SUCCESSGATE INTERNATIONAL SCHOOL

Motto: RAISING AND EXCELLENT PRODUCTIVE GENERATION

LESSON NOTE
EDUCATOR’S NAME:

SUBJECT: ENGLISH – STUDIES

CLASS: BASIC 8 / GRADE 8 / J.S.S. 2

TERM: THIRD TERM ( 3RD TERM )

SESSION: 2023 – ACADEMIC – SESSION

 SUBJECT: ENGLISH – STUDIES CLASS: JSS 2

SCHEME OF WORK 3RD TERM LESSON NOTE

WEEKS TOPICS / CONTENTS . Learning Objectives: By the end of the lessons, students
should be able to:
1 LESSON ONE: Revision of Second Term Work and Examination. LESSON TWO:
SPEECH WORK: Revision of Stress Intonation. LESSON THREE: GRAMMAR: The use
of conjunctions – Although and whereas as contrasts. LESSON FOUR: Reading and
comprehension (Reading to understand the Writer’s purpose by identifying the key words in
a selected passage. COMPOSITION: A review of formal letters and informal letters
LITERATURE –IN-ENGLISH: Review of literacy terms and figures of speech. ( Metaphor,
Simile , Personification, Irony Hyperbole WORDS OF THE WEEK: Atheist , difference ,
twelfth, pronunciation, mischievous , colleague, miniature, perseverance, atheist,
withhold, imitate
2 Speech work: /p/ , /b/ /h/ , /d/, /k/ , /g/. Grammar- using despite and inspite . Reading and
Comprehension: Reading to summarize the key ideas from different paragraphs
Composition- Review of Essay writing. Literature-in-English – Myths and Legends.
WORDS OF THE WEEK: Inoculate, desperate, defy, vehicle, indict, homophone,
absence, definitely , definite, receive
3 Speech work: Consonant contrast /tf/ and /s/ Grammar- The use of Have, Has and Had .
Reading and Comprehension-Reading to know Authors intention in a selected
passage Composition- Topic- Pride Goes before a fall Literature-in-English –
Characterization, themes etc. Write a simple story on Honesty and Fair play. WORDS
OF THE WEEK: Potatoes, bellwether, publicly, humorous, marshmallow, committed,
extreme, erroneous, achieve, advice
4 Speech work: Consonant sounds /Ө/ and /ɚ / Grammar- Synonyms using adequate
examples. Reading and Comprehension – Reading to identify words expression
Composition- Topic- The responsibilities of government . Literature – Use
recommended text on prose – writing simple poem on laziness. WORDS OF THE WEEK:
- Dilemma, Site, Recommended, Colonel, Controversy, Presence, Dumbbell, License, (verb)
Caribbean, Relevant
5 Speech work: Consonants /w/ and /j/ Grammar- Antonym using adequate examples.
Reading and Comprehension- Vocabulary development A reading passage on
Entertainment Composition- Topic- A Memorable Journey I once made. Literature-in-
English – Identification of moral import , setting , plot in recommended prose text.
WORDS OF THE WEEK: - Niece, In spite, referred, proof, separate, surprise, principle, sight,
concede, embarrass
6 Speech work: Contrasting vowels /u/ and /u:/ Grammar- The Use of causative verbs for
example blacken- to cause to become black Reading and Comprehension Vocabulary
Development (Words associated with religion) Composition- Writing a dialogue
Literature-In-English – read recommended text on drama, figures of speech in
recommended drama text. WORDS OF THE WEEK: Fulfill, usable/useable, skillful,
indispensable, auxiliary, original, beautiful, quarantine, personnel , tyranny
7 Mid- Term break / Mid-term Test
Speech work: Contrast between vowels /ᴧ/ and /e/ Grammar- Adverbs of places. Reading
8 and Comprehension. Composition- Topic- The day I would not like to
rememberLiterature-in-English – Use the recommended text on drama – discuss major
scenes and incident in the play ( book read). WORDS OF THE WEEK: underrate, gauge,
supersede, cemetery, abstinence, advantageous, brochure, caffeine, undoubtedly , gruesome
9 Speech work: Contrast between /æ/ and /a:/ . Grammar – Adverb of time Reading
and Comprehension: A short passage on Human right. Vocabulary development- Words
 associated with Human rights. Composition- Argumentative Essay/ Debate- Village life
is better than city life Literature-in-English- Review on recommended drama text
book. WORDS OF THE WEEK: Brochure, Caffeine, Undoubtedly, Gruesome, Acreage,
Precede, Prophecy, Queue, Soliloquy, Hygiene
10 Speech work: Consonant and vowel sounds differentiated. Grammar – Review of
Prefix and Suffix. Reading and Comprehension: Review of week 2. Composition-
Topic- The Rich also Cry Literature-in-English- Prose- plot, setting, main characters
(themes), characterization, diction. WORDS OF THE WEEK: soliloquy, fascinate, auxiliary,
conscience, unnecessary, thug, jobbery, assassination, sustenance, continuous
11 – 12 Speech work: Review of the consonant sound S with emphasis on /s/ and /z/
1.
Verb- Introduction to active voice and passive voice
2.
Reading and Comprehension: Reading to make meanings from spatial description.
3.
Vocabulary development- AIR TRANSPORT.
4.
Composition- Expository essay
5.
Literature-in-English- Prose- plot, setting, main characters (themes),
6.
characterization
WEEK-11 WORDS OF THE WEEK: In spite, in fact, at times, playwright, preferred,
unforeseen, consensus, mischievous , misspell, pastime, separation
WEEK:-12 WORDS OF THE WEEK: Vacuum, sergeant, preferred, questionnaire, savvy,
spaghetti, somersault, terrain, vengeance, veterinarian, eulogy
13 EXAMINATION
14 EXAMINATION

REFERENCES
1. Effective English Text Book. J.S.S1 . Michael Montgomery et al.
2. Count Down English. Revised Edition. O. Ogunsanwo et al.
3. Creative and Guided Composition for Senior Classes. C.O Odetola
4. New Oxford English for Junior Secondary School 2. Bu Ayo Banjo et at.

WEEK: 1 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

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

WEEK ONE (REVISION

1. LESSON ONE: Revision of Second Term Work and Examination.

2. LESSON TWO: SPEECH WORK: Revision of Stress Intonation.
3. LESSON THREE: GRAMMAR: The use of conjunctions –
4. Although and whereas as contrasts.
5. LESSON FOUR: Reading and comprehension (Reading to understand the
6. Writer’s purpose by identifying the key words in a selected passage.
7. COMPOSITION: A review of formal letters and informal letters
8. LITERATURE –IN-ENGLISH: Review of literacy terms and figures of speech. ( Metaphor, Simile ,
Personification, Irony Hyperbole

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards
CONTENT: REVISION – CONJUNCTION, FORMAL/INFORMAL LETTER

INTRODUCTION

What is intonation?

Intonation and stress are closely linked. In fact, it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when
speaking, in other words, the music of the language.

Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the
voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise,
anger, interest, boredom, gratitude, etc.). Intonation, therefore, indicates the mood

The stress pattern of a word is the way all the syllables are stressed in it. There can be main and
secondary stress, or unstressed sounds.

STRESS PATTERN

Stress pattern can be represented as:

STRESSED

KEYboard

conDUCT

comPUter

MIcrophone

eduCAtion

personNEL

TOtally

inDUstrial

toMAto

fanTAstic

WRIting

BEAutiful

LESSON EVALUATION : The students are ask to

1. Utter each expression with the correct stress.

2. Pronounce words correctly.

3. Put stress in correct places, according to the meaning intended.

4. Read sentences with correct pronunciation and Intonation patterns.

5. Read sentences using correct pronunciation, rhythm and intonation.

GRAMMAR CONJUNCTIONS:

A conjunction is a word that joins parts of a sentence together. Examples: And, but, or, because, so.

The conjunctions but and although/though connect ideas that contrast. Whereas is also used but it is not
as common: The new city hall is amazing but it's going to cost a lot. He's quite short, whereas his sister is
tall.

Example sentences:

I want to come, but I can't.

She is smart and beautiful.

Would you like a cat or a dog?

He didn't pass the test because he didn't understand the subject.

We were hungry, so we ordered pizza.

The word "conjunction" comes from the Latin word conjungere (join together)

Interjections:

An interjection is a short sound, word or phrase used to express the speaker's emotion.

Examples: Oh! Look out! Ow! Hey! Wow! Ah! Um...

Example sentences:

Wow , that's amazing!

Ah , that was a good meal.

Um ... I'm not sure what to say.

Oh dear ! What happened?

Hello! How are you doing?

Well, that's an option too.

The word "interjection" comes from the Latin word interjicere (throw between).

– ASSIGNMENT

Look at the word in BOLD. Indicate the part of speech they belong to

1. I like ice-cream. Part of speech:

2. Daniel is moving to Florida. Part of speech:

3. The cat keeps fighting with the dog. Part of speech:

4. Hey , this is mine! Part of speech:

5. He bought a new hat and a new shirt. Part of speech:

6. She handled it very smoothly. Part of speech:

7. This is the most beautiful view I've ever seen. Part of speech:

8. You should be able to fix it. Part of speech:

9. Obviously , you will not be alone. Part of speech:

10. Hi , it's good to see you. Part of speech:

11. Reading is important. Part of speech:

12. This is for you. Part of speech:

13. He is the best in the area. Part of speech:

14. He probably hates himself now. Part of speech:

15. He is good looking, but is he smart? Part of speech:

16. I am ready. Part of speech

CONTENTS OF THE LESSON

FOCUS LESSONS

1. Understanding the writer’s purpose(s) in a passage, e.g. To persuade, inform, convince, irritate, annoy,
please, entertain, dissuade, stimulate thought or indoctrinate.

2. Identifying the purpose of the writers in selected passages on contemporary issues, e.g. Inflation,
HIV/AIDS, risk factors in food, first aid, environmental issues, mobile communication, corruption, road
safety, etc.

LESSON PRESENTATION

TEACHER’S ACTIVITIES: The teacher,

1. Presents and discusses selected passages.

2. Guides students to identify key words that point to the author’s purpose/intention in a given passage.

3. Guides students through questions and prompting to identify expressions that might indicate the author’s
intention or purpose in a given passage.

4. Asks students to work in groups to identify the intentions of writers in selected passages and make
presentations at the end of the lessons.

5. Exposes students to extensive practice using varied materials.

STUDENT’S ACTIVITIES: The students,

1. Read and identify key words that points to the author’s intention in a given passage.
2. Answer teacher’s questions on how to identify the author’s intention in a given passage.

