Words Expressing ‘Moral Value’

Subject:

ENGLISH STUDIES

Term:

First Term

Week:

Week 9

Class:

JSS 3 / BASIC 9

Previous lesson: Pupils have previous knowledge of

Expressing Obligation and Necessity

that was taught in their previous lesson

Topic:

Speech Work – Consonant Contrast /p – f/; /Ʒ – ʃ/; /t – q/; /l – r/; /s – q/; /ʃ – ʧ/ (NOSEC, 68);

Vocabulary Development: Prefixes and Suffixes (NOSEC, pages 61 – 62, 72, 81, 96);

Reading Comprehension: It’s so Unfair’(NOSEC, pages 75 – 77);

English Structure: Expressing Obligation and Necessity (using: must, have to, need, ought to etc e.g. I ought to have done my assignment. I need to go now (NOSEC, pages 59 – 60);

Composition: Debate (Oral)“Corruption is worse than armed robbery”,

Literature: Revising Drama (use recommended text).

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

 

Content:

WEEK 9.

Intonation Patterns (Statements, Questions and Command (NOSEC, pages 78, 90)

Remember that Yes/No questions and modal auxiliaries end with a rising tune while WH questions end with a falling tune.

Read the following dialogues.

Uche: Hello, Sola. How are you? ↘

Sola: Fine thanks. ↘

Uche: it’s quite an age. Have you been out of town? ↗

Sola: Yes, I went to Abuja. ↘

Uche: Oh, you did? ↗

Sola: Yes, to visit my Uncle.

Uche: Oh good. How’s he?

Sola: He’s very well, thanks.

Uche: I’d better be going now. See you later.

Sola: Bye.

Teacher Pupil Dialogue

Pupil: Good morning, sir.

Teacher: How are you? Did you have a good trip?

Pupil: Fine, thank you.

Teacher: How was your trip?

Pupil:  It was pleasurable, thank you.

Teacher: That’s good to know.

Pupil: Will there be class during prep today?

Teacher: I hope so, yes.

Pupil: Oh wonderful. We’re really looking forward to seeing you again?

Teacher: Thank you. See you, then.

Pupil: Thank you sir.

EVALUATION:

From the above dialogue, identify the sentences or statements with rising and falling tunes.

ASSIGNMENT

1. Explain falling and rising tune.
2. Give five expressions each in falling and rising turn.

Vocabulary Development: Words Expressing ‘Value’ and ‘Moral Value’ (NOSEC, page 105)

Words Expressing ‘Value’

• We are always making judgment about thinks and people and we use many words to say things about them such as: good, bad, nice, nasty.etc
• We express opinion such as: beautiful, ugly, lucky, unlucky, pleasant, unpleasant, useful, useless, fine ,
• We express opinion on food such: asdelicious, tasty,
• We express opinion on sound such as:harsh, loud, musical etc.
• We express character such as: brave, brutal, clever, courageous, cowardly, cruel, gentle, impatient, kind, loving, noble, patient, proud, stupid, unkind. Etc.
• We express situation as: complicated, difficult, frustrating, hopeful, promising, puzzling.
• We talk about book such as: amusing, alarming, boring, demanding, dull, exciting, frightening, funny, interesting, stimulating, uninteresting .

Words Expressing ‘Moral Value’

We talk about people and their negative actions (moral value) as: proud, notorious, biased, callous, crafty, infamous, hypocritical, uncaring, malicious, immoral, crafty etc.

We  talk about people and their good moral value as : benevolent, big-hearted, broad-minded, caring, concerned, devoted, optimistic, hospitable, etc.

Words Expressing ‘Moral Value’

When we think about the words that express moral values, many different kinds of words come to mind. Some of these are general terms that refer to basic human values like honesty, kindness, and respect. Others are more specific, referring to values that might be important in a particular culture or community. And still others are related to specific actions or behaviours that are considered morally good or bad.

Here are some examples of words expressing moral values:

Honesty: being truthful and trustworthy

Kindness: being caring and considerate towards others

Respect: showing esteem or honour for someone or something

Diligence: working hard and paying attention to detail

Patience: remaining calm and level-headed, especially in difficult situations

Courage: being brave enough to do what is right, even when it is hard

Self-control: having the discipline to resist temptation or overcome negative impulses

Compassion: feeling sympathy for those who are suffering and wanting to help them

Words expressing negative values or actions.

Words expressing negative values or actions include: no, never, not, cannot, nothing, and nowhere. These words convey a sense of unwillingness or impossibility. They can be used to express doubt or denial, as well as to refuse or reject something.

These words are often used in conjunction with other words to form complete sentences. For example, the sentence “I will never go there again” conveys a sense of finality and resolve. The word “not” can be used to reverse the meaning of a sentence, as in the example “He is not coming with us.”

