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BASIC FOUR ENGLISH THIRD-TERM E-NOTES

Week: One

Class: Basic 4

Subject: English

Duration: 40 minutes

Topic: A. Speech Work: Stress pattern B. Structure: Reading a literary book C. Reading: Teaching of new words – meaning and

Comprehension D. Grammar: Identify linking words, sentences of the paragraph E. Writing: Descriptive/ narrative essay F. Dictation: Words / sentences from the passage   Read

Behavioural objectives: At the end of the lesson, pupils should be able to;

  1. Identify stress patterns in words
  2. Make use of the appropriate linking words.
  3. Write a descriptive essay using the teacher’s guild nets Instructional material/Reference material: Nigeria Primary English Book 4 by F. Ademola-Adeoye, et al.

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

CONTENT 1

  1. Speech Work: Stress pattern

If a word has more than one syllable, you give stress to one of the syllables by making it longer or louder than the other syllable or syllables. So, stress refers to how much force or loudness is used to pronounce part of a word.

Each word has a stress pattern, that is, a pattern of stressed (or strong) and unstressed (or weak) syllables. In the table below, the first column has words with stress on the first syllable. The second column has words with stress on the second syllable, while the third has words with stress on the third syllable. The stressed syllables are those written in capital letters.

 Say the words after your teacher.

Stress on 1st syllable Stress on 2nd syllable Stress on 3rd syllable
HAPPy deNY afternoon
Kerosene imPORtant cigaRETTE
PHOtograph success introDUCE
ORange balloon sevenTEEN

Stress on the first syllable

You can also show where the stress is in a word by using a stress mark (ˈ) in front of the stressed part of the word, for example, ‘garden.

mother sister lorry biscuit teacher

clinic pupil cooking playing football everyone penalty telephone exercise   newspaper

Stress on the second syllable

Listen carefully as your teacher stresses the second syllable in these words, for example, to’day. When your teacher has read all the words, repeat them after him.

a’way a’fraid be’tween o’bey to’day

t’onight be’hind en’joy gi’raffe re’turn um’brella ki’lometre com’puter re’moving mi’gration

 

Summary: The teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

EVALUATION

  1. Make good sentences using ten of the words above that you know.
  2. Some of the following phrases have their stress on the first word, and some on the second word.
  3. Write stress marks on the words that have stress. The first two have been done as examples.

PERIOD 2

Grammar: Identify linking words, and sentences of the paragraph

Conjunctions

Conjunctions are words that join words, phrases, clauses, or sentences together.

They are also called linking words.

Examples:

  • bread and butter (word)
  • a boy or a girl (phases)
  • I asked him but he didn’t give me. (clauses)
  • The boy failed the test. However, he passed the examination.

(sentences)

Note the following:

Use ‘and’ to link or join similar things Examples:

1 Jeje bought a pen. She bought a pencil.

‘but’ to link different things. Examples:

  • Jeje ate some cakes. She didn’t eat any ice cream.
  • Jeje ate some cakes, but she didn’t eat any ice cream.

Use ‘because’ to explain the reason.

Examples:

  • Jeje chose the cake. She doesn’t like ice cream.
  • Jeje chose the cake because she doesn’t like ice cream.

Use ‘or’, or ‘either…or’ to show that there are two things to choose from, but only one may be chosen.

Examples:

  • Jeje could send the letter by post. Jeje could send the letter by hand.
  • Jeje could send the letter by post or by hand.
  • Jeje will either send the letter by post or by hand.

More examples of conjunctions:

although after when if unless while

so until unless even though

EXERCISE

Complete the following sentences with the correct conjunctions in the box.

until when because but

while so after

  • The school was making progress ____________ the new principal came.
  • We were coming to see you ____________ there was a heavy rain.
  • I was reading my books ____________ I did not see you come in.
  • My mother was going to see the doctor ____________ she was sick. 5 Rotimi was preparing for his examination ____________ Andrew was drawing pictures.

6 My mother found my lost book ____________ I had left for school. 7 Dede was drawing pictures ____________ the teacher asked him to stop.

PERIOD 3

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