Pen-Write E-Library

SCHEME OF WORK
WEEK TOPIC 1. Revision of Last Term’s Examination and Work

2. Speech Work: Consonant/k/and/g/Structure Adverbs: Features, Position and Functions of Adverbs. Comprehension/ Vocabulary Dvpt.: Reading Skill (Reading for maximum Retention and Recall) Composition: Letter Writing: Formal/ Features of Formal Letters Literature: Review on the Genres of Literature (Prose, Poetry and Drama); Use recommended texts)

3. Speech Work: Consonants/f/and/v/Structure: Conjunctions: Features, Position and Functions of Conjunctions. Comprehension/Vocabulary Dvpt: Writing Skill – answering questions on given passage. Composition: Letter writing Formal letters (Guided writing) Literature: Prose-Literary terms (use recommended text)

4. Speech Work: Vowels/u/and/u:/: Structure: Prepositions: Features, Position and Functions of Prepositions. Comprehension/Vocabulary Dvpt: Reading and writing Skills (Intensive) Reading/Answering questions on given passage. Composition: Letter Writing – Guided writing (emphasis on Arrangement of ideas in logical sequence) Literature: Myths and Legends (African and Non-African tales comprising Myths and Legends)

5. Speech Work: Vowel /æ/ and /ℨ:/: Comprehension/Vocabulary Dvpt.: Writing Skill Giving Specific Answers of a Given Passage Structure: Adverbials (making sentences with adverbial) Composition: Argumentative (Introduction)

6. Speech Work Consonants/s/and/z/: Structure: More on Adverbials Comprehension/Vocabulary Dvpt.: Reading and Writing Skill contd Composition: Argumentative – Elements of composition Literature: Drama – Drama text, theme, Features; related literary terms

7. Speech Work: Vowels – Introduction to Diphthongs (example) Structure: More on Adverbials and Tenses (using each item in sentences) Comprehension/Vocabulary Dvpt.: Reading Skill-Reading to understand the Author’s mood Composition: Argumentative - Arrangement of ideas in logical sequence

8. Speech Work: Vowels:/ei/:Structure: Making sentences with adverbs, conjunctions and preposition Comprehension/Vocabulary Dvpt.: Writing Skill Composition: Argumentative (Guided Composition/writing) Literature: Drama: Types, Literary terms, Written text (Costumes, play Director, etc)

9. Speech Work: Vowels:/ai/Structure: More on Adverbs, Conjunctions and Prepositions Comprehension/Vocabulary Dvpt.: Reading Skill Composition: Argumentative (Guided writing) Literature: More on Figures of Speech.

10. Speech Work: Consonant / Ɵ/ and / ð /Structure: Verbs – Poems of Verbs Comprehension/Vocabulary Dvpt.: Reading and Writing Skills Composition: Speech Writing – Introduction Literature: Prose (use recommended Text)
11. Revision

LESSON 1
ASPECT: COMPREHENSION
TOPIC: MOUNTEBANK


The writer uses “direction words” in the passage. Emeka’s aunt gave many directions.E.g.Go up this way, turn left by the market, run to the market etc. Find direction words as you read the passage.



Evaluation: Intensive English Book 1; Exercises 8.2.2; page 77-78.

Assignment: Intensive English Book 1; Exercises 8.2.3, 8.2.4 and 8.3.5 page 83.




LESSON 2
ASPECT: STRUCTURE
TOPIC: Adverbs
CONTENT:
(i) Definition of adverbs
(ii) Forms of Adverbs
(iii) Features, position and functions of adverbs.

DEFINITION OF ADVERB:
An adverb modifies a verb, an adjective or other adverbs. “Ad” in adverbs is a Latin prefix meaning “to”. Examples: Carefully, slowly, softly, silently, soon, regularly, early, twice, etc.


EVALUATION
1. What is an adverb?
2. Give 5 examples of adverb

FORMS OF ADVERBS
There are various forms of adverbs such as :


• ADVERBS OF TIME : These are called indicating adverbs because they indicate or show time. They express when? Examples: when,since, late, after, today, soon, formerly,early etc.

• ADVERBS OF PLACE: They express where? Examples: where,here, there, forward, somewhere, every-where, out, near, etc.

• ADVERBS OF MANNER :They express how ? Examples: angrily, slowly,deeply, quickly,well,
sweetly, etc.

• ADVERBS OF DEGREE:They express to what extent.Examples: Almost, only,quickly, very rather, etc.

• ADVERB OF FREQUENCY: They express how often? E.g daily, twice, rarely, often, sometimes, etc

EVALUATION
1. List 3 types of adverbs.
2. Give 2 examples of each.


FEATURE OF ADVERBS
The most important feature of the adverb is that a majority of them are derived from adjectives by the application of the derivational suffix-ly to the adjectival stem when an adverb.

POSITION OF ADVERBS
Adverbs are generally put after the verb they go with E.g. He ran quickly. Adverbs however can also be used before verbs or at the end of sentence
Eg.
1: She suddenly opened the door.
She opened the door suddenly.
or
Suddenly, she opened the door.
Adverbs can occur at the initial, medial or final position in a sentence as above.

FUNCTION OF ADVERBS
An adverb can either function as an adverbial or as a modifier of other word classes such as; adjectives, verbs, nouns phrases, prepositional phrases, determiners, as well as adverbs.

EVALUATION:
1. Mention two functions of adverb.
2. Adverbs can be put in the initial, medial, or final position in sentence True/False?






LESSON 3
SPEECH WORK
Topic: Consonants /k/ and /g/
1. Describing the sound
2. Pronouncing the sound
3. Contrasting the sound
1. Describing the sound

These consonants /k/ and /g/ are plosive. /k/ is a voiceless velar plosive while /g/ is voiced velar plosive. There is a total obstruction to the flow of air out of the mouth and nose.



EVALUATION
1. ____ is a voiceless plosive
2. ______ is a voiced plosive

PRONOUNCING THE SOUND

/g/- /gee/ as in
Goat, big, digger, trigger, sign, lagging etc
/g/ is silent in some words e.g gnat, gnome, gnaw, gnash, sign, reign
/k/ - /k/ as in
Car, cat, kettle, king, know, sack, backs, lack, snack, etc
/k/ is silent in words like knock, know etc.

EVALUATION
1. Write five words that contain the consonant sound /g/
2. Mention 5 words that contain the consonant sound /k/

CONTRASTING THE SOUND
/g/ /k/
Bag back
Lag lack
Snag snack
Banged banked
Tag tack

Choose the word that contains the consonant sound represented by the phonetic symbol given.
1. /k/ a. know b. price c. case d. cease
2. /p/ a. psalm b. psychology c. candle d. slept
3. /g/ a. gnome b. game c. gnat d. sign
4. /k/ a. kite b. cell c. knowledge d. circle

https://youtu.be/8H_Xis2wigA

https://youtu.be/6YJdNE8na9M






LESSON 4
ASPECT: COMPOSITION
TOPIC: Letter Writing
Topic: Letter writing: Formal Letters
Sub Topics:
I. Definition of formal letters
II. Types of formal letters
III. Features of formal letters



NOTE:
1. Definition of formal letters
Formal letters are letters written to offices. They are also called official letters

EVALUATION
1. What is a formal letter?
2. What is another name for formal?

