English Language Scheme of Work SSS 1 Lagos State

Senior Secondary School Unified Schemes of work Lagos State. English Language Scheme of Work SSS 1. Schemeofwork.com

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SSS1 English Language Scheme of Work First Term ACHIEVEMENT STANDARDS English Language Scheme of Work SSS1 Second Term ACHIEVEMENT STANDARDS English Language Scheme of Work SSS1 Third Term ACHIEVEMENT STANDARD

SSS1 English Language Scheme of Work First Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	(a) Oral: Review of	By the end of the lesson, students should be able to: differentiate between English letters of alphabet and English sounds; identify the letters of the alphabet that have corresponding sound symbols and the one that do not have; relate sounds in words with the symbols that represent them.	Students, in small groups, discuss the difference between the English letters of the alphabet and English sounds. Students in pairs list the letters of the alphabet that have corresponding sound symbols and the ones that do not have. Students as a class draw out various sounds from words provided. For further studies: students visit the site below: https://www.spelfabet.com.au/2015/04/the-difference-between-consonant-and-vowels/	Communication and Collaboration Resources Leadership and Personal Development Critical Thinking and Problem Solving	Audio Visual Resources: (i) Charts/ Flashcards; (ii) Pronouncing Dictionary by Daniel Jones (iii) Videos: Web Resources https://www.spelfabet.com.au/2015/04/the-difference-between-consonant-and-vowels/ https://m.youtube.cm/watct?vs
	(b) Structure: Review of word classes	By the end of the lesson, students should be able to: (i) List all the parts of speech; (ii) Use nouns, verbs, prepositions, adjectives and conjunctions in sentences; iii) Classify words in a given passages into word classes.	i. Students, as a class, list the eight word classes;. ii. Students, in small groups, briefly explain the function of each word classes. iii. Students, in pairs, study a short passage with a view to classifying words in it into- classes	(i) Communication and Collaboration (ii) Critical Thinking and Problem Solving (iii) Leadership and Personal Development	AUDIO VISUAL RESOURCES (I) Charts/ Flashcards WEB RESOURCES (a) https://www.enlicious.org/lesson/word-classes (a) https://youtube.com/watch?v=DOG_hjf (b) https://youtube.com/watch?v=9fCKTv
	(c) Comprehension: (Reading Skill) Reading to comprehend main ideas	By the end of the lesson, students should be able to: (i) identify the topic sentence in each paragraph: (ii) establish the relationship between the topic sentence(s) and the main idea in a given passage; (iii) attach contextual meanings to new words found in a given passage	(i) Students listen to the – teacher read the passage with a view to identifying new words and getting their appropriate pronunciation. (ii) Students, in small groups identify the topic sentence in each paragraph and relate into the main idea in the passage. (iii) Students pair up to establish the relationship between their real life experiences and the main idea in the passage.	Communication and Collaboration ii.) Critical Thinking and Problem Solving iii.) Leadership and Personal Development	AUDIO VISUAL RESOURCES Flash cards WEB RESOURCES https://www.reltsonlinetests.com

English Language

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(d) Vocabulary development: Words associated with home and family life	By the end of the lesson, students should be able to: i) Draw out from a given text words associated with home and family life; (ii) Explain the following terms: uncle, aunt, nephew, niece, cousin, grandfather/mother, distant relatives; iii) compose short compositions on the family.	i. Students, as a class, list words commonly used at home in relation to the kitchen and family. ii. Students, in small groups, sort out from a given jigsaw puzzle words associated with home and family life. (ii) Each group leader takes a turn to present their groi.tp work, to the whole class for evaluation	(i) Communication and Collaboration (ii) Leadership and Personal Development iii. Creativity and Imagination	AUDIO VISUAL RESOURCES (i) Charts (ii)Recommended texts WEB RESOURCES https://www.enchantedlearning.com
	(e) Words for the week	Learners are to be guided to learn the following words docile, indict,’ playwright, abase, haughty, millennium, chalet, memento, absolve, synonymous.	For home study, students, as – individuals, look up the meanings, word classes and: pronunciation of the given, words in a dictionary, and use ach word in, at least, a sentence.	(i) Communication and Collaboration (ii) Leadership and Personal. Development	(i) Hard copy dictionary (ii) Online dictionary
2	(a) Oral: Monothongs (pure vowels)	By the end of the lesson, students should be able to: i) List and explain the functions of the “organs of speech; (i) Distinguish between long and short vowel sounds (iii) Identify and pronounce vowel sounds in English words appropriately.	i. Students, as a class, study a chart/ watch a video of organs of speech and list out the organs of speech and their functions. ii. Students, in small groups, classify the pure vowel into short and long sounds in a tabular from iii. Students in pairs practise the vowel sound and share with the class. Students visit the site below for further studies: youtube.com/watch?v=yxJ5Gwt	(i) Communication and Collaboration (ii) Leadership and Personal. Development iii. Digital literacy	(i) Charts/Flashcards (ii) Pronouncing Dictionary by Daniel Jones WEB RESOURCES (a) https://en.wikipedia.org/wiki/monophthong (b) https://www.English-for-students.com/Purevowels (iv) Video: (a) https://youtube.com/watch?v=yxJ5Gwt
	(b) Structure: Nouns Meaning Identification Types Usage	By the end of the lesson, students should be able to: (i). Recognise nouns in sentences; (ii) give adequate examples of all types of nouns. (iii) Compose different sentences using different types of nouns	i. Students identity all the identifiable concrete nouns in the class and explain the meaning of noun. i:. Students, in pairs, read a given passage and identify all the nouns in it (noun hunt). iii, Students, in small groups, classify the nouns into concrete and abstract with the group loader presenting their work to the class.	(i) Communication and Collaboration-(ii) Critical Thinking and Problem Solving (iii) Leadership and Personal Development	AUDIO VISUAL RESOURCES (i) Charts/Flashcards (ii) Concrete Objects WEB RESOURCES (a) https://www.grammarmonster.com (b) https://www.dictionary.com
	(c) Comprehension: Contextual meaning Replacement question form	By the end of the lesson students should be able to: i) differentiate between contextual and literal meanings; (ii) give other words to replace the words in italics in (iii) specify the class of the words; (iv) recognise when such words are used in other contextual situations.	i. Students collectively share ideas on what contextual and literal meanings mean to them (ii) Students, in small groups, study a given passage and identify words that have against the one with literal meanings (iii) Students pair up to use other words to replace the identified words.	(i) communication and Collaboration(ii) Leadership and Personal Development iii) Creativity and Imagination	AUDIO VISUAL RESOURCES Flash cards . WEB RESOURCES https://www.edutopia.org/articles/5-ways-support–student–who-struggle-reading-comprehension

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(d)Writing: Composition on ‘My family’	By the end of the lesson students should be able to (i) breakdown a sample essay into its constituent parts (introduction, body and conclusion); (ii) analyse the pattern of sentence structure used in the sample essay; develop a well written essay on my family.	i. Students in pairs study a sample essay presented to them and identify its introduction, body and conclusion. . ii. Students; in small group5s, group the sentences in the sample essay long their types. Following the pattern of the sample essay students as individual write essays on ‘My family’	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Critical Thinking and Problem Solving iv. Creativity and Imagination	(i) Chart on family tree (ii) A sample essay WEB RESOURCES
	(e) Words of the week	-Learners are to be guided to learn the following words discreet, gazelle, boycott, enmity; bequeath, hallowed, epitome, apathetic, façade, lynch	For home study, students, as individuals, look up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence	i. Communication and Collaboration ii. Digital literacy	(i)Hard copy dictionary (ii) Online dictionary
3	(a) Oral: Diphthongs	By the end of the lesson students should be able to: (i) identify diphthong – sounds and their phonetic symbols; (ii). Match diphthong -sounds with the symbols that represent them practise with words/sentences that have diphthong a sounds in them	Students, in small groups, given short comprehension – passage, and list out words that have diphthong sounds. (ii) Students, in pairs, underline the letter(s) in each word that gives) diphthong sounds (iii) Students practise the pronunciation of all the words	i) Communication and Collaboration (ii) Leadership and Personal Development iii) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES (I) Chart/Flashcards (ii) Pronouncing Dictionary by Daniel Jones (iii) Videos: (a) https://www.youtube.com/watch?v=dlHZPxDuDw (b) https://www.youtube.com/watch?v=z2djJEcC3Qao
	(b) Structure: Countable and uncountable nouns	By the end of the lesson students should be able to: Distinguish between countable and uncountable nouns with – adequate examples; (ii) Form the singular and plural of count nouns and use them correctly – ‘in sentences; iii) Create list of uncountable nouns (nouns without plural forms).	Students, in small groups, discuss countable and uncountable nouns using things in their immediate environment as examples ii) Students pair up to soft out from a given jigsaw puzzle of countable and uncountable nouns, and – use them in sentences. ii) Students are led to – generate a list of nouns that do not require the addition of the plural marker. v) Students visit the site below to further studies and form sentences with uncountable noun: https://www.english-grammar-lessons/did-you-know-that-these-words-have-no-plural/	i) Communication and Collaboration (ii) Digital literacy (iii) Leadership and Personal Development iii) Critical Thinking and Problem Solving	(I) Chart/Flashcards (ii) Real objects (iii) Websites: (a)https://www.learningenglishkidsbritishcouncil.org/grammarpractice (b) https://www.espressoenglish.netcountableanduncountable (c) https://www.englishgrammar.org/noun/exist-singular-plural-form/

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	.EMBEDDED CORE SKILLS	LEARNING RESOURCES.
.	(c) Comprehension: Reading to meet supporting details	By the end of the lesson, students should be able to (i) Identify supporting ideas in each paragraph; (ii). Differentiate between main ideas and supporting ideas in a given passage. (iii) Recognize words that signal details illustrations and examples in a given passage.	i. Students, in small groups, question, clarify, predict and summarise the main ideas in a given text; ii. Students pair up to flight light main ideas leaving out supporting ideas in a given text. iii. Students while reading the passage stop’ midway to predict expected events in the passage.	(i) Communication and Collaboration. (ii) Leadership and Personal development iii) Creativity and imagination iv) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES Flash cards WEB RESOURCES https://wvw.edutopiaorg/article/5-wayssupport-student-whostruggle-readingcomprehension
	(d) Vocabulary Development: Register of Agriculture	By the end of the lesson students should be able to: (i) List words that associated with crops farming activities and implement (ii)Write an essay on the importance of farming	(i) Students, in small groups, brainstorm on the importance of agriculture to the survival of humans (ii)Students in pairs sort out from a given jigsaw puzzle words that are associated with agriculture	(i) Communication and Collaboration. (ii) Leadership and Personal development iii) Creativity and imagination (iv) Critical Thinking and Problem Solving	(l) Charts (ii) Pictures. (iii) Real objects (a) https://www.co.pierce.wa.us/agriculturerelatedterms (b) https://www.vocabulary.com/dictionary/agriculture
.	(e) Word of the week	Learners are to be guided to learn the following words abide; beseech, canvass, rheumatism yacht martyr gazette, demean, hierarchy awful	For home study students as individuals look up the meanings word classes and pronunciation of the given words in a dictionary arid use each word in, at least, a . sentence	(i) Communication and Collaboration (ii) Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary
4	Oral Triphthong	By the end of the lesson students should be able to: (i) Identify the 5 tiphthong sounds and the their phonetic symbols (ii) Give adequate examples of words that contain triphthong sounds (iii)Pronounce words that contain these sounds correctly	Students in small groups study a given set of words among which have triphthong sounds and present to the class the ones that have these sounds (i) Students in pairs generate words that have triphthongs and share with the class (ii) Students chorus words . That have the 5 tripthong sounds as a class	(i)Communication and Collaboration (ii) Critical Thinking and Problem solving (iii) Leadership and Personal’ Development.	AUDIO VISUAL RESOURCES (i)Charts/Flashcards (ii) Pronouncing dictionary by Daniel Jones (iii)Audio CD WEB RESOURCES https://www.en.Wikipedia.org/wiki/triphthong (b) https://www.teflpedia.com/triphthong
	(b) Structure: Adjectives and Adverbs Meaning, identification, types, and usage	By the end of the lesson, students should be able to: (i) Explain adjectives and adverbs; (ii) Give adequate examples of types of adverbs and adjectives; (iii) compose different sentences, using adjectives and adverbs;	i: Students, in small group, study a given passage and. Identity and classify the adjectives and adverbs into types ii. Students as a class discuss the functions/roles	(I): Communication and Collaboration (ii) Leadership and Personal. Development (iii) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES (i) Charts/Flashcards WEB RESOURCES (a) https://www.leamgrammar.net (b) https://www.myenglishteacher,eu

