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ENGLISH LANGUAGE FOR JSS 3 FIRST TERM

Weeks Topics

Week 1 Grammar: Revision of Parts of

Speech Composition: Letter to
my best friend on my plans for
this academic session
Literature: Introduction to
Fiction and Non-fiction

Week 2 Speech Work: The schwa sound

/ә/ Grammar: Expressing and
Describing emotions with
preposition+ verb Composition:
Writing to a pen pal

Week 3 Speech Work: Stress and

Intonation Continued Grammar:
Adverb of Frequency
Composition: All that glitters is
not gold

Week 4 Speech Work: Consonant

Sounds /ʒ/ and /ʤ/ Grammar:
Changing positive statements to
negative statements using “not”
Composition: How to care for a
motor vehicle Literature: The
Rhyme Scheme
Week 5 Speech Work: Contrast
Consonant sounds /d/, /ժ/, /Ө/
and /z/ Grammar: Direct and
Indirect forms of modal verbs
Vocabulary Development:
Words associated with Tourism
Composition: Distinguish
between features of formal and
informal letter Literature: Types
of Rhyme Scheme

Week 6 Speech Work: Consonant

Contrast /Ӡ:/ and /Ͻ:/ Grammar:
Expressing
willingness/unwillingness using
modal verbs Composition: A
letter to your class teacher
stating why you were absent
from school

Week 7 Speech Work: Consonants /s/, /

ʃ/ and /ʧ/ Grammar: Adverbs of
place and Manner Composition:
Corruption is worse than armed
robbery

Week 8 Speech Work: Contrasting

Consonants /ʃ/ and /ʧ/
Grammar: Idiomatic
Expressions Composition: My
Favourite Subject

Week 9 Speech Work: Consonants /w/

and /j/ Grammar: Adverbs of
cause or reason Composition:
Child Trafficking is worse than
Stealing
 Week 10 Revision

Week 11 &12 Examination

WEEK ONE:- {Grammar: Revision of parts of Speech, Composition:

Letter to my best friend on my plans for this academic session And
Literature: Introduction to Fiction and Non-fiction}

English Language JSS 3 First Term

Week 1

OVERVIEW:

GRAMMAR
COMPOSITION
LITERATURE

PARTS OF SPEECH: REVISION

CONTENT AVAILABLE IN JSS 1 FIRST TERM

COMPOSITION: INFORMAL LETTER

LETTER TO MY BEST FRIEND ON MY PLANS FOR THESE ACADEMIC

SESSIONS

3, Dorling
Street,

Victoria
Island,

Lagos
State.

6th, June
2020.
Dear Sandra,

How are you? And how are your parents too? I hope everybody is fine
at home? I am so glad to be writing to you, and I was happy to receive
your gift the last time. Thank you very much.

I am writing this letter to tell you about my plans for this academic
session. To start with, I want to start a reading club in my school with
few friends of mine, to enable us to read and study together. We
would be having reading sessions every Friday by 1 pm, to study what
we have learnt over the week, however, this does not rule out our
individual reading schedule.

Also, still speaking on reading, I have the plan to increase the number
of hours I read for, from 1 hour to 2 hours every day, in order to help
me cover more topics and subjects in a shorter time.

And finally, I plan to join the school basketball team, where students
train and play basketball, and also go out to compete with other
schools.

These are my plans for this academic year, and I would love to know
what your own plans are too. I would be expecting your reply soon
concerning that. My regards to your parents and siblings, and I hope
you love the gift I attached with this letter. Bye for now.

Yours sincerely,

Cynthia.

LITERATURE: INTRODUCTION TO FICTION AND NON-FICTION

OBJECTIVES:

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

Define fiction, with examples

Define non-fiction, with examples
INTRODUCTION:

Literature is a mirror of life, which shows the happenings in real life, in

form of writing in its various genres. In literature, a story can either be
fiction or non-fiction, and they shall be explained as follows.

Fiction: Fiction refers to stories that were created from the author’s

imagination or thoughts. They are made up stories, that spring from

the thoughts and experiences of the author.

Fictions are used to tell imagined or created stories, and they are
majorly used for entertainment and educative purpose. Fictional
works are in the form of novels, science fiction, fantasy, crime
thrillers, etc.

Examples of fiction include The Joys of Motherhood by Buchi

Emecheta, Everything Good will Come by Sefi Atta, Oil on Water by
Helon Habila, etc.

Non-fiction: Non-fictions are stories that are based on real-life stories

and events. They are not made up, as they were taken from the real-
life experiences of a real person, whether living or dead.

Fictions are used to give information about a person or time in history,

that we can learn from. Non-fictional works are in form of biography,
autobiography, history books, etc.

Examples of non-fiction stories are Half of a Yellow Sun by

Chimamanda Ngozi Adichie, Ake: The Years of Childhood by Wole
Soyinka, etc.

Differences between Fiction and Non-fiction

Fiction Non-fiction

Fictions are subjective in nature, Non-fictions are highly objective,

as they are based on the as they are based on facts and
author’s personal opinion, the truth of real-life events.
emotions and imagination.
 Fictions are used for Non-fiction is used to inform
entertainment purposes, to and impact its readers.
make people laugh and relax

Fictions can be inspired by real- Non-fictions are factual and

life events, and then later genuine. No addition or
moulded by the author’s subtraction, just the whole truth
imagination. of the event.

Fictions are in form of fantasy, Non-fictions are in form of

science fiction, crime thrillers, biography, autobiography,
etc. newspapers, etc.

WEEK TWO:- {Speech Work: The schwa sound /ә/, Grammar:

Expressing and Describing emotions with preposition+ verb And
Composition: Writing to a pen pal}

English Language JSS3 First Term

Week 2

OVERVIEW:

SPEECH WORK
GRAMMAR
COMPOSITION

THE SCHWA SOUND /Ə/

OBJECTIVES:

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

Describe the schwa sound /Ə/

List words that carry the /Ə/ sound.

INTRODUCTION:
The schwa sound is a vowel sound, and it is the weakest sound in the
English Language.

The sound /Ə/ is a common vowel sound, that occurs in words like a,
an, the. It is used in the weak form of words, and it is called the schwa

sound.

During pronunciation, the organs of speech; the mouth, tongue and

jaw should be in a relaxed position. It is pronounced like when saying
“uh”.

