WEEK
(a)
THEME
(b)
CONTENT
(c)
1. Resumption Test Resumption Test
2 Reading Reading for critical evaluation
Reading for critical evaluation
Meaning of critical reading and aspect of critical reading
Writing
Listening and speaking
Revision on composition writing
Types of composition
Narrative
Descriptive
Argumentative
Expository
Speeches (phonemes)
Long and short vowels e.g, /i/ and /i/ bee/be, head/hid, heat/hit, beat/bit
ACTIVITIES
(d)
Resumption Test
Teacher explains what is required in critical reading, students read materials presented in class e.g. passages on road safety, drug use etc. reading materials e.g. magazines and newspaper cuttings.
To identify different types of composition and list the elements of composition e.g. selected topics and stories.
Grammatical accuracy
Literature
Adverbials and tenses
Identification and use of adverbials such as frequency
Teacher identifies and produces materials for correct pronunciation of the target sounds in context.
Read a given passage and identify adverbials and tenses in the passage.
Narrates non-African folktales and discuss the folktales.
3. Reading
Non-African folktales
Features of non-African folktales: didactic, entertaining and archaic.
Reading for critical evaluation
Essence of critical reading and selected passages on critical reading highlighting:
Facts
Opinions
Deductions
Guides and practice critical evaluation of the texts through extensive discussion, either in groups or as a whole class.

(a)
4.
Writing
Grammatical accuracy
Writing
(b)
Listening and speaking
Literature
Reading
Composition writing
Types of composition
Narrative, descriptive, argumentative and expository
-
(c)
Speeches (Phonemes)
Consonants e.g. fall/vim, fish/van; four/love, Mathematics and Machine.
Adverbials and tenses
(a) Course or reason e.g. so that, in order, so as,
(b) Purpose e.g. because, for
(c) Condition e.g. unless, if, until, provided
(d) Contrast e.g. yet, though, although
Non-African folktales
Features of non-African folktales:
Didactic
Entertaining
Archaic
Reading for critical evaluation
Explanation on the meaning of
Danger signs on our roads,
Types of danger,
Signs on the roads
Composition writing
Arrangement of ideas in logical sequence
(d)
To re-arrange ideas generated in logical sequence and produce in logical sequence and produce a draft: introduction, body and conclusion.
Teacher emphasizes the correct articulatory movements in the pronunciation of the sounds and practices the articulation of the sounds emphasized by the teacher in context.
Teacher guides students to read a given passage.
Teacher leads students to identify the features of the non-African folktale.
Teacher demonstrates how to differentiate facts and opinions and practice.
Teacher leads students to review the draft (edit, proof read, review and amend)

(a) (b)
Listening and speaking
5.
Grammatical accuracy
Literature
Reading
Writing
Listening and speaking
(c)
Speeches (Phonemes)
Consonant clusters: e.g. respect, principle, tactile, struggle.
Adverbials and tenses
Identification and use of tenses e.g. present, past and future using such topics as:
(a) Importance of peace education
(b) Need for computer literacy
(c) Indiscipline among youths
Non-African folktales
Features of Non-African folktales:
(a) Didactic
(b) Entertainment
(c) Archaic
Reading for critical evaluation
Reading for speed techniques
Surveying/scanning for main to read a lot of materials, read nontext materials quickly and to cultivate the skill of referencing.
Composition writing
Composition on motor vehicle parts that need regular care e.g. radiator, brake, fluid, engine.
Speeches (Phonemes)
Intonation, stress and rhythm
Listening to speeches on the following:
(a) Human rights
(b) Gender issues
(c) Value re-orientation (honest, respect for elders, punctuality)
(d)
Teacher emphasises the correct articulatory movements in the pronunciation of the sounds.
Practice the use of adverbials and tenses and the use of tenses in sentence.
Teacher leads the students to identify the themes of folktales and to identify the moral lessons in non-
African folktales.
Teacher explains different methods and conditions for faster reading.
Teacher guides students on techniques and selections for fast reading.
Teacher guides students to write composition on the care of a motor vehicle
(internal)
Selected materials and makes appropriate statements for students to listen to like poems and passages. Excerpts from magazines, newspapers.
Students identify accurately the intonation patterns from passages read. Teacher provides sample sentences, paragraphs passages for identification of intonation pattern for questions command and statements.

