SS3 Unified Schemes of work for Senior Secondary School Lagos State. SSS 3 English Language Scheme of Work. Schemeofwork.com
SSS 3 English Language Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | (a) Structure sequence of tenses in phrases and clauses. | By the end of the lesson, students should be able to: (i) explain sequences of tense, phrases and clauses; (ii) give adequate examples of sequence of tenses, phrases and cIauses; ((i) disôps type of phrases and clauses. | (I) Student in small groups, discuss sequence of tenses. (ii) Students pair up to share example (iii) The whole class examines texts and newspapers for examples. (iv)The whole class makes sentences and paragraphs to demonstrate sequence of tenses in compositions and leaders. | (I) Collaboration and communication (ii) Leadership and personal development. (iii) Creativity and imagination. (iv)Digita1 literacy. | sentence strip Chad Flash cards : https://www.nosqranrrnarly.com https://en.rn,wikipedia.org https://vww,toppr.com https://youtube/tY5/J98zWlY https://lgoutu.b!1Gw3DJxQhwv https://ycutu.beJXRFwnjIP2U |
| (b) Oral: (i) Word stress (ii) Sentence stress *Number of syllables. *Parts of speech *Weak syllables *Prefixes and Suffixes. | By the end of the lesson, between should be able to: (i) explain word stress and sentence stress; (ii)distinguish between word stress and sentence stress; (iii) discuss the rules guiding word stress and sentence stress; (iv) Answer past examination questions on word/ sentence stress. | (i) Students, in small groups, discuss word stress and sentence stress. (B) Students pair up to produce words and sentences with stress. (iii)The whole class listens to a model and repeat what is heard. (iv)The whole class examines word/ sentence stress rules and patterns. (v) Each group analyes past examination questions and shares answers. | (I) Critical thinking and problem solving (ii) Communication and collaboration. (iii)Leadership and personal development, (iv) Creativity and imagination. | Charts on syllables, word stress and sentence stress Flash cards Audio tapes Audio ‘visuals https://www.englishclub.com https://wvw.wordstressinfo https://youtu.be/rnJCKda4oWU https://youtu.beNuSUwkUgzc. https://youtu.be/efNSTGkAsE https://youtu.be/9qC2UW61Sw https://wwwhowmanysyllables.com https://w’wwtheschoolun.com https://yodtube/oPNAXxxRUs https://youtu.be/9YA2g6Hlo https://www.thoughtco.com https://youtu.be/OI69Ex7GQo https://www.ustngenglish.com https://youtu.be/MhKudN3nzl https://youtu.be/uZZLQLnR5O https://www.enchantedearning.com https://youtu.be/aET7ax8UM3w |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| (c) Summary writing: Revision of the rudiments of summary writing | By the end of the students should be able to explain what a summary is; (ii) discuss the dos and don’t of summary without mindless lifting. | (I) Students share reading of a summary passage. (ii) Each small group summarises the passage and share answers with other groups. (iii) The whole class discusses shared answers (iv) The whole class brainstorms on The rudiments of a good summary highlighting originality, completeness, grammatical flawlessness and preciseleness. | (I) Collaboration and communication (ii) Creativity and imagination (iii) Citizenship (iv) Critical thinking and problem solving. | A short prose passage A chart on the dos and don’t of summary A sample of summary https://courses.lumeniearning.com https://www.hunter.cuny.edu https://youtube.be/voiz_y8HRuo https://youtube.be/athdU4nCQhs | |
| (d) Words for the week | Learners are to be guided to learn and use the following words: dearth, convivial, brusque, acrimony, adamant, emend, effulgent, felicitous, eloquent forsake. | (i) Each group examines the -meanings, spelling and pronunciation the words from the dictionary (i) Students pair up to do exhibition using words in sentences and displaying them for their partners. (iii)The whole class plays,word games: one group gives the meaning of a word leaving out the word, and another group provides the actual word. | (i) Digital literacy (ii) Critical thinking and problem solving. , (iii) Creativity and imagination. (iv) Leadership and personal development. | Dictionary Online /hard copy https://www.Time4learning.com https://www.Time4learning.com https://youtube/DfWkxpdOEP8 https://youtube.com/53SIKuCuhvO | |
| 2 | (a) Vocabulary Development: Words associated with culture; institutions and ceremonies | By the end of the lesson, students should be able to: (i) list many words that are associated with culture and ceremonies; (ii) explain the meaning of the words in context, and use them in sentences; (iii)mention and describe same ceremonies in the areas (iv)discuss and write about culture | (i) Students read texts and articles on culture and ceremonies (ii) Each group researches words on culture and ceremonies. (iii)Individual students write a short composition on cultural fiesta and ceremonies and share with the whole class for discussion. | (i) Leadership and personal development. (ii)Communication and collaboration (iii)Digital literacy (iv) Creativity and imagination. | Pictures Charts containing illustrations and diagrams relating to cultural norms and ceremonies Dictionary https://flextutor.net https://acadar.com https://youtu.be/us2JILvMvi8 |
| (b) Comprehension (listening) Bring out the main points and ideas in speeches, lectures or discussion | By the end of the lesson, students should be able to (i) listen attentively to a speech, lecture or a discussion; (ii) explain the main points of a speech or a Discussion (iii)reproduce main points and ideas in a speech, lecture or discussion | (i) Individual students listen to a recorded passage. (ii)small groups write out main points as they read (iii) The whole class discusses main points and how they are presented. | (i)Communication and collaboration. (ii) Leadership and personal development. (iii) Digital literacy (iv)Citizenship. | Pre-recorded speech or discussion Live broadcast Selected passage from textbooks, magazines, newspapers, etc. Dictionary https://blog.alllaboutlearningpress.com https://youtu.be/JW9DII7UVY |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| (c) Summary | By the end of the lesson students should be able to: (i) explain summary (ii) discuss the dos and don’ts of summary writing (iii) Write a good summary without mindless lifting. | Each small group shares reading of the summary passage (ii) Each small group summarises the passage and shares answer with other groups. (iii) The whole class discusses shared answers (iii) The whole class brainstorms on the rudiments of good summary highlighting originality, completeness, grammatical flawlessness and preciseness. | Collaboration and communication (ii)Creativity and imagination (iii)Citizenship (iv)Critical thinking and problem solving | Pre-recorded speech or discussion Live broadcast Selected passage from textbooks, magazines, newspapers, etc. Dictionary | |
| (d) Words for the week | Learners are to be guided. to learn the following words Innocuous, panacea, propitious, uncanny, veneer, trepidation, vigilant, inept, inexorable, harangue. | (i) Each group examines the meanings, spelling and pronunciation of the words from the dictionary (ii) Students pair up to do word exhibition using words in sentences and displaying them for their partners. (iv)The whole class plays word games: one group gives the meaning of a word leaving out the word, and another group provides the actual word | (i) Collaboration and communication (n) Creativity and imagination (iii) Citizenship (v) Critical thinking and problems solving | Dictionary Online/ hard copy https://www.time4learning.com https://www.rwtime4learing.com https://youtd.be/DfWkxpdOEP8 https://youtu.be/53SlKuCuRvO | |
| 3 | (a) Oral intonation pattern -Rising and falling tone in statements -Wh questions -Yes or no questions. | By the end o the lesson students should be able to (i) explain rising and falling tone in statements (ii) distinguish between Wh questions and yes or no questions (iii) use using and falling tone in speeches appropriately. | (I) Individual students listen to records speeches on intonation (ii) Students pair up to practise intonation (iii) The whole class discusses intonation | (I) Collaboration and communication (u) Creativity and imagination (iii) Citizenship (iv) Critical-thinking and problem solving | Pre-recorded speeches https://books.google.com.ng https://youtube.be/192SBBMGPhc |
