Weeks	Topics	Learning Objectives	Learning Activities
	Speech Work Stress: identification of stress in dual bi-syllable words , nouns/ verbs adjectives / verbs Examples (import/import) refuse/refuse	By the end of the lesson, students should be able to Describe word stress Identify stress in words of two and three syllabus Stress two-syllable dual words (import –verb, import noun)	Individual students listen to the teacher/model repeat and practice the dual works Small groups of students discuss dual words Students pair up to produce dual words with the appropriate stress The whole class generates sentences with dual words
4.2	Grammar Forms (2) Irregular Verb forms	By the end of the lesson, students should be able to I] describe words stress Ii] identify stress in words of two and three syllables Iii] stress two syllables dual words (import verb import-noun)	I] individual students listen to the teacher/model repeat and practice the dual words Ii] small groups of students discuss dual groups of students discuss dual words Iii] students pair up to produce dual words with the appropriate stress Iv] the whole class generates sentences with dual words
4.3	Reading and comprehension Dialogue Vocabulary development ICT	By the end of the lesson, students should be able to I] describe dialogue Ii] make dialogues Iii[ use words in ICT accurately	Each small group of students discusses dialogues Ii] students pair up to make dialogues using ICT words for a whole class presentation Iii] students ask and answer questions from the self-generated dialogues Iv] individual students build ICT words expressions by supplying necessary words in a cloze test
4.4	Composition Formal letters Write a letter to the local government chairman about the bad roads in your area	By the end of the lesson, students should be able to I] describe formal letters and its format Ii] outline a letter to the local government chairman about the bad roads in their areas Iii] write a short of letter of about 200 words to the local government chairman about bad roads	Some letters in the letter-to the editor column of a newspaper Ii] individual students write an outline about bad roads to be shared with group members Iii] each group writes a letter of complaint to the chairman to the chairman of the local government about bad roads
4.5	Literature-in-English Use the recommended test on drama	By the end of the lesson, students should be able to I] discuss events in the drama text scene by scene; Ii] retell the story Iii] dramatize the story; Iv] summarize the scenes	I] individual students role –play the dialogues Ii] students, in small groups, discuss and analyses the story Iii] students pair up to retell the story Iv] the whole class dramatises the play
4.6	Literature-in-English Language, setting and characterization in the recommended drama text	By the end of the lesson, students should be able to I] explain the elements of drama setting and characterization Ii] exemplify setting and characterization Iii] read and summarize more scenes and acts	I] each small group discusses the elements of drama Ii] students play roles as they read in small groups Iii] The whole class looks for specific examples of language, setting and characterization in the play Iv individual students present a summary to the whole class
	Words for the Week Seize vacuum kernel preferred coolly repetition address reference necessary millennium picking	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	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
5.1	Speech work identification of the appropriate rhythm in a given poem	Speech work identification of the appropriate rhythm and rhythm Ii] read a selected poem/song, Iii] create a poem with any form of rhythm	] students, in small group discuss rhythm and rhythm Ii] each group of students collects and examines poems/songs looking for rhymes and rhythm Iii] students pair up to produce poems paying attention to rhymes and rhythm
5.2	Grammar Indirect /direct speech Requests and questions	I] describe direct and indirect requests and questions Ii] find direct and indirect requests/questions in literacy texts Iii] change direct requests and questions to indirect requests and questions Iv] correct misused verbs, pronouns and adverbs in indirect speech	I] students, in small groups, discuss direct/indirect requests and questions Ii] students pair up create direct and indirect request questions Iii] each small group analyses extracts (dialogues) from the recommended drama text Iv] the whole class corrects misused tenses, pronouns individual verbs in indirect speech
5.3	Reading and comprehension dialogue continued Vocabulary development	By the end of the lesson Student should be able to I] analyse a passage in a dialogue form’ Ii] create a passage with a dialogue Iii] build new vocabulary	I] individual students read and listen to dialogues, and spell words Ii] each small group discusses the passage and answer questions Iii] the whole class builds a list of synonyms and antonyms from the selected passage and recommended literacy texts
5.4	Composition Argumentative Essay Potent than orthodox medicines	By the end of the lesson Student should be able to I] describe the features of an argumentative essay on the topic herbal medicines are more potent than orthodox medicines Ii] speak in a debate on herbal medicines are more potent than orthodox medicines	Ii] the whole class discusses argumentative essays and the debate format Iii] the whole class listens to recorded interview with a pharmacist Meets to brainstorm on the different sides of the debate topic Iv] the group’s representatives present their views in a debate session
5.5	Literature –in-English Identification of some figures of speech in the recommended prose text Simile Metaphor Personification Hyperbole	By the end of the lesson Student should be able to I] explain simile, metaphor, personification and hyperbole, Ii] identify simile, metaphor, personification and hyperbole in the recommended prose and hyperbole	i] students in small groups, discuss figures of speech ii] the whole class scrutinizes literature texts for figures of speech iii] students pair up to generate figures of speech and present examples of the whole class for discussion
