Pen-Write E-Library - Private

SCHEME OF WORK
WEEK TOPIC

1. Revision of last term’s work and examination.

2. Speech Work: Nasal Sounds; Comprehension/ Vocabulary development (Spelling of Commonly misspelt words and the use of the Dictionary); Structure: Punctuation – Capitalizations; Writing Skills: Various methods of introducing writings. Continuous writing

3. Speech Work: Introduction to Diphthongs; Comprehension/ Vocabulary development (Words associated with Profession- Law); Structure: Introduction to clauses; Writing Skills: Continuous writing – Narrative – “A story that end it pays to be hardworking”.

4. Speech Work: Vowels /əᴜ/ and /aᴜ/; Comprehension/ Vocabulary development (Words associated with Profession- Medicine); Structure: Noun Clauses; Writing Skills: Letter Writing- Formal Letter.

5. Speech Work: Vowels /ai/ and /ͻi/; Comprehension/ Vocabulary development (Words associated with Air Transportation); Structure: Relative Clauses Writing Skills: Continuous writing –. More on formal letter

6. Speech Work: Vowels /ei/ and /uə/; Comprehension/ Vocabulary development (Words associated with government and politics); Structure: Adverbial Clauses; Writing Skills: Continuous writing – Story writing – A story which illustrates the saying – “It is a man’s world”


7. Speech Work: Vowels /eə/ and /iə/; Comprehension/ Vocabulary development (Words associated with Profession- Advertising); Structure: Introduction to Auxiliary Verbs; Writing Skills: Continuous writing – Argumentative – “Child Abuse, who is to be blamed – Government or parents? (Oral)


8. Speech Work: Introduction to intonation pattern; Comprehension/ Vocabulary development (Words associated with Profession- Advertising); Structure: Auxiliary Verbs - Modals; Writing Skills: Continuous writing – Argumentative – “Child Abuse, who is to be blamed – Government or parents? (Written)

9. Speech Work: Rising and falling tones; Comprehension/ Vocabulary development (Words associated with Profession- Advertising); Structure: Auxiliary Verbs - Non modals; Writing Skills: Continuous writing – Expository – “Honesty is the best legacy”.

10. Speech Work: Words of two syllables which are stressed on the first or second syllables; Comprehension/ Vocabulary development (Words associated with Journalism and advertising); Structure: Antonyms as words opposite in meaning and nearly opposite in meaning. ; Writing Skills: Letter Writing – Informal letter – “A letter to the sister who plans to divorce her husband advising her against the decision”.

11. Speech Work: Intonation for simple polite request, simple greetings that attract quick response; Comprehension/ Vocabulary development (Words associated with Building); Structure: Synonyms: Words nearest in meaning; Writing Skills: Continuous writing – Argumentative – “Indiscipline is responsible for the poor performances of students in examinations”.

12. Revision

TOPICS
Speech Work: Nasal Sounds;
Comprehension
Vocabulary development (Spelling of Commonly mis-spelt words and the use of the Dictionary);
Structure: Punctuation – Capitalizations;
Writing Skills: Various methods of introducing writings



ASPECT: Speech Work
TOPIC: Nasal Sounds
Nasal sounds are the consonant sounds that are produced as a result of lowering
of soft palate which blocks the oral cavity and made the airflow to escape through
the nose. That is why it is called nasal sound. The sounds are three in number the
the are: /m/ /n/ /ŋ/ These three sounds are voiced.

/m/------, man, malt, make, come, mother, magic, balm, man, mark,
INITIAL MEDIAL FINAL
map hammer balm
milk smile firm
mother demand psalm
mouth woman womb
manage promise swim
money simple calm

/n/-------- know, night, knight, knowledge, banner, can, son, ten, now, rain,
INITIAL MEDIAL FINAL
Know banner can
Knowledge canal ban
Notice sent moon
Number cannot sin
Never enough man
North running learn
NOTE: /n/ is silent in the following words therefore it should not be pronounced. E.g. hymn, autumn, column, damn, solemn, condemn, etc.

/ŋ/------- bang, uncle, bank, sing, long, king, zinc, single, thank, increment, junction, distinct, extinct, frank, uncle, concord, lungs, young, angle, tangle etc.
NOTE; /ŋ/ features between ‘nk’, ‘nc’ ‘ng’ in the spellings of words above.

EVALUATION: From the words lettered a –d choose the word that has the same consonant sound as the one represented by the letter(s) underlined.
1. king A. messenger B. stranger C. anchor D. staunch
2. master A.dam B.ton C. tongue D. thank.
3. now A. damn B. condemn C. know D. solemn.
4. blame A. honesty B. member C. black D. business
5. carton A. autumn B. gnat C. damn D. solemn





ASPECT: COMPREHENSION
TITLE: What is Literature?

TEXT: Intensive English For Senior Secondary Schools book 1 by Benson O.A. Oluikpe. Et al.

CLASS ACTIVITIES: The students should read the passage carefully and answer the questions on it.

EVALUATION: UNIT 14.2.3, 14.2.5. (page213 & 215.

Vocabulary development (Spelling of Commonly misspelt words and the use of the Dictionary)
WRONG CORRECT
Untill until
Seperate separate
Priviledge privilege
Recieve receive
Febuary February
Digestable digestible
Reciept receipt
Sieze seize
Pronounciation pronunciation
writting writing
Accross across
Ocasion occasion
Maintainance maintenance
Immidiately immediately
Delibrate deliberate
Commision commission
Lenght length
embarass embarrass
occured occurred
iliterate illiterate

EVALUATION: Use any five word from the list above to form five sentences one for each.





ASPECT: Structure
TOPIC: Capitalization
The proper use of capital letter is what we call capitalization .Here are some of the way we use it.
 To start every sentence.
 After full stop, question mark.
 To start proper nouns such as names eg : Lekan, Akande, Ngosi
 To start days of the week Monday, Tuesday, Wednesday etc.

 To start names of country. Eg. Nigeria, London ,Ghana etc.
 To start month of the year eg January, February etc.
 To start names of street eg Ereko Street, Ayodele Okeowo Street, etc
 To start names of town and cities eg Lagos, Ibadan, Calabar.etc.
 To start names of institutions eg Deeper Life High School, University of Lagos.
 To start names of deity and sacred writing. eg Holy Bible, Holy Spirit, Jesus etc.
 To start titles of books , plays ,films, newspaper. eg The Guardian, The Precious Child etc





ASPECT: Continuous writing.
TOPIC: Various methods of introducing writings
Introductory part of essay gives the reader the taste of what the whole essay looks like.
However, it should be brief interesting and it should be in line with the topic of the essay. You may use different techniques to introduce your essay. It may be inform of definition, a proverb or a general remark on the topic. This generally arouses the interest of the reader. The first impression lasts longer that is why your introduction should be captivating.

EVALUATION: Write an introduction on the topic: ‘The day I will never forget in my life’.

ASSIGNMENT
Choose the right word that has the sound underlined below.
1. /m/ honesty B. bomb C. black D. business
2. /m/ A.dam B.ton C. tongue D. thank.
3. /n/ A. damn B. neck C. condemn D. solemn.
4/ ŋ/ A. A. messenger B. bank C. stranger D. staunch
5./n/ A. autumn B. gnat C. damn D. solemn

Punctuate these words be using the capital letter in the right place.
( a) i travelled to lagos last friday.
(b) tell john and james to see me on sunday.

ASPECT: Speech Work
TOPIC: Introduction to Diphthongs;
Diphthongs are the combination of two vowel sounds as a result of movement of the tongue from one sound to the other sound. The diphthong is a single sound after the combination .It is also referred to as impure sound.

EXAMPLES OF DIPHTHONGS
/ei/ as in gate, cake, take, place, date, gauge ,make, rake etc.
/əʊ/ as in home, go, owl, own, load, hoe, mow, sow, goat road, etc
/ai/ as in buy, five, rice, write, kite, fry, price ,lie ,might, bite ,fly etc.
/aʊ/ as in how, cloud, out, house, blouse, browse , loud, crown, crowd etc.
/Ͻi/ as in boy, joy, toy, oil, toil coin, boils , Lois, rejoice, etc.
/iə/ as in here, ear, idea, fear, beer, rear, etc.
/ eə / as in air, their, where, hair, fair etc
/ʊə/ as in during, pure, tour, lure, etc

CLASSIFICATION OF DIPHTHONGS
1 .Centering Diphthongs: These are the diphthongs that are produced as a result of the gliding of the tongue towards the centre. /iə/ , /eə/,/uə/
2. Closing Diphthongs: These are the diphthongs in which the tongue glides to the close rsgion for their pronunciation. /ei/, /əʊ/ ,/ai/ /aʊ/ ,/Ͻi/

EVALUATION: Identify the word that has the same vowel sound in each of the following.
1. /ei/ a. man b. ten c. either d. gate,
2. /Ͻi/ a. boy b. ball c. to d. cup
3 ./ʊə/ a. during b. pork c. air d.boy.





ASPECT: Comprehension
TITLE: Counter- Trade and the Nigerian Economy
TEXT: Intensive English for Senior Secondary Schools book 1; pages 229-230.

CLASS ACTIVITIES: The students should read the passage carefully and answer the questions on it.

EVALUATION: Unit 15.2.3 page 231&15.2.5.page 232.




ASPECT: Vocabulary development
TOPIC: (Words associated with Profession- Law);
Proceeding, law court , case, plaintiff ( complainant), sued ,defendants, defense counsel, agreement, inter alia, ruling, adjourn , mentioned criminal case , prosecution , witness ,subpoena ,evidence ,accused pleaded not guilty, detained, violated ,discharged and acquitted, want and evidence ,first offender, verdict ,hardened criminal, convicted, redress, allegation ,innocent ,appeal ,higher court. Etc.

CLASS ACTIVITIES: The students should master the spellings of the above words correctly and check the meanings from the dictionary.

EVALUATION
Form five sentences from the words above.






ASPECT: Structure
TOPIC: Introduction to clauses
A clause can be defined as a group of words with a subject and predicate. Also it means a group of words with a finite verb. There are two classes of clauses; main clause (independent clause) and subordinate (dependent clause)
Main clause. Subordinate clause
I stopped the work when I was tired.
Call the security officer if you suspect anyone.
I will attend the programme if I get invitation early
Note: The sentence can start with subordinate clause and end with main clause.
E.g. When I was tired, I stopped the work.

EVALUATION: Write five sentences and divide it into main clause and subordinate clause.





