Pen-Write E-Library - Private

SCHEME OF WORK
WEEKS TOPICS
1. Revision of last term's work and examination
Structure: Tautology

2. Comprehension: Paragraphing - prose passage
Comprehension: Listening Skills- Listening for implied meanings
Vocabulary Development: Words associated with hotel and catering
Comprehension: Reading to grasp sentence and paragraph transitions
Comprehension: Reading for critical evaluation

3. Vocabulary development: Words associated with commerce and industry
Comprehension: Reading to follow the line of argument
Comprehension/Vocabulary Development: More on Agriculture
Summary Writing: How to write answers to summary questions

4. Summary Writing: Model answers on summary passage
Structure: Adverbials
Structure: Reported Speech
Structure: More on participles (past and present)

5. Structure: Kinds of pronouns-Personal and Relative
Structure: Demonstrative, Interrogative and Possessive Pronouns
Structure: Kinds of Adverbs

6. Essay Writing: Introduction to speech writing-The Impact of HIV/AIDS on Society
Essay Writing: More on writing of minutes
Essay Writing: Report writing (contd)

7. Essay Writing: Narrative
Essay Writing: Expository
Speech work: Diphthongs-contrasting /ei/ and /ai/, /I∂/ and /e∂/
Speech work: Diphthongs /∂u/ and /u∂/

8. Speech work: /s/, /t∫/, /∫/ and /t∫/
Speech work: Identifying syllables

9. Revision

TOPIC: VOCABULARY DEVELOPMENT
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Mention some words relating to Education
b. Explain each of the words

REFERENCE: SPECTRUM MEMORY GUIDE ENGLISH LANGUAGE FOR S.S.S A.O OBASA et al

CONTENT:
FORMAL EDUCATION: learning received in a formal (School) setting

INFORMAL EDUCATION: (not academic) learning outside School

KINDERGARTEN: School for children too young to begin formal education

NURSERY EDUCATION: learning programme for children between ages two and five years(pre-primary)

CURRICULUM: programme of study

CO-EDUCATION: education of boys and girls together

DORMITORIES: sleeping rooms in a school

HEAD MASTER: the head of a school

GRADUATE: (noun) a person with a university degree

DEGREE: a prescribed examination

FINALIST: a student in the final year of study

CORPORAL PUNISHMENT: punishment by beating

POST PRIMARY: secondary schools, schools above the primary level

TUTOR: teacher especially in college or university

EVALUATION:
a. List ten words relating to education
b. Explain each of the words

ASSIGNMENT: Complete each of the following sentences with one of the words listed in the bracket.
Headmaster, curriculum, time-table, courses, formal, pupil, student, policy.
1. I attended a primary school where the ________________________ was very strict.
2. As a _______________ of urban primary school, I wore white gown to school.
3. The new educational _______________________ is doubtful in its value.
4. My ________________ is very tight on Tuesdays.
5. The school _______________ is overloaded with class work.
6. I had ______________________ education in Aba.



Main Topic: Composition-Letter to the editor
Topic: Reasons for Mass Protest against Removal of Subsidy
Reference books: Goodbye to Failure in English for SS 2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention features of letter to the editor
2. Discuss the topic above.

Content:
Features of Letter to the editor
A. Two addresses
B. Greeting
C. Title
D. Introduction
E. Body
F. Conclusion
G. Yours faithfully,
H. Signature
I. Full names

Guidelines
1. Refer to the contributions of various writers
2. Define subsidy
3. Briefly refer to the recent mass protest and why
4. Benefits of removal of subsidy
5. It was sudden.
6. It was ill-timed.
7. The proceeds were not judiciously used in the past.
8. The government was not sincere about certain promises.
9. People were further exasperated by can of worms among government officials,
10. Palliatives came as an afterthought and were grossly inadequate.
11. The government was not ready to make enough sacrifice.

Evaluation:
The following questions are asked:
1. What are the features of the letter for publication?
2. Discuss the topic above.

Assignment
Write the addresses and the introduction to the topic above.




Main Topic: Composition-letter to the editor
Topic: Reasons for mass protest against removal of fuel subsidy
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention features of letter to the editor
2. Write a letter to the editor

Content:
Features of Letter to the editor as stated in the last lesson
Guidelines
As stated in the previous lesson.

Evaluation:
The following questions are asked:
1. What are the features of the letter to the editor?
2. Write the topic above.

Assignment
Write the sounds on the vowel table.




Main Topic: Spoken English
Topic: sounds /Λ/ and /ǽ/
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Pronounce the sounds above clearly.
2. Mention words that have the sounds in them.

Content:
Words that have the sounds in them are-cup, some , but, money, up, and, band, wand, stand, lack, sack

Evaluation:
The following questions are asked:
1. Pronounce the sounds above.
2. Mention four words that have each of the sounds above

Assignment
Write four more words that have each of the sounds above in them.

