Year 8 Blended British Nigerian Scheme of Work English Language

Access free Year 8 Blended British Nigerian Scheme of Work English Language for Junior Secondary School Hybrid Curriculum JSS2 Subjects topics for High School Education all three Terms available free download PDF–Schemeofwork.com

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Blended British Nigerian Scheme of Work English Language for Year 8/JSS2 School Term 1 Year 8 Blended British Nigerian Scheme of Work English Language Term 2 Year 8 Blended British Nigerian Scheme of Work English Language Term 3

Year 8/JSS2 Term 1, Term 2 and Term 3 Integrated Scheme of work for British national curriculum with a blend of the Nigerian National Curriculum for British and Montessori Schools

Blended British Nigerian Scheme of Work English Language for Year 8/JSS2 School Term 1

Year 8 Term 1

WEEK	GRAMMAR	READING AND COMPREHENSION	WRITING	LITERATURE	LISTENING AND SPEAKING	REFERENCE
1	Active & Passive verbs	Read a comprehension text to identify the opinion of the writer	Expressing opinions: write an essay expressing opinion on a given topic	Identify the opinion of the writer from your literature text.	Debate on a given topic by expressing your opinions through points to disprove the other person’s point of view.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
2	Parts of speech: – nouns and pronouns and their identification in a given passage Identify features of nouns and pronouns: identify functions of nounsand pronouns.	Understanding the writer’s purpose to persuade, inform, convince.	Write an essay or story onadverse effects of somechemicals used in cosmetics or other relevant story. Highlight main andsupporting ideas.	Explore short stories/ novelettes Explain what is meant by a short story. Identify the features of a short story.	Revision of sounds:- Vowels:- a, e, I, o, u Give phonetic symbols and Words: containing the soundse.g.-/i/ sit sip giggle	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
3	Identification of verbs in a given passage i). Identify features of verbs ii). Identify functions of verbs e.g. to express an action.	Understanding the writer’s purpose in a passage e.g. to irritate, annoy, please and entertain.	Brainstorm with your colleagues on a given composition topic and arrange your ideas in logical sequence, then write an appropriate introduction and effective conclusion to your essay..	Features of a short story/ novelette.	Revision of sounds:- Consonants:-t, g, k Give phonetic symbols and word containing same symbols: telephone, gate, kettle.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
4	Adjectives: identification of adjectivesfrom a given passage. Adjectives: functions of Adjectives e.g. quality of nouns & pronouns. Make sentences with Adjectives& pronouns.	Read for meanings of words in various context through clues provided by surrounding words in the text.	1) Types of composition – Narrative – Identify a narrativecomposition 2) Identify steps in compositionwriting: 1. Introduction 2. Body 3. Conclusion	Folktale:- Nigerian and African folktales. Identify features of African folk tales:- didactic,entertaining, magical,riddles etc	Vowel sounds: – /i/ and /i:/ Identify contrast in sounds; identify words containing sounds in the beginning, middle and end of word e.g: sit, sip giggle. Sea, eat, etc.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
5	Parts of speech: – Conjunctions& Commas Identification of conjunctions from a given passage and the use of commas in writing. Identify the features and function of Conjunction.	To identify the meaning of words in various contexts through use of alternative words that can fit into the contextwithin the text.	Descriptive Composition: Identify features of a descriptivecomposition and write one with a focus on: introduction, body and conclusion	Popular myths/ legends:- African and non African. Identify features of popular myths / legends:- magic,supernatural, superstitious, etc.	Vowel sounds: Identify contrast in vowel Sounds. Identify words containingsounds in differentpositions:- beginning,middle and end of a word. Focus on the long and short vowels in words like: fan/farm; dot/door	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
6	Identify prepositions froma selected passage. Identify function features ofpreposition Make sentences with Prepositions. Focus on Capitalization and full stop.	Read a passage to identify purpose in a selected passage e.g.to dissuade, stimulate, or indoctrinate. Identify the key words that show the writer’s purpose.	Argumentative composition: Brainstorm with a fellow student to generate new ideas for an argumentative essay. Arrange the ideas generated in logical sequence before writing the composition.	Short story: discuss, features of a given short story including; plot,characterization, style,theme, language.	Give phonetic symbol and words containing /Λ/ and /o/ e.g. /Λ/ bus. money coming /ә/away tattoo neither Identify contrast	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
