Speech Work: Consonant /w/ and /j/ JSS2 English Studies Lesson Note

LESSON ONE:  SPEECH WORK: Consonant /w/ and /j/ (words University, win/yellow).

GRAMMAR: Antonyms using adequate examples. Reading and comprehension: As in week 1. Voc. Dev. Conflict resolution.

COMPOSITION: A topic on A memorable journey I once made.

LI-IN-ENG; Identification of moral import and the recommended prose text. (ii) setting plot on the recommended prose text.

Topic: (Consonant Sound) /w/ and /j/

/w/ – To articulate this sand the back of the tongue is raised towards the soft palate by a position slightly higher than it takes for the production of /u:/.

At the same time, the lips are as rounded as they are for /u:/ while the vocal cords vibrate. Although the upper and the lower lips do not make any contact to abstract the flow of air, /w/

Is described as a voiced bilabial consonant. The spelling symbols for /w/ are as follows:

“w” as in well

“wh” as in when

“qu” pronounced /kw/ as in quick.

Here are the less common spellings that occur in words like: “one”, “once”, and “choir”.

Pronounced the following words in which /w/ occurs.

Wear                                                Swear                                              Swim

Wise                                                Twice                                              Twine

When                                               Dwarf                                              Dwell

Way                                                 Swell                                               Squash

Queen                                              Always                                            Toward

/j/ – In the production of /j/, the front part of the tongue is raised toward the hard palate to a position slightly higher than it takes for the production /i:/ the lips are spread while the vocal cord vibrates so that /j/ is a voiced palatal consonant /w/ and /j/ are called semi vowels because they shared the features of /ui:/ and /I:/ – besides, these sounds are called “glides” because the tongue glides immediately to the position for the production of the vowels after them. /j/ due do not occur at the middle and final position. You should not confuse the sound /j/ which represents the letter, “ y” and the letter ”j” which represents the sound /d/. The spelling symbols for /j/’ are as follows.

“j” as in yet

“ew” as in few

“eau” as in beauty

“ui” as in suit

“u” as in tune

/j/ at the initial position

Yard, you, yen, yet, yours, yoke, year, yaw, yet, young, yes

Consider the following on /j/

New/nju:/

Queue /kju:/

Human /hju: m2n/

Huge /hju:d /

Use /ju:z/

Humid /hju:mid/

Fuse /fju:z/

Assignment

Transcribe the following words correctly as studied in this lesson.

(i) feud`                               (iv) year

(ii) use                                 (v) stew

(iii) hew

LESSON TWO: GRAMMER

TOPIC: ANTONYMS

Antonyms are words that do not resemble each other in any way. Examples:

(i) Love – hate

(ii) Safe –dangerous

(iii) smooth – coarse

(iv) clean – dirty

(v) peaceful – warlike

(vi) strength – weakness

(vii) good – bad lent

(viii) rager – reluctant

(ix) success – failure

(x) importance – trial

There are several ways of charging the meaning of words to the opposite. The commonest method is to use prefixes. Example

Dis – disqualify, disbelieve, disapprove, disobey, disappoint, disconnect, disfavor, disloyal, displace.

Un – uncertain, unable, uncomfortable, unauthorized, unbroken, unclean, unconscious, unequal.

In- inadequate, inexperienced, incomprehensible, incompetent, incomplete, incoherent, invalid

Ir- irrational, irrecoverable, irregular, irrelevant, irresponsible.

Im – immobile, immodest, immoral, immortal, immature, immaterial.

Il- illegal, illegible, illegitimate, illiterate, illogical

Assignment

Give the antonyms of the following words : (i) admiration (ii) abyss (v) miserly.

LESSON THREE (3)

READING AND COMPREHENSION

TOPIC:  THE DICTIONARY

REFERENCE: New Oxford English for Junior Secondary School.

BOOK 2.Unit II. Page 108-109

Instruction: Answer the comprehension question below

Assignment

Write five uses of the dictionary

LESSON FOUR(4): COMPOSITION 

TOPIC: A MEMORABLE JOURNEY ONCE MADE

It was the 3rd of August 2013 to be precise, I travelled with my uncle to Cotonou. I was informed by my uncle to prepare for this journey to visit a friend since it is a break time from school. I was very happy and packed my clothes and other useful materials being the first time, I woke up very early, got prepared and my uncle came to pick me up at exactly 7:00 am.

         On our way, we got to Badagry Boarder where my uncle showed his passport and mine to the Customs officers. We were allowed to go immediately. After about 30 30-minute drive, we got to Cotonou, and not too long, I saw their airport, very big, decent, beautiful, and fascinating> I wished to stop by and view walk around it, but because of the far distance, we are still going mu uncle couldn’t grant my request.

         Cotonou is a big country. From the little I could see, the motorcycle in their uniform looked decent, and their market is well kept and neat. There is no avenue for street boys or vagabonds. The roads are well-tiled and clean. I saw companies and factories, schools, relaxation centers hotels, churches, stadiums, and theatre halls. There is no selling by the roadside, unlike in Nigeria. There is no hawking on the road, except in the garage.

         To cut a long story short, Cotonou is a descent, beautiful country. We finally got to my Uncle’s friend’s house. It took good care of us and after the third day, we traveled back to Nigeria. I wish I remained there or revisited the place one more time.