Pen-Write E-Library - Private

SCHEME OF WORK
WEEKS TOPICS
1. Revision of last term's examination questions
Comprehension: Reading Skills, skimming and scanning
2. Vocabulary Development: Words associated with law and judiciary
Comprehension: Reading for the writer's purpose
Vocabulary Development: Words associated with publishing
Vocabulary Development: Words associated with the computer
Comprehension: Identification of use of figures of speech-hyperbole, oxymoron, paradox, euphemism
3. Vocabulary Development: Spelling, The use of Dictionary
Comprehension: Reading for critical evaluation
Comprehension: Reading for implied meaning and interpreting examples
Summary: Summarizing in a specified number of words
Summary Writing: Locating the key statements
4. Summary Writing: Summarizing extended complex passages
Structure: Idioms and phrasal verbs
Structure: Adverbial phrase
Structure: Prepositional phrase
Structure: Adjectival phrase
5. Structure: Nominalization of verbs and adjectives
Structure: Countable and uncountable nouns, concrete and abstract nouns
Structure: Question tags
Structure: Clauses-Subordinate and Insubordinate
6. Essay Writing: Speech Writing for special purposes
Essay Writing: Story Writing
Essay Writing: Argumentative-Should early marriage be encouraged?
7. Speech Work: Stress Patterns
Speech Work: Speech Skills-formal speeches
Speech Work: Nasal Consonants /m/, /n/, /ŋ/
Speech Work: Rhyme
Speech Work: Clusters of two consonants which occur initially
8. Speech Work: Emphatic Stress
Speech Work: Stress on the 5th and 6th syllables
9. Revision

TOPIC: COMPREHENSION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Define summary writing
b. Summarize in specified number of words
PREVIOUS KNOWLEDGE: STUDENTS ARE FAMILIAR WITH THE TOPIC
REFERENCE: INTENSIVE ENGLISH S.S. 2 OLUIKPE BENSON et al
CONTENT: SUMMARY WRITING
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.
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: TEACHER EVALUATES BY ASKING THE FOLLOWING QUESTIONS:
a. Define summary writing
b. Summarize in specified number of words
ASSIGNMENT:
1. summarize in one sentence, the main idea of the passage
2. in two sentences, summarize the strategies that Nigeria can adopt to deal with drought


Main Topic: Spoken English
Topic: Diphthongs-Contrasting /ei/ and /ai/, /ia/ and /ea/
Reference books: The Best of Oral English by Ken Mebele
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Pronounce the sounds above correctly
2. Mention words that have the sounds above in them
3. Contrast the words that have the sounds above in them.
Content:
The sounds above are called diphthongs or glides. Words that have /ei/ in them are: day, say, date, gaol, veil, weight, bake, rail, gauge, pagan, phase, stale etc
Words that have the sound /ai/ are : bye, shy, white, bile, tile, kite, either, neither, height, apartheid, hide, rhyme etc
/ei/ /ai/
Day Dye
Whale While
Feign Fine
Wane Wine
Say Shy
Tail Tile
Bail Bile

/ia/ /ea/
Fear Fair
Wear Where
Sheer Share
Beer Bare
Tear Tare
Rear Rare
Deer Dare

Evaluation:
The following questions are asked:
1. Pronounce the sounds above.
2. Mention words that have the souds above in them.
3. Contrast the words mentioned.
Assignment
Mention three more words that have each of the sounds above and contrast them.
Main Topic: Spoken English
Topic: The Syllable
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define syllable
2. Break words into syllables
Content:
A syllable is any of the units into which a word may be divided, usually consisting of a vowel sound with a consonant before and after it. A syllable that stands all alone is called a monosyllable. A word containing two or more syllables is called a polysyllable.
Monosyllables
It is a word or an utterance of one syllable. For example: boy, one, so, take, small, with, big, stand, come, kind, fear, work, in, port, friend etc
Disyllabic
Sur-prise, in-flate, bap-tize, win-dow, ex-port, im-port, back-slide, a-buse, in-take, re-fuse, con-tain etc
Polysyllable
Three syllables
Co-lo-nial, ci-vi-lian, ca-tho-lic, lu-na-tic, be-lie-ver, sy-lla-ble, di-vi-sion, im-por-tant, re-pre-sent, con-so-nant, ci-ne-ma, quan-ti-ty, re-mem-ber, de-to-nate, in-sin-cere etc
Four syllables
e-du-ca-tion, de-mo-cra-tic, e-va-po-rate, ap-par-ent-ly, co-in-ci-dence, de-vel-op-er etc
Evaluation:
The following questions are asked:
1. What is a syllable?
2. Divide the following words into their syllabic structures:
Clarify, impossibility, thrown, sawdust
Assignment
Mention four more words that have each of the syllabic structures above in them and divide them into their syllabic structures.
Main Topic: Spoken English
Topic: Emphatic Stress
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define emphatic stress
2. Choose appropriate option to the emphatic stress question.
Content:
Stress is the extra force placed on a word or a syllable when pronouncing it. Stress can be categorized into three groups-the stressing of a syllable in a word (Syllable stress), the stressing of a word in a sentence (Emphatic Stress) and the shift in the stressing of syllables in words (stress pattern).
Emphatic stress means the force or stress given to a word or words when spoken, especially in other to make the meaning clear or to show importance. It is possible to change the meaning of an utterance by changing the degree of intensity given to a particular word. The choice of emphatic stress will largely depend on the meaning the speaker wishes to convey. It is a question and answer affair. As a result, the opposite in intention of the stressed word in a statement or a message is almost always indicated by a question.
1. Mary stole the GEOGRAPHY teacher’s pen. Statement

Questions
a. Did Rachel steal the Geography teacher’s pen?
b. Did Mary borrow the Geography teacher’s pen?
c. Did Mary steal the History teacher’s pen?
d. Did Mary steal the Geography teacher’s pen?
Geography is stressed in the given statement and therefore contradicts another subject, History, in the question.
Evaluation:
The following questions are asked:
Choose the appropriate option
My mother’s friend FRIEND hates pets.
a. Does your mother’s boss hate pets?
b. Does your mother’s friend love pets?
c. Does your mother’s friend hate toys?
d. Does your father’s friend hate pets?
Assignment
Write two statements and form their questions.

