Excellence in

Excellence in English
Aim for Excellence with Cambridge!
Cambridge Excellence in English Junior Secondary offers you a first-class print
and digital course in English. The course has been developed in accordance with

English
the 2013 NERDC Curriculum and Scheme of Work. It offers students accessible,
high quality content to ensure the best foundation for future learning.

Cambridge Excellence in English Junior Secondary 2

has two components.
SECONDA

Junior Secondary 2 Teacher’s Guide

A Students’ Book which offers: R

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• accessible language to enable understanding and learning
• local and international content supported by full colour

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English
illustrations and photographs English

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• a variety of activities and exercises to consolidate the skills of AC

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2 Teache
listening, speaking, reading, comprehension, grammar and writing 2

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• revision sections throughout the book, which facilitate evaluation CUR REN
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of students’ progress.
Curr
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• Practice Examination Paper to prepare students for the Available

Basic Education Certificate Examination they will write at
digitally!
the end of Junior Secondary 3.
Student’s Book

FREE
A Teacher’s Guide which offers:
• Schemes of Work to help plan weekly lessons
• clear teaching guidelines
• answers to exercises and activities in the Student’s Book
• Evaluation Tools to help assess students’ development
of specific skills.
CURRENT
NERDC
ISBN: 9781316603147 Curriculum
Excellence in
English

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Published by Cambridge University Press
University Printing House, Cambridge CB2 8BS, United Kingdom
Distributed in Nigeria by Cambridge University Press Nigeria Ltd 252E
Muri Okunola Street, Victoria Island, Lagos State, Nigeria

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Information on this title: www.cambridge.org/9781316603154
© Cambridge University Press 2016
This publication is in copyright. Subject to statutory exception and
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no reproduction of any part may take place without the
written permission of Cambridge University Press.
First published 2016
Printed in India by Multivista Global Pvt Ltd.
ISBN 9781316563489 Adobe Reader
Authors: Belinda Yiangou, Louise Rapley, Tracy Wiles
Editor: Beverley Hawthorne
Designer: Mellany Fick
Typesetter: Chris Leo
Cover image by: stockphoto mania/Shutterstock

Every effort has been made to trace copyright holders. Should any infringements have
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

The English Studies Scheme Of Work For Junior Secondary 2 . . . . . . 23

Term 1
Module 1 My Holiday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Module 2 Interesting Places In Nigeria . . . . . . . . . . . . . . . . . . . . . . . 31
Module 3 A Visit To A Hospital . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Module 4 Festivals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Module 5 Homes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Module 6 Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Module 7 Science News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Module 8 Folktales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Module 9 Being Healthy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Module 10 Revision Of Term 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Term 2
Module 1 Term 1 Revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Module 2 School Bullies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Module 3 Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Module 4 Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Module 5 Advertising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Module 6 Entrepreneurs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Module 7 Birthdays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Module 8 Friendships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Module 9 Moving To The City . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Module 10 Revision Of Term 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Term 3
Module 1 Term 2 Revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Module 2 Mining In Nigeria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Module 3 Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Module 4 Making Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Module 5 Why We Have Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Module 6 Protecting Our Planet . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Module 7 Peacekeepers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Module 8 A Story About Money . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Module 9 Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Module 10 Revision Of Term 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
 Introduction

English is the official National language • understand important national and

and medium of instruction in Nigeria. It is a international issues
compulsory subject offered at both the Basic • feel proud to be a citizen of Nigeria.
Education Certificate Examination (BECE)
and the Senior Secondary School Certificate The role of the teacher
Examination (SSSCE). It is therefore an
extremely important subject, not only in the One of the principle duties of an English
school context, but in the wider context of teacher is to prepare and present good lessons
communicating effectively in Nigeria. to his or her students. The teacher needs to be
This Excellence in English Junior Secondary as well informed as possible on the English
course has been carefully developed by Studies Curriculum as outlined in the NERDC
international and Nigerian educational experts documents. This includes:
and offers the following components: • being familiar with the Performance
• a Student’s Book written in accessible Objectives for each Theme and Topic,
language to make learning interesting and together with the appropriate Evaluation Tools
challenging • being familiar with the most recent
• a Teacher’s Guide to ensure teachers cover developments in student-centred teaching
the English Studies Curriculum thoroughly, methodology
to help them prepare Daily Lesson Plans, • selecting appropriate content materials
and to help them teach effectively in the • making lessons interesting and motivating
classroom. for students
• gathering resources required for the activities
The Student’s Book and the Teacher’s Guide are such as newspapers, magazines and CDs
also available in digital format. • deciding on the best methods of presentation
such as PowerPoints, workstations, videos,
discussion groups, worksheets, question-and-
The purpose of the English answer sessions and debates
Studies Curriculum • keeping informed about issues and events in
The Main Objectives of the English Studies Nigeria and the rest of the world
Curriculum are to enable students to: • arranging outings and guest speakers from
• develop the Basic Language Skills time to time.
of Speaking, Listening, Reading,
Comprehension, Writing, Grammar Structure The English Studies Scheme
and Literature
• enjoy a wide range of local and international
of Work
texts written in English, including Fiction, The Scheme of Work is derived from the
Non-fiction and Poetry English Studies Curriculum. It covers the whole
• engage with their other school subjects more Curriculum and ensures continuity in learning
meaningfully and progression of skills. It provides an outline
• communicate with people effectively in of the content that needs to be covered over the
everyday life year, organised on a weekly basis. This enables
teachers to prepare their Daily Lesson Plans,

4 Introduction
and to predict the amount of time needed to The Excellence in English Junior
teach the required content. Secondary 2 Teacher’s Guide
The English Studies Scheme of Work for
This Teacher’s Guide assists the teacher with the
Junior Secondary 2 can be found on pages 23 to
planning and presentation of the material in the
25 of this Teacher’s Guide. The sequence of the
Student’s Book. It offers Lesson Plans for each
Scheme of Work is aligned with the Student’s
Module of the Student’s Book.
Book. Teachers should not be tempted to jump
Each Module in the Teacher’s Guide is
around. They should rather spend time carefully
structured in the following way:
planning the term to ensure that they adhere to
• It begins with a Weekly Lesson Plan. This is
the Scheme of Work.
a table that is based on the Scheme of Work.
It gives a summary of the Skills that will
Daily Lesson Plans
be taught during the week, organised on a
To carry out effective teaching, the teacher must day-to-day basis. It also provides the specific
follow a written/typed plan for each lesson. activities to use in the Student’s Book, with
This must include aims, objectives, resources, the relevant page numbers.
time frames, content for the lesson, activities, • The Performance Objectives covered in
homework, evaluation and ideas to cater for the Module are listed under the Weekly
students requiring extension or learning support Lesson Plan.
(remedial). • Step-by-step Teaching Guidelines are
provided for each activity in the Module,
Time allocation together with answers where applicable.
The Nigerian school year is divided into three • Evaluation Guidelines are provided at the
Terms. Each Term is divided into between 12 end of each activity. Details of the Evaluation
and 13 weeks and allows time for Revision. process, together with Evaluation tools, are
The recommended weekly time allocation is clearly outlined on pages 7 to 22 of this
a minimum of five periods of 30–40 minutes Teacher’s Guide.
each. This time frame may vary depending on
the planning of your particular school. Students It is important to note that the Weekly Lesson
need to do regular revision at home in order to Plan offers a suggested number of lessons
cope with the content and new terminology. for each Module. The number of lessons will
vary according to the ability of the students
The Excellence in English Junior in the class and their prior knowledge. The
Secondary 2 Student’s Book teacher’s management of the class will have an
The Student’s Book is divided into three Terms enormous influence on their ability to adhere
with 10 Modules in each Term. Each Module to the time frames. Teachers need to focus on
covers one week of work, as specified in the effective discipline strategies. They will have
Scheme of Work. The first Module of each Term fewer discipline issues if they are: punctual,
is usually revision of the work done the previous well prepared, follow their Lesson Plans, keep
term (the first Module of Term 1 revises work their word (do not make empty threats), and
done the previous year). The last Module of consistently adhere to rules, especially rules
each Term is allocated to revision of the work related to mutual respect in the classroom.
done in that Term. These Modules can be used A teacher of English is a professional
as Tests in the Evaluation process. Marks are instructor who facilitates, promotes and
provided for this purpose. influences students to achieve the outcomes of
the Curriculum and the Scheme of Work. It is
the wish of the Excellence in English Junior
Secondary authors that the students will, at
the end of each course in the Junior Secondary
series, attain a level of English proficiency that

Introduction 5
will equip them to deal with challenges, realise • Peer Evaluation: This can be done in the
their full potential, and be successful in what classroom in the form of group or pair work.
they hope to achieve. Once an activity or exercise is completed, the
partner or other members of the group can
Evaluation give constructive feedback.
Evaluation plays a central role in the teaching • Self-Evaluation: This is similar to Peer
and learning of English. Evaluation has two Evaluation except that the student works
purposes: individually to reflect on his or her work.
• It measures the level of each student’s
acquisition of the Performance Objectives Summative Evaluation
specified in the NERDC Curriculum. Summative Evaluation is used at the end of the
• It enables the teacher to monitor each school year, in the form of an Examination.
student’s development, to identify areas The Examination is essentially marked by the
of weakness or strength, and to offer extra teacher, or another suitably qualified educator.
support or enrichment where needed. The result of the Summative Evaluation decides
whether a student can be promoted to the next
There are two types of Evaluation that need to school level.
happen in the school year, namely Formative This Excellence in English Junior Secondary
Evaluation and Summative Evaluation. course offers teachers clear guidelines for both
Formative and Summative Evaluation in the
Formative Evaluation following way:
Formative Evaluation happens continuously • The Student’s Book supplies:
during class instruction. It can take the form of – Activities and Exercises that develop and
Teacher, Peer or Self-Evaluation. meet all the Teaching Objectives of the
• Teacher Evaluation: This can be Formal NERDC Curriculum
or Informal. – a Revision Test at the end of each Term,
– Informal Evaluation can be done with marks supplied
throughout the year by the teacher’s • The Teacher’s Guide supplies:
observation of each student’s progress in – clear Evaluation Guidelines in each
classroom situations, for example while Module, to assess the Teaching Objectives
students are working in pairs and groups. in that Module
A Record Book can be kept to record – memoranda with answers for Speaking,
comments about each student based on Listening, Vocabulary, Grammar Structure
these observations. The comments can and Comprehension Exercises and
identify both strengths and weaknesses, Activities
for example: ‘Needs more practice with – Teacher’s Rubrics and Student’s Self-
formation of Diphthongs, Reading fluency Evaluation Checklists for Speaking,
has improved this term.’ Reading, Summary and Writing Exercises
– Formal Evaluation can be done during the and Activities.
term as follows: Teachers can evaluate
Oral activities done in the classroom and
take in and mark Essays, Comprehensions
and Grammar Structure Exercises. The
Revision Module at the end of each term
can be used as a test.

6 Introduction
Evaluation Tools Teacher’s Rubrics
The Teacher’s Rubrics and Student’s Self- The Teacher’s Rubrics are for use by the teacher
Evaluation Checklists appear on pages 8 to 22. only. They can be used to evaluate Oral and
To make these Evaluation Tools easy to use, Writing Activities.
we have given permission for them to be
Ten Teacher’s Rubrics are supplied. They are:
photocopied.
• Teacher’s Rubric: Reading Aloud Skills
(page 12)
Student’s Self-Evaluation • Teacher’s Rubric: Listening and Speaking
Checklists (Oracy Skills) (page 13)
The Student’s Self-Evaluation Checklists are for • Teacher’s Rubric: Speech (page 15)
use by the student for Self- or Peer-Evaluation. • Teacher’s Rubric: Narrative Essay (page 16)
These Checklists are particularly valuable for • Teacher’s Rubric: Descriptive Essay (page 17)
Writing activities. The Checklists can be used • Teacher’s Rubric: Argumentative Essay
as follows: (page 18)
• They can be given out at the beginning of • Teacher’s Rubric: Expository Essay (page 19)
a relevant activity, and the student can use • Teacher’s Rubric: Article (page 20)
them to help prepare and plan a task. • Teacher’s Rubric: Summary (page 21)
• They can be used to check a task before • Teacher’s Rubric: Formal and Informal
producing the final neat version. Letter (page 22)

Eight Student’s Self-Evaluation Checklists are Here is an example of how to use the Teacher’s
supplied. They are: Rubric to evaluate a Narrative Essay:
• Student’s Self-Evaluation Checklist: Reading • There are six columns. The first column
Aloud (page 9) gives you the criteria you need to evaluate.
• Student’s Self-Evaluation Checklist: • The five columns on the right help you
Narrative Essay (page 9) identify the level at which the student has
• Student’s Self-Evaluation Checklist: achieved these criteria.
Descriptive Essay (page 9) • The teacher needs to allocate a mark for each
• Student’s Self-Evaluation Checklist: criterion, and then add up all the marks to
Argumentative Essay (page 10) make a total out of 40 marks.
• Student’s Self-Evaluation Checklist:
Expository Essay (page 10) In the following example, which a teacher used
• Student’s Self-Evaluation Checklist: Article to evaluate an essay written by a student, she
(page 11) has chosen a mark for each criterion and circled
• Student’s Self-Evaluation Checklist: it. The total for this essay comes to 28 marks out
Summary (page 11) of 40 marks.
• Student’s Self-Evaluation Checklist: Formal Note: The Basic Education Certificate
and Informal Letter (page 11) Examination allocates a total of 10 marks for the
Writing Activity. If teachers wish to follow this
mark structure, they can divide the total and the
mark by 4 to get a mark out of 10. So a mark of
28 out of 40 would be 7 marks out of 10 marks,
or 70%.

Introduction 7
Example Of How To Use A Teacher’s Rubric: Narrative Essay (40 marks)
Criteria Excellent Good Average Below average Unsatisfactory
Focus The content of the The content of The content The content of the The content of the
(relates to essay is directly the essay relates of the essay essay attempts to essay is unrelated
topic) related to the topic directly to the topic. relates directly relate to the topic, to the topic.
and includes an It attempts an to the topic. but misinterprets (0–1 marks)
interesting or unusual interesting or unusual (3 marks) the focus of
interpretation of interpretation of the topic.
the topic. the topic. (2 marks)
(5 marks) (4 marks)
Structure The essay uses clear The essay is logically The essay Essay is poorly The essay does
(order of Introduction, Body and structured in order is logically structured (for not follow a clear
content) Conclusion, and builds to build the Plot: structured; example, missing structure.
tension in the story by Introduction, Body contains an Introduction or (0–1 marks)
providing clues as to and Conclusion are Introduction, Conclusion).
what happens ‘next’ or all well related to Body and (2–3 marks)
‘in the end’. one another. Conclusion.
(9–10 marks) (7–8 marks) (4–6 marks)
Narrative The Setting and Main The Setting and Main The Setting The Setting and The Setting and
techniques Characters are clearly Characters are clearly and Main Characters are not Characters are not
described in the described in the Characters clearly described described.
Introduction. Introduction. are clearly in any part of The Plot is unclear
The Characters show The Plot is clear. described, the essay. or non-existent.
some kind of change/ The Conclusion is but more The Plot is unclear. There is no
development in interesting. details could The essay lacks a Conclusion.
the story. (7–8 marks) have been proper Conclusion. (0–1 mark)
The Plot is clear and included in the (2–3 marks)
developed throughout Introduction.
the essay. The Plot is
The Conclusion is clear.
interesting, the story There is a
ends in an unexpected Conclusion
way that makes but it is not
good sense. interesting.
(9–10 marks) (4–6 marks)
Language Essay uses clear Literal Essay uses Literal Essay uses Essay uses Literal Language use
(including Language as well as Language and some mostly Literal Language. shows that
Grammatical a variety of Figures Figures Of Speech. Language. Sentences may not student does not
Structure) Of Speech (Similes, Sentences are correct Sentences are be correct. understand basic
Metaphors etc.). and create some correct but Grammar is below Language Rules,
Sentences are varied interest. not varied in grade level, and and has no ability
and their structure Some dialogue is structure. includes many to use Figurative
creates interest. included. Grammar is mistakes. Language.
Appropriate dialogue Grammar is at at the grade (2–3 marks) Grammar is
is included. grade level. level, and may mainly incorrect.
Grammar is above (7–8 marks) include few (0–1 marks)
expectations for the mistakes.
grade, with excellent (4–6 marks)
use of Adverbs and
Adjectives.
(9–10 marks)
Spelling and No errors. One or two errors. Three or four More than five More than ten
Punctuation (5 marks) (4 marks) errors. errors. errors.
(3 marks) (2 marks) (0–1 marks)

8 Introduction
Student’s Self-Evaluation Checklists
Student’s Self-Evaluation Checklist: Reading Aloud
I can read fluently and pronounce the words correctly.
I can project my voice clearly.
I can read at the appropriate Tempo (speed).
I can read with the appropriate Stress and Intonation.

Student’s Self-Evaluation Checklist: Narrative Essay

Focus (relates The content of my essay relates directly to the topic I was given.
to topic)
Structure (order I have structured my essay logically so that it builds the Plot or story.
of content) My essay includes a clear Introduction, Body and Conclusion.
Narrative I have clearly described the Characters and the Setting in my essay.
techniques I have written the story in a way that makes the Plot (story) clear.
My Plot presents a problem, or difficult situation, that is resolved by the end of the story.
I have/might have included Dialogue.
I have used Descriptive Language.
The Characters in my essay reflect on the events or their own experiences.
Language I have used both Literal Language and Figures Of Speech.
(including I have written correct and interesting sentences.
Grammatical I have used the correct Grammatical Structures (for example Tenses, Active/Passive, and so on).
Structure)
Spelling and I have used correct Spelling and Punctuation.
Punctuation

Student’s Self-Evaluation Checklist: Descriptive Essay

Focus (relates The content of my essay relates directly to the topic I was given.
to topic)
Structure (order I have structured my essay logically so that it builds the description.
of content) My essay includes a clear Introduction, Body and Conclusion.
Narrative I have clearly and fully described the people/objects/events in my essay.
techniques I have used a variety of types of Descriptive Language.
I have described things both directly (for example ‘The house is old’) and indirectly (for
example ‘The paint was peeling and the doors creaked’).
Language I have used both Literal Language and Figures Of Speech.
(including I have written correct and interesting sentences.
Grammatical I have used the correct Grammatical Structures (for example Tenses, Active/Passive, and so on).
Structure)
Spelling and I have used correct Spelling and Punctuation.
Punctuation

This page may be photocopied Introduction 9

Student’s Self-Evaluation Checklist: Argumentative Essay
Focus (relates The content of my essay relates directly to the topic I was given.
to topic) I have done research on the topic.
Structure (order My essay includes a clear Introduction, Body and Conclusion.
of content) I have structured my essay logically so that it builds the Argument/Statement/Opinion I have
written in the Introduction.
Argumentative I have clearly stated what my Opinion/Point Of View/Argument is.
techniques I have done research and provided evidence to support my Opinion/Point Of View/Argument.
I have written my points of view in a convincing/persuasive way.
I have presented at least one other Opinion/Point Of View/Argument on the topic and
explained why I do not agree with it.
My Conclusion provides a Summary of what I said, and proves my Argument.
Language I have used mainly Literal Language and some Figures Of Speech.
(including I have written correct and interesting sentences.
Grammatical I have used the correct Grammatical Structures (for example Tenses, Active/Passive, and so on).
Structure)
Spelling and I have used correct Spelling and Punctuation.
Punctuation

Student’s Self-Evaluation Checklist: Expository Essay

Focus (relates The content of my essay relates directly to the topic I was given.
to topic) I have done research on the topic.
Structure (order I have structured my essay logically so that it clearly explains the information about my topic.
of content) My essay includes a clear Introduction, Body and Conclusion.
Expository I have used examples, facts, definitions and differing points of view in my essay.
techniques I have written the essay in a way that clearly builds the information I want to include.
I have included references.
I have written the essay in a way that shows I clearly understand the topic.
Language I have used mostly Literal Language.
(including I have written correct and interesting sentences.
Grammatical I have used the correct Grammatical Structures (for example Tenses, Active/Passive, and so on).
Structure)
Spelling and I have used correct Spelling and Punctuation.
Punctuation

10 Introduction This page may be photocopied

Student’s Self-Evaluation Checklist: Article
Focus (relates The content of my Article relates directly to the topic I was given.
to topic) I have done research on the topic.
Structure and I have provided a short, interesting title that relates to the topic.
content I have structured my Article logically.
The Introduction (first paragraph) introduces the Main Idea of the Article.
The Body is made up of short paragraphs which give more information about the Main Idea in
the Introduction.
The last paragraph is the Conclusion. It gives a Summary of the Main Ideas in the Article.
It might also offer an Opinion on the topic.
Article-writing The first paragraph introduces the ‘who’, ‘what’, ‘when’, ‘where’ and ‘how’ details of the Article.
techniques I have focused mainly on facts, not opinions.
Language I have used mostly Indirect Speech, but have included Direct Speech where necessary (for
(including example, if someone has made a comment).
Grammatical I have used the Third Person (‘he’, ‘she’, ‘they’ etc., not I), except in Direct Speech.
Structure) I have used the Past Tense, except in Direct Speech.
I have used Literal Language.
Spelling and I have used correct Spelling and Punctuation.
Punctuation

Student’s Self-Evaluation Checklist: Summary

Content and I have written the required number of sentences.
organisation I have clearly stated the Main Idea in the first sentence.
I have included enough Supporting Details.
I have ordered the content logically.
I have included a Concluding Sentence that wraps up the Summary.
I have not included my own Opinion.
Grammar I have used Appropriate Language that matches the text I am Summarising.
I have used the correct Grammatical Structures (for example Tenses, Active/Passive, and so on).
I have not used unnecessary words and details, such as Adjectives and examples.
Spelling and I have used correct Spelling.
Punctuation I have used correct Punctuation.

Student’s Self-Evaluation Checklist: Formal and Informal Letter

Focus (relates The content of my letter relates directly to the topic I was given.
to topic)
Structure (order I have structured the content of my letter so that it is clear and informative.
of content) My letter uses paragraphs: an Introduction, Body and Conclusion.
Layout I have included the correct address details and the date, and these are placed correctly,
according to whether the letter is Formal or Informal.
I have used the correct greeting/salutation.
I have included a heading if the letter is Formal.
I have used the correct ending/closing salutation.
Language I have used Appropriate Language, i.e. Informal or Formal according to the type of letter I
(including am writing.
Grammatical I have used mainly Literal Language if my letter is formal.
Structure) I have included both Literal Language and Figures Of Speech if my letter is Informal.
I have written correct and interesting sentences.
I have used the correct Grammatical Structures (for example Tenses, Active/Passive, and so on).
Spelling and I have used correct Spelling and Punctuation.
Punctuation

This page may be photocopied Introduction 11

Teacher’s Assessment Rubrics
Teacher’s Rubric: Reading Aloud Skills (20 marks)
Criteria Excellent Good Average Below average Unsatisfactory
Fluency and The student reads The student The student The student The student reads
Pronunciation fluently and reads with few reads with few reads with many with great difficulty
pronounces all hesitations, and hesitations and hesitations and and must be
words correctly. mispronounces mispronounces mispronounces prompted to sound
(9–10 marks) fewer than fewer than fewer than out words correctly.
3 words. 5 words. 8 words. (0–1 marks)
(7–8 marks) (4–6 marks) (2–3 marks)
Projection The student The student The student The student fails The student reads
and Audibility projects his/her projects his/her sometimes projects to project his/her inaudibly, and
voice clearly. voice. his/her voice, and voice audibly, but struggles to do
(5 marks) (4 marks) is sometimes less can do so with so, even when
clear. encouragement. encouraged.
(3 marks) (2 marks) (0–1 marks)
Pace and The student reads The student reads The student reads The student reads The student’s pace
Pauses at a pace that at a pace that is slowly but clearly; haltingly and at a is extremely slow.
matches the text clear and mostly and sometimes pace that makes He/she does not
type and Mood matches the Mood does not pause the piece difficult pause in order to
of the piece; of the texts; he/she correctly to reflect to understand. reflect Punctuation
he/she uses pauses uses pauses mostly Punctuation (fewer He/she often correctly.
appropriately to appropriately to than 3 instances). does not pause to (0–1 marks)
reflect Punctuation. reflect Punctuation. (3 marks) reflect Punctuation
(5 marks) (4 marks) correctly. More
than 3 instances.
(2 marks)

12 Introduction This page may be photocopied

Teacher’s Rubric: Listening And Speaking (Oracy Skills)
Note: The total of this Rubric will depend on which of the criteria you need to evaluate
for the specific activity. The total for each criterion is given in the first column.

Criteria Excellent Good Average Below average Unsatisfactory

Identification The student The student The student The student The student cannot
(10 marks) identifies all identifies all identifies most identifies some identify Sounds
Sounds and Sounds and Sounds and Sounds and and Phrases/
Phrases/Words Phrases/Words Phrases/Words Phrases/Words Words correctly,
correctly and correctly. correctly and with correctly and with and shows great
without hesitation. (7–8 marks) hesitation. much hesitation. difficulty.
(9–10 marks) (4–6 marks) (2–3 marks) (0–1 marks)
Pronunciation The student The student The student The student The student
(10 marks) pronounces all pronounces most pronounces pronounces some pronounces most
sounds correctly sounds correctly. most sounds sounds correctly sounds incorrectly
and without (7–8 marks) correctly and with and is very and with difficulty
hesitation. hesitation. hesitant. and long pauses.
(9–10 marks) (4–6 marks) (2–3 marks) (0–1 marks)
Stress and The student uses The student The student mostly The student The student mostly
Intonation the correct Stress mostly uses the uses correct Stress sometimes uses uses incorrect
(10 marks) and Intonation, correct Stress and and Intonation correct Stress and Stress and
and without any Intonation for for individual Intonation, and is Intonation, and
hesitation, both for individual words words, and shows very hesitant. does not speak
individual words and in sentences. hesitation when (2–3 marks) fluently.
and when using (7–8 marks) using these words (0–1 marks)
sentences. in sentences.
(9–10 marks) (4–6 marks)
Responding The student The student The student The student The student
(10 marks) responds to responds to sometimes rarely responds does not use the
questions using the questions by responds to to questions correct Grammar
correct Grammar mostly using the questions by by using the Structures when
Structures, and correct Grammar using the correct correct Grammar responding to
can manipulate Structures, and can Grammar Structures, and questions, and
Questions and mostly manipulate Structures, and cannot manipulate cannot manipulate
Statements (using Questions and can manipulate Questions and Questions and
Tags) correctly. Statements (using Questions and Statements (using Statements
(9–10 marks) Tags) correctly. Statements (using Tags) correctly. (using Tags).
(7–8 marks) Tags) in some (2–3 marks) (0–1 marks)
instances.
(4–6 marks)
Comprehension The student listens The student listens The student listens The student listens The student pays
(10 marks) to Passages with to Passages with to Passages (with/ to Passages with little attention
full attention, and attention, and is out full attention) little attention, and to Passages,
is able to identify able to identify and is able to is able to identify and is unable to
all Main and most Main and identify some Main few Main and identify Main and
Supporting Ideas. Supporting Ideas. and Supporting Supporting Ideas. Supporting Ideas.
(9–10 marks) (7–8 marks) Ideas. (2–3 marks) (0–1 mark)
(4–6 marks)

This page may be photocopied Introduction 13

Teacher’s Rubric: Listening And Speaking (Oracy Skills) continued
Criteria Excellent Good Average Below average Unsatisfactory
Summarising The student The student The student The student The student
(10 marks) summarises all summarises summarises summarises few summarises one
Main Ideas in Main Ideas in some Ideas in of the Ideas in or no Ideas from
the Passage and the Passage and the Passage and the Passage and the Passage and
can communicate can communicate can communicate communicates communicates
these without these. these with these with these with
hesitation. (7–8 marks) hesitation. difficulty. difficulty.
(9–10 marks) (4–6 marks) (2–3 marks) (0–1 marks)
Narrating The student The student The student The student The student
(10 marks) narrates a story in narrates a story narrates a story narrates a story narrates a story
sequence, with all in sequence, with in sequence, without all events with few events
Main Ideas/events most Main Ideas/ with some Main in sequence, with included and
clearly included, events clearly Ideas/events few Main Ideas/ out of sequence,
and with no included, and included, and with events included, and with great
hesitation. without hesitation. hesitation. and with much difficulty.
(9–10 marks) (7–8 marks) (4–6 marks) hesitation. (0–1 marks)
(2–3 marks)
Presenting a The student The student The student The student The student
Speech presents a Speech presents a Speech presents a Speech presents a presents a Speech
(10 marks) clearly and clearly and clearly and fairly Speech that is not that is difficult
convincingly, with convincingly, with convincingly, with always clear and to understand
all Main Ideas/ most Main Ideas/ some Main Ideas/ convincing, with and not at all
Arguments clearly Arguments clearly Arguments clearly not all Main Ideas/ convincing, with
included, and with included, and with included, and some Arguments clearly no evidence
no hesitation. no hesitation. hesitation. included, and with of Main Ideas/
(9–10 marks) (7–8 marks) (4–6 marks) much hesitation. Arguments
(2–3 marks) and with much
hesitation.
(0–1 mark)

14 Introduction This page may be photocopied

Teacher’s Rubric: Speech (40 marks)
Criteria Excellent Good Average Below average Unsatisfactory
Focus/ The content of the The content The content The content of the The content of the
Argument Speech is directly of the Speech of the Speech Speech partially Speech is unrelated
related to the relates directly relates directly addresses the topic. to the topic.
topic; convincingly to the topic; to the topic. It It weakly supports (0–1 marks)
supports the clearly supports partially supports the Argument/
Argument/ the Argument/ the Argument/ Statement.
Statement. Statement. Statement. (2 marks)
(5 marks) (4 marks) (3 marks)
Structure Clear Introduction, Logically Logically Ineffective The Speech does
(order of Body and structured: The structured: structure (for not follow a clear
content) Conclusion. The Argument is stated Introduction, Body example, missing structure. Ideas
Argument is clearly in the Introduction and Conclusion. Introduction or are unclear. The
stated in the and supported The Introduction Conclusion). Ideas Argument is not
Introduction. The by each of the states the are unclear. The clearly stated.
paragraphs skilfully paragraphs, and Argument. Main Argument is not (0–1 marks)
build the Argument restated in the Ideas are clear; not logically built
with Main Ideas Conclusion. The always supported through the use
and Supporting paragraphs contain by Facts/Details. of paragraphs.
Facts/Details. a Main Idea and The Conclusion Conclusion unclear.
The Conclusion Supporting Facts/ is partially (2–3 marks)
convincingly Details. convincing.
‘proves’ the (7–8 marks) (4–6 marks)
Argument.
(9–10 marks)
Argumentative The Speech The Speech The Speech The Speech The Speech neither
techniques provides strong provides some provides limited attempts to provide provides evidence,
(evidence and evidence to evidence. evidence. evidence but fails. nor provides
persuasion) support Argument. The Speech The Argument/ Argument/ a convincing/
The Speech uses uses Persuasive Statement is Statement is not persuasive
Arguments that Arguments. not particularly persuasive. Argument.
are persuasive/ (7–8 marks) persuasive or (2–3 marks) (0–1 marks)
convincing. convincing.
(9–10 marks) (4–6 marks)
Language Precise Language Clear Language Speech uses simple Unclear Language Language and
(including and Vocabulary and Vocabulary Language and and Vocabulary Vocabulary show
Grammatical that show that show an limited Vocabulary. show limited no understanding
Structure) understanding of understanding of Sentences are clear understanding of of topic.
the topic. the topic. and unvaried. the topic. Sentences are
Sentences are Sentences are well- Grammar is at Sentences poorly constructed.
varied; and their constructed, with grade level with sometimes unclear. Grammar below
structure creates some variation. some mistakes. Grammar below grade level
interest. Grammar is at (4–6 marks) grade level with with very many
Grammar is above grade level. many mistakes. mistakes.
expectations for (7–8 marks) (2–3 marks) (0–1 marks)
the grade.
(9–10 marks)
Spelling and No errors. One or two errors. Three or four More than five More than ten
Punctuation (5 marks) (4 marks) errors. errors. errors.
(3 marks) (2 marks) (0–1 marks)

This page may be photocopied Introduction 15

Teacher’s Rubric: Narrative Essay (40 marks)
Criteria Excellent Good Average Below Unsatisfactory
average
Focus The content of the essay The content of The content The content The content of the
(relates to is directly related to, and the essay relates of the essay of the essay essay is unrelated
topic) includes an interesting or directly to the relates directly to attempts to to the topic.
unusual interpretation of topic. It attempts the topic. relate to the (0–1 marks)
the topic. an interesting (3 marks) topic, but
(5 marks) or unusual misinterprets
interpretation of the focus of
the topic. the topic.
(4 marks) (2 marks)
Structure The essay uses clear The essay is logically The essay The essay The essay does
(order of Introduction, Body and structured in order is logically is poorly not follow a clear
content) Conclusion, and builds to build the Plot: structured; structured structure.
tension in the story by Introduction, Body contains (for example, (0–1 marks)
providing clues as to and Conclusion are Introduction, missing an
what happens ‘next’ or all well related to Body and Introduction or
‘in the end’. one another. Conclusion. Conclusion).
(9–10 marks) (7–8 marks) (4–6 marks) (2–3 marks)
Narrative The Setting and Main The Setting, Main The Setting, Main The Setting, The Setting and
techniques Characters are clearly Idea of the essay Idea and Main Main Idea and Characters are not
described in the and Main Characters Characters are Characters described.
Introduction. are clearly described clearly described in are not clearly The Plot is unclear
The Characters show in the Introduction. the Introduction, described in or non-existent.
some kind of change/ The Plot is clearly but more details any part of There is no
development in the Body developed in the could have been the essay. Conclusion.
of the story. Body of the essay. included. The Plot is (0–1 marks)
The Plot is clear and The Conclusion is The Plot is unclear.
developed throughout interesting. adequately The essay
the essay. (7–8 marks) developed in lacks a proper
The Conclusion is the Body. Conclusion.
interesting, the story ends There is a (2–3 marks)
in an unexpected way that Conclusion but it
makes good sense. is not interesting.
(9–10 marks) (4–6 marks)
Language The essay uses clear Literal The essay uses The essay uses The essay Language usage
(including Language as well as a Literal Language mostly Literal uses Literal shows that the
Grammatical variety of Figures Of Speech and some Figures Language. Language. student does not
Structure) (Similes, Metaphors etc.). Of Speech. Sentences are Sentences may understand basic
Sentences are varied and Sentences are correct but not be correct. language rules,
their structure creates correct and create not varied in Grammar is and has no ability
interest. some interest. structure. below grade to use Figurative
Appropriate Dialogue Some Dialogue is Grammar is at level, and Language.
is included. included. the grade level, includes many Grammar is
Grammar is above Grammar is at and may include mistakes. mainly incorrect.
expectations for the grade, grade level. few mistakes. (2–3 marks) (0–1 marks)
with excellent use of (7–8 marks) (4–6 marks)
Adverbs and Adjectives.
(9–10 marks)
Spelling and No errors. One or two errors. Three or four More than five More than ten
Punctuation (5 marks) (4 marks) errors. errors. errors.
(3 marks) (2 marks) (0–1 marks)

