{"id":803,"date":"2023-09-27T07:34:31","date_gmt":"2023-09-27T07:34:31","guid":{"rendered":"http:\/\/localhost\/ecole9ja\/?p=803"},"modified":"2023-09-27T07:36:10","modified_gmt":"2023-09-27T07:36:10","slug":"week-3-jss-2-first-term-english-studies-lesson-notes","status":"publish","type":"post","link":"https:\/\/ecolebooks.com\/nigeria\/posts\/week-3-jss-2-first-term-english-studies-lesson-notes\/","title":{"rendered":"Week 3 – Jss 2 First Term English Studies Lesson Notes"},"content":{"rendered":"

\u00a0\u00a0\u00a0\u00a0WEEK THREE (3)
\n\u00a0\u00a0\u00a0\u00a0SPEECH WORK: Listening and speaking
\n\u00a0\u00a0\u00a0\u00a0The \/l\u2202\/ sound e.g. \/ear, clear, hear).
\n The articulation of this diphthong involves a gliding movement of the tongue towards the centre as illustrated in the following vowel chart.
\n If you pronounce the word ‘here’ the shape of the lips remains neutral from the beginning of the articulation of the diphthong to the end while the glide begins with a tongue position\/i\/ and mores in the direction of \/\u2202\/. The spelling symbols for\/ld\/ are:
\n ‘Ere” as in here.
\n ”ear” as in hear.
\n ‘Eer” as in beer.
\n ‘Eir” as in weird.<\/p>\n

\u00a0\"\"\/\"\"\/\"\"\/\"\"\/\"\"\/
\n\t\t\t<\/strong>\"\"\/\"\"\/\"\"\/
\n\t\t\t<\/strong>
\n\u00a0
\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0
\n<\/strong>
\n\u00a0A diagram showing the gliding movement of the tongue for the production of \/\u2202\/, \/u\u2202 \/, \/e\u2202\/
\n<\/em><\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0ASSIGNMENT
\n<\/strong>Underline the word that show sound \/l\u2202 \/ in the following sentences.<\/p>\n

    \n
  1. \n
    The deer is a herbivorous animal.\n<\/div>\n<\/li>\n
  2. \n
    At the appearance of her child, tear of joy flowed down her cheeks.\n<\/div>\n<\/li>\n
  3. \n
    Don’t fear a deer, it won’t attack you.\n<\/div>\n<\/li>\n
  4. \n
    He took hi dear wife to see a play at the theatre.\n<\/div>\n<\/li>\n
  5. \n
    Do you really want dada here?\n<\/div>\n

    \u00a0
    \n\u00a0
    \n\u00a0GRAMMAR : More on active and passive voices.
    \n<\/em>ACTIVE VOICE: in active voice, the action of the subject on the object is mentioned. The subject of a particular sentence does something to the object. In other words, the subject of the sentences is the doer of the action. The subject of a sentence refers to the person or thing that writer or speaker is talking about, the subject of a sentence is either a noun or a pronoun. Example:
    \n<\/em><\/p>\n

      \n
    1. \n
      The man sold his clothes.<\/strong>
      \n\t\t\t\t\t\t\t<\/em><\/div>\n<\/li>\n
    2. \n
      Alake killed a lion.<\/strong>
      \n\t\t\t\t\t\t\t<\/em><\/div>\n<\/li>\n
    3. \n
      The policeman caught the thieves<\/strong>
      \n\t\t\t\t\t\t\t<\/em><\/div>\n<\/li>\n
    4. \n
      The cat killed the rat.<\/strong>
      \n\t\t\t\t\t\t\t<\/em><\/div>\n<\/li>\n<\/ol>\n

      The subject becomes the object and vice versa.
      \n<\/em> I become me
      \n<\/em> We becomes us
      \n<\/em> She become her
      \n<\/em> He becomes him.
      \n<\/em><\/li>\n<\/ol>\n

