OGUN STATE GOVERNMENT

CREATIVE SCHEME OF WORK (SECONDARY)

SUBJECT: ENGLISH LANGUAGE CLASS: SS 1 TERM: FIRST TERM
 PERIOD A C T I V I T I E S
WEEK

TOPIC SUB TOPIC STARTER LEARNING OBJECTIVES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES PRACTICAL APPROACHES EVALUATION/ASSESSMENT INSTRUCTIONAL RESOURCES AND REFERENCES TEACHING NOTE

rative writing PERIOD 1 Welcome test Welcome test Students candefine pronouns and have be nusingit in story- To recall previous lesson /Welcome Test. Learners acquires new words. Find meanings to difficult words and use them in sentences. Recounts: Welcome Test.
tel ing. -Teacher recounts through a welcome test.
Students are used to folktales. -Teachers pick out the difficult words in the passage
PERIOD 2 Oral Comprehension. To be able to read a pas age and answer the questions on it. Teacher performs the Ice breaker. Learners reads comprehension pas age in turns on storywriting andto Proffer answers to the questions on the passage. COMPREHENSION PASSAGE ON STORY WRITING
-Students also perform the Ice breaker. develop reading andlistening skil s. Read this pas age careful y and answer the questions that fol ow.
-Teacher guides the students to read comprehension pas agein turn. Every novelist orshort story writer has heard the question many times:
-Teacher guides the students to proffer answers to the set of questions on “Where doyou getyourideas?” The answer is always the same: from
the pas age. everywhere. Many aspir ng writers believe theyne dto wait fora sud en
flashof inspiration, butgenerating ideas is more of a proces than an
epiphany.
Pay attention. Pay attention to what’s going on around you. Those snip ets
of conversation youoverheard at din er, the car you witnes edgoingthe
wrong waydown the fre wayduringrush hour, the elderly man trudging
downa dark aley cal ing the name Adetunji repeatedly, al couldsparka
story. Although some of the events you describe may be extraordinary, they
don’t have tobe. They just have to be interesting.
Jot hings down. Make a habitof noticing what’s going onaround you,
from the exciting to the mundane, by writingthings down as they catch your
attention. Use your phone’s note-taking ap to capture moments. If you’re
oldscho l, ke p asmal notebo kor some index cards. The act ofwriting
things down wil remindyou to focus and be in the moment. The best
writers are ke n observers.
Ask“What if?” Events aren’t stories. But events can germinate stories
when the writerplants the se ds by asking questions. One of the primary
questions toget a story started is “what if?” What if the caryou witnes ed
headingthe wrong way down the fre way atrush hour was drivenby a
pregnant womanin laborwho ne dedthe fastest route to the hospital?
 What if the man cal ing out in the dark aley was a widower whose deceased
wife was named Ashabi?
Creating a Story Framework. Stories are not just sequences of events—
theyhave to go somewhere. Anygo dstory begins with a characterwho
wants omething. The story describes the character’s journeytoward getting
what he or she wants . . or not. (Stories don’t have to have hap yendings,
only satisfying ones.) Ke p your character’s trug le to getsomethinghe
desperatelywants in mindas you build your story framework byanswering
these questions.
Who is my main character? Whatis he like in his ordinary life? What does he
want? Is there an extraordinaryevent hatcal s him toaction? What is he
wil ing to do to get whathe wants? How do the character’s flaws prevent
him from achieving his goal? What obstacles, internal or external, thwart
him? Does he final y overcome the obstacles oris he unable to suc e d?
How is the character changed as a result of the strug le?
With al the foregoing, you wil definitelybe a go d and suc es ful writer
you couldeverimagine.
Now answer the question on it.
(a) How does a writer get story?
(b) Mention one major habit a writer should develop.
(c) What is the importance of an index card?
(d) ‘Stories are just sequences of events’. Whatis the meaning of this
expres ion?
(e) …when the writer plant….
(i) What is the grammatical name of the above expres ion?
(i ) What function does it perform in the sentence?
(f) For each of the fol owingwords or phrase,find another word or phrase
which means the same and which can replace itas itis usedin the pas age.
(i) inspiration
(ii) germinate
(iii) observers
(iv) ordinary
(v) obstacles
PERIOD 3 Pronouns (Meaning, types, and usage.) Students hould be able toknow Pronouns and to make use of it in -‘Olu is mybrother’.Theteacher asks the students to replace ‘Olu’ with a Learners get famil arizedwith the cor ect usage of Pronouns and its clas es. Les on 3: Replace the fol owing underlined words with the cor ect pronouns. Learners are group to discuss how to use Pronouns. A pronoun is aword usedinstead of anoun or a noun phrase. E.g. he, she,
sentence. pronoun. 1. Shade is my friend. Teacher uses a chart card depicting examples of Pronouns(types and usage) they, you etc
-The teacher explains the different clas ification of pronoun. 2. Peter won the race at the sporting event. Types of Pronouns:
-Teacher asks the learners to identify pronoun. 3. The students were flogged for disobeying the teacher. Personal Pronoun:
-Teacher evaluates the learners through clas exercises. 4. My uncle travelled to London this morning. Subject
5. John displayed high level of maturity during the crisis.
Use the fol owing pronouns in your ownsentences: herself, themselves, this, that and I
who We
You
You
She
He
It
they
Demonstrative Pronoun: they are used to identifyparticularperson,
situationor things for the purpose ofdistinguishing them. E.g. this, that,
those, these.
1. This is my house.
2. That is my car.
3.These are their books.
4. Those students ran away from school.
Reflexive Pronoun: Reflexive pronouns are pronoun that refers to or eflect
the subject of the sentence. They always fol ow a verb or prepositionand do
not come immediatelyafter the noun inreference. E.g.
1.She cut herself.
2. They had to bring the boxes by themselves.
3. I went there myself.
4. We enjoyed ourselves at the party.
Indefinite Pronouns: theymake noreference toany definite antecedent.
E.g. nobody, somebody, anybody, something. Note that hey always retain
theirsingularstates whenused insentences. E.g.
1. Somebody does not like my speech.
2. Everybody is coming.
Inter ogative Pronoun: Inter ogative pronouns are those usedwhenasking
questions. Theyare as fol ows: who, when, where,whose, what, which. E.g.
 1. What is your nationality?
2. Who is in that room?
3. What do you want to read?
4. Which is yours, this or that?
5. Whose is this, yours or mine?
PERIOD 4 Oral story telling. Students should be able to write spellings cor ectly. The teacher asks each student to plan his/her own story. Narrative Writing
-The teacher guides the learners to outline their story. Learners are to form their own story.
-The teacher cor ects the leaners where neces ary.
PERIOD 5 Dictation Dictati on Students should be able to write spellings cor ectly.
-The teacher dictates difficult words. Dictati on
- Teacher cor ects the students’ mistakes if any 1 . a ut ho r
-Teacher monitors the students while writing their stories 2.writer
-Teacher marks the students’ notes. 3. humour
4. narrative
5.suspence
6. entertain
7. viewpoint
8. teach
9. mood
10. plot.
TWO PERIOD 1 Vocabulary development on family. Recount on vowel sounds /i:/, /i/, /a/,/a:/ Learners have be n living with their family members. To recal previous Les on/acquisition of new words -Teacher ecounts through pronunciations ofsome words with Learners acquire new words/ pronunciation. Give five examples each of vowels/i/, /i:/,/a/,/a:/ Recount on vowel sounds /i/, /i:/,/a/,/a:/.
Vocabulary development on family. Learners are used to the typical family life style. -To mention at least hre examples of words with/i:, i, a, a:/sounds /i:/, /i/, /a/,/a:/ Identify the sounds underlined in the fol owing words:
-Teacher picks out the difficult words in the pas age. 1. cast
2. calm
3. theme
4. p eo ple
5 . p i t
6 . f i t
7 . c a r t
8. bark
VOCABULARY DEVELOPMENT ON WORDS RELATED TO FAMILY
1.children
2. cousin
3.first cousin
 4. grandma
5. husband
6. siblings
7. grandchildren
8. mother
PERIOD 2 Comprehension passage Family For learners to know what is a family and types. Teacher performs the ice breaker. Learners read the Comprehension Pas age inturns tobeabreast with the Proffer answers to the questions on the passage. Learners are grouped to each discus about their individual family. Read the fol owing pas age and answer the questions on it.
-Learners also perform the ice breaker. family andto develop speaking and Listening skils. Famil es are an integral part of one’s life. Itdoes not matter if you have a
smal orbig family, as longas you have one. A family serves as the first
-Teacher guides the students to read the comprehension
scho l to the child where one learns about various things. The basic
pas age in turns. knowledge about one’s culture and identity comes from theirfamily only. In
-Teacher guides the learners to proffer answers to the set of other words, you are a reflectionof yourfamily. Al the go d habits and
questions on the pas age. man ers one has incorporatedare from theirfamily only. I fe l verylucky to
be born ina family which has made me a better person. In myopinion,
familes are an es ential part of one’s being. Inthis es ayon my family, I wil
tel you why familyis important.
Famil es are a bles ing not everyone is fortunate enough to have.
However, those who do, sometimes do not value this bles ing. Some people
spend time awayfrom the family inorder tobecome independent.
However, they do not realize its importance. Familes are es ential as they
help inour growth. They develop us into becominga complete person with
an individual identity. Moreover, they give us a sense of security anda safe
environment o flourish in. We learn to socialize through our familes only
anddevelop ourintelect. Studies how that people wholive with their
familes tend tobe hap ier thanones living alone. Theyactas your ock in
times oftrouble.
Famil es are the only ones who believe inyou when the whole world
doubts you. Similarly, whenyou are down and out, they are the first ones to
che r you up. Certainly, it is atrue bles ing to have a positive familyby your
side. My familyhas be n always by myside inups and downs. Theyhave
taught me how tobe a better person. My family consi ts of our siblings and
my parents. We also have a petdogthat is no les thanourfamily.
Within each family member, lies my strength. My mother is my strength
as I can always count onher whenI ne d ashoulderto cry on. She believes
inme more thanany otherperson. She is the backbone of our family. My
 father is omeone who wil always hide awayhis troubles for the sake of his
family.
He has taught me the real meaning of strength. My siblings are my best
friends on whom I can always fal back on. Evenmypet doghas taught me
the meaning of loyalty. He always che rs me upwhenever I don’tfe l go d.
My familyis my power that ke ps pushing me toachieve newerheights. In
short, I wil forever be indebted to my familyfor al they have done for me. I
can ot imagine mylife without hem. Theyare myfirst eachers and my first
friends.
They are responsible forcreating a safe andsecure environment for me at
home. I can share everything with my family as they never judge one
another. We believe in the powerof love above everything and that drives
us tohelp each otherto become better human beings.

Now answer the questions on the passage

(a) Where is a child first point of call in life?
(b) Mention two basic things a child should learn from the home?
(c) What is the responsibility of a family to the child?
(d) What is the major duty of the father in the family?
(e) ‘Theyact as you rock in times of trouble’. Whatis the meaning of the
expres ion?
(f) … whom I can fall back on.
(i) What is the grammatical name is given to this expres ion as it is used in
the pas age?
(i ) What function is it performing in the sentence?
(g) Foreachof the fol owing words or phrase, findanother word or phrase
which means the same and which can replace itas itis usedin the pas age.
(i) essential
(ii) fortunate
(iii) flourish
(iv) loyalty
(v) secure
PERIOD 3 Noun phrase Learners hould be able to know the nature of anoun phrase andhow to Teacher uses question like what is a noun? Learners get famil arized with the cor ect usage of noun phrase. Underline the noun phrase in the fol owing sentences: A noun phrase is a phrase that is made upof a noun as the head-word and
identifyit. - Teacher asks students to give examples of noun and uses. 1. The woman went to the market. performs the function of a noun in asentence. The fol owing are some
 -the teacher explains noun phrase. 2. Those tall big boys are wicked. examples:
- the teacher evaluates the learners through clas exercises. 3. The angry looking man has gone away. 1. The young girl is fighting. (Noun phrase as subject of the verb)
4. That beautiful girl is Audu’s sister 2. The lion kiled the hunter. (Noun phrase as object of the verb ‘kil ed’.)
3. The pilot was voted as the head of the department. (Noun phrase as
subject complement)
4. They cal edus doubting Thomases. (Noun phrase as objectcomplement)
PERIOD 4 Writing a letter The learners should be able to write a letter to a family member. Learners are guided to nar ate an ac ident scene and then write. Informal Letter.
Informal Letter The teacher asks each of the students to plan their letter. Write a letter to your younger brother living inhostel about recent
The teacher cor ects the learners where neces ary. development in the family in the last womonths.
The teacher guides the learners while writing their letters’
PERIOD 5 Dictation Dictati on Learners should be able to write spellings cor ectly. Teacher dictates difficult words. Learners write difficult wordsas dictatedby teacher and identify words Give five examples each of vowels/i/, /i:/,/a/,/a:/ Speech work /i/, /i:/,/a/,/a:/.
-Teacher cor ects the learners mistakes if any. with vowel sounds/i/,/i:/,/a/, a:/
-Teacher describes and shows examples of vowel sounds /i/, /i /I:/ /a/ /a:/
kil key
/i:/, u/,/u:/
half
/a/ /a: / rich receipts
bag cart star
tap pass basket machine
fat palm car
sat father trick complete palm
/i/ /i: / Dictati on
sit seat 1. uncle
kick bee 2. brother-in-law
hit east 3. cousin
4. grandfather
women piece
5. matriarch
6. stepsister
7. inheritance
8. fi ancée
9. close-knit
10. brotherhood.
THREE PERIOD 1 Vocabulary Development Agriculture Background/Previous Learning/Starter: To recal previous Les on/acquisition of new words Teacher ecounts throughpronunciations of some words with Learners acquire new words/ pronunciation Find meanings to difficult words and use them in sentences. Learners are grouped to discus on the importance of Agriculture.
Acquis tion of new words/Recountof vowelsounds /i ,/i:/,/a/, a:/. Learners have se n farmlands at dif erentoc asions especial ywhen To mention at least hre examples of words with /i:/,/i/,/a/,/a:/. /i ,/i:/, /a/, a:/ Teacher uses chart cards to depicts different aspects of Agriculture. VOCABULARY DEVELOPMENT ON WORDS RELATED TO AGRICULTURE
 travel ing. sounds. 1. agrarian
-Teacher picks out the difficult words in the passage. 2. arable
3.urban
4. agronomy
5. extension
6. machinery
7. mechanized
8. poultry
9. arable farming
10. horticulture
PERIOD 2 Comprehension passage on the importance of Agriculture. To know the importance of Agriculture in the nation. Teacher performs the ice breaker. Learners read the Comprehension Pas age inturns tohave a better Proffer answers to the questions on the passage.
-Learners also perform the ice breaker. understanding ofAgriculture and todevelopspeaking and Listening skil s.
-Teacher guides the students to read the comprehension pas age in turns. READ THE FOL OWING PAS AGE CAREFUL Y AND ANSWER THE QUESTIONS
-Teacher guides the learners to proffer answers to the set of questions on ON IT
the pas age. Agriculture is the engine that stimulateseconomic hange in a nation
development; Agriculture oc urs whenpeople begin planting andcultivating
crops. It is aid to be nature’s fo d web andthe rechaneling of energy for
human planting and animal consumption. Tosimplify, agriculture involves
redirecting nature’s natural flow of the fo d web.
Nigeria is very bles ed with agriculture resources; this is what he gre n
colour symbolizes inour nation’s flag. Most parts of the country experience
rich soil, andgo drainfal , not omentionthe warm year, round
temperature. About80% of the land is cultivable, and about13% of the land
is forested, and livestock are also maintained by farmers.
In the 1960’s agriculture was the foundation for the nation’s economy and
Nigeria was elf-sufficient interms of o d. Before the discovery ofoil, our
economy was ustained by agriculture. The sector emains the largest
contributor to the Nigerian economy, ac ountingfor over 38% of the non-oil
foreign exchange earnings and employing about 70%of the active labour
force of the population.
Although, the sectorhas uffered much neglect since the discovery of
petroleum incommercial quantity in 1958 but its importance can ot be over
emphasized in the nation’s economy. Data shows that at independence in
1960,the contribution of agriculture to the GDPwas about 60%, which is
typical for developingagrarian nations. In19 8,Agriculture was said to have
contributedan estimated 32%of Gros DomesticProduct (DGP) toNigerian
economy and an estimated 32 percent of labour force was employed. In
20 6,contributed 43%toGDP of US $142bil ion andemployed 70%of the
population.
The importance ofAgriculture is o numerous but o mention a few.
People dependon a wide range of Agricultural products in almostal aspects
of life. Itis a key economic driver. It is central to individual iveliho ds and
aleviates poverty. Provider ofenergy fuel-wo d and medical plants, it helps
inNations economic growth, e.g. Agriculture contributes betwe n40 and
60%of the GDPof many African Countries. Agriculture is a keyto healthy
biosphere, it provide fo d, which is a key determinant ofhumanhealth. In
general, the contribution of Agriculture sector provide fo d incremental
markets for new products manufactured in the industrial sector, it has
contributedimmensely onthe sup ly of new materials to other sectors, tax
revenue to the Government oprovide Foreign exchange.
Having se n some of the importance of Agriculture, how thendo we
attain 70%growth in Agriculture sector each year? To achieve growth, bold
steps must be taken towards changing our orientation onAgriculture and
reversing the trend. Forlong we have merely be n paying lip service to the
revival of Agriculture as the main stay of oureconomy. Itis on the drive to
bring back the pastglories ofAgriculture anduse it o complement our oil
earning: thatwe came up withthe initiative tag ed “Quest o achievedfo d
sufficiency”.
Quest o achieved fo dsufficiency is a way ofmakingsure our fo d,
Fibers, energy andrecreational op ortunities cheap, sufficienthigh quality
andsafe. Quest o achieve fo d sufficiency is the availabil ty of o d or fo d
inexces . This can be ac omplished by involving Nigerian youths in farming.
Thatis inculcating the sense of participationin Agricultural sector. Gone are
the days where farming is left for etired workers and those in the rural
areas.
Fo d is the most es ential thingin mans’ live. Ac ording to Abraham
Maslow an industrial psychologist, came up withthe theory ofphysiological
ne ds of manand top on the list was the desire forfo d as the basicne d.
 Ac ording to him, after a man has atisfied his ne dfor fo d, he beings to
crave forclothing and thenfor shelter.
Today, fo d which is the basicne d of manis readily unavailable al over
talkles of man beingsatisfied withit. This as whole led to ‘world fo d
cris ’ andno countryis unaffected. Particularly years, 20 7-20 8saw
dramatic rises inworld fo d price, creating a global cris s and causing
political and economic instabil ty and social unrest in both po r and
developed nations.
Although it is almost impos ible topinpoint he exact cause of soaring
fo dprice, experts have placed the blame on ris ng fuel costs, lower
agricultural production, weather shocks, more meat consumption, shifts to
bio-fuel crops and bad polic es. The hike in fo d price, threaten to increase
malnutrition. Malnutritionimpairs the abil ty to lean or towork and reduces
resi tance todisease. Hungeris a cause of poverty.

Now answer the fol owing questions

(a) According to the pas age what is the major ole of agriculture?
(b) What are the two divisions of agriculture?
(c) Mentiona major natural resource that chalenged agricultural
production?
(d) What is the contribution of agriculture to the nation’s economy?
(e) For each of the fol owingwords or phrase,find another word or phrase
which means the same and which can replace itas itis usedin the pas age.
(i) stimulate
(ii) neglect
(iii) alleviates
(iv) orientation
(v) resistance
PERIOD 3 Adjective phrase earners hould be able to know and identify Adjective Phrase in a sentence. Learners get famil arizedwith the cor ect usage of AdverbPhrase and Underline the adjective phrase in the fol owing sentences.
-Teacher uses question like ‘can youtel me how beautiful yourmotheris?’ identificationin a sentence. 1. The fat woman is beautiful. Anadjective phrase also known as adjectival phrase refers to a group of
- Teacher explains in details how to write anadjective phrase and identify it 2. Those eggs are too big. words which tel more informationabout a noun or pronoun. Inother
ina sentence. 3. Those tall big boys are wicked. words, it modifies a noun or a pronoun. The fol owingare some examples.
-Teacher evaluates the learners through clas exercises. 4. The girl standing beside the van is my daughter. 1. Mom said the cost of the car is way too high.
2. My remarkable and talented brother won a scholarship.
 3. That movie is absolutely unbelievably bad.
4. Sarah was hostile towards me.
5. She wore very expensive shoe.
6. She had extremely blue eyes.
PERIOD 4 Designing an advert flier. Learners should be able to creatively make advert fliers. Learners are guided to write their ownadvert fliers on anytopic of their Designing an advert flier with the supervision of the teacher.
Instructional Writing Teacher asks each student to plan his/her flier. choice.
-Teacher cor ects the learners where neces ary
-Teacher guides the earners while writing their fliers.

PERIOD 5 Dictation Dictati on Learners should be able to write spellings cor ectly. Learners learn difficult words as dictated by teacher.
-Teacher dictates difficult words. Dictati on
-Teacher cor ects the Learners mistakes if any. 1. consumption
2. production
3. alleviate
4. poverty
5. diseases
6. malnutrition
7. resistance.

FOUR PERIOD 1 Vocabulary Development Religion. Learners have hadthe op ortunity tobelong to one religion or To recal previous Les on/acquisition of new words Teacher ecounts through pronunciations ofsome words with Learners acquire new words/ pronunciation. Find meanings to difficult words and use them in sentences. Recounton vowels /i/,/i:/.
Recount of the vowels /i/,/i:/. the other. -To mention at least thre examples of words with /i/,/i:/ /i etc sounds. Identify the sounds underlined in the words below:
1. feel
-Teacher picks out the difficult words in the pas age.
2. dirty
3. seize
4. house s
5. marriage.
VOCABULARY DEVELOPMENT ON WORDS RELATED TO RELIGION.
1.blaspheming
2. clergy
3. confession
4. deity
5. goddess
6. imam
7. parish
 8.mosque
9. prophet
10. sect
PERIOD 2 Comprehension passage Religion. To mention and identify register of religion. -Teacher performs the ice breaker. Learners read the Comprehension Pas age inturns tohavean Proffer answers to the questions on the passage. Relig on refers to a belief ina divine entityor deity. Moreover, religion is
-Learners also perform the ice breaker. understanding ofreligion and to develop speakingand Listening skil s. about he presence of God who is control ing the entire world. Different
people have differentbeliefs. Anddue tothis belief, many differentcultures
-Teacher guides the students to read the comprehension
exist.
pas age in turns. Further, there are a series of rituals performed by each religion. This is done
-Teacher guides the learners to proffer answers to the set of to please Gods of their particular eligion. Religioncreates an emotional
questions on the pas age. factorin our country. The Constitution of our countryis ecular. This means
that wehave the fre dom of ol owingany religion. As our country is the
most diverse in religions, religion has two main sub broadcategories:
Monotheisticreligions believe in the existence of one God. Some of the
monotheistic religions are: Islam: The people who fol ow are Muslims.
Moreover, Islam means to ‘ sur ender’ and the people whofol ow this
religionsur enderthemselves to ‘Al ah’.
Furthermore, the holy bo kof Islam is ‘ QURAN’, Muslims believe that Al ah
revealedthis bo kto Muhammad. Muhammad was the last prophet. Above
al , Islam has the second most popular eligion inthe entire world. The most
important festivals in this religion are Eidal-Fitr and Eid al-Adha.
Christianity: Christian also believes in the existence of only one God.
Moreover, the Christians believe that Godsent his only Jesus Christ for our
Salvation. The Holybo k ofChristians is the Bible.
Furthermore, the bible is ubdivided intothe Old Testament and the New
Testament. Most Importantly, Jesus Christ died on the cros tofre us from
our sins. The people celebrate Easter on the thirdday. This is because Jesus
Christ resur ected on the third dayof his death.
However, the celebration of Christmas signifies the birth of our Lord Jesus
Christ. Above al Christianity has the most fol owing in the entire world.
Judaism: Judaism also believes in the existence of one God. Who revealed
himself toAbraham, Moses and the Hebrew prophets. Furthermore,
Abraham is the father of the Jewish Faith. Most Noteworthy the holy bo k
of the Jewish people is Torah. Above al , some of the festivals thatJewish
celebrate are Pas over, RoshHashanah – Jewish New Year, Yom Kip ur–
 the Day ofAtonement, Hanuk ah, etc.
Polytheistic religions are those that believe inthe worshipof many gods.
One of the most believed polytheistic religionis Hinduism. Hinduism has the
most popularity in India andSouth-east Asian sub-continent. Moreover,
Hindus believe that our ewards in the present life are the result of our
de ds in previous lives. This signifies their belief in Karma. Above al the
holy bo kof Hindus is ‘Ge ta’. Also, Hindus celebrate many festivals. Some
of the important ones are Holi-The festival of colors andDiwali- the festival
of lights.
Last, there is one relig on that is neither monotheisticnor polytheistic.
Bud hism religion fol owers do notbelieve in the existence of God.
However, that does notmean that hey are an atheist. Moreover, Bud hism
believes that God is not atal the one who controls the mas es. Also,
Bud hism is muchdifferent from many other eligions. Above al , Gautam
Bud ha founded Bud hism.
Now answer these questions
(a) How many types of religions are there in the entire world?
(b) Ac ording to the pas age what is common toal the religion inthe
world?
(c) What is the major importance of religion in our country?
(d) Which religion is the most popular in the world today?
(e) … that believe in the worship of many gods.
(i) Whatis the grammatical name is givento this expres ionas itis usedin
the pas age?
(i ) What function is it performing in the sentence?
(f) For each of the fol owingwords or phrase,find another word or phrase
which means the same and which can replace itas itis usedin the pas age.
(i) cultures
(ii) diverse
(iii) resurrected
(iv) festivals
(v) signifies
PERIOD 3 Grammar Adverbs To know what is an adverb and its function in sentence. Learners get famil arized with the cor ect usage of adverb. Adverb and its classification. Anadverb is a word orgroup of words thatmodifies a verb, adjective,
-The teacher uses question like ‘do you have a dancing talent? Identify types of adverb in the fol owing sentences. another adverb or a whole sentence. Itdescribes how, when, where, to
 -The teacher explains what is an adverb and types. 1. Ahmed jumped quickly into the river. what extent, an action takes place. Examples:
-Teacher evaluates learners through exercises in the clas . 2. I met my wife in the church. 1. He alwayswears a shirt and tie. (Manner)
3.He played the flute perfectly. 2. She normally eats three meals a day. (Manner)
4. Musa is singing in the kitchen. 3. I’m going to hang out with my friends tomor ow. (Time)
5. She laughs heartily. 4. I’l call you from home later. (Time)
5. His children go everywhere with him. ( Place)
6. She started work here last May. (Place)
7. Ade is clearly unhappy.(Certainty)
8. I seldom go to him in Lagos. (Frequency)
PERIOD 4 Writi ng. Learners should be able to describe religion. Learners are guided to write a descriptive es ay about heir individual
Descriptive Writing The teacher asks each student to plan his/her description. relig on.
The teacher cor ects the learners where neces ary. Descriptive writing on Religion.
The teacher guides the learners while writing their descriptive.

PERIOD 5 Dictation Dictati on Teacher dictates difficult words. Learners write difficult word as dictated byteacher and identifywords with Give five examples each of /e/…..
Teacher correct learners mistake if any. vowelsound /e/
Teacher describes and show examples of vowel sounds /e/. Di ct ati o n
1. pagan
2. conversion
3. mohammadanism
4. denomination
5. tolerance.
6. solemn
7. spirituality.
8. enlightenment
9. preacher.
10. priesthood.

FIVE PERIOD 1 Vocabulary Development Tourism Learners had be nto places of outstanding interest before To recal previous Les on/acquisition of new words Teacher ecounts through pronunciations ofsome words with Learners acquire new words/ pronunciation. Find meanings to difficult words and use them in sentences Learners are grouped to discuss some Tourist Centres. Recounts on vowel sounds /e/……..
: recount of vowel sounds mention at least three examples of words with /e/ etc /e/ sounds etc. VOCABULARY DEVELOPMENT WORDS RELATED TO TOURISM
1. hospitality
-Teacher Picks out the difficult words in the pas age.
2. leisur e
3. destination
 4. attraction
5. excursionist
6. traveller
7.adventurer
8. migrant

PERIOD 2 Comprehension passage Tourism. To identify Tourism and its importance. Teacher performs the ice breaker. Learners read the Comprehension Pas age inturns tounderstand what Proffer answers to the questions on the passage READ THE FOL OWING PAS AGE CAREFUL Y AND ANSWER THE QUESTIONS
-Learners also perform the ice breaker. Tourism is and to develop speakingand Listening skils. ON IT.
Tourism is a major economic activity that has developed significantly over
-Teacher guides the Students to read the Comprehension
the years. It’s an activity that can be recognized in both developed and
pas age in turns developingnations. Ingeneral terms, tourism is the movement ofa person
-Teacher guides the learners to proffer answers to the set of from one place to anotherto vis t andmesmerize the beauty of that place or
questions on the pas age to have fun. Moreover, the concept of traveling is considereda luxury and
only people with higherincome can affordthis luxury.
Earlier our ancestors usedto travelby sea routes as it was aconvenient
andmost affordable medium butit was time taking. Due to, technological
advancement we can now easily travelto anyplace without wasting time
we can travel thousands ofmiles within a few hours. Technological
advancement has hrunk the earth intoa global vil age. Besides, the modern
modes are muchsaferthan the modes that our predeces ors used.
In many countries, tourism generates alot of money especial y a country
like India. Due to the TajMahal (one of the seven wonders of the world)
every year the government raise a huge sum of revenue. Also, because of
tourism other industries also blo m. Such industries include transportation,
wildlife, arts and entertainment, ac ommodation, etc. Moreover, this
ultimately leads to the creation of job and other op ortunit es in the area.
But here are some drawbacks to whichcan affect he lifestyle and cultural
value of the country.
Travel ing is a tiring and difficult hing and not everyone is able to travel.
Butat he same time,it’s a funactivitythat akes your tirednes away.
Travel ing ad s flavourto life as you travel to different places that have a
differentculture and lifestyle. Also, it’s an easyway to learn about he
culture and traditionof a place. Besides, for many areas, tourism is their
 main source of income.

Now answer the fol owing questions.

(a) According to the writer what is tourism?
(b) What is the significance of tourism?
(c) What now aided easy movement of people?
(d) What is the importance of tourism to a country’s economy?
(e)’ Technological advancementhas hrunkthe earth into a global vil age.’
What is the meaning ofthis expres ion?
(f) For each of the fol owingwords or phrase,find another word or phrase
which means the same and which can replace itas itis usedin the pas age.
(i) significantly
(ii) ancestors
(iii) predecessors
(iv) bloom
(v) lifestyle

PERIOD 3 Grammar Verb and Types Learners hould beable to knowthe Verb and function in a sentence. The teacher uses question like, ’what did you eat last night? Learners get exposed to Verb and types used in different sentences : Identify the verbs in the fol owing sentences. Teacher uses a chart card depicting examples of verbs and types A verb is aword in a sentence which informs us about he functionof a noun
-The teacher explains what a Verb is. 1. We saw our friend last week. or pronoun or a pronoun inthat sentence. Simply put, it is the obligatory
- The teacher explains the types of Verb. 2. I gave a friend of mine some books. element ina sentence.
-Teacher evaluates learners through exercises. 3. I met Shola in Lagos the previous day. Types of Verb
4. He talked to me about you. (a) Lexical orMain Verbs: A lexical verb car ies the major meaning of what a
5. My uncle missed his flight last night. noun orpronoun does in a sentence. It is the prominentverb andcan stand
6. Nobody knew much about her. on its own. E.g.
7. Aina showed the visitor the new baby. 1. Peter took the money from the bag.
8. I made a mistake in marring the lady. 2. The man died last night.
3. I gave him the money at the party.
(b) Auxil ary Verb: Theyas ist he main verb in the formationof sentences.
They can ot stand on their own. They are helping verbs. Examples are: can,
could,shal , would, wil , ne d ,dare.
(c)Regular and Irregular Verbs:
Regular Verbs: Their past and pastparticiples are formed byan ad ition of
‘ed’ to the ro t form. E.g.
 Word Past Past partic ple
jump jumped jumped
attend attended attended
kil kil ed kil ed
Ir egular Verbs: Theirpastand past participles are formed in different ways.
E.g.
Word Past Past participle
arise arose arisen
give gave given
(d) Transitive and Intransitive Verb: A transitive verb is the verbis the verb
that akes or equires an object. E.g. 1. John ate the yam.
2. The fisherman fought the thief.
3. This girl sells rice.
An intransitive verb is the verb that has no object. E.g.
1. The man died.
2. He sleeps.
3. They clapped.
(e) Finite Verb and Non- finite Verb.
A finite verb is that verbwhich agre s with the subjectof the sentence in
number and person. It also determines the tense of the actionbeing
described in the sentence. E.g.
1. Toluhas a green hat.
2. I am a man.
A Non-finite Verb is a verbthat does the op osite of the finite verb. It shows
no agre ment with the subjectin number andpersondoes not indicate the
tense of the action.
1. The man kil ed has been buried.
2. The woman to do the job is around.

PERIOD 4 Oral presentation of tourist centre(s) visited by learners Learner should beable to nar ate a place of interest hey had visited Teacher asks each student to plan his/her narration. : Learners are guided to nar ate a tourism place they once visited.
Narrative Essay -Teacher cor ects the Learners where necessary Nar ative writing on Tourism( a place of interest vis ted bythe student)
-Teacher guides the Learners while nar ating Tourist place visited.
 PERIOD 5 Dictation Dictati on - Learners should be able to write spellings cor ectly. Teacher dictates difficult words. Learners writes difficult words asdictated bythe teacher andidentify Give three examples each of the vowel sounds /e/.. Speech Work.
-Teacher cor ects the Learners mistakes if any. wordswith vowelsounds /e/……… /e / /ӕ/ /ͻ/ /ͻ:/
-Teacher describes and shows examples of vowel sounds /e/….

Dictati on
1. hospitality
2. vacation
3. leisur e
4. cruise
5. traveller
6. destination
7. resort

S I X PERIOD 1 vowel sounds /e, /ӕ/,/ͻ/, /ͻ:/ Learners are usedto se ingdomestic animals in their homes To recal previous Les on/acquisition of new words Teacher ecounts through pronunciations ofsome words/e, Learners acquire new words/ pronunciation Find meanings to difficult words and use them in sentences Recount on Vowels /e, /ӕ/,/ͻ/, /ͻ:/
and sur oundings. To mention at least examples of words with sounds /ӕ/, ͻ/, /ͻ:/ Identify the sounds in the fol owing words.
/e, /ӕ/,/ͻ/, /ͻ:/ sounds. 1.plait
2. awesome
-Teacher Picks out the difficult words in the pas age
3 . w a r
4. ho liday
5.bu ry
6. friend
7. although
8. wash

PERIOD 2 Vocabulary development family Teacher performs the icebreaker Learners read the Comprehension Pas age inturns tohave a go d Proffer answers to the questions on the passage READ THE FOL OWING PAS AGE AND ANSWER THE QUESTIONS ON IT.
-Learners also performthe ice breaker understanding ofanimal husbandryand to develop speaking and Listening Animal husbandryis an important branch in agriculture thatdeals with the
-Teacher guides the students to read the comprehension pas age in turns skil s. rearingof animals for obtaining useful products from them,products that
-Teacher guides the learners to proffer answers to the set of questions on are commercial y useful to the human society. Animals that are reared
the pas age. maintained and takencare of in animal husbandry are domestic animals like
cows,buffaloes, she p, cattle, pig, goatetc. Scientific management
principles have tobe strictly fol owed in animal husbandry to maintainhigh
standards of go d qualityfarm production.
Cattle animals like cows, buffaloes and she pare together keptin farm
areas where they are fed, raised, taken care of and also bredby proper
bre dingtechniques, the domesticationof such farm animals is refer ed to
as livestock. From ancient times, animals were domesticated in vil ages for
obtaining a range of products from them, such as milk, wool, chicken, meat
production, eg s, honey, fishes etc. Al these products provedto be useful to
man, both commercial y as wel as an earning means for his liveliho d.
As civil zations evolvedand became technological y sound, new
methodologies involving scientificresearches and practices came intoforce,
car ying the old practices and modifying them suitably to meetincreasing
demands ofthe economy. Farmers involved in livestock rearing include
traditional practices with moderntechniques to receive go dyields of o d
products.
The management of livestock mainly deals withcleanlines of the farm
areas, hygienicgrounds andsanitization, timely vac ination of livestock and
measures to ke p infections at bayand control diseases. Properdisposal of
wastes from farm areas is alsoa major area of concern and should be
properly ad res ed. Workers employedin fields where livestock is managed
should have go d knowledge ofhandling farms and livestock operations.
They shouldbe able to overse proper fe dingand caringof animals. It is
usual y a large scale busines and involves maintaining high quality of
standards in farming while meeting the demands of high yields in
production as wel as maintainingdisease resi tant bre ds.
Scientific practices like providing go dshelters for the livestock and
ensuring sufficient ventilation, clean and hygienic sheds with proper waste
removal systems holdkey to managinglivestock efficiently. Cattle farming
involves two types of animal rearing, firstly, the ones that are involved in
fo dproductionand secondly, the rest hatare involved forpurposes of
labour.
The first category involves animals like cows, buffaloes, goats etcfor
production of milk. Some ofthe wel -known brands ofcows inIndia are Red
Sindhi and Gir. The second categories ofanimals are made use ofin
 agricultural fields to as ist humans in ploughing farm lands and ir igating
them. To achieve highyields in production, the farm managers ne d to
concentrate onthe fo d that is fedto the cattle on a daily basi .

Now answer the fol owing questions

(a) What is the area of concentration in animal husbandry?
(b) According to the writer, what is meant by ‘livestock’?
(c) Mention what a farmer should do to have go d yield?
(d) Mention two ways of keeping livestock.
(e) What are the animals involved in milk production?
(f) For each of the fol owing words or phrase, find another word or phrase
which means the same and which can replace itas itis usedin the pas age.
(i)principles
(ii) ancient
(iii) demands.
(iv) systems
(v) categories

PERIOD 3 grammar Verb and Types (Exercises). Learners should be able to practice what heywere taught with The teacher revises Verb and its types with students. Theteacher evises Verbs withthestudents and givesthem exercisesto : Exercises on Verb. Class exercise on verbs
exercises onverbs in the previous week. -The teacher assists learners where necessary. work onin the clas . Underline the verbs in the fol owing sentences.
- The teacher gives exercises to the students to work on in the clas . 1. Olu kicked the ball.
2. John drove the car.
3. Ade threw the stone.
4. The boy is sleeping in the room.
5. I shall see you later in the day.
6. My uncle is a medical doctor.
7. She worked in Ibadan before.
8. I should be in Lagos this evening.
9. He wept.
10. Joke has a blue hat.
11. The boy is writing a letter.
12. My father always drinks water.
13. I have driven that type of car.
 14. The preacher prayed repeatedly.
15. The
woman
went to
the
market.

PERIOD 4 Practical oral discus ion amonglearners on how to rear Learners should be able to discus oral yin group how to rear Teacher asks each student to plan his/her narration. : Learners are guided onoral presentation on how to rear ab it /chicken. The learners are to make oral presentation on ke ping of animals individual y Teacher uses a chart card depicting different types of animals. The learners are to make oral presentation on ke ping ofanimals
Expository Writing rab it/chicken. -Teacher cor ects the Learners where necessary indiv dual y.
rab it/chicken.
-Teacher guides the Learners while nar ating how to ke p animals.

PERIOD 5 Dictation Dictati on Learners should be able to write spel ings cor ectly. Teacher summarizes what has been taught for the week. Learners writes difficult words as dictated byteacherand identifywords Dictation/Speech Work. Summary. Teacher summarizes on the topic taught for the week.
The teacher dictates difficult words relating to the topic to the students. with the sounds: /u/, u:/, Ʌ/, a/
The teacher describes and show examples of vowel sounds :
/u/ /u:/ /Ʌ/ Dictation.
/a/ 1. livestock
could whose cut 2. pasturing
bag 3. breed.
ho t tomb son 4. veterinary
tap 5. stock
cock do love 6. ranching.
sat 7. herding
8. harrow.
9. graze
10. rear

SEVEN MID TERM TEST

EIGHT PERIOD 1 Vocabulary Development Fishery. At one time or the other learners have se n a river before. To recal previous Les on/acquisition of new words Teacher ecounts through pronunciations ofsome words with Learners acquire new words/ pronunciation Find meanings to difficult words and use them in sentences. Learners are grouped to discus onowing a fish pond/taking care of a fish pond. Recount of vowel sounds/au/ and/iə/.
-Learners are used to eating fish. /au/ and/iə/sounds. Identify the sounds in the words below:
1 . t o y
-Teacher picks out the difficult words in the pas age.
2. beer
 3. cloud
4 . o u t
VOCABULARY DEVELOPMENT ON WORDS RELATED TO FISHERY
1.shoal
2. fingerling
3 . f r y
4. cropping
5. fishing gears
6. scripping
7. milt
8. juvenile
9. degutting
10 degilling

PERIOD 2 : Comprehension passage Fishery. For learners to be able toknow things related to fish in terms of production Teacher performs the ice breaker. Learners read the Comprehension Pas age inturns tohaveknowledgeof Proffer answers to the questions on the passage READ THE FOL OWING PAS AGE CAREFUL Y AND ANSWER THE QUESTIONS
etc . -Learners also perform the ice breaker. fishery and to developspeaking andListeningskils. ON IT
-Teacher guides the Students to read the comprehension
Fishing is the activity of catching fish; it includes the use of bait and a ho k.
pas age in turns. Bait is an enticement mostlyin form of o dthat is tied to a ho k and then
-Teacher guides the learners to proffer answers to the set of drop ed beneath the waters. When as fish sights the baitit wil natural yget
questions on the pas age. attractedto it hus moving towards itand inattempt o fe dfrom it he fish
wil get ho ked up and then the fishermanwil fre ly pul the fish towards
him. Itis important o have knowledge of which side ofthe lake or iver has
the pos ibil ty of many fishes otherwise it might ake a fisherman long time
to get his goal if the knowledge lacks.
There are other methods of catching fish suchas trap ing and gathering.
The use of a net which is thrown intothe waters and then the fisherman
observes the net whenit has trap edanythinghe can tel since part of the
netis til in his hands. When the net fe ls heavythe fisherman wil pul it
out of the waters and if ithas caught what he wanted he pul s it owards
him andoff loads the fishes in there andcontinues tocast it again until he
has the much he wanted.
However itis important onote that he net or eventhe baitcould attract
anyother Aqua animal so it is not al time that he net is heavy that it has
trap ed fish.Fishing has be npracticed for a verylong time; it actual y dates
backto 10,0 0 years.
Mostof the people who live next ornearLakes, Rivers and Oceans have
hadto rely on fishing toget heir dailybread (either directly eatingthe fish
andother Aqua animals or trading in them to sup lementfor what hey
want) People engage inthis activityfor different reasons; some take it as a
sport(leisure activity)while others do itas a ful time job, while stil they are
those who go fishing tosup ly for the family fresh fish from the waters for
that particular time that here is ne d. While fish is widely usedas a means
of o d (source of Protein) it has also be n widely in use for its medicinal
value, it is known to be rich in Omega 3 whichis believed to be ago d
sup ly to a growing brain especial y that of growing children. Itis believed
that codliveroil which helps in protectinga bodyfrom colds and flu can be
sourced form a fish.
Fish being white meat has manypeople preferences especial y the lot hat
prefers white meat ored meat. Preservation Fish is a very perishable fo d
stuff and it requires properhandling right from whencaught al way towhen
itgets to be co ked. It cango badin a few hours! There are different
methods of preservation making sure that it does not lose its nutrients
values. Most countries wil use the fre zingmethod where fish is put in a
fre zer with a temperature of 0 degre s F or lower andit stays fresh until it
is removedto defre ze to be co ked.
Smoking is anothermethod of preservation used butit must notstayfor
more than4 weeks without beingco ked since it wouldchange flavor.
There are methods uchas Pickling and can ing which are also suitable for
preserving fish. Fishing ke ps us active whether wedo itforfun oras ful
time job. Itexposes us tothe learning the values of patience, gives us a
chance to work withother people and to share knowledge, and most
importantly toap reciate the universe for its abundant sup ly.

Now answer the fol owing questions.

(a) Mention the instruments used to catch fish.
(b) Explain the proces involved in catching fish.
(c) When was fishing started?
 (d) What is the economy advantage of fishing?
(e) How can fish be preserved?
(f) For each of the fol owing words or phrase, find another word or phrase
which means the same and which can replace itas itis usedin the pas age.
(i)beneath
(ii) methods
(iii) particular
(iv)removed
(v) abundant

PERIOD 3 Grammar Preposition(types) Learners to know the types of preposition with examples Teacher starts withthe question, what is the best bo k you ever ead? Learners get famil arizedwith cor ect usage of preposition ac ording to Underline the preposition in the fol owing extract. Types of Preposition
- The teacher evises briefly with the students because they had be n types Our vehicle to koff at mid ay. We were four students amidst he twentypas engers in Most ofthe prepositions have many uses. There are some prepositions
introduced to the last clas . the bus. The driverput on the musicin the bus and on we move smo thly alongthe new which are common inevery type of preposition as they function ina
- Teacher asks learners to identify preposition in clas exercises. expres way whichhad recently be n commis ionedby our new Governor. The versatile way. Examples are:
smo thnes of the road coupledwith the newnes ofthe bus made motoring a pleasure 1.Prepositions of Time.
worth enjoying 2.Prepositions of Place and Direction.
3.Prepositions of Agents or Things.
4 Prepositions of Time:
1. Prepositions of time show the relationship of time betwe n the nouns to
the other parts of asentence.
on, at, in, from, to, for, since, ago, before,til /until, by, etc. are the most
common preposition of time.
Example:
a. He started working at 10a.m.
b. The company cal ed meeting on 25th October.
c. There is a holiday in December.
d. He has been il since Monday.
2.Prepositions of Place and Direction:
Prepositions of place show the relationshipof place betwe n the nouns to
the other parts of asentence.
on, at, in, by, from, to, towards, up, down, acros , betwe n, among,
through, in frontof, behind, above, over, under, below, etc. are the most
common prepositions of place/direction.
Example:
 a. He is at home.
b. He came from England.
c. The police broke into the house.
d. I live across the river.
3. Prepositions of Agents or Things:
Prepositions of agents or things indicate a casual relationshipbetwe n
nouns and otherparts of the sentence. E.g. Of, for, by, with, about, etc. are
the most used and common prepositions of agents or things.
Example:
1. This article is about smartphones.
2. Most of the guests have already left.
3. I wil always be here for you.
4. He is playing with his brothers.
It is also important o saythat here are group words prepositions uch as:
ac ording to, infront of, on ac ount of, in the light of, because of, with
regards to, in ad ition to, incomparisonwith, aside from etc.

PERIOD 4 Oral discus ion by learners onowing a fishpond/taking care of a fish Learners hould be able to know through discus ion how to own afish pond Teacher asks each student to plan his/her nar ation. Learners are guided to give oralpresentations on how to own afish pond Oral Discus ion on owing a fish pond/taking care of a fish pond. Oral discus ion on how to own a fish pond and take care of it.
Expository Writing pond. andtake care of it -Teacher cor ects the learners where neces ary and how to take care ofit.
-Teacher guides the earners while nar ating how to own a fish
pond and take care ofit.

PERIOD 5 Dictation Dictati on Learners should be able to write spel ings cor ectly. Teacher dictates difficult words. Learners write difficult wordsas dictatedby teacher and identify words D i c t a ti o n . Speech Work
-Teacher cor ects the Learners mistakes if any. with vowel sounds/au/ and /iə/ Identify the sounds in the fol owing words
1. deer
-Teacherdescribes and shows examplesof vowel sounds
2. council
/au/ /iə/
3. scout
how here 4. weird
round near 5. shea
drought bear Di ct ati o n
1. trawler
2.hooker
 3 . b a i t
4. mackereler
5. spinning
6. dragger
7. angler
NINE PERIOD 1 Acquisition of new words. Learners are used to buyingand sel ing things inthe market or in Acquisition of new words Vocabulary Development: The teacher writes out words relatedto Busines : Learners acquire new words/ pronunciation To find meaning to words and words related to the sounds /eə/ and /uə/. Learners are grouped to act out a bargain betwe n a buyer and a sel er. Words related to Business
Vocabulary Development words related to business. their environment. -To discus andmention words relatedto the diphthong sound /eə, uə/. to be discus edwith students. 1. enterprise
Learners are used to naming things. Spe ch Work: The teacherpronounces words related to /eə/ and /uə/. 2 . fi r m
3. company
4. transaction
5. advertising
6. tycoon
7. importation
8. negotiation
9. incorporate
10. profit.
11. transact.
12. insurance
13. manager
14. commerce
15. patronage

Words related to the diphthongs /eə, uə/.

/

PERIOD 2 Comprehension passage Business To identify words related to business. Teacher performs the ice breaker. Learners read the comprehension pas age in turns to develop speaking and Proffer answers to the questions on the passage. READ THE FOL OWING PAS AGE CAREFUL Y AND ANSWER THE QUESTIONS
-Learners also perform the ice breaker. listeningskil s. ON IT.
-Teacher guides the students to read the comprehension pas age in The crowdwas mas ive, men, women, boys and girls from every no ks and
turns. cran y of the vil age had gathered under the big iroko tre . Also in the
-Teacher guides the learners to proffer answers to the set of crowdwas an American couple,tourist, who were enjoying their holiday. At
the centre of the large circle ofthe people was the magic an who had the
questions on the pas age
reputation ofperformingunbelievable feats. Everybody was impres ed with
the feats which wentalong withthe hilarious drumming.
 Then came the next item. The magician’s thre aides each to k out a local
gun while the magic andanced evenwilder. The gun-totting aides to k up
position in thre differentcorners. The drumming became more frenzied
andthe magic an performed more acrobatics. The people were not
wondered forlong what he gunhad todo with the whole show. One after
the other the aides aim at he magic an while he steadied himself toreceive
the shot. Eachgun bo medwith a loudreport andthe magician jumpedup
incelebration of his survival. The thre shots e mingly got o him buthe
simplylaugh to scorn the sho ters.
The Americantourist was more than mystified. He could not explain it.
How coulda receive bul etshots on his chestand stil remain unscratched?
In disbelief, he shouted, ‘This is amazing, can’t be explained. But wait a
minute, I’l jointhe show myself‘ There andthen he went ohis car, to k
out his riffle and returned tothe crowd. ‘I’mgon a get his guy! he
proclaimed.
He to kaim. The magic an saw him out of the corner ofhis eyes. He
surveyed the scenario and decidedthat he was not prepared for this.
Quickly he showed a clean pair of he ls. Tearing throughthe crowd, he ran
fordearlife. Some thought his was til part of the show but when the man
wouldreturn, itwas clearthat he had bid enthe audience a hasty farewel .
What he Americanand mostothers did not realized al the time was that
the local gun had no bul et whatsoever, only the gun powder.
(a) What suggest that the show was free?
(b) What evidence is there that he performance was not a one-man show?
(c) Why was the magician confident oreceive the shots from his aides?
(d) What did the American tourist set out to prove?
(e) What mighthave hap ened if the American had completed his
contemplated action?
(f) …he showeda cleanpair of he ls. Whatdoes this expres ionmean?
(g)… which went along with the hilarious drumming.
(i) What is the grammatical name given to this expres ion as used inthe
pas age?
(ii) What is its function?
(h) For each of the fol owing words, findanother wordor phrase which
 means the same andwhich can replace it as it is used inthe pas age.
(i) feats (i ) aides (i ) steadied (iv) mystified (v)unscathed (vi)
hasty

PERIOD 3 Grammar Noun Clause. Learners should be able toidentify and write noun clause easily Teacher uses question like, ‘what is a noun? Learners get famil arizedon how to identify nounclause in a Identify the noun clause in the fol owing sentences. A Noun Clause is adependent clause used as anoun. It performs the
-Teacher explains what a noun is. sentence/pas age. a. What you are saying may not be the whole truth. function of anoun or pronoun. In other words, a noun clause takes the place
-Teacher asks students to identify nouns in sentences. b. The most important thing is how to get her. of a noun or pronoun and it is oftenintroducedby one ofthe fol owing
- Teacher discus es what noun clause is and how to identify it in sentences. c. How the criminal escaped was a mystery. words: that, what, whatever, who,whom, whichever, whoever, etc.
- Teacher evaluates the learners through clas exercises. d. The annoying thing is that she has failed her examination. However, a noun clause canact as the subjectof a sentence, complement
e. She tells me whatever she likes. of the subject, as the object ofa verb, etc.
f. They told us all sorts of lies. e.g. 1. What he sug ested was unac eptable tome. (Noun Clause. Subject of
the verb ‘was’)
2. That man believed what I told him.( Noun Clause. Object ofthe verb
‘believed’)
3. This bo k is written for anyone who wants tosuc e d inlife. (Noun
Clause. Complement of the preposition ‘for’)

PERIOD 4 Letter Writing (Formal Letter) Learners should be able to write a formal letter. Teacher asks each student to plan his/her formal etter. Learners are taught formal letters and its features. Write a letter to your scho l Principal tel ing him/her why you wil not be in scho l for A formal etter is regarded as anofficial etter. In other words, itis a type of
-Teacher cor ects the learners where neces ary. the next woweeks letter in whichmatters are strictly discus ed in serious man er.
-Teacher guides the learners while writing his/her formal etter. Formal etter includes letter written to Chairman of a Local Government,
Principal of a scho l, Commis ioner, Minister etc. it is a unique letter.
Features of Formal Letter.
(i) A formal etter takes twoad res es; the first ad res which must be the
top right handcorner is the writer’s ad res while the second stated below
close to the left margin is the receiver’s ad res .
(i ) The salutation is strictly formal. e.g. Dear Sir or Dear Madam.
(i ) Itrequires topic. The topicmust be relevant o the questionraised.
(iv) The language of aformal etter is an official anguage. It does notgive
ro m for proverbs, slangs, idioms etc.
(v) The letter is divided into thre parts namelyIntroduction, Bodyand
Conclusion
(vi) Itusual y ends with ‘Yours faithful y,’ signature of the writer fol ow by
 the ful name.

