Proposed Lesson plan for week 4 Ending 4th February, 2022

Subject Class Period Content

s
English studies J.S.S. 2A-E 1 Parts of speech- Preposition
11 Guided Letter writing- Samples of Formal and Informal
Letters( outlines)
111 Summary writing
1V Revision of sounds- Vowels

Period 1
Topic: Parts of speech- Preposition
Date: 31st January, 2022
Duration: 40 minutes

Instructional Procedures
Steps Content Development Teachers Activities Students Learning Evaluation
Activities Materials
1 Introduction: The teacher They listen A chart What is
A preposition is a word explains the attentively and preposition?
used to express a meaning of mention some
relationship between a noun preposition and common Mention five
and other words in a leads students in prepositions they examples of
sentence. Such relationships mentioning some know. prepositions
are time, position, direction examples of
and position. Some common
common prepositions are preposition using a
of, on, about, about, across, chart
against, into, beside,
among, etc.
11 Types of preposition The teacher further The students A chart and Identify the
1.Preposition of place: it explains the listen attentively flashcards type of
tells us where different types of and identify the preposition
someone/something is. preposition with prepositions in used in the
Examples: in, at, under, examples and leads the sentences. following
between, above, beside. the students in They also make sentences:
• There is someone at identifying them in their own a. The book is
the door. sentences using a sentences to under the
11. Preposition of time: it chart. illustrate the table.
tells us when something Also, she gives different types of b. She arrived
happens. Examples- in, on, them examples of preposition. before her.
at, before, during. the preposition in c. The goat
• They left at 10am. sentences using a ran straight
111. Preposition of flashcard. She across the
Direction: it tells us the guides them in road.
direction of someone / giving their own
 something. Examples- examples. Make a
across, into, around, before. sentence with
a. The whole family sat the following
around the dinner table. preposition:
Note that some prepositions In, at, from,
have more one meaning and on, for,
use. For instance, in, on, across, over,
and at can be used as under.
prepositions of time and
place. Example:
• I found him in the room.
(place)
b) They live at 10 Johnson
street. (place)
c) The book is on the table.
(place)
111 Forms of preposition She guides them to They identify the The course Underline the
Prepositions come up in the study the different forms of book prepositions
form of: forms of preposition used and state its
a) Single words as in- on, preposition and in sentences. form
at, over, from, under, below, identify them in • Throw the
with, of, beside, etc. sentences. pen up.
b) Compound Preposition: • I saw him
They are made up of more standing in
than word e.g. along with, front of the
away from, because of, on hall.
account of, in spite of, etc. • He put the
c) Prepositional Phrase: it cat in a
consists of preposition + box.
nominal group e.g. in a box,
above the clouds, e.t.c.

Evaluation: The teacher assesses the students with the following questions:
• Define preposition and give three examples.
• Construct a sentence with following preposition:
Over between above away from
Across on behalf of because of in possession etc.
• Identify the preposition in the following sentence.
• She wrote on behalf of her sister.
• There must be another way into the museum.
• The whole family sat around the dinner table.
Closure: The teacher encourages their answers, summarises the lesson and gives them a take
Homework. 1. Define Preposition and list ten examples of preposition.
b. Make a sentence with each of the preposition.
PERIOD II
Topic: Letter writing (practice – formal letter)
Duration: 40 mins
Specific objectives: Students will by the end of the lesson, be able to:
• Identify a formal letter by its structure.
• State the features of a formal letter.
• Write a formal letter with ease

Skill emphasised: Set induction, use of examples, questioning, reinforcement and evaluation.
Entry behaviour: Students have studied types of letter writing and their features.
Set inductions: Students are asked to state the features of a formal letter.

