POWER AGE ACADEMY

Motto: DOMINION AND EXCELLENCE

LESSON NOTE
EDUCATOR’S NAME:

SUBJECT: ENGLISH – STUDIES

CLASS: BASIC 9 / GRADE 9 / J.S.S. 3

TERM: SECOND TERM (2ND TERM )

SESSION:
SUBJECT: ENGLISH – STUDIES CLASS: JSS 9

SCHEME OF WORK 2ND TERM LESSON

NOTE

WEEKS TOPICS / CONTENTS . Learning Objectives: By the end of the lessons,

students should be able to:
1 Revision: Speech work: /t/ and /Ө/ , Grammar: – Expressing the exception
using despite , inspite of - comprehension – (NOSEC) Composition – Letter
writing Literature – Drama , prose, figures of speech.
Words of the week: kernel, foreign, liaise, massacre, Louvre, conducive,
2 Comprehension passage. Speech work: consonant contrast /t/ and/s/,
grammar: conjunction, composition: The school inter-house sport./ the prize
given day, Words of the week: superintendent , forty, twelfth, corps, paradigm,
3 Speech work: Consonant contrast /s/and / ʒ/, Grammar: The simple
sentence .Literature Recommended text. Words of the week: hygiene,
repetition, religion, Caribbean, camouflage, committed,
4
Speech Work: Contrast vowel /^ / and /a:/ Grammar: Quetion6 tags. Reading
comprehension. Composition- informal letter. Literature Recommended text.
Words of the week: truly, soliloquy, playwright, fascinate,
5 Speech work: Nasal sound /m/ /n/ and / / Grammar- personal & possessive
pronoun Composition- formal letter. Literature Recommended text. Words of
the week: supersede, aggression, quarantine, questionnaire,. Occurrence,
6 Speech work: Vowel /æ / and / ӡ:/ Grammar- Reflexive and Relative pronoun.
Reading-Expository Essay(Why student fail examination). Literature
Recommended text. Words of the week: religious, repetition, camouflage,
omission,
7 Mid-term break Mid-term Test ( Open Day )
8 Speech work: Vowel /ɔ:/ and /ɔ/Grammar synonyms (Personal pronoun).
Reading and Comprehension. Expository- drug addiction. Literature
Recommended text. Words of the week: publicly, whether, buoyant , business
9 Speech work: Vowel /u/ and /u:/ Reading and Comprehension. Grammar –
Demonstrative pronoun. Argumentative essay (Teachers are better than
farmers in a society) . Literature Recommended text. Words of the week:
erroneous, picnicking, sight, cite, duly
10 Speech work: Vowel / ə/, /w/ warm, linguist, queen, qualm, guava, banquet, win, wipe
Composition- Debate, Grammar-Active voice and passive voice (Adverbs).
Reading & Comprehension. Composition- structure writing. Words of the week:
11 REVISION / EXAMINATION
11 REVISION / EXAMINATION
12 EXAMINATION

WEEK: 1

REVISION OF LAST TERM WORK – WELCOME TEST

SPEECH WORK: /t/ and /Ө/- Speech Work: Consonant Contrast: /ð/ and /d/, /θ/ and /t/
/t/ /Ө/

Content :/t/ and /θ/

Team Theme
Tank Thank
Tick Thick
Torn Thorn
Tin Thin
Boat Both
Sheet Sheath
Naught North
Fought Forth
Bat Bath

/d / and /ð/
Dare There
Bad Bathe
Die THY
DAY They
Dine Thine

EVALUATION
Write ten words for each sound.

TOPIC: Grammar
CONTENT: Using Despite and Inspite of
Inspite of,despite and although are used to show a contrast but there are differences in the structures
used with them.
After in spite of and despite, a noun or a pronoun is used.

Examples:
1. We enjoyed our camping holiday in spite of the rain.
2. Despite the pain in his leg, he completed the marathon.
3. Despite having all the necessary qualifications, they didn’t offer me the job.
4. In spite of the bad weather, there was a large crowd at the match.
EVALUATION
Make sentences with despite and in spite of.

WEEK: 2 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, pupils should be able to

1. Comprehension passage.
2. Speech work
3. Consonant contrast /t/ and/s/
4. Grammar: conjunction
5. Composition: The school inter-house sport.
KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT:

TOPIC : CONSONANT CONTRAST /t/ and /s/

CONTENT.

a. Speech Work: Distinguish /ʧ/ and /∫/.

Listen for the differences in the pronunciation of these words.
/ʧ/ /∫/
Bash batch
Shop chop
Cash catch
Ship chip
Sheep cheap

Evaluation: Write ten words for each sound. /ʧ/ and /∫/
ASSIGNMENT: Give the consonant contrast of /ʧ/ and /∫/

GRAMMAR

TOPIC: PREPOSITION
CONTENT:

Prepositions:

A preposition is a word that is used before a noun or a pronoun to connect it to another word
in the sentence. It is usually used to show location, direction, time, and so forth.

Examples: On, in, at, by, under, above, beside, to, out, from, for.

Example sentences:

1. I sat on the floor.

2. Let's go into the house.
3. We will meet at four o'clock.
4. Have a look under the couch.
5. He went to school.
6. This letter is for you.
The word "preposition" comes from the Latin word praeponere (put before). So prepositions
usually come before the noun/pronoun.

Conjunctions are words which join phrases, clauses and sentences.

Examples:

1. He was slow but he was brilliant.

2. She woke early because she slept on time.
3. I will do it if I can.
4. He swept the floor while I swept the compound.
5. Let’s start now, so that we’re sure to have enough time.
6. You can go out as long as you come back early.
7. I walk as though I’m a millionaire.
KIND OF CONJUNCTION

A. CO-ORDINATING CONJUNCTION
B. CORRELATING CONJUNCTION
C. SUBORDINATING CONJUNCTION.
A. CO-ORDINATING CONJUNCTION: This is type of conjunction primarily joins
words or phrases. We have AND, BUT, OR, NOR, SO, YET, FOR, NOR, ALSO,
EITHER –OR, NEITHER- NOR, OR. Examples:
(i) she spoke impressively at the meeting and won the appreciation of all
(ii) I offered to help her but she refused my help.
(iii) I must try hard for there is stiff competition.
(iv) He is not my friend nor my relative.
B. CORRELATING CONJUNCTION: Correlating conjunctions are the ones which join
words, phrases, clauses and sentences which are complementary to one another in
 a set correlating conjunction comes in pairs. BOTH – AND, NEITHER – NOR, NOT
ONLY – BUT ALSO, EITHER- OR.
EXAMPLES:
1. He both prays and preaches.
2. This is neither boring nor fascinating.
3. Neither the man nor the woman is here.
4. She is not only brilliant but also well behaved.
5. He plays both gitar and piano.
C. SUBORDINATING CONJUNCTIONS: Subordinating conjunctions are words
which join the main clause with subordinate clause. This type of conjunction can in
other words be referred to subordinators. E.g. AFTER, ALTHOUGH,UNLESS, AS,
BECAUSE, BEFORE, WHEN, WHICH, PROVIDED,WHENEVER, IF, UNTIL,
INCASE, et-cetra are ordination conjunctions identifiable in English language.
EVALUATION: NEW OXFORD ENGLISH COURSE BKS 3 PAGE 119 EXERCISE 8 1-5

Preposition

A preposition is a word which precedes a noun (or a pronoun) to show the noun’s (or the
pronoun’s) relationship to another word in the sentence. (The word preposition comes
from the idea of being positioned before. It is not true to say that a preposition always
precedes a noun or a pronoun, but it does most of the time.) Prepositions are mostly
single words used before a pronoun, noun, noun phrase, or verb to express their
relationship with the rest of the sentence. They are used to show when something
happens (prepositions of time), where something happens (prepositions of place), or
where something is going (prepositions of movement).

