LESSON PLAN WEEK FIVE

WEEK: 5

DATE:

CLASS: SS 2

DURATION: 35 minutes

TOPIC: Summary Writing; Types of Pronouns; Speech Work: Rhyme Scheme

SUBTOPIC (IF ANY):

PERIOD: 1

LEARNING OBJECTIVES:

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

i. Explain summary

ii. Outline qualities of a good summary

iii. Summarize a given passage

KEY VOCABULARY WORDS: Concise, brief, summary 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 BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: the students have learned how to identify topic sentences.

Summary Writing

Summaries are a brief explanation of a story or piece of writing. You will need to include only the main idea and supporting facts. You can include some other things, but do not re-write the story. Below are tips to guide you when answering summary questions;

1. Skim the piece: Don’t take any notes this time — just take in the bare minimum to wrap your mind around the basic plot of the book or article. You’ll be able to concentrate on the smaller things later.

2. Read the piece thoroughly: In order to write an accurate summary, you must understand what you’re reading. Try reading with the author’s purpose in mind.

3. Outline the article: This serves as the skeleton of your summary. Write down the support points of each section, but do not go into minor detail. It’ll benefit you to write it in your own words now; that will save you time translating later. If you can’t get around copying from the original, put quotation marks around it. Only do this with incredibly important sentences that cannot be reworded.

4. Start with a clear identification of the work: This automatically lets your readers know your intentions and that you’re covering the work of another author. Clearly identify (in the present tense) the background information needed for your summary: the type of work, title, author, and main point. Example: In the featured article “Five Kinds of Learning,” the author, Holland Oates, justifies his opinion on the hot topic of learning styles — and adds a few himself.

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 summary?

ii. What are the guidelines for a good summary?

WRAP UP (CONCLUSION)

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

ASSESSMENT: Answer the summary questions in 2015 WAEC past question

PERIOD: TOPIC: PRONOUN

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

i. Define pronoun

ii. Enumerate kinds of pronouns

iii. Explain the various types of pronoun

KEY VOCABULARY WORDS: pronoun,

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 BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: the students have been taught nouns.

Types of Pronouns:

Traditional grammars define pronouns as “small words that take the place of other words, phrases, and clauses.” Pronouns in English more specifically take the place of nouns, noun phrases, and noun clauses as well as some other grammatical forms. English pronouns may be further classified into more specific categories: personal pronouns, indefinite pronouns, demonstrative pronouns, interrogative pronouns, and relative pronouns.

Personal Pronouns: The first type of pronoun in the English language is the personal pronoun. Personal pronouns are pronouns that refer to specific antecedents. The English personal pronoun system includes four types of pronouns: subject pronouns, object pronouns, possessive pronouns, and reflexive pronouns. Personal pronouns express person and number in English. The English personal pronouns are:

I, me, mine, myself

We, us, ours, ourselves

You, yours, yourself, yourselves

He, him, his, himself

She, her, hers, herself

It, it, its, itself

They, them, theirs, themselves

For example:

I bought him it to give to her.

You need to wash the dishes yourself.

She finished them for us yesterday.

Mine and his are on the table next to yours and hers.

For more information about personal pronouns, see The English Personal Pronoun System.

Indefinite Pronouns: The second type of pronoun in the English language is the indefinite pronoun. Indefinite pronouns are pronouns that refer to unspecified antecedents. Some indefinite pronouns are also referred to as impersonal pronouns. Indefinite pronouns express numbers in English. The English indefinite pronouns are:

Singular indefinite -one pronoun

Singular indefinite -body pronouns

Singular indefinite -thing pronouns

Other singular indefinite pronouns

Plural indefinite pronouns

Singular/plural indefinite pronouns

You, yours, yourself, yourselves

They, them, theirs, themselves

For example:

Nobody left anything for you.

Both are for neither.

Somebody called about something last night.

They say you should always wash your hands before eating.

Demonstrative Pronouns: The third type of pronoun in the English language is the demonstrative pronoun. Demonstrative pronouns are pronouns of literal and figurative distance that provide additional information about the proximity of the word, phrase, or clause replaced by the pronoun. Demonstratives pronouns express number and deixis in English. The English demonstrative pronouns are:

This

That

These

Those

For example:

This is more important than that.

Give me those.

These give me a tummy ache.

We talked about this and that yesterday.