	Word for the week Committed extreme erroneous achieve advice dilemma site recommend colonel controversy	By the end of the lesson Student 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, student 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
6.1	Speech work Review of stress (refer to week 3 and 4)	By the end of the lesson Student should be able to I] describe term stress Ii] divide words into syllables Iii] exemplify stress in words of two or more syllables	I]individual students listen to teachers /models and repeat words Ii] students in small groups, discuss stress placements. Iii] students pair up to stress the right syllables in selected words Iv] the whole class plays a stress game’ one group writes a word and the second groups reads the words and puts stress
6.2	Grammar Adverbials and the present tense Time phrases The simple present tense	By the end of the lesson Student should be able to I] identify time phrases Ii] describe the simple present tense [iii] combine time phrases and the simple present tense iv] make sentences in the simple present tense	I] each small group of students discusses adverbial time phrases and the simple present tense Ii] individual students add time phrases/the correct forms of verbs to complete sentences Iv] each small groups of students makes short passages titled (“my daily habits)
6.3	Reading and comprehension More on week 1 topic Vocabulary development Science and technology	By the end of the lesson Student should be able to I] explain word substitution techniques Ii] read a passage to look for new words Iii] use the dictionary to build vocabulary on science and technology	I] students in spare groups study, analyse and discuses the main issues in the passage Ii] the whole class discuss word substitution Iii] students pair up to replace words with near synonyms Iii] individual students build vocabulary notebook on science and technology Iv] individual vocabulary notebooks
6.4	Composition Expository essay Entrepreneur	By the end of the lesson Student should be able to I] describe expository essay; Ii] outlines short composition on the meaning and importance of entrepreneurship Iii] write a short composition of about 200 words on the meaning and importance of entrepreneurship	I] each small group discusses features expository essays Ii] small groups brainstorm on the importance of entrepreneurship Iii] students in one large group listen to a resource person on entrepreneurship Iv] individual students writes short compositions from the notes made
6.5	Literature in English Differentiate between irony, euphemism and hyperbole	By the end of the lesson Student should be able to I] describe irony, euphemism and hyperbole Ii] compare and contract irony, euphemism and hyperbole Iii] write examples of irony, euphemism and hyperbole	Euphemism and hyperbole Ii] different groups play games looking for irony, euphemism and hyperbole in literature texts Iii] students pair up to share self-generated examples Iv] each small group presents poem, writing projects infused with a number of figures of speech
6.6	Literature in-English Play writing	By the end of the lesson Student should be able to I] describe the drama genre Ii] script a play let Iii] perform the playlet	I] each small group does content researching Ii] each group scripts a play and critiques it Iii] the whole class discusses play writing Iv] each group rehearses and performs a play
	Word for the Week Fascinating jewellery grateful drunkenness acquit necessary truly adultery lose pneumonia	By the end of the lesson Student 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 sentence	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
7	Mid Term test Open day Mid term Holiday
8.1	Consonants/s/and /z/ Examples: sip/zip, sue/zoo, this/these, loose/lose	By the end of the lesson Student should be able to [i] describe /s/and/ and/z/ sounds Ii] produce and contrast /s/ and /z/ Iii] identify the letters that produce the sounds /s/, /z/ Iv] read words wit letter s and z	Iii] individual students listen to the teacher/model and repeat sounds Ii] students pair up to produce sounds and make dialogues Iii] the whole class discusses letters s/z and sounds /s/, /z/ Iv] each small group reads tongue twister
	Grammar Introduction to punctuation marks Capital and full-stop	By the end of the lesson Student should be able to I] describe and write capital letters accurately Ii] describe the use of capital letters and full stop, Iii] use capital letters and full-stop Iv] avoid run-on sentences and misuse of capital letters	I] students in small groups, discuss the various uses of capitalization and full-stop Ii] each group analyses the use of capitalization and full-stop in Literature texts. Iii] the whole class corrects wrongly punctuated sentences Iv] students pair up to practice handwriting
8.4	Composition Narrative Essay My Last Birthday	By the end of the lesson Student should be able to I] describe narrative essays Ii] identify elements of story telling/narrative essay Iii] produce a sketch of their birthday activities Iv] write a short narrative essay on their last birthday	Each group of students discuss story telling /narration (ii) individual students share birthday experiences with their respective groups Iii] students pair up re-arrange jumbled sentences Iv] individual students write a short essay on their birthday
8.5	Literature-in-English Recommended prose text	By the end of the lesson Student should be able to Recommended text Ii] identify the elements of the story-plot, setting, theme, language Iii] summarize the prose text	I] students share reading of the prose text groups discuss elements of prose literature Ii] each group writes a summary of the prose text Iv] the whole class discusses presented summaries
8.6	Literature-in-English Further reading of the prose text	By the end of the lesson Student should be able to I] relate the events the recommended text to personal experience Ii] retell the story Iii] summarize the text chapter by chapter or incident by incident	I] individual students share reading Ii] students, in small groups reading Ii] students in small groups, discuss and analyse the test Iii] students pair up to retell stories Iv] each group presents a summary to the whole class