In some cases, these words may express strong emotions such as anger, frustration, or disappointment. For example, the sentence “I cannot believe you did that!” conveys a sense of disbelief or anger.

Negative words can also be used to make a request sound more polite. For example, instead of saying “Can you please turn off the light?” one could say “Would you mind turning off the light?”

list Words expressing negative values or actions.

1. No

2. Never

3. Not

4. Cannot

5. Nothing

6. Nowhere

7. Doubt

8. Denial

9. Refusal

10. Rejection

11. Anger

12. Frustration

13. Disappointment

Evaluation: Use five value words and five moral value words to form ten sentences.

Assignment: Attempt questions on moral value on page from 51-52  of NOSEC Workbook 3.

ReadingComprehension: ‘Character Assassination as a Political Weapon’ (NOSEC, pages 86 – 89);

Read the sample letters carefully, study the dates, title, use of words, content, paragraphing, subscript etc.

Evaluation: Attempt the questions 1-11 of page 89 of NOSEC book 3

STRUCTURE:

List and explain Words expressing Possibility Using: may, can, might, could.

When we want to express possibility, we can use the modal verbs may, can, might, and could. These words signal that something is possible, but not certain. For example:

-I may go to the party tonight. This means that it’s possible that I’ll go to the party, but I’m not sure yet.

-Could you please turn off the light? This means that it’s possible for you to turn off the light, and I’m asking you to do it.

-Might there be aliens on other planets? This means that we don’t know for sure if there are aliens on other planets, but it’s possible.

Here are some more examples of how these modal verbs can be used:

-I can swim. This means that I’m able to swim.

-You might be hungry after your workout. This means that it’s possible that you’ll be hungry after your workout.

-We could go for a walk in the park. This means that it’s possible for us to go for a walk in the park.

Expressing Possibility Using: may, can, might, could.

If we are certain that something is true, we simply make a statement.

In all these examples, the speakers believe that what they are saying is true:

(a) Zimbabwe is a country in Central Africa.

(b) Zimbabwe becomes free in 1980

(c) Nigeria will play an important part in shaping tomorrow’s world.

If we are less certain, we use the modal verbs can, could, may, and might.

Must be: This expresses certainty. A verb without a modal indicates that the speaker believes she is stating the truth. E.g. Zimbabwe must be a country in Central Africa.

Could (be): Expresses doubtful possibility. E.g. you could be right about that.

Should (be)/ought to (be): both these forms express a doubtful possibility. E.g. it should tell us in an atlas. Yes, an atlas ought to tell us where it is.

May (be): The use of ‘may’ means the speaker thinks something is possible, but uncertainty. E.g. It may tell us in our geography book. Yes, it may be there, I suppose.

Might (be): Might indicate even less certain than ma. E.g. Mazurka might know.

 

List five words that express probability and form five sentences with them, one for each.

1. Likely

2. Probable

3. Possible

4. Unlikely

5. Improbable

1. It looks likely that we’ll get the job done on time.

2. It’s probable that he went home after work.

3. It’s possible that she left early because she wasn’t feeling well.

4. It’s unlikely that they will be able to finish the project by tomorrow.

5. It’s improbable that she would forget something like that.

ASSIGNMENT: Attempt all questions on exercise on page 70 of NOSEC book 3. Letter

ASPECT: COMPOSITION

TOPIC: Informal Letter Writing

SUB TOPIC: A Letter to my Best Friend on my Plans for this Academic Session

CONTENT:

The students should be guided on how to write an informal letter on the above topic.

MODEL

 

Write an informal to your best friend on your Plans for this Academic Session.

Hi,

Hope you’re doing well! Things have been pretty busy over here and I’m finally getting settled into the new school year. I wanted to reach out and let you know what my plans are for this academic session.

I’m planning on taking a few classes that I’m really excited about. I think it’s going to be a great year and I can’t wait to see what I can accomplish.

Thanks for being a great friend. I hope we can catch up soon.

Take care,

Your friend

Literature: Revising Drama (use recommended text).

Revising Drama and Poetry

When you revise drama and poetry, it is important to look at the overall structure of the piece, as well as the individual scenes or stanzas. Make sure that the work flows smoothly and that there is a clear progression from one section to the next.

In addition, pay attention to the language used in the piece. Make sure that the words you have chosen are appropriate for the tone and subject matter of the work. Additionally, ensure that the poem or play is easy to read and understand.

Finally, when revising drama and poetry, it is also important to consider the performance aspect of the piece. If you are planning on performing the work, make sure that the staging is effective and that the actors are able to deliver the lines convincingly.

Presentation 

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

 

Conclusion:

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