NAME: …………………………………………………………..

…CLASS:…………………………………
DEEPER LIFE HIGH SCHOOL
SECOND TERM: E-LEARNING NOTES
JS 3 (BASIC 9)
SUBJECT: ENGLISH STUDIES
SCHEME OF WORK
WEEK TOPIC
1. Revision of last term’s examination. Comprehension/Vocabulary
Development- Revision of prefixes, English Structure, Expressing
exception using except, except for, but, apart from, without, e.g. (a) we are
all students apart from John (b) everyone was present but for my friend.
Composition- Narrative essay “My most memorable day” Speech work–
consonants /o/ and /t/ e.g. thin, tin, thick, tick, Literature-In-English-use
recommended text.

2. Comprehension/Vocabulary development (suffixes – noun derivations: -

ness, -ment, -er, ship- action, -ant, -hood, -al e.g. mildness, friendship,
inhabitant, etc.), English structure – conjunctions, Composition – report
writing– “the school’s Inter- house sports” Speech work – consonant
contrast /t/, /s/ e.g. thumb, sum, mouth, mouse, path, pass, etc, Literature-
In-English – use recommended text.

3. Comprehension/Vocabulary development (suffixes – verb derivations:- -

ify, -ize, -en, e.g. popularize, dignify, lighten)- English structure
interjections, Composition – article writing, Speech work – consonant
contrast /s/, /z/ e.g. mission, vision, pressure, pleasure, etc,
Literature-In-English – use of recommended text.

4. Comprehension/Vocabulary development (suffixes – adjective

derivations:- -ful, -ment, -al, -less, -ish, -ive, e.g grateful, intentional,
faithless, childish, attentive)- English structure–question tags,
Composition– informal letter e.g. “A letter to a friend” Speech work – Nasal
sounds /m/, /n/, /g/ e.g. man, nap, song, Literature-In-English – use of
recommended text.

5. Comprehension/Vocabulary development (word associated with value of

judgment e.g. delicious, unpleasant etc)- English structure – Personal and
possessive pronouns, Composition – Formal letter - “A letter of invitation
to a programme” Speech work – vowels /i/ and /i:/, Literature-In-English,
recommended text.

6. Comprehension/Vocabulary Development (Words associated with moral

appraisal e.g. callous, generous, faithful etc)- English Structure – reflexive
and relative pronouns, Composition – Expository essay “Why students fail
 examinations” Speech Work – Vowels /a:/ and /z/ e.g. bath, birth, arm,
earn, farm, firm etc, Literature-In-English, Use recommended text.

7. Comprehension/Vocabulary Development (synonyms – words similar in

meaning/context to holy e.g pious, religious, godly, God fearing etc)-
English Structure – indefinite and reciprocal pronouns, Composition –
Descriptive essay – “My Schools inter-house sports” Speech Work –
Vowels / /, / :/ and / / e.g cot, court, come, Literature-In-English – use
recommended text.

8. Comprehension/Vocabulary Development (Synonyms– words similar in

meaning/context to active e.g. Agile, energetic, quick, dynamic etc)-
English Structure, Demonstrative Pronouns, Composition, Argumentative
essay “Teachers are better than farmers in a society” Speech Work –
Vowels /u/, and /u:/ e.g. pull, pool, soup, sue etc. Literature-In-English –
use recommended text.

9. Comprehension/Vocabulary Development (Synonyms – words similar in

meaning/context to callous e.g. unsympathetic, unfeeling etc)- English
Structure – active voice e.g. I bought the dog, my parent bought my
books.Composition, Expository writing (story writing), Background/
introduction, Speech Work – Vowels / / e.g. among,
above, about etc, Literature-In-English – use recommended text.

10. Comprehension/Vocabulary Development (Synonyms – words similar in

meaning/context to law e.g. rule, regulation, legislation etc)- Structure
passive voice e.g. the dog was bought by me, my books were bought by
my parents, Composition expository writing proper (story writing ii) –
(choose a relevant topic), Speech Work – revise the diphthongs,
Literature-In-English – (use recommended text).

11-12. Revision and Examination

13. Examination (cont’d).

WEEK 1
ASPECT:
COMPREHENSION/VOCABULARY DEVELOPMENT – REVISION OF PREFIXES

ASPECT: STRUCTURE
TOPIC: EXPRESSING EXCEPTION USING EXCEPT
CONTENT:
We express exception by using except, expect for, but for and apart from. They
all have exactly the
Same meaning and each of them may be followed by a noun, a noun
phrase or a pronoun, e.g.
Except
Except for Abdu,
But for my eldest son, Everyone is present.
Apart from him,
Note the commas in these examples...
2. The order of the sentence may be reversed, eg.:
except Audu.
Everyone is except for my eldest son.
present but for him.

Note that there are no commas in these examples.

3. Except, except for, but for and apart from may be followed by a
gerund, e.g.:
Except phoning the
Except bank, you have done everything I
for said.
But for cleaning the car,
Apart
from washing the
plates,

Again, note the commas in these examples.

4. These sentences may also be reversed, e.g.

You have done everything except phoning the bank.

I said except
for cleaning the car.
but for
You have done everything apart washing the plates.
 I said from
Again, note the commas in these examples.
5. We express a different kind of exception by using without followed by a
noun, a noun phrase, a pronoun or a gerund, e.g.:
Without Audu
Audu’s help,
him, we couldn’t do it.
asking Audu,

We couldn’t do it without
Audu.
Audu’s help.
Him.
Asking Audu.
Note which examples have commas and which have not.
Evaluation
Rewrite these sentences using except, except for, but for and apart from,
each once only:
1. I finished everything. But I did not type this letter
2. We were all laughing. But Eta was not laughing.

Assignment
Fill in the column with the right word
1. Everyone was present ___________ Audu was not present.
2. All the employees were sacked. _________ the manager’s daughter was not
sacked.
3. The police caught the whole gang. ____________ they did not catch Bassey.

ASPECT: Composition
TOPIC: Narrative essay
CONTENT: A narrative essay tells a story. In planning a narrative essay there
are essential tips to note.
 First think about the topic and jot down the main ideas that come
to your mind concerning the topic.
 Suppose you are asked to write on an incident that made you cry.
Immediately, you know that you will write on a sad event. Think
of any sad event in your life. Is it going to be on death? Loss of a
valuable item? A bad decision that landed you in trouble? An
unhappy journey you regretted making? Choose one of these as
your topic.
 Your composition must have at least three sections- Introduction,
the body and the conclusion. Start each with a paragraph. The
body may have many paragraphs, depending on the number of
main ideas you want to bring into it.
 Think of an interesting way of introducing the topic. For
example: I now believe that the voice of the elders is the voice of
wisdom. I wish I had believed that before August 10, 2006, when I
had to pay dearly for not heeding my mother’s golden advice. I
wept very much that day and still weep whenever my mind goes
back on the incident. If only I had listened!
Example

Topic: My most memorable day

First paragraph: Mention the day and where the event happened.
Mention the people involved and what happened in the morning of the
day.
Second paragraph: Narrate what happened in the afternoon of that
day, mentioning at least two pleasant things that happened.
Third paragraph: Mention what happened in the evening, through to
night.
Fourth paragraph: How did the day end? Why is it your most
memorable day?
Remember to use the past tense and dialogue while writing.
Evaluation
1. Write four paragraphs on the topic:
‘How I met my Best Friend’.

ASPECT: SPEECH WORK

TOPIC – Consonant /Ɵ/ and /t/
CONTENT: Consonants / Ɵ/ /t/
To pronounce / Ɵ / the tip of the tongue is made to almost touch the
back of the upper teeth and is almost sticking out between the lower
and upper teeth. The air in the mouth is pressed out through the little
opening between the tip of the tongue and the upper teeth. No activity is
going on in the voice box. This means that the sound is voiceless.
The consonants / Ɵ/ is heard in the following sentences.
i. A moth flies through the window.
ii. A mosquito is thin; a moth is fat.
iii. In Maths, Amina won the third prize.
iv. Open your mouth and throw out the bad water.
v. Ade’s birthday is the fourth of June.

