THIRD TERM; E-LEARNING NOTES

SUBJECT: ENGLISH LANGUAGE

CLASS: SS 2

SCHEME OF WORK

WEEK TOPIC

• Speech Work: Speech Skills: (Rhyme). Vocabulary Development: Preservative

Prefixes (Examples: ‘re’as in ‘reexamine’, ‘reaffirm’, ‘reassure’, ‘recount’, etc.).Reading
Comprehension: Fun at the Railway Station. (NOSEC. Pages 151-152) Structure:
Adjuncts (Usage) Writing Skills: Free Writing (Introduction: Features of
Prose)Summary: Features of Poverty. (NOSEC. Pages 157-158)

• Speech Work: Speech Skills (Stress Patterns) Vocabulary Development: Words

associated with Law and Judiciary. Reading Comprehension: Pre and Post-
Independence Nigeria. (NOSEC. Pages 160-161) Structure: Adverbial Phrase.
(Functions)Writing Skills: Free Writing (Introduction: Features of Drama).Summary:
Exercise: Solutions to Unemployment (NOSEC. Pages 172-173)

• Speech Work: Speech Skills (Emphatic Stress) Vocabulary Development: Words

associated with Photography. Reading Comprehension: Examination Atmosphere.
(NOSEC. Pages 167-168) Structure: Prepositional Phrase Writing Skills: Speech
Writing for Special Purposes. (Valedictory Speeches)Summary: Exercise: Uses of Herbs
in Traditional Healing (NOSEC. Pages 184-185).

• Speech Work: Nasal Consonants /m/n/ŋ/ Vocabulary Development: Suffixes

(Verbalization- Example: national- nationalize) Reading Comprehension: Reading to
pick-out Topic Sentences in Paragraphs and Longer Selection: Geographical
Peculiarities of Tropical Islands. (NOSEC. Pg. 176) Structure: Prepositional Phrase
(Functions) Writing Skills: Speech Writing for Special Purpose (Farewell Speeches)
Summary: Exercise: The Evil Effects of War. (NOSEC. Pages 200-201).

• Speech Work: Speaking to Persuade Convince and Sway Opinion; Vocabulary

Development: Suffixes (adjectives –verbs Examples: beauty-beautify, national-
nationalize, etc.) Reading Comprehension: A Reckless Driver. (NOSEC. Pages 187-
188) Structure: Adjectival Phrase. (Functions) Writing Skills: Story Writing: (Guided
Writing) Write a story to illustrate the saying: “If I had known, I wouldn’t have
accompanied him.” Summary: Exercise: Causes of Fire Disasters (NOSEC. Pg. 217).

• Speech Work: Rhyme; Vocabulary Development. (Words associated with the

Computer) Reading Comprehension: Reading for the Writer’s Purpose: Ecological
Problem. (NOSEC. Pages 195-196) Structure: Nominalization of Verbs and Adjectives.
Writing Skills: Story Writing: (Guided Writing) Write a story to illustrate the saying:
 “Experience is the best teacher” Summary: Exercise: Use any WAEC/NECO summary
question.

• MID-TERM BREAK

• Speech Work: Clusters of two consonants which occur initially. Vocabulary

Development: (Identification of use of Figures of speech: Simile, Metaphor, Irony,
Synecdoche, etc.) Reading Comprehension: Reading for the Writer’s Purpose: Homes-
Man’s Fortress of Safety. (NOSEC. Pages 203-204) Structure: Subordinate Clauses
(Types and Functions) Writing Skills: Free Writing (Introduction: Features of Poetry)
Summary: Exercise: Use any WAEC/NECO summary question.

• Speech Work: Stress (Stress on the fifth and sixth syllables).Vocabulary Development:
(Identification of use of Figures of speech, Hyperbole, Oxymoron, Paradox, Euphemism,
etc.)Reading Comprehension: Taxation. (NOSEC. Pages 212-213) Structure:
Complex Sentence Structure Writing Skills: Argumentative Essay: “Should Early
Marriage be Encouraged”? (Oral) Summary: Exercise: Use any WAEC/NECO summary
question.

• Speech Work: Emphatic Stress; Vocabulary Development: Idiomatic Expression. (The

use of the Dictionary) Reading Comprehension: Maternal Affection and Bonding.
(NOSEC. Pages 218-219) Structure: Question Tags Writing Skills: Argumentative
“Should Early Marriage be Encouraged”? (Written);Summary: Exercise: Use any
WAEC/NECO summary question.
• Revision
• &13.Examination.

WEEK 1

Speech Work: Speech Skills: (Rhyme).

Comprehension/ Vocabulary Development - Preservative Prefixes

Structure: Adjuncts

Writing Skills: Free Writing

Summary: Summarizing in a specified number of words

 • Speech Work: Speech Skills: (Rhyme).

When two words or syllables end with the same sound, they are said to rhyme. E.g, star and
are, day and away, puff and rough. They are commonly found in poetry than in prose.
Rhyme builds rhythm, momentum and memory.

Short rhymes can be very effective in foundational phrases in your presentations. Think of a
foundational phrase as a “slogan” for a point you want people to remember. It can even
summarize your main points. Use ending rhymes with caution. If you have more than 2
sentences ending with rhyming words, it can start to sound like a nursery rhyme.
However, you can use suffixes that rhyme to create a sense of parallelism, which enhances
memory.
A short example, I’m sure you’ve heard this ‘Your attitude determines your altitude’.
A longer example (Product Development):
Quality focuses on specification.
Research focuses on exploration.
Design focuses on innovation.
Production focuses on creation.
You can also use internal rhyme (i.e. not at the end of phrases), which is subtle, but powerful.
Winston Churchill: Out of intense complexities, intense simplicities emerge. Humanity, not
legality, should be our guide.
Other examples in words are:
Saw ---- war
Time ----- rhyme
Calm -----psalm
Good -----could
Writer ---fighter
Evaluation:
• So, how can you come up with your own powerful rhymes?
• Transcribe the following words and indicate where the rhyme occur: sun, perfume,
presume, treason, reason, key, seize, tease and quay

ASPECT: Vocabulary Development

TOPIC: Preservative Prefixes

A prefix is an affix which is placed before the stem of a word. Affixes are small word bits that
are added to a word either before (prefix) or after (suffix). Prefixes are added to the base forms
of particular words.

A prefix is a linguistic element that is not an independent word, but is attached to the beginning
of a word to modify its meaning. Examples are: un- , dis-, im-, non-, il-, in-, mis-, mal-, over-,
sub-, sur-, out-, inter-, trans-, pre-, pro-, post-. Ex-, re-, E.g.

Re- e.g. repay, resettlement, reuse, reconstruct etc.

Ex- (former) e.g. ex-husband, ex-president, ex-student, etc

Dis e.g. disloyal, disagree, disapproval, disorder, disobey, disrespectful etc.

Il- e.g. illogical, illegal, illiteracy …

Mis- e.g. miscalculate, misunderstand, misrepresent …

Mal- (bad) e.g. maltreat, maltreatment, malpractice…

Sur- (extra) e.g. surcharge, surtaxé

Sub- (lower than) e.g. substandard, subhuman, subcommittee

Counter (against) e.g. counterattack,

Un-(not) e.g. unhappy, unkind, unreasonable, ungrateful, unwise etc.

Non- e.g. non-alcoholic, non-violent, non-verbal, non-standard etc.

Preservative prefixes, therefore keep the present quality or condition of a word from changing.
‘Re-‘ as used in preservative prefixes means again or back. For example :

PRESERVATIVE MEANINGS
PREFIXES
Re-elect To elect for anotherterm in the office
Recast Form the objectagain
Reform Improvingsomething by removingfault
Recount Repeatcounting, count again
Reconsider Think carefully about something again
Reassure Put somebody’s mind at ease

Evaluation

• Find out the meanings of the following preservative prefixes:

• Recollect

• Represent

• Resort

• Recapture

• Recover

• (Examples: ‘re’as in ‘reexamine’, ‘reaffirm’, ‘reassure’, ‘recount’, etc.)

ASPECT: Reading Comprehension

TOPIC: Fun at the Railway Station.

New Oxford Secondary English Course,SS2.

Pages 151 -152.

Evaluation
Answer questions A-D on pages 151 and 152 of the recommended text.

Assignment
Answer questions E-H on pages 151 and 152 of the recommended text.

• ASPECT: Structure
TOPIC: Adjuncts (Usage)
An adjunct is a word or a group of words that forms a part of the meaning of the sentence. An
adjunct functions like an adverb in a sentence. An adverb modifies a verb, another adverb or an
adjective in a sentence. A word or groups of words that function like an adverb within the
sentence structure which normally tells us how, when, where, to what extent, under what
condition, why, the action of the verb is performed is called an adjunct. In linguistics, an
adjunct is an optional, or structurally dispensable, part of a sentence, clause, or phrase that, if
removed or discarded, will not otherwise affect the remainder of the sentence. Take the sentence
John helped Bill in Central Park on Sunday as an example.
• John is the subject argument.
• helped is the predicate.
• Bill is the object argument.
• in Central Park is the first adjunct.
• on Sunday is the second adjunct.
More examples:

• Mr. John came here.

• I ate my food hurriedly.

• The teacher taught us yesterday.

• The old man takes his drug regularly.

• I left the book in the hostel.

The following sentence uses adjuncts of time and place:

• Yesterday, Lorna saw the dog in the garden.

It is possible to have a meaningful sentence without the inclusion of an adjunct. However, some
sentences may not be meaningful if adjunct is deleted.

For example:

• Should I put the flask (on a table?)

 • We went (for) our fees.

• Forms and domains

An adjunct can be a single word, a phrase, or an entire clause.
• Single word
She will leave tomorrow.
• Phrase
She will leave in the morning.
• Clause
She will leave after she has had breakfast.
Most discussions of adjuncts focus on adverbial adjuncts, that is, on adjuncts that modify verbs,
verb phrases, or entire clauses like the adjuncts in the three examples just given. Adjuncts can
appear in other domains, however; that is, they can modify most categories. An adnominal
adjunct is one that modifies a noun: for a list of possible types of these, see Components of noun
phrases. Adjuncts that modify adjectives and adverbs are occasionally called ad adjectival and
ad adverbial.
• the discussion before the game – before the game is an adnominal adjunct.
• very happy – very is an "adadjectival" adjunct.
• too loudly – too is an "adadverbial" adjunct.

Functions of Adjuncts

• Adjuncts tell you how an activity or event happened. For example: The girl sings
melodiously.

• Adjuncts also indicate when an event occurred. For example: I visited my friend
yesterday.

• Adjuncts also indicated where something happened. For example: Mr. John camehere.

The adjunct may be a pure adverb, a noun phrase or a prepositional phrase.

• Examples of pure adverbs are:

• How: well, quickly, quietly, etc.

• Where: here, there, inside, etc.

• When: today, always, soon, etc.

• To what extent: far, greatly, extremely, etc.

 • Example of noun phrase as adjunct is:

• We met last month.

• Examples of prepositional phrase as an adjunct:

• She is sleeping on the bed.

• My father has gone to the bank

Adjunct, disjunct and conjunct are the three kinds of adverbs that are available in grammar.
Having discussed adjunct, it is imperative to talk briefly on disjunct and conjunct.

The disjuncts express the points of view or attitude of the speaker, while the conjuncts join two
sentences or clauses thereby performing the function of a conjunction.

Examples of disjuncts Examples of conjuncts

Honestly, luckily, personally, happily, Moreover, however, nevertheless, similarly,
definitely, certainly, etc. incidentally, etc.

Representing adjuncts
Many theories of syntax and grammar employ trees to represent the structure of sentences.
Various conventions are used to distinguish between arguments and adjuncts in these trees. In
phrase structure grammars, many adjuncts are distinguished from arguments insofar as the
adjuncts of a head predicate will appear higher in the structure than the object argument(s) of that
predicate. The adjunct is adjoined to a projection of the head predicate above and to the right of
the object argument, e.g.

The object argument each time is identified insofar as it is a sister of V that appears to the right
of V, and the adjunct status of the adverb early and the PP before class is seen in the higher
position to the right of and above the object argument. Other adjuncts, in contrast, are assumed to
adjoin to a position that is between the subject argument and the head predicate or above and to
the left of the subject argument, e.g.

The subject is identified as an argument insofar as it appears as a sister and to the left of V(P).
The modal adverb certainly is shown as an adjunct insofar as it adjoins to an intermediate
projection of V or to a projection of S. In X-bar theory, adjuncts are represented as elements that
are sisters to X' levels and daughters of X' level [X' adjunct [X'...]].
Theories that assume sentence structure to be less layered than the analyses just given sometimes
employ a special convention to distinguish adjuncts from arguments. Some dependency
grammars, for instance, use an arrow dependency edge to mark adjuncts,[7] e.g.

The arrow dependency edge points away from the adjunct toward the governor of the adjunct.
The arrows identify six adjuncts: Yesterday, probably, many times, very, very long, and that you
like. The standard, non-arrow dependency edges identify Sam, Susan, that very long story that
you like, etc. as arguments (of one of the predicates in the sentence).
Evaluation

Explain with five examples the following three kinds of adverbs:

• Adjuncts

• Disjunct
 • Conjunct

ASPECT: Writing Skills

TOPIC: Free Writing (Introduction: Features of Prose)

Freewriting is the practice of writing down all your thoughts without stopping, and without
regard for spelling, grammar, or any of the usual rules for writing. It is an excellent method that
many writers adopt to warm up and to generate ideas. It is one of the effective writing techniques
that help one to get ideas onto paper (or onto the computer). It might include a topic as a general
guide, or it might not. The purpose of the exercise varies, but it can be used to generate ideas and
to clear out distracting thoughts.
Free writing is similar to creative writing. Both of them require your ability to think reason and
create any piece of literary material such as story, a poem or a play. There are various possible
forms of freewriting, such as journals, essays, and fiction writing.

