DATE First Term Week 1

SUBJECT English Language

TOPICS Structure: Types of Pronouns

Register: The heart pages 16-17

Writing: Article

CLASS SS Two

DURATION 40 minutes

TEACHING METHOD Discussion/Demonstration method

BEHAVIOURAL At the end of the lesson, the students should be able to:
OBJECTIVES
 Identify and use the different types of pronouns correctly in
spoken and written communication
 Write a standard article on a given topic.
 Recognize words associated with the heart.

INSTRUCTIONAL Laptop and projector

MATERIALS

RESOURCE MATERIALS New Oxford Secondary English Course for Senior Secondary Schools
Book 2

PREVIOUS KNOWLEDGE The students are familiar with pronouns and story writing.

PRESENTATION The teacher presents the lesson following these steps:

INTRODUCTION The teacher enters the class, greets the students and introduces the
subject/topic of the day.

DEVELOPMENT After writing the topic of the day on the board, the teacher projects
diagrams/ images relevant to the lessons

APPLICATION The teacher leads a class discussion on the topic and asks questions
at interval to allow students contribute and participate actively in
the class.
 CLASS NOTE

LESSON ONE

TOPIC: TYPES OF PRONOUNS

A pronoun is a word that takes the place of a noun.

Examples: he, she, it, they, someone, who

Pronouns can do all of the things that nouns can do. They can be subjects, direct objects, indirect
objects, object of the preposition, and more.

Let's look at a few examples.

1. Erik is a blind mountain climber. (noun )

2. He is a blind mountain climber. (pronoun )
We can also put the noun and pronoun in the same sentence.

3. Not only is Erik a mountain climber, but he is also a motivational speaker.

If we didn't have pronouns, we would have to write that sentence like this.

4. Not only is Erik a mountain climber, but Erik is also a motivational speaker.
Types of Pronouns

There are many different types of pronouns.

1. Personal Pronouns
Here are the personal pronouns.
I, me, we, us, you, she, her, he, him, it, they, them

Gender (Is the pronoun masculine, feminine, or neuter?) For instance, she is third person (the
person being spoken about), singular, feminine while we is first person (the people speaking),
plural, neuter.
These are words used in place of any of the three persons we have in English language

a. The first person refers to the person(s) being addressed

b. The second person refers to the person(s) or being addressed and;
c. The third person refers to the person(s) or things spoken about.
Note that personal pronouns have singular and plural forms and they can also be used both in
the nominative or subjective as well as accusative or objective cases. The table below illustrate
the personal pronouns at a glance.

Persons Singular Plural

 Subject Object Subject Object

1st person I Me We Us

2nd person You You You You

3rd person He, She, It Him, her, it They Them

2. Relative Pronouns

They introduce additional information about something mentioned in the sentence. Relative
pronouns include that, what, which, who and whom. Traditionally, ‘who’ refers to people, and
‘which’ and that’ refer to animals or things.

Example: This is the cookie that I want to eat.

That refers to the noun “cookie”, and it introduces the relative clause “that I want to eat.”

3. Interrogative Pronouns

These are pronouns that are found in questions. Another name for a question is an interrogative
sentence. Interrogative pronouns are employed or used in asking questions.

Examples:

a. What is your name?

b. Which of the dresses is yours?
c. Whose hat is this?
d. To whom did you give the letter?
e. Where do you live?

Interrogative pronouns often begin interrogative sentences.

Note: The interrogative pronoun ‘which’ is used when we are making a selection from a known set
of possibilities or when the choice is limited to a specific number

4. Reflexive and Intensive Pronouns

These two types of pronouns end in -self or -selves. himself, herself, myself, itself, ourselves,
yourself, yourselves, themselves.
Use a reflexive pronoun when both the subject and object of a verb refer to the same person or
thing. Intensive pronouns add emphasis. “I built this house” and “I built this house myself” mean
almost the same thing. But “myself” emphasizes that I personally built the house.
a. I will go to the school myself. (reflexive)
b. He himself visited the school. (intensive)

WORKSHEET

1. Which of the following sentences uses a personal pronoun correctly?

A) Me and my friend went to the store.

B) My friend and I went to the store.

C) I and my friend went to the store.

D) My friend and me went to the store.

2. Identify the relative pronoun in the sentence: "The book that is on the table is mine."

A) that

B) is

C) on

D) mine

3. Which of the following sentences uses an interrogative pronoun?

A) The dog is very happy.

B) Who ate the last cookie?

C) The sun is shining brightly.

D) The cat is sleeping.

4. Identify the reflexive pronoun in the sentence: "She made the cake herself."

A) She

B) made

C) herself

D) cake
5. Which of the following sentences uses a relative pronoun correctly?

A) The man which is standing over there is my friend.

B) The man who is standing over there is my friend.

C) The man whom is standing over there is my friend.

D) The man what is standing over there is my friend.

6. Which of the following sentences uses a personal pronoun as an object?

A) He gave the gift to her.

B) She gave the gift to him.

C) They gave the gift to us.

D) All of the above

7. Identify the interrogative pronoun in the sentence: "Whose book is this?"

A) Whose

B) book

C) is

D) this

8. Which of the following sentences uses a reflexive pronoun correctly?

A) I myself will take care of the problem.

B) I will take care of the problem myself.

C) Both A and B

D) Neither A nor B

Answers

1. B) My friend and I went to the store.

2. A) that

3. B) Who ate the last cookie?

4. C) herself

5. B) The man who is standing over there is my friend.

6. D) All of the above

7. A) Whose

8. C) Both A and B

.EVALUATION: Mention and define with examples the types of pronouns.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Construct a sentence each for each type of pronoun.

