WEEK 5 LESSON PLAN
DATE: 3/02/2020
CLASS: JSS 2
DURATION: 35
minutes
TOPIC
(s): TOPICS
SPEECH
WORK: Rhythm
STRUCTURE: Reported Requests
COMPREHENSION/VOCABULARY
DEVELOPMENT: Dialogue continued
COMPOSITION:
Argumentative Essay
LITERATURE: Figures
of Speech
PERIOD: 1
LEARNING OBJECTIVES:
At the end of the lesson, the students should be able to;
i.
Identify
rhythm in poems.
ii.
Make
sentences using reported requests.
iii.
Differentiate
and contrast figures of speech
iv.
Identify
the rudiments for argumentative essay.
KEY VOCABULARY WORDS: Rhymes, lines, motion, requests etc.
RESOURCES & MATERIALS: New Oxford Secondary Course for Junior
Secondary School, Advanced Oxford Dictionary.
New Oxford English for Junior Secondary Schools book 2.
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with topics.
CONTENT:
1
RHYTHM
Rhythm is a literary device that
demonstrates the long and short patterns through stressed and unstressed
syllables, particularly in verse form. rhythm captivates the audience and readers
alike by giving musical effect to a speech or a literary piece.
Example
Will There Really Be a Morning? (By Emily Dickinson)
“Will there really be a morning?
Is there such a thing as day?
Could I see it from the mountains
If I were as tall as they?
Has it feet like water-lilies?
Has it feathers like a bird?
Is it brought from famous countries.”
Is there such a thing as day?
Could I see it from the mountains
If I were as tall as they?
Has it feet like water-lilies?
Has it feathers like a bird?
Is it brought from famous countries.”
In this poem, the speaker is feeling dejected, wondering if there
could be hope and morning again. The poet has used trochees, giving a strong
rhythm to the poem. Notice in this first stanza, the accented
syllables are emphasized. See that word “I” is unaccented or unstressed with
different feet as underlined.
CONTENT: 2
TOPIC: Argumentative Essay
SUB-TOPIC: Civilian Government is Better than Military Government
Good day Mr. Chairman, Panel of Judges, Accurate Time-keeper, Co-
Debaters, Ladies and Gentlemen. I am here this afternoon to speak
for/support/propose the motion which says Civilian Government is better than
military government. The reasons why I support the motion shall be extensively
discussed in the paragraphs below.
Civilian government is otherwise known as democracy. According to the
popular American President, Abraham Lincoln, it is the government of the
people, by the people and for the people. The people in power are brought in by
the electorates through election unlike the military where power is gotten
through coup d’état and force.
Civilian government allows freedom of information. It makes use of
constitution in the administration system whereas military uses decree.
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
Finally, although military government has some advantages over civilian
government, yet with these few points of mine, I hope I have been able to
convince you and not to confuse nor brain fool you that civilian government is
better than military government. Thank you.
Assignment: “Civilian Government is better than Military
Government”. Write the introductory
part of the essay.
CONTENT: 3
Reported Requests
A
request is when somebody asks you to do something – usually politely. Reported
requests are one form of reported speech
|
direct
request
|
reported
request
|
|
She
said: "Could you open the window, please?"
|
She
asked me to open the window.
|
|
He
said: "Please don't smoke."
|
He
asked them not to smoke.
|
We
usually introduce reported requests with the verb "ask". The
structure is very simple:
|
ask
|
+
|
noun
|
+
|
to
infinitive
|
|
pronoun
|
·
We asked the man
to help us.
·
They asked us to
wait.
Because
we use the infinitive there is no need to worry about tense. But as
with reported statements and reported questions, we may need to
change pronouns as well as time and place in
reported requests.
Here
are some examples:
|
direct
request
|
reported
request
|
|
I
said politely, "Please make less noise."
|
I
asked them politely to make less noise.
|
|
She
has often said to me, "Could you stay the night?"
|
She
has often asked me to stay the night.
|
|
They
said to the architect: "We'd like you to meet us here tomorrow."
|
They
asked the architect to meet them there the next day.
|
|
She
will certainly say to John, "Please stay for lunch."
|
She
will certainly ask John to stay for lunch.
|
|
She
always says, "Please don't forget me."
|
She
always asks me not to forget her.
|
STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic
and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.
