ENGLISH LANGUAGE SS1 SECOND TERM E-NOTE

REVISION: PREFIXES AND SUFFIXES

PREPOSITIONS AND PREPOSITIONAL PHRASES; ANTONYMS; CONSONANTS /L/ AND /R/.

FORMAL LETTER; CONSONANT CLUSTER; TENSES

SYNONYMS; SYLLABLE

PHRASAL VERBS AND COMPREHENSION

AUXILIARY VERBS (SHALL & SHOULD), WORD REGISTER AND SPEECH WRITING

HOMOPHONE AND PUNCTUATION MARKS

SEMI-FORMAL LETTER, PUNCTUATION MARKS AND WRITING NARRATIVE.

LESSON PLAN WEEK ONE

WEEK: One

DATE:

CLASS: SS 1

DURATION: 35 minutes

TOPIC: Affixation

SUBTOPIC (IF ANY): Prefixes and Suffixes

PERIOD: 1

LEARNING OBJECTIVES:

At the end of the lesson, the students should be able to;

i. explain prefix and suffix

ii. give examples of prefix that can be added to a root word

iii. change the word class of a base word by adding prefix or suffix

KEY VOCABULARY WORDS: Affixation, Suffix, Prefix, Morphemes, Base word etc

RESOURCES & MATERIALS: New Oxford Secondary Course for Senior Secondary School, Advanced Oxford Dictionary.

New Oxford English for Senior Secondary Schools book 3.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with parts of speech.

CONTENT:

Topic: Prefix and Suffix

Prefix

A prefix is a part of a word that appears at the beginning of a word and it sometimes changes the meaning of the word. Adding prefixes to existing words (the base or root) to form new words is common in academic English. A prefix is a group of letters placed before the root of a word. For example, the word “unhappy” consists of the prefix “un-” [which means “not”] combined with the root (stem) word “happy”; the word “unhappy” means “not happy.”

PREFIX	MEANING	EXAMPLES
de-	from, down, away reverse, opposite	decode, decrease
dis-	not, opposite, reverse, away	disagree, disappear
ex-	out of, away from, lacking, former	exhale, explosion
il-	Not	illegal, illogical
im-	not, without	impossible, improper
in-	not, without	inaction, invisible
mis-	bad, wrong	mislead, misplace
non-	Not	nonfiction, nonsense
pre-	Before	prefix, prehistory
pro-	for, forward, before	proactive, profess, program
re-	again, back	react, reappear
un-	against, not, opposite	undo, unequal, unusual

Suffix

A suffix is a part of a word which appears at the end of a word. A suffix is a group of letters placed after the root of a word. For example, the word flavorless consists of the root word “flavor” combined with the suffix “-less” [which means “without”]; the word “flavorless” means “having no flavor.”

SUFFIX	MEANING	EXAMPLES
-able	able to, having the quality of	comfortable, portable
-al	relating to	annual, comical
-er	Comparative	bigger, stronger
-est	Superlative	strongest, tiniest
-ful	full of	beautiful, grateful
-ible	forming an adjective	reversible, terrible
-ily	forming an adverb	eerily, happily, lazily
-ing	denoting an action, a material, or a gerund	acting, showing
-less	without, not affected by	friendless, tireless
-ly	forming an adjective	clearly, hourly
-ness	denoting a state or condition	kindness, wilderness
-y	full of, denoting a condition, or a diminutive	glory, messy, victory,

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. (Suffix and prefix)

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):

The teacher assesses the lesson through questioning such as:

i. What do you understand by prefixes and suffixes?

ii. Discuss the differences and similarities between prefixes and suffixes.

WRAP UP (CONCLUSION)

The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.

ASSIGNMENT: Make a list of four hundred words indicating the prefixes and suffixes.

LESSON PLAN WEEK 2

WEEK: Two

DATE:

CLASS: SS 1

DURATION: 35 minutes

TOPIC: Preposition

SUBTOPIC (IF ANY): Prepositional Phrase

PERIOD:

LEARNING OBJECTIVES:

At the end of the lesson, the students should be able to;

i. explain preposition

ii. enumerate the types of preposition

iii. Identify prepositional phrase in a sentence.

KEY VOCABULARY WORDS: Preposition, phrase, etc

RESOURCES & MATERIALS: Ayo Banjo et al, New Oxford English for Senior Secondary School Bk .

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with preposition.

CONTENT:

Topic: Prepositions and Prepositional Phrases

PREPOSITION

A preposition is a word which shows relationship between two things in other words, a preposition is a word placed before a noun or a noun equivalent in order to make its relationship with another word in the sentence. 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).

There are many prepositions, examples are: about, above, after, along, among, before, behind, beside, between, by, for, from, in, into, like, near, of, off, on, over, to, since, through, under, until, up, with, within, without.

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.

Same preposition can be used for different expressions.

He had a chicken and chips at break time. (Preposition used to indicate time.)

We will wait for you at the zoo. (Indicates place)

I shall meet you at 5pm on Sunday near the Subway.

Same feeling can use different prepositions.

I got angry with him for arriving late.

He was angry at their lack of efficiency.

We are very angry about plans to build a coal mine near our house.

Prepositions are mostly little words that are used before a Noun or Pronoun to show its relation to some other word in the sentence. In other words, prepositions link a noun or pronoun to another noun or pronoun in a sentence. Prepositions are used to show when something happens, (prepositions of time), where something happens (prepositions of place) or where something is going (prepositions of direction).

Examples:

The cup is on the chair. (indicates a place or position: on the chair)

We ran towards the zoo. (indicates direction: towards the zoo)

There are many prepositions, examples include:

about, after, along, among, before, behind, beside, between, by, for, from, in, into, like, near, of, off, over, to, since, through, under, with, within, without

FORMS OF PREPOSITION

Simple or common preposition
Compound or complex preposition

Simple or Common preposition: It refers to a simple preposition. It occurs as a single word.