16 Introduction This page may be photocopied

Teacher’s Rubric: Descriptive Essay (40 marks)
Criteria Excellent Good Average Below average Unsatisfactory
Focus The content The content of The content of The content of the The content of the
(relates to of the essay is the essay relates the essays relates essay attempts to essay is unrelated
topic) directly related directly to the directly to the topic. relate to the topic, to the topic.
to, and includes topic. It attempts (3 marks) but misinterprets (0–1 marks)
an interesting an interesting the focus of
or unusual or unusual the topic.
interpretation of interpretation of (2 marks)
the topic. the topic.
(5 marks) (4 marks)
Structure The essay uses a The essay is The essay is Essay does not The essay does
(order of clear Introduction, logically structured: logically structured: use structure not follow a clear
content) Body and Introduction, Body Introduction, Body effectively (for structure. Ideas
Conclusion. The and Conclusion. The and Conclusion. example, missing are unclear.
paragraphs skilfully paragraphs contain Main Ideas are an Introduction or (0–1 marks)
introduce Main a Main Idea and clear; not always Conclusion). Ideas
Ideas and support Supporting Details. supported by are unclear.
these with details. (7–8 marks) details. (2–3 marks)
(9–10 marks) (4–6 marks)
Descriptive The essay skilfully The essay The essay tells. The essay describes The essay does
techniques describes the sometimes shows The essay engages the object/event/ not engage the
subject of the and sometimes one or two of the person but is reader’s senses or
essay by ‘showing’ tells. senses, but in a unclear. imagination as it
rather than ‘telling’. The essay engages limited way. The essay does not is unclear.
For example: ‘The some of the (4–6 marks) engage the senses (0–1 marks)
paint on the walls reader’s senses and effectively.
was peeling and his/her imagination. (2–3 marks)
the doors creaked (7–8 marks)
…’ (show) vs ‘The
house was old’.
(tell)
The essay engages
the reader’s
five senses and
imagination.
(9–10 marks)
Language Essay uses Literal Essay uses Literal Essay uses mostly Essay uses Literal Language usage
(including Language and a Language and some Literal Language, Language. shows that the
Grammatical variety of Figures Figures Of Speech. Sentences are Sentences may not student does not
Structure) Of Speech. Sentences are correct but not be correct. understand basic
Sentences are correct and create varied in structure. Grammar is below language rules,
varied and their some interest. Grammar is at the grade level, and and has no ability
structure creates Grammar is at grade level, and includes many to use Figurative
interest. grade level. may include few mistakes. Language.
Grammar is above (7–8 marks) mistakes. (2–3 marks) Grammar is mainly
expectations for (4–6 marks) incorrect.
the grade. (0–1 marks)
(9–10 marks)
Spelling and No errors. One or two errors. Three or four errors. More than five More than ten
Punctuation (5 marks) (4 marks) (3 marks) errors. errors.
(2 marks) (0–1 marks)

This page may be photocopied Introduction 17

Teacher’s Rubric: Argumentative Essay (40 marks)
Criteria Excellent Good Average Below average Unsatisfactory
Focus/ The content of the The content The content The content of The content of the
Argument essay is directly of the essay of the essay the essay partially essay is unrelated
related to the relates directly relates directly addresses the to the topic.
topic; convincingly to the topic; to the topic. It topic. It weakly (0–1 marks)
supports the clearly supports partially supports supports the
Argument/ the Argument/ the Argument/ Argument/
Statement. Statement. Statement. Statement.
(5 marks) (4 marks) (3 marks) (2 marks)
Structure Clear Introduction, Logically Logically Ineffective The essay does
(order of Body and structured: The structured: structure (for not follow a clear
content) Conclusion. The Argument is stated Introduction, Body example, missing structure. Ideas
Argument is clearly in the Introduction and Conclusion. Introduction or are unclear. The
stated in the and supported The Introduction Conclusion). Ideas Argument is not
Introduction. The by each of the states the are unclear. The clearly stated.
paragraphs skilfully paragraphs, and Argument. Main Argument is not (0–1 marks)
build the Argument restated in the Ideas are clear; not logically built
with Main Ideas Conclusion. The always supported through the use
and Supporting paragraphs contain by Facts/Details. of paragraphs.
Facts/Details. a Main Idea and The Conclusion Conclusion unclear.
The Conclusion Supporting Facts/ is partially (2–3 marks)
convincingly Details. convincing.
‘proves’ the (7–8 marks) (4–6 marks)
Argument.
(9–10 marks)
Argumentative The essay provides The essay provides The essay provides The essay attempts The essay neither
techniques strong evidence some evidence. limited evidence. to provide evidence provides evidence,
(evidence and to support the The essay uses The Argument/ but fails. nor provides
persuasion) Argument. persuasive Statement is Argument/ a convincing/
The essay uses Arguments. not particularly Statement is not persuasive
Arguments that (7–8 marks) persuasive or persuasive. Argument.
are persuasive/ convincing. (2–3 marks) (0–1 marks)
convincing. (4–6 marks)
(9–10 marks)
Language Precise Language Clear Language Essay uses simple Unclear Language Language and
(including and Vocabulary and Vocabulary Language and and Vocabulary Vocabulary show
Grammatical that show that show an limited Vocabulary. show limited no understanding
Structure) understanding of understanding of Sentences are clear understanding of of topic.
the topic. the topic. and unvaried. the topic. Sentences are
Sentences are Sentences are well- Grammar is at Sentences poorly constructed.
varied; and their constructed, with grade level with sometimes unclear. Grammar is
structure creates some variation. some mistakes. Grammar is below below grade level
interest. Grammar is at (4–6 marks) grade level with with very many
Grammar is above grade level. many mistakes. mistakes.
expectations for (7–8 marks) (2–3 marks) (0–1 marks)
the grade.
(9–10 marks)
Spelling and No errors. One or two errors. Three or four More than five More than ten
Punctuation (5 marks) (4 marks) errors. errors. errors.
(3 marks) (2 marks) (0–1 marks)

18 Introduction This page may be photocopied

Teacher’s Rubric: Expository Essay (40 marks)
Criteria Excellent Good Average Below average Unsatisfactory
Focus (topic) Essay content Essay content The content of the The content of The content of the
directly related directly related essay is directly the essay partially essay is unrelated
to topic, and to topic, and related to the topic. addresses the topic. to the topic.
expands reader’s adds some new (3 marks) (2 marks) (0–1 marks)
appreciation of information.
the subject. (4 marks)
(5 marks)
Structure Clear Introduction, Clear Introduction, Clear Introduction, Poor structure: for The essay does
(order of Body and Body and Body and example missing not follow a clear
content) Conclusion. Topic Conclusion. Topic Conclusion. Introduction or structure. Ideas
and content of is clearly stated Topic is stated in Conclusions. Ideas are unclear. No
essay clarified in in Introduction. Introduction. Body are unclear. Body Supporting Details.
the Introduction. Paragraphs contain Paragraphs state Paragraphs may Conclusion is
Paragraphs skilfully Main Ideas that Main Ideas, and repeat ideas. Little absent or very
link Main Ideas are supported sometimes provide or no Supporting unclear.
to the topic, and by interesting Supporting Details. Details. Conclusion (0–1 marks)
support these with facts and details. The Conclusion unclear.
interesting facts The Conclusion provides a (2–3 marks)
and details. The provides a clear Summary of
Conclusion provides Summary of the the topic.
a clear Summary of Main Points. (4–6 marks)
the Main Points. (7–8 marks)
(9–10 marks)
Expository Provides clear Some examples Few examples. One One point of No examples or
techniques examples, facts, and facts, and point of view. view. Essay facts stated.
(development and definitions, differing points Limited reference provides irrelevant No reference to
of the essay) and differing of view. to available examples. available materials.
points of view. References the materials. Limited reference Poor understanding
Provides references available materials. Limited to available of topic.
(those provided Shows good understanding of materials. (0–1 marks)
and own). understanding the topic. Poor understanding
Shows excellent of the topic. (4–6 marks) of topic.
understanding of (7–8 marks) (2–3 marks)
the topic.
(9–10 marks)
Language Precise Language Clear Language and Simple Language Unclear Language Language and
(including and Vocabulary Vocabulary show and limited and Vocabulary Vocabulary show
Grammatical show excellent an understanding Vocabulary. show limited no understanding
Structure) understanding of of topic. Sentences: clear; understanding of topic.
the topic. Sentences are well- unvaried. of topic. Sentences are
Sentences are constructed, with Grammar is at Sentences poorly constructed.
varied; and their some variation. grade level with sometimes unclear. Grammar: many
structure creates Grammar is at some mistakes. Grammar: many mistakes.
interest. grade level. (4–6 marks) mistakes. (0–1 marks)
Grammar is above (7–8 marks) (2–3 marks)
expectations for
the grade.
(9–10 marks)
Spelling and No errors. One or two errors. Three or four errors. More than five More than ten
Punctuation (5 marks) (4 marks) (3 marks) errors. errors.
(2 marks) (0–1 marks)

This page may be photocopied Introduction 19

Teacher’s Rubric: Article (40 marks)
Excellent Good Average Below average Unsatisfactory
Title Short and Interesting/ Short, relates clearlyShort, relates to Too short or too Not supplied, or too
clever, relates clearly to to the topic of the the topic of the long, does not seem short or too long,
the topic of the content, content, makes content but not to relate to the topicdoes not relate at
makes the reader eager the reader want to very interesting, of the content and all to the topic of
to read on. read on. will not not interesting, will the content and
(5 marks) (4 marks) necessarily make not make the reader not interesting, the
the reader want to want to read on. reader will not want
read on. (2 marks) to read on.
(3 marks) (0–1 marks)
Introduction Correctly and clearly Correctly and clearly Correctly and Correctly but not Misinterprets
answers the ‘who’, answers the ‘who’, clearly answers clearly answers few the question and
‘what’, ‘why’, ‘when’, ‘what’, ‘why’, ‘when’, most of the of the questions: doesn’t answer
‘where’ and ‘how’ ‘where’ and ‘how’ ‘who’, ‘what’, ‘who’, ‘what’, ‘why’, the key questions:
questions in the first questions in the first ‘why’, ‘when’, ‘when’, ‘where’ ‘who’, ‘what’, ‘why’,
paragraph. paragraph. ‘where’ and ‘how’ and ‘how’. ‘when’, ‘where’
Sets out the angle that Provides an questions. (2 marks) and ‘how’.
the Article will take overview of what Provides some Provides no
(i.e. what aspect of the will be discussed in overview of the overview of the
‘story’ will be focused the Article. focus of the content.
on, or what the Opinion (4 marks) Article. (0–1 marks)
of the writer is). (3 marks)
(5 marks)
Body Builds on the Builds on each of Includes additional Includes additional Paragraphs do not
paragraphs introductory factual the Introductory information information, but follow Main Idea/
information and Statements (i.e. not covered in do not answer all Supporting Details
develop the story line answers to the 5Ws Introduction (i.e. of the 5Ws and H structure.
or Argument. and H questions). answers questions questions. Ideas are unclear.
Main Idea clearly and Main Idea clearly and not covered in Main Idea not (0–1 marks)
accurately stated in accurately stated, but Introduction). always nor clearly
first sentence. not necessarily in first States Main Idea. stated.
Contain three of four sentence, one or two Includes one Sometimes include
Supporting Details. Supporting Details. Supporting Detail. Supporting Details.
(9–10 marks) (7–8 marks) (4–6 marks) (2–3 marks)
Conclusion Correctly summarises Correctly summarises Attempts to Does not summarise Illogical and does
the Contents of the the Contents of summarise the the Content. not relate to the
piece, and provides an the Article. Contents, and Many errors. content of the piece.
Opinion/Conclusion/ (4 marks) does so with some (2 marks) (0–1 marks)
Resolution as required errors.
by the topic or the angle (3 marks)
taken by the writer.
(5 marks)
Language Appropriate language, Appropriate Mixture of Inappropriate Language usage
(including such as Direct and Language. appropriate and Language that is makes it difficult to
Grammatical Indirect Speech Good Vocabulary. inappropriate unclear. understand.
Structure) where needed. (7–8 marks) Language. Poor Vocabulary. Very poor
Interesting and Limited (2–3 marks) Vocabulary.
appropriate Language Vocabulary. (0–1 marks)
Use: focus on Literal. (4–6 marks)
Excellent Vocabulary.
(9–10 marks)
Spelling and No Punctuation or One or two More than two More than 5 More than 8
Punctuation Grammatical Errors. Punctuation or Punctuation or Punctuation and Punctuation or
(5 marks) Grammatical Errors. Grammatical Grammatical Errors. Grammatical Errors.
(4 marks) Errors. (3 marks) (2 marks) (0–1 marks)

20 Introduction This page may be photocopied

Teacher’s Rubric: Summary (30 marks)
Excellent Good Average Below average Unsatisfactory
Content and Has written the Has written the Has written the Has written the Has not written the
Organisation required number of required number required number required number required number
sentences. of sentences. of sentences. of sentences. of sentences.
Main Idea clearly Main Idea clearly States Main Idea. Main Idea not Main Idea and
and accurately and accurately Includes one clearly stated. Supporting Details
stated in first stated, but not Supporting Sometimes includes are not stated.
sentence. necessarily in first Detail. Supporting Details. Sentences do not
Contains three of sentence, one or The order is The student relate to the topic.
four Supporting two Supporting logical. attempts a logical Order is illogical.
Details. Details. There is no order, but fails. There is no
The order is logical. The order is logical. Concluding There is no Concluding
The Concluding The Concluding Sentence. Concluding Sentence, or
Sentence Sentence wraps up (6–8 marks) Sentence. the Concluding
effectively wraps the Summary, and (3–5 marks) Sentence doesn’t
up the Summary may include the relate to the topic/
(but doesn’t offer student’s Opinion. content.
an Opinion or any (9–12 marks) (0–2 marks)
type of reflection
on the content that
was Summarised).
(13–15 marks)
Grammar Appropriate Appropriate Mixture of Inappropriate Language usage
Language. Language. appropriate and Language that makes it difficult to
Excellent Good Vocabulary. inappropriate is unclear. understand.
Vocabulary. One or two Language. Poor Vocabulary. Very poor
No Grammatical Punctuation or Limited More than 5 Vocabulary.
Errors. Grammatical Vocabulary. Punctuation or More than 8
(9–10 marks) Errors. More than two Grammatical Errors. Punctuation or
(7–8 marks) Punctuation or (2–3 marks) Grammatical Errors.
Grammatical (0–1 marks)
Errors.
(4–6 marks)
Spelling No Spelling Errors. Maximum 2 Maximum 4 Maximum 8 More than 8
and Punctuation No Punctuation Spelling Errors. Spelling Errors. Spelling Errors. Spelling Errors.
Errors. (4 marks) (3 marks) (2 marks) (0–1 marks)
(5 marks)

This page may be photocopied Introduction 21

Teacher’s Rubric: Formal and Informal Letter (40 marks)
Criteria Excellent Good Average Below average Unsatisfactory
Date Correctly placed. Correctly placed. Correctly placed. Incorrect No address or date.
Sender’s address All details are All details are Most details placement. (0–1 marks)
Receiver’s included and included. included. Some details
Address (if correct. 1 mistake. 1 or 2 mistakes. included.
Formal) (5 marks) (4 marks) (3 marks) More than 2
mistakes.
(2 marks)
Content Content is Content is Content is relevant Content is Incomplete,
interesting, interesting and but not interesting. somewhat irrelevant or
relevant and relevant. One or two irrelevant and inaccurate
entertaining or (7–8 marks) inaccuracies. incomplete. information.
informative. (4–6 marks) More than two (0–1 marks)
(9–10 marks) inaccuracies.
(2–3 marks)
Structure Logical paragraphs Logical Some logic evident, Illogical No paragraphs.
that are skilfully paragraphs that but paragraphs not paragraphs. No (0–1 marks)
linked to one are linked to one well linked. linkages between
another. another. (4–6 marks) paragraphs.
(9–10 marks) (7–8 marks) (2–3 marks)
Grammar Appropriate Appropriate Mixture of Inappropriate Language usage
and Punctuation Language. Language. appropriate and Language that is makes it difficult to
Excellent Good Vocabulary. inappropriate unclear. understand.
Vocabulary. One or two Language. Poor Vocabulary. Very poor
No Punctuation Punctuation or Limited Vocabulary. More than 5 Vocabulary.
or Grammatical Grammatical More than two Punctuation or More than 8
Errors. Errors. Punctuation or Grammatical Errors. Punctuation or
(9–10 marks) (7–8 marks) Grammatical Errors. (2–3 marks) Grammatical
(4–6 marks) Errors.
(0–1 marks)
Opening Correct and Correct. Either Opening, Both Opening Either Opening or
and Closing appropriate. (4 marks) Closing or Heading and Closing show Closing is missing,
Salutations (5 marks) is incorrect. errors, Heading and has an error.
Heading (if (3 marks) is missing or Heading is missing.
Formal) inappropriate. (0–1 marks)
(2 marks)

22 Introduction This page may be photocopied

The English Studies Scheme of Work for Junior Secondary 2
Term 1
Module Listening And Speaking Reading And Grammar And Writing Literature
(includes Phonics) Comprehension Structure
1. My Holiday Revision of Review of the SPQ3R Revision of Narrative Essay Features of
(pp. 4–11) Monophthongs (pure reading Technique, parts of speech - prose;
vowel sounds for letters Vocabulary pronouns, Figures of speech
a, e, i, o, u) nouns, verbs and
adjectives
2. Interesting Revision of consonant Speed Reading Transitive and Descriptive Reading and
Places In sounds with emphasis on (skimming and Intransitive Essay summarising
Nigeria consonant clusters scanning), verbs
(pp. 12–18) Information text about
places of interest in
Nigeria (skimming and
scanning),
Vocabulary
3. A Visit To A The /ɪə/ diphthong Dialogue: A visit to a Active and Elements of Features of
Hospital sound; Hospital, passive voice Essay: folktales
(pp. 19–25) Stress and intonation Vocabulary prewriting and
writing (editing,
body and
conclusion)
4. Festivals Diphthongs: The /əʊ/ SPQ3R reading Present, simple Descriptive Study of
(pp. 26–31) sound Technique, present, past and Essay Prescribed
The Eyo Festival, future tense Literature Text
Listening comprehension Vocabulary
to an interview: The
Durbar Festival
5. Homes Revision of consonant Narrative Story: A new The present Formal and Setting,
(pp. 32–39) sounds apartment for Arria, continuous tense Informal Letters theme and plot
Vocabulary in a drama
6. Sport Contrasting consonants Interview: How The past perfect Narrative Essay Characterisation
(pp. 40–46) /p/ and /t/ to develop tense and Plot
football in
Nigeria,
Vocabulary
7. Science Consonant sounds /f/ News report: Bionic Making Informal letter Novellas,
News and /v/ eye Implants, sentences with novelettes and
(pp. 47–52) Vocabulary conjunctions novels,
Figures of
speech:
Onomatopoeia
and
Personification
8. Folktales Consonant sounds /l/ A folktale: ‘How the Making requests Descriptive Retell a folktale
(pp. 53–57) and /r/ Ethiopian woman Essay and discuss its
tamed her husband’, theme
Vocabulary
9. Being Consonant Steps in critical Direct and Formal Letter Revision of
Healthy sound /h/ reading: A indirect literary terms
(pp. 58–62) conversation about (reported)
HIV/AIDS, Vocabulary Speech

Introduction 23
10. Revision of Revision of vowels and Information text: Revision of Direct Informal Study of
Term 1 consonants What is sound? and Indirect letter Prescribed
(pp. 63–67) Speech, Literature Text
tenses

Term 2
Module Listening And Speaking Reading And Grammar And Writing Literature
(includes Phonics) Comprehension Structure
1. Term 1 Revision of Diphthongs Information text on Direct and Report - outline Literal and
Revision First Aid Indirect and features figurative
(pp. 68–74) Vocabulary (reported) speech language
2.School Intonation patterns in Narrative Story on Making Report: Themes and
Bullies questions, statements and Bullying, sentences with characterisation
(pp. 75–80) commands Vocabulary prepositions
3. Music (pp. Intonation and stress Speed reading: Regular and Informal letter Plot in a drama
81–85) surveying, skimming irregular verbs
and scanning
Vocabulary
4. Technology Identification of the Dialogue Reported Formal letter of Setting in a
(pp. 86–90) correct points of pause in Vocabulary commands complaint drama
words
5. Rhythm in a Poem Dialogue in an Reported Argumentative Figures of Speech
Advertising Listening comprehension advertising text requests Essay in the prose text
(pp. 91–97) Vocabulary
6. Review of stress and Reading for meaning Simple present Expository Irony, euphemism
Entrepreneurs intonation and to provide and past tenses Essay and hyperbole
(pp. 98–103) alternative words Adverbials
Vocabulary
7. Birthdays Consonant sounds /s/ Narrative Story. Punctuation Narrative Fables; elements
(pp. 104–110) and /z/ Reading to summarise Essay of literature
Vocabulary
8. Friendships Consonant sounds /k/ Reading to identify Punctuation Narrative Essay Drama:
(pp. 111–116) and /g/, main and supporting marks - full stops a summary
Listening comprehension ideas. and commas
Vocabulary marks -
9. Moving to Consonant sounds /m/ /n/ Informal letter: Punctuation Review of Review of literary
the City and /[ŋ]/ read for main and marks – question different types terms
(pp. 117–126) supporting ideas marks, semicolon of letters and
Vocabulary and colon essays
10. Revision of Revision of consonants, Vocabulary Revision of Report Study of
Term 2 questions and commands, direct and Prescribed
(pp. 127–131) rhythm indirect speech, Literature Text
preposition,
commands,
requests and
reported
requests, past
and present
tense and
punctuation

24 Introduction
Term 3
Module Listening And Speaking Reading And Grammar And Writing Literature
(includes Phonics) Comprehension Structure
1. Term 2 Intonation and stress Interview Conjunctions: Formal letter of Revision of
Revision Vocabulary although and thanks literary terms:
(pp. 132–138) whereas setting, plot,
characterisation,
style, theme;
revision of
Figures of Speech
2. Mining In Consonants: /p/ and /b/ Information text Conjunctions: Narrative Essay Types of prose:
Nigeria sounds Vocabulary Despite and in Descriptive and
(pp. 139–145) spite of narrative
3. Values Consonants: /ʃ/ and /tʃ/ Myths and legends: an Have, has and Narrative Essay Aspects of style
(pp. 146–151) sounds animal fable had;
Vocabulary present, past
perfect tenses
4. Making Consonants: /θ/ and /d/ Information text Synonyms Expository Characterisation
Money Vocabulary Essay in a novel
(pp. 152–157)
5.Why We Vowel and Consonants: News Article Antonyms Narrative Essay Setting and plot
Have Laws /ʊ/ and /j/ Vocabulary in a novel
(pp. 158–163)
6. Protecting Vowels: /ʊ/ and /u:/; Information text Causative verbs Dialogue Format of a
Our Planet Listening comprehension – main ideas and poem; meaning,
(pp. 164–170) summary message and
Figures of
Speech
7. Vowel sounds /ɔ:/ and /ʌ/; Information text Adverbs Descriptive Perform a scene
Peacekeepers Listening comprehension Vocabulary Essay from a drama
(pp. 171–176)
8. A Story Consonant and vowel Myth: The story of King Prefixes and Narrative, Diction and
About Money sounds differentiated Midas suffixes Descriptive, characterisation
(pp. 177–182) Vocabulary Expository or in the prescribed
Argumentative drama text
Essay
9. Consonant sounds /pl/ /b/ Drama extract, Question tags Summary table Guided summary
Relationships /ʃ/ /tʃ/ /ù/ and /j/ Vocabulary of different of prescribed
(pp. 183–186) types of Essay novel and
writing prescribed drama
10. Revision Revise consonant and Information text, Revise various Choice of Revision of
(pp. 187–191) vowel sounds Vocabulary grammatical different types Figures of Speech
structures learnt of Essays
this term

Introduction 25
 module

1 My Holiday

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing (p. 10): Literature (pp.
Book Speaking (p. 4): Comprehension Structure (p. Narrative Essay: 10-11): Features
Revision of pure (p. 6): 9): Revision of How I spent my of prose;
vowel sounds: Review of the parts of speech last holiday Figures of
Monophthongs SPQ3R reading - pronouns, speech
(a, e, i, o, u) technique nouns, verbs
and adjectives
Text (pp. 7-8):
A holiday at my
grandparents’ farm
Vocabulary (p. 9)

Examples of fictional and non-fictional prose

Objectives eg newspapers, novels, Nigerian folktales, text
The student should be able to: book
Listening And Speaking: Identify and say Dictionaries
different words pronouncing short vowel sounds
correctly. Listening And Speaking
Reading And Comprehension: Apply the
SPQ3R reading technique; use context clues Activity 1 (SB p. 4)
to arrive at the meaning of the target word; Refer students to the diagram illustrating the
correctly identify true and false statements mouth positions for the vowel sounds, a, e, i, o
based on a reading text; identify fact and and u. Model the sounds for the class. Ask them
opinion in a given passage and retell a story. to copy you, producing each vowel sound in
Vocabulary: Use the new vocabulary words in isolation.
sentences. In pairs, let them check each other’s sounds
Grammar And Structure: Correctly identify and mouth position. Walk around and check
Pronouns, Nouns, Verbs and Adjectives in that they are pronouncing the vowel sounds
passages. distinctly.
Writing: Write an outline and use it as the basis
for a Narrative Essay on ‘How I Spent My Last Activity 2 (SB p. 4)
Holiday’. a) Read the words to the class while they follow
Literature: Understand and use the terminology in their books.
describing features of fictional prose and Pronounce the short vowel sound words
figures of speech such as alliteration and clearly.
personification. In pairs, students take turns to say the words.
b) Say the dialogue and then listen to the
Resources students practise it in pairs.
Student’s Book pages 4-11

Module 1: My Holiday 27
Activity 3, 4, 5, 6 (SB pp. 5-6) explains how the surroundings change as
Read the words to the class. they travel from the city to the country.
Now let students say the dialogue in pairs. Now the students work through the meanings
Walk around checking their pronunciation. of the other words in a similar manner.
Repeat the same procedure for Activities d) They check the meanings in the glossary.
3, 4, 5 and 6. For Activity 3, point out that the
words with the highlighted vowels are said with
Activity 8 (SB p. 8)
the same sound even though they are spelled Students say if the statements are true or false. They
differently. should refer to parts of the passage to explain why.
As you walk around the class, invite
individuals to say some of the words to you. Answers
a) The writer was excited to go on holiday to
her grandparents’ farm.
Evaluation
False: ‘I didn’t want to go as I thought it
Teacher Evaluation: Teachers can use the following would be boring and too quiet, especially
sections from Rubric: Listening and Speaking Skills since life in Lagos is so busy and full of
on page 13 of this Teacher’s Guide: Identification, activity. I wanted to spend the holidays
Pronunciation, and Stress and Intonation. playing with my friends.’
b) The intention of the story is to give facts
Reading And Comprehension about farming.
Use the table (p. 6) to review the SPQ3R reading False: The title of the story tells us that the
technique. Assess how familiar students are intention of the story is to tell about the
with the technique and guide them through their writer’s holiday.
reading of the comprehension text accordingly. If c) The intention of the writer is to share a story
necessary, work through the text with the class, of personal experience.
modelling the technique step by step. True: The writer writes descriptively about
what she did, what she saw and what she felt
Activity 7 (SB p. 7) about her holiday.
a) Students skim and scan the story to find out d) The writer’s opinion of the farm changed at
what it is about. Students should look at the the end of the story.
title and pictures to discuss their ideas with a True: In the last paragraph, the writer says.
partner. ‘Surprisingly, I enjoyed the peace and quiet
b) Read the story to the class using an expressive of the farm. I didn’t want to go back to the
voice to keep their interest. Now students read noise of Lagos.’
the story quietly to a partner. Listen to how
Activity 9 (SB p. 8)
fluently they read and note any difficulties
students may have. Support accordingly. Guide the students through the concepts of fact
c) Explain how to use the clues provided by the and opinion (page 8). Explain that the reading
surrounding words and sentences to understand passage includes facts and opinions. Use
the meaning of the target word; for example: students’ answers to lead a class discussion.
siblings – we can work out that siblings Ask students to explain their answers, using
means brothers and sisters. We know this the text as support. Lead them with questions
because the writer says ‘our’ grandparents. like: Why do you think it is true that …or How
If the children have the same grandparents, do you know that the writer thinks…?
they must be brothers and sisters.
cityscape - we can work out that cityscape Answers
means what the area around a city looks a) It was a long drive to Osun State, and as we
like. We know this because the writer drove out of Lagos, the landscape changed
from cityscape to countryside.

28 Term 1
 Fact: It is true that it took a long time to drive Activity 12 (SB p. 9)
to the farm and that the landscape changed in Students list the answers in their note books.
appearance as they drove. When they have finished, read out the
b) I learned that my grandfather is a successful sentences and emphasise the correct answers so
farmer because despite the difficulties, he that they can mark their own work. Explain that
perseveres and never gives up. sometimes the same word can be a Noun or a
Opinion: The writer believes that her Verb, depending on its use. For example: drive,
grandfather is successful as a farmer because plant, etc.
of his perseverance. We do not have proof of Let the class think of more examples.
his successful farming achievements.
c) I never knew snails could be so delicious! Answers
Opinion: It is not true that everyone will find
a) Possessive Pronouns: This school holiday my
snails delicious.
parents took me and my siblings to visit our
d) Over the next few days, my siblings and
grandparents on their farm in Ile-Ile, in Osun
I helped out on the farm. We swam in the
State.
river, played in the orchards, and listened to
b) Common and Proper Nouns: It was a long
our grandmother’s stories.
drive to Osun State, and as we drove out of
Fact: The writer recounts the true events of
Lagos, the landscape changed from cityscape
what occurred during that time.
to countryside.
c) Verbs: I enjoyed watching the scenery and
Activity 10 (SB p. 8) sights on the roadside. I saw billboards with
In pairs, students take turns to retell the story in advertisements, people pulling a cow or a
their own words. They may then share a story of ram, a small shop and a hotel. When we
their own about a visit to family. arrived, my grandmother welcomed us with
tea and her delicious Egsusi Soup. Then my
Teacher Evaluation grandfather walked us proudly around his
Teachers can use the following sections from farm, and we helped him plant some seeds.
Rubric: Listening and Speaking Skills on page 13 of
this Teacher’s Guide: Narrating. Activity 13 (SB p. 9)
There are ten Adjectives. Students may use each
Adjective more than once although they should
Vocabulary try and use every Adjective in the list. Students
Activity 11 (SB p. 9) write their answers in their note books.
In their note books, students write neat
sentences using the new vocabulary they have
Answers
learned. a) I enjoyed watching the 1. beautiful/green/
They may work in pairs to mark each other’s colourful scenery and 2. interesting/
work by checking the meaning of the word in colourful sights on the roadside. I saw
the glossary and deciding if their partner has 3. large/colourful billboards with
used the new word correctly. 4. interesting/colourful advertisements,
people pulling a cow or a ram, a small shop
and a hotel.
Grammar And Structure b) Over the next few days, my 5. lively/calm
The aim of this lesson is to revise the Parts of siblings and I helped out on the farm, swam
Speech: Pronouns, Nouns, Verbs and Adjectives. in the 6. sparkling/calm/wild river, played
If necessary, review the Parts of Speech before in the leafy/green orchards, and listened to
students begin. our 8. lively/calm/interesting grandmother’s
stories.