Main Topic: Reading Skills
Topic: Skimming and scanning
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define Skimming and Scanning
2. Apply Skimming and Scanning to reading
Content:
Skimming and Scanning
Skimming refers to the process of reading only main ideas within a passage to get an overall impression of the content of a reading
selection.
How to Skim:
 Read the title.
 Read the introduction or the first paragraph.
 Read the first sentence of every other paragraph.
 Read any headings and sub-headings.
 Notice any pictures, charts, or graphs.
 Notice any italicized or boldface words or phrases.
 Read the summary or last paragraph.
Scanning is a reading technique to be used when you want to find specific information quickly. In scanning you have a question in your mind and you read a passage only to find the answer, ignoring unrelated information.
How to Scan:
 State the specific information you are looking for.
 Try to anticipate how the answer will appear and what clues you might use to help you locate the answer. For example, if you were looking for a certain date, you would quickly read the paragraph looking only for numbers.
 Use headings and any other aids that will help you identify which sections might contain the information you are looking for.
 Selectively read and skip through sections of the passage
Evaluation:
The following questions are asked:
1. Define Skimming and Scanning
2. Explain the steps to applying Skimming and Scanning to reading
3. Read the passage on Page 15 of New Practical English for SSS
Assignment
Read Page 5 of the Senior English Project Book 2 in 5minutes and bring out the gist of the passage.
Main Topic: Vocabulary Development
Topic: Words associated with law and judiciary
Reference books: The Internet and Junior English Project Book 2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention law and judiciary terms
2. Use the terms mentioned in sentences.
Content:
Disclaimer: This list of common legal words was compiled by the Connecticut Judicial Branch solely as a public service. The Judicial Branch does not warrant the accuracy of the information contained herein nor is it responsible for any errors or omissions and assumes no liability for its use. This information is by necessity general in nature and is not intended as legal advice, but rather information which may be helpful in understanding how courts in Connecticut operate.
AKA: "Also known as". Used to list aliases or another name, or another spelling of a name used by a person.
Accelerated Rehabilitation: Also called AR. A program that gives persons charged with a crime or motor vehicle violation for the first time a second chance. The person is placed on probation for up to two years. If probation is completed satisfactorily, the charges are dismissed.
Acknowledgement: The signature of a clerk or attorney certifying that the person filing the document has sworn that the contents are true, and/or that the document is signed by his or her free act and deed.
Action: Also called a case or lawsuit. A civil judicial proceeding where one party sues another for a wrong
Evaluation:
The following questions are asked:
1. What are the legal and judicial terms used as register.
2. Use four of the terms mentioned in sentences
Answer the questions on the leaflet given.
Main Topic: Comprehension:
Topic: Reading for the writer’s purpose
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention purposes for writing
2. Find out the purposes for writing by reading a passage
Content:
Writing can be seen as having six general types of purpose, each type of purpose focusing on one of the parts of the communication model.
1. Writer: Expressive purposes. One may write simply to express one's feelings, attitudes, ideas, and so on. This type of writing doesn't take the reader into consideration; instead, it focuses on the writer's feelings, experience, and needs. Expressive writing may take the form of poetry, journals, letters, and, especially, free writing. Often, a person will do expressive writing and then be disappointed when readers don't respond to it.
2. Reader: Conative purposes. Conative writing seeks to affect the reader. Persuasive writing is conative; so is writing intended to entertain the reader. Writing intended to arouse the reader's feelings is conative. Conative writing may take about any form, so long as its intention to persuade the reader or affect the reader emotionally.
3. Context: Informative purposes. Informative writing refers to something external to the writing itself, with the purpose of informing the reader. For instance, this page is informative, as are the other components of this Map. In our times, informative writing is usually prose, although in earlier periods poetry was used for informative purposes.
4. Message: Poetic purposes. Poetic (or literary or stylistic) purposes focus on the message itself—on its language, on the way the elements of language are used, on structure and pattern both on the level of phrase and of the overall composition. Poetic writing can be in prose as well as in verse. Fiction has poetic purposes. Anytime one writes with an emphasis on the way the language is used, one has a poetic purpose.
5. Contact: Phatic purposes. Phatic language (and nonverbal communication) establishes and maintains contacts between speakers or between writer and reader. In speaking, for instance, we may greet someone by saying, "Howya doin?" or Hozit goin?" These questions are not requests for information. They are intended to establish and maintain friendly contact. Phatic purposes are not significant in most writing. The use of greetings and closings in letters is one example of phatic purpose in writing.
Code: Metalinguistic purposes. Comments on a piece of writing are metalinguistic. If a student attaches a note to an essay to explain why the essay is late, the note is metalinguistic in relation to the essay. An author's preface to a book is another example of metalinguistic purpose in writing
Evaluation:
The following questions are asked:
1. What are the purposes for writing?
2. Read Page 4 of the Senior English Project and find out the purpose of the writer
Assignment
Read Page 12 of the Senior English Project Book 2 and find out the purpose of the writer.
Main Topic: Vocabulary Development
Topic: Words associated with publishing
Reference books: The Internet and Goodbye to Failure in English for SS2
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention words that are used register in publishing
2. Use the words mentioned above in sentences
Content:
• Acquisitions Editor: An editor whose job it is to find new books and authors to publish.
• Advance: Money paid by a publisher to an author for the right to publish a book. It is called an advance because it is payment on “potential” royalties in advance. In other words, until your book sells enough copies to generate a percentage of profits above what you have been paid in advance, you will not receive any more money.
• Backlist: A list of books, published more than twelve months earlier, which are available for sale from a publisher.
• Best seller: A fairly ambiguous term that will be applied by a publisher to just about any book that makes a profit.
• Book proposal: A sales tool consisting of information about a possible book that an author sends to a publisher. The proposal often includes sample chapters, an outline, a discussion of possible markets and a list of the author’s credentials. The goal of the author is to persuade the publisher to pay to produce the book and to share the profits with the author.
• E-book: A book produced digitally, often in the absence of a printed book.
• First printing: The number of books produced in the initial print run.
• In print: A book that is still available to be ordered directly through the publisher.
• Independent bookseller: A locally owned book store that is not affiliated with a large chain such as Barnes & Noble or Borders. Independent booksellers, in general, are more likely to display and sell books by local authors.
• ISBN: Short for International Standard Book Number. This number is required if a book is to be stocked or available to order by a major chain or sold through an online publisher. If a book is only going to be sold directly by the author (such as at readings or through a personal web site) an ISBN is not required.
• Midlist book: A book acquired by a publisher for a relatively small advance and given a smaller print run and less publicity than a book that the publisher expects to be a best seller.
• Niche book: A book that is aimed at a smaller market of possible buyers. Most books of poetry are considered niche books because few of these books sell more than 5000 copies. Many “how-to” books also fall into the niche category.
• Out-of-print: A book that can no longer be ordered directly from the publisher.
• Print-on-demand: A book publishing process mainly associated with self-publishing, in which a book is printed in small runs (sometimes as small as a single book) from an electronic file. This process makes it possible to produce niche books more cheaply.
• Publisher: A company or individual who is in charge of producing, printing and distributing a book or other material.
• Publishing: The process of producing, printing and distributing a book or other material.
• Review Copy: A free copy of a book that is sent to the media with the hope that the book will be reviewed.
• Royalty: The percentage of book sale profits paid to the author.
• SASE: Self-addressed, stamped envelope. Often used when submitting a query to make it easier for the editor/publisher to respond.
• Self-publishing: The production, printing and distribution of a book (or other material) by the author of the book or at the author’s expense, rather than by a third-party publishers.
• Slush pile: Unsolicited (not requested) queries/manuscripts that may or may not get read by the editor or (more likely) an assistant.
Evaluation:
The following questions are asked:
1. What are the terms used in publishing and the media?
2. Use each of the following words in a sentence: cub reporter, headline, print media, and color separation
Assignment
. Answer Questions 1-12, Exercise 18.4, and page 328 of Goodbye to Failure in English for SS2
Main Topic: Vocabulary Development
Topic: Words associated with computer
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention words that are associated with computer.
2. Use words mentioned above in sentences.
Content:
distributed database
The data resides in more than one physical database in a network. Access to the data involves more than one database server. Clients may have to connect to more than one server directly and integrate the data they receive according to the applications needs.
distributed file system
Allows files on remote nodes of a network to appear locally connected.
document
A medium and the data recorded on it for human use; for example, a report sheet or book. By extension, any record that has permanence and that can be read by human or machine.
documentation
A collection of organized documents or the information recorded in documents. Also instructional material specifying the inputs, operations and outputs of a computer program or system.
DOS
Disk Operating System. A Microsoft program that controls a computers transfer of data to and from a hard or floppy disk. DOS generally refers to the operating systems for the IBM PCs and their clones. Also the name of an old operating system on IBM mainframes.
dot-matrix printer
A printer that creates each character from an array of dots. The dots are formed by pins striking a ribbon against the paper, one pin for each dot position. The printer may be a serial printer (printing one character at a time) or a line printer.
down
A computer is down when it is not running. It may be shut down for maintenance, hardware failure, or failure of the operating system or user program.
download
The transfer of information from a remote computer system to the users system. Opposite of upload.
downtime
The time interval during which equipment is nonfunctional.
drag and drop
A protocol supported by OPEN LOOK and Macintosh System 7 that allows a user to specify the input file to an application by dragging the icon representing the file onto the applications icon and dropping it there. OPEN LOOK also recognizes dragging the icon into the applications input panel. For example, dragging a files icon into the printool application causes it to be printed.
drive
A generic term used to identify the equipment that serves as a player or recorder for a storage medium.
dump
A printed representation of the contents of a computer storage device, usually main memory, backed-up when a system crash or other failure has occurred. As a verb, refers to a large amount of data.
________________________________________
E
edit
To enter, modify or delete data.
editor
A program that permits the review and editing of the contents of a file.
e-mail
electronic mail. Information exchanged by electronic means in a manner analogous to that provided by the postal service.
e-mail address
The way you specify where an E-Mail message should be delivered.
e-mail server
A computer system that provides MTA, mailbox storage and directory services and optionally UA services.
e-mail service
distributed database
The data resides in more than one physical database in a network. Access to the data involves more than one database server. Clients may have to connect to more than one server directly and integrate the data they receive according to the applications needs.
distributed file system
Allows files on remote nodes of a network to appear locally connected.
document
A medium and the data recorded on it for human use; for example, a report sheet or book. By extension, any record that has permanence and that can be read by human or machine.
documentation
A collection of organized documents or the information recorded in documents. Also instructional material specifying the inputs, operations and outputs of a computer program or system.
DOS
Disk Operating System. A Microsoft program that controls a computers transfer of data to and from a hard or floppy disk. DOS generally refers to the operating systems for the IBM PCs and their clones. Also the name of an old operating system on IBM mainframes.
dot-matrix printer
A printer that creates each character from an array of dots. The dots are formed by pins striking a ribbon against the paper, one pin for each dot position. The printer may be a serial printer (printing one character at a time) or a line printer.
down
A computer is down when it is not running. It may be shut down for maintenance, hardware failure, or failure of the operating system or user program.
download
The transfer of information from a remote computer system to the users system. Opposite of upload.
downtime
The time interval during which equipment is nonfunctional.
drag and drop
A protocol supported by OPEN LOOK and Macintosh System 7 that allows a user to specify the input file to an application by dragging the icon representing the file onto the applications icon and dropping it there. OPEN LOOK also recognizes dragging the icon into the applications input panel. For example, dragging a files icon into the print tool application causes it to be printed.
drive
A generic term used to identify the equipment that serves as a player or recorder for a storage medium.
dump
A printed representation of the contents of a computer storage device, usually main memory, backed-up when a system crash or other failure has occurred. As a verb, refers to a large amount of data.
________________________________________
E
edit
To enter, modify or delete data.
editor
A program that permits the review and editing of the contents of a file.
e-mail
electronic mail. Information exchanged by electronic means in a manner analogous to that provided by the postal service.
e-mail address
The way you specify where an E-Mail message should be delivered.
e-mail server
A computer system that provides MTA, mailbox storage and directory services and optionally UA services.
e-mail service
Evaluation:
The following questions are asked:
1. Mention 5 computer terms.
2. Use the following terms in sentences: mouse potato, screen editor, host and host computer
Assignment:
Write a short story using computer terms.

