WEEK 1 LESSON PLAN
DATE: 10/01/2020
CLASS: JSS
2
DURATION: 35
minutes
TOPIC (s): TOPICS
SPEECH WORK: Diphthongs
STRUCTURE: Reported
Speech
COMPREHENSION/VOCABULARY
DEVELOPMENT: (NOSEC. Pages 89-90) Reading for Speed;
Politics
COMPOSITION: Writing
a Report
LITERATURE: Text on
Prose
PERIOD:
1
LEARNING OBJECTIVES:
At the end of the
lesson, the students should be able to;
i. Enumerate
the eight diphthongs
ii. Identify
the diphthongs in words
iii. Change
a direct speech to reported speech by using the correct tense.
iv. Write
a report on an incident witnessed.
KEY VOCABULARY WORDS:
Diphthongs, glide, Speech etc.
RESOURCES &
MATERIALS: New
Oxford Secondary Course for Junior Secondary School, Advanced Oxford
Dictionary.
New Oxford English for
Junior Secondary Schools book 2.
BUILDING
BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are
familiar with topics.
CONTENT:
ONE
ASPECT: SPEECH WORK
TOPIC: Diphthongs
Diphthong is a Greek word which means “double sound”.
The articulation of diphthongs involves a glide from one vowel quality to the
other. A diphthong is therefore a vowel which changes its quality in the
process of its articulation.
/ei/ e.g. gate, cake, take, place, date, gauge
etc.
/əᴜ/ e.g. home, go, owl, own, etc
/ai/ e.g. buy, five, rice, write, kite, fry,
price etc.
/au/ e.g. how, cloud, out, house, blouse, browse
etc.
/oi/ e.g. boy, joy, toy, oil, toil coin, boil
etc .
/ iə / e.g. here, ear, idea, fear, beer ,rear
etc.
/ eə / e.g. air, their, where, hair, fair etc
/ᴜә/ e.g. during, pure, sure, tour…
EVALUATION
Indicate the diphthong used in the following words
e.g. Eye – /ai/
1.
coat
–
2.
spy
–
3.
point
–
4.
tape
–
5.
tour –
CONTENT: 2
Indirect Speech
This is also called reported speech. It means what the
speaker says is reported.
Examples:
(i) The boy likes me much. Indirect Speech- He said
that the boy liked him much.
(ii) How many of us are invited? Indirect Speech – He
asked them how many of them were invited.
(iii) Go out immediately. Indirect Speech – He ordered
me to go out at once.
(iv)Can you swim for ten hours non-stop? Indirect
Speech – He asked me if I could swim for ten hours nonstop.
Changing of Sentences from Direct Speech to Indirect
Speech
Rules of Indirect
Speech
1. After mentioning the speaker (subject) and the
verb, the reported speech is introduced with the conjunction ‘that’ where
appropriate.
2. All the verbs in the present tense in a quotation
must be changed to past tense, e.g. says to said, has to had, is to was, can to
could, may to might, shall to should, will to would; but the verb must not be
changed if it expresses a permanent truth or customary fact, e.g. He said that
the world is round.
3. All pronouns must be changed to the third person,
e.g. I to he/she; me to him/her, we to they, our to their.
4. All words of nearness must be changed to
corresponding words of remoteness e.g. now to then, here to there, this to
that, these to those, yesterday to the previous day, tomorrow to the next day,
last week to the previous week and next year to the following year.
Note very carefully how the rules are applied in the
following examples:
(i) Direct Speech: Akin said, ‘I can do it now’.
Indirect Speech: Akin said that he could do it then.
(ii) Direct Speech: Ladi remarked, ‘My team wins this
year.’
Indirect Speech: Ladi remarked that his team won that
year.
(iii) Direct Speech: She said, The sun rises in the
East and sets in the West.
Indirect Speech: She said that the sun rises in the
East and sets in the West.
5. A command can be reported with one of the following
verbs: told, commanded, ordered or
instructed; e.g.
(a) Direct Speech: The tutor said “stop talking”.
(b) Indirect Speech: One of the following:
(i) The tutor told the student to stop talking.
