FIRST TERM ENGLISH LANGUAGE UNIFIED NOTE FOR 2024/2025 SESSION

TABLE OF CONTENT
TOPICS PAGES
1. Speech/Summary/Structure/Spelling drill 3-6
➢ Consonant contrasting e.g /p/ and /b/, /t/ and /d/ etc.
➢ Revision of features of summary
➢ Nominalization of adjectives and verbs
➢ Spelling Drill
2. Comprehension/Vocabulary Development/Speech/Writing/Debate 7 - 11
➢ Reading a selected passage
➢ Register of human body system and functions
➢ Consonant clusters
➢ Expository writing- Effects of fuel scarcity in Nigeria.
➢ How educative are reality shows- case study ‘’BBN’’
3. Comprehension/Speech/Voc. Dev./Structure/Spelling drill 12-15
➢ Reading passage for implied meaning
➢ Transcription - monosyllabic, bisyllabic and polysyllabic words
➢ Word Associated with health
➢ Noun phrases: functions and uses
➢ Spelling drill
4. Voc. Dev./Structure/Summary 16-18
➢ Register of building and construction
➢ Pronouns – types e.gs. Personal, possessive etc.
➢ Reading to summarize
5. Speech/Comprehension/Writing/Spelling drill 19-21
➢ Word Stress e.gs. two-, three-, four-, five-, six- syllabic words
➢ Reading for critical evaluation
➢ Argumentative writing
➢ Spelling Drill
6. Comprehension/Structure/Speech 22-24
➢ Reading to extract the main points from a passage
➢ Plural forms of nouns
➢ Stress patterns {Rules}
7. MIDTERM BREAK

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8. Comprehension/Writing/Summary/Speech/Debate 24-37
➢ Reading a selected passage
➢ Descriptive writing
➢ Summarizing an argument
➢ Emphatic stress
➢ All students should have an after-school job or internship
9. Voc. Dev./Structure/Writing/Comprehension/Spelling Drill 27-30
➢ Words associated with colour, smell, taste (adjectives)
➢ Adverbs and adverbial phrase
➢ Report writing
➢ Identifying writer’s purpose
➢ Spelling drill
10. Writing/Structure/Use of English/Spelling Drill 31-34
➢ Creative writing {features of either play or story}- plot, style, setting, theme
➢ Adjectival phrase and clauses
➢ Idioms
➢ Spelling Drill: obtuse, alleviate, tedious etc.
11. Revision
12. Examination

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WEEK 1
LESSON 1: CONSONANT CONTRASTING /p/ and /b/, /t/ and /d/
Learning Objectives: By the end of the lesson, the students should be able to:
i. explain what a consonant contrast is
ii. give examples of consonant contrasts

Consonant contrast
This refers to the distinctive difference between two or more consonant sounds in a language,
which can change the meaning of words. In other words, it’s the ability of a language to
distinguish between similar but not identical consonant sounds. In phonetics, consonant
contrast is often described in terms of:
• Place of articulation {where the sound is made}
• Manner of articulation {how the sound is made}
• Voicing {whether the sound is made with the vocal cords vibrating or not}

There are 24 consonant sounds in English. The following are examples of consonants
contrasting:
/p/ /b/ /t/ /d/
Pot ball tight device
Pit bit tie dye
Peel bean teeth dean

Consonant contrast can appear in different positions in a word

A. Consonant contrast in initial position
- pit/pit/ : bit /bit/ = /p/ : /b/
- Height /hait/ : fight/fait/ = /h/ : /f/

B. Consonant contrast in medial position

- Decree /dikri:/ : degree /digri:/ = /k/ : /g/
- Buses /bɅsiz/ : buzzes /bɅziz/ = /s/ : /z/

C. Consonant contrast in final position

- Which /witʃ/ : wish /wiʃ/ = /tʃ/ : /ʃ/
- Cab /kӕ b/ : cap /kӕp/ = /b/ : /p/

Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 167
ii. Count Down English Language for SSS by O. Ogunsanwo etal. page 290

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LESSON 2: STRUCTURE
NOMINALIZATION
Learning Objectives: By the end of the lesson, the students should be able to:
1. define nominalization
ii. give examples nouns derived from adjectives, verbs, and other nouns

Nominalization
This is a linguistic process where a word or phrase that is not a noun {such as a verb, adjective,
or adverb} is converted into a noun. This can be done sometimes by means of suffixes which
are attached to those other word classes. Examples of nouns derived from adjectives are:
Word Suffix Noun
Sincere ity/ty sincerity
Violent ce violence
Scarce - ity scarcity
Good - ness goodness

Examples of nouns derived from verbs are;

Word (verbs) Suffix Noun
React -ion reaction
Serve -ice/ service/servant
Rob -e/ry rob/robbery

Many nouns are derived from other nouns:

Mentor – mentorship
Scholar – scholarship
Manner – mannerism
House – household /wife/manship

Irregular forms:
Broad- breadth
Sorry- sorrow
Proud- pride
Deep- depth

Nominalized phrase Concise Revision

gave a report reported
made a decision decided
offered a suggestion suggested

Sometimes you need more specific verb to revise nominalizations. E.g.

Conducted a careful examination of……. Scrutinized
Caused considerable confusion for ……….. Baffled

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Caused a drop in the morale of ………. Demoralized

Common Nominalization and Revisions:

a. Nominalization follows verb;
The police conducted an investigation into the matter.
The police investigated the matter.
b. Nominalization follow ‘there is’.
There was considerable erosion of the land from the floods.
The floods/ considerably eroded / the land
c. Nominalization is subject of empty verb.
Our discussion concerned a tax cut
We discussed a tax cut.
Here are a few verbs, followed by common nominalizations.
 discover -------- discovery (verb-noun)
 move --------- movement
 careless ------- carelessness
 different ----- difference
Examples of sentences;
 We received a warm welcome.
 The teacher ordered the boys to stop the fight.
 It is three feet in length.

Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 123
ii. Count Down English Language for SSS by O. Ogunsanwo etal. page 209

LESSON 3: Summary Writing

Revision of the Features of Summary
Learning Objectives: By the end of the lesson, the students should be able to:
i. explain what a summary is
ii. state and explain features of a summary
iii. summarise a given passage
A summary is a brief account of what has been read or heard, it requires giving short but
concise information about something without giving all the details.
Features of a Summary

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1. Brevity: The answer to any summary question must be brief and precise.

2. Clarity: The answer must be clearly written down.

3. Relevance: This calls for a student’s answers to be relevant to the points mentioned in
the passage.

4. Coverage: Every aspect of the passage must be read and understood.

Useful Hints on Summary Writing

1. Read the passage at least twice to ensure thorough understanding.

2. Proceed to read the questions based on the passage and then try to spot relevant portions.

3. Try to identify the thesis statement in the passage and the topic sentences in the
paragraphs so that you can follow the line of discussion.

4. Adhere strictly to the instruction(s) given, e.g. “state in ………….. sentences”…….. Do

not write your answers in phrases unless otherwise stated.

5. Do not write more or less than the number of sentences required.

6. Do not lump two points in one sentence.

7. As much as possible write the answers in your own words. Avoid mindless lifting.

8. Avoid illustrations, repetition and poor expression.

9. Keep strictly to the contents of the passage, and do not try to correct any piece of
information given in the passage.

Text book: New Oxford English for SSS2 by Ayo Banjo etal. Page 7-8
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 95
ii. Essential English Language for SSS by Latilo T.A, page 111-115

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WEEK 2
LESSON 1: Speech Work: Cluster of Two, Three and Four Consonants.
Learning Objectives: By the end of the lesson, the students should be able to:
i. explain what a consonant cluster is
ii. give examples of words containing consonant clusters

Cluster of Two, Three and Four Consonants

In English, certain phonemes occur together regularly to form a sequence of sound units
called cluster. English consonants are a good example of this phenomenon. A consonants
cluster is the sequence of two or more consonant sounds without any intervening vowel. For
example, str at the beginning of straight and strain forms a clusters
A cluster of consonants may occur at the beginning, in the middle or at the end of a word.
Above all, there may occur a cluster of two three or four consonants.
TWO CONSONANT CLUSTERS
Initial Medial Final

Smile Plantain Cast

Gland Plastic Band

Dwell Okra King

Play Offset dogs

THREE CONSONANT CLUSTERS

Initial Medial Final

Scrawl Restrain Ants

Splint Constrain Lumps

Scrap Construction Nests

Square Transform Opts

Demonstrate Masks

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FOUR CONSONANT CLUSTERS
Initial Medial Final

…………………… Constrain Sixths

…………………… Construction Prompts

…………………… Demonstrate Glimpsed

………………….. …………….. Example

…………………. ……………. Exempts

The presence of a consonant cluster in some words is however not easy to identify by just
looking at written forms of such words. Such words manifest the cluster only when
pronounced.
Examples:
Communicate /kemju:nikeɪt/
Queue /kju:/
Music /mju:zɪk/
Duty /dju:tɪ/
Cure / kjuә/
Queen /kwi:n/
Question /kwestәn/
Quark /kwa:k/
(see more examples from Consonants Followed by /j/ and /u/).
Note:The maximum number of cluster of consonants that may occur before a vowel is three
while the maximum number of consonants in a cluster that may occur after a vowel is four
(CCCVCCCC) according to the syllable structure.

Text book: New Oxford English for SSS2 by Ayo Banjo etal. Pages 3, 12, 47,64
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 164
ii. Essential English Language for SSS by Latilo T.A, page 252

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LESSON 2: WRITING
Expository Essay
Learning Objectives: By the end of the lesson, students should be able to
i. explain what an expository essay is
ii. discuss the format of an expository essay
iii. write any given expository essay topic

Expository Essay
The word expository means a clear and detailed explanation. An expository essay, therefore,
is an essay whose duty it is to explain. In writing an expository essay, the writer explains a
process, a thing or an idea by the careful selection of relevant, orderly presentation and a
coherent argument.
In writing expository essay, you have to know the subject matter for you to be able to explain
it.
Here are guidelines for expository essay;
1. Introduce your topic.
2. Define the subject matter with appropriate examples. The subject matter does not allow
you to be vague or lose yourself in abstract thought or to wander from point to point. Neither
does it demand much imaginative power.
3. Give sufficient information
4. Explain the procedures or series of events involved in a sequential/logical order by using
transitional phrases and words to connect ideas between paragraphs.
5. Your explanation should be couched in a simple language.
6. Expository essay is usually written in the present tense which involves the active voice.
7. Clarity and precision are required in expository writing especially when you give
instructions or explain a process. Though figurative language may not be necessary but
systematic thinking and orderly marshalling of points are very relevant.
Format for an expository essay
 Introduction
- Hook: Grab the reader’s attention
- Background information: provide context
- Thesis statement: clearly state the main idea
 Body Paragraph 1, 2 ,3 etc.
- Topic sentence: support the thesis statement
- Evidence: provide facts, statistics, or examples
- Analysis: explain and interpret the evidence
- Linking sentence: connect to the next paragraph
 Conclusion

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 - Restate the thesis statement
- Summarize the main points
- Final thought: leave the reader with something to think about

Text Book: New Oxford Secondary English Course for SS2 by Ayo Banjo etal. Page 148-149

Reference Materials: i. Exam Focus English by A. Banjo etal. Page 33-34

ii. Essential English Language for SSS by Latilo T.A. etal. Page 152-153

LESSON 3: Vocabulary Development

Register of Human Body System and Functions
Learning Objectives: By the end of the lesson, the students should be able to:
i. explain the term human body
ii. mention words associated with human body system
iii. explain the words mentioned
iii. make sentences using the given words

Register of Human Body System and Functions

The human body is a biological machine made of body systems; groups of organs that work
together to produce and sustain life.
➢ System of organs: A group of organs that work together to perform one or more
functions in the body.
➢ Musculoskeletal system: Mechanical support, posture and locomotion
➢ Cardiovascular system: Transportation of oxygen, nutrients and hormones throughout
the body and elimination of cellular metabolic waste
➢ Respiratory system: Exchange of oxygen and carbon-dioxide between the body and
air, acid-base balance regulation, phonation.
➢ Nervous system: Initiation and regulation of vital body functions, sensation and body
movements
➢ Digestive system: Mechanical and chemical degradation of food with purpose of
absorbing into the body and using as energy.
➢ Urinary system: Filtration of blood and eliminating unnecessary compounds and
waste by producing and excreting urine.

