HomeSS 2English StudiesDiscover the fascinating world of African plucked lutes, learn how to use idioms like a native speaker, and expand your vocabulary with political and government-related terms. Explore these diverse topics and enhance your language skills today.

Discover the fascinating world of African plucked lutes, learn how to use idioms like a native speaker, and expand your vocabulary with political and government-related terms. Explore these diverse topics and enhance your language skills today.

Subject: English Grammar

Class: SS 2

Term: Third Term

Week: Week 9

WEEK NINE 

TOPICS

  • Comprehension: African Plucked Lutes 
  • Structure: Idioms 
  • Vocabulary Development: Words Associated with Politics and Government


Comprehension: African Plucked Lutes pg 197 – 198, Effective English

African Plucked Lutes: A Vibrant Tradition of Sound and Culture

Plucked lutes have been an integral part of African music for centuries, and continue to play a significant role in the continent’s rich musical heritage. From the Malian kora to the Ethiopian krar, these instruments are known for their intricate designs, melodic sound, and cultural significance. In this article, we explore the art of making, playing, and using African plucked lutes.

The Making of African Plucked Lutes

African plucked lutes are crafted from a variety of materials, including wood, animal hide, and gourds. The process of making these instruments is often highly skilled and time-consuming, requiring intricate carving and precise assembly.

One example of this is the West African kora, which features a large calabash gourd as its resonator, with a long neck and 21 strings made from fishing line or nylon. The gourd is cut in half, hollowed out, and covered with cow or goat skin. The strings are then attached to the neck with leather straps and tuned using wooden pegs.

The Ethiopian krar, on the other hand, is a smaller instrument with a triangular-shaped body made from wood, and five or six strings made from horsehair or nylon. The krar’s soundboard is typically made from cow or goat skin, stretched over the body and secured with nails. The instrument is played using a plectrum or finger-picking technique, producing a bright, percussive sound.

Playing African Plucked Lutes

African plucked lutes are played in a variety of styles, ranging from intricate finger-picking patterns to rhythmic strumming. The instruments are often tuned to a pentatonic or heptatonic scale, which produces a distinctively African sound.

The kora, for example, is played by plucking the strings with both hands, using the thumbs and index fingers to create complex melodies and rhythms. The musician often sits on a low stool, with the kora resting on their knees, and the sound resonating through the calabash gourd.

Similarly, the krar is played using a combination of finger-picking and strumming techniques, with the musician often standing or sitting upright. The instrument’s sharp, percussive sound is well-suited to accompanying traditional Ethiopian vocal music, as well as more modern styles.

The Cultural Significance of African Plucked Lutes

African plucked lutes are not just instruments, but also symbols of cultural identity and artistic expression. They are used in a variety of traditional ceremonies and rituals, such as weddings, funerals, and religious ceremonies.

For example, in Senegal and Gambia, the kora is often played by griots, or traditional storytellers, who use the instrument to accompany their recitations of history and folklore. The krar, meanwhile, is a popular instrument in Ethiopian music, and is often used to accompany dances and celebrations.

African plucked lutes are a fascinating and important part of the continent’s musical heritage. From the intricate craftsmanship of their construction to the rhythmic melodies they produce, these instruments are a testament to the rich cultural traditions of Africa. Whether played in traditional ceremonies or modern music, African plucked lutes continue to inspire and captivate audiences around the world.

Summary

This is a passage about the African plucked lutes. It explains how they are made, how they are played and what they are used for. It describes the lutes perfectly. 

The article discusses the history and significance of African plucked lutes, including the West African kora and the Ethiopian krar. It describes the process of making these instruments and the materials commonly used, such as calabash gourds and animal hide. The article also explores the different styles of playing these lutes, including finger-picking and strumming, and the cultural significance of their use in traditional ceremonies and rituals. Finally, it highlights the importance of these instruments as symbols of African cultural identity and artistic expression.