The following are all prepositions:

above, about, across, against, along, among, around, at, before, behind, below, beneath,
beside, between, beyond, by, down, during, except, for, from, in, inside, into, like, near, of,
off, on, since, to, toward, through, under, until, up, upon, with and within.

Role of a Preposition

Prepositions are important when constructing sentences. A preposition sits before a noun
to show the noun’s relationship to another word in the sentence.

Examples:

 It is a container for butter.

(The preposition for shows the relationship between butter and container.)

 The eagle soared above the clouds.

(The preposition above shows the relationship between clouds and soared.)

Pitfalls with Prepositions

For native English speakers, grammatical errors involving prepositions are rare. The most
common errors involving prepositions are shown on the right. That said, there are several
points to be aware of:

A preposition always goes with a noun or pronoun which is called the object of the
preposition. The preposition is almost always before the noun or pronoun and that is why
it is called a preposition. Thepreposition and the object of the preposition together are
called a prepositional phrase. The following chart shows the prepositions, objects of the
preposition, and prepositional phrases of the sentences above.

Preposition Object of the Preposition Prepositional Phrase

to the store to the store
by Bus by bus
at three o’clock at three o’clock
under the table under the table

Prepositional phrases are like idioms and are best learned through listening to and
reading as much as possible. Below are some
common prepositions of time and place and examples of their use.

A preposition can also be a two-word or three-word combination. It is called a compound

preposition. Two-word compound prepositions include according to,because
of, different from, due to, andinstead of. Some examples of three-word compound
prepositions are as far as, in addition to, in front of, and in spite of. There are many
more two-word and three-word compound prepositions.

Prepositions of Time:
at two o’clock
on Wednesday
in an hour, in January; in 1992
for a day

Prepositions of time indicate the period of time that something happens (during, from,
since, throughout, until, etc).

Examples:

 She swears never to talk to me again from tomorrow.

 His girlfriend has been missing since last Saturday

Prepositions of time used to indicate a particular time (at, by, in, on, etc)
  I had a big argument with my best friend at lunchtime.

Prepositions of time used to indicate a particular time in relation to another (after, before,
etc)

 I usually brush my teeth after dinner

Prepositions of Place:
at my house
in New York, in my hand
on the table
near the library
across the street
under the bed
between the books

Prepositions of place tell us the position of something (across, in, inside, on, outside, etc)

Example:

 There was a fly on his nose

 The boy went outside to play

Prepositions of place tell us the position of something in relation to another (behind,

beside, between, in front, near, etc).

Example:

 I sat beside a dirty man in the bus

 Someone parked a car in front of my house

Preposition of Direction:

These prepositions show direction of movement to somewhere (into, onto, to, etc)

Example:

 A fly got into his soup while he was eating it.

 He went to the cinema

These prepositions show direction of movement from somewhere (away from, from, off,
etc)

Example:

 He warned them to keep away from his meat

 He fell off the table
Compound Preposition:

Two-word compound prepositions (according to, aside from, because of, next to, etc).

 According to his brother, he likes noodles.

 Her face was perfect aside from that one hairy mole

Three-word compound prepositions (as far as, in addition to, in front of, in spite of, on
account of, etc)

 The explosion could be heard as far as the police station, which is five kilometers
away

He can’t sing any more on account of his failing health

A preposition is a word that tells us the position of something or someone in relation to

another thing or person.
Examples of prepositions ar: up, down, behind, of, before, with, in, on, through, off, near,
within, to, over, under, among, below, across, from, etc.
For example:
1.) The children are walking to school.
2.) The farmer is walking home from the farm.
3.) The guests are eating at a party.
4.) They are sitting around a table.
5.) The dog is lying near the table.
Read the sentences below carefully and choose a suitable preposition from the box:
[ beside, in, across, out, over, after, up, towards, in front of, among]
1.) The thief jumped ____________ the fence.
2.) He ran _____________ the busy road.
3.) Simbi climbed _________ the hill.
4.) Hamzat is sitting ___________ me.
5.) The teacher is ____________________ the class.
6.) Please, share the apple ____________ the three boys.