3. Work in groups to read and identify the intentions of the writers in selected passages and make
presentations at the end of the lesson.

4. Practice extensively using varied materials presented by the teacher.

LESSON EVALUATION: Students to,

1. Identify correctly key words that point to the author’s intentions in a given passage.

2. Accurately identify different expressions signifying author’s intention in selected passages and

3. Recount their prior experience to infer the intentions of author’s in selected passages.

THEME – READING

TOPIC 2 – READING TO IDENTIFY THE MEANING OF WORDS IN VARIOUS CONTEXTS

INSTRUCTIONAL MATERIALS

1. Various passages

2. Course books

3. Newspaper and magazine cuttings

4. Other relevant materials

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

1. Explain, using clues provided by the surrounding words to arrive at the meaning of the target word and

2. List other possible words that can fit into the context.

CONTENTS OF THE LESSON

FOCUS LESSONS

Reading for meaning of words in various contexts through:

 Clues provided by surrounding words.

 Alternative words that can fit into the context.

LESSON PRESENTATION

TEACHER’S ACTIVITIES: The teacher,

1. Guides students to read selected passages and use the surroundings words/sentences or prior
knowledge to explain the meaning of target words.

2. Guides students to think about the alternative words to replace the target words.

3. Guides students to use prior knowledge and experience to identify the meaning of target words.
4. Explains that sounds of some words can signal meaning.

STUDENT’S ACTIVITIES: The students,

1. Explain meaning of target words using clues from surrounding words/phrases/sentences.

2. Give alternative words/phrases to target words.

3. Use context, prior knowledge and experience to figure out the meaning of words.

LESSON EVALUATION: Students to,

1. Explain the meaning of some words (using the clues provided by the surrounding words to arrive at the
meaning of the target words) and

2. List other possible words that can fit the context.

TOPIC: VOCABULARY DEVELOPMENT

CONTENT: AIR TRANSPORT
1. Helicopters
2. Hot air balloons
3. Blimps
4. Gliders
5. Hang gliding
6. Parachuting
7. Airplanes
8. Jet
9. Domestic flights
10. Economy class
11. Cabins
12. International flights
13. Travellers
14. Boarder

EVALUATION: Use your dictionary to discover the meaning of the following

GENERAL EVALUATION:
1. Describe your favorite sport.
2. Write ten sentences identifying the verbs therein.

Topic: Informal, Semi-Formal and Formal Letters (Revision).

Content:
The teacher reminds the students that:
a. Informal letters are private or personal letters. They are letters we write to people who are very
familiar to us such as our parents, friends, classmates etc.
FEATURES OF AN INFORMAL LETTER
1. Writer’s address and date
2. Salutation e.g. Dear Efe,
3. Introduction
4. Body of the letter
5. Conclusion
6. Subscript, Yours friend,
b. Semi-formal letters are letters we write to people who are not totally strange to us but are not close
enough to us to deserve personal letters. E.g our teachers, family doctor, priest etc. The semi-formal letter
is more related to the informal letter than to the formal letter.

FEATURES OF A SEMI-FORMAL LETTER

1. Writer’s address and date
2. Salutation e.g. Dear Mr. Eze, Dear Mrs Jones,
3. Introduction
4. Body of the letter
5. Conclusion
6. Subscript, e.g. Yours sincerely,
c. Formal letters are also called official or business letters. They are written to people in their official
positions. They are people we do not know personally, e.g. Local government chairmen, commissioners,
etc.

FEATURES OF A FORMAL LETTER

1. Writer’s address and date
2. Receiver’s address
3. Salutation e.g. Dear Sir, Dear Madam
4. Heading or topic or title e.g. Application for the Post of a Teacher; Invitation to a Religious Seminar
etc
5. Body of the letter
6. Conclusion (usually very short)
7. Subscript e.g. Yours faithfully,
(Signature)
Writer’s full name.
Evaluation:
a. Write a letter to your elder brother who is schooling at home, telling him your problems in school and
asking him to help contact your parents.
b. Write a letter to the director of your school, telling him why you cannot resume with your mates on
your resumption day.
Reading Assignment: Read more on the topic from Exam Focus.

LITERATURE-IN-ENGLISH

The revision on literary terms

A simile is a comparison between two unlike things using words 'like' or 'as' while metaphor is a
comparison between two words but without using 'like' or 'as'. Personification involves giving human
qualities to non-living things, while hyperbole is an exaggeration.

WORDS OF THE WEEK: Atheist , difference , twelfth, pronunciation, mischievous , colleague,

miniature, perseverance, atheist, withhold, imitate

WEEK: 2 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

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

 1. Speech work: /p/ , /b/ /h/ , /d/, /k/ , /g/.
2. Grammar- using despite and inspite .
3. Reading and Comprehension: Reading to summarize the key ideas from different paragraphs
4. Composition- Review of Essay writing
5. Literature-in-English – Myths and Legends

KEY VOCABULARY WORDS:

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

CONTENT:

Speech work

/p/ - peer, pack /b/ - beer , back /t/ - team , tip /d/- deem, dip

/k/- cap, cot /g/- gap, got

TITLE: CONSONANT /t/ and /d/ OR /p/ & /b/. – at the initial and final position.
INTRODUCTION: What is a consonant?

Consonant is speech sound which is produced with the obstruction of airstream. The obstruction could be
partial or total. When consonant like /P/ is produced, the flow of air is obstructed by the lips. The obstruction
here is called total obstruction because the flow of air is completely obstructed for a while. The important
thing about the production of a consonant, therefore, is that there is always a degree of obstruction of the
airstream from the lungs. The degree of obstruction of the air is one of the three important factors used in
classifying the English consonant /P/ to articulate this sound, the upper and lower lips are brought together
to obstruct the flow of airstream from the lungs. This obstruction does not last long as there is an immediate
release of the air pressure which builds up. There is no vibration of the vocal cords while /P/ is produced. In
all, /P/ is a voiceless bi-labial plosive.

Pronounce the following words where /P/ occurs at the beginning or end of the word:

Initial Position Final Position

Pat trap

Pin nip

Pus sup

Pool loop

Pack cap

/b/ – The of articulation of /b/ is similar of /P/. The lips are brought together to obstruct the air which is
released with an explosive sound. The only different between /P/ and /b/ is that the vocal cords vibrate
during the production of /b/ while they do not for /P/. that is why /b/ is voiced bilabial plosive.

The only spelling symbols for /b/ is “b” but “b” is not pronounced in some words especially where it
comes before “t” or when it occur after “M” art the end of a word. Example of such words are: “debt”,
“doubt”, “lamb” and “bomb”.

Pronounce the following words with /b/ at the initial and final position.
Initial Position Final Position

Bud dub

Bat tab

Bin nib

Bon nob

Bat tab

Bomb mob.

/t/ – To produce /t/, the tip of the tongue is in contact with the alveolar ridge and this contract obstruct the
flow of air. On immediate release, the air pressure escapes with the usual sound. There is no vibration of
the vocal cords since the glottis is wide open. This consonant is therefore, a voiceless alveolar plosive.
There are many spelling symbols for /t/ and they are as follows:

“t” as in ten, tenth, talk

“tt” as in letter, little, settle

“th” as in Thames, think, thought

“ed” as in looked, hooked, cooked.

The “t” is not actually pronounced in words like “Christmas” “castle, wrestle, listen.

/t/ at the initial and final position.

Initial Position Final position

Tone note

Ten net

Tub but

Tell let

Tap pat

Tip pit

Take kate.

/d/ – The production of sound “d” involves the tip of the tongue in contact results in a total obstruction of
airstream which is, however, released immediately with an explosive sound. The vocal cords vibrate as /d/
is produced. While /t/ is a voiceless alveolar plosive. The spelling symbols, for /d/ are “d” as in “did” and
“ed” as in “moved”.

This consonant is almost always pronounced wherever is occurs in a word like “handsome”.
 Pronounce the following word with /d/ at the initial and final positions:

Initial Position Final Position

Dam mad

Don nod

Down wound

Dog god

Deal lead.

Assignment

Give two words each on the following sounds at the initial and final positions: /t/, /d/, /b/, /p/.

LESSON TWO : GRAMMAR

TOPIC: USING DESPITE AND INSPITE (with adequate examples)

Despite: This is used to show something happened or is true, although something else might have
happened to prevent it. Synonymously, it is used with “inspite” for instance (a) He had to laugh despite his
failure

(b) Her voice was shaking despite all effort to control it,

(c) Despite applying for hundreds of jobs he is still out of work.

(d) She was good at Mathematics despite the fact that she found it boring.

Despite (as preposition)

1. Regardless of: Although he might travel been prevented by something e.g. The mission blasted off
today, despite the security effort.

2. Contrary to: It indicates that something is done unexpectedly or unintentionally. E.g. She was
wounded deeply despite all effort to rescue her.

It can be further used as inspite of, regardless of, not withstanding, (formal) in the face of (slang) even with,
even though, although etc.

Assignment: Write five sentences using “despite”.

LESSON THREE : READING AND COMPREHENSION.

TITLE: Reading to summarize the key ideas from different paragraphs.

REFERENCE BOOK: New Oxford Secondary English Course BOOK 2 for Junior Secondary School page
132 and 133.

TITLE: The Ojo’s Family

Passage A and B.

Instruction: Student should answer correctly the exercise below.

LESSON FOUR

LITERATURE-IN-ENGLISH

TOPIC: MORE ON MYTHS AND LEGENDS

SUB-TOPIC: THEMES IN POPULAR MYTHS AND LEGENDS.

Traditionally, myth is a story about gods or a contrived fable which contain truths beyond scope of reason.
The legend on its own, is an oral tale of past heroes, passed from generation to another generation.
Legends are based on the history of people.

Assignment

Ask your parent at to narrate an ancient story, while you write it down on your own.

Themes in Popular Myths and Legend

Myth is an ancient story of a race based on its early beliefs passed down from generations, especially on
natural events. Have you ever heard of your great grand-father, a powerful hunter, who killed an elephant
with a mere cap or single-handedly subdued a community and destroy its people? This is an example of a
Legend.

Oral – Literature

Orality folk tale/song

Folklore

Oral Poetry Legend myth

Comparing Myths and Legends

A myth is a story from ancient times, especially one that was told to explain natural events or to describe
the early history of a people while a legend could also be a story from ancient times, that describes early
history and feats accomplished by some specific persons. A myth might have no real scientific proof but a
legend could be traced.

