This Scheme contains Week, topic, content, activity of teacher and learners as well as teaching materials.
1 Speech –Words of three syllables, stressed on the second syllable
-Words of three syllables, stressed on the 2nd syllable
-Words such as academy, frustration, construction, collation, badminton, starvation, addition, convulsion, conversion, depletion
-Pronounce the words correctly
Teacher: uses them in contextual sentences e.g. a. I own a soccer academy b. The frustration in the job is too much c. The people in overalls are construction workers d. She is at the venue for collation of results etc.
Structure Phrases – Types
– Definition of a phrase – a group of words that do not contain a finite verb; it cannot stand on its own to make meaning
– List of types of phrases – Noun Ph – Adverbial Ph – Adjectival Ph – Prepositional Ph
– Examples of these phrases Noun Ph – The book, a clever boy, a school Adv Ph – quickly, stoutly built Adj Ph – beautiful house – Clever boy – Pre Ph – at the door, beside the river
Teacher: Defines the phrase 2. Lists different phrases with examples.
Students participate actively, give their own examples of these phrases
Comprehension – Reading to answer questions 1. An appropriate passage 2. A list of key words 3. Sample sentences 4. Sample questions 5. Sample answers 6. The use of dictionary to define these words 1.
Teacher: selects appropriate passage, Lists key words, leads students to locate these words in the dictionary, Writes sample sentences/questions, Writes sample answer for students to learn
Continuous writing – Debates
– Definition of a debate, A sample topic(s) as selected by the teacher e.g. a. Science has done more Harm than Good to Nigerian society b. Farmer is better than a Teacher in our Society. c. Boarding school is better than a Day school etc.
Teacher: selects appropriate title/topic for debate, leads students to give points for and against a topic.
Students: participate actively, write points for a month topic proposing or opposing the topic.
2. Speech – Words of three syllables, stressed on the 1 st or 2nd syllable.
a. Words of three syllables, stressed on the 1st or 2nd syllable.
b. Words such as ‘concubine, ‘rhetorics, ‘beautiful, proportion acceptance’ 2nd syllable stress – condition, reality, engagement, resumption etc.
Teacher: pronounce the words correctly, uses them in contextual sentences e.g.
a. The man has many concubines
b. These are all rhetorics
c. His silence meant acceptance of what you said.
2nd syllable stress e.g.
a. No condition is permanent
b. No resumption date has been fixed for the students.
Vocabulary Devt. Words associated with Religion – Islam
a. Islamic religion defined
b. Words associated with Islamic religion (Koran, mosque, hagj, pilgrimage, ablution, jumaat, Sheik, Ummra, hadith, sunnaanbiya (prophet) Quliya (saint) Muslim festival – saleh, idel Maulud, id el kabir, id el fitri, others – kettle, praying mat etc.
Teacher : explains Islamic religion, lists some words associated with the religion, asks students to list other words, Makes sample sentences with the listed words.
Students: participate actively.
Structure – Introduction to phrasal verbs I
Teacher: Explain the process of this relationship
a. Come + across, away, in by forward, off, out, up, round, to, on, through
b. Go + back, down, after, through, under, up
c. Call + off, out, in
Explains the process to students, Uses examples to illustrate points/process, Brings out their meanings.
Continuous writing- Creative writing introduced
a. Features of a short play plot, character, style, setting, theme, characterization
b.Features of a poem – high, concise language, verses used, imageries etc.
Teacher: leads students to identify play, poem, story, guides students to write their own short stories, poems, plays
3 Speech – Listening to grasp main points in a poem – Tape recorded speech, conversation – Radio broad cast – Materials of varying lengths.
Teacher: reads the poem correctly,identifies main points, lists main/key sentences, guides students to identify other main points, selects sample poems, passages, play, story on current issues.