ASPECT: Writing Skills
TOPIC: Continuous writing – Narrative – “A story that end with it pays to be hardworking”
Before you start writing at all, you need to brainstorm (think deeply) on the topic and write the points out. You may also need to rearrange your points so that you can have coherence in your story line. In addition to this your story may be real or imaginary. Notwithstanding, there c be originality in your work.
You need to divide your work into:

Introduction (Relevant illustrations, wise sayings, proverbs etc. can be employed)

Body (At least three points must be fully developed in different paragraphs properly linked together.)

Conclusion. There must be full discussion on your points before you make logical conclusion of it.
The use of paragraph is very paramount in your essay, whereby a point will be fully discussed and properly linked with other paragraphs.
As you are the driver that drives the vehicle of the story, you can end the story either in a positive or negative way. You must not lose focus on the title of the story. If your story is not in line with the topic it will seriously affect your score.

EVALUATION: List five points on the topic: It Pays to be Hardworking”

ASSIGNMENT
1. /ai/ a. man b. buy c. fan d. root
2. / iə / a. air b. there c. where d. here
3. /əʊ/ a. love b. go c. house d. brown
4. /ai/ a. buy b. date c. race d. man
5./aʊ/ a. love b. go c. home d. how

ESSAY: Write five sentences and identify main clause and subordinate clauses.

ACTIVITIES: Write a story that ends with the statement: ‘It pays to be hardworking.’

CONTENT
Speech Work: Vowels /әᴜ/ and /aᴜ/
Comprehension: Increasing Trends in Africa’s Beer Consumption
Vocabulary Development (Words associated with Profession - Medicine)
Structure: Noun Clauses
Writing Skills: Letter Writing – Formal Letter




ASPECT: SPEECH WORK
TOPIC: VOWELS /әᴜ/ and /aᴜ/
Description of Vowel /әᴜ/
Description of /әᴜ/ this is a closing diphthong. In the production of the sound, the glide begins with the centre of the tongue and moves to a position between the centre and the back with a slight closing movement of the lower jaw. The shape of the lips is neutral at the beginning of the articulation but becomes rounded at the end.

Spelling symbols of /әᴜ/
o oe oa ou ow ough
close Hoe Moan coulter grow although
no Roe Boast souled flow dough-nut
both Doe Shoal mould row though
stoke Coed Oath soul sorrow doughy
tomato poesy Hoax poultry bestow dough
smoke Foel Foal boulder known
More Examples
owe Ow Ew Eau au
Low Sew Beau chauffeur
Slow Plateau chauvinist
Grow Bereau mauve

Description of /aᴜ/: This is also a closing diphthong. The tongue glide starts at a point between the centre and the back with a closing movement of the lower jaw. The gradual tongue glide towards /ᴜ/ agree with the closing movement of the jaw. The shape of the lips changes from neutral to a rounded position.
Spelling symbols for /aᴜ/
ow ou ough
bow(v) round drought
crown bounce plough
cow voucher bough
clown doubt
owl devout

EVALUATION: From the words lettered A – D choose the word that has the same diphthong as the one represented by the letter(s) underlined.
1. Know (a) scrowl(b) now (c) knew (d) sew
2. Scout (a) plough (b) though (c) route (d) cousin
3. /aᴜ/ (a) known (b) home (c) house (d) vowel
4. /aᴜ/ (a) misnomer (b) gown (c) draught (d) vowel
5. Sew (a) flew (b) so (c) saw (d) scratch





ASPECT: Comprehension
TOPIC: Increasing Trends in Africa’s Beer Consumption.
Alcohol-related health and social problems have become an increasing cause for concern in many African countries. Data drawn from a variety of official international statistical reports and trade publications show…
Intensive English for SSS 1 by Olukpe B O A .etal pages 241 – 242.

EVALUATION: Intensive English for SSS 1; Unit 16.2.3; Pg. 242.

ASSIGNMENT: Intensive English for SSS 1 Unit 16.2.4; 16.2.5, and 16.2.6; Pages 243 -245.



Sub-Topic: Words associated with Profession – medicine. Medicine is the treatment and study of illnesses and injuries. It is also a substance used for treating illness, which might be in liquid or solid form.
ASPECT: VOCABULARY DEVELPOMENT:
TOPIC: MEDICINE
Words associated with medicine include:
Outpatient Chronic Intravenously POP
in-patient debilitating local anaesthesia spinal chords
infection disease reach a crisis general anaesthesia exhume
contagious disease suffer a relapse Sprain wheel chair
fatal disease go into a coma dislocation limb
Convalescence subcutaneously fracture crutches
Amputation Paralysis post mortem transmitted
Ward dysentery Autopsy off drug on drug

Students should use their dictionaries to look up these words and write them down.

EVALUATION: What are the duties of the following in a hospital?
(i) a pathologist (ii) a psychiatrist (iii) a surgeon (iv) a haematologist (v) an orthopaedic surgeon (vi) pharmacist (vii) a dermatologist (viii) a dentist (ix) a neurologist.





ASPECT: STRUCTURE
SUB-TOPIC: NOUN CLAUSES
A clause is a group words that has a subject and a verb. If a clause stands alone as a complete idea, it is an independent clause or principal, matrix or main clause, or insubordinate clause. However, when a clause cannot stand alone as complete idea, it is called a subordinate or dependent clause. Dependent clause is ‘enveloped’ by a subordinator.
Examples: a. I walked across the campus (independent clause)
b. She noticed a lot of new students (independent clause)
c. when the dog bites (dependent clause)
d. if it rains tonight (dependent clause)
Definition of Noun Clause: Noun clause is a group of words that has subject and predicate which can take the function or do the function of a noun in a sentence.

Functions of a Noun Clause
1. Subject Clause: The subject clause precedes the verb in a sentence. The clause may have initial position or non- initial position. Examples: a. Whether he will come is doubtful.
b. It is doubtful whether he will come.

2. Direct Object: Direct object clauses follow transitive verbs. The clause bears the direct action of the transitive verbs. Examples: a. I told him that he was wrong.
b. They know that the scheme is impracticable.

3. Indirect Object: In a sentence that has two objects, one is indirect and the other is direct. The two objects, one denotes the receiver and the other what is received. Examples:
Subject Verb Indirect object (Io) Direct object (Do)
He told the story to whoever would listen
He gave the wife what she requested for

4. Object Complement:
Subject verb object complement
The hunter killed the elephant that threatened our village

5. Object of Preposition: Noun clause is connected to some other element in a sentence by means of a preposition. Examples: a. The trader brought his money to where it was needed.
b. He gave his talent for what is profitable

6. Subject Complement: The clause in this position occurs to the right of the verb and refers to the same person or thing as the subject. Examples:
Subject verb Complement
The trouble is that I forgot the address
You look as if you didn’t care
That is why I never call on him


7. Apposition: When two nouns occur side by side to the which that the second stand for the first, the second is called an appositive. Examples:
a. Dr Goodluck, the elected president is good.
b. The beautiful girl, who came here is my sister.

EVALUATION: 1. Mention with two examples each (in sentences) the five functions of noun clause.





ASPECT: WRITING SKILS
TOPIC: LETTER WRITNG – FORMAL LETTER
Meaning and types of Formal Letter: Formal Letter is also called Business letter. It is a written to an office. It is a letter in which the relationship between the writer and the receiver is purely official, with no element of familiarity or personal consideration attached. There are many types of official letters. These include:
1. Application for jobs
2. References and testimonials
3. Bookings and travels
4. Order or remittance
5. Complaint letter
6. Official enquiries
7. Letters to newspaper editors
8. Official invitation
9. Queries
10. Answers to queries, etc.

Features of Formal Letters
The following are the features of formal letters:
1. Address of the writer
2. Address of the addressee
3. The date
4. The salutation
5. The body
6. The complimentary close or subscription
7. The signature
8. The full name of the writer.

The Convention of Formal Letters
The convention of formal letter is the layout. Formal letter starts with the addresses, thus:
........................................................................................Pen-Write High School,
........................................................................................Afikpo, Bende,
........................................................................................Aba, Aba State.
........................................................................................25th August, 2013.
The Branch Manager,
GTBank Nigeria PLC.,
Ogui Road Branch,
Enugu, Enugu State.
The above addresses show the address layout. Study critically the punctuation, the use of capital letters and date. The date can take other forms like: 1st August, 2013; 2nd August, 2013; 3rd August, 2013 or 23rd August, 2013.
The salutation
The salutation of formal letter can take either of these forms: ‘Dear Sir,’ or ‘Dear Madam.’
‘Dear Sir’ is used if the officer is a male and ‘Dear Madam’ if the officer is a female.
The Title
The title of formal letter is dependent on the purpose of the letter. However, formal letter title is best written with capital letters, thus:
APPLICATION FOR THE POST OF A CLERK
Or
REQUEST FOR TRANSFER TO ENUGU CAMPUS, etc
The Body
Official letters deal with practical matters and are impersonal, in contrast to personal letters which are private. The language is direct. It does not require:
i. contractions (like ‘didn’t’ for ‘do not’, ‘can’t’ ‘cannot’)
ii. Slogan
iii. Colloquial usage
iv. Americanism
v. proverb
vi. Abbreviation
The last paragraph sums up the goodwill established in the first paragragh.
The Closing
The official close ends thus:
Yours faithfully,
Signature
Okoro, Patrick Adeyi Akiode.
Observe the closing very well. The ‘Y’ is in capital letter; other words are in small letters. There is a comma after ‘faithfully’; under it are the signature and the name of the writer in full.

EVALUATION:
1. Mention the features of formal letter.
2. Give six examples of formal letter.
3. What is formal letter?
4. Draw a layout of formal letter.

ASSIGNMENT
From the words lettered A – D, choose the word that contains the SOUND represented by the given phonetic symbol.
1. /ᴐi/ A. plumber B. goitre C. gutter D. centre
2. /aᴜ/ A. known B. home C. house D. taught
3. /ei/ A. certain B. captain C. maintain D. plantain
4. /әᴜ/ A. dour B. oven C. canoe D. horse
5. /ai/ A. certain B. aim C. tyranny D. vie
6. /eә/ A. dear B. member C. mayor D. tears
7. /ᴜә/ A. pressure B. insure C. leisure D. plessure
8. /iә/ A. pear B. believe C. momentum D. museum
9. /eiә/ A. maker B. mayn’t C. marry D. can’t
10. /auә/ A. flour B. floor C. four D. foam

In question 11 – 15, choose the option opposite in meaning to the word or words in italics.
11. I asked the bank manager to invest my interest.
A. profit B. credit C. balance D. capital
12. The manager says that redundant staff will be laid off.
13. We seldom have dinner before 8 p.m
A. rarely B. really C. often D. scarcely
14. After calling five witnesses, the defence asked for an adjournment.
15. The exterior walls should be painted white.
A. outside B. inner C. side D. back

REFERENCES
1. Ebere, J.E.C.(2006): Comprehensive Oral English for Schools and Colleges (Revised Edition); Onitsha: Elites’ publishers.
2. NTI/NCE(2000): General Studies Education, Module 1 – 4; Kaduna: NTI Press.
3. NTI/NCE(2000): English Language Cycle 1, Module 1 – 5; Kaduna: NTI Press.
4. Oluikpe, B. O. A. (et al): Intensive English for sss1.
5. Banjo, A (et al): New Oxford Secondary English Course for sss2; Ibadan: University Press PLC.

