Week 5 & 6 Grade 10 English Lesson Plan

 

FIRST TERM 2024/2025 ACADEMIC SESSION

Mr. Okuneye, Amos

SUBJECT: English Language
CLASS: Grade 10 Rose & Lilac
TEACHER: Mr. ________
WEEK: 5
DATE: ____________________
TOPIC: Speech Work - Consonant Sounds /ʃ, ʒ, h, ʧ/ (Double Period)-Period 1
DURATION: 80 Minutes

 

REFERENCES

1. Peter Roach, English Phonetics and Phonology
2. Rachel's English YouTube Channel (Pronunciation Tips)

 

INSTRUCTIONAL MATERIALS

Ø  Audio clips demonstrating consonant sounds /ʃ, ʒ, h, ʧ/.

Ø  Phonetic charts displaying articulatory positions of the consonants.

Ø  Flashcards with words containing these consonants.

Ø  Whiteboard and markers.

 

LEARNING OBJECTIVES

 

By the end of the lesson, students should be able to:	Interactive Hands-on Activities
1. Identify and differentiate between consonant sounds /ʃ, ʒ, h, ʧ/.	Listen to audio clips, engage in pair-practice with flashcards
2. Pronounce words with these sounds correctly.	Pronunciation drill activities with words presented on flashcards
3. Use words containing these consonants in speech and writing.	Interactive group exercises to identify words with these sounds in texts

 

 

ENTRY BEHAVIOR

Students are familiar with basic consonant sounds from previous lessons.

Understanding these sounds is critical for students, as mispronunciation can alter the meaning of words. Mastery of these sounds will improve students' overall pronunciation and clarity in speaking English.

 

LESSON PRESENTATION

Step I: Introduction (5 minutes)

• Play an audio recording showcasing the consonant sounds: /ʃ/ (as in ship), /ʒ/ (as in measure), /h/ (as in hat), and /ʧ/ (as in church).
• Ask students to recall any consonant sounds they've previously learned.
• Discuss the significance of these sounds in daily communication, emphasizing their use in English speech patterns.

Step II: Presentation (15 minutes)

• Present the consonant sounds with flashcards, focusing on:

ü  /ʃ/: e.g., ship, wash, cash

ü  /ʒ/: e.g., measure, vision, beige

ü  /h/: e.g., hat, house, hand

ü  /ʧ/: e.g., chair, cheese, match

• Utilize the phonetic chart to illustrate how each sound is articulated in the mouth, highlighting differences in tongue placement, airflow, and vocal cord vibration.
• Explain that /ʃ/ and /ʒ/ are fricatives, /ʧ/ is an affricate, and /h/ is a glottal sound.

Step III: Practice (15 minutes)

• Students practice pronunciation in pairs, using the flashcards to say words aloud with the target sounds.
• Teacher walks around to offer guidance and feedback.
• Interactive Pronunciation Drill: Write example words on the board and ask students to underline the consonant sounds, identifying where they occur in each word.
• Engage students in a “listening and repeating” activity where they listen to audio clips and repeat the words.

Step IV: Evaluation (10 minutes)

• Ask students to list and pronounce additional words containing /ʃ/, /ʒ/, /h/, and /ʧ/.
• Provide real-time feedback, correcting any pronunciation errors and emphasizing the differences between the sounds.
• Conclude by recapping the importance of mastering these sounds for effective communication.

 

VOCABULARY CORNER

• Phoneme
• Fricative
• Affricate
• Pronunciation
• Articulation

 

CONTENT

Consonant sounds are classified based on how and where they are produced in the vocal tract. /ʃ/ and /ʒ/ are fricative sounds, produced by forcing air through a narrow channel, creating friction. /ʧ/ is an affricate, a combination of a stop followed by a fricative, and /h/ is a glottal sound, created with an open vocal tract. These sounds play crucial roles in English pronunciation and speech clarity.

Consonant sounds are produced by obstructing the airflow in various ways within the vocal tract. The four sounds focused on in this lesson — /ʃ/, /ʒ/, /h/, and /ʧ/ — each have unique characteristics that are essential for clear communication in English.

1. /ʃ/ (as in "ship"): This sound is a voiceless palatal fricative. It is made by forcing air through a narrow space between the tongue and the roof of the mouth.
2. /ʒ/ (as in "measure"): This is a voiced palatal fricative. Unlike /ʃ/, it is voiced, meaning the vocal cords vibrate when producing this sound.
3. /h/ (as in "hat"): This is a voiceless glottal sound, produced by expelling air from the lungs without vocal cord vibration.
4. /ʧ/ (as in "church"): This is an affricate, meaning it starts as a stop and releases as a fricative. It combines the /t/ and /ʃ/ sounds to create /ʧ/.

Spelling of the /ʃ/ Sound:

Ø  sh, as in: shift, shark, ashamed, push, etc.

Ø  ch, as in: chalet, champagne, machine, mustache, etc.

Ø  s, as in: sure, sugar, censure, ensure, etc.

Ø  ss, as in: assure, tissue, mission, pressure, etc.

Ø  ti, as in: nation, station, mention, fiction, etc.

