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Complete JSS2 English Language Lesson Note

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Description

These lesson notes cover the following topics for JSS2 First, Second and Third Term English Language:    

• Speechwork: Revision of Vowel Sounds

                      Grammar: Revision of Parts of Speech

Reading: Writing to Understand the Writer’s Purpose Unit 1, The Hippopotamus Part 1

                        Writing: Writing an Outline for a Narrative

                        Essay – How I spent My Last Holiday

     Literature in English: Figures of Speech: Alliteration, Personification, Irony, Paradox, Hyperbole

• Speechwork: Revision of Consonant Sounds with Emphasis on Consonant Cluster.

Grammar: Transitive and Intransitive Verbs

Reading:  The Hippopotamus part 2 (continuation)

Writing: Descriptive Essay: Writing an Outline on a Place of Interest I visited.

• Speechwork: Vowel Contrast – /iә/ and /eә/.

       Grammar: More on Active Voice and Passive Voice.

Reading: Identification of Words that Pointto the Writer’s Intention: The Process of Growing Rice

                        Vocabulary Development: Word Families – In the Hospital page 93

                        Writing: Elements of Composition

• Speechwork: Vowel Contrast /әu/ and /au/

                        Grammar: More on Tenses (Present, Past, Future)

                        Reading: Critical Reading: Planting page 39-40

                        Vocabulary Development: The Armed Forces

                        Writing: Descriptive Essay – A Local Festival

• Speechwork: Review of Consonant Sounds /t/,/d/,/k/,/g/,/p/,/ b/.

Grammar:  Present    Tense     Aspects

Reading: To Identify the Meanings of Words in Various Contexts: Broadcasting Page 53-54

Vocabulary Development: Religion

Writing: Review of the Format of Formal and Informal Letters

• Speechwork: Contrasting /p/ and /t/

Grammar: Past Tense Aspects

Reading: The Lorry Trip page 79-80

                        Vocabulary Development; Register of Sports.

                        Writing: Narrative Essay: A Frightening Experience

• Speechwork: Consonant Contrast /f/ and /v/

Grammar: Conjunctions

Reading: Okonkwo page 92-93

Vocabulary Development: Journalism

Writing: Informal Letter: A Letter to Your Father on Why You Like Your New School.

Literature: More on Figures of Speech: Onomatopoeia, Personification, Antithesis, Euphemism, Apostrophe, Oxymoron.

• Speechwork: Consonant Contrast: /l/ and /r/

Grammar: Making Requests and Commands page 94

Writing: Descriptive Essay: My Favourite Teacher

• Speechwork: Consonant /h/

Direct and Indirect Speech

Writing: Formal Letter: A Letter of Invitation

Second Term

• Speech Work- revision of last term’s work. Grammar- Adjective. Compositions: My New Year Resolution. Reading and Comprehension Vocabulary Development- (The Office).Structure: Reported Speech. Literature in English – Introduction to prose, Features of prose
• Speech Work – Diphthongs Continue. Grammar – Tenses – present, past, future. Reading/Comprehension and Summary. Writing – Argumentative Essay. Introduction to Drama and Features
• Speech Work – Triphthongs, produce speech with tri Grammar – Adverbials – cause and reason, Purpose, Condition. Reading and Comprehension Argumentative Essay – Civilian government is far better than Military government. Literature in English – Element of Drama
• Speech Work/Listening and Speaking consonant – /h/; /w/ and /j/. Grammar – Punctuation mark (Full Stop). Read and comprehension –Vocabulary Development – The postal service. Writing – Formal Letter – (To the school Principal).Literature in English – Recommended text on drama
• Speech Work – Consonant/p/, /b/, /t/, /d/, e.g. pot, boy, tape, dog. Grammar- Punctuation Mark, (The Comma) Reading and Comprehension. Writing – Narrative Essay–My last Birthday. Literature in English Recommended text on drama
• Speech Work – Consonant Sound /k/ and /g/. Grammar –Types of Sentence (Functional) Questions, Statements, and Commands. Reading and Comprehension. Writing – Mining.  Literature in English (use  Recommended text)
• Speech Work/Listening and Speaking – contrasting Consonant /f/ and /v/, /s/ and /z/ e.g. fan, van. Grammar – Direct Speech. Reading and Comprehension. Writing – Oral Expository essay – The campaign Literature in English – use recommended text
• Speech Work – Intonation pattern- Are you in my class? Grammar – Adverbials. Reading and Comprehension. Writing: Summary writing from selected passages on Contemporary issues. Literature in English, Use recommended text
• Speech Work/ Listening and speaking – The Rising Tune in Yes/ No Question. Grammar: Indirect/Direct Speech. Reading and Comprehension. Writing –story writing. Literature in English – Use recommended text
• Examination
• Speech work – Revision of Second Term Work and Examination Questions, Present Tense; Speechwork: Consonant Contrast /p /, /d/, /b /, /t/.
• Grammar: Question Tags: Comprehension. The Search for Honey p. 168. Vocabulary Development on Speaking 168. Writing: Letter to a Friend p 175. Literature in English: Sunrise Poetry.
• Grammar: Uses of the Form of the Verb Have; Vocabulary Development: Preparation for the Reading Passage p 181. Reading: Parents Responsibilities. Writing: Pride Goes before a Fall. Speech Work: Distinguishing /ʧ/ and /∫ /, p.185 Literature: The Love of Mathematics.
• Grammar: Synonyms;. Writing: The Responsibilities of Government. Listening Comprehension: Main Points of a News Broadcast p 185. Speech Work: / p/, /d/, /k/ and /t/ ; Vocabulary Development: Words to do with Human Rights ; Literature: Inspiration
• Grammar: Antonyms; Speech Work: Distinguishing the Consonants Sounds /w/and /j/; Vocabulary Development: Broadcasting; Comprehension: Ndifon’s Complaint p 193. Writing: Letter to a Pen Friend p 201. Literature: Exam Focus p. 180
• Comprehension: Description of Calabar p.207; Speechwork: Vowel Contrast /u/ and /u:/; Vocabulary Development: Conflict Resolution;Grammar: Use of the Causative erb(ii) The Use of ‘s, and s’ and of. Writing: Description of One’s Village, Town or Area p 217. Literature: Dear African P 183, Exam Focus.
• Speechwork: Vowels: /Ɔ/, /ɒ/, /˄/; Listening Comprehension: An Account of a Fire Outbreak pg 212. Structure: Adjective; Writing: A Journey 1 Once Made; Vocabulary Development: Armed Forces.
• Grammar: Review of Prefix and Suffix; Speech Work: Revising the Sounds /a:/ and/ ǽ/; Writing: An account of an Outing for a School Magazine p. 228. Comprehension: An Account of a School Outing. Vocabulary Development: Government and Politics.
• Speechwork : Consonants /dӠ/, /Ӡ/; Grammar: Using Despite and Inspite of, Vocabulary Development: Law and Order p. 126; Writing: Review of Narrative and Descriptive Essays.

