lesson note on expository essay for ss2

Lesson Notes By Weeks and Term - Senior Secondary School 2

Expository Writing

Learn about Expository Writing; Literacy Skills -Writing For Communication

What you'll learn

• Meaning of Expository Essay.
• Examples of Expository Essay.
• Features/steps in Expository Essay.
• Write an Expository Essay.

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English Language Lesson Note for SS2 (First Term) 2024

English Language lesson note for SS2 First Term is now available for free. The State and Federal Ministry of Education has recommended unified lesson notes for all secondary schools in Nigeria, in other words, all private secondary schools in Nigeria must operate with the same lesson notes based on the scheme of work for English Language.

English Language lesson note for SS2  first Term has been provided in detail here on schoolings.org

For prospective school owners, teachers, and assistant teachers, English Language lesson note is defined as a guideline that defines the contents and structure of English Language as a subject offered at SS level. The lesson note for English Language for SS stage maps out in clear terms, how the topics and subtopics for a particular subject, group works and practical, discussions and assessment strategies, tests, and homework ought to be structured in order to fit in perfectly, the approved academic activities for the session.

To further emphasize the importance of this document, the curriculum for English Language spells out the complete guide on all academic subjects in theory and practical. It is used to ensure that the learning purposes, aims, and objectives of the subject meant for that class are successfully achieved.

English Language Lesson note for SS2 carries the same aims and objectives but might be portrayed differently based on how it is written or based on how you structure your lesson note. Check how to write lesson notes as this would help make yours unique.

The SS2 English Language lesson note provided here is in line with the current scheme of work hence, would go a long way in not just helping the teachers in carefully breaking down the subject, topics, and subtopics but also, devising more practical ways of achieving the aim and objective of the subject.

The sudden increase in the search for SS2 English Language lesson note for First Term is expected because every term, tutors are in need of a robust lesson note that carries all topics in the curriculum as this would go a long way in preparing students for the West African Secondary Examination.

This post is quite a lengthy one as it provides in full detail, the government-approved lesson note for all topics and sub-topics in English Language as a subject offered in SS2.

Please note that English Language lesson note for SS2 provided here for First Term is approved by the Ministry of Education based on the scheme of work.

I made it free for tutors, parents, guardians, and students who want to read ahead of what is being taught in class.

SS2   English Language  Lesson Note ( First  Term) 2024

FIRST TERM SCHEME OF WORK FOR SS2

ENGLISH LANGUAGE

WEEK ONE SS2

TOPIC: NOMINALIZATION OF ADJECTIVE AND VERBS

Nominalization is an academic grammar tool which is used to turn verbs and adjectives into nouns.

Example: Exercising is essential for good health in this example, we have turned the verb “exercise” into a noun so that it can serve as the subject of the sentence.

Nominalization function just like nouns: as subjects and objects of verbs and preposition.

Also, in linguistics, nominalization or nominalisation is the use of a word which is not a noun (e.g. a verb, an adjective or an adverb) as a noun or as the head of a noun phrase, with or without morphological transformation. The term can also refer specially to the process of producing a noun from another part of speech.

How Nominalization are formed:

Example: The Fiber in apples helps with digestion.

Nominalizations are formed by adding a suffix to the original verb or adjective.

A suffix is a meaningful segment that is added into the end of a word. Unlike prefixes, suffixes can change the part of speech of a word.

Example: The suffix – tion changes the verb digest  into a noun: digestion.

More examples are:

ance / ence (permanent – permanence)

ing (eat – eating)

ness (healthy – healthiness)

ment (enjoy – enjoyment)

tion (assimilate – assimilation)

Formation of verbs from Adjectives

Adjective Verb

Able Enable

Abundant Abound

Specific Specify

Rich Enrich

Solid Consolidation

Popular Popularize

Just Justify

Flat Flatten

Pure Purify

Different Differentiate

Base Debase

Civil Civilize

Dark Darken

Equal Equalize

TOPIC: CONSONANT SOUNDS /j/ and /ʋ/ /jʋ:/

Consonant sounds are sounds that are produced when there is an obstruction in the air stream. The obstruction can be partial or total. The English consonants according to Roach (2002) are sounds that obstruct the flow of air through the vocal tract.

Consonants could also be described in mainly articulating terms because they usually involve contents of speech organs in their description. These sounds are produced with the air which originates from the lungs called “Pulmonic egressive air” and passes through the vocal tract. These are twenty-four (24) consonant sounds in English language. Each has its mode of articulation.

The consonant sounds are divided into two: (i) voiced sounds (ii) Voiceless sound

Voiced sounds: these are sounds produced when the vocal cords vibrate in the course of their production, in order words, some English consonants are voiced sounds. There are fifteen (15) voiced sounds in English.

They are: /b/, /d/, /g/, /j/, /l/, /m/, /n/, /r/, /v/, /w/, /z/, /ʒ/, / j /, /d/, /dʒ/

Voiceless sounds are sounds produced when the vocal cords do not vibrate in the course of the production. Meaning, some English consonant are produced when the vocal cords do not shake while producing them. These sounds are termed “voiceless sound”. There are nine (9) voiceless sounds in English, they include: /t/, /k/, /p/, /f/, /s/, /ts/, /h/, /ʃ/, /ɵ/

/j/ – approximant or semi vowel, palatal. This sounds like vowel /i/ it occurs in words that start with letter “y” as in

yield /ji:ld/

yard   /ja:d/

year /j: (r)/

It can also appear in the pronunciation of words like:

duty /dju:ti/ news /nju:z/ student /stju:dənt/

knew /nju:/ muse /mju:z/ pew /pju:/

huge /hju:dʒ/ sue /sju:/ unique /ju:nik/

TOPIC: SUMMARY WRITING

Summary writing is primarily concerned with starting so much in very few words by removing superfluous and expanded details.

Also, summary writing is concerned with producing a bridged versions of a given text or passage so that all the salient issues are brought out. It also involves writing down a brief and concise account of a long passage.

There are four main things students have to note in order to write a good summary. These are:

• Brevity: this demands that the student must be brief and concise in their answers. There is no room for the use of flowering language or any other additional information aside from the main points.
• Relevance: thus, calls for a candidate’s answers to be relevant to the points mentioned in the passage. Students are not expected in summary writing to give any fact or point outside the passage, however relevant they think the fact or point is
• Proper courage of the passage: this demands that students must read and understand every aspect of the passage.
• Clarity: this means that students are expected to put down their answers clearly.

TOPIC: CONSONANT CLUSTERS

This refers to when two or more consonants occur together in a word without a vowel between them. E.g. street, slump etc.

It can be found at the beginning (initial) middle (media) or end (final) of words,

In many Nigerian languages, there are no consonant clusters, but in English, there may be initial cluster of two, three or four consonants in a word without an intervening vowel.

Two consonant sounds in initial position: examples are bride, dwell, crime, flame, spice, play, crop etc.

Crust /krᴧst/ trickle /trikl/

Stay /stei/ cradle /greit/

Scheme /ski:m/ graph /grᴂf/

Fruit /fru:t/ prince /prins/

Tree /tri:/ drop /drↄp/

Give eight examples of consonant clusters in the initial position and transcribe your examples.