SPECIAL USAGE OF PREPOSITION

*HELP YOUR CHILDREN TO MASTER PREPOSITIONS ATTACHED TO CERTAIN

WORDS.*
1.abide…………..by
2.absorbed……. In
3.abstain ……from
4.Accomplice……with
5.accused…… (Sb)of(sth)
6.accustomed….. To
7.addicted…….. To
8.adhere…….. To
9.admit……..to/into
10.advantage……. Over (sb) of (sth)
11.advantage…Of(sth)
12.affection………. For
13.afflicted……,. With
14.afraid……… Of
15.agree………. To(proposal)
16.agree….. With(a person) about/on sth
17.aim …….at
18.aloof……..from
19.alternative……… To
20.amazed………. At
21.angry….with/at(sb)
22.angry…………at/about(sth)
23.anxious….. For(sb)
24.anxious…….. About (sth)
25.apologize…… To(sb) for (sth).
26.appeal…….. To(sb)for(sth)
27.appetite….. For
28.approach……..to
29.akin……..to
30.acclimatize…….. To
31.apparent…. To(sb)
32.apparent…… From(sth)
33.appoint…….(sb)to(sth)
34.apply…….. To(sb)for(sth)
35.appropriate… To/for
36.approve…………..of
37.aptitude………… For
38.ashamed……… Of
39.aspire……………..to
40.assent……………to
41.associate……..with
42.dissociate……from
43.assure……………of
44.astonished…….. At
45.atone…………. For.
46.attached…………..to
47.attend………………to
48.attribute……(sth) to (sth/sb)
49.authority……..Over(=power)
50.authority………… On(=expert)
51.avail………(oneself)of(sth)
52.averse……………..to
53.ban(n)…………..On
54.ban(v)………..(sb)from(sth/doing sth)
55.bad……….at(not good at)
56.bad…for(=harmful)
57.believe………….in
58.beneficial………. To
59.benefit……by/from
60.blame………….(sb/sth)for(sth).
61.boast…………….of
62.bound…………… For
63.burden(n)……… To
64.burden(v)……..with
65.busy……………..with
66.bearing………….. On
67.campaign……….. Against/for
68.capable……….. Of
69.concern………….. For/about
70.carefu…..about/for
71.caution………… About/against
72.charge………. With
73.claim…………on/to
74.clash……….. With(sb)over(sth)
75.collide…………..with
76.Collude……with(sb)in(sth)
77.comment………on
78.compare……to(=to show likeliness)
79.compare …………..with(=to show contrast)
80.compassion….. For
81.compatible…… With
82.compensation….. For
83.compliance…. With
84.compliment…… On
85.comply………. With
86.conducive……… To
87.confide….in(=trust)
88.confide…..to(=tell)
89.confidence……..In
90.confident….. Of/about
91.confined………. (Sb/sth)to(sth)
92.conform…………To
93.conformity…… With
94.congenial……… To
95.congratulate……… (Sb)on(sth)
96.connect…….(sth)to(sth)
97.consent…………. To
98.consist…………….of
99.contemporary…… With
100.contempt….. For
101.contend……. With(=to have to deal with a problem or difficult situation)
102.contend…..for(=to compete against sb in order to gain sth)
103.content………with
104.contrary………….to
105.control……. Over
106.connive……..at/in(sth)
107.connive…with(sb)
108.close………..to
109.complain….to(sb)about/of(sth)
110.crash…………into
111.convenient……… For(sb/sth)
112.converse…… With
113.convict……….. (Sb)of(sth)
114.cure(v)…….(sb)of(sth)
115.cure(n)………….for
116.concern(n…about/for/over.
117.concerned (adj)……..about/for/over(=worried)
118.concerned (adj)…….about/with(=interested in)
119.deal……in(=trade)
120.deal…….with(=to take appropriate action).
121.delight………….in
122.depend…On/upon
123.deprive……….(sb/sth)of(sth)
124.desist……… From
125.destitute………..of
126.detrimental…… To
127.deviate…….. From
128.devoid…….. Of
129.differ…..
..from(sb/sth)=to be different from sb/sth
130.differ…with(sb) about/on/over(sth)=to disagree with sb
131.different……….. From/to/than
132.disgusted………. At/by/with
133.dispense…… With
134.dispose………….of
135.die………..of
Eg:person died of accident.
Die…….with(=disease)
Eg: person died with cancer
Die………for(=purpose)
Eg:person died for country/organization.
136.dissent………from
137.dote……….. On/upon
138.double (n)/doubtful (adj)……..about
139.drenched……. In/with
140.decline……… In/of
141.eager………… For
142.eligible………. For
143.engaged……… In/on(sth)=busy doing sth
144.engaged……. To(sb )=having agreed to marry sb
145.enthusiasm………. For/about
146.entrust……(sb)with(sth)
147.entrust…….(sth)to(sb)
148.envious/jealous……Of
149.envy……………at
150.entitle/entitlement…..To
151.equal……….. To
152.escape……. From
153.essential… To/for
154.excel…………at/in
155.exception…….. To
156.excuse………. (Sb) for (sth)=forgive
157.excuse…….. For (=reason)
158.exemption…From
159.expose………(sth)to (sb)
160.encroach……….on/upon
161.expect……. (Sth)from (sb)
162.fail. ……………in
163.faith…………….. In
164.faithful…………. To
165.famous…….. For
166.fearful….. For (sb)
167.fearful…… Of(sth)
168.feed/live…..on(=eat)
169.fight……. With(sb)about/for (sth)
170.fill ……..(sth)with(sth).
171.fill…………..in(sth)
172.fit/unfit………..For
173.fond……………..of
174.fondness…….. For
175.free………from/of
176.frightened…….. At
177.full…………….of
178.fuss…about/over
179.fed up………..with
180.glad…….about (=happy)
181.glad…….of(=greatful)
182.glance………… At
183.good……at(=able to do sth well)skillful
184.good………….for(=suitable) convenient
185.grapple……. With
186.greatful…….to(sb)for(sth)
187.grief……. At/over
188.grieve…..for/over
189.guard…….Against
190.guilty…….. About
(=feeling ashamed because you have done sth that you know is wrong)
191.guilty…….. Of(=having done sth illegal)
192.harmful/injurious…..To
193.heir………..to ( sth)
194.heir……….of (sb)
195.hint………….at
196.hope……….. For
197.hope………..for/of
198.hopeful……….. About/of
199.hostile…………. To
200.habit……of(doing sth)
201.identical……. With
202.ignorant……… About/of
203.impact….. Of(sb)on(sth/sb)
204.impose……….. On
205.impress……. (Sb) with(sth)
206.impression……… On(sb)
207.impression….. Of(sth)
208.impressed….with/by
209.independent… Of
210.indifferent/callous……to
211.indispensable…… To(sb/sth)
212.indispensable…….. For(doing sth)
213.infected…….. With
214.infer…………..from
215.influence….. Over(=control)
216.influence…….. On/upon(=effect)
217.inform………….. Of
218.inquiry…….about/into
219.insight……… Into
220.insist…………..on
221.insistence…….on
222.interact……… With
223.interaction……… With (sb/sth)
224.interaction……. Between (two things or persons)
225.interested……. In
226.interfere……… In(=get involved)
227.interfere…….. With(=prevent)
228.invest…………….in
229.involved…………in
230.irrelevant…….. To
231.irrespective….. Of
232.meddle……….. In
233.keen…………….on
234.kind/cruel…….to
235.lack……………….of
236.lacking……………in
237.lament………..over
238.laugh……………. At
239.lead……………..to
240.leave……….for(a place)=go to
241.liable……. For(=legally responsible for paying the cost of)
242.liable…….. To(=likely to be punished by law for)
243.listen…………. To
244.longing (n)/long(v)……….for
245.look/stare/gaze…….at
246.lust……………….for
247 .march…………..on
248.married………….to
249.marvel……………at
250.meditate/concentrate……on
251.mourn………… For
252.nag………………..at
253.need/necessity….For
254.negligent………. In
255.nervous…About/of
256.notorious……. For
257.obedient………. To
258.object/objection…..to
259.oblige…..(sb)with(sth)
260.obliged….. To(sb)for (sth)
261.obsession…..with
262.obsessive… About
263.open…… To(sb/sth)
264.opportunity……for(sb/sth)
265.opportunity……for/of(doing sth)
266.part……………from(=leave sb)
267.part……with(=to give sth to sb else)
268.partial…………. To
269.partially…For(sth)
270.passion………..for
271.pertain…………..to
272.persist…..in(doing sth)
273.persist……..in/with(sth)
274.pleased……..With
275.pleasing……… To
276.popular……… With
277.pray……to(sb)for(sth)
278.prefer…… (Sb/sth)to(sb/sth)
279.preferable…….. To
280.pretext…………for
281.prevail……on(=persuade)
282.prevail…….over(=defeat)
283.prevent……. From
284.pride…………. In
285.prior…………… To
286.prohibit………from
287.prone………….. To
288.proud…………… Of
289.provide….. (Sb)with(sth)
290.provide……(sth)fo(sb)
291.pessimistic…… About
292.positive…….About
293.quarrel……..About(sth)
294.quarrel…. With(sb)
295.ready………… For
296.reconcile….. To(sth)
297.reconcile….. (Sth)with(sth)
298.recover(v)…..from
299.recovery(n)…from
300.refer…………… To
301.reference…….. To
302.rejoice….. At/over
303.related………… To
304.rely……………….on
305.remind…………..of
306.remorse……… For
307.request…………for
308.resemblance… To
309.resolve………….on
310.responsible…..for (sth)
311.restricted…….. To
312.rid………………..of
313.rob………………..of
314.resign……… From
315.search………… For
316.seek…………..for
317.senior/junior…….To
318.sensitive…… To/about
319.sequel……………to
320.short……………..of
321.similar………… To
322.smile/sneer/giggle…At
323.sorry………about/for
324.spend………….on
325.stick…… To(=to continue doing sth despite difficulties)
326.subject……….. To
327.submission…….to
328.suffuse……….with
329.succeed………… In
330.succession……..in
331.succumb………..to
332.suffer…………from
333.superior/inferior……to
334.supplement….. To
335.supply……. (Sth)to (sb)
336.supply…….(sb)with(sth )
337.surprised/shocked….At
338.suspect…….(sb/sth)of(sth)
339.suspicious…… Of
340.sympathize…with(sb/sth)
341.thankful …for(sth)
342.thankful….. To(sb)
343.thirst/hunger/desire………For
344.threaten……(sb)with(sth)
345.tired…………… Of
346.stick………….. Of
347.tremble…… With
348.true………………to
349.used……………..to
350.victory…… Over/against. 351.venue…………. For
352.wait……………..for
353.want……………..of
354.waste…….on(sth)
355.withdraw……from
356.wonder…… About (=think about)
357.wonder……… At(=be surprised)
358.worthy…………. Of
359.write…… (Sth)to(sb)
360.write….. In(ink/pencil)
361.write…….. With(a pen)
362.yearn…………..for
363.yearning…….. For
364.yield…………. On
365.yield…………..to
366.thrive………….. On
367.self-sufficient….in
368.debate……. on/with/for
Presentation
The topic is presented step by step
Step 1: The class teacher revises the previous topics
Step 2. He introduces the new topic
Step 3: The class teacher allows the pupils to give their own examples and he corrects
them when the needs arise
Evaluation :
Fill the gaps with the right prepositions
1. Professor Omole is an authority….. Economics
1. I prefer rice……. to amala
1. My bed is made….. Iron
 1. Divide the six apples………. the three boys
1. We are equal…… to the task

