argumentative essay jss3

Lesson Note on English Language Jss 3 First Term

English lesson notes JSS 3

English Language Lesson note for JSS 3 First Term – Edudelight.com

FIRST TERM E-LEARNING NOTE

SUBJECT:  ENGLISH   LANGUAGE                                                                   CLASS:  JSS3

SCHEME OF WORK

Revision of Last Term’s Examination Questions.

Writing: Informal letter

Speech Work: vowels /i:/,  /I/, /e/,and /æ/

Comprehension: The Forbidden Thing

Revision of the last term’s examination questions.The teacher reviews  the two passages and the 60 objectives with the students and provides correct answers to all the questions.

Reference: Third term examination question paper

B. WRITING:  Informal Letter

What is an informal letter.

An informal letter is also known as private or personal letter. Informal letters are letters we write to people who are very familiar to us such as our parents, friends, class-mates,e.t.c.

Features of an informal letter include:

• Writer’s Address and Date
• Salutation e.g. Dear Sola, Dear Father…..
• Introduction: Usually pleasantries.
• Body of the letter
• Subscript e.g. Yours sincerely, Your daughter, Yours ever, Yours affectionately

Evaluation: Write a letter to your best friend, telling him/her of your plans for this academic session

Reference: Graded essays for Junior Secondary Schools by Omoju

Reading Assignment :Read “Creative and Guided Composition by Odetola page 6

C. SPEECH WORK: Vowel sounds /i:/, /I/, /æ/ and /e/ Lesson note

• What is a vowel sound?
• Words in which these sounds occur.

A vowel sound is a sound that is produced from the mouth without any obstruction.

A vowel is the nucleus or central part of a syllable. The following vowel sounds /i:/, /I/, /e/ and  /æ/ are known as monophthongs, i.e. each of them comprises only one symbol. These sounds are represented by different letters. Consider the examples below:

(i)                          /i:/

ea:     meat, beat, seat, meal, grease, peace

ee:     seed, meet, feel, feeble, feet

ei:      deceive, seize, ceiling

i:        elite, police.

ey:     key

eo:     people

uay:   quay

oe:     foetus, amoeba

ie:      chief, grief thief, thief brief

(ii)                       /I/

i:          bit, hit, sit

ui:        build, quilt, quiz

u:         busy, business

e:         believe, pretty, retrieve

a:         Monday, village Friday

y:         symbol, tyranny, lynching 

o:         women

(iii)                  /e/

e:          best, get, leg, egg

ea:        head, death, bread

a:          many, any

eo:        leopard, jeopardy, Geoffrey

(iv)                   /æ/

a:               back, bat, man

ai:              plait

Evaluation:Identify the sounds underlined below:

Chat, bury, English, sheep, ate, chip, plait, quay, leopard, guess

Reference: Oral English by Sam Onuigbo; standard speech, page 11-15

Reading Assignment:Standard speech (Diction in English) page 11-12

COMPREHENSION: “The Forbidden thing”

• Summary of the comprehension passage
• Questions on th+++++e passage

The passage is a playlet with three characters only- Ogwuoma, Uloko and Odubei. Ogwuoma is a widow who is mourning the death of her husband, Adigwu. However, she has a lover Uloko, who comes to see her during her mourning period. Odubei, Ogwuoma’s mother-in-law stood against their love.

Evaluation :  Do practice 3 on page 21 and 22.

Reading Assignment: Read more about the play in Zulu Sofola’s Wedlock of the Gods

Weekend Assignment: Do test for continuous Assessment on page 33 of the Effective English book 3 (Number 1 only)

GENERAL EVALUATION/REVISION QUESTIONS

Use a suitable word to fill each of the blanks below.

• “Please give me some water,” he —————–
• “Yes I would like some tea, thank you,” Mrs Dike —————-
• “I’m always the one to do the cleaning up,”Yaro——————-
• They —————, “what? How dare he be so rude!”
• He —————–, “I was late because my car broke down.”

Give the meanings and make sentences with the following words.

Swagger, totter ,tiptoe, shuffle, roam

Identify the sounds underlined:

Bad, legal, said, Geoffrey and greedy

Grammar: Phrases and Clauses lesson note

Comprehension: The Fall of Seyfawa dynasty  in Borno

Writing: Descriptive Essay 

Consonant Contrasts: \ ð \,  \ d \ and \ z \

Phrases and Clauses

• What is a phrase?

Types of phrases

• What is a clause?
• Types of clauses

A phrase is a group of words which does not contain a finite verb. A finite verb marks for tense, number and concord.

Examples of finite verbs are:

I / You / We / They go to school.

He / She goes to school.                         Concord or number   

I see her everyday

I saw her yesterday           Tense

I have seen her today

A++ phrase can be:

(i)  NOUN PHRASE (NP)

A noun phrase is a group of words which has a noun or pronoun as its head word.

•  She has eaten the food.

     NP

• The boy is dead

      NP

• I need a pencil

    NP

• My brother met a very beautiful lady yesterday.

        NP                             NP

A noun phrase can  function as:

• Subject of the sentence – as in 2  above
• Object of the sentence- as in 1 above
• Subject complement e.g.

The beautiful lady is my friend.

              NP                       NP

 “My friend” is the subject complement 

• Object complement e.g.

They made him our class captain.

                                    NP

 “Our class captain” is the object complement  

• Complement of a preposition e.g.

                   I gave the money to the man.

                                                       NP

                   “The man” is a complement of the  preposition “to”

2. VERB PHRASE  (NP)

A verb phrase can either be simple or complex. It is simple when it is made up of just one main/ lexical verb. A verb phrase however, becomes complex when it consists of one main verb and one or more auxiliary verbs.

• Sola eats a lot        (main verb)

          MV

• Sola is eating now  (main + auxiliary verb)
• Sola has finished the food
• Sola must have eaten the food

A verb phrase performs the function of a verb- tells us the action performed

3. ADVERBIAL PHRASE: (AP)

An adverbial phrase is a group of words headed by an adverb.

An adverbial phrase can be realized by:

• Adverb: e.g. Alaba drove carefully.
• Adverb phrase e.g.  Alaba drove very carefully.

   AP

• Prepositional phrase e.g. They go to school every Saturday

4. ADJECTIVAL PHRASE (Adj ph)

An adjectival phrase describes/ qualifies a noun or pronoun.

• The woman in red is my aunt.

                      Adj. ph.

• I saw the boy with a broken leg.

  Adj. ph.

5.   PREPOSITIONAL PHRASE

• My grandfather is in good health.
• They congratulated her on her success

A clause is group of words that contains a finite verb. Clauses can be:

• Main clause/ independent clause and
• Subordinate clause / dependent clause

An independent clause can stand on its own to express full meaning while a subordinate clause cannot.   

Consider the following sentences

        Independent clause   /       subordinate clause

(a) I saw a dead man       /         when I was coming to school today.

(b) She didn’t see the pencil /  where she kept it.

Subordinate clauses are of three types, namely:

• Noun clause
• Adjectival clause
• Adverbial clause

A.        Noun clause:(NC)Upper case

This is a subordinate clause that performs the functions of a noun. i.e.

1. Subject of the sentence as in:

• What you did was wrong

Noun clause (NC)

2. Object of sentence as in :

I don’t like what you did.

                          NC

3.  Subject complement, as in :

Honesty is what we want.

                           NC

4. Object complement, as in:

I made you what you are today.

                                  NC

5. Complement of preposition as in :

The prize goes to whoever wins.

                                    NC

B.  ADJECTIVAL CLAUSE (Adj. cl.)

An adjectival clause performs the function of an adjective .i.e. describes or qualifies a noun or pronoun.

• This is the boy who stole my money.
• That is the house which my father just bought.
• These are the children whose parents died in fire-accident last week

3. ADVERBIAL CLAUSE

An adverbial clause performs the function of an adverb i.e., it modifies a verb, an adjective or another adverb. We have adverbial clause of time, reason, place, purpose, manner, condition, result, degree, concession e.t.c.

• He came back when I had slept.

      Adv. cl.

• She goes whereas she likes.

 Adv. cl.

Identify the phrases in the sentences below:

• The car is in the garden.
• The girl with the blue bag is my sister.
• The man came at the wrong time.
• She has done the work
• He gave the book to me

Reference: Count down English by Ogunsanwo

Reading Assignment : Read Count down English by Ogunsanwo pages 220- 225; English Grammar by Sam Onuigbo

COMPREHENSION: The fall of Seyfawa Dynasty In Borno. Page 35

The passage is about the Jihad that took place in BornoKingdom which led to the fall of Seyfawa Dynasty.

Evaluation: Do the practice 4 on page 37

Reference: Effective English for JSS BOOK 3

Reading Assignment: Read Effective English Book 3 page 36.

WRITING: Descriptive Essay lesson

• What is a descriptive essay?
• What are the features of a descriptive essay?

A descriptive essay is one that requires you to write a description of, for example an object, a person, an animal, a process e.t.c.

Features of a descriptive essay are:

• Title   e.g  My School Compound.
• The use of simple present tense
• Vivid description
• Logical presentation
• The description should be made very clear, interesting and informative.

Evaluation: Write a good essay on the topic “My School Compound”

Reference: Countdown English by Ogunsanwo

Reading Assignment : Read Effective English Book 3 page 66.

SPEECH WORK: Consonant Contrast/ ð /, /d/ and /z/

Consider the sets of words below:

Oxford Advanced Learner’s Dictionary ; Standard Speech (Diction in English).

Evaluation: Provide any ten triple set of words of your choice.

Complete the sentences with suitable adverbs.

• The bird sang—————–
• She —————- got killed.
• Adamu is —————– the first in class.
• Take these dirty socks away———————–

Arrange the adjectives in the correct order.

• Big plastic shopping white bag.
• American tall blue-eyed boy.
• Coffee carved French beautiful table.

Give a word each for these sounds.

/d/,  /d/,  /z/.

Weekend Assignment: Effective English Book 3, page 235, question 16- 25.

Vocabulary Development: Commerce and Industry

Writing: Description Essay (oral)

Structure: Adjectives and Adverbs

Listening Comprehension: Talk on Nigerian Salt

VOCABULARY DEVELOPMENT: Commerce and Industry

Commerce means trading, that is, buying from a supplier and selling to a buyer. It can also be defined as an act of buying and selling of goods and services.

• A trader’s income :     Selling price minus buying price.
• A trader’s profit:        Selling minus cost price + expenses (Transport, wages of employees,e.t.c.)
• Importers:                  People who bring goods from other countries.
• Exporters:                   People who send or sell goods to foreign countries.
• Wholesaler:                People who buy in large quantities from the producers and sell to retailers.
• Retailers:                    People who buy in small quantities and sell in their shops to consumers.
• Industry:                    This refers to companies (firms) that make things. It can be                                            conceived as the production of goods from raw materials,                                                 especially in factories. Examples: Timber industry refers to all                                            the organizations that grow trees, cut them down, process the                                     wood, sell it etc. Textile industry means all those involved with                                           the making and selling of cloth.
• Raw Materials:          What a manufacturer starts his business with, e.g.: Cotton is the                                     raw material needed by every textile industry.
• Process:                       To process raw materials means to do things to them in order to                                    turn them into finished products.
• Minerals Extraction: The process of removing or obtaining raw materials from the                                        ground e.g. iron ore, crude oil, gold, uranium e.t.c.
• Manufacturing:           Making of goods in factories.
• Agricultural:                Agricultural industries produce crops from the soil, e.g. Cocoa Industry.
• Services:                      The service industries do things for people i.e. they provide                                           services e.g. a bus-service, a medical service, a teaching service,                                      e.t.c.

Evaluation: Do practice 5 on page23

Reference: Effective English Book3; Oxford Advanced Dictionary.

Reading Assignment: Read Effective English Book 3 pages 22 and 23

DESCRIPTIVE ESSAY (ORAL)

The teacher reminds the students what a descriptive essay is and its features. The teacher calls out some students to discuss the topic “Travelling by Air”

Evaluation: Discuss the topic “Travelling by Air”

Reading Assignment :Read pages 10 and 12 of Creative and Guided Composition by C.O Odetola

STRUCTURE: Adjectives and Adverbs

• What is an adjective?

Types of adjectives

• Comparison of adjectives
• What is an adverb?

Types of adverbs

• Comparison of adverbs

An adjective tells us what something or someone  seems like. It is used to describe a noun or pronoun.

• Tola is a beautiful girl.
• It is rather warm in here.
• Can I have five sweet buns, please?
• Descriptive adjectives: These tell about the kind or quality of a noun or pronoun.

   Example:

Pretty girl;

White roses;

  Large sack;

Funny man. e.t.c.

