Excellence in

Excellence in English
Aim for Excellence with Cambridge!
Cambridge Excellence in English Senior Secondary offers you a first-class print

English
and digital course in English. The course has been developed in accordance with
the 2013 NERDC Curriculum and Scheme of Work. It offers students accessible,
high quality content to ensure the best foundation for future learning.

Senior Secondary 1 Teacher’s Guide

Cambridge Excellence in English Senior Secondary 1
has two components. SECONDA
R

SENIO
A Students’ Book which offers:

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

DE
Excelle
Excelle

nce in
nce in

English
illustrations and photographs

TE
English
A

UI
CHER’S G

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

Second
ary
EC O N D

1 Studen
RS

listening, speaking, reading, comprehension, grammar and writing 1

IO

AR
SE N

Y
TEA

E
t’s Boo

ID
CH
ER’S GU

k
• literature activities which introduce the basic features of Prose, CUR REN
T
NERD

Poetry and Drama

Curr
iculu
C
m

• revision sections which facilitate evaluation of students’ progress Available

• Practice Examination Paper to prepare students for the Senior
digitally!
School Education Certificate Examination they will write at the
end of Senior 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
CURRENT
• Evaluation Tools to help assess students’ development
of specific skills. NERDC
Curriculum

ISBN: 9781316603192
Excellence in
English

SEcondA
r

1
SEnIo

rY
dE
tE

A
uI

cHEr’S G
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

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

www.cambridge.org
Information on this title: www.cambridge.org/9781316603222
© Cambridge University Press 2016
This publication is in copyright. Subject to statutory exception and to
the provisions of relevant collective licensing agreements,
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 9781316563526 Adobe Reader
Authors: Anthea Oosthuizen, Caroline Chaplin
Editor: Louise Rapley
Designer: Mellany Fick
Typesetter: Chris Leo
Cover image: BigStock

Acknowledgements
The publishers and authors would like to thank the following individuals and organisations
for permission to use their material in either the original or adapted form: Text
Extract from This Time Tomorrow: (3 Plays) by Ngugi wa Thiongo; published: East African
Literature Bureau, 1973

Every effort has been made to trace copyright holders. Should any infringements have
occurred, please inform the publishers who will correct these in the event of a reprint.

If you want to know more about this book or any other Cambridge University Press
publication, phone us at +234 703 844 5052 or send an e-mail to [email protected]
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

The English Studies Scheme of Work for Junior Secondary 1 . . . . . . 23

Term 1
Module 1 Review Of Junior Secondary 3 . . . . . . . . . . . . . . . . . . . . . 29
Module 2 Nigerian Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Module 3 Agriculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Module 4 Visiting A Place Of Interest . . . . . . . . . . . . . . . . . . . . . . . . 40
Module 5 Religion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Module 6 Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Module 7 Some Nigerian Achievers . . . . . . . . . . . . . . . . . . . . . . . . . 50
Module 8 Reading For Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Module 9 Teenage Sexuality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Module 10 Corruption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Module 11 Journalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Module 12 Revision Of Term 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Term 2
Module 1 Review Of Term 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Module 2 Malaria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Module 3 Does Spelling Matter? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Module 4 Keeping People Healthy And Safe . . . . . . . . . . . . . . . . . . 87
Module 5 Home, Family And Garden . . . . . . . . . . . . . . . . . . . . . . . . 91
Module 6 Keeping Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Module 7 Leisure And Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Module 8 Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Module 9 Democracy Versus Military Rule . . . . . . . . . . . . . . . . . . . 107
Module 10 Say What You Mean . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Module 11 Term 2 Revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

Term 3
Module 1 Revision Of Term . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Module 2 Advertising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Module 3 The Stock Exchange . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Module 4 The Government And Politics . . . . . . . . . . . . . . . . . . . . . 130
Module 5 Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Module 6 Freedom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Module 7 Culture And Modern Life . . . . . . . . . . . . . . . . . . . . . . . . 144
Module 8 Football . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Module 9 English Belongs To Those Who Speak It . . . . . . . . . . . . 151
Module 10 Space Travel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Module 11 Practice Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
 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 Senior 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 and documents. This includes:
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-
The purpose of the English answer sessions and debate
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
and to predict the amount of time needed to The Excellence in English Senior
teach the required content. Secondary 1 Teacher’s Guide
The English Studies Scheme of Work for
This Teacher’s Guide assists the teacher with the
Senior Secondary 1 can be found on pages 23 to
planning and presentation of the material in the
27 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 8 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 for
cope with the content and new terminology. each Module. The number of lessons will vary
according to the ability of the students in the
The Excellence in English Senior class and their prior knowledge. The teacher’s
Secondary 1 Student’s Book management of the class will have an enormous
The Student’s Book is divided into three Terms influence on their ability to adhere to the time
with between 10 and 12 Modules in each frames. Teachers need to focus on effective
Term. Each Module covers one week of work, discipline strategies. They will have fewer
as specified in the Scheme of Work. The first discipline issues if they are: punctual, well
Module of each Term is usually revision of the prepared, follow their Lesson Plans, keep their
work done the previous term (the first Module word (do not make empty threats), consistently
of Term 1 revises work done the previous year). adhere to rules, especially rules related to
The last Module of each Term is allocated to mutual respect in the classroom.
revision of the work done in that Term. These A teacher of English is a professional
Modules can be used as Tests in the Evaluation instructor who facilitates, promotes and
process. Marks are provided for this purpose. influences students to achieve the outcomes of
Two practice Examinations are provided at the the Curriculum and the Scheme of Work. It is
end of the book, based on the Basic Education the wish of the Excellence in English Senior
Certificate Examination for the Oyo State Secondary authors that the students will, at the
of Nigeria. end of each course in the Senior 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 Senior 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 or NERDC Curriculum
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 –– two Practice Examinations that cover
observation of each student’s progress in the work done during the year, and that
classroom situations, for example while prepares students for the Examination
students are working in pairs and groups. they will write at the end of the year.
A Record Book can be kept to record • The Teacher’s Guide supplies:
comments about each student based on –– clear Evaluation Guidelines in each
these observations. The comments can Module, to assess the Teaching Objectives
identify both strengths and weaknesses, in that Module
for example: ‘Needs more practice with –– memoranda with answers for Speaking,
formation of Diphthongs, Reading fluency Listening, Vocabulary, Grammar,
has improved this term.’ Structure and Comprehension Exercises
–– Formal Evaluation can be done during and Activities
the term as follows: Teachers can –– Teacher’s Rubrics and Student’s Self-
evaluate Oral activities done in the Evaluation Checklists for Speaking,
classroom and take in and mark Essays, Reading, Summary and Writing Exercises
Comprehensions, Grammar and Structure and Activities.
Exercises. The Revision Module at the
end of each term can be used as a test.
The Practice Examinations can also 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 9 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: Speaking and Listening
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 50 marks.
• Student’s Self-Evaluation Checklist:
Expository Essay (page 10) In the example provided, 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 30 marks out
Summary (page 11) of 50 marks.
• Student’s Self-Evaluation Checklist: Formal If you wish, you can allocate National
and Informal Letter (page 11) Examinations Council (NECO) Grades to the
levels as follows:
• Excellent: A1 to B2 (B2 is Very Good – not
quite Excellent but better than just Good)
• Good: B3
• Average: C4, C5, C6
• Below Average: D7, E8
• Unsatisfactory: F9

Introduction 7
Example of how to use a Teacher’s Rubric: Narrative Essay (50 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 the
interpretation of the interpretation of the topic.
topic. 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 all introduction, conclusion).
what happens ‘next’ or well related to one body and (2–3 marks)
‘in the end’. 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 The Plot is unclear
The Characters show The Plot is clear. described, essay. or non-existent.
some kind of change/ The Conclusion is but more The Plot is unclear. There is no
development in the interesting. details could The essay lacks a Conclusion.
story. (13–16 marks) have been proper Conclusion. (0–3 mark)
The Plot is clear and included in the (4–7 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 good but it is not
sense. interesting.
(17–20 marks) (8–12 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 is Grammar is at grade at the grade (2–3 marks) Grammar is
included. 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 both described things 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 can 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 can 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 can 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
and uses pauses uses pauses mostly Punctuation (fewer He/she often correctly.
appropriately appropriately to than 3 instances). does not pause to (0–1 marks)
and to reflect reflect Punctuation. (3 marks) reflect Punctuation
Punctuation. (4 marks) correctly. More
(5 marks) than 3 instances.
(2 marks)

12 Introduction This page can be photocopied

Teacher’s Rubric: Speaking and Listening (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 can be photocopied Introduction 13

Teacher’s Rubric: Speaking and Listening (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 with difficulty.
hesitation. (7–8 marks) hesitation. difficulty. (0–1 marks)
(9–10 marks) (4–6 marks) (2–3 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 with
(2–3 marks) much hesitation.
(0–1 mark)

14 Introduction This page can be photocopied

Teacher’s Rubric: Speech (50 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/ (13–16 marks) persuasive or (4–7 marks) (0–3 marks)
convincing. convincing.
(17–20 marks) (8–12 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 shows that shows an limited vocabulary. shows 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 can be photocopied Introduction 15

Teacher’s Rubric: Narrative Essay (50 marks)
Criteria Excellent Good Average Below Unsatisfactory
average
Focus The content of the essay The content of The content of The content The content of the
(relates to is directly related to, and the essay relates the essays relates of the essay essay is unrelated
topic) includes an interesting or directly to the directly to the attempts to to the topic.
unusual interpretation of topic. It attempts topic. relate to the (0–1 marks)
the topic. an interesting (3 marks) topic, but
(5 marks) or unusual misinterprets
interpretation of the the focus of
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 ‘in all well related to body and introduction or
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 the There is no
development in the Body of developed in the could have been essay. Conclusion.
the story. Body of the essay. included. The Plot is (0–3 marks)
The Plot is clear and The Conclusion is The Plot is unclear.
developed throughout interesting. adequately The essay
the essay. (13–16 marks) developed in lacks a proper
The Conclusion is the Body. Conclusion.
interesting, the story ends There is a (4–7 marks)
in an unexpected way that Conclusion but it
makes good sense. is not interesting.
(17–20 marks) (8–12 marks)
Language The essay uses clear literal The essay uses The essay uses The essay Language use
(including language as well as a literal language mostly literal uses literal shows that
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 is Some dialogue is Grammar is at level, and language.
included. included. the grade level, includes many Grammar is
Grammar is above Grammar is at grade and may include mistakes. mainly incorrect.
expectations for the 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 can be photocopied

Teacher’s Rubric: Descriptive Essay (50 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 the
or unusual or unusual 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 The essay does The essay does
(order of clear introduction, logically structured: logically structured: not use structure not follow a clear
content) body and introduction, body introduction, body effectively (for structure. Ideas are
conclusion. The and conclusion. The and conclusion. example, missing 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 essay and sometimes one or two of the person but is reader’s senses or
by ‘showing’ rather tells.The essay senses, but in a unclear. imagination as it is
than telling. For engages some limited way. The essay does not unclear.
example: The paint of the reader’s (8–12 marks) engage the senses (0–3 marks)
on the walls was senses and his/her effectively.
peeling and the imagination. (4–7 marks)
doors creaked … (13–16 marks)
(show) vs The house
was old (tell).
The essay engages
the reader’s
five senses and
imagination.
(17–20 marks)
Language Essay uses literal Essay uses literal Essay uses mostly Essay uses literal Language use
(including language and a language and some literal language. language. shows that
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, and
varied and their some interest. Grammar is at the grade level, and has no ability to use
structure creates Grammar is at grade level, and includes many figurative language.
interest. grade level. may include few mistakes. Grammar is mainly
Grammar is above (7–8 marks) mistakes. (2–3 marks) incorrect.
expectations for the (4–6 marks) (0–1 marks)
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 can be photocopied Introduction 17

Teacher’s Rubric: Argumentative Essay (50 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. The introduction or are unclear. The
stated in the and supported introduction states conclusion). Ideas argument is not
introduction. The by each of the the argument. are unclear. The clearly stated.
paragraphs skilfully paragraphs, and Main ideas are argument is not (0–1 marks)
build the argument restated in the clear; not always logically built
with main ideas conclusion. The supported by through the use
and supporting paragraphs contain 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 to some evidence. limited evidence. to provide evidence provides evidence,
(evidence and support argument. The essay uses The argument/ but fails. nor provides
persuasion) The essay uses persuasive statement is Argument/ a convincing/
arguments that arguments. not particularly statement is not persuasive
are persuasive/ (13–16 marks) persuasive or persuasive. argument.
convincing. convincing. (4–7 marks) (0–3 marks)
(17–20 marks) (8–12 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 shows that shows an limited vocabulary. shows 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 errors More than five More than ten
Punctuation (5 marks) (4 marks) (3 marks) errors errors
(2 marks) (0–1 marks)

18 Introduction This page can be photocopied

Teacher’s Rubric: Expository Essay (50 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 the information.
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 conclusions. Ideas are unclear. No
essay clarified in in introduction. in introduction. are unclear. Body supporting details.
the introduction. Paragraphs contain Body paragraphs paragraphs may Conclusion is
Paragraphs skilfully main ideas that state main ideas, repeat ideas. Little absent or very
link main ideas are supported by and sometimes or no supporting unclear.
to the topic, and interesting facts provide supporting details. Conclusion (0–1 marks)
support these with and details. The details. The unclear.
interesting facts conclusion provides conclusion provides (2–3 marks)
and details. The a clear summary of a summary of the
conclusion provides the main points. topic.
a clear summary of (7–8 marks) (4–6 marks)
the main points.
(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, and differing points of Limited reference provides irrelevant No reference to
of the essay) differing points of view. to available examples. available materials.
view. References the materials. Limited reference Poor understanding
Provides references available materials. Limited to available of topic.
(those provided Shows good understanding of materials. (0–3 marks)
and own). understanding of the topic. Poor understanding
Shows excellent the topic. (8–12 marks) of topic.
understanding of (13–16 marks) (4–7 marks)
the topic.
(17–20 marks)
Language Precise language Clear language and Simple language Unclear language Language and
(including and vocabulary vocabulary shows and limited and vocabulary vocabulary show
Grammatical shows excellent an understanding vocabulary. shows limited no understanding
Structure) understanding of of topic. Sentences: clear; understanding of of topic.
the topic. Sentences are well- unvaried. 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 can be photocopied Introduction 19

Teacher’s Rubric: Article (50 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 topic does 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, What, answers the Who, clearly answers clearly answers few the question and
Why, When, Where and What, Why, When, most of the Who, of the questions: doesn’t answer the
How questions in the Where and How What, Why, When, Who, What, Why, key questions: Who,
first paragraph. questions in the first Where and How When, Where and What, Why, When,
Sets out the angle that paragraph. questions. How. Where and How.
the article will take Provides an overview Provides some (2–3 marks) Provides no
(i.e. what aspect of the of what will be overview of the overview of the
‘story’ will be focused discussed in the focus of the content.
on, or what the opinion article. article. (0–1 marks)
of the writer is). (7–8 marks) (4–6 marks)
(9–10 marks)
Body Build on the Build on each of Include additional Include 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 or answers to the 5Ws introduction (i.e. of the 5Ws and H structure.
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 includes
supporting details. supporting details. supporting detail. supporting details.
(9–10 marks) (7–8 marks) (4–6 marks) (2–3 marks)
Conclusion Correctly summarises the Correctly summarises Attempts to Does not summarise Illogical and does
contents of the piece, the contents of the summarise the the content. not relate to the
and provides an opinion/ article. contents, and Many errors. content of the piece.
conclusion/resolution as (4 marks) does so with some (2 marks) (0–1 marks)
required by the topic or errors.
the angle taken by the (3 marks)
writer.
(5 marks)
Language Appropriate language, Appropriate Mixture of Inappropriate Language uses
(including such as direct and language. appropriate and language that is makes it difficult to
Grammatical reported 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 can 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 of required number required number of required number of
sentences. sentences. of sentences. sentences. 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 detail. Sometimes includes are not stated.
sentence. necessarily in first The order is supporting details. Sentences do not
Contains three of sentence, one or logical. The student relate to the topic.
four supporting two supporting There is no attempts a logical Order is illogical.
details. details. concluding order, but fails. There is no
The order is logical. The order is logical. sentence. There is no concluding
The concluding The concluding (6–8 marks) concluding sentence, or
sentence sentence wraps up sentence. (3–5 the concluding
effectively wraps the summary, and 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 uses
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 grammatical punctuation or Limited More than 5 vocabulary.
errors. grammatical vocabulary. punctuation and 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 can be photocopied Introduction 21

Teacher’s Rubric: Formal and Informal Letter (50 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 (0–3 marks)
linked to one are linked to one well linked. linkages between
another. another. (7–9 marks) paragraphs.
(13–15 marks) (10–12 marks) (4–6 marks)
Grammar Appropriate Appropriate Mixture of Inappropriate Language uses
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 and More than 8
errors. errors. punctuation or grammatical errors. punctuation or
(13–15 marks) (10–12 marks) grammatical errors. (4–6 marks) grammatical errors.
(7–9 marks) (0–3 marks)
Opening Correct and Correct. Either opening, Both opening and Either opening or
and closing appropriate. (4 marks) closing or heading closing show errors, closing is missing,
salutations (5 marks) is incorrect. heading is missing and has an error.
Heading (if (3 marks) or inappropriate. Heading is missing.
formal) (2 marks) (0–1 marks)

22 Introduction This page can be photocopied

 The English Studies Scheme of Work for Senior Secondary 1
Term 1
Module Module name Speaking and Reading and Vocabulary Grammar and Writing
Listening Comprehension Structure
1 Review Of Junior Review of vowel and Read alone and answer Match words with Review of parts of Write a narrative
(SB page 4) Secondary 3 consonant sounds questions meanings speech composition with
Listening text about Choose between guidelines
pollution and the similar-sounding words
environment Arrange words in
rhyming pairs
2 Nigerian Music Monophthongs Read a text on Nigerian Musical terminolgy Nouns: Meaning and Write an article
(SB page 9) Listening text on TuFace musicians and identify literal and types – proper, concrete,
Idibia and questions figurative meanings of words abstract, collective,
singular, plural, as
subject, as object
3 Agriculture Diphthongs Read text to comprehend Words associated with Countable and Write a newspaper
(SB page 17) supporting details and identify agriculture uncountable nouns article related to

Introduction
structure of an artlcle agriculture
4 Visiting A Place Of Tripthongs Read text and answer Adjectives and adverbs Write a narrative
(SB page 24) Interest comprehension questions composition
5 Religion Consonant sounds /j/ Read with understanding: Words connected to Clauses Plan and write a
(SB page 29) and /z/ Identify time and purpose religion Simple, compound and composition about a
Consonants followed Discuss a short text complex sentences traditional religious
by /j/ festival
Listen and answer
questions:
‘Why traditional African
religion is important in
Africa’
6 Food Listening text Read a text about cocoa and Words to do with Phrases Write a recipe for
(SB page 37) Recipe for a tomato chocolate planting cocoa trees making plantain chips
omelette Answer questions

23
Present a recipe
 Module Module name Speaking and Reading and Vocabulary Grammar and Writing

24
Listening Comprehension Structure
7 Some Nigerian Syllables Read a text on Nigerian women Words connected with Clauses: Subordinate Write a draft summary
(SB page 42) Achievers Words stressed on the scientsts and answer questions achievement clauses (relative,
second syllable adjectival, noun and
Syllabic consonants /l/ adverbial)
and /n/
Listening text: Article
about women scientists:
Chose a title and identify
the main ideas; discuss
in groups
8 Reading For Sentence stress How to skim, scan and answer Words connected Nominalisation of Write a personal letter
(SB page 50) Success Pitch, tone, volume, pace, comprehension questions with reading and adjectives and verbs
inflection, emphasis, understanding
pauses
9 Teenage Sexuality Listening text: STDs, HIV Read about teenage sexuality Words connected with Irregular verbs Write a summary of
(SB page 56) and Aids and answer questions teenage sexuality a text on teenage
Present a speech sexuality

Introduction
10 Corruption Listen to a poem ‘Not Skim and scan a text on Words connected with Figures of speech Write an argumentative
(SB page 63) my business’ and answer corruption, and answer corruption composition
questions questions
Present a poem
11 Journalism Listen to a conversation Read a letter to the editor and Identify journalism Definite and indefinite Write a newspaper story
(SB page 70) and answer questions answer questions terms articles
Practise and present
recorded conversation
12 Revision Of Term 1 REVISION REVISION REVISION REVISION
(SB page 78)
 Term 2
Module Module name Speaking and Reading and Vocabulary Grammar and Writing
Listening Comprehension Structure
1 Review Of Term 1 Revision of last term’s Revision of last term’s work Revision of last term’s Prefixes and suffixes Revision of last term’s
(SB page 81) work work work
2 Malaria Listen to and discuss Skim and scan an article on Antonyms Prepositions and Write a summary
(SB page 86) a text about malaria malaria and answer questions prepositional phrases Write a semi-formal
Present a speech letter
3 Does Spelling Consonant clusters Read an article about spelling and Misspelt and difficult Simple Present Tense, Write a formal letter
(SB page 95) Matter? Words with the answer questions words Present Continuous
consonant cluster /kw/ Tense, Present Perfect
Tense and Simple Past
Tenses
4 Keeping People Syllable stress Using words in different contexts Synonyms Noun phrases Read and summarise an
(SB page 103) Healthy And Safe Listening text: The Read an article on NAFDAC article
effects of smoking
5 Home And Family Consonants followed Read about building a house and Words connected with Phrasal verbs Write an expository

Introduction
(SB page 109) by /j/ answer questions homes composition
Dialogue between a
builder and a client
6 Keeping Records Intonation: Falling Read about keeping records and Words about camera Modal auxiliary verbs Write a diary entry
(SB page 116) Expository text: Parts of answer questions parts
a camera
7 Leisure And Sport Intonation: Rising. Read about sport in Nigeria and Words to do with sports Phrasal verbs Write a summary
(SB page 122) fall-rise and rise-fall answer questions
intonation
Listening to and giving
directions

25
 Module Module name Speaking and Reading and Vocabulary Grammar and Writing

26
Listening Comprehension Structure
8 Transport Role-play dialogues Read about problems related to Words about transport Using ‘shall’ and Write a summary
(SB page 130) Listen to a speech road transport ‘should’ Write a farewell speech
9 Democracy Versus Contrasting consonant Read an excerpt from ‘Half a Words to do with Punctuation marks Write an argumentative
(SB page 139) Military Rule sounds Yellow Sun’ and answer questions politics composition
Listen to poems and
answer questions
10 Say What You Mean Pronunciation Read and answer questions about Homophones Punctuation marks Revise writing an
(SB page 148) Silent letters saying what you mean Words about correct informal letter
Listen to a text and speaking and writng
identify homophones
11 Revision of Term 2 REVISION REVISION REVISION REVISION REVISION
(SB page 154)

Introduction
 Term 3
Module Module name Speaking and Reading and Vocabulary Grammar and Writing
Listening Comprehension Structure
1 Review Of Term 2 Revision of last term’s Revision of last term’s work Revision of last term’s Revision of last term’s Revision of last term’s
(SB page 158) work work work work
2 Advertising Spoken oral Read a text about advertising and Words about advertising Adjuncts More about summary
(SB page 164) composition: Narrative answer questions writing
(‘A day I will never
forget’)
Protect your family from
crime!
3 The Stock Exchange Debate: ‘People can Read a text about the stock Words about the stock The Present Perfect Write an expository
(SB page 171) never have enough exchange and answer questions exchange Tense composition
money’
4 The Government And Speech on the functions Read about democracy and Word about government Question tags Write a speech
(SB page 177) Politics of local government answer questions
Intonation
Present a speech

Introduction
5 Africa Listen to and make Read about modern-day Nigeria Antonyms Conjuncts and Write a narrative
(SB page 183) notes on a text about and answer questions Words to do with disjuncts essay
Africa government
Present a speech about
investment in Africa
6 Freedom Read a play extract Read an extract from a play and Rewrite verbs as nouns Compound and plural Use different writing
(SB page 190) aloud answer questions Identify the meaning of nouns styles
Stress timing in phrasal verbs Using the definite
sentences article with nouns
Limericks
7 Culture And Modern Recite a poem Read a poem and answer Spelling: Dropping ‘e’ First, second and third Write a semi-formal
(SB page 198) Life Listen to a poem being questions and retaining ‘e’ person letter
read

27
 Module Module name Speaking and Reading and Vocabulary Grammar and Writing

28
Listening Comprehension Structure
8 Football Listen to an extract Read an extract about football Words to do with Complex sentences Write a news report
(SB page 205) from a football match and answer questions football
commentary
Present a newspaper
report
9 English Belongs To Consonants followed by Read a text about speaking English words from other Punctuating Write an article
(SB page 214) Those Who Speak It the /w/ sound English and answer questions languages compound and
Newspaper headlines complex sentences
and news
10 Space Travel An extract about Mars Read about a trip on Mars One Words to do with space Root words and Write a speech about
(SB page 221) Present a speech and answer questions travel affixes space travel
Write one of the
following: An article,
a send-off speech,
an informal letter, a
semi-formal letter or a
formal letter

Introduction
11 Practice Examination Practice Examination Practice Examination Practice Examination Practice Examination Practice Examination
(SB page 228)
 module

1 Review of Junior Secondary 3

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking And Speaking And Reading And Vocabulary Writing (p. 8)
Book Listening Listening (p. 4) Comprehension (p. 6) Write a
(p. 4) Listen to a (p. 5) Match words Narrative Essay
The /æ/, /ɔ:/, /ɜ:/ passage about Read the with meanings
and /eɪ/ Vowel pollution and passage alone Choose between
sounds the environment, and answer similar sounding
The /∫/ and /z/ listen for questions words
Consonant comprehension Arrange words
contrasts and for sounds in rhyming pairs
Discuss the Grammar
wildlife situation Structure
in Nigeria (p. 7)
Identify Parts Of
Speech

Dictionaries
Objectives Pictures of endangered wildlife
By the end of this module the pupil should show
understanding of the following skills: Speaking And Listening
Reading And Comprehension: Read to
comprehend main ideas, supporting details, the Before commencing the activity, check to
meanings of words in context, and to summarise make sure none of the students have hearing
passages. difficulties that could prevent them from hearing
Listening: Listen to identify selected Vowel and the sounds.
Consonant sounds.
Grammar Structure: Identify Parts Of Speech. Note
Vocabulary: Identify and differentiate between This is a module in which the work completed in
similar sounding words; match meanings to JSS3 is revised. Use the activities diagnostically,
words, and arrange words in rhyming pairs. making notes for yourself about specific aspects
Writing: Write a Narrative Essay clearly and of JSS3 work that may need extra revision. You
by using the correct punctuation, grammar and should also note students whose work seems
spelling, the correct tense form, and sufficient particularly weak, so that you can give them extra
topic tenses. attention during this term.
Speaking: Recognise and pronounce Vowel and
Consonant sounds: /æ/, /ɔ:/, /ɜ:/ and /eɪ/ Vowel Activity 1 (SB p. 4)
sounds and the /∫/ and /z/ Consonant Contrasts.
Revise the different sounds with students before
they attempt the activity. Students must revise
Resources the /ae/, the /ɔ:/, the /ɜ:/ and the /eɪ/ Vowel
Student’s Book (pp. 4–8) sounds. Then they choose the word from each
Blackboard list (A, B or C) that has the same Vowel sound

Module 1: Review of Junior Secondary 3 29

as the one underlined in the word in capital
letters. The first one has been done for them. nature. If we don’t, we are in for a rude shock
when we find we have no clean air to breathe or
Answers clean rivers from which to get fresh water.
1. a) A word
b) B flat Activity 4 (SB p. 4)
c) C name As you read the extract, students listen for words
d) B learn that have the same Vowel and Consonant sounds as
e) C first the words in the first column of the table. They write
f) A crawl down these words in the correct row in the table.

