ENGLISH LANGUAGE SSS1 FIRST TERM LESSON PLAN SCHEME OF WORK

Lesson Notes / Scheme of work

Primary 1    Primary 2  Primary 3

Primary 4   Primary 5  Primary 6

JSS1  JSS2   JSS3

SSS1  SSS2    SSS3

Question Bank

Primary 1   Primary 2  Primary3

Primary 4   Primary5   Primary6

JSS1  JSS2   JSS3

SSS1  SSS2    SSS3

ENGLISH LANGUAGE SSS1 FIRST TERM LESSON PLAN SCHEME OF WORK

ENGLISH LANGUAGE SSS1 FIRST TERM LESSON PLAN SCHEME OF WORK

TOPICS

Speech Work:  Introduction to Speech Sound (Organs of Speech)

Comprehension: Argungu Cultural Festival

Vocabulary Development: (Registers on Family)

Structure: Nouns: (Introduction: Definition and Kinds of Nouns)

Writing Skills: Narrative: Introduction to Narrative Essay

ASPECT: Speech Work

TOPIC: Introduction to Speech Sound (Organs of Speech)

Introduction to Pronunciation

The vast majority of speech sounds are produced by creating a stream of air which flows from the lungs through the mouth or nose. We use this stream of air to form specific sounds with our vocal folds and/or by changing the configuration of our mouths.

What are Speech Organs? Speech organs or articulators are various organs which are involved in the production of speech sounds. Organs used for speech include the lips, teeth, alveolar ridge, hard palate, velum (soft palate), uvula, glottis and various parts of the tongue. They can be divided into two types: Passive articulators and Active articulators. The passive articulators include the upper lip, teeth, alveolar ridge, hard palate, soft palate, uvula, and pharynx. The active articulators include the tongue, lower lip. The most important active articulator is the tongue as it is involved in the production of the majority of sounds Active articulators move relative to passive articulators, which remain still, to produce various speech sounds, in particular manners of articulation.

ORGANS OF SPEECH

CONSONANT SOUNDS

Consonant sounds are produced as a result of obstruction of the air-flow that comes from the lungs. The obstruction can be partial or total. There are twenty-four (24) consonant sounds in English language. They are:

/p/ /b/ /t/ /d/ /k/ /g/ /f/ /v/ /Ө/ /ð/ /s/ /z/ /∫/ /Ӡ/ /h///t∫/ /ʤ/ /l/ /r//w//j/ /m/ /n/ /ŋ/

/p/—–pay, peace, pat, pot, peg, pit, push, wrapper, pass, place, happen, party, etc.

/b/—- bell, about, bet, book, boom, boost, bay, baby, rob, bad, bat, back, abort, etc.

/ʈ/—–Thomas, ten, tap, tomb, table, take, tack, track, etc.

/d/—- den, dust, cord, draft, powder, advert, kid, deep, dam, divide, diary, dark, middle, etc.

/k/—– kid, kiss, cock, fix, six, choir, chord, require, back, calculate, kit, etc.

/g/ —– goose, goggle, got, gum, gay, guy, example, get, rogue, girl, grow, etc.

/ʧ/ —-church, match, fetch, rich, reach, nature, pasture, patch, chain, choice, children, etc.

/ʤ/ —- gin, joy, edge, badge, jaw, jest, jeep, gem, general, gentle, page, judge, jam, etc.

/f/——tough, fall, phone, elephant, photo, food, fleet, fault, etc.

/v/ —–vote, of, value, vice, voice, van, view, prove, visible, etc.

/Ө/ —-thin, think, three, threw, thought, length, breath, theatre, theme, thick, thicket, etc.

/ð/ —-the, father, mother, them, that, bathe, then, rather, this, there, etc.

/s/ —-science, class, fast, slow, city, pass, dress, psychology, lace, face, pastor, etc.

/z/ ——zoo, zoom, lazy, zigzag, zinc, close, rose, represent, reason, candies, laze, raise, etc.

/∫/ —— chalet, chateau, charade, machine, education, social, mission, short, sure, etc.

/Ӡ/—— garage, measure, treasure, leisure, television, vision, confusion, decision, etc.

/h/ —– house, home, harrow, harassment, etc.

/Ɩ/——- look, late, life, lake, lift, later, letter, local, lion, low, love, lame, lie, etc.

/r/—— robe, right, reflex, run, carry, merry, bright, story, bury, rite, wrong, wrote, radio, etc.