LESSON TWO

TOPIC: Register: The heart pages 16-17

EVALUATION. Do the exercise on the pages 16 and 17

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work
while stating the salient points.

ASSIGNMENT: List ten words associated with the heart and use five of the listed words to
construct five sentences.

LESSON THREE

TOPIC: Writing: Article writing

 An article is a piece of writing on any subject of public interest, specifically for publication in a
magazine or a newspaper. The topics of such articles may be narrative, descriptive,
argumentative or expository. It is important to recognize the audience for which the article is
written as this determines the tone and language. The audience may be large or limited. The
article however should have a mass appeal or to be able to appeal to a large number of people
with different biological, psychological and social background at the same time.

Rudiments of Good Article Writing

1. Give your article a catchy title and write boldly the title of the article and go straight to the
introductory paragraph.
2. Make the tone and language suitable for the audience specified.
3. Go straight to the point.
4. The body must be well-organized and developed strictly respecting the writing style or
clarity, originality, or imaginativeness, unity, precision and coherence.
5. If the article is a controversial topic, make reference to previous articles supposed to have
been contributed by others on it.
6. Write your full name and address at the end of your article. If for a school magazine, write
your full name and class.
GUIDELINES
1. Use a clear and concise title
2. Introduce the topic and provide background information
3. Discuss the importance of environmental conservation
4. Provide examples or evidence to support your points
5. Conclude with a call to action or recommendation

Sample Question

Suppose you were asked to write an article suitable for publication in your school magazine
on ‘Examination malpractices in public examinations and their remedies

Outline

Title: Examination Malpractices: Causes and Remedies

Paragraph 1: Explain what examination malpractice means, stating the various forms.
E.g. impersonation, copying answers from textbooks, etc.

Paragraph 2: State efforts being made by the government, examining bodies, school
administrators etc. to curb this evil
 Paragraph 3 and 4: Give reasons why the efforts being made by the various bodies are not
yielding the desired results. State the root causes of the evil, suggesting
solutions to them.

Paragraph 5: Conclude by giving your opinion on how to finally curb the evil. This should
be followed by the writer’s full name at the right hand corner of the next
line. Write your class underneath your name.

WORKSHEET

Section A: Multiple Choice Questions

1. What is the primary purpose of an article?

A) To entertain the reader

B) To inform or persuade the reader

C) To narrate a story

D) To describe a person

2. Which of the following is a characteristic of a good article?

A) It is lengthy and detailed

B) It is concise and clear

C) It is written in a complex tone

D) It lacks a clear structure

3. What is the importance of a catchy title in an article?

A) It makes the article longer

B) It grabs the reader's attention

C) It summarizes the article

D) It provides evidence

Section B: Short Answer Questions

4. What are the essential components of an article? (Mention at least 3)

5. How can you make your article engaging and interesting to read?

Section C: Essay Question

EVALUATION: Write the parts of an article.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Write an article suitable for publication in a national newspaper on the topic:
The alarming rate of indiscipline among the youth of your country. (2021)

DATE First Term Week 2

SUBJECT English Language

TOPICS Structure: Types of pronouns

Reading Comprehension: A journey for resumption Pages 4-5

Oral: English consonants

CLASS SS Two

DURATION 40 minutes

TEACHING METHOD Discussion/Demonstration method

BEHAVIOURAL At the end of the lesson, the students should be able to:
OBJECTIVES
 Identify and use the different types of pronouns correctly in
spoken and written communication
 Answer comprehension passages correctly and draw logical
conclusions’
 Differentiate between regular and irregular consonants.

INSTRUCTIONAL Laptop and projector

MATERIALS

RESOURCE MATERIALS New Oxford Secondary English course for Senior Secondary Schools
Book Two

PREVIOUS KNOWLEDGE The students are familiar with diphthongs and the basic function of
pronouns.

PRESENTATION The teacher presents the lesson following these steps:

INTRODUCTION The teacher enters the class, greets the students and introduces the
subject/topic of the day.

DEVELOPMENT After writing the topic of the day on the board, the teacher projects
diagrams/ images relevant to the lessons

APPLICATION The teacher leads a class discussion on the topic and asks questions
at interval to allow students contribute and participate actively in
the class.

CLASS NOTE

LESSON ONE

TOPIC: TYPES OF PRONOUNS

1. Possessive Pronouns

Possessive pronouns show ownership. Another word for ownership is possession. They are; mine,
yours, his, hers, ours, and theirs. When possessive pronouns are used before nouns, they are
actually being used as adjectives, not pronouns. Remember, possessive personal pronouns don’t
include apostrophes.

a. Our family has vacation next week. (adjective)

b. That car is ours. (pronoun)
It is important for students to note the difference between possessive pronouns and possessive
adjectives.

Possessive Pronoun Possessive Adjective

The ruler is mine This is my ruler
These books are ours These are our books

The table below illustrates the possessive words in their adjective and pronoun forms.

Singular Plural

Person Poss. Poss. Poss. Poss.

Adjective Pronoun Adjective Pronoun

1st person My\ Mine Our Ours

2nd person Your Yours Your Yours

His His
rd
3 person Her Hers Theirs
Their
Its Its

2. Reciprocal pronouns

Reciprocal pronouns are used to express mutual actions or relationships between

two or more people or things. The action or relationship is reciprocal, meaning that
both parties are involved in the same way. Examples include each other, one
another

"Each other" is often used when referring to two people or things, while "one
another" is used for more than two.