INSTRUCTIONAL PROCEDURES
Step Content Development Teacher’s Student’s Instr. Evaluation
Activities Activities Mat.
• Introduction: The teacher They listen to A chart • What is
A formal letter is an official or introduces the the teacher’s formal letter
business letter. It is the type of letter lesson, re- explanations. writing?
written to persons in their official defines formal • Give
capacity. Examples are: a letter to letter and its examples of
your principal, letter to government examples. formal
officials such as commissioners, letters.
chairman of local government, letters
of application for jobs, letter to heads
of companies or the editor of
magazine etc.
• Features of a formal letter The teacher They identify A chart State the features of a
• Address of the writer guides the the features of formal letter
• Date students to a formal letter
• Designation and full address identify the with ease.
of the receiver features of a
• Salutation [Dear Sir/Ma] formal letter.
• Title She shows them
• Body of the letter a chart
• Closure [Yours faithfully] containing the
• Signature of the writer features.
• Full name of the writer
• Sample of a formal letter With reference They study the The Write out the format
Anglican Girls’ Grammar School, to the text, the example of a english of a letter to the
P.O. Box 1770, teacher formal letter in course principal of your
Onitsha, illustrates how their textbook book. school requesting for
Anambra state. to write a formal and ask permission to be
 16th February, 2022. letter. She leads questions absent from school
The Commissioner of Police, them to study where for one week.
Central Police Station, the example in necessary.
Court Road, the textbook.
Onitsha.
Dear Sir,
Insecurity of Lives and Property
in Onitsha Community.
I wish to intimate you with the
threat to people’s lives and property
in our community and to make some
useful suggestion which could be of
immense help to the police in
tackling this hazard.
Our community had always been
noted for stability, peace and
tranquillity. But unfortunately, for
about six months now, this good
atmosphere has seriously disturbed.
Our lives and properties which use to
be safe and secure is no longer so.
we are now in serious danger of
night (and even day) marauders. The
threat posed by nefarious activities of
these callous men of the underworld
is inimical to peace and progress.
The helpless people of the
community are now living in fear of
burglars throughout the twenty-four
hours of every day.
One of the ways of tackling the
problem is the constitution of a
patrol team. The patrol team should
mount a twenty-four hours operation
and should always be at alert to
receive tip-offs from members of the
comunity. It should also deal
decisively with people suspected to
be robbers.
It is hoped that if this measure is
fully taken, robbery incidents will
reduce greatly. Our community will
once again enjoy an era of peace,
security and tranquillity.
I would be grateful if this
suggestion could be carefully
considered and implemented.
Thanks you
Yours faithfully,
signature
Okoli Chioma

Evaluation:
 • Describe the structure of a formal letter.
• What are the features of a formal letter?
• Write a letter to the chairman of your local government complaining about the poor sanitary
condition of your locality and suggest ways of solving them.
Closure:
The teacher encourages their answers, summarizes the lesson, repeats the salient points and asks them to
develop the letter on question 3.

PERIOD III
Topic: Reading comprehension for main ideas and topic sentence.
Duration: 40 minutes
Specific objectives: Students will by the end of the lesson, be able to:
• Read and comprehend a given passage.
• Identify the main ideas of the passage.
• Identify the topic sentence of the paragraph.
Skill emphasized: Set induction, questioning, explanation and evaluation.
Entry behavior: Students have been reading a text and comprehension passages.
Set induction: Students are asked to state the techniques they apply in reading a text or a passage.

INSTRUCTIONAL PROCEDURES
Step Content Development Teacher’s Student’s Instr. Evaluation
Activities Activities Material
• Introduction: She arouses the They state the Whiteboard What are the
Reading for the main idea is student’s with techniques they techniques you can
called Skimming. In Skimming, questions and apply in reading a apply in reading a
a text is read quickly or introduces the text or a passage. text?
surveyed to get an overview of topic.
the main idea.
• Strategy to Skim a Passage She explains the They listen to the The English Skim read the
• Search the text for layout strategy in discussion and course book passage on ‘My
features including headings, identifying the identify the main (New Hometown’ pg. 31
pictures and words in italics main idea. She idea in the concept) and identify the
or underlined. These also discusses a passage-‘My main idea in the
features give clue to assist passage and Hometown’(pg.31) passage.
you in working out what the guides the students
passage is all about. to identify the
• Find the main paragraph or main idea in the
introduction. passage.
 • The first and last sentences
of each paragraph.
• The last paragraph or
conclusion- these give you
the main idea in the
passage.
• Identification of Topic She further They listen and New Identify the topic
Sentences explains how to identify the topic concept sentence in the
A passage is made up of key identify the topic sentences in the textbook. passage-‘Uthman
sentences. Each passage has a sentence and passage read. Dan Fodio.
key sentence called the topic guides the students
sentence. This tells you what the to identify the
passage is mainly about. topic sentences in
Identification of the topic the passage.
sentence is important in every
summary exercise. The topic or
focus sentence in a paragraph
summarises the main idea of the
paragraph.
Topic sentence is usually but
not always the first sentence in
a paragraph. It could also
appear in the middle or end of a
paragraph.

Evaluation-
• Skim read the passage ‘My Hometown’ and give account of what the passage is about.
• Identify the main ideas in the passage.
• State the topic sentences of the passage.
Closure:
The teacher summarises the lesson, encourages their answers and asks them to answer the comprehension
questions in the passage- ‘My Hometown’.