7	Simple present and past Tense: identify them in a given passage: indicate when used e.g.simple present – for action currently going on: he works in the city,etc. Simple past e.g. regular orrepeated action in the Past.	Meaning and steps ofcritical reading: reading toevaluate informationpresented Surveying: a quick glance of what book or passagecontains by looking at the table of contents or sectionby section sub- heading.	Expository Essay. Describe the features of an expository essay: generate ideas forexpository essay Produce a draft	Selected poems – i) Discuss meaning and content of a given poem ii) Identify the poetic language used in the poem. Focus on similes, metaphor, onamatopoeia and personification, etc.	Introducing consonants/f/ and /v/. Words containing sounds; e.g. /f/ photograph, funny, van, etc. Production of sounds incontext and isolation	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
8	– Identify future tense in a selected passage – Indicate when used: e.g.to produce or say what islikely to happen in future.	Identify main points and major sub- themes of aselected passages. Identify opinions in the selected passage.	Format of informal letters. Write an informal letter on a given topic.	Read selected drama textand identify themes,setting, plot,characterization	Words containing sounds e.g./dz/: judge, rage, range /ts/: recharge, check, chain Produce sound in context and in isolation	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
9	Adverbs: Identify adverbs in selected passages. List functions and featuresof adverbs.Make sentences with Adverbs.	i) line by line reading ii) recall and iii) Review. – line by line reading : slow and more concentrated reading of passage in sections and paragraphs – recall: going over what has been read and retained – review: going over prevision steps	Formal and informal letters	Read selected passage or Text. Discuss features: plot, characterization, theme,language.	Words containing sounds e.g.thief, through, thin the , there, therefore Produce sounds in context and in isolation	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
10	1) Regular and irregular verbs. 2) Focus on irregular verbs which have the same form: infinitive Pasttense Pastparticiple: Cost costcost Cut cutcut 3) that have two past tense past participles:infinitive past tensepast participle burn burned/burnt burned/burnt Spoil spoiled/spoilt spoiled/ spoilt etc.	1) Read selected passage Use context to explain meaning of words. 2) Give alternative words to target words in the passage.	Generate ideas forwriting an introduction, body and conclusion of a given story. Write a draft	Read a given drama text and identify themes ,setting, plot,characterization	Words containing sounds e.g. /n/ twenty, nonsense, ninth. /ŋ/ song, bank, spanked. Produced sound in context in isolation	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
11	Transitive & intransitive verbs: Transitive verbs: can takedirect object:- the men lovetheir children Intransitive verbs: take noobject- the situation improved.Make sentences usingtransitive & intransitiveverbs	Reading to understand purpose. Identify the purpose of writer from their use of certain expressions/key words from a passage on contemporary issues..	Letterwriting: write an informal letter toyour fatherdescribing your school.	Discussion of themes, plot, characters and setting of a given literaturetext.	Consonants /k/ and /g/ Identify words containing sound e.g./k/ chemistry, kerosene,cattle /g/ girl, goat, gun. Produce sounds in isolationand in context. of sentences	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
12	Identify classes of adjectives e.g. colour adjectives- She has light brown hair It was a bright green hat. Compound adjectives: A grey- haired man A part time job etc.	Read passage and identify facts and opinions from a passage.	From a selected passagehighlight: main and supporting ideas. Arrangement of ideas inlogical sequence, introduction and conclusion	Selected poems or text Identify meaning, themes and language used.	Introducing consonant Clusters. Identify clusters fromselected passage. E.g. I) two consonants= maps, hand Ii) three consonants = ants, camps masks Iii) four consonants = prompts, exempts	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
13	Revision
14	Exam

