ENGLISH LANGUAGE SS1 THIRD TERM
1 Speech – Speech Intonation patterns
– Rising and falling tones in sentence stress contexts
Vocabulary – Vocabulary Words associated with religion.
-Passages on religion are used to underline appropriate register on religion.
Comprehension/ Summary – Reading passage(s) for words’ meaning in context. Text book passages apex studied by teacher and students to get contextual meaning.
Structure – Types of sentences
-Simple and compound sentences are illustrated with examples.
Writing – Speech writing
– Definition and features of a written speech.
2 Speech – Oral composition
– Students narrate stories and answer teacher’s questions on them.
Vocabulary – Words associated with advertising
-Appropriate newspaper, magazine or textbook examples are studied as models.
Comprehension/ Summary – Summarising a given passage.
-The points to note in summary writing.
Structure – Types of sentences contd.
– Examples of simple and compound sentence.
– students summarise a given passage.
3 Speech – Intonation patterns continued.
– Rising tone with questions, e.g. WH questions.
Falling tones with statements.
Vocabulary – Words associated with the stock exchange.
– Passage on stock broking, the stock exchange and capital market, (see Newspaper).
Comprehension / Summary – Reading a passage on investment/stock broking.
– Students read and answer comprehension questions.
Structure – Complex sentences.
– Introduction to subordinating conjunctions in complex sentence e.g. that, which, etc.
Continuous writing – Oral composition of a descriptive essay.
– Students describe orally first what they intend to write about.
4 Speech – Emphatic Stress.
– Use of simple sentences to illustrate shifts in meaning using emphatic stress.
Vocabulary – Synonyms of words
– Students are given examples of words nearest in meaning to other words – quick/fast, close/near, brave/fearless, etc. Comprehension/ Summary – Reading for summary
– Students are to read and summarise a given passage.
Structure – Clauses independent and dependent clauses.
– Students are led to discover the similarities between simple sentences and independent clauses.
Continuous writing – Composition on articles.
– Students are to study an example of an article before writing their own.
5 Speech – Simple polite requests, simple greetings
– Examples of polite requests, “May I, Could you? Excuse me, etc should be dramatized.
6 Vocabulary – Antonyms of words
– Words that are opposites in meaning are taught e.g. little/small/famous/ notorious/ancient/modern, etc.
Comprehension/ Summary – Listening to tell the meaning of words in sentence context.
– Students take turns to read aloud while their mates answer the teacher’s questions.
Structure – Noun clauses.
– Teacher gives the examples that distinguish noun clauses from other clauses.
Continuous writing – Writing articles contd.
– Issues of current interest are discussed by Teacher and Students before the students write the articles.
6 Speech – Oral composition for expository essays.
– Discussions, debates and other interactions in speech. Vocabulary – Words associated with investment Like speculator, profit margin, bullish, bearish, dividends bankruptcy, etc. Comprehension/ Summary – Reading to make notes.
– Students are guided by their teacher to make notes from passages read.
Structure – Adjectival clauses.
– Complex sentences are studied to prick out adjectival clauses.
7 Speech – Speaking to persuade/convince continued.
– The Skills Of Debate/Argument.
– The Two Sides To An Argument.
– Proposing And Opposing.
– Issues Of Current Interest such as a. Corruption and the Nigerian state is endemic b. Women are better leaders.
Teacher : uses real clock to time participants, leads students to introduce themselves and their topics, Teaches students to use the dictionary to learn definitionGathering of points to convince Structure : More on adjectival clauses
1. Definition of objective
2. Adjectival clauses qualities a noun or pronoun in the sentence.
3. They are introduced by relative pronouns, such as who, whose, whom, and that.
Teacher: defines objective
Students: identify them, make sentences with adjectival clauses e.g. the man whose brother was sacked has committed suicide.
The song which Clara sang was very melodious.
Comprehension/ Summary – Reading to test speed and accuracy – Mindful of question marks .
– Mindful of full stops
– Mindful of pauses (coma, semi colon, colon)
Teacher: Guides students to observe punctuation marks.
Students: Frequent reading to increase speed.
