Schemes of Work for Junior Secondary Schools (JSS ONE). Lagos State JSS1 English Studies Scheme of work. Ministry of Education.
ENGLISH STUDIES SCHEME OF WORK JSS1 FIRST TERM
WEEK: 1
Subject: ENGLISH STUDIES
TOPIC:
(i) Introduction to Speech sounds (vowel Sounds and consonants sounds)
(ii) Organs of Speech
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to;
(i) differentiate between vowel sounds and consonant sounds;
(ii) List all the forty-four speech sounds;
(iii) Draw and label the diagram of the organs of speech.
LEARNING ACTIVITIES:
(i) Students, in small groups, identify and classify English sounds on a chart as vowels and consonants.
(ii) Students, in pairs, list all the forty-four speech sounds and share with the class for a review.
(iii) Students, in pairs, draw and label the diagram of the organs of speech using a textbook or a chart as a guide, and thereafter, share with the class for a review.
(iv) For further studies, students should visit the site below:
https://www.slideshare.net/mobile/MariaMarthaManetteMadrid/the-organs-of-speech-and-their-function
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
(iv) Digital Literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts/Flashcards
WEB RESOURCES
(i) https://www.slideshare.net/mobile/MariaMarthaManetteMadrid/the-organs-of-speech-and-their-function
(ii) https://www.englishwithnab.com/consonants-vowels/
WEEK: 1
Subject: ENGLISH STUDIES
TOPIC: Grammar
Parts of Speech
(i) Nouns
(a) Definition of Nouns
(b) Classification of Nouns with examples
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to:
(i) Describe and identify nouns in phrases, clauses and sentences;
(ii) Classify nouns with examples;
(ii) Use various classes of nouns in phrases, clauses and sentences.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on the meanings of nouns, and also identify nouns in a given passage.
(ii) Students, in pairs, classify nouns, with examples and share with the class for a review.
(iii) Each student uses different classes of nouns in a paragraph and shares with the class for a critique.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts / Flash cards
WEB RESOURCES
(i) https://www.khanacademy.org/humanities/grammar/parts-of-speech-the-noun/grammar-nouns/v/introduction-to-nouns-the-parts-of-speech-grammar-khanacademy
(ii) https://www.grammar-monster.com/lessons/nouns.htm
WEEK: 1
Subject: ENGLISH STUDIES
TOPIC: Reading and Comprehension
Topic: The Family (use any of the recommended texts for JSS 1)
Vocabulary Development: Introduction to Language Skills:
– Listening Skills
– Speaking Skills
– Reading Skills
– Writing Skills
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to;
(i) Describe and categorize families;
(ii) Explain the following terms: uncle, aunt, nephew, niece, cousin, brother-in-law, grandfather/grandmother, distant relatives;
(iii) Compose a short composition on the family;
(iv) Describe and analyses the four language skills.
LEARNING ACTIVITIES:
(i) A few students role-play different types of families.
(ii) Students, as a class, brainstorm on the meanings of uncle, aunt, nephew, niece, cousin, brother-in-law, grandfather/grandmother, distant relatives.
(iii) Students, in pairs, compose a short composition on the family.
(iv) Students, as a class, list, describe and analyses the four language skills.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts/ Pictures
WEB RESOURCES
(i) https://family.lovetoknow.com/about-the-family-values/meaning-family
(ii) https://www.englishclub.com/learn-english/langquage-skills.htm
WEEK: 1
Subject: ENGLISH STUDIES
TOPIC:
Composition
– Meaning
– Types of Composition
(i) Narrative
(ii) Descriptive
(iii) Argumentative
(iv) Expository
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to:
(i) describe each type of essay;
(ii) Discuss the styles of writing each type of essay;
(iii) Write any of the four types of essays.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on the types of essay and describe each of them.
(ii) Students, in small groups, brainstorm on the styles of writing each type of essay.
(iii) Individual students write on one of the four types of essays and share with the class for a critique.
(iv) For further studies, students should visit the site below:
https://owlcation.com/humanities/Four-Types-of-Writing
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and
Problem Solving
(iii) Creativity and Imagination
(iv) Digital Literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts depicting the types of Composition
WEB RESOURCES
(i) https://www.thoughtco.com/what-is-compositionenglish1689893#;~:text=The%20four%20modes%20of%20composition,narration%2C%20exposition%2c%20and%20argumentation
(ii) https://owlcation.com/humanities/Four-Types-of-Writing
WEEK: 1
Subject: ENGLISH STUDIES
TOPIC: Literature-in-English
(a) What is Literature?
(b) Features of Literature
(i) Plot
(ii) Setting
(iii) Characters
(iv) Subject matter
(v) Theme
(vi) Flashback
(C) Types of Literature
(i) Prose (fiction) e.g. myths, fables, novels, short stories
(ii) Prose (Nonfiction) e.g. news, reports, journals, articles, essays, biographies, etc.
(iii) Drama
(iv) Poetry
WORDS FOR THE WEEK
Maintenance, February, grateful, argument, knickers, receive, deceit, defy, noticeable, handkerchief
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to;
(i) describe what Literature is ;
(ii) List and analyses types of Literature;
(iii) List and analyses features of Literature.
By the end of the lesson, students should be able to
I. Spell selected words for the week correctly;
ii.explain the meanings of the words that are new to them;
iii.use them correctly in sentences.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on what Literature is.
(ii) Students, in small groups, list and analyses types of Literature and share with other groups for a critique.
(iii) Students, in pairs, list and analyses features of Literature and share with the class for a critique.
(iv) For further studies, students should visit the site below:
https://www.britannica.com/art/ Literature
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Digital Literacy
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts/Flashcards
WEB RESOURCES
(i) https://www.britannica.com/art/ Literature
(ii) https://www.Idoceonline.com/dictionary/ Literature
WEEK: 2
Subject: ENGLISH STUDIES
TOPIC:
Speech Work:
Pure vowel sounds :(Monothongs)
1. /i: / as in key, seat
2. /I / as in sit, market
3. /e/ as in head, bet
4. /æ/ as in cat, plait
5. /a: / as in car, balm
6. /ɒ/ as in cough, pot
7. /ɔ: / as in law, more
8. /U/ as in book, good
9. /U: / as in broom, room
10. /ʌ/ as in love, come
11. /ɜ: / as in girl, bird
12. /ə/ as in river, water
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to:
(i) List and describe pure vowel sounds;
(ii) Identify pure vowel sounds in words;
(iii) Draw and label an English vowel chart.
LEARNING ACTIVITIES:
(i) Students, as a class, list and describe pure vowel sounds.
(ii) Students, in small groups, identify pure vowel sounds in a given list of words and share with the other groups.
(iii) Students, in pairs, draw and label an English vowel chart, and share with others.
(iv) For further studies, students should visit the sites below:
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Digital Literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts /Flashcards
WEB RESOURCES
(i) https://exploremoreandlearn.com/2017/05/english-speech-sounds-12-pure-vowelsmonophthongs-their-symbols/
(ii) https://www.englishbix.com/12-pure-vowel-sounds-examples/
WEEK: 2
Subject: ENGLISH STUDIES
TOPIC:
Grammar: Pronouns
-What is a Pronoun?
– Types of Pronouns
(a) Personal pronouns (e.g. he, they)
(b) Demonstrative pronouns (e.g. this, these)
(c) Interrogative pronouns (e.g. which, who)
(d) Indefinite pronouns (e.g. none, several)
(e) Possessive pronouns (e.g. his, your)
(f) Reciprocal pronouns (e.g. each other, one another)
(g) Relative pronouns (e.g. which, where)
(h) Reflexive pronouns (e.g. himself, ourselves)
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to:
(i) Describe and give examples of pronouns;
(ii) List types of pronouns and give examples;
(iii) Use different types of pronouns in different clauses and sentences.
LEARNING ACTIVITIES:
(i) Students, as a class, describe and give
Examples of pronouns.
(ii) Students, in pairs, list types of pronouns with examples, and share with others.
(iii) Students do a class work (fill in the gaps) on the appropriate use of different types of pronouns.
(iv) For further studies, students should visit the site below:
https://grammar.yourdictionary.com/parts-of-speech/pronouns/types-of-pronouns.html
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Digital Literacy
LEARNING RESOURCES:
AUDIO VISUAL
RESOURCES
Charts /Flashcards
WEB RESOURCES
(i) https://grammar.yourdictionary.com/parts-of-speech/pronouns/types-of-pronouns.html
(ii) https://natureofwriting.com/courses/parts-of-speech/lessons/pronouns/topic/the-8-types-of-pronouns/
WEEK: 2
Subject: ENGLISH STUDIES
TOPIC:
Reading and Comprehension: Reading strategies (SPQ3R)
– Reading strategies (SPQ3R)
S – Survey
P – Preview
Q – Question
R – Recite
R – Recall
Vocabulary
Development:
Members of the family
(a) The immediate family members may include spouses, parents, grandparents, brothers, sisters, sons, and daughters.
(b) The extended family members may include aunts, uncles, cousins, nephews, nieces, and siblings in- law
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to:
(i) highlight different reading strategies;
(ii) Analyses each reading strategy;
(iii) Apply different reading strategies to achieve reading comprehension goals;
(iv) Distinguish between members of the immediate family and members of the extended family.
LEARNING ACTIVITIES:
(i) Students, in small groups, use their Dictionaries (hard copy/online) to find out the meanings of survey, preview, question, recite, recall, review and share with other groups.
(ii) Students, in pairs, analyses each reading strategy, exemplify its importance and share with others.
(iii) Every student in the class applies reading strategy to achieve a task on given reading comprehension.
(iv) Students, as a class, analyses the difference between immediate family and extended family.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii)Critical thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts/Flashcard
WEB RESOURCES
(i) https://www.adlit.org/strategies/19803/
(ii) https://library.sewanee.edu/reading/sq3r
(iii) https://www.google.com/amp/s/aptparenting.com/immediate-family-vs-extended-family/amp
WEEK: 2
Subject: ENGLISH STUDIES
TOPIC:
Composition:
Elements of Composition: Introduction, Body and Conclusion
LEARNING OBJECTIVE: By the end of the lesson, Students should be able to:
(i) analyze elements of composition ;
(ii) Write an introductory paragraph;
(iii) Write a composition on any given topic.
LEARNING ACTIVITIES:
(i) Students, as a class, analyses an essay sample and divide it into three segments- Introduction, Body and Conclusion.
(ii) Students, in pairs, write an introductory paragraph of a given topic and share with others.
(iii) Students, as individuals, write a composition on a given topic and use peer review method to fine tune it.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Creativity and Imagination
(iii) Critical Thinking and Problem Solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts
WEB RESOURCES
(i) https://www.custom-essay.net/parts-of-a-composition/#:~text=Compositions%20nearly%20have%20have%20three,several%parahraphs%20called%20the%20body.
(ii) https://criticalthinkeracademy.com/courses/a-essays/lectures/315817
WEEK: 2
Subject: ENGLISH STUDIES
TOPIC:
Literature:
Purpose/Functions of Literature:
(i) Education
(ii) Entertainment
(iii) Information
(iv) Cultural awareness
(v) Enlightenment
Introduction to Prose
Use the recommended text
WORDS FOR THE WEEK
Proof (noun), prove (verb), belief (noun), believe (verb), changeable, conscience, committed, transferred, discipline, experience
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to:
(i) explain the purpose/functions of Literature ;
(ii) Analyses the relevance of each function of Literature tithe growth and development of society;
LEARNING ACTIVITIES:
(i) Students, as a class, watch a short play and comment on what they have gained from it.
(ii) Students, in pairs, list the functions of Literature, analyses them and share with others.
(iv)Students, as a class, discuss the plot of the novel.
- Students, in pairs, study and practice the given words in their spare time (possibly during break).
- ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts
WEB RESOURCES
(i) https://www.google.com/amp/s/www.legit.ng/amp/1218547-10-functions- Literature-about.html
WEEK: 3
Subject: ENGLISH STUDIES
TOPIC:
Speech Work
Vowel sounds: /I:/ and /I /
/I: / /I /
Deep dip
Sleep slip
Bead bid
Feet fit
Seat sit
Leave live
Seek sick
Meal mill
Feast fist
Deed did
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) Distinguish between /I:/ sound and /I/ sound ;
(ii) Identify /I:/ sound and /I/ sound in given words ;
(iii) Pronounce accurately words that have /I:/ and/I/ sounds.
LEARNING ACTIVITIES:
(i) Students, as a class, watch a video on speech sounds, and identify the difference in the production of /I:/ and /I/ sounds.
(ii) Students, in small groups, read a given short comprehension passage, and list out words that have /I:/ and /I/ sounds.
(iii) Individual students practice the pronunciation of the words that have /I:/ and /I/ sounds.