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(c) Comprehension: (Listening) Summary through identification of signal words	By the end of the lesson students should be able to: (i) Analyse a text and re-write in it their own words (ii) Identify key words sentence that signal main ideas; (iii) put the key sentences together in a summary form	Students, in small groups, listen to a recorded message (via Bluetooth device or any other digital device) and write its main highlights in their own words. (ii) Students in pairs point out the key words/sentences related to the main ideas and share with the class. (iii) Students are guided to summarise the text following the sample provided.	(i) Communication and Collaboration (ii) Leadership and Personal Development	AUDIO VISUAL RESOURCES (I) Tape recorded, Bluetooth and Mp3
	(d) Writing Essay Types: Narrative A place of interest visited	By the end of the lesson students should be able to (i) Mention and explain each type of essay; (ii) List places of interest they had visited; (iii) Write a narrative essay on the places of interest you visited.	(I) A field trip to a place of interest (ii) Students in small groups write a report on the field trip, narrating their experience. (iii) Each group leader takes a turn to present their group report (narrative to the whole class for evaluation.	(i) Communication and Collaboration (ii) Leadership arm Personal Development iii) Creativity and imagination	AUDIO VISUAL RESOURCES (i) Pictures WEB RESOURCES (a) https://www.wikipedia.com (b) https://www.writing.stockexchange.com.
	(e) Words for the week	Learner are to guided to learn the following words: nausea, dialect rhythm: transfix seizure paraphernalia unprecedented quizzes vain humanitarianism	For home study students as individuals look up the meanings, word classes and pronunciation of the given words in a dictionary and use each word in at least a sentence	(i) Communication and Collaboration (l) Digital Literacy .	(I) Hard copy dictionary (ii) Online dictionary
5.	(a) Oral Consonant sounds e.g /p/, /b/, /t/, /d/, /k/, /g/, /f/, /v/, /s/, /z/	By the end of the lesson, students should be able to (i) Recognize and pronounce the listed sounds correctly; (ii) Identify the listed sounds in different positions in words; iii) Generate tens-of words on each of the listed sounds.	(i) Students as a class clarify the difference between consonant letters and consonant sounds. (ii) Students, in pairs, identify the listed consonants in initial, middle and final positions of words in a text. (iii) Students visit the sites below to generate ten words on each of the listed sounds: https://www.speechactive.com/english-consonants-ipa-international-phonetic-alphabet	(i) Critical Thinking and problem solving (ii) Communication and Collaboration (iii) Digital Literacy	AUDO VISUAL RESOURCES (i) Charts/ Flashcards (ii) Pronouncing Dictionary by Daniel Jones WEB RESOURCES: (a) https://wwv.speechactive.com/englishconsonants-ipaintemational-phongijgalphabet (iv) Video: (a) https://www.youtube.com/watch?vzocdnOx4Sgoo

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(b) Structure: Phrase, Types and functions	By the end of the lesson students should be able to: (i) Explain phrase (ii) mention the types of phrase (iii) Analyse the functions of: (a) Noun phrases (b) adverbial phrases (c) adjectival phrases (d) prepositional phrases Form examples	(i) Students as a class, discuss the meaning of phrase (ii). Student are lead to classify phrase into types noun phrases, verb phrases, adjectival phrases, adverbial phrases (iii) Students, in small groups, study a text with a view to identify the function(s) of each of the types of phrases (iv) each group leader takes a turn to present their group work to the whole class for evaluation	(i) Communication and Collaboration (ii) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES Charts/Flashcards Websites (ii) https://www.softschool.com/examples/grammar/phrases (b) https://www.grammarbook.com/grammar/clause-phrase
	(c) vocabulary development: fishery and animal husbandry	By the end of the lesson students should be able to: (i) Explain the following terms: fishery, animal husbandry (ii) list words that are associated with fishery and animal husbandry	on the meaning of clause. ii) Students, in small groups, select clauses from a mixed bag of clauses and phrases. iii) Students pair up to classify clauses into main clauses and subordinate clauses in a given rst of complex sentences and share with class.	(i) Communication and Collaboration (ii) Leadership and Personal Development	AUDIO VISUAL RESOURCES (i)Charts/Flashcards WEB RESOURCES https://elyonschoolsnetsite.wordpress.com/vocabulary-words-associated-wit-the-fishing-structure-kinds-of-sentences
	(d) comprehension: emphasis on supporting details, tone, mood and purpose	By the end of the lesson students should be able to: (i) identify a speaker’s/writer’s tone in a text; (ii) analyses a text to bring out its mood and purpose; (iii) relate the issue raised in the text to their real life experience	(i) Student as a class, discuss the meaning of tone, mood and purpose of a text or a passage (ii) Students, in small groups, critique a text to identify its tone, mood and purpose (iii) Students share life experiences related to text	(i) Communication and Collaboration (ii) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES (i)Newspaper clippings of an article WEB RESOURCES https://www.centergrove.k12.in.us/cms/lib/IN01000850/Centricity/Domain/490/Tone-and-Purpose.pdf
	(e) words for the week	Learners are to be guided to learn the following words: implicit, guile, magnanimous, ingenious, deter, pillage, indigent, encore, exuberance, fallacy.	For home study, student, as individuals, look up the meaning, word classes and pronunciation of the given words in a dictionary, and use each word in, at least a sentence	(i) Communication and Collaboration (ii) Digital literacy	(i) hard copy dictionary (ii) online dictionary
6	(a) structure: A. clause types- i. main clause ii. subordinate clause (b) types of subordinate clauses	By the end of the lesson students should be able to: (i) Explain what a clause is; (ii) analyse complex sentences into main and subordinate clauses (iii) give copious examples of sentences that contain the types of clauses	(i) Student as a class, discuss the meaning of clause. ii) Students, in small groups, select clauses from a mixed bag of clauses and phrases. iii) Students pair up to classify clauses into main clauses and subordinate clauses of complex sentences and share with class.	(i) Communication and Collaboration (ii) leadership and personal development (iii) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES (i) Chart (ii) video clip on types of clauses WEB RESOURCES https://youtu.be/8dT_MlElHo8 (b) https://www.learngrammar.net/emglish-grammar/clauses

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(b) Comprehension reading to make notes emphasis on key words, topics, sentences, main points and supporting point.	By the end of the lesson students should be able to: (i) identify topic sentences in a text, (ii) Differentiate between main ideas and supporting ideas. (iii) Use the easily confused words in different contexts correctly.	(i) Students, in small groups, classify, predict and summaries the main ideas in a given text. (ii) Student pair up to highlight the main ideas leaving out supporting ideas in a given text (iii) Students while reading the passage stop midway to predict likely outcomes in the passage	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Creativity and imagination (iv) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES (i)Charts/Flashcards WEB RESOURCES https://www.edutopia.org/article/5-ways-supporting-students-who-struggle-reading-comprehension
	(c) vocabulary development Word to watch (Confusing word) been/being, lose/loose, cite/ site/sight, its/it’s, advise/advice, junction/juncturewhose/who’s etc.	By the end of the lesson students should be able to: (i) recognized easily confused words in english (ii) highlight the difference/between them (iii) use the easily confused words in different context correctly.	Student in small groups, (i) Students, as a class, collectively generate the list olf words that confuse them. (ii) Students, in small groups, probe into difference between those words. (iii) Individuals students use these words in sentence and share with the class for review. (iv) For further studies student visit the site below: https://youtu.be/pDPMCh5Tav0	(i) Communication and Collaboration (ii) Digetal literacy (iii) Leadership and Personal Development (iv) critical thinking and problem solving	AUDIO VISUAL RESOURCES Flash cards Chart WEB RESOURCES i. https://www.grammarly.com/blog/commonly-confused-words/ ii. https://www.lexico.com/grammer/commonly-confused-words iii. https://youtu.be/pDPMCh5Tav0
	(d) Writing – descriptive farming in my village or town. How to make a local dish or any other related topic	By the end of the lesson students should be able to: (i) Highlight the features of a descriptive essay, (ii) develop an outline for a descriptive essay; (iii) write a descriptive essay on either of the following in my village or town.	iii) Students pair up to classify clauses into main clauses and subordinate clauses in a given r st of complex sentences and share with class.	(i) Communication and Collaboration (ii) Leadership and Personal development (iii) creativity and imagination	AUDIO VISUAL RESOURCES (i) Charts (ii) Pictures WEB RESOURCES https://www.readingrockets.org/strategies/descriptivewriting#:~:text=Good%20descriptive%20writing%20includes%20manything%20invokes
	(e) words for the week	Learners are to be guided to learn the following words: aloof, abate, handkerchief, praire, weird, miscellaneous, dilemma, destitute, egregious hypothetical.	Student, as individuals or as a group, look up the meanings, word classes and pronounciation of the given words in a dictionary, and use each word in, at least, a sentence.	(i) Communication and Collaboration (ii) Digetal literacy	(i) hard copy dictionary (ii) online dictionary

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
7	A Mid-term tests B Open day C. Mid-term break Words for the week	Learners are to be guided to learn the following words perplex, enthral, idiosyncratic lucid aggravate, ambiguous, confflagtion, concede, barbecue stealthy	For home study, students, as individuals look up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in; at least, a sentence	(i) Communication and collaboration (I) Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary
8	(a) Oral: Syllable on Two/three/four syllable words (b) identification of stress on words .	By the end of the lesson, students should be able to: (i) Divide words into syllables with adequate examples; (ii) Apply the principles guiding stress placement on syllables in words; (iii) Pronounce words appropriately with the light syllable stressed	(i) Students, as a class analyse what a syllable is using leaning tools (digital or textbooks) and break disyllabic and polysyllabic words into (ii) Students in pairs observe some stressed words and discuss the principles guiding stressed syllable in the words given. (iii) Students; in small groups apply stress placement rules to pronounce a set of words.	(i) Communication and Collaboration (ii) Digital literacy (iii) Leadership and Personal Development (iv) critical thinking and problem solving	AUDIO V1SUAL RESOURCES (i) Charts (ii) Pronouncing Dictonary by Daniel Jones WEB RESOURCES (i) https://youtu.be/Vu6UVwkUgzc https://www.myenglishlanguge.com/linguistics-language-guide-english-phonology-syllables-and-stress)
	(b) Structure: Sentence Types according to structure according to function	By the end of the lesson, students should be able to: (i) Define a sentence (ii) Discuss all types of sentences and give adequate examples; iii) Analyse a text to identify and classify the sentences in it into types.	(i) Students as a class explain the meaning of a sentence and its types. (ii) Students in pairs classify sentences according to structure and according to function from a mixed bag of sentences; (iii) Students, in small groups, study a text and group the sentence in into their types.	(i) Communication and Collaboration ii) Critical Thinking and Problem Solving (iii) Leadership and Personal Development	(i) Chart (ii) Website (a) https://www.learning grammar.net/english-grammar/sentence-definition-a-types (b) https://youtu.be/85xx-tfms
	(c) Comprehension: Reading Introduction to answer comprehension question	By the end of the lesson students should be able to: (i) Draw inferences from passage (ii) Differentiate between main ideas arid supporting ideas in a given passage (iii) Replace the new words with their equivalents,	i) Students, at least 4 of them, reed the passage. (a) paragraph per student). ii) Student pair up to discuss the implied messages and the meanings of new words in the content of the passage iii) Student in their small groups, relect on the passage analysing it in order to provide answer to the questions that follow the passage.	(i) Communication and .Collaboration (ii) Leadership and Personal development. iii.) Creativity and imagination iv) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES. Flash cards WEB.RESOURCES https://www.edutopia.org/article/5-ways-support-students-who-strggle-reading-comprehension
	(d) Writing: letter writing types of letter informal features formats	By the end of the lesson students should be able to: (i) List all the types of letters; (ii) discuss the features of an informal letter; (iii) write a letter to a close relative or a friend in another town	i) Students in small groups, brainstorm on why letters are written with a view to identify types of letters ii) Students, in small groups, study two sample groups, study two sample informal letters in order to observe their common features. The group leaders share these feature with the class. iii) Following the samples, stdents write letter to friends or close relates on where they see themselves in the 20 years.	(i) Communication and Collaboration (ii) Leadership and Personal development (iii) creativity and imagination (iv) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES (i) charts WEB.RESOURCES https://www.successcds.net/learn-english/writing-skills/informal-letter-format-examples-topics.html https://youtube/f6hSMGGB6hs