TOPIC: COMPREHENSION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain the passage
b. Explain the unfamiliar words
PREVIOUS KNOWLEDGE: THE LEARNERS ARE FAMILIAR WITH THE TOPIC

REFERENCE: INTENSIVE ENGLISH BK 2 Benson Oluikpe et al

CONTENT: THE TRIAL PG 99
Raved
Seething
Formal
Modelled
Winced
Cold - blooded

EVALUATION:
a. Explain the passage
b. Give the meaning of the difficult words

ASSIGNMENT: use your dictionary to find the meaning of the idiomatic expressions in the box below:
Steal the show
Steal a glance at
Steal away




Topic: Africa and the Olympics
Reference books: Senior English Project for SS2 page 4
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Answer questions on the passage.

Content:
• African won the first gold medal in 1960 and it was courtesy of the barefooted Ethiopian Abebe Bikila. Nigeria got hers in 1964 by Nojim Mayegun-bronze medal. Boxer Isaac Ikhuria won a second bronze for Nigeria in 1972 in Germany. Chioma Ajunwa won a gold medal in 1996 and the duo of Falilat Ogunkoya and Mary Onyali won a bronze medal. Nigeria clinched a gold medal in football in the same year.

Evaluation:
The following questions are asked:
1. Read the passage one after another.
2. Answer Questions 1-6, Number 4, Page 5

Assignment
Answer Questions 1-14, Number 2, Page 5





Main Topic: Comprehension
Topic: The wonders of medical science
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage carefully and fluently.
2. Answer questions on the passage.
Content:
Dr. Christiaan Barnard, a South African, made a breakthrough in heart transplant in 1967. The patient on whom the operation was performed lived for only 18 days before his body rejected the foreign body. Since then there has been a remarkable improvement in heart transplant. Dr. Barnard died in 2001 at the age of 78, ironically of a suspected heart attack.

Evaluation:
The following questions are asked:
1. Read the passage one after another.
2. Answer Questions 1-6, Page 14

Assignment
Answer Questions 1-3, Page 15, and Number 2 of the textbook.






Main Topic: Comprehension
Topic: Environmental Issues in Nigeria
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Answer questions on the passage.

Content:
Oil spillage is no longer strange in the Niger Delta regions. Their major occupation-fishing suffers a setback, though not as serious as it is speculated. Another serious threatening issue is gas flaring in the Niger Delta which is considered a waste of the precious gas.

Evaluation:
The following questions are asked:
1. Read the passage one after another.
2. Answer Questions 1-6, page 24

Assignment:
Answer Questions 7-11, page24 of the text.





Main Topic: Comprehension
Topic: The Unfinished House-Part 1
Reference books: Goodbye to Failure in English for SS 2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently.
2. Answer questions on the passage.

Content:
Reasons are given why houses are left uncompleted. Some are left uncompleted because the owners are dead. Most of the owners of the abandoned houses labor to ensure the completion of the houses but unfortunately they do not live to live there.

Evaluation:
The following questions are asked:
1. Read the passage one after another.
2. Answer Questions 1-5, page 32 of the text.

Assignment
Answer Questions 6-8, page 32 of the text.





Main Topic: Comprehension
Topic: The unfinished House-Part 2
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage carefully and fluently.
2. Answer questions on the passage.

Content:
Another reason given in the passage for abandoning houses uncompleted is lack of planning. A man who has #200,000 thinks he is a millionaire. He marries two wives and pays dowries on the two. He thereafter starts to build a house which of course cannot be completed owing to lack of funds.

Evaluation:
The following questions are asked:
1. Read the passage one after another.
2. Answer Questions 1-3, Page 34 of the text

Assignment
Answer Questions 1-15, Page 35 of the text.

TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Define summary
b. Mention the rules guiding
PREVIOUS KNOWLEDGE: STUDENTS ARE FAMILIAR WITH THE TOPIC

REFERENCE: COUNT DOWN TO ENGLISH LANGUAGE O.OGUNSANWO et al

CONTENT: ANSWERING SUMMARY QUESTIONS
Summary is defined as giving a brief account of a passage. This seeks to test the candidate’s ability to extract or pick relevant information from a longer passage and present that information in clear, concise language. This implies that the passage must be well understood.

PROCEDURE
The procedure adapted depends on an individual. Some prefer to read the question first, before the passage, whatever you do, whether the passage first or questions, you are advised to take the following steps:-
- Read over the passage once/twice for thorough understanding
- Read the questions based on the passage
- Read the passage once again, making notes that will help you to answer the questions
- Write out your answer
- Read over the questions and your answers to ensure that there are no errors.

USEFUL HINTS
- Pick from the passage only the information demanded by the questions. Don’t attempt to give additional information
- Avoid repetition, wordy comparisons and poor expression
- Never lump two points in one sentence
- Be brief as possible, do not give phrases and clauses when sentences are required
- Don’t write more than the required number of sentences

EVALUATION:
a. What is summary writing?
b. Give the rules governing it.

ASSIGNMENT: Summarize in a sentence what information technology is
List four problems which have made it difficult for the nation to provide adequate information technology




Main Topic: Comprehension
Topic: Assault Squad
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Answer questions on the passage.

