WEEK FOUR (4)
\nSPEECH WORK: The \/\u0259\u028a\/ sound e.g. \/go, blow, mow, know\/
\nAt the production of \/\u0259\u028a\/, the tongue glide start at a point between the centre and the back with a closing movement of the lower jaw.
\nThe gradual tongue glide towards \/\u028a\/ agrees with the closing movement of the jaw. The shape of the lips changes from neutral to a rounded few spelling symbols which are:
\n‘ow’ as in cow, how, blow
\n‘ou’ as in out, cloud, out
\n‘ough’ as in plough, drough
\nIn addition, to produce \/\u0259\u028a\/, tongue movement is from \/a\/ to \/\u028a\/. This diphthong is heard as shown in colour in the following utterances; e.g. in order to browse on your computer, you should use the mouse.<\/p>\n
\u00a0Assignment
\nUnderline: \/\u0259\u028a\/ in the following sentences.<\/p>\n
\u00a0LESSON TWO
\nGRAMMAR: MORE ON TENSES (Present, Past and Future)
\nTense is the change which takes place in the structure (i.e form) of the verb to show time.
\nA. The Simple present tense: It is used to show an action that occurs always or an occupation. Examples:
\n1. I eat beans everyday
\n2. He sells bread
\n3. They work hard
\n4. My father is a trader
\n5. The sun shines during the day<\/p>\n
\u00a0B. The simple past: This is used for an action that took place in the past. Example:
\n1. Yesterday I ate rice
\n2. Last year, Badmus spent his holiday in Jos
\n3. They worked hard
\n4. She sold bread a week ago.<\/p>\n
\u00a0C. The future tense: it is used to show an event that will take place in the future. Example:
\n1. I shall write letter to my father
\n2. They will attend the meeting
\n3. She will sell bread in the evening
\n4. She will meet principal in his office
\n5. They will work hard next week<\/p>\n
\u00a0Assignment
\nProgressive English page 71. No 1 \u2013 10. State the tense used in each of the following sentences (Exercise 3D)
\nLESSON THREE (3)
\nReading and Comprehension \u2013 Crititcal reading (Reading skill) Unit 4. Page 43.
\nThe writer purpose \u2013 reading to identify the meanings of words in various contexts.
\nReference: New Oxford, Secondary English Course (2) for Junior Secondary Schools.
\nInstruction: Read the following passage carefully and do the exercise on it<\/p>\n
\u00a0Assignment
\nPage 42. Now answer the following questions correctly
\nQuestion 1 \u2013 10
\nVOCABULARY DEVELOPMENT
\nA word associated with police increase your word power (law & order)
\nIntroduction: For a nation to have progress and development there has to be peace in nation. It is for this purpose that law are made. The maintenance of these laws to ensure peace and orderliness in society is the responsibility of certain agencies and arms of government such as police, the judiciary, etc. The police ensure that the law that make for peace are not broken and where the laws are broken, they apprehend the law \u2013 breakers and charge them performs then performs its own functions. It is a useful idea to be familiar with some of the words used in this sphere.
\nAssociated word with police (i) Gun (ii) Handcuffed (iii) cell (iv) jail (v) crime \/ offense (vi) arrest (vii) robbery wish violence etc.
\nAssignment
\nReference: New Focus (2)
\nIncrease your Word power law and order (2)
\nAnswer question 1 \u2013 10
\nInstruction: from the options given choose the best one to fill the gaps.<\/p>\n
\u00a0LESSON FOUR (4)
\nLITERATURE \u2013 IN \u2013 ENGLISH
\nA recommended prose text .<\/p>\n
\u00a0Assignment
\nBriefly explain the main character <\/p>\n","protected":false},"excerpt":{"rendered":"
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