SEOLAD INTERNATIONAL COLLEGE

2025/2026 ACADEMIC SESSION

THIRD TERM LESSON NOTE

ENGLISH LANGUAGE JSS ONE

SCHEME OF WORK

WEEK 1
Structure: Preposition, Consonants/ / and / /, Punctuation tips, Literature: Diary of Regrets

WEEK 2
Structure: Preposition, Consonants/ / and / /, Punctuation tips, Literature: Diary of Regrets

WEEK 3
Conjunctions, Consonants/ /, / / and / /, Literature: Diary of Regrets

WEEK 4
Revision and Test 1

WEEK 5
Interjection, Voice (Active), Consonant cluster ( initial position), Consonants /m/, /n/, / /, Literature: Mary
Slessor

WEEK 6
Voice (Passive), Stress, Punctuation, Literature: Mary Slessor (Themes)

WEEK 7
Consonants /j/ and /w/, Consonant cluster ( Final Position), Punctuation, Literature: Mary Slessor- Setting and
Characterisation

WEEK 8
Revision and Test 2

WEEK 9
Writing- Essay writing and Letter writing

WEEK 10
Revision and Examination
 Week 1
Date:
Subject: English Language
Topics: Preposition, Consonants /∫ / and /ȝ /, punctuation, literature: Diary of Regrets by Matthew
Chukwuebuka Aruh
Class: Junior Secondary School.
Reference: J A Ogberaha, English inside out. W Osisanwo etal, M B E, Jss 1.
Instructional materials: J A Ogberaha, English Inside out, S Onigbo, Oral English.
Entry Behaviour: Students do make use of preposition, familiar with consonant sounds and literary text.
Behavioral Objectives: at the end of the lesson, students should be able to:
Structure: i. Define preposition
ii. Use appropriate preposition to construct meaningful sentence
Speech: i. Pronounce the consonant sounds / ∫/ and / Ȝ/.
ii. Distinguish between the two consonant sounds.
Writing: i. Mention some punctuation marks and uses.
Lesson 1
Aspect: Structure
Topic: Prepositions
Presentation
Step I: The teacher revises the last topic with the students.
Step II: The teacher introduces the new topic to the students.
Step III: The teacher explains the topic to the students.
Step IV: The teacher writes on the board.
Content
Prepositions
Prepositions are words that usually come before a noun or pronoun in order to show a relationship
between them and other words in a sentence. There are so many preposition and they are: above, on, under,
in, about, across, of, out, over, since, up, below, by, among, near, like, along, off, during, before, except,
behind, beside, according, round off, round up, etc.
Examples of how preposition shows the relationship between a noun or pronoun and other words in
the sentence:
1. He came with his friends.
2. They have been here for a long time.
3. We flew above the cloud.
4. The cat is under the table.
5. She stood beside the bus.
The prepositions in the examples above either express time, place, or manner.
Apart from showing relationship between a noun or a pronoun and other words in a sentence, it is used
with a noun or pronoun to form phrases.
Examples:
1. By Ojo
 2. At your house
3. With him
4. Above it
5. Except him
Evaluation: Give at least five sentences with appropriate preposition.
Assignment: Form at least ten phrases using that has a preposition.

Lesson 2
Aspect: Speech
Topic: Consonant /∫ / and / ȝ/
Presentation
Step I: The teacher pronounces the two sounds.
Step II: The teacher explains the way he sounds are being pronounced.
Step III: The teacher gives example of words illustrating the sounds.
Step IV: The teacher writes on the board.

Content
Consonant /∫ /: fricative, voiceless, post – alveolar
Consonant /ȝ /: fricative, voiced, post– alveolar
In addition the two sounds, the air is freely released as the articulators freely open and airstream flows
out. Also, the tip of the tongue comes in contact with the alveolar ridge as the sounds are being pronounced.
The only distinction is that /∫ / is voiceless, that is, there is no vibration in the vocal cord when pronounced.
While consonant /Ȝ / is vocal
Spelling symbols of /∫ /
Spelling symbols Words Transcription
‘ss’ Mission
omission
‘t’ Convention
Mention
education
‘s’ Tension

‘sh’ Shop
Sheep
‘ch’ Machine

/Ȝ / spelling symbols
Spelling symbols Words Transcription
‘s’ Vision
Decision
‘s’ Pleasure
Treasure
Measure
Leisure
 ‘z’ seizure