EVALUATION

  1. What material is commonly used to make the resonator of the West African kora? A) Metal B) Glass C) Calabash gourd D) Plastic
  2. How many strings does the Ethiopian krar typically have? A) 21 B) 10 C) 5 or 6 D) 3
  3. What animal hide is commonly used to cover the resonator of the West African kora? A) Pig B) Cow or goat C) Sheep D) Zebra
  4. What is a popular use of the kora in Senegal and Gambia? A) Accompanying dances B) Religious ceremonies C) Traditional storytelling D) Weddings
  5. Which plucking technique is commonly used to play the kora? A) Finger-picking only B) Plectrum only C) Finger-picking and strumming D) None of the above
  6. Which scale is commonly used to tune African plucked lutes? A) Major B) Minor C) Pentatonic D) Chromatic
  7. What is the body of the Ethiopian krar typically made from? A) Glass B) Metal C) Wood D) Plastic
  8. How many strings does the Malian ngoni typically have? A) 21 B) 10 C) 6 or 7 D) 3
  9. Which African country is the kora traditionally associated with? A) Ethiopia B) Senegal C) South Africa D) Congo
  10. What is the Ethiopian krar typically used to accompany? A) Traditional storytelling B) Wedding ceremonies C) Funerals D) None of the above

Answer the questions on this passage.

 

READING ASSIGNMENT

Pg 197 – 198 of Effective English 

Structure: Idioms 

CONTENT

An idiom is a phrase or group of words whose meaning cannot be deduced from the individual meanings of the words in the phrase. The following are few examples of idiomatic expressions. 

Idioms are expressions whose meanings cannot be understood based on the literal definitions of their individual words. They are a common feature of many languages and are often used in everyday speech. Idioms can be challenging for non-native speakers to understand because they often rely on cultural knowledge and context.

There are many different types of idioms, including:

  1. Literal idioms: These idioms have a meaning that is closely related to the literal definitions of their individual words. Examples include “head over heels” and “break a leg.”
  2. Figurative idioms: These idioms have a meaning that is different from the literal definitions of their individual words. Examples include “raining cats and dogs” and “barking up the wrong tree.”
  3. Regional idioms: These idioms are unique to a specific region or area and may not be understood by speakers from other areas. Examples include “y’all” in the southern United States and “buddy” in Canada.
  4. Slang idioms: These idioms are often used in informal speech and are typically associated with a particular subculture or social group. Examples include “lit” and “fam.”
  5. Phrasal verbs: These are idiomatic expressions that consist of a verb and one or more particles (prepositions or adverbs). Examples include “take off” and “give up.”

Idioms can be challenging to learn, but they are an important aspect of language proficiency. As with any aspect of language learning, the best way to become proficient in idiomatic expressions is to practice using them in context. Reading, listening, and speaking in the language will all help to build familiarity with idiomatic expressions and their meanings.

  1. To play the ostrich – avoiding reality or danger
  2. To play God – to act like you all-powerful 
  3. To leave no stone unturned – to do everything possible
  4. To be an edge – to be hot tempered 
  5. Icing on the cake – sample of the real thing 
  6. To keep the flag flying – maintain a good impression 
  7. To lead a dog’s life – to live in misery 
  8. To keep body and soul together – to survive 
  9. To cook the books – to falsify accounts 
  10. In the red – in debt, going bankrupt 
  11. A fair weather friend – an unfaithful friend 
  12. Chicken hearted/ liver-hearted – cowardly 
  13. Feather brain – foolish 
  14. Eagle-eyed – very good sight/very observant. 

An idiom is a phrase or group of words whose meaning cannot be deduced from the individual meanings of the words in the phrase. This means that the meaning of an idiom cannot be understood just by looking at the individual words that make it up. Instead, the meaning of an idiom must be learned as a whole phrase.