Structure – Introduction to phrasal verbs continued (phrasal verb II)
-Definition of phrasal verb
-Explanation on the process of this relationship
Goes through the same process as phrasal verb I
a. Give + up, in, back, off, away, put +off, up away, on, into Bring + back, about, up in, out Take + away, off, up, in
Continuous writing – Writing of reports (features of different types of reports)
a. A report of any technical or scientific issue e.g. a laboratory or research report – a report of an experiment carried out by the students.
b. Features of a scientific report.
Teacher : explains the format of a technical/scientific report, Leads students to identify main and supporting detail e.g. – Introduction – date of the experiment – purpose – the outcome/result – conclusion *
Students: write in a logical manner their own reports.
Summary Summarizing a passage in a specified number of sentences continued
a. The characteristics of a summary
b. Key sentences as summary of paragraphs
c. Key words under – lined as indicators of important sentences
d. Sample passages (students texts)
e. Selected passages, speeches, discussions.
Teacher: gives the characteristics of a summary as a reminder to the previous lesson – Gives sample sentences.
Students: write their own sentences as they participate in exercises.
4 Speech – Words of four (4) syllables which are stressed on the 1st, 2nd and 3rd syllables.
a.Words of four syllables, stressed on the 1st, 2nd, and 3rd syllables
b. Words such as discrimination, education, Locomotion Modulation, Television, These are stressed on the 3 rd syllable 1.
c. Individual Ingratitude These are stressed on the 1st syllable
d. Encumbrances Discriminate Topography These are stressed on the 2nd syllable.
Teacher: pronounces the words correctly, uses them in correct contexts.
Structure: Adjunct of place, time.
a. Adjuncts are adverbials
b. They modify verbs, prepositional phrases, indefinite pronouns and noun phrases e.g. he was in the house prepositional phrase of place. He came quickly adjunct of manner, They came for their launch
Adjunct of reason.
Teacher: Reverse lesson on adverbs, Use adjuncts in sentences, Introduce games involving adjuncts.
Comprehension – Reading to identify speaker’s mood and tone continued, Carefully selected passages, recorded material, speech, Main points in conversation, speech, Materials of varying length, dealing with life situations.
Teacher: plays recorded martial.
Students: identify speaker’s main points.
Teacher: asks questions on the speech.
Students: list points of secondary importance
Continuous writing – Informal letters continued
a. Definition of an informal letter
b. Features of an informal letter
c. Sample informal letter
d. List points appropriate for the receiver of the letter.
e. Development of the points into a good length.
Teacher: defines an informal letter, Writes a sample informal letter, guides students to list points.
Students: write their own letters with correct address, date, salutation, introduction, body and conclusion.
5 Speech – Listening to grasp main points/ideas
a. Reading of carefully selected passages, recorded material.
b. Listing of main points – Discuss some specific speech, recorded topics –
Teacher: leads students to identify main points.
Students: participate actively in locating main points.
Continuous writing – Expository essay
a. Definition of expository essay
b. Sample of expository essay
c. Likely punctuations in an expository essay e.g. come, full stop, semi colon,
Teacher: defines expository essay, Lists punctuations in a sample essay.
Students: write well punctuated expository essay, lists processes to be exposed about possible topics e.g How to mend a tyre – How to cook my best soup .
Vocabulary development – Words associated with medicine
a. The definition of medicine
b. List of items/activities in the hospital.
c. Personnel in the hospital.
d.Sentences with words associated with medicine e.g theatre, syringe, needle, operation, surgery, nurse, doctor, patient, outpatient, ward, Xray, bandages, drugs, files, beds, etc.
Teacher : lists items in the logical, leads students to a visit to a hospital.
Students: supply names of activities in the hospital, Make sentences with words associated with medicine.
Structure – Phrasal verbs continued
– Explain the process of relationship of these phrasal verbs e.g Sit + Up, down, in, back Close + up, in, by Ride + up, on Goes through the same process as phrasal verbs I
6 Speech – Stress timing
Appropriate passages are selected by the teacher, Newspaper passages, Magazine passages.
Teacher : leads students to read fluently, Timing – observing the information contained in every word.