Ø  si, as in: tension, pension, mansion, fission, caution, etc.

Ø  sci, as in: conscious, conscience, etc.

Ø  ce/ci, as in: special, ocean, ancient, social, etc.

Ø  sch, as in: schedule, schwa, schnapps, Schwarzenegger, etc.

Ø  x, as in: anxious, luxury, etc.

Spelling of the /Ʒ/ Sound:

Ø  g, as in: genre, etc.

Ø  ge/gi, as in: beige, regime, bourgeois, prestige, etc.

Ø  su, as in: measure, treasure, leisure, pleasure, etc.

Ø  zu, as in: seizure, etc.

Ø  si, as in: television, provision, illusion, explosion, equation, etc.

Description of the /h/ Sound

·         When you say /h/, the air coming from your lungs makes a scratchy sound as it passes through the opening between your vocal cord in your throat and echoes through the mouth.

·         The /h/ sound is a voiceless consonant, and only occurs before a vowel at the beginning of the syllable.

 

Description of the /Ʒ/ and /ʃ/ Sound

·         When you say the /Ʒ/ and /ʃ/ consonant sounds, the end of your tongue curves back behind the tooth ridge to make a light contact with it while air pushes through the gap.

·         When pronouncing the /ʃ/ sound, there is no vibration in the throat, but /Ʒ/ is pronounced with a vibration in the throat.

How are -tion and -sion pronounced?

It’s relatively rare that we can fully rely on spelling to decide about the pronunciation of words (English  is so full of exceptions!). In the case of these very common  endings, however, we can follow very precise rules.

• -tion: The ending -tion is always pronounced with /ʃ/ (pronunciation, definition) unless it is preceded by the letter s, in which case it is said as /tʃ/ (question).
• Vowel + -sion: The ending -sion is always pronounced with /ʒ/ when it’s preceded  by  a vowel (conclusion, decision).
• -ssion. Always pronounced as /ʃ/ (passion, mission).
• Consonant + -sion: If the ending -sion is preceded by a consonant (actually, the only possibilities are l and n), it is pronounced with /ʃ/ (repulsion, tension).
• R + sion: It can be said with either /ʃ/ or /ʒ/ (aversion, immersion). Remember that in British English the r is not pronounced in this case because it’s followed by a consonant.

 

Now, here are some examples in which native speakers use words including the sound /ʃ/:

 Because I had at least ten years, thank goodness, with the Royal Shakespeare Company (Ben Kingsley, BBC4)

 I love stories about the machinery of things, and the machinery of Hollywood is tremendously funny (Rupert Everett, BBC4).

 This definition of the obsessive rumination on what appears to be a single piece of damming evidence (Kenneth Branagh, BBC4).

 All foundations in his life shift (Kenneth Branagh, BBC4)

 

Spelling:  s (usual, vision, leisure). This sound mainly occurs in  mid-position. In initial and final position, only in words of French origin, as ge (genre, prestige).

 (post-alveolar, fricative, voiced)

 

/ʒ/ is the voiced counterpart of /ʃ/. So, to learn how to do it, we can  go about as we usually do with fricatives. Start by producing a long /ʃ/ and then add the voicing.

Like this:

From /ʃ/ to /ʒ/ 

 

Now, here are some very clear examples of /ʒ/ said by native speakers.

 Such a strong vision and need for love (Susanne Vega, BBC4).

 I’m not really in the business of ruling things out according to genre or something (Colin Firth, BBC4).

 So we used to think that you have to have suffered a major abuse in order to develop something like these seizures (Suzanne O’Sullivan, BBC4).

 Yes, it’s one of my great pleasures (Colin Firth, BBC4).

 

HOMEWORK

1. Write five sentences using words with the consonant sounds /ʃ/, /ʒ/, /h/, and /ʧ/.
2. Record and submit your pronunciation of the words for evaluation.

 

 

SECOND LESSON - Vocabulary Development: Words Associated with Religion

TOPIC: Words Associated with Religion
PERIOD: 3
DURATION: 40 Minutes

 

LEARNING OBJECTIVES

 

By the end of the lesson, students should be able to:	Interactive Hands-on Activities
1. Identify and explain religious words.	Group discussion on religious terms, use of flashcards
2. Use these words in meaningful sentences.	Sentence formation activity with peers using religious vocabulary
3. Relate the vocabulary to different religions.	Class debates about religious terms across world religions

 

INSTRUCTIONAL MATERIALS

• Flashcards with religious terms and definitions.
• Projector for displaying key religious terms.
• Religious books like the Bible, Quran, and others for reference.

 

ENTRY BEHAVIOR

Students have basic knowledge of major world religions.

 

 

LESSON PRESENTATION

Step I: Introduction (5 minutes)

• Ask students to name some major world religions they are familiar with (e.g., Christianity, Islam, Hinduism).
• Brainstorm common words associated with these religions, such as prayer, temple, faith, scriptures, sacred.