• Adjective of number or  quality: These usually come before nouns and show “how many” or “how much” of the noun

Definite : One, eleven, double, second, both e.t.c.

Indefinite: All, any, few, many, much, some, several, e.t.c.

• Demonstrative Adjectives: These point out nouns which follow them.

Example: this house; these forms; such games; that table; these boys  

• Interrogative adjectives: These adjectives ask questions and come before nouns.

Which door?

What present?

Whose shoes?

•   Possessive Adjectives: These show ownership or possession.

His bicycle

Its leg 

Comparison of Adjectives

Adjectives have three degrees of comparison.

• The Positive: This is used when describing an object or a person only.

 She is tall

Musa is young and handsome.

                 She is as tall as her mother.

                 Musa is not as playful now as he was before.

• The Comparative: This is used to compare two things (nouns)

Taller, younger, more beautiful, bigger, more expensive e.t.c.

• The superlative: This is used to compare more than two nouns

Tallest, youngest, most beautiful, biggest, most experience, e.t.c.

An adverb is a word used to describe or modify a verb, that is, how, where, or when, an action is performed.

An adverb can also modify an adjective, another adverb, a whole sentence or a prepositional phrase.

• She is very angry.
• He ran very quickly.
• Actually, we don’t know.
• The ball flew right through the window.
• Adverbs of manner: These describe “how” actions are performed.

Happily, easily, loudly, well e.t.c.

•   Adverbs of time: These describe “when” actions are performed.

Soon, then, now, before, since, already e.t.c.

• Adverbs of place: These describe “where” actions are performed.

Here, there, everywhere, nowhere.

• Adverbs of degree: These describe “how much” actions are performed.

Almost, much, only, quite, very, too, so, rather, e.t.c.

• Adverbs of frequency: These describe “how often” actions are performed.

Once, twice, again, almost, often.

• Adverbs of interrogation: These are used in questions.

Where, when, how

• Adverbs of Negation

No, not, nothing, nowhere, never e.t.c.

Comparison of Adverbs

Adverbs are composed in the same way as Adjectives.

Study the following example:

Evaluation: Do practice exercise four, question 3, page 20 of English Grammar by P.O. Olatunbosun.

Reference: The New Student’s Companion   for Secondary School; English Grammar by Olatunbosun.

LISTENING COMPREHENSION: Talk on Nigerian Salt.

• The development of listening skills

Listen to the passage on page 243, Unit 2.

“Talk on Nigerian Salt”.

Evaluation: Do practice 1 on page 41.

Reference: Effective English for JSS Book 3, page 243.

Reading Assignment : Read page 243 of the Effective English for JSS Book 3.

GENERAL EVALUATION /REVISION QUESTIONS

a.Write out five terms used in Agriculture and make sentences with them.

b.Rewrite the following using the following using the comparative or superlative forms of  the adjectives.

• Mount Kilimanjaro is the (high) mountain.
•  He is the (good) Math teacher we have.
• Is Emeka (popular) than his sister?
• It was (cool) yesterday than today.

What are the functions of  adverbs and adjectives?

Weekend Assignment: Do practice exercise nine on page 44 of English Grammar by P.O. Olatunbosun.

Comprehension: The Nervous System at Work

Structure: Expressing Willingness/ Unwillingness Using Modal Verbs + Adverbials

Speech work: Consonants Contrast: /f/ and  /v/

Writing: Formal Letter

COMPREHENSION: The Nervous System at Work.

• Summary of the passage

The passage is about how the various parts of a human nervous system work. The brain sends a signal to the nerves which then keep other parts of the body informed of the new development.

Evaluation: Do practice 2 on page 51

Reference: Effective English for JSS Book 3.

Reading Assignment: Read Effective English for JSS Book 3.page 50 and 51.

STRUCTURE: Expressing Willingness / Unwillingness Using Modal Verbs + Adverbials

The word “willingness” means not objecting to doing something or readiness to do something. While the word “Unwillingness” means the opposite.

Modal verbs are auxiliary/ helping verbs. They are : can/ could; may/might; shall/ should; will/ would; must; ought to; dare; need; used to and have to.

Modal verbs do not have “ing” forms and “ed” forms.

Modal verbs can express possibility, permission ability, intention, willingness, obligation e.t.c.

Expressing Willingness or willingness with modal verbs + adverbials

Study the examples below:

• I will come if I am invited. (willingness)
• She will not come if she’s not invited. (unwillingness )
• They shall have their salaries when they complete the task. (willingness on the part of the speaker.)
• I will do job provided you meet my demand. (willingness)
• We shall attend the programme if our parents permit us.

Evaluation : Form five sentences that express willingness or unwillingness using modal verbs + adverbials.

Reference: Countdown English by Ogunsanwo; Oxford Advanced Learner’s Dictionary

Reading Assignment: Read P.O Olatunbosun English Grammar for JSS, page 48-49

SPEECH WORK: Consonant Contrast ,  /f/ and /v/

Content 

Consonant /f/ and /v/ are both fricatives. However, consonant /f/ is a voiceless sound while /v/ is a voiced one. Both of them are described as labio-dental fricatives. This means that in the production of each of them, we involve the lower lip and teeth.

Consider the following pairs words

Evaluation: Produce 10 pairs of your own

Reference : Oxford advanced Learner’s Dictionary; Countdown English by Ogunsanwo.

Reading Assignment : Read Effective English for JSS 3 page 184

WRITING:Formal Letter

• Definition of a formal letter

Features of a formal letter

Formal letters are also called official or business letters. They are written to people in their official positions. They are people we do not know personally e.g. local government chairman, commissioner e.t.c.

• Writer’s address  with date
• Receiver’s address
• Salutation,e.g, Dear Sir; Dear Madam;
• Heading or Topic or Title e.g. Application for the post of a Teacher; Letter of complaint; Letter of Request, Invitation e.t.c.
• Body of  the letter: This must state, in clear and well-defined paragraphs,the purpose of the letter. The paragraph should be as short as possible (i.e. not too long)
• Conclusion (This is usually very short)

Example “Looking forward to hearing from you; I shall be very grateful if my request is granted e.t.c.

Yours faithfully,

(Signature)

Full name of the writer.

Evaluation: Write a letter to the chairman of the local government area where your school is located, asking him to tar the road to your school.

Reference:   Countdown English by Ogunsanwo

Reading Assignment: Read pages 23-24 of Creative and Guided Composition by C.O Odetola.

GENERAL EVALUATION / REVISION QUESTIONS

• Provide five words for each of the sounds  below

               /f/ and /v/

• In three sentences summarize the comprehension passage on, “The Nervous System at work.”

Weekend Assignment :Do section F on page 241 of Effective English for JSS Book 3.

Comprehension: From the Great Ponds

Speech Work: Consonants Contrast: /s/,  /t∫/ and /∫/

Structure: Question Tags

COMPREHENSION: From The Great Ponds

The passage is about the poaching of the great ponds in Chiolu by the neighbouring villages and the efforts of Chiolu men to catch  the poachers.

Evaluation: Do practice 3 on page 66

Reference: Effective English  for JSS 3 

Reading Assignment: Read Effective English for JSS 3 pages 66 and 67.

SPEECH WORK: Consonant Contrast,  /s/, /t∫/ and /∫/

Consonant sounds /s/, /t∫/ and /∫/ are all voiceless sounds. Consonant /s/ is described as voiceless alveolar Fricative. Consonant /t∫/ is described as voiceless palatal-alveolar affricate and consonant sound /∫/ is known as voiceless palatal-alveola fricative.

Consider the following sets of words

Evaluation: Provide 10 sets of words to contrast consonant sounds /s/, /t∫/ and /∫/

Reference: Countdown English by Ogunsanwo;Introduction to Phonetics and Phonology by Fatusin.

GRAMMAR: Question Tags

In all types of questions, the verbs in both the question and the answer must be in the same tense.

For example:

If the verb in the question is in the present tense, the verb in the answer must also be in the present tense.

Question tags/ tag questions are mostly used when you want your listener(s) to agree with you on something.

The rules that govern tag questions are as follows:

• Positive Statement, Negative Tag, Positive Answer.
• Negative Statement, Positive Tag, Negative Answer.
• An auxiliary verb repeats itself in the tag, but main verbs use the appropriate forms of the verb “Do”
• In a complex sentence, the tag is picked from the main clause.
• Statements containing  negators are regarded as negative statements.

Study the  examples below:

Although the rains have been good, the harvest this year is a poor one, isn’t it? Yes, it is.

Evaluation: Do practice 2on page 93 of Effective English for JSS 3.

Reference: English Grammar for JSS 3 by P.O Olatunbosun, page 76-77; Effective English Book 3, page 93.

POEM:  A Deserted Palm Tree

• The poem is about a palm tree that once blossomed and housed a lot of birds but now has withered and as such deserted by all. The poem is a metaphor.The palm tree represents a powerful king that lost his glory.

The following figures of speech are used in the poem to realize its meaning.

• Alliteration- lines 2 and 3
• Metaphor – lines 12, 13 and 15
• Assonance- lines 1, 2 and 3

Evaluation: Define and give two examples each for the following figures of speech.

Alliteration

Reference: Effective English for JSS Book 3

Reading Assignment: Read the poem on page 41of Effective Book 3 and summarize it in your  own words.

Give the meanings and then assess the effectiveness of the literary devices used in the poem, “A Deserted Palm Tree.”

Write out the meanings of the following proverbs;

• Lost time is never found.
• If the wishes were horses, beggars m

Weekend Assignment : Do the tests for Continuous Assessment on page 79 of Effective English. Nos. 1 and 2

Literature: Theory

Content: What is Literature?

Definitions of Literature

Literature is the art of composition in prose and verse.  It is the writing or study of a whole body of literary composition.  Literature is an imaginative work of arts, which uses language, plot, characters, setting etc. to give us a picture of life.

When we talk about literature in this sense, what we normally have in mind is that artistic or creative composition which represents the emotions, feelings and thoughts of a person in form of a prose, poetry and drama.  Literature could also be defined as an imitation of life.

Give two definitions of Literature that you know.

Reading Assignment:  Read:(a)    Exam Focus Literature in English

                                    (b)    ABC of Literature by Oni  D.

TOPIC: GENRES OF LITERATURE

CONTENT :   

• Poetry                   

The genres of Literature are prose, drama and poetry.

Prose includes all forms of writing or even speaking that is done in such a way that we cannot say they are measured or calculated to read a given number of syllable or feet.  Generally, a prose writer is free to use sentences of various lengths and might not use these literary devices: rhyme, alliteration, assonance much, as evident in poetry.

Features of Prose

1.         The sentence :  Grammatically is defined as “that unit of language which contains a

subject, a predicate and a finite verb”.  We have types of sentences, the simple sentence, the complex sentence (one main clause and one or more subordinate clauses)

the compound sentence (consisting of two or more main clauses and one or more

subordinate clauses.

2          The paragraph : This is a device by which a whole composition is broken up into

meaningful and readable segments based on a logical sequence of thought.  The beginning of a new paragraph is often  indented to mark it out.

3.         The use of idioms and proverbs .  An idiom is a form of usage or expression peculiar

            to the language.  It sometimes violates the conventional rule of grammar e.g.:-

            (a)        She promised to make up for it.  Later that is to provide some form of

                        compensation.

(b)        Make hay while the sun shines.  Proverbs on the other hand, are short but profound sayings used in illustrating one truth or the other e.g.  one good turn deserves another.  There is no rose without a thorn.

(c)        The use of slangs.  A slang is a highly colloquial expression which is rarely

            used in literary English except in dialogue, prose or drama e.g.

            (1)        The man blew his top (ie got angry)

            (2)        The criminals dodged the coppers (ie policemen)

4.         Narrative Technique :  The technique adopted by a literary artist in telling

a story. The narrative technique is invariably part of the author’s literary style.

There are types of narrative techniques namely:-

(1)  The use of the omniscient narrator e.g. Tess of the D’urbervilles

• The use of the first-person narrator ie subjective e.g  Defoe’s

Robinson Crusoe

• The use of the epistolary style ie epistles or letters such as in Mariama

Ba’s So Long a Letter.

Prose can be fiction and non-fiction .  Fiction comes out of the imagination of the author.  It means that which is made to look as if it really happens.  The things that happen in a fiction can also happen in real life but the truth is that the one you are reading is not a true life story.

Some types of fiction are fables, parables like the sower or prodigal son, fairy tales about a day old baby that was walking and talking e.g. Things fall apart, Mine Boy and Silas Manner.