Pronounce the following words with the /Ə/ sound: data, again, father,
sofa, etc.

The /Ə/ sound appears in different words, in form of the following

letters:

a- abandon, about, across

e- celebrate, camera, several, father
i- duplicate, president, family
o- combine, proposal, cologne

SUMMARY:

The /Ə/ sound gets omitted sometimes, during the pronunciation of

words in which it occurs, because of its weak nature.

ASSESSMENT:

List ten words with the /Ə/ sound

EXPRESSING/DESCRIBING EMOTIONS

VERBS AND PREPOSITIONS

OBJECTIVES:

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

Explain what expressing emotions are, and how verb and

preposition are used in doing this
 Write sentences that use verbs and prepositions to express
emotions.

INTRODUCTION:

Expressing emotions has to do with telling someone how you feel or

describing your emotions to them. Prepositions and verbs are used to
achieve this in the English Language.

Prepositions are words used to show the position of a thing or

person, in relation to another thing or person. It is one of the parts of
speech in the English language. A preposition appears before a noun,
pronoun or noun phrase, to show direction, time, place, etc.

Some examples of prepositions are: On, inside, behind, above, below,

against, under, for, with, etc.

A verb is a word that shows actions and state of being. It is used in

sentences to show what the subject of the sentence did. It is a core
part of the English Language, and no sentence can make sense,
without a verb.

Examples of verbs are: go, dance, is, are, look, fight, were, was, etc.

When we use verbs and prepositions together to express emotions,

they are known as phrasal verbs, and this shall be shown in the
following sentences:

I got angry at
She was surprised at his outburst.
He apologized for coming late
I am interested in the class.
We need to focus on the children.
She walked away from the hall.
You need to calm down and just relax.
I am almost choked up, with the burning smell.

SUMMARY:
Verbs and prepositions are used to express emotions, by being
formed into phrasal verbs.

ASSESSMENT:

Write ten prepositions and verbs used together, to express emotions.

COMPOSITION: WRITING TO A PEN PAL

OBJECTIVE:

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

Explain what pen pal is about

INTRODUCTION:

A pen pal is a long-distance friendship built by two people, which

starts and is maintained through sending of letters, on a regular
basis.

A pen pal is a kind of friendship that is built by two people, through

the sending and receiving of letters on a consistent basis. Pen-pal
friendships have existed for a long time, and they have been
maintained by writing, sending and receiving hand-written letters,
which are sent by slow mail, from one place to another.

Pen pal friendship can be between both people of the same gender or
opposite gender, between people across continents, or people who
are living in the same country, etc.

However, one key factor that determines every pal friendship is that
the individuals involved usually share similar interests, hobbies or
values. The shared interests they have usually form the basis for the
friendship, and a source of bond for them to thrive on.

Nowadays, pen-pals still exist, however, the medium of

communication has mostly changed from handwritten letters to
emails, social media conversations, etc.
Having a pen pal is a unique way to learn about a foreign culture,
tradition, language, etc.

SUMMARY:

A pen pal is a unique friendship that starts and is maintained via the
exchange of letters on a consistent basis.

ASSESSMENT:

List and explain five benefits of having a pen pal

WEEK THREE:- {Speech Work: Stress and Intonation Continued,

Grammar: Adverb of Frequency And Composition: All that glitters is
not gold}

English Language JSS3 First Term

Week 3

OVERVIEW:

SPEECH WORK
GRAMMAR
COMPOSITION

STRESS AND INTONATION

CONTENT AVAILABLE IN JSS 2 SECOND TERM

ADVERB OF FREQUENCY

OBJECTIVES:

By the end of this class, students should be able to:

Define adverb of frequency

Write sentences using the adverb of frequency

INTRODUCTION:
Adverbs are words used to modify verbs, adjectives and other
adverbs.

Adverbs of Frequency are used to show the number of times an

action takes place, or usually take place. They are similar to the
adverb of time, however, while the adverb of time tells the time of an
action, the adverb of frequency tells how frequent an action takes
place.

It answers the “how often” question.

Examples of adverbs of frequency are: always, often, sometimes,

rarely, seldom, never, etc.

She often visits her grandfather

He seldom goes to his parent’s home.
They never argue with each other.

SUMMARY:

Adverbs of frequency are words, used to show how often an action

takes place.

ASSESSMENT:

Write ten adverbs of frequency and use them in sentences.

COMPOSITION: ALL THAT GLITTERS IS NOT GOLD

There was a young boy in Ilawe village named Dennis, who always
fantasized about going to the city. His cousins who live in Lagos tell
him stories about the urban life in Lagos, their school, the high
buildings, etc. Also, he got fascinated by the pictures they show him
of how the city looked.

As a result of this, Dennis always wanted to go to Lagos, to enjoy life

and see those things for himself. However, his mother was not in
support of this at the time, as she told him to be patient and finish his
secondary school education, and afterwards, she would make plans
for him to go to Lagos, to live with relatives there and even further his
education.

However, he was impatient, and then something happened during one

Christmas period. Christmas time is a time when people come from
the big cities to the village, for the festive period. And so, there was a
particularly rich woman who came from Lagos and said she wanted a
child to go back with her to the city so that she can sponsor his
education and train him up.

When Dennis heard about it, he was happy and told his mother, but his
mother did not agree, since he was still in secondary school. She told
him to wait till after his WAEC before such a decision is taken.

However, Dennis was disobedient and secretly followed the woman to

Lagos. On getting there, he was shocked to find out that the woman
has no plans to sponsor his education, rather, she made him into a
domestic help, who did all the chores around the house, take her
children to school, stay at her shop and work hard all day long.

In the village, his mother is distraught, when she discovered that he

disobeyed her and left with the woman. She quickly contacted some
of her relatives in Lagos and informed them about what happened.
And after about two months, they were able to trace the woman’s
house and find him.

After the woman house was discovered, his uncles and one of his
aunts came to her house and challenged her to let him go. On seeing
his relatives, Dennis was happy and was eager to go home with them.

On getting back to the village, he cried and apologized to his mother,

then said indeed, not all that glitters is gold.