Evaluation

Write a short play, a story or a poem for your friend. Let your friend do the same for you.
Exchange your write up with your friend. Read and comment.

ASPECT: Summary
TOPIC: Features of Poverty. (NOSEC. Pages 157-158)

Class Activity: Students should be made to read the passage carefully with appropriate
articulation and gesticulation.

Evaluation

Read the passages on page 157 and 158 of your New Oxford Secondary English Course for SSS
2 carefully and answer the question on it.

Weekend Assignment

• Use the prefix ‘re’ to realize five new words and their meanings.

• Give six examples of adjunct in sentences.

References

• Ebere J.E.C. 2006. Comprehensive oral English for schools and colleges; Onitsha. Elites.

• Eyisi J. etal. New concept English for senior secondary schools 2; Lagos. Learn Africa.

• Mebele K. &Omodara F. Goodbye to Failure in English for senior secondary schools 2;

Lagos. Treasure.

• Sandberg & Fawcett. Evergreen: A guide to writing and reading; New York. Houghton

• Oluikpe B.O. etal. Intensive English for senior secondary schools 2; Onitsha. AFP

• Ayo Banjo et al (2013) New Oxford Secondary English Course for SSS 2

WEEK TWO

Speech Work: Speech Skills: (Stress Pattern).

Comprehension/ Vocabulary Development – Words associated with Law and Judiciary

Structure: Adverbial Phrase

Writing Skills: Free Writing : Features of Drama

Summary: Summarizing in a specified number of words = Solutions to Unemployment

(NOSEC. Pages 172-173)

ASPECT: Speech Work

TOPIC: Stress Pattern

Introduction
Previously, you learned that if you have a combination of two nouns, the first noun is spoken
with more stress than the second noun. This is the Type 1 stress pattern. This applies whether
the two nouns are joined when written, hyphenated or not joined at all. (It also applies to a
few examples where the first word is not a noun, such as "a medical school", "the legal
system" and "the financial sector". These adjectives are used to express the type of school,
system and sector, not to describe them.) The vast majority of noun + noun combinations fit
the Type 1 stress pattern.
However, there are some cases where noun + noun is spoken with the second noun stressed
more than the first noun. This is what I have called the "Type 4" stress pattern. In these cases,
the first noun is called "an attributive noun" and they act like adjectives to describe the
noun that follows them. Since these first nouns function as adjectives, it is not surprising that
these noun + noun combinations have a stress pattern that is exactly the same as (or, almost
exactly the same as) .
Type 2 stress pattern that is used for adjective + noun combinations. And just like the Type 2
adjective + noun combinations, the Type 4 noun + noun combinations are always written as
two separate words, never joined.
I have put the Type 4 examples into 5 different groups. For the first three groups, (4a, 4b and
4c), there is a meaning of, "a second noun of the first noun". Sometimes the meaning is a
variation of that, such as: "a second noun for the first noun" or, "a second noun at the first
noun".
The first group is 4a: The first word is a material of which the second word is made.
For example, a gold medal (in the Olympic Games) and cloth cap. Here, "a gold medal" = "a
medal made of gold" and "a cloth cap" = "a cap made of cloth".
The 4a. examples are sorted into the following groups: Clothing Materials; Metals and
Construction Materials; Jewellery and Precious Materials; Food Materials; Other Materials;
Energy and Fuel Materials; and, Chemical Materials + A Process or Activity.
• The second group is 4b: The first word is a (common) place, group or thing.
For example, the city centre (= the centre of the city) and world peace (= peace of the world).
• The third group is 4c: The first word is a time word.
The time can be a time of the day, such as "morning" or a time of the year such as "summer" or
another time. For example, a summer holiday (= a holiday in summer) and winter sports (=
sports of winter).
• The fourth group is 4d: The thing represented by the compound noun is both the first
noun and the second noun, at the same time.
For example, science fiction (both science and fiction) and waste paper (both waste and paper)
A two-syllable noun is stressed on the first syllable. For example: 'river, 'water, 'table, etc.

Some words are distinguished only through stress. That is, they are spelt in the same way, but it
is the stress that shows their difference. Examples are:
 NOUNS VERB

'Import im'port

'Conduct con'duct

'Insult in'sult

'Convert con'vert

'Increase in'crease

'Subject sub'ject

A number of words are often wrongly pronounced by Nigerian students. This is due to wrong
stress placement. This should be avoided. Here, are some examples:

WRONG CORRECT

PRONUNCIATION PRONUNCIATION

'Mistake mis'take

Manipu'late 'manipulate

Main'tenance 'maintenance
Cha'llenge ' challenge
Fire'wood 'firewood
Ma'dam 'madam
Per'fume 'perfume
Plan'tain plantain
Sa'lad 'salad

Wrong stress pattern Correct stress pattern

 truth'ful 'truth ful
tues'day 'tues day
Wednes'day 'wednes day
thurs'day 'thurs day
Fri 'day 'fri day
Sa tur'day 'sa tur day
'How e ver How 'e ver

Evaluation

In each of the following options numbered A to D, all the words except one have the same stress
pattern. Identify the one with the different stress pattern.

• A. away b. today c. madam d. advise

• B. adjust b. apart c. behind d. river

• A. number b. command c. conclude d. remark

• A. appear b. enough c. detain d. detain

• A. boycott b. descend c. football d. gunshot

ASPECT: Comprehension

TOPIC: Pre and Post-Independence Nigeria.

Text: Ayo Banjo et al, 2013, New Oxford Seniors Secondary Schools 2.

Class Activities: Students should be made to read the passage clearly in turns.

Evaluation
Answer questions A-D on pages 160 and 161 of the recommended text.
ASPECT: Vocabulary Development

TOPIC: Words associated with Law and Judiciary

The law is a system of rules that everyone in a given society must obey. The legislative arm of
each nation enacts bills which are debated upon and the bills passed by them are enacted into
laws. Here is a list of some words in the legal register:

• Appellate courts

These courts do not determine guilt or innocence, but if the accused has had a fair trial. These
courts can be either state or federal.

• Appellate jurisdiction

This is the authority of a court to hear a case appealed from a lower court.

• Brief

This is a condensed written summary or abstract, presented by lawyers in court

• Brown v. Board of Education

1954 - The Supreme Court overruled Plessy v. Ferguson, declared that racially segregated
facilities are inherently unequal and ordered all public schools desegregated.

• Civil law v. criminal law

This is a branch of law that deals with private rights and matters
Criminal Law= a branch of law that deals with offenses against others

• Civil law v. common law

civil law tradition: a system in which the legal system is based on a detailed, comprehensive
legal code, usually generated by the legislature; common law tradition: a system that relies on
judges making decisions based on their own judgment and on previous legal decisions applied
uniformly across the land

• Class action suits

Lawsuits permitting a small number of people to sue on behalf of all other people similarly
situated.

• Constitutional courts

Federal courts created by Congress under Article III of the Constitution, including the district
courts, courts of appeals, &specialized courts such as the U.S. Court of International Trade
 • District attorney

This is a lawyer who works for the government and brings accused persons to trial (same as
prosecution)

• District courts

Lowest level of fed. courts, where fed. cases begin &trials are held (bank robbery, environmental
violations, tax evasion)

• Dual court system

A system under which US citizens are subject to the jurisdiction of both national and state courts

• Judicial activism

an interpretation of the U.S. constitution holding that the spirit of the times and the needs of the
nation can legitimately influence judicial decisions (particularly decisions of the Supreme Court)

• Judicial implementation

This is how and whether court decisions are translated into actual policy, thereby affecting the
behavior of others; the courts rely on other units of government to enforce their decisions

• Judicial restraint

A philosophy proposing that judges should interpret the Constitution to reflect what the framers
intended and what its words literally say. Minimal policy making role.

• Judicial review

A review by a court of law of actions of a government official or entity or of some other legally
appointed person or body or the review by an appellate court of the decision of a trial court

• Judiciary Act of 1789

In 1789 Congress passed this Act which created the federal-court system. The act managed to
quiet popular apprehensions by establishing in each state a federal district court that operated
according to local procedures.

• Jurisdiction

The right and power to interpret and apply the law

• Legislative courts
courts created by congress for specialized purposes whose judges do not enjoy the protections of
Article III of the constitution

• "Litmus test"

an examination of the political ideology of a nominated judge

• Loose constructionist

A person who interprets the Constitution in a way that allows the federal government to take
actions that the constitution does not specifically forbid it from taking

• Marbury v. Madison

The 1803 case in which Chief Justice John Marshall and his associates first asserted the right of
the Supreme Court to determine the meaning of the U.S. Constitution. The decision established
the Court's power of judicial review over acts of Congress, (the Judiciary Act of 1789).

• Opinions: majority, dissenting, concurring

If justice is in majority he chooses who will write the opinion. If the justice in the minority the
most senior justice in minority to write the opinion. Majority is the opinion that most of the
justices believe in. The dissenting is the opinion of the justices who are not in the majority. And
the justices who agree with the majority but do not agree with the specifics are in the concurring.

• Original jurisdiction

The jurisdiction of courts that hear a case first, usually in a trial. These are the courts that
determine the facts about a case.

• Plessy v. Ferguson

This is a 1896 Supreme Court decision which legalized state ordered segregation so long as the
facilities for blacks and whites were equal.

• Precedent

This is an example that is used to justify similar occurrences at a later time

• Public defender

This is a lawyer who represents indigent defendants at public expense

• Roe v. Wade
(1973) established national abortion guidelines; trimester guidelines; no state interference in 1st;
state may regulate to protect health of mother in 2nd; state may regulate to protect health or
unborn child in 3rd. inferred from right of privacy established in griswald v. connecticut

• Rule of Four

Requirement that a case can only be heard by the Supreme Court if four justices vote to hear the
case

• Senatorial courtesy

Presidential custom of submitting the names of prospective appointees for approval to senators
from the states in which the appointees are to work.

• Solicitor general

The fourth-ranking officer in the Justice Department, who decides what cases the federal
government will appeal from lower courts and personally approves every case the government
presents to the Supreme Court.

• Stare decisis

The rule of precedent, whereby a rule or law contained in a judicial decision is commonly
viewed as binding on judges whenever the same question is presented.

• Strict constructionist

This is a person who interprets the Constitution in a way that allows the federal government to
take only those actions the Constitution specifically says it can take

• Trial courts

This is a court that listens to testimony, consider evidence, and decide the facts in a disputed
situation

• Writ of certiorari

A common law writ issued by a superior court to one of inferior jurisdiction demanding the
record of a particular case

• Writ of mandamus

an extraordinary writ commanding an official to perform a ministerial act that the law recognizes
as an absolute duty and not a matter for the official's discretion

Other examples are tabulated below

 Lawyer Solicitor Advocate Adjudicate
Petition Magistrate Jurist Constabulary
Equity Charge Libel Plaintiff
Client Acquit Indict Judge
Justice Litigant Criminal Accuse

The legal language is not the same as we have in our everyday life. They are specially used by
those trained to understand them but their meanings can be easily found out in relevant
dictionaries.

Class Activity: Students should be guided to find the meanings of these words.

Evaluation

Fill in the gap in the following passage, using words from the alternatives A-E.

From the time Sule was ____1____by the police by wandering, he became known simply as the
____2_____. After a rough, hungry night in the ____3____ cell, he was____4_____ to court the
following morning. The ____5____ told the trial ____6_____ that Sule was found wandering
about late in the evening and so must be a ____7_____. As Sule had no money to take
a____8____ he spoke for himself. He ____9____ he was travelling from Katsina to Kaduna but
the vehicle had an engine problem and so he could not arrive at Kaduna in time. He ___10____
his identity card as a student, showed the food stuff he had just collected from his parents and
begged the ____11____ to ____12 _____ him. After some consideration of his case, he was
allowed to go free.

A B C D E
• Arraigned Arrested Petition Indicated Prosecuted
• Culprit Prisoner Accused Convict Client
• Police Prison Army Military Court
• Sued File Prepared Conscripted Charge
 • Practitioner Barrister Attorney Prosecutor Solicitor
• Sergeant Barrister Detective Client Judge
• Convict Criminal Witness Counsel Defendant
• Counsel Defendant Pundit Litigant Detective
• Charged Accepted Pleaded Petitioned Prosecuted
• Put up Flashed Displayed Tendered Brought out
• Advocate Judge Coroner Bench Bar
• Petition Prosecute Sentence Acquit Adjudicate

ASPECT: Structure

TOPIC: Adverbial Phrase

Adverbs are traditionally defined as “words that describe verbs, adjectives, and other adverbs.”
Adverb phrases are defined as phrases that consist of an adverb plus any modifiers such as
another adverb. In linguistics, an adverbial phrase is a group of two or more words operating
adverbially, meaning that their syntactic function is to modify a verb, an adjective, or an adverb.
Adverbial phrases ("AdvP" in syntactic trees) are phrases that do the work of an adverb.
Adverb phrases including adverbs perform eight main grammatical functions within sentences in
the English language. The eight functions of adverbs and adverb phrases are:

• Adverb phrase head

• Adjective phrase modifier
• Adverb phrase modifier
• Verb phrase modifier
• Prepositional phrase modifier
• Adjunct adverbial
• Disjunct adverbial
• Conjunct adverbial
Adverbs as Adverb Phrase Heads

The first grammatical function that adverbs perform is the adverb phrase head. An adverb phrase
consists of an adverb plus any modifiers. For example, the following italicized adverbs function
as adverb phrase heads:

• quickly
• quietly
• however
• unfortunately
• amazingly fast
• deceptively well
• very loudly
• rather insultingly
Adverb Phrases as Adjective Phrase Modifiers

The second grammatical function that adverbs perform is the adjective phrase modifier. An
adjective phrase modifier is a word or phrase that that modifies or describes an adjective or
adjective phrase. For example, the following italicized adverbs and adverb phrases function as
adjective phrase modifiers:

• The boldly brave toddler climbed onto the table.