Non-fiction is the opposite of fiction .  It is a section of the prose which holds all those events which had occurred at a particular place and to a particular person at a particular time.  Non-fiction can be of three types namely:-

• Autobiographical fiction

Autobiography is when an author tells the story of his own life e.g. Zambia shall be free by Kaunda.

Biography is when an author writes the story of another person e.g. Steve Biko by Donald Wood.  When an author puts all the events of his life in a book under a different person and name, the book becomes an autobiographical fiction e.g. The Narrow Path by Francis Selormey

Fiction and non-fiction in Creative Literature are together called novel.  It appears today that the word fiction refers to novels and romance only.  Fiction can be of two kinds.  The first one is novel which shows the readers only things, beings  and events that can happen in the real world.  But the opposite happens in romance.  Things and events that happen in a romance are far from what happen in the real world.  The characters have powers that are either too small or too great.

Drama is a penetration of life through artificial means.  It is a type of story that exists mainly in action and performed on the stage by different characters.  The origins of drama are likely to be found in early religious ceremonies and festivals.  This aspect of literature entertains, teaches moral lessons and helps to bring into focus life in action outside our immediate environment.  Drama refers to the performance on stage while play refers to the textbook itself.  So drama will include setting, props, costume, lighting etc, whereas play is restricted to the printed words on the pages of a book.

There are three main types of drama namely:-

Tragedy is a type of drama in which the most important character suffers a fall, he either dies or loses his power.  In a tragic drama, the hero has a lot of good qualities which endears him to the people, but he has also some negative traits or weaknesses which cause his failure and downfall which makes him lose his life or his power e.g The gods are not to blame by Rotimi.  Macbeth by Shakespeare.

Comedy is the opposite of tragedy.  This is a play where the story and the characters are amusing and which ends happily.  But a mixture of tragedy and Comedy will result in tragi-comedy, a drama where we are happy on one side but sad on the other e.g.  Merchant of Venice, Twelfth Night by William Shakespeare.

Farce is a comedy of extravagant humour.  Here, the characters appear to be foolish in their behaviours  and present themselves as being unserious.  Farce is just meant to entertain and make us laugh.

Features of Drama

The protagonist is the character who takes the leading role in a play or novel.  The antagonist is the main opponent of the protagonist against whose interest he is always working.

Dramatis personae is the parade of all the characters involved in a play. Cast is the comprehensive list of actors and actresses playing the different characters in the drama.

The director is the one who directs the speech, movement and actions of the actors and actresses.

The producer is a person or organization who brings about the performance and also provides the funds for its realization.

A prologue is a formal introduction to a play or drama written in either prose or verse.

Epilogue is the opposite of prologue, coming at the very end of the drama.  The climax of a play is the moment of greatest tension when the conflict attains its peak and is now fully ripe to be resolved.  Resolution is the point immediately after the climax when the conflict is finally resolved either in a comic or tragic manner.  It is a critical moment in the final determination of the play as a comedy or a tragedy.  A less familiar word for resolution is denouement.

An interlude is a brief performance which serves as an intermission or interval to a main performance.  A flashback is a literary technique by which a previous scene or action can be recalled in a play to shed light on the present action.  Suspense is the state of anxious expectation or uncertainty usually brought about by keeping the reader or audience wondering or guessing the possible trend of action or likely outcome of the conflict.  This arouses and sustains the curiosity of the reader or audience to the very end.  Catharsis is the effect of purgation of emotion which a great tragedy is meant to produce in the reader or audience.  It is a process of cleansing the mind of unwanted emotion.  A tragic flaw is a natural weakness or flaw which invariably leads to his tragic death or serious misfortune, thus inspiring a pity and fear in the audience.

A soliloquy is a dramatic device which enables the audience to gain access to the innermost thoughts of a character by having him or her talk to himself or herself when there is no other character with him or her on stage.  By this, the character is made to think aloud.  This should not be confused with an aside which is a much older device intended to serve the same purpose.  In this latter case, however, the speaking character whispers his her thoughts to the audience without being physically alone on stage.

Audition is the process by which actors and actresses are chosen for specific roles in a performance.  This involves the reading of lines from the play to the hearing of the director.  The physical features of the actor or actress are also taken into consideration before the final casting is done.

Poetry is a form of artistic literature in which the writer knowingly expresses his thoughts and feelings in a series of calculated or measured lines.  This conscious measurement gives rise to a movement which we can hear regularly in our ears.  This movement is called rhythm, it marks out poetry.  Poetry is generally written in lines.  A group of these lines is called a stanza.  A group of unmeasured lines in a prose is called a paragraph.  In poetry, it is a stanza.

There are different types of poetry namely:-

A sonnet is a lyrical poem which usually has 14 lines.  The fourteen lines stand in two parts or stanzas.  The first eight lines are called octave while the other part, the six lines are called sestet.  There are sonnets, however, in which the fourteen lines are divided into four stanzas of three line stanzas which are called quatrains and the last two lines are called couplets.  All sonnets make use of rhyme patterns which occur regularly within the short space and duration of the poem.

Ode :-  This is a poem which is written or spoken in the form of an address to somebody or something. E.g. An Ode to the Grecian Urn

Elegy :-  An elegy is a poem which sings about or laments a sorrowful event especially death.  A song of sorrow is known as dirge.

Lyric :-  This is a poem that has a musical effect on the listeners.  This includes some poems which sound like a music and appeals largely to the sense of hearing e.g. – ode  – elegy   – sonnet and songs.

Narrative :-  This is a long poem that tells a story.  You can think of myth of the Bagre as a narrative poem.

Ballad :-   This is an old type of poem which is derived from village festivals.  It usually consists of words which are generally out of current use.  The topics are about village heroes and events of fighting, wrestling or love that happened to a people.  It is usually presented in the form of a song even though it is telling a story.

Epic :-  Is a long poem that talks of great or heroic deeds of a people. It may talk about a war, the origin of a thing especially rivers, hills, caves, sky etc.  It may narrate the history of a people.

Evaluation:

(a)        Mention or list the features of drama

(b)        List the types of poems that you know

Reading Assignment: Read:(a)Exam Focus Literature in English

                        (b)        ABC of Literature by Oni D.

FIGURES OF SPEECH

Content:          

• Types of figures of speech

A figure of speech is a deliberate shift from the normal style of speaking or writing. It is a departure from the literal use of a word or phrase.

Figures of  speech can be classified thus:-

• Figures of speech based on resemblance are simile, metaphor,

Personification, Apostrophe etc

            (ii)        The ones on the point of contrast/difference are Antithesis, Irony

                        Hyperbole, Pun, Epigram, Innuendo, Euphemism, oxymoron,

                        Climax, Anti-climax etc.

            (iii)       While those on association are:-  Metonymy, Synecdoche etc

Simile is a figure of speech in which two things of identical or similar qualities are directly compared by the use of such words.  Like, as, as though and as if e.g.:-

• Your love is like the fall of rains
• He is as dirty as a pig

Metaphor is a compressed simile whereby the two similar objects or persons are fully equated with one another thus eliminating the comparative words, ‘like’ and ‘as’ e.g:-

1.  The woman is a peacock

2.  He is a pig

3. Your love is the fall of rains.

Personification

Personification is a figure of speech in which inanimate things or abstract ideas are given specific human attributes or qualities e.g.:-

1.  Love is blind

2.  The night has grown older

• The dark sun appears.

Apostrophe is a figure of speech in which somebody addresses or talks to something that is not alive as though it is physically present and listening to the speaker.  Apostrophe is recognized by the use of exclamation mark e.g.:-

1.  Oh! W.A.E.C., why did you treat me like this?

2.  Oh! Death! Where is thy sting?

3.  Night! Fold out thy darkness.

Irony is a figure of speech in which one writes or says the opposite of what one intends to say

 or write.  It is a figure of speech in which the ordinary meaning of the word is more or less the opposite of what the speaker intends. E.g:-

            1.   The best way to avoid being punished by the teacher is to disobey him.

            2.   Behold a giant is coming.

Sarcasm is an openly expressed disgust which is calculated to wound the feeling of a person.  It is the opposite of what is meant which is said to make fun of a person or to inflict pain on somebody. E.g.-

            1.   Mr. Anini, you are a righteous man

            2.   A harlot is referred  to as a virgin e.g Sola, the virgin is coming.

Innuendo is a clever way of passing unpleasant comment without insulting or offending the person being addressed e.g.

–    Tobi has ten wives but he is impotent

–     Judas is very honest especially with matters unconnected with money.

Antithesis is a figure of speech in which a word or an idea is placed to contrast with the opposite word or idea in the same statement. E.g.

            –    United we stand, divided we fall.

            –    Many are called, but few are chosen.

            –    To err is human, to forgive is divine.

            –    More haste, less speed.

Oxymoron is a figure of speech in which two opposing words are placed together to create a sharp contrast.  It is usually not a full sentence like an Irony, Innuendo, Antithesis and Paradox but it is in most cases, a phrase that contains two or more words. e.g.

            –   Painful laughter     –   Bitter sweet       –     Silent thunder

Paradox is a figure of speech in which a statement shows a completely untrue,  contradictory, incredible, absurd and ridiculous meaning but a closer and more detailed examination would reveal the truth of the statement e.g-

            –    I must be cruel inorder to be kind.

            –    Water is everywhere but there is no water to drink

            –    Attack is the best form of defence.

Hyperbole is an extravagant exaggeration.  It makes something smaller sounds or looks bigger.  E.g

            –    The whole world stood at a stand still because of him.

            –    Toyin’s teeth are sharper than razor.

Litotes or Meiosis

Litotes or Meiosis is the opposite of hyperbole.  It is an understatement whereby a positive statement is put in a negative way e.g.

            –    Nne! You are not bad.

            –    The man is not mean.

            –    It is no laughing matter.

Euphemism is a figure of speech in which a mild indirect and more pleasant term is used in

Place of a blunt, direct and unpleasant one in order to conceal its real nature.  That is we try not to call a bad thing or a bad situation by its proper name e.g.

            –    The patient is mentally unstable.

            –    The old man has finally passed away.

            –     The girl has been put in a family way.

Epigram is a short sarcastic witty saying.  It contains some proverbial wisdom e.g.

            –     He who laughs last, laughs best.

            –     The more you look, the less you see.

            –     He who will save his life must first lose it.

Metonymy is a figure of speech in which one describes an object by something closely associated with it although it is not necessarily a part of it e.g.

            –     The guests were invited over to the table.

            –     Pen is mightier than sword.

            –     Who among the aspirants will wear the crown?

Synecdoche is a figure of speech in which a part of a person, place or thing is made to stand for the whole or the whole is made to stand for a part e.g.

            –     I need more hands to complete the work.

            –     The enumerators counted all the heads in our house in the last trial census.

            –     The government is asked to encourage the brains of the country.

Alliteration is the repetition of an initial consonant sound on the same line e.g.

–     Friday fried fresh fish on Friday.

–     The exiled man gave the city a last, long lingering look.

Assonance is the repetition of the vowel sounds on the same line e.g.

            –     The dog roams with bone in his jaws.

            –     Talk loud and laugh aloud.

Pun is a play on words which have a similar sound but different meanings e.g.

            –     Sweet lady, let me prey for you.

            –     The dead drunkard was laid on his bier.

Onomatopoeia

Onomatopoeia is the formation of words in imitation of the actual sound made e.g.

            –     Tick tack says the clock.

            –      Cuckoo

Define the following: Alliteration, Sarcasm, Pun and Metonymy

Reading Assignment : Read:     (1)   Exam Focus Literature in English

                                                (2)   ABC of Literature by Oni D.

a.Give the equivalent in meaning to the following words.

Abundant ————-  ——————-

Flimsy     ————–  ——————-

Impolite  ————–  ——————–

Polite      ————–  ——————–

Intention ————–  ——————–

b.Give the meanings of the following idioms.

A close shave

A chip off the old block

A wet blanket

Get on one’s nerve

Fit as a fiddle

WEEKEND ASSIGNMENT:

Indicate the figure of speech used in each of the following:-

1.         He was gloriously ignorant.

2.         All the water in River Niger cannot wash her clean of her iniquities.

3.         She is a real Jezebel.

4.         The gentle moon came out in all her serenity and beauty.

5.         He pounced upon her like a cat upon a rat.

Write down two examples of the following:-

1.         Innuendo

2.         Sarcasm

Structure: Making Request Using Can, Could, May and Mind

Writing: Semi-Formal Letter

Vocabulary Development: Using “in” and “un” to Express Opposite

Comprehension: Direction on Shelltox Tin

STRUCTURE: Making Request using Can, Could, May and Mind

We can make requests with modal auxiliaries “can”, “could”, “may” and “mind”

• Would you type this letter please?
• Can you please pass the salt?
• Could you please help me? (polite)
• Would you mind my coming along?
• May you please pardon me?
• I am wondering if you could pass the salt (very polite)

Evaluation: Make five requests using can, could, and mind.