Proposed Lesson Plan for Week 5 Ending 11th February, 2022

Subject class periods Content
English J.S.S. 2A-E 1 Parts of speech- Preposition: Forms and position
studies
11 Guided Letter writing- Informal Letters
111 Summary writing
1V Revision of sounds- Vowels
PERIOD 1
Topic: Grammar- Preposition: Forms and Position
Duration: 40 minutes
Specific Objectives: Provided with definition, explanations and examples, students will by the end of the
lesson, be able to:
• Define preposition and give at least 3 examples.
• Identify preposition in given sentences.
• State the position and functions of a preposition.
Skill Emphasized: Set induction, Questioning, Use of examples, Planned repetition, Evaluation and
Explanation.
Entry Behaviour: Students have studied meaning and types of prepositions.
Set Induction: She asks the students to mention the types of preposition and give examples of each.
Step Content Development Teachers Students Instr. Evaluation
Activities Activities Material
• Introduction: The teacher The students A sentence What is a
A preposition is a word introduces the defines strip. preposition?
placed before a noun or a lesson by re- preposition, Give five
pronoun to show the defining the state its types examples of
relationship to the other concept of with examples. preposition.
parts of a sentence. It is preposition and
therefore not a link or a the examples.
corrective but is different
from a conjunction. Examples
are- in, on, to, until, over,
across, beyond etc.
• Forms of Preposition Using a chart, she They listen and A chart. Make two
Preposition come up in the explains the forms make sentences sentences
form of of preposition and with the with each of
• Single words as in: on, at, asks the students prepositions. these
to, from, till, through, to make prepositions:
under, below, beside, sentences with in, on,
over, across etc. the examples through,
• Compound words as in: given. within,
within, without, into, because of, on
throughout etc. behalf of.
• Phrase as in: on account
of, because of, in favour
of, abide by, along with,

on behalf of, away from etc.

111 Positions of Preposition Using flashcards They listen to the Sentence Make a
In a sentence, a preposition and sentence teacher strips and sentence with
can be found in any of the strips, she explanations and flashcards. the following
following positions: explains the make their own prepositions
• Immediately before a position of a sentences with to their
 nominal. E.g. Uche put preposition and the preposition position in a
the box in a bag. leads the students given to illustrate sentence.
• At the end of a sentence. to make their positions.
E.g. There stands the sentences with
church I worship in. the prepositions
• It can occur after an in the flashcards
adjective. E.g. She is red indicating their
with anger. position in the
• It can also occur after a sentence.
verb. E.g. She stared at
me for hours.
• Functions of Preposition She explains the They listen A chart and State the
• Preposition shows function of attentively and sentence function of
position or location. E.g. preposition with state the strips. the
He kept the book under examples and function of given underlined
the bed. leads the students prepositions in prepositions:
• It shows direction. E.g. to state the sentences. • She left
He jumped over the function of the through
fence. underlined the back
• It shows time. E.g. Uche preposition in a door.
left at 10am. given sentence. • Uche
wakes up
by 5am.
• The book
is under
the table.

Evaluation:
• What is preposition? Give three examples.
• Identify the preposition in the following sentences:
• She arrived before her friend.
• The dog ran straight across the road.
• Mr. Ibe gave a speech on behalf of the principal.
• My sister bought orange instead of pineapple.
• State the position and function of preposition using example.
Closure:
The teacher summarises the lesson, repeating the salient points and gives them a class exercise from
their course book.

PERIOD 11
Topic: Guided letter writing (informal letter)
Duration: 40 minutes
Specific Objectives: Students will by the end of the lesson, be able to:
• Define informal letter with examples.

• State the features of an informal letter.

• Write an informal letter with ease.
Skill Emphasized: set induction, Use of examples, Questioning, Explanation and Evaluation.
Entry Behaviour: Students have learnt about formal lettering writing.
Set Induction: Students are asked to define formal letter writing and state its features.

