SS1 second term Wk 5-9

LESSON PLAN WEEK FIVE

WEEK:  Five

DATE: 3- 7/02/2020

CLASS: SS 1

DURATION: 35 minutes

TOPICS: Phrasal verb

SUBTOPIC (IF ANY): 

PERIOD: 1

LEARNING OBJECTIVES:

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

i.                    Define phrasal verb

ii.                  Give examples of  phrasal verb

iii.                Identify phrasal verbs in a given paragraph.

KEY VOCABULARY WORDS: Phrasal verb, preposition, etc.

RESOURCES & MATERIALS: i. Oxford English for Secondary School.

ii. Comprehensive English for Secondary school.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students have been taught preposition and verb.

 

Contents: 1

Phrasal Verbs

A. STRUCTURE: PHRASAL VERBS

Someone may put a question to you ‘What time did you get up this morning?’

“Get up” is an example of phrasal verb meaning ‘to rise’ (from one’s bed). Here are some more examples

I put on my sleek jeans

What if he didn’t turn up.

What is a Phrasal Verb?

A phrasal verb is a verb followed by a preposition or an adverb; the combination creates a meaning different from the original verb alone.

Example :
To get  =  to obtain	I need to get a new battery for my camera.
To get together  =  to meet	Why don’t we all get together for lunch one day?

Phrasal verbs are part of a large group of verbs called “multi-part” or “multi-word” verbs. The preposition or adverb that follows the verb is sometimes called a particle.

Phrasal verbs and other multi-word verbs are an important part of the English language. However, they are mainly used in spoken English and informal texts. They should be avoided in academic writing where it is preferable to use a formal verb such as “to postpone” rather than “to put off”.

Points to Note about Phrasal Verbs

1. The verb consists of two words sometimes three e.g give in
2. The first word is short very commonly used word such as go, come, get, run, put, take e.t.c.
3. The second and (third) word is another short familiar word such as up, to, down, in, out, off e.t.c. Such words maybe regarded to as prepositions or adverb: here we will call the particles.
4. The separate words are not always a clear guide to the meaning of a phrasal verb as a whole. The meaning can however be inferred from the context just like any other word. What is the meaning of turn up?
5. Use your dictionary to find three phrasal verbs. A good dictionary contains examples.

Read the following paragraph and find out four phrasal verbs. Can you work out what they mean.

I first came across Chinua Achebe’s novel ‘Things Fall Apart’ when I was teaching in Secondary School in Nigeria. At one stage, I heard he was going to give a lecture at the university – but sadly, the visit was called off at the last minute.

Ever since then, I have eagerly bought a copy of each of his novels as soon as they came out.

As an avid reader of his novels, I was very upset when the news came through of his road accident. It was a great relief to all of us to hear that he had come through, although badly injured.

CONTENT 2

Phrasal Verb	Meaning	Example
Come about	Happen, develop	How did the strike come about?
Come across	Find	If you come across a pen, it’s mine.
Come by	Obtain	How did you come by this jotter?
Come in	To be received (income)	I have 50,000 naira coming in monthly
Come forward	To be identified	The detectives are appealing to witnesses to come forward
Come off	To stop being connected To happen To succeed	Your button is coming off Do you think the election will come off Tolu tried but his joke didn’t quite come off
Come on	As a word of encouragement To make progress To begin	Come on it’s not far now!  How is your school work coming on  I think I have a bit of malaria coming on
Come out	To appear, to emerge	His new book is coming out soon
Come round	To visit       To change opinion  To happen as usual To regain consciousness	When are you coming round to our house In the end, they came around to our point of view Your birthday comes around soon, doesn’t it? After a few minutes, he gradually came around
Come through	To arrive To survive	The news has just come through She nearly died but managed to come through
Come to	To regain consciousness   To reach a state  To add up	I think she is coming to life What is the world coming to?  The bill comes to 1000naira
With Call…
Call at	To visit	The train calls at enugu
Call back	To ring again	I’ll call back later if she is busy
Call by	To visit	Do you mind if I call next Friday?
Call for	To require To demand	That calls for the strongest action by the teachers The farmers called for better prices
Call in	To telephone	He called in to say he was sick
Call off	To cancel	They called off the match because of injury
Call on	To visit.      To formally request	Let’s call on Tony this evening The UN called on both parties to cease fire
Call out	To announce	The teacher called out their names
Call up	To telephone To make something appear	Bobola called up last night Joke called up the page from the website

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. (Phrasal verb)

Activity 3: The teacher explains the topic and gives relevant examples

Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:

 Activity 1: The students listen with rapt attention

Activity 2: The students give relevant examples.

