HLC-English Language-Year 10 PDF

FIRST TERM ENGLISH LANGUAGE YEAR 10 UNIFIED NOTE FOR 2024/2025 SESSION TABLE OF CONTENT TOPICS PAGES 1. Speech/Comprehension/Structure/Writing/Spelling Drill 3-9  Review of speech sound  Useful technique...

FIRST TERM ENGLISH LANGUAGE YEAR 10 UNIFIED NOTE FOR 2024/2025 SESSION TABLE OF CONTENT TOPICS PAGES 1. Speech/Comprehension/Structure/Writing/Spelling Drill 3-9  Review of speech sound  Useful techniques  Word class review  Introduction to writing- paragraph dev., punctuation, spelling  Word for the week 2. Voc. Dev./Summary/Writing/Structure/Spelling Drill 10-14  Register of home and family  Introduction to summary- Useful technique  Descriptive essay: ‘’My Family’’  Noun: Types  Vowel sounds {pure vowels} 3. Comprehension/Speech/Voc. Dev./Structure/Spelling Drill 15-18  Reading to comprehend main ideas  Vowel sounds {Diphthongs}  Voc./Dev: Word Associated with Agriculture  Count and non-count nouns/definite and indefinite articles  Word for the week 4. Voc. Dev./Structure/Summary/Speech/Writing 19-24  Register of Journalism  Adjectives/Adverb  Reading to summarize  Triphthongs  Narrative essay: ‘’A Place of Interest I Visited” 5. Comprehension/Speech/Voc. Dev./Structure/Spelling Drill 25-29  Emphasis on topic & supporting details  Register of Fishery and Animal husbandry  Phrases  Consonants- voiced and voiceless 6. Spelling Drill/Structure/Comprehension/Voc. Dev./Writing 30-33   Word for the week  Introduction to Clauses  Reading a selected passage  Confusing words- been/being, cite/site/sight etc.  Letter writing- types 7. MIDTERM BREAK 8. Speech/Structure/Comprehension 34-36  Stress on two/three syllabic words  Sentence – types according to structure & function  Reading a selected passage 9. Summary/Speech/Structure/Writing/Spelling Drill 37-40  Summarising a selected passage  Stress on four/five syllabic words  Regular and Irregular verbs  Formal letter: ‘A Letter of Complaint to the Chairman of Your LGA.  Word for the week 10. Writing/Voc. Dev./Structure/Comprehension 40-45  Argumentative Essay: ”Women Have the Same Opportunities As Men’’  Register of Library  Figures of Speech  Reading a selected passage 11. Revision 12. Examination 2 WEEK 1 LESSON 1: SPEECH WORK Learning Objectives: By the end of the lesson, the students should be able to: i. explain what a speech sound is ii. mention with use of examples the two major division of the speech sounds iii. identify the 44 English phonemes SPEECH SOUNDS A phoneme is a speech sound. It’s the smallest unit of sound that distinguishes one word from another. Since sounds cannot be written, we use letters to represent or stand for the sounds. A grapheme is the written representation (a letter or cluster of letters) of one sound. It is generally agreed that there are approximately 44 sounds in English, with some variation dependent on accent and articulation. The 44 English phonemes are represented by the 26 letters of the alphabet individually and in combination. The 44 English sounds can be divided into two major categories – consonants and vowels. A consonant sound is one in which the air flow is cut off, either partially or completely, when the sound is produced. In contrast, a vowel sound is one in which the air flow is unobstructed when the sound is made. The vowel sounds are the music, or movement, of our language. The 44 phonemes represented below are in line with the International Phonetic Alphabet. CONSONANTS Voiceless / p/as in place, pap, part etc /f/ as in fat, laugh, left etc / t/as in tea, tithe, lit, type etc /s/as in see ,sea, set, sleep etc /k/as in car, kettle, character etc /t∫/ as in cheat, chat, church etc / ∫ /as in she, sheep, shit etc / θ /as in thing, mouth, through etc /h/ as in he, haven, behave, Halloween etc 3 Voiced / b/ as in be, bet, ban, problem etc /v/as in vibe, vex, five, leave etc /d/as in do, door, rod, dip etc /g/ as in get, go, gang, gone etc /z/as in zip, zeal, please, zest etc /ӡ / as in measure, pleasure, usual etc /dӡ/ joy, edge, village, college etc /ᵑ/ as in tongue, drank, long etc /ᶞ/ as in them, the, those, there etc /m/ as in man, main, met, them etc /n/as in net, neat kneel etc /l/ as in let, left, felt, peel etc /r/as in roll, write, rite, rod etc VOWELS TWELVE PURE VOWELS / ɪ /: pit ,tin ,nitty ,din ,bin ,fin ,thick ,sit /i:/: key, tea, teen, dean, bean, seat /e/: bed, ten, den, net, left, pet /æ/: pat, bat, cat, tap, that, can /ɑ:/: part, car , cart, bath /ʌ/: put, cup, up, fuck, come /ɒ/: pot, cot, top, lot, not /ɔ:/: core, port, tore, law, fork, cork /ʊ/: put, look, pull, cook, book, would /u:/: coo, coot, food, fool, tooth, boob /ə/: about, doctor, peter , upper , water , 4 /ɜ:/: shirt, first, journey, birth, third, earth, world DIPHTHONGS /eɪ/: day, lay , fake, date, late, lake /aɪ/: buy , thigh , night, fight, light, tight /ɔɪ/: boy , oil, foil, loin, toy , coil, /əʊ/: go, home, toe , low , to , phone /aʊ/: cow , how , allow , foul, loud, /ɪə/: bear, here, dear, rear, fear, ear /eə/: pear, rare, dare, fare, fair , air /ʊə/: pour , your , tour, dour Text Book: New Concept English by F. Ademola-Adeoye etal. page 1-2 Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 164 ii. Count Down English Language for SSS by O. Ogunsanwo etal. page 280-290 LESSON 2: STRUCTURE REVIEW OF WORD CLASSES Learning Objectives: By the end of the lesson, the students should be able to: 1. define word class ii. state the types of word class with use of examples REVIEW OF WORD CLASSES Word classes, also known as parts of speech, are the different categories of words used in grammar. The major word classes are nouns, verbs, adjectives, and adverbs, but there are also minor word classes like prepositions, pronouns, conjunctions, and others. English has four major word classes: (nouns, verbs, adjectives and adverbs) and five other word classes (determiners, preposition, pronoun, conjunction, interjection), making nine 5 word classes (or parts of speech) in total. But note that some grammarians use different systems and may recognise eight or ten different word classes. 1. Verbs: Verbs are action or state words like: run, work, study, be, seem 2. Nouns: Nouns are words for people, places or things like: mother, town, Rome, car, dog 3: Adjectives: Adjectives are words that describe nouns, like: kind, clever, expensive 4. Adverbs: Adverbs are words that modify verbs, adjectives or other adverbs, like: quickly, back, ever, badly, away, generally, completely 5. Prepositions: Prepositions are words usually in front of a noun or pronoun and expressing a relation to another word or element, like: after, down, near, of, plus, round, to 6. Pronouns: Pronouns are words that take the place of nouns, like: me, you, his, it, this, that, mine, yours, who, what 7. Interjections: Interjections have no grammatical value - words like: ah, hey, oh, ouch, um, well 8. Determiners: Determiners come before nouns. They show what type of reference the noun is making. They include words such as a/an, the, my, his, some, this, both: Have you got a ruler I can borrow? I need some paper for my printer. 9. Conjunctions: Conjunctions show a link between one word, phrase or clause and another word, phrase or clause. They include and, but, when, if, because: - Joe and Dan are brothers. - It was okay, but I wouldn’t recommend it as a restaurant. 10. Interjections: Interjections are mostly exclamation words (e.g. gosh! wow! oh!), which show people’s reactions to events and situations: A: I’m giving up my job. B: Oh! Yippee! I don’t have to go to work tomorrow! Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 119, 135, 141 ii. Count Down English Language for SSS by O. Ogunsanwo etal. page 203, 222, 245 6 LESSON 3: Writing INTRODUCTION TO WRITING Learning Objectives: By the end of the lesson, the students should be able to: i. explain what writing is ii. state and explain the features of paragraphing INTRODUCTION TO WRITING "Writing" is the process of using symbols (letters of the alphabet, punctuation and spaces) to communicate thoughts and ideas in a readable form. "Writing" can also refer to the work/career of an author, as in: "Shakespeare didn't make much money from writing." Generally, we write using a pen/pencil (handwriting) or a keyboard (typing). With a pen/pencil we usually write on a surface such as paper or whiteboard. A keyboard is normally attached to a typewriter, computer or mobile device. Voice recognition programs allow those who can't see or use their hands to have their thoughts transcribed. Writing is the fourth of the four language skills, which are:  Listening  Speaking  Reading  Writing To effectively write, one must have a good understanding of paragraph development, the right use of punctuation marks and correct spelling. Majorly, we will delve more on paragraph development which covers:  Unity  Coherence  Adequate Development  Topic Sentences Unity Unity refers to the extent to which all of the ideas contained within a given paragraph "hang together" in a way that is easy for the reader to understand. Unity is important because it aids the reader in following along with the writer's ideas. Coherence Coherence refers to the extent to which the flow of ideas in a paragraph is easily understood by the reader. For this reason, coherence is closely related to unity. When a writer changes 7 main ideas or topics within a paragraph, confusion often results. To achieve coherence, then, a writer should show how all of the ideas contained in a paragraph are relevant to the main topic. Adequate Development A paragraph is adequately developed when it describes, explains and supports the topic sentence. If the "promise" of the topic sentence is not fulfilled, or if the reader is left with questions after reading the paragraph, the paragraph has not been adequately developed. Generally speaking, a paragraph which consists of only two or three sentences is under- developed. Topic Sentences Beginning a paragraph with a topic sentence is one of the best ways to achieve clarity and unity in one's writing. The function of a topic sentence is to describe what the paragraph will be about, such that the reader has clear expectations about what will follow. An effective topic sentence typically contains only one main idea. The remainder of the paragraph then develops that idea more fully, offering supporting points and examples. After reading a topic sentence, one should be able to anticipate the type of information contained in the rest of the paragraph. Text book: New Concept English, Unit 1, Page 13 – 14. Reference Materials: i. Count Down English language for SSS/UTME By O. Ogunsanwo etal. Page 2-3 ii. Essential English Language for SSS by Latilo T.A, page 144-145 LESSON 4: COMPREHENSION USEFUL TECHNIQUES FOR ANSWERING COMPREHENSION PASSAGE QUESTIONS Learning Objectives: By the end of the lesson, the students should be able to: i. explain what state and explain useful techniques of answering comprehension passage questions ii. apply the techniques in a given passage questions 1. Read through the questions first: This will give you prior information about what you’re going to look for in the passage. 8 2. Read the passage: You must read the passage with concentration; read for meaning; read with a purpose, and read for discovery. 3. Read the questions again: This time you’re ready to answer the questions one by one. 4. Scan for the evidence in the passage before picking the option for each question. While looking for the answer to each question, you must know the type of comprehension question it is, because different types of comprehension questions require different ways of answering them. 5. Highlight key words: Underline important words in the questions. 6. Stick to Passage: Only use what’s in the passage. No guessing! 7. Context Matters: Sometimes, answers are nearby. 8. Choose Wisely: If unsure, eliminate wrong options. Pick what fits best. 9. Where you are substituting a word or a phrase with another word or phrase, maintain the word class or form. 10. write your answers in sentence form, unless otherwise stipulated. 10. Quick Review: Check before submitting to avoid wrong spelling and grammar errors. 11. Time Management: Don’t get stuck. Move on and return later. Example: Passage: “Amy loves swimming in the ocean. She goes every weekend.” Question: “What’s Amy’s favorite activity?” Answer: Amy’s favorite activity is swimming in the ocean. Reference Materials: i. Count Down English language for SSS/UTME By O. Ogunsanwo etal. Page 81-82 ii. Essential English Language for SSS by Latilo T.A, page 85-86 9 WEEK 2 LESSON 1: WORDS ASSOCIATED WITH HOME AND FAMILY Learning Objectives: By the end of the lesson, the students should be able to: i. explain what a family and a home meaning ii. give examples of words associated with family and home iii. make sentences using these words Family refers to a group of people related by blood, marriage, or adoption who share common bond, heritage, and emotional connection. While a home is a place where one lives, feels safe, and experience a sense of belonging. Kith and kin: these are both friends and family. Courtship: a man's courting of a woman; seeking the affections of a woman (usually with the hope of marriage). Wedding: the social event at which the ceremony of marriage is performed. Monogamy: this is having only one spouse at a time. Polygamy: this is having more than one spouse at a time Guardian: a person who cares for persons or property. Pantry: this is a small storeroom for storing foods or wines. Divorce: this is the legal dissolution of a marriage. Household: this is a social unit living together. Nephew: this is a son of your brother or sister. Upholstery: this is covering (padding and springs and webbing and fabric) on a piece of furniture. In-laws: these are relatives by marriage (or through affinity). Affinal relative; affine Text book: New Concept English for SSS1 By F. Ademola-Adeoye PAGE 5-6 Reference Material: Count Down English language for SSS/UTME By O. Ogunsanwo etal. Page 184 10 LESSON 2: WRITING Descriptive Essay Learning Objectives: By the end of the lesson, students should be able to i. explain what descriptive essay is ii. discuss the format of descriptive essay iii. write any given descriptive essay topic DESCRIPTIVE ESSAY A descriptive essay is an essay that describes. To describe means to create, using words to form a picture of an object or a person in the mind of a reader so well that the reader identifies the object described. The writer must have a good knowledge of use of adjectives to describe what is being described with vividness. TIPS ON DESCRIPTIVE ESSAY 1. Your writing must have introduction, body and conclusion. 2. Appropriate choice of words is necessary to describe people and things well. 3. You need to vary your sentence patterns. 4. Ideas in the essay must be carefully linked. 5. Use figurative language {metaphors, similes, personification} to add depth and emotion. 6. Probe yourself by generating questions that will help you develop the essay. 