| (b) Structure Noun phrases and noun clauses, and their functions. | By the end of the lesson students should be able to (i) explain the difference between noun phrases and noun clauses (ii) identify noun phrases1 and noun clauses in sentences; . (iii) State the functions of noun phrases and noun, clauses in sentences. | (i) Each group discusses Nouns Noun Phrases and – Clauses (ii) Students pair up to shared examples or Nouns Noun Phrases and Clauses from texts and articles, (iii) The whole class brainstorms on the function of each phrase and clause ,and share tips. (iv)An intergroup quiz focusing. on past questions.is organised by students. | (I) Creativity and imagination (ii) Communication and collaboration. (iii) Critical thinking and problem solving Citizenship | Relevant SSCE/ NECO past questions Practice exercise https://gramrnar.yourdictionary.corn https://parentingpatch.com https://youtu.be/9SrEE .4ft4Q https://youtu.be/MK0S7yEggdU https://youtu.be/neFgP2wifU | |
| (c) Composition: Expository essay- Drug abuse | By the end of the lesson, students should be able to: (i) explain expository essays; (ii) distinguish an expository essay from other types of essays; (iii) write exhaustively on drug abuse. | (i) Each group discusses – expository essays and relates them to other kinds of – compositions. (H) Each group brain storms on drug abuse, (iii) Individual students pair up to read relevant articles. (iv)Each group produces an outline which individual students can use to write a 450-word essay | (I) Leadership and – personal development, (ii)Critical thinking and – problem solving (iii) Communication and collaboration (iv)Citizenship | Relevant pictures Audio visuals https://ristorantegallo.d https://howtowrite.customwritings.com https://sanjran.wordpresscorn https://youtu.be/b6Dte96 https://youtu.be/rPJRG https:/Jyoutu.be/KEFtv B VB8s |
| 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 heinous, immerse, undulate, tortuous, involous, accentuate, bulk, calibrate, accolade, collateral | (i)Each group examines the meanings, spelling and pronunciation of the words from the dictionary. (ii) Students pair up to do word exhibition using words in sentences and display them for their partners (iy)The whole class plays word games: one group gives the meaning of a word, and another group supplies the word whose meaning has been given. | (i) collaboration and communication (ii) Creativity and imagination. (iii) Citizenship (v) Critical thinking and problems Thinking | -Dictionary Online/ hard copy https://www.time4learning.com https://www.time4learning.com https://youtd.be/DfWkxpdOEP8 https://youtu.be/53SlKuCuHvO | |
| 4 | Vocabulary Development: -Words associated with government and administration; – A comprehension passage that has numbered gaps indicating missing words which students must fill in with the appropriate word | By the end of the lesson, students should be able to: (i) list many words that are associated with government and administration; (ii) explain the meaning of such words and use them in sentences; (iii) complete cloze tests with words about government/ administration | (i) Selected students read and other students listen (ii) The whole class discusses vocabulary of government / administration (iii) Individual students pair up to use words and complete sentences (iv) Each group completes cloze test with words on government /administration | (i) Communication and collaboration. (ii) Critical thinking and problem solving. (iii) Citizenship (iv) Digital literacy | A passage on government and administration newspaper cutting Peal Objects Audio visuals Pictures Dictionary A comprehension passage that has numbered gaps indicating missing words alongside a list of options from which the most suitable is taken https://relatedwords.org https://youtube/UI7LTT4udH0 https://youtube/kzcVaZ3cwMo https://nigerianscholars.com https://misd.net https://youtu.be/Vs-bzasuCoc https://youtube/GZ0JRqo |
| (b) Summary Answering questions by picking out topic sentences | By th end of the lesson, students should be able to: (i) explain summary (ii) distinguish between the main ideas in topic sentences and supporting details in supporting sentence (iii) identify the topic sentence in each paragraph | (i) Individual students read the passage. (ii) Each group discusses the passage highlighting topic ideas and topic sentence (iii) Students pair up to draw a mind map of Students pair up to he passage outlining the main ideas and sub-ideas. (iv) each group produces a summary from the notes and shares summary tips | (i) Communication and collaboration. (ii) Citizenship (iii) Critical thinking and problem solving. (iv)digital literacy | selected passages pre-corded speech relevant past SSCE/NECO past question https://www.csun.edu https://youtube/odmjqkD https://youtube/HSma9y-N-Q https://youtube/IqxuNrhKhMc | |
| (c) Composition Letter writing- distinguish between formal land informal letters | By the end of the lesson students should be able to: (i) distinguish between a formal letter and an informal letter; (ii) state the features and formal of an informal letter; (iii) state the features and format of a formal letter; (iv) write both formal and informal letters using the appropriate tone, layout, content and size. | (i)Each group discusses and compares different kinds of letters. (ii)The whole class draws a table that shows the features of each kind of letters, (iv) Each group selects a past question and builds a 45Q word letter and presents to the whole class for discussion. | (I) Leadership and personal development (ii)Critical thinking and problem solving. (iii) Communication and leadership (iv)Citizenship | Chars Samples of formal and informal letters https://pediaa.com https://keydifferences. https://www.eslbuzz.c https://youtu.beNADRoo3cPNE https://youtu.belubHr.suJubs |
| 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: goad, garish, frenetic, innocuous, utilitarian, inimical, mutinous, venerable, telemetry, meritorious. | (i) Each group examines the meanings, spelling and pronunciation of the words from the dictionary. (ii) Students pair up to do word exhibition using words in sentences and display them for their partners. (iii)The whole class plays word games: one group gives The meaning of a word, and another group supplies the word. | (i) Collaboration and communication (ii) Creativity and imagination (iii) Digital literacy. (iv) Critical thinking and problem solving | Dictionary Online/ hard copy https://www.time4learning.com https://www.time4learning.com https://youtu.be/DfWkxpdOEP8 https://youtu.be/53SlKuCuHvOV | |
| 5 | (a) Oral: consonant clusters (Two and three clusters in initial medial and final positions | By the end of the lesson, student should be able to (i) explain consonant clusters (ii) identify two and three consonant clusters in the initial medial and final positions (iii) pronounce correctly words that contain two or three consonant clusters: (iv) answer questions related to consonant clusters in past examination questions. | (i) Students, in small groups, discuss consonant clusters. (ii)Students pair up to examine texts for consonant clusters (iii)Students listen to speech models and imitate (iv)The whole class peruses examination questions related to consonant clusters n Section 2 Test of Orals and a general quiz is held. | (i) Leadership and personal development. (ii) Critical thinking and problem solving (iii) Communication and collaboration (iv) Digital literacy | Consonant Chart V Flash dards Flannel board Pronouncing dictionary https://www.tipsforenglish.corn https://www.thoughtco.com https://sites.google.com https://youtu.be/ZxKUW.oNfetE https://youtu.be/P73dwwmi4fo https://youtu.beICU3lHCRHbdl |
