essay writing for jss 2

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JSS2 First Term English Language Junior Secondary School

Essay writing.

• Your teacher may assign you a topic or ask you to choose from among a few topics. The assignment may contain certain key words that will suggest the content and structure of your essay. For example, you may be asked to analyse, argue, summarise, describe, compare/contrast e.t.c If you do not understand what you are being asked to do, ask  your teacher.
• Sometimes you might need to find a topic on your own. This can be difficult. Give yourself plenty of time to think about what you’d like to do. Ask yourself these questions.

What subject am I interested in? What’s my most interesting topic? What puzzles me?

• Be sure your topic is narrow enough so that you can write about it in detail in the number of pages that you are allowed. For example, assuming you are asked to write a 1-page essay about your any of your friends, picking a particular one and writing about the qualities you like about that person is better that just writing generally about your friends. Having a narrow focus will help you write a more interesting paper.

Too general:  My Friend.

Revised:  My best friend.

• Brainstorming is a useful way to let ideas you didn’t know you had come to the surface.
• Sit down with a pencil and paper, and write whatever comes into your head about your topic, no matter how confused or disorganised.
• Keep writing for a short but specific amount of time, say 3–5 minutes. Don’t stop to change what you’ve written or to correct spelling or grammar errors.
• After a few minutes, read through what you have written. You will probably throw out most of it, but some of what you’ve written may give you an idea you can develop.
• Sort out Your Ideas

Develop an outline to organise your ideas. An outline shows your main ideas and the order in which you are going to write about them.

• Write down all the main ideas.
• List the subordinate ideas below the main ideas.
• Avoid any repetition of ideas.
• Write a First Draft

Every essay or paper is made up of three parts:

• Introduction

Introduction:

Introductory Paragraph

The introductory paragraph should include the thesis statement, a kind of mini-outline for the paper: it tells the reader what the essay is about. The last sentence of this paragraph must also contain a transitional “hook” which moves the reader to the first paragraph of the body of the paper.

Body — First paragraph

The first paragraph of the body should contain the strongest argument, most significant example, cleverest illustration, or an obvious beginning point. The first sentence of this paragraph should include the “reverse hook” which ties in with the transitional hook at the end of the introductory paragraph. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional hook to tie into the second paragraph of the body.

Second paragraph

The second paragraph of the body should contain the second strongest argument, second most significant example, second cleverest illustration, or an obvious follow up the first paragraph in the body. The first sentence of this paragraph should include the reverse hook which ties in with the transitional hook at the end of the first paragraph of the body. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional hook to tie into the third paragraph of the body.

Third paragraph

The third paragraph of the body should contain the weakest argument, weakest example, weakest illustration, or an obvious follow up to the second paragraph in the body. The first sentence of this paragraph should include the reverse hook which ties in with the transitional hook at the end of the second paragraph. The topic for this paragraph should be in the first or second sentence. This topic should relate to the thesis statement in the introductory paragraph. The last sentence in this paragraph should include a transitional concluding hook that signals the reader that this is the final major point being made in this paper. This hook also leads into the last, or concluding, paragraph.

Conclusion:

Concluding paragraph

This paragraph should include the following:

• an allusion to the pattern used in the introductory paragraph,
• a restatement of the thesis statement, using some of the original language or language that “echoes” the original language. (The restatement, however, must not be a duplicate thesis statement.)
• a summary of the three main points from the body of the paper.
• a final statement that gives the reader signals that the discussion has come to an end. (This final statement may be a “call to action” in an persuasive paper.)
• Edit the Final Draft
• Search for indiscreet mistakes, for example, incorrectly spelled words, incorrect and  erroneous punctuation and capitalization.
• Errors are harder to spot on a computer screen than on paper. If you type your paper on a computer , print out a copy to proofread. Remember, spell checkers and grammar checkers don’t always catch errors, so it is best not to rely on them too much.

Summary of Essay Writing.

Introduction Paragraph

• An attention-grabbing “hook”
• A thesis statement
• A preview of the three subtopics you will discuss in the body paragraphs.

The purpose of the introduction is to

• let the reader know what the topic is
• inform the reader about your point of view
• arouse the reader’s curiosity so that he or she will want to read about your topic

Body Paragraph

• Limit each paragraph to one main idea. (Don’t try to talk about more than one idea per paragraph.) Example – First body paragraph, second body paragraph and third body paragraph, depending on how many body paragraph you wish to have.

First Body Paragraph

• Topic sentence which states the first subtopic and opens with a transition
• Supporting details or examples
• An explanation of how this example proves your thesis

Second Body Paragraph

• Topic sentence which states the second subtopic and opens with a transition

Third Body Paragraph

• Topic sentence which states the third subtopic and opens with a transition

Concluding Paragraph

• Concluding Transition, Reverse “hook,” and restatement of thesis i.e restate the main idea of the essay.
• Rephrasing main topic and subtopics.
• Global statement or call to action.

The Importance of Writing

• To communicate
• To convey a message or information with clarity
• For record keeping
• To solve problems

Characteristics of a Good Essay

A good essay is:

• Focused .  The essay gets straight to the point and utilizes clear arguments. The writing doesn’t deviate from the given topic.
• Organized .  The most successful writers don’t make up the essay as they go along, they must have planned the essay in notes and points. Brainstorming before writing can help. They consider the structure and the order in which they will present their points before they start to write.
• Supported .  Good essays include points that can be supported by facts or by statements within the text that is being analyzed.
• Lucid .  Good essays use proper grammar, syntax, concord, spelling and punctuation.

Types of Essay

• Argumentative

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THIRD TERM ENGLISH LANGUAGE SCHEME OF WORK FOR JSS 2 (BASIC 8)

Lagos state ministry of education – edudelight.com, junior secondary school curriculum, jss 2 english language curriculum third term.

Week: 1 Phrases commonly used in speech

Adverbials – The future

Towards summary

Week 2 – 3: Questions and their tags Adverbial – Adverbs of frequency Mass media Towards summary Prose

Vowels, diphthongs in mixed pairs

Cause and reason

Petroleum and mining

Week 4: Report writing

Consonant clusters Forms for expressing purpose Petroleum and mining Summary

Week 5: Strong and weak forms of words Adverbials – forms for expressing condition Petroleum – Vocabulary Continuous writing: my school/a market Prose

Contrasting statements Cake making

Week 6- 7    Formal/informal letters

Reading comprehension

Week 8: poems

Active/passive verbs Rhyme and rhythmus in

Week 9; Formal/informal letters

Week 10: poems:  Drama

Active/passive verbs Rhyme and rhythmus in Drama.

JSS 2 English Language Curriculum third term – Modified I

WEEK  3:        SPEECH WORK: Consonant sounds /s/$/S/

            (Sheep/Cheap, Mash/march/sheep/cheap/

Grammar: The uses of have, has and had

Reading Compilation: Reading to infer the author’s intention in a selected passage.

COMPOSITION: A composition on the topic “Pride Goes Before Fall”.

Lit-In-English: Characterization, Lit-in-Eng: Write a simple story on Honesty and fair play (A recommended text of your own).

WEEK . 4:       SPEECH WORK: Consonant sound /q/ and /a/ think / father, mouth/ father/

GRAMMAR: Synonyms: Using adequate examples.

READING & COMPREHENSION: Reading to identify word/expressions that signal or redirect attention to the main point.

VOC. DEV.: Word Associated with Human Rights.

COMPOSITION: A composition on the topic: The responsibilities of Government.

LIT-IN-ENGLISH: Writing a simple poem on laziness.

WEEK . 5: SPEECH WORK: Consonant /w/ and /j/ (words University, win/yellow).

GRAMMAR: Antonyms using adequate examples.

Reading and comprehension: As in week 1. Voc. Dev. Conflict resolution.

COMPOSITION: A topic on A Memorable Journey I Once  Made.

LI-IN-ENG; Identification of moral import and  the recommended prose text. (ii) setting plot on the recommended prose text.

WEEK . 6:      SPEECH WORK: Contrasting: Vowel/u/ and /u:/Luke/Youth, book/food).

GRAMMAR: The use of causative verbs. For example: black to cause to become black. Reading and comprehension as in Week 2.

Voc. Deve: Words associated with Religion.

COMPOSITION: Writing a dialogue

LIT-IN-ENGLISH: Use the recommended text on drama (II) figures of speech in the recommended text.

WEEK . 7:       Speech work: Contrast between vowels/É: /Ù / (caught /come, lawn/love).

