Unified Schemes of Work for Junior Secondary Schools (JSS TWO). Osun State JSS2 English Studies Scheme of work.Ministry of Education.
JSS 2 ENGLISH STUDIES SCHEME FIRST TERM
STATE OF OSUN UNIFIED SCHEME OF WORK
ENGLISH STUDIES GRADE EIGHT FIRST TERM
| WEEK | TOPIC | CONTENTS | BEHAVIORAL OBJECTIVE | INSTRUCTIONAL MATERIALS | TEACHER’S ACTIVITIES | LEARNERS’ ACTIVITIES |
| 1 | Compound cleaning and Revision | |||||
| 2 | Reading: Reading for maximum retention and recall | Reading passage on Diet and Nutrition | Students should be able to 1.Preview passage 2.Read the passage carefully 3.Recall salient points from the passage read. 4.Find meaning to the new words and use them in meaningful sentences 5.Answer specific questions on the passage. | 1.Pictural diagrams on classes of food 2. Recommended textbook | 1. The teacher explain strategies for flexible reading and values 2. The teacher shows students some pictures on diet and Nutrition 3. The teacher reads the passage aloud and explains 4. The teacher ass question on the ideas contended in the passage 5. The teacher puts seemingly new word on the board | 1. The student respond to the teachers questions 2. The students listen while the teacher reads the passage 3. The students reads the passage aloud 4. The students use the new works to from sentences of their own 5. The students answer comprehension questions raised on the passage |
| Listening speaking speeches vowel sound /i:/&/I? | Vowel contract /i:/&/I/ | The students should be able to: 1.Retell what they had listened to 2.Give examples of the words having the two sounds. Give words tat show contrast between the two sounds. | Flash-cards and Tape Recorder | The teacher explains deference letters of alphabets and sounds.The teacher explains long and short vowel sounds.The teacher produces the two sounds distinctively. The teacher displays the instructional material having the two sounds-the teacher drills the students to produce the treated sounds. | The students listen as the teacher explains The students imitated the teacher’s production of the sounds. The students give their own examples of the two sounds | |
| Grammar: Parts of Speech: Noun | Definition of Noun Example of Noun | The students should be able to: 1.Define a noun 2.Give examples of nouns 3.From sentences from nouns 4.Learners should be able to do some exercises on the topic from the book | Common objects from the learners immediate environment | The teacher asks the learners to mention things they can see around them.The teacher gives the definition of noun The teacher puts some sentences on the board and asks the learners to identify the nouns in them | 1. The learners mention some object they can see around them 2. from the teachers definition, the learners mention further examples of noun. 3. The learners identify nouns from the given sentences on the board | |
| 3 | Vocabulary: Synonyms | Vocabularies relating to Diet and Nutrition. | Learners should be able to; 1.Define synonyms 2.Give the synonym if some given word | 1.Flash- Cards 2.Recommended text book | 1.The teacher prepares flash-cards on related words and their synonym 2.The teacher defines and explains synonyms | 1. The learners use their dictionary to find meaning to the given words 2. The learners put down the synonyms of some treated works in their note. |
| Writing: Introduction to writing | Divided outline on the topic My school. Written exercise on the topic My school | The learners should be able to: 1.Construct a simple sentence on a given topic e.g. my school. 2.Given a befitting heading to a topic 3.Present ideas in logical or related paragraphs. | The learners school environment. | 1.The teacher asks the learners simple question on the topic 2.The teacher provides a guided outline | 1.The learner mention what they can observe or seen the school compound 2. The learners use the guided outline to write on the topic | |
| Literature: Introduction to Literature | Definition and importance of literature | The learners should be able to: 1.Define literature 2.State the from of literature 3.Mention the importance of literature | The Dictionary | 1.The teacher gives the various definition of literature 2.The teacher lists the forms of literature with examples 3.The teacher mention the various functions of literature | The learners gives the various definition of literature The learners give examples of both oral and written literature 3.The learners mentions the various importance of literature | |
| 4 | Listening and speaking : Speech work: consonants /P/&/b? | Consonant sounds /P/&/b/ | Learners should be able to: 1.Produce the two consonant sounds distinctly 2.Give words containing each of the sounds 3.Identify different spellings of the two sounds. 4.Contrast the two sounds | 1.Flash- card 2.Tape Recorder | 1.The teacher describes the production of the two sounds so with the speech organs involved 2.The teacher producer the sounds for the students to imitate 3.The teacher gives the various ways the sounds are spelt 4.The teacher contrasts the sounds with illustrating words | 1.The learners listen to the teachers production of the sounds: 2.The learners imitate the teacher’s production 3.The learners give examples of words having the sounds 4.The learners identify various spellings in given words 5.The learners attempt practice exercise on the topic |
| Writing: Summary | Identifying topic sentences. | Learners should be able to: 1.Identify the topic sentence of each paragraph of the comprehension passage read 2.Use the information above to write out the summary of the passage. | Pictures of different types of automobiles | 1.The teacher guides the learners to identify topic sentences 2.the teacher instructs the learners to write out the topic sentences | 1.The learners identify the topic sentences 2.The learners write out the topic sentences directed | |
| Vocabulary: Paternal | 1.Words connected with paternal 2.Meaning of paternal 3.Feminine form | Learners should be able to: 1.Explain the meaning of paternal 2.Mention the feminine equivalent of paternal 3.Use the dictionary to find other words related to the topic | The Dictionary | 1.The teacher explains the meaning of paternal 2.The teacher asks the learners to gibe the feminine equivalent of paternal 3.The teacher given the learners words related to paternal to look out for their meaning in the dictionary | 1.The learners listen to teachers explanation of paternal 2.The learners give the feminine equivalent of paternal 3.The learners use their dictionary to look for the famine covaterparh of the words given by the teacher | |
| 5 | Grammar: Noun Types | Types of 1. Nouns= common and nouns | The learners should be able to: 1.List types of nouns 2.Give examples of types of nouns 3.Explain common and abstract nouns | Real objective | 1.The teacher explains and given examples of common and abstract nouns 2. Asks students to give further examples of common and abstract nouns 3.Asks students to identify common and abstract nouns in given sentences | 1.The learners listen to teachers explanation on common and abstract nouns 2.The learners give examples of common and abstract nouns 3.The learners attempt the practice exercise on common and abstract nouns |
| Concrete and proper nouns | The learners should be able to: 1.Explain concrete and proper noun 2.Give examples of proper and concrete nouns | Real objects | 1.The teacher explains concrete and proper nouns with example 2.Asks student to give further examples 3.Asks learners to identify concrete and proper nouns in the sentence given | 1.The learners listen to teacher’s explanation of concrete and common nouns 2.The learners give examples of concrete and proper nouns 3.The learners identify concrete and proper nouns in sentence | ||
| Literature: Folktales | Folktales | Learners should be able to 1.Explain what folktales 2.Explain the feather of folktales Narrate of folktales | 1.the teacher explains what folktales are 2. the teacher enlists the learners participation by asking them to give examples 3. The teacher lists the features of folktales 4. The teacher instructs the learners to narrate a model | 1. The learners listen to the teachers explanation 2. The learners gives examples 3. The learners narrates a folktale | ||
| Writing: Narrative | Narrative Writing | Learners should be able to: 1.Explain the term narrative 2.Narrate an event in a sequential order | 1.The teacher explains what narrative writing is about 2.The teacher explains the features of narrative writing 3.The teacher substantiates with examples of topics on narrative writing 4.The teacher asks the students to give an account of an important festival in their locality | 1.The learners listen to the teachers explanation 2.The learners render an account of an important festival in their locality | ||
| 6 | Listening and speaking | Vowel sounds /a:/ and / / Occurrence in various spellings | Learners should be able to 1.Produce the two vowel sound distinctly 2.Identify between longness and shortness of the sounds 3.Give words containing the sounds Identify the sounds in sentences short stories | 1.Recorded materials short stories 2.Newspaper cuttings on some topics | 1.Teacher explains the difference in pronunciation between the two sounds 2.Teacher produces the sounds showing the longness and shortness of the sounds 3.Teacher dills the learners to produce the some 4.Teacher reads a small story containing the sounds | The learners 1.Listen to teacher’s explanation 2.Listen as the teacher produces the sounds showing longness or shortness 3.Learners produce the sounds by imitating the teacher 4.Learners pick word containing the sounds from the short story read by the teacher |
| Grammatical Accuracy | Verbs: 1.Definition and features 2.Identification of verbs | Learners should be able to: 1.Identify functions of verbs in sentences 2.Identify verbs in sentences | 1.Substation tables 2.Pictures | 1.Teacher explains the meaning and the features of verbs. 2.Teacher enumerates functions a perform 3.Teacher asks some learners to perform some actions 4.The teacher writes some verb less statements on the board | 1.Learners listen to the teacher’s explanation 2.The learners perform some actions 3.Learners supply verbs in some written verb less sentences 4.Learners construct sentences pointing out the verb in each | |
| Reading: Reading to answer specific question | 1.Reading to answer specific questions 2.Reading for facts and opinion an | 1.Learners should be able to: 2.Read the given passage 3.Answer specific questions raised on the passage | Selected passage | 1.The teacher selects a suitable passage 2.Teacher gives tips on answering specific questions 3.Teacher directs the passage 4.The teachers ask some questions that would make students to think and device facts | 1.Learners read the give passage 2.Learners proved oral answers to specific questions asked by the teachers 3.Learners respond to critical questions asked on the passage. | |
| Writing | Narrative | Learners should be able to: 1.Read through the passage on FRSC 2.Jot down main and supporting ideas 3.Write a brief history of the FRSC 4.State the aims and objectives of FRSC | Passage on FRSC | 1.The teacher leads the learners 2. to read the passage on FRSC 3. State the aim of the FRSC | 1. The learners listen to the teacher’s presentation of the passage 2. The learners read the passage on their own 3. Trace the history of the FRSC | |
| 7 | Listening and Speaking Consonants /t/ & /d/ | 1.Consonants /t/ & /d/ in words e.g carty & card 2.Spelling: ten, letter, thyme, passed | Learners should be able to: 1.Produce the two sounds distinctly 2.Identify the contrast between the two consonant sounds based on their pronunciation 3.Identify word containing the sounds | 1.Pictorial diagram 2.Recorded materials audio and video-tapes | 1.The teacher selects relevant materials for the correct pronunciation of the two consonant sounds 2.Produces the sounds the learners listen 3.Describes the movement of the speech organs involved 4.Reads out relevant materials containing the sounds | 1.The learners listen to the sounds in context 2.Identify the various spellings of the sounds 3.Learners identify the words having the sounds in the teacher’s selected text |