Features of Letters

Letter Writing: When writing a semi-formal letter, you must observe certain steps.
Take note of the following points in Mary’s letter-

1. The address and date: Notice the position and layout of the address. Here are
some examples of the way dates should be written:
1st February, 2007 2nd May, 2006 3rd July, 2009
2. The salutation: We usually start letters with Dear….
Note that in more affectionate forms: My dear Lizzy, the word dear does not start
with capital letter (Compare Dear Elizabeth)
3. The body of the letter: The letter is laid out in well-organised paragraphs. There is
an indentation at the beginning of each paragraph. Remember, marks are awarded
for sensible paragraphing.
4. The style of the letter: The language of the letter is semi-formal: it is very like
ordinary speech, but a little more grammatical. The semi-formal features of the
letter include the following. Can you find some examples in the letter?

 Informal expressions like don’t panic, etc

 Contracted forms like I’m and here’s.
 The use of dashes and Exclamation marks.

5. Ending the letter: The last paragraph of a letter should ’round it off’ in a suitable
way, and send greetings. The usual way of signing off is with the phrase Yours
sincerelyand your signature.
6. The signature: With semi-formal letter and informal letter, you just write your given
name. You do not print your full name under the signature in semi-formal or
informal letters – they know who you are!

Mary’s Letter

Informal Letter

Note these points about Tokunbo’s Letter

1. The address and date: Notice the position and layout of the address. Here are
some examples of the way dates should be written:
1st February, 2009 2nd March, 2006 3rd April, 2012
2. The salutation: We usually start letters with Dear…. and this begins with a capital
letter.
Use first name when writing an informal letter.
Note that in more affectionate forms: My dear Lizzy, the word dear does not start
with capital letter (Compare Dear Elizabeth)
 3. The body of the letter: The letter is laid out in well-organised paragraphs. Each
one has a topic. Marks are awarded for sensible paragragphing; In this letter, there
are five paragraphs. There is an identation at the beginning of each paragraph.
Decide which paragraph has the following topics:

 Offer of help
 Expressing sympathy
 What the writer knows
 Communications
 Concluding attempts to cheer Harriet up

4. The style of the letter: The language of the letter is informal: it is very like ordinary
speech, but a little more grammatical. The informal features of the letter include the
following. Can you find another example in the letter?

 Informal expressions like drop it in, (paragraph 3)

 Contracted forms like I’m (paragraph 3)

5. Ending the letter: The last paragraph of a letter tries to ’round it off’ in a suitable
way, – in this case, Tokunbo tries to cheer Harriet up. A common feature of such
letters is the one-liner at the end, which adds a personal touch. Other possible one-
liners in this context could have been:
God bless! Please don’t get too depressed
Much love!
Look after yourself, etc.

With informal letters (and even some formal letters when the writer is known to you) it is
always safe to end Yours sincerely (on a separate line – capital Y small s).
Depending on your relationship, other possibilities include: Yours ever and Much Love.

6. The signature: With informal letter, you just write your given name. You do not
print your full name under the signature in informal letter- they know who you are
without that!

Tokunbo’s Letter

Informal Letter

Informal Introductions

Sometimes we wear smart clothes, and sometimes we wear casual clothes.

When would you wear

 very smart clothes? (formal clothes)

 casual clothes? (informal clothes)
It is the same thing with language. We use different words on different occasions.

In threes, read the dialogue below. Betty and Amy are friends. Decide

 who is talking to whom

 on what sort of an occasion they are talking

Dialogue 1: Hi Amy! Have you met Philly? She’s the cleverest student in the class. But
don’t ask her how she does it!
Dialogue 2: Hi, Philly. Nice to meet you!
Dialogue 3: Nice to meet you, Amy. I’ve heard a lot of about you
Dialogue 4: Don’t believe a word of it!

When we introduce people to each other, we have two main jobs:

1. To convey important information about the people to each other.

2. To put everyone at their ease.

This means that we should mention both names clearly. In addition, it is helpful to include
an interesting or important fact about each person. This helps them to build a
conversation with each other.

For example:

 She/He is one of my oldest friends.

 He was the goalkeeper in yesterdays match.
 I believe you met her cousin in Enugu last month

Useful Expressions:

I’d like you to meet … He′s from….

Have you met my friend…? She′s …
I’d like to introduce…, who is….
Have you two met? Fela, meet Eze. Eze, this is fela.
Summary of Informal and Semi-formal Letters

Informal Letter

1. Your address

Top right hand corner, properly punctuated with full stops and commas

2. Addressee

Do NOT include the name, position and address of the addressee

3. Date
Below your address, you may follow either style as of formal letters

4. Salutation

Depending on the circumstances and relationship, Dear (first name/nickname) is

appropriate

5. Subject of the letter

Omit

6. Body of the letter

Paragraphs should be indented. The style should be appropriate: use colloquial language,
abbreviations, jokes etc

7. Complimentary Close

This goes at the bottom of the letter. Yours sincerely is always acceptable, followed by
your name or nickname. Variations are possible for very close relationships e.g. Your
friend, Your sister, Lots of love, etc.

Semi Formal Letter

1. Your address

Top right hand corner, properly punctuated with full stops and commas

2. Addressee

Do NOT include the name, position and address of the addressee

3. Date

Below your address, you may follow either style as of formal letters

4. Salutation

Depending on the relationship, any of the following might be appropriate: Dear Mr/Dr/Mrs
(name), Dear (first name)

5. Subject of the letter

Omit

6. Body of the letter

Paragraphs should be indented. The style should be appropriate for semi-formal letters.

7. Complimentary Close

This goes at the bottom of the letter. Yours sincerely is always acceptable, followed by
your name.