Activity 3: The students ask questions for clarity.

Activity 4: The students copy the note on the board.

 EVALUATION: The teacher evaluates using questioning method, such as

1. What is a phrasal verb? Give examples.

ASSESSMENT

Practice Questions

1. The handle of the door _____ when I was trying to use it.

2. It’s difficult to say how much this terrible situation _____

3. He never warns people before he _____

4. I fainted when I _____ there was no one to be seen

5. The government _____ everyone concerned to negotiate

6. I’m in the middle of a difficult sum. Could you ask him to ____ later

7. A new syllabus ____ some years ago

8. It’s not a direct flight – it _____ Abuja on the way

9. I was amazed: I never thought that the plan they had developed would _____

10. I think that my work in English is _____very well.

 

 

 

 

 

LEARNING OBJECTIVES:

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

i.                    Identify the key words

ii.                  Identify the topic sentence in each paragraphs

KEY VOCABULARY WORDS: Phrasal verb, preposition, etc.

RESOURCES & MATERIALS: i. Oxford English for Secondary School.

iii.                Senior English Project Bk 1

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

 

CONTENT 3

B. COMPREHENSION 

 LEAVING HOME

Ochola was still immersed in his thoughts when Nyapol shouted to him that the bus was coming. His heart pounded with excitement as he rushed back to collect their belongings. In no time the Uyomakisumu bus appeared. It swerved and lurched dangerously to a standstill at the side of the road where the passengers were still waiting. Within minutes their luggage had been thrown on top, while a bus conductor packed the passengers in a space hardly large enough to seat a child. Nyapol started to grumble, but when she noticed the discomfort on the faces of the other passengers she kept quiet. Babies were screaming and some passengers were talking at the top of their voices and laughing. Cigarette smoke, children vomiting and the smell of humanity all combined to produce a stale, sickening smell that choked Nyapol as soon as she entered the bus.

A passenger complained bitterly that the bus was too full. The conductor turned promptly on him. You get out and walk.’ he said and shook his fist rudely,’ what do you people want? If I leave someone behind, because the bus is too full, you curse and swear at me. If I squeeze you all in, and save you waiting a whole day, you abuse me. Well, gentleman, you either get down and walk or keep your big mouth shut. The man looked at the conductor in dismay and keeps his mouth shut. The packed bus groaned several times before it started moving, blanket of smoke followed behind, saturating the air with diesel fumes. Nyapol glanced sadly at the village where she had been married and lived for only a few months. She did not have many friends there, but she had become deeply attached to the old man and her step-mother-in-law. She would also miss Nyariwo who plaited her long hair on Sundays. She knew the old man would miss her taking him his breakfast.

Since her marriage, she had taken him a large mug of sweetened tea each morning, sometimes with boiled cassava or sweet potatoes and, when they were lucky, a sliced of bread. Nyapol’s thoughts were interrupted by a big jolt as the heavy bus bumped its way over the lower bridge, which consisted of boards precautious suspended on cement pillars. The jolt was a severe one. She felt a sharp pain in her womb, and tighten her lips. She cursed the driver and blamed ochola for exposing her to such rough travelling during her early pregnancy.

Yet the government was partly to blame. They combed the village, turning people’s purses inside out looking for taxes. But still the narrow bridges were washed away by the floods each season, and the people themselves had to replace them.

3. From the comprehension passage above, answer the following questions-

1. Nyapol was sad to leave the village because of?

a. she had lived there all her life

b. she wanted to stay there with her mother and sisters

c. she would deeply miss several people

d. she knew she would miss the food

e. she hated journeys

2. The rough journey was particularly unpleasant for Nyapol because?

a. she was frightened of the dangerous bridges

b. the bus was crowded and full of diesel fumes

c. she was expecting a baby

d. she had to stand

e. the bus conductor was rude to her

3. How did the conductor justify himself when the passengers complained about the bus being too crowded

4. Why was the Government partly to blame according to the writer?

5. ‘cigarette smoke, children vomiting and the smell of humanity…

• what is the grammatical name to the above given expression,
• what is its function?

6. For each of the following words, find another word or phrase that means the same as used in the passage

a. pounded

b. bitterly

c. saturating

d. attached

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 explains, how to identify main ideas and supporting ideas

Activity 3: The teacher explains the topic and gives relevant examples

Students’ Activities:

 Activity 1: The students listen with rapt attention

Activity 2: The students read the comprehension passage

Activity 3: The students ask questions for clarity.

Activity 4: The students answer the questions that follows the comprehension passage.

 EVALUATION: The teacher evaluates using questioning method.