Examples

In, about, off, at, over, of, under, for e.t.c

Se sat on the sofa

He fell off the ladder

The cat was hiding under the bed

Compound Prepositions: They are prepositions containing more than a word. Two-word compound prepositions (according to, aside from, because of, next to, etc).

According to his sister, he fell asleep on the airplane.
The detective didn’t know he was sitting next to a wanted man.

Three-word compound prepositions (as far as, in addition to, in front of, in spite of, on account of, etc)

The bomb blast could be heard as far as the gas station, which is 20 kilometers away.
In addition to a mango tree in his backyard, he also has a cherry tree in front

Other Examples of Compound Prepositions are:

Within, into, below, Inside, without, unto, between e.t.c

Examples of Complex prepositions are double prepositional words such as:

Outside of, From behind, Out of, From beneath

Examples

Suddenly he emerged from behind the curtain
He walked out of the compound

This is also participate preposition they are verbs ending in (-ing) but functioning as a preposition.

Examples

Concerning Notwithstanding

Considering Pending

You did the job well, considering your age and inexperience

Note: Prepositions indicate time, place, direction, agent and instrument.

TYPES OF PREPOSITIONS

Preposition of Time

Prepositions of time indicate the period of time that something happens (during, from, since, throughout, until, etc)

I had a couple of terrifying nightmares during the night.
Tolu swore never to talk to me again from tomorrow.

Prepositions of time used to indicate a particular time (at, by, in, on, etc)

I had a quarrel with my friend at break time.
The Party should be over by noon.

Prepositions of time used to indicate a particular time in relation to another (after, before, etc)

I start to wonder whether I will be in Heaven or Hell after death.
I usually brush my teeth before having my breakfast.

Preposition of Place

Prepositions of place tell us the position of something (across, in, inside, on, outside, etc).

The newly built house across the gas station just collapsed.
There was a fly in my cup of coffee.

Prepositions of place tell us the position of something in relation to another (behind, beside, between, in front, near, etc).

Behind his room was a big black cat.
I sat beside a snoring lady in the cinema.
Someone parked a taxi in front of my car

Preposition of Direction

These prepositions show direction of movement to somewhere (into, onto, to, etc).

A fly got into his soup while he was eating it.
I must have put the pumpkin onto someone else’s trolley in the supermarket.

These prepositions show direction of movement from somewhere (away from, from, off, etc).

He warned them to keep away from his daughter.
The strong wind blew the wig off the woman’s head

USING PREPOSITIONS – Correct usage

Prepositions are simple words, but they are not as easy to use as they appear to be. If used wrongly, they become adverbs or conjunctions and convey different meaning.

A preposition is followed by a noun or a pronoun.

We go jogging every day after work. (Preposition)

(The preposition is after and is followed by the noun work.)

An adverb comes after a verb and is not followed by an object.

We got here not so long ago and she arrived after. (Adverb)

(After is an adverb that comes after the verb arrived.)

A conjunction has a clause that comes after it.

We arrived after he had left. (Conjunction)

(The clause he had left comes after the conjunction after.)

Examples

Using the preposition until:

She was up until 2:00am watching the movie. (Preposition)
She stayed under the shed until the rain stopped. (Conjunction)

Using the preposition as:

She’s got a job as a content writer. (Preposition)
The husband was fat, and his wife was just as fat. (Adverb)
We watched as she was beating the dog. (Conjunction)

Using the preposition but:

He didn’t tell anyone but his father. (Preposition)
We have but one week to meet the deadline. (Adverb)
You are not only my course mate but also my best friend. (Conjunction)

Using the preposition round:

We walked round the Zoo watching all the animals. (Preposition)
They gathered round to listen to his encounter with a wild pig. (Adverb)
In that tree, I saw two big, round eyes which must be the owl’s. (Adjective)

Using the preposition inside:

Beautiful pictures can be found inside the book. (Preposition)
The magazine has beautiful pictures of wedding gowns inside. (Adverb)
The inside pages of the text book has some diagrams. (Adjective)

PREPOSITIONAL PHRASE

A prepositional phrase is a phrase that starts with a preposition and ends with a noun or a pronoun. It also means a group of words made up of a preparation, its objects and any of the objects modifiers. Prepositional phrases are groups of words containing prepositions. Remember that prepositions are words that indicate the relationships between various elements within a sentence, and you’ll never have difficulty identifying prepositional phrases.

A prepositional phrase may be:

A noun phrase

In the classroom
Across the road
At the bank

A wh-clause

From what Bobola said
In what Mike has said

Verb in the –ing clause

By annoying her husband, She lost his favour
On crossing the street, he saw the corpse

A prepositional phrase is a group of words that lacks either a verb or a subject, and that functions as a unified part of speech. It normally consists of a preposition and a noun or a preposition and a pronoun.

Remember the following rules for prepositional phrases and you will find that using them becomes much easier.

Prepositional phrases always consist of two basic parts at minimum: the object and the preposition.
In formal English, prepositions are almost always followed by objects.
Adjectives can be placed between the prepositions and objects in prepositional phrases.
Prepositional phrases can act as adverbs or adjectives. When they are used as adjectives, they modify nouns and pronouns in the same way single-word adjectives do.
When prepositional phrases are used as adverbs, they at the same way single-word adverbs and adverb clauses do, modifying adjectives, verbs, and other adverbs.

Examples of Prepositional Phrases

The following sentences contain examples of prepositional phrases; the prepositional phrase in each sentence is italicized for easy identification.