Step II: Presentation (15 minutes)

• Introduce the following key terms:

v  Faith: Trust or belief in religious doctrines.

v  Worship: Acts of reverence towards a deity.

v  Scripture: Sacred writings or texts in a religion (e.g., Bible, Quran).

v  Sacred: Something regarded with reverence and respect.

v  Prayer: Communication with a deity, usually through supplication or thanksgiving.

v  Fasting: Abstinence from food or drink, often for religious reasons.

v  Pilgrimage: A journey to a sacred place for religious reasons.

• For each term, explain its use and significance across different religious traditions.

Step III: Practice (15 minutes)

• In groups, students discuss how each term applies to their own religion or one they are familiar with.
• Each group forms sentences using the newly introduced terms. For example: The Bible is the sacred scripture of Christianity.
• Groups present their sentences, and the teacher provides corrective feedback on usage and sentence structure.

Step IV: Evaluation (5 minutes)

• Students present their sentences aloud to the class.
• Provide feedback on their use of religious vocabulary and check for understanding of each term’s meaning.

 

VOCABULARY CORNER

• Faith
• Pilgrimage
• Scripture
• Worship
• Fasting

 

CONTENT

Religion-based vocabulary helps in understanding religious practices, traditions, and belief systems. Words such as:  faith, pilgrimage, and sacred are integral to many world religions, enhancing students' ability to engage in cross-cultural dialogue and appreciate the role of religion in different societies.

Religious vocabulary helps students understand various religious practices and traditions, fostering cultural awareness. Understanding key religious terms can also aid in reading religious texts and improve comprehension in exams that deal with religious topics.

Key Terms and Their Meanings:

1. Faith: A strong belief in religious doctrines without needing empirical evidence.
2. Worship: Acts or practices that show reverence and devotion to a deity.
3. Scripture: Sacred writings of a religion, such as the Bible or Quran.
4. Sacred: Something regarded with great reverence, usually connected to a deity or religious practice.
5. Prayer: A way of communicating with a deity, often expressing thanks or asking for guidance.
6. Fasting: Voluntarily refraining from food or drink, often for spiritual or religious reasons.
7. Pilgrimage: A journey to a sacred place for religious purposes, such as the Hajj in Islam.

 

 

Understanding the meaning and significance of these words allows students to appreciate the role of religion in different societies. It also aids in reading comprehension, particularly in exams where religious texts or concepts might appear.

Ref. Text: NOSEC Book 1

Ø  Christian: a person who has received Christian baptism or is a believer in Christianity.

"a born-again Christian".

Ø  Muslim: a follower of the religion of Islam.

"a majority of the residents of the islands are Muslims"

Ø  Supreme Being: the perfect and all-powerful spirit or being that is worshipped especially by Christians, Jews, and Muslims as the one who created and rules the universe

Intermediaries: a person who acts as a link between people in order to try and bring about an agreement; a mediator.

Ø  Devotee: a person who is very interested in and enthusiastic about someone or something.

Ø  Diviner:  a person who uses special powers to predict future events. Diviners foretold of the event.

Ø  Oraclist: The main duty of an oraclist is to link human beings with the living dead and the spirits.

Ø  Rituals: a prescribed order for performing a ritual ceremony, especially one characteristic of a particular religion or Church.

Ø  Cult: a system of religious veneration and devotion directed towards a particular figure or object. "the cult of St Olaf"

Ø  a person or thing that is popular or fashionable among a particular group or section of society. "The series has become a bit of a cult in the UK"

Ø  (in Christianity and other (monotheistic religion) the creator and ruler of the universe and source of all moral authority; the supreme being.

 

 

 

CLASS-WORK: EXERCISE-Page 86-87(Traditional Religion)

 

 

 

Correction:

ü  A- Oraclist

ü  C-reputed

ü  B-supernatural

ü  A-consults

ü  D-oracle

ü  C-devotees

ü  A-amulets

ü  B-protection

ü  A-gods

ü  D-rituals

HOMEWORK

• Write a paragraph discussing the importance of religious vocabulary in understanding global cultures. Use at least three of the terms covered in the lesson.

 

 

BIBLICAL REFERENCE

• Psalm 65:7: "Who stills the roaring of the seas, the roaring of their waves, and the turmoil of the peoples".

 

 Period 4: Language Focus - Adverbs
Behavioral Objectives: By the end of the lesson, students should be able to:

1. Define adverbs and their functions.
2. Identify adverbs of manner, time, and place.
3. Use adverbs correctly in sentences.

Lesson Presentation:

• Step I: Introduction (5 mins)

v  Ask students for examples of verbs and how actions can be described.

• Step II: Presentation (15 mins)

v  Explain adverbs of manner, time, and place with examples: quickly (manner), yesterday (time), here (place).

v  Use sentences like: "She ran quickly" or "He arrived yesterday."

• Step III: Practice (15 mins)

v  Students complete sentences by choosing the appropriate adverb.

• Step IV: Evaluation (10 mins)

v  Students write short paragraphs using at least three adverbs.

Vocabulary Corner:

1. Adverb
2. Manner
3. Time
4. Place

CONTENT:
Adverbs are words that describe or modify verbs, adjectives, or other adverbs, providing more detail about how, when, where, or to what extent something happens. There are several types of adverbs, each serving a specific function in a sentence.