Lesson 3
Aspect: Writing
Topic: Punctuation
Presentation
Step I: The teacher explains the topic to the students.
Step II: The teacher gives instances where punctuation marks are to be used.
Step III: The teacher writes on the board.
Content
Punctuations
Punctuations are certain marks or signs used in written language in order to set boundaries or give
meanings to sentences. They are:
1. The full stop/ period (.)
2. The comma (,)
3. The semi colon (;)
4. The apostrophe (‘)
5. The question mark (?)
6. The exclamation mark (!)
7. The quotation mark or inverted comma (‘’)/ (“”)
8. The brackets or parenthesis [( )]
9. The dash (-)
10. The hyphen (-)
11. The ellipses or dot (…)
12. The slash or oblige (/)
1) The full stop (.):
It is used to mark the end of a complete sentence. It is not to be used after question mark or
exclamation mark. E.g.
i. The girl is very intelligent
ii. The child is sleeping
2) The comma (,): It is used to mark off sentence parts which do not make complete sense by themselves.
It is used to separate items before and after nouns in apposition, to separate tap question, before short
quotation and to mark a non defining clause. E.g.
i. My father gave me a pen, ruler, a textbook, and a packet of sugar.
ii. My father, Mr Akwu, is a kind man
iii. Peter Smith, a Professor of Language, came to the university
iv. You were at the stadium, weren’t you?
v. She passed her exam, didn’t she?
vi. Mary said, “Where is my food?”
vii. David, who is wedding today, has been my friend from the university
Evaluation: Explain the uses of full stop.
Assignment: Write five sentences, each showing the use of full stop and comma.
Lesson 4
Aspect: Literature
Topic: Prose: Diary of Regrets by Matthew Chukwuebuka Aruh
Presentation
Step I: The teacher introduces the students to the text.
Step II: The teacher analysis the text.
Step III: The teacher writes on the board.
Content
Plot
This is the story of Williams Ikenna Agbo's early life. He is popularly referred to as Willy by his friends
and family. He attended St. Peter's College, Enugu. He performed creditable well in learning and character. He
was one of the most brilliant students st school with good academic prospects. But Willy's meeting with Stanly
and Jobosco on the last day of their School Leaving Certificate Examination marked a turning point in his life.
He had foolishly followed them to a party against the candid advice of his best friend, Ekeoba. At the party, he
got drunk and had an unplanned sex with Ifeoma, a student of Agbani Girls High School. The pregnancy that
resulted shattered his dreams and brought shame to his family.
His father later died as a result of the hardship he caused his family with his sexual lust and the agony
of his disappearance. His mother and siblings relocated temporarily to Opi, their village. He took up hos
father's trade to fend for the family he left behind.

Evaluation: mention at least four main character in the novel

Assignment: explain the influence of peer pressure on the novel..
 Week 2
Date
Subject: English Language
Topics: Preposition, consonants /ʧ/ and / ʤ /, punctuation and literature
Class: Junior Secondary School 1
Reference: W O Osisanwo, Machmillian Bright English for Junior Secondary School 1
Instructional Materials: W O Osisanwo, MBE, s Onvigbo, Oral English, J A Ogbera, English Inside Out.
Entry Behaviour: Students are familiar with preposition, consonants / ʧ / and / ʤ /, punctuation and literary
analysis.
Behavioural Objectives: At the end of the class, students should be able to:
Structure: i. use preposition more correctly
Speech: i. Distinguish between the two sounds correctly
ii. Articulate them correctly.
Writing: i. Mention two punctuations and their usage.
Literature: i. Analyse the themes
ii. Analyse the characters

Lesson 1
Aspect: Structure
Topic: Prepositions
Presentation
Step I: The teacher revises the last topic with the students.
Step II: the teacher introduces and explains the new topic to the students.
Step III: The teacher writes on the board.
Content
Common words with suitable preposition
Some words such as nouns, adjectives and verbs can be used with suitable preposition(s) to form a word with
a particular meaning. Examples:
Words with suitable preposition Meanings Sentences
Abide by To be faithful to, obey law As a student of this school, you
must abide by the rules.
Account for To explain She has to account to her
parent for all the money spent.
Accuse of To blame He was accused of stealing
Agree with To have the same opinion She agreed with me to visit the
zoo.
Break in Enter a building by force Burglars broke in while we were
away on holidays
Bring about Cause to happen Science and Technology has
 brought about many changes in
our lives.
Call for Visit a place to get Ifeoma calls for ice cream at the
something/request for eatery
something.
Call on Pay a short visit on I shall call on you tomorrow
someone
Call out Cry out or shout for help The boy called out for help
Dispose of Throw away Please dispose these old
papers.

Class work: Students are to produce exercise 15.1 page 101 of English Inside out.
Assignment: Students should form phrase with ten prepositions.