Activity 2 (SB p. 4) Answers

Revise /∫/ and /z/ Consonant contrasts. Students 4.
choose the word from each list (A, B or C) Vowel sounds
that has the same Consonant sound as the one
underlined in the word in capital letters. /ʊ/ Countryside, suffering,
stumps, cover, mud, sun
Answers /uː/ Blue, spew, pollution,
2. a) C nation attitude, solution, to, rude
b) B leisure Consonant sounds
c) B lesion
d) C ashamed /tʃ/ Chop, cherish, change,
nature
e) A revision
/ʃ/ Shade, wash, fresh, solution
Activity 3 (SB p. 4)
Explain to students that you will be reading a
passage from a magazine and they must listen Evaluation
carefully. Introduce the topic by discussing the Teacher Evaluation: Teachers can use the rubrics
importance of wildlife conservation with students. Listening and Speaking skills/Identification,
You can use pictures of endangered wildlife to catch Pronunciation and Stress and Intonation on
their attention. Read the extract twice. page 13 of this Teacher’s Guide.
Students copy the table into their workbooks.
Students say the words in the left column out loud.
Reading And Comprehension
Pollution And The Environment Activity 5 (SB p. 5)
In some cities and big towns, the blue sky is Encourage students to appreciate and be aware
covered with smog. Factories spew pollution into of the wildlife in Nigeria, and to understand that
rivers and dams. The countryside is also suffering. without protection, much of this wildife may be
People chop down trees, leaving stumps that come extinct. Students work in pairs and discuss the
provide no shade. They practise bad farming questions together. Answers will vary. Use pictures
methods that leave the soil infertile, with no from magazines to create awareness of wildlife.
ground cover. When it rains, floods wash away
the fertile topsoil, leaving thick mud that bakes Activity 6 (SB p. 5)
hard when the sun returns. Students listen and follow as you read the article
What is the solution? We need to cherish our natural on wildlife in Nigeria. If time permits, students
environment and change our attitude towards can also read the passage together in pairs.

30 Term 1
Activity 7 (SB p. 6) Vocabulary
Students answer the questions.
Activity 8 (SB p. 6)
Answers Students match the word in Column A with the
7. a) Answers will vary. Here is an example: correct description in Column B. Make sure
The article is about protecting wildlife they have dictionaries available.
and encouraging sustainable farming
methods. Answers
b) A Early in the 1900s 8.
c) Answers will vary. Here are some
biography story of a person’s life written
possible answers. by someone else
i) those animals still lived there
ii) those animals die and there are autobiography story of a person’s life written
none to replace them by that person
iii) the way of farming that people have fiction made-up story
been doing for hundreds of years
magazine weekly or monthly publication
iv) hundreds of years that has articles and pictures
d) No. Words may include: disappeared,
extinction, destroyed, illegal, reserve, anthology a collection of poems or other
threatened, endangered, reserve, protected pieces of fiction
e) Any three: Hunting, deforestation, land encyclopaedia set of books giving information
clearance, road building and so on on many subjects
f) i) destroyed/extinction
journal a compilation of academic
ii) threatened articles about a specific subject
iii) illegal
g) Much of our wildlife has disappeared non-fiction writing that is informative or
owing to human activities. Nigerians factual rather than fictional
are protecting endangered species and newspaper daily or weekly publication with
reintroducing traditional farming methods. news and articles about current
affairs
Reading Evaluation
The beginning of SS1 is a good time to assess Activity 9 (SB p. 6)
students’ reading skills so that you can determine Students choose the correct word to complete
how best to support weaker readers during the each sentence. Read the words in brackets
course of the year. first so that students can hear how similar they
Therefore, select a few students. Ask them sound. Students can use dictionaries for any
to prepare two or three paragraphs from the words they are unsure of.
Comprehension text for reading aloud. Give them
the criteria from the Checklist for reading aloud Answers
on page x of this Teacher’s Guide. Explain that 9. a) The recipe suggests using self-raising
you will be using these criteria to evaluate their flour.
reading aloud skills. Call them up individually and b) When using the recipe, add coarse salt
ask them to read to you. You can use the Rubric to the boiling water.
for Reading aloud on page 12 of this Teacher’s c) The key will only fit into our front door.
Guide to evaluate their reading. Record the mark d) The herd of cattle crossed the busy road.
in your Record Book. e) Do not waste my time!
f) Please may I have a piece of cake with
my tea?

Module 1: Review of Junior Secondary 3 31

Activity 10 (SB p. 7) Writing
Students arrange the words in rhyming pairs.
The first pair has been done for them. Read the
Activity 12 (SB p. 8)
words with students, and then get them to read Students write a Narrative Essay. They must
the words out loud, listening for similar sounds. choose one of these topics:
• The day I met an Aids patient
Answers • My trip to the village market
• A day I will never forget
10. clout – pout
• The day Ojo was sentenced to prison for
define – twine
stealing a car
drown – nightgown
feel – wheel Make a copy of the Student’s Self-Evaluation
forlorn – thorn Checklist: Narrative Essay on page 9 of this
height – sight Teacher’s Guide, or write it on the board and
lore – shore ask students to copy it in their exercise books.
meat – wheat They should keep it in a place they can refer
smoke – yoke back to each time they write a Narrative Essay.
throw – slow Read through the criteria in the Checklist
plight – tonight making sure that students understand the criteria
they need to include.
Grammar Structure
Activity 11 (SB p. 7) Evaluation
Revise the different Parts Of Speech, giving Student Evaluation: Students can use the self-
additional examples. Students read each evaluation checklist Writing/Narrative essay on
sentence and decide what Part Of Speech the page 9 of this Teacher’s Guide.
underlined word is. Teacher Evaluation: Teachers can use the rubric
Writing/Narrative essay on page 16 of this
Answers Teacher’s Guide.
11. a) The teenagers enjoyed the party. (Noun)
b) The music at the party was very loud.
(Adverb)
c) Omolade and Ugoulo danced
beautifully at the party. (Adjective)
d) I do not enjoy loud music, so I left the
party early. (Conjunction)
e) Most people arrived at the party around
9 p.m. (Preposition)
f) Rago said that he saw A’isha at the
party. (Pronoun)
g) I bought an apple and a banana.
(Determiner)

32 Term 1
 module

2 Nigerian Music

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking And Reading And Vocabulary Grammar Writing
Book Listening Comprehension (p. 13) Structure (p. 16)
(p. 9) (p. 10) Match musical (p. 13) Write a
Vowel Identify the real terms with their Types of Nouns: magazine article
sounds and meaning of a meanings Activities on
monophthongs word when used Concrete Nouns,
in context Abstract Nouns,
Read a text Subject Nouns
on Nigerian and Object
musicians Nouns
Identify literal Listening
and figurative (p. 15)
meanings of Text on TuFace
words Idibia and
questions

Examples of newspaper and magazine articles

Objectives
By the end of this module the student should Speaking And Listening
show understanding of the following skills:
Reading And Comprehension: Read to Activity 1 (SB p. 9)
identify the meanings of words in context Students work in pairs. The diagram in the
(literal and figurative), to make notes by Student’s Book shows the different organs that
summarising, and to infer meaning. we use to make speech. Explain this diagram to
Listening: Listen to recognise short and long students, who must look at it carefully. They must
Monophthongs, to identify the meaning of words then see if they can identify all of these organs of
in context, and to identify details in the text. speech in their own mouths and throats.
Grammar Structure: Identify, list and write
sentences with Abstract, Subject and Object Nouns. Activity 2 (SB p. 9)
Vocabulary: Identify the meaning of musical Students work in pairs. They listen as you
terms, and use the words in sentences to show read the words in the table. They then work
understanding of their meanings. with their partners to practise saying the
Writing: Write a magazine article. Monophthongs.
Speaking: Pronounce short and long
Monophthong sounds correctly. Activity 3 (SB p. 10)
Students work in groups. They identify five
Resources more words for each Monophthong. They then
Student’s Book (pp. 9–16) take turns to practise saying the words with the
Blackboard correct pronunciation.
Dictionaries

Module 2: Nigerian Music 33

 ii) released: allow (something) to
Evaluation move, act or flow freely
Teacher Evaluation: Teachers can use the rubrics iii) separated: cause to move or be
Listening and Speaking skills/Identification, apart
Pronunciation, and Stress and Intonation on iv) stint: a person’s fixed or allotted
page 13 of this Teacher’s Guide. period of work
v) debut: a person’s first appearance
or performance in a particular
Reading And Comprehension capacity or role
Activity 4 (SB p. 10) vi) commercial: making or intended to
make a profit
Before students undertake the activity, read
vii) ranked: give (someone or
through the box ‘Working Out The Meaning
something) a rank or place within a
Of Words’ with them. Explain to students that
grading system
words can be used literally or figuratively. Use
viii) connection: a relationship in which
the examples in the Student’s Book.
a person or thing is linked or
In their groups, students discuss their favourite
associated with something else
Nigerian singers and musicians. They tell one
ix) massive: exceptionally large
another why these musicians are their favourites.
x) accomplished: highly trained or
skilled in a particular activity
Activity 5 (SB p. 10)
c) Answers will vary. Here are some
Students read the article about some famous suggestions.
Nigerian musicians and singers. They write i) going places: moving ahead or
down any words or expressions that they don’t advancing in their career
understand. Answers will vary. Take time to ii) rising: moving upwards
make sure students fully understand the article, iii) hit: a success
as it is a long one. iv) burst onto: arrive on the scene in a
big way
Activity 6 (SB p. 12) v) lit up: enhance
In Question a), students write a suitable title that vi) ups and downs: failures and
sums up the contents of the article. successes
In Question b), students find the words listed vii) looked back: reviewing one’s past
in the article. They study their context. Then viii) roots: history or past
they write their own definition for each one. ix) big break: their big opportunity
In Question c), students study the context in x) under his belt: past success
which the figurative words or expressions are d) Answers will vary.
used and write their own definition for each one. e) Answers will vary, but students should
In Question d), students identify the big recognise that a stage name is often
breaks the musicians in the article had and write designed to be more catchy than the
them down in their own words. person’s real name.
In Question e), students give their own
opinions. Accept all valid answers that they can
justify with a satisfactory reason or explanation.
Vocabulary
Activity 7 (SB p. 13)
Answers Students work in pairs. They match the word
6. a) Answers will vary. Here is an example: in the left-hand column with the correct
Nigerian music takes off! description in the right-hand column.
b) i) internationally: involving two or
more countries

34 Term 1
Answers e) An incredible sound came from the
7. guitarist’s guitar. (Both Common
Nouns)
lyrics the words of a song f) The Grammy Awards honour musicians
hit a song that becomes very popular who have achieved fame and excellence.
choir a group of singers (Proper Noun, then Common Noun and
two Abstract Nouns)
producer a person who supervises the making
g) Some musicians and singers earn a lot
of a musical recording
of money. (Two Common Nouns and
album a collection of recorded songs on a CD an Uncountable Noun)
beat the regular rhythmic pattern of a
piece of music Activity 10 (SB p. 14)
Students identify the Subject, Direct Object and
Activity 8 (SB p. 13) Indirect Object in each sentence.
Students choose any five words from the first
column of the table and use them to write good Answers
sentences. Their sentences must show that they 10. a) The teacher gave his students high
understand the meaning of the words. marks. (Subject, Indirect Object)
b) Grandfather left Rosalita and Raoul
Answers all his money. (Subject, Indirect
8. Answers will vary. Object, Direct Object)
c) She sold me her boat. (Subject,
Grammar Structure Indirect Object, Direct Object)
d) Rashidi and Hasan ate eggs for
Remind students of Nouns as Parts Of Speech. breakfast. (Subject, Direct Object,
Discuss the difference between a Concrete Noun Indirect Object)
and an Abstract Noun, giving examples. Call e) Our teacher gave us some work to
out different Nouns and ask students to identfy do. (Subject, Indirect Object, Direct
whether they are Concrete or Abstract Nouns. Object)
f) His grandmother sends him money
Activity 9 (SB p. 14) on his birthday every year. (Subject,
Students identify the Nouns in these sentences. Direct Object, Indirect Object)
They write them down and next to each one, g) Bukola sent her brother a postcard
write down what kind of Noun it is. The first from the hotel. (Subject, Indirect
one has been done for them. Object, Direct Object, Indirect Object)
h) P-Square recorded a new studio
Answers album. (Subject, Direct Object)
9. a) The musicians played beautiful music.
(Both Common Nouns) Listening
b) Sade is one of the most famous singers
You will need to remind students about long and
in the world. (Proper Noun and two
short Vowel sounds before reading the passage.
Common Nouns)
c) Akon’s label, Konvict Muzik, signed
Activity 11 (SB p. 15)
on P-Square. (Common Noun and
Proper Nouns) Read the listening text about TuFace Idibia.
d) There was a party after the album Students copy the table. As they listen, they try
was released, where people ate cheese to identify the short and long Monophthongs
and biscuits, and had a few drinks. in the text. They record them in the correct
(Common Nouns and Countable Nouns) column.

Module 2: Nigerian Music 35

 e) He dropped out of his acadmeic studies
TuFace Idibia because he wanted a career in the music
TuFace Idibia’s birth name is Innocent Idibia. industry.
He was born in Jos, Nigeria on 18 September f) His debut album was called Face 2 Face.
1975. He attended Saint Gabriel’s Secondary g) The hit single was African Queen.
School in Makurdi, Benue State. He started his h) Students can name any one of the
academic studies at the Institute of Management following: the MTV Music Award, a
and Technology, Enugu. While attending IMT, he World Music Award, a BET Award and
performed at shows and parties. He eventually four Channel O Music Video Awards.
dropped out to pursue his music career. TuFace
released his debut solo album Face 2 Face in Activity 13 (SB p. 15)
2004. Then, in 2006, his hit single African Queen Read the text again. Students copy the table.
made him famous worldwide. They listen carefully for the words in the first
TuFace has received many international awards, column of the table. Then they use the context
such as an MTV Europe Music Award, a World of these words to work out their meaning.
Music Award, a BET Award and four Channel O Finally they choose the correct meaning for
Music Video Awards. each word from the second column in the table.
Answers
Answers 13.
11. Most words in the text have monopthong attended went to
vowel sounds. Accept any examples that
make sense. Make sure that no diphthongs started began
are includeed. Here are some examples. eventually after a long time
dropped out stopped going to school
Short Monophtongs Long Monophtongs
Idibia’s TuFace
pursue chase after something
was name
Jos
September
Nigeria
He
Writing
attended School Discuss the annotated magazine article with
Secondary Benue State students. Show them articles from newpapers
Benue started and magazines.
academic Institute
studies Enugu Activity 14 (SB p. 16)
Management parties
Technology pursue
Make a copy of the Students Self Evaluation
dropped music Checklist: Articles on page 11 of this Teacher’s
album debut Guide, or write it on the board for students to
African solo copy. They should copy it in a place they can
Channel Queen refer back to each time they write an article.
Make sure they understand the criteria listed in
Activity 12 (SB p. 15) the Checklist.
Students read the questions, then listen as you read
the text again. They discuss the questions as a class. Evaluation
Student Evaluation: Student’s can use the self-
Answers evaluation checklist Writing/Article on page 11 of
12. a) Tuface Idibia’s real first name is Innocent. this Teacher’s Guide.
b) He was born in Jos, Nigeria. Teacher Evaluation: Teachers can use the rubric
c) He was born on 18 September 1975. Writing/Article on page 20 of this Teacher’s Guide.
d) The Abbreviation is IMT.

36 Term 1
 module

3 Agriculture

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking And Reading And Reading And Vocabulary Writing (p. 22)
Book Listening Comprehension Comprehension (p. 20) Write a
(p. 17) (p. 18) (p. 19) Words newspaper
Diphthongs Read text to Identify the associated with article related to
comprehend structure of an agriculture agriculture
supporting article Grammar
details Structure
(p. 21)
Countable and
Uncountable
Nouns

Objectives Speaking And Listening

By the end of this module the student should Activity 1 (SB p. 17)
show understanding of the following skills: Students work in pairs. They listen as you read
Reading And Comprehension: Read a text to the words in the table. Then they work with
comprehend supporting details. their partner to practise saying the words.
Listening: Listen to identify and differentiate
between Monophthongs and Diphthongs. Activity 2 (SB p. 17)
Grammar Structure: Identify and differentiate
The Monophthongs and Diphthongs in the
between Countable and Uncountable Nouns,
words in the box are underlined. Students state
and use them in sentences appropriately;
which ones are single short or long Vowel
recognise nouns that are both countable and
sounds and which ones are Diphthongs.
uncountable.
Vocabulary: Identify and list words associated
Answers
with agriculture, and use them appropriately.
Writing: Write a newspaper article related to 2. Single vowel sounds: ship
agriculture. Long vowel sounds/monopthongs: boot,
Speaking: Pronounce Diphthongs correctly. book, door, same
Diphthongs: Fear, learn, coin,
Resources
Evaluation
Student’s Book (pp. 17–23)
Blackboard Teacher Evaluation: Teachers can use the rubrics
Dictionaries Listening and Speaking skills/Identification,
Pictures of farms and farm products Pronunciation, and Stress and Intonation on
Examples of uncountable objects such as rice, page 13 of this Teacher’s Guide.
sugar and tea
Examples of countable objects in the classroom
such as a book, a chair and a table

Module 3: Agriculture 37
Reading And Comprehension Another factor the government must
consider is how to make fertilisers more
Activity 3 (SB p. 18) readily available to poor farmers.
Students scan the paragraph, and then read the If these things are done and if farmers are
first sentence to get a better idea of the meaning paid a fair price for their crops, Nigeria
of the first paragraph. could become the bread basket of Africa.

Activity 4 (SB p. 18) Activity 5 (SB p. 18)

Students find the supporting sentences in the Students read the paragraph and think about
paragraph. which details support the main idea in each
paragraph. This activity is designed to teach
Answers students to identify the main ideas in each
4. However, to do this, Nigeria must make paragraph and to analyse what they are reading.
better use of its natural resources, such as
its soil and rivers. Activity 6 (SB p. 20)
Students copy the table into their books, and
then complete it.
Answers
6.
Paragraph Main idea In the 1970s, Nigeria changed from being an exporter of food to an importer.
1
Supporting 1. Nigeria earned a lot of foreign currency as a result of oil sales.
ideas 2. Imported foods became cheaper than local produce.
Paragraph Main idea A food crisis resulted.
2
Supporting 1. The govenrment tried to overcome this with various programmes.
ideas 2. By 2004, agriculture accounted for only 20% of production.
Paragraph Main idea People had to depend on the environment for survival.
3
Supporting 1. More than 60% of the population produced food for their own use.
ideas 2. Fish was eaten.
Paragraph Main idea Food production began to increase, but slowly.
4
Supporting 1. The NFSP had two goals.
ideas 2. The ATA was established.
Paragraph Main idea Nigeria should be able to produce enough food to feed her people.
5
Supporting 1. The government needs to be committed to making this happen.
ideas 2. People need to support local farmers.

Vocabulary Answers
7. a)
Activity 7 (SB p. 20)
Farming Farming Materials Farm
Students copy the table. They then sort the words
Activities And Implements Buildings
in the boxes into the correct columns in the table.
Next they work in groups and discuss what bush clearing harvester granary
each term means. Encourage them to use their staking harrow barn
dictionaries. Finally, students use each term in a
sentence to show that they understand its meaning. pruning tractor silo

38 Term 1
 crop rotation borehole stable Answers
9. i) a) Countable
planting hoe
b) Uncountable
weeding fertiliser c) Uncountable
irrigation manure d) Countable
ii) Answers will vary.
harvesting axe
tilling plough Writing
harrowing Activity 10 (SB p. 23)
spraying Students choose a topic on which to write a
newspaper story or report. Their article should
d) Answers will vary. Make sure that be between 250 and 300 words in length and
students use the words in an appropriate should have a catchy headline.
manner. Here is one example: Crop
rotation is a traditional method of Answers
allowing land to lie fallow and rest.

Grammar Structure Evaluation

Use items such as rice, sugar and tea leaves to Student Evaluation: Students can use the self-
explain the different between Countable and evaluation checklist Writing/Article on page 11 of
Uncountable Nouns. Go round the class asking this Teacher’s Guide.
students to give examples of each. Read the text Teacher Evaluation: Teachers can use the rubric
in the Student’s Book and discuss it. Writing/Article on page 20 of this Teacher’s Guide.

Activity 8 (SB p. 21)

Students arrange the words into two groups:
Countable and Uncountable Nouns. They then
use each Noun in a sentence.

Answers
8. a)
Countable Nouns Uncountable Nouns
friend, battery, bed, electricity, furniture,
glass, money, journey, information, luggage,
politician, report, music, naira, oxygen,
suitcase, view politics, research, safety,
scenery, wine, water
b) Answers will vary.

Activity 9 (SB p. 22)

Students read the sentences. They then state
if each underlined Noun is Countable or
Uncountable. Finally, they use each Noun
to make two sentences. In the first sentence,
the Noun must be Countable. In the second
sentence, it must be uncountable.

Module 3: Agriculture 39
 module

4 Visiting A Place Of Interest

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking And Reading And Grammar Grammar Writing (p. 28)
Book Listening (p. 24) Comprehension Structure Structure Write a
Triphthongs: (p. 24) (p. 27) (p. 27) Descriptive
Identify similar Read text Adjectives Adjectives Essay
sounds ‘A Visit To A Adverbs Adverbs
Historical Place’ Writing (p. 28)
and answer Write a
comprehension Descriptive
questions Essay

Objectives Activity 1 (SB p. 24)

Students work in pairs. They listen as you read
By the end of this module the student should
the words in the table, and then they practise
show understanding of the following skills:
saying the sounds.
Reading And Comprehension: Read to extract
facts and infer meaning, and to understand Activity 2 (SB p. 24)
words (parts of speech, tense forms, figurative
Students work in pairs. They listen as you read
language and meanings) in context.
the words in the table, and they practise saying
Listening: Listen to identify Triphthongs.
the sounds. Then they do the exercise.
Grammar Structure: Identify and differentiate
between Adjectives and Adverbs, and use them Answers
correctly.
2. a) B choir
Writing: Write a Descriptive Essay clearly and
b) C endure
by using the correct punctuation, grammar and
c) A choir
spelling, the correct tense form, and appropriate
d) A player
descriptive language.
e) B hour
Speaking: Pronounce Triphthongs correctly.

Resources Reading And Comprehension

The Taj Mahal is a beautiful building with
Student’s Book (pp. 24–28)
an interesting history. Tell students why it
Blackboard
was built and show them pictures of it before
Dictionaries
commencing this section.
Pictures of the Taj Mahal
Activity 3 (SB p. 24)
Speaking And Listening Students read the composition written by
Remind students of previous work on Barnali Mondal, a student in India. Before
Diphthongs. Read the examples in the textbook they read it, they discuss the questions in the
with students before they start on the activities. Student’s Book.

40 Term 1
Answers Activity 5 (SB p. 27)
3. a) India is part of the continent of Asia Students identify the Adjective or Adjectives in
and Nigeria is part of the continent of each sentence. They say what kind of Adjective
Africa. each one is.
b) It looks like an important building such
as a mosque, temple or church. It is Activity 6 (SB p. 28)
called the Taj Mahal. Students fill in suitable Adverbs to complete
c) The main religion in India is Hindu. these sentences. They must not use the same
Adverb twice. They also identify what type of
Activity 4 (SB p. 26) Adverb each one is.
4. Students read the text and then answer the
questions based on it. Answers
5. a) Agra is a place of historical interest.
Answers (Descriptive)
4. a) Agra b) The building has been made of pure
b) The Taj Express white marble. (Descriptive)
c) One day c) There are four tall minarets on this
d) i) historical: Adjective, describing platform. (Descriptive)
ii) interest: Noun, naming d) The main gate of the Taj is tall and
iii) thirstily: Adjective, describing strong. (Descriptive)
iv) drinking: Verb, action 6. Answers will vary. Here are some
v) sightseeing: Verb, action suggestions.
vi) bus: Noun, naming a) He never has any trouble with his old
e) i) shrine: immortal love car. (Frequency)
marble: pure white b) He works poorly. (Manner)
symbol: immortal love c) They always get to school at 7.30 a.m.
monument: beautiful (Frequency)
wonder: marble dream d) I can’t find them anywhere. (Place)
ii) astonished, humble, enchanted e) They should be able to pass their exams
iii) humble: felt quite easily. (Manner)
quietly: took f) He sometimes wears old-fashioned
thirstily: drinking clothes. (Frequency)
iv) like a polished mirror – the river g) They often spend the whole weekend
like silent guards – the minarets fishing. (Frequency)
like a marble dream – the Taj h) They like fishing very much. (Degree)
Mahal i) We’ll let you know our decision by
f) Past Tense tomorrow. (Time)
g) It sums up the essay by saying that j) I decided to go again. (Frequency)
the visit to Agra was amazing and will
always be remembered. It links back to Writing
the introduction by reminding us that
this was a visit of historical interest. Give students copies of the Student Self-
Evaluation Checklist: Descriptive Essay on
page 9 of this Teacher’s Guide, or write it on
Grammar Structure the board and ask students to copy it. They
Go through this section in the Student’s Book should write it in a place they can refer back to
before the students complete the activities. each time they write a Descriptive Essay. Make
Thoroughly revise Adjectives and Adverbs. sure they understand the criteria listed in the
Checklist.

Module 4: Visiting A Place of Interest 41

Activity 7 (SB p. 28) Answers
Students choose one of the topics. They write
a Descriptive Essay of between 250 and 300 Evaluation
words on the topic. Student Evaluation: Students can use the self-
evaluation checklist Writing/Descriptive Essay on
page 9 of this Teacher’s Guide.
Teacher Evaluation: Teachers can use the rubric
Writing/Descriptive Essay on page 17 of this
Teacher’s Guide.

module

5 Religion

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking And Reading And Vocabulary Grammar Writing (p. 36)
Book Listening Comprehension (p. 33) Structure Write an Essay
(p. 29) (p. 30) Words (p. 34)
Consonant Read with associated with Clauses
sounds /j/ and understanding: religion Simple,
/z/ Consonants Identify time and Compound
followed by /j/ purpose and Complex
Discuss a short Sentences
text Listening
(p. 36)
Listen and
answer
questions:
‘Why traditional
African religion
is important in
Africa’

consonants. Listen to identify a speaker or

Objectives author’s mood, tone or purpose, and to identify
By the end of this module the student should main ideas and details in a text.
show understanding of the following skills: Grammar Structure: Identify, differentiate
Reading And Comprehension: Read to between and write clauses, simple, compound
identify an author’s purpose, mood and tone; and complex sentences.
read to extract and infer meaning, and to Vocabulary: Use words associated with
identify main ideas and supporting details. traditional religion to show understanding of
Listening: Listen to identify the consonant their meanings.
sounds according to the rules related to Writing: Plan and write an essay about the

42 Term 1
traditional religious festival. Activity 3 (SB p. 31)
Speaking: Consonant sounds /j/ and /z/; and As students read the article, they think about the
consonants followed by /j/. questions.

Resources Activity 4 (SB p. 32)

Student’s Book (pp. 29–36) Students write answers to these questions.
Blackboard
Answers
Dictionaries
Pictures of traditional African religious practices 2. a) Answers will vary. Suggested answer: To
explain the worship of the river goddess.
3. Answers will vary.
Speaking And Listening a) To explain the difference between
Before beginning this section of the unit, African traditional religions,
explain to students that the topic is religion. Use Christianity and Islam.
the opportunity to foster attitudes of tolerance b) Teaching/explaining
and respect for others. c) Polite and informative
4. a) i) C long after
Activity 1 (SB p. 29) ii) B by word of mouth
Students work in pairs. They read the rules b) i) C are different for different
about Consonants. Next they must listen to groups of people
you saying the words. Then they work with ii) B in a Supreme Creator
their partner to practise pronouncing the words c) Traditional African religions believe in a
correctly. Walk around the class whilst students supreme creator as well as other divine
are saying the words and make sure that all beings. They believe that ancestors act
students can pronounce the words correctly. as messengers between humans and
divine beings. Mainstream religions
Evaluation believe only in a Supreme Being. They
Teacher Evaluation: Teachers can use the rubrics do not believe in ancestors.
Listening and Speaking skills/Pronunciation and d) Both religions believe in a Supreme
Stress and Intonation on page 13 of this Being, and both believe in other
Teacher’s Guide. entities as being mediators between the
Supreme Being and Humans (priests,
ancestors etc).
Reading And Comprehension e) Students find Synonyms (words or
Read the introduction to this section with students. phrases that mean exactly or nearly the
Talk about how to identify the purpose, mood and same as another word or phrase) in the
tone of a text. You can also read out short excerpts article for these terms. Answers will
from other books, and ask students to listen and vary. Here are some suggestions.
identify their purpose, mood and tone. i) job: employment
ii) care for: look after
Activity 2 (SB p. 31) iii) redemption: salvation
iv) celebrations: festivals
Students read the text.
v) holy: religious
Students work in groups to discuss what they
vi) remove: delete
think the writer’s purpose was in writing this
f) i) There are a number of important
text as well as its tone and mood. They share
differences between traditional
their ideas and thoughts with their classmates.
African religions and mainstream
religions such as Islam and
Christianity.

