Primary 6 English is designed to equip the pupils with various aspects in the English language needed for their common entrance examination and it will also prepare them for the more advanced topics they will be taught in JSS 1.
In this class, the pupils will be taught how to improve their communication skills; proper pronunciation comprehension, clear expression, and writing skills: writing involving different texts, like formal and informal letters, essays and author biographies etc.
At the end of the academic session, the pupils should be able to describe English sounds and pronounce English words accurately, apply appropriate stress and intonations on words and statements to convey meaningful messages, discuss word formation in relation to synonyms and antonyms, use word associated with transportation in appropriate context et
| LAGOS STATE GOVERNMENT MINISTRY OF EDUCATION UNIFIED SCHEMES OF WORK FOR PRIMARY SCHOOLS | ||
| English Studies Scheme of Work for Primary/Basic 6 | ||
| CLASS | Primary/Basic 6 | |
| SUBJECT | English Studies | |
| TERM | First Term | |
| WEEK | TOPICS | Learning Objectives |
1 | Speech work: Revision intonation practice | By the end of this lesson, pupils should be able to: i. engage in dialogue and conversation using appropriate intonations; ii. read words that change meaning and pronunciation with different stress; iii. read sentences that change meaning depending up to stress intonation. |
| Structure: Revision on verb form i. finite verbs ii. Infinite verbs iii. Regular verbs/Irregular verbs | By the end of this lesson, pupils should be; i. identifying verb forms ii. make accurate sentences using the different verb forms they identify iii. differentiate among various verb forms. | |
| Reading: Revision: Passages that encourage vocabulary development. | By the end of the lesson, pupils should be able to: 1. read the given passage to understanding. 2. identify and discuss new words. 3. use new words in making sentences. | |
| Dictation for the week | Pupils are to be guided to learn the following words: grapes, zealous, core, reprimand, bacterial, eradicate, hygiene, absorbent. | |
| Writing: Narrative Composition -How I spent my last holiday | By the end of thc lesson pupils should be able to: i. explain the three elements of a narrative ii. Highlight the key or attracted scenes, places, events etc in holiday iii. write an essay in not less than 150 words about how they spent their holiday. | |
2 | Speech work: Aural Discrimination of the vowels /t:/ and // one, warm Ja:i and PJ Lark, part- lock, pot | By the end of the lesson, pupils should be able to: i. draw the contrast between the sounds ii. identity and distinctively pronounce the vowel sounds iii use each word having the sounds in sentence. |
| Structure: Finding words in a simple dictionary or long list (extract from passage read) | By the end of the lesson, pupils should be able to: i. categorize words in alphabetical order. ii. use the guide words given at the top of each page on a dictionary to search for specific words iii. determine other information about a given word from the dictionary | |
| Reading: Non-Fiction passage | By the end of the lesson, pupils should be able to: i. identify difficult words from the passage ii. write the meaning of the identified words and use them in another meaningful sentence. iii. demonstrate how each word is applicable to the issues in the passage, iv. develop answers from the passage to the given passage. | |
| Dictation for the week | Pupils are to be guided to: Learn the following words: self-quarantine, synergy, distancing, Isolation, pandemic, virtual, remote, internet, contaminate, incubation, immune, support. | |
| Writing: Introduction Paragraphs | By the end of the lesson, pupils should be able to: i. identify the main point of the essay. ii. paraphrase the identified points in a short and precise manner. iii. write an introductory paragraph on any given topic | |
3 | Speech work: Aural Discrimination of consonant sounds. /t/ and // tin – thin, /l/ and Ir/ | By the end of the lesson, pupils should be able to: i. identify and pronounce consonant sounds /t/ and /0/, /l/ and /r/, /s/ and /h/. ii. write the words containing the sounds. iii. contrast between the consonant sounds respectively. iv. develop meaningful sentences with the pairs of sounds. |
| Word Formation: Synonyms Beautiful – pretty Large – big Small – tiny | By the end of the lesson, pupils should be able to: i. define synonyms; ii. identify the synonyms of given words. iii. use the words and synonyms correctly in sentence. | |
| Reading: Passages on selected stories. | By the end of the lesson, pupils should be able to: i. read the passage independently aloud/ ii. identify unfamiliar words in the given passage. iii. pronounce the identified words correctly and give their meaning using their dictionary. iv. establish relationship between the main ideas and the supporting ideas. v. infer meaning of implied information in the passage. | |
