problem of teaching and leaning english language

INTRODUCTION
We are not, however, saying that there is no sufficient written material on modern and techniques of teaching English as a second language. The point is that, it is extremely difficult to get a book that is satisfaction in most aspect of teaching English. What is written by native users of English and in some cases, in a way that is not easily digestible by our teacher trainees especially in Grade II training colleges. But the most cogent point is that, even the good textbooks or modern English methodology, do not contain simple lessons to illustrate in concrete from the modern view and techniques. Since there is no sample lesson provided on each, important topic treated in the book will certainly make teaching method of English problem and the preparation of lesson notes before coming down to teach in the class.

It can as well provide clues to many and varying teaching problems arising from English teaching and learning situation in Secondary School.

Unconscientiously
It is claiming too much to say that the teaching of English as a second language is the most complex and the most arduous task for teachers to undertake, but those who conscientiously and diligently examine the varying and elusive aspects of the teaching of English in West Africa, have come to the unavoidable realization that, if there is any subject that requires a scientific and pragmatic approach from teaching, it is from English. so without being conscientiously, diligent, the teacher still have problem in teaching English.

UNSKILLED TEACHER
The numbers of unskilled teachers of English in West Africa is still very large and discouragingly alarming. It is not only their unawareness of modern techniques, but also their mistaken confidence in their own effectiveness which militate against their improvement. The situation calls for a properly organized training programme sponsored by the government of West Africa, with the clear aim of encouraging the spread of modern English teaching methods. The urgency of this situation can be quickly realized when one considers the importance of competence in English to a person’s income and social prestige in a country like Nigeria. If not so, the problem will still be realized.

STUDIED MACHINERY IN TEACHING ENGLISH
If the governments of West Africa give the teaching of English a comprehensive view and take the size of its intricacy a really studied machinery will have to be set in motion to train teachers according to the modern methods and reoriented and encourage in a positive way the successful teacher of English. Teachers of English need more enlightened devotion and unalloyed endeavoured than others, because in a country like Nigeria where ones stature; size of earning and social prestige, depend almost entirely on one’s competence in English, the teaching of English should now be consigned to the hands or mediocre.

If the teacher in English is not conscious of whatever he is teaching, mentally and morally to the role he has to play in the role of English lesson, then the teacher will face problems.

They might contact this problem if there is no correlation between the achievement in English literature and English language performance in English language could be much better if teachers of English do not make a proper use of the English literature lesson and did practice shallow literature works serve as a problem of practicing the English language and the teacher can not teach effectively because the level of completeness and mastering of the language cannot be attend by the child. All these are determined by his ability to express his feelings, experiences and reaction which arises from situation or imagery which will be defeated.

QUESTIONING AND ALARTNESS
The teacher to be incompetence of his lesson, he does not use all his resources and skills to involve the child. In such situation, which make him live experience to others and shared their feelings in the oral work that is always so stimulated, the child finds it difficult to organize his taught and idea and to express in word meaning all kinds. If the teacher does not use the questioning – and – discussion method with alertness, confidence and skills, there will be still problems of teaching English language in JS1.

GRAMMATICAL PATTERN IN TEACHING ENGLISH
The teacher to give examples of correct grammatical pattern, sentence structures which serves very well as modules for imitation. The student will find it very difficult to understand the lesson and the class will be boring.

Teaching of English language is usually made too abstract and too mechanical to profit the teacher and students, but many at times the teacher will be unprepared by entering the class to teach, wasted time, and strained, thinking that he has succeeded in teaching the English, not knowing that, he has done nothing because he has not taken the lesson to the end and the subject himself unrewardingly, mental and physical strain and stress in defining things, resolving linguistic intricacies. At the close of the lesson, he mistakenly feels he has done a good job, but in testing exercise would make the scale falls out in his eyes because of inability to teach and to evaluate the student.

If a teacher fails to be furnished with new ideas about the teaching of language he cannot participate very well, he would still have problems of teaching English language in Junior Secondary school.

USES OF REGISTER
The teacher experience the teaching of English in secondary school if the teacher chooses the lexis, registers, grammatical pattern and sentence structure which he wants the students to learn and coming across some uses of the pattern and registers which he wants to teach, he cannot establish in a linguistic repertoire of the students, he will still have problems in English teaching.

Moreover, such situation would not be easy to handle if they are based on a story, the student read as a part of silent reading or comprehension exercise programme for example, if a class has read the passage and the registers they have come across in the passage would not be properly mastered and they would be wondering in their mind what it means, and it will quickly erase from their brain.

In addition to the problems, the idioms found in the passage; the teacher may overlook them and the student may end up in a confuse state. However, the teacher may end up telling the student to act for him to observe because he did not read literature and the student will become a teacher because he has ignored his roles. By so doing, the weak ones will continue to be frustrated.

RESOURCEFULNESS
If the teacher does not require resourcefulness, clear imagination and skill handling, not active, unfailing spirit of perseverance, the teaching surely flag and fall flat. These usually make the problem of situational language teaching very complex and seeming impossible to resolve.

THE FOUR CONCENTRIC SPHERES OF LAGUAGE
Mr. F. L. Bollows clearly shows in his book the problems of language teaching how the teacher fails to put the student, at the centre of the sphere which the first sphere consist of what the teacher suppose to have it available in the classroom for the students to see, touch, feel or hear. Any object which can be seen through the classroom window comes within this sphere whereby the teachers fails to do it, becomes the problem in teaching and also the lesson will not be familiar to the students’ attention which also create problem in teaching.

THE SECOND SPHERE
The teacher uses what the student does not seen in the class, heard, touch and feel before nor acknowledge in their life time to teach the students, there must be a problems in teaching.

THE THIRD SPHERE
It calls for the use of imagination. The events, incident and scene which the students have not directly experience are brought to their imaginative eyes through pictures, drawings, dramatizations, films and films strips and other kinds of visual aids.

THE FOURTH SPHERE
It consist of written materials, if the teacher does not follow consequentially to which the student are expose in reading books and making summaries or in doing written comprehension exercises and so on, the child put in this sphere to make use of the skills and mastery of the language which he has acquired in working through the first, second, and third sphere will find it difficult to teach.

THE CHILD IN RELATION TO THE ENGLISH PROGRAMME
The problems of teaching modern language which is the second language calls for lack of personal relationship between the teacher and the student which calls for division in the class, no interaction, no essential to satisfactory, no encouraging classroom result and any other subjects in the curriculum, the teacher will be frustrated in his studies and he will be unpleasant, no personality, no humility, failing, lack of tolerant, no perseverance and no regards for worthless classroom relationship.
It is therefore, the matter of prime important that teachers of English should bear in mind of what Margaret Hoffman called the 3 AS – Affecting, Acceptance and Achievement.

INABILITY TO ATTEND TO QUESTIONS
Infact, unsuccessful English teachers does his daily work not considering taught and energy and not minding the aim. Teacher develops problems by not recognizing a student of 10 – 13 years that are eager to know English as an asset. They feel that the student will be disgracing him by asking questions in which the teacher cannot answer, and with that, the teacher would be forceful to tarnish the purposefulness and enthusiasm in operating English programme.

The child and the mother-tongue
It appears many teachers who are influence by the mother-tongue in which they can not pronounce things fluently, expression especially in the present of the student, the teacher may mean another word but the student may interpret to be another word that also brings problems.

ADVANTAGES OF COMPETENCE IN ENGLISH
P. Gurrey says in teaching English as A. Foreign language if the teacher has been able to teach the students English correctly he will be a potential correct language user. The skill of speaking correctly and fluently, of reading, intelligently and of writing clearly and precisely, in all cases with grammatical and structure correctly are not easy to acquire.

THE PROBLEM OF INTONATION
Definitely, the problems of intonation and the use of rhythm, stress and pause in English require special attention because they constitute major, distinctive features of the language which can not be accommodated with those of mother tongue, so the teacher neglect it role and the student will be confused.

TEACHING ENGLISH BY DIRECT METHOD
The problems that some teachers are having are the use of direct method in teaching English especially, when English is introduced at a time when the child is ripe for it. Problems arise only when there is need to explain or define the meaning of a word, an expression or an item in English.

Serious difficulty arises when dealing with abstract items whose meaning cannot be given as described in the two previous paragraphs. If such abstract idea can not be explained by creating context either how far the teacher can violet the prohibition of the use of mother tongue in teaching a foreign language by direct method may poses an interested question in which the teacher finds difficult to answer the question.

THE USE OF PIDGIN LANGUAGE
The use of pidgin language which is the third language can create problems to the teacher while trying to teach the student because it has diffuse into the brain and the teacher will find it difficult to explain in English without using pidgin.

