SS3
LITERATURE IN ENGLISH (IST TERM)
WEEK SEEVEN (7 &8)
TOPIC:INTRODUCTION TO THE UNSEEN PROSE.
1a. Features of unseen Prose
. The following are some of features of unseen prose.
(i) Suspense: This technique involves the creating of expectation through deliberate delay of information. It is commonly used to provoke reader participation.
(ii) Flash back: This is a narrative techniques use to bring into focus earlier occurrence in the course of a chronological sequence of events. It involves injecting past happenings in the life of a character into the present.
(iii) Foreshadowing: By this device a writer provides hints in the story about a further happenings. It gives the reader an intimacy on an event which is to follow on later in the action.
(iv) Interior Monologue: This involves a cheater talking alone. It is mostly used in drama where it is called a dramatic monologue. It is also known as “stream of consciousness” and it perfect form.
(v) Dialogue: Mostly used in drama dialogue involves a verbalex change between two or more people in a work of art.
(vi) Digression: This is a narrative technique that involves deliberate presentation that of ideas or situation which do not involve the main plot.
(vii) Point of view: This refers to the angle or perceptive from which the story is told. It underscores the use of narrator or stay teller who could be the author or is characterizes are told through any of the following:
* Participant point of view (Ist person narrative techniques)
* Non-Participant point of view
– The third person, narrative method e.g. using (He She, and they)
– Ominiscent point of view: Method of storytelling that give narrator the all knowing power of God and could see the inner recesses of the character
(viii) Parable: This is a short fictitious story tell moral or religious principles.
(ix) Myth: Traditionally, it means stories about gods or contrived scope of reasoning.
(a) COMPEHENSION PASSAGE WITH OR WITHOU A TITLE
Read the following passage carefully, and then answer the question’s which follow:
The raven came flying around the hills in raiding parties; sometimes, I think with the express purpose of annoying the falcons which nest there. The falcons quick to anger at any time, were obviously in a heat of fury when the ravens came scouting along the cliff. Hunting down time after, the wing almost closed. The falcon would attempt to drive away the raven. The latter, however, flew unconcernedly to and fro; only at the last split second of each falcon’s ready for the death blow, did the raven turn over sideway to present that remarkable wedge of break which could transfix the falcon were it to continue its wild descend. But the falcon, knowing its match, does not strike an adult raven, though it may kill a young one which has not yet acquired the agility characteristic of its race Question:
1. Describe brief it in your own words.
(a) The falcon’s method of attack
(b) The raven’s method of defense
(c) Two qualifies which, in the opinion of the write, are possessed by falcons.
2. Discuss the author’s style of writing stating whether his story has been a success or a failure
LESSON ONE
WEEK SEVEN (7)
ESSAY WRITING
TOPIC: ARTICLE
An Article is written specifically for publication in news paper or a magazine. This implies that you must write with the reader in mind. The purpose of writing article are as follows:
(i) To educate or inform
(ii) To prove a case or argue a point.
(iii) To entertain or Amuse
(iv) To provide guidelines for doing something.
(v) To give instruction on how to find a route.
FORMAT OF AN ARTICULE WRITING
(a) An article is not a letter. Therefore do not write it as a letter when the question says ‘write an article for publication in a newspaper’
(b) Use the first paragraph to establish the setting or situation under which you are writing as well as to define your purpose.
(c) Use the succeeding paragraph to discuss your point of view.
(d) Use the closing paragraph to summarize, round off and conclude.
(e) Always remember to write your name in full on the right hand corner of the line following the article.
In addition, use a polite language, be precise, use your word purposefully, punctuate accurately, do not use slang, Above all do not make your write up to bore your reader.
LESSON THREE
TOPIC: MORE ON FIGURES OF SPEECH
“”’Figure of speech” refers to the speech or expression which carry the picture of something to the people. There are many figures of speech in English Language but I would like to treat only the commonest ones.
1. SIMILE: This is a direct comparison between two essentially unlike things. Simile are introduced by ‘like’ and ‘as’. Example: as gentle as a dove.
He fought like a lion.
She ate like a wolf because she was hungry.
An cunning as a fax. Etc.
2. METEPHOR: It is a simile reduced or compressed into a shorter form. Example:
* He is the pillar of strength for his family.
* She is a Gorilla.
3. PERSONFICATION: It refers to a figure of speech I which abstraction or in animal object are endowed with human qualities. Example
* Night spread her night wing on me.
* Hunger is shivering on the road.
4. Hyperbole: It is gross or deliberate exaggeration. Example
* I saw a man who is taller than an Iroko tree
* I drank five bucket of water yesterday.
5. ONOMATOPEA: It is used when the situation or expression can be understood from the sound heard or produced. The noise which many animals make is called onomatopoeia. Examples
The charter of a monkey
The bark of a dog.
The perr of a cat.
The roar of a lion
The sound made by object are called onomatopoeia. E.g.
The clapping of water
The booming of gun
The banging of door
The jingle of coins etc.
6. EUPHEMISM: This is the opposite of hyperbole. When the truth is disagreeable (unpleasant) euphemism Endeavour to make it pleasing. E.g.
(i) She has kicked the bucket (meaning dead)
(ii) He is at eat (meaning he is dead)
(iii) She has put to bed (she has just born a new baby)
LESSON THREE
COMPREHENSION/VOCABULARY DEVELOPMENT
TOPIC: SUITABLE PASSAGE ON: Building And Plumbing
The use of recommended text as suppose
LESSON THREE
STRUCTURE:
TOPIC: MORE ON LEXICAL AND AUXILASRY VERBS.