School on the field etc).

READING AND COMPREHENSION: As in week 3

COMPOSITION: Composition on the topic: The long/would not like to remember.

LIT-IN-ENGLISH: Use the recommended text on drama.

(ii) Dramatization of same from the recommended text on drama.

WEEK . 8:       SPEECH WORK: Consonant and vowel sounds differentiated.

GRAMMAR: Review of prefix and suffix

READING AND COMPREHENSION: Refer to week 4

COMPOSITION: Write a composition on the topic: The Rich Also Cry”

LIT-IN-ENGLISH: Characterization, Dictation, Plot and theme in the recommended text on drama.

WEEK  9:       COMPOSITION: SPEECH WORK: Review of the consonant sounds with emphasis

on /q/ and /a/.

GRAMMAR: More on Question tags

READING AND COMPREHENSION: Review the language skills.

COMPOSITION: Review the composition of letter writing and essay writing.

LITERATURE-IN-ENGLISH: Review the prose text in use

(ii) Review of Drama text in use.

WEEK . 10: REVISION

WEEK . 11 & 12: EXAMINATION

JSS 2 English Language Curriculum third term – Modified II

WEEK           TOPIC                                              

• Speech work – Revision of Second Term Work and Examination Questions, Present Tense; Speechwork: Consonant Contrast /p /, /d/, /b /, /t/.
• Grammar: Question Tags: Comprehension. The Search for Honey p. 168. Vocabulary Development on Speaking 168. Writing: Letter to a Friend p 175. Literature in English: Sunrise Poetry.
• Grammar: Uses of the Form of the Verb Have; Vocabulary Development: Preparation for the Reading Passage p 181. Reading: Parents Responsibilities. Writing: Pride Goes before a Fall. Speech Work: Distinguishing /ʧ/ and /∫ /, p.185 Literature: The Love of Mathematics.
• Grammar: Synonyms;. Writing: The Responsibilities of Government. Listening Comprehension: Main Points of a News Broadcast p 185. Speech Work: / p/, /d/, /k/ and /t/ ; Vocabulary Development: Words to do with Human Rights ; Literature: Inspiration
• Grammar: Antonyms; Speech Work: Distinguishing the Consonants Sounds /w/and /j/;  Vocabulary Development: Broadcasting; Comprehension: Ndifon’s Complaint p 193. Writing: Letter to a Pen Friend p 201. Literature: Exam Focus p. 180
• Comprehension: Description of Calabar p.207; Speechwork: Vowel Contrast /u/ and /u:/; Vocabulary Development: Conflict Resolution;Grammar: Use of the Causative  erb(ii) The Use of ‘s, and s’ and of. Writing: Description of One’s Village, Town or Area p 217. Literature: Dear African P 183, Exam Focus.
• Speechwork: Vowels: /Ɔ/, /ɒ/, /˄/; Listening Comprehension: An Account of a Fire Outbreak pg 212. Structure: Adjective; Writing: A Journey 1 Once Made; Vocabulary Development: Armed Forces.
• Grammar: Review of Prefix and Suffix;  Speech Work: Revising the Sounds /a:/ and/ ǽ/; Writing: An account of an Outing for a School Magazine p. 228. Comprehension: An Account of a School Outing. Vocabulary Development: Government and Politics.
• Speechwork : Consonants /dӠ/, /Ӡ/; Grammar: Using Despite and Inspite of, Vocabulary Development: Law and Order p. 126; Writing: Review of  Narrative and Descriptive Essays.

10.             Revision

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Jss2 english studies scheme of work.

Download the Junior Secondary School 2 (JSS2) Unified Scheme of Work for English Studies    to serve as a guide for educators

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About jss2 english studies scheme of work.

In Junior Secondary School 2 (JSS2) in Nigeria, English Studies plays an important role in the academic curriculum. This subject is central to developing students’ English language proficiency, comprehension, and communication abilities. Through English Studies, students explore different aspects of the English language, including Speech Work, Grammar, Reading and Comprehension, Composition, and Literature in English.

English Studies in JSS2 prioritizes discussion, group activities, and interactive sessions to facilitate language comprehension, understanding, and acquisition. This goes a mile in helping students articulate their thoughts effectively, while enhancing their listening and comprehension skills.

Assessment Guide

In junior secondary schools, how students are assessed in English studies can differ from school to school. However, typically, they are evaluated through tests or quizzes (Continuous Assessment Tests) and end-of-term exams.

Grading follows a scale from A to F, with A representing excellent performance, typically scoring around 70% or 80%, and F indicating failure, usually below 50% or 45%.

Download JSS2 English Studies Scheme of Work

Know what’s expected of you as an educator

Download the Lagos State Unified Scheme of Work for JSS2 English Studies

JSS2 First Term Scheme of Work for English Studies

JSS2 Second Term Scheme of Work for English Studies

JSS2 Third Term Scheme of Work for English Studies

Recommended English Studies Textbooks for Junior Secondary School 2

The recommended English Studies textbooks for JSS2 include but are not limited to the following:

• New Oxford Secondary English Course for Junior Secondary Schools (Upper Basic Education) 1-3 – Authors – Ayo Banjo Adekunle Adeniran Ayo Akano Uzoma Onaga  Revised Edition.
• Goodbye to Failures in English by Ken Mebele & Femi Omodara (Treasure Publishers).
• Junior Course in Oral English for Schools and Colleges (By M. C. Ononiwu): Jil Communication Int Ltd. (with Work Book).
• New Concept English ; Authors –  J. Eyisi, B. Adepoju, A. Adekunle, Q. Adam, F. AdemolaAdeoye, J.Eto. – Learn Africa
• Intensive English by Benson Omenihu A. Oluikpe et al.  – African First Publishers

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SS2 Scheme of Work

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Lesson Note on ENGLISH for JSS2 SECOND TERM MS-WORD- PDF Download

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This lesson note covers all topics  in JS2 (Second Term) and serves as a reference material to help teachers draw out their lesson plan easily, saving you valuable time to focus on the core job of teaching.

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Lesson Note on ENGLISH for JSS2

Are you interested in getting Lesson Note on ENGLISH for JSS2 Second Term? Here is the most concise compilation available online.

The Lesson note covers all the the topics in 2nd term and it is based on the latest NERDC / UBE Curriculum and applies to all Nigerian schools.

TABLE  OF  CONTENT

SECOND TERM

• WEEK : CONSONANT SOUNDS /S/ & /Z/ AND CONJUNCTION
• WEEK : QUESTION TAGS AND LITERATURE: POETRY
• WEEK : VOWELS SOUNDS (GENERAL REVIEW) AND PREPOSITIONS
• WEEK : COMPOSITION: ESSAY WRITING AND POETRY
• WEEK : CONSONANT CLUSTERS (REVISION) AND ADVERBIAL CLAUSES
• WEEK : INTERJECTIONS AND EXPRESSING CONTRAST
• WEEK : TYPES OF ESSAY AND AGREEMENT (CONCORD)

Who should Get our Lesson Note on ENGLISH for JSS2?

The purpose of this book  is to help teachers draw out their lesson plan easily. Students will also find it helpful as a study note (eNote) for study purpose.

It is delivered in PDF format or MS-Word format, depending on your choice.

For Bulk purchases, Please visit our wholesale page or Click here to Contact us. (We respond typically within 3minutes.)

5 reviews for Lesson Note on ENGLISH for JSS2 SECOND TERM MS-WORD- PDF Download

Anonymous (verified owner) – October 19, 2022

Waooo!, I got the Pack….. T for Thanks

Solomon Ofota (verified owner) – October 19, 2022

Customer friendly and reliable

Opeyemi Toki (verified owner) – October 19, 2022

It matches my own curriculum, Thank you!