	Word for the week Intelligence memento ignorance argument caught prophesy shinning column accommodate readable	By the end of the lesson Student 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
9.1	Speech work Consonant sounds /k/and /g/ Cup/gulp Care/gear	By the end of the lesson Student should be able to I] describe the sounds /k/ and /g/ Ii] produce and contrast the two sounds Iii] identify how to spell the sounds /k/ and /g/ Iv] identify the sounds that letters k or g make in words	I] individual students listens to the teacher /model pronounce /k/ and /g/ and repeat the sounds Ii] students in small groups discuss generate words that contain /k/ and /g/ sounds Iii] students pair up to produce the sounds and create dialogues V] students, in small groups, suggest words that /k/ and /g/ are silent in
9.2	Grammar Punctuation marks The question mark and Apostrophe	By the end of the lesson Student should be able to I] describe the uses of question mark and apostrophe Iii] use question mark and apostrophe Iv] correct and avoid the misuse of question mark and apostrophe	I]each small group of students discusses question mark and apostrophe Ii] the whole class analyses examples of question mark and apostrophe in Literature lexis Iii] the students in small groups, make sentences and passages with question mark and apostrophe
9.3	Reading to identify the main and supporting ideas in a selected text	By the end of the lesson Student should be able to I] ask and answer the necessary questions about the passage Iii] identify topic sentences and connected ideas in the selected passage	I] students in small groups read and listen to the selected passage Ii] the whole class discusses the passage asking questions , they read and identify topic sentence Iii] students pair up to spell selected words Iv] individually students make sentences with new words
9.4	Composition Write the minutes of meeting	By the end of the lesson Student should be able to I] describe meeting and minutes of a meeting Ii] prepare a note that can be used to write the minutes of a meeting Iii] build meeting vocabulary Iv] write short minutes of meeting	I] the whole class hold a mock meeting Ii] small groups discuss features of a good minutes of meetings Iii] students pair up to write notes in preparation for the minutes Iv] individual students write minutes to be read to the whole class
9.5	Literature –in-English The recommended drama text	By the end of the lesson Student should be able to I] read the recommended text Ii] retell the story plot, setting, character and theme and find textual references Iv] summarize the drama text	I] selected students play roles as they read for the whole class Ii] students, in small groups discuss the play Iv] the whole class discusses elements of drama with textual evidence
9.6	Literature-in-English	By the end of the lesson Student should be able to I] retell the story Ii] highlight the basic elements of plot, setting, character and theme of the recommended text with textual references Iii] summarize the text	I] selected students play roles as they read for the whole class Ii] students in small groups, discuss the play Iii] students, in small groups discuss the play Iii] students in pair-up to retell the story Iv] the whole class discusses elements of drama with textual evidence
	Word for the week Fascinate plagiarize Restaurant acquaintance Consensus conscious Aggressive conscience judgment pastime	By the end of the lesson Student 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	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
10.1	Speech work /m,n,n/	By the end of the lesson Student should be able to I] describe /m,n,µ Ii] produce /m,n,µ/ Iii] contrast /m,n,µ/	I] individual students listens as the teacher /model produced the sounds Ii] individual students repeat the sounds Iii] students pairs up to produce sounds, and create dialogues Iv] the whole class discusses the sounds and make sentences
10.2	Punctuation marks Comma Colour Semi colon	By the end of the lesson Student should be able to I] explain at least ten the uses comma Ii] use colon and semi-colon in sentences Iii] avoid misuse of comma, colon and semi-colon	I] small group discusses comma, colon and semi-colon Ii] the whole class examines Literature texts/newspaper for appropriate use of comma, colon and semi-colon Iii] students pair up to make sentences with comma, colon and semi-colon Iv] students, in small groups correct wrongly punctuated sentences
10.3	Reading and comprehension (As in week 9)	By the end of the lesson Student should be able to I] describe different kinds of letters and essays Ii] mention different kinds of letters and essays Iii] give examples of and practice different kinds of letters and essays	I] each small group discusses types of essays and letters Ii] the whole class brainstorms on essay and letter written Iii] students pair up to practice sentence making and building paragraphs Iv] each group is assigned to write one type of letter/essay and present to the class for discussion
10.4	Composition Review types of letters and Essay	By the end of the lesson Student should be able to I] describe different kinds of letters and essays Iii] give examples of and practice different kinds of letters and essays	Each small group discusses types of essay and letter Ii] the whole class brainstorms on essay and letter Ii] the whole class brainstorms on essay and letter writing Iii] students pair up to practice sentence making and building paragraphs Iv] each group is assigned to write one type of letter/essay and present to the class for discussion
10.5	Literature –in-English [a] review literacy terms [b] a blow by blow account of the recommended prose text	By the end of the lesson Student should be able to Describe plot, setting, characterization and theme Iii] summarize the recommended prose text	Each small group of students discusses literacy terms Ii] the whole class shares the reading of the last chapters Iii] students take part in an intergroup quiz [iv] students learn up to produce summarizes of the prose test

