Princeton College, Surulere, Lagos

Second Term Weekly Plan for 2022/2023 Session

Week Grammar Reading Essay Writing Vocab/Spelling Speaking,

Comprehension Listening and
Debate/ Dialogue

1. Question Reading Informal Letter Words Related Consonant

Tags Comprehension to Education Sounds /ᴧ/ and
/a:/
2. Preposition Reading Story Writing Silent Letters
Comprehension
3 Pronouns Reading Formal Letter /m/, /n/, /ᵑ/
Comprehension
4 Synonyms Reading Expository Words Related Vowel
Comprehension Essay to Farming Sounds /ᶛ/ and /ↄ:/

5 Active and Reading Narrative Essay Words Related Vowel

Passive Comprehension to Oil Sound /ə/
Voice Exploration
6 Punctuation Reading Argumentative Spelling /ʧ/and /ʤ/
Comprehension Essay
7 Expressing Reading Argumentative Words Related Vowel
Exception Comprehension Essay to Transport Sounds
/u/and /u:/
8 Tense Reading Narrative Essay Words Related Vowel
Comprehension to Oil Sounds /ie/ and
Exploration /ea/
9. Antonyms Reading Article Writing Words Related Consonant
Comprehension to Banking Sounds /h/,
/w/and /j/
10. Conjunction Reading Story Writing Vowel
s Comprehension Sounds
/e/and
/ɜ:/
11. Revision Revision Revision Revision Revision
Week 1
Grammar
Topic: Question Tags
Duration: 40 Minutes
Text: New Oxford Secondary English Course Book 3, Page 106, 181-182

https://youtu.be/6CSdK651k9Y

Behavioural Objectives: At the end of the lesson, the students should be able to:

i. explain what question tag means. ii.

mention the rules of question tag. iii.

place tags on given sentences.

Content
A question is a form of sentence which demands reaction or response. Questions are
classified into the following types: Question tag, Rhetorical question, Wh-question
and Yes/no question.

Question Tags are short questions that are attached to statements that have been
made. They are used according to the nature of the sentence. Thus, question tag has
the following rules:
1. A positive sentence should be followed by a negative tag. Eg
i. They are here, aren’t they?

ii. They will come today, won’t they? iii. He has arrived,

hasn’t he? iv. Toni won the prize, didn’t he?

2. A negative sentence should be followed by a positive tag. Eg.

i. She hasn’t done the work, has she?

ii. We shan’t be long, shall we? iii. He can’t finish this

work today, can he?

3. The auxiliary verb in the statement should be repeated in the question tag.

i. We shall travel tomorrow, shan’t we? ii.

She doesn’t want to go, does she?

iii. They didn’t see the woman, did they?

4. A statement which has no auxiliary verb makes use of ‘do’ in the question tag.eg.

i. You like playing, don’t you?

ii. Our teacher teaches well, doesn’t she?

iii. He took the book, didn’t he?

5. When a question is asked and the response is needed, ‘No’ should be followed by

a negative response while ‘Yes’ should be followed by positive response. Eg. i.

We are happy, aren’t we? Yes, we are. ii. He hasn’t learnt anything, has he? No,

he hasn’t. iii. They are playing outside, aren’t they? Yes, they are.

6. The tense of the statement should be maintained in the question tag. Eg.

i. She is beautiful, isn’t she?

ii. He was here, wasn’t he?

Evaluation
Add suitable tags to the following sentences.
1. They need to see the principal, ………..?

2. We will travel to Enugu tomorrow, ……….?

3. Toni loves his mother, ………..?

4. You are not feeling well, …………?

5. Let’s go for a walk, ………..?

Assignment
Construct your own sentences with each of the following words and add appropriate
tag to them.
1. shall 4. can
2. need 5. will

3. wasn’t
Reading Comprehension
Duration: 40 Minutes
Topic: This is Lagos
Text: New Oxford Secondary English Course Book 3 Page 49-51
Behavioural Objectives: At the end of the lesson, the students should be able to: i.
read the given comprehension passage.
ii. answer the questions that follow.
Content
The students will be required to read the passage and answer the questions that
follow.
Evaluation
New Oxford Secondary English Course 1 Page 50 no 1-5
Assignment
New Oxford Secondary English Course 1 Page 50 no 6-10
Essay Writing
Duration: 40 Minutes
Topic: Informal Letter
Text: New Oxford Secondary English Course Book 3, Page 51-52

Behavioural Objectives: At the end of the lesson, the students should be able to.

i. mention the features of informal letters.

ii. write informal letter.

Content

Formal Informal
Letter Letter

Semi Formal
Letter

Informal letters are private letters we write to people that are close to us. They are
letters to our friends, aunts, nieces, nephews etc.
Requirements for an informal letter
(1) Only one address is needed and that is the address of the writer. The first
letter of each word should be written in capital letter. A comma should come after
each line and a full stop at the end of the address before the date. A comma should
be used after the month and a full stop after the year. The “st”, “nd” and “rd” in the
date should be written with the date and not up. Addresses must not be written in
capital letters although. Always write the date you are writing the exam. If you are
writing to someone outside the country, you should include the country.
(2) Salutation. Dear Brother, Dear Mother, Dear Joy, etc. Salutation ends with
comma
(3) The introduction paragraph comes after salutation. Do not begin with
religious sentiments or unending pleasantries e.g. Calvary greetings in the name of
our Lord...
(4) If you are replying a letter, you are required to acknowledge the receipt of the
letter in the introductory paragraph before discussing current issues. (5) Paragraph
and points should be well linked with good connectives.
(6) Your use of language should show some familiarities with the address
(7) The conclusion which is in the last paragraph should be the summary of the
relevant points in the body. You should remember to express your eagerness to
receive a reply.
(8) End your letter with appropriate subscription. Eg Yours sincerely, Write only
your first name.

45, Balogun Street,

Surulere,
Lagos.
27th January, 2023.
Dear Tunde,
How are you and your family? I hope that all is well with you. .........
.............................................................................................................................
..............................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
................................................................................................................
............................................................................................................................

Yours sincerely,
Tolu
Evaluation
1. Differentiate between a formal and informal letter.
2. Mention the features of an informal letter.
Assignment
Write a letter to your friend telling him/her how you spent your last holiday.
Speaking
Duration: 40 Minutes
Topic- /Ʌ/and /a:/
Text: New Oxford Secondary English Course Book 3, Page 12

Behavioural Objectives: At the end of the lesson, the students should be able to;

i. articulate the sounds; /Ʌ/and /a:/ ii.

identify the sound in given words.

Content

For the articulation of /Ʌ/, the centre of the tongue is raised while the jaw is open.
The lips are neutrally shaped. The usual spelling symbols are as follows:

‘u’ as in hut

‘o’ as in come

‘ou’ as in young

‘oo’ as in blood

‘oe’ as in does
Word examples include: ‘cut’, ‘cud’, ‘sung’, ‘luck’, ‘stuck’, ‘cup’, ‘young’, ‘blood’
‘lunch’, ‘up’, ‘dusk’, ‘mother’, ‘bunch’, ‘sun’, ‘love’, ‘come’, ‘uncle’, ‘husband’,
‘such’, ‘flood’, ‘run’, ‘hunt’, ‘hunger’, etc.
/a:/ is a long vowel sound which is articulated with part of the tongue between the
centre and the back. While the lips are in neutral position, the jaw is fully open. The
spelling symbols of /a:/ are:

‘a’ as in pass

‘ar’ as in cart

‘al’ as in palm

‘au’ as in laugh

‘ear’ as in heart
Word examples include: bark, ‘cart’, ‘star’, ‘far’, ‘class’, ‘heart’, ‘scar’, ‘starve’,
‘barge’, ‘card’, ‘calve’, ‘barn’, ‘yard’, ‘large’, etc.

/Ʌ/ /a:/

1. Hut Heart
2. Bug Barge
3. Cup Car
4. Dunk Dark
5. Bunk Bark
6. Money Martyr
7. Stun Start

Evaluation
From the options A-D, choose the one that has the same sound as the one
underlined.
1. Flood A. fun B. fool C. cap D. loss
2. Laugh A. got B. Stall C. malt D. star
3. Cut A. honey B. sorry C. yes D. sweep
4. Class A. cat B. bat C. fat D. heart
5. Lunch A. card B. large C. monkey D. food
Vocabulary Development
Duration: 40 Minutes
Topic: Register on Education
Behavioural Objectives: At the end of the lesson, the students should be able to:

i. mention the words associated with education.

ii. explain their meaning.

Content

The following words are associated with education: curriculum, syllabus, subjects,
scheme of work, textbooks, teaching aids, school authorities, school rules, class
captain, principal, profession, time-table, learn, objective, motivate, teachers,
learners, behaviour, etc.
Evaluation
Mention and explain the meaning of any five words associated with education.
Assignment
In the following, numbered gaps indicate missing words. Against each number
in the list below each passage, four choices are offered in columns lettered A-D.
For each question, choose the word that is most suitable to fill the numbered
gap in the passage.
Teaching is one of the oldest ...1..known to man. Every community from time
immemorial must have had ..2.. known and respected for their ability to guide and
..3.. younger members of their community towards the ...4.. of the desired goals of
their group. The ..5.. ceremonies for young adults common to many cultures are part
of the ..6.. education process of those cultures; but there are very many informal
ways of educating the young. When a young girl helps her mother in preparing the
family ..7.., she is learning ..8.. skills in an informal set up. One’s ..9.. group also
exerts a great ..10.. on individuals.

