WEEK EIGHT
\nLESSON ONE: SPEECH WORK \u2013 Consonant Sounds \/k\/ and \/g\/
\n\/k\/ – To produce, the back of the tongue makes contact with the velum. This contact results in a total obstruction of the flow of air. The air pressure which builds up in suddenly released with an explosive sound. The glottis is open so that the local cord do not vibrate as \/k\/ is produced. This consonants which is voiceless velar plositive, has many spelling symbols. E.g.<\/p>\n
The “K” is usually not pronounced before “n” at the beginning of words like: “Knock” and “Know”.
\n\/K\/ at \u00a0\u00a0\u00a0\u00a0Initial Position \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Final Position<\/p>\n
\/g\/ – This consonant is the voiced counterpart of \/K\/. This means that the process of production of \/g\/ is similar to that of \/k\/ except that the vocal cords vibrates as \/g\/ is produced. \/g\/ is therefore spelt “g” and “gh” as in “give” and “ghost” respectively. The “g” is not pronounced before “n” at the beginning or end of words such as “gnaw”, “gnash”, “sign” and “reign” and before “m” at the end of words such as “paradigm” and “diaphragm”. Pronounce the following word with \/g\/ at the beginning and the end of the words.
\n\/g\/ at \u00a0\u00a0\u00a0\u00a0Initial Position \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Final Position<\/p>\n
\u00a0Assignment
\nWrite 10 words showing \/k\/ and \/g\/ at the initial and final position.<\/p>\n
\u00a0 \u00a02. The Full \u2013 Stop (.) \u2013 It is used to end a sentence. And examples \u00a0Assignment \u00a0LESSON THREE \u00a0LESSON FOUR WEEK EIGHT LESSON ONE: SPEECH WORK \u2013 Consonant Sounds \/k\/ and \/g\/ \/k\/ – To…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,104],"tags":[],"class_list":["post-1027","post","type-post","status-publish","format-standard","hentry","category-posts","category-second-term-jss-2-english"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts\/1027","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/comments?post=1027"}],"version-history":[{"count":1,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts\/1027\/revisions"}],"predecessor-version":[{"id":1028,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts\/1027\/revisions\/1028"}],"wp:attachment":[{"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/media?parent=1027"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/categories?post=1027"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/tags?post=1027"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n\u00a0LESSON TWO
\nTITLE: GRAMMAR: Punctuation Marks (Continues)
\nSUB-TITLE: The Full Stop and The Comma
\n1. The Comma (,) \u2013 It is used to separate items of a date. An example
\n\u00a0\u00a0\u00a0\u00a0Monday, 3rd<\/sup> July, 2015
\nIt is also used for subscription. Examples: Yours sincerely, Your loving son.
\nComma can be used to separate noun from another. An example is
\nI saw Mr. Ojo, the principal of Anglican High School.
\nIt is also used with direct speech. an example: “We shall go home”, she said.<\/p>\n
\n(i) Gbolahan came to Ibadan yesterday\u00a0\u00a0\u00a0\u00a0(ii) She is a beautiful woman
\nb. It is used in abbreviations. Examples U.S.A, U.K, M.A, B.A etc.<\/p>\n
\nReference: – New Oxford English. Book 2, page 14
\nInstruction: Replace the asterisks in this conversation with comma, questions make and inverted commas. <\/p>\n
\nREADING AND COMPREHENSION
\nReading to identify the main and supporting ideas in a selected passage.
\nReference: New Oxford English for junior secondary school. Book 2. Unit 21, page 200.
\nInstructions: Read the passage carefully, identify words that shows the writer’s ideas and do the exercise on it. <\/p>\n
\nWRITING A STORY
\nTITLE: \u00a0\u00a0\u00a0\u00a0The Meeting
\nA DRAMATIC VERSE
\nA Story of Moremi and Dibia (Meeting in Igbo’s Kings’ Palace)
\nReference \u2013 New Oxford secondary English course. Book 2 for junior secondary school. Page 201 \u2013 203
\nClass Exercise: Answer question 1 \u2013 5 that followed the story.
\nAssignment
\nWrite a short story on how you meet with an old friend of yours, your both reactions and what ends the story.
\nLESSON FIVE
\nLITERATURE \u2013 IN \u2013 ENGLISH
\nSUMMARY ON THE RECOMMENDATION TEXT.<\/p>\n","protected":false},"excerpt":{"rendered":"