The teacher found the teaching difficult because the teacher did not do speech making work records.

LANGUAGE TEXTBOOKS AND THEIR USES.
The teacher found it difficult because of continuous usage of old fashioned language textbooks is the foreign background of their contact by the time the oxford English course for secondary schools by H. B. Drake and recall the uphill task of teaching children from unsophisticated humus around Ughehi in Midwestern state about London snow characteristics of autumn and winter seasons, dry and abstract theme, like philosopher and soldier, or out-landish subjects about so create and so on. Incase the pictures were attach to the textbook, the teacher would have teach without problem.
So the teacher who uses such books makes unrewarding efforts, and the pupils are put in an extreme situation where they have to struggle to grab the unfamiliar idea before they strive to use the language correctly.

Some English language textBOOK
Another series called Nelson English course for secondary school by D. W. Grieve may serve some useful purpose. Book one published in 1966 would have been lavishly recommended by many eminent authorities in teaching English as second language but on several occasion we have been disappointed by the departure from modern principles of language teaching which the teacher found it very difficult unlike the living English structure by W. S. Allen and Excellence textbook on English but the problem about it is many exercises on the structure by invariable there are no examples with that, the teacher is force to create context or situation which should ensure the control use of instruction, if the teacher is not conversant, then there is a problem in teaching.

A guide to pattern and usage in English by A. S. Hornby is a good book per se. But is a quite cumbersome and should be used as an accessory to any other more practical book like the practical English series by Ogundipe and Tregidigo.

HOW TO USE THE AUTHURS QUESTION
Whenever a textbook is given to the student, it is unusual that the student will not prepare at home before coming to school but when a question is ask they all give chorus fake answer and sometimes don’t know which create problems to the teacher to teach.

ENGLISH TEACHER AND OBJECTIVE TESTING
What worries mostly is the way the teachers of English use objective test when dealing with reading passage in class as post primary school level. Apart from the aims of having; the learners use the words and expression, grammatical idiomatic pattern and sentence structure in the passage. The teacher avoided the usage and taking into consideration the possibility of fostering creative thinking during comprehensive lesson and that bring problems in teaching.

Lacking of textbook
When the teacher found out that in a class of 50 students, only 2 students have English textbook then coming in terms of reading, the teacher found out that writing the passage on the board will waste his time and as such, the teacher can use half of the school day writing on the board for the students, so lacking of textbook is a problem in teaching English language in JS1.

THE USE OF SUBSTITUTION TABLES
Another problem is not using substitution tables F. G. French English. The problem that arises is how, and at what point in a lesson, the teacher should make use of substitution table.

SUBJECT VERB OBJECT
The teacher touched his bag
Sola took my rule
I bought a pen

THE WAY FORWARD TO SOLVE THE PROBLEM
The student may be encourage to keep vocabulary notebook in which the record such words and their correct usage too so that they can refer to it to refresh their memory when the need arises. Apart from learning the meaning of the words or expressions in this way, the student ability to write the language in correct form especially in the correct spelling may improve. The teacher may train the students to use word-attack before resorting to the dictionary. This method is quite useful in finding out the meaning of a compound word whose elements may be well known to the students especially if they can get the meaning by first analytical and then a synthetic approach.

Whether the new words have been dealt with as part of the introduction to the reading passage or not, they should be presented in their written context in the course of the lesson. The student should be taught especially from the beginning of the secondary school course to learn how to read round the new or difficult words to get their meanings. Students are not likely to forget the meaning of the word or expression which is treated in its context of an episode which is thoroughly and purposefully discussed.

TECHNIQUES OF QUESTIONS
The aim of teaching this skill is to help the student acquire or develop the ability to note what is exactly express in a sentence or part of a sentence. The student should therefore, be made to note carefully, inorder to see what is being said accurately.


SUMMARY AND CONLUSION

To enjoy English through reading and understanding English, student must learn to appreciate and react favourably to the qualities and charm of English.

Timing method should be used if the story is about the sun and the moon to be read and discussed in the next lesson, then the teacher should tell the student to observe the day and the night for the next class.

The teacher should prepare the lesson by writing note of lesson appropriately and be familiar with the lesson before coming to teach.

Finally, the teachers should be trained and conduct seminars for them and also grammatical terms and syntax should be used correctly.

REFERENCES
1. A guide to pattern and usage in English
by A. S. Hornby
2. New Oxford English Course (Nigeria)
by F. G. French.
3. The techniques of language teaching by
Mr. F. L. Billows.
4. New Nelson English Course for Secondary School by
G. W. Grieve Book 1, Publish in 1966.
5. Oxford English Course for Secondary school by
H. B. Drake.
6. Day by Day English Course for western Nigeria by
Messre J. Hemming and J. A. F. Sokoja.
7. Principles and Practice of teaching English in western Africa by
N. O. Oyetunji B.A., P.G.C.E
Formally Head of Department of English,
Olunloyo College of Education Ibadan.
8. Teaching English as a foreign language by
P. Gurney.
9. The Practical English series by
Mr. Tregidgo, P. S.
10. Living English structure by
W. S. Allen

The Role of Social Organizations in Society

All human beings are social being who mostly choose to live in groups. And just because individuals must interact and interrelate with others within a society they saw themselves, there must be a formal method which allow for the procreation of life, interaction, interrelation, making decisions, producing goods, creating meaning and purpose (religion, belief, language, traditions, customs and culture) and organizing people into an orderly society.

Many social organizations have been established within the society to deal with the universal problems of ordered social life.

Some examples:
· Families in their many different organizational forms provide for the needs of both adults and children.
· Educational organizations aid in the socialization process and in the transmission of culture from generation to generation.
· Political organizations meet the needs of people by making collective decisions.
· Economic organizations meet the material needs of individuals within society.
· Aesthetic and recreational organizations meet artistic and recreational needs of people.
· Religious organizations meet the spiritual needs of people.
· All of these organizations have as one of their major purposes the organization of people so that the objectives of society can be accomplished.

The Role of the Social Contract in Society.
People find it convenient and useful to live together. In order to do this, they form societies which become nations or states.

People cannot live together successfully unless there is some basic agreement about the fundamentals of life that can be relied on to give predictability and order.

The actuality of Interdependence
In the reality of daily living, a tension exists between the needs and wants of individuals, groups of individuals, and the needs and wants of the larger society.

Social Contract
Every social grouping has a set of understandings, often tacit, which everyone in the group subscribes to.

These understandings must, in some way, define for all members of the group how they can expect to be treated and how they are expected to treat others.
Freedom and order and equality and hierarchy are four important considerations which in some way are defined and distributed by these understandings.
There are various labels for these understandings and expectations: rules in games, manners in social situations, ethics in professional matters, and laws in relation to the state.

Reconciling Individuality with Interdependence
Individuals and the contributions they can make to society vary from person to person. Society also prizes certain kind of contributions more than it does other contributions.
Traditionally it has been the custom to reward people with different levels of power, privilege, and wealth.

Decision Making within Social Organizations
The ability to make decisions and carry them out is critical to the well being of individuals within society. Without this ability people often find that they their needs and concerns are disregarded often to their detriment. Consequently there has been a great deal of competition within society to control and use power.

The sources of power are the control of:
· resources such as land, money, property, etc;
· numbers of people who are prepared to agree and support you;
· an organization which will carry out your wishes; and
· Information which allows you to know or do things.

The influence of family background on the academic achievements of pupils

· INTRODUCTION
From the beginning, parents have been the major persons involved in raising children in every society. That is why the family is recognized as an important agent of socialization.

Adekeyi, A. (2002) observes that it is mainly through their efforts and abilities that children are socialized to become productive citizens. So, wherever parents possess the resources and skills and apply them effectively and joyfully in raising their children the entire society benefits.

This brings joy and pride to the nation, and encourages development and peaceful co-existence. The children themselves feel good and bring happiness to their parents and the whole community.

In view of this, the influences of family background on the academic achievement of pupils becomes and indispensable factor in the wheel of progress. It is a fact that parental background influences pupils’ academic achievements either positively or negatively. A well-to-do family will have positive interest in the education of their children. According to Ezewu, E. (2003), family background of parents affects children especially in respect to their academic achievement.

The primary function of parents is the rearing and protection of children and passing on to them the values and beliefs of the society. They also teaches children the rules, traditions and ways of doing things. It is also the responsibility of the parents to provide their children with shelter, food, education, security and personal development. This is the family of orientation.