| (b) Structure pronouns – types – uses | By the end of the lesson students should be able to (i) explain pronouns: (ii) discuss types of pronouns (iii) analyse the uses personal pronouns in to cases number and gender | (I) Each small group discusses pronouns and kinds of pronouns. (ii) Students pair up to examine examples of pronouns in 4ex s articles or novels (iii) The whole class examines the principles on the use of personal pronouns in relation to cases and number (iv) Each group corrects misuse of pronouns especially gender number possessive reflexive/reciprocal in self generated sentdbrids and extracts from past essays. | (i) Communication and collaboration (ii) Leadership and problem development. (iii) Citizenship (iv) Creativity and imagination | Charts Dictionary https:/Iwww.ledrngram rnar.net https://study.com https://www.grammarly.com https://youtube/4vOlYrn9iTaU https://youtube/h_GoSlfWf4 https://youtube/S_iaReVV9TQ | |
| (c) Composition expository essay E.g. how to produce soap or cook a meal. | By the end of the lesson students should be able to: (i) explain and describe the process of producing soap or how to cook a choice meal; (ii) distinguish an expository essay from other essays (iii) outline and write a 450-word essay on production of soap or cooking of a selected meal. | (i) The whole class listens to a resource person or watch a video, and jots down the ingredients/ materials and processes. (ii) Each group simulates soap making/ food preparation. (iii) The whole class examines past examination questions related to giving instructions or describing processes. (iii)Students pair up to write and share their compositions for peer review | (i) Leadership and Personal development (ii) Creativity and imagination (iii) Critical thinking and problem solving (iv) Communication and collaboration. | A sample of an expository essay Relevant pictures Audio visuals https://www.megaessays.com https://www.ukessays.com https://www.bartleby.com https://youtube/KahPaxVSyEV https://youtube/ https://youtu.be/d_ZXf9yjJzc https://www.l23helpme.com https://madebayumahedra.wordpress.com https://youtu.be/9R0ivCaLtnY |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| (d) Words for the week | Learners are td be guided to learn the following words: buttress, adulation, adroit, duress, dissonance, eclectic, elucidate, fathom, forestall, gourmand. | (i)Each group examines the meanings, spelling and pronunciation of the words from the dictionary, (ii) Students pair up to do word exhibition using words in sentences and displaying them for their partners. (iv)The whole class plays word games: one group gives the meaning of a word, and another group supplies the word. | (i) Collaboration and communication (ii) Creativity and imagination (iii) Digital literacy (iv) Critical thinking and problem solving | Dictionary Online! hard copy https://wwwtime4learning.com https://www.time4learning.com https://yutu.befDf!kxpdOEP8 https://youtu.be/53S1KuCuHvO | |
| 6 | (a) Oral: consonant clusters e g three and four consonant clusters Examine letter x and sound /j/ in consonant clusters | By the end of the lesson, students should be able to (i) explain consonant clusters (ii) identify words that contain three or four consonant clusters (iii) transcribe phonetically any word of three or four consonant clusters; (iv) gives examples of words that contain three or four consonant.cluster!s. | (i)Students in groups discuss consonants clusters in different positions and in different forms (ii)Students listen to and imitate teacher/model pronouncing letter x in flex, six, sex, text, fix, example exact etc. (iii) Students listen to and imitate teacher producing the? /j/ sound after another consonant sound(music, few, new, cue etc) (iv) Each group scans past questions for x ex eu ew u etc. | (i) Creativity and imagination (u)Critical thinking and problem solving (iii) Communication and collaboration (iv) Leadership and personal development | Flash cards Charts Pronouncing dictionary https://www.thoughtco.com https://en.m.wikipedia.org https://www.tipsforenglish.com https://youtu.be/ZxKUWoNfetE https://youtubefP73dwwrnl4fo https://youtu.be/CU3fHCRF-{bd |
| (b) Structure conjunctions Types (i) coordinating (ii) subordinating (ii) correlative (uses | By the end of the lesson, students should be able to (i) explain conjunctions, (ii) discuss types of conjunctions (iii) enumerate the uses of different types of conjunctions (iv) give copious examples of correlative conjunctions in sentences | (i) Each group discusses the meaning types and uses of conjunctions (ii) Students pair up to examine texts articles and novels on the use of conjunctions (iii) The whole class develops sentences and paragraphs focusing on the use of conjunctions (v) The whole class scans objective examination questions for conjunctions | (i) Communication and collaboration (ii) Leadership and personal development (iii) Critical thinking and problem solving (iv) Citizenship | Charts Flash cards Relevant pictures Dictionary https://www.studyandexam.com https://www.learngrammarnet https://youtube/CRWeVxIhPGU https://youtube/LcjEiyB7U | |
| (c) Vocabulary development comprehension Words associated with motor vehicles and traveling. | By the end of the lesson students should be able to (i) list words that are: associated with motor vehicles and traveling; (ii) use words that are associated with vehicles and traveling correctly; (iii) answer questions rim any doze text/passage that relates to motor vehicles and traveling. | (i)The whole class watches a video on road transportation (ii) Students pair up to write out vocabulary associated with vehicles and traveling. (iii) Each group discusses road transportation. (iv) Each group completes close tests and writes a composition on road transportation. . | (i) Communication and collaboration (ii) Digital Literacy (iii) Critical thinking and problem solving (iv) Citizenship. | A relevant passage A chart on words associated with motor vehicles and traveling https://www.vocabulary.com https://relatedwords.org. https://www.enchantedlearning.com https://youtu.be/BAEhZ2oX8 https://youtu.be/uNkM-r4MK9k |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| (d) Summary | By th end of the lesson, students should be able to: (i) discuss summary writing; (ii) differentiate between phrases and sentences; (iii) discuss the dos and don’ts of summary without mindless lifting. | (i)The whole class reads a summary passage. (ii) Each group discusses answers to summary sentences. (emphasizing the difference between phrases clauses and sentences). (iii) Students pair up to hare answers to a selected passage. | (i) Communication and collaboration. (ii) Citizenship (iii) Critical thinking and problem solving. (iv) Leadership and personal development. | Relevant SSCE/ NECO past questions A selected passage A practice exercise Examiners Reports. | |
| (e )Words for the week | Learners are to be guided to learn the following words Malleable libertarian pluralists travesty potentate, calumny, boon, amorphous banal, benign | (i)Each group examines the meanings, spelling and pronunciation of the words from the dictionary (ii) Students pair up to do word exhibition using words in sentences and displaying them for their partners (iii)The whole class plays word games: one group gives the meaning of a word, and another group supplies the word. | (i) Communication and collaboration (ii) Creativity and Imagination (iii) Digital literacy (iv) Critical thinking and problem solving | Dictionary Online/ hard copy https://wwwtime4learning.com https://www.time4learning.com https://yutu.befDf!kxpdOEP8 https://youtu.be/53S1KuCuHvO . | |
| 7 | (a) Mid Term Tests (b) Open Day (c) Mid Term Holiday | ||||
| (e )Words for the week | Learners are to be guided to learn the following words Beseech, emollient, fetid, garrulous, blondish, blondish, haughty,penchant, surmise, sycophant, tantamount | (i)Each group examines the meanings, spelling and pronunciation of the words from the dictionary (ii) Students pair up to do word exhibition using words in sentences and displaying them for their partners (iii)The whole class plays word games: one group gives the meaning of a word, and another group supplies the word. | (i) Communication and collaboration (ii) Creativity and Imagination (iii) Digital literacy (iv) Critical thinking and problem solving | Dictionary Online/ hard copy https://wwwtime4learning.com https://www.time4learning.com https://yutu.befDf!kxpdOEP8 https://youtu.be/53S1KuCuHvO . | |