Instructional Procedures
Step Content Development Teachers Students Instr. Evaluation
Activities Activities Material
• Introduction: The teacher They give the A chart What is an
Informal letter is a friendly or introduces the definition of an informal letter?
personal letter. It is a letter we lesson and informal letter.
write to our friends or close guides them to
relations. It does require any define an
formal language. Unlike a formal informal letter.
letter, it adopts an informal or
friendly language. It can make
use of colloquial expressions,
figures of speech and
abbreviations.
• Features of an Informal Letter She leads them The students A chart. State the
• The writers address. to state the states the features of an
• The date. features of an features of an informal letter.
• Salutation- e.g. Dear Mum, informal letter as informal letter
My dear Uche. she gives clear and listen to the
• Body of the letter- (to be explanation to teachers
written in paragraph). that using a explanation.
• Subscription- e.g. Yours chart.
sincerely is most acceptable.
• The writers full name only.
• Sample of an Informal letter She guides them They listen English Write out the
Anglican Girls’ Grammar School, in writing an attentively, course format of a
P.O. Box 1770, informal letter. study the book(the letter to your
Onitsha. She leads them informal letter in New father
14th March, 2021. to study the their textbook. Oxford) requesting him
Dear Sandy, sample of an to pay your
Thanks for your last letter. informal letter in school fees.
How are you and your parents? their textbook.
What’s the weather like now?
I’m happy you’ll soon come back
to experience life in our new
transformed school after a long
time absent in school. This is
 great.
I’m happy to tell you that we
have now well-equipped
laboratory, comfortable
classrooms with electricity
installations and well equipped
E-library.
Our sickbay has been greatly
improved on. Well qualified

nurses have been employed to

manage it day and night. The

students welfare and health

conditions are now been taken
care of.
Also, our school compound
has not been left out. The school
building has been repainted and
the compounds decorated with
flowers. The school pathways are
now tared. We also enjoy
twenty-four hours electricity and
water supply.
Sandy, I can’t wait to see you
back to school. My regards to
your little Sommy and your
parents. See you soon!
Yours sincerely,
Linda.

Evaluation:
• Define an informal letter
• State the features of an informal letter
• Write a letter to your friend in another school, letting her three problems you are facing in the
school.
Closure
She examines the students work, and gives corrections where necessary. She tells them to study more
samples of an informal letter in any English textbooks.

PERIOD 111
Topic: Summary Writing
Duration: 40 mins
Specific Objectives: Provided with explanation and examples, students will by the end of the lesson be
able to:
• Explain the word ‘summary’
• State the steps involved in summary writing
• Summarise a given passage.
Skill Emphasized: Set induction, Questioning, Use of examples, Explanation and Evaluation.
Entry Behaviour: Students can identify the main ideas in a passage.
Instructional Procedures
Step Content Development Teachers Students Instr. Evaluation
Activities Activities Material
• Introduction: The teacher They listen and The • Define the term
explains the identify the English ‘Summary’.
topic sentence •

Summary writing is a short meaning of course • Identify a topic

statement that gives the main summary writing in a given book. sentence in the
point and not details. It hints in passage.
and guides the passage on page
central point a writer tries to students to 103.
present. A summary is an identify topic
abridged version of a sentences in a
text/passage. A passage is given passage.
made up of key sentence called
the topic sentence.
Identification of the topic
sentence is important in every
summary exercise.
• Steps in Summary Writing She leads the They study the A chart In two sentences,
• Read the instruction then students in steps in Summarise the
the whole passage at least studying the summary main ideas in the
twice. steps in writing and also passage
• Read the questions summary summaries the ‘malnutrition’.
carefully and not the writing. passage on page
keywords in each question. She guides them 103 using the
• Underline the topic in summarising a topic sentences
sentences and get some passage using identified.
points from supporting the topic
sentences. sentences.
• Make rough notes on the
answers.
• Do not include examples,
illustrations or instances.
• Answer one question at a
time and don’t forget to use
your own words.
• Proofread your answers to
check for any spelling,
punctuation or grammatical
 errors.
• Do not copy the passage
verbatim.
• Do not exceed the number
of sentences allowed.

Evaluation:
• Define the word ‘summary’
• State the steps involved in summary writing.
• Read the passage on page 118 of your New Oxford English Book 2 and attempt the question on
summary.
Closure:
The teacher summarises the lesson, points out the salient points and gives them assignment to answer
the summary question on page 118 of their text.

