ENGLISH LANGUAGE LESSON PLAN for SS2 Third Term
WEEK: ONE
DATE:
CLASS: SS2
SUBJECT: ENGLISH LANGUAGE
LESSON TITLE: Revision Tenses
SUBTITLE (IF ANY):
PERIOD: 1 & 2
DURATION: 80 Minutes
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to;
i. Recall types of tenses
ii. Explain tenses with examples
iii. Identify the tenses in sentences
iv. Differentiate each of the tenses from one another
v. Use the tenses appropriately in sentences
KEY VOCABULARY WORDS: Present, past, future, tense etc.
RESOURCES & MATERIALS:
Project English Book 2, New oxford English for Senior Secondary School SS2
Flash cards and substitution table
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE:
the students are familiar with Tenses.
CONTENT:
TOPIC: TENSE
Tense is a function of the verb and if primarily relates the action to time. This is indicated when there is a change in the form of the verb and it should be noted, that tense does not exactly mean time. From the stand point of the utterance, tense is either present, or past.
THE PRESENT TENSE
The present tense is used in reference to time now or the immediate.
USES OF SIMPLE PRESENT TENSE
- To express a habitual action. E.g. (i) Bukola gets up early in the morning (ii) Lanre returns from college at six (iii) My father loves taking tea every morning.
- To express general truths e.g. (i) the earth moves round the sun (ii) Honesty is the best policy (iii) the sun rises in the east.
STRATEGIES & ACTIVITIES
Students’ Activities:
Activity 1: Students, in small groups, analyse different types of tenses with copious examples.
Activity 2: Students, in pairs, highlight tense used in a given prose passage.
Activity 3: Students, in pairs, differentiate past, present and future tenses.
Activity 4: The representatives of each group present their group work to the whole class for a critique.
ASSESSMENT (EVALUATION):
- What is tense?
- Enumerate the types of Tense
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Explain the present, past and perfect tense with two examples each.
HOD/VP’S COMMENTS & ENDORSEMENT:
ENGLISH LANGUAGE LESSON PLAN
WEEK: ONE
DATE:
CLASS: SS2
SUBJECT: ENGLISH LANGUAGE
LESSON TITLE: Words of the week
SUBTITLE (IF ANY):
PERIOD: 3
DURATION: 40 Minutes
LEARNING OBJECTIVES:
By the end of the lesson, the students should be able to; __
i. Spell words of the week correctly
ii. Use it in a sentence
iii. Pronounce it properly
KEY VOCABULARY WORDS: acronym, socialism, dissemble etc
RESOURCES & MATERIALS: Project English Book 2, New oxford English for Senior Secondary School SS2; Dictionary
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with some of the words
CONTENT:
Words of the week
- Acronym
- Troupe
- Socialism
- Ardour
- Professionalism
- Behemoth
- Calumny
- Compliment
- Indigent
- dissemble
STRATEGIES & ACTIVITIES
Students’ Activities:
Activity 1: Students, in small groups, find the meaning of each of the words using a dictionary.
Activity 2: Students, in pairs, use the words in sentences
Activity 3: Students, in pairs, find the synonyms for the words
Activity 4: The representatives of each group present their group work to the whole class for a critique.
ASSESSMENT (EVALUATION):
i. Spell words of the week correctly
ii. Use it in a sentence
iii. Pronounce it properly
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT: Write the synonyms and antonyms of the following words
- Behemoth
- Calumny
- Compliment
- Indigent
- dissemble
HOD/VP’S COMMENTS & ENDORSEMENT:
SS2 ENGLISH LANGUAGE LESSON NOTE FOR SS2 THIRD TERM
WEEK:TWO
DATE:
CLASS: SS 2
SUBJECT: ENGLISH LANGUAGE
LESSON TITLE: Sentences
SUBTITLE (IF ANY): Conditional clause, unlikely condition
PERIOD: 1&2
DURATION: 80 Minutes
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to;
i. Explain the following terms: conditional clause, likely condition, unlikely condition etc
ii. Use conditional clauses to form sentence
iii. Describe the characteristics of clauses in complex sentences.
KEY VOCABULARY WORDS: Clause, condition, complex, sentence etc
RESOURCES & MATERIALS: Project English Book 2, New oxford English for Senior Secondary School SS, Newspaper cuttings, sentence strips
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with the topic clause.
CONTENT:
Conditional Clauses: Definition, Types and Examples
A conditional sentence has at least two clauses, one beginning with if (or ‘unless’ which means ‘if …. Not’)
Examples:
If inflation is high, the value of life insurance policies goes down.
Explanation: The ‘if clause’ is the subordinate clause while the result clause is the main clause. The arrangement of the sentence can be altered by positioning the result clause before the if clause e.gThe value of life insurance policies go down if inflation is high.
TYPES OF CONDITIONAL SENTENCES
Likely or probable conditionals
Sentences in this category fall into two forms:
A. the if clause and the result may be in the present simple tense
e.g If you have a life insurance policy, your family has financial protection.
B. Present simple tense in the if-clause, future tense in the result clause e.g with your policy, the insurance company will pay up, even if you drive into a tree.
STRATEGIES & ACTIVITIES
Activity 1: Students, in small groups, brainstorm on the use of conditional clauses.
Activity 2: students, in pairs, discuss likely condition and impossible condition in complex sentences.
Activity 3: Students, in pairs, use conditional clauses to form different sentences.
Activity 4: Students work together to state the functions of those conditional clauses as they are used in complex sentences.
Activity 5: the representatives of each group present their group work to the whole class for a critique.
ASSESSMENT (EVALUATION):
i. Explain the following terms: conditional clause, likely condition, unlikely condition etc
ii. Use conditional clauses to form sentence
iii. Describe the characteristics of clauses in complex sentences.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Identify the following as likely, unlikely or unfulfilled conditions
- If you steal, you may be jailed
- I would have left if you had arrived earlier.