Students’ Activities:
Activity 1: The students listen with rapt attention
Activity 2: The
students give relevant examples.
Activity 3: The
students ask questions for clarity.
Activity 4: The
students copy the note on the board.
(EVALUATION)The teachers evaluates
the students by using quiz method.
Change the direct speech into reported
speech:
1. “Please help me carry this” She asked me
______________________________________________________
2.
“Please come early” She
______________________________________________________________
3.
“Please buy some milk” She ______________________________________________________________
4.
“Could you please open the window?” She
______________________________________________________________
5.
“Could you bring the book tonight?” She
______________________________________________________________
6. “Can you help me with my homework,
please?” She ______________________________________________________________
7. “Would you bring me a cup of coffee,
please?” She ______________________________________________________________
8.
“Would you mind passing the salt?” She
______________________________________________________________
9.
“Would you mind lending me a pencil?” She
_________________________________________________________
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method
and correct any mistake observed during the assessment.
PRINCIPAL'S COMMENT:
WEEK 6 LESSON PLAN
DATE: 10/02/2020
CLASS: JSS 2
DURATION: 35
minutes
TOPIC
(s): TOPICS
SPEECH
WORK: Review of stress/Intonation
STRUCTURE: Adverbials
COMPREHENSION/VOCABULARY
DEVELOPMENT: Science and Technology
COMPOSITION:
Expository Essay
LITERATURE: Irony,
Euphemism and Hyperbole.
PERIOD: 1
LEARNING OBJECTIVES:
At the end of the lesson, the students should be able to;
i.
Identify
the stressed syllable.
ii.
Identify
adverbial in sentences.
iii.
Explain
and Write an expository essay
iv.
Differentiate
Irony, Euphemism and Hyperbole.
KEY VOCABULARY WORDS: pitch, adverbial or time, place …, Euphemism etc.
RESOURCES & MATERIALS: New Oxford Secondary Course for Junior
Secondary School, Advanced Oxford Dictionary.
New Oxford English for Junior Secondary Schools book 2.
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with topics.
CONTENT: 1
1.
Nouns
and adjectives with two syllables
The rule: When a noun (a word referring to a
person, thing, place or abstract quality) or an adjective (a word that gives
information about a noun) has two syllables, the stress is usually on the first
syllable.
Examples:
table /TA-ble/
scissors /SCI-ssors/
pretty /PRE-tty/,
clever /CLE-ver/
Exceptions: Unfortunately, there are exceptions to
this rule. It could be that a word was borrowed from another language or it
could be totally random. You just have to learn these “outsiders” by heart.
Here are three words you can start with:
hotel /ho-TEL/
extreme /ex-TREME/
concise /con-CISE/
2. Verbs and
prepositions with two syllables
The rule: When a verb (a word referring to an
action, event or state of being) or a preposition (a word that comes before a
noun, pronoun or the “-ing” form of a verb, and shows its relation to another
word or part of the sentence) has two syllables, the stress is usually on the
second syllable.
Examples:
present /pre-SENT/
export /ex-PORT/
aside /a-SIDE/
between /be-TWEEN/
3. Words that are
both a noun and a verb
The rule: Some words in English can be
both a noun and a verb. In those cases, the noun has its word stress on
the first syllable, and with the verb, the stress falls on the second syllable.
If you’ve been paying attention, you’ll
see that this rule is a derivation from the prior two sections and notice some
of the same words. However, this is a separate section since those pairs of
words are relatively common in English and they’re likely to cause
misunderstanding due to the same spelling.
Examples:
Present /PRE-sent/ (a gift) vs. present/pre-SENT/ (give something formally)
export /EX-port/ (the practice or business
of selling goods to another country or an article that is exported) vs. export /ex-PORT/ (to sell goods to another country)
suspect /SU-spect/ (someone who the police
believe may have committed a crime) vs suspect /su-SPECT/
(to believe that something is true, especially something bad)
There are, however, exceptions to this
rule. For example, the word “respect” has a
stress on the second syllable both when it’s a verb and a noun.
4. Three syllable
words ending in “er” and “ly”
The rule: Words that have three syllables and
end in “-er” or “-ly” often have a stress on the first syllable.
Examples:
orderly /OR-der-ly/
quietly /QUI-et-ly/
manager /MA-na-ger/
5. Words ending in
“ic,” “sion” and “tion”
The rule: When a word ends in “ic,” “sion” or
“tion,” the stress is usually on the second-to-last syllable. You count
syllables backwards and put a stress on the second one from the end.