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 6

WEEK:  Six

DATE: 10 – 14/02/2020

CLASS: SS 1

DURATION: 35 minutes

TOPIC: Verb

SUBTOPIC (IF ANY):  Auxiliary verb ‘will and would’

PERIOD:

LEARNING OBJECTIVES:

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

i.                    differentiate will and would

ii.                  write correct sentence using will

iii.                Identify the uses of would

KEY VOCABULARY WORDS:  Auxiliary, verb, will, would etc

RESOURCES & MATERIALS: New Concept English for Senior Secondary School.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are modal auxiliary verb.

 

 

 

 

 

Contents: 1

A. AUXILIARY VERBS: WILL AND WOULD

Helping verbs or Auxiliary verbs such as will, shall, may, might,  would, need are used in conjunction with main verbs to express shades of time and mood. The combination of helping verbs with main verbs creates what are called verb phrases or verb strings

Will

Used to express desire, preference, choice, or consent:

• I will take this apple if he doesn’t want it.
• Will you stop talking like that?

Used to express the future:

• He will submit his classwork tomorrow.
• The news will spread soon.

Used to express capacity or capability:

• This place will hold three oranges.
• This airplane will take 200 passengers.

Used to express determination, insistence, or persistence:

• I will do exactly as you say.

Would (past form of will)

Often used in auxiliary functions with rather to express preference:

• I would rather go to the cinema today.
• We’d rather say something than stay quiet.

Used to express a wish or desire:

• I would like to have one more glass of juice

Used to express contingency or possibility:

• If I were you, I would be so happy.

Used to express routine or habitual things:

Normally, we would work until 4 p.m. but today is a public holiday

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. (Auxiliary ‘will and would’)

Activity 3: The teacher explains the topic and gives relevant examples

Activity 4: The teacher welcomes students’ examples and contribution.

                      

Students’ Activities:

 Activity 1: The students listen with rapt attention

Activity 2: The students give relevant examples.

Activity 3: The students ask questions for clarity.

Activity 4: The students copy the note on the board.

WRAP UP (CONCLUSION)

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

ASSESSMENT (EVALUATION):

Make five sentences each using will and would

 

 

CONTENT: 2

LEARNING OBJECTIVES:

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

i.                    Define intonation

ii.                  Identify types of intonation

iii.                Write examples of falling and rising intonation.

KEY VOCABULARY WORDS:  Intonation, rising, falling, etc

RESOURCES & MATERIALS: New Concept English for Senior Secondary School.

Phonetics and Phonology for Secondary School.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with voice modulation

 

 

 

TOPIC: INTONATION

Intonation is the way the pitch or the level of the voice goes up and down when we speak for proper pronunciation of English words, appropriate intonation must be given to speech.

Intonation gives the music of the speech and helps to convey the attitudinal meaning

TYPES OF INTONATION

1. Falling tune
2. Rising rune

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?

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. (Intonation)

Activity 3: The teacher explains the topic and gives relevant examples

Activity 4: The teacher welcomes students’ examples and contribution.

                      

Students’ Activities:

 Activity 1: The students listen with rapt attention

Activity 2: The students give relevant examples.

Activity 3: The students ask questions for clarity.

Activity 4: The students copy the note on the board.

WRAP UP (CONCLUSION)

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

ASSESSMENT (EVALUATION):

1.      Write four examples of falling intonation

2.      Write four examples of rising intonation

CONTENT 3: WRITING SKILLS

LEARNING OBJECTIVES:

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

i.                    Explain report writing

ii.                  Enumerate the features of report

iii.                Write a well-structured report

KEY VOCABULARY WORDS:  Report, etc

RESOURCES & MATERIALS: Senior Secondary English project Bk 1

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

 

 

 

C. WRITING SKILLS

Writing a report based on a graph

Many important decisions are taken based on statistical data. Records containing such data must be consulted before decisions are taken. That is why the school keeps records of your performance and behavior and why businesses keep records of capital investment, expenditure, profits, bad debts, bankrupt customers, names and addresses of shareholders and details of their holdings, dividends e.t.c

Writing a report based on other information

A rich business woman is thinking of investing her money into a business. After doing a survey and research on students in a nearby school just beside the woman proposed site for business, and after having found out the basic needs of the students, write a report on your observations from the survey and suggest why she should invest in the business you are recommending.

Writing a letter of advice

A friend is thinking of starting up a business. You can decide what sort of business, it could be an internet café, a small shop or a restaurant. Write a letter to your friend containing practical hints, words of encouragement and also perhaps some words or warnings and risks involved in starting such business.

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. (Report)

Activity 3: The teacher explains the topic and gives relevant examples

Activity 4: The teacher welcomes students’ examples and contribution.