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 ➢ Endocrine system: Production of hormones in order to regulate a wide variety of
bodily functions (e.g. menstrual cycle, sugar levels, etc)
➢ Lymphatic system: Draining of excess tissue fluid, immune defense of the body.
➢ Reproductive system: Production of reproductive cells and contribution towards the
reproduction process.
➢ Integumentary system: Physical protection of the body surface, sensory reception,
vitamin synthesis.

Text Book: New Oxford Secondary English Course for SSS2 by Ayo Banjo etal. Page 32
Reference Material: i. www.kenhub.com>lirary

LESSON 4: COMPREHENSION
READING FOR IMPLIED MEANING

Learning Objectives: By the end of the lesson, the students should be able to;
i. read the passage respectively
ii. understand the information given in the text
iii. answer the passage questions

READING FOR IMPLIED MEANING

This is the ability to understand the meaning of a text without all the information being spelled
out. From context clues within a passage, the author gives certain information about the story.
Reading for implied meaning, therefore, is reading to fill in certain gaps in which some
explanations are left out.

TIPS TO READ FOR IMPLIED MEANING

A. Keep asking questions as you read. Questions such as Where? Why? When? How? Will
shed more light on the content of the passage.
B. Keep linking ideas as you read on to understand the writer’s line of development. This will
enable you to notice when a gap in information occurs.
C. Your background knowledge of a topic may assist you to decipher a hidden or implied
meaning.
D. when you notice something is missing, you assume what has happened.

Text book: New Oxford English for SSS2 by Ayo Banjo etal. Page 4-5
Reference Materials: i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 98
ii. Essential English Language for SSS by Latilo T.A, page 71-72

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WEEK 3
LESSON 1: Structure
Noun Phrases: Functions and Uses

Learning Objectives: By the end of the lesson, the students should be able to;
i. explain what a phrase is
ii. give examples of phrases
iii. state and explain the functions of a noun phrase with use of examples

Noun Phrases: Functions and Uses

A phrase refers to a group of words without a finite verb and is used as single part of a speech
or sentence. On its own, it does not make complete meaning or sense.
Therefore, the noun phrase which is known as the nominal group, consists of a noun, which
is the headword, and the determiners or modifiers. The pronoun can also be in the position of
the noun phrase, but it does not take determiners or modifiers. The noun phrase aids our
meaning because it makes what we are referring to more specific, as we can see in the
following examples:
i. A house
ii. The house
iii. A tall house
Examples of noun phrase and their functions;

A. Noun phrase as subject of a verb

➢ An old man is at the door.
Noun phrase as a subject of the verb ‘is’
➢ The most dreadful storm occurred in California.
Noun phrase as subject of the verb ‘occurred’
B. Noun phrase as object of a verb
➢ An old man broke the door.
Noun phrase as object of the verb ‘broke’
➢ We have some interesting new neighbours.
object of the verb ‘have`
C. Noun phrase as object of the preposition ‘at’
➢ MR. Douglas is an actor.
complement of the subject Mr. Douglas
➢ His butler is a hardworking man.
complement of the subject `his butler`
D. Noun phrase as object complement
➢ The class called Bolaji a liar.

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 complement of the object `Bolaji’
➢ He considers his job a challenge.
Complement of the object ‘his job’
E. Noun phrase as object of a preposition
➢ She walked into the room.
Noun phrase as object of the preposition `into`
➢ An old man is at the door.
Noun phrase as object of the preposition ‘at’
F. Noun phrase can function in apposition to a noun
➢ I met John, my classmate in secondary school, at the airport.
Noun phrase in apposition with `John`
➢ Vigo, a renowned athlete, came here last week.
Noun phrase in apposition with ‘’Vigo’’
Text book: New Oxford English for SSS2 by Ayo Banjo etal. Page 274-275
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 113
ii. Essential English Language for SSS by Latilo T.A, page 78

LESSON 2: ORACY
TRANSCRIPTION: Monosyllabic, Bisyllabic and Polysyllabic words

Learning Objectives: By the end of the lesson, the students should be able to;
1. explain transcription
ii. transcribe words correctly

TRANSCRIPTION: Monosyllabic, Bisyllabic and Polysyllabic words

Transcription when viewed from its phonemic aspect, can simply be defined as the
representation of words by the phonetic symbols of sound that they contain.
Transcriptions of each valid word in English Language can be found in any reputable
English dictionary. It is also important to note that the etymology of a word plays an
important role in its proper transcription.

