SS2 Second English lesson plan Wk 1-4

Scheme of work for SS2 second term

POSSESSIVE APOSTROPHE

COMPREHENSION/VOCABULARY DEVELOPMENT: READING TO GRASP SENTENCE PARAGRAPH TRADITION

ESSAY WRITING: FORMAL LETTER; SENTENCE TYPES

INFORMAL LETTER; WORDS ASSOCIATED WITH THE ENVIRONEMENT; READING FOR IMPLIED MEANING

SUMMARY WRITING; TYPES OF PRONOUNS; SPEECH WORK: RHYME SCHEME

COMPREHENSION/VOCABULARY DEVELOPMENT: READING TO GRASP SENTENCE PARAGRAPH TRADITION

REPORTED SPEECH AND RHYMES

CONTRASTING CONSONANTS AND PRONOUNS (DEMONSTRATIVE & POSSESSIVE)

REPORT WRITING AND WORD STRESS

WRITING OF MINUTES AND INTONATION

ADVERBS

READING FOR CRITICAL EVALUATION; INTRODUCTION TO SEQUENCE OF TENSE

LEXIS AND STRUCTURE: PHRASAL VERBS

                                                    LESSON PLAN WEEK ONE

WEEK:  One

DATE:

CLASS: SS 2

DURATION: 35 minutes

TOPIC: Possessive Apostrophe

SUBTOPIC (IF ANY): 

PERIOD: 1

LEARNING OBJECTIVES:

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

i.                    Define possessive apostrophe.

ii.                  Identify possessive apostrophe.

iii.                Make relevant sentences with possessive apostrophe.

KEY VOCABULARY WORDS:   Possessive Apostrophe, Ownership, Noun, Singular etc.

RESOURCES & MATERIALS: Ayo Banjo et al. (2011) A New Oxford Secondary Course for Senior Secondary School, Advanced Oxford Dictionary.

Ayo Banjo et al. (2018) New Oxford English for Senior Secondary Schools Book 2.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are have learnt possessive pronoun.

CONTENT: 1

Introduction to Possessive Apostrophe: What is it all about?

The Possessive Apostrophe is all about making a statement of ownership. In other words, the apostrophe shows the possessive of nouns; e.g you belong to me, this belongs to that. There are four ways to use the apostrophe to show ownership or belonging as you shall see shortly.

The apostrophe may be the most abused punctuation mark in the English language. A quick glance at street signs, advertisements, and store marquees will demonstrate that almost no one seems to know how to use this mark properly.

The apostrophe has two, and only two, uses: to show possession and to indicate the omission of letters or numbers. To further illustrate this point, let us examine some of the rules that dictate when apostrophes should be used and where they should be placed in a word.

Common Rules on how to use Possessive Apostrophe

Possessive common nouns are common nouns or pronouns that own other nouns. Apostrophes are used to indicate this possession in the following ways:

If the noun does not end in -s (in most cases this means it is singular), add -‘s.

Here are two examples:

The bike’s handlebars were bent in the crash.

The boy’s sister traveled by bus to meet us.

If the noun is singular and ends in -s, add -‘s, as in the following examples:

My boss’s job at the bank was eliminated due to budget cuts.

The class’s average grade was impressive.

If the noun is plural and ends in -s, add only an apostrophe.

The clowns’ shoes protruded from the windows of the Volkswagen.

Both bananas’ peels had turned brown.

If the noun is plural and does not end in -s, add -‘s.

The children’s play received a standing ovation.

The geese’s precise formation in the sky impressed the pedestrians.

Some words or phrases are awkward to pronounce when the apostrophe is added (“geese’s precise formation,” for example). An author always has the option of rewriting the sentence to avoid this problem (“The precise formation of the geese…”).

If multiple nouns jointly own another noun, use an apostrophe only on the final noun listed. In this sentence, one car belongs to both the man and the woman.

The man and woman’s car was badly damaged.

If multiple nouns each possess another noun individually, each noun should have an apostrophe. In this sentence, there are two separate motivations, each owned by a different person.

The student’s and the teacher’s motivations were in conflict.

If a compound noun owns another noun, add the apostrophe only to the last element.

My sister-in-law’s love of shopping knows no limits.

The president-elect’s agenda proposed no major policy changes.

If an indefinite pronoun (a noun that refers to no specific person or thing) owns a noun, add -‘s.

Someone’s car is parked in the loading zone.

Does anybody’s key fit this lock?

Proper Nouns and Apostrophes

Possessive proper nouns are the capitalized names of specific persons, places, or things. We recommend following the same rules for apostrophe use on proper nouns as you would on common nouns. For example:

If the name does not end in -s, add -‘s.

Sally’s hair was blond and curly.

