SUCCESSGATE INTERNATIONAL SCHOOL

Motto: RAISING AND EXCELLENT PRODUCTIVE GENERATION

LESSON NOTE
EDUCATOR’S NAME:

SUBJECT: ENGLISH – STUDIES

CLASS: BASIC 9 / GRADE 9 / J.S.S. 3

TERM: THIRD TERM ( 3RD TERM )

SESSION: 2023 – ACADEMIC – SESSION

SUBJECT: ENGLISH – STUDIES CLASS: JSS 3

SCHEME OF WORK 3RD TERM LESSON NOTE

WEEKS TOPICS / CONTENTS . Learning Objectives: By the end of the lessons, students
should be able to:
1 Revision of last term’s work.
2 1. Speech work: Review of Monothongs
2. Grammar – Review of Nouns and Pronouns
3. Reading and Comprehension: Look at some past questions.
4. Composition- Review of Narrative or Descriptive Essay
5. Literature-in-English- Review of major/minor characters, theme, plot,
tragic/comic elements diction

Words of the Week- Vacuum, sergeant, preferred , questionnaire, possession,

occurrence, millennium, indispensable, harass, kitchenette.
3 1. Speech work: Review of Diphthong
2. Grammar – Review of Verbs or Adverbs
3. Reading and Comprehension: Use past questions.
4. Vocabulary development- Past questions
5. Composition- Review of Argumentative / Expository essay
6. Literature-in-English- Review of Literary terms- Poetry, Metaphor, Simile,
Alliteration, Irony and so on

Words of the Week- plagiarize, restaurant, acquaintance, consensus, Wednesday,

coolly, sophisticated, reminiscence, rhetorical, tarpaulin
4 1. Speech work: Review of Consonant
2. Grammar- Review of Adjectives , Conjunction, Prepositions and Interjections
3. Reading and Comprehension: Use past questions.
4. Vocabulary development- Use past questions
5. Composition- Revisit formal letter, informal letter and their features
6. Literature-in-English- Prose- Use past questions

Words of the Week- inflammation , interrupt, khaki, lambaste, masquerade , paralleled,

pharmaceutical , physician, rapport, savvy
5 Use Past Questions for all the aspects of the revision
6 Use Past Questions for all the aspects of the revision
7 Mid- Term break / Mid-term Test
Use Past Questions for all the aspects of the revision
8
9 Use Past Questions for all the aspects of the revision
10 Use Past Questions for all the aspects of the revision
11 EXAMINATIONS
REFERENCES
1. Effective English Text Book. J.S.S1 . Michael Montgomery et al.
2. Count Down English. Revised Edition. O. Ogunsanwo et al.
3. Creative and Guided Composition for Senior Classes. C.O Odetola
WEEK: 2 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, students should be able to

6. Speech work: Review of Monothongs

7. Grammar – Review of Nouns and Pronouns
8. Reading and Comprehension: Look at some past questions.
9. Composition- Review of Narrative or Descriptive Essay
10. Literature-in-English- Review of major/minor characters, theme, plot, tragic/comic elements
diction
11. Words of the Week- Vacuum, sergeant, preferred , questionnaire, possession, occurrence,
millennium, indispensable, harass, kitchenette.

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT:

SPEECH WORK

TOPIC: THE VOWEL SOUNDS

In a phonetic definition, vowels are distinguished from consonants in term of how they are articulated in the
vocal tract and the associated patterns of acoustic energy.

When vowel sounds are produced, air escapes in a relatively unimpeded way through the mouth or nose.
Such articulation involves only slight moments of the tongue and lips.

Vowels can, therefore, be defined as the sounds produced with neither a complete nor a narrowing of the
vocal tract. Vowel sounds are produced when there is a free flow of air.

Vowel sounds can also be define as the sound in which there is no obstruction to the flow of air as it
passes from the larynx to the lips. Vowels are normally described with reference to four criteria:

a. The part of the tongue that is raised front, back, centre or lip.
b. The extent to which the tongue raises in the direction of the palate-high, mid or low. Alternatively, tongue
height can be described as close, mid-close, mid-open and open.
c. The position of the soft palate-raised for oral vowels and lowered for nasalized vowels.
d. The kind of opening made at the lips-various degrees of rounding or spreading.

TYPES OF VOWEL SOUNDS

The vowels sounds of English can be classified into three

a. Monothongs or pure vowels

b. Diphthongs or impure vowels
c. Triphthongs
THE MONOTHONGS

A vowel is monothongs or pure when only one sounds is involved. The monothongs are twelve. However,
they are further divided into two groups thus: the short and long vowels.

i. The Short Vowels: They are so called due to the brevity of the sounds the denote during speech process.
They are as follows: /i/, /e/, /u/, /əe/, /ə/, /ɔ/, and /ʌ/. The seven short vowel sound can also be called lax
vowels.
ii. The Fine Long Vowel: Which can also be called the tense vowels are fine. They include /i:, a:, ɔ:, u:, ɛ:/

THE TWELVE MONTHONGS

i. /I:/ – This is a long sound, produced by raising the front of the tongue towards the hard palate; the lips are
spread to a neutral position, and the air is forced through. Examples are found in words like read, see, chief,
key be etc.

i. /i/ – This is a short form of vowel one. it is produced by raising the front of the tongue towards the hand
palate. Especially the central position of the palate, and the middle part of the tongue is raised slightly higher
than half closed position and the lips are somewhat spread. Examples; fit, little, hill, ship etc.

i. /e/ – The vowel is produced by raising the front of the tongue and the middle of the tongue to about half the
distance between close and open, and the lips between being spread and neutral. Examples are in words
like bet, egg, spread, pen, get, pet etc.

i. /əe/ – This is produced by raising the blade of the tongue and the middle of the tongue raised to about one-
sixth of the distance between open and close, and the lips between neutral and spread. Examples are in
words like: – bad, mat, man, match, back, bag, etc.

