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THIRD TERM

 

SUBJECT: ENGLISH LANGUAGE  CLASS: JSS 2

SCHEME OF WORK

WEEK  TOPIC  

  1. Speech work – Revision of Second Term Work and Examination Questions, Present Tense; Speech work: Consonant Contrast /p /, /d/, /b /, /tag/.
  2. Grammar: Question Tags: Comprehension. The Search for Honey p. 168. Vocabulary Development on Speaking 168. Writing: Letter to a Friend p 175. Literature in English: Sunrise Poetry.
  3. Grammar: Uses of the Form of the Verb Have; Vocabulary Development: Preparation for the Reading Passage p 181. Reading: Parents Responsibilities. Writing: Pride Goes before a Fall. Speech Work: Distinguishing /ʧ/ and /∫ /, p.185 Literature: The Love of Mathematics.
  4. Grammar: Synonyms;. Writing: The Responsibilities of Government. Listening Comprehension: Main Points of a News Broadcast p 185. Speech Work: / p/, /d/, /k/ and /tag/ Vocabulary Development: Words to do with Human Rights Literature: Inspiration
  5. Grammar: Antonyms; Speech Work: Distinguishing the Consonants Sounds /w/and /j/; Vocabulary Development: Broadcasting; Comprehension: Ndifon’s Complaint p 193. Writing: Letter to a Pen Friend p 201. Literature: Exam Focus p. 180
  6. Comprehension: Description of Calabar p.207; Speech work: Vowel Contrast /u/ and /u:/; Vocabulary Development: Conflict Resolution; Grammar: Use of the Causative verb(ii) The Use of ‘s, and s’ and of. Writing: Description of One’s Village, Town or Area p 217. Literature: Dear African P 183, Exam Focus.
  7. Speech work: Vowels: /Ɔ/, /ɒ/, /˄/; Listening Comprehension: An Account of a Fire Outbreak pg. 212. Structure: Adjective; Writing: A Journey 1 Once Made; Vocabulary Development: Armed Forces.
  8. Grammar: Review of Prefix and Suffix; Speech Work: Revising the Sounds /a:/ and/ ǽ/; Writing: An account of an Outing for a School Magazine p. 228. Comprehension: An Account of a School Outing. Vocabulary Development: Government and Politics.
  9. Speech work: Consonants /dӠ/, /Ӡ/; Grammar: Using Despite and Inspite of, Vocabulary Development: Law and Order p. 126; Writing: Review of Narrative and Descriptive Essays.

    10.  Revision

 

REFERENCES

  • Effective English JSS 2 by Evans
  • Exam focus for JSCE by Bolaji Aremo et al
  • The New Student’s Companion by Up et al
  • English Grammar for JSS by P.O. Olatunbosun
  • College Essays for Basic 8 by C.O. Odetula
  • Sunrise Poetry by Olusola Fadiya

 

WEEK ONE

TOPIC

  1. Revision of Second Term’s Work
  2. The Uses of the Present Tense.
  3. Consonants /tag/,/d/,/p/,/b/

 

CONTENT

The following topics were taught during their second term:

  1. Requests and Commands
  2. Present and Past Tenses
  3. Adverbial- Manner, Time, Place
  4. Demonstrative Adjectives
  5. Direct and Indirect Speech
  6. Patterns for Yes/No Questions
  7. Writing – Narrative, Argumentative and Expository Essays.
  8. Letter Writing – Informal and Formal

We shall succinctly look at these topics.

ecolebooks.com

 

b. The Uses of the Present Tenses

The simple present tense is used:

  1. To refer to actions and situations which happen repeatedly all the time or at any time.

    Examples.

    1. I visit my grandparents every school holiday.
    2. They live near my house.
    3. The bell rings when this button is pressed.
  2. To refer to the future (after ‘if’, conjunctions of time and in discussions about programme and Timetables)

    Examples.

    1. I’ll come if she invites me.
    2. Please tell her the news when she arrives
    3. The plane takes off at 9:30pm.
  3. In stories told in the present and in sport commentaries.

    Examples

    1. ‘She picks up the letter and begins to cry …………..’
    2. ‘Edet throws the ball to Audu who flings the ball at the goal with all his might but the goalkeeper intercepts the ball before it crosses the goal line’.
  4. In expressions like “I hear, ‘I see’, “I gather” and when introducing quotations.