Assessment

Identify and name the types of Adjective in the following sentences

1. How much rise do you want to buy?

2. Those girls are wayward
3. Tolu has five red balls
4. I gave Chika my lunch
5. The fat man couldn’t walk through the tiny door
6. The English man paid 5 pennies for a cup of black coffee
7. The heavy blue round box was placed on the light table
8. The big fat black man ran as fast as his strong legs could carry him at the sound of
gun fire
9. The faithful dog brought back his master’s brown book

Answers

1. How – Interrogative Adj

2. Those – Demonstrative Adj
3. Five, Red – Descriptive Adj
4. My – Possessive Adj
5. Fat, Tiny – Adj of size
6. English -Adj of origin, 5 – Adjective of number, black – Adj of colour
7. Heavy – Adj of size, blue – Adj of colour, round – Adj of shape
8. Big – Adj of size, Fat – Adj of size, Black – Adj of colour, strong – Adj of Quality
9. Faithful – Adj of Quality, Brown – Adj of colour.

ESSAY ON THE PRIZE-GIVING DAY IN MY SCHOOL

Introduction

The prize-giving is an annual function in most of the schools. On this day prizes are given away to the
meritorious students of the school.

A day of great happiness

It is a day of great happiness for the students of the school. The students have a holiday. They have not
to prepare their lessons. But they come to the school earlier to decorate the school-building. Their joys
and enthusiasm know no bounds.
Preparations for prize-giving at my school

In our school, the 25th of February was the date fixed for the prize-giving this year. The function was
to begin from 3.30 p.m. everything was ready by 2 o’clock. The gate was decorated with arches, leaves
and flowers, in the hall chains of colored papers were hanging on the walls and from the ceiling.

Arrival of guests

The students took their seats in the hall at 3 o’clock. Then the invitees came one by one. The District
Magistrate had been invited to give away the prizes. He came punctually at 3.30 p.m. he was given a
warm reception by the teachers of the school. When he entered the hall everybody rose up and cheered
him.

The function

The function began with a welcome song by two boys of the school. After this, the secretary read out
the report of the school. It was a dull affair. While it was being read out, many people dozed in their
chairs. The reading of the report, however, ended and interesting part of the function began. Several
boys recited poems in Hindi, Bengali and English in melodious tones. They were much appreciated by
the audience. After this, a short one-act drama was staged. It was very interesting and humorous and the
audience was very much pleased. I also took part in the drama and my acting was liked by all. When it
was over, the headmaster requested the District Magistrate to give away the prizes. The District
Magistrate gave away the prizes and cheered up each boy as he proceeded to receive the prize. The
boys took the prizes, bowed down, and went back to their seats. Many boys received prizes. Some got
nice books, some a suitcase, some a torch, and so on. Many received prizes for standing first and
second in the last annual examination and many for their skill in games and sports. One boy received a
prize for good attendance. After this, the chief guest rose to make a speech. He advised the boys of the
school to do better next year and to take a little more interest in physical exercises. After his address,
the headmaster of the school thanked the chief guest and the visitors. The function ended with a closing
song.

Conclusion

It is a unique occasion in the life of students. It inspires them to study hard and show better results in
the examinations.

A SAMPLE

SHORT ESSAY ON THE PRIZE DAY AT OUR SCHOOL

The prize day at our school is a day of glorious celebration. Prizes are distributed among several
students who have achieved excellence in different respects in that year. It is observed every year in our
school.

The day has a special significance for the students and teachers. An aroma of pleasure runs everywhere
in the school campus this day. The school is decorated with flags and festoons. In the evening the
attractive decoration of electric light arrests everybody’s attention and creates an impression of a
paradise on the earth.
Many respectable ladies and gentlemen including the guardians of the students are invited to the
occasion. An important person is invited to the occasion for distributing the prizes.

This year the annual prize distribution was held on the 20th March. A dais was erected in front of our
school and was decorated with colorful flowers. Students made an attractive gate to greet the visitors
and the guest of honour.

Mr. Bose, the Editor of a newspaper, was invited as the Chief Guest. The meeting started with an
opening chorus by the students. The Head Master read the Annual Report of the school. In the report he
summarised the all-round performance of the students of our school.

Then the Chief Guest distributed the Prizes. Prizes were awarded to the students for regular attendance,
for general proficiency, for excellence in sports, etc. The winners came to the dais to receive prizes
from the Chief Guest one by one. They were cheered by the audience.

The distribution of prizes was followed by an impressive speech by the guest of honour. He encouraged
the students to be ‘brave and hard-working. He also spoke a few words about such virtues as honesty,
discipline and punctuality. He adored the winners and told others not to be disheartened.

The meeting ended with a vote of thanks to the Chief Guest and others. The students entertained the
guests with a one-act-play and then with a group-dance. The prize day of our school was a grand
success.

WEEK: 3 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, pupils should be able to

1. Speech work: Consonant contrast /s/and /3/

2. Grammar: The simple sentence
3. Literature Recommended text.
KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT:

SPEECH WORK: /s/and /3/

sip, cease, kiss, piece, purse, ice, icing = /s/
treasure, pleasure, vision, casual, visual, beige = /3/
Write out five words for each sound that have the sounds
1. /3/ = _____________________________________________
2. /s/= _____________________________________
Assignment:

Grammar
Simple Sentences

A simple sentence has the most basic elements that make it a sentence: a subject, a verb, and a
completed thought.

Examples of simple sentences include the following:

1. Joe waited for the train.

"Joe" = subject, "waited" = verb

2. The train was late.

"The train" = subject, "was" = verb

3. Mary and Samantha took the bus.

"Mary and Samantha" = compound subject, "took" = verb

4. I looked for Mary and Samantha at the bus station.

"I" = subject, "looked" = verb

5. Mary and Samantha arrived at the bus station early but waited until noon for the bus.
"Mary and Samantha" = compound subject, "arrived" and "waited" = compound verb

Tip: If you use many simple sentences in an essay, you should consider revising some of the sentences
into compound or complex sentences (explained below).

The use of compound subjects, compound verbs, prepositional phrases (such as "at the bus station"),
and other elements help lengthen simple sentences, but simple sentences often are short. The use of too
many simple sentences can make writing "choppy" and can prevent the writing from flowing
smoothly.

A simple sentence can also be referred to as an independent clause. It is referred to as "independent"

because, while it might be part of a compound or complex sentence, it can also stand by itself as a
complete sentence.

USE OF SIMPLE PRESENT AND PAST TENSE OF COMMON VERBS IN SENTENCES

Use of Simple Present and Past Tense of Common Verbs in Sentences

What are verbs?

Verbs are doing words. They are words used to refer to actions which could either be ongoing or in the
past.
When it about what someone is doing, it is Present tense.
Let us see some examples.

He runs

She cooks

They write
What is Past Tense?
Past tense tells us what people, animal did. Past tense is used to refer to an action that has been done.
Examples:
 My mum cleaned the living room
 She washed her clothes
 I brushed last night
 The dog waited for Ravia
 He closed the gate
Present tense Sentences
1. Smile She smiles really well
2. Cook Tobi can cook
3. Read Read your book
4. Chase They chase the rat into the bush
Past tense Sentences
1. Talked Obama talked confidently at the event
2. Baked Steve baked my birthday cake
3. Watched I watched that movie last night
4. Pushed We pushed the truck out of the road
QUIZ
Make simple sentences with the following verbs.
1. Play
2. Enjoy
3. Clean
4. Type
5. Live
Change the following to past tense verbs.
1. Walk
2. Dance
3. Move
4. Climb
5. Brush
READING
The Four Villages.
Tortoise was fat and greedy.