Consonant /t/
To pronounce /t/, the front of the tongue is pressed hard behind the
root of the upper teeth. There is no activity in the voice box. The air in
the mouth is released suddenly with force and the sound is faint. /t/ is a
voiceless consonant.
The consonants /t/ is heard in the following sentences.

i. I want to take some time to visit Abuja.

ii. I please turn off the tap; don’t waste water.
iii. The cat is looking at the rat.
iv. I don’t take tea in the afternoon.
v. Peter visited his auntie yesterday.

EVALUATION
1. Write out 5 words each for consonants /ϴ/ and /t/.
WEEKEND ASSIGNMENT
1. Write and construct 8 sentences each with consonants /ϴ/ and /t/.
2. Write a narrative essay on any of the following topics:
i. First day at school
ii. A marriage ceremony

WEEK 2

ASPECT: COMPREHENSION
TOPIC: A LETTER
CONTENT: Unit 9 Page 86-87
A letter from Mary to her young cousin Elizabeth. Mary is a teacher. In
writing to
Elizabeth, she uses her own experience as a candidate and as a teacher
who marks
school examination. Note that the letter is friendly, but it has a serious
purpose, the
Writer has gone to some trouble to set out her points in order using
paragraphs.

Evaluation: Junior English Project Book 111. Read the letter as quickly you
can, then answer

Questions 1-5

ASSIGNMENT:
Junior English Project Book111.Using Mary’s letter to help you ,write six
or seven short sentences under the heading Examination Tips.

ASPECT: VOCABULARY DEVELOPMENT

TOPIC: Suffixes

SUB- TOPIC: Noun Derivations

CONTENT: Noun Derivations

A suffix is the part of a word which is put after a given word also to form a
new word. You can see this in these diagrams.
Original word Original word
Prefix Suffix
Possible Meaning
-Ful
Im-

Im-possible Meaning – Ful

Some suffixes can help us form nouns from other words. Let us look at some of
these in the table below.

Suffixes Original New word

-ness Happy happiness
wicked wickedness
sick sickness
like likeness
good goodness
gentle gentleness
tired tiredness
rough roughness

-ment punish punishment

move movement
nourish nourishment
establish establishment
amaze amazement
agree agreement
disappoint disappointment
-er Box boxer
neat neater
do doer
sing singer
teach teacher
preach preacher
own owner
-or Sail sailor
sect sector
 conduct conductor
direct direct
prosecute prosecutor
tail tailor
suit suitor
-ship friend friendship
scholar scholarship
apprentice apprentice
court courtship
lord lordship
steward stewardship
-hood Boy boyhood
state statehood
child childhood
parent parenthood
man manhood
-ation Organize organization
associate association
institute institution
rotate rotation
graduate graduation
mature maturation
segregate segregate
distribute distribution
-ant inhabit inhabitant
disinfect disinfectant
resist resistant
repent repentant
import important
Evaluation:
1. Using the following suffixes, write down ten nouns that can be
formed with them:
(a) –ment
(b) –or
(c) –ship
(d) –ant
Assignment:
Use the suffixes –al to form five new words.
ASPECT: STRUCTURE
TOPIC: CONJUNCTIONS FEATURES, POSITION AND FUNCTIONS OF
CONJUNCTIONS.
CONTENT:

1. Definition of conjunctions
2. Types of conjunctions
3. Features, positions and functions of conjunctions
Definition of conjunctions:
Conjunction comes from a Latin word meaning joined. A conjunction joins
words, phrases or sentences together.

EVALUATION

1. What is conjunction
2. Conjunction joins-------------.
3. comes from a Latin word meaning _____
CONTENT 2

TYPES OF CONJUNCTIONS

1. Coordinating conjunction

These are conjunctions that link words/phrases or clauses that are of equal
status. They are called co-coordinators, there are three major co-coordinators viz:
and, but, and, or.

EXAMPLES

- Mary is a student and her mother is a nurse

- Argentina won the match but the opponents played better.
- You should pay for the items now or write a cheque covering the mount.
2. Subordinating Conjunctions
A subordinating conjunction is used to join words phrases or clauses of equal
status that, is, one is dependent on the other. They are also known as
subordinators.
Examples:

Before, since, because, yet, as, if, when, that, now, even, while, in order o, as
soon as, unless, etc.

1. He worked hard because he was paid well.

2. They hard finished before we realized we hard made a mistake.
3. The students stood up as soon as the teacher entered.
4. They left the site while it was day.
5. Mrs. Ama arrived when her children where crying
Evaluation:
1. Mention 2 types of conjunction
2. Give 2 examples of each
CONTENT 3
FEATURES OF CONJUNCTIONS

Conjunctions join words, phrases, clauses or sentences together. Words, phrases,

clauses or a sentence joined by a subordinator is dependent on the other.

Position of conjunctions

- Conjunctions occur between the items that the link

- The split between other words in the construction.
- They join words, phrases, clauses and sentences of equal status.
- A subordinator can come at the beginning of a sentence
FUNCTIONS OF CONJUNCTIONS
- They act as coordinators
- They act as subordinators
- They act as correctives
EVALUATION
1. Write 2 functions of conjunctions
2. A subordinator can come at the beginning of the sentence. True/False
 ASPECT: COMPOSITION
TOPIC: REPORT WRITING
CONTENT:
DEFINITION
1. To give people information about something that you have heard, seen,
done, etc.
2. A written statement about a student’s work at school, college etc.: a school
report.
There are many types of Reports you should know how to write.
i. Report of a science experiment
ii. Report of formal meeting deliberations
iii. Report to the Police on an incident you witnessed
iv. Report to your Principal on an issue pertaining to your school
Your approach to each is different, but generally the following tips serve as a
guideline
Essential Tips on Report Writing
1. Be brief and clear
2. Give only the most important information
3. Give the exact time, date and place, where necessary
4. Avoid embellishments – go straight to the point without colouring it
5. Make sure your report has answers to the following- when? Where? Why?
How? What? Who?
6. You may use sub-headings in your report, especially in reporting scientific
experiments and writing minutes of meetings.
7. Give your report in sequential order.
ASPECT: LITERATURE.
TOPIC: PROSE
CONTENT:

Prose is a continuous piece of writing which gives detailed analysis and

description of events, setting and characters. It uses the ordinary day to day
language without having any regular rhythmic pattern.

Prose in terms of content is divided into two- fiction and non-fiction; while
in terms of length it is divided into three- short story, novella and novel.

1. Fiction: This is any unreal story which deals with people, and events
invented from the imagination of the author. It is neither a historical occurrence
nor a documented fact. The main purpose of fiction if to entertain the audience.
This is not to say that it doesn’t perform other functions.

2. Non-Fiction: This is the opposite of fiction. It is an account based on real

life experience. Non-fiction could be biography or autobiography.

Biography: One’s life history written by another person.

Autobiography: One’s life history written by himself.

Example, The African Child by Camera Laye.

FORMS OF PROSE

1. Short Story: This is a short and simple story that is straight forward meant
to be read at a stretch.

2. Novella: This is a form of prose with an intermediate length. It is longer

than a short story, but shorter than a novel. It could also be called
novelette.

3. Novel: This is a form of prose with lengthy story(ies) that deals with
either imaginary or historical events. A major feature of a novel is that it
has a detailed study of people and events.

Evaluation:
Explain the following terms Biography and Autobiography.

Weekend Assignment

1. Discuss the following literary

i. Setting
ii. Theme
iii. Plot
2. Write a report on your school’s inter-house sports
3. Write out five words each for consonant /Ɵ/, /s/.

WEEK 3

ASPECT: COMPREHENSION
TOPIC: The Ancient Kingdom of Zimbabwe
CONTENT: UNIT 10 Page 94-96

EVALUATION: Junior English Project Book 111.

Why do we preview a text?
ASSIGNMENT: Junior English Project Book 111.
Read the passage on The ancient Kingdom Of Zimbabwe and answer
questions1-8.