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDE.D CORE SKILLS	LEARNING RESOURCES
	(e ) Words for the week	Learners are to be guided to leam the following words: perplex, analysis, idiosyncratic, foreigner, fetter, conflagration,concede, barbecue, stealthy.	For home study, students, a individuals, look up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.	Communication and Collaboration (I) Digital Literacy.	(i) Hard copy dictionary (ii) Online dictionary
	(a) Oral: Syllable and Stress (b) Stress on the First Syllable	By the end of the lesson, students should be able to: (i) Explain what a syllable is; (ii) Explain the meaning of stress; (iii) Identify words that have stress on their first syllable; (iv) Pronounce words that have stress on the first syllable correctly.	Students, in small groups. (i) Listen to a recorded voice via wireless speakers or any digital channel; (ii) write the words heard; (iii) stress the words accordingly. (iv) Each group leader tales a turn to present their group work to the whole class for a critique. For further studies, students visit the site below: https://www.myenglishlànguage.com/linguistics-languag-guide/english-phonology/syllables-and-stress/	(i) Communication and Collaboration (ii) Leadership and Personal Development iii.) Creativity and imagination iv.) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES (i) Charts (ii) Pronouncing Dictionary by Danrel Jones ii) Tape recorder . WEB RESOURCES https://www.myenglishlànguage.com/linguistics-languag-guide/english-phonology/syllables-and-stress/
	(b) Structure: Regular and Irregular Verbs	By the end of the lesson, students should be able to: (i) Explain the terms ° regular and irregular verbs; (ii) Distinguish between regular and irregular verbs; (iii) Construct sentences using regular and irregular verbs.	i) Students, as a class, discuss the meanings of regular and irregular verbs. ii) Students, in small groups, classify verbs into regular and irregular forms from given mixed bag of verbs. (iii) Students, in pairs, construct five sentences using a regular verb in each of them, and another five sentences, using an irregular verb in each of them. (iv) Each group leader takes a turn to present their group work to the whole class for evaluation. .	(I) Communication and Collaboration (ii) Leadership and Personal Development iii.) Creativity and imagination iv) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES Charts/Flashcards WEB RESOURCES https://www.wallstreetenglish.dom/blog/regular-and-irregular-enlish-verrbs/ https://www.espressoenglish.net/tips-for-learning-irregular-verbs-in-english
	(c) Comprehension Summary	By the end of the lesson, students should be able to: (i) Explain what summary is; (ii) State the dos and don’ts of summary writing; (iii) Summarise a given passage.	i.) Students as a class, describe what summary is and highlight its importance to them. ii.) Students work with their peers study a text and its summary to establish the dos and don’ts of summary writing. (iii) Students, in small groups, determine the main ideas in a text, write a draft, edit it and present the final draft to the class for review.	Communication and Collaboration (ii) Leadership and Personal Development iii.) Creativity and imagination iv.) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES WEB RESOURCES https://busyteacher.org/6214-how-how-to-teach-summary-writing.html https://youtube/O5TiUcVg2tk

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(d) Writing letter writing formal letter writing Features Formula	By the end of the lesson, students should be able to (i) distinguish between formal and informal letters; (ii) state the features of formal letter; (iii) write the format of a formal letter; (iv) write a letter of complaint to the chairman of your local government area on the problem of insecurity	i) Students, in small group are supplied different types of letters – both formal and informal which sort them out into two groups. Which were written to friends? Which are formal letters from businesses? Which features or characteristics distinguish formal from informal? ii) Students look for differences between the two groups. This allows discussion to take place about the different types of letter. (iii) Each group leader takes a turn to present their group work to the whole class for evaluation	i) Communication and Collaboration (ii) Leadership arm Personal Development iii) Creativity and imagination iv) Critical thinking and problem solving	AUDIO VISUAL RESOURCES (i) Chart WEB RESOURCES https://www.readingrocketst.org/article/introduction-letter-writing
	(e) Words for the week	Learners are to be guided to learn the following words: litigant, hypocrisy, maestro, limpid, apparatus, commitment, bough, privilege, maintenance, campaign	For home study, students, individuals, look up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.	(i) Communication and collaboration (ii) Critical thinking and Problem Solving (ii) Leadership and Personal Development iii.) Collaboration and Communication	(i) Hard copy dictionary (ii) Online dictionary
10	a ) Structure: Figures of speech tmtlé, methor, itiy, personification, hyperbole, synecdoche, paradox, pun etc.	By the end of the lesson, students should be able to: (i) explain the following synecdoche terms simile pun etc. metaphor, irony, personification, hyperbole, synecdoche, paradox, pun; (ii) give adequate examples of each of the slated figures of speech; (iii) recognize the figures of speech in arty given passage.	Students as a class discuss the effects figure of figure of speech have on literary works; (ii) Students in groups study the samples of these figure of speech and are thereafter challenged to come up with as many other common examples as they can. (iii) Each group leader takes a turn to present their group work to the whole class for a critique.	(i) Communication and collaboration (ii) Critical thinking and Problem Solving (ii) Leadership and Personal Development iii.) Collaboration and Communication	AUDIO VISUAL RESOURCES Video clips of poems Clippings from. editorials (i) Charts/Flashcards WEB RESOURCES https://www.literacyideas.com/figurative-language-for-students-and-teachers https://youtu.beAeAYvX7NSd8
	(b) Comprehension (Reading) Reading to answer questions on comprehension passages	By the end of the lesson, students should be able to: (i) explain the terms: a) inference, b) deduction (ii) infer the appropriate answers from the given passage; (iii) deduce the appropriate answers using their own expression.	(i) Students, in small group, have a summarizer, a questioner, a clritier and predictor appointed to perform these roles as they study the assigned given comprehension passage; (ii) Students, in small groups, provide answers to the questions that follow the passage. (iii) Each group leader takes a turn to present their group work to the whole class for a critique.	(i) Communication and collaboration (ii) Critical thinking and Problem Solving (ii) Leadership and Personal Development iii) Collaboration and Communication	AUDIOVISUAL RESOURCES Flash cards WEB RESOURCES https://www.readingrockets.org/articles/strategies-promote-comprehension https://bookpagez.com/blog/teacher-guide-comprehension-lesson-plans/

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(c) Writing: Argumentative Essay. “women have the same opportunities in life as men.” Or any other tropical topic	By the end of the lesson, students should be able to: i) describe characteristics fan argumentative essay; ii.) Explain elements of argumentative essay; iii.) Demonstrate understanding of argumentative essay format.	Students are presented with – the topic, “Women have the same opportunity in life as men “Students who agree with the statement move to one side of the room, and those who disagree move to the other side. Then they take turns explaining why they are standing on that ii) Students, as a class, discuss the characteristics and elements of an argumentative essay. (iii) Students, in small group, work in a more structured manner to take a point of view on an assigned topic and generate reasons to support their views.	i) Communication and collaboration ii) Critical thinking and Problem Solving iii) Leadership and Personal Development iv) Creativity and imagination	AUDIO VISUAL RESOURCES WEB RESOURCES https://www.cultofpedagogy.com/persuasive-writing/ https://www.edu.tpia.org/articles/strategies-teachingargument-writing https://www.literacyideas.com/writing-an-essay-for-teachers-and-students
	(d) vocabulary development: words associated with library	By the end of the lesson, students should be able to: i) explain the importance of a library (ii) list all items that can be found in a library environment.	(i) A field trip to the school library (ii) Students have an interactive session with school librarian (iii) Students, in smaller groups, write a report on their observations (iv) Each group leader takes a turn to present their group work the whole class for evaluation	i) Communication and collaboration ii) Critical thinking and Problem Solving iii) Leadership and Personal Development	AUDIO VISUAL RESOURCES Pictures Flash cards WEB RESOURCES https://olinuris.library.cornell.edu/ref/research/vocabulary.html
	(e) words for he week	Learners are to be guided to learn the following words: tracking, fickle, deterious, hegemony. likelihood, jubilant, rhythmical, engender,kudos, implicit, condone	For home study, students, as individuals, look up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence	i) Communication and collaboration ii) Critical thinking and Problem Solving iii) Leadership and Personal Development	(i) hard copy dictionary (ii) online dictionary
	(a) structure: Definite and indefinite articles	By the end of the lesson, students should be able to: i) explain what give examples of definite and indefinite articles; (ii) distinguish oe:,een definite an indefinite articles; (iii) use definite an indefinite articles in sentences	(i) Students, in small groups, read a given study a short text and identify definite and indefinite articles (ii) Students as a class specify the users articles having reflected on how they are used in the assigned text (iii) Student pair up their peers to use both definite an indefinite articles in sentences	i) Communication and collaboration ii) Critical thinking and Problem Solving iii) Leadership and Personal Development	AUDIO VISUAL RESOURCES WEB RESOURCES https://busyteacher.org16028-definite-indefinite-articleconfusion-3-rules.html
	(d) vocabulary development: words associated with journalism	By the end of the lesson, students should be able to: i) explain what give examples of	(i) A field trip to the Nigerian Institute of Joe rhalism. (ii) Students have an interact session with a recognized official of the institute. (iii) Students, in small groups, write a report which include list of words associated with journalism. (iv) Each group leader takes a turn to present their group work to the whole class for evaluation.	i) Communication and collaboration ii) Critical thinking and Problem Solving iii) Leadership and Personal Development	AUDIO VISUAL RESOURCES WEB RESOURCES

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(c) Oral: Dialogue on the experience of national topical issues	By the end of the lesson, students should be able to: (i) have a robust dialogue with classmates on any given topical issues.	(I) The class is divided into two groups. Each group has two discussants; (ii) Each group has a brainstorming session for a few minutes; (iii) The two discussants presented by each group . articulate the position of their group on a given topic issue, while the teacher acts as a moderator	(i) Communication and collaboration (ii) Critical thinking and Problem Solving (iii) Leadership and Personal Development	AUDIO VISUAL RESOURCES WEB RESOURCES
	(d)Writing: Review of Essay Writing	By the end of the lesson, students should be able to: (I) distinguish between argumentative and narrative essays; (ii) give a talk on the topic: ‘Boy are more useful at home than girls’ (iii) narrate a story that ends with “A patient dog eats the fattest bones”	i.) Students, in small groups, underline and dissect the key words and phrases and discuss together what exactly is being asked for them in assigned topic. ii.) Students in pairs brainstorm and mind map what they know about a topic to uncover not just what they already know about a topic, but what they think about the topic. They develop an outline for the topic froth this process. iii.) Students as individual write an essay on the given topic from home:	(i) Communication and collaboration (ii) Critical thinking and Problem Solving (iii) Leadership and Personal Development	AUDIO VISUAL RESOURCES WEB RESOURCES https://www.toppr.com/guides/english/writing/essay/ https://thewritepractice.com/writing-an-essay / https://youtu.be/2Uk7edfeUM ,
	(e )Words for the week	Learners are to be guided to in the following. words industrious, disgusting, . copious hibernate publicize disciplined overcome tolerant subordination, Infatuation	For home study, students, as individuals look up the meanings word classes and pronunciation of the given words in a dictionary and use each word ri at least a sentence	(i) Communication and Collaboration (ii) Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary
12	Revision	Revise	Use relevant teaching and learning materials
13	EXAMINATION
14	EXAMINATION

ACHIEVEMENT STANDARDS

At the end of the term, students are able to:

(i) Describe English sounds and pronounce English words accurately;
(ii) Analyse sentence structures and word classes accordingly;
(iii) Distinguish between main ideas and supporting ideas in a variety of texts;
(iv) Summarize are given comprehension passage;
(v) Produce words that are associated with Family life, Agriculture, Journalism and Religion;
(vi) Write creative essays and letters;
(vii) Acquire a wide range of vocabulary for effective written and spoken communication.