Content:
The Biafrans have just captured a major city but a piece of information has just been intercepted from the Federal troops to launch a counter-attack. The Division Commander has come to strategize with Captain Martin on how to repel the counterattack.

Evaluation:
The following questions are asked:
1. Read the passage one after another.
2. Answer Questions 1-8, Number 3, Page 45.

Assignment
Answer Questions 1-10, Number 2, Page 47





Main Topic: Comprehension
Topic: The World of Medicine
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage carefully and fluently.
2. Answer questions on the passage.

Content:
Dr. Kalu is appointed the director of a big hospital. He works like a Trojan. His wife complains about his attitude to work but falls on deaf ears. He is called Mr .Indispensable. He slumps one day and dies before getting to the Emergency Dept. Another person is appointed to replace Mr. Indispensable.

Evaluation:
The following questions are asked:
1. Read the passage one after another.
2. Answer Questions 1-8, Pages 55-56

Assignment
Answer Questions 1-2, Page 56 and number 1, 1-24, Page 58 of the textbook.





Main Topic: Comprehension
Topic: The Tale of a Tap
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently
2. Answer questions on the passage.

Content:
There was no water in the tap. The writer tries as much as possible to get the jerry can he had bought with water. After much struggle, he got the water but unfortunately he wasted ¾ of the water as he tried to pour some of the water in the sinks which was not blocked.

Evaluation:
The following questions are asked:
1. Read the passage one after another.
2. Answer Questions 1-8 pages 66-67

Assignment:
Answer Questions 1-18 page 68






Main Topic: Comprehension
Topic: The Arranged Marriage
Reference books: Goodbye to Failure in English for SS 2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently.
2. Answer questions on the passage.

Content:
The writer is disappointed to find the apartment her new husband is bringing her into below her expectation. She had a raw deal in the hands of the American custom officers.

Evaluation:
The following questions are asked:
1. Read the passage one after another.
2. Answer Questions 1-8, page 78 of the text.

Assignment
Answer Questions 9-11, page 78 of the text.





Main Topic: Comprehension
Topic: A windfall in March
Reference books: Senior English Project for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage carefully and fluently.
2. Answer questions on the passage.

Content:
A windfall of £100 was given to the author for the construction of a dormitory. They tried hard to build it before the rain would start.

Evaluation:
The following questions are asked:
1. Read the passage one after another.
2. Answer Questions 1-4, Page 88 of the text

Assignment
Answer Questions 5-7, Page 88 of the text.

TOPIC: VOCABULARY DEVELOPMENT
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. List words relating to catering/hotel
b. Explain each of them
PREVIOUS KNOWLEDGE: THE LEARNERS ARE FAMILIAR WITH THE TOPIC

CONTENT:
Laundry room
Cutlery
Menu list
Receptionist
Swimming pool
Bar
Server
Waiter / waitress
Check – in
Baking
Cooking

EVALUATION:
a. List words relating to hotel and catering
b. Explain each of them

ASSIGNMENT: Students to go to the cyber café and print out words relating to catering / hotel




Main Topic: Structure
Topic: Adverbial
Reference books: Contemporary English Grammar/Internet
Behavioral objectives:
At the end of the lesson, the students should be able to:
I. Define adverb.
II. Differentiate between adverb and adverbial.
III. Define adverbial and give examples in sentences..

Content:
An adverbial is any structure, no matter what its form, that functions as a modifier of a verb. Adverbs and adverbials are similar but not the same. Though they share the same modifying functions, their characters are different. An adverbial is a part of a sentence that performs a certain function. An adverb is a type of word or part of speech. We may say that an adverb may serve as an adverbial, but an adverbial is not necessarily an adverb. For example:
I couldn’t sleep well throughout the night
Adverbial infinitive
My brother reads to improve his vocabulary.
Adverbial prepositional phrase
We washed our hands after playing outside.
Dangling infinitive
To stay healthy, exercise is important.
Subordinate clause
Before you watch T.V., you need to finish your homework.

Evaluation:
The following questions are asked:
I. What is an adverb?
II. What is an adverbial?
III. Differentiate between adverb and adverbial.
IV. Give two examples of adverbials in sentences.

Homework:
Write two examples of adverbials of time, place, manner and frequency.





Main Topic: Structure
Topic: Reported Speech
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Differentiate between direct and indirect speech.
2. Mention words that change from direct to indirect speech
3. Change direct speech to indirect speech.

Content:
Direct speech is the speech of a person that is repeated in his own words to someone. For example:
John said, “We are glad to see you”.
Indirect speech: It is the essence of main points of a person’s words with a few modifications. For example:
Tuned said he was glad about my success.