ENGLISH LANGUAGE WEEK TWO SS2

TOPIC: COMPREHENSION/STRUCTURE/SPEECH WORK/VOCABULARY DEVELOPMENT

COMPREHENSION

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. The purpose of comprehension exercise is to test students’ understanding of a given passage. In comprehension, the thought of the writer is presented to students for reading, understanding and explaining.

Useful Hints on SSCE Comprehension

SSCE comprehension is to test students’ understanding of the passage. After reading the passage, you interpret or explain the content of the passage in your own words. It is when you do this that you claim to have understood the passage. Although you are at liberty to make use of words from the passage, you must be careful not to be too reckless in copying down the portion of the passage which you feel answers the questions.

Always restrict your answer to you understanding of the passage. No one is interested in your personal opinion of the topic discussed in the passage. In addition to this, you are not concerned with the correctness of the facts or information in the passage. You should not allow beliefs or opinion to affect your reactions or answer to the passage.

Step-By-Step Approach to SSCE Comprehension

SSCE comprehension demands a careful step-by-step approach. Majority of the students who fail comprehension exercise fail because they are in a hurry to answer without taking time to understand the passage. The suggested step-by-step are the following:

• Read the passage very carefully and make sure that you understand the passage. This may take you more than one reading, depending on your skill and ability to read and understand the passage. The first reading will intimate you with the subject matter or theme of the passage. Read the passage for the second time and take note of the attitude of the author of the passage to his subject. After the second reading, you may read the questions in order to know the main points emphasised in the passage. Then go for the third reading of the passage and not the significant points that answer the questions on the passage.

The reading of the passage must be done quickly with full attention in order to have a total understanding of the passage. It is after understanding the passage that you can now go back to the questions and start answering them.

• In putting down your answer, they need not be written in sentences, unless otherwise stipulated but make sure you give only one answer to a question.
• Though you are free to use the words from the passage in your answers, you must be able to use your own words or expression to show your understanding of the passage.
• Where your answer should show comparison between two or more things mentioned in the passage, your answer must indicate or show the comparison.
• Where you are asked to substitute a word or phrase in place of some underlined words in the passage the word must fit in perfectly in terms of meaning and collocation.
• When you are substituting a word or phrase with another word or phrase, if the word or phrase is an adjective or noun or in a particular tense, your answer should be in a similar form.
• Your answer, if taken as a whole, must make sense before any part of it is accepted for scoring.
• You must take pains to spell your words correctly. Though you may be pardoned for wrong spelling of words in comprehension answers, except if it is woeful, it shows your diligence if you spell your words correctly.
• Your answers must be error-free grammatically, too.

ENGLISH LANGUAGE WEEK 3 SSS 2

TOPIC: CONSONANT

The crowding of consonant sounds within the same environment before the insertion of a vowel sound in words is consonant cluster. It is the coming together of more than one consonant sound in a word. It can be easily identified if the transcription is done. It can appear at different locations – initial, medial or final position, but the common ones are initial and final position. It can be expressed as (ccc) (vccc) that is 3 consonants may come before vowel and up to 2 consonants may follow the vowel.

2 consonant clause words

Initial (ccv) Medial (vccv) Final (vcc)

Play after shift

/plei/ /a:fta/ /sift/

Twinkle master risk

/twi:kl/ /ma:ster/ /risk/

• Consonant cluster words

Initial (cccv) Final (

Strength texts

/stregke/ /tesk/

/str3g/ /a:sk/

Squander queen

Square equality

Squash quench

Squad quiet

Squalor equal

ENGLISH LANGUAGE 3 RD  WEEK SSS2

TOPIC: ESSAY WRITING

Writing is a form of persuasive communication. There is always a point of view to project and which the writer wants the reader to understand. In order words, we write for a reader. The success of writing is therefore best judged by how well the reader understands the message we are trying to send by writing.

Writing is one of the most significant features if a literate society. It is the use of language in its written form. The writer’s opinion is the thesis, which indeed an essay should contain organised materials properly synthesized constitute good writing.

THE QUALITIES OF A GOOD WRITING

The qualities of a good writing have been discussed in varied forms. However, we find these noted in Ebele Eko (1987) more encompassing and exhaustive than others. They are

• ECONOMY: Economy in this sense means conciseness. To ne concise is to utilise the minimum number of words to express an idea in a sentence without loosing any detain. Also a good writing should be concise in the number of sentences in a paragraph and in the number of paragraphs in a piece of writing. A good writing should not emphasise economy at the expense of clarity and accuracy. Redundancy of words, sentences and paragraphs should be avoided.
• SIMPLICITY: The language of a good writing should be simple. It should not be too difficult to understand. To achieve this, the writer should avoid the use of rare and complex vocabularies: and long complex sentences which could be broken down into several well arranged simple sentences. What should engage the writer’s mind is how well his message is delivered and understood. Anyway, writing is done for someone else to read.

In all, a good writing should be straight forward and easily understood.

• CLARITY: Clarity is another important quality of a good writing. A writer should express his subject of discussion as clearly as possible. He should have the ordinary readers in mind. He should be eager to invite more people into his field. This can be best done by demystifying the subject with the use of language which does not convey obscurity and vagueness of ideas. No matter how technical and abstract a subject might be a writer should be able to give the reader information and instruction that are simple, clear, direct and therefore effective, useful and educative. This goes a long way to show that the writer has adequate knowledge of his subject.
• THE ESSAY OUTLINE

Longer essays require elaborate outlines. These outlines can occur in any of the two forms – topic and sentence outlines. The topic outline is shorter. It sets down points or ideas in stages without explaining. The sentence outline is more restricted and more specific in its directives.

The form of the outline

Stage I – Formulate the thesis and establish the purpose of the essay

Stage II – Write down the major ideas or topic sentences each directly connected to the thesis as major paragraph

Stage III – Sub-divide each topic sentence into sub-paragraphs, each dealing with just a point.

State IV – (a) Complete the subdivision and write complete sentence (b) Revise the essay ensuring the topic of the presentation (c) Adhere to the outline

Types of Essay

• Narrative Essay
• Descriptive Essay
• Argumentative Essay
• Expository Essay.

ENGLISH LANGUAGE 6 TH  WEEK SS2

TOPIC: STRESS

Stress means the extra force usually applied when pronouncing a particular word or syllable. In other words, it refers to a property of syllables which make them stand out as more noticeable than others.

Stress can also be described as the contrast between different degrees of breath – force given to syllables in English.

Stress embraces three clear categories. They are word stress, sentence stress and emphatic stress.

WORD STRESS

Word stress is more or less fixed. Each word possesses strong/weak stresses which is content words in English. These are Nouns, Adverbs, Verbs and Adjectives. It begins strongly at the beginning of the stress and dies down at the end of the syllable. It is often made with stable pitch.

In speech we use words of one, two or more syllables. In any words of more than one syllable, one syllable is stressed and the other syllable normally has a lesser degree of stress. In English, there are three degrees of stress:

• Primary / strong stress
• Secondary stress
• Unstressed / weak syllable

Stress placement is shown

(i) By either placing a mark (‘) at the beginning of the stressed syllable, for example ‘contest con’test.