PERIOD 5 Dictation Dictati on Learners hould be able to act outa bargain betwe na buyer anda sel er. The teacher enlightens the learners on what to do. Learners are guided on how to bargain as buyerand sel er in a typical Teacher dictates new words enterprise
- The teacher divides them into groups such as buyers and sel ers. busines environment. 2 . fi r m
- The monitors how the learners interact with themselves to achieve 3. company
intentions. 4. transaction
- The teacher assists them where neces ary. 5. advertising
6. tycoon
7. importation
8. negotiation
9. incorporate
10. profit.
11. transact.
12. insurance
13. manager
14. commerce
15. patronage

TEN PERIOD 1 Acquisition of new words Recount of diphthongs. Learners at one pointin time had se na traditional religion To recal previous Les on/acquisition of new words -Teacher recounts pronunciation of diphthong sounds. Learners acquire new words/ pronunciation. To find meaning to words of difficult and use them in sentences. Learners are grouped todiscus and share experience on a traditional festival they had se n before. Recount on Vowels sounds /eə/ and /uə/
worship erbefore. -To recounts diphthongs. -Teacher picks out the difficult words in the passage
Learners have seen a letter before.

VOCABULARY DEVELOPMENT ONWORDS RELATED TO TRADITIONAL

RELIGION
1.religionist
2. drumming.
3. deity
4.spiritual
5. devout
6. orthodox
7. mythology
8. devotee
9. ritual
10. sacred
PERIOD 2 Comprehension Passage Traditional Religion To identify and know the practices of the traditional religion -Teacher performs the ice breaker. Learners read the Comprehension Pas age inturns toidentify and know the Proffer answers to the questions on the passage. READ THE FOL OWING COMPREHENSION PAS AGE CAREFUL Y AND
-Learners also perform the ice breaker. practicesoftraditionalreligion andto developspeaking andListening skil s. ANSWER THE QUESTIONS ON IT.
-Teacher guides the students to read the comprehension pas age in turns.
-Teacher guides the learners to proffer answers to the set of questions on There is widespreadbelief in a supreme God, unique and transcendent.
Africans have a sense of the sacredand sense of mystery; there is high
the pas age.
reverence for sacred places, persons and objects; sacred times are
celebrated. Beliefin the afterlife is incorporated in myths and in funeral
ceremonies. Religion enfolds the whole of life; there is a difference betwe n
life and religion. Ancestors mediate betwe nGodand men. It is believed
that sinharms the public go d; hence there are periodical purification rites
inorder to promote public welfare. Worshiprequires a fundamental
attitude of strict discipline and reverence.
Rites form and es ential part of social ife. Rites invoke ancestors and the
dead. The whole person, body, and soul are total y involvedin worship.
There are many rites of purification of individuals and communities.
Relig ous acrednes is preserved in ritual, in dres and the ar angements of
the places of worship. The sick are healedin rites,which involve their
familes and the community. Some of the traditional bles ings are rich and
verymeaningful. Inworshipand sacrifice there is co-responsibil ty each
person contributes his hare in aspir t ofparticipation. Symbols bridge the
spheres of the sacred andsecular andso make pos ible a balanced and
unified view of reality. An important part of the Africantraditional religion
is the presence ofspir ts.
In the African world spir ts are everywhere in persons, tre s, rivers,
animals, rocks, mountains and ever automobiles and other personal effects.
The presence ofthese spir ts in the African society offers a serious chal enge
to the behaviorpatterns of the people onthe continent and elsewhere
because traditional religious practices permeatesperiodical periodicalevery
aspect of life on the continent. These spir ts in many ways actas moral
entrepreneurs of the Africansociety. They abhor crimes like adultery,
stealing, cheating andsuic de. These spir ts communicate their wishes,
demands and prescriptions tothe larger society throughthe traditional
priests. The traditional priests are able to satisfy their clients through the
performance of rituals.
They punishsocial offences and those who unwittingly infringe their
privileges.

The role of the diviner is tointerpret he wishes of the alusi, and the role
of the priestis to placate them with sacrifices. Eithera priest is chosen
throughhereditary lineage or he is chosenby a particular god for his ervice,
usual y after pas ing through a numberof mystical experiences. Each person
also has apersonalised providence, which comes from Chukwu, and returns
to him at he time of death, a chi. This chi may be go d or bad. That’s why
theyhave a great este m for their ancestors. Ancestors are stil
remembered bytheir familes, they can contact he living, shelter them from
misfortune, andhelp them as intermediaries to God. In a sense, people
don’t worship their ancestors, but hey are asking for their help. The living
dead canbe readily involved inthe lives ofthe living. The living-deadare the
medium betwe n man and God, andbetwe n man and the spirt.
The reality is, it is practiced by the majority ofEast Asia. It has a powerful
spir tual eader thathas done a lot o bring awarenes about he suf ering of
his country. AndVodou, whichis misinterpretedto be adangerous, violent
religionwhere people participate in sacrificial rituals and wild sexual orgies.
It is actual y a religionthat helps the people ofHaiti survive andthrive. The
indigenous religions of the world are vastlyimportant o the people who
participate in them, and ne d to be understo d and respected.

Now answer the fol owing questions.

(a) What is the general belief of Africans about religion?
(b) According to the writer what is afterlife?
(c) What does the writer mean by ‘purification’?
(d) What does Africa belief about spirit?
(e) For each of the fol owingwords or phrase, find another word or phrase
which means the same and which can replace itas itis usedin the pas age.
(i) sacre d
(ii) periodical
(iii) permeates
 (iv) misfortune
(v) participate

PERIOD 3 Grammar Adjectival Clause Learners hould be able to knowwhat an adjective clause is and to Teacher asks one of the students to mention one elementof sentence. Learners get famil arizedon how to identify adjective clause in a Identify the adjective clause in the fol owing sentences. Anadjective clause,also knownas a relative clause,is a type of dependent
identify it in sentence. -Teacher explains what an adjective clause is to learners. sentence/pas age. 1. The book that is on the chair belongs to Ade. clause that works todescribe a noun in a sentence. Itfunctions as an
-He gives exercises to evaluate students to identify adjective clause. 2. I do not like people who are mean to animal. adjective even though it is made up ofa groupof words instead ofjust one
3. The reason why I left is a secret. word. In the case of an adjective clause, al the words worktogether to
4. The boy whose shoes are on the floor is my little brother. modify the noun or pronoun.
Did you go to school where my friend Joshua goes? All adjective clauses are dependent clauses.
Adependent clause is a group of words that consi ts of a subject and a
verb, yetit is nota complete sentence that can stand alone. Adjective
clauses begin witha relative pronoun, which con ects them to the word
theydescribe, such as: that, where, when, who, whom, whose, which and
why. Once you rememberthe relative pronouns, it's very easy to pickout an
adjective clause in a sentence. E.g.

1. We are going to the beach that I like best. ( Adjective clause. It qualif es
the noun ‘beach’)
2. The bad weatheris the reason why I decided to drive instead of walk.
(Adjective clause. It modifies the noun ‘reason’)

PERIOD 4 I nformal Letter Learners should be able to write let er to their elatives etc. - Teacher asks each student o plan his/her informal etter. Learners are taught formal letters and its features Write a letter to your uncle living abroad tel inghim some recent development hat has Informal etter: This is a form of letter in whichconversational mood is
Descriptive Writing -Teacher cor ects the learners where neces ary. taken place inthe family in the last wo years. exhibited. This is type of letter written to family members uch as your
-Teacher guides the learners while writing his/her informal etter. parents, uncle, cousin etc.
Features of Informal letter
1. An informal etter contains a single ad res , which is that of the writer. It
is written at he top right hand corner of the letter.
2. The ad res corner must contain two(2) ful stops. The first at he end of
the writer’s ad res , while the second marks the endof the date.
3. Informal etter makes use of informal salutation. E.g. Dearsola, Dear Solo,
DearDad y etc. note that Dear Sir orDear Madam is notal owed.
4. It requires no topic.
 5. The subscription partof an informal ettershould be ‘Yours incerely,
fol owed by the firstname of the writer.

PERIOD 5 Dictation Dictati on Learners should be able to write spel ings cor ectly. Teacher enlightens the learners on what to do. Learners writes difficult words asdictated bythe teacher andto also D i c t a ti o n Learners are to describe a traditional festival they had witnes ed.
-Teacher divides the clas into groups forthem to share their describe a traditional festival they had witnes .
experiences.
-He monitors how the learners interact among themselves to achieve
purpose.
WEEK 11 REVISION
WEEK 12 EXAMIBNATION
WEEK 13 COMPILATION OF RESULTS
OGUN STATE GOVERNMENT
 CREATIVE SCHEME OF WORK (SECONDARY)
SUBJECT: ENGLISH LANGUAGE CLASS: SS 1 TERM: SECOND TERM
PERIOD
WEEK

TOPIC SUB TOPIC STARTER LEARNING OBJECTIVES A C T I V I T I E S PRACTICAL APPROACHES EVALUATION/ASSESSMENT INSTRUCTIONAL RESOURCES AND REFERENCES TEACHING NOTE
 TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES

PERIOD 1 Welcome Test. Welcome Test. Learners are used toarguing amongthemselves at every To recall previous Lesson/Welcome Test. Teacher recal s the previous les on with learners. Learners acquires new words Find the meaning of difficult words and use it in sentences. Welcome Test
available op ortunity. -Teacher picks out difficult words in the passage Pick out the prepositions in the fol owing extract.
Moji tos ed about on the bed unable tosle p. Hepicked up a bo k on the civil
war, which hehad bought at heairport. Right from his undergraduate days,
each time hestretched himself on the bed and heheld a bo k toread, within
five minutes he would be fast asle p. This time that echnique fails to induce
sle p. Heread the bo k for thirty minutes and flunged it away.

VOCABULARY DEVELOPMENT OF WORDS RELATED TO DEBATE.

1.opposition
2 . m o ti o n
3. co-debater
4. moti on
5. convince
6. speaker
rative writing

PERIOD 2 Comprehension passage Argument. To read a comprehension passage on argument Teacher performs the ice breaker Learners read theComprehension Pas age in turns to beable toknow how to Proffer answers to the questions on the passage. Should Human Cloning beal owed? Discovery and invention are the truest
-Learners also perform the ice breaker make a reasonable argument and to develop speaking and listening skil s. companions of man in thejourney of his civ lization. This journey to k a
-Teacherguides the Students to read the Comprehension pas age in turns controversial turn when it was invented that clones of an individual can be
-Teacherguides the learners toproffer answers to the set of questions on the created. It al started when Doly the she p was created. Where it opened a
Pas age. gateway of advanced discoveries and inventions, it also disturbed many
religious communities acros the entire world. Even today, it is ahot opicto
understand that whether it should be al owed tomake clones of different
organisms ornot.US movement o ban the human cloning is trongly
endorsed by the leaderof the research team that cloned the she p “Doly.”
However, he said that his method to create human embryos for esearch
purposes which aren’t implanted could not be objectified ethicaly. This
technique can be very helpful forinfertile couples to have children oftheir
own, removing birth defects, prolonging life, organ transplant, and many
 medical conditions.
Although cloning of organisms can help us in various ways that we know
and know not. If human cloning is al owed,it can open anew chapter of
drastic haos which may threaten the human civil zation. The criminal sector
and many curious people may take this particular invention ofscience to a
level where unethical,inhumane, and moral y unforgivable crimes can be
committed unquestionably. It can be understo d this way that a clone of
human, when ful y grown, wil be thesame as the rest of humans. As it wil
fe l and respond just like any otherhuman, it wil hold al the human rights
which do not alow aperson to be a subject of experimentation without heir
choice. If research organizations are al owed to use the technique of cloning
to arestricted level, things may work out wel .

Now answer the fol owing questions

(a)Ac ording tothe writer what companions of man in the journey of

civ lization?
(b) Mention the animal first used for cloning?
(c) What is the contribution of religion to the study of cloning?
(d) What is the consequence of human cloning?
(e) …when Dolly the sheep was created.
What is the grammatical name of the above expres ion?
What function is it performing?
(f) For each of the folowing words or phrase, find another word or phrase
which means the sameand which can replace it as it is used in the pas age.
i. invented
ii. endosed
iii. couples
iv. chaos
v. grown

PERIOD 3 Concord Definition and Rules To know what is Concord (Definition and Rules) -The teacher uses questions like, how many carsare parked outside? Learners are taught on howtocor ectly useConcord in sentence formation. Mention two rules of concord with examples. Concord simply means ‘agre ment’its rules govern the relationshipof various
-Teacher defines and explains Concord and its rules. parts of a sentence to one another. The grammatical elements ofa sentence
-Teacherengages learners to give sentences and identify instances of must agre with one another. For example if the first part has a feature like
Concord. ‘singular’the other parts has to reflect he number also.
-Teacher evaluates learners through class work. Basic rules of Concord.
R u l e 1
Subject and Verb Concord: When thesubject in asentence is ingular,the
verb should also besingular. For example:
1. She(singular subject) goes (singular verb), not: She go ( pluralverb). Also,
when the subject is plural, the verb should be plural.
2.The girls (pluralsubject) go (plural verb), not The girls (plural subject) goes
(Singularverb).
R u l e 2
Subject and Object Concord
When everybody oreveryone is used, the object must be singular,not plural.
For example:
Everybody knows his or her name, not: Everybody knowstheir name.
R u l e 3
Mandative subjunctive Concord
When prayer,sug estion, wish, demand, recommendation,or esolution is
used in asentence, theverb that folows must be plural, whetherthe subject
is ingular orplural.
For example;
1. It has been suggested that he go not goes away.
2. The board has Recommend that he manager esign not resigns.
3. I pray that God help me on my upcoming examination,not God helps.
R u l e 4
The Principle of proximity
This principle states that when there is a list of nouns or pronouns at he level
of thesubject, it is the nearest noun or pronoun totheposition of the verb
that wil determine the choice of the verb.
E . g .
1.If James fails his examination, his teachers, his parents, his friends, orJohn
( )tobe blame.
The cor ect option to fil that blank space is, “is” not “are” because, at he
subject level, we have his teachers, his friends,his parents and John ( four
 different people).
In order tocho se the cor ect verb, we wil ne d to cho se thenearest
subject o the gap as thesubject, which is John.
Note: what makes us considerthe only onenoun or pronoun used in this
sentence is because of the use of“or.” However, if the conjunction used is
“and,” al the nouns or pronouns used in the sentence wil beconsidered as
the subject. I’l explain better when I get othe type of such concord.

Back to James.
But if the question comes in this man er, the answer wil be different,
For example:
1. If James fails his examination, his teachers,his parents, his friends, or I( ) to
beblame.
The cor ect answer here is “am,” because the pronoun “I”is the nearest
subject o the gap, soif “I”is thesubject, the verb that goes with it, is “am.”
R u l e 5
Many – a Concord
When many – ais used, theverb and the noun that fol ows must beSingular
E . g
Many acandidate (not candidates) speaks (not speak) bad English
expres ions.
Many a girl (not girls) is (not are) here.
The actual meaning ofstatements 1 and 2 are many candidates and many girls
PERIOD 4 Writing Learners hould be able toknowhowtopersuade and convince their Teacher asks each student to plan his/her argument. Learners are divided in groups to have a debate Argumentative Writing: You are thechief speakerin a debate on thetopic : ‘Parents hould Argumentative is an attempt o make your eader or audience to ac ept your
Argumentative Essay listeners in an argument. -Teacher cor ects the Learners where necessary al owtheir children tocho se theirown care rs.’ Write your spe ch for or against he views as a valid option. Any situation therefore which can be rejected refuted
-Teacher guides the Learners presenting their nar ation. topic. or sustained cals for argument.
There are two sides toan argument. These are the proposition and the
op osition. The proposition side is toargue in favour of agiven topic. The
op osition side is to present opinion against hetopic. Each side represent a
point of view.
Basic skills of argument
(i) It must dwell on crucial issue.
(i ) It must validate points with facts and figure.
(i i) It must support opinions with reasons.
 (iv) It must use apt words and phrases.
(v) It must be logical in organization.
(vi) It must have a conclusion.

PERIOD 5 Oral presentation Oral argument presentation. -Teacher dictates difficult words. Debate/Dictation of difficult words. D i c t a ti o n
-Teacher corrects learners mistake if any. 1. controversy
2. dispute
3. deliberation
4. contention
5. rebutting
6. meditation

TWO PERIOD 1 Acquis tion ofnew words/ Stres . Vocabulary Development on Deforestation Acquis tion ofnew words./Stres .Vocabulary Development of Deforestation. Acquisition of new words/ Definition of Stres with examples. Learners acquire new words/ Identification of Stres in words. Find meaning of difficult words and use them in sentences Learners are grouped to discus on the importance of Deforestation. WORDS RELATED TO DEFORESTATION
Deforestation. Teacher picks out difficult words from the passage. Teacher uses chart cards to depict Deforestation. 1.logging
2. erosion
3. rainforest
4. fragmentation
5. degradation
6. urbanization
7. pollution

Stres is the relative emphasi that may be given to certain sylables in a word,
or to certain words in aphrase or sentence. In English, stres ed sylables are
louderthan non-stres ed syl ables. Also, they are longer and have a higher
pitch.
English is astres -timed language. That means that stres ed sylables ap ear
at a roughly steady tempo, whereas non-stres ed sylables are shortened. The
stres ed syl ables are represented by bold writing orcapital etter.
In spoken language, grammatical words (auxil ary verbs, prepositions,
pronouns, articles, ) usualy donot receive any stres . Lexicalwords, however,
(nouns, verbs, adjectives, adverbs,) must have at least one stres ed sylable.
 There is norule, however,about which syl able is tres ed in aword with
morethan one syl able. You wil ne d to learn the stres of words by heart.
For example, the first sylable is tres ed: GARden the first sylable is tres ed:
MEAdow, thefirst sylable is tres ed: MUSHro m. In theword, thermometer
the second syl able is tres ed: thermometer. Also in theword humidity the
second syl able is tres ed: humidity.
Stres can befound in up words with seven syl ables. There could only be
one stres in aword nomatter howlong theword is.

PERIOD 2 Comprehension passage Deforestation. To know the importance of Deforestation Teacher performs the ice breaker. Learners read theComprehension Pas age in turns to have abetter Proffer answers to the questions on the passage.
-Learners also perform the ice breaker. understanding of Deforestation and to develop speaking and Listeningskils. READ THEFOL OWING PAS AGECAREFUL Y AND ANSWERTHEQUESTIONS
-Teacherguides the students to read the comprehension pas age in turns. ON IT.
-Teacherguides the learners toproffer answers to the set of questions on the
pas age. The main
purpose of
deforestati
on is to
increase
the land
area. Also,
this land
area is to
set up new
industries.
And, this all
is because
of the
increase in
population.
As the
population
increases
the
demand for
products
also
increase.
So rich
businessme
n set up
these
industries
to increase
profit.
There
are many
harmful
effects of
deforestati
on. Some
of them are
below:
Soil
erosion:
Soil erosion
is the
elimination
of the
upper layer
of the soil.
It takes
place when
there is
removing
of trees
that bind
the soil. As
a result
wind and
water
carries
away the
top layer of
the soil.
Moreover,
disasters
like
landslides
take place
because of
this.
Furthermor
e, soil
erosion is
responsible
for various
floods. As
trees are
not present
to stop the
waters
from heavy
rainfall’s
gush
directly to
the plains.
This results
in
damaging
of colonies
where
people are
living.
Global
Warming:
Global
warming is
the main
cause of
the change
in our
environme
nt. These
seasons are
now
getting
delayed.
Moreover,
there is an
imbalance
in their
ratios. The
temperatur
es are
reaching its
extreme
points. This
year it was
50 degrees
in the
plains,
which is
most of all.
Furthermor
e, the
glaciers in
the
Himalayan
ranges are
melting. As
a result,
floods are
affecting
the hilly
regions of
our country
and the
people
living there
Moreover,
the ratio of
water
suitable for
drinking is
also
decreasing.
Impact on
the water
cycle: Since
through
transpiratio
n, trees
release soil
water into
the
environme
nt. Thus,
cutting of
them is
decreasing
the rate of
water in
the
atmospher
e. So
clouds are
not getting
formed. As
a result,
the
agricultural
grounds
are not
receiving
proper
rainfall.
Therefore,
it is
indirectly
affecting
humans
only.
A great
threat to
wildlife:
Deforestati
on is
affecting
wildlife as
well. Many
animals like
Dodo,
Sabre-
toothed
Cat,
Tasmanian
Tiger are
already
extinct.
Furthermor
e, some
animals are
on the
verge of
extinction.
That’s
because
they have
lost habitat
or their
place of
living. This
is one of
the major
issues for
wildlife
protectors.
Deforestation can be averted by various countermeasures. First of al, we
should afforestation which is growing of tre s in the forest. This would help to
resolve the los of the tre s cut down. Moreover, the use of plant-based
products hould increase. This would force different industries to grow more
tre s. As aresult,the environment wil also get benefit from it.
Furthermore, people should grow smal plants in theirhouses. That wil help
the environment oregain its abilty. At last, the government should take
strict actions against people. Especial y those who are il egal y cuttingdown
tre s.

Now answer the question that fol ows.

 (a) Ac ording to the writer what is the purpose of deforestation?
(b) From the pas age what is the cause of soil erosion?
(c) How did the writer define global warming?
(d) Mention the effect of deforestation on animals.
(e) How can deforestation be prevented?
(f) … when there is removing of trees….
i. What is the grammatical name of the expres ion?
i . What function does it perform?
(g) For each of the folowing words or phrase, find another word or phrase
which means the sameand which can replace it as it is used in the pas age.
i. elimination
ii. delay
iii. proper
iv. issues
v. ab ilit y

PERIOD 3 Grammar Concord Learners should be able to know more on Concord with exercises Teacher asks the learner to narrate a short story. Learners get familarized with the cor ect usage of the rules of Concord to be Exercises on Concord. Fil in the gaps with the cor ect option Concord simply means ‘agre ment’its rules govern the relationship of various
-Teacherexplains to learners with examples on how to observe Concord in able to write go d sentences. i. Neither John nor his fiend (is/are here. parts of a sentence to one another. The grammatical elements ofa sentence
sentence formation. i . Four years (is/are) tenure as President. must agre with one another. For example if the first part has a feature like
-Teacher evaluates learners through exercises. i i. The boys (is/are) in the room. ‘singular’the other parts has to reflect he number also. The folowing are
iv. Mathematics (is/are) her best subject. some examples:
v. My husband and boss (is/are) coming. Subject/Verb Agreement Examples
Here are some examples of subject verb agreement
1. My dog always growls at the postal carrier.
2. Basketballs roll across the floor.
3. I don’t understand the assignment.
4. These clothes are too small for me.
5. Peter doesn’t like vegetables.
Compound Subjects
Compound subjects (two subjects in the samesentence) usualy take a
plural verb, unles the combination is treated as singularin popular usage or
the two subjects refer tothe same thing or person. Here are some examples
of subject verb agre ment with compound subjects:
1. Sugar and flour are needed for the recipe.
2. Neither my dad nor my brothers know how to ski.
3. Fried plantain and meat are great on cooked rice.
4. Corned be f and cab age is a traditional meal in Ireland.
5. The creatorand produceris ar iv ng so n. (both refer to same person)
When using “or” or “nor” in acompound subject containing asingular and
plural subject, theverb agre s with the closest subject. Examples of
compound subjects usingor, neither-nor, or either-or include:
1. My mom or dad is coming to the play. (singular)
2. Neither gray nor white is my favorite color. (singular)
3. Either Grandpa or my si ters are going tothepark. (closest subject is plural)
4. Either my si ters or Grandpais going tothe park. (closest subject is ingular)
5. Neither she nor I am going to col ege. (closest subject is singular)

Singular Indefinite Pronouns

Here are some examples of subject verb agre ment with singular indefinite
pronouns:
1. Each gets a trophy for playing.
2. Somebody wil pay for this.
3. Anybody is more fun than you.
4. Something is very wrong here.
5. Everybody enjoys a good book.
6. Nothing has been determined as of yet.
Plural Indefinite Pronouns
Here are some examples of subject verb agre ment with plural indefinite
pronouns:
1. Both are qualified for the job.
2. Many went to the beach and got sunburned.
3. Few know what it really takes to get ahead.
4. Several are already on location.
5. Somesugar is required fortaste. (sugar is uncountable so singular verb
used)
6. Mostof the co kies were eaten. (co kies are countable so plural verb used)
 PERIOD 4 Public advertisement on Deforestation. Learners hould be able tomake public advertisement on Deforestation Teacher asks each student to plan his/her flier. Learnersare guided to write their own advert fliers on Deforestation. Learners to make their advert fliers. Steps to designing an advert flyer
-Teacher cor ects the learners where necessary. 1. Keep your content brief.
-Teacher guides the earners while writing their fliers.
2. Divide your copy into digestible sections.
3. Use bullet points to attract audience
4. Create a catchy headline.
5. Add a call-to-action.
6. Don’t forget to add directions.
7. Include your contact information.
8. Always proofread your content.
9. Communicate using your target market’s language.
10. Use compelling testimonials.
11. Use colors that support your message.
12. Limit your font choices to two or three.
13. Choose the right paper stock.
14. Apply paper coatings.
15. Use high-resolution photos.
16. Incorporate your logo with the design.
17. Distribute in high traf ic areas.

PERIOD 5 Dictation Dictation Dictation of words related to Deforestation/Summary. Teacher dictates difficult words. Learners learn difficult words as dictated by the teacher. D i c t a ti o n .
-Teacher corrects the Learners mistakes if any. Dictation of dif icult words from the pas age.
Teacher summarizes les on taught for the week. Revision of work done for the week.

THREE PERIOD 1 V . D Vocabulary Development on Publishing. Identification of Stres in 1st, Learners are used to pronouncing words every minute. To recal previous Les on/acquisition of new words. Teacher picks out difficult words from the passage. Learners acquire new words.Identification of words having 1st, 2nd and 3rd Find meanings to difficult words and use them in sentences. Stres is the prominence given to the sylables orwords in English Language.
2nd and 3rd sylables of words. -Learners are used tose and read bo k from different -To identify Stres in 1st,2nd and 3rd syl ables of words. Teacher explains Stres in 1st, 2nd and 3rd syl ables of words. syl able stres ed. In other word,it can be defined as a syl able that is pronounced with greater
publishers on different subjects. force than otherword or sylables in the samesentence. Simply put it is that
sylable the is louder in a word. Stres can be found from words with two
sylables up toseven sylables. There can be only onestres in a word no
matter how long the word is.
Example of words with first syl able stres ed:
1. proTEST
2. imPORT
3. reBEL
4. freQUENT
5. obJEC T
6. conTEST
7. conFLICT
8. preVIEW

Words stressed on the second syllable:

1. PROtest
2. I M p or t
3. REbel
4. CONduct
5. FREquent
6.CONtest
7. CONflict
8. PREview

Words stressed on the third syllable:

1.inciDENtal
2. uniVERsal
3.autoMAtic
4.alcoHOlic
5. aroMAtic
6.anaLYtic
7. eviDENtial
8. epiDEmic.

VOCABULARY DEVELOPMENT RELATED TO PUBLISHING.

1.copyright
2. author
3. bind
 4. blurb
5. chapter
6. manuscript
7. editorial
8. newsprint
9. journalist
10. script.

PERIOD 2 Comprehension passage Publishing To know what publishing a book entails. Teacher performs the ice breaker. Learners read theComprehension Pas age in turns to have an understanding Proffer answers to the questions on the passage The picture chat of a printing press. READ THE FOL OWING PAS AGE CAREFUL Y AND ANSWER THE QUESTIONS
-Learners also perform the ice breaker. of Publishing and todevelop speaking and Listening skil s ON IT.
-Teacherguides the students to read the comprehension pas age in turns. Publishing is the activity of making information, literature, music, software
-Teacherguides the learners toproffer answers to the set of questions on the and othercontent available tothe public for sale orfor fre . Traditional y, the
pas age. term refers tothedistribution of printed works, such as bo ks, newspapers,
and magazines. With the advent of dig tal information systems, the scope has
expanded to include electronic publishingsuch as ebo ks, academicjournals,
micropublishing, websites, blogs, video game publishing, and the like.
Publishing may produce private, club, commons or public go ds and may be
conducted as acommercial, public, socialorcommunity activity.The
commercial publishing industry ranges to thousands ofsmal independents
publishingcompany. It has various divis ons uch as: trade/retail publishing of
fiction and non-fiction, educationalpublishing academic and scientific
publishing.Publishing is also undertaken by governments, civilsociety and
private companies for administrative or compliance requirements, busines ,
research, advocacy or public interest objectives. This can include an ual
reports, research reports, market research, policy briefings and technical
reports. Self-publishing has becomevery common.
Publisher can be refer ed toa publishing company or organization, orto an
indiv dual wholeads a publishingcompany, imprint, periodical or newspaper.
On theother hand, one ofthe major problems facing publish is piracy. This
has becomea major chal enge to writers find it difficult omaximized their
profit. How can one labourday and night and not eat he fruits of the labour?
In order to curb this trend, various governments have put in place laws and
regulation todealwith persons or individuals involved in this harp practice. It
is acal ed piracy copyright law. It is believed if these laws are effectively
 exercised; writer would have respite and hap ily eat he fruits of their labour.
Now answer the fol owing questions.
(a) According to the passage what is publishing?
(b) What is the essence of publishing?
(c) Mention the contributions of technology to publishing.
(d) What are the prominent divisions of publishing?
(e) What is the major problem facing a writer?
(f) Suggest one way of curbing the problem.
(g)‘ How can one labourday and night and not eat hefruits of the labour?’
What figure of spe ch is this expres ion?
(h) For each of the fol owing words or phrase, find another word or phrase
which means the sameand which can replace it as it is used in the pas age.
(i) distribution
(ii) various
(iii) common
(iv) curb
(v) exercise

PERIOD 3 Grammar Regular and Irregular Verbs. To be ableto know Regular and Ir egular verbs in sentences. -Teacheruses question like, ’what is the most important element in a Learners gets famil arized with the cor ect usage of Regular and Ir egular Mention five regular and five ir egular verbs using them in sentences Regular and Irregular Verbs
sentence?’ Verbs in sentences and practices it in clas . A regularverb is one that conforms to the usual rule forforming its imple
-Teacher explains what is Regular and Ir egular Verbs to the learners. past ense and
-Teacher gives examples to learners. Its past participle. ForRegular Verbs, theirpast and past participles are formed
-Teacher evaluates the learners through clas exercise. by an ad ition of ‘ed’ tothe ro t form. E.g.
Word Past Past partic ple
shout shouted shouted
kiss kissedkissed
kil kil ed kil ed
Ir egularVerbs: in English, the past and past participle of ir egular verbs are
formed in different ways. For example:
Word Past Past participle
blow blew blown
break broke broke
bre d bred bred
bring brought brought
PERIOD 4 W r i ti n g (Use of punctuation marks) Learners hould be able toknowhowtouse punctuation marks in writing. Teacherasks the learners tomention some of thepunctuation marks they Learners are guided on how touse punctuation marks in writing es ays Put in the cor ect punctuation marks in the fol owing extract. Punctuation Marks
know. cor ectly. I found Hausa men wherever I went sometimes they are sitting at stre t corners There are 14 punctuation marks that are commonly used in English grammar.
-Teacher explains what are punctuation marks. sometimes they brought heir wares round to my ro m sometimes they sat at hotel They are the period,question mark, exclamation point, comma, semicolon,
-Teacher evaluates students by giving them exercise. entrancewaiting patiently for customers to come and buy at firstly I was frightened away colon,dash, hyphen, parentheses, brackets, braces,apostrophe, quotation
at he high prices in the town stores then I learnt hat he prices they asked were not he marks,and el ipsi . Folowing their cor ect usage wil make your writ ng easier
real prices this was because the Hausa men do busines on what we cal thebargaining to read and more ap ealing.
system in the town store in the bargaining system prices are not fixed sale men and Thre of the fourte n punctuation marks are ap ropriate for use as entence
customers each tries tomake the best bargaining hecan. endings. They are the period,question mark, and exclamation point.
The Ful Stop (.) is placed at he end of declarative sentences, statements
thought o be complete and aftermany ab reviations.
As a sentence ender: Yemi and Tunde went to the market.
After an ab reviation: Her son, Jolade Jade, wasborn on Dec. 6, 20 8.
Use a question mark (?) toindicate adirect question when placed at he end
of a sentence.
When did Jane leave for the market?
The exclamation point(!) is used when a person wants toexpres a sud en
outcry or ad emphasi .
i. Within dialogue: "Holy cow!" screamed Mide.
i. To emphasize a point: My mother-in-law's rants makeme furious!
Comma, Semicolon and Colon
The comma, semicolon,and colon are often misused because they al can
indicate a pause in aseries.
The commais used to show a separation of ideas orelements within the
structure ofa sentence. Ad itionaly, it is used in numbers, dates, and letter
writingafter thesalutation and closing.
i. Direct addres : e.g. Thanks for all your help, John.
i. Separation of two complete sentences: e.g. We went othemovies, and
then wewent out olunch.
i . Separating lists or elements within sentences: e.g. Joju wanted the black,
gre n, and blue dres .
The semicolon (;) is used to con ect independent clauses. It shows acloser
relationship betwe n the clauses than a period would show.
e.g. John was hurt; he knew she only said it to upset him.
A colon (:) has thre main uses.The first is after a word introducing a
quotation, an explanation, an example, ora series.
e.g. He was plan ing to study four subjects: politics, philosophy, sociology,
and economics.
The second is betwe n independent clauses when thesecond explains the
first, similartoa semicolon. E.g.
i. I didn't have time to get changed: I was already late.
The third use of a colon is for emphasis. e.g.
There was one thing she loved more than any other: her dog.
Dash and the Hyphen
Two other common punctuation marks are the dash and hyphen. These
marks are often confused with each other duetotheir ap earance but hey
are very different.
A dash is used to separate words into statements.
A hyphen is used to join twoor more words together into acompound term
and is not separated by spaces. For example, part-time, back-to-back, wel-
known.
Brackets, Braces, and Parentheses
Brackets, and parentheses are symbols used tocontain words that are a
further explanation or are considered a group.
Brackets are the squared off notations ([]) used for technical explanations or
to clarify meaning. If you remove the information in the brackets, the
sentence wil stil make sense.
e.g. He [Mr. Jones] was the last person se n at he house.
Parentheses( ) are curved notations used to contain further thoughts or
qualifying remarks. However, parentheses can be replaced by commas
without changing the meaning in most cases.
e.g. John and Jane (who were actualy halfbrotherand si ter) both have red
hair.
Apostrophe, Quotation Marks and Ellipsis
The final thre punctuation forms in English grammar are theapostrophe,
quotation marks, and el ipsi . Unlike previously mentioned grammatical
marks,they are not related tooneanother in any form.
An apostrophe (') is used to indicate the omis ion of a letter orletters from a
 word, the pos es ive case, or the plurals of lowercaseletters.Examples of the
apostrophe in use include:
Omis ion ofletters from a word. E.g. (i). I'vese n that movieseveral times.
(i)She wasn't heonly one who knew the answer.

PERIOD 5 Dictation Dictation Teacher dictates difficult words. Learners write difficult words as dictated by teacher. D i c t a ti o n Dictation of difficult words from the passage
-Dictation of difficult words in the passage. -Teacher correct learners mistake if any. Summary of lesson taught for the week.

FOUR PERIOD 1 Vocabulary development Hotel Lodging. earners are used to seeing hotels around. To recal previous Les on/acquisition of new words. Teacher revises last les on with students briefly. Learners acquire new words and know how to identify Stres in 4th and 5th Find meanings to difficult words and use them in sentences. The teacher uses the picture chat of a hotel
-Learners are used to pronouncing words at every minute. -To identify Stress on 4th and 5th syllables. -Teacher picks out difficult words from the pas age. syl able.
WORDS RELATED TO HOTEL LODGING
1 . i n n
2. tavern
3 . s p a
4. lodge
5. motel
6.reception
7. kitchenette
8. lobby
9. reservation
10. lobby
Words stressed on the 4th syllable.
1. developMENtal
2. productiVIty
3. grammatiCALly
4. responsiBIlity
5. idiosynCRAtic
6. discriminatory

Words stressed on the 5th syllable

1.capitaliSAtion
2.
 experimen
TAtion
3. dehaminiZAtion
4. intensifiCAtion
5. personifiCAtion
6. internalization

PERIOD 2 Comprehension passage Hotel Lodging To read a passage on Hotel Lodging -Teacher performs the ice breaker. Learners read theComprehension Pas age in turns to have an understanding Proffer answers to the questions on the passage. READ THE FOL OWING PAS AGE CAREFUL Y AND ANSWER THE QUESTIONS
-Learners also perform the ice breaker. of words related to Hotel Lodging and to develop speaking and listening skil s. ON IT.
-Teacherguides the students to read the comprehension pas age in turns. The Hospitality Industry is one which spans hotels, bars,restaurants, theme
-Teacherguides the learners toproffer answers to the set of questions on the parks and ahost of other elated busines es. Global y,it is a money spin ing
pas age. industry with bil ions of dolars toits credit. Just like any other busines
run ing in Nigeria, there are areas of concentration – ac ommodation and
restaurants which se mingly, is the‘honey pot’for practi oners in Nigeria.
In recent times,the Nigerian economy has witnes ed tremendous growth in
the hospitality industry leading to the emergence of hotels, fast fo d
restaurant chains, night clubs and cruise lines. These posit vetrends in no
smal measure are clearly helpingtore-define the face of thehospitality
industry in Nigeria.
The hospitality industry in Nigeria is variegated depending on the location.
Some of the outfits found in big cities boast of ‘reasonably’ high quality of
service while those in the outskirts offer a lower standard. It is therefore not
surpris ng that since theindustry has become an ‘al comers affair’, there is in
reality, notrue clas ification of restaurants and hotels as obtainable in other
countries. Consequently, most hotels have taken a bold step ofprescribing
theirown gradingleading to confusion amongst heirclientele.
The Nigerian Hospitality Industry is faced with a myriad of chal enges
ranging from po r energy sup ly and insecurity tomisconstrued internal
perception, cynical globalperspicacity, flawed hotelclas ification, po r
customer service, little or no standardization in operations, inconsi tent
regulatory environment and skil ed labor shortages caused by afew
entrepreneurs with little knowledge of theworkings of the industry who
hijack theproces toperpetuate plans for their own personalag randizement.
Ad ed tothese shortcomings is thepo r customer service culture prevalent in
the industry.
Despite the chal enges, The Nigeria’s hospitality industry has come a long
way. Over the last 20 years, the sector has be n witnes ing phenomenal
growth in spread,aesthetics and patronage both by theirNigerian and foreign
customers. Although, the industry is facing many chalenges including
inadequate power sup ly, security, negative global publicty and other is ues
facing it, the industry has remained investors’ choice due to the size of the
nation’s market.
Inde d, a tremendous amount ofgrowth has be n recorded in the
hospitality industry and its otheras ociated busines es,such as fast fo d,
restaurant chains and hotels. In hospitality, apart from hosting services,
including restaurants, bars,cruise lines, parks and gardens, hotels hap en to
bea strong feature in the industry, forminga major attraction for both
residents and travelers, who rely on the hotels for their comfort and busines
activities, among other easons.
In thepast 20 years, there have be n renewed desiresforboth local and
foreign investors tap ing into hotel busines es in the country.Acros the
country,several ofsuch hotels dot he landscape. Many ofthem also
contribute to the development oftheir host communities, includingproviding
employment forthepeople, amongother benefits. Consequently,players like
Starwo d Hotels & Resorts offers a unique range of brands in Nigeria including
Sheraton, Westin, Four Points by Sheraton.Also brands like South Africa’s
Protea, America’s StarPoints, Mar iott Group, among others have invested
heavily in the country in con ection with astrong investment stream from
local entrepreneurs who have committed local funds tomulti-clas es of
developments.
With a wide ar ay of hotels in thecountry, includingother tourism outfits,
stakeholders in the nation’s hospitality industry believe that he industry is
arguably one of themost buoyant sectors ofthe Nigerian economy.

Now answer the fol owing questions.

(a)Ac ording tothe writer what are the areas involved in hospitality busines ?
(b) What are the honey pots for hospitality practi oners in Nigeria?
(c) Where are hospitality industries commonly found in Nigeria?
 (d) Whatis the major chalenge being facedby the industry in Nigeria?
(e) Mention the major contribution of the hospitalindustry to Nigeria.
(f) … is the ‘honey pot’ for practitioners….
i. What figure of speech is the above expres ion?
(g) For each of the fol owing words or phrase, find another word orphrase
which means the sameand which can replace it as it is used in the pas age.
i. practitioners
ii. classification
iii. inconsistent
iv. desires
v. buoyant.

PERIOD 3 : Nominalization: Adjectives from Noun Nominalization: Adjectives from Noun. Teacher uses question like, ‘what is the name of your best friend? Learners to have a go d understanding of Nominalization ( Adjective to Form nouns from the fol owing adjectives: Formation of Adjective from Noun
-Teacherexplains what is nominalization especialy with regards to Adjective Noun) i. angry 1. blood-bloody
from Noun. ii. broad 2.metal-metalic
-Teacher evaluates learners through exercises in the clas . iii. easy 3.custom-customary
iv. pure 4. crime criminal
v. able 5. man-manly
vi. clean 6. parent-parental
vii. proud 7. life-lively
v iii. y ou n g 8. music-musical
ix. strong 9. storm-stormy
x . d r y . 10. sun-sunny

PERIOD 4 Narrating Essay Nar ation offiction and Non-fiction story on HotelLodging by learners. Students nar ate a story (Fiction/Non-fiction on Hotel Lodging) The teacher asks each student to plan his/her nar ation. Learners are guided tonar ate astory (fiction or non-fiction) on Hotel Write a narrative story on the day I would never forget
The teacher cor ects the learners where neces ary. Lodging. Nar ative Writing is apiece ofwriting whereby astory is told. This story could
The teacher guides the learners while presenting their nar ation. bea real ife oran imaginary one but not fable. Note that even when is tel ing
an imaginary oneit must be as realistic as pos ible in order to convince his
audience.
Basic Skills for Narration
i. The beginning must be interesting
i . An adequate knowledge of the topic in question is required.
 i . The use of simple and uncomplicated sentences.
iv. The use of realistic events.
v. Use of past tense in narration
vi. The use of adjectives is neces ary to achieve suc es and clarity of the
nar ation.
vi . The es ay should have an introduction, body and conclusion.

CLASS ACTIVITY

Write the story toilustrate thesaying, ’As you lay our bed so you sle p on it’

PERIOD 5 Dictation Dictation -Dictati on Teacher dictates difficult words. Learners writes difficult words as dictated by teacher. D i c t a ti o n
Teacher correct learners mistake if any.
Dictation of difficult words from the passage.
Summary of work for the week.

F IVE PERIOD 1 Vocabulary Development Communication/ Stress on 6th syllable. Learners are famil ar with the use of handset. Learners acquire new words/ Identification of Stres on 6th syl able. -Learners acquire new words. Learners acquire new words/ pronunciation Find meanings to difficult words and use them in sentences. Learners are grouped to discuss some causes of accidents. WORDS RELATED TO COMMUNICATION
Learners are also familar with radio and televis on sets as a - Teacher picks out difficult words from the pas age 1. conversation
means of communication -Identification of Stress on 6th syllable 2. broadcast
3. announcement
4. disseminate
5. transmission
6. connection
7. wireless
8. information.

Stres is the prominence given to the sylables orwords in English Language.

In other word, it can be defined as asyl able that is pronounced with greater
force than otherword or sylables in the samesentence. Simply put it is that
sylable the is louder in a word. Stres can be found from words with two
sylables up toseven sylables. Examples of words with stres on the sixth
sylable:
1. environmentaLIsm
2. totalitariaLIsm
 3. multiculturalism
PERIOD 2 Comprehension passage F a m i l y Learners tounderstand what is Communication and its importance to man. Teacher performs the ice breaker. Learners read theComprehension Pas age in turns to beabreast with terms Proffer answers to the questions on the passa READ THE FOL OWING PAS AGE CAREFUL Y AND ANSWER THE QUESTIONS
-Learners also perform the ice breaker. related toCommunication todevelop speaking and Listening skils. ON IT
-Teacherguides the Students to read the Comprehension Pas age in turns.
-Teacherguides the learners toproffer answers to the set of questions on the Communication is the proces by which people exchange information or
pas age. expres their thoughts and fe lings.Communication is key tobuilding
relationships, and modern forms of communication alows us tostay in touch
with friends and family from anywhere in the world. Today, modern
technology dominates our communication. We have a mas ive range of ways
in which wecan stay con ected,but each chan el of communication can
influence our elationships in a different way.
Social media has be n around since the early days of the internet and it stil
dominates most ofourlives. The long list of social networks continues to grow
and each one is continuingtodrive mil ions (and even bil ions)of users to
theirsites everyday which is why it is one of the most popular forms of
communication. Social media may be al about brand awarenes ,but it is also
agreat chan el for communication as it enables you topost open mes ages
for everyone tose , as wel as engage with users through comments.
Whatever you use it for; it’s agreat first step forcommunication. Your
mes ages aren’t limited to your fol owers either, through thepowerof
hashtags, shares, likes, retwe ts, hearts and other eaction yourposts have no
limit othe audience it can reach. We’ve al witnes ed the power of posts
going viral.
Social media doesn’t neces arily ne d to becompletely public. Almost every
social media chan el offers adirect mes aging option; some ofthose
mes aging services even have their own mes agingap such as:Facebo k
Mes enger: Private mes aging through social networks has the same intimacy
as emailbut ends tobe les formal. Busines es hould only contact someone
through Direct Mes age if the customer has reached out o them through that
chan el. However, certain direct mes aging techniques are becoming a little
moreac eptable on somesocial networks such as Facebo k. Facebo k
Mes engerBoth are now se n as the norm and can help you tocon ect with
your audience through Facebo k mes aging service.
SMS Text Mes aging: We are al aware oftheuses oftext mes aging. They are
short, generaly informaland are a go d way tocommunicate smal bits of
information that can bereceived and replied toat he recipient’s own leisure.
These days,we are almost always within arm’s reach of a mobile device, so it
isn’t a surprise that more people are using theirsmartphones more than
computers to search,research and communicate than ever before, makingit
the perfect platform to engage with your audience.
The E-Mail Mes age: The first mas email was ent back in 1978 and even
back then it was highly suc es ful. However, today it is one of the most
underestimated marketing platforms around,despite beingone ofthe most
beneficial in terms of return on investment. E-mail marketing can be used for
many different purposes,including to push products and services,spread
news, raise brand awarenes or to deliver a mes age to the mas es. Overthe
years,most busines es would have ac umulated a great deal ofemail ad res
and in many cases, they would go to waste. With email marketing those e-
mail ad res es wil enable you torecon ect with old clients as wel as con ect
with new potential clients.
Blog ing: A blogis a conversational styled website that enables you to publish
mes ages, news, knowledge orany other kind of information on the World
Wide Web (www)for everyone tose . Most blogs include a comments ection
in which you can engage with those likeminded people that are interested in
your blog post. This is why it is a great platform forcommunication.
Voice Cal ing: Voice caling is even morepersonalized than the chan els
previously mentioned. The telephone or mobile phone instantly alows both
parties to hear the tones and emotions ofthe other cal er and is one of the
most commonly used communication to ls.
VideoChat: Videochat enables both parties tose each other, alowing you
to beable to read body language and facial expres ions. This form of
communication isn’t as popular as thevoice calingbut it does have its
advantages. With several video-cal ing ap s available for fre such as Ap le’s
FaceTime, Facebo k mes enger, Skype and Whatsap , video cal s are
definitely worth considering.

Now answer the fol owing questions.

(a) Ac ording to the writer what is the major ole of communication?
 (b) What is the role of the internet in modern communication?
(c) What benefit has ocial mediabrought obusines in modern world?
(d) Ac ording to the writerwhich of the social mediaplatforms is best
ap ropriate for busines ?
(e) What is the major advantage of video chatting?
(f) Which of the social media platform is general y used by people?
(g) …if the customer has reached out to them….
i. What is the grammatical name of this expres ion?
i . What function does it perform?
(h) Foreach ofthe folowing words orphrase, find another word or phrase
which means the sameand which can replace it as it is used in the pas age.
i. dominates
ii. channel
iii. research
iv. awareness
v. emotions.
PERIOD 3 Nominalization: Verb to Noun. To understand nominalization especial y Verb to Noun. Teacherbegins the les on by askingthe learners,whois yourbest eacher? Learners get exposed to the formation of Verb to Noun. Convert the following Verb to Noun.
–Teacher explains nominalization, verb to noun. (i) heat Nominalization
- Teacher evaluates the learners through clas exercises. ( i i ) d i ff e r Formation of Verb to Noun
(iii) harm abound-abundance
( i v ) n o ti f y admire-admiration
(v) merit attract-attraction
(vi) evade benefit-benefit
(vii) disobey clear-clearance/clearness
(viii) respect deepen-depth/deepness
( i x ) ti r e dramatized-drama
(x) validate. enable-ability
enjoy-enjoyment
evade-evasion
gladden-gladness
hate-hatred
grieve-grief
merit-merit
provoke-provocation
 pacify-peace
suspect-suspicion
soften-softness
tire-tiredness
terrorize-terror.
PERIOD 4 Writing an argumentative Essay For learners to be able to write a go d argumentative es ay. Learners are guided in making argumentative presentation. (Argumentative Es ay) “Modern Communication techniques has done more harm than
Persuasive Writing go d” sup ort orop ose( Students can be grouped to car y out his exercise) Argumentative Essay
“Modern Communication techniques have donemore harm than go d”
sup ort or op ose. (Learners can be divided intogroup to discus the topic for
few minutes and then write independently.)
PERIOD 5 Dictation Dictation Dictation of words related to Communication. Learners writes difficult words dictated by the teacher. Dictation of difficult words from the passage. Dictation of difficult words from the pas age by the teacher.
Summarizing lesson taught for the week. Summary of lesson taught for the week.

S I X PERIOD 1 Vocabulary Development S p o r t s Learners are so much famil ar with sport and sporting activities. To recal previous Les on/acquisition of new words. Learners acquire new words/ pronunciation Find meanings to difficult words and use them in sentences. Learners are grouped to discus some sporting events and how to go about it.
Learners have passion for particular sport. -Teacher recalls previous lesson briefly.
-Teacher picks out the difficult words in the Passage

PERIOD 2 Comprehension passage S p o r t s To create more awareness on Sport. Teacher performs the ice breaker. Learners read theComprehension Pas age in turns to have abetter Proffer answers to the questions on the passage. Teacher uses a chart card depicting examples of different types of sports.
-Learners also perform the ice breaker. understanding of sporting events and to develop speaking and Listening skil s. Many nations take sporting activities very serious. In fact, hemost modern
-Teacherguides the Students to read the Comprehension Pas age in turns. way for nation to becomefriends through sports.
-Teacherguides the learners toproffer answers to the set of questions on the A nation like Nigeria wil have to encourage the youths todevelop interest in
Pas age. sports. To becomea go d athlete for instance requires talent and constant
training.Good performance can easily bo st he morale ofa sportsman and
change him from an amateur to aprofes ional.
Irecently got entertained during a NationalSports Festival. It was the final
round-up toselect athletes torepresent he country in the Olympic
competi on. I ar ived when it was a relay run the field commis ioners were
ready the scoreboards set for ago and the competitors were warming up for
the race. The field was packed tocapacity.
The race began at a high tempo. Within some few moments, the win er
emerged and breasted the finishing line. The time registered on the score
board showed that hehas et a newrecord but o our surprise, the win er
was disqualified for changing lanes.
 Similarly, one of the most celebrated sporting events is fo tbal . Nigeria’s
determination to win this year’s Olympic soc er trophy has be n backed with
alot of vigorous training for the members of thenation’s fo tbal team. Two
profes ional coaches from Europe have be n employed to help the team
technical y.
In one of thepractices es ions, rules were being re led out o players. The
principalcoach insisted that players must not drink orsmoke and must sle p
early. In ad ition, they must always come out on time for training.He made
the players tand in circle with one player at he centre and thebal was
pas ed acros the circle with the players’ heads or fe t. After going through
the circle formation, the players were taken through bal control skils.
The first one was trap ing thebal with chest or what somepeople cal
chesting. The bal ac ording tothe coach could becontrol ed using shoulder,
tight and fe t. Bals are either thrown to players or headed sothat hey could
attempt ochest he bal. This is fol ows by series of others training activit es
which makes the team a formidable one.
Like most spectators on the playing field, Iwas convinced that he boys
were fuly ready for the Olympic fo tbal competi on. It was not surpris ng
therefore, when at he end of the Olympic competi on, the boys brought
hometoNigeria awel -deserved gold medal.