Direct speech should be placed between the quotation marks or inverted commas.
Words that change
I to he/she
We to they
Today to that day
Now to then
This to that
These to those
Ago to before
Tonight to that night
Yesterday to the previous day/the day before
Here to there
Come to go
Tomorrow to next day/the following day
Next week to the following week/the week after
Present tense to past tense

Reported speech expressing a universal truth or habitual fact is not changed. For example:
The teacher said, “The earth moves round the sun.”
The teacher said that the earth moves round the sun.
The past indefinite tense and the past continuous tense are not changed:
My brother said, “Nigeria got freedom in 1960.”
My brother said that Nigeria got freedom in 1960.
My teacher said, “Kunle built the museum.”
My teacher said that Kunle built the stadium.

Evaluation:
The following questions are asked:
1. Differentiate between direct and indirect speech.
2. Mention words that change from direct to indirect speech

Assignment:
Change the following sentences from direct speech to indirect speech:
a. “I will see you tomorrow,” the teacher said.
b. “I saw them yesterday,” the woman said.
c. Her mother said, “It is done here.”





Main Topic: Structure
Topic: Participle-present and past
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define Participle-present and past
2. Use participles in sentences

Content:
A participle is a word that has the features of the verb and adjectives. It is called a verbal adjective. For example:
Angrily speaking with me, my father asked me to leave the house.
Having completed my degree, I applied for a job.

Kinds of Participles
1. Present Participle
2. Past Participle
3. Perfect Participle
1. Present Participle: A present participle is formed with ‘ing’ form of the verb to indicate an action going on or incomplete.
2. Past Participle: It ends with ‘ed’, ‘d’, ‘t’, or’n’ and is used to indicate an action as completed.
3. Perfect Participle: It is formed with ‘having’ + verb to indicate an action as completed in the past.

USES OF PARTICIPLE
1. Participles as simple adjectives
Dedicated work, interesting film, developed nation, fascinating story
2. To govern a noun or pronoun
Looking at the beautiful painting, I dropped the cup in my hand.
Putting the newspaper away, I closed my eyes.
3. As a complement to a verb
She looks worried.
He seems disappointed.
We found him writing.
4. It is used with a noun or a pronoun.
When the chief guest arrived, they started the function.
We asked him to take part in discussion because he was a skilled writer.
As it was a rainy day, we stay indoors.
5. To form present and past continuous tense

Evaluation:
The following questions are asked:
1. Define participle.
2. Differentiate between present participle and past participle.
3. Give two examples of present participle and past participle respectively.

Assignment:
Write two more examples of present participle and two examples of past participle.





Main Topic: Structure
Topic: Kinds of pronouns-Reflexive, Emphatic and Reciprocal
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention reflexive, emphatic and reciprocal pronouns
2. Use the three pronouns appropriately.

Content:
Reflexive pronouns are: myself, yourself, himself, herself, and ourselves
I saw myself in the mirror.
He blamed himself for the delay.

Emphatic pronouns are: myself, himself, yourself, herself etc
I myself showed you the way.
We ourselves talked to the President.

Reciprocal pronouns: each other, one another
They spoke to each other.
They began to struggle the balls with one another.

Usage
They spoke to themselves. (Wrong)
They spoke to each other. (Correct)
They began to struggle the balls with themselves. (Wrong)

Evaluation:
The following questions are asked:
1. Mention kinds of pronouns.
2. Use each of the following pronouns in a sentence: each other, one another, yourself

Assignment:
Write a short story using reflexive, emphatic and reciprocal pronouns.





Main Topic: Structure
Topic: Distributive, Indefinite and Relative Pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention words that are used as the pronouns above.
2. Use the pronouns appropriately.

Content:
Indefinite pronouns are: one, something, anybody, anyone, none, everybody, all, nothing etc.
One is not sure of what they will say.
All of them went there.
Nothing is too small for him to give.

Distributive Pronouns: each, either, none, both, everyone, neither, any, one, everybody, everything etc.
Everything was lost in the war.
Both of them were given four awards.
Neither of them attended the party.
Any of the oranges can be used.

Relative pronouns are: who, who, that, whom, whose, which
The man whose wife received an award has been appointed chairman.
The woman who killed the snake was given $200.00.
The snake that bit him has been killed.

Evaluation:
The following questions are asked:
1. Mention pronouns that are used for the kinds of pronouns discussed above.
2. Use each of the following pronouns in a sentence: whose, whom, all, none

Assignment:
Write a short story using pronouns under the kinds of pronouns above.

TOPIC: COMPREHENSION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain the passage
b. Explain the unfamiliar words
REFERENCE: INTENSIVE ENGLISH S.S 2

CONTENT:
Delicate
Dangerous
Range
Diagnosed
Break down
Reserve
Absorption

EVALUATION:
a. Explain the passage
b. Explain the unfamiliar words

ASSIGNMENT: UNSCRAMBLE THE FOLLOWING WORDS ON PG 41
Ngodiasis
Yemcenger
Tejosinicn
Gurds etc





TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain steps in summary writing
b. Answer the summary questions
PREVIOUS KNOWLEDGE: LEARNERS ARE FAMILIAR WITH THE TOPIC

