe et al.

2. Goodbye to Failure in English for SSS Book1 by Ken Mebele and Femi Omodara.

3. English Lexis and Structure for SSS & Colleges by Ayo Bamgbose

4. Oral English for Schools and Colleges by Sam Onuigbo.

Post by **admin** » Tue Jun 23, 2015 10:46 pm

LESSON 33
Speech Work: Consonants /ʃ/,/ʒ/,/θ/, /δ/;
Comprehension Chimpanzees

Vocabulary development (Vocabulary associated with Animal Husbandry)
Structure: Introduction to irregular Verbs
Writing Skills: Continuous writing – Record Keeping (Introduction).

ASPECT: Speech Work
TOPIC: Consonants /ʃ/, /ʒ/, /θ/, /δ/
/ʃ/ - This consonant, a voiceless palato-alveolar fricative, has many spelling symbols.
‘sh’ – shop, sharp, push, dish.
‘s’ – sugar, sure, pretension.
‘sc’ – special, conscience, official.
‘c’ – ocean.
‘ch’ – machine, moustache, champagne, chagrin.
‘ti’ – patience, mention, question.
‘ss’ – mission, passion, pressure.
[youtube]https://youtu.be/e8TsC6gQ_cc[/youtube]

The sound can occur at the initial, medial and final positions as shown below:
Initial .... Medial .... Final
chef .... passion .... cash
chivalry .... Russian .... push
chevron .... crucial .... bash
chagrin .... nation .... squash
chalet .... edition .... polish
shoe .... tissue .... fish
short .... Asia .... wash
sugar .... fashion .... creche
shop .... mission .... Irish
Shore .... education .... rubbish

/ʒ / - This consonant, a voiced palato-alveolar fricative sound, occurs at the medial position. It has the following spelling symbols:
‘s’ – usual, leisure, measure, treasure, casual.
‘z’ – seizure.
‘si’ – vision, cohesion, erosion, evasion, decision.
‘ge’ – prestige, beige, genre, rouge, camouflage.

It is important to note that / ʒ/ does not usually occur at the beginning or end of a word except in a few words of French origin. Examples of such words are given below:
Initial Final
gigolo barrage
genre garage
gigue camouflage

All these are English words but are borrowed from French.
The following words are where /ʒ/ occurs at the medial position:
usual, measure, seizure, cohesion, erosion, vision, leisure, evasion, decision, confusion.
https://youtu.be/ubg0FlUcdO0

The following words show the contrast between /ʃ/ and /ʒ/:
/ʃ/ /ʒ/
mission vision
mention erosion
fashion fusion
ensure leisure
digression diffusion
confession confusion
marshal casual

/ϴ/ - This consonant, a voiceless dental fricative, has ‘th’ as the only spelling symbol. It occurs at the initial, medial and final positions in words as shown below:
https://youtu.be/X-J-rv7JXL8

Initial .... Medial .... Final
thank .... everything .... pith
thorn .... anything .... path
through ..... Catholic .... oath
thick ..... author .... earth
think .... Ethel .... cloth
thin .... Martha .... moth
thief .... Agatha .... north
third .... Arthur .... both
thought .... earthy .... wrath
theme .... method .... breath

Note that ‘th’ is silent in asthma and isthmus.

/ð / - This consonant, a voiced dental fricative sound, has only ‘th’ as spelling symbol, e.g. than, that, this, those, thee, bathe, writhe, loathe, soothe, clothe.
https://youtu.be/o49Fy1HS_rM

It occurs at the initial, medial and final positions in words as shown below:
Initial .... Medial .... Final
they .... rather .... bequeath
the .... further .... with
thus .... wither .... booth
then .... mother .... smooth
thy .... father .... seethe
those .... brother .... soothe
these .... neither .... loathe
though .... worthy .... swathe
their .... leather .... breathe
there .... soothing .... bathe

The following words show the contrast between /Ө/ and /ð/:
/Ө/ .... /ð/
anthem .... either
lengthy .... worthy
author .... father
method .... mother
ether .... further
growth .... loather
tooth .... smooth
bath .... bathe
breath .... breathe
cloth .... clothe

EVALUATION: From the words lettered A to D, choose the word that has the same sound as the one underlined.
1. shoe A. stomach B. usual C. pronunciation D. division
2. usual A. special B. mission C. should D. casual
3. mash A. shoes B. confusion C. erosion D. decision
4. seizure A. moustache B. razor C. prestige D. marshal
5. diffusion A. digression B. measure C. addition D. bush

LESSON 34
ASPECT: COMPREHENSION/VOCABULARY DEVELOPMENT
TOPIC: CHIMPANZEES
Chimps live in troops of 20-50 animals. A chimp family consists basically of females and offspring. Forest chimps feed mainly on fruits. What are the habits of chimp? As you read you will discover what ‘autoletic’ means as it is used in the passage.