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care-for-a-motor-vehicle/)

WEEK FOUR:- {Speech Work: Consonant Sounds /ʒ/ and /ʤ/,

Grammar: Changing positive statements to negative statements
using “not” Composition: How to care for a motor vehicle And
Literature: The Rhyme Scheme}

English Language JSS3 First Term

Week 4

OVERVIEW:

SPEECH WORK
GRAMMAR
COMPOSITION
LITERATURE

CONSONANT SOUNDS /ʒ/ AND /ʤ/

OBJECTIVES:

By the end of this class, students should be able to:

Describe the /ʒ/ and /ʤ/ sounds

List words that carry the /ʒ/ and /ʤ/ sounds

INTRODUCTION:

Consonant sounds are sounds that are produced with partial or total
obstruction to the vocal cords. Consonant sounds are classified
according to their voicing, place of articulation and manner of
articulation.

The /ʒ/ sound is known as the voiced palate-alveolar fricative sound.

It is produced when the front part of the tongue is slightly moved
towards the hard palate, and the tip of the tongue is behind the
alveolar ridge.
It is a voiced sound because when it is produced, the vocal cords
vibrate.

Examples of words with the sound /ʒ/ are vision, decision,

The /ʒ/ sound appears in words in form of letters such as:

s- usual, measure, leisure, pleasure

g- genre

The /ʤ/ sound is the voiced palatal affricate sound, which is

produced with the middle of the tongue pressed between the alveolar
ridge and soft palate, with the tongue moving down and the vocal
cords vibrating.

Examples of words that carry the /ʤ/ sound are jest, ridge, surge,
age, range, etc.

The /ʤ/ sound appears in words in form of letters such as:

j- joy, jump, j
g- magic, gentle, general
Dj- adjacent, adjourn, adjective
di- soldier, cordial

SUMMARY:

The /ʒ/ and /ʤ/ sounds are both voiced sounds, and they have been
described above.

ASSESSMENT:

Mention ten words that carry the /ʒ/ and /ʤ/ sounds.

CHANGING POSITIVE STATEMENTS TO NEGATIVE STATEMENTS

USING “NOT”.

OBJECTIVES:

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

 Define negative and positive statements
Change positive statements to negative statements using “not”.

INTRODUCTION:

Positive statements are used for statements that are factual or

affirmative. While negative statements are negating statements,
which states that something is not true.

Positive statements are used to state something that is factual. They

are also known as affirmative statements. Positive statements tell
what is.

Examples of Positive Statements are:

I am in the car.
She is coming home tomorrow.
They are working there.
I am a student.
He is at the mall.
Sophia is interested in Digital Marketing.
David has been speaking with the accountant.
She said the truth.
We will bake the cake.
He can build a website.

Negative Statements are used to state untrue or false statements.

They are used to state things that the speaker or writer believes to be
untrue. Positive statements are changed into negative statements
with the use of “not”.

Now, when changing a positive statement into a negative statement,

the negator “not” is placed after the auxiliary verb in the sentence.

The above positive statements shall be changed into negative

statements, as follows:

Negative Statements:

I am not in the car.

 She is not coming home tomorrow.
They are not working there.
I am not a student.
He is not at the mall.
Sophia is not interested in Digital Marketing.
David has not been speaking with the accountant.
She has not said the truth.
We will not bake the cake.
He cannot build a website.

SUMMARY:

Positive statements are used to state affirmative statements, while

negative statements state negating ideas.

ASSESSMENT:

Write ten positive statements, then change them to negative

statements, using “not”.

COMPOSITION: HOW TO CARE FOR A MOTOR VEHICLE

A motor vehicle needs to be taken care of from time to time, as it

requires maintenance to keep it in shape and working well. Not only is
this important for safety purposes, it is also important to make the
vehicle last longer and be in good condition.

To start with, it is important to always inspect and maintain your tires,

from time to time. Inspect the tires, and make sure that they have the
correct pressure, it shouldn’t be over-inflated or under-inflated.

Tires are an important part of a motor vehicle, so you need to always

inspect them, run them and check the pressure. This is important for
safety and to keep the car in good shape.

Also, the engine oil of the motor vehicle must also be checked and
changed from time to time. The engine oil in your vehicle keeps the
various part of the vehicle lubricated, in order to make them function
well, and prevent wear and tear.
It is also important to change the oil from time to time and use a good
oil brand.

Another way to take care of your motor vehicle is to wash it regularly.

The interior and exterior parts of a motor vehicle should be regularly
cleaned and washed. Motor vehicles are always exposed to dirt, dust,
rain, sun, etc; hence, it needs to be regularly cleaned and washed to
keep it in good shape.

The interior part of the vehicle should also be kept clean, keep the
seat clean, don’t drop garbage on the floor, etc.

To add to this, you should also check your brakes regularly, to ensure
safety. Also check your side mirrors, seat belts, headlight bulbs, etc.

Conclusively, your motor vehicle requires care from time to time, and
you should pay attention to it, to ensure your safety and the longevity
of the vehicle.

RHYME SCHEME

OBJECTIVES:

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

Explain what rhyme scheme is

INTRODUCTION:

A rhyme scheme is a pattern of sounds that is repeated at the end of

a line or stanza in a poem.

A rhyme scheme is a pattern of sounds that occurs at the end of lines

or stanzas, in a poem. It is achieved by sounds, not spelling, and they
make poems sound like music when read.

Poems with a rhyme scheme usually have a consistent meter.

Also, they make use of letters of the alphabet to indicate the lines that
rhyme. Lines with the same letter indication rhyme with each other.
Rhyme is what gives a poem its rhythm.
SUMMARY:

Rhyme scheme refers to the consistent sound that occurs at the end
of each line in a poem.

ASSESSMENT:

What is the importance of rhyme schemes in literature?

WEEK FIVE:- {Speech Work: Contrast Consonant sounds /d/, /ժ/, /Ө/
and /z/ Grammar: Direct and Indirect forms of modal verbs
Vocabulary Development: Words associated with Tourism
Composition: Distinguish between features of formal and informal
letter Literature: Types of Rhyme Scheme}

English Language JSS3 First Term

Week 5

OVERVIEW:

SPEECH WORK
GRAMMAR
VOCABULARY
COMPOSITION
LITERATURE

CONTRAST CONSONANTS: /d/, /ð/, /θ/ and /z/

OBJECTIVES:

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

Describe and contrast the /d/, /ð/, /θ/ and /z/ sounds.
List words which carry the /d/, /ð/, /θ/ and /z/ sounds.

