{"id":1221,"date":"2023-09-27T13:42:00","date_gmt":"2023-09-27T13:42:00","guid":{"rendered":"http:\/\/localhost\/ecole9ja\/?p=1221"},"modified":"2023-09-27T13:45:37","modified_gmt":"2023-09-27T13:45:37","slug":"week-1-and-2-jss-2-third-term-english-language-lesson-notes","status":"publish","type":"post","link":"https:\/\/ecolebooks.com\/nigeria\/posts\/week-1-and-2-jss-2-third-term-english-language-lesson-notes\/","title":{"rendered":"Week 1 and 2 – Jss 2 Third Term English Language Lesson Notes"},"content":{"rendered":"

JUNIOR SECONDARY SCHOOL 2
\n<\/strong>SCHEME OF WORK
\n<\/strong>ENGLISH LANGUAGE
\n<\/strong>3RD<\/sup> TERM
\n<\/strong>WK 1:\u00a0\u00a0\u00a0\u00a0Revision of 2nd<\/sup> Term Work and Examination Questions.
\nSPEECH WORK: Revision of Stress Intonation.
\nGRAMMAR : The use of conjunctions \u2013 Although and whereas as contrasts.
\nReading and comprehension.Reading to understand the Writer’s purpose by identifying the key words in a selected passage.
\nCOMPOSITION: A review of formal letters and informal letters
\nLITERATURE \u2013IN-ENGLISH: Review of literacy terms and figures of speech.<\/p>\n

\u00a0WK 2:\u00a0\u00a0\u00a0\u00a0SPEECH WORK: Consonant \/t\/ and \/d\/ or \/p\/ & \/b\/ at the initial and final position of words.
\nGRAMMAR: Using despite and inspite reading to summarize the key ideas from different paragraphs.
\nCOMPOSITION: LIT-IN-ENG:- Use the recommended text on Prose:
\n(ii) more on myths \/ legends.<\/p>\n

\u00a0WK 3:\u00a0\u00a0\u00a0\u00a0SPEECH WORK: Consonant sounds \/s\/$\/S\/
\n\u00a0\u00a0\u00a0\u00a0(Sheep\/Cheap, Mash\/march\/sheep\/cheap\/
\nGrammar: The uses of have, has and had
\nReading Compilation: Reading to infer the author’s intention in a selected passage.
\nCOMPOSITION: A composition on the topic “Pride Goes Before Fall”.
\nLit-In-English: Characterization, Lit-in-Eng: Write a simple story on Honesty and fair play (A recommended text of your own).<\/p>\n

\u00a0WK. 4:\u00a0\u00a0\u00a0\u00a0SPEECH WORK: Consonant sound \/q\/ and \/a\/ think \/ father, mouth\/ father\/
\nGRAMMAR: Synonyms: Using adequate examples.
\nREADING & COMPREHENSION: Reading to identify word\/expressions that signal or redirect attention to the main point.
\nVOC. DEV.: Word Associated with Human Rights.
\nCOMPOSITION: A composition on the topic: The responsibilities of Government.
\nLIT-IN-ENGLISH: Writing a simple poem on laziness.<\/p>\n

\u00a0WK. 5: SPEECH WORK: Consonant \/w\/ and \/j\/ (words University, win\/yellow).
\nGRAMMAR: Antonyms using adequate examples.
\nReading and comprehension: As in week 1. Voc. Dev. Conflict resolution.
\nCOMPOSITION: A topic on A Memorable Journey I Once Made.
\nLI-IN-ENG; Identification of moral import and the recommended prose text. (ii) setting plot on the recommended prose text.<\/p>\n

\u00a0WK. 6: \u00a0\u00a0\u00a0\u00a0SPEECH WORK: Contrasting: Vowel\/u\/ and \/u:\/Luke\/Youth, book\/food).
\nGRAMMAR: The use of causative verbs. For example: black to cause to become black. Reading and comprehension as in Week 2.
\nVoc. Deve: Words associated with Religion.
\nCOMPOSITION: Writing a dialogue
\nLIT-IN-ENGLISH: Use the recommended text on drama (II) figures of speech in the recommended text.<\/p>\n

\u00a0WK. 7:\u00a0\u00a0\u00a0\u00a0Speech work: Contrast between vowels\/\u00c9: \/\u00d9 \/ (caught \/come, lawn\/love).
\nSchool on the field etc).
\nREADING AND COMPREHENSION: As in week 3
\nCOMPOSITION: Composition on the topic: The long\/would not like to remember.
\nLIT-IN-ENGLISH: Use the recommended text on drama.
\n(ii) Dramatization of same from the recommended text on drama.<\/p>\n

\u00a0WK. 8:\u00a0\u00a0\u00a0\u00a0SPEECH WORK: Consonant and vowel sounds differentiated.
\nGRAMMAR: Review of prefix and suffix
\nREADING AND COMPREHENSION: Refer to week 4
\nCOMPOSITION: Write a composition on the topic: The Rich Also Cry”
\nLIT-IN-ENGLISH: Characterization, Dictation, Plot and theme in the recommended text on drama.<\/p>\n