Weeks	Topics	Learning Objectives	Learning Activities
1.1	Revision of 2^nd term’s work and examination questions speech work Revision of stress: I] primary stress Ii] different stress pattern Iii] emphatic stress intonation I] falling tune Ii] rising tune b] Welcome test	By the end of the lesson, students should be able to I] distinguish between stress and intonation Ii] classify stress into main/primary stress, different/same stress pattern and emphatic stress Iii] differentiate between primary stress, different stress pattern and emphatic stress Iv] construct different sentences using falling tune and rising tune	Students, in small groups, critically distinguish word stress, sentence stress and intonation Students, in pairs share viewpoints on the rules that govern stress. They identify main/primary stress in given wordsStudents, in pairs differentiates between stress pattern and emphatic stress The representative of each group classify different statements/sentences into falling tune and rising tune
1.2	Grammar conjunction The use of conjunction i.e. although and whereas as contrasts	By the end of the lesson, students should be able to: I] describe the uses of although and whereas’ as contrast in a selected passage; Ii] construct different sentences using ‘although and whereas	Students in small groups, work together to distinguish between the uses of although and whereas Students in pairs, generate sentences using although and whereas Students in pairs compare their sentences and discuss their corrections
1.3	Reading and comprehension Reading to understand the writer’s purpose by identifying the key words in a selected passage	By the end of the lesson, students should be able to: I] read and discuss a selected passage on politics Ii] generate questions on the passage understudies Iii] interpret the writer’s purpose; iv. summarize the writer’s purpose in their own words	Students in small groups, read and discuss the passage on politics Ii] the representative of each group presents a summary of the passage read Iii] students work together to highlight the writer’s purpose in the passage Students, in pairs, summarize the writer’s purpose in two sentences. They read through the summary and correct orally
	Composition: A review of formal letters and informal letters I] address of writer Ii] date Iii] designation and full address of the recipient Iv] dear sir/dear madam, V] Title Vi] yours faithfully, Signature of the writer Full name of writer	By the end of the lesson, students should be able to: I] distinguish between the features of formal letter and informal letter Ii] analyses the differences between the salutation forms /complimentary close of formal letter and informal letter Iii] write and develop the outline of the content of a letter of permission from the school from a principal of the school	Students in small groups, compare and contract the formats /features of formal letter with informal letter Students, in pairs, analyse the differences between formal and informal letter in terms of salutation forms, title, complimentary close and language Students, in pairs rainstorm, share viewpoints and develop an outline of the content of a letter of permission from the principal /class teacher
15.6	Literature in English: Review of literary terms and figures of speech I] metaphor Ii] Simile Iii] personification Iv] irony V]hyperbole	By the end of the lesson, students should be able to: I] analyse the figures of speech used in the recommended text on drama Ii] use different figures of speech in their daily conversations and construct sentences with them Iii] write a story not less than 25 pages	-students in small groups, highlight different figures of speech used in the recommended text on drama or prose -students present a short play to the whole class
	Words for the week Atheist difference twelfth pronunciation, perseverance withhold mischievous imitate colleague ,miniature	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	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
	Consonant contrast /p/ peer, pack /b/ beer, back /t/ team tip /d/ deem, dip /k/ cap, cot /g/gap, got	Should be able to I] describe the manner of articulation of consonants /p/ /b/ /t/ /d//k/ and /g/ Ii] contrast consonants /p/ and /b/ /t/ and /d/ /k/ and /g/ with adequate examples Iii] pronounce these sounds appropriately	Consonant sounds on a tape recorder -students in pairs bring out the words that contain these consonants from a short passage -students, as individuals, generate sentences contain these consonants
2.2	Grammar Using despite and in spite with adequate examples	By the end of the lesson, students should be able to: I] differentiate between the uses of despite and in spite with copious examples Ii] use despite and in spite in sentences	Students, in small groups, generate sentences using despite and in spite. They give copious examples -students in pairs, differentiate between the uses of despite and in spite
2.3	Reading and comprehension Reading to summarize the key ideas from different paragraphs	By the end of the lesson, students should be able to: I] analyse a given comprehension passage Ii] distinguish between key ideas and details Iii] summarize the key ideas from different paragraphs	-students in small groups, read and discuss a given comprehension passage -students in small groups generate questions on the passage read -students in pairs, work together to highlight the key ideas and detailed ideas -leaders of each group present a summary of the key ideas from different paragraphs, while other member of the group respond and correct orally
2.4	Composition: A review of Essay writing	By the end of the lesson, students should be able to: I] analyse different essay writing Using between essay writing and letter writing, Iii] write and develop outlines in given composition /essay writing	-students, in small groups rainstorm on different essay writing they decide what kind of essay to write Students, in pairs research more an interest on the distinguish features of different essay writing Students work in pair to develop outlines on given composition/essay writing Each group leaders makes a presentation of their group work to the whole class for them to edit , check spelling and grammar errors
	Literature in English I] use the recommended text on prose Myths and legends Iii] themes in popular myths/legend	By the end of the lesson, students should be able to: I] examine the differences between myths and legends Ii] classify given short prose passages into myths or legends Iii] highlight the themes in the popular myths/legends	Students in small groups, read, analyse and appreciate literary texts on legends and myths -student in pairs examine the themes in the given popular legend or myth they brainstorm on the moral lessons drive from them Student in pairs share and different view points of the themes of the popular myths or legends