REFERENCE: SYSTEMATIC ENGLISH FOR SCHOOLS S. OLUWAYOMIl

CONTENT:
Summary can be described as a short statement that gives only the main points and not the details of something
EXAMPLES:
Dotun is safe and sound, studying for a degree in law. He is planning to marry a white woman but without the family consent. He intends to come home at the end of the year. He greeted all (38 words).
This summary consists of four independent sentences. It couldn’t have been less since the report is verbal. However, the four sentences can be further summarized into two and even one if it is thus required especially in writing.
We can have something like this:
a. Dotun is quite well and sends his greeting to everyone (10 words)
b. He is pursuing a degree in law and will soon be married to a white woman. 10 + 20 = 30 words
Dotun greets all, and will be back soon perhaps with a degree in law and a white woman for a wife if the family endorses it (26 words)
Or
Dotun greets all, sending his assurance for a quick return after a law degree and marrying a white woman he hopes the family endorse

EVALUATION:
a. What is summary writing?
b. Answer the model questions

ASSIGNMENT: give one word which means the same as the following:
a. To turn aside from the subject of discussion
b. A person or thing from which somebody or something develops or is produced
c. A form of government in which people choose the representative
d. The academic head of a University
e. A person in absolute authority





Main Topic: Structure
Topic: Kinds of Adverbs
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define an adverb
2. Mention different kinds of adverbs
3. Use adverbs in sentences.

Content:
An adverb is a word that modifies a verb, an adjective or another verb. For example:
She writes quickly. (Verb)
Sola is very smart. (Adjective)
He explained the poem fairly well. (Adverb)

Kinds of Adverbs
1. Adverb of manner
2. Adverb of place
3. Adverb of time
4. Adverb of frequency
5. Adverb of certainty
6. Adverb of degree
7. Interrogative adverb
8. Relative adverb

Adverbs of manner show how an action is done. For example: quickly, happily, hard, fast, well, clearly, soundly, probably etc.
They lived happily.
Sola walks gracefully.
He works hard.

Adverb of place: It shows where an action is done.
Here, there, up, down, near, below, above, away, out, in, everywhere etc
I went there.
She stood near the gate.

Adverb of frequency: It shows how often an action is done. For example: Once, Twice, Often, Never, Always, Occasionally, Again, Frequently, Seldom etc
Adverb of certainty: certainly, surely, definitely, obviously
Surely, she loves him.
I shall certainly help you.
Janet is obviously very clever.

Adverbs used in pair
Again and again (repeatedly)
By and by (before long)
Far and near (in all directions)
Far and away (by a great deal)
First and foremost (first of all)
Now and then (from time to time, occasionally)

Evaluation:
The following questions are asked:
1. Define adverb
2. Mention kinds of adverbs
3. Use each of the following adverbs in a sentence:
Quickly, fast, everywhere, where

Assignment:
Write two more examples of each of the kinds of adverbs.

TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Define summary writing
b. Mention the rules guiding summary writing

REFERENCE: COUNT DOWN TO ENGLISH LANGUAGE O.OGUNSANWO et al

CONTENT: ANSWERING SUMMARY QUESTIONS
Summary is defined as giving a brief account of a passage. This seeks to test the candidate’s ability to extract or pick relevant information from a longer passage and present that information in clear, concise language. This implies that the passage must be well understood.

PROCEDURE
The procedure adapted depends on an individual. Some prefer to read the question first before the passage, whatever you do, whether the passage first or questions you are advised to take the following steps:
- Read over the passage once / twice for thorough understanding
- Read the questions based on the passage
- Read the passage once again, making notes that will help you to answer the questions
- Write out your answer
- Read over the questions and your answers to ensure that there are no error

USEFUL HINTS
- Pick from the passage only the information demanded by the questions. Don’t attempt to give additional information
- Avoid repetition, wordy comparisons and poor expression
- Never lump two points in one sentence
- Be brief as possible, do not give phrases and clauses when sentences are required
- Don’t write more than the required number of sentences.

EVALUATION:
a. What is summary writing
b. Give the rules governing it

ASSIGNMENT:
Summarize the central idea of the passage read etc





TOPIC: COMPREHENSION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain the passage
b. Evaluate the critical ideas/points of the writer

REFERENCE: INTENSIVE ENGLISH S.S.2 Benson O. Oluikpe et al

CONTENT: READING FOR CRITICAL EVALUATION
Critical reading or critical evaluation means asking questions about what you read and evaluating the total content of the book or part of it, newspaper article or magazine that you have read.

POINTS TO BEAR IN MIND
Ask questions concerning the writer
Ask questions concerning the subject matter
Ask questions about yourself

EVALUATION:
a. Explain the passage
b. Evaluate the critical points of the writer

ASSIGNMENT:
1. Why is an opposed river crossing such a difficult operation?
2. What authority does the writer give for his claim that opposed river crossing?





Main Topic: Structure
Topic: Tautology
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define tautology
2. Avoid tautology in their write ups and conversations.