Lesson 2
Aspect: Speech
Topic: Consonants /ʧ/ and /ʤ/
Presentation
Step I: The teacher introduces the topic to the students
Step II: The teacher explains the way the sound are pronounced
Step III: The teacher writes on the board.
Content
Consonant /ʧ/ and /ʤ/
Consonant /ʧ/- Affricative, voiceless, post-alveolar
Consonant /ʤ/- Affricative, voiced, post-alveolar
In articulation these sounds, the top of the tongues come in contact with the alveolar ridge and the
sounds are produced. Also, the articulators easily and freely open as the airstream flows out. The distinction
between the two sounds is that the sounds /ʧ/ is voiceless there is no vibration in the vocal cord when it is
pronounced while /ʤ/ is voiced there is vibration in the vocal cord when it is pronounced.
/ʧ/ spelling symbols
Spelling symbols Words Transcription
‘ch’ Cheap
Church
Much
Reach
‘t’ Gesture
conjecture
Juncture

The spelling for /ʤ/

Spelling symbols Words Transcription
‘j’ John
Join
Joy
 ‘dg’ Judge
Salvage
gear
gorge
‘d’ Individual
soldier

Evaluation: Group the following words under the appropriate sounds /ʧ/ and /ʤ/ reach, much, jam, luggage,
genius, judge, singe.
Assignment: Describe the two sounds and give examples under each sound.

Lesson 3
Aspect: Reading
Topic: Punctuation
Presentation
Step I: The teacher revises the last topic with the students
Step II: The teacher introduces the new topic to the students.
Step III: The teacher explains and writes on the board.
Content
The colon (:)
a. It is mainly used to introduce a list of items. E.g.
i. The man has four wives: Agnes, Mary, Rita and Joy.
ii. I bought the house in different places: Lagos, Abuja, Kano and Jos.
b. It is used to shed light on an idea i.e. to expand a given subject. E.g.
i. The lesson learnt from the passage is this: wisdom is power.
c. It is used to introduce an indented quotation. E.g. According to Carol Blandish in The Flesh of the
Orchid:
“Wherever you are, Steve
My darling, love me. I am so
Lonely and afraid, but I will
Find you.”
1. The semi-colon (;)
a. It is used to link two clear sentences together. For examples:
i. He is a recidivist; otherwise he will not always be in and out of prison
ii. All men are good; John is a man; therefore, John is good.
b. It is used to balance centralizing half, long sentence or divide a long sentence into two. E.g.
i. To err is human; to forgive is divine.
ii. You may trust some men; you may not trust them further because new company makes them
new men.
2. The apostrophe(‘)
a. It is used to indicate possession. E.g.
i. My father’s car
ii. My parents’ car
 iii. Charles’ book
iv. John’s car
b. It is used for contrasting verbs; to indicate that one or more letter has been united. E.g.
They’re they are
We’re we are
I’ll I will
I’d I would/ I had
It’s it is
3. The question mark (?)
It is used to replace a full stop at the end of question especially a direct question. E.g.
1. Where are you going?
2. What is your name?
Evaluation: Give three examples each for the punctuation mark’s given above.
Assignment: What is the difference between the full stop and question mark?

Lesson 4
Aspect: Literature
Topic: Prose: Diary of Regrets by Matthew Chukwuebuka Aruh
Sub-topic: Themes and character
Presentation
Step I: The teacher revises the last topic with the students.
Step II: The teacher introduces the new topic to the students.
Step III: The teacher explains and writes on the board.
Content
Characters
Edwin Agbo- the father of Willy
Willy-(William Ikenna Agbo): the protagonist
Godspower and Ekeoba- Willy's closest friends
Kenneth, Desmond, Olu and Ekeneme- members of Willy's group
Stanley and Jobosco- the bad boys at St. Peter's College, Enugu
Mr. Felixstowe Nduka- the Vice Principal/ SSCE Coordinator of St. Peter's College
Mr. Paul- the Guidance Counsellor at St. Peter's College
Mrs. Helen- the Agricultural Science teacher at St. Peter's College
Ifeoma- Willy's teenage wife/ a student of Agbani Girls High School
Mrs Agbo- Mr Agbo's wife and mother of his children
Mr. Ibe- an Onitsha based businessman
Themes
1. Peer pressure
2. Civil war
3. Immorality and Teenage Pregnancy
4. Ambition and Determination
5. Poverty and Hardship
Evaluation: explain at least two themes in the play.
Assignment: Cultural value must be treated with caution. Explain this ascertain in line with the text.