(ii) The tutor commanded the student to stop talking.
(iii) The tutor ordered the student to stop talking.
(iv) The tutor instructed the student to stop talking.
6. A question can be reported with the use of one of
the following: asked of, asked if, asked whether, inquired whether or requested
to know; e.g.
1. Direct Speech: The man asked, “Can you come
tomorrow?”
2. Indirect Speech: One of the following:
(i) The man asked if I could come the next day.
(ii) The man asked whether I could come the next day.
(iii) The man inquired whether I could come the next
day.
EVALUATION
Turn the following sentences to reported speech:
·
The
boy said, “I will do it tomorrow”.
·
The
student said, “My tutor has a round table.”
·
He
asked, “What is your name?”
·
The
tutor said, “go out.”
·
She
asked, “Have you paid your fees?”
CONTENT: 3
Reports are detailed account of
things that actually happened, and are not imaginary accounts because the
reporter gives account of an incident or event he witnessed.
Formal Report Writing
It includes:
1.
Reporting
incidents as an eyewitness to police, principal, etc.
2.
Reporting
a scientific experiment.
3.
Reporting
proceedings of a meeting, etc.
FEATURES OF A REPORT
1.
Title
of your report.
2.
Use
past tense form of verb to report event.
3.
Dialogue
could also be used to develop a report.
4.
Discuss
event in a chronological order that reflect time, place and setting.
5.
Develop
your report with the correct form of registers e.g. An accident report may use
words like ghastly, fatal, collide, death, victims etc.
Evaluation: make a list of 5
incidences or events that can be reported.
STRATEGIES &
ACTIVITIES
Teacher’s Activities:
The teacher presents
the lesson through the following activities:
Activity 1: The teacher
revises the previous topic.
Activity 2: The teacher
introduces the new topic.
Activity
3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher
welcomes students’ examples and contribution.
Students’ Activities:
Activity 1: The students
listen with rapt attention
Activity 2:
The students give relevant examples.
Activity 3:
The students ask questions for clarity.
Activity 4:
The students copy the note on the board.
ASSESSMENT
(EVALUATION):
1. Indicate
the diphthong used in the following words e.g. Eye – /ai/
2.
coat
–
3.
spy
–
4.
point
–
5.
tape
–
6.
tour –
2. Turn the following sentences to
reported speech:
·
The
boy said, “I will do it tomorrow”.
·
The
student said, “My tutor has a round table.”
·
He
asked, “What is your name?”
·
The
tutor said, “go out.”
·
She
asked, “Have you paid your fees?”
WRAP UP (CONCLUSION)
The teacher wraps up
and concludes the lesson using web summary method and correct any mistake
observed during the assessment.
PRINCIPAL'S
COMMENT:
WEEK 2 LESSON PLAN
DATE: 17/01/2020
CLASS: JSS
2
DURATION: 35
minutes
TOPIC (s): TOPICS
SPEECH WORK: INTONATION
STRUCTURE: Making
Sentences with Preposition
COMPREHENSION/VOCABULARY DEVELOPMENT: Law
and Order (NOSEC Pg. 113)
COMPOSITION: Writing a Report: An
Accident I Witnessed.
LITERATURE: Theme & Characterization
in the recommended text.
PERIOD:
1
LEARNING OBJECTIVES:
At the end of the
lesson, the students should be able to;
i. Explain
falling intonation
ii. Identify
preposition in sentence.
iii. Discuss
with classmates an accident witnessed.
KEY VOCABULARY WORDS: Declarative,
Preposition, Command, etc.
RESOURCES &
MATERIALS: New
Oxford Secondary Course for Junior Secondary School, Advanced Oxford
Dictionary.
New Oxford English for
Junior Secondary Schools book 2.
BUILDING
BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are
familiar with topics.
CONTENT:
1
The
falling Tune: this is commonly used for statements, commands and questions that
begin with words like where, what, when, how, which. e.g.
Statements:
1. Heaven
and hell are real.
2. You
do not have an excuse not to succeed.
Command:
1. Go
out now!
2.
Do your homework.
3. Eat
your food.