CLASS: S.S. 2
TOPIC: LEXIS AND STRUCTURE
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. list ten words relating to judiciary
b. explain each of them
PREVIOUS KNOWLEDGE: LEARNERS ARE FAMILIAR WITH THE TOPIC

REFERENCE: COUNT DOWN TO ENGLISH LANGUAGE OGUNSOWO et al

CONTENT: LAW AND JUDICIARY
Law – is a rule that everyone / country / society must obey
Law – a rule that deals with a particular crime
Judiciary – the judges of a country or a state when they are considered as a group
WORDS RELATING TO LAW
Damages: the compensation or reward (especially in monetary terms) paid to a person who suffered some damage
Will: it is a document written by a person in anticipation of death, stating how his property will be shared after his demise
Defendant: the person against whom and action is maintained; that is sued by the plaintiff; the accused person.
Codicil: an amendment to a will
Demise: the legal term for death
Defendant: the person against whom a action is maintained; the person that is sued by the plaintiff; the accused person
Client: one who seeks the services of a lawyer
Alibi: a plea made by an accused person that he wasn’t at the scene of the commission of a crime and could therefore not have committed the crime.
Perjury: to tell lies on oath
To institute: to bring a legal suit against a person
Felony: major or most serious offences like murder. A person accused of felony is called a felon
Slander: an unwritten (spoken) defamatory statement
Witness: one who gives support or backing to a claim made by another in court
Holden: the legal term for holding
Situate: the legal term for location
Libel: a written defamatory statement or one that is stored in a permanent for eg recording
Battery: the hitting, touching, beating etc of another person
Patricide: the offence of killing one’s father
Matricide
Infanticide
Murder
Man slaughter
EVALUATION: TEACHER EVALUATES BY ASKING THE FOLLOWING QUESTIONS:
a. list ten words relating to judiciary
b. explain each of them
ASSIGNMENT: write short notes on the following:
Murder
Man slaughter
Patricide
Matricide
Plaintiff