Week 3
Date:
Subject: English Language
Topics: Conjunctions, Consonants, /h/, /r/, and /l/ literature: Diary of Regrets by Matthew Chukwuebuka Aruh
Class: Junior Secondary School 1
References: J A Ogberah, English Inside out, S Onvigbo: Oral English. Attabor O T: Fundamentals of English
Grammar.
Instructional materials: English Inside out.
Entry behaviour: Students have been using conjunctions, pronouncing words with the consonants and reading
literature texts (drama).
Behavioural Objectives: At the end of the lesson, students should be able to:
Structure: i. Define conjunction
ii. Mention the types of conjunction
iii. Use conjunctions in sentences
Speech: i. Articulate words with the sounds
ii. Identify the sounds in given words.
Literature: Identify the plot by analyzing.

Lesson 1
Aspect: Structure
Topic: Conjunctions
Presentation
Step I: The teacher revises the last topic
Step II: The teacher introduces the new topic and explains
Step III: The teacher writes on the board.
Content
Conjunctions
They are words used in joining words, groups of words or clauses. They include: and, but, both, because, as
well as, although, while, along with, neither….nor, either…..or, etc.
Types of conjunctions
1. Co-ordinating Conjunctions: They join words, phrases or clauses of equal status in some sentence. By
clauses of equal status, we mean a main clause to another main clause. E.g.
i. Isaac and Mohammed are friends (words)
ii. The beautiful girl and handsome boy are in JSS1 (phrases)
iii. I was at home but did not come (clauses)
iv. James travelled or he purposely refused to attend the party (clauses)
2. Subordinating conjunctions: They join subordinating clauses with main clause in complex sentence. For
example:
 i. He missed the flight because he left home late.
ii. The police arrived as soon as the thieves left.
iii. Unless he passes the examination, he will not promote.
3. Coordinating conjunctions: They are used in pairs in joining words, phrases and clauses. They are
Siamese (jointed twins). Examples are: either….or, neither……nor, hardly……when, no sooner….then,
not only……but also, both….and, scarcely…… when, etc.
i. Neither the boy nor the girl was asleep.
ii. Either Favour or Demilade will go for us.
iii. Scarcely had we left home when the rain began.
iv. He fought not only for the young but also the old.
4. Semi-coordinating conjunction: This is so called because the object after it does not play any
grammatical ole with the subject. Examples are: with, along with, alongside with, as well as, including,
etc.
The principal as well as his students is coming
The presidents along with their ministers are seated
Evaluation: Distinguish between conjunction ‘and’ and ‘but’
Assignment: Give at least two examples each to illustrate the types of conjunction.

Lesson 2
Aspect: Speech
Topic: Consonants /h/, /r/, and /l/
Presentation
Step I: The teacher introduces the new topic to the students
Step II: The teacher explains the sounds to the students
Step III: The teacher writes on the board.
Content
Consonant /h /- fricative, voiceless, glottal
In producing the sound, the airstream is freely released as the articulators are slightly opened. The
vocal cords do not vibrate and this makes it a voiceless sound. The spelling symbols are:
Spelling symbols Words Transcription
‘h’ High
Hill
Hall
Hinder
‘wh’ Who
Whose
Whore
Wholesale

Consonant /r/- liquid, voiced, alveolar

 In producing the sound /r/, the airstream is partially obstructed as the articulator slightly opened and
the tip of the tongue is raised and touched the alveolar ridge. The sound is voiced because there is no
vibration in the vocal cord. The spelling symbols are:
Spelling symbols Words Transcription
‘r’ Read
rock
Prey
‘rr’ Sorry
Worry
Tomorrow

Consonant /l/- lateral, voiced, alveolar

In producing the sound, the airstream is slightly released as the articulators open. The vocal cord
vibrates when producing the sound thereby making it voiced. The spelling symbols are:
Spelling symbols Words Transcription
‘l’ Play
Lay
Lord
‘ll’ Ball
million

Exceptions to this include: Walk, should, could, would, psalm, clam, yolk, etc.