    Example

    1. I see you have bought yourself a new car.
    2. Do you remember what the Principal says about honesty?

 

EVALUATION

The New Students’ Companion Ex 17 (B) 1-10

 

 

 

  1. Consonants /t,b,d,p/

    /p/ /b/ /tag/ /d/

    Pad bin ten den

    Park ban tug dug

    Pet bat team deem

    Push bomb try dry

    Pay bud town down

    Mop bark train drain

    Tap bush trip drip

     

EVALUATION

Write out fie words for each sound.

 

GENERAL EVALUATION/REVISION QUESTIONS

  1. Change the following sentences below to Reported Speech.

    e.g. ‘I will punish Charles severely,’ said the teacher.

    Answer: The teacher said he would punish Charles severely. Now do these:

    1. “My mother has come to stay with us for a couple of weeks”, said she.
    2. “I will see him tomorrow after the lecture,” said Kingsley.
    3. “We killed two snakes here last year,” explained the woman.
    4. “Lanre may not bother to come; he can do that later,” said the mother.
  2. Complete each of the following sentences with the proper forms of the verbs in the brackets.

    e.g. She has _______ a song (sing).

    Answer: she has sung a song.

    Now do these:

    1. The dogs ___________ as they saw the stranger chin over the wall (bark).
    2. We are not _________ to make a noise in the class (allow).
    3. The farmer _________ the planting season (like)
    4. Nobody _________ our names (know).
    5. The woman was ________ the way to the village market (show).

       

READING ASSIGNMENT

The New Students’ Companion p 88

 

WEEKEND ASSIGNMENT

Fill in the gaps with the most suitable word or group of words from the options provided.

  1. We ___ able to attend the party again last weekend. A. can’t be B. aren’t C. weren’t D. couldn’t be
  2. ___ a road without looking right and left is crazy. A. To cross B. Cross C. To be crossing D. You cross
  3. Since my luggage is ..than yours, you should help me. A. Heavy B. heavier C. heaviest D. more heavier
  4. Mary ___ her food every day. A. will eat B. ate C. eaten D. eats
  5. The goal keeper picks the ball and ___ it to the player. A. passes B. is passing C. will pass D. passed

 

THEORY

Change the following sentences to the simple present tense.

  1. Ada saw the plane as it took off.
  2. Bode had finished his work before going home.
  3. My teacher was flogging me for coming late.
  4. If she had read well, she would have passed the exam.
  5. I did my work well.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEEK TWO

TOPIC

  1. Grammar: Question Tags
  2. Comprehension: The Search for Honey
  3. Vocabulary Development: Speaking
  4. Writing: Letter to a Friend
  5. Literature in English: Sunrise Poetry

 

  1. Grammar: Tag questions

    Content: To revise question tags.

    Questions tags are used to get the person we are talking to, to confirm that what we are saying is correct. The statement is turned round so that the subject follows the auxiliary/modal verb, like thus ‘We’re going, aren’t we?

    If the statement is positive, the question tag is negative e.g. we’re very happy, aren’t we?

    If the statement is negative, the question tag is positive e.g. we’re not very happy, are we?

    Sometimes, the statement does not use auxiliary for example, we may say:

    They ate rice and beans last Thursday.

    If we want that statement confirmed, we have to supply the auxiliary by imagining that they are takes the form they did eat. Now it is possible to form a question tag:

    They ate rice and beans last Thursday, didn’t they?

     

EVALUATION

Effective English JSS 2. p. 170 Practice 2 (1-8)

 

READING ASSIGNMENT

Effective English JSS 2 P. 170

 

  1. Comprehension/Reading

    Content: The Search for Honey.

    This passage is an extract from Kola Onadipe’s The Adventure of Souza.

    The story is an adventure of some school boys who journeyed towards the bush in a bid for honey. The boys on several occasions remind themselves of the rules of the game.

    On their way, they discuss what their courage will earn them in school and what they will do with the honey.

     

EVALUATION

Effective English JSS 2 p. 169 Practice 3 (1-8)

 

READING ASSIGNMENT

Effective English JSS 2 P. 168 – 169

 

  1. Vocabulary Development

Content: To learn some words of speaking.