The cupcake with sprinkles is yours.

The cupcake with sugar sprinkles is yours.

We climbed down the hill.

We climbed down the very rough hill.

The children ran through the garden.

The children ran through the perfectly manicured garden.

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. (Preposition)

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):

The teacher assesses the lesson through questioning such as:

i. Define preposition

ii. What is prepositional phrase

WRAP UP (CONCLUSION)

The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.

ASSIGNMENT:

Underline the preposition in the following sentences.

i. The cupcake with sprinkles is yours.

ii. The cupcake with sugar sprinkles is yours.

iii. We climbed down the hill.

iv. We climbed down the very rough hill.

CONTENT 2

TOPIC: ANTONYM

LEARNING OBJECTIVES:

At the end of the lesson, the students should be able to;

i. Define antonym

ii. Identify the different types of antonyms.

iii. Enumerate ways to arrive at the antonyms of some words.

iv. Identify the antonyms of some words

KEY VOCABULARY WORDS: Antonym, prefix antonyms, gradable antonym, etc

RESOURCES & MATERIALS: Oxford Advance Learner’s Dictionary, Essential English for Secondary School.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with words opposite in meaning.

ANTONYMS

An Antonym is a word that is opposite in meaning to another word.

The term antonym is commonly taken to be synonymous with opposite, but antonym also has other more restricted meanings. Graded (or gradable) antonyms are word pairs whose meanings are opposite and which lie on a continuous spectrum (hot, cold).

These are words that are opposite in meaning. It comes from the Greek work “anti” for opposite and “onym” for name since language is complex for most people at times, and people are usually confused on what words are truly opposite in meaning to other words.

An antonym is one of a pair of words with opposite meanings. Each word in the pair is the antithesis of the other. A word may have more than one antonym. There are three categories of antonyms identified by the nature of the relationship between the opposed meanings. Where the two words have definitions that lie on a continuous spectrum of meaning, they are gradable antonyms. Where the meanings do not lie on a continuous spectrum and the words have no other lexical relationship, they are complementary antonyms. Where the two meanings are opposite only within the context of their relationship, they are relational antonyms.

Opposites are simultaneously different and similar in meaning. Typically, they differ in only one dimension of meaning, but are similar in most other respects, including similarity in grammar and positions of semantic abnormality. Additionally, not all words have an opposite. Some words are non-opposable. For example, animal or plant species have no binary opposites (other than possible gender opposites such as lion/lioness, etc.); the word platypus therefore has no word that stands in opposition to it (hence the unanswerability of What is the opposite of platypus?).

HOW TO ARRIVE AT THE CORRECT ANTONYM OF A WORD

The first step for finding a suitable antonym for a word is to work out the meaning of the first word from the context.
The second step is to think of a word which is opposite in meaning to the word.
Sometimes two or more words may have opposite meanings but you have to look for a word which is more directly opposite to the word in question.

CATEGORIES OF ANTONYMS

Graded antonyms
Complementary antonyms
Relational antonyms
Antonyms by adding prefix

EXPLANATION

GRADABLE ANTONYMS

It deals with levels of meaning of words like if something is not good, it may still not be bad. It may be average, fair excellent, terrible, poor or satisfactory.

Examples:

WORD	ANTONYM
Fat	Skinny
Risky	Safe
Last	First
Pretty	Ugly
Excited	Bored
Early	Late
Dull	Interesting
Rich	Poor
Simple	Challenging
Empty	Full
Soft	Hard

COMPLIMENTARY ANTONYMS

It has a relationship where there is no middle ground. There are only two possibilities either one or this other. A complementary antonym is one of a pair of words with opposite meanings, where the two meanings do not lie on a continuous spectrum. There is no continuous spectrum between push and pull but they are opposite in meaning and are therefore complementary antonyms. Complementary antonyms cannot be graded and are mutually exclusive. That is, they can exist independently of each other. For example, there might be a daughter in a family but not the complementary opposite of ason, as girls can exist without their complementary opposite of boys.

Examples

WORD	ANTONYM
Wet	Dry
Yes	No
Silence	Noise
Fantasy	Reality
Question	Answer
Hired	Fired
Pass	Fail
Exit	Entrance
Push	Pull
On	Off
Dead	Alive

3. RELATIONAL ANTONYMS

They are sometimes considers as sub-category of complementary antonyms with there pairs, for there to be a relationship both must exit. A Relational antonym is one of a pair of words with opposite meanings, where opposite makes sense only in the context of the relationship between the two meanings. There is no lexical opposite of teacher, but teacher and pupil are opposite within the context of their relationship. This makes them relational antonyms.Relational Antonyms are pairs of opposites where one cannot exist without the other. For example to have a husband, you must have a wife. Therefore, husband and wife are relational antonyms.

Examples:

WORD	ANTONYM
Husband	Wife
Buy	Sell
Doctor	Patient
Behind	Ahead
Parent	Child
Borrow	Lend
Coach	Learn
Above	Below
Employer	Employee

4. PREFIX ANTONYMS

Antonym by adding a prefix sometimes, an antonym can be easily made by adding a prefix.

Examples

WORD	ANTONYM
Likely	Unlikely
Fortunate	Unfortunate
Able	Unable
Forgiving	unforgiving

Note: Antonyms can be almost opposite in meaning or opposite in meaning. Antonym in isolation is different in a context.

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. (Antonym)

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):

The teacher assesses the lesson through questioning such as:

i. What is antonym

ii. What is gradable antonym and prefix antonym

WRAP UP (CONCLUSION)

The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.