• Your newborn baby daughter is very tiny.
• Students who are clearly sick may not attend class.
• Habitually absent employees will be fired.
Adverb Phrases as Adverb Phrase Modifiers

The third grammatical function that adverbs perform is the adverb phrase modifier. An adverb
phrase modifier is a word or phrase that modifies or describes an adverb or adverb phrase. For
example, the following italicized adverbs and adverb phrases function as adverb phrase
modifiers:

• The music from next door is blaring extremely loudly.

• Olympic runners can sprint very quickly.
• Your suspiciously mysteriously strange behavior tipped off the police.
• My use of adverbs is almost always perfect.
Adverb Phrases as Verb Phrase Modifiers

The fourth grammatical function that adverbs perform is the verb phrase modifier. A verb phrase
modifiers is word or phrase that modifies or describes a verb or verb phrase. For example, the
following italicized adverbs and adverb phrases function as verb phrase modifiers:

• My pets wake promptly at sunrise.

• She would not testify against her attacker.
• Residents must quickly and quietly exit the building during the fire drill.
• Her husband almost always forgets to take out the trash.
Adverb Phrases as Prepositional Phrase Modifiers

The fifth grammatical function that adverbs perform is the prepositional phrase modifier. A
prepositional phrase modifier is a word, phrase, or clause that modifies or describes a
prepositional phrase. For example, the following italicized adverbs and adverb phrases function
as prepositional phrase modifiers:

• You seem rather under the weather.

• Your drawing looks very much like a dog.
• His directions are not very much like the original.
• That painting is not unlike one I saw in New York.
Adverb Phrases as Adjunct Adverbials

The sixth grammatical function that adverbs perform is the adjunct adverbial. An adjunct
adverbial is a word, phrase, or clause that modifies or describes an entire clause by providing
additional information about time, place, manner, condition, purpose, reason, result, and
concession. For example, the following italicized adverbs and adverb phrases function as adjunct
adverbials:

• Stubbornly, the little girl refused to eat her vegetables at dinner.

• Eagerly, my baby brother told me what he wanted for Christmas.
• James answered my call immediately.
• Quietly, the thief snuck into the vacant building.
Adverb Phrases as Disjunct Adverbials

The seventh grammatical function that adverbs perform is the disjunct adverbial. A disjunct
adverbial is word or phrase that provides additional information to frame an entire clause. A
disjunct adverbial denotes the attitude of the speaker toward or judgment of the proposition such
as truthfulness of manner of speaking. For example, the following italicized adverbs and adverb
phrases function as disjunct adverbials:

• Truthfully, adverbs are not one of my favorite grammatical forms.

• Surprisingly, none of the children failed the test.
• Honestly, I have no idea.
• Clearly, the mail did not come today due to it being a national holiday.
Adverb Phrases as Conjunct Adverbials

The eighth grammatical function that adverbs perform is the conjunct adverbial. A conjunct
adverbial is a word or phrase that expresses a textual relationship. A conjunct adverbial serves to
link two or more clauses. For example, the following italicized adverbs and adverb phrases
function as conjunct adverbials:

• First, wash your hands.

• Noun phrases and prepositional phrases, however, can also function as adverbials.
• Do you like to write about grammar too?
• Nevertheless, students must turn in all assignments before the next class.
The eight functions of adverbs and adverb phrases are adverb phrase head, adjective phrase
modifier, adverb phrase modifier, verb phrase modifier, prepositional phrase modifier, adjunct
adverbial, disjunct adverbial, and conjunct adverbial.

Evaluation

Fill in the blanks with suitable adverb phrases:

• Bola walked_______

• The team played________

• He loved his wife_________

• She answered the question_________

• We stayed in Abuja_______

References

Brinton, Laurel J. & Donna M. Brinton. 2010. The linguistic structure of Modern
A Drama is a serious, intense, or well plotted story that elicits emotion; Traditionally performed
on stage before an audience, but nowadays can refer to a TV show/movie/Broadwayetc.... Below
are the features of drama.

Features of Drama -to be performed on stage/ to be performed in an audience

-dialogue
-actors
-actions
Elements of Drama - Collaboration/Convention
- starting point of theatrical performance
- Plot
- sequence o events
- Audience
- Dialogue
- Theme
- refers to the idea/ thought/moral lesson
- Stagecraft
- Music/Sound
- Character
- Spectacle
- scene
- costumes
EVALUATION

Write a free writing of about 150 words.

Weekend Assignment

• From each group of words lettered A-D, choose the option that carries the correct stress.

• A. CANdidate b. canDIdate c. candiDATE d. None

• A. acTIvate b. ACtivate c. actiVATE d. None

• A. postuLATE b. POStulate c. posTUlate d. None

• A. FORtunate b. forTUnate c. fortuNATE d. d. None

• Use your dictionary to find the meanings of the following health-related words:

• Diagnosis
 • Amnesia

• Inflammation

• Amputation

• Incision

• Dermatology

• Identify the grammatical name and function of the expression in italics:

• … if the landing party had been well controlled.

• I will see you later in the day.

• The boy is in the library.

• John bought the flowers for his mother.

References:

• Ebere J.E.C. 2006. Comprehensive oral English for schools and colleges; Onitsha. Elites.

• Eyisi J. etal. 2012. New concept English for senior secondary schools 2; Lagos. Learn
Africa.

• Mebele K. &Omodara F. Goodbye to Failure in English for senior secondary schools 2;

Lagos. Treasure.

• Sandberg & Fawcett. Evergreen: a guide to writing and reading; New York. Houghton.

• Oluikpe B.O. etal. Intensive English for senior secondary schools 2; Onitsha. AFP.

• Banjo A. etal. 1997. Exam Focus English for WASSCE & SSCE. Ibadan. University
press.
WEEK 3

CONTENT

Speech Work: Speech skills – Emphatic Stress

Comprehension: Reading Comprehension ; Examination Atmosphere

Vocabulary Development: Words associated with Photography.

Structure: Prepositional Phrase

Writing Skills: Speech Writing for Special purposes

Summary: Summarizing in a specified number of words

ASPECT: SPEECH WORK

TOPIC: FORMAL SPEECH

A speech is a formal address, delivered to an audience, that seeks to convince, persuade, inspire
or inform. From historic moments to the present day, the English language has given us some
extraordinary examples of the spoken word. A powerful tool in the right – or wrong – hands,
spoken English can, and has, changed the world.

Formal speech is an address made to an organized audience in an organized setting. Speeches

can be written or oral. A formal speech is official in tone and address is used mainly in formal
situations. The subject matter, audience and setting make the difference between formal and
informal speeches.

Examples of Formal Speeches include:

• A welcome speech.

• A fare-well/ valedictory speech.

• A funeral oration.

• Inaugural speech.

An example of a speech- Martin Luther King

I have a dream that one day down in Alabama, with its vicious racists, with its governor having
his lips dripping with the words of interposition and nullification – one day right there in
Alabama little black boys and black girls will be able to join hands with little white boys and
white girls as sisters and brothers.
 I have a dream today.

I have a dream that one day every valley shall be exalted and every hill and mountain shall be
made low, the rough places will be made plain, and the crooked places will be made straight,
and the glory of the Lord shall be revealed and all flesh shall see it together.

What makes this a great speech?

– Abstract nouns like “dream” are incredibly emotional. Our dreams are an intimate part of
our subconscious and express our strongest desires. Dreams belong to the realm of fantasy; of
unworldly, soaring experiences. King’s repetition of the simple sentence “I have a dream”
evokes a picture in our minds of a world where complete equality and freedom exist.
– It fuses simplicity of language with sincerity: something that all persuasive speeches seek to
do!
– Use of tenses: King uses the future tense (“will be able”, “shall be”, “will be made””),
which gives his a dream certainty and makes it seem immediate and real.
– Thanks to its highly biblical rhetoric, King’s speech reads like a sermon. The last paragraph
we’ve quoted here is packed with biblical language and imagery.

In delivering speech, certain factors should be put into consideration to help the speaker in the
voice of words and actions. Relate your discovery with the example of speech given above.

• The Situation: The questions here are:

• Is it a religious background?

• Is it a burial? (Young or old?)

• Does the situation call for crying or laughter, frown or brightness?

• Is it an academic background? Etc

A formal speech selects words unlike informal.

2. The audience: The audience implies the people in attendance. This equally determines the
language use.

3. The purpose: The purpose is the theme of the speech. The purpose of the speech
determines the nature of the speech.

Features of a speech

The features of a speech include:

i -the title
ii -salutation

iii-the body or content

iv -the subscript

The title: This is the heading of the speech and it explains what the speech is all about.
Examples: A welcome delivered by the senior prefect of Deeper Life High School, Enugu
Campus, at the inauguration of the new school functionaries held in the school multi-purpose
hall on 28th August, 2013.

Salutation: This is an expression of greetings to the audience, observing due protocol.

Example: The principal, DLHS, Enugu Campus, Mr. Samson Olatunbode; The Vice principal,
DLHS, Enugu, Mr. NnamdiEzeji; The Head of Department, DLHS, Enugu Campus, Mr.
ChukwuemekaEwah; our erudite educators, members of the non-teaching staff, fellow students,
ladies and gentlemen.

The body or content: This deals with the issues to be addressed in the speech. Note: (a) The use
of long sentences will make the speech boring. Short sentences should be used mostly. (b) The
writer or speaker should always bear in mind the purpose of the speech and the type of audience
being addressed. (c) A good speech should be logically presented in well-connected paragraphs
for desired effects.

The subscription: These consist of the name, designation, and signature as well as the official
position of the speaker.

Example: OgodoChidozie Thomas, Senior Prefect, Deeper Life High School, Enugu Campus.

Evaluation

• Mention three occasions that demands speech making.

• List four important features of a speech.

• State two major characteristics of the following:

• A welcome address.

• A wedding toasting.

• Differentiate between a formal speech and informal speech.

Activity

As the president of the press club of your school, write a speech to be delivered at the annual
Press Week of the club.
ASPECT: COMPREHENSION/ VOCABULARY DEVELOPMENT

TOPIC: Examination Atmosphere. (NOSEC. Pages 167-168)

Text: Ayo Banjo et al, 2013, New Oxford Secondary English Course 2.

Class Activities: Students should be made to read the passage clearly in turns.

Evaluation
Answer questions A-D on pages 167 and 168 of the recommended text.

ASPECT: Vocabulary Development

TOPIC: Vocabulary on Photography

airbrush ,aperture, black camera , camera-shy, capture, carousel , cheese, close-up,

daguerreotype, darkroom , definition , develop , developer, digital camera, enlarge enlarger,
exposure , fast film, fisheye lens, fix ,fixative , flash , flashbulb , flashgun , focal, length focus,
, focused . foreground ., frame , full-frontal, glossy, grain , grainy, , happy slapping hi-res ,
high-resolution, hologram , holography, lo-res , low-resolution, microfiche, microfilm, mount,
mug shot, negative, overexpose, pap, paparazzi, photo , opportunity, photo session , photo
call, photogenic, photograph, photographer , photographic, photography, photojournalism,
pic, picture pin-up, Polaroid, print, process , project, projection, red-eye, self-portrait selfie,
, sepia , sharp shoot, shot , shutter, slide, slide show , SLR camera, snap, snapshot, speed, ,
still superimpose, telephoto , lens , tripod , underexpose, viewer , viewfinder, wide-angle, lens
zoom, zoom in/out ,and zoom lens.

Evaluation

Use your dictionary and fine the meaning of these words above.

ASPECT: Structure

TOPIC: Prepositional Phrase

 Traditional grammars define prepositions as words that “link to other words, phrases, and
clauses” and that “express spatial or temporal relations.” Prepositional phrases are phrases that
consist of a preposition plus another word, phrase, or clause functioning as a prepositional
complement. Prepositions and prepositional phrase perform seven primary grammatical
functions within sentences in the English language. The seven primary functions of prepositions
and prepositional phrases are:

• Prepositional phrase head

• Noun phrase modifier
• Noun phrase complement
• Adjective phrase complement
• Verb phrase complement
• Adjunct adverbial
• Disjunct adverbial
A prepositional phrase consists of a preposition, its object and any modifiers of the object.

Structure of Prepositional phrase

The structure of the prepositional phrase is a structure with three possible parts: pre-modifier,
preposition and complement. Examples:

Pre-modifier Preposition Complement

Just At the cinema
On the internet
Before Breakfast
Through the window
At the public square
To Me

The prepositional complement is typically a noun phrase but it may also be a nominal relative or
an ‘-ing’ clause. Both the nominal relative clause and the ‘-ing’ clause have a range of function
similar to that of a noun phrase.

Examples:

• Complement noun phrase:—through the window

• Complement as nominal relative clause:___what I have heard

 • Complement as ‘__ing’ clause:___after speaking to you.

Evaluation

• What is prepositional phrase?

• Give five examples of prepositional phrase.

• Mention the functions of prepositional phrase in a sentence.

ASPECT: Writing Skill

TOPIC: Writing For Special Purpose

As the president of the Young Farmers’ Club in your school, write a welcome address to be
delivered at the induction of new members.