Year 8 Blended British Nigerian Scheme of Work English Language Term 2

Year 8 Term 2

WEEK	GRAMMAR	READING	WRITING	LITERATURE	LISTENING AND SPEAKING	REFERENCE
1	Conjunctions: – Correlative Conjunctions: usually have two parts . (i) Both …. and = both the boy and girl (ii) Either ….. or = either the boy are here or the girl is here now. (iii) Neither …. nor = neither the boy nor the girl is here.	Reading to identify meaning of words in a passage: – Read a selectedpassage: identity meaning of words clues through provided bysurrounding words -provide alternativewords that fit into thecontext.	Write an application for employment: – write a modelapplication for employment – review features of a formal letter.	Retell popular myths and legends in various Nigerian communities – Find out about popular myth/ legend in Nigeria.	Diphthongs: – Introducing diphthongs: /ei/ e.g.day – A diphthong has two sounds which are joined together asthey are pronounced. – The first of the twosounds, gains more loudness than thesecond.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
2	Prepositions: – preposition with time and date e.g – on Christmas day – In august 1981 – On the morning of 20th June.	Reading for speed: – Condition for readingfor speed: – Good eye sight – Avoiding wordvocalization duringreading – Increasing eye spanwhile reading, reading phrases instead of words.	– Elements ofcomposition: the introduction. – Introductions are made with specificconsiderations forpurpose and audienceto which the writing is addressed. – Teacherguides students to writeintroductions forvarious types ofwriting.	Prose: – Introduction of literature text (prose)and answerbiography.	Diphthongs /ai/ as in = mice, tie, eye	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
3	Active & Passive verbs: A verb is active when the subjectperforms the actiondescribed e.g. – The boy threw the ball – I lost the ring. – A verb in passive when the subject in the recipient of the action of the verb e.g.: – The ball was thrown by the boy. – He was fatally wounded.	Reading for speed: – Techniques of speed reading; – Surveying, scanning, skimming – Techniquesemployed to obtainthe main substance in a text or a particularpiece of information.	– Element of composition: the body.Building up the main body of a composition – Develop main points sub- theme/ points – Arranging ideas in logical sequence.	– Read selected drama text – Identify type: comedy or tragedy – Discuss features: theme, costumes, etc.	Stress Patterns: – Stress pattern- two syllable word with stress on the first syllable e.g. lawyer, tailor, speaker,teacher, etc. – Two syllable word with stress on the second syllable e.g. today, connect , fifteen, etc.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
4	Adverbial phrases:when the grammaticalfunction of s singleword adverb can be performed by aphrase it in anadverbial phrase e.g. – I saw both of them very recently. – They live very close – The students are working really hard.	– Reading to identify the writer’s intention – Identify the different expressions used by another to point the reader to their intentions. – a selected passage on contemporary issues e.g. environmental issues	– Elements of composition: the conclusion: contains final points, observation and a stand on issues discussed – Conclusion is not a repetition of points earlier made.	– Read selected poems. – Discuss meaning, theme and language.	Stress pattern- three syllable word e.g. Pho/to/graph, mi/ni/mum,. Bro/ther/hood, un/der/stand, bri/ga/dier.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
5	Adjectives: – Comparative formsof adjective used to indicate thatsomething has moreof a quality than something else. – Identify comparative adjective in selected passages / sentences e.g.She is prettier than her sister.	– Read at the rightspeed – Give correct answers to comprehension questions thatdemonstrate improvement inreading speed.	Writing an Outline – select a topic – generate ideas for introduction, body and conclusion.	Prose – Read a literature text. – Discuss story line and characterization.	– Stress patterns: number stressing (i) Number in teen have stress on the syllable e.g FOUR- TEEN, SIX-TEEN. NINE-TEEN. (ii) Numbers in tens have stress on the first syllable e.g. Sixty, fourth, seventy.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
6	Active and Passive Voice: – More practice onactive and passivevoice. – Turn sentenceswhere the active voiceoccurs to passive e.g. – The robbers broke the door. – The door was broken by therobbers.	Critical Evaluation: – Read selectedpassages. -Identify factspresented by author – identify author’s techniques – evaluate the author’s point of view.	Formal letters. (i) Formal salutation: eg dear Sir/Madam: dear Mr. present. (ii) Signature of the writer: below the signature writer puts his/her name (iii) Language form used .eg – Carefully structed sentences – Right vocabulary for the particular issue in question.	Drama: – Reading a drama text. – Discuss the relationship between the plot and characterization	Diphthongs: – Pronounce sound in context and inisolation (i) /ᴐi/ boy, toy, boil,coin.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
7	Future Tense: – The use of ‘will’ and ‘shall’ to expressfuture action (i) ‘I’ and ‘we’ only can be used with shall e.g. I/we shall go to Lagos tomorrow (ii) They, you, he she,. It,- cannot go with shall only will’ e.g. he./she will go to Lagos tomorrow.	– Reading andanswering questionsfrom recommended text.	– Write a composition on the topic ‘Poverty and hunger’ or ‘a day I would never forget’. – Keep to the three parts of the composition – introduction, body and conclusion.	Poetry: – Select a poem in which some lines rhyme. – Ask questions to draw out meaning of the poem and to draw attention to the rhythm. – Identify words/lines that rhyme.	– Rhymes: two words that end with the same sound e.g. hat and cat. – Identify words that rhyme with given words.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
8	Adverb, conjunctions and preposition inselected passages. – Identify in selected passages.	Reading to increase vocabulary: – Select passage from a particular field, e.g. bankingetc. – Identify words peculiar to banking sector – Use such words in sentences.	Informal letter: – Write a letter to your Uncle who has just received a national award. – Review feature of an informal letter and include them in your letter.	Prose: – Read recommended literature text. How is the language of literature different from ordinary writing?	Stress patterns: words that are not stressed. (i) Pronouns and possessives e.g. he, she, it , my, his, (ii) Auxiliary verbs e.g. can, may, was, are, has. (iii) Articlese.g. a , an, the .	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
9	Nouns: number, possessive form andgender – Nouns forming a regular plural e.g. kiss kisses, bush: sh – bushes etc. – Possession e.gJoe’s shoes, the peoples wishes – Gender: – Masculine e.g. king, boy, father, bull, lord – feminine e.g. queen, girl, cow, lady – Common –may be either male or female e.g. – Reuter- nouns that are neither male nor female e.g. table, house, money airport.	Reading a play to identify the themes in a monologue or dialogue between key characters.	Write a monologue for a one person play. Imagine that you are the speaker..	Read a Play and identify monologue or dialogue from the play.	Intonation: Introducing intonation patterns (i) Falling intonation: when a tone falls e.g. she is beautiful (ii) Rising intonation: when a tone rises from low and gets to highest level e.g can I see you please?	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
10	Adverbial clauses	Read a narrative from an autobiographic text, explore the text for features of a narrative	Write a narrative of your life so far.	Understanding autobiographies and their purpose in writing.	Discuss in groups about the common experiences you have as learners. Pronounce your words correctly.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
11	Revision
12	Exam