ASSIGNMENT: identify the antonyms of these words

1. Novice

2. Indolent

3. Crafty

4. Covet

5. Rusty

6. Sacrilege

CONTENT 3

THE CONSONANTS /l/ and /r/

LEARNING OBJECTIVES:

At the end of the lesson, the students should be able to;

i. Contrast consonant /l/ and /r/

ii. Give examples of consonant /l/ and /r/ sounds.

KEY VOCABULARY WORDS: Consonant, sound, tongue, air etc

RESOURCES & MATERIALS: Cambridge Dictionary, Essential Oral English for Secondary School.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with sounds in English.

CONTENT: THE CONSONANTS /l/ and /r/

These two sounds are often confused especially when they follow each other like /p/, /b/ and /f/. To make the /r/ sound, you let the tip of your tongue nearly touch your alveolar ridge. But when you make the /l/ sound, you let the tip of your tongue touch the ridge and you also force air to escape from both sides of your tongue.

/l/	/r/
Flesh	Fresh
Pleasant	Present
Blouse	Browse
Player	Prayer

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. (Antonym)

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):

The teacher assesses the lesson through questioning such as:

i. How do you differentiate between the /l/ sound and the /r/ sound?

WRAP UP (CONCLUSION)

The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.

ASSIGNMENT: Enumerate five examples each for /l/ and /r/ sounds and transcribe it.

LESSON PLAN WEEK THREE

WEEK: Three

DATE:

CLASS: SS 1

DURATION: 35 minutes

TOPICS: LETTER; CONSONANT CLUSTER; TENSES

SUBTOPIC (IF ANY): Formal letter

PERIOD: 1

LEARNING OBJECTIVES:

At the end of the lesson, the students should be able to;

i. explain formal letter

ii. identify the features of formal letter

iii. Write a formal letter.

KEY VOCABULARY WORDS: letter, formal letter, etc.

RESOURCES & MATERIALS: i. Oxford English for Secondary School. ii . chart showing format of formal letter iii. Comprehensive English for Secondary school.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with informal letter.

CONTENT 1:

Formal Letter

A formal letter is an official letter that is written for official reasons only, unlike an informal letter, a formal letter does not allow for pleasantries, it is strict and it goes straight to the point. Examples of formal letters are, letter to your service provider to make a compliant or inquiry, letter of application, letter of apology to your principal etc. Below are the features of a formal letter-

Your Address and date: This should be written at the top right corner.

Recipient Address: This is the address of the receiver of the letter, it should be written at the left hand side after the date.

Salutation: Dear Sir/Ma

Heading: This carries the reason you are writing the letter in one sentence, it should be in capital letters, if not, it should be underlined.

Body: First paragraph should be introductory while the second paragraph should convey whatever it is you want to get across, in details. The last paragraph should be conclusive.

Signature: This should be written at the left side after the conclusion with your names.

Note: When writing formal letters, you are not allowed to write in abbreviations or words like, don’t, shouldn’t or aren’t.

Exercise: Write a letter to the Chairman of your Local Government Area requesting the construction of some needed amenities in your community.

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. (Antonym)

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):

The teacher assesses the lesson through questioning such as:

i. what is formal letter

ii. enumerate the features of formal letter

WRAP UP (CONCLUSION)

The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.

ASSIGNMENT; write a letter to the commissioner of education stating at least three reasons, students don’t perform well in WASSCE.

CONTENT 2 Spoken English: Consonant Cluster

LEARNING OBJECTIVES:

At the end of the lesson, the students should be able to;

i. explain consonant cluster

ii. identify the structure of consonant cluster

iii. Give examples of words with consonant cluster followed by /j/.

iv. Transcribe the word correctly.

KEY VOCABULARY WORDS: Consonant, cluster, etc.

RESOURCES & MATERIALS: i. Oxford English for Secondary School. ii. Comprehensive English for Secondary school.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with consonant sounds.

CONTENT 3

Spoken English: Consonant Cluster

Words with /j/

Consonant cluster with /j/ are very often followed by the vowel /u:/ when this is spelt ‘u’ or ‘ew’ also by the diphthong /u:ə/. This means that to pronounce a word like few, you have to put in the /j/ sound between the /f/ and the /u:/ sounds. Each of this word contains the /j/ sound.

few, new, view, stew, dew, due, furious, tune, computer, cure, attitude, queue, pure, endurance.

Note: The /j/ sound is usually represented in writing by the letter ‘y’ e.g. yet /jet/.

Without /j/

In some words however, no /j/ comes before the ‘u’ or ‘ew’. This happens mostly when the preceding consonant is /l/ or /r/. There is no /j/ sound when the /u: / sound is spelt ‘oo’

Practice these words

blue, glue, flew, grew, drew, true, food, smooth, choose.

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. (consonant cluster)

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.

WRAP UP (CONCLUSION)

The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.

ASSESSMENT (EVALUATION):

Transcribe these words

blue, glue, flew, grew, drew, true, food, smooth, choose.

Test:

Few. a) blue b) crude c) food d) music
True. a) queue b) lose c) refuse d) stew

CONTENT 4:

LEARNING OBJECTIVES:

At the end of the lesson, the students should be able to;

i. Define Tense

ii. Identify the present and past tense verb

iii. Differentiate the three tenses

KEY VOCABULARY WORDS: letter, formal letter, etc.

RESOURCES & MATERIALS: i. Oxford English for Secondary School

ii. Comprehensive English for Secondary school.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with main and auxiliary verb.

Topic: Tenses

Tenses are forms of a verb that show the time, continuance or completion of an action or a state that is expressed in connection with the moment at which a statement is made about it. The following tenses are commonly used:

I. PRESENT TENSE
Simple Present Tense

We use the simple present tense:

To show a fact or something that is always true.