Emiliano (verified owner) – October 19, 2022

I wish that I had this book when I was doing my student teaching years ago

Ayuba Mustapha (verified owner) – October 20, 2022

everything was perfect The scheme Correlate with mine

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2ND TERM JSS2 ENGLISH LANGUAGE Scheme of Work and Note

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SECOND TERM

SUBJECT: ENGLISH LANGUAGE   CLASS: JSS 2

SCHEME OF WORK

WEEK   TOPIC

• Revision of last Term’s work
• Speech Work: Diphthongs
• Writing: My New Year Resolution. Writing a Report, Outline and Features
• Grammar: Requests and Commands Pg. 94
• Reading/Comprehension: Extracts from Things Fall Apart P.91
• Writing: A Letter to One’s Parents
• Speech Work: Rhymes
• Grammar: Prepositions
• Comprehension: A Formal Thank You Letter P. 109
• Writing: Argumentative Essay
• Speech Work: Word Stress
• Grammar: Adverbial – Manner, Time and Place
• Comprehension/Summary; Unit 8 P.124
• Writing – Argumentative
• Speech Work: Consonant Clusters tr and str P.124
• Grammar: Punctuation Mark: Full stop, Comma, Exclamation mark, Question mark, Colons and Semi-Colons
• Vocabulary Development: Words to do with Law and Orders P.126
• Writing: Formal Letters (To the Principal)
• Speech Work: Vowel Contrasts /Ӡ :/, / ˄ /, /e/, /ә /
• Grammar: Punctuation Marks P.132
• Listening Comprehension: A Conversation About a Crime P.130
• Writing: Narrative Essay: My Last Birthday Party
• Speech Work: Emphatic Stress
• Grammar: Demonstratives P.145
• Reading/Comprehension: Life of Aminu Kano P.147
• Vocabulary Development: Science and Technology
• Writing: Expository Essay: Entrepreneurship
• Speech Work: Consonant Contrasts /s/ and /z/, /Ә / and /Ө /
• Grammar: Regular and Irregular Verb
• Listening Comprehension: A Talk about Kofi Annan P.144
• Writing: Topic Sentences P.146
• Speech Work: Consonant Contrast /k/ and /g/
• Grammar: Subject and Verb Agreement
• Comprehension: What Our Bodies Are Made of P.152
• Writing: Report of a Science Experience P.16
• Speech Work: Consonants /m/, /n/, / /
• Grammar: Articles
• Vocabulary Development: Names of Various kinds of Crops P.153
• Writing: Review of Letter Writing and Essay
• Revision (literature)
• Examination
• 1ST TERM JSS2 ENGLISH LANGUAGE Scheme of Work and Note
• 3RD TERM JSS2 ENGLISH LANGUAGE Scheme of Work and Note
• Effective English JSS2 by Evans
• Exam Focus for JSCE by Bolaji Aremo
• The New Students’ Companion by Chris Talbot
• English Grammar for JSS by P.O Olatunbosun
• Longman Dictionary of Contemporary English
• Revision of Last Term’s work
• Revision of Last Term’s Work

During the first term, we were able to study the following:

• Parts of Speech
• Transitive/Intransitive Verbs
• Elements of Composition Writing – Introduction, body and conclusion, pre-writing, editing, arrangement of ideas.
• Question Tags
• Active and Passive Voice
• Tense: Present, Past and Future
• Conjunction: Types and Future
• Prepositions and Prepositional Phrases
• Figures of Speech

In this lesson, we shall briefly talk about each of the highlighted items.

/ei/:  pl ay, p ale, p ail, st ate, c ake, d ay, w ait

/ai/:  p ie, m y, h eight, pl ight, m ite, wr ite, r ight

/Ɔ I/:   oil, b oy, t oil, t oy, f oil, n oise, j oy

/ә u/:  g o, h oe, h ome, n o, kn ow, c oat, g oat, h ose, r ose

/au/:  h ouse. h ow, n ow, c ow, r ow

/ ɪә /:  b eer, h ere, n ear, id ea, f ear, ch eer, b eer, seri ous, p eer, ti er

/eә /:  p air, air, h air, b are, th ere, f are, b are, ch air, th ere, b ear

/uә /:  t our, m oor, p oor, s ure, l ure, end ure

EVALUATION: Underline the words with diphthongs in the following sentences:

• Rome was not built in one day.
• He alone went to raise funds to build the stadium.

Content: My New Year Resolution

In this type of essay, you are expected to make a summary of what you did the previous year.

Discuss the things you were able to achieve in the previous year.

The things you were unable to achieve.

Discuss in details what you intend or resolve to do or achieve this year.

Discuss what you will do in order to achieve these set goals.

EVALUATION: Write a comprehensive essay on this topic: My New Year Resolution.

• Grammar: Requests and Commands

Content: To learn structures for requests and commands

Request making could take any of the following forms.

• Please could you explain how to do this sum?
• Please and can E.g. Can you tell us how to do this sum, please?
• Please and can or could. E.g. Can you help me carry this table, please?
• I need a ruler, could I borrow yours, please?

You can also say what you want and add an if clause, E.g. I’d like my pen back, if you’ve finished with it.

e.g The imperative (a command) e.g. Give these pencils out!

a. Will you, e.g. Will you close the door, please?

b. Would (a request), e.g. Would you close the door, please?

c. Would you mind and verb in the –ing. E.g. Would you mind giving these pencils out, please?

d. I’d like you to …E.g. I’d like everyone to hand their work in tomorrow, please.

EVALUATION: Effective English JSS 2 (PG 95. Practice2 1-3)

READING ASSIGNMENT: Effective English JSSS 2 pgs 94 – 95

• Comprehension: Extracts from Things Fall Apart

Content: To Understand and Enjoy an Extract from a Novel.

This passage is an extract from Chinua Achebe’s Things Fall Apart

Okonkwo has just taken part in the killing of Ikemefuna, his adopted son. The oracle of the village had said that the boy must die, but one of the elders had told Okonkwo that he ought not to take part in his son’s death.

EVALUATION: Practice 2 (1-10) P.92 Effective English JSS 2

READING ASSIGNMENT: Effective English JSS 2 P.92

• Writing: Informal Letter

Content: To Write a Letter to One’s Parents

The composition that is set here has these detailed aims:

It gives you the opportunity to:

• Explain something that has happened.
• Make a polite request.

EVALUATION: Imagine that you are on holiday with the family of one of your friends and your friend has been admitted to hospital. Write to your parents, explaining what has happened and asking them to send something to interest your friend. Before you begin, read again the letter in the vocabulary section on P.101

READING ASSIGNMENT: Effective English JSS 2 P.104.

GENERAL EVALUATION/REVISION

Change the following active sentences into the related passive sentences:

• She broke it carelessly.
• You can catch a rat with the trap.
• They have written a letter to the commissioner.
• They are now writing another to the governor himself.
• Chinyere brought the workers some water in the morning.

WEEKEND ASSIGNMENT

• Mrs. .Bako is __________ women. She saw ________________ man and __________ animal.
• I saw ________ lion and _______ elephant at _____ zoo of _____ University of Lagos .
• He is __________ Governor of Lagos State
• Mr. Bowen is ______________ European who works in _________University.
• He is kind to ____________ (a man and an animal: man and animal).
• The _____________ has referred the patient to an eye specialist. A. dentist B. family doctor C. sister D. pharmacist E. ward attendant
• There is little hope because the patient is now in a ___________ condition. A. poor B. critical C. deadly D. chronic E. fatal
• Those who sustained injuries during the accident have been rushed to the ___________ A. mortuary B. maternity C. theatre D. ward E. casualty
• Before I start using this medicine, let me read the information on the _____________. A. measure B. transfusion C. nature D. dosage E operation
• She has not been feeling fine since she drank that ________ water. A. hygienic B. epidemic C. contaminated D. infectious E. contagious

Rhymes are words which have the same sounds, i.e, vowels or consonants.

gr eet  s eat

f ight  br ight

cow  h ow/n ow

b end  s end

p aid  l aid

s eat  b eat

h eight  b ite

p ort  th ought

h eaven s even

f eather  w eather

c urtain  moun tain

pr etty  c ity

r ain  p ain

EVALUATION: Write out five words that rhyme.

READING ASSIGNMENT: Exam Focus English JSCE p. 143-144

• Grammar: Parts of Speech

Content: Prepositions

Prepositions show relationship between people, places and things, i.e show relation between one thing and another. It also relates a noun or a pronoun to another word in the sentence.

She left her muddy shoes on the mat.

I am terrible at tennis but I like the game.

I am going to town.

There is a snake under the table.

They have been writing since three o’clock.

We went to town with my mother.

Many things can be made from rubber.

About before down on towards

Above behind during  out under

Across below for opposite  underneath

After beneath from over until

Against besides in around  up  

Along between into since upon

Among beyond near through  with

Around by of till within

At despite off to without

EVALUATION: Write five prepositions and form sentences with them.

READING ASSIGNMENT: Exam Focus English JSCE pg.

• Topic: Comprehension: A Formal Thank You Letter.

Contents : To Understand a Letter

This passage is a formal thank you letter by Joko Samuel.