CONTENT
Speech Work: Vowels/ai/and/ᴐi/
Comprehension:
Vocabulary Development (Words Associated with Air Transportation)
Structure: Relative Clauses.
Writing Skills: Continuous writing – more on formal letter

ASPECT: SPEECH WORK:
TOPIC: Vowels /ai/
This is a closing diphthong with glide movements of the tongue from /a/ sound to /i/ sound. The phonetic symbol of the sound represents the sound of the following underline letter(s) in their respective words/expressions.

PHONETIC SYMBOLS OF /ai/
ae as in curriculum vital, etc
ai as in aisle
ei as in eiderdown, either, eire etc
eigh as in sleigh, sleight, height etc
eye as in eye, eyes, etc
i as in write, climb, trite, bite, etc.
ie as in tries, cries, shied, lie, tie, et.
igh as in right, flight etc
uay as in Uruguay etc
ui as in beguile, guile, guide etc
uy as in buy, guy, etc
y as in fry, by, etc ye as in bye, tye, etc


SUB-TOPIC: Vowel /ᴐi/
This closing diphthong with the glide movement of the tongue from /ᴐ/ to /i/. It is produced by keeping the back of the tongue mid-way towards the open region and by keeping the lips rounded with the jaws fairly wide.
PHONETIC SYMBOLS OF /ᴐi/
oi avoid, boil, voice, joint, anoint, etc
ouy bouy
oy cloy, boy, alloy, etc
uoy buoy

EVALUATION: Give the phonetic symbols of the following words:
joy, noisesome, poignant, embroider, right, guide, height, aisle, vitae.





ASPECT: COMPREHENSION
TOPIC: The Art of Reading and Comprehension
Teacher Ebele first came to the village of Amanze in the 40’s and attempted to preach the gospel of the importance of western education to its inhabitants, he almost ….

EVALUATION: Goodbye to Failure in English SSS 1; Unit: 16.8; Page 181 – 182.

ASSIGNMENT: Read the comprehension page183 and answer the questions that follow.





ASPECT: VOCABULARY DEVELPOMENT
TOPIC: AIR TRANSPORT
Below are some useful words associated with air transport. Familiarize yourself with them. Airport passport compass rudder wheels disembark fuselage cockpit landing light helicopter navigate runway flight altitude hangar alight air hostess taxi to a top aircraft captain control tower cargo hover air disaster

EVALUATION: Use your dictionary and find out the meaning of the words listed above.





ASPECT: STRUCTURE
TOPIC: RELATIVE CLAUSES
Relative Clauses are group of words which contains a subject and a predicate of its won and does the work of an adjective. That is, it qualifies a noun in a sentence. It is also called adjective clause. An adjective / relative clause is introduced by relative pronouns like “who/which/that/ and relative adverbs like where /when/why.
eg The girl whom you saw in the park is my sister.
An adjective clause can say more about its antecedent than a single adjective
does. Examples: Compare:
a. Medical researchers have long been seeking a cure for a fatal disease.

b. Medical researchers have long been seeking a cure for a disease that takes thousands of lives every year.
An adjective clause also enables you to subordinate one set of facts to
another set. See how these two sentences can be combined:

Amelia Earhart disappeared in 1937 during a round-the-world trip. She set
new speed records for long-distance flying in the 1930s.

COMBINATION 1: Amelia Earhart, who set new speed records for long-distance
flying in the 1930s, disappeared in 1937 during a round-the-world trip.

COMBINATION 2: Amelia Earhart, who disappeared in 1937 during a roundthe- world trip, set new speed records for long-distance flying in the 1930s.

Combination 1 subordinates Earhart’s record-setting to her disappearance;

combination 2 subordinates her disappearance to her record-setting.

Which combination the writer chooses depends on which fact the writer
wants to emphasize in a particular context.

CHOOSING RELATIVE PRONOUNS

The relative pronoun you choose depends chiefly on the antecedent—the
noun or pronoun the clause modifies.

1. Use who, whom, whose, or that when the antecedent is one or more
persons:

a. Women who miscalculate are called “mothers.” la 17.4

b. Bill Clinton, whom almost nobody remembers, was president of the
United States from 1848 to 1852.

c. Never trust a doctor whose office plants have died.

d. Pedestrians that ignore traffic lights are living dangerously.

The case endings of who, whom, and whose depend on what the pronoun
does in the clause it introduces.

2. Use which or that when the antecedent is one or more things.

Example: a. A mind that is stretched to a new idea never returns to its original
dimensions.

b. A team of shipwreck hunters recently found the wreck of the ship,
which was sunk by a Biafran torpedo on Christmas Eve 1968.

c. We must preserve the freedoms for which our ancestors fought.

3. Use which when the antecedent is an entire clause—but only when
nothing else can be mistaken for the antecedent.

Example: a. Favour cackled maliciously, which infuriated Rhoda.

b. The accident could have been avoided, which made it all the harder to bear.


4. Do not use that when the antecedent is a proper name, a clearly identified
person or a clearly identified thing:

Examples: a. The world’s greatest jumpers include Mary Onyeali, that has cleared nearly twenty-nine feet.

b. The Niger Bridge, that links Onitsha to Asaba, has the longest suspension span in Nigeria.

c. Passengers on Virgin Nigeria commended the pilot, that had guided the plane to safety despite the blizzard.

d. The town’s library, that was built in 1850, holds over one hundred
thousand volumes.
17.4

PLACING THE ADJECTIVE CLAUSE
Place the adjective clause so that the reader can clearly see its connection to
the antecedent of the relative pronoun.

Observe the following guidelines:

1. Whenever possible, place the adjective clause immediately after the
antecedent of the relative pronoun.
Examples:
a. Students who cheat poison the atmosphere of the college.
b. Newhouse made a proposal that nobody else liked.
c. The police shot a raccoon that appeared to be rabid.
2. If an adjective phrase gets between the relative pronoun and its antecedent, you can sometimes turn the phrase into another adjective clause
Examples:
a.Mothers of small children who work must juggle conflicting responsibilities.
Alternatively, you can reconstruct the sentence: Working mothers of small children must juggle conflicting responsibilities.
e 17.5

3. If the adjective clause is long, you can move the antecedent (in bold print here) to the end of the main clause:
Examples:
Leonardo da Vinci, whose knowledge of sculpture, painting, architecture, engineering, and science made him the intellectual wonder of his time, painted the Mona Lisa in Florence about 1504.

EDITED: The Mona Lisa was painted in Florence about 1504 by Leonardo
da Vinci, whose knowledge of sculpture, painting, architecture, engineering, and
science made him the intellectual wonder of his time. The second version keeps both parts of the main clause together.
17.5 a

PUNCTUATING ADJECTIVE CLAUSES
1. Use commas to set off an adjective clause only when it is nonrestrictive
that is, not needed to identify the antecedent. A nonrestrictive adjective clause has a well-identified noun as its antecedent: Example:

a. Gembus Nobleus, who earned a cumulative grade-point average of 3.8, was
graduated with highest honors. This adjective clause is not needed to identify the antecedent because he is already identified by name. Without the adjective clause, some details would be lacking, but the essential information would remain: Gembus Nobeleus was graduated with highest honors.

Well-identified nouns include not only names of persons but also names of
things, job titles, and any other phrases that plainly identify one of a kind:

a. Nnamdi Azikiwe Stadium, which was dedicated in 1985, attracts visitors from all over the world.

b. We attended a reception for the dean of the business school, who will retire
in June.

c. My youngest brother, who seldom opened a book as a teenager, has just been appointed head librarian of University of Nigeria. In all of these examples, the adjective clauses are nonrestrictive. They give information about the antecedents but do not identify them.
EXCEPTION:
When the antecedent is the proper name of a group, the clause
may restrict its meaning to certain members of the group and would therefore
require no commas: Example:
a. Most Canadians who speak French live in the province of Quebec.

2. Do not use commas to set off a restrictive adjective clause—one that
does identify the antecedent:

a. Students who earn a cumulative grade point average of 3.7 or more will be
graduated with highest honors. This adjective clause restricts the meaning of the antecedent, specifying which students are eligible for highest honors. Without the clause the sentence would say something quite different:
Students will be graduated with highest honors. Since a restrictive clause is essential to the meaning of the antecedent and of the sentence as a whole, it must not be set off from the antecedent commas. Here is one more example:

Tree surgeons may have to remove the oak that towers over the new greenhouse.

EVALUATION:
1. What is a restrictive clause?
2. Mention the pronouns that readily introduce the relative clause.






ASPECT: CONTINUOUS WRITING

TOPIC: MORE ON FORMAL LETTER (Letter of complaint)

An example of letter of complaint is the one written to the chairman of a Local Government Council. The letter is formal and official and requires that the writer be factual and relevant and show responsible understanding of the problems involved.
Class Activity: Write a letter to the chairman of your local Government Council and complain about the poor sanitary condition of your area.
Steps to take:
(1) Write your address, carefully punctuated with date.
(2) Write the chairman’s address too (on the left).
(3) Salutation (Dear Sir,)
(4) Topic: (POOR SANITARY CONDITION OF MY AREA)
(5) Body: the body should have this structure:
(i) 1st Paragraph: This should state in direct and clear language the poor sanitary condition of your area.
(ii) 2nd Paragraph: You can give more facts about the situation with the attendant consequences.
(iii) 3rd paragraph: More facts and consequences.
(iv) 4th paragraph: Make your suggestions to the government
(v) Make your requests for government’s intervention
(vi) Closure: write your complimentary close with signature and your full name. (Yours faithfully,)
(vii) Sign
(viii) Name in full.