WORDS OF THE WEEK: Inoculate, desperate, defy, vehicle, indict, homophone, absence,
definitely , definite, receive
WEEK: 3 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

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

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

2. Grammar- The use of Have, Has and Had .
3. Reading and Comprehension-Reading to know Authors intention in a selected passage
4. Composition- Topic- Pride Goes before a fall
5. Literature-in-English – Characterization, themes etc. Write a simple story on Honesty and Fair
play

KEY VOCABULARY WORDS:

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

CONTENT:

TOPIC: CONSONANT SOUNDS / ò//

/ò/- in the production of this sound, it involves the tip blade and sides of the tongue. The contact between
the sides of the tongue and the upper sides create the groove through which the air stream escapes with a
frictional noise.

The blade of the tongue is raised toward the hard palate while the font part makes a light contact with the
alveolar ridge. There is no vibration of the vocal as the consonant is produced. /ò/ is therefore, a wireless
palate – alveolar fricative and it has many spelling symbols which are listed below:

“sh” as in shop

“s” as in sure

“ci” as in special

“c” as in ocean

“ch” moustache

“ti” as in nation

“ss” as in mission

/ò/ at initial and final position

Initial position final position
Shack cash
Shall lash
Shop posh
Shore passion
Sure douche
Champagne bash

/ / this consonant is voiced palate- alveolar fricative which has the same process of articulation as /s/
except that the vocal cords vibrate as it is produced.

In other words, / / is the voiced counterpart of the voiceless /ò/. It is important to note that, / / does not
usually occur at the beginning or end of a word except in a few words of French origin. The spelling
symbols for / / are as follows:
“ S” as in usual
“Z” as in seizure
“Si” as in vision.
/ / occurs at the medial position
Usual, vision
Measure leisure
Seizure evasion
Cohesion decision
Erosion confusion.

Assignment

Identify the following sounds. Write appropriate symbols. See the examples

Word Initial Consonant

e.g barn / b/

Now do the following pure: , chassis,ship , march,pig ,chip .

Speech Work: Distinguish /ʧ/ and /∫/.

Listen for the differences in the pronunciation of these words.
/ʧ/ /∫/
Batch bash
Chop Shop
Catch Cash
Chip Ship
Cheap Sheep

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

LESSON TWO: GRAMMAR

TITLE: USES OF HAVE, HAS, AND HAD

These are primary auxiliary verbs.

A. HAS: It is used with the third person singular in sentences in the past participle.

The past tense is had. e.g

1. He has eaten the food

2. She has swept the room

3. Mr. Okoro has bought a car

4. The director has travelled.

B. HAVE: It is used with the pronouns such as: I, we, you, they, and plural nouns in sentences
involving past participle. The past tense is had. Example:

1. I have gone there

2. All girls have slept

3. We have just arrived

4. Have you done the work?

HAD: It is the past tense of has and have. This is the singular and the past form of Have and Has: It also
involved the use of past participle e.g (1) He had an urge meeting with the board of directors.

(ii) She had a terrible accident yesterday

(iii) If she had not been disobedient, he wouldn’t have got himself into trouble.

(iv) Mr. Okoro had failed as a teacher.

Assignment

Form two sentences each using has, have, and had.

LESSON THREE- READING AND COMPREHENSION

Reading and comprehension

Reading to infer the author’s intention in a selected passage.

Reference: New Oxford English for Junior Secondary School 2. Bu Ayo Banjo et at.

Unit 8, Page 74 – 75.

TITLE : THE ATMOSPHERE

INSTRUCTION : Answer the comprehension questions below.

LESSON FOUR – LITERATURE-IN-ENGLISH

COMPOSITION

TOPIC: “PRIDE GOES BEFORE A FALL”

There lived a king in Agala village who love to give her daughter out in marriage. Many suitor has
volunteered to do whatever the king will ask them to do in order to win the princess as a golden wife.
 The first test was that all man who had proposed to the princess should come to the place and
dance to the village common drum beat”. From ten competitive, only two came out successful.

One of them is a hunter while the other one is a porter. The hunter brags with the porter that he will
win the next competition. The porter was quiet, believing God is the only one that grants success.

The hunter went round the village to please come to his house to celebrate with him in advance,
because he is very sure that the next competition will be won by him. He spent virtually all he had to cook
and give people food to eat. On the other hand, the porter was calm; some even mock the porter as a poor
non-entity man, who is trying what cannot be possible to him ever in life. Some even advised him to resign
or give up for the hunter. The porter says nothing, but rather believes in God for his achievement

On the final D-day, in the king palace, the king on its own before any man arrival, covered up two
big items with white clothes and no man, know what is there.

After little entertainment by the cultural group of the village, the king called out “Abike” her daughter
to move near the two objects covered and stand there.

The king then informed the villagers that today’s competition is simple, that whatever is under the
clothes “Abike” will open will be her husband. Abike was ordered by her father to please open, luckily for
the “Porter”, Abike open the cloth and everyone sees a big pot well designed and so, the king pronounced
the porter a winner. So the hunter was ashamed and went to his house disappointed, but the porter
jubilates for his victory and there conclude that “It is good to be humble because pride goes before a fall.

WORDS OF THE WEEK: Potatoes, bellwether, publicly, humorous, marshmallow, committed,

extreme, erroneous, achieve, advice
WEEK: 4 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

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

1. Speech work: Consonant sounds /Ө/ and /ɚ /

2. Grammar- Synonyms using adequate examples
3. Reading and Comprehension – Reading to identify words expression
4. Composition- Topic- The responsibilities of government
5. Literature – Use recommended text on prose – writing simple poem on laziness

KEY VOCABULARY WORDS:

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

CONTENT:

LESSON ONE: SPEECH WORK:

TOPIC: Consonant sound /Ө/ and /ɚ / think / father, mouth/ lather

/Ө/ – This consonant is pronounced with the tip of the tongue in a light contact with the incisors while the
airstream passes through the mouth. The vocal cords do not vibrate as this process takes place so that the
consonant is a voiceless dental fricative.

Note: This dental fricative does not exist in Nigeria languages. So learners of English in Nigeria
therefore, find it difficult to pronounce / q/ properly. The only spelling symbol for this consonant is “th”.

/Ө/ at the initial and final positions.

Initial Position Final Position

Thank pith

Thorn path

Through oath

Thick earth

Think cloth

Thin breath

Thief wrath.

Now pronounce the following words, paying attention to contrast between /Ө/ and /ɚ / .

/ t/ /ɚ /___
 Team theme

Tank thank

Tick thick

Torn thorn

Tin thin

/ J/ to pronounce this consonant, the tip of the tongue makes light contact with the incisors while the
airstream, passes through the narrowing between the tongue and the incisor with some frictional noise. The
vocal cords vibrate as /J/ is a voiced dental fricative. Since this consonant does not exist in Nigerian
languages, Nigerian learners of English usually experience some problem in pronouncing it. This problems
results in such wrong pronunciations as “day” for “they” and den for “then”. To avoid these faulty
pronunciation therefore, learners should follow or improve on articulatory procedure described above. The
spelling symbol for /J/ correctly, there is an additional problem of knowing when to pronounce / q / and
when to pronounce /J/ since both consonant have the same “th” spelling. There is no established rule to
guide the learners but you may have noticed that some people usually pronounce “th” at /t/ in specific
situations and pronounce the same “th” as /d/ in other situations where such people pronounce “th” as /t/,
the correct pronunciation is /q /. In other situations where the pronounce “th” as /d/, the correct
pronunciation is /J/.

“thin” pronounced / qin/ and not /tin/

“three” pronounced /qri:/ and not /tri:/

“then” pronounced /Jen/ and not /den/

“thine” pronounced /Jain/ and not /dain/.

/J/ at the initial and final position.

Initial position Final position

Than with

That loathe

This soothe

Those breathe

Then bathe

Though mouth.

Assignment

Make five word at initial and final position of the consonants /J/ and /q/. / /Ө/ and /ɚ /
LESSON TWO: GRAMMAR

TOPIC: SYNONYMS -Lesson note

Synonyms are words which have similar, or almost the same meanings. Remember, however, that no two
words in English mean exactly the same thing and can be used in exactly the same contexts. When we say
that two words are synonyms, we mean that they are similar in many contexts. Example

Words Synonyms

1. Prosperity – Success, wealth, plenty, welfare.

2. Happiness – joy, pleasure, delight

3. suffering – heartache, affliction, distress, agony.

4. Friendship – concord, fellowship, friendly, family, relations.

5. arrive – come, reach, get there.

6. silent – still, calm, peaceful, quiet.

7. plan – scheme, design, programme

8. odour – smell, aroma, fragrance

9. succeed – be effective, accomplish, achieve, win.

10. depart – go, quit, leave.

ASSIGNMENT - PICK THE CORRECT OPTION TO REPLACE THE UNDERLINE SYNONYMS .

1. Jude defest the behavior of his father. (a) likes (b) hates (c) imitate (d) promotes (e) incite

2. His reaction to my advice was positive. (a) negative (b) vicious (c) doubtful (d) evasive (e)
encouraging.

3. He is very optimistic that we will win the match. (a) disconsolate (b) prophetic (c) uncertain (d)
hopeful (e) exceptional.

4. His suggestions on how to deal with the problem was found very invaluable (a) useful (b) unrealistic
(c) impossible (d) necessary (e) useless.

LESSON THREE- READING AND COMPREHENSION

Reading And Comprehension

Reference: – New oxford for junior secondary school course Book 2. By Ayo Banjo eta al.

– Reading to signal or redirect attention to main point Unit Nine (9) – page 89-90

Instruction: Answer the comprehension questions below.

LESSON FOUR

TOPIC: THE RESPONSIBILITIES OF GOVERNMENT.

What is government? Government is referred to as an act of governing because it is a body vested

with supreme power of the affair of a state.

FUNCTIONS (RESPONSIBILITIES)

The following are the functions of government

1. Law Making: Government is responsible for making law in a country to ensure peace and
orderliness.

2. Provision of Social Amenities: They provide amenities like: electricity, potable water, health care,
education etc.

3. Defence of Country: They defend the country against external aggression.

4. Maintenance of Law and Order: They maintain law and order through government agencies such as
police.

5. Protection of lives and property: Government is also responsible for protection of lives and property.

Other responsibilities are: provision of unemployment, formulation and implementation of policies, external
affair functions, administration of justices, promotion of economic activities etc.

ASSIGNMENT

Give brief explanation to the following responsibilities of Government.

(i) provision for unemployment

(ii) promotion of economic activities.

ASSIGNMENT

Summarize the first two paragraph in three sentences.

LESSON FIVE (5):- Literature – in – English

COMPOSITION OF POEM.

(LAZINESS).