| Reading: Literature Grammatical Accuracy | Reading to understand the author’s mood 1.Myths and Legends :African and Non African 2.Features of myths and Legends- magic, super-natural and superstition Forms of verbs Base Present & Past forms: Kick, Kicks, Kicked | Learners should be able to: 1.Read materials presented to them by the teacher 2.Identify author’s mood through words and expressions used in the passage Learners should be able to: 1.Identify features of myths 2.Identify features of myths and legends 3.Explain the themes of myths and legends 4.Identify the moral lesson to be learnt from myths and legends Learners should be able to: 1.Make a distinction between the present and past forms of verbs 2.Use the verbs in their present and past forms in sentences | Recommended text. Story Book on Myths and Legends Course book | 2.The teacher selects materials and presents them for students to read 3.Guides the learners to identify the authoris mood through words and expressions wed 1.The teachers narrates myths or legends to the learners 2.The teacher explains the meaning of myths and legends 3.Guides learners to explain the themes and features of myths and legends from the stories told 4.Guides learners to identify the moral lessons derivable 5.Guides learners to narrate some myths and legends 1. Teacher explains the three forms of state of being or action verbs 2.Teacher lists some verbs on the board and states the base, the present and past forms 3.Teacher used each of the verb forms in sentences | 1.The learners read materials presented by the teacher 2.Identify authors mood through words and expressions 1.The learners listen to the teachers narration 2.The learners explain myths and legends 3.The learners identify themes and features of myths and legends 4.Identify moral lessons contained in a particular story Narrate any myth or legend they are familiar with 1.The learners listen to the teacher’s explanation 2.Learners construct sentences reflecting the three verbs forms | |
| 8 | Reading | 1.Reading to interpret maps, diagrams and sketches 2.Identifying how a give diagram or diagram clarifies or compliments a written material | Learners should be able to: 1.Read and interpret diagrams and maps accurately 2.Make meanings from spatial descriptions or presentation 3.Identify how a give diagram compliments a written materials | Selected sketches, passages and maps | 1.Teacher presents suitable materials like maps, sketches and passages for learners analysis 2.Asks learners to associate sketches with written text 3.Guides learners to anticipate questions that could emerge from given text or sketches | 1.Learners read and interpret selected materials 2.Practice associating sketches with written texts 3.Learners work in pairs to anticipate ask and answer questions that could emerge from given text and sketches |
| Grammar | Verb forms: the past perfect and the progressive form: written, writhing | 1.Learners should be able to make a distinction between the past perfect and the progressive forms 2.Use each form in sentences | Course book | 1.The teacher explains with examples the past prefect and progressive form of verb 2.Teacher lists some verbs in their past perfect and progressive forms on the board 3.The teacher used each of the treated verb form to form sentences | 1.The learners listen to the teachers explanation 2.Learners construct sentences reflecting the two verb forms | |
| 8 | Writing | Learners should be able to: 1.Write a description of how to prepare a favorite food 2.Describe the process involved 3.State why they prefer the food to any other one | Descriptive writing: How to prepare a favorite food | 1.The teacher sheds high on what descriptive essay entails 2.He give common examples of topics that fall under the category 3.The teacher provides guides outline on the board 4.The teacher guides the learners to come up with a coherent text on the topic | 1.Learners listen to the teacher explanation 2.The Learners employ the teachers guide to come up with a logical presentation on the topic 3.Learners write on the treated topic in tow paragraphs | |
| 9 | Listening and Speaking: Parts of speech Adjectives | Long and Short vowels: / / &/ / in words e.g Lock, hot, pot, bond & lord, co-curt hoard, corps Adjective: Definition with examples | Learners should be able to: 1.Produce the two sounds distinctly 2.Identify the contrast between the two vowel sounds base on their pronunciation 3.Give examples of words containing the sounds Learners should be able to: 1.Give the meaning of adjectives 2.Identify an adjective in any given sentence 3.Construct sentences of their own pointing out the adjective in each sentence | 1.Pictorial diagrams 2.Recorded Materials audio and video tapes Course book | 1.Teacher selects relevant materials for the correct pronunciation of the two vowel sounds 2.Produces the sounds as the students listen 3. Describes the movement of the speech organs involved 4.Reads out other relevant materials or words having the vowel sounds treated 1.The teacher explains what adjectives are 2.The teacher cites the means by which adjective can easily be identified e.g by the use of certain suffixes 3.The teacher gives further example of adjectives in illustrating sentences 4.The teacher drills the learners to construct their own sentences pointing out the adjectives in theme | 1.Learners listen to the teachers articulation of the two vowel sounds 2.Spellings of the sounds 3.Learners identify the words having the sounds in the teachers selected texts 1.The learners listen to the teachers explanation on the topic 2.The learners respond to the teacher’s question by constructing individual sentences and identify the adjective in each |
| Reading Comprehension | Reading for main and supporting in a passage Comprehension Written | Learners should be able to: 1.Read the selected passage 2.Identify the key words used in the passage 3.Identify the main ideas in related paragraphs 4.Write out the main ideas in a passage Learners should be able to: 1.Read the passage fluently Follow the author’s presentation of ideas 2.Answer specific questions raised on the passage | Selected passage Selected passage | 1.The teacher select appropriate passage for the exercise 2.Guides the learners to use the key-words in meaningful expression 3.The teachers guides the learners to writ out the main ideas contained in the passage 1.The teacher presents a suitable passage 2.the teacher give tips on answering specific questions 3.Teacher directs the learners to read the passage 4.The teacher asks questions that would make learners deduce facts | 1.Learners listen to the teachers explanation 2.Explain the meaning of certain key-words in their own expression 3.Arrange the main ideas contained in the passage 1.The learners read the given passage 2.Provide answer to specific questions asked by the teacher | |
| 10 | Grammatical Accuracy Literature Writing Listening & Speaking | Regular comparison of adjectives The Genres of Literature Drama, Prose and Poetry Narrative Writing: How and Why Stories Consonant Sound: /f/& /v/ | Learners should be able to: 1.State the three levels of comparison of adjectives positive, comparative and superlative 2.Cite examples of adjectives that fall under the regular comparison 3.Use the three levels of comparison on correct content Learner should be able to: 1.Explain genre as it relates to literature 2.Mention the genres of literature 3.State the features that characterize each of the genres Learners should be able to: 1.Narrate a credible story 2.Arrange the episode in a logical manner 3.Deduce what lesson (s) to be derived from a story rived from a story narrated Learners should be able to: 1.Produce the two sounds 2.Identify the contrast between the sounds based on their pronunciation 3.Identify words containing | Recommended text book Recommended text Story books Flash –Chard Tape Recorder | 1.The teacher mentions the three levels of comparison of adjectives 2.Cites those adjectives that fall under the regular comparison 3.Explains the examples given in simple expression 4.Drills the learners to construct their own version 1.The teacher explains what genres is about2.Lists the three genres of literature 3.States the features that are peculiar to each of the genres 4.Draws inspirations from their immediate society 1.The teacher explains what narrative writing is about 2.Gives familiar topics that fall under the category 3.The teacher guides the students to come up with a coherent text on the topic by narrating a model 4.The teacher drills the learners to narrate their individual account 1.The teacher describes the production of the two sounds and the organs of speech involved 2.Produces the two sounds for the learners to imitate 3.The teacher contrasts the sounds with illustrating words | The learners mention some adjectives across the three levels of comparison 2.Cite examples of adjectives that can be compared along the regular basis 3.Construct sentences that reflects the construct sentences that reflect s the concepts learnt 1.Learners listen to the teacher’s explanation 2.Situate the three genres along the literary works they are familiar with 3.Mention common literary writers that write on each of the genre 1.Learners pay attention to the teacher’s explanation 2.Learners employ the model presented by the teacher to come up with their own account 1.The learners pay attention to the teacher’s production of the sounds 2.Learners imitate the teacher 3.Leraners identify various spellings of the sounds in given words 4.Learnes attempt practice exercise on the topic |
| 11 | Grammar Literature Listening and Speaking | Conjunctions Meaning and types Drama as a genre of literature Vowel Sound: / /& /a:/ | Learners should be able to: 1.Define conjunctions 2.Give examples of conjunction 3.Use conjunctions to join word, ideas and grammatical structures together 4.Identify the types and usage of conjunctions Learners should be able to: 1.Define drama as a genre of literature 2.State what makes drama to be unique among the other genres 3.State the features of drama as a genre Learners should be able to: 1.Produce the two vowel distinctly. 2.Identify the difference in the articulation of the two sounds 3.Give examples of words having the two sounds | Course -book 1.The Dictionary 2.Relevant text book on Drama Flash – cards tape-Recorders | 1.The teacher explains the meaning of conjunctions 2.Cites examples of conjunctions 3.Uses conjunctions to illustrate different grammatical structures 4.Enumerates the different types of conjunctions 1.The teacher explains the meaning of drama 2.States what makes drama to be unique 3.Mention other features that are peculiar to drama as a genre 4.Mentions common drama text learners are familiar with 1.The teacher describes the production of the two vowels and the speech organs that are involved 2.Produces the vowels sounds for the learners to imitate 3.Makes a distinction in the two vowels with illustrating words | 1.The learners pay attention to the teacher’s explanation 2.Learners give examples of conjunctions 3.Use conjunctions to join statements of different grammatical rank 4.Mention the types of examples in illustrating sentences 1.Learners pay attention to the teacher’s explanation 2.Learners make inference from the teacher’s explanation 3.Mention relevant texts that suit drama of literature Learners follow the teacher in the production of the vowel sounds 2.Imitate the teacher in the articulation of the two vowel sounds 3.Give examples of words containing each of the treated two sound |
Unified Schemes of Work for Junior Secondary Schools (JSS TWO). Osun State JSS2 English Studies Scheme of work.Ministry of Education.