Content:
Tautology is saying the same thing more than once in different ways without making one’s meaning clearer. Examples of tautology are:
1. Although/but
2. Test/examine
3. Should/in case
4. Also/as well
5. Ability/can
6. Can/be able
7. Return/back
8. Reverse/back
9. Repeat/again
10. Extreme/end
11. Whether/if
12. Night/vigil
13. Wake/keeping
14. Final/conclusion
15. Withdraw/back
16. Heavy/downpour
17. Possible/best
18. So/therefore
He put the ball at the extreme end of the field.
There was a heavy downpour yesterday.
We had a night vigil last week.

Evaluation:
The following questions are asked:
1. What is tautology?
2. Mention words that are used as tautology
3. Use the correct words of the following tautology in sentences:
Night vigil, although but, can be able

Assignment:
Write four more words that are used as tautology.





Main Topic: Structure
Topic: Kinds of pronouns-Reflexive, Emphatic and Reciprocal
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention reflexive, emphatic and reciprocal pronouns
2. Use the three pronouns appropriately.

Content:
Reflexive pronouns are: myself, yourself, himself, herself, and ourselves
I saw myself in the mirror.
He blamed himself for the delay.

Emphatic pronouns are: myself, himself, yourself, herself etc
I myself showed you the way.
We ourselves talked to the President.

Reciprocal pronouns: each other, one another
They spoke to each other.
They began to struggle the balls with one another.

Usage
They spoke to themselves. (Wrong)
They spoke to each other. (Correct)
They began to struggle the balls with themselves. (Wrong)
Evaluation:
The following questions are asked:
1. Mention kinds of pronouns.
2. Use each of the following pronouns in a sentence: each other, one another, yourself

Assignment:
Write a short story using reflexive, emphatic and reciprocal pronouns.
Main Topic: Structure





Topic: Distributive, Indefinite and Relative Pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention words that are used as the pronouns above.
2. Use the pronouns appropriately.

Content:
Indefinite pronouns are: one, something, anybody, anyone, none, everybody, all, nothing etc.
One is not sure of what they will say.
All of them went there.
Nothing is too small for him to give.

Distributive Pronouns: each, either, none, both, everyone, neither, any, one, everybody, everything etc.
Everything was lost in the war.
Both of them were given four awards.
Neither of them attended the party.
Any of the oranges can be used.

Relative pronouns are: who, who, that, whom, whose, which
The man whose wife received an award has been appointed chairman.
The woman who killed the snake was given $200.00.
The snake that bit him has been killed.

Evaluation:
The following questions are asked:
1. Mention pronouns that are used for the kinds of pronouns discussed above.
2. Use each of the following pronouns in a sentence: whose, whom, all, none

Assignment:
Write a short story using pronouns under the kinds of pronouns above.





Main Topic: Summary Writing
Topic: Scarcity of Petroleum Products
Behavioral objectives:
At the end of the lesson, the students should be able to:
I. Discuss scarcity of petrol
II. Answer the questions on the passage.

Content:
The scarcity of petroleum products such as petrol, diesel and kerosene and aviation fuel is gradually turning into a disease which has defied all known cures. However, the pathetic aspect of it is the perennial scarcity of fuel. The factors responsible for this are quite obvious.

Evaluation:
The following questions are asked:
I. What causes the perennial scarcity of petrol in Nigeria?
II. Discuss the solutions to the problem.
III. Answer the questions on the passage-Pages 380-381 of Goodbye to Failure in English for SS2

Homework:
Answer the questions on the summary passage on Pages 367-368.

Main Topic: Summary Writing
Topic: Scarcity of Petroleum Products
Reference books: Contemporary English Grammar/Internet

Behavioral objectives:
At the end of the lesson, the students should be able to:
I. Discuss scarcity of petrol
II. Answer the questions on the passage.

Content:
The scarcity of petroleum products such as petrol, diesel and kerosene and aviation fuel is gradually turning into a disease which has defied all known cures. However, the pathetic aspect of it is the perennial scarcity of fuel. The factors responsible for this are quite obvious.

Evaluation:
I. What causes the perennial scarcity of petrol in Nigeria?
II. Discuss the solutions to the problem.
III. Answer the questions on the passage-Pages 380-381 of Goodbye to Failure in English for SS2

Homework:
Answer the questions on the summary passage on Pages 367-368










Main Topic: Structure
Topic: Distributive, Indefinite and Relative Pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention words that are used as the pronouns above.
2. Use the pronouns appropriately.

Content:
Indefinite pronouns are: one, something, anybody, anyone, none, everybody, all, nothing etc.
One is not sure of what they will say.
All of them went there.
Nothing is too small for him to give.

Distributive Pronouns: each, either, none, both, everyone, neither, any, one, everybody, everything etc.
Everything was lost in the war.
Both of them were given four awards.
Neither of them attended the party.
Any of the oranges can be used.

Relative pronouns are: who, who, that, whom, whose, which
The man whose wife received an award has been appointed chairman.
The woman who killed the snake was given $200.00.
The snake that bit him has been killed.

Evaluation:
The following questions are asked:
1. Mention pronouns that are used for the kinds of pronouns discussed above.
2. Use each of the following pronouns in a sentence: whose, whom, all, none

Assignment:
Write a short story using pronouns under the kinds of pronouns above.