The level of educational attainment of parents influence the academic achievement of their children. For instance, in a family where both the mother and father are educated, their children are always taken good care of in their academic activities. They may go through their children’s exercise books after school, or even employ a private teacher to teach them after school. By so doing their academic achievement will be improved; whereas in the case of illiterate family, the need to supervise their children’s exercise book is not there, hence their children’s low academic achievement in school.

It is obvious to note that the level of achievement of a child educationally also depends on the hereditary factors and the environmental factor.

Hereditary factors influence a child’s academic achievement in school. This happens when a child inherits poor genes from either the mother or the father; such a child will not be able to achieve much even if the environment is conducive for effective learning. On the other hand, a child who inherits a very high gene from parents may not perform very well if, the environment is not stimulating.

A condusive environment is necessary for a good academic achievement of a child. A stimulating environment could spur up a potential mediocre into an intellectual giant while an inhibiting environment could turn a genius child into a mediocre.

The aim of this research work is to find out the influence of family background on the academic achievements of pupils. The effect of family background on pupils’’ academic achievement in primary schools has been a problem for the past decades and must not be left to chance.

· STATEMENT OF THE PROBLEM
The influence of family background, that is, the socio-economic status of parents in the academic achievement of their children have been posing very serious problem to many people in our society. It is argued in some quarters that children from rich parents perform better academically than those children from poor parental background in the classroom situation. But some people hold the opposite view by arguing that most of the children from rich families are way-wards in school academically than children from poor and average families. In the classroom here in Eastern Obolo Local Government Area, the teacher teaches pupils together irrespective of their family background.

This research work is premised on this erroneous thinking and misconception in our society. The researcher is therefore poised to make findings to determine whose child performs better academically and what are the causative agents to this. The researcher will also find solution to the problems and suggest ways and methods to eradicate or improve upon the situation for the benefit of pupils, parents, schools, educators, and the society as well.

· PURPOSE OF THE STUDY
The purpose of this study is to investigate the influence of family background on the academic achievements of pupil in selected primary schools in Eastern Obolo Local Government Area of Akwa Ibom State in Nigeria. The objectives of the study specifically include:
i). Identifying the influence of family background as it affects the academic achievement of their children.
ii). Carrying out controlled study and investigation on home environment and facilities in these homes for children educational development with special reference to Eastern Obolo Local Government Area.
iii). Seeking to suggest the possible solutions to the problem so as to enhance pupils academic performance in schools.

Hopefully, when parents are once more reminded of their divine and practical responsibilities of their children, our school system and society will be more stable, disciplined and functional one.

· RESEARCH QUESTIONS
i). Is there any significant difference in the academic achievements of pupils whose parents are of higher socio-economic class and the academic achievements of pupils whose parents are of low socio-economic class?
ii). Is there any significant difference between academic achievement of pupils from educated parental background and pupils from uneducated parental background?

· SIGNIFICANCE OF THE STUDY
The topic of this project is to highlight the influence of family background on the academic achievement of pupils in primary schools in Eastern Obolo Local Government Area. This study is therefore significance because of the following reasons:
i). It will highlight the problems associated with pupils performance in school.
ii). The result of the study will also uncover the fundamental roles expected of the family in respect to the intellectual training of the child.
iii). The study will also serve as a source for future research in its area of study
iv). The outcome of this study will also be of immense value to the inhabitants of the area in that it will seek to improve the interest of parents with regards to education
v). Finally, it is hoped that when this research work is completed, the learners, parents, teachers, ministry of education, curriculum planners, government and the entire society will benefit from the findings by formulating a policy that will bridge the gap between children of high socio-economic status and that of the low socio-economic status in respect of their academic performance in school.

· DELIMITATION OF THE STUDY
With due consideration to the factors of time, economic depression of the period, geographical location of the target population, the scope of this research is delimitated of only five primary schools in Eastern Obolo Local Government Area of Akwa Ibom State. The school are:
i). St. Silas Primary School, Okoroete
ii). Government Primary School, Iko Town
iii). Government Primary School, Okorombokho
iv). Government Primary School, Okoroinyong
v). Government Primary School, Amadaka

For the human resources, only pupils in primary four, five and six in the above named schools serves as the primary source of data collection.

· LIMITATION OF THE STUDY
In the course of the conduct of this research, the writer experienced some limitation. It was sandwiched between regular lectures and other academic programmes. The investigation involved traveling a number of times from one primary school to another. Apart from financial constraint, only one local government area was covered so as to meet the scheduled time the project is expected to be completed and submitted.

Finally, the findings of this investigation and the conclusions drawn therefore are limited by the accuracy of information supplied by the respondents.

· DEFINITION OF TERMS
INFLUENCE: This is the power to affect somebody’s character, benefits or action through example.
FAMILY: This refers to a social unit consisting of parents and their children.
PARENT: This refers to the one who has begotten offspring or occupies the role of mother or father.
ACADEMIC ACHIEVEMENT: This refers to how much the pupils respond to the teaching and learning of the formal school successfully especially using their own effort and skill.
PUPIL: This is a person who is being taught, especially a child in a school.
LOW SOCIO-ECONOMIC STATUS:- This refers to families whose income ranges from N200.00 to N1,000.00 per month.
MIDDLE SOCIO-ECONOMIC STATUS:- This refers to families whose income ranges from N1,000.00 to N5,000.00 per month.
HIGH SOCIO-ECONOMIC STATUS:- This refers to families whose income ranges from N5,000.00 to N50,000.00 per month.

· text review
Interesting work have been carried out by eminent scholars on how the family a child is born into affect his or her academic achievement in school. Thus, this chapter is specifically concerned with reviewing from text books, journals and unpublished sources, what others have said as they apply to this research study.

From the purpose of logical presentation of facts, the information gathered from sources were presented under the following headings:
i). Effect of family background of parents towards the academic achievement of children.
ii). Effect of literate and illiterate families on academic achievement of children
iii). Relationship between home environment and academic achievement of children.

· EFFECT OF FAMILY BACKGROUND OF PARENTS TOWARD THE ACADEMIC ACHIEVEMENT OF CHILDREN
The socio-economic status of parents also influence the level of educational achievement of the pupils in schools. This is so because with the availability of money and resources, the family will be able to provide them with all the needed materials. But children from poor family background will be denied of this opportunity irrespective of their brilliant performances since there is no resources and money to back up their demand.

A study conducted by Ezewu (1994) showed that socio-economic status of parents affect children’s education and particularly academic achievement in the following ways:
i). The degree of importance which each family attached to schools.
ii). Financial expenditure including fees, textbooks and other equipment.
iii). Facilities available at home.

A well to do family will have positive interest to education of their children not minding whether the child is brilliant or not. This will force parents to see to it that the materials needed are provided for the child with the available resources. Parents will be able to pay children school fees in time, buy text books and other equipment that will help to enhance the children academic achievement.

Ezewu further opined that children from a high socio-economic status leave the primary school between 9, 10 and 11 years of age, while those of low socio-economic status leave primary schools between 12, 13 and 14 years.

This shows that performance of students in school depends on their parental socio-economic background. The availability of facilities such as tables, chairs, light and well conducive learning environment at home do help the child to learn better. All these should be present at home with the help of available resources.

Macfarland, M. S. (2003), in his book “Intelligent Teaching Professional Skills for Student Teachers” analyzed the chance of placement of children from middle or working class and lower class family in comprehensive high school and secondary Modern school. He found out that 72 percent of children from family of lower class against 28 percent of children from middle class were placed in Comprehensive High school. He also found out that 10 percent of children from family of lower class against 90 percent of children from middle class were placed in Modern Secondary School based on intelligent quotient.

This means that children from family of lower socio-economic class usually find themselves in local schools, where much will not be demanded from them. But children from middle socio-economic class are found in better school irrespective of the high cost of things there.

Harighurst (2002) observed in his study that the existence of socio-economic class of parents affects the development of a child. He divided the class into unskilled, party skilled, intermediate and professional which goes with variation in provision for the children. He said that children whose parents are from skilled, intermediate and professional class will develop physically and intellectually as there are resources for the provision of their needed materials that will assist in learning. Whereas children from unskilled and party skilled parents will not develop physically and intellectually as thee is no financial assistance.

Stones (2004) is with the view that economically and culturally, poor homes do not provide the stimulation necessary for the development of intellectual abilities involving in school learning. Certain physical conditions that exist at home, poor housing and overcrowding environment are often associated with poor academic achievement and adjustment. Poor clothing, malnutrition, lack of adequate sleep and rest, all have profound effects on how they behave and react.

From the foregoing, it is observed from my experience in school that those pupils from low socio-economic parents started poorly in the formative stage in the primary school which consequently leads to their inability to cope with the secondary or tertiary education.