| Dictation for the week | Pupils are to be guided to: i. learn the following words: destination, organic, healthy, wealth, accessible, environment, waste, clean, household, capacity. | |
| Writing :Middie Paragraph | At the end of the lesson, pupils should be able to: i. create basic paragraph outlines that include a topic sentence. ii. develop the three supporting details of middle paragraph. iii. formulate three complete topic sentences, and three complete sentences as supporting details. | |
| Supplementary reading | By the end of this 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 | Speech work: Intonation practice on command | By the end of the lesson, pupils should be able to: i. use expression with appropriate stress placement ii. make telephone conversation with a distinct stress on a different word each times iii. label the stressed and unstressed word in each sentence they practice. |
| Structure: Word formation- Antonyms for example: Narrow — wide Good – evil | By the end of the lesson pupils should be able to: i. define antonyms ii. produce the antonyms of any given words. iii. use the words and antonyms correctly in sentence | |
| Reading: Passage on Means of Transportation | By the end of the lesson, pupils should be able to: i. identify words related to transportation from the passage ii. inaugurate the relationship between the topic sentence and the main idea in a given passage. iii. answer questions correctly form the given passage. iv. affix contextual meanings to new words generate from the given passage. v. demonstrate how each word is applicable to the means of transportation . | |
| Dictation for the week | Pupils are to be guided to learn the following words: Inspiration, millennium, zealous, syndicate, judge, pandemic, epitome, vein blur, print | |
| Writing: Conclusion Paragraphs | By the end of the lesson, pupils should be able to: i. construct a good concluding paragraph in order to drive the purpose of the composition home. | |
5 | Speech work: Intonation practice on Questions and statements | By the end of the lesson, pupils should be able to: i. use yes/no questions tend to have rising intonation/pitch at the end. ii. answer why and how questions tends to have falling intonation/pitch at the end. iii. make statements with falling intonations / pitch on the last syllable of the sentence |
| Structure: Review of verb forms. | By the end of the lesson, pupils should be able to: i. differentiate types of verb in relation to time; ii. apply the various verb forms previously learnt appropriately in sentences. iii. identify the various verb forms use in each sentence. | |
| Reading: Passage on an accident or an event. | By the end of the lesson, pupils should be able to: i. identify words related to accident or an event. ii. inaugurate the liaison between the topic sentence and the main ideas in a given passage iii. read independently and answer questions from the given passage. iv. affix correspondent meanings to new words generate from the given passage v. demonstrate how each word is related to an accident or an event. | |
| Dictation for the week | Pupils are to be guided to learn the following words: compensate, inheritance, heritage, hostile, bereave, agitate, strike, labour, asylum, empress | |
| Writing: Simple composition introductory, middle and concluding paragraphs | By the end of the lesson, pupils should be able to: i. write a well-developed composition effectively highlighting the: introductory, middle and concluding paragraph | |
| Grammar: Review of indirect speech: | By the end of the lesson, pupils should be able to: i. define indirect speech ii. identify indirect speech as used in any passage. iii. use appropriately, punctuation, omit all quotation marks end the sentence with full stop. iv. use pronouns appropriately | |
| Dictation for the week | Pupils are to be guided to learn the following words. Audit, broadcast, fade documentary, feature, scene anchor, illustration, animation theater. | |
| Writing: Narrative writing: giving an eye witness account of an event. | By the end of the lesson, pupils should be able to: i. define narrative writing; types, elements and examples ii. use appropriate verbs and linking words in writing; iii. compose a narrative writing on any given topic. | |
| Supplementary reading | By the end of this 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. | |
6 | Speech Work: Use of intonation to distinguish between command, question and statement | By the end of this lesson, pupils should be able to: i. distinguish between command, question and statement ii. use the correct intonation while giving command iii. use correct intonation while asking questions in use the correct intonation while making statement respectively. |