Examples

a. "John and Mary love each other." (mutual love between two people)
 b. "The team members supported one another during the project." (mutual
support among multiple team members)
3. Demonstrative Pronouns

There are only four demonstrative pronouns. We use them to point out particular people or
things. They are this, that, these and those. They take the place of a noun or noun phrase that
has already been mentioned.

‘This’ is used for singular items that are nearby.

‘These’ is used for multiple items that are nearby.

‘That’ is used for singular items that are far away.

‘Those’ is used for multiple items that are far away.

Also “this” and “these” point at objects that are near, while “that” and “those” are used for distant
objects.

Examples:

a. This is my friend.
b. These are my books.
c. That is her shop.
d. These are my cars.

Sometimes, those words are used before nouns. In those cases, they are adjectives, not
pronouns. (Remember, adjectives describe nouns.)

a. Bring me that book. (adjective)

b. Bring me that. (pronoun)
4. Indefinite Pronouns

The prefix in- means not. Indefinite pronouns are not definite. We don't know whom or what
these refer to!

Anyone, something, all, most, some. Indefinite pronouns are used when you need to refer to a
person or thing that doesn’t need to be specifically identified. Some common indefinite pronouns
are; one, other, none, some, anybody, everybody, and no one.

When indefinite pronouns function as subjects of a sentence, they usually take singular verbs.

a. Someone yelled my name. (Who? We don't know.)

b. Everyone looked at me. (Who exactly? We don't know.)
When indefinite pronouns are used before nouns, they are actually acting as adjectives, not
pronouns.

c. Both people smiled at me. (adjective)

d. Both smiled at me. (pronoun)

EVALUATION: Mention and define with examples the types of pronouns.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Construct a sentence each for each type of pronoun.

WORKSHEET
Indefinite Pronouns

1. Which of the following sentences uses an indefinite pronoun correctly?

A) Everyone are going to the party.

B) Everyone is going to the party.

C) Everyones are going to the party.

D) Everyones is going to the party.

2. Identify the indefinite pronoun in the sentence: "Someone is at the door."

A) Someone

B) is

C) at

D) door

Reciprocal Pronouns

3. Identify the reciprocal pronoun in the sentence: "They gave each other gifts."

A) They

B) gave

C) each other
D) gifts

4. Which of the following sentences uses a reciprocal pronoun correctly?

A) The two friends gave one another a hug.

B) The two friends gave each other a hug.

C) Both A and B

D) Neither A nor B

Demonstrative Pronouns

5. Identify the demonstrative pronoun in the sentence: "This is the book I want."

A) This

B) is

C) the

D) book

6. Which of the following sentences uses a demonstrative pronoun correctly?

A) These are the shoes I want to buy.

B) This are the shoes I want to buy.

C) Those is the book I want to read.

D) That are the books I want to read.

Possessive Pronouns

7. Identify the possessive pronoun in the sentence: "The book is mine."

A) The

B) book

C) is

D) mine

8. Which of the following sentences uses a possessive pronoun correctly?

A) The car is my.

B) The car is mine.

C) The car is me.

D) The car is I.

Answers

1. B) Everyone is going to the party.

2. A) Someone

3. C) each other

4. C) Both A and B

5. A) This

6. A) These are the shoes I want to buy.

7. D) mine

8. B) The car is mine.

LESSON TWO

TOPIC: Reading Comprehension : A journey for resumption Pages 4-5

EVALUATION: Answer the questions that follow the passage.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Make three logical conclusions from the passage.

LESSON THREE

TOPIC: ORAL: ENGLISH CONSONANTS (REGULAR)

Regular consonants are represented by symbols that match the letter symbols
when transcribed.
Consonants with matching letter symbols

S/No Phonetic symbols Letter symbols with word examples

1. /p/ P as in pat

3. /b/ B as in bird

3. /t/ T as in ten

4. /d/ D ad in dog

5. /k/ K as in kite

6. /g/ G as In gate

7. /m/ M as in mate

8. /n/ N as in nestle

9. /v/ V as in van

10 /h/ H as house

11, /l/ L as in light

12. /r/ R as in rod

EVALUATION: Write out the twelve regular consonants.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: For each regular consonant give a transcribed word example.

DATE First Term Week 3

SUBJECT English Language

TOPICS Structure: Sequence of tenses

Register: The heart page 83

Writing: Report writing

CLASS SS Two

DURATION 40 minutes

TEACHING METHOD Discussion/Demonstration method

BEHAVIOURAL At the end of the lesson, the students should be able to:
OBJECTIVES
 Identify and correctly apply the rules governing sequence of
tenses.
 Recognize words associated with the heart.
 Take a minute of a meeting.

INSTRUCTIONAL Laptop and projector

MATERIALS

RESOURCE MATERIALS New Oxford Secondary English Course for Senior Secondary Schools
Book 2

PREVIOUS KNOWLEDGE The students are familiar with rules of concord and narrative story
writing.

PRESENTATION The teacher presents the lesson following these steps:

INTRODUCTION The teacher enters the class, greets the students and introduces the
subject/topic of the day.

DEVELOPMENT After writing the topic of the day on the board, the teacher projects
diagrams/ images relevant to the lessons
APPLICATION The teacher leads a class discussion on the topic and asks questions
at interval to allow students contribute and participate actively in
the class.

CLASS NOTE

LESSON ONE

TOPIC: SEQUENCE OF TENSES

DEFINITION

This is a grammatical concept that deals with the agreement and relationship
between the tense of verbs in a complex sentence (main and subordinate
clause).