· EFFECT OF LITERATE AND ILLITERATE FAMILIES ON ACADEMIC ACHIEVEMENT OF CHILDREN
Most researchers have confirmed the effect of illiteracy of families on their wards performance in schools. Children whose families are illiterate have been seen to lack home encouragement. This implies that as some illiterate families refuse to provide their wards with needed textbooks, they are discouraging them from learning.

David (2007), in his write-up stated that textbooks aid studies after normal classroom teaching.

Also, many students lack parental assistance as a result of their illiteracy and ignorance. They fail to motivate, reinforce, give reward and punish their children on their performance which might have forced them to be serious in learning.

On the other hand, literate families have interest on their wards performance. They struggle to provide them with needed materials and stand the chance of giving adequate encouragement through counseling.

Family disagreement is most prevalent in illiterate families; disagreement scarcely exist in literate families as individuals mind their business and understand themselves.

Mario (2006) conducted a research work and discovered that domestic work has an effect on students performance especially the ones born to poor parents who go about hawking some food items before going to school. According to him, a student might help in preparing fufu (foo foo) or frying groundnuts before going to school. The preparation of all these items is time consuming, yet parents expect the food to be ready before their ward goes to school. The resultant effect of parents attitudes is that the students is late for school, sleep in class during lesson due to weakness, he does not pay attention, cannot concentrate, find it difficult to obey simple school rules, is forgetful, and finally fails to do assignment.

On the other hand, literate families having known the important of education even draw-up a reading time table for their children. They also arrange for part time teachers to teach their wards, check their workbooks from time to time and provided adequate motivation and rewards when they perform better in class assignment and activities, test and examination.

In placing children in school, literate parents have to choose school in which conducive learning environment such as well prepared classroom for learning, well equipped libraries, science laboratory etc are available.

· RELATIONSHIP BETWEEN HOME ENVIRONMENT AND ACADEMIC ACHIEVEMENT OF PARENTS
Studies on children’s attitudes to education have shown that children are affected by home background, parental socio-economic status, level of educational achievement, marital relationships at home, school climate, sex and peer groups influence among other factors.

According to Hurlock (2005), the home background and parental attitude to school activities and education generally are some of the strongest and most persistent in determining a child’s interest and his consequent attitudes to education.

Education and occupation of parents with their income to a large extent defines the condition of the home.
“Home condition” is among other factors that affect a child’s success during an intelligent test or in learning achievement.

Farrant (2004) confirmed that children who grow in homes where the mind is stimulated developed mentally more than those from homes where there is no incentive for mental growth, exercise. He added that all behaviour is a response to some stimulus in the environment.

Families with high socio-economic status usually have books and educational materials around the home as part of the environment to which the growing child is exposed. Consequently, children of such families are expected to do well in school. Poor academic achievement of children from large families is associated to poor housing condition, over-crowding, and poor clothing and feeding. It is observed that these factors particularly affect the reading and study habit of children.

The home environment of a child affect his or her academic achievement. It is agreed that the socio-economic background of homes where such conditions as great poverty, poor feeding, insufficient sleep and rest and general neglect are known to be the cause of backwardness of children in school. Children who do perform poorly on mental ability test often do better on the same test after being placed in a ‘richer’ environment which stimulate the growth of mental abilities.

It is an observable fact that parents of very large families tend to have occupation in the semi-skilled, unskilled and labouring categories, and that their children are likely to be average or below average in intelligent quotient, whereas the bright children tends to come from small family groups with skilled occupation.

Hurlock (2003) again in his contributions stated that a large proportion of students who are diligent and exhibit deviant behaviors are from the disadvantaged home background. In such home backgrounds, the children are not directed towards the right path to life. Such children are consequently often emotionally depressed and lack social adjustment and poor attitude to school work.


· summary
This study was carried out to find out the extent to which a family a child is born into influences his or her academic achievement in primary schools in Eastern Obolo Local Government Area of Akwa Ibom State. In order to carry out this research work successfully, two research hypothesis were formulated thus:

1. There is no significant difference in the academic achievements of pupils as regards their parental family background.

2. There is no significant difference in the academic achievement between pupils whose parents are literate and pupils whose parents are illiterate.

The data for the analysis was collected through a questionnaire. A total of 200 pupils and teachers from primary 4, 5 and 6 classes from the five sampled schools in Eastern Obolo Local Government Area were used. Data used in testing these hypotheses were collected using a twenty (20) items questionnaire. In the data analysis, the researcher used Chi-square test for all the hypothesis.

It was found out that pupils whose parents are of high socio-economic class were better placed than pupils whose parents are of low socio-economic class with regards to their academic achievements; and so they were found to be those scoring above the mean in the items, thereby rejecting hypothesis I.

The data collected in relation to hypothesis II were analyzed using Chi-square test statistical analysis. The purpose of this study was to find out whether literate and illiterate family background has any influence on the pupils’ academic achievements in schools.

Summary of the findings
1. There is a significant difference between pupils from high and low socio-economic background with regards to their academic achievements in life.
2. There is a significant difference in the academic performance between pupils whose parents are literate and those whose parents are illiterate.

The literate parents having known the importance of education encourage their children to learn by providing the necessary materials needed, thereby improving their academic achievements; whereas illiterate parents are less concern in the academic achievement of their children.

· Conclusion
Based on the result of the findings of study, the following conclusion are drawn:
i). That family background is a significant contributory factor which influence the academic achievement of a child in school.
ii). That there is a significant difference in academic achievements between pupils whose parents are of high and low socio-economic class.
iii). That those pupils whose parents are literate perform academically better than those whose parents are illiterate.

· Recommendations
In view of the findings of this study, the following recommendations are made by the researcher:
a) Parents should provide their wards with essential materials that will help them improve on their academic performance.
b) Headmasters of schools should discuss the importance of materials in learning with parents in PTA meetings.
c) The Government at all levels should establish and equip more adult education centres for the training of illiterate parents.
d) Illiterate parents should be encouraged to go to school in that their literacy will enhance their children’s academic achievements in schools.
e) Government should equip primary school libraries with current textbooks and instructional materials for effective teaching and learning.
f) Government and Headmasters of schools should encourage pupils to study hard by giving prizes and awarding scholarships to the best pupils in all the subjects at the end of each term or year.
g) Parents should endeavor to give their wards spare time to read and do their home works at home rather than engaging them with domestic works. a

If the above recommendations are strictly adhere to, the problem of poor academic achievements in our primary schools will be minimized if not totally eradicated.

· Suggestion for further study
In order to have a comprehensive understanding on the extent to which family background can influence academic achievements of a child in primary schools, there is need for another study to be carried out in other local government areas of Akwa Ibom State.


References
ADAKEYI, A (2002) Teaching social studies in Nigeria Colleges. Ile-Ife: University press.
DAVID, W. I. (2007) Education Psychology New Jersy. Prentice Hall Inc
EZEWU, E. (1994) Sociology of Education. Lagos: Longman Group Ltd., Hong Kong.
FAFUNWA, A. B. (2001) New Perspective in Africa Education. London: Macmillan Publisher Ltd.
FARRANI, J. S. (2004) Principles and Practice of Education. London: Longman.
GRANT, M. (2006) School Methods with Young Children. A handbook for Teachers in Africa, Lagos: Evans Publisher.
HARIGHURST, S. J. et al (2002) Society and Education. London: Alyn and Bacon Inc.
HOYLE, E. (2003) The Role of the Teachers. New York: Routledge and Kegan Paul.
HURLOCK, E. B. (2005) Child Development. New York: Mc Graw-Hill Book Company Inc.
MACTARLAND, M. S. (1999) Intelligent Teaching Skills for Student Teachers. London: Routledge and Kegan Paul.
MARIO, C. D. et al (2006) “The Effect of Parent Absent on Children” Child Study Journal 6. Volume 2, Page 165
SEGUN, C. M. (1990) Educational Management. Enugu: Macmillan Publishing Ltd.
STONE, E. (2004) An Introduction to Educational Psychology. Ibadan: Spectrum Book Limited.

Introduction to Computer Operating System

Introduction
When you turn on your computer system, it's nice to think that you're in control. There's the trusty computer mouse, which you can move anywhere on the screen, summoning up your music library or Internet browser at the slightest whim. Although it's easy to feel like a director or a manager in front of your desktop or laptop console, there's a lot going on inside, and the real man behind the curtain handling the necessary tasks is the operating system. Operating system to any computer is the house keep and the brain behind every operations.

­Most desktop or laptop PCs come pre-loaded with Microsoft Windows operating. Macintosh computers come pre-loaded with Mac OS X. Many corporate servers use the Linux or UNIX operating systems. The operating system (OS) is the first thing loaded onto the computer -- without the operating system, a computer is useless.