Lesson 3
Aspect: Writing
Topic: Punctuation
Presentation
Step I: The teacher revises the last topic with the students
Step II: The teacher introduces the new consonants to the students.
Step III: The teacher explain how and where t is pronounced
Step IV: The teacher writes on the board
Content
Ellipsis or dots (…)
a. It is used to denote omission of words especially from a quotation or at the end of a conversation. E.g.
According to Henry, “… men are not all saints … neither are women angels.
The exclamation mark (!)
a. It is used to indicate surprise and emotional feeling. E.g.
i. That’s wonderful!
ii. He shouted!
iii. Oh my God!
The quotation mark or inverted commas (‘’)/ (“”)
a. It is used to indicate a direct speech. E.g.
i. Timothy said, “Where is Abel going to”.
b. It is used to surround the title of a poem, articles, plays, and books.
 i. Junior is reading Achebe’s “Arrow of God”
ii. “Crossing the bars” was written by Alfred Lord Tennyson.
The hyphen (-)
a. It is used to form a compound from two or more words. E.g.
i. Brother - in – law
ii. First – class
iii. Wife – to – be
b. It is used to form a compound from a prefix and a proper name. E.g.
i. Pro-African
ii. Anti-Buhari
iii. Pre- Raphaelite
c. It is used when writing compound numbers between twenty- one and ninety- nine. E.g
i. Thirty-five
ii. Ninety-nine
Assignment: What is the difference between hyphen and dash?

Lesson 4
Aspect: Literature
Topic: Diary of Regrets by Matthew Chukwuebuka Aruh
Presentation
Step I: The teacher discusses the setting of the novel with the students
Step II: The teacher explains and analyses the text.
Step III: The teacher writes on the board
Content
Setting
Diary of Regrets is set primarily in Eastern Nigeria, specifically between Enugu and Onitsha. Majority of the
events took place in locations within these two cities. Note that even if all these places are fictitious, yet they
represented physical locations one could find in that part of Nigeria

Assignment: Explain the setting of the novel.

 Week 5
Date:
Subject: English Language
Topics: Interjection, voice (active), consonant cluster (initial position), consonants /m/, /n/, /ᵑ/ and literature.
References: [Link], et al: Macmillian Brilliant English. S Onvigbo: Oral English
Instructional material: W Osisanwo et al : MBE
Entry Behaviour: Students have been constructing active and passive sentence, familiar with consonants
/m/, /n/, /ᵑ/ and literary text.
Behavioural objectives: At the end of the lessons, students should be able to:
Structure: i. Define and identify interjection
Ii: Distinguish between active and passive sentence
Speech: i. Define consonant clusters
ii. Identify consonants clusters
iii: Articulate the sounds
Literature: i. Read and summarise the text.

Lesson 1
Aspect: Structure
Topics: Interjection and voice (active)
Content
Interjection
These are words used in expressing sudden feelings. The feelings may be good or bad; these words
come out suddenly as soon as we are excited, sad or shocked.
Interjections are often marked by exclamation mark. For example: Hey!, Hurray!, Oh!, Ah!, Wow!, etc.
Voice
Voice simply means the verb form which indicates whether the person or thing denoted by the subject is
acting o being acted upon. There are two types of voice namely: active and passive.
Active sentence
They are sentences where the subject (doer) of an action is performing the action. The verb in the sentence is
always a main verb. E.g.
1. The man looked at the baby

subject verb object

2. The boy killed the goat
 Subject verb object
The subjects are the doers or actors of the action expressed by the verbs. While the objects suffer
receive the action of the verbs. Such verbs are referred to as passive verbs.
Class work: Students are to practice exercise 3-7 on page 106-107 of their MBE.

Lesson 2
Aspect: Speech
Topics: Consonant clusters and consonant /m/, /n/, /ᵑ/
Content
Consonant clusters
This is the occurrence of two or more consonants in a syllable without the vowel coming between them.
Any consonant does not just come together to form a cluster especially in a cluster of three consonant (ccc)
in English. The fist consonant can only be /s/ as in screw, split, straight, etc.
Initial position
The initial position of the syllable (before the vowel) can have two to three consonant. For example:
Words Transcription Clusters
New nj
Few fj
Stop st
Print pr
Please pl
3
Three consonant clusters (c )
Words Transcription Clusters
Strong str
Squeeze skw
Splash spl
Straight str
Scream skr
Scrap skr
sprint spr

Consonant /m/- nasal, voiced, bilabial

In producing the sound, the airstream flows out through the nose as the articulators come in contact with
each other and the airstream flows out slightly. There is vibration in the vocal cord when it is pronounced.
Spelling symbols Words Transcription
‘m’ man
much
‘mm’ mummy
common

Consonant /n/- nasal, voiced, alveolar

In producing the sound, the airstream flows through the nose as the articulator come in contact with
each other. There is vibration in the vocal cords when pronouncing the sound
Spelling symbols Words Transcription
 ‘n’ number
no
nurse
‘nn’ sunny
runner
manner

Exceptional cases include: hymn, damn, condemn, etc.