It generally states that the tense of verb in the main clause must be in the
same tense with the verb in the subordinate clause

Examples:

a. Today is my happiest day. At last, I have completed my project. I am now free

to do anything I like – Present tense
b. The match had already begun when we got there, so we decided to wait and
watch the second half which started an hour after – Past tense

It is however sometimes possible to have a mixture of past and present tenses in a

sentence especially if a fact or generally acceptable notion is referred to here.

Examples:

a. The teacher taught us that the earth goes round the sun.
b. My father told me that character is strength.

OTHER RULES

1. The subordinate clause should take a present tense if it expresses a habitual

action or a universal truth, even when the verb in the main clause is in the past
tense.
Example:

We learnt at school that the goes round the sun.

2. The subordinate clause should take a present or future tense if it is introduced

by a comparison conjunction, even when the verb in the main clause is in the past
tense.

Example:

He knew me as much as he knows my dad.

EVALUATION: State the general and two other rules of sequence of tenses with an example
each.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Find out other rules on sequence of tenses.

LESSON TWO

TOPIC: Register: The heart page 83

EVALUATION: List ten words associated with the heart.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Use five of the listed words to construct five sentences.

LESSON THREE

TOPIC: Writing: Report writing

DEFINITION

Report writing is a type of writing that contains all the relevant information given in
a formal meeting or event. Its aim is to inform, analyze, or recommend actions on a
specific event.

KEY FEATURES

1. Clear structure: Introduction, body, and conclusion.

2. Formal language: Avoid contractions, slang, and personal opinions.

3. Objective tone: Reports should be impartial and based on facts.

4. Organization: Use headings, subheadings, and bullet points to organize the

content.

TYPES OF REPORT WRITING

1. Technical/scientific writing: A type of writing concerned with practical

knowledge and skills in scientific works.
2. Minutes: This is the official note taken during a meeting capturing every
important aspect of the meeting.
3. Field event report: The documentation of all the notable happenings in an
outdoor event.
STEPS IN REPORT WRITING (minutes of a meeting)

1. TITLE: It states the important details which includes the type and reason for
the meeting, the location and date. This is usually in capital letters.
2. OPENING: It includes the time the meeting started, who led the opening
prayer, who read the last minutes, who adopted and who seconded.
3. MATTERS ARISING: These points picked from the minutes of the last meeting
and reviewed with definite conclusions.
4. BUSINESS OF THE DAY: These are matters for which the current meeting is
taking place. These matters might be connected or disconnected from the
agenda of the last meeting.
5. GENERAL: These are current matters that require urgent discussion and
conclusion but were not captured in the business of the day.
 6. CLOSING: There is a movement for the end of the meeting after all relevant
matters have been discussed and properly addressed. This movement is also
seconded just as the adoption of the minutes at the beginning of the
meeting. The closing also include who said the closing prayer and at what
time, the number of attendees and the full name and designation of the
writer of the minutes.
7. NOTE: The full names and designation of every one that said anything
during the meeting must be written with their respective statement.
SAMPLE OF A MINUTES OF A MEETING
Here's a complete sample of minutes of a meeting:

Meeting Details

- Date: February 22, 2023

- Time: 2:00 PM

- Location: Conference Room, Main Building

- Meeting Type: Staff Meeting

- Attendees: John Smith (Chairperson), Jane Doe (Secretary), Michael Brown, Emily Chen, David Lee

- Chairperson: John Smith

- Secretary: Jane Doe

Agenda Items

1. Review of Last Meeting's Minutes

- Discussion: The minutes of the last meeting were reviewed and approved with minor corrections.

- Decisions: The minutes were approved as amended.

- Action Items: None

2. Progress Update on Current Projects

- Discussion: Michael Brown reported on the progress of the current projects, highlighting challenges and
successes.

- Decisions: The team agreed to provide regular progress updates to ensure everyone is informed.

- Action Items: Michael Brown to provide weekly progress updates.

3. New Project Proposal

- Discussion: Emily Chen presented a proposal for a new project, outlining its objectives, timeline, and
budget.

- Decisions: The team agreed to move forward with the project, pending further review of the budget.

- Action Items: Emily Chen to revise the budget and submit it for approval.

Key Decisions

- The team agreed to move forward with the new project proposal, pending further review of the budget.

- Regular progress updates will be provided to ensure everyone is informed.

Action Items

- Michael Brown: Provide weekly progress updates on current projects.

- Emily Chen: Revise the budget for the new project proposal and submit it for approval.

Next Steps

- The team will reconvene in two weeks to review the progress of the current projects and discuss further
details of the new project proposal.

Adjournment

- Time: 3:30 PM

- Date of Next Meeting: March 8, 2023

Approval

- These minutes were approved by the meeting attendees on March 8, 2023.

Signature

- Chairperson's Signature: ______________________

- Secretary's Signature: ______________________

EVALUATION: Mention the key parts of a minutes.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.
ASSIGNMENT: Get a copy of a minutes of a meeting and compare with the sample,

DATE First Term Week 4

SUBJECT English Language

TOPICS 1. Structure: Sequence of tenses

2. Listening Comprehension: Andrew’s birthday Pages 14-15
3. Summary: Oil industry Pages 25-26

CLASS SS Two

DURATION 40 minutes

TEACHING METHOD Discussion/Demonstration method

BEHAVIOURAL At the end of the lesson, the students should be able to:
OBJECTIVES
 Identify and correctly apply the rules governing sequence of
tenses.
 Answer comprehension passages correctly and take notes’
 Answer summary questions correctly in given sentences.

