Speech Work: Consonants /k/, /g/, /s/, /z/ Comprehension: Oliha’s Embarrassment Vocabulary Development (words associated with Home and Family) Structure: Nominalization of Verbs Writing Skills: Letter writing- Semi-Formal letters (Language).

Subject: English Grammar

 Class : SS 1

TERM : FIRST TERM

WEEK : WEEK 7

TOPICS :                                                  

Speech Work: Consonants /k/, /g/, /s/, /z/

Comprehension: Oliha’s Embarrassment

Vocabulary Development (words associated with Home and Family)

Structure: Nominalization of Verbs

Writing Skills: Letter writing- Semi-Formal letters (Language).

BEHAVIOURAL OBJECTIVES :

Learners have previous knowledge of

Speech work: /p/, /b/, /t/ and /d/ Comprehension Summary: Summarizing in specific number of sentences Vocabulary Development: (words associated with Traditional Religion) Structure: Nominalization of Adjectives Writing Skills: Letter Writing: Semi-Formal Letters (Introduction)

that was treated as topics during the last lesson.

Behavioural Objectives : By the end of the lesson, learners will be able to

• Give examples of words with the Consonants /k/,/g/,/s/,/z/

ASPECT: Speech Work

TOPIC: Consonants /k/,/g/,/s/,/z/

/k/ – This consonant, which is a voiceless velar plosive, has many spelling symbols as shown below:

‘k’ – king, keep, kit.

‘c’ – cat, cap, catch.

‘cc’ – account, accuse, accost.

‘ch’ – chemical, chemistry, school.

‘q’ – queen, liquor, quack.

‘ck’ – back, lack, peck.

‘x’ – anxious, six, axe.

The sound can occur at the initial, medial and final position as shown below:

The ‘k’ is usually not pronounced before ‘n’ at the beginning of words like ‘know’, ‘knot’, ‘knock’, ‘know’, ‘knight’, ‘knee’, ‘knowledge’, ‘knit’.

/g/ – This consonant, a voiced velar plosive, has the following spelling symbols:

‘g’ – get, gum, gut, dog, leg, sag, tug, mug.

‘gg’ – begger, digger, trigger.

‘gh’ – ghost, ghastly, afghan, aghast, ghetto.

The sound can occur at the initial, medial and final position as shown below:

/s/ – This consonant, a voiceless alveolar fricative, has the following spelling symbols as it occurs at the initial and final positions:

‘s’ – sit, seat, song, some.

‘sc’ – science, scissors, obscene, muscle.

‘c’ – cease, cinema, civilian, civilize.

‘ss’ – kiss, miss, piss, press.

‘x’ – axe, six, xmas, x-ray.

‘ce ’- race, pace, peace, advice.

‘se’ – loose, decease.

The sound can occur at the initial, medial and final position as shown below:

This‘s’ is usually silent in the following words: aisle, isle, island, demesne, debris, viscount, viscounts, corps, rendezvous, précis, fracas, etc.

/z/ – This consonant, a voiced alveolar fricative sound, has the following spelling symbols:

‘z’ – zip, zoom, zombie, zero, zebra, fez, ooze.

‘s’ – fees, nose, kings, bees, has, busy, music.

‘zz’ – buzz, muzzle, fuzz, fuzzy.

‘x’ – exact, example, examination, anxiety.

‘se’ – muse, cruise, tease, please, lose, advise.

The sound can occur at the initial, medial and final positions as shown below:

The following pairs of words show the contrast between /s/ and /z/:

ASPECT:

COMPREHENSION/VOCABULARY DEVELOPMENT

TOPIC: Oliha’s Embarrassment

Oliha’s Embarrassment

Oliha was always a bit of an awkward child. He was never quite sure how to act around others, and often said the wrong thing or made himself look foolish. As he got older, Oliha tried to hide his embarrassment by acting like he didn’t care what others thought of him. But inside, he was still that awkward child, feeling like he didn’t quite fit in.

One day, Oliha’s embarrassment got the better of him. He was at a party with some friends, and he saw a girl he liked across the room. Oliha tried to act cool and approach her, but he ended up tripping and falling flat on his face. Everyone around him laughed, and Oliha felt humiliated. He quickly got up and ran out of the room, his face red with embarrassment.

Oliha’s experience was painful, but it taught him an important lesson. He realized that he needed to accept himself for who he was – an awkward, but ultimately lovable, person. Oliha has since learned to embrace his awkwardness, and he’s even come to see it as one of his best qualities. He knows that it makes him unique, and he’s proud of who he is.