| 8 | (a) Oral: the schwa /ə/ as final unstressed syllable e.g. teacher, doctor, daughter, e.t.c. the schwa in other positions (e.g a in again, away). other weak syllables (e in believe, demand, remain; syllabic consonants) | By the end o the lesson students, should be able to: (i) distinguish a schwa sound from other pure. Vowel sounds; (ii) give adequate examples of words that have the schwa sound in their final positions and state other instances of schwa in word (iii) pronounce correctly words that have a schwa sound in their different positions; (iv) explain weak syllables and their mp(ibatibns on stress. | (i)The whole class discusses schwa sounds and other weak sounds. (ii)The whole class listens to a recorded/ model produce a, schwa sound in words, and every student repeats. (iii) Students pair up to practise the schwa sound. . | (i) Communication and collaboration (ii) Leadership and personal development (iii) Digital literacy. (iv) Creativity and imagination. | Charts Flash cards Pronouncing dictionary https://en.m.wikipedia.org https://en.m.wikipedia.org https://www.tipsforenglish.com https://youtu.be/ZxKUWoNfetE https://youtubefP73dwwrnl4fo https://youtu.be/CU3fHCRF-{bd |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| (b) Structure: modal forms and uses e.g. must, need can dare, ought, used to, etc. | By the end of the lesson, students should be able to; (i) explain and give examples modal auxiliary verbs; (ii) discuss the semantic implications! additional meanings of modal verbs; (iii) use different modal verbs appropriately in different sentences. | (i) Students in groups discus sentences with and without modals. (ii) Each group discusses the meaning and use of modal verbs, (iii) Students pair up to create dialogues with different modal verbs. (iv) The whole class examines literary texts for modal verbs and discusses their semantic implications. | (i)Leadership and personal development. (ii) Communication and collaboration (iii) Creativity and imagination. (iv) Citizenship | Relevant text Charts Flash cards https:/www.urnx https:/!en.m,wikipedia.o rg https://Aww.myenglishpbe!Nk9nQwoi https://youtube/ZC71ObZYv6k https://yotube17fn7hWBZVaQ | |
| (c) Composition: report writing, e.g. writing minutes of a meeting | By the end of the,lesson, students should be able to; (i) explain report writing; (ii)classify reports and state guidelines; (iii) write an eye-witness report. | (i)The whole class discusses report writing (ii) Each group brainstorms on samples of report writing. (iii) The whole class creates case studies. (iv) Students pair up to write eye-witness reports taken from past examination questions. | (i) Communication and Collaboration (ii) Leadership and personal development. (iii)Critical thinking and problem solving. (iv)Citizenship. | A same of a report Newspaper cutting the magazines and other materials with relevant information on report https://www.openpolyt6echnic.arc.nz https://www.toppr.com https://youtube/86OL https://youtube/j47c5-Ov2KY | |
| (d) Words for the week | Learners are to be guided to learn the following words; Ascertain, condolence, dissent immutable asylum, noisome, myriad, obstreperous, pervasive, rectitude. | (i)Each group examines the meanings, spelling and pronunciation of the words from the dictionary (ii) Students pair up to do word exhibiting using words In sentences and display them for their partners. (iv) The whole class plays .,d games; otte group gives the meaning of a word and another group provides the word | (I) Communication and collaboration. (ii) Critical thinking and problem solving (ii) Creativity and imagination. (iv) Digital literacy. | Dictionary Online/ hard copy https://www.time4learning.com https://www.time4learning.com https://youtube/DfWkxdOEP8 https://youtube/53S1KuCuHvO | |
| 9 | (a) Oral: engage students in a meaningful dialogue one given topic, e.g. ( Drug abuse Child abuse ( Discipline Core values | By the end f-the lesson, students should be able to; (i) explain a dialogue; (ii) identify the key words in any of the chosen topics; (iii) engage in a dialogue based on their exposure to the given topics. | (i)Students in each group, discuss dialogues. (ii)Each group listens to audio recordings of interviews (iii) The whole class creates dialogues from selected topics. (iv) Students pair up to practise dialogues. | (I) Communication and collaboration. (ii) Citizenship (ii) Creativity and imagination. (iv) Digital literacy. | Newspaper cutting Magazines Pictures Charts Story books Audio visual |
| (b) Structure; prepositions (In-depth analysis of the use of prepositions with special focus on problem areas | By the end of the lesson, students should be able to; (i) explain prepositions; (ii) give copious examples of prepositions; (iii) identify and correct commonly misuse prepositions; (iv) identify problem areas in the use of prepositions. | (i) Each group discusses prepositions. (ii)Students pair up to examine texts and underline prepositions. (iii)The whole class discusses commonly misused prepositions and concludes on the correct versions. (iv) The whole class conducts an inter group quiz using past question on prepositions. | (i) Communication and collaboration, (i) Citizenship. (iii) Creativity and imagination. (iv) Critical thinking and problem solving. | A chart on prepositional words A practice exercise on the use of prepositicos Flash cards A recorded speech https://www.englishgrammar.org https://youtu.be/IutZFSXfgYs https://youtu.be/XzkbxWh8s4w |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| (c) Comprehension: listening to lectures and taking notes | By the end of the lesson, students should be able to: (i) state the importance of note taking and note making; (ii) highlight the steps in note-taking skills; (iii) listen to lectures/ talks/ presentations and take notes appropriately. | (i)The whole class listens to an audio and writes out an outline of the message. (ii) Each group discusses: steps in note-taking cod uuAirig. (iii)Students pair up to practise more listening skills. | (i) Communication and collaboration (ii) Leadership and personal development. (iii) Critical thinking and problem solving. (iv) Digital literacy. | Pre-recorded lecture Audio-visuals AUdio tapes https://learnline.cduedu.au https://wwwcuesta.ed https://youtu.be/yDYiCFN1vO https://youtu.be/3kxFljkz-U | |
| (d) vocabulary development: words associated with law and order | By the end of the lesson, words students should be able to: (i) list.some words that are associated with law and order (ii) explain the meaning of law and order (iii) write a composition abbut law and order. | (i)The whole class listens, to watches a video on law and order. (ii) Individual students write out the vocabulary of law and order (in) Each group Writes a short composition about law ad order. . . (iv) Students pair up to supply words that can complete close test on law and order | (i) Digital literacy (ii) Communication and collaboration (iii) Citizenship (iv) Critical and problem solving. | A chart of law and order Pictures A relevant passage http://www.english-for-student.com http://wwwcollinsdictionary.com https://youtu.belnzAfLKTvUUc https://youtu.be/GDRhoidMO_U https://youtu.be/n4Xk2 | |
| (e) words for the week | Learners are to be guided to learn the following words cupidity, mundane, cadence, censure, partisan, petulance, licentious, fastidious, forbearance, linchpin. | (i) Each group examines the meanings spelling and pronunciation of the words from the dictionary (ii) Students pair up to do word exhibition using words in sentences and display them for their partners. whole class plays word games one gives the meaning of the word and another group provides the word. | (i) Collaboration and communication (ii) Creativity and imagination (iii) (iv)Critical thinking and ?ObIe?Iing | Dictionary Online/ hard copy https://www.time4learningcom https://www.time4learningcom https://youtu.beJDfkkxpdOEP8 https://youtube/53S1KuCuHvO | |