TYPES OF FORMAL LETTERS
1. Application for employment
2. Application for Admission to Educational institutions
3. Petitions to a Government office
4. Letters of complaint to the police
5. Letters of inquiry to a company
6. Letter commenting on Editorials of Newspapers
7. Applications for suppliers to manufacturing companies

EVALUATION
1. Mention 3 types of formal letters
2. Application for employment is a formal letter True/False



Features of formal letters
1. Address of the writer
2. Address of the addressee
3. Salutation
4. The letter heading
5. The body of the letter
6. The Conclusion
7. Subscript

EVALUATION
1. Mention 4 features of a formal letters
2. How does a formal letter end







LESSON 5
ASPECT: LITERATURE
Topic: Poetry
Sub-Topics:
1. Definition of poetry
2. Types of poetry
3. Language of poetry


Definition of poetry
A poem is a piece of creative writing that is usually written in verse. Poetry is a collection of poems.

Evaluation:
• What is a poem?
• What is poetry?



TYPES OF POEMS
These are epic, ode, dirge, sonnet, Ballard, elegy
Epic: A long poem with many exciting adventures (1) A long poem telling of achievements of hero.
Ode: A poem written to or about a person or thing.
Dirge: A poem of mourning
(Sonnet): A poem with 14 lines that Rhyme with each other in a fixed pattern.
Ballard: A long poem that tells a story
Elegy: A sad poem especially about someone who has diet

The language of poetry: This refers to elements of poetry
1. Imagery: These are created in poetry by means of figures of speech.
2. Rhythm: Refers to the alteration of stressed and unstressed syllables.
3. Sound: This is one of the elements that compose vocal utterance.

EVALUATION
1. Mention 2 element s of poetry
2. What is sound in poetry?
3. Mention four types of poems
4. What is an Ode?

LESSON 6
TOPIC: Structure: Conjunctions Features, Position and Functions of Conjunctions.
CONTENT:
1. Definition of conjunctions
2. Types of conjunctions
3. Features, positions and functions of conjunctions


Definition of conjunctions:
Conjunction comes from a Latin word meaning joined. A conjunction joins words, phrases or sentences together.

EVALUATION
1. What is conjunction
2. Conjunction comes from a Latin word meaning _____

TYPES OF CONJUNCTIONS
1. Coordinating conjunction
These are conjunctions that link words/phrases or clauses that are of equal status. They are called co-coordinators, there are three major co-coordinators viz: and, but, and, or.

EXAMPLES
- Mary is a student and her mother is a nurse
- Argentina won the match but the opponents played better.
- You should pay for the items now or write a cheque covering the mount.

2. Subordinating Conjunctions
A subordinating conjunction is used to join words phrases or clauses of equal status that, is, one is dependent on the other. They are also known as subordinators.

Examples:
Before, since, because, yet, as, if, when, that, now, even, while, in order o, as soon as, unless, etc.
1. He worked hard because he was paid well.
2. They hard finished before we realized we hard made a mistake.
3. The students stood up as soon as the teacher entered.
4. They left the site while it was day.
5. Mrs. Ama arrived when her children where crying

Evaluation:
1. Mention 2 types of conjunction
2. Give 2 examples of each

FEATURES OF CONJUNCTIONS
Conjunctions join words, phrases, clauses or sentences together. Words, phrases, clauses or sentences joined by a subordinator is dependent on the other.
Position of conjunctions
- Conjunctions occur between the items that the link
- The split between other words in the construction.
- They join words, phrases, clauses and sentences of equal status.
- A subordinator can come at the beginning of a sentence

FUNCTIONS OF CONJUNCTIONS
- They act as coordinators
- They act as subordinators
- They act as correctives

EVALUATION
1. Write 2 functions of conjunctions
2. A subordinator can come at the beginning of the sentence. True/False

Further Studies





LESSON 7
ASPECT: COMPREHENSION
TOPIC: Emeka and the Ring



EVALUATION: Intensive English Book 1; Exercises 9.2.2 page 87-88.

ASSIGNMENT: Intensive English Book 1; Exercises 9.2.3, 9.2.4, and 9.3.5; pages 88-93.



LESSON 8

Topic: Letter writing: Formal Letters
Sub Topics:
I. Definition of formal letters
II. Types of formal letters
III. Features of formal letters

NOTE:
1. Definition of formal letters
Formal letters are letters written to offices. They are also called official letters

TYPES OF FORMAL LETTERS
1. Application for employment
2. Application for Admission to Educational institutions
3. Petitions to a Government office
4. Letters of complaint to the police
5. Letters of inquiry to a company
6. Letter commenting on Editorials of Newspapers
7. Applications for suppliers to manufacturing companies

Features of formal letters
1. Address of the writer
2. Address of the addressee
3. Salutation
4. The letter heading
5. The body of the letter
6. The Conclusion
7. Subscript

COMPOSITION
Topic: Formal Letter: Guided Writing

...................................................................................44, Erelu Danisa Street,
...................................................................................Off Adesina Road,
...................................................................................Ijeshatedo - Surulere,
...................................................................................Lagos State.
...................................................................................10th January, 2014.

The Admission Officer,
Pen-Write High School,
Lagos.

Dear Sir,

APPLICATION FOR ADMISSION INTO JSS 1
I am applying for admission into the above mentioned school for my younger brother.
My name is Beloved, a student of Pen-Write High School, Lagos. I am in JS 1D.

The privilege of my being a student of this great institution, gives me the impetus to apply for admission for my sibling. He successfully completed his Basic 6 in Victory Nursery Primary School last session. He will be 10 years old by September, 2014.

Grateful for your usual consideration.

Yours faithfully,
Signed:
Beloved Agunbiade

EVALUATION
1. What is a formal letter?
2. What is another name for formal?
3. Mention 4 features of a formal letters
4. How does a formal letter end
5. Mention 3 types of formal letters
6. Application for employment is a formal letter True/False
7. A formal letter has------- addresses
8. Write an application for permission to your principal, telling her why you will be absent from school the first week of resumption.



LESSON 9
Main topic: Composition
Sub-topic: My best food
Behavioral objectives: At the end of the lesson, the students should be able to;
(i) Discuss their favourite food orally
(ii) Write on their favourite food

Popular Nigerian Dishes


Content:
My favourite food:

My favourite food is "amala". There are three different kinds of "amala". There is amala made from plantain. It is black when ready. There is another one made from cassava. This is whitish in colour and there is one made form yam. This is usually brownish. Of the three types, my favourite is the one made from yam.
It all starts by peeling yams and sliced them into bits. The bits are allowed to dry in the son. Thereafter, they are crushed at the mill. The whole thing becomes powder.
To prepare amala, the powder is put in boiling water on the stove. It is measured according to the boiling water. It is then stirred together with the water. If an expert does it, there is no lump at all. If there are lumps, it becomes irritating to eat.
Amala is served in plates and better eaten with Ewedu soup or Egusi soup.
I like the food because it is not heavy and can be taken anytime of the day.

Evaluation:
(i) Write the introduction to the composition - My favourite food

Assignment:
1. Write the concluding part of - My favourite food
2. Watch the video below and follow the instructions, using the ingredients to cook your own Egusi soup.

https://youtu.be/F5JJ5hmKdi8


Comprehension
Sub-topic: My favourite subject
Reference book: Macmillan Brilliant English Bk 1 page 52
Behavioral objectives: At the end of the lesson, the students should be able to;
(i) Read the passage fluently
(ii) Answer the questions on the passage.