ASPECT: VOCABULARY DEVELOPMENT

TOPIC: Suffixes- Verb Derivations.
CONTENT:
Some suffixes help us turn some words into verbs. Now, study the following:

Suffix Word Verb

-ify beauty beauty
simple simplify
deity deify
false falsify
null nullify
solid solidify
terror terrify
 -ize synthesis synthesize
popular popularize
practical practicalize
actual actualize
organ organize
sensitive sensitive
critic criticize
-en sharp sharpen
dark darken
damp dampen
length length
broad broaden
strength strength
straight straighten

EVALUATION:
1. State what a suffix is in one sentence.
2. Write down three suffixes that can help change some words to verbs

ASSIGNMENT:
1. Choose any two of the suffixes studied in this unit and find ten verbs
that can be formed from each of them.

Adverbials are words that tell us more about adverbs

ASPECT: STRUCTURE
TOPIC: ADVERBIAL CLAUSES
CONTENT:
Adverbial Clause of Time
1. Here are some of the linkers that can introduce adverbial clauses of
time:
After, as, as soon, before, since, till, until, when, and while
2. In adverbial clauses of time you can use any verb forms your meaning
requires, except forms containing will or shall. So we use present
 simple, present continuous or present perfect forms to refer to the
future:
Chike’s mother will be relieved when he is discharged from hospital.
I shall not write to her until I have saved up enough money for a house.
While you are doing the cooking, Tome will be arranging the drinks.

3. When an adverbial clause of time begins with since, the main

clause usually has a perfect form of the verb:
Since the General arrived, we have been waiting to speak to him
4. When no sooner begins a clause, an auxiliary verb is put in front of the
subject:
No sooner had I shut the door than I realized I had left the key in the
kitchen.
No sooner do the curtains open than the hero rushes on to stage
brandishing a rifle.
However, this is not so when no sooner is placed with the verb:
I had no sooner shut the door than I realized I had left the key in the
kitchen.
The curtains no sooner open than the hero rushes on to the stage
brandishing a rifle.

Adverbial Clauses of Reason

1. Adverbial clauses of reason may begin with as, because, for or since:
As I had no money, I could not buy any.
He did not speak because he was very shy.
Since you can’t use a word –processor, I’m afraid we can’t offer you a
job.
2. The conjunction for is used only in formal English.
Adverbial Clauses of Manner
1. Adverbial clauses of manner usually begin with as:
You should arrive by eight, as the other typists do.
If you feel sleepy after lunch, as many people do, just have a short
snooze

Evaluation: Write and discuss four types of adverbials.

ASPECT: SPEECH WORK

TOPIC: CONSONANT CONTRAST
CONTENT:
Consonant contrast /s/, /ʒ/

To pronounce /s/, the tip of the tongue is raised towards the root/ridge of the
front teeth. The sides of the tongue touch the upper teeth. There is a little
opening between the tongue and the teeth. The air from the mouth passes
through this opening. No activity is going on in the voice box. /s/ is a voiceless
consonant. When there is a lot of noise in a place of meeting sometimes we
use /s/ to make people keep quiet: sh sh sh…….

To pronounce /ʒ/, the tongue remains in the position for /s/ but we use the
air from the lungs.
Activity is going on in the voice box. /ʒ/ is a voiced consonant.
In written English, /s/ is spelt in the following forms.
Sh (shut, shore, cushion…), ch (machine, chalet, chassis…), ce (ocean…), ti
(nation), ci (ancient, special, species…)
Notice that in written English, /ʒ/ may be spelt in any of the following forms.
S(measure, pleasure, visual,….), si (decision, confusion, division,….), g(garage,
regime, genre,….).

Contrast /s/ /ʒ/

Mission Vision
Marshal Measure
Pressure Pleasure
Shave Save
Addition Division
Pleasant Pleasure

Sentences
/s/ is heard in the following sentences.
1. Shut the door please
2. Parts of Lagos is on the shore of the Atlantic Ocean
3. I want only two cubes of sugar in my tea.
4. The ancient Songhai empire was destroyed.
5. Do you know the passion flower?

/ʒ/ is heard in the following sentences.

1. You need a ruler to measure this room.
2. There are two garages for our cars.
3. The referee’s decision is final in a match.
4. Usually our day begins with prayers.
5. In a democratic regime people vote to elect their leaders.

EVALUATION:
Write out five words each for consonants /s/ and /ʒ/.

ASSIGNMENT
Underline the /ʒ/ consonant from the following sentences.
1. The man has lost his vision; he is blind.
2. The casualty ward of the hospital is empty.
3. I spend my leisure time reading novels.
4. His regime as president was peaceful.
5. We need revision exercises before our exam.

ASPECT: LITERATURE
TOPIC: TYPES OF POETRY
CONTENT:
1. Traditional Poem: This is a poem which has its root from the
indigenous and oral poem which is often chanted. They are praise songs
recited in honor of some heroic persons, animals or events. “Salute of
the Elephant” is a good example

2. A ballad: This is a poem that is presented in form of a song telling old

stories.

3. Ode: This is a long narrative lyrical poem written in form of an address

to somebody, ideas or objects. It is often written in celebration of that
which it is addressed to. Example “ Ode to a Nightingale” by John Keats.

4. Lyric: This is a poem which directly expresses the poet’s personal

emotion of love, sorrow, disappointment or fulfillment. It is highly
emotional, full of thoughts and feelings. It could be sung during burial or
other ceremonies. It has a regular rhythm with end rhym

5. Elegy: This is a poem written in the meditation of any sorrow or ordeal.

It is like a dirge but not specifically meant for only the deceased.
6. Dirge: This is a poem specially written to mourn the dead. It is
primarily written to lament the departure of a loved one. “My Jewel is
No More” by F.I Akilaki is a good example.

7. Sonnet: This is a poem of fourteen lines divided into two stanzas of

eight lines( octave) and six lines (sestet). A sonnet could also be divided
into three stanzas of four lines in the first two stanzas and six lines. It
was classically dedicated to the theme of love.

8. Narrative poem: This is a long poem that tells of story. It gives the
details of events and people whose story is tells.

9. Epic: This is a poetic account of a hero. It is a poem that narrates the

heroic deeds of a people or great man. Epics are usually very
voluminous; they are the longest set of poems.

10. Lullaby: This is a poem of pleasant song chanted in a low gentle voice to
lure children to sleep.

11. Idyll: This is a poetic form of short and idealized story which describes
an incident or an interesting event.

12. Pastoral Poem: This is a poem that describes characters and symbols
to represent the speech and action of human being.

13. Epitaph: This is a poetic inscription on a tomb stone. It is written to

express respect or disrespect for the deceased.

14. Limerick: This is an amusing poem of five lines.

Evaluation:

Write out five types of poetry

Weekend Assignment:

1. Identify five figures of speech from a recommended poem.

2. Write five sentences on each of the following.
1. Adverbial clauses of Purpose
2. Adverbial clauses of Concession
3. Adverbial clauses of result
4. Adverbial clauses of condition

WEEK 4

ASPECT: COMPREHENSION
TOPIC: A Chance to Enjoy Normal School Life.

CONTENT: Unit 11 page 104-105]

EVALUATION: Junior English Project Book 111.
Read the passage again more carefully and answer questions 1-5.

ASPECT: Vocabulary Development.

TOPIC: Suffixes-Adjective Derivations.
CONTENT:

VOCABULARY DEVELOPMENT SUFFIXES – ADJECTIVE DERIVATIONS.

Original word New word

Suffix
-ful Use useful
mouth mouthful
fruit fruitful
-al practice practical
president presidential
music musical
-less Point pointless
use useless
child childless
-ish Fool foolish
book bookish
amateur amateurish
-ive Attend attentive
attract attractive
 possess possessive
-ous Grace gracious
riot riotous
peril perilous

EVALUATION:
1. Using the appropriate suffix e.g –er, -ment, -ese, and –ship, turn the
following words into nouns.