A B C D
1. activities roles professions jobs
2. Individuals children groups men
3. coerce bribe motivate induce
4. evolution creating attainment enforcement
5. secret initiation wild fattening
6. formal true praiseworthy respective
7. dishes cooking meal diet
8. expert culinary interesting beneficial
9. sex school neighbourhood peer
10. pressure action attitude influence
Week 2
Topic: Prepositions
Duration: 40 Minutes
Text: New Oxford Secondary English Course Book 3, Page 199

https://youtu.be/RaVs0FIYqr0

Behavioural Objectives: At the end of the lesson, the students should be able to: i.

define preposition.

ii. give examples of preposition. iii.

identify prepositions in given sentences.

Content

Preposition is a word which is used to show relationship between a noun/pronoun

and some other words in a sentence. The common prepositions in everyday
language include: in, on, at, of, up, between, among, with, for, under, behind,
around, to, across, towards, into, above, etc.
Uses of Preposition
Prepositions are used in relation to the number of persons or objects, and also when
they refer to human beings or things, whether there is intention to harm or not.
1. Number of Persons
The prepositions which are used in relation to the number of persons are: ‘between’,
‘among’ and ‘within’. The preposition ‘between’ is used for two persons or things
only, ‘among’ is used for three or more persons while ‘within’ is used for an entity
or a whole unit.
i. There is always love between mother and child.
ii. The students shared the oranges among themselves. iii. No
student should fight within the school.

2. When reference is made to person or things The preposition ‘with’ and ‘at’
are often used with other nouns for human beings. For instance, we say; angry
with somebody and angry at something. Eg i. Mr Ezeh is angry with his son.

ii. He is angry at his son’s result. iii. The

man is disappointed with his wife. iv. He
is disappointed at her behaviour.

3. Preposition denoting harm or not

There are certain prepositions which tell us when there is an intention to harm or
not.
i. He threw the ball at me. ii.
He threw the ball to me.
There is intention to harm in the first sentence while in the second sentence, there is
no intention to harm.

4. The prepositions: ‘to’ and ‘for’

These two prepositions have almost similar roles to perform in sentences. To do
something to somebody implies harm or damage while to do something ‘for’
somebody entails reward. E.g
i. This is what my father has done to me. (Negative)
ii. See what my father has done for me. (Positive)
5. Using ‘in’ and ‘on’
These two prepositions are often used in relation to time. E.g. the lecture starts by
8:00am. If Ugochi arrives at exactly 8 o’clock, she is ‘on’ time, if she comes before
8:00 o’clock, she is in time. Etc.
i. She arrived just on time for the lecture.
ii. She arrived in time for the lecture.

6. Prefer plus preposition ‘to’

When the preposition ‘to’ is used with prefer, it means that what is spoken about is
liked more than the other e.g. Most students Prefer English to Mathematics.
This means that most students like English language more than Mathematics. It is
therefore wrong to say, ‘I prefer English than Mathematics’.

7. Superior ‘to’ and inferior ‘to’

The words ‘superior’ and ‘inferior’ are generally followed by ‘to’ when we want to
make comparisons.
i. My English textbook is superior to yours.
ii. Your dress is inferior to mine.

RELATIONSHIP WITH OTHER THINGS

In the prepositions used in the following sentences, note the relationship between
the things used and the prepositions. i. The dog is under the table.
ii. The ball was played over the bar. iii.
Some students walked across the field.
The underlined prepositions show their relationship with the nouns and the objects
of the sentences namely: dog and table in sentence i, ball and bar in sentences ii.,
and student and field in sentence iii.
NB: Accompanied with something and accompanied by person.
Evaluation
1. Define preposition.

2. Give five examples of preposition.

3. Make five sentences with preposition.

Assignment

1. The evidence of the policeman led....... the man’s imprisonment.

A. to B. into C. in D. unto

2. I have flair ....... Chemistry.

A. to B. for C. at D. on

3. Why are you staring .... me?

A. over B. over C. on D. at

4. His behaviour at school resulted ..... his being expelled.

A. in B. at C. to D. from

5. He takes........his father both in appearance and in his manner.

A. upon B. on C. after D. from

6. I want you to keep an eye ......... the child.

A. in B. with C. for D. on

7. The soldier was wounded....... the leg.

A. by B. at C. in D. on

8. My sister is allergic ......... cold.

A. at B. with C. for D. on

9. Since the principal was not in, he asked his assistant to stand.....for him.

A. out B. in C. on D. about

10. The culprit has atoned..... his crime.

A. on B. for C. about D. towards Reading Comprehension
Topic: Autobiography

Duration: 40 Minutes

Text: Cambridge Global English

Evaluation

Cambridge Checkpoint, page 36, no 6: 1-5

Assignment

Cambridge Checkpoint, page 36, no 3: 1-8 Essay Writing

Duration: 40 minutes
Topic-Story Writing

Behavioural Objectives: At the end of the lesson, the students should be able to:

i. explain what story writing entails.

ii. write a good story.

Content
Questions on story writing are drawn from two main sources. They are questions
based on proverbs and subjunctive statements.
Success in story writing depends on the writer’s proper understanding of the proverb
or statement given. Here, proverbs or quotes are given to the writer for him to
expand them into a story that will eventually end with the given thought.
Story writing is also called imaginative writing or creative writing. An imaginative
writing is a type of narrative in which the student writes on an experience or event
that is not real but imagined. Imaginative writing calls for creativity and
thoughtfulness. It follows the same standard or structure of all prose writing-
introduction, body and conclusion.
Students are usually required to write a story based on a saying or proverb.The story
should have a beginning, climax and conclusion.
Evaluation
Write a story which illustrates the saying: No Condition is Permanent.
Speaking
Duration: 40 Minutes
Topic: Silent Letters
Behavioural Objectives: At the end of the lesson, the students should be able to: i.

explain what silent letters are.

ii. give examples of words with silent letters.

Content

In English Language, spelling differs from pronunciation. This means that the way a
word is spelled might be different from the way it is pronounced. Sometimes, not all
the letters contained in a word are pronounced. These letters that are not pronounced
are called silent letters.

1. ‘b’- The letter ‘b’ is silent when it comes before the letter ‘t’, as in, ‘debt’,
‘doubt’, ‘subtle’ etc. It is also silent when it comes after the letter ‘m’ as in,
‘lamb’, ‘bomb’, ‘plumber’, ‘dumb’, ‘thumb’ etc.
2. ‘g’- When the letter ‘g’ comes before ‘n’ at the beginning and end of words,
it is silent e.g. ‘gnome’, ‘gnat’, ‘gnash’, ‘reign’, ‘sign’, ‘foreign’, ‘resign’ etc.
 It is also silent in the following words: ‘paradigm’, ‘phlegm’, ‘diaphragm’
etc.
3. ‘l’- The letter ‘l’ is silent before certain consonants, especially ‘f’, ‘k’, and
‘m’ e.g. ‘calf’, ‘half’, ‘talk’, ‘folk’, ‘palm’, ‘walk’, ‘yolk’, ‘psalm’, ‘could’,
‘would’, ‘should’ etc.
4. ‘w’- ‘w’ in words such as ‘whose’, ‘whole’, ‘whore’, ‘wh’ stands for /h/. This
means that the ‘w’ is silent. A ‘w’ is silent before ‘r’ as in ‘write’, wrist, etc
and after ‘s’ as in ‘answer’, ‘sword’.
5. ‘p’- When ‘p’ comes before ‘n’s’ or ‘t’ at the beginning of words, it is silent
e.g. pneumonia, psychology, cupboard, receipt, empty, psalm, etc.
6. ‘t’- ‘t’ is silent in words like ‘castle’, ‘wrestle’, ‘nestle’, ‘apostle’, ‘listen’,
‘often’, ‘hasten’, ‘whistle’, ‘Christmas’, ‘ballet’, ‘bouquet’, ‘chalet’, ‘debut’
etc.
7. ‘h’- ‘h’ is silent in the words ‘heir’, ‘hour’, ‘honour’, ‘honest’, ‘vehicle’,
‘vehement’, ‘exhaust’, ‘exhort’, etc.

Evaluation

1. Which of the letters of the English alphabet are silent in some English words?
Give 3 examples of words for each letter.
2. Choose the option that has the same consonant sound(s) as the one underlined.
a. Time A. water B. weather C. debut
b. Baby A. dumb B. climb C. tuber
c. One A. wrong B. persuade C. writs
d. Beat A. slapped B. apostle C. depot
e. Hold A. hour B. vehicle C. habit
Week 3
Reading Comprehension
Duration: 40 Minutes
Topic: It’s so Unfair
Text: New Oxford Secondary English Course 3 Page 75
Behavioural Objectives: At the end of the lesson, the students should be able to: i.
read the given comprehension passage.
ii. answer the questions that follow.
Content
The students will be asked to read a passage and answer the questions after it.

Evaluation

New Oxford Secondary English Course 3 Page 77 no 1-5

Assignment
New Oxford Secondary English Course 3 Page 77 no 6-8
Grammar

Duration: 40 Minutes

Topic: Pronouns
https://youtu.be/ztvx-TxHwj0

Behavioural Objectives: At the end of the lesson, the students should be able to: i.

define pronoun.

ii. give examples of pronoun. iii.

identify them in given sentences.