Module 5: Religion 43
 ii) For example, the beliefs and Grammar Structure
principles of African religions are
found in oral traditions and not in Activity 7 (SB p. 35)
written texts like the Koran (Islam), Explain the purpose of Clauses to students and
the Torah ( Judaism) or the Bible give additional examples. Students underline the
(Christianity). The main function Main Clause and circle the Subordinate Clause
of traditional African religions is in each sentence.
to look after people in the present
rather than promising them a better Answers
life after death in another world, 7. a) 
Discuss these questions,
such as heaven. then write down the answers.
g) To make the reader think about his or b) Our savings fund is looking good,
her attitude to religion, to think about so it’s time to build.
other perspectives and either reconsider c) When they held up their drawings,
or consolidate own beliefs. I thought I would cry.
h) The tone is thoughtful, questioning d) There goes the girl,
without being judgemental. who I asked on a date.
i) The answer will depend on own e) If you would rather stay at home,
personal experience. Accept any answer I won’t be upset.
that is backed up by sound reasoning.
Activity 8 (SB p. 35)
Vocabulary Explain the difference between Simple,
Activity 5 (SB p. 33) Compound and Complex Sentence. Students
use the suitable Conjunction from the box to
Students choose the correct words from the
complete each sentence.
table to complete the sentences.
Answers
Activity 6 (SB p. 33)
8. a) Josh and Dan are brothers.
Students use each word in a sentence of their
b) I was very hungry, but I could not eat.
own to show that they understand its meaning.
c) My sister is not feeling well so she
went to the doctor.
Answers d) Which type of car does she drive: a
5. a) desert Ford or a Mercedes Benz?
b) teachings e) I have to save up money because my
c) mosque parents cannot afford to send me to
d) imam university.
e) missionaries f) My friend returned the computer after
f) European he noticed that it was not working
g) churches properly.
h) denominations
i) traditional Activity 9 (SB p. 35)
j) ethnic
Students say whether each sentence is Simple,
k) soul
Compound or Complex.
l) heaven
m) creator
n) ancestors
6. Accept any sentences that make sense.

44 Term 1
Answers elements, such as in rocks and rivers. These
9. a) Most people believe in a Supreme gods protect the people and help them to
Creator. (Simple) be prosperous. For this reason, believers in
b) The Koran is the holy book of Islam traditional African religion worship these gods
and the Bible is the holy book of and offer them sacrifices.
Christianity. (Compound)
People who practise traditional African religion
c) The Yoruba religion, which is a
also believe in the power of their ancestors. They
traditional African religion, calls the
say that their ancestors can act as emissaries
creator Olorun. (Complex)
between people and their gods. In this way, the
d) Islam came to Nigeria in the Middle
ancestors help to maintain social order. They can,
Ages. (Simple)
however, remove their support if people behave
e) Some African Christian denominations
wrongly. If there are infractions, the oracles
practise a mixture of Christianity
are asked to discern what is wrong and make
and traditional African religion.
recommendations on how to resolve it.
(Compound)
Many Africans who believe in Islam or
Christianity include parts of indigenous African
Listening religion in their daily lives. In addition, many
Activity 10 (SB p. 36) Christians and Muslims in Africa still consult
Students listen as you read them an article traditional religious healers when someone is
entitled ‘Why traditional African religion is sick, and take part in ceremonies to honour their
important in Africa’. As they listen, students try ancestors.
to identify the following:
• The purpose of the article Activity 11 (SB p. 36)
• The writer’s tone Students read these questions before listening to
• The mood of the article. the article again. Then they listen to the article
and write down the answers.
Why Traditional African Religion Is
Important In Africa Answers
At the beginning of the twentieth century, 11. a) About ten per cent
the Christian and Muslim religions were very b) No
widespread in Africa. The Arab influence had c) i) False
introduced the religion of Islam, especially in ii) True
northern Africa. The colonialists and missionaries iii) True
had introduced Christianity. Today, however,
about ten per cent of Africans still practise their Evaluation
traditional African religion full time.
Teacher Evaluation: Teachers can use the rubrics
Traditional African religion does not have holy Listening and Speaking skills/Comprehension and
books. Instead, it is a set of rules about how Responding on page 13 of this Teacher’s Guide.
people should live in society. These rules have
been passed down orally for hundreds of years.
At the centre of these rules is the belief in a Writing
supreme being who is the creator of everything.
Activity 12 (SB p. 36)
However, because people cannot communicate
directly with the supreme being, there are also
Students write a one-page Essay entitled
many other gods who live in the natural
‘A traditional religious festival that I have
attended’. Before they start, they think about
these points:

Module 5: Religion 45
• Decide what their purpose in writing the
piece will be. For example, do they want to Evaluation
describe the festival or do they want to write Student Evaluation: Students can use the Self-
a story about it? Evaluation Checklists: Writing/Descriptive or
• What tone will they use? Narrative Essay on page 9 of this Teacher’s Guide.
• What mood would they like to create? Teacher Evaluation: Teachers can use the Rubrics:
Their Essay must: Writing/Descriptive or Narrative Essays on
• Have a heading pages 16 and 17 of this Teacher’s Guide.
• Be divided into paragraphs
• Have a variety of sentence types: Simple,
Complex and Compound.
Refer students to the self-evaluation checklist
Writing/Descriptive and Narrative essays.

module

6 Food

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Reading And Vocabulary Grammar Speaking And Writing (p. 41)
Book Comprehension (p. 39) Structure Listening Write a recipe
(p. 37) Words to do (p. 40) (p. 40) for making
Read about with planting Phrases Recipe for a plantain chips
cocoa and cocoa trees tomato omelette
chocolate, Present a recipe
and answer Vowel and
questions Consonant
sounds

the types of phrases, and use them correctly in

Objectives sentences.
By the end of this module the student should Vocabulary: Identify the Part of Speech
show understanding of the following skills: of words, use them appropriately, and use
Reading And Comprehension: Read a passage dictionaries to find meaning.
to make notes that show understanding of Writing: Write a recipe.
the main ideas and supporting details, and Speaking: Pronounce words correctly; present
the theme; read to assign a heading or title, a recipe.
summarise the passage and identify key words
and passages. Resources
Listening: Listen to summarise by identifying
key words or phrases; listen to be able to follow Student’s Book (pp. 37–41)
instructions correctly; listen to identify correct Blackboard
pronunciation. Dictionaries
Grammar Structure: Recognise and identify Pictures of recipes and foods

46 Term 1
Reading And Comprehension Paragraph 3: Many people love
the sweet taste and melting feel of
Food is always a popular topic. Introduce this chocolate dissolving in their mouths.
lesson by asking students about their favourite Paragrpah 4: The chocolate manufacturer
foods. Talk about chocolate and cocoa. Show receives many types of beans.
students a picture of a cocoa tree and explain Paragprah 5; Although Nigeria imports
how chocolate is made. You can also mention most of its chocolate from overseas,
the importance for the economy of developing the country’s chocolate industry is
this crop. beginning to develop quite quickly.
b) All the remaining sentences in each
Activity 1 (SB p. 37) paragraph can be considered as
Students discuss how they think chocolate is supporting sentences.
made. They talk about their experiences of c) Paragraph 1: chocolate, food, seeds,
eating chocolate, describing the taste. cocoa, tree, beans
Paragraph 2: Spaniards, cocoa seeds,
Activity 2 (SB p. 37)
Europe, Nigeria, oil, export, producer,
Students read the text. They use their non-oil foreign exchange
dictionaries or the context method to work out Paragraph 3: taste, feel, guilty, fattening,
the meaning of difficult vocabulary. tooth decay, pimples, temptation
Paragraph 4: pods, harvested,
Activity 3 (SB p. 38) fermented, dried, manufacturer,
Students read the text again. This time, they product, processing
focus on what the key idea is in each paragraph. Paragraph 5: Imports, Industry,
They must remember to look for signal words. demand, packaged food
When they have read the text for a second time, d) The ideas in the main sentences can be
they complete the tasks. They identify the main considered as headings.
or key idea in each paragraph, identify the 4. Students use the information from Activity 3
supporting ideas for each paragraph, identify to complete this activity. Accept any
the keywords in each paragraph and give each answers that make sense.
paragraph a heading of about eight words long. a) Answers will vary.
b) Answers will vary.
Activity 4 (SB p. 38) c) Answers will vary. A possible answer
Students use their answers to Question 3 to is: ‘Chocolate, Food Of The Gods’.
write down what the text is about, using one
sentence of not more than 20 words. They
then list the five main ideas in the text, making
Vocabulary
sure that each main idea includes at least Activity 5 (SB p. 39)
one keyword and underlining the keywords. Students read the extract on cultivating cocoa
Students then give the whole text a heading. trees.
They must use no more than five words.
Activity 6 (SB p. 39)
Answers
Students draw a table with ten rows in their
3. a) Paragraph 1: Chocolate is a food made
exercise books. They list the underlined words
from the seeds of a tropical tree called
from the text in the first column. They then use
the cocoa tree.
the context of the words or their dictionaries to
Paragraph 2: The Spaniards, who colonised
complete the second and third columns.
Maya, brought cocoa seeds to Europe.

Module 6: Food 47
Answers c) Nigeria exports cocoa. (Object)
d) The football player had long, curly
Term Part Of Meaning dreadlocks. (Object)
From The Speech
Extract
Speaking And Listening
humus Noun earth made from rotting
leaves and plants Activity 8 (SB p. 40)
Students listen as you read them instructions on
site Noun an area of ground
how to make a tomato omelette. They should
organic Adjective relating to or derived think about the following as they listen:
from living matter • The different sections the instructions are
erosion Noun the process of eroding divided into
or being eroded by wind, • Whether full sentences are used in all of the
water or other natural sections
agents • The Tense that is used in the last section.
prune Verb to cut off or cut back
parts of plants or trees Recipe for a tomato omelette
for better shape or more A tomato omelette does not contain eggs.
fruitful growth However, it is called an omelette because it looks
seedling Noun a young plant, especially like an omelette.
one raised from seed Preparation time: 10 minutes
and not from a cutting Cooking time: 20 minutes
topsoil Noun the top layer of soil Serves: 4
subsoil Noun the soil lying INGREDIENTS
immediately under the 1 cup of flour
surface soil 2 tomatoes, finely chopped
manure Noun dung, or other organic or 1 onion, finely chopped
chemical material, used 1 cm of ginger, finely chopped
to fertilise soil 1 green chilli, finely chopped
compost Noun decayed organic material ¼ cup coriander of leaves, chopped
used as a fertiliser for ¼ teaspoon red chilli powder
growing plants a pinch of ground spices
2 cups water
one teaspoon of salt
Grammar Structure 2 teaspoons of sunflower oil
Activity 7 (SB p. 41) METHOD
Students look at the underlined parts in the Mix all the ingredients together, except the oil,
sentences. They then copy only the sentences until you have a batter.
that have Noun Phrases into their exercise book. Heat a large flat pan.
They say if the Noun Phrase is the Subject or Add one teaspoon of sunflower oil to the pan.
the Object of the sentence. Make sure that it covers the bottom of the pan.
Answers Pour the batter into the pan. Make sure that it is
evenly spread.
7. a) We ate a delicious meal of rice and
meat. (Object)
b) The tall, young and thin boy was a fast
runner. (Subject)

48 Term 1
 Tilt and rotate the pan every five seconds so that
Activity 11 (SB p. 41)
the batter does not stick to the bottom. Students work in pairs or small groups. They
Sprinkle the other teaspoon of sunflower oil over take turns explaining how to make a tomato
the batter. Make sure that some oil covers the omelette. They may use their notes from
edges of the batter. Question 10 if they need to.
After 30 seconds, flip the batter and cook the
other side.
Activity 12 (SB p. 41)
When both sides are light brown, the omelette is Answers
ready. 12. The pronunciation of words should be the
following:
Answers a) i) A flour
ii) B batches
8. a) Ingredients and method
iii) A until
b) No
b) i) flour
c) Present Tense
ii) brown
Activity 9 (SB p. 40) iii) whisk
iv) bowl
Students answer the questions.

Answers Evaluation
9. a) Five minutes Teacher Evaluation: Teachers can use the rubrics
b) 25 minutes Listening and Speaking skills/Identification,
c) Because it looks like an omelette when Pronunciation, Stress and Intonation,
it is cooked. Comprehension and Responding on page 13 of
this Teacher’s Guide. Teachers can also use the
Activity 10 (SB p. 40) Checklist: Notes From Listening included above to
Students listen as you read the recipe again. This mark Activity 10.
time, they jot down notes of the main stages
in the cooking process as they listen. Students
must not try to write down every word. Instead Writing
they must use keywords and Phrases.
Activity 13 (SB p. 41)
Checklist: Notes From Listening (10) The recipe describes the process for making
plantain chips. The steps are in the wrong order.
Note-Making Skills Yes Partially No
Students write the steps in the correct order.
All of the main ideas are 2 1 mark 0
relevant to the heading. marks marks Answers
Each new key idea is 13. Making plantain chips
written on a new line. Whisk together flour, brown sugar, baking
Relevant supporting powder and salt in a large bowl.
ideas are grouped under Add the water and egg.
each main idea. Whisk the mixture until it turns into a
smooth batter.
Only phrases containing
keywords are used (not Pour the peeled and diced plantains into the
sentences). batter.
Stir plantains into the batter until they are
Abbreviations and
symbols are used.
well coated.
Pour about 1 cm of oil into a cold pan.
Heat the pan to about 200 °C.

Module 6: Food 49
 Remove the plantain slices (about six at a Activity 15 (SB p. 41)
time) from the bowl with batter and place Students write their own recipe for a dish that
them in the pan. they enjoy eating.
Fry them until one side is golden brown.
Turn over the plantains and fry them until
the other side is golden brown. Evaluation
Toss the fried plantains in a sugar and Student Evaluation: Students must use the
cinnamon mixture. example recipe on page 41 of the Student Book
Place the fried plantains on a plate and and the instructions in the Student’s Book as a
serve them warm. guide when writing and checking their recipes.
Teacher Evaluation: Teachers can develop a rubric
Activity 14 (SB p. 41) for this writing activity with reference to existing
Students write a full recipe for making plantain rubrics (Note: Grammar, Spelling, Punctuation,
chips. They must use the headings Ingredients Logical order, Structure, Heading) and the
and Method. structure outlined in the Student’s Book.

module

7 Some Nigerian Achievers

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking And Vocabulary (p. Listening Reading And Grammar
Book Listening 44) (p. 44) Comprehension Structure (p. 48)
(p. 42) Words Article about (p. 46) Clauses:
Syllables connected with women Read a text Subordinate
Words stressed achievement scientists on Nigerian Adjectival, Noun
on the second Choose a title women and Adverbial
syllable and identify scientists
Syllabic the main ideas, and answer
consonants /l/ discuss in groups questions
and /n/ Writing (p. 47)
Write a
summary

main ideas and supporting details in a text,

Objectives and to summarise key points from a text; listen
By the end of this module the student should to identify the meanings of words in context so
show understanding of the following skills: as to be able to use them correctly in different
Reading And Comprehension: Read to contexts.
identify and differentiate between main ideas Grammar Structure: Recognise and identify,
and supporting details. and use Subordinate, Adjectival, Noun and
Listening: Listen to identify and differentiate Adverbial Clauses correctly.
between sounds correctly; listen to identify

50 Term 1
Vocabulary: Words connected with achievement. Activity 4 (SB p. 43)
Writing: Write a summary. Students work in pairs. They read the words to
Speaking: Pronounce words with the correct themselves as they listen to you pronouncing
stress on syllables. them. Then they work with their partners to
practise pronouncing the words correctly.
Resources
Student’s Book (pp. 42–49) Activity 5 (SB p. 43)
Blackboard Students work in groups. They take turns to
Dictionaries choose a word from the list and use it in an oral
Pictures and magazine articles about Nigerian sentence. They continue until all of the words
achievers have been used.
Visit from a Nigerian female scientist
Evaluation
Speaking And Listening Teacher Evaluation: Teachers can use the rubrics
Activity 1 (SB p. 42) Listening and Speaking skills/Identification,
Pronunciation, and Stress and Intonation on
Before beginning the activity, explain the
page 13 of this Teacher’s Guide.
meaning of the word ‘syllable’ to students.
They practise saying the words aloud. They
can clap the syllables as they say them.
Vocabulary
Activity 2 (SB p. 42) Activity 6 (SB p. 44)
Students work in small groups to say these words Students match the term in the left-hand column
aloud, separating out the Syllables. Then they put with the correct meaning in the right-hand
each word in the correct column of the table. column.

Answers Answers
2. 6.
Two Three Four Five enormous very big; huge
Syllables Syllables Syllables Syllables
cope with deal with
pencil butterfly apologise imagination
infrastructure equipment and buildings needed
piano umbrella planetarium to deliver services
slipper computer vice essential absolutely necessary
president
improvise produce or make something from
birthday whatever is available
window doggedness the quality of not ever giving up,
even when faced with problems
Activity 3 (SB p. 43) segregating dividing up into groups based on
Students work in pairs. They read the words to specific qualities such as gender
themselves as they listen to you pronouncing feminine having the qualities traditionally
them. The stress is on the second syllable in associated with women, such as
each word. Then students work with their prettiness, looking after children
partners to practise saying the words with the and lacking physical strength
correct syllable stressed.
passionate having a very strong, positive
feeling about something

Module 7: Some Nigerian Achievers 51

 account for make up a certain number or In addition, many students have no access to
percentage of a total computers.
Rabia Salihu Sa’id is a woman physicist who
Activity 7 (SB p. 44) does research at the Bayero University in Kano,
Students work in pairs. They discuss the Nigeria. Computing power is essential for her
function of each word or expression. They then research and yet the university allows her only
use each word or expression in a sentence or a four hours of electricity a day. As she said in our
paragraph to show its meaning. interview, “I can’t do research in four hours!”
The lack of computers is a major problem for
Answers many scientists in Nigeria. Take, for instance,
7. Answers will vary. Here are some possible Mojisola Oluwayemisi Adeniyi’s experiences at
answers. the University of Ibadan. Her research on climate
b) i) I am going to go out today despite change requires massive computing power, such
the heavy rain. as a room filled with computers, for her students
ii) To boil an egg, you must firstly to run climate models. Adeniyi has only one
heat water in a pan; secondly put laptop, outfitted with climate modelling software.
the egg in the water; thirdly boil Lack of funds seems to be another major problem.
the egg for three minutes, and then Many scientists even have to use personal money to
remove it. fund research. When Mojisola Usikalu was working
iii) She bought some new shoes as to get her master’s degree in physics, she used her
well as a dress. salary as a schoolteacher to pay for samples to
iv) Please sweep this room in addition be analysed. She studies how radiation can affect
to the hall. plants and animals.
v) Please go outside; furthermore,
Usikalu, however, firmly believes that with a little
shut the door behind you.
doggedness and a little help from time to time,
anything is possible. “The professor I went to said
Listening my data was very good,” Usikalu explained. “In
Activity 8 (SB p. 44) addition, he encouraged me and said, ‘You can do
more than this.’ From that point, I said to myself,
Students listen as you read the listening text to
‘OK, there are good opportunities in the sciences. If I
them. They write down their own title for the
just do good work, maybe I can get somehere.’”
article. Their title should be between five and
eight words long. They then, in one sentence of Like many other women scientists in Africa, Usikalu
no more than ten words, write down what the is extremely worried about the shortage of African
article is about. scientists, especially woman scientists. “Girls in
Nigeria tend to drop out of science as they get
older,” Adeniyi explained. “Girls start thinking math
Women Scientists Rise Up In Nigeria and physics are hard and that they are not feminine
Three top women scientists from Nigeria were subjects. But if people like us can go there and talk
among a group of African women scientists who to them, and show them what we have achieved.
attended a conference organised by the American
Despite these challenges, good science does get
association for Advancement of Science in San
done in poor countries, much of it by women such
Jose, California. They all agreed that scientists
as Sa’id. Women make up only about 14% of
in many low-income countries, such as Nigeria,
Nigerian academics, but account for about a quarter
face enormous challenges and have to cope with
of the science and technology professors.
many problems. Universities commonly lack the
funds as well as the infrastructure, such as high-
speed Internet access, to support research.

52 Term 1
Activity 9 (SB p. 45) Paragraph 2: Rabia Computing power is
Salihu Sa’id is a essential for her research
Use this lesson to encourage all students to be woman physicist and yet the university
aware of gender discrimination. who does research allows her only four hours
8. a) Here is a possible answer: Women in at the Bayero of electricity a day.
science. University in Kano,
b) Answers will vary. Nigeria.
9. a) Universities commonly lack the
Paragraph Her research on climate
funds as well as the infrastructure, 3: Mojisola change requires massive
such as high-speed Internet access, to Oluwayemisi computing power. However,
support research. In addition, many Adeniyi’s does Adeniyi has only one
students have no access to computers. research on laptop.
Furthermore, unless they use the climate change at
limited Internet access at universities, the University of
they have no access to the Internet Ibadan.
either. Lack of funds is another Paragraph 4: Lack Many even have to use
problem. of funds seems to personal money to fund
b) Using their salaries to pay for samples be another major their research.
to be analysed; working on ther own problem for many
laptops. scientists in Nigeria
c) Girls start thinking that maths and
Paragraph 5: . “The professor I went
physics are hard, and that they are not Usikalu, however, to said my data was
feminine subjects. Girls and boys tend firmly believes very good,” Usikalu
to be segregated as they enter high that with a little explained. “In addition, he
school. doggedness and a encouraged me and said,
little help from time ‘You can do more than this.’
Activity 10 and 11 (SB p. 45) to time, anything is
Students listen as you read the text for a third possible.
time. Then they identify the main ideas as Paragraph 6; Like . “Girls start thinking math
well as important supporting points in each many other women and physics are hard and
paragraph. They list them in a table. Students scientists in Africa, that they are not feminine
will use these main ideas and supporting points Usikalu is extremely subjects. But if people like
later in this module to write a summary. worried about the us can go there and talk to
Students work in groups. They must be shortage of African them, and show them what
prepared to report back to the class, according to scientists, especially we have achieved, telling
their input from Activity 10. woman scientists them they can do well in
those subjects, they will
surely be encouraged,”
Main Idea Supporting Ideas
Paragraph 7; Women make up only
Paragraph 1: Universities commonly Despite such about 14% of Nigerian
Scientists in the lack the necessary funds as challenges, good academics, but account
developing world well as the infrastructure, science does get for about a quarter of the
face enormous such as high-speed done in low-income science and technology
challenges Internet access, to support countries, much of it professors.
research. In addition, many by women.
students have no access to
computers.

Module 7: Some Nigerian Achievers 53

Answers • They should not include any examples.
11. a) To point out the difficulties and • They should write in the Past Tense.
challenges of working in science • They should stick to the word limit.
b) Optimistic
c) Upbeat, friendly
Activity 17 (SB p. 47)
d) Answers will vary. Students work in pairs. They discuss their draft
summary with their partner. They must ask
themselves these questions:
Reading And Comprehension • Have they left out anything important?
Activity 12 (SB p. 46) • Have they included unnecessary details?
Students read the text.
Activity 18 (SB p. 47)
Activity 13 (SB p. 47) Students write a final draft of their summary.
Students identify the main ideas and supporting They include any information that they left out
points in each paragraph. in the first draft and remove any unnecessary
details. Tell students to use the checklist to
Activity 14 (SB p. 47) check their work before submitting it.
Students look at their table of main and
supporting ideas from Question 10. They state if
Answers
the main ideas and supporting points they listed Model summary (190 words) Key words in bold.
in that table are the same as the ones they have Three top Nigerian women scientists
just identified when reading the text. If they are who attended a California conference for the
not the same, they decide which main ideas and advancement of science identified the following
supporting points are the correct ones for this common frustrations: a lack of funding to
text and list them. support research, a lack of IT infrastructure,
such as high-speed internet, at universities, and
students’ lack of access to computers. Physicist
Writing Rabia Salihu Sa’id of Bayero University,
Activity 15 (SB p. 47) Kano, stated she has limited time in which to
Students read the text from the Reading section do computer-based research due to electricity
(Question 12) again quickly. They check that the shortages. Mojisola Oluwayemisi Adeniyi,
main ideas and supporting points they identified University of Ibadan, stated that she uses a laptop
for each paragraph are correct. with too-little processing power to do climate
Students then identify any one keyword in change research. While Mojisola Usikalu stated
each paragraph to write down. that she had to use her salary in order to analyse
samples for her Masters’ thesis. Usikalu noted,
Activity 16 (SB p. 47) though, that with perseverance and good work
Students write a first draft summary of the these obstacles can be overcome.
article in their own words. They give their All three scientists also spoke about the
summary a heading. They must use no more shortage of African, particularly women, scientists.
than 200 words in their summary. Students They all have tried to encourage girls to continue
should follow these guidelines: with their study of mathematics and science.
• They should use only the main ideas and And, as noted by the article, despite the limited
supporting information. number of women scientists in Nigeria (14% of
• They should include the keywords that they all scientists), women occupy 25% of scientific
identified. leadership positions in universities and thus are
• They should not include any of their own making a significant contribution to the sciences.
opinions, ideas or interpretations.

54 Term 1
 20. a) The bread, which you bought last week,
Evaluation has gone mouldy.
Student Evaluation: Students can use the self- b) The film, which you recommended,
evaluation checklist Writing/summary on page 11 scared me terribly.
of this Teacher’s Guide. c) The rat that scared the children was in
Teacher Evaluation: Teachers can use the rubric the kitchen.
Writing/Summary on page 21 of this Teacher’s d) My brother, who said he had hurt his
Guide. foot, ran after the bus.
e) Maisie, who has short hair and brown
eyes, plays the piano.
Grammar Structure 21. a) I like what I see.
b) She knows that the exams are close.
Activity 19 (SB p. 48)
c) He saw what I was doing.
Students copy the sentences. They underline d) We are what we eat.
the Relative Clauses and circle the Relative e) My only regret in life is that I did not
Pronouns. study harder when I was at school.
22. a) I arrived at the station after you left.
Activity 20 (SB p. 49)
(tells when the person arrived)
Students copy the sentences. They underline the b) I saw where he lives. (tells what the
Adjectival Clauses. person saw)
c) She’ll eat pizza if it has no cheese.
Activity 21 (SB p. 49) (tells about the condition on which the
Students copy these sentences. They underline person will eat)
the Noun Clauses. d) He’ll run the race although his toe
is sore. (tells about the condition on
Activity 22 (SB p. 49) which the person will run)
Students copy these sentences. They circle
the Verbs and underline the Adverbial Clauses.
They ask themselves what information each
Adverbial Clause adds to the Verb’s meaning.

Answers
19. a) Fried chicken, which most people love,
is not a healthy food.
b) Students who work hard will pass
exams.
c) I have a friend who can run very fast.
d) The cat that jumps over my wall sits in
the sun all day.
e) The place where I live is close to
school.
f) There’s the teacher whom I admire.

Module 7: Some Nigerian Achievers 55

 module

8 Reading For Success

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking And Reading And Vocabulary Grammar Writing (p. 55)
Book Listening Comprehension (p. 52) Structure Write an
(p. 50) (p. 50) Words (p. 53) Informal Letter
Sentence stress How to skim associated with Nominalisation
and scan; how reading and of Adjectives and
to answer understanding Verbs
comprehension Writing
questions (p. 54)
Revise Informal
Letters

Objectives Speaking And Listening

By the end of this module the student should Activity 1 (SB p. 50)
show understanding of the following skills: Students work in pairs. They take turns to say
Reading And Comprehension: Skim and scan the sentence aloud five times. Each time, they
texts to identify main ideas and supporting must put the stress on a different word.
details, and other key information; read to Together, they agree on how the meaning
answer questions at different levels: factual and of the sentence changes each time they put the
requiring inference. stress on a different word.
Listening: Listen to identify correct word stress
in sentences. Evaluation
Grammar Structure: Know the forms of speech Teacher Evaluation: Teachers can use the rubrics
and process by which these forms are nominalised, Listening and Speaking skills/Pronunciation and
and nominalise adjectives and verbs. Stress and Intonation on page 13 of this
Vocabulary: Identify the function and meaning Teacher’s Guide.
of words, and use correctly, using dictionaries as
needed.
Writing: Write an Informal Letter. Reading And Comprehension
Speaking: Speak with the correct stress on Activity 2 (SB p. 51)
words in sentences in order to express meaning. Students must remember that when they skim a
text, they should follow these steps:
Resources • Read the title.
Student’s Book (pp. 50–55) • Read the introduction or the first paragraph.
Blackboard • Read the first sentence of each paragraph.
Dictionaries • Read any headings and sub-headings.
Visit to school library • Take note of any pictures, charts or graphs
and read the captions.
• Take note of text that is in italics or bold.
• Read the conclusion.