Secretary, Young Farmers’ Club appreciates Mr. O.F. Awe, the project officer of Fashola Farm Settlement who came to give them a talk on farming.

EVALUATION: Practice 2 (1-8) Effective English JSS 2.

READING ASSIGNMENT: Effective English JSS 2 p 109-110

Content: A father is more useful to a child than a Mother.

To help you write this essay, follow this guideline.

Have a title

Who is a father?

What is his role in the family?

Types of Fathers – salary earners or a business man.

Scale of salary or rate of turn over.

Father as a Shepherd – protecting his family.

Planning the future of his children.

Ownership of children – before and after death.

The role of a father in a child’s life generally etc.

READING ASSIGNMENT: College Essays for Bk. 8 p.49.

GENERAL EVALUATION: Fill in each blank with the correct preposition:

• He was walking __ the road when he stepped __ a puddle __ water.
• Keep on climbing __ the tree. Don’t look __ or you will feel dizzy and hold tightly __ the branches.
• My parents have gone __ a dinner and I have __ stay __ home to look after my younger sisters.

WEEKEND ASSIGNMENT: Effective English JSS 2 P – 123 1(a) and (b) and 2 (1-5)

B) Fill the blank space in each of the following sentences

Present Progressive Tense Present Tense Past Tense Present Perfect Tense

• I am finding it out. I _________ it out.  I _____ it out I __________ it out
• We are going out. We ________ out.  we ________ out  we ________ out
• He ________ it. he gives it. He ________ it  He ________ it
• He is weaving. He _________.  He _________.  He ________.

C) Fill the blank space in each of the following sentences with the correct form of the verb in brackets in front of each sentence.

• I __________ the book in the shelf last week (put)
• A snake ___________ the boy last week (bite)
• My teacher __________ me yesterday (teach)
• He was __________ when I saw him (eat)
• He has _________ like a fish (swim)
• Speech Work

Content: Word Stress

Stress is the quality or degree with which one pronounces a sound or a syllable. It is the force with which a sound is pronounced.

A stress syllable is indicated by placing a stroke at the beginning of the syllable or written in capital letters. A stressed vowel is one that is said with more energy, is louder and more prominent.

 BEtter GARden

 HOTly STRONGly

 SEcond MAnner

 WANted COMfort

However, a louder or higher tone does not always guarantee a stronger stressed syllable. By contrast, unstressed vowels are weak and not loud and sometimes not clearly heard.

Some Rules of Stress

Examples: buy, hawk, tone, eat etc.

• Disyllabic words, that is, words with two syllables are mostly stressed on the first syllables when they are nouns and stressed on the second syllable when they are verbs. Though, there is an exception when a stressed syllable in a di – syllabic word is weak, the stress falls or shifts to the next syllable.

Nouns Verbs

CONtract conTRACT

OBject obJECT

CONtest conTEST

REfuse reFUSE

PROject proJECT

SUBject subJECT

REcord reCORD

PREsent preSENT

Other nouns are: BIScuit, BIble, PoLICE, POlish, poLITE(adj), MOney, MONkey etc.

• The suffix ‘ion’ added to some words takes a stress on the preceding syllables i.e the syllable immediately before ‘ion’ as in: proMOtion, oCCAsion, persSUAsion, circuLAtion, calcuLAtion.
• Syllables with central vowel /ә / or schwa are stressed. E.g: aBOUT, TEAcher, FAther, BUtter, PASture etc.
• Syllables that end with syllabic /l,m,n/ are not stressed. E.g: LIttle, BUtton, COtton, ABle, enJOY, CAstle, SUckle.
• Polysyllabic words that end with these suffixes “-ic, -ian, -ial, -sive” are stressed on the penultimate syllable i.e, second to the last syllable. E.g: draMAtic, speCIfic, imPREssive, coLOnial.
• If the words end with these suffixes “-ate, -ity, -iate, -ise, -fy”, stress the third syllable counting from the last syllable. cerTIficate, capTIvity, FORtunate, EXercise.
• Most words ending with these suffixes “-sim, -ive, -ure, -ry, -ize” in four syllable words are stressed on the 4 th syllable from the end. Capitalism, comfortable, profitable, legislative, agriculture, personalise, nationalize.
• Words ending with these suffixes (-ogy, -phy, -cal, -ant, -ment) are stressed on 3 rd syllable from the end.

EVALUATION: Stress the following words: delicate, commission, distinction, fortunate, understand, delirium, presently, dramatic, refugee, strategic, occasion.

READING ASSIGNMENT:

• Grammar: Adverbial

Content: Adverbials of Manner

An adverb is a word or a group of words that describes either the verb, or the whole sentence. They tell us about how something is done, when or how often it is done, where it is done, etc. An adverbial that is just one word is usually called an adverb. An adverbial made up of several words is an adverbial phrase.

Adverbials have different kinds of meanings. An adverbial of manner describes the manner or way an action is performed. Adverbs of manner often end in –ly for example:

• The people waited impatiently.
• He shouted angrily.
• They shouted slowly.

EVALUATION: Choose adverbs from the box to complete the sentences which follow:

Note: Well is the adverb form of good.

• Dieng waited ___________ in the queue.
• The typewriter eyed Dieng ______________.
• The fat woman ___________ left the Post Office.
• The children ___________ waited for their supper.
• The clerk ___________ refused to accept it.
• My sister dresses ______________.

Adverbial of time and place

Adverbial of time and place answer the questions when? and where? E.g.

• When did she arrive?
• She arrived at twelve
• Where did they go?
• They went to Kano.

When all three types of adverbial occur in the same sentence, thy normally go in this order

  Manner Place Time

She arrived safely in Jos at two.

He walked slowly to school  yesterday.

EVALUATION: Make up 5 similar sentences.

• Comprehension: Unit 8

Content: To read, enjoy and act a scene from a play.

In this scene, the mother of a girl is asked if she will agree to let Henry Ajai marry her daughter. The asking has to be done in the tradition manner, and there has already been a long exchange of greeting and polite enquiries, crops and cattle.

EVALUATION: P.125 Practice. 2 (1-8) Effective English JSS 2.

Content: Indiscipline among secondary schools students. Who should be responsible, parents or teachers? An argumentative essay is very much like a debate where two opposing views of the same issues are presented and defended as rigorously as possible. It is a controversial writing that suggests the bringing forth of facts to support or refute an argument. It involves ordered reasoning and is a process of organizing and stating objectively the fact and reasoning surrounding a particular stance or point of view.

EVALUATION: Write in support or against this proposition, Indiscipline among secondary school students: who should be responsible parents or teachers?

Fill in the blanks with the correct form of the words in the bracket.

• The man in dark glasses is behaving very _____ (suspicious).
• The dog attacked the thief _____ (ferocious).
• The accident victim was bleeding ______ (profuse).
• My brother drives very ______ (reckless).

Choose the best options

• They gave my friend and ____________ the money. A. me B. I C. we
• Twenty years ___________ not enough for one to prepare for life. A. was B. is C. should not be
• He was treated __________ a delicious meal at the party. A. with B. to C. for
• I saw Bunmi, Shola and Ngozi when they were going to school ___________. A. Weren’t they? B. didn’t I? C. were they
• The principal, as well as two of his staff ____________ travelling tonight. A. are B. is C. were

Complete each of the following sentences with the proper form of the verbs in the brackets.

• The boy ____________ the gates for the car to come in every morning (open)
• My friends will ___________ this evening (travel)
• My younger brother is ____________ an interview next week (attend)
• Mrs. Ajayi ______________ up at 5:50am every Sunday (wake)
• We are not __________ to make a noise in the class (allow)

Content: tr and str cluster

There is a consonant clusters in these words:

  Train strain trap strap

  Tray stray treat street

  Trip strip truck struck

EVALUATION: Write and pronounce three words each that have either the cluster tr or str.

READING ASSIGNMENT: Effective English JSS 2 p 124.

• Grammar: The Full Stop

Content: Usages

Punctuation marks are used to mark a pause or a stop in a sentence.

• Question marks ? are used at the end of a direct question: What is your favourite game?

Where is that brother of mine hiding?

Don’t worry, you still have time to dress before the show.

• Full stop . is used at the end of a sentence: He looked out of the window. My baby brother goes to nursery school. Full stop is also known as the period. It is used:
• Eat your food quickly.
• Do not waste our time

She is wonderful.

Mr. – Mister, U.N – United Nations.