Speak barren
Read bright
Red swift
Hardy humiliate
Form girl
Priest fellow
Merry remain

ASSIGNMENT:
1. Which suffixes can help you turn words into adjectives? Use some of
them to turn the following into adjectives.
Sense relent
Marvel shame
Wonder fallacy
Thought

ASPECT: STRUCTURE
TOPIC: QUESTION TAGS
CONTENT:

QUESTION TAGS
Questions are a means of getting information. In some matters a speaker is
totally ignorant; so he asks questions to get new information. For example. ‘Is
Yankari Game Reserve in Abia state? ‘In some other matters, he already has
some ideas; he seems to be fairly certain about them. He then asks a question
to get a confirmation of his previous ideas. He makes a statement and adds a
tag to his statement. This is called a question tag. For example: ‘Pretoria is in
South Africa, isn’t it?

Affirmation statements with Negative Tags.

(i) John was in school yesterday, wasn’t he?

(ii) The sun rises in the east, doesn’t it?

(iii) This term will end shortly , won’t it?

(iv) Our teachers are very decent people, aren’t they?

(v) I can come to your house if I like, can’t I?

Negative statements with Affirmative Tags.

(i) John was not in school yesterday, was he?
(ii) The driver did not come back, did he?
(iii) There is no football match today, is there any?
(iv) Lagos is no longer the seat of the Federal Government, is it?
(v) We shall not lose our next match, shall we?

EVALUATION:
Read the following sentences and add their question tags to them
(i) The game is not over yet, ----------?
(ii) The Super Eagles did not win their last match, -----------?
(iii) A river flows downhill, ------------?
(iv) Mary is not older than Susan, --------------?
(v) A lion cannot be tamed, ------------?

ASSIGNMENT:
Answer these tags question correctly.
(i) Good food is necessary for good health, -------------?
(ii) You can find a mangrove forest in Kano, -----------?
(iii) The River Nile does not flow into the Atlantic Ocean, ----------?
(iv) Chinua Achebe is the author of Things Fall Apart, ------------?
(v) You must study hard in order to pass, ----------------?

ASPECT: COMPOSITION
TOPIC: INFORMAL LETTERS
CONTENT:

INFORMAL LETTERS
An informal letter is the type of letter you write to people you know very well-
relations, friends and close acquaintances. As such, the language you show is
conversational, chatty. However, for the elderly ones, like your father or
mother, you show some respect. That is, you do not use slangs for them or too
much colloquial English.
ESSENTIAL TIPS
Writing Informal letters
1. Use only one address- You own address written at the top right hand
side of your paper.
2. Punctuate the address and date as shown in the format.
3. Use any of these as opening greeting- Dear…..; My dear……; Dearest……
follow with the person’s first name of designation (Brother; Sister;
Father; Mother) and a comma.
4. Introductory paragraph should begin with compliments, but don’t
overdo it.
5. Use short forms, colloquial English and slang (but no slang for Father
and Mother, Aunt, Uncle).
6. Use conversational English. Chat as if you are writing to a real friend or
relation.
7. Close with ‘Your sincerely, ‘followed by your first name only.

EXAMPLE

17, Rankin Road,

Bodija Estate,

Ibadan.

6th February,
2006.
Dear Uncle,
I am writing to inform you that I arrived here safely after a journey of
six hours. The journey from Owerri to Ibadan was really tiring. This is party
because the bus was over-crowded. Besides, the driver stopped anywhere he
saw some passengers. Even though the bus was full, he continued to take
more and more passengers. He did not even mind the way we shouted at him
against this. The good thing is that I have arrived safely and found all my
people very happy.
Uncle, I want to thank you very much for all you did for me while I was
there. I also thank Mama, your wife, for all those nice meals. Give my regards
to all your friends who receive me very warmly each time you took me out in
your car.
Finally, uncle, please remember my request for a pair of tennis shoes. As
you said you would send them through Mr. Kobari, your friend, I will be
looking forward to receiving them.
Greetings from my father, mother, brother and sisters. Bye for now, sir.

Yours sincerely,

Bimbo.

ASPECT: SPEECH WORK

TOPIC: Sounds / m/ / n/ /ŋ/

The nasal sounds are produced as a result of closure in the mouth and the air flow
escaped through the nose. The examples are stated below;

/m/ man, moon, make, name, bomb, claim, frame, lame, damn, hymn, condemn,
bomb, comb, dumb, climb, plumb, crumb, grammar, commission, etc

a. In the following words, ‘m’ and not ‘b’ is the end sound even though
‘b’ can be seen. It is not pronounced. Plumb, dumb, climb, comb,
tomb, bomb, numb, lamb, crumb.
b. More so, ‘m’ is the end-sound of these words and not ‘n’. Hymn,
condemn, solemn.
/n/ name, nose, neck, new, note, stone, brain, gnash, gnat, gnaw, know,
knowledge, knot, knit, knew, manner, banner, nanny, funnel, cranny, etc.

a. When ‘n’ is used after ‘m’ at word final positions, it is not pronounced.
Examples: damn, hymn, condemn, column.
b. When ‘n’ is used after ‘k’ at word beginnings, it is pronounced while ‘k’ is
silent. Examples: know, knot, knew, knit,etc
c. When ‘n’ is placed after ‘g’ at word beginnings, it is pronounced while ‘g’ is
silent. Examples: gnash, gnaw, gnat, etc.

/ ŋ/ sing, king, ring, bank, bring, ink, spring, song, hang, tongue, bang, plank,
bangle, anxious, drink, function, precinct, minx, etc

EVALUATION: From the words lettered A to D, choose the word that has the
same consonant sound(s) as the one represented by the letter(s) underlined.

1. bomb
A. Bubble B. stay C. come D. bone
2. Sing
A. hing B. king C. huge D. rinse

WEEKEND ASSIGNMENT: Write a letter to your father telling him how far you
have prepared for your JSCE exanimation.

WEEK 5

ASPECT: COMPREHENSION
TOPIC: HUMANITY AT RISK
CONTENT: Unit 12 Page 112-113
EVALUATION: Junior English Project Book 111.Read the newspaper report
to get the gist of it
And answer questions 1-5.

ASSIGNMENT: Junior English Project Book111.Read the summary passage on

page115 and answer
The questions.1-3.

ASPECT: VOCABULARY DEVELOPMENT

TOPIC: Words Associated with Value Judgment.
CONTENT:
Words associated with value judgment.
Lucky, rudely, beautiful, cruel, harsh, lovely, unpleasant, coarse, puzzling,
promising.

SENTENCES
1. Chief Taiwo’s family is a hospitable one. The wife is very caring. Chief
Taiwo himself is benevolent and kind-hearted. He wife is quite supportive.
2. I want to warn you not to associate yourself with deceitful, immoral and
dishonest people who craftily entice your innocent youths.
3. It is malicious and callous for a person to go about saying things that are
untrue about others.

EVALUATION:
Words associated with value judgment.
Fill in the gaps in the following sentences with the appropriate words chosen
from the list below.
Lucky, rudely, beautiful, cruel, harsh, lovely, unpleasant, coarse, puzzling,
promising, frightening.

1. Still think my mother was very _______, she narrated her ________
experience in the hands of two_______ armed robbers. The two hefty men
accosted her on a ________ road and _______ asked her to surrender
her______ handbag. The drugs and alcohol. Mother was saved by a crowd
of school children returning from school.
Though mother escaped unhurt and without losing anything, the emotional
trauma of that experience will remain with her for a long time. The
_______ thing, future if they had been properly managed.

ASSSIGNMENT:
DICTIONARY WORK
Use your dictionary to write out the meaning of the following words and
construct good sentences with them.
(1) Malicious (2) callous (3) benevolent (4) promising (5) cruel

ASPECT: Composition
TOPIC: FORMAL LETTERS
CONTENT:
Formal letters cover various types of official letters, such as:
1. Application letters.
2. Letters to Editors of newspapers and magazines.
3. Letter of Complaints; Requests to business houses.
4. Letters of Reports/statements to Principals/Police Officers
5. Invitation letters, etc.

The format for such letters is different from the format for informal letters.
The differences between the two are listed below. Check also Book One
and Two for additional information.