Reading Assignment: Read English Grammar for JSS by Olatunbosun, pages 47- 48

WRITING: Semi-Formal Letter

• Definition of a Semi-Formal Letter
• Features of a Semi-formal letter.

Semi-formal letters are letters we write to people who are not totally strange to us to describe personal letters, e.g. our teacher, family doctor priest e.t.c.

The semi-formal letter is more related to the informal letter than the formal letter.

Features of a Semi-formal letter:

• Writer’s address with date
• Salutation e.g. Dear Mr. Eze, Dear Mrs. Osho, Dear Dr John.
• Introduction
• Subscript (usually Your sincerely)
• Writer’s full name.

A semi-formal letter does not require the writer’s signature.

Evaluation: Write a letter to your class teacher, explaining to him/her the reason(s) for your absence from school.

Reference : Countdown English by Ogunsanwo.

Reading Assignment :Read Countdown English by Ogunsanwo pages 62 and 63.

 VOCABULARY DEVELOPMENT

Prefixes “in” “im” and “dis” to express opposite

A prefix is a word-element added to the beginning of a word. It can also be defined as a letter or group of letters added to change its meaning.

Prefix can be added to words to realize their opposites. Prefix “in”, “im”, “un” and “dis” mean “NOT” as in:

• Happy – unhappy (not Happy)
• Possible – impossible (not Possible)
• Adequate- inadequate (not Adequate)
• Obedient – disobedient (not Obedient)

Here are more examples:

• Tolerant – intolerant
• Sufficient – insufficient
• Moral – immoral
• Legal – illegal
• Kind – unkind
• Important – unimportant
• Regular –  irregular
• Respectful – disrespectful
• Loyal – disloyal
• Like – dislike
• Friendly – unfriendly
• Literate – illiterate

Evaluation: Write the antonyms of the following words with the appropriate prefixes

• Responsible

Reference: Countdown English by Ogunsanwo; Oxford Advanced Learner’s Dictionary; English Grammar by P.O. Olatunbosun.

Reading Assignment : Read page 104 of the English Grammar by P.O. Olatunbosun.

COMPREHENSION: Directions on Shelltox Tin

The passage is about the pieces of information printed on a Shelltox tin on how to use the Shelltox to kill household pests like cockroaches, mosquitoes, bed-bugs, ticks, spiders e.t.c.

Evaluation: Do practice 2 on page 82 of the Effective English Book 3.

Reference: Effective English for JSS 3.

Reading Assignment :Read page 82 of Effective English for JSS  Book 3.

Add prefixes to the following words to form the opposites.

Legal, balance, accurate, behave, regular

Give the synonyms of the following words.

Accuse, achieve, fertile, govern, increase

Weekend Assignment

Do practice Exercise 18 on page 78 of English Grammar by P.O. Olatunbosun.

Do section (on page 238 – 239) (56-60) of  Effective English for JSS Book 3.

Speech Work: Consonants  /l/ and /r/

Vocabulary Development: Words Building Using the Prefixes, super, over, under, counter, anti, pro, trans, inter and hyper.

Structure: Expressing Possibility Using May, Can, Might and Could.

Writing: Argumentative

SPEECH WORK: Consonants / l / and /r/

Content- Descriptions of Consonants / l /and /r/

• Words in which they occur
• Instances where they are silent

Consonant  / l / is a voiced lateral sound while consonant /r/ is a voiced liquid sound.

Consonant / l / can take the following forms:

“l” as in lip, late, letter, tailor.

“ll” as in wall, silly, yellow, Shelltox

Consonant /r/ can take the forms below:

“r” as in rain, story scream

“rr” as in hurry, carrot, worry

“wr” as in write, wrinkle, wrath

“rh” as in rhetoric, rhyme, Rhoda

Consonant /l/ is silent in:

Walk    —-  /w ɔː k/

Talk     —– / t ɔː k/

Half     —– /ha:f/

Consonant /r/ is silent in:

Evaluation: Write five words that contain each of the following sounds below:

Reference: Countdown  English by Ogunsanwo;  Diction in English book 10

Reading Assignment: Read Diction in English, Year 9.

VOCABULARY DEVELOPMENT: Word Building, Using prefixes: super, over, wider, counter, anti, pro, trans, inter and hyper.

As we learnt in week seven, prefixes are added to the beginning of words to after their meanings. Each prefix has its own meaning. For examples:

Evaluation: Form two words with each of the following prefixes:

• Counter 

Reference: Oxford advanced Learner’s Dictionary; English Grammar by P.O. Olatunbosun.

Reading Assignment: Read English Grammar by Olatunbosun, page 104

STRUCTURE: Expressing Possibility using “may”, “might”, “can” and “could”

As we have learnt in the previous weeks, “may”, “might”, “can” and “could” are modal auxiliaries. They can be used to express possibility.

 Study the examples below:

• We might have a heavy rain this afternoon.
• Shade may be here today.
• He couldn’t have left like that.
• They might have gone by then.
• Their team may win the match.
• She couldn’t have done that deliberately.
• The man might have shot the wife ignorantly.

Evaluation: Make 10 sentences with “may”, “might”, “can” and “could” to express possibility i.e. likelihood that something will happen .

Reference: 40 lessons by J.O Asudo; Countdown English by Ogunsanwo; English Grammar for JSS by P.O. Olatunbosun.

Reading Assignment: Read “The Ordinary Use and The Special use of Auxiliary verbs on page 47 – 49 of English Grammar by P.O. Olatunbosun

WRITING: Argumentative Essay

• The definition of an argumentative essay.
• Reasons for argumentative essays.
• Things to know about argumentative essays:

An argumentative essay is one that requires a student to present a subject with a view to persuading his/her reader to agree with his/her own point of view against another one. However, we should note that all forms of debate are argumentative essays but not all argumentative essays are debates. In a debate, the writer knows the audience as well as the setting.

On the other hand, in argumentative essays  (that are not debates) the writer just writes out the topic, underlined  it and presents his/her view without addressing anybody.

An argument may be developed for the following  reasons:

• to prove a point
• to present a view point
• to balance the two sides of an issue.
• Vocative is compulsory in a debate, i.e. the writer should recognize the presence of the members of the audience e.g. The Chairman; Panel of Judges; Co-debaters; Ladies and Gentlemen e.t.c.
• In an ordinary argumentative essay (not a debate), no audience is indicated and no vocative is necessary.

Evaluation: You have been invited to participate in an Inter-School debate Competition to speak for or against the topic “Corruption is Worse than Armed Robbery”. Write out your Contribution.

Reading Assignment: Read Creative and Guided Composition for Senior Classes by C.O. Odetola, page3 -14.

Use a better word to replace the words ‘got’ and ‘walked’ in the following expressions.

She got a bad cold yesterday.

Hannah got a prize.

They got married at last.

The angry little girl walked out of the room.

The thief walked into the house through the unlocked door.

Weekend Assignment :Do practice exercise fourteen, question 2 (1-20) on pages 64 and 65 of English Grammar by P.O. Olatunbosun.

TOPICS: Comprehension: From the Jero Play by Soyinka.

Writing: Argumentative essay (Debate) contd.

Speech Work: /h/: Where it is Voiced and Where it is Silent

Expressing Ability using, can, be able, be capable

COMPREHENSION: From The Jero Plays, by Wole Soyinka

• The summary of the passage

The passage is a drama piece acted by two characters, Amope and a trader. An argument ensued between the trader (a fish-seller) and Amope and it resulted in the use of a stream of vective on each other.

Evaluation: Do practice 2 on page 98 of Effective English Book 3.

Reference: Effective English Book 3

Reading Assignment: Read Effective English Book 3 pages 97 and 98.

SPEECH WORK: /h/ where it is voiced and where it is silent.

The consonant sound /h/ is described as a voiceless glottal fricative. This sound is voiced in so many words but silent in certain words. It is pronounced or voiced in the words below:

• Habit, House, Hair, Hello, Halt, Hadith, Halleluyah, Hall, Hail, Hammer, Hand, Harrow, Harmful, Heartless, Heavy, Hatch, Harmony e.t.c.

Consonant /h/ is silent in words like:

Hour / aʊə /

Honour / ɒnə (r)/

Honest  / ɒ nist/

•  Write any ten words in which /h/ is voiced
• Write any five words where /h/ is silent

Reference: Oxford Advanced Learner’s Dictionary; Countdown English by Ogunsanwo

STRUCTURE: Expressing Ability using “can”, “be able” and “capable of”

“Can” is a modal auxiliary that can be used to express ability; i.e. what somebody/one is able to do. For example:

• I can hear someone calling
• She should be able to play the piano.
• They haven’t been able to get much workdone today.
• We were not able to locate the place.
• I could see there was something wrong.
• I can’t do the work alone.
• He’s quite capable of lying to get out of trouble.
• She’s capable of organizing the party.
• She’s never capable of doing anything well.

It is wrong to use “can” and “be able to” together in sentences e.g.

• I can’t be able to do the work.
• They can’t be able to get the book.
• Correct the following sentences:
• Can she be able to do it?
• I couldn’t be able to solve the problem
• We were not able to complete the forms yesterday.
• He can’t unable to do the work.
•  Write three sentences of your own using can, able to and capable of to express ability.

Reference: English Grammar for JSS By Olatunbosun; The New Student’s Companion for Secondary School by Chris Talbet; Oxford Advanced learner’s \Dictionary.

Reading Assignment :Read “Special use of Auxiliary Verbs” on pages 48- 49 of Olatunbosun’s English Grammar for JSS Book 3.

Same as Week eight.

Evaluation: Write for or against the topic:“A Teacher Is More Important Than A Doctor In A Society”

Reading Assignment : Read page 14 of C.O. Odetola’s Creative and Guided Composition for Senior Classes.

GENERAL EVALUATION/REVISION QUESTION

a.Use the dictionary to transcribe the following words.

Listen, phlegm, hustle, comb, hedge.

b.Write your argument for or against the motion that, ‘Female Education Ends in the Kitchen.’

Weekend Assignment: Do practice 2 on page 103 and Practice 2 on pages 162 and 163.

TOPIC: READING OF THE RECOMMENDED TEXT

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Mastering Argumentative Essays for JSS 3

LESSON PLAN

Subject: English Grammar Class: JSS 3 Term: First Term Week: 9 Age: 13-14 years Topic: Argumentative Essay Sub-topic: Understanding Argumentative Essays and Claims Duration: 40 minutes

Behavioural Objectives:

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

• Define an argumentative essay.
• Identify different types of argument claims.
• State a position on an issue and provide supporting evidence.
• Develop structured arguments using claims of fact, definition, value, cause, and policy.
• Argumentative essay
• Cause and effect

Set Induction:

The teacher will ask students, “Have you ever tried to convince your parents or friends to agree with your opinion? What reasons did you give?” This will introduce the concept of argument and support.

Entry Behaviour:

Students have prior knowledge of writing essays and constructing logical sentences.

Learning Resources and Materials:

• Whiteboard and markers
• Newspaper headlines
• Flashcards with argumentative topics

Building Background/Connection to Prior Knowledge:

Students are familiar with expressing opinions in everyday conversations. This lesson will build on their ability to structure arguments formally in writing.

Embedded Core Skills:

• Critical thinking
• Communication
• Persuasive writing skills

Reference Books:

• Lagos State Scheme of Work for English
• “Mastering Argument Writing” by ABC Author

Instructional Materials:

• Sample argumentative essays
• Chart showing types of claims in argumentative writing

What is an Argumentative Essay? An argumentative essay is a type of writing that presents a clear position on an issue and supports that position with evidence and reasons. The goal is to convince the reader to agree with the writer’s viewpoint.

Types of Argument Claims:

• Example: Climate change is real and is happening now.
• Example: What does freedom of speech mean in the digital age?
• Example: Education is the most important factor for success in life.
• Example: Social media is a major cause of anxiety among teenagers.
• Example: Schools should implement stricter anti-bullying policies to protect students.