(ii) OR by capitalizing the letters of the stressed syllable: for example, CONtest, contest.

Primary/strong/stressed syllable

It is a syllable pronounced with greater or much effort. It is indicated by placing a STROKE (‘) or top before the syllable sound to be stressed but in this work, the stressed shall be written in capital letter

Primary stress on

1 st  syllable 2 nd  syllable 3 rd  syllable

CAPtain comMAND democratic

RUbber supPORT teleVIsion

PAINter reJOICE inhiBItion

JOURney meTAlLIC acaDEmic

SUBject humILITY pessiMIStic

inVENT deVOTE recede

ENGLISH LANGUAGE WEEK SEVEN SS2

SUMMARY WRITING

Summary writing is concerned with producing a bridge version of a given test or passage so that all the salient issues are brought out. It involves a critical analysis of a given text to determine the purpose of a writer and using that as a point of departure to form an opinion on the subject within the prevailing socio-cultural circumstances.

For SSCE candidate, summary questions require the candidate to express ideas in one or two sentences depending in the question.

Steps to summary writing

Certain skills are required for a successful summary writing exercise!

• Good vocabulary development is essential in carrying out the task.
• Write in sentence: summary answers should be written in sentences. When the student writes a preamble (a kind of introduction to his sentence) to his answers, the preamble must flow into the sentences.
• Short and concise answers: summary answers should be short and concise. Avoid inclusion of irrelevant extraneous materials in every scoring answer. Limit your answers only to inform available in the passage.
• Use your own words: in writing down your answers make us of your own words and expressions as much as possible. You are not expected to engage in mindless lifting of words and expressions from the passage.
• Use good grammar: summary answers should be written down in good grammar and expression. Make sure that your answers are devoid grammatical and expression errors.

Class works: New Oxford secondary English course for senior secondary schools page 38.

Assignment: New Oxford secondary English course for senior secondary schools page 52-53.

ENGLISH LANGUAGE WEEK 8 SSS 2

TOPIC: PART OF SPEECH

An adjective is described as a word that qualifies or modifies nouns and pronouns.

Adjective generally, give more information about nouns and pronouns – in items of the attributes such as quality, colour, quantity etc. Such words come nearer to the nouns they modify than all other elements that modify such nouns.

TYPES OF ADJECTIVES USES

There are two uses of every adjective, namely: (i) Attributive use (ii) Predicative use

• ATTRIBUTIVE USE: An adjective used with a noun is known as attributive use.

Examples: beautiful girl

Cleaner student

Lovely flower

• PREDICATIVE USE: An adjective used with a verb is known as predicative use.

Examples: she is afraid

He is alive

They are dead

He looked happy

KINDS OF ADJECTIVES

Adjectives are divided into ten types namely:

• Adjective of quality
• Adjective of quantity
• Adjective of number
• Demonstrative adjective
• Distributive adjective
• Interrogative adjective
• Possessive adjective
• Emphasizing adjective
• Exclamation adjective
• Proper adjective
• ADJECTIVE OF QUALITY: Is the adjective that is used to talk about the quality of a person or a thing.

Example: Wealthy, regional, industrial, fundamental, elementary, primary

E.g: The Yoruba is a regional language

He is a wealthy person

Kafanchan is an industrial city

• ADJECTIVE OF QUANTITY: An adjective used to talk about the quantity of things.

Examples: little, much, enough, no, any, whole, some, all, great, half, sufficient

E.g. There is a little milk in the jug

My father earned enough money

He showed much courage in the war

• ADJECTIVE OF NUMBERS: An adjective used to talk about the number of things or persons is known as adjective of number.

Examples: fine, few, no, many, all, some, most, several, first, any, one.

E.g: She wrote six papers for her B.A

Only a few people are kind to the poor

I got first class in my B.A

All students passed in the exam.

• DEMONSTRATIVE ADJECTIVE: An adjective used to point out which person or thing we speak about is known as demonstrative adjective.

Example: this, that, these, those

E.g: This book is very interesting

That girl is very beautiful

Those flowers are lovely

• DISTRIBUTIVE ADJECTIVE: Is an adjective used to refer to each and every person or thing separately

Example: each, every, either, neither, any, none, both

E.g. Each boy was awarded a diploma

Every Nigerian is entitled to adult franchise

Every citizen should love his motherland

Neither party has got majority in the recent elections

Neither country accepted the treaty

• INTERROGATIVE ADJECTIVE: An adjective used to question is known as interrogative adjective.

Example: what, which whose

E.g: What advice shall I give you?

What language do you teach at college?

Which place do you wish to visit?

Which poet do you like most?

Whose photograph is this?

Whose hand writing is this?

On whose recommendation did you apply for this post?

• POSSESSIVE ADJECTIVE: is an adjective used to talk about ownership or possession.

Example: my, your, our, his, her, its, their

E.g: Your father is a doctor

My mother is a teacher

Our country is Nigeria

His wealth was lost

Her husband died in an accident

All their daughters were married last year.

An adverb is a word which modifies the meaning of a verb and adjective or another adverb

Examples: She writes quickly

Bukola is very smart

He explained the poem fairly well

KINDS OF ADVERBS

Adverbs are divided into eight kinds on the basis of their use

• Adverb of manner
• Adverb of place
• Adverb of time
• Adverb of frequency
• Adverb of certainty
• Adverb of degree
• Interrogative adverb
• Relative adverb
• ADVERB OF MANNER: An adverb used to show how an action is done is known as an adverb of manner. Example: quickly, bravely, happily, hard, fast, well clearly, soundly, probably, possible, evidently, unfortunately, luckily, sadly

E.g: They lived happily

Bukola walks gracefully

She speaks fluently

• ADVERB OF PLACE: Is an adverb that is used to show where an action is done.

Example: here, there, up, down, near, below, above, away, out, in, everywhere, backward, within, by.

E.g. I went there

She stood near the gate

Please come here

• ADVERB OF TIME: An adverb used to show when an action is done is known as adverb of time.

Example: now, then, today, tomorrow, early, soon, still, yet, before, late, ago, lately, daily, already, never, since, formally.

E.g. My father is not at home now

She will come here soon

She came late yesterday

• ADVERB OF FREQUENCY: An adverb used to show how often an action is done is known as adverb of frequency.

Example: once, twice, often, never, always, occasionally, again, frequently, seldom, sometimes

E.g They talked to each other again

We visited Jos twice

They never go to films

• ADVERB OF CERTAINTY: An adverb used to show definiteness of the action is known as an adverb of certainty

Example: surely, certainly, definitely, obviously

E.g. surely, she loves me

I shall certainly help you

Janet is obviously very cleaner

ENGLISH LANGUAGE WEEK NINE SS2

TOPIC: COMPREHENSION

COMPREHENSION: reading a passage in New oxford secondary English SS2 page 62 unit 9.