| Reading: Reading formal letter | By the end of this lesson, pupils should be able to: i. recognize features of a formal letter after reading it ii. deduce the important point from the letter iii. answer any question about the contact of the letter | |
| Grammar: Direct Speech | By the end of this lesson, pupils should be able to: i. define direct speech ii. identify a direct speech as use in any sentence or passage iii. use appropraite punctuations like the quotation mark(“”) correctly iv. choose appropraite reporting verb | |
| Dictation for the week | By the end of the lesson, pupils should be able to i. Situation ii. Understanding iii. Possible iv. Corridor v. Behavior vi. Compromise vii. Structure viii. Contacts ix. Negotiations x. Present | |
| Writing: Formal letters | By the end of the lesson, pupils should be able to: i. list the features of a formal letter. (a) heading, body, address etc. ii. apply these features to write their own letters. iii. identify the essentials of a formal letter and apply it in any given letter writing exercise | |
| Supplementary reading | By the end of the lesson, pupils should be able to i. share with other pupils the story read. ii. discuss lesson learnt from the book. iii. relate events in the story to their personal life. | |
| 7 | MID TERM | |
8 | Speech Work: Reporting incidents | By the end of the lesson, learners should be able to: i. makes a verbal report or incidents. ii. demonstrate good speech habits of clear pronunciation, correct stress and intonation iii. give account of event in a logical order and vividly. |
| Reading: Passage on national values. | By the end of the lesson, learners should be able to: i. analysethe passage clearly, ii. identify difficult words from the passage. iii. demonstrate the importance of the national value the passage addresses. iv. answer questions attached to the passage. | |
| Grammar: Review of indirect speech | By the end of the lesson, learners should be able to: i. define indirect speech ii. identify indirect speech as used in any passage iii. use appropraite punctuation, omit all quotation mark, end the sentence with full stop iv. use pronouns appropraitely | |
| Dictation for the week | Pupils are to be guided to learn the following words. Audit, broacast, fade, documentary, feature, scene anchor, illustration, animation theatre | |
9 | Writing: Narrative writing: giving an eye witness account of an event. | By the end of the lesson, pupils should be able to: i. define narrative writing; types, elements and examples ii. use appropriate verbs and linking words in writing; iii. compose a narrative writing on any given topic. |
| Spelling: Dictation for the week. | Pupils are guided to: Learn the following words: allergy, cardiac, epidemic, hormone, infection, potent, obesity, squat, therapy, vulnerable | |
| Writing: Formal letter | By the end of the lesson, pupils should be able to: i. name the features of a formal letter. ii. write formal letters using all the feature, listed. iii. write various formal letters to suit different situations. | |
| 10 | Revision | |
| 11 | Examination | |
| CLASS | Primary/Basic 6 | |
| SUBJECT | English Studies | |
| TERM | Second Term | |
| WEEK | TOPICS | Learning Objectives |
1 | Speech work: Revision -Aural discrimination of diphthongs, for instant /ou/ and/au/ as in ‘know’ and ‘cow’ /ei/ and /e:/ as in ‘been’ and ‘bare’ /i:/ and /e/ as in there’ and ‘ hair’ | By the end of this lesson, pupils should be able to: i. distinguish between the sounds; ii. draw contrast between the duo sounds when used in words; iii. construct reasonable sentences using the words to bring out their meaning. |
| Reading: passage on use of vocabulary for example, passage on modern medicine, moral qualification | By the end of the lesson, pupils should be able to: i. read and comprehend the passage; ii. recognize new words from the passage; iii. inaugurate the liaison between the topic sentence and the main ideas in a given passage ; iv. affix contextual meaning to new words generate. from the given passage v. demonstrate how each word is applicable to modern medicine, moral, qualities etc. | |
| Structures: Word formation Adjective from nouns(revision) E.g. courage-courageous Tragedy-tragic Storm-stormy | By the end of the lesson pupils should be able to: i. revise the meaning of adjectives and nouns; ii. formulate adjectives from noun correctly; iii. use the formulated adjectives and nouns adequately in sentences; iv. infer functions of adjectives; iv. explain the method of formulating adjectives from noun. | |