The Boston Globe’s editorial page is popular.

If the name ends in -s and the pronunciation is not terribly awkward, add -‘s.

Robert Burns’s poetry is difficult to understand.

Charles Dickens’s novels contain an astonishing number of characters.

There are a few exceptions to this rule, of course. One common deviation occurs when only an apostrophe is added to proper nouns that end in -s: Jesus, Moses, and Greek names of more than one syllable ending in -es.

In Sunday school, we studied Jesus’ nativity and Moses’ parting of the Red Sea.

Sophocles’ plays make one wonder what kind of relationship he had with his parents.

When not to use an Apostrophe

The most common apostrophe error is the addition of an apostrophe where one is not needed. We have found apostrophes in some pretty strange places. The following are some of the most frequently made errors:

Do not use an apostrophe in the possessive pronouns whose, ours, yours, his, hers, its, or theirs.

Do not use an apostrophe in nouns that are plural but not possessive, such as CDs, 1000s, or 1960s.

Do not use an apostrophe in verbs. Apostrophes sometimes show up in verbs that end in -s, such as marks, sees, or finds.

Some apostrophe mistakes involve the confusion of two words that sound the same but have different meanings.

Confusion of its and it’s. ‘Its’ is a possessive pronoun, while it’s is a contraction of it is.

The dog pulled on its leash.

I just realized it’s time to go!

Confusion of your and you’re. ‘Your’ is a possessive pronoun, while you’re is a contraction of you are.

Don’t forget your umbrella.

You’re the worst dancer I’ve ever seen.

Confusion of whose and who’s. Whose is a possessive pronoun, while who’s is a contraction of who is.

Whose turn is it to take out the trash?

I wonder who’s going to play Aderopo.

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):

The teacher assesses the lesson through questioning such as:

i.                    What is possessive apostrophe?

ii.                  List three rules with examples.    

WRAP UP (CONCLUSION)

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

LEARNING OBJECTIVES:

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

i.                    Explain the meaning of main idea.

ii.                  Identify main ideas in the passage.

KEY VOCABULARY WORDS:   Paragraph, Main idea etc.

RESOURCES & MATERIALS: Ayo Banjo et al. (2011) A New Oxford Secondary Course for Senior Secondary School, Advanced Oxford Dictionary.

Ayo Banjo et al. (2018) New Oxford English for Senior Secondary Schools Book 2.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with reading to identify possible interpretation.

CONTENT: 2

Comprehension: Reading to grasp main Points

            The main idea is the most important piece of information the author wants the readers to understand while reading.

Getting the main idea of a story or text is often a terribly difficult skill for students. But using the tips listed below could be of immense help-

1. Identifying the key words of a sentence

2. Identifying key words or topic of a paragraph

3. Identifying the topic sentence of a paragraph

4. Recognizing the explicitly stated point of a paragraph

5. Inferring the main idea of a sentence

6. Inferencing the main idea of a paragraph

7. Inferring relationships among ideas in related paragraphs from longer selections

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):

The teacher assesses the lesson through questioning method, such as:

i.                    What is main idea?

ii.                  Read and answer comprehension passage that relates with main point.

WRAP UP (CONCLUSION)

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

                                                    LESSON PLAN WEEK TWO

WEEK: 2

DATE:

CLASS: SS 2

DURATION: 35 minutes

TOPIC: Comprehension/Vocabulary Development: Reading to Grasp Sentence Paragraph Tradition

SUBTOPIC (IF ANY): 

PERIOD: 1

LEARNING OBJECTIVES:

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

i.                    Explain punctuation mark

ii.                  Itemize the punctuation marks and explain each using relevant examples.

KEY VOCABULARY WORDS:   Punctuation, Full stop, Quotation mark etc.

RESOURCES & MATERIALS: Ayo Banjo et al. (2011) A New Oxford Secondary Course for Senior Secondary School, Advanced Oxford Dictionary.

Ayo Banjo et al. (2018) New Oxford English for Senior Secondary Schools Book 2.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students have been learnt reading skills.

CONTENT:

Structure: Punctuation Marks

Punctuation marks are basic composition of a language. One must be very careful when using punctuation marks because a message can be misinterpreted if there is a flaw in the use of punctuation marks. Here is a list of punctuation marks and their different functions

FULLSTOP/PERIOD (.): This is used:

1. At the end of a sentence or a declarative statement

Examples

I am a girl.

That is where he lives.

2. After an abbreviation

Example

Jan. Feb.