Class work: answer the comprehension question in unit 9

Structure: Complex sentences: analysis of complex sentences

The complex sentence is a combination of the main clause and one or more subordinate clause(s)

Ex: I prayed before I left

She came as soon as she heard

The analysis of a complex sentence

• Find out the principal clause
• Find out the subordinate clause
• Identify each sub – clause as noun clause, adjective clause and adverb clause
• Explain how each sub-clause is related to the principal clause
• And finally analyse both the principle and sub-clause as you analyse a simple sentence

Bukola told me that she would marry me

• Bukola told me – main clause
• That she would marry me – noun clause, object of the verb “told”

When I received my salary I went to Lagos where the zoo was situated.

• I went to Lagos – main clause
• When I received my salary – adverb clause of time modifying the verb “went”.
• Where the zoo was situated – adjectival clause, qualify the noun ‘Lagos’

I believed that she had married the person whom she had loved

• I believed – main clause
• That she had married the person – noun clause object of the verb “believed”
• Whom she had loved – adjectival clause qualify the noun ‘person’

THE ANALYSIS OF A COMPLEX SENTENCE

SUBJECT PREDICAT

TOPIC: SPEECH WORK: SYLLABLE

Syllable is a unit of sound composed if a central peak of sonority (usually a vowel) and the consonants that cluster around this central peak.

A syllable is also that part of a word, which is said with one breath or pulse. It is the smallest unit of speech, which can be pronounced at once. It usually contains one vowel and some consonants e.g. in ‘baby’ there are two syllables, each containing a consonant and a vowel /beil/ and /bi/.

Words and syllables

Words may be classified in the bars of the number of syllables they have. It could be one syllable, two or more than two syllables. There are three (3) categories of syllables namely.

Monosyllable Words: words that are made up of one syllable. Every monosyllable word which makes its counterpart, i.e. structural words to be stressed is when they appear in isolation e.g.

Prepositions – on, in, of, etc

Conjunctions – and, but, etc

Pronouns – she, he, you etc

Other monosyllabic words – man, go, book etc

Disyllabic words: words which are made up of two syllables. One of the two syllables gets stressed which the second has its quality reduced.

Disyllabic words can receive the stress placement on the first or second syllable depending or the state and class of the word. Nouns usually receive their stress placement in the first syllable while verbs receive them on second syllable.

Word Noun Verb

Export EXport export

Desert DEsert deSERT

Convict CONvict conVICT

Refuse REfuse reFUSE

Also, adjectives are stressed on the first while verbs are stressed on the second syllable. E.g.

Word Adjective Verb

Frequent FREquent freQUENT

Absent ABsent abSENT

Polysyllabic Words: words with more than two syllables. Importantly the stress placement changes as the word class of the word changes e.g. examination, impossible, generation etc.

Activity: Write out five words each for the following types of syllable

• Monosyllabic words
• Disyllabic words
• Polysyllable words

CREATIVE WRITING

WRITING A PLAY OR POEM

When one intends to put ideas, information findings or opinions down in paper for the purpose of storage for potency, utmost care and caution need to be taken by the writer to ensure that the intention is perfectly communicated and the readership duty considered.

Stages in the creative writing process

• Deciding on a theme and genre: taking a decision on what to write about and the genre to adopt for your writing is an important exercise towards a fulfilling writing process or career.
• Language Usage: Writing involves using the words of a language. A writer must therefore be versatile in the language he chooses to write in. perhaps the fact needs to be stressed that the quality of any writing is largely assessed in the basis of language. Therefore, a writer should be at home with the rules of punctuation, spelling and grammar of the language for correct usage. A writer should also be conversant with the connotative use of words in the language apart from the normal meaning.
• Research: another prewriting activity which is common to all writing is the choice of a subject. Some experts are of the view that a writer should write only things he knows while others one of the views that he should write also in those things he does not know by researching into them.

Activity: the students would be grouped to write on any of the genres of literature

ENGLISH LANGUAUE WEEK 10 SSS 2

TOPIC: LETTER WRITING

A letter is a writing communication sent by post or messenger. These two persons might be living in the same town, city, country or may as well be living in different countries.

Types of Letters

Letter writing is divided into two major types

• Formal letter
• Informal letter

FORMAL LETTER

This is an official type of letter. In most cases, the persons, involve in this type of letters are not known to each other. They may not have met in their lifetime. Everything about this later is formal / official. The writer has to mind his/her language and tone. This letter could be from one pension to a group of people e.g. letter for employment or (letter from a group of people of an individual) e.g a letter from a community to their local government chairman.

Features of Formal letter

The following has to be put into consideration when writing a formal letter

• Two addresses
• Title of the letter
• The body of the letter
• The language has to be formal
• The tone of the letter has to be respectful and polite
• The need to be straight forward and brief
• Answers must be given to all question asked.
• Subscription

1.Two Addresses: In a formal letter, two addresses are required from the writer his/her own address and the address of the addressee. (The person he/she is writing the letter to)

4, Mohammed Way,

P.O Box, 2641,

Benin City,

14 th June, 2014

The Personal Manager,

Sumal, Food Limited,

14, Oluyole Industrial Estate,

• Salutation: The common salutation used in a formal letter are: Dear Sir or Dear Madam as the case may be.
• Tittle of the letter: Every formal letter has a tittle.it is this that shows or tells from the beginning what the letter is all about.
• The body of the letter: Ina formal letter, the language has to be formal. Also, formal letter does not allow the use of slang and sweet mounting. The tone has to be respectful. This is because the writer may not know the age of the addressee, and he/she might not take it kind. If the tone is not courteous. The formal type of letter is known for its straight forwardness, there is no need beating around the bush. Where questions are asked, you must give details to every question asked.
• Subscriptions: The common subscription used in a formal letter is Yours faithfully, you sign your signature before writing your name at the end of the letter.

ENGLISH LANGUAGE 10 TH  WEEK SSS 2

TOPIC: PHRASAL VERB

Phrasal verbs are derived from a combination of a verb and other particles like the adverb and preposition.

Examples of phrasal verbs are:

Phrasal Verbs Meaning

• Account for give good reason
• Back out withdraw, refuse
• Carry out perform, obey, fulfil
• Catch up with over take
• Clean up mess
• Die down become gradually calmer and

finally, disappears (riot, fires)

• Deal with tackle a person
• Get back recover, reach home
• Hand over surrender authority
• Give away give something
• Hold up stop, delay
• Jump up accept
• Pull off succeed
• Move in move oneself from a flat
• Take after resemble

Examples in sentences

• You must account for what you spend
• He promised to help me but he backed out later.
• You must carry out my orders
• He carried out the hazardous task and won the appreciation of all
• The lorry driver tried to catch up with the car.
• Malians must try to catch up with other nations in technology
• I asked Tayo to clean up the stains on my shirt.
• I tried to get my money back from him.
• Please wait here, I will get back soon
• She does not know how to deal with her husband
• I heard the cries of the patients and they died down soon
• He handed over the charge to the newly elected chairman.
• The chief guest gave away the prizes to the winners.
• I gave away all the money to my friend
• We were held up by heavy traffic yesterday.
• They dumped at the offer happily and asked the state government to finalise the project
• The electronic company pulled off the project and earned huge profits
• This flat is very small so let us move into a spacious one
• Bukola takes after her mother.