 /a:/ – This vowel involves the back of the tongue unlike the previous ones, the middle of the tongue is quite
low down in the mouth, and the lips are in the neutral position. Examples – father, calm, clerk, laugh, dark,
saga, class, pass etc.

 /ɔ/ – This is articulated with the back of the tongue. While the lips are slightly rounded, the jam is usually
open during pronunciation. The vowel is not quite fully back, and between open – mid and open in tongue
height. Examples not, box, long, spot, bought, because, cop, cough, what, want etc.

 /ɔ:/ – This is the long variant of vowel 6. It is produced by raising the back of the tongue, slightly raising the
middle of the tongue and rounding the lips very considerably. Examples – saw, law, caught, fought, cord,
sword etc.

 /u/ – This sound is produced by raising the back of the tongue toward the soft palate (root of the mouth),
raising the middle of the tongue in a little above half close position, and closely rounding the lips. It is short
vowel with examples – put, foot, book, push, would, could, bought, woman, bosom, circular, bullet etc.

i. /u:/ – This sound is mad right at the top and back of the mouth and the lips are moderately rounded. During
production, the tongue is raised to a certain height towards the soft palate, the middle of the tongue is
produced by raising the back of the tongue almost to close position and closely rounding the lips. Examples –
two, food, moot, canoe, shoe, do, to, move, mute, rule, fruit, juice, suit etc.

 /ʌ/- This is a short sharp vowel, produced by raising the back of the tongue, though not fully, raising the
middle of the tongue somewhat half way, and leaving the lips difficult sound for most Nigerians. Examples:
cut, but mother, cup, stuck, done, some, sum, does, worry come, love, couple etc.

 / ɛ:/ – This is a long weak vowel, which is produced by raising the central part of the tongue and the lips in a
central position. Is a central vowel that is often spelt “er”. It is pronounced “air” – – (r) – – (r). examples: fern,
bird, girl, earth, journey, tournament, scourge, thirst, thirty, circuit, skirt etc.
  /ə/ – This is a short, weak vowel, which is produced by raising the central part of the tongue and the lips kept
in a neutral position. It occurs mostly in unaccented syllables. It is called the schwa sound. It is generally not
articulated with much energy. Examples: Mature, formula, curable, matter, doctor, neighbour, famous,
confuse, today etc.

It is the most frequently occurring vowel for monothongs, it is usual to represent the position where each is
articulated in the mouth.

CARDINAL VOWELS CHART

REVISION

GRAMMAR

TOPIC: MEANING AND TYPES OF NOUN LESSON NOTE

The word noun is derived from a Latin word “nomeri” (a name). a noun can therefore, simply be defined as
the name of anything. It may be concrete, real or tangible such as Ayo, Lagos, Book, Teacher, Pupil,
Water etc. It may be abstract, intangible or imaginary such as Hope, Fear, Belief, Wish, Idea, Thought,
Love etc.

ROLES OF NOUN

A noun can play the role of either the subject or object of a verb. It could also be the object of a preposition
or even a complement in a sentence. The role also indicates it position in a sentence.

EXAMPLES

Subject of a verb: Lagos is a busy city

Object of a verb: The girl loves the boy

Object of a preposition: John put the car in the garage

Complement of the verb “is” or its varieties as am, are, was, were: Stella is a teacher

TYPES OF NOUN

There are basically two types of noun: proper and improper or common nouns.

Proper nouns are names given to specific people, places, things, days and months.

Examples;

Ayo, Audu, Emmanuel, Ibadan, Ghana, Europe, The Guardian, Mr. Biggs, UBA Plc, Friday Wednesday,
January, December etc.

Improper or common nouns do not refer to anything specific, they can refer to one in a group, count or
mass concrete or abstract. Thus we can have varieties of common nouns such as: –

i. Collective:– The name of a group of people or things considered as a unit e.g flock, team, crew, crowd,
army, furniture.
ii. Concrete: – The name of what can be touched or felt e.g book, teacher, biro, cloth, table radio etc
iii. Abstract: – The name of what cannot be touched or felt e.g hope, love, poverty, honesty, fear etc
iv. Countable: – The name of a thing that may be counted e.g house, student, three, car clock etc.
 v. Uncountable: – The name of a thing that may not be counted e.g water, salt, oil ink etc

TOPIC: LITERATURE: REVIEW OF LITERARY TERMS ( MAJOR/MINOR CHARACTERS, THEME,

PLOT, TRAGIC AND COMIC ELEMENTS, ETC.)
Content:
Characterization: This refers to the way the author presents his characters in terms of
qualities peculiar to them. This may be through narration, description, dialogues, speeches etc. We
could have major and minor characters in a play.
Major character: A character that features prominently or throughout a play or prose e.g. Joseph in
“Village Boy” Agbalowomeri and Justice Faderin are also major characters in “The Incorruptible Judge”
Minor character: A character that features once a while or less prominently in a work of friction.
Theme: This refers to the central or main idea that is discussed in a work of friction. It is the major
message in the work. The themes of hard work, courage and humility are discussed in the “Village Boy”;
the theme of corruption in “The Incorruptible judge”
Plot: This is the organization of events in a literary work. The organization is done following the principle
of cause and effect. A plot could either be linear or complex.
Setting: This refers to the totality of the environment of a story. It refers to the period, place, situation,
atmosphere, etc, of a story.
Comic Relief:This is a comic element inserted in a tragic work to relieve tension.
Flashback: This is a scene in a play, film or novel that shows an event which had happened earlier.
Evaluation: In your own words, discuss the following:
a. Major character
b. Theme
c. Plot
d. Comic relief
e. Flashback
Reading Assignment: Read “Element of Literature” on page 156-157 of Exam Focus.
Reference: Exam focus: English for JSCE