Examples:
creation /cre-A-tion/
commission /com-MI-ssion/
photographic /pho-to-GRA-phic/
6. Words ending in
“cy,” “ty,” “phy,” “gy” and “al”
The rule: When a word ends in “cy,” “ty,” “phy,”
“gy” and “al,” the stress is often on the third to last syllable. Similarly,
you count syllables backwards and put a stress on the third one from the end.
Examples:
democracy /de-MO-cra-cy/
photography /pho-TO-gra-phy/
logical /LO-gi-cal/
commodity /com-MO-di-ty/
psychology /psy-CHO-lo-gy/
7. Compound nouns
The rule: In most compound nouns (a noun made up
of two or more existing words), the word stress is on the first noun.
Examples:
football /FOOT-ball/
keyboard /KEY-board/
8. Compound
adjectives and verbs
The rule: In most compound adjectives (a single
adjective made of more than one word and often linked with a hyphen) and
compound verbs (a multi-word verb that functions as a single verb), the stress
is on the second word.
Examples:
old-fashioned /old-FA-shioned/
understand /un-der–STAND/
CONTENT: 2
ASPECT: STRUCTURE
TOPIC: ADVERBIALS
Adverbs are words that modify
·
a verb (He drove slowly. — How
did he drive?)
·
an adjective (He drove a very
fast car. — How fast was his car?)
·
another adverb (She moved quite slowly
down the aisle. — How slowly did she move?)
As we will see, adverbs often tell when,
where, why, or under what conditions something happens or happened. Adverbs
frequently end in -ly; however, many words and phrases not ending in -ly
serve an adverbial function and an -ly ending is not a guarantee that a
word is an adverb. The words lovely, lonely, motherly, friendly, neighborly,
for instance, are adjectives:
·
That lovely woman lives in a friendly
neighborhood.
If a group of words
containing a subject and verb acts as an adverb (modifying the verb of a
sentence), it is called an Adverb Clause:
·
When this class is over,
we're going to the movies.
When a group of words not containing a
subject and verb acts as an adverb, it is called an adverbial phrase.
Prepositional phrases frequently have adverbial functions (telling place
and time, modifying the verb):
·
He went to the movies.
·
She works on holidays.
·
They lived in Canada during the war.
And Infinitive phrases can act as
adverbs (usually telling why):
·
She hurried to the mainland to see her
brother.
·
The senator ran to catch the bus.
But there are other kinds of adverbial
phrases:
·
He calls his mother as often as possible.
|
|
Adverbs can modify adjectives, but an
adjective cannot modify an adverb. Thus we would say that "the students
showed a really wonderful attitude" and that "the students
showed a wonderfully casual attitude" and that "my professor
is really tall, but not "He ran real fast."
Like adjectives, adverbs can have comparative
and superlative forms to show degree.
·
Walk faster if you want to keep up
with me.
·
The student who reads fastest will
finish first.
Examples
with Adverbials in
the Various Forms
The following are examples with some adverbs
in the various forms:
Positive
I.
She
spoke well.
II.
He
behaved badly.
III.
I went far.
IV.
He sang
beautifully.
V.
The pig
ran fast.
Comparative
I.
She
spoke better.
II.
She
behaved worse.
III.
You
went farther.
IV.
She
sang more beautifully.
V.
The
goat ran faster.
Superlative
I.
Chukwu
spoke best.
II.
Jane
behaved worse.
III.
David
went farthest.
IV.
I sang
most beautifully.
V.
The dog
ran fastest.
EVALUATION:
For each of the following sentences, fill in the blank with the adverb which
corresponds to the adjective given in brackets. For example:
The letter was ________ legible. (scarce)
The letter was scarcely legible.
He did the work as _________ as possible. (careful)
He did the work as carefully as possible.