  • Tell: to give information, e.g. He told him the news.
  • Discuss: to talk about something (do not use about after discuss). These sentences mean the same.

    We talked about the accident.

    We discussed the accident.

  • Chat: to talk with friends about everyday things.
  • Grumble: to keep on complaining in an unhappy way.
  • Murmur: to say something softly and quietly.

     

EVALUATION

Practice 2 p. 168, Effective English JSS 2.

 

READING ASSIGNMENT

Effective English JSS 2 P. 167.

 

  1. Writing

Content: A Letter to a Friend.

Your task in this lesson is to write a letter to a friend of about your own age. In it, you will give an account of a visit you made recently. Include these points in your letter.

  1. Say why you went there (e.g. to see a friend in hospital, to see a factory at work, to see what happens in a coal mine etc.).
  2. Include a paragraph describing the place (check page 175 for details about description).
  3. Say what you did there, or what you saw there.

For this letter, choose any kind of place you like (e.g. a college, a market, a hotel). Begin and end your letter with the usual friendly greetings and enquiries about the health of your friend and his/her family.

 

EVALUATION

A friend of yours had been absent from school for about a month due to illness. Write a letter to him/her describing some interesting things that had happened in the school during his/her absence.

 

READING ASSIGNMENT

Effective English JSS 2 p. 175

 

  1. Literature: Sunrise Poetry.

Content: The Dawn

Theme/Analysis

This poem discusses the coming of a new day- the dawn. The Poet describes the struggle between light and darkness; and eventually how light takes from darkness of the night.

 

Towards the end of the poem, the poet employs the new day to favour him.

 

Poetic Devices

  1. Diction: The poem is a straight forward one and is composed of simple words that anyone can understand. Words like ‘rise and walk’, ‘take over’, ‘welcome’ etc.

    The poet uses the present simple tense to show us that the occurrence of dawn is a habitual action that is everyday action.

  2. Mood/tone: The poet is full of admiration of the herald of the new day. Hence, the poet happily expresses himself. ‘a great struggling in the sky’, the struggling.
  3. Personification: ‘light wants to take over from darkness’, ‘No, darkness says to the light’, ‘light that gives new look to the day’

 

EVALUATION

  1. Write out five present tense sentences from the poem.
  2. Write a word to replace this phrase: the first appearance of light.

 

 

READING ASSIGNMENT

Effective English JSS 2 p. 167

 

GENERAL EVALUATION/REVISION QUESTIONS

  1. Complete the following sentences with the correct expressions;
    1. The man goes to his workshop everyday ………………….? Yes he …………………..
    2. Tinuke seldom comes to school these days, ……………………?
    3. Judith isn’t very honest a girl …………………….? …………………….
    4. Rose hardly does her laundry on Saturday ………………………? …………………
    5. They had a party last night ………………? ……………………………
  2. Apart from the examples given in the poem, The Dawn, write three examples of personification and state their meanings.

 

WEEKEND ASSIGNMENT

  1. Read the passage and decide which word or phrase, a, b, c, d, best fits each space.

    The cause of sickness and death was largely by _1_ diseases such as tuberculosis, measles and small pox. Such diseases can easily spread from one sufferer to another.

    Victims taken to the _2_ for treatment. Many victims are not taken for medication due to _3_ of many families. Medical doctors would _4_ injection for patients who would be required to purchase some _5_ from pharmacy department in the hospital premises.

     A B C D

    1. potent medical communicable hospitable
    2. hospital maternity herbalist nurse
    3. opulence sincerity tribalism poverty
    4. proscribe apply prescribe administer
    5. herbs drugs concoction nurse
  2. Change the following statements to passive voice.
    1. He drove the car.
    2. They ate the food.
    3. We did the work.
    4. My mother wrote two letters.
    5. She drew the plan.
  3. Put in the appropriate question tags and replies to the following statements.

    e.g. The girl has money, hasn’t she? Yes, she has.

    1. The principal is a kind man, ___________? __________
    2. He won’t go to work. ____________? ________________.
    3. Mary cannot write letter, ____________? _______________.
    4. David came here yesterday, ___________? _______________.
    5. The dog eats rice, _____________? __________________.