56 Term 1
Activity 3 (SB p. 51) Activity 7 (SB p. 54)
Students read the text. Students copy the table into their exercise books.
Activity 4 (SB p. 52) Answers
Students answer the questions. 7. a)
Answers Adjective Noun
2. a) There are five sub-headings. careless carelessness
b) Factual questions, Inference questions,
Questions on grammar and sentence difficult difficulty
structure, Questions on vocabulary, different difference
Questions on purpose, mood and tone.
applicable application
4. a) i) False
ii) True intense intensity
iii) False
b) Students must add five more examples
iv) True
of their own. Answers will vary.
b) D
c) Students must make sentences with
Vocabulary their Nouns (nominalised Adjectives).
Answers will vary.
Activity 5 (SB p. 52)
Students use the words in the table to complete Writing
the sentences.
Activity 8 (SB p. 56)
Answers Students write a first draft of a letter to a close
5. a) clever b) underline relative telling them what they have been doing.
c) notes d) implicit They include a paragraph that describes what
e) remember f) find they are studying at school. They say what they
g) opinion h) context are enjoying and what they are finding difficult.
Grammar Structure They make sure that their letter has all the
elements discussed in the annotated letter in the
Activity 6 (SB p. 53) Student’s Book. It should be between 250 and
Students copy the table into their exercise books. 300 words long. They can either edit their draft
or ask a friend to edit it for them. They must
Answers write their final draft and hand it in to you.
6. a)
Verb Noun Evaluation
discover discovering/discovery Student Evaluation: Students can use the self-
create creating/creation evaluation Checklist Writing/Formal and Informal
letters on page 11 of this Teacher’s Guide.
fail failing/failure
Teacher Evaluation: Teachers can use the rubric
refuse refusing/refusal Writing/Formal and Informal letters on page 22
add adding/addition of this Teacher’s Guide.

b) Students must add five more examples

of their own. Answers will vary.
c) Students must make sentences with
their Nouns (nominalised Verbs).
Answers will vary.

Module 8: Reading For Success 57

 module

9 Teenage Sexuality

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Reading And Writing (p. 59) Vocabulary Speaking And Writing (p. 61)
Book Comprehension Write a (p. 58) Listening Write a speech
(p. 56) summary of Words (p. 59, 62)
Read about text on teenage associated with STDs, HIV and
teenage sexuality sexuality Aids
sexuality Present a speech
and answer Grammar
questions Structure
(p. 60)
Irregular Verbs

Objectives Reading And Comprehension

By the end of this module the student should Commence this lesson by reading through the
show understanding of the following skills: box on signal words and give examples. Remind
Reading And Comprehension: Read to students how to skim and scan a text.
identify signal words that show the importance
of information in a text; read to answer Activity 1 (SB p. 56)
questions at different levels: factual and Students read the comprehension text and use
requiring inference. the five steps for answering comprehension
Listening: Listen to identify main ideas and questions as guidelines to help them.
supporting details, and key words and phrases
that signal topic sentences; listen to summarise a Activity 2 (SB p. 58)
text correctly. Students write answers to the comprehension
Grammar Structure: Explain, identify and questions.
form irregular verbs. 1. Read the comprehension text. Use the
Vocabulary: Define and use words associated five steps for answering comprehension
with sexuality correctly. questions as guidelines to help you.
Writing: Write a summary of a text. Step 1: Read the questions that follow the text.
Speaking: Speak to persuade or convince when Step 2: Skim the text to find the main
presenting a speech. theme, and to identify five keywords.
Step 3: Scan the text to find the main idea/
Resources topic sentence and supporting sentences in
Student’s Book (pp. 56–62) each paragraph.
Blackboard Step 4: Read the text carefully and slowly.
Dictionaries Write down the signal words in each
Pictures of teenagers and articles on STDs paragraph. Work out what information they
give us about the content (actions, ideas,
events and so on) and write this down. You
can use a table like the one below to do this.

58 Term 1
Step 5: Answer the questions. Writing
Paragraph Signal Words Information The Remind students how to write a summary before
Signal Words Give asking them to complete the activities.

1 Activity 3 (SB p. 58)

Students list the topic sentences, supporting ideas
2
and keywords that they identified in Activity 1.

Answers Activity 4 (SB p. 58)

2. a) They develop hormones that enable Students use the topic sentences, supporting
them to be sexually reproductive. This ideas and keywords that they identified in
has an impact on their attitudes, beliefs Activity 1 to write a summary of the article.
and behaviour.
b) Many people think that teenagers have Answers
become much more sexually active than 3. Students’ answers will vary, but should
they were before. Some think this has match the key content included in the model
led to an increase of moral decadence in summary below.
Nigerian society, while others see it as a 4. Model summary
threat to the achievement of educational
and social goals.
c) Sexual abuse, teenage (unwanted) Puberty is the time when hormones cause big
pregnancy, teenage abortion and physical, sexual, psychological and emotional
abortion complications, abandoned changes. In puberty, teenagers are at risk of
babies and sexually transmitted diseases premature sexual activity which can lead to
(STDs), especially HIV and Aids. disease, pregnancy and emotional stress.
d) Students should agree with the Teenagers are also at risk of being sexually
statement and try to justify why. abused by older teenagers and adults. Many
e) The author reaches the conclusion Nigerian teenagers report that they have been
that only about 34.6% of teenage forced to have sex. Social and other media
girls’ first sexual encounters were by also pose a threat as teenagers can be exposed
mutual consent, implying that 65.4% of to sexual content that negatively affects their
teenage girls were forced into their first attitudes, beliefs and behaviours. Effective
sexual encounter. sex education can influence teenagers to adopt
f) No, the author is not against the mass healthy attitudes and behaviours.
media. Students must try to justify their
answer. Answers should be based on
the author’s assertion that the media has
Vocabulary
both positive and negative effects. Activity 5 (SB p. 58)
g) The author is against teenagers being Students work in pairs or small groups. They
sexually active. One possible quote from match each term to its correct definition. They
the text that supports this is ‘Some of the can use a dictionary to help them.
problems include sexual abuse, teenage
(unwanted) pregnancy, teenage abortion Activity 6 (SB p. 59)
and abortion complications, abandoned Students work on their own. They use the words
babies and sexually transmitted diseases to complete the paragraph. They then underline
(STDs), especially HIV and Aids. the topic sentence.

Module 9: Teenage Sexuality 59

Answers STDs are an extremely serious health
5. problem. Firstly, they are highly infectious
transmit pass on; spread and can spread quickly from person to person.
Secondly, if not treated, they can cause
condoms a thin rubber sheath worn on
a man’s penis during sexual permanent damage, such as infertility. Thirdly, in
intercourse as protection against the case of HIV/Aids, they can even lead to death.
infection or to prevent the The human immunodeficiency virus (HIV) is
woman from getting pregnant one of the most serious, deadly diseases in
monogamous having a sexual relationship with human history. HIV is so dangerous because it
only one partner destroys CD4-helper lymphocytes (pronounced:
lim-fo-sites). These lymphocytes are part of the
symptoms a physical sign of a disease body’s immune system, the defence system
6. a) and b) A number of explanations have that fights infections. When HIV destroys these
been given for the high transmission rate lymphocytes, the immune system becomes weak
of STDs in Nigeria. A common explanation and people can get serious infections that they
is that many teenagers do not believe would not normally get. This is when HIV causes
in monogamous relationships. Instead, Acquired Immunodeficiency Syndrome, better
they want to experiment by having sex known as Aids.
with multiple partners. Another reason It is essential to understand that HIV
put forward is that teenagers, especially symptoms can take a long time to show
boys, do not believe in using condoms or become acute. This is dangerous because
during sex. They say that real men have it means that a person can have the virus for a
unprotected sex. It is therefore obvious that long time without knowing it. That person can
teenagers need to be educated about the then spread the virus to others through high-risk
dangers and symptoms of STDs. behaviours, such as unprotected sex. It is also
dangerous because by the time the symptoms
Speaking And Listening show or are acute, the person will probably get
Aids soon afterwards, which can result in an early
Activity 7 (SB p. 59) death.
Students work in groups. They discuss the Consequently, it is vital for people, especially
meaning of the words and expression. They try to sexually active teenagers, to get tested for
identify what type of information each one gives. HIV rather than waiting for the symptoms
to show. They should do this at least once a
Activity 8 (SB p. 59) year. If they test positive, there are drugs called
Students listen as you read them an article about antiretroviral drugs that can help them. These
sexually transmitted diseases. They identify six drugs boost the immune system, and can help
words or expressions that signal topic sentences people with HIV to resist infections, stay healthy
in the text. They then write down the six topic and live longer lives.
sentences that these words or expressions signal. Currently there is no cure for HIV or Aids.
So, to prevent HIV infection, people can practise
STDs, HIV and Aids abstinence (having no sex). Another way to avoid
HIV infection is to have a faithful, monogamous
Sexually transmitted diseases (STDs) such as
relationship in which both people know they are
syphilis, gonorrhoea and HIV/Aids spread in
HIV-negative. If you are not sure if your partner is
a number of ways. The main way they spread
infected, always use latex condoms for all types
is through sexual intercourse. Some STDs, like
of sexual intercourse.
herpes or genital warts, spread through skin-to-
skin contact with an infected area or sore.

60 Term 1
Activity 9 (SB p. 59) 11. Examples include: are – were, been;
Students rewrite the six topic sentences in their become – became, become; think – thought,
own words as a summary of the text that you thought; has – had, had; see – saw, seen
read to them.
8. a) and b) see bolded text in listening text. Writing
9. Model summary Activity 12 (SB p. 61)
Sexually transmitted diseases, such as HIV,
Students work in pairs. They read and discuss
spread in many different ways. They are a very
the text on speech structure and speech-writing
serious health issue. HIV is one of the most
tips.
significant causes of death humans have ever
faced. It is important for people to realise
Activity 13 (SB p. 62)
that HIV can exist in the human body without Students work on their own. They choose one
showing symptoms for a long period of time. of the topics. If they agree with the topic, they
For this reason, people, especially young people write an informative speech to inform their
should be tested for HIV as a way of protecting audience about why they agree with it. If they
themselves and others. HIV and Aids are deadly: disagree with the topic, they write a persuasive
they have no cure. speech to try to convince their audience also to
disagree with it.
When they have written their speech, they
Grammar Structure edit it or ask a partner to edit it for them. Then
they must write a final version of their speech.
Activity 10 (SB p. 60) At home, they practise saying their speech a few
Students complete each sentence by writing the times.
correct past form of the Verb in brackets.

Activity 11 (SB p. 60)

Speaking And Listening
Students find three Irregular Verbs in the first Activity 14 (SB p. 62)
two paragraphs in the text on teenage sexuality. Students work in pairs. They read and discuss
They must give the Past Simple and Past the information about presenting a speech.
Participle forms of these three irregular verbs.
Activity 15 (SB p. 62)
Answers Students practise their speech a few times, and
10. a) The man told us the truth. then present it to their class.
b) When she came home from work
yesterday, she felt very tired.
Evaluation
c) Who stole my car?
d) You have broken the glass. Teacher Evaluation: Teachers can use the rubrics
e My dad bet on the white horse. Listening and Speaking skills/Speech on page 15
f) She built her own house. of this Teacher’s Guide.
g) A week ago, we were at a soccer
match.
h) He brought his coat because he
thought it would be cold.
i) He understood the work during class,
but now he is confused.
j) I chose eggs for dinner.

Module 9: Teenage Sexuality 61

 module

10 Corruption

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Reading And Vocabulary Writing Grammar Speaking And
Book Comprehension (p. 65) (p. 66) Structure Listening
(p. 63) Words Write an (p. 67) (p. 69)
Skim and associated with Argumentative Literal and Present a poem
scan a text on corruption Essay Figurative
corruption, Language,
and answer Figures Of
questions Speech
Speaking And
Listening
(p. 68)
Listen to the
poem ‘Not
my business’
and answer
questions

Objectives Resources
By the end of this module the student should Student’s Book (pp. 63–69)
show understanding of the following skills: Blackboard
Reading And Comprehension: Apply reading Dictionaries
techniques to given passages in order to identify
main ideas and supporting details, and other Reading And Comprehension
key information; read to identify the meanings
of words in context; read to answer questions: The subject of corrpution is very topical.
factual and inferred. Use this unit as an opportunity to impress on
Listening: Listen to identify author’s mood and students the importance of ethics and morality.
tone, and rhythm in a poem; listen to identify
the meanings of words and phrases (figurative), Activity 1 (SB p. 63)
and to answer comprehension questions. Students must apply comprehension skills. They
Grammar Structure: Identify and distinguish read the questions below the text before reading
between Literal and Figurative Language. the text. This is so that they are prepared and
Vocabulary: Identify synonyms associated with can look for for answers.
corruption.
Writing: Write an Argumentative Essay using Activity 2 (SB p. 63)
persuasive and convincing language. Students skim the text. In their own words, they
Speaking: Use the correct pronunciation and write down what they think it is about.
stress (word and sentence) to present a poem
with correct voice modulation and expression.

62 Term 1
Activity 3 (SB p. 63) Paragraph 3: In order to overcome
Students scan the text and state what the main corruption in Nigeria, according to the
idea in each paragraph is. They must remember youth surveyed, it is absolutely vital
to look for signal words that indicate main that every single person in Nigeria acts
ideas. honestly at all times.
Students then list two points in each b) See examples. Any two sentences
paragraph that support the main idea. They must for each paragraph. (signal words are
remember to look for signal words that indicate underlined)
supporting ideas. Paragraph 1: This is because corruption
Students then write down what they think are stops government money from being
two keywords in each paragraph. spent the way that it should be, for
example, to build schools, clinics
Activity 4 (SB p. 63) and roads. In addition, government
money that should be used to support
Students read the text again slowly. They list
agriculture and create jobs gets lost
any new vocabulary or expressions. Students
through corruption. The result is that
use the context of these words or their
there is not enough food in the country
dictionaries to work out their meaning.
and poor people become even poorer.
Paragraph 2: These powerful people
Activity 5 (SB p. 64)
then use their access to the country’s
Students work in pairs. They discuss the text resources to enrich themselves and
and questions. those closest to them. The young
people surveyed also thought that a
Activity 6 (SB p. 64) lack of courage among leaders was
Students say whether the statements are true or another cause of corruption. They said
false. they believed that honest leaders were
sometimes too afraid to speak out
Activity 7 (SB p. 65) against corruption because they could
Students choose the best answer for each lose their position in government or
question. their families could be threatened with
harm if they did not keep quiet.
Answers Paragprah 3: They said that we cannot
2. Answers will vary, but students should complain about corrupt leaders
agree that the text is about a survey when ordinary people also practise
conducted on the youth regarding corruption, even though it is petty
corruption. corruption. They gave examples such
3. a) Paragraph 1: In a recent youth survey as a motorist bribing a police officer to
about what they thought the biggest be let off a fine or a shopkeeper putting
problem in Nigeria was, the vast up prices so he can make bigger profits.
majority of young Nigerians said that They also say that the government
corruption was topmost. must put checks and balances in place
Paragraph 2: In the same survey, most that ensure government money is
of the youth said they thought the main always spent to the benefit of the whole
reason for corruption was that people country. They admit that anti-corruption
in power could not resist the temptation agencies such as Nigeria’s Economic
that leadership positions gave them to and Financial Crimes Commission
amass great wealth. (EFCC) are doing quite a good job
at fighting corruption. However,
according to the youth, this is not

Module 10: Corruption 63

enough because these agencies are still Activity 9 (SB p. 66)
government bodies. For these agencies Students write an Argumentative Essay of
to be completely effective, they must between 200 and 300 words on one of the topics
be independent of the government. below.
Only then will they have the power to They must remember to plan their
prosecute anyone in power, no matter composition first, and then to write and edit a
how high up, if they are involved in first draft before they write the final draft. They
corrupt practices. can use the additional information provided to
c) Answers will vary. Here are some assist them.
suggestions. • Patriotism helps to develop a strong nation.
Paragraph 1: corruption, government • Corruption is the Nigerian government’s
money biggest problem.
Paragraph 2: lack of courage, afraid
Paragraph 3: effective, independent
6. a) False Evaluation
b) True Student Evaluation: Students can use the self-
c) True evaluation checklist Writing/Argumentative Essay
d) True on page 10 of this Teacher’s Guide.
7. a) C Teacher Evaluation: Teachers can use the rubric
b) B Writing/Argumentative Essay on page 18 of this
c) C Teacher’s Guide.
d) C
e) B
Grammar Structure
Vocabulary Remind students of the various forms of Figures
Activity 8 (SB p. 65) Of Speech and give some verbal examples.
Students then complete the activities.
Students choose the word or expression from
each list that is closest in meaning to the word
Activity 10 (SB p. 67)
or expression from the reading text.
Students identify the Figure or Figures Of
Answers Speech in each sentence.
8. a) C
Answers
b) A
c) B 10. a) He has many mouths to feed.
d) B (Synecdoche)
e) A b) His argument was as clear as mud.
f) A (Oxymoron)
g) A c) It has been raining for days. Wonderful
h) C weather we’re having! (Irony)
i) B d) That baby is the apple of his eye.
j) B (Metaphor)
e) That dog looks almost exactly like
mine. (Simile)
Writing f) She looked at the test with a stare as
Read through the box on how to write an blank as her notebook. (Simile)
Argumentative Essay with students. g) That is a pretty ugly outfit you’re
wearing. (Irony/Oxymoron)

64 Term 1
 h) The sun glared down from the sky. to indicate the narrator is at the same
(Personification) time terrified and brutally aware of
i) The typical teenage boy’s room is a what is going on.
disaster area. (Metaphor) f) The narrator is taken away. He feels
j) The world treated him badly. dread, he has to confront his worst fear
(Personification) (that he has been avoiding until now).
k) This dress is perfect because it fits like g) To make readers aware that terrible
a glove. (Simile) things have happened in history, and
l) Time sometimes creeps up on you. will continue to happen. We need to
(Personification) be aware of this and acknowledge/
confront the events/issues in our lives.
Speaking And Listening In this way we might be able to prevent
certain things from happening, and try
Activity 11 (SB p. 68) and help each other. Turning a blind
Students listen as you read the poem to them. eye is no solution.
Students follow in their book as they listen. Ask
them to listen for the rhythm, mood and tone. Activity 14 (SB p. 69)
Students present the poem ‘Not my business’ to
Activity 12 (SB p. 69) the class. They use the information provided to
Students find examples of Figures Of Speech help them prepare their poem.
in the poem. They then copy and complete the
table. Answers
14.
Quote From The Poem Figure Of Speech
You can use the information in the Student’s
Beat him soft like clay Simile Book as a basis for creating a rubric with which
the belly of a waiting Personification to assess student’s poem presentations. The focus
jeep should be on clarity (audibility), pronunciation,
pitch and pace, and the correct stress and
my hungry hand Personification
intonation in order to communicate the mood and
my bewildered lawn
tone of the poem.
waiting in its usual silence Metaphor (could also
be Personifcation)
Evaluation
Activity 13 (SB p. 69) Teacher Evaluation: Teachers can use the rubrics
Listening and Speaking skills/Pronunciation,
Students read the poem carefully again and then
Stress and Intonation, Comprehension and
answer the comprehension questions.
Responding on page 13 of this Teacher’s Guide.
Answers
13. a) They are abducted or they disappear.
b) Indifferent or uncaring
c) The police or the military
d) Any four examples: beat, stuffed,
booted, dragged, absence, sack
e) To suggest violence and that the people
are taken away against their will. The
mood changes from seeming distance/
lack of engagement/turning a blind eye

Module 10: Corruption 65

 module

11 Journalism

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking And Speaking And Vocabulary Reading And Grammar
Book Listening (p. 70) Listening (p. 71) (p. 72) Comprehension Structure
Listen to and Practise and Words (p. 73) (p. 76)
discuss a present a associated with Read a letter Definite and
conversation dialogue journalism to the editor Indefinite
and answer Articles
questions
Writing
(p. 75)
Write a
newspaper
report

Objectives Speaking And Listening

By the end of this module the student should Activity 1 (SB p. 70)
show understanding of the following skills: Students listen to you read a conversation three
Reading And Comprehension: Read to times. After each reading, students complete the
identify the author’s mood, purpose and tone; activities specified.
read to identify the meanings of words and
phrases in context; read to answer questions at
different levels: factual and requiring inference. Conversation
Listening: Listen to identify an author or (Note: Ideally, this conversation should be
speaker’s purpose, mood, tone or style; and to recorded and then played in class. If this is not
identify key words or phrases that signal main possible, get students to read the parts.)
ideas and supporting details. Hannah: (happily) Hello, Olawale. How are you
Grammar Structure: Identify and use Definite this morning?
and Indefinite Articles correctly. Olawale: (a bit irritated) Hello, Hannah. I am fine,
Vocabulary: Words associated with journalism. but a bit angry. How are you?
Writing: Write a suitable newspaper report that
Hannah: I am very well, thanks. (concerned) Why
shows understanding of the principles related to
are you angry?
report/article writing.
Speaking: show understanding of the principles Olawale: (angrily) Have you not seen the front
related to report/article writing. page of this morning’s newspaper yet?
Hannah: No, I have not.
Resources Olawale: (angrily) Well, if you had, you would
also be angry!
Student’s Book (pp. 70–77)
Hannah: (curiously) Why? What is on the front
Blackboard
page?
Dictionaries

66 Term 1
Olawale: (angrily) The most important things that
Activity 2 (SB p. 70)
have happened in the last 24 hours. Students work in a group. They discuss their
answers and see if they all have the same
Hannah: (curiously) Well, what are these things
answers. If they don’t, they try to agree on what
and why have they made you angry?
the correct answers are.
Olawale: (angrily) Because they are the same
horrible things that keep on happening Activity 3 (SB p. 71)
in our country. Once again there are
Students work as a class. They revise what they
reports about people being killed and
know about the features of speech. The dialogue
injured in vehicle accidents. There is
introduces students to many of the terms used in
also a story about a burglary where
newspaper printing. Go through the terms and
the robbers assaulted the mother and
explain each one to students.
father in front of their children.
Hannah: (concerned) That is so terrible. (angry) Activity 4 (SB p. 71)
I think it is vital that journalists stop
Students listen as you read the conversation.
writing about these types of incidents.
They focus on how you use the features of
They are so depressing.
speech while reading. They must listen for tone,
Olawale: (shocked) What? pitch and stress, noting how it influences their
Hannah: (strongly) Yes, you heard correctly. It’s understanding of the dialogue.
a fact that they only write about these Students then decide if the style of speech is
horrible things because people will not formal or informal and explain their answer.
buy their newspapers if they have good
news stories. Then the newspapers will Activity 5 (SB p. 71)
not make a profit. Students identify the mood, tone and purpose
Olawale: (angrily) Nonsense! It’s crucial for of the conversation. They must give an example
journalists to write stories about from the conversation to back up each answer.
these terrible things. That’s what
newspapers are for. Newspapers must Activity 6 (SB p. 71)
inform people about everything that is Allow time for students to practise saying
happening in the country. the dialogue in pairs. They must practise the
Hannah: (firmly) I do not agree. Newspapers conversation taking the following into account:
must tell people about the good things • Take note of the punctuation; use it to decide
that are happening in the country. where to pause.
Olawale: (calmer) Yes, I agree, but they must • Add in any suitable gestures or other body
also inform people about the negative language.
things as well. • Pay attention to your pronunciation.
Hannah: (factually) Well, I do not think so.
Anyway, let’s not argue about it now.
Activity 7 (SB p. 71)
We will be late for class. Students work in pairs. Ask a few pairs to
present their conversation to the rest of the
Olawale: Okay. Did you do your English
class. The rest of the class can comment on how
homework?
they use the features of speech.
Hannah: Yes, what about you?
Olawale: Well, I tried, but it was too hard. So I
watched TV instead.
Hannah: What did you watch?
Olawale: A very exciting football match.

Module 11: Journalism 67

Answers 4. Most students will agree that the
1. a) Answers will vary. Here are suggested conversation is informal. There are lots of
headings: ‘Have you seen the headlines?’, exclamation marks which indicate a heated
‘Bad news is good news’, ‘The need for discussion between people who are peers
balanced news’, ‘Should newspapers inform and who know each other well. Informal
entertain?’ language such as “okay” is used, and
b) i) At first the mood and tone is one of sentences are not always complete
disagreement/conflict. It ends on a (Because ….)
gentler, more tolerant note. 5. The mood and tone is lively and emotional,
ii) It raises the much-debated issue with expressions such as ‘What!’ and
about the content of news: News ‘Nonsense!’
tends to have dramatic or violent
overtones. Is it necessary to Evaluation
balance bad news with good news, Teacher Evaluation: Teachers can use the rubrics
or should the newspaper just report Listening and Speaking skills/Identification,
what happens and not take the Pronunciation, Stress and Intonation,
balance into account? Is it good to Comprehension, Responding and Presenting a
expose so much violence - does speech on page 15 of this Teacher’s Guide.
it not “normalise” violence and
perhaps motivate people to act
violently? Vocabulary
iii) Accept any answers that make
sense, for example: Identifying the Activity 8 (SB p. 72)
mood and tone of the conversation Students work in pairs. They read the labels
helped me to focus on the gist of around the newspaper and discuss what they
the argument, it made me interested mean. Explain the terms to students if necessary
in finding out what the conflict was before asking them to complete the activity.
all about.
c) i) Have you not seen the front page of Activity 9 (SB p. 73)
this morning’s newspaper yet? Students match the terms in the left-hand
ii) Newspapers, negative, inform, column with the correct explanations in the
news stories, positive right-hand column.
iii) Newspapers must inform us of
what is happening. Newspapers Answers
often seem to report only the bad 9.
things. Newspapers need to report
caption short pieces of text placed
good things as well. Newspapers
below or next to pictures to
write what people want to read. describe them, and to identify the
Newspapers need to make a profit. photographers and/or owners
iv) Students can identify any relevant
supporting ideas from the copy the content of a news article
conversation, excluding the ideas gutter a vertical margin of white space
given in the next question, which where two pages meet
do not support any main idea.
headline or a word or short phrase in large
v) Hannah and Olwale will be late head type at the top of an article
for class. Olwale did not do his designed either to summarise
homework. He rather watched an the news or to grab the reader’s
exciting football match on TV. attention

68 Term 1
 jump line a line of type at the bottom of an Answers
incomplete article that directs the 10. Students should agree that the person who
reader to another page where the wrote the letter is about how non-African
story is continued people complain about how corrupt Africa
justification where each line in a column of text is.
aligns to the same left and right 11. a) Formal
margins b) Mainly Literal
c) To show how annoyed the writer is
kicker the first sentence or first few
about people complaining.
words of a story’s introduction, set
in a larger font size than the body d) Non-African people who wish to
text stay and live in Africa must stop
complaining about how corrupt it is.
orphan a single first line of a paragraph e) The country has been freed from
left incomplete at the bottom of a oppression. Europeans are not needed.
column of text, with the rest of the
Foreigners have no right to interfere.
paragraph appearing at the top of
the next column of text
12. a) B
b) A
pull-out a quote or excerpt from a story, c) C
quote or pull highlighted in a different typeface d) B
quote next to the main text or in gaps
within a column
Reading Evaluation
byline the name of the reporter who
wrote the news story; usually Select a few students who have not yet had their
placed at the beginning of an reading skills assessed. Ask them to prepare two
article, but can be at the end or three paragraphs from the Comprehension
text for reading aloud. Give them the criteria
dateline the name of the city from which
from the Checklist for reading aloud on page 9
a news story originates; this is
usually placed at the start of the of this Teacher’s Guide. Explain that you will be
article, right after the byline using these criteria to evaluate their reading
aloud skills. Call them up individually and ask
them to read to you. You can use the Rubric for
Reading And Comprehension Reading aloud on page 12 of this Teacher’s Guide
Before commencing this section, talk to to evaluate their reading. Record the mark in
students about letters to the editor. Show them your Record Book.
examples so that they gain an understanding of
the format.
Writing
Activity 10 (SB p. 74) Activity 14 (SB p. 75)
Students skim the letter to an editor and explain Students study the newspaper report. Explain
briefly what it is about. the layout to them and make sure they can
identify the five different sections mentioned in
Activity 11 (SB p. 74) the table.
Students must scan the letter, and then answer
the questions that follow. Activity 15 (SB p. 76)
Students write a newspaper story. They can
Activity 12 (SB p. 74) chose one of the topics provided or make up
Students read the letter again, and then answer their own. Their story must have the following
the questions that follow. features:

Module 11: Journalism 69

• A headline Answers
• A byline and the journalist’s e-mail or 16. a) I bought a pair of school shoes.
website address b) I think the man over there looks
• An introduction friendly.
• A body made up of three or four paragraphs c) I do not like football. (No article
• A conclusion required.)
d) The price of petrol keeps rising.
Answers e) She travelled to Mozambique. (No
article required.)
Evaluation f) I read an interesting article about
Student Evaluation: Students can use the self- journalism.
evaluation checklist Writing/Article on page 11 of 17. a) Today a fire broke out on an American
this Teacher’s Guide. spacecraft.
Teacher Evaluation: Teachers can use the rubric b) A boy played in the park.
Writing/Article on page 20 of this Teacher’s Guide. c) There is pollution in my town.
d) She prefers to live close to nature.
e) Would you like an apple with your
Grammar Structure lunch?
18. Correct passage;
Activity 16 (SB p. 77)
Students complete each sentence with the Last night, as we were going home from dinner
correct article or with no article, where at a hotel, we saw an accident. A lorry hit an
appropriate. overloaded taxi. One man, who was seriously
injured, was screaming with pain. We needed
Activity 17 (SB p. 77) to find scissors/a pair of scissors to cut the
Students rewrite the sentences and correct all of trousers from his bleeding legs. We discovered
the errors. that he was a university student. Luckily, an
ambulance arrived soon afterwards and took the
Activity 18 (SB p. 77) man to a hospital.
Students rewrite the passage, correcting all of
the errors.