A. Monosyllabic words
i. Come - /kɅm/
ii. Buy - /bai/
iii. Date - /deit/
iv. Love - /lᴧv/
B. Bisyllabic words

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 i. Baby - /beibi/
ii. Cartoon - /ka:tu:n/
iii. Picture - /piktʃƏ/
iv. Measure - /meʒƏ/
C. Polysyllabic words
i. Television - /telƏviʒƏn/
ii. Education - /edʒukeiʃƏn
iii. Transmission - /trӕnsmiʃƏn/
iv. Condition - /kƏndiʃƏn/

Text book: New Oxford English for SSS2 by Ayo Banjo etal. page 88
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 164
ii. Essential English Language for SSS by Latilo T.A, page 250

LESSON 3: COMPREHENSION
Reading For Implied Meaning {Refer to a passage from New Oxford English }
Learning Objectives: By the end of the lesson, the students should be able to;
i. read the passage respectively
ii. understand the information given in the text
iii. answer the passage questions
Text book: New Oxford English for SSS2 13-15
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 98
ii. Essential English Language for SSS by Latilo T.A, page 71-72

LESSON 4: VOCABULARY DEVELOPMENT

Words Associated with Health
Learning Objectives: By the end of the lesson, the students should be able to;
1. Explain the term Health
2. Mention words associated with health
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 3. Make sentences using the given words to show their understanding of the words

Words Associated with Health

Health is defined as the state of being free from physical or psychological disease, illness or
malfunction. It is also a state of well-being or balance, often physical but sometimes also
mental and social; the overall level of function of an organism from the cellular (micro) level
to the social(macro) level.

The following are some words related to health:

➢ A syndrome- a pattern of illness that go together.
➢ Physiotherapist-an expert in the treatment of injury, disease or weakness in the joints
or muscles by exercise, massage and the use of light and heat.
➢ Diagnosis- the identification of the nature and cause of illness.
➢ Cardiology- study of the structure, function and disorder of the heart.
➢ Mastectomy-surgical procedure to remove of all or part of a breast.
➢ Psychosis- a severe mental disorder, sometimes with physical damage to the brain,
marked by deranged personality and a distorted view of reality.
➢ Nephrology- branch of medicine that deals with the function and diseases of the
kidneys.
➢ Contagious-spread by having contact with a patient suffering it (disease).
➢ Anesthesia- this is given when an operation is about to be carried out.
➢ Coma- state of unconsciousness.
➢ Chronic- long lasting disease or illness.
➢ Intravenous- injection given through the vein.
➢ Debilitating-weakening
➢ Relapse-fall back into the illness after recovery.
➢ Transfusion-this is given a person blood that has been supplied by another.
➢ Convalescence-a resting period after recovery from an illness.
➢ ENT- ear , nose and throat doctor.
➢ Gynaecologist: specialist for women reproductive systems
➢ Obstetrician: specialist for pregnant women, child birth, and postpartum period
➢ Pediatrician: specialist for infants, children, and adolescents.

Text book: New Oxford English for SSS2 by Ayo Banjo etal. Pages 57, 67
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 161
ii. https://capitalizemytitle.com

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WEEK 4
LESSON 1: PRONOUNS

Learning Objectives: By the end of the lesson, the students should be able to;
i. define a pronoun
ii. list and explain types of pronouns with use of examples
iii. identify them in given expressions

PRONOUNS
A pronoun is defined as ‘a word that is used instead of a noun or a noun phrase. Examples are
(words such as I, she, he, you, it, we, or they).
Types of Pronouns with Examples
• Pronouns can be classified into different types based on their functions.
• Relative Pronouns are pronouns that are used to relate one part of the sentence to
another. Some examples are that, which, where, when, why, what, whom and whose.
• Possessive Pronouns are pronouns that are used to show possession. Some examples
are mine, yours, his, hers, theirs and its.
• Reflexive Pronouns are pronouns that are used to refer back to the subject in the
sentence. Some examples of are myself, yourself, herself, himself, oneself, itself,
ourselves, themselves and yourselves.
• Demonstrative Pronouns are pronouns that are used to point to specific objects. Some
examples are this, that, these and those.
• Interrogative Pronouns are pronouns that are used to ask questions. Some examples
are who, what, when, why and where.
• Indefinite Pronouns are pronouns that do not refer to any particular person, place or
thing. Some examples are someone, somebody, somewhere, something, anyone,
anybody, anywhere, anything, no one, nobody, nowhere, everyone, everybody,
everywhere, everything, each, none, few, and many.
• Personal Pronouns are simple pronouns that are used to substitute proper names.
Some examples are I, you, he, she, we, they, him, her, he, she, us and them.
• Subject Pronouns are pronouns that perform the action in a sentence. Some examples
are I, you, we, he, she, it, they and one.
• Object Pronouns are pronouns that receive the action in a sentence. Some examples
of object pronouns are me, us, him, her and them.
• Reciprocal Pronouns are pronouns that are used to express a mutual relationship.
Some examples are each other and one another.
• Intensive Pronouns are the same as reflexive pronouns, with the only difference being
that you can remove the intensive pronoun from the sentence, and the sentence would
still make sense.

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 Reference Material:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 121
ii. Essential English Language for SSS by Latilo T.A, page 14-17

LESSON 2: Vocabulary Development

Register of Building and Construction

Learning Objectives: By the end of the lesson, the students should be able to;
i. explain the term construction
ii. mention words associated with building and construction
iii. make sentences using the given words to show their understanding of the words

Register of Building and Construction

CONSTRUCTION refers to a building, model or some other structure. Here are words related
to this register;
1. Adhesive: A natural or synthetic material, generally in paste or liquid form, used to fasten
or glue boards together, lay floor tile, fabricate plastic laminates, etc.
2. Anchor: Any fastener (usually metal) used to attach parts, such as joists, trusses, posts,
etc., to masonry or masonry materials.
3. Anchor bolt: A threaded rod inserted in masonry construction to anchor the sill plate to
the foundation.
4. Lintel: They are beams cast over the doors and windows.
5. Gable: It is the upper part of a house with a sloping roof.
6. Apron: Trim used under the stool on interior windows.
7. Damp: Proof Course: A layer of material (usually concrete) to stop damp rising from the
ground.
8. Concrete: A mixture of cement sand and, small stones (gravel) and water.
9. Balcony: A deck projecting from the wall of a building above ground level.
10. Casing: Molding of various widths and thicknesses used to trim door and window
openings at the jambs.
11. Banister: A handrail with supporting posts used alongside a stairways
12. Carport: A garage not fully enclosed.
13. Trench: A long narrow ditch or hole dug in the ground.
14. Concrete: Mixture of cement, sand, gravel and water that hardens as it dries.
15. Foundation: Part of a house on which the other parts test for support.
16. Scaffold: A structure made of scaffolding, for workers to stand on while working on a
building.
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17. Glazier: A person whose job is to put glass in windows.
18. German floor: Concrete floor made over the short walls of a foundation to ground floor.
19. Plumbers: An individual who fits water pipes, basins, baths, watertanks etc.
20. Gravel: Pebbles and pieces of rock coarse than sand.