PERIOD IV
Topic: Revision of Vowel Sounds
Time: 40 minutes

Specific objectives: By the end of the lesson, students will be able to:
• Identify the vowel sounds in isolation and in words,
• Pronounce the sounds correctly both in isolation and words,
• Give at least two examples of words with the sounds given.
Skill Emphasised: Set induction, Questioning, Use of example, Planned repetition, verbal communication,
Evaluation
Entry behaviour: students produces sounds when engaged in conversation and are familiar with spelling
and pronunciations
Set induction: The students are asked to pronounce he following words and identify the vowel letters in
each word:
Uncle. Colour, month,, member, student, animal, meat, fish

Instructional Procedures
Step Content development Teacher’s Student’s Instructio Evaluation
activities activities nal
material
1 English vowels are twenty in The teacher The students A vowel Mention
 number and are divided into- explains the listen, study chart the vowel
monophthongs and diphthongs. English vowel the chart and sounds you
The first twelve vowels are sounds and with articulates the know.
known as pure vowels or the aid of a chart repeat after
monophthongs while the next presents the the teacher in
eight are called diphthongs. vowel sound pronuncing
Pure vowels are sub-divided chart indicating the sound
into long and short vowel. The the sound symbols.
long vowels are identified with symbols. She
two dots beside the vowel guides the
symbol and are long in students in
production. articulating the
sound symbols
correctly.
11 The monothongs are as follows; With the aid of a They articulate A chart, Articulate
Long vowels: chart, the teacher the long vowel flashcards these
Vowel Spelling Words guides the sound, vowel
sounds symbols students in ponounce the sounds
/I:/ ee, ea, peel, articulating the words with the correctly:
ie, I, ei, beat, long vowel sound sounds and /I:/, /a:/,
uay, ey, relief, symbols in give their own /ɔ:/,
eo. machine, isolation and in example of /u:/, /з:/
receive, words. words with the Identify the
quay, She asks them to sound. vowel
lady, give more sound in
woman, examples. the
market, following
people, words:
monkey. Clerk,
/a:/ a, al, er, sand, market,
ear, staff, aunt, fool,
ar,au. calm, bird, seat,
psalm, court
clerk,

servant, Give an
heart, example of
car, park, word with
laugh, each of the
aunt. sound
/ɔ:/ ar, or, war, symbols.
aw, ou, pork,
our, a, saw,
au. bought,
court,
call,
cord,
naught,
hawk,
cork.
/u:/ oo, ue, pool,
ew, oe. blue,
screw,
 shoe,
spoon,
moon,
food,
cool,
fool,
shoot.
/з:/ Ir, er, ur, first,
ear, or. purse,
earn,
world.

111 Short vowel sounds: With the aid of a They observe A chart Pronounce
Vow Spellings Words chart, the teacher the chart, and these
el symbols guides students articulates the flascards sounds in
soun to articulate the short vowel isolation:
ds short vowel sounds and /i/, /e/,
/i/ I, ie, y, e, bit, ladies, sounds. She also produce words /u/, /ᴂ/,
a-e. symbol, leads them to with the vowel /ᴧ/, /ә/,
city, identify and sounds. /ɒ/
expect, produce the Give one
example, words with the example of
waited, sound. words with
wicked, the sound
ticket. symbol.
/e/ e, ea, ai, set, bread,
a, u, eo, said,
a. many,
bury,
leopard,
says.
/ae/ a bat, cat,
lack, pack,
rat,
match,
back,
path,
badge.
/D/ o, a, ou. Cot, cock,
fox, knot,
watch,
what,
gone.
/u/ u, oo, ou. put, foot,
book,
could,
should,
would,
push, bull,
look.
/ᴧ/ u, o, oo, cut, come,
ou blood,
 country.
/ә/ o, er, or, e abou
t,
pilot,
bake
r,
sailo
r,
mot
her,
doct
or.

Evaluation:
• Write down the pure vowel sounds you know.
• Identify the vowel sounds in the following words:
Mother, blood, scourge, fool, could, about, better, people, liquid, matter, march, hot
• Give one example of word with each of the following sound symbol:
/I:/, /a:/, /ɔ:/, /u:/, /з:/, /i/, /e/, /u/, /ᴂ/, /ᴧ/, /ә/, /ɒ/
Closure: the teacher commends their contributions, summarises the lesson and gives them a class
exercise.
1. Identify the vowel sound in the following words:
Clerk, market, aunt, fool, bird, seat, court

Set inductions: Students are asked to state the features of a formal letter.