| (a) Structure: sentence Types Features | By the end of the lesson students should be able to (i) explain Sentence (ii) discus types of sentences according to structures and functions (iii) Build phrases and clauses (iv) classify all sentences in a text passage into type functionally and structurally. | (i)The whole class discusses sentences and examines texts for different kinds of sentences. (ii) Students pair up to build sentences of different kinds (iii) Each group writes paragraphs that contain different kinds of sentences | (i) Communication and collaboration. (vi) Leadership and personal development (iv) Critical thinking and problem solving | A chart on (i) types of sentence according to.structure and function (ii) features of sentences https://myenglishgrammar.com https://www.leamgrammar.net https://www.studyandexam.com https://youtube/urr55AreWc https://youtu.be/pLWnrD2W | |
| (b) summary: summarizing by answering after reading the passage | By the end of the lesson, by students should be able questions after to: (i) explain a summary; (ii) discuss the rudiments of summary writing; (iii) summarize any given passage without mindless lifting | (i) The whole class discusses summary writing, (ii) Each group discusses rudiments of summary writing. (iii) Students pair up to practise summary writing using past questions. | (i) Communication an collaboration. (ii) Critical thinking and problem solving (iii) Leadership and personal development (iv) Digital literacy. | A selected passage Relevant SSCE! NECO past questions https://www.readingrockets.org https://www.testpreparation.com https://youtu.be/O4iOlmVzklM https://youtu.be/3cpBNtOhwnU https://youtu.beNki6TP4EYs |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| (c) Oral: engage students in a selected argumentative topic or expository topic | By the end of the lesson, students should be able to: (i) explain the rudiments of a debate; (ii) participate in a class school debate; (iii) write a debate in an examination, | (i) The whole class discusses rudiments of a debate. (ii)Each group prepares for and participates in an intergroup debate. (iii) Students pair up to outline and write a 450-word debate from a past examination question.. | (i) Communication and collaboration (ii) Citizenship (iii) Critical thinking and problem solving. (iv) Creativity and imagination. | Pre-recorded debate Audio visuals Audio pes https://www.literacyideas.com https://owl.purdue.edu https://.cultofpedagogy.com https://youtu.be/LBsBCh2A64 https://youtu.be/5CfbCjpTTh0 https://youtu.be/XYvpQ | |
| (d) Vocabulary development Differences between British and American spellings of common words, e.g colour/ color labour/ labor As well as the different words used by the Americans and the British, | By the end of the lesson, students should be able to: (i) identify American spellings of words as opposed to British spelling of words; (ii) recognize the different, words that the Americans” and the British use for the same things; (iii) use the British form spelling of these words in sentences. | (i)The whole class discuss British and American spellings and vocabulary. (ii) Each group examines American and British text. (iii) Students pair up,to build sentences with British, selling vocabulary. (iv)The whole class examines computer spellings for words such as programme /program | (i) Communication and collaboration. (ii) Digital literacy. (iii) Critical thinking and problem solving (iv) Creativity and imagination. | Achart on the list of, words wfth both British and American spellings American prose passage https://www.britishtcouncilfoundaton.id https://www.boredpanda.com https://www.spellzone.corn https://youtu.beJe33vwOw8j10. https://youtu.b<ysxSfog98 | |
| (e ) Words for the week | Learners are to be guided to learn the following words: Meddlesome, medieval, acquaintance, cabal, saboteur, infuriate, ingenuous, insolent, loophole, overweening | (i) Each group examines the meanings, spelling and pronunciation of the words from the dictionary. (ii) Students pair up to do word exhibition using words in sentences and display, them for their partners. (iv) The whole class plays word, games meaning of a word, and another group provides the word. | (i) Collaboration and communication (ii) Creativity and imagination (ii) Citizenship (iv) Critical thinking and problem solving | Dictionary Onlinel hard copy https://www.time4learning.com https://www.tims4learning.corn https://youtube/DtWkxpdOEP8 https://youtube/53S1KuCuHvO | |
| (a) Oral reading aloud confidently to take note of main points | By the end of the lesson, students should me able to: (i) read fluently any given passage; (ii) pronounce words correctly; (iii) summarize orally what they have read. | (i) individual students read the passage interchangeably., (ii) Each group identifies salient points, (iii) Students pair up to read and discuss the passage in order produce a summary. | (i) Communication end’ collaboration., . (ii) Creativity and imagination (iii) Critical thinking and problem solving. (iv) Leadership and personal development. | A selected passage https://youtu.be/4FZSNeewHJ8 https://youtu.be/gvjYG5nVQCs https://youtu.be/DSQb64i3Jg https://www.readingrocketsong https://www.voices.com https://reading.com | |
| (b) Structure: Adjuncts Forms Functions | By the end of the lesson, students should be able to; (i) explain adjuncts; (ii) discuss types of adjuncts; (iii) identity adjuncts and state their functions in sentences. | (i)The whole class discusses adjuncts and types. (ii) Each group examines texts for examples of adjuncts arid patterns their own sentences the examples. (iii) Students pair up to supply adjuncts n doze tests. (iv)The whole class provides answers to grammatical names and functions from past examination questions (comprehension) | (i) Communication and collaboration. (ii) Creativity and imagination. , (iii) Leadership ad personal development (iv) Critical thinking and problem solving | Selected passages Sentence strips Chart https://www.ucl.ac.uk https://parentingpatch.com https://www.thoughtco.corn https://youtube/2PtWE4HtTMus https://youtu.be/KNlbLdEDV0g |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| (c) Composition: review of letter writing | By the end of the lesson, students should be able to: (i) mention.different types of letters; (ii) discuss the features of each type of letters; (iii) explain content, organization expressions and mechanical accuracy as the parameters for assessing a letter/essays; (iv) write letters from past questions. | (i) The whole group discusses letter writing, types and processes. (ii) Students pair up to practice letter writing. (iii) Each group writes letters and exchanges with other groups. (iv) The whole class brainstorms on assessment standards and marking criteria using live scripts. | (i) Communication and collaboration. (ii) Citizenship. (iii) Critical thinking and problem solving (iv) Creativity and imagination. . | Sample letters Charts https://www.researchgate.net https://youtu.be/yoJAaZdVOs https://youtu.be/NUJ7jijcaTg | |
| (d) Words for the week | Learners are to be guided to learn the following words: usurp, transmute, timorous, non-descript, malevolent, iridesent, cultivate, corrosive, coup, arable | (i) Each group examines the meanings, spelling and pronunciation of the words from the dictionary. (ii) Students pair up to do word exhibition using words in sentences and display them for their partners. (i)The whole class plays word games: one group gives the meaning, and another group provides the word. . | (i) Collaboration and communication (ii) Creativity and imagination. (iii) Citizenship (iy) Critical thinking and problem solving | Dictionary Online/ hard copy https://www.time4learning.com https://www.time4learning.com https://youtu.be/DfWkxpdOEP8 https://youtu.be/53SIKuCuHv0 | |
| 12 | Revision | ||||
| 13 | Examination | ||||
| 14 | Examination |
ACHIEVEMENT STANDARDS
At the end of the term, students are be able to:
- Write letters or essays of 45O words on descriptive, expository, argumentative and narrative;
- Acquire and use a wide range of new words;
- Identify and produce English sounds correctly;
- Pronounce common long English words correctly;
- Read along passage with speed and accuracy;
- Listen critically and respond intelligently to what is heard;
- Use the dictionary or context to find the meanings of words;
- Spell polysyllabic words;
- Make Sentences and build paragraphs;
- Correct poorly formed sentences.