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If you have any questions as regards English Language lesson note For SS2 class, kindly send them to us via the comment section below and we shall respond accordingly as usual.

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Your classroom in a blink, ss2 english language scheme of work for first, second and third term.

ENGLISH LANGUAGE SS2 FIRST TERM This scheme of work contains week, topic/ content, as well as teacher’s and learners activities 1 Speech Listening comprehension: listening to answer questions on a given passage or recorded tapes on HIV/AID, drug abuse or real life situation The teacher presents an interesting passage to students and asks the students to listen and identify main points/ideas, discusses the passage with students while they respond appropriately. Vocabulary Words associated with the human internal body system and function. The students should be able to mention the human internal body systems and list their functions. Structure Noun phrases: position and functions Identify features or functions of noun phrases and use noun phrases in sentences. 2 Speech Listening comprehension: Listening to recorded speeches/teachers model speech for comprehension Students should listen attentively to the speeches for comprehension and also plan their speeches before delivery. Vocabulary Words associated with health; sickly, well, condition, diagnoses, casualty, emergency etc Mention words association with health and use these words freely. Structure Pronouns : relative and demonstrative pronouns: functions and position Identify relative and demonstrative pronouns and use them freely in sentences. Continuous Expository essa y: eg Discuss the style/format of writing expository essay.

Controlling HIV/AIDS in Nigeria Managing population explosion in Nigeria expository essay and write 3 Speech Making a toast: a. Meaning of a toast b. Occasions for a toast Define a toast, prepare a toast and deliver a toast appropriate to a given occasion Reading Comprehension Reading for implied meaning Read to grasp the main points, extract points from the passage and write the difference between stated and implied meaning. Structure Nominalization : Identify words that are nominalized in passages, turn adjectives and verbs to nouns and use them in sentences appropriately. Continuous writing Writing speeches for specific purposes.

Introduction, purposes and features of speeches Discuss the various purposes of speech, features and write a speech on a given topic. 4 Speech Unstressed vowel sounds e .g /a/ Identify the unstressed vowels sounds, pronounce them and use them appropriately. Structure Pronouns : Other types of pronouns Identify the other types of pronouns, give examples and use them in sentences. Reading Comprehension Reading for critical evaluation Read a passage carefully and detect in various reading materials evidence of illogicality, inconsistency, faulty reasoning etc. Continuous writing Argumentative essay: Introduction; definition and features Define argumentation essay and explain the features 5. Speech Consonant clusters: two Pronunciation drills, give

consonants in initial position e.g slice, troupe, scalp, cloud, crush etc examples of two consonant clusters at the initial position and use them in sentences. Vocabulary Modifiers [word modifiers] expository essay and write of colour and small, adverbs of manner, rate of occurrence and degree. Explain how a modifier adds more meaning to a word, identify the modifiers and use them in sentences Summary writing Reading to summarize longer sentences into a specified number of sentences. Read the passage, identify topic sentences and write out the sentences using their own words Write a well composed argumentative essay. Continuous writing Argumentative essay a. Should female circumcision be abolished b. Military rule in better than certain rule

6 Speech : Three consonants in initial position E.G Sprint, splash strong, shrike, spray e.t.c Pronounce correctly the three consonants Chester at initial position and use them in sentences. Reading comprehension Reading for main gist in a prose passage Indentify the main ideas, keys sentences and answer question on the given passage. Structure Adjectival phrases and their grammatical function in a sentence. Identify adjectival phrases, say their function and use them in sentence Continuous writing Creative writing {i} features of a short story e.g plot, characters, action, style, setting, theme etc. [2] features of a person eg high, concise language, Discuss the features of a short story, poem and be able to write a short story and poem.

7 Speech Listening comprehension : listening for details/examples Listen attentively to a recorded passage or read, identify the main points and give details of what they have listened to Vocabulary Spelling of words: 1. Treatment of commonly miss pelt words 2. Dictation exercise and corrections. b. Use of dictionary Explain meaning of words learnt, appreciate the importance of use of dictionary, make a list of commonly miss pelt words, write the dictated words correctly. Summary writing Reading to summarize longer selections into a specific number of sentences.

Read materials, identify topic sentences and write the topic sentences using their own words. Continuous writing Narrative essay Discuss the features of a narrative essay and write a well composed narrative essay. 8 Speech Vowels: /e/ and /ɜ:/ E.g /e/ – set, bread / ɜ:/ – first, learn Identify the vowels, /e/ and /ɜ:/, pronounce them in words where they occur, give their own examples of words where they occur and use them in sentences correctly. Structure Adverbialnphrases Adverbial phrases and their grammatical functions Identify the vowels,/e/ and /z:/, pronounce them in words where they occur, give their own examples of words where they occur and use them in sentence correctly. Reading Comprehension Reading chapters of books and making notes {1} Explain note making {2} explain the interrelatedness of listening and reading as receptive language skills. {3} make reference to previous passage relevant to this task. {4} Explain the purpose and approach of note making. {5} Engage in extensive work and practice in within and out side the classroom on notemaking

{6} Explain clearly the difference between note making and reading books.

Continuous writing: Formal letter Letter of complaint feature of a formal letter, letter of complaint. Differentiate between a formal letter and an informal letter. Discuss the features of a formal letter with reference to letter of complaints. Discuss similar WAEC, SSCE and NECO past questions and write a well composed letter of complaint.

9. Speech Diphthongs ; /i/, /ai/, /au/, /ei/, /e/, etc. Identify the eight diphthongs correctly, pronounce them, list of words associated with the diphthongs and use them in sentences. Reading comprehension Words substitution in passages {connotation and denotation} Read passage carefully, Explain meaning of word in context and substitute words according to the contexts of usage answers question on the passages. Summary writing Reading to summarize in a specific number of sentences Read the passage carefully, identify the topic sentences and rewrite using their own words. Continuous writing Formal letter: Letter of request with particular reference to a. Features of a formal letter b. Language Discuss extensively past questions from NECO/WAEC examinations. Identify features of a formal letter. Write a well composed formal letter of request. 10 Speech Vowels / i/ and /i:/ e.g bit and beat, bid and bead Pronounce the vowels correcting, differentiate between the vowels /i/ and /i:/, list words associated with the vowels a nd use them in sentences Structure Determiners e.g few, many, some, a little etc

Explain determiner, identify them and give examples. Use them correctly in sentences. Reading comprehension Reading for critical evaluation Read a passage carefully and defect in various reading materials evidence of illogicality, inconsistency, faulty reasoning etc. Continuous writing Formal letter [other types] e.g application, apology, order, etc Identify features of a formal letter, discuss the features of formal letters, discuss a model formal letter of application apology etc and write a well composed letter of application, apology etc. 11 Speech Vowels /u/ and /u:/ e.g /u/ – full and would/u:/ – fool and coup. Identify the two vowels, pronounce the vowel /u/ and /u:/ correctly, differentiate between the two vowels, list words associated with the vowels, portray many examples and use them correctly in sentences. Reading comprehension Word substitution in passages Read the passage carefully, explain the meaning of words, substitute the underlined words with other words according to the context of usage.