ESSENTIAL TIPS
The Differences between Formal and Informal Letters
Formal Informal
1. Two addresses are needed – your One address is needed- own address.
address and the address of the
recipient.
2. Salute with Dear Sir, or Dear Start with Dear followed by the person’s
Madam;. name; if a relation, use the right
designation- Mother; Sister, Uncle etc.
3. Give a heading to your letter and No heading is needed.
underline it.
4. Write in a formal language- no Write in colloquial English using short
short forms, abbreviations. forms, slang (not for elders), and jokes
abbreviations.
5. No exchange of pleasantries Exchange pleasantries
6. Go straight to the point of writing Play around with exchange of
 form the first paragraph. pleasantries in the first paragraph.
7. Close with ‘Yours faithfully’ Close with ‘Yours sincerely’, followed by
followed by your signature and your first name only. You can also use
full names other forms of closing, depending on
whom you are writing to, such as: ‘Yours
affectionately, Yours ever, Your loving
son, Your friend’.
Example

10, Johnson
Street,

Apata,

Ibadan,

Oyo State.

15th June,
2007.
The Registrar,
Obafemi Awolowo University,
Ile-Ife,
Osun State.

Dear Sir,
Request for Application Forms for Traffic Wardens
I refer to your recent advertisement of vacancies for Traffic Wardens in
your University.
I wish to apply for the post and would be very pleased if you could send me
an application form.
I enclose a stamped, self-addressed envelope and a Postal Order for N50.00
as demanded.
Thanks for an anticipated urgent reply.
 Yours faithfully,

Oluremi Ige

ASPECT: SPEECH WORK

TOPIC: Vowel/i/ and /i:/

CONTENT:

Vowel /i/:

To pronoun /i/ the tongue is in the same position for /i:/. The lips are spread
but /i/ is a short vowel.

Vowel/i/ is heard and showed in bold print in the following utterances.

(i) This boy is picking up some oranges.

(ii) My parents lived in the village.
(iii) Our classroom is spick- and span.
(iv) Fill out this form and give it to me.
Notice that in written English, /I/ may appear in different spelling forms:
i. (Big, pit…), y (lorry, city…) e (wounded, wicked, u (busy, business…) o
(women).

Vowel /i: /

To pronounce /i: / the front of the tongue is raised closed to the roof of the
mouth. The tips are spread. /i: / is a long vowel.
Vowel/i: / is heard and showed in bold print in the following utterances.

(i) These boys and girls are speaking good English.

(ii) There is nothing as sweet as honey.
(iii) The police seized the key of the car.
(iv) Leave the field at once.
(v) Put the book on your seat.
Notice that in written English, /i:/ may be spelt in different forms: ee, ea, i, ie, ey,
ea.
Examples:

(i) eel, cheese, teeth, green, bee, beetle

(ii) clean, please, leave, leaf, dream
(iii) machine, police, margarine
(iv) achieve, relief
(v) receipt, deceive
(vi) key
(vii) people
Contrast between /i/ and /i:/

/i/ /i:/
Sit seat
Live leave
Rid read
Ship sheep
Sin seen
Did deed

EVALUATION
Practice saying the following pairs of words:
 I. Leave - live;
II. receipt –resist
III. Wheel – will;
IV. eel - ill
V. Seat – sit;
VI. beach - bitch
VII. Deep – dip;
VIII. fleet - flit
IX. Reach – rich;
X. wheat – wit

Assignment

Underline the /i:/ and /i/ vowel sounds from the following sentences.
(i) Did he sit on this seat?
(ii) Leave the book for me where I live.
(iii) If you want to read here, first get rid of this rubbish.
(iv) Don’t dip your hand into a deep pit.

ASPECT: STRUCTURE
TOPIC: PRONOUS
CONTENT:

A pronoun can simple be described as a replacement for a noun to avoid

repetition. It can also be defined as the words that are used instead of a noun.
EXAMPLE:
I gave Sola the money; Sola’s father sent to money to Sola, to avoid the
repetition of the noun, Sola, the above sentence can read thus:
I gave Sola the money her (pronoun) father sent to her.
Note the pronoun “her” replaced Sola in the sentence.
Pronoun include: he, she, they, us, it, this, these, that, those, we, I, you, each,
somebody, nobody, number, many, few, several, something, myself, himself,
herself, and themselves etc.

TYPES OF PRONOUNS
1. Personal pronoun: These are: I, you, he, she, it, they, him, her, us, we, and
them.
2. Demonstrative Pronouns: These are: this, that, (singular) these, those.
Plural: This and these point out people or thing that are close to the person
speaking while that and these point out things that are distant.
EXAMPLES
i. This is my father
These are my brother standing across the road.
3. Possessive pronouns: These are called possesses pronouns because they
show or indicate possession, they include my, mine, our, ours, your, yours, her,
hers, his, their, theirs, it, its.

(4) Interrogative pronouns: This is derived from the word interrogation. These
pronouns are used to asking question they are: who, what, where, when, whose,
whom, which.
EXAMPLES
1. Who sent you on this dangerous journey?
2. What is your favorite food?

(5) Reflexive pronouns: This pronoun makes reference to the subject in a subject.
Reflexive pronouns are: himself, myself, itself, themselves, ourselves, and
yourselves.
EXAMPLE
My mother washes her cloths herself.

(6) Relative pronouns: These are the same set of other pronouns. However, write
interrogative pronouns are used to as to questions; relative pronouns are used to
introduce. Relative clause these are who, whom, which, that, whose, when.
EXAMPLES
This is the house I was born
(7) Indefinite pronouns: These pronouns are called indefinite pronouns because
they do not refer to particular or specific people or things. They are used in
general sense they include somebody, someone, everybody, everything much etc.
(8) Reciprocal pronouns: These indicate an exchange of an action between two
more people. These are each other and one another; each other refer to two
people while one another refer to more than two people.
TABLE CLASSIFYING THE VARIOUS PRONOUNS
First person Subject Object Possessive Reflexive
Singular I me mine myself
Second You you yours yourself
person
Singular
Third person He him his himself
Singular
She her hers herself
First person We us ours ourselves
Plural
Second You you yours yourselves
person
Plural
Third person They them theirs themselves
Plural

EVALUATION:
Pick out the pronouns in the passage below:
Obi would want his parents to meet his friend today so he invited him to their
house for dinner. Before Obi’s friend arrived, Obi and his two brothers cleaned
their house. They swept every corner and dusted the chairs and tables. Everything
in their house was sparkling. Nothing was left unattended to.

ASSIGNMENT:
Rewrite the following sentences replacing the nouns with the correct pronouns.
a. Etim and Eno will be here this afternoon.
b. My mother and I usually sing together.
c. Ngozi is my sister.
d. Does Mr. Obi visit regularly?
e. Let Obi and Nduka come back this evening.

ASPECT: LITERATURE
TOPIC: DRAMA
 Drama is the imitation of human action presented by performers on stage to
an audience. It is the penetration of life through artificial means. In drama real-life
people pretend to be imagined people; thus imitating what people do in real life.
It is the only genre of literature that can be acted on stage.
TYPES OF DRAMA
1. Tragedy: This is a form of drama that has a sad ending, a hero who could be
admired by audience because of his qualities and achievements could just fall
suddenly as a result of his tragic flaw or hubris. Such fall may even lead to his
death. The Gods Are Not To Blame by Ola Rotimi and Macbeth by William
Shakespeare are good examples.
2. Comedy: This is a form of drama that aims primarily at amusing the audience
and it has a happy ending.
3. Melodrama: This is a romantic play characterized by music and exciting
events with exaggerated characters.
4. Tragic-Comedy: This is a form of drama that employs a plot suitable to
tragedy, it has a serious beginning, but finally ends happily like comedy. D.O.
Odigie’s Verdict of the Gods is a good example, Merchant of Venice by
Shakespeare is also a good example.
5. Satire: This is a kind of drama that uses elements of comedy such as wit,
irony, and exaggeration to criticize and expose human and social vices. It ridicules
the foolishness or wickedness of a particular practice, custom or a bad
government. Its aim is to attack and expose specific in the society for a positive
change.
6. Fable: This is a story with animals as characters used to teach moral. This is
very common in African folktales. Animal Farm by George Orwell is the most
popular fable written so far.

Weekend Assignment:

A. From a recommended text you read this term, identify five (5):

1. Themes
2. Characters
3. Figures of speech

B. Write a letter to your parents inviting them to your end of year party.

WEEK 6

ASPECT : COMPREHENSION .

