English Studies for Primary 3 deals with more comprehensive topics than the preceding classes. At this stage, the pupils would have been taught the basics of English from their preceding classes, and they would begin learning parts of speech and other related topics.
The topics taught in this class include; Phonemic Awareness, Aural discrimination of sounds, Phonetic Pronunciation of diphthongs, Types of sentences, Reading charts, graphs, and calendars to obtain information, Multisyllabic words, Use of punctuation marks and capital letters, Use of auxiliary verb, pronunciations of pure vowels etc.
The educator should use teaching methods such as reading aloud, group discussions, role-playing, and creative writing exercises to engage the pupils in the class.
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| CLASS | Primary/Basic 3 | |
| SUBJECT | English Studies | |
| TERM | Second Term | |
| WEEK | TOPICS | Learning Objectives |
1 | A. Oral Comprehension | By the end of the lesson, pupils should be able to: i. deduce the main idea of the passage; ii. analyse the purpose of the passage. iii. use evidence from the passage to explain supporting ideas; iv. explain meaning of unfamiliar words in the passage; v. relate the passage to issues of national values e.g. discipline. |
| B. Structure Column | By the end of the lesson, pupils should be able to: i. Read simple passages on the content column ii. Re-write the passage into their notebook the spacing their handwriting. iii. Write clearly, observe the spacing between the letters in a word, and words in a sentence. | |
| C. Vocabulary building (Teaching of new words) | By the end of the lesson, pupils should be able to: i. identify new words and pronounce them; ii. recognize new words meanings; iii. demonstrate the meaning of the new words; iv. use the new words in sentences. | |
| D. Composition: How I spent my last holiday | By the end of this lesson pupils should be able to: i. use simple sentence to discuss the narrative composition; ii. write out points about how “I spent my last holiday”, iii. write a composition on the given topic | |
2 | A. Phonics pronunciation of multi syllabic words | By the end of the lesson, pupils should be able to: i. Produce four and five syllable words ii. Identify four and five syllabic words in sentence. iii. Complete four and five syllabic words |
| B. structure: Use of capital letter, punctuation marks in sentences | By the end of the lesson, pupils should be able to: i. describe “capital letters” or “higher cases”; ii. apply ‘capital letter’ / “higher cases” correctly; iii. use punctuation marks (e.g. comma, semi colon etc.) correctly in sentences. | |
| C. Vocabulary building (Teaching of new words) | By the end of the lesson, pupils should be able to: i. identify new words and pronounce them; recognize new words meanings; ii. demonstrate the meaning of the new words; iii. use the new words in sentences. | |
| D. Oral and written comprehension disaster risk reduction | By the end of the lesson, pupils should be able to: i. Answer questions on the main points in the story in their own words. ii. Repeat the story in their own words iii. Retell similar stories | |
| E. Composition: -How I spent my last holiday | By the end of this lesson pupils should be able to: Use simple sentence to discuss the narrative composition (ii) Write out point on how “l spent my last holiday”. (iii) Write a composition on the given topic. | |
| Dictations for the week | Learners are to be guided to: i. leam the following words: cabinet, caliber. Calling, capable, carpenter, captain, capture, caption, careful. | |
3 | A. Sounds /f/ and /v/ | By the end of the lesson, pupils should be able to: i. Pronounce the sounds; ii. Compare the sounds; iii. dentify the sounds in words iv. Use the sounds for dialogue |
| B. Structure | By the end of the lesson, pupils should be able to: i. Read simple passages and identify national values discussed on them. ii. Write the passage clearly and legibly in their exercise book. iii. Study and understand the spacing between letters in words and words in a sentence. | |
| C. Vocabulary building | By the end of the lesson, pupils should be able to: i. identify new words and pronounce them; ii. recognize new words meanings; iii. demonstrate the meaning of the new words; iv. use the new words in sentences. | |
| D. Oral and written comprehensio n | By the end of the lesson, pupils should be able to: i. read the passage fluently; ii. explain the main ideas of the passage iii. answer questions on the main points in the story in their own words. | |