Evaluation:

Fill in the blanks by choosing the correct answer:

• An argumentative essay tries to ______. a) tell a story b) explain facts c) persuade the reader
• A claim of fact asks ______. a) Is it true? b) How important is it? c) What should be done?
• The cause and effect claim explores ______. a) What is the cause and result b) What does it mean c) Is it valuable?
• An example of a policy claim is ______. a) “Freedom of speech is vital” b) “Schools should enforce stricter rules” c) “Is climate change real?”
• In an argumentative essay, you should ______ your position. a) defend b) ignore c) change

Class Activity Discussion (FAQs):

• What is the purpose of an argumentative essay? To convince the reader to agree with your position on a topic.
• What types of claims can you make in an argumentative essay? Claims of fact, definition, value, cause and effect, and policy.
• How does a claim of fact differ from a claim of value? A claim of fact asks if something is true, while a claim of value asks how important it is.
• What is a policy claim? A claim that proposes a solution or action.
• Why do you need to provide evidence in an argumentative essay? To support your position and make it convincing to the reader.
• Can an argumentative essay have multiple types of claims? Yes, it can include different types of claims to strengthen the argument.
• What is the structure of an argumentative essay? It includes an introduction, body paragraphs with supporting reasons, and a conclusion.
• What type of claim would you use to discuss the effects of social media? Cause and effect claim.
• How do you support a claim in an argumentative essay? With evidence such as facts, examples, statistics, and expert opinions.
• What should you include in the conclusion of an argumentative essay? A summary of your argument and a call to action.

Presentation:

Step 1: The teacher revises the previous topic on essay writing. Step 2: The teacher introduces the concept of an argumentative essay and explains the different types of claims. Step 3: The teacher gives examples of each type of claim and shows how they are used in argumentative writing.

Teacher’s Activities:

• Explain what an argumentative essay is.
• Discuss the five types of claims and provide examples.
• Guide students in identifying claims in sample argumentative essays.

Learners’ Activities:

• Listen to the teacher’s explanation.
• Practice identifying claims in pairs or groups.
• Write a thesis statement based on a given topic using one of the types of claims.

Assessment:

Students will be assessed on their ability to identify the type of claim in a given argumentative topic and write a thesis statement.

Evaluation Questions:

• What is the goal of an argumentative essay?
• What are the five types of argument claims?
• How do you make a claim of fact?
• Give an example of a policy claim.
• What is the importance of evidence in an argumentative essay?
• How does a claim of value differ from a claim of definition?
• What type of claim discusses the reasons behind an event?
• Why is it important to clearly state your position in an argumentative essay?
• What type of claim would you use for a topic about the meaning of a word?
• How should you conclude an argumentative essay?

Conclusion:

The teacher goes around to review students’ answers and provides feedback on their thesis statements and understanding of the claims.

Spread the Word, Share This!

More useful links.

• Mastering the Art of Descriptive Essay Writing JSS 3 First Term
• Writing an Outline for a Narrative Essay on The Happiest Day of My Life

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• Mastering Formal Letter Writing Composition English Grammar JSS 3 First Term Lesson Notes Week 3
• Mastering Descriptive Essays: A Step-by-Step Guide
• Understanding Idiomatic Expressions in English
• Argumentative Essay Guide What is an Argumentative Essay
• How to Write a Formal Letter to the Local Government Chairman | JSS 3 Composition English Grammar JSS 3 First Term Lesson Notes Week 4
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2ND TERM JSS3 ENGLISH LANGUAGE Scheme of Work and Note

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SECOND TERM E-LEARNING NOTE

SUBJECT: ENGLISH LANGUAGE CLASS: JSS3

SCHEME OF WORK

TOPIC: Comprehension: Fulani Future – Argument

• Summary of the passage

The passage talks about the nomads, the challenges or problem s facing them and the possible ways of solving them. One suggestion given as a possible solution to their problem s was the establishment of reservations. However, it is still argued that this may not be the best solution because of its dis advantage s.

Do practice 3 on page 112 of effective English for J.S.S 3

Effective English for J.S.S 3

READING ASSIGNMENT

Read pages 112 & 113 of Effective English BK.3

TOPIC: Structure: Expressing Exception using except for, but, and apart from.

Exception means excluding something or someone from a general statement or a group.

Exception can be expressed in different ways. We can use such words as except, except for, but and apart from to express exception.

Now, consider the following examples:

a.  They all attended the party except Mary

b.  We come to school every day except Saturday and Sunday

c.  I had nothing on except for my socks

d.  All the houses are new except for those two over there.

e.  She had no choice but to sign the contract.

f.  They have answered all apart from the last question.

g.  We are all students apart from Stephen

Use “except, “except for” “but” and “apart from” to form ten sentences that express exception.

Oxford Advanced Learner’s Dictionary

TOPIC: Writing: Narrative Essay

A narrative essay is an essay in which a candidate is expected to relate an event or incident just as an eye witness would do.

It can also be conceived as an essay in which a candidate performs an act or a process of storytelling.

Features of a Narrative Essay

• It must have a title
• It must be very interesting, convincing and attractive.
• The order of events must be logical and sequential.
• It requires imagination
• The dominant tense employed in every narrative essay is simple past.

Write an essay of about 250 words on “My Most Memorable Day”

Countdown English by Ogunsanwo Exam Focus :English for JSSCE;

Read “Narrative Essays” on page 15 – 16 of Exam Focus English for J.S.CE.

TOPIC: Speech Work: Consonants \ θ \ and \ t\.

Consonants \ θ \ and \ t\ are voiceless sounds. However, while consonant \ θ \ is described as voiceless dental fricative, consonant \ t \ is known as voiceless alveolar plosive.

Study and pronounce the pairs of words below:

\ θ \ \ t \

threat trea t

thinks tanks

Produce any ten pairs of your own.

Exam Focus: English for JSCE; Ogunsanwo’s Countdown English; Oxford Advanced Learner’s Dictionary.

Read “Consonants” on page 143 – 144 of Exam Focus, English for JSCE  

TOPIC: Vocabulary Development: Electricity

The vocabulary of electricity refers to all the words that are commonly and peculiarly used in the field of electricity. In other words, it refers to words that are associated with electricity.

Study the list of words below:

Volt: This refers to a unit for measuring electricity current.

Electrocution: Killing by the passage of electricity through one’s body.

Solar Energy: Energy from the sun.

Insulation: The act of protecting something with a material that prevents heat, electricity or sound from passing through it.

Electrical Appliances: Devices or machines that use electricity.

Electrician: A person whose job is to connect, repair, etc, electrical equipment.

Socket: A hollow part into which an electric plug is inserted.

Converter: A kind of electrical induction coil.

Generator: A machine that changes mechanical energy to electrical one.

Element: Resistance wire in an electrical appliance.

Switch: Device for making and breaking electric circuit.

Disconnect: To cut or stop current from flowing.

Transformer: Apparatus that increases or decreases the voltage of an electric power supply.

Do practice 3 on page 128 of Effective English bk 3.

Oxford Advanced Learner’s Dictionary; Effective English for J.S.S.3

Read “Vocabulary” on page 127 of Effective English bk3

GENERAL EVALUATION/REVISION

• Underline the correct verb
• Neither of the two boys (were, was) successful.
• Either Joy or Jane (have, has) a clock.
• The man as well as his daughter (is, are) here
• Neither they nor I (are, am) lazy.
• I would leave if I (was, were) you.
• The use of white boards in remote villages is commendable.
• Each of them can do it.
• One of the chickens is dead.
• Everybody is happy
• Nobody came.

WEEKEND ASSIGNMENT

• Do Tests for continuous assessment page 124, no. 1 only
• Write a 70-word story about an escape.

TOPIC: Structure: Conjunctions

A conjunction is a word that joins words, phrases or sentences together, e.g.; for, and, or etc, to show the relationship between them.

There are three types of conjunctions: Coordinating conjunctions, subordinating conjunctions and correlative conjunctions.

A.  Coordinating conjunctions are used to join similar parts of speech, clauses or sentences of equal value. The most common ones among them are: “and”, “but” and or.

• They want John and Mary
• Boys and girls sometimes think differently
• The women sang and danced
• The girls were very beautiful but very rude
• You may fry the egg or boil it.

B.  Subordinating conjunctions: These are simply called subordinators. They are used to join main clauses to subordinate clauses. Examples of the most common ones among them are: when, where, while, why, although, because, if, since, after, until / till, that, unless, as and in order that.

• After she finished her work, she took a nap. (Showing time).
• Emmanuel was sleeping when the telephone rang. (time)
• I hid the golden ring where nobody could find it. (Place).
• They were happy because their mother bought them new toys. (reason)
• Although I was angry, I didn’t show it. (Concession).

C.  Correlative conjunctions are used in pairs; e.g.; neither nor, either or, both and, and not only, but also.

• Both Kunle and Tinuke are my cousins
• Either you or Ngozi will be chosen  
• Neither my father nor my mother could answer the questions
• You may not only sleep but also have your meals here

Do practice exercise seventeen, questions 1&2, page 15 of English Grammar by P.O. Olatunbosun.

The New Student’s Companion for Secondary School by Chris Talbot: Exam Focus English for JSCE.

Read “Conjunctions” on page 74 of English Grammar by P.O. Olatunbosun.

TOPIC: Speech work: Consonant Contrast \ θ \ and \ s \

Consonant \ θ \ is known as a voiceless dental fricative while consonant \ s \ is a voiceless alveolar plosive. In other words, both of them are voiceless sounds, but while one is a fricative, the other is a plosive. Consider the following pairs of words:

\ θ \ \ s \

thumb  sum  

mouth  mouse

Countdown English by Ogunsanwo; Oxford Advanced Learner’s Dictionary

Read chapter 14, page 113-144 of Exam Focus, English for JSCE

TOPIC: Listening Comprehension: Seed Dispersal

The development of listening skills

The passage gives a description of how most kinds of plant increase their number through seed dispersal.

Do the practice on Listening passage on page131

Effective English for J.S.S bk3

Read the passage on seed dispersal; page 246.

TOPIC: Dictation: Words that are commonly mis-spelt.

Some words are commonly mis-spelt for the following reasons:

i.  transpositions of letters e.g., “ie” and “ei” as in:

 believe ceiling

 fierce deceive

 field seize

ii.  assimilation of a letter as in:

 debt ‘b’ is not pronounced

 listen ‘t’ is not pronounced

 honest ‘h’ is not pronounced

 pneumonia ‘p’ is not pronounced

 sword ‘w’ is not pronounced

iii.  The contemporary convention of shortening some words as in:

 Exam – Examination

 Libry – Library

 Lab – Laboratory

Program – Programme

iv.  Some different letters are pronounced alike:

 gh f  ph ff

 cough ha lf  gra ph cu ff

 bi g fatigue

 please  is \iz\

 feasible   zebra

 ck c k que

 cock zinc pink boutique

v.  double consonant as in:

committee accommodation

vi.  Noun plurals as in:

 baby babies

 body bodies

 wife wives

vii.  Word class as in:

 Practice practise

 Licence license

 Advice advise

Correct the following words.

• Reservation
• Segregation
• Installation
• Accummulation

Oxford Advanced Learner’s Dictionary; English Grammar by P.O Olatunbosun.

Read page 97-98 of English Grammar by P.O Olatunbosun.

TOPIC: Writing: Report writing

A report refers to a spoken or written account of an event. Thus, report writing is an act of presenting an account of an event that has taken place in a written form. A report can either be formal or informal.

A formal report is one which is presented as a formal document giving details of an event. E.g.; robbery, an accident, the proceedings of a meeting etc. To write a good report, one must:

a.  have a good knowledge of the audience or the reader.

b.  have a good knowledge of the use of direct and indirect speech forms.

c.  pay a close attention to tenses.

Features of a Formal Report

i.  Writer’s address with date

ii.  Receiver’s address

iii.  Salutation

v.  Text of the report

vi.  Writer’s name

vii.  (Designation).

Informal Report : This is a report that is not written for official reasons: When writing an informal report, take note of the following:

• make out an outline to guide you.
• report both what you have seen and what others have said.
• emphasize the facts but avoid exaggeration
• make correct statements or personal remarks without prejudice.
• avoid expressions that cannot be found in the dictionary.
• give sufficient details of the event.
• try as much as possible to add your own contribution either by giving suggestions or offering solutions to problem s that may have risen in the report.
• pay attention to tenses.

There was a fight between a boy and a girl in your class. The girl was beaten up by the boy such that she fainted and was rushed to the sick-bay. The principal of your school heard about the incident and asked you to write your own report of what actually happened and your contribution as the class-captain.