Topic: Review of Literary Terms for Poetry

Content:
Literary terms for poetry include:
a. Simile: This is the description of a thing by comparing it to another thing that is similar to it
using “Like’ and “As” E.g.;
She is as beautiful as a peacock.
You are like a tortoise.
He is as proud as a peacock.
The righteous is as bold as a lion
b. Metaphor: Here, one thing is equated to another that shares the same quality with it, e.g.
1. She is a fox.
2. Jude is a lion.
3. You have caught a big fish today.
Personification: This is realized when human quality (ies) is/are given to inanimate objects; e.g.
My car is coughing.
The sun is smiling at me.
The trees are clapping.
Hyperbole: This is another word for over statement or exaggeration, e.g.
Tola finished that mountain of pounded yam!
There is no water every where.
Euphemism: This refers to the presentation of an unpleasant thing in a pleasant way.
The king has joined his ancestors.
I want to visit the ladies.
Alliteration: Repetition of the same consonant sounds in a sequence, e.g.
Felix fried fish for father Fred
 Orunmila makes my medicine potent.

Assonance: Occurrence of the same vowel sound in words that follow one another, e.g.
The boy wet the bed.
Make hay while you may.
Metonymy: The use of one thing to stand for another thing with which it has a direct relationship, e.g.
“Crown” is used for a king
“All hands’’ must be on deck.
“hands’’ represents human beings.
Many lives were lost during the crisis.
Oxymoron: Using two words of opposite meanings
Parting is a sweet sorrow
You are as a wise fool
Death is a cruel kindness

Synecdoche: The use of a part of a thing to represent the whole, e.g.

“Pen” is used for a journalist

“Sword is used for a soldier”

Evaluation: With one example for each, discuss the following terms in your own words:
Oxymoron, alliteration, simile, metaphor, personification and metonymy
Reading Assignment: Read page 157-158 of Exam Focus: English for JSCE
Reference: Exam Focus: English for JSCE

COMPOSITION

TOPIC: ESSAY WRITING LESSON NOTE

Writing is a form of persuasive communication. There is always a point of view to project and which the
writer wants the reader to understand. In order words, we write for a reader. The success of writing is
therefore best judged by how well the reader understands the message we are trying to send by writing.

Writing is one of the most significant features of a literate society. It is the use of language in its writing
form. The writer’s opinion is the thesis, which indeed an essay should contain. This thesis should be
supported with a range of organized materials properly synthesized constitute good writing.

THE QUALITIES OF A GOOD WRITING

The qualities of a good writing have been discussed in varied forms. However, we find these noted in
Ebele Eko (1987) more encompassing and exhaustive than others. They are;

i. Economy
ii. Simplicity
iii. Clarity

i. Economy: – Economy in this sense means conciseness. To be concise is to utilize the mini-mum number of
words to express an idea in a sentence without loosing any detail. Also, a good writing should be concise in
the number of sentences in a piece of writing. A good writing should not emphasize economy at the expense
of clarity and accuracy. Redundancy of words sentences and paragraphs should be avoided.

i. Simplicity: – The language of a good writing should be simple. It should not be too difficult to understand.
To achieve this, the writing should avoid the use of rare and complex vocabulary; and long complex
sentences which could be broken down into several well arranged simple sentences. What should engage
 the writer’s mind is how well his message is delivered and understood. Anyway writing is done for someone
else to read. In all, a good writing should be straight forward and easily understood.

i. Clarity: – Clarity is another important quality of a good writing. A writer should express his subject of
discussion as clearly as possible. He should have the ordinary readers in mind. He should be eager to invite
more people into his field. This can be best done by demystifying the subject with the use of language which
does not convey obscurity and vagueness of ideas. No matter how technical and abstract a subject might be,
a writer should be able to give the reader information and instruction that are simple, clear, direct and
therefore effective, useful and educative. This goes a long way to show that the writer has adequate
knowledge of his subject.

THE ESSAY OUTLINE

Longer essays require elaborate outlines. These outlines can occur in any of the two forms – topic and
sentence outlines. The topic outline is shorter. It sets down points or ideas in stages without explaining.
The sentence outline is more restricted and more specific in its directions.

THE FORM OF THE OUTLINE.

Stage 1: – Formulate the thesis and establish the purpose of the essay.

Stage 2: – Write down the major ideas or topic sentences each directly connected to the thesis as major
paragraph.

State 3: – Sub-divide each topic sentence into sub-paragraphs, each dealing with just a point

Stage 4: – (a) Complete the sub-division and write complete sentences (b) Revise the essay, ensuring the
topic of the presentation

ADHERE TO THE OUTLINE

TYPES OF ESSAY

i. Narrative Essay
ii. Descriptive Essay
iii. Argumentative Essay
iv. Expository Essay
v.