1. I was __________ impressed by their courage. (due)
2. The children chattered _____________. (noisy)
3 The sun shone _____________ behind the clouds. (pale)
4. They have settled in ______________. (comfortable)
5. He _______________ maintained his point of view. (dogmatic)
6. Everything is proceeding ___________. (normal)
7. Please drive ____________. (slow)
8. She worked _____________ until nine o'clock. (steady)
9. The cost of fuel has risen ______________. (dramatic)
10. He _____________ scrambled up the slope. (agile)
11. Everything was explained clearly and ____________. (simple)
12. The train whistle blew ____________ at the crossing. (shrill)
13. ____________ , it stopped raining before we had to leave. (lucky)
14. She was signalling ______________. (frantic)
15. That was ____________ unexpected. (whole)
16. We arrived _____________. (punctual)
17. England is a ____________ populated country. (dense)
18. They are ___________ dependent on coal for fuel. (sole)
19. The material was produced _______________. (synthetic)
20. They ___________ agreed to the proposal. (ready)
The letter was ________ legible. (scarce)
The letter was scarcely legible.
He did the work as _________ as possible. (careful)
He did the work as carefully as possible.
1. I was __________ impressed by their courage. (due)
2. The children chattered _____________. (noisy)
3 The sun shone _____________ behind the clouds. (pale)
4. They have settled in ______________. (comfortable)
5. He _______________ maintained his point of view. (dogmatic)
6. Everything is proceeding ___________. (normal)
7. Please drive ____________. (slow)
8. She worked _____________ until nine o'clock. (steady)
9. The cost of fuel has risen ______________. (dramatic)
10. He _____________ scrambled up the slope. (agile)
11. Everything was explained clearly and ____________. (simple)
12. The train whistle blew ____________ at the crossing. (shrill)
13. ____________ , it stopped raining before we had to leave. (lucky)
14. She was signalling ______________. (frantic)
15. That was ____________ unexpected. (whole)
16. We arrived _____________. (punctual)
17. England is a ____________ populated country. (dense)
18. They are ___________ dependent on coal for fuel. (sole)
19. The material was produced _______________. (synthetic)
20. They ___________ agreed to the proposal. (ready)
CONTENT: 3 Contrast Hyperbole,
Irony and Euphemism
Irony means expressing
one's meaning by words having an opposite meaning, e.g.. You've got us
into a nice mess. A pretty mess you've made of it. These words
may develop the opposite ironic meanings in their semantic structures.
Hyperbole is an exaggerated
statement not meant to be understood literally but expressing an intensely
emotional attitude of the speaker to what he is speaking about. Hyperbole is a
characteristic feature of women's speech. Some of the most emphatic words
are: absolutely, awfully, terribly, lovely, magnificent,
splendid. For example, I haven't seen you for ages. You
will be the death of me.
Euphemism means substitution of
words with mild connotation for rough, unpleasant, or otherwise unmentionable
words. Euphemism is due to social, religious and cultural factors. Taboo is one
of these factors. The word lavatory has produced many euphemisms – loo,
powder room, washroom, restroom, retiring room, public station, comfort
station, ladies', gentlemen's, water-closet (WC), public convenience. Pass
away is a euphemism for die.
STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic
and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.
Students’ Activities:
Activity 1: The students listen with rapt attention
Activity 2: The
students give relevant examples.
Activity 3: The
students ask questions for clarity.
Activity 4: The
students copy the note on the board.
(EVALUATION)The teachers
evaluates the students by asking the following questions
i.
Write
four examples each for Hyperbole, Irony and Euphemism.
ii.
Write
an essay on the effect of Corona virus and the possible solution
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method
and correct any mistake observed during the assessment.
PRINCIPAL'S COMMENT:
WEEK 7 LESSON PLAN
DATE: 17/02/2020
CLASS: JSS 2
DURATION: 35
minutes
TOPIC
(s): TOPICS
SPEECH
WORK: Consonants /S/ and /Z/
STRUCTURE: Punctuation Marks
COMPREHENSION/VOCABULARY
DEVELOPMENT: Reading to Summarize
COMPOSITION:
Narrative Essay; My Last Birthday.
LITERATURE:
Summarize Echoes of Yesterday.
PERIOD: 1
LEARNING OBJECTIVES:
At the end of the lesson, the students should be able to;
i.
Contrast
consonant /S/ and /Z/.
ii.
Punctuate sentence and clauses properly.
iii.
Summarize
a given passage.
iv.
Narrate
and summarize the prose text.
KEY VOCABULARY WORDS: paragraph, topic sentence, narrate, caret, colon
etc.
RESOURCES & MATERIALS: New Oxford Secondary Course for Junior
Secondary School, Advanced Oxford Dictionary.