Content:
The writer - a girl has the English language as her favourite subject. She tells the favourite subject is a universal language, the official and national language in most countries. Her teacher teaches well. Her knowledge of English increases when she reads all sorts of books. The new words she acquires are used in her spoken communication and wrongly used ones are corrected. In order to establish the use of English as the medium of instruction and communication, the principal bans rampant. The parents also support at the ban. She hopes to study it in the university.



Evaluation:
1) Read the passage
2) Answer questions a-h of C no 1 in your textbook

Assignment: Answer question 1-10, number 2, lexis game.




LESSON 10
ASPECT: LITERATURE
TOPIC: Prose: Literary Terms

Sub – Topic
1. Definition of prose
2. Examples of literary terms
3. Definition of literary teams
A prose is a written or spoken language that is not in verse form. In other words, a prose is a novel because it comprises a language without poetical measure.


EVALUATION
1. What is a prose?
2. What differentiate a prose from poetry


EXAMPLES OF LITERARY TERMS
Literary terms include the following theme, plot, characterization, theme, plot, characterization, character, style, setting, etc.
Theme: This is the main subject or idea in a book, film, discussion, etc.
Plot: This refers to the events that form the main story of a book, film or plays are described.
Characters: Are the people in a book, play or film
Style: Is the way a literary work is written.
Setting: This has to do with the place or time in which the events in a book or film happen.


EVALUATION
1. What are literary terms?
2. Mention 4 literary terms

Further Studies

LESSON 11
ASPECT: SPEECH WORK
TOPIC: VOWEL /U/ AND /U:/
DESCRIBING THE SOUND
This is a short back vowel pronounced with rounded lips. To pronounce it, the back of the tongue is raised towards the roof of the mouth.
OO..........U...........OU........O
COOK......PUSH......BOUQUET..WOMAN
LOOK......PULL......COULD......BOSOM
GOOD......PUT......SHOULD

VOWEL /U:/
It is a long back vowel sound.
The shape of the mouth is rounded with a little opening at the middle. The puff of air that comes is much more than the one from /Ʋ/ sound.
The words in which it occurs are; do, woo, group, true, you, prove, proof, clue, shoe, soup, soon, food, blue, drew, cook etc.
Transcription
Do /du:/
Woo /wu:/
Group /gru:p/
True /tru:/
You /ju:/
Proof /pru:f/
Prove /pru:v/
Clue /klu:/
Shoe /∫u:/
Soup /su:p/
Soon /su:n/
Blue /blu:/
Drew /dru:/
Cook /ku:k/

SPELLING THE SOUND
Take a look at how the sound occurs in spelling.
OO O U UI UE EW
FOOD LOSE RULER SUIT BLUE FEW
SPOON DO UNITY JUICE TRUE NEW
TOO TO SUPER FRUIT GLUE THREW

https://youtu.be/qPB0Ajjs7nE

CONTRAST OF /U/ AND /U:/
/U/ /U:/
foot food
could cooled
full fool
pull pool
hood hewed
wood wooed

VOWEL /Ʋ/
The lips are rounded leaving a small opening at the middle where air freely comes out for the production of /Ʋ/. Words in which the sound occurs are; pull, could, full, book, good, bull, wolf, woman, put, push, wood, wool, would, sugar etc.
Transcription
Pull /pƲl/
Book /bƲk/
Good /gƲd/
Bull /bƲl/
Would /wƲd/
Push /pƲ∫/
Put /pƲt/
Sugar /sƲgә/
Wood /wƲd/
Wool /wƲl/
Woman /wƲmәn/
Could /kƲd/
Full /fƲl/

https://youtu.be/5lOF-zRg8x0


EVALUATION:
Choose the correct answer.
1. Woo a. to b. third c. would d. toe
2. Coup a. two b. corpse c. book d. could
3. Cook a. pool b. through c. bush d. womb
4. /U:/ a. foot b. full c. two d. look
5. /U/ a. pool b. food c. hood d. you





LESSON 12
ASPECT: COMPREHENSION
TITLE: The Dancing Palm Tree


Imagine yourself for a moment in Western Nigeria on a moonlit evening. The day's work has been done, and friends and neighbors have gathered. Suddenly one among the group turns to an older man sitting at the edge of the piazza. "Tell us a story," he begs. And he knows what he is asking. Many in the group can tell stories and very well indeed, for storytelling has been a tradition in Nigeria for hundreds of years. The old man rises and usually begins, "Far away and long ago in a small village…" Somewhat in each story there is likely to be a moral, a human truth that is taught through what happens in the story, for an important purpose of storytelling in Nigeria has always been to teach as well as to entertain. But you will find that the truths taught in these stories prevail not only in Nigeria but all over the world, truths that people must learn to live by, no matter what country they call home.Earlier versions of these eleven tales were told to Barbara K. Walker by Olawale Idewu, a Nigerian student in a mid-western American college who was lonesome for his homeland and its culture and who was willing to share some of the tales from that culture. Now, young Americans can enjoy a sampling of the tales still told on moonlit evenings in Nigeria.

EVALUATION: Intensive English Book 1; Exercises 10.2.2 pages 98-99

ASSIGNMENT: Intensive English Book 1; Exercises 10. 2.3, 10.2.4, and 10.3B; pages 98-102.



LESSON 13
TOPIC: PREPOSITION
Content:. Features, Position and Functions of preposition.


SUB-TOPIC: FEATURES, POSITION AND FUNCTIONS OF PREPOSITION
Prepositions are words that show relationship between a noun and other words in a sentence.
Examples of prepositions are:
About, in, against, above, into, across, up, beyond, after, upon, below, between, at, on, along, behind, over, among, until, before, towards, off, for, with, round, to, once, upon, down, of, except, from. .e.t.c.

POSITION OF PREPOSITION IN SENTENCES
Many prepositions come before nouns or pronouns e.g.
The bell is near the table.
Please wait for me.
Rachel’s brother came from Lagos.
I came before you.
The players ran round the field. etc.

FUNCTIONS OF PREPOSITION IN SENTENCES
Preposition is generally used with a noun ( or pronoun) to make a phrase. For example.
At my house, in your school, with you. Here are some more examples.
Preposition noun (pronoun)
In your pocket
Over the wall
Through the window
To him
Round the garden etc.
These phrases often do the work of an adverb,i.e. they tell how , when or where an action was done. It is called adverb phrases, e.g.The soldiers fought bravely (adverb of manner). The soldiers fought with great bravery (adverb phrase). He came yesterday (adverb of time). He came at four o’clock(adverb phrase). At other times they do the work of an adjective,that is, they tell more about a noun. These phrases are called adjective phrases. Here are some examples: A dirty boy opened the door (adjectives). A boy with a dirty face opened the door ( adjectival phrase). The children of the village go to this school. The picture on the wall shows the national theater. The boy with me is Zakari. The view through the open door window is very pretty.

EVALUATION:
1. What is preposition?
2. Mention examples of preposition?
3. Mention the functions of preposition perform in sentences and give examples of each of them.





LESSON 14
ASPECT: COMPOSITION
TOPIC: LETTER WRITING (GUIDED WRITING – EMPHASIS ON ARRANGEMENT OF IDEAS IN LOGICAL SEQUENCE)
CONTENT:
Letter writing can be divided into two, formal letter and informal letter. Whatever type one is writing, the ideas therein must be logical and arranged in sequential order.