7. A descriptive essay is clearly not a narration. Be careful not to write a story. Format for an expository essay  Introduction - Hook: Grab the reader’s attention with a vivid image or detail - Background information: provide context about the person, place, object, or experience - Thesis statement: clearly state the main topic and purpose of the essay  Body Paragraph 1, 2 ,3 etc. - Topic sentence: introduce a specific aspect of the topic - Sensory details: use descriptive language to appeal to the senses {sight, sound, touch, taste,} smell - Linking sentence: connect to the next paragraph or idea  Conclusion - Restate the thesis statement 11  - Summarize the main points - Final thought: leave the reader with a lasting impression or reflection Text Book: New Concept English For SSS1 BY F Ademola-Adewoye etal. UNIT 6, 74 – 76. Reference Materials: i. Exam Focus English by A. Banjo etal. Page 32-41 ii. Essential English Language for SSS by Latilo T.A. etal. Page 150-153 LESSON 3: SUMMARY GENERAL INTRODUCTION Learning Objectives: By the end of the lesson, the students should be able to: i. explain what summary is ii. state and explain the rules of summary writing Summary is the succinct or recap or a brief write-up of an entire passage often in fewer simple sentences. It is 4 identifying the main ideas of a passage from the supporting ideas. WAEC RULES GUIDING SUMMARY 1. Deduct half a mark for any grammatical/expression errors in each correct answer. 2. Deduct 1 mark for the inclusion of any irrelevant/extraneous material in each scoring answer. 3. For every correct answer that is not written in a sentence, award half of the marks allotted and impose other penalties where necessary. 4. Where a preamble taken with the different answers does not make a sentence, award half of the marks allotted. This is without prejudice to any other deduction for any penalties. 5. Where a candidate engages in mindless lifting, award zero. 6. Where a preamble taken with the rest of each answer makes a sentence, award full marks. 7. Where two points are made in one sentence, award marks for one and regard the other as irrelevant. 8. If a candidate writes more than the required number of sentences, mark the required number only. 12 Text Book: New Concept English,for SSS1 By F. Ademola-Adewoye etal. UNIT 3, Page 33 – 35, Reference Material: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 85-93 ii. Essential English Language for SSS by Latilo T.A, page 111-115 LESSON 4: STRUCTURE NOUNS: TYPES Learning Objectives: By the end of the lesson, the students should be able to; i. identify types of nouns ii. give examples of the types of nouns There are five common types/classification of nouns. These are common, proper, collective, abstract and concrete nouns.  Proper Nouns: these are specific names of people, places, animals, publications and things. All proper nouns begin with a capital letter no matter where it appears in a sentence. Examples: Peter, London, Punch Newspaper, University of Lagos, etc.  Common Nouns: these are names that are generally accepted. i.e. what the name is in Africa is what it is in America. example: city, car, girl, boy, school, university etc  Collective Nouns: this refers to number of people or things taken together and spoken as a whole. examples: fleet of cars, pride of lions, a herd of cattle, bouquet of flowers etc.  Abstract nouns: these refers to things that cannot be touched but be felt. Examples :noise, love, air, faith, hatred. Etc  Concrete Nouns: these are visible things that can be touched. They are grouped as count and non-count. count nouns are countable nouns, they take the plural form; example: boy, girl, river, stadium etc. Non-count nouns are oil, furniture, information, rice etc. Text Book: New Concept English,for SSS1 By F. Ademola-Adewoye etal. UNIT 3, Page 7-8 Reference Materials: 13 i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 119-120 ii. Essential English Language for SSS by Latilo T.A, page 10-12 LESSON 5: SPEECH WORK VOWEL SOUNDS {PURE VOWELS} Learning Objectives: By the end of the lesson, the students should be able to; i. explain what a vowel sound is ii. pronounce these sounds iii. list the twelve vowel sounds with use of examples VOWEL SOUNDS {PURE VOWELS} Vowels are sounds in which there is no obstruction to the flow of air as it passes from the larynx to the lips. There are twenty (20) vowel sounds in English. We have twelve (12) pure vowel sounds and eight (8) diphthongs. These are the pure vowels: / ɪ /: pit ,tin ,nitty ,din ,bin ,fin ,thick ,sit /i:/: key, tea, teen, dean, bean, seat /e/: bed, ten, den, net, left, pet /æ/: pat, bat, cat, tap, that, can /ɑ:/: part, car , cart, bath /ʌ/: put, cup, up, fuck, come /ɒ/: pot, cot, top, lot, not /ɔ:/: core, port, tore, law, fork, cork /ʊ/: look, pull, cook, book, would /u:/: coo, coot, food, fool, tooth, boob /ə/: about, doctor, peter, upper , water , /ɜ:/: shirt, first, journey, birth, third, earth, world Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 164 ii. Essential English Language for SSS by Latilo T.A, page 259 14 WEEK 3 LESSON 1: Vocabulary Development REGISTER OF AGRICULTURE Learning Objectives: By the end of the lesson, the students should be able to; i. list words associated with agriculture ii. say their meaning iii. make sentences with the words REGISTER OF AGRICULTURE Agriculture covers all kinds of cultivating crops and rearing of animals. Below are some words associated with agriculture: Livestock: animals domesticated for cultivation. Grassland: an area dominated by grass. Ranches: a large plot of land used for raising cattle, sheep or other livestock. Beef: the meat from a cow and bull. Hoe: an agriculyural tool consisting of along handle with a flat blade for digging rows. Bulldozer: a tractor with an attached blade for pushing earth and building debris. Net: a device made from such meh used for catching fish, butterflies, etc. Trough: a long, narrow container, open on top, for feeding or watering animals. Greenhouse: a building used to grow plants. Others: sprinklers, knab sack, orchard, seedlings, transplant, vaccination, horticulture, tractors etc Text book: New Concept English for SSS2 by F. Ademola-Adeoye etal. Page 34-35 Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 155 ii. Count Down English Language for SSS by O. Ogunsanwo etal. page 137 15 LESSON 2: LISTENING COMPREHENSION Learning Objectives: By the end of the lesson, the students should be able to; 1. explain the process involved in listening comprehension ii. apply the procedure in a listening comprehension Listening to grasp the main point in a passage involves all the external organs of the body.to grasp the main point, you listen for the writer’s or speaker’s topic sentence. Hints on listening to comprehend The students must put their heart to the lecture or speech. They must pay rapt attention to the phrases, pattern of speech and the topic sentence. They must listen for details and separate the main points from the details. They must listen for the implied meaning of every statement made. Text book: New Oxford English for SSS by Ayo Banjo etal. page 29-30 Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 57-60 ii. Essential English Language for SSS by Latilo T.A, page 85-86 LESSON 3: Definite and indefinite articles Learning Objectives: By the end of the lesson, the students should be able to; i. define an article ii. mention types of articles iii. state the uses of these articles Definite and indefinite articles What is an Article? An article is a word that goes before a noun, giving some basic information about the noun, such as if it is singular or plural, or if the object is specific or general. The English articles are a, an, some, and the. Indefinite Articles There are three indefinite articles in English – two for the singular form (a, an) and one for the plural form (some). 