New Oxford English for Junior Secondary Schools book 2.
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with topics.
CONTENT: 1
/s/ and /z/:
/s/ and /z/ are
produced In ALMOST the same way (the BLADE of the TONGUE touching the alveolar
(or teeth) RIDGE FIRMLY for /s/ and GENTLY for /z/.
/s/ is VOICELESS, while /z/
is VOICED.
/s/ and /z/ are both
ALVEOLAR FRICATIVES (‘alveolar’ because the blade of the tongue and the
alveolar ridge are involved in their production).
EVALUATION
Pronounce each pair of the
above listed words to show clearly the distinctions between them.
|
/s/
|
/z/
|
|
|
sue
|
zoo
|
|
|
sip
|
zip
|
|
|
seal
|
zeal
|
|
|
bus
|
buzz
|
|
|
price
|
prize
|
|
|
cease
|
sieze
|
|
|
course
|
cause
|
|
|
house
|
houses
|
|
|
lice
|
lies
|
|
|
ice
|
eyes
|
Exercise
1.
Pronounce
these sounds: /s/, /z/
2.
Give
examples of words that have the sounds listed above.
CONTENT: 2
ASPECT: SUMMARY
TOPIC: INTRODUCTION TO SUMMARY
Summary simply means to reduce a given
passage without dropping the major points in the passage. It is also possible
to summarise what someone said without necessarily remembering all the words he
used.
In the summary section, you are given a
passage which looks like a comprehension passage. It could be an expository,
argumentative a narrative or a descriptive passage. The summary questions
require you to write a few words and sentences.
EVALUATION:
1. What is summary?
2. Summarise what
happened before you got to class this morning.
CONTENT: 3
Punctuation
is used to create sense, clarity and stress in sentences. You use punctuation
marks to structure and organise your writing.We use a variety of punctuation
marks, such as full stop/period, comma, question mark, brackets, etc. in our
writing to separate sentences, phrases, etc., and to clarify their meaning. We
need to familiarize ourselves with some basic rules in order to use these
punctuation marks correctly.
The period (.) is placed at the end of declarative
sentences, statements thought to be complete and after many abbreviations.
As a sentence ender: Amaka and Tola went to the market.
After an abbreviation: Her son, John Jones Jr., was born on
Dec. 6, 2008.
Use a question mark (?) to indicate a direct question when
placed at the end of a sentence.
Where is Joshua going?
The exclamation point (!) is used when a person wants to
express a sudden outcry or add emphasis.
Within dialogue: "Holy cow!" screamed Jane.
To emphasize a point: My mother-in-law's rants make me furious!
Comma, Semicolon, and Colon
The
comma, semicolon, and colonare often misused because they all can indicate
a pause in a series.
The comma is used to show a separation of ideas or elements within
the structure of a sentence. Additionally, it is used in numbers, dates, and
letter writing after the salutation and closing.
Direct address: Thanks for all your help, John.
Separation of two complete sentences: We went to the movies, and
then we went out to lunch.
Separating lists or elements within sentences: Suzi wanted the
black, green, and blue dress.
Whether to add a final comma before the conjunction in a list is a
matter of debate. This final comma, known as an Oxford or serial comma, is
useful in a complex series of elements or phrases but is often considered
unnecessary in a simple series such as in the example above. It usually comes
down to a style choice by the writer.
The semicolon (;) is used to connect independent clauses. It
shows a closer relationship between the clauses than a period would show.
John was hurt; he knew she only said it to upset him.
A colon (:) has three main uses. The first is after a word
introducing a quotation, an explanation, an example, or a series.
He was planning to study four subjects: politics, philosophy, sociology,
and economics.
The second is between independent clauses when the second explains the
first, similar to a semicolon:
I didn't have time to get changed: I was already late.
The third use of a colon is for emphasis:
There was one thing she loved more than any other: her dog.
A colon also has non-grammatical uses in time, ratio, business
correspondence and references.
Dash
and the Hyphen
Two other
common punctuation marks are the dash and hyphen. These marks are often
confused with each other due to their appearance but they are very different.
A dash is used to separate words into statements. There
are two common types of dashes: en dash and em dash.
·
En dash: Twice as long as a hyphen, the en
dash is a symbol (--) that is used in writing or printing to indicate a range,
connections or differentiations, such as 1880-1945 or Princeton-New York
trains.