You may follow this guide line:

• Write the title.

• Write the salutation.

• The content.

A. Introduction

i. Welcome the new members.

ii. Highlight the achievements so far.

B. The body

i. The need of commitment to be course of the organization.

ii. Unveiling the rules of the organization to the new members.

iii. Charting the way forward.

C. Conclusion

i. Closing remark and benediction.

Evaluation
 Use the outline given and write a speech of not less than 300 words.

ASPECT: Summary

TOPIC: Summarizing in a Specified Numbers of Words

Following the steps of good summary writing: reading for comprehension; identification
of topic sentence; clarity of statement; brevity; conciseness; and originality; read the
passage and practice the exercise in:

Evaluation: Attempt the questions on pages 184 and 185.

Weekend Assignment

Modern, large----1-----farming can be an expensive business, and capital rather than----2-

---- intensive, which means fewer jobs are available on the land, ploughing, harrowing
and sowing are done by tractors not by horse or bullock-drawn plough and harrowing by
hand. Weeds are kept down by artificial----3----and harmful insects are killed by artificial
---4----usually applied by motorized-----5------. The abandonment of traditional methods
of farming in some areas has led to a need for artificial-----6-----if the land is to remain
fertile. ----7----- husbandry has also been mechanized, for example the introduction of
electronic milking----8-----. Increasingly----9----- are no longer reared by nomadic-----10-
------ but kept on large------11-------. Often they are not kept in the open air but live all
their lives crowded together in buildings.

A B C D

(1) scale style ranch field

(2) farmland worker labourlabourer

(3) chemicals pesticides fertilizers herbicides

(4) pesticides gas chemicals fertilizers

(5) sprayers machines drivers loses

(6) chemical manure fertilizers pesticides

(7) agriculture sheep cattle animal

(8) machines tractors stools udders

(9) hens goats cattle cows

(10) cow hands herdsmen tribes farmers

(11) ranches fields farms estate.

From the options A to D, choose the word that has the same vowel sound as the one underlined
in the words in number 12-20.

12. Cook A. Wood B. Would C. rude D. blood

13. Work A. warm B. worm C. pork D. walk

14. Driver A. tortoise B. goat C. five D. bite

15. Buy A. chilly B. bully C. built D. mild

16. Home A. ransom B. come C. sew D. bout

17. Tour A. your B. boo C. poor D. sore

18. Owl A. howl B. bowl C. tour D. low

19. Mete A. bet B. thread C. bite D. feet

20. Bus A. rough B. coup C. put D. rout

Reference

Banjo, A. et al (2011): New Oxford Secondary English Course for SS 3: Ibadan;

University Press PLC.

• Murthy, J. D. (2007): Contemporary English Grammar; Lagos; Book master.

• Badaiki, F. et al (2012); Communicative English Studies for SS 1; Sango Ota;

Metrose Books and publishing Ltd.

• Mebele, K. et al (2003): Goodbye to Failure in English for SS 2; Lagos: Treasures

publishers Ltd.
WEEK 4:

SPEECH WORK: Nasal consonants- /m/n/ŋ/

Comprehension: Geographical Peculiarities of Tropical Islands. (NOSEC. Pg. 176)

Vocabulary Development: Suffixes (Verbalization- Example: national- nationalize)

Structure: Prepositional phrase -Functions

Writing skills: Speech writing for special purposes

• Summary: Summarizing in a specific number of words. The Evil Effects of War.

(NOSEC. Pages 200-201).

TOPIC: Nasal Sounds /m/, /n/,/ŋ/

Nasal sounds are produced as a result of lowering of soft Palate which blocks the oral
cavity and makes the airflow to escape through the noise. The nasal sounds are voiced
because there is vibration in the vocal cords. The letter N is a nasal consonant sound, along
with M and NG . The M and N and ng letters produce nasal sounds and are often studied
together. Nasal means "produced by sending a stream of air through the nose."

The Nasal Sounds

/m/ (mom, Mary, name)
/n/ (nine, name, Nancy)
Ng = /ŋ/ (sing, ring, long)

/m/ as in loom, move,lamp, hammer, mummy

Silent in: mnemonic

/n/ as in now learner, hymn, condemn, solemn etc.

/ŋ / as in king, morning, finger, anger, ring, language, anxious

Evaluation: Pick the word with the sound representative below:

• / ŋ / (a) ban (b) bag (c) bank (d) bam.

• /m/ (a) moon (b) net (c) swing (d) tank

• /n / (a) hymn (b) dawn (c) note (d) condemn

Practice the /m/ sound by saying these words aloud:

1) mom

2) come

3) my

4) miss

5) time

6) man

7) Mary

8) dim

9) may

10) ram

ASPECT: Comprehension

TEXT: Mew Oxford Secondary English Course, book 2.

TITLE: Geographical Peculiarities of Tropical Islands. (NOSEC. Pg. 176)

Class Activities: The students should read the passage carefully and check the dictionary for the
meaning of new words.

Evaluation: The students should answer the comprehension questions on pages 216-217.

ASPECT: Vocabulary Development.

TOPIC: Suffix

Suffixe(s) is/are letters added to the end of words to form new words. Examples are ‘ness’ in
kindness or ‘ly’ as in suddenly. The addition of suffix alters the class of a word to another class.

ROOT WORD-Noun SUFFIX NEW WORD- Noun

• young • ster • youngster
• Tick • ster • trickster
• Gang • ster • gangster
• Book • let • booklet
• Pig • let • piglet
• Start • let • starlet
• leaf • let • leaflet

• lion • ess • lioness

• actor • ess • actress

• free • dom • freedom

• bore • dom • boredom
• king • dom • kingdom
• move • ment • movement
• judge • ment • judgement
• pay • ment • payment

• herb • cide
• insect • cide

• gold • en • golden
• wood • en • wooden
• wide • en • widen
• sad • en • sadden
• quick • en • quicken

ASPECTL: Structure:
 TOPIC: Prepositional Phrase (Functions)

The seven primary functions of prepositions and prepositional phrases are:

• Prepositional phrase head

• Noun phrase modifier
• Noun phrase complement
• Adjective phrase complement
• Verb phrase complement
• Adjunct adverbial
• Disjunct adverbial
Prepositions as Prepositional Phrase Heads

Functions of prepositional phrase

Prepositional phrases have the following functions:

• Post-modifier of a noun.

E.g. (a) I took several courses in history.

(b) The local council is subsidizing the installation of energy-saving device.

(2) Post –modifier of an adjective.

(a) We were not aware of his drinking problem.

(b) I was happy with my marks last term.

(3) Adverbial

(a) After the storm, the sky brightened.

(b) In my opinion, people behave different in crowds.

The first primary grammatical function that prepositions perform is the prepositional phrase
head. A prepositional phrase consists of a preposition plus another phrase or clause that functions
 as the prepositional complement. For example, the following italicized prepositions function as
prepositional phrase heads:

• in the library
• after reading the book
• for whatever will repair the leak

Prepositional Phrase as Noun Phrase Modifiers

The second primary grammatical function that prepositional phrases perform is the noun phrase
modifier. A noun phrase modifier is a word, phrase, or clause that modifies or describes a noun
including a noun phrase. For example, the following italicized prepositional phrases function as
noun phrase modifiers:

• the puppy with the blue and white fur

• an old man with glasses
• someone for whom the bell tolls
Prepositional Phrase as Noun Phrase Complement

The third primary grammatical function that prepositional phrases perform is the noun phrase
complement. A noun phrase complement is a word, phrase, or clause that completes the meaning
of a noun phrase. For example, the following italicized prepositional phrases function as noun
phrase complements:

• passion for reading

• love of the game
• fear of flying
Prepositional Phrase as Adjective Phrase Complement
 The fourth primary grammatical function that prepositional phrases perform is the adjective
phrase complement. An adjective phrase complement is a word, phrase, or clause that completes
the meaning of an adjective phrase. For example, the following italicized prepositional phrases
function as adjective phrase complements:

• fond of bananas
• afraid of falling down the stairs
• aware of the dire consequences
Prepositional Phrase as Verb Phrase Complement

The fifth primary grammatical function that prepositional phrases perform is the verb phrase
complement. A verb phrase complement is a word, phrase, or clause that completes the meaning
of a verb phrase. For example, the following italicized prepositional phrases function as verb
phrase complements:

• rely on my husband
• listen to the music
• approve of my plan
A verb with a verb phrase complement is often referred to as a prepositional verb. Prepositional
verbs are a common verb form in the English language that consist of a verb followed by a
preposition.

Prepositional Phrase as Adjunct Adverbial

The sixth primary grammatical function that prepositional phrases perform is the adjunct
adverbial. An adjunct adverbial is a word, phrase, or clause that modifies an entire clause by
providing additional information about time, place, manner, condition, purpose, reason, result,
and concession. For example, the following italicized prepositional phrases function as adjunct
adverbials:

• The children waited in line.

• The couple is walking their dog along the beach.
• She failed the test because of her illness.
Prepositional Phrase as Disjunct Adverbial
 The seventh primary grammatical function that prepositional phrases perform is the disjunct
adverbial. A disjunct adverbial provides additional information to frame an entire clause. For
example, the following italicized prepositional phrases function as disjunct adverbials:

• In my opinion, learning about grammar is fun.

• For the love of goodness, the children need to stop whining.
• With all due respect, you need to calm down.

The seven primary functions of prepositions and prepositional phrases in English are
prepositional phrase heads, noun phrase modifiers, noun phrase complements, adjective phrase
complements, verb phrase complements, adjunct adverbials, and disjunct adverbials.

Evaluation

Exercise C on page 185 of the English textbook.

ASPECT: Writing Skills

Before you can write effectively, you need to develop good reading skill so that you can acquire
more vocabularies. Writing skills demand deep thinking about the topic of your essay.

Do not write on the topic you do not understand. Your writing can be imaginative or real. You
must plan your writing before you start writing. The first thing is to brainstorm (on the topic).

The essay must be divided into:

• Introduction

• Body/content
 • Conclusion

Types of Essay

• Narrative Essay

• Descriptive Essay

• Expository Essay

• Argumentative Essay

ASPECT: Summary

TOPIC: Summarizing in a Specified Numbers of Words

Following the steps of good summary writing: reading for comprehension; identification
of topic sentence; clarity of statement; brevity; conciseness; and originality; read the
passage and practice the exercise in:

Evaluation: Attempt the questions on pages 200 and 201.

Weekend Assignment

• Write an essay on the topic: The Day I will never forget in my life.

References

• New Oxford Secondary English Course, book 2.

• Catch-up English Language for SSCE and UME.

• Brinton, Laurel J. & Donna M. Brinton. 2010. The linguistic structure of Modern
English, 2nd edn. Amsterdam: John Benjamins Publishing Company

WEEK: 5

Speech Work: Speaking to Persuade Convince and Sway Opinion

Comprehension: Reading to Pick-out Topic Sentences in Paragraphs and Longer Selection A
Reckless Driver. (NOSEC. Pages 187-

Vocabulary Development (Suffixes)

Structure: Adjectival Phrase (Functions)

Writing Skills: Story Writing

Summary: Locating the key statements Causes of Fire Disasters (NOSEC. Pg. 217).

ASPECT: Speech Work

TOPIC: Speaking to Persuade Convince and Sway Opinion

Speaking to persuade is also known as persuasive speech. This means a speech specially
designed to change or reinforce the beliefs or actions of an audience. The target here is to make
the listener(s) or the audience decides to do something by giving them satisfactory reasons why
they should do it. The indication here is that the audience may not really want to perform the
action. As a result, the need for your speech arises, to convince them, giving them whys and
wherefores of the action.

Persuasive speech is different from the other type of speech we have studied, which is mainly
designed to inform, and is called informative speech. Persuasive speech is a complex and
challenging type of speech. It is usually not easy to change the mind of person on a given idea.
The speaker has to indulge in a psychological process of winning the mind of his listeners, while
the listeners assess the speaker’s integrity and credibility, his manner of delivery, supporting
details, e. t. c., in order to decide whether or not to believe him and thus change their minds, or to
remain neutral or opposed.

The Target Audience

By the target audience, we mean the particular audience the persuasive speaker wishes mostly, to
address: those whom he would want his message to reach. We can group them as the
uncommitted audience, those inclined to agree, those inclined to disagree but who are open to
persuasion.

In persuasive speech, we deal with three different questions. They are:

• Questions of fact

• Questions of value, and

 • Questions of policy

Questions of fact – These are questions directed at the truth or falsity of an assertion. Questions
of fact are structured to make audience believe in the speaker’s view of facts about the matter for
persuasion.

Question of value - The question of value is directed to the worth, rightness, morality, e. t. c. of
an idea or action. The speaker under the question makes a judgement right or wrong, good or
bad, moral or immoral, ethical or unethical. He justifies the position in line with clear standard.

Questions of policy - This is the question about whether or not a specific course of action should
be taken.

Most persuasive speakers often employ the problem – cause – solution technique in their bid to
succeed. The steps here are:

• establish the existence of a problem

• analyse the cause of the problem

• present the solution to the problem.

Evaluation:

• What do you understand by persuasive speech?

• Why is persuasive speech necessary?

• What kind of audience do you expect to have for persuasive speech?

Assignment

Your brothers are planning to deal with the son of your neighbour who snatched your younger
brother’s bucket at the tap and beat him up. Write a persuasive speech you’ll present to them
during your family meeting.

