English Studies Lesson Plan for JSS1 Third Term
WEEK: ONE DATE: CLASS: JSS 1______
SUBJECT: ENGLISH STUDIES_____________________________________
LESSON TITLE: Speech Work
SUBTITLE (IF ANY): Diphthong
PERIOD: 1 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
- Discuss diphthongs
- Identify words that have diphthongs
- Pronounce words that have diphthong appropriately.
KEY VOCABULARY WORDS: diphthong, sound, phonetics, vowel etc.
RESOURCES & MATERIALS: NOSEC, New English Project Book 1, charts, flash cards, pronouncing dictionary by Daniel Jones
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with diphthong.
Identification of Diphthongs in words
THE PRIMARY DIPHTHONGS
There are eight primary diphthongs in the English language, according to and. They are:
- /eɪ/ as in day, pay, say, lay
- /aɪ/ as in sky, buy, cry, tie
- /ɔɪ/ as in boy, toy, coy or the first syllable of soya
- /ɪə/ as in beer, pier, hear
- /eə/ as in bear, pair, and hair
- /ʊə/ as in tour, poor or the first syllable of tourist
- /əʊ/ as in oh, no, so, or phone
/aʊ/ as in all the words of “How now
STRATEGIES & ACTIVITIES
Students’ Activities:
Activity 1: Students, as a class watch video on speech sounds (diphthongs) and identify the words that have diphthongs.
Activity 2: Students, in pairs write ten examples of words that have diphthongs and share with others for a critique
Activity 3: Every student in the class attempts the pronunciation of words that have diphthongs.
Activity 4: Students for further studies should visit the site below https://www.thoughtco.com/diphthongphonetics-term-1690456, https://www.pinterest.com/pin/412572015850748465
ASSESSMENT (EVALUATION):
- Write out the diphthongs
- Construct two meaningful sentence each for the diphthongs.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
- List the consonant with examples
HOD/VP’S COMMENTS & ENDORSEMENT:
JSS 1 ENGLISH STUDIES LESSON PLAN
WEEK: ONE DATE: CLASS: JSS 1_____
SUBJECT: ENGLISH STUDIES_________________________________________________
LESSON TITLE: _Verb: Introduction to Active voice and Passive__________________________
SUBTITLE (IF ANY): _________________________________________________________
PERIOD: 2 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
- Distinguish between active voice and passive voice
- Describe the process of changing from active voice to passive voice and vice versa
- Construct sentences in both active and passive voice.
KEY VOCABULARY WORDS: Verb, active, passive, voice, direct, indirect etc.
RESOURCES & MATERIALS: Contemporary English Grammar by Murthy, J.D.
, New English Project Book 2, Charts, Flash cards
WEB RESOURCES: https://www.englishpage.com/verbpage/activepassive.html
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with verb.
CONTENT
What Is Active Voice? (With Examples)
A verb is said to be in active voice when the subject performs the verb.
Look at this example of the active voice:
Active voice is the quality of a verb that describes when its subject is acting out the verb. When the opposite is true (i.e., the subject of the sentence is being acted upon by the verb), it is said to be in passive voice.
Look at this example of the passive voice:
Examples of Verbs in the Active Voice
If a verb is in the active voice, its subject performs the action of the verb.
Examples of active verbs (active verbs shaded):
- Curiosity killed the cat.
Step 1: Find the subject.
(In this example, it’s Curiosity.)
Step 2: Did the subject perform the verb?
(In this example, the verb is to kill, and Curiosity did perform the action of the verb. Therefore, killed is a verb in the active voice.)
- All power corrupts.
Step 1: Find the subject.
(In this example, it’s All power.)
Step 2: Did the subject perform the verb?
(In this example, the verb is to corrupt, and All power did perform the action of the verb. Therefore, corrupts is a verb in the active voice.)
- Some weasel removed the cork from my lunch. (W. C. Fields, 1880-1946)
STRATEGIES & ACTIVITIES
Activity 1: Students, as a class, brainstorm on the difference between active voice and passive voice.
Activity 2: Students, in small groups, discuss the process of changing from active voice to passive voice
Activity 3: Students, in pairs, construct five sentences in both active voice and passive voice and share with others for a critique
Activity 4: The students copy the note on the board.
ASSESSMENT (EVALUATION):
- Distinguish between active voice and passive voice
- Describe the process of changing from active voice to passive voice and vice versa
- Construct sentences in both active and passive voice.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
- If a sentence is of continuous tense use auxiliaries of the same tense by adding ___________
- While converting any sentence into passive voice what FOUR major changes are essential.