­­­More recently, operating systems have started to pop up in smaller computers as well. If you like to tinker with electronic devices, you're probably pleased that operating systems can now be found on many of the devices we use every day, from cell phones to wireless access points. The computers used in these little devices have gotten so powerful that they can now actually run an operating system and applications. The computer in a typical modern cell phone is now more powerful than a desktop computer from 20 years ago, so this progression makes sense and is a natural development.

The purpose of an operating system is to organize and control hardware and software so that the device it lives in behaves in a flexible but predictable way. In this lesson, we'll tell you what a piece of software must do to be called an operating system, show you how the operating system in your desktop computer works and give you some examples of how to take control of the other operating systems around you.

1.1.1 Objective of the Lesson
At the end of this lesson, you would be able to:
· The Definition of Operating System
· Explain the term computer operating system
· Types of operating System
· Functions of Operating System
· Computer Operating System
· Know Some computer terminologies

1.2 What is Operating System?
An operating system (OS) is a set of system software programs in a computer that regulate the ways application software programs use the computer hardware and the ways that users control the computer system. For hardware functions such as input/output and memory space allocation, operating system programs act as an intermediary between application programs and the computer hardware and the user.

Because early computers were built to perform a series of single tasks, like a calculator, operating systems did not exist in their modern and more complex forms until the early 1960s. Some operating system features were developed in the 1950s, such as programs that could automatically run different programs in succession to speed up processing. Hardware features were added that enabled use of runtime libraries, interrupt, and parallel processing. When personal computers by companies such as Apple Inc., Atari, IBM and Amiga became popular in the 1980s, vendors adding operating system features that had previously become widely used on mainframe and mini computers. Later many features such as graphical user interface were developed specifically for personal computer operating systems.

An operating system can be divided into many different parts. One of the most important parts is the kernel, which controls low-level processes that the average user usually cannot see: it controls how memory is read and written, the order in which processes are executed, how information is received and sent by devices like the monitor, keyboard and mouse, and deciding how to interpret information received by networks. The user interface is the part of the operating system that interacts with the computer user directly, allowing them to control and use programs. The user interface may be graphical with icons and a desktop, or textual, with a command line. Another similar feature is an Application programming interface, which is a set of services and code libraries that let applications interact with one another, as well as the operating system itself. Depending on the operating system, many of these components may not be considered an actual part. For example, Windows considers its user interface to be part of the operating system, while many versions of Linux do not.

1.2 Types of operating System
We all know that the operating system is the most important software running on your computer without which one cannot run even the application software's which are designed to communicate with the hardware through the operating system. Are you aware that there are many types of operating systems available in the market to suit various needs and machines?
The types of the operating systems can be classified as single user program and multi tasking. A single user program operating system allows only one program to run at a time. This was the operating system that was improved on to as multi-tasking operating systems as it was not practical to close one application to open another, example, close a word document to open power point, especially if you are required to copy some texts from Microsoft word to Microsoft power point.

· Multi tasking operating systems enables a single user to have two or more applications open at the same time. It gives the computer the option to decide on how many time slices each program is allocated. The active program gets the most, and the rest is divided according to the factors of which programs are doing tasks although not active, and the last priority is given to programs and applications that are left open but are not doing anything.

· Multi tasking operating systems can be divided into three general types depending on the type of computer and the type of applications that will be run. These are Real time operating systems, Single user-Multi tasking, Multi user operating systems

· Real time operating systems (RTOS) are mainly used to control machinery, scientific instruments, industrial systems, etc. Here the user does not have much control over the functions performed by the RTOS.

· Single user, multi tasking operating systems are the systems that allow a single user to run different applications at the same time. Windows of Microsoft and Macintosh of Apple are the most commonly used single user, multi tasking operating systems.

· Multi user operating systems give access at the same time to the resources on a single computer to many users. Unix is one such operating system.
The most commonly used operating systems that fall under the above categories are, Windows 95, Windows 98, Windows Me, Windows NT, Windows 2000, Windows XP (Which is an upgrade of all the earlier and comes in two versions as Home and Professional. The professional version is the same as the home edition but has additional features, like networking and security features.), Windows Vista, Windows CE, Apple Macintosh, Unix, etc.

1.4 Functions of Operating System
Today most operating systems perform the following important functions:
· Processor management, that is, assignment of processor to different tasks being performed by the computer system.
· Memory management, that is, allocation of main memory and other storage areas to the system programmes as well as user programmes and data.
· Input/output management, that is, co-ordination and assignment of the different output and input device while one or more programmes are being executed.
· File management, that is, the storage of file of various storage devices to another.
· It also allows all files to be easily changed and modified through the use of text editors or some other files manipulation routines.
· Establishment and enforcement of a priority system. That is, it determines and maintains the order in which jobs are to be executed in the computer system.
· Automatic transition from job to job as directed by special control statements.
· Interpretation of commands and instructions.
· Coordination and assignment of compilers, assemblers, utility programs, and other software to the various user of the computer system.
· Facilities easy communication between the computer system and the computer operator (human). It also establishes data security and integrity.

1.5 names of some Computer Operating System
Microsoft Windows, Mac OS X, Linux, FreeBSD, NetBSD, OpenBSD, MS-DOS, FreeDOS, AmigaOS, BeOS, MorphOS, QNX, OS4000, VxWorks, ReactOS, DR-DOS, Solaris, TOS, GEM, NetWare, OpenVMS, Syllable, Haiku, AROS, MenuetOS, KolibriOS, LynuxWorks, Multics, System/360, Unix

