{"id":3839,"date":"2023-10-06T05:45:16","date_gmt":"2023-10-06T05:45:16","guid":{"rendered":"http:\/\/localhost\/ecole9ja\/?p=3839"},"modified":"2023-10-06T05:47:43","modified_gmt":"2023-10-06T05:47:43","slug":"week-7-and-8-ss3-first-term-english-language-notes","status":"publish","type":"post","link":"https:\/\/ecolebooks.com\/nigeria\/posts\/week-7-and-8-ss3-first-term-english-language-notes\/","title":{"rendered":"Week 7 and 8 – SS3 First Term English Language Notes"},"content":{"rendered":"

SS3
\nLITERATURE IN ENGLISH (IST TERM)
\nWEEK SEEVEN (7 &8)
\n<\/strong>TOPIC:INTRODUCTION TO THE UNSEEN PROSE.
\n<\/strong>1a.\u00a0\u00a0\u00a0\u00a0Features of unseen Prose
\n.\u00a0\u00a0\u00a0\u00a0The following are some of features of unseen prose.
\n(i)\u00a0\u00a0\u00a0\u00a0Suspense: This technique involves the creating of expectation through \u00a0\u00a0\u00a0\u00a0deliberate delay of information. It is commonly used to provoke reader \u00a0\u00a0\u00a0\u00a0participation.
\n(ii)\u00a0\u00a0\u00a0\u00a0Flash back: This is a narrative techniques use to bring into focus earlier \u00a0\u00a0\u00a0\u00a0occurrence in the course of a chronological sequence of events. It involves \u00a0\u00a0\u00a0\u00a0injecting past happenings in the life of a character into the present.
\n(iii)\u00a0\u00a0\u00a0\u00a0Foreshadowing: By this device a writer provides hints in the story about a \u00a0\u00a0\u00a0\u00a0further happenings. It gives the reader an intimacy on an event which is to \u00a0\u00a0\u00a0\u00a0follow on later in the action.
\n(iv)\u00a0\u00a0\u00a0\u00a0Interior Monologue: This involves a cheater talking alone. It is mostly used in \u00a0\u00a0\u00a0\u00a0drama where it is called a dramatic monologue. It is also known as “stream of \u00a0\u00a0\u00a0\u00a0consciousness” and it perfect form.
\n(v)\u00a0\u00a0\u00a0\u00a0Dialogue: Mostly used in drama dialogue involves a verbalex change between \u00a0\u00a0\u00a0\u00a0two or more people in a work of art.
\n(vi)\u00a0\u00a0\u00a0\u00a0Digression: This is a narrative technique that involves deliberate presentation \u00a0\u00a0\u00a0\u00a0that of ideas or situation which do not involve the main plot.
\n(vii)\u00a0\u00a0\u00a0\u00a0Point of view: This refers to the angle or perceptive from which the story is \u00a0\u00a0\u00a0\u00a0told. It underscores the use of narrator or stay teller who could be the author \u00a0\u00a0\u00a0\u00a0or is characterizes are told through any of the following:
\n*\u00a0\u00a0\u00a0\u00a0Participant point of view (Ist person narrative techniques)
\n*\u00a0\u00a0\u00a0\u00a0Non-Participant point of view
\n\u00a0\u00a0\u00a0\u00a0–\u00a0\u00a0\u00a0\u00a0The third person, narrative method e.g. using (He She, and they)
\n\u00a0\u00a0\u00a0\u00a0–\u00a0\u00a0\u00a0\u00a0Ominiscent point of view: Method of storytelling that give narrator the \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0all knowing power of God and could see the inner recesses of the \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0character
\n(viii)\u00a0\u00a0\u00a0\u00a0Parable: This is a short fictitious story tell moral or religious principles.
\n(ix)\u00a0\u00a0\u00a0\u00a0Myth: Traditionally, it means stories about gods or contrived scope of \u00a0\u00a0\u00a0\u00a0reasoning.<\/p>\n

