Expressing Willingness/Unwillingness (using modal verb + adverbial).




First Term


Week 4



Previous lesson: Pupils have previous knowledge of

Describing Emotions (likes and dislikes)

that was taught in their previous lesson


Speech WorkContrast Consonants: /aƱ/; /ƏƱ/; /iƏ/; /eƏ/ and /ƱƏ/(NOSEC, page 32)


Vocabulary Development: Antonyms (Exercise: Antonyms 2 (NOSEC, pages 37 – 38);

Reading Comprehension: ‘The Making of New Millionaires’(NOSEC, pages 40 – 42);

Structure – Expressing Willingness/Unwillingness (using modal verb + adverbials. I will come if I’m invited, she will not come if she’s not invited);

Composition: Formal Letter (Guided writing) “A Letter to the Local Government Chairman asking him to tar the road to your school”;

Literature: Revising Elements of Poetry (use recommended poem).

Instructional Materials:

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

Methods of Teaching:

  • 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




SPEECH WORKContrast Consonants: /aƱ/; /ƏƱ/; /iƏ/; /eƏ/ and /ƱƏ/ (NOSEC, page 32)

/aƱ/ How, cow, crowd, house, browse, blouse,stout, out shout,mouth etc.

/ƏƱ/ Road, load, bold, rose, over, total, groan,old, clothe, close etc.

/iƏ/; /here, ear, beer, fear, dear, deer,

eƏ/ chair, air, fare, care, there, bare, pair,

/ƱƏ/ poor, pure, tour, sure, during, guava

EVALUATION: Attempt questions on unit 4 page 14-15 of NOSEC Workbook 3.

1. Which of the following is a contrast consonant?

a) /aƱ/

b) /ƏƱ/

c) /iƏ/

d) /eƏ/

2. Which of the following is not a contrast consonant?

a) /ƱƏ/

b) /iƏ/

c) /eƏ/

d) /aƱ/; /ƏƱ/; /iƏ/; /eƏ/; /ƱƏ/

VOCABULARY DEVELOPMENT: Antonyms 2 (NOSEC, pages 37 -38.

WORDS                      ANTONYMS                      WORDS                      ANTONYMS

Awake                           Asleep                              Asset                            liability

Attract                           repel                                bright                           dim/dull

Affirm                          deny                                  bravery                      cowardice

Ancestor                      descendant                        boom                          slump

Assent                          dissent                               bold                            timid

Aggravate                    alleviate/lessen                  bona fides                  mala fides

Allow                           forbid                                benediction               malediction

Ancient                          modern                               baseless                  real/ substandard

Arrive                           Depart                                 beauty                    ugliness

Benevolent                 malevolent                             barrenness        fertility

EVALUATION:(Exercise: Antonyms 2 (NOSEC, pages 37 – 38);


Reading Comprehension: ‘The Making of New Millionaires’(NOSEC, pages 40 – 42);

EXTRACT: The rumour, which is spreading like wildfire in the harmattan is that a new road will link the village of Koko with Charima town ….have been employed by Zima-Zima Company- the road construction Company.

EVALUATION: Attempt the evaluation questions on page 41-42 of NOSEC book 3


TOPIC: Expressing Willingness/Unwillingness USING MODAL VERB+ADVERBIALS

TEXT: NOSEC BOOK 3 Page 23-24.


Expressing Willingness/Unwillingness USING MODAL VERB+ADVERBIALS

We use different modal verbs and adverbials to express degrees of willingness or unwillingness. Adverbials include: ever, hardly ever, seldom, occasionally, sometimes, often, usually, almost always.

Modal verb+adverbials

  1. I can hardly ever see her these days.
  2. Can you ever stop talking?
  3. He could occasionally help me with my work.
  4. Could you please be quiet? I’m trying to concentrate.
  5. I may sometimes go out with friends on weekends.
  6. May I ask you a question?

Using modal verb and adverbials to express willingness and unwillingness ‘will, would, won’t, wouldn’t, shall, shan’t’

  • I will always be there for you.
  • Would you please turn off the light?
  • I won’t ever go back

Using modal verbs and adverbials to express willingness and unwillingness:

  • I will always be there for you.
  • Would you please turn off the light?
  • I won’t ever go back.
  • Using modal verb and adverbials to express willingness and unwillingness ‘will, would,  won’t, wouldn’t, shall, shan’t’

Use shall and shan’t with the pronouns ‘I’ or ‘we’ to indicate (neutral) future time without any expression of determination or a strong willingness to do something.