ENGLISH STUDIES SCHEME OF WORK JSS2 SECOND TERM
ENGLISH LAUGUAGE SECOND TERM
SCHEME OF WORK FOR GRADE 8
| WEEKS | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | ACTIVITIES | |
| TEACHERS | LEARNERS | |||||
| 1 | Compound Cleaning and Revision | |||||
| 2 | Reading to understand the writer’s purpose | 1. Reading the passage given. 2. Understanding the writer’s purpose(s) in the passage e.g. is it to inform, please or entertain. 3. Identifying different expressions. | Learners should be able to 1. Read the passage fluently. 2. Identify correctly key words that point to the author’s intention given in the passage read. 3. Identify different expressions used by author to point to the reader their intentions. 4. Recount point experience to infer the author’s intentions. | Newspaper cuttings. 2. Advertisement and features articles | 1. The teacher reads the passage aloud to arouse the interest of learners on the passage. 2. Guides learners to identify key words that points to the author’s purpose and intentions. 3. Leads the learners to scan the passage given and ask questions to get why the author writes the passage. 4. Leads the learners to tell the purpose of the writer in the passage. 5. Leads learners to work in groups | 1. The learners pay attention while he reads the passage, pay attention to how he/she reads. 2. Scan the passage given, and answer questions raised by the teacher to get the purpose of the write up. 3. work in groups to read and identify the in tension of the writer in the selected passage. 4. Make presentation at the end of the lesson. |
| Reading : Reading to understand writer’s purpose. | 1. Reading 2. Answering comprehension Question. | Learners should be able to 1. Read the passage fluently. 2. Answer the comprehension questions. | 1. The teacher reads aloud to the hearing of learners. 2. Leads the learners to read silently. 3. Guides learners to read the questions under the passage. | 1. Learners listen while the teacher reads. 2. Read silently for some minutes. 3. Answer the questions below the passage. | ||
| Vocabulary | 1. What antonyms are? 2. using dictionary to find antonyms. | Learners should be able to 1. Explain the meaning of antonyms. 2. Find the antonyms of some words given. | Flash cards | 1. The teacher explains what antonyms are. 2. Leads learners to use their dictionary to find antonyms of some given words extracted from their last comprehension passage. 3. Guides them to do exercises from their textbook. | 1. The learners listen while the teacher explains antonyms and answers questions raised by the teacher. 2. Use their dictionary to find meaning of given words. 3. Write the antonyms of the given words. | |
| Grammar : Active verbs. | 1. Defining active verbs. 2. Features of active verbs. 3. Identifying active verbs in sentences. 4. Making sentences with active verbs. | Learners should be able to 1. Explain what active word/verbs means. 2. Mention features of active verbs. 3. Give examples of active verbs. 4. Identify active verbs in given passage / sentence. | 1. Substitution tables. 2. Magazines, newspaper cuttings. Charts | 1. The teacher explains with several examples the meaning of active verbs. 2. Leads learners in reading given passage and guides them to identify active verbs from it. 3. Guides learners to give examples of active verbs. 4. Guides learners to do some exercises from their textbook. | 1. The learners listen while the teacher explains active verb. 2. Gives examples. 3. Read passage given and identifies active verbs from the passage. 4. Generate appropriate sentences from given substitution tables as illustrated in their textbook. | |
| 3 | Writing : Informal letters | 1. Revision of informal letters Features Set format i) Address & date ii) Opening salutation iii) Body of letter iv) Closing. 2. Write a full letter in class | Learners should be able to 1. Re – tell what informal letters are and the people we write it to. 2. Re – tell features of informal letters. 3. Write a letter to a friend on a given topic. | Newspaper/magazine cutting | 1. Teacher leads the learners through questioning to revise what informal letters are and the set of people we write it to. 2. Guides learners to revise how address, date, opening salutation and closing of an informal letter are. 3. Read out a model. 4. Guides them to write a full letter on a given topic. | 1. Learners answers the teacher’s questions on what informal letters are and the people we write it to. 2. re – tell how to write address & date, opening salutation and closing in informal letters. 3. Listen to the teacher as he/she reads a model letter. 4. Write a letter on a given topic. |
| Listening and Speaking : Diphthongs (Vowel sound) | 1. Meaning of Diphthongs (vowel sound) * Three vowel sounds coming together as one. 2. Producing the sound /o-ӓ/ 3. Description of sound. 4. Sound contrast. /ἄɪa/&/eӓ/ | Learners should be able to 1. Explain what is meant by diphthongs. 2. Give examples of words containing diphthong sound. 3. Imitate the teacher to produce the given sounds. 4. Describe the sound. 5. Do some sound contrast. | 1. flash cards 2. Tape recorder | 1. The teacher explains what is meant by Diphthongs in English sounds. 2. Leads the learners to give examples of diphthongs. 3. Guides the learners to produce the sound. 4. Describes the sound as combination of diphthongs /aɪ/ and the (shwa) /a/. 5. Lead the learners to contrast sounds /ἄɪa/ and /ea/, 6. Do some class exercises with the learners. | 1. Listen as the teacher explains what is meant by diphthongs in English sounds. 2. Give examples of the sound /ἄɪa/. 3. Imitate the teacher to produce sound /ἄɪa/. 4. Listen while the teacher describes the combination of the sound, ask question if need be. 5. Contrast the two sounds by imitating the teacher to produce the two sounds. | |
| Literature African Folktales | 1. African folktales 2. Features of African folktales Didactic Entertaining Magical Riddles 3. Reading an African folktale given in the passage. | Learners should be able to 1. Explain distinctively what folktales are. 2. Identifies features of African folktales. 3. Give examples of African folktales 4. Read a passage on African folktales. | Recorded African folktales. 2. Story book on African folktales. | 1. The teacher explains what African folktales are and give examples. 2. Plays the recorded African folktales / read a given African folktales from storybook to the hearing of the learners. 3. Guide them to tell the feature of that folktale, is it didactic, magical, entertaining or riddles. | 1. The learners listen to the teacher’s explanation and give examples. 2. Listen to the recorded tapes on African tales or read a given story book on African folktales. 3. Tell the moral lesson learnt from the folktale. 4. Tell if it is didactic or magical in nature. | |
| Literature : Nigerian & African folktales | 1. Nigeria and African folktales. 2. Narrate an African folktale. 3. Solving riddles from folktales. | Learners should be able to 1. Identify features of Nigerian and African folktales. 2. Narrate any folktales from their community. 3. Solve riddles from a given folktales. | Recorded folktales | 1. The teacher leads the learners to identify features of folktales: be it Nigerian or African folktales. 2. Guides learners to narrate folktales from their community. 3. Guides them to solve riddles from the tale fold. | 1. The pupils re – tell the features of folktales in Nigerian and African tales. 2. Narrate folktales in their community. 3. Solve riddles from the folktales. 4. Tell the moral lesson learnt from the folktales. | |
| 4 | Reading : Reading to identify meaning of words in various contexts. | 1. Reading for meaning of words in various contexts through * Clues provided by surrounding words. * Alternative words that fit into the context. | Learners should be able to: 1. Read the passage 2. Explain words using clues provided by the surrounding words to arrive at the target word. 3. List other possible words that can fit into the context. | 1. Newspaper and magazine cuttings | 1. Read the passage first, serving as role model. 2. Guides learners to read selected passages and use the surrounding words / sentences to explain the meaning of target words. 3. Guides learners to think about the alternative words to replace the target words. 4. Explains that sounds of some words can signal meaning. | 1. follow while teacher reads the selected passage. 2. Explain meaning of words using clues from surrounding words / phrases and sentences. 3. Give alternative words / phrases to target word. 4. List other possible words that fit the context. |
| Reading to identify meaning of words in various context | 1. Reading to give meaning of words 2. Answering questions from the given passages | Learners should be able to: 1. Read the passage meaning of words 2. Answer the questions under the given passages | 1. Read the passage aloud 2. Guides the learners to read silently for meaning of words 3. Guides them to answer questions from the passage inside their note books | 1. Follows while the teacher reads the passage 2. Read silently for some minutes 3. Answer the questions on the given passage | ||
| Listening & Speaking : Diphthongs /ἄʊa / and / eɪἄ/. | 1. Vowel sounds e.g Diphthongs: /aʊa/ & /eɪἄ/ 2. Description of the sounds /eɪ/ & /a/ the schwa /ἄʊ/ & /a/ 3. Contrasting the sounds with another similar sound /ἄʊa/ & /ἄ:/ /eɪἄ/ & /ea/ | Learners should be able to: 1. Describe the two given sounds, – Low they are formed and the place and manner of articulation 2. Imitate the teacher to produce the given sounds 3. Contrast the sounds with another given sounds 4. Do some exercise from the text book | 1. Flash cards 2. Tape recorder | 1. The teacher leads the learners to produce the sound by imitating the teacher 2. Explains or describe the sound as two different sounds coming together -diphthongs /eɪ/& /a 3. Leads the learners to give examples of the sounds /ἄʊa/ – shower/ saval – paver/pava/ etc. /eɪἄ/ – prayer/ preɪἄ/ – layer/ leɪἄ/etc. 4. Leads the learners to contrast the two diphthongs eith another sound. e.g. /ἄʊa/ – /ἄ:/ bower/baʊa/ – bar /ca:/ caver/ caʊa/ car /ca:/ | 1. The learners imitate the teacher as she/he produces the sounds 2. Give examples of each sound 3. Describes the sounds and explain the place and manner of articulation 4. Contrast the sounds with another given sounds as directed by the teacher 5. Do some exercises from the given textbook | |
| Grammar; Passive verbs | 1. Defining passive form/ verbs 2. Uses of passive 3. Passive form (bet past participle) | Learners should be able to: 1. Explain what passive form/verbs are 2. Explain and mention the uses of the passive 3. Give examples of passive words/verbs 4. Do some exercises from their text on passive verbs | 1. Substitution tables 2. Magazines cuttings | 1. The teacher explains what passive voice are 2. Leads the learners to give examples 3. Leads the learners to use substitution tables to do some exercises 4. Leads the learners to use passive voice with different tenses | 1. The learner follows and pay attention while the teacher is explaining 2. Give examples of passive voice with different tenses 3. Use the substitution table to do some exercises | |
| 5 | Summary writing (passage on social Influence) | Summary writing from selected passage on: Social Influence | Learners should be able to: 1. Identify topic sentences from given passage e.g Drug Trafficking 2. Identify key ideas from different paragraphs as relates to drugs that are trafficked 3. List penalty given to drug traffickers | 1. Relevant passage 2. Flip chart showing some social evil i.e drug traffic king 3. Cartoons | 1. The teacher reads appropriate passage on social influence 2. leads learners to read the passage 3. Leads learners to identify topic sentences from the passage 4. Guides learners to identify key ideas from different paragraph as related drug that are trafficked 5. Leads learners to list penalties given tod rug traffickers | The pupils reads the passage 2. Identifies topic sentences 3. Identifies key ideas in the passage 4. List penalties of drug traffickers |