Text book: New Oxford English for SSS2 by Ayo Banjo etal. Pages 120, 128

Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 156
ii. Essential English Language for SSS by Latilo T.A, page 208

LESSON 3: SUMMARY
READING TO SUMMARIZE AN ARGUMENT

Learning Objectives: By the end of the lesson, students should be able to;
i. explain what it means to summarise an argument
ii. state the steps needed to summarise an argument

READING TO SUMMARIZE AN ARGUMENT

To summarize is to describe in your own words a shortened version of a passage you are
reading, stating the major points and leaving out every other thing that is not essential.
Argumentative essay is an essay in which the writer needs to defend a position on a topic. In
reading to summarize an argument, the writer reads the topic thoroughly. There is need to
note every information stated in the passage and its relevance to the central idea or main point.
Look at the viewpoint or opinion presented.
Summarizing an argumentative passage can sometimes be quite easy. However, you must
remember that, in any summary question, you should not allow your opinion to change the
overall meaning of the text you are summarizing.
The meaning of a text-and especially, the line of thought being expressed in an argument can
be made clearer by the use of linking words like; in the first place, secondly, on the other
hand, and so on.

Text book: New Oxford English for SSS2 by Ayo Banjo etal. Page 26-27
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 85-88
ii. Essential English Language for SSS by Latilo T.A, page 114

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WEEK 5
LESSON 1: WORD STRESS
RULES ON THE PLACEMENT OF STRESS ON WORDS

Learning Objectives: By the end of the lesson, students should be able to;
i. explain the rules guiding word stress
ii. identify stress syllables in given words

RULES ON THE PLACEMENT OF STRESS ON WORDS

1. Words of one syllable do not carry stress in English e.g. come, go, move etc.
2. Prefixes and suffixes are not stressed, e.g. predate, foreworn, discussion
3. Two syllabic words are normally stressed on the first syllable, especially if they are nouns,
e.g. SOLdier, Boxer etc. if the first syllable in a word is prefix, then it is stressed on the second
syllable, e.g. disLIKE, unHAPPY.
4. When two-syllable verb ends in ‘ate’ as in locate, mediate, create, then the ‘ate’ is stressed.
NOTE:The word Mandate is an exception to the rule, it is stressed MANdate.
5. In three or more syllable-words{poly-syllabic words} that end in –tic, -ion, -ian, -al, -ial, -
nce, -ish, -mic, you should stress the second syllable from the end of the word e.g. sySTEmic,
acaDEmic, conGEStion etc.
6. In polysyllabic words that end in –ate, -ity, -ify, -ary, it is the third syllable from the end of
the word that is normally stressed e.g. SIGnify, TRANquility.
7. Most words ending in –ism are stressed on the first syllable. E.g. TRIbalism, Socialism.
Note: These rules have very many exceptions, so it is very pertinent that you consult your
dictionary always.

Text book: New Oxford English for SSS2 by Ayo Banjo etal. Pages 88, 97, 106
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 173
ii. Essential English Language for SSS by Latilo T.A, page 267-268

LESSON 2: COMPREHENSION
Comprehension: Reading for critical evaluation
Refer to the students’ text book
Learning Objectives: By the end of the lesson, students should be able to;
i. read the passage thoroughly and understand the writer’s purpose

19
ii. analyse the passage
iii. identify new words and their meaning
iv. answer the passage questions

Text book: New Oxford English for SSS2 by Ayo Banjo etal. 22-23
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 98
ii. Essential English Language for SSS by Latilo T.A, page 71-72

LESSON 3: COMPOSITION
ARGUMENTATIVE ESSAY
Learning Objectives: By the end of the lesson, students should be able to
i. explain what an argumentative essay is
ii. discuss the features of an argumentative essay
iii. write any given argumentative essay topic

ARGUMENTATIVE ESSAY
Argumentative essay comes mainly in form of debate. It requires you to argue a point of
view and persuades your examiner to accept your point of view. In argumentative essay,
there are usually two sides and you are requested to take one side.
USEFUL HINTS ON HOW TO WRITE A GOOD ARGUMENTATIVE ESSAY
1. Content: This is usually a debate in which you are required to argue for or against a
proposition. Before putting pen to paper, look very carefully for the operative term in every
proposition and establish your understanding of the term as a basis for your argument. The
operative term is the key word or words in a proposition. For instance, the operative term in
the proposition: 'Life in the rural area is more rewarding than life in the urban area'. The key
word here is 'rewarding'. Such topic like: 'Female children are more beneficial to their
parents than the male children' may look deceptively simple. The key words there are
'beneficial 'and' parents". You are not expected to argue that female children or male
children are more beneficial to the nations but to their parents. So you have to be careful and
interpret your questions very well.

20
At least three arguments adequately developed for or against a proportion are enough for a
good mark. Maintain the stand you affirm at the beginning of the essay to the end; keep
consistently to one side of the argument from the beginning to the end of the essay. Draw
out your points carefully and present them convincingly. You are free to imagine and think
of the possible arguments that your opponent might put up and you can refute such
arguments to earn a good mark.
2. Organization: Most argumentative essays require the presence of an audience. Therefore,
you should imagine that you have an audience listening to your arguments. You are
permitted to refer to this audience from time to time in your essay but this should not be
overdone. Having said this, it is compulsory for you to start your debate with the usual
vocative: 'Chairman, Panel of Judges, Ladies and Gentlemen...............(note the use of
capital letters at the beginning of each word in the vocative). Your audience believes on the
topic you are asked to write on.

