English Language Scheme of Work for SS2 Federal

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English Scheme of Work
English Scheme of Work

Federal Scheme of Work. English Language Scheme of Work for SS2. Listen to speeches and other oral presentations – Schemeofwork.com

ENGLISH LANGUAGE SS II 1st TERM

WEEKTOPICCONTENT  ACTIVITIES
1SpeechListening comprehension: listening to answer questions on a given passage or recorded tapes on HIV/AID, drug abuse or real life situationThe teacher presents an interesting passage to students and asks the students to listen and identify main points/ideas discusses the passage with students while they respond appropriately.  
 VocabularyWords associated with the human internal body system and functionThe students should be able to mention the human internal body systems and list their functions.  
 StructureNoun phrases: position and functionsIdentify features or functions of noun phrases and use noun phrases in sentences.  
2SpeechListening comprehension: Listening to recorded speeches/teachers model speech for comprehensionStudents should listen attentively to the speeches for comprehension and also plan their speeches before delivery.  
 VocabularyWords associated with health; sickly, well, condition, diagnoses, casualty, emergency etcMention words association with health and use these words freely.  
 StructurePronouns: relative and demonstrative pronouns: functions and positionIdentify relative and demonstrative pronouns and use them freely in sentences.  
 Continuous writingExpository essay: eg Controlling HIV/AIDS in NigeriaManaging population explosion in Nigeria Discuss the style/format of expository essay and write expository essay
3SpeechMaking a toast: a. Meaning of a toast b. Occasions for a toastDefine a toast, prepare a toast and deliver a toast appropriate to a given occasion  
 Reading ComprehensionReading for implied meaningRead to grasp the main points, extract points from the passage and write the difference between stated and implied meaning.  
 StructureNominalizationIdentify words that are nominalized in passages, turn adjectives and verbs to nouns and use them in sentences appropriately.  
 Continuous writingWriting speeches for specific purposes. Introduction, purposes and features of speechesDiscuss the various purposes of speech, features and write a speech on a given topic.  
4SpeechUnstressed vowel sounds e.g /a/Identify the unstressed vowels sounds, pronounce them and use them appropriately.  
 StructurePronouns: Other types of pronounsIdentify the other types of pronouns, give examples and use them in sentences.  
 Reading ComprehensionReading for critical evaluationRead a passage carefully and detect in various reading materials evidence of illogicality, inconsistency, faulty reasoning etc.  
 Continuous writingArgumentative essay: Introduction; definition and features  Define argumentation essay and explain the features
5.SpeechConsonant clusters: two consonants in initial position e.g slice, troupe, scalp, cloud, crush etc  Pronunciation drills, give examples of two consonant clusters at the initial position and use them in sentences.
 VocabularyModifiers [word modifiers] adjectives of colour and small, adverbs of manner, rate of occurrence and degree  Explain how a modifier adds more meaning to a word, identify the modifiers and use them in sentences
 Summary writingReading to summarize longer sentences into a specified number of sentencesRead the passage identify topic sentences and write out the sentences using their own words  
 Continuous writingArgumentative essay a. Should female circumcision         be abolished b. Military rule in better than certain rule  Write a well composed argumentative essay
6SpeechThree consonants in initial position E.G Sprint, splash strong, shrike, spray e.t.cPronounce correctly the three consonants Chester at initial position and use them in sentences.   
 Reading comprehensionReading for main gist in a prose passageIndentify the main ideas, keys sentences and answer question on the given passage.  
 StructureAdjectival phrases and their grammatical function in a sentence.Identify adjectival phrases, say their function and use them in sentence  
 Continuous writingCreative writing  {i} features of a short story e.g plot, characters, action, style, setting, theme etc. [2] features of a person eg high, concise language,  Discuss the features of a short story, poem and be able to write a short story and poem
7SpeechListening comprehension: listening for details/examplesListen attentively to a recorded passage or read, identify the main points and give details of what they have listened to  
 VocabularySpelling of words: 1. Treatment of commonly          miss pelt words 2. Dictation exercise and         corrections. b. Use of dictionary  Explain meaning of words learnt, appreciate the importance of use of dictionary, make a list of commonly miss pelt words, write the dictated words correctly.  
