JSS 3 English Language Lesson Note - 1st Term PDF

LESSON NOTE FOR WEEK 1 SUBJECT: English Studies TOPIC: Speech Work; /i:/ and /ɪ/, /a:/ and /æ/; /ɔ:/ and /ɒ/ Reading - Comprehension Structure - Prepositions Composition: Narrative Essay (Writing an Outline of an Essay) Vocabulary development - Adjectives of colour and sound Literature - Element...

LESSON NOTE FOR WEEK 1 SUBJECT: English Studies TOPIC: Speech Work; /i:/ and /ɪ/, /a:/ and /æ/; /ɔ:/ and /ɒ/ Reading - Comprehension Structure - Prepositions Composition: Narrative Essay (Writing an Outline of an Essay) Vocabulary development - Adjectives of colour and sound Literature - Elements of fiction and non-fiction. CONTENT Description of the /ɪ/ and /i:/ sound To make the /ɪ/ sound, the part of your tongue nearer the centre than the front is raised towards the roof of the mouth. The /ɪ/ sound is a short vowel sound. To make the /i:/ sound, the front of your tongue is raised towards the roof of your mouth. The /i:/ is a long vowel sound. Spelling the /ɪ/ and /i:/ sounds /I/ /i:/ i as in fix, bliss, rip, sin e as in these, be, complete, Eve e as in wicked, needed, pretty, honest ea as in beat, meal, deal, read y as in Cynthia, symbol, cymbal, myth ee as in seek, week, flee, sheet a as in village, privacy, sausage, ei as in deceive, receive, seize, perceive message ie as in sieve ie as in relief, achieve, field Description of the /æ/ and /a:/ To make the /æ/ sound, the front of your tongue is lowered from its resting position. When you say /æ/, your lips are neutrally open and your jaw is down. To make the /a:/ sound, the part of your tongue between the centre and back is lowered from its resting position. When you say /a:/, your lips are neutrally open and your jaw is down as for /æ/. Spelling the /æ/ and /a:/ sounds /æ/ /a:/ 'a' as in marry, sat, bag, cat, lack 'ar' as in cart, tar, bar, car 'ear' as in heart, dearth 'a' as in past, task, raft 'er' as in clerk, derby, sergeant Description of the /ɒ/ and /ɔ:/ To make the /ɒ/ sound, the back of your tongue is slightly raised from its resting position towards the soft part of the roof of the mouth. /ɒ/ is a short vowel sound. To make the /ɔ:/ sound, the back of your tongue is raised halfway towards the soft part of the roof of the mouth. /ɔ:/ is a long vowel sound. Spelling /ɒ/ /ɔ:/ 'o' as in log, option, odd, shock 'ar' as in warm, swarm, ward, warn 'a' as in watch, yacht, wrath, was 'or' as in torch, porch, torture, short 'ou' as in cough, trough 'ore' as in chore, pore, core, more 'ua' as in quarrel, squat, squash 'our' as in four, court, mourn ASPECT: COMPREHENSION New Concept English Book 3, Page 4, Traffic warning signs on our roads STRUCTURE: PREPOSITIONS A preposition is a word placed before a noun or pronoun to show its relation to some other words in the sentence. E.g. Above, about, across, during, after, etc. Categories of Prepositions 1. Prepositions such as about, from, after, by, under, etc. are used to show the relationship of a noun or pronoun to some other word in a sentence. Examples The book is on the table. The baby is under the car. 2. Prepositions such as according to, because of, next to, along with, apart from, in spite of, which are made up of more than one word, are known as Compound prepositions. Examples She left because of the noise. They went along with the group. 3. Prepositions begin phrases that generally end with a noun or pronoun known as the object of the preposition. Examples She bought the oranges from the woman. Kato was talking during the lesson. COMPOSITION - Narrative Writing Outline for Writing a Narrative Composition 1. Introduction: Share Your Point and How It Relates to You Draw the reader in with a hook statement that grabs their attention using some element of your story to open your introductory paragraph. Ask a rhetorical question or make a statement about the topic of your story as it relates to the general public. This short paragraph will also tell readers how the point of this story relates to you. End your introduction by sharing a thesis statement that clearly states the moral of your story. 2. Body Paragraph One: Set up the Story Your first body paragraph should set up the background of the story. Use descriptive and concise language to give readers the most important details they need to understand the story you’re about to tell. These details might include the setting, the main characters, and the onset of the story you’ll share throughout the essay. Make sure every detail is integral to the story. 3. Body Paragraph Two: Briefly Tell the Story up to the Climax The second body paragraph in your essay should get to the heart of the story you’re telling. Use one or two short anecdotes or facts to tell the story up to the climax, or turning point of the story. 