(iv) For further studies, students should visit the site below:
https://www.englishclub.com/pronunciation/minimal-pairs-i-ee-htm
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Digital Literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts / Flashcards
(ii) Pronouncing Dictionary by Daniel Jones
WEB RESOURCES
(i) https://www.englishclub.com/pronunciation/minimal-pairs-i-ee-htm
(ii) https://www.englishlanguageclub.co.uk/i-sound/
WEEK: 3
Subject: ENGLISH STUDIES
TOPIC:
Grammar- Verbs
(a) Define verbs
(b) Examples of verbs
(c) Types of verbs:
(i) Regular verbs
(ii) Irregular verbs
(iii) Linking verbs
(iv) Transitive verbs
(v) Intransitive verbs
(vi) Finite verbs
(vii) Infinite verbs
LEARNING OBJECTIVE:
By the end of the lesson,
Students should be able to:
(i) Describe verbs;
(ii) List types of verbs;
(iii) Use verbs appropriately in Clauses and sentences.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on the definitions of verbs.
(ii) Individual students list types of verbs in turns.
(iii) Students do a class work on the appropriate use of verbs in clauses and sentences.
(iv) For further studies, students should visit the site below:
https://www.theidioms.com/verbs/
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Digital literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES Charts/Flashcard
WEB RESOURCES
(i) https://www.theidioms.com/verbs/
(ii) https://www.khanacademy.org/humanities/grammar/parts-of-speech-the-verb/introduction-to-verbs/v/introduction-to-verbs-the-parts-of-speech-grammar
WEEK: 3
Subject: ENGLISH STUDIES
TOPIC:
Reading and Comprehension
(i) Identification of main/supporting ideas in a passage.
Vocabulary Development:
Words associated with Agriculture
LEARNING OBJECTIVE: By the end of the lesson, students should be able to:
(i) distinguish between the main ideas and supporting ideas in a passage ;
(ii) Identify the topic sentence in each paragraph;
(iii) Bring together the topic sentences to summarize given passage;
(iv) Highlight a good number of words that are associated with Agriculture.
LEARNING ACTIVITIES:
(i) Students, in small groups, read a given newspaper article and highlight the main ideas vis-à-vis the supporting ideas.
(ii) Students, as individuals, identify the topic sentence in each paragraph of the article.
(iii) Students, in pairs, summarize the article.
(iv) Students, in pairs, sort out from a given jigsaw puzzle, words associated with Agriculture.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(iii) Creativity and Imagination
(iii) Critical thinking and Problem Solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES Charts/Flashcard
WEB RESOURCES
(i)https://www.cuesta.edu/student/resources/ssc/study_guides/reading_comp/307_read_main_idea.html
(ii) https://www.texasgateway.org/resource/reading-main-idea-and-supporting-ideas-english-iii-reading
(iii) https://relatedwords.org/relatedto/agriculture
WEEK: 3
Subject: ENGLISH STUDIES
TOPIC:
Composition
Outline the differences Between Descriptive Essay and Narrative Essay.
LEARNING OBJECTIVE: By the end of the lesson,
Students should be able to:
(i) describe a descriptive essay and a narrative essay;
(ii) Analyze the differences between a descriptive writing and a narrative writing;
(iii) Write samples of a descriptive essay and a narrative essay.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on the description of descriptive and narrative essays.
(ii) Students, in small groups, identify two unlabeled essay samples as descriptive and narrative, and analyses the differences between the two.
(iii) Each student in the class writes a short descriptive essay and a narrative essay and shares with the class.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(iii) Creativity and Imagination
(iii) Critical Thinking and Problem Solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES Charts showing the differences between Descriptive and Narrative essay.
WEB RESOURCES
(i) https://www.google.com/amp/s/www.differencebetween.com/difference-between-narrative-and-vs-descriptive-essay/amp
(ii) https://www.google.com/amp/s/pediaa.com/difference-between-narrative-and-descriptive-essay/amp/
WEEK: 3
Subject: ENGLISH STUDIES
TOPIC: Literature-in-English
(i) Types of Oral Literature :
(a) Folk tales
(b) Folk songs
(c) Myths
(d) Musical genres
(e) Ritual texts
(f) Curative chants
(g) Epic poems
(h) Creation tales
(i) Legends
(j) Proverbs
(k) Tongue twisters
(l) Riddles, etc
(ii) Features of oral Literature
(iii) Prose
(a) Elements of Prose
(i) Plot
(ii) Style
(iii) Characterization
WORDS FOR THE WEEK
Occasionally, occurrence, quarantine, questionnaire, aggression, aggressive, pronunciation, proof, principal, privilege
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to:
(i) Analyses oral Literature ;
(ii) Explain different types of oral Literature;
(iii) Describe the major elements of prose.
By the end of the lesson, students should be able to:
I. Spell selected words for the week correctly;
ii. explain the meanings of the words that are new to them;
iii. use them correctly in sentences.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on what oral Literature is, and its types.
(ii) Students, in small groups, sort out from a given jigsaw puzzle types of oral Literature.
(iii) Students, as a class, brainstorm on the elements of prose.
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(iii) Creativity and Imagination
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES Charts/Flashcards
WEB RESOURCES
(i) https://quizlet.com/13843325/types-of-oral- Literature-flash-cards/
(ii) https://study.com/academy/lesson/literary-genres-definition-types-characteristics-examples.html
WEEK: 4
Subject: ENGLISH STUDIES
TOPIC: Grammar
Adjectives
(i) What is an adjective?
(ii) Types of Adjectives:
(a) Descriptive Adjectives
(b) Quantitative Adjectives
(c) Proper Adjectives
(d) Demonstrative Adjectives
(e) Possessive Adjectives
(f) Interrogative Adjectives
(g) Indefinite Adjectives
(h) Articles
LEARNING OBJECTIVE: By the end of the lesson, Students should be able to:
(i) Describe adjectives;
(ii) List types of adjectives;
(iii) Identify adjectives in given phrases, clauses and sentences.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on the description of adjectives.
(ii) Students, as individuals, list types of adjectives.
(iii) Students, in small groups, read a given comprehension passage and identify all the adjectives used therein.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts/Flashcards
WEB RESOURCES
(i) https://www.learngrammar.net/english-grammar/adjective
(ii) https://grammar.yourdictionary.com/grammar/adjectives/types-of-adjectives.html
WEEK: 4
Subject: ENGLISH STUDIES
TOPIC:
Reading and Comprehension
Reading to answer specific questions:
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to:
(i) Recognize questions that ask for specific questions;
(ii) Analyses the process of answering specific questions.
LEARNING ACTIVITIES:
(i) Students, in small groups, read a given comprehension passage and generate questions that demand specific answers.
(ii) Students, as individuals, analyses the process of answering specific questions.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
WEB RESOURCES
(i) https://www.eduplace.com/ss/wtp/testprep/reading.html
(ii) https://www.ieltsadvantage.com/ielts-reading-2/
WEEK: 4
Subject: ENGLISH STUDIES
TOPIC: Composition
Narrative Essay
Topic: My experience in my former school Format
(i) Introductory paragraph
(ii)Body
(iii) Conclusion
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to:
(i) explain the features of a narrative essay;
(ii) Distinguish a narrative essay from the other types of essays;
(iii) Write a good narrative essay.
LEARNING ACTIVITIES:
(i) Students, in small groups, brainstorm on the features of narrative essay.
(ii) Students, as individuals, distinguish between a narrative essay and other types of essay.
(iii) Each student writes a good narrative essay on “My experience in my former school”.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts/Flashcards
WEB RESOURCES
- https://www.freelancewriting.com/creative-writing/5-tips-writing-a-good-narrative-essay/
- (ii) https://study.com/academy/lesson/narrative-essay-definition-examples-characteristics.html
WEEK: 4
Subject: ENGLISH STUDIES
TOPIC:
Literature-in-English Prose (use the recommended text on Prose)
WORDS FOR THE WEEK
License, professor, judgment, achieve, humorous, acceptable, surprise, vehicle, readable, distinct
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) narrate the plot of the novel;
(ii) Identify the major characters in the novel;
(iii) Identify the setting of the novel.
By the end of the lesson, students should be able to:
I. Spell selected words for the week correctly;
ii.explain the meanings of the words that are new to them;
iii.use them correctly in sentences.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on the plot of the novel.
(ii) Students, as a class, identify the major characters in the novel.
(iii) Students, as individuals, identify the setting of the novel.
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
LEARNING RESOURCES: Recommended text.
WEEK: 5
Subject: ENGLISH STUDIES
TOPIC: Speech Work
Vowel sounds
/e/ and /æ/
/e/ /æ/
Pet Pat
Net Gnat
Rep Rap
Fed Fad
Said Sad
Leg Lag
Wreck rack
Trek track
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) distinguish between /e/ sound and /æ/ sound ;
(ii) Identify /e/ sound and /æ/ sound in given words;
(iii) Pronounce accurately words that have /e/ and/æ/ sounds.
LEARNING ACTIVITIES:
(i) Students, as a class, watch a video on speech sounds, and identify the difference in the production of /e/ and /æ/ sounds.
(ii) Students, in small groups, read a given short comprehension passage, and list out words that have /e/ and /æ/ sounds.
(iii) Individual students practice the pronunciation of the words that have /e/ and /æ/ sounds.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
- Digital Literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
(i) Charts /Flashcards
(ii) Pronouncing Dictionary by Daniel Jones
WEB RESOURCES
(i) https://www.englishclub.com/pronunciation/minimal-pairs-a-e.htm
(ii) https://rachelsenglish.com/eh-vs-aa-vowels/
WEEK: 5
Subject: ENGLISH STUDIES
TOPIC: Grammar
Comparison of Adjectives
Positive Comparative Superlative
Long longer longest longest
Short shorter shortest straightest
Big bigger biggest biggest
Nice nicer nicest narrowest
Good better best best
Bad worse worst worst
For farther farthest farthest
Absolute Adjectives
Absolute adjectives are Incomparable, Ultimate, or absolute Modifiers. Absolute
Adjectives are always in the superlative Degree. However, some Absolute adjectives can be quantified by the addition of the word: almost, nearly, or virtually.
Examples of absolute adjectives are: unique, perfect, absolute, fatal, supreme, total, infinite, final, unanimous, etc.
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) analyses the use of comparative adjectives ;
(ii) Explain the logic of absolute adjectives;
(iii) Generate examples of absolute adjectives.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm and analyses the use of comparative adjectives.
(ii) Students, as individuals, explain the logic of absolute adjectives.
(iii) Students, as individuals, generate examples of absolute adjectives.
(iv) Students, in pairs, sort out from a given jigsaw puzzle all adjectives.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES Charts /Flashcards
WEB RESOURCES
(i) https://www.ef.com/wwen/English-resources/english-grammar/comparative-and-superlative/#:~:text=Comparative%20adjectives%20are%used%20to,than%20%2B%20noun%20(object)
(ii) https://www.ecenglish.com/learnenglish/lessons/what-are-absolute-adjectives
WEEK: 5
Subject: ENGLISH STUDIES
TOPIC: Composition
-Paragraph writing
A paragraph is a group of sentences organized around a central topic. The cardinal rule of paragraph writing is to focus on one idea.
Features of a Paragraph
(i) Topic sentence
(ii) Supporting ideas
(iii) Adding details
- Concluding sentence
LEARNING OBJECTIVE: By the end of the lesson, Students should be able to:
(i) describe what a paragraph is ;
(ii) Identify the features of a paragraph;
(iii) Write a good paragraph.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on the composition of a paragraph.
(ii) Students, as individuals, identify the features of a paragraph
(iii) Students, in pairs, write a paragraph on a particular idea.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(v) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts
WEB RESOURCES
(a) https://www.time4writing.com/writing-resources/paragraph-writing-secrets/
(ii) https://www.toppr.com/guides/english/writing/paragraph/
WEEK: 5
Subject: ENGLISH STUDIES
TOPIC:
Literature-in-English Introduction to Drama
(i) What is drama?
(ii) Types of drama:
(a) Comedy
(b) Tragedy
(c) Tragicomedy
(d) Melodrama
(iii) Elements of Drama
(a) Setting
(b) Plot
(c) Characters
(d) Conflict
(e) Music
(f) Dialogues
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to:
(i) Describe drama;
(ii) Analyses types of drama;
(iii) Write a short play.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on what drama is.
(ii) Students, as individuals analyses types of drama.