Examples

The heart pumps blood through the body.
A doctor treats patients.
Babies cry.

For daily routines or something done regularly or habitually.

Examples:

I never work on weekends.
I do exercise every morning.
She goes to church on Sundays.

For an action that is planned to happen in the future.

Examples:

The train for Apapa departs at seven o’clock.
The meeting begins in an hour’s time.

To express thoughts, feelings and states.

Examples:

They feel a lot of loyalty to the company.
Joke doubts the truth of Damilare’s statement.

For sports, commentaries, reviews (book, film, play, etc.) and narration.

Examples:

She plays her role marvelously.
The witch suddenly appears out of nowhere and whacks him with the broom.

In newspaper headlines.

Examples:

President Jonathan leave Aso Rock.
General Buhari, the new Nigerian President.

for instructions, directions.

Examples:

Mix the flour and water together, then add sugar.
Go straight on and when you come to the first traffic lights, turn left.

with the following time expressions: all the time, at night/the weekend, every day/week/month/year, in the morning/afternoon/evening, on Mondays/Tuesday, etc., once/twice a day/week, etc.

Examples:

He beats the dog all the time.
Busola often visits the mall every evening.

Present Continuous Tense

We use the present continuous tense to show we are in the middle of an activity that is in progress at this moment. The activity started in the past and will go on in the future.

Example:

I am praying / I’m writing.

So when we use the present continuous tense we are talking about something that is still on and not yet finished or complete at the time of speaking.

Forming the Present Continuous Tense

The present continuous tense of any verb is formed with the simple present tense of the verb to be (=am, is, are) and the present participle of the main verb (verb + ing)

Examples:

I am riding a bicycle to the market.
Micheal is walking out after a row with his girlfriend.

We use the present continuous tense:

For an action that is still happening at the time of speaking.

Example:

She is cooking noodles now.

For an action that is still going on about this time but not necessary at the time of speaking.

Example:

Joke is teaching at a secondary girls’ school. (She is not actually teaching now. She may be watching television or playing with his cat at the moment of speaking.)

to talk about an action that has been planned or arranged to take place at a particular time in the immediate or distant future.

Example:

We are going for excursion in two weeks.

To describe a situation that is temporary and does not happen as usual.

Example:

He is usually the hero of the film, but he is playing the role of a villain.

To describe a repeated action that the speaker finds irritating.

Example:

He is always making me angry with his rude comments.

with ‘always’, ‘very often’, ‘forever’, ‘constantly’ to describe an action that happens many times or frequently.

Example:

My old car is always breaking down.
I very often go to my mum’s house for food.

With present continuous tense questions, we use: am/are/is + subject + …ing. E.g. Am I angry? What are your cats doing in my garden? Is your dog barking at the postman?

We use the present continuous tense in the following ways:

Statement: I am eating – we place the verb to be (am/is/are) after the subject (I).
Negative: He is not reading – we place not after the verb to be (am/is/are).
Question: Are they coming here? – we place the verb to be (am/is/are) before the subject (they).

Present Perfect Tense

The Present Perfect Tense connects the present to the past. It describes an action that happened in the past and goes right to the present moment. The time of occurrence of the action is not mentioned. Usually, the time is not important or is not necessary to know. It is the result of the action that matters. It tells us the outcome to date of the action. E.g., “Frank has gone” tell us that Frank is no longer with us.

To express something in the present perfect tense, join the present simple tense of have/has with the past participle of the main verb (which can be a regular verb or irregular verb).

have/has + past participle

Statement:	Subject	+	have/has	+	past participle
	He		has		broken	a glass.
Question form:	have/has	+	subject	+	past participle
	Has		he		broken	a glass?

e.g.

Tolu has taken my Pen.

They have eaten rice

Present Perfect Continuous Tense

The Present Perfect Continuous Tense is made up of the present perfect tense of the verb to be (have/has been), and the present participle of the main verb (verb + ing)

Statement:	subject	+	have/has	+	Been	+	(verb + -ing)
	He		has		Been		running.
Question form:	have/has	+	subject	+	Been	+	(verb + -ing)
	Has		he		Been		running?

The Present Perfect Continuous is:

Used for an action that began in the past and has been continuing up to now (and may still be going on)

Example:

Bobola and Osas have been talking about getting married.

Used for an action that began and just finished in the past.

Example:

“Look how dirty your hands are.” “Yes, I have been washing the dishes.”

Often used with since, for, ever since, etc.

Examples:

Grandpa has been playing with his grandchildren for hours.
I have been looking for my glasses since ten o’clock.

Also used with all (all day, all evening, all week) to indicate duration of an activity, lately, etc.

Examples:

He has been suffering from headache all day.
I‘ve been feeling ill lately.

Used with how long to form questions.

Example:

How long have you been studying English?

II. PAST TENSE

Simple Past Tense

We use the simple past tense for events that happened or started and completed in the past and that have no relation with the present.

We use the simple past tense:

to describe an action that occurred in the past or at a specified time or the time is easily understood or already implied.

Example: We finished our breakfast an hour ago. (NOT: We have/had finished our breakfast an
hour ago.)
Example: My brother played soccer for Chelsea two weeks ago.

for an action that began and ended in the past.

Example: The dangerous criminal was recaptured after three months on the run.

to refer to an action completed regardless of how recent or distant in the past.

Example: Alexander Bell invented the telephone in 1876.
Example: My brother joined the circus as a clown last week

Past Continuous Tense

The past continuous tense is formed with the past tense of the verb to be (was/were) + present participle (verbs ending in …ing).

Example:	I/he/she/it was eating spaghetti at 8 o’clock last night.
	You/we/they were eating spaghetti at 8 o’clock last night

The past continuous tense questions are formed with was/were + subject + … ing.
Example: What were you doing exactly twenty-four hours ago? (NOT: What did you do exactly
twenty-four hours ago?)