4. Body Paragraph Three: Share How the Story Ends The final body paragraph in your essay will share how your story ended. You can use short anecdotes or facts to share the resolution of your experience. 5. Conclusion: Restate Your Point and Relate It to Readers Your conclusion paragraph is where you wrap up the whole essay. Restate the point of your essay, then share how this might relate to other readers’ lives. ASPECT: VOCABULARY Adjectives of Colour and Sound Colour Sound Amber Boisterous Flaming Croaky Fluorescent Deafening Tinted Mellifluous Grey Discordant Oxblood Muted Sombre Squeaky Ash Thunderous LITERATURE Elements of Fiction and Non-fiction The elements of Fiction are; Characters, Setting, Point of view, theme and Plot. While the elements of non-fiction are; Setting, Descriptive imagery, Figurative language, Plot and Character LESSON NOTE FOR WEEK 2 NAME OF SCHOOL: GABUS International College CLASS: JSS3 TOPIC: Speech Work; /u:/ and /ʊ/; /ɜ:/ and /ə/ Reading - Comprehension Structure - Expressing/Describing Emotions (Verb + Preposition; V + to-infinite e.g. I want to shout. Verb + that - clause e.g. We are surprised that you came). Composition: Descriptive Essay (Developing your paragraphs) Vocabulary development - Adjectives of Smell, taste and Shape Literature - Recommended text CONTENT Description of the /ʊ/ and /u:/ sound To make the /ʊ/ sound, the part of your tongue nearer the centre than the back is raised towards the roof of the mouth. When you say /ʊ/, your lips are loosely rounded. The sound is a short vowel sound. To make the /u:/ sound, the back of your tongue is raised towards the roof of your mouth. Your lips are closely rounded when you say the /u:/ sound. Spelling /ʊ/ /u:/ 'u' as in pull, full, sugar, cushion 'u' as in crude, flute, cute, June 'oo' as in shook, took, good, foot 'oo' as in noon, cool, choose, drool 'o' as in woman, wolf, bosom 'o' as in lose, prove, move, two 'ou' as in would, should, could, bouquet 'ou' as in soup, group, wound, coup Description of the /ɜ:/ and /ə/ sounds To make the /ɜ:/ and /ə/ sounds, the centre of your tongue is raised towards the area between the hard and soft parts of the roof of your mouth. Your lips are neutrally spread and no firm contact is made between the sides of your tongue and your upper side teeth when you say /ə/. But while /ə/ is a short vowel sound, /ɜ:/ is long. Spelling /ə/ /ɜ:/ 'a' as in woman, about, above, salad 'er' as in err, her, perfect, serve 'o' as in oblige, police, zealot, pilot 'ur' as in fur, church, turn, burn 'our' as in colour, labour, parlour, 'our' as in journey, courtesy, scourge, favour courteous 'ure' as in measure, future, treasure, 'ir' as in skirt, shirt, dirt, firm nature ASPECT: STRUCTURE Expressing Emotions using Verb + Preposition, Verb + To infinite and Verb + that - clause Emotions are conscious mental reactions, subjectively experienced as strong feelings, usually directed towards a specific object (person, animal, thing, etc.) A) Verb + Preposition: These include; 'shout at', 'get along', 'care about 'long for', 'freak out' etc. Sentence Examples Mum shouts at me often. Grandma truly cares about us. I long for peace in my life. She may freak out while watching that scary movie. B) Verb + To infinite: These include; 'to love', 'to annoy', 'to trust', 'to offend', etc. Sentence Examples We ought to love one another. She likes to annoy her mum. It's important to trust God always. Try not to offend her. C) Verb + that - clause: These include; 'believe that', 'agree that', 'forget that', 'prove that', Sentence Examples Don't believe that lie she is telling.  Everyone agrees that we have to act quickly. It’s easy to forget that she’s just a child. Recent research proves that global warming is already a reality. ASPECT: COMPOSITION DESCRIPTIVE ESSAY (Developing Your Paragraphs) Important Steps on Paragraph Development Narration: Tell a story. Go chronologically, from start to finish. Description: Provide specific details about what something looks, smells, tastes, sounds, or feels like. Organize spatially, in order of appearance, or by topic. Process: Explain how something works, step by step. Perhaps follow a sequence—first, second, third. Classification: Separate into groups or explain the various parts of a topic. Illustration: Give examples and explain how those examples prove your point. (See the detailed example. ASPECT: VOCABULARY DEVELOPMENT Adjectives of Smell, Taste and Shape Smell Taste Shape Skunky Acidic Horizontal Ambrosial Alkaline Foursquare Putrid Buttery Convex Rancid Medicinal Chubby Scented Lactic Annular Savoury Jammy Skew LESSON NOTE FOR WEEK 3 NAME OF SCHOOL: GABUS International