FORMAT OF AN INFORMAL LETTER
1. The address of the writer by the top right side of the letter.
2. The salutation: Dear Segun, Dear Uncle. Etc.
3. The body of the letter which comprises the introduction, the main reason of writing the letter (subject matter) and the conclusion, which is the summary and rounding off of the letter.
4. Complementary close: yours sincerely.



ASSIGNMENT
You have a friend who lives in another town or state. He or she has just written to inform you of his or her success in the 100 metres rule at the just concluded. Annual Inter-House Sports competition of his or her school where he or she came first, as a result he or she was given a prize. Write a reply to his or her letter congratulating him or her.

EVALUATION
1. State the difference between formal and informal letter.
2. Mention the group of people the two letters can be written to.





LESSON 15
ASPECT: LITERATURE.
TOPIC: MYTHS AND LEGENDS ( AFRICAN AND NON AFRICAN TALES)


CONTENT:
Myths and legends refers to any highly imaginative concept or narrative and usually full of falsehood and incredibility.

Myths: Myths are folktales that are religious and explain the universe and its inhabitants. Such stories are considered true both by the narrator and the audience and tell of the creation and regulation of the word.

Legend: Legends are folk history, and even when dealing with religious subject matter differ from myth in that, they tell about what has happened in the world after the period of its creation is over. They are believed by both narrator and audience and covered a variety of subject: saints, werewolves, ghosts, and other supernatural creatures: adventures of real heroes and heroine.


Evaluation:
1. What is legend and myths?
2. Differentiate between legend and myths.

Further Studies 1

Assignment:
1. Write a letter to your father telling him the new development in your school.
2. Write ten sentences containing five adverb phrases and five adjective phrases.

LESSON 16
ASPECT: SPEECH WORK
Topic: Vowel Sounds
Sub-Topic: Vowel /ᴂ / and /ɜ:/
Content:
Vowel /ᴂ /


Describing the Sound:
This is a front vowel. To pronounce this vowel, the lips are slightly spread while the tip of the tongue touches the lower front teeth and the back of the tongue touches the upper back teeth. It is a short vowel.


Take a look at how the sound occurs in spelling.
A..............ai...............ua
Cat..........plait...........guarantee
Man.........plaid
Back/sack

https://youtu.be/NavmTDkd8Z8

Vowel /ɜ:/

This is a central vowel. It is pronounced with the middle of the tongue raised while the lip position is neutral.
Take a look at how the sound occurs in spelling:
Ir.....Our.........Ur.....Or.....Er.....Ear
Girl..Journey.....Burn...Work..Herb..Heard
Bird..Tournament..Turn..Word..Her..Earn
First..Scourge......church..Worse..Serve..Search

https://youtu.be/dweBtpz3gco


Pronounce the sounds that have /ᴂ / and /ɜ:/ in the following words :
Trap, sword, sang, swerve, land, early, plait, port, mad, courtesy, guarantee, heart.

Evaluation:
1. Pronounce the two sounds /ᴂ / and /ɜ: /.
2. Give examples of words that have the two sounds.

https://www.slideshare.net/rubenrubensi ... wel-system


LESSON 17
ASPECT: COMPREHENSION
TITLE: The Tortoise and the Clay Man


EVALUATION: Intensive English Book 1; Exercises 11.2.2 and; pages 105-108.


ASSIGNMENT: Intensive English Book1; Exercises 11. 2.3, 11.2.4, and 11.3.5; pages 108-113.



LESSON 18
ASPECT: GRAMMAR
Topic: Adverbials
Sub-topic: Making sentences with adverbial.

Content: Class-work.
I. Copy out the sentences on page 76 of the brighter grammar book1 and underline all the prepositions.
II. Put bracket () round each adjective phrase and show by an arrow the noun and pronoun it qualifies. Draw two lines under the noun or pronoun.
III. Round each adverb phrase, draw a box and show by an arrow the verb it qualifies. Draw three lines under the verb.






LESSON 19
TOPIC: COMPOSITION
SUB TOPIC: ARGUMENTATIVE ESSAY

CONTENT:
Argumentative essay are composition written or presented in order to win the audience or reader to the writer or speaker’s side with convincing and reasonable points.
Examples of argumentative essay or composition are:
Boys are more useful to the parent than girls. Boarding school is better than day school. Etc.

FORMAT OF ARGUMENTATIVE ESSAY

Introduction
Good day, Mr.Chairman, the panel of judges, accurate time keeper, ladies and gentlemen, co-debater and the distinguished listener. My name is --------------, I am here or writing to support or oppose the motion that states that---------.
Conclusion
With these convincing points I have raised, I hope I have been able to convince you that ---------

EVALUATION
1. Write the format of introduction of an argumentative composition.
2. Write the concluding part of an argumentative composition.

ASSIGNMENT:
1. Write ten sentences containing adverb phrases and adjectives phrases. Five sentences each for both.
2. Write an argumentative composition on ‘boys are more useful to their parents than girls’. Write to support or oppose the motion.

LESSON 20
ASPECT: SPEECH WORK
TOPIC: CONSONANT SOUNDS /S/ AND /Z


Consonant sounds /s/ and /z/ are alveolar and are realized when air is forced out through a narrow passage along the centre of the tongue.
/s/ This is a voiceless alveolar fricative consonant sound .It can be found in:advice, peace, price, fleece, save, say.
https://youtu.be/L3vyZaQF8vk

/Z/ This is a voiced alveolar fricative consonant sound we can have it in: advise, peas, prize, fleas, size, zip, zoo, zone.



https://youtu.be/7jhEYQI1954







LESSON 21
ASPECT: STRUCTURE
TOPIC: MORE ON ADVERBIAL
Adverbs are words that describe verbs, adjectives or another adverb in same sentence. Examples of adverbs are: quickly, slowly, beautifully, always, often, soon, there etc.

TYPES OF ADVERB

(1)Adverb of time: yesterday, today, later, soon, now etc.
They came here,yesterday.

(2)Adverb of manner: boldly, correctly, accurately, clearly, majestically, slowly, quickly etc
He answers the question correctly.

(3)Adverb of place: here ,there, inside, outside, in, out etc.
She was here when I saw him.

(4) Adverb of condition :if, unless, until, in as much as, etc.
His father will pay his school fees if ....

(5)Adverb of purpose: so that, in order to, etc.
He slept early so that he could wake up early the following day.


ADVERBIAL PHRASES
Adverbial phrase is a group of words that function as adverbs.It tells us more about verb.
(1)He went to church on Sunday.(adverb of time)

(2 ) She goes to school every Monday.

(3)I met him in the morning.

(4) We shall wait for him outside the gate.

(5)Let the boy sleeps inside the room.

REVISION QUESTIONS(OBJECTIVES)
( 1)Adverb tells us more about_______(A) noun ( B)pronoun (C)verb (D) nerve.
( 2)Adverb of time answers the question________.(A) how (B)where (C)when (D)why
(3 )He was talking clearly on phone. The adverb used in this sentence is adverb of___________.
(A) reason (B) purpose (C) manner (D)time.
(4)She did her assignment carefully .The word underlined is adverb of__________.
(A)time (B) manner (C) condition (D) result
(5)If you are serious with your studies ,you will pass excellently. The adverb here is __________.

Further Studies 1






LESSON 22
ASPECT: COMPREHENSION
TITLE: GIFT

EVALUATION: Intensive English Book 1; Exercises 12.2.2; pages 117-118.