Content

A pronoun is a word that can be used to replace a noun in a sentence. Its position in
a sentence is therefore similar to that of a noun There are different types of
pronouns which include: Personal Pronoun, Possessive Pronoun, Interrogative
Pronoun, Demonstrative Pronoun, Reflexive Pronoun, Reciprocal Pronoun and
Relative Pronoun. This lesson is however concerned with personal, possessive,
reflexive and reciprocal pronouns.

1. Personal Pronouns- The pronouns I, me, we, us, you, he, him, she, her, they,
them, it, etc are used in place of persons’ names. Personal Pronouns can also
be grouped according to the functions they perform- subject or object.
Subject Object
I Me
He Him
 She Her
It It
We Us
You You
They Them
Sentence examples:

A. They took her bag.

B. He was praised by his teacher.
C. She bought a gown for her daughter.
D. It is in his room.

E. They told us their mission.

F. Take it to her friend.

G. She is her friend.

2. Possessive Pronouns- Possessive Pronouns are used to express possession or

ownership. They are: mine, yours, his, hers, ours, ours, theirs, its.

Note: Yours, theirs and its do not take apostrophe before or after‘s’.

Sentence examples:

A. The bag is mine.

B. That gift is hers.
C. The car is theirs.
D. Its nest is on the tree.

3. Reflexive Pronouns- These are formed by adding ‘–self’ or ‘–selves’ to some

of the personal pronouns. They indicate that the person or thing being referred
to acts on himself/ herself or itself. They are: myself, yourself, himself, herself,
itself, ourselves, yourselves, themselves. Sentence examples: A. She gave
herself a treat.

B. We hurt ourselves.

C. I saw myself in the mirror yesterday.

D. He did the homework himself.
4. Reciprocal Pronouns. The two Reciprocal Pronouns found in English
Language are: each other and one another. They are used to indicate a two-way
relationship. That is, a relationship between two or more people. ‘Each other’ is
used to talk about two persons. ‘One another’ is used to talk about two or more
persons or things. Sentence examples:
A. When I asked for my money, the brothers looked at each other.

B. They cheated one another.

5. Indefinite Pronoun. This refers to people or things which are not exactly
define as number.
A. Is anyone interested in the game?

B. Some people responded angrily.

C. None of them knew the answer.

Evaluation

1. Define a pronoun.

2. Give five examples of pronouns.

3. Make three sentences with pronouns.

Assignment

Answer the following questions by choosing the appropriate option from A-D.

1. We are stronger than .......

A. them B. they C. their D. themselves
2. They saw …… at the concert.
A. we B. they C. their D. us
3. ……. has spoken to the principal about the books.
A. We B. I C. They D. She
4. We built the boat ………
A. ourselves B. ourself C. themselves D. themselves
5. The twins love …………. dearly.
A. each other B. one another C. themselves D. yourselves
Speaking

Duration: 40 Minutes

Topic- /m/ , n/ and /ᵑ/ sounds

Behavioural Objectives: At the end of the lesson, the students should be able to:
i. pronounce the sounds. ii. identify them in words.
Content

/m/ ,n/and /ᵑ/ sounds are nasal sounds. They are consonant sounds which are
produced when the soft palate is lowered close to the oral cavity so that airstream
passes through the nasal cavity. Words that have the /n/ sound include: nab, nip, net,
knit, note, night, corn, tone, wine, train, stand, manner etc. Words that have the /m/
sound include: man, mark, melt, amen, lame, bomb, slim, comb, steam etc. Words
that have the /ᵑ/ sound include: sing, bang, thank, tangle, wrong, anxious, hunger,
bangle etc. the sound /ᵑ/ does not occur at the beginning of words in English
Language.
/m/ /n/
Mail Nail
Some Son
Boom Boon
Beam Bean
Balm Barn
Bomb Born
Gnat Not

/m/ /n/ /ᵑ/

Mail Nail Length
Some Son Song
Boom Boon Booing
Beam Bean Being
Balm Barn Bang
Bomb Born Long

Evaluation

From the options A-D, choose the one that has the same sound as the one
underlined.
 1. Bang A. go B. ring C. gain D. gig
2. Memory A. tame B. land C. best D. new
3. Another A. mall B. hymn C. cane D. bank

From the options A-D, choose the word that has the same as the one indicated.

4. /ᵑ/ A. new B. snail C. Pink D. arrange

5. /m/ A. sole B. lamb C. narrow D. listen

Write five words that contain each of these phonetic symbols /m/ ,n/, /ᵑ/
Essay Writing

Duration: 40 Minutes

Topic: Formal Letter

Behavioural Objectives: At the end of the lesson, the students should be able to:

i. distinguish between formal and informal letters.

ii. mention the features of formal letter. iii. write a good

formal letter.

Content

A formal letter is an official letter written to someone who is in an official position

to get something done or to achieve a particular result. They are directed to
authorities like ministries and government agencies, business officials,
newspapers/publishing houses etc.
The features of the formal letter are:
A. Address of writer and date
B. Designation and full address of the receiver- This is written on the top
left side of the page, on the line after the date.
C. Salutation- Immediately after the designation and full address of the
receiver follows the salutation. The accepted form is ‘Dear Sir’ or
‘Dear Madam.’
D. Title
E. The body of the letter- The opening paragraph should introduce the
writing by relating it to the topic being discussed. The main points
should be properly articulated and expressed. The language of a formal
letter is usually clear and formal. Slangs and contracted forms are not
allowed in formal letters.
F. Subscript or closing- the acceptable closing for the formal letter is
‘Yours faithfully’.
G. Signature
The following is a model outline of the formal features of a formal letter.
 49, Western Avenue,
Surulere,
Lagos State.
19th February, 2022.
The Honourable Minister,
Federal Ministry of Education,
P.M.B. 6173,
Garki,
Abuja.
Dear Sir,
PROBLEMS WITH EDUCATION IN NIGERIA
I write to draw your attention to the problems which students in Nigeria face in
their studies.................................................................................................................

......................................................................................................................................
......................................................................................................................................
......................................................................................................................................

Yours faithfully,
(Sign)
Nwobi Ada.

Evaluation
i. Distinguish between formal and informal letter.
ii. Mention the features of formal letter.
Assignment
Write a letter to the principal of your school suggesting ways of improving
discipline in the school.
Week 4
Reading Comprehension

Topic: Health and Diseases

Duration: 40 Minutes

Text: Cambridge Global English

Evaluation

Cambridge Checkpoint, page 40, no 2:1-5

Assignment

Cambridge Checkpoint, page 40, no 4 Grammar

Duration: 40 Minutes Topic:

Synonyms

https://youtu.be/jj7Z-QZoiuQ

Behavioural Objectives: At the end of the lesson, the students should be able to:

i. explain what synonym means.

ii. give the synonym of given words.
Content

Synonym is a word or phrase with the same or nearly the same meaning as another
in the same language. Words, they say, have no meaning except in context in which
they are used. To determine the meaning of a word, find out how it is used in a
sentence. In order to recognise synonyms, it is important to look out for contextual
meaning. This refers to how a word is used in a sentence and how that word relates
to others in the given sentence.

Examples of words that have almost the same meaning include:

Word Synonym(s)
Happy Joyful, glad, delighted
Ubiquitous Everywhere, always, widespread
Zealous Eager, enthusiastic, fervent
Beautiful Lovely, charming, graceful
Change Alter
Decrease Diminish, reduce
Enough Sufficient
Hasty Quick, speedy, fast
Reluctant Unwilling
Valuable Priceless, invaluable
Allow Permit
Ancient Old
Begin Commence, start
Crime Vice
Feasible Practicable
Anger Resentment, fury
Astonishment Wonder, surprise
Bravery Courage, valour
Desire Want, wish, yearn
Reverence Respect
Illegal Unlawful, illicit
Exhausted Tired, weak, worn-out
Inevitable Unavoidable
Serene Peaceful, calm, quiet

Evaluation

1. What is synonym?

2. Mention four words and their synonym.

Assignment
From the options A-D, choose the one that is nearest in meaning to the
underlined word.

1. Sola’s answers to the question were precise and to the point.

A. prompt B. sharp C. short D. accurate

2. His account of the incident is hard to believe.

A. suspicious B. trustworthy C. incredible D. hardened

3. There is a rebate of hundred naira if the ticket is purchased before the 1st of June.
A. credit B. option C. discount D. debit

4. My cousin is very lazy. He will not take his studies seriously. His future looks
bleak.

A. cloudy B. hopeless C. bright D. cheerless

5. Noise making in the classroom is prohibited

A. nonsensical B. distribution C. allowed D. disallowed

6. He did all he could to fortify the building against attack.

A. defend B. secure C. shield D. support

7. It’s always better to buy durable products.

A. authentic B. expensive C. permanent D. lasting

8. Where did this document emanate from?

A. originate B. emerge C. appear D. arise

9. The management applauded the staff for their hard work.

A. adored B. commended C. encourage D.

recommended

10. All efforts to make the students well behaved proved abortive.

A. successful B. positive C. fruitless D. contented

Vocabulary Development

Duration: 40 Minutes
Topic: Words Related to Farming

Behavioural Objectives: At the end of the lesson, the students should be able to:
i. mention some of the words associated with farming.

ii. explain what they mean.

