English Studies JSS 1 Guides Listening and Speaking

 

ENGLISH STUDIES

THEME – LISTENING AND SPEAKING 

TOPIC 1 – LISTENING AND PRODUCING DIFFERENT SPEECHES WITH REFERENCE TO VOWEL SOUNDS

 

INSTRUCTIONAL MATERIALS

1. Recorded materials, e.g. Audio and video tapes.

2. Newspaper/magazines cuttings and supplementary readers containing passages on:

• The family

• The school

• Places of worship

• Consumer, market and society

• Transportation

• Health issues and epidemics, e.g. HIV/AIDS, malaria, polio, tetanus, meningitis etc.

• Safety on the roads

• Corruption

• Tribalism

• Drug Abuse

• Child labour and Trafficking.

 

 

LEARNING OBJECTIVES

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

1. listen to and produce different speeches with reference to long and short vowel sounds.

2. listen to and produce different speeches with reference to consonants.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Sentences, paragraphs, passages, plays, poems should form the content for highlighting the sounds involved.

 

2. Long and short vowels, e.g.

• sleep/slip

• port/pot

• leave/live

• these/this

• sport/spot

• cord/cod

• forks/fox

 

3. Consonants, e.g.

• back/pack
• pull/fool
• goat/toad
• road/load
• things/tins
• thought/taught
• then /den
• fox/box
• voice/boys
• chaos as in /k/ in chemist

 

4. Vowel sounds, e.g. /ʌ/.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. identifies and produces materials for the correct pronounciation of the sounds in context.

2. emphasises the correct articulatory movements in the pronounciation of the sounds.

 

 

STUDENT’S ACTIVITIES

The students,

1. Listen to the teacher and imitate the production of the sounds in context.

2. practice the articulation of the sounds emphasized by the teacher in context.

 

 

LESSON EVALUATION

Students to,

1. identify correctly, long and short vowels in given sentences and selections.

2. identify correctly consonants sounds occuring in the given materials in context; and

3. identify the appropriate vowel sounds in passages/ plays/ poems.

 

 

 

THEME – LISTENING AND SPEAKING 

TOPIC 2 – LISTENING COMPREHENSION

 

INSTRUCTIONAL MATERIALS

1. Essays written by teachers and students on the relevant topics

2. Magazines and Newspaper cuttings

3. Selections from other subject areas

4. Recommended texts

5. Supplementary readers

6. Other resources, e.g. Bulletin boards, etc.

 

 

LEARNING OBJECTIVES

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

1. listen to given Passages, and

2. extract main ideas from given passage s.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Listening for main ideas selected passages on:

• The family

• The school

• Places of worship

• Consumer, market and society

• Transportation

• Health issues and epidemics, e.g. HIV/AIDS, malaria, polio, tetanus, cleanliness, meningitis, etc.

• Safety on the roads

• Corruption

• Drug Abuse

• Abuse of herbal medicines

• Misuse of pesticides

• Child labour and trafficking

• Global warming

 

2. Position of main ideas in given Passages – beginning, middle or end.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. selects appropriate passages and materials.

2. explains the meaning of main ideas.

3. illustrates with specific examples.

4. asks students to read selected passages and materials in class.

5. guides the students to identify and extracts the main ideas of a sentence or topic sentence.

6. explains the relative positions of main ideas of sentences in the different passages.

 

 

STUDENT’S ACTIVITIES

The students,

1. pay attention and practice with examples given.

2. read selected passages and materials provided.

3. practice the main idea identified from the text.

4. practice and ask questions.

 

 

LESSON EVALUATION

Students to identify accurately, main ideas from the passages.

 

 

THEME – LISTENING AND SPEAKING 

TOPIC 3 – LISTENING TO AND PRODUCING DIFFERENT SPEECHES WITH REFERENCE CONSONANT CLUSTERS AND DIPHTHONGS

 

INSTRUCTIONAL MATERIALS

1. Language games

2. Poems

3. Sentence strips

4. Other relevant resources, e.g. pictures, real drawings, as bases for activities.

 

 

LEARNING OBJECTIVES

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

1. listen to and produce different speeches with reference to vowel sounds.

2. listen to and identify/ produce different speeches paying special attention to consonant clusters.

3. listen to different speeches with particular reference to diphthongs.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Consonant clusters, e.g.

Desk, asks, sickle,plants, planks, subjects, barns, drive, school, respect, sprinkle, attacked, string, throw, please, principle, trick, strive, thrive, truth,amplify, apple, tactile, splash, spread, struggle, streams, strong, scream, screen, shutter, scatter.

 

2. Diphthongs, e.g.

/ei/ as in Mary /Meiri/, gate/geit/; day /dei/; grey, they; pain:rain, train, slate, mate, weight

/ou/ as in so, go, no,old, gold, told, sold

/ɔ/i as in oil, boil, toil, coil

/u/ tour, sure

 

3. Weak forms, e.g. after, often, listen, sister, above, away, later, alone, abound, about.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. stresses the distinction exemplified in minimal pairs.

2. initiates language games for practicing different sounds.

3. dictates short sentences containing the sounds.

4. directs students to tell stories, paying attention to specified pairs.

 

 

STUDENT’S ACTIVITIES

The students,

1. practice the differences in sounds exemplified in minimal pairs.

