Direction Keywords, Passive Sentences, Question Tags, Medical Fields and Comparisons for JSS 1

Class: Junior Secondary School 1 (JSS 1 / JS1)
Term: 3rd Term
Week: 7
Age: 12 years
Duration: 45 minutes
Subject: English Language Studies
Curriculum Theme: English Language Studies
Previous Lesson: Directions, Health Practitioners, Passive Verbs, Main Ideas and Figures of Speech.
Topic: Direction Keywords, Passive Sentences, Question Tags, Medical Fields and Comparisons
Subject Matter: Reading, Grammatical Accuracy, Listening and Speaking, Literature

Specific Objectives

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

Cognitive Domain:

• Identify keywords that signal direction in a passage.
• Differentiate between active and passive voice in sentences.
• Recognize and form question tags correctly.
• Name different fields of medical practice.
• Identify similes and metaphors in literary texts or speech.

Affective Domain:

• Appreciate the importance of clear directional instructions.
• Value the use of appropriate grammar for effective communication.
• Show interest in using question tags to make conversations engaging.
• Appreciate the role of figurative language in enriching expression.

Psychomotor Domain:

• Respond to prompts using directional words accurately.
• Construct grammatically correct sentences using both active and passive verbs.
• Practice making conversational sentences with correct question tags and responses.
• Compare the meanings conveyed by similes and metaphors.

Social Domain:

• Participate actively in discussions about different topics.
• Engage in conversational practice using question tags.
• Collaborate with peers to identify and compare literary devices.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum for English Language Studies.
• State Unified Scheme of Work for Junior Secondary School.
• Effective English for Junior Secondary Schools 1.
• https://www.education.gov.ng/
• https://www.nerdc.gov.ng/

Instructional Materials

The teacher will teach this lesson with the aid of:

• Illustrative charts showing directional words.
• Relevant texts and newspaper articles for reading passages.
• A textbook with examples of active/passive voice, question tags, similes, and metaphors.
• Posters depicting various medical fields.

Rationale for the Lesson

This lesson helps pupils to improve their reading comprehension by identifying direction keywords and enhancing their grammatical accuracy through active and passive sentences and question tags. It also broadens their vocabulary related to medical fields and develops their understanding of figurative language like similes and metaphors, which are important for both daily communication and literary analysis.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of parts of speech, simple sentence structure, and general reading comprehension.

Lesson Content/Board Summary

Direction Keywords

Identifying Direction Keywords in a Passage

Direction keywords are words or phrases that tell us where something is located or how to get somewhere. They guide us through instructions or descriptions.

The following are common direction keywords:

• Across – from one side to the other.
• Along – in a line from one end to the other.
• Around – in a circle or on all sides.
• Behind – at the back of.
• Below – lower than.
• Beside – next to.
• Between – in the space separating two things.
• Down – from a higher to a lower position.
• In front of – directly before.
• Inside – within.
• Into – moving to the inside of.
• Near – close to.
• Next to – immediately beside.
• Off – away from.
• On – supported by or resting on.
• Out of – from the inside to the outside.
• Over – above or across.
• Through – from one side or end to the other.
• Towards – in the direction of.
• Under – directly below.
• Up – from a lower to a higher position.

Passive Sentences

Active and Passive Voice

The voice of a verb tells us whether the subject of the sentence performs the action (active voice) or receives the action (passive voice).

Active Voice: The subject performs the action. It has a direct, clear structure.

• Example: The boy kicked the ball. (The boy is the subject and performs the action of kicking.)

Passive Voice: The subject receives the action. The focus is on the action and the object rather than the doer of the action.

• Example: The ball was kicked by the boy. (The ball is the subject and receives the action of kicking.)
• Structure: Object + ‘to be’ verb (is, am, are, was, were) + Past Participle of main verb + (by + agent).

Examples of conversion:

• Active: She reads a book. → Passive: A book is read by her.
• Active: They built the house. → Passive: The house was built by them.

Question Tags

Forming Question Tags and Responses

A question tag is a short question added to the end of a statement. It is used to ask for confirmation or to keep a conversation going.

• If the main statement is positive, the question tag is negative. Example: You are a student, aren’t you?
• If the main statement is negative, the question tag is positive. Example: She isn’t here, is she?
• We use the auxiliary verb from the main statement in the tag. If there is no auxiliary, we use ‘do’, ‘does’, or ‘did’.

Examples:

• You can swim, can’t you?
• He doesn’t like mangoes, does he?
• They went to the market, didn’t they?
• It’s a beautiful day, isn’t it?

Different Fields of Medical Practice

Medical practice involves various specialized fields, each focusing on specific parts of the body, diseases, or patient groups.