There must be an introductive paragraph where you are expected to state your point of view
or position on the topic you are asked to write on.
In the body of essay, you are expected to support your views with arguments, illustrations
and good quotation of some relevant statements made by knowledgeable people in the past
which, of course, must be relevant to the topic under discussion.
In the concluding paragraph, you are expected to re-affirm your position or point of view
and state categorically that your stand is better than that of your opponent.
Good paragraphing, coherence through the use of linking phrases and a logical sequence of
ideas will be highly rewarded.
3. Expression: Argumentative essay demand a good command of language. Use simple
sentences because it is important that you should make your audience follow your line of
thought.

Make use of various oratorical techniques like reference to your audience from time to time
and rhetorical questions can be asked in the body of the essay. (Rhetorical questions are the
questions asked in order to carry your audience along with you).
There is no room for slang, as your language must carry conviction.
You can make use of exaggeration for emphasis but it must not be overdone.

Text Book: New Oxford Secondary English Course for SS2 by Ayo Banjo etal. Pagse
182, 192, 200
Reference Materials: i. Exam Focus English by A. Banjo etal. Page 42-43
ii. Essential English Language for SSS by Latilo T.A. etal. Page 157-157

21
WEEK 6
LESSO 1: COMPREHENSION
READING TO EXTRACT THE MAIN POINTS

Learning Objectives: By the end of the lesson, the students should be able to;
i. read the passage thoroughly
ii. identify main points in each paragraph
iii. answer the passage questions

READING TO EXTRACT THE MAIN POINTS

Reading to extract the main points is gathering or getting the general idea of something; the
essential contents or information. It is the major substance of what you are reading. If you get
the gist of a passage or something, you have grasped the main ideas or points. In reading a
text or passage the readers most times try to remember everything-- and as a result, remembers
nothing. So, they usually fail to recognize the main points the speaker or writer is making.

Tips for Extracting Main Points

 Bear in mind the answer to this question; what are the writer's main points?
 Don't get distracted by details.
 If you can identify the main points, the supporting details will often spring to mind
easily.
 Try to make short notes on what you have read. Connect background knowledge to the
information in the text. Re-read the passage when problem occur. You may need to
return to the beginning of the sentence or paragraph and read it again. Predict and
confirm what you expect to see, what you think will happen next.
 When you read a passage, circle any new words that you don't understand. Circle only
the new words that are key to understanding the passage. Think about explicit and
implicit information, think about what information is given directly and also think
about what you have read from the passage that is not stated directly.
 Bear in mind the answer to this question; what are the writer's main points?
 Don't get distracted by details.
 If you can identify the main points, the supporting details will often spring to mind
easily.
 Try to make short notes on what you have read.

Text book: New Oxford English for SSS2 by Ayo Banjo etal. Page 38-40
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 98
ii. Essential English Language for SSS by Latilo T.A, page 71-72

22
LESSON 2: STRUCTURE
PLURAL FORMS OF NOUNS
Learning Objectives: By the end of the lesson, the students should be able to;
i. identify the rules of pluralizing nouns with use of examples
ii. state plural forms of given nouns

PLURAL FORMS OF NOUNS

English nouns derive their plural forms in a variety of ways. The various methods of
signifying plurality, is the subject of this section.
Addition of –s
Many nouns in English are generally denoted by the addition of the pluralizing morpheme –
s
Examples: table – tables, stones – stones, key – keys, book – books, sister – sisters, shirt –
shirts
Addition of –es
The plural form of some nouns ending in –s, -x, -sh, -ch, -o is derived by adding –es
Examples: potato – potatoes
bonus – bonuses
mango – mangoes
box – boxes
In some nouns, ‘is’ change to ‘es’
axis – axes
crisis – crises
hypothesis – hypotheses
dish – dishes
Exception
Some nouns ending in –o derive their plural forms in the normal way (i.e adding –s)
piano – pianos
zoo – zoos
Kangaroo – Kangaroos
Examples of the irregular nouns are:
i. Nouns that add –en and –ren: ox/oxen, child/children
ii. Nouns that change the vowel sound within the word, e.g., man/men, foot/feet
iii. Nouns that change the final –f or –fe to –ve and then add –s e.g. , half/halves,
knife/knives
iv. Nouns that add no ending at all, e.g., air craft, sheep, deer, species.
v. Finally, nouns that can occur with or without the plural ending, e.g., fish[es],
herring[s], elk[s]

23
Text book: New Oxford English for SSS2
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 120-121
ii. Essential English Language for SSS by Latilo T.A, page 10-12

LESSON 3: STRESS PATTERNS{RULES}

REFER TO WEEK 5 LESSON 1 NOTE

WEEK 8
LESSON 1: COMPREHENSION
See students text book page
Learning Objectives: By the end of the lesson, the students should be able to;
i. read the passage thoroughly
ii. identify main points in each paragraph
iii. answer the passage questions

Text book: New Oxford English for SSS2 by Ayo Banjo etal. Page 48-49
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 98
ii. Essential English Language for SSS by Latilo T.A, page 71-72

LESSON 2: SPEECH WORK

EMPHATIC STRESS

Learning Objectives: By the end of the lesson, the students should be able to;
i. explain the meaning of emphatic stress
ii. state its uses
iii. answer questions on emphatic stress

24
EMPHATIC STRESS

 Emphatic stress may be used in a sentence to compare, connect, or clarify things.