EVALUATION: Intensive English for SSS1; Exercises 7.2.2 and 7.2.3; pages 101-104.

ASSIGNMENT: Intensive English for SSS1; Exercises 7.2.5, 7.2.7 and 7.3.4; pages 104-113.

VOCABULARY DEVELOPMENT
TOPIC: WORDS ASSOCIATED WITH ANIMAL HUSBANDRY
Read this passage carefully
Mr and Mrs Akinyoade are retired teachers. Before his retirement, Mr Akinyoade had nursed the ambition of having a livestock farm. After his retirement, he engaged in animal husbandry. Having taught Agricultural Science for several years before retiring, he had no difficulty taking care of his livestock.

With his vast knowledge of agriculture, he divided his farm into a piggery, poultry, and a rabbitry. He also had some cattle.
Mr Akinyoade employed five farmhands to help him in feeding and taking care of the animals. He milks cows daily. He sells some of the raw milk to dairy farms and factories which convert the milk into other dairy products like yoghurt and cheese while he reserves the rest for his family’s consumption.

His chickens and turkeys are always reserved for festive periods like Christmas, Easter, and Id-el-Kabir when he sells them. There is always a rush for his chickens because they are usually bigger than other farmers’ poultry. Occasionally, he slaughters his pigs and sells the pork.
Mr Akinyoade’s farm has grown so big that he has employed a permanent veterinary doctor and he is considering having a cattle ranch of his own.

EVALUATION: Read the passage again and with the aid of your dictionary, find out the meanings of the underlined words and use the words in sentences of your own.

ASSIGNMENT: Use your dictionary to find out the meaning of the following words and use each of them in sentences of your own: pen, deep, litters, battery, grazing, roaming, silage, nomadic, poultry mash, gumboro disease, mutton.

LESSON 35
ASPECT: Structure
TOPIC: Introduction to Irregular Verbs
Verbs can be regular or irregular. A regular verb always takes –ed inflection in both their simple past and –ed participle forms.
Irregular verbs form their past tense and past participles in a different way from adding ed. Examples of irregular verbs are given in the table below:
Base Form Past Tense Past Participle
1. Bet bet bet
2. Burst burst burst
3. Split split split
4. Bend bent Bent
5. Lay laid Laid
6. Leap Leapt/leaped Leapt/leaped
7. Wind wound Wound
8. Bite bit Bitten
9. Choose chose Chosen
10. Freeze froze Frozen

Examples:
1. He has drunk liquor.
2. The iron has melted.
3. The clock has struck five.
4. The ship has sunk.
5. The iron has melted.

EVALUATION: In the following sentences, change the verbs to the past tense:
1. Jemima writes to her mother every week.
2. The wind blows furiously.
3. She stands on the burning deck.
4. The door flies open.
5. She sings sweetly.
6. The old woman sits in the sun.
7. Omosefe swims very well indeed.
8. His voice shakes with emotion.
9. He drives a roaring trade.
10. He bears a grudge against his old uncle.

LESSON 36
ASPECT: Writing Skill
TOPIC: Introduction to Record Keeping
A record is simply a written account, or an electronically captured account of a happening or an event that is preserved for future reference.

Types of Records
Records are documents that can be kept in three ways. The type or form a record takes depends on a number of factors such as time, size and purpose of keeping it. The three types are:
1. Graphic Records: These are records kept in written or printed form. Examples include most historical documents, constitutions, legal documents, medical records, photographs and official documents such as minutes and reports.

2. Audio Records: These are electronically captured speeches. By this means, we can still listen to great personalities like Chief Obafemi Awolowo, Dr Nnamdi Azikwe and Alhaji Tafawa Balewa who died many years ago.

3. Audio-Visual Records: These records keep both the speeches and actions of the event recorded. Usually, journalists with television stations keep such records. Weddings, naming ceremonies, burials, convocations, swearing-in-ceremonies, etc.are nowadays kept as audio-visual records.

Importance of Records and Record Keeping
Records are very important documents. Below are some reasons why we need to keep records:
1. We obtain information about the past events from such records.
2. They guide us in understanding the present
3. They provide useful evidence in the settling of disputes.
4. They enable us to plan for the future.
5. They give us helpful hints about how to prevent or manage crises.