 Summary writingReading to summarize longer selections into a specific number of sentencesRead materials, identify topic sentences and write the topic sentences using their own words  
 Continuous writingNarrative essayDiscuss the features of a narrative essay and write a well composed narrative essay.  
8SpeechVowels: /e/ and /ɜ:/ E.g /e/ – set, bread / ɜ:/ – first, learnIdentify the vowels, /e/ and /ɜ:/, pronounce them in words where they occur, give their own examples of words where they occur and use them in sentences correctly.  
 Structure Adverbial phrasesAdverbial phrases and their grammatical functionsIdentify the vowels,/e/ and /z:/, pronounce them in words where they occur, give their own examples of words where they occur and use them in sentence correctly.  
 Reading ComprehensionReading chapters of books and making notes{1} Explain note making {2} explain the interrelatedness of listening and reading as receptive language skills. {3} make reference to previous passage relevant to this task. {4} Explain the purpose and approach of note making. {5} Engage in extensive work and practice in within and out side the classroom on note making {6} Explain clearly the difference between note making and reading books.  
 Continuous writing: Formal letterLetter of complaint feature of a formal letter, letter of complaint.Differentiate between a formal letter and an informal letter. Discuss the features of a formal letter with reference to letter of complaints. Discuss similar WAES, SSCE and NECO past questions and write a well composed letter of complaint.   
9.SpeechDiphthongs; /i/, /ai/, /au/, /ei/, /e/, etc.Identify the eight diphthongs correctly, pronounce them, list of words associated with the diphthongs and use them in sentences.  
 Reading comprehensionWords substitution in passages {connotation and denotation}Read passage carefully, Explain meaning of word in context and substitute words according to the contexts of usage answers question on the passages.  
 Summary writingReading to summarize in a specific number of sentencesRead the passage carefully, identify the topic sentences and rewrite using their own words.  
 Continuous writingFormal letter: Letter of request with particular reference to a. Features of a formal letter b. LanguageDiscuss extensively past questions from NECO/WAEC examinations. Identify features of a formal letter. Write a well composed formal letter of request.  
10SpeechVowels /i/ and /i:/ e.g bit and beat, bid and beadPronounce the vowels correcting, differentiate between the vowels /i/ and /i:/, list words associated with the vowels and use them in sentences  
 StructureDeterminers e.g few, many, some, a little etcExplain determiner, identify them and give examples. Use them correctly in sentences.  
 Reading comprehensionReading for critical evaluationRead a passage carefully and defect in various reading materials evidence of illogicality, inconsistency, faulty reasoning etc.  
 Continuous writingFormal letter [other types] e.g application, apology, order, etcIdentify features of a formal letter, discuss the features of formal letters, discuss a model formal letter of application apology etc and write a well composed letter of application, apology etc.  
11SpeechVowels /u/ and /u:/ e.g /u/ – full and would      /u:/ – fool and coupIdentify the two vowels, pronounce the vowel /u/ and /u:/ correctly, differentiate between the two vowels, list words associated with the vowels, portray many examples and use them correctly in sentences.  
 Reading comprehensionWord substitution in passagesRead the passage carefully, explain the meaning of words, substitute the underlined words with other words according to the context of usage. Answer question on the passage.  
 Continuous writingRevision [formal letter: Complaints, request, application apology etc]Identify features of a formal letter, discuss the features, write a formal letter.  
12SpeechRevision of vowels taught [pure vowels and diphthongs]Pronunciation drills. Practice on exercises.  
 Reading comprehensionRevision {guidelines on answering comprehension passage using a passage}   
 VocabularyRevision: Exercises on lexis.   
Continuous writing.  And narrative essaysExpository and narrative assays.Discuss and write expositing and narrative essays.