Main Topic: Figures of Speech
Topic: Hyperbole, Oxymoron, Paradox and Euphemism
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define the figures of speech mentioned.
2. Give examples of the figures of speech mentioned.
Content:
1. An oxymoron is a figure of speech that deliberately uses two contradictory ideas. For example: a living death – sometimes you have to be cruel to be kind, a deafening silence, make haste slowly, bitter sweet
2. Euphemism
A word or phrase commonly used in place of terms which are disagreeable or offensive is called euphemism. For example:
His uncle passed away last night.
She is a lady of easy virtue.
3. Hyperbole
It is an intentional and often considerable exaggeration or extravagant statement to make a much lesser point. It should not be taken literally.
If your right eye causes you to sin, pluck it out and throw it away.
I could eat an ox.
I have told you once I have told you a thousand times.
4. Paradox
It refers to a statement which seems on its face to be self-contradictory or absurd , yet turns out to make good sense or be true. For example:
They called him a lion. But in the boxing ring, the lion was a lamb.
For slaves, life was death, and death was life.
The barber shaves all the men who don’t shave themselves.
Evaluation:
The following questions are asked:
1. Define oxymoron, paradox, euphemism and hyperbole
2. Give one example of each of the figures of speech mentioned above
Assignment
Define and give one example of each of the following:
Metaphor, personification, apostrophe and rhetorical question
Main Topic: Vocabulary Development
Topic: The Use of Dictionary
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention uses of dictionary
2. Look up meanings of words and other uses of the dictionary
Content:
How to Use A Dictionary
A dictionary will give you the following information about a word:
1. How to spell the word and its special plural form
2. Whether or not the word is capitalized or abbreviated
3. How to break the word into syllables
4. How to pronounce the word
5. The part of speech of a word
6. Different meanings that the word has, as well as synonyms (same meaning) and antonyms (opposite meaning)
7. A sentence or expression with the word used correctly
8. The meanings of important prefixes and suffixes
9. The special uses of the word
10. The history of the word
11. Other words derived from the main word
Special sections in some dictionaries tell you about:
1. Foreign words and phrases
2. Abbreviations
3. Addresses of colleges or government offices
4. The population of cities and countries
Applying the following pointers will save time when you use a dictionary:
1. Know and use proper alphabetical order
2. Use guide words to save time
3. Check all abbreviations and symbols in the special sections
4. If at first you don’t succeed in finding the word, don’t give up. You might need to check several possible spellings before finding the word
5. Substitute the meaning you find for the word in the sentence. Be sure you select the most appropriate meaning, not merely the first one you come to
6. Try saying the word aloud after you look at the pronunciation key.
Evaluation:
The following questions are asked:
1. What are the uses of the dictionary?
2. Look up the meaning of this idiom-
The hood does not make a monk.
3. How is this word pronounced?
Exact
Assignment
Look up for where stress marks are placed on the following words and how many syllables are there?
Unfortunate, impossibility, incorrigibility
Main Topic: Comprehension
Topic: Reading for critical evaluation
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention points to note on critical reading
2. Apply critical reading to reading.
3. Explain strategies in critical reading
Content:
7 CRITICAL READING STRATEGIES
1. Previewing: Learning about a text before really reading it.
Previewing enables readers to get a sense of what the text is about and how it is organized before reading it closely. This simple strategy includes seeing what you can learn from the headnotes or other introductory material, skimming to get an overview of the content and organization, and identifying the rhetorical situation.
2. Contextualizing: Placing a text in its historical, biographical, and cultural contexts.
When you read a text, you read it through the lens of your own experience. Your understanding of the words on the page and their significance is informed by what you have come to know and value from living in a particular time and place. But the texts you read were all written in the past, sometimes in a radically different time and place. To read critically, you need to contextualize, to recognize the differences between your contemporary values and attitudes and those represented in the text.
3. Questioning to understand and remember: Asking questions about the content.
As students, you are accustomed (I hope) to teachers asking you questions about your reading. These questions are designed to help you understand a reading and respond to it more fully, and often this technique works. When you need to understand and use new information though it is most beneficial if you write the questions, as you read the text for the first time. With this strategy, you can write questions any time, but in difficult academic readings, you will understand the material better and remember it longer if you write a question for every paragraph or brief section. Each question should focus on a main idea, not on illustrations or details, and each should be expressed in your own words, not just copied from parts of the paragraph.
4. Reflecting on challenges to your beliefs and values: Examining your personal responses.
The reading that you do for this class might challenge your attitudes, your unconsciously held beliefs, or your positions on current issues. As you read a text for the first time, mark an X in the margin at each point where you feel a personal challenge to your attitudes, beliefs, or status. Make a brief note in the margin about what you feel or about what in the text created the challenge. Now look again at the places you marked in the text where you felt personally challenged. What patterns do you see?
5. Outlining and summarizing: Identifying the main ideas and restating them in your own words.
Outlining and summarizing are especially helpful strategies for understanding the content and structure of a reading selection. Whereas outlining reveals the basic structure of the text, summarizing synopsizes a selection's main argument in brief. Outlining may be part of the annotating process, or it may be done separately (as it is in this class). The key to both outlining and summarizing is being able to distinguish between the main ideas and the supporting ideas and examples. The main ideas form the backbone, the strand that holds the various parts and pieces of the text together. Outlining the main ideas helps you to discover this structure. When you make an outline, don't use the text's exact words.
Summarizing begins with outlining, but instead of merely listing the main ideas, a summary recomposes them to form a new text. Whereas outlining depends on a close analysis of each paragraph, summarizing also requires creative synthesis. Putting ideas together again -- in your own words and in a condensed form -- shows how reading critically can lead to deeper understanding of any text.
6. Evaluating an argument: Testing the logic of a text as well as its credibility and emotional impact.
All writers make assertions that they want you to accept as true. As a critical reader, you should not accept anything on face value but to recognize every assertion as an argument that must be carefully evaluated. An argument has two essential parts: a claim and support. The claim asserts a conclusion -- an idea, an opinion, a judgment, or a point of view -- that the writer wants you to accept. The support includes reasons (shared beliefs, assumptions, and values) and evidence (facts, examples, statistics, and authorities) that give readers the basis for accepting the conclusion. When you assess an argument, you are concerned with the process of reasoning as well as its truthfulness (these are not the same thing). At the most basic level, in order for an argument to be acceptable, the support must be appropriate to the claim and the statements must be consistent with one another.
7. Comparing and contrasting related readings: Exploring likenesses and differences between texts to understand them better.
Many of the authors we read are concerned with the same issues or questions, but approach how to discuss them in different ways. Fitting a text into an ongoing dialectic helps increase understanding of why an author approached a particular issue or question in the way he or she did.


Evaluation:
The following questions are asked:
1. What are the strategies in reading critically?
2. Explain the strategies in reading critically.
Assignment:
Critically read the report written by a SS2 student in an incident involving him and a teacher and write down your comment.
Main Topic: Comprehension
Topic: Reading for Implied Meaning
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define Implied Meaning
2. Apply implied meaning to reading
Content:

Practice
A Street Entertainer – The World Famous Bushman
Implied meaning is a meaning that isn't explicitly stated. So an implied meaning question is something like 'Aren't you a little chilly in that outfit?' It sounds like you're just concerned for the person's health, but the implied meaning can be something rude like 'Slutting it up a little in that skirt, aren't ya Sparky?'
Read and find the implied meanings in this context.