College CLASS: JSS3 TOPIC: Speech Work; Diphthongs /ei/, /ai/, /ɔi/, /əʊ/ Reading - Comprehension Structure - Expressing/Describing Emotions Describing Emotions (Liking, Disliking and Preferring; Verb + to-infinitive (e.g. She loves to sing.); Would prefer + to infinitive (e.g. I would prefer to sing rather than dance); Prefer; to (e.g. She prefers bikes to cars.) Composition: Formal Letter Writing (Introduction, Essential Tips and Differences between Formal and Informal Letters) Vocabulary development - Antonyms (Words nearly opposite in meaning) Literature - Recommended text CONTENT Diphthongs /ei/, /ai/, /ɔi/, /əʊ/ To say the /ei/ sound, the front of your tongue moves from the position of saying /e/ to the position of saying /i/. The sound is therefore a combination of the two pure vowel sounds /e/ and /i/. Your lips are spread when you say the /ei/ sound. When you say /ai/, your tongue moves from the position of saying /a/ to the position of saying /i/. Your lips change from neutral to loosely spread when you say /ai/. To say the /ɔi/ sound, the front of your tongue starts down from the position of saying /ɔ/ and then moves up to the position of saying /i/. The /ɔi/ sound is a combination of the pure vowel sounds /ɔ/ and /i/. Your lips change from open rounded to neutral spread when you say /ɔi/. To say the /əʊ/ sound, your tongue begins in the central position where you say /ə/, then moves upward and backwards towards the position of saying /ʊ/. The /əʊ/ sound is a combination of the pure vowel sounds /ə/ and /ʊ/. Your lips change from a neutrally relaxed shape to a slightly rounded shape. Spelling /ei/ /ai/ /ɔi/ /əʊ/ 'a.e' as in mate, 'i' as in kind, find, 'oi' as in toil, boil, 'o' as in go, no, so, cake, late, sake bind, blind coil, noise go 'ai' as in paint, 'ie' as in tie, lie, 'oy' as in boy, coy, 'ow' as in row, faint, aim, claim die, pie toy, Roy tow, slow, blow 'ay' as in clay, flay, 'y' as in cry, try, 'uoy' as in buoy 'oa' as in soap, oat, day, slay dry, fry boat, coat 'ey' as in they, 'ign' as in resign, 'ou' as in soul, obey, grey, prey align, sign, malign though, boulder, shoulder ASPECT: STRUCTURE. Expressing Emotions (To like, to dislike and to prefer) A) Verb + to infinitives a) I love to pray. b) Jane loves to help people. c) He refuses to apologize. d) She loves to read. B) Would prefer + to infinitives a) I would prefer to buy rice, rather than beans. b) They would prefer to dance, rather than sing. c) He would prefer to sit idle, rather than get busy. d) We would prefer to wait, rather than leave. C) Prefer a) He prefers chocolates to biscuits. b) They prefer partying to studying. c) She prefers praising God to worshipping Him. d) It prefers offals to brisket bones. ASPECT: COMPOSITION FORMAL LETTERS A formal letter is one written in a formal and ceremonious language and follows a certain stipulated format. Such letters are written for official purposes to authorities, dignitaries, colleagues, seniors, etc. and not to personal contacts, friends or family. Format of Writing a Formal letter A formal letter must follow certain rules and conventions. Such a format helps in relaying the information in a professional way. Below is the format of writing a formal letter: Sender's address Date Receiver's address Greeting Heading Body of the letter Closing Signature Differences between Formal and Informal letters Formal letter Informal letter Has two addresses (sender and Has one address (Receiver's). receiver). Has a title/heading. Has no heading. Written for professional Written for personal communication. communication. Follows a strict structure. Follows a liberal pattern Closes with 'Yours faithfully/sincerely, Closes with yours affectionately/other signature and full name. informal words, no signature and just the first name in most cases. ASPECT: VOCABULARY DEVELOPMENT ANTONYMS An antonym is a word that means the opposite of another word. Word Antonym Annihilate Build Loquacious Taciturn Duplicitous Honest Phlegmatic Vehement Obscure Vivid Affluent Penurious Gargantuan Lilliputian Inveigh Rejoice Gregarious Reclusive To say the /iə/ sound, your tongue begins in the position of saying /i/, then moves backwards and downwards towards the position of saying /ə/. When you say the /iə/ sound, there is a slight movement of your lips from spread to open. To say the /eə/ sound, your tongue begins in the position of saying /e/ and then moves backwards towards the position of saying /ə/. Your lips are neutrally open throughout when you say the /eə/ sound. When you say /ʊə/, your tongue begins in the position of saying /ʊ/ but moves forward and downward towards the position for saying /ə/. Your lips start from being weakly rounded and become neutrally