Now answer the questions that fol ows

(a)Ac ording tothe writer what is responsible in creating friendship among
nations?
(b) What can make an athlete to become a great one?
(c) Ac ording tothe pas age, at what event did the writer vis ted the sporting
centre?
(d) Why did the winner of the race disqualified?
(e) What is the role of a coach in fo tbal ac ording to the pas age?
(f) What are the rules in fo tbal as mentioned by the writer?
(g) … when it was a relay run….
i. What is the grammatical name of this expres ion?
i . What function does it perform in the sentence?
(h) Foreach ofthefolowing words orphrase, find another word or phrase
 which means the sameand which can replace it as it is used in the pas age.
i.
encourage
ii. tempo
iii. professional
iv. skills
v. formidable

PERIOD 3 Grammar Simple Sentence. Learners are expected to know what simple sentence is and how to write it. Teacherasks one of thelearners to mention some lements of a sentence. Learnersare taught how to write simple sentence and use it in writing. Write ten examples of simple sentences.
-Teacher defines what a sentence is.
-Teacher explains in details what simple sentence is. A simple sentence has only one clause. In otherword, it has the most
-Teacher evaluates learners through clas exercises. basicelements that makeit a sentence: a subject, a verb and acomplete
thought. Simple sentences are often very short. E.g.
1. Joe waited for the train. (‘Joe’ is the subject ‘ waited’ is the verb.
2. I lo ked forSola and Tolu at he train station. (‘I’ is the subject, ‘lo ked’ is
the verb.
3. I saw him yesterday. ( ‘I’ is the subject and ‘saw’ is the verb)

PERIOD 4 Writing a descriptive Essay. Learners should be able describe how to play their favourite sport. -Teacher asks each student o plan his/her descriptive writing. Learners are guided to nar ate an ac ident scene and then write. Write the method of playingfo tbal orany other sport you know.(Descriptive Writing)
Descriptive Writing -Teacher cor ects the Learners where necessary
-Teacher guides the Learners while writing.
The
students
are to form
themselves
into groups
to discuss
how to play
football
and later
write the
procedure
in their
 notes.

PERIOD 5 Dictation Dictation Learners should be able to write spellings cor ectly. Learners write difficult words as dictated by teacher. Mention five unpopular sporting events in Nigeria. Dictation of difficult words from the passage to students.
-Teacher dictates difficult words. Mention five unpopular sporting events in Nigeria.
-Teacher corrects the Learners mistakes if any.
-Teacher summarizes lesson for the week.

SEVEN MID TERM TEST

EIGHT PERIOD 1 Acquis tion ofnew words through vocabulary development. Learnersare used to se ing medical institutions around. To recal previous Les on/acquisition of new words. -Teacher picks out the difficult words in the pas age. Learners acquire new words./Pronunciation. Find meanings to difficult words and use them in sentences. Learners are grouped to discus on words related to Health. Consonant Sounds
Learners are at one timeor the other be n to ahospital before -Teacherteaches theconsonant sounds /v/, Ɵ/,/ð/, s/, /z/ with examples of /v/ /Ɵ/ /ð/ /s/
either as a patient or vis ting someone. words as ociated /z/
vase
bath

there
sorry
bags
view thank therefore es ay
plays
interview cloth these pas
zone
review death those kis
zip
involve wealth although site
zo
vowel third rather stick
buz

WORDS ASSOCIATED WITH HEALTH

1. doctor
2. pharmacy
3. nurse
 4. laboratory
5. diagnosis
6. dispensary
7. surgeon
8. doctor
9. operation
10.patient.
PERIOD 2 Consonant sounds /v/,/Ɵ/, /ð/,/s/,/z/ To let leaners know words related tothe consonant sounds /v/,/Ɵ/, ð/, Learners read theComprehension Pas age in turns to get acquitted words Proffer answers to the questions on the passage.
/s/, z/. -Teacher performs the ice breaker. relatingtoHealth and todevelop speakingand Listening skil s. READ THE FOL OWING PAS AGE CAREFUL Y AND ANSWER THE QUESTIONS
- -Learners also perform the ice breaker. ON IT
-Teacherguides the Students to read the Comprehension Pas age in turns. ‘Health is wealth’ is awel -known saying. Without go d health,life is a
-Teacherguides the learners toproffer answers to the set of questions on the burden. When we fal il, we are unhap y. We can ot work or play. Germs
Pas age. cause il nes . These are very smal iv ng things. They live on dirt and grow in
darknes . They get into our body by air, water, fo d or cuts in theskin and
makeus il. Dirt and darknes are theenemies ofa go d health.They bre d
germs.
Sunlight and cleanlines destroy them.So we must ke p our body clean and
do exercise daily to ke p ourselves healthy. Bad habits like smoking and
drinking alcohol must be avoided. We are unhap y when we falil .
Germs cause ilnes and are very smal liv ngthings. They live on dirt and
grow in darknes . Germs enter our body through air, water, fo d or cuts in the
skin.
Weshould ke p go d health by ke ping our body clean and by doing exercise
daily.

Now answer the fol owing question.

(a) Ac ording to the pas age what hap ens when we fal il ?
(b) What are germs and where do they live?
(c) How do germs enter our body?
(d) What should we do to keep good health
(e) ‘We are unhap y when we fal il . What is the meaningof this expres ion?
(f) ‘…when we fall ill’
i. What is the grammatical name of the above expres ion?
i . What function does it perform in the sentence?
 (g) For each of the fol owing words or phrase, find another word orphrase
which means the sameand which can replace it as it is used in the pas age
i. burden
ii. enemies
iii. avoided
iv. grow
v. cuts
PERIOD 3 Grammar Compound Sentence. To let get exposed to is ues relating to Health. Teacher uses questions like, ’can you write a sentence? Learners are taught on howtowrite compound sentence and identify it in Write five examples of Compound Sentence.
-Teacher explains what compound sentence is. sentence. Compound Sentence: This is entence made up of twoormore sentences
-Teacherasks learners to identify compound sentence in a given pas age. joined together by a co rdinating conjunctions. Conjunctions often used are:
-Teacher evaluates the learners through clas exercises. and, but, or nor, for, yet.
1. John is a medical doctor and he is a footballer.
2. Walk a bit faster or we wil be late.
3. The cage was open but the bird did not fly away.
4. The goal was neither scored by Alabi nor was it scored by Bayo.
5. They did not attend the party for which they did not prepare.
6. There are clouds in the sky yet, it is raining.

PERIOD 4 Article Writing. Learners hould be able to know how to write Compound Sentence. Learners are guided on how to write an Article. Article Writing: Write an article suitable for publication in anational daily on the
Expository Writing Teacher asks each student to plan his/her argument. importance ofprimary health in nation building. Write an article suitable for publication in a magazine on insecurity in Nigeria
-Teacher cor ects the Learners where necessary. and how to bring it o an end.
-Teacher guides the Learners while writing the Article. (Group Discussion)

PERIOD 5 Dictation Dictation Learners should be able to write spellings cor ectly. -Teacher dictates difficult words. Learners writes difficult words as dictated by the teacher. Dictation of difficult words from passage.
-Teacher corrects the Learners mistakes if any. Summary of lesson taught for the week.
- Teacher summarizes les on taught for the week.

N INE PERIOD 1 Acquis tion ofnew words through vocabulary development. Learners are used to buying things in the market. Acquisition of new words. Teacher picks out the difficult words in the pas age. Learners acquire new words./Pronunciation. Find meanings to difficult words and use them in sentences. Consonant Sounds with examples of some words
Learnersare used to exchange things among themselves. -Tolet leaners know words related to the consonant sounds /ʃ , /ʒ/, /h/, -Teacherteaches theconsonant sounds/ʃ, ʒ, h, m,n/ with examples of words /ʃ /ʒ/ /h/ /m/
/m/,/n/ related. /n/
shoe measure house mat
nose
ship evasion hope summer
 know
leisure composure behave mammal
move

WORDS RELATED TO STOCK EXCHANGE

1. security
2. company
3. bankruptcy
4. dividend
5. investment
6. speculator
7. stock broker

PERIOD 2 Comprehension passage Stock Exchange To get learners exposed to words and things related toStock Exchange. Teacher performs the ice breaker. Learners read theComprehension Pas age in turns to get acquitted words Proffer answers to the questions on the passage. Learners are grouped to discus on the registers of Stock Exchange. READ THE FOL OWING PAS AGE AND ANSWER THE QUESTIONS ON IT
- -Learners also perform the ice breaker. relatingtoStock Exchange and todevelop speakingand Listening skils. The stock exchange deals in the buying and sel ing of long-term financial
-Teacherguides the Students to read the Comprehension Pas age in turns. as ets( ecurities) such as the stocks and shares. The stock broker is an agent
- Teacherguides the learners toproffer answers tothe set ofquestions on who buys and sels ecurities on behalf of his clients. Hecharges acommis ion
the Pas age on every transaction. When you buy the shares of a company you
automatical y become a shareholderin that company.
The profit which thecompany declares is shared among the shareholders as
dividends. A speculator is one who buys shares in a company hoping to sel
them at a later date for profit. This type ofspeculation is risky. If a company
declares bankruptcy forexample, speculatorlos es al his investments.

Now answer the questions that fol ow.

(a) According to the passage what is stock exchange?
(b) Who is a stock broker?
(c) What does the stock broker get in return for his ef orts?
(d) Who is a shareholder?
(e) Ac ordingtothewriter what is the profit made by the shareholders caled?
(f) What is the risk involved in buying shares and sel it later?
 (g) …who buys and sells security….
i. What is the grammatical name of this expres ion?
ii. What is its function?
(h)For each of the folowing words or phrase, find another word or phrase
which means the sameand which can replace it as it is used in the pas age.
i. deals
ii. clients
iii. transaction
iv. profit
v. investment.

PERIOD 3 Grammar Adjectival Phrase. Learners hould be able toknowhowtoknow what is Adjectival Phrase and Learners are taught on howtowrite adjectival phrase and identify it in Identify the adjectival phrase in the fol owing sentences.
how to write it. -Teacher uses questions like, ‘what is meant by figures of spe ch?’ sentence. (i) Please wash the dishes in the sink. An adjective phrase is a group of words that describe anoun or pronoun in a
-Teacher explains Adjectival Phrase. (ii) Are the shoes under the chair? sentence. The adjective in an adjective phrase can ap earat he start, end or
-Teacher evaluates the learners through clas exercises. (ii ) The house across the street is mine. mid le of thephrase. The adjective phrase can be placed before or after the
(iv) I want the book on that shelf. noun orpronoun in the sentence.
(v) I think the light over the table has stopped working. Adjective phrases can be used todescribe people, or any other nouns or
pronouns, within sentences. The term adjectival phrasemeans the same thing
as the term adjective phrase. For example:
1. A person smarter than me needs to figure this out.
2. Everyone was extremely delighted when the win er was an ounced.
3. Mom said the cost of a car is way too high.
4. Faster than a spe ding bul et, Superman saved the day.
5. Her eyes were incredibly mesmerizing to the young man.
6. The highly emotive actor gave a wonderful performance.
7. The exhausted and overworked man to k a wel -deserved break.
8. My remarkable and talented brother won a scholarship.
9. She is the chief pediatric surgeon at the institute.
10. The movie was not too terrible

PERIOD 4 Learners are guided on how towrite an article. Write an article suitable for Article Writing: Write an article suitable for publication in a scho l magazine on the
Article Writing Article Writing -Teacher tel s each student to plan his/her essay. publication in a scho l magazine on the benefits ofStock Exchange to benefits ofStock Exchange to individuals.
-Teacher cor ects the Learners where necessary. individuals.( This can be done in group by the students) An article is a complete piece of writing on an is ueof public interest which
 -Teacher guides the Learners while writing the article. may be ad res to adefinite or general audience. An article is ad res to a
definite audience when it is written to beread by people who have acommon
interest or goals. Articles which ap ear on National Dailes are written to
general audience.
Steps to write a good Article
i. Set out he title of your article clearly in capital etters if neces ary.
i. Consider the interest ofyour audience and the effects you want ocreate
on the readers.
i i. Choose an appropriate tone for your article.
iv. Present your points logically.
vi. Use appropriate tenses for your essay.
vi . Write your name in ful at the end of the article.
vii . Write the town you are writing from.

PERIOD 5 Dictation dictation Learners should be able to write spellings cor ectly. Learners writes difficult words as dictated by the teacher. Dictation/Summary Dictation of difficultwords from the pas age by teacher to learners.
-Teacher dictates difficult words. The teacher summarizes les on taught for the week.
-Teacher corrects the Learners mistakes if any.
-Teacher summarizes les on taught for the week.

TEN PERIOD 1 vocabulary development. Acquisition of new words Learners belong to one tribe or the other. Acquisition of new words. Teacher picks out the difficult words in the pas age. Learners acquire new words./Pronunciation. Find meanings to difficult words and use them in sentences. WORDS RELATED TO CULTURE
Consonant sounds: /ŋ/, /l/, /r/, /j/, /w/. Learners are used to speaking their dialect at home. -Tolet leaners know words related to the consonant sounds /ŋ/, l/, -Teacherteaches theconsonant sounds/ŋ, l, r, j, w/ with examples of words. 1. belief
Learners loved tobe identify with their customs and traditions. /r/, /j ,/w/ 2. ethnic
3. values
4. customs
5. tradition
6. ancient
7. rituals
8. inheritance
9. superstition
10. folklore.

Consonant Sounds
 /ŋ/ /l /r/ /j
/w/
sing love real
yam water
king flat lor y yes
woman
bank felow bile few
where
stink yel mar y
youth window
mingle col ege cry
yesterday wife.
PERIOD 2 Comprehension passage C u l t u r e To get learners exposed to words and things related to Culture. Teacher performs the ice breaker. Learners read theComprehension Pas age in turns to get acquitted with Proffer answers to the questions on the passage. The teacher makes use of chart which depicts different cultures, fo d, dres etc
-Learners also perform the ice breaker. words related toCulture and todevelop speaking and listening skil s. READ THE FOL OWING PAS AGE CAREFUL Y AND ANSWER THE QUESTIONS
-Teacherguides the Students to read the Comprehension Pas age in turns. ON IT.
-Teacherguides the learners toproffer answers to the set of questions on the
Pas age The Nigerian culture is de p in uniquenes , and our traditions o rich in
diversity. This makes us a quite interesting and ap ealing people. Nigerians
have this aura about hem that can never be overlo ked, ranging from fo d to
dres ing, tocultures, and traditions.Most of the fo d we eat car ies a
traditionalbearing of who we are and what ke ps us going, they are also
certain fo ds prepared in traditional ceremonies which car y great emphasi .
Our culture is onething werefusetojeopardize and take for granted. We
believe that our fore fathers lived a certain way that pleased the deities and
left alegacy that would stand the test of time. Although most of their
practices have be n abolished and shoved down thedrain in the name of
Christianity, most ofthose practices are evergre n and theirexemplary lives
are stil held in high este m.
There are also things Nigerians til hold onto despite the fact hat weare in
anew era which other continents, developed and underdeveloped find weird.
But hese things mean alot ous, and even if they mean les now, there is no
way we would throw away our heritage in the name of a new world, whose
emergence to k us unawares.
Here are unique elements of the Nigerian culture that we can’t dowithout.
 Beads: These represent royalty and were worn around the waist, neck,
ankles, arms and used to adorn thehair. They signify wealth and royalty and
stil hold much value even in the 21st century. Beads are worn by high Chiefs
and Obas especial y in the Yoruba and Igboland. They are used during
coronation, traditionalwed ings, go d luck charms, and even maidens stil go
about wearing beads around their waists. Beads are stil trending globaly and
hold a vast space in themarket.
Cowries: These, to our ancestors were cur ency they used in exchange for
whatever they wanted and it meant alot in their time, and can ot be
forgotten in a hur y. How could such things be so ir elevant now? Mostpeople
consider cowries go d luck charm due to its relevance in time past.Even
people who dream of cowries believe that awhole lot of ortune awaits them.
People also use cowries in place of beads and other ac es ories. So no matter
how ir elevant hey se m to be now, at least hey are stil found in the
markets and hold high places in museums.
AnimalSkin: These are not only legendary, but also represent valor.
Nigerians are known fornot ac epting defeat. They believe in hunting and
puling down strongholds. We are war iors, a resilent people. During the reign
of theancestors when kings went o war, they always returned with theheads
of their adversary as a showof victory. Same thing when they went hunting,
they would always return car ying skins of leopards and venomous nakes.
These skins were made into robes tobe worn by kings. That is why the animal
skin remains athingof value and great expense. They represent he strength
of great men gone, men who to k on life with nothing but bare fist, and sto d
the test of time.

Drums: The drums produce loud and violent sounds; they are the voice of
the Nigerian people. They are made ofwood and pachyderm and other
animal skins and are beaten with the palms toproduce various sounds in new
moon, the fire festival dance, rituals and othercelebrations. The drums were
alsoused topas a mes age. Because of the loud sounds they produced, they
were used toforewarn distant neighbors of impending danger. When beaten
in a certain way, they understo d meant danger. Drums are beaten in various
ways that only the people understand. Every event car ies different beats and
meaning. Drums were what hey used to produce music. Since hunting was a
part of theirliveliho d, animal skins were readily available in making the
drum, before theflute and other musical instruments were made. Even today
the drums are beaten in New Yearcelebrations, new harvests, and traditional
mar iage ceremonies and during the dedication of a child, which signifies that
anew sound has be n produced in the nation.
The Masquerade: This, ac ording to belief, is the mask that port ays the
rug ed dance of the ancestors, and that it interprets a spirtual mes age and
can only be found in Nigeria.It is believed that hemasquerades are the gods.
Therefore, thepeople watch its dance steps ke nly, but unfortunately not
everyone understo d the dance of the masquerade except he high chiefs and
them that bear the mask. But it is legendary and has be n pas ed from
generation to generation.
People believe that it is only when thegods have ames age topas that he
masquerade are released, therefore children and women were not al owed to
se the masquerade. Only able bodied men and localchiefs are alowed to se
when it surfaces. It is believed tobe an abomination for awoman,especial y
one who has not reached the menopause to se amasquerade. They claimed
that if awoman set eyes on it, there were consequences attached, either that
they would bebeheaded or die a natural death. Wheneverit is time to release
the masquerade, a mes age would be pas ed acros thecommunity and
people would stay indo rs until the ritual is over. In somecommunities the
masquerade is only se n when a high chief dies and during important
ceremonies. The masquerade is believed to besacred.

Now answer the fol owing questions.

(a)Ac ording tothe pas age mention the unique ways of Nigerian culture.
(b) What is meant by the ‘deities’?
(c) Mention the significant of the beads ac ording to the pas age.
(d) What is the symbolic nature of cowries?
(e) ‘How could such things be so ir elevant now?’
i. What figure of speech is the above expres ion?
(f) ‘… that the masquerades are the gods’
i. What is the grammatical name of this expres ion?
 ii. What is its function?
(g)For each of the folowing words or phrase, find another word or phrase
which means the sameand which can replace it as it is used in the pas age.
i. legac y
ii. weir d
iii. maidens
iv. surfaces
v. sacred .

PERIOD 3 Verbs R e c a p Learners should be able to know the verbs(Recap) Teacher asks tudents to give him/her the meaning of a sentence. Teacher and Learners are to have a recap of verbs. Write five sentences each making use of regular and ir egular verbs.
-Teacher explains what is a sentence. Recap on Verb
-Teacher discus es verbs with active participation of learners.
-Teacher evaluates the learners through clas exercises. A verb is a word in a sentence which informs us about he function of a
noun orpronoun or a pronoun in that sentence. Simply put, it is the obligatory
element in asentence.
Types of Verb
(a)Lexical or Main Verbs: A lexical verb car ies the major meaning ofwhat a
noun orpronoun does in asentence. It is the prominent verb and can stand
on its own. E.g.
1. Peter took the money from the bag.
2. The man died last night.
3. I gave him the money at the party.
(b) Auxil ary Verb: They as ist he main verb in the formation of sentences.
They can ot stand on their own. They are helping verbs. Examples are: can,
could,shal , would, wil , ne d ,dare.
(c)Regular and Irregular Verbs:
Regular Verbs: Theirpast and past participles are formed by an ad it on of
‘ed’ to the ro t form. E.g.
Word Past Past partic ple
jump jumped jumped
attend attended attended
kil kil ed kil ed
Ir egularVerbs: Their past and past participles are formed in different ways.
E.g.
 Word Past Past participle
arise arose arisen
give gave given
(d) Transitive and Intransitive Verb: A transitive verb is the verb is the verb
that akes or equires an object. E.g. 1. John ate the yam.
2. The fisherman fought the thief.
3. This girl sells rice.
An intransitive verb is the verb that has no object. E.g.
1. The man died.
2. He sleeps.
3. They clapped.
(e) Finite Verb and Non- finite Verb.
A finite verb is that verb which agre s with the subject of the sentence in
number and person. It also determines the tense of the action being
described in thesentence. E.g.
1. Toluhas a green hat.
2. I am a man.
A Non-finite Verb is averb that does the op osite of the finite verb. It shows
no agre ment with the subject in number and person does not indicatethe
tense of the action.
1. The man kil ed has been buried.
2. The woman to do the job is around.
PERIOD 4 Essay Writing (Recap) Learners should be able to know more about es ay writing. (Recap) Es ay Writing: Pick any es ay type of your choice and answer question on it. Learners are grouped to discus on how to write different types of essay.
Narrative Essay -Teacher divides learners into groups.
-Teacher gives them topics from different types of es ays. Recap of Essays
-Teacher assists learners while working on the essays.
-Teacher corrects learners where necessary. i. Letter Writing
ii. Argumentative Writing
iii. Narrative Writing
iv. Argumentative Writing
v. Article Writing
vi. Expository Writing.
PERIOD 5 Dictation Dictation Learners writes difficult words as dictated by the teacher.
-Teacher dictates difficult words. Dictation of difficult words from the passage.
 -Teacher corrects the Learners mistakes if any. Summary of lesson taught for the week.

WEEK 11 REVISION
WEEK 12 EXAMIBNATION
WEEK 13 COMPILATION OF RESULTS
OGUN STATE GOVERNMENT
 CREATIVE SCHEME OF WORK (SECONDARY)
SUBJECT: ENGLISH LANGUAGE CLASS: SS 1 TERM: THIRD TERM
PERIOD
WEEK

TOPIC SUB TOPIC STARTER LEARNING OBJECTIVES A C T I V I T I E S PRACTICAL APPROACHES EVALUATION/ASSESSMENT INSTRUCTIONAL RESOURCES AND REFERENCES TEACHING NOTE
 TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES

PERIOD 1 Welcome Test Welcome Test Learners are used to se ing commercial banks around. To recall previous lesson /Welcome Test. -Teacher recounts through a welcome test. Learners acquire new words/ pronunciation Find meanings to difficult words and use them in sentences.
-Learners most probably hadbe nop ortuned to vis t he -Teachers pick out hedifficult words in thepas age i.e. words related to
bank before. Banking.

PERIOD 2 Comprehension Passage Ba nk i n g Words associated with Banking. -Teacher performs the Ice breaker. Learners read theComprehension Pas age in turns to have abetter Proffer answers to the questions on the passage. The teacher uses chart to show different types of banks. A bank is afinancialinstitution licensed toreceive deposits and make loans.
-To be able to read a pas age and answer the questions on it. -Students also perform the Ice breaker. understanding of Banking and its functions and todevelop speaking and Banks may also provide financial services uch as wealth management,
- Learners should be able to know what a bank is and its functions. -Teacher guides the students to read comprehension pas age in turn. Listening skils. cur ency exchange, and safe deposit boxes. There are several different kinds
-Teacherguides the students to proffer answers totheset of questions on of banks including retail banks, commercialor corporate banks, and
the pas age investment banks. In most countries, banks are regulated by the national
government or centralbank.
Banks are avery important part ofthe economy because they provide vital
services for both consumers and busines es. As financial services providers,
they give you a safe place tostore your cash. Through a variety of ac ount
types such as checking and savings ac ounts, and certificates of deposit (CDs),
you can conduct routine banking transactions like deposits, withdrawals,
rative writing check writing, and bil payments.
Banks also provide credit op ortunities for people and corporations. The
money you deposit at hebank—short- erm cash—is used to lend to others
for long-term debt such as car loans,credit cards, mortgages, and other debt
vehicles. This proces helps create liquidity in the market—which creates
money and ke ps the sup ly going.
Banks
make a
profit by
charging
more
interest to
borrowers
than they
pay on
savings
accounts.
Banks
range in
size based
on where
they're
located and
who they
serve—
from small,
community
-based
institutions
to large
commercial
banks.
Retail
banks deal
specifically
with retail
consumers,
though
some
global
financial
services
companies
contain
both retail
and
commercial
banking
divisions.
These
banks offer
services to
the general
public and
are also
called
personal or
general
banking
institutions
. Retail
banks
provide
services
such as
checking
and savings
accounts,
loan and
mortgage
services,
financing
for
automobile
s, and
short-term
loans like
overdraft
protection.
Many
larger retail
banks also
offer credit
card
services to
their
customers,
and may
also supply
their
clients with
foreign
currency
exchange.
Larger
retail banks
also often
cater to
high-net-
worth
individuals,
giving them
specialty
services
such as
private
banking
and wealth
manageme
nt.

Commercia
l or
corporate
banks
provide
specialty
services to
 their
business
clients
from small
business
owners to
large,
corporate
entities.
Along with
day-to-day
business
banking,
these
banks also
provide
their
clients with
other
things such
as credit
services,
cash
manageme
nt,
commercial
real estate
services,
employer
services,
and trade
finance.

PERIOD 3 Grammar Regular and Ir egular Verbs ( Practice) Learners have exercises on Regular and Ir egular Verbs (Practice). Teacheruses question like, ’what is the most important element in a Learners are given exercises on Regular and Ir egular Verbs in a sentence. Mention five regular and five ir egular verbs using them in sentences.
 sentence?’
-Teacher explains what is Regular and Ir egular Verbs to the learners.
-Teacher gives examples to learners.
-Teacher evaluates the learners through clas exercise.

PERIOD 4 Clas participatory methods of writing formal etter. Clas participatory method on how to write Formal Let er. Learners are to participate in open discus ion on how towrite formal et er. Mention the characteristics of formal letter.
Formal Writing -Teacher asks learners if they have ever written a letter before.
- Teacher with the students discus es ome features of Formal etter.
-Teacher asks students to write down how to structure their es ay.
- Teacher assists students where necessary.

PERIOD 5 Dictation Dictati on Dictation on words related to Banking. Teacher dictates difficult words and cor ect students where ne ded. Dictation/Summary of the topics taught for the week. FormalLetter: Write a letter to the Chairman of your Local Government el ing him about
-Teacher summarizes les on taught for the week. the deplorable stateof roads in yourarea and thene d toget it repaired.

TWO PERIOD 1 Vocabulary Development Building Learners have a place of habitation. To recal previous Les on/acquisition of new words. Learners acquire new words/ silent letters Find meanings to difficult words and use them in sentences. The teacher uses charts to show different types of Buildings. e.g. bungalow, duplex etc.
Silent letters. -Learners are used tose ing different ypes of Buildings around -For the learners to know and identify silent letters. -Teacher recounts last lesson briefly. VOCABULARY OF WORDS RELATED TO BUILDING
them -Acquisition of new words 1 . e d i fi c e
-Teacher explains silent letters. 2. construction
-Teacher picks out the difficult words in the pas age. 3.erecti on
4. habitation
5.erecti on
6. monument
7. bricklayer
8. mason

Speech: Silent Letters

PERIOD 2 Comprehension Passage Building To get learners familiar with words related to Building. Learners read theComprehension Pas age in turns to have ago d knowledge Proffer answers to the questions on the passage.
-Teacher performs the ice breaker. ofbuilding and todevelop speakingand Listening skils. READ THE FOL OWING PAS AGE CAREFUL Y ANDANSWER THE QUESTIONS
-Learners also perform the ice breaker. ON IT.
-Teacherguides the Students to read the Comprehension pas age in turns If you want o build a house, thefirst hing to do is to select asuitable area.
-Teacherguides the learners toproffer answers to the set of questions on the Makesure that it is legaly yours;otherwise you could have problems later.
pas age. Next it is advisable you consult an architect odraw up plans forthe house. He
wil of course charge you a fe forthis, but in the long run,it worth it. You
makeit clear to him how much you wish tospend on the house and ensure
that sufficient fund is available.
Once you have the drawing forthe house together with thespecif cations,
you should send copies toat least hre contractors and ask them for
estimate. It is not easy to advise anyone which ofthese should be ac epted.
Neitherthe cheapest nor the most expensive is the best. Often, it may be
advisable toselect hemid le one. But whatever you do, make sure that he
builder you select has a go d reputation.
Once work has tarted do not leave anything to chance, vis t he site
regularly, if pos ible with a profes ional adviser. Particularattentionshould be
placed to the quality and depth ofthefoundations. If these are not right, your
newhouse won’t last long. Go d concrete ne ds the cor ect portions of
sands, cement and gravel. If the house has more than one storey, the joist
sup orting the up er flo rmust be strongand thestair sound. The do rs and
window frames hould bemade of seasoned wood and theplastering of the
wal s and ceilngs hould be smo th and dry before being painted. Before
settling the bils, makeabsolutely sure that he ro f is waterpro f that al the
fittings uch as handles and electric light switches work properly and the
plumbing is in go d order: nothingis more an oying than adry tap or a
lavatory that wil not flush.( Excerpt from Round Up English)

Now answer the fol owing questions

(a) From the pas age, what is the first step to take in building a house?
(b) What is the function of an architect?
(c) Why does the writer sug est three contractors?
(d) Why do you think thewriter ne d a profes ional adviser?
(e) What can happen if the roof is not waterproof?
(f) ‘…this of these should be accepted.’
i. What is the grammatical name of this expres ion?
i . What function does it perform?
(g) For each of the fol owing words or phrase, find another word or phrase
which means the sameand which can replace it as it is used in the pas age.
i. suitable
ii. fund
 iii. estimate
iv. portions
v. sett ling
PERIOD 3 Grammar Phrasal Verb To let he learners know howtowrite phrasalverb and theusein sentences. Learners are guided by the teachertoknow what a phrasal verb is and how Write five sentences using the phrasal verb.
-The teacher starts the les on by asking the learners what is theirfavourite toidentify it.
show on televis on? Phrasal Verb.
-The teacher explains what is figures of speech. A phrasal verbis a combination of a verband an adverbor a preposition or
- The teacher explains types. both which forms a unitof verb element inan expres ion. E.g. ‘win over’
-Teacher evaluates learners through exercises. means to gain someone’s sup ort orap roval. Other example are;
1. duff up – to hit or kick somebody several y.
Mr. John duffed me up
2. drop away – to become weaker or less.
She could feel the tension dropped away.
3. eat out – to have a meal in the restaurant.
She decided to eat out tonight.
4. eat way – to reduce or destroy gradually.
The door frames are eating away gradually.
5. feel for – to have sympathy for somebody.
I felt for her.
6. fence in- to restrict movement.
My dad has to get me in as to get my study for exams
7. float around/about. To have anidea more around or pas edfrom person
to another.
The talk of her being promiscuous pread around likeweird wind.
8. get away with – to go scot free.
He got away with the stolen car.
PERIOD 4 Descriptive Essay (Recount) Learners are taught on how to write descriptive es ay(Recount) Learners are al owed to openly discus the descriptive es ay. Write and discuss features of Descriptive Essay.
Descriptive Writing -Teacher asks each student to plan his/her narration. Descriptive Essay
-Teacher asks learners to give their nar ation in the clas . Descriptive writing is the reproduction of a mental picture. Hence the ne d to
- Teacher cor ects the learners where neces ary. have witnes ed theevent before description. A descriptive es ay is further
enhanced if thewriter has direct experience of the event in question. The
descriptive writing is also stres ed through the use oflanguage. Hence,
adjectives and adverbs are employed for effective of description.
Basic skills of Description
 i. It must bear a topic.
i . The description must be in organized form.
i i. The description must be clear.
iv. Like other es ays it requires Introduction, Body and conclusion.
v. It requires no name at the bottom.
PERIOD 5 Dictation Dictation Dictation of difficult words to students. -Teacher dictates difficult words to learners Learnerswrite difficult words as ociated with the vocabulary studied. Dictation of difficult words from the comprehension pas age.
-Teacher corrects the Learners mistakes if any. Teacher assisting the learner where necessary.

THREE PERIOD 1 Vocabulary Development Teaching. -Learners are used to their teachers in school. To recal previous Les on/acquisition of new words. Learners acquire new words/ silent letters Find meanings to difficult words and use them in sentences.
Silent letters. - Learners are used to using words from time to time -For the learners to know and identify silent letters. -Teacher recounts last lesson briefly. VOCABULARY DEVELOPMENT OF WORDS RELATED TO TAECHING
-Acquisition of new words. -Acquisition of new words 1. Teacher
-Teacher explains silent letters. 2. coaching
-Teacher picks out the difficult words in the pas age 3. instruction
4. tutelage
5. training
6. persuasion
7. tutelage
8 . t u i ti o n

Silent Letters

They are words with letters that ate not pronounced at al . In most cases, it is
the consonant sound symbols that are displayed as being silent letters.The
fol owingare words with silent letters:
i. pneumonia
ii. psalm
iii. h onest
iv. doubt
v. christmas
vi. knife
vii. k noc k
viii. diaphragm
viii. exhibition
 ix. w rench
x. eight
x i. e m p t y
xii. foreig n
xiii. colonel
xiv. hour
xv. half.
PERIOD 2 Comprehension Passage Teaching For learners to know words related to Teaching. Learners read theComprehension Pas age in turns to have ago d knowledge Proffer answers to the questions on the passage. The teacher uses charts to depict he different ypes of jobs and even teaching inclusive.
-Teacher performs the ice breaker. of Teachingas aprofes ion and todevelop speaking and Listening skil s. The first hing that you must know about eaching as aprofes ion is that
-Learners also perform the ice breaker. teaching is about inspir ng and motivating students to realize and exce d their
-Teacherguides the Students to read the Comprehension pas age in turns potentials. The greatest eachers ofal time have devoted their life in inspir ng
-Teacherguides the learners toproffer answers to the set of questions on the and empoweringtheir students to achieve great hings and bea go d human
pas age. being.
Remember thoseclas es where your teachers would share stories with you;
explain complex topics through fun activities, and share their experiences and
love for theirsubjects? They are not ordinary teachers.They are your
mentors. They are the ones who inspire students, not just by teaching a
subject, but by sharing a bond, exchanging thoughts, and building upon them.
If this is what you want o reflect in your teachingcare r as wel ,then
teaching care r could just be theperfect profes ion for you.

Severalstudies how that subject matter knowledge, teachingskil s, and

personality are the key factors that influence students’ learning patterns.
Become a great mentor and teacherforthe students and achieve milestones.
Thinkingof how to go about eaching as a profes ion?
To build a care r in teaching you ne d tounderstand theeducational
requirements as wel. There is no greater equirement oexcel in teaching
otherthan pas ion. But you ne d the right qualifications to pursue a care r in
teaching. There are many ways to pursue teaching as aprofes ion.
If you want opursue teaching as aprofes ion and are interested in
teaching only pre-primary students,then you can fol owthis care r path.
Nursery or Pre-Primary scho lteachers are involved in teachingyoung
children in theage group of 2-5 years. Some of the nursery scho ls are often
refer ed toas Kindergarten scho ls as they folow Kindergarten educational
methods. Someof the nursery scho ls also fol ow theMontes ori educational
ap roach and they are cal ed Montes ori scho ls.
These scho ls prepare students totransition from home toprimary scho ls
by teaching the basics ofcommunication, language, and numbers. They
mostly use various activities uch as playing, singing, drawing, coloring,
ar anging objects in order, and otherpracticaltasks.
Primary scho l teachers are involved in teaching students ofclas 1 to clas
5 and play an important role in the overal development ofthestudents. If
you want otake up a teaching care r but only for primary clas es, then
fol ow this care r pathway. As aPrimary Scho l Teacher, you would make the
learning experience of students more enriching by teaching them on abroad
range oftopics.
If you want o take up teaching as a profes ion but only for higher secondary
clas es, then you must fol ow this care r path.Secondary scho lteachers are
responsible for teaching students Junior Secondary Scho lOne to Thre .
Senior Secondary scho l teachers are involved in teaching students of Senior
Secondary Scho l One toThre . As aSecondary orHigherSecondary scho l
teacher you can teach specificsubjects as per your graduation or post-
graduation degre .

Now answer the questions that fol ows

(a) Ac ording to the writer what is the es ence of teaching?
(b) What other name did the writer cal teacher in the pas age?
(c) What is the basic requirement to become a teacher?
(d) Explain what he writer meant by kindergarten education.
(e) Mention one unique thing about primary education.
(f) What is the difference betwe n primary scho l teaching method and
secondary scho lteaching method?
(g)…who inspire students….
i. What is the grammatical name of this expres ion?
i . What function is it performing?
(h) Foreach ofthefolowing words orphrase, find another word or phrase
which means the sameand which can replace it as it is used in the pas age.
i. potential
 ii. bond
iii. requirement
iv. task s
v. enriching.
PERIOD 3 Grammar Auxiliary Verb For learners to know the auxil ary verbs and function. Learners are guided by the teachertoknow auxilary verbs and how to Use the fol owing auxiliary verbs in your sentences: Auxilary Verb can be described as as isting or helping verbs. They can ot
-The teacher introduces the les on with thequestion, can you give me two identify it. i . m u s t stand on theirown. Auxil aryverbs can be div ded into two kinds namely i.e.
examples of verbs? ii. should. Primary Auxilary and ModalAuxil aries. Modal Auxilary Verbs show mood.
-The teacher explains what is a verb as a reminder to learners. iii. can’t They are about fourte n in numbernamely:
- The teacher explains auxiliary verb. iv. would shal,should,wil,would,might,can,can,could,dare,dared,must,ne d,ought o
-Teacher evaluates learners through exercises. v . m a y . used to.
The following are some examples:
1. I shall go to Lagos tomorrow.
2. I will punish that boy.
3. Can you help me carry this bag?
4. You may go if you like.
5. You must do your work before you sleep.
6. They ought to be here by now.
7. I would like to see the Director.
8. You should do the work very well.
9. Who is ready to die so that others might live?
10. He said he could do it better than this.

PERIOD 4 Narrative Essay (Recount, clas exercise) To know how to write the narrative essay. Teacher asks each student to plan his/her nar ation. Learners are to write a narrative story Write a story to il ustrate the saying ‘a stitch in time saves nine’
Narrative Writing -Teacher asks learners to give their nar ation in the clas . Narrative Essay (Recount) (Collaboration)
-Teacher cor ects the learners where necessary. Write a story to il ustrate the saying ,’As you lay yourbed you sle p on it’.

PERIOD 5 Dictation Dictati on To know the cor ect spel ings of some difficult words. Learnerswrite difficult words as ociated with the vocabulary studied. Dictation of difficult words from the passage.
-Teacher dictates difficult words to learners Teacher assisting the learner where necessary. Summary of topic taught for the week.
-Teacher corrects the Learners mistakes if any.

FOUR PERIOD 1 Vocabulary Development Government earners are used to pronouncing words anytime -To recal previous Les on/acquisition of new words. Learners acquire new words./ Pronunciation Find meanings to difficult words and use them in sentences.
S o u n d s Vowel sounds ( Recount) Learners are famil arwith the way they are being ruled in their -Learners to be able to recount the vowel sounds. -Teacher recounts last lesson briefly. VOCABULARY OF WORDS RELATED TO GOVERNMENT.
state and nation. -Acquisition of new words 1. democracy
 -Teacher recounts vowel sounds with learners. 2. administration
-Teacher picks out the difficult words in the pas age. 3. legislation
4. separation
5. judiciary
6. constitution
7. responsibilities
8. autonomy.
Vowel Sounds ( Recount)
A vowelsound is made up with a fre flowof air through themouth without
any obstruction by eitherthe tongue or lips. In the production of the vowel
sounds, there is nostop,nofrictions as the airstream makes its journey from
the lungs through the vocal chords and intothe oralcavity. The vowel sounds
is div ded into long vowel sounds, short vowel sounds and the diphthongs. The
longvowel sounds are five in number while the short vowel sounds are seven.
The diphthong is eight in number. The diphthong is aglide from one vowel
quality totheother. Altogether there are twenty vowel sounds in English.
PERIOD 2 Comprehension Passage Government For learners to be able to getfamil ar with the register of Government. Learners read theComprehension Pas age in turns to have ago d knowledge Proffer answers to the questions on the passage.
-Teacher performs the ice breaker. of Government and todevelop speaking and Listening skil s. Picture charts depicting arms of government. READ THE FOL OWING PAS AGE AND ANSWER THE QUESTIONS ON IT.
-Learners also perform the ice breaker.
-Teacherguides the Students to read the Comprehension pas age in turns A government is an institution or a system made of a group of people that
-Teacherguides the learners toproffer answers to the set of questions on the takes care or manages acountry or a state.Every government has its own
pas age. constitution ora set of undamental principles that it fol ows to ensure
effective governance. Now when we say governance, what does that entail?
Howdoes it work? Once ap ointed orformed, the government is responsible
for the socialwelfare, law and order, defence, and financialaffairs of the
country.Although the list is exhaustive and endles , let’s discus a few
important responsibil ties of a government. A government must ensure the
security of its people through the means ofan effective legislation. A
government must form and manage an efficient police force, a fair court
justice system, and a robust defense force.
Next,a government must provide civ c amenities and build infrastructure for
the social welfare, health,and development of its people. In ad ition to
providing amenities and infrastructure, a government must effectively
manage thecountry’s economy. And this involves managinginflation,
 maintaining sufficient foreign reserves, and stimulating foreign investments.
A government must also take steps to protect he environment from further
neglect. It should take steps to protect and clean its localand international
waters,set up wildlife sanctuaries, and invest in renewable sources of energy
and power.
As you already know, a government’s responsibil ties towards its people are
endles . From forming effective polic es tobuilding civ c amenities, a
government ne ds to ensure that it’s al done efficiently sothat he people
can make the most of it. And that’s the reason why a government has its level.

Now answer the questions that fol ow.

(a)Ac ording tothe pas age what is the sole responsibilty ofgovernment?
(b) What is the importance of legislation?
(c) Mention the two social amenities the government should provide for the
citizens.
(d) What is the economic responsibil ty of thegovernment o the nation?
(e) For each of the fol owing words or phrase, find another word orphrase
which means the sameand which can replace it as it is used in the pas age.
i. p e op l e
ii. responsibilities
iii. amenities
iv. neglect
v. policies
PERIOD 3 Grammar Preposition (Practice) To al ow learners have practicing exercises on preposition. Learnersare guided by the teacher in having exercises on preposit on Use the fol owing prepositions in sentences. behind,acros ,beside, along, beneath, as
-Teacherasks learners the question, whois your favourite T.V. presenter? so n as, as long as.
-Teacher explains what preposition is for the learners. Preposition
-Learners are evaluated by theteacherwriting exercises on theboard for
them towork on. A preposition is a word or group of words used before a noun,pronoun, or
noun phrase to show direction, time, place, location, spatial relationships, or
to introduce an object. Some examples of prepositions are words like "in,"
"at," "on," "of," and "to." Prepositions in English are highly idiomatic.
Although there are some rules for usage, much preposition usage is dictated
by fixed expres ions. In these cases, it is best omemorize the phrase instead
of theindiv dual preposition.
Prepositions of Direction
To refer to a direction, usethe prepositions "to," in," into," "on," and
"onto."
i.She drove to the store.
i . Don’t ring the doorbell. Come right in(to) the house.
i . Drive on(to) the gras and park the car there.
Preposition of Time: To refer to one point in time, usethe prepositions "in,"
"at," and "on."
Use "in" with parts of the day (not specific times), months, years, and seasons.
i. He reads in the evening.
i . The weather is cold in December.
i i. We rake leaves in the fall.
Use "at" with the time of day. Also use "at" with no n, night, and midnight.
i. I go to work at 8:00.
ii. He eats lunch at noon.
i i. She often goes for a walk at night.
iv. They go to bed at midnight.
Use "on" with days.
i. I work on Saturdays.
i . He does laundry on Wednesdays.
To refer to extended time,use the prepositions "since," for," by," "during,"
"from…to," "from…until," with," and "within."
i.I have lived in Sagamu since 20 5.(I moved there in 20 5and stil live
there.)
i. Hewil be in Toronto for 3 weeks. (He wil spend 3 weeks in Toronto.)
i . She wil finish herhomework by 6:0 . (She wil finish her homework
sometime betwe n now and 6:0 .)
i . He works part time during the summer.(For theperiod of time throughout
the summer.)
iv. I wil col ect data from January to June. (Starting in January and ending in
June.)
v. They are in scho l from August until May. (Startingin August and ending in
May.)
vi. She wil graduate within 2 years. (Not longer than 2 years.)
 Prepositions of Place
To refer to a place, use the prepositions "in" (the point itself), "at" (the
general vicnity), "on" (the surface), and "inside" (somethingcontained).
i. They wil meet in the lunchroom.
i . She was waiting at the corner.
i i. He left his phone on the bed.
iv. Place the pen inside the drawer.
PERIOD 4 Formal Essay (Recount) For the learners to have a recount of formal letter. Learners are to have a recount of formal letter Write a lettertotheChairman ofyour Local Government discus ing about he security
Formal Writing chal enges in yourarea and the ne d to take an urgent step on it. A formal etteris regarded as an official etter. In otherwords, it is atype of
-Teacher asks learners to plan their let er. letter in which matters are strictly discus ed in serious man er. Formal etter
-Teacher asks learner to mention the characteristics of ormal et er. includes uch letters written totheChairman of a Local Government,the
-Teacher tel s learners to write the formal letter. Principalof another scho l, letter of ap lication forjob and otherletters
-Teacher assists learners where necessary. written topeople in offices.
Features of Formal Letters
1. A formal etter takes two ad res es, thefirst ad res which must be at he
top right hand corner is the writer’s ad res , while thesecond stated below
close to the left hand margin is the receiver’s ad res .
2. The salutation form is trictly formale.g. ‘Dear Sir’ or ‘DearMadam’ as the
case may be.
3. It requires topic. At his tage, the writer must be aware ofhis topic.
Meaning that he writer must make use of atopic that wil serve as theviv d
image of al ideas about o beraised. 4. It must have Introduction,Body and
Conclusion.
4. The conclusion of a formal etter is usualy ‘Yours faithfuly fol owed by the
signature and ful name ofthewriter.
5. The letter should be devoid of slangs, proverbs, idiomatic expres ion etc.
PERIOD 5 Dictation Dictati on Dictation of difficult words to students. Learnerswrite difficult words as ociated with the vocabulary studied.
-Teacherdictates difficult words from comprehension pas age to learners Teacher assisting the learner where necessary. Dictation of difficult words from the passage.
-Teacher corrects the learners mistakes if any.

F IVE PERIOD 1 Vocabulary Development Insurance. Learners are famil arwith ke ping money and other valuables To recal previous Les on/acquisition of new words. Teacher recounts last lesson briefly. Learners acquire new words./ Pronunciation Find meanings to difficult words and use them in sentences.
Vowel sounds ( Recount with friends. -Learners to be able to recount the vowel sounds. -Acquisition of new words
Learners are famil arwith writing letters tofriends and family -Teacher recounts vowel sounds with learners.
members. -Teacher Picks out the difficult words in the pas age.
PERIOD 2 Comprehension Passage Insurance For learners to be able to getfamil ar with the register of Insurance. -Teacher performs the ice breaker. Learners read theComprehension Pas age in turns to have ago d knowledge Proffer answers to the questions on the passage. Teacher uses card charts to show different ypes of properties that can be insured. READ TH FOL OWING PAS AGE AND ANSWER THE QUESTIONS ON IT.
-Learners also perform the ice breaker. of Insurance and to develop speaking and Listeningskils.
-Teacherguides the students to read the Comprehension pas age in turns Insurance can be defined as thecontract ofindemnity against an emergency.
-Teacherguides the learners toproffer answers to the set of questions on the There are many forms ofinsurance. For example fire insurance, ac ident
pas age. insurance and life as urance. The importance ofinsurance toa busines
can ot be over-emphasized. In fact, insurance serveas afeguard against
many risks towhich go ds are exposed to in busines .
Forexample, if one goes intotransport busines , it is wise to insure the
vehicle against ac ident or theft. The vehicle can be covered by thethird party
or comprehensive insurance. The money colected by the insurance company
is cal ed premium. It is from this fund the insurerwho suffered los arepaid.
Insurance busines is very lucrative and presently, there are many registered
insurance broker. They and theinsurance agent win their clients by convincing
language. People are made to believe that insurance provides coverage
ne ded toventure into certain areas of busines . The document containing
the particulars of theinsured is cal ed policy.
Life as urance policy can even beused as colateralfor securing bank loans.
The first step towards being insured is fora client o fil and submit a proposal
form of an insurance company. The insurer wil now decide on whether to
ac ept he risk and how much premium is tobe paid.

Now answer the fol owing questions

(a) According to the writer what is insurance?
(b) Mention one importance of Insurance.
(c) What is the essence of comprehensive insurance?
(d) What is the function of a broker?
(e) What is the step involved in making an insurance policy?
(f) …who suffered loss are paid.
i. What is the grammatical name of this expres ion?
i . What function is it performing?
(g)For each of the folowing words or phrase, find another word or phrase
which means the sameand which can replace it as it is used in the pas age.
i. contract
ii. insurance
 iii. fund
iv. client s
v. proposal
PERIOD 3 Grammar Noun Phrase To let learners know what is noun phrase and how to identify it. Teacher asks learners to tel him the name of his best friend. Learners are guided by teacher in discus ing Noun Phrase. Use the fol owing noun phrase in you sentences: the car wash, the hor ibly angry lady, a A noun phrase is a word orgroup of words containing a noun and functioning
-Teacher defines and explains noun phrase to learners. cute dog, the lazy dog,the broken bottle. in a sentence as a subject,object prepositionalobject and a noun in
-Teacher evaluates students through exercises. ap osition. It has a noun or aindefinite pronoun as head word. It functions as
subject and object of verb, as predicate expres ion.E.g.
i. The good teacher is here.
i . The young personal manager got angry.
i i. I have not got the money.
As the subject of the verb.
i. The beautiful young lady dances well.
i . Our ever industrious proprietress is here.
As object of the verb
i. Mikel passes the ball to Sammy Okposu.
ii.Segun beat the girl.
PERIOD 4 Informal Letter.(Recount) For the learners to have a recount of informal letter. Teacher asks learners to plan their letter. : Learners are to discus informal etter with their teacher. Write a lettertouncle liv ng abroad tel ing him recent development in the family in the last Informal etter is aform of letterin which conversational mood is exhibited. It
Descriptive Writing -Teacher asks learners to mention the characteristicsof informal etter. two years. is aletter based on extremefamil arity. Informal etters include letters to
-Teacher tel s learners to write informal letter. friends, parents, brothers, si ter, uncles and relatives.
-Teacher assists learners where necessary. Features of Informal letters
i.An informal etter contains a single ad res , which is that ofthe writer. It is
written at he top right hand corner of theletter.
i. The ad res cornermust contain two (2) ful stop. The first at he end of
the writer’s ad res , while the second marks theend of the date.
i . Informal etter makes use ofinformal salutation patterns uch as ‘Dear
Sola, ‘DearFunmi’ etc.
iv. It requires no topic.
v. The letter should end with ‘Yours sincerely’.
vi. The language of an informal is asoft language. It is considered soft orlose
because of theliberties orlicenseof certain ungrammatical usages. It also
al ows the use of idiomatic expres ions,proverbs, langs etc.
PERIOD 5 Dictation Dictati on Dictation of difficult words to students. Teacherdictates difficult words from comprehension pas age tolearners Learnerswrite difficult words as ociated with the vocabulary studied. Dictationof difficult words from the pas age to the learners.
-Teacher corrects the learners’ mistakes if any. Teacher assisting the learner where necessary. Summary of work done for the week.
S I X PERIOD 1 Vocabulary Dev D i se a se s Learners had been sick at one point in time. To recal previous Les on/acquisition of new words. Teacher recounts last lesson briefly. Learners acquire new words./ Pronunciation Find meanings to difficult words and use them in sentences.
 S o u n d s Consonant sounds ( Recount) Learners are good story tellers. -Learners to be able to recount consonant sounds. -Acquisition of new words VOCABULARY DEVELOPMENT OF WORDS RELATED TO DISEASE.
-Consonant sounds 1 symptom
-Teacher picks out the difficult words in the pas age. 2. infection
3.epidemic
4. malady
5. prescription
6. pathology
7. complication
8. physician

Consonant Sounds ( Recount)

A consonant sound is defined as a letter in spe ch where the sound is formed
by an inter uption of the breadth by some parts of the mouth.It is any spe ch
sound in the production of which the speakercompletely stops and then
releases the air stream.
English has 24 consonant sounds. Some consonants are voiced and voiceles
pairs /p/ b/,/t/ d/,/k/ g/, /f/ v/, /s/ z/, /θ/ ð/,/ʃ/ ʒ/, /ʈʃ/ dʒ/. These
consonants are voiced /h/,/w/, /n/, /m/, /r/, /j ,/ŋ/,/l/. Some xamples of
words are: /p/ pair, cup, /b/ bad, crab,/t/ tal ,hit. /d/ dark, head, /k/ cab, lack,
/g/ go d, tag, /f/ fine, wife, /v/ very, above, /θ/ thing, both, /ð/ this, father,
/s/ saw, house, /z/ zap, goes, /ʃ shape, push,/p/ pleasure, pap, /h/ her,
ahead, /tʃ/ cher y, match, /m/man, team, /n/ nail, tan, /ŋ/ ring, singer, /l let,
tal ,/r/ right, scary, /w/ wet, away, /j/ you, yam
PERIOD 2 Comprehension Passage D i se a se s For learners tobe able to get familar with vocabulary related to diseases. Teacher performs the ice breaker. Learners read theComprehension Pas age in turns to know what disease is Proffer answers to the questions on the passage.
-Learners also perform the ice breaker. and todevelop speaking and Listening skil s. READ THE FOL OWING PAS AGE CAREFUL Y AND ANSWER THE QUESTINS
-Teacherguides the students to read the Comprehension pas age in turns. ON IT.
-Teacherguides the learners toproffer answers to the set of questions on the A disease is a condition that impairs the properfunctioning ofthe body or of
pas age. one of its part. Every living thing,both plants and animals, can suc umb to
disease. People, forexample, are often infected by bacteria, but bacteria, in
turn, can be infected by viruses.Hundreds ofdifferent diseases exist. Each has
its own particularset of symptoms and signs, clues that enable a physician to
diagnose the problem.
A symptom
is
something
a patient
can detect,
such as
fever,
bleeding or
pain. A sign
is
something
a doctor
can detect,
such as a
swollen
blood
vessel or
an
enlarged
internal
body
organ.
Every
disease has
a cause,
although
the causes
of some
remain to
be
discovered.
Every
disease
also
displays a
cycle of
onset, or
beginning,
course, or
time span
of
affliction,
and end,
when it
disappears
or it
partially
disables or
kills its
victim.