Em dash: Longer than the en dash, the em dash can be used in place of a
comma, parenthesis, or colon to enhance readability or emphasize the conclusion
of a sentence. For example, She gave him her answer --- No!
Whether you put spaces around the em dash or not is a style choice. Just be consistent.
Whether you put spaces around the em dash or not is a style choice. Just be consistent.
A hyphen is used to join two or more words together into a
compound term and is not separated by spaces. For example, part-time,
back-to-back, well-known.
Brackets, Braces, and Parentheses
Brackets, braces, and parentheses are symbols used to contain words that
are a further explanation or are considered a group.
Brackets are the squared off notations ([]) used for technical
explanations or to clarify meaning. If you remove the information in the
brackets, the sentence will still make sense.
He [Mr. Jones] was the last person seen at the house.
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. They can also be used in mathematical
expressions. For example, 2{1+[23-3]}=x.
Parentheses ( () ) 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.
John and Jane (who were actually half brother and sister) both have red
hair.
Apostrophe, Quotation Marks and Ellipsis
The final three punctuation forms in English grammar are
the apostrophe, quotation marks, and ellipsis. Unlike previously mentioned
grammatical marks, they are not related to one another in any form.
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 of the apostrophe in use include:
Omission of letters from a word: I've seen that movie several
times. She wasn't the only one who knew the answer.
Possessive case: Sara's dog bit the neighbor.
Plural for lowercase letters: Six people were told to mind their
p's and q's.
It should be noted that, according to Purdue University, some teachers
and editors enlarge the scope of the use of apostrophes, and prefer their use
on symbols (&'s), numbers (7's) and capitalized letters (Q&A's), even
though they are not necessary.
Quotations marks (" ") are a pair of punctuation marks used
primarily to mark the beginning and end of a passage attributed to another and
repeated word for word. They are also used to indicate meanings and to indicate
the unusual or dubious status of a word.
"Don't go outside," she said.
Single quotation marks (' ') are used most frequently for quotes within
quotes.
Marie told the teacher, "I saw Marc at the playground, and he said
to me 'Bill started the fight,' and I believed him."
The ellipsis is most commonly represented by three periods (. . . )
although it is occasionally demonstrated with three asterisks (***). The
ellipsis is used in writing or printing to indicate an omission, especially of
letters or words. Ellipses are frequently used within quotations to jump from
one phrase to another, omitting unnecessary words that do not interfere with
the meaning. Students writing research papers or newspapers quoting parts of
speeches will often employ ellipsis to avoid copying lengthy text that is not
needed.
Omission of words: She began to count, "One, two, three,
four…" until she got to 10, then went to find him.
Within a quotation: When Newton stated, "An object at rest
stays at rest and an object in motion stays in motion..." he developed the
law of motion.
STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic
and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.
Students’ Activities:
Activity 1: The students listen with rapt attention
Activity 2: The
students give relevant examples.
Activity 3: The
students ask questions for clarity.
Activity 4: The
students copy the note on the board.
(EVALUATION)The teachers
evaluates the students by asking the following questions
i.
Write
an essay on “How My Last Birthday”
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method
and correct any mistake observed during the assessment.
PRINCIPAL'S COMMENT:
WEEK 8 LESSON PLAN
DATE: 24/02/2020
CLASS: JSS 2
DURATION: 35
minutes
TOPIC
(s): TOPICS
SPEECH
WORK: Consonants /k/ and /g/
STRUCTURE: Punctuation Marks
COMPREHENSION/VOCABULARY
DEVELOPMENT: Reading to identify main and supporting details
COMPOSITION:
Write a short story: The Meeting
LITERATURE:
Summarize of Drama text
PERIOD: 1
LEARNING OBJECTIVES:
At the end of the lesson, the students should be able to;
i.
Contrast
consonant /k/ and /g/.
ii.
Punctuate sentence and clauses properly.
iii.
Differentiate
between main and supporting details.
iv.
Narrate
and summarize the drama text.
KEY VOCABULARY WORDS: punctuate, main idea, narrate, ellipsis, semi -
colon etc.
RESOURCES & MATERIALS: New Oxford Secondary Course for Junior
Secondary School, Advanced Oxford Dictionary.
New Oxford English for Junior Secondary Schools book 2.