Module 1: My Holiday 29
Writing Discuss fiction and non-fiction with the class.
Explain that non-fiction is writing that is
Use the reading and comprehension passage A informative and factual. The writer of non-
holiday at my grandparents’ farm as an example fiction tries to write the truth about events,
of a Narrative Essay told from the writer’s point people or information. The writer of fiction
of view. describes imaginary events and people.
Now students will write a Narrative Essay: Remind students of the fact or opinion
“How I spent my last holiday”. exercise they did earlier. Provide examples
of fiction and non-fiction such as newspaper
Activity 14 (SB p. 10) articles, novels, short stories, magazine articles,
Read through the questions a)-g) before the text books etc. Ask what kind of writing
students begin. students would expect to find in each.
Give them time to write down their answers Read short extracts from each to demonstrate
before moving on to the next one. fictional and non-fictional prose.
Read through the features of prose with
Activity 15 (SB p. 10) the students (SB page 11). Give examples
Now the students use their answers as an outline to from a book the class has read, or use the
write their first drafts. Make copies of the student comprehension text from pages 7-8 entitled A
Self-Evaluation Checklist: Narrative Essay on holiday at my grandparents’ farm.
page 9 of this Teacher’s Guide. Give the checklist
to students or write it on the board. Guide students Activity 16 (SB p. 11)
to use the checklist during the writing process, and Students work in pairs to match the figures of
to check their work before submitting it. Remind speech with their definition.
them of the writing process:
a) First, students write a draft on rough paper Answers
using the notes they made from the questions Alliteration: the repetition of the same
to guide them. consonant at the beginning of several words in a
b) Then students check their work and think line of text or poetry
about how they can improve it to make sure Assonance: the repetition of the vowel sound in
they include all the necessary features. They several words in a line of text or poetry
must also check spelling and punctuation. Metaphor: when one thing is compared directly
c) When they have made their corrections and to another unlike thing
feel satisfied with their draft, students write Personification: when something that is not
out their essays neatly in their exercise book human is given human characteristics
Simile: when two unlike things are compared
Evaluation using ‘like’ or ‘as’
Onomatopoeia: when a word sounds like the
Student Evaluation: Students can use the Self-
noise that it represents
Evaluation Checklist: Narrative Essay on page 9
of this Teacher’s Guide. Activity 17 (SB p. 11)
Teacher Evaluation: Teachers can use the Rubric:
Students explain the features of prose to each
Narrative Essay on page 16 of this Teacher’s Guide.
other in their own words.
Spend some time checking their understanding
Literature by turning the descriptions of terms into a question
quiz, for example: What do you call the place
In this lesson, you will teach the terminology
where the story takes place?
describing the features of prose, especially
For further information on these elements,
fictional prose and how to identify alliteration
the following website is useful:
and personification.
http://www. buzzle.com/articles/elements-
of-literature.html.
30 Term 1
 module

2 Interesting Places In Nigeria

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing (p. 17): Literature
Book Speaking Comprehension Structure Descriptive (p. 18):
(pp. 12-13): (pp. 14-16) : (p. 16): Transitive Essay: ‘A Place Reading and
Revision of Information text and Intransitive Of Interest I summarising -
/f/ and /p/ about places of verbs Visited’ Sparing the Rod
consonant interest in Nigeria by Bayo Adebiyi
sounds with
emphasis on
consonant
clusters
Vocabulary Introduction to
(p. 14): conflict in the
Skim and scan story

Objectives Listening And Speaking

The student should be able to: The focus of this lesson is the revision of
Listening And Speaking: Listen to and consonant sounds with emphasis on consonant
pronounce consonants and consonant clusters clusters.
learned last year; correctly identify and say Remind students that they learned to listen
these in a story. to and say consonant sounds and consonant
Reading And Comprehension: Read to clusters last year. Revise the fact that consonant
understand the writer’s purpose, identify facts in clusters are when there are two or more
a text. consonants together. The sounds blend together
Vocabulary: Skim and scan; use context clues to make one sound.
to arrive at the meaning of a target word. Use the examples in the SB to illustrate how
Grammar And Structure: Identify transitive they can come at the beginning, middle or end
and intransitive verbs in sentences. of words. Call for further examples from the
Writing: Write an outline and correctly arrange class.
the ideas in a logical sequence in the form of a Your aim for the following three activities is
Descriptive Essay. to assess students’ prior knowledge so that you
Literature: Understand conflict as an important can plan your teaching and support accordingly.
element in literature.
Activity 1, 2 and 3 (SB p. 13)
Resources Say the words for the class before students say
them aloud with a partner.
Student’s Book pages 12-18
Listen for words that give problems and
Prose setwork: Sparing the Rod by Bayo
make a note to work on these as the year
Adebiyi
progresses.
Inspiring pictures of places of interest

Module 2: Interesting Places in Nigeria 31

Activity 4 (SB p. 13)
Evaluation
Read the interview to the class with careful
Teacher Evaluation: Teachers can use the
pronunciation of consonants and consonant
following sections from Rubric: Listening and
clusters. Use a different voice to distinguish the
Speaking Skills on page 13 of this Teacher’s
interviewer from Dr Echendu.
Guide: Identification, Pronunciation, Stress and
Intonation, Comprehension and Responding.
Radio Interview
Interviewer: Good morning and welcome to ABC
Radio. Today in the studio we have
Reading And Comprehension
nature conservationist Dr Azuka The focus of this lesson is on reading to
Echendu who will be speaking understand the writer’s purpose and intention.
about the importance of wildlife
reserves. Activity 5 (SB p. 14)
Interviewer: Dr Echendu, why do we need Read the information box about skimming and
wildlife reserves? scanning to the class.
Dr. Echendu: National parks and wildlife reserves
are very important to protect Activity 6 (SB p. 14)
wild animals and plant life. Much a) Students skim and scan the map for the
wildlife is endangered because names of Nigerian states and cities. Guide
of the development of towns and them to your state and nearest city.
cities, and because of poaching. b) Students skim and scan the four texts. They
Many species such as lions and use the main heading, subheadings and
elephants would be extinct if it pictures to predict with a partner what they
wasn’t for the safety they have in think the text is about.
wildlife reserves. c) In pairs, students read the texts carefully to
Interviewer: What is the benefit to the country? each other. Walk around and listen to how
Dr Echendu: The country is helping to protect fluently they read. Note any difficulties
wildlife by having reserves. Also, students are having and assist as necessary.
tourists from all over the world
come to see the wild animals. Activity 7 (SB pp. 15-16)
This is a big source of income for a) Students work out the meaning of the
Nigeria. highlighted words by looking at surrounding
words and sentences. They may use the
Read each statement again and the portion of glossary if they need to.
the interview that relates to the statement to lead b) In their own words, students write down two
students to answer the true or false statements. facts about each place. They should write in
full sentences.
Answers c) Before students answer this question, remind
a) We have wildlife reserves to protect animals them that non-fiction prose is informative
so they don’t become extinct. True and factual. The writer of non-fiction tells
b) The tone of the interviewer is aggressive. False you the facts about events, people or places.
c) Wildlife parks cost Nigeria a lot of money.
False Answer
d) Dr Echendu doesn’t believe we should have The intention of the writer is to inform the
wildlife parks. False reader about places to visit in Nigeria. Lead a
e) Wildlife is endangered because of the class discussion by asking: What could this kind
development of towns and cities. True of information be used for? (a tourism brochure,
f) Tourists are frightened of wild animals. False an article in a magazine, a radio interview)

32 Term 1
 feel when you are there? How does it make you
Reading Evaluation feel (mood? memories?). Show inspiring pictures
The beginning of JSS2 is a good time to assess of interesting places and ask students to volunteer
students’ reading skills so that you can determine sentences that describe them.
how best to support weaker readers during the Lead an informal class discussion in which
course of the year. students share experiences of interesting places
Therefore, select a few students. Ask them they have visited. This will help them to identify
to prepare two or three paragraphs from the an idea for their descriptive essay.
Comprehension text for reading aloud. Give them Explain to students how you mark according
the criteria from the Self-Evaluation Checklist: to a rubric. Provide students with copies of the
Reading Aloud on page 9 of this Teacher’s Guide. Self-Evaluation Checklist: Descriptive Essay on
Explain that you will be using these criteria to page 9 of this Teacher’s Guide and work through
evaluate their reading aloud skills. Call them up it so that students know what you are looking for.
individually and ask them to read to you. You can a) Planning: Students jot down their main and
use the Rubric: Reading Aloud on page 12 of this supporting ideas using the question prompts
Teacher’s Guide to evaluate their reading. Record from the writing frame provided.
the mark in your Record Book. b) Drafting: Students use their responses to
write a rough draft.
c) Editing: They check and edit their work,
Grammar And Structure thinking about how to improve it. They must
The focus of this lesson is Transitive and also check for spelling and punctuation.
Intransitive Verbs. Use the notes and examples d) Writing: When they have made their
in the grammar box to explain how Transitive corrections and feel satisfied with their draft,
Verbs have an object to receive the action of the they write out their compositions neatly in
verb while Intransitive Verbs do not. their note books.
Provide further examples of sentences with
transitive and intransitive verbs. Evaluation
Student Evaluation: Students can use the Self-
Activity 8 (SB p. 16)
Evaluation Checklist: Descriptive Essay on
Answers page 9 of this Teacher’s Guide.
a) drove (T) Teacher Evaluation: Teachers can use the Rubric:
b) drove (I) Descriptive Essay on page 17 of this Teacher’s
c) hit (T) Guide.
d) ate (T)
e) ate (I)
f) ran (I)
Literature
g) cooked (T) The lesson focus is on giving students a good
h) danced (I) start to reading and understanding using the
novel Sparing the Rod by Bayo Adebiyi. It also
Writing introduces them to the main conflict in the story.
Explain that conflict is very important in
Activity 9 (SB p. 17) literature because conflict leads people to act.
Revise the features of a Descriptive Essay before Without conflict there is no story. In other
the students start writing. Talk about the kinds words, conflict ‘drives’ the story.
of words (adjectives) and ways of writing (e.g. For further information on conflict in
similes) that can be used. Encourage students to literature the following website is useful:
think about all their senses when they describe http://www.buzzle.com/articles/
somewhere: What does it look like? (colours, understanding-the-types-of-conflicts-in-
shapes, sizes). What can you hear/ smell/ taste/ literature-with-examples.html.

Module 2: Interesting Places in Nigeria 33

Activity 10 (SB p. 18) –– No, his mother didn’t handle the situation
Students read the extract from Chapter 3, on well. She should have told Bongo wait
pages 27 and 28 of Sparing the Rod. until she has saved enough money to buy
b) Students turn to page 11 to discuss how the watch.
Sparing the Rod is an example of fictional –– No, she didn’t handle the situation well.
prose. She should have told Bongo that he can’t
c) Students divide into small groups to discuss have the watch because it is too expensive
the questions. and they can’t afford it.
–– No, she didn’t handle the situation well.
Answers She should have told him that if he wants
the watch, he should get a part-time job
• Bongo is upset because he doesn’t have the
and help earn money for It.
watch his mother promised him. His mother
–– Yes, she did handle it well, because she is
has not been able to save enough money to
thinking of ways to give her son what he
buy him the watch. So he is upset that she
wants.
has not been able to do what she promised.
• Students respond to Bongo’s behaviour
• She decides to ask her brother to lend her
giving reasons. Answers might include:
money for the watch. She will pay him back
–– I do not agree with Bongo’s behaviour. He
little by little from her pocket money.
is a spoilt, sulky boy.
• Students express their own opinions and give
–– I agree with his behaviour. He is the son
reasons for what they think. Some opinions
of a chief and should have nice things.
might be:

module

3 A Visit To A Hospital

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing Literature
Book Speaking Comprehension Structure( p. 22): (p. 23-24): (pp. 24-25):
(p. 19): The /ɪə/ (pp. 20-21): Active and Elements of Features of
diphthong A visit to a passive voice essay: folktales
sound; hospital prewriting and
Stress and writing: editing,
intonation body and
conclusion
Vocabulary
(p.20): In the
hospital

its various spelling patterns.

Objectives Reading And Comprehension: Identify words
The student should be able to: that point to the writer’s intention or view on
Listening And Speaking: Listen to and contemporary issues.
pronounce the diphthong sound /ɪə/ and notice Vocabulary: Identify the meanings of words

34 Term 1
in various contexts and use the new words in a Answers
composition. a) Steer clear of the wild deer.
Grammar And Structure: Identify the active b) I hear the sea when I stand on the pier.
and passive voice and rewrite sentences from c) The medication cleared the ear infection.
one to the other. d) Never fear, we are near the end of the year.
Writing: Write a descriptive composition from e) My dear friend over here is in good cheer.
a picture frame that outlines the main ideas for
each paragraph using new vocabulary relating to Activity 3 (SB p. 19)
the hospital.
Students make up their own sentences for a
Literature: Understand that story telling can
partner to say. Invite students to share selected
have a purpose.
sentences for the class to say.

Resources
Evaluation
Student’s Book pages 19-25
Teacher Evaluation: Teachers can use the
Chart of the writing process
following sections from the Rubric: Listening
Chart showing how to punctuate direct speech
and Speaking Skills on page 13 of this Teacher’s
Pictures to prompt discussion and use of
Guide: Identification, Pronunciation, and Stress
hospital-related vocabulary
and Intonation.
Dictionaries

Listening And Speaking Reading And Comprehension

Explain that a diphthong is a vowel that starts Guide students through the explanation and
with one sound and glides onto another. example of how writers choose words that show
Read the description of the mouth position their intention or point of view on contemporary
for making the /ɪə/ diphthong sound. Let issues such as corruption.
students practice making the /ɪə/ sound while
they refer to the illustration. Activity 4 (SB pp. 20-21)
a) Before you read the dialogue, ask students to
Activity 1 (SB p. 19) look at the illustration as part of their pre-
Model the pronunciation of the words in the reading. It will help them to predict what the
table. text is about.
Then students practise saying the words. Read the passage to the class while they
Explain that because words with the /ɪə/ follow quietly in their books. Now let pairs
sound are spelled in many different ways it is read the dialogue, each taking a different part.
important to recognise the spelling patterns and
learn as many words as possible in that pattern Vocabulary
so that when they are reading the word they can b) In pairs, students look up the words in a
pronounce it correctly. dictionary.
Activity 2 (SB p. 19) Answers
Students practise saying the sentences with x-ray – an image that shows the inside of the
a partner. Then they identify words in the body
sentences with the /ɪə/ sound. Point out the paramedic – a person trained to do emergency
different spellings. If time permits or as a medical work
homework task, students could rewrite the stretcher – a framework of two poles and
sentences and underline the /ɪə/ words. canvass used to carry sick or injured people

Module 3: A Visit To A Hospital 35

plaster cast – a hard white casing that is put e) Faraa has been to hospital once before. (“I’ve
around broken bones to hold them in place never been to a hospital before.”)
while they heal.
emergency room (ER) – the casualty department Activity 6 (SB p. 21)
in a hospital In pairs students read the dialogue together,
ambulance – a medically-equipped vehicle used each taking the part of one of the characters.
to take sick or injured people to hospital Walk around and listen to how fluently
c) Remind students how to use the clues they read and that they are using the correct
provided by the surrounding words and pronunciation of simple vowels, consonant
sentences to understand the meaning of the clusters and words with the /ɪə/ sound. Note and
target word. For example: witnesses – we can assist with difficulties students are having.
work out that it means the people who were
there and saw the accident happen: ‘The Grammar And Structure
driver tried to drive away, but witnesses saw
and shouted at him to stop.” Work through The grammar lesson is on the active and passive
the meanings of the other words with the voice. Guide students through the explanation of
class in a similar manner and let them check how we write the active and passive voice while the
their meanings in the glossary after each students follow in their books. If necessary, revise
word is discussed. the identification of Subject, Verb and Object.
Work through the example on the board,
Activity 5 (SB p. 21) identifying Subject (Juba), Verb (posts) and
Object (the parcel). Provide further examples
Do this activity orally as a class. Students
to work through as a class before students
choose the best answer and use sentences from
complete the exercise.
the text to support their answers.
Remind them that empathetic means the Activity 7 (SB p. 22)
ability to understand and share the feelings of
others. Critical means making disapproving Answers
comments. Uncaring means not showing a) Anah’s cat climbs the bush.
concern for others or not feeling interest in b) Juba paints a birthday card.
something. Ask: What statements show Faraa’s c) Children love parties.
interest? What statements show her concern?
Activity 8 (SB p. 22)
Answers Answers
a) Faraa’s attitude to Adia is empathetic. a) The bush is climbed by Anah’s cat.
We know this from what she says and the b) A birthday card is painted by Juba.
questions she asks e.g. That’s terrible! How c) Parties are loved by children.
did it happen?; Gosh! How awful!; Is it sore
now? etc.
b) Adia went in the ambulance, arrived at ER
Writing
and had an x-ray. Before writing, explain the elements of a
c) The paramedics put Adia in an ambulance Narrative Essay as described in the notes
and took her to hospital. Supporting text: “So on pages 22-23 of the Student’s Book. Use
they put me on a stretcher and took me to the the example composition Train Mad and its
emergency room at the hospital.” annotations to illustrate.
d) Explain that matter-of-fact is an Adjective Guide students through the steps of writing
which means unemotional and mostly a Narrative Essay taking special care to explain
concerned with the factual content. Adia how to fill in a mind-map.
relates her story in a matter-of-fact manner
with a bit of humour at the end.

36 Term 1
Activity 9 (SB p. 23) Teacher Evaluation: Teachers can use the Rubric:
Students write a Narrative Essay following the Narrative Essay on page 16 of this Teacher’s Guide.
correct procedure. They use the picture frame as
an outline for the main ideas for each paragraph.
They use their new vocabulary about the Literature
hospital. These words should be familiar to the Guide students through the features of a
students after the previous exercises. folktale.

Activity 10 (SB p. 23) Activity 11 (SB p. 25)

Once you have looked at and discussed each Read the folktale to the class. It should be
paragraph illustration as a class, students fill in a entertaining - use plenty of expression to convey
mind-map to plan their essays. how the animals have human characteristics.
They then follow the writing steps as discussed
above. They should check their work and think Activity 12 (SB p. 25)
about how they can improve it by applying Students work in pairs to discuss the questions.
the guidance in the Self-Evaluation Checklist:
Narrative Essay that you provided in Module 1. Answers
a) The animals can boast, talk and laugh.
Evaluation b) The main lesson is that you should not be
Student Evaluation: Students can use the Self- boastful. (A secondary lesson is that you
Evaluation Checklist: Narrative Essay on page 9 should not be greedy.)
of this Teacher’s Guide..

module

4 Festivals

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing (p. 31 ): Writing
Book Speaking (p. 26): Comprehension Structure (p. 30): Descriptive continued
The /aʊ/ sound (pp. 27-29) : The Present, past Essay: A local
Eyo Festival and future tense festival
Listen to an Vocabulary
interview: The (p. 28): Words
Durbar Carnival from the text

Reading And Comprehension: Understand and

Objectives apply the steps of critical reading.
The student should be able to: Vocabulary: Understand and use the new
Listening And Speaking: Listen to and vocabulary words; read to identify the meanings
pronounce the diphthong sound /aʊ/ in a variety of words in various contexts and use the new
of words. Read a poem pronouncing /aʊ/ words words in a composition.
correctly and using proper expression.

Module 4: Festivals 37
Grammar And Structure: Identify and use the
present, past and future tenses. The Calabar Carnival
Writing: Write a Descriptive Essay about a Interviewer: Welcome to our radio show ‘What’s
local festival using a variety of descriptive happening’. Today we have Nwanne Dike who is
language. going to tell us about the Calabar Carnival. What
is the The Calabar Carnival?
Resources Nwanne: The Calabar Carnival is a festival that
happens every year in Cross The River State
Student’s Book pages 26-31
between the 1st and 31st of December. It is also
Pictures of festivals, video clips of festivals,
known as Africa’s Biggest Street Party.
articles about festivals
Dictionaries Interviewer: Can you tell us about the history of
Chart of the writing process the Festival?
Chart of steps in the critical reading process Nwanne: The Calabar Carnival began in 2004 as
a way of making the Cross The River State the
Listening And Speaking most popular tourist destination in Nigeria for
both local and international tourists. It’s a way of
Guide learners through the correct pronunciation celebrating Nigerian cultural life and for people
of the /aʊ/ diphthong. to be involved in the economy in a positive way.
Interviewer: What kinds of activities are there at
Activity 1 (SB p. 26) the Carnival?
Practise saying the words with the /aʊ/ sound.
Nwanne: There are many activities including a
Model the words slowly. Then let the students
football competition, music performances by
say them after you.
local and international artists, fashion shows,
boat races and traditional dance performances.
Activity 2 (SB p. 26)
Interviewer: Do you like the Calabar Carnival?
Read the poem to the class emphasising the /aʊ/
sound while students follow in their books. Nwanne: I love the carnival! I especially like the
music. I enjoy seeing some of my favourite bands
Activity 3 (SB p. 26) such as Blasta Masta and Sea Gull.
The class reads the poem aloud. Encourage
students to read fluidly and to use a slightly Discuss answers with the class. If they can’t
softer voice for each ‘said the fox’ so that the answer the question, reread the paragraph
poem sounds amusing. containing the answer.

Answers
Activity 4 (SB p. 27)
a) The Calabar Carnival is a festival that
Students discuss the photographs with their
happens every year in Cross The River State
partners. They should use all their senses and their
/ also known as Africa’s Biggest Street Party.
imaginations to describe what they see, what it
b) It is held every year in Cross The River State
sounds like there, what people are doing etc.
between the 1st and 31st of December.
c) The purpose is to celebrate Nigerian cultural
Activity 5 (SB p. 27)
life and to involve people in the economy in
Before you read the listening text, go through a positive way.
the questions with the class. This will alert them d) There are many activities including a football
to answers in the text. competition, music performances by local
Read the interview to the class, then refer and international artists, fashion shows, boat
back to the questions. If necessary, read the races and traditional dance performances.
interview again before students work in small e) The speaker loves the carnival/ is very
groups to discuss the answers. enthusiastic.

38 Term 1
 Activity 8 (SB pp. 28-29)
Evaluation
Learners read the article line-by-line and then
Teacher Evaluation: Teachers can use the following
recall, in pairs what it is about.
sections from Rubric: Listening and Speaking Skills
They reread the article quietly to themselves
on page 13 of this Teacher’s Guide: Identification,
to be sure they understand it.
Pronunciation, Stress and Intonation,
Comprehension and Responding and from Rubric:
Activity 9 (SB p. 29)
Reading Aloud on page 12 of this Teachers’ Guide.
Learners say if the statements are true or false.
They should suggest correct statements if the
Reading And Comprehension statement is false.
They can practise answering in pairs, then
Activity 6 (SB p. 27)
work alone to write the answers down.
Students discuss the photograph with their
partners, using their imaginations to describe Answers
what they see and imagine the festival to be like.
a) False. (paragraph 1) There is no set date for
the Eyo Festival. It can be held once a year
Vocabulary or every two years.
Activity 7 (SB p. 28) b) True.
Before students begin, review the steps in c) False. (paragraph 3). The dancers wear white
critical reading. Explain that they will follow robes.
this procedure while reading the comprehension d) False. (paragraph 2 and 4). It is an exciting
text: Students must first survey and skim the and festive time.
article, choosing a highlighted word to match e) True.
the meanings in the table.
Activity 10 (SB p. 29)
Answers Read the questions and ask students to scan the
Word Meaning text for the paragraph which contains the key
words while you are reading.
smack to hit sharply with a flat hand They should write their answers neatly into
or object their note books.
spectator a person who is watching an
event; an onlooker Answers
festive joyous and happy a) The dancers dress in long white robes with
lacy nets covering their faces. They also wear
rejoice to be glad and happy together coloured hats with broad brims. (paragraph
broad-brimmed with a wide edge 3)
b) An opambata is a large staff/stick.
procession a line or group of people
moving along a road for a
(paragraph 3)
formal or ceremonial event c) It keeps evil spirits away. (paragraph 3)
d) It is disrespectful to wear shoes when
bad omen a bad sign of the future greeting Eyo dancers. They might smack you
symbolise something that represents if you do. (paragraph 4)
something else, such as an
emblem or a token Activity 11 (SB p. 29)
deities gods and goddesses Explain that tone means the attitude of the
writer towards a subject. We can check writers’
Students should write the new vocabulary and tone by the choice of words they use.
meanings neatly into their note books.

Module 4: Festivals 39
Answers Activity 13 (SB p. 30)
a) The writer’s tone is: light-hearted and Answers
playful. a) play
Although the action of smacking the b) played
shoe-wearer sounds serious, the use of an c) will try
exclamation mark and the use of the word d) are going to run
‘may’ (but probably won’t) indicates the tone e) practised
is playful.
b) The writer’s intention is to: inform and
educate about the festival.
Writing
The writer does not say bad things about the Explain that students will write a Descriptive
festival (criticise) or tell people not to come Essay.
(discourage). The writer gives information Read the text to the class and use the
and describes the activities. annotations as a guide.
Read the annotations with the students.
Grammar And Structure a) Students write a Descriptive Essay
about a local festival. Explain that their
Guide learners through the review of the simple descriptive composition should contain
present, past and future tenses. Remind students some Figures of Speech as well as
that verbs are either singular or plural depending Adverbs and Adjectives that describe the
on the subject of the sentence. details. They should follow the correct
Students will complete Activities 12 and 13. steps of writing a composition.
Refer students to the Self-Evaluation
Activity 12 (SB p. 30) Checklist: Descriptive Essay that you
Work with the class to identify the simple tense provided in Module 3. Remind students
in the first sentence. to use the Checklist to check their work
Then students complete the exercise alone. before submitting it.
After you have marked the work as a class,
use the examples to change the sentences
into past, present and future tenses using Evaluation
singular or plural verbs. E.g. Yesterday we Student Evaluation: Students can use the Self-
won the basketball tournament (simple past Evaluation Checklist: Descriptive Essay on
tense). Tomorrow we will win the basketball page 9 of this Teacher’s Guide.
tournament. (simple future tense). Today we Teacher Evaluation: Teachers can use the Rubric:
win the basketball tournament. (simple present Descriptive Essay on page 17 of this Teacher’s
tense). Guide.

Answers
a) simple past
b) simple future
c) simple present
d) simple future
e) simple present

40 Term 1
 module

5 Homes

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing Literature
Book Speaking Comprehension structure (p. (pp. 38-39): The (p. 39): Setting,
(pp. 32-33): (pp. 35-37): A 37): The present format of formal theme and plot
Revision of new apartment continuous tense letters in a drama
consonant for Arria
sounds
Vocabulary Write a formal
(pp. 34-35): and informal
Different types letter
of housing

Objectives Listening And Speaking

The student should be able to: Activity 1 (SB p. 32)
Listening And Speaking: Listen to and Model the words for the class before students
pronounce consonant sounds, especially t, d, k say them to each other in pairs. Listen for
and g. distinction between k and g; t and d.
Reading And Comprehension: Read to
identify the meanings of words in various Activity 2 (SB p. 32)
contexts; answer questions to demonstrate
Students practise the consonant sounds while
understanding of the passage read.
having fun with the tongue twisters. See who
Vocabulary: Explain the meaning of words
can say it the fastest without making a mistake
using context clues; learn and use new words
or pausing.
related to housing and homes.
Grammar And Structure: Identify and use the
Activity 3 (SB p. 32)
present continuous tense.
Writing: Understand and use the correct format Students select the correct word.
and tone of formal and informal letters.
Literature: Identify and describe theme, setting Answers
and plot in a prescribed drama. a) drain
b) tennis
Resources c) dove
d) transplant
Student’s Book pages 32-39 e) dentist
Pictures of different homes f) terrible
Pictures of different places of worship
Dictionaries Activity 4 (SB p. 33)
Students work in pairs to find words in the
picture with the /k/ sound. Remember the sound
can be at the beginning, middle and end of words.

Module 5: Homes 41
Activity 5 (SB p. 33) Residence Building at a university with
Students say the /g/ words and use them to rooms for students.
complete sentences.
Activity 8 (SB p. 35)
Answers Students choose a word from the table on
a) grandmother page 34 to complete the sentences.
b) magazine
c) eggs Answers
d) grass a) apartment
e) pegs b) residence
f) angle c) hut
g) glass d) townhouse
e) shacks
Evaluation f) mansion
Teacher Evaluation: Teachers can use the
following sections from the Rubric: Listening Reading And Comprehension
and Speaking Skills on page 13 of this Teacher’s Activity 9 (SB p. 35)
Guide: Identification, Pronunciation, and Stress
After pairs have discussed what the words
and Intonation.
and expressions in the text boxes mean, ask
volunteers to explain them to the class. Ask
Vocabulary others to use the words in sentences.

Activity 6 and 7 (SB p. 34) Answers

Activities 6 and 7 work together. The • dynamic: Adjective that describes constant
vocabulary in Activity 7 helps students to change, activity or progress
identify the dwellings in 6. Assess your • down payment: the initial deposit of money
students. You may decide to work through the made to secure the apartment
table in 7 before learners begin to describe the • secure the apartment: make sure that they can
dwellings in the pictures. rent it
• triumphantly: Adverb expressing joy after a
Answers victory or achievement
• soaking wet: extremely wet
Word Definition
Apartment Many units designed for living Activity 10 and 11 (SB pp. 35-37)
within one building. They may be Read the story to the class, using a different
one room or a group of rooms. voice for the male and female characters.
Boarding A house where a person can pay Divide the class into groups of four.
house to rent a room in the house. Students then read the story in their groups,
also using different voices for the characters.
Townhouse A house, in a row of houses
joined by a common side wall. Walk around listening to how individual
students are reading and assist where necessary.
Shanty/shack Informal housing made of simple Let each student in the group take a turn to
materials in low economic areas. choose the correct answer to the questions.
Hut A small dwelling made of natural
materials such as mud, grass or
logs. Usually in rural areas.
Mansion A very large and luxurious home.

42 Term 1
Answers written? Where is the date? Who wrote the letter
11. a)she looks forward to a more exciting life. and how do we know this?
b)a very large city with over ten million people. Explain that we use the formal letter to write
c)apartment. covering letters for job applications, letters of
d)he was tricked and given the wrong complaint, letters of inquiry, letters of apology,
apartment. business letters etc.
e) to warn people what can happen when Formal letters have two addresses, opening
renting an apartment in Lagos. salutation, correct heading, body, closing and
signature. Explain that in order to make their
formal letters effective they must be:
Grammar And Structure • In the correct format
Activity 12 (SB p. 37) • Free of grammatical or spelling mistakes
Guide students through the use of the present • Short and to the point
continuous tense. Use the example and annotations • Polite, even if it is a letter of complaint
to explain how auxiliary verbs are formed.
Activity 15 and 16 (SB p. 39)
Activity 13 (SB p. 37) Read the activity instructions to the class.
a) Listen to pairs as they say two sentences Students should follow the correct procedure for
in the present continuous tense. Support writing. They may refer to your wall chart on
where necessary. For example, pat your head the writing process. Read through the content
while asking: “What am I doing?” Student of the Self-Evaluation Checklist: Formal and
answers: You are patting your head. Informal Letters with the class before they begin
b and c) Learners rewrite the present tense their writing task. Tell them to use the Checklist
sentences in the present continuous tense, to check their work before submitting it.
then circle the auxiliary verb and underline
the main verb. Evaluation
Student Evaluation: Students can use the Self-
Answers Evaluation Checklist: Formal and Informal Letters
• I am singing hymns in church. on page 11 of this Teacher’s Guide.
• The mosque is calling for evening prayers. Teacher Evaluation: Teachers can use the Rubric:
• The candle is burning in the temple. Formal and Informal Letters on page 22 of this
Teacher’s Guide.
Writing
Activity 14 (SB p. 38) Literature
Make copies of the Self-Evaluation Checklist: Revise the three most important features of a
Formal and Informal Letters on page 11 of this Drama with the students: setting, theme and plot.
Teacher’s Guide and give these to students.
Alternatively, write the Checklist on the board. Activity 17 (SB p. 39)
Ask students to study the example of a Students work in groups to discuss the theme,
formal letter and to read the notes on the format, setting and plot relating to the Drama they are
language and punctuation quietly to themselves. studying this year.
Remind them of the conventions for writing
informal letters, which we use to write to friends Activity 18 (SB p. 39)
or family in a casual way. Students work in groups to prepare the scene for
Talk about the format of the letter, and ask performance.
questions that help the class to take note of Assess them on how well they perform in
this, e.g. How do we know when the letter was terms of the pointers in the activity.

Module 5: Homes 43
 module

6 Sport

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing Literature
Book Speaking (p. 40): Comprehension Structure (pp. (pp. 44-45): (pp. 45-46):
Contrasting (pp. 42-43): 43-44): The past Narrative Essay: Characterisation
consonants /p/ Interview: How perfect tense What I do every and Plot
and /t/ to develop day using Prodigal
football in Brothers
Nigeria
Oral Vocabulary
comprehension (p. 41): The
(pp. 40-41): language of
The Paralympic sports
Games

Pictures of Nigerian soccer from school to

Objectives national level
The student should be able to: Dictionaries
Listening And Speaking: Listen to and pronounce
contrasting consonants [p] and [t]; identify true Listening And Speaking
and false statements about a listening text.
Reading And Comprehension: Correctly Activity 1 (SB p. 40)
identify facts and opinions in a given passage; Model how to say the sentences, focusing
use the critical reading process; read to identify on the correct pronunciation of the /p/ and
the meanings of words using context clues; /t/ consonants. Identify the sounds in the
answer questions to demonstrate understanding beginning, middle and ends of words.
of the passage read. Get the students to say the sentences. Invite
Vocabulary: Learn and use new words related pairs of students to come to your desk and say
to sport. the sentences for you. Coach with the correct
Grammar And Structure: Identify the past pronunciation as necessary.
perfect tense and use it correctly in sentences.
Writing: Write a Narrative Essay using the Activity 2 (SB p. 40)
writing process. Read the listening text about the Paralympics to
Literature: Understand characterisation and the class.
plot in relation to the set drama.

The Paralympics
Resources
(paragraph 1) The Paralympics are Olympic
Student’s Book pages 40-46 Games for disabled athletes. In the Paralympics,
The Prodigal Brothers by IK Hoh athletes compete in categories depending on
Articles and personal stories about paralympic their type of disability and the type of sport.
athletes

44 Term 1
 (paragraph 2) The Paralympics were started by Evaluation
Sir Ludwig Guttman in 1948 for soldiers whose Teacher Evaluation: Teachers can use the
spines had been badly injured during World following sections from Rubric: Listening and
War Two. He believed playing sport was a very Speaking Skills on page 13 of this Teacher’s
important part of healing and recovery. Guide: Identification, Pronunciation, Stress and
(paragraph 3) Today the Paralympics is one of the Intonation, Comprehension and Responding.
largest sporting events in the world. It is held at
the same time as the Olympic Games. Over 4000
athletes competed in the last Paralympic Games. Vocabulary
Activity 5 (SB p. 41)
Activity 3 (SB p. 41) Ask students to begin this activity with a word
Read the words then read the text again. they already know the meaning of, for example,
Ask the students to listen for the words while ‘compete’.
you read and try to work out what they mean They can match the words to their correct
using clues in the text. meanings by joining them with light pencil lines
a) Students work in pairs to discuss the words. in their textbooks.
b) Confirm the meanings. When they have completed the matching
activity, read them the correct definitions below
Answers and allow them to correct their work.
• disabled – a person with a physical or mental Answers
condition that limits their activities
• categories – groups that share characteristics Word Meaning
for example, in sport, running or swimming Amateur A person who plays sports without
• disabilities – conditions that limit a person’s receiving payment, i.e. a non-
activities professional
• compete – take part in a competition in order
Captain The leader of a team
to win
Coach A person who trains an athlete or a
Activity 4 (SB p. 41) sports team
As students do not have the text to refer to, read Athlete Anyone who trains for and competes
the questions to the class one by one. After each in a sport
question, read the paragraph with the correct
Compete To participate in a contest or a
statement in it. competition
Give them time to write their answers into
their exercise books. Beat To defeat a player in a game or sports
competition
Answers Contest A game or event in which people
a) False. (paragraph 1) compete to win
b) False. The athletes compete in categories Half-time The break or interval between the first
depending on their disability and the type of and second halves of a sports game
sport. (paragraph 1)
Draw To finish a contest or game with the
c) True. (paragraph 2)
same score
d) True. (paragraph 2)
e) False. Today the Paralympics is one of the largest Arena A flat area for sports events which is
sporting events in the world. (paragraph 3) surrounded by seats for spectators
f) False. Over 4000 athletes competed in the Fan A person who supports a particular
last Paralympic games. (paragraph 3) sports team or player

Module 6: Sport 45
Activity 6 (SB p. 41) in trouble because Nigerian football players
Students write their five sentences neatly into need to be taught how to play football first.
their note books. Now ask the questions one by one. If necessary,
Give the class the opportunity to share their lead students to infer the answers using wh-
sentences with a partner or the class. questions. Give the class time to answer the
question first before going on to the next one.
Reading And Comprehension Answers
Activity 7 (SB p. 42) a) Onigbinde thinks that football in Nigeria
Before you read the interview to the class let is in trouble because he says ‘If you don’t
them scan the interview for the words. develop, well, you will continue to fail’
In pairs, let students work out the meanings and ‘The first thing is development. Teach
from context clues. Check these in the dictionary. them how to play first. That’s why we are in
Read the interview to the class, or ask two trouble now.’
students to read the two parts. Then give them b) He thinks Nigerian players have the same
time to read the interview quietly to themselves. abilities as foreign players if they were
Point out that the interviewer uses exposed to the same training programmes.
wh-questions so that Onigbinde cannot just give c) Onigbinde thinks Nigeria should focus on
‘yes’ or ‘no’ answers. teaching local players how to play the game.
d) Each ward in local government should have
Activity 8 (SB p. 43) a football team, a zonal team can be selected
Read through all the questions with the class. from these players, who then meet at a
Point out that in some of the questions, for national level to select a national team.
example, question a), students will have to e) Students read the passage in pairs,
infer what Onigbinde thinks. Explain that infer reading either the part of the interviewer
means ‘to work something out from reasoning or Onigbinde. Walk around and listen to
rather than from a direct statement’. them reading. Let them swop characters
Guide students through question a) as an and read the other part. Are they reading
example: Prompt them to infer by asking convincingly? Are they using stress and
wh-questions as follows: intonation for questions? Assist where
• What does Onigbinde say that gives us a clue necessary.
about what he thinks about Nigerian football? f) Students practise using the vocabulary of
• Where in the passage does he say this? Lead sport by discussing sports they enjoy. Listen
them to read his reply to the first question and support as required.
when he says: ‘If you don’t develop, well,
you will continue to fail’. Explain that we Reading Aloud
can infer from this statement that he thinks Select a few students who have not yet had their
Nigerian football is failing in the present and reading skills assessed. Ask them to prepare two
will continue to fail in the future. or three paragraphs from the Comprehension
• What else does Onigbinde say that lets us text for reading aloud. Give them the criteria
infer what he thinks about Nigerian football? from the Self-Evaluation Checklist: Reading Aloud
• Where else in the passage does he say this? on page 9 of this Teacher’s Guide. Explain that
Lead them to read his reply to the third you will be using these criteria to evaluate their
question in the interview where he says: ‘The reading aloud skills. Call them up individually and
first thing is development. Teach them how ask them to read to you. You can use the Rubric:
to play first. That’s why we are in trouble Reading Aloud on page 12 of this Teacher’s Guide
now.’ Explain that we can infer that he thinks to evaluate their reading. Record the mark in
that the current state of Nigerian football is your Record Book.