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JSS 2 English Language

INTRODUCTION

This online lesson is very valuable, concise and easy to understand – designed to help students study easily and pass excellently. It aligns well with the National Education Research and Development Council (NERDC) approved Curriculum.

It contains Subject notes (e-Textbooks), weekly schemes of work, assignments, revision notes, mock tests, practice exams and quizzes designed to assess students’ knowledge of the subjects.

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LESSON OBJECTIVES

• Complement classroom lessons with relevant e-content
• Help Students to become competent in the different subject areas
• Eliminate exam fever by helping students to practice and prepare adequately
• Engender positive engagement and collaboration with other students and teachers

You may leave comments and questions related to each lesson within the comments box at the bottom of each lesson. You can also call, text or WhatsApp us on 0802-419-8880 or reach us through our online chat/support channels

• Reading to Understand the Writer‘s Purpose
• Reading to identify the meanings of words in various contexts.
• Critical Reading
• Reading for Speed
• Reading for Summary
• Writing an Outline
• Composition Writing: Expository and Argumentative
• Letter Writing: Informal and Formal
• Summary Writing (Passage on Consumer and Social Influence)
• Oral Comprehension
• Speeches (Intonation, Stress and Rhythm)
• Speeches: Question Tags

Listening And Speaking

• Revision of Sounds: Vowels and Consonants

Grammatical Accuracy

• Parts of Speech: Nouns, Pronouns, Verbs and Adjectives
• Parts of Speech: Adverbs, Conjunctions and Prepositions
• Adverbials and Tenses
• Active and Passive Verbs
• Direct and Indirect Speech
• Prose: Short Stories and Novelettes
• Nigerian and African Folktales
• Popular Myths/ Legends
• Poetry (Written).
• Drama: Kinds and Features
• More on Figures of Speech: Irony and Hyperbole

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JSS2 Second Term English Language Lesson Note – Intonation Patterns

By: Sunday | Published on: Nov 12 | Categories: Lesson Notes | 0 comments

The content is just an excerpt from the complete note for JSS2 Second Term English Language Lesson Note – Intonation Patterns. Check below to download the complete DOCUMENT

WEEK 9                               

SPEECH WORK: Intonation Patterns

STRUCTURE: Indirect/Direct Speech

COMPREHENSION/VOCABULARY DEVELOPMENT: Emeka’s Family/The Media

COMPOSITION: Expository Essay

LITERATURE: Themes (Precious Little Darling)

ASPECT: SPEECH WORK

TOPIC : INTONATION PATTERN

Intonation is the ‘melody’ of speech. It is the changing pitch of the voice. It is to a certain extent controlled by stress, for important changes of pitch occur only on stressed syllables.

Intonation may indicate doubt, certainty, disbelief, interest or indifference. If for instance, a speaker answers “yes” in reply to a question, different shades of meaning can be inferred from the speaker’s intonation. This reply, when given in a falling tune, means a strong affirmation which shows that there is no doubt in the speaker’s mind. But when the same reply is given in a rising tune, it suggests some reservation in the speaker’s mind. In English language, intonation has special functions which include: grammatical and attitudinal meaning.

Types of Intonation

There are two major forms of intonation in English language. These are:

• Falling Tune (falling intonation)
• Rising Tune (rising intonation)

FALLING TUNE

The falling tune is usually used in declarative sentences, commands, exclamations and wh-questions (questions which demand some information). In other words, when you make a statement (that is, a sentence which says that something is so), the first stressed syllable in the sentence is high, the next one lower, and so on. On the last stressed syllable, the voice falls while you are saying it. That is falling tone.

• The books on the table are mine.
• Joy works hard in school.
• Emeka has given the book to her.
• She was in a beautiful dress on Sunday.

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Writing Argumentative Essay

Back to: ENGLISH LANGUAGE JSS3

Welcome to Class !!

We are eager to have you join us !!

In today’s English Language class, We will work on our Writing as we look into   Arguementative Essays . We hope you enjoy the class!

WRITING: Argumentative Essay

• The definition of an argumentative essay.
• Reasons for argumentative essays.
• Things to know about argumentative essays:

An argumentative essay is one that requires a student to present a subject with a view to persuading his/her reader to agree with his/her own point of view against another one. However, we should note that all forms of debate are argumentative essays but not all argumentative essays are debates. In a debate, the writer knows the audience as well as the setting.

On the other hand, in argumentative essays (that are not debates) the writer just writes out the topic, underlined it and presents his/her view without addressing anybody.

An argument may be developed for the following reasons:

• to prove a point
• to present a viewpoint
• to balance the two sides of an issue.

• A vocative is compulsory in a debate, i.e. the writer should recognize the presence of the members of the audience e.g. The Chairman; Panel of Judges; Co-debaters; Ladies and Gentlemen e.t.c.
• In an ordinary argumentative essay (not a debate), no audience is indicated and no vocative is necessary.

Evaluation: You have been invited to participate in an Inter-School debate Competition to speak for or against the topic “Corruption is Worse than Armed Robbery”. Write out your Contribution.

Reference: Countdown English by Ogunsanwo

Reading Assignment: Read Creative and Guided Composition for Senior Classes by C.O. Odetola, page3 -14.

GENERAL EVALUATION/REVISION QUESTIONS

Use a better word to replace the words ‘got’ and ‘walked’ in the following expressions.

She got a bad cold yesterday.

Hannah got a prize.

They got married at last.

The angry little girl walked out of the room.

The thief walked into the house through the unlocked door.

Weekend Assignment : Do practice exercise fourteen, question 2 (1-20) on pages 64 and 65 of English Grammar by P.O. Olatunbosun.

We have come to the end of this class. We do hope you enjoyed the class?

Should you have any further question, feel free to ask in the comment section below and trust us to respond as soon as possible.

In our next class, we will be reading the Comprehension: From the Jero Play by Wole Soyinka.  We are very much eager to meet you there.

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Essay: Story Writing - SS2 English Lesson Note

Story writing is a type of writing that tells a fictional or non-fictional story. Stories typically have a beginning, middle, and end. The beginning introduces the characters and setting. The middle develops the plot and conflict. The end resolves the conflict and leaves the reader with a sense of closure.

Here are some of the key differences between essay writing and story writing:

• Purpose: Essays are typically written to inform, persuade, or argue, while stories are typically written to entertain or engage the reader.
• Structure: Essays have a more formal structure, with an introduction, body paragraphs, and a conclusion. Stories have a more flexible structure, and may not have a clear beginning, middle, or end.
• Language: Essays use more formal language, while stories use more informal language.
• Audience: Essays are typically written for an academic audience, while stories are typically written for a general audience.

Of course, there are also some similarities between essay writing and story writing. Both types of writing require the writer to have a clear understanding of the topic or story they are writing about. Both types of writing also require the writer to use evidence and support to make their points.