	Words for the week Inoculate desperate defy vehicle indict homophone absence definitely definite receive	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	I]students, in pairs, study and practice the given words in their spare time (possible during break) Ii] later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week
3.1	Speech Work Consonant contract Cheap sheep Match mash	By the end of the lesson, students should be able to: Consonants/t/and /∫/ Iii] pronounce both sounds appropriately Iv] generate sentences with worlds that contain both sounds	-students as a class, teach a short recording of consonant contrast of /t/ and /∫/ sounds with adequate examples -students independently bring out the words that contain the sounds of /t/ and /∫/ from a short passage
3.2	Grammar verbs The uses of ‘Have’ ‘Has’ and ‘had’	By the end of the lesson, students should be able to: I] analyse the uses of ‘have’ ‘has’ and ‘had’ Ii] construct sentences using have, has, and had Iii] generate questions using have, has and had	Student, in small groups, analyse different uses of have, had, and has. They decide when to uses them in sentences Students in a group a five, construct different sentence using have, has and had The whole class edit essay/composition, check for spelling and grammar errors
3.3	Reading and comprehension Reading to infer the author’ intention in a selected passage	By the end of the lesson, students should be able to: I] read and interpret a given comprehension passage Ii] generate questions on the passage understudy Iii] highlight the author’s intention in the passage understanding V] summarize the author’s intention as stated in the selected passage	-students in small groups read a given comprehension passage -students in pairs, generate questions on the passage and subsequently provide appropriate answer to the question -Student work together to infer the author’s intention in selected paragraphs -students, in pairs summarize the author intention in two sentences. They read through the summary and correct orally
	Composition: A composition on the topic: ‘pride goes before a fall’	By the end of the lesson, students should be able to: I] tell a story that entils with price goes before a fall	Students, in small groups, brainstorm on different way to introduce a story -students, in pairs critically
		Ii] analyse different interpretation of the expression Iii] write and develop an outline on the content of the composition Iv] write freely on the composition’ pride goes before a fall’	Analyse different interpretation of the expression ‘pride goes before a fall -student in pairs develop an outline in the constant of the in the consonant of the in the consonant of the essay -student as individuals write freely on the composition ‘pride goes before fall. They read through each other essay and correct orally
	Literature –in-English I] characterization Themes and diction in the recommended prose text Write a simple story on “history and fair play’	By the end of the lesson, students should be able to: Analyse different characters in the recommended prose text and discuss their contributions Ii] examine different themes used moral lessons derived Iii] comment on the authority use of diction in the recommended prose text Iv] write a simple story with a title ‘honesty and fair play’	-students in small groups compare and contract the roles of the major characters Ii] students in pairs brainstorm on the moral lesson derived from the prose text -student in pair discuss different options’ on the topic honesty and fair play’ they brainstorm on the feature of a prose -students, as individuals, write a short story to be published in schools magazine on ‘honesty and fair play’
	Word for the Week Potatoes bellwether Publicly humorous Marshmallow committed extreme erroneous achieve advice	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	Students, in pairs, study and practice the given works in their spare time (possible during break) Ii] later in the week, students, as individuals, participate in a spelling drill exercise on the words for the week
4.1	Speech Work Consonants /θ/ and /∂/ cloth clothe south southern mouth leather think father	By the end of the lesson, students should be able to: I] describe the production of consonant /θ/ and ∂/ Ii] construct the sound with copious examples Iii] generate sentence with the word that contain the sounds Iv] answer question on same consonant sound and phonetic symbols	-students, in small groups, listen to a recording of the consonant /θ/ and /∂/ sound on a tape -student in pairs, produce the sounds appropriately weak students are paired up with the brilliant ones during the practice activities of consonant /θ/ and /∂/ sounds -students works as individuals to bring out words that contain /θ/ and /∂/ sound from a short passage
4.2	Grammar, synonyms using adequate examples	By the end of the lesson, students should be able to: I] analyse the difference between synonyms and antonyms Ii]generate sentences using synonyms and suggest appropriate synonymous words	Students, in small groups, distinguish between synonyms and antonyms -students in small groups describe the process of choosing appropriate synonyms The representation of each group present their group work to the whole class for critique
4.3	Reading and comprehension Reading to identify words expressions that signal or redirect attention to the main point	By the end of the lesson, students should be able to: I] read a given passage with rapt attention Ii] highlight words /expressions that signal/attention to the main point Iii] summarize the main point in each paragraph and uses them in sentences	Students in small groups, in a group, read the given comprehension passage and highlight the main points -students, in small groups brainstorm on the expression that sign the main points -students, in small groups, brainstorm on the expression that sing the main point -students, in pairs construct different sentences with the main points. They read through each other’s sentence and correct orally Students as individuals, write a summary of the main points in given passage
4.4	Composition: Essay A composition on the topic: the responsibilities of government	By the end of the lesson, students should be able to: I] analyse different responsibilities of local , state and federal government Ii] write and develop an outline on the content of the composition	Students, in small groups highlight and discuss the responsibilities of local state and federal government Students, in small groups brainstorm on the separation of powers and due process Students, in pairs, work together to develop an outline on the content of the composition
4.5.6	Literature I] use the recommended text prose Ii] writing a simple poem on laziness	By the end of the lesson, students should be able to: I] read aloud analyse and appreciate selected prose passage unseen prose Ii] discuss the themes characterization and the uses of diction in the prose text Iii] develop and compose a short poem on laziness	Students in small groups, read chapter three to five of the recommended text on prose -students in small groups perform major scenes in chapter 3 to 5 in turns -the whole class brainstorms on the moral lesson themes derived from the prose text -students work as individuals to write school poems to be published on the topic ‘laziness’