The past continuous tense is used:

for an action that was taking place in the past when a shorter action (expressed in the simple past tense) happened.

E.g.: I was running when I got hit by a stone.
E.g.: While he was reading his textbook, he fell asleep.
Note: The past continuous tense and the simple past tense are used together

with while to describe two actions that were going on at the same time in the past.

Example: While my brother was laughing, the dog was barking.

The past perfect tense is formed with the past tense of the verb to have (had) and the past participle of the verb (e.g. eaten, stolen, taken).

Past Perfect Tense

The past perfect tense describes an event that happened in the past before another event was completed in the past. It tells us which event happened first regardless of which event is mentioned first or second in a sentence or conversation.

The Past Perfect Tense is used:
1. to show an action happened in the past before another event took place.

Words usually used with the Past Perfect tense are when and after.

Example: They had already left the zoo before I got there.
Example: When he had done his homework, he went for a smoke in the park.
In each of the above examples there are two past actions. The past perfect tense is combined with a past simple tense to show which of the two actions happened earlier.
The event in the past perfect tense occurred before the event in the simple past tense.

Words such as already, just and as soon as are also used with the Past Perfect tense.

Example: It had already stopped raining when I bought an umbrella.
Example: As soon as she bought the fruit, she regretted it.
2. for an action which happened before a definite time in the past.
Example: They had finished their meals by 7:00pm.

3. for states.
Example: They had become good friends for many years after meeting on holiday.

When two actions were completed in the past, use a past perfect tense to clarify which event happened earlier.
a) INCORRECT: The bank occupied the building where the bakery was.
b) CORRECT: The bank occupied the building where the bakery had been.
c) INCORRECT: The list of movies you showed me, I saw before.
d) CORRECT: The list of movies you showed me, I had seen before.
In (a), the use of two simple past tenses (occupied; was) imply the bank and bakery occupied the same building at the same time, which was not the case. In (b), the use of the perfect tense (had been) sorts out the order of occupation of the building.
In (c), ‘I saw before’ clearly indicates it happened before the list was showed to me, and so should be in the past perfect tense as in (d).

Before and after
As mentioned above, the event expressed in the past perfect tense occurred earlier than the event in the past simple tense. However, when before or after is used in a sentence, the past perfect tense becomes unnecessary as the two words – before or after – already clarify which action takes place first. We can use the simple past tense instead. Look at these examples.

a) After she had read the letter, she tore it into pieces.
b) After she read the letter, she tore it into pieces.
c) We had left the cinema before the movie ended.
d) We left the cinema before the movie ended.
Changing the past perfect tense to past simple tense does not affect the meaning of the sentences as (a) and (b) have the same meaning, and (c) and (d) have the same meaning.

The past perfect tense and the present perfect tense
The rice bowl was empty. I had eaten the rice.
The rice bowl is empty. I have eaten the rice.
Anna was limping. She had fallen down the stairs.
Anna is limping. She has fallen down the stairs.

Indirect speech
The Past Perfect Tense is often used in Reported or Indirect Speech. It is used in place of the verb in the:

1.	present perfect tense in the direct speech:
	Direct speech: He said, “I have lost my key.”
	Indirect speech: He said he had lost his key.
2.	simple past tense in the direct speech:
	Direct speech: She said, “I made the biggest mistake of my life
	Indirect speech: She said she had made the biggest mistake of her life

Past Perfect Continuous Tense

The past perfect continuous tense is formed with the past perfect tense of the verb to be (= had been) + the present participle (–ing).

Example: I had been singing.

The past perfect continuous is used:

for an action that occurred over a period of time in the past.

Example: He had been playing drums in the church choir.

for an action which started and finished in the past before another past action. Here, since or for is usually used.

Example: Jack got a job at last. He had been looking for a job since last year.
Example: He and his brother had been playing badminton together for ten years before one of them got married.

in reported speech, the present perfect continuous tense becomes past perfect continuous tense.

Example: John said, “We have been traveling by train across Europe.”
Example: John said they had been traveling by train across Europe.

III. FUTURE TENSE

Simple Future Tense

We use the simple future tense for actions that will happen in the future. How we use it depends on how we view the events are going to happen. The followings show the different tenses used to express the completion of an activity in the future:

The FBI will conclude their investigation of the internet scam next week. (simple future)
The FBI conclude their investigation of the internet scam next week. (simple present)
The FBI are concluding their investigation of the internet scam next week.(present continuous)
The FBI will be concluding their investigation of the internet scam next week. (future continuous)

There are ways we can use to express the future in English:

Will
Be going to
Be to
Be about to
Simple Present
Present continuous

1. Will
We use will to:

say something that we are certain will occur in the future.

Example: Breakfast will be served at 9:00am.

say something that we are not so certain will happen.

Example: I think she will come home later.

state a fact.

Example: Oil will float on water.

express willingness to do something in the future.

Example: I will help you do your homework tomorrow.

make a sudden decision at the moment of speaking.

Example: The dog is barking. I will just go and check.

give a command.

Example: You will report to me at ten o’clock on Friday.

ask questions or make a suggestion or promise.

Example: Will you call Tony for me, please?.

Be going to
Be going to is used to refer to future actions as follow:

Intention or decision already made to do or not to do something.

Example: We are going to the cinema next week.

Plans or arrangements for the near future that are made prior to the time of speaking

Example: We are going to the church on Sunday.

Prediction of an outcome based on current situation.

Example: Look at the overcast sky. It is going to rain hard.

3. Be going to and will

When be going to and will are used to make predictions about the future, they mean the same.