Interrogative Pronouns: The fourth type of pronoun in the English language is the interrogative pronoun. Interrogative pronouns are pronouns used to ask questions. Some interrogative pronouns are technically interrogative adverbs. Interrogative pronouns express number in English. The English interrogative pronouns are:

Who

Whom

What

Which

Whose

How (interrogative adverb)

Why (interrogative adverb)

Where (interrogative adverb)

Whoever

Whomever

Whatever

Whichever

Whosever

For example:

Who stole the cookie from the cookie jar?

Which did you give to whom?

You are vacationing where?

Whatever do you mean?

Relative Pronouns: The fifth type of pronoun in the English language is the relative pronoun. Relative pronouns are a type of subordinating conjunction that introduce adjective, or relative, clauses. Some relative pronouns are technically relative adverbs. Relative pronouns express number in English. The English relative pronouns are:

Who

Whom

That

Which

Whose

When (relative adverb)

Where (relative adverb)

Why (relative adverb)

For example:

The man who brought the cake is my brother.

The painting, which you vehemently hate, just sold for millions.

I am not a fan of the cookies that you baked.

Tell me the reason why you are late.

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 and explain the types of pronouns that you know.

ii. Give examples of demonstrative pronouns and use them in sentences.

iii. Which of these is not an example of interrogative pronoun? (A) That (B) Who (C) Whom (D) Whatever

WRAP UP (CONCLUSION)

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

ASSESSMENT:

Fill in the blank spaces with one of the words in brackets.

1. Did you ask David or __________ (I, me)
2. Sandra and ____________ (I, me) went to the railway station.
3. Will you let John and __________ (I, me) go to the cinema?
4. Mother gave ___________ (we, us) more mangoes than she gave to Antony and Rosy.
5. ___________ are going to the park.

LEARNING OBJECTIVES:

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

i. Define rhyme.

ii. Identify words that rhymes.

KEY VOCABULARY WORDS: Scheme, Rhyme, Pattern, Alternate rhyme 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 been taught homophone.

Speech Work: Rhyme Scheme

Rhyme scheme is the pattern of rhyme that comes at the end of each verse or line in poetry. In other words, it is the structure the end words of a verse or line that a poet needs to create when writing a poem. Several poems are written in free verse style. Some other poems follow non-rhyming structures, paying attention only to number of syllable.

Types of Rhyme Scheme

There are a number of rhyme schemes used in poetry; however, some of the popular are:

Alternate rhyme: It is also known as ABAB rhyme scheme, it rhymes as “ABAB CDCD EFEF GHGH.”

Ballade: It contains three stanzas with rhyme scheme of “ABABBCBC” followed by “BCBC.”

Mono rhyme: It is a poem in which every line uses the same rhyme scheme.

Couplet: It contains two line stanzas with “A, A,” rhyme scheme that often appears as “A,A, B,B, C,C and D,D…”

Triplet: It often repeats like a couplet uses rhyme scheme of “AAA.”

Enclosed rhyme: It uses rhyme scheme of “ABBA”

Terza rima rhyme scheme: It uses tercets, three lines stanzas. Its interlocking pattern on end words follow: Aba bcb cdc ded and so on…

Keats Ode's rhyme scheme: In his famous odes, Keats has used a specific rhyme scheme, which is “ABABCDECDE.”

Limerick: A poem uses five lines with rhyme scheme of “AABBA.”

Villanelle: A nineteen-line poem consisting of five tercets and a final quatrain is villanelle and uses rhyme scheme of “A1bA2, abA1, abA2, abA1, abA2, abA1A2.”

Example of Rhyme Scheme from Literature

Let us take a few examples of most widely used rhymes schemes in the literature, which include:

The people along the sand (A)

All turn and look one way. (B)

They turn their back on the land. (A)

They look at the sea all day. (B)

As long as it takes to pass (C)

A ship keeps raising its hull; (C)

The wetter ground like glass (D)

Reflects a standing gull. (D)

(“Neither Out Far nor in Deep” by Robert Frost)

This is ABAB pattern of rhyme scheme in each stanza applies this format. For instance, in the first stanza, “sand” rhymes with the word “land” and “way” rhymes with the word “day.”

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 contributions.

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 the questioning method, such as:

i. What is a rhyme scheme?

ii. Give examples to further explain your answer.