	Words for the week Dilemma site recommend colonel controversy presence dumbbell license (verb) Caribbean relevant	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
5.1	Speech work Consonants /w/ and /j/	By the end of the lesson, students should be able to: I] describe the production of /w/ and /j/ i. analyse the differences between narrative essay and descriptive essay ii] narrate steps by steps on the	-students as a class, listen to how consonant /w/ and /j/ sounds are contrasted on a tape recorder -students in pairs formulate at least five questions on the topic to be posited to the whole class for discussion
5.5.6	Literature in-English I] identification of the moral import in the recommended prose text Ii] setting /plot in the recommended prose text	By the end of the lesson, students should be able to: I] examine the differences between plot and setting Ii] appreciate the moral lessons derived from the prose text Iii] perform a dram sketch	-students in small groups brainstorms and share different viewpoints on plots and setting of the recommended prose text -students in pairs appreciate the settings and plot of the text. They discuss the moral lesson derived from the text -students in small groups perform some chapter in the prose text in turns
	Words for the Week Niece in spite referred proof separate surprise principle sight concede embarrass	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	Students in pair 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
6.1	Speech Work Contracting vowels /o/ and /u/ Look youth Book food	By the end of the lesson, students should be able to: I] describe the production of vowels /u/ and /u/ sounds I] analyse the difference between narrative essay and descriptive essay	Students, in pair formulate at least five questions on the topic to be posted to the whole class for discussion
		Preparation and actual journey they have made Iii] outline the content of the composition Iv] develop and write, freely on the composition	Different groups of students respond to those questions. The discuss the content of the composition, a memorable journey I once made
6.1	Speech work Contrasting vowels /u/ and /u/ Look youth Book food	By the end of the lesson, students should be able to I] describe production of vowels/u/ and /u/ sounds Iii] contrast the sound in pairs Iii]generate sentences with words that contain the sounds Iv] produce both sound appropriately	-students, in small groups, watch how vowel /u/ and /u sounds are produced in a video -students in pairs, generate words that contains the sounds -weak learners are paired up with the brilliant ones during the practices of vowels /u/ and /u/ sounds
6.2	Grammar: the use of causative verbs for example blacken To cause to become black Let Make Get	By the end of the lesson, students should be able to I] explain what causative verbs are Ii] construct sentences using causative verbs	Students, in small groups in a group, brainstorm on the meaning of causative verb. They give copious examples – students, in pairs generate different words that contain, causative verbs. They use them in sentences -the representative of each group presents a short passage that involves the use of different causative verb
6.3	Reading and comprehension Vocabulary development Words associated with region Devout Pious Spiritual Imam Koran Oracle Deity	By the end of the lesson, students should be able to: I] analyse a given comprehension passage on religion Ii] highlight words that associated with traditional , Christianity or Islamic religion Iii] explain the meanings of those words in context and use them in different sentences Iv answer questions below the comprehension passage	-students in small group study and discuss the story line of the passage -students, in pairs, generate questions in the passage -students, in pairs work together to provide answers to those questions in the passage -students, in pairs, work together to provide answers to those questions. The leader of the group present their group work to the whole class for a critique Students, as individuals, sort out from a given jigsaw puzzle, words that are associated with religion. They generate sentences that contain those words -students, in small groups brainstorm on how to write dialogue -students in pairs analyse different dialogues. They describe the process of writing dialogue Each group leader makes a presentation of their group work to the whole class for a critique Students work independently to write a short play
	Composition: write a dialogue	By the end of the lesson, students should be able to I] describe how to write dialogue Iii] Write a play for publication in school magazine
	Literature in English I] read the recommended text on drama Ii] figures of speech in the recommended drama text	By the end of the lesson, students should be able to: I] analyse Act 3 and discuss major scenes Ii] examine different figures of speech used in the recommended drama text Iii] comment on the themes and the use of figures of speech by the playwright	I] students in small groups read, act three and discuss major scene -students in small groups perform major scenes in act 3 in turns -students in pairs x-ray and appreciate different figures of speech used in the recommended drama text -students as a class discuss the moral lessons derived from the drama text
	Words for the Week Fulfill usable/useable skillful indispensable auxiliary original beautiful guarantee personnel tyranny	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	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
7.3	MID TERM BREAK
8.1	Speech Work Contrast between vowels /^/ and /e/ Just jest Bunch bench Subtle settle	By the end of the lesson, students should be able to: I] contrast vowel /e/ and /^/ sounds Ii] generate sentences with words that contain the sound; Iii] articulate both sound appropriately	Students, in small groups, listen to a recording of vowel /e/ and /^/ sound on a tape recorder -students, in pairs bring out the words that contain these vowel sounds from a short passage -student sentences contain these sounds
8.2	Grammar adverbs of places Examples (by the gate, in the school, on the field)	By the end of the lesson, students should be able to: I] classify adverbs under different types Ii] analyse different adverbs of place Iii] construct sentence using adverbs of place Iv] state the functions of adverb/adverbial in the sentences	-students, in small groups brainstorm on different types of adverbs/adverbials -students, in pairs, identify adverbs and their functions in given sentences -students in pairs construct different sentences using adverbs of place. They compare their sentences and discuss the correction Students as individual, state their functions