                      

Students’ Activities:

 Activity 1: The students listen with rapt attention

Activity 2: The students give relevant examples.

Activity 3: The students ask questions for clarity.

Activity 4: The students copy the note on the board.

WRAP UP (CONCLUSION)

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

ASSESSMENT (EVALUATION):

Practice:

Imagine you are the manager of your school’s tuck shop. You have been asked to make recommendations about whether to increase the stock of bread or biscuit

                                                  LESSON PLAN WEEK SEVEN

WEEK:  Seven

DATE: 17 – 21/02/2020

CLASS: SS 1

DURATION: 35 minutes

TOPICS: Skill Focus: How to Write a Speech

Structure: Auxiliary Verb (Shall/Should)

Word Register on Transportation

SUBTOPIC (IF ANY): 

PERIOD: 1

LEARNING OBJECTIVES:

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

i.                    Write a speech

ii.                  Identify the use of ‘shall and should’

iii.                Identify vocabulary related to transportation.

KEY VOCABULARY WORDS: Speech, , preposition, etc.

RESOURCES & MATERIALS: i. Oxford English for Secondary School.

ii. Comprehensive English for Secondary school.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students have been taught preposition and verb.

 

Week 7

Contents:

Skill Focus: How to Write a Speech

Structure: Auxiliary Verb (Shall/Should)

Word Register on Transportation

A. SKILL FOCUS: HOW TO WRITE A SPEECH

These notes will help you to prepare and give your speech.

1. Preparations

When preparing your speech, remember these three main factors:

• The Situation – What is the occasion – formal, semi-formal or informal? Should your tone be solemn or light-hearted?
• The Audience – Just your fellow students – or the general public?
• Your Purpose – You need to consider both the purpose of your speech, and the purpose of the meeting or occasion. How will your speech help achieve the purpose(s)?

2. The Structure of the speech

A typical speech follows this structure:

• The opening (greetings, the subject of the speech, opening remarks)
• The body of the speech
• Concluding remarks

3. Giving your speech

For the purposes of this book and the exam, you will be required to write out the speech in full. Many people find that writing out their speech like this gives confidence.

However, when you deliver your speech, as we have already said it is not a good idea to read it. You need to speak it, addressing the audience not a piece of paper.

That is why  we recommend you list the points you want to make in note form on a piece of card, and refer to it as necessary. And of course, you should practise giving your speech in advance.

Practice: A much respected member of staff is about to leave the school. You have been asked to  make a speech to give during morning assembly. Write your speech.

B. STRUCTURE: SHALL/SHOULD

Shall and should are auxiliary verbs. They are used as auxiliary verbs and always need a main verb to follow.

Shall

Mainly used in American English to ask questions politely (it has more usages in British English). For the future tense, will is more frequently used in American English than shall.

• Shall we eat?
• Shall I go now?
• Let’s have a toast, shall we?

Often used in formal settings to deliver obligation or requirement:

• You shall abide by the rules and regulations of your school.
• There shall be no trespassing on this property.
• Students shall not enter the dining room during school hours.

Should (past form of shall)

Often used in auxiliary functions to express an opinion, suggestion, preference, or idea:

• You should visit the hospital today.
• I should take a bus this time.
• He should be more thoughtful in the decision-making process.

Used to express that you wish something had happened but it didn’t or couldn’t (should + have + past participle):

• You should have been there, it was a beautiful play.
• I should have completed it earlier to meet the deadline.
• We should have visited grandma on our way home.

Used to ask for someone’s opinion:

• What should we do now?
• Should we continue our meeting?
• What should we eat at night?

Used to say something expected or correct:

• There should be a public water supply in this neighbourhood.
• Everybody should arrive before the match past
• We should be there this evening.

C. WORD REGISTER ON TRANSPORTATION

Transportation is the movement of humans, animals and goods from one place to the other. It is vital because the world’s economic development is related to it.

Some means of transportation are:

Bicycle           camels                        chariot

Cars                motorcycle               Auto ricks law

Horses            Bus                             Trucks and Ships

Apart from the animals, all other means of transport are products of science and technology

Words that relate to transportation

• Means of transportation

Horses

Camels

Bicycles

Motorcycles

Cars, buses, trucks, lorries

A three-wheel

An aeroplane

A modern trains

Canoes, Boats, Ships

Helicopter

• People involved in transportation

Passenger

Drivers

Conductor

Air-hostess

Places

Bus-stop

Terminal

Run-way

Station

Motor parks

• Parts/sections

Fueling station

Engine

Service centre

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 topics

Activity 3: The teacher explains the topic and gives relevant examples

Activity 4: The teacher welcomes students’ examples and contribution.

