{"id":800,"date":"2023-09-27T07:33:29","date_gmt":"2023-09-27T07:33:29","guid":{"rendered":"http:\/\/localhost\/ecole9ja\/?p=800"},"modified":"2023-09-27T07:36:10","modified_gmt":"2023-09-27T07:36:10","slug":"week-2-jss-2-first-term-english-studies-lesson-notes","status":"publish","type":"post","link":"https:\/\/ecolebooks.com\/nigeria\/posts\/week-2-jss-2-first-term-english-studies-lesson-notes\/","title":{"rendered":"Week 1 and 2 – Jss 2 First Term English Studies Lesson Notes"},"content":{"rendered":"

ENGLISH STUDIES J S2
\n<\/strong><\/p>\n

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
WEEK<\/td>\nTOPIC<\/td>\n<\/tr>\n
1<\/td>\nSPEECH WORK: Listening\/Speaking
\nRevision of pure vowel sounds
\nGrammar: Revision of parts of speech: Nouns, Pronouns, Verbs and Ajective
\nComposition: Writing and outline for a Narrative Essay \u2013 How I spent My last Holiday
\nLiterature \u2013 in \u2013 English: Revisit
\nFeatures of Prose (setting, theme, characterization) (ii) Figure of speech:
\nAlliteration, personification (Revision of last term’s work)<\/td>\n<\/tr>\n
2<\/td>\nSPEECH WORK: Revision of consonant sound with emphasis on consonant clusters
\nGrammar: transitive and intrsitive verbs
\nReading and comprehension: purpose
\nComposition: Descriptive Essay.
\nWriting an outline on “A place of interest I visited”
\nLiterature \u2013 in \u2013 English: use the recommended text on prose<\/td>\n<\/tr>\n
3<\/td>\nSPEECH WORK: Listening and speaking \u2013 the \/l\u0259\/ sound (ear, clear, hear)
\nGrammar: More on active and passive voice
\nReading and comprehension: identification of words that points to the writer’s intention on contemporary issues like corruption
\nVocabulary Development: Word families \u2013 in the hospital
\nComposition: Elements of composition: Pre \u2013 writing, writing, editing body and conclusion.
\nLiterature \u2013 in \u2013 English features of folk tales<\/td>\n<\/tr>\n
4<\/td>\nSPEECH WORK: The \/\u0259\u028a\/ sound (go, blow, mow, know)
\nGrammar: More on tenses (present, past and future)
\nReading and comprehension: critical reading: Meaning and sleeps of critical. Vocabulary development
\nWord families: A police officers job<\/td>\n<\/tr>\n
5<\/td>\nSPEECH WORK: Revision of consonant sount (t, d, k, g)
\nGrammar: The present continuous tenses.
\nReading and comprehension: reading to identify the meanings of words in various contexts (ii) Word families: A place of worship
\nComposition: Revisit the formal and informal letter
\nLiterature \u2013 in \u2013 English: Use the recommended text on Drama (ii) Theme\/setting in the recommended text<\/td>\n<\/tr>\n
6<\/td>\nSPEECH WORK: Contrasting \/p\/ and \/t\/ (pan, tan, promotion)
\nGrammar: The past perfect Tense
\nReading and comprehension: reading to identify the facts and opinions in a given passage vocabulary development: The language of sports.
\nComposition: Narrative Essay: What I do everyday
\nLiterature \u2013 in \u2013 English: use recommended text on Drama, (ii) characterization and plot in the recommended text<\/td>\n<\/tr>\n
7<\/td>\nSPEECH WORK: The consonant sound \/f\/ and \/v\/ (contrastion) vampire, favour, vanish, famish)
\nGrammar: making sentences with conjunctions
\nReading and comprehension \u2013 reading to explain the facts and opinions in a selected passage
\nVoc. Dev: Word families: Journalism
\nComposition: A letter to you father on way you like your new school
\nLiterature \u2013 in \u2013 English: Differntiating between a novella, a novelette and a novel (ii) More on figures of speech: Onomatopoeia and personification <\/td>\n<\/tr>\n
8<\/td>\nSPEECH WORK: the consonant
\nGrammar: making request using will, could, may\u2026..
\nReading and comprehension: refer for week 2
\nComposition: descriptive essay \u2013 My favourite Teacher
\nLiterature \u2013 in \u2013 English: retell a folk tale and explain its theme<\/td>\n<\/tr>\n
9<\/td>\nSPEECH WORKS: The consonant sound \/h\/
\nGrammar: direct and indirect speechless
\nReading and comprehension: A revision of week 4
\nComposition: formal letter- A letter of invitation (as a guest speaker)
\nLiterature \u2013 in \u2013 English: Revision of the recommended text (ii) Revision on literary terms<\/td>\n<\/tr>\n
10<\/td>\nREVISION<\/td>\n<\/tr>\n
11<\/td>\nTEST<\/td>\n<\/tr>\n
12 \u2013 13 <\/td>\nEXAMINATION<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