INSTRUCTIONAL Laptop and projector

MATERIALS
RESOURCE MATERIALS New Oxford Secondary English Course for Senior Secondary Schools
Book 2

PREVIOUS KNOWLEDGE The students are familiar with rules of concord and the techniques
deployed in answering comprehension questions.

PRESENTATION The teacher presents the lesson following these steps:

INTRODUCTION The teacher enters the class, greets the students and introduces the
subject/topic of the day.

DEVELOPMENT After writing the topic of the day on the board, the teacher projects
diagrams/ images relevant to the lessons

APPLICATION The teacher leads a class discussion on the topic and asks questions
at interval to allow students contribute and participate actively in
the class.

CLASS NOTE

LESSON ONE

TOPIC: SEQUENCE OF TENSES

This is a grammatical concept that deals with the agreement and relationship
between the tense of verbs in a complex sentence (main and subordinate
clause).

1. The subordinate clause should take a past tense if it is introduced by the

comparison conjunction SINCE, when the verb in the main clause is in the present
perfect tense.

Example: Ten years have gone by since we met the shop keeper.

2. If the subordinate clause is introduced by a comparison conjunction of purpose

(that, so that), it should take the present tense (may) when the verb in the main
clause is in present or future tense. But the subordinate clause should take the
past tense (might) when the verb in the main clause is in the past tense.

Examples:
He worked hard that he might pass the exams.

He works hard that he may pass the exams.

3. The subordinate clause can take a present tense, or past tense or future tense,
if the verb in the main clause is in present tense or future tense.

Examples:

They will think that we are not honest.

They will think that we were not honest.

They will think that we shall not honest.

4. The subordinate clause should take the auxiliary verb should if it is introduced by
the word lest no matter the tense of the verb in the main clause.

Examples:

He will run lest he should miss the flight.

He will ran lest he should miss the flight.

EVALUATION: State the four rules of sequence of tenses with an example each.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: State all the rules of sequence of tenses with an example each.

WORKSHEET
Choose the correct verb form to complete each sentence.

1. If I ____________________ (not/be) so busy, I would have attended the meeting.

a) hadn't been

b) weren't

c) wouldn't be
d) won't be

2. By the time I ____________________ (finish) my homework, it was already midnight.

a) had finished

b) finish

c) would finish

d) will finish

3. If she ____________________ (study) harder, she would be a top student by now.

a) had studied

b) studied

c) would study

d) has studied

*Part 2: Fill in the Blanks*

Complete each sentence with the correct verb form.

1. When I arrived, they ____________________ (discuss) the project for hours.

2. If I ____________________ (know) about the party, I would have attended.

3. By next year, I ____________________ (study) English for five years.

*Part 3: Sentence Transformation*

Transform each sentence into the specified tense.

1. I have been studying English for three years. (Change to past perfect continuous)

2. They will have finished their project by tomorrow. (Change to past perfect)

3. If I won the lottery, I would invest in real estate. (Change to past conditional)

*Part 4: Error Identification

Identify the error in each sentence and correct it.

1. If I will study harder, I would pass the exam.

2. By the time I arrived, they have finished their homework.

3. If she would have told me, I would have helped her.

LESSON TWO

TOPIC: LISTENING COMPREHENSION: ANDREW’S BIRTHDAY Pages 14-15

EVALUATION: Make notes from listening to the passage

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Answer the questions that follow the passage.

LESSON THREE

TOPIC: SUMMARY: OIL INDUSTRY Pages 25-26

EVALUATION: Give an oral summary of the read passage.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Write a summary of the read passage in a given number of sentences.

DATE First Term Week 5

SUBJECT English Language

TOPICS Structure: Collocations

Oral: English consonants ( irregular)

Register: Hospital pages 50-51

CLASS SS Two

DURATION 40 minutes

TEACHING METHOD Discussion/Demonstration method

BEHAVIOURAL At the end of the lesson, the students should be able to:
OBJECTIVES
 Define, identify and use collocations correctly in spoken and
written communication
 Differentiate between regular and irregular consonants.
 Recognize words associated with the hospital.

INSTRUCTIONAL Laptop and projector

MATERIALS

RESOURCE MATERIALS New Oxford Secondary English course for Senior Secondary Schools
Book Two

PREVIOUS KNOWLEDGE The students are familiar with regular consonants and phrasal verbs.

PRESENTATION The teacher presents the lesson following these steps:

INTRODUCTION The teacher enters the class, greets the students and introduces the
subject/topic of the day.

DEVELOPMENT After writing the topic of the day on the board, the teacher projects
diagrams/ images relevant to the lessons

APPLICATION The teacher leads a class discussion on the topic and asks questions
at interval to allow students contribute and participate actively in
the class.

CLASS NOTE
LESSON ONE

TOPIC: COLLOCATIONS

Words are said to collocate when they are used regularly together in a language.
Certain words must go together and if one is used and the other is omitted, the
sentence becomes wrong

Examples include heavy traffic, make a decision etc

TYPES OF COLLOCATIONS:

1. Adjective-Noun Collocations: beautiful sunset, difficult task etc

2. Verb-Noun Collocations: make a phone call, take a break etc

3. Adverb-Adjective Collocations: highly recommended, extremely happy etc

MORE COMPLEX COLLOCATIONS

4. Verb + Preposition Collocations

Examples

a. Accuse someone of something (e.g., "She accused him of lying.")

b. Apologize for something (e.g., "He apologized for his mistake.")