Assignment:–

Compose at least two stanza of a poem on the topic: Laziness with possible rhyme scheme.
WORDS OF THE WEEK: - Dilemma, Site, Recommended, Colonel, Controversy, Presence, Dumbbell, License,
(verb) Caribbean, Relevant

WEEK: 5 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

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

1. Speech work: Consonants /w/ and /j/ .

2. Grammar- Antonym using adequate examples.
3. Reading and Comprehension- Vocabulary development A reading passage on Entertainment
4. Composition- Topic- A Memorable Journey I once made.
5. Literature-in-English – Identification of moral import , setting , plot in recommended prose
text

KEY VOCABULARY WORDS:

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

CONTENT:

Topic: (Consonant Sound) /w/ and /j/

/w/ – To articulate this sand the back of the tongue is raised towards the soft palate by a position slightly
higher than it takes for the production of /u:/.

At the same time, the lips are as rounded as they are for /u:/ while the vocal cord vibrate. Although the
upper and the lower lips do not make any contact as to abstract the flow of air, /w/

Is described as a voiced bilabial consonant. The spelling symbols for /w/ are as follows:

“w” as in well

“wh” as in when

“qu” pronounced /kw/ as in quick.

Here are the less common spellings occur in words like: “one”, “once”, and “choir”.

Pronounced the following words in which /w/ occurs.

Wear Swear Swim

Wise Twice Twine

When Dwarf Dwell

Way Swell Squach

Queen Always Toward

/j/ – In the production of /j/, the front part of the tongue is raised toward the hard palate to a position slightly
higher than it takes for the production /i:/ the lips are spread while the vocal cord vibrate so that /j/ is a
voiced palatal consonant /w/ and /j/ are called semi vowels because they shared the features of /ui:/ and /I:/
– besides, these sounds are called “glides” because the tongue glides immediately to the position for the
production of the vowels after them. /j/ due do not occur at the middle and final position. You should not
confuse the sound /j/ which represents the letter, “ y” and the letter ”j” which represents the sound /d/. The
spelling symbols for /j/’ are as follow.

“j” as in yet

“ew” as in few

“eau” as in beauty

“ui” as in suit

“u” as in tune

/j/ at the initial position

Yard, you, yen, yet, yours, yoke, year, yaw, yet, young, yes

Consider the following on /j/

New/nju:/

Queue /kju:/

Human /hju: m2n/

Huge /hju:d /

Use /ju:z/

Humid /hju:mid/

Fuse /fju:z/

Assignment

Transcribe the following words correctly as studied in this lesson.

(i) feud` (iv) year

(ii) use (v) stew

(iii) hew

LESSON TWO: GRAMMAR

 TOPIC: ANTONYMS

Antonyms are words which do not resemble each other in any way. Examples:

(i) Love – hate

(ii) Safe –dangerous

(iii) smooth – coarse

(iv) clean – dirty

(v) peaceful – warlike

(vi) strength – weakness

(vii) good – bad lent

(viii) rager – reluctant

(ix) success – failure

(x) importance – trial

There are several ways of charging the meaning of words to the opposite. The commonest method is to
use prefixes. Example

Dis – disqualify, disbelieve, disapprove, disobey, disappoint, disconnect, disfavor, disloyal, displace.

Un – uncertain, unable, uncomfortable, unauthorized, unbroken, unclean, unconscious, unequal.

In- inadequate, inexperienced, incomprehensible, incompetent, incomplete, incoherent, invalid

Ir- irrational, irrecoverable, irregular, irrelevant, irresponsible.

Im – immobile, immodest, immoral, immortal, immature, immaterial.

Il- illegal, illegible, illegitimate, illiterate, illogical

ASSIGNMENT

Give the antonyms of the following words : (i) admiration (ii) abyss (v) miserly.

LESSON THREE (3)

READING AND COMPREHENSION

TOPIC: THE DICTIONARY / PLOT AND SETTINGS

Theme: This refers to the central or main idea that is discussed in a work of friction. It is the major
message in the work. The themes of hard work, courage and humility are discussed in the “Village Boy”;
the theme of corruption in “The Incorruptible judge”
Plot: This is the organization of events in a literary work. The organization is done following the principle
of cause and effect. A plot could either be linear or complex.
Setting: This refers to the totality of the environment of a story. It refers to the period, place, situation,
atmosphere, etc, of a story.

REFERENCE: New oxford English for Junior Secondary School.

BOOK 2.Unit II. Page 108-109

Instruction: Answer the comprehension question below

Assignment

Write five uses of dictionary

LESSON FOUR(4): COMPOSITION N

TOPIC: A MEMORABLE JOURNEY ONCE MADE

It was 3rd of August 2013 to be precise, I travelled with my uncle to Cotonou. I was informed by my uncle to
get prepare for this journey to visit a friend since it is a break time from school. I was very happy and
packed my clothes and other useful materials being the first time, I woke up very early, get prepared and
my uncle came to pick me at exactly 7:00am.

On our way, we got to Badagry Boarder where my uncle showed his passport and mine to the
Custom officers. We were allowed to go immediately. After about 30 minutes drive, we got to Cotonou and
not too long, I saw their airport, very big, decent, beautiful and fascinating> I wish to stop by and view walk
around it, but because of the far distance, we are still going mu uncle couldn’t grant my request.

Cotonou is a big country, with the little I could see, the motorcycle in their uniform looking decent,
their market are well kept and neat. There is no avenue for street boys or vagabans. The roads are well
tiled and clean. I saw companies and factories, schools, relaxation centres hotels, churches, stadium and
theatre Hall. There is not selling by the road side unlike Nigeria. There is no haWEEK ing on the road,
except in the garage.

To cut the long story short, Cotonou is a descent, beautify country. We finally got to my Uncle’s
friend house. It took good care of us and after the third day, we travelled back to Nigeria. I wish I remained
there or revisit the place one more time.

WORDS OF THE WEEK: - Niece, In spite, referred, proof, separate, surprise, principle, sight,
concede, embarrass

WEEK: 6 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

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

1. Speech work: Contrasting vowels /u/ and /u:/

2. Grammar- The Use of causative verbs for example blacken- to cause to become black
 3. Reading and Comprehension
4. Vocabulary Development (Words associated with religion)
5. Composition- Writing a dialogue
6. Literature-In-English – read recommended text on drama, figures of speech in recommended
drama text

KEY VOCABULARY WORDS:

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

CONTENT:

LESSON ONE: SPEECH WORK:

TOPIC: CONTRASTING: VOWEL/U/ AND /U:/

/U/: This is a short vowel which may be described as a back vowel even though the tongue part used fr the
articulation is nearer the centre than the back of the tongue. The lips are rounded while the jaw is in a
“close” position. This vowel has the following spelling symbols.

“O” as in woman

“OO” as in foot

“OU” as in could

“U” as in put.

/U:/ : The long /U:/ is articulated with the back of the tongue raised to a height just below the close “position
while the lips are rounded. If you pronounce “WOO”, the oral cavity become narrow as the lips are rounded
while the back of the tongue is raised. It is not difficult to pronounce this vowel because many Nigerian
languages have a vowel that can be approximated to the English /U:/. However, it is not easy to identify the
spelling symbols for the long /U:/ because the vowel has many spelling symbols. The various spellings
symbols are listed below:

“O” as in do

“OO” as in spoon

“ew” as in chew

“eau” as in beauty

“U” as in rule

“Ue” as in fruit

“iew” as in view

“Oe” as in shoe

“Ou” as in you.
 Contrast between /U/ and /U:/

/U/ /U:/___

Foot food

Could cooled

Full fool

Pull pool

Hood hewed

Wood wooed

ASSIGNMENT

Indicate the shape of the lips when you pronounce the vowels in the following words.

(i) took

(ii) wood

(iii) dog

(iv) pet

(v) teach

LESSON TWO – GRAMMAR – CAUSATIVE VERBS

Causative Verbs : Structures & Examples

The causatives are the verbs that are used to indicate that one person causes another person to do
something for the first person. One can cause somebody to do something for him/her by asking, paying,
requesting, or forcing the person.

Causative Verbs:

 Have
 Get
 Make

This kind of verbs constitutes different structures for their sentences.

Have

Structure 1:

Subject + have (any tense) + object (usually person) + base form of verb + . . . .

Example:
John had Alex clean the bedroom.

He always has me do his work.

Mary will have Alex prepare her homework.

Structure 2:

Subject + have (any tense) + object (usually thing) + past participle form of verb + . . . .

Example:

John had his car washed.

He always has his work done.

Mary will have her homework prepared.

Get

Structure 1:

Subject + get (any tense) + object (usually person) + infinitive + . . . .

Example:

John got Alex to clean the bedroom.

He always gets me to do his work.

Mary will get Alex to prepare her homework.

Structure 2:

Subject + have (any tense) + object (usually thing) + past participle form of verb + . . . .

Example:

John got his car washed.

He always gets his work done.

Mary will get her homework prepared.

Make

‘Make’ is stronger than ‘have/get’. It constitutes only one structure as it does not take anything ‘passive’ as
its object.

Subject + make (any tense) + object (always person) + base form of verb + . . .
Example:

Robert made me beat that little child.

He always makes me do his work.

Mary will make me prepare her homework.

I made him wash my car.

He makes me laugh whenever I am down.

Note: According to the grammar rules and structures, there are two more similar verbs that are not
causative verbs by definition but they constitute similar sentence structures.

Those two verbs are:

 Let
 Help

Let

‘Let’ means ‘allow/permit’ but the use of ‘let’ in the sentence is different from these words.

Structure:

Subject + let (any tense) + object (always person) + base form of verb +. . .

Example:

Robert let me escape the prison.

Let me go. (Subject ‘you’ is hidden)

The teacher let the students discuss among themselves.

I let him drive my car.

Let’s (let us) laugh and live a happy life.

The verb ‘permit’/’allow’ does not follow this structure. It follows the regular sentence pattern of English
language.

Subject + permit/allow + object + infinitive + . . . .

Example:

John allowed him to drive his car.

He always allows him to do that.

The teacher allowed me to sit for the exams.

Help

Help is not actually a causative verb either but is generally regarded as a causative verb because of its
grammatical use in a sentence. It has two structures.

Structure 1:

Subject + help (any tense) + object (usually person) + base form of verb +. . .

Example:

Robert helped me escape the prison.

He helps me prepare my presentations.

The teacher had helped the students understand a complex theory.

I helped him learn driving.

It will help you move on.

Structure 2:

Subject + help + object + infinitive + . . . .

Example:

John helped him to lift his car.

He always helps me to find my stuff.

The teacher helped me to understand the topic.