 

WEEK THREE

  1. Grammar: Uses of the Form of the Verb Have
  2. Vocabulary Development: Preparation for the Reading Passage
  3. Reading: Parents Responsibilities.
  4. Writing: Pride Goes before a Fall
  5. Speech Work: Distinguish /ʧ/ and /∫/
  6. Literature – Sunrise Poetry: The Love of Mathematics

 

  1. Grammar: Primary Auxiliary Verb

Content: Uses of the Form of the Verb Have

The verb “have” is a primary auxiliary which can stand on its own or help the main verbs. The forms of verb for have are: has, have, had.

Examples of have as a main verb:

  1. He has a shovel.
  2. I had the book years ago.
  3. Kenya has a hot and humid climate.
  4. They have a party this afternoon.

 

Examples of have as a helping verb:

  1. He has dug quite deep.
  2. The pieces have cut her fingers.
  3. Our little sister has broken a glass.
  4. Bimpe has left the door open.

 

EVALUATION

Underline the have verb in the following sentences and state whether it is used as a main verb or a helping verb.

  1. We have begun to move at last.
  2. My friend has a cute mole on her face.
  3. Have people ever swum connection this canal.
  4. It had been copied.

     

  1. Vocabulary Development

Content: Preparation for the Reading Passage.

  • Scold: To tell a person, usually angrily, that he has done something wrong.
  • Civilization: Higher standards or behaviour and understanding.
  • Restrict: To hold back or limit. To restrict the speed of a car, for example, is to keep it below a certain speed.

 

EVALUATION

Effective English JSS 2 p. 182

 

  1. Reading: Parents and their Children.

The passage talks about the meaning of the word parents and the various functions and roles they perform. The roles and duties of parents include, feeding, clothing and educating their offspring.

 

EVALUATION

Effective English JSS 2 p. 183. Practice 3 (1-6)

 

  1. Writing: Pride Goes Before a Fall

This is a narrative essay. A narrative essay is a wring in which a story is told. Hence, the past tense is used; say when and where the events happened, why they occurred. What the main characters were doing before the event, were any other people involved? And the consequences. A narrative essay can contain factual or imagined stories or a combination of the two.

 

Qualities of a Good Narrative Essay

  1. It must contain a clear and an interesting introduction.
  2. It must have a well-developed middle section.
  3. Events are narrated sequentially and in well-laid paragraphs.
  4. It must have a brief and satisfying conclusion which should bring out the points of the narration or express the writer’s final feelings.

 

Your creative imagination has to be brought into focus, so that your treatment of the story will be systematic and attractive.

 

You create a character that is very proud of himself or herself. You have to show that this character does not take advice from people, but that he/she over looks people. It is this flaw of pride that will eventually lead the character to his down fail.

 

EVALUATION

Write a story that justifies this saying, ‘Pride Goes Before a Fall’.

 

  1. Speech Work: Distinguish /ʧ/ and /∫/.

    Listen for the differences in the pronunciation of these words.

/ʧ/ /∫/

Bash batch

Shop chop

Cash catch

Ship chip

Sheep cheap

 

Evaluation: Write ten words for each sound.

 

  1. Literature: Sunrise Poetry

    Content: The Love of Mathematics

    Theme/Analysis

    This is a type of poem called ode because it is a poem that appreciates or addresses mathematics as a subject. Through the use of personification, the poet tells us everything about mathematics. He (the poet) encourages us to see mathematics as the pivot of ‘rosy’ or ‘choices professions.

 

Evaluation

  1. Write out the ample examples the figures of speech used in this poem.
  2. P 18 Activities (1-3) Sunrise Poetry (2).

 

GENERAL EVALUATION/REVISION QUESTIONS

Write the correct form of the verb in parentheses:

  1. We have (began, begun) to move at last.
  2. He has (left, leaved) early several times.
  3. I wish my sister had (come, came) too.
  4. I have (wrote, written) several postcards.
  5. We (ran, run) twenty minutes ahead of schedule.

 

READING ASSIGNMENT

College Essays for Basic Class 8.