46 Term 1
Grammar And Structure Writing
Activity 9 (SB pp. 43-44) Review the definition and format of a Narrative
Read the description of the present and past Essay.
perfect tense to the students. The past perfect Tell students they will be writing an essay
refers to a time earlier than now. It is used to titled ‘What I do every day’.
show that one thing happened before another in With reference to the Self-Evaluation
the past. It does not matter what is mentioned Checklist: Narrative Essay that you provided in
first - the tense makes it clear which one Module 1 (rewrite the Checklist on the board
happened first. if necessary), discuss the things that would be
Show the class how to change the tense of the included in a checklist for a Narrative Essay, for
sentences to the past perfect by using had before example, the introduction describes the setting
the verb and the past participle of the verb. or introduces the characters.
Explain that sometimes the verb changes Activity 11 (SB p. 45)
completely. For example: I (gave) him the book
already. → I had given him the book already. Read through the activity with the class.
Gave changes to given. Let them practise with Remind students that they are the main
the examples until they are familiar with the character so they should write in the first person.
process. a) Students develop ideas for their essay by
beginning with a discussion in pairs. While
Answers they talk, walk around the classroom,
a) The police had closed the main roads before prompting learners with open-ended
the Eyo Festival began. questions where necessary.
b) The Eyo dancers had practised their dances, b) Review the steps of essay writing. Encourage
then dressed in their costumes. students to use a mind-map to plan each
c) If he had removed his shoes, the Eyo dancer paragraph of their essays. They then use
wouldn’t have hit him with his ompambata. these notes to write a first draft.
d) If the King had lived, he would be at the Eyo Suggest that students use the checklist to
Festival. check their drafts.
e) My sister said that she had enjoyed the Eyo They then revise, edit and write the neat
Festival. version of their Narrative Essays.
f) If I had practised the dance, I would have
been in the Eyo Festival. Evaluation
g) Faraa had arrived at the Eyo Festival then Student Evaluation: Students can use the Self-
greeted an Eyo dancer. Evaluation Checklist: Narrative Essay on page 9
of this Teacher’s Guide.
Activity 10 (SB p. 44) Teacher Evaluation: Teachers can use the Rubric:
Explain that we when we use the past perfect Narrative Essay on page 16 of this Teacher’s Guide.
tense we often use words like already and just
in these sentences. It does not matter what is
mentioned first - the tense makes it clear which Literature
one happened first. Students should look out for Introduce the literary features of characterisation
the word had to see which action happened first. and plot.
Discuss them in relation to the drama
Answers Prodigal Brothers by IK Hoh.
a) The music started. Explain that the playwright (writer of a play
b) We left the Eyo Festival. or drama) introduces the main characters and
c) The Eyo dancers rehearsed. the central conflicts between the characters very
d) We took off our shoes. early in the play (in the first two scenes).

Module 6: Sport 47
In pairs, students read Scene 1 aloud and then Students use these insights to answer the
discuss the boys’ complaints about their parents. questions about character.
Ideas may include: The boys complain that their
parents are not treating them properly. They feel Answers
that their parents criticise them too much, they a) Mrs. Doe believes that: her boys are badly
get slapped too much and their parents find fault behaved and need firmer discipline.
in everything they do. They preach to their sons b) Mr. Doe believes that: the boys are growing
like they do to the congregation. The boys also up and need more freedom.
complain that the parents won’t do anything for c) Kofi can be described as: inappropriately
themselves and are always asking the boys to do flirtatious.
errands for them. d) Nami can be described as: greedy.

Activity 12 (SB p. 46)

Talk about how people’s actions and words
tell us what their characters are like. Base your
discussion on what you have just read in Scene 1.

module

7 Science News

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing (p. 51): Literature
Book Speaking Comprehension Structure(p. Informal letter: (pp. 51-52):
(pp. 47-48): (pp. 49-50): 51): Making Things I like at Novellas,
Consonant Newspaper sentences with my school novelettes and
sounds /f/ and article conjunctions novels
/v/
News report: Vocabulary Figures of
Bionic eye (p. 48): speech:
implants Journalism Onomatopoeia
and
Personification

Vocabulary: Learn and use new words about

Objectives journalism.
The student should be able to: Grammar And Structure: Identify and use
Listening And Speaking: Listen to and conjunctions correctly in sentences.
pronounce the consonant sounds /f/ and /v/. Writing: Write an informal letter using the
Listen for information in a report. correct format and tone.
Reading And Comprehension: Read to Literature: Differentiate between a short story,
explain the facts and opinions in a selected novella, novelette and novel; understand and
passage; read critically and answer questions to identify the Figures of Speech: onomatopoeia
demonstrate understanding of the passage. and personification.

48 Term 1
Resources In June 2015, a British man received the first-
ever bionic eye. What happened in June 2015?
Student’s Book pages 47-52 To whom did it happen? When did it happen?
Newspaper reports about scientific or medical
developments Evaluation
Photographs of weaver birds building nests
Teacher Evaluation: Teachers can use the
Dictionaries
following sections from the Rubric: Listening
and Speaking Skills on page 13 of this Teacher’s
Listening And Speaking Guide: Identification, Pronunciation, Stress and
Model how to pronounce the /f/ and /v/ sounds Intonation, Comprehension and Responding,
emphasising the difference between voiced and
unvoiced sounds. Vocabulary
Activity 1 (SB p. 47) Activity 4 (SB p. 48)
Read the sentences focusing on words with the Work as a class, inviting individuals to
/f/ and /v/ sounds. volunteer the correct meaning of each word.
Then students say them in pairs. Walk around Answers
listening to students’ pronunciation.
Word Meaning
Activity 2 (SB pp. 47-48) Journalist (n) A person who writes and reports
Read and discuss the explanations of the new the news
words being introduced in the listening text. Celebrity (n) A person who is famous; usually
Read the text box about how news reports an actor, singer or sports star
always answer wh-question in a specific order.
Read the news report about the bionic eye Tabloids (n) Newspapers and magazines that
implant. focus on celebrity news
Anchor (n) A person who reads the news on TV
News Report On A Bionic Eye Implant Coverage (n) The attention given to a story by
Welcome to Science News. In June 2015 a British the media
man received the first-ever bionic eye. Media (n) Mass communication by television,
Eighty-year-old Ray Flynn has been completely radio, newspapers, internet and
blind for ten years. He can now partially see, due magazines
to this bionic eye implant. His bionic eye consists
of a small electronic chip that is placed at the Activity 5 (SB p. 48)
back of the eye. The person wears a camera that Answers
is attached to a pair of glasses. This camera sends a) journalist
radio signals to the microchip in the eye, which b) coverage
then sends messages along the optic nerve to the c) anchor
brain. The brain turns the messages into images. d) tabloids
This bionic eye, the first of its kind, could be a e) celebrity
cure for blindness.
Reading And Comprehension
Activity 3 (SB p. 48) Activity 6 (SB p. 49)
Lead students to identify the second sentence.
a) Revise the notes on fact and opinion on page
Write the second sentence of the listening
8 of the Student’s Book. While they read the
text on the board and ask a ‘wh’ question.
news report, they should think about what is
Highlight the wh-question words. For example:
fact and what is opinion.

Module 7: Science News 49

b) Look at the notes around the article to Answers
discuss the format of a newspaper article. • Two pilots have broken the world record by
Use the correct journalistic terms. flying half way around the world without fuel.
c) Lead a class discussion to assess what • Their airplane, which is called Solar Impulse
students already know about solar power and 2, is powered by solar energy from solar
global warming. Explain that ‘solar’ in an panels on the aircraft.
Adjective relating to the sun and ‘global’ is • They planned to fly all the way around the
an Adjective relating to the whole world. world but had to stop because of damaged
d) Students scan the text (read it carefully) to find solar batteries.
synonyms of the words in the word boxes. • They will continue their journey once the
batteries are repaired or replaced.
Answers • The pilots want to show that it is possible to
• petrol – fuel use renewable energy to power airplanes.
• sun – solar • Scientists hope that airplanes of the future
• finished – completed will use renewable energy.
• sustainable – renewable

Activity 7 (SB p. 50) Grammar And Structure

a) Read the article again, stopping after the first Guide students through the explanation and
paragraph to ask the class what they think examples of conjunctions. Explain how they
the main idea of the paragraph is. Then ask: can make writing more interesting and varied.
Who knows what the main sentence is? Let Invite them to make up more examples for
the students find the main ideas and main you to write on the board.
sentences in groups. Ask individuals to come up and underline the
Conjunctions.
Answers
a) Paragraph 1: On 3 July 2015, Pilots Bertrand
Activity 8 (SB p. 51)
Piccard and Andre Borschberg broke the Students join the sentences using conjunctions.
world record in flying an airplane for the
longest distance without any fuel. Answers
Paragraph 2: Piccard and Borschberg intend a) Gerda did not wash her hair today because
to fly all the way around the world using only she washed it yesterday.
solar power in their Solar Impulse 2. b) Grandma likes honey in her tea but she also
Paragraph 3: Fuel causes a great deal of likes sugar.
pollution, and the pilots want to show that it c) You can travel to town by bus or by train.
is possible to use renewable and clean energy
to fly airplanes. Writing
Paragraph 4: Scientists hope that all airplanes
Focus on the format, layout and writing style
of the future will use solar energy.
of an informal letter. Remind students that an
b) Students’ answers will vary as there are
informal letter uses casual language and is
many facts in this article. Get them to focus
usually written to a friend or family member.
on the facts in the main sentences.
If you have the internet, read the following
c) Students give their personal opinion.
extract to the class:
d) Students can do this exercise orally as a
https://learnenglishteens.britishcouncil.org/
class. They should re-arrange the paragraphs
magazine/life-around-world/lost-art-letter-
in the following order:
writing

50 Term 1
 Instruct students to follow the usual Activity 10 (SB p. 52)
procedure when writing: make notes, write a Return to the Figures of Speech in the table
rough draft, check and revise the draft letter, on page 11 of the Student’s Book. Revise
write the final version out neatly. Onomatopoeia and Personification.
Refer students back to the Self-Evaluation
Checklist: Formal and Informal Letters. If Activity 11 (SB p. 53)
necessary, rewrite the Checklist on the board.
Read the poem A Weaver’s Life to the class. Use
Students must use the Checklist to check their
a suitably lively and affectionate tone. Focus
work before submitting it.
on conveying the Onomatopoeia as well as the
human characteristics of the bird.
Evaluation Show photographs of weavers and their
Student Evaluation: Students can use the Self- cleverly woven nests.
Evaluation Checklist: Formal and Informal Letters a) Give students time to read the poem quietly
on page 11 of this Teacher’s Guide. to themselves. They should try to picture the
Teacher Evaluation: Teachers can use the Rubric: busy bird as he builds his nest and tries to
Formal and Informal Letters on page 22 of this attract a mate. Think about Onomatopoeia
Teacher’s Guide. and Personification.
b) Take turns to read the poem to a partner. Use
good expression to give the idea of the busy,
Literature chattering bird.
Guide students through the notes and table on
the differences between short stories, novelettes, Activity 12 (SB p. 52)
novellas and novels. Answers
Provide examples from stories and books
a) An example of Onomatopoeia: Chitter
they are familiar with.
chattering
b) Two examples of Personification: Knitting
Activity 9 (SB p. 51)
natty nests/ cries the boastful he/ a little
Answers green wife
a) Students to provide their own answer but c) Students apply their understanding of
should ideally be a novel. Personification to write a sentence about a
b) Apart from short stories, the quickest book slow fish.
to read is a novelette because it has 7 500 to For example: I watched its sickly, sad
20 000 words. swimming movement.
c) The stories I write are short stories because
they have less than 7 500 words.

Module 7: Science News 51

 module

8 Folktales

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing (p. 57): Literature
Book Speaking Comprehension Structure (p. 56): Descriptive (p. 57): Retell
(pp. 53-54): (pp. 54-56): A Making requests Essay: My a folktale and
Consonants /l/ folktale: ‘How favourite teacher discuss its theme
and /r/ the Ethiopian
woman tamed
her husband’
Poems Vocabulary
(p. 56): Words
from the story

Objectives Activity 1 (SB pp. 53-54)

Students copy the poems into their books.
The student should be able to:
Observe for accurate copying.
Listening And Speaking: Identify and
Help them to identify and underline the /l/
pronounce the consonants /l/ and /r ; correctly
and /r/ sounds in the first line.
identify these consonants in poems.
Then walk around the classroom as they
Reading And Comprehension: Read to
identify the rest.
identify the writer’s intention; read critically to
When the students have copied and marked
answer questions to demonstrate understanding
their poems, they recite these to their partners,
of the passage.
taking care with the /r/ and /l/ sounds.
Vocabulary: Learn and use new words related
to the texts; find synonyms for words.
Grammar And Structure: Make requests using Evaluation
the polite form. Teacher Evaluation: Teachers can use the
Writing: Write a Descriptive Essay using the following sections from the Rubric: Listening and
correct format and writing process. Speaking Skills on page 13 of this Teacher’s Guide:
Literature: Retell a story; discuss theme in a Identification, Pronunciation, Stress and Intonation.
folktale.
Reading And Comprehension
Resources
Student’s Book pages 53-57
Activity 2 (SB p. 54)
Examples of Nigerian folktales, CD player Revise the features of folktales on page 24 of
Dictionaries the Student’s Book.
Explain that every language has its own
literature and a folktale is a story that has been
Listening And Speaking passed down from generation to generation.
Read through the description of how to make the /l/ Ask students to volunteer the names of Nigerian
and /r/ sounds while students study the diagrams. folktales they know.

52 Term 1
 Provide further examples yourself.
triumphantly victoriously
Before students read the story, allow them to
discuss the questions in pairs. approaching walking towards
Encourage the students to read the title attentive thoughtful
and look at the illustration to predict what the
folktale is about.
Read the story to the class using an Grammar And Structure
expressive voice to make it exciting and Read through the grammar box with the
interesting to listen to. students. Use the example sentence to place the
In pairs, students read the story to each word ‘please’ in different places indicated.
other. Walk around and assist students where
necessary. Activity 5 (SB p. 56)
When students have written their requests into
Activity 3 (SB p. 55) their note books, individuals may read their
Read through the questions with the class before requests to the class.
the students work in groups. Mark and correct their work.

Answers Activity 6 (SB p. 56)

a) No – it is unlikely that a person will ever get In pairs, students ask and answer each other’s
close enough to a lion in the wild to get three requests.
hairs from his mane. Walk around and listen as they work. Listen
b) Every day, the woman fed a lamb to the lion. for polite ways of making requests and for the
c) She was gentle and loving/respectful to him. correct intonation.
d) Yes, because the lion began to trust her.
e) “How is it you have been so clever?” asked Writing
the witchdoctor in amazement.
f) The woman should gain her husband’s trust Activity 7 (SB p. 57)
in the same way she gained the lion’s trust. Students will write a Descriptive Essay entitled
g) With love/ patience/ respect you can rebuild ‘My favourite teacher’.
trust. Review the features of descriptive writing
h) The intention of the writer is to teach us a by returning to page 31 of the Student’s Book.
life lesson. Use the Self-Evaluation Checklist: Descriptive
Essay that you gave to students in Module 2. If
Vocabulary necessary, write the Checklist on the board. Talk
about how Similes are used to paint a colourful
Activity 4 (SB p. 56) picture of a person, event or scene. Students
Explain that a synonym is a word that means the could volunteer their own Similes for various
same or is very similar to the original word. teachers in your school. While the discussion
Students write their answers in their note may be fun, be sure to keep it respectful.
books. Remind students that their essays must be
structured to include a beginning, middle and
Answers end.
Word from Story Synonym They should use a mind-map to plan their
essays before writing a rough draft, editing
upset troubled and rewriting neatly. Remind students to use
happy content the Checklist to check their work before
submitting it.
anxiously nervously

Module 8: Folktales 53
 idea or sentence from each paragraph. Then,
Evaluation using words such as first, then, next, finally,
Student Evaluation: Students can use the Self- they retell the tale in the correct sequence.
Evaluation Checklist: Descriptive Essay on b) Remind students that the theme of a story
page 9 of this Teacher’s Guide. can also be what the message is about. Let
Teacher Evaluation: Teachers can use the Rubric: pairs discuss the theme with the help of the
Descriptive Essay on page 17 of this Teacher’s Guide. words provided.
c) The theme is kindness and how the best way
to teach people to be caring is to treat them
Literature with respect.
Activity 8 (SB p. 57) d) If you want people to behave kindly, you
Reread How the Ethiopian woman tamed her must treat them kindly.
husband on page 54.
a) In pairs, students take turns to tell each other
the story. First, they should identify the main

module

9 Being Healthy

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing Literature
Book Speaking (p. 58): Comprehension Structure (pp. 61-62): (p. 62): Revision
The consonant (pp. 58-60): (pp. 60-61): Formal Letter: of literary terms
sound /h/ Steps in critical Direct and Letter of
reading: A indirect Invitation
conversation (reported)
about HIV/AIDS Speech
Vocabulary
(pp. 58 and
61): Health-
related words
and revision
of media
vocabulary

to arrive at the meaning of the target words;

Objectives list other possible words that fit the context;
The student should be able to: correctly identify facts in a given passage.
Listening And Speaking: Listen to and Vocabulary: Learn and use new words related
pronounce the consonant /h/. to health and journalism.
Reading And Comprehension: Understand Grammar And Structure: Read direct speech
and apply and steps of critical reading; explain sentences, turn direct speech into indirect
the meaning of words using surrounding words speech sentences, both orally and in writing.

54 Term 1
Writing: Write an invitation in the form of a Activity 4 (SB p. 59)
formal letter using the writing frame provided. In pairs, students read the dialogue aloud.
Literature: Identify and use literary terms and
figures of speech. Activity 5 (SB p. 59)
In pairs, students read the dialogue for meaning.
Resources They may discuss any areas they are not sure
Student’s Book pages 58-62 about.
Information pamphlets on HIV/AIDS Then they write answers to the questions in
An example of a real letter of invitation to speak their note books.
at, or attend an event Mark the questions orally as a class while
Dictionaries students mark and correct their own work.

Listening And Speaking Answers

a) Sexual intercourse, mother to child
Activity 1 and 2 (SB p. 58) transmission, sharing infected needles.
Read through the description about how to make b) Coughing and sneezing or touching someone
the unvoiced /h/ sound. Practise saying the or something.
words with the consonant /h/. c) Explanations of the phrases:
In pairs, let students practise reading • To donate blood means to give blood at a
the sentences. Make sure you listen to each blood bank.
individual saying the sound. Support individuals • A blood transfusion is when a person is
as necessary. given new blood (of the same blood type
as theirs) when they are ill or injured. This
Evaluation blood is checked to make sure it is not
infected.
Teacher Evaluation: Teachers can use the
• To share a needle is when drug users and
following sections from the Rubric: Listening
addicts use the same needle. When they
and Speaking Skills on page 13 of this Teacher’s
do this, they may spread infected blood
Guide: Identification, Pronunciation, Stress and
between them and so pass on HIV.
Intonation.
d) Students should correct the false statements
in full sentences:
Reading And Comprehension • True, AIDS can affect everyone.
• False, 61% of young people in the USA
Review the steps in critical reading as laid out in
are sexually active.
the SB page 6.
• True, sexual activity can lead to HIV
Assess whether students apply them correctly
infection.
as they work through the activity.
• True, HIV/AIDS can be transmitted from
a mother to her child.
Activity 3 (SB p. 58)
Students read the text carefully to find the Activity 6 (SB p. 60)
synonyms. Students discuss and share ideas about how to
Answers protect themselves from contracting HIV/AIDS.
Provide information pamphlets on HIV/AIDS as
concerned – worried useful resources for students to use.
caught – contracted
diseased – infected
startling – surprising Grammar And Structure
spreading quickly – spreading like wildfire Read through the grammar box on direct and
participating in – engaged in indirect speech with the students.

Module 9: Being Healthy 55

 Let them page through their textbooks to magazines. Sometimes even the news anchor
find examples of when direct speech is used. tells celebrity stories on TV. Celebrity stories
In Module 5, A New Apartment For Arria on receive a lot of coverage in the media.
page 35 is a good example. Guide them through
the formation and use of indirect speech. Pay Writing
attention to how to report questions.
Demonstrate how pronouns change. For Activity 10 (SB pp. 61-62)
example: approach a student and say: “You are The focus of this lesson is writing a formal
late for class.” Now ask a different student to invitation as a Formal Letter, using a writing
tell the class what you said. (Teacher said that frame.
she is late for class.) Read through the writing instructions in the
textbook with the students.
Activity 7 (SB p. 61) Students start the writing process by deciding
Answers on the speaker they will invite. They should
a) Direct speech make notes for each of the paragraphs required.
b) Indirect speech They use those notes to write a first draft of
c) Indirect speech their invitation.
d) Direct speech Remind students to use Adjectives and
Adverbs to make their writing interesting.
Activity 8 (SB p. 61) Remind students to use the Self-Evaluation
Checklist: Formal and Informal Letters on
Answers page 11 of the Teacher’s Guide to guide
a) Nwamaka said that the interesting thing their writing and to check their work before
about HIV is that it can’t be spread by submitting it.
coughing or sneezing or touching somebody Let them revise and edit their first drafts to
or something. ensure that they have used tenses correctly, and
b) Ijeoma said that it’s unlike the common cold that the spelling, grammar and punctuation is
or flu. correct. They should also ensure that they end
c) Ijeoma asked if they should be worried about their letters correctly as per the instructions.
AIDS. They then write these out neatly in their note
d) Nwamaka said that that is/was surprising. books.
e) Ijeoma said that she didn’t want to guess
how many of them are/were engaged in Evaluation
sexual activity and she said that it is/was Student Evaluation: Students can use the Self-
dangerous. Evaluation Checklist: Formal and Informal Letters
on page 11 of this Teacher’s Guide.
Vocabulary Teacher Evaluation: Teachers can use the Rubric:
Formal and Informal Letters on page 22 of this
Activity 9 (SB p. 61) Teacher’s Guide.
Students should write their paragraphs neatly in
their note books.
Literature
Answers Activity 11 (SB p. 62)
The media is always looking for stories about Students write a short paragraph to summarise
celebrities. Actors, actresses and sports stars are the prescribed book for the term.
often bothered by journalists for photographs Revise the definitions of setting, character
and stories about their personal lives. These and plot to help them. Students must include the
get published in the tabloid newspapers and message the author is giving the reader.

56 Term 1
Activity 12 (SB p. 62) Answers
Reread the descriptive text A Local Festival a) ‘swarmed with people like bees in a hive’ is
on page 31 of the Student’s Book. Review the a simile.
annotated literary terms (alliteration, metaphors b and c) Students revise alliteration then write
and similes). two sentences that use words that start
Students apply this understanding to the with the same sounds. Let them check each
questions. other’s sentences in pairs.

module

10 Revision of Term 1

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing (p. 67): Marking,
Book Speaking Comprehension Structure (p. 66): An informal correcting and
(pp. 63-64): (pp. 65-66): Revision of letter supporting as
Revision of What is sound? direct and necessary
vowels and indirect speech,
consonants tenses
Vocabulary
(p. 65): Revision
of new
vocabulary for
Term 1

Objectives Listening And Speaking

The student should be able to: Activity 1, 2 and 3 (SB pp. 63-64)
Listening And Speaking: Pronounce vowels Students fill in the tables correctly.
distinctly; pronounce consonants accurately;
articulate clusters correctly. Answers
Reading And Comprehension: Read critically;
1.
correctly differentiate between fact and opinion;
identify main idea in each paragraph. /ɪ/ /ɛ/ /ɒ/ /ʌ/
Vocabulary: Use new words learned this term hill empty what young
correctly in sentences.
did said throttle hungry
Grammar And Structure: Identify and use
tenses; write direct speech as indirect speech. fin egg forgot hundred
Writing: write an informal letter using the pill end cough blood
correct format and tone.
tin guess bottle nothing
Resources mint many want flood
Student’s Book pages 63-67 (24 marks)

Module 10: Revision of Term 1 57

2.
air beige allow choice
/eə/ /eɪ/ /aʊ/ /ɔɪ/
stare neighbour cloud boy
wear apartheid flower noise
pair vein now boil
hair rain house voice
(24 marks)
where eight ourselves toy

3.
/n/ /m/ /ŋ/ /s/ /z/ /l/ /r/ /h/
number mutton clang sleeping buzz clatter around half

natter morning morning seal prize loot where hoof

many many bang sing zinc light right hand

drink memory living soft zeal allowed drop
now men sounds litle rain
men moon sag
neck main silly
moon sink
main listen
(44 marks)
g) The patients were taken to the emergency
Evaluation
room.
Teacher Evaluation: Teachers can use the h) At the Eyo Festival there are many spectators.
following sections from the Rubric: Listening i) The Eyo Festival is a happy and festive time
and Speaking Skills on page 13 of this Teacher’s in Lagos.
Guide: Identification, Pronunciation, and Stress j) The dancers wear costumes to symbolise the
and Intonation. spirits of the dead.
k) The movie star’s house is so big, it’s a
Vocabulary mansion.
l) The athletes took part in an amateur sports
Activity 4 (SB p. 65) competition.  (12 marks)
Answers
a) I have five siblings in my family; there are Reading And Comprehension
three boys and two girls. Activity 5 (SB p. 65)
b) A long time ago, people were captured and Students read through the text on sound.
sold as slaves.
c) On my grandfather’s farm, he cultivates Activity 6 (SB p. 66)
many different types of crops.
Answers
d) My grandfather’s farm is situated in northern
Nigeria. a) Students discuss the main idea of each
e) There was a car accident on the road and we paragraph with a partner:
called the ambulance. • Main idea paragraph 1 – Everything
f) The paramedics examined the injured people you hear is sound and people respond to
and put them on stretchers. sounds in different ways.

58 Term 1
 • Main idea paragraph 2 – Sound is created b) Osita said that she loves rhythm and blues
through vibration. music.
• Main idea paragraph 3 – Everything that c) Faraa said that traffic is noise pollution.
vibrates creates sound. (3 marks) d) Ikenna said that hip hop is her favourite
b) Students decide if statements are fact or music. (4 marks)
opinion:
• Fact Reading Aloud
• Opinion
Select a few students who have not yet had their
• Fact
reading skills assessed. Ask them to prepare two
• Opinion (4 marks)
or three paragraphs from the Comprehension
c) Students match word with correct meaning:
text for reading aloud. Give them the criteria
• sound – something that you can hear
from the Self-Evaluation Checklist: Reading Aloud
• vibration – a quick tiny shaking
on page 9 of this Teacher’s Guide. Explain that
movement
you will be using these criteria to evaluate their
• larynx – voice box (3 marks)
reading aloud skills. Call them up individually and
Grammar And Structure ask them to read to you. You can use the Rubric:
Reading Aloud on page 12 of this Teacher’s Guide
Activity 7 (SB p. 66)
to evaluate their reading. Record the mark in
Answers your Record Book.
a) Classical music is calming.
b) I make this sound by hitting the ruler against
the desk.
Writing
c) I listen to music when I’m falling asleep. Activity 11 (SB p. 67)
d) My favourite sound is birds singing. Students write an Informal Letter using the
 (4 marks) correct format and tone. They use the paragraph
structure provided to help them plan their
Activity 8 (SB p. 66) letters.
Answers Make sure students follow the writing
Students write down the four present tense verbs process before writing their letters out in neat.
from the paragraph: Ensure that students use the Self-Evaluation
• can Checklist: Formal and Informal Letters on
• respond page 11 of this Teacher’s Guide to check their
• call work before submitting it. (20 marks)
• is (as in It’s) (4 marks)
 Total: 150 marks
Activity 9 (SB p.66)
Evaluation
Answers
Teacher Evaluation: Teachers can use the
a) People are responding to sounds differently.
following sections from the Rubric: Listening
b) The vibration is producing a sound.
and Speaking Skills on page 13 of this Teacher’s
c) The mosquito’s wings are vibrating to make
Guide: Identification, Pronunciation, and Stress
a sound.
and Intonation.
d) I am hearing a strange noise. (4 marks)

Activity 10 (SB p. 66)

Answers
a) Ijeoma said that she hates the sound of
clanging pots.

Module 10: Revision of Term 1 59

 module

1 Revision

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing Literature
Book Speaking (p. 68): Comprehension Structure (p. 71): (pp. 72-73): A (pp. 73-74):
Revision of (pp. 69-70): Direct and report - outline Literal and
Diphthongs Information Indirect and features figurative
text on First (reported) language
Aid – reading speech
to provide
alternative
words
Vocabulary
(p. 70): First Aid
words

Objectives Evaluation
The student should be able to: Teacher Evaluation: Teachers can use the
Listening And Speaking: Recall diphthong following sections from the Rubric: Listening
sounds learned in Term 1. and Speaking Skills on page 13 of this Teacher’s
Reading and Comprehension: Read to Guide: Identification, Pronunciation, and Stress
understand the writer’s purpose; critical reading and Intonation.
for facts and opinions; read for summary; read
to provide alternative words.
Vocabulary: Improve understanding of first aid Listening And Speaking
words. Activity 1, 2 and 3 (SB p. 68)
Grammar And Structure: Identify and apply
Revise the /ɪə/ diphthong using the phonics box
the rules of direct and reported speech.
as a guide.
Writing: Write an outline and report.
Read the words in Activity 1 to the class,
Literature: Understand the difference between
modelling the /ɪə/sounds carefully.
literal and figurative language; identify and
Now students work in pairs to say the words
explain examples.
to each other. Listen for correct pronunciation.
Read Activities 2 and 3 to the class and have
Resources them complete the activities orally in pairs.
Student’s Book pages 68-74 Once the class has completed the activities,
First Aid kit ask for volunteers to share their answers with
Wall chart summarising the rules of direct and the class. Now students work individually to
indirect speech write the answers in their notebooks.
Dictionaries
Answers
2. a) hear, ear
b) fear, near, here

60 Term 2
3. a) Three cheers for the President! e) Students give their own opinion with a reason.
b) The car gears nicely now that it has been f) Students give their own opinion with a reason.
fixed. g) Students give their own opinion.
c) She will steer the car past the shops. h) Correct matching of words meaning the same
d) Please can you go near the edge of the thing:
cliff? a matter of life and death – living or dying
injured – hurt
Reading And Comprehension further treatment – more medical care
basic level – first step
Activity 4 (SB p. 69) control bleeding – stop the blood
Lead a class discussion based on the opening hypothermia – extreme cold
questions. Allow as many students as possible to prepare – get ready
participate in the discussion.
Vocabulary
Activity 5 (SB p. 69)
Explain that students will read a text about Activity 7 (SB pp. 70-71)
first aid. While they read, they should think a) Give the students time to study the first
about the meanings of the phrases in bold, aid kit in the picture with a friend before
using the techniques they have learned (look discussing it as a class. If possible bring a
at surrounding words and sentences, think of real first aid kit to show them.
alternative words). b) Then students pair up to read the words in
Have the students pair up to read through the table. In pairs, they match the words
the passage together, each taking turns to read and their meanings together. Once the pairs
aloud. They should discuss the meanings of the have completed their discussion, ask for
bold words and then join in a class discussion of volunteers to share their answers.
words or phrases that were difficult.
Answers
Activity 6 (SB p.70) Bandages of Minor bleeding wound
Guide students through the questions before different sizes
they answer them individually in their
Tweezers To remove thorns/splinters
notebooks.
Collect the books for marking once the Ice pack To try to lessen the swelling
students have completed the activity. Thermometer To take someone’s
temperature in case of a fever
Answers
Aloe gel Apply to a burn wound
a) True
b) People need to receive first aid treatment Adhesive first Used to stick the non-stick
if they are sick or injured and there isn’t a aid tape gauze down
professional medical practitioner on site. Non-stick gauze Used to cover a wound that
c) First aid can be used at home, school, in the will probably need stitches
office, on the street, at the market or shops.
Calamine lotion Helps soothe a bee or wasp
(Students give any three correct examples)
sting
d) Someone who has been trained at a basic
level can control bleeding wounds; help with Anti- Used after an ice pack to
head or neck injuries, or broken bones; help inflammatory gel lessen swelling
someone who has had a heart attack, stroke or Antiseptic cream Apply to a cut or sore that
shortness of breath; help someone suffering could become infected
from hypothermia or heat exhaustion.

Module 1: Revision 61
Create various scenarios where the students contains only facts and not opinions.
need to choose which items they would use in a Ask students to think of times when reports
first aid situation e.g.: are useful (e.g. to record what was said in
• Thorn in a finger meetings, to give feedback on the progress of
• Bleeding toe a building project). Talk about why accident
• Broken collar bone reports are important.
• Fall from a high wall onto tar
• Bee sting a) and b) Read through the writing activity with
In pairs, the students can also test each other the students. Allow them to choose a partner
with various first aid scenarios. and discuss what they see in each picture.
Encourage them to use the language of first
aid already learned. Now conduct a class
Grammar And Structure discussion about what first aid was done in
Activity 8 and 9 (SB p. 71) the pictures.
Revise how to write direct and indirect (or c) and d) In pairs, students read the information
reported) speech. Look at how to change tenses in the table that explains how to put an arm
and pronouns correctly. (Term 1 module 9 p. 62) in a splint and how to deal with a bleeding
Review the rules. It is helpful to have them head wound. Let them discuss the correct
on a wall chart for your students to refer to. order before rewriting it correctly in their
Guide students through Activities 8 and notebooks.
9. Call their attention to punctuation and the
correct use of pronouns.
Answers
Ask individuals to come to the board and Putting an arm in a splint:
write their answer. • Use thick cardboard…
Mark the answer orally as a class exercise. • Gently strap the cardboard in place…
Students mark and correct their own work. • If possible, move the arm…
Dealing with a bleeding head wound:
Answers • Put the gauze over the wound…
8. a) Direct speech • After a few minutes…
b) Indirect speech • Use non-adhesive gauze…
c) Direct speech • Strap it securely…
d) Direct speech
e) Indirect speech e) Guide students through the mind-map,
discussing the kind of information that fits
9. a) The coach shouted that they must call the under each heading.
first aid helpers because his striker was down. Now students copy and complete the mind-
b) Bako answered that he was coming as fast map in their notebooks. Explain that they
as he could. will use it as the basis of the report they will
c) Number 10 asked sadly if his arm was write in the next module.
broken.
d) Chukwuma said that he hoped not as he
wanted the school to win the match. Evaluation
There is no Self-Evaluation Checklist or Rubric for
Writing Accident Report Writing in this Teacher’s Guide.
Activity 10 (SB p. 72) If you believe that students need Checklist, then
develop one on the basis of the guidance in the
Introduce the idea of writing reports to record
Student’s Book. You can then adapt that Checklist
the details of something that happened or of
to compile a Rubric.
things that were said. Emphasise that a report

62 Term 2
Literature Then conduct the activity.
Discuss the examples that students find. Use
Activity 12 (SB pp. 73-74) them to lead a class discussion about the literal
Use the notes in the student’s book to revise and figurative meanings of the phrases they
the difference between literal and figurative found in their prescribed novel.
language. Call for more examples orally.

module

2 School Bullies

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing Literature
Book Speaking Comprehension Structure (p. 79): A report: (p. 80):
(p. 75): (pp. 76-78): (p. 79): Making An accident I Themes and
Intonation Story on sentences with witnessed characterisation
patterns in bullying: reading prepositions
questions, for speed
statements and
commands
Vocabulary
(p. 78): Law and
justice

Objectives Resources
The student should be able to: Student’s Book pages 75-80
Listening And Speaking: Identify intonation Prescribed prose text
patterns for statements, questions and Dictionaries
commands.
Reading And Comprehension: Read for Listening And Speaking
speed, avoiding vocalisation, regressive reading
and reading words instead of phrases; read to Guide students through the information in the
understand the writer’s purpose, read critically box. Model the intonation patterns described and
for facts and opinions, read for summary. ask the class to repeat the sentences after you.
Vocabulary: Learn words associated with law
and justice. Activity 1 (SB p. 75)
Grammar And Structure: Identify and use Students take turns to say the sentences with the
prepositions in sentences. correct intonation. Walk around and listen to
Writing: Write a report based on an outline/ students, correcting as necessary.
mind-map.
Literature: Discuss themes and Activity 2 (SB p. 75)
characterisation. Read the following text to the class.
Discuss what it is about.