INTRODUCTION:

Consonant sounds are sounds that are produced with partial or total
obstruction in the vocal cords. Consonant sounds are classified
according to their voicing, place of articulation and manner of
articulation.

The /d/, /ð/, /θ/ and /z/ sounds are consonant sounds.

The /d/ sound is known as the voiced alveolar plosive sound When it
is pronounced, the tip of the tongue goes up to the roof of the mouth,
the upper and lower teeth meet, and are parted as the sound is
produced.

It is a voiced sound; hence, the vocal cords vibrate during the course
of their pronunciation.

Examples of words that carry the /d/ sound are: leader, dog, David,
Desperate, ground,

The /d/ sound appears in different words, in form of the following

letters:

d- dealings, destiny, mode, laid

dd- ladder, sadder,

The /θ/ sound is a dental fricative sound, which is produced with the
tip of the tongue in front of the front teeth, and the tongue placed
against the roof of the mouth. It is also a voiceless sound, as the
vocal cords do not vibrate when pronouncing it.

The /θ/ sound can also appear in any position in words, whether,
initial, middle or final position.

Pronounce the following words, with the /θ/ sound: thing, faithful,
breath.

The /θ/ sound appears in different words, in form of the following

letters:

th- think, death, Frith, thank, noth

The /ð/ sound is a dental fricative sound, and it is pronounced the

same way the /θ/ sound is pronounced. The only difference is in their
voicing, as /θ/ is voiceless, while sound /ð/ is voiced.
The /ð/ sound can also appear in any position in words, whether
initial, middle or final position.

Pronounce the following words with the /ð/ sound: the, they, that, etc.

The /ð/ sound appears in different words in form of the following

letters:

th – then, those, eth, other, bathe, nonetheless, betroth, worth

The /z/ sound is a voiced alveolar fricative consonant sound, and it is

pronounced with the front of the tongue placed close to the tooth
ridge, and the tip of the tongue is close to the upper side of the front
teeth.

The voiceless form of /z/ is /s/.

Pronounce the following words, with the /z/ sound: zion, zeal, zoo,
zest

The /z/ sound appears in different words, in form of the following

letters:

1. z- zealot, zags, zone

2. zz- lizzie

SUMMARY:

The d/, /ð/, /θ/ and /z/ sounds are different from one another, in
terms of their voicing, place and manner of articulation.

ASSESSMENT:

Write ten words each, which carry the d/, /ð/, /θ/ and /z/ sounds.

DIRECT AND INDIRECT FORMS OF MODAL VERBS

OBJECTIVES:

By the end of this class, students should be able to:

Define modal verbs

 Use modal verbs in their direct and indirect form in sentences.

INTRODUCTION:

Modal verbs are one of the forms of auxiliary verbs, which are used to
help main verbs in sentences.

Modal verbs are a form of auxiliary verbs, which are used to help the
main verb in a sentence. They are as follows: Can, Could, Shall,
Should, Will, Would, May, Might, Must, Ought.

Now, when changing a sentence from a direct speech to an indirect/

reported speech, the modal verb in such statements get changed too,
and they reflect as follows:

May changes to Might

Can changes to Could

Shall changes to Should

Will changes to Would

Must change to Had to

Ought to remains ought to

Examples:

Direct Speech: “I can drive the car”, she said.

Indirect Speech: She said that she could drive the car.

Direct Speech: “They shall arrive tonight”, the maid said.

Indirect Speech: The maid said that they should arrive that night.

Direct Speech: “You must finish the work in an hour”, her father
said.

Indirect Speech: Her father said she had to finish the work in an hour.

Direct Speech: “You may have to wait till evening”, her sister said
Indirect Speech: Her sister said he might have to wait till evening.

Direct Speech: “They will be in England next year”, she said.

Indirect Speech: She said they would be in England the following year.

Now, when the following form of modal verbs is used in direct

sentences, they remain the same, when the sentence is changed to an
indirect/reported sentence.

They are: Could, Might, Should, Would, Ought to, Had to.

Examples:

Direct Speech: “I might have to see her tomorrow”, the principal

said.

Indirect Speech: The principal said she might have to see her the
following day.

Direct Speech: “She could do the work”, her father said.

Indirect Speech: Her father said that she could do the job.

Direct Speech: “I should see him soon”, his friend said.

Indirect Speech: His friend said that he should see him soon.

Direct Speech: “They ought to be here today”, the gardener said.

Indirect Speech: The gardener said they ought to be there that day.

Direct Speech: “He would carry the children home”, his wife said.

Indirect Speech: His wife said that he would carry the children home.

Direct Speech: “They had to leave the kitchen when she returned”,
her father said.

Indirect Speech: Her father said that they had to leave the kitchen
when she returned.

SUMMARY:
The modal auxiliary verbs are used to assist main verbs in sentences,
and they change based on whether they are being used in a direct or
indirect speech.

ASSESSMENT:

Use the above listed modal verbs in direct and indirect speeches.

VOCABULARY: TOURISM

Tourism is the act of travelling to different places, away from home to

relax, engage in recreational activities and explore new environments.

Here, words that are associated with tourism would be stated and
explained. They are as follows:

Words Meaning

Tour guide A tour guide is a person in

charge of taking tourists around
to see different places of
interest in a location.

Heritage centre This is a place typically a

museum or visitors’ park, which
is used to communicate the
historical and cultural facts of a
place to visitors.

Tourist Attraction A tourist attraction refers to a

place of interest where tourists
go, due to its cultural value,
historical significance, or the
recreation activities it offers.
Phrasebook A phrasebook is a book that
contains important expressions
in a language, which is given to
foreigners or tourists, with
words equivalent to the ones in
their own language, to help with
ease of communication.

Ecotourism Ecotourism is a kind of tourism

that involves travelling and
experiencing the natural areas
of a place, conserving the
environment, etc.

Sightseeing Sightseeing is the act of visiting

different places of interest in a
place.

Tourist A tourist is a person who goes

on tours to different places of
interest to explore the various
environment.

Itinerary Itinerary refers to a detailed

plan, which details the journey
to a place, the travel route,
places of interest to see, etc.

Guide Book A guide book is a book, which

contains information about a
place for the use of tourists or
visitors.

Tour bus A tour bus is a vehicle that

carries tourists around for
sightseeing.
 Agritourism Agritourism refers to a kind of
tourism, where visitors get
involved in agricultural activities
and stay in rural areas.