Let’s take a look at some examples of idiomatic expressions that were provided in the passage:

  1. To play the ostrich – avoiding reality or danger.

This means to ignore or deny a problem or danger instead of confronting it.

  1. To play God – to act like you are all-powerful.

This means to try to control everything and everyone around you.

  1. To leave no stone unturned – to do everything possible.

This means to try every possible method to achieve a goal.

  1. To be on edge – to be hot tempered.

This means to be easily irritated or angry.

  1. Icing on the cake – sample of the real thing.

This means something that is an added bonus or extra to an already good thing.

  1. To keep the flag flying – maintain a good impression.

This means to maintain a good reputation or image.

  1. To lead a dog’s life – to live in misery.

This means to live a difficult, unhappy life.

  1. To keep body and soul together – to survive.

This means to maintain a basic standard of living, even in difficult circumstances.

  1. To cook the books – to falsify accounts.

This means to manipulate financial records to make them look better than they really are.

  1. In the red – in debt, going bankrupt.

This means to owe more money than you have and to be in financial trouble.

  1. A fair weather friend – an unfaithful friend.

This means a person who is only a friend when things are going well, but who disappears when you need them the most.

  1. Chicken hearted/ liver-hearted – cowardly.

This means to be easily frightened or lacking courage.

  1. Feather brain – foolish.

This means to be silly or foolish.

  1. Eagle-eyed – very good sight/very observant.

This means to have excellent vision or to be very observant.

So, as you can see, idiomatic expressions are a common feature of English language and are often used in everyday speech. They can be challenging to understand for non-native speakers, but with practice, you can become proficient in using and understanding idiomatic expressions.

EVALUATION

  1. What is an idiom? A) A type of insect B) A phrase whose meaning can be easily deduced from its individual words C) A phrase whose meaning cannot be deduced from its individual words
  2. What does the idiom “to let the cat out of the bag” mean? A) To release a cat from a bag B) To reveal a secret C) To go on a cat hunt
  3. What does the idiom “to break the ice” mean? A) To literally break a block of ice B) To start a conversation or activity to make people feel more comfortable C) To cause a fight or argument
  4. What does the idiom “to hit the nail on the head” mean? A) To miss the point entirely B) To hit a nail on a piece of wood C) To accurately identify or describe a problem or situation
  5. What does the idiom “to cut corners” mean? A) To take shortcuts or do something quickly and cheaply B) To literally cut the corners of a piece of paper C) To be very precise and careful in one’s work
  6. What does the idiom “to have a chip on your shoulder” mean? A) To literally have a chip on your shoulder B) To be easily annoyed or angered by something C) To feel inferior or resentful towards others
  7. What does the idiom “to go the extra mile” mean? A) To go for a long walk B) To put in extra effort or do more than is required C) To travel a long distance
  8. What does the idiom “to burn the midnight oil” mean? A) To literally burn a lamp or candle B) To stay up late working or studying C) To take a nap during the day
  9. What does the idiom “to kick the bucket” mean? A) To literally kick a bucket B) To die C) To go for a walk
  10. What does the idiom “to spill the beans” mean? A) To literally spill beans B) To reveal a secret C) To cook a meal with beans

Write our five more idiomatic expressions with their meanings.

  1. Break a leg – This is a phrase used to wish someone good luck, especially before a performance. It means to do well or to have a successful performance.
  2. Barking up the wrong tree – This phrase means to make a mistake or to pursue a misguided course of action. It originates from hunting dogs barking up the wrong tree, or chasing the wrong prey.
  3. Cry over spilt milk – This idiom means to worry or regret something that has already happened and cannot be changed. It suggests that it is pointless to dwell on past mistakes or misfortunes.
  4. The ball is in your court – This phrase means that it is someone’s turn to take action or to make a decision. It comes from the game of tennis, where the player who receives the ball is the one who must make the next move.
  5. It’s raining cats and dogs – This is a phrase used to describe heavy rain. It means that it is raining very hard, and comes from the idea that small animals like cats and dogs might be swept away by the force of the rain.