NARRATIVE ESSAY

A narrative essay is not only a story one has made up. Any account of one’s previous experience is a
narrative. Most novels and shorts stories are forms of the narrative weather one is writing an imaginary
story or a real life experience, there is the need for preparation. The following steps should be taken:

1. Established just what you want to relate.

2. Know that every narrative tells what took place in a definite period of time. Then remember to break up the
period into units you can manage; treat each unit separately.
3. Identify the points of emphasis and ensure that each point constitute a unit of expression, just like what you
have in a paragraph when writing.
4. Remember to include only those details that will be useful to your narratives.
5. If you have any important lesson to be drawn from your narrative, remember to emphasis it at the conclusion
of your decision. Above all, the past tense is predominant in the narrative.
WEEK: 3 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, students should be able to

7. Speech work: Review of Diphthong

8. Grammar – Review of Verbs or Adverbs
9. Reading and Comprehension: Use past questions.
10. Vocabulary development- Past questions
11. Composition- Review of Argumentative / Expository essay
12. Literature-in-English- Review of Literary terms- Poetry, Metaphor, Simile, Alliteration, Irony
and so on
13. Words of the Week- plagiarize, restaurant, acquaintance, consensus, Wednesday, coolly,
sophisticated, reminiscence, rhetorical, tarpaulin

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT:

SPEECH WORK

TOPIC: VOWEL SOUNDS

SUB-TOPIC: DIPHTHONGS

The diphthongs or impure vowels are eight. A diphthong represents a sound that consists of a movement
or glide from one vowel quality to another. It has been observed that during the glide, the first vowel sound
is given more prominence than the sound vowel sound. Thus in pronouncing vowel 13, /ei/ for example,
there is more prominence on /e/ than on /i/.

The diphthongs can be categorized into three groups namely;

a. Front closing diphthongs (/ei, ai, ɔi/)

b. Back closing diphthongs (/au, əu/)
c. Centering diphthongs (iə, eə, uə/)

Vowel 13 /ei/: – this sound is produced by starting from the position of /e/ or /ɛ/ and gliding towards the
position of /i/. So, the glide result in progressively closing the mouth from the beginning to the end.
Examples – day, lady, eight, rake etc.

Vowel 14 /ou/or/əu/: – The sound starts somewhere from the central position towards the upper back
position. The glide from /o/ to /u/ is easier among Nigerians. Examples – go, know, coat, etc.

Vowel 15 /ai/: This sound is produced with the tongue starting somewhere near the position of /a/ and
moving towards the position of /i/. Examples eyes, ice, my, time. Etc

Vowel 16 /au/: This is a sound starting from the position of the /a/ sound and moving towards the /u/
position. Examples: now, how, round, town etc.
Vowel 17 /ɔi/: The position of the tongue is slightly high in the initial part of the glide and then the
movement is towards the /i/ position. Examples – boy, oil, soil, etc.

Vowel 18 /iə/: This is the first of the centering vowel i.e those which glide towards the central part of the
mouth. The tongue starts in the position of the vowel 2, and there is glade towards the central vowel /iə/.
Examples: – here, hear, rear, idea etc.

Vowel 19 /eə/: The tongue starts from the position of the cardinal vowels /e/, and there is a glide towards
the central vowels sound. Examples: – bear, fear, scarce, there etc.

Vowel 20 /uə/: The tongue begins the glide from the /u/ position and moves towards the central position
for the /ə/ sound. Examples: – Pure, tour, fuel, duel etc

Topic: Review of Verbs and Adverbs

Content:
A verb is an action word. It tells us what the subject of a sentence does. There are two types of
verbs: transitive and intransitive verbs.
Transitive Verbs
These are verbs that have / take objects.
Example:
One man does the work.

I broke my leg.

She slapped the boy.

The tailor made a beautiful dress.

Intransitive Verbs
These are verbs that don’t take / have objects
Examples:
A cock crows.

I slept very well yesterday.

The baby cries everyday.

However, some verbs can be used either as transitive verbs (that is, with objects) and as intransitive verbs
(that is, without objects) e.g;
ate
i. He ate rice (rice is the object)
ii. He ate (no object)
fight
i. I can fight him (Him is the object)
ii. I can fight (no object)
sing
i. Bimpe sings a song everyday (song is the object)
ii Bimpe sings everyday (no object)

Verb Tenses
Tenses show the time actions take place in sentences. As the subject of a sentence does, the time an
action takes place determines the form of the verb in a sentence.
Note how the verb in each of the following sentences changes its form according to the time the action
takes place.
Now Everyday Yesterday Already
Present Progressive Tense Present Tense Past Tense Present Perfect
I am playing I play I played I have played
You are working You work You worked You have worked
He is writing He writes He wrote He has written
She is doing it She does it She did it She has done it
We are going there We go there We went there We have gone there
They are dancing They dance They danced They have danced
However, some verbs don’t change their forms in the present, the past and the perfect tenses, eg.
Present Tense Past Tense Perfect Tense
Broadcast broadcast broadcast
Shut shut shut
Spread spread spread
Burst burst burst
Cast cast cast
Sweat sweat sweat
Cost cost cost
Set set set

Evaluation: List five verbs, use them in sentences and state whether the verbs are transitive or
intransitive.
Change to simple present:
a. Tolu bought a book
b. We ate beans last night
c. The children did the work
d. I have learnt driving
e. You are beating your brother
Adverbs
An adverb is a word that modifies a verb, an adjective or another adverb in the same sentence.
Examples of adverbs are: quickly, slowly, loudly, boldly, beautifully, secretly, today, tonight, tomorrow,
how, very, too, so, etc.
Types of Adverbs
i. Adverb of Manner
a. He ran quickly
b. She walked slowly
ii. Adverb of Time
a. I saw him yesterday.
b. He will arrive soon
Do it now
iii. Adverb of Place
a. I saw him there.
b.They are playing outside.
iv. Interrogative Adverb
a. Where is my book?
b. When will you come to my house?
v Appropriate adverb for expressing frequency of actions and events.
(a) Always, (b) frequently (c) often normally, scarcely, barely etc
vi. Adverbs that are intensifier are: very, too, so.
vii. Adverbial Phrases
a. He is a little taller than I.
b. She visits me every Sunday.
c. He went there on Saturday.