COMMA(,): The comma is used in the following ways:

1. After a transitional phrase (e.g. However, it is…)

2. After an interjection (e.g. Yes, I know…)

3. Before a conjunction (e.g. …the end, but only when…)

4. To replace brackets (e.g. Simon, the last man, saw…)

5. In lists (e.g. egg, milk and butter)

6. With a long subject (e.g. A, B and C, are required…)

7. With numbers (e.g. 2,232)

8. Separation of two complete sentences (e.g., We went to the movies, and we went to the beach)

THE SEMICOLON (;) :

1. It is used to connect two independent clauses (e.g., He cried; he knew she hurt him intentionally)

A COLON (:)

1. The first is after a word introducing a quotation, an explanation, an example, or a series.

2. It is also often used after the salutation of a business letter.

3. Time – It is used to separate out the hour and minute. (e.g., 17:35)

Dash­ (_) It is used to:

1.  To extend a sentence (e.g. …one trait – bravery.)

2. To replace brackets (e.g. Simon – the last man – saw…)

Hyphens (-)

1. In compound adjectives (e.g. Two-seater bus)

2. in compound nouns (e.g. Cooking-oil)

3. In prefixes (Ex-President)

Brackets [], Braces {} and Parentheses()

Brackets [] are the squared off notations ([]) used for technical explanations. Your Dictionary uses them when you look up word definitions. At the bottom of each definition page, brackets surround a technical description of where the word originated.

Parenthesis () are curved notations used to contain further thoughts or qualifying remarks. However, parentheses can be replaced by commas without changing the meaning in most cases. For example: John and Jane ( who were actually half brother and sister ) both have red hair.

Braces {} are used to contain two or more lines of text or listed items to show that they are considered as a unit. They are not commonplace in most writing, but can be seen in computer programming to show what should be contained within the same lines.

Apostrophe, Quotation Marks and Ellipses

1. An apostrophe (‘) is used to indicate the omission of a letter or letters from a word, the possessive case, or the plurals of lowercase letters.

Examples

That is Hanifah’s dog

2. Omission of letters from a word: An issue of nat’l importance.

Quotations marks ( “” ) are a pair of punctuation marks used primarily to mark the beginning and end of a passage attributed to another person and repeated word for word. They are also used to indicate meanings and to indicate the unusual or dubious status of a word.

Example

I quote “This is a grievous matter”

Exclamation Mark!

The exclamation mark or exclamation point is a punctuation mark usually used after an interjection or exclamation to indicate strong feelings or high volume (shouting), and often marks the end of a sentence.

Examples

Hey, look there!

Drop that object immediately!

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 teacher assesses the lesson through questioning method, such as:

i.                    Itemize ten punctuation marks

ii.                  Explain four use of capital letter and question mark.

WRAP UP (CONCLUSION)

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

ASSESSMENT:

Use appropriate punctuation marks in the following sentences.

1. We had a great time in France  the kids really enjoyed it
2. Some people work best in the mornings others do better in the evenings
3. What are you doing next weekend
4. Mother had to go into hospital she had heart problems
5. Did you understand why I was upset
6. It is a fine idea let us hope that it is going to work
7. We will be arriving on Monday morning  at least I think so
8. A textbook can be a wall between teacher and class
9. The girls father sat in a corner
10. In the words of Murphys Law Anything that can go wrong will go wrong

PERIOD: 2

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

i.                    Enumerate words associated with press

ii.                  Explain the terms

iii.                Make a sentence with the words

KEY VOCABULARY WORDS:  Headlines, Correspondent, edition etc.

RESOURCES & MATERIALS: Ayo Banjo et al. (2011) New Oxford Secondary Course for Senior Secondary School, Advanced Oxford Dictionary.

Ayo Banjo et al. (2018) New Oxford English for Senior Secondary Schools Book 2.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with some of the terms.

CONTENT:

Register: Words Associated with Press

The media: radio, television, newspapers, the Internet, and magazines, considered as a group: can be followed by a singular or plural verb.

Medium: A way of communicating information and ideas, especially to a lot of people, for example newspapers or television.

Mass Media: newspapers, television, radio etc that communicate news and information to large numbers of people.

Coverage: Used to the amount of attention that television, radio, and newspapers give to something, or the way in which something is reported.

The Limelight: A situation in which you are getting a lot of interest and attention from the newspapers, television etc

Overexposure: A situation in which someone or something appears so much in newspapers, on television, on the radio etc that people lose interest

Fanfare: information in newspapers and on television and radio intended to make people interested in someone or something

Voice: A person, newspaper, organization etc that expresses a particular idea or that represents the opinions of a particular group

Saturation Coverage: A situation in which every newspaper, Television Company etc is reporting an event

The Glare of Publicity/The Media etc: Attention from newspapers and television, especially when you do not want it

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 teacher assesses the lesson through questioning method, such as:

i.                    Discuss what you understand by circulation.

ii.                  Explain the term front page.