READING ASSIGNMENT 

Pg 196 – 200 Effective English

Vocabulary Development: Words Associated with Politics and Government, 

  • Manifesto – programme of action, policy of a party.
  • Ballot-box – box into which voters put their ballot papers.
  • Suffrage – right to vote in a national election.
  • Primaries – first stages of party election to select a candidate.
  • Nomination – act of naming a candidate for a poster office
  • Aspirant – someone who desires to hold a political office.
  • Rigging – manipulating the votes to favour one candidate.
  • Votes – opportunities to indicate a choice of leader.
  • Election – choosing by vote 
  • Ballot – voting, votes
  • Sovereign – self-governing, independent 
  • Party – association of people with political aim. 
  • Democracy – a form of government in which power is held by the people, either directly or through elected representatives.
  • Constitution – a set of fundamental principles or established precedents according to which a state or other organization is governed.
  • legislature – a group of people with the power to make and change laws.
  • Bureaucracy – a system of government in which most of the important decisions are made by state officials rather than by elected representatives.
  • Diplomacy – the art of conducting negotiations between nations or groups in a skilled and tactful way.
  • Constituent – a member of a constituency, a group of voters in a specific geographic area who elect a representative to a legislative body.
  • Executive – a branch of government responsible for implementing and enforcing laws and policies.
  • Judiciary – a branch of government responsible for interpreting and applying the law in disputes.
  • Partisan – a strong supporter of a particular political party, group, or cause.
  • Lobbying – the act of attempting to influence decisions made by government officials or legislators, often through persuasion or financial incentives.
  • Constituency – a group of voters in a specific geographic area who elect a representative to a legislative body.
  • Caucus – a meeting of members of a political party to select candidates or to decide on policy.
  • Coalition – a temporary alliance of political parties or groups to form a government or to achieve a specific goal.
  • Cabinet – a group of senior officials appointed by the head of government to advise on policy and to oversee the various departments of government.
  • Opposition – the political party or group that opposes the government or ruling party and seeks to replace it.
  • Referendum – a direct vote in which the electorate is asked to either accept or reject a particular proposal or law.
  • Impeachment – the process of charging a public official, such as the president, with misconduct or abuse of power.
  • Lobbyist – a person who is hired to represent a particular interest or group and to persuade lawmakers to support their cause.
  • Campaign – a series of planned activities, such as speeches, rallies, and advertisements, to promote a candidate or a cause in an election.

 

EVALUATION

  1. What does the term “manifesto” refer to in politics? a) A formal statement of beliefs or principles b) The winning candidate in an election c) A group of elected officials d) A government policy that has failed
  2. Which term describes the act of selecting a candidate for a political office? a) Nomination b) Suffrage c) Caucus d) Coalition
  3. What is a constituency in politics? a) A temporary alliance of political parties or groups b) A group of voters in a specific geographic area who elect a representative c) A direct vote in which the electorate is asked to accept or reject a proposal or law d) A group of senior officials appointed by the head of government
  4. What is the term used for the process of charging a public official with misconduct or abuse of power? a) Lobbying b) Campaigning c) Referendum d) Impeachment
  5. Which term refers to the self-governing or independent status of a country? a) Opposition b) Sovereign c) Legislature d) Cabinet
  6. What is the purpose of a caucus in politics? a) To select candidates or to decide on policy b) To advise on policy and oversee the various departments of government c) To charge a public official with misconduct or abuse of power d) To promote a candidate or a cause in an election
  7. What does the term “campaign” mean in politics? a) A formal statement of beliefs or principles b) The act of selecting a candidate for a political office c) A series of planned activities to promote a candidate or a cause in an election d) A temporary alliance of political parties or groups
  8. What is a referendum in politics? a) A group of voters in a specific geographic area who elect a representative b) A direct vote in which the electorate is asked to accept or reject a proposal or law c) A series of planned activities to promote a candidate or a cause in an election d) The process of charging a public official with misconduct or abuse of power
  9. What is the term used for the group of people with the power to make and change laws? a) Opposition b) Sovereign c) Legislature d) Cabinet
  10. What is the term used for a person who is hired to represent a particular interest or group and to persuade lawmakers to support their cause? a) Constituent b) Impeachment c) Lobbyist d) Aspirant