[Link] + Preposition Collocations:

Examples

a. Aware of something (e.g., "I'm aware of the risks.")

b. Capable of something (e.g., "She's capable of doing the job.")

6. Noun + Preposition Collocations:

Examples

a. Advantage of something (e.g., "One advantage of this job is the flexibility.")

b. Cause of something (e.g., "The cause of the accident is still unknown.")

7. Phrasal Verb Collocations

Examples

a. Bring up (e.g., "She brought up a good point.")

b. Call off (e.g., "The game was called off due to rain.")

EVALUATION: Mention and define with examples the simple types of collocations.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Mention and define with examples the complex types of collocations

WORKSHEET
Choose the correct word to complete each collocation.

1. The new policy has sparked a heated ____________________ (debate / discussion / argument)

2. The company is facing ____________________ (financial difficulties / economic challenges / budget

constraints)

3. The team is working ____________________ (tirelessly / diligently / efficiently) to meet the deadline.

*Part 2: Sentence Completion*

Complete each sentence with a suitable collocation.

1. The government has implemented measures to ____________________ (boost economic growth /

stimulate economic activity / foster economic development).

2. The researcher spent years ____________________ (conducting research / gathering data / collecting
evidence) on the topic.

3. The company is ____________________ (expanding its operations / broadening its scope / diversifying
its portfolio) into new markets.

*Part 3: Collocation Matching*

Match the words to form correct collocations.

1. Launch

a) a product

b) a campaign

c) both A and B

2. Conduct

a) an investigation

b) a survey

c) both A and B

3. Foster

a) creativity

b) innovation

c) both A and B

*Part 4: Error Correction*

Identify and correct the collocation errors in the following sentences.

1. The company is going to launch a new marketing campaign next month, and it's going to be a huge
success, make a big impact.

2. The researcher is conducting a research on climate change.

3. The team is working hardly to meet the deadline.

*Part 5: Sentence Writing*

Write a sentence using each of the following collocations.

1. Make a significant contribution

2. Conduct a thorough analysis

3. Foster a positive relationship

LESSON TWO
TOPIC: ORAL: ENGLISH CONSONANTS (IRREGULAR)

Irregular consonants are represented by symbols that do not match their letter
symbols or have more than one letter symbols.

S/No Phonetic symbols Letter symbols with word examples

1. /f/ F as in fan, ph as in phone

2. /s/ S as in seat, c as in cell

3. /z/ Z as in zip, s as in wise, x as in xylophone

4. /θ/ Th as in "thin"

5. /ð/ Th as in "this"

6. /ʃ/ Sh as in "shoe", s as in sugar, c as in

ocean, ti as in nation

7 /tʃ/ Ch as in "church" tu as in culture

8. /dʒ/ j as in "judge", d as in soldier,

9. /ŋ/ ng - as in "sing" nk as in bank

10. /ʒ/ (s or z) - as in "measure" or "treasure"

 11. /w/ W as white, o as in one

12. /x/ X as in box,

EVALUATION: Write out the twelve irregular consonants.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: For each irregular consonant give a transcribed word examples.

LESSON THREE

TOPIC: Register: Hospital pages 50-52

EVALUATION: List ten words associated with the hospital.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Use five of the listed words to construct five sentences.

DATE First Term Week 7

SUBJECT English Language

TOPICS Structure: Figures of speech

Reading Comprehension: Bride price and polygamy Pages 22-23

Oral: Long vowels

CLASS SS Two

DURATION 40 minutes

TEACHING METHOD Discussion/Demonstration method

BEHAVIOURAL At the end of the lesson, the students should be able to:
OBJECTIVES
 Identify, define and use the given figures of speech correctly
in spoken and written communication
 Answer comprehension passages correctly and draw logical
conclusions’
 Identify and differentiate the various forms long vowels take
in spelling.

INSTRUCTIONAL Laptop and projector

MATERIALS

RESOURCE MATERIALS New Oxford Secondary English course for Senior Secondary Schools
Book Two

PREVIOUS KNOWLEDGE The students are familiar with diphthongs and parts of speech.

PRESENTATION The teacher presents the lesson following these steps:

INTRODUCTION The teacher enters the class, greets the students and introduces the
subject/topic of the day.

DEVELOPMENT After writing the topic of the day on the board, the teacher projects
diagrams/ images relevant to the lessons

APPLICATION The teacher leads a class discussion on the topic and asks questions
at interval to allow students contribute and participate actively in
the class.
 CLASS NOTE

LESSON ONE

TOPIC: FIGURES OF SPEECH

DEFINITION

Figures of speech are words or phrases used to create vivid and imaginative
descriptions in language. They help to convey meaning beyond the literal
interpretation of words.

TYPES OF FIGURES OF SPEECH

1. Simile: A comparison between two things using "like" or "as"

Example: He ran like a cheetah.

2. Metaphor: A comparison between two things without using "like" or "as

Example: He is a lion on the battlefield.

3. Personification: Attributing human qualities to non-human things

Example: The sun smiled down on us.

4. Hyperbole: An exaggeration used for emphasis

Example: I'm so hungry I could eat a whole elephant.

5. Onomatopoeia: Words that imitate the sounds they describe

Example: The firework exploded with a loud bang.

6. Euphemism: A mild or indirect word or phrase used to avoid offense or

unpleasantness.

Example: He passed away instead of " he died.

7. Paradox: A statement that contradicts itself or appears to be absurd, yet may

still be true
Example: The more you know, the more you realize you don't know.

8. Rhetorical Question: A question asked not for a response, but for emphasis or
effect

Example: How can we call ourselves civilized when we treat the environment with
such disrespect?