HOD/VP’S COMMENTS & ENDORSEMENT:
JSS 1 ENGLISH STUDIES LESSON PLAN
WEEK: ONE DATE: CLASS: JSS 1______
SUBJECT: ENGLISH STUDIES_____________________________________
LESSON TITLE: Composition
SUBTITLE (IF ANY): Introduction to Expository Essay
PERIOD: 3 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
- Differentiate an expository essay from other types of essays
- Analyze the features and style of writing an expository essay
- Write a well composed expository essay on any topic
KEY VOCABULARY WORDS: expository, essay, features, composition etc.
RESOURCES & MATERIALS: NOSEC, New English Project Book 2, charts, flash cards,
WEB RESOURCES: https://www.time4writing.com/writing-resources/expository-essay
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with essay.
CONTENT
Composition: Introduction to expository essay
The purpose of the expository essay is to explain a topic in a logical and straightforward manner. Without bells and whistles, expository essays present a fair and balanced analysis of a subject based on facts—with no references to the writer’s opinions or emotions.
A typical expository writing prompt will use the words “explain” or “define,” such as in, “Write an essay explaining how the computer has changed the lives of students.” Notice there is no instruction to form an opinion or argument on whether or not computers have changed students’ lives. The prompt asks the writer to “explain,” plain and simple. However, that doesn’t mean expository essay writing is easy.
The Five-Step Writing Process for Expository Essays
Expository writing is a life skill. More than any other type of writing, expository writing is a daily requirement of most careers. Understanding and following the proven steps of the writing process helps all writers, including students, master the expository essay.
Expository Essay Structure
usually, the expository essay is composed of five paragraphs. The introductory paragraph contains the thesis or main idea. The next three paragraphs, or body of the essay, provide details in support of the thesis. The concluding paragraph restates the main idea and ties together the major points of the essay.
Here are expository essay tips for each part of the essay structure and writing process:
- Prewriting for the Expository Essay
- drafting the Expository Essay
- Revising the Expository Essay
- Editing the Expository Essay
- Publishing the Expository Essay
STRATEGIES & ACTIVITIES
Students’ Activities:
Activity 1: Students, as a class brainstorm on the composition of an expository essay
Activity 2: Individual students, state the differences between an expository and other types of essay
Activity 3: Students, in pairs analyse the features and style of writing an expository essay and share with others
Activity 4: Every student writes an expository essay on a given topic and submits to the teacher
ASSESSMENT (EVALUATION):
- Differentiate an expository essay from other types of essays
- Analyze the features and style of writing an expository essay
- Write a well composed expository essay on any topic
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
- What is the purpose of an expository essay?
HOD/VP’S COMMENTS & ENDORSEMENT:
JSS 1 ENGLISH STUDIES LESSON PLAN
WEEK: TWO DATE: CLASS: JSS 1_____
SUBJECT: ENGLISH STUDIES_________________________________________________
LESSON TITLE: _Introduction to active and passive voice__________________________
SUBTITLE (IF ANY): _________________________________________________________
PERIOD:1 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to;
- Describe active voice
- Describe passive voice
- Explain how to convert active voice to passive voice
KEY VOCABULARY WORDS: active, passive, voice etc.
RESOURCES & MATERIALS: Contemporary English Grammar by Murthy, J.D.
, New English Project Book 1, charts, flash cards.
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students have been taught active and passive voice
CONTENT
What Is Active Voice? (With Examples)
A verb is said to be in active voice when the subject performs the verb.
Look at this example of the active voice:
Active voice is the quality of a verb that describes when its subject is acting out the verb. When the opposite is true (i.e., the subject of the sentence is being acted upon by the verb), it is said to be in passive voice.
Look at this example of the passive voice:
Examples of Verbs in the Active Voice
If a verb is in the active voice, its subject performs the action of the verb.
Examples of active verbs (active verbs shaded):
- Curiosity killed the cat.
Step 1: Find the subject.
(In this example, it’s Curiosity.)
Step 2: Did the subject perform the verb?
(In this example, the verb is to kill, and Curiosity did perform the action of the verb. Therefore, killed is a verb in the active voice.)
- All power corrupts.
Step 1: Find the subject.
(In this example, it’s All power.)
Step 2: Did the subject perform the verb?
(In this example, the verb is to corrupt, and All power did perform the action of the verb. Therefore, corrupts is a verb in the active voice.)