Ultimately, the best way to decide whether to write an essay or a story is to consider your purpose and audience. If you want to inform, persuade, or argue, then an essay is the best choice. If you want to entertain or engage the reader, then a story is the best choice.

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• Secondary School
• Senior Secondary School
• SS2 Online Class & Lesson notes

SS2 Third Term English Language Senior Secondary School

Essay writing.

ESSAY WRITING.

TOPIC:- MORE ON FORMAL AND INFORMATION LETTERS.

FORMAK LETTERS:- Formal letters are those written to official figures or people in official positions.

This is why it is correct to say that a formal letter is one written to an office rather than to a person. A formal letter is largely in personal. There is usually no room for personal greetings, exchange of ideas etc. You go straight to the matter you want to discuss. In effect, formal short, as the following letter illustrates.

                                                                                                            7, Adelani Street

                                                                                                            Abesan,

                                                                                                            Lagos

                                                                                                            13 th July,2015.

The Editor,

Nigerian Journal Of Curriculum,

Institute Of Education,

University Of Lagos,

                                                            Title

Subscription:

                                                                                                Yours faithfully,

                                                                                                Ojo Gbolahan.

Informal Letters: These are letter written between close acquaintances, e.g. from a brother to his sister, from a man to his wife, from one student to another, from a colleague to another. As a result of the familiarity or love which exists between the two sides, there is usually enough room for almost anything that can be discussed by two people. So, the letter often opens with greetings to the recipients, his family, his friends etc. in addition, the language is very close to the colloquial , often with slang and other types of words which are normally used b the two sides. Example

                                                                                                                      11,Lawole Street,

                                                                                                                        Alafia Layout

                                                                                                                        Osogbo

                                                                                                                                                                                                                                                                                                                                                                        14 th April,1996. Dear Ade,

Followed by

• Introduction
• The subscription

                                                      Yours Sincerely,

                                                      Kemi.

An adverb modifies a verb. That is, it tells us how a verb does it work.

• The woman walk slowly across the field.
• Gbolahan rain
• She listened attentively

Functions Of Adverbs and Adverbials.

The basic function of adverb and adverbials is that of modification. They modify verbs, adjectives and other adverbs. In the following examples illustrates adverbials.

• As modifiers the verb.
• He ate hurriedly .(modifies “ate”)
• Victoria will be visiting us today (modifies will be visiting).
• They were playing in the garden (modifies were playing “)
• As modifies of adjectives.
• We watched a very funny film ( modifies funny )
• That girl has a really beautiful face (modifies beautiful).

(C)As modifiers of prepositional phrases.

(i) The motorist stopped right in the middle of the road ( in the middle of the road).

(ii) Jide was left well behind in the race (  modifies in the race )

• As modifiers of noun phrase.

(i)   He told such a funny story that everybody laughed hilariously ( modifies a funny story )

(ii)  I’ve never experienced such kindness in my life ( modifies kindness )

• The meeting yesterday was a big success (modifies “the meeting”)

FORMATION OF ADVERBS

• Many adverbs are formed from adjectives and these end in suffix – ly as in quick – quickly, honest – honesty; glad – gladly; happy – happily; gentle – gently etc.
• A few adverbs end in – ‘wards’ such adverb indicate direction e.g backward; forwards, northwards, earthwards.
• Some adverbs of manner end in ‘-wise, e.g clock wise; school – wise, money wise; cross wise etc.
• Some adverbs do not have any special ending e.g always, often, here , these, fast, late early, quite, if, when, how, very, soon etc.
• Some phrases function in the same way as single word adverbs, e.g in the morning , at the market, in here, in there, to the library, at midnight, during lunch, before supper, at breakfast.

TOPIC:- Summarizing Paragraph Unit.

The summary paragraph from the recommended tex for Senior Secondary School Book 3.

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English Studies Lesson Note for JSS 2 Second Term

Lesson note on English Studies for JSS2 Second term – Edudelight.com

SECOND TERM SCHEME OF WORK FOR JSS2

ENGLISH LANGUAGES

REVISION OF LAST TERM WORK

LESSON 1: SPEECH WORK

TOPIC: INTONATION

SUB – TOPIC: Identification of intonation patterns in statements, questions and commands.

Introduction: Intonation is a feature of speech which affects the understanding of a message. This is the rise and fall of the voice in speech (or the variation in pitch).

Intonation conveys the attitude or mood of the speaker to his listener (audience) he is speaking to. For instance, whether the speaker is doubtful, angry, impatient, polite or impolite is a sign through the intonation pattern he uses. It is the change in the level of pitch (how high or low the voice is) that makes speech interesting.

If there is no change in the level of pitch while we speak, then it will be difficult for others to understand us and it will also be boring to our listeners.

There are two basic patterns of intonation (also known as tunes): the falling tune and the rising tune.

A conventional way of indicating the tune is to use the arrow ↘ for the falling tune and ↗ for the rising tune.

Identification of Intonation

Patterns in statement.

Examples: Using statement like:

• The student are working hard (↘)
• Bola will be here anytime (↘)
• The people in the shop stole the car (↘)

Intonation using WH – questions.

• Why did you come here: (↘)
• Whose book is this? (↘)
• How did you get here? (↘)

Intonation used as command or order.

• Get out of here! (↘)
• Open the door at once! (↘)
• Don’t touch the girl! (↘)
• Be careful! (↘)

New Oxford (2) for junior secondary schools. Page 103

Read the passage below aloud varying your intonation. (Exercise K)

A conversation between Garba and Lawrence

LESSON 2: GRAMMAR:

Making sentences with preposition – Lesson note

Definition of prepositions:.

Prepositions shows the relationship between noun and pronoun in the same sentence. Examples during, towards, without, near, on except, off, from, among, for, at, in, about, with, throughout, beyond, by, through, under, after, to, between, against, into, within etc.

• Bola prefers black biro to a blue one
• She was delayed by the traffic
• A cat is under the table
• The bird flew through the window
• He wrote a letter to his father

USES OF SOME PREPOSITION

FOR – This is accompanied by a period of time. Examples

• I have been here for four years
• He has been living in this house for eight years

SINCE – It is placed before phrases or words indicating a point of time. Examples:

• Adeola has been living in this village since 1980
• I have not seen him since Sunday

FROM – It indicates a point of time. From should be followed by “to” or “till”. Example: Ade worked from eight O’clock till four O’clock without resting.

TO – We can use to for movement from a particular place to an office or school etc. An example: Gbolahan walks to his office everyday.

AT – It is used to indicate position. An example: Jide came at seven O’clock in the morning.

Underline the preposition from the following sentences:

• The dog ran after the mouse
• He walked into the room after the mid – night 
• I kept the bag under the bed
• Friday comes before Saturday
• I bought two loaves of bread
• The girl was beaten by the boy
• The man across the dusty road
• Come with me to the station
• Please wait for me
• Switch on the light in the room

Reference : progressive English. An elaborate coverage of Grammar .page 103,104

LESSON THREE: VOCABULARY DEVELOPMENT

Words Associated with Law and Justices

The following are words that are associated with law and justices

• Inter – allia
• Judge adjourned
• Discharge / acquitted
• Hardened criminals
• Evidence/witness etc.