English Language Scheme of Work SSS1 Second Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	(a) Welcome test	By the end of the lesson,		(I) Communication and Collaboration	AUDIO VISUAL RESOURCES
	(b) Structure: prefixes and suffixes	students should be able to: (I)’ describe prefixes and suffixes ith copious examples (ii) .fürnpc:words.using prefixes and suffixes, (iii) use the newly formed words in sentences	(I) Students, as a class, describe prefixes and suffixes (ii) Students in small groups form new words using prefix and suffixes (Is) Students in pairs use the newly formed words in sentences	(ii) Critical thinking and problem solving (iii) Leadership and Personal Development	(I) Charts/Flashcards WEB RESOURCES (a) https://www.dictionary.com/what-are-prefixes-and-suffixes (b) https://www.myenglishteacher.eu/blog/blog/prefixes-suffixes-list
	(c ) Words for the week	Learners are to be guided to learn;the following words: infamy, reaplendent, collage, germane, arable, molecular circumvent, dearth, elude lethargic	Students as individuals or as a group, look up the meanings of the given words in a dictionary, and use each word in, at least, a.sentence.	(i) Communication and Collaboration (i) Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary
	(a) Structure: prepositions and prepositional phrases	By the end of the lesson students should be able to: (i) Describe prepositions and prepositional phrases; (ii) identify prepositions and prepositional phrases in sentences (iii) use prepositions and prepositional phrases in sentences appropriately	(i) Students, in small groups, brainstorm on the description of prepositions and prepositional phrases (ii) Students, in pair, identify prepositions and prepositional phrases in a given passage (iii) Students as a class use prepositions and prepositional phrases in sentences (iv) Students visit the site below for further studies and form sentences with different prepositions.	(i) Communication and Collaboration (ii) Critical thinking and problem solving (iii) Leadership and Personal Development	AUDIO VISUAL RESOURCES (i) Charts/Flashcards WEB RESOURCES https://www/englishgrammer101.com/module-7/ prepositions /lesson-1-prepositions-and-preponsitional-phrases (b) https://www/khan academy/org/humanities/grammar/parts-of-speech-the-preposition /types-of-prepositions-and-phrases (c)https://www.k12readers.com/term/ preponsitional-phrases
	b) Comprehension (listening skill) Summary	By the end of the lesson, students should be able to: (i) listen attentively to a speech/recorded speech in order to deduce the subjects matter (ii) identify keywords/ sentences that signal main ideas; (iii) put the sentences together n a summary form .	(i) Students, in small groups; listen to a recorded message via Bluetooth device or any other digital device and write its main highlights in their own words. (ii) related to the main idea and share with the class. (iii) Students are guided to summarise the text following the sample provided.	(i) Communication and Collaboration (ii) Leadership and Personal Development	AUDIO VISUAL RESOURCES Tape recorder /Bluetooth MP 3 WEB RESOURCES https://www.skillyouneed.com/ips/listening skills.html

English Language

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(c) Vocabulary development: antonyms	By the end of the lesson, students should be able to: analyse antonyms; explain different ways forming antonyms; generate words and their antonyms.	(i) Students, in small groups, analyze antonyms. (ii) Students, as a class, explain different ways of forming antonyms. (iii) Individual students generate at least ten words and their antonyms. (iv) For further studies, students visit the site	(i) Communication and Collaboration (ii)Leadership and Personal- development (iii) Digital literacy	AUDIO VISUAL RESOURCE Charts/Flashcards WEB RESOURCES https://examplesyour dictionary.com/examples-of-antonyms.htl https://study.com/aca demy/lesson/what-are-structure: definition-example-quiz.html
	d) Words for the week	Learners are to be guided to learn the following words: communicable pizza, hazardous abdicate, buffet, champagne, durable, beret, shepherd, photosynthesis	Students as individuals or as a group look up the meanings of the given words in a dictionary and use each word in at least, a sentence	(i) Communication and Collaboration	(i) Hard copy dictionary (ii) Online dictionary
3	(a) Oral consonant Cluster e.g. /kw/, /str/, /spr/ (ii) formula: cvc	By the end of the lesson, students should be able to: (i) describe a consonant -cluster (ii) Identify words that contain two and three consonant clusters(iii) pronounce words that contain two and three consonant clusters	(i) Students as a class describe consonant dusters. (ii) Students as individuals identify words that contain two and three consonant clusters. (iii) Students one after the other pronounce words that contain two and three consonant clusters (iv) For further studies, students visit the site below: https://en.n.wikipedia.org/wiki/Consonant.Cluster	(i) Communication and Collaboration (ii)Leadership and Personal development (iii) Digital literacy	AUDIO VISUAL RESOURCE Charts/Flashcards (i) WEB ESOURCES https://usefulenglish.r u/phonetics/practiceconsonant-clusters https://www.wikipedia.org/wiki/Consonant.Cluster
	(b) Structure Tenses (i) present tenses (ii) past tenses (iii) past participle (iv) present continuous (v) past continuous (vi) present perfect (vii) past perfect	By the end of the lesson, students should be able to: (i) explain each of the tense forms (ii) differentiate each of the tense forms from one another (iii) use each of the tenses to forms appropriately in sentences.	(i) Students as individuals explain each of the tenses (ii) Students as a class study different texts that contain various tense form and pull out verbs that depict the forms (iii) Students as individuals give oral speech in order to assess their level of understanding of the tenses. (iv) For further studies, students should visit the site below: https://www.englishclub.com/grammar/verb-tenses.htm	(i) Communication and ColIaboration (ii) Leadership and Personal Development (iii) Critical thinking and problem sblving (iv) Digital literacy	AUDIO VISUAL RESOURCES (i) Charts/Flashcards WEB RESOURCES (i) https //www. english.club.com/grammar/verbtenses.htm https://www.mbarendezvous.com/tense/
	c ) Writing: Formal letter A letter to the chairman of your local government area or any agency requesting some amenities needed in your community	By the end of the lesson, students should be able to: (i) highlight the features of a formal letter; (ii) develop an outline for a formal letter; (iii) write a letter to the chairman of their local government area on the given topic.	(i) Students, in small groups, observe, think and reflect on, what constitutes the features of a formal letter based on the sample provided. (ii) Students, in pairs, generate an outline for a formal letter and share with the class for a review. (iii) Individual students writs letters to the chairman of their local government area on the given topic below: https://examples-yourdictionary examples-of-antomyms.html	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Creativity and imagination	AUDIO VISUAL RESOURCES Charts depicting types of essays WEB RESOURCES https://www.toppr.com guides/english /writing/informal/letters https://www.scribendi.com/academy/articles/how-to-write – formal-letter-en-html

English Language

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(d) Words of the week	Learners are to be guided to learn the following words: differentiate, predict, integration, unanimous, berate, caustic, defunct, engender, immerse, nuance	Students, as individuals or as a group, look up the meanings of the given words in a dictionary, and use each word in, at least, a sentence.	(i) Communication and Collaboration (i) Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary

4	(a) Comprehension: (i) reading to comprehend the meaning of the word in the content (ii) summary	By the end of the lesson, students should be able to (i) identify the topic in each paragraph (ii) establish the relationship between the topic sentence(s) and the main idea in a given passage (iv) put the topic sentences together in a summary form.	(i) Students listen to the teacher read the passage with the view to identifying the topic sentence(s) in each paragraph. (ii) Students pair up to establish the relationship between the topic sentence and the main idea in a paragraph. (iii) Students, as individuals, put the topic sentences together in a summary form.	(i) Communication and Collaboration (ii) Critical Thinking and Problem Solving (iii) Leadership and Personal Development	AUDIO VISUAL RESOURCES Charts/Flashcards on new words in the passage WEB RESOURCES https://owl.purdue.edu/engagement/ged_preparation/part1lessons14/index.html
	(b) Oral: words of four syllables stressed on the first, second, third, syllable	By the end of the lesson, students should be able to: (i) divide words into syllables with adequate examples; (ii) apply the principles guiding stress placement on syllables in words; (iii) pronounce words appropriately with the right syllable stressed in each word.	(i) Student s, as a class, analyse what a syllable is using learning tools (Digit al or textbooks) and break disyllabic and polysyllabic words into syllables. (ii) Students, in pairs, observe some stressed words and discuss the principles guiding the stressed syllables in the given words. (iii) Students, in small groups, apply stress placement rules to pronounce a set of words. (iv) For further studies, students visit the site below: https://www.toeflgoanywhere.org/learn-those-4-word-stress-rules-improve-your-pronunciation	(i) Communication and Collaboration (ii) Critical Thinking and Problem Solving (iii) Leadership and Personal Development (iv) Digital Literacy	AUDIO VISUAL RESOURCES (i) Chart/Flashcards (ii) pronouncing Dictionary by Daniel Jones WEB RESOURCES (i) https://www.toeflgoanywhere.org/learn-these-4-word-stress-rules-improve-your-pronunciation (ii) https://www.teachingenglish.org.uk/article/word-stress
	(c ) Structure: Synonyms (i) words that are exactly the same meaning (ii) words that are nearly the same in meaning	By the end of the lesson, students should be able to: (i) analyse synonyms (ii) explain different way in the same in meaning of generating synonyms (iii) generate words and their synonyms.	(i) Students in small groups synonyms. (ii) Students, as a dass, explain different ways of generating synonyms. (iii) Individual students to generate at least ten words and their synonyms (iv) For further studies, students visit the sfte below:	(i) Communication and Collaboration (ii) Critical Thinking and Problem Solving (iii) Leadership and Personal Development	AUDIO VISUAL RESOURCES (i) Chart/Flashcards WEB RESOURCES (i) https://examples.yourdictionary.com/examples-of-synonyms.html (ii) https://www.lexico.com/definition/synonym
	(d) Vocabulary development: Religions: (a) other expressions in religions (i) converts (ii) fanatic (iii) atheist (iv) martyr	By the end of the lesson, students should be able to: (i) analyse what religion is; (ii) list terms associated with religions; (iii) enumerate the importance of religion to the society.	(i) Students brainstorm on types of religions. (ii) Students, in small groups, brainstorm and analyse what religion is. (iii) Students, as individuals, list terms associated with religions. (iv) Students, as a class, enumerate the importance of religion to the society. (v) For further studies, student should visit the site below: https://www.macmillandictionary.com/amp/thesaurus-category/british/words-used-to-describe-religious-people	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Digital literacy	AUDIO VISUAL RESOURCES (i) Chart/flashcards WEB RESOURCES (i) https://www.macmillandictionary.com/amp/thesaurus-category/british/words-used-to-describe-religious-people (ii) https://www.vocabulary.com/lists/1445080