(a)
6.
Listening and speaking
(a)
7.
(b)
Grammatical accuracy
Literature
Reading
Writing
Grammatical accuracy
Literature
Reading
(b)
(c)
Adverbials and tenses
Adverbs, conjunctions and prepositions
Examples of adverbs, conjunctions and prepositions in a given passage e.g.
(a) The ideal family size
(b) Effects of adulterated drugs
(c) The dangers of examination mal-practice
(d) Effects of corruption in a society.
Lesson from myths/legends
African and non-African tales comprising of myths and legends
Reading for Summary
Importance of reading for speed:
The link between reading for speed and comprehension
Scanning, skimming and normal rate reading.
(d)
Teacher gives examples of adverbs such as really, badly, abroad, often etc.
Conjunctions: e.g. and, or, but etc
Prepositions: e.g. in, by, out etc
The adverbs, conjunctions and preposition.
Teacher narrates a myth/legend to the students, students listen, the teacher leads students to retell and explain the themes of the myth/legend.
Teacher guides students to see the link between reading for speed and comprehension and students practice reading, scanning, skimming and normal-rate reading.
Letter writing
Types of letter writing (informal and formal)
Speeches (Phonemes)
Listening to speeches on the following:
(a) Peace education
(b) Conflict resolution
(c) Drug abuse
(d) Road safety
Teacher guides students to identify the types of letter writing and formats of letters.
Teacher provides sample sentences, paragraphs and passages, students practice with different passages to identify the correct points of pauses, and appropriate rhythm.
Adverbial, conjunctions and prepositions
Functions of adverbs, conjunctions and prepositions.
Lesson from myths/legends
Moral lessons from given myths/legends
Myths-Story about ancient gods and heroes and monsters.
Legends-An old traditional story that is usually not true.
Teacher leads students to identify the features and functions adverbs, conjunctions and prepositions in the passage.
Teacher guides students to identify the moral lessons in given myths and legend and students identify the moral lesson from myth/legend.
(c)
Reading for critical evaluation
Suitable passages/stories that illustrate topic sentences, key ideas and
(d)
Teacher presents materials like magazine cuttings, course books,

Writing
Grammatical accuracy
Literature expressions that redirect attention to main points on:
(a) Road traffic management
(b) Reading food labels with understanding
(c) Safe storage of food
Listening/speaking Speeches (phonemes)
Diphthongs e.g. /ei/ rail, sail, date, late.
/ou/ load, road, coat, boat
/i/ fierce, theatre, hero, serious
/ai/ child, wild, mild, might
/au/ stout, rout, drought, bout
Formal letter
(a) Opening
(b) Salutation
(c) Correct heading
(d) Body of the letter
(e) Closing
(f) Signature
Adverbial and tenses
Identification and use of tenses e.g. present, past and future using such topics as:
(a) Inter-ethnic marriages
(b) Global warming
(c) Drug abuse
Prose
Types of prose:
(a) Narrative
(b) Descriptive supplementary readers, pictures of fully kitted road traffic management officials and other relevant materials.
Teacher guides students to identify topic sentences and key ideas in different paragraphs/passages students read the materials, identify topic sentences and key ideas and identify words and expressions that emphasis main points.
Teacher stresses the distinction exemplified in minimal pairs e.g. /t/ tins,
/th/ things, /d/ den.
Students practice the differences in sounds exemplified in minimum pairs.
Teacher leads students and writes a model formal letter format e.g. sample of formal letter. Students copy the teacher’s model addresses.
Identify adverbials and tenses in the passage and practice the use of adverbials and tenses. Use passages, manuals, texts and sentence strips.
To identify different types of prose from story books, supplementary readers, other relevant materials.

(a)
8. Reading
Writing
(b)
Grammatical accuracy
(c)
Reading for summary
Suitable passages/stories that illustrate topic sentences, key ideas and expressions that redirect attention to main points on:
(a) Road traffic management
(b) Reading food labels with understanding
(c) Safe storage of food
Letter writing: formal
Letter writing formal conventional form of two addresses:
(a) Opening
(b) Salutation
(c) Correct heading
(d) Body of the letter
(e) Closing
(f) Signature
Listening/speaking Speeches: intonation, stress and rhythm
Listening to speeches on the following:
Inter-ethnic
Marriages, highlighting. Correct intonation, stress and rhythm
Adverbial, conjunction and preposition
Functions of adverbs conjunctions and prepositions.
(d)
Teacher guides students to use appropriate words and expressions to emphasis main points. e.g.
(1) Writer’s address (2) the person the letter is written
Opening: Dear sir or madam
Correct heading with capital letter s and underline the heading.
Guide students to write a letter and the students write formal letter
(a) Employment
(b) permission
(c) editor of a newspaper etc.
Provide passage, identify accurately the intonation pattern for questions, commands and statements and also respond to commands using different intonation patterns provide
(a) sentences strips (b) excepts from magazines, newspapers (c) tape recorder
Teacher guides students to identify the functions of adverbs, conjunctions and prepositions and make sentences using adverbs, conjunctions and prepositions.