Countdown English by Ogunsanwo

Read pages 44&45 of the Effective English Bk3

GENERAL EVALUATION/REVISION QUESTIONS

• Ladi is the student _______ solved the problem
• The book _________ I read has forty pages.
• The student _________ he flogged wept bitterly.
• She arrived _________ we expected her.
• He will eat ___________ you give him.
• privile_e (g, dg)
• boyco_ (t, tt)
• d_lapidated (e, i)
• extra_dinary (o, or, au)
• di_atified (s, ss)

Do tests for continuous assessment nos 1 (1 – 10) and 2(1-5), page 155 of Effective English Bk3

TOPIC: Vocabulary Development: Suffixes: Noun derivatives, Verb derivatives, and Adjective derivatives

A suffix refers to a letter or a group of letters added to the end of a word to make or form another word. Derivatives are words that have been developed from other words. Study the following examples to see how nouns, verbs and adjectives are formed by adding suffixes to certain other words.

NOUN DERIVATIVES

Words Suffixes Derivatives  

Child  hood  Childhood

Neighbour hood  Neighbourhood

Friend ship  Friendship

Inhabit ant  Inhabitant

Shy  ness  Shyness

Dry  ness  Dryness

Establish ment  Establishment

Nourish ment  Nourishment

Teach er  Teacher

Sell  er  Seller

Sail  or  Sailor

Approve al  Approval

VERB DERIVATIVES

Words Suffixes Derivatives

Dignity ify  Dignify

Code  ify  Codify

Beauty ify  Beautify

Popular ize  Popularizes

Synthesis ize  Synthesize

Terror  ize  Terrorize

Industrial ize  Industrialize

Sympathy ize  Sympathize

Dark  en  Darken

Sad  en  Sadden

Quick  en  Quicken

ADJECTIVE DERIVATIVES

Words  Suffixes Derivatives

Faith  ful  Faithful

Delight ful  Delightful

Detriment al  Detrimental

Fate  al  Fatal

Fool  ish  Foolish

Child  ish  Childish

Noise  less  Noiseless

Use  less  Useless

Care  less  Careless

Attention ive  Attentive

Attract  ive  Attractive

a.  Form five adjectives from the following words:

 i. Intention, fruit, watch, educate, use.

b.  Form five nouns from the words below:

 nourish, dismiss, kind, apply, woman

Exam Focus: English for JSCE; Oxford Advanced Learner’ Dictionary

Read page 89-92 of English Grammar.

TOPIC: Structure: Interjections

Interjections are also known as “Exclamations”. They are words that we normally use when we express strong feelings e.g. Surprise, anger, excitement, joy, disgust, etc.

Exclamations are indicated by exclamation mark (!)

Examples: oh! I have forgotten the name!

Wow! What a day!

What a beautiful woman she is!

How wonderful the message was!

FORMATION OF EXCLAMATIONS

An exclamation can be formed from a corresponding sentence or statement.

They were nice

• How nice they were!
• God is wonderful.
• How wonderful God is!
• You are a kind man
• What a kind man you are!

Change the following sentences to exclamations.

• She is a stupid girl
• The day is beautiful
• You are a brave hunter.
• Adisa is a poor man.
• She is a pretty lady.

Countdown English by Ogunsanwo; Exam Focus: English for JSCE

Read page 81 (Exclamations) of Exam Focus: English for JSCE

TOPIC: Poem: In praise of a young man

• The subject matter of the poem
• Figure of speech used.

The poem is about praising a young man. It is highly metaphorical analyzing the strength and the might of a young man.

The figure of speech that is used throughout the poem is metaphor, comparing the man with a hare, a rope, a lion, a head, and a log.

Compose a poem of about 8 lines in praise of your father.

Effective English for JSCE bk3

Read section c (speech) on page 101 of Effective English bk3

TOPIC: Speech work: Consonant Constrast \ ʃ \ and \ ʒ \

Consonant \ ʃ \ is a voiceless palatal-alveolar fricative while consonant \ ʒ \ is its voiced counterpart.

Now, study the words below noting the differences in their pronunciations.

\ ʃ \  \ ʒ \

Pressure treasure

Mission vision

Fla sh  pleasure

Spla sh camouflag e

Man sion casual

Machine occasion

Posse ssion confusion  

Attention decision

Aggre ssion garage

Cashew mirage

Sure  measure

Auction explosion

Avalanche avenge

Identify the sounds underlined in words below:

Champagne allusion

Countdown English by Ogunsanwo; Oxford Advanced Learner’s Dictionary; Exam Focus: English for JSCE

Read pages 143&144 of Exam Focus: English for JSCE

TOPIC: Writing: Article Writing

An article is an essay you write for publication in a newspaper or magazine. In an article, you may be required to compare and contrast, discuss causes and effects of something or give a thorough definition of something.

FEATURES OF AN ARTICLE

i.  An article must have a title

ii.  Text of the article (body of the article)

iii.  Conclusion

iv.  Writer’s full name and class.

v.  Simple present tense is the dominant tense used in articles.

Note : An article may take the form of a descriptive essay, argumentative, essay etc. Therefore, the content and organization of the article should be the same as those of the essay type it is related to.

Write an article for publication in your school magazine on the topic “Indiscipline among Students”

Read pages 21&22 of Exam Focus.

• Form a noun from each of the following adjectives, silent, intelligent, great, sweet, wise, long, wide, young, true.
• God is good.
• She is a beautiful girl.
• The man is brave.
• The books were interesting.
• The day is bright

Do practice exercise ten, pages 49&50 (no 3 only) and practice exercise twenty- four on page 98 (1-10) of English Grammar

TOPIC: Comprehension: Nweze’s Homecoming

The passage is all about the preparation made by Ibuza women towards the arrival of their son who was returning from U.K. They all bought the same cotton materials, made it into the same style, dyed and straightened their hair.

Do practice 2, page 127 of Effective English bk. 3

Effective English bk3

Read unit 8, page 126 of effective English bk.3

TOPIC: Structure: Question Tags.

CONTENT There are different types of questions. There are ‘WH” questions, Yes/No questions, statement questions, question tags, etc

Question tags are actually a kind of Yes/No question. They are usually attached to the end of a statement. However, in all types of questions, the verb in both the question and the answer must be in the same tense. Question tags are mostly used when you want your listener (s) to agree with you on something. There are rules that govern tag questions and answers. These are:

1.  Positive Statement, Negative Tag, Positive Answer.

ii.  Negative Statement, Positive Tag, Negative Answer

iii.  An auxiliary verb repeats itself in the tag, but main verbs use the appropriate forms of verb ‘Do’

iv.  In a complex sentence, the tag is picked from the main clause.

The following are examples:

i.  She is leaving now, isn’t she? Yes, she is.

ii.  You will come back for me, won’t you? Yes, I will.

iii.  The children can’t do the sums, can they? No, they can’t.

iv.  They have some oranges, don’t they? Yes, they do.

v. Bola can sing very well when she is happy, can’t she? Yes, she can.

Do practice 2 on page 93 of Effective English bk.3

Exam Focus: English for JSCE; English Grammar by P.O Olatunbosun; Countdown English by Ogunsanwo.

Read English Grammar for J.S.S, page 76-79.

TOPIC: Writing: Informal Letter

• Definition of an informal letter
• Features of an informal letter.

Informal letters are private or personal letters. They are letters we write to people who are very familiar and close to us, such as our parents, friends, classmates, younger relations, etc.

Features of an Informal Lette r

• The writer’s address with date
• The salutation
• The body of the letter
• i. The introduction

ii. The main points

iii. The conclusion.

• The ending of the letter/subscript

Write a letter to your friend who is studying in another country, telling him/her about some problem s you are facing in your school and at home, asking him/her to suggest how the problem s can be solved.

Exam Focus: English for JSCE; Countdown English by Ogunsanwo:

Read page 29-30 of Effective English and Exam Focus, page 6-8

TOPIC: Grammar: Verb phrases- Lexical and auxiliary verbs.

A verb phrase comprises a lexical verb and one or more auxiliary verbs. Lexical verbs are also known as main verb while auxiliary verbs are often called helping verbs. A lexical verb can stand on its own and it performs the main action. However, some auxiliary verbs can be used as main verbs, performing the main actions in the sentences in which they occur.

Consider the following examples

i.  The girl is thinking about her mother

ii.  The woman has arrived from Jos.

iii.  She and the boy have opened the door

iv.  You have broken the pencil

v.  I have two eyes

vi.  She comes here everyday

vii.  I will taste the food first

viii.  They must have finished the job by now.

Do practice 1 page 179 of Effective English bk3

Exam Focus: English for JSCE.

Read page 178-179 of Effective bk3

TOPIC: Speech work: Nasal Sounds \ m \, \n \ and \ ŋ \

There are only three nasal sounds in English – \m\, \n\ and \ ŋ \. These three are voiced sounds. However, the places of and the organs involved in their articulation are different. Thus, they are described as:

\m\ bilabial nasal

\n\ alveolar nasal

\ ŋ \ \ velar nasal

Examples of words in which they occur

\m\  \n\  \ ŋ \

su m  su n  sung

sche me kin  king

some  son  song

ya m  yawn  youn g

balm  ban  bang

more  mor n  mo nk

gum  gun  goi ng

sla m  slant  sla ng

si mmer si nner  singer

Produce any 5 triple sets of words as in the examples above.

Longman Dictionary; Exam Focus; Introduction to phonetics and phonology by Fatunsin.

Read Exam Focus; English for JSCE page 144-145

• It is sunny outside, ______?
• She doesn’t sing well, _____?
• I saw John and Mary, ______?
• They come here often, ______?
• There are eight chairs in your room, ______?
• Combine much, a little and little with five uncountable nouns.

Do practice exercise eighteen on page 78-79, questions 1&2 of English Grammar by P.O Olatunbosun.

TOPIC: Structure: Personal and Possessive Pronouns

A pronoun is a word used instead or in place of a noun or a noun phrase. E.g.;

Ade is coming tomorrow

The boy is coming tomorrow

He is coming tomorrow.

There are different types of pronouns. They are: personal pronouns, possessive pronouns, relative pronouns, reflexive pronouns, etc.

Here, we shall consider Personal and possessive Pronouns.

Personal Pronouns: They are used to refer to persons (and things) and they are of three types.

1.  First Person

Singular Plural

I go to school every day.  We go to school every day.

2.  Second Person

You come here every Saturday. You come here every Saturday.

3.  Third Person

He/ She /It {goes to the stream every week. They go to the stream every week.

Personal Pronouns also have object and subject forms.

Consider the box below.

Subject form Object form

You you (singular& plural forms).

Possessive Pronouns: These are also known as genitive pronouns. They show ownership or possession. The following table shows the possessive forms of pronouns in terms of pronominal adjectives and pure pronouns:

 This is my book

 This book is mine

 That is your pencil

 It is yours

These are our bags

They are ours

The chairs are their own

They are theirs

The food belongs to the dog.

The food is its.

Do practice five on page 23 of English Grammar by P.O Olatunbosun

Countdown English by Ogunsanwo; Exam Focus: English for JSCE; English Grammar by P.O Olatunbosun.

Exam Focus: English for JSCE page 45-46 and English Grammar page 21

TOPIC: Writing: Formal Letter

• Definition of a formal letter
• Features of a formal letter

Formal letters are also called official or business letters. They are written to people in their official position. They are people we do not know personally, e.g.; Local government chairman, commissioners, principal of your school, managers of organizations, etc.

Features of a Formal Letter

i.  The writer’s address and date

ii.  The receiver’s designation and address

iv.  Subject heading

v.  The body of the letter

vi.  The conclusion or final paragraph

vii.  The ending of the letter/subscript (usually Yours faithfully,)

• Writer’s signature and full name.

Write a letter to the principal of a neighbouring school, inviting their JSS3 students to a debate organized by your club.

Read page 9-11 of Exam Focus

TOPIC: Comprehension: Solubility

The passage is a science text which gives explanation on what Chemistry is all about.

It also talks about substances that are soluble in water and those that are not:

Do practice 2 on page 144 of Effective English bk.3

Effective English bk.3

Effective English bk.3 page 143

TOPIC: Speech work: vowels \ ɪ \ and \ i ː \

Vowels \ ɪ \ and \ i ː \ are described as spread half-close front vowel and spread close front vowel respectively. However, vowel \ ɪ \ is a short vowel while vowel \ i ː \ is a long one.

They are present in the words below:

‘a’ – vill age, ad age

‘e’ – before, w om en, English

‘u’- business, b usy

‘ei’- for eign

‘ui’- b uild

‘y’- s ymbol, lynch,

‘I’- sit, p it, big,

“Uay”- q uay

‘ae’ – aesthetic

‘e’ – mete, procedure

‘ee’ – p eel, m eet

‘ea’ – h eat, s eat

‘ai’ – mach ine, prest ige

‘ei’ – rec eive, dec eive

‘ie’ – rel ieve, bel ieve

‘oe’ – f oetus, am oeba

‘ui’ – s uite

‘eo’ – people

Write the sounds represented by the underlined letter (s) in the following words:

Min ute P ig

G uilt k id

C aesar Dec eive

S eek P eople

M yth S eat

Introduction to Phonetics and Phonology by S.A Fatunsin.