ASSIGNMENT: Intensive English Book 1; Exercises 12. 2.3, 12.3.4; pages 28-34.



LESSON 23
ASPECT: COMPOSITION
TOPIC: COMPOSITION: ARGUMENTATIVE ESSAY
Composition is the way we express our ideas in writing. It involves continuous writing and the points are well arranged in logical order and fully discussed. Every aspect of the topic must be discussed.

ARGUMENTATIVE ESSAY :In this kind of composition, the writer discusses the point and tries to persuade the reader to agree to your points of view. The writer either supports or stands against the proposal. It usually starts with vocatives (greetings) such as ;Good morning The Chairman, Panel of Judges, Accurate Time- Keeper, Co-debaters ,Ladies and Gentlemen (if it is debate). After the vocatives you will go to the discussion of points proper one after the other. There is no room for foul language.



EXAMPLES OF TOPICS OF ARGUMENTATIVE ESSAY
(1)Boarding school is better than day school.

(2)Military system of government is better than Civilian government.

(3) Raining season is better than dry season.

ELEMENTS OF COMPOSITION
(a)Introduction
(b)Body
(c)Conclusion

Evaluation: Pick any of the topics above and write your essay on it
OR Choose any of the topic and argue in favour /against it.



LESSON 24
Main topic: Spoken English
Sub-topic: Sound /Ʋ/ and /u:/
Reference book: English Project for JSS 1
Behavioral objectives: At the end of the lesson, the students should be able to;
(i) Pronounce words in which sounds /Ʋ/ and /u:/ occur
(ii) Transcribe words in which sounds /Ʋ/ and/u:/ occur.
(iii) Use the words in which sounds /Ʋ/ and /u:/ occur in sentences.

Content:
Sound /Ʋ/ is a vowel in the English language.
The lips are rounded leaving a small opening at the middle where air freely comes out for the production of /Ʋ/. Words in which the sound occurs are; pull, could, full, book, good, bull, wolf, woman, put, push, wood, wool, would, sugar etc.
Transcription
Pull /pƲl/
Book /bƲk/
Good /gƲd/
Bull /bƲl/
Would /wƲd/
Push /pƲ∫/
Put /pƲt/
Sugar /sƲgә/
Wood /wƲd/
Wool /wƲl/
Woman /wƲmәn/
Could /kƲd/
Full /fƲl/

https://www.youtube.com/watch?v=IwSw0ennx9Y


/u:/
The shape of the mouth is rounded with a little opening at the middle. The puff of air that comes is much more than the one from /Ʋ/ sound.
The words in which it occurs are; do, woo, group, true, you, prove, proof, clue, shoe, soup, soon, food, blue, drew, cook etc.
Transcription
Do /du:/
Woo /wu:/
Group /gru:p/
True /tru:/
You /ju:/
Proof /pru:f/
Prove /pru:v/
Clue /klu:/
Shoe /∫u:/
Soup /su:p/
Soon /su:n/
Blue /blu:/
Drew /dru:/
Cook /ku:k/

https://www.youtube.com/watch?v=SIfU0Qa2_Xo

CONTRAST OF /U/ AND /U:/
/U/............................/U:/
foot........................food
could......................cooled
full..........................fool
pull.........................pool
hood......................hewed
wood.....................wooed


Sentences
i. You put the book on the shoe
ii. The truth about the food will soon be known
iii. The blue book is good
iv. The soup is delicious.

Evaluation:
1) Pronounce the following words; good, book, wool, full, true, spoon, food
2) Transcribe the words above
3) Use two of the words above in sentences

Assignment: use your dictionary to find ten more words different from the ones above in which /Ʋ/ and /u:/ occur and transcribe them.




LESSON 25
Main topic: Composition
Sub-topic: Informal letter - A reply to a letter
Reference book: Junior English project Bk 1
Behavioral objectives: At the end of the lesson, the students should be able to;
(i) Narrate how every school day is organized according to periods
(ii) Write the organization of each day according to periods



Content:
A friend of yours who wanted to attend your school writes to you requesting the arrangement of your school hours beginning from the resumption time till the close of each day.
This is an informal letter. The features of the informal letters must be used. The students must be able to narrate and tell the hours allocated to subjects and other essential activities in the school beginning from 7.45 to 3.30

...............................................................................................25, Talabi Street,
...............................................................................................Off Adeniyi Jones,
...............................................................................................Ikeja,
...............................................................................................Lagos State.
...............................................................................................22nd January,2009.

Dear Fred,

I received your letter yesterday and I decided to reply immediately. Honestly, I always look forward to having you in my school so that we can share ideas and read together, Fred, let me go straightaway to intimate you with our daily routine to satisfy your curiosity.

We resume at 7.45am and assemble in the hall till 8.00 for various activities. The first lesson starts at 8.05am and terminates at 8.45am. lesson continue till 10.05 when we have short break.
Our lunch break time is ...........................

Your friend,

Kola

Evaluation:
1) Narrate the organization of your school periods
2) Write the next paragraph of the letter

Assignment: Write the concluding part of the letter above.



Main topic: Spoken English
Sub-topic: Sounds /Ʋ/ and /u:/ Contd.
Reference book: Junior English project Bk 1
Behavioral objectives: At the end of the lesson, the students should be able to;
(i) Pronounce the sounds correctly
(ii) Form sentences with the sounds
(iii) Transcribe the words in which the sounds occur.


Content:
/Ʋ/
This is a short sound. It occurs in the following words;
Book, good, cook, woman, put, push, pull, sugar, wool, wood, could, would, should

Sentences
I could push the button
The woman put the sugar on the shelf
I should buy the book

Sentences
1. You put the book on the shoe
2. The truth about the food will soon be known
3. The blue book is good
4. The soup is delicious


In pronunciation, the mouth is slightly open with the lips almost spread or rounded. The back of the tongue is raised towards the roof of the mouth.

Evaluation:
1) Pronounce the sounds /Ʋ/ and /u:/ in isolation
2) Form your own sentences using at least two words having the /Ʋ/ and /u:/sounds.
3) Transcribe the following words; route, bull, shoot blue, book, good

Assignment: Find 10 words different from the ones mentioned above in your dictionary but with the sounds /Ʋ/ and /u:/ and transcribe them.



LESSON 26
COMPREHENSION
TITLE: The Dancing Palm Tree


EVALUATION: Intensive English Book 1; Exercises 10.2.2 pages 98-99

ASSIGNMENT: Intensive English Book 1; Exercises 10. 2.3, 10.2.4, and 10.3B; pages 98-102.


ASPECT: LITERATURE- IN- ENGLISH
Read recommended text.