70 Term 1
 module

12 Revision of Term 1

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking And Grammar Grammar Vocabulary Writing
Book Listening (p. 78) Structure Structure (p. 80) (p. 80)
Revision of (p. 78) (p. 79) Find the suitable Write an Essay
Vowel sounds, Revision of Parts Revision of Parts word
Syllables, Of Speech Of Speech cont. Writing
Stressed and Figures Of (p. 80)
Syllables Speech Write an Essay

d) A
Objectives e) A and B
By the end of this module the student should f) i) in/sist
show understanding of the following skills: ii) de/vel/op/ment
Listening: Revise and identify Vowel sounds, iii) Con/son/ant
Syllables and Stressed Syllables. iv) vo/cab/u/la/ry
Grammar Structure: Revise Parts Of Speech v) sub/ject
and Figures Of Speech. vi) op/in/ion
Vocabulary: Use the correct word to complete g) i) nutrition
sentences that shows understanding of their ii) geography
meanings in context. iii) between
Writing: Write a Descriptive or Narrative iv) unique
Essay, or Informal Letter, using the correct h) i) I didn’t tell him you were
layout and structure, and appropriate language. angry. (In this sentence, you are
Speaking: Revise and identify Vowel sounds, emphasising who was told.)
Syllables and Stressed Syllables. ii) I didn’t tell him you were
angry. (In this sentence, you are
Resources emphasising who was angry.)
(8)
Student’s Book (pp. 78–80)
Blackboard
Dictionaries Grammar Structure
Answers
Speaking And Listening Activity 2 (SB p. 78)
Answers a) The highest mountain in Africa is
Activity 1 (SB p. 78) Mount Kilimanjaro in Tanzania.
b) That man has lots of money.
a) C
c) There were nine women and seven
b) A
men at the meeting.
c) B and C

Module 12: Revision of Term 1 71

 d) The brave soldier has plenty of d) The house which has a thatched roof
courage. burned down. (4)
e) The farmer has a hundred sheep
on his farm. (5) Activity 7 (SB p. 79)
a) The soldier showed great bravery
Activity 3 (SB p. 79) during the war.
a) children b) It is greed that causes corruption.
b) luggage c) What is the length of that plank? (3)
c) shelves
d) geese Activity 8 (SB p. 79)
e) tomatoes (5) a) Simile
b) Personification
Activity 4 (SB p. 79) c) Irony
a) This fire is very hot. d) Oxymoron
b) Whose party are you going to? e) Metaphor (5)
c) How old is your sister?
d) The dentist said I must brush my teeth Activity 9 (SB p. 80)
twice a day. Ukwa: I am going to see a movie tonight,
e) Adu said that those books over there Uwem: Which one are you going to see?
belong to him. (5) Ukwa: I am going to see the one showing at
Independence Mall.
Activity 5 (SB p. 79) Uwem: Have you given anyone an invitation to
Sentence Adverb Kind Of join you?
Adverb Ukwa: No, I haven’t, but would you like to
join me? (3)
I usually wake up usually frequency
at 5.30 a.m. every Activity 10 (SB p. 80)
morning. a) Have you eaten your supper yet?
Sanet sang more more manner b) I have written ten letters to you, but I
beautifully than Tomala. beautifully have not received any replies.
c) The window broke when the boy
The hungry dog ate its quickly degree
threw a stone at it yesterday.
food quickly.
d) The wind blew very strongly last week.
She often visits her often frequency (4)
grandmother.
The teacher is sick and therefore conjunctive Vocabulary
therefore cannot come
to school.
Answers
Activity 11 (SB p. 80)
(4)
a) Books that contain factual information
are called non-fiction.
Activity 6 (SB p. 79)
b) The lyrics of many songs are about love.
a) Eby plays the piano and Ade plays the c) Rude language, bullying and rape are
piano. /Eby and Ade play the piano. all forms of abuse.
b) Idris studied hard but failed the test. d) Followers of African traditional religion
c) The woman who has five children does believe that their ancestors can help
not have a job. them with their problems. (4)

72 Term 1
Writing
Answers
Activity 12 (SB p. 80)

Evaluation
Teacher Evaluation: Teachers can use the rubrics
Writing/Descriptive Essay on page 17, Narrative
Essay on page 16 and/or Formal and Informal
Letters on page 22 of this Teacher’s Guide.

(50)
 Total: 100

Module 12: Revision of Term 1 73

 module

1 Review of Term 1

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking And Reading And Reading And Grammar Writing
Book Listening Comprehension Comprehension Structure (p. 85)
(p. 81) (p. 82) (p. 82) (p. 84) Write an Essay
Revision: Vowel Skim and scan Answer Prefixes and or an Informal
sounds and a text on self questions Suffixes Letter
Syllable Stress confidence Writing
(p. 85)
Write an Essay
or an Informal
Letter
Note
This is a unit in which the work completed in Term 1 is revised. Use the activities diagnostically, making
notes for yourself about specific aspects of Term 1 work that may need extra revision. You should also note
students whose work seems particularly weak, so that you can give them extra attention during this term.

how well individual students can complete the

Objectives pronunciation exercises by walking around the
By the end of this module the student should class while they do those parts of the activities.
show understanding of the following skills:
Reading And Comprehension: Read to make Activity 1 (SB p. 81)
notes that show understanding of main ideas and Students copy the table into their exercise
supporting details; and read to understand the books. Students write the words in the correct
meanings of words and phrases in context. row in the table.
Listening: Listen to identify Vowel sounds.
Grammar Structure: Use Prefixes and Suffixes Activity 2 (SB p. 81)
to nominalise Parts of Speech to change their
Students work out which words in the lists have
function.
the same Vowel sound as the underlined Vowel
Writing: Write a Descriptive or Narrative
sounds in the words in capital letters.
Essay, or Informal Letter, using the correct
layout and structure, and appropriate language.
Activity 3 (SB p. 82)
Speaking: Pronounce Vowel sounds correctly.
Go through the words with students, saying
them out loud. Let students practice saying the
Resources words in pairs to each other. They then copy
Student’s Book (pp. 81–85) the table into their exercise books and sort the
words in the box into the correct column.
Speaking And Listening
These activities test students’ ability to identify
and pronounce vowel sounds and words with
the stress on syllables correctly. Determine

74 Term 2
Answers Activity 7 (SB p. 84)
1. Students read the text again, and then answer
Column A Words with the same vowel the questions. Remind students that they might
sounds as the words in Column A want to read the questions before they read the
text in order to focus their reading.
read /i:/ believe, sleep, see, wheel, meal
Answers
kiss /ɪ/ pick, dinner, tip
4. a) Answers will vary. The passage is
bread /e/ send, weather, bend about the value of being self-confident.
late /eɪ/ stake, great, eight b) Answers will vary. Here is a possible
example: The importance of self-
party /a:/ class, palm, garden
confidence.
house /aʊ/ cow, about, round, powder 5. a) Paragraph 1: Their self-confidence
law /ɔ:/ bought, pause, thought, more comes from a number of factors.
Paragraph 2: Self-confidence can be
2. a) A learnt and there are a number of steps
b) C that people can take to learn how to be
c) C self-confident.
d) B b) Paragraph 1:
e) A Firstly, it comes from their positive
3. self-esteem. Secondly, the self-
Words With Stress On Words With Stress On confidence of confident people comes
First Syllable Second Syllable from their attitude towards other
people. Thirdly, self-confident people
follow, doctor, hotel, regret, today, complain, have a positive attitude towards the
capital, argue, people, agree, police
world. Lastly, people develop their
water
self-confidence by helping others.
Paragraph 2:
Reading And Comprehension One thing that people with low self-
confidence can do is to identify what
Remind students that they learnt the key skills
they are good at doing and develop
that are tested in this section in Term 1. Then
these skills. So, another thing that
read the passage through with them before they
people who want to develop their
undertake the activities.
self-confidence can do is to accept the
Activity 4 (SB p. 82) compliments of others. Furthermore,
people with low self-confidence should
Students skim the text. They say what it is
focus on finding solutions to their
about. This will allow you to assess their ability
challenges instead of thinking that they
to summarise as well as their skimming abilities.
are inadequate and the world is unfair.
They then write a suitable heading for the text.
6. a) B
Activity 5 (SB p. 82) b) A
c)
Students scan the text. They identify the topic
sentence in each paragraph. They then identify Column A Column B
the sentences in each paragraph that support the
obstacles things that prevent progress
topic sentence.
limitations things that one is unable to do
Activity 6 (SB p. 82)
volunteering freely offer to do something
Students read the text slowly and carefully, and
without expecting any reward
then answer the questions that follow.

Module 1: Review of Term 1 75

 boost help or encourage something to Answers
increase or improve 8. behave – misbehave
compliments expressions of praise close – foreclose
wind – rewind
inadequate not having the ability to deal or freeze – antifreeze
cope with life way – subway
7. a) i) True done – undone
ii) True side – inside
iii) True determine – predetermine
iv) False inter – interstellar
v) True circle – semicircle
b) i) envious 9. Answers will vary. Here are some possible
ii) admire answers.
Noun Suffixes: accuracy, kingdom, racism,
Reading Evaluation kindness
Verb Suffixes: identify, colonise, infiltrate
The beginning of Term 2 is a good time to assess Adjective Suffixes: adorable, envious,
students’ reading skills so that you can assess useless, musical
how best to support weaker readers during the
course of the year.
Therefore, select a few students. Ask them
Writing
to prepare two or three paragraphs from the Activity 10 (SB p. 85)
Comprehension text for reading aloud. Give them Students should complete this exercise with
the criteria from the Self-Assessment Checklist: reference to the Self-Evaluation Checklists:
Reading Aloud on page 9 of this Teacher’s Guide. Descriptive and Narrative Essays, and Formal
Explain that you will be using these criteria to and Informal Letters on pages 9 and 11 of this
evaluate their reading aloud skills. Call them up Teacher’s Guide. Remind them to plan their
individually and ask them to read to you. You can essays or letters before writing them, and to be
use the Rubric: Reading Aloud on page 12 of this careful to use the correct techniques and layout
Teacher’s Guide to evaluate their reading. Record to match the type of essay or letter they write.
the mark in your Record Book. Finally, remind them to check their work before
submitting it.
Grammar Structure
This section revises Grammar Structure from Evaluation
Term 1. The Student’s Book provides more Student Evaluation: Students can use the Self-
information about suffixes and prefixes that Assessment Checklists: Descriptive and Narrative
students can relate to the information about Essays, and Formal and Informal Letters on
nominalising adjectives and adverbs that they pages 9 and 11 of this Teacher’s Guide.
learnt about in Term 1. Teacher Evaluation: Teachers can use the Rubrics:
Descriptive Essays on page 17, Narrative Essays
Activities 8 and 9 (SB pp. 84–85) on page 16 a Formal and Informal Letters on
These activities give students an opportunity page 22 of this Teacher’s Guide.
to both revise their knowledge of prefixes and
suffixes, and their placement in words, and build
their vocabulary. They can add to the tables
throughout the course of the year. Once students
have completed the activities, ask them to share
their words, and to provide the meanings.

76 Term 2
 module

2 Malaria

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking And Reading And Grammar Vocabulary Writing (p. 93)
Book Listening Comprehension Structure (p. 91) Write a Semi-
(p. 86) (p. 86) (p. 88) Antonyms Formal Letter
Listen to and Skim and scan Prepositions and Speaking And
discuss a text an article Prepositional Listening
about malaria on malaria, Phrases (pp. 92)
and answer Present a speech
questions
Writing (p. 88)
Write a summary

Objectives Speaking And Listening

By the end of this module the student should Use the listening text to talk about malaria in
show understanding of the following skills: Africa and the problems caused by malaria. If
Reading And Comprehension: Read to you can get hold of pictures of mosquitos and of
identify main ideas and supporting details, NGOs working to eradicate malaria, show these
signal words; read to identify the meanings of to students.
words in context.
Listening: Listen to identify main ideas and Activity 1 (SB p. 86)
supporting details that are signalled by key Students work in groups. They list signal words
words and phrases. and discuss what they mean. They can look back
Grammar Structure: Identify and use at Term 1 if they do not remember them. You
Prepositions and Prepositional Phrases. can read parapgraphs from a magazine or book
Vocabulary: Explain the meaning of Antonyms, and ask students to identify the signal words.
and list and create Antonyms. Ask students what each of the words signals.
Writing: Write a Summary and a Semi-Formal
Letter using the correct structure, layout and Activity 2 (SB p. 86)
language. Students work in pairs to complete the pre-
Speaking: Speak to persuade and convince, and post-reading activities. They first read the
using the correct pronunciation, stress and questions, then they listen as you read a text
intonation, pitch, pace and modulation. about malaria in Africa to them.
They state which words signal that specific
Resources sentences are key sentences. Then then write
Student’s Book (pp. 86–94) down the key sentences. They discuss their
Pictures relating to malaria answers with their partner. When working
through the answers with students, note that
sometimes it is possible to work out what the
key sentence is by looking at the signal words
that signal examples or additional ideas. Note:

Module 2: Malaria 77
we have highlighted signal words in the text that Activity 3 (SB p. 86)
signal additional/explanatory content as well as Students arrange the key sentences that they have
signal words that signal key content/sentence. identified in a logical order. They use them to
write a summary of the listening text. Students
Malaria in Africa should use their own words as much as possible.
Malaria is a very serious health problem for
many African countries. It kills approximately Answers
456 000 children under the age of five each year. Model summary
This means over 1 200 African children die from Malaria is a very serious health problem in
malaria every day. Malaria is also a severe health Africa as it kills 1200 children each day. In
problem because it prevents governments from addition, it is costly to treat and so prevents
spending their health budgets on other diseases. governments from spending their budgets on
African countries have to spend a lot of their other diseases. Malaria also negatively affects
money to treat patients with malaria. For example, African economies and education by causing
in some African countries, they spend 40% of their high rates of absenteeism among workers and
public health budget on malaria treatment. school children.
Malaria also has an extremely negative impact
on the economies of many African countries. This Evaluation
is because these countries lose many working
Teacher Evaluation: Teachers can use the
days since adults with malaria cannot come to
following sections from the Rubric: Listening
work. In addition, some adults who have had
and Speaking Skills on page 13 of this Teacher’s
malaria cannot work as productively as before.
Guide: Comprehension and Responding.
Malaria affects education in many African
countries, which also has a very negative impact
on their economies. This is because malaria Reading And Comprehension
makes millions of African children too sick to
go school, sometimes many times each year. Activity 4 (SB p. 86)
As a result, malaria prevents millions of African This activity again tests students’ ability to skim
children from getting a good education. text effectively. Students work in pairs. They
skim the text, and then tell their partner what
Answers they think it is about.
2. a) The text is about malaria in Africa, and Activity 5 (SB p. 86)
its causes and cures.
Students identify and write down two words that
b) very serious; also severe; also extremely
signal key sentences in each paragraph. They
negative; also very negative impact
then write down the two key sentences in each
c) Malaria is a very serious health
paragraph.
problem for many African countries.
This means over 1 200 African children Activity 6 (SB p. 87)
die from malaria every day. Malaria is
In this activity, students work out the meanings
also a severe health problem because it
of words by looking at the context in which they
prevents governments from spending
are used in the reading passage.
their health budgets on other diseases.
Malaria also has an extremely
Activity 7 (SB p. 88)
negative impact on the economies of
many African countries. Malaria affects Students state which statements are true and
education in many African countries, which ones are false. The students must be able
which also has a very negative impact to infer meaning as well as understand facts that
on their economies. are presented clearly in the text.

78 Term 2
Activity 8 (SB p. 88) c) The main method of preventing malaria
The students answer the questions individually. was the Roll Back Malaria global
This activity tests their vocabulary, inference partnership that started in 1998. Under
skills and basic comprehension skills. this partnership, governments and non-
governmental organisations (NGOs)
Answers distributed mosquito nets treated with
4. Answers will vary. The text is about insecticide to children and pregnant
malaria: what causes it and preventative and women.
curative measures that are used to fight it. d) Sick people need to be treated.
5. a) Paragraph 1: highest; result
Paragraph 2: important; critical Writing
Paragraph 3: important; part
Activity 9 (SB p. 88)
b) Paragraph 1: Africa has the highest
number of cases of malaria in the world. Students write a summary of the article. Work
As a result, many African countries through the guidelines in the Student’s Book
have had to change the way they treat with students, and then refer them to the Self-
malaria and have begun using drugs Assessment Checklist that you provided in Term
that are more expensive as well as 1. Remind them to use this checklist to check
trying out combinations of drugs. their work before submitting it.
Paragraph 2: African countries have
taken a number of important measures Answers
to fight against malaria. 9. Answers will vary.
One of the most critical measures African
countries took was a preventative measure. Evaluation
Paragraph 3: Another very important
Student Evaluation: Students can use the Self-
measure taken as part of the Roll
Assessment Checklist:Summary on page 11 of
Back Malaria global partnership was
this Teacher’s Guide.
a curative measure. As part of this
measure, governments and NGOs Teacher Evaluation: Teachers can use the Rubric:
have tried to improve their response to Summary on page 21 of this Teacher’s Guide.
malaria in an attempt to get curative
treatment to increasing numbers of
patients.
Grammar Structure
6. a) C Read through the content in the information box
b) A on page 88 of the Student’s Book while students
c) B follow in their books. Ensure that students
d) C understand what is meant by a “relationship”
e) C between things when this term is used to explain
7. a) False the function of prepositions. Ask students
b) False for additional examples showing specific
c) False relationships in order to test this understanding.
d) True Explain to students, with reference to the second
e) True table, that some prepositions can be used to
8. a) Malaria is becoming drug resistant. show different relationships. Once students have
b) A preventative measure is something completed Activities 10 and 11, work through
people do to avoid getting infected in the information about prepositional phrases
the first place, while a curative measure and ask students to give you more examples.
is something done to cure or heal the Students then complete Activity 12 individually.
infected person.

Module 2: Malaria 79
Activity 10 (SB p. 90) Vocabulary
Students work in groups. They discuss the Use the content in the information box to
prepositions in the table. They then try to explain Antonyms to students. Ask students to
identify the kind of relationship that each one give you more examples. Students can call out
shows between words in the sentences. words and the rest of the class can provide an
Activity 11 (SB p. 90) antonym for each example.
Students complete Activity 11 individually by Activity 13 (SB p. 91)
choosing the correct preposition.
Students give an Antonym for each Preposition.
Activity 12 (SB p. 90)
Students identify the Prepositional Phrase in each
Activity 14 (SB p. 91)
sentence. They say whether it is an Adjectival or Students use Prefixes to change the words into
an Adverbial Phrase and what it is modifying. their opposites.

Answers Activity 15 (SB p. 91)

11. a) in Students find an Antonym for each of the words
b) in, in in the box in the word search.
c) with, on
d) by Answers
e) in, at 13. Answers may vary. Here are some possible
f) out of answers.
g) behind a) with
h) next to b) on
i) In c) below
j) across d) after
12. a) Victoria Falls in Zimbabwe is a e) ahead
popular tourist attraction. (Adjectival; f) top
Victoria Falls) g) up
b) Lake Malawi has beaches for h) behind
sunbathers and swimmers. i) outside
(Adjectival; beaches) j) without
c) The area has a beautiful view of the 14. a) unable
lake. (Adjectival; view) b) non-entity
d) We bought the house on the corner. c) intolerant
(Adjectival; house) d) unforgiving
e) With a puzzled look, he followed his e) non-conformist
sister. (Adverbial; followed) f) indiscreet
f) The children were afraid of the 15. Discourage – encourage
barking dog. (Adverbial; afraid) Unsual – usual
g) The noise during the storm frightened Whole – apart
us. (Adjectival; The noise) Descend – ascend
h) We had waited for a very long time. Deny – allow
(Adverbial; waited) Interior – exterior
Us – them
He – she
Positive – negative

80 Term 2
 Blindness – sight Writing
Temporary – permanent
Timid – bold Read through the example of a Semi-Formal
Attractive Letter in the Student’s Book with students, and
Thin – thick talk about the differences between a Formal,
Down – up an Informal and a Semi-Formal Letter. Remind
students how to address the person to whom
the letter is written. Make copies of the Self-
Speaking And Listening Assessment Checklist: Formal and Informal
Before students do the activities, ask them Letters and give these to students. Alternatively,
if they can remember what they learnt about write the checklist on the board so students can
presenting a speech. Then read through the use it to guide their writing and to check their
information in the textboxes on page 92 of the work before submitting it.
Student’s Book.
Activity 18 (SB p. 93)
Activity 16 (SB p. 92) Students study the example of a Semi-Formal
Students work in groups. They discuss each of Letter. They note the comments about the
the points. Encourage them to make notes of features, tone and language. Make sure students
their discussion for future reference. understand the content of the letter.

Activity 17 (SB p. 92) Activity 19 (SB p. 93)

Students must imagine that they live in a Students read the text to identify what it is about
community that is poor where many people are and what the main ideas are in each paragraph.
unemployed. They imagine also that malaria is
a big problem in their community. They prepare Activity 20 (SB p. 93)
a speech about the malaria problem to present Students write a Semi-Formal Letter in response
to the local health authorities. The purpose of to the newspaper article. Their letter, which
their speech is to convince these authorities that should be about 150 words long, must be
they must provide people in the community with addressed to a local community or religious
mosquito nets and free anti‑malaria medicines. leader that they know. They must make sure that
Students write a speech. It should be between they state their purpose for writing, give reasons
200 and 300 words long. They structure it for their purpose for writing and describe what
according to the guidelines provided. they hope to achieve by writing.
Students then practise their speech. They
must remember that they want to convince the
local health authorities to take action against Evaluation
malaria in their community. They must put Student Evaluation: Students can use the Self-
suitable feeling into their speech. Assessment Checklist: Formal and Informal Letters
on page 11 of this Teacher’s Guide.
Evaluation Teacher Evaluation: Teachers can use the Rubric:
Formal and Informal Letters on page 22 of this
Teacher Evaluation: Teachers can use the
Teacher’s Guide.
following sections of the Rubric: Listening and
Speaking Skills on page 13 of this Teacher’s
Guide: Presenting a Speech, and the Rubric:
Speech on page 15 of this Teacher’s Guide.

Module 2: Malaria 81
 module

3 Does Spelling Matter?

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Reading And Reading And Vocabulary Grammar
Book Consonant Comprehension Comprehension Misspelt and Structure
clusters: words Listen to an Read an article difficult words Simple present,
with /kw/ article about the about spelling (p. 96) present
Consonants importance of and answer continuous,
followed by /j/ spelling questions present perfect
and /u/ sounds (p. 97) (p. 97) tenses and
(p. 95) simple past
tenses
Write a formal
letter
(p. 100)

Objectives Listening And Speaking

By the end of this module the student should Remind students of consonants. Start the lesson
show understanding of the following skills: by asking them to say the alphabet using only
Listening and Speaking: Listen to identify the consonants. The focus in this lesson is
sounds, and say words with the correct on consonant clusters and students’ ability to
pronunciation, stress and intonation. identify and pronounce these correctly. Read
Structure: Use the simple present, present through the information in the textbox on
continuous, present perfect tenses and simple page 95 of the Student’s Book while students
past tenses. follow in their books. When students practise
Grammar: Identify words that are commonly saying the sounds, monitor their pronunciation
misspelt, spell these words correctly and use by walking around the class. Give corrective
the dictionary to check spelling and meaning in feedback as needed.
context.
Reading: Read to identify the meanings of Activity 1 (SB p. 95)
words in context and to identify signal phrases Students should be able to idenfity the clusters
and words that show the importance and in the activity words. Ask students to provide
meaning of content. additional examples of words that contain these
Writing: Write a Formal Letter using the consonant clusters.
correct structure, layout and language.
Answers
Resources please blink left fruit
Student’s Book (pp. 97–106) tree clean crawl cold
Teacher’s Guide steam wolf sweet bulb
Dictionaries tent dream bench

82 Term 2
Activity 2 (SB p. 95) Answers
a) Students must read the words to themselves a) received
as they listen to their teacher pronouncing b) grateful
each one. c) stationery
b) Students to work in pairs. They must d) accommodation
practise saying the words. e) argument

Activity 3 (SB p. 95) Activity 6 (SB p. 96)

a) Students must read the words to themselves Students must find the misspelt word in each
as they listen to their teacher pronouncing sentence, then rewrite the sentences in their
each one. exercise book. They may use a dictionary to
b) Students to work in pairs. They must help them.
practise saying the words.
Answers
Activity 4 (SB p. 96) a) beginning
Students to work in pairs. They must take b) committee
turns to say the sentences aloud. They must c) referred
concentrate on pronouncing the underlined d) recommended
words correctly. e) embarrassed

Activity 7 (SB p. 96)

Evaluation
Students must learn the words in the box for
Teacher Evaluation: Teachers can use the
a spelling test. They must make sure that
following sections of the Rubric: Listening and
they understand the meaning of each word.
Speaking Skills on page 13 of this Teacher’s
Encourage use of a dictionary. Ask volunteers
Guide: Identification, Pronunciation, and Stress
from the class to provide the meanings of the
and Intonation.
words. Give the students the spelling test at a
suitable opportunity in this week.
Vocabulary
There are some words in English that are
Reading And Comprehension
difficult to spell and/or similar in meaning to Activity 8 (SB p. 97)
other words. Use this section to encourage Students must skim the article entitled ‘What is
students to become ‘word detectives’ and to spelling?’ In 15 words or less, they must write
enjoy using the dictionary to look up words they down what it is about. Answers will vary.
are unsure of.

Activity 5 (SB p. 96)

Students must choose the word in brackets in
each sentence that is spelt correctly, then rewrite
the sentence in their exercise book. They may
use a dictionary to check the spelling.

Module 3: Does Spelling Matter? 83

Activity 9 (SB p. 97)
Students must copy the table and then scan the
article and complete the table. Key word choices
may vary. This can be discussed in class.
Paragraph Topic Sentence Supporting Sentences Keywords
1 The English words that For instance, English spelling in the time Not always, Chaucer,
we use today were not of Chaucer was very different from today’s colonies
always spelt the way we spelling.
spell them. However, by around 1750, the way most
English words were spelt was very similar
5 to how the British…..spell these words
today.
2 There have been two When America was independent from Divergence, online
divergences, though Britain, it wanted to develop its own applications etc.
culture that was separate from British
culture.
It started in the late 1990s, when people
started using e-mail and cellphones to
send messages.
3 This huge divergence They are concerned that young people will Divergence,
from standard British lose the ability to understand, read and understand, spell,
(and even American) write standard English write
spelling has some Their main concern is about how people
authorities, especially will be able to communicate with one
those in education, another if so many people are spelling
business and industry, words in their own ways and making up
very worried. words.
4 No one can predict …. and a new form of English will Uncertain, need,
what will happen in the emerge. commuicate, spell
future. .. that for us to continue living in the
world as we know it and to be able to
communicate with one another, we do all
need to spell words in the same way.

Activity 10 (SB p. 97) Answers

Read the article aloud while students follow in b) Answers will vary. Possible answers are as
their Student’s Books. Students must then read follows:
the article carefully and slowly. though (line 13): comparison and contrast
a) Students to work in pairs. They must also (line 14): explanation; information
identify, discuss and work out the Since (line 15): chronology
meaning of any new or difficult words and Perhaps (line 43): possibility; further
expressions with their partner. explanation
b) Students must identify important signal Or (line 45): alternative
words and expressions in each paragraph. But (line 46): contrast; alternative
Remind them that they learnt about the
functions of these in JSS.

84 Term 2
Activity 11 (SB p. 97) e) Where were you last night?
If time permits talk to students about Chaucer f) I ate supper at 8 p.m. last night.
and read them a sample of his work. They will g) She felt very happy yesterday.
be surprised at how the use of English language h) I was very sick last month.
has changed. i) She travelled around the world in 2015.
j) His mother worried about him a lot last
Answers year.
a) A medieval English poet.
Activity 14 (SB p. 101)
b) C Follow a completely different direction.
c) False Revise the present continuous tense and ensure
d) A Correct and accepted as usually used by students understand its useage.
most people Students must rewrite the sentences in the
e) Concerned, perturbed Present Continuous Tense.