Common adverbs that express negation include: nothing, nowhere, hardly, rarely, seldom, never, etc.
Evaluation: Point out adverbs and adverbial phrases in the following passage:
I was tired yesterday. My sleep was so deep that I did not wake up until 7.am. Then I quickly got out of bed
so that people would not know when I woke up.
Reading Assignment: Read chapter 7 of English Grammar.
Reference: English Grammar for Junior Secondary School by P.O. Olatunbosun

Topic: Descriptive Essay (Review)

Content:
The teacher reminds the students that:
a. A descriptive essay is one that requires you to write a description of, for example, an object, a
person, an animal, a process etc.
b. The dominant tense used in the descriptive essay is present simple tense
c. Great imagination is required in this kind of essay
d. The descriptive should be presented in a logical order.
e. The descriptive should be made very clear, interesting and informative.
Evaluation: Write an essay of about 250 words on “The person I admire most”
Reading Assignment: Read more on Descriptive Essay from Exam Focus.
Reference: Countdown English Language by Ogunsanwo ; Exam Focus for JSSCE

Topic: Review of Diphthongs

Contents:
The teacher reminds the students that:
a. A diphthong is the combination of two vowel sounds produced together with the gliding movement
of the speech organs. That is, to realize its sound, you glide from the first sound to the second one. There
are eight diphthongs in English Language.

They are:
/ eɪ / as in cake, paid, day, great, eight, rain, reign
/ əʊ / as in go, toe, grow, sew, brooch
/ aɪ / as in height, eye, bike, tie, sky, bye, guy
/ aʊ / as in doubt, Hausa, crown, cow
/ ɔɪ / as in boil, boy, buoy, toy
/ ɪə / as in pear, fear, mere, sheer, fierce
/ eə / as in air, care, fair, hair
/ ʊə / as in poor, pure, sure, hour
Evaluation: Indicate the diphthongs represented by the underlined letters in the words below:
1. crowd / / 7. clear / /
2. fair / / 8.show / /
3. serious / / 9.coin / /
4. Island / / 10. shake / /
5. foe / /
6. vein / /
Reading Assignment: Read more on Diphthongs from Exam Focus for JSSCE.
References: Oral English by Sam Onuigbo; Diction in English year 10

Topic: Direct and Indirect Speech

Content: Direct speech refers to the quoting by a speaker or writer, of the actual utterance of another
speaker or writer. It contains all the actual words used by the original speaker.
Things to note about direct speech are:
a. After the subject (speaker) and the verb, put a comma.
b. Put quotation marks before you start writing the first words of his speech
c. Write in capital the first letter of the first words of his speech
d. Put the appropriate punctuation mark at the end of the speech. e.g, a full stop, a question mark, or
an exclamation mark.
e. Finally, close the speech with a quotation mark.
Rules Governing Indirect Speech
a. After mentioning the speaker (subject) and the verb, the reported speech is introduced with
conjunction ‘that; where appropriate
b. All the verbs in the present tense in a quotation must be changed to past tense, e.g, says to said;
has to had; is to was; can to could; may to might; shall to should; will to would; but the verb must not be
changed if it expresses a permanent truth or customary fact. E.g. He said that the world is round.
c. All pronouns must be changed to the third person, eg. I to he; me to him/her; we to they ;our to t
their.
d. All words of nearness must be changed to corresponding words of remoteness e.g. now to then,
here to there; this to that; these to those; yesterday to the previous day, tomorrow to the next day, last
week to the previous week and next year to the following year.
Study the examples below:
i. a. Direct speech: Akin said, “I can do it.”
b. Indirect speech: Akin said that he could do it.
ii. a. Direct speech: Ladi remarked, “My team wins this year.’’
b. Indirect speech: Ladi remarked that his team would win that year.
iii. a. Direct speech: The teacher says, ‘The sun rises in the east’
b. Indirect speech: The teacher says that the sun rises in the east.
iv. a. Direct speech: Our Geography teacher said, ‘The earth is spherical.’
b. Indirect speech: Our Geography teacher said that the earth is spherical.
Evaluation: Do practice exercise sixteen of English Grammar for JSCE pg 70-72
Reading Assignment: Read more on Direct and Indirect Speech from English Grammar by Olatunbosun.
Reference: Countdown English Language by Ogunsanwo
Weekend Assignment: Effective English page 236-237, question 25-44

LITERATURE: TOPIC: LITERARY TERMS

Plot: The plot is the arrangement of the story of the play. The summary of the story line of the play is
expected to be arranged orderly so as to avoid confusion – a story line is expected to have a beginning,
the middle and an end.