Interactive Questions and Answers 

Questions

1. What made Oliha awkward as a child?

2. Why did Oliha try to hide his embarrassment?

3. What happened to Oliha at the party?

4. How did Oliha feel after the party?

5. What lesson did Oliha learn from the experience?

Suggested Answers 

1. Oliha was awkward as a child because he wasn’t quite sure how to act around others and often said the wrong thing or made himself look foolish.

2. Oliha tried to hide his embarrassment by acting like he didn’t care what others thought of him, but inside he was still that awkward child.

3. At the party, Oliha tripped and fell flat on his face in front of everyone.

4. After the party, Oliha felt humiliated and embarrassed.

5. The experience taught Oliha an important lesson – he needed to accept himself for who he was.

Class Activities: Students should be made to read the passage before answering questions on it.

ASPECT: Vocabulary Development

TOPIC: Words associated with Home and Family

Words associated with Home and Family.

1. Home: a place where one lives; a dwellingplace.

2. Family: a group of people who are related to each other, such as by blood, marriage, or adoption.

3. Love: a strong feeling of affection and caring.

4. Happiness: a state of well-being and contentment.

5. Sadness: a state of misery, grief, or depression.

6. Anger: a strong feeling of displeasure and hostility.

7. Fear: a feeling of apprehension or dread.

8. Trust: a firm belief in the reliability, truth, ability, or strength of someone or something.

9. Respect: a feeling of admiration or esteem.

10. Friendship: a relationship between two people who are fond of each other and regard each other with affection and trust.

11. Loyalty: the quality of being faithful to one’s friends, family, country, etc.

12. Cooperation: the act or process of working together toward a common goal.

13. Compassion: a feeling of deep sympathy and sorrow for another who is suffering, especially in spite of one’s own difficulties.

14. Generosity: the quality of being kind and giving, especially when it is not expected or needed.

15. Patience: the capacity to accept or tolerate delay, trouble, or suffering without getting angry or upset.

16. Forgiveness: the act of pardoning someone for a mistake or wrongdoing.

17. Kindness: the quality or state of being friendly, caring, and helpful.

18. Strength: the ability to withstand force or pressure; the quality or state of being strong.

19. Courage: the ability to do something that frightens one; bravery.

20. Peace: the state of being free from disturbance or violence.

Questions

1. What is the meaning of home?

2. Who makes up a family?

3. What is love?

4. What is happiness?

5. What is sadness?

6. What is anger?

7. What is fear?

8. What does trust mean?

9. What is respect?

10. What is friendship?

11. What does loyalty mean to you?

12. Why is cooperation important?

13. What does compassion look like to you?

14. When is generosity shown?

15. What does patience teach us?

16. What is forgiveness?

17. How can you be kind to others?

18. What does it mean to have strength?

19. What is courage?

20. What does peace mean to you?

Suggested Answers 

1. Home is a place where one lives; a dwellingplace

2. Family is a group of people who are related to each other, such as by blood, marriage, or adoption

3. Love is a strong feeling of affection and caring

4. Happiness is a state of well-being and contentment

5. Sadness is a state of misery, grief, or depression

6. Anger is a strong feeling of displeasure and hostility

7. Fear is a feeling of apprehension or dread

8. Trust is a firm belief in the reliability, truth, ability, or strength of someone or something

9. Respect is a feeling of admiration or esteem

10. Friendship is a relationship between two people who are fond of each other and regard each other with affection and trust

11. Loyalty is the quality of being faithful to one’s friends, family, country, etc

12. Cooperation is the act or process of working together toward a common goal

13. Compassion is a feeling of deep sympathy and sorrow for another who is suffering, especially in spite of one’s own difficulties

14. Generosity is the quality of being kind and giving, especially when it is not expected or needed

15. Patience is the capacity to accept or tolerate delay, trouble, or suffering without getting angry or upset

16. Forgiveness is the act of pardoning someone for a mistake or wrongdoing

17. Kindness is the quality or state of being friendly, caring, and helpful

18. Strength is the ability to withstand force or pressure; the quality or state of being strong

19. Courage is the ability to do something that frightens one; bravery

20. Peace is the state of being free from disturbance or violence.

(NOSEC. Pg.75)

Reference Book: Banjo et al (2014) New Oxford Senior English Course for Secondary Schools Book1 Ibadan: University Press PLC. Page 75

Class Activities: Students are to fill the missing gaps in the passage with the right words from the options.

EVALUATION:

1. What is a family?
2. Say the meaning of the underlined words in the above passage.

ASSIGNMENT: Find the meaning of the following words and use each of them in sentences:  monogamy, polygamy, polyandry, kinship, bigamy and polygyny

ASPECT: Structure

TOPIC: Nominalisation of Verbs

In English language, nominalisation occurs when we form noun from adjectives, verbs and even other nouns.