Module 2: School Bullies 63

 Read the text again. Reading And Comprehension
Now students work in pairs to choose the
correct words for the sentences. When they have Introduce the idea of speed reading.
decided on the correct word, they take turns to Guide students through the tips and
read the corrected sentence out loud. example of how to focus on a phrase instead of
individual words.
Who is a bully? Activity 3 (SB p. 76)
Has anyone ever made you feel small by calling Allow the students time to look at the cartoon,
you horrible names? Has anyone ever told lies before they discuss it with a partner.
about you to other people? Has anyone ever hurt Once they have discussed it, ask for feedback
you by kicking, hitting, or pushing you around? If to share with the class.
one of these things has been done to you, by the Link the picture and the Activity 2 Listening
text to lead a discussion about bullying and
bullies at your school. (How does it happen?
same person over and over again, and you do not
Where, when does it happen? Who does it? Who
know how to stop it, then you have been bullied.
gets bullied? How does the school deal with it?
A bully is a person who aims to hurt the same How can students or teachers help? How else
person over and over again. The person who is can the school help?)
hurt feels as if they can do nothing to stop the The students now read through the story
person from hurting them. This horrible person, individually and answer the questions which
called a bully, makes the other person feel follow. Collect their books to mark the answers
helpless, small, alone and very sad. once the students have completed their work.
Maybe this has not happened to you but you
have seen someone else being bullied, and you Activity 4 (SB p. 76)
do not know how to stop it either. It is definitely Students read the story No Laughing Matter.
not the way to behave or treat other people! While they read, they practise speed reading and
Maybe you are a bully! It might just be time to avoid vocalising or regressive reading.
stop then. Discuss the storyline and difficult words.
Guide students through the questions before
Answers they write the answers in their notebooks.
a) A bully makes you feel bad about yourself.
Answers
b) A bully can hurt you physically by hitting you.
c) Someone who spreads lies about you is a a) Sunkanmi was the victim in the story.
bully. b) He did not want to go to school because
d) A bully is someone who does something to Akande was bullying him.
hurt someone repeatedly. c) The closer Sunkanmi got to school, the more
e) Do you know anyone who is a bully? he realised that Akande and his gang were
waiting for him.
d) Sunkanmi was verbally abused and pushed
Evaluation around by Akande and his gang.
Teacher Evaluation: Teachers can use the e) Sunkanmi shouted at Akande to stop
following sections from the Rubric: Listening attacking him.
and Speaking Skills on page 13 of this Teacher’s f) Answers vary as students give their own
Guide: Pronunciation, Stress and Intonation, opinions and reasons.
Comprehension and Responding.

64 Term 2
Vocabulary c) Students write their own sentences.
Examples: The cat is under the car.
Activity 5 (SB p. 78) Grandmother sits beside me for supper. Feed
a) Read the text on law and justice with the class. your animals before you feed yourself.
Guide them to the meanings of difficult
words and link the content to what bullies do. Writing
Ask: what kind of adults are school-ground
Activity 7 (SB p. 79)
bullies likely to become?
b) Students write the sentences using the correct Remind students of the features of a report that
word. you discussed in Module 1 (SB p. 72). Explain
that they will be writing an accident report
Answers based on the mind-maps they completed in
• If a school bully hurts someone, they can be Activity 10 of that module (SB pp. 72-73).
charged by the police. Review the text on first aid. Give students
• It is a crime to break into a house and steal. time to reread their mind-maps and, if they
• The judge said ‘guilty’ and sentenced him to choose, to adjust them.
time in prison. Based on their mind-maps, students write a
rough draft of their reports. They use the mind-
Grammar And Structure map headings as subheadings in their reports.
Guide students through the notes on Students check and edit their reports for logic,
Prepositions. Revise the identification of Nouns spelling and grammar, then rewrite them in neat.
if necessary. Invite students to make up example
sentences using other common Prepositions Evaluation
such as: in, over, through, off, about, above, Student Evaluation: Students can use the
across, toward. Checklist that you created as a whole-class
Write them on the board and underline the activity in Term 2, Module 1 to check their work.
Prepositions. In addition, students can use the mind maps
Place items in different places and ask: they created to check that they have included all
Where is my handbag? (Students answer: Your aspects of the Accident Report.
handbag is under the chair.) Teacher Evaluation: Teachers can use the Rubric
Activity 6 (SB p. 79) they created in Term 2, Module 1 as a basis for
marking the completed Accident Reports.
Answers
a) Students find six Prepositions in the passage:
Sunkanmi climbed onto the bus. Would Literature
Akande throw empty packets at him? No, Discuss the literary terms ‘theme’ and
Akande was sitting across the aisle... with ‘characterisation’ using the notes in the
a shy smile on his face! Sunkanmi’s heart Student’s Book on page 80.
pounded within his chest and a warm feeling As you teach, relate these concepts to the theme
spread through him. Akande would bully him and characterisation in your prescribed book.
no more.
b) Students choose the most appropriate Activity 8 (SB p. 80)
Preposition: Read through the questions as a class.
• When the sun moves behind the clouds, it Allow students to discuss the characters and
gets chilly. theme of their prescribed book in pairs. Using their
• We have break time between Maths and feedback, lead a class discussion. Allow as many
Biology. students to participate in the discussion as possible.
• I love falling asleep and slipping into Give students time to write the answers in
dreamland. their notebooks.

Module 2: School Bullies 65

 module

3 Music

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing (p. 84): Literature (p. 85):
Book Speaking (p. 81): Comprehension Structure An informal letter Plot in a drama
Intonation and (p. 81): Speed (p. 83): Regular about school
stress reading: and irregular inter-house sport
surveying, verbs
skimming and
scanning
Vocabulary
(p. 83): Culture
and tourism

intonations for statements, questions and

Objectives commands (Module 2 p. 75). Add that we also
The student should be able to: give meaning to sentences by how we stress
Listening and Speaking: Read sentences with different words.
the correct stress; understand how stress can Guide students through the notes on stress
change the meaning of a sentence. in the Student’s Book on page 81. Model
Reading and Comprehension: Read for speed the sentences for the class, clearly stressing
using pre-reading techniques of surveying, the word in bold. While you read, encourage
skimming and scanning. students to think about the different meanings of
Vocabulary: Understand and use culture and the sentence depending on your stress.
tourism terms in sentences. While pairs of students read the sentence
Grammar And Structure: Identify and use stressing a different word each time, support
regular and irregular verbs. where necessary to help them identify the
Writing: Write an informal letter using the different meanings.
correct format and tone. Explain that the stressed word becomes the
Literature: Read a drama and answer questions important word and should be the clue to the
about the plot. meaning of the sentence.

Resources Answers
Student’s Book pages 81-85 1 b) Students to tell each other the difference
Internet plus speakers to play songs off You in meaning when different words are
Tube or CD player and CDs of Nigerian music stressed:
Drama setwork I won’t ask Eya to smile for the photo.
Dictionaries (but perhaps someone else will)
I won’t ask Eya to smile for the photo.
(but I may ask her to do something else
Listening And Speaking e.g. frown)
Activity 1 and 2 (SB p. 81) Take me to the shops! (take me and not
Remind students that they use different somebody else)

66 Term 2
 Take me to the shops! (take me to the Place he grew up: Port Place he grew up: Calabar,
shops and not somewhere else e.g. to Harcourt, Rivers State Cross River State
school) Mother’s profession: Trader Mother’s profession:
Please may we drink some fresh warm Headmistress
milk? (not old milk) Father’s profession: Banker Father’s profession: Forester
Schooling he completed: Schooling he completed:
Please may we drink some fresh warm
Nursery, Primary, Secondary Primary, Secondary and
milk?(not cold milk) University
2. With a partner, students read the sentence Stage name: Timaya Stage name: Iyanya
aloud five times, each time stressing a Stage name: Timaya Stage name: Iyanya
different word. They discuss how it changes Date singing career took Date singing career took
the meanings. off: 2006 off: 2008
First album: ‘True Story’ First album: ‘My Story’
Name of a major hit: ‘Dem Name of a major hit:
Evaluation Mama’ ‘Kukere’
Teacher Evaluation: Teachers can use the
following sections from the Rubric: Listening Vocabulary
and Speaking Skills on page 13 of this Teacher’s
Guide: Pronunciation, and Stress and Intonation. Activity 6 (SB p. 83)
Have the students read the words in the table with a
partner, making sure that the words are understood.
Reading And Comprehension Ask them to think of examples of each.
Broaden students’ understanding of speed
reading by adding the pre-reading techniques Activity 7 (SB p.83)
of surveying, skimming and scanning. Use the Students complete the sentences individually,
notes in the Student’s Book to explain. then compare their answers with a partner.
Once they have completed their discussions, ask
Activity 3 (SB p. 81) for volunteers to share their answers with the
Students scan the text and discuss the kind class.
of music they play. If possible, download
examples of their work for the class to hear. Answers
(Both artists have downloadable songs on You a) My visiting aunt wants to go to places of
Tube). Let them discuss their opinions of the interest.
music, giving reasons. b) Nigerian people love their country and feel
great national pride.
Activity 4 (SB p. 82) c) I enjoy the performing arts, especially music
In pairs, students read the passage in detail. and dance. (any correct two)
d) City children don’t see much traditional dress
Activity 5 (SB p. 83) and customs anymore.
Students copy and complete the table in their
notebooks. Grammar And Structure
Guide students through the explanation of
Answers regular and irregular verbs on page 83 of the
Timaya Iyanya Student’s Book. Use the examples in sentences.
Real name: Enetimi Alfred Real name: Iyanya Onoyam
Ask students to volunteer further examples
Odom Mbuk of verbs, put them in the past tense, and then say
Date of birth: 29 November Date of birth: 31 October if they are regular or irregular.
1977 1986

Module 3: Music 67
Activity 8 (SB p. 84) Now, in pairs, students discuss what to
a) Students read the table of irregular verbs aloud. include under the headings in the mind-map.
Now ask them to cover up the list of verbs in Remind students that they must use the
the past tense. Let them quiz themselves as to Checklist to check their work.
the past tense form and spelling. The students follow the steps of writing an
b) In pairs, students use each word in a informal letter. Make sure they hand in their
sentence, first in the present tense, then in the rough work with their completed letters for
past tense. Invite pairs to share their answers marking. This ensures that students will plan
with the class. their letters carefully.

Activity 9 (SB p. 84) Evaluation

Answers Student Evaluation: Students can use the Self-
Sport is an important part of our national Evaluation Checklist: Formal and Informal Letters
culture. I played cricket at school. We fielded, on page 11 of this Teacher’s Guide.
batted and caught. Once I threw the ball so Teacher Evaluation: Teachers can use the Rubric:
hard it hit my teammate on the head. The doctor Formal and Informal Letters on page 22 of this
stitched the cut and told him to lie down for two Teacher’s Guide.
days. After that I thought I’d rather play soccer.
At least the ball is softer! Literature
Activity 10 (SB p. 84) Introduce the literary concept of Plot.
Guide students through the notes on page 85
Answers of the Student’s Book, making strong reference
a) She ran fast. to their prescribed drama.
b) They lived here.
c) You climbed trees well. Activity 12 (SB p. 85)
d) It rained all day. Guide them through the activity and discuss and
e) We laughed loudly. assess answers.
f) I slept tightly.

Writing
Activity 11 (SB p. 84)
Remind the students about the format and tone
of a friendly letter by revising the notes from
Term 1 (SB p. 39). Give students copies of the
Self-Evaluation Checklist: Formal and Informal
Letters on page 11 of this Teacher’s Guide, or
write the Checklist on the board. Read through
the Checklist with students so that you are
certain they understand what is expected of
them.
Hold a class discussion about inter-house
sport. Ask questions such as: Why do we have
inter-house sport? What do you enjoy about it?
What sports or events are held? Describe the
cheering etc.

68 Term 2
 module

4 Technology

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing Literature
Book Speaking (p. 86): Comprehension Structure (pp. 89-90): (p. 90): Setting in
Identification of (pp. 86-87): A (pp. 88-89): Formal letter of a drama
the correct points dialogue Reported complaint
of pause in words commands
Vocabulary
(pp. 87-88): ICT
words

Objectives Activity 1 (SB p. 86)

a) Model how you say the words, clearly
The student should be able to:
stressing the bold syllables. Ask the
Listening And Speaking: Identify the correct
students to repeat the words after you, then
points of pauses in different words.
discuss the two meanings. Use the words in
Reading And Comprehension: Read to
sentences to demonstrate.
understand the writer’s purpose, critical reading
b) Invite the students to share their sentences
for facts and opinions, and reading for summary.
with the class. Listen for correct
Vocabulary: Understand and use the
pronunciation and use.
words associated with Information and
c) Listen to them as they read their sentences
Communication Technology (ICT).
to a partner to make sure they are using the
Grammar And Structure: Write commands in
correct pause and stress.
reported speech.
Writing: Write a formal letter.
Literature: Read a drama and discuss setting. Evaluation
Teacher Evaluation: Teachers can use the
Resources following sections from the Rubric: Listening
and Speaking Skills on page 13 of this Teacher’s
Student’s Book pages 86-90
Guide: Identification, Pronunciation, and Stress
Drama setwork
and Intonation.

Listening And Speaking

Explain that sometimes we say the same word in
Reading And Comprehension
different ways. We pause at, or stress, different Activity 2 (SB p. 86)
parts of the word. Use the notes and examples Allow the students to discuss the use of
in the Student’s Book to show how this changes technology as illustrated in the picture.
the meaning of the word.
Activity 3 (SB p. 87)
Guide students through the notes on dialogue.
Students read the dialogue between Maka
and Iyawa in pairs, taking note of punctuation.

Module 4: Technology 69
Activity 4 (SB p. 87) • MMS is used to send pictures / videos /
audio.
Answers • The abbreviation for short message service is
a) Three items that have changed technology SMS.
recently are: cell phones, computers and
tablets.
b) Yes, cell phones are useful as they have led
Grammar And Structure
to better communication between friends and Read the information in the box to the students
family. (students may cite any sensible way about reported commands.
in which cell phones are useful.) Have the students read through the
c) Answers will vary. Own opinions can be information silently and allow them to ask
given with a reason. questions if needed.
d) Answers vary. Perhaps prompt students by
asking if anyone has ever heard of ‘drones’. Activity 7 (SB pp. 88-89)
The students can work individually to complete
Vocabulary the activity in their note books.
Once they have completed their work, they
Activity 5 and 6 (SB pp. 87-88) can discuss their answers with a partner.
Guide students through the list of information When everyone is finished, ask for
and communication technology (ICT) words. volunteers to share their answers with the class.
Use the terms to prompt class discussion. Provide sufficient time for students to correct
Ask students to explain the words or to use their work if needed.
them in sentences. Assess students’ level of
experience with information and communication Answers
technology and gear your discussion a) Mother told me to clean the house.
accordingly. b) Toben told me to send a text message.
Students should work on Activity 6 c) Onyedi told me to help Jire’s brother.
individually. When everyone is finished, ask for d) Tambara told me to wash my hands.
volunteers to share their answers with the class. e) Omolola told me to open the door.
The students are to mark their own work and
make any corrections. Activity 8 (SB p. 89)
The students can work individually to complete
Answers the activity in their note books.
• A tablet computer can be taken anywhere as Once they have completed their work, they
it is mobile. can discuss their answers with a partner.
• A type of telephone which can be used When everyone is finished, ask for
anywhere is called a cell phone. volunteers to share their answers with the class.
• MMS is short for Multimedia Messaging Provide sufficient time for students to correct
Service. their work if needed.
• The word email is short for electronic mail.
• A computer which is connected to the Answers
Internet is online. a) Basko told me not to sing.
• An SMS is used when a person wants to send b) Chichima told me not to meet Zeenat at the
a text message. motor park.
• www.gotoschool.po.ac is an example of an c) Adaobi told me not to check my emails.
address for a website. d) Mobo told me not to shut the windows.
• The Internet is used to connect many e) Chuku told me not to study for the test.
computers all over the world, together, at the
same time!

70 Term 2
Writing Evaluation
Activity 9 (SB p. 89) Student Evaluation: Students can use the Self-
Allow the students to work with a partner to Evaluation Checklist: Formal and Informal Letters
discuss the photograph that shows roads that are on page 11 of this Teacher’s Guide.
in a poor condition. They use the questions to Teacher Evaluation: Teachers can use the Rubric:
assist them. Formal and Informal Letters on page 22 of this
Once the pairs have completed their Teacher’s Guide.
discussions, ask for volunteers to share their
thoughts with the class and use these to lead a Literature
class discussion about roads, their condition and
whose responsibility it is to fix them. Guide students through the notes on ‘setting’ in
drama. Use them to prompt a discussion about
Activity 10 (SB p. 89) setting in your setwork drama.
Revise the formal letter layout together as a
class (SB p. 38). Refer students to the Self-
Activity 11 (SB p. 90)
Evaluation Checklist: Formal and Informal As a class, discuss the questions before students
Letters. write answers to b) and d) individually.
The students can then complete the activity Take in the notebooks to assess how students
individually, using the guidelines and the are managing with the literary concepts you
Checklist carefully. have taught.

module

5 Advertising

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing Literature
Book Speaking (p. 91): Comprehension Structure (pp. 95-96): (p. 97): Figures
Rhythm in a (pp. 92-94): (p. 95): Reported Outline, of Speech in a
poem Dialogue in an requests Argumentative prose text
advertising text Essay
Listening text on Vocabulary
advertising (p. 94): Words in
advertising

Vocabulary: Use advertising words in

Objectives sentences.
The student should be able to: Grammar And Structure: Understand and
Listening And Speaking: Identify and read a apply the rules of writing reported requests.
poem with appropriate rhythm. Writing: Understand and apply the features of
Reading And Comprehension: Read to an Argumentative Essay; write an outline.
understand the writer’s purpose, and critical Literature: Answer questions about Figures of
reading for facts and opinions. Speech.

Module 5: Advertising 71
Resources and enjoy economic freedom/ to be free from
male oppression.
Student’s Book pages 91-97 c) Sample answer: The man who the poet’s
Examples of advertising (pictures and/or daughter marries is a kind man who respects
packaging of real items) with catchy slogans women and his elders.
that students might know d) Young girls must study in order to enjoy
Prose setwork gender equality and economic freedom. /
Dictionaries Girls must make the most of their education.
e) Students’ personal responses. Use them to
Listening And Speaking generate a class discussion of the issues
Introduce rhythm in poems by comparing it to raised.
the beat in music. Explain how the rhythm or
beat can be happy and lively or slow and sad.
Activity 4 (SB p. 92)
Guide students through the notes and, using Read the listening text about advertising to the
the examples provided, demonstrate how writers class.
choose words to create the rhythm they want. Go through the questions before students
Model the lines and ask students to repeat discuss the answers in pairs.
them after you showing an awareness of rhythm. Read the text again and allow students to
reconsider their answers if necessary. Ask for
Activity 1 (p. 92) volunteers to share their answers with the class.
Read the poem When I am a mother to the class.
Use the rhythm to read fluidly, boldly, yet with What is advertising?
feeling. Ask students to read it aloud as a class, An advertisement is there to draw your attention,
showing a sense of rhythm. to distract you from what you were doing or
thinking about and make you think you need
Activity 2 (p. 92) whatever is being advertised. A lot of time,
Guide students through the sentences before effort and money goes into making sure that
they choose the correct word to talk about the advertisements which are made draw the
rhyme. attention of the group of people they are wanting
to sell a product or service to. Advertisements
Answers are everywhere: on the internet, television and
a) The rhythm of the poem is mostly regular. radio, in newspapers and magazines. What is the
b) The rhythm supports the message of the aim of advertising? To make you want to buy
poem because it is strong. something! This is also a good way of reminding
c) The poet often uses rhyme within lines to you that a certain product is still available to
create rhythm. buy or that there is something new that you
can buy at the shops. We can all think of an
Activity 3 (SB p. 92) advertisement that has caught our eye or which
In pairs, students discuss the answers before we were drawn to on the radio or television.
working individually to write them in their note When you watch television, often your favourite
books. programmes are interrupted by one or two
advertisements. Next time, take note of what is
Answers being advertised. Are they wanting to sell you
something? Or is it aimed at your parents? Do
a) The metaphor “... climb the pile...” means to
they use a catchy tune or is there a lot of talking?
get ahead of others.
Television advertising is different to that found in
b) The poet wants her daughters to enjoy the
magazines and newspapers. The magazines and
freedom that comes with equal education.
/ to be equal with men / to be able to work

72 Term 2
 newspapers cannot sing a song to you or dance
Activity 7 (SB p. 94)
a little dance. Instead they use colour, pictures Discuss the questions as a class before students
and bold words in interesting fonts to draw your complete the activity.
attention. Start paying more attention to the
advertising all around you and see which ones Answers
you really like the most. a) This advertisement is targeting students.
b) The advertisement is selling both.
Answers c) You can buy this item online.
d) The item can scan, copy and repeat.
a) Advertisements are made to make people
e) This item will help students to study.
believe they need whatever is being advertised.
f) This item helps students to eat, sleep and
b) Advertisements can be found on the internet,
walk with their notes.
television and radio, in newspapers and
magazines (any two).
c) People use advertisements to make us buy Vocabulary
their product, to remind us that a certain Activity 8 (SB p. 94)
product is still available or to tell us that there
Read the words in the left hand column to
is something new to be bought at the shops.
the students and have them repeat the words.
d) For television advertisements, songs and
Discuss the meanings of the words and use them
dancing can be used but for magazines,
in sentences.
colour, pictures and bold words are needed.
The students now work with a partner to
match the words and meanings. Encourage them
Evaluation to use their dictionaries.
Teacher Evaluation: Teachers can use the Once the class has completed the activity, invite
following sections from the Rubric: Listening individuals to share their answers with the class.
and Speaking Skills on page 13 of this Teacher’s
Guide: Identification, Pronunciation, Stress and Answers
Intonation, Comprehension and Responding. Target market The group of people an
advertisement is trying to
persuade to do something or buy
Reading And Comprehension something
Activity 5 and 6 (SB pp. 92-93) Slogan A short phrase that will catch
Students discuss the questions in pairs. people’s attention
Ask for volunteers to share their ideas with Product The object or service on offer
the class. Use these to lead a class discussion Consumer The person who will actually use
about what is ‘catchy’ or appealing to viewers, the product
listeners and readers. Brand The special name of a particular
The students then read the TV advertisement product
with a partner before completing Activity 6 Copy All the words written or spoken in
individually in their note books. Collect the the advertisement
books for marking once the students have Marketing The job of planning how to
completed their work. encourage people to buy a
In pairs, students read the dialogue of the TV product
advertisement. Encourage them to read with good
expression e.g. with a rising intonation at the end
of wh-questions e.g. “What is the matter?”

Module 5: Advertising 73
Grammar And Structure b) She asked me to add two sugars to the tea.
c) He asked her to pick up the pencil under the
Activity 9 (SB p. 95) desk.
Explain that requests are when you ask politely d) Coach asked the students to practise after
for something. Reported requests are requests school.
that have been made to someone and then
repeated. Writing
Guide students through the notes on how to
report requests. Emphasise the use of the verb Activity 10 and 11 (SB pp. 95-96)
‘ask’. Provide further examples for the class to Give students copies of the Self-Evaluation
express as reported requests orally. E.g. Mother, Checklist: Argumentative Essay on page 10 of
please may I have a party this year? the Teacher’s Guide. Alternatively, write the
Go through the first example of the activity Checklist on the board.
to make sure students know what to do. Then a) Read the information in the box about
they work alone to write the answers in their Argumentative Essays to the class. Then,
note books. with the students, read the information about
Mark the exercise orally in class, then take in herbal and orthodox medicines. Allow them
a selection of books to assess class progress. to discuss any queries in pairs before asking
you for help.
Answers b) Explain how students should organise the
a) She asked them to come and watch the information into columns in the table.
netball match.
Answers
Positives of herbal medicine Negatives of herbal medicine
Herbal medicines are made from natural products. Herbal medication takes longer to work than
Herbal medicines are safer because they have fewer orthodox medicine.
side effects. Herbal medicine can also be expensive.
Herbal medicines heal the body and do not just kill Herbal medicine tastes horrible.
the disease. Not all herbal medicines have been tested as much
You can buy herbal medicine more easily. as orthodox medicines.
Some bacteria are getting used to orthodox
medicines, so the treatment does not always work.

Read through Activity 11 with the class,

allowing students to ask questions if needed. Teacher Evaluation: Teachers can use the Rubric:
The students then work individually to complete Argumentative Essay on page 18 of this
the activity. Teacher’s Guide.
Once they have used the guidelines and the
Checklist to write their own Argumentative
Essay, the students hand their books in for you Literature
to mark their work.
Use the Rubric: Argumentative Essay on Activity 12 (SB p. 97)
page 18 to mark their Argumentative Essays. Review the Figures of Speech outlined in
the information box. Ask students for further
Evaluation examples of figurative language that we use in
everyday life, e.g. He was over the moon with
Student Evaluation: Students can use the Self-
excitement (metaphor).
Evaluation Checklist: Argumentative Essay on
Students find examples of Figures of Speech
page 10 of this Teacher’s Guide.
in their setwork novel.

74 Term 2
 module

6 Entrepreneurs

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing Literature
Book Speaking (p. 98): Comprehension Structure (p. (pp. 101-102): (pp. 102-103):
Review of stress (pp. 100-101): 98): Adverbials Outline, Irony, euphemism
and intonation Reading for and the simple Expository and hyperbole
meaning and present and past Essay on
to provide tenses Entrepreneurship
alternative words
Vocabulary (p.
101): Words
relating to
entrepreneurs

Model the correct stress and intonation while

Objectives you read the speech out loud.
The student should be able to: Then encourage students to take turns
Listening And Speaking: Use stress and reading the speech to each other in pairs.
intonation correctly depending on the meaning Guide students to identify intonation patterns
of the sentence. in these statements by modeling the intonation
Reading And Comprehension: Read to patterns, stresses and pauses for each of the
provide alternative words; critical reading for intentions and emotions described. For example:
facts and opinions, and reading for speed. • Confidently – You cannot ↘ get AIDS| unless
Vocabulary: Use words associated with ↘ you are infected with HIV||.
entrepreneurs. • Unconfidently – You cannot ↗ get AIDS
Grammar And Structure: Understand and unless you are infected with HIV|| ↗.
use adverbials and the present tense correctly in
sentences. While students are working with their
Writing: Write an outline, and composition partners to say the dialogue and identify
(expository). changes in tone, pitch and pace, walk around
Literature: Answer questions about Figures of and listen to them speaking.
Speech such as hyperbole, irony and euphemism.
Evaluation
Resources Teacher Evaluation: Teachers can use the
Student’s Book pages 98-102 following sections from the Rubric: Listening
Dictionaries and Speaking Skills on page 13 of this Teacher’s
Guide: Identification, Pronunciation, and Stress
Listening And Speaking and Intonation.

Activity 1 (SB p. 98)

Revise the three kinds of intonation and stress
that students have learned.

Module 6: Entrepreneurs 75
Grammar And Structure Answers
Review the simple present and past tenses. Read a) False
the information about present and past tense b) True
verbs in the box to the students.
Students read the entire article using critical
Let them read through it silently once more
reading skills. If they do not understand a term,
and allow them to ask questions if needed.
they look at the surrounding words or think of
alternative ways of saying it.
Activity 2 (SB p. 99)
Complete orally as a class, before students write
the answers in their note books. Reading Aloud
Select a few students who have not yet had their
Answers reading skills assessed. Ask them to prepare two
a) Watch as they dance with rhythm. or three paragraphs from the Comprehension
b) It makes me happy. text for reading aloud. Give them the criteria
c) I cry. from the Self-Evaluation Checklist: Reading Aloud
d) He jumps high. on page 9 of this Teacher’s Guide. Explain that
e) We eat heartily. you will be using these criteria to evaluate their
f) You study hard. reading aloud skills. Call them up individually and
ask them to read to you. You can use the Rubric:
Activity 3 (SB p. 99) Reading Aloud on page 12 of this Teacher’s Guide
Guide students through the notes on adverbials. to evaluate their reading. Record the mark in
Explain how these words or groups of words tell your Record Book.
us more about the main verb. They can explain
reason, purpose, condition or contrast. Use the Vocabulary
example provided to demonstrate.
Practise the activity by doing the first one Activity 5 (SB p. 101)
orally with the class. Then students work alone Read through the words in the first column
to write the answers in their notebooks. of the table as well as the explanations in the
second column with the class.
Answers Students can work on their own or with a partner
a) I want to be an entrepreneur because I like to to match the words with the correct meanings.
work for myself. Allow them to use dictionaries if necessary.
b) Beekeeping is a good business if you like to
work outside. Answers
c) It’s exciting to start your own company Words Meanings
although you have to work hard. Tertiary At university or college level
d) Ibekwe takes out a bank loan so that he can
Retirement The time at which you leave your
start a small factory. job and stop working
Economy The system by which a country
Reading And Comprehension produces and uses goods and
Activity 4 (SB p. 100) money
Founder Someone who starts an
In this pre-reading activity, students must skim
organisation or company
the article before deciding if two statements are
true or false. Director An important manager in an
organisation or company
Allow them to work in pairs, then discuss the
answers as a class. Let them consult dictionaries Consumer Someone who buys or uses goods
if necessary. or services

76 Term 2
Innovation A new idea or method that is being Provide or call for further examples from
tried for the first time students.
Allow students to work through the activity
Partner Someone who owns a business
with another person in pairs, discussing what the euphemisms really
mean. Discuss the answers as a class, using the
Finance The money that a person, company
euphemisms in sentences.
or country has
Management The process of dealing with or Answers
controlling things or people
a) The literal meaning of the euphemisms:
• The mining company let 150 workers go.
Writing (fired/dismissed/ retrenched)
Activity 6 (SB p. 102) • No adult beverages are allowed on school
Make copies of the Self-Evaluation Checklist: grounds. (alcoholic drinks)
Expository Essay and give this to students. • It is no fun to be between jobs.
Alternatively, write the Checklist on the board. (unemployed)
Students use the planning, writing and • Ife is a big-boned girl. (fat/overweight)
editing steps that they have learnt to write an b) Students use their imaginations. Let them
Expository Essay on a business that they would enjoy their euphemisms and share their
like to start. With reference to the Checklist, sentences with the class.
remind them that an Expository Essay gives c) Examples of irony:
the reader information. It does not tell a story • Shame! Did you only win a million?
(Narrative Essay), describe (Descriptive Essay) • Lewa really needs to study – 92% is so
or try to convince the reader of something bad!
(Argumentative Essay).
Remind students to use the Checklist when Activity 8 (SB p. 103)
writing and checking their Essays. Allow students Focus on hyperbole and reread its definition.
to finish the writing process for homework, and Ask how it is different from irony (irony
then let them swap first drafts with a partner. is when the speaker intends his or her words
Let them discuss each other’s work, suggesting to mean the opposite of what he or she says.
corrections and improvements as guided by the With hyperbole, the speaker means what he
Checklist. They then write out the final draft or she says, but exaggerates it). Point out that
neatly and hand it in to you for marking. hyperbole often contains similes and metaphors
Use the Rubric: Expository Essay on page 19 to exaggerate.
of this Teacher’s Guide to evaluate their work. Write some sentences on the board and ask
students to use exaggeration to convert them
into examples of hyperbole. For example:
Evaluation
Sentence: I feel sick. Hyperbole: I think I’m
Teacher Evaluation: Teachers can use the going to die.
following sections from the Rubric: Listening I am thirsty. Hyperbole: I am dying for a
and Speaking Skills on page 13 of this Teacher’s drink.
Guide: Identification, Pronunciation, and Stress It is hot outside. Hyperbole: The weather
and Intonation. outside is hotter than an oven.
Prompt students to find examples of irony,
Literature euphemisms and hyperbole in their prescribed
novel.
Activity 7 (SB pp. 102-103))
Explain and distinguish between the literary terms
irony, euphemism and hyperbole. Use the notes in
the information box to support your teaching.