\u00a0WEEK TWO (2)
\nSPEECH WORK
\nRevision of consonant sound with emphasis on constant cluster.
\n As we already know, there are forty-four speech sounds on English. While twenty of them is vowels, the remaining twenty four are consonants. A consonant is produced with the flow if air from the lungs is in erupted somewhere in the ducal clarity (mouth). A consonant is therefore a speech sound which produced with the obstruction of airstream is. The obstruction could be ‘partial ‘or ‘total’, 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 air is one of the three important factors used in classifying the English consonants.
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0These factors are usually considered in the classification of consonants. These are:
\nPlace of articulation.
\nManner of articulation.
\nState of glottis.<\/p>\n

\u00a0Here are the lists of consonant sound with examples.<\/p>\n

    \n
  1. \n
    \/p\/ as in pan,prefect,nap\n<\/div>\n<\/li>\n
  2. \n
    \/b\/ as in bud, rubber, rubs.\n<\/div>\n<\/li>\n
  3. \n
    \/t\/ as in tea, seat, heater.\n<\/div>\n<\/li>\n
  4. \n
    \/k\/ as in come, marking, pack.\n<\/div>\n<\/li>\n
  5. \n
    \/d\/ as in dip, hide, riddles.\n<\/div>\n<\/li>\n
  6. \n
    \/g\/ as in get, target, rag.\n<\/div>\n<\/li>\n
  7. \n
    \/f\/ as in fork, suffer, cough.\n<\/div>\n<\/li>\n
  8. \n
    \/v\/ as in van, river, live.\n<\/div>\n<\/li>\n
  9. \n
    \/0\/ as in anthem, think, both.\n<\/div>\n<\/li>\n
  10. \n
    \/\u2202 \/ as in this, father, breathes.\n<\/div>\n<\/li>\n
  11. \n
    \/s\/ as in sip, racing, place.\n<\/div>\n<\/li>\n
  12. \n
    \/z\/ as in Zink, razor, has.\n<\/div>\n<\/li>\n
  13. \n
    \/S\/ as in ship, lashes, fish.\n<\/div>\n<\/li>\n
  14. \n
    \/\uf053\/ as in genre, vision, garage.\n<\/div>\n<\/li>\n
  15. \n
    \/h\/ as in hat, behave\n<\/div>\n<\/li>\n
  16. \n
    \/tS\/ as in cheap, richer, teach.<\/sub>\n\t\t\t\t<\/div>\n<\/li>\n
  17. \n
    \/d\uf053\/ as in joy, rejoice, page.\n<\/div>\n<\/li>\n
  18. \n
    \/l\/ as in lock, follow, sell.\n<\/div>\n<\/li>\n
  19. \n
    \/r\/ as in rag, borrow,______\n<\/div>\n<\/li>\n
  20. \n
    \/w\/ as in win, rewind,______\n<\/div>\n<\/li>\n
  21. \n
    \/j\/ as in yes, _______.\n<\/div>\n<\/li>\n
  22. \n
    \/m\/ as in man, remain, him.\n<\/div>\n<\/li>\n
  23. \n
    \/n\/ as in net, runner, rain.\n<\/div>\n<\/li>\n
  24. \n
    \/J\/ as in singer, bang, _________.\n<\/div>\n

    \u00a0From the above example above, we can see that most of the consonant can occur at the beginning, middle and end of word but a few of there consonant are restricted to certain position.
    \n\u00a0\u00a0\u00a0\u00a0
    \nClassification according to features.<\/p>\n