TOPIC-THE LION AND THE JEWEL

CONTENT: The passage, an extract from Wole Soyinka’s famous play start with a
scene on the edge of a market in a village .Sidi is a traditional village maiden who
has gone to fetch water. She is met by Lakunle,the village school teacher,who
aspire to westren ways. He tries to carry a bucket (pail) of water,but sidi refuse to
let him do so. Read the details on page 124 of junior English project Bk 3.

EVALUATION : Junior English Project unit 13 page 126

ASSIGNMENT: Summary and discussion on the drama extract ( THE LION AND THE
JEWEL )junior English project unit 13 page 127.
ASPECT: VOCABULARY DEVELOPMENT.

TOPIC : WORDS ASSOCIATED WITH MORAL APPRAISAL

CONTENT :An appraisal is a judgement of the value,performance or nature of

somebody or something. A moral appraisal are such words that are used to
describe somebody’s values, nature or performance. Examples of such words can
be ; generous, faithful, callous as in the sentences below;

(a) Mr. Ojo’s efforts were so helpful in the arrangements of the event.
(b) The boy’s action was callous against the poor old woman.
(c) We have a generous grandmother.
(d) Bingo is such a faithful guide dog.
(e) He is a liberal neighbor.

Other words that can be used to appraise include: careless, loving, careful,
diligent, hardworking, liberal etc

EVALUATION: Make sentences with the under listed words of appraisal:

(a) Naughty
(b) Kind
(c) Dutiful
(d) Cunning
(e) Honest
(f) Proud
(g) Polite
(h) Careful
(i) Selfwilled
(j) Sluggish

ASPECT : STRUCTURE

TOPIC : REFLEXIVE AND RELATIVE PRONOUNS

CONTENT : Reflexive pronouns are such pronouns that shows that the action of a
noun or pronoun, affects the person who performs it. They are commonly used as
objects when the action mentioned in a sentence is reflected or thrown back on
the subject i.e. the performer or doer of the action. These kinds of pronouns end
with the word ‘ self ‘ in the singular and ‘selves’ in the plural. There are three
kinds of reflexive pronouns.They are:

1st person –myself/ourselves

2nd person-yourself/yourselves

3rd person-himself/herself and themselves

Examples (a) He cut Himself with a knife.

(b) They bought themselves some packs of peanuts.

(c) We taught ourselves to swim.

(d) The kitten found itself in the barn.

(e) She made herself happy with a song.

RELATIVE PRONOUN

These are words used to combine or relate sentences or clauses together.

Relative pronouns are often used at the beginning of a relative clause and include
words like: which, whom, whose, what, why, when, where, but and that. As we
have in the examples below:

(i) The girl whose father died in the accident is my classmate.

(ii) The man who cheated you is my cousin.
(iii) He came with the woman whom he had worked with for two years.
(iv) She was the student that was nominated for the post.
(v) He is the young manthat I spoke to you about earlier.
EVALUATION

(a) What is a relative pronoun?

(b) Make five sentences using the following relative pronouns
(i) Why
(ii) Whom
(iii) Which
(iv) Who
(v) When

ASSIGNMENT- Fill in the blank spaces below with reflexive pronouns

(i) Father cut ............... when he was shaving.

(ii) Mary saw .............. in the mirror.
(iii) I taught ................ to play piano.
(iv) We saw ............... in the mirror.
(v) The kitten tried to biteme, but bit ..........accidentally.
(vi) One can easily miss .............. step on the staircase.
(vii) We injured ......... while playing football.
(viii) If you would like some cake, children, help .........
(ix) Heaven help those who help ...........
(x) There are plenty of peanuts for you here, please help ...............

ASPECT: COMPOSITION.
TOPIC: EXPOSITORY ESSAY.
CONTENT: WHY STUDENTS FAIL EXAMINATION.
Expository essays are such essays that rather than describe people like
descriptive essay does, describes how something is done, how
something works and how something is planned or organized and how
something is made. Example of such essay topics can be : Describe how
the game you like best is played or how your favourite meal is prepared.
The content of such an essay is determined by the various aspects to the
topic on which it is written. For example if you are asked to write an
expository essay on how your favourite meal is prepared, you should try
to identify the various steps in the preparation of the meal such as :
----- Getting the required ingredient
....... Preparing the ingredient
....... Cooking the meal and getting it ready for eating.
Each of these stages, beginning with the first of them is described in
each paragraph of the essay.
To write an essay on why students fail examinations therefore, efforts
should be made to identify and discuss on some of these factors that
can contribute to the problem.
(i) Lack of desired goal .
(ii) Wrong choice of subjects.
(iii) Hatred for subjects and subject teachers.
(iv) Poor study habit .
(v) Lateness and absenteeism.
(vi) Playfulness.
(vii) Laziness and and lack of confidence.
(viii) Procrastination.
(ix) Poor self concept.
(x) Reliance on ‘Expo’ during examination

EVALUATION: What is an expository essay?.

ASSIGNMENT: In not less than 250 words, write an expository essay on:
Why Students Fail Examinations.

ASPECT: SPEECH WORK.

TOPIC: VOWELS /æ/ and /a:/

CONTENT: The vowel above is one of the long vowels and can be
described as a back vowel though it is actually articulated with the part
of the tongue between the centre and the back. In the process of
articulation, while the lips are in neutral position, the jaw is fully open.
The vowel is pronounced as aah- aah –aah—aah in speech sound. The
vowel /a/ is represented in words by the following letters:

LETTERS WORDS

ar ----- as in part, mark, dark and bark.

ar ------- as in clerk ,Berkshire

e ------ as in genre

ear ---- as in heart

our ------ as in our

a ----- as in path, vase, grasp guava.

THE VOWEL /3:/

This central vowel is often spelt ‘er’. It is pronounced with the middle
of the tongue raised while the lip position is neutral. It is pronounced
in words like ‘arr’ as in (r) and can be sounded in the following words:

LETTERS WORDS

Our --------as in journey, tournament, scourge.

Ir---------- as in First, third, girl skirt and firm.

Ur-------- as in burn, church, fur, incur and turn.

Or---------- as in work , worse, worst and word.

Er ------------ as in her, fertile and servant.

 Eu------------ as in milieu.

Ear------------ as in earth, search and earn.

EVALUATION: Give five examples of each of these phonetic symbols:

I. /æ/
II. /a/

ASPECT: LITERATURE IN ENGLISH

TOPIC: LITERARY APPRECIATION

CONTENT: Reading and appreciation of literary text (prose)

EVALUATION: Students are to bring out literary devices identified from chapters
read for class discussion and teacher’s evaluation.

WEEK: 7

ASPECT: COMPREHENSION .

TOPIC: MY EXPERIENCE IN CALIFONIA

CONTENT: Dr. Mohammed Garba has just returned to Nigeria after a two year
stay in California. The school principal had invited him to give a talk about his
experiences. Read the passage properly to enable you give appropriate answers
to the questions that follow.

EVALUATION: JEP. Unit 14, page 139, Exercise 3c Factual questions

ASSIGNMENT: JEP Unit 14, page 139, Exercise 4 Summary questions.

ASPECT: VOCABULARY DEVELOPMENT

TOPIC: SYNONYMS

CONTENT: Synonyms are words that have the same meaning or are close in
meaning and still be saying basically the same thing as a given word. Example, The
word ‘holy’. The words similar in meaning to the word ‘holy’ are words like: pious,
religious, godly, God fearing, saintly. Other words synonymous to holy include:
consecrate, hallowed, sanctified, blessed, divine, sacred, saintly, righteous,
devote, virtuous and religious

EVALUATION: Make 10 sentences with the words: Sacred, consecrate, divine,

blessed, saintly, hallowed, pious, godly, holy and sanctified.

ASPECT: STRUCTURE

TOPIC: INDEFINITE AND RECIPROCAL PRONOUNS.

CONTENT: Indefinite pronouns are such pronouns that are not specific or exact
about what they are used to refer to, or about the quality or number of what they
are used to describe. The following are some examples of indefinite pronouns.