EVALUATION: Give 5 other suitable topics of formal letter

ASSIGNMENT: From the words lettered A to D, choose the word that contains the sound represented by the given phonetic symbol.
1. /i/ (a) market (b) beige (c) seat (d) kite
2. /e/ (a) washed (b) careless (c) chalet (d) many
3. /Ƌi/ (a) play (b) bye (c) gait (d) crate.
4. /ᴧ/ (a) favour (b) bull (c) took (d) son
5. /ei/ (a) foreign (b) height (c) great (d) leak
6. /ʤ/ (a) cheer (b) general (c) dagger (d) feature
7. /g/ (a) reign (b) paradigm (c) gnaw (d) cognate
8. /b/ (a) fumble (b) succumb (c) comb (d) lamb
9. /h/ (a) honest (b) honorary (c) hang (d) heir
10. /f/ (a)visit (b) phobia (c) dough (d) bough
11. laurel (a) laugh (b) spot (c) aunt (d) panel
12. deep (a) seize (b) dip (c) basket (d) foreign
13. touch (a) torch (b) soup (c) trouble (d) louvre
14. writhe (a) bit (b) raid (c) built (d) eye
15. pray (a)hat (b) ballet (c) quay (d) pack
16. nurse (a) perfume (b) suit (c) country (d) rude
17. leisure (a) receive (b) police (c) peasant (d) reign
18. tyre (a) fire (b) tight (c) there (d) fire
19. choice (a) voice (b) owl (c) sound (d) secure
20. figure (a) manoure (b) sluice (c) pure (d) clue

Reference
Mebele, K, Omodara, F (2003): Goodbye to failure in English for SSS 2, Lagos, Treasure Publishers Ltd.
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.
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.

Aspects
Speech Work: Vowels /ei/ and /ƱƏ/
Comprehension/
Vocabulary Development (Words associated with government and politics).
Structure: Adverbial Clauses.
Writing skills: Continuous Writing: More on formal letter.

Aspect: Speech Work
Topic: Vowels /ei/ and /uǝ/
Vowel /ei/
This is a closing diphthong with the glide movements of the tongue from /e/ sound to /i/ sound. The common spelling symbols are:
“a” as in …………… Blame, rate, save, date, etc.
“ai” as in ………….. Sail, saint, paid, fail, bail, etc.
“ay” as in …………. Pray, away, day, play, stay, etc.
“ei” as in ……….... Neighbor, veil, vein, Fein, etc.
“ey” as in …………. Prey, grey, conveys they, etc.
“ea” as in…………. Great, break, steak, etc.
“e” as in ………….. Ballet, resume, fiancé, sachet, etc.
“eig/eigh” as in……… Eight, freight, reign, sleigh, etc.
“au” as in ………….. Gauge, etc.
“aigh” as in …………….straight, etc.
“ao” as in……………… gaol, etc.
“ee” as in ……………fiancée, nee, etc.

Vowel / ƱƏ/
This is a centering diphthong with the glide movements of the tongue from / Ʊ/ sound to / Ə/ sound. The common spelling symbols are:
eu as in …………………….., Europe , neural, etc.
eur as in……………..……. liqueur, etc.
ewer as in……………………ewer, etc.
oor as in …………………… spoor, boor, poor, moor, etc.
our as in…………………….. tourist, dour, bourse, etc.
oer as in …………………… doer, etc.
ua as in …………………… continual,





ASPECT: Comprehension/Vocabulary Development.
TOPIC: The Art of Writing--------- The Paragraph.
Page 153 of the Goodbye to Failure in English For Senior Secondary School Book 1.

EVALUATION:
(i) What is paragraph?
(ii) What are the functions of a paragraph?
(iii) What are the components of a paragraph?


TOPIC: Vocabulary Development on Words Associated With Government And Politics.

ACTIVITIES: Students should find the meaning of these words:
Types of Governments: Monarchy, federalism, aristocracy, meritocracy, oligarchy, minority rule, major, elitism, plutocracy, representative, government, party system, statesman, collectivism, communism, maoism, fascism, martial law, army regime, etc.
The Personnel : Statesman, politician, director general, etc.
Verbs Connect With Governance: Govern, reign, seize power, take control, take command, etc.

EVALUATION: Use the five verbs connected with governance in sentences.





ASPECT: Structure
TOPIC: Adverbial Clauses
Adverbial Clause: This is a group of words which contains a subject and predicate of its own and does the work of an adverb.
TYPES AND KINDS OF ADVERB:
(i) Adverbial Clause of Time: Clause which is used to indicate time is called adverbial clause of time. It is introduced by conjunctions like: “when, whenever/before/after/as/since/till, once and now. E.g. I felt happy when I saw Olumide.

(ii) Adverbial Clause of Place: A clause which is used to indicate place is called an adverbial clause of place. It is introduced by “where” and “wherever”. Examples:
I visited the place where she built a school for children.

(iii) Adverbial Clause of Purpose: It is a clause which is used to indicate purpose is called an adverbial clause of purpose. A clause of purpose is introduced by words like: “that/in order that/so that and lest. Example: He came to Nigeria so that he might marry a Nigerian girl.

(iv) Adverbial Clause of Reason: This clause indicates cause or reason. It is introduced by words like “because/since/as/in as much as and that”. Example: I like Bukola because she is brilliant.

(v) Adverbial Clause of Condition: This is clause that indicates condition for the fulfillment of the part of the second aspect of the sentence. It is introduced by words like “if/unless/whether/provided that and so long as. Example: If you help me, I shall be happy.

(vi) Adverbial Clause of Result: or Consequence: It is a clause that indicates result or consequence. It is introduced by words like “so that and such that”. Example: She sang so beautifully that we were highly impressed .

(vii) Adverbial Clause of Comparison: It is a clause which is used to indicate comparison. It is introduced by words like “as/as………… as/so as, and than”. Example:
Our country is not as rich as America.

(viii) Adverbial Clause of Supposition or Concession: It is used to indicate supposition or concession. It is introduced by words like “though/although/even though/even if/while and where and whereas. Example: Though she is clever she is not proud.

EVALUATION:
(i) What is an adverbial clause?
(ii) Mention types of adverbial clause and explain them one by one with examples.






ASPECT: Continuous Writing
TOPIC: Formal Letter
Guidelines for Writing Formal:
1. Do not use the short forms of words
2. Do not use slang or colloquial expressions
3. Do not express your ideas in vague or ambiguous way; rather express yourself in a straight-forward manner and in clear terms
4. Be polite
5. Avoid ‘worn out’ phrases.
Activity: Write a letter to the newly-elected chairman of your local government council congratulating him on his election and stating the priority needs of the people of your community.

EVALUATION:
How many address does a formal letter has?
Does it have a title?
How should I introduce a formal letter?
What is the language of a formal letter?

GENERAL EVALUATION: From the words lettered A-D, choose the word that has the same vowel sound as the one represented by the letter(s) underlined:
1. Base (a) reign (b) bust (c) chastity (d) bassoon
2. Tourism (a) poor (b) bare (c) doer (d) dear
3. Tray (a) cry (b) lose (c) rake (d) trim
4. Poor (a) aware (b) care (c) idea (d) sure
5. Hate (a) break (b) fly (c) full (d) sew

ASSIGNMENT:
1. Write an essay of about 200words on the topic: “Education in my Country”.
2. Answer the comprehension passage on page 164 of Goodbye to Failure.

PRE-READING ASSIGNMENT:
1. Read introduction to Auxiliary verbs;
2. Words associated with advertising.

ACTIVITY: Supply suitable adverbial clauses for these sentences:
1. Do not walk…………………………………………….
2. She is so foolish ……………………………………………
3. My mother always teaches …………………………………………..
4. We left the theatre ………………………………….
5. She is not proud……………………………..
6. We can stay …………………………………
7. Please tell me ………………………………
8. I shall wait for ……………………………
9. He spoke so politely …………………
10. Igbo is more difficult ……………..

REFERENCE BOOKS:
1. Intensive English for Senior Secondary Schools by Benson O. A. Oluikpe et al.
2. Goodbye to Failure in English Book 1 by Ken. Mebele and Femi. Omodara
3. Contemporary English Grammar by J. D. Murthy
4. New Concept English for Senior Secondary Schools Book 1 by F.Ademola-Adeoye et al.

ASPECTS:
Speech Work: Vowels /eǝ/ and /iǝ/;
Comprehension
Vocabulary Development (words associated with profession- Advertising)
Structure: Introduction to auxiliary verbs
Writing Skills: Continuous writing – Child Abuse, who is to be blamed –Government or Parents? (Oral.)




ASPECT: Speech work
TOPIC: Vowels /eǝ/ and /iǝ/
The starting point of the diphthong /eǝ/ is the same vowel sound as the /e/ of ‘ten’. It glides to ǝ as in the beginning of ‘along’ and is pronounced ‘air’.
Letters keyword
ae Aeroplane, aerial, anaerobic, aerate, etc
are Care, bare, pare, fare, dare, mare, spare, share, tare, etc
ay Mayor, etc
ere Compare, where, there, etc
ey Eyrie, etc
air Pair, fair, air, chair, hair, stair, etc
ear Tear (verb), bear, wear, pear, etc
eir Heir, their, etc
A scarce, Mary, Sarah, vary, malaria
Note: “tear” or “tears” which means a drop of salty water that comes from the eye when one cries, etc is pronounced /iǝ/.

Vowel /iǝ/:
To produce this sound, begin with /i/ sound as in ‘tin’ and immediately change to ǝ as in the beginning of ‘along’. It is pronounced “ear”.
letters keywords
ie Pierce, fierce, tier, pier, brazier, etc
eu Museum
io Curious, serious, savior, idiot, idiom, etc
ere Here, mere, revere, sincere, etc
e Zero, serious, hero, period, serious, query, etc,
ear Clear, fear, rear, ear, sear, hear, beard, gear, tear, (noun) etc
eo Gaseous, theology, theory, etc
eer Queer, beer, cheer, steer, peer, seer, veer, deer, sheer, etc
ey Eyrie
ea Idea, real, area, etc
iu Pandemonium, stadium, medium, aquarium, consortium, rostrum, opium,etc
ie/ier Convenient, resilient, funnier, carrier, etc
ir Souvenir, nadir, emir, nirvana, etc

EVALUATION:
Write five words each containing the two letters studied this week and underline the place where they occur.





ASPECT: Comprehension/Vocabulary Development
TOPIC: The Art of Reading and Comprehension, Page 181 to 183.

Activity:
Student should read the passage on page 181-182 of the Intensive English Book 1 and answer the questions on it.

EVALUATION:
(a) What was Teacher Ebele’s mission to the village of Amanze?
(b) During which era did Teacher Ebele die?
(c) Give one reason why villagers felt angered by Teacher Ebele’s piece of advice.