He always liked to eat. He lived near our villages. He liked to eat in each village.
He called his four children. They gave him four ropes around his stomach. He gave one rope to each
child. “Go to the villages,” he said. “When the food is ready, pull the ropes.”
Tortoise went to sleep. The food was ready in the first village. The first child pulled the rope and
tortoise woke up. He started to walk to the first village. He was hungry. Then food was ready in the
other villages. All the children pulled the ropes at the same time. Tortoise could not move. He could not
go to any of the villages. He could not eat. He was very hungry. Greedy Tortoise became thin.
Vocabulary Development
Now, let us find out the meaning of the emboldened word in our passage about tortoise.
Greedy: wanting more than you really need.
In the passage, tortoise wanted more food and because of his greediness he became thin.
So, you see it is not good to be greedy like Mr. Tortoise.
You must be satisfied with what you have and not want more when you don’t need.
Comprehension Questions.
1. What was Tortoise like? Answer: Tortoise was fat and greedy.
2. What did the children give Tortoise?
3. Where did he tie the ropes?
4. Where did the children go with the ropes?
 5. What did the first child do when the food was ready?
6. What did Tortoise do?
7. What did the other children do?
8. Why did Tortoise become thin?

LISTENING AND SPEAKING

Expressing Ownership; Using possessive pronouns as singulars and plurals correctly.
Look at the pictures. Complete the sentences. Use the words in the box.
 Amado rides a blue car.
It is _____ car.
 They are neighbors.
This is ____ house.
 The landlord built the house.
This is _____ house.
 Nelson is Mary’s brother.
Mary is ____ sister.

TOPIC: COMPOSITION - AT THE BUS-STOP

PART 1 EXAMPLE

A bus stop is an interesting place. There are always passengers at the bus stops. During the
peak hours there is a huge rush at the bus stops. I go to my school by bus,

Yesterday I reached the bus stop a little earlier than usual. There was a great rush at the stop.
Some people were standing in a queue. Some people were standing all around. Everyone
was in a hurry.

Some people were talking. Some were reading newspapers. Some were discussing politics.
Some were discussing about the law and order problem, while others were discussing about
the rising prices.

As soon as the bus arrived, all the passengers ran to board it. There was pushing and pulling.
The queue was broken. I could not get into the bus. The bus took a few passengers and
moved on.

After sometime another bus on the same route came. It was also packed. Somehow, I was
able to get inside the bus. There was no place even to stand properly.

I got down after four stands. I have to face this problem every day. Buses are always
overcrowded during peak time.

PART 2 – SAMPLE

Every morning, I wait at a bus-stop near my flat to take a bus to school. It is always very crowded.
While waiting for the bus, I usually observe the people at the bus-stop. Some of them I have come to
know by sight.One person who caught my attention is a tall and thin man wearing thick glasses. He
always drops his files whenever his bus is coming. I guess that is because he is over-anxious to board
the bus. Another person I have noticed is a shabbily-dressed old woman. Every morning, she carries
one big bag full of pieces of cloth to the bus-stop. Once, she came with two big bags instead of one
and she got stuck in the door of the bus. Luckily, the kind man with the thick glasses helped her to free
herself. However, he dropped his files again while doing so. There is also a rude school-boy who
always pushes his way up the bus instead of queuing up like the other passengers. This angers the
other passengers. Once, he tried pushing his way past the old lady with the big bag. To my
amusement, he was almost knocked down by the fat bag. There are indeed interesting things to note
at a bus-stop if only one is observant.

EVALUATION: Tell or write about your experience at the bus stop

ASSIGNMENT: write an essay 190 words about your experience at any bus stop in or
outside your area

ASSIGNMENT: Identify the position of /s/ sound in each of these words:

(i) Swiss (ii) disband (iii) fancy (iv) case (v) circle (vi) scheme (vii) psalm
(viii) sent (ix) parcel (x) snuff

WEEK: 4 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, pupils should be able to

1. Speech Work: Contrast vowel /^ / and /a:/

2. Grammar: Quetion6 tags.
3. Reading comprehension.
4. Composition- informal letter.
5. Literature Recommended text.

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT:

GRAMMAR: QUESTION TAGS

CONTENT:
A question tag is a type of question often found at the end of a statement. It is used
to change a statement or sentences to a question when it is added. Question tag is
 a common device in conversation which is aimed at making a statement and at
once ask the listener to confirm it.

THE RULES OF QUESTION TAG

1. Positive statement attract negative question tags (i.e. question tags with ‘not’).
Example are (a) He is early this morning isn’t he? (b) You can swim very well, can’t
you?
2. Negative statement attract positive question tags (i.e. question tags without;’ not’).
Example (a) he isn’t early this morning, is he? (b) You can’t swim very well can
you?
3. The auxiliaries or helping verbs repeat themselves in the tag. Examples: (a) He has
finish the work hasn’t he? (b) She will sing on Sunday, won’t she?
4. Other verb (main or lexical) use ‘do’ in the tag. Example (a) Joseph called you
yesterday didn’t he? (b) Mary and Yetunde always sing a song don’t they?
5. The subject in the tag is always a pronoun and a reflection of the subject in the
statement or sentences of which it was added. Example: (a) Kunle always smokes
cigarette doesn’t he (b) You don’t care for you mother, do you?
6. The positive forms ‘need’ and ‘dare are rarely used in the affirmative with question
tags but when so used, they are treated as full or main verb. Example (a) you need
to cone earlier don’t you? (b) We need to ask him don’t we?
7. “I am” usually has the tag “aren’t “I and ”used to” has a question tag with “did”.
Example (a) I am your friend aren’t I? (b) She used to take her to the poultry didn’t
she?
EVALUATION: Add question tags to the following statement

1. The president has done very well---------------?

2. Lagos isn’t a clean city---------------------?
3. Taiwo should rise to the occasion-----------------?
4. He will have to work hard------------------?
5. Student who are lazy don’t pass--------------?

SPEECH WORK:

TOPIC: VOWEL CONTRAST /ᴧ/ AND /a:/

Content:

/ᴧ/ /a:/
 Come calm

Cut cart

Hut heart

Dunce dance

Must mast

Sum psalm

Roughed raft

EVALUATION: transcribe the following words and identity the following sounds /ᴧ/ and /a:/

1. Heart 2. Clerk 3.bark 4. Buck 5. Hum 6.

Harm
6. Barred 8. Bud 9. Lark 10. Luck
/

ASSIGNMENT: transcribe any ten word of your choice for the vowel contrast /ᴧ/
and /a:/

COMPOSITION :

TOPIC: INFORMAL LETTER

Letter writing is an act of communicating information, feelings, ideas or opinions to
somebody who is absent or resides in a distance. A letter should contain full details of the
issue one is writing about in order to bring about the same reaction that would have
occurred if the message contained in it had been a spoken one.
TYPES OF LETTER WRITING
i. Informal letter
ii. Semi formal letter
iii. Formal letter

INFORMAL LETTER
An informal letter is also known as personal letter. These are letters written to a close
relative, friends and close ones.