Content

Words related to farming will be examined in the classroom. Such words include:
food crops, cash crops, tractors, bulldozers, subsistence farming, plough,
transplanting, fertilizer, poultry, animal husbandry, graze, orchard, pen, stable,
harvest, grains, fruits, nursery.
Evaluation

From the options lettered A-D, choose the one that best fills the gaps.

Farming is a very common ..1.. among the rural dwellers in the West African
subregion. Most often, this is practised at ..2.. level with little if any ..3.. outlay
involved. Year in year out, the farmers eke out their..4.. from the land tilled with
hoes and such other implement. Many of these rural dwellers have never heard
about ..5.. farming let alone the prerequisites for the successful operation of such
..6.. enterprises. ..7.. cultivation is widely practised.
This is a process whereby farmers abandon their parcels of land for a period of four
to five years to allow such land to recover to its natural ..8.. for better ..9.. .
Crops such as yam, maize, rice and cowpeas which serve as ..10.. food are planted
on regular basis, while cash crops are hardly grown

A B C D

1. job hobby occupation pastime

2. subsistence primary advanced substantial

3. economic labour monetary land

4. security income wages livelihood

5. traditional automatic mechanised technological

6. large-scale indigenous small-scale public

7. Annual Arable Shifting seasonal

8. softness richness riches wealth

9. cropping surplus supplies yields

10. export delicious staple nourishing

Essay Writing

Duration: 40 Minutes
Topic: Expository Essay

Text: New Oxford Secondary English Course 3 Page 87, 111

Behavioural Objectives: At the end of the lesson, the students should be able to:

i. explain what expository essay means.

ii. draw an outline on the given topic. iii.

write a good expository essay.

Content

Expository Essay is the type of essay where a writer is expected to give an

explanation of a plan, theory, plan, situation etc. When questions on expository
essay are set, the first idea that should come to your mind must be to ask questions
about the topic of discussion. The immediate answers to these questions will form
the entire essay. After asking questions on the topic, you draw your outline.
Expository writing is written with the standard structure of introduction, body and
conclusion. Explanations should be clear and written in simple language. It is
written in present tense and active voice.
Evaluation

1. What is expository essay?

2. Draw an outline on the topic ‘Why Students Fail Examination.’

Assignment

Write an essay suitable for publication in a national daily on the topic: Why
Students Fail Examination.
Speaking

Duration: 40 Minutes

Topic: /ɒ/, /Ͻ:/ vowel sounds

Behavioural Objectives: At the end of the lesson, the students should be able to:

i. pronounce the sounds. ii. identify them in words.

Content

/ɒ/ is a short vowel articulated with the back of the tongue while the jaw is open.
The lips are rounded for the articulation of this vowel. Common spelling symbols
are:
‘a’ as in want

‘ou’ as in cough

‘o’ as in dog
Word examples include: ‘saw’, ‘court’, ‘hot’, ‘cot’, ‘lock’, ‘watch’, ‘wander’,
‘quality’, ‘because’, ‘cough’, ‘yacht,’ ‘wasp’, ‘sausage’ etc.
/ↄ:/ is a long back vowel which is produced by raising the back of the tongue to a
height where the jaw is half-open. The lips are rounded. Common spelling symbols
are:

‘al’ as in talk

‘aw’ as in saw

‘ar’ as in war

‘oar’ as in board

‘or’ as in sport ‘ore’

as in core

‘oor’ door

‘ou’ as in bought
Other word examples include: ‘port’, ‘lord’, ‘sword’, ‘soar’, ‘broad’, ‘pawn’, ‘saw’,
‘talk’, ‘course’, ‘pour’, ‘floor’, ‘door’, ‘cause’, ‘fought’, ‘more’, ‘warm’, ‘war’, etc.
/ɒ/ /ↄ:/
Cod Cord
Cot Court
Don Dawn
Pot Port
Not Naught
God Gaud
Shot Short
Evaluation
Choose the word that has the same vowel sound as the sound underlined.
1. Dawn A. bird B. floor C. lock
2. Cot A. port B. what C. court
3. Raw A. forest B. ball C. bow
4. Top A. gaud B. troupe C. cost
5. Fought A. law B. fur C. choir
Assignment
Write five words that contain the sound /ɒ/ and another five words that contain the
sound/Ͻ:/.
Week 5
Reading Comprehension
Duration: 40 Minutes
Topic: The Trouble-Lover
Text: New Oxford Secondary English Course 1 Page 125-128
Behavioural Objectives: At the end of the lesson, the students should be able to: i.
read the given comprehension passage.
ii. answer the questions that follow.
Content
The students will be required to read a passage and answer the questions that follow
Evaluation
New Oxford Secondary English Course 1 Page 127 no 1-5
Assignment
New Oxford Secondary English Course 1 Page 127-128 no 6-10
Grammar
Duration: 40 Minutes
Topic: Active and Passive Voice https://youtu.be/nRGLDD0BBdc
Behavioural Objectives: At the end of the lesson, the students should be able to: i.
differentiate between an active and passive voice.
ii. construct sentences in active voice. iii. change
sentences from active to passive voice.
Content

Voice is the form of the verb that indicates whether a person or a thing does
something or something has been done to a person or thing. There are two voices in
English Language:
i. Active voice ii.

Passive voice

1. Active Voice- When a verb form shows that the subject has done something, it is
known as active voice. Examples are:
A. John kicked the ball.
B. Cats eat fish.
C. The dog bit the boy.
D. I will repair the damaged engine.
 In the above examples, ‘John’, ‘cats’, ‘the dog’ and ‘I’ are performing the action of
the verbs ‘kicked’, ‘cats’, bit’ and ‘repair’.
1. Passive Voice- When a verb shows that something has been done to the
subject, it is known as passive voice. Examples are: A. The ball was
kicked by John.
B. Fish are eaten by cats.
C. The boy was bitten by the dog.
D. The damaged engine will be repaired by me.
Passive voice is used when emphasis is placed on the object. A passive voice
usually has the following form:
(The thing receiving the action)+(be)+(past participle of verb)+(by)+(the thing
doing the action), examples:
1. The students are taught by the professor.

2. The dishes are washed by John.

The change from active to passive voice occurs like this:

Active Passive
Simple Present- Once a week, Tom Once a week, the house is cleaned by
cleans the house. Tom.
Present Continuous- Right now, Sara is Right now, the letter is being written
writing the letter. by Sara.
Simple Past- Sam repaired the car. The car was repaired by Sam.
Past Continuous- The salesman was The customer was being helped by the
helping the customer when the thief salesman when the thief came into the
came into the store. store.
Present Perfect- Many tourists have That castle has been visited by many
visited that castle. tourists.
Present Perfect Continuous- Recently, Recently, the work is being done by
John has been doing the work. John.
Past perfect- George had repaired Many cars had been repaired by
many cars before received his George before he received his
mechanic’s licence. mechanic’s licence.
Past perfect Continuous- Chef Jones The restaurant’s fantastic dinners had
had been preparing fantastic dinners been prepared by chef Jones for two
for two years before he moved to years before he moved to Paris.
Paris.
Simple Future- Someone will finish The work will be finished by 5pm.
the work by 5 pm.

Evaluation
Change the following statements from active to passive voice.
1. James took the book.
2. Her mother is selling yams.
3. The reckless driver drove the lorry away.
4. The strong man is digging the well alone.
5. My brother ate the food.
Assignment
Make five sentences in active voice and change them to passive voice.
Essay Writing
Duration: 40 Minutes
Topic- Narrative Essay
Text: New Oxford Secondary English Course 3 Page 20-21
Behavioural Objectives: At the end of the lesson, the students should be able to:

i. explain what expository essay means. ii.

draw an outline on the given topic.

Content
Narration is the art of telling stories. The events may be factual or imaginary. In
narrative essay, the student is charged with task of relating an incident or an event
as an eye witness. The narrator is required to give a clear picture of past occurrence.
He also records events and situations in relation to time. Like any other piece of
writing, a narrative essay should follow the standard structure:
A. Introduction
B. Body
C. Conclusion
Evaluation
i. What is narrative essay?

ii. Draw an outline on the topic, ’My Last Holiday’.

Assignment

Write a narrative essay on the topic, ’My Last Holiday’.

Speaking
Duration: 40 Minutes
Topic: Vowel Sound /ə/
Behavioural Objectives: At the end of the lesson, the students should be able to:

i. pronounce the sound /ə/. ii. identify it in given words.

Content
/ə/ is a short vowel produced with the lips in neutral position. It is called the
‘schwa’ sound. It is a weak vowel. Therefore, any syllable that contains this sound
is always unstressed. The schwa sound is not represented by specific spelling
symbols. It is represented by many letters in unstressed syllables, as in the following
words: again, baker, doctor, colour, observe, about, waiter, mother, famous, teacher,
labour, alone, awake, etc.
Evaluation
Write ten words containing the sound /ə/.
Vocabulary Development
Duration: 40 Minutes
Topic: Words related to Journalism
Behavioural Objectives: At the end of the lesson, the students should be able to:

i. mention the words associated with journalism.

ii. explain their meaning.