                      

Students’ Activities:

 Activity 1: The students listen with rapt attention

Activity 2: The students give relevant examples.

Activity 3: The students ask questions for clarity.

Activity 4: The students copy the note on the board.

WRAP UP (CONCLUSION)

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

ASSESSMENT (EVALUATION):

Exercise 

1. Write a speech on any preferred of your choice.
2. What are the similarities and differences between the words shall and should?
3. Write out about three hundred words that are associated with transportation.

                                                                             

                                                                             

                                                  LESSON PLAN WEEK EIGHT

WEEK:  8

DATE: 24-28/02/2020

CLASS: SS 1

DURATION: 35 minutes

TOPICS: Writing: Semi Formal Letter

Structure: Punctuation Marks – Question mark, Exclamation mark, Full stop/Period.

Writing Narrative

SUBTOPIC (IF ANY): 

PERIOD: 1

LEARNING OBJECTIVES:

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

i.                    Enumerate the features of Semi Formal letter

ii.                  Punctuate a sentence correctly.

iii.                Write a narrative essay

KEY VOCABULARY WORDS: Former letter, Narrative, Exclamation, Semi Colon etc.

RESOURCES & MATERIALS: i. Oxford English for Secondary School.

i.                    A chart showing template of formal letter.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students

Are familiar with the topics.

 

CONTENT 1

A. SEMI-FORMAL LETTER

There are occasions when you will need to write someone a semi-formal letter.Usually, this will be a letter that you need to write to someone older than yourself but usually on a private of family matter.

A Semi-formal letter is type of that is sent to someone you know, but do not share cordial relationship with. A Semi-formal letter is also used in non-formal relationship, but which requires polite and respectful approach (e.g. a school teacher, school principal, etc.). Semi-formal letter is in-between Formal and Informal letter. Meaning, it is written in more polite tone compared to Informal letter.

Features of Semi-Formal Letter

1. Address (Top Right): Write the return address (your own address) followed by the date at the right hand side.

2. Salutation: “Dear Mrs Lucy” is perfect, If you do not know the name of the recipient, you may write the position as in “Dear Sir” or “Dear Madam”

Related Posts: Grammar Clinic: Letter Writing (Formal Letter)

3. Introduction: The introductory sentence should not be too formal or informal. For example:

I thoroughly enjoyed the meeting we had on the 1st of April about the position of an account officer in your company. I was impressed in the industriousness I observed in your workers and I am confident I will fit in.

4. Body: Think about the body of your letter. Devote about four clear, direct and specific paragraphs to the body, and present only one main idea per paragraph.

Related post: Grammar Clinic: Letter Writing (Informal letter)

5. Write the appropriate closing: Closings range from more formal to less formal: “Respectfully yours,” “Yours very truly,” “Yours truly,” “Sincerely yours,” “Sincerely,” “Yours sincerely,” “Cordially,” “Best regards” “Warmest regards” “Best wishes” and “Best.”

6. Follow the complimentary close with your signature and your name.

Sample of Semi-Formal Letter

 

 

 

CONTENT: 2

B. STRUCTURE:

PUNCTUATION MARKS – QUESTION MARK (?), EXCLAMATION MARK (!), FULL STOP (.).

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.

Examples of Punctuation Marks

– Sentence Endings

Three of the fourteen punctuation marks are appropriate for use as sentence endings. They are the period, question mark, and exclamation point.

The period or full stop (.) is placed at the end of declarative sentences, statements thought to be complete and after many abbreviations. A full stop is placed at the end of each sentence to indicate the end of the sentence, which can be a statement, request or command. A full stop is not used at the end of a phrase or subordinate clause. Doing so does not create complete sentences.

For example:

•  As a sentence ender: I am going home.

•  After an abbreviation: Her Sept. birthday came and went.

Usage of Full Stop or Period (.)

a. The period is used after most abbreviations:

Example: Mr., Mrs., Ms., Dr., Rev. Wed., Oct.

b. Most short versions of some specific expressions end in a period.

Example: A.M./a.m., P.M./p.m., p.a.

c. Only one full stop is used if a sentence ends with an abbreviation.

Example: Her biggest ambition is to successfully complete her M.A.

d. The period is used to show the shortened form of a word.

Example: Opp., mo. (Written abbreviations of ‘opposite’, ‘month’)

e. A full stop is always placed inside quotation marks, whether or not it is part of the quotation.

Example: John said, “That stray dog is not mine.”
NOT: John said, “That stray dog is not mine”.

The question mark (?) is used

• to indicate a direct question when placed at the end of a sentence.