Use your dictionary to find the correct meaning to the above words

LESSON FOUR: COMPOSITION

Writing A Report –

An accident i witness -composition.

            I was on my way to school on a good morning, while I witnessed an horrible and heart pained accident at Shagamu road along Oke – Odo, in Alimosho area.

            A little boy ran into the road in front of a lorry. If he had gone on running, he would not have been in danger, but he trod on an old piece of wood that someone had dropped and fell.

            At once, Kunle stopped dreaming of food and he struggled to avoid hitting the child. His right foot press hard on the brake. His arms tured the stearing wheel swiftly to the right. The lorry crashed into the wall of a house. Just at the spot, something hit the boy’s head, there were bruises everywhere with blood gushing our speedily. I held on to my head and pitied the poor little boy.

Write a story not less than 200 words on the accident you witnessed

• Introduction – time/date
• Body – the discussion (what happened in the course of the accident)
• The conclusion – your feeling at the end of the scene (story)

LESSON FIVE: LITERATURE – IN – ENGLISH

The use of recommended text

• Characterization

TOPIC: SPEECH WORK: Intonation / Stress – Lesson note

Sub – topic: making statement, giving command and asking questions, using different intonation pattern..

INTRODUCTION: Intonation is another feature of speech which affect the understanding of a message. It is the rise and fall of the voice in speech (or the variation in pitch). Intonation explains the attitude or mood of the speaker to his audience. Whichever mode the speaker is when speaking, intonation changes the level of pitch (how high or low the voice is) that makes speech interesting.

A. Making statement giving Command

• Close the door at once! (↘)
• Get out here (↘)
• Don’t touch the broom! (↘)

Making Statements

• Deborah is a beautiful girl (↘)
• The people at the meeting stole the car (↘)

Asking Questions

• Why did you come here? (↘)
• How did you get there? (↘)
• What is your name? (↘)
• Who is your mother? (↘)
• Is this your book? (↗)

Using statement, command and question pattern to write five sentences that sho a fallen tune.

LESSON TWO: GRAMMAR

TOPIC: Regular and Irregular Verbs – lesson note

Regular Verbs: are verbs which form their past tense and past participle with ‘ed’. Examples are:

PRESENT TENSE                      PAST TENSE                             PAST PARTICIPLE

• Wed                              Wedded                                   Wedded
• Close                            Closed                                     Closed
• Hang                            Hanged                                    Hanged/hung
• Play                               Played                                     Played
• Call                              Called                                      Called
• Bleed                           Bled                                         Bled
• Dictate                          Dictated                                  Dictated

Irregular Verbs: Verbs which do not add ‘ed’ to form their past tense and past participle. Examples:

PRESENT TENSE                       PAST TENSE                             PAST PARTICIPLE

• Am, are, is                   was, were                                been
• Broadcast                     broadcast                                broadcast
• Cut                                cut                                           cut
• Grow                           grew                                        grown
• Catch                            caught                                     caught

Pick out regular and irregular verb from the following words using tabular form

LESSON THREE: READING AND COMPREHENSION

TOPIC: TECHNIQUES OF SPEED READING

1. SURVEYING: This talks about text, (title, author, date etc) and skimming and scanning are essential academic reading skills for you and for native English speakers too, who also need to develop this skills.

2. SCANNING: When you scan a text, you are looking through it quickly to find keywords or information. After scanning a text, you should know if it has references to things you want to know about.

3. SKIMMING: This is looking quickly through a text to gain a general impression of what it is about. You can often do this by reading on the title and sub-titles of a text, and the first sentence of reading without using a dictionary.

LESSON FOUR: INFORMAL LETTER (CONTINUED)

TITLE: Letter to a friend about your school Inter – house Sport.

                                                                                                            7, Adesanya Street,

                                                                                                            Ile – Epo,

                                                                                                            Oke – Odo,

                                                                                                            Lagos.

                                                                                                            13 th May, 2015.

            It is a pleasure writing to you at this time. How are you and your studies? Hope all is well over there in Abuja? Bola called and suggested that we should all meet during this coming festive period.

            The purpose of writing is to inform you about my school recent inter-house sport which came up on 12 th April, 2015 at Oke – Odo school field. It was coloured and eventful.

            At exactly 10:00am, we all matched to the field accompanied by two big horses and the “Bridgade boys” with their steady inviting musical instrument which attracts the attention of the passers-by.

            The programme commenced immediately with prayer, recitation of national anthem and the school anthem, followed by colourful match pass by different houses with different displays to attract winning in the end.                                              

            In addition, students from different house’s run such as: relay race, 200m race, 1,200k race, high jump, throwing of javelin etc.

            There are companies who sponsored the programme such as: Milo, Indomie Noodles, Sky bank plc, Mtn, Nestle Castle etc. There are other activities that time will not permits me to explain all.

            In all, yellow house came first followed by Red house, then green and finally blue. As I have said earlier on, it was a great fun and very eventful. I believe you will like to witness the next one. Till the festive time, remain great.

                                                                                                Yours sincerely,

                                                                                                Moses.

Write a letter to your friend telling him/her five good interesting things about your school.

Use of recommended text on Drama (Dangerous Rewards)

SPEECH WORK: STRESS – LESSON NOTE

Topic: identification of the correct points of pauses in different words. (im’port/’import, ‘refuse/re’fuse).

INTRODUCTION: Stress is an important feature of speech which creates special problems to many Nigeria speakers of English. In speech sound, there words that are ultered or produced with greater breath effort and muscular energy than the others. Such syllables with greater muscular energy are louder and longer and are therefore said to be stressed. Stress also involved the increase in pitch of the voice. In English, there are three (3) degree stress, namely:

• Primary stress
• Secondary stress
•  Unstressed words

Syllables with great muscular energy are refer to as “stressed” while those produced with less effort are “unstressed”

A stress syllable is indicated by placing stroke at the beginning of the syllable.

RULES GUIDING STRESS PATTERN

There is no rule guiding the stress pattern of word in English, but if a word consists of two syllable, the first syllable is prefix, the second syllable attract stress while the first syllable is unstressed. Examples:

HOstile                         ConTAIN

EAting                          PreTEND

PIllow                          UnKNOWN

NEver                          UnTILL

DOCtor                        reMAIN

HOStel                         exCEED

TAble                           beHIND

WINdow                      canTEEN

More examples on stress pattern. The meaning and the classes of the following words can also be affected by a change in stress pattern.

NOUN                                      VERB

OBject                                     obJECT

CONtest                                   conTEST

TRANSport                               transPORT

REbel                                       reBEL

CONtrast                                 conTRAST

PROtest                                   proTEST

EScort                                      esCORT

REcord                                      reCORD

IMport                                     imPORT

Indicate the stressed syllable in each of the following words by writing it in capital letters. E.g. Subject (n) – SUBject

WORD                                     STRESS SYLLABLE IN CAPITAL LETTER

Suspect (v)

Project (n)

GRAMMAR: REPORTED COMMAND (SPEECH) CONTINUES

Reference to week Nine (9) first term (page 160) New Oxford.