SS3 Unified Schemes of work for Senior Secondary School Lagos State. SSS 3 English Language Scheme of Work. Schemeofwork.com
English Language Scheme of Work SSS3 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Writing: Formal and informal letters | By the end of the lesson, students should be able to: (i) mention different types of letters; (ii) discuss the features of each type of letters; (iii) explain content, organization, expressions and mechanical accuracy as the parameters for assessing a letter/essay (iv) write letters from past questions | (i)The whole group discusses letter writing, types and processes. (ii) Students pair up to practice letter writing. (iii) Each group writes letters and exchanges with other groups (iv) The whole class brainstorms on assessment standard and marking criteria using live scripts. | (i) Communication and collaboration (ii) creativity and imagination (iii) Critical thinking and problern solving, (iv) Leadership and personal development. | A sample of a formal letter A sample of a informal letter Charts showing the features and both formal and informl letters. https://pedia.com https://keydifferences.com https://youtu.be/VADRoo3cPNE https://youtu.be/ubHr1sujubs – |
| (b) Structure: Conjunctions: – types (i) coordinating conjunctions. (ii) correlative conjunctions. (iii) semi-coordinating conjunctions (iv) subordinating sentences | By the end of the lesson, students should be able (ii) explain conjunctions; (ii) discuss types of conjunctions with examples. (iii) use conjunctions to form different types of conjunctions | (i) The whole class discusses conjunctions. (ii) Each group examines text for examples of conjunctions. (iii) Students pair up to practice sentence making conjunctions. (iv) The whole class supply missing words in a close text | (i) Communication and collaboration (ii) creativity and imagination (iii) Critical thinking and problem solving, (iv) Digital Literacy. | A chart showing the types of conjuction with example https://www.studyandexam.com https://www.learninggrammar.net https://youtube/CRWeVxlhPGU https://youtube/Lc_tEiy_B7U | |
| (d) Vocabulary development Words Associated with Government and Politics | By the end of the lesson, students should be able to: (i) list and use words associated with government and politics (ii) write a composition that can explain the function of government and purpose of politics (iii) supply missing words that are close text on government and politics | (i)The whole class watch a video of government and politics (ii) Each group list words from text on government and politics as well as write a composition. (iii) Students pair up,to create dialogue using the vocabulary of government and politics (iv) individual student supply missing words in a close text | (i) Communication and collaboration. (ii) Digital literacy. (iii) Critical thinking and problem solving (iv) Creativity and imagination. | Pictures Newspaper cutting A charts showing the list of words commonly used in government and politics https://youtu.be/h2BJsmvwOw0. https://youtu.be/e90w6l5vlJe33vw. https://www.macdictionary.com https://www.learnenglish.corn https://relatedwords.org | |
| Words for the week | Learners are to be : guided to learn the following words: trenchant, ominous, oblique, meritorious, fraught, grandiloquence, dispel, carouse | (i) Each group examines the meanings, spelling and pronunciation of the words from the dictionary. (ii) Students pair ip to do word exhibition using words in sentences and display them for their partners. (iv) The whole class plays word games: one group gives the meaning, and another group provides the word, | Collaboration and Communication (ii) Creativity and imagination (iii) Citizenship (iv) Critical thinking and problem solving | Dictionary Online/ hard copy https://www.time4learning.com https://www.time4learning.com https://youtu.be/Df.kxpdOEP8 https://youtu.beL5.3SIKuCuHvO |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 2 | Oral: Vowel Sounds (i) pure vowels (ii) diphthongs (iii) triphthongs | By the end.of the lesson, students should be able to: (i) list and produce all the vowel sounds with word examples; (ii) distinguish between pure vowels and diphthongs. (iii) differentiate triphthongs from the Vowels ano diphthongs; (iv) Produce each of the sound distinctly. | (i) The whole class listens to recorded sounds. (ii) Each group discusses vowel sounds. (iii) Students pair up to produce sounds. (iv) The whole class uses the past examination questions for an intergroup quiz. | (I) Digital literacy. (ii) Creativity and imagination (iii) Communication and collaboration (iv) Leadership and problem solving, | Phonetic charts Pronourcing dictionary Flash cards https://www.verbling.com https://www.slideshare:net https://examples.yourdictionary.com https://youtu.be/PlABRpsl https://youtu.be/kwl8Pggt4g https://youtu.be/d1HZPx8DuDw |
| (b) Structure prepositions (i) meaning (ii) uses (iii) problem areas | By the end of the lesson students should be able -to (i) explain prepositions (ii) discuss the uses of prepositions (iii) highlight some prepositions that are often wrongly used in sentences | (i) The whole class discusses expositions (ii) Each group examines texts in search of prepositions (iii) Students pair to complete doze tests with prepositions (iv) The whole class uses the past examination questions for and intergroup quiz. | (i) Communication and coliaboration (ii) Critical thinking and problem solving (iii) Creativity and (iv) Leadership and personal development. | A chart showing the list of prepositions Flash cards Pictures Real objective https://youtu.be/HRZZlwIHeUM https://youtu,beJ6HwM9vgYS4 https://youtu.be/flEc5B1oRl https://blog.prepscholar.com https://examplesyourdiotionary.com. https://data.grammarbook.com | |
| Comprehension: focus (i) making implied references and deductions (ii) substituting Ireplacing selected words (iii) recognizing figures of speech | By the end of the lesson students should be able to (i) explain how to make implied references and deductions based on the contents, of a passage (ii) Explain how to substitute selected and underlined in a passage (iii) analyse how to recognize given figures pf speech. | (i) The whole class roads a selected passage (ii) Each group discusses inferences and implied meanings (iii) Students pair up to replace words used in sentences passages (iv) Each group identifies figures of speech terry devices in passages. | (i) Communication and collaboration (s) Critical thinking and problem solving (iii) Creativity and imagination (iv) Citizenship | A relevant passage Relevant SSCE/ NECO past questions A practice exercise https://youtube/IqGvYT5CJqs https://youtube/h3WEAPs8R8s https://youtube/dOndiKZcAfl https://opentextbc.ca https://www.ccis.edu | |