COMPREHENSION

TOPIC: VOCABULARY DEVELOPMENT (WORDS ASSOCIATED WITH RELIGION)

INTRODUCTION: What is religion?

This is the belief in worship of a superhuman controlling power, especially a personal God or gods.

There are many words that is associated with religion, these are: doctrine, worship, Animism
denomination, fanatical, atheist, shrine, church, Mosque, bible Quaran, temple, synagogue, pulpit,
congregation, Pastor, Imam

Assignment

Use your dictionary to find appropriate meaning the above words associated to religion mentioned
in the class.

COMPOSITION
TOPIC: WRITING A DIALOGUE (A Play)

The Arrest of Prince Aole.

REFERENCE: New Oxford for Junior Secondary Schools Bk. 2, page 189 – 192.

Assignment

Answer the question based on the story read, in page 193 No. 1 – 7b.

WORDS OF THE WEEK: Fulfill, usable/useable, skillful, indispensable, auxiliary, original, beautiful,
quarantine, personnel , tyranny

WEEK: 7 MID-TERM BREAK MID-TERM TEST OPEN DAY

WEEK: 8 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

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

1. Speech work: Contrast between vowels /ᴧ/ and /e/

2. Grammar- Adverbs of places.
3. Reading and Comprehension
4. Composition- Topic- The day I would not like to remember
5. Literature-in-English – Use the recommended text on drama – discuss major scenes and
incident in the play ( book read)

KEY VOCABULARY WORDS:

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

CONTENT:

/ᴧ/ - Just , Bunch , Subtle

/e/ - Jest , Bench , Settle

TOPIC: CONTRAST BETWEEN VOWELS/É: /Ù /

/É:/ This vowel is a long back vowel which is produced by raising the back of the tongue to a height where
the jaw is between the “half-close” and “half –open” position. The lips are rounded. It is important to
remember or not that /É:/ is a long vowel which should not be pronounced as if it is similar to the short /D/.
The common spelling symbols are:

“al” as in talk
 “aw” as in saw

“oar” as in board”

“or” as in sport

“ore” as in core

“oor” as in door

“ou” as in bought

/Ù/ – For the articulation or production of the centre of the tongue is raised while the jaw is “open” . The lips
are neutrally shaped. The usual spelling symbols are as follows:

“U” as in hut

“O” as in come

“OU” as in young

“OO” as in blood

“Oe” as in does.

Contrast between /Ù/ and /É:/

/Ù/ /É:

Hut hot

Cut cot

Cup corp

Luck lock

Surg song

Stuck stock

Assignment

Write five words that shows contrast between /Ù/ and /É:/.

LESSON TWO (2): GRAMMAR

TOPIC: Adverb of place.

INTRODUCTION: An adverb modified a verb. That is, it tells us how a verb does its work. Example: Slowly
quickly, attentively, wisely poorly etc.

Adverb of Place
 It is tells us where an action happened. Nowhere, everywhere, here, there etc.

Example:

1. Alade lives here (Here, telling us where Alade lives).

2. Samson came here last week (adverb of place, telling us where Samson came)

3. They hid the car in an underground garage.

4. They found if where you left it.

5. The old man lives downstair

Assignment

Write five sentence that shows an adverb of time and underline appropriately.

LESSON THREE: READING AND COMPREHENSION

TOPIC: THE PAPER COOKING POT

REFERENCE: New Oxford English Course. For Junior Secondary School. Book 2, Unit 14 page 135 – 136.

Instruction: Answer the following comprehension question No 1 -8.

LESSON FOUR: COMPOSITION

TOPIC: THE DAY 1 WOULD NOT LIKE TO REMEMBER

Long time ago, I was in primary one toward the end of term, my father’s house caught fire and the
whole house burnt to rubbles. Many valuable things perished as we all rushed out of the house and stood a
fat to see the whole house burning, and precious electronics were blowing out in the furnace.

It happens we were all in the kitchen towards the back of the house, when someone ran in to inform
us to run for out fear lives. At first, we were all confused not knowing which way to go: Not too long, we saw
fire with flame, we all ran as we escaped far to another residence. My immediately younger brother was
almost burnt in the fire, but thanks be to God who had mercy on him to escaped on his own to a safe hand.
My family stood afar as we weep and say over the last property. As the fine extinguisher arrived, the whole
house is already burnt. In all, we appreciate God we all escaped safely out of the house. This is the day I
will not like to remember in my life.

Assignment.

Write a story not less than 200 words on the same topic “The day I would not like to remember”.

WORDS OF THE WEEK: underrate, gauge, supersede, cemetery, abstinence, advantageous,

brochure, caffeine, undoubtedly , gruesome

WEEK: 9 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

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

1. Speech work: Contrast between /æ/ and /a:/

2. Grammar – Adverb of time
3. Reading and Comprehension: A short passage on Human right
4. Vocabulary development- Words associated with Human rights
5. Composition- Argumentative Essay/ Debate- Village life is better than city life
6. Literature-in-English- Review on recommended drama text book

KEY VOCABULARY WORDS:

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

CONTENT:

The main distinction between these two sounds is that /æ/ is shorter than /ɑ:/, but the mouth position is
also different – the reason that doctors say “Say ah” is that /ɑ:/ uses a wide open mouth. as in had and hard

/æ/ /a:/

Back bark

Pack park

Elementary / Pre-Intermediate

back bark
fat fart
had hard
hat heart
jazz jars

Intermediate

bad bard
ban barn
cad card
cant can’t
ham harm
match March
pack park
pax parks

Upper-Intermediate

cabs carbs
cap carp
cat cart
chat chart
lack lark
mad marred
mash marsh
mat mart
pat part
tap tarp

Advanced

badge barge
gab garb
hack hark
hash harsh
hath hearth
knack nark
lad lard
latch larch
lax larks
pap parp
patch parch
shack shark
tad tarred

EVALUATION

Write 10 words with this sound symbols /æ/ /a:/

ASSIGNMENT – write 20 words with this sound symbols /æ/ /a:/

LESSON TWO : GRAMMAR

An adverb is a word, which tells us more about an action. It is the word, which tells us: where, when, why,
how often, to what degree, an action is performed.

In other words, we can have the adverbs of manner (how) frequency (how often), reason (why), time
(when) degree (to what degree), please (where).

We shall look at just adverbs of manner and frequency in this lesson.

Types of Adverbs

1. Adverbs of Time

They tell us when a thing is done or when a thing happens.

Examples: suddenly, immediately, since, before, after when etc.

Suddenly: A thing happens suddenly when it happens without warning. No one expects it.

Immediately: This means that something happens without any delay. It happens at once, straight away.

Soon: A thing happens after only a short time.

After a time: These means ‘later on’ we do not know how much time passes after a while before the thing
happens
2. Adverbs of frequency:

They tell us how often a thing is done. They usually come before the verb in a sentence. But if the verb is a
word like ‘am’, ‘is’, ‘are’, ‘was’, ‘were’, ‘have’, ‘has’ the adverb of frequency comes after it. E.g. The weather
is usually hot in March. Other adverbs of frequency are.

I never arrive late for class.

I seldom arrive late for class.

It sometimes rains in January.

I usually get up at half past six

I often get high marks for my work.

I frequently ask questions in class.

I always go to house

She occasionally visits her pastor.

We normally play musical instruments.

The rarely goes to church.

3. Adverbs of manner:

They tell us how a thing is done. They usually come after the verb in a sentence.

Examples

He ran quickly

She walked slowly

She runs fast

She ate her food hurriedly

They sang loudly.

4. Adverbs of Place

These adverbs are used to indicate where actions are done . They always answer the questions of WHY.
Examples of such adverbs are here , where , there , at the market , on the table etc

CLASS WORK – EVALUATION

Make a sentence with each of the following adverbs.

Usually

Often
Scarcely

Bodily

Silently

WEEKEND ASSIGNMENT:

Find the adjective in the first sentence and fill in the blanks with the corresponding adverb.

1. James is careful. He drives…….

2. The girl is slow. She walks………

3. Her English is perfect. She speaks English……….

4. Our teacher is angry. She shouts………

5. My neighbor is a loud speaker. He speaks. ……..

6. He is a bad writer . He writes………..

7. Jane is a nice guitar player. He plays the guitar…….

8. He is a good painter . He paints.. ……

9. She is a quiet girl. She does her job……..

10. This exercise is easy. You can do it……

LESSON THREE – READING AND COMPREHENSION – HUMAN RIGHTS

VOCABULARY- WORDS ASSOCIATED WITH HUMAN RIGHTS

Human rights are inalienable privileges and freedom the citizen of every member states of the United
Nations enjoy. They had standards that enable people to live dignified and decent life.

Its recognition enhanced societal and individual development.

Human right; dated back to 1948 in the Universal Declaration of Human right of the United Nations charter
which came in to effect on 10th December, of every year is observed Universally as the Human right’s day.

For human rights to thrive, it must be protected by the Rule of Law. Professor AV Dicey (1838 to 1932)
postulated Human Rights as one of the three main features of the rule of law.

The Universal Declaration of Human Right (UDHR) which was adopted by a vote of 48 against zero begins
with a preamble made up of seven paragraphs as follows:

A. The first paragraph considers the dignity of all persons as the basis of justice and peace throughout the world.
B. The second paragraph emphasizes the fact that the disrespect, the abuse of human right result in chaotic act
which have broken the four freedom: Freedom of speech, Belief, want and Freedom from fear. This four
freedoms are described as the peak of their aspiration of man kind
C. The third provided that human right should be protected by the rule of law.
 D. The fourth present human right as a vista for developing friendly relation between nations and person.
E. The fifth links the declaration back to the chapter which established faith in Fundamental Human Right, dignity
and worth (value) of person.
F. The sixth is emphatic of the fact that all member state of all united Nations have pledge themselves.

The promotion of Universal respect and observation of Fundamental freedom and Right.

 The seventh, refers to a common understanding of right and freedom as the most potent tool activating the
pledge.

CHARACTERISTICS OF HUMAN RIGHTS

The characteristics of Human Rights include

1. Inalienability: Human rights cannot be taken from the citizens rather it is a national contract that should be
enjoyed by all.
2. Unversality: Human rights are the same in all countries of the world irrespective of ethnicity, race, nationality,
religion, gender (sex) or political division. It is applicable to all that has to do with human freedom in the
society.
3. Indisputability: Human rights cannot be challenged or denied anyone since they are entrenched
4. Indivisibility: Human rights like the dignity of persons, descent living and freedoms should be enjoyed by all
citizens in its entirety.
5. Human rights are always entrenched in the constitution. This strengthens and safeguards the Fundamental
Human rights.