Content

The following words are associated with journalism; journalist, reporter, rewriters,
proof reader, sub editors, editors, editorials, vendors, edition, circulation, article,
deadline, back numbers, caption, mastheads
Evaluation
From the options lettered A-D, choose the appropriate word that can fill each of
the numbered gaps in the passage below.
As soon as I took the newspaper from the -1-, I quickly -2- through the pages, and
stopped at the sports page. There, the picture of Marvin Hagler, the boxer, attracted
me. He was preparing for the -3- of his title. The -4- harped on Hagler’s previous
fights and -5- an easy victory over his -6-. I then read through the -7- which usually
states the paper’s opinion on current issues. The -8- were very many, with some of
them taking up full pages. There was only one -9- by an artist whose intention was
clearly to -10- reader.
A B C D
1. trader dealer vendor printer
2. perused studied stared flipped
3. victory attack protection defence
4. correspondent writer editor
publisher
5. predicted prophesied imagined expressed
6. antagonist opponent protagonist attacker
7. communiqué prophesied editorial resolution
8. commercials announcements advertisement exhibits
9. drawings cartoon sketch caricature
10. amuse abuse annoy stimulate

Assignment
Write ten words related to journalism.
Week 6
Reading Comprehension

Topic: A Good Night’s Sleep

Duration: 40 Minutes

Text: Cambridge Global English

Evaluation

Cambridge Checkpoint, page 50, no 4:1-5

Assignment

Cambridge Checkpoint, page 50, no 2 and 3.

Grammar
Duration: 40 Minutes
Topic: Punctuation
Text: New Oxford Secondary English Course 3 Page 9-10
https://youtu.be/RPL8iij1X2A
Behavioural Objectives: At the end of the lesson, the students should be able to;

i. explain what punctuation is

ii. mention the punctuation marks in English iii. punctuate

given sentences

Content
Punctuation marks are series of marks we used to separate words, phrases, clause
and sentences from another, either for purpose of emphasis or to show the
grammatical relationship between them. The purpose of punctuation is to help a
writer or speaker to present ideas clearly and effectively. To achieve this,
punctuation marks must be used only when they are necessary. They are:
Types of Stop Symbol
Apostrophe ‘
Caret ^
Colon :
Semi colon ;
Comma , Full
stop .
Dash _
Ellipsis ...
Exclamation mark !
Hyphen - Parenthesis
( ) Question mark ?
Quotation mark ‘ ’or “ ”

Full stop or period: The period denotes the longest pause in the course of reading. It
is used at the end of every complete sentence which is not a question or an
exclamation. It is also used after abbreviation e.g. B.A, Rev, Prof.
Comma: The comma is the most frequently used punctuation mark. It is also the
most troublesome of all the marks. It addition or omission can completely change
the meaning of a sentence. The comma is used in:
a. direct address e.g. Ada, come, here`
b. in marking out phrases e.g. When the seminar ended, we left at once.
c. in introducing direct quotation e.g. He replied, ’The children are playing.’ He said
to them, “leave this place now.”
d. It is also used to separate words in serial relationship e.g. My mother is a caring,
loving, hardworking woman
The Apostrophe: This is always used in:
a. spelling the possessive case of noun e.g. Ngozi’s book is dirty. Mrs. Eze’s desk is
broken. (B)
b. in spelling out the possessive case of indefinite pronoun e.g. What I do is
nobody’s business. This is someone’s idea. Sweeping is everybody’s duty.
c. to show omission of one or more letters in contraction e.g. can’t, I’m, don’t etc.
Question Mark: Question mark is used after statement that requires reaction or
response from the listener. e.g. Who took the bag? Where is it?
Note: Do not use question mark after an indirect question e.g. My mother asked
Mary if she had done her homework.
Evaluation
Punctuate the following sentences.
1. ive told you many times not to touch the dogs cage
2. at the zoo we saw the following lions chimpanzees leopards giraffes and birds
3. olu and tunde are getting married soon tunde told haruna
4. is it too late for me to take part id very much like to
5. its a great virtue to own up when you do any wrong mrs ekpeyong added
Assignment
Punctuate these sentences.
1. ah i cant complete this work alone
2. waec examination will start on tuesday
3. did she recognize you id be surprised if she did
4. why are you late the teacher asked femi
5. ive been waiting here since 6 oclock
Essay Writing
Duration: 40 Minutes
Topic: Argumentative Essay
https://youtu.be/KqJ707-HbQ8
Behavioural Objectives: At the end of the lesson, the students should be able to:

i. mention the features of argumentative essay.

ii. draw outline on the given topic. iii. write a good

argumentative essay.

Content

Argumentative essay or debate is an essay in which the writer or the debater is

expected to give reasons for or against a topic with the aim of persuading your
reader or audience to share his own opinion. Here, a student may be required to
argue in support of or against some idea with the aim of proving the validity of his
point of view
Hints:
1. It is important to greet or recognize the people present before starting your
argument. This should be done in order of importance e.g. The Moderator
(chairman), Panel of Judges, Moderator, Time-keeper, Co-debater, Ladies and
Gentlemen
2. State whether you are arguing for or against the topic.
3. Define the topic of debate. However if the topic is one that does not call for a
definition, do not bother to define.
4. Give five points (a minimum of three) to support your view. Your points must be
linked with proper connectives like first, to start with, more sore, in addition,
again, finally etc.
5. Think of the possible points your opponent may likely raise and weaken them
with stronger argument.
6. Avoid the use of abusive words.
7. Your last paragraph should be conclusion where you summarised the points
raised in the body
Note: Never use the expression ‘with these few points of mine..........’
Outline
Introduction- Write the title of essay.
- Write the greetings.
Paragraph 1 - Show the motion you want to argue.
Paragraph 2, 3, 4 – Argue your side of argument.
Conclusion 5 – Round off the points discussed in the body.
Evaluation
i. Mention the features of argumentative essay.

ii. Draw an outline on the topic, ‘Parents Should Choose Career for Their Children’.

Assignment

You have been invited to speak for or against the topic, ‘Parents Should Choose
Career for Their Children’. Write your argument for or against the topic.
Speaking

Topic: /tS/and /dᴣ/ Consonant Sounds

Duration: 45 Minutes

Behavioural Objectives: At the end of the lesson, the students should be able to: i.

Pronounce the sounds.

ii. Identify them in given words.
In the production of /tS/, the blade and the rims of the tongue form a total
obstruction to the airstream with the alveolar ridge while the front of the tongue is
raised towards the hard palate. The vocal cords do not vibrate during the articulation
of /tS/. The spelling symbols for /tS/ are:

‘ch’ as in ‘chief’

‘ture’ as in ‘mature’

‘teous’ as in ‘righteous’ ‘tual’

as in ritual

other word examples include: ‘chap’, ‘chop’, ‘charm’, ‘chin’, ‘chief’, ‘patch’,
‘pitch’, ‘match’, ‘chest’, ‘coach’, ‘achieve’, ‘charge’, ‘actual’, etc.

/dЗ/ is articulated the same way as /dЗ/. However, /dЗ/ is voiced because the vocal
cords vibrate during its production. The spelling symbols for /dЗ/ are as follows:

‘j’ as in joy

‘g’ as in gin

‘dg’ as in bridge

‘d’ as in soldier
/tS/ /dЗ/
Chin Gin
Choke Joke
Cheap Jeep
Batch Badge
Latch Large
Perch Purge
Rich Ridge

EVALUATION

Write ten words, five for each that contain the sounds /tS/ and /dЗ/.

Assignment
Choose the option that contains the given phonetic symbol
1. /ʧ/ A. nature B. tease C. crush D. short
2. / ʤ / A. agenda B. dozen C. breeze D. dizzy

3. /ʤ/ A. dose B. drag C. zip D. rigid

4. /ʧ/ A. chalet B. nation C. retrench D. nation
5. /ʤ/ A. sachet B. rejuvinate C. chaos D. drizzle
Week 7
Oral Comprehension
Duration: 40 Minutes
Topic: The Effects of Mobile Phone on our Youths
Text: New Oxford Secondary English Course 3 Page 46
Behavioural Objectives: At the end of the lesson, the students should be able to: i.
read the given comprehension passage.
ii. answer the questions that follow.
Content
The students will be required to read a passage and answer the questions that follow
Evaluation
New Oxford Secondary English Course 3 Page 46 no i-iii
Assignment
New Oxford Secondary English Course 3 Page 46 no iv-v
Vocabulary Development
Duration: 40 minutes
Topic: Register on Transport
Behavioural Objectives: At the end of the lesson, the students should be able to:

i. mention the words associated with transport.

ii. explain their meaning.

Content

One of the greatest achievements of man is the development of efficient

transportation system. Air transport is a fast way of travelling and it has gone
through various stages of development. Here are some words associated with air
transport: altitude, control tower, runway, radar, safety belt, steward/stewardess,
disembark, captain, pilot, co-pilot, emergency exit, board etc
Evaluation
In the following passage, the numbered gaps indicate missing words. Against each
number in the list below the passage are option labelled A-D. For each question,
choose the word that is most suitable to fill the numbered gaps in the passage.
An airport consists of a large space where -1- are provided-2- where aircraft are
serviced and a -3-. This contains the offices of the airport authority, facilities for
passengers who are embarking and a -4-.
In -5- the pilot must follow internationally-recognized flight paths and when in the
vicinity of an airport, must obey orders -6- to him by air traffic control from the
airport -7- about the speed, direction and -8- of his plane. He is also informed about
-9- along his -10- .
A B C D
1. Speedways highways runways plane ways
2. hangers control towers garages workshops
3. control building terminal building towers terminal towers
4. airline tower hangars weather control control tower
5. running flying flight packing
6. communicated radioed conveyed contacted
7. Control tower landing runway hangar
8. height altitude speed balance
9. weather condition cockpit condition engine condition wings condition
10. road way route cloud
Assignment
Write ten words associated with transport.
Speaking
Duration: 40 Minutes

Topic: Vowel Sounds /u/ and /u:/

Text: New Oxford Secondary English Course 3 Page 12

Behavioural Objectives: At the end of the lesson, the students should be able to.

i. pronounce the sounds. ii. identify them in words.