		Narrate story that ends with the rich also cry”Analyse different interpretation of the expression Write and develop an outline on the content of the composition Write well reasoned essay on the rich also cry’	Content of the composition and make logical presentation -students, in pars, develop their stores in their own styles by experimenting with language features, narrative expressions and diction
10.5.6	Literature-in-English I] characterization Ii] diction Iii] plot Iv]theme	By the end of the lesson, students should be able to: I] analyse the use of diction and characterization in the recommended prose text Ii] discuss the plots and themes of the text	-students, in small groups, analyse the author’s choice of words and use of characters Ii] students in small groups, articulate different viewpoints on the themes characters and plot of the recommended prose text -students, in pairs analyse and appreciate literacy terms used in the text
	Words for the week Soliloquy, conscience, unnecessary, thug, jobbery, assassination, sustenance , continuous	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	-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
11.1	Speech work review of the consonant sounds with emphasis on /s/ and /z/ Price prose	By the end of the lesson, students should be able to: ]contract consonant /s/ and /z/ sounds with copious examples Ii] generate sentence that contain those sounds Iii] pronounce the sounds Iii]pronounce the sounds appropriately	-students, in small groups watch how to pronounce consonant /s/ and /z/ sounds -the leader of each group produces the sounds, while members of the group respond -students in pairs, generate sentences that contain these consonant sounds
11.2	Grammar: Question tags	By the end of the lesson, students should be able to: I] describe the process of forming question tags from different statement Ii] generate questions in order to conform the statements	Students in small groups study the rules on question tags -each student constructs different statements in positive and negative forms, while the other members of the class respond by stating the appropriate tags
11.3	Reading and Comprehension Review of the language skills	By the end of the lesson, students should be able to: I] critique a given comprehension passage Ii] analyse ways one can improve one’s language skills Iii] form sentences with words that are written italics in the passage	-students, in small groups, read and discuss a given comprehension passage on language development -students in pairs brainstorm and analyse ways they can improve listening, speaking, reading and writing skills -students, as individuals, generate sentences with Words that are written in italics in the passage
11.4	Composition: Review the component of letter writing and essay writing	By the end of the lesson, students should be able to: I] compare and contract the content of formal and informal letter Ii] develop and write outlines on given formal and informal letters Iii] write well articulated letters	-students, in small groups compare and contrast formal letters with informal letters -students pairs, develop outlines and write freely on such letter Students, as individuals, develop the generated outlines into letters, edit and check for spelling and grammar error,
11.5.6	Literature –in-English: Review of recommended prose text	By the end of the lesson, students should be able to: I] distinguish features of I] distinguish features of poetry prose of drama Ii] develop and write short poems, short stories and short plays for the annual prize giving day	Students, in small groups distinguish the elements of drama prose and poetry -students, in pairs read and analyse the recommended texts in drama, prose -students in pars read critique any of the recommended texts in drama prose and poetry. They brainstorm on the moral lesson derived from the prose/drama text -students work as individuals develop and write short poems short plays and short stories
	Words for the week In spite, in fact, at times, playwright, preferred, unforeseen, consensus, mischievous, misspell, pastime, separation	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	I] students, in pair, study and practice the given words in their spare time I] later in the week, students as individuals participate in a spelling drill exercise on the words for the week
12.1	Speech word review Of the constant sound with emphases on /s/ and /z/	By the end of the lesson, students should be able to: I] compare and contrast /s/ and /z/ sound Ii] generate sentences with words that contain these sounds Iii] articulate both sounds appropriately	-students, as a class, watch how the sounds are produced and contrasted in a video or as modeled by the teacher -students, pairs bring out the words that contain these consonant sound form a s short passage and pronounce them
12.2	Grammar: Review of question tags and respond	By the end of the lesson, students should be able to: I] analyse both positive and negative statement with appropriate question tags Ii] construct different sentences /statement with appropriate question tags and responses	-students in small groups, generate different statement/sentences, while other member of the class respond with appropriate question tags -students, in pairs compare and contrast positive and negative statement with appropriate tags and response of the leader groups present the group work to the whole class for a critique
12.3	Reading and Comprehension Review of week 4	By the end of the lesson, students should be able to: I] read the comprehension passage on agriculture Ii] highlight words that signal the main point of topic sentence Iii] summarize the main point in each paragraph and use them in sentences	-students, in small groups, in group, read and discuss the passage on agriculture -students, in small groups brainstorm on the main points expression -students in pairs, construct different sentences with the main points. they read through each other’s sentences and correct orally -students, as individuals, writes summary of the main points in the given passage
12.4	Composition: review of letter writing	By the end of the lesson, students should be able to: I] analyse different types of letter writing Ii] develop different outlines on the content of given letter writing	-students in small groups analyse different types of letter writing. They share different viewpoints on the content, language, style and tone of writing these letters -students, in pair, research and develop different outlines of on given formal and informal letters -student, in pair, write freely on any given letter writing or composition
12.5.6	Literature –in- English: Review of I] literacy terms Ii] figure of speech	By the end of the lesson, students should be able to: I] analyse different literary terms and figure of speech used is the recommended drama/prose text	Students, in small groups, in a group, discuss, share and evaluate different viewpoint on the literacy terms and figures of