(iii) Students, in pairs, write a short play and share with others.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts/Flashcards
WEB RESOURCES
(i) https://www.legit.ng/amp/1219307-4-types-drama- Literature.html
(ii) https://study.com/academy/lesson/elements-of-drama-characters-plot-setting-symbolism.html
WEEK: 5
Subject: ENGLISH STUDIES
TOPIC: Literature-in-English
Topic: Prose (text)
Focus: Characterization and Themes
WORDS FOR THE WEEK
Homophone, misspell, sergeant, fascinating, fiery, neighbor, argument, receive, extreme, presence,
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to:
(i) analyses the characters in the text ;
(ii) Evaluate the themes in the text.
By the end of the lesson, students should be able to:
i.Spell selected words for the week correctly;
ii.Explain the meanings of the words that are new to them
iii.Use them correctly in sentences.
LEARNING ACTIVITIES:
(i) Students, as a class, analyses the characters in the text.
(ii) Each student in the class, evaluates the themes in the text.
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Creativity and Imagination
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
LEARNING RESOURCES: Recommended text
WEEK: 6
Subject: ENGLISH STUDIES
TOPIC: Speech Work
Vowel Sounds: /æ/ and /a: /
/æ/ /a: /
Cap carp
Am arm
Ham harm
Ant aunt
Cat cart
Chat chart
Hat heart
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) Distinguish between /a: / sound and /æ/ sound;
(ii) Identify /a: / sound and /æ/ sound in given words;
(iii) Pronounce accurately words that have /a: / and/æ/ sounds.
LEARNING ACTIVITIES:
(i) Students, as a class, watch a video on speech sounds, and identify the difference in the production of /a:/ and /æ/ sounds.
(ii) Students, in small groups, read a given short comprehension passage, and list out words that have /a:/ and /æ/ sounds.
(iii) Individual students practice the pronunciation of the words that have /a:/ and /æ/ sounds.
(iv) For further studies, students should visit the site below:
https://pronuncian.com/podcasts/episode211
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
(v) Digital literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
(i) Charts /flash cards
(ii) Pronouncing Dictionary by Daniel Jones
WEB RESOURCES
(i) https://pronuncian.com/podcasts/episode211
(ii) https://www.englishlanguageclub.co.uk/ae-sound/
WEEK: 6
Subject: ENGLISH STUDIES
TOPIC: Grammar
Adverbs
An adverb is a word that modifies (gives us more information about) a verb, adjective or another adverb in a sentence.
Example: She comes late
Types of Adverbs
(i) Adverb of degree
(ii) Adverb of frequency
(iii) Adverb of manner
(iv) Adverb of place
(v) Adverb of time
Examples are: yesterday, quickly, slowly, etc.
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to:
(i) Explain what adverbs are;
(ii) List different types of adverbs;
(iii) Use adverbs in different clauses and sentences.
LEARNING ACTIVITIES:
(i) Students, as a class, discuss the meaning and functions of adverbs.
(ii) Students, in small groups, list types of adverbs.
(iii) Students, as individuals, use adverbs in clauses and sentences.
(iv) Students, in pairs, sort out adverbs from a given jigsaw puzzle.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts
WEB RESOURCES
(i) https://www.gingersoftware.com/content/grammar-rules/adverb/
(ii) https://www.myenglishteacher.eu/blog/types-of-adverb/
WEEK: 6
Subject: ENGLISH STUDIES
TOPIC:
Reading and Comprehension
Application of the reading techniques (SPQ3R) to a given passage.
Reading techniques are:
S- Survey
P- Preview
Q- Question
R- Recite
R- Recall
R- Review
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) highlight reading techniques;
(ii) Apply a particular reading technique to achieve particular reading and comprehension goal.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on the types of reading techniques.
(ii) Students, in pairs, apply a particular reading technique to achieve a particular reading and comprehension goal.
EMBEDDED CORE SKILLS:
(iii) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
(i) Recommended text
WEB RESOURCES
(i) https://www.adlit.org/strategies/19803/
(ii) https://library.sewanee.edu/reading/sq3r
WEEK: 6
Subject: ENGLISH STUDIES
TOPIC:
Composition
Descriptive Essay
‘A Market Place’
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to:
(i)describe a vivid picture of a person, place, or thing ;
(ii) Analyses the style of writing descriptive essay;
(iii) Write a descriptive essay on ‘A Market Place’.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on how to create a vivid picture of a person, place or thing.
(ii) Individual students in the class, analyses the style of writing a descriptive essay.
(iii) Students, in pairs, write a descriptive essay on “A market place” and share with others.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
WEB RESOURCES
(i) https://www.time4writing.com/writing-resources/descriptive-essay/
(ii) https://study.com/academy/lesson/descriptiveessay-definition-examples-charcteristics.html
WEEK: 6
Subject: ENGLISH STUDIES
TOPIC: (Recommended text)
WORDS FOR THE WEEK
Secretary, existence, experience, precede, tyranny, underrate, queue, seize, weather, potatoes,
LEARNING OBJECTIVE:
By the end of the lesson, Students should be able to:
(i) Analyses the plot of the drama ;
(ii) Describe the setting of the drama.
By the end of the lesson, students should be able to:
i.spell selected words for the week correctly;
ii.explain the meanings of the words that are new to them
iii.use them correctly in sentences.
LEARNING ACTIVITIES:
(i) A selected group of students role-play
(ii) The whole class brainstorms on the Setting and plot of the drama.
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
LEARNING RESOURCES: Recommended text
WEEK: 7
Subject: ENGLISH STUDIES
TOPIC: UNIFIED TESTS, OPEN DAY AND MID-TERM BREAK
WEEK: 8
Subject: ENGLISH STUDIES
TOPIC: Speech Work
Vowel Sounds: /ɒ/ and /ɔ: /
/ɒ/ /ɔ: /
Spot sport
Cock cork
Hock hawk
Stock stork
Fox forks
Pot port
Not naught
Cot court
sod sword
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) Distinguish between /ɒ/sound and /ɔ: /sound;
(ii) Identify /ɒ/ sound and /ɔ: / sound in given words;
(iii) Pronounce accurately words that have /ɒ/ and/ɔ: / sounds.
LEARNING ACTIVITIES:
(i) Students, as a class, watch a video on speech sounds, and identify the difference in the production of /ɒ/ and /ɔ: / sounds.
(ii) Students, in small groups, read a given short comprehension passage, and list out words that have /ɒ/ and /ɔ: / sounds.
(iii) Individual students practice the pronunciation of the words that have /ɒ/ and /ɔ:/ sounds.
(iv) For further studies, students should visit the site below:
https://teflpedia.com/Pronunciation_exercises/%C9%92/_vs_/%C9%94%CB%90/
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
(i) Charts
(ii) Pronouncing
Dictionary by
Daniel Jones
WEB RESOURCES
(i) https://teflpedia.com/Pronunciation_exercises/%C9%92/_vs_/%C9%94%CB%90/
(ii) https://johnsenglishblog.com/posts/pronunciation/minimal-pairs-10/
WEEK: 8
Subject: ENGLISH STUDIES
TOPIC: Grammar
Prepositions
Types of Preposition
LEARNING OBJECTIVE: By the end of the lesson, students should be able to:
(i) Describe prepositions;
(ii) List types of prepositions;
(iii) Identify prepositional Phrases in different Sentences.
(iv)use prepositions appropriately in phrases, clauses and sentences.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on what prepositions are.
(ii) Students, as individuals, list types of prepositions.
(iii) Students, in small groups, read a given passage and identify all the prepositions used in it.
(iv) Each student in the class, constructs a sentence that involves a preposition.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES
AUDIO VISUAL RESOURCES
(i) Charts /Flashcards
WEB RESOURCES
(i) https://www.learngrammar.net/english-grammar/preposition
(ii) https://blog.inkforall.com/types-of-prepositions
WEEK: 8
Subject: ENGLISH STUDIES
TOPIC: Composition
(i) Introduction to letter writing
(ii) Types of Letters
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to :
(i) describe a letter ;
(ii) List types of letters;
(iii) Analyses the styles of writing different kinds of letters.
(iv) Write different types of
Letters
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on the format and types of letters.
(ii) Individual students in the class, analyses the styles of writing different types of letters.
(iii) Students, in pairs, write a type of letter and share with others.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts
WEB RESOURCES
(i) https://www.toppr.com/guides/english/writing/letter-writing/
(ii) https://www.thebalancecareers.com/types-of-letters-with-samples-2062558
WEEK: 8
Subject: ENGLISH STUDIES
TOPIC: Literature-in-English
Introduction to folktales
Types of Folktales
B. Narration of a folktale (The teacher narrates a folktale to teach moral lessons)
WORDS FOR THE WEEK
Until, harass, height, acquit, dumbbell, original, principle, library, license (verb, UK), license (noun, UK), upholstery
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) analyze what a folktale is ;
(ii) List types of folktales;
(iii) Narrate a folktale in
Relation to their cultures.
By the end of the lesson, students should be able to:
i. spell selected words for the week correctly;
ii.explain the meanings of the words that are new to them;
iii.use them correctly in sentences.
LEARNING ACTIVITIES:
(i) Students, as a class, analyses what a folktale is.
(ii) Individual, in pairs, list types of folktales.
(iii) Students, in cultural groups, narrate a folktale in relation to their cultures.
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
(iii) Creativity and Imagination
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts/Flashcard
WEB RESOURCES
(i) https://study.com/academy/lesson/folk-tales-definition-characteristics-types-examples.html
(ii) https://www.google.com/amp/s/slideplayer.com/amp/10543485
WEEK: 9
Subject: ENGLISH STUDIES
TOPIC: Speech Work
Vowel sounds /u/ and /u: /
The vowel /u/ is commonly spelt ‘oo’, e.g. book, brook, etc.
While the commonest spelling of /u: / is also ‘oo’, but other spellings occur.
/u/ /u: /
Good broom
Look groom
Wood boom
Took womb
Bull tomb
Wool loom
Could room
Cook fruit
Put You
Should Shoe
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) Distinguish between /u/sound and /u: /sound;
(ii) Identify /u/ sound and /u: / sound in given words;
(iii) Pronounce accurately words that have /u/ and/u: / sounds.
LEARNING ACTIVITIES:
(i) Students, as a class, watch a video on speech sounds, and identify the difference in the production of /u/ and /u: / sounds.
(ii) Students, in small groups, read a given short comprehension passage, and list out words that have /u/ and /u: / sounds.
(iii) Individual students practice the pronunciation of the words that have /u/ and /u: / sounds.
(iv) For further studies, students should visit the site below:
https://teflpedia.com/Pronunciation_exercise:_/u%CB%90/_vs_/%CA%8A/
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
(i) Charts
(ii) Pronouncing Dictionary by Daniel Jones
WEB RESOURCES
(i) https://teflpedia.com/Pronunciation_exercise:_/u%CB%90/_vs_/%CA%8A/
(ii) https://www.englishlanguageclub.co.uk/u-sound/
WEEK: 9
Subject: ENGLISH STUDIES
TOPIC: Grammar
Conjunctions
Types of Conjunctions
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) Explain what conjunctions are;
(ii) List types of conjunctions;
(iii) Use different types of conjunctions in sentences.
LEARNING ACTIVITIES:
(i)Students, as a class, brainstorm on what conjunctions are.
(ii) Each student lists types of conjunctions.
(iii) Students, in pairs, read a given comprehension and identify all the conjunctions used in it.
(iv) Students, as individuals, construct different types of sentences using different types of conjunctions.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES Charts/Flashcards
WEB RESOURCES
(i) https://grammar.yourdictionary.com/parts-of-speech/conjunctions/conjunctions.html
(ii) https://www.toppr.com/guides/english/conjunction/introduction-to-conjunctions/
WEEK: 9
Subject: ENGLISH STUDIES
TOPIC: Reading and Comprehension
Teachers should set questions that cover all the levels of comprehension (where?, when?, how?, why?, and what?).
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) Answer specific questions without unnecessary details;
(ii) Differentiate between questions that demand specific answers and questions that demand details.
LEARNING ACTIVITIES:
(i) Students do a class work on a comprehension passage.
(ii) Students, as individuals, differentiate between questions that demand specific answers and questions that demand details.
EMBEDDED CORE SKILLS:
(i) Communication and Communication
(ii) Critical Thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts
WEB RESOURCES
(i) https://www.toppr.com/guides/english/writing/informal-letters/
(ii) https://www.successcds.net/learn-english/writing/writing-skills/informal-letter-format-examples-topics.html
WEEK: 9
Subject: ENGLISH STUDIES
TOPIC: Literature-in-English
Drama
Use the recommended text
LEARNING OBJECTIVE: By the end of the lesson,
Students should be able to:
(i) Discuss the portions read in the drama text ;
(ii) Write notes on the portions read in the drama text.
LEARNING ACTIVITIES:
(i) A selected group of Students Role play.