3.36 COMPUTER GLOSSARY
· Access Memory (RAM): Memory that can be read from or written to by a computer or other devices. Information stored in RAM is lost when the computer is turned off.
· Active Directory, The directory service that stores information about objects on a network and makes this information available to users and network administrators. Active Directory gives network users access to permitted resources anywhere on the network using a single logon process. It provides network administrators with an intuitive, hierarchical view of the network and a single point of administration for all network objects.
· Active, Describes the window or icon that you are currently using or that is currently selected. The operating system always applies the next keystroke or command you choose to the active window. Windows or icons on the desktop that are not selected are inactive.
· Background, The screen background image used on a graphical user interface such as Windows. Any pattern or picture that can be stored as a bitmap (.bmp) file can be set as a screen background.
· Bit, The basic unit of information in a binary numbering system. Computer work with binary numbers, and the internal circuit can represent one of the two numbers in a binary system 1 or 0. This basic either/or, yes/no units of information are called bits.
· Boot, The process of starting or resetting a computer. When first turned on (cold boot) or reset (warm boot), the computer runs the software that loads and starts the computer's operating system, which prepares it for use. Booting initiate automatic routine that clears the memory loads the operating system, and prepares the computer for use. The term boot is derived form saying "pulling yourself up by your own bootstraps" personal computers must just do that because Random Access Memory (RAM) does not retain program instruction which the power is shut off.
· Byte, Pronounced "bite" eight contiguous bits, the fundamental data word of personal computers. It provides a basic unit of measurement for computer storage.
· CD-R: Recordable compact disc. Data can be copied to the CD on more than one occasion; however, data cannot be erased from the CD.
· CD-RW, Rewritable compact disc. Data can be copied to the CD on more than one occasion and can be erased.
· Chips, A miniaturized electronic circuit mass produced on a tiny chip or wafer of silicon.
· Commands, A user uninitiated signal given to a computer to controls the execution of a specific operation.
· Cursor, An on-screen-blinking character that show where next operation will take place.
· Default printer, The printer to which a computer sends documents if you select the Print command without first specifying which printer you want to use with a program. You can have only one default printer; it should be the printer you use most often.
· Desktop, The on-screen work area on which windows, icons, menus, and dialog boxes appear.
· Device driver, A program that allows a specific device, such as a modem, network adapter, or printer, to communicate with the operating system. Although a device might be installed on your system, Windows cannot use the device until you have installed and configured the appropriate driver. If a device is listed in the Hardware Compatibility List (HCL), a driver is usually included with Windows. Device drivers load automatically (for all enabled devices) when a computer is started, and thereafter run invisibly.
· Device, Any piece of equipment that can be attached to a network or computer; for example, a computer, printer, joystick, adapter, or modem card, or any other peripheral equipment. Devices normally require a device driver to function with Windows.
· Dialog box, A secondary window that contains buttons and various kinds of options through which you can carry out a particular command or task.
· Digital video disc (DVD), A type of optical disc storage technology. A digital video disc (DVD) looks like a CD-ROM disc, but it can store greater amounts of data. DVDs are often used to store full-length movies and other multimedia content that requires large amounts of storage space.
· Disk, A storage device that is attached to a computer.
· Document, Any self-contained piece of work created with an application program and, if saved on disk, given a unique file name by which it can be retrieved.
· Drag, To move an item on the screen by selecting the item and then pressing and holding down the mouse button while moving the mouse. For example, you can move a window to another location on the screen by dragging its title bar.
· Drive letter, The naming convention for disk drives on IBM and compatible computers. Drives are named by letter, beginning with A, followed by a colon.
· Drive, An area of storage that is formatted with a file system and has a drive letter. The storage can be a floppy disk, a CD, a hard disk, or another type of disk. You can view the contents of a drive by clicking its icon in Windows Explorer or My Computer.
· DVD drive, A disk storage device that uses digital video disc (DVD) technology. A DVD drive reads both CD-ROM and DVDs; however, you must have a DVD decoder to display DVD movies on your computer screen.
· Expansion slot, A socket in a computer, designed to hold expansion boards and connect them to the system bus.
· Filename, A name assigned to a file (document) so that the operating system can find the file. You assign file names when the file is created. Every file on a disk must have a unique name.
· Folder, A container for programs and files in graphical user interfaces, symbolized on the screen by a graphical image (icon) of a file folder. A folder is a means of organizing programs and documents on a disk and can hold both files and additional folders.
· Font; A graphic design applied to a collection of numbers, symbols, and characters. A font describes a certain typeface, along with other qualities such as size, spacing, and pitch.
· Gigabyte (GB), 1,024 megabytes, though often interpreted as approximately one billion bytes.
· GIGO, (Garbage In, Garbage Out), This means that the output you get from the system depends directly on what you key-in as your inputs.
· Hard disk, A device, also called hard disk drive, that contains one or more inflexible platters coated with material in which data can be recorded magnetically with read/write heads. The hard disk exists in a sealed case that protects it and allows the head to fly 10 millionths to 25 millionths of an inch above the surface of a platter. Data can both be stored and accessed much more quickly than on a floppy disk.
· Hardcopy, Printed output from the system distinguished from data stored on disk or in memory.
· Hardware, The physical components of a computer system, including any peripheral equipment such as printers, modems, and mouse devices.
· Icon, A small image displayed on the screen to represent an object that can be manipulated by the user. Icons serve as visual mnemonics and allow the user to control certain computer actions without having to remember commands or type them at the keyboard.
· Input/output (I/O) port, A channel through which data is transferred between a device and the microprocessor. The port appears to the microprocessor as one or more memory addresses that it can use to send or receive data.
· Insertion point, The place where text will be inserted when typed. The insertion point usually appears as a flashing vertical bar in an application's window or in a dialog box.
· Install, When referring to software, to add program files and folders to your hard disk and related data to your registry so that the software runs properly. Installing contrasts with upgrading, where existing program files, folders, and registry entries are updated to a more recent version.
· Internet, A worldwide network of computers. If you have access to the Internet, you can retrieve information from millions of sources, including schools, governments, businesses, and individuals.
· Kilobyte, The basic unit of measurement for computer memory equal to 1,024 bytes.
· Maximize, To enlarge a window to its largest size by clicking the Maximize button (at the right of the title bar), or by pressing ALT+SPACEBAR and then pressing X.
· Media, Any fixed or removable objects that store computer data. Examples include hard disks, floppy disks, tapes, and compact discs.
· Minimize, To reduce a window to a button on the taskbar by clicking the Minimize button (at the right of the title bar), or by pressing ALT+SPACEBAR and then pressing N.
· Monitor, The complete device that produces an on-screen display, including all necessary internal support circuiting. A monitor is also called a Video Display Unit (VDU) or cathode-rye tube (CRT).
· My Documents, A folder that provides you with a convenient place to store documents, graphics, or other files you want to access quickly. When you save a file in a program such as WordPad or Paint, the file is automatically saved in My Documents, unless you choose a different folder.
· Network, A group of computers and other devices, such as printers and scanners, connected by a communications link, enabling all the devices to interact with each other. Networks can be small or large, permanently connected through wires or cables, or temporarily connected through phone lines or wireless transmissions. The largest network is the Internet, which is a worldwide group of networks.
· Operating System; Is a group of program that act as a translator between you, the operator, and your computer system. It is the program that controls the processing of information in the computer. In all, it's regulates the operation of the computer system. Operating system is the Brian behind the computer operations. It is also known as a master control program in the computer system.
· OS/2, A protected-mode, virtual memory, multitasking operating system for personal computers based on the Intel 80286, 80386, i486, and Pentium processors. OS/2 can run most MS-DOS-based programs and can read all MS-DOS disks.
· Output Unit, The component of the computer system that takes care of displaying or printing the results of processing operation.
· Peripheral, A device, such as a disk drive, printer, modem, or joystick, that is connected to a computer and is controlled by the computer's microprocessor.
· Printer, A device that puts text or images on paper or other print media. Examples are laser printers or dot-matrix printers.
· Program, A complete, self-contained set of computer instructions that you use to perform a specific task, such as word processing, accounting, or data management. Program is also called application. A list of instruction in a computer programming language that tells the computer what to do.
· Random access memory (RAM), Memory that can be read from or written to by a computer or other devices. Information stored in RAM is lost when the computer is turned off.
· Recycle Bin, The place in which Windows stores deleted files. You can retrieve files you deleted in error, or you can empty the Recycle Bin to create more disk space.
· ROM, An acronym for Read-Only Memory, a semiconductor circuit into which code or data is permanently installed by the manufacturing process. ROM contains instructions or data that can be read but not modified
· Screen saver, A moving picture or pattern that appears on your screen when you have not used the mouse or keyboard for a specified period of time.
· Select, To specify a block of data or text on screen by highlighting it or otherwise marking it, with the intent of performing some operation on it.
· Serial port, An interface on the computer that allows asynchronous transmission of data characters one bit at a time. Also called a communication or COM port.
· Server, In general, a computer that provides shared resources to network users.
· Shortcut, A link to any item accessible on your computer or on a network, such as a program, file, folder, disk drive, Web page, printer, or another computer. You can put shortcuts in various areas, such as on the desktop, on the Start menu, or in specific folders.
· System disk, A disk that contains the MS-DOS system files necessary to start MS-DOS.
· System files, Files used by Windows to load, configure, and run the operating system. Generally, system files must never be deleted or moved.
· Taskbar button, A button that appears on the taskbar and corresponds to a running application.
· Taskbar, The bar that contains the Start button and appears by default at the bottom of the desktop. You can click the taskbar buttons to switch between programs. You can also hide the taskbar, move it to the sides or top of the desktop, and customize it in other ways.
· Terminal, A device consisting of a display screen and a keyboard that is used to communicate with a computer.
· Text box, In a dialog box, a box in which you type information needed to carry out a command. The text box may be blank or may contain text when the dialog box opens.
· Thumbnail, A miniature version of an image that is often used for quick browsing through multiple images.
· Title bar, The horizontal bar at the top of a window that contains the name of the window. On many windows, the title bar also contains the program icon, the Maximize, Minimize, and Close buttons, and the optional button for context-sensitive Help. To display a menu with commands such as Restore and Move, right-click the title bar.
· ToggleKeys, A feature that sets your keyboard to beep when one of the locking keys (CAPS LOCK, NUM LOCK, or SCROLL LOCK) is turned on or off.
· Toolbar, In a program in a graphical user interface, a row, column, or block of on-screen buttons or icons. When clicked, these buttons or icons activate certain functions, or tasks, of the program. For example, the toolbar in Microsoft Word contains buttons for, among other actions, changing text to italic or boldface, and for saving or opening a document. Users can often customize toolbars and move them around on the screen.
· Tree view, A hierarchical representation of the folders, files, disk drives, and other resources connected to a computer or network. For example, Windows Explorer uses a tree view to display the resources that are attached to a computer or a network.
· Uninstall: When referring to software, the act of removing program files and folders from your hard disk and removing related data from your registry so the software is no longer available. When referring to a device, the act of removing the corresponding device drivers from your hard disk and physically removing the device from your computer.
· UNIX, A powerful, multiuser, multitasking operating system initially developed at AT&T Bell Laboratories in 1969 for use on minicomputers. UNIX is considered more portable, that is, less computer-specific, than other operating systems because it is written in C language. Newer versions of UNIX have been developed at the University of California at Berkeley and by AT&T
· Unix; A powerful, multiuser, multitasking operating system initially developed at AT&T Bell Laboratories in 1969 for use on minicomputers. UNIX is considered more portable, that is, less computer-specific, than other operating systems because it is written in C language. Newer versions of UNIX have been developed at the University of California at Berkeley and by AT&T.
· USB port, An interface on the computer that enables you to connect a Universal Serial Bus (USB) device. USB is an external bus standard that enables data transfer rates of 12 Mbps (12 million bits per second). USB ports support a plug that is approximately 7 mm x 1 mm.
· User, A person who uses a computer. If the computer is connected to a network, a user can access the programs and files on the computer, as well as programs and files located on the network (depending on account restrictions determined by the network administrator).
· Video adapter, An expansion board that plugs into a personal computer to give it display capabilities. A computer's display capabilities depend on both the logical circuitry (provided in the video adapter) and the monitor. Each adapter offers several different video modes. The two basic categories of video modes are text and graphics. Within the text and graphics modes, some monitors also offer a choice of resolutions. At lower resolutions a monitor can display more colors. Modern adapters contain memory, so that the computer's RAM is not used for storing displays. In addition, most adapters have their own graphics coprocessor for performing graphics calculations. These adapters are often called graphics accelerators.
· Virus, A program that attempts to spread from computer to computer and either cause damage (by erasing or corrupting data) or annoy users (by printing messages or altering what is displayed on the screen).
· Wildcard character, A keyboard character that can be used to represent one or many characters when conducting a query. The question mark (?) represents a single character, and the asterisk (*) represents one or more characters.
· Window, A portion of the screen where programs and processes can be run. You can open several windows at the same time. For example, you can open your e-mail in one window, work on a budget in a spreadsheet in another, download pictures from your digital camera in another window, and order your weekly groceries on the Web in another window. Windows can be closed, resized, moved, minimized to a button on the taskbar, or maximized to take up the whole screen.
· World Wide Web, A system for exploring the Internet by using hyperlinks. When you use a Web browser, the Web appears as a collection of text, pictures, sounds, and digital movies.
· WYSIWYG, (What-You-See-Is-What-You-Get), A design philosophy for word processing programs in which formatting commands directly affect the text displayed on-screen, so that the screen shows the appearance of the printed text.