Consonant /ᵑ/- nasal, voiced, vela
In pronouncing the sound, the nose is involved and the inner part of the tongue comes in contact with velum.
The articulator slightly opened as airstream flows out. There is vibration in the vocal cords when pronounced
Spelling symbols Words Transcription
‘ng’ bring
sing
hang
‘n’ bank
banquet
angry
ankle
think
ink
English

Lesson 3
Aspect: Literature
Topic: Mary Slessor by Moses Okon
Presentation
Step I: The teacher revises the last topic with the students.
Step II: The teacher introduces and explains the new topic to the students.
Step III: The teacher writes on the board
Content
The plot
This is a dramatisation Mary Slessor as a missionary and social worker on the pre-colonial Nigeria
society of old Calabar region. Born in Scotland, came to Nigeria at twenty-nine years of age, filled with love,
compassion, courage and zeal to spread the word of God and change the people from their evil ways- the
practice of human sacrifice, murder of twins and idolatry.
In the hinterland of Okoyong tribe Slessor met a stiff resistance from a people who had heard of her
exploits in other neighbouring lands. They were neck- deep into every imaginable evil in the name of one
deity or the other. Here, the birth of twins was regarded as evil. And both the twins and their parents were
used as sacrifice to the the gods. She eventually won the king when she healed his son with the power of her
God. These and many more she did in other towns and villages in helping the poor, the weak, victims of
slavery and human sacrifice and to heal the sick and the afflicted through the power of God.
At the end, she came to the peak of her mission. She retired to her rest house at the hills of Odoro Ikpe.
Evaluation: mention at least four main character in the play.
Assignment: what is the major theme in the play.

WEEK 6
Date:
Subject: English Language
Topic: Voice (passive) stress, punctuation, literature: Mary Slessor by Matthew Okon
Reference: W. Osinsanwo et al: MBE, Attabor O.T: Fundamentals of English Grammar.
Instructional Material: W. Osisanwo et al MBE, Upper Basic
Entry Behaviour: Students are familiar with active and passive voice, stress, punctuation and how to analyze a
text.
Behavioural Objectives: At the end of the lesson, students should be able to :
Structure: (i) Convert passive sentence to active sentence
Speech : (i) Define stress
(ii) Place stress on the appropriate syllable
Literature : (i) Analyze the text
Lesson 1
Aspect: Structure
Topic: Passive Sentence
Content:
The passive sentence is said to be when the subject denoted by the sentence is acted upon. Usually, the verbs
with a passive sentence comprise the auxiliary and the main verb in the participle form. For example :
The body was locked up by the man

Object Verb Subject

The city was defended by the man
Object Verb Subject
The passive sentence is often identified with ‘by’. Also, the constituent of the verb is usually the auxiliary and
the main verb in the participle form.
Class work
Form five passive sentences and change them to active sentence.

Lesson 2
Aspect : Speech
Topic: Stress
Content:
A word can be divided into units in English. The number of units to which a word is divided into referred to as
syllable. We have one syllable words (monosyllabic), two syllable words, (disyllabic) and three or more
syllable words (polysyllabic).
Examples of one syllable words
One, two, ten, small, etc.
Examples of two syllables words
EAtring , Hostel, WINdow, WORkers etc.
Examples of three syllable words DE/li/cate, dra/MA/tic, un/der,STAND, ci/VI/lian
Examples of four syllable words
po/LI/ti/cal, DE,mar/ca/ted.
Examples of five syllable words
Or/ga/ni/ZA/tion , com/mu/ni/CA/tion
Examples of six syllable words
De/pen/da/BI/li/ty, in/fe/ri/O/ri/ty
What is stress?
The degree of pressure or force exert on certain syllable (in a word)or words ( on a sentence) is
referred to as stress. We can say that a stress is the extra effort or muscular energy we exert on the
production of a certain syllable. Such stress syllable becomes louder and longer. Apart from making a syllable
longer, stress increase the pitch of the voice.
However, not all words are stressed in English but content words such as nouns, verbs adjectives are
usually stressed. While grammatical words such as articles, prepositions, conjunctions, pronouns and auxiliary
verbs are not stressed. There are three degrees of stress, namely: primary, secondary and tertiary or
unstressed.
The primary stress is indicated on top of this syllable taking it while the secondary stress is below the syllable
taking it. E.g.
‘IMport (noun), manuFACture, disoBEdience, etc
A stressed syllable is indicated by a stroke or capital letter at the beginning of the stressed syllable.
Guide to stress syllable.
Word stress
Words of one syllable are usually stressed when pronounced in isolation while words of two or more
syllable have no prediction stress pattern.
If a word contains two syllables, the fist letter is stressed. However, if the first syllable is a prefix, the second
syllable will be stressed. Examples:
HOS-tile re-MAIN
DOC-tor be-HIND
TA-ble can-TEEN
NE-ver un-LESS
EA-ting pre-TEND
Shifting stress
Sometimes, stress performs grammatical function by distinguishing classes of words with the same
spelling. For example, a word may be used in one context but as a verb in another context. Also, adjectives can
function as verbs. When a word is used as a noun or an adjective, the first syllable is stresses but if as a verb,
the second syllable is stressed. Examples:
Noun Verb
OB-ject ob-JECT
CON-test con-TEST
TRANS-port trans-PORT
RE-bel re-BEL
RE-cord re-CORD
IM-port im-PORT
PRO-test pro-TEST