(ii) The whole class brainstorms on the subject matter of the drama.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES: Recommended text
WEEK: 9
Subject: ENGLISH STUDIES
TOPIC:
Literature-in-English
Introduction to Figures of Speech
1. Simile
2. Metaphor
3. Personification
4. Hyperbole
WORDS FOR THE WEEK
Usable/useable vacuum, fulfill, gauge, amateur, receipt, disastrous, drunkenness, vicious, weird,
LEARNING OBJECTIVE:
By the end of the lesson,
Students should be able to:
(i) Discuss figures of speech;
(ii) Interpret the meaning of
Any given figure of speech;
(iii) Copiously use figures of Speech in composition writing.
By the end of the lesson, students should be able to:
i.spell selected words for the week correctly;
ii.explain the meanings of the words that are new to them
iii.use them correctly in sentences.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on what figures of speech are.
(ii) Students, in small groups, read and study a given comprehension passage, identify the figures of speech in it, and give their meanings
(iii) Students, as individuals, give copious examples of figures of speech and their meanings.
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Creativity and Imagination
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts
WEB RESOURCES
(i) https://www.englishclub.com/vocabulary/figures.htm
(ii) https://www.toppr.com/guides/english/vocabulary/figures-of-speech/
(iii) https://www.literarydevices.net/figure-of-speech
WEEK: 10
Subject: ENGLISH STUDIES
TOPIC: Speech Work
Vowel sound/ʌ/
Examples are:
Cut son rough
Hut done tough
Bud some enough
Gun mother touch
Cub worry double
Sun come trouble
Love country
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) describe the production of /ʌ/ sound ;
(ii) Identify /ʌ/ sound in any given words;
(ii) Pronounce words that have /ʌ/ sound appropriately.
LEARNING ACTIVITIES:
(i) Students, as a class, watch a video that helps to understand the production of /ʌ/ sound.
(ii) Students, in pairs, read a given comprehension passage and identify words that have /ʌ/ sound.
(iii) Individual students attempt the pronunciation of words that have /ʌ/sound.
(iv) For further studies, students should visit the site below:
https://teflpedia.com/IPA_phoneme_/%CA%8C/
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical thinking and problem solving
(iii) Creativity and Imagination
(v) Digital literacy
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
(i) Charts /Flashcards
(ii) Pronouncing Dictionary by Daniel Jones
WEB RESOURCES
(i) https://teflpedia.com/IPA _phoneme_/%CA%8C
(ii) https://www.englishlanguageclub.co.uk/%CA%8C-sound/
WEEK: 10
Subject: ENGLISH STUDIES
TOPIC: Grammar
- Introduction to Adverbials
- Types of Adverbials
- Functions of Adverbials
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) distinguish between adverbs and adverbials ;
(ii) Identify an adverbial in a sentence;
(iii) State the function of an adverbial in a sentence.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on the difference between adverbs and adverbials.
(ii) Students, in pairs, read a given comprehension passage and identify all the adverbials and adverbs used in it.
(iii) Students, as individuals, highlight the functions of adverbs and adverbials in given clauses and sentences.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
(i) Charts
WEB RESOURCES
(i) https://www.thoughtco.com/what-is-adverbial-grammar-1689067
(ii) https://en.bab.la/dictionary/english-polish/adverbials
WEEK: 10
Subject: ENGLISH STUDIES
TOPIC: Reading and Comprehension
Focus: Teacher should ask questions that will elicit students’ opinion.
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) justify any opinion they put forward on any given matter ;
(ii) Evaluate the opinions of other vis-à-vis their own.
LEARNING ACTIVITIES:
(i) Students, in small groups, read and study a given comprehension passage and write their opinions about the passage.
(ii) Students, in small groups, evaluate the opinions of other group’s vis-à-vis their own.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts/Flashcards
WEB RESOURCES
(i) https://www.epigeum.com/downloads/uct_accessible/us/01_lecturing1/html/course_files /4_20.html
WEEK: 10
Subject: ENGLISH STUDIES
TOPIC: Composition
Informal Letter
Focus: Letter to your cousin, telling him or her about your new school.
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) describe dos and don’ts of an informal letter ;
(ii) Analyses the format and features of an informal letter;
(iii) Write a good letter to a cousin.
LEARNING ACTIVITIES:
(i) Students, as a class discus the layout of an informal letter.
(ii) Students, as individuals, analyses the formats and features of an informal letter.
(iii) Each student in the class writes a good letter to a cousin.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES:
AUDIOVISUAL RESOURCES
Charts
WEB RESOURCES
(i) https://www.toppr.com/guides/english/writing/informal-letters/
(ii) https://www.successcds.net/learn-english/writing-skills/informal-letter-format-examples-topics/html
WEEK: 10
Subject: ENGLISH STUDIES
TOPIC: Literature-in-English
Prose
Recommended text.
WORDS FOR THE WEEK
Wilful, jewellery, restaurant, rhyme, rhythm, accommodate, adultery, advisable, because, beautiful,
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) discuss the characters in the text ;
(ii) Evaluate the roles played by each character in the text;
(iii) Discuss the narrative technique of the author.
By the end of the lesson, students should be able to:
i.spell selected words for the week correctly;
ii.explain the meanings of the words that are new to them;
iii.use them correctly in sentences.
LEARNING ACTIVITIES:
(i) Students, in small groups, read some portions of the text and highlight the characters involved.
(ii) Students, in pairs, evaluate the roles played by each character in the text.
(iii) Students, as individuals, identify the narrative techniques of the author.
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Creativity and Imagination
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
LEARNING RESOURCES: Recommended text
WEEK: 11
Subject: ENGLISH STUDIES
TOPIC: Speech Work
Vowel sounds /ɜ: / and /ə/
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) Distinguish between /ə/sound and /ɜ: /sound;
(ii) Identify /ə/ sound and /ɜ: / sound in given words;
(iii) Pronounce accurately words that have /ə/ and/ɜ: / sounds.
LEARNING ACTIVITIES:
(i) Students, as a class, watch a video on speech sounds, and identify the difference in the production of /ə/ and /ɜ: / sounds.
(ii) Students, in small groups, read a given short comprehension passage, and list out words that have /ə/ and /ɜ: / sounds.
(iii) Individual students practice the pronunciation of the words that have /ə/ and /ɜ:/ sounds.
(iv) For further studies, students should visit the site below:
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Creativity and Imagination
(iv) Digital literacy
LEARNING RESOURCES:
AUDIOVISUAL
RESOURCES
(i)Chart
(ii) Pronouncing
Dictionary by
Daniel Jones
WEB RESOURCES
(i) https://daily-english.tistory.com/m/2
WEEK: 11
Subject: ENGLISH STUDIES
TOPIC: Literature-in-English
Drama
Reading of the recommended text.
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) discuss the characters of the text ;
(ii) Evaluate the roles played by each character in the text;
(iii) Discuss the themes of the drama.
LEARNING ACTIVITIES:
(i) A number of Students role-play;
(ii) The whole class evaluates the roles Played by each character;
(iii) Students, as a class, analyses the themes of the play.
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Creativity and Imagination
LEARNING RESOURCES: Recommended text
WEEK: 11
Subject: ENGLISH STUDIES
TOPIC: Literature-in-English
Figures of Speech
1. Irony
2. Euphemism
3. Metonymy
WORDS FOR THE WEEK
Publicly, skillful, successful, whether, buoy/buoyant, business, supersede, tomatoes, twelfth, withhold
LEARNING OBJECTIVE:
By the end of the lesson, students should be able to:
(i) discuss irony, euphemism and metonymy;
(ii) Identify irony, euphemism and metonymy in writings;
(iii) Copiously use irony, euphemism and metonymy in speeches and writings.
By the end of the lesson, students should be able to:
I. Spell selected words for the week correctly;
ii.explain the meanings of the words that are new to them;
iii.use them correctly in sentences.
LEARNING ACTIVITIES:
(i) Students, as a class, brainstorm on the meanings of irony, euphemism and metonymy.
(ii) Students, in small groups, identify irony, euphemism and metonymy in a given passage.
(iii) Students, as individuals, use irony, euphemism and metonymy in different sentences.
i. Students, in pairs, study and practice the given words in their spare time (possibly during break).
ii. Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week
EMBEDDED CORE SKILLS:
(i) Communication and Collaboration
(ii) Critical Thinking and Problem Solving
(iii) Creativity and Imagination
(i) Communication and Collaboration
(ii) Critical thinking and Problem Solving
LEARNING RESOURCES:
AUDIO VISUAL RESOURCES
Charts/Flashcards
WEB RESOURCES
https://freeguruhelpline.com/figures-speech/
WEEK: 12
Subject: ENGLISH STUDIES
TOPIC: Revision
LEARNING OBJECTIVE: Revise
LEARNING ACTIVITIES: Use relevant teaching and learning materials
EMBEDDED CORE SKILLS:
LEARNING RESOURCES:
WEEK: 13
Subject: ENGLISH STUDIES
TOPIC: EXAMINATION
WEEK: 14
Subject: ENGLISH STUDIES
TOPIC: EXAMINATION
Schemes of Work for Junior Secondary Schools (JSS ONE). Lagos State JSS1 English Studies Scheme of work. Ministry of Education.