| Words for the week | Learners are to be : guided to learn the following words: obstinate, meagre, furtive, efficacious, dogmatic, dynamic, cOucus, buffet, congregation, elegy | (i) Each group examines the meanings, spelling and pronunciation of the words from the dictionary. (ii) Students pair ip to do word exhibition using words in sentences and display them for their partners. (iv) The whole class plays word games: one group gives the meaning, and another group provides the word, | Collaboration and Communication (ii) Creativity and imagination (iii) Citizenship (iv) Critical thinking and problem solving | Dictionary Online/ hard copy https://www.time4learning.com https://www.time4learning.com https://youtu.be/Df.kxpdOEP8 https://youtu.beL5.3SIKuCuHvO |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 3 | (a) Summary writing: focus (i) teach how to identify the topic sentence in each paragraph (ii) teach hov to summarize the main ideas without mindless lifting | By the end of the lesson students should b able to: (i) identify a topic sentence in a paragraph; (ii) explain how to differentiate a topic sentence from other supporting details in a paragraph; (iii) writp a flawless summary a given text with mindless lifting. | (i) Students in different groups discuss the structure of a paragraph. (ii) Students pair up to identity topic sentences and details. (iii) Each group produces a summary of a selected passage. | (i) Communication and. collaboration. (ii) Critical thinking and problem solving. (iii) Creativity and imagination: (iv) Leadership and personal development. | A selected passage Relevant SSCE/ NECO past questions https://wwreadingrockets.org https://www.testpeppration https://youtu.be/O4iOlm https://youtu.be/3cpBNtOh\nU https://youtubeNki6TP4EYs |
| (b) Structure: adjectives and order of adjectives | By the end of the lesson, students should be able to: (i) explain adjectives; (ii) Grammatically arrange clusters of adjective to form phases. (iii) use clusters or adjectives in different sentences. | (i) Students in groups discuss adjectives and adjective clusters. (ii) Students pair to examine texts for adjective/ adjective clusters. (iii) The whole class supplies adjectives in a close text (iv) Students pair up to wrire and exchange short passages with a good dose of adjectives: | (i) Communication apd collaboration (i) Creativity and imagination. (iii) Criitical thinking and problem solving. (iv) Digital literacy. | A chart showing some clusters of adjectives A practice exercise https:/www.grammar-monster.com https://dictionary.cambridge.org https://www.espressenglish.net https://youtube/6vseukis https://youtube/jSepkUJV91s | |
| (a) Structure: Noun phrases and Noun clauses | By the end of the lesson, students should be able to: (i) identify Noun phrases and Noun clauses in sentences; – (ii) distinguish between a Noun phrases and a Noun clauses; (iii) state the functions of Noun phrases and Noun clauses in sentences: | (i) Each group discusses Noun phrases and Noun clauses (ii)The whole class examines texts for Noun phrases/ clauses and brainstorms on functions. (iii) Student pair up to identify Noun phrases/clauses in past examination questions as’well as state their functions. (iv) Each group writes short passages with a good dose of Noun phrases/clauses | (i) Communication and collaboration (ii) Critical thinking and problem solving. (iii) Creativity and imagination. (iv) Digital literacy. | Charts showing (i) Adverbial phrases (ii) Adverbial clauses A practice exercise https://www.grammarmonster.com https://examples.yourdictionary.com https://youtu.be/GRLms https://youtu.be/YLRnrqqOY https://youtube/flcoLJ9MUWE | |
| Words for the week | Learners are to be guided to learn the following words: boisterous, Circumspect, affinity, capacious, ruse emote fecund hegemony, ingenious, tenuous, remedial, reprehensible | (i) Each group examines the meanings, spelling and pronunciation of the words from the dictionary. (ii) Students pair ip to do word exhibition using words in sentences and display them for their partners. (iv) The whole class plays word games: one group gives the meaning, and another group provides the word, | Collaboration and Communication (ii) Creativity and imagination (iii) Citizenship (iv) Critical thinking and problem solving | Dictionary Online/ hard copy https://www.time4learning.com https://www.time4learning.com https://youtu.be/Df.kxpdOEP8 https://youtu.beL5.3SIKuCuHvO | |
| 4 | (a) Structure: Adverbial phrases and adverbial clauses | By the end of the lesson, students should be able to: (i) identify adverbial phrases and adverbial clauses in sentences; – (ii) distinguish between an adverbial phrase and an adverbial clause; (iii) identify and state the functions of adverbial phrases and adverbial clauses in sentences: | (i) Each group discusses adverbial phrases and clauses. (ii)The whole class examines texts for adverbial phrases/clauses and brainstorms on functions. (iii) Student pair up to identify adverbial phrases/clauses in past examination questions as’well as state their functions. (iv) Each group writes short passages with a good dose of adverbial phrases/claused | (i) Communication and collaboration (ii) Critical thinking and problem solving. (iii) Creativity and imagination. (iv) Leadership and personal development. | Charts showing (i) Adverbial phrases (ii) Adverbial clauses A practice exercise https://www.grammarmonster.com https://examples.yourdictionary.com https://youtu.be/hFSdkLGRLms https://youtu.be/YLRnrqqOY https://youtube/flcooLJ9MUWE |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| (b) Oral: consonant sounds i. plosives ii. fricatives iii.affricate iv.nasals v. lateral vi.liquid vii. approximation | By the end of the lesson students should be able to: (i) list and describe all the twenty four consonant sounds with adequate examples; (ii) identify consonant sounds in words; (iii)pronounce appropriately consonant sound in words, | (i) Individual students watch or listen to recorded speeches/ videos. (ii)Student pair up to practise and identify consonant sounds. (iii) Each group discuses consonant sound. (iv) The whole class uses past examination questions to identify consonant sounds. | (I) Digital literacy (ii) Communication and collaboration. (iii) Creativity and imagination (iv) Critical thinking . and problem solving. | A consonant chart Pronouncing dictionary Flash crds https://www.mimicmethod.com https://en.m.wikipedia.org http://m.learniglanguage https://youtu.be/fgcAnK6bLcM https://youtu.be/NIQeRsnmE | |
| (p) Narrative Essay: | B the end of.the lesson, students should be able to (i) identify elements of a good story (ii) distinguish narrative essays from other types of essays; (iii) write, a good narrative essay/stories. | (i) Each group selects a short story to be read and analysed for elements of good stories: (ii) The whole class discusses story writing (iii) Students pair up to write and share stories. (iv) Each group examines different forms of story writing in past examination questions. | (i) Communication and collaboration. (ii) Creativity and imagination. (iii) Citizenship (iv) Leadership and personal development | A short story passage Newspaper cutting Magazine Story text https://examplesyourdictionary.com https://study.com https://www.freelanc https://youtu.be/PfYywvfCJUo https://youtu.be/kPztwyio https://youtu.be/GlexqC93RQ | |
| (d) Words for the week | Learners are to be guided to learn the following Words Fortitude, hackneyed, impecunious, alacrity, cavort, forlorn, ornate, implement, illicit, adept | (i)Each group examines the meanings spelling and pronunciation of the words from the dictionary (ii) Students pair up to do Word exhibition using words in sentences and display them for their partners (iv)The whole class plays word games one group gives the meaning, and another group supplies the word. | Collaboration and communication (ii) Creativity and imagination (iii) Citizenship (iv) Critical thinking and problem solving. | Dictionary Online/ hard copy https://www.time4learning.com https://www.time4learning.com https://youtu.be/DfW .hkxpdOEP8 https://youtu.beL.SSi.KuCuhvOI | |