ASPECT: Structure
TOPIC: Introduction to auxiliary Verbs.
Auxiliary verb (Helping Verb): A verb which helps other verbs to form different tenses is known as Auxiliary verb.
List of Auxiliary Verbs:
Be and its forms: am, is, are, was, and were
Have and its forms: have, has, and had
Do and its forms: do, does, did and done
Shall, should; will, would
Can, could; may, might
Must, ought, need, dare, used to.

Kinds of Auxiliary verbs:
(i) Primary Auxiliaries
(ii) Modal Auxiliaries.
1. Primary Auxiliaries: verbs are used to form negatives, questions and tenses.
Examples: am was do have
Is were does has
Are been did had

2. Modal Auxiliary Verbs: these are used to express various moods and mental altitudes like hope, expectations, possibility and futurity. Examples:
Can, could; may, might; will, would; shall, should; must, need, dare, ought to, used to

EVALUATION:
1. What is an auxiliary verb?
2. What are the types we have? Explain and give examples.





ASPECT: Writing Skills
TOPIC: “Child Abuse” (Oral)
This is a topic on continuous writing. Therefore, it needs critical thinking. First of all, define the key words “Child” and “Abuse”. In fact, to discuss a topic like this, a question like this can be asked: “what is child abuse?” then, define it.

Outline of format for the topic:
(i) Definition of child abuse.
(ii) Reasons for child abuse.
(iii) Consequences or bad effect of child abuse
(iv) Your view about it and suggestions on how to stop it.

EVALUATION:
The students should be called individually or in group to present a paper on the topic.





ASPECT: Vocabulary Development
SUB-TOPIC: Register on Advertising.
Advertisement, a slot, handbill, advertising agent, mass media, the sponsor, promotion, public address system, media houses, demand, the print media, graphic artists, brand image, displayed advertisement, classified advertisement, coverage, agency, an insertion, etc.

EVALUATION: Use dictionary to find the meaning of the words above.

GENERAL EVALUATION: In each of the questions below, choose the option that has the same vowel sound as the one represented by the letter(s) underlined.
1. Bear (a) rare (b) fear (c) beer (d) steer
2. Hear (a) dear (b) fair (c) bear (d) there
3. Pier (a) liar (b) pie (c) peers (d) pears
4. Heir (a) here (b) air (c) ear (d) hear
5. Ear (a) heard (b) cheer (c) fare (d) bear

ASSIGNMENT:
Answer the Comprehension passage on page 183 of Goodbye to Failure in English Book 1.

PRE-READING ASSIGNMENT:
1. Read the note on intonation pattern.
2. Read Auxiliary verbs-modals.

ACTIVITY:
Fill in the blanks with the correct form the verb:
1. _____________ (Has, Have) you posted the letter?
2. ____________ (Am, Is) I a teacher?
3. I ____________ (has, have) many friends in Ibadan.
4. She _________ (had, has) long hair.
5. We ________ (are, were) sitting in the garden yesterday.

Below is a recruitment advertisement on a page of one of the national dailies. Complete the job advertisement with appropriate words from the list of words before it.
Annum, applicant, attractive, basic, benefits, leading, colleagues, commission, covering, CV, team, experiences, increment, motivate, package, post, qualified, rewards, salary, vacancy.

A leading manufacturing company, Arogundade Incorporated, has a _____ for the _____ of SALES MANAGER to begin work in our new Port Harcourt office in January.
The successful _____ will be suitably ______ and should have had extensive _______ in sales management. They will be able to work as part of a ______ and should have _______ and the ability to ________ and inspire their ______. In return, we can offer a _______ of _______ which include a ________, __________ of #500, 000 per ______, 10% ______ on all sales, a guaranteed annual ______ of #2,000 and other ______ such as company car and free accommodation.
If you are interested in working for us, send your _______ with a ________ letter to us.

REFERENCE BOOKS:
1. Intensive English Book 1 by Benson O. A. Oluikpe et al.
2. Goodbye to Failure in English Book 1 by Ken Mebele et al.
3. Comprehensive Oral English for Schools and Colleges by J.E.C. Ebere.
4. Contemporary English Grammar by J.D. Murthy.
5. Lamlad’s SSCE UTME English Language by Oladipo Salami et al.

ASPECTS:
Speech Work: Introduction to Intonation Pattern
Comprehension: Advertising and Publicity
Vocabulary Development (Words associated with Profession- Advertising)
Structure: Auxiliary Verbs-Modals
Writing Skills: Expository



ASPECT: Speech Work
TOPIC: Introduction to Intonation Pattern
Intonation means the variation of the level of the voice in a continuous speech. When English is spoken, the level of the voice (otherwise called pitch) goes up or down, and the different notes of the voice combine to make tones. The changes in pitch are important because if there are no such changes, the speech would sound monotonous or even meaningless.
Intonation is used meaningfully in all languages but while it is used to distinguish words of the same spelling in many Nigerian languages, it is used in English to give special meaning to an utterance. The utterance could be a word, a phrase or a sentence. Intonation is so important in English that it forms an important part of the spoken utterance and shows a speaker’s attitude to what he is saying or to his listener. Intonation may indicate doubt, certainty, disbelief, interest or indifference.

Functions of Intonation
Intonation performs two basic functions in English. These are grammatical and attitudinal functions.
In considering grammatical function, it is associated with specific sentence types. In that case, intonation indicates whether a sentence is an ordinary statement, order/command, question, request, greeting, declaration, exclamation, etc. On the other hand, the attitudinal function of intonation is associated with the mood of the speaker to an issue under discussion or towards his listener(s). In this case, intonation indicates whether the speaker, on what is being discussed, is doubtful, surprise, indifferent, interested, uninterested, certain, uncertain, etc.

Classification of Intonation
There are two basic classes of intonation. These are:
i. Falling tune/tone
ii. Rising tune/tone.
However, the following types of intonation can be identified also. These are:
i. Fall and rise tune
ii. Rise and fall tune.

EVALUATION: What is an intonation?
b. Mention and explain the two basic functions of intonation.

ASSIGNMENT: Explain the attitudinal function of intonation.





ASPECT: COMPREHENSION/VOCABULARY DEVELOPMENT
TOPIC: Advertising and Publicity
Advertising, according to the passage, is one of the ways of selling commodities. It means to talk in order to influence. Television commercials and bill posters are forms of advertising.

EVALUATION: Intensive English for SSS1; Exercises 18.2.2 and 18.2.3; pages 276-278.

ASSIGNMENT: Intensive English for SSS1; Exercises 18.2.5, 18.2.7 and 18.3.4; pages 279-289.





ASPECT: VOCABULARY DEVELOPMENT
TOPIC: Words Associated with Profession – Advertising
Use your dictionary to learn the meanings of these words, which are associated with advertising and journalism. Then make a sentence with each one to show that you understand the meaning.
Bill poster
Commercials
Trade fairs
Handbills
Cameramen
Press photographers
exhibitions Newscasters
Caption
Catalogue
Newsletter
Newsreel
Documentary
editor

EVALUATION: Use the above registers of advertising in sentences after using your dictionary to find their meaning.

ASSIGNMENT: Intensive English for SSS1; Exercise 18.2.6 (Dictionary Work); pages 280 & 281.





ASPECT: Structure
TOPIC: Auxiliary Verbs – Modals
Helping verbs or auxiliary verbs such as will, shall, may, might, can, could, must, ought to, should, would, used to, need are used in conjunction with main verbs to express shades of time and mood. The combination of helping verbs with main verbs creates what are called verb phrases or verb strings. In the following sentence, "will have been" are helping or auxiliary verbs and "studying" is the main verb; the whole verb string is underlined:
• As of next August, I will have been studying chemistry for ten years.
Shall, will and forms of have, do and be combine with main verbs to indicate time and voice. As auxiliaries, the verbs be, have and do can change form to indicate changes in subject and time.
• I shall go now.
• He had won the election.
• They did write that novel together.
• I am going now.
• He was winning the election.
• They have been writing that novel for a long time.

Uses of Shall and Will and Should
Shall is used to express the simple future for first person I and we, as in "Shall we meet by the river?" Will would be used in the simple future for all other persons. Using will in the first person would express determination on the part of the speaker, as in "We will finish this project by tonight, by golly!" Using shall in second and third persons would indicate some kind of promise about the subject, as in "This shall be revealed to you in good time." The distinction between the two is often obscured by the contraction’ll, which is the same for both verbs.
In the United States, we seldom use shall for anything other than polite questions (suggesting an element of permission) in the first-person:
• "Shall we go now?"
• "Shall I call a doctor for you?"
(In the second sentence, many writers would use should instead, although should is somewhat more tentative than shall.) In the U.S., to express the future tense, the verb will is used in all other cases.
Shall is often used in formal situations (legal or legalistic documents, minutes to meetings, etc.) to express obligation, even with third-person and second-person constructions:
• The board of directors shall be responsible for payment to stockholders.
• The college president shall report financial shortfalls to the executive director each semester."

Should is usually replaced, nowadays, by would. It is still used, however, to mean "ought to" as in
• You really shouldn't do that.
• If you think that was amazing, you should have seen it last night.
In British English and very formal American English, one is apt to hear or read should with the first-person pronouns in expressions of liking such as "I should prefer iced tea" and in tentative expressions of opinion such as
• I should imagine they'll vote Conservative.
• I should have thought so.

The modal auxiliary can is used
• to express ability (in the sense of being able to do something or knowing how to do something):
He can speak Spanish but he can't write it very well.
• to expression permission (in the sense of being allowed or permitted to do something):
Can I talk to my friends in the library waiting room? (Note that can is less formal than may. Also, some writers will object to the use of can in this context.)
• to express theoretical possibility:
American automobile makers can make better cars if they think there's a profit in it.

The modal auxiliary could is used
• to express an ability in the past:
I could always beat you at tennis when we were kids.
• to express past or future permission:
Could I bury my cat in your back yard?
• to express present possibility:
We could always spend the afternoon just sitting around talking.
• to express possibility or ability in contingent circumstances:
If he studied harder, he could pass this course.
In expressing ability, can and could frequently also imply willingness:
Can you help me with my homework?

Can versus May
Whether the auxiliary verb can can be used to express permission or not — "Can I leave the room now?" ["I don't know if you can, but you may."] — depends on the level of formality of your text or situation. As Theodore Bernstein puts it in The Careful Writer, "a writer who is attentive to the proprieties will preserve the traditional distinction: can for ability or power to do something, may for permission to do it.
The question is at what level can you safely ignore the "proprieties." Merriam-Webster's Dictionary, tenth edition, says the battle is over and can can be used in virtually any situation to express or ask for permission. Most authorities, however, recommend a stricter adherence to the distinction, at least in formal situations.