Questions
with Wh-words:
1. Where
will you spend eternity?
2. What
is your dream?
CONTENT: 2
Grammar:
Prepositions
A preposition is a word
which 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).
The following are all
prepositions:
above, about, across,
against, along, among, around, at, before, behind, below, beneath, beside,
between, beyond, by, down, during, except, for, from, in, inside, into, like,
near, of, off, on, since, to, toward, through, under, until, up, upon, with and
within.
Role of a Preposition
Prepositions are
important when constructing sentences. A preposition sits before a noun to show
the noun’s relationship to another word in the sentence.
Examples:
It is a container for
butter.
(The preposition for
shows the relationship between butter and container.)
The eagle soared above
the clouds.
(The preposition above
shows the relationship between clouds and soared.)
Pitfalls with
Prepositions
For native English
speakers, grammatical errors involving prepositions are rare. The most common
errors involving prepositions are shown on the right. That said, there are
several points to be aware of:
A preposition always
goes with a noun or pronoun which is called the object of the preposition. The preposition is almost always before the
noun or pronoun and that is why it is called a preposition. The preposition and the object of the
preposition together are called a prepositional phrase. The following chart shows the prepositions,
objects of the preposition, and prepositional phrases of the sentences above.
Preposition Object of the Preposition Prepositional Phrase
to the store to
the store
by bus by
bus
at three o’clock at
three o’clock
under the table under
the table
Prepositional phrases
are like idioms and are best learned through listening to and reading as much
as possible. Below are some common
prepositions of time and place and examples of their use.
A preposition can also
be a two-word or three-word combination. It is called a compound preposition.
Two-word compound prepositions include according to,because of, different from,
due to, and instead of. Some examples of three-word compound prepositions are
as far as, in addition to, in front of, and in spite of. There are many more
two-word and three-word compound prepositions.
Prepositions of Time:
at two o’clock
on Wednesday
in an hour, in January;
in 1992
for a day
Prepositions of time
indicate the period of time that something happens (during, from, since,
throughout, until, etc).
Examples:
She swears never to
talk to me again from tomorrow.
His girlfriend has been
missing since last Saturday
Prepositions of time
used to indicate a particular time (at, by, in, on, etc)
I had a big argument
with my best friend at lunchtime.
Prepositions of time
used to indicate a particular time in relation to another (after, before, etc)
I usually brush my
teeth after dinner
Prepositions of Place:
at my house
in New York, in my hand
on the table
near the library
across the street
under the bed
between the books
Prepositions of place
tell us the position of something (across, in, inside, on, outside, etc)
Example:
There was a fly on his
nose
The boy went outside to
play
Prepositions of place
tell us the position of something in relation to another (behind, beside,
between, in front, near, etc).
Example:
I sat beside a dirty
man in the bus
Someone parked a car in
front of my house
Preposition of
Direction:
These prepositions show
direction of movement to somewhere (into, onto, to, etc)
Example:
A fly got into his soup
while he was eating it.
He went to the cinema
These prepositions show
direction of movement from somewhere (away from, from, off, etc)
Example:
He warned them to keep
away from his meat
He fell off the table
Compound Preposition:
Two-word compound
prepositions (according to, aside from, because of, next to, etc).
According to his
brother, he likes noodles.
Her face was perfect
aside from that one hairy mole
Three-word compound
prepositions (as far as, in addition to, in front of, in spite of, on account
of, etc)
CONTENT: 3
Report
Writing Format
Write a report on the
topic of the following topic.
You went to the market
with your mother and witnessed the stoning to death of an innocent man who was
mistaken for a robber. The Divisional Police Officer has asked you to write a
statement on what you saw happen.
1. Give
a heading to your statement.
2. First
Paragraph:
Introduce yourself and
state where you live. Give the day and time the incident happened; which market
and the part of it you were in when the incident started. Who were there with
you? At what distance were you?
3. Second
Paragraph
How
exactly did it start? Who were involved? What did they do exactly? Who
discovered that the wrong person was picked on? How? What happened thereafter?
What role did you play?
4. Third
and concluding paragraph:
Indicate
your willingness to be of further help in police investigation, if needed. Give
your phone number.