Types of Adverbs:

1. Adverbs of Manner: Describe how something is done.

ü  Example: "She sings beautifully."

2. Adverbs of Time: Tell us when something happens.

ü  Example: "He arrived late."

3. Adverbs of Place: Indicate where something happens.

ü  Example: "They searched everywhere."

4. Adverbs of Degree: Describe the intensity or extent of an action.

ü  Example: "I am extremely happy."

Understanding adverbs allows students to construct more nuanced and detailed sentences. By recognizing the different types, students can also improve their reading comprehension and writing skills.

 

 

Period 5: Punctuation - Uses of the Comma

Behavioral Objectives: By the end of the lesson, students should be able to:

1. Identify the functions of commas in sentences.
2. Apply commas appropriately in complex sentences.
3. Understand the difference between commas and other punctuation marks.

Lesson Presentation:

• Step I: Introduction (5 mins)

v  Review basic punctuation.

• Step II: Presentation (15 mins)

v  Explain the different uses of the comma: listing, separating clauses, and setting off additional information.

v  Examples: "I went to the store, bought some fruits, and returned home."

• Step III: Practice (15 mins)

v  Students rewrite sentences, inserting commas correctly.

• Step IV: Evaluation (5 mins)

Peer review of sentences with feedback.

 

CONTENT:
The comma is a versatile punctuation mark used to organize information, clarify meaning, and separate ideas within a sentence. Misuse of commas can lead to confusion or changes in meaning, so understanding when and how to use them is essential.

Key Uses of the Comma:

1. Separating items in a list: Commas separate words, phrases, or clauses that are listed in a sentence.

Ø  Example: "I bought apples, oranges, bananas, and grapes."

2. Before conjunctions in compound sentences: A comma is placed before a coordinating conjunction (for, and, nor, but, or, yet, so) when it connects two independent clauses.

Ø  Example: "I wanted to go to the park, but it started to rain."

3. After introductory elements: When a sentence begins with a phrase or clause that introduces the main idea, a comma follows the introduction.

Ø  Example: "After the meeting, we went out for coffee."

4. Setting off nonessential clauses: Commas are used to set off clauses or phrases that are not essential to the meaning of the sentence.

Ø  Example: "My sister, who lives in Canada, is coming to visit."

Understanding these basic rules will help students write clearly and avoid common punctuation mistakes.

 

Period 6: Exam-Style Practice - Multiple Matching
Behavioral Objectives: By the end of the lesson, students should be able to:

1. Understand the structure of multiple matching questions.
2. Develop skills to identify correct matches based on comprehension.
3. Improve exam-taking strategies for reading comprehension sections.

Lesson Presentation:

• Step I: Introduction (5 minutes)

Ø  Explain the format of multiple matching questions in exams.

• Step II: Presentation (10 mins)

Ø  Show students how to skim and scan passages for key information.

• Step III: Practice (15 mins)

Ø  Students complete a multiple-matching practice set.

• Step IV: Evaluation (10 mins)

Ø  Review answers and provide feedback.

 

Content: Multiple Matching Questions for IGCSE Exam Practice

Multiple Matching Questions are designed to test students' ability to match options (such as statements, characteristics, or events) to specific information found in a passage or series of passages. This question type requires sharp comprehension skills and the ability to process information quickly and efficiently.

 

1. Structure of Multiple Matching Questions:

• Purpose: These questions assess the student’s ability to identify specific details, relationships, or opinions within a text.
• Format: Students are provided with a list of options and must match these options to corresponding details within the passage.

ü  For example, students might be asked to match descriptions of people or events to the correct individual or time period.

• Options: Usually, more options are provided than there are correct matches, which requires careful selection and reasoning.

 

2. Skimming and Scanning Techniques:

• Skimming: This technique involves reading quickly to get an overview of the text. Skimming helps students understand the general content and structure of the passage before diving into the details.

ü  Application: Students should read the first and last sentences of paragraphs or look for topic sentences to get an idea of where relevant information might be found.

• Scanning: Scanning involves searching for specific keywords or pieces of information. It is particularly useful for finding direct matches in the text.

ü  Application: Students focus on identifying key terms from the matching options and locating them in the text. Words like names, dates, and specific nouns are often good markers.

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3. Elimination Strategy:

• Process of Elimination: Students should quickly eliminate options that clearly do not match any information in the text. This can save time and help narrow down the choices.

ü  Application: If a particular match seems too vague or irrelevant, it can likely be discarded in favor of more accurate options. This allows students to focus on the remaining, more likely matches.

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4. Contextual Understanding:

• Checking Context: Once students locate a keyword, they must carefully examine the context surrounding it. Context clues help verify whether the found information truly aligns with the matching option.

ü  Application: Sometimes, words or phrases in the text might seem like a direct match but do not fit the context of the option. Students should read the sentence before and after the keyword to ensure the match is appropriate.

---

5. Exam Strategy:

• Time Management: It is crucial for students to practice completing multiple-matching tasks within a set time limit. This ensures they can manage their time effectively during the exam.
• Answering Method: Encourage students to mark the answers they are most confident about first. Then, they can return to the more challenging matches after narrowing down the options.