Module 6: Entrepreneurs 77
 module

7 Birthdays

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing (p. 109): Literature
Book Speaking Comprehension Structure Outline, Narrative (pp. 109-110): A
(p. 104): (pp. 105-106)): (pp. 107-108): Essay: My last fable; elements
Consonant Story about a Punctuation birthday of literature
sounds /s/ and /z/ birthday
Reading to
summarise
Vocabulary
(pp. 106-107):
Synonyms

Objectives Listening And Speaking

The student should be able to: Activity 1, 2 and 3
Listening And Speaking: Identify and orally (SB pp. 104-105)
produce the /s/ and /z/ consonant sounds in
Read the explanation of how to make the /s/
words. and /z/ sounds. Let them make hissing sounds,
Reading And Comprehension: Read to ‘sssss’ like a snake and buzzing sounds ‘zzzz’
understand the writer’s purpose; read for like a bee. If you have the internet in the
summary. classroom let the students watch and listen to
the following websites:
Vocabulary: Identify synonyms and use them http://www.speakmethod.com/video_s_z_words
in sentences.
Grammar And Structure: Use punctuation https://www.youtube.com/watch?v=8ndEjFzKqTk
accurately in sentences to make their meanings
clear. Students practise saying the sounds in
Writing: Write an outline, and composition Activities 1 and 2 correctly, using the phonics
writing (narrative). box as a guide.
Literature: Read a fable and identify literary Model the words and let the students copy
features. your pronunciation.
Now they practise saying the words in pairs.
Resources Point out how the sounds may appear at the
Student’s Book pages 104-110 beginning, middle or end of words.
Novel setwork
Explain that because words with the /s/ and
Pictures of how people celebrate birthdays
/z/ sounds are spelled in many different ways it
Dictionaries
is important to recognise the spelling patterns
and learn how to spell and pronounce as many
words as possible with these sounds. For more
words with these sounds go to:
http://www. grammar-quizzes.com/agr_ inS-
aud.html

78 Term 2
 Read the poem in Activity 3 to the class notebooks. Remind students that a summary
emphasising the /s/ and /z/ sounds. The version only includes the main ideas or events.
of the poem below shows how the bold letters Once students have completed their work,
are pronounced zz and underlined letters are collect the books for marking.
pronound ss. Let students read the poem aloud.
(They should also try to read with a lively Answers
rhythm, remembering what they learned about 6. a) The author and her twin sister are having
rhythm in the poems in Module 5). a birthday soon.
b) The author’s sister is fourteen years old.
Boats sail in the rivers, c) The author found her sister rude as she
Ships sail in the seas; gave her family a list of presents she
But clouds that sail across the skies wanted, as well as a list of people she
Are prettier far than these. wanted at her party.
d) The author spoke to her grandmother.
Evaluation e) The author needed to buy a gift and write
Teacher Evaluation: Teachers can use the a poem.
following sections from the Rubric: Listening f) The saying means that two people are
and Speaking Skills on page 13 of this Teacher’s identical in looks and/or personality.
Guide: Identification, Pronunciation, and Stress g) It is also the author’s birthday, as the two
and Intonation. sisters are twins.
7. Example of the summary:
The day before the big day
Reading And Comprehension This story is about the writer and her twin
sister. Tomorrow is their fifteenth birthday.
Activity 4 and 5 (SB pp. 105-106)
First, she asks her grandmother if it is rude of
The students work with a partner to read and her sister to have given out a list of what she
discuss the questions for Activity 4. wants for her birthday. Then she goes to the
When they have completed their discussions, market and buys a special soap for her sister.
ask for volunteer answers and lead a class When she gets home she writes a poem for
discussion about students’ personal thoughts on her sister. Finally it is time for bed. The
their birthdays. writer cannot wait for the party.
With the class, read The day before the
big day. Handle any queries, then prompt
students to read through the story silently Evaluation
before answering the questions which follow. Student Evaluation: Students can use the Self-
Make copies of the Self-Evaluation Checklist: Evaluation Checklist: Summary on page 11 of this
Summary on page 11 of this Teacher’s Guide. Teacher’s Guide.
Give these to students, or write the Checklist Teacher Evaluation: Teachers can use the Rubric:
on the board. Explain that they will be writing Summary on page 21 of this Teacher’s Guide.
a summary of the story, so while they read,
they should think about the main idea of each
paragraph. Revise the key elements of good Vocabulary
summaries by working through the Checklist Activity 8 (SB pp. 106-107)
with students. Read the definition of a synonym to the class, and
then have the students work with a partner to read
Activity 6 and 7 (SB p. 106) the verbs and their synonyms in the table.
While you conduct Activities 6 and 7, support The students are to read and complete
individuals as necessary while the rest of the Activity 8 individually, before they read and
class works alone to write answers in their discuss their sentences in pairs.

Module 7: Birthdays 79
 Once the class has completed the activity, before reading and discussing their answers in
ask for volunteers to share their answers with pairs.
the class. Write the answers on the blackboard. Once the class has completed the activities,
ask for volunteers to share their answers with
Answers the class. Write the sentences on the board
if necessary so the students can correct their
Verbs Synonyms
answers in their books.
ate consumed, snacked, devoured
find discover, unearth, uncover Answers
give provide, supply, hand over 10. a) Modele ran home to Jasper Road.
b) Foluke flew to Cameroon for work.
like treasure, love, adore
c) My father works for a company called
open unwrap, undo, untie Father and Sons.
dance romp, cavort, frolic d) Did you ask Simisola for the Time
magazine/Magazine?
play skip, hop, frolic
e) No, Bimpe is not angry with you.
laugh chuckle, giggle, chortle f) I attend King Shaka Junior Secondary
sing croon, chant, warble School.
11. a) Which way will I walk to get to town,
drink sip, drain, gulp down
Adaiobi?
b) My mother bought dresses in pink, green
Activity 9 (SB p. 107) and orange materials.
Answers c) Write down the following places: Nigeria,
a) I love to unwrap my presents quietly in my Cameroon, Egypt, Sudan.
bedroom. d) Stop, I need to catch that bus!
b) My parents will hand over a gift to my sister e) However, Raliat refused to attend the
tomorrow. extra classes.
c) We all had a good giggle at my party! f) Please come home Efe, Obi is waiting for
d) They devoured all the food on the party you.
table. 12. a) Chibuka said, “Can I come for supper?”
e) They can sip only juice at my party. b) Dubem replied, “Of course, but don’t be
f) We had to uncover the treasure for the late.”
treasure hunt as it was hidden around the c) Chibuka asked, “What time should I
house. arrive?”
g) I love/adore/treasure my new, red bicycle! d) Debem said, “Come around at seven
o’clock.”
e) Chibuka said, “Sure, I will do so. Can I
Grammar And Structure bring anything with me?”
Activity 10, 11 and 12 f) Dubem said, “No, just yourself!”
(SB pp. 107-108)
Read through the information about punctuation Writing
in the box to the students. Match the
Activity 13 (SB p. 109)
punctuation to the punctuation in the picture.
Have them read the information a second Refer students to the Self-Evaluation Checklist:
time with a partner. Allow them to ask any Narrative Essay that you gave to them
questions if needed. previously. Alternatively, write the Checklist on
The students are to read and complete the the board.
three activities individually in their note books Read the information about a Narrative
Essay to the class. Think of an interesting

80 Term 2
incident from your life and tell it to the class Discuss the questions as a class before
as a narrative e.g. How you met your partner; students write the answers in their notebooks.
Something that happened to make you want to Refer students to the Self-Evaluation Checklist:
be a teacher etc. Summary that you gave to them previously.
Read through Activity 13 with the class, Alternatively, write the Checklist on the
allowing them to ask any questions if needed. board, and tell students to use it to check their
Allow them to discuss, in pairs, what they will summaries in Question 14 (e).
include for each box in the mind-map. Remind Allow peer marking, making sure that
students to use the Checklist when writing and students write the correct answers in where
checking their Essays. necessary.
Once the students have carefully followed
the guidelines, and completed their Essay, Answers
collect the books to mark their work using the a) The moral of the story is that you must not
Rubric: Narrative Essay on page 16 lie./One lie leads to another.
(Quote this saying to the class: Oh what
Evaluation a tangled web we weave, when first we
practise to deceive.)
Student Evaluation: Students can use the Self-
b) The main characters are the monkey and the
Evaluation Checklist: Narrative Essay on page 9
dolphin.
of this Teacher’s Guide.
c) The story takes place out at sea.
Teacher Evaluation: Teachers can use the Rubric:
d) Personal response: e.g. I felt sorry for the
Narrative Essay on page 16 of this Teacher’s Guide.
monkey.
e) Summary of the plot e.g. A monkey was
Literature shipwrecked and was saved by a dolphin.
The monkey lied to the dolphin, though, so
Activity 14 (SB p. 109-110) the dolphin dropped the monkey into the
Remind students of the features of a fable: that water and left him to drown.
it is a story intended both to entertain and to
teach a lesson; it often has animals in it that take
on human characteristics such as the ability to Evaluation
speak. Student Evaluation: Students can use the Self-
Ask the students to think about the moral/ Evaluation Checklist: Summary on page 11 of this
lesson of the fable while you read it to the class. Teacher’s Guide.
Discuss new words, then invite individuals to Teacher Evaluation: Teachers can use the Rubric:
read the story aloud, giving them one paragraph Summary on page 21 of this Teacher’s Guide.
each to read. Listen for correct stress of words
and correct intonation.

Module 7: Birthdays 81
 module

8 Friendships

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing (p. 116): Literature
Book Speaking Comprehension Style ( p. 115): Outline and (p. 116): Drama:
(pp. 111-112): (pp. 112-114): Punctuation: Narrative Essay: a summary
Consonant Reading to full stops and The meeting
sounds /k/ and identify main and commas
/g/; listening skills supporting ideas
on friendship

Objectives Activity 2 (SB p. 111)

The student should be able to: Answers
Listening And Speaking: Identify and orally a) Please strike a match to light the cooking
produce the /k/ and /g/ consonant sounds in fire.
words; able to listen carefully to a paragraph; b) We’ll bake biscuits and cupcakes for the
read and retain and recall information. birthday party.
Reading And Comprehension: Read to c) Auntie baked bread but it was as heavy as a
understand the writer’s purpose, to identify the brick!
meanings of words in various contexts, and read d) The lonely king gazed out over his kingdom.
for main and supporting ideas.
Grammar And Structure: Understand and Activity 3 (SB p. 112)
practise the use of full stops and commas. Read the students the text and guide them
Writing: Write an outline (mind-map) and through the answers.
Narrative Essay (story).
Literature: Read a fable and identify literary What is friendship?
features e.g. lesson, main characters etc. Ask someone this question: ‘What is friendship?’
You will get an answer different from the one you
Resources expect or from what anyone else has given. Why?
Student’s Book pages 111-116 Because everyone sees friendship differently.
Prescribed drama However, there are a few things that help us to
Dictionaries identify what friendship really is. Friendship is not
merely being friendly, it is about standing up for
the person you see as a friend. You may not see
Listening And Speaking that person regularly but in some way, they add
Activity 1 (SB p. 111) value to your life. You may know a lot of people
If necessary, review the consonant sounds /k/ and and you may be friendly with a lot of people…
/g/ as taught in Term 1 Module 5 (page 32-33). but how many of them are real friends?
Then get students to practise the sounds by
saying the words in the table. Model the words Answers
for the students before they say them out loud as d) Someone you are willing to stand up for.
a class or to each other in pairs. g) Someone who adds value to your life.

82 Term 2
 Par4: Olu has a lot of fun with Bolanile and
Evaluation Ayoola.
Teacher Evaluation: Teachers can use the Par5: They are surprised at how different Olu’s
following sections from the Rubric: Listening life in the village is.
and Speaking Skills on page 13 of this Teacher’s Par6: Olu thinks about how he is never bored at
Guide: Identification, Pronunciation, and Stress home.
and Intonation. Par7: Olu goes to the beach for the first time.
Par8: They swim in the sea.
Par9: Every day Olu asks to go to the beach.
Reading And Comprehension Par10: They go out fishing in a boat.
Activity 4 (SB pp. 112-114) Par11: Olu shows his friends how to make a
The students are to read the story individually, shell necklace.
before writing answers to the questions that Par12: Olu has a last visit to the beach before he
follow. Remind them to think about the main goes back home.
idea of the story as they read. Par13: Olu fills up a bottle with sea water to
Once the class has completed their work, ask help him remember the sea.
for volunteers to share their answers with the Par14: In the bus, Olu remembers the sea by
class and discuss them. holding the bottle against him.
Collect the books for marking.
Answers
Grammar And Structure
a) Calabar has noisy traffic, big buildings and Activity 6 (SB p. 115)
many people. (or any other sensible answer) Extend students’ understanding and use of full
b) Sample answer: Olu was lonely at first stops and commas.
because he missed his family./He did not Guide them through the notes and examples.
know any children in Calabar etc. Ask for further examples of common
c) Any three examples of the uncle’s kindness abbreviations.
e.g. His uncle took him to visit many Initially, students will struggle to read the
places in the city. He introduced Olu to his passage with meaning because it has no full
neighbour’s children. He took him for one stops or commas.
last outing before Olu caught the bus home. Once they have filled in full stops and
d) Olu learned about fridges, big-screen colour commas, they should find it much easier to read
TVs and a sports stadium. aloud with meaning.
e) The friends learned how to make a fishing rod,
how to fish and how to make a shell necklace. Answer
f) Students give a personal response with My dear friend, Adedeji, joined the army. Now
sensible reasons. he is called Sgt. Keita. Between you and me, I
think he misses home, his dog, his parents and
Activity 5 (SB p. 114) his friends. We send him food parcels with treats
Guide students through the notes and example from home such as chin chin, puff puff and
on main and supporting ideas. coconut candy.
Then let students read the story in pairs
again. This time, they identify the main idea in
Writing
each paragraph. Activity 7 (SB p. 116)
Lead a class discussion about how we meet or
Sample answers make new friends. Let students share personal
Par2: Olu was very lonely. experiences. Explain that they will write a
Par3: Olu’s uncle is going to introduce Olu to Narrative Essay about when or how they met
the neighbour’s children. one of their friends.

Module 8: Friendships 83
 Guide students through the mind-map and Literature
its headings. Discuss each step of the activity as
a class allowing students to ask any questions. Activity 8 (SB p. 116)
Refer students to the Self-Evaluation Checklist: Students will write a summary of their
Narrative Essay that they used for the writing prescribed drama text. First, guide them through
task in the previous module. Remind them to use the summary framework provided, discussing
the Checklist while writing and checking their what should be included under each heading.
Essays. Allow plenty of time for planning and Give students copies of the Self-Evaluation
mind-maps before students begin their first drafts. Checklist: Summary on page 11 of this
Collect the books for marking once the Teacher’s Guide, which they can use while
students have completed the writing of their writing their summaries and to check their work
stories. Use the Rubric: Narrative Essay on before submitting it.
page 16 for assessment.
Evaluation
Evaluation Student Evaluation: Students can use the Self-
Student Evaluation: Students can use the Self- Evaluation Checklist: Summary on page 11 of this
Evaluation Checklist: Narrative Essay on page 9 Teacher’s Guide.
of this Teacher’s Guide. Teacher Evaluation: Teachers can use the Rubric:
Teacher Evaluation: Teachers can use the Rubric: Summary on page 21 of this Teacher’s Guide.
Narrative Essay on page 16 of this Teacher’s Guide.

module

9 Moving To The City

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing Literature
Book Speaking Comprehension Structure (pp. 123-125): (p. 125): Review
(pp. 117-119): (pp. 119-121): An (p. 122): Review of of literary terms
Revision of informal letter: Punctuation different types of
consonant read for main marks – question letters and essays
sounds /m/ /n/ and supporting marks, semi-
and /[ŋ]/ ideas colon and colon
Vocabulary
(p. 121): Postal
Service words

understand the writer’s purpose; read to identify

Objectives the meanings of words in various contexts,
The student should be able to: critically reading for facts and opinions.
Listening And Speaking: Recognise and Vocabulary: Use a dictionary to identify postal
pronounce the /n/ /m/ and [ŋ] sounds. service words.
Reading And Comprehension: Read for Grammar And Structure: Identify and use
the main and supporting ideas; reading to question marks, colons and semi-colons correctly.

84 Term 2
Writing: Differentiate between the format and
style of different types of letters and essays. The Pied Piper of Hamelin is the subject of a
Literature: Understand and identify literary legend from the town of Hamelin, Germany, in
terms. the Middle Ages. A piper, dressed in multicolored
(“pied”) clothing, was a rat-catcher hired by
the town to lure rats away with his magic pipe.
Resources When the citizens refuse to pay for this service,
Student’s Book pages 117-125 he retaliates (gets back at them) by using his
Short, age-appropriate poems for listening instrument’s magic power on their children,
enjoyment leading them away as he had the rats.
Pictures or items to support postal services
vocabulary • Read the stanza to the class. This stanza
Dictionaries describes the children hearing the magic pipe
and running out to follow him.
Listening And Speaking Students copy the poems into their note
books and underline the [m] and circle the
Activity 1 and 2 (SB pp. 117-118)
[n] consonants. They put a square around the
Read the explanation about how to form the [ŋ] sounds. e.g. rustling, bustling, jostling,
[m] sound. Let the students hum ‘mmmm…’ pitching, hustling, pattering, clattering,
through their closed mouths and feel how their clapping, chattering, scattering, running
lips and throats vibrate. Practise the words as a • Students practise reciting the poem. Talk
class emphasising the [m] sound. about what the poet compares the children to.
Read the explanation about how the [n]
sound is formed. Let students hum ‘nnnnnn…’ Activity 3 (SB p. 119)
through their noses as a class. Ask them to put
their fingers to their throats where their voice Radio Interview
boxes are and feel the sound vibrate. Ask the Interviewer: Good morning and welcome
class to practise saying the words. to ABC Radio. Today in the studio we
Read the explanation about how to form the have nature conservationist Dr Azuka
[ŋ] sound. Let them hum ‘innng’ and ‘annnng’. Echendu who will be speaking about the
Practise the words as a class. importance of wildlife reserves.
• Annabel Lee: If you have access to the Interviewer: Dr Echendu, why do we need
internet in the classroom find examples of wildlife reserves?
poetry the class can listen to. Or source Dr. Echendu: National parks and wildlife
poems yourself from age-appropriate reserves are very important to protect wild
collections. Let students listen to the poem animals and plant life. Much wildlife is
“Annabel Lee”, which can be found on the endangered because of the development
following website of towns and cities, and because of
http://www.poetryoutloud. org/poems-and- poaching. Many species such as lions and
performance/listen-to-poetry elephants would be extinct if it wasn’t for
or read it yourself to the class, using a lilting the safety they have in wildlife reserves.
rhythm. Interviewer: What is the benefit to the
country?
• The Pied Piper: Tell the students the story
Dr Echendu: The country is helping to protect
of the Pied Piper of Hamelin. It is important wildlife by having reserves. Also, tourists
that you give students the background. See from all over the world come to see
the summary below or read students the full the wild animals. This is a big source of
story at http://shortstoriesshort.com/story/ income for Nigeria.
pied-piper-of-hamelin/

Module 9: Moving To The City 85

Read each statement again and the portion of Answers
the interview that relates to the statement to lead a) The text is about Rayowa who has moved
students to answer the true or false statements. from her village to Lagos.
Answers b) Rayowa writes a letter to her best friend, Zoputa.
In it, she describes her new flat and the local
a) We have wildlife reserves to protect animals
market (or any other good example from the
so they don’t become extinct. True
letter).
b) The tone of the interviewer is aggressive.
False Activity 7 (SB p. 121)
c) Wildlife parks cost Nigeria a lot of money. Guide students through the comprehension
False questions about the letter. Talk about question
d) Dr Echendu doesn’t believe we should have words and what they require. For example,
wildlife parks. False in question c), ‘in comparison to’ means that
e) Wildlife is endangered because of the students should compare Rayowa’s bedroom in
development of towns and cities. True the city to her bedroom in the villlage.
f) Tourists are frightened of wild animals. False Students answer the questions individually in
their note books.
Evaluation Collect the books once they have completed
their work in order to mark the answers.
Teacher Evaluation: Teachers can use the following
sections from the Rubric: Listening And Speaking Answers
Skills on page 13 of this Teacher’s Guide: Identification, a) Rayowa is writing a letter to her best friend
Pronunciation, and Stress and Intonation. to tell her about her move from the village to
the city.
Reading And Comprehension b) Rayowa lives in Lagos and Zoputa lives in a
village.
Activity 4 (SB p. 119) c) Rayowa has her own bedroom in the city and
Read the questions to the students for Activity 4 does not need to share it with her little sister
and have them scan the letter for the information, like she did in the village.
one question at a time. Discuss each answer. d) Rayowa’s family do not live on the ground
floor so they do not have a garden where they
Answers can grow vegetables.
a) Rayowa e) Rayowa’s family buy their vegetables at the
b) 5 Upper Court, Uptown Road, Lagos market.
c) Informal letter f) Rayowa is nervous about starting school as
d) Zoputa there are a lot of students at the new school,
e) The date and she will not know anyone there.
Activity 5 (SB p. 119) Vocabulary
Read the introduction and the letter with the
class before students read it again silently to Activity 8 (SB p. 121)
themselves, thinking about the main idea of Have the students work in pairs to find all the
each paragraph. postal service words in the word search.
Once the class has completed the word search,
Activity 6 (SB p. 121) have volunteers share the words with the class.
Students identify the main and supporting ideas Write the words on the board and say the
of the text. words aloud, with the students repeating the
words after you.
Use pictures or real examples of items to
support learning.

86 Term 2
Answers Writing
Words included: collection, dispatch, mail,
postal order, Nigerian Postal Service, letter,
Activity 11 and 12 (SB pp. 123-124)
postcard, parcel, delivered, destination, postal Give students copies of the Self-Evaluation
code, address, envelope, post box, airmail, Checklist: Formal and Informal Letters.
postmaster general, postage stamp Alternatively, write the Checklist on the board.
In pairs, students review the format and
Activity 9 (SB p. 121) features of formal and informal letters using the
table provided. Tell students to link the guidance
The students work individually.
in the table to the features in the Checklist.
When they have completed the sentences,
Read through Activity 11 with the class. Invite
they read through them with a partner.
students to share experiences or thoughts on the
Once the class has completed their work, ask
subject of friends, apologies and forgiveness.
for volunteers to share their answers.
As they write their letters, make sure students
Answers follow all the steps and remind them to use the
Checklist to check their work. The students may
a) address read a rough draft of their letters to a partner,
b) postmaster general inviting constructive feedback. They then edit
c) airmail their work and make any adjustments before
d) parcel writing their letters out neatly.
e) destination When students hand in their books, they
should also hand in their flow diagram and rough
Grammar And Structure drafts. Use the Rubric: Formal and Informal
Activity 10 (SB p. 122) Letters on page 22 to assess their work.
Confirm the correct use of question marks. Point Activity 13 (SB p. 124)
out that it is wrong to use them after a statement
Give students copies of the Self-Evaluation
or request. Use the examples in the Student’s
Checklist: Argumentative Essay. Alternatively,
Book to demonstrate.
write the Checklist on the board.
Explain the different uses of colons: to introduce
Begin the lesson by guiding students through
a definition, an explanation or items in a list.
the notes in the Student’s Book, and link these
Show how semi-colons join sentences of
to the elements in the Checklist. Read the
equal value. The writer joins them to show that
following paragraph as an example, or find other
the information is related or in some way wants
examples of your own.
you to compare them.
Students add the correct punctuation to the
sentences. People should pay for plastic straws
Personal position/opinion on the subject: Take-
Answers away stores and shops should make people pay
a) Tell me, which road is the shortest route? for plastic straws. That way, there would be fewer
b) Your fishing box should contain: spare line, straws thrown away or tossed into the streets.
hooks, sinkers and bait. Research to support the position: The straws
c) Which road is the most pleasant drive? cause so much plastic pollution on land and in
d) I like to fish in rivers; my father prefers the sea. oceans. This is because they are light and easily
e) I’ll tell you one thing: there’s nothing like end up in storm water drains that run out to sea.
fresh fish! In fact, straws are one of the top ten items found
f) The doctor explained: the broken bone will in beach clean-ups around the world.
heal in six weeks.

Module 9: Moving To The City 87

 Personal experience and conclusion: When I Evaluation
saw scientists check the stomach of a dead sea Student Evaluation: Students can use the Self-
turtle, they found plastic straws in its belly. Now Evaluation Checklist: Argumentative Essay on
I never take a straw when I drink a cooldrink. If page 10 of this Teacher’s Guide.
people had to pay for straws, it would make a big Teacher Evaluation: Teachers can use the Rubric:
difference to our sea animals. Argumentative Essay on page 18 of this Teacher’s
Guide.
With the class, read the information about cell
phones. While you read, encourage students to
provide examples from their own lives. Students Literature
arrange the information into positive and Review the literary terms that students have
negative points about cell phones. They may learned this term: theme, characterisation, plot,
add any of their own ideas too. setting, literal and figurative language, irony,
euphemism, hyperbole. As you work through
Activity 14 (SB p. 125) the terms, relate them to the setworks you
Students write an Argumentative Essay about studied this term, asking students to provide
cell phones. They use the pointers in a-c to write examples from the texts.
a rough draft before editing, correcting and
rewriting their essays. Remind students to use the Activity 15 (SB pp. 125-126)
Checklist to check their work before submitting it. Students write a review of a short story or book
Use the Rubric: Argumentative Essay on they have read by answering the questions and
page 18 to assess their work. relating them to the literary features and terms
they have learned.

module

10 Revision Of Term 2

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Listening And Grammar And Grammar And Writing (p. 67):
Book Speaking Speaking Structure Structure A report
(pp. 127-128): (p. 128): Revision (pp. 128-129): (pp. 120-130):
Revision of of rhythm Revision of Revision of past
consonants, direct and and present tense
questions and indirect speech, and punctuation
commands preposition,
commands,
requests and
reported requests

understand the value of rhythm.

Objectives Grammar And Structure: Identify and use
The student should be able to: various grammatical skills taught during the
Listening And Speaking: Pronounce consonants term.
correctly, questions and commands and

88 Term 2
Writing: Write a report using the guidelines The students read the poem, focussing on
provided/outline. rhythm and then answer the questions.
 (2 marks)
Evaluation
Use the mark allocation in the Student Book Answers
for the Revision Test to assess how well each a) The rhythm of the poem is mostly regular.
student has understood the skills covered this b) The rhythm supports its happy mood because
term. it is lively.
You can also use the Assessment Table on c) The poet often uses rhyme at the end of
p. 12 of this Teacher’s Guide to evaluate each lines to create rhythm.  (3 marks)
student’s progress.
Evaluation
Listening And Speaking Teacher Evaluation: Teachers can use the
Activity 1-4 (SB pp. 127-128) following sections from the Rubric: Listening
Assess questions 1-4 by inviting individuals to And Speaking Skills on page 13 of this Teacher’s
your desk and completing the activities. Guide: Identification, Pronunciation, and Stress
Students read the words in the table. They and Intonation.
recognise and say the /s/ /z/ /k/ /g/ /m/ /n/ and
[ŋ] sounds correctly in words.  (15 marks) Grammar And Structure
2. Students read a sentence and identify the Activity 5 (SB p. 128)
consonant sounds. Answers
Answers a) Ditta says/ said that she wants/ wanted to
a) Please can you keep off the grass! cycle to the veld.
b) The clever player kept the goalie from b) Cousin Chinwe shouts/ shouted that he
catching the ball. would fall off.
c) This zebra is striped. Those leopards are c) Ditta said, “My bicycle needs oil.”
spotted. d) Cousin Chinwe said, “I have an oil can at
d) Tomorrow, mother will dance with home.”  (4 marks)
grandfather.
e) Can you keep the candle glowing? Activity 6 (SB pp. 128-129)
f) Your bangle is loose. Don’t lose it! Answers
 (6 marks) a) When Dubem hides behind the washing, you
3. Students read the statements, questions can’t see him.
and commands with the proper intonation. b) The loud teenagers shout across the street to
Then they write them down and annotate one another.
accordingly. (5 marks) c) I’ve finished my chores! I can cross them off
my to-do list.  (3 marks)
Answers
a) Why is the tap still running? ↗ Activity 7 (SB p. 129)
b) The town loses a lot of water through
a) Bola told me not to shout out.
dripping taps. ↘
b) Pekun told me to read quietly.
c) Close the tap properly! ↗
c) Rilwan told me not to tell him what
d) Who will fix the leaking water pipes? ↗
happened in the story.
e) Don’t do that again! ↗  (5 marks)
d) Simisola told me to wipe my dirty feet.
4. Read the poem, Tomorrow’s my unbirthday e) Muyiwa told me not to switch the music off.
with appropriate rhythm.  (5 marks)

Module 10: Revision Of Term 2 89

Activity 8 (SB p. 129) Explain that students are going to write a
a) She asked me to do the homework with her. report of what happened in their lives over
b) He asked Omobola to buy bread at the shops. the past term. Begin by allowing students to
c) The teacher asked her to pick up the pencil discuss the pictures with a partner. Then use
under the desk.  (3 marks) their feedback to stimulate a class discussion
about what students have achieved, enjoyed, or
Activity 9 (SB p. 129) perhaps regretted during the course of the past
term.
a) Past tense
Students use the mind-map and headings to
b) Present tense
plan a report about their term. Each heading
c) Present tense
represents a paragraph in the report. Students
d) Past tense  (4 marks)
may use the headings as subheadings if they
wish. Remind students to use the Checklist to
Activity 10 (SB p. 129)
check their work before submitting it. They
a) Modele can only draw: flowers, trees, fruit follow the writing steps of plan, draft, edit and
and vegetables. rewrite before handing in their rough work and
b) Chuku did a project on Nelson Mandela who completed reports for assessment.
was the President of South Africa. Use the Rubric: Article on page 20 to assess
c) My father bought Chibuka the latest CD by their work.  (30 marks)
Dr Sid.
d) Chinwe rode her bicycle; Bello walked.  Total: 90 marks
e) Are you going to Ali Baogun Street today?
 (5 marks) Evaluation
Activity 11 (SB p. 130) Student Evaluation: Students can use the Self-
Evaluation Checklist: Article on page 11 of this
a) Chibuka said, “It is getting late.”
Teacher’s Guide.
b) Dubem replied, “Yes, it is time for you to go
Teacher Evaluation: Teachers can use the Rubric:
home.”
Article on page 20 of this Teacher’s Guide.
c) Chibuka asked, “When can I come back to
visit you?”
d) Dubem said, “Would next week Wednesday
be alright?”
e) Chibuka said, “Absolutely! I look forward to
seeing you then.”  (5 marks)

Writing
Activity 12 (SB pp. 130-131)
Give students copies of the Self-Evaluation
Checklist: Article on page 11 of this Teacher’s
Guide. Alternatively, write the Checklist on the
board. Then use the Checklist to discuss the
elements and features of good Report or Article
writing.

90 Term 2
 module

1 Term 2 Revision

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing (p. 137): Literature
Book Speaking Comprehension Structure Formal letter of (pp. 137-138):
(p. 132): (pp. 133-135): (pp. 136-137): thanks Revision of
Intonation and Interview with Conjunctions: literary terms:
stress HIV-positive although and setting, plot,
woman whereas characterisation,
style, theme;
revision of
Figures of
Speech
Vocabulary
(p. 135):
Vocabulary related
to HIV/AIDS

Objectives Resources
The student should be able to: Student’s Book pages 132-138
Listening And Speaking: Speak with correct Real example of a formal letter of thanks
intonation and stress. Dictionaries
Reading And Comprehension: Recount
prior experience to infer the author’s intention Listening And Speaking
in a passage; read to understand the author’s
purpose; explain, using clues provided by the Activity 1 (SB p. 132)
surrounding words to arrive at the meaning of This is a revision exercise based on the work
the target word; List other possible words that done in the second term on intonation and
can fit into the target; give correct answers to stress.
questions on selected passages. Give students time to work through the
Vocabulary: Use words associated with HIV activity in pairs. Move around the class and
and AIDS. listen to individuals as they say the speech and
Grammar And Structure: Make sentences decide how to stress and intone each sentence.
with conjunctions. Then model a reading of the speech for the
Writing: Read through a topic; jot down main class. Use good expression to emphasise correct
and supporting ideas as they occur; arrange the stress and intonation.
ideas in a logical sequence; Write appropriate Discuss it with the class. Remember that
introduction and effective conclusion; identify the aim of doing so is not simply to ensure that
the types and formats of letters; write different students read this speech correctly, but to clear
types of letters to suit different situations. up any confusion that they may have, so take
Literature: Identify and discuss features of the time required to explain where they do not
literature using correct literary terms. understand.

Module 1: Term 2 Revision 91

 Answers
Evaluation
a) Chinasa went to the doctor because she had
Teacher Evaluation: Teachers can use the
been very sick for a few days.
following sections from the Rubric: Listening
b) The doctor tested her for hepatitis. The blood
and Speaking Skills on page 13 of this Teacher’s
test showed that she had had hepatitis.
Guide: Identification, Pronunciation, Stress and
c) She was too afraid to have an HIV test.
Intonation, and Presenting a Speech.
d) She was surprised and very upset. She kept
her HIV status a secret from everyone.
Reading And Comprehension e) Chinasa kept her HIV status a secret because
she was ashamed/because of the stigma
Activity 2 (SB p. 133)
associated with having HIV and she was
Use the questions in this activity to introduce afraid of how people would react. She
the topic of HIV and Aids and to encourage eventually told her family when she got very
students to think about the feelings of people sick.
with HIV/AIDS. f) Any two of the following ways in which
Allow enough time for group discussion. Chinasa’s family and friends discriminated
Students should find this an emotive topic and against her when they found out that she was
their need to contribute to the discussion will HIV positive:
encourage them to communicate in English. • Her family became hostile and avoided
Their opinions will vary. It is important for seeing or speaking to her.
them to be able to express their feelings, but • Nobody wanted to come to her house.
they should do so in a way that is respectful of • Nobody would talk to her if they bumped
others. Encourage sensitive responses to the into her.
sharing of personal experiences on the topic. • People wouldn’t let her touch them or
Activity 3 (SB p. 133) their children.
• People wouldn’t eat anything that she had
Ask for volunteers to read the two roles of the
prepared.
dialogue for the class. Remind them to focus on
• Even her father wouldn’t talk to her.
the way people behaved towards Chinasa when
g) Their reaction was not unusual. They were
they learnt that she was HIV positive.
probably afraid of being infected with the
Activity 4 (SB pp. 134-135) disease. They didn’t know enough about how
Students should read the questions before it spreads so they believed it was not safe to
rereading the text on their own. This is a be near her.
detailed reading because they need a clear h) Other people who were also living with
understanding of the content in order to be able HIV (members of the support group and
to answer the questions. group counselling sessions that she joined)
They discuss the answers with a partner supported Chinasa when her family rejected
before writing down their own answers. You her. This was helpful to her because she
could set this as a homework exercise if some realised that she was not the only one living
students have not finished. with HIV and that there were people who
Discuss the answers as a class, asking were prepared to support her.
individuals to give their answers for each i) Chinasa’s attitude towards life is positive.
question. Instead of saying yourself whether the Instead of being angry and upset with the
answer is correct or incorrect, ask the rest of the situation and the person who infected her,
class if they agree with their classmate’s answer. she focuses on enjoying her life as much as
Encourage participation from all members of she can.
the class.

92 Term 3
Vocabulary Before asking students to do the activity,
make sure that they understand the meaning
Activity 5 (SB p. 135) of the other conjunctions in the box and
Students can work on their own or with a know when it is appropriate to use each one.
partner to find words in the text that are Although is often used at the beginning of a
similar to the given words. Allow them to use sentence. Whereas is more commonly used in
dictionaries if necessary. the middle, between the two sentences that are
being joined.
Answers
a) courageous Activity 8 (SB p. 136)
b) sick This is a fairly straightforward activity since the
c) ashamed conjunction to be used to join the sentences is
d) hostile supplied in each case.
Ask students to do the exercise on their
Activity 6 (SB p. 135) own or for homework before going through the
Students can work on their own or with a correct answers with the class.
partner to find words in the text that are opposite
in meaning to the given words. Allow them to Answers
use dictionaries if necessary. a) Although Mrs Oluwole woke her daughter
up at 5 o’clock, she was still late for school.
Answers
b) I often make delicious meals, whereas my
a) voluntary sister, who can’t cook, refuses to make
b) positive dinner.
c) nobody c) Fola enjoys going to school and always does
d) resentful her homework, whereas her brother hates
school and does as little work as possible.
Activity 7 (SB pp. 135-136) d) We know how to cure malaria if the patient
In this exercise, students must match words sees a doctor in good time, whereas there is
from the two columns of the table to form no cure for HIV/AIDS.
commonly used phrases or expressions.
Activity 9 (SB pp. 136-137)
Answers
Answers
HIV-positive status a) Although all mosquitoes do not transmit
HIV test malaria, it is sensible to sleep under a
mosquito net.
positive result
b) Although mosquitoes are tiny insects, they
to be infected with HIV have been called the most dangerous animals
physical symptoms in the world.
c) The early symptoms of malaria are high
support group fever, fatigue and body aches, whereas
the symptoms of cholera are diarrhoea and
Grammar And Structure vomiting.
d) You can’t get malaria directly from another
The focus in this module is on the correct use of person who has malaria, whereas you can
the conjunctions although and whereas. get it if you have a transfusion of blood from
Ensure that students understand that these a person who has malaria.
conjunctions are similar to but in meaning
and use, and that they themselves are
interchangeable synonyms.