/j/——– you, yawn, yellow, yam, union, use, yes, university, etc.

/w/—— one, wine, when, suite, quit, work, what, where, which, wife, etc.

/m/—— flame, hammer, man, malt, make, come, mother, magic, etc.

/n/——– know, night, knight, knowledge, banner, etc.

/ŋ/——- bang, uncle, bank, sing, long, king, zinc, single, thank, etc.

THE CONSONANT CHART

Place of
Articulation

Bilabial

Labio-dental

Dental

Alveolar

Palato-
alveolar

Palatal

Velar

Glottal

Voiced (+)
Voiceless (-)

-v     +v

-v     +v

-v     +v

-v     +v

-v     +v

-v     +v

-v    +v

-v     +v

Stop(Plosive)

p     b

f     v

t     d

k     g

Fricative

θ     ð

s     z

ʃ     ʒ

h

Affricative

ʧ     ʤ

Nasals

m

n

ŋ

Lateral

r

Approximant

w

l

j

There are three ways of describing a consonant sounds. These are:

  1. Manner of articulation

  2. Place of articulation

  3. State of glottis

MANNER OF ARTICULATION

This is the way a sound is pronounced or articulated. For instance, the sound /p/ is described as plosive because the air-flow from the lungs comes to a complete stop because the upper and lower lips are involved. The pressure of air forces the lips open which results in production of sound in form of explosion. Examples: pen, pay, price, pure, purse, etc.

PLACE OF ARTICULATION

This refers to the actual place where the sound is articulated. For example for sound b the two lips are involved, hence it is called a bilabial. This is so because the sound is produced with the use of both lower and upper lips.

STATE OF GLOTTIS

The state of glottis can be described as the position of glottis when the sound is pronounced. It is either open or close. The glottis is the space between the vocal cords and the larynx (Adam’s apple).If the state of glottis is opened the sound produced will be voiceless. But if it is closed, there will be vibration in the vocal cord; therefore, the sound that will be produced will be voiced.

EXAMPLES OF DESCRIPTION OF SOUND

  1. /p/

Place of articulation – bilabial

Manner of articulation – plosive

State of glottis –  voiceless

  1. /n/

Place of articulation – alveolar

Manner of articulation – nasal

State of glottis – voiced

EVALUATION

Choose the word that has the same sound with the one underlined below:

  1. shows    (a) house        (b) reason     (c) loss         (d) horse

  2. clothe     (a)  they          (b) three       (c) mouth      (d) Thomas

  3. English (a) edge          (b) thin         (c) end           (d)  think

  4. bushes     (a) rapes         (b) shoes      (c) church      (d) rakes

  5. character (a) church       (b) arch        (c) unique      (d) charade

  6. buzz   (a) exact          (b) bus         (c) beige         (d) vision

  7. chairman (a) sheer          (b) posture   (c) charade     (d) ocean

  8. long  (a) gnash         (b) manager  (c) benign      (d) hanger

  9. beef  (a) diaphragm  (b) of            (c) vulcanize  (d) vice

  10. king          (a) knit             (b) know       (c) account    (d) knock

ASPECT: COMPREHENSION

TEXT: New Oxford Secondary English Course for Senior Secondary School Bk 1. Pages 2-3

TITLE: Argungu Cultural Festival

The Argungu Fishing Festival is an annual four-day festival in the State of Kebbi, in the North-western part of Northern Nigeria. The festival usually takes place in Argungu, the capital city of Argungu Emirate Council.

CLASS ACTIVITY

The passage should be read carefully, before the students attempt the questions on it.

ASPECT: Vocabulary Development

TOPIC: Words Associated with Home And Family Life.

The words below are associated with Home and Family Life.

Family Relations

Things in the home

Activities within the
Family

Other related words

Ancestor

Kitchen ware

Courtship

Protection

Siblings

Hearth

Marriage

Companionship

Distant relatives

Utensils

Divorce

Acceptance

Next of kin

Upholstery

Burial

Understanding

Monogamy

Rug

Family life

Love

Polygamy

Wardrobe

Naming ceremony

Security/safety

Nuclear family

Sitting-room

Wedding anniversary

Satisfaction

Extended family

Parlour

Violence

In-laws

Store

Medicare

Grandparents

Pantry

Fairness

Grandmother

Lobby

Relaxation

Stepmother

Foyer

Health asset

CLASS ACTIVITY: The students should master the spellings of the above words. Use the dictionary to find the meaning of difficult words.

EVALUATION

List other ten words relating to home and family life and make sentences with each of them.