Use ten of the words above in sentences 

  1. The political party’s manifesto promised to increase funding for education.
  2. The ballot-box was securely sealed and guarded during the election.
  3. Women fought for suffrage for years before finally gaining the right to vote.
  4. The primaries were heated as each candidate tried to gain support from their party.
  5. The nomination for president was a surprise to many, as the candidate was relatively unknown.
  6. The aspirant for the position of governor gave an impassioned speech to the crowd.
  7. The opposition party accused the ruling party of rigging the votes in their Favour.
  8. The candidate received a large number of votes in the urban areas but struggled in rural areas.
  9. The election was a historic moment for the country, as it marked the first peaceful transition of power.
  10. The sovereign nation decided to forge stronger economic ties with their Neighbours.

READING ASSIGNMENT

Pg 166 – 167 of Countdown English 

Essay Writing: Descriptive Essay: A festival I like.

Outline 

  • Identify the festival 
  • Mention when and where it is celebrated 
  • Explain why it is celebrated 
  • Discuss the preparation for this festival 
  • Describe the costumes (if any) used for it. 
  • Explain the processes/events logically.
  • Highlight its significance/special features 
  • Mention what you like about it and why 
  • Conclude with a captivating remark. 

A festival is a time of celebration, joy, and togetherness. There are many festivals celebrated all around the world, and each festival has its own unique characteristics that make it special. One festival that I particularly enjoy is Diwali, also known as the Festival of Lights.

Diwali is a Hindu festival that is celebrated over a period of five days in October or November. The festival signifies the victory of light over darkness, good over evil, and knowledge over ignorance. It is a time for families to come together, exchange gifts, and enjoy delicious food.

The first day of Diwali is called Dhanteras, which is a day for shopping and buying new things. The second day is called Choti Diwali or Narak Chaturdashi, which is celebrated by lighting diyas (lamps) and firecrackers. The third day is the main day of Diwali, when people wear new clothes, decorate their houses with lights and rangolis (decorative designs made with colored powders), and perform puja (worship) to Goddess Lakshmi, the goddess of wealth and prosperity. The fourth day is called Govardhan Puja or Annakut, when people prepare and share large quantities of food. The fifth and final day of Diwali is called Bhai Dooj, when brothers and sisters show love and affection towards each other.

One of the things I love about Diwali is the beautiful display of lights. Every house and street is lit up with diyas, lanterns, and electric lights of various colors and designs. The streets are bustling with people, and the atmosphere is electric. The air is filled with the sound of firecrackers, which adds to the festive mood.

Another thing I enjoy about Diwali is the food. Traditional sweets like ladoos, barfis, and gulab jamuns are prepared in every household, and there is no shortage of delicious savory dishes either. The aroma of spices fills the air, and it is a time to indulge in all kinds of treats.

In conclusion, Diwali is a festival that I look forward to every year. The festival of lights, joy, and togetherness brings people together and spreads happiness all around. It is a time to forget our differences and celebrate our shared humanity. I feel lucky to be a part of this wonderful festival and cherish the memories of Diwali every year.

EVALUATION

Write a descriptive essay on the outlined topic above. 

A Festival I Like: The Carnival in Rio de Janeiro

One of the most popular and well-known festivals in the world is the Carnival in Rio de Janeiro. This festival is celebrated annually, with the most elaborate and exciting celebrations taking place during the week leading up to Lent. The Carnival is a cultural event that showcases the rich history and traditions of Brazil.