    \n\n\n\n\n\n\n\n\n\n\n\n
    \u00a0<\/td>\nState of the Glottis<\/td>\nPlace of Articulation<\/td>\n<\/tr>\n
    STOP
    \n(PLOSIVE)<\/td>\n    		Voiceless<\/td>\nVoiced<\/td>\n\n\u00a0Bilabial
    \nAlveolar
    \nVelar<\/td>\n<\/tr>\n
    P
    \nT
    \nK<\/td>\n    		B
    \nd
    \ng<\/td>\n<\/tr>\n
    FRICATIVE<\/td>\nF
    \n\u00d8
    \nS
    \nS
    \nH<\/td>\n    		V
    \n\u2202
    \nZ
    \n\uf053<\/td>\n    		Labia dental
    \nDental
    \nAlveolar
    \nPala to-Alveolar
    \nGlottal<\/td>\n<\/tr>\n
    AFFRICATE<\/td>\ntS<\/sub><\/td>\nd\uf053<\/td>\nPalato-Avleolar<\/td>\n<\/tr>\n
    LATERAL<\/td>\n\u00a0<\/td>\nL<\/td>\nAlveolar<\/td>\n<\/tr>\n
    LIQUID<\/td>\n\u00a0<\/td>\nR<\/td>\nAlveolar<\/td>\n<\/tr>\n
    SEMI VOWEL<\/td>\n\u00a0<\/td>\nw
    \nj\n<\/td>\n    		Bilabial
    \nPalatal<\/td>\n<\/tr>\n
    NASAL<\/td>\n\u00a0<\/td>\nM
    \nN
    \nJ<\/td>\n    		Bilabial
    \nAlveolar
    \nVelar<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

    \u00a0 CONSONANT CLUSTER
    \n This is the placement of two or more consonant side by side in a word. In many of Nigeria language there is no consonant cluster but in English, there may be initial cluster of two or three consonant. The following are example of consonant cluster. Garden, buffer, friend, peddle, coffle, little, cotton, settles. E.t.c.
    \nClusters of two consonants
    \nExample:
    \n\u00a0\u00a0\u00a0\u00a0Bride\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0crime
    \n\u00a0\u00a0\u00a0\u00a0Shrink \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0stand
    \n\u00a0\u00a0\u00a0\u00a0Glad\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0crop
    \n\u00a0\u00a0\u00a0\u00a0Dwell\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0flame
    \n\u00a0\u00a0\u00a0\u00a0Play\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0tray.
    \nIn English words, there may be a consonant at the end of a word. While two or three consonant can occur at the beginning of a word in English, the language permits at most four consonant in a cluster at the end of a word. Examples: lion, tempts, exempts, sixths, prompt, seed e.t.c.
    \nLESSON TWO
    \nGRAMMAR: Transitive an intransitive verbs.
    \nTRANSITIVE: A transitive verb has an object. In other words, the action of the verb is transferred from the subject to the object.
    \nExample (i) Ayo shouted at his wife -obj.
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0(ii) Olu wrote a letter \u2013 obj.
    \n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0(iii) Mr Ojo killed a goat \u2013 obj.
    \nINTRANSITIVE VERBS: An intransitive verb does not need object for completion. It does not have an object. In other words, the action of the verb does not go across from the subject to the object. Example:
    \nThe baby cries.
    \nSamuel laughs.
    \nThe pig grunts.
    \nThe lion roars.
    \nThe sun shines.<\/p>\n

    \u00a0ASSIGNMENT
    \n Indicate which of the following transitive or intransitive verb is.
    \n\u00a0<\/li>\n

  25. \n
    The water is boiling.\n<\/div>\n<\/li>\n
  26. \n
    Justine slept\n<\/div>\n<\/li>\n
  27. \n
    Mr olayemi punished the late comers.\n<\/div>\n<\/li>\n
  28. \n
    The boy ate the rice.\n<\/div>\n<\/li>\n
  29. \n
    The door is open half way.\n<\/div>\n

    LESSON THREE(3)
    \nREADING AND COMPREHENSION
    \nReading to understand the writer’s purpose.
    \nContent: comprehension is a process of reading, understanding and explaining what is written in a passage. For every comprehension exercise, there must be a passage to be read.
    \nThe purpose of comprehension exercise is to test student’s understanding of a given passage. In comprehension, the thoughts of the writer’s are presented to student for reading, understanding and explaining.
    \n Instruction: Read the following passage carefully and answer the questions. No 1: unit one (1) how we spent the Holiday.
    \nReference: New oxford English course for junior secondary school (upper Basic Education) 2, page 8, 9.<\/p>\n