Answer question on the passage. Continuous writing Revision [formal letter: Complaints, request, application apology etc] Identify features of a formal letter, discuss the features, write a formal letter. 12 Speech Revision of vowels taught [pure vowels and diphthongs] Pronunciation drills. Practice on exercises. Reading comprehension Revision {guidelines on answering comprehension on passage using a passage} Vocabulary Revision: Exercises on lexis. Continuous writing. Expository and narrative assays. Discuss and write expositing and narrative essays. 13 General renewal General renewal General renewal 14 Examination and closing

ENGLISH LANGUAGE SCHEME OF WORK FOR SS2 THIRD TERM This scheme of work contains week, topic /content and activity which are necessary for lesson planning.

1 speech comprehension Listening comprehension: listen to speeches and other oral presentations for critical evaluation Listen carefully to a given speech Meaning of critical evaluation Aspect of critical evaluation Essence of critical evaluation Listen to selected passages on critical work Highlighting Facts Explain what is required of critical evaluation in speeches, listen to practice critical evaluation of the speeches through extensive discussion either in groups or as a whole class. Different facts from opinions in the speeches

Opinions deductions Structure Introduction to clauses features of a clause types of clauses dependent and independent clauses, Explain what a clause is. List and explain the features of a clause. Explain the types and give examples of clauses Vocabulary development Words associated with agric and horticulture e.g. livestock and domestic animals, dairy products, land, flowers, plants, farming animal disease, types of food produce, vetenary medicine farm manager Explain agriculture and whorticulture. Mention and write words associated with agriculture and horticulture. Explain their meanings and used them correctly in sentences. Teachers should encourage students to mention as many words as possible, and use them to make correct sentences and engage students in spelling drills. 2. Speech Listening comprehension: listening to debates for main points and passing judgment Tape – recorded debates Radio broadcast Short debates between two selected members of the class as selected topics such as; rejection of fraud, cheating, bribery and corruption, economy etc. Explain what a phrase is and what a clause is. Differentiate between a phrase and a clause using examples. Identify phrases and clauses in sentence Reading comprehension Reading to answer question on a given passage Read the passage carefully, identify difficult words, explain their meanings and answer questions on the passage. Vocabulary development Words associated with commerce e.g. good/services, price index, market, buyer, seller, industry etc. Explain commerce. Mention words associated with commerce. Explain their meaning, engage students in spelling drills. Use the words in sentences correctly. 3 Speech (oral) giving clear, concise and correct directions. Relevant textbooks and passages that have to do with new locations e.g. travelling to a new town, village, market, ways to cities

Explain what road sign boards are. Read posters and charts. Listen attentively to discussion in class and exchange views on the signs. Use these signs to give clear, concise and correct directions in sentences. Put these directions down in writing. Structure Noun clause: types and functions. E.g. Noun clause Noun clause as subject Noun clause object etc Grammatical function Explain Noun clause. Cite many examples. Mention and explain the different types of Noun clauses. Explain their functions and identify them in sentences and passages in reading comprehension. The teacher is advised to expose students to as many exercises as possible on noun phrases to make them conversant with the grammatical structure. Summary Readin g to summarize in a specific number of sentences Read the passage carefully. Identify topic sentences and main ideas. Summarize in a given number of sentences.

Continuous writing Expository essay. E.g. Explain a process , An idea Give directions Features; topics such as How to prepare a favourite meal, societal ills and diseases Explain expository essay. Readnand discuss model expository essay. Identify features of an expository essay. Write a well composed expository essay.

4 Speech Sentence stress: emphatic stress. E.g. JAMES borrowed the novel (James and not anybody else borrowed the novel) Explain what emphatic stress is. Answer exercises on emphatic stress. Make sentences using emphatic stress Structure Adjectival clauses: Position in sentences and grammatical functions Relative pronouns used to introduce Adjectival clauses. E.g. who, which, whom etc Explain what an Adjectival clause is. Cite many examples using sentences. Engage in as many exercises as possible and state the functions. Identify Adjectival clauses in sentences and passages in reading comprehension. Make use of Adjectival clauses in sentences.

Reading comprehension Reading for implied meaning Read carefully to grasp main points extract main points from the passage and write the difference between stated and implied meaning. Answer questions on the passage. Continuous writing Article writing (introduction, illustration and practice) Discuss the format for writing articles, expose students many illustrations read and discuss a mode. Discuss past questions (WAEC and NECO) on article writing. Write a well composed article 5 Speech Consonant sounds : plosives; b/and/pl, it/and /d/, /k/ and /g/ Identify the sounds pronounce the sounds correctly, mention words with the Consonant sounds. Expose students to letters represented by these sounds, use the words where they occur in sentences. Students should be encouraged to mention as many words as possible, words with these Consonant sounds . Structure adverbial clauses: types and functions Explain what an adverbial clause is. Mention different types of adverbial clauses. Identify the adverbial clauses in sentences and passage in reading comprehension. State the functions of adverbial clauses. Use the adverbial clauses in sentences correctly. Reading comprehension Reading for meaning in context Read the passage carefully, bring out difficult words or key words, explain their meaning according to context of usage in passage substitute the words with another suitable words. Answer questions on the passage read. Continuous writing Informal letter : features and language Explain what an Informal letter is. Explain the features and language of an Informal letter. Read and discuss a model Informal letter. Discuss past questions (WAEC and NECO) on Informal letters and write well composed Informal letter. 6 Speech Speaking to persuade,convince and sway opinion on topics like; Listen attentively to any of the topics discussed by the teacher. List key words in the Cultism Population/family life education.