 

WEEKEND ASSIGNMENT

  1. Fill in the gaps in the following sentences with the most appropriate option in the alternatives given.
    1. These books are ______________ A. theirs B. their’s C. them D. theirs’
    2. The two ruffians were hitting wildly at__ A. theirselves B. themselves C. one another D. each other
    3. The other books are __ A. chief Chukuwma’s B. Chief’s Chukwumas C. Chief Chukwuma D. Chief Chukwumas.
    4. The ___ for the selection of winners were unfair. A. criterion B.criterium C. criteria D. criterions
    5. These girls are the ___ daughters. A. Commander-in-chief’s B. Commanders-in-chief’s C. Commanders-in-chiefs D. Commanders-in-chief
    6. ___ is the arrangement of events in a work of art. A. Setting B. Diction C. Characterization D. Plot
    7. A story that ends on a sad note is ___. A. prose B. comedy C. drama D. tragedy
    8. The sun peeped at me is an example of a/an A. personification B. alliteration C. assonance

      D. metaphor

    9. A figure of speech in which a speaker says the opposite of his intention. A. alliteration B. assonance C. irony D. metaphor
    10. Which of the following is not a figure of speech? A. Simile B. Metaphor C. Adjunct D. Irony

 

 

 

 

 

 

 

 

WEEK FOUR

  1. Grammar: Vocabulary: Synonyms
  2. Writing: The Responsibilities of Government
  3. Listening Comprehension: Main Points of a News Broadcast.
  4. Speech Work: Consonant Contrast: /ð/ and /d/, /θ/ and /tag/
  5. Literature: Inspiration

 

  1. Grammar: Vocabulary

    Content: Synonyms

    Synonyms are words of similar meanings.

    Example:

    Abandon – desert, forsake

    Accord- harmony, agreement

    Afraid – frightened, sacred

    Ally- accomplice, friend, partner

    Bright- brilliant, clear, intelligent

    Charity- benevolence, philanthropy

    Dangerous- hazardous, perilous, risky

    Educate- guide, instruct, teach

    Fertile- fecund, fruitful, productive

    Hate- abhor, detest, loathe

 

EVALUATION

Give the synonyms of these words: candid, glowing, oversee, abundant, impolite, strange, endeavor, flimsy, elegant, try.

 

  1. Writing

Content: The Responsibilities of Government.

In this lesson, you are expected to broaden your imagination n the duties of the government. Discuss in detail the social, moral and other responsibilities of any government in power.

Note: You are to start off by giving us the definition of government and cite examples of good and well known government of the world.

 

Evaluation

Write extensively on the topic. The Responsibilities of Government

 

Reading Assignment

Exam Focus, (English Language) P. 18

 

  1. Listening Comprehension

Content: Main Points of a News Broadcast

Listen attentively to a news broadcast by your teacher. At the end, answer the evaluation questions.

 

 

  1. Speech Work

Content: Stress is an extra force used when pronouncing a particular word or syllable. In other words, ‘stressing’ a syllable means giving it more force, making it louder, longer and higher in pitch than other syllables.

 

In English, there is a large number of words that can be both noun and verb. e.g. Export, rebel, subject, increase, etc. when such words are nouns, the first syllable is stressed, when they are verbs, the second syllable is stress. Such stressed syllables are written in capitals as in the following:

Rebel (Noun)  –  reBEL (verb)

IMport (Noun)  –  imPORT (verb)

CONvict (Noun)-  conVICT(verb)

OBject(Noun)  –  obJECT (verb)

Some three syllable words are stressed on the second syllable.

e.g. enJOYment

 draMAtic

 adVANtage

 imPORTant, etc.

 

The following words are stressed on the second syllable:

reSPONsible seCUrity

enVIronment inDIScipline

reMARKable parTIcular

sucCESSfully eMOtional

anxiety

Content : /tag/ and  /θ/

team  theme

tank  thank

tick  thick

torn  thorn

tin  thin

boat  both

sheet  sheath

naught  north

fought  forth

bat  bath

 

/d / and  /ð/

Dare there

Bad bathe

Die thy

Day they

Dine thine

 

EVALUATION

Write ten words for each sound.

  1. Literature

Content: Inspiration

In the poem, the poet discusses in detail what inspiration is. The predominant figure of speech here is personification. There are other several figures of speech used.