spread. Spelling /iə/ /eə/ /ʊə/ 'eer' as in deer, career, 'air' as in chair, affair, 'ua' as in individual, sneer, cheer despair, repair actual, usual, gradual 'ear' as in bear, smear, 'are' as in share, aware, 'ue' as in cruel, fuel, nuclear, year welfare, stare influence, duel 'ere' as in here, sincere, 'ar' as in librarian, parent, 'ure' as in pure, cure, lure, sphere, interfere vary, wary sure 'ie' as in nutrient, 'ae' as in aerobic, aerial, 'ur' as in jury, during, recipient, fierce, premier aeroplane. furious, curious LESSON NOTE FOR WEEK 4 CLASS: JSS3 TOPICS a) Speech Work: Consonant Contrasts: /aʊ/ and /əʊ/ (b) Vocabulary Development: Antonyms (c) Reading Comprehension: (d) Structure: Expressing Willingness/Unwillingness – Using modal verb + adverbials (e.g. I will come if I’m invited; She will not come if she’s not invited) (e) Composition: Formal Letters (Guided Writing) “A Letter to the Local Government Chairman asking him to tar the road to your school” (f) Literature: use recommended text ASPECT: Speech Work Topic: Contrasting /aʊ/ and /əʊ/ Description of /aʊ/ and /əʊ/ Sounds. To say the /əʊ/ sound, your tongue begins in the central position where you say /ə/, then moves upwards and backwards towards the position of saying /ʊ/. The /əʊ/ sound is a combination of the pure vowel sounds /ə/ and /ʊ/. To say the /aʊ/ sound, the back of your tongue starts down in the position where you say /a/ and then moves upwards and slightly backwards towards the position where you say /ʊ/. The diphthong /aʊ/ is a combination of the pure vowel sounds /a/ and /ʊ/. Spelling /əʊ/ /aʊ/ 'o' as in go, no, so 'ou' as in pound, shout, ground 'ow' as in row, tow, slow 'ow' as in crowd, browse, powder 'oa' as in soap, oat, boat 'ough' as in plough, drought, bough ASPECT: VOCABULARY Topic: Antonyms. Text: New Concept English For JSC Book 3, Page 101-102. ASPECT: Structure TOPIC: Expressing Willingness/Unwillingness USING MODAL VERBS + ADVERBIALS (A) Using modal verb and adverbials to express willingness and unwillingness ‘will, would, won’t, wouldn’t, shall, shan’t’ 1. Use shall and shan’t with the pronouns ‘I’ or ‘we’ to indicate (neutral) future time without any expression of determination or a strong willingness to do something. E.g. I shall be seeing you tomorrow. We shall be at school tomorrow.  I shan’t be staying long at school tomorrow. 2. Use ‘will’ and ‘won’t’ with the pronouns ‘I’ and ‘we’ to show determination, intention, a promise, an assurance, insistence, strong willingness, etc. E.g. Will be there tomorrow, whether you like it or not. We will win the match, we promise. I won’t be intimidated. 3. ‘Would’ and ‘wouldn’t’ can be used to express willingness refusal: E.g. They would do anything for their parent. They wouldn’t heed my advice. 4. When you use ‘he’, ‘she’, and ‘they’ with ‘shall’ you are expressing a strong willingness or giving orders. E.g. He shall be giving back his property (i.e. you are willing to see that he gets back his property). You shall remain there until further notice. They shall do as they are told. 5. On the other hand when he you and they are used with will the neutral future time is being expressed, that is, with no indication of determination, insistence, willingness, etc. E.g. Uche: "I will drown and no one shall save me" Fisherman: "In that case, I assume that you intend to commit suicide and are determined not to be rescued". Uche: "Help! I’m drowning". Fisherman: "Now, I must rescue you at once." (B) Using adjective and adverbials to express willingness or unwillingness I am willing to be there tomorrow. (Adj.) She was unwilling to admit her guilt. (Adj.) He willingly admitted his guilt. (adv.) She gave him the money unwillingly. (adv.) ASPECT: Composition TOPIC: Formal Letter (Guided Writing) “A Letter to the Local Government Chairman asking him to tar the road to your school” Model Formal Letter Alvina's High School, Oneya Road, Effurun, Delta State. 15th September, 2022. The Chairman, Akinyele Local Government Area, Ibadan, Oyo State. Dear Sir, THE POOR CONDITION OF ROADS IN OUR AREA As a citizen of Akinyele, I would like to express my concern about the poor condition of roads in our area. The roads are very bad and have been causing a lot of problems to our people. The people of this area are mostly farmers and they need good roads to transport their farm produce to the main market in the city. Also the only secondary school in the locality is about three Kilometres away from the village. As a result of the bad road, students pay high transport fares to and from school. Sometimes, there are no buses and they have to walk the long distance. Furthermore, the roads have dangerous potholes that cause accidents every day. Two days