Personal and Official Records
Records can be further divided into personal and official records. Personal records consist of documents such as a person’s birth certificate, a personal diary an autobiography, a marriage certificate, receipts of purchases, counterfoils of financial transactions, an international passport, utility bills, letters of admission, employment and promotion, as well as academic and professional certificates.
Official records are documents belonging to the government, organisations or societies. They are corporate documents. They include certificates of registration, registers, scheme of work, minutes, reports, log books, school diary, bulletin, gazette, etc.

Language of Records
Records are to be written in a simple, easy-to-understand language. Their choice of words, clarity of expression and style must be precise and consistent. Records are to be as accurate as possible, without adding to or subtracting from the event recorded. If a record contains a false account or exaggerated claims, it s not a reliable record.

EVALUATION:
1. Before the invention of writing and electronic gadgets, how were records kept? Mention one of them.
2. Which of the three modern ways of documenting events do you consider to be the best, and why?

ASSIGNMENT: Write a record of important events that took place in your school last week.

From the words lettered A to D, choose the word that has the same sound as the one underlined.
1. thought A. taught B. weather C. theatre D. fate
2. sure A. cheap B. church C. cheer D. charlatan
3. thank A. though B. Thames C. Thomas D. thought
4. chalet A. college B. chemical C. chairman D. champagne
5. mischief A. champagne B. Christmas C. brochure D. ritual

From the list choose the word or group of words that best completes each sentence.
6. Jimoh did not fulfil the requirements for admission and so was …………… from taking the entrance examination.
A. disqualified B. interrupted C. denied D. removed
7. The schools in this area recently organized a ……………. in which students had to write an essay on their favourite politician.
A. match B. trial C. competition D. quiz
8. The plan of the committee seemed …………but there were still some doubts if it would succeed.
A. potential B. actual C. considerable D. feasible
9. You cannot imagine my …………. when I was not accepted for the job.
A. tension B. rejection C. failure D. disappointment
10. The Headmaster warned the students to …………from such behavior in the future.
A. resist B. desist C. retreat D. recede

PRE-READING ASSIGNMENT: Read about agriculture register in Goodbye to Failure in English for SSS1; pages 35-36 and attempt the exercise 3.8.

ACTIVITY: List your personal documents and indicate those that are in your possession and those that are not.

REFERENCES:
1. Intensive English for SSS Book1 by B.O.A. Oluikpe et al.

2. Goodbye to Failure in English for SSS Book1 by Ken Mebele and Femi Omodara.

3. English Lexis and Structure for SSS & Colleges by Ayo Bamgbose.

4. Oral English for Schools and Colleges by Sam Onuigbo.

Post by **admin** » Tue Jun 23, 2015 10:47 pm

LESSON 37
ASPECT: SPEECH WORK
TOPIC: CONSONANTS /j/, /w/ and /l/
/L/
https://youtu.be/cBxDTse71iE
This consonant is an alveolar. This implies that the tip of the tongue must articulate with the alveolar ridge for its production. This consonant occurs as follows:-
INITIAL.... MIDDLE.... END
Late ....Mellow.... Spittle
Laughter.... Afflict ....Heal
Love.... Yellow.... Fall
Lust ....Allow.... Call
Lime .... Select .... Seal
Least.... Uplift.... Deal
Loquacious..... Inlet
https://youtu.be/sXKFT02-nKw

/w/
This is a bilabial sound. This means that the two lips are involved in its articulation. It occurs in three ways: ‘w’ as in ‘wet’, ‘wh’ as in ‘wheat’ and ‘qu’ as in ‘quiet’. Study the following examples:
https://youtu.be/4MpDb-gTipY

INITIAL.... MIDDLE.... END
Wallow .... Inwardly ....Allow
Wet ....Disquiet.... Disallow
War.... Swear ....How
When.... Swell.... Cow
Wit.... Dwell.... Bow
Waste.... Dwarf
https://youtu.be/i_ZQgrFa0ao

/j/
Like/w/ this sound is also a bilabial – the two lips are involved in its production. Also together with /w/ it is a ‘glide’ because the tongue assumes a peculiar position in its articulation. It is seen in the following sounds:
https://youtu.be/XhqGU1WxOfc

Yeast ... new
Year ... queue
Yarn ... fuse
Yard ... yet
Yoghurt ... young
Huge ... human
https://youtu.be/hbmqt19efi4

EVALUATION:
1. Identify and underline the place where any of the three consonants you have studied occurs in the following.
a. Belittle
b. Attune
c. Humid
d. Squeal
e. Squelch
f. Swim
g. Pool
h. Oral
2. Briefly describe how the three consonant sounds are produced

LESSON 37
ASPECT: STRUCTURE
TOPIC: IRREGULAR VERBS
Verbs are classified into regular and irregular verbs. Most verbs are said to be regular because they are formed according to grammatical rules of word formation. However,some verbs do not obey the rules which apply to regular verbs. In particular, they do not obey the rule of using –ed or –d in tense formation. Below are examples of irregular verbs indicating the infinitive, the past tense and past participle aspects.