- Some weasel removed the cork from my lunch. (W. C. Fields, 1880-1946)
STRATEGIES & ACTIVITIES
Activity 1: Students, as a class, brainstorm on the difference between active and passive voice
Activity 2: Individual students, discuss the process of changing from active voice to passive voice
Activity 3: Students, in pairs, construct five sentences on both active and passive voice and share with others for a critique
Activity 4: The students copy the note on the board.
ASSESSMENT (EVALUATION):
- Describe active voice
- Describe passive voice
- Explain how to convert active voice to passive voice
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Convert the following active voice to passive voice
- The kite went high in the air.
- The children closed their eyes from the bright sun.
- A squirrel quickly ran across the grass to climb a giant tree.
- Paul imagined the animal’s different cloud shapes could form.
- The ants swarmed the picnic with military precision.
- Suzy chased the butterfly with a net.
- He is happy.
HOD/VP’S COMMENTS & ENDORSEMENT:
JSS 1 ENGLISH STUDIES LESSON PLAN
WEEK: TWO DATE: CLASS: JSS 1______
SUBJECT: ENGLISH STUDIES_________________________________________________
LESSON TITLE: _Composition______________________________________________
SUBTITLE (IF ANY): Elements of writing ________________________________________________________
PERIOD: 2 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
- Analyze the elements of a good writing
- Discuss the format of a good writing
- Write a good composition and given topic
KEY VOCABULARY WORDS: essay, elements, writing, composition etc.
RESOURCES & MATERIALS: NOSEC, New English Project Book 1, Catch up English Language by L. E Folivi et al., charts
AUDIO VISUAL RESOURCES: http://iris.peabody.vanderbiit.edu/module/pow/cresources/q2/p03
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with the elements of writing
CONTENT
Elements of Writing
Writing can have many different purposes. Here are just a few examples:
Summarizing: Presenting the main points or essence of another text in a condensed form
Arguing/Persuading: Expressing a viewpoint on an issue or topic in an effort to convince others that your viewpoint is correct
Narrating: Telling a story or giving an account of events
Evaluating: Examining something in order to determine its value or worth based on a set of criteria.
Analyzing: Breaking a topic down into its component parts in order to examine the relationships between the parts.
Examining/Investigating: Systematically questioning a topic to discover or uncover facts that are not widely known or accepted, in a way that strives to be as neutral and objective as possible.
Observing: Helping the reader see and understand a person, place, object, image or event that you have directly watched or experienced through detailed sensory descriptions.
STRATEGIES & ACTIVITIES
Students’ Activities:
Activity 1: The whole class brainstorm on the elements of a good writing
Activity 2: Every student talks about the format of a good writing
Activity 3: Students, in pairs. write a good composition about a given topic and submit to the teacher
Activity 4: Students, in small groups, critique individual works and make presentations on cardboards.
ASSESSMENT (EVALUATION):
- Analyze the elements of a good writing
- Discuss the format of a good writing
- Write a good composition and given topic
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
- List and explain the elements of writing
HOD/VP’S COMMENTS & ENDORSEMENT:
JSS 1 ENGLISH STUDIES LESSON PLAN
WEEK: TWO DATE: CLASS: JSS 1______
SUBJECT: ENGLISH STUDIES_________________________________________________
LESSON TITLE: _Literature in English _____________________________________________
SUBTITLE (IF ANY): Prose (recommended text) ________________________________________________________
PERIOD: 3 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
- Analyze the author’s narrative techniques
- Discuss the roles of the character in the novel
- Analyze the subject matter of the novel
KEY VOCABULARY WORDS: characterization, prose, poetry, matter, subject etc.
RESOURCES & MATERIALS: NOSEC, New English Project Book 1, Catch up English Language by L. E Folivi et al., charts, recommended text
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with prose
CONTENT
The language of poetry: This refers to elements of poetry
1. Imagery: These are created in poetry by means of figures of speech.
2. Rhythm: Refers to the alteration of stressed and unstressed syllables.
3. Sound: This is one of the elements that compose vocal utterance.
Students should read the recommended text
STRATEGIES & ACTIVITIES
Students’ Activities:
Activity 1: The whole class discusses and analyses the author’s narrative techniques
Activity 2: Every students talks about the roles of the character in the novel
Activity 3: Every students talks about the subject matter of the novel.
Activity 4: Students, in small groups, critique individual works and make presentations on cardboards.