LESSON 27
ASPECT: COMPREHENSION
TITLE: WHY TORTOISE HAS A ROUGH SHELL

Why the tortoise has a rough shell

Once upon a time, all the birds were invited to a feast in the sky. They were very happy and bean to prepare themselves for the great day. They painted their bodies and drew beautiful patterns on them.
Tortoise saw all these preparations and soon discovered what they all meant. Nothing that happened in the world of animals ever escaped his notice; he was full of cunning. As soon as he heard of the great feast in the sky, his throat began to itch at the very thought. There was famine in those days and tortoise had not eaten a good meal for two weeks. His body rattled like a piece of dry stick in his shell.
Tortoise began to plan how he could go to the feast in the sky. He had no wings but he went to the birds and asked o be allowed to go with them.
“We know you too well,” said the birds after listening to him. “You are full of cunning and you are ungrateful. If we allow you to come with us, you will soon be up to mischief.”
“You do not know me,” said tortoise. “I am different from what I was having learnt that anyone who makes trouble for others is also making it for himself.”
Tortoise had a sweet tongue, and within a short time all the birds agreed that he had changed indeed. They then each gave him a feather, and with the feathers he made two wings.
At last, the great day arrived. Tortoise was the first to arrive at the meeting-place. When all the bird had gathered, they set off together. Tortoise was happy and talkative as he flew among the birds. He was chosen as the spokesman for the group because he was a great orator.
“There is one important thing which we must not forget,” he said s they flew on their way. “When people are invited to a great feast like this, they take new names for the occasion. Our hosts in the sky will expect us o honour this age-old custom.”
None of the birds had heard of this custom but they all knew that tortoise was widely travelled and thought he should know the customs of different peoples. So hey each took a new name. Tortoise chose to be called all of you.
Soon the party arrived in the sky. Their hosts were very happy to see them and made them welcome. Tortoise stood up in his many- coloured plumage and thanked them for the invitation. His speech was so eloquent that the birds wee glad they had brought him and nodded their heads in approval of what he said. The hosts took him to be the king of the birds, especially as he looked somewhat different from the others.
The people of the sky set before their gests the most delicious dishes tortoise had ever seen. The soup was hot and full of meat and fish. There was pounded yam and yam pottage cooked with palm oil and fresh fish. There were also pots of palm wine. Tortoise just as he had planned, turned to one of his hosts and asked: “for who have you prepared this feast?”
“For all of you,” replied the man surprised.
Tortoise then turned to the birds, “do you remember that my name is all of you? The custom here is to serve the spokesman first.” With that he set to the food and ate with gusto, the birds watched angrily. The people of the sky thought it must be the bird’s custom to let their king have his fill first.
Tortoise ate and drinks until he was full and his body swelled in his shell.
The birds decided to punish tortoise. When it was time to leave, they each took back the feather they had given him. So he was left to stand in his hard sell, full of food and wine, without wings to fly home.
Tortoise asked the birds to take a message to his wife but they all refused. In the end, however, Eagle, who had felt angrier than the others, suddenly changed his mind and agreed to take the message.
“Tell my wife,” said Tortoise, “to bring out all the soft things in my house and cover the compound so that I can jump down from the sky without hurting myself.”
Eagle promised to deliver the message but when he reached tortoise’s house, he told his wife to bring out all the hard things in the house. And she brought out her husband’s hoes, machetes, spears, guns and even cannon. Tortoise looked down from the sky and saw his wife bringing things out, but it was too far away to see what they were. When all seemed ready he made his jump. Own, down and down, he fell. Then like the sound of a bomb exploding he crashed to the compound. Tortoise survived the fall but his shell was smashed into pieces. Only with the help of a great medicine man, Mrs Snail, was he able to have it patched up.
That is why the tortoise’s shell is rough.

EVALUATION: Intensive English Book 1; Exercises 13.2.2; pages 125-127.

ASSIGNMENT: Intensive English Book 1; Exercises 13. 2.3, 13.2.4, and 13.3.3; pages 128-131


Further Reading...





LESSON 28
ASPECT: SPEECH WORK
TOPIC: VOWELS( Diphthongs)

Diphthongs are vowel sounds that are pronounced as a result of movement of tongue from one vowel to the other. These are the sounds:
/ei/ as in gate, cake, take, place, date, gauge etc.
/əʊ/ as in home, go, owl, own, etc
/ai/ as in buy, five, rice, write, kite, fry, price etc.
/aʊ/ as in how, cloud, out, house, blouse, browse etc.
/Ͻi/ as in boy, joy, toy, oil, toil coin, boil etc .
/ea/ as in here, ear, idea, fear, beer ,rear etc.
/ iə / as in air, their, where, hair, fair etc
/ʊə/ as in during, pure etc
https://youtu.be/d1HZPx8DuDw



LESSON 29
ASPECT:
TOPIC: MORE ON ADVERBS
COMPARISON BETWEEN ADVERBS AND ADJECTIVES
Adjectives are words that go with noun. They tell us more about noun or another adjectives.
Adverbs tell us more about verbs.
(1)The boy is a quick runner.(adjective)
(2)The boy ran quickly (adverb)
(3)The fat woman is a slow walker (adjective)
(4)The fat woman walked slowly (adverb)
(5) This is a fast train.(adjective)
(6)The new train moves very fast.(adverb )



MORE ON TENSES


(1)PRESENT CONTINUOUS TENSE: These are actions that are still in progress. They are yet to be completed at the time of expression.
I am reading now .
The students in the other class are learning.
We are eating our lunch.

(2)PRESENT PERFECT TENSE: This is an action that has just been completed.
I have eaten my food.
She has done her assignment.
They have prepared for the examination.
My pocket money has finished.

(3)PAST PERFECT TENSE This is the action that has been completed in the past before another action in the past.
Akin had seen me before he saw you.
They had settled the first case before his lawyer died.
We had left the programme before the rain started.

(4)PAST CONTINUOUS TENSE: This is the action that was going on in the past.
They were sleeping when the thief came.
I was reading my book when you called me on phone.
My mother was preparing to travel when I got home.

(5) FUTURE CONTINUOUS TENSE This tense is futuristic. It is the action that will be going on in the future.
I shall be preparing for my examination by this time of next week.
My sister will be writing her professional examination by next month.


REVISION QUESTIONS
Objectives:
Complete the following sentences with the right option.
(1)The boy _______done his work.(A) have ( B) had (C) has (D)will
(2) The students________ reading when the teacher came in.(A) are ( B)was (C)were (D)will
(3)The examination ________finished before the lazy student came into the hall.
(A) have (B) had (C) has (D)will
(4)By this time of next week ,I will be_______ to London. (A)travel ( B)travelled
(C)travelling(D)swimming
(5)If they will come early they will meet me at home. The adverb used in the sentence
is ________
(A) Reason(B)condition (C) result ( C)time
Essay:
(1)Write five sentences in present perfect tense.
(2))Write five sentences in future continuous tense.

LESSON 30
ASPECT: Speech-work
TOPIC: Vowel/ei/
CONTENT


VOWEL /ei /
This is a diphthong. The articulation of /ei/ starts with a sound whose quality is like that of /e/ and ends with another sound which has the quality of /i/. The lips are ‘spread’ for the production of /ei/. The common spelling symbols are shown below:
‘a’ e.g. face, lame, bane, mate.
‘ai’ e.g. rain, main, lain, gain.
‘ay’ e.g. pay, way, ray, may.
‘ei’ e.g. eight
‘ey’ e.g. they
‘ea’ e.g. break.
Learners of English often pronounce /ei/ as /e/. This is an error in pronunciation which you should always avoid.
Now, pronounce the following pairs of words which show the contrast between /e/ and /ei/ clearly.

/e/ /ei/
Let late
Fell fail
Men main
Wet wait
West waist
Get gate

https://youtu.be/oTAzk9xm5i8

EVALUATION:
Indicate the vowel used in each of the following words. Enclose the vowel symbols in slanting lines.
1. Plait
2. Wait
3. Head
4. Break
5. Tape
6. Pass

ASSIGNMENT:
Look at the words listed below and identify those that contain vowel /ei/.
I. Main
II. Way
III. Gain
IV. Leave
V. Quay
VI. Take
VII. Chair
VIII. Pair
IX. Pail
X. Made.