\u00a0WK 9: \u00a0\u00a0\u00a0\u00a0COMPOSITION: SPEECH WORK: Review of the consonant sounds with emphasis
\non \/q\/ and \/a\/.
\nGRAMMAR: More on Question tags
\nREADING AND COMPREHENSION: Review the language skills.
\nCOMPOSITION: Review the composition of letter writing and essay writing.
\nLITERATURE-IN-ENGLISH: Review the prose text in use
\n(ii) Review of Drama text in use. <\/p>\n

\u00a0WK. 10: REVISION<\/p>\n

\u00a0WK. 11 & 12: EXAMINATION<\/p>\n

\u00a0
\n\u00a0WEEK ONE (REVISION
\n<\/strong>LESSON ONE:\u00a0\u00a0\u00a0\u00a0Revision of Second Term Work and Examination.
\nLESSON TWO: \u00a0\u00a0\u00a0\u00a0SPEECH WORK: Revision of Stress Intonation.
\nLESSON THREE:\u00a0\u00a0\u00a0\u00a0GRAMMAR: The use of conjunctions \u2013
\nAlthough and whereas as contrasts.
\nLESSON FOUR:\u00a0\u00a0\u00a0\u00a0Reading and comprehension (Reading to understand the
\nWriter’s purpose by identifying the key words in a selected passage.
\nCOMPOSITION: \u00a0\u00a0\u00a0\u00a0A review of formal letters and informal letters
\nLITERATURE \u2013IN-ENGLISH: Review of literacy terms and figures of speech.<\/p>\n

\u00a0WEEK TWO (2)
\n<\/strong>LESSON ONE: SPEECH WORK:
\nTITLE: CONSONANT \/t\/ and \/d\/ OR \/p\/ & \/b\/. – at the initial and final position.
\nINTRODUCTION: What is a consonant?
\nConsonant is speech sound which is produced with the obstruction of airstream. The obstruction could be partial or total. When consonant like \/P\/ is produced, the flow of air is obstructed by the lips. The obstruction here is called total obstruction because the flow of air is completely obstructed for a while. The important thing about the production of a consonant, therefore, is that there is always a degree of obstruction of the airstream from the lungs. The degree of obstruction of the air is one of the three important factors used in classifying the English consonant \/P\/ to articulate this sound, the upper and lower lips are brought together to obstruct the flow of airstream from the lungs. This obstruction does not last long as there is an immediate release of the air pressure which builds up. There is no vibration of the vocal cords while \/P\/ is produced. In all, \/P\/ is a voiceless bi-labial plosive.
\nPronounce the following words where \/P\/ occurs at the beginning or end of the word:
\n\"\"\/Initial Position\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Final Position
\nPat\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0trap
\nPin\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0nip
\nPus\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0sup
\nPool\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0loop
\nPack\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0cap<\/p>\n

\u00a0\/b\/ – The of articulation of \/b\/ is similar of \/P\/. The lips are brought together to obstruct the air which is released with an explosive sound. The only different between \/P\/ and \/b\/ is that the vocal cords vibrate during the production of \/b\/ while they do not for \/P\/. that is why \/b\/ is voiced bilabial plosive.
\n\u00a0\u00a0\u00a0\u00a0The only spelling symbols for \/b\/ is “b” but “b” is not pronounced in some words especially where it comes before “t” or when it occur after “M” art the end of a word. Example of such words are: “debt”, “doubt”, “lamb” and “bomb”.
\n\u00a0\u00a0\u00a0\u00a0Pronounce the following words with \/b\/ at the initial and final position.
\n\"\"\/Initial Position\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Final Position
\n\u00a0\u00a0\u00a0\u00a0Bud\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0dub
\n\u00a0\u00a0\u00a0\u00a0Bat\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0tab
\n\u00a0\u00a0\u00a0\u00a0Bin\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0nib
\n\u00a0\u00a0\u00a0\u00a0Bon\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0nob
\n\u00a0\u00a0\u00a0\u00a0Bat\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0tab
\n\u00a0\u00a0\u00a0\u00a0Bomb\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0mob.<\/p>\n

\u00a0\/t\/ – To produce \/t\/, the tip of the tongue is in contact with the alveolar ridge and this contract obstruct the flow of air. On immediate release, the air pressure escapes with the usual sound. There is no vibration of the vocal cords since the glottis is wide open. This consonant is therefore, a voiceless alveolar plosive. There are many spelling symbols for \/t\/ and they are as follows:
\n“t” as in ten, tenth, talk
\n“tt” as in letter, little, settle
\n“th” as in Thames, think, thought
\n“ed” as in looked, hooked, cooked.
\n\u00a0\u00a0\u00a0\u00a0The “t” is not actually pronounced in words like “Christmas” “castle, wrestle, listen.
\n\/t\/ at the initial and final position.
\n\"\"\/
\n\t\tInitial Position\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Final position
\n\u00a0\u00a0\u00a0\u00a0Tone\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0note
\n\u00a0\u00a0\u00a0\u00a0Ten\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0net
\n\u00a0\u00a0\u00a0\u00a0Tub\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0but
\n\u00a0\u00a0\u00a0\u00a0Tell\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0let
\n\u00a0\u00a0\u00a0\u00a0Tap\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0pat
\n\u00a0\u00a0\u00a0\u00a0Tip\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0pit
\n\u00a0\u00a0\u00a0\u00a0Take\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0kate.<\/p>\n