ago, a bus that was heading to the town, fully loaded with yams, collided with an oncoming car. The passengers died on the spot. To worsen the situation, when the incident occurred, there was no vehicle at site to convey the victims to a nearby hospital. We tried to call one of the motorists. He vowed never to ply that route again as a result of the last trip he had as a result of bad road which led to breaking down of his vehicle. As I persuaded him to inform his friend that has a car, he told me the worst story as he just lost his wife heavy with pregnancy before he got to the hospital as a result of excessive bleeding. The woman had been sick as a result of the stress of the road anytime she would go to hospital for periodic ante-natal. In short, this road had claimed many lives. There are countless instances that we did not know. Sir, the people of this community would be very grateful if you would help us put these roads in order as soon as possible. Thanks for your understanding. Yours faithfully, Signature Mark Ohis Head Boy (2021/2022 Session) LESSON NOTE FOR WEEK 5 a) Speech Work: Diphthongs and Monophthongs in Contrast b) Vocabulary Development: Antonyms III c) Reading Comprehension: ‘This is Lagos’ (NOSEC, 48 – 50) d) Expressing Intention and Permission (using intend, aim + to inÕnitive; can, could, may, might, mind) e) Descriptive Essay: Travelling by Air (Oral Discussion) f) Literature: Revising Poetry (use recommended text) ASPECT: Speech Work TOPIC: Diphthongs and Monophthongs in Contrast Monophthongs (Pure Vowels) 1. /i: / e.g. beat, seat, neat, etc. 2. /i/ e.g. bit, sit nymph 3. /e/ e.g. bed, bread, said 4. /æ/ e.g. cat, lack, pack 5. /a: / e.g. car, dart, calm, heart 6. / ɒ / e.g. pot, what, gone 7. /ᴐ:/ e.g. war, pork, saw 8. /u/ e.g. good, cook, put 9. /u: / e.g. pool, blue, screw 10. /Ʌ/ e.g. cut, come, blood 11. /з:/ e.g. burst, purse, earn 12. /Ә/ e.g. about, baker, sailor Diphthongs (Impure Vowels) 1. /ei/ gate, name, late, lake, cake etc. 2. /ai/ buy, might, right, sky, like etc. 3. /ↄi/ boy, joy, bouy, coil, coin, rejoice etc. 4. /eə/, there, bare, pair, air, hair etc. 5. /ʊә/, poor, pure, tour, during, sure etc. 6. /aʊ /, now, cow, browse, house, mouse etc. 7. /iә/, beer, ear, hear, deer, fear etc. 8. /әʊ/ go, load, road, gold, role, roll, no etc. Diphthongs and Monophthongs in Contrast /ei/ /i/ /ai/ /i:/ Break Bricks Riding Reading Gate Bid Bike Breed Praises Pill Bride Breeze Clay Clip Cry Creed Blade Lip Lie Lead Play Flip Ply Plead Eight Guild Height Please ASPECT: Vocabulary Development TOPIC: Antonyms III Words Antonyms Exotic Indigenous Homogeneous Heterogeneous Exaggeration Understatement Important Inconsequential Genial Unfriendly Inhumane Compassionate Deleterious Harmless Lugubrious Comforting Mundane Heavenly ASPECT: Reading Comprehension ASPECT: Structure TOPIC: Expressing Intention and Permission (using intend, aim + to infinitive; can, could, may, might, mind) 1. (Intention) E.g. a) I intend to go home b) We aim to reach our goal. 2. (Permission) E.g. a) Could you please help me? b) Would you mind my coming along? Expressing Intention Using verb + infinitive: ‘intend’ and ‘aim’ Examples: a) I intend to buy a house next year. b) He intends to cause trouble at the meeting. c) I intend to move into my new apartment next week. d) The scheme aims to alleviate. e) They aim to be there by 6pm. f) The government is aiming to reduce unemployment by 50%. Expressing Permission using can, could, may, might, mind 1. We use may + infinitive to request, give and refuse permission. Examples: a) May I shut the door please? Yes, you may. No, you may not. In indirect speech after said, asked, told etc may becomes might. Eg. a) I asked Mrs Williams if I might shut the door and she told me that I might (not). 2. We also use might + infinitive to request, may is used in reply. Examples: a) Might I shut the door? Yes, you may. No, you may not. ASPECT: Composition TOPIC: Descriptive Essay Travelling by Air (Oral Discussion) Description essay or composition aims at describing or giving a vivid picture of a person, event, or a situation. ASPECT: Literature TOPIC: Revising Poetry (Use recommended text) LESSON NOTE FOR WEEK 6 CLASS: JSS3 TOPICS: Speech Work: Consonants Contrasts /s – z/; /d – ð/; /ʃ – s/; /f – v/ Structure: The Order of Adjectives Comprehension: Reading for Critical Evaluation Structure: Direct and Indirect Speeches Composition: Semi-formal Letters Literature: Revising Poetry (Use recommended poems) ASPECT: Speech Work TOPIC: Consonants Contrasts /s – z/; /d – ð/; /ʃ – s/; /f – v/ /s/ /z/ /d/ /ð/ /ʃ/ /s/ /f/ /v/ fleece fleas dam the shit sit fin vinyl advice advise do father chef self off of fierce fears den then she see tough very