LESSON 31
ASPECT: Structure
TOPIC:MAKING SENTENCES WITH ADVERBS, CONJUNCTIONS AND PREPOSITION
Adverbs are words that modify verbs, adjectives, adverbs or the entire clause or sentence. The position of the adverb in a sentence depends on what the speaker wants to emphasize. Examples of adverbs are: now, tomorrow, today, often, never, always, there, here, joyfully, smartly and beautifully.

Adverbs as Modifiers of Verbs
Examples
1. Johnson came here.
2. Roseline ate her food hurriedly.
3. The teacher taught us yesterday.
4. I take my drug regularly.
The words in italics above are adverbs and each of them modifies the verb in their respective sentences.

Adverbs as Modifiers of adjectives.
1. The man is relatively young.
2. The story is very interesting.
Here, relatively modifies the adjective ‘young’, while very modifies the adjective ‘interesting’.

Adverbs as Modifiers of another Adverb:
1. He walked very slowly.
2. They performed averagely well.

Adverb as Modifiers of Clauses:
1. He passed the examination; meanwhile he is already in a university.
2. Finally, he passed the examination.

PREPOSITIONS
Careful investigations have revealed the fact that nothing exists alone. So, prepositions are functional words which express the relationship between two entities in a sentence. Prepositions are words that are used to connect nominal elements of a sentence and specify a particular relationship between them.


Examples are the following: in, under, between, by, with, on, below, etc. These are used in the sentences below:
1. The money is in his pocket.
2. The car is under the shade.
3. The fruits are shared between the two girls.

Besides, the relationship that these prepositions express may be pointing to place, time, instrument and cause.
Examples:
1. There is water in the bottle. (place)
2. The bottle is on the table. (place)
3. The teacher bit Johnson with care. (instrument)

Types of Prepositions
There are two types viz:
1. Simple prepositions: These are simple-word prepositions such as in, at, beside, on, behind, into, against, outside, from, for, of, through, above, over, across, etc.
Some of these are used in sentences below:
I. He came from London.
II. The book is on the table.
III. The boy walked across the road.

2. Complex prepositions: A complex preposition is made up of a simple preposition followed by a noun and then followed by another simple preposition. Examples: in compliance with, in view of, in addition to, by means of, as a result of, with regard to, etc. Some other kinds of complex prepositions are made up of an adverb or a conjunction followed by a simple preposition e.g. but for, except for, due to, because of, according to, as regards etc.

CONJUNCTIONS
Conjunction is a word that joins words, phrases, clauses, and sentences together. Examples: and, but, until, because, after, when, either… or, neither… nor, both, although, despite.


Types of Conjunctions
Conjunctions could be categorized into three: coordinating, subordinating and correlative.

Coordinating conjunctions: These are used to join or connect words, phrases or clauses that belong to the same grammatical class. Coordinators do join two or more nouns, verbs, or adjectives or clauses that have the same status. Examples: but, for, or, and etc.
1. Johnson and Fredrick are friends.
2. I went there and got what I wanted.
3. He worked hard but could not win the competition.
4. Come inside but don’t sit down.
5. I want to see the programme director or his assistant.

Subordinating conjunctions: These are used to introduce subordinate or dependent clauses and connect them to the main clauses to form complex sentences. Examples: because, that, what, how, which, whose, if, wherever, etc.
1. You can go wherever you want to go.
2. I will give you the money, if you work for it.
3. I what to have what you wish to give me.
4. A thief entered the house because nobody was in.
5. They were talking when I entered.

Correlative conjunctions: The correlative conjunctions usually have two parts.
EITHER… OR
Either Ade or Jumoke must come.
You can take either meat or fish.

NEITHER… NOR
Neither Ade nor Jumoke is here.
The baby neither ate nor slept.

NOT ONLY… BUT ALSO
The baby can not only talk but also sing.
He did not only pass his examination but also won an award.

BOTH… AND
Both the boy and his mother came.
I saw both the man and his wife.

EVALUATION: Identify the grammatical names of the underlined word in the following sentences.
1. The children played happily.
2. He will sit between you and me.
3. This letter was written by him.
4. The woodcutter looked at the gold axe but refused to take it.
5. I was caned because I came late.

ASSIGNMENT: Make adverbs from the following adjectives and use each adverb to make sentence.
I. Quick
II. Slow
III. Sorrowful
IV. Bright
V. Quiet
VI. Clever
VII. Sudden
VIII. Bad.


LESSON 32
ASPECT: Comprehension
TOPIC: COMING HOME


CONTENT
EVALUATION: Intensive English for JSS1; Ex.14.2.2; pages 135-137.

ASSIGNMENT: Intensive English for JSS1; Ex.14.2.3, 14.3.4; page 137,141.




LESSON 33
ASPECT: Composition
TOPIC: Argumentative
CONTENT: ARGUMENTATIVE ESSAY
It is an essay which requires the candidate or the writer to present a subject or an issue that has two sides with a view to persuading or convincing the reader to see the issue from the angle the writer has seen it and so agree with the point of view being presented. In essence, it involves argument.


The topic may demand that the writer or the candidate does one of the following things:
I. The writer may be required to prove a particular point.
II. He may be required to present a view point.
III. He may be required to strike a balance between the two sides of an argument or issue.

To write a good argumentative essay, the following points are necessary:
I. One must have a very clear idea of the topic or issue.
II. One must have jotted down a lot of points that one will use to prove one’s point in persuading and convincing the reader.
III. The points or ideas one has must be well arranged.
IV. Clarity, in term of expression, is another vital point to note in argumentative essays.
V. The essay must also be error-free in terms of mechanical accuracy.

EVALUATION
I. What are the features of argumentative essays?
II. State five vital points writer must bear in mind in composition of argumentative essay.

ASSIGNMENT: Your school has been invited to participate in a debate on the topic “Male Children are more beneficial to their parents than their Female Counterparts”. Write out your speech for or against the motion.

LESSON 34
ASPECT: Speech work
TOPIC: Vowels: /ai/

CONTENT
VOWEL/ai/

The articulation of /ai/ starts with a sound which has the quality of /a/ but the quality changes with the gradual glide towards /I/. If you pronounce the word ‘high’, the opening of the mouth gets smaller with the closing movement of the jaw following the glide towards /i/. In writing, the /ai/ is represented with the following spelling symbols:
‘I’ e.g. time
‘ie’ e.g. lie
‘ye’ e.g. dye
‘igh’ e.g. high
‘eigh’ e.g. height
‘uy’ e.g. buy

https://youtu.be/ub9ONgsThKc

The following pairs of words are used to show the contrast between /ai/ and /i/ on the one hand and between /ai/ and /a/ on the other:
/i/ /ai/
Sit site
Kit kite
Fin fine
Bit bite
Rid ride
Strip stripe

/a/ /ai/
Cram crime
Fat fight
Sat sight
Jab jibe
Rap ripe
Had hide

EVALUATION:
Indicate the vowel used in each of the following words. Enclose the vowel symbols in slanting lines.
i. Eye ii. Spy iii. Mine iv. Bite v. write
vi. Cat vii. Kite viii. Kit ix. Might x. may

ASSIGNMENT:
Look at the words listed below and identify those that contain vowel/ai/.
i. Tyrant ii. Libel iii. Tie iv. Cite v. site
vi. raise vii. Split viii. Lice ix. Price x. liver




LESSON 35
ASPECT: Structure
TOPIC: Parts of speech
SUB-TOPIC: Adverbs, Conjunctions and Prepositions

CONTENT: ADVERBS, CONJUNCTIONS AND PREPOSITIONS
The words that go with verbs are called adverbs. Some tell how an action is done, e.g
The old man walked slowly along a street.
The woodcutter sat sorrowfully by the side of the river.
These adverbs are called adverbs of manner.