An
epidemic
disease is
one that
strikes
many
persons in
a
community
. When it
strikes the
same
region year
after year it
is an
endemic
disease. An
acute
disease has
a quick
onset and
runs a
short
course. For
example an
acute heart
attacks. A
chronic
disease has
slow onset
and runs
sometimes
for year.
The
gradual
onset and
long course
of TB
makes it a
chronic
ailment.
Communic
able
diseases
(Infectious)
are those
that can be
passed
among
persons
such as by
means of
airborne
droplets
from a
cough or
sneeze.
Tiny
organisms
such as
bacteria
and fungi
can
produce
infectious
diseases.
So can
viruses. So
can tiny
worms.
Whatever
the
causative
agent
might be, it
survives in
the person
it infects
and is
passed on
to another
or its eggs
are passed
on.
Sometimes,
a disease-
producing
organism
gets into a
person
who shows
no
symptoms
of the
disease.
The
symptoma
tic carrier
can then
pass the
disease on
to
someone
else
without
even
knowing he
has it.
Non-
communica
ble
diseases
(Non-
infectious)
are caused
by
malfunctio
ns of the
body.
These
include
organ or
tissue
degenerati
on, erratic
cell growth,
and faulty
blood
formation
and flow.
Also
included
are
disturbanc
es of the
stomach
and
intestine,
the
endocrine
system,
and the
urinary and
reproductiv
e systems.
Some
diseases
can be
caused by
diet
deficiencies
, lapses in
the body’s
defense
system, or
a poorly
operating
nervous
system.
Advances
in medical
science
make it
possible to
prevent
and treat
many
diseases
that once
caused
death.

Now answer the question that fol ows.

(a) From the passage what is disease?
(b) What are the causes of disease?
(c) What is an epidemic disease?
(d) Ac ording to the pas age how does a person contact disease?
(e) Give an example of a chronic disease.
(f)… who shows no symptoms of the disease.
i. What is the grammatical name of this expres ion?
i . What function is it performing?
(g) For each of the fol owing words or phrase, find another word or phrase
which means the sameand which can replace it as it is used in the pas age.
i.succumb
ii. diagnose
iii. strikes
 iv.communicable
v. possible
PERIOD 3 Grammar Noun Clause. For learners to know whatis a noun clause and function in sentence. -Teacherasks learners the question, mention ten things e around you. Learners are guided by the teacher in writing noun clause. Use the fol owing in forming a noun clause: when, where, whether, which, whichever. A noun clause is a dependent clause that acts as a noun.Noun clauses begin
-Teacherexplains noun clause, the function and how toidentify it in the with words uch as how, that,what, whatever, when, where, whether, which,
sentence. whichever, who, whoever, whom, whomever, and why. Noun clauses can act
-Learners are evaluated by theteacherwriting exercises on theboard for as ubjects, direct objects,indirect objects, predicate nominatives, orobjects
them towork on. of a preposition.
1. Noun clauses can function as subjects of sentences.
For example:
i. Why my pet dog stares at me all day is beyond me.
In the sentence above, the underlined noun clause acts as a single subject of
the independent clause.
2. Direct Object
Noun clauses can also function as direct objects of theverb in the
independent clause.
For example:
i.When my dog goes todog y day care, I donot know what he does, but he
always has the best time.
In the sentence above, the noun clause what he does is acting as the direct
object of the verb know.
3. Indirect Object
Noun clauses can also act as indirect objects of the verb in the independent
clause.
For example:
i. She chose to photograph whomever was wil ing to pose for her.
In the sentence above, the direct object of the verb chose is the infinitive
phrase tophotograph. Just like anoun clause, this infinit ve phrase is acting
like the noun direct object. Therefore, thenoun clause whomever was wil ing
to posefor her is the indirect object of the same verb.
4. Object of the Preposition
Other times,noun clauses can act as the object of a preposition in the
independent clause.
For example:
i. I like to ke p a schedule of when I have upcoming ap ointments.
 In the sentence above, the noun clause when I have upcoming ap ointments
is acting as the object ofthe preposition
PERIOD 4 Writing For the learners to have a recount of narrative essay. Teacher asks learners to plan their narration. Learners and teachers discus es nar ative es ay. (Recount) Write a story, real orimaginary which ends with ’I then realized that it pays to be A nar ative es ay tel s a story. In most cases, this is a story about a personal
Narrative Essay -Teacher assists learners where necessary. disciplined. experience you had. This type of es ay, along with thedescriptive es ay,
-Teacher tel s learners to write their narrative. al ows you toget personaland creative, unlike other forms of writing.
Nar ative es ays test your abilty toexpres yourexperiences in a creative and
compel ing way, and tofol owan ap ropriate nar ative structure. Abilty to
convince the read is of es ence in nar ative es ay.
Features of Narrative Essay
i. Interesting beginning
i . Adequate knowledge of the topic in question is required.
i i. Use of simple and uncomplicated sentences.
iv. Use of realistic events.
v. Use of past tense in the narration
vi. Use of adjective is neces ary toachieve suc es and clarity ofthe
nar ation.
vi .The es ay should be written tothre ac eptable parts namely
Introduction, Body and Conclusion.
PERIOD 5 Dictation Dictation Dictation of difficult words to students Teacherdictates difficult words from comprehension pas age tolearners Learnerswrite difficult words as ociated with the vocabulary studied. Dictation of difficult words from the comprehension pas age.
-Teacher corrects the learners mistakes if any. Teacher assisting the learner where necessary Summarizing lesson taught for the week.
SEVEN MID TERM TEST
EIGHT PERIOD 1 Vocabulary development Administration. Learners are used to pronouncing words with rhythms. To recal previous Les on/acquisition of new words. -Teacher recounts last lesson briefly. Learners acquire new words./Rhyme. Find meanings to difficult words and use them in sentences. VOCABULARY OF WORDS RELATED TO ADMINISTRATION
Speech Rhyme Learners are used to debating on is ues with friends. -To let learners know what is rhyme and how to identify it. -Acquisition of new words 1. secretariat
-Teacher teaches the learners rhyme with examples. 2. sovereignty
-Teacher picks out the difficult words in the pas age. 3. dictatorship
4. tyranny
5. oversight
6. supervision
7. autocracy
8. leadership

Speech Work: Rhyme.

When two words or sylables end with the same sound,they are said to
 rhyme. E.g. ‘star’; ‘are’; ‘day’; ‘away’; ‘puff’ and ‘rough’ rhymeis very
important in spoken English because it is related to go d pronunciation.
Words that rhyme may not have the same spelings orthesame meaning.
Class Exercises
From the words lettered A toD , cho se the word that rhymes with the given
words.
1. allow (a) below (b) how (c) hoe (d) hollow
2. eight (a) height (b) fat (c) width (d) hate
3. seat (a) heat (b) sword (c) sit (d) set
4. brother (a) father (b) broader (c) mother (d) brothel
5. try (a) cry (b) loud (c) proud (d) shout
6. play (a) cry (b)buy (c) clay (d) pry
7. pure (a) near (b)cure (c) hair (d) play
8. peace (a) mice (b) price (c) feast (d) tease
9. claim (a) train (b) chain (c) blame (d) care
10. blue (a) blew (b) blow (c) blare (d) bloom
PERIOD 2 Comprehension Passage Administration. For learners tobe able to get familar with words related toAdministration Teacher performs the ice breaker. Learners read theComprehension Pas age in turns to get acquitted words : Proffer answers to the questions on the passage. The teacher uses the picture charts of government buildings, government vehicles etc. The public service refers tothe arm of government whose primary
-Learners also perform the ice breaker. relatingAdministration and to develop speaking and Listening skil s. responsibilty is the implementation of government polic es and programmes
-Teacherguides the Students to read the Comprehension pas age in turns. in ac ordance with the established rules and procedures. It includes not just
-Teacherguides the learners toproffer answers to the set of questions on the the civ lservice but also politicalap ointe s and commis ioners, judic al
pas age. officers, local government employe s as wel as the police force, employment
of public o peration and members ofthe armed forces. The general term
that embraces theofficials ofthe civil service and other government
departments and units is public servant.

The civil service is a body of employe s responsible for plan ing, giving advice
and implementing polices in government, ministries and departments. These
employe s are cal ed civil servants. Government ministries are headed by
ministers orcommis ioners and as isted by directors’ generals(permanent
secretaries) as wel as other department heads.
The civil service could be grouped intoadministrative, executive, profes ional,
clerical and auxil ary clas . For the purpose of time the first wo i.e.
administrative and executive clas es would be discus ed.
The administrative clas comprises of the most senior civ l servants who
 organize and co rdinate the activities of ministries. They execute high level
administrative work,advice theminister in the implementation and
formulation ofpolic es and serves as the communication linkbetwe n the
minister and otherciv l servants. Recruitment othis clas is based on
qualification especial y university education. Competi ve exams are
conducted for them with interview.
The executive clas implements the general policies and programmes of the
government on adaily basi . They superviseand control the activities of their
subordinates and help to col ect facts that aid inmaking policy decis ons.This
clas comprises executive officers, seniorexecutive officers and some
technical officers who are recruited after pos es ing profes ional diplomas
and certificates or the equivalent.

Now answer the fol owing questions.

(a) What is the sole responsibil ty of public service?
(b) Mention other officers refer ed to by the writer?
(c) Who is a civil servant?
(d) What is the major role of the most senior civil servants?
(e) How is recruitment done in the civil service?
(f)…who organize and coordinate the activities.
i. What is the grammatical name of this expres ion?
i . What function is it performing?
(g) ) For each of the fol owingwords or phrase, find anotherword or phrase
which means the sameand which can replace it as it is used in the pas age.
i. accordance
ii. grouped
iii. implementation
iv. competitive
v. comprises
PERIOD 3 Grammar Adverbial Clause (Practice) For learners to have more practices in clas on Adverbial Clause. Teacher asks learners to give an example of a sentence. Clas practice on Adverbial Clause by learners. Identify adverbial clause in these sentences. Adverbial Clause (Class Practice)
-Teacher defines and explains what Adverbial Clause is. i. When I got there she was sleeping.
-Teacher writes examples on the board. i . He cried because he was slapped. Write two sentences each using the folowing different ypes ofadverbials.
-Learners are evaluated with exercises in the clas . i i. The battle was fought where a mosque is built. i. Adverbial of place
iv. He would not come to school until he becomes healthy. ii. Adverbial of time
 v. She left the party after she was embarrassed. iii. Adverbial of reason
iv. Adverbials of purpose
v. Adverbials of condition.
PERIOD 4 Argumentative Essay. Learners to have a knowledge of Argumentative Es ay. - Teacher asks each student to plan his/her argument. Learners are guided on how to write an argumentative es ay. Argumentative essay (Class Practice)
Persuasive Writing -Teacher cor ects the Learners where necessary
-Teacher guides the Learners presenting their nar ation You are the chief speaker in adebate on the topic: ‘The televis on has done
moreharm than go d harm than go d. Write your spe ch for or against he
topic.

PERIOD 5 Dictation Dictation Dictation of difficult words to students. Teacher dictates difficult words. Learners writes difficult words as dictated by teachers. Dictation of diffi cult words from the comprehension pas age.
-Teacher corrects learners’ mistake if any. Summari z i n g l e sson taught for the week

N INE PERIOD 1 Acquis tion ofnew words through Vocabulary Development Recount of Stress Learners are used to making utterances. To recal previous Les on/acquisition of new words. Teacher recounts last lesson briefly. : Learners acquire new words./ Recount of Stres Find meanings to difficult words and use them in sentences. VOCABULARY DEVELOPMENT OF WORDS RELATED TO TECHNOLOGY
Learners are famil arwith different echnologicalin ovations -To recount Stress with the learners. -Acquisition of new words 1. automation
around them like mobile telephone. -Teacher with learners discus es Stres with exercises. 2. machinery
Learners are used to making different types of sentences. -Teacher Picks out the difficult words in the pas age. 3. computer
4. robotics
5. telecommunication
6. mechanics
7. telephone
8. helicopter.

Stress (Exercises)
Identify the primary or main stres in the fol owing words:
1. federation
2. legislation
3. judiciary
4. dictionary
5. explanation
6. immorality
7. manufacture
8. disability
9. preposition
 10. fanatical
11. imagination
12. nationality
13. expectation
14. millennium
15. sentimental
PERIOD 2 Comprehension passage Technology. For learners to know words and is ue relating to Technology. Teacher performs the ice breaker. Learners read theComprehension Pas age in turns to get acquitted words Proffer answers to the questions on the passage. Teacher uses picture chart of modern technology development objects.
-Learners also perform the ice breaker. relatingtoTechnology and to develop speaking and Listening skils.
-Teacherguides the Students to read the Comprehension pas age in turns
-Teacherguides the learners toproffer answers to the set of questions on the
pas age
PERIOD 3 Grammar Concord (Recount) To discus with learners what figures of spe ch are with examples of the The teacher starts the les on by asking the learners what is their favourite Learners have a recount of Concord with the teacher. Write five sentences using subject/verb agre ment of the rule of concord Concord (Recount/Exercise)
common ones. show on televis on?
-The teacher explains what is Concord. 1. Cho se the cor ect form of the verb that agre s with the subject.
- The teacher explains rules of Concord. 2. Yomi together with his wife _ _ the guests of the party. (is/are)
-Teacher evaluates learners through exercises. 3. Twe zers _ _ always useful to handle smal objects. (are/is)
4. The jury ____ not convinced.(are/is)
5. The truthful ____ always trustworthy. (are/is)
6. To cry _ _ never the solution to any problems. (is/are)
7. A number of soldiers’ _ _ injured during the war. (is/are)
8. The number of deceased soldiers _ _ not stored in the record bo k.
(is/are)
9. A pack of lions _ __ approaching the camp. (is/are)
10. Kil ing _ _ not always considered a bad thing.(is/are)
PERIOD 4 Speech Figures of Speech. The teacher explains what a figure of speech is. Teacher taught learners what are figures of spe ch with examples. Write a sentence each usingthe folowing figures of spe ch: simile,metaphor, irony, Figure of Speech
- The teacher explains types. oxymoron and personification
-Teacher evaluates learners through exercises. When aword oran expres ion is used in a way, different from its normal
usage ,the result is that a picture is formed in themind of the hearer. Such a
word or expres ion is known as Figures of Spe ch. Examples are:

Simile: This is an expres ion which compares twothings which have

somethingin common. Examples:
i. Usman dances like a snake
i. He fought as boldly as a wounded lion. Notethe use of thewords ‘like’ and
 ‘as’ in this figure of spe ch.
Personification: In this expres ion non-liv ngthings are described as if they
are human beings. Example:
i. At he king’s funeral, the heaven began to weep, drop ing tears of heavy
rainfal.
i . The trees are clapping their hands.
Metaphor: This expres ion resembles simile only that he words ‘as’ and ‘like’
are not used in comparison.
i. The student proved the goat in him when he refused togre t he Principal.
i. That he driver is a chameleon was evident o al the pas engers.
Hyperbole: This is an expres ion showing exag eration.
i. The girl has greeted me a mil ion times today.
i . Kojo, the star athlete is tal er than Mount Everest.
Litottes: This is using negative words,the meaning of which ends up posit ve.
Examples:
It is not impossible that the President has ar ived.
PERIOD 5 Dictation Dictation Dictation of difficult words in the passage. Teacher dictates difficult words. Learners writes difficult words as dictated by the teacher. Dictation of difficult words in the comprehension.
-Teacher corrects the Learners mistakes if any. Summary
- Teacher summarizes les on taught for the week of topics
taught for
the week.
TEN PERIOD 1 Acquis tion ofnew words through vocabulary development. Learners are used to forming words to sentences. To recal previous Les on/acquisition of new words. Teacher recounts last lesson briefly. Learners acquire new words/ silent letters Find meanings to difficult words and use them in sentences VOCABULARY OF WORDS RELATED TO BUSINESS
Practice exercise on diphthongs. Learner’s parents are involved in one busines or the other -For learners to have clas practice on diphthongs -Acquisition of new words 1. marke t
-Teacher with learners have a recount of diphthongs. 2. consumers
-Teacher picks out the difficult words in the pas age 3. investor
4. exchange
5. implements
6. packaging
7. middlemen
8. chemical.

Exercises on Diphthongs
 Give two words each under the fol owing sounds:
i. /ei/
ii. /ai/
iii. /əu/
iv. /au/
v. /uə/
PERIOD 2 Comprehension Business Learners should be able to know words related to Busines -Teacher performs the ice breaker. Learners read theComprehension Pas age in turns to have ago d knowledge Proffer answers to the questions on the passage. The teacher uses the pictures of business centre such as markets.
-Learners also perform the ice breaker. of building and todevelop speaking and Listening skils.
-Teacherguides the Students to read the Comprehension pas age in turns The global economicreces ion has had its tol on many third world countries.
-Teacherguides the learners toproffer answers to the set of questions on the Fluctuation in theprices ofthe nation local produced has worsened the
pas age situation.Many of the industries do not get heir aw materials localy but
export hem. The scarce foreign exchange can ot sustain al such imports and
hence many industries are operating at a half capacity. Other badly hit
countries have either etrenched some of their workers orhave completely
closed down. The otherside of the coin is the bo m in the sale of localy made
products. The soap industry for example has recorded a sharp increase in
sales.Localchemicals are being used in soap manufacturing and consumers
are rushing to buy it.
The fo d industries has also picked up. Many companies are into fo d
production nowwith cas ava and yam flour proces ing given more attention.
The market is ful of these items with an attendance reduction in the price of
such commodities. Maybethis is theonly bles ing from the reces ion. Also,
the negative effect of lack of spare parts can ot beover-emphasized. It is
common sight o se factory machines wasting away becauseof lack of
technicans have given up their peti on tothe government since their earlier
cal s have received no attention.
Al these problems have put fears into would be investors. Howdo you
expect industrialist o dump their savings into ventures which can come to an
abrupt end anytime?Many busines men have opted for the services sector
than toremain uncertain on the manufacturing side.

Now
answer the
 questions
that
follows

(a) Ac ording to the writer what has made prices of the nation worsen?
(b) What effect has carcity of oreign exchange madeon local y produced
go ds?
(c) What is the effect of reces ion on the working force?
(d) Whatis the contribution of the fo d industries in fo d production?
(e) From the pas age mention the fear of investors.
(f) … which can come to an abrupt.
i. What is the grammatical name of this expres ion?
ii. What function is it?
(g) Foreach ofthefolowing words orphrase, find another word or phrase
which means the sameand which can replace it as it is used in the pas age.
i. g lob a l
ii. scarce
iii. negative
iv. petition
v. dump
PERIOD 3 Grammar : Concord ( Class practice) Learners to have class practice on Concord. The teacher starts the les on by asking the learners, do you like buying and Learners and teacher works on exercises on Concord. Write five sentences using the subject/verb rule of Concord.
sel ing? Class Practice on Concord
-The teacher explains Concord in col aboration with learners. Cho se the cor ect form of the verb that agre s with the subject
-Teacher evaluates learners through exercises. 1. There _ _ many difficulties regarding the situation. (is/are)
2. Here ____ the tomb of Albert Einstein. (are/is)
3. Either she or her friends _ _ responsible for this ac ident.(are/is)
4. Neither me nor my parents _ _ aware of the incident.(is/are)
5. None ____under the sun.(is/are)
6. None of them _ _ able to solve this question. (is/are)
7. Eight fifty dolars _ _ what it would cost obuy the new pixel phone.
(is/are)
8. A pair of trousers _ _ al that I brought along. (is/are)
9. Everything _ _ fine when it’s done cor ectly. (are/is)
10.Ronaldoand Mes i _ _ the greatest fo tbal players of the 21st century.
 (is/are)
PERIOD 4 Figures of Speech The teacher explains what a figure of speech is. Learners are al ows mentioning different ypes of figures of spe ch Explain the fol owing figures of spe ch: al iteration, onomatopoeia, pun, .Irony: this is the use of words that are op osite to what one realy means.
Creative Writing - The teacher explains types. a ss on a n c e . e.g.
-Teacher evaluates learners through exercises i. Mensah is the shortest person I’ve everse n. ( In actual fact Mensah is very
tal )
i . That carpenter is a very rich man. (The carpenter is po r.)
2. Oxymoron: The use of words with op osite meaning as an expres ion.E.g.
i. Pregnant virgin
ii. Wicked angel
iii. Deafening silence
3. Metonymy: This is when asymbolorinstrument is used to represent he
user of the symbol.That is ,when thepart is used to represent he whole. E.g.
i.Syringe and ne dle were represented at he meeting. (Meaning nurses or
medical doctors attended themeeting.)
i. Talk and chalk also were present during thediscus ion. (Meaning teachers
were present o .)
i . The crown gave his expres ap roval. (Meaning the King)
4. Paradox: A contract which contradicts itself.
i. More hate less speed.
i . The child is the father of the man.
PERIOD 5 Dictation Dictation Learners should be able to write spellings cor ectly Teacher dictates difficult words to learners. Learnerswrite difficult words as ociated with the vocabulary studied. Dictation of difficult words found in the comprehension pas age.
-Teacher corrects the Learners mistakes if any. Teacher assisting the learner where necessary Summary of topics taught for the week.
WEEK 11 REVISION
WEEK 12 EXAMIBNATION
WEEK 13 COMPILATION OF RESULTS
OGUN STATE GOVERNMENT
 CREATIVE SCHEME OF WORK (SECONDARY)
SUBJECT: ENGLISH LANGUAGE CLASS: SS 2 TERM: FIRST TERM
PERIOD
WEEK

TOPIC SUB TOPIC STARTER LEARNING OBJECTIVES A C T I V I T I E S PRACTICAL APPROACHES EVALUATION/ASSESSMENT INSTRUCTIONAL RESOURCES AND REFERENCES TEACHING NOTE
 TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES

PERIOD 1 Welcome Test Welcome Test To recall previous lesson  Welco Welcome test Narrate how you spent your holiday Teacher uses flashcards to teach Vowel sounds .
me Teacher uses charts to display internal body systems Welcome Test
Test Narrate how you spent the last holiday given.

PERIOD 2 Vocabulary Dev : Human Internal Body System Learners are familiar with body parts. Acquire new words on Human Internal Body System . Teacher guides the learners to acquire new words on body systems. Learners acquire new words Highlight words related to the human body system Teacher uses flashcards to teach Vowel sounds Vocabulary Development on Human Internal Body System
Speech: Vowel Sounds /i//i:/ Learners can identify the vowel sounds. t. Identify the sounds in words Teacher guides the students in right pronunciation of vowel sounds. Learners pronounce and identify vowel sounds in words Teacher uses charts to display internal body systems 1. Lu
ng
s
2.
Endo
crine
3.
Respi
rator
y
4. Circu
rative writing
lator
y
5.
Im
mun
e
6. Dige
stive
7.
Excr
etory
8. Ske
leta
l
9.
Mus
 cula
r
10.Bl
oo
d

/i:/ be, see,

beach,
/i/ big, busy, England, been
.
PERIOD 3 Comprehension Human Internal Body System Learners can define noun. . Read the Passage Teacher guides learners to read the passage Attempt the passage questions Teacher uses flashcards to teach Vowel sounds READ THE FOLLOWING PAS AGE CAREFUL Y AND ANSWER
Teacher leads learners to answer questions on the pas age Learners read the passage Teacher uses charts to display internal body systems THE QUESTIONS ON IT
Learners answer questions on the passage Al the systems in the human body are vital to our survival and wel -being.
L If you take away the functions of just one of these systems our whole body
wil ceaseto work properly. The main systems of the human body are the
nervous, endocrine respiratory, circulatory, immune, digestive, excretory,
skeletal, muscular, and the reproductive systems.

They al work together in harmony to ke p us alive. The nervous and

endocrine systems are what control most of the body. The nervous ystem
includes the brain, spinal, cordand nerves. The endocrine system consists
of various hormonal glands uch as the pituitary. These two systems
interact closely since they both have a part in control ing.

Without he respiratory system ourbody would just be an airles lump. The

circulatory and immune systems are twovery closelyrelatedsystems. The
circulatory is composedout ofblo d ves els, the heart, and blo d. The
immune system is made up of white blo d cel s and various lymph nodes.
Basical y, mostof the immune system is found inside the blo d of the
circulatory system.

The circulatory systemprovidesthe body with blo d. It gives the kidneys

of the digestive systemsomething to filter and picks up nutrients fromthe
smal intestines. It also picks up air from the lungs of the respiratory
system and provides the brain of the nervous ystemwith blo d, along
with the rests of the body. Protection from wounds in the integumentary
 system is also provided by the circulatory system which has platelets that
aid in blo d clot ing and forming scabs.

The immune system protectsal the other systems from disease and helps
them from being at ackedby viruses and bacteria. It also aids the ears of
the nervous ystemwith some veryprotective arwax. The circulatory
system provides us with life fluid while the immune systemprotects that
fluid and the rest of our body. The digestive and excretory systems help
the body with the wonderful task of o d. The digestive system is
composed of the stomach, mouth, liver, pancreas, and the large and smal
intestine.

Read and attempt the Questions below

a)Why are the human body important?
b) State at least five of the types of human body systems
c) What controls the body?
d) What makes up the immune system?
e) What is the grammatical name to this expres ion?
I ‘The circulatory system provides the body with blo d’
Ii What is its function?
f)For each of the fol owing words or phrase, find another word or phrase
which means the same and which can replace the same as it is used in the
pas age
i. vital
ii. harmony
iii. provides
iv. protects
v) attacked

PERIOD 4 Structure Noun Phrase Learners are familiar with body parts. Identify Noun Phrases in Sentences Teacher defines Noun Phrase Learners identify Noun Phrases in Sentences what is a Noun Phrase? Teacher uses flashcards to teach Vowel sounds
Teacher provides examples of Noun Phrases D Teacher uses charts to display internal body systems A phrase is a group of words without a main verb. A phrase is also a
group of words that does not make a complete sense and a complete
Teacher guides learners to identify Noun Phrases in Sentences thought. It is a group of words that form part of a sentence. It may be a
single word.
Noun Phrase
The noun phrase contains a noun a modif er and sometimes a qualif er.
 These together consti ute the nominal group. At other times, a noun
phrase contains nouns joined by a conjunction. The fol owing are
examples of noun phrases:
1.

Timileyin
and
Dorcas
2.

The
students of
the
Departme
nt of
English
3. My
elder sister
and her
friends

PERIOD 5 Dictation and recount of topics Dictation and recount of topics Write spellings correctly Dictation Learners write the cor ect spel ings of dictated words Dictation Teacher uses flashcards to teach Vowel sounds Dictation
Practice on Vowels /i//i:/ Learners practice exercises on vowel sounds Nervous,Endocrine, immune,digestive Teacher uses charts to display internal body systems Immune
Circulation
Survival
Reproductive
Respiratory
Kidneys
Viruses
Excretory
Nervous
Spinal
TWO PERIOD 1 Vocabulary Dev: Functions of Human Body System To recall previous lesson The teacher reads out the passage. Learners acquire new words and pronounce dif icult words Find the meaning of dif icult words and use them in sentences Learners in group discus how to give description about something WORDS RELATED TO THE FUNCTIONS OF HUMAN BODY
Speech: Vowel Sounds /e/ /a/ /a:/ To highlight at least thre examples of words with the sounds Teacher highlights the functions of Human Body System Teacher makes use of charts SYSTEM
Teacher pronounces and identif es the Vowel Sounds in words /e/ a/ a:/ Audio visual aids 1. Cardio
vascula
 r
2. Ner
vou
s
3. Im
mu
ne
4 . C
e l
l
5. End
ocrin
e
6. Dige
stive
7. Uri
nar
y
8. Path
ogen
s
9. Respi
rator
y
Lymphatic
/e/ egg, head, any, friend, said, head, bet
/a/ apple, had, lamb
/a:/ car, father, are, aunt, heart
PERIOD 2 Comprehension Functions of Human Body System Learners mention their body parts Learners to read the passage Teacher reads the passage Learners read the Comprehension Pas age in turns to develop speaking Provide answers to the passage questions Learners in group discus how to give description about something READ THE FOLLOWING PAS AGE CAREFUL Y AND ANSWER
Learners are used to giving description of a person Teacher guides the learners to read the passage and Listening skil s Teacher makes use of charts THE QUESTIONS ON IT
Teacher guides the learners to provide answers to the given pas age Audio visual aids to display internal body systems Human bodyis a complex systemand is made up of tril ions of cel .
Ac ording to the scientist, the human body consist of one hundred tril ion
cel s. Cel is the basic functional unit of life where the metabolic reaction
oc urs that are vital for survival and ke ps us alive. The human body is
made up of many body systems that are vital for survival and functioning
of the body. According to them al together the human body is made up of
eleven body systems.
They include nervous ystem, cardiovascular system, immune system,
respiratorysystem, nervous ystem, musco-skeletal system,urinary system,
lymphaticsystem and endocrine system. Each of the body systems play an
important role in the functioning of the body. For example: digestive system
helps to digest fo ds consumed byconverting them intosmaler molecules
of nutrients ne dedby the body forgrowth and celular epair.
In the
process of
digestion,
glucose is
formed
which is
the vital
source of
energy for
our body
to carry
activities
physically
and on
cellular
level.
Similarly,
the
immune
system
protects
the body
when it is
infected
from
pathogens
and
viruses.
As human
being,
oxygen is
vital for
our
survival
and to
carry out
our bodily
biological
functions
such as
producing
energy also
known as
cellular
respiration
. During
the process
of
diffusion,
the oxygen
from the
alveoli sacs
is picked
up by the
red blood
cells in the
blood of
capillaries.
It is
because of
the oxygen
concentrati
on being
higher in
the alveoli
sacs and
lower in
the
capillaries.
Similarly,
the carbon
dioxide
from the
blood in
the
capillaries
is
transporte
d into the
alveoli cells
because of
the carbon
dioxide
concentrati
on being
higher in
the blood
and less in
the alveoli
cell. From
the alveoli
sacs,
carbon
dioxide is
exhaled
 out of the
body when
the
diaphragm
relaxes
allowing
the lungs
to inhales.
Read and attempt the Questions below
a)The human body system contains of how many cel s?
b) What is the basic unit of life that metabolic reaction oc urs?
c) Human body system consists of how many cel s?
d) State the function of the digestive system
e) State the main function of the immune system
e) What is the grammatical name to this expres ion?
I ‘Human body is a complex system and’
Ii What is its function?
f)For each of the fol owing words or phrase, find another word or phrase
which means the same and which can replace the same as it is used in the
pas age
consists
v i t a l
consumed
c ar r y o u t
transported

PERIOD 3 Adjectival Phrase Learners have been taught Identify Adjectival Phrases in Passage Teacher explains adjectival Phrase Learners identify adjectival phrase in sentences what is adjectival phrase? Te Learners in group discus how to give description about something
Teacher writes examples of adjectival phrase Teacher makes use of charts Adjectival Phrase
Audio visual aids An adjectival phrase is
Teacher evaluates the les on through clas activities Teacher uses charts to display internal body systems headed by an adjective
Teacher uses flashcards to teach Vowel sounds and it
Teacher uses charts to display internal body systems qualif es/modif es a
noun or pronoun/
another adjective. It
often functions as an
adjective. The
 fol owing examples
contain adjectival
phrases.
Examples:

Wealthy and educated people are at the occasion.

The girl surfing the web is a student of Yewa Egbado Col ege, Ilaro.
The soldiers dres ed in uniform are bril iant.

PERIOD 4 Writing: Descriptive Write a description about something Teacher explains descriptive writing Learners are guided on how to write a go d description Give a description about your school Learners in group discus how to give description about something DESCRIPTIVE
Writing Teacher gives examples of descriptive writing Teacher makes use of charts ES AY WRITING:
Audio visual aids This form of es ay
at empts to describe
objects, people, and
events vividly. The
fol owing points should
be noted when writ ng
a descriptive s ay
*

For a
description
to be
effective, it
must have
a
dominant
impression
and
adequate
details.
*

Th
 ere
sho
uld
be
a
goo
d
eno
ug
h
int
rod
uct
ion
tha
t is
cap
abl
e
of
sett
ing
out
wh
at
the
wri
ter
int
en
ds
to
ach
iev
e.
*
 The
description
should
contain
such
details that
illuminate
or throw
light on
the subject
of
description
.
* It
involves
the use of
descriptive
words that
are mainly
adjectives
and
adverbials.

PERIOD 5 Dictation and recount of topics Dictation and recount of topics Write spellings correctl Dictation Learners pronounce and identify the given sounds in words and write identify the given vowel /e/ a/ a:/sounds Learners in group discus how to give description about something Dictation of dif icult words from the Passage
Practice on Vowels /i//i:/ dif icult words asdictatedby the teacher In words Teacher makes use of charts 1. Ner
Audio visual aids vou
s
2. Cardio
vascula
r
3. Capil
laries
4. Sur
viva
l
 5. Im
mu
ne
6. Cell
ula
r
7. Glu
cos
e
8. Dige
stio
n
9. Biol
ogic
al
10. carbon
dioxide

THREE PERIOD 1 Vocabulary Dev Health Learners are used to se ing medical insti utions Recal Previous Les on/Acquire words as ociated with health Teacher explains Health Learners list words related to health List 10 words associated with Health Teacher adopts flashcards 1. Men
Speech: Vowel /ɔ/ /ɔ:/ around Pronounce and identify the sounds Teacher identifies and pronounces the vowel sounds Learners pronounce and identify the vowel sounds b) Pronounce the sounds Teacher employs audio visual methods tally
Teacher highlights words related to health A tour to a health centre 2. He
to display internal body systems alth
y
3. Prod
uctiv
e
4. Fit
nes
s
5 . D i
e t
6. Body
weigh
t
7. St
res
 s
8. Morni
ng
walk
9 Strength
10.Well-being

Vowel Sounds
/ɔ/ dog, pot, mock, was, cot, cod, not, shot

/ɔ:/ port, court, ward, cal , caught, chord, short, nought

PERIOD 2 Comprehension Health (Reading for Content) Learners mention health personnel Read the Passage Teacher reads the passage Learners read the passage Read and attempt questions on the Passage on Health Teacher adopts flashcards READ THE FOLLOWING PAS AGE CAREFUL Y AND ANSWER
Teacher explains the passage Teacher employs audio visual methods THE QUESTIONS ON IT
Teacher guides the learners to identify dif icult words in the pas age A tour to a health centre Health is about being physical y, mental y and social y fit and active. A
healthy person is always ready to work in any situation. A healthy person
is more productive than an unhealthy person. The glow on his face
reflects his health. People also describe a healthy body as a body without
any disease. The health is the most crit cal factor to take care. Our health
is most responsible for how we are going to live in the future. Our health
does not include only physical fitnes . It is also about mental and social
activenes . Bad health always brings bad luck for us.

Health is anes entialpart of our life. It affects our lives to the

greatest extent. Being healthy and active is always an advantage for
us. A healthy person enjoys life bet er than others. Being healthy
refers to being physicaly, mentaly and social y active throughout he
day. Physical health means the health ofour bodies. We can achieve
physical health by regular exercise and properdiet. Mental and social
activenes is equal y neces ary for us. Our various emotions and our
abilty to deal with them imply our mental and social health. Every
one of us goes through many stres es daily. A mental y and social y
healthy person can easily cope with these problems and get rid as
so n as pos ible. Health is a very relatable topic for children. It plays a
crucial role in the physical and mental development of a child. They
can shape their life bymaintaining their health at his tage of life.
Providing a healthy life to children is the liabilty of their parents. The
health of the children depends much on the awarenes of their
parents.

We should never work for gaining weight. More than a balanced

bodyweight is always harmful to us. We should not have xces ive
use of Mobile, TV or electronic gadgets. They are not suitable for
our body, especial y for our eyes. We should not be dependent on
them. Instead, we should prefer to go outside and playing with
friends in our fre time. Playing outdo r games is a way to stay
healthy and active without extra ef ort.

Smoking, chewing tobac o and drinking alcoholic products are not

advisable. They wil lead you to a drastic los of health. Their
immediate pleasure is temporary, but he los of health is
permanent. We should neither use them nor motivate others for it.
We can obtain a healthy life only by fol owing routines and being
strictly in the discipline.

There are many factors that af ect he health of an individual or the ntire
family. Some of these factorsare income & social status, education,
environment, culture, health facil ties, etc. All of these factors hugely
af ect he health of the people. In many cases, gender becomes an
important factor in deciding the health of people. The women in society
strug le a lot in the absence of al the required facil ties. There are some
basic rules that we can fol ow to avoidhealth is ues. The first hing that we
should work on is 'stres '. Stres is the mother of al diseases. Though the
mental stres is natural and inevitable, holding it for a long time can make
us sick. We should avoid having mental stres for a long time. Waking up
early in the morning and having a walk canhelp you best in your health.
This is the only time we get he fresh air to breathe in. The morning walk
is like a whole-body exercise.It provides energy to work for the complete
day tireles ly.Being posit ve and social with your environment is also
helpful in ke ping youhealthy.
Read and attempt the Questions below
a) State the two
characteristics of a
healthy person
b) What is the most vital
aspect o take care of?
c) Ac ording to the
writer, how can
physical health be
achieved?
d) Highlight any thre
dangers that pose a
chal enge to ones
health
e) Ac ording to the
pas age,what is the
mother of al diseases?
f) What factors lead
to the los of
health?
g) … an
es ential part
of our life
h) I What is the
grammatical name of
this expres ion
i) Ii What is
its
function?
h) For each of the
fol owing words or
phrase, find another
 word or phrase which
means the same and
which can replace it as
it is used in the pas age
i. Productive i )
Reflects i )regular
iv)crucial v)harmful

PERIOD 3 Structure Adverbial Phrase Explain Adverbial Phrase Teacher defines Adverbial Phrase Learners explain Adverbial Phrase a) Explain Adverbial Phrase Teacher adopts flashcards Adverbial Phrases:
Teacher writes examples of Adverbial phrase b) Highlight any ten Adverbial Phrase from the Passage Teacher employs audio visual methods An adverbial phrase is
Teacher identifies adverbial phrase in the passage A tour to a health centre also a preposit onal
phrase which performs
the functions of an
adverb: modifying a
verb, an adjective, or
another adverb. Like
the adverb, the
adverbial phrase
answers the questions
when? Where, how?
And to what extent?
Adverbial phrases
expres ad itional
ideas about the verb
such as time, place,
man er and degre as
in the fol owing
examples:
I
shall come
in the
evening
(time)

The
children
played in
the field
(place)

Write your
name in
capital
letters
(manner)
He
withdrew
from
school
because of
financial
problems
(reason)

The
woman
looked
frightened
of the
man.

She was
therefore
ready at
any time.
Note also that a preposit on is not always a single word as in the fol owing
I
packed the
car in
front of
our house.
 The
professor
resigned
on account
of his
political
appointme
nt.

PERIOD 4 Writing Informal Letter Writing Write an informal Letter Teacher explains Informal let er writing Learners write a letter Write a let er to your friend discus ing convincing reasons why he/she should change Teacher adopts flashcards INFORMAL LET ER
Teacher highlights the qualities of an informal et er writing to your scho l. Teacher employs audio visual methods There are personal
Teacher guides the students to write an informal let er A tour to a health centre let ers that are writ en
to relatives, friends,
acquaintances and we
are not famil ar with. It
is used to discus is ues
and mat ers that are
personal. Informal
let ers are friendly
let ers.
FEATURES OF
INFORMAL LET ER
*

Th
e
ad
dre
ss
of
the
wri
ter
:
thi
s is
wri
tte
n
at
the
top
rig
ht
ha
nd
cor
ner
of
the
pa
per
.
Th
e
ad
dre
ss
cou
ld
be
wri
tte
n
in
blo
ck
or
int
en
de
d
for
m.
Th
e
wri
ter
’s
cou
ntr
y
of
res
ide
nce
nee
d
onl
y
be
inc
lud
ed
if
the
lett
er’
s
des
tin
ati
on
is
not
wit
hin
 the
sa
me
cou
ntr
y.
Th
e
ad
dre
ss
sho
uld
be
wel
l
pu
nct
uat
ed.
*

Da
te:
the
dat
e
ap
pea
rs
im
me
dia
tel
y
aft
er
the
wri
ter
’s
ad
dre
ss
e.g.
2nd
Se
pte
mb
er,
201
8.
Stu
de
nt
of
En
glis
h
are
ad
vis
ed
not
to
wri
te
out
the
ir
dat
es
in
the
se
for
ms
: 2-
9-
18,
2/8
/18
,
2:9
:18
.
Als
o
not
tha
t
the
re
is
diff
ere
nt
bet
we
en
2n
d
an
d
2nd
.
W
hil
 e
the
lat
er
is
ap
pro
pri
ate
for
dat
e;
the
for
me
r is
stri
ctl
y
use
d
for
na
mi
ng
pos
itio
n
of
thi
ngs
.
*

Sal
uta
tio
n:
thi
s
ref
ers
to
the
gre
eti
ng
tha
t
usu
all
y
pre
ced
es
the
lett
er.
Sev
era
l
wo
rds
can
be
use
d
to
sal
ute
or
gre
et
a
per
son
one
is
wri
tin
g
to.
Th
e
cho
ice
is
det
er
mi
ne
d
by
the
typ
e
of
rel
ati
ons
hip
an
d
the
deg
ree
of
inti
ma
cy
bet
we
en
the
tw
o
peo
ple
De
ar
…,
Ho
ney
…,
Sw
eet
hea
rt,
etc.
are
use
d
bet
we
en
cou
ple
s
an
d
lov
ers
.
Ot
 her
s
inc
lud
e
Hi,
Hel
lo,
De
ar
Da
d,
etc.
Ho
we
ver
, a
co
m
ma
alw
ays
foll
ow
s
the
na
me
or
titl
e.
*

Th
e
Bo
dy
of
the
lett
er:
thi
s is
wh
ere
the
me
ssa
ge
of
the
wri
ter
to
the
sen
der
are
wri
tte
n.
Inf
or
ma
l
lan
gu
age
or
coll
oq
uia
l
En
glis
h is
pre
do
mi
na
ntl
y
use
d
for
per
son
al
lett
ers
.
Wo
rds
cou
ld
als
o
be
con
tra
cte
d.
Ho
we
ver
,
the
re
 mu
st
be
an
ap
pro
pri
ate
use
of
pu
nct
uat
ion
,
par
agr
ap
hs
an
d
spe
llin
gs.
*

Su
bsc
rip
tio
n:
the
en
din
g
of
a
per
son
al
lett
er
is
usu
all
y
inf
or
ma
l
lett
er
ma
y
en
d
in
an
y
of
the
foll
owi
ng
wa
ys:
Yo
urs
..,
Yo
ur
da
ug
hte
r,
Yo
ur
cou
sin,
Yo
ur
aff
ecti
on
ate
son
,
wit
h
lov
e
fro
m
etc.
de
pe
ndi
ng
on
the
deg
ree
of
inti
ma
cy
bet
we
en
the
tw
o
peo
ple
co
m
mu
nic
ati
ng
eac
h
oth
er.
Yo
urs
sin
cer
ely
or
Yo
urs
aff
ecti
on
ate
ly
is
ap
pro
pri
ate
for
exa
 mi
nat
ion
s.
*

Wr
iter
’s
na
me
:
thi
s is
wri
tte
n
aft
er
the
sub
scr
ipti
on.
Us
ual
ly,
the
firs
t
na
me
or
nic
kn
am
 e
of
the
wri
ter
is
use
d
e.g.
Fol
aji
mi,
Fik
ayo
,
De
sir
e
etc.
Yewa (Egbado) College,
P.O.Box 21,
Off Dangote Road,
I l a r o ,
Ogun State.
26th October,2021.

Dear Bola,

Yours sincerely,
Folajim i .

PERIOD 5 Dictation and recount of topics Dictation and recount of topics Write spellings correctl Dictation Learners dictates dif icult words from the passage Dictation Teacher adopts flashcards : Dictation of dif icult words from the passage
Practice on Vowels /i//i:/ Identify sounds in the following words Teacher employs audio visual methods Productive
Hot, walk, floor, hot, stop, want. A tour to a health centre Dependent
Permanent
 Hugely
Tirelessly
Critical
Activeness
Fitness
Throughout
Relatable
Maintaining
healthy

FOUR PERIOD 1 Vocabulary Development Library Learners have be n taught words related to Health Learners acquire words related to Library Teacher explains Library. Learners acquire new words on Library Write a short story Teacher presents a passage Information
Speech: Vowel /u//u:/ Teacher gives types of Library. Learners pronounce and identify the vowel sounds L i v e o bj e c t s B o o k s
Teacher highlights words related to the Library. An excursion to the school library Magazines
Teacher pronounces the given vowel sounds.
Newspapers
Manuscripts
Reading
Researchers
Browse
Digital
Register
Books

Vowel Sounds
/u/ put, co k, would, lo k, wood, book, go d, fo t, co k,

/u:/ woo, fo l, shoe, coup, scho l, moon, fo d, to l, carto n

PERIOD 2 Comprehension Library Learners have been to the school library Learners pronounce and recognize the sounds in given words Teacher reads the passage to the learners. Learners read the passage Read and attempt the passage questions Teacher presents a passage READ THE FOLLOWING PAS AGE CAREFUL Y AND ANSWER
Teacher explains the passage to the learners L i v e o bj e c t s THE QUESTIONS ON IT
Teacher embarks on tour to the school library. An excursion to the school library A library is a place where bo ks and sources of information are stored. They
make it easier for people to get ac es to them for various purposes.
to display internal body systems Libraries are very helpful and economical to . They include bo ks,
magazines, newspapers, DVDs, manuscripts and more. Inother words, they
are an al -encompas ing source of information. A public library is open to
everyone forfulfil ing the ne dfor information. Theyare run by the
government, scho ls, col eges, and universities. The members of the society
or community can vis t hese libraries toenhance theirknowledge and
complete their esearch. A library is a very useful platform that brings
together people wil ing tolearn. It helps us inlearning and expanding our
knowledge. We develop our eading habits from a libraryand satisfy our
thirstand curiosity forknowledge. This helps inthe personal growth of a
person anddevelopment. Similarly, libraries provide authentic and reliable
sources of information for esearchers. They are able to complete their
papers and car y out heir studies using the material present in a library.
Furthermore, libraries are a greatplace for studying alone or even in groups,
without any disturbance.

Moreover, libraries also help in increasing ourconcentration levels. As itis a

place that requires pin drop silence, a personcan study or ead insilence. It
makes us focus on our studies more efficiently. Libraries also broadenour
thinking andmake us more open to modern thinking. Most importantly,
libraries are very economical. The people who can ot afford tobuy new
bo ks and can simplybor ow bo ks from a library. This helps them in saving
a lot of money and getting informationfor fre .

In short, libraries are a great place to gain knowledge. They serve each
person differently. They are a greatsource oflearning and promoting the
progres of knowledge. One canenjoy their fre time inlibraries by reading
andresearching. As the world has become digitized, itis now easier to
browse through a library and getwhat youare lo king for. Libraries also
provide employment op ortunities to people with fair payand incredible
working conditions. Thus, libraries help al , the ones vis tingit and the ones
employed there. We must not give up onlibraries due tothe digital age.
Nothing can ever eplace the authenticity andreliabil tyone gets from a
library.
Libraries contain bo ks on various subjects. Some bo ks are cheap but
many bo ks are costly. An ordinary man finds it dif icult o purchase such
bo ks. Libraries help them. They of er them a varietyof bo ks under one
ro f at a nominal payment of price. In libraries, bo ks are ar anged
subject-wise in shelf. A certain number is given to eachbo k and the
number and the ti les are writ en in a register. This helps in their easy
location. One caneasily get he bo k of one’s choice. There is ar angement
of seats in libraries. Some people study in library and many people like the
bo ks to readat home. Books can be is ued for such people. Bo ks are
is ued for a certainperiod of time. Fine is charged when bo ks are not
returned on time.

Read and attempt the Questions below

a) Ac ording to the
writer, what is a
library?

b) Which materials can be

found in the library?

c) Why do people
visit the library?

d) Ac ording to the writer,

highlight anythre
functions of the library

e) What are the

advantages of
Library?

f) Where are bo ks
located to the
Library?
 g) … A library is a
very useful
platform …

h) What is the
grammatical name
givento the
expres ion?

i) What is its
function?

h) h) For each of the

fol owing words or
phrase, find another
word or phrase which
means the same and
which can replace it as
it is used in the pas age
i) storedi ) enhance i )
curiosity iv) increasing
v) ar anged

PERIOD 3 Structure: Noun Clause Identify Noun Clauses in Passages Teacher explains clause Learners identify Noun Clauses in paragraphs Define a clause Teacher presents a passage Clause: A clause is a group of words which has a subject and a predicate.
Teacher highlights the types of clauses Highlight the Noun clauses in a passage L i v e o bj e c t s They contain finite verbs; they function like noun, adjectives, adverbs and
Teacher explains Noun Clause An excursion to the school library sentence elements. A clause is named ac ording to its function. Examples
Noun Clause
Unlike adjectival and
adverbial clauses, noun
clauses are not
modif ers. They
 perform the same
function as noun. Like
nouns, the noun clause
performs any of the
fol owing functions:
Subject of the sentence
A noun clause like a
noun often functions as the subject of a sentence as in the fol owing
examples.
1. ‘W
hat the
Chairman
proposed
was not
feasible’
(Noun
clause-
subject)
2. ‘W
here we
could rest
for the
night was
our
problem’
(Noun
clause-
subject)
3. ‘T
hat you
are my
sister is
not
debatable’
(Noun
clause-
subject)
Notice that the noun
clauses in the above
sentences are
introduced by what,
where, how, and that.
These same words also
introduce adjectival or
adverbial clauses. The
way to determine that
the clause one is
dealing with is a noun
clause is to ensure that
it performs the
functions of a noun.
Direct Object of the
Sentence
A noun clause
frequently serves as the
direct object of the
verb. A noun clause
used as the object
completes the verb and
in most cases answers
the question what?
Asked after the verb,
as in the fol owing
examples:
I believe (what) that
you wil be promoted
(Noun clause-Direct
object)
We knew (what) what
to do in an emergency
(Noun phrase-Direct
object)
 Predicate
Noun/Subject Complement
After a linking verb, a
noun clause may be
used as a predicate
noun or subject
complement NOT as
an object as in the
fol owing:
The rumour was that
he had died
(Noun Clause-means
the same as rumour)
This is what you vowed
to do
(Noun Clause-means
the same as this)
Object of a preposit on
A noun clause is
sometimes used as the object of a preposit on as in the fol owing examples:
Give the mes age to
whoever is available. (Noun clause; object of the preposit on ‘to’)
I did not agre with
what he doctor said. (Object of the preposit on ‘with’)
An Appositive
A noun clause is also
often used in
ap osit on with
another noun, that is, it
is placed near another
noun to explain or
identify it in some way.
We often speak of a
person and then ad
something to explain
who he is or identify
 him some way:
Etim, who is our
driver, is very careful.
We cal ed on Dr. Ini
Uko, the one who is a
feminist crit c. Abuja,
which is the capital of
Nigeria, is located in
the north.
A noun clause is often
used in ap osit on to a
word or group of
words. It usual y
explain an idea, fact,
belief, report, rumour
etc. noun clauses in
ap osit on are not set
of by commas as in the
fol owing examples.
The rumour that she
had an ac ident spread rapidly
(Noun Clause in
ap osit on with ‘rumour’).
The fact that she
pas ed her examination made her parents proud of her.
(Noun Clause, in
ap osit on with (‘fact’)
Addit onal y, an
ap osit ve noun clause
with that dif ers froma
relative clause because
that is not in the clause
structure (subject,
object etc) as it must be
in a relativeclause.
Noun Clauses and the
introductory “it”
Sometimes a sentence
begins with an
introductory word (for
instance ‘it’). It should
be noted that in such
sentences, the
introductory word is
not the real subject of
the sentence. The real
subject usual y ap ears
later. In such
sentences, the real
subject is usual y a
noun clause as in the
fol owing examples:
It is evident that you
are not he owner
(Noun clause-subject)
The sentence can be
rewrit en as fol ows:
That you are not the
owner is evident.
In such a sentence as
the above, the word ‘it’
simply fil s the place
normal y oc upied by
the subject. It is an
expletive. Sentences
that begin with an
expletive or ‘fil ing in’
word are usual y easy
to recognize because
they fol ow the same
pat ern.
It is important hat you
 leave at once
(Ex
pletive)

(Noun
clause-
subject)
(It) that you go home
at once is important. (Transposed order)

PERIOD 4 Writing: Formal Letter Learners write formal letter Teacher explains formal letter Learners write a formal letter You shal be my absent in scho l for days. Write a let er to your clas teacher se king Teacher presents a passage
Teacher highlights the qualities of a formal et er writing permis ion and discus ing why you shal be absent in scho l for those days L i v e o bj e c t s A formal let er is a
Teacher guides the learners to write a formal let er. An excursion to the school library busines let er. It is an
of icial et er. They are
let ers writ en to
people we are famil ar
or not famil ar with. It
is mostly writ en to
conduct busines
rather than personal
friendship as in the
case of an informal
let er. Let ers of
ap lication for jobs,
resignation of posts,
requests, ap eals and
let ers to Editors of
newspapers etc fal
under this category.
FEATURES OF A
GOOD FORMAL LET ER
*

Wr
iter
’s
Ad
dre
ss
an
d
Da
te:
Thi
s
par
t
ind
ica
tes
the
pos
tal
ad
dre
ss
of
the
per
son
wri
tin
g
the
ad
dre
ss.
Thi
s
cou
ld
be
wri
tte
n
in
blo
cks
or
ind
ent
ed
for
ms.
Ho
we
ver
,
for
the
pu
rpo
se
of
uni
for
mit
y,
the
stu
de
nts
are
ad
vis
ed
to
ad
her
e
to
a
styl
e;
par
tic
ula
rly
the
blo
ck
for
m
bec
aus
e
the
rec
eiv
er’
s
ad
dre
ss
can
not
be
ind
ent
ed.
Fo
r
exa
 mp
le,
Emmanuel Commercial High Scho l
Off Ilaro Road
Ilaro,
Ogun State
28th August, 2019
Note the fol owings:
*

Ensure it
is located
at the right
hand side
of your
sheet.
*

Ensure
that the
address in
not all
written in
block
letters.
*

En
sur
e
tha
t
the
ad
dre
ss
doe
s
not
ru
n
thr
ou
gh
the
nex
t
lin
e.
Sta
rt
wri
tin
g
yo
ur
ad
dre
ss
fro
m
a
con
ven
ien
t
pla
ce
so
as
to
avo
 id
spil
lin
g
ove
r
to
the
nex
t
lin
e.
*

Use the
correct
form of
punctuatio
n marks
where
applicable.
*

Indicate
the state
you are
residing
when
writing to
someone
living
outside
such state
etc.
*
The date
should be
properly
written.
Receiver’s Addres : In
ad it on to the writer’s
ad res , the receiver’s
ad res should be
immediately writ en
without leaving a
space. The ad res is
located on the left hand
side of the page below
the date.
*

Designatio
n of the
receiver’s
address
will be
coined
from the
question
given to
attempt.
Area Community High Scho l,
Owode-Yewa,
Ogun State
28th August, 2021
The Registrar,
Poma International
Busines University,
Ifangi,
Republic of Benin.
 Ekit State University
P.M.B. 21 8
Ado Ekit
Ekit State
28th August, 2021
The Provost,
Royal City Col ege of
Education,
Iyana Iyesi,
Ota,
Ogun State.