WRAP UP (CONCLUSION)

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

ASSESSMENT:

Write words that rhyme with the following words

Prove 2. Dance 3. Cease 4. Hang 5.fought 6. Cough

LESSON PLAN WEEK SIX

WEEK: 6

DATE:

CLASS: SS 2

DURATION: 35 minutes

TOPIC (S): Sequence of Sentence, Comprehension/vocabulary development: Nation Building, Reading for Critical Evaluation.

SUBTOPIC (IF ANY):

PERIOD: 1

LEARNING OBJECTIVES:

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

i. Define Tense

ii. Identify the present and past tense verb

iii. Differentiate the three tenses

KEY VOCABULARY WORDS: letter, formal letter, etc.

RESOURCES & MATERIALS: i. Oxford English for Secondary School

ii. Comprehensive English for Secondary school.

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

Topic: Tenses

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

I. PRESENT TENSE
Simple Present Tense

We use the simple present tense:

To show a fact or something that is always true.

Examples

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

For daily routines or something done regularly or habitually.

Examples:

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

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

Examples:

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

To express thoughts, feelings, and states.

Examples:

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

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

Examples:

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

In newspaper headlines.

Examples:

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

for instructions, directions.

Examples:

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

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

Examples:

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

Present Continuous Tense

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

Example:

I am praying / I’m writing.

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

Forming the Present Continuous Tense

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

Examples:

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

We use the present continuous tense:

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

Example:

She is cooking noodles now.

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

Example:

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

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

Example:

We are going on an excursion in two weeks.

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

Example:

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

To describe a repeated action that the speaker finds irritating.

Example:

He is always making me angry with his rude comments.

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

Example:

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

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

We use the present continuous tense in the following ways:

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

Present Perfect Tense

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

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

have/has + past participle

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

e.g.

Tolu has taken my Pen.

They have eaten rice

Present Perfect Continuous Tense

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

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

The Present Perfect Continuous is:

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

Example:

Bobola and Osas have been talking about getting married.

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

Example:

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

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

Examples:

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

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

Examples:

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

Used with how long to form questions.

Example:

How long have you been studying English?

II. PAST TENSE

Simple Past Tense

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

We use the simple past tense:

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

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

for an action that began and ended in the past.

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

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

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

Past Continuous Tense

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

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

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

The past continuous tense is used:

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

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

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

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

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

Past Perfect Tense

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

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

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

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

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

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

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

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

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

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

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

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

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

Past Perfect Continuous Tense

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

Example: I had been singing.

The past perfect continuous is used:

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

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

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

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

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

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

III. FUTURE TENSE

Simple Future Tense

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

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

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

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

1. Will
We use will to:

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

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

say something that we are not so certain will happen.

Example: I think she will come home later.

state a fact.

Example: Oil will float on water.

express willingness to do something in the future.

Example: I will help you do your homework tomorrow.

make a sudden decision at the moment of speaking.

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

give a command.

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

ask questions or make a suggestion or promise.

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

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

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

Example: We are going to the cinema next week.

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

Example: We are going to the church on Sunday.

Prediction of an outcome based on current situation.

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

3. Be going to and will

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

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

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

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

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

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

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

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

Example: She will buy a house in two years.

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

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

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

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

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

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

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

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

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

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

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

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

We use will to ask a favour of somebody.

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

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

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

We use shall when we:

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

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

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

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

We use the future continuous tense:

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

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

for an action that has been planned.

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

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

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

Future Perfect Tense

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

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

The future perfect tense is used:

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

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

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

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

to show a situation will be over in the future.

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

Future Perfect Continuous Tense

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

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

The future perfect continuous tense is used:

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

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

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

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

STRATEGIES & ACTIVITIES

Teacher’s Activities:

The teacher presents the lesson through the following activities:

Activity 1: The teacher revises the previous topic.

Activity 2: The teacher introduces the new topic. (Tenses)

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

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

Students’ Activities:

Activity 1: The students listen with rapt attention

Activity 2: The students give relevant examples.

Activity 3: The students ask questions for clarity.

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

(EVALUATION):

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

ASSESSMENT

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

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

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

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

LEARNING OBJECTIVES:

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

i. Explain the meaning of critical evaluation

ii. Identify the keywords in the comprehension passage.

iii. Answer questions on critical evaluation.

KEY VOCABULARY WORDS: Survey, Scanning, Critical Evaluation.

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 BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: the students have learned implied meaning.

PERIOD: 2

CRITICAL READING

Critical reading means engaging in what you read by asking yourself questions such as, ‘what is the author trying to say?’ or ‘what is the main argument being presented?’