Environmental issues discussion, identify sentences types used for persuasion and give their opinions and any of the treated topics. Structure Auxiliary verbs e.g. modal Auxiliary and primary Auxiliary verbs Explain what Auxiliary verb is. Mention and explain the types of Auxiliary verbs. Identify them in sentences and use them to construct correct sentences. Vocabulary development Words associated with plumbing e.g. pipes, plumber, connect, plumb line, sink, tap etc. Explain plumbing’ mention words associated with plumbing. Spelling drills on words associated with plumbing. Explain the meaning of the words and use them in sentences. Continuous writing Semi – formal letter Features Language Difference between Semi –formal letter and informal letter Explain what a Semi – formal letter is. Explain the features of a Semi – formal letter. Read a comprehension Semi – formal letter and discuss the features and context in relation to language. Differentiate between a Semi – formal letter and informal letter. Discuss WAEC and NECO past questions on Semi – formal letters. Write a well composed Semi – formal letter. 7 Speech Consonant sound; nasal: /n/,/m/ and /g/ Identify the sounds in words. Pronounce the words correctly. Mention words with the nasal sounds. Identify the letters represented by the nasal sounds, give more examples of words and use the words in sentences. Structure Concord (agreement between subject and verb) Explain Concord between subject and verb in asentences. Give examples in sentences and explain the various ways of showing Concord between subject and verb Summary writing Summarizing a given passage in a specific number ofsentences Read the passage carefully. Mention and discuss the main ideas in summarise the passage ina specific number of sentences. Continuous writing Formal letter Types Features of Formal letters Language Explain what a Formal letter is. Mention the various types and discuss them. List and explain the features of a Formal letter. Read a sample of a Formal letter in class. Discuss thecontent, features and language of a Formal letter with regards to the letter read. Discuss more past questions on Formal letters and write a well composed Formal letter. Students should be exposed to the differences between the different types of letters (formal, semi-formal, informal letter) 8 Speech Rhymes e.g. obtain – detain Explain rhymes, give examplesof rhyming words. Engage students in pronunciation drills . Structure Adjuncts Identify Adjuncts. Explain what Adjuncts are. Give examples of Adjuncts and use them in sentences Continuous writing Exposition on scientific facts Explain Exposition and scientific facts. List and features of . Read and discuss a model Expository essay on scientific facts. Write a well composed expository essay. Reading to answer questions on a given passage Read passage carefully. Mention and discuss main ideas. Identify and of key words. Answer questions on the passage. Consonants /s/and /z/, /s/ and /z/, /ts/ and /dz/ Pronounce the Consonants. Identify the Consonants . Identify their differences and give examples of letters represented by the sounds. Give examples of words with the Consonants and use them in sentences Structure Tag questions. e.g. this is your book. Isn’t it? Identify Tag questions in sentence structures. Explain what they are. Give examples of Tag questions in sentences Summary writing Using simple sentences in summary writing Read passage carefully, identify the main points in the passage. Write out the main points using simple sentences. Continuous writing Argumentative essay (debate) Explain features of debate in writing with reference to opening vocatives, body and conclusion. Discuss and write a well composed debate.

10 Speech Sibilants and the ‘s’/’es’ suffixes Identify these Sibilants. Pronounce them correctly andidentify the changes in pronunciation as these suffixes are added to the root words. Structure Complex, compound, compound complex sentences Explain the different sentence structure and give examples of each.

Reading to answer questions on a given passage Read the passage carefully, bring out the main points and answer questions on the passage. 11 Speech Revision of consonants Identify the twenty-four consonants. Engage students in pronunciation drills. Give examples associated with the sounds. Structure Idiomatic expressions e.g. under a cloud, take heart, hold your head high, etc. Explain the meaning. Give examples of Idioms and explain their meanings and use them in sentences correctly.

Revision on guide lines to answering comprehension exercises Practice on reading comprehension exercise Summary writing Guidelines to answering summary writing exercise. Practice on summary writing exercise 12 General revision General revision General revision 13 Examination Examination Examination

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FIRST TERM ENGLISH LANGUAGE SCHEME OF WORK FOR SS 2

Lagos state senior secondary school scheme of work nigeria – edudelight.com, ss2 first term scheme of work for english language.

WEEK 1            Revision of last term examination questions

WEEK 2-3        (a) Vocabulary /Oral skills development

Words Associated with Human internal Body system and function e.g heart, liver etc

• Grammar (structural pattern)

Noun phrase. Functions ©Literacy skills (Reading and writing) Reading for main gist/points

WEEK 4-5        (a) Vocabulary and Oral skills development

Words Association with health eg drugs, pills etc

Relative pronouns – Whom, whose, which, that, who © Literacy skills (Reading and writing)

Reading and summarize an argument

WEEK 6-7      (a) Vocabulary and Oral skills development

Words Associated with sport

• Names of major national games eg handball
• Words for sporting activities. Contest etc
• Venue for sport eg stadium
• Sports officials eg referee
• Games results eg winning (b) Grammar (structural pattern)

Nominalization

Parts of speech that is nominalized Adjectives, verbs

© Literacy skills (Reading and writing)

Reading for summary Meaning of summary

Summarizing selected passages, reports and stories

WEEK 8-9      (a) Vocabulary and Oral skills development

Words Associated with building and construction Meaning of building

Some words associated with buildings. Eg plumbing, plot, land etc

(b) Grammar (Structural Pattern)

Active verbs, passive verbs © Literacy skills (Reading and writing)

Reading for note taking

Differences between note making and reading

Steps in effective note making

WEEK 10-11  (a) Vocabulary and Oral skills development

Words Associated with the environment Meaning of environment/types of environmental problems

Introduction to sequence of tenses © Literacy skills (Reading and writing)

Reading for implied meaning

Meaning of the implied word

Identifying the implied meanings of words and

SS2 FIRST TERM SCHEME OF WORK FOR ENGLISH LANGUAGE – MODIFIED I

Word associated with human body system and function

• Consonant clauses

Expository essay:- controlling HIV/AIDS in Nigeria

Word associated with health

Consonant clauses Noun phrase and functions

Relative pronouns

Summary writing Word associated with building and building construction

Unstressed vowels sound Argumentative Essay:- should female circumcision should abolished or military rule is better than civilian rule

Plural forms of nouns

Adjectives and adverbs Expository Essay:- scientific writing on a report of an experiment carried out by a student or a laboratory report

Complex sentences

Analysis of complex sentence Syllables

Phrasal Verbs: Letter writing: features and format of a Formal letter

EXAMINIATION

SS2 FIRST TERM SCHEME OF WORK FOR ENGLISH LANGUAGE – MODIFIED II

Comprehension:Reading for Main Points

Structure: Revision on Nominalization of Adjectives and Verbs.

Speech Work: Review of Consonants Followed by /j/ and /u/ Sounds. Summary: Revision of the Features of Summary.

(i) Comprehension – Learning about Main Ideas and Supporting Details Unit 1:

     Basketball, pg 19

(ii) Vocabulary Development: Words Associated with the Human Body System and Functions

(iii) Speech Work: Cluster of Two, Three and Four Consonants

(iv) Writing (Expository): Meaning, Features and Examples 

• (i) Comprehension: Reading to Follow Writer’s Ideas; Unit 2: Insurance, pg 33

(ii) Vocabulary Development: Words Associated with Health e.g. diagnosis, contagious etc.

(iii) Structure: Noun Phrases: Meaning, Identification and Functions

• Summary (Reading to Summarise): NnamdiAzikwe,pg 26

Vocabulary Development – Words Associated with Building and Building

Construction.

Writing – (Narrative) Meaning, Features and Examples.

Structure – Relative Pronouns

• Comprehension Reading For Main Points – 2; Unit 4; Building,pg 66

Speech Work: Unstressed Vowel Sound /ə /

Writing (Argumentative) “Corruption Should be fought from the top to the bottom”

• Comprehension:Reading to Extract the Main Points from a Passage: Unit 6; On the Road pg 90

Structure: Sentence Types

Speech Work: Stress OfFour Syllable Words

Writing: Descriptive: “Valedictory Ceremony in My School”

• (i) Comprehension: Reading to Take Notes; Unit 7; Technology, pg 104

Structure: Adverb – Types (Manner, Place, Time, Frequency, Degree etc.)

Summary: Reading to Summarise an Argument

• Structure: Word Modifiers: Adjectives and Adverbs

Vocabulary Development: Words Associated with Colours, Smell and Taste

Comprehension (Listening); Unit 8; Uganda’s National Resistance Army, pg 119

Writing: A Report

• Structure: Plural Forms of Nouns

Speech Work: Stress of Five Syllable Words

Writing – Creative Writing: Features of a Short Story.