FORMAT OF INFORMAL LETTER

1. Address of the writer and date: this must be well – punctuated. The address must
appear on the top right hand corner of the page.
Example:
36, Adebayo Street,
Abule – Egba,
Lagos.
24th May, 2015.
Greeting/salutation: this is usually “Dear” plus the first name of the person you are writing
to e.g. Dear Tolu, Dear John. This is so because informal letter must reflect the cordial
relationship between the writer and the receiver.
Complimentary close: ‘Yours sincerely’: is the most appropriate. Followed by the writers
first name. Example:
Yours sincerely,
Dupe.

EVALUATION: write a letter to your father asking him to send you some money, give
him three reason for your request.

ASSIGNMENT: Write a letter to your friend living outside the country telling him/her
three reasons why you like your school.

WEEK: 5 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, pupils should be able to

1. Speech work: Nasal sound /m/ /n/ and / ɳ /

2. Grammar- personal & possessive pronoun
3. Composition- formal letter.
4. Literature Recommended text.
KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT:

SPEECH WORK:
 TOPIC: NASAL SOUND / m n, ɳ/

CONTENT: These sounds are described as nasals because air flows out through the
nose as they are produced. They are peculiar in the sense that their sounds come out
entirely through the nasal cavity.

/m/ /n/ /ɳ/

Man neat sing

Mock new ring

Some snow wrong

Bossom annoy long

Summer can hanging

Mess cleaner shrunk

GRAMMAR:

TOPIC: PERSONAL AND POSSESSIVES PRONOUN

The pronoun is a word used in place of a noun to avoid repetition and monotony in speech
or writing. In replacing the noun however, the pronoun must reflect gender and number of
the noun.

TYPES OF PRONOUN

Pronouns replace noun perfectly and perform the roles the nouns they replace and
perform.

a. PERSONAL PRONOUN: These refers to the person or thing that is involved in the
action either as subject or object. The pronouns also have singular and plural forms
while they also reflect the first person, second person and third person.

Singular plural

First person I, ME WE, US

Second person YOU YOU
Third person HE/SHE/IT THEY
HIM/HER/IT THEY
Example: She scolded them

I kicked him
 They surprise me with their conduct.

b. POSSESSIVE PRONOUNS: These show possession or ownership of items. These

pronouns also have two forms. One form functions as adjectives and are known as
pronominal adjective while the other functions as pronouns and are known as such.

Pronoun adjective pronoun / adjective

1st person MINE MY OURS OUR

2ND person YUORS YOUR YOURS YOUR

3RD person HIS/HERS HIS/HER/ITS THEIRS

Example: This pen is mine (pronoun ‘mine’ is subject complement)

This is my pen (adjective ‘my’ modifies the noun ‘pen’).

COMPOSITION:

TOPIC: FORMAL LETTER

CONTENT

EVALUATION: What are the features at formal letter?

ASSINGMENT: Write a letter to your class teacher stating three reasons why you won’t
be in school neat week.

WEEK: 6 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, pupils should be able to

 1. Speech work: Vowel /æ / and / ӡ:/
2. Grammar- Reflexive and Relative pronoun.
3. Reading-Expository Essay(Why student fail examination).
4. Literature Recommended text.
KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT:

SPEECH WORK

TOPIC: VOWEL /ӕ/ and /ӡ:/

CONTENT:

/ӡ:/ /ӕ/

BIRD BAD

SHIRT SAT

SEACRCH CASH

STERN STAND

TURN TALL

EVALUATION: Write out 10 words each for the following sounds /ӕ/ and /ӡ:/

ASSIGNMENT: TRASCRIBE TEN WORDS OF YOUR CHOICE AND IDENTIFY

THESE TWO PHONETIC SYMBOLS /ӕ/ and /ӡ:/

COMPREHENSION

TOPIC: READING AND ANSWERING QUESTION IN NEW OXFORD ENGLISH FOR

JUNIOR SECONDARY SCHOOLS 3

GRAMMAR

TOPIC: REFLEXIVE AND RELATIVE PRONOUNS

The pronoun is a word used in place of a noun to avoid repetition and monotony in speech
or writing. In replacing the noun however, the pronoun must reflect gender and number of
the noun.

TYPES OF PRONOUN
Pronouns replace noun perfectly and perform the roles the nouns they replace and
perform

REFLECTIVE PRONOUN: These pronoun refers to reflect the subject of the

sentence and also shows emphasis. They have ‘self’ ending for the singular and
‘selves’ for the plural.

Singular plural

First person MYSELF OURSELVES

Second person YOUSELF YOURSELVES
Third person HIMSELF/HERSELF/ITSELF THEMSELVES

Example: The man killed himself

I did the work myself
People sometimes talk to themselves

RELATIVE PRONOUN: The relative pronoun are used to describe or modify an

antecedent noun and also to introduce the subordinate clause to the main clause.
The pronouns include WHO, WHOM, WHOSE, WHICH, THAR, WHERE, WHEN
AND HOW.
Example:
I. The man who helped him has come.
II. The boy whom I told you about is crying.
III. The girl whose father died in an accident wanted to assist me.
IV. I saw the book which he wrote.
V. She knows the boy that stole the money.
VI. We suspected how it must have happened.
VII. That was the time when I came in.
VIII. Mama went to the place where she first met father

EVALUATION: USE THESE PRONOUNS IN SENTENCES

I THEY OURS HERS YOURS

ASSIGNMENT
 NEW OXFORD ENGLISH JSS3 PAGE
CONTENT:

EVALUATION: list out the examples of reflexive and relative pronouns and use them in
sentences.

COMPOSITION:

TOPIC: EXPOSITORY ESSAY

EVALUATION: What are the steps to good expository essay.

ASSIGNMENT: Write a composition on why student fail examination.

WEEK: 7 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, pupils should be able to

Speech work: Vowel /ɔ:/ and /ɔ/

1.
Grammar synonyms.
2.
Reading and Comprehension.
3.
Expository- drug addiction.
4.
Literature Recommended text.
5.
KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT:

GRAMMAR

TOPIC: SYNONYMS

CONTENT:

Synonyms are words that are similar or nearly the same in meaning. For example,
killing is a deliberate act that causes somebody/something to die. It may mean murder,
assassination, slaying, suffocation, strangulation, hanging, manslaughter, and
bloodshed, butchery, taking life or destruction. However, a closer look at each word
shows a form or manner of causing death which is different from the others. This
example is to show that no two words means exactly the same thing in English
language. Each word has its own peculiar shade of meaning although it can be used in
some situations to replace another word.