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with topics.
CONTENT: 1
TOPIC: Consonants /k/ and /g/
Consonant /k/
To produce /k/, the back of the tongues makes
contact with the velum. This contact results in a total blockage of the flow of
air. The air pressure which builds up is suddenly released with an explosive
sound. The glottis is open so that the vocal cords do not vibrate as /k/ is
produced. This consonant, which is a voiceless sound, has many spelling symbols
as shown below:
“k” as in king, ken, keep, kit
“c” as in coat, case, across, car
“cc” as in account, accuse, accost, accord
“ch” as in chemistry, chemical, school, ache
“q” as in liquor, queen, quick,
marque
“ck” as in back, sack, lack, peck
‘’x’’ as in six, anxious, axe, axis
The “k” is usually not pronounced when it is
used before “n”. Examples: know, knock, knew, knee, knot, etc
Consonant /g/
This consonant is the voiced counterpart of
/k/. This means that the process of production of /g/is similar to that of /k/
except that the vocal cords vibrate as/g/ is produced. /g/ is therefore a
voiced velar plosive which is spelt “g” and “gh” as in “give” and “ghost”
respectively. The “g” is not pronounced before “n” at the beginning or end of
words such as “gnaw”, “gnash”, gnat, gnarled, gnomic, gnu, sign, reign,
malign, foreign, benign” and before “m” at the end of words such as “paradigm”
and “diaphragm”. Pronounce the following words with /g/ at the beginning and
end of the words:
|
God
|
dog
|
|
gas
|
sag
|
|
gum
|
mug
|
|
gut
|
tug
|
Now, pronounce the following pairs of words
and take note of the contrast between /k/ and /g/.
|
/k/
|
/g/
|
/k/
|
/g/
|
|
|
cane
|
gain
|
pick
|
pig
|
|
|
call
|
gall
|
peck
|
peg
|
|
|
could
|
good
|
lack
|
lag
|
|
|
cold
|
gold
|
duck
|
dug
|
|
|
kilt
|
guilt
|
leak
|
league
|
EVALUATION
1.
Describe
these two sounds /k/ and /g/.
2.
Give
5 examples on each of the sounds.
CONTENT: PUNCTUATION MARKS
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
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
Answers
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 girl’s father sat in a corner.
10. In the words of Murphy’s Law: ‘Anything that can go wrong will go wrong.’
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 girl’s father sat in a corner.
10. In the words of Murphy’s Law: ‘Anything that can go wrong will go wrong.’
CONTENT: 3 Main Idea and Supporting details
The main idea, or what some people call the
central idea, is the concept of the passage that the author wants to convey.
The term "supporting details” can be defined as
additional information that explains, defines or proves an idea.
Example: Figure out the topic and the main idea.
Most teenagers and young adults do not
know what they want to do for the rest of their lives. It is a big decision.
There are a number of things you can do to narrow the choices. For example you
can take an interest test, do some research on your own about a career, try
volunteer work in the field in which you are interested, or “job-shadow”, in
which you spend a day with a person who is working in a field that
interests you. These are just a few helpful ideas as you begin to choose a
career.
In this paragraph:
the topic
is jobs or career choices
the main idea is a few ideas to help
the reader choose a career
STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic
and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.
Students’ Activities:
Activity 1: The students listen with rapt attention
Activity 2: The
students give relevant examples.
Activity 3: The
students ask questions for clarity.
Activity 4: The
students copy the note on the board.
(EVALUATION)The teachers
evaluates the students by asking the following questions
i.
Write
a short story titled; The Meeting.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method
and correct any mistake observed during the assessment.
PRINCIPAL'S COMMENT:
WEEK 9 LESSON
PLAN
DATE: 2/03/2020
CLASS: JSS 2
DURATION: 35
minutes
TOPIC
(s): TOPICS
SPEECH
WORK: Nasal Consonant
STRUCTURE: Punctuation Marks continued
COMPOSITION:
Revision
LITERATURE:
Revision
PERIOD: 1
LEARNING OBJECTIVES:
At the end of the lesson, the students should be able to;
i.
Contrast
the three nasal consonants.
ii.
Punctuate sentence and clauses properly.
KEY VOCABULARY WORDS: Nasal sounds, apostrophe etc,
RESOURCES & MATERIALS: New Oxford Secondary Course for Junior
Secondary School, Advanced Oxford Dictionary.