Theme: This is also called subject matter. It is the central idea of the drama. All drama (whether tragedy,
comedy or tragic – comedy) have messages they are passing across to the audience.

Character: These are the members of cast in drama actions; mood and dialogue are portrayed by the
character. These are two types of character in a play. They are: – major character and minor
characters. They can also be called round characters and flat characters.

Dialogue: This is also called language or diction. It is the major medium through which characters express
their thought in words.

Setting: This refers to the place where the actions of a play take place. Examples of setting are;

a. Physical Setting: market, village sequare, in the office, in the morning, in the night etc.
b. Historical Setting: in the olden days or the present time.
c. Social Setting: Types of social atmosphere like language, occupation, religion etc.

Conflict: This refers to opposition of characters or forces within a play resulting from divergent ideas and
interest. Conflict is responsible for the development of dramatic action in a play. It goes without conflict
because it project the theme of a ply. The actions of the character are therefore geared towards creating
conflict and resolving same for the play to come to an end.
Dramatic Irony: Refers to incongruity between a situation developed in a drama and the accompanying
words or action that understood by the audience but unknown to some of the characters in the play. Also
called tragic irony.

Tragic Flaw: Every classical tragic hero is endowed with a tragic flaw, which eventually brings about his
downfall despite his impressive credentials. The flaw could be in the form of uncontrollable anger for
Odewale in Ola Rotimi’s, the Gods Are Not To Blame, or over ambition for Macbeth.

Comedy: A drama with a generally light atmosphere leading to a happy ending. Examples Wole
Soyinka’s The Lion and The Jewel.

Tragedy: A drama with a generally serious intense atmosphere leading to an unhappy ending. Exampls
Ngugi’s The Black Hermit Femi Osofisan’s Women of Owu

Farce: Is a comedy of a lower kind in which believability is sacrifice for the main objective of exciting
laughter. Example Zulu Sofola’s Wizard of Law

Tragic – Comedy: Is a play that combines the salient features of comedy and tragedy and tends towards
a happy ending, usually with a great sense of relief after much anxiety.

Melodrama: Like the comic farce, melodrama is a play in which believability is sacrificed for the sake of
sensational action and producing the shock effect. When tragedy becomes unrealistic or unconvincing. It
becomes melodrama.

ASSIGNMENT: List ten literary terms and their meaning.

Topic: Review of Literary Terms for Poetry

Content:
Literary terms for poetry include:
a. Simile: This is the description of a thing by comparing it to another thing that is similar to it
using “Like’ and “As” E.g.;
She is as beautiful as a peacock.
You are like a tortoise.
He is as proud as a peacock.
The righteous is as bold as a lion
b. Metaphor: Here, one thing is equated to another that shares the same quality with it, e.g.
1. She is a fox.
2. Jude is a lion.
3. You have caught a big fish today.
Personification: This is realized when human quality (ies) is/are given to inanimate objects; e.g.
My car is coughing.
The sun is smiling at me.
The trees are clapping.
Hyperbole: This is another word for over statement or exaggeration, e.g.
Tola finished that mountain of pounded yam!
There is no water every where.
Euphemism: This refers to the presentation of an unpleasant thing in a pleasant way.
The king has joined his ancestors.
I want to visit the ladies.
Alliteration: Repetition of the same consonant sounds in a sequence, e.g.
Felix fried fish for father Fred
Orunmila makes my medicine potent.

Assonance: Occurrence of the same vowel sound in words that follow one another, e.g.
The boy wet the bed.
 Make hay while you may.
Metonymy: The use of one thing to stand for another thing with which it has a direct relationship, e.g.
“Crown” is used for a king
“All hands’’ must be on deck.
“hands’’ represents human beings.
Many lives were lost during the crisis.
Oxymoron: Using two words of opposite meanings
Parting is a sweet sorrow
You are as a wise fool
Death is a cruel kindness

Synecdoche: The use of a part of a thing to represent the whole, e.g.

“Pen” is used for a journalist

“Sword is used for a soldier”

Evaluation: With one example for each, discuss the following terms in your own words:
Oxymoron, alliteration, simile, metaphor, personification and metonymy
Reading Assignment: Read page 157-158 of Exam Focus: English for JSCE
Reference: Exam Focus: English for JSCE

WEEK: 4 DAY: SUBJECT:

DATE: TOPIC:

SUBTOPIC: PERIODS: DURATIONS:

LEARNING OBJECTIVES: At the end of the lesson, students should be able to

7. Speech work: Review of Consonant

8. Grammar- Review of Adjectives , Conjunction, Prepositions and Interjections
9. Reading and Comprehension: Use past questions.
10. Vocabulary development- Use past questions
11. Composition- Revisit formal letter, informal letter and their features
12. Literature-in-English- Prose- Use past questions
13. Words of the Week- inflammation , interrupt, khaki, lambaste, masquerade , paralleled,
pharmaceutical , physician, rapport, savvy

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT:

Topic: Speech work: Revision of Consonant Sounds.

Content:
Consonants are sounds that are produced with some obstruction in the speech passage. In their
production, two organs of speech normally come together to close the speech passage totally or partly. In
English, we have twenty-four consonants. Some of these sounds are represented by symbols which
generally correspond with the letters of the English alphabet, while others are not.
Below are the consonant sounds of English with examples of words that contain them.