Example
ACCIDENT ALONG EPE EXPRESS ROAD
The incident occurred at about 7:00 am along Lagos Epe-
Express road, due to over speeding by a reckless truck driver, which had no
plate number.
The truck collided with a long bus with number plate ICRK24LG.
The two vehicles veered off the road, leading to the death of three persons
while five others sustained injuries and were immediately rushed to the
hospital.
The truck driver was
in coma, for several hours before he was resuscitated. The Lagos state
emergency management authority, and federal road safety corps arrived early
enough to attended to the victims.
As a result of the
incidence, there was a hectic traffic jam, motorists were at disarray, some
parked to see the extent of the damages while others drove pass in a
sympathetic mood. The scene was surrounded by sympathizers.
Exercise: Write your own account, with specific emphasis on
correct choice of words.
STRATEGIES &
ACTIVITIES
Teacher’s Activities:
The teacher presents
the lesson through the following activities:
Activity 1: The teacher
revises the previous topic.
Activity 2: The teacher
introduces the new topic.
Activity
3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher
welcomes students’ examples and contribution.
Students’ Activities:
Activity 1: The students
listen with rapt attention
Activity 2:
The students give relevant examples.
Activity 3:
The students ask questions for clarity.
Activity 4:
The students copy the note on the board.
ASSESSMENT
(EVALUATION):
1.
Write
a report on an incident you witnessed using this format.
Choose the correct prepositions
from the brackets.
2.
The
girl was beaten (by, from) the boy.
3.
The
goat jumped (at, over) the fence.
4.
He
fell (into, in) the swimming pool.
5.
Damola
is very good (at, in) mathematics.
WRAP UP (CONCLUSION)
The teacher wraps up
and concludes the lesson using web summary method and correct any mistake observed
during the assessment.
PRINCIPAL'S
COMMENT:
WEEK 3 LESSON PLAN
DATE: 17/01/2020
CLASS: JSS
2
DURATION: 35
minutes
TOPIC (s): TOPICS
SPEECH WORK: Intonation
STRUCTURE: Regular and
Irregular verbs
COMPREHENSION/VOCABULARY DEVELOPMENT:
Culture and Tourism; Techniques of speed Reading.
COMPOSITION: Informal letter
LITERATURE: Theme & Plot in
Drama text.
PERIOD:
1
LEARNING OBJECTIVES:
At the end of the
lesson, the students should be able to;
i. Explain
rising intonation.
ii. Identify
regular and irregular verbs.
iii.
Write an informal letter.
KEY VOCABULARY WORDS:
Rising tune, Scanning, Skimming, etc.
RESOURCES &
MATERIALS: New
Oxford Secondary Course for Junior Secondary School, Advanced Oxford
Dictionary.
New Oxford English for
Junior Secondary Schools book 2.
BUILDING
BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are
familiar with topics.
CONTENT: 1
The Rising Tune
The rising tune is like the falling tune until you get to
the end, when your voice rises on or after the last stressed syllable. We use
this tune for questions answered with “yes” or “no” (that is, polar questions).
Examples:
1.
Have you finished your assignment?
2.
Is Joy coming with us?
3.
Did you all come to school on time?
4.
Are we finishing early today?
5.
Did you eat last night?
6.
Will Monday be good for it?
The rising tune is sometimes used to achieve a special
effect or to convey a speaker’s attitude. When a special effect is intended,
the rise in pitch may be gradual. The following sentences illustrate a few
situations where the gradual rise in pitch is useful.
1.
Utterances showing Indifference
2.
You can do what you want.
3.
If you want to.
4.
I think that’s right.
5.
Listing Items
6.
One, two, three and four.
7.
We need some rice, beans, fish and
meat.
8.
She wore a cap, shirt, bangles and a
pair of trousers.
Content 2
Making sentences with preposition
A
preposition always goes with a noun or pronoun which is called the object
of the preposition. The preposition is almost
always before the noun or pronoun and that is why it is called
a preposition. Thepreposition and the object
of the preposition together are called a prepositional phrase.