Summary Writing – Identifying Topic Sentences: Agriculture; Technical Aid Corps Proposed for Africa.

• Comprehension: Reading to Paraphrase a Prose Passage; Unit 5; Nazruddin, pg 80

Structure: Phrasal Verbs.

Writing: Features and Format of an Informal Letter.

Examination

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Word Forms, Informal Letter and Writing Exposition

Back to: ENGLISH LANGUAGE SS2

Welcome to class! 

In today’s class, we will be talking about word forms, informal letter and writing exposition. Enjoy the class!

In English Language, we generate new words by adding some letters to the original word. This addition of letters could be at the initial or the final state of the original word. Word form is simply the process of generating new words or converting words from one-word class to another.

Many words in the English language can function as noun, verb, adverb and adjective. It is possible to convert verb to noun, noun to adjective, adjective to a noun, and so on. For instance, the word ‘happy’ is an adjective but it can also function as a noun when you add the suffix‘-ness’, after which it becomes ‘Happiness’ (a noun)

More examples include benefit, beneficial and beneficially; beauty, beautify, beautiful and beautifully.

Words can also change for reasons related to tense i.e. from singular to plural form, and also from the base form to –ing or en/ed form. For instance, create, creates and creating; go, goes, going and gone.

How we form words in English Language

We form words primarily through a process called affixation , a process of adding to words either at the initial or final state. Affixation can be achieved through prefixation or suffixation.

Prefixes are letters we add to the beginning of words to make new words with different meanings. Prefixes can, for example, create a new word opposite in meaning to the word the prefix is attached to. They can also make a word negative or express relations of time, place or manner. Examples are im, out, im, down, un, mega, over, auto, dis, etc. Check the following examples.

Im + possible = impossible

Un + able = unable

Over + cook =

Auto + biography = autobiography

Dis + agree = disagree

Down + grade = downgrade

Mega + byte = megabyte

Mid + day = midday

Out + do = outdo

Suffixes unlike prefixes come after the original word. Suffix on its own can change the word from its original word class to another. Examples of suffixes are ness, er, ly, age, all, ment, or, tion, city, ful, ist, ify, able, ish, ive, ic and ous.

Let’s consider some examples:

happy + ness = happiness

simply + fy = simplify

use + ful = useful

attract + ive = attractive

music + al = musical

kind + ness = kindness

act + or = actor

describe+ ive = descriptive

• Look for five new prefixes and join them with appropriate words to form new words.
• Look for ten new suffixes and join them with appropriate words to form new words.

INFORMAL LETTERS

It is ironical to see that as easy as informal letters may appear to be, many people do not know how to write interesting and heartfelt letters.

Informal letters, otherwise known as personal letters are written for an intended exchange of intimate ideas.

Informal letters are letters written to relatives, friends and loved ones. The language is expected to be free, accommodating and simplified.

Put the following to mind:

• Informal letters, unlike formal letters, are expected to have just one address.
• The date comes after the address.
• The salutation always contains the recipient’s first name or title, with an option of ‘Dear’ or ‘My dear’ before the name: My dear Bola, Dear Bola, Dear Teacher, Dear Mummy, Dear Uncle, Dear Miss, etc.
• The body of the letter should be written in paragraphs.
• Then the salutation.

Write a letter to your sister schooling abroad telling her how you have been studying at home despite the Coronavirus lockdown and imploring her to stay safe by all means.

EXPOSITORY ESSAY

An exposition essay, as its name implies, is the act of exposing or putting something out to the public view through writing.  They are otherwise known as informative writings.

The source of your exposition can be based on your personal view, observation, experience or research on something you will like to make known to the public.

Some certain features of exposition are noteworthy here.

The title should be able to inform the reader instantly what they are about to read in the text.

• Introduction .

Here, is where the topic of the exposition is been introduced by providing an overview of what the essay is about. It may also preview each major section ahead indicating what aspects of the subject will be covered in the writing.

• The Body of the Text.

This comes in paragraphs, and each paragraph deals with one idea or piece of information. The structure for writing one can be as follow:

• How to do something.
• Cause/effect
• Comparison/contrast
• Explaining the process
• Problem/solution
• Classification
• Whatever has a beginning has an end. Your conclusion should summarize the topic under discussion, with probable reference to the body of your essay or general information that will cause the reader to keep remembering your essay even after a long time.

If you begin by considering the points above as important, you will be able to write beautiful expository essays.

General Evaluation

Write an essay on the title ‘The danger of throwing a party during the Coronavirus outbreak.’

In our next class, we will be talking about Diphthongs, Determiners and Writing Skills.   We hope you enjoyed the class.

Should you have any further question, feel free to ask in the comment section below and trust us to respond as soon as possible.

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Composition: Expository Essay (How to Plant a Tree) - JSS1 English Language Lesson Note

Composition: Expository Essay (How to Plant a Tree

Introduction:    - Start with a brief introduction to the importance of trees in the environment.    - Mention the purpose of the expository essay: to provide a step-by-step guide on planting a tree.

2. Body Paragraphs:    - Break down the process into clear and sequential steps.    - Each step should be explained in detail, using simple language suitable for the target audience.    - Include relevant tips and precautions to ensure successful tree planting.    - Organize the steps logically to guide the reader through the process smoothly.

3. Sample Outline for Body Paragraphs:    - Step 1: Choosing the right location    - Step 2: Preparing the soil    - Step 3: Selecting the appropriate tree species    - Step 4: Digging the planting hole    - Step 5: Planting the tree    - Step 6: Backfilling and watering    - Step 7: Mulching and staking (if necessary)    - Step 8: Caring for the newly planted tree

4. Conclusion:    - Summarize the key points discussed in the essay.    - Reinforce the importance of tree planting for a greener environment.    - Encourage one  to take action and plant trees following the outlined steps.

5. Language and Style:    - Using a clear and concise language suitable for the comprehension level     - Incorporate descriptive language to make the process vivid and engaging.    - Provide definitions for any technical terms or unfamiliar vocabulary.

6. Visual Aids:    - Consider including diagrams, illustrations, or photographs to enhance understanding.    - Visual aids can help one clarify complex steps and make the essay more visually appealing.

7. Review and Revision:    - Encourage students to review their essays for clarity, coherence, and accuracy.    - Revision should focus on improving sentence structure, grammar, and overall presentation.

8. Feedback and Peer Review:    - Provide opportunities for peer review and feedback to help one refine their writing skills.    - Encourage constructive criticism and suggestions for improvement from classmates.

9. Assessment:    - Assess one’s essay to be based on their ability to effectively communicate the process of planting a tree.    - Consider criteria such as organization, clarity, use of language, and adherence to the expository essay format. 

10. Extension Activities:     - Plan a tree planting activity in collaboration with school authorities and local environmental organizations.     - Encourage one  to document their tree planting experiences through photos or journal entries.

Overall, the aim of the lesson is to equip one with the knowledge and skills to write a clear and informative expository essay on planting a tree, while also fostering a sense of environmental responsibility and stewardship.

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