English Language

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(e) Words for the week	Learners are to be guided to learn;the following words: superintendent, nausea, auxiliary, gymnastics, sewage, impede, taciturn, annihilate, chatty, verbose, inflammatory.	Students as individuals or as a group, look up the meanings of the given words in a dictionary, and use each word in, at least, a.sentence.	(i) Communication and Collaboration (i) Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary
5	(a) Structure: phrasal verbs (i) identification of phrasal verb (ii) relationship with adverbial particles e.g come across, come away, come around, come through, etc.	By the end of the lesson students should be able to: (i) Describe phrasal verbs are; (ii) give copious examples of phrasal verbs and their meanings; (iii) use phrasal verbs in sentences appropriately	(i) Students as a class, describe what phrasal verbs are; (ii) Students, as individual give examples of phrasal verbs and their meanings; (ii) Students, in pair, identify proportions and prepositional phrases in a given passage (iii) (iv) Students visit the site below for further studies and form sentences with different prepositions.	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Critical thinking and problem solving (iii) Digital literacy	AUDIO VISUAL RESOURCES (i) Charts/Flashcards WEB RESOURCES (i) https://www.gingersoftware.com/content/grammar-rules/verb/phrasal-verbs (ii)https://www.englishclub.com/vocabulary/phrasal-verbs-list.htm
	(b) Comprehension listening (i) identification of main point and ideas (ii) recognition of the writer’s mood, tone and purpose (iii) identification of topic sentences and supporting sentences in the passage	By the end of the lesson, students should be able to: (i) listen attentively to a speech/recorded speech in order to deduce the subjects matter (ii) recognize the writer’s or speaker’s mood, tone and purpose (iii) identify the topic sentences in each paragraph and establish its relationship to the supporting sentences	(i) Students, in small groups; listen to a recorded message (via Bluetooth device or any other digital device) and state its subject matter. (ii) students, in pairs, point out the speaker’s mood, tone and purpose (iii) Students, as individuals, highlight the key points in the message	(i) Communication and Collaboration (ii) Critical thinking and problem solving (iii) Leadership and Personal Development	AUDIO VISUAL RESOURCES (i) chart showing factors that enhance effective listening and factors that hinder effective listening (ii) digital device (audio) WEB RESOURCES https://www.skillyouneed.com/ips/listening skills.html
	(c) Writing: Expository essay: drug abuse or child abuse	By the end of the lesson, students should be able to: (i) discuss what an expository essay is (ii) discuss drug abuse or child abuse and its consequences; (iii) write expository essay on (a) drug abuse OR (b) child abuse	(i) A field trip to a Rehabilitation Centre (ii) Students, in small groups, discuss what an expository essay is (iii) Students, in pairs, discuss drug abuse or child abuse and its consequences; (iv) Students as individual write expository essay on drug abuse or child abuse	(i) Communication and Collaboration (ii) Leadership and Personal Development	AUDIO VISUAL RESOURCES Charts or picture showing drug abuse WEB RESOURCES (i) https://owl.purdue.edu/owl/generalwriting/academicwriting/essaywriting/expositoryessay.html https://www.time4writing.com/writing-resources/expositoryessay.html
	(d) Words of the week	Learners are to be guided to learn the following words: dynamic, freight, bullions, infamy, con-fluence, juunilee, defama-tory, knell, mercurial, indigent	Students, as individuals or as a group, look up the meanings of the given words in a dictionary, and use each word in, at least, a sentence.	(i) Communication and Collaboration (i) Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
6	(a) Oral: intonation (i) rising tune (ii) falling tune	By the end of the lesson, students should be able to: (i) explain intonation; (ii) listen to a speech recorded speech and recognise falling tunes and rising tunes; (iii) distinguish between rising tune and falling tune	(i) Students, in small groups, discuss intonation. (ii) Students, in small groups: listen to a speech recorded speech and recognise falling tunes and rising tunes. (iii) Students, as individuals, distinguish between rising tunes and falling tunes in a given speech. (iv) For further studies, students should visit the site below: https://www.learn-english-today.com/pronunciations/intonation.html.	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Digital Literacy	AUDIO VISUAL RESOURCES (i) digital device c play a recorded speech (ii) Chart WEB RESOURCES (i) https://www.learn-english-today.com/pronunciations/intonation.html. (ii) https://www.fluentucom/blog/english/english-intonation/
	(b) Structure Main verbs Present and Past	By the end of the lesson, students should be able to: (i) explain what main verbs are; (ii) give adequate examples of main verbs (iii) use main verbs in present arid past sentences.	(i) Students as a class explain what main verbs are (ii) Students as individuals, give examples of main verbs (present and past forms) (iii) Students, inpairs use main verbs in present and past forms in sentences.	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES (i) charts/ flashcards WEB RESOURCCS (i) https://www.grammarly.com/blog/main-verb (ii)https://examples.yurdictionary.corn/examples-of-past-tense-versbs-html
	(c) Vocabulary development Words associated with Photography	By the end of the lesson, students should be able to: i) list terms associated with Photography; (i) describe types of Photography; (iii) state the importance of Photography	(I) A field trip to a photographer’s studio. (ii) Students in small groups, list terms associated with Photograph: (iii) Students[as a class, . describe types of — Photography (iv) Students as individuals state the importance of Photography (v) For further studies visit below: https://dictionary.cambridg.org/topics/art/photography	(I) Communication and colIaboration’ (ii) Leadership and Personal Development (iii,) Digital Literacy	AUDIO VISUAL RESOURCES (I) ChartslFIahcard showing the common vocabulary associated WEB RESOURCES (i) https://dictionary.cambridg.org/topics/art/photography (ii) https://www.google.com/amp/sdigitalphotography-school.com/deciphering-photo–jardgon-learn-to-speak-photography
	(d) Summary: Writing summary	By the end of the lesson, students should be able to: (i) describe what summary is; (ii) explain the dos and don’ts of summary writing; (iii) summarise any given passage.	(I) Students, as a class, describe what summary is; and highlight its importance to them. (ii) Studernts work with their peers, to study a text and its summary to establish the dos and donts of summary writing. (iii) Students, in small groups, determine the main ideas in a text, write a draft, edit it and present the final draft to the class for a review	(i) Communication and Collaboration (ii) Leadership and Problem Solving (iii) Creativity and Imagination (iv) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES (i) A chart showing the dos and donts of summary writing WEB RESOURCES (I) https://courses.lumenlearning.com/englishcomp1v2xmaster/chapter/how-to-write-a-summary (ii) https://toppr.com/guides/english/writing/summary

English Language

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(e) Words of the week	Learners are to be guided to learn the following words: humorous, prevalence, genetic, Imperial, porridge, occurrence, rustic, tyranny, sinew naval	Students, as individuals or as a group, look up the meanings of the given words in a dictionary, and use each word in, at Least, a sentence.	(i) Communication and Collaboration (ii) Digital Literacy,	(i) Hard copy dictionary (ii) Online dictionary
	(a) Mid Term Tests (b) Open Day Break Mid Term Holiday (a) Words for the week	Learners are là be guided to learn the following words: omitted, manoeuvre; arable, collateral, copious figurative, liability odious, rebuke, serene	Students, as individuals or as a group, look up the meanings of the given words in a dictionary, and use each word in, at least, a sentence.	(i) Communication and Collaboration (ii) Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary
8	(a) Structure Auxiliaries present? past will—–would shall—-should may—-might can—–could dare—-need used to	By the end of the lesson, students should be able to: (i) Explain the meaning of modal auxiliary verbs; (ii) Discuss the semantic implications of an auxiliary verbs (a) use the auxñanes ‘will and ‘would -half and should’ may’ and- might’ can and’ could üitedtor,dare and need in sentences	(l) Students- in small groups brainstorm on the meanings of auxiliary verbs (ii) Students as a class study the analyses of this extra learning of modal auxiliary verbs and give examples in sentences (iii) Students as individuals use auxiliary in both present and past forms in different sentences	(i) Communication and Collaboration (ii) Leadership Personal development	AUDIO VISUAL RESOURCES hart showing ate Iifif5 verbs WEB RESOURCES (i)https://www.britannica.com/topic/auxiliary (ii) https://www.Lexico.com/grammar/auxiliary
	(b) Vocabulary development: Words associated with Transportation.	By the end of the Iesson students should be able to: (i) List all forms of transportation; (ii) analyse the advantages and disadvantages of each form of transportation; (iii) list words that are associated with air transportation, rail transportation, sea transportation and road transportation.	(i) A field trip to an Airport/ a Seaport (ii) Students, as a class brainstorm on types of Transportation (iii) Students in small groups analyse the advantages and disadvantages of each type of Transportation (iv) Students, in pairs, list words that are associated with air transportation, rail transportation, sea transportation and road transportation. (v) For further studies, students should visit the site below: https://www.enchantedlearning.com/com/wordlist/transportatio.shtml	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Digital Literacy	AUDIO VISUAL RESOURCES (i) A chart or picture showing types of transportation WEB RESOURCES (i)https://www.emchanedlearning.com/com/wordlist/transportatio.shtml (ii)https://www.vocalbulary.com/lists/210578
	(c) Writing: Speech Writing (i) Welcome address (ii) Send off speech (iii) Vote of thanks (iv). FareWell address	By the end of the lesson students should be able to: (i) mention and explain each type of speech; (ii) distinguish between a speech and other types of essays; (iii) write a welcome address, send-off speech, vote of thanks and a farewell speech.	(i) Students, as a class, brainstorm on speech writing and types of speech. (ii) Students, as individuals, distinguish between a speech and other types of essays. (iii) Students, in pairs, write a welcome address, send- off speech, vote of thanks and a farewell speech	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Creativity and imagination	AUDIO VISUAL – RESOURCES Charts/Flashcards WEB RESOURCES (i) https://writingcooperative.com/how-to-write-a-well-structured-speech-ec3851821529(ii)

English Language

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(d) Words for the week	Learners are to be guided to learn the following words: zealous, bureaucracy, flamboyant, sedentary, quarrelsome, knuckle, sergeant, criticism, pension, ovation	Students, as individuals or as a group, look up the meanings of the given words in a dictionary, and use each word in, at least, a sentence.	(i) Communication and Collaboration (i) Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary

9	(a) Oral: consonant sounds (i) contrasting: /s/ and /z/	By the end of the lesson students should be able to: (i) recognize and pronounce /s/ and /z/ consonant sounds correctly; (ii) analyse the contrast between /s/ and /z/ sounds; (iii) generate words that show the contrast between /s/ and /z/ sounds.	(i)Students, in small groups, listen to a recorded speech (via Bluetooth or any digital device) with a view to hearing /s/ and /z/ sounds. (ii) Students, in pairs, analyse the contrast between /s/ and /z/ sounds. (iii) Students, as individuals generates words that show the contrast between /s/ and /z/ sounds. (iv) For further studies, students should visits the sites below: https://rachelsenglish.com/english-pronounce-s-z-consonants	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Creativity and imagination(i) Digital Literacy	AUDIO VISUAL RESOURCES (i) Chart/Flashcard (ii)Digital device/MP3 WEB RESOURCES (i) https://rachelsenglish.com/english-pronounce-s-z-consonants (ii) https://pronuncian.com/podcasts/episode3
	(b) Structure Punctuation marks (I) Period/full stop (.) (ii) comma (,) (iii) question mark (?)	By the end of the lesson, students should be able to: (i) Recognise the sign that represent a punctuation mark (ii) explain the uses of full stop, comma, question mark; (iii) use full stop, comma and question mark appropriately in sentences.	(i) Students, as a class, list various punctuation marks and their signs (ii) Students, in pairs, punctuate a given unpunctuated passage. (iii) Students, in small groups, generate example to reflect at least 15 uses of comma, (iii) For further studies students should visit the site below: https://grammar.yourdictionary.com/punctuation/What/fourteen-punctuation-mark.html	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Digital Literacy	AUDIO VISUAL RESOURCES (i) Charts/Flashcards showing different types of punctuation marks WEB RESOURCES (i) https://grammar.yourdictionary.com/punctuation/what/fourteen-punctuation-mark.html (ii) https://www.enchanteedlearning.com/grammar/punctuation
	(c) Writing Argumentative essay ‘Indeed democracy is better than military rule’	By the end of the lesson students should be able to: (i) highlight the features of an argumentive essay; (ii) develop an outline for an argumentative essay; (iii) write an argumentative essay on ‘Indeed democracy is better than military rule.	(i) Students are presented with the topic. ‘Indeed democracy is better than military rule’. (ii) Students who agree with the statement move to one side of the room and those who disagree move to the other side. Then, they take turns explaining why they are standing on that position. (ii) Students, as a class, discuss the characteristics and elements of an argumentative essay. (iii) Students, in small groups, work in a more structured manner to take a point of view on an assigned topic and generate reasons to support their views.	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Critical Thinking and Problem solving	AUDIOVISUAL RESOURCES Charts depicting types the features of an argumentative essay WEB RESOURCES (i) https://owl.purdue.edu/owl/generalwriting/academicwriting/essaywriting/argumentativeessays.html (ii) https://owlcation.com/academia/How-to-write-an-AgrumentEssay
	(d) Words for the week	Learners are to be guided to learn the following words: astonish, indoctrinate, neo-colonialism, proactive, lampoon, supervise, collaborate, strategize, inculcate, iconoclastic.	Students, as individuals or asa group, look up the meanings of the given words in a dictionary, dod use each word in, at least, a sentence.	(i) Communication and Collaboration (ii) Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary

English Language

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(a) Structure: (i) Spelling Homophones (words that sound alike) e.g. allowed/aloud flower/flour flew/flu night/knight key/quay	By the end of the lesson, student should be able to: (i) explain what homophones are; (ii) distinguish between two homophonic words; (iii) use two homophonic words in a sentence	(i) Students, in small groups, brainstorm on the meaning of homophones and give examples. (ii) Students, in pairs, distinguish between pairs of homophonic words. (iii) Individual students use pairs of homophonic words in sentences.	(i) Critical Thinking and Problem solving (ii)Communication and Collaboration (iii) Leadership and Personal Development	AUDIO VISUAL RESOURCES Charts/Flashcards WEB RESOURCES (i) https://howtospell.co.uk/homophones.php (ii) https://www.spellingcity.com/homophones.html
	(b) Writing: Review of formal a informal letter writh	By the end of the lesson, student should be able to: (i) highlight the differences between formal and informal letters; (ii) write the formats of formal and informal letters; (iii) Write a letter for admission to a school and a letter to a friend.	(i) Students, in small groups, brainstorm on the differences between formal and informal letters. (ii) Students, in pairs, write the formats of formal and informal letter. (iii) Individual students write a letter for admission to a school and a letter to a friend.	(i)Communication and Collaboration (ii) Leadership and Personal Development	AUDIO VISUAL RESOURCES Chart WEB RESOURCES (i) https://keydifferences.com/difference-between-formal-and-informal-letter.html (ii) https://www.successcds.net/learn-nglish/writing-skills/letter-writing-format-formal-letter-informal-letter-samples-topics.html
	(c) Words for the week	Learners are to be guided to learn the following words: rendezvous, mortuary, cheques, lethal, decisive, pseudonym, trivial, bilingual, pule, console.	Students, as individuals or as a group, look up the meanings of the given words in a dictionary, and use each word in, at least, a sentence.	(i) Communication and collaboration (ii) Digital Literacy	(I) Hard copy dictionary (ii) Online dictionary

11	(a) Structure: Punctuation: Apostrophe, colon, semi colon, inverted commas:	By the end of the lesson, Students should be able to: (i) recognize the sign that represents a punctuation mark; (ii) explain the uses of apostrophe	(i) Students, in small groups, brainstorm on the types of punctuation marks, their signs and usage. (ii) Students, in pairs, punctuate a given unpunctuated passage (iii) For further studies students should visit the site below: https://grammar.yourdictionary.com/punctuate/what/fourteen-punctuation-mark/html	(ii)Communication and Collaboration (ii) Leadership and Personal Development (iii) Digital Literacy	AUDIO VISUAL RESOURCES Charts/Flashcards WEB RESOURCES (i)https://grammar.your dictionary.com/ punctuation/what/fourteen-punctuation-mark.html (ii) https://www.enchantedlearning.com/grammar/punctuation
	(b) Comprehension: (i) Replacement qudfition form (ii) grammatical names and functions	By the end of the lesson, Students should be able to: (i) replace or substitute a given word with another word (that has contextual meaning); (ii) mention the grammatical name of a group of underlined words in a sentence; (iii) state the functions of any given grammatical name underlined in a sentence.	(i) Students in small groups read a given passage and substitute the underline words with words that are contextually related. (ii) Students, in pairs, recognise the grammatical names and functions of underlined groups of words in a given passage.	(i) Communication and Collaboration (ii) Leadership and Personal Development	AUDIOVISUAL RESOURCES Charts/Flashcards 2. WEB RESOURCES https://www.tammysenolishbloq.com/2018/04/grammatical-names-noun-clause-adverbial.html

English Language

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(c)Words of the week	Learners are to be guided to learn the following words: Perusal, enigma, in vehement, bombshell, vehicular, armoury, assimilate, memorable, strawberry, primate.	Students as individuals or as a group look up the meanings of the given words in a dictionary, and use each word in at least, a sentence.	(i) Communication and Collaboration (ii) Digital Literacy	(i) Hard copy dictionary (ii) online dictionary
	Revision: – Essay writing – Letter writing – Comprehension – Summary – Test of orals	At the end of the lesson, students should be able to: (i) Writing a good essay; (ii) Write a good letter; (iii) Attempt questions on any given comprehension passage; (iv) attempt questions on test of orals.	The whole class engages in an organized interactive session which centres on the revision of: (i) Essay writing (ii) letter writing (iii) Comprehension (iv) Summary (v) Test of orals	(i) Communication and Collaboration
	(d)Words of the week	Learners are to be guided to learn the following words: Hacked, wanes, tacitum, exonerate viscous, reprehensible, quotidian, restive, puerile, salve.	Students as individuals or as a group look up the meanings of the given words in a dictionary, and use each word in at least, a sentence.	(i) Communication and Collaboration (ii) Digital Literacy	(i) Hard copy dictionary (ii) online dictionary
13	EXAMINATION
14	EXAMINATION

ACHIEVEMENT STANDARDS

At the end of term, students are able to:
(i) construct sentences paying attention to mechanical accuracy;
(ii) distinguish between listening and hearing
(lii) analyze words that are nearest ‘n meanings and opposite in meanings
(iv) discuss types of transportation and their relevance to national economic development
(v) describe how stress and nt9nafion give meaning and emphasis to an utterance
(vi) answer question on a given comprehension passage
(vii) analyse and engage in a discourse on religion
(viii) distinguish between formal and informal letters
(ix) write a speech ( to persuade inform encourage etc.)
(x) increase their vocabulary capacity

Senior Secondary School Unified Schemes of work Lagos State. English Language Scheme of Work SSS 1. Schemeofwork.com

English Language Scheme of Work SSS1 Third Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	(a) welcome test		(i) Students; in pairs, list words that are commonly misspelt.	(i) communication and collaboration
	(b) Structure: Words commonly misspelt and the use of the dictionary – advantageous; – possession; – pronunciation; – feasible; – omission; – furniture; – intercede; – treacherous; – weird; – naïve; – dyeing; – writing; – buoyant etc.	By the end of the lesson, students should be able to: (i) list words that are commonly misspelt; (ii) give reason why those words are commonly misspelt; (iii) Draw a table to show commonly misspelt words and their correct spelling.	(i) Students, in pairs, list words that are commonly misspelt. (ii) Student, as a class, gives reasons why those words are commonly misspelt. (iii) Each student draws a table showing commonly misspelt words	(i) Communication and collaboration (ii) Digital literacy (iii) Leadership and their personal development	AUDIO VISUAL RESOURCES (i) chart/flashcards showing some commonly misspelt words WEB RESOURCES (i) https://en.m.wikipedia.org/wiki/CommonlymisspelledEnglishwords (ii) https://infoplease.com/culture-entainment/journalismliterature/frenuecymisspelled-words
	(c) words for week	Learner are to be guided to learn the following words; Anonymous, Grandilo-quence, Empirical, nuance, Oscilating, oblivious, Impervious, nomadic, Convention, arid	Student as individuals or as group, look up the meaning of the given words in a dictionary, and use each word in, at least a sentence.	(i) Communication and collaboration (ii) Digital literacy	(i) hard copy dictionary (ii) online dictionary
2	(a) Structure, Adverb Types: Adverbs of place Adverbs of manner Adverbs of concession Adverbs of reason Adverbs of purpose	By the end of the lesson, students should be able to: (i) describe an adverb; (ii) list type of adverbs; (iii) use adverb in sentences	(i) Students, in small groups, brainstorm on the meanings of adverbs. (ii) Students, in pairs list types of adverbs. (iii) Each student in the class uses different adverb in different clauses and sentences. (iv) For further studies, students should visit the site below: https://grammar.yourdictionary.com/grammar/adverbs/types-of-adverbs.html	(i) Communication and collaboration (ii) Digital literacy (iii) Leadership and their personal development (iv) Digital literacy	AUDIO VISUAL RESOURCES (I) Chart/Fashcards showing some commonly misspelt https://grammar.yourdictionary.com/grammar/adverbs/types-of-adverbs.html (ii) https://www.studyandexam.com/adverb2.htm (iii) https://www.myenglishteacher.eu/blog/types-of-adverb
	(a) Oral: consonant sounds composition Narrative: ‘The day I will never forget’	By the end of the lesson students should be able to: (i) explain what a narrative is (ii) analyse the division/constituents of a narrative (iii) write on a topic ‘The day I will never forget’	(i)Students, as a class, brainstorm on what a narrative is. (ii) Students, in small groups, analyse the division/constituents of a narrative (iii) Each student, write on a topic ‘The day I will never forget’. (a least 350 words)	(i) Communication and Collaboration (ii) Leadership and Personal Development	AUDIO VISUAL RESOURCES (i) Chart/Flashcard (ii)Digital device/MP3 WEB RESOURCES https://literacydevices.net/narrative-essay/ (ii) https://www.freelancewriting.com/creative-writing/5-tips-writing-a-good-narrative-essay/

English Language

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(c) Sumnary: Practical approach to writing a good ummary- The dos and donts of summary writing	By the end of the lesson, students should be able to: (i) discuss howw summarize; (ii) highlight the dos and donts of summary writing; (iii) summarise any given passage.	(i) Students, as a class, describe what summary is and highlight its importance to them. (ii) Students work With their peers to study a text and. its summary, and subsequently highlight the dos and donts of summary writing. (iii) Students, in small group, determine the main ideas in a text, write a draft, edit it and present the final ‘draft to the class fora review.	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Creativity and Imagination (iv) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES Charts/Flashcards WEB RESOURCES (i)http://beegideas.com/the-dos-and-donts-of-summary-writing/ (ii)http://www.google.com/amps/s/newblogs2019/04/18/dos-and-donts-of-summarizing/amp
	d)Vocabulary development Words associated with Advertising	By the end of the lesson, students should be able to: (i) explain what advertising is, (ii) list words that are associated with advertising; (iii) justify the importance of advertising	(i) A field trip to an Advertising company. (ii) Students as a class brainstorm on the purpose of advertising (students in pairs sort out from a given jigsaw, puzzle words that are associated with , advertising (iv) Each student justifies the importance of advertising	(i) Communication and collaboration (iv) Leadership and Personal Development (a) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCES (i) Chart/Flashcards showing some commonly used words in Advertising industry WEB RESOURCES (i) https://www.englishclub.com/vocabulary/20advertising (ii)https://thesaurus.yourdictionary.com/advertisings
	(e ) Words for the week	Learners are to be guided to learn the following words: relegate, sublime, tangential, veracity, abridge, venerate, accessible, adumbrate, bourgeois, chaos	Students as individuals or as a group, look up the meanings of the given words in a dictionary, and use each word in at least, sentence.	(i) Communication and Collaboration (i)Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary

(a) Comprehension: (listening) identifying a speaker’s style

By the end of the lesson, students should be able to: (i) Listen attentively to a
speaker/recorded speech in order to deduce the subject matter;
(ii) distinguish between
listening and hearing;
(iii) recognise a speaker’s
style.

(i) Students in small groups listen to a recorded message (via Bluetooth device or any other digital device) and state its subject matter. (ii) Students, as a class, brainstorm on the difference
between listening and hearing. (iii) Each student in the class points out the speaker’s style.