WRAP UP (CONCLUSION)

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

ASSESSMENT: List and explain ten vocabularies associated with press.

List and define twenty words that are associated with journalism.

CONTENT: 3

LEARNING OBJECTIVES:

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

i.                    Define paragraph.

ii.                  Identify topic sentence.

iii.                Identify the topic sentences in paragraph.

KEY VOCABULARY WORDS:  Paragraph, Main idea, Paragraph etc.

RESOURCES & MATERIALS: Ayo Banjo et al. (2011) A New Oxford Secondary Course for Senior Secondary School, Advanced Oxford Dictionary.

Ayo Banjo et al. (2018) New Oxford English for Senior Secondary Schools Book 2.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students have been learnt reading skills.

CONTENT:

What is a Paragraph?

A paragraph is a series of sentences that are organized and coherent, and are all related to a single topic. Almost every piece of writing you do that is longer than a few sentences should be organized into paragraphs. This is because paragraphs show a reader where the subdivisions of an essay begin and end, and thus help the reader see the organization of the essay and grasp its main points.

Paragraphs can contain many different kinds of information. A paragraph could contain a series of brief examples or a single long illustration of a general point. It might describe a place, character, or process; narrate a series of events; compare or contrast two or more things; classify items into categories; or describe causes and effects. Regardless of the kind of information they contain, all paragraphs share certain characteristics. One of the most important of these is a topic sentence.

What is a Topic Sentence?

Every well-organized paragraph must have a well-developed single controlling idea which is typically expressed in a sentence called the topic sentence. A topic sentence has several important functions: it substantiates or supports an essay’s thesis statement; it unifies the content of a paragraph and directs the order of the sentences; and it advises the reader of the subject to be discussed and how the paragraph will discuss it. Readers generally look to the first few sentences in a paragraph to determine the subject and perspective of the paragraph. That’s why it’s often best to put the topic sentence at the very beginning of the paragraph. In some cases, however, it’s more effective to place another sentence before the topic sentence—for example, a sentence linking the current paragraph to the previous one, or one providing background information.

The Need for Coherence

In a coherent paragraph, each sentence relates clearly to the topic sentence or controlling idea, but there is more to coherence than this. If a paragraph is coherent, each sentence flows smoothly into the next without obvious shifts or jumps. A coherent paragraph also highlights the ties between old information and new information to make the structure of ideas or arguments clear to the reader.

Along with the smooth flow of sentences, a paragraph’s coherence may also be related to its length. If you have written a very long paragraph, one that fills a double-spaced typed page, for example, you should check it carefully to see if it should start a new paragraph where the original paragraph wanders from its controlling idea. On the other hand, if a paragraph is very short (only one or two sentences, perhaps), you may need to develop its controlling idea more thoroughly, or combine it with another paragraph.

Reading to Understand…

Read with a purpose.

Skim first.

Get the reading mechanics right.

Be judicious in highlighting and note taking.

Think in pictures.

Rehearse as you go along.

Stay within your attention span and work to increase that span.

Also look out for the transitional terms. Some of them have been indicated below, with special focus on their roles in the paragraph structures. This will help you understand just how important it is to look out for them-

To show addition: again, and, also, besides, equally important, first (second, etc.), further, furthermore, in addition, in the first place, moreover, next, too

To give examples: for example, for instance, in fact, specifically, that is, to illustrate

 To compare: also, in the same manner, likewise, similarly

To contrast: although, and yet, at the same time, but, despite, even though, however, in contrast, in spite of, nevertheless, on the contrary, on the other hand, still, though, yet

To summarize or conclude: all in all, in conclusion, in other words, in short, in summary, on the whole, that is, therefore, to sum up

To show time: after, afterward, as, as long as, as soon as, at last, before, during, earlier, finally, formerly, immediately, later, meanwhile, next, since, shortly, subsequently, then, thereafter, until, when, while

To show place or direction: above, below, beyond, close, elsewhere, farther on, here, nearby, opposite, to the left (north, etc.)To indicate logical relationship: accordingly, as a result, because, consequently, for this reason, hence, if, otherwise, since, so, then, therefore, thus

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 teacher assesses the lesson through questioning method, such as:

i.                    What do you understand by sentence paragraph?

WRAP UP (CONCLUSION)

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

ASSESSMENT:

Identify the topic sentence in each paragraph in Senior English project Bk2 pg. 87

                                                  LESSON PLAN WEEK THREE

WEEK: 2

DATE:

CLASS: SS 2

DURATION: 35 minutes

TOPIC (s): Intonation, Sentences types, Formal letter

SUBTOPIC (IF ANY): 

PERIOD: 1

LEARNING OBJECTIVES:

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

i.                    Explain intonation.

ii.                  Cite instances where rising tune is used.