The Carnival in Rio de Janeiro takes place in the city of Rio de Janeiro, Brazil, and attracts millions of people from all over the world. The festivities begin on the Friday before Ash Wednesday and continue through the following Tuesday. During this time, the city is alive with music, dancing, and colorful parades.

The Carnival is celebrated to mark the beginning of Lent, a period of fasting and reflection for Christians. It is a time to let loose and have fun before the solemn period of Lent begins. The Carnival in Rio de Janeiro is also a celebration of the rich and diverse cultural heritage of Brazil.

The preparation for the Carnival in Rio de Janeiro begins months in advance. The city’s samba schools spend months preparing for the parades, creating costumes and floats, and rehearsing their dance routines. The carnival preparations involve an entire community, with people from all walks of life coming together to celebrate.

The costumes used during the Carnival in Rio de Janeiro are an essential part of the festival’s celebration. They are often elaborate, colorful, and designed to impress. Samba schools compete against each other during the parade, and the winning school is often the one with the most elaborate costumes and floats.

The Carnival in Rio de Janeiro is a festival of music, dance, and joy. The processions are filled with dancers, musicians, and performers. The music is a mixture of traditional Brazilian rhythms and contemporary beats. The parades are an explosion of color, with giant floats, lavish costumes, and spectacular fireworks displays.

The Carnival in Rio de Janeiro is significant in many ways. It brings together people from all over the world to celebrate Brazilian culture and heritage. It is also a time to forget one’s worries and to indulge in the moment. The festival highlights the power of music, dance, and celebration to bring people together.

I like the Carnival in Rio de Janeiro because of its colorful and festive atmosphere. It is a time to forget about the stresses of daily life and enjoy the moment. The Carnival is a celebration of life, love, and culture. It is a festival that should be experienced by everyone at least once in their lifetime.

In conclusion, the Carnival in Rio de Janeiro is a festival that embodies the spirit of Brazil. It is a time to celebrate life and culture and to have fun. The preparations for the Carnival involve an entire community, making it a truly inclusive event. The elaborate costumes, colorful parades, and vibrant music make the Carnival in Rio de Janeiro a truly unique and unforgettable experience.

READING ASSIGNMENT 

Pg. 13 – 16 Countdown English 

  1. When is the Carnival in Rio de Janeiro celebrated? A. During the Christmas season B. The week leading up to Lent C. In the middle of summer D. During the Easter holiday
  2. Why is the Carnival in Rio de Janeiro celebrated? A. To mark the beginning of Lent B. To celebrate Christmas C. To commemorate a historical event D. To celebrate Brazilian independence
  3. Where is the Carnival in Rio de Janeiro celebrated? A. In Sao Paulo B. In Brasilia C. In Rio de Janeiro D. In Salvador
  4. How long does the Carnival in Rio de Janeiro last? A. One day B. One week C. Two weeks D. One month
  5. Who prepares for the Carnival in Rio de Janeiro? A. Samba schools B. The government C. Tourists D. Religious organizations
  6. What is the significance of the costumes used during the Carnival in Rio de Janeiro? A. They are used to impress tourists B. They are designed to reflect the history of Brazil C. They are used for religious purposes D. They are an essential part of the festival’s celebration
  7. What type of music is played during the Carnival in Rio de Janeiro? A. Classical music B. Heavy metal music C. Traditional Brazilian rhythms and contemporary beats D. Reggae music
  8. What is the Carnival in Rio de Janeiro a celebration of? A. The end of the school year B. Brazilian culture and heritage C. The end of summer D. Political freedom
  9. What is the Carnival in Rio de Janeiro’s significance? A. To promote tourism B. To bring people together C. To celebrate a historical event D. To raise awareness for a social issue
  10. Why do you like the Carnival in Rio de Janeiro? A. Because of its elaborate costumes B. Because of the festive atmosphere C. Because of the fireworks displays D. Because of the religious significance