TOPIC: COMPREHENSION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain the passage
b. Evaluate the critical ideas/points of the writer
REFERENCE: INTENSIVE ENGLISH S.S.2 Benson O. Oluikpe et al

CONTENT: READING FOR CRITICAL EVALUATION
Critical reading or critical evaluation means asking questions about what you read and evaluating the total content of the book or part of it, newspaper article or magazine that you have read.

POINTS TO BEAR IN MIND
Ask questions concerning the writer
Ask questions concerning the subject matter
Ask questions about yourself

EVALUATION:
a. Explain the passage
b. Evaluate the critical points of the writer

ASSIGNMENT:
1. Why is an opposed river crossing such a difficult operation?
2. What authority does the writer give for his claim that opposed river crossing?



TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Define summary writing
b. Mention the rules guiding summary writing
REFERENCE: COUNT DOWN TO ENGLISH LANGUAGE O.OGUNSANWO et al

CONTENT: ANSWERING SUMMARY QUESTIONS
Summary is defined as giving a brief account of a passage. This seeks to test the candidate's ability to extract or pick relevant information from a longer passage and present that information in clear, concise language. This implies that the passage must be well understood.

PROCEDURE
The procedure adapted depends on an individual. Some prefer to read the question first before the passage, whatever you do, whether the passage first or questions you are advised to take the following steps:
- Read over the passage once / twice for thorough understanding
- Read the questions based on the passage
- Read the passage once again, making notes that will help you to answer the questions
- Write out your answer
- Read over the questions and your answers to ensure that there are no error

USEFUL HINTS
- Pick from the passage only the information demanded by the questions. Don't attempt to give additional information
- Avoid repetition, wordy comparisons and poor expression
- Never lump two points in one sentence
- Be brief as possible, do not give phrases and clauses when sentences are required
- Don't write more than the required number of sentences.

EVALUATION:
a. What is summary writing
b. Give the rules governing it

ASSIGNMENT:
Summarize the central idea of the passage read etc


TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Explain steps in summary writing
b. Answer the summary questions

REFERENCE: SYSTEMATIC ENGLISH FOR SCHOOLS S. OLUWAYOMIl

CONTENT:
Summary can be described as a short statement that gives only the main points and not the details of something

EXAMPLES:
Dotun is safe and sound, studying for a degree in law. He is planning to marry a white woman but without the family consent. He intends to come home at the end of the year. He greeted all (38 words).
This summary consists of four independent sentences. It couldn't have been less since the report is verbal. However, the four sentences can be further summarized into two and even one if it is thus required especially in writing.
We can have something like this:
a. Dotun is quite well and sends his greeting to everyone (10 words)
b. He is pursuing a degree in law and will soon be married to a white woman. 10 + 20 = 30 words
Dotun greets all, and will be back soon perhaps with a degree in law and a white woman for a wife if the family endorses it (26 words)
Or
Dotun greets all, sending his assurance for a quick return after a law degree and marrying a white woman he hopes the family endorse

EVALUATION:
a. What is summary writing?
b. Answer the model questions

ASSIGNMENT: give one word which means the same as the following:
a. To turn aside from the subject of discussion
b. A person or thing from which somebody or something develops or is produced
c. A form of government in which people choose the representative
d. The academic head of a University
e. A person in absolute authority




Main Topic: Structure
Topic: Kinds of pronouns- Demonstrative, Interrogative and Possessive Pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention demonstrative, interrogative and possessive pronouns
2. Use the three pronouns appropriately.

Content:
Demonstrative pronouns are pronouns that show where an object is. For example:
This is the book.
That is an orange.
These are my friends.
Those are the books I use in school.

Interrogative pronouns are used to ask questions.-what, where, when, who
Where is the ball?
What is the radius of the circle?

Possessive pronouns are used to show possessions. For example:
The book is his.
The tables are theirs.

Evaluation:
The following questions are asked:
1. Mention kinds of pronouns.
2. Use each of the following pronouns in a sentence: ours, hers, those, when

Assignment:
Write a short story using interrogative, demonstrative and possessive pronouns.





Main Topic: Structure
Topic: Kinds of pronouns- Demonstrative adjective pronouns and personal pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention demonstrative adjective pronouns and personal pronouns
2. Use the two pronouns appropriately.

Content:
Demonstrative adjective pronouns are: this, those, that
This book is mine.
That house is ours.
These brooms are long.

Personal pronouns are: I, you, we, they, etc
I saw him yesterday.
We can do the work.

Evaluation:
The following questions are asked:
3. Mention kinds of pronouns.
4. Use each of the following pronouns in a sentence: this, that, we

Assignment:
Write a short story using demonstrative adjectives and personal pronouns.





Main Topic: Structure
Topic: Kinds of pronouns- Relative pronouns
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention relative pronouns
2. Use relative pronouns appropriately.

Content:
Relative pronouns are: who, what, where, whose, that, as, when
The man whose child won an award last week had also won an award.
The woman who came here last week is outside.
The dog that bit him has been quarantined..
She gave me exactly what I needed..