LESSON THREE

READING AND COMPREHENSION: DIALOGUE

The recommended text: New Oxford secondary English course for junior secondary schools 2.

Reference to comprehension

Unit 1: How we spent the holiday. A conversation between Emeka and Dara.

VOCABULARY DEVELOPMENT IC

Words Associated with ICT

• Photocopy machine
• C.P.U system unit
• Mother board
• Daughter board
• Memory unit

Use dictionary to find the correct meaning to the above words.

LESSON FOUR: COMPOSITION – Formal Letter

TITLE: Write to the Local Government Chairman about the bad road in your area.

                                                                                                            8, Fagboola Street,

                                                                                                            Oko – Oba,

                                                                                                            Agege,

                                                                                                            23 rd June, 2015

The Chairman,

BAD ROAD IN BORIPE ALIMOSHO AREA

I write to say congratulation on your recent electoral success which paved the way four your elevation to the exalted office of the chairman of the newly carved our local government council. Once again, accept my profound sincere congratulation for your well deserved office and position.

I will like to ceasse this opportunity to inform you about a major problem confronting my local government. We need good constructed road. Boripe is the bread and the source of food basket of this local government deserves a good road/network of well tarred road. These need will ensure that the products of the local cottage industries and abundant farm produce get to the buyers and consumers outside our town fast and cheap too. This dream can only materialise when new roads are constructed and the existing one repaired to make them motorable all season.

I will be grateful if my request is favourably granted.

Thanks so much.        

                                                                                                            Yours faithfully

                                                                                                            (signature)

                                                                                                            Adeolu Joel

Write a letter to your local government chairman requesting for instalment of a good materials for effectiveness in your studies (200 words).

LESSON FIVE

LITERATURE – IN – ENGLISH

• Use the recommended text on Drama “Dangerous Reward”
• Discussion on Language, setting, characterization in the recommended text.

Write short note on the following character

LESSON 1: COMPOSITION

TITLE: Argumentative Essay

Introduction: An argumentative essay is one that makes student to carefully consider an issue which has two sides to it and which has two sides to it and prove that one side has more merit than the other. It is like a debate in which you have to decide the one that has more merit than the other. Generally, topic in this category demand that you observe the following:

• Prove a point
• Express an opinion
• Strike a balance between two side of an issue

TITLE: Herbal Medicines are more potent than orthodox medicine – Essay

Guideline in handling this essay

Firstly, make sure you are really convinced about the side you are supporting i.e. the side you truly believe in.

Secondly, do not draw general conclusion from only one example or a few point. To reach a convincing conclusion, you would need a number of points at least three or four.

In addition, do not be illogical in your arguments so be sure that your points can support the conclusion you want to reach.

Finally, have many good points at your disposal, for and against. Note that for every point you have for an argument, there is most likely to be another points against.

More on essential tip

Reference: New Oxford for Junior Secondary School. Book 2, page 107.

Write nothing than 200 words on the topic: HERBAL MEDICINES ARE MORE POTENT THAN ORTHODOX MEDICINES

SPEECH WORK: Rhythm – Identification of the appropriate rhythms in a given poem.

Reference: New Oxford English for junior secondary school 2 page 16. Title –  LEISURE

What is this life if, full of care a

We have no time to stand and stare a

No time to stand beneath the boughs b

And stare as long as sheep or cows b

No time to see, when wood we pass c

Where squirrels hide their nuts in grass c

No time to see, in broad daylight d

Stream full of stars, like skies at night d

A poor life this if, full of care e

We have no time to stand and stare e

GRAMMAR: REPORTED REQUESTS (SPEECH)

Reference to week Nine (9) lesson two of the second term.

In addition, if what is being reported is always true, then the verb in the direct speech does not change from present to past tense e.g. The Moon shines in the night, Bola said. The moon shines in the night so here, the reported speech will be: Bola said that the moon shines at night.

Progressive English: An elaborate coverage. Exercise 18A, page 143. No 11 – 20

Change from direct to indirect speech.

LESSON FOUR: LITERATURE – IN – ENGLISH

TITLE: Identification of some figures of speech in the recommended prose text.

“THE DANGEROUS REWARDS”

Look out for the following figures of speech in act 1 and 2

LESSON WORK: Review of /stress/ Intonation. Reference to week 3 and 4

GRAMMAR: Adverbials and the present tense – lesson note

The basic function of adverbials is that of modification. Adverbial modify verbs, adjectives and other adverbs. Examples

Adverbials as modifiers of the verb.

• John ate hurriedly (modifies ate)
• The children were playing in the field (modifies were playing)

As modifies of adjectives E.g.

• We watched a very funny film (modifies funny)
• This work is good enough (modifies good)
• The man is highly intelligent (modifies intelligent)

Other adverb that can modify adjectives are: very, pretty, rather, unusually, quite, unbelievable deeply.

As modifies of other adverbs. Examples:

• Amina cooks really well (modifies well)
• They walked fast enough to get there on time (modifies fast)
• Our new neighbour drinks very heavily (modifies heavily)

Write five adverbial expressions and states its functions.

READING AND COMPREHENSION

More on week One (1)

Title: Reading to provide alternative words that can fit into the context to replace the target word.

Reference: New Oxford secondary English course, for junior secondary school. Book 2.

Unit 13, Page 123 – 124

Reading to identify the meaning of word in contexts.

Instruction: Read the following passage carefully and answer the questions that follows:

Title: Money – A Medium of Exchange

Use your dictionary to look for the meaning of the following words:

• Able – bodied
• Simultaneously

VOCALBULARY DEVELOPMENT

TITLE: Science and Technology

Introduction: You must have been introduced to science and technology in your school through intergrated science and introductory technology (Basic Technology). You must have also felt the impact of science and technology in your daily activities.

So consider the following by using your dictionary to find a correct meaning to each.

Words Associated with Science and Technology

• Combustible
• Eclipse of the sun
• Photosynthesis etc.

LESSOON FOUR

COMPOSITION: Expository Essay Lesson note

Titile: entrepreneurship.

Introduction: Expository is detailed explanation. It is a writing that explains a process, an idea or a feeling. It is some-what like a descriptive essay in that it contains a great deal of description and also it explains how things works or operates and show their relation with other things.

The aim of expository essay is to inform, to instruct, or to bring someone else to see one’s points of view.

ESSENTIAL TIPS

Useful guides on Expository Writing

• Do not write an exposition on a topic you are not familiar with.
• Be clearer and go straight to the point
• Follow ideas in a logical sequence
• Use good linkers to connect your ideas in a sequential order
• Remember to write in paragraphs

Ideally, one idea should be presented in a paragraph and fully explained.