13General renewalGeneral renewalGeneral renewal
 Examination and closing.Examination and closing.Examination and closing.

ENGLISH LANGUAGE SS II SECOND TERM

WEEKTOPICCONTENT  ACTIVITY
1Reading comprehensionReading for main gist.Read the passage carefully identify points and their inter relationship with each other. Answer questions an the passage.  
 StructurePrefixes as word extension making for new meaning e.g ‘un’ ‘nus’ ‘il’ ‘in’ ‘im’ etc healthy – unhealthy, belief – unbelief spell – misspell understand – misunderstand etcExplain how prefixes can generate new word and meanings from basic root words. Use prefixes to create antonyms and draw up a list of words to give antonyms of the words using prefixes.   
 Vocabulary developmentWords associated with environment: Meaning, environmental problem e.g; environmental pollution, pest control, bush burning, disposal of refuse, sewage system, smoking, drainages, environmental degradation etc.  Explain meaning of environment, mention types of environmental problems, list the importance of a clean environment and write the environmental problems.
2.SpeechListening to poetry for comprehension/pleasure e.g 1. Type dirge, epic, lyric 2. language {a} concise {b} unique {c} highRead the poems while students listen. Discuss content of the poem, identify different types of poetry, identify the different types of language of poetry, compose a poem of their own.
 Vocabulary DevelopmentWords associated with building with building and building construction {meaning of building, types of words associated with building e.g foundation, walls, land, documents etc.Define meaning of building, mention types of building, list words associated with building and explain their meanings, use these words in sentences, engage students in spelling drills in words associated with building.  
 StructurePreservative prefixes e.g. ‘re’ as in, work – rework Examine  – reexamine Affirm – reaffirm Elect – reelect Form – reform etc.  Explains the meaning of preserve, pronounce the words formed from the suffix, discuss the use of these words and use the words in sentences
 Continuous writingFree writing: (1) A short write – up such as a story, poem, play on anything of interest or a personal experience (2) Short stories dealing with daily events (3) features of short stories, plays, poems with attention to literacy devices: rhythm, simile, metaphor etc.   
3SpeechListening comprehension: listening to summarise speeches, lectures and note makingListen attentively, identify the main point, write down key point or main points from the speech or lecture .  
 StructureFigures of speech e.g: Simile, metaphor, personification, hyper-bole, etcExplains figures of speech, mention the different figures of speech and explain them with numerous examples, use them in sentences.  
 Reading comprehensionReading for specific structural pattern (selected passages from the main textbook or magazine on topics such as; gender issues, deregulation, religious and ethnic conflicts, human right issues, youth unemployment and restivenss)Read passage carefully, discuss the issues in the passage, identify main ideas in the passage, identify the major phrase style and answer questions on the passage. 
 Continuous writingSpeech writing: An address given on a prize given day. Features of a speech Opening greetingsGeneral introductionThe main bodyConclusionDiscuss the features of a speech, discuss model speeches and write a well composed address on a prize given day. Teachers should make available sample of speeches presented on a prize given day.  
4SpeechOral: argument/debate: debates on the following topics: Capitalism is better than communismWe need health education and inspectors not doctorsUniversity education should be compulsoryStudents should listen attentively to their class mates during debate. Students should be selected based in the following:PersuasivenessGrammatical structures and choice of words/vocabulary Correctness of pronunciation including word stress pattern and Fluency students must be encouraged to be observe all these criteria     
 StructureSuffixes e.g –able, age, arian, cide, ify etcfor all Explain the meaning of suffixes, identify suffixes for creation of relevant words, from basic root words, list words with suffixes and explain their meaning. Make use of these words in sentences
 Vocabulary developmentWords associated with law and order e.g. order in court, legal actions, police turture, judge, defence lawyer, etc.Explain laws and order, list/mention words associated with law and order and explain their meanings. Use the words in sentences.  