Read page 145 of Exam Focus: English for JSCE

Use the following pronouns and phrases in sentences.

• He, him, I, they, them, we, us, she, her.
• Ada and I, Dele and me, he and she, him and her.
• Myself, yourself, yourselves, herself, himself, themselves, ourselves.
• Do practice twenty four (2 only: 1-20) on page 98-100 of English Grammar by P.O Olatunbosun.
• Write 10 words that are associated with morals appraisal.

TOPIC: Structure: Reflexive and Relative Pronouns.

Reflexive pronouns are pronouns that refer to subjects of sentences. They usually end in “self” in their singular forms and in “selves” in their plural forms. E.g.;

• The murderer hanged himself (“himself refers to “The murderer”)
• The children did the work themselves (“children” refers to “The children)
• Tola gave herself to the police (“herself” refers to “Tola”)

The table below shows the reflexive pronouns in their singular and plural forms

Singular  Plural

First person myself  ourselves

Second Person  yourself  yourselves

Third Person himself}  themselves

Reflexive pronouns are also used to show emphasis, e.g.; I myself did not know the answer

(“myself” emphasizes ‘I’)

She did the work herself (“herself” emphasizes ‘she’)

Relative Pronouns usually introduce relative clauses. Relative pronouns show the relationship between relative clauses and the words that precede them. Relative pronouns are: who, whom, whose, which, that, where, when, and how. Consider the following examples;

• The girl who won the prize is my cousin
• The man whom I told you about is dead
• This is the lady whose car is missing
• I saw the boy that killed the python.

Construct a sentence with each of the following pronouns.

Ourselves, whose, which, itself, yourselves, who and myself.

Read Exam Focus, page 46 (Reflexive pronouns) and page 45 (Relative pronouns)

TOPIC: Writing: Expository Essay

An expository essay is a type of essay in which students are expected to explain a thing or a process in full. In expository essays, facts about situations, descriptions of things are stated as well as judgments.

In expository essay, definitions of terms can be given, comparison of things can be done, causes and effects of something can be discussed, illustrations can also be given, etc.

The dominant tense used in expository essays is simple present tense. Also, every expository essay must have a title.

Write a good essay on the topic “Why students fail examination”

Read more on expository essays from Exam Focus: pages 18&19

TOPIC: Vocabulary Development: Words Associated with Moral appraisal

By “moral appraisal”, we mean the judgment we place on people’s behavior whether good or evil. Therefore, words associated with moral appraisal are such words we use to describe people’s behaviour or character. Consider the examples below:

Callous: not caring that other people are suffering.

Generous: being willing to help

Faithful: being loyal

Jealous / envious: being angry because someone has what you wish you had

Stupid / silly: lack of good sense

Rude / impolite / insolent: speaking or behaving in a way that is not polite i.e opposite of generous

Talkative: talking too much

Stingy: synonymous to mean.

Write five words that are associated with moral appraisal and use them in sentences of your own.

Longman Dictionary of Contemporary English

Read page 101-104 of English Grammar by P.O. Olatunbosun

TOPIC: Speech work: Vowels \ ɑː \ and \ ɜː \

Vowel \ ɑː \ is described as a neutral open back vowel and \ ɜː \ as a neutral half-close central vowel.

Vowel \ ɑː \ takes the following forms:

“a” as in f ather, p ass, v ase.

‘ar’ as in c ar, p ark, m ark.

‘ear’ as in h eart

‘er’ cl erk, s ergeant

‘al’ p alm, c alm, h alf

‘au’ l augh, a unt

\ ɜː \ takes the forms below:

‘er’ as in g erm, v erve

‘ear’ as in l earn, y earn

‘ir’ as in shirt, sk irt

‘ur’ as in burn, turn

‘our’ as in j ourney, courtesy

Indicate the sounds underlined in the following words:

F ertile c art

P earl h eart

F irm c alf

B urden   arsenal

Introduction to Phonetics and Phonology by S.A Fatusin

Read “vowels” on page 145-146 of Exam Focus

TOPIC: Poem: Empty Head

The poem is talking about someone who doesn’t know anything as he forgets whatever he learns so soon.

The figures of speech used include:

Alliteration- lines 3 and 4

Repetition- lines 1, 5 and II

Personification- line 9, 10, 12 etc.

Learn the poem by heart.

Read section c: speech on page 130-131 of Effective English bk3

Choose the word that has the same consonant or vowel sound (s) as the one underlined.

• those  A. thought  B. this  C. think  D. teeth
• keep  A. quay  B. kettle  C. kick D. quick
• low  A. loose  B. look C. louse  D. load
• change  A. cheat  B. sharp  C. crèche  D. chemist
• /a/  A. teacher  B. prove  C. battle  D. spray
• /^/  A. bat B. dark C. blood  D. blow

i.  Write 10 words that are associated with moral appraisal and state their meanings.

ii.  Write a good essay on the topic “Pollution In Our Cities”

TOPIC: Comprehension: Explaining an Idea: Photosynthesis

The passage explains how green plants, through a process called photosynthesis, make their food. The writer also explains certain limitations which are common to all green plants. Lastly, the writer advises people to devise methods of food production that do not depend on plants as the first link in the chain.

Do practice 2 on page 173

Effective English bk3.

Read more on the topic from Effective English bk3, page 172-173

TOPIC: Structure: Indefinite and Reciprocal Pronouns.

Indefinite Pronouns are those pronouns that don’t refer to specific people or things.

Below are examples of indefinite pronouns:

any some all

anybody somebody everybody

anyone someone everyone

anything something everything

nobody little

no one many

nothing several

Note that some indefinite pronouns take singular verbs while others take plural verbs

 Everyone is present

 Nobody cares about him

 Something is missing somewhere.

 Everybody has left for the occasion

 Few are needed for the job

 Many want to be like her

Also, some indefinite pronouns can be used to show ownership/ possession

 That is somebody’s pencil

 Don’t steal anyone’s property

 His health is everybody’s concern

Reciprocal Pronouns: These pronouns are used when the actions of the verbs are shared by two or more people or things. Reciprocal pronouns are of two forms: “Each other” and “one another.”

 My friend and I love each other dearly.

 The players congratulated one another on their victory.

Note that “Each other” is used when two people or things shared the action while “One another” is used when more than two people or things are involved.

List the pronouns in the following sentences, stating their types:

i.  While I was taking my bath, somebody knocked at the bathroom door which was locked.

ii.  John asked himself what he was doing when a thief stole his watch.

iii.  To whom was that letter addressed?

iv.  Adamu and Sule fought each other yesterday.

Read more about indefinite and reciprocal pronouns from Exam Focus, page 47

TOPIC: Speech work: Vowels \ ɒ \, \ ɔ ː \ and \ ʌ \

Vowel \ ɒ \ is described as rounded open back vowel and it is vowel no 6 in English.

Vowel \ ɔ ː \ is known as rounded half-open back vowel and it is vowel no 7. It is the long counterpart of vowel no 6. Vowel \ ʌ \ is described as a short neutral half-open central vowel and it is vowel no 10. Each of these vowels is represented by different letters of the English alphabet.

Consider the following examples:

‘au’ as in l aurel, bec ause

‘ow’ as in knowledge

‘ou’ as in c ough, tr ough

‘a’ as in w ant, wh at

‘o’ as in cot, p ot

‘a’ as in t alk, w ater

‘oar’ as in b oard, roar

‘au’ as in l aud, c aught

‘aw’ as in law, hawk

‘ou’ as in bought, fought

‘or’ as in door, north

‘our’ as in court, bourdon

‘ar’ as in w arm, w ar

‘o’ as in br other, m other, l ove

‘oe’ as in d oes

‘ou’ as in double, t ough

‘oo’ as in fl ood, bl ood

‘u’ as in j ust, much, b ut

identify the sounds represented by the underlined letter (s) in words below.

w atch  c olour  d aughter

sausage c ountry hot

awe l aud m oney

h oard wh arf  floral

Standard speech: An Introduction to Phonetics and Phonology by S.A Fatusin.

Read page 145 (vowels) of Exam Focus.

TOPIC: Writing: Descriptive Essay

A descriptive essay is an essay in which students are expected to give a vivid description of, for example, an object, a person, an animal, a process, etc.

Features of a Descriptive Essay

• It must be written in good paragraphs
• It must be written in simple present forms of the verbs used.
• The use of good figures of speech is allowed.
• The essay should be logical and clear enough to give a mental picture of what is being described to the reader.

Write an essay on the topic “My School Inter-house Sports”

Countdown English by Ognsanwo; Exam Focus

Read page 17 of the Exam Focus: English for JSCE

TOPIC: Grammar: Direct and Indirect Speech.

A direct Speech sentence is a sentence that reports the actual utterance / statement of another speaker or writer without any alteration. A direct speech contains the exact words used by the speaker.

Features of Direct Speech

i.  After the subject (speaker) and the reporting verb, put a comma.

ii.  Put quotation marks before you write the first word of his speech.

iii.  Write in capital letter, the first letter of the first word of his speech.

iv.  Put the appropriate punctuation mark at the end of the speech, e.g; a full-stop, a question mark or an exclamation mark.

v.  Close the speech with quotation marks

Below are examples of direct speech sentences:

Akin said, ‘I am a nice boy’.

Analysis: Akin (speaker or subject)

  Said (reporting verb)

  ( ‘) (comes after the verb)

I am a nice boy (the exact words of Akin)

A full-stop (.) is applied because it is a complete statement.

Lastly, a quotation mark is used to close the speech.

Indirect Speech / Reported Speech

In reported speech, the exact words of the original speaker are not used. Some changes take place when giving a report using indirect speech sentence.

Features of Indirect Speech Sentences

i.  After the subject (speaker) and the reporting verb, the reported speech is introduced with conjunction “that”, where appropriate.

ii.  All the verbs in the present tense in a quotation must be changed to past tense

iii.  All pronouns must be changed to third person.

iv.  All words of nearness must be changed to corresponding words of remoteness

Below are the changes in a tabular form:

Present Tense Past Tense

am/ is/be was

will  would

shall  should

must  had to

Other changes

yesterday the previous day / the day before

this week that week

next week the following week

here  there

today  that day

tomorrow the following / next day

ago  before

these  those

However, when reporting a universal truth, no changes take place in the reported speech, including the reporting verb. Also, if the reporting verb is in the present or future tense, the verb in the reported speech does not change.

Direct speech: He said, ‘We have enough rooms for all of you.’

Indirect speech: The man informed us / told us that they had enough rooms for all of us.

Direct speech: Tade says, ‘We have lectures every Friday.’

Indirect speech: Tade says that they have lectures every Friday.

Direct speech: Our geography teacher said, ‘The earth is spherical’.

Indirect speech: Our geography teacher said that the earth is spherical.

Do practice exercise six teen of English Grammar for J.S.S, page 71-72 (3 only)

Countdown English by Ogunsanwo; English Grammar by P.O Olatunbosun

Read page 70-71 of English Grammar by P.O Olatunbosun and page 93-94 of Exam Focus.

• “I am sorry, I was late,” Tolu said
• “I have never been here before now”
• “This book isn’t mine”, Kunle said.
• I was very ill yesterday,” John said
• The tutor commanded the student to stop talking.
• The man asked whether I could come the next day.
• Mother promised to see me that day.
• He expressed his sympathy.

WEEKEND ASSIGNMENT: Do tests for continuous assessment on pages 155&156 OF Effective English bk3 (nos 2&3)

TOPIC: Vocabulary Development: Synonyms and Antonyms

Synonyms are words that have almost the same meaning. Study the following examples with the aid of a dictionary:

Words  Synonyms

holy  pious, religious, godly

active dynamics, energetic, fast, quick

callous unfeeling, unsympathetic

law  rule, legislation, regulation, statute

educated learned, informed, literate

start  begin, commence, initiate

happy glad, pleased satisfied

famous popular, well-known, eminent

own  possess, have

feeble weak, faint

show  reveal, exhibit

aim  purpose, intention, objective, goal

dangerous risky, perilous, hazardous

Antonyms are words that are opposite in meaning or nearly opposite in meaning

Words Antonyms

quiet  noisy, troublesome

start  end, stop

friend foe, enemy

famous notorious

accept reject

expel  admit

monotony variety

virtue  vice

Some antonyms are formed by adding prefixes to the words e.g; im, in, un, il. Di, etc. each of these prefixes means ‘not’

Words  Antonyms

pure  impure

correct in correct

literate illiterate

active inactive

possible impossible

logical illogical

orderly disorderly

lucky  unlucky

kind  unkind

advantage dis advantage

i.  Write a synonym for each of these words: humble, broad, openly, wise, profound, industrious, expensive, modern, buy, and correct

ii.  Give the antonyms of the words below:

conceal, clever, best, inferior, approve, feeble, able, allow, callous, invaluable

Countdown English by Ogunsanwo; English Grammar by P.O Olatunbosun.