ASPECT: Structure

TOPIC: Nouns: (Introduction: Definition and Kinds of Nouns)

NOUN

A noun can be defined as a naming word. It can also be defined as names of people, places, objects, abstract ideas, actions and qualities. Nouns can be used as the object of a preposition as well as the subject or object of a verb. Examples: Mary, man, instructor, sky, sun, town, flock, flower, soul, feeling, sense, motion, behaviour, etc.

TYPES OF NOUNS

(a) Proper Nouns: These are specific names of people, places, publications, days of the week, months of the year, special events, river, mountain, institution, etc.

NOTE: It must start with capital letter. Examples: Bola, Ngozi, Adamu, Lagos, England, Monday, January, River Nile, Christianity, Lake Chad, Deeper Life High School. etc.

(b) Common Nouns: These are general names of things Examples: chair, book, tree, road, sofa, axe, telephone, etc.

(i) These common nouns are words for things: ruler, chair, hammer, bicycle, pen, table, etc.

(ii) These common nouns are words for animals. Notice that special names for young animals are included.

Animal

Its young

dog

puppy

cat

kitten

cow

calf

horse

foal

sheep

lamb

goat

kid

frog

tadpole

(iii) These common nouns are words for places: bank, airport, hotel, library, park, museum farm, zoo, theater factory, etc.

(iv) These common nouns are words for people who do certain things: singer, manager sailor, gardener, secretary, pilot, police officer, artist, teacher, driver, plumber, etc.

(c) Abstract Nouns: These are names of things which cannot be seen or touch. They are the names of quality, action or state. Examples:  truth, love, honesty, joy, beauty, corruption, thirst, liberty, childhood, admission, etc.

(d) Collective Nouns: These are names of collection or group of people, things or animals Examples: crowd, choir, cast, team, committee, crew, staff, mob, class, block, etc.

(e) Concrete Nouns: These are names of things that can be touched or seen. Examples: room, chair, girl, table, pencil, stick, etc.

(f) Countable Nouns: These are names of things that can be counted or divided into singular or plural. Examples:  people, chair, book, town, student, studio, pen, writer, etc.

(g) Uncountable Nouns: These are names of things that cannot be counted or divided into singular or plural. Examples: water, salt, sand, air, milk, rice, iron, butter, etc.

(h) Material Nouns: A material noun is the name of a material or substance out of which things are made. Examples: gold, silver, iron, clay, money, water, copper, steel, etc.

EVALUATION

(a) Find out nouns in the following sentences.

  1. Lions and ostriches are found in Africa.

  2. John and Joseph drove the horses to the pasture.

  3. Pinks and roses are blooming in the garden.

  4. Care sorrow, and discontent destroy happiness.

  5. Apples, peaches, melons, corn and potatoes are brought to market

  6. Nigeria has a large population.

  7. Freedom is our birthright.

  8. Mother Theresa was a social worker.

  9. He returned from Lagos last week.

  10. Knowledge is powerful.

(b) Underline the common nouns and circle the proper nouns in these sentences.

  1. I told Uncle John about my accident.

  2. Kim and Stephanie wore masks on Halloween.

  3. The lawnmower is broken.

  4. We’re going to the movies tomorrow.

  5. The lion is playing with one of its cubs.

  6. My sister’s favourite soccer player is David Beckham.

  7. I’m watching a videotape about the Sahara Desert.

  8. The tourists visited Rome and saw the Colosseum.

  9. Does this bus go to the stadium?

  10. We’re reading a story about a boy called Harry Potter

ASPECT: Continuous Writing

TOPIC:  Introduction to Narrative Essay

A narrative essay is an essay that tells a story of past events. The past tense verb is predominantly used throughout the narrative essay. Ensure that your story flows smoothly from beginning to the end. You need to develop each point clearly in different paragraphs that are properly linked together.

These are some of the topics under narrative essay:

My First Day at School.

A Day I Will Never Forget in My Life.

My First Journey to Lagos.

How I Spent My Christmas Holiday.