(a)
9.
10.
(b)
Literature
Reading
Writing
(c)
Prose
Features of prose e.g.
(a) Plot
(b) Character
(c) Style
(d) Setting theme
Reading for summary
Suitable passages/stories that illustrate topic sentences, key ideas and expressions that redirect attention to the main points on:
(a) Road traffic management
(b) Reading food labels with understanding
(c) Safe storage of food
Letter writing: (informal)
Informal letter-one address:
(a) Opening
(b) Salutation
(c) Body of the letter
(d) Closing
Listening/speaking Speeches: intonation, stress and
Grammatical accuracy
Literature
Reading rhythm
Passages and poems, highlighting correct intonation, stress and rhythms.
Active and passive verbs
Identification of active and passive verbs e.g. active verb: “The cat chased the mouse”
Passive verb: “The leaves are being eaten by caterpillars”.
Prose
Types of prose
(a) Narrative prose a story or a description of event
(b) Descriptive prose
Reading for summary
Selected passages on critical reading highlighting:
(a) Facts
(b) Opinions
(d)
Teacher guides students to list the features and engage the students in discussion of the story line in short stories.
Teacher introduces resource persons and guide students to interact with them, students ask and answer questions from resource persons and write down the key point of the lesson as summarized.
Teacher writes a model format sample of informal letter. Guides the students to write informal letter:
(a) Friends
(b) Parents
(c) Brother or sister etc
Present sample poems and plays for controlled and intensive practice and recorded materials for controlled practices.
Teacher defines active and passive verbs e.g. (a)
What is active verb?
(b) what is passive verb.
Explains to the students.
Engages the students in discussion of a narrative story and descriptive prose.
Teacher demonstrates how to differentiate between facts and opinions and practice how to differentiate facts from opinions.

(a)
11.
(a)
Writing
Writing
(b)
(b)
(c)
Composition, writing, exposition
Elements of composition:
(a) Introduction
(b) Body
(c) Conclusion
Arrangement of ideas in logical sequence
Listening/speaking Speeches: (Phonemes)
Grammatical accuracy
Literature
Reading
Consonant cluster e.g. respect, principle, tactile, struggle.
Active and passive verbs
Passive verbs
Identification of active and passive verbs in given passages on:
(a) Dangers of pre-marital sex
(b) Consequences of negative peer pressure.
Prose
Features of prose:
(a) Plot-the story of a book
(b) Character-a person in a story
“Harry is a character in the book”.
(c) Style: a particular way a book is written “she has a wonderful style of writing”.
(d) Setting: the place or period of time the book is written “she chose Abuja as the setting for her novel”.
(e) Theme “The main idea or subject in a book”.
Reading for summary
Empowers us to read a lot of materials such as:
(a) Newspaper
(b) Magazines
(c) Cuttings
Help us to cultivate the skill of referencing
(c)
Various types of composition writing:
Narrative
(d)
Teacher guides students to list elements of composition and lead students to re-arrange ideas generated in logical sequence, draft of composition, renew the draft (edit, proof read, review and amend) students write a composition.
Teacher emphasises the correct articulatory movements in the pronunciation of the sounds.
Teacher leads the students to read a given passage and guide them to identify active and passive verbs in passage.
Teacher guides the students to write a story and list features of prose.
Students read appropriately various reading materials and answer comprehension questions that demonstrate mastery of selected materials.
(d)
Diagram of a motor vehicle showing regular activities, regular care material e.g.

Listening/speaking Speeches: intonation, stress and
Grammatical accuracy
Literature
Descriptive
Expository
Argumentative
Composition on: motor vehicle parts that need regular care e.g. ‘radiator’,
‘engine’, ‘brake’, ‘fluid’ etc rhythm
Making statements, commands and questions using the correct stress, intonation and rhythm.
Modal forms
Identification of modals from selected passages based on the following:
(a) Patriotism
(b) Discipline
(c) Benefits of reading newspapers etc
Poetry
Poetry types e.g. (a) dirge, epic, lyric, dramatic etc water brake fluid, engine oil etc. Produce first draft of the composition and guide the students to write.
Teacher provides sample sentences, paragraphs and passages, poems and plays, tape recorder, students practice different passages to identify the correct points of passes, appropriate rhythm and answer questions respond to commands using different intonation patterns.
Teacher provides passages from recommended texts, supplementary, readers, read and discuss.
Teacher provides poetry books, read selected poems discuss and explain the content of the poems.
Identify and list different types of poetry e.g.
(a) Epic – poem about great events or exciting adventure.
(b) Lyric
– words like a song etc.

(a)
12 Reading
Writing
(b) (c)
Reading for speed
Surveying/scanning for main points
Summary Writing
Identification of topic sentences from given paragraphs/passages
Listening/speaking Speeches: Intonation, stress and rhythm
Making statements, commands and questions and questions using the correct stress, intonation and rhythm
Grammatical accuracy
Literature
Active and passive verbs
Making sentences with active and passive verbs e.g. ‘The cat chased the mouse’ (active verb)
“The leaves are being eaten by caterpillars”
(passive verb)
Poetry
Poetry language
(a) Concise
(b) Unique
(c) High
Revision 13. Revision
14. Examination Examination
(d)
To correctly survey and scan while reading selected reading.
Identifying accurately topic sentences from paragraphs in selected newspaper/magazine cutting and course books.
Summarize given passages or paragraphs.
Teacher makes statements, ask questions, gives commands using appropriate intonation patterns.
Teacher makes correct sentences using active and passive verbs
Identify two aspects of the language of poetry and write two simple poems.
Revision
Examination