 

Summary: Multiple matching questions require both comprehension and exam strategy. By practicing skimming, scanning, and contextual reading, students can quickly and accurately match options to the correct information in the passage, improving their reading comprehension and test performance.

 

SECTIONAL HEAD REMARKS AND SIGNATURE

Remarks: ______________________

Signature: ______________________

 

 

 

FIRST TERM 2024/2025 ACADEMIC SESSION

SUBJECT: English Language
CLASS: Grade 10 Rose
TEACHER: Mr. __________
WEEK: 6
DATE: ____________________

 

 

PERIOD 1 - Composition: Speech Writing

 

TOPIC: Speech Writing
DURATION: 40 Minutes

 

 

 

LEARNING OBJECTIVES

 

By the end of the lesson, students should be able to:	Interactive Hands-on Activities
1. Define what speech writing is and its key components.	Analyze sample speeches.
2. Draft an outline for a speech using a given topic.	Group activity to create outlines.
3. Write a simple speech following a proper structure.	Students write speeches based on their outlines.

 

INSTRUCTIONAL MATERIALS

• Samples of well-written speeches.
• Projector to display the key elements of speech writing.
• Speech outline template handouts.

 

ENTRY BEHAVIOR

Students are familiar with writing essays and compositions.

Lesson Content

1. Introduction to Speech Writing:

Ø  Explain that a speech is a formal talk given to an audience on a specific topic. Unlike essays or stories, speeches are meant to be heard, so the language must be simple and engaging.

Ø  Speeches usually serve a purpose such as informing, persuading, or entertaining an audience.

Ø  Discuss the different types of speeches (e.g., informative, persuasive, ceremonial).

2. Key Components of a Speech:

Ø  Introduction: This is where the speaker grabs the attention of the audience. It can start with a quote, a question, or a shocking fact. The introduction should clearly state the topic and purpose of the speech.

Ø  Body: The body of a speech is where the main points are discussed in detail. Each point should be supported by examples, facts, or anecdotes. It’s important to keep the ideas organized and easy to follow.

Ø  Conclusion: The conclusion summarizes the main points and leaves the audience with a final thought. This could be a call to action or a strong closing statement that makes the speech memorable.

3. Speech Outline Creation:

Ø  Explain the importance of creating an outline before writing a speech. An outline ensures that the speaker covers all points in a logical order.

Ø  Provide a basic structure for outlining a speech:

§  Introduction: Hook, statement of topic, preview of points.

§  Body: Main point 1, Main point 2, Main point 3 (each supported by evidence or examples).

§  Conclusion: Summary, call to action, or closing thought.

4. Writing the Speech:

Ø  Once students have their outlines, they can begin writing the speech. Emphasize that speeches should be written in a conversational tone, as if speaking directly to the audience.

Ø  Encourage students to use rhetorical devices like repetition, rhetorical questions, and parallelism to make the speech more engaging.

5. Presentation Tips:

Ø  Remind students that a speech is not just about the words on the page, but also how they are delivered.

Ø  Discuss the importance of body language, eye contact, and vocal variety in delivering an effective speech.

Ø  Encourage students to practice speaking slowly and clearly.

 

 

 

LESSON PRESENTATION

Step I: Introduction (5 minutes)

• Begin with a brief discussion on the purpose of speeches (e.g., to inform, persuade, or entertain).
• Show an excerpt from a famous speech (e.g., Martin Luther King Jr.'s "I Have a Dream") to illustrate the power of effective speech writing.

Step II: Presentation (15 minutes)

• Introduce the key components of speech writing:

Ø  Introduction: Grabbing the audience’s attention.

Ø  Body: Organizing points logically with supporting details.

Ø  Conclusion: Summarizing the main points and ending with a strong message.

• Explain that speeches should engage the audience through clear language, emotion, and a well-organized structure.

Step III: Practice (15 minutes)

• In groups, students receive a topic and outline a speech. Examples of topics: The importance of education, Saving the environment.
• Each group will focus on creating an engaging introduction, well-structured body, and impactful conclusion.
• After outlining, each group briefly presents their plan to the class.

Step IV: Evaluation (5 minutes)

• Provide feedback on the clarity, organization, and creativity of the groups' outlines.
• Assign homework: Write a full speech based on the group outline.

 

VOCABULARY CORNER

• Persuasion
• Engagement
• Audience
• Speech Structure

 

PERIOD 2 - Do’s and Don’ts in WAEC Summary Writing

 

TOPIC: WAEC Summary Writing
DURATION: 40 Minutes

 

LEARNING OBJECTIVES

 

By the end of the lesson, students should be able to:	Interactive Hands-on Activities
1. Identify key do's and don’ts in summary writing for WAEC.	Examine sample summary passages.
2. Distinguish between relevant and irrelevant points in a passage.	Students practice identifying key points in a passage.
3. Write clear and concise summaries adhering to the rules.	Students write summaries from a given text.

 

INSTRUCTIONAL MATERIALS

• WAEC past questions.
• Projector to display summary writing tips.
• Sample passages for summary writing.