What are the processes involved in nominalising words from other word classes? When you add a letter or a group of letters called suffixes to the end of a word, the status of the word will change.

A group of letters added to words is referred to generally as affixes. The ones added at the front of a word are known as prefixes, while suffixes are the ones added at the end of the word.

Another word for affixes (suffixes and prefixes) is ‘bound morphemes’. Morphemes refer to words, and ‘bound’ means they cannot stand alone.

Here is a list of suffixes we can use to form nouns from verbs with sentences examples in the table below:

EVALUATION

Change the following verbs to nouns and provide two sentences for each – one with the verb and the other with the noun.

1. tolerate
2. perform
3. behave
4. mock
5. interview
6. oblige
7. serve
8. fail
9. trick
10. pass

Change the following verbs to nouns and provide two sentences for each – one with the verb and the other with the noun.

1. tolerate
2. perform
3. behave
4. mock
5. interview
6. oblige
7. serve
8. fail
9. trick
10. pass

Suggested Solutions

toleration

“I can’t tolerate your bossy attitude.” said Sarah.

Sarah showed toleration when Bill raised his voice at her

performance

The play was a great performance.

Everyone in the audience enjoyed the performance

behavior

His behavior was intolerable.

He needs to work on his behavior if he wants to make friends

mockery

“You look ridiculous in that outfit.” she said with mockery.

The students were filled with mockery when the teacher walked in wearing a Hawaiian shirt

interviewee

The interviewee was nervous.

She did a great job in the interview

obligation

It is your obligation to take out the trash.

I have an obligation to my parents to do well in school

service

The service was excellent.

I’m going to call customer service.

failure

His failure to show up was inexcusable.

She was a failure as a mother

trickery

“I can’t believe you fell for that trick.” he said with trickery.

The magician showed great trickery with his card tricks

passerby

A passerby saw the accident.

He was just a passerby in her life.

ASPECT: Writing Skill

TOPIC: Letter Writing – Semi-Formal Letter

Semi-formal letters are letters we write to our adult relations or adults of good social standing known to us. Semi-formal letters are neither too formal nor too informal. They are in-between the two types, bearing some features of each.

Features of Semi-formal letter

1. A semi-formal letter has a respectful tone.
2. Colloquialism is used to the barest minimum.
3. The language is direct.

AN EXAMPLE OF A SEMI-FORMAL LETTER

You are about to leave school after spending six years as a student. Write a letter to the principal, expressing your candid views on the strengths and weaknesses of the school and giving suggestions for improvement. (S.S.C.E., June 1994)

Outline

Paragraph 1: Introductory paragraph.

Remark: Two of the strengths/areas of achievements or progress of the school.

Paragraph 2: Good performances in extra-curricular activities, e.g. sports and competitions.

Paragraph 3: Adequate human and material resources available.

Remark: Two areas of weaknesses or failures of the school:

Paragraph 4: Indiscipline among the students.

Paragraph 5: Students’ poor academic performances.

Paragraph 6: Conclusion – suggestions for improvement.

EVALUATION:  Using the outline given above, write an essay of about 450 words on the above question.

GENERAL EVALUATION

Identify five words related to animal husbandry, use your dictionary to find their meaning and use them in sentences of your own.

Animal husbandry is the practice of breeding and raising livestock. Livestock refers to animals that are raised for their meat, milk, or other products. Common livestock animals include cattle, pigs, sheep, and chickens. Animal husbandry also includes the care and management of these animals. This can involve feeding, housing, and providing veterinary care.

Animal husbandry is an important part of agriculture. It helps to provide food for people and animals, as well as other products like wool and leather. Animal husbandry can also be a form of recreation or hobby, such as keeping backyard chickens or owning a dairy cow.

The following are five words related to animal husbandry:

1. Livestock – animals that are raised for their meat, milk, or other products

2. Cattle – a domesticated form of the wild ox, often kept as livestock for their meat or milk

3. Pigs – a domesticated mammal of the swine family, often kept as livestock for their meat

4. Sheep – a domesticated mammal of the sheep family, often kept as livestock for their meat or wool

5. Chickens – a domesticated bird of the chicken family, often kept as livestock for their meat or eggs

ASSIGNMENT:

The poor state of facilities in your campus is causing the students great concern. As the Senior Prefect, write a letter to the Chairman of the National Education Committee highlighting the problems and requesting him to come to the aid of the school.

Dear Chairman,

It is with great concern that we write to you regarding the state of facilities in our campus. Our students are facing difficulties in accessing proper education due to the poor condition of our buildings and infrastructure. We humbly request your assistance in addressing this matter as soon as possible.

Thank you for your time