Dr. – Doctor N.U.T – Nigeria Union of Teachers.

Note: However, that the full stop is sometimes omitted in abbreviations. It is therefore also possible to write some of the above examples without any full stop e.g. OAU, Mr. ECOWAS.

• Apostrophe ‘ is used with ‘s’ to show possession: Akosua’s shoes, Nurses’ uniforms.

The colours of the rainbow are as follow: violet, indigo, blue, green.

It’s a good idea; let’s hope it will work

I read ‘Snow White’ when I was seven.

The peasant said, ‘I have an idea’.

Scrub the ‘floor’ with a clean brush.

EVALUATION: Punctuate this sentence correctly:

i think it is impossible said the cat that you have the power to change yourself into a rat or a mouse impossible cried the ogre you shall see that at once.

READING ASSIGNMENT: Exam Focus. English Language for JSS P. 145-147.

• Vocabulary Development

Content: Words to do with Law and Order P. 126.

• Arrest: Police arrest someone when they strongly suspect him of a crime.
• Behind bar: i.e. in Prison. When a person is released from prison, he is set free, i.e. given his freedom.
• Charge: When a crime has been committed, the suspect is charged with that crime (he may be charge with murder or with theft)

EVALUATION: Exam Focus: English Language P.120 Revision Exercise (1-5)

Effective English JSS 2 pg 126 – 17 Prac. 3

Content: Letter to One’s Principal

What are formal letters? These are business or official letters. They are sent to holders of posts and not to particular persons. These types of letters include letters of applicants, letters in answer to an advertisement, commercial correspondence, letters of references and testimonials. The person who receives such a letter is interested to know about the matter that caused you to write, not about your personal life or a problem . He is also unimpressed by your praises of him or your concern for his health and that of his family, so, in the introduction of such a letter, avoid unwarranted or distracting preambles.

Features of Formal Letters:

• Address: This kind of letter requires two addresses – the writer’s address and the address of the reader or recipient. The writer’s address should be at the top right hand corner of the writing materials as in the informal letter. The address of the recipient should come below the date but as the left hand corner.
• This is illustrated below:  3, Olayinka Street,

  Lagos State.

 14th January, 2016.

The Manager,

The Punch Newspaper,

314, Albert Ogunde Road,

APPLICATION FOR EMPLOYMENT

________________________________________________________________________________________________________________________________________________________________________________________________________ Body of the letter _____________________________________

___________________________________________________________________________________

 Yours faithfully,

 Adeyemo Ademola

• Salutation: After the second address, you write ‘Dear Sir’ or ‘Dear Madam’ or ‘Sir’ or Madam’ immediately below. Under this, you give the title of the letter and this should be underlined. You must capitalize all words in the title or capitalize only the first letter of the key words in the title

Complimentary close (conclusion)

 Ojo Makinde

• The ‘Y’ of ‘Yours’ must be capital letter while the ‘F’ of faithfully must be small letter.
• There must be a comma after faithfully.
• The letter should end with the writer’s full names – first name and surname and signature. The signature should be above your name. You may wish to write your official status below you name.
• The complimentary close should be at the right hand corner bottom of the letter.

Don’t use:

• Yours obediently
• Yours truly
• Yours in the lord

Expression: The tone of this type of letter is the exact opposite of the informal. There should be no room for colloquial expressions, slang clichés and idioms e.g.

• Let me know what I owe you (informal)
• Kindly render your account. (formal)

More examples

Formal Informal

Feasible workable

Recompense pay back

Affable friendly

Vivacious lively

Comprehend understand

Centralized forms are not acceptable.

Use full form: couldn’t, will not etc.

Sentences must be short and more direct.

EVALUATION: Write a letter to the principal of your school requesting for a 3 day permission to visit your sick grandmother in the hospital.

READING ASSIGNMENT : Exam Focus English JSCE pg 8 -10.

GENERAL EVALUATION

a. solicitor b. defendant c. client d. evidence e. verdict f. witness g. magistrate.

• Punctuate the following:
• A few weeks after the registration exercise Joe Udo wrote Rose an official letter in his capacity as faculty officer. He summoned her to report to him ostensibly to clarify certain things on her registration forms so as to put the records in good order so that Rose might not suspect his intention directly he also summoned three other students including the boys

2. What is the meaning of this legal term ‘plaintiff’.

Complete each of the following sentences with the best option.

• All the following except ___________ can be found in a court of law A. moderator B. police officers C. judges D. magistrates
• Someone complained against in a court of law is the __________. A. lawyer’s client B. defendant C. plaintiff D. accused
• The statement: The accused was acquitted and discharged means that the accused was A. found guilty but set free B. found guilty and jailed C. found innocent and set free D. found guilty and jailed
• The accused has _____________ against the judgment. A. appealed B. spoken C. written D. requested
• A country’s Armed Forces are made up of its ___________ A. Army, Navy and Air force B. Police, Army and Air Force C. Navy, Army force and Police force D. judges, Air force and police force

Content: Vowel Contrasts

EVALUATION: Write out five words for each sound.

READING ASSIGNMENT: Oral English for Schools and Colleges by Sam Onuigbo, M.A. pg. 7 – 19

• Grammar: Punctuation Marks.

Content: Commas around Inserted Works.

And what apart from the honour of being entertained by my family do you seek here today? Notice the two commas. They separate off the words underlined above and show that the basic sentence is: And what do you seek here today? The comma shows that the words underlined are not part of this basic sentence. It is as if they have been added in or inserted.

Here is another example: we have heard that you have a daughter, unmarried, who is chaste, beautiful and obedient. It is as if unmarried had been inserted as an extra word.

EVALUATION: Effective English P. 132. Prac. 4. (1-5)

• Listening Comprehension

Content: To understand a conversation about a crime.

Two friends are talking about a crime of forgery. Forgery means printing false currency notes and exchanging them for real money, listen to your teacher as she/he reads the passage to you.

EVALUATION: Complete the table on page 130.

• Writing: Narrative Essay

My Last Birthday Party

Here are some guidelines to help you in this essay writing.

• When were you born? And where?
• How old are you now?
• When last did you celebrate your birthday?
• Enumerate the preparation you made e.g. invitation, gifts, menu, music, venue etc.
• What happened on the day – dressing, photograph, gifts given etc.

EVALUATION: In not less than two pages. Write an account of your last birthday party.

GENERAL EVALUATION/REVISION QUESTIONS:

Change the verbs in the bracket to correct form to complete the sentences below.

E.g. Bello is ______________ a letter (write)

Bello is writing a letter.

Now, do this.

• The child had _____________ the entire bottle of water before I came in (drink).
• Ojo has ______________ many plans before the chairman of the company (lay)
• His mother, together with his sister _____________ in the bakery (work)
• Neither the back tyre of the bicycle nor the brakes ____________ faulty (be)

WEEKEND ASSIGNMENT: Effective English for JSS 2 p.g. 151 Practice 2 & 2b

Choose from the list in brackets the preposition that best completes each of the following sentences.

• The advertised price was subject _____________ change. (at; in; to)
• Students must be able to abide _______________ their own decision (to; by; on)
• He bought his dress ______________ the same price you bought yours. (on; with; at)
• We have not arrived _______________ any decision on the matter. (by; with; at)
• A member of the audience said that he did not agree _____________ the speaker’s remarks. (to; with; about)
• Speech Work: Consonant Sounds
• Reading/Comprehension: Life of Aminu kano P.147

Content: Sound /p/ and /f/

To make the sound /p/, the upper and lower lips are together to obstruct the flow of the airstream from the lungs, then the air is pushed out between them. To make the sound /f/, the upper teeth touch the lower lips and the air passes between them, there is a continuous frictional noise as the airstream passes. The sound /f/ and /p/ are not voiced.

Listen and say:

  pig fig plo p flo p

  pin fin please fleas

  pull full play phase

  pat fast ca p loa f

EVALUATION: Write five words each that have /f/ and /p/ sounds.

• Grammar: Demonstratives

Content: Demonstrative Adjectives

This, that, these and those can be used as demonstrative adjectives or as demonstrative pronouns. When demonstratives are used as adjectives, they point out nouns and are followed by the nouns which they point out. The table beneath shows their use as demonstrative adjectives.

‘Nearer’ (this, these)  Farther away (that, these)

Singular This mango is a big one. That mango is small.

Plural These mangoes are enormous. Did you like those mangoes?

When demonstratives are used as pronouns, there is no noun after them. They point out specific persons, places, and things referred to.