 

ENTRY BEHAVIOR

Students have been introduced to summary writing and can identify main ideas.

 

Lesson Content

1. Introduction to Summary Writing for WAEC:

Ø  Explain that summary writing is a test of a student’s ability to condense a passage into its most essential points without altering the meaning. It’s important to maintain accuracy while being concise.

Ø  Discuss how summary writing is frequently used in exams like WAEC, where students are asked to summarize a passage in a limited number of sentences or words.

2. Do’s of Summary Writing:

Ø  Read the Passage Carefully: Make sure to read the passage more than once to fully understand the message.

Ø  Identify the Main Points: The key to summary writing is identifying the essential ideas while leaving out unnecessary details.

Ø  Use Your Own Words: When writing a summary, avoid copying sentences from the passage. Instead, rephrase the main points in your own words while keeping the original meaning intact.

Ø  Be Brief and Precise: A summary is meant to be short and to the point. Stick to the main ideas and avoid adding any personal opinions or additional information.

Ø  Follow the Word Limit: WAEC exams often have specific word limits for summaries. Adhere to the limit, and avoid writing too much or too little.

3. Don’ts of Summary Writing:

Ø  Don’t Copy Large Portions of Text: Copying phrases or sentences from the passage is considered plagiarism and could lead to losing marks.

Ø  Don’t Include Unnecessary Details: Only the main ideas should be included in a summary. Avoid adding details that don’t contribute to the overall meaning of the passage.

Ø  Don’t Change the Meaning: Ensure that you capture the author’s main points accurately without changing the original message.

Ø  Don’t Be Overly Descriptive: Avoid describing or explaining points in detail. A summary is meant to be concise.

4. Steps to Writing a Good Summary:

Ø  Step 1: Read the Passage Thoroughly: Understand the main message before trying to summarize it.

Ø  Step 2: Highlight Key Ideas: Identify and underline or highlight the key points in the passage.

Ø  Step 3: Write the Summary: Begin writing the summary in your own words, following the structure of the passage. Be sure to paraphrase and keep the sentences concise.

Ø  Step 4: Review: After writing the summary, review it to ensure it captures all the essential points and that it fits within the word limit.

 

LESSON PRESENTATION

Step I: Introduction (5 minutes)

• Ask students what challenges they face with summary writing.
• Discuss why summarizing is important in WAEC and other exams.

Step II: Presentation (15 minutes)

• Introduce the do’s and don’ts of summary writing:

Ø  Do: Identify the main points, write in concise sentences, and use your own words.

Ø  Don’t: Include unnecessary details, copy large chunks of text, or change the meaning of the passage.

• Provide examples of both good and poor summaries.

Step III: Practice (15 minutes)

• Hand out a passage and have students underline the key points that should be included in a summary.
• Each student writes a short summary (3-4 sentences) based on the passage.

Step IV: Evaluation (5 minutes)

• Collect summaries and provide feedback, emphasizing brevity, clarity, and relevance.
• Reinforce the idea that summary writing is about capturing the essence of a passage without distorting its meaning.

 

VOCABULARY CORNER

• Conciseness
• Relevance
• Paraphrase

 

 

PERIOD 3 - Speech Work: Words with Stress on the 2nd Syllable

 

TOPIC: Words with Stress on the 2nd Syllable
DURATION: 40 Minutes

 

LEARNING OBJECTIVES

 

By the end of the lesson, students should be able to:	Interactive Hands-on Activities
1. Identify words that have stress on the second syllable.	Use of flashcards with highlighted stressed syllables.
2. Pronounce words with correct syllable stress.	Pronunciation drill in pairs.
3. Use these words in sentences correctly.	Practice stress placement in sentences with peers.

 

INSTRUCTIONAL MATERIALS

• Flashcards with words showing syllable stress.
• Audio clips for pronunciation practice.
• Phonetic charts.

 

ENTRY BEHAVIOR

Students have been introduced to word stress in previous lessons.

 

Lesson Content

1. Introduction to Word Stress:

v  Explain that in English, different syllables in words carry different levels of emphasis, which is called word stress.

v  The stressed syllable in a word is pronounced louder, longer, and with more emphasis. This can change the meaning of words, especially when comparing verbs and nouns (e.g., present vs. present).

2. Identifying Words with Stress on the 2nd Syllable:

v  Introduce common words that have stress on the second syllable. Examples include:

§  beGIN

§  aRRIVE

§  adVICE

§  reLAX

§  exPLORE

v  Show students how the position of the stress can change a word's meaning (e.g., the noun CONtract vs. the verb conTRACT).

3. Rules for Stress Placement:

v  Discuss the general rules for determining word stress in English:

§  Two-syllable verbs usually have stress on the second syllable (e.g., forGET, beGIN).

§  Nouns and adjectives, however, often have stress on the first syllable (e.g., TABLE, HAPpy).

v  Teach students how to recognize patterns in word stress and how it affects pronunciation.