 Continuous writingArgumentative essay: Present a view pointProve a point (argue for or against a particular view point)Conclude the presentation. Example; Military rule is better than civilian ruleShould female circumcision be abolished or other topicsExplain argumentative essay. Discuss any argumentative essay,  bringing  out the validity of their view point in a logical  way. Discuss the features of argumentative essay, opening vocatives, introduction, main body, conclusion and also adequate source of information  
 Summary writingReading to pick out topic sentences in paragraphs and longer sentencesRead the passage carefully, discuss the main ideas in the passage, identify the topic sentences in the paragraphs of the passage and re-write them using their own words.  
5.SpeechWords stress (monosyllabic and polysyllabic words)Explain word stress. Identify monosyllabic words and polysyllabic words. Give example of words and pronounce the words correctly.  
 Vocabulary developmentWords associated with medicine, diagnoses, hospital, nurses, doctors, clinics, treatment, etcExplain meaning of medicine, list/mention words associated with medicine and explain their meanings. Use these words in sentences.  
 StructureVerb forms (participation) active and passive forms of verb                Identify the subject and the predicate in a sentence, change active sentences to passive and vice versa. Construct more sentences in the active and passive form
 Reading comprehensionReading for specific structural pattern: passage on scientific report or medicine Read the passage carefully, discuss the main ideas in the passage explain meaning of key words , answer questions on the passage. Explain and discuss the format for writing a report, identify main and supporting ideas e.g.  Introduction; date  of the experiment Purpose, outcome and results of the experiment Conclusion, write a report arranging ideas in a logical order 
6SpeechWords of five syllables stressed in the first, second, third and forth syllables e.g.Identify words of five syllables, recognize and articulate correctly stress timing in sentences and modulate their voice. Students should be encouraged to use their dictionaries look up stress placement in long words. Cuve more examples of their own correctly.
 StructureAdjectives: (i) types of adjectives (ii) order of adjectives  Explain what an adjective is. List and mention the different types of adjectives. Explain the order of adjectives. Use the adjectives in a sentence. 
 Reading comprehensionReading to para-phrase poems and dramatic works. Drama; (a) theme (b) features  CostumePropsPerformanceAudiencePlay directorRead the dramatic work carefully, discuss the content of the dramatic work, identify the different types of drama, identify the language features, discuss the story effectively and answer questions on the passage. 
 Vocabulary developmentWords associated with government e.g. democracy, electoral commission, legislative, executives, etc.Explain the meaning of government, list/mention words associated with government and explain their meanings. Use the words correctly in sentences. 
7SpeechWords with six syllables stressed on the fifth syllable e.gIdentify words with six syllables, recognize and pronounce the words correctly indicating the stressed syllable. Give more examples of their own and use the words in sentences correctly. 
 StructureAdverbs (comparison) and functions e.g. much, more, mostExplain what an adverb is, give examples of adverb of comparison, explain their functions and use them in sentences. 
 Summary writingReading to summarize a given passageRead the passage carefully, identify main points in the passage, summarise the passage in a given number of sentences. 
 Continuous writingSemi – formal letters: (1) features (2) languageExplain what a semi-formal letter is. Explain the features of a semi-formal letter, discuss the language of semi-formal letters, discuss model semi-formal letter and write a well composed semi – formal letter. The teacher should discuss WAEC and NECO past questions extensively. 
8SpeechIntonation pattern: expressing surprise/disbelief (exclamation) example: (Ade is a witch) reality?! (Musa is a millionaire) you must be joking! (Rechard is a spy) I don’t believe it (Ibrahim is dead) is he?  Act out a dialogue simi- to the examples given
 Vocabulary developmentWords associated with traveling e.g. car park, air port, journey, adventure, etcExplain travelling. List and mention words associated with travelling and explain their meanings. Use the words correctly in sentences. The teacher should also engage the students in spelling drills on words associated with travelling. 