\u00a0(a) \u00a0\u00a0\u00a0\u00a0COMPEHENSION PASSAGE WITH OR WITHOU A TITLE
\nRead the following passage carefully, and then answer the question’s which follow:
\n\u00a0\u00a0\u00a0\u00a0The 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:
\n1.\u00a0\u00a0\u00a0\u00a0Describe brief it in your own words.
\n(a)\u00a0\u00a0\u00a0\u00a0The falcon’s method of attack
\n(b)\u00a0\u00a0\u00a0\u00a0The raven’s method of defense
\n(c)\u00a0\u00a0\u00a0\u00a0Two qualifies which, in the opinion of the write, are possessed by falcons.
\n2.\u00a0\u00a0\u00a0\u00a0Discuss the author’s style of writing stating whether his story has been a \u00a0\u00a0\u00a0\u00a0success or a failure <\/p>\n

\u00a0LESSON ONE
\n<\/strong>WEEK SEVEN (7)
\n<\/strong>ESSAY WRITING
\n<\/strong>TOPIC: ARTICLE
\n<\/strong>\u00a0\u00a0\u00a0\u00a0<\/strong>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:
\n(i)\u00a0\u00a0\u00a0\u00a0To educate or inform
\n(ii)\u00a0\u00a0\u00a0\u00a0To prove a case or argue a point.
\n(iii)\u00a0\u00a0\u00a0\u00a0To entertain or Amuse
\n(iv)\u00a0\u00a0\u00a0\u00a0To provide guidelines for doing something.
\n(v)\u00a0\u00a0\u00a0\u00a0To give instruction on how to find a route.<\/p>\n

\u00a0FORMAT OF AN ARTICULE WRITING
\n(a)\u00a0\u00a0\u00a0\u00a0An article is not a letter. Therefore do not write it as a letter when the question \u00a0\u00a0\u00a0\u00a0says ‘write an article for publication in a newspaper’
\n(b)\u00a0\u00a0\u00a0\u00a0Use the first paragraph to establish the setting or situation under which you \u00a0\u00a0\u00a0\u00a0are writing as well as to define your purpose.
\n(c)\u00a0\u00a0\u00a0\u00a0Use the succeeding paragraph to discuss your point of view.
\n(d)\u00a0\u00a0\u00a0\u00a0Use the closing paragraph to summarize, round off and conclude.
\n(e)\u00a0\u00a0\u00a0\u00a0Always remember to write your name in full on the right hand corner of the \u00a0\u00a0\u00a0\u00a0line following the article.
\n\u00a0\u00a0\u00a0\u00a0In 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.
\nLESSON THREE
\n<\/strong>TOPIC: MORE ON FIGURES OF SPEECH
\n<\/strong>“”’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.
\n1.\u00a0\u00a0\u00a0\u00a0SIMILE: This is a direct comparison between two essentially unlike things. \u00a0\u00a0\u00a0\u00a0Simile are introduced by ‘like’ and ‘as’. Example: as gentle as a dove.
\n\u00a0\u00a0\u00a0\u00a0He fought like a lion.
\n\u00a0\u00a0\u00a0\u00a0She ate like a wolf because she was hungry.
\n\u00a0\u00a0\u00a0\u00a0An cunning as a fax. Etc.
\n2.\u00a0\u00a0\u00a0\u00a0METEPHOR: It is a simile reduced or compressed into a shorter form. \u00a0\u00a0\u00a0\u00a0Example:
\n* \u00a0\u00a0\u00a0\u00a0He is the pillar of strength for his family.
\n*\u00a0\u00a0\u00a0\u00a0She is a Gorilla.
\n3.\u00a0\u00a0\u00a0\u00a0PERSONFICATION: It refers to a figure of speech I which abstraction or in \u00a0\u00a0\u00a0\u00a0animal object are endowed with human qualities. Example
\n*\u00a0\u00a0\u00a0\u00a0Night spread her night wing on me.
\n*\u00a0\u00a0\u00a0\u00a0Hunger is shivering on the road.
\n4.\u00a0\u00a0\u00a0\u00a0Hyperbole: It is gross or deliberate exaggeration. Example
\n*\u00a0\u00a0\u00a0\u00a0I saw a man who is taller than an Iroko tree
\n*\u00a0\u00a0\u00a0\u00a0I drank five bucket of water yesterday.
\n5.\u00a0\u00a0\u00a0\u00a0ONOMATOPEA: It is used when the situation or expression can be \u00a0\u00a0\u00a0\u00a0understood from the sound heard or produced. The noise which many \u00a0\u00a0\u00a0\u00a0animals make is called onomatopoeia. Examples
\n\u00a0\u00a0\u00a0\u00a0The charter of a monkey
\n\u00a0\u00a0\u00a0\u00a0The bark of a dog.
\n\u00a0\u00a0\u00a0\u00a0The perr of a cat.
\n\u00a0\u00a0\u00a0\u00a0The roar of a lion
\n\u00a0\u00a0\u00a0\u00a0The sound made by object are called onomatopoeia. E.g.
\n\u00a0\u00a0\u00a0\u00a0The clapping of water
\n\u00a0\u00a0\u00a0\u00a0The booming of gun
\n\u00a0\u00a0\u00a0\u00a0The banging of door
\n\u00a0\u00a0\u00a0\u00a0The jingle of coins etc.
\n6.\u00a0\u00a0\u00a0\u00a0EUPHEMISM: This is the opposite of hyperbole. When the truth is \u00a0\u00a0\u00a0\u00a0disagreeable (unpleasant) euphemism Endeavour to make it pleasing. E.g.
\n(i)\u00a0\u00a0\u00a0\u00a0She has kicked the bucket (meaning dead)
\n(ii)\u00a0\u00a0\u00a0\u00a0He is at eat (meaning he is dead)
\n(iii)\u00a0\u00a0\u00a0\u00a0She has put to bed (she has just born a new baby) <\/p>\n