The ad res es may be

punctuated or left
unpunctuated. When
an ad res is
punctuated, we say the
writer has ap lied the
closed style, but when
an ad res features no
punctuation marks, it
is known as open style.
Punctuation in ad res
system is therefore
optional.
*

Sal
uta
tio
n:
`T
he
foll
owi
ng
for
ms
of
sal
uta
tio
ns
are
oft
en
use
d
in
for
ma
l or
bus
ine
ss
lett
er
de
pe
ndi
ng
ap
pro
pri
ate
titl
e
an
d
gen
der
of
the
per
son
a
lett
er
is
bei
ng
sen
t to
De
ar
Sir
,
De
ar
Ma
da
m,
De
ar
Pr
of
…,
De
ar
Dr
…
etc.
Th
e
sal
uta
 tio
n
mu
st
for
m
par
t of
the
rec
eiv
er’
s
ad
dre
ss.
*

Tit
le/
He
adi
ng
of
the
lett
er:
Th
e
hea
din
g
sha
ll
be
ext
rac
ted
or
coi
ne
d
fro
m
the
qu
esti
on
to
be
att
em
pte
d.
It
sho
uld
be
a
ma
xi
mu
m
of
eig
ht
wo
rds
.
Thi
s
fea
tur
e is
des
ign
ed
to
hel
p
the
rec
ipi
ent
to
ha
ve
an
ide
a
of
wh
at
the
bo
dy
of
the
lett
er
ent
ails
.
Th
e
hea
din
g
bri
efl
y
sta
tes
the
pu
rpo
se
of
the
lett
er
by
su
m
ma
rizi
ng
it
in
a
titl
e.
Th
e
hea
din
g
ma
y
be
wri
tte
n
in
 cap
ital
lett
ers
suc
h
as:
APPLICATION FOR
THE POST OF A LECTURER
REQUEST FOR SICK
LEAVE
LEADERSHIP IS A
MAJOR PROBLEM IN NIGERIA
When the heading is
writ en out in the
above form, it is
un eces ary to
underline the topic.
Already the heading
has be n given
prominence by the use
of capital let ers.
Moreover, the ful stop
is not used because in
most cases, the heading
or the ti le chosen my
not amount to a
sentence. On the other
hand, the first let ers of
al the major spe ch
except the minor
spe ch are capitalized
when writ ng the
heading in another
form. In this situation,
the heading must be
 underlined. For
example:
Application for the
Post of a Lecturer
Request for Annual
Leave
Leadership is a Major
Problem in Nigeria
*

Th
e
Bo
dy:
Fo
rm
al
lett
er
as
its
na
me
im
pli
es
use
s
for
ma
l
lan
gu
age
.
Th
e
con
ten
t
de
pe
nds
on
the
nat
ure
of
the
lett
er,
suc
h
as
ap
pli
cat
ion
s,
lett
er
to
the
Edi
tor
,
ap
poi
nt
me
nts
,
req
ues
ts,
an
d
ap
pea
ls.
Th
e
lan
gu
age
to
be
use
d
sho
uld
be
bri
ef
an
d
con
cis
e.
It
sho
uld
be
dev
oid
of
sla
ngs
an
d
wo
rds
sho
uld
not
be
con
tra
cte
d.
Th
ey
sho
uld
be
det
ach
ed
fro
m
the
wri
ter
’s
per
son
al
pec
uli
ari
ties
exc
ept
tho
se
rel
ate
d
to
the
sub
jec
t of
the
lett
er.
It
is
ina
pp
rop
ria
te
to
en
qui
re
ab
out
the
ad
dre
sse
e’s
hea
lth
or
hos
pit
alit
 y
or
thi
ngs
lik
e
tha
t as
in
the
cas
e
of
inf
or
ma
l
lett
ers
.
*

Su
bsc
rip
tio
n:
‘yo
urs
fait
hfu
lly’
is
co
m
mo
nly
use
d
in
for
ma
l
lett
ers
.
Ob
ser
ve
the
use
of
the
cap
ital
lett
er
‘Y’
for
‘Y
our
s’
an
d
the
use
of
sm
all
lett
ers
for
 the
lett
er
‘f’
fait
hfu
lly.
Th
e
full
det
ails
of
the
wri
ter
are
wri
tte
n
bel
ow
the
sig
nat
ure
.

PERIOD 5 Dictation and recount of topics Dictation and recount of topics Write spellings correctl Dictation Learners write the cor ect spel ing to given words Pronounce the given sounds Teacher presents a passage Dictation
Practice on Vowels /i//i:/ L i v e o bj e c t s Economical
An excursion to the school library Manuscripts
En-compassing
 Fulfilling
Universities
Expanding
Authentic
Reliable
Disturbance
concentration

F IVE PERIOD 1 Vocabulary Development Sports Learners have been taught Noun Clause Learners learn new words Teacher highlights difficult words Learners learn new words related to Sports Identify dif icult words from the pas age and check its meaning from a dictionary. Teacher presents a specimen of narrative writing via a projector Gaming
Speech: Vowel /ɔ//ʒ:/ Learners pronounce the given vowel sounds Teacher explain difficult words Learners pronounce the given vowel sounds Indoor
Teacher pronounces the sounds Audio Visual displaying the passage Outdoor
Teacher guides the learners to identify the sounds in words Basketball
A tour to the school sports complex Cricket
Football
Table tennis
Hockey
Basketball
L u d o
Board games

Speech: Vowel
/ɔ/ walk, door, four
/ʒ:/ girl, nurse, earth

PERIOD 2 Comprehension Sports Learners play football Learners read the passage on Sports The teacher guides the students while reading the pas age Learners read the passage on Sports Attempt the given questions to the passage Teacher presents a specimen of narrative writing via a projector READ THE FOLLOWING PAS AGE CAREFUL Y AND ANSWER
The teacher explains the given passage to the students THE QUESTIONS ON IT
Audio Visual displaying the passage Sports and gaming activit es are commonly introduced to students in
scho ls. These games are ntertaining and of er some respite from the
A tour to the school sports complex boring clas es. Several students take up sports activit es fromchildho d.
They want o excel in those games. There are two types of sports activit es
– indo r and outdo r.

Outdo r sports activities include sports that exercise the body—these

sports activities are basketbal , cricket, fo tbal , table ten is, ten is,
hockey. Basketbal , ten is are sports activities. Games can include
going outdo rs orstaying indo rs. Indo r games are ches , ludo, or
board games. Board games include scrab le, Chinese checker, UNO,
and othercard games. Card games like whot are very helpful for
ke ping the children engaged. Playingwith building blocks is also a
part of indo r gaming. There are several indo r games present.
Indo r games include ches , ludo, Chinese checker, and monopoly.
There are several card games that can also be played for fun and
activity. These card games include hearts, bridge, and several other
games of chance. Ches is a game that cals fora tremendous amount
of patience. It requires the complete concentration ofthe player. So
there are several benefits forthe mind in the case ofIndo ras wel as
outdo r games. It increases the mindfulnes of individuals and
reduces tres and anxiety. Several doctors ug est aking up sports
activities to those that are suffering from depres ion and severe stres
and anxiety.

Sports and games are very important for us. They ke p us healthy and
fit. They offer us a change from the monotony of daily life. It is a
useful means of entertainment and physical activity. Sports and
games help in character building. They give us energy and strength.
Sports and games are means of mental and physical growth. During
sports we come to learn many things. We learn how to maintain
mental balance in the midst of hopes and despair. Theymake us learn
how to tackle the difficult situation. Sports develop a sense of
friendlines . They develop in us team spir t. They help in developing
mental and physical toughnes . They shape ourbody and make it
strong and active. They give us energyand strength. They remove
tirednes and lethargy. They improve blo d circulation. This improves
our physical wel -being.

Sports and games improve our capabil ty. They improve our
efficiency. Eitherstudy orwork alone makes us exhaust. We remain
no longer efficient to do any work. Sports remove our mental
exhaustion. Sports are integral part of education. Education without
sports is incomplete. Ke ping their value in life, children are taught
some sorts of games in the very earlystage in scho l. These days’
sports are a part ofacademic ur icula. Sports are particularly
important for the youth. They help in their physicaland mental
growth. They contribute in the formation of character. They inculcate
in them go d values. It is therefore, sports competi on is held at
scho l and colege levels. The students who perform wel in this
competi on are promoted to play at he national and international
level.

Sports and games give us op ortunity to grow in life. These days’ sports
have be n commercialized. They have become a go dmeans of earning.
The sports person who does wel in sports is howered with name, fame
and wealth. He becomes a hero overnight. Sports have great potential to
of er care r op ortunit es. So, we should take them veryseriously from
the very early age of our life. Sports are go d means of earnings. Sports
of er op ortunity to prove talents. Thus, sports have great value in life.
Sports facil ties are being developed in rural and semi-urban areas.There
are playgrounds in vil ages. Sports infrastructure are being developed
everywhere so as to promote them. Various sport organizations are also
doing wel in promotion of sports.

Read the passage and attempt the Questions below

a) Ac ording to the
writer, state the two
types of sports
activit es
b) What are indo r
and outdo r
games?
 c) What distinguishes
indo r from outdo r
games?
d) Why are
sports
important?
e) Highlight any thre
usefulnes of Sports
f) Why is sport
important for the
youths?
g) … how to tackle the
dif icult situation…
I)what is the grammatical name to this
expres ion?
i ) What is its function?

( h) For each of the

fol owing words or
phrase, find another
word or phrase which
means the same and
which can replace it as
it is used in the pas age

I introduced i ) respite i ) tremendous iv)

important iv) ef icient

PERIOD 3 Adjectival Clause Learners are familiar with adjectives Learners Identify Adjectival Clause in passage Teacher explains adjectival Clause Learners Identify Adjectival Clause in passage Define an adjectival clause Teacher presents a specimen of narrative writing via a projector Adjectival Clauses
Teacher guides the students to identify adjectival clause Write any 5 adjectival clauses and state its function An adjectival clause is a subordinate clause that functions as an adjective.
Teacher highlights the function of each of the examples provided Audio Visual displaying the passage That means that it is used to describe a noun or pronoun. An adjectival is
usual y introduced by a relative pronoun. A relative pronoun is a pronoun
A tour to the school sports complex that joins an adjectival clause to some word in the independent or main
to display internal body systems clause. The word to which it joins the clause is the ‘antecedent’ of the
relative clause. The fol owing sentence contain relative clauses introduced
by relative pronouns
a)

Tunmise
has
brought
the fruits
‘that you
ordered’.

(Adjectival
clause
introduced
by that)

b) I
like the
food
‘which my
mother
gave me’.

(Adjectival
clause
introduced
by which)

c)

Children
‘who talk
early are
usually
intelligent’
.

(Adjectival
clause
introduced
by who)

In the first example,

the subordinate clause
is italicized. It is an
adjectival clause which
modif es the noun
fruits. This clause is
introduced by the
relative pronoun that.
The antecedent of the
relative pronoun
“that” is fruits.
In formal
constructions, whom is used after preposit ons.
a. To
whom did
you give
the book?
b.

The man
to whom I
gave the
book is in
the car.
Sometimes an
adjectival clause is
introduced by the word
whose the pos es ive
form of the pronoun
who. In such cases,
whose modif es the
noun which fol ows it.
 When use in this way
in an adjectival clause,
who is refer ed to as
adjective. The relative
adjective also con ects
the subordinate clause
to woman. Adjectival
clauses are sometimes
introduced by the
relative adverbs,
where, and why as in
the fol owing examples:

I found the house

’where my si ter lives’.
(Adjectival clause
modifying ‘house’)

The test was fixed at a

time’ when we were al fre ’.
(Adjectival clause
modifying the noun ‘time’)

He gave the reason

‘why he signed his ap ointment’.
(Adjectival clause
modifying the noun ‘reason’)

Note that adverbs

modify verbs and other
adverbs. The
dif erence betwe n a
relative adverb and a
simple adverb is that
the relative adverb is
found in an adjective
 clause and it refers to
its antecedent in the
main clause.

PERIOD 4 Writing: Narrative Teacher explains Narrative writing Learners tel a story whether real or imagined Nar ate a story of what happened while you were in Junior Scho l Teacher presents a specimen of narrative writing via a projector
Teacher highlights the features of a narrative writing NARRATIVE ES AY:
Teacher tells the students a story Audio Visual displaying the passage This form of es ay
involves the nar ation
A tour to the school sports complex `of event or series of
event in form of
storytel ing. Thus, a
story that tel s about
people or animals
doing something at
some time and place.
The story could be
personal experience,
factual or imaginary
stories etc. in nar ative
writ ng, the
organization of
materials are around
the sequence of time.
There are thre basic
types of nar atives.
They are discus ed
below:
*

Per
son
al
nar
rat
ive
: A
per
son
al
nar
rat
ive
s
tell
s
ab
out
a
rea
l
exp
eri
enc
e
tha
t
ha
pp
ene
d
to
the
wri
ter.
Do
the
foll
owi
ng
wh
en
wri
 tin
g
thi
s
kin
d
of
ess
ay:
*

Use the
first
person
voice (I,
me, my,
we, our).
*

Focus on
one
important
experience
or time.
*

Show the
reader
why the
experience
was
important.
*

Bio
gra
phi
cal
Na
rra
tiv
e:
A
bio
gra
phi
cal
nar
rat
ive
tell
s
ab
out
a
rea
l
eve
nt
tha
t
ha
pp
ene
d
to
a
per
son
tha
n
the
 wri
ter.
W
he
n
yo
u
wri
te
a
bio
log
ical
nar
rat
ive,
do
the
foll
owi
ng:
*

Use the
third-
person
voice (he,
she, him,
her, they).
*

Study the
experience
and, if
possible,
interview
the person.
*

Show the
reader
why the
experience
was
important
Fictional Nar ative:
this tel s a made-up
story. Adhere to the
point below when
writ ng this kind of
es ay:
*

Make up
interesting
characters
*

Creative a
conflict, a
problem
the
characters
must
overcome
or solve.
*

Tell
whether
the
characters
succeed or
fail.
*

Tel
l
eve
nt
to
be
nar
rat
ed
mu
st
be
pre
sen
ted
in
a
chr
on
olo
gic
al
ord
er
in
wh
ich
one
ite
m
is
pre
 sen
ted
aft
er
the
oth
er.
*

Th
e
pas
t
ten
se
sho
uld
be
pre
do
mi
na
ntl
y
use
d
exc
ept
wh
ere
spe
ake
r
wa
nts
to
 int
rod
uce
im
me
dia
tel
y
by
the
use
of
dia
log
ue.
*

Ma
ke
yo
ur
nar
rat
ive
ess
ay
nat
ura
l
an
d
life
-
key
by
the
 use
of
dia
log
ues
wh
ich
de
mo
nst
rat
e
pec
uli
ar
spe
ech
pat
ter
ns
of
the
ind
ivi
du
al
inv
olv
ed.
*

There
must be a
structured
pattern of
sections
 with each
section
dominated
by a major
point.
* Do
not
venture
opinions.

PERIOD 5 Dictation and recount of topics Dictation and recount of topics Write spellings correctl Dictation Learners provide the right spelling of words Dictation Teacher presents a specimen of narrative writing via a projector Dictation
Practice on Vowels /i//i:/ Commonly
Audio Visual displaying the passage Entertaining
Respite
A tour to the school sports complex Anxiety
Monopoly
Tremendous
Mindfulness
Tiredness
Exhaustion
Efficient
Inculcate

S I X PERIOD 1 Vocabulary Development Sports (Football) The learners have been taught Narrative Essay Learners acquire new words on football Teacher lists difficult words Learners acquire new words on football Identify dif icult words on fo tbal fromthe pas age and check its meaning from a Group and Class based presentations Accuracy
Speech: Vowel /ǝ/ Schwa Learners identify the vowel sound in words Teacher explains difficult words Learners identify the vowel sound in words dictionary. A tour to the school sports complex Autographs
Teacher pronounces the sounds L i v e o bj e c t s Appearance,
Teacher guides the learners to identify the sounds in words Athlete
Backfield, ,
Cheers,
Clipping,
Coach, ,
Defensive,
Delay of game
H a l f ,
Halves
J e r k ,
 J o y ,
Jubilation
Kick off,
Penalties,
Penalty

Vowel /ǝ/Schwa
About, Teacher, Observer

PERIOD 2 Comprehension Passage Sports Learners are familiar with words related to Sports Learners read the passage on Sports The teacher guides the students while reading the pas age Learners read the passage on Sports Attempt questions on the passage Group and Class based presentations READ THE FOLLOWING PAS AGE CAREFUL Y AND ANSWER
The teacher explains the given passage to the students A tour to the school sports complex THE QUESTIONS ON IT
Live objects FOOTBAL is played by a team of 1 players, and there are two teams
playing against each other. The fo tbal is round in shape and is kicked by
the players. The players are not sup osedto use hands to pas the bal . The
aim is to hit he goal. To play fo tbal , a lot of energy is required. Fo tbal ,
which is also known as oc er in many parts of the world, was invented
over a century ago. Before today’s popularly known modern fo tbal , this
game was played and was famous among the mid-19thcentury people.

Though fo tbal is uch a popular game, In modern fo tbal , two teams

are competing with each other in a match, out of which one emerges as a
win er. Each team consists of 1 players. This game is played on both
national and international evels, and unlike other games, fo tbal lovers
from various countries have givenunique names to their favorite sports.

Fo tbal is one of the most famous games played and watched worldwide,
and people do not mind spending thousands of bucks to watch a live game.
The bo king for the matches tart months ago, and people are ready to
shel a huge amount of money to se their favorite team playing in the
field.

There is an immense adrenaline rush that he spectators fe l while

che ring for their favoriteteam. The players playing in a field are also
thril ed, and they are sup lied with a confidence bo st when they se that
people are showering their love and are sup orting them. It is a site to se
that he players and the fans having the same level of enthusiasm.

The hype and craze for fo tbal are increasing day by day, and people
belonging to al age groups se m to enjoy the game equal y. Today’s
modern fo tbal is crisp and short just he way today’s generation wants
it. Fo tbal is governed Federation of International Fo tbal As ociation
(FIFA) while there is Nigeria Fo tbal Associationin Nigeria (NFA).

Read the pas age and at empt the Questions below

a) Ac ording to the
writer, what is another
name given to fo tbal ?
b) What is the required
number of players
expected to play
fo tbal ?
c) Why is the playing
of fo tbal famous?
d) Ac ording to the
writer, how is fo tbal
described?
e) What is main
purpose of
football?
f) State the body
governing the af airs of
fo tbal in Nigeria.
g) …; when they se
that people are
showering their
love and are
 sup orting
them. ;.
i)what is the grammatical name to this expres ion?
i ) What is its function?

( h) For each of the

fol owing words or
phrase, find another
word or phrase which
means the same and
which can replace it as
it is used in the pas age
h) (i)
suppo
sed
i) (i)i
uniq
ue
j) (iii)
famo
us
k) (iv)
cheeri
ng
l) (v)
gover
ned
PERIOD 3 Adverbial Clause Learners identify Adverbial Clause Teacher explains adverbial Clause Learners explain Adverbial Clause Define an adverbial clause Group and Class based presentations : Adverbial Clauses
Teacher guides the students to identify adverbial clause A tour to the school sports complex Adverbial clause is a group of words with a subject and a predicate which
Teacher states the function of each of the examples provided Live objects functions as an adverb. Adverbs tel how, when, where, to what extent, for
what reason etc. an action is performed. An adverbial clause answers the
same questions and also expres es several other ideas which the simple
adverb does not expres . An adverbial clause is usual y introduced by a
subordinate conjunction. The con ecting word is cal ed a subordinate
conjunction because the idea expres ed by the clause is subordinate to the
main idea in the sentence. The subordinate clause also shows the relation
betwe n the subordinate clause and the word in the main clause which the
subordinate clause modif es.

Adverbial clauses expres a number of dif erent ideas. The fol owing are
ten of the important ideas, often, expres ed by adverbial clause: time,
man er, place, degre , purpose, result, condit on, comparison, conces ion,
and reason. The fol owing subordinate conjunctions are commonly used in
adverbial clause of various types:
(a)

Ti
me
:
aft
er,
bef
ore
,
wh
en,
wh
ene
ver
,
unt
il,
sin
ce,
wh
ile,
as
 soo
n
as:
bef
ore
the
doc
tor
arr
ive
d,
the
pat
ien
t
ha
d
die
d.
(b)

Place:
where,
wherever;
I
parked the
car ‘where
it could be
seen by the
security
men’.
(c)

Manner:
as, as if, as
though:
The girl
cried’ as if
her heart
would
break’
(d)

Degree:
that, as…
as, not
so…as,
than;

Jumoke is
not’ as
beautiful
as her
sister’ (is
beautiful)
(e)

Compariso
n: as, than,
so… as …
as

The bus
arrived
‘earlier
than it
usually
does’.
(f)

Purpose:
that, so
that, in
order that.

Tunde
worked
very hard
‘so that he
might
meet the
deadline’.
(g)

Condition:
if,
provided,
provide
that,
unless;
I
shall go
home
early’ if I
finish my
assignment
’
(h)

Result:
that, so
that

The food
was ‘so
delicious
that I
 asked for
another
plate’
(i)

Concession
: although,
though,
even if
(j)

Reason:
as,
because,
since

The
students
bought the
school
journal’
because
they were
compelled
to do so’.
The adverbial clause is often preceded by the main clause. Sometimes, an
adverbial clause is placed at he begin ing of a sentence for emphasis.
When that hap ens, it is usual y separated fromthe clause with a comma.
PERIOD 4 Writing: Expository Essay Learners write an exposition on any given topic Teacher explains Expository writing Learners write an exposition on any given topic Write an exposition on the topic ‘Ef ect of Latenes to School’ Group and Class based presentations Expository Essay: This
Teacher highlights the features of an expository writing A tour to the school sports complex form of writ ng tries to
Live objects explain or give detailed
information on a given
topic or subject.
Expository writ ng
answer the reader’s
basic question about a
 topic: who, what,
where, when, why, and
how. Things, ideas and
proces es are usual y
presented, analyzed
and constructed when
writ ng this form of
es ay. An expository
es ay demands a clear,
logical communication
of ideas in order to
avoid a mud led
presentation of facts.
There are thre basic
types of expository
es ays. They are as
fol ows:
*

Inf
or
ma
tiv
e
Ex
pos
ito
ry
Ess
ays
:
thi
s
pro
vid
es
inf
or
ma
tio
n
in
a
log
ical
ord
er.
To
cre
ate
a
log
ical
ord
er,
lin
k
one
sen
ten
ce
to
an
oth
er
by
usi
ng
rep
eat
ed
wo
rds
an
d
rep
eat
ed
ide
as.
How-to-es ay: A how
to es ay tel s the reader
how to do something?
Information in a how
to-es ay ap ears in
time order. This
transit on words and
phrases shown time:
F
irst

to
bei
ng

sta
rt
by
S
eco
nd

to
con
tin
ue

nex
t
T
hir
d

aft
er
wa
rd

the
n
F
ina
lly

to
fini
sh

last
Comparison-Contrast
Es ays: These es ays
show the similarit es
and dif erences
betwe n two subjects.
The information
ap ears in a point-by-
point pat ern. These
transit on are used to
compared and
contrast.
S
imi
lari
ties

Dif
fer
enc
es
B
oth

ho
we
ver
S
imi
larl
y

by
con
tra
st
 L
ike
wis
e

diff
ere
nt
S
am
e

but
A
lso

wh
ile

Write an exposition on favourite fo ds in your in your culture.

PERIOD 5 Dictation and recount of topics Dictation and recount of topics Write spellings correctl Dictation Learners write correct spelling of given words Dictation and Recounts of topics Group and Class based presentations Suppos e d
Practice on Vowels /i//i:/ A tour to the school sports complex Soccer
Live objects Invented
competing
emerges
national
 international
immense
cheering
thrilled
enthusiasm

SEVEN MID TERM TEST

EIGHT PERIOD 1 Vocabulary Dev Milit ary The teacher ecal s the previous les on by asking the learners Learners acquire new words associated to Military Teacher explains Military Learners acquire new words as ociated to Military : State and explain words as ociated with the military a.Bar acks b.rif le c.gar ison Audio Visual displaying the passage VOCABULARY DEVELOPMENT ON MILITARY
Speech: Vowels to explain adverbial phrase Learners should be able to pronounce the sounds distinctively Teacher highlights words related to the military Learners should be able to pronounce the sounds distinctively Newspaper A military, also known colectively as armed forces, is a heavilyarmed,
/ai/ Teacher explains words related to the military A tour to the barracks highly organized force primarily intendedfor warfare.
Teacher pronounces the diphthongs
Ammunition
amphibious vehicle
armistice
a r m o r
armored vehicle
armory
a r m s
ballistic
barracks
batt ali o n
bayonet
besiege
b i l l e t
encampment
encode
e n l i s t
ensign
epaulet
evacuate
explosiv e
garrison
lance corporal
l e a v e
lieutenant
 specialist
s q u a d
squadron
s t a f f
s t a r
stockade
VOWEL DIPHTHONGS
1. /ai/ ‘I, ‘ie’ ’ice,
find, smile, tie,
lie
2.
‘y’, u’y my, style,
ap ly, buy,guy

3. /au/ ‘ou’ out,

about, house,
mouse
4. ‘o
w’
no
w,c
ow,
owl
,
po
wd
er,
bro
wn

PERIOD 2 Comprehension Passage Milit ary The learners are not used to words related to the military To be able to read the pas age and answer the questions on it To be able to read a passage and answer the questions Read and attempt the passage Audio Visual displaying the passage READ THE FOLLOWING PAS AGE CAREFUL Y AND ANSWER
Teacher reads the passage Newspaper THE QUESTIONS ON IT
Teacher identifies dif icult words from the passage A tour to the barracks A military, also known col ectively as armed forces, is a heavily armed,
Teacher provides answers to the given passage highly organized force primarily intended for warfare. Itis typical y official y
authorized and maintained by a sovereign state, with its members
identifiable bytheir distinct military uniform. It may consist ofone or more
military branches suchas an army, navy, air force, space force, marines, or
coast guard. The main task of the military is usual y defined as defence of
the state andits interests against external armed threats.

In broad usage, the terms armed forces and military are often treated as
synonymous, although in technical usage a distinction is ometimes made in
which acountry's armed forces mayinclude both its military and other
paramil tary forces. There are various forms of ir egular military forces,
not belonging to arecognized state; though they share many attributes with
regularmilitaryforces, they are les often refer ed to as imply military.

A nation's military may function as a discretesocial subculture, with

dedicated infrastructure such as military housing, scho ls, utilities, logistics,
hospitals, legal services, fo d production, finance, andbanking services.
Beyondwarfare, the military may be employedin ad itional sanctioned and
non-sanctioned functions withinthe state, including internal security
threats, population control, the promotionof a polit cal agenda, emergency
services and reconstruction, protecting corporate economicinterests, social
ceremonies and national honour guards. The profes ion ofsoldiering as part
of a military is older than recorded history itself.

Nigeria pos es ed overwhelming military strength. Its sizeable and relatively

wel -equip edarmed forces were capable of defending the country against
anylikelyexternal threat and of projecting power inthe region. In fact, prior
to the Persian Gulf war of1989-90, Nigeria was the onlycountry in west-
central Africa to mount and sustainmilitary operations abroad.

Althoughthe army had be n cut bymore than one-half since 1970, its
firepower and mobil tyhave increased considerably. The other services have
grown little, but heircombat systems increasedin number and
sophistication. The navy expanded its mis ion from coastal defense to sea-
lane protection and acquired modest amphibious and antisubmarine
warfare capabil ties. Likewise, the NAF developed andimproved its capacity
forground attack, air sup ort, interdiction, airdefense, airlift, andair
mobil tyoperations.

Read the pas age and at empt the Questions below

a) According to the
writer, what is
military?
b) What other name can
be given to the
military?
c) What is the
composit on of the
military?
d) What is the principal
function of the
military?
e) Ac ording to the
writer, state at least
any thre other role of
the military in nation
building
f) Ac ording to the
pas age,what is ole
aim of the Navy?

g) ‘A military, also known col ectively as armed forces…’

i)what is the grammatical name to this expres ion?
i ) What is its function?
( h) For each of the fol owing words or phrase, find another word or
phrase which means the same and which can replace it as it is used in the
pas age

i)
task
ii)
 attributes
iii)
discrete
iv)
profession
v)
overwhelming
vi)
expanded

PERIOD 3 Structure: Direct and Reported Speech Learners should be able to use direct and reported spe ch Teacher defines Direct and Reported Speech Learners should be able to use direct and reported spe ch explain direct and reported speech with examples Audio Visual displaying the passage Direct spe ch repeats, or quotes, the exact words poken. When we
Teacher provides examples of Direct and Reported Spe ch Newspaper use direct spe ch in writing, we place the words poken betwe n
A tour to the barracks quotation marks (" ) and there is no change in these words. We may
be reporting something that's being said NOW (for example a
telephone conversation), ortel ing someone later about a previous
conversation.

Examples

 She says, "What

time wil you be
home?"
 She said, "What ime
wil yoube home?"
and I said, "I don't
know! "
 "There's a fly in my
soup!" screamed
Simone.
 John said, "There's an
elephant outside the
window."

Indirect speech
Reported or indirect spe ch is usual y used to talk about he past, so
we normaly change the tense of the words poken. We use reporting
verbs like 'say', 'tel', 'ask', and we may use the word 'that' to
introduce the reported words. Inverted commas are not used.

She said, "I saw him." (direct spe ch) = She said that she hadse n
him. (indirect spe ch)

"That"
may be
omitted:
She told
him that
she was
happy. =
She told
him she
was
happy.

"Say" and "tell"

Use 'say'
when
there is
no
indirect
object:
He said
that he
was tired.

Always
use 'tell'
when you
say who
was being
spoken to
(i.e. with
an
indirect
object):
He told
me that
he was
tired.

"Talk" and "speak"

Use these
verbs to
describe
the action
of
communic
ating:
He talked
to us.
She was speaking on the telephone.

Use these
 verbs with
'about' to
refer to
what was
said:
He talked
(to us)
about his
parents.

PERIOD 4 Writing: Argumentative Learners have be n engaged in an argument before Learners present a persuasive writing on a topic Learners present a persuasive writing on a topic : Write a spe ch for or against he topic ‘Leadership is a major problem in Nigeria’ Audio Visual displaying the passage ARGUMENTATIVE
Teacher explains Argumentative Writing Newspaper ES AY: The
Teacher groups the students to write an argumentative piece A tour to the barracks argumentative es ay is
Teacher presents argumentative topics in the clas like a debate. It
involves organizing
and stating objectively
and logical y the facts
and reasons that
sup ort a particular
point of view.
Argumentative es ay is
a form of persuasive
writ ng. Persuasive
writ ng presents the
writer’s opinion and
tries to convince the
reader to agre .
Persuasive writ ng
often includes the
fol owing parts.
* An
Op
ini
on
Sta
te
me
nt:
the
ma
in
rea
son
s
sup
por
t
the
opi
nio
n
sta
te
me
nt.
Ea
ch
rea
son
wil
l
ap
pea
r
as
the
top
ic
sen
ten
ce
of
a
bo
dy
par
agr
ap
h.
Th
e
det
ails
tha
t
ap
pea
r
in
eac
h
mi
ddl
e
par
agr
ap
h
sup
por
t
the
ma
in
rea
 son
giv
en
in
the
top
ic
sen
ten
ce.
*

An
sw
er
to
Ob
jec
tio
n:
a
po
we
rfu
l
wa
y
sup
por
t
an
opi
nio
n is
to
ans
we
r
obj
ecti
ons
aga
ins
t it.
An
eff
ecti
ve
ans
we
r
to
an
obj
ecti
on
sta
te
an
op
pos
ing
vie
w,
an
d
giv
es
arg
um
ent
s
 aga
ins
t
the
op
pos
ing
vie
w.
* A
call
for
act
ion
: a
call
to
act
ion
ask
s
the
rea
der
s to
thi
nk
or
act
in
a
cer
tai
n
wa
y.
It
usu
all
y
ap
pea
rs
in
the
foll
owi
ng
clo
sin
g
par
agr
ap
h.
An
eff
ecti
ve
call
to
act
ion
use
s a
co
m
ma
nd
ver
b
an
d
req
ues
ts a
spe
cifi
c
act
ion
.
Als
o
the
foll
owi
ng
poi
nts
sho
uld
als
o
be
not
ed
wh
en
wri
tin
g
arg
um
ent
ati
ve
ess
 ay:
*

Th
ere
sho
uld
be
an
int
rod
uct
ory
par
t
ind
ica
tin
g
the
wri
ter
’s
sta
nd
poi
nt
wh
eth
er
in
sup
por
t
or
aga
 ins
t
the
top
ic
at
ha
nd.
* At
tim
es,
an
im
par
tial
pre
sen
tati
on
of
the
tw
o
sta
nd
poi
nts
ma
y
be
req
uir
ed.
Ho
we
ver
 , a
def
init
e
sta
nd
poi
nt
mu
st
be
ma
int
ain
ed
thr
ou
gh
out
the
wri
tin
g.
*

En
sur
e
tha
t
eac
h
pie
ce
of
spe
ech
ma
kes
a
pos
itiv
e
an
d
log
ical
con
tri
but
ion
in
ord
er
to
ma
ke
the
spe
ech
a
coh
ere
nt
an
d
con
vin
cin
g
pie
ce
 of
arg
um
ent
.
*

Argument
should be
well
balanced
*

There
should be
a
conclusion
that
summarize
s the
arguments
and
restates
the
standpoint
.
An Outline: An outline
is a frame of ideas on a
given topic. It is a vital
aspect of the
organizing and
plan ing proces that
should precede any
form of writ ng. The
purpose of an outline is
to show at a glance
 both the ideas
contained in a selection
and the way in which
these ideas are related
to one another. The
fol owing sub-topics
are to be taken into
consideration when
writ ng an outline.
Identifying the Ideas:
This involves writ ng
down of ideas that wil
be used to develop a
topic. For example,
given the topic:
‘Cor uption is the only
cause of a country’s
failure’; one might
start by listing ideas
like:
*

Definition
of
Corruptio
n
*

Forms/Typ
es of
Corruptio
n
*

Causes of
Corruptio
n
*
Threat /
danger
posed to
the
country
*

How to
curb
corruption
?
Each of the above
general ideas can be
delimited into minute
details. The details for
the first general idea-
Types of Cor uption
*

Pol
itic
al
cor
ru
pti
on,
pet
ty
cor
ru
pti
on,
exa
mi
nat
ion
cor
ru
pti
on
an
d
so
on.
Th
e
sa
me
an
aly
sis
can
be
do
ne
to
oth
er
lev
els
of
det
ails
.
Organizing Ideas: This
involves the
organization of ideas in
a logical order.
Organization entails
that you decide what
 idea to begin with your
es ay, which idea to
fol ow what and so on
to the end.

vii)
Grouping Ideas into

Sup ortive Sentence: A

sup ortive sentence
elucidates on the
subject an ounced by
the topic sentence,
often developing its
idea through the use of
specif c details.
Sup orting details may
be in form of examples,
il ustrations, a chain of
sequences and so on.

PERIOD 5 Dictation and recount of topics Dictation and recount of topics Write spellings correctl Dictation Learners spell words correctly Audio Visual displaying the passage Dictation
Practice on Vowels /i//i:/ Newspaper
A tour to the barracks Military
attributes
discrete
profession
overwhelming
expanded
utilities
barracks
uniform
submarine

N INE PERIOD 1 Vocabulary Dev: Ba nk i n g Learners acquire new words on banking Teacher explains Banking Learners acquire new words associated with Banking With the aid of a dictionary,check up the meaning of words as ociatedwith banking An excursion to a Bank VOCABULARY ON BANKING
Speech: Diphthongs /ɔi/ /iə/ Learners should be able to pronounce the sounds distinctively Teacher highlights words associated with Banking Learners should be able to pronounce the sounds distinctively Mortgage Audio-Visuals Account
Teacher pronounces the sounds and guides the students to identify the Appraisal Newspaper You canhave a checking ac ount and a savings ac ount. The checking
sounds in words Collateral Piggy Bank ac ount (also cal edcur ent ac ount in British English)al ows you to take out
Deferred money anytime you want. The savings ac ount al ows you to save money
Payment andalso earn interest (se below).
Automated Teller Machine Example:
G u ar a nt o r “He ne ded to transfersome moneyfrom his savings ac ount o his
Prepayment checkingac ount so that he could pay forthe new car he wanted to buy.”
2. C r e d i t
Credit is the money you receive in your bankac ountor the money a bank
lends you. Credit can alsorefer to the financial reputation(background or
record) you have when you’re considering bor owing money from a bank. A
credit card is a card that al ows you to spend more money than you have,
but henyou have to pay interest. The word credit can also be used in a
general sense: When you give someone credit, you acknowledge their
efforts or worth.
Example:
“His credit was go d, sohe didn’t expect he bankto reject his loan
ap lication.”
3. Debit
This is money takenout ofyourbank ac ount or money youowe. A debit
card al ows you to use the money in your ac ount by paying instores or
online. You can also use this card bygetting moneyfrom a cash machine or
ATM (se below). Inad ition, you can use this wordas a verb: To debit
money means totake out money from anac ount.
Examples:
“I preferusing a debit card, because I’m not empted to spendmore money
than I have in my ac ount.”
“The bank debited the money from his account.”
4. Balance
Your balance is the money youhave in an ac ount. This is the difference
betwe nwhat youspend (debits) and what you receive (credits).
Example:
“I ne dto check my balance before completing the transaction (exchange).”
5. Loan
A loan is money you bor ow from a bank or anotherinstitution or person.
The banklends (gives) you the money, and you bor ow (receive)it. The bank
is the lender, and you are the bor ower.
Example:
“They ne ded a loan to buy the car of their dreams, but hey couldn’t finda
lender.”
6. Student Loan
Student loans are loans that are used by bor owers topay for education
fe s. Students loans are sup osed to be paidback once the bor ower
finishes tudyingand starts working. Some lenders offer student loans at
lower interest rates (se below).
Example: “You ne d to get a go d job right afteryou graduate, or you’l be
paying for your student loan for a longtime.”
7. Debt
A debt is a sum of money that’s owed. Youcan alsouse the word in a
general way: If youare in debt osomeone, it can mean you owe them a
favoror are grateful forsomething.
Example:
“He couldn’t pay his debt, so he had to sel his car.”
8. Interest Rate
If youbor ow money from a bank, you’l ne dto payit back. In ad ition to
this, you’l ne d to pay interest.  The amount of interest is decidedby an
interestrate, which is calculated fora given period oftime. If youhave a
savings ac ount, the bank wil pay you interest for beingable to use your
money overa certain periodof time.
Example:
“He was researching the banks that offered the lowest interest rate for
loans.”
9. To Withdraw
To withdraw money is to remove money from an ac ount.
Example:
“He wantedto withdraw some money from his checking ac ount, but he
forgot his card athome.”
10. To Overdraw
Tooverdraw is to try towithdraw more money than you have in your
ac ount. Inthis case, yougeneral y have to paysome extra fe s. It’s
advisable (a go d idea) topay attention toyourbalance so you don’t
overdraw money.
Example:
“He was carefulnot o overdraw money from his ac ount, because the
penalties are quite highwith his bank.”
11. Overdraft
This is money that you withdraw from your ac ount when you no longer
have available funds. This is like a loan the bank gives you.
Example:
“She received an overdraft notice whenshe spent more thanshe had in her
checking ac ount.”
12. ATM
ATM stands for Automated Tel er Machine, which is a machine that helps
you make bank transactions just by using your card. The word tel er efers to
the bank clerk who helps you with transactions. Cash-point or cash
machine are alsoused.
Example:
“I ne d to stop at the ATM to take out some cash.”
13. Direct Debit
This is anar angement o make regular payments of different amounts,
usual y for utilities (services like electric ty andwater) or creditcard bil s. By
using direct debit, you avoid havingto make monthly transactions.
Example:
“He used a direct debit for his mobile phone bil .”
14. Standing Order
This means an ar angement omake regular, fixed payments automatical y
from one’s ac ount. Standing orders are different from directdebits because
the amount paid can ot vary (change).
Example:
“He kept forgettingto pay his loan instal ments ohe decidedto go fora
standingorder.”
15. Deferred Payment
A defer ed payment is a payment hat’s postponed (put off) fora laterdate
because you can ot complete the transactionwhenyou would normal y
 complete it.
Example:
“He was goingabroad for amonth, sohe decided to use defer ed payment
forhis electricitybil .”

VOWEL DIPHTHONG
/ɔi/ oil, voice, noise, boy, toy
/iə/ hear, clear, rear

PERIOD 2 Comprehension Ba nk i n g Learners read the pas age and answer the questions on it Learners read the pas age and answer the questions on it Read and attempt questions on the passage An excursion to a Bank READ THE FOLLOWING PAS AGE CAREFUL Y AND ANSWER
Teacher reads the passage Audio-Visuals THE QUESTIONS ON IT
The teacher explains the passage to the learners Newspaper
Piggy Bank Banks are places where people canke p their money. Most people use
banks to save money in their savings ac ounts and to pay money from
their checking ac ounts. Today, when a person earns money from their
job, their paycheck is often electronical y deposited into their savings or
checking ac ount. Then, he or she can pay their bil s by writ ng checks
from their checking ac ounts or pay online where their bil s are
electronical y con ected to their bank ac ounts. Banks also give loans to
people. People may use the bank’s money to buy new houses, cars,or to
start busines es among other reasons. The bank makes money from
lending by charging interest. In other words, people have to pay back
more than they bor owed. This amount depends on how risky the bank
thinks the bor ower is and how fast he loan is paid back among other
things.

Banking and banks are very important for the functioning of the modern
world. Without banks the way we use money would not work. Banks
enable people to save money, bor ow money and to pay for things with
ease and security. Each country in the world has its own wel known banks
that have branches in nearly every city so that they are convenient for
people to use. People often have to visit the local branch of the bank
when they want certain services. There are also some very big multinational
banks that have branches in most countries in the world.

As wel as the local branches that are in most cities, each bankwil also have
a head office. This is where al central tasks are performedthatlet he local
braches function. The people that workin the branches wil be the bank
manager, the person in charge, and various tel ers whowork behindthe
bankcounterand help the customers. There wil also likely be security
guards to protect he money, workers and customers.

Most customers wil justne d to se the telers whenthey go to the bankif

theyare paying money into their ac ount as either cash or acheck.
However, they might ne d tose the bank manager if theywant o open an
ac ount or if they have become overdraw, whenthey have spentmore
money than there was inthe ac ount. Also if theywant o bor ow money
andget a loan the personwil ne d to se the bankmanager whowil have
to ap rove it. Central Bank of Nigeria controls and pilots the affairs of the
banking operations inNigeria. It is the apex bank inNigeria.

As wel as being able touse cash or checks topay for things, banks also of er
theircustomers the more convenientmethods of using either a debitcard or
creditcard. These methods are very convenient as youjustne d to car y a
smal plastic cardto be able to pay for anything. When paying withplastic
you wil ne dto either sign a receipt or enter a PINnumber toconform the
purchase andthat you are authorized to use the card.

Read the pas age and at empt the Questions below

(a) According to the writer, what is a bank?

(b) Where is paychecks electronical y deposited?
(c) How do banks generate money?

(d) According to the pas age, state any thre functions of the banks.
(e) What is the function of the security guards in the bank?
(f) What is the apex bank in Nigeria?
(g) i) What is the grammatical givento this expres ion as it is used in the
pas age?
‘… when they want certain services..’
 ii) What is its function?
(h) ( h) For each of the
fol owing words or
phrase, find another
word or phrase which
means the same and
which can replace it as
it is used in the pas age
(i) save
(ii) deposited
(iii) important
(iv) tasks
(v) approve
(vi) convenient

PERIOD 3 Nominalization Learners should be able to identify and use nominalization Learners should be able to identify and use nominalization What is Nominalization? An excursion to a Bank Nominalization is a type of word formationin which a verbor an adjective
Teacher defines Nominalization Audio-Visuals or any other parts os spe ch is used as a noun. The verbform is
Teacher gives examples of nominalization Newspaper nominalize. It is also cal ednouning.
Piggy Bank Examples:
Adding suffixes
--acy democracy
---age patronage
--- dom freedom
---er painter
---hood motherhood
PERIOD 4 Writing: Summary Learners should be able attempt Summary passages Learners should be able define summary Define Summary An excursion to a Bank SUMMARY
Teacher explains summary Audio-Visuals WRITING
Teacher explains the rubrics of summary Newspaper A summary is a
Piggy Bank condensed
representation of the
facts contained in a
pas age or a text. It
involves reduction of
piece of writ ng to a
moderate size. The
important feature of a
 summary is that it
should be brief, clear
and concise. Summary
writ ng should be
devoid of ir elevant
materials and writer’s
personal opinion and
value judgment. Since
summary writ ng is an
abstract of an entire
pas age, students
should learn the art of
condensing into fewer
words, sentence of a
longer pas age,
particularly when
responding to
questions on summary
in English language
examination.
HOW TO TACKLE
SUMMARY PAS AGE
*

Read the
questions
on the
passage in
order to
have an
idea of
what you
are to do.
*

Re
ad
the
pas
sag
e
twi
ce
at
a
fai
rly
rap
id
rat
e.
If
the
con
ten
t is
not
gra
spe
d
pro
per
ly,
do
not
att
em
pt
the
qu
esti
ons
 .
*

Well
written
summary
should
contain all
important
points.
*

Well
written
summary
should
contain all
important
points.
*

Write
answers to
the
question in
grammatic
ally
correct
sentences
instead of
clauses or
phrases.
*

Als
o
 avo
id
lar
ge-
sca
le
cop
yin
g
or
bli
nd-
lifti
ng.
Do
not
lift
wri
ter
’s
dis
cus
sio
n
ver
bat
im.
Mi
ndl
ess
lifti
ng.
* use
yo
ur
ow
n
wo
rds
as
far
as
pos
sibl
e
con
str
uct
yo
ur
ow
n
sen
ten
ces
wh
en
ans
we
rin
g
the
qu
esti
ons
.
Ho
we
ver
,
one
ma
 y
ret
ain
wo
rd
or
bri
ef
exp
res
sio
ns
wh
ich
can
not
be
acc
ura
tel
y
or
eco
no
mi
call
y
rep
lac
ed.
*

Av
oid
usi
ng
 illu
str
ati
on
an
d
fig
ura
tiv
e
exp
res
sio
ns
wh
ich
can
not
be
acc
ura
tel
y
or
eco
no
mi
call
y
rep
lac
ed.
*

Summarie
s of speech
and
dialogues
should be
in form of
reported
speech.
* Do
not deviate
from the
writer’s
thought or
issues not
discussed
in the
passage.
*

Stick to
the
stipulated
word limit
because
every
summary
observe
word limit.
* Do
not
muddle up
your
answers.
Arrange
your
answer in
the order
they
 should
appear.

PERIOD 5 Dictation and recount of topics Dictation and recount of topics Write spellings correctly Dictation Learners spell words correctly Dictation of words An excursion to a Bank Dictation
Practice on Vowels /i//i:/ Audio-Visuals Mortgage
Newspaper Appraisal
Piggy Bank Collateral
Deferred
Payment
Automated Teller Machine
Guarantor
Prepayment

TEN PERIOD 1 Vocabulary Dev Communication The teacher recal s the previous les onby asking the learners to To recal previous les on/acquisition of new words Teacher explains Banking To recal previous les on/acquis tion of new words Learners pronounce Find the meaning of the fol owing words: Bul etin, communiqué, expres , report, memo, Audio-Visuals VOCABULARY ON COMMUNICATION
Speech Diphthong /eə/ /uǝ/ highlight words as ociated with banking. To highlight at least hre examples of words with the vowel diphthongs Teacher highlights words associated with Banking the sounds distinctively memorandum, notice Newspaper
Teacher pronounces the sounds and guides the students to identify the L i v e o bj e c t s Communication can best be summarized as the transmis ion of a mes age
sounds in words from a sender to a receiverin an understandable man er.

Communication
Channel
Sender
Receiver
transmission
information
message
understanding
medium
signal
feedback
jargon
n o i s e

Vowel Diphthong
/eə/ chair, where, there
 /uǝ/ cure, sure, pure
PERIOD 2 Comprehension Communication Learners to read the passage Teacher reads the passage Learners to read the passage Read the passage careful y and attempt the questions. Audio-Visuals READ THE FOLLOWING PAS AGE CAREFUL Y AND ANSWER
The teacher explains the passage to the learners Newspaper THE QUESTIONS ON IT
L i v e o bj e c t s
Communication refers to the interaction betwe n people and their
respective environments. Dif erent ideas influence humans with the help of
communications. Communications tend to change at itudes, beliefs, and
even ways of thinking of people. Communication plays a key role in
everyday living. Knowledge can be imparted through communication. It
transfers information from one place, person, or group to another.
Communication can best be summarized as the transmis ion of a mes age
from a sender to a receiverin an understandable man er.

The importance of ef ective communication is immeasurable in the world of

busines and in personal ife. It has be n proven that po r communication
reduces quality, weakens productivity, and eventual y leads to anger and a
lack of trust among individuals within the organization. The
communication proces is the guide toward realizing ef ective
communication. It through is the proces that sharing of a common
meaning betwe n the sender and the receiver takes place. Individual that
fol ows the communication proces wil have the op ortunity to become
more productive in every aspect of their profes ion. Ef ective
communication leads to understanding.

The communication proces is made up of four key components. Those

components include: encoding, medium of transmis ion, decoding, and
fe dback. There are also two other factors in the proces , and those two
factors are present in the form of the sender and the receiver. The
communication proces begins with the sender ends with the receiver.

The sender is an individual, group, or organization who init ates the

communication. This source is init al y responsible for the suc es of the
mes age. The sender’s experiences, at itudes, knowledge, skil , and signals
some form of response to the sender. The signal may take the form
comment, a long sigh, a writ en mes age, a smile, or some other actions.
Without fe dback, the sender can ot confirm that the receiver has
component in the mes age cor ectly. Fe dback is a key component in the
communication proces because it al ows the sender to evaluate the
ef ectivenes of the mes age. Fe dback ultimately provides an op ortunity
for the sender to take cor ective actions to clarify a misundersto d
mes age. Fe dback plays an important role by indicating signif cant
communication bar iers: dif erences in background, dif erent
interpretation of words, and dif ering emotional reactions.

The communication proces is the perfect guide towards achieving

ef ective communication. When fol owed properly, the proces can usual y
as ure that the sender’s mes age wil be understo d by the receiver.
Although, the communication proces se ms simple certain bar iers
present hemselves throughout he proces . Those bar iers are factors that
have a negative impact on the communication proces . Some common
bar iers include: the use of an ap ropriate medium (chan el), incor ect
grammar, inflammatory words, words that conflict with body language,
and technical jargon.

Noise is also another common bar ier. Noise can oc ur during any stage of
the proces . Noise es ential y is anything that distorts a mes age by
interfering with the communication proces . Noise can take many forms,
including a radio playing in the background, another person trying to
enter your conversation, and any other distraction that prevent the
receiver from paying at ention.

Suc es ful and ef ective communication within an organization stems from

the implementation of the communication proces . Al members within an
organization wil improve their communication skil s if they fol ow the
communication proces , and stay away from the dif erent bar iers. It has
be n proven that individual that understands the communication proces
wil blos om into more ef ective communicators, and ef ective
communicators have a greater op ortunity for becoming a suc es .

Read the pas age and at empt the Questions below

(a) Ac ording to the
writer, what is
 communication?
(b) Of what importance
is communication?
(c) What does go d
communication
leads to?
(d) State any thre out of
the communication
proces
(e) Ac ording to the
pas age, who is the
sender and the
receiver?
(f) State any four bar iers
to ef ective
communication
(g) What is the
grammatical name
given to this expres ion
as it is used in the
pas age
i)’ The importance of ef ective communication’
ii) What is its function?
h) i. key
ii) profession
iii) initiates
iv) evaluate
v) barriers
vi) stems

PERIOD 3 Practice on Nominalization Practice more on Nominalizations Teacher recaps les on on Nominalization Practice more on Nominalizations Change the fol owing words to Nominalization Audio-Visuals More examples on Nominalization
Teacher rol s out more examples of Nominalization Play, Cheat, Love, Teach, Transport, Communicate Newspaper Listen listener
Live objects Inform information
Conduct conducor
Teach teacher
Love lover
 Move movement
Instruct instruction
Come comer
Play player
Care career

PERIOD 4 Writing: Argumentative Writing Write/ Present an argumentative essay Teacher recal s the last les on on argumentative es ay Write/ Present an argumentative essay Write an argument for or aginst he topic: Fre education is achievable in Nigeria Audio-Visuals Local Government Tier of Government should be scrap ed. Write for or
Teacher presents a topic on argumentative writing Newspaper against his motion.
Live objects This is an argumentative writ ng. It requires vocations uch as Good day
Teacher groups the learners to debate on the topic provided Mr Chairman, Panel of Judges, able Time Keeper, Co-debaters, my fel ow
students, Ladies and Gentlemen.
Give a brief introduction about yourself
Take a definite stand (Support/Oppose)
B o d y
Conclusion.