INSTRUCTIONAL PROCEDURES
Ste Content Development Teacher’s Student’s Instr. Evaluation
p Activities Activities Mat.
• Introduction: The teacher They listen to A chart 1. What is formal
A formal letter is an official or introduces the the teacher’s letter writing?
business letter. It is the type of letter lesson, re- explanations. 2. Give examples
written to persons in their official defines formal of formal letters.
capacity. Examples are: a letter to letter and its
your principal, letter to government examples.
officials such as commissioners,
chairman of local government,
letters of application for jobs, letter
to heads of companies or the editor
of magazine etc.
• Features of a formal letter The teacher They identify A chart State the features
• Address of the writer guides the the features of of a formal letter
• Date students to a formal letter
• Designation and full identify the with ease.
address of the receiver features of a
• Salutation [Dear Sir/Ma] formal letter.
• Title She shows them
• Body of the letter a chart
• Closure [Yours faithfully] containing the
• Signature of the writer features.
• Full name of the writer
• Sample of a formal letter With reference They study the The Write out the
Anglican Girls’ Grammar School, to the text, the example of a english format of a letter
P.O. Box 1770, teacher formal letter in course to the principal of
Onitsha, illustrates how their textbook book. your school
Anambra state. to write a and ask requesting for
16th February, 2022. formal letter. questions permission to be
The Commissioner of Police, She leads them where absent from
Central Police Station, to study the necessary. school for one
Court Road, example in the week.
Onitsha. textbook.
Dear Sir,
Insecurity of Lives and
Property in Onitsha Community.
I wish to intimate you with the
threat to people’s lives and property
in our community and to make
some useful suggestion which could
be of immense help to the police in
tackling this hazard.
Our community had always
been noted for stability, peace and
tranquillity. But unfortunately, for
about six months now, this good
atmosphere has seriously disturbed.
Our lives and properties which use
to be safe and secure is no longer
so. we are now in serious danger of
night (and even day) marauders.
The threat posed by nefarious
activities of these callous men of
the underworld is inimical to peace
 and progress. The helpless people of
the community are now living in
fear of burglars throughout the
twenty-four hours of every day.
One of the ways of tackling the
problem is the constitution of a
patrol team. The patrol team should
mount a twenty-four hours
operation and should always be at
alert to receive tip-offs from
members of the comunity. It should
also deal decisively with people
suspected to be robbers.
It is hoped that if this measure
is fully taken, robbery incidents will
reduce greatly. Our community will
once again enjoy an era of peace,
security and tranquillity.
I would be grateful if this
suggestion could be carefully
considered and implemented.
Thanks you
Yours faithfully,
signature
Okoli Chioma

Evaluation:
• Describe the structure of a formal letter.
• What are the features of a formal letter?
• Write a letter to the chairman of your local government complaining about the poor sanitary
condition of your locality and suggest ways of solving them.
Closure:
The teacher encourages their answers, summarizes the lesson, repeats the salient points and asks them to
develop the letter on question 3.

PERIOD III
Topic: Reading comprehension for main ideas and topic sentence.
Duration: 40 minutes
Specific objectives: Students will by the end of the lesson, be able to:
• Read and comprehend a given passage.
• Identify the main ideas of the passage.
• Identify the topic sentence of the paragraph.
 Skill emphasized: Set induction, questioning, explanation and evaluation.
Entry behavior: Students have been reading a text and comprehension passages.
Set induction: Students are asked to state the techniques they apply in reading a text or a passage.

Proposed Lesson Plan for the 6th Week Ending 18th February, 2022.
Subject: English Studies
Class: JSS 2A-E
Date: 11th February, 2022
Topic: Mid- term test
Time: 40minutes
ITEMS
Fill the blank spaces with the appropriate conjunction (but, however, because, although, whereas)
• Ali fell into a pit -------------- he is blind.
• He was very wise --------------- they would not believe him.
• Uche is short and fat ---------------- his father is tall and thin.
• We found the way here -------------- it was dark.
Underline the prepositions in these sentences
• She differs from her twin sister.
• Don’t interfere with my decision.
• Taiwo pleaded on behalf of his friend.
Change the sentence below to question-8,9,10
Azuka studied hard for the examination.
• Simple future tense
• Future continuous tense
• Future
 KEYS
• because
• but
• whereas
• although
• from
• with
• on behalf of
• Azuka will study hard for the examination.
• Azuka will be studying hard for the examination.
• Azuka will have studied hard for the examination.

PROJECT PROPOSAL FOR SECOND TERM

Subject: English studies

Class: JSS 2A-E
Date: 15th February, 2022
Topics:
• Future Tense
• Conjunction
• Preposition
Locations: Week 1, 2 and 4
Material: Cardboard sheet and pencil marker
Score: 10 marks
PROJECT:
In an album form:
• Make five sentences each to express
• Simple future tense
 • Future continuous tense
• Future perfect tense
• List ten conjunctions and make one sentence with each
• List ten prepositions and make one sentence with each