| Dictation for the week | Pupils are to be guided to learn the following words: Critique, indigenous, disc, virus, proclaim, antics, hilarious, fantasy, bare, magnanimous | |
| Writing: Informal letter on the last holiday | By the end of the lesson, pupils should be able to: i. cite and describe the features of an informal letter; ii. survey the style and pattern of sentence structure; iii. write an informal letter on the given topic, | |
| Writing technical manuals – keeping a diary | By the end of the lesson pupils should be able to: i. recognize a diary and state its purpose, ii. identify the features of a diary entry, iii write a daily diary entry for one week | |
2 | Speech Work – Pronunciation of mono and bi- syllable words For example: ‘cat;, ‘dog’, ‘car’, ‘sky’ (mono-syllabic) ‘Ho-tel , ‘Po-em’, ‘cho-rus’k | By the end of this lesson, pupils should be able to: i. recognize mono and bisyllabic words; ii. particularize the differences between mono and bi-syllabic words; iii. pronounce words having mono and bi-syllabic words respectively. |
| Reading :A Play | By the end of the lesson, pupils should be able to; i. Read a drama passage/piece ii. Role play the characters in the drama passage iii. Identify some features of drama iv. Bring out the moral lesson from the drama passage. | |
| Stucture: Word formation – Nouns from adjectives. For examples: holiness- holy Dimness-dizzy Smartness-smart | By the end of the lesson pupils should be able to: i. create nouns from adjectives ii. recognize the suffix required to change adjectives to nouns; iii. make reasonable sentences with the nouns generate from the adjectives. | |
| Dictation for the week | Pupils are to be guided learn the following words: Rebel, Investigate, Argue, Pollute, Incubator, Dazzle Mentor, Odor, Maggot | |
| Writng : A Play | By the end of the lesson, pupils should be able to: i. idenW the features of a play, for example: characterization, dialogue, plot, setting and so forth. ii. wite a play on their own of not less than three characters on any interesting theme (topic) of their choice. | |
3 | Speech Works: participating in a short play. | By the end of the lesson, pupils should be able to: i. memorize parts of drama presentation; ii. play roles assigned to them; iii. act short plays effectively. |
| Structure Work: homonyms – for example: table advice-guidance Advise -recommended Ail – to suffer poor health Ale -a beverage. | By the end of the lesson, pupil should be able to: i. explain what homonyms are; ii. compute examples of homonyms; iii. use the homonyms in sentences to bring out their meaning | |
| Reaching: A passage on an argumentative essay topic (Democratic or military rule, The teacher and the learner, Village or town school). | By the end of the lesson, pupils should be able to: i) read the given passage with understanding ii) recognize the key points in the passage; iii) answer questions on the passage correctly. | |
| Dictation for the week | Pupils should be guided to learn the following words conflict, dispute, personality altercation, unity, harmony, situation, exchange, pitch, pleasant | |
| Writing: Argumentative Essay, for example: science does more harm to humanity than good | By the end of this lesson, student should be able to: i) define argumentative essay ii) develop an outline for an argumentative essay introductory paragraph body paragraph conclusion iii) write in favor of or against any given argumentative topic iv) Present an argument verbally. | |
| 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 | Speech Work: pronunciation of polysyllabic words with the stress and intonation, for example: Rægis-tra-tion Sa-tu-a-tion Dup-li-ca-tion | By the end of the lesson, pupils should be able to: i) recognize poly syllabic words; ii) put stress on the right syllable; iii) recognize the stressed and unstressed syllable in polysylabic words; pronounce poly syllabic words correctly. |
5 | Reading: A newspaper (recognizing the features of a newspaper such as headlines, captions, key words, graphics, pictures and so on) | By the end of the lesson, pupils should be able to: i) read newspaper articles with understanding; ii) scan and skim newspaper on obtain useful information or get general ideas; iii) share information from news paper read; iv) answer questions correctly on article read. |
| Structure:Simile | By the end of the lesson, pupils should be able to: i. define simile ii. compare things in respect for what they share in common iii. identify similes in sentences use similes correctly | |
| Dictation for the week | Pupils are to be guided to learn the following words Bulletin, diary, gazette, period, magazine, community, press, paper, ledger, review. | |
| Writing: Technical Manuals Keeping a diary | By the end of the lesson, pupils should be able to: i. recognize a diary and state its purpose; ii. identify the features of a diary entry; iii. write a daily diary entry for one week. | |