KEY VOCABULARY WORDS:   Intonation, rising, tune etc.

RESOURCES & MATERIALS:

• Ayo Banjo et al. (2011) A New Oxford Secondary Course for Senior Secondary School,
• Advanced Oxford Learner’s Dictionary.

• NJH Grant et al. Senior English Project Bk.2.
• Y.A Babatunde , Phonetics and phonology.
• Ayo Banjo et al. (2018) New Oxford English for Senior Secondary Schools Book 2.

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

CONTENT:

The rising tune: it is commonly used for yes/no questions, polite request, and listing. E.g.

Yes/no questions:

1.      Is she your model?

2.      Are you ready to pay the price to who God want you to be?

Polite requests:

1.      Could you lock the box, please?

2.      Will please, cook the lunch?

Listing:

1.      James was given a pencil, an exercise and a box of crayon.

2.      Josephine washed, spread, and ironed his clothes.

When we are listing items, the voice rises (rising tune) until we come to the last item and then the voice falls (falling tune)

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 teacher assesses the lesson through questioning method, such as:

i.                    What is intonation?

ii.                  Give five examples of rising intonation.

WRAP UP (CONCLUSION)

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

ASSESSMENT:

Give ten examples of rising intonation.

PERIOD 2:                            SENTENCE TYPES

LEARNING OBJECTIVES:

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

i.                    List sentence types

ii.                  Explain the various sentences

iii.                Give examples of the various sentence types

KEY VOCABULARY WORDS:   Imperative, Interrogative, Sentence, etc.

RESOURCES & MATERIALS:

• Ayo Banjo et al. (2011) A New Oxford Secondary Course for Senior Secondary School, Advanced Oxford Learner’s Dictionary.
• NJH Grant et al. Senior English Project Bk.2.
• Ayo Banjo et al. (2018) New Oxford English for Senior Secondary Schools Book 2.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the Students are familiar with sentence and make use of these sentences.

CONTENT

There are four kinds of sentence according to function.

1.      Assertive or Declarative Sentence

2.      Interrogative Sentence

3.      Imperative Sentence

4.      Exclamatory Sentence

Assertive or Declarative Sentence

A sentence that makes a statement or assertion is called an assertive or declarative sentence.

Examples:
       He goes to office.
       He likes to play cricket.
       She is playing golf.

Interrogative Sentence

A sentence in which a question is asked is called an interrogative sentence. Interrogative sentence ends with question mark.

Examples:
       Where are you going?
       Do you read newspaper?

Imperative Sentence

A sentence that expresses a request, command or advice is called an imperative sentence.

Examples:
       Open the door.   (an order)
       Please help me.  (a request)

Exclamatory Sentence

A sentence that shows strong feelings or emotions is called an exclamatory sentence. These sentences express surprise, joy, sorrow, appreciation, love excitement, frustration, anger etc. An exclamatory sentence ends with exclamation mark.

Examples:
       What a beautiful girl she is!
       How wonderfully he is singing!
       That is fantastic!
       Hurrah! We won the match!

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 teacher assesses the lesson through questioning method, such as:

i.                    List sentence according to function.

ii.                  Explain declarative sentence.

WRAP UP (CONCLUSION)

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

ASSESSMENT: Write two example each of sentence according to function.

PERIOD 3                                         TOPIC: Formal letter

LEARNING OBJECTIVES:

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

i.                    Define formal letter

ii.                  State the features of formal letter

iii.                Write a formal letter.

KEY VOCABULARY WORDS:   Formal letter, official, address etc.

RESOURCES & MATERIALS:

• Ayo Banjo et al. (2011) A New Oxford Secondary Course for Senior Secondary School, Advanced Oxford Learner’s Dictionary.
• NJH Grant et al. Senior English Project Bk.2.
• Ayo Banjo et al. (2018) New Oxford English for Senior Secondary Schools Book 2.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students have learnt letter writing.

CONTENT

A formal letter is an official letter. It is a letter written for official reason. A formal letter is written for different purposes which are.

• Make a complaint
• Request something
• Make an inquiry
• Apply for a Job
• Proposal
• Reference
• Formal Invitation

When writing a Formal letter, there are strict rules you must follow which are

You should be mindful of your use of grammar when writing a formal letter as abbreviations, slang  and codes are not allowed, examples are Nov, Don’t,  gimme, e.t.c.

You have to go straight to the point when writing a formal letter, keep it simple and short and also avoid all unnecessary friendly chat and casualness.