David Johnson, known as the World Famous Bushman, is a street performer who has been entertaining passers-by (tourists) along Fisherman's Wharf in San Francisco since 1980. He began the bush man act in order to be original (and to collect money.) So what is the World Famous Bushman act? David Johnson hides behind some eucalyptus branches and waits for people to walk by. As they pass, he jumps out and surprises them by yelling "Ugga-bugga!" Some of the people he surprises laugh, while others have gotten angry and have called the police.
Crowds have been gathering across the street from where he usually sits to see Johnson entertain people. In a "good year", Johnson claims he has earned as much as $60,000. He has been employing a bodyguard to protect him against attacks by people who are unhappy with him and to let Johnson know if elderly people are coming so he can avoid scaring them.
The police have recently received a number of complaints about the Bushman, and Fisherman's Wharf merchants have been trying to shut him down. In 2004, he was charged with four misdemeanors by the police, but a jury cleared him. The city District Attorney has given up pursuing him: "the community has spoken".
If you haven't seen him yet, go to San Francisco's Fisherman's Wharf and beware of that clump of leaves that looks like a bush.

Evaluation:
The following questions are asked:
1. What is Implied Meaning?
2. Explain Implied Meaning
Assignment
Read the passage above and answer the questions on it.
Main Topic: Summary
Topic: Summarizing in a specified number of words
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define Summary
2. Apply Summary to text
Content:
What does it mean to Summarize?
Fountas and Pinnell remind us that as readers, we are constantly extracting information from a piece of text and condensing that information in some type of summary form. To summarize a piece of text, a reader need not just recap the text after reading, though that is indeed a needed skill. Readers must constantly engage in some sort of ongoing interpretation of what they are reading, by putting together what has been read so far as they continue to process the text. A reader must be able to identify information while reading, extract that information from the print, and form an ongoing synopsis of what it means. The art of summarizing involves bringing all that information in a concise form so that the reader then takes that information from the text and makes it his own.
Ultimately, it is important to remember that summarizing is an in-the-head strategy whose sole purpose is to help the reader comprehend text. Even though students are required to write or select a good summary on proficiency tests, we want the learner to be able to select the important ideas and carry them forward as tools of thought.
—Fountas and Pinnell, 2001
Challenge of Summary:
Summary is a difficult skill for students for a variety of reasons. First, the student must identify the genre — generating a summary of narrative text is different from summarizing expository text. Second, the student must be able to discriminate between trivial details and important ideas. Good summaries do not have many trivial details. Finally, if the passage being summarized is narrative, then the student must identify information that is important to the plot. And if the passage is expository, the student must identify information that is important to the topic.
Evaluation:
The following questions are asked:
1. What is ‘Summary?’
2. Summarize the underlined part of each of the following sentences to one or two words or a simpler phrase:
Her voice was loud enough to be heard.
Two students were killed by electricity yesterday.
All radio stations should try to join together.
During the civil war, Nigeria and Biafra were engaged in war broadcasts over the radio information which was intended to convince the world that their cause was right.
Assignment:
Summarize the sentence below:
When I was coming to school this morning, after trekking a distance of two kilometers from my house, I saw an ill-clad, wretched-looking man with a plate in hand, who was beaten up by an angry, disorderly group of people.

TOPIC: COMPREHENSION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. explain the passage
b. give the meaning in context
c. answer the comprehension question
PREVIOUS KNOWLEDGE: THE STUDENTS ARE FAMILIAR WITH THE TOPIC

REFERENCE: INTENSIVE ENGLISH S.S. 2 OLUIKPE BENSON et al

CONTENT: READING FOR THE WRITER’S PURPOSE
All writers have a reason for or purpose for writing. This is usually revealed by the words they have chosen to use, by the events they have selected, and by the actions that they described. If you ask yourself questions about the words used, the events depicted and the actions described in the story, you will find that your understanding of the story will grow.

EVALUATION: TEACHER EVALUATES BY ASKING THE FOLLOWING QUESTIONS:
a. explain the passage
b. explain how to arrive at the writer’s purpose
c. answer the passage
ASSIGNMENT: what figure of speech are the following?
1. ………….. lowered his head like a charging ram
………….. Until it has become as familiar as a friend
2. Why did some people pay for a doctor’s certificate that day?




Main Topic: Summary
Topic: Summarizing in a specified number of words
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define Summary
2. Apply Summary to text
Content:
What does it mean to Summarize?
Fountas and Pinnell remind us that as readers, we are constantly extracting information from a piece of text and condensing that information in some type of summary form. To summarize a piece of text, a reader need not just recap the text after reading, though that is indeed a needed skill. Readers must constantly engage in some sort of ongoing interpretation of what they are reading, by putting together what has been read so far as they continue to process the text. A reader must be able to identify information while reading, extract that information from the print, and form an ongoing synopsis of what it means. The art of summarizing involves bringing all that information in a concise form so that the reader then takes that information from the text and makes it his own.
Ultimately, it is important to remember that summarizing is an in-the-head strategy whose sole purpose is to help the reader comprehend text. Even though students are required to write or select a good summary on proficiency tests, we want the learner to be able to select the important ideas and carry them forward as tools of thought.
Challenge of Summary:
Summary is a difficult skill for students for a variety of reasons. First, the student must identify the genre — generating a summary of narrative text is different from summarizing expository text. Second, the student must be able to discriminate between trivial details and important ideas. Good summaries do not have many trivial details. Finally, if the passage being summarized is narrative, then the student must identify information that is important to the plot. And if the passage is expository, the student must identify information that is important to the topic.
Summary in the TEKS Students in 3rd grade are expected to: Students in 4th grade are expected to: Students in 4th grade are expected to:
Fig. 19 (E) summarize information in text, maintaining meaning and logical order Fig. 19 (E) summarize information in text, maintaining meaning and logical order Fig. 19 (E) summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts

Presentation:
Evaluation:
The following questions are asked:
1. What is ‘Summary?’
2. Summarize the underlined part of each of the following sentences to one or two words or a simpler phrase:
Her voice was loud enough to be heard.
Two students were killed by electricity yesterday.
All radio stations should try to join together.
During the civil war, Nigeria and Biafra were engaged in war broadcasts over the radio information which was intended to convince the world that their cause was right.
Assignment:
Summarize the sentence below:
When I was coming to school this morning, after trekking a distance of two kilometers from my house, I saw an angry, disorderly group of people.
Main Topic: Structure
Topic: Idioms
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define Idiom
2. Explain idioms
3. Use idioms in sentences
Content:
Idioms are used in every language. An idiom is a word or phrase that is not taken literally. For example: ‘bought the farm’ has nothing to do with real estate but refers to dying
A chip on your shoulder-you think you know a lot
Sick as a dog-you are very ill
The blues-style of music or to feel sad
In Norwegian and Czech, ‘beating about the bush’ is-‘walking around hot porridge’
‘raining cats and dogs’ is ‘It’s raining old women with clubs’. In Norway-It’s raining female trolls. In Irish-It’s throwing cobbler’s knives
In French, ‘to have long teeth means to be ambitious
Break a leg-good luck
In the spotlight-at the centre of attention
A slap on the wrist-a warning or mild punishment
Though he committed a heinous crime, he was given a slap on the wrist.
Evaluation:
The following questions are asked:
1. What is an idiom?
2. Explain this idiom: to have an axe to grind
3. Use the idiom above in a sentence
Assignment:
Write four idioms, find their meanings and use each in a sentence

TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Summarize in one sentence the central idea of the passage
b. Summarize in four sentences the death of Captain Ro
PREVIOUS KNOWLEDGE: LEARNERS ARE FAMILIAR WITH THE TOPIC

REFERENCE: INTENSIVE ENGLISH S.S. 2 OLUIKPE BENSON et al

CONTENT: SUMMARY WRITING (LOCATING KEY WORDS)
The topic sentences enable the understanding of each graph and also give insight into the location of the key words which will help in summarizing of the passage unit by unit. (Ref. previous note)
EVALUATION: TEACHER EVALUATES BY ASKING THE FOLLOWING QUESTIONS:
a. What is the central idea of the passage
b. In a sentence describe captain Ro.
ASSIGNMENT:
In four sentences one for each, summarize the death of Captain Ro



Main Topic: Structure
Topic: Phrasal verbs
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define a phrasal verb
2. Use phrasal verbs in sentences
Content:
Phrasal verbs are usually two-word phrases consisting of verb + adverb or verb + preposition. Like many other verbs, phrasal verbs often have more than one meaning. For example:
Ask someone out – invite on a date
She was asked out to dinner and a movie.
Ask around- ask many people the same question
I asked around but nobody has seen my wallet.
Add up to- something equal
Your purchases add up to #5oo.
Back something up- reverse
You have to back up your car so that I can get outbreak in- interrupt
The T.V. station broke in to report the news of the president’s death.
Break up- end a relationship
Break up- start laughing (informal
Call around- phone many different places/people
Call by- to call on someone on someone’s way to another place
Evaluation:
The following questions are asked:
1. What is a Phrasal Verb?
2. Use ‘call by’ in a sentence
Assignment:
Write four phrasal verbs and use three of them in sentences.
Main Topic: Structure
Topic: Adverbial Phrase
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define adverbial phrase
2. Identify adverbial phrases in sentences
3. State the grammatical names and the grammatical functions of underlined expressions.
Content:
An adverb may be a single word, such as ‘quickly’, ‘here’, ‘yesterday’. Adverbs can also be in phrases, some made with prepositions, others made with infinitives. For example:
John usually gets up early.
I write computer programs for fun.
Manner
The carpenter hit the nail with a hammer.
Time
We must finish our project before the holidays.
Frequency
She buys a pair of shoes every month.
Purpose
Jack bought the flower for his mother.
I’m saving my money to buy a car.
Evaluation:
The following questions are asked:
1. What is an adverbial phrase?
2. State the grammatical names and the grammatical functions of the underlined expressions:
He came for the money.
It happens during the holidays.
Assignment:
Write four sentences, underline adverbial phrase of time and purpose there. State their grammatical names and the grammatical functions
Main Topic: Structure
Topic: Prepositional Phrase
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define prepositional phrase
2. Identify prepositional phrases
3. State the grammatical names and the grammatical functions of underlined expressions.
Content:
A prepositional phrase is a group of words that begins with a preposition and ends with a noun or a pronoun. This noun or pronoun is called the ‘object of the preposition. Examples of prepositional phrases are:
By the ocean, near the window, over the cabinet, with us, in your ear, under your hat
Two prepositional phrases can be joined with conjunctions. The coordinating conjunctions are: for, or, nor, but, and, yet and so.
The resort is beside the mountain and by the lake.
The puppy was found near the window.
He came with us.
She hid the money under his hat
Evaluation:
The following questions are asked:
1. What is a prepositional phrase?
2. Mention five prepositional phrases.
3. State the grammatical names and the grammatical functions of the underlined expressions below:
The book was found behind the wardrobe.
His phone was disconnected at the workshop.
Assignment:
Write five sentences and underline prepositional phrases there and state the grammatical names and the grammatical functions.

TOPIC: COMPREHENSION (INTRODUCTION TO FIGURES OF SPEECH)
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Define figure of speech
b. Identify the different kinds of figure of speech
c. Ask questions and do exercise
PREVIOUS KNOWLEDGE: LEARNERS ARE FAMILIAR WITH THE TOPIC

REFERENCE: COMPREHENSIVE LITERATURE IN ENGLISH by M. I. AMAECHI

CONTENT:
Figures of speech or figurative language is a literary device used to gain a particular effect. It can also ne defined as forms of style in which words are used to express more than they mean ordinarily so as to make the idea (with which they are used) very emphatic and effective.
Figures of speech as mentioned above are the use of words or an expression beyond its ordinary or literal meaning.
There are many of them but the ones used most frequently are simile, metaphor, metonym, hyperbole, oxymoron, personification, synecdoche, apostrophe, paradox amongst others.
A figure of speech is used outside its ordinary or literal sense to give special effect. This effect is to create images or mental pictures to satirize bad occurrence or to lay emphasis on incidents.
Collectively, most of the figures of speech are categorized into six groups.
1. Comparison or Association
2. Contrast
3. Exaggeration
4. Understatements
5. Word manipulations
6. Sound
COMPARISON/ASSOCIATON
Simile: this is a short comparison that directly or explicitly compares one thing with another by using the word ‘like’ and ‘as’. The two things compared must be of different nature or class e.g:
1. My shoes are as black as charcoal
2. Night fall comes like a dreaded disease
3. He was still as a mountain
4. Mary Magdalene is as gentle as a dove
5. Serrating down your back and front
Like back of the sword fish
And both your ears notched
As a bonds man to this house
Similes help to create striking sensory images. They also help the reader to experience the mood of a poem.
Metaphor: a metaphor is a compressed comparison actually substituting one thing for another. It lets the readers make the necessary translation from the figurative to the literal e.g.
1. The camel is the ship of the dessert.
Here, a camel is compared with a ship
2. Dayo is a lion on the field
3. Uche is a dove
Uche only shares the same quantity of meekness with a dove.
It should be noted that we do not use the words “as and like” here. Metaphor is a direct comparison of two dissimilar things which are only similar in quality.
EVALUATION: TEACHER EVALUATES BY ASKING THE FOLLOWING QUESTIONS:
a. What are figures of speech?
b. Mention kinds of figures of speech
ASSIGNMENT:
Write short notes on personification





Main Topic: Structure
Topic: Prepositional Phrase
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define prepositional phrase
2. Identify prepositional phrases
3. State the grammatical names and the grammatical functions of underlined expressions.
Content:
A prepositional phrase is a group of words that begins with a preposition and ends with a noun or a pronoun. This noun or pronoun is called the ‘object of the preposition. Examples of prepositional phrases are:
By the ocean, near the window, over the cabinet, with us, in your ear, under your hat
Two prepositional phrases can be joined with conjunctions. The coordinating conjunctions are: for, or, nor, but, and, yet and so.
The resort is beside the mountain and by the lake.
The puppy was found near the window.
He came with us.
She hid the money under his hat
Evaluation:
The following questions are asked:
1. What is a prepositional phrase?
2. Mention five prepositional phrases.
3. State the grammatical names and the grammatical functions of the underlined expressions below:
The book was found behind the wardrobe.
His phone was disconnected at the workshop.
Assignment:
Write five sentences and underline prepositional phrases there and state the grammatical names and the grammatical functions.