| Writing an expository essay. Composition(strategies for safe water, water audits uses) | By the end of the lesson, pupils should be able to: i. develop good expository composition on given topic ii. use finding from their re-search to support the points they are making, express themselves clearly to share information | |
6 | Speech Work: Guided speech Making in topics such as why we should recycle, how we can save water, what to do to protect our | By the end of the lesson, pupils should be able to: i) use the appropriate format in making speeches on different occasions; ii) use appropriate register for the occasion; iii) make verbal speeches with clear pronunciation, correct stress and intonation. |
| Structure: Similes and Metaphors She is as black as a cola (simile) she is a coal ( metaphor) | By the end of the lesson, pupils should be able to: i) define simile and metaphor respectively ii) construct sentences with simile and metaphor iii) turn simile into metaphor | |
| Reading: Passage on Drug use and consequences consumer Education | By the end of the lesson, pupils should be able to: i) read the passage with understanding: ii) explain the consequences of lack of consumer education; iii) answer comprehension question on the passage. | |
| Dictation for the week | Pupils are guided to learn the following words: Infection, supreme, castigate, Severe, encounter, infer, guest, insect, burst, hectic. | |
| Writing: Expository Composition Effects of Normal and excessive use of drugs, drug use and abuse | By the end of the lesson pupils should be able to: i) define an expository essay and describe its features; ii) use findings from their research to discuss the topic or ally; iii) express themselves clearly to share information; iv) compose and write an essay on the give topic. | |
| Supplementary reading | By the end of the lesson, pupils should be able to; i) share with other pupils the story read. ii) discuss lesson learnt from the book iii) relate events in the story to their personal life. | |
| 7 | MID TERM ACTIVITIES | |
8 | Speech work: Guided speech makings- vote of thanks | By the end of the lesson learners should be able to: l) speak in public using appropriate register, ii) use the appropriate format for the speech, iii) demonstrate good speech habits of clear pronunciation , correct stress and intonation |
| Reading: Passage on important topics in nature | By the end of the lesson, pupils should be able to: l) read and obtain useful information from the passage. | |
| Grammar: word formation: Verbs from adjectives for example : Glad-gladden Dark-darkness Wide-widen | By the end of the lesson, learners should be able to i.) form verbs from adjectives Recognize the suffix(es) used ‘enl, ‘ness’ ii.) use the formed verb and the adjective in sentence to slow their meaning and uses | |
| Dictation for the week | Pupils are to be guided to learn the following words; gratitude, truth, mood, chance, deed, toward, ability bosom, slight, annoying | |
| Writing: Technical manuals – completing an application form | By the of the lesson leamers should be able to: I. identify an application form and its features (a) Bio-data (b) Personal information; ii. state the purpose of the form; iii. fill a model form appropriately. | |
| Audio visual Sample application form Charts showing features of a form Web resources | By the end of the lesson, pupils should be able to: l. share with other pupils the story they read ii. discuss lesson learnt from the book iii. relate events in the story to their personal lives | |
9 | Speech Work: Intonation practice on dialogue and conversation | By the end of the lesson, pupils should be able to: i) use intonation stress and pronounce sentences correctly; ii) engage in the give and take dialogue; iii) recognize variation of the noun to suggest understanding; iv) identify and summarize the main points. |
| Structure: Use of Idiomatic expressions | By the end of the lesson, pupils should be able to: i) recognize the difference between the literal use and idiomatic use of language; ii. list some idiomatic expression and their meanings; iii) use some idiomatic expression in sentences, | |
| A reading passage on a dialogue (A telephone conversation) | By the end of the lesson, pupils should be able to: i) read passage with understanding; ii. role play the characteristics in the passage iii) explain the behavior of characters in the passage and predict their future. | |
| Dictation for the week | Pupils are to be guided to learn the following words: Contrast, suitable, Width, tape, lullaby, approve, survey, incubator, bereave, savages locate. | |