Example: He thinks his son’s team will win the scrabble league.
Example: He thinks his son’s team is going to win the scrabble league.

Be going to and will are used to indicate future situations or actions, and they often convey the same meaning.

Example: My baby is going to be a year old tomorrow. / My baby will be a year old tomorrow.
Example: We are going to the salon when it stops raining. / We will go to the salon when it stops raining.

When the speaker is absolutely sure about something, he can use will or be going to.

Example: I will be at the meeting tomorrow. / I am going to be at the meeting tomorrow. (When absolute sureness is not present, probably, might, could, or similar words may be used.

Example: I will probably be at the meeting tomorrow. / I am probably going to be at the meeting tomorrow.)

When a decision or plan is made for the distant future, will is usually used.

Example: She will buy a house in two years.

Going to is usually used when a plan is made for the near future.

Example: We are going to visit the zoo again early next week.

We use be going to when there is an intention to do something and will for additional information.

Example: It’s their twentieth wedding anniversary. They are going to have a celebratory party. (NOT: They will have a celebratory party.) They will invite about a dozen close friends. The friends will include two politicians.

4. Be to
Be to (is/are + infinitive) refers to an action that is to take place in the future. It is used for instructions, obligation and something that is arranged. However, other forms of usage are possible.
Example: You are not to answer any question from any one of the reporters. (instruction)
Example: You are to hand this packet over to him before noon. (obligation)
Example: The Prime Minister is to meet his successor tomorrow. (arrangement)
Example: The museum is to be closed while it is being renovated. (information)
Example: The General Manager is to present the report to the board on Monday. (duty)

5. Be about to (+ infinitive)
We use be about to for an action or event that will happen very soon.
Example: Everyone sits down when the film is about to start.
Example: I have never drunk alcohol in my life and I am not about to start now.
Example: We walked quickly home when it was about to rain.
Example: The audience fell silent when the President was about to appear.
Example: When a plane is moved to the end of a runway, it usually means it is about to take off.

When be about to is used with just, it emphasizes that something is about to happen when it is interrupted by something else.
Example: I was just about to eat my dinner when the phone rang.

Simple present tense
We use simple present tense for the future when we refer to something that has been scheduled or arranged to happen at a particular time such as a timetable.
Example: The first flight to Rome leaves at 6 a.m.
Example: The train for Birmingham departs from platform 3.
Example: The special sales offer closes August 31.
Example: The new airport opens on Christmas Eve.
Example: The public exhibition of a collection of his paintings ends in a week.

The simple present tense and the present continuous tense
We can use the simple present and the present continuous tenses for the future.
They have a drinking session next Sunday. (= the drinking session occurs every Sunday.)
They are having a drinking session next Sunday. (= perhaps, not every Sunday.)

Present continuous tense
The present continuous tense is used for future arrangements.
Example: I am having dinner with him at seven o’clock.
Example: She is flying to London tomorrow morning.
Example: John is leaving the company next week after 25 years’ service.
Example: We are visiting the Niagara Falls in three weeks.
Example: My brother is writing another book next month.

Present continuous and ‘be going to‘
Present continuous and be going to can have same meaning.
a) I am going to watch my favourite TV programme this evening.
b) I am watching my favourite TV programme this evening.
c) He is going to attend a seminar tomorrow.
d) He is attending a seminar tomorrow.
Sentences (a) and (b); (c) and (d) have same meaning. The present continuous tense and be going to describe actions that are planned or arranged for the future prior to the time of speaking. We do not use will here.
It is not incorrect to construct a sentence with ‘be going to’ with the verb ‘go’. For example: They are going to go fishing this weekend. However the present continuous tense is more commonly used: They are going fishing this weekend.

Will / Shall
Will and shall are auxiliary verbs used mainly in the future tense.
Example: I shall arrive before noon. / They will arrive before noon.
Shall has always been used in the first-person singular (I) and plural (we) but will is becoming more common.
Example: I shall be away tomorrow. / We shall be away tomorrow.

We use will to ask a favour of somebody.

Example: Will you look after my things for a while, please?

We use won’t (will not) to show unwillingness or refusal to do something.

Example: I have asked the noisy children to keep quiet, but they won’t listen.

We use shall when we:

i. Ask a first-person question.
Example: Shall I open the window?
ii. make a suggestion.
Example: Shall we go together in one car?
iii. make an offer.
Example: Shall I give you a lift to the airport?
iv. for instructions.
Example: Shall I make all these payments by the end of the month?

Will and shall are also used to make predictions in the simple future tense.
Example: I think the weather will get colder around the middle of this month.
Example: I shall be judged only by God.

The future continuous tense is made up of the simple future tense of the verb to be (shall/will be) + a present participle (verb + -ing), as follow:

Subject	simple future of ‘to be’	present participle (base + ing)
We	shall/will be	Jogging

We use the future continuous tense:

for an action that lasts a period of time in the future.

Example: His lawyer will be working the whole day tomorrow.

for an action that has been planned.

Example: Desire will be going on vacation this summer to Germany.

to express an action that will be in progress at a certain or specified time in the future.

Example: We will/shall be sleeping by the time you return.
Example: Will they be coming at 6 p.m. next Wednesday?

Future Perfect Tense

The future perfect tense is formed by using the simple future tense of the verb to have (will have) + the past participle of the main verb. It is used for an action which will have finished by some future time or date as mentioned:

Statement: She will have sewn the patch on her jeans by nine o’clock
Question: Will the people have put out the fire by the time the firemen arrive?

The future perfect tense is used:

to show that an activity will be completed by a specified time in the future.

Example: I will have saved about Ten million naira by the year 2025.

to show that an action will be completed before another takes place in the future.