| E. Writing | By the end of the lesson, pupils should be able i. mention their daily activities ii. differentiate between the use of present and past tenses iii. Write three or four sentences on daily activities using present and past tenses. | |
| F. Supplementary Reading | By the end of the lesson, pupils should be able to: i. share with other pupils the story read; ii. discuss lessons learnt from the book; iii. relate events in the story to their personal lives, | |
4 | A. Structure: Use of punctuation marks and capital letters at the beginning and end of sentence | By the end of the lesson, pupils should be able to: i. understand that “capital letters” and *higher cases’ mean the same thing ii. apply ‘capital letter’ / Ahigher cases” correctly. iii. use punctuation marks (e.g. comma, semi colon etc.)correctly |
| B. Vocabulary building -(Teaching of new words) | By the end of the lesson, pupils should be able to: i. Leam new words and pronounce them ii. Explain the meaning of unfamiliar words iii. Use the new words in sentences | |
| C. Oral and written comprehension | By the end of the lesson, pupils should be able to: i. read a given passage; ii. deduce the main ideas from the story; iii. answer questions on the main points in the story in their own words; iv. retell similar stories. | |
| D. Writing: Writing three to four sentences on everyday activities | By the end of the lesson, pupils should be able to: i. write three four sentences on daily activities using present and past tenses; ii. understand the differences between the tenses employed (present and past tense). | |
5 | Structure: application of punctuation marks in reading and writing: Comma. | By the end of the lesson, pupils should be able to: i. identify the purpose and functions of comma in sentences. ii. identify the correct use of a comma sentences; |
| A. Vocabulary building -(Tcaching of new words) | By the end of the lesson, pupils should be able to: i.identify new words and pronounce them; ii.recognize new words meanings; iii. demonstrate the meaning of the new words; iv. use the new words in sentences. | |
| B. Oral and written comprehension | By the end of the lesson, pupils should be able to: i. answer questions on the main points in the story in their own words; ii. repeat the story in their own words; iii. retell similar stories | |
| C. Structure: Spacing in letters | By the end of the lesson, pupils should be able to: i. read simple passages on the content column; ii. re-write the passage into their notebook in their handwriting; iii. write clearly, observe the spacing between the letters in a word, and words in a sentence. | |
| D. Writing: Describe your class teacher | By the end of the lesson, pupils should be able to: i. identify appropriate adjective for description ii. complete a guided essay on ‘My class teacher iii. write five sentences to describe their class teacher | |
6 | A. Structure: Use of Auxiliary Verbs | By the end of the lesson, pupils should be able to: i. describe auxiliary verbs; ii. pick out auxiliary verbs in sentences; |
| B. Vocabulary building (Teaching of new words) | By the end of the lesson, pupils should be able to: i. .identify new words and pronounce them; ii.recognize new words meanings; iii. demonstrate the meaning of the new words; iv. use the new words in sentences. | |
| C. Oral and Written comprehension. | By the end of the written lesson, pupils should be able to: i. discuss the main idea of the story ii. use evidence from the passage to discuss supporting ideas iii. identify values and lessons in given story; iv. relate the ideas and values in the passage to personal experience | |
| D. Writing: Handwriting | By the end of the lesson, pupils should be able to: i. Read simple passages on the content column ii. Re-write the passage into their notebook in their handwriting. iii. Write clearly, observe the spacing between the letters in a word, and words in a sentence. | |
| E.Supplementary Reading | By the end of the lesson, pupils should be able to: i. Share with other pupils the story read; ii. Discuss lessons learnt from the book; iii. Relate events jn the story to their personal lives. | |
| 7 | Mid-term tests J. Open day K. Mid-term break L. Homework | |
8 | A. Pronunciation of consonants and consonants clusters | By the end of the lesson pupils should be able to: i. Pronounce consonants sounds in isolations in words and in sentences correctly. ii. Distinguish between words in each pair in isolaüon and in sentence context iii. Produce consonant clusters correctly |