PERIOD 5 Dictation and recount of topics Dictation and recount of topics Write spellings correctly Dictation Learners should be able to write spel ings cor ectly Teacher dictates words Audio-Visuals Dictation
Practice on Vowels /i//i:/ Newspaper
Live objects profession
initiates
evaluate
barriers
s t e m s
communication
distraction
component
interpretation
inflammatory
WEEK 11 REVISION
WEEK 12 EXAMIBNATION
WEEK 13 COMPILATION OF RESULTS
OGUN STATE GOVERNMENT
 CREATIVE SCHEME OF WORK (SECONDARY)
SUBJECT: ENGLISH LANGUAGE CLASS: SS 2 TERM: SECOND TERM
 PERIOD A C T I V I T I E S
WEEK

TOPIC SUB TOPIC STARTER LEARNING OBJECTIVES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES PRACTICAL APPROACHES EVALUATION/ASSESSMENT INSTRUCTIONAL RESOURCES AND REFERENCES TEACHING NOTE

rative writing PERIOD 1 Welcome Test Welcome Test The teacher recal s the previous les ons through welcome test. To recall previous lesson/Welcome Test Teacher recounts the les on through a welcome test Learners attempt welcome test Narrate a story on how you spent your last holiday P a s s a g e . Narrate how you spent your last holiday.
The students have be n taught words related to banking L i v e o bj e c t s
A tour within the school

PERIOD 2 Vocabulary Dev Spelling Provide correct spelling of words . Teacher explains Spelling Learners acquire new words through right spel ings define spel ing. (b) Provide the cor ect spel ings of these words. Accommodation, P a s s a g e . Spel ing is the act, practice, abil ty of orming words with
. Teacher highlights the words in Brit sh and American Spel ings acknowledgement, beneficial, commis ioner, mil en ium, oc ur ence, pronunciation, L i v e o bj e c t s let ers/alphabets or the reading of let ers in words. Brit sh and American
Teacher presents commonly mis pelt words A tour within the school forms of spel ings are ac epted but here must be consistency.
Examples:
Behaviour Bre
Behavior AmE
Favourite BrE
Favorite
AmE
Programme BrE
Program AmE
Apologise BrE
Apologize AmE
Ageing BrE
Aging AmE
Fibre BrE
Fiber AmE
Exercise :
List ten words with both British and American spel ings

PERIOD 3 Structure Preposition . Identify prepositions in Sentences Teacher defines prepositions Learners Identify prepositions in Sentences Define Preposition (b) State and explain the types of prepositions P a s s a g e PREPOSITION
Teacher explains the types of prepositions L i v e o bj e c t s Preposit on is used to indicate the posit onal relationship betwe n words in
A tour within the school a construction. Preposit ons are ho ks for making modif ers of nouns and
pronouns. It is always ac ompanied by its object or complement (a noun
or a pronoun) which it ho ks to some other parts of a sentence.
Examples: They live in a flat near the vil age.

They live
in a
bungalow
in the
village.

They live
in a
bungalow
beyond the
village.

Simple Prepositions: They consist of single words. E.g

Above, before, for, since, around, within, down, of , among, by, of, up,
with, after, beneath, into, under, acros , below, inside, through, about,
behind, into, toward etc.

Complex Prepositions
In the company of, by means of, in compar ison with, in ad it on to, in
place of, in love with, along with, instead of, apart from, but for, owing to
far from, due to etc.
The complex preposit ons are also cal ed phrasal verbs, preposit onal
idioms or preposit onal pat erns because they are col ocative and most
times a change in preposit on completely alters the meaning of the
construction e.g
Round off ---- To end
Round on ---- to attack verbally
Roundabout--- encircle
Round up --- put together

Functions of Prepositions
1.
Relationsh
ip in space

The book
is near the
table.

This is
home
away from
home.
2

Location

The house
is beside
the hill.

The knife
is in the
kitchen.
3

Direction
He
walked
along the
street.

The water
is flowing
downward
.
4
Duration
of the
motion

The
programm
e is on.
I
will sleep
at dawn.
5

Sequence
A
comes
before B

Call
gentlemen
after ladies
6

Position
(support
or
opposition)
I
will stand
by you.
I
am against
him.
7

Purpose or
 Intention

The money
is for food.

Everyone
needs
someone to
lean on.
Exercise :
Pick out Prepositions from a given passage
Use the prepositions to form sentences of your own.

PERIOD 4 Writing Descriptive Give a detailed description of something Teacher explains descriptive writing Learners write a detailed description of something write a detailed description about your school. P a s s a g e DESCRIPTIVE ES AY: This form of es ay at empts to describe objects,
Teacher gives examples of descriptive essay L i v e o bj e c t s people, and events vividly. A go d descriptive es ay depends on the
Teacher guides the students to write descriptive es ay. A tour within the school creation of vivid pictures with words and the organization of those
pictures into meaningful pat ern. The fol owing points should be noted
when writ ng a descriptive es ay
*

For a
description
to be
effective, it
must have
a
dominant
impression
and
adequate
details.
*

Th
ere
 sho
uld
be
a
goo
d
eno
ug
h
int
rod
uct
ion
tha
t is
cap
abl
e
of
sett
ing
out
wh
at
the
wri
ter
int
en
ds
to
ach
iev
e.
*
 The
description
should
contain
such
details that
illuminate
or throw
light on
the subject
of
description
.
* It
involves
the use of
descriptive
words that
are mainly
adjectives
and
adverbials.
Exercise :
Write a description about your school.

PERIOD 5 Dictation and recount of topics Dictation and recount of topics Write spellings of words correctly Teacher dictates words Learners write spellings of words correctly Find the meaning of the ten capentry tools. P a s s a g e Dictation
Teacher explains dictated words. L i v e o bj e c t s Mischief
A tour within the school Deceive
Decision
Procedure
Reference
Referred
Occurrence
Recommendation
Committee
 Priviledge
TWO PERIOD 1 Vocabulary Dev El e c t i o n The teacher recal s by asking the students the definition of Learn new words associated with Election The teacher explains election Learners learn new words as ociated with Election Define election Projector displaying an Insurance firm B a l l o t
Speech Consonant /p/,/b//t/ Preposit on Recognize and identify consonants in words Teacher highlights words related with election Learners recognize and identify consonants in words Write out five words having the sounds /p/,/b/,/t/ Audio Visuals Ballot paper
The learners are not famil ar with the word Insurance. Teacher pronounces the sounds P a s s a g e Aspirant
Teacher guides the students to identify the sounds Candidate
Delegate
Constitution
Referendum
Campaign
Caucaus
Voting booth
Open ballot
Primary
C a s t
Baloot paper
Majority
Minority
Incumbent

Exercise :
List at least 10 words associated with election.

Consonant
/p/, pun, play, part, cap, player,lip., paste, hap en, stamp,hap y
/b/ bad, bo k, bird, blo d, mob, baby, bribe, board, slab,bachelor
/t/ tin, time, ten but, net, habit, temper, light, teach, talent

Exercise
1 / p /
Plenty
C o u p
S i t
care
2 / b /
G r i l l
Temple
 S h a m e
B a b y
3 . / t /
P l a t e
C a r d
D r o p
B o o k

PERIOD 2 Comprehension Comprehension on Election Read the passage Teacher reads the passage Learners read the passage Read and attempt the passage Projector displaying an Insurance firm READ THE FOLLOWING PAS AGE CAREFUL Y AND ANSWER
Teacher explains the passage Audio Visuals THE QUESTIONS ON IT
Teacher identifies dif icult words from the passage P a s s a g e Electionis the proces through whichpeople can expres theirpolit cal
opinion. They expres this opinion by public voting to cho se a political
leader. Furthermore, this political eader wouldhave authority and
responsibil ty. Most noteworthy, Electionis a formal group decis on making
the proces . Also, the selected political eaderwould hold public office. The
election is certainly avital pil ar of democracy. This is because; Election
ensures that he governmentis of the people, by the people, andfor the
people.

First of al , suffrage is an important part of Election. Most noteworthy,

suffrage refers to the right to vote in Elections. The question of who may
vote is certainly an important is ue. The electorate probably never includes
the entire population. Almost al countries prohibit individuals under the
age of majority from voting. For example, in Nigeria, the age of majority is
attainable at he age of 18 years. The nomination of a candidate is also an
important characteristic of Election. This means to official y sug est
someone for Election. Nomination refers to the proces of selecting a
candidate for election to a public office. Furthermore, endorsements or
testimonials are public statements to sup ort a candidate’s nomination.

Another es ential characteristic of Election is electoral systems. Electoral

systems refer to detailed constitutional ar angements and voting systems.
Furthermore, detailed constitutional ar angements and voting systems
convert he vote into a political decis on. The first step is the tal y of votes.
For this purpose, there is the use of various vote counting systems and
bal ot. Then comes the determination of the result on the basi of the tal y.
Also, the categorization of most systems is as either proportional or
majoritarian.

Scheduling refers to ar anging and control ing of Elections. Elected

of icials are ac ountable to the people. Therefore, they must return to the
voters at regular intervals of time. Elected of icials must do that so as to
se k a mandate to continue in of ice. Above al , most countries ar ange
elections at fixed regular intervals.

An election campaign is also an integral part of Election. Election

campaign refers to an organized ef ort o posit vely influence the decis on
making of a particular group. Consequently, polit cians compete with each
other by trying to woo more and more individuals.

Election is a peaceful and ef icient way of cho sing polit cal leaders.
Furthermore, cit zens of a Nation cho se a leader by casting their votes. In
this way, the cit zens are able to cho se an individual whose views ap eal
to them most. Hence, people are able to exercise their wil in polit cal
leadership.An election is an excel ent op ortunity for people to expres
their resentment. Most noteworthy, if people are unhap y with a
particular leadership, then they can remove it from power. People can
certainly replace an undesirous leadership with a bet er alternative
through Election.

The election is a handsome op ortunity for polit cal participation.

Furthermore, it is a way by which new is ues can be raised in public. In
most democratic countries, common cit zens are al owed to contest
elections independently. Consequently, a cit zen could introduce reforms
which are not any polit cal party’s agenda. Also, in most democratic
countries, a cit zen could form a new polit cal party to contest Election.

Electionhelps ke p the powerof political eaders incheck. The ruling parties

can ot afford to do any wrongdoing to the public due to the risk of losing
Election. Hence, Election serves as an efficient power check and control for
those in the ruling power. To sum it up, Election is the symbol of political
fre dom. Most noteworthy, it is the to l which puts authority in the hands
of common people. Democracy certainly would be non-functional without it.
People must realize the value of Elections and come outin large numbers to
vote.

Read the pas age and at empt the Questions below

a) Ac ording to the
pas age, what is the
purpose of election?
b) What is the most
principal reason for
conducting elections?
c) At what age can a
p e r s o n v o te i n
Nigeria?
d) Ac ording to the
writer, what is
nomination?
e) State two qualit es that
may aid nominations
f) What are the
characteristics of
election ac ording to
the writer?
g) g)what is the
grammatical name to
this expres ion?

‘The nomination of a candidate. ’

i ) What is its function as it is used in the passage?

 h) v i
ta
l
prohibit
accountable
fixed
fixed
freedom

PERIOD 3 Prepositional Phrase Prepositional Phrase Identify prepositional phrases in passages Teacher defines Prepositional phrase Learners identify prepositional phrases in passages What is prepositional phrase? Projector displaying an Insurance firm
Teacher provides examples of prepositional phrase Audio Visuals
Teacher states the functions of the examples of preposit onal phrases P a s s a g e Prepositio
provided. nal Phrase
A preposit onal phrase consi ts of the preposit on and its object.
Sometimes a noun which serves as the object of the preposit on has
modif ers but he important words are the preposit on and the object.
Examples:
1.

She
strolled
round the
building.

(Prepositio
n)

(Object)

2. He put the books on the shelf.

3. The boy passed the examination with ease.
4. The man sat near the town hall
 Exercises.
Highlight 5 preposit onal phrases from the pas age and state its function.

PERIOD 4 Writing Article Write an article Teacher explains Article writing Learners write an article Write an article suitable for publication in a national daily on the ef ects of cultism in Projector displaying an Insurance firm
Teacher presents topics on article writing scho ls Audio Visuals
P a s s a g e Articles are writ en composit on in magazines and newspapers meant for
the consumption of the public
Qualities of an Article
1. The article
should have a
title
2. The ti le should not be
to long or
meaningles .
3. The article should be
interesting and
at ention ar esting
enough.
4. Expres ions and
vocabulary should be
formal since the article
is a formal writ ng
5. Avoid contracted
forms like cant,
wont
6. The tone
must be
polite.

Exercise: Write an article for publication in a national newspaper on how

to end examination malpractice in your country.

PERIOD 5 Dictation and recount of topics Dictation and recount of topics Write correct spelling of words Teacher dictates words. Learners provide correct spelling of words Dictation of words Projector displaying an Insurance firm Dictation:
Audio Visuals Premium
P a s s a g e Actuary
 Indemnify
Indemnity
Cl i e n t
Benefits
Policy
Beneficiary
Premium
Recount of Topics

THREE PERIOD 1 Vocabulary Development Agriculture The teacher introduces the les on by asking the Learners explain words associated with Agriculture Teacher explains agriculture. Learners acquire new words related to Agriculture Provide and explain at least any 10 words related to Agriculture Live agricultural produce and implement Crops:
definit on of Homophones. Teacher lists words related to agriculture Grains
Teacher explains words related to agriculture. Onions
Teacher ecaps the previous les on on Insurance Cocoyam
Tubers
Carrots

IMPLEMENTS:
Wicker
Cutlass
H o e
A x e
Tractor
Silo-barn
Bulldozer

FARMING ACTIVITIES:
Bush clearing
Ferterlizer
Manure
Pruning
Weeding

Exercise :
List any five important common crops you know
Highlight words related to agriculture.
PERIOD 2 Speech Consonant /d//k//g/ /f/ /v/ Learners identify consonants sounds in given words The teacher reads pronounces the sounds Recognize and identify consonant sounds in words State any 5 words with examples of the consonants Audio Visuals Consonant Sounds
The teacher guides the learners to identify the sounds 1./d/ dip, dance, ridder, sandy, decide, dot, gold
The teacher entertains questions from the learners
2. /k/ kick, car, cold. Kind, pick, king, come, cake

3. /g/ pig, girl, gum, get, bigger, gear, glas , guard,

4. /f/ food, fan, fair, laugh, field, ferry
5. /v/ van, very, vie, villa
Exercise :
/ d /
C a b
D e a r
F o o l
P u t
/ k /
s h i r t
P i t
F u n n y
C l a y
/ g /
B l a d e
G i r l
D o g
F i l m
PERIOD 3 Structure: Contraction of Words Learners provide examples of contraction The teacher explains Contraction. Provide contraction to some words What is contraction? Give examples of words and its contracted form P a s s a g e CONTRACTION
Teacher provides examples of contraction. Contraction is the shortened formof a word. It is also refer ed to as
‘elision’. When such words are shortened, they are no longer two but one
and there shouldn’t be any space betwe n them, neither should the
apostrophe (‘) be omit ed.
Examples:
Aren’t - are not
Can’t – cannot
Didn’t – did not
Hadn’t – had not
He’s – he is / he has
Here’s – here is
 I ‘m – I am
It ‘s – it is/ it has
Let’s – let us
I ‘ll – I will

Exercise :
Provide the contraction of the fol owing words and use them to form
sentences
S h e i s
She would
That wi l l
That is
May not
I hav e
PERIOD 4 Writing Summary (Summarizing long sentences) Learners read and summarize the passage Teacher recaps summary Read and summarize given passage Summarize the passage C h a r t s SUMMARY PASSAGE
Teacher explains summary READ THE FOLLOWING PAS AGE CAREFUL Y AND ANSWER
Teacher explains the summary passage THE QUESTIONS ON IT
Teacher guides the students to identify topic and sup orting sentences in
the pas age Banks are places where people canke p their money. Most people use
banks to save money in their savings ac ounts and to pay money from
their checking ac ounts. Today, when a person earns money from their
job, their paycheck is often electronical y deposited into their savings or
checking ac ount. Then, he or she can pay their bil s by writ ng checks
from their checking ac ounts or pay online where their bil s are
electronical y con ected to their bank ac ounts. Banks also give loans to
people. People may use the bank’s money to buy new houses, cars,or to
start busines es among other reasons. The bank makes money from
lending by charging interest. In other words, people have to pay back
more than they bor owed. This amount depends on how risky the bank
thinks the bor ower is and how fast he loan is paid back among other
things.

Banking and banks are very important for the functioning of the modern
world. Without banks the way we use money would not work. Banks
enable people to save money, bor ow money and to pay for things with
ease and security. Each country in the world has its own wel known banks
that have branches in nearly every city so that they are convenient for
people to use. People often have to visit the local branch of the bank
when they want certain services. There are also some very big multinational
banks that have branches in most countries in the world.

As wel as the local branches that are in most cities, each bankwil also have
a head office. This is where al central tasks are performedthatlet he local
braches function. The people that workin the branches wil be the bank
manager, the person in charge, and various tel ers whowork behindthe
bankcounterand help the customers. There wil also likely be security
guards to protect he money, workers and customers.

Most customers wil justne d to se the telers whenthey go to the bankif

theyare paying money into their ac ount as either cash or acheck.
However, they might ne d tose the bank manager if theywant o open an
ac ount or if they have become overdraw, whenthey have spentmore
money than there was inthe ac ount. Also if theywant o bor ow money
andget a loan the personwil ne d to se the bankmanager whowil have
to ap rove it. Central Bank of Nigeria controls and pilots the affairs of the
banking operations inNigeria. It is the apex bank inNigeria.

As wel as being able touse cash or checks topay for things, banks also of er
theircustomers the more convenientmethods of using either a debitcard or
creditcard. These methods are very convenient as youjustne d to car y a
smal plastic cardto be able to pay for anything. When paying withplastic
you wil ne dto either sign a receipt or enter a PINnumber toconform the
purchase andthat you are authorized to use the card.

Questions
1. In thre sentences,
summarize the
importance of banks
2. In two sentences, state
the importance of
security in banks
 PERIOD 5 Dictation and recount of topics Dictation and recount of topics Learners provide correct spelling words Teacher dictates words Learners provide correct spelling of words Dictation A visit to the school farm Dictation
Teacher presents exercises on the sounds Practice/Practise
Teacher recounts topics taught. Kilogramme
Labeled
Equaled
Travelled
Instalment
Fulfillment
Pretence
Character
Bibliography
FOUR PERIOD 1 Vocabulary Dev Prefixes The teacher ecal s by asking the students by giving out some Learners should be able to explain Prefix The teacher defines prefix Learners should be able to explain Prefix what are prefixes? List the basic root of these words. Audio Visuals PREFIX
spel ings. The teacher provides the meaning of the prefixes Prefix is a let er or group of let ers placed at he begin ing of a ro t word
The learners have be n used to writing of let er The teacher entertains questions from the students to ad to or change its meaning. The original word to which this prefix is
ad ed is known as the ‘ro t’ or ‘stem’ and it is the part of a word that
does not change. The af ixation of a prefix may pos ibly change the word
from one part of spe ch to another.
Examples:
a- Am
ora
l
Bene- beneficial, benevolent
Bi- bi-monthly
Bio- biography
Dia- dialogue
di- diversion
for- forgo,forbid
hyper—hyperbole
macro- macro-economics
micro- micro-economics
out- outdo
sub- subdue, subvert
Exercise
Use the fol owing Prefix to form a word
Matri, contra, infra, in, il, im, photo, pre, mil i.
PERIOD 2 Speech Consonant /ʧ/ /ʤ/ /l/ Recognize and identify consonants sounds in words Teacher pronounces the sounds Recognize and identify consonants sounds in words Identify the placement of the sounds in the fol owing words Newspaper /ʧ/ - chair, chief, cheap, watch, choice, chain
 Teacher highlights the sounds in words. Chair, perch. Choice, church, gin, jest, joy, general, ugly, large, sil y, fly. /ʤ/- - gin, gest, page, joy, bridge, ridge, jew
/l/- leaf, lip, flesh, bleed, blew, small, tal

Exercise :
/ ʧ /
Choice
V a n
L e a f
R e d

/ ʤ /
K n o w
Physics
M a r y
Gentle

/ l /
S e a t
Sprint
U g l y
W a r m
PERIOD 3 Structure Concord 1 Learners should be able to explain concord The teacher explains concord Learners should be able to explain concord Define Concord C h a r t s
Teacher provides the rules of concord CONCORD
Teacher gives examples of concord The relationship betwe n the number of the subject and the formtaken by
the verb is known as concord. It refers cor espondence form in betwe n
parts of a sentence. If one part of sentence has one feature the other part
shares the same feature, otherwise there wil not be concord agre ment in
such sentence. In a bid not to commit er ors of concord, the fol owing
guidelines should be noted.

1.

When the
subject is
singular,
the verb is
in singular
form e.g.
a.

The man
goes to
school.
b.

Tunde has
a good car

2. A
subject in
plural will
take a
plural
verb.
b.

The girls
sing
beautifully
.
c.

They run
fast

3. A
subject in
plural
form but
singular in
meaning
will take a
verb in the
singular
form e.g.
a.

Measles is
a deadly
disease
b.

The
surroundi
ng of the
Rector’s
office is
beautiful

4. A
compound
subject
that
functions
as plural
takes
plural
verb e.g.
a.

The boy
and his
wife
friends are
dancing
b.
Tunde and
his wife
are very
responsibl
e

5. A
compound
subject
that forms
a unit
takes
singulars
verb
a. His
friend and
adviser
has
deserted
from him
b.

Bread and
butter is
good for
breakfast.

6. A
co
mp
ou
nd
sub
jec
t
tha
t
has
a
cor
rel
ati
ve
con
jun
cti
on
tak
es
a
ver
b
tha
t
agr
ees
in
nu
mb
er
wit
h
the
no
un
wh
ich
im
me
dia
 tel
y
pre
ced
es
the
ver
b
e.g.
a.

Neither
lucky nor
his
brothers
like
swimming.
b.

Neither
the
brothers
not lucky
likes
swimming.
c.

The
students or
their
lecturer is
in the
laboratory
.
d. Dr.
Sola or his
sons are
busy in the
room.

7.

W
he
n
ph
ras
es
int
rod
uce
d
by;
as
wel
l
as,
tog
eth
er
wit
h,
wit
h,
ap
art
fro
m,
in
co
mp
an
 y
of
are
att
ach
ed
to
sin
gul
ar
sub
jec
ts,
the
y
att
rac
t
sin
gul
ar
ver
bs
e.g.
a.

The coach,
with his
players,
travels
every
month
b.

The
matter, as
 well as
others, has
been
resolved
c.

The
president,
in
company
of his
aides, is on
tour of the
country.

Provide the correct verb in these sentences

1. He (run,
runs) very
fast.
2. We (go, goes) to
school regularly.
3. The premises (
are, is) not
clean.
4. The lecturer and the
student (are, is)
discus ing the is ues.
5. The wife and
breadwin er of the
family (are, is) dead.
PERIOD 4 Informal Letter Informal Letter Learners should be able to write an informal let er Teacher defines informal letter Learners should be able to write an informal let er Write an informal let er that has the required features. Specimen of an informal letter INFORMAL LET ER
Teacher highlights the features of informal let er. There are personal
let ers that are writ en
to relatives, friends,
acquaintances and we
 are not famil ar with. It
is used to discus is ues
and mat ers that are
personal. Informal
let ers are friendly
let ers.
FEATURES OF
INFORMAL LET ER
*

Th
e
ad
dre
ss
of
the
wri
ter
:
thi
s is
wri
tte
n
at
the
top
rig
ht
ha
nd
cor
ner
of
the
pa
per
.
Th
e
ad
dre
ss
cou
ld
be
wri
tte
n
in
blo
ck
or
int
en
de
d
for
m.
Th
e
wri
ter
’s
cou
ntr
y
of
res
ide
nce
nee
d
onl
y
be
inc
lud
ed
if
the
lett
er’
s
des
tin
ati
on
is
not
wit
hin
the
sa
me
cou
ntr
y.
Th
e
ad
dre
ss
sho
uld
be
wel
 l
pu
nct
uat
ed.
*

Da
te:
the
dat
e
ap
pea
rs
im
me
dia
tel
y
aft
er
the
wri
ter
’s
ad
dre
ss
e.g.
2nd
Se
pte
mb
er,
201
8.
Stu
de
nt
of
En
glis
h
are
ad
vis
ed
not
to
wri
te
out
the
ir
dat
es
in
the
se
for
ms
: 2-
9-
18,
2/8
/18
,
2:9
:18
.
Als
o
not
tha
t
the
re
is
diff
ere
nt
bet
we
en
2n
d
an
d
2nd
.
W
hil
e
the
lat
er
is
ap
pro
pri
ate
for
dat
e;
the
for
me
 r is
stri
ctl
y
use
d
for
na
mi
ng
pos
itio
n
of
thi
ngs
.
*

Sal
uta
tio
n:
thi
s
ref
ers
to
the
gre
eti
ng
tha
t
usu
all
y
pre
ced
es
the
lett
er.
Sev
era
l
wo
rds
can
be
use
d
to
sal
ute
or
gre
et
a
per
son
one
is
wri
tin
g
to.
Th
e
cho
ice
is
det
er
mi
ne
d
by
the
typ
e
of
rel
ati
ons
hip
an
d
the
deg
ree
of
inti
ma
cy
bet
we
en
the
tw
o
peo
ple
De
ar
…,
Ho
ney
…,
Sw
eet
hea
rt,
etc.
are
use
d
bet
we
en
cou
ple
s
an
d
lov
ers
.
Ot
her
s
inc
lud
e
Hi,
Hel
lo,
De
ar
Da
d,
etc.
Ho
we
 ver
, a
co
m
ma
alw
ays
foll
ow
s
the
na
me
or
titl
e.
*

Th
e
Bo
dy
of
the
lett
er:
thi
s is
wh
ere
the
me
ssa
ge
of
the
wri
ter
to
the
sen
der
are
wri
tte
n.
Inf
or
ma
l
lan
gu
age
or
coll
oq
uia
l
En
glis
h is
pre
do
mi
na
ntl
y
use
d
for
per
son
al
lett
ers
.
Wo
rds
cou
ld
als
o
be
con
tra
cte
d.
Ho
we
ver
,
the
re
mu
st
be
an
ap
pro
pri
ate
use
of
pu
nct
uat
ion
,
 par
agr
ap
hs
an
d
spe
llin
gs.
*

Su
bsc
rip
tio
n:
the
en
din
g
of
a
per
son
al
lett
er
is
usu
all
y
inf
or
ma
l
lett
er
ma
y
en
d
in
an
y
of
the
foll
owi
ng
wa
ys:
Yo
urs
,
yo
ur
da
ug
hte
r,
yo
ur
cou
sin,
yo
ur
aff
ecti
on
ate
son
,
wit
h
lov
e
fro
m
etc.
de
pe
ndi
ng
on
the
deg
ree
of
inti
ma
cy
bet
we
en
the
tw
o
peo
ple
co
m
mu
nic
ati
ng
eac
h
oth
 er.
Yo
ur
sin
cer
ely
or
yo
urs
aff
ecti
on
ate
ly
is
ap
pro
pri
ate
ly
for
exa
mi
nat
ion
s.
*

Wr
iter
’s
na
me
:
thi
s is
wri
tte
n
aft
er
the
sub
scr
ipti
on.
Us
ual
ly,
the
firs
t
na
me
or
nic
kn
am
e
of
the
wri
ter
is
use
d
e.g.
Fol
aji
mi,
Fik
ayo
 ,
De
sir
e
etc.
PERIOD 5 Dictation and recount of topics Dictation and recount of topics Learners provide correct spelling of words Teacher dictates words. Learners provide correct spelling of words Dictation Dictionary
Teacher recounts the topics. Dictation:
Athletics
Colossal
Continuously
Definite
Bibliography
Accommodate
Beginning
Definitive
Description
Development
Equipment

Recount of the topics

F IVE PERIOD 1 V / D Suffixes Teacher introduces the les on by asking the students to give Learners should be able to explain Suffix The teacher defines Suffix Learners should be able to explain Prefix what is a suf ix? List at least 5 suf ixes and use it to for a word Audio Visuals SUFFIX
examples ofSynonyms. The teacher provides the meaning of the suf ixes A suf ix is a let er or goup of let ers placed at he end of a ro t word to
Teacher explains Prefixes and provide more examples The teacher explains the examples of Suffixes make a new word . it is a let er, sound or syl able ad ed to the end of a
word to form a new one. The af ixationof a suf ix to a word pos ibly
changing the word fromone part of spe ch to another.

Examples:
--dom freedom,
--hood boyhood,
--ism heroism
--ment government
--fold tenfold
--ly scholarly
--less useless
--most foremost
--er teacher
 Exercise
Use the fol owing suffixes to give words
---able
- - a g e
- - i f y
- - f o l d
--ward
- - n e s s
PERIOD 2 Speech Consonants /m/ /n//ᵑ//r/ Recognize and identify consonants sounds in words Teacher pronounces the sounds Recognize and identify consonants sounds in words Identify where to place the sounds in the fol owing words Newspaper Consonants Sounds
Teacher highlights the sounds in words. Damn, man, many, same, net, new, new, language, sing, sang, red, right, write, real. /m/ mark, man, mob, cream, balm, comb, mouth, dismis
Teacher provides examples of the sounds in words. /n/ no, net, nice, train, wine, tin, fun el, noon, fun y, sign
/ᵑ song, bang, long, tongue, wing, fling, sink, singer, hanger
/r/ run, red, rot, roam, race, dowry, bro k, reduce, reign,

Exercise
/ m /
B l o o d
C o u l d
F o o l
D a m

/ n /
N e w
G o o d
F e a r
H o u s e

/ ᵑ /
G n a w
C e a s e
Language
C o u l d

/ r /
S e e k
 F e e l
Report
T i m e

PERIOD 3 Structure Concord ii Learners should be able to provide the right verb in sentences Teacher provides more rules of concord Learners should be able to explain concord Les on 3: Provide more practices on the rules of Concord c h a r t s Indefinite pronouns like: every, each, none, everybody, and anybody take
Teacher gives more exercises on concord singular verbs
a.

Each of
my
father’s
wives has
three
children
b.

None of
the
lecturers
was
present at
the
meeting

9.

Interrogati
ve
sentence
that start
with
modal
auxiliary
verb must
have a
plural
lexical
verb e.g.
a.

Should he
go there?
b.

Can he do
it?

10. If
an
y
of
the
mo
dal
au
xili
ary
ver
b
co
me
s
bet
we
en
the
sub
jec
t
an
d
the
 ma
in
ver
b,
the
ver
b
be
ma
de
plu
ral
irr
esp
ecti
ve
of
the
nu
mb
er
of
the
sub
jec
t
a. He
may come
to school
b.

She will
sing very
well

11.
Length of
time and
amount of
money are
seen as a
unit they
therefore
take
singular
verbs e.g.
a.

Five hours
is not
enough for
this job
b.

Two
million
pounds
was spent
on
electricity
by the last
administra
tion.

12. A
collective
noun takes
a singular
subject
when the
collection
is thought
of as a
whole e.g.
a.

The
governmen
t has failed
the
electorate
b.

The crew
was large
But a col ective noun
takes a plural verb
when the individual of
which it is composed
are thought of e.g. the
crew were taken
prisoners.

13.

Sin
gul
ar
sub
jec
t
foll
ow
ed
by
a
plu
ral
mo
difi
er
req
uir
es
a
sin
gul
ar
ver
b
eve
n
tho
ug
h
the
ver
b
ma
y
be
im
me
dia
tel
y
pla
ced
nex
t to
a
plu
ral
 no
un
e.g.
a.

The leader
of the
demonstra
tors has
been
arrested
b. A
register of
all
national
diploma
students
was
compiled.

14. “O
ne
of
…”
is
use
d
to
sep
ara
te
a
par
tic
ula
r
 pla
ce,
per
son
ide
a
etc.
fro
m
a
gro
up;
it
the
ref
ore
tak
es
a
sin
gul
ar
ver
b
a.

One of the
armed
robbers
has been
arrested
b.

One of his
children is
extremely
brilliant.

15.

When
“one of
the…”
that/who/w
hich is
used, the
verb that
follows the
relative
pronoun
must be
plural
a.

One of the
armed
robbers
that were
arrested
last week
has been
charged to
court
b.

One of the
houses
which
were
renovated
last week
has
 collapsed.

Exercise
Everybody (have, has) to be present at he departmental meeting
Wil she (obey/obeys) the rules?
One of the houses which were renovatedlast week( have/has) col apsed.
PERIOD 4 Formal Letter Formal Letter Learners should be able to state the features of formal et er Teacher defines formal letter. Learners should be able to write an informal let er Write out he features of the let er.Write a let er to the Chairman of your local Specimen of an informal letter FORMAL LETTER
Teacher explains the features of formal let er. government requesting for some facil ties in your scho l.
A formal let er is a
busines let er. It is an
of icial et er. They are
let ers writ en to
people we are famil ar
or not famil ar with. It
is mostly writ en to
conduct busines
rather than personal
friendship as in the
case of an informal
let er. Let ers of
ap lication for jobs,
resignation of posts,
requests, ap eals and
let ers to Editors of
newspapers etc fal
under this category.
FEATURES OF A
GOOD FORMAL LET ER
*

Wr
iter
’s
Ad
dre
ss
an
d
Da
te:
Thi
s
par
t
ind
ica
tes
the
pos
tal
ad
dre
ss
of
the
per
son
wri
tin
g
the
ad
dre
ss.
Thi
s
cou
ld
be
wri
tte
n
in
blo
cks
or
ind
ent
ed
for
ms.
Ho
we
ver
,
for
the
pu
rpo
se
of
uni
for
mit
y,
the
stu
de
nts
are
ad
vis
ed
to
ad
her
e
to
a
styl
e;
par
tic
ula
rly
the
blo
ck
for
m
bec
aus
e
the
rec
eiv
er’
s
ad
dre
ss
can
not
be
ind
ent
ed.
Fo
r
exa
mp
le,
Emmanuel Commercial High Scho l
Off Ilaro Road
 Ilaro,
Ogun State
28th February,202
Note the fol owings:
*

Ensure it
is located
at the right
hand side
of your
sheet.
*

Ensure
that the
address in
not all
written in
block
letters.
*

En
sur
e
tha
t
the
ad
dre
ss
doe
s
not
ru
n
thr
ou
gh
the
nex
t
lin
e.
Sta
rt
wri
tin
g
yo
ur
ad
dre
ss
fro
m
a
con
ven
ien
t
pla
ce
so
as
to
avo
id
spil
lin
g
 ove
r
to
the
nex
t
lin
e.
*

Use the
correct
form of
punctuatio
n marks
where
applicable.
*

Indicate
the state
you are
residing
when
writing to
someone
living
outside
such state
etc.
*

The date
should be
properly
written.
 Receiver’s Addres : In
ad it on to the writer’s
ad res , the receiver’s
ad res should be
immediately writ en
without leaving a
space. The ad res is
located on the left hand
side of the page below
the date.
*

Designatio
n of the
receiver’s
address
will be
coined
from the
question
given to
attempt.
Area Community High Scho l,
Owode-Yewa,
Ogun State
28th August, 202
The Registrar,
Poma International
Busines University,
Ifangi,
Republic of Benin.

Yewa (Egbado) Col ege

P.M.B. 218
Ibese Road
Ilaro,
 Ogun State
2 nd February, 202

The Provost,
Royal City Col ege of
Education,
Iyana Iyesi,
Ota,
Ogun State.
The ad res es may be
punctuated or left
unpunctuated. When
an ad res is
punctuated, we say the
writer has ap lied the
closed style, but when
an ad res features no
punctuation marks, it
is known as open style.
Punctuation in ad res
system is therefore
optional.
*

Sal
uta
tio
n:
`T
he
foll
owi
ng
for
ms
of
sal
uta
tio
ns
are
oft
en
use
d
in
for
ma
l or
bus
ine
ss
lett
er
de
pe
ndi
ng
ap
pro
pri
ate
titl
e
an
d
gen
der
of
the
per
son
a
lett
er
is
bei
ng
sen
t to
De
ar
Sir
,
De
ar
Ma
da
m,
De
ar
Pr
of
…,
De
ar
Dr
…
etc.
Th
e
sal
uta
tio
n
mu
st
for
 m
par
t of
the
rec
eiv
er’
s
ad
dre
ss.
*

Tit
le/
He
adi
ng
of
the
lett
er:
Th
e
hea
din
g
sha
ll
be
ext
rac
ted
or
coi
ne
d
fro
m
the
qu
esti
on
to
be
att
em
pte
d.
It
sho
uld
be
a
ma
xi
mu
m
of
eig
ht
wo
rds
.
Thi
s
fea
tur
e is
des
ign
ed
to
hel
p
the
rec
ipi
ent
to
ha
ve
an
ide
a
of
wh
at
the
bo
dy
of
the
lett
er
ent
ails
.
Th
e
hea
din
g
bri
efl
y
sta
tes
the
pu
rpo
se
of
the
lett
er
by
su
m
ma
rizi
ng
it
in
a
titl
e.
Th
e
hea
din
g
ma
y
be
wri
tte
n
in
cap
ital
lett
ers
suc
 h
as:
APPLICATION FOR
THE POST OF A LECTURER
REQUEST FOR SICK
LEAVE
LEADERSHIP IS A
MAJOR PROBLEM IN NIGERIA
When the heading is
writ en out in the
above form, it is
un eces ary to
underline the topic.
Already the heading
has be n given
prominence by the use
of capital let ers.
Moreover, the ful stop
is not used because in
most cases, the heading
or the ti le chosen my
not amount to a
sentence. On the other
hand, the first let ers of
al the major spe ch
except the minor
spe ch are capitalized
when writ ng the
heading in another
form. In this situation,
the heading must be
underlined. For
example:
Application for the
Post of a Lecturer
Request for Annual
Leave
Leadership is a Major
Problem in Nigeria
*

Th
e
Bo
dy:
Fo
rm
al
lett
er
as
its
na
me
im
pli
es
use
s
for
ma
l
lan
gu
age
.
Th
e
con
ten
t
de
pe
nds
on
the
nat
ure
of
the
lett
er,
suc
h
as
ap
pli
cat
ion
s,
lett
er
to
the
Edi
tor
,
ap
poi
nt
me
nts
,
req
ues
ts,
an
d
ap
pea
ls.
Th
e
lan
gu
age
to
be
use
d
sho
uld
be
bri
ef
an
d
con
cis
e.
It
sho
uld
be
dev
oid
of
sla
ngs
an
d
wo
rds
sho
uld
not
be
con
tra
cte
d.
Th
ey
sho
uld
be
det
ach
ed
fro
m
the
wri
ter
’s
per
son
al
pec
uli
ari
ties
exc
ept
tho
se
rel
ate
d
to
the
sub
jec
t of
the
lett
er.
It
is
ina
pp
rop
ria
te
to
en
qui
re
ab
out
the
ad
dre
sse
e’s
hea
lth
or
hos
pit
alit
y
or
thi
ngs
lik
 e
tha
t as
in
the
cas
e
of
inf
or
ma
l
lett
ers
.
*

Su
bsc
rip
tio
n:
‘yo
urs
fait
hfu
lly’
is
co
m
mo
nly
use
d
in
for
ma
l
lett
ers
.
Ob
ser
ve
the
use
of
the
cap
ital
lett
er
‘Y’
for
‘Y
our
s’
an
d
the
use
of
sm
all
lett
ers
for
the
lett
er
‘f’
fait
 hfu
lly.
Th
e
full
det
ails
of
the
wri
ter
are
wri
tte
n
bel
ow
the
sig
nat
ure
.

Signature

PERIOD 5 Dictation and recount of topics Dictation and recount of topics Learners provide correct spelling of words Teacher dictates words. Learners provide correct spelling of words Dictation Dictionary Dictation
Teacher recounts the topics Enmity
Excitement
Independent
Pr ec e de d
Pronunciation
Intelligent
Necessary
Immediately
Separate
Referred
 Recount of topics
S I X PERIOD 1 V / D Antonyms The teacher recaps the les on by explaining suf ixes Explain Antonyms The teacher explains Antonyms Learners explain Antonym and provide antonyms of words Explain the meaning of Antonym Audio Visuals Antonyms are words which are op osite to each other and their formation
Speech: /ϴ//ð/ /ȷ/ Recognize and identify the consonants sounds in words Teacher provides examples of antonyms. Learners recognize and identify the consonants sounds in words List any 5 words and its opposite and use it to form a sentence. Tape on sounds varies from word to word. Antonyms have dif erent forms entirely, others
Teacher guides the learners to identify the sounds Write five words and indicate where these sounds are evident./ϴ/ ð/ ȷ/ have similar form with only the prefix or suf ix changed.
Examples:
Word Opposite
Active Inactive/Passive
Angry Pleased
Cheerful Cheerless
Dynamic Static
Economical Extravagant
Accessible Inaccessible
Appropriate Inappropriate
Complete Incomplete
Mature Immature
Perfect Imperfect
Mortal Immortal
Accept Refuse/ Reject
Love Hatred
Exercise :
Give the opposite of the fol owing words:
Regular, premature, dil gent, striaight, legal, angry, certain, deligent,
risky, optimistic
Give the antonyms of the fol owing words
Absence, debtor, life, benediction, attract, assemble.

Consonant Sounds :
/ϴ/ --- thank, lengthy, third, seeth
/ð/ --- there, they, father, mother
/ȷ/ --- yes, few, you, prayer
PERIOD 2 Comprehension Passage Read the passage Teacher reads the passage Learners read the pas age and at empt questions from home Read the passage P a s s a g e READ THE PAS AGE CAREFULLY AND ATTEMPT THE
Teacher explains the passage QUESTIONS ON IT.
Teacher highlights dif icult words from the passage.
Philosophy of Education is a label ap lied to the study of the purpose,
proces , nature and ideals of education. It can be considered a branch of
both philosophy and education. Education canbe defined as the teaching
and learning of specif c skil s, and the imparting of knowledge, judgment
and wisdom, and is something broader than the societal institution of
education we often speak of.

Many educationalists consider it a weak and wool y field, to far removed

from the practical ap lications of the real world to be useful. But
philosophers dating back to Plato and the Ancient Gre ks have giventhe
area much thought and emphasi , and there is lit le doubt hat heir work
has helped shape the practice of education over the mil en ia.

Plato is the earliest important educational thinker, and education is an

es ential element in "The Republic" (his most important work on
philosophy and polit cal theory, writ en around 360 B.C.) In it, he
advocates ome rather extreme methods: removing children from their
mothers' care and rais ng them as wards of the state,and dif erentiating
children suitable to the various castes, the highest receiving the most
education, so that hey could act as guardians of the city and care for the
les able. He believed that education should be holistic, including facts,
skil s, physical discipline, music and art. Plato believed that alent and
intel igence is not distributed genetical y and thus is be found in children
born to al clas es,although his proposed systemof selective public
education for an educated minority of the population does not real y
fol ow a democratic model.

Aristotle considered human nature, habit and reason to be equal y

important forces to be cultivated in education, the ultimate aim of which
should be to produce go dand virtuous cit zens. He proposed that
teachers lead their students ystematical y, and that repeti on be used as a
key to l to develop go d habits, unlike Socrates' emphasis on questioning
his listeners to bring out heir own ideas. He emphasized the balancing of
the theoretical and practical aspects of subjects taught, among which he
explicitly mentions reading, writ ng, mathematics, music, physical
education, literature, history, and a wide range of sciences, as wel as play,
which he also considered important.

During the Medieval period, the idea of Peren ialism was first formulated
by St. Thomas Aquinas in his work "De Magistro". Peren ialism holds
that one should teach those things de med to be of everlasting importance
to al people everywhere, namely principles and reasoning, not just facts
(which are apt o change over time), and that one should teach first about
people, not machines or techniques. It was original y religious in nature,
and it was only much later that a theory of secular peren ialism
developed.

During the Renais ance, the French skeptic Michel de Montaigne (153 -
1592)was one of the first o crit cal y lo k at education. Unusual y for his
time, Montaigne was wil ing to question the conventional wisdom of the
period, cal ing into question the whole edif ce of the educational system,
and the implicit as umption that university-educated philosophers were
neces arily wiser than uneducated farm workers, for example.

Attempt the questions below

(a) What is the dif erence

betwe n the
ap roaches of Socrates
and Aristotle?
(b) Why do educationists
consider philosophy a
‘weak and wool y’
field?
(c) What do you
understand by the
term ‘Peren ialism’, in
the context of the given
comprehension
pas age?
(d) Were Plato’s beliefs
 about education
democratic?
(e) Why did Aquinas
propose a model of
education which did
not lay much emphasis
on facts?
(f) What is the
grammatical name
given to this expres ion
(g) I) a branch of both
philosophy and
education.
(h) What is
its
function?

PERIOD 3 Structure Regular and Irregular Verbs Learners are not famil ar with regular and ir egular verbs Dif erentiate betwe n Regular and Ir egular verbs Teacher defines regular verbs Learners define Regular and Irregular verbs. Define Regular and Irregular verbs C h a r t s Regular and Irregular Verbs
Teacher gives examples of regular verbs Learners dif erentiate betwe n Regular and Ir egular verbs Identify regular and Irregular verbs in a passage
Teacher defines irregular verbs The clas if cation of verbs into regular and ir egular forms is based on
Teacher provides examples of Irregular verbs past tense and the consti uent participle. The regular verbs are also cal ed
weak verbs while the ir egular ones are cal ed strong verbs.
The verb forms the past tense and past participle by the ad it on of the
morphemes ‘ed’ or‘d’ to the present tense form.
e.g. call
called

walk
walked

bake
baked
The ir egular verb does not take ‘ed’ or‘d’ in forming the past tense or
past participle. One way this is done is the change in the change in the
vowel. E.g.
S
ing

san
g

sun
g
D
riv
e

dro
ve

dri
ven
B
rea
k

bro
ke

bro
ke
n
 W
ind

wo
un
d

wo
un
d
F
org
et

for
got

for
got
ten
L
en
d

len
t

len
t
 B
egi
n

beg
an

beg
un
Some ir egular verbs take completely new words in the formation of the
past E.g.
G
o

we
nt

go
ne
D
o

did

do
ne
 B
id

ba
de

bid
de
n
L
ie

lay

lai
n
B
e

wa
s

bee
n
Other ir egular verbs do not change their forms when functioning in the
past; that is the present and the past forms are the same. E.g.
 P
ut

put

put
L
et

let

let
B
urs
t

bu
rst

bu
rst
C
ut
 cut

cut
PERIOD 4 Writing: Informal Letter Learners have be n taught he features of an informal et er Write a letter Teacher guides the students to write the features of an informal et er Learners write an informal letter. Write a let er to your friend tel ing him/her about he hap iest day of your life. C h a r t s Features of an Informal Letter
Teacher provides a specimen of an informal let er An address and date
Salutation
Introduction
B o d y
Conclusion
Subscription/ Closing Complimentary
Question
Write a let er to your friend tel ing him/her about he hap iest day of your
life.
Yewa Egbado College,
P.M.B. 28,
Ibese Road,
I l a r o ,
Ogun State.
22nd March, 2022.
Dear Seni,
How are you my beloved friend? I was highly excited to hear from you last
month. How is tudies?
Body: Thre / four wel developed points should be writ en.
Conclusion
Yours sincerely,
Y e m i .
PERIOD 5 Dictation and recount of topics Dictation and recount of topics Write the correct spelling of words Teacher dictates words Learners write the correct spelling of words. Dictation of words Dictionary Punctuality
Teacher list words with consonant cluster Amateur
Deteriorated
Courageously
Di scr edi t
Flexible
 Obvious
Voluntary
Innocent
concealed

Recount of Topics
SEVEN MID TERM TEST
EIGHT PERIOD 1 V / D Morpheme The teacher ecaps the les on by explaining words related to To be able to define morpheme Teacher explains Morpheme To be able to define morpheme and explain its types Define Morpheme and give xamples of Morphemes. State the types of Morpheme Audio Visuals Morpheme is the smal est unit of meaning and of grammatical analysis.
Journalism. Teacher provides the types of Morphemes Morpheme is also the smal est meaningful part into which a word can be
Teacher explains Synonyms with adequate examples. divided.
Examples:
Speak+s speaks
Talk + s= Talks
Un+ like+ ly = unlikely
Read + ing = Reading
Dance + ing = dancing
Office + er = officer
Teach + er = teacher

Types of Morphemes
Fre Morpheme: Morphemes are fre when they can stand on their own
and consti ute independent words. Bound morphemes are those
morphemes which are not capable of independent existence. They oc ur
usual y with some other word building element at ached to them.
Exercise
Break the fol owing words into morphemes
Meekness,
N e e d y
Useful
Accountable
P r e ac h e r
Passport
PERIOD 2 Speech: Consonants /ʃ/ //ʒ /h/ Learners should be able to pronounce and identify the sounds Teacher pronounces the sounds Learners should be able to pronounce and identify the sounds : Provide 5 words that contain the sounds. Audio Visuals Consonant Sounds
Teacher identifies the sounds in words. /ʃ/ / ship,sheep, finish, ocean
/ʒ / usual, vision, measure
/h/ hat, height, hall.
 Exercise
/ ʃ /
S i t
L a s t
O c e a n
l i f e

/ ʒ /
Treasure
P l a n t
C o u l d
f e e l
/ h /
M a l e
F e a r
G e t
H a l l

PERIOD 3 Tense 1 Present Tense Learners should be able to explain Tense. Teacher defines Tense Learners should be able to explain Tense What is Tense? State the types of Tenses. c h a r t s TENSES IN ENGLISH LANGUAGE
Teacher explains the types of Tenses. The word “tense” is derived fromthe Latin word “tempus” which means
Teacher provides examples of Tenses. time. Tense is a characteristics of the English verb or verbal group which
expres es the time of an action or a state. Es ential y, verbs in English can
be viewed in thre perspectives, namely the present, past, and the future.
Each of these has four components. They are:
Present
i.

Simple
tense
ii.

Continuou
s or
progressiv
e tense
iii.

Perfect
simple
tense
iv.

Perfect
continuous
tense

P a s t
i.

Simple
tense
ii.

Continuou
s or
progressiv
e tense
iii.

Perfect
simple
tense
iv.

Perfect
continuous
tense
Future
i.

Simple
tense
ii.

Continuou
s tense
iii.

Perfect
simple
tense
iv.

Perfect
continuous
tense

THE PRESENT TENSES

i.

Present
Simple
Tense:
This tense
is used to
express
habitual
actions,
repeated
customs
and habits
e.g.
a. He
leaves
home at
five O’
clock
every
morning.
b.

The little
girl cries
every day.

The present simple tense is also used to expres eternal truth or facts e.g.
a.

God is the
Supreme
Being.
b.

Jide has a
car.
It also expresses ability.

a. He
plays
football
very well.
b. He
sings quite
beautifully
.

ii.

Present
Continuou
s Tense:
This
expresses
an action
that is in
progress
e.g.
a. He
is reading
a book.
b.

She is
praying
for us.

It expres es an action in the nearer future e.g.

a. We
are writing
our first
semester
examinatio
n next
month
b.

Ibrahim is
travelling
to Ogun
State
tomorrow.

It expresses repeated action e.g.

a. He
is always
complainin
g about his
wife.
b.

She is
constantly
nagging.

iii.

The
Present
Perfect
Simple
Tense:
This
expresses
action or
activity
that began
in the past
and ended
in the
present
e.g.
a. I
have just
submitted
the result.
b. We
have left
the
classroom.
c.

They have
left the
classroom.
iv.

Present
Perfect
Continuou
s Tense:
This
expresses
an action
that
started in
the past
and ended
in the
present
e.g.
a. He
has been
living in
Lagos for
ten years.
b.

They have
been
dancing
since
9:00am.
c.

Samuel
has been
looking for
his book
since
 10:00am.
Exercise
Write any 5 examples of Present Tense

PERIOD 4 Narrative Writing Learners should tell/write a story Teacher defines Narrative writing Learners write/tell a story Write a story that ends with the saying ’I had never felt so embar as ed in my life’ p a s s a g e Narrative Essay
Teacher tells a story. Nar ative writ ng tel s tories. A go dnar ative ke ps reader in mind. A
nar ative fol ows a sequential order. The events may be organized in a
chronological order of time, order of importance or the end of seriousnes
of event. in story tel ing or writ ng, exag erations, untrue events are
ac epted. Al the nar atives are to fol ow a storyline, starting from the
background to the story,the plot i.e the unfolding of the plan or an outline
of events; the climax which is the most excit ng or important event or
point in the story.