E.g.: When did Jane leave for the market ?

• A question mark is used after a question that ends with an abbreviation.

E.g.: You said you saw the film show at about 7 p.m.?

The exclamation point/mark (!) is used when a person wants to express a sudden outcry or add emphasis. An exclamation mark is used after interjections or commands. (An interjection is a word or phrase used to express a strong feeling.) It expresses an emotion such as surprise, anger, fear, pain or pleasure.

1. Within dialogue: “Holy moses!” screamed David.
2. To emphasize a point: My mother-in-law’s rants make me furious !
3. To express an emotion: What a complete waste of my time! / Sit over there and be quiet for an hour!

CONTENT: 3

C. WRITING NARRATIVE

One of the ways you can make writing more interesting is by bringing in the five senses. If you observe events using your five senses, then try to bring them into writing, you will in turn help your readers to use their five senses, in their imagination while reading. The readers will then find your writing more interesting. The five senses are Sight, Sound, Taste, Touch and Smell.

The six stages of writing

Stage 1: Preparation

a. Initial thinking (Brainstorming)

b. Minor ideas

c. Drawing up the plan: Introduction, Development, Conclusion.

Stage 2: Rough Draft

Stage 3: Discuss with a partner

Stage 4: Final Draft

Stage 5: Final check

Stage 6: Studying Teacher’s Feedback

Brainstorming

The point of the brainstorming stage is to think up ideas to write about – at this stage, in any order. Our brainstorming session might come up with a ‘mind map’ like the one below. Each idea is put in a separate ‘bubble’.

Example:

A Recent Journey

Section 1 Introduction

Main Idea: Basic Info/Preparations

Minor Idea:  My Uncle’s Invitation to stay with him in Kaduna. Presentations – present. Packing. How I felt.

Section 2 Development

Main Idea A: Catching the bus

Minor Ideas: Brother saw me off. Busy Park. Very aggressive conductors. Look for a safe vehicle. What I saw/heard/smelt while waiting.

Main Idea B: First part of the journey

Minor Ideas: Unusual view of my home town from the bus. Dodging the traffic – bumpy roads, smell of fumes. Chat with person next to me.

Section 3 Conclusion

Main Idea: The end of the Journey

Minor Ideas: Arrival. Who was there to meet me.

Practice:

Following the stages outlined in this section, write about 300 words on one of the following. Don’t forget to bring in some of the five senses. Describe a recent journey you made.

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 topics

Activity 3: The teacher explains the topic and gives relevant examples

Activity 4: The teacher welcomes students’ examples and contribution.

                      

Students’ Activities:

 Activity 1: The students listen with rapt attention

Activity 2: The students give relevant examples.

Activity 3: The students ask questions for clarity.

Activity 4: The students copy the note on the board.

WRAP UP (CONCLUSION)

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

ASSESSMENT (EVALUATION):

1. Write a semi-formal letter to an imaginary nurse who was friendly to you during your last visit to the husband.
2. Briefly discuss the six stages of planning a narrative.
3. Write an essay on the most interesting thing you have ever done.

                                                                             

                                                    LESSON PLAN WEEK NINE

WEEK:  9

DATE: 2 – 6/02/2020

CLASS: SS 1

DURATION: 35 minutes

TOPICS: Homophone: Homonyms, Heterographs, Homographs, Heteronyms

Punctuation marks: Comma, Colon, Semi-colon, Quotation, Brackets, Ellipsis, Speech marks, Slash, Square Brackets, Hyphen, Dash

SUBTOPIC (IF ANY): 

PERIOD: 1

LEARNING OBJECTIVES:

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

i.                    Define Homophone and give relevant examples

ii.                  Use the appropriate punctuation mark.

KEY VOCABULARY WORDS: Homophone, Punctuation, Ellipsis, Hyphen etc.

RESOURCES & MATERIALS: i. Oxford English for Secondary School.

II. Essential English for Secondary School.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: the students

Are familiar with the homophones and punctuation mark.

 

Contents: 1

A. HOMOPHONE

A  homophone is a word that is pronounced the same as other words but differs in meaning, and may differ in spelling. A homophone is a word that is pronounced the same as another word but differs in meaning, and may differ in spelling. The words may be spelled the same, such as rose (flower) and rose (past tense of “rise”), or differently, such as carat, caret, and carrot, or to, two, and too.

The words may be spelled the same, or differently.

Examples

Same Spelling: Rose   =  Flower

Rose = past tense of rise

Different Spelling: Carat, Caret, Carrot

To, Two, Too

Heterographs are words that sound the same, but are spelled differently and have different meanings. They are also known as homophonic heterographs. English example sets are “there, their, and they’re”; “your, you’re, and yore”, “its and it’s”; and “here and hear”.