| B. Structure : Making simple statements and responding to simple command | By the end of the lesson, pupils should be able to: i. produce simple statement correctly with the appropriate stress and intonation ii. respond to simple commands appropriately iii. use appropriate intonation for command and response | |
| C. Vocabulary building (Teaching of new words) | By the end of the lesson, pupils should be able to: i. Identify new words and pronounce them ii. Explain the meaning of unfamiliar words iii.Use the new words in sentences | |
| D. Oral and witten comprehension | By the end of the lesson, pupils should be able to: i. discuss the main idea of the story ii.use evidence from the story to discuss supporting ideas iii. identify values and lessons in given stories; iv.relate the ideas and values in the story to personal experience | |
| E. Writing: Composition on what I do on Sundays. | By the end of the lesson, pupils should be able to: i. Use simple sentence to discuss a narrative composition ii. Write out points on “what I do on Sundays” iii.Write a composition on the given to topic | |
9 | A. Pronunciation of pure vowels and diphthongs e.g. he/ here hare | By the end of the lesson, pupils should be able to: i. Make monophthongs and diphthongs correctly ii.Differentiate between pure vowel sounds and diphthongs by pronouncing them correctly in words and sentence context iii. Give examples of pure vowel sounds and diphthongs |
| B. Structure: Use of regular and irregular plurals in speaki ng and writing | By the end of this lesson, pupils should be able to: i. recognize regular and irregular plurals; ii. apply regular and irregular plurals to simple sentences; iii. give examples of regular and irregular plurals and use them in simple sentences. | |
| C. Vocabulary building (Teaching of new words) | By the end of the lesson, pupils should be able to: i. Identify new words and pronounce them ii. Explain the meaning of unfamiliar words iii.Use the new words in sentences | |
| D. Oral and witten comprehension | By the end of the lesson, pupils should be able to: i. deduce the main idea of the passage; ii. analyse the purpose of the passage. iii. use evidence from the passage to explain supporting ideas; iv. explain meaning of unfamiliar words in the passage; v. relate the passage to issues of national values e.g. discipline. | |
| E. Writing: Compositio n on what I do on Sundays | By the end of the lesson, pupils should be able to: i. Use simple sentence to discuss a narrative composition ii.Write out points on evqlat I do on Sundays” iii. Write a composition on the iven to ic | |
| F. Supplementary Reading | By the end of the lesson, pupils should be able to: i. share with other pupils the story read; ii. discuss lessons learnt from the book; iii. relate events in the story to their personal lives. | |
10 | Continuation of vowels and diphthongs | By the end of the lesson, pupils should be able to: i. make vowel sounds and diphthongs correctly; ii. differentiate between vowels and diphthongs by pronouncing them correctly in words and sentence context, iii. Give examples of vowel and diphthong |
| B. Structure: Use of regular and irregular verbs in speaking and mfng | By the end of this lesson, pupils should be able to: i. recognize regular and irregular plurals; ii. apply regular and irregular plurals to simple sentences; iii. give examples of regular and irregular plurals and use them in simple sentences. | |
| C. Vocabulary building | By the end of the lesson pupils should be able to: i. leam and pronounce new words. ii. identify unfamiliar words and determine their meanings, iii. use the new words in speaking and writings. | |
| D. Oral and written comprehension | By the end of the lesson, pupils should be able to: i. answer questions on the main points in the story in their own words; ii. repeat the story in their own words; iii. retell similar stories. | |
| E. Writing composition on my best friend | By the end of the lesson, pupils should be able to: i. use simple sentence to discuss a descriptive composition; ii. write out points on “my best friend”; iii. write a composition on the given topic. | |
| Dictations for the Week | Learners are to be guided to: i. learn the fo!lowing words: element, engaged, enhance, essence, evening, evident, exactly, examine, example, excited. | |