Content

/u/ is a short vowel sound. When /u/ is being articulated, the lips are rounded
while the jaw is in a close position. /u/ has the following spelling symbols:

‘o’ as in woman

‘oo’ as in foot

‘ou’ as in could

‘u’ as in put

/u:/ is a long vowel sound. It is articulated with the back of the tongue raised to a
height just below the close position while the lips are rounded. The spelling symbols
of /u:/ are:

‘o’ as in do

‘oo’ as in spoon

‘ew’ as in chew

‘eau’ as in beauty

‘u’ as in rule

‘ue’ as in true

‘ui’ as in fruit

‘iew’ as in view
‘oe’ as in shoe
‘ou’ as in you
/u/ /u:/
Foot Food
Could Cooled
Full Fool
Pull Pool
Hood Hewed
Wood Wooed
Evaluation

Choose the option that contains that contains the given phonetic symbol.

1. /u:/ A. coo B. rough C. suite D. put

2./u/ A. cut B. should C. cough D. hurt

3. /u:/ A. dull B. groom C. gum D. good

Choose the option that has the same vowel sound as the one represented by the
underlined letter.

4. Fool A. what B. good C. how D. coup

5. could A. cold B. you C. full D. cool

Assignment

Write five words each that contain the sounds /u/ and /u:/
Grammar
Duration: 40 Minutes
Topic: Expressing Exception
Text: New Oxford Secondary English Course 3 Page 132-134
https://youtu.be/UHAC4ds5WtU
Behavioural Objectives: At the end of the lesson, the students should be able to:

i. explain what exception means.

ii. mention words used in expressing exception. ii. make

sentences using exception.

Content
Exception is the opposite of addition indicating subtraction from a total. There are
different ways of expressing exception. We express it by using a number of
prepositions such as except, except for, apart from, but etc.
Example
1. None of the boys knew her secret except Tom.
2. The journey was quite pleasant apart from the weather.
3. They ate everything there in the fridge but the eggs.
If exception is expressed in a sentence or clause, then we need to use the
conjunction ‘except that.’ For example:
1. The journey was quite pleasant except that the weather was too hot.
2. The young girls were lying a lot but otherwise (apart from that), they were quite
polite.
3. The last exercise was too difficult but we finished everything else in time (apart
from that)
More Examples:

A. Everyone’s house burnt down except (for) Mr Brown’s.

B. All the buckets, except the yellow one are filled with water.
C. All the children except John have eaten.
1. Using ‘apart from’ e.g.
 A. Apart from Mr Brown’s house, all the others burnt down.
B. All the books apart from ‘English Project’ have been studied.
C. Apart from Mrs Smith’s bag, all the other bags are missing.
2. Using ‘all’… ‘but’ e.g.
A. All the girls but Nike live in Ibadan.
B. All the houses but the Johnsons’ have been searched.
C. All schools but ours is on holidays.
3. Using ‘with the exception of’ e.g.
A. All the children are travelling with the exception of Mary.
B. With the exception of Mr Brown’s house, all the houses burnt down.
C. With the exception of the pastries, all the snacks were delicious.
D. Everyone, with the exception of Lucy, is allowed into the hall.
Evaluation
1. What is expressing exception?
2. Mention three words that can be used to express exception.
3. Make two sentences expressing exception.
Assignment
Use the appropriate expressions to fill the blank spaces: (except, apart from,
all…but, with the exception of)

1. Everyone enjoyed Dr Jon’s talk ……………….Mary.

2. ……………… Kenny, every one enjoyed the talk.
3. Everyone enjoyed the talk, ……………….Dammy.
4. …………….. of Dr Jon, no one had been to California 5. Everyone got full
marks ………………… Tom.
Text: New Oxford Secondary English Course 3, Page 134 no 1-4
Week 8
Reading Comprehension

Topic: What are the Facts?

Duration: 40 Minutes

Text: Cambridge Global English

Evaluation

Cambridge Checkpoint, page 74, no 1 and 2

Assignment

Cambridge Checkpoint, page 74, no 6 Grammar

Duration: 40 Minutes
Topic: Tense
Text: New Oxford Secondary English Course 3 Page 183-186
https://youtu.be/8hPtgyZVgb0
Behavioural Objectives: At the end of the lesson, the students should be able to:
i. define tense ii. mention all the tenses of a verb. iii. identify the tense used in
any given sentence.
Content
Tense is an aspect of verb that indicates the time of event or action. Tense is
divided into three classes namely: Present Tense, Past Tense, and Future Tense.
Each of these tenses is divided into four classes.
1. Present Tense
A. Simple Present Tense. This shows an action that takes place in the present. The
action is usually repeated.
i. She treks home everyday.
ii. Emeka reads his books daily.
B. Present Continuous Tense. This shows an action that is still going on at the time
of speaking e.g.
i. I am washing my clothes. ii.
The child is eating the food.
C. Present Perfect Tense. This shows an action that started and ended at the time of
speaking. It uses have/has with past participle e.g. i. We have finished our work.
ii. The principal has spoken to the students.
D. Present Perfect Continuous Tense. When a verb is used to show that an action
has been taking place since a point of time in the past and in process up till now, it
is known as present perfect continuous tense. It is formed by adding ‘have been’ or
‘has been’+’-ing’ to the base form of the verb e.g. i. He has been reading the book
for two hours.
ii. They have been playing the game since morning.
2. Past Tense
A. Simple Past Tense. This denotes an action that took place in the past. This
tense is not usually linked with the present e.g. i. He gave her a book. ii. The
prefect came late.
B. Past Continuous Tense. This shows an action that was going on at a point in
time in the past e.g.
i. It was raining heavily yesterday.
ii. I left when the teacher was addressing the students.
C. Past Perfect Tense. This shows an action that was completed at a particular or
definite time in the past e.g.
i. He had given out the gifts to the winners before I arrived.
ii. The bus had gone when we got to the park.
D. Past Perfect Continuous Tense. This is used to show that an action had been in
progress up till when another action began. It is formed by adding ‘had been’ before
the verb and ‘-ing’ to the base e.g.
i. John had been walking three miles a day a before he broke his leg. ii.
Mary had been writing novels before she graduated from the college.

3. Future Tense
A. Simple Future Tense. This is an action that is expected to take place in the future.
It takes ‘will’, ‘shall’ and infinitive form of the verb e.g. i. They will travel to the
village next month.
ii. We shall visit him this week.
B. Future Continuous Tense. Future continuous tense indicates an action that will
continue in the future. e.g.
i. I will be writing my junior WAEC next year.
ii. We shall be eating our lunch late today.
C. Future Perfect Tense. This shows an action that is expected to be completed at a
definite time in future. e.g.
i. By June next year, I would have completed my junior secondary education.
ii. By next month, I will have clocked 12 years.
D. Future Perfect Continuous Tense. The future perfect continuous tense describes
an action that will continue up until a point in the future. eg.
i. In November, I will have been teaching in this school for five years.
ii. He will have been playing the saxophone for ten years by the end of this year.

Evaluation
1. Define a verb.
2. Mention the tenses of a verb.
3. Make three sentences with different tenses

Assignment
Identify the tense used in the following sentences. i.
The manager had gone when we got to the office.
ii. They were writing their test when the principal entered.
iii. Mary sings very well.
iv. I will travel to London next month.
v. We have done our homework.
Essay Writing
Topic: Narrative Essay
Text: New Oxford Secondary English Course 3 Page 20-21
https://youtu.be/lQAjlxFuS9c
Behavioural Objectives. At the end of the lesson, the students should be able to:

i. write an outline on the given topic. ii.

write an essay on what I do everyday.

Content

The ability to develop paragraph is very important in essay writing. This is because
essay writing basically a collection of ideas in paragraphs and proper organization
of these paragraphs cannot be neglected. Every essay has three related parts which
include: the introduction, body and conclusion. It is important to draw an outline
before writing your essay to ensure proper organization.
A narrative essay is the essay that tells a story. It is usually concerned with what
happened in relation to time and situation. It relates series of events or simply
telling a story. In drawing an outline, the writer generates ideas through asking
questions on the given topic. The answers to these questions form the entire essay.

Evaluation
Write an outline on the topic: What I Want to be in Future.
Assignment
Write an essay on the topic: What I Want to be in Future.
Vocabulary Development
Duration: 40 Minutes
Topic: Word Related to Oil Exploration

Content

Words related to oil exploration will be examines in class. The following words will
be defined and discussed in class: oilrig, miners, natural resources, crude oil,
geologists, a drill, oil tankers, refinery, liquefied petroleum gas, premium motor
spirit, automotive gas oil, oil spillage, quarry, coal mine, gold mine.