 

Evaluation:

  1. With examples, write out the figures of speech used by the poet in this poem.

     

GENERAL EVALUATION/REVISION QUESTIONS

  1. With the aid of your dictionary write 20 words that are stressed on the second syllable.

    NB: Ensure that the words cut across nouns, adjectives, verbs and adverbs.

  2. Indicate the stressed syllable in each of the following words by representing it with capital letters.

    a. contain b. remain  c. behind  d. protest  e. transport  e. delicate  f. quantity

  3. Write a letter to your sister who plans to divorce her husband, advising her against her decision.

 

READING ASSIGNMENT

Effective English JSS 2 p. 183

 

WEEKEND ASSIGNMENT

Use the most appropriate options from the alternatives to fill the gaps in these sentences.

  1. Nowadays, Nduka ____ a novel every week. A. read B. has read C. reads D. reading
  2. The man ____ by the dog. A. was bitten B. was bit C. was bitting D. was bit
  3. Fatimah and one other girl now ____ so. A. thinks B. think C. thought D. thinking
  4. The little girl fainted in the heat, but she has ____ A. come up B. come about C. come to D. come off
  5. She was badly ___ by the sad news. A. shaken B. shook C. shaking D. shaked

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEEK FIVE

TOPIC: Grammar

CONTENT: Antonyms

Antonyms are words of opposite meaning. Examples:

Above- below

Accelerate- retard

Active- passive

Adult-child

Amateur-professional

Assemble-disperse

Barren-fertile

Benevolent-malevolent

Brother-sister

Cautious-reckless

Coarse-fine

Celestial-terrestrial

Dynamic-static

Emigrant-immigrant

Freeze-thaw

 

EVALUATION

Write the antonyms of these words: immoral, minority, joy, spendthrift, prologue, feeble, intractable, folly, industrious, profane.

 

TOPIC: Distinguishing the Consonant

Sounds /w/ and /j/

Listen attentively to the following words and difference between the sounds.

 

 /w/  /j/

Wear year

Woke yoke

Warn yarn

Woo you

Quell yell

 

EVALUATION

Write ten words for each sound.

 

TOPIC: Vocabulary Development + Armed force

CONTENT: Registers on the Armed forces.

The armed forces include: The army (for fighting on the land), the navy (for fighting at the sea) the air force (for fighting in the air). The army, navy and air force are sometimes called the services. Let us look up the words on p. 195. Effective English.

Evaluation

Practice 2 p. 196

 

 

TOPIC: Literature Poetry

CONTENT: Eating Tomorrow’s Yam by Niyi Osundare

The poem is about an argument between a prodigal and the entire community in a rural environment. The poem seeks to pass a moral comment that only the wise people always know the consequence of any action. The subject matter of the poem centres on what to be done with the only remaining yam for a whole village.

 

Evaluation

Revision Questions: Essays p. 180, Exam Focus.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEEK SIX

 

Topic: vowels

Content: / u/ and /u:/

Foot  food

Could  cooled

Full  fool

Pull  pool

Hood  hewed

Wood  wooed

EVALUATION

Write ten words for each sound.

 

TOPIC: Grammar

CONTENT: The Use of Apostrophe ‘s, s’ and of.

  1. This is my brother’s bicycle.
  2. Horses’ hooves make exciting sound.
  3. Do you like the colour of new curtains?

Example 1 means: This is the bicycle of my brother, that is, it belongs to him. The apostrophe comes before the letter ‘s’ because brother is singular.

Example 2 means: The hooves of horses make an exciting sound. The apostrophe comes after the second letter ‘s’ of horses because horses is plural of is used.

  1. With things (a curtain, is a thing, not a person).
  2. When the person or thing that has the colour, owns the bicycle etc. it is expressed by a fairly long phrase (e.g. our new curtains). Where possible always use ‘s or s’ rather than of. We should not normally say, for example, this is the bicycle of my brother

 

Evaluation

Practice 2 (1-10) p 215, Effective English.

 

TOPIC: Literature Poetry.

CONTENT: Dear Africa by Michael Du-Anag.

This poem alerts the attention of the black race to embrace and admire Africa. It calls on Africans to demonstrate their love for Africa. It emphasizes the urgency needed to recognize the beauty of the continent. Africans are implored to wake up from their slumber to see Africa as a beautiful place that needs the attention of the entire black race.