/ p/
 ‘p’ - pain, promise, nap, improve
‘pp’ - pepper, apple, supply
ii.
/b/
‘b’ - baby, break, disturb
‘bb’ - babble, robber, rubble

iii. /k/
‘c’ - cat, record, conflict
‘ck’ - crack, rack, black
‘ch’ - chemical, chaos, Christ
‘k’ - king, keg, key
‘q’ - queue, cheque
‘cc’ - account, occupy, occasion
iv. /g/
‘g’ - goat, gun, bag
‘gg’ - haggle, baggage, biaer
‘gh’ - ghost, ghastly
v. /t/
‘t’ - two, active, study
‘tt’ - attack, matter, bottle
‘d’ - kicked, missed, slapped
‘th’ - Thomas, thyme, Thames

vi. /d/
‘d’ - do, den, duty, bed
‘dd’ - daddy, muddy, paddle

vi. /s /
‘s’ - so, send, saviour
‘ss’ - miss, glass, cross
‘ce’ - rice, glance, slice
‘zz’ - pizza
‘x’ - axe, tax, pixels
‘sc’ - science, sceptre, scent
vii. /z/
‘z’ - zero, zip, dozen
‘zz’ - buzz, dazzle, muzzle
‘s’ - rise, says, does
‘ss’ - possess, scissors
‘x’ - example, exit, exult
viii. /l/
‘I’ - lip, listen, below
‘ll’ - wall, silly, yellow
ix. /m/
‘m’ - many, came, member
‘mm’ - stammer, mummy
‘mb’ - lamb, bomb, climb
‘mn’ - condemn, damn, hymn
x. /n/
‘n’ - no, snob, bend
‘nn’ - banner, manner, annual
‘pn’ - pneumonia, pneumatic
 ‘kn’ - know, knock, knee
‘gn’ - gnat, gnash, sign
xi. /w/
‘w’ - wear, watch, woman
‘wh’ - why, while, wheel
xii. /h/
‘h’ - hope, house, mishap
‘wh’ - whole, whore
xiii. /ŋ/
‘ng’ - sing, young, long
‘nk’ - sink, bank, ink
‘nc’ - anchor, uncle, zinc
‘nx’ - anxious
xiv /j/
‘y’ - yam, year, you
‘u’ - use, unity, utensil
‘eu’ - Europe, eunuch, Eunice
‘l’ - onion, opinion
xv. /ʃ/
‘s’ - sure, sugar, explosion
‘sch’ - schedule, schwa
‘sh’ - shabby, relish, shrub
‘ss’ - mission, pressure, possession
‘ch’ - machine, chef, champagne
‘ci’ - precious, vicious, spacious
‘t’ - nation, promotion
xvi. /r/
‘r’ - rain, story, scream
‘rr’ - hurry, carrot, worry
‘rh’ - rhetoric, rhyme, Rhoda
xvii. /f/
‘f’ - farm, proof, soft
‘ff’ - cliff, Clifford, stuff
‘gh’ - rough, laugh, enough
‘ph’ - physics, Philips, chlorophyll
xviii. /v/
‘v’ - vigour, revoke, Victor
‘ph’ - Stephen
xix. /θ/
‘th’ - think, thank, wealth, faith, oath, author, path, breath
xx. /ð/
‘th’ - than, that, those, they, gather, breathe, smooth
xxi. /ʒ/
‘s’ - measure, treasure, pleasure, explosive
‘sion’ - confusion, decision, explosion, conclusion
‘ge’ - garage, mirage, camouflage
xxii. / tʃ /
‘ch’ - church, choose, search
‘tu’ - future, fracture
xxiii. / dʒ /
‘j’ - jug, jacket, Jesus
‘g’ - George, badge, germ, ginger, gibe, gin

Evaluation: Write three words that contain each of the sounds below:
/d3/
/g/
/j/
/t/
/k/
/m/
/b
Reading Assignment: Read Exam Focus for Jss3.
References: Countdown English by Ogunsanwo, Diction in English BK 10.
Topic: Informal, Semi-Formal and Formal Letters (Revision).
Content:
The teacher reminds the students that:
a. Informal letters are private or personal letters. They are letters we write to people who are very
familiar to us such as our parents, friends, classmates etc.

REVISION

GRAMMAR

TOPIC: PART OF SPEECH

A adjective is described as a word that qualifies or modifies nouns and pronouns. Adjective generally give
more information about nouns and pronouns in items of their attributes such as quality, colour, quantity,
etc. such words come nearer to the nouns they modify than all other elements that modify such nouns.

TYPES OF ADJECTIVES USES

There are to uses of every adjective namely;

i. Attribute use
ii. Predictive use

i. Attributive Use: – An adjective used with a noun is known as attributive use.

Examples;

Beautiful girl

Cleaver student

Tall tree

Fair face

Lovely flower

i. Predictive Use: – An adjective used with a verb is known as predictive use.

ii. Examples;

She is afraid

He is alive
They are dead

He looked happy

KINDS OF ADJECTIVES

Adjectives are divided into ten types namely;

i. Adjective of Quality
ii. Adjective of Quantity
iii. Adjective of Number
iv. Demonstrative Adjective
v. Distributive Adjective
vi. Interrogative Adjective
vii. Possessive Adjective
viii. Emphasizing Adjective
ix. Exclamatory Adjective
x. Proper Adjective

a. Adjective of Quality: – Is the adjective that is used to talk about the quality of a person or thing. Examples;
Wealthy, Regional, Industrial, Fundamental, Elementary, Primary.

Example;

 The Yoruba is regional language

 He is a wealthy person
 Kafanchan is an industrial city

 Adjective of Quantity: – An adjective used to talk about quantity of things. Example; little, much, enough,
no, any, whole, some, all great, half, sufficient.