16 We use an indefinite article in English when: We refer to something for the first time We refer to a general thing, and not something specific We describe a person’s profession A/an We use both ‘a’ and ‘an’ in the same way but we use ‘a’ in front of a consonant, and ‘an’ in front of a vowel (a,e,i,o,u). For example: Here are some examples: There’s a cat in the garden! I need a stamp for this letter. Sally is an accountant. She works for a multinational company. Some We use ‘some’ for the plural form of all nouns and for uncountables. (An uncountable noun is a word that only has the singular form, e.g. ‘sugar’.) For example: 17 Here are some examples: Would you like some wine? Here are some photos of our last holiday. We need some milk. Can you get a carton when you go out? Some people are sunbathing in the park. The Definite Article The definite article in English is ‘the’, and we can use it with singular and plural nouns. We use ‘the’ when : We have already identified the noun we are referring to in a previous phrase There is only one of this thing (for example, ‘the station’ – there is only one in the city) We use certain expressions, especially related to physical things such as ‘the weather’, ‘the sea’, ‘the environment’. Here are some\examples: You can’t go to the post office now. It’s closed. Can you turn on the television? The shopping bags are still in the car. I’ll get them. Where’s the bottle-opener? The students are waiting for the lesson to start. The washing machine is broken. We need to get another one. The presentation is ready for you to check Mrs. Harper. What’s the weather like in your country? Reference Material: i. Count Down English language for SSS/UTME By O. Ogunsanwo etal. Page 213 18 WEEK 4 LESSON 1: SPEECH WORK: TRIPHTHONGS Learning Objectives: By the end of the lesson, the students should be able to; i. define a triphthong ii. list types of triphthongs with use of examples iii. identify them in given words TRIPHTHONGS Triphthongs are vowels in which three different vowel sounds can be heard.it is the combination of a diphthong and the /ə / (schwa) sound. They are as follows: 1: /əƱə/ 2: /eΙə/ 3: /ɑІə/ 4: /ɑƱə/ 5: /ᴐΙə/ Examples: /əƱə/: Lower , grower, thrower, borrower /eΙə /:Layer, player, prayer, betrayer, sayer /ɑІə/: drier, crier, plier, liar, friar, trial, tire, fire, quire, tyre, pyre /ɑƱə/: howler, flower, power, tower hour, sour, flour /ᴐΙə/: employer, destroyer, royal, loyal, boiler, toiler, spoiler Reference Material: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 164 ii. Essential English Language for SSS by Latilo T.A, page 259-260 19 LESSON 2: ADJECTIVES AND ADVERBS Learning Objectives: By the end of the lesson, the students should be able to: i. explain the terms adjective and adverb ii. list types of adjectives and types of adverbs with use of examples ADJECTIVES AND ADVERBS Adjective is a word that qualifies or describes a noun or pronouns. The sequential order of adjectives ranges from the determiner, opinion, size, shape, age. Colour, origin, material, purpose and noun. When more than one adjective comes before a noun, the adjectives are normally in a particular order. Adjectives which describe opinions or attitudes (e.g. amazing) usually come first, before more neutral, factual ones (e.g. red): She was wearing an amazing red coat. Not: … red amazing coat TYPES OF ADJECTIVES QUALITATIVE ADJECTIVES :colour, size, smell etc QUANTIFYING ADJECTIVES :more, all, some, half, little, more than enough NUMBER ADJECTIVES :six, one, one hundred etc EMPHATIC: serious, utter, pure etc INTERROGATIVE :which, whose, who, what etc DEMONSTRATIVE : this, that, these, those POSSESSIVE :my, h is, their, your, her etc COMPOUND ADJECTIVES: part-time, home-growns, air-conditioned ADVERB An adverb is a word that modifies a verb, an adjective, a clause, or another adverb. Adverbs provide more information in a sentence by modifying another word. For example, the adverb quickly in the sentence: Jeremiah ran quickly tells us that Jeremiah ran with high speed. As another example, the adverb really in the sentence: The movie was really boring tells us that the movie wasn’t just boring but that it was a colossal snooze-fest. FUNCTION OF ADVERBS 20 MODIFY AN ADJECTIVE: He is really handsome The thief is extremely stupid. The principal job of an adverb is to modify verb, adjectives and other adverbs. MODIFY A VERB John speaks loudly.(how does John speak?) Mary lives locally.(how does Mary live?) She never smokes.(when does she smok e?) Adverbs of manner: Adverbs of manner tell us how something happens. A huge number of adverbs fall under this type and many of the -ly adverbs formed from adjectives fit into this group. Examples: angrily, cautiously, hungrily, nicely, slowly, deftly, precisely, unknowingly, loudly The clown skilfully made animals out of balloons. Adverbs of degree: Generally, adverbs of degree describe the intensity of an action or quality. These adverbs are often used as intensifiers to describe adjectives and other adverbs. Examples: very, really, extremely, incredibly, too, quite, barely, deeply, fairly, greatly, hardly, highly, intensely, somewhat, totally, little, less, least, much, more, most He barely knew how to cook at all. Adverbs of place: Adverbs of place tell us where something happens. Examples: here, there, everywhere, nowhere, somewhere, anywhere, in, out, inside, outside, wherever, on, off, over, under, away, left, right, north, south, east, west I can’t find my keys anywhere. She loves to spend sunny afternoons outside by the pool. Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 135-137 ii. Essential English Language for SSS by Latilo T.A, page 41-48 21 LESSON 3: SUMMARY: GENERAL INTRODUCTION Learning Objectives: By the end of the lesson, students should be able to; i. explain what summary means ii. state rules guiding summary writing Summary is the succinct or recap or a brief write-up of an entire passage often in fewer simple sentences. It is the identifying the main ideas of a passage from the supporting ideas. WAEC RULES GUIDING SUMMARY Deduct half a mark for any grammatical/expression errors in each correct answer. 2. Deduct 1 mark for the inclusion of any irrelevant/extraneous material in each scoring answer. 3. For every correct answer that is not written in a sentence, award half of the marks allotted and impose other penalties where necessary. 4. Where a preamble taken with the different answers does not make a sentence, award half of the marks allotted. This is without prejudice to any other deduction for any penalties. 2. Deduct 1 mark for the inclusion of any irrelevant/extraneous material in each scoring answer. 3. For every correct answer that is not written in a sentence, award half of the marks allotted and impose other penalties where necessary. 4. Where a preamble taken with the different answers does not make a sentence, award half of the marks allotted. This is without prejudice to any other deduction for any penalties. Text book: New Oxford English for SSS1 by Ayo Banjo etal. Page 30 Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 85-88 ii. Essential English Language for SSS by Latilo T.A, page 114 22 LESSON 4: NARRATIVE WRITING Learning Objectives: By the end of the lesson, students should be able to: i. explain what a narrative essay is ii. state the features of a narrative writing NARRATIVE WRITING A narrative essay is one that requires you to write or relate an event as an eye witness would. It is the act of story-telling and writing. It must be interesting and convincing. The reader should enjoy reading it and lead to believe that what he/she is reading is true. Your narration should follow the order in which the event took place, gradually moving the reader to the climax of the story. This kind requires your creative imagination. Narrative essay requires your creative imagination which must be realistic. Narration may start from the beginning or the end of the story. NOTE: Story writing is a kind of narrative essay that one is given a maxim or parable, interpret it write a story that depicts the maxim and ends with the maxim. FEATURES OF NARRATIVE ESSAY It must be in a sequence. It must be arranged in chronological order. It must have a theme It must have a setting (location) the environment. The