11 | A. Structure (regular and irregular plural) | By the end of this lesson, pupils should be able to: i. recognize regular and irregular plurals; ii. apply regular and irregular plurals to simple sentences; iii. give examples of regular and irregular plurals and use them in simple |
| B. Vocabulary Building | By the end of the lesson pupils should be able to: i. leam and pronounce new words. ii. identify unfamiliar words and determine their meanings, iii. use the new words in speaking and writings. | |
| C. Oral and Written Comprehension | By the end of the lesson, pupils should be able to: i. answer questions on the main points in the story in their own words; ii. repeat the story in their own words; iii. retell similar stories. | |
| 12 | REVISION | Revise |
| 13 | EXAMINATION | |
| 14 | EXAMINATION | |
| CLASS | Primary/Basic 3 | |
| SUBJECT | English Studies | |
| TERM | Third Term | |
| WEEK | TOPICS | Learning Objectives |
1 | A. Structure: Using past continuous tense in sentence | By the end of the lesson, pupils should be able to (i) recognize past continuous tense in sentences; (ii)create sentences with past conünuous tense. |
| B. Vocabulary building | By the end of the lesson pupils should be able to: (i) team and pronounce new words. (ii) identify unfamiliar words and determine their meanings. (iii)use the new words in speaking and writin s. | |
| C. Oral and written comprehension | By the end of the lesson, pupils should be able to: (i)Read the passage; (ii) Repeat the story in their own words (iii) Draw out the main points from the passage (iv)Answer questions on the passage | |
| D. Writing: composition on (how I spent my last holiday) | By the end of this lesson pupils should be able to: (i) use simple sentence to discuss fre narrative composition (ii) wite out point on how “l spent my last holiday”. (iii)Write composifions on the given topic. | |
| Dictations for the Week | Learners are to be guided to: i.)learn the following words: fiction, filling, finding, fitness, forever, fortune, founder, freedom | |
2 | A. Structure: Expressing future actions in a negative form (E.g. we will not be going to church next Sunday) | By the end of the lesson, pupils should be able to: (i) explain the future tense; (ii) produce correct sentences in the simple pure tense; (iii)answer correctly to interrogative sentences using contracted forms of “will” and “shall”. |
| B. Vocabulary buildin | By the end of the lesson pupils should be able to: (i) leam and pronounce new words; (ii)identify unfamiliar words and determine their meanings; (iii) use the new words in speaking and writings. | |
| C. Oral and written comprehension | By the end of the lesson, pupils should be able to: (i) read the passage and repeat the story in their own words; retell similar stories; (iii)answer questions on the main points in the story in their own words. | |
| D. Writing: composition on (how I spent my last holiday) | By the end of this lesson pupils should be able to: (i) use simple sentence to discuss the narrative composition; (ii) write out point on how “I spent my last holiday”; (iii) write a composition on the given topic. | |
| Dictations for the Week | Leamers are to be guided to: i.)learn the following words: forward, further, gateway, salary, general, genetics, genius, gigabit, greater, hungry, hanging, heading, healthy. | |
3 | A. Structure: Expressing future actions in the negative form | By the end of the lesson, pupils should be able to: (i) identify modal verbs for future; (ii) produce correct sentences in the simple future tense; (iii) answer correctly to interrogative sentences using contracted forms of “will” and “shall*. |
| B. Vocabulary building | By the end of the lesson, pupils should be able to: (i) identify new words and pronounce them; (ii) recognize new words’ meanings; (iii) demonstrate the meaning of the new words•v (iv) use the new words in sentences, | |
| C. Oral and written comprehension | By the end of the lesson, pupils should be able to: (i) discuss the main idea of the poem (ii) use evidence from the passage to discuss supporting ideas (iii) identify values and lessons in given poems; (iv) relate the ideas and values in the passage to personal experience. | |
| D. Writing: What I would like to be in future | By the end of this lesson pupils should be able to: (i) use simple sentences to discuss the narrative composition; (ii) write out points on “What I would like to be in future; (iii) write a composition on the given topic. | |