Adjectives Verbs
PRE-sent pre-SENT
PER-fect per-FECT
AB-sent ab-SENT
FRE-quent fre-QUENT

Words of three or more syllable (polysyllabic words)

Affixes (prefix and suffix) are not usually stressed in English but some prefixes enable us to determine the
stressed syllable in a word. E.g. re-COUNT, re-FORM, re-CALL, re-FILL PLA-yer, SKILL-ful, etc.
1. Words that end in -ic, -ion, -ial, -and, -ian have their stress on the second syllable from behind. Exception to
the rule is politic where its stress is on the first syllable.
2. Stress the third syllable from the end in –ity, -and etc.
DE-li-cate QUAN-ti-ty dra-MA-tic
FOR-tu-nate de-pen-da-BI-li-ty stra-TE-gic
o-CCA-sion ma-the-MA-tics po-li-TI-cian
dis-CU-ssion PHY-sics in-NI-tial
Contrastive stress/Sentence Stress. When emphasizing a word as the centre of information, any word may be
stressed as against the rule of not stressing grammatical words. E.g.
1. Tom left the food ON the table (not under)
2. Dammy AND Favour worked (emphasizing that both of them not me)
3. I BOUGHT the book (I didn’t steal it)
4. Doyin was toying with her mother’s SHOES (not trinkets)
Evaluation: Place the primary stress on the following words: contract, reflect, reform(verb), government,
complete, complement, pressure.

Aspect: Literature

Topic: Mary Slessor by Moses Okon

Presentation

Step I: The teacher revises the last topic with the students.

Step II: The teacher introduces and explains the themes and characters to the students.

Step III: The teacher writes on the board

Content
Themes
Human Sacrifice
Killing of twins
Slavery
God's mercy and power
Idol worship

Characters in the play

Mary Slessor
King Eyo Honesty
Etubom Eyamba
Etubom Asikpo
Nfam priest
Chief of Ekenge

Evaluation: Explain at least three themes in the novel

Assignment: Explain the role of the main character in the novel.
 Week seven (7)
Date:
Subject: English Language
Topics: Consonant /j/, and /w/, consonant cluster (final position), punctuation and literature.
Class: Junior Secondary School 1
Reference: S Onvigbo Oral English, J A English Inside out, Attabir, T O: fundamentals of English Grammar.
Instructional Material: English Inside out MBE
Entry Behaviour: Students are familiar with consonant /j/ and /w/, consonant clusters, punctuation and
literary analyses.
Behavioural objectives: At the end of the lesson, students should be able to:
Speech: i. Pronounce the two consonants effectively
ii. Identify where they occur in a word.
Writing: i. explain the uses of the punctuation
Literature: i identify the setting of the play.

Lesson 1
Aspect: Structure
Topic: Consonant /j/ and /w/
Presentation
Step I: The teacher introduces the new topic to the students
Step II: The teacher explains the topic to the students
Step III: the teacher writes on the board.
 Content
Conjunction /j/ - semi vowel, voiced, palatal
In pronouncing this sound, air is slightly released. It is called semi- vowel because it has both similar feature
with vowel in terms of the free flow of air but the air has a slight obstruction. It is called a vowel consonant
sound because there is vibration in the vocal cords and also, the tip of the tongue and the hard palate is
involved in its production. Its spelling is:
Spelling symbols Words Transcription
‘y’ yes
you
young
‘eu eulogy
euphemism
Eucharist
‘u’ queue
mute
new
few
‘ea’ beauty
‘iew’ view

Consonant /w/- semi- vowel, voiced, bilabial

It is called semi- vowel because it has both the feature of vowel and consonant. Also, the lips come in contact
when this sound is produced. The vocal cords vibrate when pronounced.
Spelling symbols Words Transcription
‘w’ woman
word
‘u’ quality
quench
‘io’ choir