Critical reading involves presenting a reasoned argument that evaluates and analyses what you have read. Being critical, therefore - in an academic sense - means advancing your understanding, not dismissing and therefore closing off learning.

As a critical reader you should reflect on:

What the text says: after critically reading a piece you should be able to take notes, paraphrasing - in your own words - the key points.

What the text describes: you should be confident that you have understood the text sufficiently to be able to use your own examples and compare and contrast with other writing on the subject in hand.

Interpretation of the text: this means that you should be able to fully analyse the text and state a meaning for the text as a whole.

Critical reading means being able to reflect on what a text says, what it describes and what it means by scrutinizing the style and structure of the writing, the language used as well as the content.

SQ3R is a well-known strategy for reading. SQ3R can be applied to a whole range of reading purposes as it is flexible and takes into account the need to change reading speeds.

SQ3R is an acronym and stands for:

Survey

Question

Read

Recall

Review

Survey

This relates to speed-reading, scanning and skimming the text. At this initial stage, you will be attempting to gain the general gist of the material in question.

Question

It is important that, before you begin to read, you have a question or set of questions that will guide you - why am I reading this? When you have a purpose to your reading you want to learn and retain certain information. Having questions changes reading from a passive to an active pursuit. Examples of possible questions include:

What do I already know about this subject?

How does this chapter relate to the assignment question?

How can I relate what I read to my own experiences?

Read

Now you will be ready for the main activity of reading. This involves careful consideration of the meaning of what the author is trying to convey and involves being critical as well as active.

Recall

Regardless of how interesting an article or chapter is, unless you make a concerted effort to recall what you have just read, you will forget a lot of the important points. Recalling from time to time allows you to focus upon the main points – which in turn aids concentration. Recalling gives you the chance to think about and assimilate what you have just read, keeping you active. A significant element in being active is to write down, in your own words, the key points.

Review

The final step is to review the material that you have recalled in your notes. Did you understand the main principles of the argument? Did you identify all the main points? Are there any gaps? Do not take for granted that you have recalled everything you need correctly – review the text again to make sure and clarify.

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 contributions.

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 critical evaluation?

ii. List the things to consider in critical evaluation

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 questions on Senior English Project page 140

LESSON PLAN WEEK SEVEN

WEEK: 7

DATE:

CLASS: SS 2

DURATION: 35 minutes

TOPIC (s): Consonant /ʒ/, /dʒ/, /ʃ/, /tʃ/,

SUBTOPIC (IF ANY):

PERIOD: 1

LEARNING OBJECTIVES:

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

i. Pronounce the sound correctly

ii. Contrast the sounds.

KEY VOCABULARY WORDS:

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 BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: the students have learned nasal sounds.

PERIOD: 1

Oral English: Sounds /ʒ/, /dʒ/, /ʃ/, /tʃ/

/ʃ/ – voiceless post-alveolar fricative – “sh” sound from “ship” and “ash”

send, simple, song, system, street, lost, kiss, release

/tʃ/ – voiceless post-alveolar affricate – “ch” sound from “child” and “pouch”

pizza, Mozart, Nazi, waltz

/dʒ/ – voiced post-alveolar affricate – “j” sound from “john” and “g” sound from “vintage”

/ʒ/ – voiced post-alveolar fricative – “s” sound from “measure” and “vision”

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 the questioning method, such as:

i. Give two examples of each of the consonant sounds.

WRAP UP (CONCLUSION)

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

ASSESSMENT:

Transcribe the following words

i. Church ii. Shoe iii. Pressure

PERIOD 2

LEARNING OBJECTIVES:

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

i. Define a phrasal verb.

ii. Enumerate examples of phrasal.

iii. Make use of the phrasal verb in daily conversation.

KEY VOCABULARY WORDS: lookup, come along, watch out 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 BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: the students have been taught verb.

A phrasal verb usually consists of two words:

a) an ordinary verb b) another, a short word that is usually an adverb or a preposition, but is often called a particle, e.g. up, off, in.

Phrasal verbs with two particles

There are several common verbs that are followed by two particles.

We should do away with war as an instrument of policy.