Uses of May and Might
Two of the more troublesome modal auxiliaries are may and might. When used in the context of granting or seeking permission, might is the past tense of may. Might is considerably more tentative than may.
• May I leave class early?
• If I've finished all my work and I'm really quiet, might I leave early?
In the context of expressing possibility, may and might are interchangeable present and future forms and might + have + past participle is the past form:
• She might be my advisor next semester.
• She may be my advisor next semester.
• She might have advised me not to take biology.

Avoid confusing the sense of possibility in may with the implication of might, that a hypothetical situation has not in fact occurred. For instance, let's say there's been a helicopter crash at the airport. In his initial report, before all the facts are gathered, a newscaster could say that the pilot "may have been injured." After we discover that the pilot is in fact all right, the newscaster can now say that the pilot "might have been injured" because it is a hypothetical situation that has not occurred. Another example: a body had been identified after much work by a detective. It was reported that "without this painstaking work, the body may have remained unidentified." Since the body was, in fact, identified, might is clearly called for.

Uses of Will and Would
In certain contexts, will and would are virtually interchangeable, but there are differences. Notice that the contracted form 'll is very frequently used for will.
Will can be used to express willingness:
• I'll wash the dishes if you dry.
• We're going to the movies. Will you join us?
It can also express intention (especially in the first person):
• I'll do my exercises later on.
and prediction:
• specific: The meeting will be over soon.
• timeless: Humidity will ruin my hairdo.
• habitual: The river will overflow its banks every spring.
Would can also be used to express willingness:
• Would you please take off your hat?
It can also express insistence (rather rare, and with a strong stress on the word "would"):
• Now you've ruined everything. You would act that way.
and characteristic activity:
• customary: After work, he would walk to his home in West Hartford.
• typical (casual): She would cause the whole family to be late, every time.
In a main clause, would can express a hypothetical meaning:
• My cocker spaniel would weigh a ton if I let her eat what she wants.
Finally, would can express a sense of probability:
I hear a whistle. That would be the five o'clock train.
Uses of Used to
The auxiliary verb construction used to is used to express an action that took place in the past, perhaps customarily, but now that action no longer customarily takes place:
• We used to take long vacation trips with the whole family.

EVALUATION: Choose the correct alternative:
1. I don't think I (shall, should, can) be able to go.
2. He (shall, will, dare) not pay unless he is compelled.
3. You (should, would, ought) be punctual.
4. I wish you (should, would, must) tell me earlier.
5. (Shall, Will, Would) I assist you?
6. (Shall, should would) you please help me with this?
7. You (ought, should, must) to pay your debts.
8. He said T (can, might, should) use his telephone at any time.
9. If you (shall, should, would) see him, give him my regards.
10. He (need, dare, would) not ask for a rise, for fear of losing his job.

ASSIGNMENT: From the list of alternatives A-D, choose the word or group of words that best completes each of the following sentences:
1. I ………. There quite often but I have no time these days.
A. use to go
B. have been used to going
C. used to go
D. am use top going

2. If you are Richard, I …………. you to inform him of our meeting tomorrow.
A. needn’t to have been telling
B. needn’t be telling
C. needn’t to be telling
D. needn’t tell

3. Since he received the bill last month, he …… by now.
A. used to have paid
B. should have paid
C. must have to pay
D. had to have pay

4. Mrs. Awuku did not tell her husband about her journey yesterday, although she …….. him.
A. ought to have been told
B. ought to tell
C. ought to have told
D. ought to have tell

5. Marian: I thought I saw you at the market yesterday.
Cecelia: It …….. me because I travelled to ondo.
A. won’t be
B. oughtn’t to have been
C. shouldn’t have been
D. couldn’t have been

6. The old vase is so fragile that I ……. It.
A. dare not to touch
B. am not daring to touch
C. dare not touch
D. did not dare touching

7. “He ……. be able to pass the examination,” the teacher said doubtfully.
A. could
B. must
C. will
D. may

8. Odunayo …………. all the clothes herself.
A. wasn’t needing to was
B. wasn’t in need of washing
C. needn’t have washed
D. needn’t have to wash

9. Bisi: Father, I would like to go hunting with you today.
Father: well, I you promise to be a good boy, you …….. come.
A. must
B. can
C. might
D. should

10. According to the terms of the contract, the builder ……… the house last month.
A. may have finished
B. ought to have finished
C. has to finish
D. should finish




ASPECT: Writing Skill
TOPIC: Continuous Writing - Argumentative (Written)
An argumentative writing is a form of writing in which you attempt to persuade the reader to agree to your point of view on a controversial subject matter. An argumentative is not a quarrel or a shouting competition. There are usually two sides to an argument and what you do in this type of essay is to persuade your readers by appealing to their feelings and minds. Ultimately, your aim is to convince them to agree with you on the main point of argument and for them to accept a belief they did not hold before.
An argumentative essay would require you to
1. Prove a point, or
2. Present a view point, or
3. Balance two sides of an argument

The following are examples of topics requiring argumentative writing:
i. Female children are more beneficial to parents than male children.
ii. Corporal punishment should be abolished in schools.
iii. Science has done more harm than good to the society.
iv. Military rule is preferable to civil rule.
v. Polygamy is more relevant to our society than monogamy.
vi. Education should be free at all levels.
vii. We are happier than our forefathers were.
As you can see from these topics, there are always two sides to the subject of an argumentative essay and your mode of presentation will depend on the way the question is set. Usually, you would be told whether to write on only one side or both sides of the topic. When you are to write on only one side, you should even do so with due cognizance of the view of the other side at least to show that you are aware of the opposition. However, your points should be logical enough to lend support to the side you are supporting.

Features of Argumentative Writing
A. Presenting a Viewpoint
B. Appropriate Introduction
If the medium of expressing the argument is a debate, then it should have some of the features of a writing that is to be delivered orally. The introduction should begin with the usual vocatives:
Definition of Proposition/Background Information
What you do next is to define the subject matter of the debate or give some background information on the controversy. Here, you may sketch the history of events leading up to the present argument. Since it is often the case that disagreements or misconceptions arise because people are poorly informed, the background component of the argument becomes very important. Getting people to change their minds is sometimes simply a matter of providing them with additional information upon which to base their conclusion.
Proof of the Proposition
This is the use of logical proofs to change the reader or audience’s mind. Logic is the art of drawing inferences or conclusions. Where possible you may use facts or statistics to support your argument. There should be good paragraphing, coherence and a logical sequence of ideas.

Disproof of Competing Arguments
One of the marks of a skilful debater is the ability to anticipate the competing argument of the
Opponent and then disprove it. By doing it, you are able to pull the rug from under the feet of your opponent. In the language of logic and argument, this is called refutation. The following is an example of refutation:
thus to argue effectively, you should first reckon with the opposition, make some concessions to his point of view, and then ‘demolish’ that point of view with a superior argument.

Concluding the Argument
The concluding paragraph summarizes all the points that have been made and also restates your stand very convincingly:
Balancing Two Sides of an Argument
An essay that requires you to present a balanced view of two sides of an argument would have features that are somewhat different from those of a debate where you are articulating a particular point of view.

EVALUATION: You are a speaker in a debate on the topic: Child Abuse, who is to be blamed – Government or parents? Write out your contribution for or against the motion.

ASSIGNMENT: You are the chief speaker in a debate on the topic: Female children are more beneficial than male children to their parents.

Choose the correct alternative:
1. I (needn't to see, needn't have seen, didn't need to see) him, so I sent a letter.
2. (Shall, Might, Could) you show me the way to the station?
3. To save my life, I ran fast, and (would, could, was able to) reach safely.
4. I (would, used, ought) to be an atheist but now I believe in God.
5. You (needn't, mustn't, won't) light a match; the room is full of gas.
6. The Prime Minister (would, need, is to) make a statement tomorrow.
7. You (couldn't wait, didn't need to wait, needn’t have waited) for me; I could have found the way all right.
8. I was afraid that if I asked him again he (can, may, might) refuse.
9. She (shall, will, dare) sit outside her garden gate for hours at a time, looking at the passing traffic.
10. (Should, Would, Shall) you like another cup of coffee?
11. I wish he (should, will, would) not play his wireless so loudly.
12. I (am to leave, would leave, was to have left) on Thursday. But on Thursday I had a terrible cold, so I decided to wait till Saturday.
13. He (used, is used, was used) to play cricket before his marriage.
14. (Shall, Will, Would) I carry the box into the house for you?
15. He (will, can, might) come, but I should be surprised.

PRE-READING: Read Goodbye to Failure in English for SSS1 by Ken Mebele and Fem Omodara, pages 146 – 148.

ACTIVITY: Identify the modal auxiliaries with their functions.

REFERENCES:
1. Intensive English for SSS Book1 by B.O.A. Oluikpe et al.
2. Goodbye to Failure in English for SSS Book1 by Ken Mebele and Femi Omodara.
3. English Lexis and Structure for SSS & Colleges by Ayo Bamgbose.
4. Oral English for Schools and Colleges by Sam Onuigbo.

ASPECTS:
Speech Work: Rising and Falling Tones
Comprehension: The Problem with Religion in Nigeria
Vocabulary Development (Words associated with Profession- Advertising)
Structure: Auxiliary Verbs- Non modals
Writing Skills: Expository




ASPECT: Speech Work
TOPIC: Rising and Falling Tones
Falling Tune: This is where a low level of the voice finally falls on the last stressed syllable in a sentence. In this case, the first stressed syllable in the sentence is the highest in the level of the voice, and each succeeding stressed syllable is said with a slightly lower level of the voice; and in this way, the level of the voice gradually descends until the last stressed syllable which the lowest and final fall.
The falling tune is usually used in declarative sentences, commands, exclamations and wh-questions (questions which demand some explanation). These are illustrated below, with the arrow at the last stressed syllable in the sentence indicating the direction of the movement of the level of the voice.
a. Declarative Statements:
i. The NEW Baby is a BOY.↘
ii. JOHN is a DRUG Addict.↘
iii. She is a BEAUtiful GIRL.↘
b. Commands:
i. DROP your BAGS DOWN.↘
ii. STAND up QUICKly.↘
iii. Don’t disobey your TEAchers.↘
c. Wh-questions:
i. WHEN are you GOing on HOLiday? ↘
ii. HOW FAR have you GONE on the MATter? ↘
iii. WHO GAVE you the inforMAtion? ↘
d. Exclamations
i. What a GOOD Result! ↘
ii. HERE COMES the KING! ↘
iii. HOW PREtty she is! ↘