past tense, nouns, pronouns, (first, second and third persons) The story must have a befitting title. Text book: New Concept English for SSS1 by F. Ademola-Adeoye etal. Page 52-53 Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 20-21 ii. Essential English Language for SSS by Latilo T.A, page 147-149 23 LESSON 5: VOCABULARY DEVELOPMENT ON JOURNALISM Learning Objectives: By the end of the lesson, students should be able to; i. explain what a narrative essay is ii. state the features of a narrative writing Journalism: the activity or profession of writing for newspapers, magazines or news websites or preparing news to be broadcast. Photojournalism: journalism that presents a story primarily through the use of pictures. Newspaper: a daily or weekly publication on folded sheets; contains news and articles and advertisements. Editorial: an article giving opinions or perspectives. News media: newspapers and magazines. Magazine: a type of thin book with large pages and a paper cover that contains articles and photographs and is published every week or month. Publisher: a person engaged in publishing periodicals or books or music. Tabloid: newspaper with half-size pages. Gazette: a newspaper or official journalism. Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 157 ii. Essential English Language for SSS by Latilo T.A, page 206 24 WEEK 5 LESSON 1: SPEECH WORK VOICED AND VOICELESS CONSONANTS Learning Objectives: By the end of the lesson, students should be able to; i. state the voiced and voiceless consonants with use of examples ii. identify them in given words Voiceless Consonants / p/as in place, pap, part, pet, etc /f/ as in fat, flap, laugh, left etc / t/as in tea, tithe, tie, type etc /s/as in see ,sea, set, sleep etc /k/as in car, cart, kettle, character etc /t∫/ as in cheat, chat, church etc / ∫ /as in she, sheep, shit, sheet / θ /as in thing, mouth, through etc /h/ as in heaven, behave, hallowen etc Voiced Consonants / b/ as in be, bet, ban, problem etc /v/as in vibe, vex, five, leave etc /d/as in do, door, rod, dip etc /g/ as in get, go, gang, gone etc /z/as in zip, zeal, please, zest etc /ӡ / as in measure, pleasure, usual etc /dӡ/ joy, edge, village, college etc /ᵑ/ as in tongue, drank, long etc /ᶞ/ as in them, the, those, there etc m/ as in man, main, met, them etc /n/as in net, neat kneel etc 25 /l/ as in let, left, felt, peel etc /r/as in roll, write, rite, rod etc More details in Week one. Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 165 ii. Essential English Language for SSS by Latilo T.A, page 250-252 LESSON 2: COMPREHENSION ANSWERING QUESTIONS IN CONTEXT Learning Objectives: By the end of the lesson, students should be able to; i. explain what a contextual question is ii. list and explain the steps to answering context questions iii. answer contextual passage questions ANSWERING QUESTIONS IN CONTEXT CONTEXT: The circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully understood. It is also the words, sentences, and ideas that come before and after a word or phrase. When you read a passage, circle any new words that you don't understand. Then, look in the context to find clues--words or phrases that hint at what the new word means. Remember, you don't have to understand every word in a reading! Circle only the new words that are key to understanding the passage. There are five easy steps to becoming an expert at using context clues: 1. Circle the word or phrase you don't understand 2. Underline key phrases and ideas in the sentence. Look for words that give synonyms, antonyms, examples, etc. 3. Give the main idea of the paragraph the new word is in. 4. Say the sentence in your own words. 5. Guess at what the new word means. Use what you underlined to prove your guess is right. 26 Text book: New Concept English for SSS1 by F. Ademola-Adeoye etal. 79-80 Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 98 ii. Essential English Language for SSS by Latilo T.A, page 71-72 LESSON 3: VOCABULARY DEVELOPMENT FISHERY AND ANIMAL HUSBANDRY Learning Objectives: By the end of the lesson, students should be able to i. Explain what fishery is ii. List words associated with fishery and animal husbandry iii. Make sentences with the words Fishing or fishery: the occupation, industry, or season of taking fish or other sea animals (such as sponges, shrimp, or seals). A place for catching fish or taking other sea animals. The legal right to take fish at a particular place or in particular waters. Words associated with fishery are: Pole: a type of basic fishing rod. Worm: any creeping or crawling animals, such as a snake, snail, or caterpillar. Bait: an substance, especially food, used in catching fish. Hook: a snare or a trap Pond: an inland body of standing water, either natural or man-made, that is smller than a lake. Boat: a craft used for transportation of goods, fishing, racing, recreational purposes. Cast: to throw into the sea Others: trout, catfish, line, net, sinker, bobber etc. Animal husbandry as we already know is the rearing of all kind of animals. As a subject, there are some words associated with it: 27 Agriculture: the art or science of cultivating the ground, including the harvesting of crops. Culture: the arts, customs, lifestyles, background, and habits that characterize a particular society or nation. Species: a group of plants or animals having similar appearance. Veterinary doctor: a person that administers medical treatments to animals especially domestic and farm animals. Anti-biotic: any substance that can destroy or inhibit the growth of bacteria and similar microorganism. Others: sheep, piggery, ranch, growth, nutrition, herbivores, carnivores, breeding, etc. Text Book: New Concept Secondary English for SS1 by F. Ademola-Adeoye etal. 59-60 Reference Material: i. Essential English Language for SSS by Latilo T.A. etal. Page 216 LESSON 4: STRUCTURE: PHRASES Lesson Objectives: By the end of the lesson, the students should be able to: i. define a phrase ii. list examples of phrases iii. list types of phrases PHRASES A phrase is a small group of words that adds meaning to a sentence. A phrase is not a sentence because it is not a complete idea with a subject, verb and a predicate. In English there are five different kinds of phrases, one for each of the main parts of speech. In a phrase, the main word, or the word that is what the phrase is about, is called the head. In these examples, it is printed in bold. The other words in the phrase do the work of changing or modifying the head. In a 'Noun phrase', one or more words work together to give more information about a noun. all my dear children the information age seventeen hungry lions in the rocks In an Adjective phrase, one or more words work together to give more information about an adjective. 