What does the phrasal verb do away with mean?

a. refuse b. abolish c. resolve d. accept

Phrasal Verbs with Two Particles

Phrasal Verb	Sentence Example
Put up with	I can’t put up with such behavior any longer
Put in for	My uncle has been put in for transfer to Abuja
Keep away from	I advise you to keep away from that fellow
Drop out of	He dropped out of school last year
Grow out of	My brother is rapidly growing out of his shirts
Stand up for	That politician stands up for the principles he believes in
Get round to	We have a project to do this holiday but I can’t get round to starting it
Go in for	I want to go in for the debating competition
Go through with	She decided that she couldn’t go through with the wedding
Lead up to	The speaker was leading up to his point
Do away with	The criminals plan to do away with their opponent
Face up to	We must face up to the fact that the world has changed
Look down on	We should never look down on those less fortunate
Get away with	Tolu is always breaking the rules but he always seems to get away with it
Look up to	We look up to our elders to set a good example
Look down on	I don’t like people who look down on us

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 contributions.

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 the questioning method, such as:

i. What is a phrasal verb?

ii. Enumerate five phrasal verbs and make an example with each.

WRAP UP (CONCLUSION)

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

ASSESSMENT:

Exercise:

1. You should not be taken …… by appearances.

a) out b) in c) on d) for

2. Realizing that further resistance was useless, the gunman turned himself …… to the police.

a. in b) up c) on d) down

3. Although his first book was turned ….., Wale was not discouraged.

a) off b) up c) down d) in

4. This storm is bound to die …… soon, said Mrs Okeke

a) down b) up c)off d) over

5. I wouldn’t bank …… what he said, the messenger said gloomily.

a) up b) on c) over d) in

PERIOD 3

LEARNING OBJECTIVES:

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

i. Explain the meaning of summary.

ii. Summary a given Comprehension passage.

KEY VOCABULARY WORDS: Summary, Skimming, Outline 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 BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: the students have been taught how to identify the main idea.

Summary Writing

1. Skim the piece: Don’t take any notes this time — just take in the bare minimum to wrap your mind around the basic plot of the book or article. You’ll be able to concentrate on the smaller things later.

2. Read the piece thoroughly: In order to write an accurate summary, you must understand what you’re reading. Try reading with the author’s purpose in mind.

3. Outline the article: This serves as the skeleton of your summary. Write down the support points of each section, but do not go into minor detail. It’ll benefit you to write it in your own words now; that will save you time translating later. If you can’t get around copying from the original, put quotation marks around it. Only do this with incredibly important sentences that cannot be reworded.

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 contributions.

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 the questioning method, such as:

i. Enumerate techniques involve in summary writing.

WRAP UP (CONCLUSION)

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

ASSESSMENT: Summarize an article in the Daily Times Newspaper.

LESSON PLAN WEEK EIGHT

WEEK: 8

DATE:

CLASS: SS 2

DURATION: 35 minutes

TOPIC (S): Active and Passive Voice, V.D: Cultural entertainment, Articles.

SUBTOPIC (IF ANY):

PERIOD: 1

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

i. Change active to passive

ii. Write an article

iii. Enumerate vocabulary associated with Cultural entertainment.

KEY VOCABULARY WORDS: Active, Passive, Entertainment 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 reported speech and types of verbs.

CONTENT:1

Active Voice

This refers to a situation where the action is done by the subject in the sentence.

Examples:

(1) The dog chased the postman.

(2) Obi cleaned the blackboard.

Passive Voice

Refers to a case whereby the action is done to the subject in the sentence.

Examples:

The postman was chased by the dog.
The blackboard was cleaned by Obi.

Making Sentences with Active and Passive Voices

Obi cleaned the blackboard. The blackboard was cleaned by obi.
The dog chased the postman. The postman was chased by the dog.
I wash the clothes. The clothes are washed by me.
The mother feeds the baby. The baby is fed by the mother.
Adana cooks the meals. The meals are cooked by Adana

Highlighting Active Voice

There are two ways to express an ‘action’; active and passive voices.

A sentence in which the logical subject is the same as the grammatical subject is called an active sentence.

A logical subject is a subject that is the one who is actually said to be performing the actions of the verbs. When the subject in a sentence comes before the verb, we call this subject the grammatical subject.

Examples:

Aisha ate the food.
The girl has beaten the boy.
A carpenter will make the chair.
The police must arrest that thief.
My wife was drawing a picture.
They changed the sentence.
I am kicking a ball.
We read many novels
The boy is eating the food.
We have sent the message.

EVALUATION

What is a verb?
Change these sentences to passive voice
The cat ate the fish
Emeka dusts the chairs.