Example: The thieves will have stolen the money by the time the policemen arrive.

to show a situation will be over in the future.

Example: The special offer of price slash to half will have finished by noon tomorrow.

Future Perfect Continuous Tense

The future perfect continuous tense is formed with the future perfect tense of the verb to be (shall/will have been) + a present participle (verb + -ing), as follow:

Example: My uncle will have been working in Antarctica for exactly ten years next Sunday.

The future perfect continuous tense is used:

to indicate the length of time that an action continues in the future.

Example: At noon tomorrow, I will have been driving for fifteen years.

to show an action in progress until an event happens in the future. Here, we usually make use of the time clause. The future perfect continuous tense may come either before or after the time clause.

a) By the time the train arrives, we will have been waiting for more than thirty minutes.
b) Tony will have been waiting for more than thirty minutes by the time the train arrives,
Time clause: by the time the train arrives
Main clause: we will have been waiting for more than thirty minutes
A comma is placed at the end of a time clause when the time clause comes before the main clause as in (a).

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. (Tenses)

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):

What are tenses?
Briefly discuss the different types of tenses you know.

ASSESSMENT

1. When he (wake up), his mother (already/prepare) breakfast.

2. We (go) to London because our friends (invite) us.

3. He (hear) the news, (go) to the telephone and (call) a friend.

4. When she (start) learning English she (already/learn) French.

LESSON PLAN WEEK FOUR

WEEK: Four

DATE:

CLASS: SS 1

DURATION: 35 minutes

TOPICS: Synonyms

SUBTOPIC (IF ANY):

PERIOD: 1

LEARNING OBJECTIVES:

At the end of the lesson, the students should be able to;

i. explain synonyms

ii. Identify synonyms of some words using context meaning.

KEY VOCABULARY WORDS: synonyms, similar, words etc.

RESOURCES & MATERIALS: i. Oxford English for Secondary School. ii. Comprehensive English for Secondary school.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students have been taught antonym.

CONTENT 1

Topic: Synonyms

Synonyms are words which have similar meanings. The meaning of these words need not be exactly the same. Most words can have one or more synonyms.

Synonyms are great because

They make it possible for writers to create a mood with the nuances of their vocabularies,
They give writers more rhythmic tools
They sound fancy

Example

The sofa is too big for the living room

Synonym for big – Large

Mice are really tiny animals

Synonym for tiny – Small

Nice

I hate snakes, they are horrible

Synonym for hate – Loathe

The lesson is not very hard

Synonym for hard – Difficult

Synonyms are words whose meaning are equivalent though we know that no two words have exact same meaning because each word has its own peculiar meaning but that does not rule out the fact that words share similar message.

Example

I had a frivolous discussion with him

Synonyms – trivial, unserious, flippant.

It can be nearest in meaning or almost nearest in meaning.

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. (synonyms)

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

What is synonym?

ASSESSMENT

Write the synonyms of these words

1. Benefactor

2. Fulsome

3. Craven

4. Precipitate

5. Credulous

6. Bellicose

7. Mitigate

8. Mollify

9. Maligned

10. Rigorous

CONTENT: 2

LEARNING OBJECTIVES:

At the end of the lesson, the students should be able to;

i. Define syllable

ii. Identify the numbers of syllables in words.

iii. Identify the stress in two syllable noun and verb

KEY VOCABULARY WORDS: synonyms, similar, words etc.

RESOURCES & MATERIALS: i. Oxford English for Secondary School. ii. Comprehensive English for Secondary school.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students have been taught antonym.

Syllable

A syllable is a group of words containing at least one vowel sound. It may also contain one or more consonant sounds. Some of these words contain only one syllable.

I Bell, Speak, Rough, Eye, Seam, Strength, Speech.

Most of the time, only ‘content’ words are stressed. Generally the following words are likely to be stresses in a sentence:

Nouns, Adjectives and Adverbs, Wh – question words – Who, What, Why (including the How and When words). The words Yes and No.

But not every syllable is stressed. For example, in words of two syllables, in most cases, either the first syllable is stressed or the second. It is not always easy to indicate any hard and fast rule, except that no syllable containing the central vowel sound /ə/ is stressed.

Listen and Repeat

First Syllable Stressed Words:

TEAcher	STUdent
Table	Cycle
SPLENdid	Angry
FIFty	SOMEone
CUStom	THANKful
CERtain	WINdow
Argue	Motive

Second Syllable Stressed Words

Enough	Alert
Collect	conSUME
Believe	aMEND
reCEIVE	Acquire
Employ	excite
Impound	reflect
Delight	inform

A few words containing two syllables are stressed on both syllables. They include all the ‘teen’ words, and words with a prefix with a very strong distinct meaning such as unclear, dislike, ex-wife, outdo, and a few others.

Listen and repeat

Both syllables are normally stressed:

Fourteen, fifteen, prepaid, unclean, sixteen, amen, dare, say, hullo, trombone, pre-book, bamboo.

Note too that some name of places may have two stressed syllables:

Beijing, Shanghai, Canton, Berlin

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. (Syllable)

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 teacher evaluates using questioning method.

What is a syllable?
Give examples of first and second syllable-stressed words.

ASSESSMENT

Exercise

In the following options lettered A – D, all the words except one have the same stress patterns. Identify which one has first syllable stress and second syllable stress.

S/N	A	B	C	D
1	Couple	Wedding	marry	demand
2	Himself	Explain	trouble	rebuke
3	complain	Success	prepare	sorry
4	Demand	Correct	forget	teller
5	Many	Divide	allow	forgive
6	Leader	pepper	tonight	progress

Thursday, February 27, 2020

SS1 English Lesson plan Second term Wk 1-4

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