(i) Communication and Collaboration
(ii) Leadership and Personal
Development

AUDIO VISUAL
RESOURCES (i) A chart showing factors that enhance effective listening and factors that hinder effective listening WEB RESOURCES (i) https://study.com/academy/lesson/the-style-of-a-speech.html (ii) https://www.elitecme.com/resource-center/laboratory/7-types-of-listening-styles-and-how-to-approach-them/

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(b)Writing Expository: The merits and demerits of peer groups	By the end of the lesson, students should be able to: (i) explain what an expository essay is; (ii) Analyse the merits and demerits of peer groups.	(i) Students, as a class, brainstorm on the composition of expository essay. (ii) Students, in small groups analyse the merits of peer groups. (iii) Each student talks about his/her experience in relation to peer groups. (iv) For further studies, students should study the site below: https://ourevervdaylife.com/advantagesdisadvantages-peer-group-8165426.html	(i) Communication and Collaboration (ii) Leadership and Personal development (iii) Digital Literacy	Audio Visual RESOURCES (I) A chart showing the merits and demerits of peer group WEB RESOURCES (i)https://grammar.yourdictionary.com/grammar-rules-and-tips/tips-on-writing-an-excellent-expository-essay.html (ii)https://oureverydaylife.com/advantages-disadvantages-peer-group-8165426.html
	(c) Summary identification of the writer’s purpose -to inform -to educate -to entertain etc.	By the end of the lesson students should be able to (i) explain the subject matter of a given passage (ii) recognise the writers . purpose in any given passage (iii) highlight the topic sertences in any passage and join them to form its summary	(I) Students in small groups go through a given passage and determine its subject matter (ii) Students as a class unravel the writer’s purpose in a given passage (iii) Each student in the class highlights the topic sentences in a given passage and joins them to form a summary	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCE Charts WEB RESOURCES (i)https://www.ereadingworksheets.com/free-reading-wothsheetslauthors-purpose (ii)https://bookpagez.com/blogreading-cornprehension-toolkit-identifing-authors-purpose
	(d) Vocabulary development Words associated with Stock Exchange	By the end of the lesson students should be able to (i) explain what Stock Exchange is (ii) list words that are associated with Stock Exchange (iii) justify the importance of Stock Exchange in relation to national economy.	(i) Afield trip to Nigerian Stock Exchange Commission (ii) Students as a class brainstorm on what Stock Exchange is (iii) Students in pairs list words that are associated with Stock Exchange (iv) Each student justifies the importance of Stock in relation to national economy. (v) For further studies, student Visit the site below: https://dictionaryggrnbtidqe.orgfiginancphf.stock-rmarket	(i) Communication and collaboration (ii) Leadership and Personal Development (iii) Critical Thinking and Problem Solving (iv) Digital Literacy	AUDIO VISUAL RESOURCES (i) Charts/Flashcards showing words that are commonly associated with Stock Exchange WEB RESOURCES (i)https://dictionaryggrnbtidqe.orgfiginancphf.stock-rmarket (ii) https://tradebrains.in/tag/words-associated-with-stock-exchangend-their-meanings/
	(e) Words for the week	Learners are to be guided to learn the following words: Fallacious, mendacious, refurbish, strident, morose, recapitulate, stagnate, nadir, scintillating, pernicious	Students as individuals or as a group, look up the meanings of the given words in a dictionary, and use each word in at least, sentence.	(i) Communication and Collaboration (i)Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary

English Language

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
4	(b) Comprehension: Reading Differentiating between main and supporting ideas in a prose passage	By the end of the lesson, students should be able to: (i) identify the topic sentence sentence in any paragraph (ii) establish the relationship between a topic sentence and its supporting ideas in any paragraph (iii) identify the Differences between a topic sentence and its supporting ideas in any paragraph.	(i) Students, as a class, brainstorm on how to identify the topic sentence sentence in any paragraph (ii) Students, in small groups, work together to establish the relationship between a topic sentence and its supporting ideas in a given prose passage. (iii) Each student identify the Differences between a topic sentence and its supporting ideas in each.	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Critical Thinking and Problem Solving	WEB RESOURCES (i)https://www.cuesta.edu/student/resources/ssc/guidesgudes/readingcomp/307readmainideas.html (ii) https://www.slidesshare.net/mobile/Eacademy4u/main-ideas-and-supporting-details
	(b) Summary: Giving a befitting title to a selected passage	By the end of the lesson, students should be able to: (i) read and understand the writer’s purpose in any given prose passage: (ii) identify the salient points in any given prose passage; (iii) appropriate the saen1 points to get a befitting title to any given prose passage.	(i) Students, in small groups, go through a given prose passage and identify the writer’s purpose. (ii) Students, in pairs, bring out the salient points p a given prose passage. (iii) Each student makes use of the salient points to summarise the passage, gives a befitting title to the passage, and subsequently summit to the whole class for subsequently summit to the whole class for review.	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Critical Thinking and Problem Solving	AUDIO VISUAL RESOURCE Charts WEB RESOURCES
	(c) Vocabulary development: Words associated with Government and Politics	By the end of the lesson; students should be able to: (i) explain the relationship between Government and politics (ii) list words that are associate with Government and Politics; (iii) Analyse the functions, roles of Government and Politics in relation to growth and development of the society.	(i) A field trip to the Government Secretariat. (ii) Students, as a class, brainstorm on the . relationship between Government and Politics. . (iii) Each student lists words. that are associated with Government and Politics. (iv) Students, in small groups, analyse the funétions/roles of Government and Politics in relation to national growth and development, (v) For further studies, students should visit the site below: https://www.macmillandictionary.com/amc)thesaurus-catgorybritish/general-words-relating.to-politics-and-	(i) Communication and Collaboration (ii) Leadership and Personal development (iii) Critical Thinking and Problem Solving (iv) Digital Literacy	AUDIO VISUAL RESOURCES (I) Charts F asncards showing common woros used . Government and Politics WEB RESOURCES (i) https://www.macmillandictionary.com/amc)thesaurus-catgorybritish/general-words-relating.to-politics-and-governmernt (ii)https://www.academia.edu/2499C320WORDS-ASSOCIAE:WITH-GOVERNMEcANDPOLITICS-AND-THEIR-MEANING

English Language

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(e) words for the week	Learners are to be guided to learn the Following words: appalling, antecedent, exasperate, maxi pert, reciprocate, subjugate, augment, superfluous, terrestrial	Students, as individuals or as a group, look up the meanings of the given words in a dictionary, and use each word in, at least, a sentence.	(i) Communication and Collaboration (ii) Digital Literacy	(i) Hard copy: dictionary (ii) Online dictionary
5	(a) Comprehension: Reading: skimming and scanning a selected passage	By the end of the lesson, students should be able to: (i) study a text and detect its subject matter without wasting time (ii) analyse the importance of skimming and scanning to summary writing	(i) Students, in small groups, skim and scan a given prose passage in order to detect its subject matter within a limited time (ii) Students in pairs summarize a given passage within a limited	(i) Communication and Collaboration (ii) Leadership and Personal Development	WEB RESOURCES (i)https://pioneer.netsern/html/skim.htm (ii)https://www.prepadyiser.corn/lets-skimming-scanning-skills-video
	(b) Oral: speaking to persuade or convince (debate) “must be made the school time keeper’ “women are better leaders” “corruption destroys a nation”	By the end of the lesson students should be able to. (i) differentiate between adequate and arguments (ii) analyse the components of a debate (iii) make a presentation on one of the given topics recommended for the lesson	(i) Students, as a class, brainstorm on the difference between a debate and argument. (ii) Each student analyses the components of a debate (iii) Students n small groups work in a more structured manner to take a position on an assigned topic and generate reasons or points to support their position	(i) communication Collaboration (ii) Leadership and Personal Development (iii) Critical Thinking and Problem solving (iv) Creativity and imagination ..	AUDIO VISUAL RESOURCES Charts WEB RESOURCES (i)https://www.lexico.com/definition/debate (ii)https://virtualspeegla.com/blog/guidetodebating
	(c) structure: Adjunct, Conjuncts and Disjuncts	By the end of the lesson students should be able to. (i) explain the terms adjuncts conjuncts and disjuncts (ii) recognize adjuncts . conjuncts and disjuncts in clauses and sentences ,, (iv) use adjuncts iL conjuncts and diejuncte in sentences	(i) Students as a class brainstorm on the meanings of adjuncts conjuncts and disjuncts (ii) Students in small groups identify adjuncts conjuncts and disjuncts in a given passage (iii) Each student uses adjuncts conjuncts and disjuncts in clauses and sefltencos and subsequently submits to the class for a review	(I) Communication and collaboration (ii) Leadership and Personal Development	AUDIO VISUAL RESOURCES (i) Chart/ Flashcards showing adjuncts conjuncts and disjuncts WEB RESOURCES (i) https://www.eItconcourse.com/training./inserviceñexicogrammar/adverbials.html (ii) https ://
	(d) Words for the week	Learners are to be guided to learn the following words: utopia, refract, adumbrate, construe, repose, allay, adequate, duplicity, dissipate	Students, as individuals or as a group, look up the meanings of the given words in a dictionary, and use each word in, at least, a sentence.	(i) Communication and Collàboration (ii) Digital Literacy	(i) Hard copy: dictionary (ii) Online dictionary