ASSIGNMENT

1. Identify the active voices in the following passage.

Labi was checking through the carton of empty bottles which had been returned from chief Fadaka’s house when he found a paper bag which had slipped between the wrinkled flap and the side of the carton. He took it out, and to his surprise he found it contained a thick bundle of banknotes of a high denomination, totaling nearly ten thousand naira.

2. Construct five sentences containing active voice.

CONTENT: 2

Article Writing Format

Format of an article

In order to write a perfect article, we must be well acquainted with the topic and must possess a wide range of vocabulary, a thorough knowledge of the subject, some research, and excellent organisational skills. Here are the ideal format and tips to help you write your perfect article.

FORMAT

The format of the article consist of the following parts -

§ Heading,

§ By line, and

§ Body

1. HEADING - The heading should be catchy and in not more than 5-6 words. You can go as creative as you want with this one just make sure you do not devote too much time to it in the exam.

2. BYLINE - It refers to the name of the person writing the article. It is generally given in the question. If not given, then do not write your personal details.

(NOTE- You are not supposed to mention any of your personal details while attempting the answers in the exam.)

3. BODY - It is the main part of your writing piece. It generally consists of 3-4 paragraphs.

i) PARAGRAPH 1: It is always prescribed that you begin with a short introduction of the topic; it's meaning to be precise. Briefly tell what the article is about giving some quotations or startling facts to arouse the interest of the readers.

ii) PARAGRAPH 2 or PARAGRAPH 2&3: Now this part can be written in either one or two paragraphs. You are required to do a complete analysis of the subject matter in question. It may include-

§ TYPES- In how many forms does the problem exist? You are required to mention the various possible types (if it exists).

§ CURRENT SCENARIO-Then you need to explain the current situation, the problems (if any) and whether after any corrective actions, betterment in the situation has been observed or not.

§ It may include advantages/ disadvantages depending upon the topic in question.

§ CAUSE AND EFFECT RELATIONSHIP- Develop the cause and effect relationship by supporting it with facts or data. You may also write the consequences.

§ Any other relevant and related information.

iii) PARAGRAPH 3 or PARAGRAPH 4: The conclusion. It is the concluding paragraph. It is important to conclude what you've started. Never leave an article open-ended. Now, it is to be remembered that wherever you elaborate a problem, you always have to mention the steps being taken to improvise the situation and suggest a few solutions as well. Predictions and personal problems may be included. This paragraph needs to be short and precise. Here also, you could add some glitter to your art piece with some quotes. ps to attempt a question on Poster making

Article Writing Tips

Tips to attempt a question on Article writing

Here are a few valuable tips for you to attempt the English writing skills - Article writing question in a better way-

§ Plan before you pen- it is important that you follow a sequence. Jot down the points at the back of your answer sheet and ensure a proper sequence of ideas. Introduce, Analyse, Suggest, and conclude.

§ It is possible that you have too many points or very few points. When you have a lot of varied points, it is better you choose a few best ones and write a line or two on each. In case you have very few already, explain them in at least two-three lines each.

§ MOST IMPORTANT- Always begin with your strongest point. You can accommodate the weaker ones in between and end with another strong point. (REMEMBER: Strong-Weak-Strong)

§ You have to strictly follow the prescribed word limit in a restricted time frame so just do not go on writing and writing.

§ Feel free to give your personal opinion in one or two lines.

§ It is very important that you do not deviate from the topic. There are chances you may get ideas linking from one to another that may deviate you from the main point. You have to refrain from doing so.

§ Avoid repetition of ideas.

§ Underline all the important points.

§ Make sure you double-check for grammatical accuracy and spellings. They carry marks.

§ Always have a few general quotes in handy. They help in the presentation and show that you're prepared.

§ Read editorials in a few newspapers and notice the pattern.

§ Make small sentences. It restricts the scope of grammatical inaccuracies.

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 contributions.

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 the questioning method, such as:

i. Enumerate how to write an article.

ii. What is an active and passive voice?

WRAP UP (CONCLUSION)

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

ASSESSMENT: Write an article to be published in your School magazine on causes of poor performance in School.

Wednesday, March 4, 2020

SS2 English Second term Lesson note & plan Week 5-9

No comments:

Post a Comment

Featured Post

SERVICES

Follow Us

Trending

Lesson note Archive

Search This Blog

Lesson note Archive

Labels

Search This Blog

About Me

About

Categories

Popular Posts