When writing a formal letter, you must be conscious of the arrangement from the addresses and dates; to the salutation and heading; down to the introduction; body and conclusion; and then closing and signature: 

Your Address and date:  In a formal letter, this should be written at the top right corner of the page

5 Adeniran Street

Oriola busstop

Alade

Ketu, Lagos

20 November 2015

Recipient Address: Yes a formal letter has two addresses, and this recipient’s address is the second one. This is the address of the receiver of the letter, it should be written at the left hand side after the date.

The Managing Director,

Rise Interactive Global Link Limited.

10A Olaniji Street, Juli Estate,

Oregun Lagos.

Salutation:   letter Dear Sir/Ma/Madam

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. It is the subject of the formal letter. Note: If the subject is not written in capitals, it should be underlined in a formal letter

Example: Application for the post of a Clerk or APPLICATION FOR THE POST OF A CLERK

Body: In a formal letter, the first paragraph should be introductory while the second paragraph should convey whatever it is you want to get across, in details.

Conclusion: The last paragraph of a formal letter should be conclusive, a summary of what you’ve been writing about. If it is a letter of complaint, the summary could be some suggestions on how to handle it, if it’s a letter of proposal, you may conclude by writing what that you’re expecting a positive reply.

Name and Signature: In a formal letter, this should be written at the left side after the conclusion with your names.

Yours faithfully/sincerely/respectfully,

Signature

Ali Hanifah Adeniyi

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 teacher assesses the lesson through questioning method, 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.

ASSESSMENT: Write a letter to the principal of your School , stating at least three areas you want to School to provide for you.               

                                                   LESSON PLAN WEEK FOUR

WEEK: 4

DATE:

CLASS: SS 2

DURATION: 35 minutes

TOPIC: Falling tune, Informal Letter; Words Associated with the Environment; Reading for Implied Meaning

SUBTOPIC (IF ANY): 

PERIOD: 1

LEARNING OBJECTIVES:

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

iii.                Explain intonation.

iv.                Cite instances where falling tune is used.

KEY VOCABULARY WORDS:   Intonation, rising, tune etc.

RESOURCES & MATERIALS:

• Ayo Banjo et al. (2011) A New Oxford Secondary Course for Senior Secondary School,
• Advanced Oxford Learner’s Dictionary.
• NJH Grant et al. Senior English Project Bk.2.
• Y.A Babatunde , Phonetics and phonology.
• Ayo Banjo et al. (2018) New Oxford English for Senior Secondary Schools Book 2.

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

CONTENT:

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?

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 teacher assesses the lesson through questioning method, such as:

i.                    What is intonation?

ii.                  Give five examples of Falling intonation.

WRAP UP (CONCLUSION)

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

ASSESSMENT:

Give ten examples of Falling intonation.

PERIOD 2

LEARNING OBJECTIVES:

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

i.                    Enumerate the features of informal letter.

ii.                  Write an informal letters using the format

KEY VOCABULARY WORDS:  Address, Date, Salutation, Informal letter etc.

RESOURCES & MATERIALS: Ayo Banjo et al. (2011) New Oxford Secondary Course for Senior Secondary School, Advanced Oxford Dictionary.

Ayo Banjo et al. (2018) New Oxford English for Senior Secondary Schools Book 2.

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

                                               

Tips on how to Write Informal Letter

An Informal letter is a personal letter written to someone we are familiar with. An informal letter can be written for any reason or purpose. An informal letter is also called personal letter, the recipient could be your friend, sibling or other family member.

An Informal letter is just a written means of communication. When writing an Informal letter, there are no real strict rules to follow unless you’re writing it in an examination.

You are allowed to make use of slang, abbreviations and codes when writing an Informal letter.

You can afford to be casual and friendly. There is no limit to pleasantries.

This is an example of an informal letter.

Hey,

I had to leave after waiting for 2 hours, but you promised to be back in only 10 minutes! Hmm, it’s so typical of you to be disappointing. I kept the keys under the rugs. Keep your big head out of trouble till I’m back. Lol.

However, if you’re asked to write an Informal letter in an examination, there is a format you need to use. Here are the steps to follow:

Your Address and date:  In an informal letter, this should be written at the top right corner of the page and the date should follow.

Introduction: Greetings and pleasantries. Example: How are you doing? I got your letter last week, so you’ve made up your mind concerning which course to study, cool. I have some really juicy gist for you and I bet you’ll be shocked when you’re done reading this.

Body: The second paragraph should convey whatever it is you want to get across, in details.

Conclusion: The last paragraph of an Informal letter should be conclusive, a summary of what you’ve been writing about.

Complementary Close: In an Informal letter, you are not required to sign, just the complimentary close and your name. This goes at the bottom of the letter. Yours sincerely is always acceptable, followed by your name or nickname. Variations are possible for very close relationships e.g. Your friend, Your sister, Lots of love, etc.