(Close)  (Far)

Singular: This That

Plural: These Those

• What is this?
• Those are my books.
• This is going to be fun.

In a comprehension test, you may be asked to explain the grammatical function of a word or group of words. If you had to explain the grammatical function of those in sentence 2, you could do so like: Those is a plural demonstrative pronoun. It refers to some books which the speaker is pointing out, and it acts as the subject of its sentence.

I like those pictures but I don’t like these.

In this example, those refer to some pictures which the speaker is pointing at, but it is the object of its clause, not the subject.

• Aminu Kano received awards from several governments. These included the government of Guinea and Benin.

In the text, these is a plural demonstrative pronoun. It refers to governments mentioned in the previous sentence it is the subject of its sentence.

EVALUATION: Effective English JSS 2 P. 146 practice 2 (1-2)

READING ASSIGNMENT: Effective English JSS 2 P. 145-146

• Comprehension

Content: Life of Aminu Kano

This passage is about the life of Aminu Kano. While reading the two parts of the stories, try to understand what sort of a politician he was and what his aims and interest were.

EVALUATION: Effective English JSS 2 P. 139-140

READING ASSIGNMENT: Effective English JSS 2 P. 139-140

Content: A Short Life History of an Important Person

Plan your account of the person’s life.

First, work out what each paragraph will be about. Here is a possible plan:

Paragraph 1: Introduction; summary of the person’s main achievements.

Paragraph 2: Early life

Paragraph 3: Main Events in his/her political life

Paragraph 4: Aims and Interests.

Paragraph 5: Death and Conclusion

EVALUATION: In not less than two pages, write a detailed account of a popular political leader that interests you.

READING ASSIGNMENTs: Effective English JSS 2 P. 146

Literature: Rage Act 2 Scene 3-5

GENERAL EVALUATION/REVISION EXERCISES

• Make 5 sentences each, using this, that, these and those as demonstrative pronoun.
• Make 5 sentences each using this, that, these and those as demonstrative adjective.

Choose the best option.

• Sola writes an account of her daily activities in an/a ____________ A. directory B. dictionary C. dairy D. atlas
• We lifted the lid off the box and examined its ______________ A. materials B. items C. inside D. content
• My mother ______________ is a teacher, gives me private lessons at home. A. which B. who C. whom D. that
• The villagers helped ________________ A. each other B. themselves C. one another D. their selves
• Of the two girls, Tobi is the ____________. A. tall B. taller C. more tallest D. more taller

Correct the following sentences by choosing the right verbs from the brackets to fill in the gaps.

• All the equipment he bought ____________ out of order. (is, are)
• The nature of all his problem ______________ still unknown (are, is)
• Only an observer from one of the European Countries ____________ allowed to cover the election (was, were)
• Either John or I ________________ supposed to do the work (is, am)
• A knowledge of the rules of grammar _______________ useful (is, are)
• Speech Work: Consonant Contrasts /s/ and /z/, /ð/ and /Ө /
• Grammar: Regular and Irregular Verbs
• Speech Work:

Content: Practicing sounds /s/, /z/ and /Ө /

Theme, thank, thick, thorn, thin, both, sheath, north, forth, bath, through, thief, thought, throw, third, pith, path, oath, earth, cloth, breath, wrath, both, north, moth.

/ð/ this, those, that, brea the, wri the

EVALUATION: Do the minimal pairing of these words.

READING ASSIGNMENT: Effective English P. 145, 149.

Most verbs form their past tense and past participle by adding ‘d’ or ‘ed’ and their present participle by adding ‘ing’.

Examples of Regular verbs:

Present Present participle  Past tense  Past participle

Apologise  apologizing apologized  apologized

Direct directing directed  directed

Invite inviting invited  invited

Share sharing shared  shared

Switch  switching switched  switched

Irregular verbs form their past tense and past participle differently.

Present  Present participle  Past tense   Past participle

Are being were been

Awake  awaking awoke   awaken

Bleed bleeding bled bled

Build building built built

Cut cutting cut cut

Come  coming came come

Go going went gone

Hit hitting hit hit

See seeing saw seen

Tell telling told told

Win winning won won

Write writing wrote written

EVALUATION: Write out the past and past participle forms of the following verbs: ring, run, say, see, sing, stand, swim, take, teach, throw, write, pray, mail, use, lap.

READING ASSIGNMENT: Student’s Companion pg. 84-94

Content: A Talk about Kofi Annan

Listen attentively to the comprehension passage about to be read to you and answer the questions that follow.

EVALUATION: The practice on p. 144. Effective English JSS 2

• Writing Skill

Content: To Learn the Use of a Topic Sentence.

The first sentence of a paragraph often tells the reader what the paragraph will be about. This helps the reader. For example, paragraph 5 of the passage on page 141 of Effective English JSS 2 begins with the topic sentence: During his life, Mallam Aminu Kano held many important positions. The rest of the paragraph mentions some of these positions. Sometimes the first sentence only gives a clue on what the paragraph will be about. For example, paragraph 4 states….

When Mallam Aminu Kano became a politician, he did not join the Northern People’s Congress (NPC)… Since it tells us what he did not join, we can perhaps guess that the paragraph will tell us what party he did belong to, and so it does.

EVALUATION: Effective English JSS 2 P.146 practice 3 (1-2)

GENERAL EVALUATION/REVISION questions.

Change the tense in the following sentences to the simple past tense.

• I think I’ll go for a swim.
• I visit my grandparents thrice a month .
• The plane takes off at 11:00am.
• She fetches water daily.
• Amadu throws the ball to Musa who flings the ball at the goal with all his might.
• Effective English JS2, Test for Continuous Assessment pg 165 no 1 (a-h) Effective English
• We have (began, begun) to move at last.
• The canalboat (blew, blown) its whistle when we moved away from the pier.
• The captain had (chose, chosen) to leave early.
• He has (left, leaved) early several times.
• I wish my sister had (come, came) too.
• Comprehension: What our Bodies are Made of P.152

Content: Consonant Contrast /k/ and /g/

Listen and practice:

EVALUATION: Write five words each for the sounds /k/ and /g/.

Content: Subject – Verb Agreement

 Agreement is the state of having the same number , gender or person. The verb must always agree with the subject. Here are the rules:

She is a policewoman.

That boy sings well.

It licks its paw gently.

I love to read.

They are policewomen.

Those boys sing well.

Most people like chocolates.

Yaro and Sola are policewomen.

Uke, Timi, and Audu sing well.

Dike and Ahmadu study very well.

Neither the boy not the man likes cheese.

Either he or she knows the answer.

Not Ekema but Adamu was the winner.

Neither the boy nor the men were here.

Not only the students but also the teacher was late.

Edet or you help her.

Either he or I have to tell the teacher.

Is anyone feeling cold here?

Everybody likes hotdog.

It is we who told him about it.

It is the Josephs.

All but Mr. Alisu have left.

Both Ona and Yaro enjoy singing.

My son as well as daughter likes reading.

Hannah together with her sister is going to France.

• When two singular subjects refer to the same person or thing, the verb is singular. Mr Tanko, my boss and guide teaches me how to be a good salesman.

EVALUATION: Fill in the blanks with suitable verbs:

• Neither she nor her brother _______ gone to university
• A number of boys from that school _____ going camping.
• Some of the teachers _____ gone home due to the strike.
• The policeman _______ caught the robbers.

READING ASSIGNMENT: English Grammar by P.O Olatunbosun. pg. 35-41

Content: What Our Bodies Are Made Of

While reading this passage, your purpose should be to try to learn some of the elements that your body contains and in what form your body receives them.

EVALUATION: Effective English JSS 2 P. 153 practice 2 (1-7)

Content: Report of a Science Experiment

When you write a report of a science experiment, you say what happened, that i.e, you say what you did (your method) and what the result was (i.e what you observed). This is like writing a story. But there are things you must write in your report.

• You must begin by saying why you did the experiment (your purpose).

(Your Conclusion).

EVALUATION: Effective English JS 2 P.160 – 162

GENERAL EVALUATION/ REVISION QUESTIONS

• Everyone in Nigeria (seem, seems) to be in the station this morning.
• Several of the ticket windows ( is, are) closed.
• All of my patience ( is, are) exhausted.
• ( Is, Are) any of the newspaper interesting today?
• One of these sections (contain, contains) advertisements and sports news.
• The engineer and the conductor ______
• Peaches and cream ______
• Either the first car or the last one ______
• Both men and women ______
• Neither trains nor steamboats ________

Use the correct forms of the adjectives in brackets in the following sentences.