Module 1: Term 2 Revision 93

Writing Answers
a) Setting: the place where something is or
Activity 10 (SB p. 137) where something happens in a book
Give students copies of the Self-Evaluation b) Plot: the things that happen in a story
Checklist: Formal and Informal Letters. c) Characterisation: the way that people are
Alternatively, write the Checklist on the board. described in a book
Remind students of the features of a formal d) Style: the way that an author writes
letter by reading through the Checklist. Then, e) Theme: the main subject or topic of a book
refer students to the information on writing a
Formal Letter on page 38 of the Student’s Book. Activity 12 (SB p. 138)
Read and show them a real example of a formal
This exercise gives students the opportunity
letter of thanks. Remind them to listen for the
to revise some basic Figures of Speech. Allow
correct layout, register and tone.
them to work on their own or with a partner to
Allow students to finish the writing process
complete the exercise before going through the
for homework, and then let them swap first
answers with the class.
drafts with a partner. Let them discuss each
Introduce the idea of the effectiveness of a
other’s work, suggesting corrections and
Figure of Speech. Students’ examples should not
improvements. Students use the Checklist to
only meet the criteria of the specific Figure of
check one another’s work.
Speech in question (for example, a simile must
They then write out the final draft neatly and
include the words ‘like’ or ‘as’), but should also
hand it in to you for marking.
help to convey a powerful image to the reader.
Use the Rubric: Formal and Informal Letters
to assess their work. Answers
Figure of Speech Explanation
Evaluation
Student Evaluation: Students can use the Self- Alliteration the repetition of the same
consonant at the beginning
Evaluation Checklist: Formal and Informal Letters
of several words in a line of
on page 11 of this Teacher’s Guide.
text or poetry
Teacher Evaluation: Teachers can use the Rubric:
Formal and Informal Letters on page 22 of this Assonance the repetition of a vowel
Teacher’s Guide. sound in several words in a
line of text or poetry

Literature Metaphor when one thing is compared

directly to another thing
Activity 11 (SB p. 137) Personification when something that is
Remind students of the five features that we not human is given human
consider when studying prose writing: setting, characteristics
plot, characterisation, style and theme. By
Simile when two things are
means of a class discussion, make sure that they compared using ‘like’ or ‘as’
have a rough understanding of the meaning of
these terms before asking them to match the Onomatopoeia when a word sounds like the
features in the box with the correct definitions. noise that it represents
Once they have finished, check the answers
by asking for students to volunteer their
answers. If there is time, ask them to discuss a
prescribed setwork that they studied earlier in
the year in terms of these features.

94 Term 3
Activity 13 (SB p. 138) e) ‘Peter Piper picked a peck of pickled
peppers’ is an example of alliteration.
Answers f) ‘The flowers danced in the breeze’ is an
a) ‘She sells sea shells’ is an example of example of personification.
alliteration.
b) ‘The gorilla has a chest like a barrel’ is an Activity 14 (SB p. 138)
example of a simile.
Answers will vary. Check students’ examples
c) ‘The onions hissed and sizzled in the pan’ is
carefully during a class discussion to ensure that
an example of onomatopoeia.
they fulfil the criteria for the specific Figure of
d) ‘The gorilla thumped his barrel chest and
Speech in question and that they are effective.
glared at us angrily’ is an example of a
metaphor.

module

2 Mining In Nigeria

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing Literature
Book Speaking Comprehension Structure (pp. 143-144): (p. 145): Types
(p. 139): /p/ and (p. 142) (p. 140): Despite Narrative of prose:
/b/ sounds (Information text: and in spite of composition Descriptive and
Lead poisoning based on picture narrative
mining crisis) framework
Vocabulary
(p. 140):
Vocabulary based
on mining

Objectives Resources
The student should be able to: Student’s Book pages 139-145
Listening And Speaking: Orally produce all Recommended text: Ige Adubi the Vanguard
consonants. Dictionaries
Reading And Comprehension: Give correct
answers to questions on selected passages. Listening And Speaking
Vocabulary: Understand words associated with
mining. Activity 1 and 2 (SB p. 139)
Grammar And Structure: Make sentences Read the sentences aloud for the class so
with despite and in spite of. students can listen to the correct pronunciation.
Writing: Write a Narrative Essay based on a Students then work with a partner to take
sequence of pictures. turns saying the sentences aloud. They should
Literature: Give examples of different types of pay particular attention to the pronunciation of
prose; differentiate the types of prose. the /p/ and /b/ sounds. Monitor them carefully.

Module 2: Mining In Nigeria 95

If you observe many errors in pronouncing these Answers
sounds, stop the activity and revise the correct a) Despite doing his homework, Ikeade was
pronunciation of these sounds. punished because it was full of mistakes.
Let the students work in pairs to write down b) In spite of the bad weather, Danjuma had a
the correct sounds under the correct headings in wonderful day at the beach.
the table. c) Although I was absolutely exhausted, I slept
badly last night.
Answers to table d) My father was excited on Saturday because
/θ/ /ð/ his team had won their match, whereas his
friend was unhappy because his team had
Three There
things Mother
lost.
think Father e) Bolanile didn’t have enough money to buy a
Thursdays That ticket, despite saving for months.
Both Than
Theatre The Activity 4 (SB p. 140)
thorn Weather Students’ sentences will vary but must show
thicker rather correct use of although, whereas, despite and
thumb in spite of.
thunder
Vocabulary
Evaluation Activity 5 (SB pp. 140-141)
Teacher Evaluation: Teachers can use the following Students must read the meanings of the given
sections from the Rubric: Listening and Speaking words carefully and make sure that they
Skills on page 13 of this Teacher’s Guide: Identification, understand them before using the appropriate
Pronunciation, and Stress and Intonation. words to complete the sentences. They can work
in pairs.
Grammar And Structure You could ask students to learn the words for
a spelling test the following day.
Activity 3 (SB p. 140)
Just like although and whereas, which students Answers
studied in the previous module, despite and a) The source of a river is usually high up in
in spite of are interchangeable synonyms. the mountains.
Emphasise the correct use of these words with a b) When other countries buy goods from
noun as well as a verb (-ing form of the verb). Nigeria, foreign exchange flows into the
Students must look at the sentences and country.
decide if a noun or the -ing form of a verb c) Gold is found in rock known as ore.
appears immediately after the brackets, in which d) Coal is called a non-renewable resource
case, they must use despite or in spite of. If not, because there is a limited amount; when we
they must use although or whereas. have removed all of the coal from the earth
Give students time in class to do this or let through mining, there won’t be any more
them do it for homework. Ask volunteers to left.
write their sentences on the board and analyse e) Quarrying is the process of digging large
each sentence carefully with the class to ensure amounts of stone or sand out of a huge hole,
that they are correct. or quarry.
f) Iron ore is the most important raw material
for making steel.

96 Term 3
g) Diamond mining is very dangerous. Workers Activity 8 (SB p. 143)
face the risk of death and injury every time Students should read the true/false statements
they go underground. before rereading the text for a second time. This
h) The oil industry is the biggest contributor to is a detailed reading because they need a clear
Nigeria’s economy. understanding of the content in order to be able
to decide if the statements are true or false.
Activity 6 (SB p. 141) They discuss the answers with a partner
Students could work in pairs to conduct word- before writing down their own answers.
matching exercise. You could set this as a homework exercise if
some students have not finished. Discuss the
Answers answers as a class, asking individuals to give
Words Meanings their answers for each question. Instead of
saying yourself whether the answer is correct
benefit something that helps you or gives or incorrect, ask the rest of the class if they
you an advantage
agree with their classmate’s answer. Encourage
essential very important and necessary participation from all members of the class.
generate to produce
Answers
construction the work of building houses,
a) True
offices, bridges, roads, etc.
b) True
vital very important and necessary c) False. The mining and quarrying industries
regulated controlled have advantages as well as disadvantages.
d) False. Both the quarrying industry and the
abandoned to stop doing something before it mining industry damage the environment.
is finished e) True
infertility not being able to have babies f) True
g) False. Doctors were not able to cure the
disability an illness, injury or condition that
makes it difficult or impossible for children who became blind or were paralysed
a person to do things that other as a result of lead poisoning.
people do h) False. The government says that the only
solution is to provide these people with
blindness not being able to see better mining methods and modern mining
paralysis being unable to move all or part equipment.
of your body because of injury or
illness
Reading Aloud
contaminated dirtied or polluted Select a few students who have not yet had their
reading skills assessed. Ask them to prepare two
Reading And Comprehension or three paragraphs from the Comprehension
text for reading aloud. Give them the criteria
Activity 7 (SB p. 142) from the Self-Evaluation Checklist: Reading Aloud
The vocabulary exercises were pre-reading on page 9 of this Teacher’s Guide. Explain that
activities intended to introduce the students to you will be using these criteria to evaluate their
the challenging terminology used in this text. reading aloud skills. Call them up individually and
Make sure that students refer back to their ask them to read to you. You can use the Rubric:
answers for the exercises if they can’t remember Reading Aloud on page 12 of this Teacher’s Guide
the meanings of difficult words during the to evaluate their reading. Record the mark in
reading of the passage. your Record Book.

Module 2: Mining In Nigeria 97

Writing Activity 10 (SB p. 145)
In this activity, students revise the difference
Activity 9 (SB pp. 143-144) between the words ‘narrative’ and ‘descriptive’.
Students must use the pictures as a guideline to
write a Narrative Essay about a mining accident Answers
that ended well. They have also been given
Descriptive prose: Writing that describes what
some vocabulary to assist them.
someone or something is like
Refer students to the Self-Evaluation
Narrative prose: Writing that tells a story or
Checklist: Narrative Essay or write the
describes a series of events
Checklist on the board.
Emphasise that students should never simply Activity 11 (SB p. 145)
start writing an essay, even though this is a
guided composition. The planning phase is a Students identify two extracts from Ige Adubi
vital stage; if they have spent time planning the Vanguard as descriptive or narrative prose.
what they want to say, the writing process will
be quicker and easier, and the final product will
Answers
be of a better quality. Remind students to use the Extract a) is narrative prose.
Checklist to check their work. Extract b) is descriptive prose.
Use the Rubric: Narrative Essay to assess
their work.

Evaluation
Student Evaluation: Students can use the Self-
Evaluation Checklist: Narrative Essay on page 9
of this Teacher’s Guide.
Teacher Evaluation: Teachers can use the Rubric:
Narrative Essay on page 16 of this Teacher’s Guide.

Literature
Guide students through the notes on narrative
and descriptive prose. It is easy to remember
that descriptive prose ‘describes’ a setting,
character or emotion.

98 Term 3
 module

3 Values

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing Literature
Book Speaking Comprehension Structure (p. 150): (p. 151):
(p. 146): ( /ʃ/ (pp. 148-149): (p. 147): Have, Narrative Aspects of style
and /tʃ/ sounds Myths and has and had; composition:
legends: an present, past Pride comes
animal fable perfect tenses before a fall
Vocabulary
(p. 150): Finding
synonyms in
the reading
passage

Objectives Listening And Speaking

The student should be able to: Activity 1 (SB p. 146)
Listening And Speaking: Identify and produce Refer to the phonics diagrams in the Student’s
/ʃ/ and /tʃ/ sounds in words. Book as you explain how we produce the
Reading And Comprehension: Read to infer consonant sounds /ʃ/ (as in sheep) and /tʃ/ (as in
the author’s intention; themes/lessons in a fable. cheap). Model the pronunciation of the words in
Vocabulary: Find synonyms for words in a the box for students, then let them practice their
passage. pronunciation of these words.
Grammar And Structure: Use have, has and
had correctly in sentences; identify different Activity 2 (SB p. 146)
tenses.
In pairs, students read the sentences aloud,
Writing: Write a narrative essay following the
taking care to pronounce the /ʃ/ (as in sheep)
correct writing process.
and /tʃ/ (as in cheap) sounds correctly. Move
Literature: Read short stories and novelettes;
among the students and listen to individuals as
analyse the style of a novel by discussing
they practice the sounds.
diction, register, sentence structure and use of
Figures of Speech.
Evaluation
Resources Teacher Evaluation: Teachers can use the
following sections from the Rubric: Listening
Student’s Book pages 146-151
and Speaking Skills on page 13 of this Teacher’s
Examples of different styles of writing e.g. a
Guide: Identification, Pronunciation, and Stress
cartoon, a text book, a text message, a formal
and Intonation.
letter, a drama, a romance
Copies of the recommended novel
Dictionaries

Module 3: Values 99
Grammar And Structure Answers
This section focuses on verbs in the simple a) Bimbola has listened to music.
tenses, especially the uses of have, has and had. b) We had cooked a delicious stew for supper.
Guide students through the notes in the text c) Yetunde has heard the voice of her mother.
book. It might be useful to get students to learn d) Obi and Ifeyinwa had worked hard.
them off by heart, ie: I have, you have, he she it e) Habib has sat on the chair all day.
has, we have, you have, they have f) Uwakaego and her friend had been happy.

Activity 3 (SB p. 147) Reading And Comprehension

In this activity, students complete the sentences Activity 5 (SB p. 148)
with the correct form of the verb ‘to have’,
This is a pre-reading activity to introduce
and then identify the tense of that verb form.
students to the text.
Remind them to use signal words related to time
Give them a limited time in which to look at
(for example, ‘at the moment’ and ‘last year’
the title of the story, the picture that goes with
to help them determine if they should use the
it and the moral at the end of the story, and then
Simple Present Tense or the Simple Past Tense.
to make their predictions, in order to ensure that
they do not do a detailed reading at this stage.
Answers
When discussing the answers, ask whether
At the moment, Titilola has three brothers. students agree with the answers suggested by
(Present Tense) their classmates, and to explain why or why not.
b) Last year, before Adekunle was born, Titilola Come back to students’ predictions after
only had two brothers. (Past Tense) reading the text for the first time and decide how
c) Chika always has the most interesting story accurate they were.
to tell. (Present Tense)
d) I had so much homework last night that Answers
there was no time for anything else. (Past a) Answers will vary, but students should
Tense) suggest that the characters in the story are
e) Adaobi and Uju had flu last week so they a king cobra and a colony of ants, and that
didn’t come to school. (Past Tense) a proud character in the story is going to be
f) Oluseyi and I have the same mother, but humbled by what happens.
different fathers. (Present Tense) b) No, it is not a true story. We know this
g) You have a beautiful new dress on today. because the snake and the ants can talk. It is
(Present Tense) an animal fable.

Activity 4 (SB p. 148) Activity 6 (SB p. 149)

When combined with the past participle of a Students should read the text carefully, and
verb, have, has and had are used to form the then read through the questions before reading
perfect tenses (in this case, the Present Perfect the text a second time. You could allow them
Tense and the Past Perfect Tense). to discuss the questions with a partner before
In this activity, students rewrite the making their decisions.
sentences, putting the verbs into the specified
tenses. Make sure that they understand that in Answers
every case, they will use have/has/had + the past a) In a small hole in the rainforest.
participle of the verb in question. They must use b) Humble
have/has + past participle to form the Present c) Eating small animals, and then sleeping and
Perfect Tense and had + past participle to form digesting his food.
the Past Perfect Tense. d) His pride

100 Term 3
e) He believed that he was a magnificent composition telling the story of how they,
creature, the king of the forest, and thus or someone they know or have heard of,
worthy of a magnificent home. experienced the truth of the moral ‘Pride comes
f) Proud before a fall’.
g) An anthill; he was irritated and wanted it to Allow students to finish the writing process
be gone because it was messy and ugly. for homework, and then let them swap first
h) They knew of their power and so were not drafts with a partner. Let them discuss each
afraid of the king cobra. They also knew that other’s work, suggesting corrections and
he could not hurt all of them. improvements. They then write out the final
i) In a small hole. draft neatly and hand it in to you for marking.
j) Answers will vary. Here is a suggestion: A Use the Rubric: Narrative Essay to assess
person who becomes too proud will soon be their work.
humbled/brought down to size by life.
Literature
Vocabulary
Introduce the idea of a writing style to your
Activity 7 (SB p. 150) class. Give examples of different kinds of
Students are now familiar with the text, so they writing and their styles e.g. a text message is
should be able to find synonyms for the words informal, a text book is informative, a letter
listed. Let them work in pairs and allow them to from the principal is formal, a cartoon is written
consult dictionaries if necessary. in a comedic style, a romance is written in an
In the class discussion that follows, ask emotional and descriptive style, etc. Provide
students for their answers, and then ask the rest real examples of different styles of writing.
of the class if they agree with their classmates. Guide students through the aspects of style
Encourage discussion and participation rather as outlined in the table in the text book: diction,
than simply giving students the correct answers. sentence structure, register and the use of figures
You could ask students to learn the words for of speech. Again, draw on your real examples to
a spelling test the following day. illustrate different styles.

Answers Activity 9 (SB p. 151)

a) pride Give students plenty of time to do these
b) beast activities. Support students who struggle to
c) magnificent/grand apply the aspects of style to the novel you are
d) palace reading. Guide them to useful paragraphs in the
e) status text to help them identify the diction, register,
f) ugly sentence structure and use of figures of speech.
g) afraid Allow students to complete the written
h) dare components of the activity for homework. They
i) disobey write notes based on their discussions and must
j) defend remember to give two examples from the novel
k) pincers for each aspect discussed.
l) excruciating You will need to do a detailed, thorough
m) mercy class discussion of this homework to check
that everyone is on the right track. Emphasise
Writing that students are welcome to have their own
opinions that are different from those of their
Activity 8 (SB p. 150) classmates as long as they can justify these
Students use the planning, writing and editing opinions with examples from the text.
steps that they have learnt to write a narrative

Module 3: Values 101

 module

4 Making Money

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening Reading And Grammar Writing Literature (p. 157):
Book And Comprehension And Structure (pp. 156- Characterisation in a novel
Speaking (pp. 154-155): (p. 153): 157):
(p. 152): Information text: Synonyms Expository
(/θ/ and /ð/ Entrepreneurship: essay about
Today’s way of starting a
making a living business

Vocabulary (p. 154):

Vocabulary based
on reading passage

Objectives Listening And Speaking

The student should be able to: Activity 1 and 2 (SB p. 152)
Listening And Speaking: Identify all Refer to the phonics diagrams in the Student’s
consonants, especially /θ/ and /ð/; orally Book as you explain how we produce the /ɵ/
produce consonants. sound and the /ð/ sound. Students usually find
Reading And Comprehension: Identify the use the voiced and unvoiced ‘th’ sounds hard to
of certain expressions/key words that point to pronounce because the positions required for
intention of writers; read a passage and identify their tongues and lips are unfamiliar to them.
facts and opinions; give correct answers to Teach them exactly how to make the sounds,
questions on selected passages. and then let them practise making them until
Vocabulary: Become familiar with words they can do it without thinking.
associated with business.
Grammar And Structure: Give synonyms for Activity 3 (SB p. 153)
words.
Model a reading of the sentences for the class.
Writing: Read through a topic; jot down main
Students begin by identifying whether the
and supporting ideas as they occur; arrange the
bolded letters are /ɵ/ sounds or /ð/ sounds, and
ideas in a logical sequence; write appropriate
then work with a partner, taking turns saying the
introduction and effective conclusion; identify
sentences aloud. Monitor them carefully. If you
what is required in an expository composition
observe many errors in pronouncing the target
and write one to the correct length.
sounds, stop the activity.
Literature: Read a novel and identify
Read the sentences aloud for the class so
protagonists; discuss characterisation.
students can listen to the correct pronunciation,
then allow them to continue practising with their
Resources partners.
Student’s Book pages 152-157
Dictionaries

102 Term 3
Answers Vocabulary
a) Although my grandfather and grandmother
live together, my theory is that they would
Activity 5 (SB p. 154)
both be happier by themselves. This is a pre-reading activity to introduce
b) On the third Thursday of the month, their students to the terminology that will be used in
brother got a thick thorn in his thumb and the reading passage.
they thought that they should take him to Read through the words in the first column
the doctor. of the table as well as the explanations in the
c) Thanks for the water that you thoughtfully second column with the class.
bought me. I am thirsty and my throat is Students can work on their own or with a
sore. partner to match the words with the correct
meanings. Allow them to use dictionaries if
necessary.
Evaluation
Teacher Evaluation: Teachers can use the Answers
following sections from the Rubric: Listening Words Meanings
and Speaking Skills on page 13 of this Teacher’s
Guide: Identification, Pronunciation, and Stress tertiary at university or college level
and Intonation. retirement the time at which you leave your
job and stop working, usually
because you are old
Grammar And Structure
economy the system by which a country
Activity 4 (SB p. 153) produces and uses goods and
Tell students that although it is often possible money
to identify the meaning of words by looking
founder someone who starts an
at the context in which they appear, it is organisation or company
extremely useful to memorise synonyms (as
well as antonyms) for common words when director an important manager in an
they encounter these words. In this exercise, organisation or company
there is no context to assist them, so they either consumer someone who buys or uses goods
know the answer or they don’t! One good way or services
of improving their vocabulary, and thus learning innovation a new idea or method that is
more synonyms, is reading as much as possible. being tried for the first time
Warn students not to become confused in this
exercise and write down the antonyms of these partner someone who owns a business
words. They have been asked for the synonyms. with another person
finance the money that a person,
Answers company or country has
a) simple management the process of dealing with or
b) correct controlling things or people
c) unhappy
d) loud
e) rich Reading And Comprehension
f) little Activity 6 (SB p. 154)
g) big Remind the students about skimming and
h) new scanning reading skills. Allow them to practise
i) difficult the passage in pairs.
j) tired

Module 4: Making Money 103

Activity 7 (SB pp. 155-156) Allow students to finish the writing process
Students read the entire article carefully, then for homework, and then let them swap first
read through the multiple-choice questions before drafts with a partner. Let them discuss each
reading the text for a second time. Ask them to other’s work, suggesting corrections and
work on their own to choose the best possible improvements. by using the Checklist. They
answer for each multiple-choice question. then write out the final draft neatly and hand it
Once students have completed the activity, in to you for marking.
ask for volunteers to give their answers. Instead Use the Rubric: Expository Essay to mark
of saying whether each answer is right or wrong, their work.
invite discussion from the rest of the class. Make
sure that students can explain their choices.
Evaluation
Answers Student Evaluation: Students can use the Self-
a) B Evaluation Checklist: Expository Essay on
b) A page 10 of this Teacher’s Guide.
c) C Teacher Evaluation: Teachers can use the Rubric:
d) D Expository Essay on page 19 of this Teacher’s
e) C Guide.
f) A
g) B Literature
Activity 8 (SB p. 156) Activity 10 (SB p. 157)
After students have discussed the question Read through the notes in the Student’s Book.
in pairs, use their responses to lead a Students can work in pairs to complete the
class discussion about the advantages and activities.
disadvantages of being self-employed.

Writing
Activity 9 (SB p. 156)
Give students copies of the Self-Evaluation
Checklist: Expository Essay. Alternatively, write
the Checklist on the board.
Students use the planning, writing and
editing steps that they have learnt to write an
Expository Essay on unemployment in Nigeria.
Remind them that an expository essay gives
the reader information. It does not tell a story
(Narrative Essay), describe (Descriptive Essay)
or try to convince the reader of something
(Argumentative Essay).

104 Term 3
 module

5 Why We Have Laws

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening and Reading And Grammar And Writing (p. 162): Literature
Book Speaking Comprehension Structure Narrative (p. 163):
(pp. 158-159): (p. 159): News (p. 159): composition Setting and plot
/ʊ/ and /j/ article: Kick Antonyms about a in a novel
Against Crime memorable
journey
Vocabulary
(p. 161): Conflict
resolution

Objectives Listening And Speaking

The student should be able to: Activity 1 and 2 (SB p. 158)
Listening And Speaking: Orally identify and Refer to the phonics diagram in the Student’s
produce the /ʊ/ and /j/ consonant sound in Book as you explain how we produce the /ʊ/
words. consonant. Model the words in the word boxes
Reading And Comprehension: Read to to help students practise making these sounds
understand the writer’s purpose by identifying until they can do it without thinking. Ask them
key words; read to understand information to suggest other words that begin with the /ʊ/
correctly, read for main ideas, read to sound and list them on the board.
understand the moral import of a prose passage Refer to the phonics diagram in the Student’s
Vocabulary: Understand words associated with Book as you explain how we produce the /j/
conflict resolution. consonant. Model the words in the word boxes
Grammar And Structure: Use antonyms to help students practise making the sounds until
correctly. they can do it without thinking.
Writing: Discuss ideas, arrange them in a mind- Ask them to suggest other words that begin
map and a logical sequence; Write appropriate with the /j/ sound and list them on the board.
introduction and effective conclusion to a
narrative composition. Activity 3 (SB pp. 158-159)
Literature: Read short stories and novelettes;
Draw a table on the board for students to copy.
identify and discuss setting and plot in the
It should have two columns and the headings
recommended prose text.
are/ʊ/ and /j/.
Read the sentences slowly to give students
Resources time to identify and write the words in the
Student’s Book pages 158-163 correct columns. Then give them a chance to
Copies of the recommended prose text circle and underline as required.
Dictionaries When you have marked the work orally
as a class, allow pairs of students to take
turns saying the sentences aloud. Monitor

Module 5: Why We Have Laws 105

them carefully. If you observe many errors in in the box, so they must think of other possible
pronouncing the target sounds, stop the activity. meanings of ‘right’.
Read the sentences aloud for the class Answers
again so students can listen to the correct a) last – first
pronunciation, then allow them to continue b) young – old
practising with their partners. c) light – dark
d) no-one – everyone
Answers e) sad – happy
/ʊ/ words /j/ words f) false – true
g) sell – buy
sweet yellow
h) hate – love
queen yes i) right – left
wonders Yabani j) soft – hard

wasps your
Reading And Comprehension
will yacht
Activity 5 (SB pp. 159-160)
Wednesday beyond
The pre-reading activity allows students to make
Wafor predictions about the content of the reading passage
somewhere based on its title and the accompanying photo.
They then read the entire article carefully.
West
Activity 6 (SB p. 160)
a) Students reconsider their predictions about
Evaluation
the content of the text. If they allowed the
Teacher Evaluation: Teachers can use the photo to guide them, it is unlikely that they
following sections from the Rubric: Listening will have predicted that it covers a football
and Speaking Skills on page 13 of this Teacher’s match! Do they think this was a good photo
Guide: Identification, Pronunciation, and Stress to choose to illustrate the article? What
and Intonation. picture would be better?
b) Discuss the topic ‘Crime doesn’t pay’ with a
Grammar And Structure partner. All opinions are welcome as long as
they are justified with relevant examples or
Activity 4 (SB p. 159) reasons.
Revise the meaning of the word antonyms using c) If there is enough time, divide the class into
the examples in the text book to illustrate. Ask two teams and let them debate the motion
students to provide further examples. Remind ‘Crime doesn’t pay’. Encourage all class
students that it is extremely useful to memorise members to participate in the debate.
synonyms and antonyms for common words
when they encounter these words. In this Activity 7 (SB p. 161)
exercise, there is no context to assist them, Students should read through the statements
so they either know the answer or they don’t! before reading the text for a second time. Ask
One good way of improving their vocabulary, them to work on their own to decide if each
and thus learning more antonyms, is reading as statement is true or false.
much as possible. Use a class discussion to evaluate students’
Students should also remember that words answers. Be sure to encourage students to give
have more than one meaning. For example, good explanations for their answers and to
they may think that the antonym of ‘right’ is correct false statements accurately.
‘wrong’, but this is not one of the options given

106 Term 3
Answers Answer
a) False. The football match in the article was B: Weapons and equipment used to kill and
between crime reporters and actors and injure people
musicians.
b) False. The journalists wrote about crime. Activity 11 (SB p. 162)
c) True Students must find words in the reading text
d) False. Kayode Aderanti encouraged people to that mean the same as the given phrases. Allow
join hands in the war against crime. them to work with a partner and to consult a
e) True dictionary if necessary.
f) False. The crime reporters beat the team of
musicians and actors. Answers
g) True a) responsibility
h) False. The teenager was overturning b) contribute
tombstones. c) addressed
i) True d) piracy
e) eventually
Vocabulary f) vandalism
Activity 8 (SB p. 161)
Introduce the idea of conflict resolution using
Writing
the notes and words in the Student’s Book. Make copies of the Self-Evaluation Checklist:
After you have talked about the words and their Narrative Essay and give these to students.
meanings, discuss different times when conflict Alternatively, write the Checklist on the board.
resolution could be useful. Ask students to think Use the Checklist to revise the key features of a
about situations in their lives when conflict Narrative Essay.
resolution could help. Tell students they will be writing a narrative
composition about a memorable journey.
Activity 9 (SB p. 162) Lead a class discussion about different ways
Organise the class into groups of seven. Mix in which a journey can be memorable. Use the
students of different strengths and abilities so notes in the student’s book as an introduction.
that the groups are well balanced. Elicit personal contributions from students and
If the activity goes well, invite individual encourage them to share their thoughts and
groups to hold their conflict resolution session experiences of memorable journeys.
in front of the class.
Activity 12 (SB p. 163)
Activity 10 (SB p. 162) Guide students through the steps of the activity.
Many words have more than one meaning. Ask Give enough time for students to use the
students to give more examples. Then remind pictures to prompt interesting ideas about things
them that the meaning of these words depends that can be memorable.
on their context, so they must find the word in Students plan (write a mind-map) and write
Paragraph 3 and see it in context before they a draft in class or they may finish the writing
choose the answer. process for homework. Remind students to
Warn them that all four options are actually use the Checklist while writing and to check
correct definitions for the word ‘arms’! Ask their work. Then let them swap first drafts with
students to use them in sentences to show their a partner. They should discuss each other’s
different meanings. work, politely suggesting corrections and
improvements with reference to the Checklist.
They then write out the final draft neatly and

Module 5: Why We Have Laws 107

hand it in to you for marking. Activity 14 (SB p. 163)
Use the Rubric: Narrative Essay to mark Make copies of the Self-Evaluation Checklist:
their work. Summary on page 11 of this Teacher’s Guide
and give it to students. Alternatively, write
Evaluation the Checklist on the board. Use the Checklist
Student Evaluation: Students can use the Self- to remind students of the key elements of
Evaluation Checklist: Narrative Essay on page 9 summaries. Students must use the Checklist
of this Teacher’s Guide. when they write and check their summaries
Teacher Evaluation: Teachers can use the Rubric: before submitting them to you for marking.
Narrative Essay on page 16 of this Teacher’s Assess students’ summaries of the plot to be
Guide. sure they have followed the story. You should
also assess their ability to reduce the story to a
few short paragraphs. Provide a model summary
Literature for students if necessary and return to aspects of
Before students begin the activities, revise the the story that may be confusing.
aspects of plot and setting in a novel, relating it
to the prescribed novel. Remember that setting
relates not only to the physical setting of a story, Evaluation
but also to the time or era in which it takes
Student Evaluation: Students can use the Self-
place. Talk about how the time or era might
Evaluation Checklist: Summary on page 11 of this
affect characters and how they behave and live.
Teacher’s Guide.
Teacher Evaluation: Teachers can use the Rubric:
Activity 13 (SB p. 163)
Summary on page 21 of this Teacher’s Guide.
Conduct the activity in terms of the prescribed
novel. In what place and time does it mainly
take place?
Students write a paragraph describing each
aspect of setting.
Use the discussion between pairs to lead a
class discussion about the time and place in
which you and your class live compared to that
in the novel. Make it clear what it means to
‘compare’ – i.e. to talk about what is similar and
what is different.

108 Term 3
 module

6 Protecting Our Planet

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing Literature
Book Speaking Comprehension Structure (pp. 168-169): (pp. 169-170):
(p. 164): (/ʊ/ and (p. 167): (p. 166): Dialogue based Format of a
/u:/; Listening Information text Causative verbs on role-play poem; meaning,
comprehension – main ideas message and
and summary Figures of
Speech
Vocabulary
(p. 167):
Global warming,
nature and
religion

Objectives Listening And Speaking

The student should be able to: Activity 1 (SB p. 164)
Listening And Speaking: Identify and produce Refer to the phonics diagrams in the Student’s
the /ʊ/ and /u:/ vowel sounds in words; answer Book as you explain how we produce the /ʊ/
questions based on a listening text. and /u:/ vowel sounds. Make the difference
Vocabulary: Understand and use the between the short and long sounds very clear as
vocabulary of global warming, nature and you model the sounds for the students to repeat.
religion. Now read the sentences out loud before
Reading And Comprehension: Read to students practise saying them with a partner.
identify the main idea of each paragraph and Listen to individuals, correcting as necessary.
write a summary of an information text.
Grammar And Structure: Use causative verbs Activity 2 (SB pp. 164-165)
correctly. This exercise introduces students to some of the
Writing: Write a dialogue. terminology used in the listening comprehension
Literature: Read a selection of poems; explain in the next activity. Let them work with a
meanings of selected poems; understand the partner to match the words and meanings, and
message and figurative language of a poem. allow them to consult dictionaries if necessary.

Resources Answers
Student’s Book pages 164-170
Global The increase of the temperature of
Visual aids to support texts on environmental
warming the earth’s atmosphere
issues e.g. pictures of plastic in the sea, sea
animals caught in plastic, etc. Greenhouse A gas (especially carbon dioxide)
Dictionaries gas that causes the greenhouse effect
Layer the layer of gases around the earth

Module 6: Protecting Our Planet 109

 Build-up An increase, especially one that The result is a build-up of carbon dioxide and
takes place slowly an increase in the temperature of the Earth’s
Glacier A large mass of ice that moves very atmosphere. We call this global warming.
slowly, usually down a slope or The effects of global warming
valley
Over the last few decades, scientists have been
Iceberg A very large piece of ice that floats warning us that the climate of the Earth is
in the sea changing as a result of global warming and that
Drought A long period when there is no rain the changes will have a serious impact on life
and people do not have enough on our planet. As the Earth gets hotter, we can
water expect these changes:
Extreme Very severe or bad • Sea levels around the world will increase as
glaciers and icebergs melt, causing flooding in
Tornado A strong, dangerous wind that
coastal areas.
forms itself into an upside-down
• Regions that usually have a lot of rain or
spinning cone
snow may become hotter and drier. Rivers and
Hurricane A violent ocean wind that has a lakes could dry up.
circular movement • Droughts will become more frequent.
Extinct No longer existing • There will be less water for us to use.
• Extreme weather conditions, for example,
Carbon The total amount of carbon dioxide
tornadoes and hurricanes, will become more
footprint that a person produces
common.
• Certain plant and animal species will become
Activity 3 (SB p. 165) extinct when the climate of the area where
Listen to the text and answer the questions that they live changes too much for them to handle.
follow. What you can do
You can focus on reducing your carbon footprint.
The problem of global warming Here are some suggestions for doing this.
Greenhouse gases and their effect • Walk or ride a bicycle instead of travelling by car.
Greenhouses gases such as carbon dioxide and • Save natural resources by recycling, reducing
methane form a layer like a blanket around the and reusing items instead of throwing them
Earth. This layer keeps it at the right temperature away and buying new ones.
for people, animals and plants to survive. • Protect and plant trees.
However, when the level of greenhouse gases
in the Earth’s atmosphere becomes too high, Answers
too much heat is trapped and the atmosphere’s a) D
temperature rises. This is known as the b) C
greenhouse effect. c) D
Human activities such as burning oil and coal
produce carbon dioxide. The amount of carbon
Evaluation
dioxide in the atmosphere has increased steadily
over the years because there are more people on Teacher Evaluation: Teachers can use the
the Earth every year. Plants and trees remove a following sections from the Rubric: Listening
lot of carbon dioxide from the air. Unfortunately, And Speaking Skills on page 13 of this Teacher’s
forests all over the world are being cut down. Guide: Identification, Pronunciation, Stress and
Intonation, Comprehension and Responding.