GENERAL EVALUATION 

  1. Define idioms giving copious examples for them.
  2. Write out five other words peculiar to government and politics. 

Evaluation

  1. Legislature – the branch of government responsible for making laws.
  2. Executive – the branch of government responsible for enforcing laws and managing the affairs of the state.
  3. Judiciary – the branch of government responsible for interpreting laws and administering justice.
  4. Constitution – a set of fundamental principles and laws that govern a country or state.
  5. Diplomacy – the art of negotiating and managing relations between nations

WEEKEND ASSIGNMENT 

SECTION A

Write out the meanings of the following idioms. 

  1. The teacher was talking over the student’s head.
  2. I couldn’t make a head or tail of what he was saying. 
  3. Davies burnt his fingers in the business deal. 
  4. Don’t take me for a ride.
  5. You should set your teeth for this cause 

 

SECTION B

Section D, practice 2, pg. 145

  1. Break a leg – this means “good luck,” and is often used in theater performances. Example: “I hope you break a leg at your audition!”
  2. Kick the bucket – this means “to die.” Example: “My grandmother kicked the bucket last night.”
  3. Piece of cake – this means “easy.” Example: “Don’t worry about that math problem, it’s a piece of cake.”
  4. Let the cat out of the bag – this means “to reveal a secret.” Example: “I can’t believe you let the cat out of the bag about the surprise party!”
  5. Hit the nail on the head – this means “to be exactly right.” Example: “You hit the nail on the head with your analysis of the situation.”
  6. Pull someone’s leg – this means “to tease or joke with someone.” Example: “I’m just pulling your leg, I don’t really think you’re that bad of a cook.”
  7. Spill the beans – this means “to reveal a secret.” Example: “I promised not to spill the beans, but I can’t keep it a secret anymore.”
  8. On thin ice – this means “in a risky situation.” Example: “If you keep lying to your boss, you’ll be on thin ice.”
  9. Under the weather – this means “to feel sick or unwell.” Example: “I’m feeling under the weather today, I think I caught a cold.”
  10. A dime a dozen – this means “common or plentiful.” Example: “Those types of shoes are a dime a dozen, you can find them anywhere.”

Lesson Note Preparation

Topic: Comprehension: African Plucked Lutes, Structure: Idioms, Vocabulary Development: Words Associated with Politics and Government

Grade Level: Senior Secondary School (SSS)

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

  1. Comprehend the concept of African Plucked Lutes and identify their characteristics
  2. Recognize and use idiomatic expressions appropriately in written and oral communication
  3. Expand their vocabulary on words associated with politics and government
  4. Apply the skills learned in comprehension, structure, and vocabulary development in reading and writing tasks.

Instructional Materials:

  • Texts on African Plucked Lutes
  • Visual aids
  • Whiteboard and markers
  • Handouts on idiomatic expressions
  • Worksheets on vocabulary development
  • Assessment rubrics

Content:

I. Comprehension: African Plucked Lutes

  • Definition and characteristics of African Plucked Lutes
  • Types of African Plucked Lutes
  • Significance of African Plucked Lutes in African music and culture

II. Structure: Idioms

  • Definition and types of idioms
  • Examples of idiomatic expressions
  • Appropriate usage of idiomatic expressions in communication

III. Vocabulary Development: Words Associated with Politics and Government

  • Definition and examples of words associated with politics and government
  • Application of these words in written and oral communication

Step by Step Presentation:

I. Introduction

  • Teacher welcomes learners to the class and explains the lesson objectives.
  • Teacher introduces the topic of African Plucked Lutes and engages learners in a discussion on their characteristics.

II. Comprehension: African Plucked Lutes

  • Teacher presents texts on African Plucked Lutes and discusses their characteristics with learners.
  • Teacher shows visual aids and examples of different types of African Plucked Lutes.
  • Teacher explains the significance of African Plucked Lutes in African music and culture.