28 so very sweet earnest in her desire very happy with his work In a Verb phrase, one or more words work together to give more meaning to a verb. In English, the verb phrase is very complex, but a good description of its many forms can be found here. 1. You have read the book. 2. You should have eaten by now In an Adverb phrase, one or more words work together to give more information about an adverb e.g: especially softly formerly of the city of Perth much too quickly to see clearly In a Prepositional phrase, one or more words work together to give information about time, location, or possession, or condition. The preposition always appears at the front of the phrase (preposition = pre-position) e.g: after a very long walk behind the old building for all the hungry children in case it should happen again Under the desk Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 112 ii. Essential English Language for SSS by Latilo T.A, page 75-76 29 WEEK 6 LESSON 1: CLAUSES Learning Objectives: By the end of the lesson, the students should be able to; i. explain what a clause is ii. list the two types of clauses with use of examples A clause is a group of words that contains both a subject and a predicate. Clauses come in two types: main and subordinate. A main clause can stand alone and make sense. A subordinate clause relies on the presence of the main clause to complete its meaning. It cannot stand alone as a grammatically complete thought. Examples: I know the restaurant that you are thinking of. The above sentence contains both a main clause and a subordinate clause. The main clause is I know the restaurant. It has a subject, I and a predicate, know the restaurant. By itself on a page or in our ears, it is a complete grammatical thought. When main clauses stand alone, we call them simple sentences. The subordinate clause in this sentence is that you are thinking of. It has a subject, you, and a predicate, you are thinking of that, but this clause cannot stand alone and make sense. It relies on the presence of the main clause for a complete meaning. That is why we label it “subordinate”. The word, subordinate, means “of lesser rank” or “under another’s control” Clauses are tied together by connecting word. In the example above, the relative pronoun that is a connecting word. Notice how we moved that when we analysed the predicate so that the connecting word occupied the space reserved for an object of a preposition. This word actually functions as an object of a preposition in the clause. The subordinate clauses are: Noun clause Adverbial clause Adjectival clause Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 110 ii. Essential English Language for SSS by Latilo T.A, page 81-82 30 LESSON 2: COMPREHENSION ANSWERING QUESTIONS IN CONTEXT REFER TO WEEK 5 LESSON 3: VOCABULARY DEVELOPMENT Confusing Words in English Learning Objectives: By the end of the lesson, the students should be able to; i. mention confusing words that they know ii. differentiate these words by using them in constructing sentences Access vs. Excess Access is used as a noun referring to the ability to enter, as in "access to the building," and as a verb meaning "to enter," as in "access the stage from the rear." Excess functions as a noun or adjective that typically has to do with an amount that is more than usual or necessary, as in "an excess of salt" and "excess baggage." Addition vs. Edition Addition and edition are both nouns. Addition refers to something added, as in "new additions to the museum's collection" and "an addition to the house," as well as to the process of adding, as in "the addition of cream to the soup" and "math problems involving addition and subtraction." It's also the word used in phrases with in: "cookies in addition to the pie and cake." Edition refers to a particular version of a book, product, newspaper, etc., as in "an illustrated edition," or to something presented as one of a series, as in "tonight's edition of the show." Allude vs. Elude Allude is a verb that means "to speak of or mention something or someone in an indirect way," as in "they alluded to difficulties at their former school." Elude is a verb that most often means "to avoid or escape someone or something by being quick, skillful, or clever," as in "a criminal who has eluded capture." Allusion vs. Illusion Allusion is a noun that means "a statement that refers to something without mentioning it directly," as in "a colleague's allusion to a former spouse." 31 Illusion is a noun that refers to something that looks or seems different from what it is, as in "paint that creates the illusion of metal" and "an optical illusion." It also refers to an idea that is based on something that is not true, as in "they were under the illusion that the car was brand new." Base vs. Bass Base is a noun, verb, and adjective. The noun has a variety of meanings, several of which refer to a literal or figurative foundation or bottom, as in "the lamp's base," "the base of a mountain," "the company's customer base," and "base of operations." It's also used in various phrases like "touch base" and "on base." The verb base means "to have a particular place as the main place where a person works or lives or where a business operates," as in "a company based in Iowa." It is also used in phrases with on and upon: "an economy based on tourism." The adjective base means "not honest or good," as in "base motives." Bass is a noun that refers to a low or deep sound or voice, or to a musical instrument. Another word bass rhymes with pass and refers to a kind of fish. Bridal vs. Bridle Bridal is an adjective that is used to describe things relating to a bride or wedding, as in "a bridal gown" and "bridal party." Bridle is a noun that refers to a device that fits on a horse's head and that is used for guiding and controlling the horse. Bridle is also a verb with two meanings: one is "to put a bridle on a horse"; the other is "to react in an angry way," as in "he bridled at their criticism of his methods." Climactic vs. Climatic Climactic and climatic are both adjectives. Climactic is related to the word climax; it means "most exciting and important," as in "the movie's climactic chase scene." Climatic means "of or relating to climate," as in "climatic conditions in the region that make it an ideal place to grow grapes." Collaborate vs. Corroborate Collaborate and corroborate are both verbs. Collaborate means "to work with another person or group in order to achieve or do something," as in "collaborating on a book about dogs." Corroborate means "to support or help prove a statement, theory, etc. by providing information or evidence," as in "two witnesses corroborated her story" and "a theory corroborated by recent studies." Currant vs. Current Currant is a noun that refers to a small raisin or berry. 32 Current is a noun that refers to a continuous movement of water or air in the same direction, as in "ocean currents," and also to a flow of electricity, as in "a strong/weak electrical current." Current also functions as an adjective meaning "happening or existing now," as in "the current month" and "the magazine's current issue." LESSON 4: CONTINUOUS WRITING Introduction to Letter Writing Learning Objectives: By the end of the lesson, the students should be able to; i. explain what a letter is ii. list and explains types of letters Introduction to Letter Writing A letter is a written message that we send to persons who are far away from us in a clear and forceful manner. Although, the advent of IT telephone, mobile SMS’s and chats has reduced the importance of personal letter writing as we can send our messages through these mediums very easily but letter writing is required where there is need of formal communication. Letter writing conveys the writer’s thoughts, wishes, feelings, ideas, hopes and aspirations to the person(s) to whom it is addressed. Letters are of three kinds: FORMAL, INFORMAL AND SEMI-FORMAL LETTER. FORMAL LETTER: it is a letter written officially to newspaper editors, government officers, business organisation for employment or inquiry, to individuals who are not known personally by the writer. INFORMAL LETTER: it is a letter written to close relatives, friends, parents, pen friends with expression of informal messages. SEMI-FORMAL LETTER: it is a letter written to an adult friend perhaps a friend of your parents, a letter to your former head teacher or principal, a letter to your teachers, a letter to a respected person or persons like your pastors, imams, etc. Text book: New Concept English for SSS1 by F. Ademola-Adeoye etal. Pages 85-86 Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 9-14 ii. Essential English Language for SSS by Latilo T.A, page 160-162 33 WEEK 8 LESSON 1: COMPREHENSION See students text book page Learning Objectives: By the end of the