| 1. Summarizing together all the identified ideas in the passage 2. Writing a summary of the passage read | Learners should be able to 1. Collate together the identified topic sentence, the identified key ideas as relates to drug that are trafficked and the list of penalties given tod rug traffickers 2. Write the summary of the passage in two paragraphs | 1. The teacher reads the passage aloud again 2. Leads them to collate together all the Identified topic sentences and ideas and key ideas relating to the topic 3. Leads them to write a summary of the passage in two sentences | 1. The learners reads the passage 2. Collate together all the jotted key ideas and topic sentences 3. Write a summary of the passage in two paragraph | |||
| Literature popular Myths | 1. African and non – African tales comprising myths 2. Features of myths | Learners should be able to: 1. Explain what myths are 2. Give examples of myths | 1. Recorded story | 1. The teacher explain what myths are 2. Lead the learners to give examples of myths 3. Explain s features of myths as -magical | 1. Learners gives examples of myths they have heard or read about 2. Explains the features of myths -magical | |
| African myths | -Non- African, myths -African myths 1. Yoruba myths 2. Igbo myths – Ethic creation story | 1. Identify the features of myths 2. Explains the forms or types of myths and explain each type Non-African, myth African, myths e.g -Yoruba myths -Igbo myths -Ethic creation story 3. Retell one of the Yoruba myths told by the teacher 4. Explain the theme of the myths | 1. Leads learners to mention the types of forms of myths: Non-Africans and African myths 2. Narrates popular Yoruba myths 3. Leads learners to retell the myths 4. Leads learners identify the theme in the myths told | 1. The learners mention the forms or types of myths : Non- African myths -African myths 2. The learners retell the myths told by the teacher 3. Mentions the or identify the moral or theme of the myths | ||
| 6 | Reading ; Critical Reading | Reading to identify facts and opinions e.g. a passage on – the merits of exclusive breast feeding. | Learners should be able to : 1. Read the passage and identify facts and opinions. 2. do the exercise under the given passage. | Magazines and newspaper cuttings. | 1. The teacher selects and presents an appropriate passage. 2. Guides learners to read the selected materials and work in groups to identify facts and opinions in the passage. 3. Answer the questions under the passage. | 1. Read the materials presented by the teacher. 2. practice critical evaluation of the text through extensive discussion either in groups or as a whole class. 3. Practice how to identify facts and opinions in selected passage. 4. Do some rich exercises from the textbook. |
| Vocabulary : Exclusive Breast feeding for infants. | 1. Using dictionary to find meaning. 2. Using the words or vocabularies to form sentences. 3. Using words or vocabulary to form sentences. | Learners should be able to: 1. Use their dictionary to find meaning of some given words from the passage read. 2. Use the words to form sentences of their own. | Flash cards | 1. The teacher leads the learners to bring out the new words or vocabularies from the passage read under critical reading. 2. Leads them to use their dictionary to find meaning of the words. 3. Guides them to use the vocabulary to form sentences of their own. | 1. The learners read the passage on breast feeding again and bring out the new words. 2. Use their dictionary to find meaning of the words. 3. Use the words or vocabularies to form sentences of their own. | |
| Grammar : Active & Passive verbs. | 1, Making sentences with active and passive verbs. 2. Changing active to passive verbs and vice versa. 3. Using active and passive verbs with present and present continuous tenses | Learners should be able to: 1. Make sentences with active and passive verbs. 2. Change active verbs to passive verbs and passive verbs to active verbs. 3. Use active and passive verbs with present and present continuous tenses | Charts Substitution tables | 1. The teacher guides the learners to identify the active and passive forms of verbs in sentences. 2. Guides learners to change active verbs to passive verbs an d vice versa. 3. Leads them to use active and passive verbs with present and present continuous tenses. 4. Leads them to generate sentences from substitution table illustrating the active and passive verbs. | 1. The learners identifies the active and passive form of verbs in given sentences. 2. Change active verbs to passive and vice versa. 3. Use active and passive verbs with present and present continuous tenses. 4. Use substitution tables to generate active and passive statements. | |
| Listening Speaking vowel sound (Diphthongs) /aʊa/ & /ᴐɪa/ | 1. Diphthongs: /aʊa/ & /ᴐɪa/ 2. Description of sound 3. Production of sounds bu imitating 4. Contrasting the sounds with similar ones e.g -/aʊa/ & /3:/ /ᴐɪ2/ & /a:/ | Learners should be able to: 1. Describe the two given sounds – how they are formed, place and manner of articulation. 2. Imitate the teacher to produce the two given sounds 3. Contrast the sounds with another given sound similar to its | 1. Tape recorder 2. Flash cards | 1. The teacher represent the sounds to the teachers by writing it on the board and produce each sound distinctively 2. Describes the sounds distinctively, using place and manner of articulation to describe it. 3. Lead teachers to give examples of such sounds 4. Guides the teachers to contrast the sound with similar ones | 1. The learners imitate the teacher to produce the sound 2. Follow the teacher as he/she describes the sound 3. Gives several examples of such sounds 4. contrast the sounds with similar ones | |
| 7 | Writing letter writing -Formal letters | 1. Defining formal letter 2. Features of formal letter -Writer’s address and date -Recipient’s address -Greetings/salutation – Title -Closure -Signature of writer and full name | Learners should be able to 1. Say what formal letter are 2. Give example of formal letters 3. Mention all the features of formal letters | 1. Newspaper or magazines cutting | 1. The teacher defines or explain formal letters, and stresses the differences between this letter and informal letter 2. Leads the learners to give example of formal letters 3. Explains all the features of formal letters one after the other. 4. Leads learners to differentiate between the two type of letters | 1.The learners follows attentively while the teacher defines formal letter 2. Give prompt answers to the teachers questions and give examples of formal letters 3. Follows as teacher explain all the features of formal letters 4. In tabular form learners differentiate between informal letters and formal letter |
| Literature legends | 1. Explanation of legends 2. types of Legend – Native American legends -European -Legends -African legends | Learners should be able to: 1. Explain what legends are 2. Give examples of legends 3. Explains the kinds or types of legends we have 4. Re-tell one of the legends narrated by the teacher | Recorded stories or legends | 1. The teacher explains what legends are 2. Lead learners to give examples of legends 3. Explains the different types of legends with examples -Native American legends e.g The drum -European legends e.g Trojan war, Eldorado e.t.c -African legends e.g Sango of Oyo and kind Jaja of Opobo 4. The teacher narrates the stories about this legends mentioned 5. Guides learners to give their opinions about the stories told | 1. The learners follows as teacher explains what legends are, and ask questions where necessary 2. Give examples of legends 3. Re –tell any of the legends narrated by the teacher 4. Give their opinions about the stories told | |
| Oral comprehension | 1. Speeches and materials (live or recorded based on a. The family -Nuclear family -Extended family or on b. Discipline in schools | Learners should be able to: 1. Identify and explain the main ideas from materials presented 2. Accept or reject ideas presented based presented based on prior Experiences 3. Identify writer’s mood and intentions 4. Identify possible interpretations based on what they have read or listen to | 1. Recorded speeches 2. Newspaper or magazine cuttings | 1. The teacher reads or plays selected materials Identify and explain the main ideas 2. Leads them to identify key terms 3. Guides them to identify expressions 4. Guides them to identify writers mood and intention 5. Leads them to identify possible interpretations of passage they have read or listen | 1. The learners follows as materials are read or presented the teacher 2. Identify and explain the main ideas in material presented 3. Identify key terms and expressions 4. Identify the mood and intentions of writer 5. Give possible interpretations of passage presented by the teacher | |
| Grammar Active & Passive verbs | 1. Exercises on: -Changing active to passive verbs, and – Reading a short passage and change it to active voice | Learners should be able to; 1. Do more practice exercise on active and passive verbs | 1. The teacher gives more exercises on passive and active verbs for learners to practice 2. Leads learners to change passive verbs to active verbs in given sentences, which is due orally class 3. Lead the learners to read the short passage of one paragraph, and change it to active voices | 1. The learners give answer to the teachers questions by changing active sentences to passive sentences 2. Read the short passage carefully 3. Change the passive voice in the passage to active voice. | ||
| Reading : Reading to identify the meaning of words in various contexts | 1. Reading for meaning of words in various contexts through -Clues provided by surrounding words is the closing passage -alternative words that can fit into the contexts | Learners should be able to: 1. Read the passage fluently 2. Explain, using clues provided by the surrounding words to arrive at the target word 3. List other possible words that fits into the context | Newspaper and magazine cuttings 2.Flash cards | 1. Reading the selected passage aloud for learners to hear 2. Guides learners to read selected passage and use surrounding words or sentences to explain in the meaning of target words.#3. 3. Guides learners think about the alternative words to replace the target words 4. Brings out some words from the passage that their sounds suggest their meanings | 1. Read the passage 2. explain meaning of target words using clues from surrounding word/phrases or sentences in the passage read. 3. Give alternative words/parses to target words 4. Suggest meaning of some words through their sound | |
| Reading | 1. Reading 2. Ensuring question from the passage read | Learners should be able to 1. Read to passage again 2. Answer the questions under the passages | 1. The teacher reads the passage again 2. Guides learners to read silently 3. Ask learners to answer questions under the passage inside their note books | 1. Read the passage silently 2. Answer the question the passage, using the knowledge from prior lessons | ||
| Vocabulary : Synonyms | 1. Using dictionary to find synonyms of given words | Learners should be able to 1. Use their dictionary to find meaning of some words taking from the passage read 2. Do some exercises on synonyms from their textbooks | 1. Substitution table 2. Flash cards | 1. Leads the learners to sue their dictionary to find meaning of some given words from the passage read in the last lesson. 2. Leads the learners to fill the substitution table from their textbook, writing the synonyms of some given words | 1. The learners use their dictionary to find meaning of given words 2. Fill in the substitution table in the exercise given with right synonyms | |