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 teacher assesses the lesson through questioning method, such as:

i.                    List the features of informal letter.

ii.                  What is an informal letter?

WRAP UP (CONCLUSION)

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

ASSESSMENT:

Write a letter to your friend telling him/her about plans you have for an excursion and invite him or her to join you. Or

Write an informal letter to your best friend who has relocated to Benin City. Tell him or her how much you miss them and enquire about their new location. Ensure to follow all the rules of informal letter.

PERIOD 3

LEARNING OBJECTIVES:

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

v.                  List and explain words associated with environment.

vi.                Make use of the words appropriately

KEY VOCABULARY WORDS: Anthropogenic, Biodegradable, Biohazard, etc.

RESOURCES & MATERIALS:

• Ayo Banjo et al. (2011) A New Oxford Secondary Course for Senior Secondary School, Advanced Oxford Learner’s Dictionary.
• NJH Grant et al. Senior English Project Bk.2.
• Ayo Banjo et al. (2018) New Oxford English for Senior Secondary Schools Book 2.

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

CONTENT:

Comprehension and Vocabulary Development: Words Associated with the Environment

Anthropogenic: caused by humans, especially in relation to climate change and global warming.

Biodegradable: biodegradable substances can be separated into very small parts by bacteria so that they are not harmful to the environment.

Biohazard: Something that may cause harm to people or to the environment, especially a poisonous chemical or an infectious disease.

Biological control: A method of reducing the number of harmful insects by using other insects or small animals that feed on them.

Carbon capture and storage: The process of collecting carbon dioxide that is produced by burning coal or oil and storing it to stop it getting into the atmosphere.

The carbon cycle: Biology the movement of carbon between living things and their environment. Carbon dioxide is taken from the atmosphere and used by plants. It then moves from plants eaten as food to animals, and is returned to the atmosphere by the respiration of plants and animals and by the burning of plant material.

Carbon footprint: The amount of carbon dioxide a person, organization, building, etc produces, used as a measure of their effect on the environment.

Carbon-neutral: Carbon-neutral activity, company etc balances the amount of carbon dioxide and carbon monoxide it produces with actions that are designed to protect the environment, for example planting trees or using less electricity.

Carbon sink: An ocean, forest, or other area of vegetation (=plants and trees) that helps to protect the environment by taking in large amounts of carbon dioxide from the atmosphere.

Carbon trading: A system that allows a company or country that reduces the amount of carbon dioxide it produces to below a particular level to sell the extra reduction as a credit to a company or country that has not reduced the amount it produces enough.

Catalytic converter: A piece of equipment fitted to a car in order to reduce the amount of poisonous gases that it sends into the air.

Clean: Clean machines and processes do not create a lot of pollution.

Clean Up: To remove pollution from a place or an industrial process.

Clean tech: Technology which provides benefits such as clean energy, and environmentally sustainable products and services.

Clean-up: The process of removing pollution or waste from a place or an industrial process.

Climate change: The changes that are thought to be affecting the world’s weather so that it is becoming warmer.

Conservation: The management of land and water in ways that prevent it from being damaged or destroyed.

Conservation area: An area of land that is protected from being damaged.

Conserve: To prevent land, water, or other natural resources from being damaged or destroyed.

Contaminate: To make something dirty, polluted, or poisonous by adding a chemical, waste, or infection.

Contaminated: Made dirty, polluted, or poisonous by the addition of a chemical, waste, or infection.

Contamination: The process of making something dirty, polluted, or poisonous by adding a chemical, waste, or infection.

Decarbonize: To reduce the amount of gaseous carbon compounds released into the atmosphere as a result of human activity.

Deforestation: The process of removing the trees from an area of land.

Dispersant: chemical substance used to break up a liquid, especially oil floating on the sea, into tiny pieces so that it spreads over a wide area and causes less harm.

Eco-: Relating to the environment: used with some nouns and adjectives.

Ecocide: Damage to or destruction of the natural environment, especially as caused by human activity such as pollution or war, or an example of this.

Eco-friendly: Designed to cause as little harm as possible to the environment

Ecological: Working to protect the environment.

Eco terrorist: Someone who tries to stop or damage organizations that cause harm to the environment.

Eco town: In England, a new town that is designed in a way that reduces people’s impact on the environment to a minimum.

Ecotourism: The business of creating and selling holidays that give people the chance to learn about a natural environment, and cause as little damage to the environment as possible.

Emissions trading: The practice of buying and selling the right to produce chemicals and other substances that have a harmful effect on the environment.

Endangered species: A type of animal or plant that may soon become extinct (=disappear from the world).