2. engage in language games as practice in relevant sounds.

3. write sentences containing the sounds.

4. tell stories paying attention to specified pairs.

 

 

LESSON EVALUATION

Students to,

1. identify and pronounce correctly the relevant consonant clusters in paragraphs and selections.

2. identify and produce correctly the selected diphthongs in passages and speeches.

3. identify weak forms correctly in speeches and selections.

 

 

THEME – LISTENING AND SPEAKING 

TOPIC 4 – LISTENING TO AND PRODUCING DIFFERENT SPEECHES WITH REFERENCE TO WORD BOUNDARIES, COMPOUND WORDS AND PHRASES

 

INSTRUCTIONAL MATERIALS

1. Language games

2. Poems

3. Sentence strips

4. Other relevant resources e.g. Pictures, real drawings, as bases for activities.

 

 

LEARNING OBJECTIVES

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

1. listen to different speeches with particular reference to weak forms.

2. listen to different speeches paying attention to word boundaries.

3. listen to different speeches with special reference to compound words.

4. listen to different speeches paying attention to phrases.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Words boundaries, e.g.

Linking sounds: -matter of, fore-head, go-away, order of merit, butter and bread, leader of, Shar of Iran, pair of, fear of God, poor and blind, transfer of.

 

2. Compound words, e.g.

Blackboard, ice-cream, swimming pool, lifelong, age old, teapot, classroom, night flight, return journey, return flight, sister-in-law, dining room, market square.

 

3. Phrases, e.g.

A company of friends, a man of the people, a crop of ideas,,, a queue of traffic, a team of players, a basket of fruits, a set of furniture, a range of opinions, a row of houses, a chain of.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. engages students in pair activities with reference to word boundaries.

2. organizes class discussions/play lets/

3. provides cues

4. initiates activities

5. responds to students’ cues.

 

 

STUDENT’S ACTIVITIES

The students,

1. participate in discussion/ play lets/drama using question tags.

2. follow cues.

3. participate in activities.

4. initiate cues.

 

 

LESSON EVALUATION

Students to,

1. identify correctly and produce accurately word boundaries.

2. identify and use correctly compound words in passages and selections.

3. identify correctly phrases in passages, selections and use them effectively in sentences.

 

 

THEME – LISTENING AND SPEAKING 

TOPIC 5 – QUESTIONS AND QUESTION TAGS

 

INSTRUCTIONAL MATERIALS

1. Language games

2. Poems

3. Sentence strips

4. Other relevant resources e.g. Pictures, real drawings, as bases for activities.

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to listen to different speeches with particular reference to questions and their tags.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

Questions and their tags, e.g.

Okoro: Teachers are always puntual, aren’t they?

Ibrahim: Yes, they are.

 

Teacher: Okocha is the best footballer in Africa, isn’t he?

Student: Yes, he is.

 

Teacher: The president of Nigeria is a powerful man, isn’t he?

Student: Yes, he is.

 

Teacher: Some drivers drive too fast, don’t they?

Student: Yes, they do.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. Engages students in pair activities with reference to questions and their tags.

2. organizes class discussion.

3. provides cues.

4. initiates activities.

5. responds to students’ cues.

 

 

STUDENT’S ACTIVITIES

The students,

1. participate in discussion using question tags.

2. follow cues.

3. participate in activities.

4. initiate cues.

 

 

LESSON EVALUATION

Students to respomd correctly to statements utterances with reference to question tags.

 

 

THEME – LISTENING AND SPEAKING 

TOPIC 6 – SPEECHES: PRODUCTION OF VOWEL AND CONSONANT SOUNDS IN PASSAGES

 

INSTRUCTIONAL MATERIALS

1. Story books.

2. Magazines and news paper cuttings on relevant topics.

3. Other resources e.g. Recorded tapes, radio broadcast etc.

 

 

LEARNING OBJECTIVES

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

1. re-tell what they have listened to.

2. explain key words and expressions on what they have listened to.

3. answer questions on what they have listened to and

4. Summarize what they have listened to.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Vowels and consonants sounds.

 

2. Listening to speech based on the following:

• The family

• The school

• Places of worship

• Consumer, market and society

• Transportation

• Health issues and epidemics, e.g. HIV/AIDS, malaria, polio, tetanus, cleanliness, meningitis, etc.

• Safety on the roads

• Corruption

• Drug Abuse

• Abuse of herbal medicines

• Misuse of pesticides

• Child labour and trafficking

• Global warming

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. reads materials on topics under content column.

2. Leads6discussion on selected topics under content.

3. develops and organizes students for play-lets on selected topics.

4. invites quest speakers to talk on chosen topics where applicable.

5. presents recorded materials for more discussion.

6. organises debates for the students.

7. organises impromptu speeches.

 

 

STUDENT’S ACTIVITIES

The students,

1. listen to the teacher’s reading of selected materials.

2. discuss the selected toipics with the teacher.

3. participate in play-lets on selected topics.

4. listen to quest speakers and ask questions.

5. listen to recorded materials and ask questions.

6. participate in debates.

7. participate in impromptu speeches.

 

 

LESSON EVALUATION

Students to,

1. re-tell the stories/speeches they have listened to.

2. explain some key words and expressions.

3. answer questions on what they have listened to and

4. summarize stories/ passages/ presentations.