Tourist Trap A tourist trap is a place that is

usually visited by many tourists,
hence, it is usually crowded and
expensive.

DISTINGUISH BETWEEN FORMAL AND INFORMAL LETTER

OBJECTIVES:

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

Define formal and informal letter

Distinguish between formal and informal letter

INTRODUCTION:

Letter writing has to do with writing a message, to communicate a

thing to another person. Letter writing is an important type of writing
that should be learnt. There are three types of letters, which are:
Formal, Semi-formal and Informal Letters

Formal Letters: Formal letters are letters that are written to important
people in society. It is official and formal in nature. It is usually written
to people such as; The President, Governors, School Principals, Head
Teachers, Ministers, etc.

A formal letter is different from an informal letter, in terms of the type

of people it is written to, and the structure of the letter.

THE FORMAT OF A FORMAL LETTER

A formal letter should contain the features explained below, as they

give the structure when writing it.
The Address of the Writer: A formal letter starts with the address
of the writer, which is written at the top right corner. It contains the
house number, street, town, and state of the writer. And in a
situation, whereby the letter is written to someone in another
country, the Country of the writer must be stated in the address.
Date: The date the letter was written must appear after the address
of the writer. It should be written in a clear format of Day, Month,
and Year, or Month, Day and Year.
The Name or Position of the Receiver: The next thing to write is the
name, or position of the receiver of the letter. In a situation where
you don’t know the name of the receiver, you write only their
position. For example The Principal, The Governor. This is written
on the left side, immediately after the date has been written.
The Address of the Receiver: The address of the receiver of the
letter is also written. It is usually their official address that is
written, in a formal letter, mostly their workplace address.
Salutation: This is in the form of “Dear Sir,” or “Dear Ma,”; depending
on who you are addressing the letter to. However, if you don’t know
the gender of the person, you write “Dear Sir/Ma,”.
Title: The title of the letter comes next; this is where you write a
short description of why you are writing the letter. For example,
“Permission to go home before school closes”.
Introduction: In the introduction of a formal letter, you immediately
introduce yourself with your name, and state why you are writing
the letter. There is no need for pleasantries and greeting. Keep it
formal!
Body: This is where you explain fully, your reason for writing the
letter. It must not be too long. Go straight to the point, and be
formal in the words you use.
Conclusion: Write a conclusion afterwards, to bring your letter to
an end. You can ask the person to give you a reply if such is
needed.
Complimentary Close: A complimentary close is given in form of
“Yours faithfully,” and a comma is added. This is written at the right
bottom corner of the letter.
 Signature: You then input your signature, after the complimentary
close.
Name of the Writer: You end by writing your name; first name, then
your last name.

On the other hand, Informal letters are letters written to family

members, friends, and loved ones. They are personal letters, written
to people that we are familiar with, and they take a different structure
from the formal letter.

The informal letter has some distinct features which make it different
from other forms of letter writing, and they shall be listed and
explained as follows:

The Address of the Writer: An informal letter starts with the

address of the writer, which is written at the top right corner. It
contains the house number, street, town, and state of the writer.
And in a situation, whereby the letter is written to someone in
another country, the country of the writer must be stated in the
address.
Date: The date the letter was written must appear after the address
of the writer. It should be written in a clear format of Day, Month,
and Year, or Month, Day and Year.
Salutation: This is in the form of “Dear Jessica,” or “Dear John,”.
Here, the first name of the receiver of the letter can be written,
since it is an informal letter.
Introduction: In the introduction of an informal letter, the writer of
the letter is to exchange pleasantries. It could also involve asking
after some people, trying to catch up with some other gist, etc.
Body: This is where you explain fully, your reason for writing the
letter. It may be long, and your tone should be friendly and
informal.
Conclusion: Write a conclusion afterwards, to bring your letter to
an end. You can ask the person to give you a reply if such is
needed.
Complimentary Close: A complimentary close is given in form of
“Yours sincerely, Yours, all my love,” etc. This is written at the right
bottom corner of the letter.
 Name of the Writer: You end by writing your first name

SUMMARY:

Letter writing is a means of sending a message from one person to

another, via letters.

ASSESSMENT:

List and explain the differences between the format of a formal letter,
and the format of an informal letter.

TYPES OF RHYME SCHEME

OBJECTIVES:

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

List and explain the types of rhyme schemes.

INTRODUCTION:

Rhyme scheme refers to the consistent sound that occurs at the end
of each line in a poem.

There are different types of rhyme schemes used in poetry, they are
as follows:

1. Alternate Rhyme
2. Mono Rhyme
3. Coupled Rhyme
4. Enclosed Rhyme
5. Simple four-line Rhyme

1. Alternate Rhyme: An alternate rhyme is a common rhyme scheme,

whereby in a four-lined stanza; the first and third line rhyme
together, and the second and fourth line also rhymes together,
giving ABAB. It is usually used in quatrains, and it is also known as
interlocking rhyme.
2. Mono Rhyme: From the word “mono”, which means “one”, a
monorhyme is one in which all the lines in a stanza or an entire
poem has only one ending rhyme.

For example. If the poem has five lines, the rhyme scheme is like this:
AAAAA.

3. Coupled Rhyme: This is a two-line stanza that has the same rhyme
scheme. E.g. AA or BB, etc. A coupled rhyme is also known as a
rhyming couplet.

4. Enclosed Rhyme: Here, the first and fourth line, and the second and
third line rhyme together, respectively. The pattern it takes is ABBA.
Here, the A encloses B.

5. Simple Four-line Rhyme: Here, the poem follows a consistent

pattern of ABCB throughout the poem.

SUMMARY:

The different types of rhyme schemes help to show rhythm in poems

ASSESSMENT:

Why is rhythm important in poems?

WEEK SIX:- {Speech Work: Consonant Contrast /Ӡ:/ and /Ͻ:/,

Grammar: Expressing willingness/unwillingness using modal verbs
And Composition: A letter to your class teacher stating why you were
absent from school}

English Language JSS3 First Term

Week 6

OVERVIEW:

SPEECH WORK
GRAMMAR
COMPOSITION

SPEECH WORK: CONTRAST BETWEEN SOUNDS /З:/ AND /ᴐ:/

OBJECTIVES

By the end of this class, students should be able to:

Describe the /З:/ and /ᴐ:/ sounds

List words which carry the /З:/ and /ᴐ:/ sounds

INTRODUCTION:

The /З:/ and /ᴐ:/ sounds are vowel sounds, and they shall be
described as follows.