English Language

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
6	(a) Oral: Oral composi’tion/ Expository ‘How to pook and serve my favourite meal’ ‘How to change a car tyre’ ‘How to get to my house’	By the end of the lesson, students should be able to: (i) break down a sample essay into it’s constituent parts( introduction, subject matte and conclusion); (ii) analyse the pattern of essay; (iii) develop a well writen essay on one of the given topic.	(i) Students, in pairs, study sample essay presented to them and identify its introduction, subject matter and conclusion. (ii) Students, in small groups, study the sentences in the sample essay along their (iii) following the pattern of the sample essay, each student writes an expository essay on one of the given topics.	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Critical Thinking and Problem Solving	AUDIOVISUAL RESOURCES Charts depicting the constituent parts of an expository essay WEB RESOURCES (i)https://grammar.yourdictionary.com (ii)https://scribendi.com/academy/articlesexpositorywritingonhtml
	(b) Struture: Plural forms o nouns includin compoñd nouns &g Attorne general Man of war Passer by Grownip Commander-in-chief Governor-General	By the end of the lesson, students should be able to: (i) describe nouns and nouns compound nouns (ii) analyse the rules that guide the changing of changing of compound nouns to their plural. (iii) generates copius examples of compound nouns and nouns and their plural forms.	(i) Students, as aclss brainstorm on the features of nouns and compound nouns. (ii) Students in pairs analyse the rules that guide the changing of changing of compound nouns to their plural. (iii) Each student generates at examples of least ten compound nouns and nouns and their plural forms and submit to the class for a review (iv) For further studies student should visit the site below:	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Critical Thinking and Problem Solving (iv) Digital Literacy	AUDIO VISUAL RESOURCES (i) A chart showing plural forms of some compound nouns WEB RESOURCES (i)https://www.myenglishpages.com/sitefiles/grammar-lesson-plural-comound-nouns.php (ii)https://grammar,y.ourdictionary.com/part-of-speech/nouns/compound-noun.html
	(c) Writing Writing a story that ends in …. “If I had known I would not have gone out with him” ‘If I had lcnown I would have listened to my mother’	By the end of the lesson students should be able to (i) outline the division if a narrative essay (ii) discuss the types of tenses used in a narrative essay (iii) write a story that ends “If I had known I would not have gone out with him” ‘If I had known I would have listened to my mother’	(i) Students as a class outline the division or pattern of a narrative essay (ii) Students in pairs discuss the types of tenses use in a narrative essay (iii) a student writes a story that ends “If I had known I would not have gone out with him” ‘If I had known I would have listened to my mother’	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Creativity and Imagination	WEB RESOURCES (i)https://www.studymodecom/subjects/essay-on-the-story-which-ends-with-the-words-had-i-known-i-would-have-believed-him- pape1.html (ii)https://earboard.com/blog/a-stcry-which-ends-with-had-known-i-woud-have-believed-him/
	(d) Words for the week	Learners are to oe guided to learn the following.words: foster, nonchalant, mutable, tirade, venerable,’ gregarious, neophyte, chastise, cerebral, desecrate	Students as individuals or aa a group, look up the meanings of the given words in a dictionary, and use each word in, at least, a sentence.	(i) Communication and Collaboration (i) Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary
7	(a) Mid Tem Tests
	(b) Open Day Break Mid Term -Holiday
	C) Words for the week	Learners are to be guided to sam the followng words: diffuse, ecstaoc, impetuous, neoulous, validate, repudiate, sanctimonious, temerity, speculative, primeval.	Students, as individuals or as. a group, look up the meanings of the given words in a dictionary, and use each word. in, at least, a sentence. Dictionary, online or hard copy	i) Communication and Collaboration (i) Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
9	(a) Structure: Complex sentences (features) Types of cIauses: (i) main clause (ii) subordinate clause	By the end of the lesson, students should be able to: (i) explain what a complex’ sentence is; (ii) analyse the features of a complex sentence; (iii) identify main clause and subordinate clause in a complex sentence.	(i) Students, as a class, brainstorm on the features of a complex sentence. (ii) Students, in small groups, select complex sentences from a mixed bag of sentences and phrases. (iii) Students pair up to identify main clauses and subordinate clauses in a given list of complex sentences and share class.	(i) Communication and Collaboration (ii) Leadership and Personal Development	AUDIO VISUAL RESOURCES A chart showing and main clause WEB RESOURCES (i)https://study.com/academy/lesson/what-is-a-complex-sentence-examples-lessong-quiz.html https://www.thoughtco.corn/main-clause-grammar-term-191584
	(b) Structure: Spelling Dropping ‘e’ e.g Argue-argument Pronounce – pronunciation Love loving Manage-manageable, – Knowledge- knowledgeable Notice noticeable	(i) recognise easily words which drop ‘e’ and retain ‘e’ in spelling (ii) analyse the rulesjor Manage manageable, – dropping ‘e’ and retaining ‘e’ in spelling (iii) generate copious examples of words That drop ‘e’ and words that retain ‘e’	(i) Students in small groups go through a given passage and recognise words which drop ‘e’ and retain ‘e’ in spelling. (ii) Students as a class collectively analyse rules for dropping ‘e’ and retaining ‘e’ in spellings (iii) Each student generates a long list of words that drop ‘e’ and retain ‘e’ in spellings and share with the class. (iv) For further studies 8tunents Should visit the site below https://www.newtimesco.rw/section/read/228135	(i) Communication and Collaboration (a) Leadership and Personal Development (iii) Critical Thinking and problem Solving (iv) Digital Literacy	fammar-tenmL69158’ AUDIO VISUAL RESOURCES Charts/Flashcards showing some words that involve the dropping e arid retaining e in spelling WEB RESOURCES (i)https://www.newtimesco.rw/section/read/228135 (ii)https://howtospell.co.uk/droptherule.php
	(c ) Vocabulary development Words associated with Sports and Entertainment	By the end of the lesson, students should be able to: (i) analyse the importance of Sports and Entertament in relation youths and national development (ii) list words that are associated with Sports and Entertainment (iii) use the listed words in appropnate contexts.	(i) A field trip to Sports Commission (ii) Students as a class collectively analyse the importance of Sports and Entertainment in relation to youths and national development (iii) Each student in the class lists words that are associated with Sports and Entertainment (iv) Each student uses the listed words in appropriate contexts. (v) For further studies, students should visit the site below: https://wwwquia.com/jg1710048list.html	(i) Communication and Collaboration (a) Leadership and Personal Development (iii) Critical Thinking and problem Solving (iv) Digital Literacy	AUDIO VISUAL RESOURCES Charts/Flashcards showing some common words associated with Sports and Entertainment WEB RESOURCES (i)https://wwwquia. com/jg1710048list.html (ii)https://wwwquia.com/jg1710048list.html(a) hhps //assnownow Co wordsassociated-withgrtandentertainment-feafures 12
	(d ) Words for the week	Learners are to be guided to learn the following words: felicitous, hapless, artefact, aquatic, protean, probity, reputable, elude, enthral, inveterate	Student as individuals or as a group, look up the meanings f the given words in a dictionary, and use each word in, at least, a sentence.	(i) Communication and Collaboration (I) Digital literacy	(I) Hard copy dictionary (ii) Online dictionary

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
10	(a) Oral: Consonant Sounds followed by kw’ n words e.g. Square, squat, squire, squint, Squirrel and so on	By the end of the lesson, students should be able: to: (i) list words that have kw’ sounds; (ii) pronounce the words correctly (iii) use the words in sentences. .	(i) Students, in small groups, generate words that have ‘kw’ sounds. (ii) Students, as a class, practice the pronunciation of the words that have ‘kw sounds. (iii) Each student uses each of the words in a sentence. .	(i) Communication and Collaboration (ii) Leadership and Personal Development	AUDIO VISUAL RESOURCES A chart showing words that have kw’ sound WEB RESOURCES (i) https://rachesebglish.com/kw-consonant-cluster/ (ii) https://real.englishschool.eu/bg/es-blog/consonant-cluster-29-qu-kw
	b) Strtictwe: Punctuation The use of capital letter, full stop, comma, Semi-colon, question	By the end of the lesson, student shôuid be able to : (i) Recognise the sign that – represents a punctuation mark and the importance of a capital ie’ at the beginning of a sentence (ii) explain the uses of full stop, comma, semi colon and question mark in groups of words/sentences: (iii) use capital letters, full stop comma semi . colon and question mark appropriately in writing	a. read sentences on the board; b. identify errors in each sentence (no capital letters) (ii) correct the errors in the sentences (iii) For further studies, students should visit the site below: https://grammar.yourdictionary.com/punctuation/what/fourteen-punctuation-mark.html	(i)Communication and Collaboration (ii) Leadership and Personal Development (iii) Digital Literacy	AUDIO VISUAL RESOURCES A chart showing different punctuation marks WEB RESOURCES (i) https://grammar.yourdictionary.com/punctuation/what/fourteen-punctuation-mark.html
	(C) Writing Article features, ‘language and styles	By the end of the lesson students should be able to: (i) explain what an article (ii) describe the features language and style of an article (iii) write an article on any given topic.	(i) Students, as a class collectively brainstorm on what an article is. (ii). Students, in small groups,, discuss features language and style of a sample article (newspaper cut out) (iii) Students in pairs write an article on a given topic.	(i) Communication and Collaboration (ii) Leadership and Personal Development	(i) Newspaper articles (ii) Charts WEB RESOURCES https://grammar.yourdictionary com/grammar-rules-and- tips-on-writing-good-feature-for magazines.html
	(d) Structure Spelling Homophones- words that sound alike e.g. Quay/key; Chord/cord; Flower /Flour Games/jeans Die/dye	By the end of the lesson students should be able to (i) explain what homophones are. (ii) Distinguish between two homophonic words. (iii) Use two homophonic words in a sentence.	(i) Students in small groups brainstorm on the meaning of homophones and give ample. (u) Students in pairs distinguish between pair of homophonic words. (iii) Individual students use is of homophonic words sentence.	(i) Critical Thinking and Problem Solving (ii) communication and Collaboration (iii) Leadership and Personal Development	AUDIO VISUAL RESOURCES A chart showing homophones WEB RESOURCES (i) https //examples yourdictionary.com/example-of homophones.ht ml (ii)https://rachelsenglish.com/homophones-english.
	(e) Words for the week	Learners are to be guided to learn the following words: insatiable, nascent, obsequious, proscribe, affront, aloof, blemish, cavort, caucus, expunge	Students, as individuals or as a group, look up the meanings of the given words in a dictionary, and use each word in, at least, a sentence.	(i) Communication and Collaboration (ii) Digital Literacy	(i) Hard cop dictionary (ii) Online dictionary

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(a) Structure: Sentence: -difference between compound and complex sentences	By the end of the lesson, students should be able to: (i) explain a sentence and its types. (ii) analyse the difference between compound and complex sentences; (iii) use compound and complex sentences in speech and essay writing,	(i) Students, as a class, brainstorm on thg construction of a sentence, and types of sentences. (ii) Students, in small groups, identify compound sentences and complex sentences from a mixed bag of sentences and analyse the difference between the two of them. (iii) Each student writes at least two examples of compound sentences and two examples of complex sentences and share with the class. (iv) For further studies, students should visit the site below: https://study.com/academy/lesson/compound-vs-complex-sentence-in-englihs.html	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Critical Thinking and Problem Solving (iv) Digital Literacy	AUDIO VISUAL RESOURCES A chart showing compounds and complex sentences WEB RESOURCES (i) https//study.com/academy/lesson/compound-vs-complex-sentence-in-englis.html (ii) https//www.english-grammar-revolution.com/complex-sentences.html
	b) Comprehension (Listening) Listening to a dialogue and summary	By the end of the lesson, students should be able to: (i) highlight the key points of any dialogue; (iii) analyse the mood and tone of the speakers (iv) organize the highlighted key point of any dialogue to form the summary of the dialogue.	(i) Students, in small. groups, listen to a recorded dialogue via Bluetooth or any digital device and. highlight the key points of .the dialogue. (ii) Students, in pairs, discuss the mood and tone of the speakers. (iii) Each student organises the key points to form the summary of the dialogue.	(i) Communication and Collaboration (ii) Leadership and Problem Solving (iii) Critical Thinking and Problem solving	AUDIO VISUAL RESOURCES (i) recorded dialogue cc a digital device WEB RESOURCES (i) https://www.unb.ca/federiction/til/resour ces/teaching tips/it-instructional-methods-listening-dialogue-skills.html (ii) https://owlcation.com /acdemia/use-of- Dialogues-in-developing-Listening.
	Writing: Article writing – differences between an article and a speech	By the end of: the lesson ,students should be able to: (ii) explain the terms: article, speech, letter; (ii) analyse the, differences between an article and a speech; (ii) write an article and a speech.	(i) Students, as a class, brainstorm on the composition of an article speech and a letter. (ii) Students, in small groups, go through a sample article and a sample speech, and analyse the differences between them. (ii) Students, in pairs, write an article and a speech, and share with the class for a review. (iv) For further studies, students should visit the site below: https://brainly.in/guestion/4934 353#-text=An%20article20s% 20a%20text,small%20%20large%20crowds.	(i) Communication and Collaboration (ii) Leadership and Personal Development (iii) Creativity and Imagination	AUDIO VISUAL RESOURCES (i) Newspaper article (ii) sample speech WEB RESOURCES (i) https://brainly.in/guestion/4934 353#text=An%20article20s%20a%20text,small%20%20large%20crowds.

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	(d ) Words for the week	Learners are to be guided to learn the following words: exuft. maverick, morose, opulent, palatable, pejorative, reprobate, satiate, servile, temperance	Students, as individuals or as a group, look up the meanings of the given words in a dictionary, and use each word in, at least, a sentence.	(i) Communication and Collaboration (i) Digital Literacy	(i) Hard copy dictionary (ii) Online dictionary
	Revision Words r the week	Learners are to be guided to learn the following words: vilify, succinct, aggregate, chronicle, genial, adroit, carp, egregious, flaccid, infamy	Use relevant teaching and learning materials. Students as individuals of as to learn the following a group look up the meanings words: of the given words in a . Dictionary succinct, dictionary and use each word aggregate chronicle least a sentence.	(i) Communication and Collaboration (ii)Communication and Collaboration Digital Literacy	(I) Hard copy dictionary (ii) Online dictionary :
13	EXAMINATION
14	EXAMINATION

Senior Secondary School Unified Schemes of work Lagos State. English Language Scheme of Work SSS 1. Schemeofwork.com

ACHIEVEMENT STANDARD

At the end of the term, students are able to:

(i) Construct complex Sentences,
(ii) Discuss Advertising, Stock exchange, Government/Politics Sports and Entertainment
(iii) write and speak creativity
(iv) read a comprehension passage, identify the key points and summarize it,
(v) analyse stress timing in connected speech