ENGLISH STUDIES SCHEME OF WORK JSS1 SECOND TERM
| Weeks | Topics | Learning Objectives | Learning Activities |
| 1 | Revision of last Term’s examination and work with emphasis on grammar Words for the Week Absence, hierarchy Undependable, recommend tomorrow, indict, deceive, definite, comparison concede | By the end of the lesson, the students should be able to: Describe each part of speech Match words with different parts of speechIdentify parts of speech in sentences Make sentences with words from different parts of speech By the end of the lesson, the students should be able to: Spell selected words for the week correctly Explain the meanings of the words that are new to them Use them correctly in sentence | The whole class discusses parts of speech and their distinct nature The whole class plays word identification game Students pair up to match words with their parts of speech and fill in sentence gaps Use words like watch, bank, sound , etc to generate sentence that demonstrate the multi functionally of words Students in pair study and practice the given words in their spare time (possibly during break) Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week |
| 2.1 | Speech work The twelve pure vowel sounds Short vowel sounds Long vowel sounds | By the end of the lesson, the students should be able to: List all the twelve pure-vowel sound symbols Produce correctly all the twelve pure-vowel sounds in isolation, in words and in sentences;Differentiate short and long vowel sounds Generate sentences with words that contain pure vowel sounds | Students interact with the teacher /model individually and in small groups to list and produce the twelve pure-vowel sounds Individual students read carefully selected words , sentences and passages Students pair up create dialogues for practice Individual students make sentences with sound –specific words |
| 2.2 | Adverbials Frequency Manner | By the end of the lesson, the students should be able to: Describe adverbials of frequency and manner Identify adverbials of frequency and manner in sentences State the meanings of words used as adverbials of frequency (e.g often, seldom, sometimes, etc) Use adverbials of frequency and manner to generate sentences | The class in two groups exchange information about adverbials of frequency and adverbials of manner Students pair up to create dialogues that the whole class can use for robust discussions Students make cardboard presentation of the adverbials in sentences to the whole class |
| 2.3 | Reading comprehension Asking specific questions that require conclusions to drawn by students Vocationary development | By the end of the lesson, the students should be able to: Express his though about what is happening in a c text while skimming, scanning and reading it. Generate and answer their own questions about what they read as well as questions from their peers Spell, pronounce and state the meaning of words | Students, in small groups, brainstorm on the passage in order to predict events and answer questions on it One group of students selects difficult words, another group suggests the meaning of the words The whole class discusses answers to comprehension questions |
| 2.4 | Composition Letter writing Formal letters Meaning Layout of formal letters Tone Outlining Writing a letter of permission to be absent from school to the principal | By the end of the lesson, the students should be able to: Describe formal letters including the recipients and the tone Write and develop the layout of formal letters Outline the content of a letter of permission to be absent from school to the principal Write a short letter of about 200 words of permission to be absent from school to the principal from the generated outline | A group of students discusses formal letters Students brainstorm on the content of a letter asking for permission to the principal The whole class peruses a non-confidential letter obtained from the school administrator Students, in small group, critique individual works and make presentations on cardboards |
| 2.5 | Literature –in-English Folktales African tales Features and themes of African folktales (Didactic, entertainment, magical) | By the end of the lesson, the students should be able to: Describe folktales Prevent African folktales for the entertainment of the class | Students, in small groups, discuss folktales with Africa as the focal point The whole class listens to recorded African tales Individual students share tales that they have listened to before |
| 2.6 | Literature –in-English The recommended prose text for the term | By the end of the lesson, the students should be able to: Highlight characters and settings at the beginning of the story Discuss texts and the story lines Draw connections between personal experiences and the world text | A Small groups of Students examines the title of the text and discusses their expectation ii, Students, in small groups brainstorm in the differences between real world and the world of stories iii. The whole class reads and retells the story at the beginning |
| Words For The Week Congratulate conscientious, contentious, consensus, controversy, skillful, judgment, guarantee, guidance, outrageous | By the end of the lesson, the students should be able to: spelt selected words for the week correctly,Explain the meanings of the words that are new to them iii Use them correctly to sentences | Students in spares study and practice the given words in their spare time (possibly during break Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week | |
| 3.1 | Speech work Vowel/u/ | By the end of the lesson, the students should be able to: Describe the sound /u/ Produce the sound /u/ Identify letters that produce the sound /u/ Read words and sentences which contain sound /u/ | Students listen to and imitate a model, who produces the sound /u/ for the students The whole class discusses the sound /u/ and reads tongue twisters Students pair up to play listening games a group dictates a word, another group writes Individual students generate sentences with words having /u/ |
| 3.2 | By the end of the lesson, the students should be able to: Describe the simple tense Connect the adverbs of frequency (week 2) and the simple present tense Differentiate the singular and the plural forms of verbs that are used to make the simple present tense Create correct sentences and stories with the simple present tense | The whole class discusses the simple present tense The whole class creates a dialogue using the simple present tense Differentiate the singular and the plural forms of verbs that are used to make the simple present tense Create correct sentences and stories with the simple present tense | The whole class discusses the simple present tense The whole class creates a dialogue using the simple present tense Students complete sentences using the simple present tenses |
| 3.3 | Reading and comprehension Asking specific questions that require students to make projections Vocabulary development | By the end of the lesson, the students should be able to: Explain the different kinds of comprehension questions; Form questions as they read; Identify purpose statement and topic sentences; Build and use new words from the passage | Students in small groups, read the passage and share content The whole class discusses comprehension question Students pair up to supply answers to wh-questions The whole class makes sentences with new words |
| 3.4 | Composition Formal letters A letter to the school authority about provision of infrastructural development | By the end of the lesson, the students should be able to: Describe and write the layout, tone and recipient of a formal letter; Outline a formal letter to the school authority about infrastructural development Write a formal letter to the school authority about infrastructural development | Every group discuss layout tone and recipients of a formal letter The whole class brainstorms on the content of the letter to the school authority about the provision of infrastructural development The whole class listens to oral presentation by a few students in preparation for individual’s written work Students in small groups, write the different parts of the letter, the layout, the introductory paragraph, the middle paragraphs and the closing paragraph |
| 3.5 | Literature-in-English Introductory to poetry Definition features (concise unique) | By the end of the lesson, the students should be able to: Describe poetry and contrast it with other genres Explain basic elements of poetry Discuss types of poetry Write short poems and analyse them | Students in small groups, discuss poetry and its elements A few students recite syllables and nursery rhymes The students pair up to share knowledge about types of poetry The class breaks into two groups to produce short poems that the whole class can discuss and analyze |
| 3.6 | Literature-in-English Use the recommended text for prose | By the end of the lesson, the students should be able to: Recall the story as they read Identify important elements of prose Literature (character, setting theme, language, style) Exemplify elements of prose Literature from what is read | Each group reads and listens to the prose text The whole class listens as each group retells the story and highlights all prose elements (iii) A number of students dramatize the text The whole class supplies missing words expressions in a cloze test |
| Words for the week Accidentally/accidently, Embarrass, equipments, exceed, Plagiarize, playwright, bellwether, acknowledge, acquire, inoculate | By the end of the lesson, the students should be able to: spell selected words for the week correctly explain the meanings of the words that are new to them use them correctly in sentence | students in pairs, study and practice the given words in their spare time (possibly during break) later in the week, students as individuals, participate in a spelling drill exercise on the words for the week | |
| 4.1 | Spoken English vowels/u/ | By the end of the lesson, the students should be able to: Produce the sound /u/ Identify letter that produce the sound /u/ Pronounce words and sentences which contain sound /u:/ | the whole class discusses the long /u/ sound imitatestudents pair up to speak and listen to each other use the sounds in words and sentences in two groups, the students contrast the sounds /u/ and /u/ words and sentences |
| 4.2 | Grammar The simple past tense Meaning Formation Usage | By the end of the lesson, the students should be able to: Describe simple paste tense Identifying the regular and reregulation forms of the simple past tense Well stories in the simple past tense | each group of students examines a chapter of a well written novel underlining the verbs in the simple past tense the group discusses changes in verbs and tabulate examples for the whole class The whole class makes sentences with verbs in the past tense forms The whole class shares stories about past events using the prompts provided by an opponent (tell us what happened to you last night) |
| 4.3 | Reading and comprehension Asking questions that require maximum recall of ideas and facts Vocabulary development Marriage related works | By the end of the lesson, the students should be able to: Apply wh-questions to the passage, Answer questions that require recall of ideas and facts Increase their word power with new words on marriage | Each group reads the passage while finding answers to wh-questions The whole class discusses the passage Students look up words about marriage in the dictionary The whole class supplies missing words in a close text |
| 4.4 | Reading comprehension Expository Essay Guided composition on the Federal Roads safety commission | By the end of the lesson, the students should be able to: Describe expository essays Outline a short composition on the nature, history and function of the Federal Roads safety commission | The whole class discusses expository essays The whole class watches a video on the evolution of the road safety commission Students in small groups, brainstorm on the nature , history and functions of the Federal Road Safety commission Different groups of students write different sections of the composition and present to the whole class |
| 4.5 | Literature –in-English Poetry Types (epic, lyric, elegy, etc) | By the end of the lesson, the students should be able to: Identify and describe different types of poetry Examine poetic forms and types analyse short poems | Students in small groups, discuss poetic forms The whole class recites school anthems and the national anthem Students in small groups, examine contemporary words as poetic forms A small group of students writes a poem and share with other groups |
| 4.6 | Literature-in-English Differentiate between oral and written poetry | By the end of the lesson, the students should be able to: Describe oral and written poetry Examine festival, incantations, chants, panegyric, songs, etc as oral forms Differentiate oral and written poetry | Students interview their parents about indigenous poetic forms and present their reports in the class The whole class discusses oral Literature such as festivals songs etc Students listen to recorded tapes on oral poetry Individual students share their impressions about contemporary and indigenous poetic forms |
| Words for the week Intelligence, parliament, perceive, perseverance, personnel, allegiance almost, colonel, leisure laison , | By the end of the lesson, the students should be able to: Spell selected words for the week correctly Explain the meanings of the words that are new to them correctly in sentences | Students, in pairs study and practice the given words in their spare time (possibly during break) Later in the week, students as individuals, participate in a spelling drill exercise on the words for the week | |
| 5.1 | Speech work The schwa sound /Ә/ | By the end of the lesson, the students should be able to: Describe the /Ә/Produce the sound /Ә/Read words and sentences which contain the sound /Ә/ | Students as a class, listen to a model product of on /Ә/ Students pair up to produce the sound /Ә/ The whole class disuses the different spellings of the sounds |
| 5.2 | Grammar The simple past and the past participle forms The present perfect tense | By the end of the lesson, the students should be able to: Describe present perfect tense Form past participle of common irregular verbs Differentiate simple past forms from the past participle Create sentences in the present perfect tense using his/have | The whole class discusses the past participle form and the present perfect tense Students. Small groups, brainstorm on the formation of irregular past participle forms Students, in small group add past participles to incomplete sentences Every group changes simple present/past tense to present perfect tense |
| 5.3 | Reading and comprehension Reading to understand the author’s mood and expression in the passage (anger, doubt, joy etc) Vocabulary Development | By the end of the lesson, the students should be able to: Explain mood and attitude Identify mood and attitude of the writer in a given passage Bring out salient words from the passage | Students in small groups, discuss mood and diction in a text The whole class takes dictation of new words Students in small groups search for word dues to mood and tone The whole class use new words to make sentence |
| 5.4 | Composition Narrative Essay The Most Memorable day of My Life | By the end of the lesson, the students should be able to: Describe narrative essays Identify elements of story writing Outline a short composition on the most memorable day of their lives | Students, in small groups discuss the use of the simple past tense to create stories about the past Students in pairs, share stories about birthday, wedding, sports fiesta that they attended The whole class brainstorms on the topic. The most memorable day of My life Individual students present their final works for the whole class to critique |
| 5.5 | Literature-in-English Drama Features (themes, costume, audience, etc | By the end of the lesson, the students should be able to: Describe drama and its elements Find out the element in a selected text Create and set in a playlet | Students, in small groups, discuss drama and its elements The students watch a short clip of drama and identify costume, character, props, cast etc The whole class scripts and produces a playlet of about ten minutes |
| 6.0 | Literature –in-English Identification of features of drama in a given text | By the end of the lesson, the students should be able to: Identify more features of dramaFind out the other elements in a given drama text | Students in small groups, role plays the text while reading The whole class discusses the story Individual students present the summary of the scenes and acts read Students create a five minutes skit |
| Words for the week Desperate , difference, always, welfare, niece, loose, loose, maintenance, marsmallow medieve | Spell selected words for the week correctly Explain the meanings of the words that are new to them Use them correctly in sentences | Students, in pair study and practice the given words in their spare time (possibly during break) Later in the week, students as individuals; participate in a spelling drill exercise on the words for the week | |
| 6.1 | Speech work Vowel sound/Ә/ | By the end of the lesson, the students should be able to: Describe the sound /Ә/ Produce and spell words that contain the sound /Ә/ Contrast /Ә/ and the schwa Read words and sentences with the sound/Ә/ | The whole class listens to a model producing the sound /Ә/ Each students imitates the model and pair up to produce the sound Each group practice sound twisters from the words with /Ә/ |