1. Many came for the party.

2. Few were there in the morning.

3. I bought some.

4. You can take any.

5. Both are missing .

6. I have left all in the room.

7. Each has a different view.

These pronouns are used when an action is reciprocated or shared. When

an action is shared by just two people or between two things such pronouns
 used are referred to as reciprocal pronouns. Examples of these pronouns
are reflected in the sentences below:

1. James and Joseph spoke to each other regularly on the phone.

2. The dog and the cat do not like each other.

3. The boys pulled each other in the ear.

4. The girl and her mother smiled at each other

5. The man and his wife love each other.

Note that when the action is shared between just two people then it is
appropriate to use“each other” as the reciprocal pronoun. But when the
action involves more than two people as we have in the examples below, then
it is most appropriate to use ‘one another’: Examples are:

1. The students brought presents for one another.

2. The sheep, the goat and the dog often play with one another.

3. The students often laugh at one another’s mistakes

4. The passengers in the train exchanged pleasantries with one another.

5. The mothers helped one another to carry their babies and baskets

ASPECT: COMPOSITION.

TOPIC: MY SCHOOLS’ INTER-HOUSE SPORTS.

CONTENT: The topic above is aimed at describing the events of a schools’

interhouse competition. It is an example of a descriptive essay.

A descriptive essay is an essay written to give the reader a mental picture of

either a person, a place or an object like in other essay types. A descriptive essay
should contain paragraphs where each of the major aspects of the topic is vividly
explained for a good understanding by any reader.

My school Inter-house sports therefore should highlight on points like:

1. The date of the inter -house sports competition.

2. The venue of the inter-house sports competition.

3. The various events featured in the sports competition.

4. Participating houses or clubs and schools in various events .

5. The officials and officers of the events groups.

6. The overall winner in the events.

EVALUATION: Explain what is meant by an’ inter house sports’

ASPECT: SPEECH WORK

TOPIC: VOWELS \ ↄ \, \ ↄ:\ and \ ᴧ \

CONTENT: The vowel \ ↄ \ and \ ↄ \ sounds are produced with the back of the
tongue. In making these sounds, the lips form an ‘O’ shape and the tongue is
raised as if tensed up to a level. The place and manner of articulation of the two
sounds are the same. The only difference between the sounds\ↄ:\ and \ ↄ \ is that
the \ ↄ: \ sound is long while the \ ↄ \ sound is short. The sounds are found in
words like

\ ↄ\ \ ↄ: \

1. Off ore
 2. Pot Paul

3. Spot sport

4. Cod cord

5. Moth mourn

6. Fox fork

7. Dog darn

8. Not naught

9. Cough caught

EVALUATION: Write out the vowel sounds in the words listed below:

1. Tore

2. Fault

3. Court

4. Ought

5. Dwart

6. Bald

7. Force

8. Crawl

9. Wherewithal

10.Thwart

ASPECT: LITERATURE IN ENGLISH

TOPIC: Literary Appreciation in poetry

CONTENT: Use Recommended Text

EVALUATION: Bringing out some literary devices in the poems read.

WEEKEND ASSIGNMENT: Your school had recently had her inter –house sports
competition, write to your friend in another school, describing vividly some
remarkable events in the sports programme.

WEEK: 8

ASPECT: COMPREHENSION

TOPIC: MALNUTRITION

CONTENT: Very often in our studies, we do not have time to study closely
everything we should like to do. It often happens that there is only time to read
through a chapter or a section of a textbook very quickly. During this quick read,
we try to pick out the main points, or gist of what we read. Now read the passage
properly, and answer the questions at the end.

EVALUATION: Answer the comprehension questions on page 149- 150 EXERCISE

15 OF JEP BOOK 3.

ASPECT: VOCABULARY DEVELOPMENT

TOPIC: SYNONYMS

CONTENT: Words similar in meaning and content to active. Active is a word

meaning always doing things or moving around a lot. Active like every other word
has a number of words sharing its meaning. Some of the examples are listed
below:

Active: Lively ------- He is such a lively baby.

Dynamic -------- Our math’s educator is so dynamic.

On the go ------- The house masters are always on the go.

 Full of life ------- The club members are full of life.

Enthusiastic ------ the whole clan is enthusiastic.

Other related words to active include: vigorous, functioning, effective, in action,

involved, practicing working.

EVALUATION: Make sentences with the following words; Effective, Involved, On

the go, Practicing,, Committed, Vigorous, Energetic, Agile, and Quick.

ASPECT: SPEECH WORK

TOPIC: VOWELS \U\, and \U:\

CONTENT: The vowels \U\ and \U:\ are articulated with the back of the tongue
raised to a height just below the position where the side of the tongue touches
the back of the teeth. In making the sounds, the lips are pushed out and form a
round shape. The lips come together, but do not fully meet. The \U\ sound is a
short sound while the \U:\ is a long sound. Below are a list of words that has the
short \u\ and the long \U\ sounds respectively.

\U\ \U:\

1. Foot hoot

2. Took tool

3. Pull pool

4. Full fool

5. Wood would

6. Should shoot

7. Foot food

8. Wood wooed
 The various spelling of the sounds are listed as:

1. “O”------------------------ as in do.

2. “OO”--------------------- as in spoon.

3. “cw”============== as in chew.

4. “ eau”============= as in beauty.

5. “u--------------------------” as in rule.

6. “ue================ as in true.

7. “ui”------------------------- as in fruit.

8. “iew----------------------” as in view.

9. “oe”---------------------- as in shoe.

10.“ou”----------------------- as in you.

EVALUATION: Write out the spelling sounds in the under listed words:

1. Tomb

2. Canoe

3. Troop

4. Loose

5. Rude

6. Ruler

7. Juice

8. Glue

ASPECT: LITERATURE IN ENGLISH

TOPIC: Drama
CONTENT: Reading and analyzing of recommended drama text

EVALUATION:( Discuss) What roles do drama play in the development of a

peaceful civil society.

WEEKEND ASSIGNMENT: Using your note, write a summary of this passage in not
more than 100 words. (page 149- 150 EXERCISE 15 OF JEP BOOK 3).

WEEK: 9

ASPECT: COMPREHENSION.

TOPIC: CONFLICT RESOLUTION.

CONTENT: Conflicts exist in every walks of life and there are ways of meditating
between opposing parts. Find out the various reasons for conflicts and means of
resolving them in the passage as you read the text carefully and answer the
questions that follow.

EVALUATION: JEP Book 3 Unit 16 Section 2 Page 159.

ASSIGNMENT: JEP Book 3 Unit 16 Section 4 Page 160 Critical Reading.

ASPECT: VOCABULARY DEVELOPMENT.

TOPIC: SYNONYNMS

CONTENT: Words similar in meaning and context to callous; meaning, not caring
about other people’s feelings or suffering. Other words synonymous to callous
are: cruel, unfeeling, heartless, uncaring, insensitive, unsympathetic, cold, pitiless,
hard, thick-skinned, and cold-hearted. For example:-

i. The soldiers were unsympathetic on the invaders.

ii. The Kidnappers were heartless against the poor widow.
iii. The armed robbers acted without feeling on their poor victims.
iv. He is such a hard man.
v. They were so uncaring about the man’s plight.

EVALUATION: Make sentences with the following words: Cruel, Pitiless, thick-
skinned, unfeeling, cold-hearted.

ASPECT: STRUCTURE

TOPIC: ACTIVE VOICE

CONTENT: A verb is said to be in the active voice, when the action described
in the sentence is being performed by the subject. For example in the
sentences below:

i. The Policemen stopped the man.

ii. The boy stole the car.
iii. She sang a beautiful song.
iv. Harmattan kills flowers.
v. He married a fat woman.
vi. Ghananians grow cocoa.
vii. My Aunt sells cloth.
viii. The boys killed the ball.
ix. The teacher taught the class.
x. The boys ate all the mangoes.
When the subject of the sentence is the doer of the action, we say the
verb is in the active voice but when the subject of the sentence is the
receiver of the action, we say the verb is in the passive voice.