From the options lettered A-D, choose the appropriate word that can fill each of
the numbered gaps in the passage below.
 The perennial fuel ..1.. in the country in the 90s paralysed all aspects of life
especially in towns. The streets were often ..2.. of the usual hustle and ..3.. that
characterised life in towns. A visitor might think that it was a public holiday until he
came a ..4.. . There he would find long ..5.. of haphazardly parked vehicles waiting
to buy the non-existent fuel from the idle pumps. (JCSE 2011)
A B C D
1. Subsidy deduction scarcity market
2. Deserted devoid derailed dismissed
3. bustle struggle tussle juggle
4. fuel depot park depot filling station
5. queue cue crowd lines

Assignment
Write ten words associated with oil exploration.
Speaking
Duration: 40 Minutes
Topic: Vowel Sound /eə/ and /iə/
Text: New Oxford Secondary English Course 3 Page 33-34
Behavioural Objectives: At the end of the lesson, the students should be able to:

i. pronounce the sounds. ii. identify them in words.

Content
To articulate /eə/, the glide begins from the front of the tongue towards the centre.
The shape of the lips is neutral throughout the articulation. The spelling symbols of
/eə/ are as follows:

‘air’ as in hair

‘are’ as in care

‘eir’ as in their

‘ere’ as in there

‘ear’ as in swear
To produce /iə/, the shape of the lips remains neutral from the beginning of the
articulation to the end. The spelling symbols for /iə/ are:

‘ere’ as in here

‘ear’ as in hear

‘eer’ as in beer

‘eir’ as in weird
/iə/ /eə/
Here There
Wear Where
Fear Fair
Peer Pair
Dear Dare
Rear Rare
Care Air
Cheer Chair
Evaluation
From options A-D, choose the one that has the same vowel sound as the one
underlined.
1. Bare A. fare B. fear C. beer D. bier
2. Fair A. idea B. gear C. wear D. real
3. Beard A. weird B. swear C. scare D. heir
From options A-D, choose the one that contains the given phonetic symbol.
4. /eə/ A. bead B. here C. led D. heir
5. /iə/ A. field B. met C. Fear D. there
Assignment
New Oxford Secondary English Course 3 Page 34 no 1-10
Week 9
Reading Comprehension
Duration: 40 Minutes
Topic: Comprehension and Summary
Text: New Oxford Secondary English Course 1 Page 165
Behavioural Objectives: At the end of the lesson, the students should be able to: i.
read the given comprehension passage.
ii. answer the questions that follow.
Content
The students will be required to read a passage and answer the questions that follow
Evaluation

New Oxford Secondary English Course 1 Page 166 no 1-5

Assignment
New Oxford Secondary English Course 1 Page 167 no 6-8
Grammar
Duration: 40 Minutes
Topic: Antonyms
Text: New Oxford Secondary English Course 3 Page 38
https://youtu.be/8PUJ-sIHwLs
Behavioural Objectives: At the end of the lesson, the students should be able to:

i. explain what antonym means.

ii. give the antonym of given words.

Content
An antonym is a word that has an opposite meaning to another word. To determine
the antonym of a word, you must first know the meaning.
Word Antonym
Ugly Beautiful
Optimism Pessimism
Allow Forbid, prohibit
Advance Retreat
Successor Predecessor
Negative Positive
Knowledge Ignorance
Begin Finish, end
Bitter Sweet
Blame Praise, appreciate
Common Rare
Cheap Costly, invaluable
Clever Stupid
Compulsory Optional
Extravagant Thrifty, frugal
Flexible Rigid
Final Initial
Gentle Rough
Gradual Abrupt, sudden
Assurance Doubt
Inferior Superior
Lose Find
Loose Tight
Convict Acquit
Humble Proud
Poison Antidote
Durable Fragile , delicate
Facilitate Hinder, obstruct
Kindle Extinguish

Evaluation
Choose the word that is nearly opposite in meaning to the word underlined in
each of these sentences.

1. The company has recorded some gains now as against the……….earlier

witnessed.

A. declines B. dividends C. failures D. losses

2. The man was caught with several counterfeit Nigerian currencies

A. torn B. new C. genuine D. dirty

3.Kola seldom asks question in class and was………very careful when he did.

A. sometimes B. hardly C. often D. never

4. The principal is confident that JSS3 students will pass their examination.

A. doubtful B. aware C. ignorant D. sure

5. The bully was rude to the stranger.

A. kind B. polite C. proud D. arrogant

6. Ada was able to kindle the candle light which his mother had….

A. ignited B. switched off C. destroyed D. extinguish

7. Though he was a novice when he first employed, he is now a/an…

A. manager B. expert C. amateur D. inventor

8. The visitors looked familiar …….

A. similar B. serious C. hostile D. strange

9. John was generous to his friends.

A. miserly B. proud C. dishonest D. strange

10. Noise making in the classroom is prohibited

A. nonsensical B. distribution C. allowed D. disallowed

Assignment

New Oxford Secondary English Course 3 Page 38 no 1-10

Essay Writing
Duration: 40 Minutes
Topic: Article Writing

Behavioural Objectives: At the end of the lesson, the students should be able to:

i. mention the features of article writing.

ii. draw outline on a given topic. iii. write a good article

for publication.

Content
This is an essay written specifically to spread information either on the electronic or
print media. It is usually written to educate, give information or express opinions on
issues for the public. The language is most often formal.

FEATURES OF AN ARTICLE

i. It is not a letter, so it does not contain any formal features of a letter.

ii. It starts with a title advisably written in capital letters and is not underlined.
iii. The title is followed on the next line by an introduction that takes only one
paragraph.
iv. It has a body that takes up a number of paragraphs depending on the topic. v. A
conclusion, usually a paragraph, comes after the body.
vi. After this, the name of the writer is written at the bottom and on the second line,
the location is written as well if the article is to be published in a national daily.
The class of the writer is written in an article for school magazine while school
and class are needed in a magazine that concerns various schools in a location.

Evaluation

Draw an outline for the topic: Influence of Social Media on Nigerian Youths.
Assignment
Write an article suitable for publication in your school magazine on the topic:
Influence of Social Media on Nigerian Youths.

Speaking
Duration: 40 Minutes
Topic- /h/, /w/and /j/ consonant sounds
Behavioural Objectives: At the end of the lesson the students should be able to:

i. pronounce the sounds. ii. identify them in words.

Content
/h/ is a voiceless glottal fricative which is produced as the airstream passes through
an open glottis to the mouth. It is the airstream which passes through the open
glottis to the open mouth that produces friction which gives rise to the sound. The
spelling symbol for/h/ is ‘h’ as in ‘hat’ and ‘wh’ as in ‘who’.
This consonant does not occur at the end of a word and it is not pronounced at the
beginning of words like ‘hour’, ‘honour’ and ‘heir’. /h/ is also not pronounced in
words like ‘vehicle’, ‘exhibition’, and ‘exhaust’. The following words have /h/
pronounced at the initial and final positions:
/h/ initial /h/ final
Hit Behave
Hall Adhere
Hood Inhale
Hawk Rehearse
Home Inherit
Whole Behind
Head Perhaps
/w/ and /j/ are referred to as semi-vowels. These two sounds function as consonants
but there is no identifiable point of articulation and the tongue assumes the position
for the articulation of the vowel after them in a word. The semi-vowels do not occur
at the end of a word. The spelling symbols of /w/ are:

‘w’ as in well

‘wh’ as in when

‘qu’ pronounced /kw/ as in queen

Other word examples include: ‘wear’, ‘wine’, ‘when’, ‘queen’, ‘choir’, ‘swear’,
‘dwarf’, ‘swell’, ‘dwell’, ‘squash’, ‘inward’, ‘twine’, ‘always’, ‘way’, ‘where’,
‘swim’, etc.
/j/ does not occur final positions. The spelling symbols of /j/ are:

‘y’ as in yes
‘ew’ as in few

‘eau’ as in beauty

‘ui’ as in suit
‘u’ as in tune
/j/ occurs in the following words even though it is not clearly stated in spelling:
Word Pronunciation
New /nju:/
Human /hju:mən/
Use /ju:z/
View /vj
Fuse /fju:z/
Hew /hju:/
Queue /kju:/

/w/ /j/
Wear Year
Woke Yolk
Warn Yawn
Woo You
Quell Yell
Away Unit
Swam Stew

Evaluation
Write 5 each that contain the sounds /h/, /w/ and /j/
Assignment
Choose the option that contains the given phonetic symbol.
1. /j/ A. jest B. yoke C. jump D. jelly
2. /h/ A. chaos B. honour C. honest D. behalf
3. /w/ A. knowledge B. reward C. few D. knew
4. /j/ A. cage B. jet C. ditch D. stew
5. /h/ A. hour B. hiss C. vehicle D. heir
Vocabulary Development
Duration: 40 Minutes
Topic: Words Related to Banking

Content

The following words are associated with banking: savings account, deposit, cashier,
teller, interest, debit, credit, accounts officer, cheque, stale cheque, standing order,
accountants and credit card, liability, share capital, deposit, overdraft etc.
Evaluation
Banking is an important -1- to trade in modern economy as it was in the medperiod.
Apart from traders, individuals can also -2- money with banks for safe – keeping.
Important documents like shares and bonds certificates can also be kept with
reputable banks. Before the -3- of some banks recently, many people had -4- in the
ability of banks to -5- their-hard earned -6- and hope to have a good return to their
7-. Banks also serve as investment -8- agencies to individuals or corporate -9- and
businessmen. The depositor can take -10- and overdraft subject to availability of
collateral and their reputation.
A B C D
1. aid aids counsel function
2. withdraw deposit donate draw
3. destruction liquidity liquidation disruption
4. confidence courage faith insight
5. guard guide overlook safeguard
6. account currency investment money
7. business savings earnings property
8. financing financier financial finances
9. account contributors customers investors
10. capital contribution loan deposits

Assignment
Using a dictionary, find the meaning of the following expressions
Loan, overdraft, travellers’ cheque, post-dated cheque, passbook, customer service
personnel, auditor, ATM, janitor, liability, share capital, deposit, overdraft etc.
Week 10
Reading Comprehension

Topic: Japan: A Case Study

Duration: 40 Minutes

Text: Cambridge Global English

Evaluation

Cambridge Checkpoint, page 9, no 3-5

Assignment

Cambridge Checkpoint, page 9, no 6

Grammar
Duration: 40Minutes
Topic: Conjunctions
Text: New Oxford Secondary English Course 1 Page 122-123
https://youtu.be/zLeu0FQ9WAA
Behavioural Objectives: At the end of the lesson, the students should be able to:

i.define conjunction.

ii.mention types ofconjunctions.

iii. give examples of eachtype.