New Oxford English for Junior Secondary Schools book 2.
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with topics.
CONTENT: 1 Consonants [m], [n], and [ŋ
A nasal consonant is a consonant whose production
involves a lowered velum and a closure in the oral cavity, so that air flows
out through the nose. Examples of nasal consonants are [m], [n], and [ŋ] (as
in think and sing).
Practice the M sound by saying these
words aloud:
1) mom
2) come
3) my
4) miss
5) time
6) man
7) Mary
8) dim
9) may
10) ram
1) mom
2) come
3) my
4) miss
5) time
6) man
7) Mary
8) dim
9) may
10) ram
Practice the N sound by saying these
words aloud:
1) nap
2) man
3) no
4) none
5) not
6) nine
7) ten
8) win
9) tiny
10) running
Can you feel the vibration in your nose?
1) nap
2) man
3) no
4) none
5) not
6) nine
7) ten
8) win
9) tiny
10) running
Can you feel the vibration in your nose?
Practice the ng sound by saying these
words aloud:
1) sing
2) singer
3) ring
4) thing
5) string
6) wings
7) bring
8) bringing
9) hang
10) English
1) sing
2) singer
3) ring
4) thing
5) string
6) wings
7) bring
8) bringing
9) hang
10) English
Now say these sentences out loud. Take your time and
practice the placement of the tongue to make the proper N and ng sounds.
The M sounds are blue. The N sounds are green. The ng sounds are red.
1) My mom sings.
2) No, the dog is not mine.
3) That ring is nice.
4) Come here now!
5) What is the man's name?
6) Bring me nine things.
7) Nancy knows him.
8) Bring the hangers to me!
9) Mary sings at night.
10) Learning English is fun!
The M sounds are blue. The N sounds are green. The ng sounds are red.
1) My mom sings.
2) No, the dog is not mine.
3) That ring is nice.
4) Come here now!
5) What is the man's name?
6) Bring me nine things.
7) Nancy knows him.
8) Bring the hangers to me!
9) Mary sings at night.
10) Learning English is fun!
CONTENT: 2 Punctuation Mark cont.
Hyphen (-)
A hyphen (–) is a
punctuation mark with three main uses. Many people confuse this punctuation
mark with the dash, but the two are quite different. The hyphen can be used in
compound words, to link words to prefixes, and also as a way to show word
breaks.
The hyphen punctuation rules and examples:
§ Use a
hyphen to join two or more words together into a compound term. Do not separate
the words with spaces.
Examples:
My
eight-year-old boy loves reading.
I
work part-time.
Self-expression
Self-confidence
Self-consciousness
Nineteenth-century
history
Old-furniture
salesman
Off-the-peg
suits
Self-paced
learning exercises
§ To link
prefixes to words
For
example: These things happened before
the pre-enlightenment era.
§ To
indicate word breaks
For
example: Unlike what some people might
think, the twentieth-century was very different from other preceding time
periods.
Dash
The dash is
used to separate words into statements.
There are two kinds of dashes, the en dash,
and the em dash. The en dash shows range or connections. On the other hand, the
em dash is used in places where a comma could also be used. The dash can also
be used to mark off words or statements that are not important to the meaning
of the statement. The dash can also be used in places where a comma would be
typically used.
Twice as
long as the en dash, the em dash (—) can be
used in place of a comma, parenthesis, or colon to enhance readability or
emphasize the conclusion of a sentence.
Example:
She
gave him her answer—No!
Exclamation Mark (!)
An exclamation
mark is used to show emphasis. It can be used in the
middle of a sentence or at the end of a sentence. When used at the end of a
sentence, it also takes on the role of a full stop or a period.
We often
use an exclamation mark (!) to show strong emotion or
give a command.
STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic
and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.
Students’ Activities:
Activity 1: The students listen with rapt attention
Activity 2: The
students give relevant examples.
Activity 3: The
students ask questions for clarity.
Activity 4: The
students copy the note on the board.
(EVALUATION)The teachers
evaluates the students by asking the following questions
List ten punctuation marks and it uses.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method
and correct any mistake observed during the assessment.
PRINCIPAL'S COMMENT:
Hello, my name is Jack Sparrow. I'm a 50 year old self-employed Pirate from the Caribbean.
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