Exercise :
Write a story that ends with the saying ’I had never felt so embar as ed in
my life’

PERIOD 5 Dictation and recount of topics Dictation and recount of topics Learners should be able to provide the right spel ings of words Teacher dictates words. Learners should be able to provide the right spel ings of words Dictation Dictionary Dictation
Teacher recounts the topics. Disappointed
Embezzle
Descendant
Development
Campaign
Definite
Cushion
Criticism
Expedient
Fascinate
Fatigue
Auxiliary
Bulletin

Teacher recounts the topics

N INE PERIOD 1 V / D Medical Science The teacher recaps the les on by explaining Tenses. To be able to acquire new words on Medical Science Teacher explains Medical science To be able to acquire new words on Medical Science Highlight and explain words associated with Medical Science. Tour to the school clinic/school nurse VOCABULARY ON MEDICAL SCIENCE
Speech Consonants: /w/ /ʧ/ The learners have no idea of the topic. Identify the sounds Teacher highlights words related to medical science. Identify , pronounce the sounds
Teacher pronounces the sounds. Disease
Blood transfusion
Dermatologist
Blood tank
S o r e
Intensive care unit
Medical doctor
N u r s e
Operation
Optician
Surgical ward
Pneumonia
Patient
U l c e r
Pathology
Surgical
Casualty
Dislocation
Surgeon
pharmacy
inflammation
contagious
immunity
virologist

Consonant sounds:
/w/ would, will, way
/ʧ/ choice, watch, church

Exercise :
/ w /
T r u t h
F a m e
W i n
c a r e
 / ʧ /
G e a r
F e e l
C h i l l
P i t y
PERIOD 2 Stress Learners should be able to define stress The teacher explains stress. Learners should be able to define stress Define Stres b)Dif erentiate betwe n stres ed and unstres ed Audio Visuals STRESS:
Teacher explains the types of stress. It is the exertion of a greater breadth ef ort on a syl able. Stres is the
Teacher states the rules of stress. sound dif erence achieved by pronouncing one syl able more forceful y
Teacher provides examples of stress. than another, for example, the dif erence betwe n record (noun) and
record (verb). Thus, stres is the force with which a syl able is produced. It
should be noted that syl ables do not have the same force of articulation.
There are two syl ables-stres ed and unstres ed syl ables. Stres ed syl able
or word is indicated by Capitalization.
Types
Word Stress
Emphatic Stress/Contrastive Stress
Sentence Sentence
Examples:
G I v e n
FARmer
unLESS
inFORM
draMAtic
exeCUtion
b) He BORROWED my textbook. (he did not steal it)
exercise:
Stress the following words
Political
Information
Impossible
Reciprocal
Reproduction
PERIOD 3 Structure Tense (Past) Learners should be able to identify past tense in pas ages Teacher explains past tense. Learners should be able to identify past tense in pas ages Write any 5 sentences in the past form C h a r t s PAST TENSE
Teacher gives examples of past tense THE PAST TENSES
i.
Past
Simple
Tense:
This tense
is used to
express
action or
activities
that took
place in
the past
e.g.
a.

Bukunmi
travelled
to Lagos
yesterday.
b.

The
chairman
wrote a
letter last
week.
c.

They came
today.

ii.

Past
Continuou
s Tense:
This
indicates
that an
action was
continuous
over a
period in
the past
e.g.
a. I
was
sleeping
while my
sister was
reading.
b.

They were
arguing
when the
lecturer
entered
the class.
c. I
was
watching a
football
match
when he
came in.

iii.

Past
Perfect
Simple
Tense:
This
expression
the
completion
of an
action
before
another in
the past
e..g
a.

She had
married
before her
father
died.
b.

The fire
fighters
came in
after the
fire had
destroyed
property
worth
millions of
dollars.
c.

The
lecture
had
started
when I got
to school.

iv.

Pas
t
Per
fec
t
Co
nti
nu
ous
Te
nse
:
Thi
s
ind
ica
tes
tha
t
an
act
ion
/ev
ent
wa
s in
the
pas
t
but
wa
 s
con
tin
uin
g
at
a
par
tic
ula
r
per
iod
of
tim
e
ind
ica
ted
e.g.
a.

The rector
had been
talking for
five
n=minutes
when the
lecturer
walked out
of his
office.
b.

The man
had been
 waiting for
two hours
before you
came.
c. I
had been
reading
Professor
Olakunle
book
before I
got to
know him
at the
University
of Ibadan.

Exercise :
Write any 5 sentences in the past form
PERIOD 4 Argumentative writing Argumentative writing Learners should be able to write an argumentative es ay Teacher explains argumentative writing Learners should be able to write an argumentative es ay. Write an argument for /against he topic: Local Government ier should be abolished Newspaper Argumentative writ ng requires candidate to write intel igibly and
Teacher presents topics in argumentative writing in Nigeria. cor ectlyon selected topics. Vocatives are mandatory in argumentative
Teacher highlights the vocatives in argumentative spe ch writ ng Good Day Mr. Chairman, Panel of Judges, time ke per, co-
debaters, ladies and gentlemen.
Question
Write an argument for/against he preposit on “Leadership is major
problem in Nigeria”
PERIOD 5 Dictation and recount of topics Dictation and recount of topics Learners write the correct spellings of words Teacher dictates words. Learners write the correct spellings of words Dictation Dictionary Dictation:
Teacher recounts the topics.
Optician
Surgical ward
Pneumonia
Patient
U l c e r
Pathology
Surgical
Casualty
 Dislocation
Surgeon
pharmacy
inflammation
contagious
immunity
TEN PERIOD 1 V / D C o u r t T The teacher recaps the les on by explaining Past ense and Learners should be able to explain words related to court Teacher explains court : Learners should be able to explain words related to court. State and explain any 5 words related to Court A visit to the court C o u r t
Present Tense. Teacher lists words related to the court Barroom
Teacher explain a court Advocates
Pleaders
Lawyer
C a s e s
Newspapers
Courtroom
District magistrate
J u d g e
Accused
F i l e s
PERIOD 2 Speech Rhyme Learners should be able to explain Rhyme The teacher explains Rhyme Learners should be able to explain Rhyme Explain Rhyme Verbs b) List some words that rhymes C h a r t s RHYME
Teacher presents words that rhyme Two words rhyme with each other if they end with the same sound. In
rhyme, the focus is not on spel ing but onthe similarity of the sound at he
end.
Examples
Rice Dice
Purse Curse
Part Heart
Loan Lone
Creep Sleep
Bread Head
Roll Mole
Faction Action
Tire Higher
Pure Cure
Exercise
Provide at least 5 words that rhyme
PERIOD 3 Structure Future Tense Learners should be able state sentences in the future tense Teacher explains future tense Learners should be able state sentences in the future tense Write any 5 sentences in the future form. C h a r t s THE FUTURE
Teacher states examples of future tense TENSES
i.

Fut
ure
Si
mp
le
Te
nse
:
Thi
s is
use
d
to
sho
w
tha
t
an
eve
n
or
act
ion
wil
l
ha
pp
en
in
the
fut
ure
.
 Th
e
au
xili
ary
‘wi
ll’
an
d
‘sh
all’
are
att
ach
ed
to
the
ma
in
ver
bs
for
the
pu
rpo
se
of
exp
res
sin
g
the
fut
ure
e.g.
a. I
shall travel
to Abuja
tomorrow.
b.

She will
see her
later
today.
c. He
will write
the letter
tomorrow.

ii.

Fut
ure
Co
nti
nu
ous
Te
nse
:
Thi
s
exp
res
ses
an
act
ion
tha
t
wil
 l
be
tak
en
pla
ce
at
so
me
tim
e
in
the
fut
ure
e.g.
a. By
this time
next week,
we shall be
singing at
the party.
b. I
shall be
seeing my
head of
Departme
nt
tomorrow.
c. We
are
starting
our
examinatio
n
tomorrow.
iii.

Future
Perfect
Tense:
This is
used to
express an
action/eve
nt that will
occur
before a
future
time
a. By
8:00pm
tomorrow,
the
football
match
between
Mancheste
r united
and
Arsenal
will have
ended.
b. By
the next
century,
we shall
have
solved the
economic
problems.
iv.

Fut
ure
Per
fec
t
Co
nti
nu
ous
Te
nse
:
Thi
s
des
cri
bes
or
sho
ws
an
eve
nt
or
act
ion
tha
t
wil
l
be
con
tin
 uo
us
in
the
fut
ure
e.g.
a. By
October,
he will
have been
studying in
Harvard
University
for two
years.
b. By
the next
May, the
nation will
have been
practicing
democracy
for two
hundred
years.
c. By
noon, Timi
will have
been
reading
for two
hours.

Exercise
Write any 5 future tenses.
 PERIOD 4 Expository Writing Learners should be able to write an expository es ay Teacher defines expository essay Learners should be able to write an expository es ay Write an exposition about a memorable day of your life. C h a r t s Expository Essay:
Teacher presents topics on expository essay.
This form of writ ng tries to explain or give detailed information on a
given topic or subject. Expository writ ng answer the reader’s basic
question about a topic: who, what, where, when, why, and how. Things,
ideas and proces es are usual y presented, analyzed and constructed when
writ ng this form of es ay. An expository es ay demands a clear, logical
communication of ideas in order to avoid a mud led presentation of acts.
Exposit on is a type of explanation. Its aim is to inform, instruct, explain,
crit cize or to analyse some concepts or situations to the reader.
Example:
How my favorite dish is prepared?
PERIOD 5 Dictation and recount of topics Dictation and recount of topics Learners should be able to write cor ect spel ings of words. Teacher dictates words. Learners should be able to write cor ect spel ings of words. Dictation Dictionary Dictation
Teacher recounts the topics. Expatiate
Covenant
Certificate
Enmity
Description
Maintenance
Mischievious
Necessary
F o r t y
Finally

Teacher recounts the topic

WEEK 11 REVISION
WEEK 12 EXAMIBNATION
WEEK 13 COMPILATION OF RESULTS
OGUN STATE GOVERNMENT
 CREATIVE SCHEME OF WORK (SECONDARY)
SUBJECT: ENGLISH LANGUAGE CLASS: SS 2 TERM: THIRD TERM
PERIOD
WEEK

TOPIC SUB TOPIC STARTER LEARNING OBJECTIVES A C T I V I T I E S PRACTICAL APPROACHES EVALUATION/ASSESSMENT INSTRUCTIONAL RESOURCES AND REFERENCES TEACHING NOTE
 TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES

PERIOD 1 T e s t T e s t Teacher recal s the les on by asking questions on Modal To recall previous lesson/Welcome Test Teacher recounts the les on through a welcome test Learners attempt welcome test narrate how you spent your holiday Narrate how you spent your last holiday.
verbs
The learners are not famil ar with col ective nouns.
PERIOD 2 V . D Collective Nouns Learners should be able to explain Collective Nouns Teacher defines Collective Nouns Learners should be able to explain Collective Nouns What is a col ective noun? b) Provide examples of col ective nouns Teacher uses audio/visual aid to teach Col ective Nouns: These name groups of individuals as if they were one
Teacher highlights some examples of col ective nouns individual.
Examples:
Assembly
G r o u p
F l o c k
B o a r d
C r o w d
Congregation
Committee
S t a f f
C r e w
M o b
rative writing
T e a m
Your team is strong.
The group has been called.
The mob has started shouting.

Exercise
List any 5 collective nouns.
PERIOD 3 Structure Phrasal Verbs Learners should be able to explain Phrasal Verbs Teacher gives a detailed explanation on Phrasal Verbs. Learners should be able to explain Phrasal Verbs Define Phrasal Verbs b) Extract phrasal verbs from a given pas age Teacher uses past question to explain Phrasal Verbs PHRASAL VERBS
Teacher explains the meaning and examples of the Phrasal Verbs. A phrasal verbis a group of two or thre words that begins with a verb
and is fol owed by a particle. The particle can be an adverb or a
preposit on. A phrasal verb is formed when a verb combines with
preposit on or adverbial particles. The meaning of a phrasal verb is
dif erent fromthe meaning of the individual words that make them up. A
phrasal verbmay be regarded as an idiom with a special meaning.
Examples:
Give up-------stop doing something
 Examples: He has made up his mind to give up smoking.
Put away - - - to return something to is place
Examples: Esther should put away those books.
Give in ---- surrender, yield
Example: the bandits should be forced to give in.
Put on ---- to wear
Example: I love those shoes you put on last week Sunday.
Account for - - to provide an explanation/ reason
Mary could not ac ount for the amount she spent at he market.
Go on with
Go through with
Go back on
Look down on
Look up to

EXERCISE:
Write any 10 phrasal verb.
Use the phrasal verbs to form sentences
PERIOD 4 Writing Punctuation Learners should be able to use right punctuation Teacher explains Punctuation. Learners should be able to use right punctuation Explain Punctuation. B)List ten punctuation symbol Punctuation.
Teacher lists the Punctuation signs. PUNCTUATION MARKS
Teacher uses some of the signs in sentences. Punctuations are marks, signs, symbols used to control the flow of thought
both in speaking and in writ ng. Al punctuation marks in English
language are STOPS. It is one of the basic to ls to the command of English
language.
FUL STOP OR
PERIOD (.)
- At
the end of
a sentence
that is not
a question
or an
exclamatio
n: I
knocked at
the door.
-

Sometimes
in
abbreviati
on: Jan.
e.g. a.m
Ph.D.
- In
internet e-
mail
addresses:
http://ww
w.find.com
COMMA (,)
- To
separate
words in a
list: A
bouquet of
red, pink
and white
roses.
- To
separate
phrases or
clauses:
When I see
him, I will
tell him.
-

Bef
ore
an
d
aft
er
a
cla
use
or
ph
ras
e
tha
t
giv
es
ad
diti
on
al,
but
not
ess
ent
ial,
inf
or
ma
tio
n
ab
out
the
no
un
it
foll
ow
s:
 the
cap
tai
n
tog
eth
er
wit
h
oth
er
me
mb
ers
of
the
tea
m
wa
s
lat
e
to
the
pit
ch.
- To
sep
ara
te
ma
in
cla
use
,
esp
eci
all
y
lon
g
one
s,
lin
ke
d
by
a
con
jun
cti
on
suc
h
as
an
d,
as
but
,
for
,
or:
We
ha
d
bee
n
loo
kin
g
for
 wa
rd
to
our
hol
ida
y
all
yea
r,
but
unf
ort
un
ate
ly
it
rai
ne
d
eve
ry
da
y.
- To
sep
ara
te
an
int
rod
uct
ory
wo
rd
to
ph
ras
e,
or
an
ad
ver
bia
l
ph
ras
e
tha
t
ap
pli
es
to
the
wh
ole
sen
ten
ces
,
fro
m
the
res
t of
the
sen
ten
ce:
As
it
 ha
pp
ens
,
ho
we
ver
, I
nev
er
sa
w
her
aga
in.
By the way, did you
hear about John’s car?
- To
separate a
tag
question
from the
rest of the
sentence:
It’s quite
expensive,
isn’t it?
-

Bef
ore
or
aft
er
‘he
sai
 d’,
etc
wh
en
wri
tin
g
do
wn
con
ver
sati
on
or
ind
ire
ct
spe
ech
:
‘C
om
e
bac
k
no
w’,
she
sai
d.
- It
is used to
addresses,
dates and
figures: 2,
Irepodun
Street
Owode
Yewa
Ogun
State.
N100, 000:00
NOTE: To separate
words that are used in op osit on to a noun-Nigeria, the giant of Africa is
bles ed.
COLON (:)
- To
int
rod
uce
a
list
of
ite
ms
:
We
ha
ve
ma
ny
opt
ion
s:
we
can
go
by
tra
in
an
d
 lea
ve
bef
ore
the
en
d
of
the
sho
w;
or
we
tak
e
the
car
an
d
see
it
all.
-

Inf
or
ma
l
wri
tin
g,
bef
ore
a
cla
use
or
ph
ras
e
tha
t
giv
es
mo
re
inf
or
ma
tio
n
ab
out
the
ma
in
cla
use
.
(Y
ou
can
use
a
se
mi
col
on
or
a
full
sto
 p,
but
not
a
co
m
ma
,
ins
tea
d
of
a
col
on
her
e.)
- To
introduce
a
quotation,
which may
be
intended:
Julius
Caesar
said: ‘I am
Mable
constant…
’
SEMICOLON (;)
- It
is
use
d
ins
tea
d
of
a
co
m
ma
to
sep
ara
te
par
ts
of
a
sen
ten
ce
tha
t
alr
ead
y
con
tai
n
co
m
ma
s:
Sh
e
wa
s
det
er
 mi
ne
d
to
suc
cee
d
wh
ate
ver
the
cos
t;
she
wo
uld
ach
iev
e
her
ai
m
wh
oev
er
mi
ght
suf
fer
on
the
wa
y.
-

Inf
or
ma
l
wri
tin
g,
to
sep
ara
te
tw
o
ma
in
cla
use
s,
esp
eci
all
y
tho
se
not
joi
ne
d
by
a
con
jun
cti
on:
Th
e
sun
 wa
s
alr
ead
y
low
in
the
sky
; it
wo
uld
soo
n
be
dar
k.
QUESTION MARK
(?)
- At
the end of
a direct
question:
Where is
the car?
-

Especially
with a
date, to
express
doubt:
Williams
Shakespea
re (1564-
1616?)
 EXCLAMATION
MARK (!)
- At
the
en
d
of
a
sen
ten
ce
exp
res
sin
g
sur
pri
se,
joy
,
an
ger
,
sho
ck
or
an
oth
er
str
on
g
em
oti
on:
Th
 at’
s
ma
rve
lou
s!
- In
inf
or
ma
l
wri
tte
n
En
glis
h,
one
can
use
mo
re
tha
n
one
exc
la
ma
tio
n
ma
rk,
or
an
exc
la
 ma
tio
n
ma
rk
an
d a
qu
esti
ons
ma
rk:
‘Y
our
wif
e’s
jus
t
giv
en
bir
th
to
tri
ple
ts
‘Tr
ipl
ets!
?’
APOSTROPHE (‘ ) (“
“)
-

With‘s’
indicate
that a
thing or
person
belongs to
somebody:
My
friend’s
brother
- In
short
forms, to
indicate
that letters
or figures
have been
omitted:
I’m (I am)
-

So
me
tim
es,
wit
h‘s
’ to
for
m
the
plu
ral
of
a
lett
er;
a
 fig
ure
or
an
ab
bre
via
tio
n:
Mi
nd
yo
u
p’s
an
d
q’s
du
rin
g
the
int
erv
iew
HYPHEN (-)
- To
form a
compound
from two
or more
other
words:
Mother-in-
law
- To
form a
compound
from a
prefix and
a proper
name
-

When
writing
compound
numbers
between 21
and 91 in
words:
Twenty-
four
- To
sep
ara
te
a
pre
fix
en
din
g
in
a
vo
wel
fro
m
a
wo
rd
beg
 inn
ing
wit
h
the
sa
me
vo
wel
:
Co
-
ope
rat
e
pre
-
em
ine
nt
-

Aft
er
the
firs
t
sec
tio
n
of
a
wo
rd
tha
t is
div
ide
d
bet
we
en
one
lin
e
an
d
the
nex
t:
De
cid
e
wh
at
to
do
in
ord
er
to
avo
id
mis
tak
es
of
thi
s
kin
d
in
 the
fut
ure
.
ELLIPSIS (…)
- To
ind
ica
te
tha
t
wo
rds
ha
ve
bee
n
om
itte
d,
esp
eci
all
y
fro
m
a
qu
ota
tio
n
or
at
the
en
d
of
con
ver
sati
on
…
cha
lle
ngi
ng
the
vie
w
tha
t
Nig
eri
a…
ha
d
not
cha
nge
d
all
tha
t
fun
da
me
nta
lly
sin
ce
her
ind
 epe
nd
ent
.
SLASH/OBLIQUE (/)
- To
separate
alternative
words
phrases:
Have a
pudding
and/or
cheese
QUOTATION MARK
(‘’)
- To
dra
w
att
ent
ion
to
a
wo
rd
tha
t is
un
usu
al
for
the
con
tex
t,
for
exa
mp
le a
sla
ng
exp
res
sio
n,
or
to
a
wo
rd
tha
t is
bei
ng
use
d
for
spe
cial
eff
ect,
suc
h
as
iro
ny:
He
tol
d
me
in
no
un
cer
tai
n
ter
ms
to
‘ge
t
lost
’.
Th
ous
an
ds
we
re
im
pri
son
ed
in
the
na
me
of
‘na
tio
nal
sec
uri
ty’.
Ar
ou
nd
 the
titl
es,
bo
oks
poe
ms
pla
y
etc
:
Ke
ats
‘O
de
to
aut
um
n’
-
Around
short
quotations
or saying:
Do you
know the
origin of
the
saying?
‘A
little
learning is
a
dangerous
thing’
- In
American
English,
double
quotation
marks are
used:
“Help! I’m
drowning!
”
BRACKETS/PARENT
HESIS ( )
- To
sep
ara
te
ext
ra
inf
or
ma
tio
n
or
a
co
m
me
nt
fro
m
the
res
t of
a
sen
ten
 ce:
To
enc
los
e a
su
m
of
mo
ney
tha
t is
rep
eat
edl
y
me
nti
one
d
e.g.
N1
0,
000
(Te
n
Th
ous
an
d
Nai
ra
onl
y)
ITALICS
- In
handwritin
g or typed
text, and
in the
examples
that
follow,
italics are
indicated
by
underlinin
g.
- To
show
emphasis:
I’m not
going to do
it youare.
Joyce’s
Ulysses.
-

For
foreign
words or
phrase: I
am an
alumnus of
the school.
DASH (___)
-

The dash
is an
attention
mark and
usually has
anticlimax
effect.
a. It
can
be
use
d
as
a
par
ent
het
ical
ele
me
nt
e.g.
His
onl
y
am
biti
on
tha
t
he
bec
om
es
a
law
yer
is
par
am
 ou
nt
in
his
mi
nd.
b. It
is
als
o
use
d
to
sho
w
an
abr
upt
cha
nge
of
tho
ug
ht:
I
wis
h
to
be
a
par
tici
pa
nt
ate
the
 tw
o
con
fer
enc
es
but
no
w,
I
do
n’t
thi
nk
I
can
att
en
d
an
y.
c. It
can
als
o
be
use
d
to
ind
ica
te
hes
itat
ion
or
 pa
use
bet
we
en
wo
rds
:
Tu
nd
e
insi
ste
d
tha
t
can
not
be
tru
e
he
did
not
tak
e
par
t in
the
de
mo
nst
rat
ion
.
CARET (^)
 This mark is used to show that something i s mis ing from sentence or text.
It shows the part where a let er, a word, a phrase or even a clause is
mis ing in a text. It is used in place or even a clause is mis ing in a text. It
is used in place of cancel ing an entire line, sentence or text.
PERIOD 5 Dictation Recount of Topics * Learners should be able to write the cor ect spel ings of words. Teacher dictates words. Learners should be able to write the cor ect spel ings of words. Dictation: Look for the meaning of the dictated words from the dictionary. Dictionary Dictation
Teacher recounts topics Adorned
Interred
Consciousness
Detective
Customary
Congested
Cherished
Petitioning
Affiliated
Curtailed
Mandatory
Assumption
Roamed
Dependence
Administration
TWO PERIOD 1 V / D : Words indicating offspring Teacher introduces the les on by explaining col ective nouns Learn new words as ociated with words indicating of spring Teacher highlights words related to offspring. Learners acquire new words. List and explain 5 words related to offspring Newspaper
Teacher explains words related to offspring. WORDS INDICATING OFFSPRINGS
Teacher uses those words in sentences. Animal

Offspring
Elephant

Calf
Tiger
Cub
Bear

Cub
Stag

Fawn
Lion

Cub
Horse

Colt, filly
Wolf

Cub
 Boar

Pock ling
Goat

kid
Goose

Gooshing

Exercise :
Give the offspring of the fol owing animals
F o x
S h e e p
S w a n
C o w
D u c k
G o o s e
PERIOD 2 Speech Word Stress Learners have no idea of the topic Stres Identify stressed word The teacher defines word stress Learners identify stres ed syl able in given words. Define Stres b) Identify the stres in the fol owing words Information, nepotism,
Teacher provides examples of word stress. graduation, contradiction, democratic. Word Stress
A stres ed syl able is indicated by capitalization.
Two syllable words
Stress on the first syllable
G I v e n
H O P Ef u l
ACtive
MAdam
 Stress on second syllable
reTURN
inFORM
conTES T
pr eSEN T

In 3 Syllables
draMAtic
aTTENtion
straTEgic
poSItion

in 4 syllables
compuTAtion
reproDUCtion
converSAtion
demoCRAtic
superFIcial

In 5 Syllables
confedeRAtion
apoloGEtic
organiZAtion

Exercise :
Stress the following words
Article
Tribalism
Political
Illogical
Captivity
Historical
Management
Satisfy
Satisfactory
PERIOD 3 Structure: Phrasal Verbs Practice Attempt exercise on Phrasal Verbs Teacher explains phrasal verbs Learners explain Phrasal verbs and provide meaning of the phrasal verbs list 5 phrasal verbs. b) Use the Phrasal verbs to form sentences
 Teacher gives exercises on Phrasal verbs Phrasal Verb Practice
Complete the fol owing sentences with the ap ropriate phrasal verbs from
the box (use the past ense where neces ary)
Abide by, end up, iron out, kick of back away al ow for, nod of , even
out, car y on, drag on, point out.
1. Cousin Kola always
- - during the weekly
fo tbal game at he
stadium.
2. The rat did not - -
when it saw the cat.
3. The an ual
conference wil - - -
at 2pm.
4. Jumoke - - dancing
even after her friend
had left he dance
flo r.
5. My mum wil find the
time to - - the
dif erences betwe n my
dad and his friend.
Exer cise
Use the phrasal verbs highlighted above to form a sentence each.
PERIOD 4 Formal Letter Formal Letter Write formal letter Teacher explains formal letter. Learners write a formal letter Write a let er to the Principal of your scho l requesting for some facil ties in your Audio Visual displaying Formal Letter Formal et er is an of icial et er. It is writ en to conduct busines es.
Teacher highlights the features of formal let er. scho l. Features of a Formal Letter
Teacher provides questions on formal let er. a. Two addresses are required
b. Salutation
c. Title
d. Body of the letter
e. Subscription: Yours faithfully,
f. Signature is mandatory
g. full names of the writer

Question
Write a let er to the Chairman of your Local Government Area, ap ealing
 for aid on behalf of your community.

PERIOD 5 Dictation Dictation Provide the correct spellings of words Teacher dictates words. Learners write the right spellings of words. Look for the meaning of the dictated words from the dictionary Dictionary
Teacher recounts topics. Daring
Outspokenness
Intentionally
Carefree
Harassed
Indifferent
Phenomenon
Extinguish
I nt e n s i t y
Se cret iv e
Reckless
Accidentally
Equivalent
Misfortune
Inquisitive
THREE PERIOD 1 V / D : Words Indicating Movement of animals Teacher introduces the les on by explaining an adverb. Acquire new words on movement of animals Teacher highlights words related to offspring. : Learners acquire new words. Newspaper WORDS INDICATING MOVEMENT OF ANIMLAS
Teacher explains words related to offspring. Elephant
Teachers use those words in sentences.

amble
Monkeys

chimb
Owls

flit
Sparrows
 flit
Crows

flap
Lambs

frisk
Rabbits

leap
Wolves

lope
Bears

lumber
Lions

prowl
Bulls
 run

Exercise :
Provide the movements of these animals
Lizards
Snakes
F r o g s
H o r s e
D u c k s
L a n k s
Eagles
PERIOD 2 Speech Emphatic Stress Learners are not familiar with emphatic stres Explain Emphatic Stress The teacher recaps stress Learners identify Emphatic stres in given words List and explain 5 words related to movement of animals Projector displaying examples of Emphatic EMPHATIC/CONTRASTIVE STRESS
Teacher provides examples of emphatic stress. This is when a particular word is given an extra stres , depending on the
meaning the speaker wishes to convey. This intentional extra stres ing of a
particular word is cal ed emphatic or contrastive stres .
Examples
1 The driver turned to the LEFT. (not to the right)
2. Mr David bough a NEW house. (not an old one)
3. He BORROWED my newspaper. (he did not steal it)
4. Emeka went FOUR times into the kitchen. (not hre times)
5. The SENIOR girls beat up the boys. (not the junior girls)

Exercise :
1. The driver
turned
LEFT.
a. Did the
driver
turn?
b. Who
turned to
the left?
c. Did the driver
 turn to the
right?
d. Did the driver
dance to the
left?

2. Mr David
bought a NEW
house
a. Who bought
a new house
b. What did
Mr David
buy?
c. Did Mr David
buy an old
house?
d. Did Mr David
sel a new
house?

PERIOD 3 Structure: Adjunct of Time& Place Identify adjunct of time and Place in a Passage Teacher explains adjunct of time and place Learners explain adjunct of time and place and provide examples Define Stres b) Identify the emphatic stres in given sentences. C h a r t s An adjunct is a word or a group of words that forms a part of the meaning
Teacher gives examples of adjunct of time and place. of the sentence.
Examples:
Julia slapped Kikelomo in the gallery.
My sister travelled to Abuja on Monday.
John went upstairs.
Should I put the kettle on the table?

Exercise
Write out five examples of adjunct of time and place
PERIOD 4 Narrative Writing Narrative (Practice) Write a story whether real or imagined Teacher explains narrative essay Learners write/tel a story whether real or imagined Write/ Tell a story on ‘I wish I had listened to my Parents’ C h a r t s Write or
Teacher highlights the features of narrative writing. narrate a
Teacher provides questions on narrative essay. story that
ends with
the saying’
 I wish I
had
listened to
my
parents’.

PERIOD 5 Dictation Dictation Write the correct spelling of words. Teacher dictates words. Learners write the right spellings of words Dictation: Look for the meaning of the dictated words from the dictionary Dictionary Dictation
Teacher recounts topics.
Dissenting
Scientifically
Inclined
Amusingly
Exorbitant
Thoroughly
Atmosphere
Commendable
Breadth
Presumes
Qualitative
Hostile
Anxiety
Contemporaries
Worthwhile
FOUR PERIOD 1 V / D : Words Indicating cries of animals. Teacher introduces the topic by explaining formal et er Acquire new words indicating cries of animals The teacher highlights words indicating cries of animals Learners acquire new words indicating cries of animals. Highlight and explain words indicating cries of animals Newspaper Animals
Speech Intonation Teacher recaps the les on on Adverbials. Define Intonation The teacher explains the words. Learners Define Intonation and give the types of intonation
Teacher defines intonation and explains its types. Explain Intonation and State its types.
Teacher highlights the examples of Intonation.

Cries
Asses
Bray
Calves

bleat
Cocks

crow
Goats

caw
Crickets

chirp
Frogs
croak
Geese

cackle/gab
ble
Lambs

bleat
Hens

cackle/cluc
k
Pigeons
loo
Swans

cry
Ravens

croak
Apes

gibber
Sparrows

chirps
Exercise :
State the cries of these animals
Parrots
O w l s
L a r k s
P i g s
B i r d s
Beetles

Speech:
Intonation is the ris ng and fal ing of the pitch sounds. It is the variations
in the pitch of a voice.When we speak, our voice pitch changes, either
becoming high or low depending on the meaning we intend.
Types of Intonation
The falling tone or tune
This is used:
A in giving commands
b. In making statements
c. In asking questions that demand some information
d. in exclamations
to show impatience
commands: stand up
bring it here
statements:
Our teacher is coming to class.
She got it right.
Questions that demand information:
Whose pen is this?
Who told you my name?
Exclamations:
What a bad girl!

Rising Tune / Tone

This is used:
In questions that demand ‘yes’ or ‘no’
 In questions that show warm personal request.
In enumerating items
For polite requests
To indicate uncertainty
For incomplete statement
For greetings
Exercise :
Provide two sentences each of when using rising tune.
PERIOD 2 Comprehension Passage Read the passage Teacher reads the passage. Learners read the passage Read the passage P a s s a g e COMPREHENSION
Teacher gives a detailed explanation of the passage. Read the fol owing pas age careful y and answer the questions on it.
Teach identifies dif icult words in the passage When health workers first came to the vil age and talked about family
plan ing, no one to k them seriously, including Amusa whose young wife
was then pregnant with their first baby. Had their fathers and fore fathers
before them not had as many wives and children as they desired? And had
they not be n able to take care of their famil es? So everyone shun ed the
family plan ing clinic, which was established in the vil age afterwards.

Twelve years later, Amusa was a clerical as istant in the city and lived
with his wife and eight children in a single ro m because he could not
af ord larger quarters. For as long as he could remember, his large family
had be n going through dif icult times, which ap eared to be worsening
lately. Only yesterday, his third child had be n sent away from scho l
because her parents could not replace her old and torn scho l uniforms.
Last year, their first son could not proce d to the secondary scho l, as the
family could not af ord the cost. Then recently, the landlord had
an ounced his intention to increase the rent.

Amusa found himself thinking about the days when he was himself a
young child. His own father had, had two wives and thirte n children, yet
as far as he could remember, the family had not faced anything similar to
what he was going through now. He sud enly realized that this was
because the times had changed and that requirement of modern living put
great pres ure on large family sizes. His father’s time and age had be n
dif erent: he had be n a suc es ful farmer in the vil age, had lived in his
own house, employed members of his large family as farm hands and fed
everyone from the abundance of the farm. On the other hand, Amusa
lived in the city on a limited income. He had no farm land not even a
vegetable garden, and had to pay for everything from his rented ro m to
the smal est domestic ne d of his family. And at four or five times what
they cost a few years before!
It was then that he sadly remembered the health workers and their gospel
of amily plan ing. How he wished he had l istened and taken their advice!
Unfortunately, he had not. And what was even more unfortunate was that
mil ions in. Amusa’s shoes became wiser only when it was to late.

Answer the fol owing questions careful y.

a.

What
advice do
you think
health
workers
gave to the
villagers?
b.

Give two
reasons
why the
villagers
did not
take health
workers
seriously.
c.

Give two
indications
of Amusa’
financial
difficulties.
 d.

Mention
any two
differences
between
Amusa’s
condition
and his
father’s.
e.

For each
of the
following
words or
phrases,
find
another
word or
phrase
which
mean the
same and
which can
replace it
announce;
going-
through;
limited;
shoe;

PERIOD 3 Structure : Active and Passive Voice Explain active and passive voice Teacher explains active and passive voice. Learners explain active and passive voice Highlight and provide sentences in active and passive voice. Active voice is e n in a sentence where the subject does what he verb
Teacher presents examples of active and pas ive sentences expres es.
Example
The bus hit the old man.
 Deji painted the gate.
The pas ive voice tel s us about he action or what has hap ened to the
object. Therefore, the subject is not active in the pas ive sentence. A
sentence without an object can ot be changed to the pas ive. Only
transit ve’s entences can be pas ivised.

Exercise :
Change the order of the fol owing sentences to make them pas ive
Ronke slapped Shade.
Nigerians love Russians.
Bisi did not drive the truck.

Examples:
The bus hit the old man on Monday
The
old
man
was hit
by the
bus.
PERIOD 4 Writing: Descriptive Essay (Practice) Write a description about something Teacher explains descriptive essay Write a description about something write a description about an ac ident scene you witnes ed on your way to scho l. Descriptive Essay (Practice)
Teacher presents a topic on descriptive writing. Write a description about an ac ident scene you witnes ed on your way to
scho l.

PERIOD 5 Dictation Dictation Write the right spelling of words Teacher dictates words. Write the right spelling of words write a description about an ac ident scene you witnes ed on your way to scho l. Dictionary Dictation
Teacher recounts topics. Committee
Necessary
Reluctant
Concerted
Persecuted
Condemned
Indignation
Announced
Anonymous
Diagnosed
 Accomplish
Masquerade
Implementation
Insecurity
Appropriate
Indispensable
Necessit y
F IVE PERIOD 1 V / D Words and their Possible meanings Teacher asks questions on the previous les on Give words and their possible meanings The teacher lists words. Learners give words and their possible meanings Provide at least 5 words and their possible meaning
Define Prepositional Phrase The teacher explains the possible meanings. Multitude
P a c k
Garland
Century
Congr e s s
C r e w
Assembly
A r m y
H e r d
H e a p
G a n g
B o a r d
Exercise
Provide the possible meaning to these words.

PERIOD 2 Rhyme Rhyme Explain rhyme Teacher explains Rhyme Learners explain rhyme Define rhyme and provide words that rhyme. Newspaper Rhym e
Teacher provides examples of words that rhyme. Examples:
Cat

sat
Bird

heard
Pail
pale
Reign

Rain
Wool

fool
Seven

heaven
Soon

moon
Change

range
Three

tree
Caller

taller
Seed

feed
Mouse

house
Bear

pear
Dime

lime

Exercise :
Pick the right option from the options below.
B a k e d
a.Days
b.Aged
c.Male
d . F a i l
2. sand
a.Fame
 b.Care
c.Band
d . F e e l
3. change
a.Wool
b . G i r l
c . D r y
d.Range
4. eight
a.State
b. fight
c . K i l l
d.Care
PERIOD 3 Structure: Noun Phrase Identify Noun Phrases in sentences Teacher explains Noun Phrase : Learners identify Noun Phrases in sentences identify noun phrases in sentences Audio Visuals Noun Phrase is a group of words with a noun or pronoun as the headword.
Teacher highlights examples of Noun Phrases A noun phrase performs the function of either the subject or the object of
the verb in a sentence. It is the subject if it is in the posit on of the doer of
the action and the object if it is receiving the action. Noun phrase can also
function as complements of verbs and complements of objects
Examples:
Twenty new vehicles were purchased last week.
My school has just bought twenty new vehicles.
Those abandoned buildings have be n erected by Prince Dapo Abiodun.
The new coach is a nice man.

Exercise :
Identify any 5 noun phrases in the pas age given. State its function.

PERIOD 4 Summary : Summary Practice Explain summary Teacher reads the passage. Learners attempt a passage on summary : Attempt the summary passage questions A passage Summary
Teacher explains the passage.
Teacher summarizes the passage. Read the fol owing pas age careful y and answer the questions on it.
The dramatic increase in life expectancy global y towards the end of the
twentieth century has generated renewed interest among scientist and
laymen alike in the subject of longetivity and the ageing proces . This
lengthening of life expectancy has be n one of the greatest achievements of
humanity. It was in recognit on of this fact that the United Nations
formal y designated 19 9 as the “International year of Older persons”.
Demographers tel a surpris ng story: octogenarians and older people,
instead of the young, now form the fastest growing population group on
earth. What then are the factors that determine man’s health and the
length of his life? Recent studies have identif ed some of these.

It is known that the sounder your habits t he longer your life may last.
Nutrit onists havbe told us that we are what we eat, that is to say, that we
eat influences the state of our health. Instead of over-eating, one should
east a balanced diet including fruit and plenty of vegetables. Moderate
physical exercise on a regular basi is of immense benefit. The family
doctor should be consulted on how much exercise and what ype are most
ap ropriate for each individual. Studies have shown that simple exercise
in and around the home help the elderly to regain strength and vitality.

The adage “use it or lose it” ap lies not only to the muscles but also to the
mind. Mental exercise ke ps the brain’s “telephone lines” alive whereas
mental decline or serenity starts the moment a person retires and decides
to take things easy in the er oneous belief that he doesn’t have to ke p up
with the world any more. Many retired civil servants fal into this bad
habit. They can change this unhealthy habit by being actively engaged in
reading, travel ing education, clubs, profes ional as ociations etc. it is
believed that such activit es not only lift he spirit but also “rewire” the
brain.

In ad it on to these is the environment. In many developing countries, the

environment poses grave dangers to health, often resulting in preventable
deaths. Ac es to clean safe water is severely limited. There are huge
mountains of refuse bre ding vermin, cockroaches and disease causing
germs in both rural and urban areas. Al this contributes to the low life
expectancy in these countries. Bet er sanitation, safer water for al and a
reduction of vermin in the home wil improve man’s environment, bolster
his health and extend his life-span.

The next factor is the state of medical care available in our countries. In
the developed countries, advances in medical science have dramatical y
improved health care delivery. Unfortunately, the reverse has be n the
 case in the po r countries of Africa and Asia. For example, in the USA,
only one woman in 12,50 dies from pregnancy-related causes whereas one
in 21 dies in Africa from the same causes! That speaks volumes about he
deplorable state of our medical services.

Final y, man has made a breakthrough in control ing his genetic make-up.
A decade or so ago, he had no control what soever of his genetic
engine ring. Now, he can re-design his genetic consti ution to ensure
bet er health and longer life.

Question
1. In
six
sentences,
one for
each, state
the factors
that
improves
man’s
health and
life-span.
PERIOD 5 Dictation Dictation Write the correct spellings of words. Teacher dictates words. Write the correct spellings of words. Dictation: Look for the meaning of the dictated words from the dictionary. Dictionary Dictation
Teacher recounts topics Consequences
Implicit
Devastation
Germane
Mundane
W r a t h
Dispersing
Adrenalin
Flavouring
Constructively
Simultaneously
Assimilated
Aquarium
 Extracted
Succeeded
Beautifying
S I X PERIOD 1 Summary Law and Order Teacher presents the topic by explaining Brit sh and Acquire new words on Law and Order Teacher highlights words related to word and order Learners acquire new words on Law and Order Highlight any 5 words related to Law and Order. Explain the words. Flashcards Law and Order relate to characterized by or advocating the enactment of
Speech: Past Tense Markers American English. Explain past tense markers Teacher explains the given words. Learners explain past tense markers Provide any 5 words in the past tense and pronounce them. laws and their strict enforcement
Teacher recaps the note on movement of animals. Teacher presents words in the past tense form Accomplice
Teacher pronounces the words. Acquit
Adjourn
Af fi davi t
A l i b i
Amnesty
Appeal
Appellant
L o t
Snort meter
Copicide
Mitigation
Tribunals
Detained
Allegation
Prosecuting
Suspect
Court summons
Prosecution
Evidence
Exercise
Find out the meaning of the fol owings
Plaintiff
Plea for mitigation
J u r y
Complainant
delinquents

Speech: Past Tense Markers

When verbs that end with voiceles consonant sounds such as k,p and f are
reflectedwith –ed, the past marker is pronounced as /t
 Parked /pa:kt/
Slapped /slapt/
Laughed /la:ft/
When verbs that end with vowels and voicedconsonant sounds such as
o,a,b,g, and v are reflectedwith –ed, the past marker is pronounced as /d/
Followed
Stabbed
Curved

3. when verbs end in t and d, the past ense marker is realized as /id/
Planted /pla:ntid/

Landed /landdid/

PERIOD 2 Comprehension Comprehension Read a passage The teacher reads out the passage. Learners read a passage Read and attempt the passage COMPREHENSION
The teacher explains the given passage The great white shark is at he top of the marine fo d chain. In the shark
The teacher summarizes and identify the topic sentences in the pas age family, it is the king, it wil eat anythi ng, even other sharks. But as it get
older, big er and slower, it develops a preference for seals, penguins and
car ions, especial y dead whales. In locating their fo d most sharks use al
their senses, including excel ent vision. Their sense of smel is incredible
and their ears are aided by pres ure-sensitive cel s along each side of their
body. Nothing escapes this eavesdrop ing system, which is at uned to
vibration in the water. Sharks also have a sixth sense which enables them
to detect he weak electrical field emanating from the beating heart or the
swimming muscles of a potential prey.
The white shark’s most fearsome as ets as its huge head, it black eyes, and
it razor-sharp, ser ated te th. The circulatory system of the white shark is
dif erent from that of most other sharks. Its blo d temperature is about
thre to five degre s Celsius above water temperature; this spe ds up
digestion and ad s to its trength and endurance.
It is known that he white shark spits out its wounded prey after an init al,
powerful bite. Then it waits for the victim to die before eating it. Why does
it use this bite-and-spit strategy? Experts speculate that his is because of
its eyes. Unlike other sharks, the white shark has no eyelid-like membrane
to protect its eyes; rather, it rotates them in their sockets when a col ision
is imminent. At the moment of impact the eye is left exposed, perhaps to
the flaying claws of a seal. Therefore, for the white shark, a quick mortal
strike and release is common behavior.
The public image of Sharks has be n greatly coloured by the novel jaws,
which was turned into a popular movie. Overnight the white shark
became evil incarnate. However, it is not a demon craving human flesh.
The smel of blo d does not drive it into a fe ding frenzy as it does certain
other sharks. Nevertheles it is a dangerous animal that should be treated
with caution and respect.
a.

How do
sharks use
their sixth
sense?
b. In
what
significant
way is the
circulatory
system of
the white
shark
different
from that
of other
sharks?
c.

What,
according
to the
passage, is
the
probable
reason
 why the
white
shark
waits for
its victim
to die
before
eating it?
d.

For each
of the
following
words,
find
another
word or
phrase
which
means the
same and
which can
replace it
as it is
used in the
passage

preference
incredible
emanating
speculat e
mortal
coloured
PERIOD 3 Adjectival Phrase Adjectival Phrase Explain adjectival phrase Teacher recaps definition of Phrase Learners explain adjectival phrase what is a Phrase and Adjectival Phrase? b) Provide examples of adjectival phrase Audio visuals An adjectival phrase is a group of words headed by an adjective and
Teacher explains adjectival phrase qualif es a noun or a pronoun. Adjectival Phrase is a group of words that
Teacher provides examples of adjectival phrase. describe a noun or pronoun in a sentence. The adjectival phrase can be
 placed before or after the noun or pronoun in the sentence. An adjectival
phrase tel s more information about a noun or a pronoun.

Examples:
She had extremely menacing eyes.
The dog covered in mud is mine.
David is a nice, intel igent, handsome boy.
The books in the library are well organized.
PERIOD 4 : Informal Letter Writing Informal Letter Write an informal letter Teacher provides examples of informal let er Learners write an informal letter Write a let er to your friend discus ing why you wil not come for the holiday An informal et er is a friendly let er. It contains the fol owing features
Teacher gives specimen of an informal let er An address and date
Salutation
Introduction
Body of the letter
Conclusion
Exercise :
A friend of yours had writ en to you of his/her intension to change his/her
scho l. Write a reply to him/her discus ing reasons why he / she should
change to your scho l.
PERIOD 5 Dictation Dictation Write the correct spellings of words. Teacher dictates words. Learners write the correct words. Dictation of words: Lo k for the meaning of the dictated words fromthe dictionary. Dictionary Dictation
Teacher recounts topics Severe
Prevalent
Alternative
G l o b e
Argument
Pertinent
Punishment
Statistic s
Institution
Expression
Compulsory
Condemnation
Buoyant
Negligible
Invigorate
Compliment
Depressed
 Arrogant
SEVEN MID TERM TEST
EIGHT PERIOD 1 V / D Government Teacher introduces the les on by explaining adverbs. Acquire words related to Government Teacher lists words related to Government Learners acquire words related to Government List and explain words related to Government Live objects on Government Administration
The learners are not famil ar with report writing. Teacher explains words related to Government Governance
Democracy
Politics
Regime
Ministry
Political
Manifesto
Mandate
Lawmakers
Republic
Constitution
Political party
Election
Federation

PERIOD 2 Summary Passage Summary Passage Teacher reads the summary passage. Learners read the summary passage Read and attempt the summary passage Comprehension passage Summary
Read the summary passage Teacher explains the summary passage Read the fol owing pas age careful y and answer the question on it.
Teacher indentifies dif icult words from the passage Scientist has made spectacular advances in genetic engine ring in the last
fi ty years.The benefits of this genetic revolution to mankind are immense
and almost limitles . In the field of Medicine, many of the diseases that
have hitherto proved incurable can now be eradicated using genetic
engine ring. It is now pos ible to identif y the specif c gene responsible for
any given diseases and to replace the diseased gene with a healthy one.
This new technology can now be used to cur e such serious diseases as
diabetes, sickle-cel anemia, and cancer. Geneticists (specialists in genetic
science) claim that there are several othe r medical benefits that can be
derived from this new science. They as ert hat by increasing the neurons
in the brain, we could slow down the ageing proces .
Scientists are now on the threshold of being able to redesign the human
body to make it functions more ef iciciently. This interesting aspect of
preventive medicine involves the intervention of the doctor to ensure that
the foetus contains no diseased gene that can develop into a disease later
on.
Moreover, scientist can now build or develop organs for transplant
surgery. Patients who ne d heart or kidney transplant no longer have to
wait endles ly for donors or be wor ied that he donated organs would be
rejected by their body’s immune system.
Perhaps, the greatest benefits’ of the genetic revolution are in the areas of
crop and livestock production. Cloning, or the creation of a new plant or
animal from the genetic information car ied in one cel , ahs already be n
done with plants and animals. The result is the production of grains that
yield their own fertil zer or can be grown in factories without sunshine
and soil. Already in the United State of America, genetical y modif ed
(GM) potatoes, tomatoes, ap les, etc are on sale in supermarkets. The
main dif erence betwe n these GM products and their conventional y
produced counterparts is that the former are usual y big er and have a
longer shelf-life than the later. Consequently, most shop ers would rather
go for the GM products, other things being of ered a chicken the size of a
turkey or a she p almost as big as cow! If the price and the taste are
comparable, then the housewife would natural y prefer the GM bre d, just
as we now prefer the so-cal edAgric fowls to our smal er local bre ds.
There are, however, serious potential dangers. The greatest risk is the
escape-by ac ident cr by design of harmful microbes from the laboratory
into a world that has no defences against them. Some scientists have
speculated that the HIV virus may have originated from such an
ac idental escape. The world has not forgot en the case of Adolf Hitler
who, in furtherance of his project creating a superior race, abused
scientif c knowledge and plunge the world into World war I . For this
reason, many governments have be n cautious or even reluctant to give
the geneticist the neces ary ap roval to implement the result of their
researches. There is no guarante that man can be trusted not o use this
new found “power” for destructive ends.
a. In
four
sentences,
one for
each,
summarize
 four
benefits of
genetic
engineerin
g to man.
b. in
two
sentences,
one for
each state
two
dangers
inherent in
genetic
engineerin
g.

PERIOD 3 Structure Adverbial Phrase Identify adverbial phrase in sentences Teacher explains an adverb. Learners identify adverbial phrases in sentences Define adverbial phrase. B) Write out 5 adverbial phrases in the pas age. Adverbial Phrase describes a verb, an adjective or evenanother adverb.
Teacher provides examples of adverbial phrases. Adverbial phrases are known to answer the questions that describe how,
when, where, or how something was done
Examples:
Meet her at the bridge hotel this afternoon.
You need to clean your house better than that.
She walks to school every day.
He completed the task hurriedly.
The book was in my bag.

Exercise :
Write out five adverbial phrases from the passage.

PERIOD 4 Report Writing Report Writing Explain report writing Teacher explains report writing Learners explains report writing and write a report. Write a report of what happened in the school last week REPORT WRITING
Teacher provides examples of report writing A report is a methodical, wel plan ed document which outlines and
evaluates a subject or problem and which may include
*
The record
of an order
of events
*

Explanatio
n of the
implicatio
n of these
events or
facts
*

Evaluation
of the facts
or results
of research
presented
*

Discussion
of the
consequen
ces of a
conclusion
or course
of action
*

Conclusion
s
*

References
Report writ ng is considered the most research based and qualif ed form
of report writ ng that simplif es busines proces and modules and creates
a bet er underst9of the data and facts included for the target audience.
Writ ng a report requires a special skil , set but an experienced writer
with proper understanding of how to write a report can equal y justify this
special area of writ ng.

Report writ ng is usual y time-consuming and often requires a detailed

rese0for which this report writer may have to vis t places, meet people and
find a solid conclusion at he end of the day to write a go d report. Report
writ ng is the primary to l of media person el through which they pas on
specif c information about an incident or topic. Apart from the media
usage, report writ ng is required in various sectors like corporate,
government, polit cs Tec.
Report must always be;
Correct
Crisp – clearly defined
C l e a r
Well structured

Types of Report Writing

Formal Report Writing

Formal report writ ng is pret y complex and time consuming. Usual y, it
demands an immense research, explanation, references, links, lists and
many more to make the primary point clear enough for the readers. This
type of report writ ng is usual y prefer ed for an important
incident,misuse or mat er by big organizations. Formal report writ ng is
general y long and expensive.

Pattern of a formal report

Cover: The cover of a report is omething that drives a reader’s at ention
first

Title of the Report: This includes the Report’s ti le and name of the
writer. The ti le can also have a date and the name of the organization for
which the Report has be n prepared

Table of Contents: This section includes the headings and subheadings of

the primary text writ en

Summary: Here, you basical y provide the synopsi of the whole report’s
primary text and you can also Cal it an I formative summary

Introduction: This is the most important section of the main text . It

includes thre main components- Introduction, discus ion and conclusion

Discus ion: A report writer discus es the main story of the report.
Ac ording to your readers convenience, you decide the order of the
reports’ results.

Conclusion /Recommendation: This is where the summary of the

discus ion is presented. Here, you Itemise your findings and recommend
the elements to your readers as per your overal evaluation.
Reference /Bibliography /Appendix

Informal Report writing.

This type of report writ ng is comparatively easier and les time
consuming than the formal report writ ng. Here, you ne d to perform
les er research and it also includes les er components. It can be divided
into few types -Credit report, feasibil ty, progres , sales, financial,
personal evaluation, literary reports.
Process for Report writing
*

Decide the
objective
*

Understan
d your
audience
 *

Report
format
and types
*
Readabilit
y
*
Edit and
proofread
PERIOD 5 Dictation Dictation Write the correct spellings of words. Teacher dictates words. Write the correct spellings of words. Dictation: Look for the meaning of the dictated words from the dictionary. Dictionary Parliamentary
Teacher recounts the topics. Manifestation
Lawlessness
Conspiracy
Destabilization
Progressive
Sought
Nationally
Patronage
Legislative
Authoritarianism
Federalization
Constitutional
N INE PERIOD 1 V / D I nt e r ne t Teacher introduces the les on by asking questions from the Acquire words related to Internet Learners acquire words related to Internet List and explain any 5 words associate d with Internet. Live objects Internet
students. Teacher lists words associated with Internet. Audio visuals Modem
The learners are not famil ar with Internet terms. Teacher explains words associated M o d e m Technology
B l o g Device
Internet gadgets. D a t a
Wireless
Router
Hotspot
W i f i
Connection
Subscription
Network
PERIOD 2 Speech Consonant Sounds Identify and Pronounce Consonant sounds Learners pronounce and identify the sounds. State the consonant sounds, provide and identify the sounds in the words. Audio visuals
Teacher highlights the consonants sounds. M o d e m Consonant Sounds
Teacher pronounces the consonant sounds. B l o g Symbols Keywords
Dictionary /p/ Put, Stop, Apple
/f/ Four, Food, Fish
/t/ Tres , Stop, Want
/ϴ/ Earth, thing, throw
/tð/ Chair, choice, teacher
/k/ Cup, Dark, Walk
/b/ Bet, about, beer
/v/ Vow, Vote, Observer
/d/
food, said
/ð/
There,
bathe
/dʒ/ Joke, joy, lounge
/z/ Noise, president, pleasure
/g/ Girl, green, grin
/h/ Hot, heat, heart
/m/ Money, my, lamb
/n/ Nurse, grin, gre n
/ȷ/ Sing, English, drank
/r/ Rule, tree, grin
/u/ Pull, love, rule
/w/ Want, way, where
/j/ Year, yellow, yes
PERIOD 3 Structure Noun Clause Identify Noun Clauses in sentences Learners identify noun clauses in sentences. Les on 3: Identify Noun Clauses in a pas ageand state its functions Passage and dictionary NOUN CLAUSE
Teacher explains Clause. A noun clause is a dependent clause that acts as a noun.it is a group of words
Teacher explains the types of clauses. acting together as a noun.
Teacher explains Noun Clause. Examples
Tola can invite whomever he chooses.
I don’t understand what you are talking about.
 What Akin said made his friends loved him.
How the boy behaved was not very polite.