Infinitive --Past Tense --Past Participle
Spread -- Spread --Spread
Stick -- Stuck --Stuck
Hold --Held --Held
Loose -- Lost --Lost
Make -- Made -- Made
Sit -- Sat -- Sat
Shine -- Shone --Shone

Also a few irregular verbs have two past tense forms:
Learn -- Learned/learnt ....Learned/learnt
Dwell -- Dwelled/dwelt.... Dwelled/dwelt
Wet -- Wetted/wet.... Wetted/wet
Spill -- Spilled/spilt.... Spilled/spilt

Pay special attention to some irregular verbs which are just difficult to master:
Write ....Wrote .... Written
Wake .... Woke .... Woken
Tear .... Tore .... Torn
Ride .... Rode .... Ridden
Bite.... Bit.... bitten
See .... Saw .... Seen
Steal .... Stole .... Stolen
Blow .... Blew ....Blown

EVALUATION:
1. Why are some verbs said to be irregular?
2. Indicate the past tense and past participle forms of the following.
a. Spoil
b. sow
c. Mow
d. Do
e. Swim

LESSON 38
ASPECT: COMPREHENSION
TOPIC: HERNIA

While reading this passage, you should emphasize/look out for the following:
1. Pronunciation
2. Comportment
3. Recognition of key words
4. Meanings of key words
5. Understanding of the passage
6. Appreciation
7. Ability to answer the test or assigned questions

EVALUATION – Intensive English 1, Exercise 8.2.3 nos. 1-10

ASSIGNMENT – Intensive English 1, Exercise 8.2.5 nos. 1-9

LESSON 39
ASPECT: COMPOSITION
TOPIC: CONTINUOUS WRITING – RECORD KEEPING
A record is a written account of the proceedings of an event (like a campus inter-house sports competition, a court proceeding). It is also a collection of related items of information treated as a unit. Records are kept for accuracy and reference sake. Such records must be devoid of irrelevant details and must be stored in such a way that retrieval (recovery)is easy when needed.

Examples of records are:
1. Diaries
2. Registers
3. Visitors Book
4. Scheme of Work
5. Log Book
6. Record of events
However, the emphasis here should be on events/things with which students are familiar. Students should be encouraged to keep diaries detailing personal, familiar, school or even family events and should be called upon to write from the facts therein once in a while.
The students should be guided on how to narrate such events and put them into writing, following an approved format or detail.

EVALUATION:
The class should embark on an excursion or trip together. Thereafter, the students will be required to write on such visits from their diaries. Guidelines on length and language should be given.

LESSON 40
ASPECT: VOCABULARY DEVELOPMENT
TOPIC: ANIMAL HUSBANDRY
Animal Husbandry refers to the care of farm animals. As a branch of agriculture it deals with the breeding and rearing of farm animals. The following words are to be analysed
1. Poultry
2. Piggery
3. Rabbitry
4. Milking
5. Cattle Rearing
6. Veterinary Doctor
7. Broiler
8. Rooster
9. Farm Hand
10. Cattle Ranch
11. Herdsmen
Students should treat the topic with their dictionaries and other appropriate inputs. If there is a nearby cattle ranch or animal farm, they should request their parents to take them there for on-the-spot assessment.
https://youtu.be/kJbe1FdeXOo

EVALUATION:
1. What is animal husbandry?
2. Explain why animal husbandry is particularly important when compared to other aspects of Agriculture.
3. Explain the meanings of 1) Broiler 2) Veterinary Doctor 3) Herdsmen.

GENERAL EVALUATION:
1) State five examples of irregular verbs with their past tense and past participle aspects.
2) Write two examples each of words containing the three consonant sounds you studied this week.
3) From your personal diary, write an account of your campus last inter-house sports competition. Target 450 words.

ASSIGNMENT:
Visit your school poultry farm, if possible in the company of other students in your class. Observe the activities at the farm and ask questions. Write the report.

REFERENCE TEXTS:
1. Intensive English for SSS Book1 by B.O.A. Oluikpe et al

2. Lexis and Structure by Richard Whitebread.

3. Oral English by Sam Onuigbo.

4. Goodbye to failure by Ken Mebele.

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