| Writing: Dialogue | By the end of the lesson, pupils should be able to: i. recognize the format of a dialogue; ii, write a dialogue taking note of the give and take (talk and response) pattern involved; role play the character in the dialogue. | |
10 | Speech Work Pronunciation practice with shifting stresses. Forexample: History/Historical Science/Scientific Electric/Electrical Botany/Botanical | By the end of the lesson, pupils should be able to: i) pronounce given words using the correct stress; ii) recognize the stressed and unstressed syllables. iii) generate more words having stressed and unstressed syllables |
| Structure: Adverbs | By the end of the lesson learners should be able to: i) develop a definition of the roie/function of adverbs; ii) recognize adverbs in sentences and distinguish them from other parts of speech; iii) recognize type of adverbs and the questions they answer; iv) construct sentences correctly with given adverbs. | |
| Reading: Passage on records or obsnable study cf a particular animal, thing and so on. | By the end of the lesson, pupils should be able to: l) read and understand the passage; ii) recognize the subject matter of the passage; iii) extract the necessary information from the passage; iv) answer questions on the passage correctly. | |
| Dictation for the week | Pupils are guided to learn the following words; Aware, notice, concern, regard, watch, thought, attention, adhere, happen, change | |
| Writing: Recording observations | By the end of the lesson, i) observe a process (an animal, insect, object, food) using all senses; ii) take notes of what they observe; iii) write down their notes into well organized paragraph with a labeled drawing | |
| CLASS | Primary/Basic 6 | |
| SUBJECT | English Studies | |
| TERM | Third Term | |
| WEEK | TOPICS | Learning Objectives |
1 | SPEECH WORK: Review-pronunciation practice on bi and polysyllabic words. For example: pilot, dentist, forest, building (bisyllabic) and harmonica photography, democracy, miscible (poly-syllabic). | By the end of the lesson, learners should be able to; l) identify bi and polysyllabic words ii) put stress on the right syllable; iii) identify the stressed and unstressed sylables; iv) pronounce the words correctly. |
| Structure: Review of direct and indirect speech | By the end of the lesson, pupils should be able to: i) use direct and indirect speech orally and in writing. ii) change direct speech to indirect speech effectively iii) change indirect speech to d i re ct speech effectively iv) recognize and explain the changes that take place. | |
| Comprehension: passege on UNICEF, NAFDAC or any other consumer protection agencies | By the end of the lesson, learners should be able to: i) read and understand the passage ii) extract information from the passage; a) full name of said agency b)function cfsaid agency c)date of establishmenl of said agency and so on. iii. answer comprehension questions on the passage. | |
| Dictation for the week | Pupils should be guided 10 learn the following words: Rights. exploitation, law, awareness, package, present, consumer, act, share, assessing. | |
| Working: Pictures story (concept of points) | By the end of the lesson, pupils should be able to: i) identify the features/content of pictures or graphics; ii) locate the information from the pictures graphics; iii) write down the information in wellorganized paragraphs. | |
2 | Speech work: Expressing wishes and supposition for example: I wish I was in Ibadan I wish I hed bicycle I were rich, I would give every beggar some money | By the end of the lesson, pupils should be able to: i. express wishes and suppositions clearly and correctly; ii. use the correct speech rhythm for both; iii. give as many examples as possible orally. |
| Structure: Futher practice on comparison of Adverbs | By the end of the lesson, pupils should be able to: i. recognize the positive, comparative and superlative degrees of regular adverbs; ii. recognize the position, comparative and superlative degrees (forms) of the irregular adverbs; iii. distinguish the two types of adverbs in comparison. | |
| Comprehension: A biography | By the end of the lesson, pupils should be able to: i. read the passage with understanding; ii. identify the features and organization of the passage; iii. locate information from the passage; iv. provide answers to the questions attached to the passage. | |
| Dictation of the week | Learners should be able to spell correctly the following words Groan, together, shoulder, view, squeeze, deflate, huge, draft, final, panic | |
| Writing: A biography | By the end of the lesson pupils should be able to: i. explain what biography is; ii. describe a person or thing so that everybody will readily recognize him or it; iii. write a well paragraphed biography on any given person or thing. | |