lesson, the students should be able to: i. read the passage thoroughly ii. identify main points in each paragraph iii. answer the passage questions Text book: New Concept English for SSS2 by F. Ademola-Adeoye etal. Page 57-58 Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 98 ii. Essential English Language for SSS by Latilo T.A, page 71-72 LESSON 2: SPEECH WORK STRESS WITH TWO ND THREE SYLLABIC WORDS Learning Objectives: By the end of the lesson, the students should be able to; i. explain the meaning of stress ii. identify stress in two and three syllabic words STRESS WITH TWO ND THREE SYLLABIC WORDS Stress refers to the syllable in a word that is uttered with more muscular effort or energy. Prefixes and suffixes are not often stressed in English. Therefore, one of the basic principles about two syllable words is that the prefix is not stressed if a two-syllable word begins with it. Example: de-SIST, a-GREE, re-PORT, ob-SERVE On the other hand, a word of two syllables should be stressed on the first syllable if it is not introduced by a prefix. E.g AN-ger, NUM-ber, CUS-tom, SEV-enty A word of two syllables is stressed on the first syllable if it functions as a noun or an adjective and on the second syllable if it functions. E.g RE-port(noun), re-PORT(verb) PER-fect(adjective), per-FECT(verb) 34 PRO-cess(noun), pro-CESS(verb) FRE-quent(adjective) fre-QUENT(verb) STRESS ON THREE SYLLABLE WORDS A word that has more than three syllables is known as polysyllabic word. Words that end with ion, ian, ic, ics, ial, ium, um are stressed on the second syllable from the end of the word. E.g trans-por-TA-tion(ion), dra-MA-tic(ic), lin-GUIS-tics(ics). There are few exceptions, PEN-du-lum and PO-li-tics are stressed on the first syllables. Words that end with ate, ize, ise, ity, sis, y, ical, al, fy, ship, are stressed on the third syllable from the end of the word. E.g MO-ti-vate, na-TIO-na-lize(ize), ma-JO-ri-ty(ity), i- DEN-ti-cal(ical), e-LEC-tri-fy(fy) Text book: New Oxford English for SSS2 by Ayo Banjo etal. Page 153-154 Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 173 ii. Essential English Language for SSS by Latilo T.A, page 267-268 LESSON 3: STRUCTURE: SENTENCES Learning Objectives: By the end of the lesson, the students should be able to; i. define a sentence ii. state types of sentences with use of examples A sentence is a group of words that has a subject and a predicate with a finite verb. TYPES OF SENTENCES Simple sentence Compound sentence Complex sentence Compound-complex sentence SIMPLE SENTENCE: a simple sentence expresses only one idea. It has only one subject and one predicate. 35 Examples: she reads well. The caretaker is careless. I feel happy today. COMPOUND SENTENCE: a compound sentence is made up of two or more co-ordinate clauses or independent clauses. These two independent clauses can be combined with a comma and a coordinating conjunction or with a semicolon. Eg, She completed her literature review, and she created her reference list. The man went into the sitting room and shouted at his son. COMPLEX SENTENCE: A complex sentence contains at least one independent clause and at least one dependent clause. Dependent clauses can refer to the subject (who, which) the sequence/time (since, while), or the causal elements (because, if) of the independent clause. E.g. If a sentence begins with a dependent clause, note the comma after this clause. If, on the other hand, the sentence begins with an independent clause, there is not a comma separating the two clauses. EXAMPLES: Although, she completed her literature review, she still needed to work on her methods section. The woman screamed because she was afraid of the dog. COMPOUND-COMPLEX SENTENCE: A compound-complex sentence contains at least two independent clauses and at least one dependent clause. E.G She completed her literature review, but she still needs to work on her methods section even though she finished her methods course last semester. While the teacher was teaching, the students shouted at him and laughed at him. Text Book: New Concept English for SSS1 by F. Ademola-Adeoye etal. Page 195-196 Reference Materials: i. Exam Focus English by A. Banjo etal. Page 114 ii. Essential English Language for SSS by Latilo T.A. etal. Page 2-5 36 WEEK 9 LESSON 1: SUMMARY WRITING See students text book Learning Objectives: By the end of the lesson, students should be able to: i. analyse a given passage ii. identify the topic sentence iii. write down the relevant point iv. summarise the given passage by using the points written down Text book: Text Book: New Concept English for SSS1 by F. Ademola-Adeoye etal. Page 130 Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 95 ii. Essential English Language for SSS by Latilo T.A, page 127 LESSON 2: GRAMMAR REGULAR AND IRREGULAR VERBS Learning Objectives: By the end of the lesson, students should be able to: i. explain regular and irregular verbs ii. give examples of them REGULAR VERBS Regular verbs are verbs that take –ed or –ied at the end of the simple form, to form the past and past participle. simple form past past participle Calculate calculated calculated Book booked booked Boil boiled boiled Regard regarded regarded 37 Empty emptied emptied Note: ‘dream’ can be ‘dreamed or dreamt’ in the past and past participle form. Some verbs can change their meaning depending on whether they are regular or irregular: learn - learned – learned learn –learnt –learnt Some verbs change their meaning depending on whether they are regular or irregular. Example ‘hang’ IRREGULAR VERBS Irregular verbs are also known as strong verbs. The present tense of some regular verbs is the same as the past of some irregular verbs. Examples :regular : found – founded –founded Irregular : find –found-found. Get-got-got, go- went-gone, say- said-said, take-took-taken, see-saw-seen, know-knew- known, come-came-come Some maintain the same form: cast-cast-cast, broadcast-broadcast-broadcast, Shed-shed-shed Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 126 ii. Essential English Language for SSS by Latilo T.A, page 23 LESSON 3: CONTINUOUS WRITING FORMAL LETTER Learning Objectives: By the end of the lesson, students should be able to: i. explain what a formal letter is ii. state the features and format of a formal letter 38 FORMAL LETTER Formal letter is an official letter writing. It is a covering letter for job applications, covering letters for questionnaires or surveys which are part of your research, or letters of complaint to your bank manager. It is very important, therefore, that your letters should have the desired effect on the reader. In order to achieve this, they should be:  In the correct format.  Short and to the point.  Relevant.  Free of any grammatical or spelling mistakes.  Polite, even if you’re complaining.  Well presented. This guide will give some general advice on letter writing and includes some sample letters. If you are replying to a letter, it can be a good idea to note how that letter has been formatted and expressed. THE FORMAT OF WRITING FORMAL LETTER Your address, but not your name, usually goes in the top righthand corner. You would not usually include your telephone number or email address here, but this would be permissible. The name and address of the person you’re writing to go below this, on the left. If you don’t have a specific name, always at least try to put some sort of title. You should always, however, address the letter to a particular person if at all possible. The position of the date is more flexible. It can go on the left or the right, usually below the address details. The format of the date is also flexible; it could be written, 5th April, 2003. Avoid putting the day and month the other way round. The salutation at the beginning of the letter depends on whether or not you have the name of the person but it is appropriate not to write the name of the person. Just write, dear sir/madam. The ending of the letter depends on how you have started. It is however, common now to put the subject of the letter directly below the salutation. This would be in bold or underlined. The purpose is to give the reader an idea of what the letter is about before reading it, and to be able to pass it on to a more appropriate person if necessary. 