  1. I shall be seeing you tomorrow.
  2. We shall be at school tomorrow.
  3. I shan’t be staying long at school tomorrow.

Use ‘will’ and ‘won’t’ with the pronouns ‘I’ and ‘we’ to show determination, intention, a promise, an assurance, insistence, strong willingness etc.

  1. Will be there tomorrow, whether you like it or not.
  2. We will win the match, we promise.
  3. I won’t be intimidated.

Would’ and ‘wouldn’t’ can be used to express willingness refusal:

  1. They would do anything for their parent.
  2. They wouldn’t heed my advice.

When you use ‘he’, ‘she’, and ‘they’ with ‘shall’ you are expressing a strong willingness or giving orders.

  1. He shall be giving back his property (i.e. you are willing to see that he gets back his property).
  2. You shall remain there until further notice.
  3. They shall do as they are told.

On the other hand, when he you and they are used with will the neutral future time is being expressed: that is, with no indication of determination, insistence, willingness, etc.

  1. Uche: I will drown and no one shall save me
  2. Fisherman: In that case, I assume that you intend to commit suicide and are determined not to be rescued.
  3. Uche: Help! I’m drowning.
  4. Fisherman: Now, I must rescue you at once.

B. Using adjectives and adverbials to express willingness or unwillingness

  1. I am willing to be there tomorrow. (Adj.)
  2. She was unwilling to admit her guilt. (Adj.)
  3. He willingly admitted his guilt. (adv.)
  4. She gave him the money unwillingly. (adv.)


Answer questions 1-4 on page 10 of NOSEC Workbook 3.


Answer questions 1-10 on page 24 of NOSEC book 3

Composition: Formal Letter (Guided writing) “A Letter to the Local Government Chairman asking him to tar the road to your school”;

Write a formal letter to the chairman of your local government on “The need to tar the road to my school”;


Edu Delight Tutors

Ikorodu Campus,

Lagos State.

25th August,  2020


The Chairman,

Apapa Local Government Area,

Lagos ,

Lagos State.

Dear Mr. Chairman,


I am writing to urge you to consider tarring the road to my school. The current road is in poor condition and is a hazard for students and staff.

Poor road conditions can lead to accidents and injuries, and the cost of repairs can be significant. Tarring the road would improve safety and make it easier to maintain.

Thank you for your time and consideration. I look forward to hearing from you.


Your name


Literature: Revising


 Elements of Poetry (use recommended poem).

There are many elements that combine to create a successful poem. In this section, we will discuss some of the more important elements that you should be aware of when reading or writing poetry.

Rhyme is perhaps the most important element of poetry. It is the repetition of similar sounds in successive words, usually at the end of lines. Rhyme gives a poem a musical quality, and it can also help to emphasize the meaning of the words.

Rhythm is the pattern of stressed and unstressed syllables in a line of poetry. It is often compared to the beat of music, and it can create a feeling of movement or momentum in a poem.

Metaphor is a figure of speech that uses one thing to represent another. In poetry, metaphors can be used to create vivid images or to express ideas in a concise way.

Symbolism is the use of symbols to represent ideas or concepts. In poetry, symbols can be used to add depth and meaning to a poem.

Imagery is the use of vivid, descriptive language to create mental images. In poetry, imagery can be used to engage the reader’s senses and to create a more powerful emotional response.

Form is the overall structure of a poem. It includes the number of lines, the rhyme scheme, and the meter. The form of a poem can often be used to convey its meaning or to create a particular effect.

The above elements are just a few of the many that contribute to the making of a poem. As you read and write poetry, be on the lookout for these elements and consider how they are being used


Step 1:

The subject teacher revises the previous topic

Step 2:

He or she 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


1. What are the basic elements of poetry?

2. How do poets use language to create meaning?

3. What is the role of sound in poetry?

4. How do poets use images and symbols to create meaning?

5. What is the role of form in poetry?




1. What is the main purpose of poetry?

A) To entertain

B) To inform

C) To express emotions

D) To tell a story

2. Which of the following is NOT an element of poetry?

A) meter

B) rhyme

C) diction

D) Plot



The subject goes round to mark the pupil’s notes. He does the necessary corrections