9. Synecdoche: A figure of speech in which a part of something represents the

whole.

Example: I got a new set of wheels" meaning a new car.

10. Oxymoron: A figure of speech that combines two words or phrases that seem
to be contradictory.

Example: She had a bitter sweet experience e at the camp.

EVALUATION: Construct a sentence each for five (1-5) of the figures of speech.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Construct a sentence each for five (6-10) of the figures of speech.

WORKSHEET
Identify the figurative language used in each sentence.

1. "The company's profits skyrocketed after the new marketing strategy was implemented."

2. "The teacher's voice was a warm hug on a cold day."

3. "The new policy is a double-edged sword."

*Part 3: Figurative Language Matching*

Match the figurative language terms with their examples.

1. Synecdoche

a) "I'm starving!"
2. Hyperbole

b) "He's a shining light in a dark room."

3. Metaphor

c) "I got a new set of wheels."

*Part 4: Sentence Completion*

Complete each sentence with a suitable figurative language device.

1. The city's noise was a ____________________ (metaphor) that never slept.

2. The teacher's words were a ____________________ (simile) to the students' ears.

3. The company's financial struggles were a ____________________ (hyperbole) that threatened to

destroy it.

*Part 5: Figurative Language Creation*

Create your own examples of figurative language.

1. Write a simile about a city at night.

2. Write a metaphor about a teacher.

3. Write a hyperbole about a person's appetite.

*Part 6: Paradox and Oxymoron*

Explain the paradox or oxymoron in each sentence.

1. "The silence was deafening."

2. "The bitter sweet taste of victory."

LESSON TWO

TOPIC: Reading Comprehension: Bride price and polygamy Pages 22-23

EVALUATION: Answer the questions that follow the passage.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Make three logical conclusions from the passage.

LESSON THREE

TOPIC: ORAL: LONG VOWELS

Long vowels as their name implies are long in the duration of their production when
compared to the short vowels.

Sound Letters Keywords

/i:/ “e” Be,he,
“ee” Meet, feet
“ea” Meat, read
“ei” Field, seize
“eo” People
“ey” Key
“i” Police
“uay” Quay
/a:/ “a” Grass, class, pass, ask, bath
“ar” Mart, fart, cart, farm
“al” Calm, Palm,
“ear”, Heart
“au” Laugh, caught, naught
/Ↄ:/ “al” Walk, talk
“aw” Law, saw
“ar” Far, war,
“oar” Soar, board
“or” Fort, sport, cord
“ore” Sore, core
“oor” Floor, door
“ou” Fought, bought, brought, court,
EVALUATION: Write out the three long vowels with two word examples each.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Write out the three long vowels with all four word examples each and
transcribe them.
DATE First Term Week 8

SUBJECT English Language

TOPICS 4. Structure: Idioms

5. Summary: Dogs as reliable companions Pages 44-45
6. Listening Comprehension: The trial of a hardened criminal
Pages 30-31

CLASS SS Two

DURATION 40 minutes

TEACHING METHOD Discussion/Demonstration method

BEHAVIOURAL At the end of the lesson, the students should be able to:
OBJECTIVES
 Identify, define and correctly use given idioms in both spoken
and written communication.
 Answer summary questions correctly in given sentences.
 Answer comprehension passages correctly and take notes’

INSTRUCTIONAL Laptop and projector

MATERIALS

RESOURCE MATERIALS New Oxford Secondary English Course for Senior Secondary Schools
Book 2

PREVIOUS KNOWLEDGE The students are familiar with figures of speech and the techniques
deployed in answering comprehension questions.

PRESENTATION The teacher presents the lesson following these steps:

INTRODUCTION The teacher enters the class, greets the students and introduces the
subject/topic of the day.

DEVELOPMENT After writing the topic of the day on the board, the teacher projects
diagrams/ images relevant to the lessons

APPLICATION The teacher leads a class discussion on the topic and asks questions
at interval to allow students contribute and participate actively in
the class.
 CLASS NOTE

LESSON ONE

TOPIC: STRUCTURE: IDIOMATIC EXPRESSIONS

Idiomatic expressions are a crucial part of the English language, and mastering
them can help students improve their comprehension and communication skills.

Some idioms and their Meanings

1. A Dime a dozen: Something common and easily found.

Example: Those souvenir keychains are a dime a dozen at the tourist shops.

2. Barking up the wrong tree: Accusing or blaming the wrong person.

Example: If you think I took your book, you’re barking up the wrong tree.

3. Bite the bullet: To face a difficult or unpleasant situation bravely.

Example: I have to bite the bullet and tell him the truth.

4. Break the ice: To initiate a conversation or interaction.

Example: She told a joke to break the ice at the meeting.

5. Cost an arm and a leg: To be very expensive.

Example: That designer purse costs an arm and a leg.

6. Make a mountain out of a molehill: To exaggerate or make something seem

bigger than it is.

Example: The talkative made a mountain out of a molehill.

7. On cloud nine: Feeling extremely happy or joyful.

Example: When she got the job offer, she was on cloud nine.

8. Take it with a grain of salt: To be skeptical or cautious.

Example: I heard a rumor, but I took it with a grain of salt until I had more
information.

9. Burn the midnight oil: To work late into the night, often to meet a deadline.

Example: I've been burning the midnight oil to finish this project on time.

10. Cut to the chase: To get to the point or the most important part of a
conversation.

Example: Can you cut to the chase and tell me what you really want?

EVALUATION: State and define the five idioms (1-5) with an example each.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: State and define the five idioms (6-10) with an example each.