Write an expository essay of 200 words on Entrepreneurship

e.g. Definition

This is a person who makes money by starting or running business, especially when this involves taking financial risk.

TITLE: Distinguish between Irony, Euphemism and Hyperbole

1. IRONY: This refers to the art of saying one thing and meaning its opposite. An irony is either verbal or dramatic. The former means intentionally saying the opposite of what we mean. Examples:

(i) Ade studied hard, and so he failed his examination woefully

(ii) I saw a woman laughing for sorrow

2. HYPERBOLE: This is a gross exaggeration. Examples:

(i) When my father died, I spent three hundred and sixty billion naira on burial ceremony

(ii) I drank ten bucket of water yesterday

(iii) I swa a man who was taller than an Iroko tree

3. EUPHEMISM: This si the opposite of hyperbole. When the truth is disagreeable (unpleasant) euphemism endeavour to make it pleasing. Examples:

(i) She has kicked the bucket (meaning she died)

(ii) She has just put to bed (meaning giving birth to a new baby)

(iii) He is at rest (meaning he is dead)

(iv) The manager put the student in a family way (he impregnated the student)

Give two sentences each to show the following figures of speech learnt in the lesson

LESSON ONE: CONSTANT /S/ AND /Z/

For articulation of /s/, the tip and blade of the tongue make light contact with the alveolar fridge while the airstream passes through the groove created by partial obstruction. There is no vibration of the vocal cord as /s/ is produced. It is therefore, a voiceless, plosive, alveolar. The common spelling symbols are:

“S” as in Seat

“SC” as in Science

“C” as in Cease

“X” as in Axe

/s/ at the initial and final position

Initial Position                         Final Position

Six                                            Sieze

Sign                                         Gas

Soup                                        Picks

Sat                                           Piece

Sack                                         Ice

/z/: This consonant has the same place and manner of articulation with /s/. The only difference between /z/and /s/ is that the vocal cords vibrate as the articulation of /z/ take place while there is no vibration of the vocal cords during the production of /s/. Thar is why /z/ is a voiced alveolar plosive which has the following symbols.

            Z as in Zip

            S as in has

            X as in exact

/z/ at initial and final position

Initial Position                                     Final Position

Zip                                                       Bees

Zoom                                                   Whose

Zombie                                                Those

Zero                                                     Ways

Zonal                                                   Pigs

Zest                                                     Nose

Zoon                                                    Fees

Zinc                                                      Fez

Write three word for /s/ and two for /z/, showing the two at sound at the initial and final position.

GRAMMAR: INTRODUCTION TO PUNCTUATION MARKS – LESSON NOTE

Punctuation marks is a sign mark used in writing to divide sentence and phrases.

1a. THE COMMA (,): It is used after ‘No’ and ‘Yes’. Example

No, they never go to church

Yes, we have done the assignment

b. It is used in lists

Ade pays tennis, volley ball and football

c. It is used after all linking words. An example: Augutus, therefore, become an unlucky man.

2. THE FULL STOP (.): This is used in abbreviation. Example: U.S.A, U.K, M.A, B.A etc.

(ii) It is used at the end of a sentence. An example: Abu came to Lagos yesterday

3. THE QUESTION MARK (?): It is used after direct speech. examples

(i) What is your father’s name?

(ii) Where are the thieves?

4. THE COLON (:) –  It is used for introducing quotation, lists etc. Examples: Baba said: “People who are well, do not need a doctor but only those who are sick.

5. THE SEMI COLON (;) – It is used between two closely joined principal clauses. Examples

(i) The sun was setting; the shadows were long

(ii) The book is not mine; it is my uncle’s.

Reference to Oxford English Book 2. Page 25. Replace the asterisks in the following sentences with capital letters, full – stop, question marks and commas. (a – e)

TITLE: Reading and Comprehension – Reading to summarize a selected passage

Reference: New Oxford Secondary English course for junior secondary schools. Book 2. Page 115 – 117

Reading for summary

In three sentences, state the three (3) uses of the dog to man as discussed in the passage.

LESSON FOUR

COMPOSITION: Narrative Essay

Title: my last birthday – composition.

Birthday is the day in each year which is the same date as the one which you were born. My last birthday, was on 23 rd June, 2015. It was a memorable day I will not forget.

My parent in their own strength celebrated it in a very big way. My friends, family and relations were invited. In preparation, foods and assorted drinks with cake were made available.

At exactly 2:00pm, the ceremony commenced, I looked so pretty in my beautiful attire. Friend came around to congratulate me. The MC and DJ works hand in hand as the MC introduced different activities in the party e.g. going round the table, hide and seek game, who will be the first? And so on.

The item seven (7) soon followed and everyone eats to their satisfaction. Almost everyone in attendance present their gifts happily. I was so happy just as my parents were. After the presentation of the gift, the DJ opened the ground for appreciation through dance. I danced happily with friends and relation and the while ceremony came to an end around 7:00pm.

It is a memorable day, I will live to remember.

TITLE: Summary of recommended Text

Dangerous Reward

LESSON ONE: SPEECH WORK –

Consonant Sounds /k/ and /g/

/k/ – To produce, the back of the tongue makes contact with the velum. This contact results in a total obstruction of the flow of air. The air pressure which builds up in suddenly released with an explosive sound. The glottis is open so that the local cord do not vibrate as /k/ is produced. This consonants which is voiceless velar plositive, has many spelling symbols. E.g.

• “K” as in King
• “C” as in coat
• “CC” as in account
• “Ch” as in chemist
• “g” as in liquid
• “ck” as in back

The “K” is usually not pronounced before “n” at the beginning of words like: “Knock” and “Know”.

/K/ at   Initial Position                         Final Position

• Cop                                    Poke
• Kin                                     Nick
• Kill                                     Lick
• Calm                                  Mark

/g/ – This consonant is the voiced counterpart of /K/. This means that the process of production of /g/ is similar to that of /k/ except that the vocal cords vibrates as /g/ is produced. /g/ is therefore spelt “g” and “gh” as in “give” and “ghost” respectively. The “g” is not pronounced before “n” at the beginning or end of words such as “gnaw”, “gnash”, “sign” and “reign” and before “m” at the end of words such as “paradigm” and “diaphragm”. Pronounce the following word with /g/ at the beginning and the end of the words.

/g/ at   Initial Position                         Final Position

• god                                    dog
• gel                                     leg
• gas                                     sag
• gum                                   mug
• gut                                     tug

Write 10 words showing /k/ and /g/ at the initial and final position.

TITLE: GRAMMAR: Punctuation Marks (Continues)

The Full Stop and The Comma lesson note

1. The Comma (,) – It is used to separate items of a date. An example

            Monday, 3 rd July, 2015

It is also used for subscription. Examples: Yours sincerely, Your loving son.

Comma can be used to separate noun from another. An example is

I saw Mr. Ojo, the principal of Anglican High School.

It is also used with direct speech. an example: “We shall go home”, she said.