Answers
Grammar Structure a) We are working on our report.
Revise the simple present and past tense b) She is collecting information.
with students giving examples and using the c) They are drawing up a questionnaire.
information in the Student’s Book. d) He is asking his classmates questions.
e) The teacher is discussing the reports.
Activity 12 (SB p. 100) f) They are filling in the answers.
Students must write the sentences in the Simple g) We are drawing pictures for our report.
Present Tense. They must choose the correct
form of the verb tense in brackets to do so. Activity 15 (SB p. 101)
Read the explanation of the Present Perfect
Answers Tense in the Student’s Book and give examples.
a) live Ask students to provide further examples.
b) is Students must complete the sentences with the
c) goes correct tense form of the verb in brackets.
d) play
e) is Answers
a) have finished
Activity 13 (SB p. 100) b) has passed
Make sure that students understand the c) has, taken
difference between the present and past tenses. d) has, driven
Students must change the verbs in brackets e) have, seen
into the Simple Past Tense. f) have, written
g) has lived
Answers h) have, eaten
a) She believed everything I told her.
b) The old man played football in his youth.
c) In 2014, I attended a youth forum.
d) The politician addressed the people at a
rally on Independence Day last year.

Module 3: Does Spelling Matter? 85

Writing Activity 17 (SB p. 102)
Discuss the features of a Formal Letter with Students must write a Formal Letter to the
reference to the information in the Student’s chairman of their local government area or any
Book. Ensure that students understand the government agency requesting some amenities
words: colloquialisms, slang, contracted needed in their community. They must model
forms, and recipient. Then, refer the students their letter on the one provided in the Student’s
to the Self-Assessment Checklist: Formal and Book.
Informal Letters and use this opportunity to
compare and contrast Formal, Semi-Formal,
Evaluation
and Informal Letters. Students must use the
Checklist when writing the letter and to check Student Evaluation: Students can use the Formal
their work before submitting it. and Informal Letters on page 11 of this Teacher’s
Guide.
Activity 16 (SB p. 101) Teacher Evaluation: Teachers can use the Rubric:
Students to work in groups. Students must read Formal and Informal Letters on page 22 of this
and discuss the Formal Letter. Teacher’s Guide.

86 Term 2
 module

4 Keeping People Healthy And Safe

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening Reading And Vocabulary Grammar
Book (p. 103) (p. 106) Comprehension (p. 107) Structure
Words with The effects of (p. 105) Synonyms (p. 107)
stress on the smoking Using words Noun phrases.
first syllable in different Writing (p. 108)
contexts Read and
Read an article summarise an
on NAFDAC article

Objectives Activity 1 (SB p. 103)

Students must work in pairs. They must say
By the end of this module the student should
these words stressing the bold part each time.
show understanding of the following skills:
a) Students must copy the table. They must fill
Listening: Listen to identify the correct
in the part of speech for each pronunciation.
pronunciation, and stress and intonation.
b) Students must use the words in
Speaking: Pronounce words and sentences oral sentences to show their correct
with the correct stress and intonation. pronunciation and function.
Grammar: Explain and identify noun
phrases. Answers
Vocabulary: Explain the meaning of
Stress on Noun or Stress on Noun or
Synonyms, and choose the correct Synonym.
first verb? second verb?
Reading And Comprehension: Read to
syllable syllable
identify the meanings of words in context, and
to summarise key ideas. Present noun Present verb
Writing: Summarise an Article using the Refuse noun Refuse verb
correct structure, tense form and language. Contract noun contract verb
Project noun Project verb
Resources
Suspect noun Suspect verb
Student’s Book (pp. 107–112)
Record noun Record verb
Listening And Speaking Perfect noun Perfect verb
Many English words can be used in two or
more ways, for example as verbs or nouns, Activity 2 (SB p. 103)
and with different meanings. Where we place Students must work in pairs. They must listen
the stress changes the meaning of the word. to their teacher say the words. Each word has
Read through the information in the textbox either three or four syllables. The stressed
on page 103 of the Student’s Book. Students syllable in each word is in bold. They must
then complete the activities. Monitor their work with a partner to practise saying the words
pronunciation and stress and intonation. with the correct syllable stressed.

Module 4: Keeping People Healthy And Safe 87

Activity 3 (SB p. 104) Activity 6 (SB p. 104)
Students must work in small groups. They Answers
must take turns to read these sentences aloud, a) D
placing the stress in the correct syllable in each b) B
underlined word. c) B
d) B
Answers e) B
The stressed syllables are underlined. f) C
a) That photograph looks nice. g) C
b) She is an excellent photographer. h) C
c) I want to examine my class today. i) D
d) She does not want to exhibit her work. j) C
e) He plans on visiting the exhibit today.
f) They needed a permit to walk in the reserve. Activity 7 (SB p. 105)
Students must read the article carefully. Make
Evaluation sure all students understand the article and give
extra time for students who need it.
Teacher Evaluation: Teachers can use the
following sections from the Rubric: Listening
and Speaking Skills on page 13 of this Teacher’s Evaluation
Guide: Identification, Pronunciation, and Stress Use the Rubric: Reading Aloud on page 12 of this
and Intonation. Teacher’s Guide to assess student’s progress.

Reading And Comprehension Activity 8 (SB p. 106)

Discuss the implications of context on meaning Students must identify the three main functions
by reading through the information in the of NAFDAC. They must write them down using
textbox on page 104 of the Student’s Book. Ask their own words.
students to provide other examples of words
that have more than one meaning, depending Answers
on their context. Write their example sentences Answers will vary, however, as a guideline, the
on the board, and add your own examples as three main functions of NAFDAC are:
needed. • To establish standards for a range of products
that people in Nigeria use.
Activity 4 (SB p. 104) • To regulate and control products. This
Introduce students to the concept of regulatory function focuses on making sure that only
boards to protect the public. Talk about the products that meet NAFDAC specifications
positive and negative aspects of regulatory boards. are allowed into or out of the country.
Students must then skim the article and state what • To undertake investigations. This function
it is about. It is about supervising and controlling allows NAFDAC to conduct appropriate tests
the standards and safety of food products. on food, drugs, cosmetics, medical devices,
bottled water and chemicals to make sure
Activity 5 (SB p. 104) that they are safe for people to use.
Answer Once students have completed the activity,
National Agency for Food and Drug draw their attention to the signal words in the
Administration and Control. passage that provide the cues for these answers.

88 Term 2
Listening And Speaking Activity 10 (SB p. 106)
Students to work in small groups. They must do
Activity 9 (SB p. 106) the following for each of the words in Activity 9:
Students must listen as their teacher reads them a) Look up its meanings in a dictionary.
an article called ‘The effects of smoking’. b) Say what its contextual meaning is.
Before they listen the students must write down c) Use the word in oral or written sentences of
the words in the blocks on page 106. Then they their own to show its contextual meaning
must listen for them as their teacher reads: and any other meanings.
Walk around the groups whilst they are
The effects of smoking working to make sure all students are taking
Some young people are strongly attracted to part.
smoking. It is seen as ‘cool’ and a grown-up
thing to do. But do they understand the effects Answers
and dangers of smoking? Cool: adverb – trendy, hip, fashionable
In the first place, tobacco is a drug. When you Smoke: verb – to inhale and take into the lungs
smoke tobacco in a cigarette or in a pipe, the through the mouth
heat releases nicotine. This nicotine gets into your pipe: noun – object in which tobacco is placed
bloodstream and makes you addicted to tobacco. and lit; usually wooden
Once you are addicted to this drug, it is very stroke: noun – sudden illness in which the brain
difficult to stop smoking tobacco, even though is affected
the dangers of smoking are very well known. clot: noun – a thick mass of blood that sticks
together (coagulated)
Smoking is one of the primary contributors to
block: verb – to make movement in or through
heart attacks and strokes. It also causes the
something impossible
long-term clogging of arteries and increases the
late: adverb – passed a time or point in time
risk of a blood clot forming, which can suddenly
when something could happen
block an artery and result in a heart attack or
source: noun – origin or cause
stroke.
sore: adjective – painful
Doctors also think that the chemicals in tobacco range: noun – a set of things of the same type
cause different kinds of cancer, including lip
cancer, throat cancer and lung cancer. When a
person is diagnosed with these kinds of cancer,
Grammar Structure
it is usually too late and death follows soon Explain and discuss noun phrases with students
afterwards. by reading the information in the grammar box
Tobacco smoke is also an important source of on page 107 of theStudent’s Book. Ask students
indoor air pollution, contributing to a noxious to provide further examples of noun phrases,
environment that can lead to eye irritation, sore and give appropriate corrective feedback as
throats, coughs and headaches. It also results needed.
in second-hand smoke. This smoke has been
associated with a range of life-threatening Activity 11 (SB p. 107)
health risks, including lung cancer and heart Students must underline the noun phrase in
disease. each sentence. They must say whether it is the
subject or the object of the sentence.

Module 4: Keeping People Healthy And Safe 89

Answers Writing
a) The laughing, smiling, happy baby threw its Revise the reasons for writing summaries with
food on the floor. (subject) students. In addition, remind students of the
b) Mr Offor found the Form 1s his most features of summaries by reading through the
challenging class.(object) information in the textbox on page 108 of the
c) We waved at the three men in a boat. Student’s Book. Encourage students to use the
(object) Self-Assessment Checklist: Summary to plan
d) I found the owner of the dog. (object) and check their work before submitting it.
e) The people that I saw coming into the
building at nine o’clock have just left. Activity 14 (SB p. 108)
(subject)
Students must read the article and summarise
it in no more than 30 words. They must use the
Vocabulary information in the box and the Checklist to help
Use the information in the Student’s Book to them.
discuss synonyms with students. Ask them
to provide further examples. Students then Answers
complete the activities individually in their Answers will vary. Possible answer: (28 words)
exercise books. As part of its corporate social responsibility
programme, Nigeria Customs Service donated
Activity 12 (SB p. 107) 50 computers to NAFDAC. The aim of
Answers the donation is to help NAFDAC eradicate
counterfeit drugs.
b) sad, miserable
c) leap, spring
d) motionless, unmoving Evaluation
e) gladly, willingly Student Evaluation: Students can use the Self-
Assessment Checklist: Summary on page 11 of
Activity 13 (SB p. 107) this Teacher’s Guide.
a) D Teacher Evaluation: Teachers can use the Rubric:
b) B Summary on page 21 of this Teacher’s Guide.
c) A

90 Term 2
 module

5 Home, Family And Garden

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking And Listening Reading And Vocabulary Grammar
Book Listening (p. 114) Comprehension (p. 110) Structure
(p. 109) Dialogue (p. 109) Words (p. 113)
Consonants between a Read about connected with Phrasal verbs.
followed by /j/ builder and a building a house homes Write an
client and answer expository
questions composition

Objectives Activity 1 (SB p. 109)

Students to work in pairs. They must read the
By the end of this module the student should
words to themselves as their teacher pronounces
show understanding of the following skills:
each one. Then they must work with their
Listening: Listen to identify correct
partner to practise saying the words.
pronunciation; listen to identify the author or
speaker’s purpose, mood, tone, and to identify Activity 2 (SB p. 109)
main ideas and supporting details that are
Students to work in pairs.
signalled by key words or phrases.
a) They must take turns to say these
Speaking: Speak with correct pronunciation,
sentences aloud. They must concentrate on
and stress and intonation.
pronouncing the underlined words correctly.
Grammar: Recognise the structure of phrasal
b) Students must write sentences using these
verbs; use them correctly in sentences; construct
words: manure, dubious, procure, future, tutor.
such sentences; use the dictionary as an aid.
They can look up the words in a dictionary
Reading and Comprehension: Read to make
if they do not know what they mean.
notes that summarise texts, to identify the
Answers will vary.
meanings of words in context, and to answer
questions that require factual understanding and
inference. Evaluation
Writing: Write an Expository Essay using the Teacher Evaluation: Teachers can use the
correct structure and language. following sections of the Rubric: Listening and
Speaking Skills on page 13 of this Teacher’s
Resources Guide: Identification, Pronunciation, and Stress
Student’s Book (pp. 113–119) and Intonation.
Dictionaries
Listening And Speaking Reading And Comprehension
Remind students of words with the /j/ sound Before reading the text with students ask them
after a consonant. You may need to over- to complete Activities 3 and 4 on their own.
emphasise the sound so that students can hear it.
Activity 3 (SB p. 109)
Students must skim the comprehension text.

Module 5: Home, Family And Garden 91

a) 11 (including untitled introduction)
Fill soil and other material like stones
b) In their own words, students must write and rocks
down what each section is about. They
should use between six and eight words for Concrete a strong mixture of cement, broken
each section. Answers will vary. Students stone, sand and water used to
should understand that the article is about make floors or paths
how to build a house. Compact put pressure on a surface to make
Possible answers: it harder and denser
Introduction: Houses must be built safely. Cast pour concrete into a mould
Site preparation: Plots must be cleared
before houses are built. Mortar a mixture of cement, sand and
Foundations: Foundations must be strong. water used to bond bricks
Foundation walls: Foundation walls must be Fire resistant non-flammable
built according to guidelines.
Backfilling: Backfilling takes the foundation Activity 5 (SB p. 110)
to floor level.
Read the text with students, making sure they
Floor slabs: Floors slabs must be built
understand all the terms used.
according to guidelines.
Outside walls: Outside walls must be strong
Activity 6 (SB p. 112)
and high enough.
Doors and window frames: Doors and Students must answer the questions about the text.
windows must meet specifications. a) Students must say whether these statements
Lighting and ventilation: Houses must have are true or false.
enough light and air. i) When you build a house, you can do the
Roof structures: Roofs must be sturdy, fire- tasks in any order that you like. False
resistant and waterproof. ii) You should level an uneven site before
Finishing: Finishing includes painting and you build a house on it. True
pest prevention. iii) The foundations of a house can be any
depth that you like. False
Activity 4 (SB p. 109) iv) It is good for a floor slab to sag. False
v) The roof of a house should not allow
Students must scan the text.
water through it and it should be
a) Students must read the keywords in the
fireproof. True
table. Then they must find each word in the
b) D It is best if you do this.
text. They must try to work out the meaning
c) B They have to do it this way.
of the word by reading the sentence in
which it appears.
Activity 7 (SB p. 112)
b) Students must match the key terms in the
table with their most suitable meaning. Students must choose the most suitable answer
for each question.
Keywords Meaning a) A Putting pressure on the soil used to
Foundations the lowest part of a building on
prepare the surface of the site for a new house.
which the whole building rests b) D Because the parts of a house must be
built in a particular order.
Waterproof does not allow water to get through c) C They can make the sub-structure
Construction Building concrete very strong.
d) A Prevent water from seeping up from the
Ventilation provision of fresh air to a building
ground into the floor.
Site the area of ground on which a e) B Because people inside the house need
building is constructed air to breathe.

92 Term 2
Activity 8 (SB p. 113) Activity 10 (SB p. 114)
a) Students must write down one sentence of Students must identify the phrasal verbs in these
not more than 20 words to summarise the sentences and say what they mean. They may
main point in each section. They must use use a dictionary to help them.
their own words as far as possible and keep a) He tends to go along with anything his
their English as simple as possible. They friends say. ( follows the lead of others)
can use their summaries in Activity 3 as a b) We will go back to school after the
starting point. holidays.(return)
b) Students to work in pairs and compare their c) She doesn’t really go in for sports. (like)
summarised points with the summarised d) These shoes don’t go with my clothes. (do
points of their partner. They must discuss not match)
any differences and try to agree on each e) They went through a lot of pain after their
summarised point. child died. (experienced)
f) Is Onyinye going out with Tom? (dating)
Answers
Answers will vary. Refer to possible answers in Activity 11 (SB p. 114)
Activity 3 for guidelines. Students must write sentences using the phrasal
verbs. They may use a dictionary to help them.
Grammar Structure Answers will vary.

Explain phrasal verbs to students, using the Answers (examples)

Student’s Book and give examples or asks students a) My dress has come apart at the seams.
to provide further examples as a way of testing b) I am coming down with a cold.
their understanding of phrasal verbs. Emphasise c) Would the culprit please come forward.
that phrasal verbs are a combination of words d) They have come up against opposition to
that create a new meaning that is different from their plans.
the meanings of the individual words. e) We must come up with a plan.

Activity 9 (SB p. 114) Listening

Students to work in groups. Activity 12 (SB p. 114)
a) Students must match the phrasal verbs with
Students listen as their teacher reads a dialogue
their meanings.
between a builder and a client.
Answers a) The first time their teacher reads the text,
students just listen.
Phrasal verb Meaning b) The second time their teacher reads the text,
Go over revise; check all the facts students write down the following:
• The main points or ideas
Come up with suggest or produce a plan
• Keywords and sentences
Clamp down stop something from • The speakers’ mood and tone
happening • The purpose of the dialogue
Bounce back recover from a bad situation
Dialogue between a builder and a client
Buckle down work seriously
Client: Good morning. How are you?
Call off cancel something, like a Builder: I am well, thank you. And you?
meeting or an agreement Client: I am also well, thank you. How is the
b) Students must use the phrasal verbs in building of my new house going?
sentences of their own to show that they Builder: Not so well, I am afraid. We ran into
understand what they mean. Check answers. some problems during the last week.

Module 5: Home, Family And Garden 93

 how much you will pay the builder, what
Client. Oh, no! I hope the problems are not very the builder’s responsibilities are and by
serious. when the building job must be complete.
Builder: No, they are not very serious, but they c) When there are unforeseen problems during
have set us back a bit. the construction of your house, a good
Client: Oh, no! When we drew up the builder should be able to make a plan to
contract, you promised the building solve these problems.
would be finished this week. d) A builder must make sure his workers get
Builder. I know. And I am very sorry. I do not want on with their job and do not sit around
to go back on my word, but I will need doing nothing.
an extra week. e) A builder must always check in advance
Client: Why? Can you not come up with a plan that his supplier has all the items he needs,
to finish this week, as you promised? so that he does not run out of these items
Builder: I am afraid not. The supplier ran out during the job.
of electrical writing and switches. He
will get some in today and then we can
install the electrical connections. That Writing
will take two days. Then we must plaster Explain to students what is meant by an
the house. The plaster needs a few days expository composition by reading and
to dry first. After that we can paint the discussing the information in the textbox on
house. page 115 of the Student’s Book. Students wrote
Client: OK, I suppose it’s not your fault that the Expository Essays in JSS so you could begin the
supplier did not have what you needed. lesson by asking them to say what they remember
But will you be able to get on with the job about how to write an Expository Essay, and
as soon as you have the electrical supplies? how to distinguish an Expository Essay from an
Builder: Yes, and I do not think we will run up Argumentative Essay. Make copies of the Self-
against any other problems, so we can Assessment Checklist: Expository Essay and give
hand over your new house next Monday. this to students. Alternatively, write the checklist
Client: Thank you. Please get across to your on the board. Students use the Checklist while
workers how important it is that they planning and writing their essays.
work hard for the next week. I will pay
them a bonus if they finish all their work Activity 14 (SB p. 115)
by next Monday, as you have promised. Students to work their own. They must choose
Builder: I will let them know. Once again, sorry to one of the topics (A, B, C or D) and write an
let you down, but the situation was out Expository Essay of about 250 words on it.
of my control.
Client: I understand. Thank you. Goodbye.
Builder: Goodbye. Evaluation
Student Evaluation: Students can use the self-
evaluation checklist Writing/Expository essay on
Activity 13 (SB p. 115)
page 10 of this Teacher’s Guide.
Read the text for a third time. Students listen
Teacher Evaluation: Teachers can use the Rubric
carefully for any phrasal verbs. They must use
Writing/Expository essay on page 19 of this
the phrasal verbs to complete the sentences.
Teacher’s Guide.
Answers
a) I hope you do not run into some/any
problems when you start building your house.
b) When you hire a builder, always make sure
that you draw up a contract that states

94 Term 2
 module

6 Keeping Records

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening And Reading And Vocabulary Grammar Structure
Book (p. 116) Comprehension Comprehension (p. 119) (p. 120)
Intonation: (p. 119) (p. 116) Words about Modal auxiliary
falling tune Expository Read about camera parts. verbs.
(tone) text: Parts of a keeping records Writing (p. 121)
camera and answer Write a diary
questions entry

types of intonation, ask students to work in

Objectives groups giving each other examples of different
By the end of this module the student should words to say and to identify what type of
show understanding of the following skills: intonation is being used in each instance.
Listening: Listen to identify Intonation; listen
to identify main ideas and supporting details in Activity 1 (SB p. 116)
order to respond appropriately. Say the sentences clearly for students to listen to
Speaking: Speak with the correct stress and and emphasise the intonation.
intonation. Students must listen and repeat each sentence as
Vocabulary: Define the meanings of words their teacher says it.
associated with photography.
Grammar: Explain and use modal auxiliary Activity 2 (SB p. 116)
verbs: will and would.
Students to work in pairs. Students must
Reading And Comprehension: Read to
write five of their own sentences with falling
summarise key ideas, to identify the meaning of
intonation. They must put in the ↘ to show
words in context, and to answer questions that
where their voice would fall. They must work
require factual understanding and inference.
with their partner to practise saying each other’s
Writing: Define records and write a simple
sentences. Some students may struggle with this
record of a day’s events as a diary entry.
exercise as English is not their first language.

Resources
Evaluation
Student’s Book (pp. 120–126)
Teacher Evaluation: Teachers can use the
Teacher’s Guide
following section from the Rubric: Listening
Dictionary
and Speaking Skills on page 13 of this Teacher’s
Example of a diary entry
Guide: Stress and Intonation.

Listening And Speaking

Discuss intonation by first reading through Reading And Comprehension
the information in the textbox on page 116 of Before reading the text with students ask them to
the Student’s Book. The focus in the text is on skim it on their own and then complete Activity 3.
falling intonation. Once you’ve discussed the

Module 6: Keeping Records 95

Activity 3 (SB p. 116) them to read to you. You can use the Rubric for
Students must skim the text and write down in Reading aloud on page 12 of this Teacher’s Guide
fewer than 20 words what it is about. to evaluate their reading. Record the mark in
your Record Book.
Answers
Answers will vary but should include:
Keeping accurate records is very important. Listening And Speaking
Records can be kept both on paper and Activities 6 and 7 reinforce students’ ability
photographically. to listen to a text in order to comprehend
what is being said, and thereafter to respond
Activity 4 (SB p. 116) appropriately. Tell students that the text that you
Read the text slowly and carefully while will read to them is a good example of a simple
students follow in their Student’s Books. expository text. Ask them to tell you what type
of features, therefore, they expect to find in the
Activity 5 (SB p. 118) text that you will read to them. After you read
Students must reread the text on their own and the text, ask students if there were any words that
answer the questions about the text. they did not understand. Then, ask students to
look up these meanings in their dictionaries so
Answers they can add them to their vocabulary notebooks.
a) There are many types of records, but they
all have the same basic functions: to keep Activity 6 (SB p. 119)
information in an organised way and in a a) Students must listen carefully as their
safe place so that we can have access to it teacher reads a text about a camera to
when we need it. them. Students must look at the parts of the
b) A To keep it safe so that it can be used when camera while their teacher is reading to see
it is needed if they can identify the parts.
c) Words that are used in official documents b) Students must write down the letters A to I.
and procedures. c) A – memory card door, B – lens, C – on-off
d) A very simple system, if you do not have switch, D – LCD screen, E – mode switch,
too many documents, is just to have F – hotshoe, G – viewfinder, H – zoom
envelopes or small boxes for each type of lever, I – shutter button.
document. A slightly more complicated
system is to use a file with dividers in it.
Expository text: Parts of a camera
e) D Because they are records of the past that
we can use to understand our history. If you are a beginner, using a digital camera for
the first time, follow these instructions
1. Open the memory card door and insert
Evaluation
your storage media card in the correct slot.
Select a few students who have not yet had their If you forget to insert your media card, you’ll
reading skills assessed. Ask them to prepare two get a ‘No Card’ message.
or three paragraphs from the Comprehension
2. Remove the lens cap from the lens.
text for reading aloud. Give them the criteria
from the Checklist for reading aloud on page 9 3. Turn the camera on using the on-off switch.
of this Teacher’s Guide. Explain that you will be 4. Turn off the LCD screen. (You will use the
using these criteria to evaluate their reading LCD screen as soon as you are familiar with
aloud skills. Call them up individually and ask the basic camera operations.)

96 Term 2
 5. Use the mode switch to make sure your Vocabulary
camera is set for automatic mode. This section tests and expands students’
6. If the light is not bright enough, you can fit a understanding of vocabulary about cameras.
flash to the hotshoe.
7. Bring the camera up to your eye and look Activity 8 (SB p. 119)
through the viewfinder. Position the target Students to work in pairs. Students must read
mark in the centre of the viewfinder on your and discuss these sentences. Say whether
subject. This will assure that your subject will each sentence is true or false. They can use a
be in focus. dictionary to help them if you don’t know the
8. Push the zoom lever toward W (wide angle) meaning of some words.
to shoot wide-angle shots or push it toward Correct all the false sentences.
the T (telephoto) to zoom in.
Answers
9. Press the shutter button halfway down
gently. A green light should appear next to a) Analogue camera: A camera that produces
the viewfinder. Then press the shutter button digital images. False. A camera that uses
all the way down. You’ll hear a beep when film to take photographs rather than
you take a picture. Wait until the green light producing digital images.
stops flashing before taking another picture. b) Darkroom: A room with very little light in
it, used for developing photographs from
10. Turn off the camera using the on-off switch.
film using chemicals. True
Your new photograph should appear on your
c) Digital camera: A camera that takes and
camera’s LCD screen.
stores pictures and video in the form of
electronic signals. True
Activity 7 (SB p. 119) d) Filter: A glass or plastic object that you put
Students to work in pairs. Students must on a camera to keep dust out of the lens.
compare their answers with their partner’s True
e) Flash: A bright light on a camera that
answers.
flashes as you take a photograph in order
a) Students must discuss any difference in
to provide enough light; most cameras now
their answers until they both agree on what
have electronic flashes. True
the correct answers are.
f) Telephoto lens: A camera lens that makes
b) Students must share and discuss their
close objects look smaller and further away.
answers with their classmates. Provide
False. A camera lens that makes far away
corrective feedback as needed.
objects look bigger and closer.
g) Tripod: An object with three legs that is
Evaluation used for supporting a camera. True
Teacher Evaluation: Teachers can use the h) Webcam: A camera connected to a
following sections from the Rubric: Listening computer that produces images that can be
and Speaking Skills on page 14 of this Teacher’s seen on a website. True
Guide: Comprehension and Responding. i) Wide-angle lens: A lens that gives a
narrower view than a normal lens. False. A
lens that gives a wider view than a normal
lens.
j) Zoom lens: A piece of equipment that
makes a camera work faster. False. A lens
that makes objects far away seem closer
than they really are.

Module 6: Keeping Records 97

Grammar Structure Writing
This section introduces the use of modal Talk about records and their purpose. Then speak
verbs ‘will’ and ‘would’. Read through the about diaries as a type of record and the special
information in the grammar box on page 120 of purpose it has. Read through the information
the Student’s Book. Test students’ understanding on page 121 of the Student’s Book.Then,show
of the explanation by asking them to provide students an example of a diary entry. Ask them if
additional examples. Provide corrective they can pick out the features in this diary entry
feedback as needed. that match those listed in the Student’s Book.
Provide feedback as needed.
Activity 9 (SB p. 121)
Students must choose the correct word in Activity 10 (SB p. 121)
brackets and rewrite each sentence. Work Students must use the guidelines provided to
through the correct answer a whole-class write a diary entry about the events of a day at
activity and ask students to explain their school. Answers will vary but students should
choices. Provide corrective feedback as needed. understand that diary entries are brief and
factual.
Answers
a) I feel tired. I think I will go to sleep now. Evaluation
b) He left a few minutes late, unaware that the
Student Evaluation: Students can use the
delay would save his life.
example diary entry and the guidance in the
c) If you get into trouble, I won’t help you.
Student’s Book as a checklist.
d) Would you like steak or chicken?
e) I don’t think we will ever win the game. Teacher Evaluation: There is no rubric for a diary
f) If you asked me, I would say you should go. entry in this Teacher’s Guide. Use the information
g) I am hungry. I will get something to eat. in the Student’s Book to create a rubric for
h) It would appear that I was wrong. marking.

module

7 Leisure And Sport

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening And Reading And Vocabulary Grammar
Book (p. 122) Comprehension comprehension (p. 126) Structure
Intonation: rising Listening to and (p. 123) Words to do (p. 127)
tune and falling giving directions Read about with sports Phrasal verbs
tune sport in Nigeria Writing (p. 126)
and answer Write a summary
questions

Listening: Listen to identify Intonation; listen

Objectives to directions in order to follow them correctly.
By the end of this module the student should Speaking: Speak with correct Stress and
show understanding of the following skills: Intonation; give directions correctly.