 

Evaluation

P 183 Exam Focus Objective questions (1-5).

 

GENERAL EVALUATION/REVISION QUESTIONS

  1. Underline the noun phrases in the following and state their grammatical functions
    1. The man I saw is here.
    2. The children’s tutor is tall.
    3. I have some expensive jewelry.
    4. The wooden shelf is dusty.
  2. Fill the gaps with the most suitable words from the options.
    1. One of my brothers ____ always round. A. were B. is C. am D. are
    2. The cook needs only ____ salt to make the food tasty. A. a pinch of salt B. a bowl of C. a spoonful of D. a cup of
    3. Yours is to command; ____ is to obey. A. their’s B. there’s C. there D. theirs
    4. He is always asking for more, ____. A. was he B. doesn’t he? C. wasn’t he? D. does he? E. isn’t he?
    5. I prefer drinking ____. A. then eating B. from eating C. to eat D. to eating E. like eat

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEEK SEVEN

TOPIC: Comprehension

CONTENT: An Account of a Fire Outbreak.

Listen attentively to the comprehension passage and make your own report at the end of the reading.

 

Topic: Speech work

Content: Vowel Contrast

:/ / ɒ / /^/

 Hot hut

Cord  cod cud

Court cot cut

Forks  fox fuck

Port  pot –

Sport  spot –

Naught  not nut

–  Song sung

–  Lock luck

–    Stock stuck

– Cop cup

Evaluation: Write ten words for each sound.

 

TOPIC: Parts of Speech

CONTENT: Adjectives

An adjective describes or qualifies a noun or a pronoun.

Example, the ancient house has a gigantic fireplace. Ancient here in this sentence describes the kind of house and gigantic also tells us what kind of fireplace.

 

TYPES OF ADJECTIVES

Articles discuss people and things e.g. a, an, the

Possessive adjectives show that something belongs to somebody or a thing e.g. my, your, our, it, his, her, their. His book is torn.

Demonstrative adjectives point at nouns e.g. These books are very interesting. That book is mine.

Numbers adjectives answer the question how many. E.g. I havethree puppies. Two girls joined our school today.

Interrogative adjectives ask questions e.g. Which book is yours? What time should we go? \

Indefinite adjectives discuss non-specific people or things. They are drawn from the indefinite pronouns e.g. any,many, several ,few etc. Grandfather has been retired for many years now.

 

EVALUATION

Underline the adjective in each sentence or phrase:

  1. A strong wind
  2. Powerful engines roared.
  3. Bring some money.
  4. More help is coming.
  5. Three girls arrived in Nigeria today.

 

TOPIC: Writing – Narrative

CONTENT: A Journey I once Made.

Here are some guidelines to help you write this essay. Remember it is an essay, hence, you must not number.

  • Where did you travel to?
  • What is so important or peculiar about the journey?
  • Where did you board your vehicle?
  • If in a motor park, describe the scenes, arrival and departure of passenger.
  • Transport fare, garage touts and police check points.
  • Discuss the scene at each stopping points, speed and destination.
  • Discuss the conditions of the road.
  • Discuss your arrival – welcome greetings, gifts, your stay and departure from the journey
  • Give any other details

 

EVALUATION

Write an essay on the topic: A Journey I Once Made

 

TOPIC: Literature – Poetry

CONTENT: Sweet Sorrow by Pious Oleghe.

There’s nothing more gladdening than sorrow

At parting,

It indicates a happy yesterday; remove it;

For, of presence absence inverse is

The better that, the worse this;

Nor words nor weeping nor aught amend it,

Saving knowing.

Such sorrow omen, yet a happier tomorrow.

 

This poem discusses the idea that the sorrow that lovers usually express at parting is not necessarily negative. Rather, it is an avenue to recount good moments experience in the past. Also, parting often provides a chance for making a re-union, which should be made joyful experience.