WORKSHEET
Read the following passage and analyze the idioms used.

"The company's new product was a dime a dozen in the market, with many similar products available.
However, the marketing team was barking up the wrong tree with their advertising strategy, focusing on
the wrong target audience. To turn things around, the team decided to bite the bullet and revamp their
approach. They organized a social media campaign to break the ice with potential customers and create a
buzz around the product. Despite the initial investment costing an arm and a leg, the team was confident
that it would pay off in the long run. Some critics made a mountain out of a molehill, claiming that the
product was overhyped, but the team remained optimistic. After the successful launch, the team was on
cloud nine, feeling proud of their hard work. When asked about the product's success, the team leader
advised taking it with a grain of salt, acknowledging that there were still challenges to overcome."

LESSON TWO

TOPIC: SUMMARY: DOGS AS RELIABLE COMPANIONS Pages 44-45

EVALUATION: Give an oral summary of the read passage.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Write a summary of the read passage in a given number of sentences.

LESSON THREE

TOPIC: LISTENING COMPREHENSION: THE TRIAL OF A HARDENED CRIMINAL Pages

30-31

EVALUATION: Make notes from listening to the passage

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Answer the questions that follow the passage.

DATE First Term Week 9

SUBJECT English Language

TOPICS 7. Structure: Phrasal and prepositional phrases

8. Summary: NEPA Pages 61-62
9. Oral: short vowels

CLASS SS Two

DURATION 40 minutes

TEACHING METHOD Discussion/Demonstration method

BEHAVIOURAL At the end of the lesson, the students should be able to:
OBJECTIVES
 Define and differentiate between phrasal and prepositional
phrases both in spoken and written communication.
 Answer summary questions correctly in given sentences.
 Identify and differentiate the various forms short vowels take
in spelling.

INSTRUCTIONAL Laptop and projector

MATERIALS

RESOURCE MATERIALS New Oxford Secondary English Course for Senior Secondary Schools
Book 2

PREVIOUS KNOWLEDGE The students are familiar with figures of speech and the techniques
deployed in answering comprehension questions.

PRESENTATION The teacher presents the lesson following these steps

INTRODUCTION The teacher enters the class, greets the students and introduces the
subject/topic of the day.

DEVELOPMENT After writing the topic of the day on the board, the teacher projects
diagrams/ images relevant to the lessons

APPLICATION The teacher leads a class discussion on the topic and asks questions
at interval to allow students contribute and participate actively in
the class.
 CLASS NOTE

LESSON ONE

TOPIC: STRUCTURE: PHRASAL AND PREPOSITIONAL PHRASES

DEFINITION

Phrasal phrases, also known as phrasal verbs, are phrases that combine a verb with
a preposition or adverb to create a new meaning.

Examples:

1. Get on (to board a vehicle or to continue with something)

2. Turn off (to stop or extinguish something)

DEFINITION

Prepositional phrases are phrases that begin with a preposition and end with a
noun or pronoun.

Examples:

1. In the room

2. On the table

FUNCTIONS OF PREPOSITIONAL PHRASES

[Link]: Indicate the location of something

Example: The book is on the table").

2. Direction: Indicate the direction of movement

Example: I'm heading to the store.

3. Time: Indicate the time of an action

Example: We'll meet at 5 o'clock.

EVALUATION: Definite and differentiate between phrasal verbs and prepositional
phrase with an example each.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: State the functions of prepositional phrases with sentential examples.

WORKSHEET
Read the following passage and analyze the phrasal verbs used.

"The company's profits have been picking up since the new marketing strategy was implemented.
However, the team had to put off the launch date due to unforeseen circumstances. Despite the setback,
the team is looking forward to taking off in the new year with a fresh approach."

*Part 2: Sentence Completion*

Complete each sentence with the correct phrasal verb.

1. The teacher asked the students to ____________________ (hand in / hand out) their assignments.

2. The company will ____________________ (take over / take off) the rival firm next month.

3. I'm trying to ____________________ (cut down / cut off) on sugary drinks.

*Part 3: Prepositional Phrase Identification*

Identify the prepositional phrase in each sentence.

1. The hotel room has a beautiful view of the ocean.

2. The students are working on a project in collaboration with a local business.

3. The new policy is effective as of today.

*Part 4: Phrasal Verb Usage*

Use each phrasal verb in a sentence.

1. Bring about

2. Carry out

3. Get over
LESSON TWO

LONG VOWELS

Sound Letters Keywords

/ɜ:/ “ir” First, girl, shirt, flirt
“er” Her, mercy perch, dirt, perk,
“or” Word
“ur” church, urge, burst, curt, burn,
“ear” Earth, yearn, heard,
“ea” Bread,head, deaf, sweat, read, ready,
dear,dead, spread,steady, wealth, health
“our” Journey,
/ u:/ “o” Do,
“oo” School, food, pool, cool, spoon,
“ew” Few, chew, shew, hew
“eau” Beauty
“u” Rude, rule
“ue” Sue, true
“ui” Suit, fruit,
“iew” View,
“oe” Shoe
“ou” You

EVALUATION: Write out the two long vowels with two word examples each.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Write out the two long vowels with all four word examples each and
transcribe them.
LESSON THREE

TOPIC: SUMMARY: NEPA Pages 61-62

EVALUATION: Give an oral summary of the read passage.

SUMMARY: The teacher summarizes the lesson by giving the correction of the class work while
stating the salient points.

ASSIGNMENT: Write a summary of the read passage in a given number of sentences.