PERIOD 4 DESCRIPTIVE WRITING Descriptive Writing(Practice) Give a description about something Learners write a description. : Write a description about your home L i v e o bj e c t s
Teacher explains descriptive writing Descriptive Writing
Teacher gives a description about the school DESCRIPTIVE ES AY: This form of es ay at empts to describe objects,
people, and events vividly. The fol owing points hould be noted when writ ng
a descriptive es ay
* For
a
description
to be
effective, it
must have a
dominant
impression
and
adequate
details.
*

Th
ere
sho
uld
be
a
goo
d
eno
ugh
intr
odu
ctio
n
that
 is
cap
abl
e
of
sett
ing
out
wh
at
the
wri
ter
inte
nds
to
ach
iev
e.
*

The
description
should
contain
such details
that
illuminate
or throw
light on the
subject of
description.
* It
involves
the use of
descriptive
 words that
are mainly
adjectives
and
adverbials.
Exercise:
Write a description about he Principal’s office of your scho l.

PERIOD 5 Dictation Dictation Write the correct spellings of words Teacher dictates words. Learners write correct spellings of words
Teacher recounts topics.Provide cor ect spel ings of words.
TEN PERIOD 1 V / D Technology Teacher introduces the les on by explaining descriptive Acquire words related to Technology Teacher explains Technology. Learners acquire words related to Technology Explain Technology b) List words related to Technology Live materials Biotechnology
writ ng. Teacher lists the words associated with technology. Engineering
Learners are not familiar with technology. Teacher explains words related to technology. Computing
Teacher recaps adjective. Internet
Robotics
Automation
Digital
Biomedical
Applied science
Wireless
Devices
Software
Autonomics
Semiconductors
Smelting
Electronics

Exercise :
Provide at least 5 words that relates to technology

PERIOD 2 Speech Vowel Sounds Identify and pronounce vowel sounds Teacher highlights the vowel sounds. Learners pronounce and identify the sounds Write out any 10 words and identify the vowels therein. Audio visuals A vowel can be defined as a sound during the production of which there is
Teacher pronounces the sounds. from of obstruction to the regres ive air stream. Thus, it is a sound that is
Teacher indentifies the vowels in words produced with fre flow of the air expel ed by the lungs. Vowels are
general y voiced, having no noise component but rather a characteristics
pat erning of ormants. The vowel phonemes are clas if ed into two areas:
 monothongs or pure vowels, and dipthongs.
Monopthongs: A vowel sound with a single nucleus and it is represented
by a symbol. They are refer edto as pure vowels

VOWEL SOUNDS
1./i:/ Seat, green, tree
2./i/ Sit,
grin, fish
3./u/ good, foot, pull
4./u:/ Food, rule, shoe
5./e/ Head, bet, said
6./ə/ About, teacher, observer
7./ ʒ:/ Girl, nurse, earth
8./ ɔ:/ door, port, court
9./ɔ/ pot, long, wrong
10./a:/ farmer, card, heart
11./˄/stuck, come, love
12/ą/ bad, mad, cat

Exercise :
Recap of the topic.
PERIOD 3 Adjectival Clause Adjectival Clause Identify adjectival Clause in passages Teacher explains adjectival clause Learners identify adjectival clauses in sentences. Define adjectival clause b) Write out any 5 adjectival clause from a pas age. Adjectival or Relative Clause qualif es/ modif es a noun, pronoun or a
Teacher highlights examples of adjectival clause. noun phrase in the main clause. Relative clauses are introduced by relative
pronouns who, whom, which, that and whose.
Examples:
The man who lives next door is a doctor.
The man who stole that car is in prison now.
These are the earings which belonged to my grandma.
This is the computer which I think is the best.
Examples:
PERIOD 4 Article Writing Article Writing (Practice) Write an article Teacher presents an example of article writing Learners write an article. Write an article on any given topic Newspaper Practice on Article writing
Teacher explains article writing Write an article suitable for publication in a national newspaper on the
is ue of youth unemployment and sug est how this can be promoted by the
various ectors of the economy.
PERIOD 5 Dictation Dictation Provide correct spellings of words. Teacher dictates words. Write the correct spellings of words. Dictation: Look for the meaning of the dictated words from the dictionary Dictionary Dictation
Teacher recounts topics. Incompetence
 Es s e nt i a l
Development
Concentration
Invincible
Controversial
Constraints
Controversial
Immunization
Restriction
Argument
Velocity
WEEK 11 REVISION
WEEK 12 EXAMIBNATION
WEEK 13 COMPILATION OF RESULTS
OGUN STATE GOVERNMENT
 ACTIVITIES
INSTRUCTIONAL
PERIOD
WEEK

LEARNING PRACTICAL EVALUATION/ TEACHING

TOPIC SUB TOPIC STARTER TEACHER’S LEARNER’S RESOURCES AND
OBJECTIVES APPROACHES ASSESSMENT NOTE
ACTIVITIES ACTIVITIES REFERENCES

ONE WELCOME Recount /

1 TEST Welcome
Test
2 Vocabulary Words Read a At the end Teacher Learners Class A “fill in the A chart Words that
Developme Related to short of the writes say words participatio blanks” containing the are related
nt / motor poem lesson some they know n. activity list of words to Road
Speech: car/ with learners words that are should be associated with travelling
Words Vowels enthusias should be related to related to used to motor car and. are:
related to /i/ and /i:/ m able to motor car motor car assess the WAEC Past Journey,
motor car/ identify and on the and use learners. Question highway,
Vowels /i/ and use board and the words Attempt a tour, dual
and /i:/ words say the in a test of orals carriageway,
related to words sentence. on vowel trip, voyage
motor car carefully. Learners sounds etc.
and Teacher repeat the These are
pronounce writes the vowel vowels
the vowel phonetic sounds as numbers 1
sounds symbols on pronounce and 2. Vl 1 is
correctly the board d by the a long vowel
and teacher sound
pronounce pronounced
accordingly with the lips
spread while
Vl 2 is a
shorter
vowel sound
and
pronounced
 with the lips
lightly
spread
3 Comprehe Reading a What is Learners Teacher Learners Class Learners A relevant A suitable
nsion passage a the best should be explains to read a participatio should read material passage on
Motor car book you able to learners passage n aloud the Motor car
have develop how to and answer passage and
ever reading answer the take note of
read? skills questions questions the main
on on it points
comprehen
sion
passages
4 Structure Noun If you At the end Teacher Based on Guided Some more Appropriate A Noun
Phrase could of the explains what the approach noun Phrases exercises from Phrase is a
rename lesson, what Noun learners will be suitable group of
yourself, learners phrase are, have written for textbooks words that
what should be and what it learned, the learners acts as a
name able to does in a they to identify in noun. They
would recognize sentence should give sentences. can act as
you give? Noun with their own Subjects,
phrase in a adequate examples Direct
sentence examples. of Objects,
and use sentences, Indirect
them that Objects,Obj
correctly. contain ects of a
Noun preposition,
Phrases Subject
Complemen
t or
appositive.
5 Writing Writing Dictate At the end Teacher Learners Creativity Learners A chart that My Trip on
stories on more of the dictate should use should write can aid an excursion
a trip words lesson some more the a good narrative to Abuja in a
 made related learners words that dictated introductory writing luxurious
to motor should be is used in words to paragraph bus
car to be able to the write a and a
used in write a vocabulary story on befitting
writing good story of motor travelling conclusion to
relating to car and ask by bus the story to
a travel the be written
experience learners to
on a bus or write them
car so as to down
develop
writing
skills.
PERIOD 1 Vocabulary Travelling What is At the end Teacher Learners Class Use 10 of the www.bbclearni Words that
Developme by road / your of the writes say words participatio words ngenglish.com are related
nt/ Speech Revising favorite lesson some they know n. related to A cardboard to travelling
work Vowel place of learners words that are travelling by showing the by road are :
sounds all the should be related to related to road in vowel chart Highway,
/e/ places able to travelling travelling sentences with their Dual
and /æ/ you have identify by road on by road examples. carriage
visited? and use the board and use A Bluetooth way,
TWO words and say the the words device. Expressway,
NARR related to words in a Side road,
ATIVE travelling carefully. sentence. Double
WRITI by road. Teacher learners bend, U-
NG. They pronounce should give turn, Speed
should also s the vowel other break etc.
be able to sounds and examples
identify the allows the of words
letter that learners to that
symbolizes repeat contain the
the vowel after her. vowel
sounds Teacher sound that
may use a the teacher
 Bluetooth will
device to pronounce
play a
recorded
pronunciati
on of the
sounds
with
examples
of words
with the
vowel
sounds.
PERIOD 2 Comprehe Reading a At the end Teacher Learners Class The learners A selected
nsion passage of the reads the should take participatio use their Textbook
lesson, the passage so turns to n worksheets
learners that the read the to answer
should be learners passage the questions
able to can hear paragraph on the
read a how by passage.
given difficult paragraph
passage words are for
and be able pronounce maximum
to answer d. participatio
the n.
question
on it.
PERIOD 3 Structure Noun What is At the end Teacher Based on Critical Some more A Noun
Clauses your of the explains what the thinking noun clauses clause is a
absolute lesson, what Noun learners will be group of
dream learners clauses are, have written for words that
job? should be and what it learned, the learners acts as a
able to does in a they to identify in noun. They
recognize sentence should give sentences. can act as
 Noun with their own Subjects,
clause in a adequate examples Direct
sentence examples of Objects,
and use sentences, Indirect
them that Objects,Obj
correctly. contain ects of a
Noun preposition,
clauses Subject
Complemen
t or
appositive.
PERIOD 4 Writing Oral Do you At the end Teacher Learners Collaborativ Write a good A chart that
discussion have any of the explains listen to e introductory can aid
on hidden lesson, the choice the teacher participatio paragraph expository
technolog talent? learners of words and make n for your writing.
y should be and tenses contributio essay Relevant topics
able to to be used ns. They for practice
build a in writing. learn to
good Teacher generate
communica leads the titles for
tion skill learners to their
discuss and essays
generate
titles for
their essay.
PERIOD 5 Recap Dictate Recite a To build Teacher Learners Skilled Generate 10 Model
some of short communica dictates writes Communica appropriate narrative essay
the words poem tion skills various down the tion words for use topics from
used words that words on the essay literature text
during the was used dictated. you want to and others.
week during the Learners write.
week, discuss
especially, relevant
in the words to
 vocabulary use and
developme write a
nt class. good
Teacher expository
leads the essay.
student to
write a
narrative
essay on
travelling
by road.

THREE PERIOD 1 Vocabulary Culture, Describe At the end Teacher Learners Collaborativ Learners 1.Pictures Words
Developme Institution a of the explains mention e should list 5 2.Dictionary related to
nt/ Speech s and particular lesson, what and participatio other words 3. charts cultures are:
work Ceremoni ceremon learners culture and describe n associated containing Oath taking,
es. y in your should be ceremonies some with Culture illustrations Regents,
Vowels area. able to mean and ceremonies and and diagrams Worshipper,
/a:/ explain the leads them in their Ceremonies relating to sacrifices,
and /ɔ/ meaning of to make area and not cultural norms Divination,
the words simple and make mentioned in and Priest, rites,
in context correct sentences class and use ceremonies. regalia,
and use sentences using the them in House
them well with the identified sentences warming,
in words. words. Masquerade
sentences. Teacher Learners etc.
Pronounce pronounce repeat the
the vowel s the vowel vowel
sounds sounds sound after
correctly correctly. the
and teacher.
identify
 them in
words and
sentences.
PERIOD 2 Summary Reading What Learners Teacher Learners Guided Learners Recommended
and aspect of should be explains read approach should write textbook
summarizi your able to the selected the key ideas
ng a culture read, meaning of passages, from
passage do you identify topic pay different
on culture think is and write sentence attention paragraphs.
and difficult? out the and asks to the main
ceremoni topic the ideas and
es sentences learners to answer the
of each read, question
paragraph. identify on the
and extract passage.
the main
ideas.
PERIOD 3 Structure Revising What is Learners Teacher Learners Class Identify the A chart Relative
Pronouns your should be explains identify participatio features of a showing pronouns
and their favorite able to the pronouns n relative relative and are: Who,
uses breakfast identify the different in pronoun demonstrative Whom,
? different types of sentences pronouns Whose, and
types of pronouns and Which.
pronouns and guides practice Demonstrati
and their the the use of ve pronouns
effective learners in pronouns are These,
use in identifying in place of Those, This,
sentences these nouns. That.
pronouns
in
sentences
PERIOD 4 Writing Class What is Learners Teacher Learners Skilled Generate 10 A relevant
practice your should be focuses on make communica appropriate passage for
on absolute able to use choice of contributio tion words for use practice
 summarizi dream correct words and ns and in
ng a job? words and tenses for write a summarizing
passage expression effective good a passage
writing and summary
leads the
learners to
generate
topic
sentences
PERIOD 5 Dictation Dictate What is To help Teacher Learners Collaborativ Teacher Words from
certain the best learners dictates write down e dictates 10 selected
words for book you build their certain the participatio more words, passage
learners have writing words for dictated n once for
to learn ever skills learners to words and learners to
read? copy and read. write.
learn
FOUR PERIOD 1 Vocabulary Governme What Learners Teacher Learners Class List 10 more A newspaper Words
developme nt and school should be presents identify participatio words cutting and a associated
nt/ Speech Administr subject is able to some words n associated Dictionary with
work ation. your identify the words associated with Government
Vowels favorite? words related to with Government and
/u/ and associated governmen Governme and Administrati
/u:/ with t and nt and Administratio ons are:
Governme Administra Administra n. Democracy,
nt and tion and tion and National
Administra guides use the policy,
tion. They learners in dictionary Revenue,
should also relating the to find the Official
be able to meanings meaning of gazette,
pronounce in context. the words. Cadre,
correctly Circular,
the vowel Memorandu
sounds /u, m, Official
u:/ rank,
 Permanent
secretary
etc.
PERIOD 2 Comprehe Answering What is At the end Teacher The Guided Learners A selected A passage
nsion questions your of the leads the learners approach should comprehension on
by picking favorite lesson, learners to reads the explain the passage from a Government
out topic Televisio learners read a selected meaning of a text book or and
sentences n should be passage passage topic newspaper or Administrati
network? able to silently and silently and sentence. magazine. on
identify the then thereafter
key words explains join the
that serve the teacher to
as pointers importance outline the
to the and importance
theme and functions and
explain the of a topic functions
meanings sentence. of a topic
of the Teacher sentence in
words in then leads a passage.
content the They also
learners to answer the
locate the questions
key words on the
and topic passage
sentences while
in the trying to
passage. identify the
key words
and topic
sentences
in the
passage.
PERIOD 3 Structure Adjectival If you Learners Teacher Learners Knowledge In groups, A relevant text An
Phrase can should be reminds listen to building learners or chart adjectival
 rename able to the the should phrase is a
yourself, identify learners of teacher’s explain what group of
what what an what an explanatio an adjectival words
name adjectival adjectival n on the phrase is and comprising
would phrase is phrase is adjectival what its of an
you pick? and its and the phrase and function is in adjective
function in functions it discuss a sentence. that is used
a sentence. performs in together in to describe
They a sentence. groups the subject
should be The how it can of the
able to use teacher be sentence E.g
them in also leads identified The girl in
sentences them to in a the red shirt
of their identify passage. is my sister.
own adjectival Adjectival
phrases in phrase
a sentence modifies a
and in noun or a
passages pronoun in a
sentence.
PERIOD 4 Writing Brainstor What is Learners Teacher Learners Skilled Learners Textbook on
ming on one should explains listen to communica should expository
keywords career write on the type of the teacher tion generate 5 writing.
that will you wish expository compositio and make topic A chart that
be used in you compositio n to be relevant sentences to can aid
writing could n reflecting written and contributio use for the expository
have? current leads the ns. essay writing.
issues learners to Learners
concerning discuss write a
elections in relevant good essay.
this issues to
country- be raised.
Nigeria.
PERIOD 5 Summary Summarizi If you Learners Teacher Learners Collaboratio Learners A selected
 ng a short were the should be explains work in n should write passage from a
passage president able to the groups to the main textbook
on of your apply meaning of identify the ideas from a
Governme country, techniques main ideas main ideas passage read
nt and what developed and of a given
Administr would be in actual illustrates passage
ation your first writing with and answer
agenda? specific the
examples questions
from the
teacher
FIVE PERIOD 1 Vocabulary Science Short Learners Teacher Learners Communica Identify 15 Textbook Registered
Developme and poem should be leads identify tion and more words Dictionary words of
nt/ Speech Technolog recitation able to learners to words that Collaboratio associated Charts Science and
work y. identify identify are n with Science Technology
Vowels / words used words associated and are: micro-
ᴧ/ in Science related to with Technology. computer,
and /u:/ and Science Science Write 10 Molecular,
technology and and more words gene,
and Technology Technology that contain hereditary,
pronounce in in passages the vowel X-ray, Niger-
correctly passages. and discuss sounds. SAT,Global
the vowel Teacher the system of
sounds guides the meaning of mobile
learners to these communica
use the words. tion, digital
dictionary Learners recorder,
to find the repeat the etc.
meaning of vowel
the words. sounds as
Teacher pronounce
pronounce d by their
the vowel teacher.
sounds
 correctly
and clearly
for learners
to hear.
PERIOD 2 Summary Summarizi Do you Learners Teacher Learners Knowledge List 3 topic A selected
ng a have any should be reads a join the acquisition sentences passage from a
passage hidden able to passage to teacher to through from the textbook
by using talent? identify the hearing discuss the Creativity passage
the topic and use of the passage
sentence words learners through
related to and leads question
Science them to and
and discuss the answer.
Technology passage Learners
exhaustivel identify key
y through words and
questions topic
and sentences
answer. in the
Teacher passage.
leads the
learners to
locate the
key words
and topic
sentences
in the
passage.
PERIOD 3 Structure Adjectival Describe Learners Teacher Learners Knowledge Explain what A relevant An
clause the staff should be explains discuss the building adjectival chart and Adjectival
rooms in able to what functions through clauses are textbook clause is a
your identify adjectival of the communica and their group of
school descriptive clauses are adjectival tion functions in a words that
sentences, and its clause and sentence consists of a
 state the function. try to subject and
functions Teacher identify it a verb used
and be able leads in a to modify a
to use learners to passage on noun or
them in identify their own. pronoun in a
making adjectival sentence.
their own clauses in a
sentences passage.
PERIOD 4 Writing Article Read a Learners Teacher Learners Knowledge List 3 major A magazine An Article is
short should be displays a discuss the building features of a A newspaper a piece of
Article able to sample features of through newspaper A chart writing
from recognize article and an article class article. showing the written for s
newspap features points out through collaboratio features of an large
er used in the asking n article audience. It
article differences questions is usually
writing between and published in
an article identify the either a
and a differences newspaper,
speech or between a magazine
letter. an article or Journals
and a which is
speech or usually on a
letter topic of
writing interest of
the writer
PERIOD 5 Dictation Exercises Recite a Learners After Learners Knowledge Teacher E.g
on missing short should be dictating write down building dictates 10 M lecul r,
letters in poem able to some dictated through more words (Molecular)
words develop words, words. creativity from the eri l,
writing teacher Learners words used (Aerial)
skills writes the find the during the es al tor,
words on letters week for the (Escalator)
the board missing in learners to
with some the words write.
 letters written on
missing. the board
Teacher and learn
encourages the correct
the spellings
learners to and
complete pronunciati
the words on of the
with the completed
missing words.
letters and
learn the
words
SIX PERIOD 1 Vocabulary Law and What Learners Teacher Learners Class Identify 10 A passage on Words
Developme Order. would should be presents a read the participatio more words law and order related to
nt/ Speech Vowels / you able to passage on passage n and associated from a selected law are:
work ə/ and /з:/ teach if identify the roles and collaboratio with the textbook police force,
you have words used and identify n maintenance Dictionary plaintiff,
to teach in the field activities of words of law and tribunals,
a class on of Law and major law associated order prosecutor
one explain the enforceme with Law etc.
thing? meaning of nt agents and Order Words
the words and leads in the related to
in context the passage. social order
learners to Learners are: social
identify use norms, good
words dictionary citizenship ,
associated to find population
with Law meanings control,
and Order to the local
words customs etc.
PERIOD 2 Comprehe A passage Should be Teacher Learners Skilled Write out the A selected
nsion on Law able to present a read the communica main points passage from a
and Order identify passage on passage tion and of the textbook
 main ideas law and and take guided passage read
and topic social note of the approach
sentences order and main
from the guides the points
passage learners to
take note
of the main
points from
the
passage
PERIOD 3 Structure Adverbials Should be Teacher Learners Guided List 10 Charts An
able to explains read the approach adverbs, containing adverb
identify the the material using skilled identify their relevant modifies
features of features of given by communica functions in a illustration of verbs i.e
an adverb, an adverb the teacher tion sentence you the adverb. they add
state its and leads and construct Various information
function the identify yourself passages to to a verb, an
and make learners to adverbs in read adjective
sentences identify it. and another
with them adverbs in They try to Adverb. It
sentences make their can be a
and own word or a
passages. sentences group of
Teacher with the words that
guides the identified functions as
learners to adverbs an adverb in
make a sentence.
sentences
with
adverbs
PERIOD 4 Writing Argument Who is a Learners Teacher Learners Guided Participate in A model To write an
ative better should be leads discuss collaborativ a debate on a argumentative argumentati
essay business able to learners to their e practices given topic essay from a ve essay,
person, a explain the discuss any viewpoints textbook you need to
 man or a features of given and write a present an
woman? an argument, good essay argument
argumenta bringing for your
tive essay out the point of
and write a validity of view on the
fluent, their topic given.
clear, vivid viewpoints The purpose
and in a logical of your
convincing way writing is to
essay persuade or
convince
people to
agree with
your point
of view.
PERIOD 5 Summary / Writing a dictation Learners Teacher Learners Guided
Dictations short should be dictates write down approach
passage able to certain dictated and
on law apply words for words and creativity
and Order concept of learners to read
using summariza copy and
Adverbs tion that learn.
suggest
brevity and
clarity and
more
vocabulary
building
PERIOD 1 Vocabulary Publishing Do you Learners Teacher Learners Guided Identify 10 A passage on
developme Diphthong have any should be presents a read the approach more words publishing
nt / Speech s /ei/ hidden able to passage on passage associated from a selected
work and /əu/ talent? identify publishing and with textbook
words used and leads identify publishing Dictionary
in the words
 publishing learners to associated
and identify with
pronounce important publishing
correctly words used in the
the vowel in the field passage.
sounds of Learners
publishing. use
Teacher dictionary
pronounce to find
the vowel meanings
sounds to the
aloud words.
Learners
repeat the
vowel
sound after
the teacher
SEVEN PERIOD 2 Summary Answering Have you Learners Teacher Learners Guided Learners
summary ever should be explains read approach should write
questions visited a able to the selected the key ideas
on a publishin read, meaning of passages, from
passage g house? identify topic pay different
on and write sentence attention paragraphs.
publishing out the and asks to the main
topic the ideas and
sentences learners to answer the
of each read, question
paragraph. identify on the
and extract passage.
the main
ideas.
PERIOD 3 Structure Adverbial Reading Should be Teacher Learners Knowledge Construct A selected Adverbial
phrase an able to leads the read the building correct textbook phrase is a
interestin identify learners to passage, sentences An article from group of
 g short adverbial read over discuss it using a newspaper words that
story phrases in the and try to adverbial functions as
sentences passage identify the phrases an adverb
and read earlier adverbial used in
passages in the week phrases in modifying a
and use again with it. verb by
adverbial a view to describing
phrases identify the why, when,
correctly in adverbial where, how
sentences phrases or to what
therein extent
something
happens.
PERIOD 4 Writing Narrative Acting a Learners Teacher Learners Creativity A narrative
essay short should be leads the write a essay tells a
play able to learners to good story. In a
write a develop narrative narrative
fluent, logical, essay. essay, the
clear and flowing use of the
vivid essay narratives. first person
‘I’ is
encouraged
alongside
figurative
languages,
dialogues
and
suspense
PERIOD 5 Dictation Dictating Are you a Teacher Learners Skilled Dictate new
words for good dictates write down communica words for
the week dancer? certain dictated tion the week
words for words and
learners to read.
copy and
 learn.
EIGHT PERIOD 1 Vocabulary Sport Do you Learners Teacher Learners Guided Tell the An appropriate Words
developme Diphthong play any should be plays a list approach meaning of passage related to
nt /Speech s /ai/ sport? able to radio different and skilled certain A Bluetooth Sports are:
work and /au/ identify broadcast kinds of communica words device Arena,
words of a major games they tion associated Pictures of Athlete,
associated national know and with sport sport materials Coach, Cup,
with football the ones Umpire,
sports. match or they Trophy,
They other identified League e.t.c
should be tournamen from the
able to t and passage
pronounce guides the read about
the learners to sport or
diphthong make a list from the
sounds of broadcast
correctly interesting played by
descriptive the teacher
words used
by the
sport
commentat
or. Teacher
reads a
passage on
sport
either from
a textbook
or from a
national
dailies or
other
articles
PERIOD 2 Comprehe Answering What is Learners Teacher Learners Critical Tell the A selected
 nsion question the best should be leads the read a thinking meaning of textbook
on a dish you able to learners to passage on certain An article from
passage could answer the read a sport and words from a national
on sport cook? questions passage on answer the the passage. dailies
on the sport from questions
passage a selected on it.
read textbook,
national
dailies or
an article.
PERIOD 3 Structure Adverbial Read an Should be Teacher Learners Knowledge Construct A selected An
clause interestin able to leads the read the building correct textbook Adverbial
g short identify learners to passage, sentences An article from clause is a
story adverbial read over discuss it using a newspaper group of
clauses in the and try to adverbial words that
sentences passage identify the clauses functions as
and read earlier adverbial an adverb
passages in the week clauses in and that
and use again with it. contains a
adverbial a view to subject and
clauses identify the a verb. e.g
correctly in adverbial
sentences clauses
therein
PERIOD 4 Writing Summarizi Read a Learners Teacher Learners Creative Identify the A selected
ng a short should be leads the read thinking topic passage from a
passage story able to learners to selected sentence in textbook or
on sport express read the passage on paragraph 2 magazine
their passage sport and and
thoughts in read earlier work in summarize
writing in the week groups to the
on sport identify paragraph
from a and pay
selected attention
 textbook, to the main
national idea in the
dailies or passage.
an article. Learners
Teacher answer
guides the questions
learners to from
identify teacher.
and extract
the main
ideas from
the
passage
PERIOD 5 Words for Dictation Poem Learners Teacher Learners Class Teacher
the week and recitation should be dictates write down participatio dictates 10
learning able to new words the words n more words
new learn new for the dictated as for learners
words words, week and they hear to write
through improve in leads the it. down in their
writing spellings learners to Learners notes
and pronounce repeat the
develop the words words
writing repeatedly dictated
skills after the
teacher for
proper
learning
NINE PERIOD 1 Vocabulary Recount Learners Teacher Learners Class List 10 more Chart of Words
Developme previous should be guides recount participatio words appropriate related to
nt / Speech vowels able to learners to any n associated medical items Medicine
work acquire talk about experience with and terms are: cure,
more and their they might medicine drugs,
varied experience have in a medication,
range of in a hospital medicinal,
 words for hospital. and pay physic,
communica Teacher attention remedy,
tion on guides the as the doses,
matters of learners to teacher patent
medicine pay points their medicine,,
attention attention injection,
to words to related purgative,
that are words. medicate
related to Learners etc.
medicine. repeat the
Teacher vowel
pronounce sounds
s the after the
diphthong teacher as
sounds they
correctly pronounce
them.
PERIOD 2 Comprehe A passage What Learners Teacher Learners Guided List 5 more A selected
nsion on place do should be guides the read a approach/ words of textbook with a
medicine you able to learners to passage on creative words passage on
dislike read well read a medicine thinking related to medicine
most to and passage on and follow medicine
visit? identify medicine. the from the
more Teacher teachers passage.
words draws the lead as
related to attention they guide
medicine in of learners them to
the to identify
passage important important
words words
related to related to
medicine medicine
from the from the
passage passage
 PERIOD 3 Structure Sequence If you Learners Teacher Learners Guided Identify A selected Revise the
of tense could should be explains engage in approach correct textbook present and
( present eliminate able to what writing sequence of past tense
and past one thing explain the sequence exercises tenses in a
tense ) from sequence of tenses involving given
your of tense are. the correct passage
daily and use Teacher sequence
routine, the tenses leads of tenses
what effectively learners to
would it in do
be? sentences exercises
and involving
compositio the correct
ns use of
tenses
PERIOD 4 Writing Summarizi Recount Learners Teacher Learners Class
ng a the should be encourages write a collaborativ
passage passage able to the summary e activities
on read develop learners to on the
medicine earlier in writing summarize passage
the week skills the read the
passage previous
day.
PERIOD 5 Summary Writing a What can Learners Teacher Learners Class Dictate new
short you say should be dictates write down participatio words for
passage about able to certain dictated n the week
on the develop words for words and
medicine Corona writing learners to read
Virus skills copy and
Pandemi learn.
c?
TEN PERIOD 1 Vocabulary Recount Recount Learners Teacher Learners Class Figures of
Developme of the should be writes identify the participatio speech is
nt / Speech registered vowel able to ‘literal’ and difference n used to
 work words sounds identify ‘figurative’ between create
Diphthong figurative on the figurative pictures in
s /eə/ and ways of board and and literal the mind of
/uə/ expression ask meanings the reader
s students to or listener.
identify the to awaken
words their
imagination.
PERIOD 2 Comprehe Reading a What is Learners Teacher Learners Collaboratio Tips on
nsion passage the best should be leads the read a n answering
for critical food you able to students to passage. comprehens
evaluation can develop read a Learners ion
cook? reading comprehen discuss the passages.
skills sion passage
passage with the
teacher
and
identify key
words.
Learners
answer
questions
on the
passage.
PERIOD 3 Structure Sequence Learners Teacher Learners Guided Future tense
of tenses should be reminds identify approach depicts an
II ( Future able to learners of sequence action that
tense) identify the what of tenses in happens in
sequence sequence some the future
of tense in of tense is sentences. or is likely to
a sentence Teacher Learners happen in
guides give their the future. It
learners to own may be used
do examples in various
 exercises of the situations.
involving future
the correct tense.
use of the
future
tense.
PERIOD 4 Writing Class Learners Teacher Learners Guided
practice should be explains write a approach
on able to the choice summary
summarizi build a of words
ng a good and tenses
passage communica to use in
tion skill writing
through
writing.
PERIOD 5 Dictation Learners Teacher Students Collaboratio New words
should be dictates write n for the week
able to various words they should be
build a words that hear dictated
good was used pronounce
communica during the d by their
tion skill week teacher
through especially using
spelling. in the correct
Vocabulary spellings.
Developme
nt class.
OGUN STATE GOVERNMENT
CREATIVE SCHEME OF WORK (SECONDARY)
SUBJECT: English Language CLASS: SS3 TERM: 2nd
 ACTIVITIES
LEARNING INSTRUCTIONAL
PERIOD
WEEK

PRACTICAL EVALUATION/ TEACHING

TOPIC SUB TOPIC STARTER OBJECTIVE TEACHER’S LEARNER’S RESOURCES AND
APPROACHES ASSESSMENT NOTE
S ACTIVITIES ACTIVITIES REFERENCES

ONE WELCOM
1 E TEST
2 Vocabula Idioms Students At the end Teacher Learners Guided Teacher gives www.upperlem An idiom is
ry and are to of the leads identify approach some idioms entrysnapshot. a phrase or
Develop Idiomatic match lesson learners to Idioms and for students com expression
ment Expressio some students identify Idiomatic to make that
ns simple should be idioms and expression sentences in typically
idioms able to idiomatic s in a given their note presents a
with their identify expression passage. books. A figurative
meaning. idioms, and their short story meaning
state their meaning. on idioms
meaning dramatized
and use it by two or
in speech more
and students
writing.
3 Summary Revision At the end Teacher Students Critical Learners A chart on the
on the of the pair up the should thinking and should do’s and dont’s
rudiments lesson, students to brainstorm creativity summarize a of summary
of the transform on the paragraph A sample
summary students phrases, rudiments from the summary and
writing should be clauses and of a good passage expected
able to sentences summary read. answer
explain and take
what a note of
summary mindlessly
is and lifting from
discuss the
 what to passage.
expect
when
writing
summary
4 Structure Adjuncts Student At the end Teacher Based on Critical Some more Adjunct is a
are of the explains what the thinking Adjuncts will thing
reminded lesson, what students be written added to
of the last students Adjuncts have for the something
lesson should be are, its learned, students to to make it
taught able to types and they identify in more
recognize what it should give sentences. informative
Adjuncts does in a their own . If it is not
in a sentence examples added, it
sentence with of will not
and use adequate sentences, affect the
them examples. that remaining
correctly. contain expression.
Adjuncts
5 Writing Revision Students At the end Teacher Students Class The students A specimen of Informal
of should of the mentions should participatio should write an Informal Letters are
Informal mention lesson the write on n down their Letter private or
Letters. the students features of the board own showing ; personal
different should be the one after addresses, Address, Date, letters.
people able to Informal the other, date, Salutation and They are
they write letter and the salutation the Subscript. written to
might properly supports features of and closing. close
have an this with a the acquaintan
written a Informal specimen. Informal ces and
letter to letter. Letter family
members.
The
language is
very
 friendly.
PERIOD 1 Vocabula Collocatio Teacher At the end Teacher Learners collaboratio Teacher www.bbclearni Collocation
ry ns revises of the explain the identify n writes a ngenglish.com is a group
Develop what was lesson, meaning of collocation short of two or
ment taught in the collocation s through passage with more
the last students and leads given relevant text words that
class should be learners to examples. on the board usually go
able to identify and blank together.
readily them in out one half The
make use passages. of each combined
of words collocation words must
that pair. sound
usually go Students correct,
together should be especially
able to find to the
the other native
half. speaker of
TWO English.
PERIOD 2 Speech Revising Teacher At the end Teacher The Class Students A cardboard All the
Consonan writes on of the pronounce students participatio should showing the 24 phonetic
t Sounds the board lesson, s the should give n identify the consonant Symbols of
letters of the consonant other consonant sounds chart Consonant
the students sounds and examples sound in the with their Sounds
alphabet should be allows the of words given words examples. used to
that has able to students to that A Bluetooth represent
correspon identify repeat contain the device. the sounds
ding the letter after her. consonant of English.
sound that Teacher sound that
symbol of carries the may use a the teacher
some word Bluetooth will
consonant which has device to pronounce
sounds. the play a
Teacher phonetic recorded
then symbol pronunciati
 pronounc on of the
es them sounds
accordingl with
y. examples
of words
with the
consonant
sounds.
PERIOD 3 Compreh Reading a Students At the end Teacher Students Class Question on A selected Since all
ension passage are of the reads the should take participatio the read Passage reading has
reminded lesson, passage so turns to n passage a purpose,
that the that the read the should be reading
Comprehe students students passage used to should be
nsion should be can hear paragraph access the done in
Passages able to how by students. such a way
are Open- understan difficult paragraph that
ended, d a given words are for
therefore passage pronounce maximum
students and be d. participatio
should able to n.
think of answer
the the
question questions
as they on it.
read the
passage
PERIOD 4 Structure Revising A quick At the end Teacher The whole Critical Some www.grammar. Adjective
Adjectival revision of the writes on class thinking and exercises yourdictionary. clauses are
Clauses on lesson, the board 5 brainstorm communica should be com groups of
Adjectives students sentences on the tion skills given on words that
and should be with description should be Adjectival contain a
clauses. able to i. Adjectival and employed clause subject and
describe clauses function of a verb and
and the describing
 identify Adjectival a Noun or a
Adjectival clause Pronoun in
clauses in a sentence.
sentences
ii. State
the
functions
of
Adjectival
clause in
sentences
and
iii. use
Adjectival
clauses to
generate
sentences
PERIOD 5 Writing Outlining Recap on At the end The Students Class Students An essay is
your Essay the of the teacher read collaborativ should do a generally a
different lesson, introduce similar e practices well written short piece
essays students the topic essays and and oral essay and the of writing
that a should be and assist use it to communica best essay outlining
student able to students to write the tion read to the the writers
can write break discuss the first draft whole class perspective
in the down a topic of the or story
examinati sample orally. essay plan
on essay into Important
its points
constituen should be
t parts jotted
( Introduc down on
tion, body the board
and
conclusion
 )
And
develop a
well
written
essay on
the
journey
you
embarked
on by bus
during the
last
holiday
THREE PERIOD 1 Vocabula Collocatio Teacher At the end Teacher Learners Knowledge Teacher www.bbclearni Collocation
ry ns II revises of the explain the identify building writes a ngenglish.com is a group
Develop what lesson, meaning of collocation short of two or
ment collocatio students collocation s through passage with more
ns are. should be and leads given relevant text words that
able to them to examples. on the board usually go
identify identify and blank together.
words them in out one half The
that go passages. of each combined
together Teacher collocation words must
leads the pair. sound
learners to Students correct,
list more should be especially
examples able to find to the
of the other native
collocation half. speaker of
s English.
PERIOD 3 Structure Revising Teacher At the end Teacher Students Collaborativ A Complex
Complex reminds of the reads a should e approach Sentence is
Sentences the lesson, paragraph collaborati and critical a sentence
 students students from a vely find thinking with an
how should be passage complex Independe
sentences able to and ask sentences nt clause
are i. identify students to in a given and a
classified how identify passage Dependent
according sentences how many clause. It
to are sentences helps us to
function classified can be share lots
according found of
to therein informatio
structure n with just
ii. form a one
complex sentence.
sentence
and be
able to
use them I
writing
Essays
PERIOD 2 Summary WAEC Some At the end Teacher The Team work The students A summary Summary is
2013 students of the states the students is designed use their passage/ WAEC giving a
Question are asked lesson, need to are by students team Past Question precise
8 to students give an allowed to to give worksheets informatio
(Practice) summariz should be answer in discuss the appropriate to answer n from a
e their able to sentences passage so answers to the questions lengthy
activities read a as required as to the passage. on the passage.
in the given by the identify the passage.
morning passage questions salient
in two and points in it.
sentences reduce it
to few
sentences
.
PERIOD 4 Speech Revising Teacher At the end Teacher The Skilled Students A cardboard
 Consonan revises of the pronounce students communica should showing the 24
t Sounds what was lesson, s the should give tion identify the consonant
taught in the consonant other consonant sounds chart
the last students sounds and examples sound in the with their
class should be allows the of words given words examples.
able to students to that A Bluetooth
identify repeat contain the device.
the letter after her. consonant
that Teacher sound that
carries the may use a the teacher
word Bluetooth will
which has device to pronounce
the play a
phonetic recorded
symbol pronunciati
on of the
sounds
with
examples
of words
with the
consonant
sounds.
PERIOD 5 Writing Revising Place two At the end Teacher Students Collaborativ Use of a Formal
formal well of the give the should e visual letter letters are
letters written lesson, students a analyze a Participatio format official
letters the model model n letters
side by students formal formal written to
side- one should be letter and letter and request for
a formal able to group the work official
letter and Identify students collaborati attention.
the other and apply into pairs vely or It has a
an the steps to analyze cooperativ quite
informal to follow the letter ely to write different
 letter. in writing a formal form and
Then ask a formal letter on a structure
the letter given topic from an
students informal
to tell the letter
difference
s
FOUR PERIOD 1 Vocabula Words of Asking At the end Teacher Learners Knowledge Use your A dictionary
ry Foreign ‘wh’ of the guides write building dictionary to
Develop Origin : question lesson, learners in words of look up the
ment Latin e.g What Learners identifying Latin meaning of
is the best should be Latin words origin, these Latin
food you able to and explain repeats the words:
would identify the pronunciati alumnus, de
cook? and use meaning of on after facto,
Latin some Latin the teacher memoranda,
words words and check ad infinitum,
the ego, alter
meaning in ego,
the defacto, , pro
dictionary. rata, sub-
judice, Semi-,
Pro-, intra-.
PERIOD 2 Structure Revising Teacher At the end Teacher Students Collaborativ A compound A
Compoun reminds of the reads a should e approach sentence compound
d the lesson, paragraph collaborati and critical consists of two sentence
Sentence students students from a vely find thinking main clauses comprises
how should be passage compound which are two or
sentences able to and ask sentences joined by a more
are i. identify students to in a given coordinating clauses
classified how identify passage conjunction. So that are of
according sentences how many it is like two equal
to are sentences simple importance
function classified can be sentences . They are
 according found joined together usually
to therein linked
structure together
ii. form a with
compoun conjunctio
d ns
sentence
and be
able to
use them
In writing
Essays
PERIOD 3 Compreh Reading Write a At the end Teacher Learners Problem The main
ension to extract very short of the pair the pay solving and idea of any
main passage lesson, students attention collaborativ written
points on the students into groups to the main e approach work is the
from a board and should be to work idea and ‘key
passage give it a able to together the concept’
title. read any supporting being
Cover up given details in expressed
everythin passage the by a writer.
g except and passage
the title, extract and answer
and have the main the
students points questions
make from it. on the
prediction passage.
s about
what the
paragraph
will be
about
based on
this title
PERIOD 4 Speech Consonan At the end Teacher Students Class A cardboard
ts /s/, of the display on read aloud participatio showing the 24
/z/, /ʃ/, lesson, the board a the words n consonant
/Ӡ/ the chart displayed sounds chart
students showing and try to with their
should be consonant identify the examples.
able to sounds of consonant A Bluetooth
pronounc English and sounds in device.
e the pronounce considerati
consonant s the on.
sounds consonant
correctly sounds
and
Identify
the
consonant
sounds in
words and
sentences
PERIOD 5 Writing Report At the end Teacher Learners Collaboratio A report Is
of the leads the discuss the n a clear
lesson, learners to features of account or
the discuss the report full details
students features of writing of a
should be the report happening.
able to and guides
i. Identify the
the learners to
characteri write their
stics of a own report
Report
ii. Write a
clear,
accurate
 and well-
organized
Report .

PERIOD 1 Vocabula Words of The lesson At the end Teacher The Active class using a A dictionary Since
ry Foreign begins of the writes students in collaboratio French or A relevant language is
Develop Origin : with a lesson, some pairs n and English chart not static,
ment/ Greek and short quiz. students words of should practice is dictionary, English has
Speech French/ Teacher should be Greek and study the employed look up the borrowed a
consonan asks the able to French list and meanings of large
ts /h/, meaning identify origin on match the these words: number of
/l/, /r/, of words words the board correspond Malaise, words from
/j/,/w/ like : déjà that are with their ing carte other
vu, tete-a- Greek and correspond meaning to blanche, fait languages,
tete, French ing each of the accompli, especially
kudos, origin. meaning in word or laissez-faire, Greek and
hubris no phrase morale, French.
particular rapport, Note that
order. finesse, petit some of
FIVE
Teacher these
then divide words
the class borrowed
into two still keep
groups their
foreign
pronunciati
on.
PERIOD 3 Structure Adjectival Teacher At the end Teacher Learners Critical Adjectival
Phrases displays a of the reminds identify thinking phrase and
and chart with lesson, learners of adjectival clause tells
Clauses lots of the what clause and us more
words of students adjectives phrase and about
adjective should be are and its give their nouns.
for about able to function in own
 30 identify a sentence. examples
seconds Adjectival Teacher of
then hide Phrases also guides adjectival
the chart and learners to clause and
and gives Clauses in do phrase.
the sentences exercises
students involving
some few the correct
minutes use of
to write Adjectival
down as clauses and
many phrases
words as
they can
remember
PERIOD 2 Summary Reading a Ask ‘wh’ At the end Teacher Learners Reading A
passage question. of the instruct the discuss the skills recommended
E.g If you lesson, learners on passage textbook
could learners how to with the
eliminate should be read. teacher
one thing able to Teacher and
from your develop points out identify the
daily reading the details details in a
routine, skills. in the passage.
what passage Learners
would it and guides answer
be? the questions
learners to on the
answer passage.
questions
on the
passage.

PERIOD 4 Writing Revising At the end Teacher Learners Guided A relevant

 Article of the explains write an approach chart
Writing lesson, the choice article
learners of words
should be and tenses
able to to use in
build a writing and
good leads the
communic students to
ation skill discuss and
through write an
writing. article
PERIOD 5 Dictation New Sing a At the end Teacher Learners Collaboratio A dictionary
words to song of the dictates write n
learn for lesson, various words they
the week learners words that hear
should be was used pronounce
able to during the d by their
acquire week. teacher
more using
vocabular correct
y spellings.
PERIOD 1 Vocabula Words Sing a At the end Teacher Learners Knowledge A dictionary Some
ry related to Jingle of the guides write building and A cardboard words
Develop Advertisin lesson, learners in words communica showing the 24 related to
ment/ g/ learners identifying related to tion skills consonant Advertising
Speech Consona should be and using sounds chart are:
Advertisin
nts able to words with their Announce
g, repeats
SIX /m/, identify related to examples. ment,
Advertising the A Bluetooth Commercia
/n/, /ŋ/ and use
. pronuncia device. l, Exhibit,
words
Teacher tion after Notice,
related
pronounce the Poster,
to
s the teacher Publication,
Advertisi
consonant and check Publicity,
ng and
 pronounc sounds. the Advert,
e the meaning Bulletin,
consonant in the Communiq
sounds dictionary. ue, Posting,
correctly Circular,
Flyer,
Handbill,
Billboard,
Placard
PERIOD 2 Summary Summarizi At the end Teacher Learners Students
ng a of the points out read the collaborate
passage lesson, the selected and
learners supporting passage, communicat
should be details in e with each
pay
able to the other to
attention
develop passage arrive at a
reading and guides to the conclusive
skills the main idea point
learners to and the
answer supportin
questions g details
on the in the
passage. passage
and
answer
the
questions
on the
passage

PERIOD 3 Structure Noun At the end Teacher Learners Guided

clause and of the leads the identify approach
phrase lesson, students to Noun
 the identify clauses
students Noun and
should be clause and phrase
able to phrase in and give
identify sentences
examples
the and guides
of their
structure learners to
of the use Noun own
noun clauses and
clause and phrases in
phrase. their
essays.
PERIOD 4 Writing Planning a At the end Teacher Learners Collaborati write the To write a
formal of the leads the discuss on difference formal
letter lesson, learners to the between a letter,
learners discuss the features formal always
are features of
of a letter and follow the
expected the formal
formal an informal structure
to be able letter and
to guides the letter letter
develop learners to
their write a
writing formal
skills. letter.
PERIOD 5 Dictation New Dictate At the end Teacher Learners Skilled
words for some of the dictates write communica
the week. words lesson, certain down tion
learners words for dictated
are
learners words and
expected
to copy read
to be able
to acquire and learn
new
words.
SEVEN

EIGHT PERIOD 1 Vocabula Words Recite a At the end Teacher Learners Class Teaching is
ry related to poem of the writes write participatio the act or
Develop Teaching lesson, word words n process of
ment / students related to related to imparting
Speech should be teaching Advertising knowledge
able to on the , repeats or skills to
use words board and the another.
related to pronounce pronunciati Words
teaching. s them. on after related to
Learners the teacher Teaching
should be and check are:
able to the Lesson,
identify meaning in Persuasion,
silent the Counsel,
letters. dictionary. Guidance,
Instruction,
learning,
knowledge,
Tuition,
Study,
Tutoring.
PERIOD 2 Compreh Reading a Teacher At the end Teacher Students Skilled Relevant SSCE
ension comprehe gives of the reads the should take communica past question
nsion teasers to lesson , passage so turns to tion Practice
passage remind students that the read the exercise
the should be students passage
students able to can hear paragraph
of the last develop how by
lesson reading difficult paragraph
 taught. skills words are for
pronounce maximum
d. participatio
n.
PERIOD 3 Structure positionin Recite a At the end Teacher learners Guided
g short of the reminds identify approach
prepositio poem lesson, the preposition
n Learners learners of s in
should be the sentences
able to position of and engage
identify some in actual
and have preposition practice on
practice And guides preposition
exercises the
on learners to
prepositio identify
n. preposition
s in
sentences
-Teacher
leads the
learners to
do actual
practice on
preposition
PERIOD 4 Writing Listening At the end Teacher Learners Skilled
comprehe of the reads a listen as communica
nsion lesson, passage the teacher tion
learners and reads out a
would encourage passage.
have the Learners
practiced learners to write down
writing listen the answer
while attentively to the
 listening. -Teacher questions
ask asked on
questions the
on the passage
passage
and ask
learners to
write down
the
answers
PERIOD 5 Dictation Dictating At the end Teacher Skilled
words for of the dictates communica
the week lesson, certain tion
students words for
should be learners to
able to copy and
develop learn.
spelling
skills.
NINE PERIOD 1 Vocabula Punctuati Ask ‘wh’ At the end Discusses Punctuatio
ry on marks/ questions of the the n are
Develop Revising like ‘What lesson, punctuatio symbols
ment/ Emphatic is your Learners n marks which add
Speech stress favorite should be with the meaning to
place of able to learners. our
all the identify -Teacher expressions
places you and use explain .
have Punctuati how /Sometime
travelled on marks. emphatic s the
to?’ -Identify stress emphatic
emphatic questions stress is
stress are called
answered. Contrastive
stress
 because it
is used to
show
contrast.

PERIOD 2 Compreh Reading a At the end Teacher Learners

ension passage of the leads the read the
lesson, learners to selected
Learners read a passage
should be passage and
able to and pay concentrat
develop close e on the
reading attention punctuatio
skills and to n marks
comprehe Punctuatio there-in.
nd the n marks.
main -Teacher Learners
points engages in answer
a questions
discussion on the
of the passage.
passage.
PERIOD 3 Structure Avoiding Teacher At the end Teacher Learners Critical The word
errors of writes a of the reminds listen to thinking ‘concord’
concord simple lesson, learners of the rules of simply
sentence students the rule of concord means
on the should be Concord and do agreement.
board and able to and guides exercises
ask i.master learners to on the
students the rules do rules of
to identify guiding exercises concord
both the the on concord
subject understan
and the ding of
 verb the
there-in. English
Language,
ii.develop
proficienc
y in
writing
and
speaking
English
Language
through
the
applicatio
n of the
rules of
concord.
PERIOD 4 Writing Words At the end Teacher Learners Class In general
often of the writes write participatio writing,
misspelt lesson, words that words that n some
students are are words are
should be commonly commonly frequently
able to misspelt in misspelt in misspelled,
develop English English. such as the
spelling -Teacher incorrect
skills. encourages Learners spelling
the check the "concensus
learners to words in " for
learn the the "consensus
correct dictionary "
spelling of for the
the words correct
by heart spelling of
the words.
 PERIOD 5 Dictation New At the end Teacher Learners Skilled Dictate
words for of the dictates write down communica new words
the week lesson, certain dictated tion for the
students words for words and week.
should be learners to read.
able to copy and
develop learn.
spelling
skills.
TEN PERIOD 1 Vocabula Words At the end Teacher Learners Class A dictionary Some
ry commonly of the writes write some collaborativ words
Develop confused. lesson, some commonly e practices commonly
ment/ / Practice Learners commonly confused confused
Speech exercises should be confused words in are:
work on test of able to words on their note. Lose vs.
orals identify the board Learners Loose
commonly with their discuss the Their vs.
confused meaning. meaning of There. Etc.
words in the words
English. as they
-Practice understand
exercises it.
on Test of
Orals
PERIOD 2 Compreh Reading a At the end Teacher Learners Reading A selected
ension comprehe of the leads the read the skills passage
nsion lesson, learners to selected
passage. students read a passage
should be passage and
able to and pays concentrat
read and close e on the
answer attention commonly
questions commonly confused
on the confused words
 passage words in there-in.
read. the Learners
passage. answer
-Teacher questions
guides the on the
learners to passage.
answer the
question
on the
passage
PERIOD 3 Structure Exercises Recite a At the end Teacher Learners Critical Concord is
on errors short of the reminds practice thinking the
of poem lesson, learners of exercises agreement
Concord Learners the rule of on the between
should be Concord rules of the
able to -Guides concord principal
practice learners to parts of
exercises do speech
on errors exercises within a
of on concord sentence
concord
PERIOD 4 Writing Writing a Tell a At the end Teacher Learners Writing
letter short of the leads the identify the skills
story lesson, learners to features of
Learners discuss the both the
should be features of formal and
able to the formal informal
develop letter and letters and
writing informal write any
skills letter. letter of
Teacher choice.
guides the
learners to
write any
 letter of
choice.
PERIOD 5 Dictation Words for Sing a At the end Teacher Learners Class Dictate
the week song of the dictates write participatio new words
lesson, certain down n for the
Learners words for dictated week.
should be learners to
words and
able to copy and
read.
acquire learn.
more
words