Rising Tune: This is where a high level of the voice finally rises on the last stressed syllable in a sentence. In this case, the first stressed syllable in the sentence is the lowest in the level of the voice, and each succeeding stressed syllable is said with a slightly higher level of the voice; and in this way, the level of the voice gradually ascends until the last stressed syllable which is the highest and final.
Rising tone is used in polite request, greetings, polar-questions(i.e. questions that demand ‘yes’ or ‘no’ as answer), sentences showing doubts or surprise or uncertainty or indifference or lack of involvement, sentences showing warning or encouragements, questions showing personal interest, incomplete sentences, etc. These are illustrated below, with the arrow at the last stressed syllable in the sentence indicating the direction of the movement of the level of the voice.
a. Polite Requests
i. MAY I SEAT DOWN.↗
ii. PLEASE, COME in.↗
iii. CAN I SEE you, BLESSING.↗

b. Greetings
i. GOOD MORNing sir.↗
ii. HAPPY BIRTHday, OJEYI.↗
iii. WEL-COME, uncle.↗

c. Polar Questions
i. DID you WASH the CAR?↗
ii. HAS the MAN COME?↗
iii. HAVE you Finished EATing?↗

d. Sentences showing Doubts or Surprises
i. I DON’T THINK he is THERE.↗
ii. We did not KNOW he could SWIM aCROSS the Niger.↗
iii. He may not MEET MARK in the HOUSE.↗

e. Uncertainties
i. He may COME in the NIGHT.↗
ii. They may CALL OFF the STRIKE Today.↗
iii. IFEOLUWA may be at HOME by NOW.↗

f. Indifference or Lack of Interests
i. You can DO WHAT you LIKE.↗
ii. I DON’T CARE WHEther JAMES GREETS me or not.↗
iii. TAKE it or LEAVE it.↗

g. Sentences showing Warnings or Encouragements
i. Mark may GO to PRIson if he DOESN’T TAKE his TIME.↗ (warning)
ii.BECAREful, MARK, the WORK is RISKy.↗ (warning)
iii. If you WIN the MATCH, I shall GIVE each of you a CAR.↗ (encouragement)

h. Questions showing Personal Interest
i. WHAT will you BUY for me at CHRISTmas?↗
ii.DID you COME with my Money?↗
iii.ARE you BUYing the CAR for me?↗

EVALUATION: Each of the following sentences is said with either a falling tune or a rising tune. Indicate the tune in each sentence.
1. She is very kind.
2. Is your mother in the house?
3. I saw Mark drive off.
4. Good evening, aunty Jemima.
5. Uche is a handsome boy.
6. Damilola will soon join us.
7. Where can I buy ice cream?
8. He has completed his studies.
9. Can you climb this mountain?
10. ‘Get out of here’ he thundered.

ASSIGNMENT: Each of the following sentences is said with either a falling tune or a rising tune. Indicate the tune in each sentence.
1. I do not know his where about.
2. How did you come to this place?
3. Please, teach me how to drive.
4. He entered the car.
5. She works in the hospital.
6. He may not come home today.
7. Do whatever you like it.
8. I can’t believe this!
9. Be careful not to fall down.
10. You better go home.





ASPECT: COMPREHENSION/VOCABULARY DEVELOPMENT
TOPIC: The Problem with Religion in Nigeria
Religion was described as the ‘opium of the people’ over a century ago. According to the passage, the father of communism is Karl Marx. The people who practise religion are mostly fanatics who cannot use religion to bring about peace and harmony in the society.

EVALUATION: Intensive English for SSS1; Exercises 19.2.2 and 19.2.3; pages 293-295.

ASSIGNMENT: Intensive English for SSS1; Exercises 19.2.5, 19.2.7 and 19.3.4; pages 295-302.





ASPECT: VOCABULARY DEVELOPMENT
TOPIC: Words Associated with Profession – Advertising
Advertising is a method of communication employed to persuade people to buy a product or service. The radio, the television, the internet and print media are some of the channels used in advertising. Advertising takes the forms of announcement and invitation through a notice placed in a newspaper or on the air.
Study the following register of advertisement and use your dictionary to look for their meaning.
Advertisement
Mass media
Media house
The print media
Product
coverage A slot
The sponsor
Demand
Graphic artists
Advertising
agency Handbill
Promotion
Market
Brand image
Cartoons
An insertion Advertising agent
Public address system
Newspaper adverts
Displayed advertisement
Classified advertisement

EVALUATION: Use the above registers of advertising in sentences after using your dictionary to find their meaning.

ASSIGNMENT: Using your dictionary, check the meanings of the following words:
1. Handbill
2. Mass media
3. The print media
4. Newspaper adverts
5. Media house
6. A slot
7. Promotion
8. Market
9. An insertion
10. coverage





ASPECT: Structure
TOPIC: Auxiliaries - Non Modals
As auxiliaries, the verbs be, have and do can change form to indicate changes in subject and time.
• I shall go now.
• He had won the election.
• They did write that novel together.
• I am going now.
• He was winning the election.
• They have been writing that novel for a long time.

Uses of Do, Does and Did
In the simple present tense, do will function as an auxiliary to express the negative and to ask questions. (Does, however, is substituted for third-person, singular subjects in the present tense. The past tense did works with all persons, singular and plural.)
• I don't study at night.
• She doesn't work here anymore.
• Do you attend this school?
• Does he work here?
These verbs also work as "short answers," with the main verb omitted.
• Does she work here? No, she doesn't work here.
With "yes-no" questions, the form of do goes in front of the subject and the main verb comes after the subject:
• Did your grandmother know Truman?
• Do wildflowers grow in your back yard?
Forms of do are useful in expressing similarity and differences in conjunction with so and neither.
• My wife hates spinach and so does my son.
• My wife doesn't like spinach; neither do I.
Do is also helpful because it means you don't have to repeat the verb:
• Larry excelled in language studies; so did his brother.
• Raoul studies as hard as his sister does.
The so-called emphatic do has many uses in English.
a. To add emphasis to an entire sentence: "He does like spinach. He really does!"
b. To add emphasis to an imperative: "Do come in." (actually softens the command)
c. To add emphasis to a frequency adverb: "He never did understand his father." "She always does manage to hurt her mother's feelings."
d. To contradict a negative statement: "You didn't do your homework, did you?" "Oh, but I did finish it."
e. To ask a clarifying question about a previous negative statement: "Ridwell didn't take the tools." "Then who did take the tools?"
f. To indicate a strong concession: "Although the Clintons denied any wrong-doing, they did return some of the gifts."
In the absence of other modal auxiliaries, a form of do is used in question and negative constructions known as the get passive:
• Did Rinaldo get selected by the committee?
• The audience didn't get riled up by the politician.

Do
The auxiliary do is used
(1) To form the negative and interrogative of the simple present and simple past tenses of ordinary verbs; as,
He doesn’t work.
He didn’t work.
Does he work?
Did he work?

(2) To avoid repetition of a previous ordinary verb; as,
Do you know him? Yes, I do.
She sings well. Yes, she does.
You met him, didn't you?
He eats fish and so do you.
Do is also used to emphasize the affirmative nature of a statement; as,
You do look pale.
I told him not to go, but he did go.
In the imperative, do makes a request or invitation more persuasive; as, Do be quiet,
Oh, do come! It's going to be such fun.
In such cases do is strongly stressed.

Uses of Have, Has and Had
Forms of the verb to have are used to create tenses known as the present perfect and past perfect. The perfect tenses indicate that something has happened in the past; the present perfect indicating that something happened and might be continuing to happen, the past perfect indicating that something happened prior to something else happening. (That sounds worse than it really is!).
To have is also in combination with other modal verbs to express probability and possibility in the past.
• As an affirmative statement, to have can express how certain you are that something happened (when combined with an appropriate modal + have + a past participle): "Georgia must have left already." "Clinton might have known about the gifts." "They may have voted already."
• As a negative statement, a modal is combined with not + have + a past participle to express how certain you are that something did not happen: "Clinton might not have known about the gifts." "I may not have been there at the time of the crime."
• To ask about possibility or probability in the past, a modal is combined with the subject + have + past participle: "Could Clinton have known about the gifts?"
• For short answers, a modal is combined with have: "Did Clinton know about this?" "I don't know. He may have." "The evidence is pretty positive. He must have."
To have (sometimes combined with to get) is used to express a logical inference:
• It's been raining all week; the basement has to be flooded by now.
• He hit his head on the doorway. He has got to be over seven feet tall!
Have is often combined with an infinitive to form an auxiliary whose meaning is similar to "must."
• I have to have a car like that!
• She has to pay her own tuition at college.
• He has to have been the first student to try that.
Have
The auxiliary have is used in the formation of the perfect tenses; as,
He has worked. He has been working.
Have to is used with the infinitive to indicate obligation; as,
I have to be there by five o'clock.
He has to move the furniture himself.
The past form had to is used to express obligation in the past.
I had to be there by five o'clock.
He had to move the furniture himself.
In negatives and questions, have to and had to are used with do, does, did; as,
They have to go -- They don't have to go. Do they have to go?
He has to go. -- He doesn't have to go. Does he have to go?
He had to go. -- He didn't have to go. Did he have to go?

The verbs be (am, is, was, etc), have and do, when used with ordinary verbs to make tenses, passive forms, questions and negatives, are called auxiliary verbs or auxiliaries.

The auxiliary be is used
(1) In the formation of the continuous tenses; as,
He is working. I was writing.
(2) In the formation of the passive; as,
The gate was opened.
Be followed by the infinitive is used
(1) To indicate a plan, arrangement, or agreement; as,
I am to sec him tomorrow.
We are to be married next month.
(2) To denote command; as,
You are to write your name at the top of each sheet of paper.
Mother says you are to go to market at once.
Be is used in the past tense with the perfect infinitive to indicate an arrangement that was made but not carried out; as,
They were to have been married last month but had to postpone the marriage until June.





ASPECT: Continuous Writing
TOPIC: Expository Writing
Expository is detailed explanation. Expository writing explains a process, an idea or a feeling. It is somewhat like a descriptive essay in that it contains a great deal of description, but it also explains how things work or operates and shows their relations with other things. The aim of expository writing is to inform, to instruct or bring someone else to see one’s point of view. The following are topics for expository writing:
1. The preparation of my favourite food.
2. A tradition marriage ceremony
3. How the telephone works
4. The 6-3-3-4 system of education
When you write expository essay, you are writing on a topic that you know or are supposed to know.
You have to know the subject matter for you to be able to explain it. The subject matter does not allow you to be vague or lose yourself in abstract thought or to wander from point to point. Neither does it demand much imaginative power; but just the ability to describe a simple process or series of events clearly in logical order. So, if you are not very familiar with the subject matter, you should avoid it.