9.11 TIPS AND TRICKS
· Deleted files and folder are stored in the Recycle Bin.
· Even if you don’t Shut down your computer at the right moment, you can turn off your monitor to save power.
· The Turn off commands on the Start menu enables you to safely boot off your computer system to avoid lose of information.
· The underlined letters in menu are shortcut commands, press ALT + the underlined letter to choose the item in the menu.
· To learn what any toolbar is for, you can rest your mouse on the button of an item for a few seconds.
· To open a document quickly you can double click its icon or filename.
· To print a document quickly, you can drag its icon into a Printer icon.
· To select more than one file or folder, hold down CTRL while your click each item.
· To set your Computer Clock, you can double-click the clock on the taskbar
· When a folder is open, you can press BACKSPACE to open the folder one level higher.
· When you print a document a printer icon appears on the taskbar, double-click it to see a list of document waiting to be printed.
· When you type, you should keep your wrists elevated or use a wrist pad to minimize strain.
· You can change your Screen Saver, use your right mouse button to click the desktop, then click properties.
· You can free up disk space, by emptying the Recycle Bin.
· You can minimize all open windows at once, just use your right mouse button to click an empty area on the taskbar and the click Minimize All Window.
· You can minimize neck strain by positioning your monitor to your eye level.
· You can switch mouse buttons if you are left-handed, just double-click the mouse icon in Control Panel.
· You can use BACKUP, in the system tools folder, to make backup copies of important files.
· You can use long filenames when you save documents, you can even use spaces.
· You can use Paint in the Accessories folder to draw picture and to view bitmap files.
· You can use ScanDisk, in the system tools folder, to check you hard disk for errors.
· You can use Windows Explorer to see all files in your computer.

THE PROBLEM OF TEACHING & LEARNING ENGLISH LANGUAGE IN JUNIOR SECONDARY SCHOOLS

INTRODUCTION
We are not, however, saying that there is no sufficient written material on modern and techniques of teaching English as a second language. The point is that, it is extremely difficult to get a book that is satisfaction in most aspect of teaching English. What is written by native users of English and in some cases, in a way that is not easily digestible by our teacher trainees especially in Grade II training colleges. But the most cogent point is that, even the good textbooks or modern English methodology, do not contain simple lessons to illustrate in concrete from the modern view and techniques. Since there is no sample lesson provided on each, important topic treated in the book will certainly make teaching method of English problem and the preparation of lesson notes before coming down to teach in the class.

It can as well provide clues to many and varying teaching problems arising from English teaching and learning situation in Secondary School.

Unconscientiously
It is claiming too much to say that the teaching of English as a second language is the most complex and the most arduous task for teachers to undertake, but those who conscientiously and diligently examine the varying and elusive aspects of the teaching of English in West Africa, have come to the unavoidable realization that, if there is any subject that requires a scientific and pragmatic approach from teaching, it is from English. So without being conscientiously, diligent, the teacher still have problem in teaching English.

UNSKILLED TEACHER
The numbers of unskilled teachers of English in West Africa is still very large and discouragingly alarming. It is not only their unawareness of modern techniques, but also their mistaken confidence in their own effectiveness which militate against their improvement. The situation calls for a properly organized training programme sponsored by the government of West Africa, with the clear aim of encouraging the spread of modern English teaching methods. The urgency of this situation can be quickly realized when one considers the importance of competence in English to a person’s income and social prestige in a country like Nigeria. If not so, the problem will still be realized.

STUDIED MACHINERY IN TEACHING ENGLISH
If the governments of West Africa give the teaching of English a comprehensive view and take the size of its intricacy a really studied machinery will have to be set in motion to train teachers according to the modern methods and reoriented and encourage in a positive way the successful teacher of English. Teachers of English need more enlightened devotion and unalloyed endeavoured than others, because in a country like Nigeria where ones stature; size of earning and social prestige, depend almost entirely on one’s competence in English, the teaching of English should now be consigned to the hands or mediocre.

If the teacher in English is not conscious of whatever he is teaching, mentally and morally to the role he has to play in the role of English lesson, then the teacher will face problems.

They might contact this problem if there is no correlation between the achievement in English literature and English language performance in English language could be much better if teachers of English do not make a proper use of the English literature lesson and did practice shallow literature works serve as a problem of practicing the English language and the teacher can not teach effectively because the level of completeness and mastering of the language cannot be attend by the child. All these are determined by his ability to express his feelings, experiences and reaction which arises from situation or imagery which will be defeated.

QUESTIONING AND ALARTNESS
The teacher to be incompetence of his lesson, he does not use all his resources and skills to involve the child. In such situation, which make him live experience to others and shared their feelings in the oral work that is always so stimulated, the child finds it difficult to organize his taught and idea and to express in word meaning all kinds. If the teacher does not use the questioning – and – discussion method with alertness, confidence and skills, there will be still problems of teaching English language in JS1.

GRAMMATICAL PATTERN IN TEACHING ENGLISH
The teacher to give examples of correct grammatical pattern, sentence structures which serves very well as modules for imitation. The student will find it very difficult to understand the lesson and the class will be boring.

Teaching of English language is usually made too abstract and too mechanical to profit the teacher and students, but many at times the teacher will be unprepared by entering the class to teach, wasted time, and strained, thinking that he has succeeded in teaching the English, not knowing that, he has done nothing because he has not taken the lesson to the end and the subject himself unrewardingly, mental and physical strain and stress in defining things, resolving linguistic intricacies. At the close of the lesson, he mistakenly feels he has done a good job, but in testing exercise would make the scale falls out in his eyes because of inability to teach and to evaluate the student.

If a teacher fails to be furnished with new ideas about the teaching of language he cannot participate very well, he would still have problems of teaching English language in Junior Secondary school.

USES OF REGISTER
The teacher experience the teaching of English in secondary school if the teacher chooses the lexis, registers, grammatical pattern and sentence structure which he wants the students to learn and coming across some uses of the pattern and registers which he wants to teach, he cannot establish in a linguistic repertoire of the students, he will still have problems in English teaching.

Moreover, such situation would not be easy to handle if they are based on a story, the student read as a part of silent reading or comprehension exercise programme for example, if a class has read the passage and the registers they have come across in the passage would not be properly mastered and they would be wondering in their mind what it means, and it will quickly erase from their brain.

In addition to the problems, the idioms found in the passage; the teacher may overlook them and the student may end up in a confuse state. However, the teacher may end up telling the student to act for him to observe because he did not read literature and the student will become a teacher because he has ignored his roles. By so doing, the weak ones will continue to be frustrated.