III. Structure: Idioms

  • Teacher defines idioms and provides examples of idiomatic expressions.
  • Teacher shows handouts on idiomatic expressions and engages learners in a discussion on their appropriate usage in communication.

IV. Vocabulary Development: Words Associated with Politics and Government

  • Teacher defines words associated with politics and government and provides examples of their usage.
  • Teacher distributes worksheets on vocabulary development and engages learners in a discussion on their application in written and oral communication.

V. Assessment and Evaluation

  • Teacher administers formative assessments such as quizzes and writing tasks to assess learners’ comprehension, structure, and vocabulary development skills.
  • Teacher provides feedback and evaluation rubrics to learners to monitor their progress.

VI. Conclusion

  • Teacher summarizes the key points of the lesson and emphasizes the importance of comprehension, structure, and vocabulary development in communication.
  • Teacher assigns homework to reinforce the skills learned in the lesson.

Learners Activities:

  • Learners engage in discussions on the characteristics and significance of African Plucked Lutes.
  • Learners participate in activities that involve identifying and using idiomatic expressions appropriately in written and oral communication.
  • Learners engage in exercises that enhance their vocabulary development skills in words associated with politics and government.
  • Learners participate in formative assessments to evaluate their comprehension, structure, and vocabulary development skills.

Assessment:

  • Formative assessments such as quizzes and writing tasks to assess learners’ comprehension, structure, and vocabulary development skills.
  • Evaluation rubrics to provide feedback to learners and monitor their progress.

Conclusion:

  • In conclusion, this lesson has provided learners with the skills to comprehend the concept of African Plucked Lutes, recognize and use idiomatic expressions appropriately in written and oral communication, and expand their vocabulary on words associated with politics and government. These skills are essential in enhancing learners’ communication skills and will be applied in future reading and writing tasks.

Weekly Assessment/Test

Comprehension: African Plucked Lutes

  1. What is the main idea of the passage “African Plucked Lutes”? a) The history of African musical instruments b) The different types of African plucked lutes c) The significance of the ngoni in West African music d) The similarities between the kora and the ngoni
  2. Which statement is true according to the passage? a) The ngoni is a type of kora b) The kora originated in Mali c) The kora has fewer strings than the ngoni d) The ngoni is played using a bow
  3. What does the author mean by “the ngoni is a forerunner to the banjo”? a) The ngoni was the first instrument to be plucked b) The ngoni was the inspiration for the banjo c) The ngoni was the ancestor of the banjo d) The ngoni and the banjo have similar playing techniques

Structure: Idioms

  1. What is the meaning of the idiom “barking up the wrong tree”? a) To bark at a tree b) To pursue a mistaken or misguided course of action c) To follow a trail d) To climb a tree
  2. Which idiom means “to make a long story short”? a) Cut to the chase b) In a nutshell c) Hear it on the grapevine d) Once in a blue moon
  3. What does the idiom “break a leg” mean? a) To literally break a leg b) To wish someone good luck c) To encourage someone to dance d) To warn someone of danger

Vocabulary Development: Words Associated with Politics and Government

  1. What is the definition of democracy? a) A system of government in which power is held by a single person b) A system of government in which power is held by a small group of people c) A system of government in which power is held by the people through elected representatives d) A system of government in which power is held by the military
  2. What is the meaning of the word “bureaucracy”? a) A system of government in which power is held by a small group of people b) A system of government in which power is held by the people through elected representatives c) The administrative system governing any large institution d) The process of selecting candidates for public office
  3. What is the definition of the word “lobbyist”? a) A person who works to influence legislation or government policy b) A person who works for the military c) A person who investigates government corruption d) A person who represents a foreign country in diplomatic matters
  4. Which term refers to a government in which the monarch is the head of state but their powers are limited by a constitution? a) Monarchy b) Absolute monarchy c) Constitutional monarchy d) Republic

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