110 Term 3
Grammar And Structure Alternatively, write the Checklist on the board.
Tell students to use the Checklist while writing
Activity 4 (SB p. 166) and to check their work before submitting it.
Guide students through the explanation and Remind them to think about the main idea in
examples of causative verbs in the students’ book. each paragraph as you read the passage out
Make the difference in meaning and usage clear. loud. Discuss new words, then let students read
Conduct the activity, getting students to write the passage quietly to themselves.
the full sentences in their notebooks. Check the
answers not only for the correct use of causative Answers
verbs, but also for accurate copying. Topic sentence of each paragraph:
Turtles are interesting creatures.
Answers Sadly, the number of turtles is quickly dropping
a) When I have a car one day, I won’t let worldwide.
anyone else drive it. Plastic bags are cruel killers of sea turtles.
b) Our parents try to get us to read more instead What can you do to help?
of watching TV. Sample summary:
c) Olufemi’s friend made him watch the football There is so much to learn about turtles.
match, even though he didn’t want to. Sadly, there are fewer and fewer of them left in
d) My teacher let me hand in my homework a the world. People, rubbish and fishing kill them.
day late because I was sick. Plastic litter is one of the main killers of turtles.
e) Yewande’s mother made her wear this dress They eat it and it makes them feel full.
today, but she hates it. There are many ways to reduce, reuse or
f) Simisola’s father got him to study for the test recycle plastic. We must all try to use less plastic,
by promising to buy him a chocolate if he did for example by taking our own shopping bags
well. instead of buying new ones every time. [78 words]
g) It gets me when I see people mistreat dogs.
h) Grandma is so old that any infection gets her. Evaluation
Student Evaluation: Students can use the Self-
Vocabulary Evaluation Checklist: Summary on page 11 of this
This vocabulary looks at nature in religion and Teacher’s Guide.
can be used to stimulate interesting classroom Teacher Evaluation: Teachers can use the Rubric:
discussions about the ethical way to treat Summary on page 21 of this Teacher’s Guide.
animals or to view the natural world.
Guide students through the vocabulary, using
the words in sentences and asking students to
make up more examples to share with the class. Reading Aloud
Select a few students who have not yet had their
Activity 5 (SB p. 167) reading skills assessed. Ask them to prepare two
Students write three sentences about the ethical or three paragraphs from the Comprehension
way to treat animals. Responses should be text for reading aloud. Give them the criteria
sensible rather than emotional. from the Self-Evaluation Checklist: Reading Aloud
on page 9 of this Teacher’s Guide. Explain that
you will be using these criteria to evaluate their
Reading And Comprehension reading aloud skills. Call them up individually and
Activity 6 (SB pp. 167-168) ask them to read to you. You can use the Rubric:
Explain that students will write a summary of Reading Aloud on page 12 of this Teacher’s Guide
the passage on sea turtles. Give students copies to evaluate their reading. Record the mark in
of the Self-Evaluation Checklist: Summary. your Record Book.

Module 6: Protecting Our Planet 111

Writing Literature
Activity 7 (SB pp. 168-169) Activity 8 and 9 (SB pp. 169-170)
Begin the lesson by discussing the elements of a Revise the format of a poem, introducing the
dialogue with students. Use the dialogue in the ideas of lines, verses and stanzas. Read the
Student’s Book as an example from which to poem with the class and identify lines and
create a Self-Evaluation Checklist and a Rubric verses as discussed.
that you and students can use to check and Check understanding by asking questions
assess their work. such as: “How many verses are there in the
Students act out the dialogue with a friend. poem? (3); How many lines are there in the
They begin by reading it through quietly in second verse? (3) etc.
order to understand the content, then allow them Talk about the meaning of the poem and ask
to dramatise it. students what they think the message of the
Next, they work out a similar scenario in poem is.
which one of them sees a person damaging the Conduct Activity 9. Students should read
environment in some way. Encourage them to the poem quietly in pairs and then discuss
be creative and think of different, interesting the answers before they write them in their
scenarios. They then write a dialogue based on notebooks.
this scenario, using the dialogue in the Student’s
Book as a guideline. Point out the forms and Answers
conventions of the dialogue (names of the a) The earth
people speaking with colons on the left of the b) Our mother, father, sister, brother (in other
page; instructions on actions, motivation and words, our family)
intonations italicised in square brackets) that c) They are more interested in their own lives
they should use. and in making as much money as possible.
Allow them to finish their first draft for d) When we die, we will either be buried in the
homework, then to give it to another pair to soil of the earth or be scattered as ashes on
dramatise for them so that they become aware of its surface.
weaknesses (in terms of instructions, tone and e) A
grammar, for example) in their work. Finally, f) B
they edit their dialogues and hand them in. g) B
Use the rubric for assessing a dialogue in this h) The poet wants to make us aware of how
Teacher’s Guide to evaluate their work. we are damaging the earth, and in so doing,
ourselves.
Evaluation
Student Evaluation: Students can use the Self-
Evaluation Checklist: Dialogue that you created
as a class activity.
Teacher Evaluation: Teachers can use the Rubric:
Dialogue that they created.

112 Term 3
 module

7 Peacekeepers

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing (p. 176): Literature
Book Speaking Comprehension Structure Descriptive (p. 176):
(pp. 171-172): (pp. 174-175): (p. 172): Adverbs Essay Perform a scene
Vowel sounds Information text of place from a drama
/ɔ:/ and /ʌ/;
Listening
comprehension
Vocabulary
Development
(p. 173):
Antonyms and
Words from text
(p. 175)

Objectives Listening And Speaking

The student should be able to: Activity 1, 2 and 3
Listening And Speaking: Identify all vowels (SB pp. 171-172)
including vowel sounds /ɔ:/ and /ʌ/; orally
Guide learners through the notes and phonic
produce all vowels; answer questions based on a
diagrams explaining how to pronounce the
listening text.
vowel sounds /ɔ:/ and /ʌ/.
Reading And Comprehension: Give correct
Model the pronunciation of the words in
answers to questions on selected passages.
Activities 1 and 2 carefully and make sure that
Grammar And Structure: Identify and use
students repeat them correctly after you.
adverbs of place;
Model the reading of the sentences in Activity 3
Vocabulary: Give antonyms for words.
before students repeat them with a partner. Listen
Writing: Write a descriptive essay using
to and support individuals as necessary.
adjectives and interesting verbs.
Literature: Read and dramatise a scene from Activity 4 and 5 (SB p. 172)
a drama; identify essential props/costumes;u
Activity 4 is a pre-listening activity introducing
nderstand the role of the play director.
students to some of the terminology used in
the listening comprehension, which relates to
Resources the role of armies. Go through the list using the
Student’s Book pages 171-176 words in sentences. Invite students to use the
Visual aids to support listening text on armed words while they share personal stories about
forces, e.g. pictures of military personnel in action, family or friends in the armed forces. Use visual
on parade, peacekeeping or helping citizens aids such as pictures of military personnel in
Simple props and costumes action, on parade, peacekeeping or helping
Dictionaries citizens to support the discussion.

Module 7: Peacekeepers 113

 Conduct Activity 5: Give students a few
minutes to read through the vocabulary list Evaluation
again before you read the listening text. Teacher Evaluation: Teachers can use the
Read the listening text slowly and clearly following sections from the Rubric: Listening
once, then allow students to read the definitions and Speaking Skills on page 13 of this Teacher’s
in the Student’s Book before reading the text to Guide: Identification, Pronunciation, Stress and
them a second time. Give them a few minutes to Intonation, Comprehension and Responding.
write down their answers. They must find one
word or phrase used in the text for each of the Grammar And Structure
definitions given in the Student’s Book. It may
be necessary to read the listening text for a third Activity 6 (SB pp. 172-173)
time if students find this challenging. Encourage Review the definition and use of adverbs of
them to make notes while they listen. place. Show how a group of words (a phrase)
can be considered as an adverb of place. Give
The role of an army more examples such as: The crab moved
sideways down the beach, then burrowed
Most countries in the world have armies. An
beneath the sand.
army is an organisation that is funded and run
Students choose appropriate adverbs of place
by the government of the country. It is a fighting
from the box to complete the sentences. Warn
force that is intended to defend the nation
them that they may only use each adverb once
from attacks from inside as well as outside the
and that the completed sentences must make
country. Countries that do not have armies are
sense.
extremely vulnerable to other countries that want
to invade them.
Answers
In addition to the fighting role of an army,
a) What on earth are you doing over there?
personnel from military forces are often used to
Come here as quickly as you can!
help people after disasters such as earthquakes
b) Boma and I don’t have anywhere to go this
and hurricanes. Armies have well-trained medical
afternoon, so we are going to play basketball
staff who are equipped to deal with emergencies
on the field.
involving large numbers of people, so they are
c) There is nowhere for us to swim because the
very useful in a crisis situation.
river has dried up.
Peacekeeping is another important role played d) Aliyu went somewhere this afternoon. He
by armies around the world. The term refers to will be back in time for supper.
activities aimed at preventing war and violence. e) Everywhere she goes, Adaobi sings happily.
Peacekeeping forces are sent to places in the f) Every day, my mother waits for my little
world where there is conflict, in other words, sister by the gate of the school because she
where there is fighting between groups or is worried about her getting into trouble if
countries. They are often used to ensure that both she walks home from school on her own.
sides in a conflict keep to the peace agreement g) The teacher is waiting for us outside the
once it has been signed. Peacekeeping forces can classroom in the school.
also be used to monitor an election to ensure h) We walked backwards and forwards for
that it is free and fair, and to protect civilians hours, but we couldn’t find the ring that she
before, during and after the election. had dropped.

Answers
a) army
b) personnel
c) peacekeeping
d) conflict

114 Term 3
Vocabulary Activity 10 (SB pp. 174-175)
There are different options for the reading of the
Activity 7 (SB p. 173) text. You could read it aloud to the class yourself,
Answers ask a different student to read each paragraph or
Words Meanings ask students to read it to themselves silently. Your
choice of options will depend on the reading
support people who give assistance to and comprehension ability of your class. Silent
personnel others reading works well if they are good readers with
logo a design or symbol used by a excellent comprehension skills, otherwise it is
company or organisation to better for someone (yourself or good readers
identify itself or its products from the class) to read aloud. Avoid choosing
mission a short written description of weak readers for this type of exercise since their
statement the aims of a business or other poor reading may affect the comprehension of the
organisation rest of the students.
Students should work on their own to answer
ceasefire an agreement between two
the questions, using the scanning technique to
armies or groups to stop fighting
locate the information that they need for each
recruit to try to persuade someone to question.
work for a company or to join an Use a class discussion to check students’
organisation answers once everyone has finished. As always,
criteria standards according to which encourage participation and discussion instead
something or someone is judged of simply reading out the correct answers. It is
or evaluated important for students to learn where they went
wrong if their answers were incorrect.
psychological relating to the human mind and
feelings
Answers
Activity 8 (SB pp. 173-174) a) She woke up late, so there was no time for
breakfast.
This activity gives students a further opportunity
b) She was late. Classes had already started.
to practise finding antonyms. Encourage the
c) The principal.
students to use their own vocabulary skills
d) Extra work.
rather than trying to find the words in the article.
e) She doesn’t have a mobile phone.
f) The teacher took away the mobile phone and
Answers kept it.
a) largest g) She had tummy ache and an upset tummy.
b) order h) She tripped over someone else’s bag.
c) top i) Students’ own responses.
d) new
e) good
Vocabulary
Reading And Comprehension Activity 11 (SB p. 175)
The vocabulary words reinforce the learning
Activity 9 (SB p. 174) from the reading and comprehension activities.
Encourage the students to scan the first Students discuss the meanings of the words, using
paragraph to decide which title would be most dictionaries and contextual clues if necessary.
suitable for the story. They then choose five of the words and write
sentences to show their meanings.
Answer Ask selected students to write one of their
C: The worst day of my life.

Module 7: Peacekeepers 115

sentences on the board. Correct grammar as Guide students through the pointers in the
well as vocabulary issues as a class. student’s book. Make sure they draw up a mind-
Ask students to learn the spelling of the map to plan their essays by asking them to do
words for a spelling test the next day. it in their notebooks. Read through the features
of a Descriptive Essay in the Checklist. Remind
Answers students to use the Checklist while writing and
• Playground – an area designed for children to check their work before submitting it.
to play in outside, especially at a school or in Use the Rubric: Descriptive Essay.
a park
• Principal – the person in charge of a school, Evaluation
college or university
Teacher Evaluation: Teachers can use the
• Punishment – the act of punishing someone
following sections from the Rubric: Listening
(causing a person who has done wrong to
And Speaking Skills on page 13 of this Teacher’s
suffer)
Guide: Identification, Pronunciation, Stress and
• Diligently – doing something carefully and
Intonation, Comprehension and Responding.
with a lot of effort
• Studious – quiet, hard-working
• Embarrassment – the feeling of being Literature
ashamed or shy
• Confiscate – to take a possession away from
Activity 13 (SB p. 176)
a person when you have the right to do so, Students are likely to enjoy this activity, which
usually as a punishment and for a limited involves a lot of talking and movement. Try to
time period, after which it is returned to the allow them as much freedom as possible and
owner accept that noise levels may be higher than
• Miserable – very unhappy usual.
• Cramps – sudden, painful tightening in a Students should choose a scene that needs
muscle one fewer actor than there are group members.
• Clinic – a building, often part of a hospital, This is so that one of the group members is free
to which people can go for medical care or to play the role of director. If necessary, help
advice to put groups together. Place less confident
students with more nurturing groups, etc.
Discuss each instruction in the student’s
Writing book, giving extra advice if necessary. Help
Activity 12 (SB p. 176) students to think of simple and inexpensive
Give students copies of the Self-Evaluation props that will suggest character, setting or
Checklist: Descriptive Essay. Alternatively, the time period. Give groups time to work on
write the Checklist on the board. their scenes in class although they should also
Explain that students will write a Descriptive rehearse as a group after school.
Essay based on their earlier discussion of a day
in which everything went wrong (they may also
make up a different scenario if they wish).
Talk about interesting synonyms we can use
to describe how we see, hear, move, etc. Collect
a list of useful words and phrases on the board
before students begin. E.g. saw = noticed/
spotted/ stared, walked = limped, strolled,
marched etc.

116 Term 3
 module

8 A Story About Money

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing (p. 181): Literature (p.
Book Speaking Comprehension Structure (p. 178): Narrative, 182): Diction and
(p. 177): (pp. 179-181): Prefixes and descriptive, characterisation
Consonant and Myth: The story suffixes expository or in the
vowel sounds of King Midas argumentative recommended
differentiated ‘The rich also cry’ drama text
Vocabulary
(p. 181): Based
on reading
passage

vowel or a consonant letter is not the same thing

Objectives as a vowel or a consonant sound.
The student should be able to: Do the activity as a demonstration with the
Listening And Speaking: Identify and whole class. Make sure that they understand what it
orally produce all vowels and consonants, is intended to illustrate (that vowels can be spoken
differentiating between the two. alone, but consonants can’t be spoken alone).
Reading And Comprehension: Give correct
answers to questions on selected passages. Activity 2 (SB p. 177)
Vocabulary: Find alternative words for given This is a repeat of an activity pupils did in
words. Term 3, Module 6. It is a wonderful opportunity
Grammar And Structure: Use prefixes and to revise listening skills.
suffixes to make words. Read the listening text slowly and clearly once,
Writing: Plan, draft, edit and present an essay then allow students to read the statements in the
of the appropriate length. Student’s Book once before reading the text to
Literature: Understand and identify the role them a second time. Give them a few minutes to
of diction in characterisation and mood of a decide if the statements are true or false.
drama.
The problem of global warming
Resources Greenhouse gases and their effect
Student’s Book pages 177-182 Greenhouses gases such as carbon dioxide and
Copies of Dangerous Reward methane form a layer like a blanket around the
Dictionaries Earth. This layer keeps it at the right temperature
for people, animals and plants to survive.
Listening And Speaking However, when the level of greenhouse gases
in the Earth’s atmosphere becomes too high,
Activity 1 (SB p. 177) too much heat is trapped and the atmosphere’s
Work through the information on differentiating temperature rises. This is known as the
between vowels and consonants in the Student’s greenhouse effect.
Book with the class. Emphasise the fact that a

Module 8: A Story About Money 117

 d) True
Human activities such as burning oil and coal e) False
produce carbon dioxide. The amount of carbon f) True
dioxide in the atmosphere has increased steadily e) False
over the years because there are more people on
the Earth every year. Plants and trees remove a
lot of carbon dioxide from the air. Unfortunately, Evaluation
forests all over the world are being cut down. Teacher Evaluation: Teachers can use the
The result is a build-up of carbon dioxide and following sections from the Rubric: Listening
an increase in the temperature of the Earth’s And Speaking Skills on page 13 of this Teacher’s
atmosphere. We call this global warming. Guide: Identification, Pronunciation, Stress and
Intonation, Comprehension and Responding.
The effects of global warming
Over the last few decades, scientists have been
warning us that the climate of the Earth is Grammar And Structure
changing as a result of global warming and that Activity 3 and 4 (SB pp. 178-179)
the changes will have a serious impact on life
Revise the definition and function of prefixes
on our planet. As the Earth gets hotter, we can
and suffixes using the notes. They are groups of
expect these changes:
letters that can be added to a word to change its
• Sea levels around the world will increase as meaning. A prefix is added before the root of the
glaciers and icebergs melt, causing flooding in word. A suffix is added after the root of the word.
coastal areas. Look at the examples in the tables. Use the
• Regions that usually have a lot of rain or words in sentences to show how the meanings
snow may become hotter and drier. Rivers and change. For example: “That was a fair test
lakes could dry up. paper.” has a very different meaning from
• Droughts will become more frequent. “That was an unfair test paper.” Make sure that
• There will be less water for us to use. students understand that there are many more
• Extreme weather conditions, for example, prefixes and suffixes than the ones listed here.
tornadoes and hurricanes, will become more Conduct Activities 3 and 4, asking students
common. to write the answers in their notebooks.
• Certain plant and animal species will become
extinct when the climate of the area where Answers
they live changes too much for them to handle. 3. Prefixes:
What you can do a) unimportant, unlucky, unusual
You can focus on reducing your carbon footprint. b) prepare, prevent, previous
Here are some suggestions for doing this. c) dishonest, dislike, disappear
• Walk or ride a bicycle instead of travelling by car. d) depress, decode, descend
• Save natural resources by recycling, reducing e) immoral, imperfect, impossible
and reusing items instead of throwing them f) reopen, recycle, redo
away and buying new ones. g) inactive, incorrect, invisible
• Protect and plant trees. 4. Suffixes:
a) endless, tireless, fearless
b) sadness, happiness, kindness
Answers c) stronger/est, taller/est, longer/est
a) False d) treatment, amusement, argument
b) False e) beautiful, hopeful, forgetful
c) False f) shorter/est, fatter/est, narrower/est
g) annual, historical, regional

118 Term 3
Reading And Comprehension Ask students to check their answers with a
partner before discussing the answers as a class.
Activity 5 (SB pp. 179-180)
In this pre-reading activity, students use an Answers
illustration to help them predict whether the a) richest
story they are about to read is true or fictional. b) loved
Whilst doing this, they become aware of all c) beautiful
sorts of information about what they are about d) young
to read (for example, that the text is about a very e) everything
wealthy king) without realising it. f) everywhere
Remember to confirm the accuracy of this
answer with students once they have done a Activity 8 (SB p. 181)
detailed reading of the text. Students work on their own to find a noun
for the given descriptions in the passage. The
Answer exercise is made easier because they are already
This story is fictional. We know this because the familiar with the text. Allow them to use
king is talking to a fairy with a wand. Fairies do dictionaries if necessary.
not exist in real life, only in fairy stories! Ask students to check their answers with a
partner before discussing the answers as a class.
Activity 6 (SB pp. 179-181)
Students read the entire story carefully, then Answers
read through the questions before reading the a) coins
story for a second time. Ask them to work on b) daughter
their own to choose the best possible answer for c) fairy
each multiple-choice question. d) wand
Once students have completed the activity, e) stool
ask for volunteers to give their answers. Instead f) statue
of saying whether each answer is right or
wrong, invite discussion from the rest of the Writing
class. Make sure that students can explain their
choices. Activity 9 (SB p. 181)
Explain that students may choose whether to
Answers write a Descriptive, Narrative, Argumentative
a) A or Expository Essay entitled ‘The Rich also
b) C Cry’. Briefly revise what is required of each
c) D by providing students with copies of the
d) A Self-Evaluation Checklists: Argumentative,
e) D Descriptive, Expository and Narrative Essays.
f) B Alternatively, write these Checklists on the
board. Read through the Checklists to remind
Vocabulary students of the key features of each, and to
discuss how they differ.
Activity 7 (SB p. 181) Students write their essay using all of the
Students work on their own to find antonyms for stages of the writing process (planning, drafting
the given words in the passage. The exercise is the first version, editing, writing out the final
made easier because they are already familiar version neatly). It should be approximately 200
with the text. Allow them to use dictionaries if words. If necessary, they can finish their essays
necessary. for homework.

Module 8: A Story About Money 119

 Use the appropriate rubric from this a) Now let students continue the discussion in
Teacher’s Guide to evaluate their work. pairs. They should find examples from the
lines that the characters speak to support
their opinions. For instance: Character X
Evaluation
uses formal diction to show that she is in a
Student Evaluation: Students can use the Self- position of authority. For example, on page
Evaluation Checklists: Argumentative, Descriptive, x she says: “.....”
Expository and Narrative Essay on pages 9, 10 of b) Give students time to write notes about their
this Teacher’s Guide. discussion. Let them use these notes and
Teacher Evaluation: Teachers can use the Rubrics: examples to contribute to a class discussion
Argumentative, Descriptive, Expository and of the answers.
Narrative Essay on pages 16, 17, 18 and 19 of
this Teacher’s Guide.

Literature
Activity 10 (SB p. 182)
Talk about how diction and Figures of Speech
help writers with their characterisation. Relate
the discussion to characters in your prescribed
drama for the year.

module

9 Relationships

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing (p. 186): Literature
Book Speaking Comprehension Structure Summary table (p. 186): Guided
(p 183): (pp. 184-185): (pp. 183-184): of different types summary of
Consonant Play extract Question tags of composition prescribed novel
sounds /pl/ /b/ /ʃ/ writing and prescribed
/tʃ/ /ù/ and /j/ drama
Vocabulary
(pp. 185-186):
From reading
passage

answers to questions on selected passages.

Objectives Vocabulary: Recognise the meaning of words.
The student should be able to: Grammar And Structure: Use question tags to
Listening And Speaking: Identify all turn statements into questions.
consonants, including /pl/ /b/ /ʃ/, /tʃ/, /ù/ and /j/; Writing: Understand the skills for writing a
orally produce all consonants. narrative/descriptive/argumentative/expository
Reading And Comprehension: Give correct composition.

120 Term 3
Literature: Summarise a novel and drama
using guided headings. Evaluation
Teacher Evaluation: Teachers can use the
Resources following sections from the Rubric: Listening
and Speaking Skills on page 13 of this Teacher’s
Student’s Book pages 183-186 Guide: Identification, Pronunciation, and Stress
Blackboard and Intonation.
Copies of Dangerous Reward
Dictionaries
Grammar And Structure
Listening And Speaking Activity 3 (SB p. 184)
Activity 1 (SB p. 183) Go through the information about question
tags on page 183 of the Student’s Book before
Revise the consonant sounds of /pl/ /b/ /ʃ/ , /tʃ/,
asking them to match the sentences with the
/ù/ and /j/. Ask students to volunteer words that
appropriate question tags. Remind students
have these sounds. List the words on the board.
to use the auxiliary of the verb if there is one;
Now ask students to make up their own
if there is no auxiliary verb, they should use
tongue twisters using these words. They may
“do”, ‘does’ or “did”. Stress that they must use
challenge the rest of the class to say them.
a negative tag with a positive sentence and a
Model a reading of the sentences. Then
positive tag with a negative sentence.
students work with a partner, taking turns to
Discuss the answers with the class. Do
say the sentences. Move around the classroom,
not continue to Activity 4 until students can
helping and correcting students as necessary.
complete Activity 3 successfully.
Activity 2 (SB p. 183) Answers
Guide students through the steps of the activity.
Work orally with the class to identify the target Sentences Tags
words in the sentences in (c). Then give students Kolawole loves ice cream, doesn’t he?
time to draw up and complete the tables.
They weren’t late for school, were they?
Answers It is a beautiful day, isn’t it?
/θ/ /ð/ Most people think that money is don’t they?
three There important,
things mother Adewumi isn’t wearing a yellow is she?
think father dress,
Thursdays That We are working hard, aren’t we?
both than Serifat doesn’t drink alcohol, does he?
theatre weather
thicker rather Activity 4 (SB p. 184)
thorn This time, students must construct their
thumb own question tags. They should find this
thunder straightforward if they understood the rules
given in the Student’s Book and were able to
complete Activity 3 successfully.

Module 9: Relationships 121

Answers
Reading Aloud
a) Summer is the hottest time of year, isn’t it?
This is a final opportunity to assess Reading skills.
b) Primary school isn’t harder than secondary
Select a few students who have not yet had their
school, is it?
reading skills assessed. Ask them to prepare two
c) Ndubuisi is watching TV, isn’t he?
or three paragraphs from the Comprehension
d) Mohammed and I aren’t reading the same
text for reading aloud. Give them the criteria
book, are we?
from the Self-Evaluation Checklist: Reading Aloud
e) Amarachi and Uju don’t go swimming, do
on page 9 of this Teacher’s Guide. Explain that
they?
you will be using these criteria to evaluate their
f) You and your parents live in the same house,
reading aloud skills. Call them up individually and
don’t you?
ask them to read to you. You can use the Rubric:
g) There’s a school next door to your house,
Reading Aloud on page 12 of this Teacher’s Guide
isn’t there?
to evaluate their reading. Record the mark in
your Record Book.
Reading And Comprehension
Activity 5 (SB pp. 184-185) Vocabulary
Read through the extract with the students. They
can answer the questions in pairs orally first. Activity 6 (SB pp. 185-186)
Then, once checked with classmates, they can Discuss and use the words in relation to the
write the answers in their exercise books. reading text in the previous activity. Now students
match the words to their correct meanings.
Answers
a) Emmy is a businessman. Answers
b) Emmy and Johnson Dike are brothers. Words Meanings
c) Emmy and Amaka had attended the send-off
Authority As if in control, as though someone
of Ayo’s wife.
knows something
d) Emmy accuses Amaka of wasting his money
by spraying Ayo’s wife lavishly with it. Lavished To spend generously
e) The play starts with Emmy saying to Amaka, Gibbering Talking fast in a way that is difficult
‘Amaka are you aware I cherish you so to understand
much?’ She doesn’t understand why he is
suddenly so angry and is telling her that their Millionaire A very rich person
relationship is over because he previously Utter Say something
told her how much he loved her.
f) Emmy shouts and swears at Amaka, and slaps
her. This shows us that he has no respect for
Writing
women and behaves violently towards them. Activity 7 (SB p. 186)
He also sees women as ‘disposable’. In other Give students copies of the Self-Evaluation
words, he ends his relationship with Amaka Checklist: Summary . Alternatively, write
(even though they are engaged to be married) the Checklist on the board. Tell students that
as soon as it suits him to do so because he has regardless of the format (tabular or prose) they
found a new woman. use to write a summary, the key elements of
g) Amaka means that bad things will happen to summaries as described in the Checklist remain
Emmy too. valid. Remind students to use the Checklist to
h) Amaka’s statement is true/accurate. Emmy’s check their work before submitting it.
wife Idowu leaves him just after their Students summarise the different types of
wedding, and he ends up alone and miserable, essays in a table.
deeply regretting his bad behaviour.

122 Term 3
Answers Literature
Type of Factual, Written Aim Activity 8 (SB p. 186)
essay made up from the
or per- point of Students copy and complete the tables to
sonal? view of: summarise the characters, settings, theme,
Descriptive Factual, The writer or To create a
diction and figures of speech in their prescribed
made one of the vivid picture novel and drama.
up or characters of a character, Take in their notebooks to assess whether
personal place, they have a good grasp of the texts and literary
emotion, or features studied this year.
event
Narrative Made The writer or To tell a story
up or narrator
personal
Argumen­ Factual The writer To convince
tative the reader of a
point of view
Expository Factual It is objective To give
writing and information in
does not support of an
include a idea
point of view

Evaluation
Student Evaluation: Student can use the Self-
Evaluation Checklist: Summary on page 11 of this
Teacher’s Guide.
Teacher Evaluation: Teachers can use the Rubric:
Summary on page 21 of this Teacher’s Guide.

Module 9: Relationships 123

 module

10 Revision Of Term 3

Weekly lesson plan

Monday Tuesday Wednesday Thursday Friday
Student’s Listening And Reading And Grammar And Writing (p. Literature
Book Speaking Comprehension Structure (pp. 191): Choice of (p. 191): Revision
(p. 187): (p. 190): Article 187-189): different types of of Figures of
Revise various on polio Revise various compositions to Speech
consonant and grammatical write an essay
vowel sounds structures learnt
this term
Vocabulary
(pp. 189): From
reading passage

Grammar And Structure: Use causative

Objective verbs correctly; make sentences with adverbs,
Use the marks achieved in the Revision Tests to conjunctions and prepositions; use adverbs of
assess how well each student has understood the place correctly; identify the different tenses in the
skills covered in this term. passage; make correct sentences with tenses; give
You can also use the Assessment Table on synonyms for words; give antonyms for words;
p. 12 of this Teacher’s Guide to evaluate each use prefixes and suffixes to make words; use
student’s progress. question tags to turn statements into questions.
Writing: Read through a topic; jot down main and
The student should be able to: supporting ideas as they occur; arrange the ideas
Listening And Speaking: Identify all in a logical sequence; identify various types of
vowels; orally produce all vowels; identify all compositions; write different types of compositions.
consonants; orally produce all consonants. Literature: Read short stories and novelettes;
Reading And Comprehension: Identify the use analyse the setting and style of a novel; discuss
of certain expressions/key words that point to the characterisation of a novel; identify the
intention of writers; read a passage and identify themes and all other various literary devices and
facts and opinions; recount prior experience to styles in novels and drama.
infer the author’s intention in a passage
Vocabulary: Use clues provided by the
surrounding words to arrive at the meaning of a Listening And Speaking
target word. Activity 1 (SB p. 187)
Answers
/pl/ /b/ /ʃ/ /tʃ/ /ù/ /j/ /θ/ /ð/
plaster crab shoot chatter stew yellow through they
apple borrow fishing reach unite with gather
yours
(16 marks)

124 Term 3
 c) Ejike’s father let him drive the car yesterday.
Evaluation  (3 marks)
Teacher Evaluation: Teachers can use the
following section from the Rubric: Listening Activity 6 (SB p. 188)
and Speaking Skills on page 13 of this Teacher’s
Answers
Guide: Identification.
a) Everywhere she goes, she takes beautiful
photos.
Grammar And Structure b) I’m not going anywhere this weekend.
Activity 2 (SB p. 187) c) Serifat is on the road to nowhere because she
has stopped going to school.
Answers d) You’re in a hurry! Are you going somewhere
a) Although King Midas was a very rich man, special? (4 marks)
he still wanted more gold.
b) King Midas spent all of his time counting his Activity 7 (SB p. 188)
gold, whereas he should have spent some Answers
time with his daughter.
a) furious
c) Although the fairy warned King Midas,
b) loud
King Midas did not listen to him.
c) tired
d) Whereas King Midas thought he would be
d) simple
happy forever if his wish was granted, he lost
e) unhappy (5 marks)
his daughter. (4 marks)

Activity 3 (SB p. 187) Activity 8 (SB p. 188)

Answers Answers
a) early
a) In spite of having more money than anyone
b) last
else in the world, King Midas wanted more.
c) false
b) Despite having his wish granted, King Midas
d) no-one
was not happy. (2 marks)
e) right (5 marks)
Activity 4 (SB p. 188)
Activity 9 (SB p. 189)
Answers
Answers
a) I hope that your mother has/had enough time
a) impossible
to make us something to eat!
b) reverse
b) We had a lot of fun visiting friends last
c) helpless/ful
night.
d) kindness
c) Biola will have her birthday party tomorrow
e) unhappy
afternoon.
f) hopeless/ful
d) I have six brothers and no sisters.
g) imperfect
e) Olaniyi and Ahmed had a big fight yesterday.
h) sadness
 (5 marks)
i) unlikely
Activity 5 (SB p. 188) j) fearless/ful
k) recycle
Answers l) endless (12 marks)
a) She tried to make me do the housework, but
I refused.
b) My friends often get me to sing for them.

Module 10: Revision Of Term 3 125

Activity 10 (SB p. 189) c) True.
d) True.
Answers e) False. Polio can be prevented, but it cannot
Sentences Tags be cured.
f) True. (6 marks)
Yewande loves fish, doesn’t she?
He wasn’t late for school, was he?
Writing
It is Tuesday today, isn’t it
Activity 13 (SB p. 191)
They always fight when they don’t they? Give students copies of the Self-Evaluation
play chess,
Checklists: Argumentative, Descriptive,
 (4 marks) Expository and Narrative Essays on pages 9
and 10 of this Teacher’s Guide before they do
Vocabulary this activity. (20 marks)

Activity 11 (SB p. 189)

Evaluation
Answers
Student Evaluation: Students can use the Self-
Words Meaning Evaluation Checklist: Argumentative, Descriptive,
polio a serious disease that sometimes Expository and Narrative Essays on pages 9
makes it impossible for you to and 10 of this Teacher’s Guide.
move your muscles Teacher Evaluation: Teachers can use the Rubrics:
Argumentative, Descriptive, Expository and
saliva the liquid that is made in your
Narrative Essays on pages 16-19 of this Teacher’s
mouth
Guide.
contaminated made dirty or poisonous
symptoms physical feelings or problems Activity 14 (SB p. 192)
that show you have a particular There are many possible answers. Award one
illness mark for each correct example. (7 marks)
cure something that makes someone
with an illness well again  Total: 80 marks

vaccination when someone is given a vaccine,

usually by injection, to prevent
them from getting a disease
vaccine a substance that is given to
people, usually by injection,
to stop them from getting a
particular disease
 (7 marks)

Reading and Comprehension

Activity 12 (SB p. 190)
a) False. There were no recorded cases of polio
in Nigeria in 2015.
b) False. The polio-free year is the first step
towards Nigeria being declared free of the
infectious disease.

126 Term 3
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