RESOURCEFULNESS
If the teacher does not require resourcefulness, clear imagination and skill handling, not active, unfailing spirit of perseverance, the teaching surely flag and fall flat. These usually make the problem of situational language teaching very complex and seeming impossible to resolve.

THE FOUR CONCENTRIC SPHERES OF LAGUAGE
Mr. F. L. Bollows clearly shows in his book the problems of language teaching how the teacher fails to put the student, at the centre of the sphere which the first sphere consist of what the teacher suppose to have it available in the classroom for the students to see, touch, feel or hear. Any object which can be seen through the classroom window comes within this sphere whereby the teachers fails to do it, becomes the problem in teaching and also the lesson will not be familiar to the students’ attention which also create problem in teaching.

THE SECOND SPHERE
The teacher uses what the student does not seen in the class, heard, touch and feel before nor acknowledge in their life time to teach the students, there must be a problems in teaching.

THE THIRD SPHERE
It calls for the use of imagination. The events, incident and scene which the students have not directly experience are brought to their imaginative eyes through pictures, drawings, dramatizations, films and films strips and other kinds of visual aids.

THE FOURTH SPHERE
It consist of written materials, if the teacher does not follow consequentially to which the student are expose in reading books and making summaries or in doing written comprehension exercises and so on, the child put in this sphere to make use of the skills and mastery of the language which he has acquired in working through the first, second, and third sphere will find it difficult to teach.

THE CHILD IN RELATION TO THE ENGLISH PROGRAMME
The problems of teaching modern language which is the second language calls for lack of personal relationship between the teacher and the student which calls for division in the class, no interaction, no essential to satisfactory, no encouraging classroom result and any other subjects in the curriculum, the teacher will be frustrated in his studies and he will be unpleasant, no personality, no humility, failing, lack of tolerant, no perseverance and no regards for worthless classroom relationship.
It is therefore, the matter of prime important that teachers of English should bear in mind of what Margaret Hoffman called the 3 AS – Affecting, Acceptance and Achievement.

INABILITY TO ATTEND TO QUESTIONS
Infact, unsuccessful English teachers does his daily work not considering taught and energy and not minding the aim. Teacher develops problems by not recognizing a student of 10 – 13 years that are eager to know English as an asset. They feel that the student will be disgracing him by asking questions in which the teacher cannot answer, and with that, the teacher would be forceful to tarnish the purposefulness and enthusiasm in operating English programme.

The child and the mother-tongue
It appears many teachers who are influence by the mother-tongue in which they can not pronounce things fluently, expression especially in the present of the student, the teacher may mean another word but the student may interpret to be another word that also brings problems.

ADVANTAGES OF COMPETENCE IN ENGLISH
P. Gurrey says in teaching English as A. Foreign language if the teacher has been able to teach the students English correctly he will be a potential correct language user. The skill of speaking correctly and fluently, of reading, intelligently and of writing clearly and precisely, in all cases with grammatical and structure correctly are not easy to acquire.


THE PROBLEM OF INTONATION
Definitely, the problems of intonation and the use of rhythm, stress and pause in English require special attention because they constitute major, distinctive features of the language which can not be accommodated with those of mother tongue, so the teacher neglect it role and the student will be confused.

TEACHING ENGLISH BY DIRECT METHOD
The problems that some teachers are having are the use of direct method in teaching English especially, when English is introduced at a time when the child is ripe for it. Problems arise only when there is need to explain or define the meaning of a word, an expression or an item in English.

Serious difficulty arises when dealing with abstract items whose meaning cannot be given as described in the two previous paragraphs. If such abstract idea can not be explained by creating context either how far the teacher can violet the prohibition of the use of mother tongue in teaching a foreign language by direct method may poses an interested question in which the teacher finds difficult to answer the question.

THE USE OF PIDGIN LANGUAGE
The use of pidgin language which is the third language can create problems to the teacher while trying to teach the student because it has diffuse into the brain and the teacher will find it difficult to explain in English without using pidgin.

The teacher found the teaching difficult because the teacher did not do speech making work records.

LANGUAGE TEXTBOOKS AND THEIR USES.
The teacher found it difficult because of continuous usage of old fashioned language textbooks is the foreign background of their contact by the time the oxford English course for secondary schools by H. B. Drake and recall the uphill task of teaching children from unsophisticated humus around Ughehi in Midwestern state about London snow characteristics of autumn and winter seasons, dry and abstract theme, like philosopher and soldier, or out-landish subjects about so create and so on. Incase the pictures were attach to the textbook, the teacher would have teach without problem.
So the teacher who uses such books makes unrewarding efforts, and the pupils are put in an extreme situation where they have to struggle to grab the unfamiliar idea before they strive to use the language correctly.

Some English language textBOOK
Another series called Nelson English course for secondary school by D. W. Grieve may serve some useful purpose. Book one published in 1966 would have been lavishly recommended by many eminent authorities in teaching English as second language but on several occasion we have been disappointed by the departure from modern principles of language teaching which the teacher found it very difficult unlike the living English structure by W. S. Allen and Excellence textbook on English but the problem about it is many exercises on the structure by invariable there are no examples with that, the teacher is force to create context or situation which should ensure the control use of instruction, if the teacher is not conversant, then there is a problem in teaching.

A guide to pattern and usage in English by A. S. Hornby is a good book per se. But is a quite cumbersome and should be used as an accessory to any other more practical book like the practical English series by Ogundipe and Tregidigo.

HOW TO USE THE AUTHURS QUESTION
Whenever a textbook is given to the student, it is unusual that the student will not prepare at home before coming to school but when a question is ask they all give chorus fake answer and sometimes don’t know which create problems to the teacher to teach.

ENGLISH TEACHER AND OBJECTIVE TESTING
What worries mostly is the way the teachers of English use objective test when dealing with reading passage in class as post primary school level. Apart from the aims of having; the learners use the words and expression, grammatical idiomatic pattern and sentence structure in the passage. The teacher avoided the usage and taking into consideration the possibility of fostering creative thinking during comprehensive lesson and that bring problems in teaching.

Lacking of textbook
When the teacher found out that in a class of 50 students, only 2 students have English textbook then coming in terms of reading, the teacher found out that writing the passage on the board will waste his time and as such, the teacher can use half of the school day writing on the board for the students, so lacking of textbook is a problem in teaching English language in JS1.

THE WAY FORWARD TO SOLVE THE PROBLEM
The student may be encourage to keep vocabulary notebook in which the record such words and their correct usage too so that they can refer to it to refresh their memory when the need arises. Apart from learning the meaning of the words or expressions in this way, the student ability to write the language in correct form especially in the correct spelling may improve. The teacher may train the students to use word-attack before resorting to the dictionary. This method is quite useful in finding out the meaning of a compound word whose elements may be well known to the students especially if they can get the meaning by first analytical and then a synthetic approach.

Whether the new words have been dealt with as part of the introduction to the reading passage or not, they should be presented in their written context in the course of the lesson. The student should be taught especially from the beginning of the secondary school course to learn how to read round the new or difficult words to get their meanings. Students are not likely to forget the meaning of the word or expression which is treated in its context of an episode which is thoroughly and purposefully discussed.

TECHNIQUES OF QUESTIONS
The aim of teaching this skill is to help the student acquire or develop the ability to note what is exactly express in a sentence or part of a sentence. The student should therefore, be made to note carefully, inorder to see what is being said accurately.

SUMMARY AND CONLUSION

To enjoy English through reading and understanding English, student must learn to appreciate and react favourably to the qualities and charm of English.

Timing method should be used if the story is about the sun and the moon to be read and discussed in the next lesson, then the teacher should tell the student to observe the day and the night for the next class.

The teacher should prepare the lesson by writing note of lesson appropriately and be familiar with the lesson before coming to teach.

Finally, the teachers should be trained and conduct seminars for them and also grammatical terms and syntax should be used correctly.

REFERENCES
1. A guide to pattern and usage in English
by A. S. Hornby
2. New Oxford English Course (Nigeria)
by F. G. French.
3. The techniques of language teaching by
Mr. F. L. Billows.
4. New Nelson English Course for Secondary School by
G. W. Grieve Book 1, Publish in 1966.
5. Oxford English Course for Secondary school by
H. B. Drake.
6. Day by Day English Course for western Nigeria by
Messre J. Hemming and J. A. F. Sokoja.
7. Principles and Practice of teaching English in western Africa by
N. O. Oyetunji B.A., P.G.C.E
Formally Head of Department of English,
Olunloyo College of Education Ibadan.
8. Teaching English as a foreign language by
P. Gurney.
9. The Practical English series by
Mr. Tregidgo, P. S.
10. Living English structure by
W. S. Allen