Lesson 2
Aspect: Structure
Topic: Consonant clusters
Presentation
Step I: The teacher revises the last topic with the students
Step II: The teacher introduces the new topic to the students
Step III: The teacher explains the topic to the students
Step IV: The teacher writes on the board
Content
Consonant cluster (final position)
The clustering of consonant at the final position of a syllable ranges from two to four (2-4)
Examples of two consonant clusters at the final position of syllable (c2)
Words Transcription Cluster
blessed st
books ks
dogs gz
best st

Examples of three consonant clusters at the final position of syllable (c3)

Words Transcription Cluster
text ksts
exempt mpt
rents nts
asked skt

Examples of four consonant clusters at the final position of a syllable (c4)

Words Transcription Cluster
texts ksts
exempts mpts
students dnts

Lesson 3
Aspect: writing
Topic: punctuation
Presentation
Step 1: The teacher introduces the new topic to the student
Step 2: The teacher explains to the students
Step 3: The teacher writes on the board.
Content
Punctuation
The slash/obligue (/)
It is used to demo crate alternative words or phrases e.g.
1 short/tall
2 slim/fat
It is used in internet and email address to separate the various elements e.g.
[Link]
The dash (-)
It used to denote or replaces the colon and semi colon. It denotes that follows is a conclusion of what has
gone before E.g.
1. The man was dancing – the woman was singing and the children were clapping –it was jubilation
2. Kanu scored the goal – the winning goal
The brackets or parenthesis [( )]
1. It is used mainly to separate additional comment to the rest of the sentence. E.g.
Ameh Obini (the great) died a hero
 Moremi (the Yoruba princess) was a leader.
2. It is used to enclose cross- references. E.g.
A noun is defined as ….. (see chapter one)
Evaluation: List all the punctuation marks you have been taught
Assignment: Write at least a five line paragraph and punctuate appropriate

Lesson 4
Literature : Mary Slessor by Moses Okon
Topic: Setting
Presentation
Step 1: The teacher discusses the setting of the play with the students.
Step 2: The teacher explains how the setting relates to the plot of the play
Step 3: The teacher writes on the board.
Content
This is a historical play set to explore the social evils and the occultoc practices that extended in pre- colonial
African societies. The physical setting is the old Calabar province. Actions took place in four distinct kingdoms
and communities.

Assignment: Explain the setting of the novel.

Week 9
Date:
Subject: English Language
Topic: Essay writing (revision), letter writing (revision)
Class: Junior Secondary School 1
Reference: Eyisi: New Concept English for Junior Secondary School. Bolaji Aremo: Advance English
Composition.
Instructional material: English Inside Out and MBE
Entry behavioural: Students are familiar with how to write a composition.
Behavioural objectives: At the end of the class, students should be able to:
i. list the types of essay
ii. write a good essay
iii. identify the types of letter
iv. write a good letter

Lesson 1
Aspect: Writing
Topic: Composition (essay and letter writing)
Presentation
Step I: The teacher introduces the students to the new topics
Step II: The teacher explains the new topics to the students
Step III: The teacher writes on the board
Content
The essay
There are four different types of essay. They are:
1. Narrative essay: is a complete of a story or an event which the writer experienced or witnessed. It
requires you to relay how the incident happened. In writing a narrative essay, the tense is always in the
past since the event has taken place in the past. It must be explicated and well explanatory so that the
reader can have a perfect understanding about the story. For example:
An Excursion to Ikogi Warm spring
My First Day In School.
2. The descriptive essay: involves describing a scene, person, a place, or an object in order to create a
picture of it. Examples:
i. A Hospital
ii. The Zoo
3. Expository essay: This is an essay that aims at explaining a thing. For example: writing on how a
particular machine works or discussing a topic like why students fail Mathematics and suggesting ways
of improving them. Examples:
i. My Favourite Dish
ii. The Menace of Boko – Haram in Nigeria
4. Argumentative essay: This is mostly in form of a debate. You are expected to agree a point and
persuade/convince your examiner/listeners to accept you point of view. There are always two sides to
ague but you are expected to take only one side. Examples:
i. Democratic Rule is Better Than Military Rule
ii. Urban City is Preferable to Rural Area.

Letter writing
It is one of the medium of communication. There are three types of letter writing:
1. Informal letter
2. Formal letter
 3. Semi-formal letter
Informal letter is the type of letter written to our friends or to our loved ones. The recipient is close to the
writer.
Formal letter is the type of letter written to the person(s) that we are not close to. It is also called business
letter. The language is formal because the recipient is not close to him or her.
Semi-formal letter has the same feature with the informal letter but the language is not too free but not too
formal.
Assignment: Best Grade, Page 103 Exercise 4.