- If you stole, you would be jailed
HOD/VP’S COMMENTS & ENDORSEMENT:
SCHEME OF WORK FOR ENGLISH LANGUAGE LESSON
WEEK: TWO
DATE:
CLASS: SS 2
SUBJECT: ENGLISH LANGUAGE
LESSON TITLE: Essay
SUBTITLE (IF ANY): Speech Writing for special purposes
PERIOD: 3
DURATION: 40 Minutes
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i. Outline the features of a speech
ii. Explain what a speech is
iii. Distinguish between a speech and an article
iv. Write speeches for different purposes
KEY VOCABULARY WORDS: speech, essay, article etc.
RESOURCES & MATERIALS: Project English Book 2, New oxford English for Senior Secondary School, A mode of a speech talk.
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with the topic Essay Speech Writing.
CONTENT:
Speech Writing, Explanation and Features
This is a written composition that is expected to be delivered to a live audience. It is therefore necessary to consider the language vis-à-vis the interest of the audience. Primarily, speeches should be very informative, educative and entertaining.
The basic types of speeches are:
- Address of welcome
- Farewell Address/Speech
- A Talk on any Topic
Features of basic types of speeches
• The title/topic follows this pattern:
A FAREWELL SPEECH DELIVERED BY MR JAMES BODE, THE VICE PRINCIPAL OF GLORY SHOWER SCHOOL, ON THE SEND OFF CEREMONY OF THE DEAN, MRS CAROLINE BARRY AT THE CONFERENCE HALL ON THE 20TH OF JUNE, 2020 AT 10:00AM.
• The dignitaries in attendance are greeted or saluted in their order of hierarchy/status/prominence. E.g. The Proprietor, The Principal, The PTA Chairman, Parents, Members of Staff, Students, Ladies and Gentleman.
• Appreciate the privilege to address the gathering
• Logically discuss your points one after the other.
• Describe your impression of the event or person in question.
• Discuss its impact on the community/society
• Challenge your audience to positive actions.
• Wish them well to their destinations.
• Use formal language with occasional humour.
STRATEGIES & ACTIVITIES
Activity 1: Students, in small groups, differentiate speech writing from report writing. They discuss the features of a speech.
Activity 2: Students, in small groups, read and discuss a given comprehension passage on.
Activity 3: Students, in pairs, analyse different speech for special occasions or different purposes.
Activity 4: Students, in pairs, develop and develop outline on the content of a given speech.
Activity 5: The representatives of each group present their group work to the whole class for a critique.
ASSESSMENT (EVALUATION):
i. Outline the features of a speech
ii. Explain what a speech is
iii. Distinguish between a speech and an article
iv. Write speeches for different purposes
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Write a farewell speech for an important retiring member of staff in your school.
HOD/VP’S COMMENTS & ENDORSEMENT:
SS2 3RD TERM ENGLISH LANGUAGE LESSON PLAN
WEEK: TWO
DATE:
CLASS: SS 2
SUBJECT: ENGLISH LANGUAGE
LESSON TITLE: Vocabulary development
SUBTITLE (IF ANY): Words associated with publishing and Printing
PERIOD: 4
DURATION: 40 Minutes
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to;
i. List the words associate with publishing and printing.
ii. Explain words associated with publishing and printing.
iii. Explain the process of publishing and printing.
KEY VOCABULARY WORDS: print, publish, words, vocabulary etc
RESOURCES & MATERIALS: Project English Book 2, New oxford English for Senior Secondary School, Newspaper/books.
BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: the students are familiar with the words associated with publishing and printing
CONTENT:
Words associated with publishing and Printing
Words, Meaning, Examples
1. Publishing: The profession or business of preparing and printing books, magazines, CD-ROMS etc and selling or making them available to the public e.g. Evans Brothers is a reputable publishing company.
2. Manuscript: Copy of a book, piece of music etc before it has been printed or a very old book or document that was written by hand before printing e.g. The author has sold his manuscript to a publishing outfit.
3. Reader: a worker in a publishing house who reads a manuscript to see if it will appeal to the public. Author: A person who writes books or who wrote a particular book e.g. Who is your favourite author? Edition: The form or number of copies of a book, newspaper, or magazine. e.g. Sally Wehmeier is the chief editor of the seventh edition of the Oxford Advanced Learner’s Dictionary.
Revised Edition: A published book in which the author has added new ideas or eliminated obsolete concepts. e.g. The revised edition of the text book will soon be published.
Hardback or Paperback: A book may have a hard outer covering or a light outer covering. This impacts its cost.
Review: An examination of something with the intention of changing it if necessary e.g. This textbook is due to be reviewed.
Imprint (Technical): The name of the publisher of a book usually printed below the title on the first page. vii. e.g. The publisher’s imprint is too vague.
Copyright: A statement showing the person who holds publication rights usually forbidding unauthorised duplication. e.g. It is still a matter of debate if the photocopying of a book infringes on copyright laws.
STRATEGIES & ACTIVITIES
Activity 1: Students, in small groups, read and discuss a given comprehension passage on publishing and printing.
Activity 2: Students, in pairs, generate sentences on words that are associated with publishing and printing.
Activity 3: Students, in pairs, highlight the process of publishing and printing. They explain the process in turns.
Activity 4: The representatives of each group present their group work to the whole class for a critique.
ASSESSMENT (EVALUATION):
i. List the words associate with publishing and printing.
ii. Explain words associated with publishing and printing.
iii. Explain the process of publishing and printing.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Use five vocabulary items to make sentences.
Read page 138- 139 Countdown
HOD/VP’S COMMENTS & ENDORSEMENT:
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