| E. Supplementary Reading | By the end of the lesson, pupils should be able to: (i) share with other pupils the story read; (ii) discuss lessons learnt from the book; (iii) relate events in the story to their personal lives, | |
4 | A. Structure: Using past Continuous tense in sentence. | By the end of this lesson pupils should be able to: (i) explain past continuous tense; (ii) recognize past continuous tense in sentences; (iii) create sentences with past continuous tense |
| B. Vocabulary building | By the end of the lesson pupils should be able to: (i) identify new words and pronounce them; (ii) recognize new words’ meanings; (iii) demonstrate the meaning of the new words; (iv) use the new words in sentences. | |
| C. Oral and Witten comprehension | By the end of the lesson, pupils should be able to: (i) discuss the main idea of the poem (ii) use evidence from the passage to discuss supporting ideas (iii) identify values and lessons in given poems; (iv) relate the ideas and values in the passage to personal experience | |
| D. Writing. Composition about Mother” | By the end of the lesson, pupils should be able to: (i) use simple sentence to discuss a descriptive composition; (i) write out points about “my mother”; (iii)write a composition on the given to topic. | |
5 | A. Structure: Present perfect (“ed and en ending s) | By the end of the lesson, pupils should be able to: (i) identify the present perfect tense using ‘ed and ‘en’ ending; (ii) express appropriate use of the present perfect with ‘ed’ and ‘en’ endings respectively; (iii) use the present perfect tense in sentences. |
| B. Vocabulary building | By the end of the lesson pupils should be able to: (i) identify new words and pronounce them; (ii) recognize new words’ meanings; (iii) demonstrate the meaning of the new words; (iv) use the new words in sentences. | |
| C. Oral and written comprehension | By the end of the lesson, pupils should be able to: (i) discuss the main idea of the passage (ii) use evidence from the passage to discuss supporting ideas (iii) identify values and lessons in given passages; (iv) relate the ideas and values in the passage to personnal experience | |
| D. Writing. Composition about myself” | By the end of the lesson, pupils should be able to: (i) use simple sentence to discuss discriptive composition (ii) write out points about ‘myself’ (iii) write a composition on the given topic | |
6 | A. Structure: using past continous tense in sentence (cont) | By the end of the lesson pupils should be able to: (i) recognize past contious tense in sentence (ii) explain appropraite use of the past continous tense (iii) differentiate between present continous and past continous tense (iv) create sentence with past continous tense. |
| B. Vocabulary building | By the end of the lesson pupils should be able to: (i) identify new words and pronounce them; (ii) recognize new words’ meanings; (iii) demonstrate the meaning of the new words; (iv) use the new words in sentences. | |
| C. Reading: Oral and Witten comprehension | By the end of the lesson, pupils should be able to: (i) discuss the main idea of the passage (ii) use evidence from the passage to discuss supporting ideas (iii) identify values and lessons in given passages; (iv) relate the ideas and values in the passage to personal experience | |
| D. Writing: Composition on classroom | By the end of this lesson pupils should be able to: (i) use simple sentence to discuss the descriptive composition; (ii) write out point on umy classroom”; (iii) write a composition on the given topic. | |
| E. Supplementary Reading | By the end of the lesson, pupils should be able to: (i) Share with other pupils the story read; (ii) Discuss lessons learnt from the book; (iii) Relate events in the story to their personal lives. | |
| 7 | -Mid-term tests – Open day – Midterm break – Home work | |
8 | A. Present perfect with “since” and “for” | By the end of the lesson, pupils should be able to: (i) recall present perfect tense; (ii) identify present perfect with ‘since’ and ‘for’; (iii) express correct use of present perfect with ‘since’ and ‘for. |
| B. Vocabulary building | By the end of the lesson pupils should be able to: (i) read a passage to identify and pronounce new words; (ii) deduce meaning of the unfamiliar words contextually from the passage; (iii) use the new words in speaking and writings. | |