place plays cord mother shy sigh rough vow loose lose dad brother sharp sap ferry very rice risepp dock them sheer sneer strife strive ASPECT: Structure TOPIC: The Order of Adjectives Meaning of Order of Adjectives This is the arrangement of adjectives as they qualify a noun. Where a number of adjectives are used together, the order depends on the function of the adjective. The Order of Adjectives In a sentence, adjectives should be said or written in the following order: 1. Determiner—-a, an, some, I met, etc. 2. Number/Quantity– two, four, ten, etc. 3. Value, Quality/ opinion —good, delicious, lovely, charming, etc. 4. Size—big, small, huge, tiny etc. 5. Age/Temperature—old, young, hot, cold, etc. 6. Shape—round, square, rectangular. 7. Colour—red, blue, black. 8. Origin—Swedish, Japanese, American, Nigerian, local, etc. 9. Material--plastic, wooden, silver, golden, etc. 10. Noun—car, table, cup, roof, etc. NOTE: All the adjectives may not be used at the same time. Whichever one that is selected, the arrangement above will guide you how to arrange them, which one comes before the other? Examples: a) A lovely old red post box. b) Some small round plastic table. c) Some charming small silver ornaments. ASPECT: Comprehension TOPIC: Reading for Critical Evaluation ‘Real Facts and Imagined Facts' ASPECT: Structure TOPIC: Direct and Indirect Speeches Direct Speech Meaning of Direct Speech Direct speech is the statement as it comes out from the speaker’s mouth without addition or subtraction. Indirect speech is also known as reported speech. Rules of Direct Speech We shall do will change to they would do. Today will change to that day. These children will change to those children This year will change to that year. They did will change to they had done I have been saying will change she/he had been saying. ASPECT: Composition TOPIC: Semi-formal Letters - A Letter to Your Class Teacher on Your Absence from School Before proceeding to the topic at hand, it is important to take note of the features of semi-formal letters. Features of Semi-formal Letters Semi-formal letters are letters you write to your parents, aunts and uncles (or some other older relation), to older friends, or to some other people you know but are not very familiar with (e.g. a pen-friend you have never met). Semi-formal letters are thus different from formal letters, which you write to people in positions of authority in government offices and in private organizations. They are also different from informal letters, which you write to close friends or relations of about your own age. (i) The writer’s address and the date written just the way they are written informal and informal letters. (ii) The salutation to be Dear Mother, Dear Mummy, Dear Mum, My dear Mother, Mummy, Mum or Father/Dad etc. the salutation should be Dear Uncle, Dear Uncle Joe, My dear Uncle, Dear Aunt, Dear Aunty /Auntie, Dear Auntie Jamaila, My dear Auntie, Dear Brother, Dear Brother Akpan, Dear Sister, Dear Sister Chinyere, Dear Suleiman, Dear Mr. Ojo, Dear Dr. Chike, Dear Professor Samuel, Dear Alhaji Garuba, Dear Professor etc. (iii) The body of the letter The content of the semi-formal letter (like the content of any of the other types) is determined by the topic you are asked to write on by the examiner. You think carefully about the topic, and identify the main points. Each of these main points will then be developed in one paragraph in the main body of the letter. With regard to the opening and concluding paragraphs, semi-formal letters are like the informal letters. This is because the opening paragraph is expected to contain greetings and pleasantries (questions about the welfare of the recipient’s family, business, etc. And the concluding paragraph is expected to send prayers and good wishes to the recipient and to other people well known to to both the writer and the recipient. However, if the recipient is not well known, the opening and concluding paragraphs may be much less concerned with greetings and pleasantries. It is very important to show in the language used the kind of respect you have for the recipient in real life. Although shortened forms (eg I’ve, you can’t etc) may be used in the semi-formal letter, there should be great care in using slang words and expressions. You should not use words or expressions you cannot when talking to the recipient in real life. The language should be polite. (iv) The ending of the letter The examiner will be satisfied if you use “Yours sincerely” as complimentary close in your semi-formal-letter followed by your first name. Yours sincerely, Oluwatunmise. ASPECT: Literature TOPIC: Revising Poetry (Use recommended poems) LESSON NOTE FOR WEEK 7 Speech Work: Consonant Contrast /p/ and /f/; /Ʒ/ and /ʃ/; /t/ and /θ/; /l/ and /r/; /s/ and /θ/; /ʃ/ and /ʧ/ (b) Vocabulary Development: Prefixes and Suffixes (c) Reading Comprehension: (d) English Structure: Expressing Obligation and Necessity (using must, have to, need, ought to etc. e.g: (e) Composition: Debate (Oral) CONTENT /p/ /f/ Pole Phone Panther Phantom Piston Phoenix Plain Phlegm Pace Phase Pleasant Pheasant /Ʒ/ /ʃ/ Fusion Fisson Pleasure Pressure Treasure Tension Seizure Censure Casual Caution Measure Mission /t/ /θ/ Tank Thank Boat Both Loot Loath Term Therm Hotter Author Clot Cloth /l/ /r/ Light Right Slap Trap Flight Fright Glass Grass Blind Bright Sleep Spree /s/ /θ/ Monks Month Bask Bath Sting Thing Wasp Worth Wrist Wreath Desk Death /ʃ/ /ʧ/ Sure Chore Sheep Cheap Sheet Cheat Shop Chop Champagne Chamber Chef Cello Charade Chapter ASPECT: VOCABULARY Prefixes and Suffixes Prefix Meaning Example non, un, im, in, il, ir not, opposite Nonsense, unfinished, impatient, inconvenient, illiterate, irresponsible. re again, back revisit, reinstall mis wrongly, not misunderstand, misinterprete de reverse, remove destabilise, decapitate co, com, con with, together coexist, construct, computer dis, dif, di separation, away, apart dismember, different, diverge Suffix Meaning Example er, or one who, or showing a teacher, administrator, comparison faster able, ible capable of being teachable, convertible d, ed forming the past tense, collected, loved having the quality of ment the act, state or result of appointment, an action government ing forming a gerund meaning, jogging, floating meaning "an act of" or the present participle ive having the quality of educative, informative ASPECT: Reading Comprehension STRUCTURE: Expressing Obligation and Necessity An obligation is an act or course of action to which a person is morally or legally bound. While a necessity is the state or fact of being required or put simply; an indispensable thing Sentences Expressing Obligation and Necessity using must, have to, need, ought to 1. We have to study hard. 2. You must pray for your parents. 3. I need to do exercise regularly. 4. She ought to assist her younger sibling with her assignment. 5. The Prime Minister needs to sign the Peace treaty. 6. Bola must find a means to pay his fees. 7. Caleb has to cut the grasses growing at his verandah. 8. They ought to wash their parents' vehicles. ASPECT: COMPOSITION. Debate (oral): Female children are of greater importance than male children. LESSON NOTE FOR WEEK 8 a) Speech Work: Intonation Patterns (Statements, Questions and Commands) (b) Vocabulary Development: Words Expressing ‘Value’ and ‘Moral Value’ (c) Reading Comprehension: (d) English Structure: Expressing Probability and Possibility (using may, can, might, could e.g. she couldn’t have left like that, they may not travel again (e) Composition: Letter Writing – Informal Letters (Guided Writing) “A letter to my best friend on my plans for this academic session” Literature: use recommended text ASPECT: Speech Work, Intonation Patterns A) Statements Heaven and hell are real. Nigeria is an African country. You do not have an excuse not to succeed. B) Command: Go out now! Do your homework! Eat your food! C) Questions with Wh-words: Where will you spend eternity? What is your dream? D) Yes/No Questions: Is she your model? Are you ready to pay the price to who God want you to be? E) Requests: Could you lock the box, please? Will please, cook the lunch? ASPECT: Vocabulary Development Words Expressing Value And Moral Values Words Expressing ‘Values’ (i) We are always making judgment about things and people and we use many words to say things about them such as: good, bad, nice, nasty, etc. (ii) We express opinion such as: beautiful, ugly, lucky, unlucky, pleasant, unpleasant, useful, useless, One, etc. (iii) We express opinion on food such: as delicious, tasty, etc. (iv) We express opinion on sound such as: harsh, loud, musical, etc. (v) We express character such as: brave, brutal, clever, courageous, cowardly, cruel, gentle, impatient, kind, etc. (vi) We express situation as: complicated, difficult, frustrating, hopeful, promising, puzzling. (vii) We talk about book such as: amusing, alarming, boring, demanding, dull, exciting, frightening, funny, etc. Words Expressing ‘Moral Values’ i) We talk about people and their negative actions (moral values) as: proud, notorious, biased, callous, crafty, infamous, hypocritical, uncaring, etc. ii) We talk about people and their good moral values as: benevolent, big-hearted, broad-minded, caring, concerned, devoted, etc. ASPECT: Reading Comprehension ASPECT: Structure Expressing Possibility using: may, can, might, could If we are certain that something is true, we simply make a