| Grammar Tenses | 1. Identification of present continuous tenses in sentences 2. Construction of sentences with present continuous tense | Learners should be able to1. Explain what present continuous tense are 2. Identify present continuous tenses in sentences and passage given 3. Construct meaningful sentences with present continuous tense | 1. Sentences strips | 1. The teacher explains what present continuous tenses are with several examples 2. Guides learners to say how it is used 3. Guides learners to identify present continuous tenses in some given sentences 4.Guides them to construct meaningful sentences with present continuous tense 5. The teacher provides verbs to use to construct the sentences | 1. The learners give examples of present continuous tenses 2. The learners identifies present continuous tenses in given sentences 3. Form grammatical sentences with present continuous tense using the verbs provided by the teacher | |
| Writing Formal letters | 1. format of formal letter: 7 items. 2. The language of formal letter * formal registers. * Contra rated forms used | Learners should be able to 1. Write a correct format of a formal letter. 2. Explain and give examples of formal language to use when writing formal letter. | 1. Sample Letter format in cardboard | 1. The teacher uses the sample of letter format prepared to guide the learners on how to use the seven items under features of formal letter. 2. Guides the learners on the language to use for formal letter writing. 3. Guides them in the use of formal registers and contracted forms to use because it is a formal writing. 4. Leads them on how or what the content should be, paragraph by paragraph till the end of the letter. | 1. The learners looks at the sample prepared by the teacher and write their own putting each item in its proper place. 2. Make use of the formal registers and write contracted forms to fill in the body of the letter. 3. With the help of the teacher writes about three paragraphs putting the right content. | |
| 9 | Listening & Speaking: Consonant sound /L/ | 1, Description of the lateral consonant sound /L/ 2. Spelling 3. Sound contrast. | Learners should be able to: 1. Describe the sound using the place and manner of articulation to describe it. 2. Give examples of words that has the lateral sound. 3. Contrast the sound with another given sounds. 4. Do some exercises from their textbook. | 1. Flash cards 2. Tape recorder. | 1. The teacher leads the learners to produce the sound by imitating the teacher. 2. Explains and describes the sound from the place and manner of articulation view point. 3. Guides the learners to give examples of words with such sounds and underline the letter where the sound is realised. 4. Guides learners to do some exercises from textbook. | 1. The learners produce the sound by imitating the teacher. 2. Describes the sound, how it is produced and the manner of its production. 3. Give examples of words with the sound. 4. Do some exercises from recommended text. |
| Reading : Critical reading | 1. Reading critically: * Surveying * Line by line reading * Recalling * Re-reading | Learners should be able to : 1. Read the passage carefully. 2. Identify facts and opinions from the passage. 3. Find the dictionary and contextual meaning s of difficult words. | 1. Magazines and newspaper cuttings | 1. The teacher selects and presents appropriate passage. 2. Read the passage first. 3. Guides the learners to skim the passage and read the passage line by line silently at first and later calls them to read aloud. 4. Guides them to find dictionary and contextual meaning of some new words from the passage. 5. Guides them to use the words to form sentences of their own. | 1. The learners read the passage by reading line by line to get facts and opinion. 2. Bring out the new words from the passage and find dictionary and contextual meaning of each word. | |
| Reading | 1. Reading the passage. 2. Answer comprehension questions under the passage. | Learners should be able to 1. Read the passage well. | 1. The teacher reads the passage first. 2. Guides the learners to read the passage silently. 3. Guides the learners to answer the comprehension questions. | 1. The learners reads the passage silently for some minutes. 2. Answer the comprehension questions. | ||
| Literature : Poetry | 1. Definition of poetry. 2. Types * Epic * Lyric | Learners should be able to: 1. Define and explain what poetry is. 2. Give examples of poetry. 3. Give and explain the types of poetry | 1. The teacher explains and defines poetry. 2. Leads learners to give examples of poetry. 3. Show learners examples of poem from selected poetry book. 4. Explains two out of the types of poem (Epic, and lyric). 5. Give examples to Epic and Lyrics. * Epic : “I Dance” by Wole Shoyinka. * Lyric : “The mesh” by Kwesi Brew. | 1. The learners follow and ask questions where necessary as teacher explains poetry. 2. Give examples of poems. 3. Explains Epic as one of the poetry and give examples. 4. Explain Lyrics and its characteristics. 5. Give examples of Epic and Lyrics. | ||
| 10 | Reading : Reading for Speed | 1. Conditions for speed, reading vocalization, avoid regressive reading. 2. Improving reading comprehension. | Learners should be able to: 1. read the passage. 2. Give correct answers to the questions on the passage. | 1. The teacher selects and presents appropriate passage. 2. Explains the need for speed in reading – Improves reading comprehension. 3. Guides learners to apply7 the speed reading conditions, such as avoiding word vocalization, reading aloud and reading phrases. 4. Guides learners to read faster. 5.Guides learners to answer comprehension questions. | 1. The learners pay attention and seek clarification where necessary. 2. Apply speed reading conditions such as avoiding word vocalization during reading, increase eye span and reading phrases. 4. Practice faster reading. 5. Answer comprehension questions that demonstrate improvement in reading speed. | |
| Letter Writing : Formal letters | 1. Writing formal letter to suit different situations. 2. Two samples of formal letter: * A good one * A badly written one. | Learners should be able to : 1. Read the two samples presented by the teacher and comment on them. 2. Write a formal letter. | Newspaper / Magazine cutting. | 1. The teacher presents two samples of a formal letter to the learners. 2. Leads them to read the two samples carefully. 3. Ask them to comment on the two samples and correct it. 4. Guides them as they comment on the two samples. 5. Guides the learners to write a formal letter on a given topic. * Write first draft. * revise it, edit and proof read. * use all the features of formal letter. 6. Guides them to write a final draft and submit. | 1. Learners read the two samples presented by the teacher. 2. Identify and correct the errors in the badly written sample. 3. Answer the question given by the teacher on formal letters. 4. Follow the teacher’s guide by writing the first draft, revise and proof read it before writing the final draft and submit. | |
| Literature : Poetry | 1. Types of poetry * Ballad * Dirge/ Elegy | Learners should be able to: 1. Explain the type of poetry, Ballad 2. Give examples of Ballad. 3. Explain Dirge as a poetry and give examples. | 1. The teacher explains Ballad as one of the poem that tells of events in past villages. 2. Gives example of Ballad. 3. Guides learners to give examples. 4. The teacher explains Dirge or Elegy as a mournful poem that laments the dead. 5. Guides learners to give examples. 6. Writes examples of each type on the board. | 1. The learners pay attention and seek clarifications where necessary. 2. Gives examples of Ballad. 3. Gives examples of Dirge. 4. Writes down the poems on the board | ||
| Oral Comprehension | 1. Speeches and materials (live or recorded) based on the following * The computer or * Our environment. | Learners should be able to: 1. Identify and explain the main ideas from materials presented. 2. Accept or reject ideas presented based on prior experience. 3. Identify writer’s moods and intentions. 4. Identify possible interpretations based on what they have listened to. | 1. Newspaper cuttings 2. recorded speeches or materials . | 1. Reads or plays selected materials. 2. Identifies and explains the main ideas. 3. Leads them to identify key terms and expressions. 4. Guides them to identify writer’s mood and intentions. 5. Leads them to identify possible interpretations of passages they have listened to. | 1. Follow as teacher reads or plays recorded materials. 2. Identifies and explain the main in material or passage read. 3. Identifies key terms or expressions. 4. Identifies the mood and intentions of writer. 5. Give possible interpretations of passage presented by the teacher. | |
| 11 | Revision : Grammar | 1. Revision on active and passive verbs. 2. Identification of active and passive verbs. 3. Making sentences with active and passive verbs. | Learners should be able to: 1. Identify active and passive verbs. 2. List active and passive verbs. 3. Make sentences with actives and passive verbs. 4. Ask questions on anything for clarification | 1. Leads learners to read given passage. 2. Guides them to identify the active and passive form of verbs in the passage. 3. Guides them to make sentences with active and passive verbs. 4. Guides them to change active to passive verbs and vice versa. | 1. Read the passage. 2. identify active and passive verbs. 3. Make sentences with active and passive verbs. 4. Change active to passive verbs and vice versa. | |
| Revision : Listening, Speaking. (Diphthong) | 1. Revision of the Diphthongs. * /ἄɪa/ * /ἄʊa/ * /eɪa/ * /eɪa/ * /eɪa/ * /aʊa/ | Learners should be able to: 1. Explain what Diphthongs are and give examples. 2. Produce each of the Diphthongs. 3. Describe their place and manner of articulation. 4. Do some exercises. | 1. Leads learners to explain what Diphthongs are and give examples. 2. Leads them to produce each sound. 3. Leads them to describe the place and manner of articulation of each sound. 4. Leads them to do some practices exercises from their textbook | 1. Explain what Diphthongs are and give examples. 2. Leads them to produce each sound. 3. Leads them to describe the place and manner of articulation of each sound. 4. Do the practice exercise given. | ||
| Revision Letter writing: Formal and informal | Revision on Formal and Informal letters. | Learners should be able to: 1. Identify types of and format of letters. 2.Write different types of letters to suit different situations. | 1. Guides learners to identify the types and then format. 2. Leads them to discuss types of letters and their format. 3. Allow learners ask questions. | 1. Identify the types of letters. 2. Discuss each type of letters and their format. 3. Ask questions for more clarifications. | ||
| Revision Literature Myths & Legends | Revision on * African and non- African myths & legends. 2. Features of myths & legends. | Learners should be able to; 1. Identify the features of popular myths and legends. 2. Explain the theme of myths & legends. | 1. Narrate popular myths & legends to learners. 2. Leads them to discuss types of letters and their format. 3. Allow learners ask questions. | 1. Explain myths and legends. 2. Identify features of theme and legends. 3. Ask questions if necessary. | ||
| Revision | Revision | Learners should be able to : 1. Ask questions on any topic treated that needs clarification. | 1. Answer any questions asked by the learners. 2. Ask her/his own questions on topics that need to be revised. | 1. Ask questions on any topic. 2. Answer teacher questions |
Unified Schemes of Work for Junior Secondary Schools (JSS TWO). Osun State JSS2 English Studies Scheme of work.Ministry of Education.