Environmental: Relating to the natural world and the effect that human activity has on it.

Environmental accounting: A way of calculating the cost of a business decision that includes all its good and bad effects on, for example, the environment and people’s health, as well as the direct costs.

Environmentally: In a way that affects the environment or is related to it.

Environmentally friendly: Designed not to harm the natural environment.

Environmentally sensitive area: An area where the natural environment can easily be harmed.

Green: Designed to protect the environment or to limit damage to the environment.

The greenhouse effect: The process in which heat is unable to escape from the atmosphere and causes the temperature of the Earth to rise. The rise in temperature is called global warming.

Nature reserve: An area of land that is protected so that people cannot harm the animals and plants that live there.

The nitrogen cycle: The series of processes by which nitrogen in the atmosphere is changed into nitrogen compounds in soil from and taken in by plants. These compounds spread into the atmosphere when the plants decay or are eaten by animals and are passed from their bodies as waste. They are then changed back into nitrogen in the atmosphere.

Non-renewable: A non-renewable types of energy exist in limited amounts, and when these are all used there will be none left.

Ozone-friendly: Chemicals that are ozone-friendly do not cause pollution that damages the ozone layer.

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 teacher assesses the lesson through questioning method, such as:

i.                    Make sentence with ten words associated with environment.

WRAP UP (CONCLUSION)

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

ASSESSMENT:  Read and answer the question on page 26. Senior English project.

PERIOD 4

LEARNING OBJECTIVES:

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

i.                    define implied meaning

ii.                  identify the implied meaning in a selected reading passage

KEY VOCABULARY WORDS:   Implied meaning.

RESOURCES & MATERIALS:

• Ayo Banjo et al. (2011) A New Oxford Secondary Course for Senior Secondary School, Advanced Oxford Learner’s Dictionary.
• NJH Grant et al. Senior English Project Bk.2.
• Ayo Banjo et al. (2018) New Oxford English for Senior Secondary Schools Book 2.

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

Reading for Implied Meaning

Sometimes, a reader will get lucky and the main idea will be a stated main idea, where the main idea is easy to find because it’s written directly in the text.

However, many of the passages you’ll read on a standardized test like the WAEC or JAMB will have an implied main idea, which is a little trickier. If the author doesn’t directly state the main idea of the text, it’s up to you to infer what the main idea is.

Finding the implied main idea is easier if you think of the passage as a box. Inside the box, is a random group of stuff (the details of the passage). Pull each item from the box and try to figure out what they each have in common, kind of like the game Tri-Bond. Once you’ve figured out what the common bond is among each of the items, you’ll be able to summarize the passage in a snap.

How to Find Implied Meaning

Read the passage of text

Ask this question to yourself: “What do each of the details of the passage have in common?”

In your own words, find the common bond among all the details of the passage and the author’s point about this bond.

Compose a short sentence stating the bond and what the author says about the bond.

Step 1: Read the Implied Main Idea Example:

When you’re with your friends, it’s okay to be loud and use slang. They’ll expect it and they aren’t grading you on your grammar. When you’re standing in a boardroom or sitting for an interview, you should use your best English possible, and keep your tone suitable to the working environment. Try to gauge the personality of the interviewer and the setting of the workplace before cracking jokes or speaking out of turn. If you’re ever in a position to speak publicly, always ask about your audience, and modify your language, tone, pitch and topic based on what you think the audience’s preferences would be. You’d never give a lecture about atoms to third-graders!

Step 2: What’s the Common Thread?

In this case, the author is writing about hanging out with friends, going on an interview, and speaking publicly, which, at first glance, don’t seem to relate to each other that much. If you find a common bond among all them, though, you’ll see that the author is giving you different situations and then telling us to speak differently in each setting (use slang with friends, be respectful and quiet in an interview, modify your tone publicly). The common bond is speaking, which will have to be part of the implied main idea.

Step 3. Summarize the Passage

A sentence like “Different situations requires different kinds of speech” would fit perfectly as the implied main idea of that passage. We had to infer that because the sentence doesn’t appear anywhere in the paragraph. But it was easy enough to find this implied main idea when you looked at the common bond uniting each idea.

Exercise

Write an informal letter to your best friend who has relocated to Benin City. Tell him or her how much you miss them and enquire about their new location. Ensure to follow all the rules of informal letter.

List and explain some of the words associated with the environment which you know.

What do you understand by implied meaning?

Briefly explain the systematic steps to read for implied 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.

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 assesses the lesson through questioning method, such as:

i.                    What is implied meaning?

ii.                  How will you arrive at implied meaning?

WRAP UP (CONCLUSION)

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

ASSESSMENT: Read and answer the comprehension passage “Assault Squad” on page 43