CLASSIFICATION AND DIFFERENCES BETWEEN THE CATEGORIES OF HUMAN RIGHTS

1. Political rights: These are the privileges individual has as a member of a state and are guaranteed by the Law
for him to engage in all forms of political activities in the state.
2. Civic Right: These are rights every individual has to engage in without fear, molestation or favour to perform
ones duty and obligations as a citizen. They include freedom of Association, freedom of conscience, freedom
of expression and publication.
3. Social Rights: These rights allows him interact with people around him and not violate laws while interacting
examples of social rights include freedom of conscience, thought and religion, freedom of Association.
4. Cultural Rights: These allows individuals to preserve their customs and traditions and as well practice their
unique way of life.
5. Economic Rights: These include all the right protecting the proper conditions of service which may include
wages, secured working environment, working hours, welfare etc.

ASSIGNMENT

1. How can the individual right be protected?

2. What role should your country Nigeria play in safeguarding UDHR?

WORDS ASSOCIATED WITH HUMAN RIGHTS

1. human right
any basic freedom to which all people are entitled
What are human rights?
2. equality before the law
the right to equal protection of the laws. Interdependent and indivisible
All human rights are indivisible, whether they are civil and political rights, such as the right to life,
equality before the law and freedom of expression; economic, social and cultural rights, such as the
rights to work, social security and education , or collective rights, such as the rights to development and
self-determination, are indivisible, interrelated and interdependent.
3. international law the body of laws governing relations between nations
 Universal human rights are often expressed and guaranteed by law, in the forms of treaties, customary
international law , general principles and other sources of international law.
4. discrimination unfair treatment of a person or group based on prejudice. We are all equally entitled to
our human rights without discrimination.
5. inalienable
incapable of being repudiated or transferred to another Universal and inalienable
The principle of universality of human rights is the cornerstone of international human rights law.
6. right to life the right to live Interdependent and indivisible
All human rights are indivisible, whether they are civil and political rights, such as the right to life,
equality before the law and freedom of expression; economic, social and cultural rights, such as the
rights to work, social security and education , or collective rights, such as the rights to development and
self-determination, are indivisible, interrelated and interdependent.
7. elimination the act of removing or getting rid of something
The principle is present in all the major human rights treaties and provides the central theme of some of
international human rights conventions such as the International Convention on the Elimination of All
Forms of Racial Discrimination and the Convention on the Elimination of All Forms of Discrimination
against Women.
8. facilitate make easier The improvement of one right facilitates advancement of the others.
9. due process administration of justice according to rules and principles
They should not be taken away, except in specific situations and according to due process.
10. universal applicable to or common to all members of a group or set
Universal human rights are often expressed and guaranteed by law, in the forms of treaties, customary
international law , general principles and other sources of international law.
11. ratify approve and express assent, responsibility, or obligation All States have ratified at least one, and
80% of States have ratified four or more, of the core human rights treaties, reflecting consent of States
which creates legal obligations for them and giving concrete expression to universality.
12. principle a basic generalization that is accepted as true Universal human rights are often expressed and
guaranteed by law, in the forms of treaties, customary international law , general principles and other
sources of international law.
13. deprivation the disadvantage that results from losing something Likewise, the deprivation of one right
adversely affects the others.
14. norm a standard or model or pattern regarded as typical Some fundamental human rights norms enjoy
universal protection by customary international law across all boundaries and civilizations.
15. fundamental serving as an essential component International human rights law lays down obligations of
Governments to act in certain ways or to refrain from certain acts, in order to promote and protect human
rights and fundamental freedoms of individuals or groups.
16. cultural relating to the shared knowledge and values of a society The 1993 Vienna World Conference
on Human Rights, for example, noted that it is the duty of States to promote and protect all human rights
and fundamental freedoms, regardless of their political, economic and cultural systems.
17. protect shield from danger, injury, destruction, or damage International human rights law lays down
obligations of Governments to act in certain ways or to refrain from certain acts, in order to promote and
protect human rights and fundamental freedoms of individuals or groups.
18. declaration a statement that is emphatic and explicit This principle, as first emphasized in the Universal
Declaration on Human Rights in 1948, has been reiterated in numerous international human rights
conventions, declarations, and resolutions.
19. convention the act of meeting formally This principle, as first emphasized in the Universal Declaration
on Human Rights in 1948, has been reiterated in numerous international human rights conventions,
declarations, and resolutions.
20. non negation of a word or group of words Equal and non-discriminatory
Non-discrimination is a cross-cutting principle in international human rights law.
21. complement something added to embellish or make perfect The principle of non-discrimination is
complemented by the principle of equality, as stated in Article 1 of the Universal Declaration of Human
Rights: “All human beings are born free and equal in dignity and rights.”
22. customary commonly used or practiced Universal human rights are often expressed and guaranteed by
law, in the forms of treaties, customary international law , general principles and other sources of
international law.
23. curtail terminate or abbreviate before its intended or proper end The obligation to respect means that
States must refrain from interfering with or curtailing the enjoyment of human rights.
24. promote assign to a higher position International human rights law lays down obligations of
Governments to act in certain ways or to refrain from certain acts, in order to promote and protect
human rights and fundamental freedoms of individuals or groups.
25. refrain resist doing something International human rights law lays down obligations of Governments to
act in certain ways or to refrain from certain acts, in order to promote and protect human rights and
fundamental freedoms of individuals or groups.
26. freedom the condition of being free International human rights law lays down obligations of
Governments to act in certain ways or to refrain from certain acts, in order to promote and protect human
rights and fundamental freedoms of individuals or groups.
27. emphasized spoken with intensity or forcefulness This principle, as first emphasized in the Universal
Declaration on Human Rights in 1948, has been reiterated in numerous international human rights
conventions, declarations, and resolutions.
28. emphasize stress or single out as important This principle, as first emphasized in the Universal
Declaration on Human Rights in 1948, has been reiterated in numerous international human rights
conventions, declarations, and resolutions.
29. entail have as a logical consequence Both Rights and Obligations Human rights entail both rights and
obligations.
30. International any of several international socialist organizations International human rights law lays
down obligations of Governments to act in certain ways or to refrain from certain acts, in order to promote
and protect human rights and fundamental freedoms of individuals or groups.
31. ethnic distinctive of the ways of living of a group of people Human rights are rights inherent to all human
beings, whatever our nationality, place of residence, sex, national or ethnic origin, colour, religion,
language, or any other status.
32. inherent existing as an essential constituent or characteristic Human rights are rights inherent to all
human beings, whatever our nationality, place of residence, sex, national or ethnic origin, colour, religion,
language, or any other status.
33. restricted subject to an act of limitation For example, the right to liberty may be restricted if a person is
found guilty of a crime by a court of law.
34. category a general concept that marks divisions or coordinations The principle applies to everyone in
relation to all human rights and freedoms and it prohibits discrimination on the basis of a list of non-
exhaustive categories such as sex, race, colour and so on.
35. individual being or characteristic of a single thing or person International human rights law lays down
obligations of Governments to act in certain ways or to refrain from certain acts, in order to promote and
protect human rights and fundamental freedoms of individuals or groups.
36. core the center of an object All States have ratified at least one, and 80% of States have ratified four or
more, of the core human rights treaties, reflecting consent of States which creates legal obligations for
them and giving concrete expression to universality.
37. restrict limit access to For example, the right to liberty may be restricted if a person is found guilty of a
crime by a court of law.
38. prohibit command against The principle applies to everyone in relation to all human rights and freedoms
and it prohibits discrimination on the basis of a list of non-exhaustive categories such as sex, race,
colour and so on.
39. guarantee an unconditional commitment that something will happen Universal human rights are often
expressed and guaranteed by law, in the forms of treaties, customary international law , general
principles and other sources of international law.
40. status the condition or someone or something at a particular time Human rights are rights inherent to all
human beings, whatever our nationality, place of residence, sex, national or ethnic origin, colour, religion,
language, or any other status.
41. economic of or relating to production and management of wealth The 1993 Vienna World Conference on
Human Rights, for example, noted that it is the duty of States to promote and protect all human rights and
fundamental freedoms, regardless of their political, economic and cultural systems.
42. respect regard highly; think much of States assume obligations and duties under international law to
respect, to protect and to fulfil human rights.
43. specific stated explicitly or in detail They should not be taken away, except in specific situations and
according to due process.
44. equal having the same quantity, value, or measure as another Equal and non-discriminatory
Non-discrimination is a cross-cutting principle in international human rights law.
45. theme the subject matter of a conversation or discussion The principle is present in all the major human
rights treaties and provides the central theme of some of international human rights conventions such as
the International Convention on the Elimination of All Forms of Racial Discrimination and the Convention
on the Elimination of All Forms of Discrimination against Women.
46. determination the act of finding out the properties of something Interdependent and indivisible
All human rights are indivisible, whether they are civil and political rights, such as the right to life, equality
before the law and freedom of expression; economic, social and cultural rights, such as the rights to
work, social security and education , or collective rights, such as the rights to development and self-
determination, are indivisible, interrelated and interdependent.
47. positive characterized by or displaying affirmation or acceptance. The obligation to fulfil means that
States must take positive action to facilitate the enjoyment of basic human rights.
48. assume take to be the case or to be true States assume obligations and duties under international law
to respect, to protect and to fulfil human rights.
49. civilization a society in an advanced state of social development Some fundamental human rights norms
enjoy universal protection by customary international law across all boundaries and civilizations.
50. create bring into existence All States have ratified at least one, and 80% of States have ratified four or
more, of the core human rights treaties, reflecting consent of States which creates legal obligations for
them and giving concrete expression to universality.
51. likewise in a similar manner Likewise, the deprivation of one right adversely affects the others.
52. legal established by or founded upon law or official rules All States have ratified at least one, and 80% of
States have ratified four or more, of the core human rights treaties, reflecting consent of States which
creates legal obligations for them and giving concrete expression to universality.
53. provide give something useful or necessary to The principle is present in all the major human rights
treaties and provides the central theme of some of international human rights conventions such as the
International Convention on the Elimination of All Forms of Racial Discrimination and the Convention on
the Elimination of All Forms of Discrimination against Women.
54. resolution a decision to do something or to behave in a certain manner This principle, as first emphasized
in the Universal Declaration on Human Rights in 1948, has been reiterated in numerous international
human rights conventions, declarations, and resolutions.
55. numerous amounting to a large indefinite number This principle, as first emphasized in the Universal
Declaration on Human Rights in 1948, has been reiterated in numerous international human rights
conventions, declarations, and resolutions.
56. consent give an affirmative reply to; respond favorably to All States have ratified at least one, and 80% of
States have ratified four or more, of the core human rights treaties, reflecting consent of States which
creates legal obligations for them and giving concrete expression to universality.
57. reflect throw or bend back from a surface All States have ratified at least one, and 80% of States have
ratified four or more, of the core human rights treaties, reflecting consent of States which creates legal
obligations for them and giving concrete expression to universality.
58. conference a prearranged meeting for consultation or discussion. The 1993 Vienna World Conference
on Human Rights, for example, noted that it is the duty of States to promote and protect all human rights
and fundamental freedoms, regardless of their political, economic and cultural systems.
59. require have need of The obligation to protect requires States to protect individuals and groups against
human rights abuses.
60. source the place where something begins Universal human rights are often expressed and guaranteed
by law, in the forms of treaties, customary international law , general principles and other sources of
international law.
61. major greater in scope or effect The principle is present in all the major human rights treaties and
provides the central theme of some of international human rights conventions such as the International
Convention on the Elimination of All Forms of Racial Discrimination and the Convention on the
Elimination of All Forms of Discrimination against Women.
62. affect have an influence upon Likewise, the deprivation of one right adversely affects the others.
63. security the state of being free from danger or injury Interdependent and indivisible
All human rights are indivisible, whether they are civil and political rights, such as the right to life, equality
before the law and freedom of expression; economic, social and cultural rights, such as the rights to
 work, social security and education , or collective rights, such as the rights to development and self-
determination, are indivisible, interrelated and interdependent.
64. civil of or occurring between or among citizens of the state Interdependent and indivisible
All human rights are indivisible, whether they are civil and political rights, such as the right to life, equality
before the law and freedom of expression; economic, social and cultural rights, such as the rights to
work, social security and education , or collective rights, such as the rights to development and self-
determination, are indivisible, interrelated and interdependent.
65. education
activities that impart knowledge or skill
Interdependent and indivisible
All human rights are indivisible, whether they are civil and political rights, such as the right to life, equality
before the law and freedom of expression; economic, social and cultural rights, such as the rights to
work, social security and education , or collective rights, such as the rights to development and self-
determination, are indivisible, interrelated and interdependent.
66. crime an act punishable by law; usually considered an evil act For example, the right to liberty may be
restricted if a person is found guilty of a crime by a court of law.
67. process a particular course of action intended to achieve a result They should not be taken away, except
in specific situations and according to due process.
68. liberty freedom of choice For example, the right to liberty may be restricted if a person is found guilty of
a crime by a court of law.
69. level a relative position or degree of value in a graded group At the individual level, while we are entitled
our human rights, we should also respect the human rights of others.
70. court an assembly to conduct judicial business For example, the right to liberty may be restricted if a
person is found guilty of a crime by a court of law.
71. accord concurrence of opinion They should not be taken away, except in specific situations and
according to due process.
72. action something done (usually as opposed to something said) The obligation to fulfil means that States
must take positive action to facilitate the enjoyment of basic human rights