Auxiliary verb are helping verbs. They help other both affirmative and negative sentence, meaning they are not use alone in sentences. They are also to ask question.
- Primary Auxiliaries: They are used with other verbs to show tense and number in sentence. They include: be, am, is, was, were, being, been, has, have, having, had, do, does, doing, did, and done.
- Modal Auxiliaries: They are used with other verbs to change their meaning. They express ideas such as possibility, intention, or permission e.g can, shall, should, will, would, may, might, must, ought to, dare, need, used to and had better.
In ordinary sentence, shall gives with I, and we to indicate the future tense e.g I shall eat the food
We shall travel tomorrow.
Will: goes with: he, she, you, they, it, Example
– We will come here today
– She will write the letter
– You will buy the book
– They will go to Abuja
– It will fly away.
Lexical (or main) verb can stand alone as the verb elements in sentence. For example:
The young women danced till dawn
Bola did his homework yesterday.
I would have done away if I know how
(Auxiiliary) (Lexical)
LESSON TWO
TOPIC: MORE ON CONSONANT.
The English consonant are (24) twenty four. A consonant is a speech sound which is produced with obstruction of airstream. The obstruction could be “partial” or “table”. For instance, when consonant like /p/ is produced, the flow of air is obstructed by the lips. The obstruction here is called a total obstruction because the flow of air is completely obstructed for a while. But when consonant like /f/ is produced, the flow of air is partially obstructed by the lower lip and the upper teeth.
The important thing about the production of a consonant, therefore, is that is always a degree of obstruction of the air is one of the three important factor used in classifying the English consonants.
Classification of Consonant. These are:
(i) Place of Articulation
(ii) State of Glottis
(iii) Manner of Articulation
The following are the twenty four consonant sound.
P, b, t, d, k, g, f, v, , , s, z, s, , , , ,r, w, j, m, n, J.
Most consonant can occur at the beginning, middle and end of words but a few of these consonant are restricted to certain positions.
/p/ as in pan, Happy, Nap
/b/ as in Bud, Rubber, Rub
/t/ as in Tea, Heater, Seat.
/d/ as in dip, ridder, hide
/k/ as in come, marking, pack
/g/ as in get, target, rag
/f/ as in fork, suffer, cough
/v/ as in van, river, live
/ / as in think, anthem, both
/ / as in this, father, breathe
/ /as in sip, racing, place
/ z/ as in Zink, razor, has
/ / as in shop, lashes, fish
/ / as in genre, vision,garage
/h/ as in hat, behave
/tj/ as in cheap, ricer, teach
/dz/ as in joy, rejoice, page
/l/ as in lock, follow, sell
/r/ as in rag, borrow
/w/ as in win, rewind
/j/ as in yes
/m/ as in man, remain, him,
/n/ as in net, runner, rain
/ / as in singer, hang
(and more)
LESSON THREE
COMPREHEND AND VOCABULARY DEVELOPMENT
TOPIC: Reading for influence
A recommended text is used accordingly.
LESSON ONE
WEEK EIGHT (8)
TOPIC: SPEECH WORK: CONSONANT SOUND /C/, /P/, /S/ ETC.
(a). /l/ in the production of /l/, the tip of the tongue makes contact with the alveolar ridge. This obstruction causes a partial obstruction of the airstream which however passes along the sides of the tongue. The local card vibrates during the production of /l/ and the consonant is therefore a voiced alveolar lateral. The usual spelling symbol is “l” but it is a silent in word like “Psalm” “walk”, “yolk”, “could”, “should” etc.
(b) /P/ for the production of /P/, the upper and lower lip are brought together to obstruct the flow of the airstream from the lungs. This obstruction does not last long as there is an immediate release of the air pressure which build up. There is no vibration of the vocal card while /P/ is produced. On the whole /p/ is voiceless bilabial plosive.
The spelling symbol for /p/ is not pronounced in words like “Psalm” “empty”, pneumonia and a few other words.
(c) /s/ for the articulation of /s/, the tip and blade of the tongue make a light contact with the alveolar ridge while the airstream passes through the groove created by partial obstruction . Ii is therefore voiceless, alveolar plosive. The common spelling far /s/ are as follows:
“S” as in Seat
“SC” as in Science
“C” as in cease
“x” as in axe
LESSON TWO
TOPIC: COMPOSITION
Oral composition on “The Family (Nuclear and Extended).
LESSON THREE
TOPIC: AUXILIARY VERB
Making Request (using Will, Could, Please)
More on Auxiliary Verb.
Auxiliary verbs are helping verbs. They help other verb both affirmative and negative sentence, meaning they are not use alone in sentence. They are also used to ask question.
1. PRIMARY AUXILIARY: They are used with other verb to show tense and number in sentence. They include be, am, is, was, were, being, been, has, have, having, had, do, does, doing, did, and done.
2. MODAL AUXILILARY: They are used with other verb to change their meaning. They express idea such as Possibility, Intensity, or Permission. E.g. can, shall, should, will, would, may, mighty, must, ought to, dare, need, used, to, and had better.
In ordinary sentence, shall goes with I, and we to indicate the future tense e.g. I shall eat the food.
We shall travel tomorrow.
WILL: goes with: He, She, You, They, it. Example
He will come here today
She will write the letter
You will buy the book
They will go to Abuja
It will fly away
For Request
1. Can I please come in?
2. Will you come home with me?
3. Shall will go?
4. Will you please close the Door?
5. Can I eat the food?
LESSON FOUR
LITERATURE – IN – ENGLISH
Recommend Text (Summary Note)