3 | Speech work: Giving Formal speeches -valedictory speech | By the end of the lesson, pupils should be able to i. speak in public using the appropriate registers; ii. use the appropriate format in speech making; iii. express themselves orally using correct stress and intonation; iv. demonstrate good speech habits to clear pronunciation. |
| Structure: Main clause modal ‘if for example if I am lazy , my mother will be angry | By the end of the lesson, pupils should be able to: i. recognized the conditional clause with modal ‘if in sentences; ii. identify the main clause and subordinate (conditional) clause; iii. give their own example of the clause using them in sentences. | |
| Comprehension: Passage on Graduation/Prize Giving Day valedictory Day | By the end of the lesson, pupils should be able to: i. read the passage with understanding ii. obtain useful information from the passage; iii. share information with others; iv. answer questions on the passage. | |
| Dictation for the week | Pupils should be guided b learn the following words embezzlement, obituary, ovulation, phobia, valedictory, politics, enlarge , germ, public, brutal | |
| Writing: Valedictory Speech | By the end of the lesson, pupils should be able to i. recognize the features of a speech for example: topic, introduction, body (the main point) and the conclusion; ii. write an outline of their ideas; iii. develop the outline (draft) into a good speech putting the features into consideration. | |
| Supplementary reading | By the end of the lesson, pupils should be able to i. share with others the story they read; ii. discuss lesson learnt from the book; iii. related event in the story to their personal lives | |
4 | Speech work: Oral comprehension on ‘Myself | By the end of the lesson, pupils should be able to: i. introduce themselves appropriately; ii. speak about themselves giving the appropriate information; iii. use the correct intonation, stress and rhythm pattern in expression |
| Structures: Intensifiers; for example very, so too, quite, greatly, really | By the end of the lesson, pupils should be able to: i. explain what intensifiers are; ii. identify intensifiers; iii. formulate a meaningful sentences using the intensifiers correctly. | |
| Reading: Autobiography | By the end of the lesson, pupils should be able to: Read the passage with understanding; i. identify the features and organization of the passage; ii. locate information from the passage; iii. provide answers to the questions raised from the passage. | |
| Dictation for the week | Pupils are to be guided to learn the following words: Livestock, nursery, stream, shelter, harvest, implement, diagram substances, allocate, evidence | |
| Writing: An auto-Biography | By the end of the lesson, pupils are to be able to: i. explain autobiography; ii. observe closely the structures and content of an auto-biography; iii. write their own life history. | |
5 | Speech work: speaking at interview | By the end of the lesson, pupils should be able to: i) express themselves clearly during the stimulated interviews; ii) identify the important of good morals and behavior pattern at an interviews; iii) answer simple questions at stimulated interview fluently; iv) participate in class drama on interview. |
| Structure: Use of English (Preposition of place) | By the end of the lesson, i. recognize when each preposition is used; ii. Search for more examples of sentence on web. | |
| Reading:A passage on job interview | By the end of the lesson, pupils should be able to: i) read the passage with understanding; ii) obtain useful information from the passage; iii)answer questions on the passage | |
| Dictation for the week | Pupils should be guided to learn the following words; encounter, seizure, slavery, puppy, bulldozer, request, bonus, channel, dial, and recharge. | |
| Writing: Further practice on informal letter | By the end of the lesson, pupils should be able to: l) define an informal literacy; ii) state categories of people, we write an informal letter to orally; iii) write an informal letter correctly. | |
6 | Reading: Passage on Tourism | By the end of the lesson, pupils should be able to: i. read the passage with understanding; ii. recognize the purpose of reading the passage iii. identify the main ideas in passage; iv. answer questions on the passage |
| Dictation for the week | Pupils are guided to learn the following words; Epidemic, obsession, bully, bungalow, steward, recall, select, reward, embrace, digital | |
| Writing: E-mail and Text message | By the end of the lesson, pupils should be able to: i. identify what essential and non essential are; ii. prepare e-mail and text message; iii. send e-mail and text message. | |
| 7 | Midterm activity | |
| 8-11 | General Revision | General Revision |
| 12 | Examination | |