 

EVALUATION

  1. Discuss the use of paradox in this poem.
  2. a. ‘Nor word nor weeping nor aught amend it’ means ‘nothing can ___ A. complement it B. change the situation C. prevent from leaving D. adjust it E. adjust to the situation
  3. The poem relies heavily on ___. A. simile B. paradox C. alliteration D. pun E. repetition
  4. The theme of the poem is ___ A. sorrow B. sadness C. pain D. parting E. home coming
  5. Parting indicates a ___ yesterday. A. happy B. dull C. painful D. unhappy E. sad
  6. The statement ‘our past co-dwelling losses meaning ‘means that their past will be ___ A. futile

    B. saddening C. cheering D. peaceful E. worthless

 

READING ASSIGNMENT

Effective English p. 217 (punctuation)

 

GENERAL EVALUATION/REVISION QUESTIONS

Write a poem of six lines (sextet) using appropriate rhyme scheme.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEEK EIGHT

TOPIC: Word Formation

CONTENT

Review of Prefix and Suffix

Affixes are small word bits like –s, -ed added to the base forms of particular words. Affixes are of two main types: prefix and suffix.

Prefixes are affixes added to the base form of words.

Examples: Prefix Word Word formed

Un happy unhappy

Non violent non-violent

Il logical illogical

Im patience impatience

In accurate inaccurate

Dis connect disconnect

Mis calculate miscalculate

Super star   superstar

Over eat   overeat

Pre independence pre-independence

Post primary post-primary

 

Suffixes are added to the end of the base forms. Examples:

Suffixes Word Word formed

Ness happy happiness

Ify diverse diversify

 En dark darken

Ful spoon spoonful

 Al nation national

 Ship owner ownership

 Or act actor

 Ion educate education

 Hood child childhood

 Less power powerless

 

EVALUATION

Underline the prefixes or suffixes in the following words: counterattack, downwards, subhuman, disappointment, assistant, introduction, clockwise, illiterate, maltreat, hypercautious.

 

READING ASSIGNMENT

Exam Focus English JSSCE p. 96-100.

 

TOPIC: Speech Work

CONTENT: Revising the Sounds: /ae/ and /a:/

Listen and say the following word

/ae/   /a:/

Ban barn

Cat cart

Pat part

Hat hart

Bat bart

As ask

Pack park

 

EVALUATION

Write two words for each of these sounds.


GENERAL EVALUATION/REVISION QUESTIONS

  1. Write an essay on the title ‘My Future Ambition’.
  2. Give the comparative and superlative form of the following words:

    a. soon b. hard c. fast d. early  e. beautiful

  3. Change the following sentences to past perfect tense,

    e.g I eat rice and beans before going to school.

    Ans. I had eaten rice and beans before going to school.

    Now, do these:

    1. Ade sees the plane when it takes off.
    2. John and Nash meet with Ade after the programme.
    3. My teacher flogs me for coming late.
    4. We take the money before my father returns.
    5. Bode has finished his work before going home.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEEK NINE

TOPIC: Grammar

CONTENT: Using Despite and Inspite of

Inspite of, despite and although are used to show a contrast but there are differences in the structures used with them.

After in spite of and despite, a noun or a pronoun is used.

 

Examples:

1. We enjoyed our camping holiday in spite of the rain.

2. Despite the pain in his leg, he completed the marathon.

3. Despite having all the necessary qualifications, they didn’t offer me the job.

4. In spite of the bad weather, there was a large crowd at the match.

 

EVALUATION

Make sentences with despite and in spite of.

 

READING ASSIGNMENT

Effective English JSS 2 p. 240 and 243

 

TOPIC: Speech Work

CONTENT: The Letter /dʒ/ and /ʒ/

Listen and say these words:

/dʒ/ /ʒ/

Gin Vision

Joke erosion

Jeep fusion

Jeer leisure

Jest diffusion

Large confusion

Ridge casual

Pudge beige

 

EVALUATION

List five words with each of the sounds.

 

READING ASSIGNMENT

Effective English JSS 2 p. 233

 

TOPIC: Vocabulary Development

CONTENT: Words to do with newspaper

  1. Editorial column: part of a newspaper where the editor or publisher expresses his opinion on a topic or item or news.
  2. Articles – pieces of writing on subjects likely to be of interest to readers.
  3. Headlines – titles of articles and stories printed in large letters.
  4. Layout – arrangement of a printed page.
  5. Cartoons – funny drawing usually intend to criticize.



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EcoleBooks | 3RD TERM JSS2 ENGLISH LANGUAGE Scheme of Work and Note

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