 Reading comprehensionReading to para-phrase a poem (1) types: e.g. dirge, epic, lyric etc. (2) language; concise, unique and highRead the poem carefully, discuss the content of the selected poem, identify  the different types of poetry, identify the language of the selected poem and answer questions on the passage using their own words 
 Summary writingReading to summarize an argumentative passageRead passage carefully, identify the main point raised and the line of argument, discuss. The issues raised in the given passage and summarize the passage in a given number of sentences  
9SpeechRising tune. E.g. Will you come home tonight?Can David do this, for meHelp me with this, pleaseDo this for me, will you?Point out where there should be a rise in tone in a sentence, provide enough exercise in drills and encourage vocal class participation 
 StructureSequence of tenseExplain tenses and sequence of tenses. Give examples in sentences correctly. Take note of the existing rules with regards to sequence of tenses  
 Reading comprehensionReading to answer questionsRead a prose passages that identify different sentence structure that reflect intonation pattern. Discuss the passage, identify main points and answer questions on the passage. 
 Continuous writingInformal letters (1) features (2) languageExplain what an informal letter is. Explain the features of an informal letter, discuss the language of informal letter, discuss past questions (WAEC and NECO) as many as possible. Read a model informal letter and discuss it. Write a well composed informal letter. 
10SpeechIntonation pattern (falling tone: statement and other types of surfaces) e.g. There will be a match at the National Stadium tomorrow There will be a class quiz tomorrow eveningWhere are you going?  Point out to the students where there should be a fall in tone in a sentence and provide enough exercise in drills and encourage vocal class participation
 StructurePhrasal verbs with more than one particles e.g. cut down on, get away with, stay away from, etcExplain what phrase verbs ar. Identify them in sentences, give examples and explain their meaning. Use the phrasal verbs in sentences.  
 Vocabulary developmentWords related to sports Names of major national games e.g. handball, netball, polio, cricket, football, etc.Words for sporting activities: tournament, cantest, championship, round, head bont etc.Venues of sports: stadium, arena, tennis court, boxing ring, football field, race course, track lane etc.Sports official: umpire, coach, referee etcGames result: losers, winning side, state mate, championship etcPerformance: an exciting match, an uphill task, hat trick, terrible performance, brilliant performance etcList different kinds of games played in the country, read passages in sports from national dailies or other articles, listen to a live broad cast of a major national football match or other tournament at home, make a list of descriptive match used by the sports commentator, explain meaning of words related to sports and use them in sentences correctly  
11General revision  
12Examination/closing  

ENGLISH LANGUAGE SCHEME OF WORK FOR SS II THIRD TERM

WEEKTOPICCONTENT  ACTIVITY
1speech comprehensionListening comprehension: listen to speeches and other oral presentations for critical evaluation Listen carefully to a given speechMeaning of critical evaluationAspect of critical evaluation Essence of critical evaluation Listen to selected passages on critical workHighlighting FactsOpinionsdeductions  Explain what is required of critical evaluation in speeches, listen to practice critical evaluation of the speeches through extensive discussion either in groups or as a whole class. Different facts from opinions in the speeches
 StructureIntroduction to clauses
features of a clause
types of clauses; dependent,independent clauses   
Explain what a clause is. List and explain the features of a clause. Explain the types and give examples of clauses
 Vocabulary developmentWords associated with agric and horticulture e.g. livestock and domestic animals, dairy products, land, flowers, plants, farming animal disease, types of food produce, veterinary medicine farm managerExplain agriculture and horticulture. Mention and write words associated with agriculture and horticulture. Explain their meanings and use them correctly in sentences. Teachers should encourage students to mention as many words as possible, and use them to make correct sentences and engage students in spelling drills.  
2.SpeechListening comprehension: listening to debates for main points and passing judgment Tape – recorded debates, Radio broadcast Short debates between two selected members of the class as selected topics such as; rejection of fraud, cheating, bribery and corruption, economy etc.  Explain what a phrase is and what a clause is. Differentiate between a phrase and a clause using examples. Identify phrases and clauses in sentence  
 Reading comprehensionReading to answer question on a given passageRead the passage carefully, identify difficult words, explain their meanings and answer questions on the passage.  