	Iii recommended test on drama Iv prose text	Ii discuss the plot, character, setting, theme and style of the playwright	Speech used in the commended drama/prose text	Critical thinking and problem solving
	Words for the week Vacuum, sergeant, preferred questionnaire savvy, spaghetti, somersault, terrain eulogy	By the end of the lesson, students should be able to Spell selected words for the week correctly Ii explain the meanings of the words that are new to them correctly in sentences	Students in pairs study and practice the given works 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	i. Communication and collaboration ii. Critical thinking and problem solving Leadership and personal development
13	Examination
14	Examination

JSS 2 ENGLISH STUDIES SCHEME FIRST TERM

SPEECH WORK: Listening and speaking: Revision of Pure vowel sounds

GRAMMAR: Revision of Parts of Speech

READING AND COMPREHENSION: Review of the SPQ3R reading technique

COMPOSITION: Writing an outline for narrative essay:

LITERATURE-IN-ENGLISH: Revisit: features of prose

LITERATURE-IN-ENGLISH: Figure of speech:

SPEECH WORK: Revision of consonant sounds with emphasis on consonant clusters

GRAMMAR: Verbs

COMPOSITION: Essay

TOPIC: LITERATURE-IN-ENGLISH:

TOPIC: SPEECH WORK:

GRAMMAR: Voice

COMPOSITION: Elements of composition

Features of Folktales

SPEECH WORK: Diphthong/əʊ/ sound

GRAMMAR: Tense

Critical Reading:

TOPIC: COMPOSITION: Essay

GRAMMAR: Verb

TOPIC: READING AND COMPREHENSION:

COMPOSITION: Revisit

SPEECH WORK: Consonant sound

GRAMMAR: Tense

READING AND COMPREHENSION:

COMPOSITION:

SPEECH WORK: Consonant sounds

GRAMMAR: Conjunction

READING AND COMPREHENSION:

Letter Writing: A letter to your father on Why You like Your New School

LITERATURE-IN-ENGLISH:

SPEECH WORK: Consonant sounds

GRAMMAR: Modal Verb:

READING AND COMPREHENSION:

COMPOSITION: Essay

TOPIC: LITERATURE-IN-ENGLISH

Consonant sound:

TOPIC: READING AND COMPREHENSION;

COMPOSITION:

TOPIC: LITERATURE-IN-ENGLISH:

GRAMMAR: Direct and Indirect Speech

Meaning and steps of Critical Reading

COMPOSITION: Formal Letter

READING AND COMPREHENSION:

Informal Letter

TOPIC: LITERATURE-IN-ENGLISH:

ENGLISH STUDIES SCHEME OF WORK JSS2 SECOND TERM

ACHIEVEMENT STANDARDS ENGLISH STUDIES

ENGLISH STUDIES SCHEME OF WORK JSS2 THIRD TERM

Achievement standards

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