| 6.2 | Grammar The present continuous tense | By the end of the lesson, the students should be able to: Describe the present continuous tense Differentiate am, is and are, Create sentences in the present continuous tense | (I (ii) The whole class discusses the present continuous tense In small group, students create dialogue to practice the present continuous tense Individual students add am/is/are to complete sentences |
| 6.3 | Reading and comprehension Reading between the lines to detect the author’s attitude Vocabulary development Child labour and trafficking | By the end of the lesson, the students should be able to: Retell the story of child labour and trafficking as read;Bring out the author’s attitude Develop new vocabulary about child labour and trafficking Use some of the words to make sentences | Students, as a class, read and discuss the story about child labour Students share life experiences about child labour Every group brainstorms on author’s attitude in a given passage students pair up to write a short story with new words |
| 6.4 | Composition Argumentative Essays Road transportation is safer than Air transportation | By the end of the lesson, the students should be able to: describe argumentation essays outline a short argumentative essay on the topic road transportation is safer than air transportation debate the topic | Students as a class, discuss argumentative essay Two small groups brainstorm on the topic, one for and the other against iii. students pair up to share vocabulary iv The whole class debates the topic |
| 6.5 | Literature –in-English Use the recommended text on prose | By the end of the lesson, the students should be able to: [i] retell the story read, [ii] identify important elements in the chapter read; [iii] summarize the chapters read [v] analyse the chapters read | [i] students hold a group discussion on the elements of prose literature Ii] The whole class reads the text chapter by chapter [ii] individual students retell the story and present a summary to their groups for analysis |
| 6.6 | Literature –in-English Use the recommended text on prose | By the end of the lesson, the students should be able to: [i] discuss more episodes of the story [ii] identify important elements in the new chapters [iv] analyse the chapters read | [i] students, in small groups, discuss the plot of the story [ii] students pair up to share information about the text story [iv] students, as individuals, present a summary of the chapters to the whole class |
| 7.1 Mid Term Tests Open Day Mid Term Holidays | |||
| 8.1 | Speech Sound Vowel /^/ | By the end of the lesson, the students should be able to: [i] describe the sound /∧/ [iii] read words and sentences that contain the sound /^/ | [i] The students listen to the production of the sound and repeat several times [ii] students pair up to practice tongue twisters [iii] the whole class discusses the sound, identify letters and sound contrast [iv] Every group makes sentences with some of the words with the sound |
| 8.2 | Grammar The past continuous tense Was were | By the end of the lesson, the students should be able to: [i] describe the past continuous tense; [ii] differentiate the uses of was and were [iii] use the past continuous tense in sentences correctly Iv] change sentences into the past continuous tense | [i] students, in small groups discuss past continuous tense [ii] The whole class analyses examples of the past continuous tense [iii] students pair up to make sentences with are/were [iv] the whole class changes sentences from the present continuous to the past continuous tense |
| 8.3 | Reading and comprehension Reading to identify the overall impression created by the author’s style presentation | By the end of the lesson, the students should be able to: [i] recall direct facts in the passage [ii] Identify the overall impression that the writer’s styles create [iii] re-tell the passage in their own words | [i] students, in small groups, read different paragraphs of the passage one after another [ii] students, in pairs dictates new/difficult words and another pair of students spell the worlds [iii] students, in small groups, discuss the meaning of the passage and the style of the writer and make presentation to the whole class [iv] individuals write answers to preset comprehension questions |
| 8.4 | Literature-in-English Myths and legends comparing myths and legends | By the end of the lesson, the students should be able to: [i] describe expository essay [ii] outline a short composition on the nature, history, causes of and preventive measures against HIV/AIDS [iii] write a short composition of about 200 words on any aspects of HIV/AIDS | I] The whole class watches a short film clip on HIV/AID Ii] Students in small groups, brainstorm on the HIV/AIDS scourge Iii] individual students produce an outline on the scourge [iv] the whole class listens as each group of students read from a jointly written composition |
| 8.5 | Literature –in-English Myths and legends comparing myths and legends | By the end of the lesson, the students should be able to: [i] describe myths and legends [ii] present real life examples of legends and myths [iii] distinguish between myths and legends | [i] the whole class listens to the Yoruba, Hausa, Igbo teacher talk about legends and myths in the traditional African society [ii] the whole class watches a short video clip of African legends and myths Students, in small groups discuss myths and legends |
| 8.6 | Literature-in-English Use the recommended text on drama | By the end of the lesson, the students should be able to: [i] describe what happens in the scenes and sets [iii] summarize the scenes/acts read | [i] a group of selected students role plays a part of play [ii] students, in small groups discuss and analyse the story read |
| Words for the Week Prophecy, prophesy, cemetery, Changeable, occurred, beginning, believe, belief, noticeable, occasion | By the end of the lesson, the students should be able to: [i] spell selected words for the week correctly [ii] explain the meanings of the words that are new to them [iii] use them correctly in sentences | [i] students, in pairs and practice the given words in their spare time (possibly during break) [ii] later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week | |
| 9.1 | Introduction to vowel Contrasting /Ↄ/ and /Ↄ/ e.g. pot/port /æ/ and a:/ e.g. pat/pat | By the end of the lesson, the students should be able to: i] describe the sounds (ii) produce the sounds /Ↄ//æ/a:/ iii] contract sounds /Ↄ/ and /Ↄ/ iii] contrast the sounds /æ/ and /a:/ | I] students in small groups, listen to the teacher and other recorded models produce the four sounds in words [ii] The whole class imitates the provided models [iii] students pair up to produce dialogues and practice the sounds in sentences [iv] individual students generate words that have the sounds |
| 9.2 | Grammar Changing sentences from one tense to another tense | By the end of the lesson, the students should be able to: I] make sentences in each tense Ii] complete sentences in different tense forms Iii] use the appropriate tense for essay/letter | I] students, sin small groups, identify different kinds of tenses from selected newspaper articles and novels Ii] students, as class form tenses, change tenses and complete tenses Iii] students pair up to create short essays in different tense |
| 9.3 | Reading and comprehension Reading to interpret diagrams, maps and sketches accurately Vocabulary using prefixes | By the end of the lesson, the students should be able to: I] interpret diagrams, maps and sketches accurately Ii] share new vocabulary on interpreting diagrams Iii] identify and make new words with prefixes | Students read the given passage silently in different tense |
| 9.4 | Composition Argumentative essays Arranging ideas in logical sequences | By the end of the lesson, the students should be able to: I] describe argumentative essays Ii] explain the five different ways of organizing ideas Iii] develop short paragraphs using different orders (i.e) spatial, logicl, chronological (etc) | I] the class holds small group discussions on the different types of ordering of ideas Ii] small group identifies and analyses the kind of order in a text Iii] students pair up to make sentence and build paragraphs Iv] individual students make presentations on how to develop ideas logically to the class |
| 9.5 | Literature –in-English Use the recommended text on drama | By the end of the lesson, the students should be able to: I] retell the story as they read Ii] identify important elements in the new acts/scenes Summarize the acts and scene Analyse the acts/scene read | I] Students, in small groups, discuss contents, themes, style and language used in the play Ii] students role play the text as they read, demonstrating and discussing what is read Iii] a small group of students summarize what is read |
| 9.6 | Literature –in-English Use the recommended text on drama | By the end of the lesson, the students should be able to: I] retell the story Ii] important elements in the new acts/scenes Summarize the acts and scene Iii] dramatize the acts/scenes read | i] Students small groups, discuss the text highlighting literacy elements ii] students pair up to read and share contents iii] students in small groups dramatize the acts and scenes read iv] each group makes a resentation |
| Words for the Week Annually, apparent, article, prophecy, a lot, coolly, colleague, column, acreage, address | By the end of the lesson, the students should be able to: I] spell selected words for the week correctly Ii] explain the meanings of the words that are new to them Iii] use them correctly in sentences | I] students in pairs study and practice the given words in their spare time (possibly during break) Ii] later in the week, students, as individuals participate in a spelling drill exercise on the words for the week | |
| 10.1 | Speech work Introduction to diphthongs | By the end of the lesson, the students should be able to: I] describe diphthongs Ii] produce diphthong sounds Iii] read words and sentences containing diphthongs | I] the whole class discuss diphthongs Ii] each group of students listen to and imitates a model Iii] students pair up to do more practice and create dialogues Individual students read tongue twisters |
| 10.2 | Grammar Future tense Using will/shall Using going to | By the end of the lesson, the students should be able to: I] describe future tense Ii] create sentences using shall/will Iii] create sentences into future tense | i] students, in small groups, discuss tenses in the past, present and future ii the whole class selects text to identify tense formation and usage iii] individual students present to their group sentences in future tense for further analysis |
| 10.3 | Reading and comprehension Reading to identify how diagrams or map clarify or complement reading materials | By the end of the lesson, the students should be able to: I] describe diagrams and maps that clarify reading materials Ii] show how diagrams /maps can clarify reading materials Iii] find and interpret complementary diagrams /pictures | Individual students read a passage slowly and silently Ii] in each small group, students read to one another Ii] the whole class identifies pictures and diagrams and discuss their importance in the passage Iii] the whole class takes dictation Iv] A small group students answers questions on the passage and presents to the whole class |
| 10.4 | Composition Guided composition on a festival in my village | By the end of the lesson, the students should be able to: I] Outline a composition on a festival in a typical village Ii] make sentences and build paragraphs on any festival of choice Iii] write a composition to describe a festival in a village | I] students hold a pre-class interview with parents of adults about African festival Ii] The whole class watches a short documentary on a local festival Iii] the whole class discusses what they have heard, seen or read about local festivals Iv] The students, in small groups complete a close test, which is an extract of a newspaper article on a local newspaper V] write individual essays describing a local festival |
| 10.5 | Dramatization of some scenes in the recommendation | Should be able to I] retell stories Ii] rehearse for a performance Iii] act the play or a part of it | Audition the actors Ii] the whole class selects the costume and the prop Iii] The whole class rehearses and acts a portion of the play |
| 10.6 | Literature –in-English A review of the recommended texts | By the end of the lesson, the students should be able to: Describe the elements of the texts Ii] write a note on the text Iii] differentiate the prose text from the drama text | I] different groups discuss the two texts Ii] the whole class asks pertinent questions from the teacher The whole class organizes a quiz for two small groups |
| 11.1 | Speech Work Contract /e and /Ә/ Examples Bed/bird Met/mirth | By the end of the lesson, the students should be able to: Describe the sound /e/ and /Ә/ Produce the sounds /e/ and /Ә/ Contract the sounds /e/ and /Ә/ Read words and sentences with the sound /e/ or /Ә/ | I] students listen to recorded models and repeat sounds Ii] students in small groups, discuss the two sounds Iii] students pair up to practice the sounds and create dialogues Iv] the whole class practices tongue twister |
| 11.1 | Grammar Used to | By the end of the lesson, the students should be able to: I] state the meaning of used to and would | I] students listen to recorded models and repeat sounds Ii] students in small groups, discuss the two sounds Iii] students pair up to practice the sounds and create dialogue Iv] The whole class practice tongue twisters |
| 11.2 | Grammar | By the end of the lesson, the students should be able to: I] state the meaning of used to and would | I] students, in small groups discuss used ‘to’ and ‘would’ |
| Anvis/are Was/were Used to | Make sentences and tell stories with ‘used to’ and ‘would’ Iii] Complete sentences with used to and ‘would’ | Students pair up to create dialogue for practice and sentence completion Iii] the whole class examines texts and newspaper articles to find examples of used to /would Iv] students, in small groups, write stories and passages using used to /would and exchange write ups | |
| 11.3 | Reading and comprehension Would substitution Vocabulary development Synonyms and antonyms Homophones | By the end of the lesson, the students should be able to: I] find synonyms, antonyms and homophones in the context of the passages Ii] transform words, phrases and sentences Iii] recall information | I] students, in groups read, describe what happens and share related life stories Ii] students in small groups synoms antonyms and homophones Iii] The whole class creates table of antonyms synonyms and homophone Iv] the different groups generate sentences with the words assembled |
| 11.4 | Composition Contracting a formal letter with an informal letter | By the end of the lesson, the students should be able to: I] describe formal letters Ii] describe formal letters Iii] compare formal and informal letters in terms of audience tone features and content | I] students, in small groups discuss formal and informal letters Ii] the whole class draws a table to compare and contract formal and informal letter Iii] Students, as individuals, write letters Iv] each groups reads its letters to the other group for discussion |
| 11.5 | Literature in-English Literature in-English Dramatization of some scenes in the recommended text on drama | By the end of the lesson, the students should be able to: I] retell the story Ii] rehearse for a performance Iii] set the play on a part of it | I] the whole class reads the play and audition the actors Ii] the whole class selects costumes and props Iii] the whole class rehearses and acts the play |
| 11.6 | Words for the Week Necessary, caught, becoming relevant, exhilarate, definitely, separate, hygiene , religiou, repetition | By the end of the lesson, the students should be able to: i] spell selected words for the week correctly ii] explain the meanings of the words that are new to them iii] use them correctly in sentences | I] students in pairs, study and practice the given words in their spare time (possibly during break) Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week |
| 12 | Revision | By the end of the lesson, the students should be able to: I] identify challenging topics Ii] provide answers and clarification to challenging topics Iii] answer past examination questions | I] individual students identify challenging topics Ii] the whole class discuss challenging topics Ii] students take part in intergroup quizzes and debates Iv] students pair up to solve past questions |
Achievement Standards for English Studies JSS1 First Term
At the end of the term, students are able to
1. Write at least a 250 world letter or essay with a focus on description narration, argument and exposition
2. Acquire and use at least 100 new words
3. Produce English sounds and read words appropriately
4. Read passages and a answer questions correctly
5. Listen critically and respond appropriately to what is heard
6. Make sentences and build well developed paragraphs
7. Find the meanings of words and idioms using the dictionary and contexts
8. Complete sentences with the appropriate nouns, pronounces, verbs, prepositions or conjunction
9. Use the right punctuation marks
10. Spell tricky words
11. Avoid confusing words that are pronounced alike but spelt differently
12. Use stress on two, three or more syllabus