Read page 107 (Synonyms and Antonyms) of Exam Focus and page 101of English Grammar by P.O Olatunbosun.

TOPIC: Structure: Active and Passive Voices

An active sentence is one in which the subject performs an action or does something. In this case, the sentence follows the normal order of the subject, verb and object or subject and predicate.

  Bola\ kicked\ the ball.

  Tunde \visits\ a doctor\ every month .

  I\ ate \ yam\ yesterday.

  The children\ are playing\. Football.

All the sentences above are in the active voice.

A passive sentence is realized when the object takes the position of the subject, i.e when the object is mentioned first before the subject.

Often times, passive sentences are used:

When we do not know the subject or performer of the action, e.g. The book was stolen yesterday.

When the subject is not that important:

 The rice is then boiled for twenty- five minutes.

—— When the performer/subject is known by everybody.

 The evening news is read at 6pm

Examples of passive sentences are:

 A song was composed by Tayo

 The students were flogged by the teacher

 They will be taken home by her.

Changing Active Sentences to Passive Ones .

To do this, some changes take place:

i.  The active object becomes a passive subject

ii.  The active subject becomes agentive adverbial introduced with the preposition ‘by’

iii.  An appropriate form of auxiliary ‘BE’ is introduced before the main verb

Now change the following active sentences to passive ones:

Active sentence > They sang some songs.

Passive sentence > Some songs were sang by them.

Active sentence > Women prefer smaller cars.

Passive sentence > smaller cars are preferred by women.

Active sentence > His trap has caught a rat.

Passive sentence > A rat has been caught by his trap.

Active sentence > The teacher is flogging the students.

Passive sentence > The students are being flogged by the teacher.

Change the following to passive sentences:

i.  He will do the work.

ii.  I will have finished the assignment by 4o’clock.

iii.  The boy writes two letters every week.

iv.  She is writing a letter.

Change the following to active sentences

a.  The work would have been done by her

b.  The ball was kicked by me

c.  The novels were written by him

English Grammar by Olatunbosun; Exam Focus: English for JSCE

Read “Active and Passive Structures on page 51-52 of English Grammar and page 76-77 of Exam Focus

TOPIC: Grammar: Phrasal Verbs and Idioms

A phrasal verb is a group of words that consists of a verb and a particle, usually a preposition. We must understand that the meaning of a phrasal verb cannot be understood from the meanings of individual words taken in isolation. Rather, it has to be understood from the entire phrase.

Consider the following:

turndown > refuse: I turned down his offer.

give in > surrender: we refused to give in to the opponents.

put off > postpone: The meeting was put off till next week.

take to > like: Children take to whoever plays with them

take after > resemble: I take after my mother.

take in > understand: She took in everything the teacher said.

An Idiom is a group of words/ a phrase/ an expression whose meaning cannot be understood from the ordinary meanings of the words consisted in it. In other words, an Idiom is an expression that has a special meaning.

Idioms meanings

Fish in troubled waters try to get an advantage from a difficult situation

Not bat an eyelid show no surprise at all

Bite off more than one can chew.  try to do what one finds difficult

Put all your eggs in one basket  depend on a single plan of action or person for success

Bury the hatchet stop disagreeing with each other

Pick holes in  to find the weak points

Kick the bucket die

Lion’s share  the largest part

Beat about the bush avoiding the important matter

Nip the crisis in the bud prevent the crisis from developing further

Write the meaning of each of the following:

Countdown English by Ogunsanwo; Exam Focus; English Grammar by Olatunbosun

Read more about phrasal verbs and idioms on page 93-95 of English Grammar by Olatunbosun.

TOPIC: Comprehension: Aikin Mata (A play)

The play is an extract from “Aikin Mata.” It features three characters- the dance leader, Alkali and Magajiya. The play shows how women abolished war by seizing power and control over all the money (kudi) in the land.

Do practice 2 on pages 190&191

Read page 189 of Effective English for J.S.S 3

TOPIC: Speech work: Diphthongs

A diphthong is the combination of two vowel sounds produce d together with the gliding movement of the speech organs. This means, to realize a diphthong, you glide from the first sound to the second one. There are eight diphthongs in English language.

 \ e ɪ \ as in age, d ate, m ake, r aid, cr ane, eight

 \ əʊ \ as in d ough, old, h ome, g o r ow, cr ow, t oe, s ew

 \ a ɪ \ as in b uy, r ice, c ry, t ie, h eight, hi gh

\ a ʊ \ as in c ow, b out, b ough, d oubt

\ ɔɪ \ as in boy, b oil, m oist, buoy

\ ɪə \ as in f ear, b eer, cl ear, fierce

\ e ə \ as in air, b are, f air, sh are

\ ʊə \ as in p oor, p ure, s ure

Indicate the diphthongs represented in the words below

Introduction to Phonetics and Phonology by Fatusin; Diction in English (year 10)

Read page 145 (diphthongs) of Exam Focus and Diction in English year 9

TOPIC: Writing: Argumentative Essay

An argumentative essay is one in which a candidate presents a subject with the aim of persuading his/ her audience to agree with his/her own point of view against another one. All forms of debate are argumentative essays but not all argumentative essays are debates. We may develop an argument for the following reasons:

i.  To prove a point

ii.  To present a point of view

iii.  To balance the two sides of an issue.

In a debate, your audience determines how you start. There is need for vocative i.e greeting the people that are present, e.g, The Chairman, The Judges, Time-keeper, The Audience, or Ladies and Gentlemen. But, in an argumentative essay that is not a debate, there is no need for the vocative, rather, you write the topic and present your own points in a systematic way.

The language, i.e, your choice of words, must be forceful and convincing. Questions may be asked from the audience, references (allusions) can be made to history, bible, other books etc. Lastly, make sure your final words are as conclusive as possible.

Write to support or oppose the topic “Teachers are better than farmers in a society.

Read more on argumentative essay from Exam Focus, page 20

has been, have been, is being, will be, will have done, will have been done.

• I am kicking the ball.
• He has written two letter.
• He has warned the student
• They were changing the sentence
• The boy had written two letters when the rain started.
• Make a list of ten idioms and give their meanings.
• Do practice 2 on page 159 of Effective English bk3

WEEK NINE – TEN

Reading of the Recommended Text: “Village Boy”

Summary of the Text

The story narrates the experience of Joseph Ibe, a typical village boy who has just completed his primary school education and offered admission into a secondary school situated in the city of Enugu.

Joseph is the first of the four children of Ibe and Akueke. Unfortunately for the family, Ibe died when Joseph was only seven years old. Ibe’s death makes life very difficult for Akueke and her children. However, Akueke wants Joseph to go to secondary school. So, she embarks on a journey to Onitsha to ask her own brother for help but her brother is unable to help her at the moment.

So, Akueke and Joseph decide to seek help from Ibe’s brother, a retired policeman. At first, Jude refuses to help, instead, he tries to discourage Akueke and Joseph, saying that Joseph won’t be able to cope. But Akueke is never discouraged by her brother-in-law’s attitude. The following day, Jude sends for them. When they arrive his house, he declares to them that he will help and will continue to help only if Joseph passes very well at the end of the first term. The duo, having agreed with the condition, leave Jude’s house.

On the tenth day of September, Joseph leaves for school. In the school, he comes across different people with different backgrounds and characters, among whom are Adamu, Afam, Philip, Chu-boy, Jegede and some others. Adamu turns out to be Joseph’s best friend as he always stands by him even in times of crises.

Joseph finds it difficult to cope with his work in the first few weeks in school. He fails most of his tests except Math in which he has the highest mark in his class and the teachers complain bitterly about his poor performance. This sets fear in him that he may not be able to fulfil his uncle’s condition. But, with the help of Adamu and Mr. Katchy, the math teacher, Joseph improves in his performance and at end of the first term he discovers that he has done well enough to deserve his uncle’s help.

Themes and Issues in the Novel:

• Diligence and courage: These themes are exhibited in Joseph who is the protagonist of the story. He is very diligent both at home and at school. He says, ‘I am not afraid of work’ when Afam advises him not to choose Jegede as his house father because he (Afam) believes that jegede will work him to death. Joseph is also very brave. He killed a snake single-handedly.
• Determination: Akueke strongly determines to send her son to secondary school despite her poverty. Truly, determination helps her realize her goal.

Other themes in the novel include laziness, affection.

Major characters:

• Joseph: He is the central character in the novel. He is the first of the four children of Ibe and Akueke. He has a younger brother, kene and two sisters -Ngozi and Ebele. He is a typical village, very hardworking and courageous. He is also very obedient and truthful.

Adamu: he is Joseph’s friend. Although, he is from a rich home, he is not spoilt or proud. He is very brilliant and helps Joseph to improve in his studies. Adamu , although a Muslim, is never religious bias. His best friend is a Christian. He is really a friend in need who is a friend indeed.

Jude: he is the brother of late Ibe, and an uncle to Joseph. He is a retired policeman. He is very heartless and selfish. He takes away most of his late brother’s farmlands as his own.

Other major characters include: Chu-boy,Kene, Afam, Mr. katchy and so on.

Narrative Techniques:

• The novel is written in the third-person narrative technique. The narrator is an omniscient narrator who tells the story in all its facets.
• The language is simple: It is very appropriate to portray the message of the novel.
• The plot is linear: The story line is unhindered. One event leads to the other in a chronological order.
• Foil characterisation: In the novel, characters are paired and contrasted to bring out moral lessons. For instance, Adamu is the direct opposite of his classmate, Chu-boy. Both of them are from wealthy families, but, while Chu-boy is spoilt and proud, Adamu is not.

Also, Joseph is contrasted with Chu-boy in that while Joseph is very diligent, courageous and truthful, Chu-boy is very lazy, timid and deceitful.

• How does Mr. Katchy Contribute to Joseph’s success?

Read “Village Boy” by Ifeoma Okoye.

Ifeoma Okoye’s “Village Boy”

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THIRD TERM SCHEME OF WORK FOR JSS3 ENGLISH LANGUAGE LESSON NOTE

• September 12, 2022
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English Language Lesson Note For JSS3 (Third Term) 

Scheme of work.

Week One: Revision: English Structure, Narrative Essay, and Monopthongs

Week Three: Review of Verbs/Adverbs, Argumentative Essay and Diphthongs

Week Four: Review of Adjectives/Prepositions and Features of Letters (Formal, Informal)

Week Five: Revision of Last Term’s Work

lesson note on English language for jss3

Below are the 2022 English language lesson notes for jss3 third term

Week One & Two

• English Structure: Revision of Noun and Pronoun
• Narrative Essay
• Monophthongs

A. English Language: Revision of Nouns and Pronouns

A Noun is a name of a person, animal, place or things.

There are four kinds of nouns:

• Common Nouns
• Proper Nouns
• Concrete Nouns
• Abstract Nouns

a. Common Nouns

A  common noun names a class of similar things (chair, box), and not an individual member of a specified group of people or things. We do not capitalize the first letter of a common noun unless it is the first word in a sentence. To learn more, click here  

  Week Three

• Review of Verbs and Adverbs
• Argumentative Essay
• Figure of Speech

A. Review of Adverbs and Verbs

An adverb is the part of speech (or word class) that is primarily used to modify a verb, adjective, or another adverb. Adverbs can also modify prepositional phrases, subordinate clauses, and complete sentences. In other words, a dverbs  tell us in what way someone does something. Adverbs can modify verbs  (here: drive) , adjectives or other adverbs.

POSITIONS OF ADVERB

An adverb that modifies an adjective (“ quite  sad”) or another adverb (“ very  carelessly”) appears immediately in front of the word it modifies. An adverb that modifies a verb is generally more flexible: it may appear before or after the verb it modifies (“ softly  sang” or “sang  softly “), or it may appear at the beginning of the sentence (“ Softly  she sang to the baby”). The position of the adverb may have an effect on the meaning of the sentence.

To learn more, click here

  Week Four

• Review of Adjectives and Prepositions
• Features of Letters

A. Grammar: Prepositions and Adjectives

Preposition

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

  Week Five and more

Topic: Revision of Last Term’s Work

Teachers and Students are expected to do a revision of last term’s work.

To learn more, click here 

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