98 Term 2
Grammar: Explain and use modal auxiliary comprehension of the text.Students should
verbs ‘can’ and ‘could’. complete Activities 2 and 3 on their own before
Vocabulary: Use idioms to show understanding you read the text with them.
of their meanings.
Reading And Comprehension: Read to
Activity 2 (SB p. 123)
identify and differentiate main ideas and Students must scan the first 2 paragraphs and
supporting details; to identify the meanings write down the topic sentence from each one.
of words in context and use them in different Answers
contexts; and to summarise passages.
Many different sports are played in Nigeria.
Writing: Write a summary using the correct
Nigeria participates in many local and
structure, tense form and language.
international sporting events.

Resources Activity 3 (SB p. 123)

Student’s Book (pp. 127–134) Students must scan paragraphs 3,4,5 and 6 for
Teacher’s Guide the main points and write them down. Answers
Dictionary may vary slightly. They must also provide two
Pictures of men participating in Dambe (if you supporting points for each paragraph.
can get hold of them) Answers
Paragraph 3: Sports such as Dambe have their
Listening And Speaking roots in Nigerian culture. Dambe is a martial art.
This section continues from Module 6, which Dambe was used by Hausa men to train for war.
focused on falling intonation. Paragraph 4: Dambe has become professional.
Read through page 122 with students and Dambe is performed at carnivals. Spectators can
remind them of previous work covered. The bet on the participants.
focus in this section is on Rising Intonation, Paragraph 5: In Dambe a fighter uses his arms
including Dipping and Peaking. Provide and legs as weapons. The Dambe fighter’s main
students with additional examples so they weapon is his strong-side fist. The aim of a
can practise these different forms of rising Dambe fight is to cause the opponent to fall down.
intonation as a whole class activity. Paragraph 6: The rules of Dambe are
straightforward. Dambe doesn’t use weight
Activity 1 (SB p. 122) categories. Dambe fighters are usually evenly
Students must listen as you say the sentences matched according to physical size.
and them repeat them. Ask them to identify Activity 4 (SB p. 123 )
which type/s of intonation is/are being used in
Read the text through slowly with learners making
each sentence.
sure that they understand any unfamiliar words.
Show pictures of men participating in Dambe
Evaluation
if you can obtain these. Students then read
Teachers can use the rubric Listening and through the text on their own.
Speaking skills/Stress and Intonation on page 13
of this Teacher’s Guide. Activity 5 (SB p. 125)
Students must look at the table and find words
similar to those in column A
Reading And Comprehension
Answers
The focus in this section is on students’
ability to scan for information, and to Popular – well-liked
identify main ideas and supporting details in Martial art – fighting syle
addition to answering questions that test their Combat – fighting
Bout – contest

Module 7: Leisure And Sport 99

Victorious – champion • They must include only the main information
Fist – a clenched hand and the key supporting points.
Opponent – adversary • They must use their own words, as far as
Surrender – give up possible.
Motive – reason • They must check their work before handing
Professionally – for payment it in. They must pay attention to spelling,
grammar and punctuation.
Activity 6 (SB p. 125) Remind students to use the Self-Assessment
Answer: False. The goal of Dambe is to get the Checklist: Summary to check their work before
opponent to fall down. submitting it.

Activity 7 (SB p. 125) Answers

Students must chose the most suitable answer Use this summary example as a guideline.
for each question. Students’ answers will vary.
Model summary (124 words)
Answers Sports such as Dambe have their roots
a) B It started when men travelled around the in Nigerian culture. Dambe is a martial art
country to put on fighting shows. that was used by Hausa men to train for war.
b) C His strong-side fist. Nowadays, Dambe has become professional. It
c) D When a part of his body touches the is performed at carnivals and spectators can bet
ground. on participants. In Dambe, fighters use their legs
d) B Because they want to get respect. and arms as weapons. The Dambe fighter’s most
important weapon is his strong-side fist. The
Activity 8 (SB p 125) Dambe fighter aims to get his opponent to fall
down during the fight.
Students must choose ten words from the text
Dambe rules are clear and simple. Dambe
that are new to them or that they think are
fighters are matched according to their size, not
interesting.
weight. Dambe fights last three rounds. The fight
They must use the words they have chosen
ends if there is a break in fighting, the fighting
to write sentences of their own. Their sentences
becomes too violent, or a fighter manages to get
must show that they understand the meaning of
his opponent’s body to touch the ground.
the words. They must underline the words they
have chosen.
They must ask their partner to read their Evaluation
sentences. They must explain the meaning of the Student Evaluation: Students can use the Self-
words they have underlined. Assessment Checklist: Summary on page 11 of
this Teacher’s Guide.
Writing Teacher Evaluation: Teachers can use the Rubric:
Summary on page 21 of this Teacher’s Guide.
Remind students of how to make a summary
before they undertake the activity. Remind them
that have already completed the preparation for Vocabulary
this summary in Activity 3. Begin this section by asking students if they
know the meaning of the word leisure. Ask: is
Activity 9 (SB p. 126)
sport always a leisure activity?
Students must summarise paragraphs 3, 4, 5 and
6 of the article on sport in Nigeria. They must Activity 10 (SB p. 126)
note the following: Students must work in groups to discuss the
• The summary should be between 130 and sports listed. They can write a list of any other
150 words long. sports that they know of.

100 Term 2
Activity 11 (SB p. 132 ) Answers
Students must read the idioms. For each idiom, 1. My friends and I were going to party this
they must say: weekend, but we had to put it off because
a) Which sport it comes from. we have to study. (delay)
b) What it means. 2. I decided to help the travellers and put them
c) Students must use each idiom in a sentence up for the night. (accommodate)
to show that they understand what it means. 3. After a lengthy trial, he was found guilty
and put away for 15 years. (imprisoned)
Answers 4. The young children dressed up in costumes
a) and b) and put on a variety show for their parents.
i) Tennis – it is now up to you to react or (wore costumes)
respond 5. She appreciated the effort her friend put
ii) Shooting – be in charge into teaching her how to swim (made;
iii) Fishing – to forgive someone or to not expended)
require that they do what they promised
to do Activity 14 (SB p. 127)
iv) Cricket – express support for another Students must copy and complete the table.
person Answers will vary. Suggested answers are
v) Boxing – say or do something that is provided below.
unexpected and/or unkind
c) Answers will vary, but must be used in Answers (examples)
a way that shows understanding of the 1. Some people would like to bring back the
meaning of each idiom. death penalty. (Reintroduce something that
used to happen in the past.)
Grammar Structure 2. My dream would be to bring about peace in
the world. (Make something happen)
This section gives students more opportunities to
3. The boy wanted to bring up the subject of his
practise their knowledge of Phrasal Verbs, which
pocket money with his father. (talk about)
were covered in Module 5. Revise Module 5 with
4. Please bring in the eggs form the chicken
students before they do the activities.
coop. (fetch)
5. When grandma comes to visit my mother
Activity 12 (SB p. 127)
brings out the best china. (gets out;
Students must choose the correct phrasal verb to displays; uses)
join the two sentences. Ask them if they know
what each phrasal verb means. Discuss the Activity 15 (SB p. 128)
meanings as a whole-class activity.
Students must complete each sentence with
Answers the most suitable phrasal verb in the box.
a) give in
Answers
b) give off
c) give up a) Mr. Ife found it difficult to take in so much
d) give away news all at once.
e) give back b) The fact that the team lost does not take
away anything from how brilliantly you
Activity 13 (SB p. 127) played.
c) What time does your plane take off?
Students must match up the text in Columns A
d) I know you are busy, but can you please
and B of this table. Then identify the phrasal
complete this questionnaire? It will not
verb in each sentence and say what it means.
take up a lot of your time.

Module 7: Leisure And Sport 101

e) That hotel is quite full. I wonder if they have b) The green parts of the map show parks or
enough space to take in any more guests? other green spaces.
f) Ansi wants to take up swimming next year. c) The blue line shows a river.
g) You left the party early last night. Where d) Arrows show one-way roads.
did you take off to? e) Cres = crescent, Cl = close, St = street,
Rd = road.
Listening And Speaking Activity 17 (SB p. 129)
Read the information in the Student’s Book with Students must create a dialogue giving
students and discuss how to give directions. directions. Listen as they work in pairs to make
If time permits, students can work in groups sure they understand how to interpret a map and
giving each other directions. give clear directions.
Activity 16 (SB p. 128) Activity 18 (SB p. 129)
Students must work in groups and study the map Students must work in pairs and each must work
of part of Abuja on page 129. They must then out a route. They must take turns following each
answer the questions in their exercise books. other’s routes on a map.

Answers Evaluation
a) ● [blue circle] restaurant
Teacher Evaluation: Teachers can use the
■ [mauve block] hospital
following sections from the Rubric: Listening
■ [turquoise block] station
and Speaking Skills on page 14 of this Teacher’s
■ [orange block] place of interest
Guide: Comprehension and Responding.
● crescent

module

8 Transport

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening And And Vocabulary Grammar
Book (p. 133) Comprehension Comprehension (p. 132) Structure (p. 135)
Role-play (p. 135) (p. 130) Words about Using ‘shall’ and
dialogues Listen to a speech Read about road transport ‘should’. Write
accidents about checking in
for a flight
Writing (p. 134)
Write a farewell
speech

Speaking: Speak with correct pronunciation, stress

Objectives and intonation, pitch and pace, and modulation
By the end of this module the student should to express meaning when saying a dialogue
understand the following skills: Vocabulary: Define and use words related
Listening: Listen to identify the meanings of to transport correctly and with reference
words and phrases in context. to a dictionary; use phrasal verbs to show

102 Term 2
understanding of their meanings. 3. Poor road engineering
Grammar: Use modal auxiliary verbs Main point 1: Nigeria’s roads are poorly
correctly: shall, should, will and would. constructed. Supporting point: Roads
Reading And Comprehension: Read to deteriorate quickly.
identify and differentiate between main Main point 2: Poorly constructed roads
ideas and supporting details; to identify the contribute to the high road accident rate.
meanings of words in context; and to respond Supporting point: By improving the quality
to comprehension questions that require factual of road design and construction, the road
accuracy and inference. accident rate will be improved.
Writing: Write a Summary and a Speech using 4. Narrow roads
the correct structures, tense forms, and language. Main point 1: Road in rural areas especially
are too narrow. Supporting point: Narrow
Resources roads increase the risk of collisions.
Student’s Book (pp. 135–143) Main point 2: Roads should be widened.
Teacher’s Guide Supporting point: Wider roads will decrease
Blackboard, dictionaries the risk of collisions.
Pictures of different forms of transport 5. Failure of traffic lights
Main point 1: Traffic lights are often out of
Reading And Comprehension order. Supporting point: This is due to poor
maintenance and power cuts.
Start the lesson by asking students how they get
Main point 2: Traffic lights that are out
to school. Discuss the problem of overcrowded
of order cause confusion and accidents.
roads and road accidents. Then read the
Supporting point: Maintenance of traffic lights
information in the textbox that revises main
will decrease confusion and road accidents.
ideas and supporting details.
6. Traffic congestion
Activity 1 (SB p. 130) Main point 1: Nigeria has experienced economic
Students must scan the paragraph and write growth. Supporting point: The increase in
down the two main points in each paragraph and economic growth has lead to an increase in the
two supporting points. number of cars and hence traffic congestion.
Main point 2: The roads cannot cope with
Answers the increased number of cars on them.
1. Problems related to road transport Supporting point: The road network needs
Main point 1: Nigeria has many road to be expanded/upgraded.
transport problems. Supporting point 1: 7. Forged driver’s licences
Road transport problems slow down Main point 1: Many people obtain their
economic growth. Supporting point 2: Road licences through bribery. Supporting point
accidents affect the economy. 1: These people have not passed their
Main point 2: Road accidents cost money. driving tests and are dangerous.
Supporting point 1: The country loses skilled Main point 2: Many officials are corrupt.
workers. Supporting point 2: New people Supporting point : Corrupt licensing
have to be trained to take over their jobs. officials must be dismissed.
2. Road Accidents Activity 2-5 (SB p. 132)
Main point 1: Main cause of road accidents
Students must read the passage again carefully
is driving at high speed. Supporting point 1:
and then answer the questions.
There are other causes
Main point 2: We need to reduce the Answers
number of road accidents Supporting point 2. Forged licences, traffic congestion, poorly
1: By training more FRSC staff Supporting constructed and maintained roads, faulty
point 2: And by educating drivers. traffic lights, and narrow roads (any four).

Module 8: Transport 103

3. Answers will vary. Possible answers are: Activity 6 (SB p. 132)
i) improve the quality of the roads Learners must put the words in the correct
ii) build more roads to reduce traffic congestion columns.
iii) ensure that all drivers have valid licences
iv) ensure that all traffic lights are well Answers
maintained Rail Road Air Sea
v) educate drivers so that they obey the
Train Bus aeroplane ship
rules of the road
vi) increase the number of buses available platform bus airport port
so that fewer people have to drive terminal
4. a) and b) Model summary (47 words) catch/get catch/get get on/ embark
Many of the people killed or injured in road on on/board board
accidents are highly educated and their station bus stop departure quay
education has cost money. When they are gate
killed or injured, the investment in their journey journey flight voyage
education and training is lost. So too are depart/ depart/ take off sail
their skills lost. Replacing these people leave leave
requires training more people.
arrive arrive land dock
5. a) Driver exhaustion is a big cause of
road traffic accidents in Nigeria. get off get off get off/ disembark
disembark
b) Vehicle drivers must be educated on the
dangers of driving while they are drunk. train driver bus driver pilot captain
c) Many roads have dangerous flaws, such
as potholes. Activity 7 (SB p. 133)
d) Better maintenance is required to Students must chose one of the forms of transport
ensure that robots function properly. and make a table similar to the example in the
e) The result is traffic jams on the roads. book.They should use their dictionaries to look
f) Some people have used fraud to obtain up words for correct spelling. Allow time for
their drivers’ licenses dishonestly. students to share their tables with the class.

Vocabulary Answers
Students test and expand their vocabulary
Answers will vary. Suggested answers are as
related to forms of transport.
follows.
Form of Purpose Technology and Design Advantages Disadvantages
transport
Bus Transport Made from metal, Faster means of travel than Pollution from exhaust
people and rubber, glass walking fumes
goods Has wheels, seats, steering More cost-effective than car Relatively uncomfortable
wheel, safety belt, gears, travel when compared with
brakes, accelerator, clutch Reduces traffic congestion personal car travel
caused by too many cars on
road
Train Transport Made from metal and Cost-effective means of Irregular schedules and
people, plastics, and glass transporting goods, animals delays
goods and Wheels, designed to ride and people Train stations can be far
animals on train tracks; electrical or Safe from where passengers live
diesel Fast and need to travel to
Electrical trains are more
environmentally friendly

104 Term 2
 Aeroplane Transport Made from metal, plastics, Fastest way to travel Expensive
people and glass Convenient Environmentally unfriendly
goods Wings and engines ensure Can be uncomfortable on
aeroplane is able to fly long flights
Ship Transport Made from metal, plastics, Offers scenic voyage for Risk of losses from piracy
people, glass people Takes a long time
goods and Engines and hull ensure ship Very cost-effective way
animals stays afloat in high seas to move goods over long
distances

Activity 8 (SB p. 133) Writing

Students must choose the correct phrasal verb
Before beginning the activity ask students if any
to complete each sentence. Once they have
of them have flown on an airplane. Ask them to
completed the exercise, ask them to tell you
describe the experience to the class. What was
what each phrasal verb means.
the highlight of the flight? What was the worst
Answers part of the flight?
a) You (get on) a train, bus or airplane to Activity 10 SB p.134 )
begin your journey. (move from platform or
Students must use the key words and the
tarmac into the train, bus or aeroplane)
guidelines to write a summary of how to check in
b) You (get into) a car or taxi. (move from
for a flight. Refer students to the Self-Assessment
pavement into the car or taxi)
Checklist: Summary and remind them to use the
c) When you have reached your destination,
checklist to check their work before submitting it.
you (get off) the bus. (move from bus to
pavement)
Evaluation
d) When you have reached your destination,
you (get out of) the taxi. (move from taxi to Student Evaluation: Students can use the Self-
pavement) Assessment Checklist: Summary on page 11 of
this Teacher’s Guide.
Listening And Speaking Teacher Evaluation: Teachers can use the Rubric:
Before beginning this activity, discuss dialogue Summary on page 21 of this Teacher’s Guide.
with students and explain how using different
intonations can add meaning and interest to
the dialogue. Ask students to tell you about the Listening And Speaking
different types of intonation they have learnt Remind students of what they learnt in Term 1,
about this term (rising and falling). Module 9 about how to present speeches. Talk
about the reasons for formal speeches and the
Activity 9 (SB p. 133)
ways in which a formal speech differs from an
Students must read and role-play the dialogue. informal speech.
Allow time for students to watch each other’s role-
plays, or pick one or two for students to watch. Activity 11 (SB p. 135)
Students to list the reasons for giving a formal
Evaluation speech. Examples: weddings, birthdays, school
leaving etc.
Teacher Evaluation: Teachers can use the
following sections from the Rubric: Listening Activity 12 (SB p. 135)
and Speaking Skills on page 13 of this Teacher’s Students must do the following:
Guide: Pronunciation, and Stress and Intonation. Listen as you read a speech that was given when
a new transport hub was opened.

Module 8: Transport 105

a) Match each excerpt from the speech in Answers
Column A with the feature that it illustrates Introduction: Distinguished guest, ladies and
in Column B. gentlemen, parents, students and members of
b) Compare their completed table with a the media ...
partner’s completed table. Anecdote: In fact, I recall one parent a few
years ago who threw his watch across the field.
Speech When I asked him why he had done this, he said
Distinguished guests, ladies and gentlemen, parents, he was impatient to see the transport hub open
students and members of the media, thank you for and so he wanted to make time fly.
joining me this afternoon as we mark an important Start of the body: Nearly five years ago, a group
step in the development of our community. of parents in this community had a dream to
Nearly five years ago, a group of parents had a Information: Consequently, we now have a
dream of getting this community connected with transport hub that is fully computerised and ...
other communities in the region in order to bring Conclusion: It is my great privilege to thank all
about a shared transport system that would be those who turned a dream into reality and I am
reliable and regular. They believed that this would honoured to declare the Independence Transport
help local economic development and that it would Hub open.
make access to school so much easier for students
scattered across the region. Evaluation
However, the local authorities, although supportive Teacher Evaluation: Teachers can use the following
of the idea of a transport hub that would coordinate sections from the Rubric: Listening and Speaking
all transport in the region, maintained they did not Skills on page 14 of this Teacher’s Guide:
have the money or the manpower. This frustrated Comprehension and Responding.
the parents. In fact, I recall one parent a few years
ago who threw his watch across the field. When I
asked him why he had done this, he said he was Grammar Structure
impatient to see the transport hub open and so he Read through the grammar box on using ‘shall’
wanted to make time fly! and ‘should ‘with students and explain their use
The parents eventually decided to take over the and interchangeability with ‘will’ and ‘would’.
project and provide whatever money, materials and
labour they could. Within two years, they managed Activity 13 (SB p. 141 )
to achieve what the local authorities could not. Students must copy and complete each sentence
Consequently, we now have a transport hub that is with ‘shall’, ‘should’, ‘will’ or ‘would’. (There
fully computerised and able to track and monitor may be more than one correct answer.)
all transport movement in the region. Transport
problems, such as late arrivals, breakdowns, changes Answers
of routes and so on, are a thing of the past. People in
a) You look cold. Should I close the window
the region can now plan their journeys with precision.
for you?
Time and fuel can be saved, and students will no
b) It’s cold. I will close the window.
longer have any excuse for arriving at school late!
c) To keep fit, you should exercise regularly.
It is my great privilege to thank all those who turned d) If she had more free time, she would join a
a dream into reality, and I am honoured to declare book club.
the Independence Transport Hub open. e) Should you need further information, please
Thank you. don’t hesitate to contact us.
f) Let’s go for a walk, shall we?
g) I don’t like those people and I shan’t go to
their party.

106 Term 2
h) Will you lend me your dictionary? Activity 15 (SB p. 136)
i) People with high cholesterol should eat Students read and discuss the farewell speech.
low-fat foods. Point out to them that they must pay special
j) We will/should arrive home by 10 p.m. attention to the different parts of the speech as
Activity 14 (SB p. 136) indicated in the table.
Students must use any of the modals they have Activity 16 (SB p. 136)
learnt about and rewrite these sentences to make Students must select one of the options given
them sound more polite. Answers may vary. and write a farewell speech of between 75-100
words. There is no self-evaluation checklist for
Suggested Answers this writing task. Students therefore refer to the
a) You should be there on time. information in the Student’s Book when they
b) Will you get that book for me? plan and check their work. Alternatively, you
c) I would like more time to finish my can use this opportunity to create a checklist
homework. as a whole-class activity on the basis of the
d) Would you give me the dictionary? information in the Student’s Book and the
e) You should go to the lecture. Rubric: Speech.

Writing Evaluation
You have already discussed the elements of a Student Evaluation: Students can use the
formal speech earlier in this module. This section information in the Student’s Book or a checklist
teaches students how to write a farewell speech. created in class.
Read through the information box with Teacher Evaluation: Teachers can use the Rubric:
students and ask for examples of when a Speech on page 15 of this Teacher’s Guide.
farewell speech might be needed.

module

9 Democracy Versus Military Rule

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening And Reading And Vocabulary Grammar
Book (p. 139) Comprehension Comprehension (p. 146) Structure
Contrasting (p. 141) (p. 142) Words to do (p. 145)
consonant Listen to poems Read an excerpt with politics Punctuation
sounds and answer from `Half a marks
questions Yellow Sun’ and Write an
answer questions argumentative
composition

Listen: Listen to identify Consonant sounds.

Objectives Speak: Identify and pronounce Consonant
By the end of this module the student should sounds correctly.
understand the following skills: Grammar: Revise and use punctuation to show

Module 9: Democracy Versus Military Rule 107

understanding of the correct use of punctuation Activity 4 (SB p. 140)
and its impact on meaning. Students must copy the sentences and underline
Vocabulary: Use vocabulary related to socio- sounds. In pairs, they must take turns to read the
politics and to show understanding of the sentences aloud, pronouncing all of the words
difference between and meaning of Nigerian correctly. They must then write four of their
English and Standard English. own sentences using words with each of the
Reading And Comprehension: Read to sounds.
identify key words and to summarise texts; to
identify the meanings of words in context; and Answers
to answer comprehension questions.
a) Underline words with the /θ/ sound in these
Writing: Write an Argumentative Essay using
sentences.
the correct structure and language.
i) Thank you for driving back and forth
this month.
Resources ii) She is grateful for her health and
Student’s Book (pp. 144–152) strength.
Teacher’s Guide b) Underline words with the /ð/ sound in these
Blackboard, dictionaries sentences.
i) I rather like this weather.
Listening And Speaking ii) Neither his father nor his brother plays
soccer.
Remind students about consonants and vowels. c) Underline words with the /ʒ/ sound in these
Read through the information in the textbox on sentences.
page 139 of the Student’s Book. i) The conclusion reached is that we saw
a mirage.
Activity 1 (SB p. 139) ii) She has an aversion to animals in
Students must read how to make the /ʃ/ and enclosures.
the /ʒ/ sounds. They must listen to you as you d) Underline words with the /ʃ/ sound in these
read the words in the table and then work with sentences.
a partner to practice pronouncing the words i) He put his dirty shoes and shirt in the shed.
correctly. Use the diagrams and the supporting ii) She sat in the chair eating chips and
text in the Student’s Book to explain the chocolates.
pronunciation to students.
Listening And Speaking
Activity 2 (SB p. 140)
Students must read how to make the /θ/ and Activity 5 (SB p.141)
the /ð/ sounds. They must listen to you as you Stuents must read the poem out loud to each
read the words in the table and then work with other.
a partner to practice pronouncing the words
correctly. Use the diagrams and the supporting Answers
text in the Student’s Book to explain the a) False
pronunciation to students. b) i) A method

 ii) C something
Activity 3 (SB p. 140) iii) A together
Students must say some of the words after the 
iv) B mansion
teacher, and then write down the word as well as
the symbol to show what sound they hear: Activity 6 (SB p. 141)
/ʒ/, /θ/, /ð/ or /ʃ/. Students must read the poem out loud in pairs.

108 Term 2
Answers slanted at an angle; not straight
a) i) False
oblivious not aware
ii) True
iii) True lustrous shiny
iv) False complexion colour of his skin
v) True
b) i) THROATED A throw having the ability of a
youthfully capable
young person
ii) OCEANS A sugar
iii) LARGE C frog siblings brothers or sisters
iv) THROUGH C therefore feminine womanish
v) MOUTH A thousand
Activity 10 (SB p. 144)
Evaluation
Teacher Evaluation: Teachers can use the
Answers
following sections from the Rubric: Listening Master’s Igbo felt feathery in Ugwu’s ears
and Speaking Skills on page 13 of this Teacher’s means: b) Master’s pronunciation of Igbo
Guide: Identification, Pronunciation, and Stress sounded funny to Ugwu.
and Intonation.
Activity 11 (SB p. 144)
Answers
Reading And Comprehension
Answers will vary. Possible answers are as
Use this opportunity to discuss the role of follows:
writers in recording history, albeit in fiction. • he does not know how to turn on a tap,
Students must complete Activities 7 and 8 • he has never seen a fridge before,
before you read the passage with them. • he feels the cement walls because they are so
Activity 7 (SB p. 142) different to his mother’s mud hut walls.
Students must skim the extract and work out Activity 12 (SB p. 144)
what it is about. They must write down their
answers in fewer than 20 words. Answers will
Answers
vary but should include that it is about a rural Answers will vary but could include:
boy going to work as a houseboy. • he reads
• he wears slippers and has clean feet
Activity 8 (SB p. 142) • he knows how to use a tap
Students must scan the text for keywords. • he has a full fridge.
These should include words about food, hunger,
appliances, nervousness, and so on. Grammar Structure
Activity 9 (SB p. 144) Read through the grammar box with
students. This section revises previous work
Students must match the word in column A with
on punctuation. Emphasise the impact that
the most suitable meaning in column B. Ask
punctuation has on meaning. As a fun exercise
them to use their dictionaries.
you could ask students to punctuate the
Answers following sentence: A woman without her man
is nothing. And then discuss the differences in
Column A Column B
meaning. (Woman: without her, man is nothing.
good fortune lucky chance OR Woman without her man is nothing.)
held back stopped himself
crammed completely filled

Module 9: Democracy Versus Military Rule 109

Activity 13 (SB p. 145) Activity 16 (SB p. 146)
Students must work in pairs and discuss how Students must discuss the definitions and make
the meanings of the sentences change with the sure they understand the meanings of the words.
addition of the comma. They should be abe to You can ask them to make up extra sentences
understand this. Give extra practice to students using the words, if time permits. Encourage the
who do not understand. use of dictionaries.

Activity 14 (SB p. 146) Activity 17 (SB p. 147)

Students must add full stops, question marks and/ Once students have completed the activity, ask them
or commas to the sentences in the correct places. to provide other examples of Nigerian English and
their Standard English equivalents. Ask: in what
Answers situations is it acceptable to use Nigerian English?
a) Would you like to order akara, suya, shuku- Answers
shuku, dodo-ikire, kulinkuli, or peanut soup? a) I don’t hear English.
b) Niyi Ofeimun, a journalist at the Big City iii) I don’t understand English.
Times, recently wrote an article on that b) John is my senior brother.
subject. v) John is my older brother.
c) The camping site, once we finally found, it c) I will show you pepper.
was very nice. iv) I will deal with you.
d) Honestly, why would you ever think that? d) Mrs Johnson is a been-to.
e) You will be joining us for dinner, won’t you? i) Mrs Johnson has travelled overseas.
f) He walks to work every day, talks to clients, e) We were in the go-slow for hours.
makes appointments, has afternoon meetings ii) We were caught in a traffic jam.
and then walks back home.
g) She asked, ‘Can’t we talk about this?’ Writing
h) While I was washing, the goat butted the tree.
Revise the key features of argumentative
i) He was a difficult, stubborn child.
compositions with reference to the information
in the Student’s Book and the Self-Assessment
Activity 15 ( SB p. 146) Checklist: Argumentative Essay that you gave to
Using only commas and/or full stops, students students earlier in the year.
must punctuate each sentence to give it a
different meaning. Activity 18 (SB p. 147)
Students must chose one of the topics and
Answers write an Argumentative composition. Before
a) The king walked and talked. Half an hour beginning they must copy and complete the
after, his head was cut off. table. They must then use this as a plan for the
b) The beer, barrels and the wine glasses were composition. Encourage students to use the
gone. The beer barrels and the wine glasses Self-Assessment Checklist: Argumentative
were gone. Essay to check their work before submitting it.
c) He went to dinner with Dorcas, his girlfriend
and his secretary. He went to dinner with Evaluation
Dorcas, his girlfriend, and his secretary. Student Evaluation: Students can use the Self-
Assessment Checklist: Argumentative Essay on
Vocabulary page 10 of this Teacher’s Guide.
This section expands students’ socio-political Teacher Evaluation: Teachers can use the Rubric:
vocabulary, and draws attention to the differences Argumentative Essay on page 18 of this Teacher’s
between Nigerian and Standard English. Guide.