ASPECT: Comprehension

TOPIC: A Reckless Driver. (NOSEC. Pages 187 and 188

Evaluation

Exercise A-D from NOSEC. Pages 187 and 188

Assignment
Exercise E-G from NOSEC. Pages 187 and 188

Exercises 17.4.4; 17.5.1; pages 233-236.

ASPECT: Vocabulary Development

TOPIC: Suffix

Suffixes are the opposite of prefixes. Suffixes are added at the end of a word to form another
word. Suffixes are word elements added at the end of a word to create another word. Suffixes
can be inflectional or derivational

• Inflectional suffixes

Inflectional suffixes carry grammatical information.

• They mark the plural of nouns; cars, dogs, boys, etc.

• They mark the third person singular (present tense); A lion roars, the man says, he does
not.

• Inflectional suffixes mark the past tense; ... opened the door. They stopped him.

• Inflectional suffixes mark gender: princess, hostess, empress

• They mark progressive/continuous tenses; going showing, writing

• They mark the past participle: done, written, shown

• They show the comparative of adjectives; hotter, faster, quicker

• They mark the superlative of adjectives; tallest, thinnest, fastest

• Inflectional suffixes show negatives; doesn’t, wasn’t, aren’t

• They indicate possessives; girl’s, girls’, boy’s, boys’

Derivational suffices

This type of suffixes often changes the word class of a word. Let us look at some of these in the
table below.
 From To

Word Word class Suffix New word New word class

friend noun • ship friendship noun

boy noun • hood boyhood noun

teach verb • er teacher noun

conduct verb • or conductor noun

inhabit verb • ant inhabitant noun

conclude verb • ion conclusion noun

perform verb • ance performance noun

happy adjective • ness happiness noun

important adjective • ce importance noun

diligent adjective • ce diligence noun

punctual adjective • ity punctuality noun

grace noun • ous gracious adjective

fruit noun • ful fruitful adjective

fool noun • ish foolish adjective

child noun • less childless adjective

beauty noun • ify beautify verb

public noun • ise publicise verb

terror noun • ise terrorise verb

pure adjective • ify purify verb

simple adjective • ify simplify verb

EVALUATION: Change the following nouns to adjectives by attaching the appropriate suffix.

• Consider
 • Courage

• Critic

• Defense

• Harm

• Reason

• Response

• Right

• Success

• Value

Assignment: Write five sentences and underline the suffix marking the past tense of the verb in
it.

ASPECT: Structure
TOPIC: Adjective Phrase
In English grammar, an adjective phrase is a group of words that functions as an adjective in a
sentence. An adjective headword may be accompanied by modifiers, determiners, and/or
qualifiers (all of which are called dependents). This is also known as an adjectival phrase.
The adjective in an adjective phrase can initiate the phrase (e.g. fond of steak), conclude the
phrase (e.g. very happy), or appear in a medial position (e.g. quite upset about it). The
dependents of the head adjective - i.e. the other words and phrases inside the adjective phrase -
are typically adverbs or prepositional phrases, but they can also be clauses (e.g. louder than you
do). Adjectives and adjective phrases function in two basic ways in clauses, either attributively
or predicatively. When they are attributive, they appear inside a noun phrase and modify that
noun phrase, and when they are predicative, they appear outside of the noun phrase that they
modify and typically follow a linking verb (copula). An adjective phrase consists of an
adjective which may be preceded and/or followed by other words.
The premodifier is always an adverb phrase, but the post-modifiers can be an adverb phrase, a
prepositional phrase, or even a clause. It is also possible to have a modifier that is partly in front
and partly behind the head, called a discontinuous modifier,

Examples
The adjective phrases are underlined in the following example sentences, the head adjective in
each of these phrases is in bold, and how the adjective phrase is functioning - attributively or
predicatively - is stated to the right of each example
a. Sentences can contain tremendously long phrases. - Attributive adjective phrase
b. This sentence is not tremendously long. - Predicative adjective phrase
a. A player faster than you was on their team. - Attributive adjective phrase
b. He is faster than you. - Predicative adjective phrase
a. Sam ordered a very spicy but quite small pizza. - Attributive adjective phrases
b. The pizza is very spicy but quite small. - Predicative adjective phrases
a. People angry with the high prices were protesting. - Attributive adjective phrase
b. The people are angry with the high prices. - Predicative adjective phrase
The distinguishing characteristic of an attributive adjective phrase is that it appears inside the
noun phrase that it modifies. An interesting trait of these phrases in English is that an attributive
adjective alone generally precedes the noun, e.g. a proud man, whereas a head-initial or head-
medial adjective phrase follows its noun, e.g. a man proud of his children. A predicative
adjective (phrase), in contrast, appears outside of the noun phrase that it modifies, usually after a
linking verb, e.g. The man is proud.
Evaluation: Identify the adjectives in the following sentences:
• Johnson is a bush man.
• She gave him an apt reply.
• The short boy came here yesterday.
• Tola is mischievous.
• A certain penalty awaits him.
• A brave soldier fears no war.
• Our captain is cowardly.
• That was a fair match.
• Organized and confident, the politician delivered his manifesto.
• The reluctant students obeyed the provost’s order.
Assignment: Choose the alternative which best completes each sentence.
• Maria is not………….girl in the class but she is certainly prettier than Janet.
A. the pretty B. a pretty C. the prettiest D. the prettier
• Abel is the……….of my brother’s three children.
A. less intelligent B. least intelligent C. little intelligent D. intelligent
• The boy was born before his parents actually got married and so the court has
declared him…………..
A. illegal B. illegitimate C. illicit D. unlawful
• Tennyson and Browning lived about the same time and are therefore…………poets.
A. contrary B. contractual C. contemporaneous D. contemporary
 • They went to the market and bought a suit case and………… bag.
A. a big leather brown B. a leather brown big C. a big brown leather D. a
brown big leather
• After our series of quarrels, it would be…………to pretend that I have any more
regard for him.
A. hypothetical B. essential C. hypocritical D. necessary
• The violent storm that occurred on Easter Monday destroyed many houses and
caused……………in Lagos generally.
A. heavy damages B. much damage C. several damage D. plenty damage
• Why do you worry about such………..matters?
A. insignificant B. significant C. non-significant D. unsignificant
• Audu fought with his…………brother.
A. senior B. older C. bigger D. elder
• He put……….in a basket.
A. white dozen eggs B. a dozen white eggs C. a white dozen eggs D. dozen
white eggs

ASPECT: Composition
TOPIC: Story Writing
Story writing unlike all the other essay forms involves the expression or amplification
of thought. More often than not, certain proverbs or quotes are given to be expanded
into a story that in the long run ends with the given thought.
It is pertinent to recall that in narrating events – fiction or non-fiction, the past tenses
of the verb are often employed. In the same vein, before one embarks on the
development of a thought into story, one should be familiar with the meaning of the
given group of words. You should also be reminded here that like all other essays, a
well-organized story has a beginning, a climax and a conclusion. However, the
emphasis on story writing is often placed on the plot.
What Makes a Good Story?

Good writers often break rules—but they know they’re doing it! Here are some good rules to
know.

Theme

A theme is something important the story tries to tell us—something that might help us in our
own lives. Not every story has a theme, but it’s best if it does.
Don’t get too preachy. Let the theme grow out of the story, so readers feel they’ve learned it for
themselves. You shouldn’t have to say what the moral is.

Plot

Plot is most often about a conflict or struggle that the main character goes through. The conflict
can be with another character, or with the way things are, or with something inside the character,
like needs or feelings.
The main character should win or lose at least partly on their own, and not just be rescued by
someone or something else. Most often, the character learns or grows as they try to solve their
problem. What the character learns is the theme.
The conflict should get more and more tense or exciting. The tension should reach a high point
or “climax” near the end of the story, then ease off.
The basic steps of a plot are: conflict begins, things go right, things go WRONG, final victory (or
defeat), and wrap-up. The right-wrong steps can repeat.
A novel can have several conflicts, but a short story should have only one.

Story Structure

At the beginning, jump right into the action. At the end, wind up the story quickly.
Decide about writing the story either in “first person” or in “third person.” Third-person
pronouns are “he,” “she,” and “it”—so writing in third person means telling a story as if it’s all
about other people. The first-person pronoun is “I”—so writing in first person means telling a
story as if it happened to you.
Even if you write in third person, try to tell the story through the eyes of just one character—
most likely the main character. Don’t tell anything that the character wouldn’t know. This is
called “point of view.” If you must tell something else, create a whole separate section with the
point of view of another character.
Decide about writing either in “present tense” or in “past tense.” Writing in past tense means
writing as if the story already happened. That is how most stories are written. Writing in present
tense means writing as if the story is happening right now. Stick to one tense or the other!

Characters

Before you start writing, know your characters well.

Your main character should be someone readers can feel something in common with, or at least
care about.
You don’t have to describe a character completely. It’s enough to say one or two things about
how a character looks or moves or speaks.
A main character should have at least one flaw or weakness. Perfect characters are not very
interesting. They’re also harder to feel something in common with or care about. And they don’t
have anything to learn. In the same way, there should be at least one thing good about a “bad
guy.”

Setting

Set your story in a place and time that will be interesting or familiar.

Style and Tone

Use language that feels right for your story.

Wherever you can, use actions and speech to let readers know what’s happening. Show, don’t
tell.
Give speech in direct quotes like “Go away!” instead of indirect quotes like “She told him to go
away.”
You don’t have to write fancy to write well. It almost never hurts to use simple words and simple
sentences. That way, your writing is easy to read and understand.
Always use the best possible word—the one that is closest to your meaning, sounds best, and
creates the clearest image. If you can’t think of the right one, use a thesaurus.
Carefully check each word, phrase, sentence, and paragraph. Is it the best you can write? Is it in
the right place? Do you need it at all? If not, take it out!
Evaluation: State and explain five elements of story writing.
Assignment: Write a story which ends with the words: ‘But that was crying over spilled milk’.
Weekend Assignment: From the words lettered A – E, choose the one that best completes each
of the following sentences:

• After he had run away from the fight, people called him ____

(a) gambler (b) dare-devil (c) coward (d) desperado (e) caution

• The typist was ____ from his job for always coming late to the office.

(a) evicted (b) rejected (c) disregarded (d) eliminated (e) dismissed

• When Jide returned very late, the ____ he gave was unacceptable to his mother.

(a) plea (b) cause (c) excuse (d) pardon (e) consent

• Eighty students attempted the entrance examination and forty-two were later

(a) illegible (b) eliminated (c) disdained (d) repudiated

• Aduke was too ___ to tell her family about winning the race.

(a) vain conceited (c) arrogant (d) modest (e) prudent

 • The old lady ____ on her son for financial support.

(a) trusted (b) depended (c) related (d) leaned (e) confided

• The boy ____ in his efforts to lift the rock even though it was too heavy for him.

(a)persisted (b) despaired (c) endured (d) resolved (e) repeated

• During the physical education classes, the boys and the girls were ____ into different
groups.

(a) dislocated (b) segregated (c) disengaged (d) secluded (e) disintegrated

• Yemisi ____ that her father would not return before dark, since he had taken his torch
with him.

(a) intended (b) predicted (c) assumed (d) proposed (e) advised

• The trader ____ his income by repairing sewing machines

(a) replenished (b) terminated (c) added (d) supplemented (e) integrated

Weekend Activity: Mr. Akiode, an English educator, gave the S.S.S. 2 students mass
punishment because they made so much noise. Because of that, the students branded him a
very wicked man and planned to mob him after school. As a class prefect, write to call the
students to order and convince them that Mr. Akiode meant no harm.

Pre-Reading: Read about figures of speech and identify ten with two examples each.

References

• 1ntensive English for Senior Secondary Schools Book 2 by B. O. A. Oluikpe et al

• Goodbye to Failure in English for Senior Secondary Schools Book 2 by Ken Mebele
and Femi Omodara.

• New Oxford Secondary English Course for Senior Secondary Schools Book 2 by Ayo
Banjo et al

• New Concept English for Senior Secondary Schools Book 2 by F. Ademola-Adeoye

et al.

• Exam Focus English for WASSCE & SSCE by A. Banjo et al

• Comprehensive Oral English for Schools and Colleges by J.E.C.Ebere

 • Lamlad’s SSCE & UTME English Language by Oladipo Salami and
ChijiokeUwasomba

ASPECT: Speech Work

TOPIC: Rhyme

Two words are said to rhyme with each other when they have the same final vowel sound, or the
same final vowel and consonant sounds. In oral English, words which rhyme with each other are
those that have the same sound or combination of sounds in their corresponding syllables,
usually at the last syllables of the words, or from their last syllables to the second or third to the
last syllables of the words.

For rhyme to occur between two words, the vowel sounds in the syllables of the words under
consideration must be of the same quality.The final consonant sounds of the words must be the
same also, while the initial or middle consonant sounds of the words may or may not be the
same.

Classification of Word Rhyme:

In oral English, word rhymes are classified according to the number of syllables that are involved
in the rhyming words. In this case, there are mainly three kinds of word rhymes. These are;
single rhyme, double rhyme and triple rhyme.

• Single Rhyme: This is where the rhymes involve only one syllable in each of the
rhyming words. Examples: low-know, fuse-accuse far-star, chair-there, head-bed, flour-
flower etc.

• Double Rhyme: This is where the rhyme involves two syllables in each of the rhyming
words. Examples: matter-fatter, quarter-water, rather-lather, duel-jewel, handsome-
ransom, tomorrow-sorrow, wonder-blunder etc.

• Triple Rhyme: This is where the rhyme involves three syllables in each of the rhyming
words. Examples: unfortunate-importunate, attitude- altitude’.

Evaluation:

• What do you understand by rhyme?

• Mention types of rhymes and explain with examples.