Example;

 There is a little milk in the jug

 My father earned enough money
 He showed much courage in the war

 Adjective of Number: – An adjective used to talk about the number of things or person is known as
adjective of number.

Examples; fine, few, no, many, all, some, most, several, first any, one

Example;

 She wrote six papers for her B.A

 Only a few people are kind to the poor
 I got first class in my B.A
 All students passed in the exam

 Demonstrative Adjective: – An adjective use to point out which person or thing we speak about is known as
demonstrative adjective.

Examples; this, that, these, those

Example;

 This book is very interesting

  That girl is very beautify
 These flowers are lovely

 Distributive Adjective: – is an adjective used to refer to each and every person or thing separately.

Examples; each, every, either, neither, any, none, both

Example;

 Each boy was awarded a diploma

o Every Nigeria is entitled to adult franchise
o Every citizen should love his mother land
o Neither party has got majority in the recent elections
o Neither country accepted the treaty

 Interrogative Adjective: – An adjective used to question is known as interrogative.

Examples; what, which, whose.

Example;

 What advice shall I give you?

o What language do you teach at college?
o Which places do you wish to visit?
o Which poet do you like most?
o Whose photograph is this?
o Whose hand writing is this?

On whose recommendation did you apply for this post?

 Possessive Adjective: – Is an adjective used to talk about ownership or possession.

Examples; my, your, our, his, her, its, their.

Example;

 my mother is a teacher
o your father is a doctor
o our country is Nigeria
o his wealth was lost
o her husband died in an accident
o all their daughters were married last

ADVERBS

An adverb is a word which modifies the meaning of a verb, an adjective or another adverb.

Examples:

She writes quickly

Bokola is very smart

He explained the poem fairly well

KINDS OF ADVERBS

Adverbs are divided into eight kinds on the basis of their use.

i. Adverb of Manner

ii Adverb of Place

iii. Adverb of Time

iv. Adverb of Frequency

v. Adverb of Certainty

vi. Adverb of Degree

vii. Interrogative Adverb

viii. Relative Adverb

1. Adverb of Manner: An adverb used to show how an action is done is known as an adverb of manner.

Examples; quickly, bravely, happily, hand, fast, well, clearly, soundly, probably, possibly, evidently,
unfortunately, luckily, sadly.

Example;

 They lived happy

o Bukola walks gracefully
o She speaks fluently

 Adverb of Place: Is an adverb that is used to show where an action is done.

Examples; here, there, up, down, near, below, above, away, out, everywhere, backward, within, by.

Example;

 I went there
o She stood near the gate
o Please come here

 Adverb of Time: An adverb used to show when an action is done.

Examples; now, then, today, tomorrow, early, soon, already, never, since, formerly.

Example;

 My father is not at home now

o She will come here soon
o She came late yesterday

 Adverb of Frequency: An adverb used to show how often an action is done is known as an adverb of
frequency.

Examples; once, twice, often, never, always, occasionally, again, frequently, seldom, sometimes.
Example;

 They talked to each other again

o We visited Jos twice
o They never go to films

 Adverb of Certainty: An adverb used to show definiteness of the action is known as an adverb of certainty.

Examples; certainly, surely, definitely, obviously.

Example;

 Surely, she love me

 I shall certainly help you
 Janet is obviously very clever

TOPIC: INFORMAL, SEMI-FORMAL AND FORMAL LETTERS (REVISION).

CONTENT:
The teacher reminds the students that:
a. Informal letters are private or personal letters. They are letters we write to people who are very
familiar to us such as our parents, friends, classmates etc.
FEATURES OF AN INFORMAL LETTER
1. Writer’s address and date
2. Salutation e.g. Dear Efe,
3. Introduction
4. Body of the letter
5. Conclusion
6. Subscript, Yours friend,
b. Semi-formal letters are letters we write to people who are not totally strange to us but are not close
enough to us to deserve personal letters. E.g our teachers, family doctor, priest etc. The semi-formal letter
is more related to the informal letter than to the formal letter.

FEATURES OF A SEMI-FORMAL LETTER

1. Writer’s address and date
2. Salutation e.g. Dear Mr. Eze, Dear Mrs Jones,
3. Introduction
4. Body of the letter
5. Conclusion
6. Subscript, e.g. Yours sincerely,
c. Formal letters are also called official or business letters. They are written to people in their official
positions. They are people we do not know personally, e.g. Local government chairmen, commissioners,
etc.

FEATURES OF A FORMAL LETTER

1. Writer’s address and date
2. Receiver’s address
3. Salutation e.g. Dear Sir, Dear Madam
4. Heading or topic or title e.g. Application for the Post of a Teacher; Invitation to a Religious Seminar
etc
5. Body of the letter
6. Conclusion (usually very short)
7. Subscript e.g. Yours faithfully,
(Signature)
Writer’s full name.
EVALUATION:

a. Write a letter to your elder brother who is schooling at home, telling him your problems in school
and asking him to help contact your parents.
b. Write a letter to the director of your school, telling him why you cannot resume with your mates on
your resumption day.
Reading Assignment: Read more on the topic from Exam Focus.
References: Countdown English Language by Ogunsanwo; 120 Graded Essays for Junior Secondary
School by Omoju

Weekend Assignment: Effective English for JSS 3 page 239 – 240, questions 6

WEEK: 5 – 10

Use Past Questions for all the aspects of the revision

WEEK: 11 EXAMINATIONS