The /З:/ sound is described as the central open-mid sound. When it is

pronounced, the tip of the tongue is placed on the back of the lower
teeth, and the middle of the tongue is raised. The /З:/ sound is a long
vowel sound that has its short form as the /e/ sound.

Examples of words with the /З:/ sound include turn, herd, nurse, bird.

The /З:/ sound appears in different words, in form of the following

letters:

er- certain, her, nerve

ear- heard, earth, learn
ur- burn, surface, urban
ir- bird, sir, circle,
or- worse, worth

The /ᴐ:/ sound is known as the back open-mid vowel. When it is

pronounced, the tongue curves in the mouth and its tip touches the
down part of the mouth, while the middle part of the tongue is raised.
The /ᴐ:/ sound has its short form as the /ɒ/ sound.

Examples of words with the /ᴐ:/ sound include: law, saw, abroad,
water, fought.

The /ᴐ:/ sound appears in different words, in form of the following

letters:

au- auction, audience, fault, launch

 al- almost, alter, salt
all-call, fall, tall
aw- raw, yawn, hawk

SUMMARY:

The /З:/ and /ᴐ:/ sounds are long vowel sounds, and they are both
open-mid vowel sounds.

GRAMMAR: ADJECTIVES AND ADVERBS EXPRESSING

WILLINGNESS/UNWILLINGNESS USING MODAL VERBS AND

ADVERBIALS

OBJECTIVES:

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

Define modal verbs

Use modal verbs and adverbials to express
willingness/unwillingness

INTRODUCTION:

Modal verbs are used to perform various functions, when used in

sentences. Here, we would examine how they can be used to express
willingness/unwillingness.

Modal verbs are a kind of auxiliary verbs, and they are used to assist
or help the main verbs in a sentence. Examples of modals verbs are:
May, Might, Will, Would, Must, Ought, Shall, Should, Can, Could.

Modal verbs can be used to perform various functions in the English

Language. For example, the modal verbs “may” and “might” are used
to show the probability of a thing happening.

Examples:

I may go to Abuja next week.

She might wash the clothes.
Modal verbs can also be used to show the ability of someone to do
something.

Examples:

He can drive.
She can work at a bank.

Now, the modal verbs “will”, “would”, “will not” and “wouldn’t” are used
to show the willingness or unwillingness of a person to do something.

Examples:

She will cook the meal

He will not travel with them.
They wouldn’t be able to attend the naming ceremony.
His boss would approve the document.
I will drive them to the airport.

In the sentences above, the modal verbs “will”, “will not”, “would” and
“would not” are used to express willingness and unwillingness, as
appropriate to be used.

SUMMARY:

Modal verbs are used to assist main or lexical verbs in a sentence.

ASSESSMENT:

Use the modal verbs “will”, “would”, “will not”, “would not” to make five
sentences each.

SEMI-FORMAL LETTER

LETTER TO YOUR TEACHER STATING WHY YOU WERE ABSENT

FROM SCHOOL

32,
Adepoju Street,
Shogunle,

Lagos
State.

4th March, 2021.

Dear Mrs. Frederick,

Good afternoon, ma. I hope you are doing good. I am writing this letter
to inform you about why I was absent from school last week.

One of the reasons why I was absent from school two last week was
because I was diagnosed with malaria over the weekend, so, I needed
to stay at home to take medications, as well as to rest, in order to
recuperate.

Also, I was to go with my parents to my grandparents’ house, to pay

them a visit. This was because we received news that my grandfather
was ill and we had to go see him to make plans for his health care.

Thank you very much for understanding.

Yours
sincerely,

Cecilia
Stephen.

WEEK SEVEN:- {Speech Work: Consonants /s/, /ʃ/ and /ʧ/, Grammar:
Adverbs of place and Manner And Composition: Corruption is worse
than armed robbery}

English Language JSS3 First Term

Week 7

OVERVIEW:
 SPEECH WORK
GRAMMAR
COMPOSITION

SPEECH WORK: CONSONANT SOUNDS /s/, /ʃ/ and /ʧ

OBJECTIVES:

By the end of this class, students should be able to:

Describe the /s/, /ʃ/ and /ʧ/ sounds

List words which carry the /s/, /ʃ/ and /ʧ/ sounds

INTRODUCTION:

The /s/, /ʃ/ and /ʧ/ sounds are consonant sounds.

The /s/ sound is a voiceless alveolar fricative consonant sound, and

when it is pronounced, the front of the tongue is placed close to the
tooth ridge, and the tip of the tongue is close to the upper side of the
front teeth.

It is also known as the hissing sound because when it is pronounced,

it sounds like a hissing sound.

Pronounce the following words, with the /s/ sound: slippers, sip,
sleep, set, sear, search, etc

The /s/ sound appears in different words, in form of the following

letters:

s- sort, salt, see, solve

c- city, censor, certain

The /ʃ/ sound is known as the voiceless palate-alveolar fricative. It is

produced when the front part of the tongue is slightly moved towards
the hard palate, and the tip of the tongue is behind the alveolar ridge.
It is a voiceless sound, as the vocal cords do not vibrate when it is
produced.

Examples of words with the sound /ʃ/ are: shoe, shop, shell, etc
The /ʃ/ sound appears in words in form of letters such as:

sh- shirt, shelf, sheet, delish

c- special, racial,
ss- mission, passionate
t- action, sanction, ration

The /ʧ/ sound is known as the voiceless affricate palatal sound. It is

produced with a complete blockage of the airstream coming from the
mouth, which is later released, as the sound is pronounced.

During the course of pronunciation, the tongue is spread over the hard
palate and the alveolar ridge. It is also a voiceless sound, with no
vibration in the vocal cords.

Examples of words with the /ʧ/ sound are: chair, chief, charity, etc.

The /ʧ/ sound appears in words in form of letters “ch”

ch- Teacher, Choose, Chaste, Challenge, Champion, etc.

SUMMARY:

The /s/, /ʃ/ and /ʧ/ sounds are consonant sounds in the English
Language.

ASSESSMENT:

Write ten words that carry each of the /s/, /ʃ/ and /ʧ/ sounds.