Features of Expository Writing
Like other forms of essay, expository writing is written with the conclusion. Your explanation should be clear and couched in simple language.
Expository essay is written quite often in the present tense which involves the use of the active voice. The present tense is generally preferred because the process, concept or idea being explained has relevance not only for a particular time but for most, if not for all, times. Clarity and precision are required in expository writing particularly where you give instructions or explain processes. There may not be much need for the use of figurative language. However, expository writing demands systematic thinking, succinct language and orderly marshalling of points.

EVALUATION: Write a story to illustrate the axiom ‘Honest is the best policy’. Your essay should not be less than 450 words.

ASSIGNMENT: The Home Economics Club in your school has invited entries for an essay competition on the topic: ‘The processes involved in the preparation of my favourite food’. Write your entry.

After each sentence, a list of possible interpretations is given. Choose the interpretation you consider to be the most appropriate in each case.
1. Mrs. Dada couldn’t have instructed her daughter not to come.
This implies that Mrs. Dada

A. didn’t instruct her daughter not to come
B. did not instruct her daughter to come
C. instructed her daughter not to come
D. was instructed not to tell her daughter to come

2. “His car is not outside; he must have gone.” This means
A. He has probably gone
B. He shouldn’t have gone
C. It was necessary for him to go
D. He has certainly gone

3. Although the teacher advised him to read the book, he needn’t bought it,
From this sentence we know that
A. He was advised to buy the book but didn’t
B. He had no need to buy the book so he didn’t
C. It was compulsory for him to buy the book but he did not do so
D. He bought the book but it was not compulsory for him to have done so

4. Considering her age, Kehinde ought to have married already. This implies that Kehinde
A. Is not old enough o be able to marry
B. Is not married although she is old enough
C. Wants to marry because she is old enough
D. Must marry because she is getting old

5. Susan: Did you like the stew?
Emily: Yes, but I’m not used to eating pepper
Emily has admitted that she

A. Has not eaten pepper until now
B. Is not accustomed to eating pepper
C. Does not like eating pepper
D. Did not like the stew because of the pepper
From the list of alternatives A-D, choose the word or group of words that best completes each of the following sentences:
6. Banjo …………. to have spoken so rudely to his mother.
A. shouldn’t
B. daren’t
C. oughtn’t
D. didn’t ought

7. I didn’t see Mr. Afetua at the party; he ……….. after left.
A. had to come
B. should have come
C. must have come
D. ought to have come

8. Perhaps what Pius told us ……. true after all.
A. must not be
B. may not be
C. cannot be
D. would not be

9. Someone must have given that shirt to Dibo; he ……… it himself.
A. couldn’t have bought
B. mustn’t buy
C. can’t be buying
D. can’t buy

10. To have gone through the civil war ……...... a terrible experience.
A. must have been
B. was to be
C. might have to be
D. was able to be

PRE-READING: Read Goodbye to Failure in English by Ken Mebele and Fem Omodara, pages 99 – 103.

ACTIVITY: Identify the three primary auxiliaries with their functions.

REFERENCES:
1. Intensive English for SSS Book1 by B.O.A. Oluikpe et al.
2. Goodbye to Failure in English for SSS Book1 by Ken Mebele and Femi Omodara.
3. English Lexis and Structure for SSS & Colleges by Ayo Bamgbose.
4. Oral English for Schools and Colleges by Sam Onuigbo.

CONTENT:
SPEECH WORK: Words of two syllables which are stressed on the first or second syllables.
COMPREHENSION: The Art of Reading and Comprehension
VOCABULARY/DEVELOPMENT (Words associated with Journalism and Advertsing)
STRUCTURE: ANTONMYS as words opposite in meaning and nearly opposite in meaning
WRITING SKILLS: Letter Writing- Informal Letter – ‘A letter to the sister who plans to divorce her husband advising her against the decision’.



ASPECT: SPEECH WORK
TOPIC: WORDS OF TWO SYLLABLES STRESSED ON THE FIRST AND SECOND SYLLABLES
What is Syllable?
A syllable is a distinct contrastive sound unit of a language. In English Language, sound units can be identified as:
(a) Monosyllabic – One syllable word structure
(b) Di –syllablic – Two syllables word structure
(c) Poly-syllabic- Three or more syllables and structure.
Our interest is on words of two syllables – di-syllabic words.

What is Stress?
Stress is the force or emphasis which is given to the syllables of words when spoken; while stress accented syllable is the particular sound segment that attracts greater force or emphasis in speech.
Di-syllabic words stressed on the first syllable: The following words are examples:
HOtile EAting COUNtry COver WINdow
Pillow PUBlic NEver CARry DOctor
Widow HOStel BAby Table WINdow

Di-syllabic words are stressed on the Second syllable: Examples include:
conTAIN unLESS foreSEE preTEND postPONE
unKNOWN beLIEVE unTIL sucCESS reMAIN
reMARK exCEED aBOVE beHIND aWAY
canTEEN perSIST reMOVE preTEND
Shifting Stress: The meaning and form of words can be affected by a change (shift) in the stress pattern. Examples

NOUN VERB
OBject obJECT
CONvict conVICT
TRANsport tranSPORT
REbel reBEL
PROtest proTEST
EScort esCORT
REcord reCORD
IMport imPORT
PREsent preSENT

Some adjectives can function as verbs with a shift in stress.

ADJECTIVE VERB
PREsent preSENT
FREquent frequent
PERfect perFECT
ABsent abSENT

EVALUATION: Indicate the stressed syllable in each of the following words by writing it in capital letters.
a. Insult(n) b. Suspect(v) c. Desert(n) d. Export(v) e. Subject(n) f. Digest(v) g.Project(n)




ASPECT: Comprehension
TOPIC: The Art of Reading and Comprehension
Teacher Ebele first came to the village of Amanze in the 40’s and attempted to preach the gospel of the importance of Western education to its inhabitants, he almost lost his life before his natural demise exactly two decades later. No one took him seriously…
Goodbye to Failure in English for SSS 1 by Mebele K. and Omodara, F, pages 181-182.

EVALUATION: Attempt the questions on the passage 182.

ASSIGNMENT: Goodbye to Failure in English SSS1 pages 182 – 184





TOPIC: Words associated with Journalism and advertising.
Journalism is the job or activity of writing news reports for newspaper, for magazines, television or radio. Words associated with journalism include:
Caption subscription reporter
Cartoon journalist newsprint
News coverage correspondent dailies
editorial censorship headlines
Press freedom columnist news magazine
Advertising is the act of telling the public about a product or service in order to persuade them to buy it. Words associated with advertising include:
Advertising coverage the sponsor
Market handbill demand
Graphic artist Bill-board the sponsor
A slot advertising agent brand image displayed advertisement
Promotion classified advertisement

EVALUATION: Use your dictionary and locate the meaning of these words. Use them in your own sentences.
Words Meaning Sentence
1. Mass media
2. Market
3. Promotion
4. A slot
5. Coverage
6. Bill board
7. Advert.




ASPECT: Structure
SUB-TOPIC: ANTONYMS
Meaning: Antonym is a word which has an opposite meaning.

Word Antonym
Awake Asleep
Attact repel
Bold timid
Belief doubt
Beautiful ugly
Peaceable contentions, acrimonious
Pacify anger
Placate enrage
Reveal conceal
Restrain impel
Cunning ingenuous
Small large
Sorrow, regret, anguish joy
Lenient canstic
Sophisticated unsophisticated
Theoretical, speculative,
Academic, considerate applied
Considerate inconsiderate
Trite fresh
Truth untruth, lie, falsehood

EVALUATION: Use your dictionary to find the antonyms of these words:
a. Immense b. queer c. Hostility d. rude e. misery f. seldom
g. obscure h. narrow i. ignorant j. abnormal k. just l. Odd





ASPECT: WRTING SKILLS
TOPIC: Letter writing – Informal letter
Informal Letter: Write a letter to your sister who plans to divorce the husband advising her against the decision.
Step 1: Write your address and date clearly and properly punctuated
Step 2: Dear Sister (+first name and comma)
Step 3: Introduction
a. Ask about her well being and the family
b. Ask about the children, husband and work
c. Share your pleasantries
Step 4: Body
a. Express your surprise about the news you heard
b. Ask about the reasons behind her decision
c. Let her understand the fate of the children should she leave her home
d. Tell her the legal and biblical implications
e. Encourage her to stay with the husband in spite all odds.
f. Give her tips on how to love her husband, and children to make the family stay.
g. Condemn the idea of divorce
h. Show her the way forward.
Step 5: Complimentary close
a. write the complimentary close (Yours sincerely,)
b. Write your first name.

EVALUATION: Write a letter to your friend who is in another school and tell him/her four reasons by which you choose DLHS for SSS.

ASSIGNMENT: In questions 1 – 10, choose the option opposite in meaning to the word(s) in italics.
1. The offender was given a severe punishment.
(a) harsh (b) mild (c) dull (d) heavy
2. They were compensated for the loss of their car
(a) countervailed (b) encouraged (c) charged (d) repayed
3. The party leader is considered by many to be a patriot
(a) nationalist (b) Stooge (c) patron (d) rebel
4. Many people objected to the demolition of the building
(a) construction (b) destruction (c) renovation (d) foundation
5. Some of our customs are considered repugnant by foreigners
(a) distasteful (b) disgusting (c) suggestive (d) attractive
6. Your action is in line with government policy.
(a) conforms to (b) agrees with (b) conflicts with (d) compare with
7. When she won the prize, she became conceited
(a) dejected (b) arrogant (c) elated (d) modest
8. He started his career as an amateur
(a) champion (b) coach (c) a trainee (d) a professional
9. We must maintain the obsolete equipment in our laboratory.
(a) old-fashioned (b) outdated (c) up-to-date (d) imported
10. The loan enabled them to procure new supplies
(a) give out (b) dispose of (c) stock up with (d) purchase

REFERENCES
Bamgbose A. (2012): English Lexis and Structure for SSS and colleges (Revised Edition); Ibadan: HEBN Publishers PLC.
Mebele, K. And Omodara, F. (2002): Goodbye to Failure in English for SSS 1; Lagos: Treasure Publishers LTd.
Ebere, J.E.C. (2006): Comprehensive Oral English for Schools and Colleges; Onitsha: Elites Publishers
Onuigbo, S (1997); Oral English for Schools and Colleges; Onitha: Africana Fep- Publishers Ltd.
The Merrian – Webster (2002); Dictionary of synonyms; Massachusetts; Marriam – Webster, Inc., Publishers.