COMPOSITION – ARGUMENTATIVE ESSAY/DEBATE – VILLAGE LIFE IS BETTER THAN CITY LIFE

City life is extremely unhealthy due to air pollution, water pollution, and noise pollution. The people are not
getting fresh air to breathe or the clear sky to enjoy the sunshine. Also, food in the cities is dirty, unhealthy
and adulterated. The villages are very much away from such drawbacks.
City Life vs. Village Life Essay
10–12 minutes

Life in a city and life in a village is in deep contrast with each other. They both have their pros and cons
based on the availability of resources, the pace of life and social structure. Despite the differences, both
cities and villages along with their residents are an integral part of Nigerian culture.

Short and Long Essay on City Life vs. Village Life in English

Find here some essays on the topic to compare city life and village life in short as well as in detail.

City Life vs. Village Life Essay 10 Lines (100 - 150 Words)

1) Due to industrialization the life of people is divided into city life and village life.

2) Village life is free from noise and pollution.

3) Facilities like hospitals, transportation, schools, etc are absent in villages.

4) Village peoples are mostly employed in agriculture.

5) Village life is more peaceful and prosperous than city life.

6) City life enjoys all the facilities at the door.

7) City life is more expensive than village life.

8) Big industries are giving employment to city people.

9) Amenities like theatres, parks, malls, etc are present only in cities.

10) City lives are benefitted from various government services.

Essay 1 (250 Words) - Pros and Cons of City Life vs. Village Life

Introduction

If you are living in Nigeria, then you must be aware of both city life and village life, except the few who have
never been to a village. The general perception of the people living in the cities is that life in a village is
difficult and like punishment. Such views only arise out of ignorance and lack of information about the
values that the villages hold.

City Life vs. Village Life

Life in a city has its own advantages so does life in a village. Though living in a city is more comfortable and
convenient it is also expensive. Residing in a city cost you dearly in terms of maintenance, lifestyle and
other needs. Most of such expenses are unnecessary and could well be waved off. This unnecessary
expenditure is absent in villages.

The simple village life hardly requires anything more than a square meal two times a day. There is hardly
any disposable income, and even if there is, it is spent wisely on many important things like marriages,
houses, etc. Unlike the cities where people spend their precious savings on dining in hotels, buying clothes
even without any function or festival, shopping precariously, etc.

Despite the convenience, life in a city is unnecessarily commercialized and influenced by external factors.
Village life, on the other hand, is utterly simple to the core with no-nonsense attached. It has its own beauty
– it gives real-life hands-on experience with life, labor, people, and relationships.

Conclusion

City life offers more comforts than the village but it’s also engulfed in many engagements that really don’t
matter. In cities, people value things more than relationships. They judge each other and make relations
based on mutual financial status and materialistic possessions. This self-centered attitude is absent in
villages and villagers value humans and relationships moreover materials.

Quality of Life in a City and a Village - Essay 2 (400 Words)

Introduction

Cities and villages both are areas where humans reside in colonies. However, both city life and village life
differ on several parameters including education, health, employment, society, etc. Despite the differences,
each life has its own value and significance. In the essay, we shall go through the quality of life both in
cities as well as villages.
Life in a City

Most of us must be familiar with how is life in a city. Living in a city is more comfortable and convenient as
compared to living in a village. A city offers better basic amenities and modes of a commute than a village.
There is also an ample number of schools and colleges making cities a hub of education.

Also, the 24/7 availability of doctors and hospitals with trained staff, make the city life more safe and
secure. Government bodies and public offices are more active in cities than they are in the villages. Police,
municipality, PWD (Public Works Department) and other agencies work tirelessly for the general public,
making the latter’s life more safe and comfortable. Life in a city also offers plenty of entertainment
opportunities, both for the children and the elders.

Any city has big market places with cinema halls, restaurants, parks and what not. The mall culture is also
thriving in Nigerian cities and there is hardly a city without malls. A city certainly offers a good quality of life
with all the basic necessities and comforts.

Life in a Village

Village’s life is completely different from that of the city. It goes on at a really casual pace, without many
events in the houses or in the village itself. Farming is the prime occupation of many, a normal village life
entails, sowing the crops, taking care of the cattle and other similar jobs. The village life lacks the hustle-
bustle of the cities and is lived in a very simple way.

However, life in a village has its own advantages. Villages have kept our religious and traditional values
alive for ages. The festivals that we only superficially celebrate in the cities are celebrated in their real
essence in the villages. Also, the village society is more closely linked together than in the cities, making life
more socially secure than the cities.

Conclusion

Both city life and village life are in high contrast with each other. They have their own differences,
advantages, and disadvantages. But, despite the differences, they are an integral part of human civilization.
Difference Between City Life and Village Life - Essay 3 (500 - 600 Words)

Introduction

Both cities and villages are places of human settlements; though, they differ hugely from each other in
terms of quality of life and social structure. In the following essay, we will compare the life in a city with that
in a village and discuss their respective advantages and disadvantages based on different aspects.

Difference Between City Life and Village Life

Life in a city or a village differs in several aspects like education, health facilities, basic amenities, social
bonding, cultural values, etc. We will briefly go through the difference in city and village life on several
parameters.

 Education

The city presents good education opportunities than villages. A city has educational institutes from primary
to graduation or post-graduation level. Villages, on the other hand, have few government-run primary
schools. Though many villages in Nigeria today, have degree (graduation) colleges, still, they lack behind in
terms of quality of education and post-education opportunities. Such is the situation that the villages’ youth
are migrating to cities for education.

 Health Facilities

This is one of the most significant fields on which the Nigerian villages lack behind the cities. Cities have a
number of doctors, hospitals, dispensaries, pathologies, diagnostic centers, medical shops, etc. Some big
cities with a sufficient population also have two to three government hospitals. Sadly, the situation isn’t the
same in the villages. The government of Nigeria has mandated one Primary Health Center (PHC) with at
least one doctor in every village, howsoever small.

But, the medical facilities available in a PHC have no comparison with that of any city hospital. Cities
hospitals are more equipped to deal with emergencies with immediate facilities to conduct any kind of test if
required. Many PHCs in villages also face staff crunch and lack of funds to upgrade their medical
equipment. Often, they only do the job of providing basic first aid.

 Employment Opportunities

The economy of an Nigerian village is primarily agriculture-based. The majority of the village population
does farming for livelihood. They produce cereals, crops, fruits, vegetables, etc. and sell it out to the local
market for profit. This is by and large the only source of income in a village. Other stable employment
opportunities in a village are nil.

On the other hand, the city provides tremendous employment opportunities both for daily wage workers and
professionals. The high dependency level of the agricultural industry on natural climatic conditions and the
occurrence of rains have made it a risky business, thereby, causing high migration from villages to cities.
The youth of villages is today abandoning farming and moving to the cities in search of more stable
employment.

 Social Bonding

The social life in a village is more closely knitted together. People personally know each other and take part
in happiness and sorrow whenever required. This social bonding is something that is absent in city life. In
cities’ dwelling, it is quite common for people to be neighbors for years without taking part in family
functions or even normal conversation, to say the least.
This social absenteeism is in high contrast with the villages, where everyone, not only the neighbors, knows
each other too well enough, on personal terms. Therefore, life in a city might be financially stable with all
the basic amenities, but village life is a true example of human relationships and social values.

Conclusion

The life in both cities and villages has its own advantages and disadvantages based on different aspects.
While a city life provides a better standard of living, a village life, on the other hand, is a perfect example of
better social life and relationship values.

FAQs: Frequently Asked Questions

Q.1 How is life in villages?

Ans. Life in the village is peaceful and more comfortable.

Q.2 What makes village life difficult?

Ans. The lack of essential facilities and no carrier opportunities make village life difficult.

Q.3 What is the beauty of village life?