        \n
      • \n
        The verb is changed to the past participle.<\/strong>
        \n\t\t\t\t\t<\/em><\/div>\n<\/li>\n
      • \n
        \n

        The auxiliary verb should agree with the subject<\/em><\/strong>.
        \n\t\t\t\t\t\t<\/strong><\/h4>\n<\/div>\n<\/li>\n<\/ul>\n

        B) PASSIVE VOICE: the object of the verb is placed in the subject position of the sentence. In other words, the subject of sentence is the receiver of the action. Examples:
        \nThe dog was sold by the boy
        \nThe lion was killed by Alade.
        \nThe house was destroyed by fire.
        \nThieves were caught by policemen.
        \n More examples on active and passive voice.
        \n\"\"\/\"\"\/Active voice\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Passive voice<\/p>\n

          \n
        1. \n
          Bola eats rice\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Rice is eaten by Bola\n<\/div>\n<\/li>\n
        2. \n
          He sells books\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Books are sold by him\n<\/div>\n<\/li>\n
        3. \n
          Bola is eating rice now\u00a0\u00a0\u00a0\u00a0Rice is being eaten by bola\n<\/div>\n<\/li>\n
        4. \n
          Kemi was eating rice \u00a0\u00a0\u00a0\u00a0 Rice was being eaten by Kemi\n<\/div>\n<\/li>\n
        5. \n
          Does she eat yam \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Is yam eaten by her\n<\/div>\n<\/li>\n
        6. \n
          Is he writing a letter?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Is a letter being written by him?\n<\/div>\n<\/li>\n
        7. \n
          Did he steal the book?\u00a0\u00a0\u00a0\u00a0Was the book stole by him?\n<\/div>\n<\/li>\n
        8. \n
          Shall we buy the bag?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Will the bag be bought by us?\n<\/div>\n<\/li>\n<\/ol>\n

          \u00a0Assignment
          \nProgressive English (An elaborate coverage of Grammar)
          \nExercise 15A \u2013 pg 128
          \nInstruction: Turn each of the following into passive voice<\/p>\n

            \n
          1. \n
            The girl opened the door\n<\/div>\n<\/li>\n
          2. \n
            Victoria is writing a letter\n<\/div>\n<\/li>\n
          3. \n
            I shall hide the book\n<\/div>\n<\/li>\n
          4. \n
            The bus carried thirsty passengers\n<\/div>\n<\/li>\n
          5. \n
            The farmer killed a snake\n<\/div>\n<\/li>\n<\/ol>\n

            \u00a0LESSON THREE (3)
            \nREADING AND COMPREHENSION
            \nIdentification of words that points to writer’s intention on contemporary issue like corruption.
            \nNew Oxford; Secondary English Course for junior secondary school book 2 (upper basic education).
            \nUnit 2 “The thief”. Page 15 \u2013 17
            \nThe writer intention pointing to the contemporary issue on corruption according to the passage.<\/p>\n

            \u00a0<\/p>\n

              \n
            1. \n
              Bulgar proofing\n<\/div>\n<\/li>\n
            2. \n
              Fright\n<\/div>\n<\/li>\n
            3. \n
              Harmful object\n<\/div>\n<\/li>\n
            4. \n
              Crackled\n<\/div>\n<\/li>\n
            5. \n
              Trod\n<\/div>\n<\/li>\n
            6. \n
              Outwit\n<\/div>\n<\/li>\n
            7. \n
              Accidentally\n<\/div>\n<\/li>\n<\/ol>\n

              Instruction: Read the passage carefully and note the words that points to writer’s intention as listed above.
              \nAnswer question 1 \u2013 5 in page 17<\/p>\n