ADVERB OF PLACE AND MANNER

OBJECTIVES:

By the end of this class, students should be able to:

Define adverb of place, with examples.

Define adverb of manner, with examples

INTRODUCTION:
Adverbs are words used to describe verbs, adjectives and other
adverbs. Most adverbs end with “ly”, even though there are some
adverbs that do not end with “ly”.

Adverbs of Place: This is used to tell the location of the action, and it
can also be used to show movement. An adverb of place does not
modify adverbs or adjectives.

Adverbs of place can also be in the form of a prepositional phrase,

and it takes the form of Preposition + noun/pronoun/noun phrase.

Examples: in the car, on the mat, under the bed, with her, to Paul, here,
there, abroad, inside, outside, etc.

Examples:

1. She was there last year for the anniversary

2. He travelled abroad last year for his Masters’ Degree.
3. She is sitting in the house.
4. She gave the money to Paul.

Adverbs of Manner: The adverb of Manner tells the manner in which

an action was carried out. It answers the “how” question. They help to
give more details, about the manner with which a thing is done, and
they give deeper meanings to sentences.

Examples: She walks to her workplace.

She walks briskly to her workplace.

In the examples given above, the first example does not have an
adverb of manner, while the second example has. Comparing both
statements, more information is given about the manner with which
she walks in the second statement, and it gives more meaning to the
statement.

Examples of Adverbs of manner are: quietly, diligently, loudly,

modestly, etc.

1. She dresses elegantly

2. Joyfully, she stood up and left the room.
3. He answered the question intelligently.

SUMMARY:

Adverb of place and manner show the place/location and manner

with which an action is carried out respectively.

ASSESSMENT:

Write ten adverbs of place and adverbs of manner, and make

sentences with them.

COMPOSITION: ARGUMENTATIVE ESSAY

CORRUPTION IS WORSE THAN ARMED ROBBERY

Good day,

Mr Chairman,

The panel of Judges,

Accurate Timekeeper,

Co-debaters,

Ladies and Gentlemen.

My name is Sandra Adesanya. I am a JSS 3 student of Delish High

School, and I am here to support the motion which states that
corruption is worse than armed robbery. However, before I go on, I
would like to define the key terms in this topic, which include:
corruption, worse and armed robbery.

Corruption refers to fraudulent and dishonest activities carried out by

people in power, which also involves bribery.

Worse refers to when a thing is unpleasant, or evil.

And armed robbery is the crime of taking someone else’s property,
with the use of arms such as guns and other dangerous weapons,
using force and compulsion.

Now, having defined the terms in the topic, to help give a clear
perspective, I would like to state the following reasons for the stance I
am taking.

To start with, corruption is worse than armed robbery because when

armed robbers come to steal a person’s property, money and other
things, there is a chance of tracking down and arresting these
robbers, in order to make them return the stolen property and face the
wrath of the law. However, for corruption, it is difficult to even realize
that such activities are going on, and even when it is discovered, it is
difficult to recover the money looted back.

Also, corruption is worse than armed robbery because corruption

destroys a country’s economy and hinders its development.
Corruption is a disease that eats into the economy of a country and
affects the government, people and growth all around. However,
armed robbery only affects a group of people at a particular place at a
particular time.

Conclusively, corruption is also the root cause of armed robbery and

some other vices in society, as it also goes hand in hand with bribery
and embezzlement.

Now, this is not to say that armed robbery is good, armed robbery and
corruption are both vices that must be removed from society.

With these points of mine, I hope I have been able to convince you
that corruption is worse than armed robbery.

Thank you!

WEEK EIGHT:- {Speech Work: Contrasting Consonants /ʃ/ and /ʧ/,

Grammar: Idiomatic Expressions And Composition: My Favorite
Subject}
English Language JSS3 First Term

Week 8

OVERVIEW:

SPEECH WORK
GRAMMAR
COMPOSITION

CONSONANT SOUNDS: /ʃ/ AND /ʧ/

OBJECTIVES:

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

Describe the /ʃ/ and /ʧ/ sounds

List words that carry the /ʃ/ and /ʧ/ sounds.

INTRODUCTION:

The /ʃ/ and /ʧ/sounds are voiceless consonant sounds.

The /ʃ/ sound is known as the voiceless palate-alveolar fricative. It is

produced when the front part of the tongue is slightly moved towards
the hard palate, and the tip of the tongue is behind the alveolar ridge.
It is a voiceless sound, as the vocal cords do not vibrate when it is
produced.

Examples of words with the sound /ʃ/ are: shoe, shop, shell, etc

The /ʃ/ sound appears in words in form of letters such as:

sh- shirt, shelf, sheet, delish

c- special, racial,
ss- mission, passionate
t- action, sanction, ration

The /ʧ/ sound is known as the voiceless affricate palatal sound. It is

produced with a complete blockage of the airstream coming from the
mouth, which is later released, as the sound is pronounced.
During the course of pronunciation, the tongue is spread over the hard
palate and the alveolar ridge. It is a voiceless sound, with no vibration
in the vocal cords.

Examples of words with the /ʧ/ sound are: chair, chief, charity, etc.

The /ʧ/ sound appears in words in form of letters “ch”

ch- Teacher, Choose, Chaste, Challenge, Champion, etc.

SUMMARY:

The /ʃ/ and /ʧ/ sounds are voiceless consonant sounds.

ASSESSMENT:

Write ten words that carry the /ʃ/ and /ʧ/ sounds each.

IDIOMATIC EXPRESSIONS

OBJECTIVES:

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

Explain what idiomatic expressions is

State some idiomatic expressions

INTRODUCTION:

Idioms are statements, which have meanings which is unrelated to

the meaning of the words used in them.

Idioms are statements or expressions, which have a meaning

different from the meaning of the words used in the statement.

Idioms are products of language, and each language has its unique
idioms. It is also important to note that idioms are influenced by the
culture of the people who speak that language.

Some of the idioms in the English Language, alongside their

meanings, would be stated below:
 Idioms Meanings

Hold your tongue Keep quiet

Under the weather To feel unwell or sick

Till the cows come home For a long time

Raining cats and dogs Raining heavily

A piece of cake Very easy

Greek to me Not understandable

Keep your chin up Be happy

Hold your horses Be patient

When pigs fly Something that won’t happen

Loose cannon Unpredictable

Examples:

Please, hold your tongue and let us resolve this issue.