ENGLISH STUDIES SCHEME OF WORK JSS2 THIRD TERM
ENGLISH LAUGUAGE THIRD TERM
SCHEME OF WORK FOR GRADE 8
| WEEKS | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | ACTIVITIES | |
| TEACHERS | LEARNERS | |||||
| 1 | Reading: Reading to understand writers purpose | 1. Reading the desired passage 2. point out the writer’s purpose(s) in given passage e.g is it to convince, dissuade or stimulate 3. Identifying different expressions | Learners should be able to: 1. Read the passage fluently 2. Identify correctly key words that point to the author’s intention given the passage read 3. Recount prior experience to inferred authors | 1, Newspaper cuttings 2. Advertisement and feature articles | 1. The teacher read the passage aloud to arouse the interest of learners on the selected passage 2. Guides learners to read the passage paragraph by paragraph 3. Guides them to identify key words that point to author’s purpose and intentions 4. Leads them to scan the passage well for clues on authors purpose 5. Leads them to write in groups using their prior experience to infer the author’s intentions | 1. Pay attention while the teacher reads 2. read the passage carefully 3. Ask questions raised by the teacher to get the purpose of the passage 4. work in groups to read and identify the intentions of the writer in the selected passage 5. Make presentation of their findings |
| Reading | 1. Reading the passage 2. Answering questions from the passage | Learners should be able to 1. Read the passage fluently 2. Answer the questions under the passages | 1. The teacher reads aloud to the hearing of the learners 2. Leads learners to read silently 3. Guides them to answer the questions on the passage inside their note books | 1. Pay attention and read along as the teacher read s 2. Read silently for some minutes 3. Answer the questions on the passages | ||
| Vocabulary | 1. What antonyms are 2. Using dictionary to find antonyms | Learners should be able to: 1. Explain and say what antonyms are 2. find antonyms of some given words from the previous passage | Flash cards | 1. The teacher explains antonyms 2. Leads learners to use their dictionary to find meaning of some words extracted from previous passage 3. Guides learners using their dictionary to find antonyms of the given words | 1. Pay attention to the teacher 2. Use their dictionary to find meaning of given words 3. Find the antonyms of the given words | |
| 2 | Listening speaking Speeches Rhythm | 1. Speeches and poem on – population/family life Education Or -Value reorientation 2. Listening practice | Learners should be able to: 1. Explain what rhymes and rhythms are giving series of examples 2. Explain why two words can end with the same letters but may not have the same rhyme 3. Give examples of such words having same letters ending them but not the same rhyme 4. Analyze the rhyme pattern of a short poem given | 1. Tape recorder | 1. The teacher explains what rhymes are 2. Leads that to have a perfect rhyme the vowel and the closing consonant must be exactly the same 3. Guides the learners with examples to get this fact 4. Explains to the learners that two words may end with the same letter but may not have the same rhyme 5. Gives examples of such words 6. Guides the learners through contrast of two or more words which may end in different spellings but still rhyme 7. Give examples of such words 8. Gives or writes a short poem on the board and leads the learners to analyse the rhythm of the poem | 1.Pay attention to the teachers explanation 2. Give examples of such words that the vowel and the closing consonant are the same and rhyme 3. Give examples of two words with the same letter ending but do not rhyme 4. Give examples of words having the same spellings but which do not rhyme 5. Analyse the rhythm of a given poem |
| 3 | Speeches; Question Tags | 1. Concept of question tags 2. Rules guiding it 3. Questions and their tags | Learners should be able to: 1.Define or say what question tags are, and give examples 2. Mention all the rules to follow while forming question tags 3. Identify different speeches with particular reference to question and their tags | 1. Recorded Materials 2. Language games 3. Newspaper cuttings | 1. The teacher explains or gives concept of question tags 2. Leads the learners to ask questions and give the tags 3. Guides them to see the importance of putting question mark at the end of every question 4. Explain the rules guiding the formation of question tags – using contracted form of verbs in question tags – made up of two parts statement part & question -When statement part is negative question part must be positive and vice versa -statement part must agree with tense of the questions part -The subject in the statement part must agree in number with subject in question part -Each statement part appears as speaker knows the correct answer -Auxiliary verb is used to form question tags -There are some exceptional cases to the rule above 5. Leads them to give examples of each rule | 1.Pay attention to the teacher 2. Form statement and give the question tags as directed by the teacher 3. Pay attention to the use of question mark at the end of every question 4. Pay attention as teacher explains the rules guiding formation of tags 5. Ask question for clarification 6. Give examples of each rule mentioned |
| Writing Summary Writing | 1. Selecting a passage 2. Identifying topic sentence and ideas from each passage | Learners should be able to: 1. Read the selected passage 2. Identify topic sentences from the passage 3. Identify key ideas in each paragraph 4. Write summary of the passage in one paragraph | Flip chart | 1. Read the selected passage first 2. Leads the learners to read the passage 3. Guides them to identify the topic sentence 4. Guides them to identify the key ideas in each paragraph 5. Leads them to use all the fact to write a summary of the passage in one paragraph | 1. Pay attention as the teacher reads 2. Read the passage and pay attention to facts and ideas 3. Identify the topic sentence from the passage 4. Identify ideas in each paragraph 5. Write a summary of the whole passage in one paragraph making use of the facts and ideas | |
| Literature Poetry | Poetry: -reading a selected poem -Identifying the language | Learners should be able to: 1. Read selected poems 2. Explain the message of the poem 3. Identify language of the poetry 4. Write simple poem | A recommended poem | 1. Read poem to the learners from recommended poem 2. Leads learners to discuss and explain the message and contact of the poem 3. Lead them to say the type of the poem read 4. Lead them to write a poem | 1. pay attention to the teachers presentation 2. Discuss and explain the message and content of the poem 3. Mention the type of poem 4. Write a poem of their own | |
| Literature Drama | 1. What is drama 2. Examples of drama 3. kinds of drama -Tragedy -Comedy -Tragic –comedy -play let | Learners should be able to: 1. Explain drama as one to the genres of literature 2. Identify different kinds of drama | -Selected plays from recommended text -Appropriate costumes/props | 1. Explain what drama is and give examples 2. Leads learners to give examples of plays they have read or watched 3. The teacher leads them to identify different kinds of drama /paly 4. Leads them to give examples of each kind of play 4. Narrates a short play 5. Leads them to say the type of play | 1. Pay attention as teacher explain what drama is 2. Give examples of plays they have read or watched 3. Identify the different kinds of drama 4. Give examples of different kinds mentioned 5. Pay attention as teacher narrates a play and say under the category the narrated play falls e.g tragedy, comedy or tragic comedy | |
| 4 | Reading : Reading to identify meaning of words in various contexts. | 1. reading for meaning of words in various contexts through: * Clues provided by surrounding words. * Alternative words that can fit into the context. | Learners should be able to: 1. Read a selected passage. 2. Explain, using clues provided by the surrounding words to arrive at the meaning of the selected word. 3. List other possible words that can fit into the context. | Newspaper or magazine cuttings. | 1. Guides learners to read selected passage and use the surrounding words, sentences to explain the meaning of selected words. 2. Guides learners to think about the alternative words to replace the selected words. 3. Guides learners to use prior knowledge and experience to identify the meaning of selected words. 4. Leads them to use sounds to figure out meanings of selected words. | 1. Read the passage. 2. Explain meaning of selected words using clues from surrounding words / phrases / sentences. 3. Give alternative words / phrases to selected words. 4.. Use context prior knowledge and experience to figure out the meaning of words. 5. Use sounds to figure out meaning. |
| Vocabulary : Antonyms | 1. Antonyms of words use the previous day. 2. Using the antonyms to form sentences | Learners should be able to; 1. Find the antonyms to selected words from previous lesson. 2. Use the antonyms to form sentences of their own. | 1. Leads the learners to write down all the target words use in the previous lesson. 2. Guides them to find the antonyms of the words putting them i.e. the words in column A, and the antonyms in column B. 3, Form sentences with the antonyms. | 1. Write down all the selected words in the previous passage. 2. Find the antonyms of all the words. 3. form sentences with the antonyms. | ||
| Grammar : Direct & Indirect Speech | 1. Explanation of direct & indirect speech. 2. Changing from direct to indirect speech. 3. Practice exercises. | Learners should be able to: 1. Explain what direct and indirect speeches are. 2. Give examples of direct and indirect speech. 3. Change direct speech to indirect speech. 4. Do some practices /exercises | Sentence Strips | 1. Explains what direct speech is, give series of examples. 2. Explains what indirect speech is and why it is called indirect speech. 3. Leads them to give examples of direct and indirect speeches. 4. Leads them to change direct speech to indirect speech. 5. Leads them to do some exercises from recommended text. | Learners explain direct and indirect speeches. Change direct to indirect speeches and the other way round. | |