Lagos is (far) from here than Abuja.

Lagos is Farther from her than Abuja.

• Tell me whether you prefer the (small) of the two cars.
• That is the (tall) building in this town.
• You are (lucky) than your friend.
• Thank God, her condition is much (good) today.
• You are not as (careless) as Jane.

Underline the adjective or adjective phrases in these sentences

• The water turned red.
• It was the Principal’s timely arrival that helped.
• The very sick students stayed behind.
• Some say that he is too handsome.
• The cook is fond of the hen.

Content: Consonants /m/, /n/, / /

EVALUATION: Write out five examples for each sound.

READING ASSIGNMENT : Oral English for Schools and Colleges by Sam Onuigbo M.A. pg 35-66.

Content: Articles

• ‘A’ is used with singular, countable nouns that begin with a consonant sound. Examples: a ball, a flower, a hat, a pen etc.
• ‘An’ is used with singular, countable nouns that begin with a vowel sound. Examples: an apple, an egg, an onion, an umbrella etc.
• The girl standing there is my cousin.
• The blouse you are wearing is very pretty.
• The sky is blue
• The earth is a planet.
• This is the coolest place on earth.
• Who is the smartest girl in your class?
• The Republic of Indonesia
• Zero Article: No articles are needed for the following:- with uncountable nouns used in a general sense; with abstract nouns in the general sense; with words such as bed, college, home, hospital, market, prison, school, war etc.; with proper nouns; with names of games and activities, roads, diseases etc.

Eaxmples:  Sugar is good.

Knowledge is power.

My mother goes to market daily.

Cape Town is in South Africa.

Jogging is good exercise.

Measles is infectious.

There are many large shops along Abeokuta Road.

EVALUATION: Fill in the blanks with ‘ a’, ‘an’, ‘the’, or ‘—’ where necessary

• I usually read ____ newspaper before I take my breakfast
• _____ love of ____ money is ____ root of all ______ evil.

READING ASSIGNMENT: Effective English JS 2 pg. 114 – 118.

• Vocabulary Development:

Content: Names of Various Kinds of Crops pg. 153

Most crops can be categorized into grains, fruits and vegetables.

Grains: guinea corn (sorghum) and wheat are grain crops. Most grain crops can also be called cereals or corn.

Fruit: This term is used for crops that grow on trees like pineapples, melons, pumpkins and tomatoes and vegetables.

Vegetables: They are food from smaller plants. They include root or tuber crops like carrots, sweet potatoes, yam. They also include leaves like bitter leaf, cabbage etc.

EVALUATION: Mention the various divisions of crops.

INSTRUCTION: Choose the correct option for each of the sentences below.

• ‘I don’t know her’, in indirect speech is written as ‘he said that ______________ A. I don’t know her B. he doesn’t know her C. he didn’t know her
• ‘Do you want one or two oranges written in indirect speech is, ‘I was asking whether ___________ one or two oranges. A. did you want B. you are wanting C. you wanted
• ‘Don’t study today’ in indirect speech is ‘he told me ______________ A. no studying today B. don’t study today C. not to study that day
• ‘Do the work tomorrow’ in indirect speech is he instructed me to ____________ A. do the work the previous day B. do the work the next day C. do the work tomorrow
• ‘Everest is the highest mountain in the world’ in indirect speech is ‘our teacher said that _______________ A. Everest was the highest mountain in the world B. Everest is the highest mountain in the world. C. Everest had been the highest mountain in the world.

REVISION AND EXAMINATION

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Jss 3 english language past questions and answers.

Recommended: Study Complete JSS Classes Past Questions & Answers and Lesson Notes

SECTION: Objective

Instructions: Answer ALL questions in this section

1 We have ____ types of essay.

a) 4 b) 1         c) 3          d) 10

2. All are types of essay writing except

a) Formal letter b) narrative           c) argumentative d) descriptive

3. All are types of letter writing except

a) Narrative b) formal               c) informal            d) semi-formal

4. ____ is the rising and falling of tone.

a) Intonation b) stress                 c) syllabus             d) tones

5. The types of intonation are ____ and ____.

a) Pitch and rising b) falling and rising              c) rising and weakling         d) falling and fall

6. This is my book. The sentence is ____

a) Command b) statement c) question d) none

7. ____ shows the relationship between noun and pronoun or noun and noun.

a) Preposition b) adjective           c) pronoun            d) noun

8. ____ is the loudness placed in a word or sentence.

a) Stress b) syllable c) noun d) verb

From numbers 9 to 10, choose the appropriate word to complete the sentence.

9 All ____ types of essay writing.

a) are b) is c) an  d) of

10. Who ____ that at the door?

a) is b) are                     c) an                       d) on

SECTION: Essay

• What is intonation?
• Mention the types of letter writing.
• With examples explain stress.
• Write the types of information.

Recommended: Study Complete JSS Classes Past Questions & Answers and Lesson Notes .

JSS 2 English Language Past Questions and Answers

1 In our passage, inflation means what ____

a) Falling in price b) rising in price   c) downcast          d) falling

2 ____ means sex

a) Gender b) sexuality   c) gen  d) none of the above

3. All are examples of noun except

a) Verb b) stone c) Mohammed                     d) happy

4. ____ is a name of a person, animal, place or thing

a) Pronoun b) Noun  c) verb                   d) adverb

5. All are types of noun except

a) Interjection b) proper noun c) common noun d) abstract noun

6. We have ____ types of gender

a) 1 b) 4                         c) 5                          d) 8

7. “Boy” is a male gender

True or False

8. Comprehension simply means ____

a) Understanding b) confusion c) convert              d) concrete

9. Pronouns are words used instead of a noun.

Instructions: Answer any two questions

• What is a noun?
• Write the types of noun.
• What is gender?
• Explain abstract noun.

JSS 1 English Language Past Questions and Answers

1 We have 26 English letters.

2. “on” is a two-letter words

3. _____ is a vowel number one

a) |i:| b) |i| c) |u|                     d) |e|

4. The last letter in our alphabets is ____

a) Z b) A         c) N         d) O

5. All are English alphabet except

a) 4  b) A         c) Q         d) R

6. All are noun except

a) Stone  b) running             c) Mary b) Philip

7. A noun is a name of person, animal, place or thing.

8. The first letter in our alphabet is ____

a) B b) C   c) A   d) R

9. The plural of boy is ____

a) Boy b) boys c) girls    d) dog

10. ____ is not a noun

a) Crying b) book c) car  d) class

• Write the English alphabet or letter
• Give five (5) examples of two letter words
• Mention ten (10) examples of noun

Tagged:  JSS Past questions and answers, JSS 1 Past questions and answers, Junior WAEC Past questions and answers, Junior WAEC, JSS 2 Past questions and answers, JSS 3 Past questions and answers

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Writing (Descriptive Essay)

Back to: ENGLISH LANGUAGE JSS3

Welcome to Class !!

We are eager to have you join us !!

In today’s English Language class, We will be learning about Writing a Descriptive Essay.  We hope you enjoy the class!

A descriptive essay is an essay in which students are expected to give a vivid description of, for example, an object, a person, an animal, a process, etc.

Features of a Descriptive Essay

• It must have a title
• It must be written in good paragraphs
• It must be written in simple present forms of the verbs used.
• The use of good figures of speech is allowed.
• The essay should be logical and clear enough to give a mental picture of what is being described to the reader.

Write an essay on the topic “My School Inter-house Sports”

Countdown English by Ogunsanwo; Exam Focus

READING ASSIGNMENT

Read page 17 of the Exam Focus: English for JSCE

We have come to the end of this class. We do 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.

In our next class, we will be doing some Speechwork on Vowels.  We are very much eager to meet you there.

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UPSC Essays Simplified: Structure and Flow of a good essay– the third step

How to build a 'structure and flow' in a good essay our expert takes you through the third stage of writing an essay in upsc essentials' new series. don't miss the essay exercise towards the end of the article..

How to write essays for UPSC Civil Services Exams?   This is one of the most popular questions among aspirants. In UPSC Essentials’ special series  UPSC Essays Simplified , we take you through various steps of writing a good essay. While there is no set formula or fixed criteria prescribed,  Manas Srivastava  talks to  Ravi Kapoor , our expert, in this new series who guides the aspirants with a simplified framework on how to write a good essay. Don’t miss  ‘The Essay Exercise’  towards the end of the article.