ENGLISH STUDIES JSS1 THIRD TERM SCHEME OF WORK
| Weeks | Topics | Learning Objectives | Learning Activities |
| Revision of last Term’s examination and work with emphasis on grammar Words for the Week Absence, hierarchy Undependable, recommend tomorrow, indict, deceive, definite, comparison concede | By the end of the lesson, the students should be able to: Describe each part of speech Match words with different parts of speechIdentify parts of speech in sentences Make sentences with words from different parts of speech By the end of the lesson, the students should be able to: Spell selected words for the week correctly Explain the meanings of the words that are new to them Use them correctly in sentence | The whole class discusses parts of speech and their distinct nature The whole class plays word identification game Students pair up to match words with their parts of speech and fill in sentence gaps Use words like watch, bank, sound , etc to generate sentence that demonstrate the multi functionally of words Students in pair study and practice the given words in their spare time (possibly during break) Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week | |
| 2.1 | Speech work The twelve pure vowel sounds Short vowel sounds Long vowel sounds | By the end of the lesson, the students should be able to: List all the twelve pure-vowel sound symbols Produce correctly all the twelve pure-vowel sounds in isolation, in words and in sentences;Differentiate short and long vowel sounds Generate sentences with words that contain pure vowel sounds | Students interact with the teacher /model individually and in small groups to list and produce the twelve pure-vowel sounds Individual students read carefully selected words , sentences and passages Students pair up create dialogues for practice Individual students make sentences with sound –specific words |
| 2.2 | Adverbials Frequency Manner | By the end of the lesson, the students should be able to: Describe adverbials of frequency and manner Identify adverbials of frequency and manner in sentences State the meanings of words used as adverbials of frequency (e.g often, seldom, sometimes, etc) Use adverbials of frequency and manner to generate sentences | The class in two groups exchange information about adverbials of frequency and adverbials of manner Students pair up to create dialogues that the whole class can use for robust discussions Students make cardboard presentation of the adverbials in sentences to the whole class |
| 2.3 | Reading comprehension Asking specific questions that require conclusions to drawn by students Vocationary development | By the end of the lesson, the students should be able to: Express his though about what is happening in a c text while skimming, scanning and reading it. Generate and answer their own questions about what they read as well as questions from their peers Spell, pronounce and state the meaning of words | Students, in small groups, brainstorm on the passage in order to predict events and answer questions on it One group of students selects difficult words, another group suggests the meaning of the words The whole class discusses answers to comprehension questions |
| 2.4 | Composition Letter writing Formal letters Meaning Layout of formal letters Tone Outlining Writing a letter of permission to be absent from school to the principal | By the end of the lesson, the students should be able to: Describe formal letters including the recipients and the tone Write and develop the layout of formal letters Outline the content of a letter of permission to be absent from school to the principal Write a short letter of about 200 words of permission to be absent from school to the principal from the generated outline | A group of students discusses formal letters Students brainstorm on the content of a letter asking for permission to the principal The whole class peruses a non-confidential letter obtained from the school administrator Students, in small group, critique individual works and make presentations on cardboards |
| 2.5 | Literature –in-English Folktales African tales Features and themes of African folktales (Didactic, entertainment, magical) | By the end of the lesson, the students should be able to: Describe folktales Prevent African folktales for the entertainment of the class | Students, in small groups, discuss folktales with Africa as the focal point The whole class listens to recorded African tales Individual students share tales that they have listened to before |
| 2.6 | Literature –in-English The recommended prose text for the term | By the end of the lesson, the students should be able to: Highlight characters and settings at the beginning of the story Discuss texts and the story lines Draw connections between personal experiences and the world text | A Small groups of Students examines the title of the text and discusses their expectation ii, Students, in small groups brainstorm in the differences between real world and the world of stories iii. The whole class reads and retells the story at the beginning |
| Words For The Week Congratulate conscientious, contentious, consensus, controversy, skillful, judgment, guarantee, guidance, outrageous | By the end of the lesson, the students should be able to: spelt selected words for the week correctly,Explain the meanings of the words that are new to them iii Use them correctly to sentences | Students in spares study and practice the given words in their spare time (possibly during break Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week | |
| 3.1 | Speech work Vowel/u/ | By the end of the lesson, the students should be able to: Describe the sound /u/ Produce the sound /u/ Identify letters that produce the sound /u/ Read words and sentences which contain sound /u/ | Students listen to and imitate a model, who produces the sound /u/ for the students The whole class discusses the sound /u/ and reads tongue twisters Students pair up to play listening games a group dictates a word, another group writes Individual students generate sentences with words having /u/ |
| 3.2 | By the end of the lesson, the students should be able to: Describe the simple tense Connect the adverbs of frequency (week 2) and the simple present tense Differentiate the singular and the plural forms of verbs that are used to make the simple present tense Create correct sentences and stories with the simple present tense | The whole class discusses the simple present tense The whole class creates a dialogue using the simple present tense Differentiate the singular and the plural forms of verbs that are used to make the simple present tense Create correct sentences and stories with the simple present tense | The whole class discusses the simple present tense The whole class creates a dialogue using the simple present tense Students complete sentences using the simple present tenses |
| 3.3 | Reading and comprehension Asking specific questions that require students to make projections Vocabulary development | By the end of the lesson, the students should be able to: Explain the different kinds of comprehension questions; Form questions as they read; Identify purpose statement and topic sentences; Build and use new words from the passage | Students in small groups, read the passage and share content The whole class discusses comprehension question Students pair up to supply answers to wh-questions The whole class makes sentences with new words |
| 3.4 | Composition Formal letters A letter to the school authority about provision of infrastructural development | By the end of the lesson, the students should be able to: Describe and write the layout, tone and recipient of a formal letter; Outline a formal letter to the school authority about infrastructural development Write a formal letter to the school authority about infrastructural development | Every group discuss layout tone and recipients of a formal letter The whole class brainstorms on the content of the letter to the school authority about the provision of infrastructural development The whole class listens to oral presentation by a few students in preparation for individual’s written work Students in small groups, write the different parts of the letter, the layout, the introductory paragraph, the middle paragraphs and the closing paragraph |
| 3.5 | Literature-in-English Introductory to poetry Definition features (concise unique) | By the end of the lesson, the students should be able to: Describe poetry and contrast it with other genres Explain basic elements of poetry Discuss types of poetry Write short poems and analyse them | Students in small groups, discuss poetry and its elements A few students recite syllables and nursery rhymes The students pair up to share knowledge about types of poetry The class breaks into two groups to produce short poems that the whole class can discuss and analyze |
| 3.6 | Literature-in-English Use the recommended text for prose | By the end of the lesson, the students should be able to: Recall the story as they read Identify important elements of prose Literature (character, setting theme, language, style) Exemplify elements of prose Literature from what is read | Each group reads and listens to the prose text The whole class listens as each group retells the story and highlights all prose elements (iii) A number of students dramatize the text The whole class supplies missing words expressions in a cloze test |
| Words for the week Accidentally/accidently, Embarrass, equipments, exceed, Plagiarize, playwright, bellwether, acknowledge, acquire, inoculate | By the end of the lesson, the students should be able to: spell selected words for the week correctly explain the meanings of the words that are new to them use them correctly in sentence | students in pairs, study and practice the given words in their spare time (possibly during break) later in the week, students as individuals, participate in a spelling drill exercise on the words for the week | |
| 4.1 | Spoken English vowels/u/ | By the end of the lesson, the students should be able to: Produce the sound /u/ Identify letter that produce the sound /u/ Pronounce words and sentences which contain sound /u:/ | the whole class discusses the long /u/ sound imitatestudents pair up to speak and listen to each other use the sounds in words and sentences in two groups, the students contrast the sounds /u/ and /u/ words and sentences |
| 4.2 | Grammar The simple past tense Meaning Formation Usage | By the end of the lesson, the students should be able to: Describe simple paste tense Identifying the regular and reregulation forms of the simple past tense Well stories in the simple past tense | each group of students examines a chapter of a well written novel underlining the verbs in the simple past tense the group discusses changes in verbs and tabulate examples for the whole class The whole class makes sentences with verbs in the past tense forms The whole class shares stories about past events using the prompts provided by an opponent (tell us what happened to you last night) |
| 4.3 | Reading and comprehension Asking questions that require maximum recall of ideas and facts Vocabulary development Marriage related works | By the end of the lesson, the students should be able to: Apply wh-questions to the passage, Answer questions that require recall of ideas and facts Increase their word power with new words on marriage | Each group reads the passage while finding answers to wh-questions The whole class discusses the passage Students look up words about marriage in the dictionary The whole class supplies missing words in a close text |
| 4.4 | Reading comprehension Expository Essay Guided composition on the Federal Roads safety commission | By the end of the lesson, the students should be able to: Describe expository essays Outline a short composition on the nature, history and function of the Federal Roads safety commission | The whole class discusses expository essays The whole class watches a video on the evolution of the road safety commission Students in small groups, brainstorm on the nature , history and functions of the Federal Road Safety commission Different groups of students write different sections of the composition and present to the whole class |
| 4.5 | Literature –in-English Poetry Types (epic, lyric, elegy, etc) | By the end of the lesson, the students should be able to: Identify and describe different types of poetry Examine poetic forms and types analyse short poems | Students in small groups, discuss poetic forms The whole class recites school anthems and the national anthem Students in small groups, examine contemporary words as poetic forms A small group of students writes a poem and share with other groups |
| 4.6 | Literature-in-English Differentiate between oral and written poetry | By the end of the lesson, the students should be able to: Describe oral and written poetry Examine festival, incantations, chants, panegyric, songs, etc as oral forms Differentiate oral and written poetry | Students interview their parents about indigenous poetic forms and present their reports in the class The whole class discusses oral Literature such as festivals songs etc Students listen to recorded tapes on oral poetry Individual students share their impressions about contemporary and indigenous poetic forms |
| Words for the week Intelligence, parliament, perceive, perseverance, personnel, allegiance almost, colonel, leisure laison , | By the end of the lesson, the students should be able to: Spell selected words for the week correctly Explain the meanings of the words that are new to them correctly in sentences | Students, in pairs study and practice the given words in their spare time (possibly during break) Later in the week, students as individuals, participate in a spelling drill exercise on the words for the week | |
| 5.1 | Speech work The schwa sound /Ә/ | By the end of the lesson, the students should be able to: Describe the /Ә/Produce the sound /Ә/Read words and sentences which contain the sound /Ә/ | Students as a class, listen to a model product of on /Ә/ Students pair up to produce the sound /Ә/ The whole class disuses the different spellings of the sounds |
| 5.2 | Grammar The simple past and the past participle forms The present perfect tense | By the end of the lesson, the students should be able to: Describe present perfect tense Form past participle of common irregular verbs Differentiate simple past forms from the past participle Create sentences in the present perfect tense using his/have | The whole class discusses the past participle form and the present perfect tense Students. Small groups, brainstorm on the formation of irregular past participle forms Students, in small group add past participles to incomplete sentences Every group changes simple present/past tense to present perfect tense |
| 5.3 | Reading and comprehension Reading to understand the author’s mood and expression in the passage (anger, doubt, joy etc) Vocabulary Development | By the end of the lesson, the students should be able to: Explain mood and attitude Identify mood and attitude of the writer in a given passage Bring out salient words from the passage | Students in small groups, discuss mood and diction in a text The whole class takes dictation of new words Students in small groups search for word dues to mood and tone The whole class use new words to make sentence |
| 5.4 | Composition Narrative Essay The Most Memorable day of My Life | By the end of the lesson, the students should be able to: Describe narrative essays Identify elements of story writing Outline a short composition on the most memorable day of their lives | Students, in small groups discuss the use of the simple past tense to create stories about the past Students in pairs, share stories about birthday, wedding, sports fiesta that they attended The whole class brainstorms on the topic. The most memorable day of My life Individual students present their final works for the whole class to critique |
| 5.5 | Literature-in-English Drama Features (themes, costume, audience, etc | By the end of the lesson, the students should be able to: Describe drama and its elements Find out the element in a selected text Create and set in a playlet | Students, in small groups, discuss drama and its elements The students watch a short clip of drama and identify costume, character, props, cast etc The whole class scripts and produces a playlet of about ten minutes |
| 6.0 | Literature –in-English Identification of features of drama in a given text | By the end of the lesson, the students should be able to: Identify more features of dramaFind out the other elements in a given drama text | Students in small groups, role plays the text while reading The whole class discusses the story Individual students present the summary of the scenes and acts read Students create a five minutes skit |
| Words for the week Desperate , difference, always, welfare, niece, loose, loose, maintenance, marsmallow medieve | Spell selected words for the week correctly Explain the meanings of the words that are new to them Use them correctly in sentences | Students, in pair study and practice the given words in their spare time (possibly during break) Later in the week, students as individuals; participate in a spelling drill exercise on the words for the week | |
| 6.1 | Speech work Vowel sound/Ә/ | By the end of the lesson, the students should be able to: Describe the sound /Ә/ Produce and spell words that contain the sound /Ә/ Contrast /Ә/ and the schwa Read words and sentences with the sound/Ә/ | The whole class listens to a model producing the sound /Ә/ Each students imitates the model and pair up to produce the sound Each group practice sound twisters from the words with /Ә/ |