Ans. The natural scenes, friendly and helping people, and clean environment are the real beauty of village
life.

Q.4 Why is life in cities easy?

Ans. Life in cities is easy because of good facilities like better transport, electricity, communication,
education, and carrier facilities.

Q.5 Why city life is not good for health?

Ans. City life is unhealthy because of contaminated air, water and pollution.

Q.6 Which is the cleanest city in Lagos?

Ans. Banana Island Estate is the cleanest city in Lagos State.

WORDS OF THE WEEK: Brochure, Caffeine, Undoubtedly, Gruesome, Acreage, Precede, Prophecy,
Queue, Soliloquy, Hygiene
WEEK: 10 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

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

1. Speech work: Consonant and vowel sounds differentiated

2. Grammar – Review of Prefix and Suffix
3. Reading and Comprehension: Review of week 2.
4. Composition- Topic- The Rich also Cry
5. Literature-in-English- Prose- plot, setting, main characters (themes), characterization, diction

KEY VOCABULARY WORDS:

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

CONTENT:

TOPIC: CONSONANT AND VOWELS SOUNDS DIFFERENTIATED

INTRODUCTION: There are forty-fair sounds segments in English, comprising twenty vowels and twenty-
four consonants. The production of the vowels takes place as the airstream flows from the lungs to the
mouth without any obstruction. In consonant, there is always some kind of interruption of the airstream from
the lungs. When a consonant like /m/ is produced, the flow of air interrupted by the lips. But when a vowel is
produced, there is no obstruction to the airstream. If you pronounce /e/, you will notice that the air flows but
freely from the lungs. Although the tongue can be raised when the vowel is produced, it is not raised to
make contact with any other articulator as to obstruct the free flow of the airstream.

The vowel in English are classified into two main groups: pure vowels (also are called monothongs)
and diphthongs. The pure vowels are sub-classified into short and long vowels. IN doing classifying English
vowels, it is from the lungs that the airstream for the production of speech sounds as it flows.

The consonant differ from the vowels in are important way: when a vowel is produced, air flows from
the lungs without any obstruction but when a consonant is obstruction but when a consonant is produced,
the flow of air from the lungs is interrupted in the mouth. A consonant is therefore a speech sound which is
produced with the obstruction of airstream. The obstruction could be “partial” or “total”. The important thing
about the production of a consonant, therefore, is that there is always a degree of obstruction of the
airstream from the lungs.

Just as vowel sounds are classified into short and long sounds, so also consonant sounds are
classified basically into the following:

There are (i) place of articulation”

(ii) “manner of articulation” and

(iii) state of the glottis.

ASSIGNMENT

Write out 20 vowel sounds and 24 consonant sounds in English.

LESSON TWO: GRAMMAR

TOPIC: REVIEW OF PREFIX AND SUFFIX

REVIEW OF PREFIX AND SUFFIX

A prefix is a letter or group of letters placed in front of another word to change its meaning. Example
Un place in front of happy becomes unhappy. More examples:

ab + solve = absolve

ab + normal = abnormal

super + power = superpower

Uni + lateral = unilateral

Uni + form = uniform

Pro + active = proactive.

Negative prefixes give the opposite meaning to words.

dis – disappear

in – not inexperience

mis – misfortune

non – without nonsense

un – unhappy

im – immoral

u – opposite of illegal

Suffixes – A suffix is a letter or group of word to change its meaning. When a suffix is added to a word, it
can change the word from one part of the speech to another.

a. Some suffixes make new words with adjective.

they include – any, eny, -en, –ish, -less, -ly, -our, -ic, -like, -y, -ful. e.g dangerous, unless.

b. Those which make the words verbs include, – ing, -ed, -ude, -em, -ure, -ise, -ize, yse, e.g
nationalize. Lighten.

c. Suffixes which turn word into nouns include –er, -or, -ar, -re, -ship, -hood, -ness, -ment, -ance, -ism,
-dom, -tion, ity, – -ure, e.g punishment, friendship, childhood etc.

ASSIGNMENT

Reference: Progressive English

(An Elaborate Coverage of Grammar) Exercise 26A (page 181) No 20 – 30 and Exercise 26B, No 1- 10.

LESSON THREE: COMPOSITION

TOPIC: THE RICH ALSO CRY – COMPOSITION

There lived a rich man, who had only one child called Ade. Mr. Alabi Ade’s father has a friend called Ojo.
Ojo is from a poor background who hardly feed his family, but he struggled to make sure in all ramification
he trained his children to school from the little income from his farm product.

Ade Mr. Alabi son felt riches is everything man needs to survive life. Sometimes, Ojo seeks help
from Alabi, who in turn insulted him and asked him to get a better job to train his children. Ade enjoyed his
father’ wealth to the university level and successfully guaranteed, so also the first of Mr. Ojo struggled with
his father and graduated as supposed.

Ade being wild in spending from on set, couild not managed the employment he secured after the
university and joined the gang of armed-robber, who robbed a bank one afternoon and were caught by the
Police, Tunde was unlucky and died by the gun-shot of the Police while others was arrested and sentenced
to life jailed.

Mr. Alabi wept, as no man business over the lost of his son this is as a result of my parental
negligent said Mr. Alabi as he sobbed with his wife.

ASSIGNMENT

Write a story that end with this saying “The Rich Also Cry”) (200 words long)

WORDS OF THE WEEK: soliloquy, fascinate, auxiliary, conscience, unnecessary, thug, jobbery,
assassination, sustenance, continuous

WEEK: 11 – 12 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

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

7. Speech work: Review of the consonant sound S with emphasis on /s/ and /z/
8. Verb- Introduction to active voice and passive voice
9. Reading and Comprehension: Reading to make meanings from spatial description.
10. Vocabulary development- AIR TRANSPORT.
11. Composition- Expository essay
12. Literature-in-English- Prose- plot, setting, main characters (themes), characterization

KEY VOCABULARY WORDS:

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

CONTENT:

SPEECH WORK
S is unvoiced, meaning only air passes through the mouth. And Z is voiced, meaning, you make a
sound with the vocal cords, Zz. To make the sounds, the lips part and the corners pull back a little while
the teeth themselves likely touch.
When the letter “s” comes between two vowel sounds, you pronounce it as the letter “z”: Some good
examples of this are in the words cousin, reason, and teasing. In all of these examples and others like it,
you see the s in between the two vowels.9 Apr 2020
s:(sit, box, cats)
z:(zip, buzz, boys)
How to pronounce the S and Z sounds

The voiceless (unvoiced) S sound (IPA symbol: s) can be found in English words such as said, sad, sit,
box, bus, cats, face, and circle.

The voiced Z sound (IPA symbol: z) can be found in English words such as zip, exist, buzz, boys, his, was,
and is.

Both of these sounds are produced in the front part of your mouth. When you make these sounds, your lips
will be slightly open. Your teeth should lightly touch in the front or be very close together. The front of your
tongue will touch the back of your lower teeth. The back of your tongue touches the roof of your mouth on
the sides.

When making the S and Z sounds, air is pushed down the center of your tongue and between the tip of
your tongue and your top teeth. The movement of the air makes the S and Z sounds.

The S sound is a hissing sound like a snake.

The Z sound is like the sound of buzzing bees.

In this video, Rachel from Rachel's English will show you how to position your mouth to make each of these
sounds.

Voiced and voiceless sounds

In the English language, we use many voiced sounds. That means that the vocal cords vibrate when you
say that sound. The Z sound is a voiced sound because the vocal cords vibrate when you make the sound.

The S sound is a voiceless or unvoiced sound because the vocal cords do not vibrate when you make the
sound. Instead, we use air to make the sound.

Spellings

There are five common spellings of the S sound: s/ss, ce, ci, sc, and x.
There are three common spellings of the Z sound: z/zz, s, x.Let's look at a few rules for some of the
common spellings.

 s spelling (sit, wise, dogs, cats)

The s spelling is sometimes pronounced as an S sound (sit, cats) and sometimes as a Z sound
(wise, dogs)

It is more likely to be pronounced as a Z sound if it comes between two vowel sounds: wise, visit,
busy.

There are not many rules to help us know which sound is used, so it is very important to learn the
correct pronunciation of each new word.

 sc spelling (science, descend, score)

The sc spelling can be pronounced as an S sound alone or as an S + K sound. It is more likely to be

pronounced as an S sound when it comes in the middle of a word, but not all words follow the rule.

S sound = muscle, descend, science

S + K sound = scream, score, scare

 x spelling (fox, exist)

The x spelling can be pronounced in two different ways:

K + S sound = fix, fox, next

G + Z sound = example, exist

*Note: "Exit" can be pronounced as an K + S sound or G + Z sound. Either way is accepted.

GRAMMAR – QUESTION TAG

LESSON TWO: GRAMMAR

Question tags are phrased in question form which are asked at the end of statement.eg. she has
gone, hasn’t she? She has gone is the statement while hasn’t she is the question while hasn’t she is the
question tag. Question tags are also called question phrases.

In constructing question tags, the following points should be noted.

1. If the statement is positive (affirmative) the question tag is negative.

2. If the statement is negative, the question tag is affirmative (positive)

3. The tense of the verb in the statement should be used in the question tags.

4. Pronouns are used in question tags instead of nouns.

Examples:

Affirmative questions with negative question tags.

1. We are going to school, aren’t we?
2. He will go to the stream, won’t he?

3. He went to the stadium, didn’t she?

4. She does to the market, doesn’t she?

5. He has gone to school, hadn’t she?

Other affirmative auxiliary verbs turned to negative

1. He is not going, is he?

2. He does not go, does he?

3. He didn’t go, did he?

4. He hasn’t gone, has he?

5. He won’t go, will he?

Assignment

Progressive English: An elaborate coverage of Grammar

Exercise 6A, Page 133. No 1 -10.

LESSON THREE: COMPOSITION

TOPIC: REVIEW OF LETTER WRITING AND ESSAY WRITING

REFERENCE: Week in second term.

ASSIGNMENT

1. You were among a group of students from your school who went on an excursion to places of
interest in your country. Narrate to your classmate who did not see what you saw, in at least two of the
places you visited and how you have benefited from the experience.

2. Write a letter to your brother who is overseas and tell him the changes which have taken place in
your school.

WEEK-11 WORDS OF THE WEEK: In spite, in fact, at times, playwright, preferred, unforeseen,
consensus, mischievous , misspell, pastime, separation

WEEK:-12 WORDS OF THE WEEK: Vacuum, sergeant, preferred, questionnaire, savvy, spaghetti,
somersault, terrain, vengeance, veterinarian, eulogy

WEEK: 13-14 EXAMINATION