| 5 | (a) Oral Syllable and Stress/ words of two syllables Words of three syllables Words of four syllables Words of five syllables Words of six syllable Guiding rules on the placement of stress | By the end of the lesson students should be able to (i) explain syllables and stress; (ii) discuss the rules guiding the placement of stress on words; (iii) break words into syllables; (iv) pronounce word appropriately, | (i) Each group discusses syllables and stress (ii) Students watch video on syllable division and stress placements. (iii) Students pair up to practise syllable division. (iv) Each group discusses stress rules and practice Word stress. (v) The whole class uses the past examination questions. | (i) Digital literacy (ii) Communication and collaboration (iii) citizenship and personal development (iv) Creativity and imagination. | Charts showing (i) the definition of a syllable (ii) words of different numbers of syllables Pronouncing dictionary https://www.myenglishhtco.ougcom https://englishdub.com https://youtu.beNu6VwkUgzc https://youtu.be/XA1óSYqIzbk’Y https://youtu.be/OSqBN29mlBs |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| (b) Structure: Adjectival Phrases and Adjectival Clauses | By the end of the lesson, students should be able to: (i) identify adjectival phrases and adjectival clauses in sentences; (ii) distinguish between an adjectival phrase and adjectival clause; (iii) state the functions of adjectival phrases and adjectival clauses in sentences. | (i)Each group discusses adjectival phrases and clauses. (ii) The whole class examines texts for adjectival phrases/ clause and brainstorms on functions. (iii)Students pair up to examine past examination questions for adjectival phrases/clauses as well as state their functions. (iv )Each group writes short passages with a good dose of adjectival phrases/clauses. | (i) Communication and collaboration. (ii) Critical thinking and problem solving. (iii) Creativity and imagination (iv) Leadership and personal development. | Charts showing (i) adjectival phrases (ii) adjectival clauses A practice exercise https://examples.yourdictionbry.com https://www.grammar.com https://magoosh.com https://youtu.be/GpV39YEmh5k https://youtu.be/BtejoJxuxRM https://youtu.be/3g3PGpKeMfQ | |
| (c) Vocabulary development Words associated with technology | By the end of the lesson students should be able to (i) list words that are associated with technology; (ii) use the listed words In context; (iii) enumerate the role of technology in national development | (i) Each group reads and examines texts on technology (ii) Students pair up to build vocabulary about technology. (iii) Each group supplies words in a doze test. (iv) The whole class talks and writes about the roles of technology in nation building. | (i) Communication and collaboration (ii) Digital literacy (iii) Critical thinking and problem solving (iv) Creativity and imagination. | Pictures Real objects Audio visuals https://relatedwords.org https://reversedictionary.org https://www.ourcommunity.coni.au https://youtu.be/6zueaPiT5IM https://youtu.be/lmlEoakrnXEk | |
| (d) Words for the week (a) Structure: Concord Agreement of subject and verb, Agreement of nouns and pronouns Agreement of nouns and determiners | Learners are to be guided to learn the following words obdurate, perfidious, catalogue, abhor, circumlocution, empathy, florid, iconoclastic, dinexorable, nocturnal | (i) Each group examines the meanings, spelling and pronunciation of the words from the dictionary (ii) Students pay up to do word exhibition using words in sentences and display thom for their partners. (iv) The whole class plays word games one group gives the meaning and another group supplies the word | Collaboration and communication (s) Creativity and imagination (iii) Citizenship (iv) Critical thinking and problem solving | Dictionary Online/ hard copy https://www.time4learning.com https://wwwtime4learningcom https://youtube/DfVVkxndOEP8 https://youtube/53S1KuCuHvO | |
| (b) Structure: concord Agreement of subject and verb. Agreement of nouns and pronouns Agreement of nouns and determiners | By the end of the lesson students should be able to (i) discuss concord (ii) explain different forms of agreement; (iii) make correct sentences to show different forms of agreement; (iv) correct sentences that violate agreement. | (i) The whole class discusses the different forms of agreement in sentences. (ii) Each group examines students scripts for use an misuse of agreement in sentences (iii) Students pair up to practise intra and intd sentential agreement. (iv) The whole class supplies. words to complete doze tests | A chart showing verb forms A chart showing different types of Agreement of verbs in Dictionary https://youtubeIYFPMDSI14M https://youtu,bd/a142aOUm6dw https://youtu.be/Pe49Gv-NrAc https://www.thoughtco.com https://wwdictionary.com. |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| (b) Vocabulary development: Words Associated with Agriculture | By the end of the lesson students.should be able to: (i) list words that are associated with Agriculture; (ii) use the listed words in context; (iii) highlight the importance of Agriculture. | (i) The whole class listens to a audio on agriculture. (ii) Students pair up to share vocabulary on agriculture. (iii) Each group completes doze tests on agriculture. (iv) Each group writes a composition on the benefits of agriculture. | Past WASSCE/SSCE questions Practical exercise Real object Pictures Audio Visuals https://myvocabulary.com https://www.thoughtco.com https://youtu.be/deOvvKmMe5E https://youtu.be/FV8OJ Xohg5Y | ||
| (c) Words for the week | Learners are to be guided – to learnt the following words innovate inimical osilating, pathos, refute, abstruse, brazen, chronological, cogent, epistolary | (i) Each group examines the meanings, spelling-and pronunciation of the words from the dictionary (ii) Students pair up to do word exhibition using words in sentences and display them for their partners. (iii) The whole class plays word games: one group gives the meaning, and another group supplies the word. | (i) Collaboration and communication (ii) Creativity and imagination (iii) Citizenship (iv) Critical thinking and problem solving. | Dictionary Online/ hard copy https://www.time4learning.com https://www.time4learning.com https://youtu.be/DfWkxpdOEP8 https://youtu.be/53SIKuCuHvO | |
| 7 | (a) Mid – Term Tests (b) Open Day (c) Mid Term Holiday | ||||
| 8. | WASSCE/SSCE | ||||
| EXAMINATION | |||||
| 9. | EXAMINATION | ||||
| 10. | EXAMINATION | ||||
| 11. | EXAMINATION | ||||
| 12. | EXAMINATION | ||||
| 13. | EXAMINATION | ||||
| 14. | EXAMINATION |
ACHIEVEMENT STANDARDS
At the end of the term, students are be able to:
1. Write a 450 word essay/letter in a WASSCE/NECO conducted examination;
2. Read a comprehension passage and answer content,vocabulary,grammar questions, with precision;
3 Read a summary passage and answer make summary sentences on the selected passage;
4. Acquire and use at least 600 new words, idioms and phrasal verbs;
5. Replace synonyms and find antonyms;
6. Interpret idioms;
7. Avoid spelling, grammatical and vocabulary errors in writing;
8. Complete doze tests with the appropriate register words;
9. identify words with similar sounds;
10. Identify words that rhyme and build poetic lines with rhymes
11. Use stress in words and identify stress patterns;
12. Contrast words and emphasize words in sentences;
13. Identify sound symbols and word examples.
SS3 Unified Schemes of work for Senior Secondary School Lagos State. SSS 3 English Language Scheme of Work. Schemeofwork.com