Heteronyms (also known as a heterophone) are words that are written identically but have a different pronunciation and meaning. In other words, they are homographs that are not homophones. Thus, row (propel with oars) and row(argument) are heteronyms, but mean (intend) and mean(average) are not (since they are pronounced the same). Heteronym pronunciation may vary in vowel realisation, in stress pattern or in other ways:

1. A bass was painted on the head of the bass drum.
2. They were too close to the door to close it.
3. Don’t desert me here in the desert!
4. When shot at, the dove dove into the bushes.
5. How can I intimate this to my most intimate friend?
6. The insurance was invalid for the invalid.

A Homograph is a word that shares the same written form as another word but has a different meaning. When spoken, the meanings may be distinguished by different pronunciations, in which case the words are also heteronyms. Words with the same writing and pronunciation (i.e. are both homographs and homophones) are considered homonyms.

Examples:

(1)

bear (verb) – to support or carry

bear (noun) – the animal

In (1) the words are identical in spelling and pronunciation (i.e. they are also homophones), but differ in meaning and grammatical function.

(2)

sow (verb) – to plant seed

sow (noun) – female pig

(2) is an example of two words spelt identically but pronounced differently. Here confusion is not possible in spoken language but can occasionally occur in written language.

Heterograph	Homonym	Heteronym
Different spelling and meaning e.g too/two	Different meaning e.g. tire (car wheel) tire (fatigue)	Different pronunciation and meaning  e.g desert  (arid region) / desert cleave)
Different spellinge.g gasses/gasses	Identical words	Different pronunciation e.g the (before vowel sound) / the (before consonant sound)

 

 

 

CONTENT: 2

B. PUNCTUATION MARKS

Punctuation is the system of signs or symbols given to a reader to show how a sentence is constructed and how it should be read.

THE COMMA (,)

The comma, semicolon and colon are 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 letter writing after the salutation and closing.

• Separating elements within sentences: Suzi wanted the black, green, red, pink, white and blue shoes.

Note that in a list, the final two items are linked by the word ‘and’ rather than by a comma.

• Letter Salutations: Dear Uncle John , Dear Miss Busola,
• Separation of two complete sentences: We went to the movies, and we went to the beach.

The comma is useful in a sentence when the writer wishes to:

pause before proceeding

add a phrase that does not contain any new subject

separate items on a list

use more than one adjective (a describing word, like beautiful)

For example, in the following sentence the phrase or clause between the commas gives us more information behind the actions of the boy, the subject of the sentence:

The boy, who knew that his mother was about to arrive, ran quickly towards the opening door.

THE COLON (:)

A colon (:) has two main uses:

The first is after a word introducing a quotation, an explanation, an example, or a series. It is also often used after the salutation of a business letter.

The second is within time expressions. Within time, it is used to separate out the hour and minute: 11:00am.

A colon is used before a list and usually after ‘as follows.’

E.g.: This basket contains the following fruits: mango, pawpaw, watermelon, apple and pineapple.

It is used to separate the hour from the minutes when telling time

E.g.: 12:13am

It can be used within a heading, or descriptive title.

Example:

Comedy or Reality: A man slapped his wife over lunch.

SEMI-COLON (;)

The semi-colon is perhaps the most difficult sign of punctuation to use accurately.  If in doubt, avoid using it and convert the added material into a new sentence.

As a general rule, the semi-colon is used in the following ways:

A semicolon is used to join two sentences, independent clauses or a series of items which are closely connected in meaning.

Examples:

We leave for Ibadan at noon; the weather looks promising.

He gives up smoking; obviously, he fears contracting one of the smoking-related diseases

The semi-colon can also be used to assemble detailed lists.

E.xamples:

The conference was attended by delegates from Ikeja, Lagos; Agbowo, Ibadan; Wuse, Abuja; Daura, Katsina; and Sabongari, Kano.

The semicolon (;) is used to connect independent clauses. It shows a closer relationship between the clauses than a period would show. For example: John was hurt ; he knew she only said it to upset him.

THE APOSTROPHE (‘)

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

• The apostrophe indicates possession or ownership.

For example:

The boy’s car is red, (girl is in the singular).

This shows the reader that the car belongs to the boy.

The boys’ cars are green, (boys in this instance are plural, i.e. more than one boy, more than one car).

This indicates that the cars belong to the boys.

• to form contractions by showing the numbers or letters that have been left out.

E.g.: ’89 =1989
E.g.: I am = I’m / we are = we’re / he will, you’re

• to form the possessive of a noun.