Usually, emphatic stress singles out the word that the speaker considers the most
important, and in this case even a function word may become stressed.
 Emphatic stress is the placement of articulatory prominence or emphasis on a word in
a sentence. In responding to questions on emphatic stress in examinations,
interrogative sentences will be provided as options. The interrogative sentence that
contradicts the emphasised word is the correct option.
See this example:
 John’s watch is made of GOLD.
The emphatic stress is on the word ‘gold’
 Option:
(a) Is John’s watch made of silver? (b) Whose watch is made of gold?
(c) What is made of gold? (d) Is John’s necklace made of gold?
Option [A] is the correct answer because the word ‘silver’ contradicts the word ‘gold’ and the
interrogative statement provides a chance to re-emphasise the word ‘gold’.
 Is John’s watch made of silver? No, it is not made of silver; it’s made of GOLD.
 Another example:
 Last week’s football was very EXCITING.
 (a) Was yesterday’s football match very exciting?
 (b) Was last week’s tennis match very exciting?
 (c) Was last week’s football match very dull?
 (d) Was last week’s football training very exciting?
 The correct option here is [c] because the interrogative statement gives a room for the
speaker to re-emphasise the word ‘exciting’ as a response to this question.

Text book: New Oxford English for SSS2 by Ayo Banjo etal. Page 209-210
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 175
ii. Essential English Language for SSS by Latilo T.A, page 269-275

LESSON 3: CONTINUOUS WRITING

DESCRIPTIVE WRITING
Learning Objectives: By the end of the lesson, the students should be able to;
i. define a descriptive writing
ii. state the characteristics of a descriptive writing
iii. develop an outline for any given descriptive writing topic
25
iv. Write a well detailed descriptive essay

DESCRIPTIVE WRITING
Descriptive writing is a style of writing that uses vivid and sensory details to describe a
person, place, object, or experience. It aims to create a mental image or atmosphere, engaging
the reader’s sense and imagination.

Key Characteristics of a Descriptive Writing

1. Sensory details: Descriptive writing incorporates sensory information {sight, sound, touch,
taste, smell} to create a rich and immersive experience.
2. Vivid language: It uses descriptive words, phrases, and metaphors to paint a picture in the
reader’s mind.
3. Figurative language: It employs literary devices like similes, personification, and imagery
to add depth and emotion.
4. Subjective tone: It often reflects the writer’s personal perspective, emotions, and biases.
5. Creative structure: May use non-linear structures, such as fragmented narratives or lyrical
passages.

It is used in various forms, including:

➢ Poetry
➢ Short stories
➢ Novels
➢ Creative nonfiction
➢ Travel writing
➢ Food writing

Tips for effective descriptive writing:

1. Show, don’t tell: Instead of stating facts, use sensory details to convey information.
2. Use specific language: Avoid general terms; opt for precise and evocative words.
3. Appeal to emotions: Create an emotional connection with the reader by using sensory
details and figurative language.
4. Edit and revise: Refine your writing to ensure clarity, concision, and impact.

Reference Materials: i. Exam Focus English by A. Banjo etal. Page 32-41

ii. Essential English Language for SSS by Latilo T.A. etal. Page 149-151

26
LESSON 4: SUMMARY WRITING
See students text book
Learning Objectives: By the end of the lesson, students should be able to;
i. analyse a given passage
ii. identify the topic sentence
iii. write down the relevant point
iv. summarise the given passage by using the points written down

Text book: New Oxford English for SSS2 by Ayo Banjo etal. Page 43-44
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 95
ii. Essential English Language for SSS by Latilo T.A, page 127

WEEK 9
LESSON 1: VOCABULARY DEVELOPMENT
WORDS ASSOCIATED WITH SENSE ORGANS
Learning Objectives: By the end of the lesson, students should be able to:
i. list words associated with sense organs
ii. explain the words
iii. make sentences with the given words

WORDS ASSOCIATED WITH SENSE ORGANS

 Adjectives of Smell-Adjectives that describe pleasant smells include fragrant,
perfumed, scented, sweet, fresh, floral, fruity. Those that refer to unpleasant smell
include acrid, fetid, putrid, stinking, rancid, rotten, pungent, tart etc.

 Adjectives of Taste;These include bitter, hot, piquant, salty, sharp, sour, spicy, stale,
crispy. garlicky, hot, lemony.

Adjectives of Colour; Include amber, lilac, black, navy, blue, bronze, olive, red,
orange, orchid, pale, peach, charcoal, chocolate, pink, purple, coral, silver, fuchsia,
topaz, green, henna, indigo, vermilion, lemon, yellow, white, brown, wine, turquoise,
grey.

27
EXAMPLE;
a. She wore an orange skirt for her sister’s birthday.
b. The gutter is malodorous.
c. Limes have sour taste.
d. I could perceive a very pungent stench from the laboratory.
e. He complained of eating a very tart apple.

Reference Materials:
i. www.yourdictionary.com
ii. www.pinterest.com

LESSON 2: CONTINUOUS WRITING

REPORT WRITING
Learning Objectives: By the end of the lesson, students should be able to:
i. explain what a report writing is
ii. state the features of a report writing
iii. write a detailed report on any given topic

REPORT WRITING
 Report writing is the process of writing a clear, concise, and well-structured document
that presents information, analysis, and recommendations on a specific topic or issue.
Similarly, a report can also mean an account of a happening. It is similar to a narrative
writing. Indeed, the report of a meeting, an event, an activity, an important occasion
etc. is another form of narrative writing. It however becomes more than a mere record
of events when the writer makes comments criticisms of his own. Reports are often
used in academics, business, and professional settings.

For a report to be interesting, it must contain the following:

✓ A beginning which arrests the reader’s attention

✓ An action-packed narration which moves quickly from one incident to another

✓ Originality in the presentation of facts

✓ A simple and uncomplicated language

28
Text Book: New Oxford Secondary English Course for SS2 by Ayo Banjo etal. Page 95-
96
Reference Materials: i. Exam Focus English by A. Banjo etal. Page 14-16
ii. Count Down English Language for SSCE by O. Ogunsanwo etal. Page 42-51

LESSON 3: COMPREHENSION
ANSWERING QUESTIONS ON COMPREHSION
SEE STUDENTS’ TEXT BOOK PAGE 56-58
Learning Objectives: By the end of the lesson, the students should be able to;
i. read the passage thoroughly
ii. identify main points in each paragraph
iii. answer the passage questions

Text book: New Oxford English for SSS2 by Ayo Banjo etal. Page 56-58
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 98
ii. Essential English Language for SSS by Latilo T.A, page 71-72

LESSON 4: GRAMMAR
ADVERBS AND ADVERBAIL PHRASES

Learning Objectives: By the end of the lesson, the students should be able to;
i. define an adverb with use of examples
ii. define an adverbial phrase with use of examples
iii. state the functions of an adverbial phrase

ADVERBS AND ADVERBAIL PHRASES

Adverbs and adverbials are words/phrases that modify or give you more information about
verbs, adjectives, and other adverbs. There are different types of adverbs and adverbials. For
example: of time, place, manner, degree, and frequency.
An adverbial phrase is a group of words that functions as an adverb.
• Example of an Adverbial Phrase
• Jack will sit in silence.