2. The Full – Stop (.) – It is used to end a sentence. And examples

(i) Gbolahan came to Ibadan yesterday         (ii) She is a beautiful woman

b. It is used in abbreviations. Examples U.S.A, U.K, M.A, B.A etc.

Reference: – New Oxford English. Book 2, page 14

Instruction: Replace the asterisks in this conversation with comma, questions make and inverted commas.

Reading to identify the main and supporting ideas in a selected passage.

Reference: New Oxford English for junior secondary school. Book 2. Unit 21, page 200.

Instructions: Read the passage carefully, identify words that shows the writer’s ideas and do the exercise on it.

WRITING A STORY

TITLE:   The Meeting

A DRAMATIC VERSE

A Story of Moremi and Dibia (Meeting in Igbo’s Kings’ Palace)

Reference – New Oxford secondary English course. Book 2 for junior secondary school. Page 201 – 203

Class Exercise: Answer question 1 – 5 that followed the story.

Write a short story on how you meet with an old friend of yours, your both reactions and what ends the story.

SUMMARY ON THE RECOMMENDATION TEXT.

TITLE: SPEECH WORK: Consonant /m/, /n/ and /⌡/

These sounds are called nasal sounds. The nasal sound in English are consonants which are produced when the soft palate is lowered to close the oral cavity so that airstream passes through the nasal cavity. The nasals are /m/, /n/ and /J/ and they are all voiced.

The lips are closed while the soft palate is lowered to cover the oral cavity and allow air pass through the nasal cavity for the production of /m/. This nasal sound is therefore, produced if you close the lips, breathe comes out through the nose and add some “voice” to the breath stream. The spelling symbol is usually “m”. Pronounce the following words where /m/ occurs at the initial and final position.

/m/ at Initial Position             Final Position

• man                       cram
• make                     lame
• meat                      steam
• mile                       calm
• mob                       bomb
• mark                      clamp
• mean                     blame

In /n/, while the soft pilate is lowered to allow the air stream pass through the nasal cavity, the tip of the tongue forms a closure with the alveolar ridge for the production of /n/. The vocal cords vibrate during the articulation of /n/ which is an alveolar nasal. The spelling symbol is “n” but it is silent after “m” in word –  final position as in “damn” and “hymn”.

/n/ at   Initial Position             Final Position

• nab                        ban
• net                         trin
• knit                        corn
• nice                        sign
• nose                      tone

/J/ – As the airstream passes through the nasal cavity, as a result of the lowering of the soft palate, the back of the tongue formed a closure with the volem for the production of /J/. The vocal  cords vibrate during the production of the consonant which is alveolar nasal /J/ does not occur at the beginning of a word and the spelling symbols are: “ng” and “nk”.

/J/ at    Initial Position             Final Position

• ringer                    bang
• hunger                   swing
• tangle                    tongue
• anger                     sting
• stronger                sing
• banquesst              wing etc.

Indicate the consonant at the final position in each of the following words. Write the appropriate symbols.

• E.g. boom        /m/

GRAMMAR: Punctuation Marks (Continues)

Sub – Title: The Question Marks, The Colon and The Semicolon.

A. THE QUESTION MARKS (?) – It is used after direct speech. Example: (i) What is your name?     (ii) Who are you?

B. THE COLON (:) – It is used for introducing quotations, lists etc, examples

(i) In Oke – Odo market, I saw the following: maize, yams, fisher, vegetables and tomatoes.

(ii) My father said: Coming Christmas, he will ride a Toyota Camry car.

C. THE SEMI COLON (;) – It is used between two closely joined principal or main clause. Examples

(i) The sun was setting; the shadow were long

(ii) The book is not mine; it is my uncle’s

Punctuate the following sentences

Exercise 19D. Page 153

Question No 11 – 20

Reference: Progressive English An Elaborate coverage of Grammar. By J. Addai.

As in Week 8

Reference –  New Oxford for junior Secondary school book 2. Unit 10. Page 96

Reading to understand the writer’s purpose

Persuasion:

Read this. Then do the exercise below it

Title: When Should They Go?

COMPOSITION: Revision on the types of Letters and Essay

Revision on Literacy

English Studies Lesson Note for Jss2 First Term

English studies lesson note for jss 2 third term, lesson note on further mathematics ss2 second term, christian religious studies (crs) lesson note ss1 first term, english language lesson note for jss2 first term, lesson note on english language ss 3 first term.

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Episodes from poet’s life are recounted in essays | DON NOBLE

Students at the University of Alabama in the late ’60s and early ’70s will remember James Seay. Tall, slender, with long brown hair, and a black eye patch over his right eye, Seay taught poetry writing and was a presence.

His first book, “Let Not Your Hart,” won the prestigious Wesleyan Prize for poetry in 1970. The verse is luminously accessible, a miracle by today’s standards, and many concern his childhood in Mississippi, in Panola County — just east of the Delta.

More: Novel explores apocalypse and religion in Mississippi | DON NOBLE

Seay wrote of poverty. A poem about fishing for catfish by hand, grabbling in Yokna Bottom, concludes “The well-fed do not wade this low river.”

There are poems of hard work, often amusing and admiring.

“Kelly Dug a Hole” is a hymn of praise to simple tasks done perfectly. “Kelly’s hole was true.” If, one day, the building collapses, the last part to fail will be where Kelly dug.

And there is of course a poem about shopping, with his father, for a glass eye after losing his eye to a lawn mower. The boy knows the salesman “would not find my soft brown eye, not in a thousand leather trays.”

Now, half a century and six volumes of poetry later, James Seay has published a book of 20 essays, “Come! Come! Where? Where?: Essays.”

The first — and the last — speak of a loss even greater than the loss of his eye. Seay and his ex-wife, Lee Smith, lost their son Josh to mental illness and early death at 33.

Several return to the themes of “Let Not Your Hart.” Some recount stories of laboring and as foreman of laborers.

In the ironically titled “Big Boss Man,” set in 1959, he is supervising a crew of Black and white workers constructing a classroom building at Ole Miss. The racial and class currents are almost too complex to relate. The Black workers work with and are separate from the white workers. The blue-collar whites resent Seay, the educated boy and their boss. But he concludes, generously, that the surliest among them is just trying to feed his family.

The essays are scattered through time and space.

There are several accounts of fishing trips, a few of literary commentary, and a fresh essay on some places in Faulkner that are Seay’s own places.

The funniest piece is “Avian Voices: Trying Not To Kill a Mockingbird.” In addition to giving musical pleasure, mockingbirds can be very irritating

One favorite is his 1987 visit or attempted visit to Chekhov’s grave. That day there happened to be a funeral for a Soviet official. The guard was under orders to allow no one else into the cemetery.

Seay explained, pled, that he might never again be in the country. “Nyet.”

Desperate to be admitted, Seay has his translator tell the guard “I am a relative of Chekhov”: “My adult life has been given to the cause of literature.”

And that’s the truth.