4. Practical Pronunciation:

v  Pronounce each word, exaggerating the stressed syllable so students can hear the difference.

v  Encourage students to practice saying the words with proper stress, first individually and then in pairs or small groups.

v  After the pronunciation practice, write some sentences on the board using the words with second-syllable stress and have students practice placing stress in context.

5. Stress and Meaning:

v  Discuss how stress can affect not just the pronunciation, but the meaning of words.

v  Provide pairs of words where stress placement changes the meaning, like:

§  REcord (noun) vs. reCORD (verb).

§  CONduct (noun) vs. conDUCT (verb).

v  Practice saying these words in sentences and identifying how stress changes meaning.

 

LESSON PRESENTATION

Step I: Introduction (5 minutes)

• Play an audio clip demonstrating words stressed on the second syllable (e.g., begin, forget, advice).
• Ask students to try pronouncing the words without guidance.

Step II: Presentation (15 minutes)

• Explain that stress can affect the meaning and pronunciation of words in English.
• Present common words with stress on the second syllable, such as:

v  beGIN

v  forGET

v  adVICE

• Discuss how to identify the stressed syllable in words, focusing on how syllable stress alters the way a word is pronounced.

Step III: Practice (15 minutes)

• Divide students into pairs to practice pronouncing a list of words with second-syllable stress.
• Provide feedback on incorrect pronunciation and have students repeat the words aloud.
• Write sentences on the board using these words and ask students to identify which syllable is stressed.

Step IV: Evaluation (5 minutes)

• Have students read aloud sentences that contain words with second-syllable stress.
• Offer corrections and emphasize the importance of proper stress for fluent communication.

 

VOCABULARY CORNER

• Stress
• Syllable
• Pronunciation

 

 

PERIOD 4 - Reading & Comprehension: Healthy Diet

TOPIC: Reading and Comprehension – Healthy Diet
DURATION: 40 Minutes

 

LEARNING OBJECTIVES

 

By the end of the lesson, students should be able to:	Interactive Hands-on Activities
1. Read and understand the passage about healthy diets.	Group reading of the passage.
2. Identify the main idea and supporting details.	Break down paragraphs to find the key points.
3. Answer comprehension questions based on the passage.	Answer comprehension questions in pairs.

 

INSTRUCTIONAL MATERIALS

• Copies of the comprehension passage.
• Projector for displaying the passage.
• Comprehension worksheet.

 

ENTRY BEHAVIOR

Students have practiced reading comprehension in previous lessons.

 

Lesson Content

1. Introduction to the Passage on Healthy Diet:

ü  Introduce the topic of healthy diets and explain that this reading comprehension passage will focus on the importance of a balanced diet for maintaining good health.

ü  Discuss the basic elements of a healthy diet (e.g., fruits, vegetables, proteins, and grains) and how each contributes to overall health.

2. Key Elements of a Balanced Diet:

ü  Explain that a healthy diet should include a variety of foods that provide all the essential nutrients the body needs to function properly.

ü  Discuss the importance of vitamins, minerals, proteins, carbohydrates, and fats in maintaining a healthy body.

ü  Explain how an unhealthy diet can lead to health problems such as obesity, heart disease, and diabetes.

3. Reading the Passage:

ü  Guide students through reading the passage, encouraging them to underline key points related to the benefits of healthy eating and the consequences of poor dietary choices.

ü  As students read, ask them to pay attention to how the author organizes the information, including the use of examples and supporting details.

4. Understanding the Passage:

ü  After reading, discuss the main idea of the passage (i.e., the benefits of a healthy diet and how it promotes long-term health).

ü  Break down the passage into smaller sections and ask students to identify the main points and supporting details in each section.

ü  Explain how comprehension skills, such as identifying the main idea and supporting details, are essential for understanding and summarizing texts effectively.

5. Answering Comprehension Questions:

ü  Provide students with a set of comprehension questions based on the passage. The questions should focus on both the main ideas and specific details, such as:

§  What are the key components of a balanced diet?

§  How does a healthy diet benefit the body?

§  What are the consequences of poor eating habits?

ü  Discuss the answers to these questions in pairs or as a class.

 

LESSON PRESENTATION

Step I: Introduction (5 minutes)

• Introduce the topic of healthy diets and discuss what students already know about nutrition.
• Provide a brief overview of the passage they will read.

Step II: Presentation (15 minutes)

• Read the passage aloud as a class, stopping periodically to ask questions about the main points.
• Highlight the importance of a balanced diet and how it affects health and wellbeing.

Step III: Practice (15 minutes)

• Students answer comprehension questions about the passage in pairs, focusing on the main ideas and details.
• After answering the questions, discuss the answers as a class and provide feedback.

Step IV: Evaluation (5 minutes)

• Collect the comprehension worksheets for grading and offer feedback on areas of improvement.
• Conclude with a brief discussion on the importance of understanding what you read in exams like WAEC.