TOPIC: SUMMARY WRITING
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, LEARNERS SHOULD BE ABLE TO:
a. Define summary writing
b. Summarize extended complex passages
c. Answer summary questions
PREVIOUS KNOWLEDGE: LEARNERS ARE FAMILIAR WITH THE TOPIC

REFERENCE: INTENSIVE ENGLISH S.S. 2 OLUIKPE BENSON et al

CONTENT: SUMMARIZING EXTENDED PASSAGES
In four sentences summarize the death of Captain Ro.
i. There was a heavy storm
ii. He received a distress call
iii. He tried to rescue the crew on board/fishermen
iv. The big ship eventually sank
EVALUATION: TEACHER EVALUATES BY ASKING THE FOLLOWING QUESTIONS:
a. What is summary writing
b. Summarize the extended passage
ASSIGNMENT:
Summarize in four sentences, the suggestions offered for solving the housing problem in Nigeria.



Main Topic: Structure
Topic: Adjectival Phrase
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define adjectival phrase
2. Identify adjectival phrases in sentences
3. State the grammatical names and the grammatical functions of underlined expressions.
Content:
An adjectival phrase is a phrase that qualifies the noun that precedes it. For example:
The man in red shirt failed the interview.
The houses in the estate are to be demolished next week.
The woman with green cap is a teacher in our school.
The table on the podium is dodgy.
He gave the book printed in fine print to the lady.
She brought the bottle broken in halves to the artist.
In sentence 1, the grammatical name is- adjectival phrase
The grammatical function is- It qualifies the noun ‘man’
In sentence 2, the grammatical name is- adjectival phrase
The grammatical function is- It qualifies the noun ‘houses’
Evaluation:
The following questions are asked:
1. What is an adjectival phrase?
2. Mention five adjectives..
3. State the grammatical names and the grammatical functions of the underlined expressions below:
The book in red color was found in the kitchen.
The phone made in Japan is in the vogue.
Assignment:
Write five sentences and underline adjectival phrases there and state the grammatical names and the grammatical functions.
Main Topic: Structure
Topic: Countable and Uncountable nouns-Concrete and abstract nouns
Reference books: English across Disciplines edited by Funso Akere
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define nouns
2. Mention concrete and abstract nouns
3. Differentiate between abstract plural nouns and abstract singular nouns
Content:
A noun is a naming word. It is a name of person, place, animal, thing or idea. Countable nouns have abstract plural nouns. For example: idea/ideas, problem/problems. Uncountable nouns do not have plural abstract nouns. For example: freedom, hunger etc.
Concrete nouns also have singular and plural. For example: Concrete plural-table, book
Concrete (uncountable) singular: water, salt etc
Evaluation:
The following questions are asked:
1. What is a noun?
2. Mention different kinds of nouns.
3. Differentiate concrete and abstract nouns.
Assignment:
Write five more examples of countable and uncountable abstract nouns and five countable and uncountable concrete nouns.
Main Topic: Structure
Topic: Nominalization
Reference books: Certificate English at a Goal
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define nominal
2. Give examples of nominal
Content:
Nominals are verbs which perform the functions of nouns. For example:
Swimming is difficult.
Swimming in cold weather is suicidal.
Evaluation:
The following questions are asked:
1. Define nominal
2. Give two examples of nominal.
Assignment
Write four sentences and underline nominal in them.