The following chart shows the prepositions, objects of the preposition, and prepositional
phrases of the sentences above.
Preposition
|
Object of the Preposition
|
Prepositional Phrase
|
to
|
the store
|
to the store
|
by
|
Bus
|
by bus
|
at
|
three o’clock
|
at three o’clock
|
under
|
the table
|
under the table
|
Prepositional phrases are
like idioms and are best learned through listening to and reading as much as
possible. Below are some common prepositions of time and place and
examples of their use.
A
preposition can also be a two-word or three-word combination. It is called a
compound preposition. Two-word compound prepositions include according
to,because of, different from, due to, andinstead
of. Some examples of three-word compound prepositions are as far as, in
addition to, in front of, and in spite of. There
are many more two-word and three-word compound prepositions.
Prepositions of Time:
at two o’clock
on Wednesday
in an hour, in January; in 1992
for a day
at two o’clock
on Wednesday
in an hour, in January; in 1992
for a day
Prepositions
of time indicate the period of time that something happens (during, from,
since, throughout, until, etc).
Examples:
·
She swears never to talk to me
again from tomorrow.
·
His girlfriend has been
missing since last Saturday
Prepositions
of time used to indicate a particular time (at, by, in, on, etc)
·
I had a big argument with my best
friend at lunchtime.
Prepositions
of time used to indicate a particular time in relation to another (after,
before, etc)
·
I usually brush my teeth after dinner
Prepositions of Place:
at my house
in New York, in my hand
on the table
near the library
across the street
under the bed
between the books
at my house
in New York, in my hand
on the table
near the library
across the street
under the bed
between the books
Prepositions
of place tell us the position of something (across, in, inside, on, outside, etc)
Example:
·
There was a fly on his
nose
·
The boy went outside to
play
Prepositions
of place tell us the position of something in relation to another (behind,
beside, between, in front, near, etc).
Example:
·
I sat beside a
dirty man in the bus
·
Someone parked a car in
front of my house
Preposition of Direction:
These
prepositions show direction of movement to somewhere (into, onto, to, etc)
Example:
·
A fly got into his
soup while he was eating it.
·
He went to the
cinema
These
prepositions show direction of movement from somewhere (away from, from, off,
etc)
Example:
·
He warned them to keep away
from his meat
·
He fell off the
table
Compound Preposition:
Two-word
compound prepositions (according to, aside from, because of, next to, etc).
·
According
to his brother, he likes noodles.
·
Her face was perfect aside
from that one hairy mole
Three-word
compound prepositions (as far as, in addition to, in front of, in spite of, on
account of, etc)
·
The explosion could be heard as
far as the police station, which is five kilometers away
He
can’t sing any more on account of his failing health
Exercise
1. Children start the age of six.
2. He often goes to work car.
3. I cut the paper a pair of scissors.
4. I’m reading a book computers.
5. She’s listening to some music Michael Jackson.
2. He often goes to work car.
3. I cut the paper a pair of scissors.
4. I’m reading a book computers.
5. She’s listening to some music Michael Jackson.
Vocabulary Development: Culture and Tourism
One of the problems emigrants face is cultural shock
which is a condition of confusion and anxiety affecting a person suddenly
exposed to a new culture.
Some people think that a country with cultural diversity may
face cultural conflicts. Other
people however, think that such a country may benefit from the variety and
richness of its culture.
Exercise
List ten vocabularies associated with Culture and Tourism.
CONTENT: Regular and Irregular verb
Base
|
past
|
Past participle
|
cook
|
cooked
|
cooked
|
work
|
worked
|
Worked
|
Talk
|
talked
|
Talked
|
Regular verb is formed by merely adding ‘ed’ to the past and
past and past participle,
Irregular Verbs
Base
|
past
|
Past Participle
|
Sow
|
Sowed
|
Sown
|
Ring
|
Rang
|
Rung
|
Bite
|
Bit
|
Bitten
|
Come
|
Came
|
Come
|
Shed
|
shed
|
Shed
|
A lexical verb is said
to be irregular if its past or past participle are formed in different ways.
Exercise
Write the past and past
participle form of teach, grow, drink, fall.