ASPECT: Vocabulary Development

TOPIC: Words associated with the Computer

The words associated with computer are numerous. Among which are;

More on Template
Computer Vocabulary Word List More Word Banks

A D (cont.) K Q T

algorithm domain kernel queue table

analog domain name key QWERTY tag
app dot keyboard template
application dot matrix keyword R terabyte
array download RAM (random teminal
drag L text editor
B access memory)
DVD (digital versatile laptop real-time thread
backup disc) laser printer reboot toolbar
bandwidth dynamic link resolution trash
binary login restore Trojan horse
E typeface
bit log out ROM (read only
bitmap email logic memory) U
bite emoticon lurking root
blog encrypt router undo
blogger encryption M runtime Unix
bookmark enter mainframe upload
boot exabyte S user
macro
broadband malware save interface
browser F username
media scan
buffer FAQ (frequently asked memory scanner URL
bug questions) mirror screen user
bus file modem screenshot utility
byte finder monitor script
V
firewall motherboard scroll
C
firmware mouse scroll bar version
cache flaming multimedia search engine virtual
caps lock flash security virtual
 captcha flash drive N server memory
CD floppy disk shareware virus
CD-ROM flowchart net shell
client folder network shift W
clip art font node shift key web
clip board format notebook computer snapshot web host
cloud computing frame O social networking webmaster
command freeware software website
compile offline spam widget
compress G online spammer window
computer gigabyte open source spreadsheet wireless
computer operating system status bar wiki
graphics
program option storage word
configure H output spyware processor
cookie supercomputer workstation
hack P
copy surf World Wide
hacker
CPU (central page syntax Web
hardware
processing unit) password worm
home page
cybercrime paste WWW
host
cyberspace path
html
phishing X
D hyperlink
piracy
hypertext XML
dashboard pirate
data I platform Z
database plug-in
icon podcast Zip
data mining
inbox pop-up
debug
integer portal
decompress
interface print
delete
Internet
desktop printer
IP address privacy
development
iteration process
digital
disk J program
DNS (domain programmer
name system) Java protocol
document joystick
junk mail

A D (cont.) K Q T

algorithm domain kernel queue table

analog domain name key tag
 app dot keyboard QWERTY template
application dot matrix keyword terabyte
download R teminal
array
drag L text editor
RAM (random
B DVD (digital thread
laptop access memory)
backup versatile disc) laser printer real-time toolbar
bandwidth dynamic link reboot trash
binary login resolution Trojan horse
E typeface
bit log out restore
bitmap email logic ROM (read only
U
bite emoticon lurking memory)
blog encrypt root undo
blogger encryption M router Unix
bookmark enter mainframe runtime upload
boot exabyte macro user interface
broadband S username
malware
browser F URL
media save
buffer FAQ (frequently memory scan user
bug asked questions) mirror scanner utility
bus file modem screen
byte V
finder monitor screenshot
C firewall motherboard script version
firmware mouse scroll virtual
cache flaming multimedia scroll bar virtual memory
caps lock flash search engine virus
captcha flash drive N security
CD floppy disk server W
net
CD-ROM flowchart network shareware web
client folder node shell web host
clip art font notebook shift webmaster
clip board format computer shift key website
cloud computing frame snapshot widget
command freeware O social networking window
compile software wireless
G offline
compress spam wiki
online
computer gigabyte spammer word processor
open source
computer graphics spreadsheet workstation
operating
program status bar World Wide Web
system
configure H storage worm
option
cookie spyware WWW
hack output
copy supercomputer
 CPU (central hacker P surf X
processing unit) hardware syntax
cybercrime home page page XML
cyberspace host password
paste Z
html
D path Zip
hyperlink
hypertext phishing
dashboard piracy
data I pirate
database platform
data mining icon plug-in
debug inbox podcast
decompress integer pop-up
delete interface
portal
desktop Internet print
development IP address printer
digital iteration privacy
disk process
DNS (domain J
program
name system) Java programmer
document joystick protocol
junk mail

Evaluation

Find out the meaning of 20 words from the above with the aid of dictionary.

ASPECT: Structure

TOPIC: Nominalization of Verbs and Adjectives

In English grammar, nominalization is a type of word formation in which

a verb or an adjective (or other part of speech) is used as (or transformed into)
a noun. Verbs nominalize also called nouning.
Nominalization refers to the process of converting a word from another grammatical class into a
noun. Most of the words from other words or grammatical classes are normally turned to nouns
by means of adding suffix.
Nominalization of verbs a process of transforming verb into a noun by means of adding suffixes.
Remember that suffixation is the process of attaching a morpheme to the end of a word. Even
the word “nominalization” is created from the verb, “nominalize”. Examples of nominalized
words:

Verbs Noun

Admit admission/admittance

Embarrass embarrassment

Arrive arrival

Block blockade

Cover coverage

Act actor/actress

Nominalization of Adjectives: Adjectives too can be turn to nouns the same way we have
done to verb e.g. Adjectives Nouns

Abundant Abundance

Bright Brightness

Honest honesty

Free Freedom

Dry Dryness

Just Justice

False Falsehood

Heroic Heroism

Sober Sobriety

Loyal Loyalty

Vain Vanity etc.

Evaluation:
 • Nominalize these adjectives: nosy, pure, holy, wise, cruel, innocent, constant, illiterate,
happy, and fair.

• Nominalize the following verbs and use the nominalized words in sentences: annoy,
accuse, leak, fail, and depart.

ASPECT: Comprehension
TOPIC: Reading for the Writer’s Purpose: Ecological Problem
.
(New Oxford Secondary English Course) Pages 195-196)

Evaluation
Answer questions a,b,c and d .

Assignment;

Answer questions e, f, g, and h.

ASPECT: Writing Skills.

TOPIC: Story Writing

Story writing, unlike all other essay forms, involves the expression or amplification of thought.
More often than not, certain proverbs or quotes are given to be expanded into a story that in the
long run ends with given thought.

It is pertinent to recall that in narrating events (fiction or non-fiction) the past tenses of the verbs
are often employed. In the same vein, before one embarks on the development of a thought into a
story, one should be reminded here that like other essays, a well-organized story has a beginning,
a climax and a conclusion.

Furthermore, the use of dialogue successfully in story writing is advisable. As a matter of fact, a
story necessarily requires a mixture of long and short sentences as well as variety in sentence
patterns. In story writing, you may give a story or an account of events that illustrates the saying.
Such stories may be real or imaginary. Nevertheless, you should ensure that your story or
account is relevant to the saying. You should also begin story-writing by drawing an outline.
This will help you to write a good story.

Outline for Story Writing:

• Introduction: write the title of the story- Paragraph 1- give a general statement on the
topic.
 • Body: Paragraphs 2- discuss how the event started.

Paragraph 3- discuss the most interesting or significant happenings

Paragraphs 4- discuss how the event ended.

• Conclusion: paragraph 5- re-emphasize the saying.

Evaluation:

Write a story to illustrate the saying: “Experience is the best teacher”

ASPECT: Summary

TOPIC: Summary Writing

Exercise: Use any WAEC/NECO summary question

General Evaluation:

In the following passage, the numbered gaps indicate missing words. Choose words from the list
below to complete the blanks:

Compatible, system, graphic, literate, programs, spreadsheets, retrieved, network, software, keys
in, saved, personal, mainframe, word processing.

A desktop computer _____1_______ consists of a hard drive, a monitor, a keyboard, a printer,

and their connections. The __2____ contain the various __3____ you run on your computer. The
most common programs used in business are those for ___4____ (writing letters, documents,
etc.), ___5____ (for budgets and book-keeping), debate management programs (for keeping
names and addresses of customers), __6__ programs (for drawing charts, etc.), communication
programs (for electronic mail), and desktop publishing programs (for providing manuals,
catalogues, etc). The operator __7__ the information which can be __8__ and __9__ at a later
date.

Most businesses nowadays use __10__ computers, or PCs, which are often linked together in a
local __11__. This is a bag change from the days when time had to be rented on a __12__
computer.

Weekend Assignment:

• Nominalize these adjectives: total, warm, fair, happy, illiterate, constant, innocent, cruel.
 • Use the above adjectives in sentences, and then use nouns derived from the adjectives in
sentences.

PRE-READING ASSIGNMENT:

• Read clusters of two consonants which occur initially.

• Read clause- subordinate and main.

References:

• New Oxford Secondary English Course for Senior Secondary Schools Book 2 by
Ayo Banjo et al.

WEEK:7

WEEK:8

ASPECT; Speech Work: Clusters of two consonants which occur initially.

Vocabulary Development: Identification of use of Figures of speech: Simile,
Metaphor, Irony,
Reading Comprehension: Reading for the Writer’s Purpose: Homes- Man’s Fortress of
Safety.
Structure: Subordinate Clauses (Types and Functions)
Writing Skills: Free Writing (Introduction: Features of Poetry)
Summary: Exercise: Use any WAEC/NECO summary question.

ASPECT: Speech Work Date:________

TOPIC: Clusters of Two Consonants (Initial Position)

What is Consonant Clusters?

The coming together of two, three, or more consonants, either before or after the vowel in a
syllable is known as a cluster.

Syllable Structures in English

• V = a
• CV = no, me

• CC = Pray

• CCCV = Sprout

• VC = up

• VCC = soft

• CVCCC = thanks

• CVCC = texts / texts

• CVCC = sells, looks, writes

• CCVCC = strength

• CCVCC = trust.

Consonant Clusters: Initial Position

Consonant clusters at the initial position have the syllable structure as: CCV, CCCV, CCCVC,

• The consonant clusters at the initial position:

Examples: CCV

(i) st_air (ii) st_ar (iii) pl_ay (iv) pr_ay (v) fr_om

• Three consonant clusters at the initial position: CCCV

• str__ength

• str__eet

• scr__eam

• sq___eak/ skwi:k/
 • scr____ap

Evaluation

• What is a consonant cluster?

• Mention five syllable structures you know.

• Give two examples of CCV and three examples of CCCV words.

ASPECT: Comprehension Date:______________

TOPIC: Reading for the writer’s purpose: Homes- Man’s Fortress of Safety

NOSEC ., SS2 pages 203and 204.

Evaluation: Answer the questions a,b,g,h on page 204.

Assignment: NOSEC ., SS2 page 204, Answer the questions c, d ,e and f.

TOPIC: Vocabulary: Figures Of Speech

Find the meaning and application of the following figures of speech. The educator will guide the
students to give practical examples.

• Rhetorical Question: This is a type of question that does not require an answer. It is
used just for emphasis.

E g: If the foundation is destroyed what would the righteous do?

Why am I in this mess?

• Inversion: It is a rearrangement of words in a sentence in inverted order designed to

make the reader to pause and feel the weight of the sentence. It is mostly used by
poets.

E g : Contentment , still I crave.

City so hostile I have never seen.

• Hyperbole: This is simply an exaggeration.

 E g: My head weighed a ton on my neck as I woke up this morning.

The whole world knows I am innocent of the crime.

• Paradox: This describes a sentence which at first seems contradictory but when
considered , has some element of truth.

E g: The more you look the less you see.

The way up is down.

• Euphemism: This is a figure that expresses harsh and sad news in a pleasant
acceptable manner in order to blunt the harshness.

E g: The man passed away this morning. This means that he died this morning

He is a stranger to the truth. (He is a liar)

• Oxymoron: This said to be used when two contradictory words are placed side by
side.

E g: You can see the dangerous safety of my tower.

Parting with my family had been such a sweet sorrow.

• Irony: The use of words or statement to express a different meaning opposite of the
one we express.

E g: The man was so rich; he could not buy a car.

Rando is very brilliant, he is repeating the class the second time.

Evaluation: Give the meaning and examples of :(i) Metonymy (ii) understatement (iii) meiosis
(iv) simile (v) metaphor
Extra Reading
Metaphor, Personification, and Metonymy: Figures of speech are another way of adding extra
dimensions to language. Broadly defined, a figure of speech is any of saying something other
than the ordinary way, and some rhetoricians have classified as many as 250 separate figures.
Figurative language is language that cannot be taken literally. Metaphor and simile are both
used as a means of comparing things that are essentially unlike; in simile the comparison is
expressed by the use of some word or phrase such as like, as than, similar to, resembles or
seems; in metaphor the comparison is implied - that is, the figurative term is substituted for or
identified with the literal term. Personification consists in giving the attributes of a human being
to an animal, an object, or a concept. Closely related to personification is apostrophe, which
consists in addressing someone absent or something non human as if it were alive and present
and could reply to what is being said. Synecdoche (the use of the part for the whole) and
metonymy (the use of something closely related for the thing actually meant) are alike in that
both substitute some significant detail or aspect of an experience for the experience itself.
Symbol and Allegory: A symbol may be roughly defined as something that means more than
what it is. Image, metaphor, and symbol shade into each other and are sometimes difficult to
distinguish. In general, however, an image means only what it is; a metaphor means something
other than what it is; and a symbol means what it is and something more too. Allegory is a
narrative or description that has a second meaning beneath the surface one. Although the surface
story or description may have its own interest, the author's major interest is in the ulterior
meaning. Allegory has been defined as an extended metaphor and sometimes as a series of
related symbols.
A paradox is an apparent contradiction that is nevertheless true. It may either be a situation or a
statement ("damn with faint praise"). Overstatement, or hyperbole, is simply exaggeration but
exaggeration in the service of truth. Understatement, or saying less than one means, may exist
in what one says or merely in how one says it Like paradox, irony has meanings that extend
beyond its use merely as a figure of speech. Verbal irony, saying the opposite of what one
means, is often confused with sarcasm and with satire. Sarcasm and satire both imply ridicule,
one on the
colloquial level, the other on the literary level. The term irony always implies some sort of
discrepancy or incongruity: between what is said and what is meant, or between appearance and
reality, or between expectation and fulfillment (dramatic irony and irony of situation). Allusion,
a reference to something in history or previous literature, is, like a richly connotative word or a
symbol, a means of suggesting far more that it says. Allusions are a means of reinforcing the
emotion or the ideas of one's own work with the emotion or ideas of another work or occasion.
Because they are capable of saying so much in so little, they are extremely useful to the poet.