| C. Reading: Oral and written comprehension | By the end of the lesson, pupils should be able to: (i)discuss the main idea of the passage; use evidence from the passage to discuss supporting ideas; (iii) identify values and lessons in given passages; (iv) relate the ideas and values in the passage to personal experience | |
| D. Writing:Composition on ‘my classroom’ | By the end of the lesson, pupils should be able to: (i) use simple sentence to discuss the descriptive composition; (ii) write out point on “My classroom”; (iii) write a composition on the given topic. | |
9 | A. Structure: Interrogation with response using present perfect | By the end of the lesson, pupils should be able to: (i) identify interrogative statements; (ii) construct present perfect tense in question forms; (iii) supply appropriate responses to such question forms orally and in witing. |
| B. Vocabulary building (Teaching of new words) | By the end of the lesson, pupils should be able to (i) identify new words and pronounce them; (ii)recognize new words’ meanings; (iii) demonstrate the meaning of the new words; (iv) use the new words in sentences. | |
| C. Reading: Oral and Written comprehension | By the end of the lesson, pupils should be able to: (i) discuss the main idea of the passage (ii) use evidence from the passage to discuss supporting ideas (iii) identify values and lessons in given passages; (iv) relate the ideas and values in the passage to personal experience | |
| D. Writing: Composition about ‘A dog’ | By the end of the lesson, pupils should be able to: (i) use simple sentence to discuss a descriptive composition; (ii) write out points about “a dog”; (iii) write a composition on the given to topic. | |
| E. Supplementary Reading | By the end of the lesson, pupils should be able to: (i) share with other pupils the story read; (ii) discuss lessons leamt from the book; (iii) relate events in the story to their personal lives. | |
10 | A. Structure: Present perfect tense and past perfect tense | By the end of the lesson, pupils should be able to: (i) Recall present perfect tenses and past perfect tense (ii) Express correct use of present perfect tense and past perfect tense (iii) Differentiate between present perfect tense and past perfect tense. |
| B. Vocabulary building | By the end of the lesson pupils should be able to: (i) read a passage; (ii) identify and pronounce unfamiliar words; (iii) derive the meaning of unfamiliar words contextually; (iv) use the new words in speaking and witings. | |
| C. Reading: -Oral and written comprehension | By the end of the lesson, pupils should be able to: (i) read a given passage; (ii)repeat the story in their own words; (iii) answer questions on the main points in the story in their own words. | |
| D. Writing: Composition about “my father” | By the end of the lesson, pupils should be able to: (i) use simple sentence to discuss a descriptive composition; (ii) write out points about “”my father”; (iii)write a composition on the given topic. | |
11 | A. Structure: -Present perfect tense and Past perfect tense | By the end of the lesson, pupils should be able to: (i)recall the meaning present perfect tenses and past perfect tense; (ii)express correct use of present perfect tense and past perfect tense; (iii) differentiate between present perfect tense and past perfect tense. |
| B. Vocabulary building | By the end of the lesson pupils should be able to: (i) read a passage; (ii) identify and pronounce unfamiliar words; (iii) derive the meaning of unfamiliar words contextually; (iv) use the new words in speaking and witings. | |
| C. Reading: Oral and written comprehension | By the end of the lesson, pupils should be able to: (i) discuss the main idea of the sentence to the given topic (ii) use the evidence from the passage to discuss surpporting ideas (iii) identify values and lesson in the given passage (iv) relate the ideas and values in the given passage to personnal experience. | |
| D. Writing: Composition about “what I do everyday” | By the end of the lesson pupils should be able to: (i) use simple sentence to discuss a descriptive composition; (ii) write out points about “what I do everyday”; (iii)write a composition on the given topic. | |
| 12 | REVISION | Revise |
| 13 | EXAMINATION | |
| 14 | EXAMINATION | |
Main Text
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2. Chukwudi et al, English Studies for Pry Sch, Bk 2, University Press, 2017.
3. C.U Chukwudifu et al, Learn English Bk 3, WABP, 2016.
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5. Judeson Ogbehara, Inside Out English Bk 3, Learn Rite, 2016.
