PREVIEW OF LESSON NOTE ON ENGLISH LANGUAGE
CLASS: SSS1 Second Term
REFERENCE: New Oxford English Secondary English Course 1 (NOSEC)
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WEEK ONE | LESSON ONE ———————————————————– 4 REVISION OF FIRST TERM WORK AND INTRODUCTION OF SECOND TERM SCHEME 5 LESSON TWO 5 READING TO COMPREHEND MAIN IDEAS AND STORY LINE – COMPREHENSION: SMALL POX (PAGE 101) 5 LESSON THREE | VOCABULARY ON RELIGION – CHRISTIANITY/ISLAM 5 EXTRA LESSON ONE | SUMMARISING IN SPECIFIC NUMBER OF SENTENCES (PAGE 106) 6 EXTRA LESSON TWO | THE VERB 6 EXTRA LESSON THREE | REVISION OF VOWEL SOUNDS AND EXERCISE 8 WEEK TWO | LESSON ONE ———————————————————– 8 READING TO COMPREHEND THE WRITER’S PURPOSE – COMPREHENSION: THE ORIGIN OF SILK (PAGE 109) 9 WEEK THREE | LESSON ONE ———————————————————– 11 LISTENING COMPREHENSION (PAGE 120) 14 WEEK FOUR | LESSON ONE ———————————————————– 14 READING TO COMPREHEND SUPPORTING DETAILS – COMPREHENSION: THE THREAT TO… (PAGE 128) 17 WEEK FIVE | LESSON ONE ———————————————————– 19 LISTENING TO IDENTIFY DETAILS 20 WEEK SIX | LESSON ONE ———————————————————– 23 READING TO COMPREHEND MAIN IDEAS AND STORY LINE – COMPREHENSION: THE LOST PRINCES (PAGE 147) 23 WEEK 7 | MID-TERM TEST ———————————————————– 26 WEEK EIGHT | LESSON ONE ———————————————————– 26 WEEK NINE | LESSON ONE ———————————————————– 29 READING TO COMPREHEND STORY LINE – COMPREHENSION: A BAD END FOR A BAD FRIEND (PAGE 165) 28 WEEK TEN | LESSON ONE ———————————————————– 33 READING TO MAKE NOTES – COMPREHENSION: TANNING IN NIGERIA TODAY (PAGE 172) 32 WEEK ELEVEN | REVISION ———————————————————– 35 |
Download the Complete Lesson note: Weeks 1-11 in PDF
WEEK ONE | LESSON ONE
Revision Of First Term Work And Introduction Of Second Term Scheme
READING TO COMPREHEND MAIN IDEAS AND STORY LINE – COMPREHENSION: SMALL POX
The main idea of a piece of writing is encapsulated in the title or topic of the work. It is usually embedded in the first sentence of the passage, but not all the times. Such a sentence, wherever it is located is known as topical sentence. Once one reads the topic sentence, understanding the main ideas of a passage becomes easy. This is because related vocabulary from one’s frame of reference (what you have heard, read or experienced in the past) are activated.
In the comprehension passage on page 101, the first sentence is the topic sentence. Now read the passage carefully and answer the questions on it.
COMPREHENSION EXERCISE – PAGE 101
a) It can spread rapidly leaving serious casualty.
b) It can be contracted through direct or indirect contact with an infected person.
c) The person develops rashes all over the body and he or she is seriously sick.
d) Blindness and deafness.
e) Indirect contact is a contact with the material from an infected person.
f) i. adjectival clause ii. It qualifies the noun ‘article’
g) dreaded – feared
results – outcomes
occurs – happens
globe – world
notify – inform
Verb is a word or a combination of words that indicates the action, experience or state of the subject in a clause or a sentence. Verb is to a sentence what the heart is to a life. The above definition alludes to the function of verbs as follows: i. Action verb: this indicates what is done by the subject in a clause or sentence. Action verb can also be called dynamic verb or doing verb. Example: He speaks French. ii. Stative verb: This indicates, not an action, but the state, thought, emotion, or experience of the subject in a clause or sentence. Stative verb should not be used with “-ing” to indicate a progressive/continuous action, because they are not dynamic. Example: – I enjoy Nollywood movies. iii. Linking verb: This acts as a connective between the subject and a subject complement in a clause or sentence. The most common linking verbs are the be-verbs (i.e. am, is, are, was, be, etc). E.g. I am a great teacher. Other example of linking verb are as seen in the following sentences: – You look great. There are five basic forms of verbs 1. Root verb for 1st person and 2nd person subjects, and 3rd person plural subject. Root verb is also known as the infinitive form. Example: 2. Root verb + ‘s’ for 3rd person singular subject. Example: 3. Past form Example: 4. Continuous/present participle form. 5. Past participle form Regular Verb: a verb is said to be regular if its past and past participle are formed by merely adding the inflexion, ‘d’ or ‘ed’ to the root/base form. Irregular Verb: a verb is said to be irregular if You may check the table of content to see the volume of work that had gone into the preparation of the lesson note. Having your own PDF copy enables you to be more efficient and frees you of several hours of preparing lesson note. You can use the extra time to check your students’ notebooks and properly evaluate their essays. Download is instant after payment.
– Janet understands Mathematics better when her friend explains to her.
– More examples of stative verbs are: know, believe, love, hate, want, need, own, have, etc
– The flowers smell sweet.
– The task seems difficult. Etc.Basic Forms of Verbs
i. I speak well of my friend.
ii. We speak with grandma on phone.
iii. You speak well of your boss.
iv. The children play on the field.
i. Ade admires the teacher.
ii. She stands for what is right.
i. You spoke well of your boss.
ii. The children played on the field.
i. They are playing on the field.
i. They had played before the hard work.
ii. I have eaten my food.REGULAR AND IRREGULAR VERBS
i. the past and past participle are formed differently,
ii. the past and past participle are formed without the addition of ‘d’ or ‘ed’,
iii. Its spelling remains the same in the root, past and past participle forms.
Examples… Download the Complete Lesson note: Weeks 1-11 in PDF
Root Verb
Past
Past Participle
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