HOW TO RECOGNISE SYNONYMS

1. Look at the context or environment in which a word is used by relating the word to
others in the sentence and in the options given. i.e. try to interconnect the word with
the surrounding elements.
2. Apply your knowledge of word – formation to unravel the meaning of some of the
given words.
WORDS SYNONYMS

BLUDER MISTAKE, ERROR

BEAUTIFUL HANDSOME, PRETTY

CHANGE ALTER

BATTLE WAR, FIGHT

BANISH EXILE

CONTENTMENT SATISFACTION

CONTAGIOUS INFECTIOUS

DOUBT SUSPECT

ASTONOINISHMENT WONDER, SURPRISE

DESIRE WAIT, WISH, NEED, YEARN

GRATEFUL THANKSFUL

ILLEGAL UNLAWFUL

EVALUATION: Give the synonyms of these words:-

1. Redress

2. Bravery

3. Anger

4. Defend

5. character

ASSIGNMENT:- Give the synonyms of these words and use them in sentences.
1. Contagious
2. Famous
3. Oral
4. Possible
5. Ancient
COMPOSITION

TOPIC : EXPOSITORY

SPEECH WORK

TOPIC: VOWEL /ᴐ:/ AND /ᴐ/

/ᴐ:/ /ᴐ/

Cork cock

Cord cod

Forks fox

Nought knot

Naught knoffy

Odd awed

Port pot

Shorn shone

Nought not

Short shot

Sport spot

Taught tot

Dawn don

EVALUATION:- Transcribe any ten words of your choice from the proactive words
above and identify the vowel /ᴐ:/ AND /ᴐ/

ASSIGNMENT:- Give ten words contrast of these sounds /ᴐ:/ AND /ᴐ/

COMPREHENSION:- Reading a passage in New Oxford course for J S S 3

WEEK: 8 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, pupils should be able to

1. Speech work: Vowel /u/ and /u:/

2. Reading and Comprehension.
3. Grammar – Demonstrative pronoun.
4. Argumentative essay (Teachers are better than farmers in a society) .
5. Literature Recommended text.
KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT:

SPEECH WORK

TOPIC:- VOWELS /U/ AND /U:/

/u/ /u:/

Look luke

Full fool

Pull pool

Could cooed

Wood wooed

Should shooed

Bull blue

EVALUATION:- Write out ten words each for these sounds /u/ and /u:/

ASSIGNMENT: Transcribe the following words and identify the sound /u/ and /u:/
(i) Value (ii) Tuesday (iii) sugar (iv few (v) fruit (vi) stood (vii) refuse (viii) butcher
 COMPREHENSION:- Reading and answering questions on a comprehension
passage

GRAMMAR:

TOPIC: DEMONSTRATIVE PRONOUNS

DEMONSTRATIVE NOUNS: These pronouns incudes THIS, THAT, THESE, AND

THOSE. They are used to point out specific persons, places or objects.

‘THIS” and “THAT” are used for singular, while ‘THESE’ and ‘THOSE’ are used for
plural. ‘THIS’ and ‘THESE’ are used for object that are near ‘THAT’ and ‘THOSE’
are for object that are far.

Example :
This is my sister.
These are my sisters
That is my school
Those are the goats he bought.

EVALUATION:- Use the following nouns in sentences: THIS, THAT, THESE, AND
THOSE.

ASSIGNMENT: list out the demonstrative pronouns and write out five sentences
identify the demonstrative pronouns in them.

COMPOSITION

TOPIC:- ARGUMENTATIVE ESSAY

EVALUATION: What are the steps to a good argumentative essay?

ASSIGNMENT: You have been invited to take part as the chief speaker in a
debate on the topic TEACHERS ARE BETTER THAN FARMER IN A SOCIETY.
Write your speech.

WEEK: 9 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, pupils should be able to

1. Speech work: Vowel / ə/

2. Grammar-Active voice and passive voice.
3. Reading & Comprehension.
4. Composition- structure writing
KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT:

SPEECH WORK: VOWEL /Ә/

CONTENT:- This sound is a neutral vowel. It is used to represent the weak form of
other vowel sounds. It is also used when a sound is a combination of a vowel and a
consonant e.g water /wᴐ:tӘ/

The vowel is a short version of the /ӡ:/ sound (vowel number eleven). One peculiar
feature of this vowel is that it is always found in unstressed syllables. That is, it never
has any stress wherever of occurs.

Examples are: - common spelling of /Ә/ sound (i) initial position e.g. agree,
about, alone (ii) middle position e.g. comfort, contain, column (iii) final position
e.g. measure, Africa, sailor

EVALUATION: Transcribe the following words and identify the vowel /Ә/ (i) manner (ii)
library (iii) other (iv) Wonder (v) forward

ASSIGNMENT: Transcribe the following words and identify the vowel /Ә/ (i) backward
(ii) harder (iii) sector (iv) failure (v) potato (vii) captor (viii) quiet

GRAMMAR

TOPIC: ACTIVE AND PASSIVE VOICE

EVALUATION: Change the following active voice into the passive voice.
 1. The visitors saw the principal.
2. The doctors saw all the patients
3. Four men liffed the load.
4. The steward served the food
5. Ade drove the car.

ASSIGNMENT: Change the following sentences into Active voice.

1. Rice was eaten by Jennifer.

2. Bread was sold by Kola.
3. A new bible has been bought by Mrs Essien
4. The bell is being runs by Falade.
5. Ten eggs have been laid by the hen.
COMPREHENSION

CONTENT: Reading and answer questions in a passage in new oxford course for
junior secondary school 3.

WEEK: 10 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, pupils should be able to

1. Speech work: Consonant contrast /w/ , /s/ , /j/

2. Grammar- Adverbs.
3. Reading & Comprehension.
4. Composition- Debate
KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT:

SPEECH WORK

/w/ warm, linguist, queen, qualm, guava, banquet, win, wipe

/s/ sip, cease, kiss, piece, purse, ice, icing
/j/ yam, Europe, ewe, yes, you, yeast, new universe
Evaluation: Write ten examples for each of the consonant sounds above.

GRAMMAR: Adverbials and the present tense

The basic function of adverbials is that of modification. Adverbial modify verbs, adjectives
and other adverbs. Examples

Adverbials as modifiers of the verb.

i. John ate hurriedly (modifies ate)

ii. The children were playing in the field (modifies were playing)

As modifies of adjectives E.g.

i. We watched a very funny film (modifies funny)

ii. This work is good enough (modifies good)
iii. The man is highly intelligent (modifies intelligent)

Other adverb that can modify adjectives are: very, pretty, rather, unusually, quite,
unbelievable deeply.

As modifies of other adverbs. Examples:

i. Amina cooks really well (modifies well)

ii. They walked fast enough to get there on time (modifies fast)
iii. Our new neighbour drinks very heavily (modifies heavily)

ASSIGNMENT

Write five adverbial expressions and states its functions.

TITLE: ARGUMENTATIVE ESSAY / DEBATE

Introduction: An argumentative essay is one that makes student to carefully consider an
issue which has two sides to it and which has two sides to it and prove that one side has
more merit than the other. It is like a debate in which you have to decide the one that has
more merit than the other. Generally, topic in this category demand that you observe the
following:
(a) Prove a point
(b) Express an opinion
(c) Strike a balance between two side of an issue

TITLE: Herbal Medicines are more potent than orthodox medicine

Guideline in handling this essay
Firstly, make sure you are really convinced about the side you are supporting i.e. the side
you truly believe in.
Secondly, do not draw general conclusion from only one example or a few point. To reach
a convincing conclusion, you would need a number of points at least three or four.
In addition, do not be illogical in your arguments so be sure that your points can support
the conclusion you want to reach.
Finally, have many good points at your disposal, for and against. Note that for every point
you have for an argument, there is most likely to be another points against.
More on essential tip

ASSIGNMENT
Write nothing than 200 words on the topic: TRADITIONAL MEDICINES ARE MORE
POTENT THAN SYNTHETIC MEDICINES

WEEK 10: REVISION

WEEK 11: EXAMINATION.

WEEK 12: EXAMINATION.