Content
Conjunction is the part of speech that joins words, phrases, clauses and sentences.
Eg
i. Pen and pencil are useful in writing.
ii. I will come but I will not stay for a long time.
The class was boring so I left.
Examples are: ‘and’, ‘or’, ‘but’, ‘however’, ‘and’, ‘yet’, ‘while’, ‘because’, ‘if’,
‘as’, ‘although’, etc. Conjunctions can be grouped into different types. They are;
1. Coordinating Conjunctions
2. Correlative Conjunctions
3. Subordinating Conjunctions
In this lesson, we shall examine coordinating, correlative and subordinating
conjunctions.
1. Coordinating Conjunctions- These are conjunctions which are used to join
clauses of equal rank. They are: for, and, nor, but, or, yet, so.
Sentence Examples are:
A. I offered to help her but she refused my help.
B. He is my father so I respect him.
C. I must try hard for there is stiff competition.
D. You must either take up the job or continue with your studies.
E. He beats his wife yet he loves her.
F. She spoke impressively at the event and she won the appreciation of the
guests.
 2. Correlative Conjunctions- These are conjunctions which are used in pairs.
They are: either-or, neither-nor, both-and, not only-but also, such-that, sothat,
hardly-when, scarcely-when, no sooner-than. Sentence Examples:
A. She can speak neither English Language nor French.
B. He is both handsome and clever.
C. He not only wrote the song but also sang it well.
D. Luke was so hungry that he ate two plates of rice.
E. I had hardly reached home when it started raining.
F. We had scarcely arrived at the party when someone called my name.
G. No sooner had the children slept than their father arrived.

3. Subordinating Conjunctions- These are used to join clauses of unequal

rank. This means that they are used to link subordinate clauses to main
clauses. Examples include: after, because, if, though, although, before, unless,
as, when, where, while, since, etc. Sentence examples:
1. She was sad because she lost her job.
2. If she helps me, I will be happy.
3. Although you are rich, you cannot do everything.
4. She came when I was reading a book.
5. While the children slept, their mother did the house chores.
6. I began my work after they had gone.

In the above examples, the subordinating conjunctions introduce the

subordinate clauses. Thus, in example 1, ‘She lost her job’ is a subordinate
clause because it is introduced by the subordinating conjunction ‘because’.
Likewise, in example 2, ‘if she helps me’ is a subordinate clause because it is
introduced by the subordinating conjunction ‘if’. Thus, any clause introduced
by a subordinating conjunction is a subordinate clause. Subordinating
conjunctions can occur at the beginning or end of sentences.
Evaluation
1. Define conjunction.
2. Mention the types of conjunction
Underline the subordinate conjunctions in the following sentences.
1. I was upset because my brother did not attend the party.
2. We will sail tomorrow if the good weather continues.
3. Although he has a lot of money, he does not spend it.
4. We abandoned the search as it was getting late.
 5. I shall be happy when I get the exams result.
Choose the word that best complete each sentence.
1. ........they might be in time, they left early.
A. Whether B. In order that C. Before D. Unless
2. The children were taken to the doctor.......they were quite ill.
A. such...that B. until C. for D. as soon as
3. Send me a word....... you wish to go.
A. as B. if C. in order that D. till
4. ........... it is possible, we shall visit her.
A. Whenever B. Wherever C. While D. That
5. We were in the office for only ten minutes.....we were called by the supervisor. A.
than B. while C. that D. when
Asssignment
New Oxford Secondary English Course 3 Page 163, C 1-10
Essay Writing
Duration: 40 Minutes
Topic: Story Writing
https://youtu.be/ae61kGNpQPs
Behavioural Objectives: At the end of the lesson, the students should be able to:

i. draw an outline on the given topic.

ii. write a good account of an incident they witnessed.

Content
Story writing is also referred to as a narrative essay. It entails writing about a
succession of events. The events may be factual or imaginary. It usually follows a
chronological order.
Features of a Narrative Essay
A narrative essay is often about a previous experience. Examples are:
1. Writing about a road accident or travelling experience 2.
News reporting, etc.
In writing a topic like, “A Road Accident I Witnessed Recently,” the following
points can form the outline which will be developed in the body of the essay:
1. Where and when the accident occurred; vehicles involved
2. Nature of the accident- head-on collision, somersault, etc.
3. Result of the accident- number of deaths, injuries, vehicles damaged etc.
4. Rescue effort by witnesses
5. Suggestions to avoid future occurrence
Evaluation
You were on a journey in which you witnessed an accident. Write an account of the
incident.
Assignment
Write a story that will end with the expression, ‘It was a bitter experience and I
Learnt My lesson.’
OR
Narrate the worse nightmare you ever had.
Speaking
Duration: 40 Minutes
Topic: /e/ and /ɜ:/ vowel sounds
Instructional objectives: At the end of the lesson, the students should be able to: i.
describe how these sounds are articulated.
ii. identify these sounds in words. ii.
Contrast sounds /e/ and /ɜ:/
Content
For the production of the /e/ sound, the tongue is raised to a point where the jaw
can neither be described as open or close. The lips are spread for the production of
/e/. the common spelling symbols of /e/ are:

‘e’ as in bed

‘a’ as in many

‘ea’ as in head

‘ai’ as in said

‘ie’ as in friend

‘u’ as in bury

‘eo’ as in leopard
Other word examples include: bet, then, fed, leg, shell, men, pen, dreamt, request,
meddle, hello, step, says, burial, etc.
To produce the vowel /ɜ:/, the centre of the tongue is raised to height between
close and open position and the lips are neutral in shape. The spelling symbols of
/ɜ:/ are as follows:

‘ir’ as in shirt
‘er’ as in her

‘or’ as in word

‘ur’ as in church
‘ear’ as in earth

‘our’ as in journey
Other word examples include: thirty, fern, girl, first, nurse, curse, turn, burn, earn,
urge, perk, dirt, perch, purr, heard, curt, curb, shirt, etc.
/e/ /ɜ:/
Bed Bird
Bet Birth
Debt Dirt
Best Burst
Edge Urge
Neck Perk
Pet Perch
Weld World
Ten Turn
Head Heard
Sedge Surge
Herd Hurled

Evaluation
1. Describe the sounds /e/ and /ɜ:/
2. Write five words each that contain the sounds /e/ and /ɜ:/.
3. Contrast the sounds /e/ and /ɜ:/ using five words for each.
Assignment
Choose the option that contains the given phonetic symbol
1. /e/ A. seed B. cage C. bury D. decided
2. /ɜ:/ A. gel B. first C. sing D. three
3. /e/ A. breathe B. break C. beam D. breath
4. /ɜ:/ A. bell B. work C. bone D. great
5. /e/ A. break B. beans C. pen D. field
Grammar
Duration: 40 Minutes

Topic: Intensifiers

https://youtu.be/CvmHdRHt_nY

Behavioural objectives: At the end of the lesson, the students should be able to:

1. mention the intensifiers in English.

ii. identify them in given sentences.

Content

An intensifier is an adverb that makes a verb, adjective or another adverb weaker or

stronger. For example:

1. Mary: It’s hot, isn’t it?

John: Yes, it’s very hot.
Both Mary and John have used the adjective ‘hot’, but John strengthened its
meaning by also using the intensifier ‘very’.

2. Andrew: Hussein is running slowly; don’t you think so?

Mark: Yes, he’s running rather slowly, but I think he will win.
Here, the two speakers have used the adverb ‘slowly’, but Mark weakens the
meaning of ‘slowly’ by adding the intensifier ‘rather’.
A. Strengthening intensifiers include: very, rather, quite, really, entirely,
absolutely, utterly, totally, definitely, certainly, completely, etc.
B. Weakening intensifiers include: rather, a little, partially, slightly, etc.
C. The strengthening intensifiers ‘at all’ and ‘whatever’ are used in negative
sentences: e.g.
1. He had no money at all.
2. Nothing whatever remained.
D. Some intensifiers are used only in informal speech, including: ‘a little bit’,
‘terribly’ (very), ‘awfully’ (very), ‘literally’ (in fact), ‘pretty’ (rather), etc.
Evaluation
Underline the intensifier in each sentence.
1. The children were quite hungry when they got home.
2. The principal was utterly disappointed by the boy’s behaviour.
3. Mrs Smith was slightly impressed by her son’s performance.
4. It was pretty amusing to see the teacher dancing.
5. Kate was very happy to see her nephew.