\u00a0LESSON THREE
\n<\/strong>COMPREHENSION\/VOCABULARY DEVELOPMENT
\n<\/strong>TOPIC: SUITABLE PASSAGE ON: Building And Plumbing
\n<\/strong>The use of recommended text as suppose<\/p>\n

\u00a0LESSON THREE
\n<\/strong>STRUCTURE:
\n<\/strong>TOPIC: MORE ON LEXICAL AND AUXILASRY VERBS.
\n<\/strong>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.<\/p>\n

    \n
  1. \n
    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.\n<\/div>\n<\/li>\n
  2. \n
    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.\n<\/div>\n

    \u00a0\u00a0\u00a0\u00a0In ordinary sentence, shall gives with I, and we to indicate the future tense e.g I shall eat the food
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0We shall travel tomorrow.
    \nWill: goes with: he, she, you, they, it, Example\n<\/li>\n<\/ol>\n

    –\u00a0\u00a0\u00a0\u00a0We will come here today
    \n–\u00a0\u00a0\u00a0\u00a0She will write the letter
    \n–\u00a0\u00a0\u00a0\u00a0You will buy the book
    \n–\u00a0\u00a0\u00a0\u00a0They will go to Abuja
    \n–\u00a0\u00a0\u00a0\u00a0It will fly away.<\/p>\n

    \u00a0Lexical (or main) verb can stand alone as the verb elements in sentence. For example:
    \nThe young women danced till dawn
    \nBola did his homework yesterday.
    \nI would have done away if I know how
    \n (Auxiiliary) (Lexical)<\/p>\n