| Writing : Descriptive writing | 1. descriptive composition. 2. Elements of composition. 3. Re-writing a bad written sample. | Learners should be able to 1. Identify the type of composition writing from the sample read. 2. List the elements of composition. 3. Work in pairs and read samples of descriptive composition and correct the badly written sample. | 1. Teacher selects two well written compositions, and reads them to the learners. 2. Guides them to say the type they are. 3. Leads them to list the elements of composition. 4. Presents two samples of descriptive composition. A well written sample and a badly written sample. 5. Allows them work in pairs, read the two samples and comment or correct the badly written sample. | 1. Work with the teacher as he / she reads the two composition to say the types the two belong to. 2. Work in pairs, read the two samples and correct the badly written sample. 3. Presents the corrected sample to the class. | ||
| 5 | Speeches -introduction | 1. Speeches and poems on the following – Education – Counseling – Conflict | Learners should be able to 1. identify intonation patterns in statement questions and commands 2. Note statements ask questions and give commands using different intonation | 1. Recommended text 2. Tape recorder | 1. Guides learners to identify intonation patterns in statements, questions and commands 2. Explains falling tune from the examples given 3. Explain the uses of tunes, or when falling tunes occurs 4. Guides learners in giving sentences with raising tone 5. Explain the uses of raising tunes and with what commands, question and statement 6. Asks questions intermittently to ensure that the learners follows the lesson properly 7. Guides learners to make statement, questions and command using different patterns of intonation | 1. Pays carefully attention as teacher explains is the different patterns of intonation 2. Identify intonation patterns in statement questions and commands 3. Identify falling and raising tones from the statement command and questions given by the teacher 4. Answer teacher questions to show learners active participating 5. Make statements, commands and questions using different patterns of intonation |
| Reading : Reading to draw Conclusion | 1. Reading the passage 2. Drawing conclusion | Learners should be able to: 1. Read the selected passage carefully 2. Identify facts, and ideas 3. draw conclusions from the facts and ideas 4. Do some exercises from textbook | 1. The teacher presents a suitable passage to read and draw conclusions 2. Guides learners to read the passage 3. Guides learners to identify fats and ideas 4. Guides them to draw conclusions from the fact and ideas 5. Guides there to draw conclusions by doing the exercise from text book on true or false responses | 1. Read the passage 2. Identifies facts concept and ideas from the passage read 3. Draw conclusions from the passage read 4. Answer the questions from the textbook | ||
| Summary Writing | 1. Summary writing -identifying topic sentences in each paragraph – Paragraph sing | Learners should be able to : 1. Write out all the topic sentences of the paragraphs in the passage read last lesson 2. Paraphrase all the topic sentences 3. Write a one sentence summary of the whole passage | 1. Leads the learners to read the passage ones again 2. Leads them to identify all the topic sentences of the paragraphs in the passage read 3. Guides them to write one-sentence summary of the whole passage | 1. Read the passage 2. Identify all the topic sentences of the paragraphs in the passage 3. Write one sentence summary of the whole passage | ||
| Literature Drama: Features of drama | 1. Features of drama -Costumes or props -play wright -stage director | Learners should be able to: 1. Identify different features of drama or play 2. Explain each features 3. Give examples of play | 1.Teacher explains the features of drama one by one 2. Guides learners to identify features of drama 3. Explains costumer or props and give examples 4. Explains what is meat by playwright and give examples 5. Guides learners to know who stage director is and their work | 1.Watch the teacher as he explains the features of play and ask necessary questions 2. identify each feature of play 3. explains what costumes or props are 4. Give examples of playwright 5. Explain who a stage director is, and his role in the making or acting of any drama | ||
| Drama | 1. Reading a drama text 2. Dramatizing it | Learners should be able to: 1. Read and dramatize a given play | 1. Guides learners to read a selected play aloud. Reading it message and paying attention to their diction 2. Leads them to identify the costumes that will be sue by the characters 3. Leads them to act the play | 1. Read a selected play 2. Discuss its story line 3. State props that may be needed for the characters 4. Act the play | ||
| Grammar : Direct & indirect speeches | Direct speech with : Modal Auxiliaries Must Used to Ought tos | Learners should be able to: 1. Read direct speech sentences 2. Change direct speech of modal auxiliaries into indirect speeches | Sentence strips | 1. The teacher guides the learners to read direct speech in sentences 2. Explain how direct speech is used with modal auxiliaries 3. Guides them to give examples (a) ‘ You must sleep ‘ (direct) – The nurse said the patient Must sleep (indirect) (b) You ought to attend the meeting(direct) – The secretary said that Ade ought to attend the meeting (indirect) 4. The teacher guides learner to mention other modal auxiliaries e.g used to, would, could, should, might e.t.c | 1. Read direct speech in sentences 2. Pay attention as teacher explains how modal auxiliaries does not change in indirect speech 3. Ask questions for clarification 4. Gives several examples of modal auxiliaries with direct and indirect speech 5. Do some given exercises on direct and indirect speech | |
| Speeches ; Questions Tags | 1. Questions and their tags – Dila : Ngozi is dutiful, isn’t she? -Ngozi ; Yes, she is 2. Use of appropriate stress and intonation in question and their tags | Learners should be able to: 1. Identify different speeches with particular reference to question tags 2. Use the appropriate stress and intonation in question and their tags | Recorded materials 2. Language games | 1. Guides learners to produce tag questions 2. Leads them to give appropriate responses 3. Engages learners in pairs and guides them to make their own questions and sentences using the appropriate tags | 1. Learners provide tap questions and their answer 2. Engage in production of question tags in pairs 3. produce question tag and their answer using the appropriate stress and intonation | |
| Summary writing | Summary writing from a selected passage | Learners should be able to : 1. Identify topic sentences from a given passage 2. Identify key ideas in each paragraph 3. Write in two sentences the summary of the passages | 1. Reads appropriate passage 2. Leads learns to identify topic sentences 3. Leads them to identify key ideas in different paragraph 4. Guides them to summarize in two sentences | 1. Read the passage 2. Identify topic sentence 3. Identify key ideas in the passage 4. Write a summary of their own | ||
| Oral comprehension | 1. Speeches and materials (live or recoded) | Learners should be able to 1. Identify and explain the main ideas from materials presented 2. Accept or reject ideas presented based on prior experiences 3. Identify writers mood and intentions mood and intention 4. Identify possible interpretations based on what they have listened to | Recorded speeches or materials | 1.Read or plays selected materials 2. identify and explain the main ideas 3. Leads them to identify key terms 4. Guides them to give expressions 5. Guides them to identify writers mood and intentions 6. Leads them to identify possible interpretations of passage or materials presented | 1. Listen to materials read or presented by the teacher 2. Identify and explain the main ideas in material read or listened to 3. identify key terms and expressions 4. Identify mood and intention of writer 5. Give possible interpretation of passage presented by the teacher | |
| 7 | Listening & speaking stress | 1. Word stress -meaning 2. When how to stress a syllable | Learners should be able to 1. Explain what stress means. And how to show stress in a word 2. Explain when a syllable is stressed and how syllables are stressed 3. Rules guiding how syllable are stressed | 1. The teacher explains stress as the force that gives prominence to a syllable over other syllables with the same word 2. To make it clearer, teacher guides learners or reminds them of syllable 3. Explains the rules that guides how words or syllable are stressed 4. Guides learners to give example 5. Explains and show that stressed syllable are in capital letters | 1. Pay attention to the teacher while she/he explains stress 2. Guides them to explain what syllables are 3. Give examples of syllable 4. Give examples of stress, and how it is formed. 5. Give examples by doing the exercises from their textbook | |
| Figure of speech ; Irony | 1. Definition of irony 2. Identification of Irony in sentences 3. construction of correct sentences with Irony | Learners should be able to 1. Identify figures of speech 2. Define irony in sentences 3. Use Irony correctly in sentences | 1. Poems & passages 2. Tape recorded | 1. Explains the meaning of Irony 2. Leads learners to identify Irony in text 3. Guides learners to construct sentences with Irony 4. Asks questions on the topic | 1. Explain the meaning of Irony 2. Give examples of Irony 3. Identify Irony in passage from their literature text 4. Construct sentences with Irony | |
| Vocabulary : vocabulary of Foods | Vocabulary on: -food & -diet -using Dictionary to find meaning of minds | Learners should be able to: 1. Find the meaning of some vocabulary on food and diet Using their dictionary 2. Fill the blanks provided in the practice exercises given by the teacher with appropriate vocabularies | Flashcards | 1. The teacher leads the learners to use their dictionary to find meaning of some vocabulary on food and diet 2. Leads the learners to provide appropriate vocabulary to fill the blank spaces in the exercise given | 1. Find meaning of some words on food and diet from the dictionary 2. provide appropriate words or vocabulary to fill the spaces in the exercises given | |