EVALUATION:
Change the following sentences from passive voice to active voice.
i. The car was repaired by the Mechanic.
ii. The book was taken by Miss Biba.
iii. The dinner was cooked by Mrs. Glory.
iv. The letters were delivered by the Postman.
v. The windows were broken by Usher.
vi. The poems were learned by Mary.
vii. The nest was built by a bird.
viii. The ring was stolen by the thief.

ASPECT: COMPOSITION

TOPIC: EXPOSITORY WRITING

CONTENT: - Expository essays or writings are written in careful and

formal language, the type used in formal letters. Such letters does not
tolerate the use of shortened forms or slangs. It should be noted that
the verb forms used in expository essays are in the present tense form
as in descriptive essays.

A MODEL EXPOSITORY ESSAY: THE GAME I LIKE BEST

The game I like best is Football. It is also known as Soccer. It is played

between two teams of eleven players each. The game is controlled by
the Referee. He is assisted by the Linesman.

Football game is played with football which is a large ball filled with air.
It is played on a rectangular area of grass with the edge and parts clearly
marked out in white. This area is called the field. On each side of the
short side of the field is the goal area. A goal post is made of two upright
posts connected at the top with a crossbar. The goal is where each of
the team tries to get the ball in order to score a point.

At the beginning of the game, a team occupies one half of the field and
faces the other team. There is a goal post behind each team. One player
at the team usually stays at the entrance of its goal during the game. His
special l duty is to try to prevent the other team from scoring when the
Referee blows his whistle to start off the game. All the other players kick
or head the ball towards the opponent’s goal. When a point is scored,
the Referee blows the whistle, and starts off the game afresh. He also
blows the whistle when an infringement of the rules is committed, and
metes out the appropriate punishment. Finally he blows the whistle to
end the game. And the winner is the team with the highest number of
goals.

Note: The paragraphs are organized around the major aspects of the
game.

Paragraph 1. The players and officials

2. The Equipment and Facilities needed for the game.

3. The game itself.

Also note the use of present tense verb forms throughout.

EVALUATION; Describe the preparation of your favorite meals.

ASSIGNMENT:

Write a story about two school friends who had a quarrel. Describe
what happened, and how the problem was resolved.

ASPECT: SPEECH WORK

TOPIC: VOWELS /æ/

CONTENT: The vowel /æ/ is articulated with by the front part of the
tongue slightly raised to a height above the open position while the lips
are spread. The spelling symbols of the word “a’ as in hat,’ ai’ as in
the word plait.
 Other words where the vowel sounds are found are: bat, than, fail, lag,
shall, man, and pen. Evaluation: Make a comparison between the sound
(e) as we have in the word (e)bet, then fed all the sound /æ/ as we have
in cat, man, can, and pan.

ASPECT: LITERATURE IN ENGLISH

TOPIC: FEATURE OF A PLAY

CONTENT: A Play has the following features:

The Speaker’s name is printed in capital letters at the beginning of their

speech with a colon following the name.

A play may also contain stage directions e.g. (takes her hands). These
also appear in Italics and in brackets.

The setting of play may also change from time to time. For example the
scene takes place in the morning, in the clearing of the edge of the
market. They are put in brackets and italics.

The costumes can be very important for example, Soyinka suggests that Lakunle
dressed in old English suit- whereas, Sidi is dressed in traditional clothing.
Costumes tell us a lot about the characters.

Other important items, objects or equipments are called props for properties.

The performance features not just the words spoken by the actors but the singing
and the dancing as well.

The director of the play decides how, where, the actors should stand and exactly
how singing and dancing should be performed.

Sometimes the director may wish to encourage the audience to take part in
singing and dancing – this is referred to as audience participation.

EVALUATION:
Read through your recommended text and identify some or all these features
discussed above in them.

WEEK-END ASSIGNMENT:

Attempt the food puzzle on page 152 of JEP Exercise 1—17.

WEEK 10

ASPECT: VOCABULARY DEVELOPMENT

TOPIC: SYNONYMS.

CONTENT: Law is a whole system of rules that everyone in a country or society

must obey. Words synonymous to law in context are: rules, regulations, decree,
legislature, act, ruling, commandment, direction, principle, directive, and bye-law.
They are commonly used as in the examples below:

1. It is against the law to drink while driving.

2. The Presidency has issued a decree to stop Okada riding on the Nation’s
highways.

3 .The Company’s regulation states that you pay your taxes before any service is
rendered to you.

EVALUATION:

Make five sentences with some of the above written law synonyms.

ASPECT: STRUCTURE.

TOPIC: PASSIVE VOICE.

CONTENT:Unlike the active voice where the subject of a sentence is the doer of
the action,the passive voice indicates that the subject of the sentence is the
receiver of the action described in the given sentence.Below is a list of sentence
showimg the active and the passive voice.

ACTIVE VOICE------------------------------------ PASSIVE VOICE.

(1 ) Margaret sang a song. A song was sung by Margaret.

( 2)The Policeman caught the thief. The thief was caught by the Policeman.

( 3 )Did you write this letter? Was the letter written by you?

(4)John answered the questions. The questions were answered by John.

(5 )The boys kicked the ball. The ball was kicked by the boys.

Please note that when the subject changes from singular to plural, then plural
verbs are used to realise a correct tense in the sentence. Also note that the
subject in the passive sentence is turned to be object in the active voice.

EVALUATION

Change the following statements from active into passive voice.

( A) The cat chased the rat.

(B) Mary hit the ball.

(C) The train was pulled by a powerful engine;

(D )The wind blew two big trees down

(E ) The gardener cleanned up the mess.

(F) Thieves stole his car last night.

(G) Rose has not swept the room yet.

(H) Nobody took the temperature of the boy.

(I) They boiled the yam for too long.

(J )Somebody else did that.

ASPECT: COMPOSITION

TOPIC: EXPOSITORY WRITING

CONTENT: PROPER STORY WRITING

In the examination, you may be given a choice of several topics. Our advice is that
you choose a topic that is most familiar to you. Narrative or desciptive topics are
easier. Normally you will be required to write not less than 200-250 words. We
advise you to get use to writing within that constraint as examiners may ignore
anything written exceeding the number of words allowed.

In writing an expository essay, planning and organization are very important. You
are advised to follow these fives stages as they will be of great help:

Stage 1 PREPARATION

a—initial thinking or brainstorming

b---minor ideas

c---drawing up the plan

Stage 2 Rough Draft

Stage 3 Making Improvements

Stage 4 Final Draft

Stage 5 Check For Corrections

EVALUATION: Write a composition of not less than 200 words describing how
your local community has developed over the past few years.
ASPECT: SPEECH WORK

TOPIC: DIPHTHONGS (A REVISION).

CONTENT: The word diphthongs is said to be a Greek word meaning double

sound. Diphthongs are vowel sounds but differ from pure vowels because their
articulation involves a glide from one vowel quality to the other.

There are eight diphthongs in English and their phonetic symbols indicate the
initial and final vowels represented in the articulation. Below are a list of the eight
English diphthongs:

/ei/: As in pay, again

/ǝu/: As in go, home

/ai/: As in rice, kite

/au/: As in cow, house

/ↄi/: As in toy voice

/iǝ/: As in ear, here

/eǝ/: As in air, hair

/Ʊe/: As in poor, tour

EVALUATION:

Choose the word that contains the sounds indicated in the list below

(1) /ei/ (A) Fight (B) Feet (C) Fate (D) Hair (E) Niece
(2) /eə/ (A) Weather (B) Share (C) Here (D) Tyre (E) Afraid
(3) /ai/ (A) Sky (B) Play (C) Make (D) Veil (E) Pail
(4) /iə/ (A) Spare (B) Tired (C) Weather (D) Fear (E) Careful
 (5) /ɔi/ (A) Closed (B) Fly (C) Story (D) Noise (E) Quiet

ASPECT: LITERATURE IN ENGLISH.

TOPIC: Reading of recommended text in poetry.

CONTENT: Using already learned literary devices to appreciate the poems.

EVALUATION: Answer relevant questions on the passage to ensure proper

understanding of the poem read.

ASSIGNMENT: Write a composition of not less than 200 words describing how
your local community has developed over the past few years.