Year 8 Blended British Nigerian Scheme of Work English Language Term 3

Year 8 Term 3

WEEK	GRAMMAR	READING	WRITING	LITERATURE	LISTENING AND SPEAKING	REFERENCE
1	Adverbs & adjectives	Read a descriptive text to identify the adjectives used in the text and their meanings and purpose.	Write a descriptive composition with adjectives and adverbs that show how your characters look and behave.	Explore a literature text for the use of powerful descriptions and imagery.	Make short presentations using descriptive language to speak of a famous character.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
2	Adverbial clauses: 1). Adverbial clause ofpurpose e.g. He went tobed early so that he willnot be late to school. 2). Identification of adverbials in givenpassages on:- i) Our culture ii) Human Right, etc.	– Identifying topic sentences from paragraphs: – Identify key ideas – Identify words/expressions thatredirect attention to main points in paragraphs and passages that reflect on issues of national concern e.g. population explosion, youthunemployment.	Summary writing on Selected passage/materials. Use contemporary issues.	Types of poetry:- Epic, lyric, ballads and dirge. Give examples.	Vowel – /a/ and /a:/ /a:/ = fart, cart, harm /a/ = man, rag, batch.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
3	Adverbial clause:- Forms of expressing conditions e.g. if, unless, provided, as long as etc. – introduces a possible situation and itsconsequences e.g. i). if you do well in your exams, you will easily get into University.	Summary reading techniques:- 1). Identifying topic sentences key and words and expression thatsignal attention to themain points fromparagraphs andpassages that reflectissues of nationalconcern e.g. hunger; poverty or any relevant topic	Summary writing on selected passages on contemporary issues such as:- i) Factors that influence buying decisions. ii) Consumer decision making process – impulse buying -rational buying or any provided by the teacher	Language of poetry:-It is: concise, unique, high, etc.	Intonation i. rising tone – rises from low pitch slowly until it gets to the highest level. Uses: – For making request – for asking yes or no questions. – for making controversial statements.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
4	Tenses:- – Present Perfect – an action that has been completed e.g. They have heard the news of his death. – Past perfect tense – action had been concluded e.g. They had heard the news of his death.	Reading to identify facts and opinions e.g. “The merits of exclusive breastfeeding for infants” or any other topic ofinterest.	Write a speech about ‘why you should be a prefect in school’. Identify your audience and write to suit them. This speech is your manifesto.	Poetry:- i. Narrative ii. Ballads – Identify each of these poems – Identify language used in each of them. – Identify the theme of the poem.	Intonation: falling tone This represents the pitch that falls. Its functions:- – For making commands (imperative statement) e.g. walk out of here! – For making questions starting with interrogative adverbs; WH questions e.g. How many are they? Who saw them? Why areyou here?	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
5	Tenses:-past continuous Tenses:- refers to a continuing action that happened in the pasty. i. Sentences/paragraphs with the Past Continuous Tense. ii. Identify the given tense from passage e.g. I was sewing the dress until midnight. We were doing it.	1. Identify keypoints/ideas in differentpassages/paragraphs presented. 2. Write summary of passage/paragraph given.	1. Write your opinion about exam malpractice and why it should not be allowed.	1. Drama Text:- – Kinds of Drama:- Comedy and Tragedy. – Features of Drama:- Theme, stage costumes etc.	Intonation:- Rising Tone and Falling Tones -Present sentences/ passages with rising and falling tones. -identify the tones in the givensentences/passages.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
6	Tenses:- Present continuous tense:- -Usually carry “ing” -Used when action is happening. 1. Selected appropriate texts/passages with the required tenses. 2. Identify the tense (Present Continuous) in the given text or passages. 3.Make sentences using the present continuous tense	Reading to answer questions:- 1.Reading and answering other types of questions that require -Conclusion to be drawn -To make projections -To elicit students’ opinion.	Write a composition on the topic -My favorite subject/teacher or anyother topic of your choice. -Bear in mind the three elements of composition writing. -Using appropriate words and expression.	Drama text:- From A recommended text book. 1. Message of the text. 2. Essentialprops/costumes	Question Tags:- a very short clause at the end of a statement which changes a statement into a question e.g. T. Today is Monday, isn’t it? S. Yes, it is.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