              \u00a0
              \n\u00a0
              \n\u00a0
              \n\u00a0VOCABULARY DEVELOPMENT
              \nWORDS ASSOCAITED WITH HOSPITAL
              \nReference: New Oxford Book 2, page 22. Increase your word power.
              \nHave you been to a hospital either as patient or a visitor? If you have, you will notice the various department that make up hospital. For instance, there is a casuality department that attend and treats accident victims \u2013 Also we have the following obsteritircs and gynaecology (treatment of disease). It concerns with birth of children. Paediatrics \u2013 it concerned with children. Surgery \u2013 for operation. Cardiology \u2013 (for the heart) nephorology (dealing with the kidney) neurology \u2013 (dealing with the brain) dermatology (slain) and gastroenterology (concern with the stomach organs such as the intestine, liver & spleen). Dentist \u2013 treat the teeth, opithalmic optician \u2013 who exam your eye etc.<\/p>\n

              \u00a0Assignment
              \nUse your dictionary to find out more on (Hospital) vocabulary<\/p>\n

              \u00a0<\/p>\n

                \n
              1. \n
                Thermometer\n<\/div>\n<\/li>\n
              2. \n
                Temperature\n<\/div>\n<\/li>\n
              3. \n
                Stethoscope\n<\/div>\n<\/li>\n
              4. \n
                Symptom of measles\n<\/div>\n<\/li>\n
              5. \n
                Vaccination\n<\/div>\n<\/li>\n
              6. \n
                Immunised\n<\/div>\n<\/li>\n
              7. \n
                Inoculation\n<\/div>\n<\/li>\n
              8. \n
                Analgestic\n<\/div>\n<\/li>\n
              9. \n
                Pharmacy\n<\/div>\n<\/li>\n
              10. \n
                Radiology\n<\/div>\n<\/li>\n
              11. \n
                Antibiotics\n<\/div>\n<\/li>\n
              12. \n
                X \u2013 ray\n<\/div>\n<\/li>\n
              13. \n
                Orthopaedic\n<\/div>\n<\/li>\n<\/ol>\n

                LESSON FOUR
                \nCOMPOSITION: elements of composition: pre-writing, writing, edition, body and conclusion.
                \n1. Pre \u2013 writing (Introduction): An essay should introduction. Introduction helps to provide enough information for the proper understanding of the body or middle of the essay. An introduction should show what essay is about.
                \n2. The body of the essay: take note of the following points.
                \na. Write clear and simple English and try to avoid pompous language.
                \nb. Write down the main points and arrange them in order
                \nc. Mind your tenses
                \nd. Pay attention to spellings and punctuations
                \nd. Try to develop paragraph around your main points
                \nCoherence: coherence meant consistence or sticking together of ideas, speech, etc.
                \n3. Conclusion: the essay should have conclusion. The conclusion should draw together the idea and its relationship with the major points. It should be brief and logical.<\/p>\n

                \u00a0
                \n\u00a0LESSON FIVE
                \nLITERATURE \u2013 IN \u2013ENGLISH
                \nFEATURES OF FOLKTALES
                \nFolktales are stories that were made up long ago. These stories were made up to teach people how to live good lives and how to live wisely. The stories are quite funny, amusing, entertaining and exciting. Many of them teaches moral lessons. Folk tales were told through the world. So we have folk tales from Nigeria, Africa, China etc. human and animalistic image can be use to represent character.<\/p>\n

                \u00a0Assignment
                \nWrite a short folk tale story example can be seen in a Reference: New focus for junior secondary school 2 pg 116.<\/p>\n","protected":false},"excerpt":{"rendered":"

                \u00a0\u00a0\u00a0\u00a0WEEK THREE (3) \u00a0\u00a0\u00a0\u00a0SPEECH WORK: Listening and speaking \u00a0\u00a0\u00a0\u00a0The \/l\u2202\/ sound e.g. \/ear, clear, hear)….<\/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-803","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\/803","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=803"}],"version-history":[{"count":1,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts\/803\/revisions"}],"predecessor-version":[{"id":804,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/posts\/803\/revisions\/804"}],"wp:attachment":[{"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/media?parent=803"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/categories?post=803"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ecolebooks.com\/nigeria\/wp-json\/wp\/v2\/tags?post=803"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}