ASPECT: Structure Date:___________

TOPIC: Subordinate Clauses.

Definition of a Clause: A clause is a group of words which has subject and predicate. A clause
that expresses a complete thought is called main, matrix, independent, principal or insubordinate
clause. However, a clause that cannot state alone to express complete is called subordinate or
dependent clause.

Subordinate: A subordinate (dependent) clause is group of words containing subject and verb
which cannot stand alone for completeness of thought. A subordinate clause functions as a
single part of speech - a noun, an adjective, or an adverb and is introduced by a subordinate
conjunction or a dependent marker.
 Types and Functions of Subordinate Clauses

• Adverbial Clauses: They function as adverbs in the sentence, thus modifying or qualifying
verbs, adjective, or adverb equivalents. It talks about:-

• Time: They brought it before he returned.

• Degree: He is older than she is:

• Reason: Because he was not there, I returned.

• Purpose: I got there so that I may prepare a place for you.

• Result: She spoke in such a whisper that no one could hear her.

• Concession: Though he is tall, he is not handsome enough to marry me.

• Place: Fortune parked the car where he had the day before.

• Manner: He Ogbuonye behaves as she always does

• Condition:If you are going into college, I could give you a gift.

• Range of Possibility: Whatever the President weants, senate has a will of its own.

• Comparison: (a) Wood is superior to plastic as materials.

(b)The river is cleaner now than it was two years ago.

(2) Relative Clause: An adjective clause is sometimes called a relative clause. It normally
begins with a relative pronoun, “which”, “that”, “whom”, “whose”. The relative pronoun
refers to a noun or noun phrase that is called antecedent. The adjective clause modifies this
antecedent, which usually appears just before the relative pronoun. Examples:

(a) The dog that kept me awake all night lived next door.

(b) Medical researchers have long been seeking a cure for a disease that takes thousands of
lives every year.
(3) Noun Clause: A noun clause is used as a noun within a sentence. It gives more information
than a simple noun can. A noun clause can serve as:

(a) Subject of the verb: Whoever wins the nomination will be running a popular incumbent.

(b) Clause Object: No one knew whether or not interest rates would rise.

(c)Clause Subject Complement: A computer with the brain of a genius is what I need right
now.

(d) Preposition Complement: We had a discussion about who should be invited.

(e) After an adjective: I was ashamed that I’d let my friends down.

(f) You can’t deny the fact that you received the message

(g) With the empty subject: “I”: It didn’t seem possible that he could be mistaken.

Evaluation

Identify the clauses underlined.

• I wrote it in my diary so as not to forget.

• I made mistakes because I was tired.

• Why can’t I lie my life how I want it.

• I wonder whether that’s a good idean.

• We journey to a village where supplies could be got.

ASPECT: Writing Skills: Date: ___________

TOPIC: Free Writing

What is Free Writing?

Free writing is a piece of writing that targets a particular theme or subject matter. It might be in
form of a narrative, descriptive, expository, argumentative, or persuasive. The major focus of
free writing is to expose a particular concept or ideology.

Examples of Free Writing

Free writing topics usually come in this form:-

• Write a story that ENDS with “a stitch in time saves nine”,

• Write a story that expresses the saying that “he who lives in a glass house should not
throw stones.

• Write on the topic: “A good Name is Better than Tiches”

Writing this type of essay demands carefulness to know the direction the writer is expected to go

• The story that ENDS with, must end with the expression given but with a different
title suggested by the writer.

2. The story that expresses, should not bear the expression as the topic rather the theme of the
write up should suggest the expression.

3. If given a specific topic to write on, the writer should maintain the title of the essay and it
should reflect the theme.

Free Writing Facts

Students should notice that their write ups shall be weighed on these scales:

• Mechanical Accuracy – (a) Accurate punctuation (b) correct spellings

• Organisation: - (a) Good paragraphing (b) smooth linkage of thoughts (c) unity (d)
coherence

• Content: (a) accounts of the circumstances in question (b) more points on the subjects matter
• Expression: (a) good grammar (b) good sentence structure (c) good expression and
appropriate use of language.

Evaluation

• What is Free Writing?

• Mention three examples of free writing

• List the scales for measuring free writing.

ASPECT: Summary Date:_________

TOPIC: WAEC/NECO summary question

Exercise: Use any WAEC/NECO summary question.

Evaluation

Weekend Assignment: From the words lettered A to D, choose word that contains the sound
represented by the given phonetic symbol.

• /i/ (a) market (b) beige (c) seat (d) kite

• /e/ (a) washed (b) careless (c) chalet (d) many

• /Ƌi/ (a) play (b) bye (c) gait (d) crate.

• /ᴧ/ (a) favour (b) bull (c) took (d) son

• /ei/ (a) foreign (b) height (c) great (d) leak

• /ʤ/ (a) cheer (b) general (c) dagger (d) feature

• /g/ (a) reign (b) paradigm (c) gnaw (d) cognate

• /b/ (a) fumble (b) succumb (c) comb (d) lamb

• /h/ (a) honest (b) honorary (c) hang (d) heir

• /f/ (a)visit (b) phobia (c) dough (d) bough

From the words lettered A to D, choose the word that has the same vowel sound as the one
represented by the letters underlined.

• laurel (a) laugh (b) spot (c) aunt (d) panel

• deep (a) seize (b) dip (c) basket (d) foreign

• touch (a) torch (b) soup (c) trouble (d) louvre

• writhe (a) bit (b) raid (c) built (d) eye

• pray (a)hat (b) ballet (c) quay (d) pack

• nurse (a) perfume (b) suit (c) country (d) rude

• leisure (a) receive (b) police (c) peasant (d) reign

• tyre (a) fire (b) tight (c) there (d) fire

• choice (a) voice (b) owl (c) sound (d) secure

• figure (a) manoure (b) sluice (c) pure (d) clue

References:

Banjo, A, Elugbe B, Onaga U, Akano, A (2015): New Oxford Secondary English Course for
SSS 3, (New edition); Ibadan: University Press PLC.

Fawcett,S, Sandberg, A, (2000): Evergreen with Readings A guide to writing (6th edition),
New York, Houghton Mifflin company.

Badaiki F, Batajide, A, Omiteru J, Adeniran A, Adeniran A, Ador, I, Onyeguiri, O.G, Ogunlana,

O (2012): Communicative English studies for S SS 1,

Adeoye, A.F., Adam, Q, Eto, J., Eyisi, J., Adekunle, A., Adepoju, T. (2012), New Concept
English for S SS 1; Lagos. Learn Africa PLC.
NTI/NCE (2000) English Language Cycle 1; Mod. 1-5, Kaduna, NTI Press.

NTI/NCE (2000) General Studies Education Cycle 1, module 1 – 4, Kaduna.NTI Press.

Ayodele, S.O. Adegbile, J.A., Nnamani, O.G, Ofoego, C.O. (2011); Mastery of English
Creative Comprehension and Summary for SSCE; Ibadan; Evans Brothers (Nigeria
Publishes) Limited.

WEEK 9:

• Speech Work: Stress: Stress on the fifth and sixth syllables.

• Vocabulary Development: Identification of use of Figures of speech, Hyperbole,
Oxymoron, Paradox, Euphemism, etc.)
• Reading Comprehension: Taxation. (NOSEC. Pages 212-213)
• Structure: Complex Sentence Structure.
• Writing Skills: Argumentative Essay: “Should Early Marriage be Encouraged”? (Oral)
• Summary: Exercise: Use any WAEC/NECO summary question.

ASPECT: Speech Work

TOPIC: Stress on the 5th And 6th Syllables

Stress in an important feature of speech which creates special problems to many

Nigerian speakers of English Language. As the airstream flows during speech, the speakers exert
some effort for the production of the sounds. But we do not exert equal effort for the production
of all the sounds because some syllables are uttered with greater breath effort and muscular
energy than the others. Such syllables which are uttered with greater muscular energy are louder
and longer are said to be stressed. Apart from loudness and duration which characterize a
stressed syllable, a more important indication of a stressed syllable is the increase in pitch of the
voice. A stressed syllable is indicated by placing a stroke at the beginning of the syllable as in
female or behind, but in this note, a stressed syllable is written in capital letters. There are no
clearly rules governing the stress pattern of words of three or more syllables, some guidelines
could be devised to help assign primary pitch prominence to the correct syllables. Some words
become very long when prefixes and suffixes are added. Some polysyllabic words may end in –
ing, -ed, -ly, -ial, -ic, -ian, -ion, or –ty while the other may have such prefixes as un-, im-, ir-,
mal-, pro-, and dis-.

Words Stressed on the Fifth Syllables:

Experimen-TA-tion

Personifi-CA-tion

Naturali-ZA-tion

electrifi-ZA-tion

collective-ZA-tion

Words Stressed on the Sixth Syllables:

Industriali-ZA-tion

conjunctivi-ZA-tion

internationali-ZA-tion

Evaluation

Indicate the stressed syllable in each of the following words by writing it in capital letters:

• Grammaticalization

• Complementilization

• Professionalization

• Externalization

ASPECT: Comprehension

TOPIC: Taxation.

New Oxford Secondary English Course SS2, Pages 212 and 213.

Evaluation: Attempt questions a, b, f, and g .

Assignment: New Oxford Secondary English Course SS2, Pages 212 and 213.

Attempt questions c, d, e, .
ASPECT: Vocabulary Development

TOPIC: Figures of Speech: Metaphor, Personification, and Metonymy…

Figures of speech are another way of adding extra dimensions to language. Broadly defined, a
figure of speech is any of saying something other than the ordinary way, and some rhetoricians
have classified as many as 250 separate figures. Figurative language is language that cannot be
taken literally. Metaphor and simile are both used as a means of comparing things that are
essentially unlike; in simile the comparison is expressed by the use of some word or phrase such
as like, as than, similar to, resembles or seems; in metaphor the comparison is implied - that is,
the figurative term is substituted for or identified with the literal term. Personification consists in
giving the attributes of a human being to an animal, an object, or a concept. Closely related to
personification is apostrophe, which consists in addressing someone absent or something non
human as if it were alive and present and could reply to what is being said. Synecdoche (the use
of the part for the whole) and metonymy (the use of something closely related for the thing
actually meant) are alike in that both substitute some significant detail or aspect of an experience
for the experience itself.

Symbol and Allegory: A symbol may be roughly defined as something that means more than
what it is. Image, metaphor, and symbol shade into each other and are sometimes difficult to
distinguish. In general, however, an image means only what it is; a metaphor means something
other than what it is; and a symbol means what it is and something more too. Allegory is a
narrative or description that has a second meaning beneath the surface one. Although the surface
story or description may have its own interest, the author's major interest is in the ulterior
meaning. Allegory has been defined as an extended metaphor and sometimes as a series of
related symbols.
A paradox is an apparent contradiction that is nevertheless true. It may either be a situation or a
statement ("damn with faint praise"). Overstatement, or hyperbole, is simply exaggeration but
exaggeration in the service of truth. Understatement, or saying less than one means, may exist
in what one says or merely in how one says it. Like paradox, irony has meanings that extend
beyond its use merely as a figure of speech. Verbal irony, saying the opposite of what one
means, is often confused with sarcasm and with satire. Sarcasm and satire both imply ridicule,
one on the colloquial level, the other on the literary level. The term irony always implies some
sort of discrepancy or incongruity: between what is said and what is meant, or between
appearance and reality, or between expectation and fulfillment (dramatic irony and irony of
situation). Allusion, a reference to something in history or previous literature, is, like a richly
connotative word or a symbol, a means of suggesting far more that it says. Allusions are a means
of reinforcing the emotion or the ideas of one's own work with the emotion or ideas of another
work or occasion. Because they are capable of saying so much in so little, they are extremely
useful to the poet.
Evaluation
Give detail explanation of the following; a) paradox, b) hyperbole c) metonymy.

Support your answer with two examples each.

ASPECT: Structure Date______________

TOPIC: Complex sentences

Definition: A Complex sentence is a multiple sentence. It consists of a combination of an

independent clause and a dependent clause. Better still, a complex sentence is a sentence that
contains a single independent clause and at least one dependent [subordinate] clause, such
dependent clauses may be adjective clauses, noun clauses or adverb clauses. A complex sentence
has one independent or main clause and one or more dependent or subordinate clauses. The
subordinate clause is linked to the main clause by a subordinating conjunction.
Relations Signaled by Subordinators
a) Time
After, as long as, as soon as, before, ever since, until, when, whenever, while,
b) Condition
as if, as though, if , provided(that), unless,
c) Range of Possibilities
However, whatever, whichever, whoever,
d) Place
Whence, where, wherever,
e) Purpose
in order that, lest, so that,
f) Causality
Because, since,
g) Result
so that, that,
h) Comparison
than

A subordinate clause (SC), also called a dependent clause, is a group of

words that has its own subject and predicate but cannot stand alone as a
simple sentence. It must be included in or connected to an independent
clause (IC)-one that can stand by itself as a sentence:
SC IC
Before she spoke to reporters, she conferred with her advisers.