| 8 | Reading for speeds | 1.Reading 2. Improving reading comprehension through increase in reading speech | Learners should be able to : 1. Read using right speed 2. give correct answer to questions on selected passage | Magazine/Newspaper cuttings | 1.The teacher selects and present appropriate passage 2. Explain the need for speed reading -improves reading comprehension 3. Guides learners to apply the speed reading conditions which has been learnt in previous lessons in reading selected passage 4. Helps them to see the link between reading speed and comprehension 5. Guides learners practice faster readings | 1. Pay attention to what the teacher is saying and seek clarification where necessary 2. Apply seed reading conditions to reading the selected passage 3. Practice faster reading |
| Writing : Narration | Narration using pictures and illustration | Learners should be able to: 1. Look into the pictures given and narrate a story from it. 2. Apply all learnt on narrative and descriptive and writing to write a story titled ‘The rescue.’ | 1. The teacher selects a passage with picture illustrations, or prepares picture story to use. 2. Through question drills reminds learners on things learnt on narration: Act of storytelling. 3. Guides learners to use the picture to tell a story. 4. Guides them to see and follow the numbering of the picture chronologically. 5. Leads them to use the picture to write a narrative story titled ‘The Rescue.’ | 1. Look into the pictures and through questions and answer get the gist of the picture. 2. Use the picture to tell a story about the rescue of a boy. 3. following the order of the numbering as the picture, the learners write a narrative composition on the rescue. | ||
| Literature : Poetry | Poetry : 1. Type of poem 2. Language * Concise * Unique * High | Learners should be able to 1. Read a section of poems. 2. Explain the message of the selected poem. 3. Identify language of poetry. 4. Write simple poem. | 1. Reads poem to learners. 2. Leads learners to discuss and explain the message and contents of the poem. 3. Leads them to list different types of poetry. 4. Leads them to identify the language of the poem. 5. Guides them to write a poem. | 1. Pay attention to teacher’s oral presentation. 2. Discuss and explain the message and contents of the poems. 3. Identify and list different types of poetry. 4. Identify the language of poetry. 5. Write a simple poem. | ||
| Reading : Reading to identify meaning of words in context. | 1. Reading for meaning of words in various contexts through: * Clues provided by surrounding words. *Alternative words that can fit with the context. | Learners should be able to: 1. Read the passage. 2. Explain, using clues provided by the surrounding words to arrive at the meaning of target words. 3. List other possible words that can fit into the context. | News / magazine cuttings. | 1. Guides learners to read selected passages and use the surrounding words or sentences or prior knowledge to explain the meanings of target words. 2. Guides learners to think about the alternative words to replace target words. 3. Explains that sounds of some words can signal meaning. | 1. Explain meaning of target words using clues from surrounding words/phrases/sentences. 2. Give alternative words / phrases to target words. 3. Do some exercises from the textbook. | |
| Listening & Speaking: Revision of vowel sounds. | Vowel sounds | Learners should be able to 1. Identify all vowel sounds. 2. Orally produce all vowel sounds. 3. Give examples of each sound. 4. Do some exercises. | 1. Recorded materials. 2. Flash cards | 1. Guides learners to articulate the vowel sounds. 2. Guides learners to do some exercises from textbook.` | 1. Orally produce vowel sounds in context and in isolation. 2. Do some exercises from their textbook. | |
| Literature : Hyperbole | 1. Definition of hyperbole. 2. Identification of hyperbole in literature texts. 3. Construction of correct sentences with hyperbole. | Learners should be able to 1. Define hyperbole and give examples. 2. Identify figure of speech – hyperbole in sentences. 3. Use hyperbole correctly in sentences. | 1. Tape recorder 2. poems passages. | 1. Explains the meaning of hyperbole. 2. Leads learners to identify hyperbole in texts. 3. Guides learners with hyperbole. 4. Ask questions in the topic. | 1. Explain the meaning of hyperbole. 2. Give examples of hyperbole. 3. Identify hyperbole in passages from literature texts. 4. Construct sentences with hyperbole. 5. Ask and answers question. | |
| Grammar : Parts of speech * Adjectives | 1. Definition of adjectives. 2. Identification of adjectives in given sentences or passage. 3. Functions of a adjectives. 4. Making sentences with adjectives. | Learners should be able to: 1. Define adjectives. 2. Give examples of adjectives. 3. Identify the features of adjectives in given passage. 4. List the functions of adjectives in the passage / sentences. 5. Make sentences with adjectives. | Charts Sentence Strips | 1. Read passage to learners. 2. Gets learners to read the passage. 3. Leads learners to identify and state functions of adjectives in sentences. 4. Leads the learners to make sentences with adjectives.. 5. Do some practice exercises. | 1. Pay careful attention to the teacher. 2. Read materials given by the teacher. 3. Identify adjectives in the passage. 4. Make sentences with adjectives. 5. Do some practice exercises. | |
| 9 | Summary Writing | 1. Summary writing from selected passage. | Learners should be able to 1. Read the selected passage. 2. Identify topic sentences from given passage. 3. Identify key idea from each paragraph. | Flip chart. | 1. Reads appropriate passage. 2. Leads learners to identify topic sentence. 3. Leads learners to identify key ideas from each paragraph. 4. Guides them to summarise the passage in two sentences. | 1. Read passage. 2. Identify topic sentences. 3. Identify key ideas in the passage. 4. Write a summary of the passage. |
| 10 | Listening & Speaking Revision of consonant sounds | Consonant sounds | Learners should be able to 1. Identify all consonant sounds. 2. Orally produce all consonant sounds. 3. Articulate clusters correctly | Flash cards * Sentence strips * Tape recorder. | 1. Guides learners to articulate the consonant sounds. 2. Leads learners to orally produce consonant clusters. 3. Leads learners do exercises on consonant sounds. | 1. Orally produce consonant sounds in context and in isolation. 2. Orally produce consonant clusters in context and in isolation. 3. Do some exercises. |
| Revision of (Diphthongs) | 1. Revision of the /ἄɪa/ /ἄʊa/ /eɪa/ /eɪἄ/ /aʊa/ | Learners should be able to: 1. Explain what diphthongs are and give examples. 2. Produce each of the diphthongs. 3. Describe their place and manner of articulation. 4. Do some practice exercise. | 1. Leads learners to explain what diphthongs are and give examples. 2. Leads them to produce each sound. 3. Leads them to describe the place and manner of articulation of each sound. 4. Leads them to do some practice exercises. | 1. Explain what diphthongs are and give examples. 2. Produce each sound by producing them. 3. Describe each sound according to their place and manner of articulation. 4. Do some exercises. | ||
| Grammar : Revision on parts of speech. | 1. Identification of adverbs, conjunction & preposition. 2. Functions 3. Making sentences with adverbs conjunction & preposition. | Learners should be able to : 1. Identify the features of adverbs, conjunction and preposition in passages. 2. List functions of adverbs, conjunction in the passage. 3. Make sentences with adverbs, conjunctions and prepositions. | 1. Read passage to the learners. 2. Gets learners to read the passage. 3. Leads them to identify the functions / features of adverbs, conjunctions and prepositions. 4. Leads them to list the parts of speech identified from the passage. 5. Guides them to make sentences with the parts of speech. | 1. Read passages given by the teacher. 2. Identify carefully adverbs, conjunctions & prepositions. 3. State features / functions of part of speech. 4. Make sentences with the parts of speech. | ||
| 11 | Revision Active & Passive verbs. | Revision | Learners should be able to 1. Identify active and passive verbs. 2. List active and passive verbs. 3. Make sentences with passive verbs. | 1. Leads learners to ask questions on area that are not clear under active and passive verbs. 2 Re – teach if need be according to the questions asked. | 1. Ask questions to clarify some issues if necessary. 2. Answer questions raised by the teacher. | |
| Revision Speech Irony & hyperbole | Revision Irony Hyperbole | Learners should be able to 1. Identify figures of speech: Irony and Hyperbole in sentences. 2. Use Irony and Hyperbole correctly in sentences. | 1. Leads the learners through questions and answer to revise all work done on irony and hyperbole. 2. Ask what is hyperbole. 3. Give examples. 4. Leads them to identify irony and hyperbole in poem read. 5. Allows learners to ask questions on the topic. | 1. Answers teacher’s questions. 2. Ask questions for more clarification on some issues if any. 3. Identify irony and hyperbole in poems read. | ||
| Revision on Letter writing | Revision on: Informal Formal Letters | Learners should be able to 1. Answer questions on the two types of letters treated during the term. Informal & Formal letters. 2. Ask questions. | 1. leads the learners to identify features of the two types of letters studied. 2. Guides learners to set format of the two types of letters. 3. Guides them to write in a tabular form the difference between informal and formal letters. 4. Allow learners to ask questions. | 1. Identify features of informal and formal letters. 2. Set the format of the two letters. 3. Tabulate the difference between formal and informal letters. 4. Ask questions if any, for more clarification. | ||