Qualities of a Good Narrative Essay

The following are some of the qualities of a good narrative essay

  1. It must contains a clear, and interesting introduction.

  2. It must have a well-developed middle section where events are narrated sequentially and in well- laid out paragraphs.

  3. It must have interesting characters.

  4. The language used should be in the past tense, as events usually narrated are past.

  5. It must have a brief and satisfying conclusion.

Tips on how to write a Narrative Essay

  1. What is your story about? (Title boldly written)

  2. What action took place in your story?

  3. Who were responsible for these actions?

  4. When did the actions take place?

  5. How did the actions take place?

  6. What were the consequences of the actions?

  7. You can draw your conclusions by stating your feeling about these. It may be positive or negative.

EVALUATION

  1. What is a narrative essay?

  2. List five topics under narrative essay.

 TOPICS

Speech Work: Monophthongs (Introduction)

Comprehension/Summary (Introduction to Summary)

Vocabulary Development (Words Associated with Agriculture)

Structure: Nouns: Countable and Uncountable Nouns (Regular and Irregular Plurals)

Writing Skills: Narrative: Linking Paragraphs

ASPECT: Speech Work

TOPIC: Monophthongs

Monophthongs can be defined as pure vowel sounds. They are part of vowel sounds which are produced without any obstruction in the oral or nasal cavity. There are twelve (12) pure vowel sounds (Monophthongs) in English language. It can further be divided into two parts (long and short vowels.)

EXAMPLES OF MONOPHTHONGS

/i: / e.g. beat, seat, neat, feet, tea, sheep, quay, leave, seen, dean, etc.

/i/ e.g. bit, sit nymph, village, kid, kit, lip, skip, tip, ship, etc.

/e/ e.g. bed, bread, said, bury, many, any, net, belt, etc.

/æ/ e.g. cat, lack, pack, rat, mad, lad, mat, bat, etc.

/a: / e.g. car, dart, calm, heart, sharp, mark, farther, far, etc.

/ɒ/ e.g. pot, what, gone, wash, cot, cod, etc.

/ↄ:/ e.g. war, pork, saw, bought, four, fall, hall, more, glory, etc.

/u/ e.g. put, foot, book, could, should, pull, look, wood, etc.

/u: / e.g. pool, blue, screw, shoe, two, too, ewe, juice, pool, etc.

/ ʌ / e.g. cut, come, blood, country, money, honey, love, etc.

/ З: / e.g. first, purse, earn, bird, burn, shirt, work, learn, turn, etc.

/∂/ e.g. about, baker, sailor, teacher, doctor, labour, etc.

Short vowel

Long vowel

/i/

/i: /

/e/

/ȝ:/

/æ/

/ a: /

/ɒ/

/ↄ:/

/u/

/u: /

/ʌ /

/ /

The Pure Vowels (Chart)

EVALUATION

From the words lettered A to D, choose the word that has the same vowel sound(s) as the one represented by the letter(s) underlined.

  1. rich    (a)  reach   (b)  heed       (c) seat    (d) knit.

  2. head (a)  set  (b)  neat   (c)eat  (d)seat.

  3. hot   (a)  dark    (b) hart          (c) stock   (d)cord.

  4. cool (a) wood  (b) would(c) rude  (d) blood

  5. buy(a) chilly      (b) bully (c)built   (d) mild

ASPECT:  COMPREHENSION

TEXT:Banjo et al (2014) New Oxford Senior English Course for Secondary Schools Book 1 Ibadan: University Press PLC.

TOPIC: Summary (Introduction) NOSEC. Pages 5-6

Summary writing is a process of expressing ones thought in a brief and clear manner. In other words, it is a way of expressing in a few words as possible what has been said in very many words.  It is the ability to read, digest and produce some relevant facts as required by the examiner in a very clear and brief manner.

The first step in writing a good summary is to identify the topic sentence in a given passage. This deals with what a given passage is about.

To write a good summary, the students should take note of the following:

  1. Avoid the use of examples.

  2. Avoid the use of illustrations.

  3. Do not use analogy.

  4. Do not use repetition.

  5. Avoid the use of flowery language.

  6. Do not use link words or connectives.

  7. The summary should be in a simple sentence.

CLASS ACTIVITY

A short passage should be read used to illustrate and explain the points listed above.

Vocabulary Development (Words associated with Agriculture)

The following words listed below are associated with agriculture:

Cash crop

Food crop

Plantation

Fish pond

Ruminant

Cereal

Cultivate

Seedling

Husbandry

Cropping

Feed

Erosion

Nursery

Cultivation

Tillage

Grain

Plough

Seasonal

Weeds

Staples

Arable

Livestock

Perennial

Seasonal

Bumper

Fertilizer

Piggery

Veterinary

Family

Yam seeds

Irrigation

Grazing

Tractor

Implements

Irrigation

Grafting

Irrigation

Harrowing

Bush burning

Annual

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