A sentence containing one independent clause and at least one subordinate

clause is called complex. Complex sentences are made with various
kinds of subordinate clauses, as explained below.
Examples:

Main clause Subordinates

I bought new cloth because I need it

My father arrived when I was sleeping

This is the man whom you are looking for.

1. Complex sentence with an adjective clause:

e.g [a ]The horse that l trained won the race

[b ] Great literature , which stirs the imagination , also challenges the intellect .

2 Complex sentence with adverb clauses:

e.g [a] When the flowers are in bloom, we enjoy going to the mountains,

[ b ] If it rains, we will call off the race.

3 Complex sentences with noun clauses:

e.g[ a ] That you are a jerk, is obvious [subject]

[b] What l want to know is why you are angry [ complement of subject ]

[c] She distributed the tickets to whoever showed up [prepositional complement]

4 Complex Sentences with Several Dependent Clauses:

e.g When Desmond was performing with a troupe which was touring the united states
Gembus Nobleus , who owned the keystone comedies, hired him .

Punctuating Complex Sentence with Subordinations Conjunctions

If a subordinate clause appears at the beginning of a complex sentence, it must be separated from
the independent clause by a comma.

Examples: After she finished her homework, Esther went shopping. In general, if a subordinate
clause appears after the independent clause in a compound sentence, no comma is needed.
Example: Esther went shopping after she finished her homework.

Note on punctuation: If the subordinating conjunction in a complex sentence is whereas,

though, although, or even though, a comma is needed to show separation between the two
clauses,

Evaluation

Identify the subordinating conjunctions in the following sentences and how they are functioning
.Then rewrite the sentences by changing the order of the clauses and punctuate as needed,

[1] John tried hard to finish his supper, though it seemed an impossible task,

[2] I will pay you back as soon as l get the money

[ 3] Until I started going to regularly, l performed poorly on weekly guises .

[4] Even though she had a ten-page paper to write, Rhoda went to the church with friends

[5] After she graduates this year Precious will work in her father’s law firm.

ASPECT: Writing Skill

TOPIC: Argumentative Essay/Debate

Argumentative essay is the one in which the speaker or writer tries to make the audience or
reader accepts his or her views or opinion. This kind of essay definitely has the opposing side.

The argumentative essay has the following features:

• Introduction / vocatives

• Body /content

• Conclusion

Example of Argumentative essay topic:

Early Marriage Should be Encouraged

Vocatives

Good morning Mr. Chairman, Panel of Judges, Accurate Time-keeper, Co- debaters and
members of the audience, Distinguished Ladies and Gentlemen and my fellow Students.
My name is………………………… I’m in ……………..I’m here to propose a motion which
states that “ Early Marriage Should be Encouraged “with the few points of mine.

Points for proposing side

• Definition of marriage

• Explanation on early marriage

Importance of early marriage:

• To prevent immoralities in the societies.

• To prevent sexually transmitted diseases

• To prevent delay in child bearing

• To enable the parents to take care of their children before retirement.

Points for proposing side

• Definition of marriage

• Explanation on early marriage

Disadvantages of early marriage:

• It affects the girls’ education negatively

• It increases mother-child mortality rate

• It leads to lack of preparation for child upbringing

• It can lead to a disease called VVF in young mothers.

• It leads to poverty in many homes.

Conclusion

Before you conclude, you must discuss extensively and persuasively on at least three points
of either of the side. You need to conclude well before you can get good marks.

Basic Skills of Argumentative Essay

• It must be based on crucial issues

 • The points must be validated with facts and figures.

• It must support opinions with reasons.

• The discussion contains apt words and phrases

• The points must be presented logically.

• It must have a good conclusion

Evaluation

Use the suggested points above to write in support or oppose this topic:

‘Early Marriage Should be Encouraged’. Your answer should not be less than 450 words.

ASPECT: Summary

TOPIC: NECO/WAEC Questions

Evaluation:

Answer any question of your choice in NECO/WAEC Questions

WEEKEND ASSIGNMENT: From the words lettered A to D, choose the word that best
completes each of the following sentences.

• The class prefect’s …………… of the quarrel is different from yours.

• statement

• account

• outline

• summary

• I refused to ………… my statement because it was true.

• retract

• make

• withhold
 • voice

• But for the timely ……. of the police.

• interference

• intrusion

• intervention

• interruption

• The boys were about to trade blows, but I managed to hold one do them back while my
friend ……. the other.

• restrained

• subdued

• coaxed

• captured

• We are waiting to hear the weather …………. for tomorrow.

• broadcast

• declaration

• report

• forecast

• I will tell you the secret if you promise not ……….. it.

• divulge

• show

• scatter
 • relay

• The hilltop was a hundred meters above sea level and from that ………. the whole town
could be seen beautifully laid out.

• magnitude

• altitude

• latitude

• longitude

• Until now Etim has always started the fights, but this time Adamu is clearly the
………….

• oppressor

• fighter

• aggressor

• underdog

• If found guilty, a person may appeal to a higher court in the hope that it will ………. the
verdict.

• discharge

• revise

• dismiss

• reverse

• The visit of the patron of the club ………… the morale of the players

• elated

• induced
 • boasted

• boosted

• The …………. programme against childhood diseases has ended.

• injection

• vaccination

• immunization

• harmonization

• The accused stated …………… that he was innocent of the crime.

• unequivocally

• feebly

• ashamedly

• excitedly

• The doctor’s …………. was that the patient was suffering from cancer.

• prediction

• verdict

• diagnosis

• analysis

• I was advised to open a ……… account with the bank if I wanted to pay in cheques.

• savings

• deposit

• loans
 • current

• The pastor addressed his ……….. in a sonorous voice.

• audience

• masses

• spectators

• congregation

Weekend Activity: Give five examples of hyperbole and five examples of synodoche.

References

Banjo, A, Elugbe B, Onaga U, Akano, A (2012): New Oxford Secondary English Course for
SSS 3, (New edition); Ibadan: University Press PLC.

Fawcett,S, Sandberg, A, (2000): Evergreen with Readings A guide to writing (6th edition),
New York, Houghton Mifflin company.

WEEK 10.

• Speech Work: Emphatic Stress;

• Vocabulary Development: Idiomatic Expression. (The use of the Dictionary) Reading
Comprehension: Maternal Affection and Bonding
• Structure: Question Tags
• Writing Skills: Argumentative “Should Early Marriage be Encouraged”? (Written);
Summary: Exercise: Use any WAEC/NECO summary question.

ASPECT: Speech Work Date ________________

TOPIC: Emphatic Stress

Emphatic stress can be defined as the stress which is put on a particular word in a sentence for
emphasizing that word or a point in the sentence.
 It is used to show or convey the exact and particular meaning the speaker wants the hearer to
understand. The speaker in his sentence may decide to give or convey a special meaning or
message as an answer to someone’s question.

Examples

1.JOHN is reading his book in the room.

• What is John doing?

• Where is John reading his book?

• Who is reading his book?

• Why is John reading his book?

In the above sentence, the one word which is in capital letter is “JOHN” (It is the word which
bears or receives the emphatic stress)

• My FORMER teacher is now a musician.

• Is your present teacher a musician?

• What is your former teacher doing now?

• When did your former teacher become a musician?

• Is your former trainer now a musician?

In the above sentence, the one word which is in capital letter is “FORMER” (And it is the word
which bears or receives the emphatic stress)

Evaluation

• What is emphatic stress?

In each of the following sentences, the word that receives the emphatic stress is written in
capital letter. From the questions lettered A to D, choose the appropriate answer to the given
sentences below:

2.Our SCHOOL won the debating competition.

• Did your club win the debating competition?

• Did your school lose the debating competition?

• Did your school win the debating competition?

 • Did your school win in the swimming competition?

• Ikenna WASHED the plates yesterday.

• When did Ikenna wash the plates?

• What did Ikenna do the plates yesterday?

• Did Ikenna wash the clothes yesterday?

• Who washed the plates yesterday?

ASPECT: Vocabulary Development

TOPIC: Idiomatic Expression

Every language has its own collection of wise sayings. They offer advice about how to live and
also transfer some underlying ideas, principles and values of a given culture / society. These
sayings are called "idioms" - or proverbs if they are longer. These combinations of words have
(rarely complete sentences) a "figurative meaning" meaning, they basically work with "pictures".
An idiom (also called idiomatic expression) is an expression, word, or phrase that has a
figurative meaning conventionally understood by native speakers. This meaning is different from
the literal meaning of the idiom's individual elements. In other words, idioms don't mean exactly
what the words say. They have, however, hidden meaning

Examples:

• A hot potato
• Speak of an issue (mostly current) which many people are talking about and which is
usually disputed
• A penny for your thoughts
• A way of asking what someone is thinking
• Actions speak louder than words
• People's intentions can be judged better by what they do than what they say.
• Add insult to injury
• To further a loss with mockery or indignity; to worsen an unfavorable situation.
• At the drop of a hat
• Meaning: without any hesitation; instantly.
• Back to the drawing board
• When an attempt fails and it's time to start all over.
• Ball is in your court
• It is up to you to make the next decision or step
• Barking up the wrong tree
• Looking in the wrong place. Accusing the wrong person
• Be glad to see the back of
 • Be happy when a person leaves.
• Beat around the bush
• Avoiding the main topic. Not speaking directly about the issue.
• Best of both worlds
• Meaning: All the advantages.
• Best thing since sliced bread
• A good invention or innovation. A good idea or plan.
• Bite off more than you can chew
• To take on a task that is way too big.
• Blessing in disguise
• Something good that isn't recognized at first.
• Burn the midnight oil
• To work late into the night, alluding to the time before electric lighting.
• Can't judge a book by its cover
• Cannot judge something primarily on appearance.
• Caught between two stools
• When someone finds it difficult to choose between two alternatives.
• Costs an arm and a leg

EVALUATION:

Each sentence given below contains an idiom/phrase. From the given alternatives, choose the
one that best expresses the meaning of this idiom/phrase.
1. He has the gift of the gab.
a) He is gifted
b) He is a chatterbox
c) He is a good conservationist
2. Parental property has become a bone of contention between the siblings.
a) unifying factor
b) something that causes a quarrel
c) a firm view
d) none of these
3. Once in a blue moon, we meet each other.
a) frequently
b) hardly ever
c) very seldom indeed
d) in the light of a blue moon
4. He has been jobless for several months, and it is his wife who keeps the pot boiling.
a) avoids starvation
b) keeps the fire burning
c) is angry
d) keeps firing
5. In the end he had to eat the humble pie.
a) apologize humbly
b) defend himself vigorously
c) adopt an aggressive attitude
d) none of these
6. To be a good orator, you don’t have to play to the galleries.
a) offend audiences
b) to be prepared
c) appease select audience
d) to appeal to the lower taste
7. The officer took him to task.
a) rebuked him
b) dismissed him
c) promoted him
d) praised him

ASPECT: Comprehension Date______________

TOPIC: Maternal Affection and Bonding.

New Oxford Secondary English Course

Pages 218-219)

Evaluation: Attempt questions a-d

Assignment: Attempt questions e-h

ASPECT: Structure Date_________________

TOPIC: Questions Tag

A question tag is a question which may be asked after a statement has been made by a speaker.
Question tag is added to enable the listener comment on the statement made by the speaker. For
instance, a question tag is a statement to which is joined a question such as Isn’t it, weren’t you?
etc
 There are usually kinds of Yes or No questions. They are attached (or tagged on) to the end of
a statement. If the statement is positive, the question tag will be negative. And if the statement is
negative, the question tag will be positive.

Example:

• The weather is good today (positive statement)

Isn’t it? (Negative tag)

• Charles got a birthday gift from his friends (positive statement)

Didn’t he? (Negative tag)

• He is not a student (Negative statement)

Is he? (Positive statement)

• I dared to touch the snake (Positive statement)

Didn’t I (Positive tag)

Formation of Question Tags

• A positive statement is followed by a negative question tag, then a positive answer.

He is handsome, isn’t he?

• A negative statement is followed by a positive question tag, then a negative answer.

She is not wealthy, is she?

• The subject of the verb in the statement is usually repeated in the tag.

He is coming, isn’t he?

They are footballers, aren’t they?

It is Thursday today, isn’t it?

Evaluation

Give a suitable tag to these statements:

• The man has the building project, _______?

• The students always come to school early, ________?

• The minister has fixed the road, ________?

Give a suitable statement to these question tags:

• ____________, weren’t they?

• ____________, isn’t he?

• ____________, don’t they?

ASPECT: Writing Skills

TOPIC: Argumentative Essay

‘’Should early Marriage be Encouraged?’’ (Written)

Marriage is a legal relationship between two people of opposite gender.

Outline:

-Write the title of the essay in capital letter and do not underline it.

-Explain what marriage is.

-Explain what early marriage is.

-Explain consequences of early marriage on the girl especially her health and career.

-State your reasons in support or against early marriage.

Your essay must have a beginning (introduction), middle (Body) and an end (conclusion)

Evaluation

• What is argumentative essay?

• ‘’Should Early Marriage be Encouraged?’’. Write for or against this topic.

ASPECT: Summary

TOPIC: WAEC/NECO summary questions

Evaluation

Exercise: Use any WAEC/NECO summary questions and answer the question in sentences.

Weekend Assignment

• State the formation of question tags.

 • Make ten (10) positive and negative statements with their question tags.

References:

The Fundamentals of English Grammar: (2001) by Dapo Omotoso

Comprehensive Oral English For Schools and Colleges(2006) by J.E. C. Ebere

Oral English for Schools and Colleges by Sam Onuigbo

Ayo Banjo etal (2015 ) New Oxford Secondary English Course for Secondary Schools 2.