    \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0ASSIGNMENT.
    \nStudent should answer question 6 \u2013 10 from home.
    \nLESSON FOUR (4)
    \nCONTINUOUS WRITING: COMPOSITION
    \nDescriptive Essay \u2013 A Local Festival.
    \nContent: What is a descriptive essay?
    \n A descriptive essay is writing about the way persons, animals or things appear. In writing a description, a writer goes through another medium that shows accurate copy of what he intends to describe in a moment of time. Description concentrates primarily on things rather than the actions in which the thing participate. Descriptive writing involves the use of words which give the qualities of the subject or object of description. e.g friendly, good, bad, dull, nice etc. Descriptive also provides details that strengthens it and makes it vivid. The use of figurative language gives colour to a description. They are: the simile and the metaphor.<\/p>\n

    \u00a0TITLE: A LOCAL FESTIVAL
    \nINTRODUCTION (A new yam festival).
    \n The new yam festival, otherwise called “Ogun festival” in Abule oja. It comes up once a year. It is the greatest and most celebrated traditional festival in Abule-oja. It celebrated in honour of ogun the Yoruba “god of iron and war”. It is the only festival that brings together the people in the village both those at home, and abroad as well as all those who belong to different religion. Be they Christians, Muslims or traditional worshippers all unite as one during ogun festival at Abule oja. The last one was celebrated from 15th<\/sup> -18th<\/sup> August 2013. It was most celebrated in recent years as new age grade of which I was an active member fared during the festival.
    \n________________________________________________________________
    \n Finally, it was recommended by the media men that covered the festival that such should be integrated into national journalism (FOR FOURTH WEEK)\n<\/li>\n<\/ol>\n

      \n
    • \n
      FOR WEEK FOUR.\n<\/div>\n

      TITLE: A PLACE OF INTEREST 1
      \nONCE VISITED. (ORAL DISCUSION).
      \nIt was last year august 2014 during the summer coaching, we were taken on an excursion to Ibadan zoo. This was my first time of visiting the place. I was happy to see many attractive and interesting thins there. At the same, there are wild animals that frightened me, and almost row not to visit the zoo again.
      \n The first place we were taken to the monkey cage called chimpanzee
      \nBig with horrible look. He was serve bunch of banana as he finished it within some minutes. I also saw a lion cave very wild and he roars to frighten people. I saw a python (snake) and I learnt that he can swallow big animals, even human being alive. In addition, I saw other animals such as Giraffe fox, horse, elephant etc.
      \n At exactly two o’clock, we are asked to get back into the school bus, as we begin our journey back to Lagos. Our discussion while coming was nothing but the experience acquired at the zoo. We finally got to Lagos at exactly 5:15pm, Getting home I narrated my beautiful experience to my parents and my sibling who wish they were there also.<\/p>\n

      \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0ASSIGNMENT
      \nWrite nothing less than 200 words on ‘A place of interest I once visited.”<\/p>\n

      \u00a0LESSON FIVE: LITERATURE IN ENGLISH
      \n Use the recommended text: ‘A drama text\n<\/li>\n

    • \n
      Reading\n<\/div>\n<\/li>\n
    • \n
      Explanation on few chapter two and three\n<\/div>\n

      \u00a0ASSIGNMENT
      \nDiscuss the main character as hero in the text.
      \n\u00a0\u00a0\u00a0\u00a0<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

      ENGLISH STUDIES J S2 WEEK TOPIC 1 SPEECH WORK: Listening\/Speaking Revision of pure vowel sounds…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,91],"tags":[],"class_list":["post-800","post","type-post","status-publish","format-standard","hentry","category-posts","category-first-term-jss-2-english-studies"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts\/800","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=800"}],"version-history":[{"count":2,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts\/800\/revisions"}],"predecessor-version":[{"id":802,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts\/800\/revisions\/802"}],"wp:attachment":[{"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/media?parent=800"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/categories?post=800"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/tags?post=800"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}