 Vocabulary developmentWords associated with commerce e.g. good/services, price index, market, buyer, seller, industry etc.Explain commerce. Mention words associated with commerce. Explain their meaning, engage students in spelling drills. Use the words in sentences correctly.  
3Speech(oral) giving clear, concise and correct directions. Relevant textbooks and passages that have to do with new locations e.g. travelling to a new town, village, market, ways to citiesExplain what road sign boards are. Read posters and charts. Listen attentively to discussion in class and exchange views on the signs. Use these signs to give clear, concise and correct directions in sentences. Put these directions down in writing.  
 StructureNoun clause: types and functions. E.g. Noun clause Noun clause as subject Noun clause object etcGrammatical function Explain Noun clause. Cite many examples. Mention and explain the different types of Noun clauses. Explain their functions and identify them in sentences and passages in reading comprehension. The teacher is advised to expose students to as many exercises as possible on noun phrases to make  them conversant with  the grammatical structure.  
 Summary writingReading to summarize in a specific number of sentencesRead the passage carefully. Identify topic sentences and main ideas. Summarize in a given number of sentences.  
 Continuous writingExpository essay. E.g. Explain a processAn ideaGive directionsFeatures; topics such as How to prepare a favourite meal, societal ills and diseases  Explain expository essay. Read and discuss model expository essay. Identify features of an expository essay. Write a well composed expository essay
4SpeechSentence stress: emphatic stress. E.g. JAMES borrowed the novel (James and not anybody else borrowed the novel)Explain what emphatic stress is. Answer exercises on emphatic stress. Make sentences using emphatic stress  
 StructureAdjectival clauses: Position in sentences and grammatical functionsRelative pronouns used to introduce Adjectival clauses. E.g. who, which, whom etcExplain what an Adjectival clause is. Cite many examples using sentences. Engage in as many exercises as possible and state the functions. Identify Adjectival clauses in sentences and passages in reading comprehension. Make use of Adjectival clauses in sentences.  
 Reading comprehensionReading for implied meaningRead carefully to grasp main points extract main points from the passage and write the difference between stated and implied meaning. Answer questions on the passage.  
 Continuous writingArticle writing (introduction, illustration and practice)Discuss the format for writing articles, expose students many illustrations read and discuss a mode. Discuss past questions (WAEC and  NECO) on article writing. Write a well composed article
5SpeechConsonant sounds: plosives; b/and/pl, it/and /d/, /k/ and /g/Identify the sounds pronounce the sounds correctly, mention words with the Consonant sounds. Expose students to letters represented by these sounds, use the words where they occur in sentences. Students should be encouraged to mention as many words as possible, words with these Consonant sounds .  
 Structureadverbial clauses: types and functionsExplain what an adverbial clause is. Mention different types of adverbial clauses. Identify the adverbial clauses in sentences and passage in reading comprehension. State the functions of adverbial clauses. Use the adverbial clauses in sentences correctly.  
 Reading comprehensionReading for meaning in contextRead the passage carefully, bring out difficult words or key words, explain their meaning according to context of usage in passage substitute the words with another suitable words. Answer questions on the passage read.  
 Continuous writingInformal letter: features and languageExplain what an Informal letter is. Explain the features and language of an Informal letter. Read and discuss a model Informal letter. Discuss past questions (WAEC and NECO) an Informal letters and write well composed Informal letter.  
6SpeechSpeaking to persuade, convince and sway opinion on topics like; CultismPopulation/family life educationEnvironmental issuesListen attentively to any of the topics discussed by the teacher. List key words in the discussion, identify sentences types used for persuasion and give their opinions and any of the treated topics.  
 StructureAuxiliary verbs e.g. modal Auxiliary and primary Auxiliary verbsExplain what Auxiliary verb is. Mention and explain the types of Auxiliary verbs. Identify them in sentences and use them to construct correct sentences.  