    \u00a0LESSON TWO
    \n<\/strong>TOPIC: MORE ON CONSONANT.
    \n<\/strong>\u00a0\u00a0\u00a0\u00a0The 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.
    \n\u00a0\u00a0\u00a0\u00a0The 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.
    \nClassification of Consonant. These are:
    \n(i)\u00a0\u00a0\u00a0\u00a0Place of Articulation
    \n(ii)\u00a0\u00a0\u00a0\u00a0State of Glottis
    \n(iii)\u00a0\u00a0\u00a0\u00a0Manner of Articulation
    \nThe following are the twenty four consonant sound.
    \nP, b, t, d, k, g, f, v, , , s, z, s, , , , ,r, w, j, m, n, J.
    \nMost consonant can occur at the beginning, middle and end of words but a few of these consonant are restricted to certain positions.
    \n\/p\/ as in pan, Happy, Nap
    \n\/b\/ as in Bud, Rubber, Rub
    \n\/t\/ as in Tea, Heater, Seat.
    \n\/d\/ as in dip, ridder, hide
    \n\/k\/ as in come, marking, pack
    \n\/g\/ as in get, target, rag
    \n\/f\/ as in fork, suffer, cough
    \n\/v\/ as in van, river, live
    \n\/ \/ as in think, anthem, both
    \n\/ \/ as in this, father, breathe
    \n\/ \/as in sip, racing, place
    \n\/ z\/ as in Zink, razor, has
    \n\/ \/ as in shop, lashes, fish
    \n\/ \/ as in genre, vision,garage
    \n\/h\/ as in hat, behave
    \n\/tj\/ as in cheap, ricer, teach
    \n\/dz\/ as in joy, rejoice, page
    \n\/l\/ as in lock, follow, sell
    \n\/r\/ as in rag, borrow
    \n\/w\/ as in win, rewind
    \n\/j\/ as in yes
    \n\/m\/ as in man, remain, him,
    \n\/n\/ as in net, runner, rain
    \n\/ \/ as in singer, hang
    \n(and more)<\/p>\n

    \u00a0LESSON THREE
    \n<\/strong>COMPREHEND AND VOCABULARY DEVELOPMENT
    \n<\/strong>TOPIC: Reading for influence
    \n<\/strong>A recommended text is used accordingly.
    \n<\/strong>
    \n\u00a0LESSON ONE
    \n<\/strong>WEEK EIGHT (8)
    \n<\/strong>TOPIC: SPEECH WORK: CONSONANT SOUND \/C\/, \/P\/, \/S\/ ETC.
    \n<\/strong>(a).\u00a0\u00a0\u00a0\u00a0\/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.
    \n(b)\u00a0\u00a0\u00a0\u00a0\/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.
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0The spelling symbol for \/p\/ is not pronounced in words like “Psalm” “empty”, pneumonia and a few other words.
    \n(c)\u00a0\u00a0\u00a0\u00a0\/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:
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“S” as in Seat
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“SC” as in Science
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“C” as in cease
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“x” as in axe <\/p>\n

    \u00a0
    \n\u00a0LESSON TWO
    \n<\/strong>TOPIC: COMPOSITION
    \n<\/strong>Oral composition on “The Family (Nuclear and Extended).
    \nLESSON THREE
    \n<\/strong>TOPIC: AUXILIARY VERB
    \n<\/strong>Making Request (using Will, Could, Please)
    \nMore on Auxiliary Verb.
    \n<\/strong>\u00a0\u00a0\u00a0\u00a0<\/strong>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.
    \n1.\u00a0\u00a0\u00a0\u00a0PRIMARY AUXILIARY:<\/strong> 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.
    \n2.\u00a0\u00a0\u00a0\u00a0MODAL AUXILILARY: <\/strong>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.
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0In ordinary sentence, shall goes with I, and we to indicate the future tense e.g. I shall eat the food.
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0We shall travel tomorrow.
    \n\u00a0\u00a0\u00a0\u00a0WILL: <\/strong>goes with: He, She, You, They, it. Example
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0He will come here today
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0She will write the letter
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0You will buy the book
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0They will go to Abuja
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0It will fly away
    \nFor Request
    \n1.\u00a0\u00a0\u00a0\u00a0Can I please come in?
    \n2.\u00a0\u00a0\u00a0\u00a0Will you come home with me?
    \n3.\u00a0\u00a0\u00a0\u00a0Shall will go?
    \n4.\u00a0\u00a0\u00a0\u00a0Will you please close the Door?
    \n5.\u00a0\u00a0\u00a0\u00a0Can I eat the food?
    \nLESSON FOUR
    \n<\/strong>LITERATURE \u2013 IN – ENGLISH
    \n<\/strong>Recommend Text (Summary Note)
    \n<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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