Evaluation:
The following questions are asked:
1. Mention kinds of pronouns.
2. Use each of the following pronouns in a sentence: who, whose, where, that, as

Assignment:
Write a short story using relative pronouns.

Topic: sounds /Λ/ and /ǽ/
Reference books: Goodbye to Failure in English for SS 2

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Pronounce the sounds above clearly.
2. Mention words that have the sounds in them.

Content:
Words that have the sounds in them are-cup, some , but, money, up, and, band, wand, stand, lack, sack

Evaluation:
1. Pronounce the sounds above.
2. Mention four words that have each of the sounds above

Assignment
Write four more words that have each of the sounds above in them.





Main Topic: Spoken English
Topic: Revision of Vowels
Reference books: Goodbye to Failure in English for SS2

Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Pronounce words that have the sounds in them correctly.
2. Mention words that have vowel sounds in them.

Content:
Some of the vowel sounds are: Λ, ǽ, ∂, З:, I, i:
1. Cut, but, rough, come
2. Pat, back, sat, rat, cat, mat
3. Father, teacher, fatter
4. Shirt, girl, firm,

Evaluation:
1. Pronounce each of the words above.
2. Mention words that have the sounds above in them.

Assignment
Mention four more words of each sound above.


Main Topic: Composition
Topic: Speech Writing (Expository Essay)
Reference books: Goodbye to Failure in English for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Discuss the topic given orally.
2. Write the features, the title and the greeting of the topic given.
Content:
A popular teacher who has served meritoriously in your school for many years is now going on retirement. A special assembly has been convened to send him or her off. The students have bought him or her fitting gifts with a whip round. You have been chosen to present the gifts preceded by a farewell speech. Write out the speech you would make.
Features of Expository Essay-Speech
a. Title
b. Greeting
c. Introduction
d. Body
e. Conclusion
Outline
Introduction: Write the title of the speech
: Greet the Principal, the Vice-Principal, members of staff and the students
: Present the subject of the speech
Body: Mention his contributions to the growth of the school, his relationship with students and his teaching methods adjudged unequalled.
Discuss his sterling qualities
Conclusion: Re-emphasize your gratefulness to the out-going teacher and fellow students
Briefly mention the gifts the students have bought in honor of the out-going teacher and end it with ‘thank you.’
Evaluation:
The following questions are asked:
1. What are the features of Speech Writing?
2. Orally discuss the topic above.
Assignment
Write the title, the greeting and the introduction to the topic above.
Main Topic: Composition
Topic: Speech Writing-Expository Essay
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention feature of speech writing
2. Write the topic earlier discussed orally.
Content:
As written in the last lesson
Evaluation:
The following questions are asked:
1. Mention the feature of Speech Writing.
2. Write the topic discussed orally.
Assignment
Write a speech you would give to your fellow prefects in your capacity as the senior prefect on your ideas for the improvement of discipline in the school.
Main Topic: Composition
Topic: Speech Writing-The impact of HIV/AIDS on society
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the feature of Speech Writing
2. Orally discuss the topic above.
Content:
As the senior prefect of your school, the Education Department of the British Embassy has chosen you to present a speech on the topic ‘The impact of HIV/AIDS on society.’
Feature of the Speech Writing is written in the previous topic.
Outline
1. The title
2. Introduction: Greeting the invited guests and express your delight to have been given the honor to present the topic.
3. Body: Briefly remind the guests of HIV/AIDS by explaining the two
4. State causes of AIDS-heterosexual practices, contaminated needle, unscreened blood etc
5. Impact of HIV/AIDS on society: trepidation, stigmatization, spending the money meant for other purposes on research for cure of AIDS, reduction of workforce
6. Conclusion: thank the guests once again and express hope to finally cure AIDS
Evaluation:
The following questions are asked:
1. What are the features of Speech Writing?
2. Orally discuss the topic above.
Assignment
Write the title, the greeting and the introduction to the topic above.
Main Topic: Composition
Topic: The impact of HIV/AIDS on society
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the features of Speech Writing
2. Orally discuss the topic above.
Content:
The features, the topic and the outline as presented in the previous lesson
Evaluation:
The following questions are asked:
1. What are the features of the Speech Writing?
2. Write the topic above.
Assignment
Write the features of Minute Writing.
Main Topic: Composition
Topic: Minutes Writing
Reference books: English Across Disciplines-Page165
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention features of Minute Writing
2. Discuss each of the features of Minute Writing.
Content:
Features
Title
List of those present as well as absentees
Opening
Minutes of the previous meeting: Adoption
Matters arising from the previous minutes
Agenda (list of topics discussed)
Closing
It is a record of past events; the past tense is the predominant, if not the only tense expected here.
Evaluation:
The following questions are asked:
1. What are the features of the Minute Writing?
2. Explain each of the features of the Minute Writing.
Assignment:
As the secretary of ‘Mega Club’ write the minutes of the meeting held on the 14th January, 2012.