Her mother is feeling under the weather.
She won’t arrive, till the cows come home.
The street has been flooded because it rained cats and dogs last
night.
The assignment is a piece of cake for him.
The formula sounds like Greek to me.
She always keeps her chin up; I have never seen her moody.
Kindly hold your horses up, we would get there soon.
I would send him a message when pigs fly.
She is a loose cannon.

SUMMARY:

Idioms are statements that have a meaning, different from that of the
words in the statement.
ASSESSMENT:

Write ten idioms, alongside their meanings. Then form ten sentences
with these idioms.

DESCRIPTIVE ESSAY

MY FAVOURITE SUBJECT

My best subject is Business studies, and it is one of the subjects that

opens my eyes to a lot of things beyond normal school work. My
business studies teacher; Mr Dennis is a very intelligent man, who
teaches the most difficult topics in the simplest ways, hence, my love
for the subject.

Business studies teach about various concepts in the business world.

Things such as creating a personal business for yourself in order to
earn money, bookkeeping and accounting to help you track your
finance, budgeting, typewriting, etc.

Business studies also teach the right attitude to work, and ethics to
adopt while working for an organization, or even as a business owner.
This has exposed me to the importance of having the right attitude,
beyond having the right skill, to help me grow as a worker.

Business studies also expose us to how trade is carried out in the

world, about advertising, how to write business plans, etc.

As a result of my love for this subject, it has encouraged me to learn a

skill, after I write my Junior WAEC so that I would be able to offer my
skills in exchange for money, in the nearest future.

WEEK NINE:- {Speech Work: Consonants /w/ and /j/, Grammar:

Adverbs of cause or reason And Composition: Child Trafficking is
worse than Stealing}

English Language JSS3 First Term

Week 9
OVERVIEW:
 SPEECH WORK
GRAMMAR
COMPOSITION

SPEECH WORK: CONSONANTS /w/ AND /j/

OBJECTIVES:

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

Describe the /w/ and /j/ sound.

List words that carry the /w/ and /j/ sound.

INTRODUCTION:

The /w/ and /j/ sounds are voiced consonant sounds.

The /w/ sound is referred to as the bilabial glide sound. It is produced

with the upper and lower lips coming together, the back of the tongue
being a bit near the roof of the mouth, and the tip of the tongue lightly
touching the lower teeth.

The /w/ sound is an approximant.

Examples of words that carry the /w/ sound are: where, were, who,
was, water, etc.

The /w/ sound appears in words in form of letters such as:

w- west, willing, weary, word

wh- where, whole, whale

The /j/ sound is produced by raising the middle part of the tongue,
towards the hard palate, then this forms a narrow space in the mouth
from which air is released, when it is pronounced.

It is an approximant, which has its place of articulation as palatal. It is

also a voiced sound, as the vocal cords vibrate, when it is
pronounced.
Examples of words with the /j/ sound include: yam, yoghurt, eulogy,
ewe, etc.

The /j/ sound appears in different words, in form of the following

letters:

y – yes, yesterday, yellow

u – union, use, unite, community
e – eulogy, eucharist, e
ea – beauty
ew – few, stew, pew

SUMMARY:

The /w/ and /j/ sound are both approximants.

ASSESSMENT:

Write ten words that carry the /w/ and /j/ sounds each

GRAMMAR: ADVERBS OF REASON

OBJECTIVES:

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

Explain the adverb of reason

State examples of adverbs of reason

INTRODUCTION:

Adverbs are words used to modify verbs, adjectives and other

adverbs.

Adverbs are words that are used to modify verbs, adjectives and other
adverbs. They give more information about an action (run slowly),
give more information about the adjective which is describing a noun
(so beautiful), and even describe other adverbs (much more).

There are different types of adverbs, which are:

 Adverb of Time
Adverb of Place
Adverb of Frequency
Adverb of Manner
Adverb of Reason
Adverb of Degree

ADVERB OF REASON:

Adverb of the reason is the adverb that states the purpose or reason
behind an action. It shows the reason behind an action and why it
happened.

Adverbs of reason are also known as adverbs of cause or adverbs of

purpose.

Examples of adverbs of reason are: hence, therefore, since, because,

consequently, thus, so, in order to, so that, etc.

Examples:

She walked out of the room because she was asked to.
They are here already, so, the program would start soon.
I would anchor the event; hence, I would not be able to usher
people in.
Go with him, so that you would get there on time.
He was the best student in his class; therefore, he was given a job
immediately.
He walked to the podium; thus, she gave him the microphone.

SUMMARY:

The adverb of the reason is used to tell the cause or purpose behind
why an action took place.

ASSESSMENT:

Write ten adverbs of reason, and make sentences with them.

COMPOSITION: DEBATE
CHILD TRAFFICKING IS WORSE THAN STEALING

Good day.

Mr Chairman,

A panel of Judges,

Accurate Timekeeper

Co-debater,

Ladies and Gentlemen.

My name is Rufus Adeyemo. I am a JSS3 student of Radiant Stars

High School, and I am here to support the motion which states that
child trafficking is worse than stealing. Before I proceed, I would like
to define the key terms in this topic, which are: child trafficking, worse
and stealing.

Child trafficking is the act of recruiting and moving children from one
place to another, with the sole aim of exploiting, selling them or
forcing them to work.

Worse refers to when a thing is unpleasant or evil.

And stealing has to do with taking a person’s possession, without

their consent, and with the intention to deprive them of it.

Now, child trafficking is worse than stealing because it involves the

lives of children, who are tricked and taken away from their homes,
with the sole purpose of sexually and emotionally abusing them, as
well as to subject them to domestic servitude. However, stealing
involves taking material things that can be recovered back with time.

Also, child trafficking is worse than stealing because children who

become victims of child trafficking are usually traumatized and face
emotional and psychological issues, such as depression, guilt, shame,
low self-esteem. On the other hand, stealing may not lead to such a
devastating result.
Another reason why child trafficking is worse than stealing is that
child trafficking can destroy a community if it is not watched.
However, stealing can still be curbed to avoid its evil consequences.

Now, this is not to say that stealing is good, as both child trafficking
and stealing are vices that should be curbed in society. However, for
the sake of this conversation, I would like to say that child trafficking
is worse than stealing.

With these points of mine, I hope I have been able to convince you
that child trafficking is worse than stealing. Thank you!

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