Don Noble’s newest book is Alabama Noir, a collection of original stories by Winston Groom, Ace Atkins, Carolyn Haines, Brad Watson, and eleven other Alabama authors.

“Come! Come! Where? Where?: Essays”

Author: James Seay

Publisher: The University of North Carolina Press, Chapel Hill, North Carolina, 2024

Price: $22.95

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Guest Essay

It’s Time to End the Quiet Cruelty of Property Taxes

By Andrew W. Kahrl

Dr. Kahrl is a professor of history and African American studies at the University of Virginia and the author of “The Black Tax: 150 Years of Theft, Exploitation, and Dispossession in America.”

Property taxes, the lifeblood of local governments and school districts, are among the most powerful and stealthy engines of racism and wealth inequality our nation has ever produced. And while the Biden administration has offered many solutions for making the tax code fairer, it has yet to effectively tackle a problem that has resulted not only in the extraordinary overtaxation of Black and Latino homeowners but also in the worsening of disparities between wealthy and poorer communities. Fixing these problems requires nothing short of a fundamental re-examination of how taxes are distributed.

In theory, the property tax would seem to be an eminently fair one: The higher the value of your property, the more you pay. The problem with this system is that the tax is administered by local officials who enjoy a remarkable degree of autonomy and that tax rates are typically based on the collective wealth of a given community. This results in wealthy communities enjoying lower effective tax rates while generating more tax revenues; at the same time, poorer ones are forced to tax property at higher effective rates while generating less in return. As such, property assessments have been manipulated throughout our nation’s history to ensure that valuable property is taxed the least relative to its worth and that the wealthiest places will always have more resources than poorer ones.

Black people have paid the heaviest cost. Since they began acquiring property after emancipation, African Americans have been overtaxed by local governments. By the early 1900s, an acre of Black-owned land was valued, for tax purposes, higher than an acre of white-owned land in most of Virginia’s counties, according to my calculations, despite being worth about half as much. And for all the taxes Black people paid, they got little to nothing in return. Where Black neighborhoods began, paved streets, sidewalks and water and sewer lines often ended. Black taxpayers helped to pay for the better-resourced schools white children attended. Even as white supremacists treated “colored” schools as another of the white man’s burdens, the truth was that throughout the Jim Crow era, Black taxpayers subsidized white education.

Freedom from these kleptocratic regimes drove millions of African Americans to move to Northern and Midwestern states in the Great Migration from 1915 to 1970, but they were unable to escape racist assessments, which encompassed both the undervaluation of their property for sales purposes and the overvaluation of their property for taxation purposes. During those years, the nation’s real estate industry made white-owned property in white neighborhoods worth more because it was white. Since local tax revenue was tied to local real estate markets, newly formed suburbs had a fiscal incentive to exclude Black people, and cities had even more reason to keep Black people confined to urban ghettos.

As the postwar metropolis became a patchwork of local governments, each with its own tax base, the fiscal rationale for segregation intensified. Cities were fiscally incentivized to cater to the interests of white homeowners and provide better services for white neighborhoods, especially as middle-class white people began streaming into the suburbs, taking their tax dollars with them.

One way to cater to wealthy and white homeowners’ interests is to intentionally conduct property assessments less often. The city of Boston did not conduct a citywide property reassessment between 1946 and 1977. Over that time, the values of properties in Black neighborhoods increased slowly when compared with the values in white neighborhoods or even fell, which led to property owners’ paying relatively more in taxes than their homes were worth. At the same time, owners of properties in white neighborhoods got an increasingly good tax deal as their neighborhoods increased in value.

As was the case in other American cities, Boston’s decision most likely derived from the fear that any updates would hasten the exodus of white homeowners and businesses to the suburbs. By the 1960s, assessments on residential properties in Boston’s poor neighborhoods were up to one and a half times as great as their actual values, while assessments in the city’s more affluent neighborhoods were, on average, 40 percent of market value.

Jersey City, N.J., did not conduct a citywide real estate reassessment between 1988 and 2018 as part of a larger strategy for promoting high-end real estate development. During that time, real estate prices along the city’s waterfront soared but their owners’ tax bills remained relatively steady. By 2015, a home in one of the city’s Black and Latino neighborhoods worth $175,000 received the same tax bill as a home in the city’s downtown worth $530,000.

These are hardly exceptions. Numerous studies conducted during those years found that assessments in predominantly Black neighborhoods of U.S. cities were grossly higher relative to value than those in white areas.

These problems persist. A recent report by the University of Chicago’s Harris School of Public Policy found that property assessments were regressive (meaning lower-valued properties were assessed higher relative to value than higher-valued ones) in 97.7 percent of U.S. counties. Black-owned homes and properties in Black neighborhoods continue to be devalued on the open market, making this regressive tax, in effect, a racist tax.

The overtaxation of Black homes and neighborhoods is also a symptom of a much larger problem in America’s federated fiscal structure. By design, this system produces winners and losers: localities with ample resources to provide the goods and services that we as a nation have entrusted to local governments and others that struggle to keep the lights on, the streets paved, the schools open and drinking water safe . Worse yet, it compels any fiscally disadvantaged locality seeking to improve its fortunes to do so by showering businesses and corporations with tax breaks and subsidies while cutting services and shifting tax burdens onto the poor and disadvantaged. A local tax on local real estate places Black people and cities with large Black populations at a permanent disadvantage. More than that, it gives middle-class white people strong incentives to preserve their relative advantages, fueling the zero-sum politics that keep Americans divided, accelerates the upward redistribution of wealth and impoverishes us all.

There are technical solutions. One, which requires local governments to adopt more accurate assessment models and regularly update assessment rolls, can help make property taxes fairer. But none of the proposed reforms being discussed can be applied nationally because local tax policies are the prerogative of the states and, often, local governments themselves. Given the variety and complexity of state and local property tax laws and procedures and how much local governments continue to rely on tax reductions and tax shifting to attract and retain certain people and businesses, we cannot expect them to fix these problems on their own.

The best way to make local property taxes fairer and more equitable is to make them less important. The federal government can do this by reinvesting in our cities, counties and school districts through a federal fiscal equity program, like those found in other advanced federated nations. Canada, Germany and Australia, among others, direct federal funds to lower units of government with lower capacities to raise revenue.

And what better way to pay for the program than to tap our wealthiest, who have benefited from our unjust taxation scheme for so long? President Biden is calling for a 25 percent tax on the incomes and annual increases in the values of the holdings of people claiming more than $100 million in assets, but we could accomplish far more by enacting a wealth tax on the 1 percent. Even a modest 4 percent wealth tax on people whose total assets exceed $50 million could generate upward of $400 billion in additional annual revenue, which should be more than enough to ensure that the needs of every city, county and public school system in America are met. By ensuring that localities have the resources they need, we can counteract the unequal outcomes and rank injustices that our current system generates.

Andrew W. Kahrl is a professor of history and African American studies at the University of Virginia and the author of “ The Black Tax : 150 Years of Theft, Exploitation, and Dispossession in America.”

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