Structure – Adjunct of manner and reason
a. Adjuncts are adverbs,
b.Manner Adjuncts mostly are words that end in – ly e.g. quickly, slowly, sluggishly, swiftly
c. Reason adjuncts use because.
Teacher: leads the students to identify more – ly words Continuous writing – Record keeping.
Records defined, Items used to keep records listed – diary – discs – books – files – logs, Purpose for keeping of records, Language of records – concise, accurate.
Teacher : discusses other ways of keeping records.
Vocabulary development – Synonyms as words:
with the same meaning, Nearly the same in meaning, 3. Nearly the same in meaning e.g Security/safe, Guest/visitor, Adore/admire, Quick/fast, Strong/powerful, Busy/engaged, enemy/foe.
Teacher: Explains the meaning of synonyms to students, Leads students to identify synonyms in passages.
7 Speech – Listening attentively to follow the directions effectively.
– Direction words such as near, behind Around, next to.
Teacher: guides students to identify direction words in passages. Comprehension – Reading to answer questions from a passage. – – Short passages.
Teacher: guides students to read fluently.
Students: answer questions from the passage.
Structure: Adjunct of reason.
– Adjunct of reason use because e.g.
a. The students were punished because they arrived late.
Teacher: guides students to give more sentences of their own. Vocabulary development – Antonyms – exactly opposite in meaning. Examples of Antonyms – Good/bad, Friend/hostile, Discipline/indiscipline, Temporary/permanent.
Teacher: leads students to read the passage, leads students to identify antonyms.
8 Speech – Listening to grasp ideas in a debate.
a. Argue points out to favour them.
b. Use persuasive words.
Teacher: leads students to argue points constructively. comprehension – Reading to answer questions
a. An appropriate passage selected by the Teacher.
b. key words.
c. Sample answers.
d. use the dictionary to define words .
Teacher : guides the students appropriately.
Structure – Adverbial clause.
a. The definition of an adverb
b. Sample sentences to show adverbs modifying verbs.
c. Adverbs can modify other adverbs e.g John walks very slowly. Teacher: defines adverb, Gives examples of sentences.
Students: give their own sentences.
Continuous writing – Writing of articles.
a. Features of a newspaper article.
b. The differences between features of a newspaper article and a speech or letter e.g. Bribery of public officers, Fraudulent acquisition of properties, Cleanliness is next to Godliness.
9 Speech – Dialogue.
a. Dialogue defined.
b. Sample dialogue.
Teacher : defines dialogue, gives a short passage of a dialogue between characters, leads students to dialogue between them on current issue, leads students to punctuate dialogue using question marks.
Structure Concord. Concord means agreement. It means agreement between the noun, noun phrase or pronoun and the verb e.g. the boy jumps, the boys jump, the boys ride bicycle to school.
– Compound subjects eg. The staff are training in Sokoto. Here compound subject takes a plural verb ‘are’.
Continuous writing – Formal letter continued. Note – The language should be formal, subscription yours faithfully signature, Full names (Ado Bayero).
Vocabulary development – advertising.
Teacher: uses the words for students to see, leads students to read the passage, Drills the class, invites an advertising practitioner to speak.
10 Speech – Speaking to persuade.
– Use the skills developed on oral composition to debate on topics such as Farmers are more important than doctors, Women are better leaders, Corruption destroys a nation.
Teacher: Revise with the students the skills of oracy, discuss time allocation, panel of judges, and time keeper.
Comprehension – Reading to extract main points.
– Use newspaper clippings, Magazine clippings, Students text. Teacher: guides the students.
Structure – Determiners (introduction).
b. List of determiners e.g are many, some, much, little, few, each and any
Teacher: gives sample sentences e.g Any committee member can raise a motion. Use such in examples.
Vocabulary – Stock exchange
b.Words such as Stock broker, shares, dividends, profit, speculator, margin bankruptcy, customer market.
11 General revision – Debate Concord (agreement) Article/writing Stock exchange, Formal letter, Informal letter.
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