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8. Pointer Pal & Target Tunde, Pinpoint English, First Veritas, 2016.
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10. Funso et al, Prime English Pry 3, HEBN, 2014.
11. E.O. Awopotu et al, Communicative English Basic 3, Melrose, 2016.
12. C.A. Okodara et al, Lantern Comprehension, Lantern, 2016.
Workbook
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14. E.O. Awopetu et al, Conununicative English, Melrose, 2016.
15. S., O, Ayodole et al, Modular English Course, Evans, 2016.
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18. U.l. Nwachuwkwu et al, New English Course Book 3, Nelson, 2016.
19. Adotugbo et al, Prime English project Pry 3, HEBN.
Scholastic, Active English, CSS, 2013.
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21. Omole M. Davidson, Africa Resource Phonics, Africa Resource, 2016.
22. CSS T & Le shop Ltd, Working with Sounds Phonics, Sterling, 2013.
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24. HEBN, HEBN Spelling Bee Series, HEBN, 2016.
New Wave, Spelling (New Wave), Rasmed, 2015.
25. John Smith, Spelling Book 3, Bounty Press,
Hooked on Sounds, Tayo Felas Nig. Ltd, 2011.
Composition/Essay
26. Kwas Beatrice N et al, Leaders in Sound and World Building, CSS, 2016.
27. Lanre Biobaku, Africa Resources Composition, African Resource, 2016.
28. Sam. O. Ayodele & Obiageli C.N et al, Creative Composition, Evans 2015.
29. Lantern, Creative Composition, Litramed Pub, 2016.
30. CSS, Comprehensive Strategies, Learners, 2013.
Elijah O.O A, Start Right Basic, Start Right, 2011.
31. Femi Fadau, MainStream guide to Composition and Lovity, Mainstream, 2014.
Grammar
32. P.A Ogundipe et al, Brighter Grammar, Pearson.
33. Samuel C. Kwashie, English Grammar for Basic Education, Metropolitan, 2015.
34. I.L Wanchoo et al, Active Eng. Grammar & Composition, Rasmed, 2015.
35. Ayo Ogunsiji et al, Brilliant Pry English, Macmillian, 2010.
36. First Veritas, Grammar and Comprehension, First Veritas, 2014.
37. Oloruntimilehin, Functional Daily Language and Grammar, Functional Book, 2015.
M
38. .K. oni T.B. Olajide et al, Melrose Grammar for Success, Melrose, 2014.\
39. Rosalind Ferguson, Learners Grammar Plus, Learners, 2012.
40. Hope Yates, Brilliant Grammar and Punctuation, Learning Solution, 2016.
41. U.I Nwachukwu et al, A Grammar Practice Book, Evans, 2016.
42. Anuradha Verma, Enrich your Grammar, Epsilon Book, 2013.
Verbal Reasoning
43. Olubunmi Ajoola, Verbal Reasoning Practice, Tanus, 2013.
44. O.O Mbah et al, Classic Verbal Reasoning, Thursday, 2013.
45. Folu Alonga, Verbal Reasoning, Learn Africa.
46. Ikenna C. lgwe et al, Verbal Reasoning, Metropolitan, 2012.
47. Waste Afonor M et al, Showers Book Verbal Reasoning, Shower Kiddies, 2015.
48. Ore Olunloyo, Lantern Verbal Reasoning, Litramed, 2015.
49. Sunday Okoh, Seun Ojo, Macmillan Verbal Reasoning, Macmillian, 2015.
50. Daniel Eyango, Straight Gate Verbal Reasoning, Straight Gate, 2015.
51. B. Wellington et al, Bounty Verbal Reasoning, Bounty, 2013.
52. Judson Ogbehara, Verbal Reasoning, Learn Rite, 2016.
53. Rotimi Oladele et al, Verbal Reasoning, Megavons, 2014.
54. Vera Effong Uyaietal, Sterling Verbal Reasoning, Sterling, 2012.
55. Alexander Ado et al, Precious Seed Verbal Reasoning, Precious Seed, 2013.