| 6.2 | Grammar The present continuous tense | By the end of the lesson, the students should be able to: Describe the present continuous tense Differentiate am, is and are, Create sentences in the present continuous tense | (I (ii) The whole class discusses the present continuous tense In small group, students create dialogue to practice the present continuous tense Individual students add am/is/are to complete sentences |
| 6.3 | Reading and comprehension Reading between the lines to detect the author’s attitude Vocabulary development Child labour and trafficking | By the end of the lesson, the students should be able to: Retell the story of child labour and trafficking as read;Bring out the author’s attitude Develop new vocabulary about child labour and trafficking Use some of the words to make sentences | Students, as a class, read and discuss the story about child labour Students share life experiences about child labour Every group brainstorms on author’s attitude in a given passage students pair up to write a short story with new words |
| 6.4 | Composition Argumentative Essays Road transportation is safer than Air transportation | By the end of the lesson, the students should be able to: describe argumentation essays outline a short argumentative essay on the topic road transportation is safer than air transportation debate the topic | Students as a class, discuss argumentative essay Two small groups brainstorm on the topic, one for and the other against iii. students pair up to share vocabulary iv The whole class debates the topic |
| 6.5 | Literature –in-English Use the recommended text on prose | By the end of the lesson, the students should be able to: [i] retell the story read, [ii] identify important elements in the chapter read; [iii] summarize the chapters read [v] analyse the chapters read | [i] students hold a group discussion on the elements of prose literature Ii] The whole class reads the text chapter by chapter [ii] individual students retell the story and present a summary to their groups for analysis |
| 6.6 | Literature –in-English Use the recommended text on prose | By the end of the lesson, the students should be able to: [i] discuss more episodes of the story [ii] identify important elements in the new chapters [iv] analyse the chapters read | [i] students, in small groups, discuss the plot of the story [ii] students pair up to share information about the text story [iv] students, as individuals, present a summary of the chapters to the whole class |
| 7.1 Mid Term Tests Open Day Mid Term Holidays | |||
| 8.1 | Speech Sound Vowel /^/ | By the end of the lesson, the students should be able to: [i] describe the sound /∧/ [iii] read words and sentences that contain the sound /^/ | [i] The students listen to the production of the sound and repeat several times [ii] students pair up to practice tongue twisters [iii] the whole class discusses the sound, identify letters and sound contrast [iv] Every group makes sentences with some of the words with the sound |
| 8.2 | Grammar The past continuous tense Was were | By the end of the lesson, the students should be able to: [i] describe the past continuous tense; [ii] differentiate the uses of was and were [iii] use the past continuous tense in sentences correctly Iv] change sentences into the past continuous tense | [i] students, in small groups discuss past continuous tense [ii] The whole class analyses examples of the past continuous tense [iii] students pair up to make sentences with are/were [iv] the whole class changes sentences from the present continuous to the past continuous tense |
| 8.3 | Reading and comprehension Reading to identify the overall impression created by the author’s style presentation | By the end of the lesson, the students should be able to: [i] recall direct facts in the passage [ii] Identify the overall impression that the writer’s styles create [iii] re-tell the passage in their own words | [i] students, in small groups, read different paragraphs of the passage one after another [ii] students, in pairs dictates new/difficult words and another pair of students spell the worlds [iii] students, in small groups, discuss the meaning of the passage and the style of the writer and make presentation to the whole class [iv] individuals write answers to preset comprehension questions |
| 8.4 | Literature-in-English Myths and legends comparing myths and legends | By the end of the lesson, the students should be able to: [i] describe expository essay [ii] outline a short composition on the nature, history, causes of and preventive measures against HIV/AIDS [iii] write a short composition of about 200 words on any aspects of HIV/AIDS | I] The whole class watches a short film clip on HIV/AID Ii] Students in small groups, brainstorm on the HIV/AIDS scourge Iii] individual students produce an outline on the scourge [iv] the whole class listens as each group of students read from a jointly written composition |
| 8.5 | Literature –in-English Myths and legends comparing myths and legends | By the end of the lesson, the students should be able to: [i] describe myths and legends [ii] present real life examples of legends and myths [iii] distinguish between myths and legends | [i] the whole class listens to the Yoruba, Hausa, Igbo teacher talk about legends and myths in the traditional African society [ii] the whole class watches a short video clip of African legends and myths Students, in small groups discuss myths and legends |
| 8.6 | Literature-in-English Use the recommended text on drama | By the end of the lesson, the students should be able to: [i] describe what happens in the scenes and sets [iii] summarize the scenes/acts read | [i] a group of selected students role plays a part of play [ii] students, in small groups discuss and analyse the story read |
| Words for the Week Prophecy, prophesy, cemetery, Changeable, occurred, beginning, believe, belief, noticeable, occasion | By the end of the lesson, the students should be able to: [i] spell selected words for the week correctly [ii] explain the meanings of the words that are new to them [iii] use them correctly in sentences | [i] students, in pairs and practice the given words in their spare time (possibly during break) [ii] later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week | |
| 9.1 | Introduction to vowel Contrasting /Ↄ/ and /Ↄ/ e.g. pot/port /æ/ and a:/ e.g. pat/pat | By the end of the lesson, the students should be able to: i] describe the sounds (ii) produce the sounds /Ↄ//æ/a:/ iii] contract sounds /Ↄ/ and /Ↄ/ iii] contrast the sounds /æ/ and /a:/ | I] students in small groups, listen to the teacher and other recorded models produce the four sounds in words [ii] The whole class imitates the provided models [iii] students pair up to produce dialogues and practice the sounds in sentences [iv] individual students generate words that have the sounds |
| 9.2 | Grammar Changing sentences from one tense to another tense | By the end of the lesson, the students should be able to: I] make sentences in each tense Ii] complete sentences in different tense forms Iii] use the appropriate tense for essay/letter | I] students, sin small groups, identify different kinds of tenses from selected newspaper articles and novels Ii] students, as class form tenses, change tenses and complete tenses Iii] students pair up to create short essays in different tense |
| 9.3 | Reading and comprehension Reading to interpret diagrams, maps and sketches accurately Vocabulary using prefixes | By the end of the lesson, the students should be able to: I] interpret diagrams, maps and sketches accurately Ii] share new vocabulary on interpreting diagrams Iii] identify and make new words with prefixes | Students read the given passage silently in different tense |
| 9.4 | Composition Argumentative essays Arranging ideas in logical sequences | By the end of the lesson, the students should be able to: I] describe argumentative essays Ii] explain the five different ways of organizing ideas Iii] develop short paragraphs using different orders (i.e) spatial, logicl, chronological (etc) | I] the class holds small group discussions on the different types of ordering of ideas Ii] small group identifies and analyses the kind of order in a text Iii] students pair up to make sentence and build paragraphs Iv] individual students make presentations on how to develop ideas logically to the class |
| 9.5 | Literature –in-English Use the recommended text on drama | By the end of the lesson, the students should be able to: I] retell the story as they read Ii] identify important elements in the new acts/scenes Summarize the acts and scene Analyse the acts/scene read | I] Students, in small groups, discuss contents, themes, style and language used in the play Ii] students role play the text as they read, demonstrating and discussing what is read Iii] a small group of students summarize what is read |
| 9.6 | Literature –in-English Use the recommended text on drama | By the end of the lesson, the students should be able to: I] retell the story Ii] important elements in the new acts/scenes Summarize the acts and scene Iii] dramatize the acts/scenes read | i] Students small groups, discuss the text highlighting literacy elements ii] students pair up to read and share contents iii] students in small groups dramatize the acts and scenes read iv] each group makes a resentation |
| Words for the Week Annually, apparent, article, prophecy, a lot, coolly, colleague, column, acreage, address | By the end of the lesson, the students should be able to: I] spell selected words for the week correctly Ii] explain the meanings of the words that are new to them Iii] use them correctly in sentences | I] students in pairs study and practice the given words in their spare time (possibly during break) Ii] later in the week, students, as individuals participate in a spelling drill exercise on the words for the week | |
| 10.1 | Speech work Introduction to diphthongs | By the end of the lesson, the students should be able to: I] describe diphthongs Ii] produce diphthong sounds Iii] read words and sentences containing diphthongs | I] the whole class discuss diphthongs Ii] each group of students listen to and imitates a model Iii] students pair up to do more practice and create dialogues Individual students read tongue twisters |
| 10.2 | Grammar Future tense Using will/shall Using going to | By the end of the lesson, the students should be able to: I] describe future tense Ii] create sentences using shall/will Iii] create sentences into future tense | i] students, in small groups, discuss tenses in the past, present and future ii the whole class selects text to identify tense formation and usage iii] individual students present to their group sentences in future tense for further analysis |
| 10.3 | Reading and comprehension Reading to identify how diagrams or map clarify or complement reading materials | By the end of the lesson, the students should be able to: I] describe diagrams and maps that clarify reading materials Ii] show how diagrams /maps can clarify reading materials Iii] find and interpret complementary diagrams /pictures | Individual students read a passage slowly and silently Ii] in each small group, students read to one another Ii] the whole class identifies pictures and diagrams and discuss their importance in the passage Iii] the whole class takes dictation Iv] A small group students answers questions on the passage and presents to the whole class |
| 10.4 | Composition Guided composition on a festival in my village | By the end of the lesson, the students should be able to: I] Outline a composition on a festival in a typical village Ii] make sentences and build paragraphs on any festival of choice Iii] write a composition to describe a festival in a village | I] students hold a pre-class interview with parents of adults about African festival Ii] The whole class watches a short documentary on a local festival Iii] the whole class discusses what they have heard, seen or read about local festivals Iv] The students, in small groups complete a close test, which is an extract of a newspaper article on a local newspaper V] write individual essays describing a local festival |
| 10.5 | Dramatization of some scenes in the recommendation | Should be able to I] retell stories Ii] rehearse for a performance Iii] act the play or a part of it | Audition the actors Ii] the whole class selects the costume and the prop Iii] The whole class rehearses and acts a portion of the play |
| 10.6 | Literature –in-English A review of the recommended texts | By the end of the lesson, the students should be able to: Describe the elements of the texts Ii] write a note on the text Iii] differentiate the prose text from the drama text | I] different groups discuss the two texts Ii] the whole class asks pertinent questions from the teacher The whole class organizes a quiz for two small groups |
| 11.1 | Speech Work Contract /e and /Ә/ Examples Bed/bird Met/mirth | By the end of the lesson, the students should be able to: Describe the sound /e/ and /Ә/ Produce the sounds /e/ and /Ә/ Contract the sounds /e/ and /Ә/ Read words and sentences with the sound /e/ or /Ә/ | I] students listen to recorded models and repeat sounds Ii] students in small groups, discuss the two sounds Iii] students pair up to practice the sounds and create dialogues Iv] the whole class practices tongue twister |
| 11.1 | Grammar Used to | By the end of the lesson, the students should be able to: I] state the meaning of used to and would | I] students listen to recorded models and repeat sounds Ii] students in small groups, discuss the two sounds Iii] students pair up to practice the sounds and create dialogue Iv] The whole class practice tongue twisters |
| 11.2 | Grammar | By the end of the lesson, the students should be able to: I] state the meaning of used to and would | I] students, in small groups discuss used ‘to’ and ‘would’ |
| Anvis/are Was/were Used to | Make sentences and tell stories with ‘used to’ and ‘would’ Iii] Complete sentences with used to and ‘would’ | Students pair up to create dialogue for practice and sentence completion Iii] the whole class examines texts and newspaper articles to find examples of used to /would Iv] students, in small groups, write stories and passages using used to /would and exchange write ups | |
| 11.3 | Reading and comprehension Would substitution Vocabulary development Synonyms and antonyms Homophones | By the end of the lesson, the students should be able to: I] find synonyms, antonyms and homophones in the context of the passages Ii] transform words, phrases and sentences Iii] recall information | I] students, in groups read, describe what happens and share related life stories Ii] students in small groups synoms antonyms and homophones Iii] The whole class creates table of antonyms synonyms and homophone Iv] the different groups generate sentences with the words assembled |
| 11.4 | Composition Contracting a formal letter with an informal letter | By the end of the lesson, the students should be able to: I] describe formal letters Ii] describe formal letters Iii] compare formal and informal letters in terms of audience tone features and content | I] students, in small groups discuss formal and informal letters Ii] the whole class draws a table to compare and contract formal and informal letter Iii] Students, as individuals, write letters Iv] each groups reads its letters to the other group for discussion |
| 11.5 | Literature in-English Literature in-English Dramatization of some scenes in the recommended text on drama | By the end of the lesson, the students should be able to: I] retell the story Ii] rehearse for a performance Iii] set the play on a part of it | I] the whole class reads the play and audition the actors Ii] the whole class selects costumes and props Iii] the whole class rehearses and acts the play |
| 11.6 | Words for the Week Necessary, caught, becoming relevant, exhilarate, definitely, separate, hygiene , religiou, repetition | By the end of the lesson, the students should be able to: i] spell selected words for the week correctly ii] explain the meanings of the words that are new to them iii] use them correctly in sentences | I] students in pairs, study and practice the given words in their spare time (possibly during break) Later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week |
| 12 | Revision | By the end of the lesson, the students should be able to: I] identify challenging topics Ii] provide answers and clarification to challenging topics Iii] answer past examination questions | I] individual students identify challenging topics Ii] the whole class discuss challenging topics Ii] students take part in intergroup quizzes and debates Iv] students pair up to solve past questions |
Achievement Standards for English Studies
At the end of the term, students are able to
1. Write at least a 250 world letter or essay with a focus on description narration, argument and exposition
2. Acquire and use at least 100 new words
3. Produce English sounds and read words appropriately
4. Read passages and a answer questions correctly
5. Listen critically and respond appropriately to what is heard
6. Make sentences and build well developed paragraphs
7. Find the meanings of words and idioms using the dictionary and contexts
8. Complete sentences with the appropriate nouns, pronounces, verbs, prepositions or conjunction
9. Use the right punctuation marks
10. Spell tricky words
11. Avoid confusing words that are pronounced alike but spelt differently
12. Use stress on two, three or more syllabus