29
 • (The adverbial phrase "in silence" is functioning as an adverb of manner. It tells
us how Jack sat.)
1. When (Adverbial Phrase of Time) : An adverbial phrase of time states when something
happens or how often. For example:
• I'll do it in a minute.
• After the game, the king and pawn go into the same box. (Italian Proverb)
2. Where (Adverbial Phrase of Place): An adverbial phrase of place states where something
happens. For example:
• I used to work in a fire-hydrant factory.
• You couldn't park anywhere near the place.
3. How (Adverbial Phrase of Manner): An adverbial phrase of manner states how
something is done. For example:
• He would always talk with a nationalistic tone.
• He sings in a low register.
4. Why (Adverbial Phrase of Reason): An adverbial phrase of reason states why something
is done. For example:
• He went to the island to find gold.
• He plays up to impress his class mates.

Text book: New Oxford English for SSS2 by Ayo Banjo etal. Page 198-200
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page 113
ii. Essential English Language for SSS by Latilo T.A, page 79

30
WEEK 10
LESSON 1: CONTINUOUS WRITING
CREATIVE WRITING

Learning Objectives: By the end of the lesson, the students should be able to;
i. explain what creative writing is all about
ii. state the features of creative writing
iii. apply the features in writing any given creative writing topic

CREATIVE WRITING
Creative writing is a style of writing that expresses thoughts, feelings, and ideas in an
imaginative and original way. It involves using literary devices, such as:
• Metaphors
• Similes
• Personification
• Imagery
• Symbolism.
Creative writing can take any forms, including: poetry, short stories, novels, playwriting, etc.
It has a lot in common with narrative and descriptive writing.
Features of creative writing

1. Imagery: Vivid description of people, places, and things to create a sensory experience.

2. Figurative language: use of literary devices

3. Unique voice and perspective: Distinctive narrative tone, point of view, and language use

4. Emotional resonance: exploration of emotions, empathy, and connection with the reader.

5. Originality and imagination: Fresh ideas, unexpected twists, and innovative story telling.

6. Character development: Well-crafted, believable, and relatable characters.

7. Plot structure: Engaging narrative arcs, conflicts, and resolutions.

8. Sensory details: Incorporation of sensory elements to bring the narrative to life.

9. Symbolism and motifs: Recurring themes, symbols, and motifs to add layers of meaning.

10. Dialogue and conversation: Effective use of dialogue to reveal character and advanced
plot

Text Book: New Oxford Secondary English Course for SSS2 by Ayo Banjo etal. Page
207-208
31
Reference Materials:
i. Count Down English Language for SSCE by O. Ogunsanwo etal. Page 39-40
ii. Essential English Language for SSS by Latilo T.A. etal. Page 186-187

LESSON 2: GRAMMAR
ADJECTIVAL CLAUSES/PHRASES

Learning Objectives: By the end of the lesson, the students should be able to;
i. define an adjectival phrase with use of examples
ii. define an adjectival clause with use of examples
iii. state the functions of each of them

ADJECTIVAL CLAUSES/PHRASES
An adjectival clause is a subordinate clause used as an adjective. In other words, an adjectival
clause is a relative clause. Adjectival clause modifies/qualifies nouns, pronouns and noun
phrases in a sentence.
The underlined expressions below are adjectival clauses.
1. The place where I am going is known only to me.
Modifies the noun phrase ‘the place’
2. Those who respect me are many.
Modifies the pronoun ‘those’
3. Jonathan brought the books that you ordered.
Qualified the noun ‘books’
4. I discovered the reason why he is leaving.
Qualifies the noun ‘reason’.

Adjective phrase refers to group of words which does the work of an adjective. It performs
the grammatical function of qualifying the noun that precedes it in a sentence. E.g- in a white
car, with long hair, with his wife and children.

1. The man standing with his wife and children is my uncle.

2. The girl leaning at the gate is my classmate.

3. I love the lady with long hair.

4. The students in the white bus won the competition.

Each of the underlined adjective phrase has a noun it qualifies- man , girl , lady , students.

32
Reference Materials:
i. Exam Focus English language for SSS/UTME By A. Banjo etal. Page135
ii. Essential English Language for SSS by Latilo T.A, page 41-42

LESSON 3: IDIOMS
Learning Objectives: By the end of the lesson, the students should be able to;
i. mention some examples of idioms and their meaning
ii. use the idioms in expressions

idioms meanings

An axe to grind Motive of self interest

A big gun An important person

A dark horse An unknown figure

A going concern A business in active condition

A fresh lease of life A renewed life

All Greek unintelligible

Gift of the gab Fluency

A jaundiced eye A prejudiced mind

A moot point A debatable point

A Utopian scheme A fanciful unrealisable scheme

33
 A thorn in my side An obstacle

A slow couch A lazy fellow

Salt of life An enlivening future

A rift in the lute disagreement

A silver lining A redeeming future

Not worth the candle Not worth the cost

A man in the street An ordinary person

Text book: New Oxford English for SSS2 by Ayo Banjo etal. Pages 76, 84, 102
Reference Materials:
i. Count Down English Language by SSCE BY O. Ogunsanwo etal. Page 196
ii. Catch Up in English Language for SSCE/UME by O. Okoro etal. page 149-151

34