\u00a0\/d\/ – The production of sound “d” involves the tip of the tongue in contact results in a total obstruction of airstream which is, however, released immediately with an explosive sound. The vocal cords vibrate as \/d\/ is produced. While \/t\/ is a voiceless alveolar plosive. The spelling symbols, for \/d\/ are “d” as in “did” and “ed” as in “moved”.
\n\u00a0\u00a0\u00a0\u00a0This consonant is almost always pronounced wherever is occurs in a word like “handsome”.
\n\u00a0\u00a0\u00a0\u00a0Pronounce the following word with \/d\/ at the initial and final positions:<\/p>\n

\u00a0
\n\u00a0
\n\u00a0
\n\u00a0\"\"\/Initial Position\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Final Position
\n\u00a0\u00a0\u00a0\u00a0Dam\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0mad
\n\u00a0\u00a0\u00a0\u00a0Don\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0nod
\n\u00a0\u00a0\u00a0\u00a0Down\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0wound
\n\u00a0\u00a0\u00a0\u00a0Dog\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0god
\n\u00a0\u00a0\u00a0\u00a0Deal\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0lead.<\/p>\n

\u00a0Assignment
\n<\/strong>Give two words each on the following sounds at the initial and final positions: \/t\/, \/d\/, \/b\/, \/p\/.
\nLESSON TWO: READING AND COMPREHENSION.
\nTITLE: Reading to summarize the key ideas from different paragraphs.
\nREFERENCE BOOK: New Oxford Secondary English Course BOOK 2 for Junior Secondary School page 132 and 133.
\nTITLE: The Ojo’s Family
\nPassage A and B.
\nInstruction: Student should answer correctly the exercise below.<\/p>\n

\u00a0LESSON THREE: LITERATURE-IN-ENGLISH
\nTOPIC: MORE ON MYTHS AND LEGENDS
\nSUB-TOPIC: THEMES IN POPULAR MYTHS AND LEGENDS.
\nTraditionally, myth is a story about gods or a contrived fable which contain truths beyond scope of reason. The legend on its own, is an oral tale of past heroes, passed from generation to another generation. Legends are based on the history of people.<\/p>\n

\u00a0Assignment
\n<\/strong>Ask your parent at to narrate an ancient story, while you write it down on your own.
\nThemes in Popular Myths and Legend
\nMyth is an ancient story of a race based on its early beliefs passed down from generations, especially on natural events. Have you ever heard of your great grand father, a powerful hunter, who killed an elephant with a mere cap or single-handedly subdued a community and destroy its people? This is an example of a Legend.
\n\"\"\/\"\"\/\u00a0\u00a0\u00a0\u00a0Oral \u2013 Literature<\/p>\n

\u00a0
\n\u00a0
\n\u00a0Orality\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0folk tale\/song
\n\"\"\/\"\"\/Folklore<\/p>\n

\u00a0Oral Poetry\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Legend
\nmyth
\nLESSON FOUR: GRAMMAR
\n<\/strong>TOPIC: USING DESPITE AND INSPITE (with adequate examples)
\n<\/strong>Despite: This is used to show something happened or is true, although something else might have happened to prevent it. Synonymously, it is used with “inspite” for instance (a) He had to laugh despite his failure
\n(b) \u00a0\u00a0\u00a0\u00a0Her voice was shaking despite all effort to control it,
\n(c)\u00a0\u00a0\u00a0\u00a0Despite applying for hundreds of jobs he is still out of work.
\n(d)\u00a0\u00a0\u00a0\u00a0She was good at Mathematics despite the fact that she found it boring.
\n\u00a0\u00a0\u00a0\u00a0Despite (as preposition)
\n1.\u00a0\u00a0\u00a0\u00a0Regardless of: Although he might travel been prevented by something e.g. The mission blasted off today, despite the security effort.
\n2.\u00a0\u00a0\u00a0\u00a0Contrary to: It indicates that something is done unexpectedly or unintentionally. E.g. She was wounded deeply despite all effort to rescue her.
\nIt can be further used as inspite of, regardless of, not withstanding, (formal) in the face of (slang) even with, even though, although etc.<\/p>\n

\u00a0Assignment
\n<\/strong>Write five sentences using “despite”.<\/p>\n

\t\t\u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"

JUNIOR SECONDARY SCHOOL 2 SCHEME OF WORK ENGLISH LANGUAGE 3RD TERM WK 1:\u00a0\u00a0\u00a0\u00a0Revision of 2nd…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,119],"tags":[],"class_list":["post-1221","post","type-post","status-publish","format-standard","hentry","category-posts","category-third-term-jss2-english"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts\/1221","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=1221"}],"version-history":[{"count":1,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts\/1221\/revisions"}],"predecessor-version":[{"id":1222,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts\/1221\/revisions\/1222"}],"wp:attachment":[{"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/media?parent=1221"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/categories?post=1221"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/tags?post=1221"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}