7	Contrasting conditional statement using a) even though b) at least E.g. I maygo to school, eventhough I might belate.From a given passage/paragraphs identify conditionalstatement.	Reading for meanings of words in various context through -Clues provided by surrounding words -Alternative words that can fit into the context using presented passage/material	Written composition:- “My Future career” Or any topic chosen include:- – Introduction – Main body – Conclusion	Prose:- Reading of literature text. 1. Identify type of prose. 2. Discuss features of the prose e.g. plot, characterization, style, setting, language, and theme.	Question tags:- e.g. :- Joy: Grace is dutiful, isn’t she? Fati: Yes, she is. Isah: Ibrahim is a Christian isn’t he? John: No, he isn’t Use appropriate stress and intonation in questions and their tags	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
8	Qualifiers:- Adjectives:- 1. Identification of adjectives in a given passage. 2. Functions of adjectives. 3. Making sentences with Adjectives.	Reading a folktale to identify features in the text that make this writing a folktale. –	Write your own folktale from one you have heard about. Write in well organized paragraphs	Drama Text:- Short play – Identify the essential language features of the play. – Identify the major character(s). – Act out the play	Vowel sounds (Diphthongs) /au/ – know, go, sow. Use a passage, play or poem as content for highlighting the sounds indicated.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
9	Turning sentences into questions e.g. -The boys went away = Did the boys go away? -They have done the work = Have they done the work? Note the tense of the verbs in the question.	-Read a selected passage to identify facts and opinion. -Identify authors techniques	Write on any of the following topics:- -Why I chose to become a doctor. -Why I chose to become a teacher. -Make out an outline for introduction, body, and conclusion. -Write out essay.	-Definition of irony: using words to suggest the opposite of their literal meaning in a humorous way. e.g. when a fat woman is described as a very thin woman, that is an irony. -Identify irony in literature text. -Construction of correct sentences with irony.	Oral comprehension: listen to speech orrecorded material on aselected topic.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
10	Modifiers (Adverbs) e.g. easily, simply. Passage/paragraphs, text and other reading materials. -Identify adverbs -Functions of Adverbs -Make sentences with adverbs.	Reading to acquire new words:- Selected passage on any chosen topic that has register or words e.g. Engineering, Lawyers etc. 1. Read and identify register of the given passage. 2. Explain meaning of thewords. 3. Make sentences with the words.	Write a descriptive essay on the topic “my school” -Write an outline of the essay. Then redraft the essay.	Figure of speech: Hyperbole:- deliberate and obvious exaggeration e.g. I can drink 10 gallons of water a day. -Identification of hyperbole in literature text. -construction of correct sentences with hyperbole.	Vowels sounds (Diphthongs): two sounds that have been joined together when pronounced. /ia/ = as in rear, idea, here, tear	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
11	i. Direct statements e.g. commands and request: -I am no longer a child he said. -“Can I have an orange please” Toyin requested. ii. Indirect statement e.g. -He said that he was no longer a child. Toyin asked if she could have an orange.	-Reading to obtain main ideas in a selected text. -Time reading and measure reader’s ability to comprehend while reading at first pace.	-List Requirement for writing a formal letter and an informal letter. e.g. -Formal letter requires two addresses etc. -Write outline for introduction, body and conclusion of a letter to a friend.	-Characterization and summary of the literature texts	-Contrast the following sounds: /f/ and /p/; /r/ and /l/; /ch/ and /s/. -Produce sounds in words and in context. -Use sounds in sentences and identify correct sound used.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
12	Revision
13	Examination