Content: 4
Aspect: Composition
Informal letter
An informal letter is a personal
letter written to a person very close to the writer.
Features
of Informal letter.
1.
Address
of the writer
2.
Salutation
3.
Introduction
4.
Body
of the letter (paragraphs)
5.
Conclusion
6.
Subscription
Exercise
Write a letter
to your best friend who travelled to New York recently, tell him/her about your
upcoming inter-house sport.
STRATEGIES &
ACTIVITIES
Teacher’s Activities:
The teacher presents
the lesson through the following activities:
Activity 1: The teacher
revises the previous topic.
Activity 2: The teacher
introduces the new topic.
Activity
3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher
welcomes students’ examples and contribution.
Students’ Activities:
Activity 1: The students
listen with rapt attention
Activity 2:
The students give relevant examples.
Activity 3:
The students ask questions for clarity.
Activity 4:
The students copy the note on the board.
(EVALUATION)The teachers evaluates the
students by asking quiz method
1. Grind ____________ ___________
2. Read ___________ ___________
3. Bind
____________ ____________
WRAP UP (CONCLUSION)
The teacher wraps up
and concludes the lesson using web summary method and correct any mistake
observed during the assessment.
PRINCIPAL'S
COMMENT:
WEEK 4 LESSON PLAN
DATE: 21/01/2020
CLASS: JSS
2
DURATION: 35
minutes
TOPIC (s): TOPICS
SPEECH WORK: Stress
STRUCTURE: Reported
Command
COMPREHENSION/VOCABULARY DEVELOPMENT: ICT
COMPOSITION: Formal letter
PERIOD:
1
LEARNING OBJECTIVES:
At the end of the
lesson, the students should be able to;
i.
Identify stress pattern in Nouns
and Verbs
ii.
Use some vocabulary associated with
ICT correctly.
KEY VOCABULARY WORDS: Stress,
ICT, Reported, Paragraphs etc.
RESOURCES &
MATERIALS: New
Oxford Secondary Course for Junior Secondary School, Advanced Oxford
Dictionary, Progressive English.
New Oxford English for Junior
Secondary Schools book 2.
BUILDING
BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are
familiar with topics.
TOPIC: STRESS
Stress helps to determine correct
spelling and sound quality, word and meaning.
Stress
pattern in Nouns and verbs
Any noun with two syllables is
usually stressed on the first syllable. If the same word is used as a verb, the
stress is on the second syllable.
Noun
|
Verb
|
CONduct
|
conDUCT
|
CONtest
|
conTEST
|
DEfect
|
deFECT
|
SUSpect
|
susPECT
|
CONTENT: 2
V.D: ICT
Application
Applications software (also called end-user programs)
include database programs, word processors, spreadsheets, and multimedia
programs.
Blog
Also called weblog. A website that displays
in chronological order the postings by one or more individuals and usually has
links to comments on specific postings.
Boot
To start (a computer) by loading an operating system from
a disk.
CPU
Abbreviation of Central Processing Unit. This is the
brains of the computer. This unit directs the computer’s activities. Every instruction
given by the operator must first pass through the CPU before it can be carried
out.
Database
A collection of data arranged for ease and speed of
search and retrieval. Also called data bank.
Desktop
It's a metaphor to denote file systems on the computer’s
home screen. The background image of a display screen, on which windows, icons,
and other graphical items appear.
Hard drive
A hardware device that reads data stored on hard disks.
It is also called hard disk drive.
Download
The process of transferring software/information from a
server to a computer (the opposite is upload)
FAQ
Frequently Asked Questions. A list of questions and
answers that are often asked by beginners to help them use a computer, an
application or a website.
File
An aggregation of data on a storage device, identified by
a name.
Firewall
An application used to keep unauthorized users from
accessing parts of a network or computer.
Folder
A virtual container in a computer's file system, in which
files and other folders may be stored. The files and subfolders in a folder are
usually related.
Format
To prepare a mass storage medium for initial use, erasing
any existing data in the process.