 

VOCABULARY CORNER

• Balanced Diet
• Nutrition
• Comprehension

 

 

PERIOD 5 - Vocabulary Development: Antonyms & Synonyms

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TOPIC: Antonyms & Synonyms
DURATION: 40 Minutes

 

LEARNING OBJECTIVES

 

By the end of the lesson, students should be able to:	Interactive Hands-on Activities
1. Define antonyms and synonyms.	Group activity identifying antonyms and synonyms.
2. Give examples of antonyms and synonyms for common words.	Sentence formation exercise using antonyms and synonyms.
3. Use antonyms and synonyms correctly in sentences.	Group practice of swapping words in sentences with antonyms and synonyms.

 

INSTRUCTIONAL MATERIALS

• Flashcards with antonyms and synonyms.
• Word lists.

 

ENTRY BEHAVIOR

Students have basic knowledge of word meanings and opposites.

 

Lesson Content

1. Introduction to Antonyms & Synonyms:

ü  Define antonyms as words with opposite meanings (e.g., hot/cold, fast/slow) and synonyms as words with similar meanings (e.g., big/large, happy/joyful).

ü  Discuss the importance of knowing antonyms and synonyms to enhance vocabulary and improve writing skills. Emphasize that a rich vocabulary allows for clearer communication and more effective expression of ideas.

2. Examples of Antonyms and Synonyms:

ü  Provide a list of common antonyms and synonyms. Organize them into a chart for visual reference.

§  Antonyms:

§  Happy - Sad

§  Light - Dark

§  Easy - Difficult

§  Hot - Cold

§  Full - Empty

§  Synonyms:

§  Big - Large

§  Small - Tiny

§  Smart - Intelligent

§  Quick - Fast

§  Calm - Peaceful

ü  Discuss how context matters when using synonyms, as not all synonyms can be used interchangeably in every situation. For example, "childish" and "youthful" may both relate to being young, but they carry different connotations.

3. Activities for Reinforcement:

ü  Group Activity: Divide the class into groups and assign each group a set of words. Ask them to come up with as many synonyms and antonyms as possible within a given time frame. Afterward, each group can present their findings to the class, promoting collaboration and discussion.

ü  Sentence Formation Exercise: Have students write sentences using the antonyms and synonyms they have identified. This helps solidify their understanding through application and encourages creativity. For example, a student could write: "The happy child played in the sunlight, while the sad child stayed in the dark."

4. Contextual Use:

ü  Discuss how the choice of synonyms can affect tone and meaning. For instance, using "purchase" instead of "buy" can make writing sound more formal. Encourage students to think critically about word choice when expanding their vocabulary.

ü  Provide examples of sentences where the use of synonyms changes the tone:

§  Informal: "Can you buy me some candy?"

§  Formal: "Could you please purchase some sweets for me?"

ü  Encourage students to recognize how specific word choices can evoke different emotional responses from the audience.

5. Review and Practice:

ü  Conduct a quick review of the day’s lesson, asking students to share examples of antonyms and synonyms they learned. Create an interactive discussion by inviting students to provide their own examples.

ü  Use flashcards or a word-matching game to reinforce learning and make the review interactive. For instance, students can take turns drawing a card with a word and having their classmates respond with the corresponding antonym or synonym.

ü  Homework Assignment: Assign a vocabulary task where students must find and list ten pairs of antonyms and synonyms, using each in a sentence. Encourage them to be creative and thoughtful in their sentences. They could also be asked to find an example of how a synonym is used in a book or article they are currently reading.

 

Assessment:

• Assess students' understanding through their participation in group activities, the sentences they create, and their homework assignments. Provide feedback on their usage of synonyms and antonyms to reinforce their learning.

 

LESSON PRESENTATION

Step I: Introduction (5 minutes)

• Ask students to provide definitions of antonyms and synonyms, and list a few examples.
• Explain how understanding antonyms and synonyms can improve vocabulary and comprehension.

Step II: Presentation (15 minutes)

• Provide clear definitions:

Ø  Antonyms: Words with opposite meanings (e.g., happy/sad).

Ø  Synonyms: Words with similar meanings (e.g., big/large).

• Present a list of common words with their antonyms and synonyms.

Step III: Practice (15 minutes)

• Divide students into groups to work with flashcards.
• Each group is tasked with finding antonyms and synonyms for words and then using them in sentences.

Step IV: Evaluation (5 minutes)

• Ask students to read their sentences aloud, substituting words with their antonyms or synonyms.
• Provide feedback on word choice and sentence structure.

 

VOCABULARY CORNER

• Antonym
• Synonym
• Opposite
• Similar

 

Description of the /ð/ and /ϴ/ Sounds

• When you say the /ϴ/ and /ð/ sounds, the tip of your tongue sticks out between your top and bottom teeth, while air pushes through the gap.
• The /ð/ sound is produced with a vibration in the throat, while the /ϴ/ sound is pronounced without a vibration

Spelling of the /ð/ and /ϴ/ Sounds

• Both the /ð/ and /ϴ/ sounds are spelt ‘th’ in the following examples:
  • /ϴ/: thirsty, thought, method, anthem, wealthy, healthy, width, breath, worth, bath, thug, cloth, thank, faith, oath, teeth, death, tenth, length, wreath, sheath, heath, etc.
  • /ð/: those, that, weather, mother, clothe, breather, thy, with, thine, worthy, bathe, thus, than, thence, loathe, there, other, writhe