The following are some fields of medical practice:

• General Practitioner (GP) – Provides primary care for common illnesses.
• Pediatrician – Specializes in the medical care of infants, children, and adolescents.
• Surgeon – Performs operations to treat diseases, injuries, or deformities.
• Cardiologist – Deals with disorders of the heart.
• Dermatologist – Specializes in conditions of the skin, hair, and nails.
• Ophthalmologist – Focuses on eye and vision care.
• Orthopedic Surgeon – Specializes in the musculoskeletal system (bones, joints, muscles, ligaments, tendons).
• Dentist – Specializes in the care of teeth and gums.
• Neurologist – Deals with disorders of the nervous system.
• Radiologist – Uses medical imaging (X-rays, MRI, CT scans) to diagnose and treat diseases.

Comparisons (Similes and Metaphors)

Simile

A simile is a figure of speech that directly compares two different things using the words “like” or “as” to make the description more vivid.

Examples:

• He is as brave as a lion.
• Her smile is like sunshine.
• The clouds were like cotton balls in the sky.

Metaphor

A metaphor is a figure of speech that directly compares two unlike things without using “like” or “as.” It states that one thing IS another, implying a deeper meaning or quality.

Examples:

• He is a lion in battle. (meaning he is very brave)
• Her smile is sunshine. (meaning her smile brings joy and warmth)
• The world is a stage.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and introduces the topic by asking them about how they find their way to school or describe things. The teacher briefly explains that today’s lesson will cover several aspects of English, including how to give directions, how to form different types of sentences, conversational skills, and understanding descriptive language.
Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction.
Learning Point: Pupils are prepared for the lesson and understand its relevance.

Step 2: Direction Keywords

Time: 7 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher guides pupils to identify key words that signal direction by showing charts and giving examples of passages. The teacher prompts pupils to give directional responses.
Pupils’ Activity: Pupils identify direction signals from the charts and passages and respond to prompts using directional words.
Learning Point: Pupils learn to identify and use words that indicate direction.

Step 3: Active and Passive Sentences

Time: 8 minutes
Teaching Skill: Guided Practice/Demonstration
Teacher’s Activity: The teacher explains the difference between active and passive voice. The teacher guides pupils to make sentences using both active and passive verbs, providing examples and correcting errors.
Pupils’ Activity: Pupils construct sentences using active and passive verbs, converting between the two voices.
Learning Point: Pupils understand and can apply active and passive voice in sentence construction.

Step 4: Question Tags

Time: 7 minutes
Teaching Skill: Interactive Practice
Teacher’s Activity: The teacher explains how to form question tags and guides pupils to make conversational sentences with question tags and appropriate responses.
Pupils’ Activity: Pupils practice making conversational sentences with question tags and give suitable responses.
Learning Point: Pupils learn to use question tags for confirmation and to engage in conversations.

Step 5: Medical Fields

Time: 6 minutes
Teaching Skill: Information Sharing/Listing
Teacher’s Activity: The teacher introduces different fields of medical practice, using posters or pictures to illustrate each field. The teacher guides pupils to identify and name these fields.
Pupils’ Activity: Pupils identify and name different fields of medical practice.
Learning Point: Pupils gain knowledge about various medical professions.

Step 6: Comparisons (Similes and Metaphors)

Time: 7 minutes
Teaching Skill: Analysis/Comparison
Teacher’s Activity: The teacher explains similes and metaphors, providing clear definitions and examples. The teacher guides pupils to identify similes and metaphors in speech and short texts.
Pupils’ Activity: Pupils identify similes and metaphors and compare their meanings and effects.
Learning Point: Pupils understand and can distinguish between similes and metaphors.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Mention three keywords that indicate direction.
2. Change the following sentence from active to passive voice: “The girl ate the apple.”
3. Add a suitable question tag to this sentence: “You are happy, ______?”
4. Name two different fields of medical practice.
5. Explain the difference between a simile and a metaphor, giving one example for each.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson, reinforcing the importance of clear communication and understanding figurative language. The teacher assigns homework: “Write five sentences, two in active voice and three in passive voice. Also, write two sentences using a simile and two using a metaphor.”
Pupils’ Activity: Pupils listen to the summary and copy the homework assignment.
Learning Point: Pupils consolidate their learning and are given tasks for further practice.

Home Task: Write four correct English sentences that demonstrate the main language skill in Direction Keywords, Passive Sentences, Question Tags, Medical Fields and Comparisons.

Lesson Keywords

• Direction Keywords – Words that indicate position or movement.
• Active Voice – Sentence structure where the subject performs the action.
• Passive Voice – Sentence structure where the subject receives the action.
• Question Tags – Short questions added to statements to ask for confirmation.
• Medical Fields – Specialized areas of healthcare.
• Simile – Comparison using “like” or “as”.
• Metaphor – Direct comparison stating one thing is another.

Differentiation

For pupils who grasp concepts quickly, the teacher will encourage them to create more complex sentences using active/passive voice or to identify more subtle similes and metaphors in advanced texts. For pupils who need more support, the teacher will provide simplified examples, offer one-on-one guidance, and allow them to practice with basic exercises before moving to more complex tasks.

Note for teachers using this lesson plan

Ensure that each sub-topic is given adequate time and that examples are relatable to the pupils’ experiences. Encourage active participation in all activities, especially in the conversational practice for question tags. Use visual aids effectively to help pupils understand abstract concepts like similes and metaphors.