 Vocabulary developmentWords associated with plumbing e.g. pipes, plumber, connect, plumb line, sink, tap etc.Explain plumbing’ mention words associated with plumbing. Spelling drills on words associated with plumbing. Explain the meaning of the words and use them in sentences.  
 Continuous writingSemi – formal letter FeaturesLanguageDifference between Semi – formal letter and informal letterExplain what a Semi – formal letter is. Explain the features of a Semi – formal letter. Read a comprehension Semi – formal letter and discuss the features and context in relation to language. Differentiate between a Semi – formal letter and informal letter. Discuss WAEC and NECO past questions on Semi – formal letters. Write a well composed Semi – formal letter.   
7SpeechConsonant sound; nasal: /n/, /m/ and /g/Identify the sounds in words. Pronounce the words correctly. Mention words with the nasal sounds. Identify the letters represented by the nasal sounds, give more examples of words and use the words in sentences.  
 StructureConcord (agreement between subject and verb)Explain Concord between subject and verb in a sentences. Give examples in sentences and explain the various ways of showing Concord between subject and verb  
 Summary writingSummarizing a given passage in a specific number of sentencesRead the passage carefully. Mention and discuss the main ideas in summarise the passage in a specific number of sentences.  
 Continuous writingFormal letter Types Features of Formal letters Language  Explain what a Formal letter is. Mention the various types and discuss them. List and explain the features of a Formal letter. Read a sample of a Formal letter in class. Discuss the content, features and language of a Formal letter with regards to the letter read. Discuss more past questions on Formal letters and write a well composed Formal letter. Students should be exposed to the differences between the different types of letters (formal, semi-formal, informal letter)  
8SpeechRhymes e.g. obtain – detainExplain rhymes, give examples of rhyming words. Engage students in pronunciation drills .  
 StructureAdjunctsIdentify Adjuncts. Explain what Adjuncts are. Give examples of Adjuncts and use them in sentences  
 Continuous writingExposition on scientific factsExplain Exposition and scientific facts. List and explain the features of Expository essay. Read and discuss a model Expository essay on scientific facts. Write a well composed expository essay.  
 Reading comprehensionReading to answer questions on a given passageRead passage carefully. Mention and discuss main ideas. Identify and explain meaning of key words. Answer questions on the passage.  
 SpeechConsonants /s/and /z/, /s/ and /z/, /ts/ and /dz/Pronounce the Consonants. Identify the Consonants in words. Identify their differences and give examples of letters represented by the sounds. Give examples of words with the Consonants and use them in sentences  
 StructureTag questions. e.g. this is your book. Isn’t it?Identify Tag questions in sentence structures. Explain what they are. Give examples of Tag questions in sentences
 Summary writingUsing simple sentences in summary writingRead passage carefully, identify the main points in the passage. Write out the main points using simple sentences.  
 Continuous writingArgumentative essay (debate)Explain features of debate in writing with reference to opening vocatives, body and conclusion. Discuss debate topics and write a well composed debate.  
10SpeechSibilants and the ‘s’/’es’ suffixesIdentify these Sibilants. Pronounce them correctly and identify the changes in pronunciation as these suffixes are added to the root words.  
 StructureComplex, compound, compound complex sentencesExplain the different sentence structure and give examples of each.  
 Reading comprehensionReading to answer questions on a given passageRead the passage carefully, bring out the main points and answer questions on the passage.  
11SpeechRevision of consonantsIdentify the twenty-four consonants. Engage students in pronunciation drills. Give examples associated with the sounds.  
 StructureIdiomatic  expressions e.g. under a cloud, take heart, hold your head high, etc.Explain the meaning. Give examples of Idioms and explain their meanings and use them in sentences correctly.  
 Reading comprehensionRevision on guide lines to answering comprehension exercises  Practice on reading comprehension exercise
 Summary writingGuidelines to answering summary writing exercise.  Practice on summary writing exercise
12General revisionGeneral revisionGeneral revision
13ExaminationExaminationExamination

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