Vocabulary devt (register) Politics.
– Politics/politician defined
– Words such as party, opposition, power, democracy, campaign, election electorate, polls, both governor, poster, dividend, independence.
Teacher : gives a story of a politician he/she knows, invites politician to give a talk, Use words in sentences and orally in discussions.
7 Continuous writing – Argumentative essay 1.
– Use class to organize a debate/argument.
– Skills of convincing another person points, figures, illustrations, rhetorical questions.
Teacher: Organize debate between two groups , Select interesting topics, Teach presentation of points, Conclusion of essay.
– Features salutation topic body, conclusion.
8 Speech Description (orally).
– Use special words to bring out descriptions in discourse.
– Involve students participation of describing real objects, events. Teacher : leads students to garnish stories with use of adjectives and adverbs.
Students: Describe friend, class, school, house, car etc
Structure – Words commonly miss spelt 1.
– Use of the dictionary.
– Words commonly miss pelt conceive, thief, chief, grateful, Teacher : Guide students in activities, Introduce spelling games
beginning decision, succeed, reference, accommodation, referred, across occasion, omission, recommend, admission, embarrass.
Comprehension: Reading for word meaning in context.
Connotative meaning is situational meaning.
Denotative meaning is dictionary meaning.
Select passage with implied meaning to bring out connotative meaning.
Teacher: gives dictionary meaning and situational or contextual meaning.
Vocabulary Devt – Words associated with photography.
Types of cameras.
Words associated with photography such as tripod, film, lenses, light meter, frame, exposure, negative, dark room, prints portraits, passports, enlarge.
Teacher: Use real objects and Pictures.
Students : make sentences with words associated with photography.
9 Speech: Listening to identify a speaker’s style.
– Recorded material be handy here.
– Students can read and others identify the speaker’s style. 1. Teacher : guides students to understand style, Instruct on figures of speech.
Structure – Introduction to Active and passive tense.
Define Active Sentence.
Define Passive Sentence.
Active Tense S + V + O Ojo killed a rat
Passive Tense O + V + S A Rat Was Killed By Ojo
Comprehension – Reading to answer questions.
– Select appropriate passages.
– Key words in the passage listed.
– Sample answer.
– Use the dictionary.
Teacher: guides the students as they answer questions, Ensure students follow instructions on number of answers and time allowed.
Vocabulary development – British and American spellings of common words American ‘Or’ As In Color, Honor British ‘Our’ As In Colour, Honour American
– Theater Center British – Theatre Centre American
– Offense Defense British – Offence Defence
Teacher: guides students appropriately, Differentiate between the two, Use American books, Use British books.
10 Speech: Listening to grasp main points or ideas in a speech.
Tape recorded material.
Main points in a lecture.
Materials of varying length.
Use real life situations speech, lecture, discussions, Pre-recorded material.
Teacher: asks questions to elicit the main points 3. Teacher leads students to discuss the lecture, speech.
11 Speech: Revision on consonant sounds.
– Pronounce the words correctly.
– The dictionary is a guide here.
Teacher: leads the students to pronounce.
Students: use these consonants to write various words.
Structure – Synonyms.
– Same in meaning imitation/mimic, busy/eventful, tasteless/insipid, dogmatic/rigid, timid/fearful.fearless/bold/brave
– Nearly the same in meaning Callous/reckless Hard/unfeeling/pitiles s Treason/sedition Candid/true/sincereStudents: supply more words, Make sentences with them.
Summary – Reading for summary.
– Selected passages.
– Issues on current happenings.
– Look for key words that indicate points.
Teacher: leads students to answer in number of sentences. Continuous writing – Revision on Differences between informal and formal letters.
– Formal letter – letters to people in official capacity.
– Informal – letters to known faces, friends.
– Formal letter – Writers address, date – receivers address – salutation – title – body – conclusion (subscript) full name after signature Informal letter – Writers address, date – Salutation – Introduction – Body – Conclusion (subscript but no signature) – First name or nickname.
Teacher: leads the students to recognize the differences between the formal and informal letters.
Students: write the letters until they are conversant with them.
12 Revision Revision
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