Note1-Adverbs are often formed by adding ‘ly’ to an adjective, e.g.
The boy is a quick runner. (adjective)
The boy runs quickly.(adverb)

The bird sang a merry song.(adjective)
The bird sang merrily.(adverb)

But there are some adverbs that are not formed like this,
This is a fast train.(adjective)
It goes very fast.(adverb)

Note 2:- Adverbs are generally put after the verb they go with; adjectives are generally put before the noun they go with.
An adverb goes with a verb to tell how, when or where an action takes place.

PREPOSITION
Preposition comes from a Latin word meaning placed before. ‘Pre’ means ‘before’ and ‘position’ means ‘place’. So, a word placed before a noun or pronoun to show what one person or thing has to do with another person or thing is called a preposition e.g. to, by, at, in, from, with, for etc.
The noun or pronoun before which a preposition stands is known as its object. Here are some more examples:
Preposition Noun (or pronoun)
In your pocket
Over the wall
Through the window
To him
Towards the door

These phrases often do the work of an adverb, i.e. they tell how, when or where an action was done. We call them adverb phrases, e.g.
The soldier fought with great bravery.
She sat in the corner.

At other times they do the work of an adjective, that is, they tell more about a noun. These phrases are called adjective phrases. Here are some examples;
A boy with a dirty face opened the door.
The picture on the wall shows the National Theatre.

Sometimes the same phrase may be an adverb phrase or an adjective phrase. It depends on the work it is doing.
Examples
i. The view through the open window is very pretty.
ii. The bird flew through the open window.

Note: After a preposition the pronoun in the phrase is always in the objective case, e.g
i. He came with them.
ii. He will sit between you and John.

CONJUNCTIONS
Conjunctions are words that join together words, phrases or sentences. Conjunction comes from a Latin word meaning joined e.g. and, but, or, unless, because, until, although etc.
Examples
i. The woodcutter looked at the gold axe but refused to take it.
ii. We you have the gold axe or will you have the silver axe?

EVALUATION:
Join the following sentences by using the conjunctions, and, unless, because, but, or.
i. I have a pencil. I have a pen.
ii. I have a blue bag. She has a red bag.
iii. We won’t leave your house. We are paid.
iv. Ibeji screamed. Ibeji was wounded.
v. She sent for them. They did not come.

ASSIGNMENT: Use the following prepositions in sentences: on, to, by, of, in, from, after, for, under, with.



LESSON 36
ASPECT: Comprehension
TOPIC: THE WANDERER

EVALUATION: Intensive English for JSS1; Exercise 15.2.2; pages 146

ASSIGNMENT: Intensive English for JSS1; Exercise 15.2.3, 15.3.5; pages 146-149.



LESSON 37
ASPECT: Literature
TOPIC: Figures of Speech
SUB-TOPIC: Simile and Metaphor

CONTENT: SIMILE AND METAPHOR
Simile means a figure of speech in which something is compared with another and said to be like it. Consequently, the use of “like, and “as is common with simile.

Examples:
i. Alaba’s shirt is as white as snow.
Ii He swims like a fish.
Iii That person behaves like a mad man.
iv. On our entering the premises, it was as quiet as a grave yard.
v. The old man fights like a lion.

METAPHOR
A metaphor is a figure of speech which compares two things that posses similar features by saying that one thing is another. In other words, it is a direct comparison between two things without the use of “like, and “as.
Examples:
i. Ade was a lion in the fighting. (He was as brave as lion)
ii. My elder sister is the pillar of our family. (She alone bears the problems of the family).
iii. Jemima is the apple of her father’s eyes. (She is greatly loved by her father.)
iv. The player is the shinning light in the team.(He is the source of inspiration to other members of the team).
v. Ayisatu was a pig during her secondary school days. (She was extremely dirty).

EVALUATION
In simple sentences, give three examples of simile and three examples of metaphor.

ASSIGNMENT;
From the words lettered A-D, choose the words that has the same vowel sound as the one represented by the letter(s) underlined.
1. Tyrant
(a) Libel (b) typical (c) year (d) weird
2. Fight
(a) Favourite (b) kin (c) write (d) keen
3. Spy
(a) Quay (b) stripe (c) strip (d) happy
4. /ai/
(a)rice (b) bad (c) here (d) bit
5. /ai/
(a)eat (b) wait (c) dirt (d) aisle

LESSON 38
COMPOSITION: Speech Writing
Speech Writing is, in most cases, in a form of end-of-a-year speech, prize-giving day speech or other forms of speech-making occasions whereby one is required to deliver a speech. Speech writing demands the skill of writing almost as one speaks.



Useful Hints on how to write a good speech
(1)Content: The content depends on the topic you are given but your points must be relevant to the topic on which you are writing your speech.

(2)Organization: In speech writing, you should imagine that you have an audience listening to you. Therefore you are expected to start your speech with the usual vocatives: Chairman, Member of Staff, Ladies and Gentlemen…..your audience depends on the question you are answering: your question will definitely give you an idea who your audience is.

(3)Expression: Speech Writing demands a good command of language. Use simple sentences because it is important that you should, make your audience follow your line of thought. Don’t use slangs and colloquial expressions. Speech making is meant for oral delivery, therefore, you can make use of words like don’t, didn’t, doesn’t etc. In addressing your audience, you can use words like, you, our, we, you and I.

Model Speech Writing:
As the President of Red Cross Society, write a speech you will deliver at the official launching of the branch of the society in your school.

Hononourable Commissioner for Health, Lagos State,
President of Lagos State Chapter of the Nigerian Red Cross Society,
Our respected Principal, Chairman and members of the Parents-Teachers Association,
Fellow students,
Ladies and gentlemen.
On behalf of my colleagues, I welcome you all to this occasion of the launching of our school’s Branch of the Red Cross Society. Today marks a…………………………………………..


Further Studies 1

Further Studies 2




LESSON 39
ASPECT: LITERATURE
TOPIC: Introduction to Prose:
Prose: A long, free written work done in sentences, paragraphs and chapters


Forms of Prose work.
Fiction and Non-Fiction


Fiction: A prose work that is created from the power of imagination of the writer

The Non Fiction: A prose which presents the real life experience of a character or characters. Non-fiction is classified into biography and autobiography.

Types of Prose Work
Novels: A long prose of over ten thousand words
Novelette: A prose work of less than ten thousand words but more than one thousand words.
Novella: A prose work relating to historical event.
Novella: short novel, a fictional prose work that is longer than a short story but shorter than a novel

Further Studies 1





LESSON 40
ASPECT: COMPREHENSION
TOPIC: SKIMMING
Skimming is most useful when you read with a definite question in mind and have an intention to find answers to the question. Practice skimming with the passage.


EVALUATION: Intensive English Book 1; Exercises 16.2.2 pages 152-154

ASSIGNMENT: Intensive English Book 1; Exercises 16. 2.3 and 16.3.4; pages 154,155 and 159-160.