statement. In all these examples, the speakers believe that what they are saying is true: (a) Zimbabwe is a country in Central Africa. (b) Zimbabwe becomes free in 1980. (c) Nigeria will play an important part in shaping tomorrow’s world. If we are less certain, we use the modal verbs can, could, may, and might. A) Must be: This expresses certainty. A verb without a modal indicates that the speaker believes she is stating the truth. Example: i) Zimbabwe must be a country in Central Africa. B) Could (be): Expresses doubtful possibility. Example: i) You could be right about that. C) Should (be)/ought to (be) : Both these forms express a doubtful possibility. Example: i) It should tell us in an atlas. Yes, an atlas ought to tell us where it is. D) May (be) : The use of ‘may’ means the speaker thinks something is possible, but uncertainty. Example: i) It may tell us in our geography book. Yes, it may be there, I suppose. E) Might (be) : Might indicate even less certain than may. Example: i) Maduka might know. ASPECT: Composition Informal Letter Writing A Letter to My Best Friend on My Plans for this Academic Session Blessed Seeds High School, Off Enerhen Road, Enerhen, Warri, Delta State. 23rd September, 2022. Dear Edna, I have just received your letter, for which I thank you very much. I was wandering if you got my earlier letter when yours came. You see, letters take long to travel between Britain and Nigeria that one might wonder whether the mail is sent by air or by sea. I wish I had a telephone in the house so I could speak to you directly and have your response promptly. Now that I am in JSS 3 and because of the BECE that is coming up, I have made up my mind to remedy the situation. As you know I have no choice since I was to be an engineer, I must improve on those subjects. Firstly, I will pray to God to give me wisdom knowledge and understanding and attend fellowship regularly. Apart from this, I have bought new text books better than the one I had before. In addition to this, I have drawn out time-table for my personal study. In fact, I have cut off time for watching T.V. and playing cartoon. I discovered that I was addicted to it and it has been affecting me negatively. I will reduce my playing time and increase my reading time. For your information, I read for average of six to eight hours yesterday and I have made up my mind to keep it up. Everyone here extends their greeting to you. Send my greetings to your parents and siblings. See you again. Start getting ready for my gifts that you will present to me soon. Yours sincerely, Christy. LESSON NOTE FOR WEEK NINE Speech Work: Consonant Sound /h/ (Where h is voiced e.g. house, help, hen, etc.; voiceless e.g. hour, honour, hones, etc.) (b) Vocabulary Development: Prefixes (Word Building Using Antonyms (e.g inform – misinform, engage – disengage, manage – mismanage, etc.) (c) Reading Comprehension: (d) Structure: Expressing Ability (using can, be able, to be capable of e.g. (i) She can do the job. (ii) I am able to jump three meters. (iii) They are capable of representing the School) (e) Composition: Descriptive Essay (Guided Writing) ‘My Best Friend’ (f) Literature: use recommended text ASPECT: Speech Work TOPIC: Consonant Sound /h/ Description of the Consonant Sound /h/ The /h/ sound only occurs before a vowel. It is produced by expelling air from the mouth (not the mouth). The sound is therefore not voiced. If you can blow out a candle with your mouth open, you can easily produce the /h/ sound. Some Nigerians do not have the /h/ sound in their own language. Other speakers sometimes ‘drop’ the /h/, or use it in the wrong place. Spelling the /h/ sound H harm, ahead hose, behind behold, hiss Wh who whom whose Silent h hour, heir, exhaust honour, shepherd, honest, vehicle, exhibit vehement ASPECT: Vocabulary Development TOPIC: Prefixes (Word Building using Antonyms) Examples: inform – misinform, engage – disengage, manage – mismanage, responsible – irresponsible, reversible –irreversible, redeemable- irredeemable. Nutrition-malnutrition, treat-maltreat, nourish-malnourish, advertise-re-advertise etc. The prefixes: dis-, il-, im-, in-, ir-, non- all mean NOT. Mal- and mis- mean BADLY OR WRONGLY. Anti- andcontra- mean AGAINST. ASPECT: Reading Comprehension ASPECT: Structure TOPIC: Expressing Ability (using can, be able, to be capable of) Examples: i) She can do the job. ii) I am able to jump three meters. iii) They are capable of representing the school. iv) I can play football very well. v) Nigeria can become an industrialized country. ‘Is able to’ and ‘is capable of’ are also used to express ability. Examples: i) John is able to take the same exams as other students. ii) Lizzy is capable of cooking her meal herself.