Introduction to Adverbs ( Features and Functions)

Subject : 

English Studies

Term :

First Term

Week:

Week Nine

Class :

JSS 1

Previous lesson : 

The pupils have previous knowledge of  Literature: Introduction to Figures of Speech ( Simile, Metaphor, Personification, Alliteration, Assonance)

Topic :

 

Speech Work: / /

Grammar: Introduction to Adverbs ( Features and Functions)

Comprehension: Unit 9b page 117

Composition: Informal Letter : Letter to your cousin, telling him about your new school

Literature: Review of recommended text/ Figures of speech

 

Behavioural objectives :

At the end of the lesson, the pupils should be able to

• mention types of adverbs
• describe features of adverbs
• explain the functions of adverbs

Instructional Materials :

• Wall charts
• Pictures
• Related Online Video
• Flash Cards

Methods of Teaching :a

• Class Discussion
• Group Discussion
• Asking Questions
• Explanation
• Role Modelling
• Role Delegation

 

Reference Materials :

• Scheme of Work
• Online Information
• Textbooks
• Workbooks
• 9 Year Basic Education Curriculum
• Workbooks

 

Content :

WEEK NINE

Speech Work: //

Topic: Grammar: Introduction to Adverbs ( Features and Functions)

Fill in the blanks with suitable adverbs. Choose from those given below.

Slowly Quickly Completely Probably Upstairs

Even Often Tomorrow

Only Certainly Neatly Definitely Happily

1. Polite people ……………………….. say thank-you.

2. I …………………………… have headaches.

3. You have ……………………….. been working too hard.

4. He always wears a coat, ………………………… in summer.

5. ……………………….. he can do a thing like that.

6. ………………………… I have got a meeting in New York.

7. She got dressed ……………………………

8. This time tomorrow I will be…………………………. working in my garden.

9. It will …………………………… rain this evening.

10. The children are playing ………………………..

11. I ……………………. feel better today.

12. My brother ………………………….. forgot my birthday.

13. Write your answers ………………………

14. She read the letter …………………………….

 

 

Topic: Comprehension: Unit 9b page 117

Exercise: Do the practice below

 

Topic: Composition: Informal Letter : Letter to your cousin, telling him about your new school

 

Topic: Literature: Review of recommended text/ Figures of speech

Evaluation: With reference to the recommended text, highlight the figures of speech used

General Evaluation:

1. Write to your sick grandma in the village, wishing her a quick recovery.

2. Give five examples of three different kinds of adverbs

Weekend Assignment:

Identify the figure of speech used in the following sentences.

1. The camel is the ship of the desert. a) Metaphor b) Simile c) Oxymoron d) Epigram

2. Death lays its icy hands on Kings. a) Epigram b) Antithesis c) Metaphor d) Personification

3. O Hamlet! Thou has cleft my heart in twain. a) Metaphor b) Hyperbole c) Oxymoron d) Apostrophe

4. O death! Where is thy sting? O grave! Where is thy victory? a) Oxymoron b) Hyperbole c) Metaphor d) Apostrophe

5. Life is as tedious as a twice-told tale .a) Simile b) Metaphor c) Hyperbole d) Apostrophe

6. Variety is the spice of life. a) Metaphor b) Simile c) Hyperbole d) Antithesis

7. Pride goeth forth on horseback, grand and gay a) Personification b) Hyperbole c) Apostrophe d) Metaphor

8. O Solitude! Where are the charms that sages have seen in thy face? a) Personification b) Apostrophe c) Hyperbole d) Antithesis

9. Here is the smell of blood still; all the perfumes of Arabia will not sweeten this little hand. a) Hyperbole b) Antithesis c) Personification d) Metaphor

10. Many are called, few are chosen a) Oxymoron b) Antithesis c) Hyperbole d) Personification

Presentation

 

The topic is presented step by step

 

Step 1:

The class teacher revises the previous topics

 

Step 2.

He introduces the new topic

 

Step 3:

The class teacher allows the pupils to give their own examples and he corrects them when the needs arise

 

 

Conclusion

The class teacher wraps up or conclude the lesson by giving out short note to summarize the topic that he or she has just taught.

The class teacher also goes round to make sure that the notes are well copied or well written by the pupils.

He or she does the necessary corrections when and where  the needs arise.