39 If you are replying to a letter which had a reference (or ref.) on it, you should repeat this on your letter, probably on the same line as the date, but on the other side of the page. Write Your ref.: xxxx/xx The content of your letter should be as short as possible, divided into short, clear paragraphs. It is common to end your letter with a phrase such as I look forward to hearing from you. It’s OK to do this, but it’s a bit meaningless. To end the letter, you would normally write Yours sincerely if you have started the letter with the name of the person, or Yours faithfully if you have started with something like Dear Sir, follow by your full signature then your full name. Text Book: New Concept English for SS1 by F. Ademola-Adeoye etal. 116-119 Reference Materials: i. Exam Focus English by A. Banjo etal. Page 14-16 ii. Count Down English Language for SSCE by O. Ogunsanwo etal. Page 58-59 LESSON 4: SPEECH WORK STRESS ON FOUR AND FIVE SYLLABLE WORDS Learning Objectives: By the end of the lesson, students should be able to: i. identify the stress in four anf and five syllabic words STRESS ON FOUR AND FIVE SYLLABLE WORDS A word that has more than two syllables is known as polysyllabic word. Words that end in ion, ian, ic, ics, ial, ium, um are stressed on the second syllable syllable from the end of the word. E.g trans-por-TA-tion(ion), e-xa-mi-NA-tion, pho-to-GRA-phic, po-li-TI-cian, spe-cia-li-SA-tion lin-GUIS-tics(ics). Words that end in -ate, ise, ize, ity, ical, are stressed on the third syllable from the end of the word. Examples- na-TIO-na-lize, ma-JO-ri-ty, i-DEN-ti-ty etc. 40 Text Book: New Concept English for SS1 by F. Ademola-Adeoye etal. 129-130 Reference Materials: i. Exam Focus English by A. Banjo etal. Page 173 ii. Count Down English Language for SSCE by O. Ogunsanwo etal. Page 296-298 WEEK 10 LESSON 1: COMPREHENSION ANSWERING QUESTIONS ON COMPREHSION SEE STUDENTS’ TEXT BOOK PAGE Learning Objectives: By the end of the lesson, the students should be able to; i. read the passage thoroughly ii. identify main points in each paragraph iii. answer the passage questions Text book: New Concept English for SSS1 by F. Ademola-Adeoye etal. Page 69-70 Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 98 ii. Essential English Language for SSS by Latilo T.A, page 71-72 LESSON 2: VOCABULARY DEVELOPMENT REGISTER OF LIBRARY Learning Objectives: By the end of the lesson, the students should be able to; i. define a library ii. mention words associated with the library iii. make sentences with the words REGISTER OF LIBRARY A library is a collection of resources in a variety of formats that is organized by information professionals or other experts who provide convenient physical, digital, bibliographic, or intellectual access and offer targeted services and programs with the mission of educating, 41 informing, or entertaining a variety of audiences and the goal of stimulating individual learning and advancing society as a whole. 1. Resource: aid or support that may be drawn upon when needed 2. Book: an object consisting of a number of pages bound together 3. Borrow: get temporarily 4. Return: to go or come back to place, condition, or activity where one has been before 5. Author: a person who writes professionally. 6. Publisher: a person engaged in issuing periodicals or books or music. 7. Key word: a significant word used in indexing or cataloguing. 8. Catalogue: a complete list of things, usually arranged systematically. 9. Biography: an account of the series of events making up a person's life. 10. Atlas: Collection of maps 11. Barcode number: The number identification of the book that is scanned for circulation. Reference Materials: i. Count Down in English language for SSS/UTME By O. Ogunsanwo etal. Page 159 ii. Essential English Language for SSS by Latilo T.A, page 212 LESSON 3: FIGURES OF SPEECH Learning Objectives: By the end of the lesson, the students should be able to; i. list types of figures of speech ii. say their meaning iii. use them in expressions FIGURES OF SPEECH SIMILE A simile is similar to a metaphor. However, here, a reference between two concepts is made by using the terms 'like' or 'as'. Some simile examples are: Cause she looks like a flower but she stings like a bee. Like every girl in history. George felt as worn out as an old joke that was never very funny in the first place. PERSONIFICATION 42 This refers to the art of bringing to life an inanimate object, trait, or action, by associating it with a human quality. Examples of personification are: The picture in that magazine screamed for attention. The carved pumpkin smiled at me ONOMATOPOEIA Such words imitate the sounds made by certain objects or actions. Some examples of onomatopoeia are: The clatter of utensils. The flutter of birds. METAPHOR Used for the purpose of comparison, a metaphor is a figure of speech that implies the meaning of an object with its reference to another completely unrelated object. For instance: The sofa is fertile soil for a couch potato. But my heart is a lonely hunter that hunts on a lonely hill. OXYMORON An oxymoron uses a contradictory adjective to define an object, situation or event. Oxymoron examples are: Loners' club A stripper's dressing room Bitter sweet experience. A wise fool Parting is sweet sorrow The matter is an open secret. PARADOX While an oxymoron is a contradictory phrase, a paradox is a contradictory statement which may appear false, but is in fact true. For example: War is peace. Freedom is slavery. Ignorance is strength. George Orwell, 1984 EUPHEMISM The presentation of an unpleasant thing or experience in a pleasant way e.g 43 The king has joined his ancestor (he died) The boy is mentally unstable (he is mad) He is a gentleman on the high way (armed robber) The woman passed away The young girl has been put in a family way (pregnant). Text book: New Concept English for SSS1 by F. Ademola-Adeoye etal. 41-42 Reference Materials: i. Count Down English Language for SSCE by O. Ogunsanwo etal. Page 190-194 ii. Essential English Language for SSS by Latilo T.A. etal. Page 247 LESSON 4: CONTINUOUS WRITING: ARGUMENTATIVE ESSAY Learning Objectives: By the end of the lesson, the students should be able to: i. explain what an argumentative essay is ii. state the format of an argumentative essay iii. draw an outline for any given topic iv. develop the outline into paragraphs ARGUMENTATIVE ESSAY An argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner. The major issue in an argumentative essay is the orderly and effective presentation of reasonable opinions in order to persuade the reader to hold the same point of view as the writer. FORMAT 1. Introduction 44  2. Body 3. Conclusion The following topics can be used for argumentative essays: 1. Village life is better than city life. 2. Co-education in our secondary schools should be abolished. 3. Boarding schools are better than day schools. HINTS 1. Define the topic of the debate. 2. Give a minimum of three points to support your view. 3. Points or paragraphs should be linked with words like: Furthermore, In addition, Also etc. Text book: New Concept English for SSS1 by F. Ademola-Adeoye etal. 197-198 Reference Materials: i. Count Down in English language for SSS/UTME By O. Ogunsanwo etal. Page 29-30 ii. Essential English Language for SSS by Latilo T.A, page 157-158 45