Ravi Kapoor focuses on the following steps of pre-writing and writing stages which will help aspirants to write a ‘good essay’.

Today, we will focus on Step 3. 

About our Expert:   Ravi Kapoor IRS (R) , has now ditched his coveted rank of deputy commissioner and has offered free quality mentorship to UPSC aspirants, drawing upon his ten years of experience to create customised and productive curriculum. Through a free mentorship programme, he integrates tailored educational materials, psychological principles, visual learning techniques, and a strong emphasis on mental well-being into his teaching skills granting aspirants a chance to learn from his expertise.

How to have a ‘Structure and Flow’ in a good essay?

Everyone knows that an essay should be broken down into an introduction, body and conclusion. But what is written inside these 3 components and HOW it is written makes the difference between an essay fetching average or excellent scores.

Structuring and flow refer to the organisation of the essay and your ideas therein.

A good structure is a way of organising information that fits well with the essay topic and the ideas you wish to present in your arguments such that the reader can make sense of the entire write-up without much effort.

Good flow refers to how your arguments and counterarguments connect from one to another such that the reader finds it logically connected and easy to comprehend.

An essay without these elements will appear to be disorganized, jargoned, hard to comprehend and overall, complicated.

Contrary to popular belief, flow and structure are not subjective writing skills that are inborn in good writers but can be learned and improved upon. What follows is a series of structuring techniques that will help you choose the best one for any essay topic you may encounter.

What are different types of structures? 

1. 2 side face-off:.

This is the oldest trick in the book. While writing the body of the essay, you divide it into arguments and counterarguments. In other words, you compare one side of the debate with the other.

For example:

“Thinking is like a game; it does not begin unless there is an opposite team”

The body of the essay can be divided into 2 parts- one agreeing with the statement and one disagreeing with it as follows:

Thinking is reciprocal as thought builds on other thoughts. The Socratic method, championed by Socrates, is a testament to this idea. Socrates would go around Athens spreading knowledge by asking questions and inciting dialogue which would lead the conversationist to the point of realization about something new and profound.

Similarly, when Einstein said he was standing on the shoulders of giants, he meant that his theory of relativity was built using many ideas developed by mathematicians and physicists who came before him.

The reciprocal nature of thought helps to improve it by allowing dissent and counterarguments much like a game of chess. An example is the Case study pioneered by Harvard Business School wherein one case is debated upon in detail considering various strategies before arriving at the optimal one.

While dissent and opposition can lead to many a good idea, there are more ways for thought to develop into ideas within human consciousness. Human cognition is too complex to be restricted to one mode of thinking. A Case in point is intuitive or creative thinking that can arise spontaneously without the interlocking of two human intelligences.

For instance, creative geniuses often hit upon their best ideas out of the blue in ‘Eureka’ moments that seem to arise from within the subconscious mind without the presence of an opponent.

Another example is ‘thought-experiments’ used by philosophers that are designed to be introspective exercises that one engages with, with oneself. Thought experiments are indispensable tools for philosophers and physicists to offer insight into a profound problem of logic and metaphysics.

2.Dimensional analysis:

It has become fashionable to break the essay topic into various dimensions such as Social, Cultural, Historical, Economic etc. But this is not a one-size-fits-all method and may or may not work with every essay topic.

“Education is what remains after one has forgotten what one has learned in the school…”

While this topic can be written about based on various dimensions such as economic, historical, social etc, it is not necessarily the best structure for it.

Instead, a better way to present the information in this essay topic would have a mix of chronology and analysis in the following way-

We are blank slates when we are born onto which society and culture leave their imprint. Through childhood and adolescence, the education system seeks to put us through a treadmill of learning, hoping for a fully functional human to emerge at the end. Sadly, the world that awaits a young adult after school is often very different from what the education system has imparted.

Memorization, exams, grades and NCERT books amount to nothing in a world driven by start-ups, ChatGPT and Social Media influencers…. Please note that the dimensions such as social, cultural and historical factors can also be mentioned in the body of the essay as supporting content ideas.

In most essay topics, these dimensions are best used to describe the reasons and impact of an issue or debate instead of as just a structure.

3. Timeline and Chronology

Some essay topics are uniquely suited for a chronological structure wherein you take the reader through a historical journey or evolution such as :

“History is a series of victories won by the scientific man over the romantic man”

This topic is about the ancient debate between rationality and idealism. To write well about it, you would have to trace the through major historical intellectual movements such as the Scientific Revolution, the Dark Ages, the Renaissance, etc. While doing so, you could mention how each stage was relevant for rational thinking versus idealism with relevant examples.

While you do so chronologically, remember to also present a balanced approach in your arguments- On every stage, you can mention how rational thinking and idealism have been in a tight relationship, but both have been an integral part of human consciousness representing creativity and logic. You may also mention how this to and fro has enriched human civilisation and led to the development of science and art.

4. Anecdotes and stories

Many students like to start their essays with an anecdote- a personal story or an imaginary one about characters highlighting the debate presented in the essay topic. While this is not a bad strategy, it requires a fair amount of creative writing ability to pull off properly. It is also important to mention that anecdotes are not the most suitable vehicle to comprehensively deal with the essay topic as not all arguments can easily fit into a personal story.

An example of a good use of anecdotal structure is:

“Not all who wander are lost”

About 2000 years ago, a wandering prince changed the world by questioning the most profound and radical assumptions about human existence. Prince Siddhartha was bathed in luxury and wanted for nothing. But when we saw the naked reality of the world and all its suffering, he could not silence his mind to the questions that we take for granted- why is there suffering and death? If suffering is inevitable then what is the point of life? Is there peace to be found or are we doomed to suffer in this life?

He wandered for years in search of answers, as lost as a soul can be. But in the end, it was his wandering that changed the world forever. When he became the Buddha, he not only found himself but saved millions of others from being lost themselves….

Anecdotes can make for good hooks or introductions to an essay but may not serve well to cover the entire body of the essay.

The Essay Exercise

Important points to note: 

• You can choose which type of structure to use- there is no single best choice.
• You may use more than 1 type of structure.
• You may use structures for introduction, body and conclusion.

Subscribe  to our  UPSC newsletter  and stay updated with the news cues from the past week.

The UPSC articles of  Indian Express  is now on Telegram.  Join our Telegram channel-  Indian Express  UPSC Hub and stay updated with the latest Updates. For your answers, queries and suggestions write at  manas.srivastava@ indianexpress.com .

Manas Srivastava is currently working as Deputy Copy Editor with The Indian Express (digital) and majorly writes for UPSC-related projects leading a unique initiative known as UPSC Essentials. In the past, Manas has represented India at the G-20 Youth Summit in Mexico. He is a former member of the Youth Council, GOI. A two-time topper/gold medallist in History (both in graduation and post-graduation) from Delhi University, he has mentored and taught UPSC aspirants for more than four years. His diverse role in The Indian Express consists of writing, editing, anchoring/ hosting, interviewing experts, and curating and simplifying news for the benefit of students. He hosts the YouTube talk show called ‘Art and Culture with Devdutt Pattanaik’ and a LIVE series on Instagram and YouTube called ‘You Ask We Answer’.His talks on ‘How to read a newspaper’ focus on newspaper reading as an essential habit for students. His articles and videos aim at finding solutions to the general queries of students and hence he believes in being students' editor, preparing them not just for any exam but helping them to become informed citizens. This is where he makes his teaching profession meet journalism. He is also currently working on a monthly magazine for UPSC Aspirants. He is a recipient of the Dip Chand Memorial Award, the Lala Ram Mohan Prize and Prof. Papiya Ghosh Memorial Prize for academic excellence. He was also awarded the University’s Post-Graduate Scholarship for pursuing M.A. in History where he chose to specialise in Ancient India due to his keen interest in Archaeology. He has also successfully completed a Certificate course on Women’s Studies by the Women’s Studies Development Centre, DU. As a part of N.S.S in the past, Manas has worked with national and international organisations and has shown keen interest and active participation in Social Service. He has led and been a part of projects involving areas such as gender sensitisation, persons with disability, helping slum dwellers, environment, adopting our heritage programme. He has also presented a case study on ‘Psychological stress among students’ at ICSQCC- Sri Lanka. As a compere for seminars and other events he likes to keep his orating hobby alive. His interests also lie in International Relations, Governance, Social issues, Essays and poetry. ... Read More

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