HTML
Abbreviation of Hypertext Markup
Language. A computer language containing a set of tags and rules
used in developing hypertext documents to be presented on web browsers,
allowing incorporation of text, graphics, sound, video and hyperlinks.
Internet
Millions of computer networks that communicate together
Keyboard
A set of keys that allows you to type and enter
information on the computer.
LAN
Local Area Network, as
contrasted with a WAN, or Wide
Area Network. An interconnection of computers that are in relatively close
proximity to each other, such as within a building.
Monitor
A device similar to a television set used as to give a
graphical display of the output from a computer
Modem
A device that encodes digital computer signals into
analog/analogue telephone signals and vice versa and allows computers to
communicate over a phone line.
Mouse
An input device that is moved over a pad or other flat
surface to produce a corresponding movement of a pointer on a graphical
display.
RAM
Random Access Memory. Computer memory that dynamically
stores and retrieve program and data values during operation.
ROM
A computer memory chip that stores values but does not
allow updates, in which the values are nonvolatile in that they are retained
even when the computer is unpowered.
Server
A computer or a program which provides services to other
programs or users.
URL
A Uniform Resource Locator: the address of a web page,
ftp site, audio stream or other Internet resource
Virus
A program which can covertly transmit itself between
computers via networks (especially the Internet) or removable storage such as
CDs, USB drives, floppy disks, etc., often causing damage to systems and data.
WAN
Wide Area Network, as contrasted with a LAN, or Local
Area Network. Used to describe a computer network that covers a large
geographic area, which can refer to several buildings in a city, or several
cities. Can refer to a group of LANs connected by dedicated long-distance
links.
Website
A set of interconnected web pages, usually including a
homepage, generally located on the same server, and prepared and maintained as
a collection of information by a person, group, or organization.
WWW
World Wide Web. Collectively, all of the web pages on the
Internet which hyperlink to each other and to other kinds of documents and
media
CONTENT: 3
REPORTED COMMANDS
The
reporting verbs for the orders/ commands/ requests are: order, shout, demand, warn, beg, command, tell, insist, beseech, threaten, implore, ask,
propose, forbid…
When
we change from direct to indirect speech, the pronoun and tense changes that are also needed.
ASPECT:
COMPOSITION
TOPIC:
LETTER WRITING
SUB-TOPIC: FORMAL LETTER.
Formal letter is an official or business letter that
is written to the people in important positions.eg Principal, Governor,
Chairman, President , Commissioner of
police etc.
FEATURES
OF FORMAL LETTER
1. It has two
addresses and one date.ie the address of the writer and the address of the addressee.
2. The
salutation is Dear Sir/Madam,
3. It has a
title or topic.
4. The
content of the letter.
5. The conclusion
6. Subscript is Yours faithfully with signature and
full name of the writer, surname first.
7. The language must be formal and contraction form
of word is not allowed.
Sample
of a formal letter (address)
Eritoy
College,
Good Home Estate,
Badore, Ajah,
Lagos
State. 21st February , 2020.
The Principal,
Eritoy College,
Good Home Estate,
Badore Ajah,
Lagos State.
NOTE:
Do not use capital letter throughout when you are writing your address.
Assignment
(a) What is a formal letter?
(b) List the features of the formal letter.
STRATEGIES &
ACTIVITIES
Teacher’s Activities:
The teacher presents
the lesson through the following activities:
Activity 1: The teacher
revises the previous topic.
Activity 2: The teacher
introduces the new topic.
Activity
3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher
welcomes students’ examples and contribution.
Students’ Activities:
Activity 1: The students
listen with rapt attention
Activity 2:
The students give relevant examples.
Activity 3:
The students ask questions for clarity.
Activity 4:
The students copy the note on the board.
(EVALUATION)The teachers evaluates the
students by asking quiz method
i.
Stress the following words and make
sentences using as noun and verb
a. Project b. upset c. refuse d.
produce
WRAP UP (CONCLUSION)
The teacher wraps up
and concludes the lesson using web summary method and correct any mistake
observed during the assessment.
PRINCIPAL'S
COMMENT:
Hello, my name is Jack Sparrow. I'm a 50 year old self-employed Pirate from the Caribbean.
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