Main Topic: Structure
Topic: Nominalization of Verbs
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Change nouns to verbs
2. Replace sentences with nouns with verbs
Content:
Nominalization of verbs is turning of verbs to nouns. For example:
His adoration for her was endless.
To
He adored her endlessly.
His absolute dedication to his visions resulted in overcoming all his obstacles.
Becomes
He overcame all obstacles because he was absolutely dedicated to his vision.
Resistance to the dark side is futile.
Becomes
You cannot resist the dark side.
Avoidance of nominalization will allow your sentences to be more direct, clearer, more graceful and more powerful. Writers make attempt to make their writing seem more professional by changing their verbs into nouns. More examples are:
His expulsion by school officials caused serious personal reflection.
Becomes
Being expelled from school caused him to reflect seriously about his life.
Or
He reflected on his life seriously when the school officials expelled him.
The police conducted an investigation into the matter.
Becomes
The police investigated the matter.
Nouns to Verb
Failure fail
Refusal refuse
Reaction react
The murder of the man was unbelievable.
Becomes
It is difficult to believe that the man was murdered.
Evaluation:
The following questions are asked:
1. Change the following nouns to verbs: legality, information, failure, security, reaction
2. Use ‘legality,’ and ‘information,’ as nominalization in sentences and turn them to verbs.
Assignment:
Write four nouns and use them as nominalization in sentences and change them to verbs.
Main Topic: Structure
Topic: Complex Question Tags
Reference books: Goodbye to Failure in English for SS2 by Ken Mebele and Omodara
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Form statements that require question tags.
2. Supply question tags to statements.
Content:
Complex question tags are: used to, need, dare, had better, had rather, everyone, nobody, hardly, seldom
He used to ride a bicycle, didn’t he?
They needn’t be noisy in the class, need they?
We daren’t talk to the doctor, dare we?
They are used as positives because they are negatives.
When third persons singular are used, the two modal verbs above are not repeated in the tag. For example:
He needs to respect the teachers, doesn’t he?
The dog needs to eat now, doesn’t it?
For first person singular and plural, second person singular and plural, the same process follows-
I need to respect the teacher, don’t I?
We need to respect the teacher, don’t we?
I dared to close the door, didn’t I?
He dared to touch the snake, didn’t he?
She had better hurry up, hadn’t she?
They had rather eaten rice now, hadn’t they?
Everyone has eaten, haven’t they?
Everybody is making a noise, aren’t they?
Nobody wants to fail, do they?
Hardly, never, rarely, seldom, scarcely are negatives, and, therefore, go with positive tags. However , the verb in the tag can be singular depending on the subject of the sentence.
She rarely goes out, does she?
We seldom beat our students, do we?
You hardly laugh at people, do you?
Let’s sweep the floor, shall we?
Let us sweep the floor, will you?
Evaluation:
The following questions are asked:
1. Supply question tags to the following statements:
He came here yesterday,…………
She goes there every day,…………….
2. Supply question tags to the following statements:
Everyone was ready,………………
We dared to publish the book,………….
Assignment:
Write five statements using ‘dare,’ ‘need,’ ‘had better,’ and supply the question tags to them.
Main Topic: Structure
Topic: Subordinate and Insubordinate Clauses
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define subordinate and insubordinate clauses
2. Identify subordinate and insubordinate clauses in sentences.
3. Form sentences with subordinate and insubordinate clauses.
Content:
The subordinate clause is the dependent clause. It cannot stand on its own. On the other hand, the insubordinate clause is the main clause or the independent clause. The easiest way to identify the subordinate clause is to look for what introduces it. The subordinate clause is associated with the complex sentence. The complex sentence, therefore, is introduced by conjunctions and relative pronouns. For example: conjunctions-after, before, since, until, till, when, whenever, while, now that, as, as soon as, because, and, if, provided that, in case, in other that, although, that
Relative pronouns are: what, where, when, that, who, whose
Sentences
Before he boarded the bus, the girl ate rice.
After her friends had gone, she locked the door.
The boys were going to school when we saw them.
If you come, I will go.
He may go with us provided that he behaves himself.
Work hard that you may succeed.
We will take an umbrella in case it rains.
They locked the door so that no one could enter.
Take care, lest you be hurt.
Because we saw the accident, we knew he was to blame.
Unless he is compelled, that rascal will do nothing.
In the compound-complex sentence, there are at least two dependent clauses and one independent clause. For example: Because I woke up late, I had to rush to school, and I was tired when I got there.
All the underlined clauses above are called subordinate clauses and the ones not underlined are insubordinate clauses.
Evaluation:
The following questions are asked:
1. Define subordinate and insubordinate clauses.
2. Mention some conjunctions.
3. Identify subordinate and insubordinate clauses in the following sentences:
Funke was intelligent though not industrious.
Her dog followed her wherever she went.
The idea that he is weak is false.
Assignment:
Using different conjunctions, write five sentences with subordinate and insubordinate clauses.
Main Topic: Structure
Topic: Nominalization of Adjectives
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Define nominalization of adjectives
2. Identify nominalization of adjectives in sentences
3. Use nominalization of adjectives in sentences.
Content:
Nominalization of adjectives is an adjective used as a noun. Adjectives are : applicable, careless, difficult, intense, progressive, educational, intrusive, precise, hesitant, reasonable, ignorant etc. Derivational suffix is required to form a noun from an adjective. For example: application, carelessness, difficulty, intensity, progress, education, intrusion, precision, hesitancy, reasonableness, ignorance
Sentences
The application of the formula is done with difficulty.
Becomes
The formula is difficult and not applicable.
The progress of the work is easy to see.
Becomes
That the work is progressive is apparent.
The work was done with precision.
It was precise.
He wrote the note with hesitancy.
He was hesitant to write the note.
Evaluation:
The following questions are asked:
1. What is nominalization of adjectives?
2. Mention five adjectives and use them as nouns.
3. Use the nouns as nominals in sentences.
Assignment:
Write five sentences using nominals different from the ones above.
Main Topic: Writing
Topic: Story Writing-Write a story that ends in ‘I wish he had listened to me!’
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Orally tell a story.
2. Write a story.
Content:
Feature of narrative essay
1. Title
2. Introduction
3. Body
4. Conclusion
The students should be able to tell a story that is relevant to the topic. He must end the story with the saying above-‘I wish he had listened to me!’ The story must show a regret.
Evaluation:
The following questions are asked:
1. Orally discuss the story above.
2. Write the introduction to the story.
Assignment:
Write the body and the conclusion of the story above.

Main Topic: Writing
Topic: Argumentative-Should early marriage be encouraged?
Reference books: The Internet and Goodbye to Failure in English for SS2, Page 234
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention points on the topic
2. List the feature of the argumentative essay.
3. Discuss the topic.
Content:
Feature
1. Title
2. Greeting
3. Introduction
4. Body
5. Conclusion
Points
Arguments for
1. Life expectancy is short in Africa.
2. There is no social security in Africa.
3. Parents delight to see their grandchildren.
4. Early graduation from school
5. It is strenuous to train children at old age.
Argument against
1. It can lead to break up in marriage.
2. It can have adverse effect on the wife’s health.
3. It can encourage indifference to education.
4. It can engender parlous economy in a nation.
Evaluation:
The following questions are asked:
1. What are the features of the argumentative essay?
2. Orally discuss the points mentioned above.
Assignment:
Write an argumentative essay on the topic above.
Main Topic: Writing
Topic: Argumentative Essay- Should early marriage be encouraged?
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. List feature of Argumentative essay
2. Write an argumentative essay.
Content:
Feature of the argumentative essay as well as the points on the topic have been written in the previous lesson.
Evaluation:
The following questions are asked:
1. Mention feature of argumentative essay.
2. Write the topic above.
Assignment:
Write an argumentative essay on-Should a woman president be allowed to rule in Nigeria?
Main Topic: Speech skills
Topic: Formal Speech-A farewell speech
Reference books: Senior English Project for SS2, page 89
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Read the passage fluently.
2. Apply diction in their reading.
Content:
The senior prefect presents a farewell speech to a gathering.
Evaluation:
The following questions are asked:
1. Read the speech one after another.
2. Apply diction in the reading.
Assignment:
List the 24 consonants in the English language.
Main Topic: Spoken English
Topic: Nasal Sounds
Reference books: The Best of Oral English by Ken Mebele
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Pronounce the sounds correctly
2. Mention words that have nasal sounds in them.
3. Use nasal sounds in sentences
Content:
Nasal sounds are: /m/, /n/ and /ŋ/. They are produced through the nostrils. The first one is called a bilabial nasal sound, the second one is alveola nasal while the third one is velar nasal. They are voiced sounds.
/m/- man, name, come, some, mane, fame etc
/n/- no, not, new, fan, feign, noun, fun etc
/ŋ/- sing, thing, king, bang, finger, winger, ring, fink, sink etc
Sentences
The man is not the king.
The singer is holding a fan.
The ring is not new.
Evaluation:
The following questions are asked:
1. What are nasal sounds?
2. What are the phonetic names of nasal sounds?
3. Mention words that have nasal sounds in them.
Assignment:
Use nasal sounds in five different sentences of your own.
Main Topic: Oral English
Topic: Cluster of two consonants at the initial position
Behavioral objectives:
At the end of the lesson, the students should be able to:
1. Mention the 24 consonants in English
2. Mention words that have two consonant clusters at the initial position.
Content:
The 24 consonants in English are: p, t, k, b, d, g, m, n, ŋ, f, v, θ, ∫, etc.
Words with clusters of two consonants at the initial position
Bring, flee, dry, bliss, flame, steer, flood, chair, spite etc
Evaluation:
The following questions are asked:
1. Pronounce the nasal sounds.
2. Mention words that have nasal sounds in them.
3. Use the words mentioned above in sentences.
Assignment:
Mention 5 more words that have nasal sounds in them and use them in sentences.