ASSESSMENT (EVALUATION):
- Analyze the author’s narrative techniques
- Discuss the roles of the character in the novel
- Analyze the subject matter of the novel
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
HOD/VP’S COMMENTS & ENDORSEMENT:
JSS 1 ENGLISH STUDIES LESSON PLAN
WEEK: THREE DATE: CLASS: JSS 1_____
SUBJECT: ENGLISH STUDIES____________________________________________
LESSON TITLE: _Speech work_____________________________________________
SUBTITLE (IF ANY): Syllables
PERIOD: 1 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
- Analyze syllable
- Distinguish between primary stress and secondary stress
- Group words according to the number of syllables
KEY VOCABULARY WORDS: syllable, primary, secondary, sound, stress etc.
RESOURCES & MATERIALS: NOSEC, New English Project Book 1, Oral English for Schools and Colleges by Sola Aregbe, charts, pronouncing dictionary by Daniel Jones
WEB RESOURCES: https://www.google.com/amp/s/www.pinterest.com/amp/pin/58391990791227716/
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with syllables and stress
CONTENT
Syllables
A syllable is one or more letters representing a unit of spoken language consisting of a single uninterrupted sound. Adjective: syllabic.
A syllable is made up of either a single vowel sound (as in the pronunciation of oh) or a combination of vowel and consonant(s) (as in no and not).
A syllable that stands alone is called a monosyllable. A word containing two or more syllables is called a polysyllable.
- Stress on the first syllable:
’popular, ’telegram, ’atmosphere, ’mechanism, ’ - Stress on second syllable:
in’volvement, la’boratory, a’rrangement, ex’periment, in’ - Stress on the third syllable:
availa’bility, communi’cation, under’stand, integ’ration
STRATEGIES & ACTIVITIES
Students’ Activities:
Activity 1: The whole class analyses syllables.
Activity 2: Every student attempts to differentiate between primary stress and secondary stress
Activity 3: Students, in pairs, classify in a tabular form, two, three and four syllable words from a given long list of words and break each word into syllables
Activity 4: The students copy the note on the board.
ASSESSMENT (EVALUATION):
- Analyze syllable
- Distinguish between primary stress and secondary stress
- Group words according to the number of syllables
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
HOD/VP’S COMMENTS & ENDORSEMENT:
J
JSS1 ENGLISH STUDIES LESSON PLAN
WEEK: THREE DATE: CLASS: JSS 1______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _LITERATURE IN ENGLISH
SUBTITLE (IF ANY): PROSE (A selected poem from the recommended list)
PERIOD: 3 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
- Analyze the language/diction used in the poem
- Discuss the themes and the subject matter of the poem
- Identify the figures of speech used in the poem
KEY VOCABULARY WORDS: Poetry, prose, diction, themes etc.
RESOURCES & MATERIALS: NOSEC, New English Project Book 1, flip charts, recommended text.
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with poems.
CONTENT
A poem is a piece of creative writing that is usually written in verse or stanzas.It can also be defined as imaginative writing in form of stanzas .
Poetry is a collection of poems. It can also be divined as a study of poem
A collection of poems is known as anthology
A poet is someone who writes a poem.
STRATEGIES & ACTIVITIES
Students’ Activities:
Activity 1: The whole class analyses the language/diction used in the poem
Activity 2: The class discusses the themes and subject matter of the poem
Activity 3: Every student identifies the figure of speech used in the poem
Activity 4: The class breaks into two groups to produce short poems that the whole class can discuss and analyse.
ASSESSMENT (EVALUATION):
- Analyze the language/diction used in the poem
- Discuss the themes and the subject matter of the poem
- Identify the figures of speech used in the poem
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
HOD/VP’S COMMENTS & ENDORSEMENT:
How to Get the complete English Studies lesson plan for 3rd term JSS1
To get the English studies lesson plan for JSS1 third term ( that entails the following.
Week 1-11, Topic Content, Behavioral Objective, Instructional Material/Reference Material, Evaluation/Assessment).
Take Action
Call or WhatsApp us on +2349151942274 for the account number to make payment and how to received your complete copy of the Lesson Note to be sent directly to your email address or WhatsApp number.
Mode of Payment: Web/Mobile Transfer, Direct Bank Deposit, POS
Please Take Note
The Lesson Note is in PDF and MS Word Format.
It can be view, read on smart mobile phone or pc
It can be edited/modify
It can be printed into hard copy
the complete version is not free [ do not call or chat me up if your intention is to beg for it]
WHAT OTHERS ARE DOWNLOADING
Good afternoon Sir/ ma’am. This is a perfect lesson plan I have always sought for. Please, do you think one can have English lesson for Jss 1,2and 3second from you? And if yes, what is the financial implications. I am a language teacher.
Good day Mr James Joshua, all lesson plans would be made available on your demand sir. Please click the chat button to discuss with us on WhatsApp