Add ‘s to a single noun or name: uncle’s pipe; Tony’s girlfriend; dog’s tail; Bobola’s car.
Add ‘s to singular noun that end in –s: actress’s role; princess’s lover; rhinoceros’s skin.
Add ‘s to plural nouns that end in –s: boys’ bicycles; friends’ houses; books’ covers
Add ‘s to other plural nouns: children’s toys; women’s clothes; men’s boots.
Add ‘s to a person’s office or shop: I’ll buy the pork at the butcher’s. / I’ll be visiting Tom’s.
Add ‘s only after the second name: Jack and Jill’s pail; Bonnie and Clyde’s loot.

• to form the plural of abbreviations: many Dr.’s; many M.D.’s; many Ph.D.’s.

QUOTATION OR SPEECH MARKS (“….”)

Quotation or speech marks are used to:

To mark out speech

When quoting someone else’s speech

For example:

My grandma said, “Share your chocolates with your friends.”

“George, don’t do that!”

“Will you get your books out please?” said Mrs Jones, the teacher, “and quieten down!”

HYPHEN (-)

The hyphen is used to link words together.

For example:

• twentieth-century people
• second-class upper
• non-verbal

Generally, hyphens are used to join two words or parts of words together while avoiding confusion or ambiguity.

EXAMPLES

show-down

up-to-date

There are some cases where hyphens preserve written clarity such as where there are letter collisions, where a prefix is added, or in family relations. Many words that have been hyphenated in the past have since dropped the hyphen and become a single word (email, nowadays).

EXAMPLES

• co-operate
• oval-like
• anti-bomb
• post-colonial
• great-grandmother
• mother-in-law

HYPHENS IN NUMBERS

Hyphen is used with compound numbers from twenty-one to ninety-nine.

EXAMPLES

• Twenty-two
• seventy-five
• thirty-three
• sixty-nine

In written fractions, a hyphen is placed between the numerator and denominator except if there is already a hyphen in either the numerator or the denominator.

EXAMPLES

two-thirds

one-eight

three-tenths

six-hundredths

A Hyphen is used when a number forms part of an adjectival compound

EXAMPLES

Bobola has a 55-hour working week.

Busola won the 12000-metre marathon race.

Wole Soyinka was a great nineteenth-century novelist.

DASHES

Dashes can be used to add parenthetical statements or comments in much the same way as you would use brackets. In formal writing you should use the bracket rather than the dash as a dash is considered less formal. Dashes can be used to create emphasis in a sentence.

EXAMPLES

You may think she is a liar – she isn’t.

Osas might come to the party – you never know.

BRACKETS (   )

Brackets always come in pairs (  ) and are used to make an aside, or a point which is not part of the main flow of a sentence.  If you remove the words between the brackets, the sentence should still make sense.

For example:

“The strategy (or strategies) chosen to meet the objectives may need to change as the intervention continues.”

SQUARE BRACKETS […]

A different set of square brackets [   ] can be used:

to abbreviate lengthy quotations

to correct the tense of a quotation to suit the tense of your own sentence

to add your own words to sections of an abbreviated quotation.

To abbreviate lengthy quotations in an essay or report

Example:

“We can define class as a large-scale grouping of people who share common economic resources that strongly influence the types of lifestyle they are able to lead.  Ownership of wealth, together with occupation, are the chief basis of class differences.  The major classes that exist in Western societies are an upper class […]; a middle class […] and a working class […].”

(Giddens, 1997, p.243)

SLASH (/)

Many people use the slash instead of or, and etc., but this is not always helpful to the reader.  There is, however, a modern convention in gender-neutral writing to use ‘s/he’.

ELLIPSIS (…)

An ellipsis (three dots) indicates that part of the text has been intentionally been left out.

Example: List of odd numbers between 1 and 99 – 1,3,5,… 99.

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 topics

Activity 3: The teacher explains the topic and gives relevant examples

Activity 4: The teacher welcomes students’ examples and contribution.

                      

Students’ Activities:

 Activity 1: The students listen with rapt attention

Activity 2: The students give relevant examples.

Activity 3: The students ask questions for clarity.

Activity 4: The students copy the note on the board.

WRAP UP (CONCLUSION)

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

ASSESSMENT (EVALUATION):

1. Homophones may differ from the words their pronunciations are similar to in either of two ways which are—– and ———–? (A. Meaning and Spelling B. Meaning and sound C. spelling and sound D. None of the above E. All f the above)
2. What are heterographs?
3. List and differentiate twenty heteronyms you know.
4. What do you understand by a homograph?
5. In your opinion, which is the most used punctuation mark?