110 Term 2
 module

10 Say What You Mean

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening And Reading And Vocabulary Grammar
Book (p. 148) Comprehension Comprehension (p. 148) Structure
Pronunciation (p. 150) (p. 149) Words about (p. 151)
Silent letters Listen to a text Read and correct speaking Punctuation
and identify answer and writing marks.
homophones questions about Homophones Writing (p. 153)
saying what you Revise writing
mean an informal
letter

Objectives Activity 1 (SB p. 148)

Students must work in pairs to say each word
By the end of this module the student should
set aloud. They must identify which word is
understand the following skills:
pronounced differently from the other words.
Listening: Listen to identify Vowel and
Consonant Sounds, and Homophones. Answers
Speaking: Pronounce Vowel and Consonant
a) though
Sounds correctly.
b) door
Vocabulary: Identify and explain homophones,
c) moor
and use them correctly to show understanding of
d) chemist
their meaning in context.
e) tough
Grammar: Use the apostrophe correctly to
f) nought
show understanding of meaning.
g) comb
Reading And Comprehension: Read to
identify the meanings of words in context and to
Activity 2 (SB p. 148)
answer related comprehension questions.
Writing: Write an Informal Letter using correct With their partner, students say each word aloud
structure, layout and language. and identify the silent letter or letters.

Resources Answers
a) know (k is a silent letter)
Student’s Book (pp. 153–159) b) subtle (b is the silent letter)
Teacher’s Guide c) bomb (b is the silent letter)
Blackboard d) psychology (p is the silent letter)
Dictionaries e) muscle (c is the silent letter)
f) half (l is the silent letter)
Listening And Speaking g) autumn (n is the silent letter)
This section revises the pronunciation of h) honest (h is the silent letter)
difficult words and selected vowel and i) daughter (g is the silent letter)
consonant sounds. Monitor students’ j) island (s is the silent letter)
pronunciation as they do the activities in pairs. k) wrestle (w is the silent letter)

Module 10: Say What You Mean 111

Activity 3 (SB p. 148) Activity 5 (SB p. 149)
Students must look up the meanings of the Students must study the homophones for
words and take turns pronouncing them. homework in preparation for a test. Schedule
the test for a suitable period during the course of
this week.
Evaluation
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 6 (SB p. 149)
Guide: Identification, Pronunciation, and Stress Read the text while students follow in their
and Intonation. Student’s Books. Student then read the text
on their own. Tell them to look out for the
homophones in the text as they read it.
Vocabulary
Read through the information box about Activity 7 (SB p. 150)
homophones and explain homophones to Students must do the following:
students. Emphasise that homophone means a) Identify all the homophones that are spelt
same sound. If time permits, allow students to differently and have different meanings,
find some homophones on their own and then but have the same pronunciation.
have a class quizz. b) Rewrite the text, correcting all the incorrect
homophones.
Activity 4 (SB p. 149) c) Find all the homophones that have the same
Students must work in pairs. They must read spelling and the same pronunciation, but
each sentence aloud. Then they must choose that have different meanings.
the correct homophone or homophones to d) List these homophones in a table and give
complete each sentence. Students can use their their meanings.
dictionaries. e) Use each of the homophones in the table in
sentences to make their different meanings
Answers clear.
a) She chose (two) books (to) give him for his Answers
birthday. The homophones are highlighted in the text. The
b) Trespassers will be (caught) and arrested correct homophone is underlined.
on (sight). Always say what you mean
c) I (saw) the eagle (soar) high above the “Please say what you mean,” Ife pleaded with
clouds. his best friend, Emmanuel. Emmanuel staired/
d) The nurse put an IV drip in his (vein). stared at his friend and wondered what on earth
e) The dog’s muddy (paws) made marks all Ife was talking about. They had not seen each
over the clean floor. other four/for a hole/whole weak/week and he
f) (Where) is the new kitchen (ware) that I could not remember saying something to Ife that
bought yesterday? he did not mean.
g) My neighbour’s family (prays) at every “What do you mean, deer/dear friend?”
meal time. Emmanuel asked Ife. “I always say what I
h) The artist used a brush and (palette). mean. In addition, I have not seen you for at
i) He bought (four) tickets to the show (for) least seven days, so I have know/no idea what
himself and his friends. you are talking about!”

112 Term 2
“Really, Emmanuel!” replied Ife. “Surely you
have not forgotten that you told me to park Reading Evaluation
my car next to the sign in front of the bank in Select a few students who have not yet had their
the town square and watch for you to arrive at reading skills assessed. Ask them to prepare two
around two in the afternoon?” or three paragraphs from the Comprehension
“Oh dear, my friend,” Emmanuel said, “I told text for reading aloud. Give them the criteria
you to meet me in the park near the bank of from the Checklist for reading aloud on page
bush that grows around the two trees so that you 9 of this Teacher’s Guide. Explain that you will
could sign the insurance form for the new watch be using these criteria to evaluate their reading
I bought for you.” aloud skills. Call them up individually and ask
“What?” replied Ife. “Did you really by/buy me them to read to you. You can use the Rubric for
a new watch and tell me to meat/meet you in Reading aloud on page 12 of this Teacher’s Guide
the park?” to evaluate their reading. Record the mark in
“Yes, my dear friend ... I always say what your Record Book.
I mean and that is what I said,” responded
Emmanuel. “I wood/would never tell you
something I did not mean.” Listening
“Oh, that’s sew/so grate/great,” said Ife, Activity 8 (SB p. 150)
relieved. “Always saying what you mean is the
Explain to students that you are going to read
best weigh/way to keep a friendship honest
a text to them and they must listen for the
and true and see a relationship threw/through
homophones on page 150.
difficult times.”
“I agree,” said Emmanuel, and through/threw
the new watch to Ife who court/caught it, Student A: What is your biggest wish for our
laughing allowed at how silly he had bean/ country?
been. Student B: My biggest wish is that everyone
in the whole of Nigeria will live in
Answers peace.
a) staired/stared; four/for a hole/whole weak/ Student A: How do you think we can manage
week; deer/dear; know/no; meat/meet; that?
wood/would; sew/so; by/buy; grate/great;
Student B: Well, I think we should never be
weigh/way; threw/through
afraid to say what mean. I mean,
b) The correct homophones are underlined in
for example, it is horrible if people
the text above.
speak their minds and then get
c) bank; watch; park
arrested and taken to court for not
d)
being patriotic.
bank Noun: Noun:
Student A: Yes, I agree. They should not be
place where a raised piece
arrested unless they are breaking a
money is held of ground
law.
watch Verb: Noun: Student B: True, but the government must make
to look at a time piece
sure that all laws are fair. I mean,
park Verb: Noun: it’s right to have laws that say that
to park a car a green space people must not steal, but we must
never have laws that say that people
e) Students’ answers will vary.
do not have the right to speak out
against problems in our country.

Module 10: Say What You Mean 113

 Student A: Yes, if people tow the line out of
Activity 11 (SB p. 151)
fear, then we cannot really call Students must rewrite the sentences, choosing
them patriotic. The only way is for the correct word out of the options provided in
them to love their country because brackets.
they are proud of it.
Answers
a) I didn’t go to the party.
Activity 9 (SB p. 150) b) The cat’s illness was making its stomach
Students must use the other homophones sore.
in sentences of their own to show that they c) That way’s the quickest route.
understand their meaning. d) I thanked the children’s mother.
Students’ sentences will vary. e) That is my brother-in-law’s new car.

Evaluation Activity 12 (SB p. 152)

Teacher Evaluation: Teachers can use the following Before beginning the activity, explain the
sections from the Rubric: Listening and Speaking difference between a colon and a hyphen to
Skills on page 14 of this Teacher’s Guide: students.
Comprehension and Responding. Students must copy these sentences into their
exercise books, filling in the missing colons
and/or semi-colons.
Grammar Structure
Answers
This section continues the work in Module 9 on
a) There is one thing that she will not accept:
punctuation. It revises apostrophes, colons, semi-
stupidity.
colons and inverted commas.Before starting
b) He whispered in my ear: “Have you seen
the activities, read through the information in
the new student?”
the grammar box. The punctuation marks are
c) This house has everything I need: two
covered in separate subsections, so read each
bedrooms, a big kitchen, a backyard and a
set of information and then have students do the
garage.
activities that relate to that set of information
d) He wanted to see three cities in Nigeria:
before proceeding to the next section.
Lagos, Kano and Abuja.
e) I did not finish reading the book; instead, I
Activity 10 (SB p. 151)
watched the news.
Students must use apostrophes. f) I like cows; they give us milk, which tastes
good; they give us beef, which also tastes
Answers good; and they give us leather, which is
a) Our neighbour’s car is so old it’s about to used for shoes and coats.
fall apart. g) This first-aid kit includes these items:
b) She didnt hear her children’s cries. a torch, an extra set of batteries, a
c) The students’ presentation was very good space blanket, gauze, tape and aspirin.
and the class applauded them. h) This week’s winners are: Joe from
d) My sister’s husband is my brother-in-law. Aba, Abia State; Diane from Zaria,
e) The team’s manager’s attitude was affecting Kaduna State; and Matt from Akure, Ondo
all the players’ performance. State.
f) I’m afraid I don’t know what the problem’s
cause is.

114 Term 2
Activity 13 (SB p. 152) Activity 15 (SB p. 153)
Explain the difference between inverted Students must chose one of the topics and write
commas and quotation marks to students. an informal letter of about 150 words. They
Students must then punctuate the sentences must follow the instructions:
correctly. • Brainstorm the possible content of your
informal letter.
Answers • Draw up a plan for an informal letter.
a) Martin Luther King said: “I have a dream”. • Write a rough draft of an informal letter.
b) Have you seen the movie ‘Diary of a Lagos • Edit the rough draft of the informal letter.
Girl’ directed by Jumoke Olatunde yet? • Check that the punctuation is correct.
c) I think ‘Billy the Bully’ is Taiwo Odubiyi’s • Check that the spelling and language
best children’s book. structures are correct.
d) Yemi Alade’s ‘Johnny’ is a fantastic song. • Check that the layout of the letter is correct.
e) Wasn’t it Dickens who wrote: “It was the
best of times, it was the worst of times”? Evaluation
f) What does the word ‘grandiose’ mean?
Student Evaluation: Students can use the Self-
Assessment Checklist: Formal and Informal
Writing Letters on page 11 of this Teacher’s Guide.
Activity 14 (SB p. 153) Teacher Evaluation: Teachers can use the Rubric:
Students must revise how to write informal Formal and Informal Letters on page 22 of this
letters by referring to Module 8 of Term 1. They Teacher’s Guide.
should pay particular attention to the following:
• The layout of informal letters
• The language style of informal letters
• The tone of informal letters
In addition, refer students to the Self-
Assessment Checklist: Formal and Informal
Letters for further guidance.

Module 10: Say What You Mean 115

 module

11 Term 2 Revision

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening and Reading and Vocabulary Grammar
Book (p. 154) Comprehension comprehension (p. 156) Structure
Pronunciation Revision of Read a text Revision of (p. 156)
Revision of Term 2 “Below the Term 2 Revision of
Term 2 surface of the Term 2
sea”

b) equal, question, inadequate

Objectives c) i) cabinet
By the end of this module the student should ii) orderly
understand the following skills: iii) emphasis
Listening and Speaking: Identify sounds in iv) tribalism.
words correctly. d) Students must write a sentence with falling
Vocabulary: Use words and homophones intonation. They must put in the ↘ to show
correctly to show understanding of meaning. where the voice would fall.  (20)
Grammar: Use punctuation, tense forms,
prepositions, phrasal verbs and prefixes. Reading And Comprehension
Reading And Comprehension: Read to
identify the meanings of words in context, use Activity 2 (SB p. 154)
these words in different contexts, and answer Students read the comprehension text.
comprehension questions.
Writing: Write an Argumentative Essay, or a Activity 3 (SB p. 155)
Speech, or an Informal Letter.
Answers
a) crush – compress
Resources b) pilot – navigator
Student’s Book (pp. 159–163) c) rugged – rough, uneven and bumpy
Teacher’s Guide d) drills – a boring tool
Blackboard e) jets – streams
Dictionaries
Activity 4 (SB p. 155)
Listening And Speaking a) B The floor of the ocean is difficult to
explore because specialised equipment is
Activity 1 (SB p. 154) needed.
Answers b) C Jacques Piccard and Donald Walsh
a) i) COUGH - enough appeared surprised to find life at that depth.
ii) THRESHOLD - lush
iii) FRINGE - twinge
iv) THOUGH - them
v) HANGED – sang

116 Term 2
Activity 5 (SB p. 156) Grammar Structure
Answers Activity 10 (SB p. 156)
a) The enormous pressure deep under the
ocean makes deep-sea exploration difficult.
Answers
True Examples will vary.
b) Scientists cannot see outside of the craft. Mis – error/in error/incorrectly – misinterpret
False Dis – not – disabled
c) People have to eat bacteria when they are Non – not – nonconforming
on a deep-sea exploration mission. False Pre – before – predetermined
d) The chemicals emitted by jets of water are post – after – posttraumatic
damaging to the environment. False
Activity 11 (SB p. 156)
Activity 6 (SB p. 156) Answers
Answers a) I leave home every morning at 7 a.m. to
a) The ocean floor could not be explored walk to school.
before 1960 because a suitable craft had not b) How many people live in Lagos?
been designed before then. c) I will see you at school tomorrow morning.
b) Answers will vary. Examples: it can dive d) Do you prefer doing your homework in the
deeper, it has a video and camera system, it afternoon or at night?
has high-density LED lights, and/or it has e) My mother is at work her office on the tenth
robotic arms. floor.

Activity 7 (SB p. 156) Activity 12 (SB p. 157)

Students must chose any six words from Answers
the passage that are new to them and write a) She is drawing up a questionnaire. (Present
a sentence about each one that shows they continuous)
understand its meaning. (20) b) I have never been overseas. (Present
perfect)
Vocabulary c) What time did you arrive at the party last
night? (Past simple)
Activity 8 (SB p. 156) d) Does the sun rise earlier in summer than in
Answers winter? (Present simple)
a) My brother’s wife is my sister in law.
b) My sister’s son is my nephe. Activity 13 (SB p. 157)
c) Photographs from film are developed in a Answers
laboratory using chemicals. a) It would appear that I was wrong.
d) A dictatorship is a government led by one b) She could sing very beautifully when she
person with dictatorial power. was younger.

Activity 9 ( SB p. 156) Activity 14 (SB p. 157)

Students must write sentences using the Answers
homophones. Answers will vary. (14)
a) Will you please go with your mother?
b) Would you like some more tea?
c) Please can you lend me some money?

Module 11: Term 2 Revision 117

Activity 15 (SB p. 157)
Answers
a) She said: “ You mustn’t always let your
brother tell you what to do”.
b) The teacher asked: “Have you chosen
your career yet? There are so many to
choose from; like medicine, teaching,
dentistry, law, journalism and politics.”

Activity 16 (SB p. 157)

Answers
a) It was late so I cut across the field to save
time.
b) When the football ground got full,
the gatekeepers started to turn away
people who were still trying to get in.
c) Did you find out how much the ticket to
the concert costs?  (46)

Writing
Activity 17 (SB p. 157)

Evaluation
Teacher Evaluation: Teachers can use the Rubrics:
Argumentative Essay on page 18, Formal and
Informal Letters o page 22 and Speech on page 15
of this Teacher’s Guide.

 (50)
 Total: 150

118 Term 2
 module

1 Review Of Term 2

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening And Reading And Vocabulary Grammar
Book (p. 158) Comprehension Comprehension (p. 162) Structure (p. 161)
Revision of (p. 163) (p. 158) Revision of Writing (p. 163)
Term 2 Revision of Revision of Term 2 Revision of
Term 2 Term 2 Term 2

students before they complete Activities 1

Objectives and 2. Use this as an opportunity to monitor
By the end of this module the student should pronunciation as students work in pairs to
have understood and consolidated work complete the activities.
completed in Term 2.
Reading And Comprehension: Read to Activity 1 (SB p. 158)
identify main ideas and supporting details, and Students must read the words in capital letters.
the meanings of words in context, and answer The consonant sounds have been underlined.
comprehension questions that require factual They must choose a word from each list with
accuracy and inference. the same consonant sound.
Listening And Speaking: Listen to identify
pronunciation and syllable stress; speak with the
Answers
correct pronunciation and stress on syllables. a) STATION B decision
Grammar: Identify and use correctly to b) ZEBRA B does
show understanding of meaning and function: c) HAND C high
Prepositions, Phrasal Verbs, Verb Tenses and d) STOMACH B rock
Punctuation. e) THANKS B weather
Vocabulary: Explain and identify homonyms, f) CLEVER A duckling
synonyms and antonyms, and use these
correctly; identify commonly misspelt words
Activity 2 (SB p. 158)
and spell these correctly. Students must say the words in the box. They
Writing: Write an Argumentative Essay, Semi- must think about the number of syllables in each
Formal Letter or Farewell Speech using the word. They then copy the table and write the
correct structure and/or layout, and language. words in the correct columns to show they know
on which syllable each word is stressed.
Resources Answers
Student’s Book (pp. 158–163)
Teacher’s Guide Words that have the Words that have
Blackboard first syllable stressed the second syllable
Dictionaries stressed
Hollow Collapse
Speaking And Listening
Hospital Display
Revise the work on identification of consonants
and identification of stress on syllables with Rocket Complain

Module 1: Review Of Term 2 119

 worked in secret. 3. Russia sent the first woman,
Motel Disagree
Valentina Tereshkova, to the Moon.
Argue Relief Paragraph 5: Topic – Both countries experienced
Person setbacks in 1967. Supporting details 1. The
Russian spacecraft, Soyuz, crashed and killed
Water a cosmonaut. 2. America’s Apollo II caught
fire and three astronauts were killed. 3. Both
Reading And Comprehension countries suspended their space programmes for
18 months.
This section revises the reading skills that
Paragraph 6: Topic – Both countries resumed
students have acquired during Term 2.
the space race in October 1968. Supporting
Activity 3 (SB p. 158) details 1. Russia sent two spacecraft (one
Students must skim the article and write what the manned) into space. 2. The USA sent three
article is about in no more than 15 words. Answers Apollo spacecraft into space and by the end of
will vary, but students should understand that the 1969 looked set to be able to land on the Moon.
articles is about the space race. Paragraph 7: Topic – Russia attempted to
Similarly, students must write a suitable win the space race , but both of its spacecraft
heading of no more than 8 words. crashed on the Moon. Supporting details 1. The
USA successfully landed on the Moon, and two
Activity 4 (SB p. 158) astronauts walked on the Moon on 20 July 1969.
Students scan the text in order to identify 2. They performed experiments while on the
the topic sentence and supporting sentence Moon and gathered rocks for analysis on Earth.
or sentences. Answers will vary. Suggested Paragraph 8: Topic: The USA continued to
answers are as follows: send spacecraft and astronauts to the Moon
until 1972. Supporting details 1. The USA has
Answers subsequently explored other planets, such as
Paragraph 1: Topic - People have always been Mars.
curious about the night sky and outer space.
Supporting details - 1. People wondered Activity 5 (SB p. 158)
about what the planets looked like. 2. People Read the article while students follow in their
wondered if there was life in outer space. Student’s Books. Then, students read the article
Paragraph 2: Topic – In 1961 Russia’s space on their own before completing Activity 6.
launch provided an opportunity to answer these
questions. Supporting details 1. The rocket was Activity 6 (SB p. 160)
called Vostok 1 and the cosmonaut was Yuri Students must work out the meanings of words
Gagarin. 2. The rocket made one orbit of Earth. and phrases from their use within the context of
Paragraph 3: Topic – The Americans also the article.
attempted to launch spacecraft in 1961.
Supporting details 1. Their first rocket, Answers
Mercury 1 with astronaut Alan Shepherd, a) problems, restarted
launched 3 weeks after Vostok 1, was b) C about to
unsuccessful. 2. Their second rocket, Mercury c) B unconcerned
II, with astronaut Glenn, in February 1962 was d) Students must match the words in Column
successful. A of this table with the most suitable
Paragraph 4: Topic – Russia and America meanings in Column B.
competed strongly to be the first country to send
a rocket and person to the Moon. Supporting
details 1. America announced it would send
someone to the Moon by 1970. 2. Russia

120 Term 3
 Column A Column B Give them the criteria you will use to assess their
Fascinated Captivated reading, so they know how to prepare. You will find
these in the Rubric: Reading Aloud on page 12 of
Curious Intrigued
this Teacher’s Guide. Use this Rubric for evaluation
Launched Blasted off of their reading skills while they read to you.
Cosmonaut Russian astronaut
Competition Rivalry
Grammar Structure
Succession Sequence
This section revises the following Grammatical
Worried Anxious Structures that were covered in Term 2:
Explore Research Prepositions, Verb Tenses, Phrasal Verbs, and
Punctuation.
e) Students write sentences with the words
in Column A to show that they understand Activity 8 (SB p. 161)
their meaning. Students must use their own
Students complete the sentences with the most
words as far as possible. Answers will vary.
suitable prepositions.
Activity 7 (SB p. 161)
Students answer the questions about the content
Answers
of the article. They find facts and infer meaning a) on b) around
from the content and tone of the article. c) for d) into
e) to; in
Answers
a) i) The USA was the first nation to send a Activity 9 (SB p. 161)
person into outer space. False Students choose the correct verb tense to
ii) To orbit the Earth means to fly complete the sentences.
completely around the Earth without
ever touching it. True Answers
iii) The space race between Russia and the a) A come across b) C turned out
USA started in 1967. False c) B get around d) A pulled out
iv) Russia and the USA suspended their e) B came out
space programmes for 18 months
because of disasters with their
spacecraft that cost human lives. True
Activity 10 (SB p. 162)
v) The USA is the only nation sending Students use question marks, commas, full
spacecraft into outer space. False stops, apostrophes, colons, semi-colons and
b) Choose the best option (A, B or C) to inverted commas to punctuate these sentences.
answer these questions. a) Umari said: “Ever since high school I have
i) B they wonder if there is life on other been fascinated by outer space.”
planets. b) Deji asked: “Which subject must I study
ii) C both countries wanted to be the first at school to work for the National Space
to land on the Moon. Research and Development Agency in
iii) B Because they both crashed. Nigeria?”
c) Ms Adeniyi, the science teacher, said: “You
need to study the STEM subjects, science,
Evaluation
technology, engineering and mathematics
Select a few students who have not yet been to become involved in Nigeria’s space
evaluated for reading aloud skills. Ask them to programme.”
prepare the first two paragraphs of the reading text.

Module 1: Review Of Term 2 121

d) The Nigerian National Space Research Activity 14 (SB p. 163)
and Development Agency has a number Read these five sentences to students. Students
of satellites with various capacities. It also then choose the homonym that suits the
has plans to build a 25 m Optical Radio meaning of the sentence. The options are
Telescope in Nsukka to boost its space provided in brackets below, with the most
programme capabilities. suitable choice underlined.
a) Did you (here/hear) the news that Osman
Vocabulary was selected for the astronaut-training
Ask students to tell you what homonyms, programme?
synonyms and antonyms are before they b) I wonder if (won/one) day people will be
complete the Vocabulary activities. able to live in outer space?
c) The USA space programme to land on
Activity 11 (SB p. 162) the moon had two setbacks, and Russia’s
programme had two (two/too).
Students choose the word that is a suitable
d) Both the USA and Russia wanted to get to
antonym of the word underlined in each
the Moon first, but the USA got (their/there)
sentence.
first.
Answers e) The surface of the Moon is very much like a
(desert/dessert).
a) B failures
b) A worried Writing
c) C ended
Revise the different types of compositions,
Activity 12 (SB p. 162) letters and speeches with students.
Students choose the word that is a suitable Activity 15 (SB p. 163)
synonym of the word underlined in each
Students choose one of the topics (A, B or C).
sentence.
They write an Essay, Speech or Letter that is
a) C captivated
about 250 words long. Refer students to the
b) B pondered
Self-Assessment Checklists that you provided
c) D inquisitive
in Terms 1 and 2. Students must use these
Activity 13 (SB p. 162) Checklists during their planning, writing and
checking phases.
Students work in pairs. They decide which word
in each pair is spelled correctly. They can use a
dictionary to help them if they don’t know the Evaluation
answers. Student Evaluation: Students can use the Self-
a) acquire b) argument Assessment Checklists: Argumentative Essay on
c) calendar d) cemetery page 10, Formal and Informal Letters on page 11
e) changeable f) conscience and Speech on page 9 of this Teacher’s Guide.
g) existence h) grateful Teacher Evaluation: Teachers can use the Rubrics:
Argumentative Essay on page 18, Formal and
Informal Letters on page 22 and Speech on page
15 of this Teacher’s Guide.

122 Term 3
 module

2 Advertising

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening And Reading And Vocabulary Grammar
Book (p. 164) Comprehension Comprehension (p. 168) Structure
Spoken oral (p. 168) (p. 164) Words about (p. 167)
composition Understand an Read a advertising Adjuncts.
– narrative: ‘A advert: protect text about Writing (p. 170)
day I will never your family from advertising More about
forget’ crime! and answer summary writing
questions

speech). Tell students that sometimes we must

Objectives shorten a story in order to hold the audience’s
By the end of this module the student should interest.
understand the following skills:
Listening: Listen to identify main ideas and Activity 1 (SB p. 164)
details, and to answer comprehension questions. Students must think of a special day that they
Speaking: Narrate a story. will never forget. Students use the guidelines
Reading And Comprehension: Read to identify in the Student’s Book and the Self-Assessment
the meanings of words and phrases in context, Checklist: Narrative Essay to make notes about
and to answer comprehension questions. this day.
Vocabulary: Identify the meaning of words in
Activity 2 (SB p. 164)
context and use words related to advertising.
Grammar: Explain and identify adjuncts, and Students work in pairs. They tell each other a
write sentences with own examples correctly. story entitled ‘A special day I will never forget’.
Writing: Write a summary using the correct Walk around the class to check on progress.
language and tense form.
Evaluation
Resources Student Evaluation: Students can use the Self-
Student’s Book (pp. 164–170) Assessment Checklist: Narrative Essay on page 9
Teacher’s Guide of this Teacher’s Guide.
Blackboard Teacher Evaluation: Teachers can use the
Dictionaries following section from the Rubric: Listening and
Speaking Skills on pages 13–15 of this Teacher’s
Speaking And Listening Guide, Narrating.
Revise the features of a narrative story with
students and allow time for students to tell short
narratives about an event. Ask students if there
Reading And Comprehension
are any differences between writing a narrative Students complete pre-reading activities
and telling a narrative story. Draw attention to using skimming and scanning techniques and
the importance of good speech (pronunciation, vocabulary skills. They then read the article and
pitch and pace, and other features of good answer graded comprehension questions.

Module 2: Advertising 123

Activity 3 (SB p. 164) d) Students use the questions to discuss their
Students skim the article. They describe what answers in Columns B and C.
it is about in 15 words or less, including three
points in their answers. Answers will vary.
Activity 5 (SB p. 165)
Students read the article slowly and carefully on
Students should understand that the text is about
their own.
advertising and its emergence as part of the
business world of Nigeria.
Activity 6 (SB p. 166)
Activity 4 (SB p. 164) Students state if these statements are true or
a) Students copy the table and write down the false.
meanings of words in Column B
b) Students scan the text to find the words. Answers
c) Students work out what the words mean in a) The Nigerian population is very similar.
context and write their meanings in Column C. False
Answers will vary. b) Skillful advertising is offensive to
consumers. False
Answers
c) As Nigeria’s middle class has grown, so has
Column A Column B Column C its advertising industry. True
Diverse showing a great Same as in d) Because the government no longer controls
deal of variety; very Column B banks so strictly, banks are allowed to offer
different different products and services to clients.
True
Target a person, object, or People or
place selected as the groups of
aim of an attack people that
Activity 7 (SB p. 166)
advertisers Students choose the best answer (A, B or C) for
try to market each of the questions.
goods and
services to. Answers
Offending cause to feel upset, Same as in a) A So that they do not make adverts that
annoyed, or resentful Column B go against the values of religious or ethnic
groups.
Emergence the process of coming Same as in
into existence or Column B
b) C Because businesses are spending a lot
prominence on advertising to get consumers to buy
their products instead of their competitors’
Spotty marked with spots Erratic products.
Decade a period of ten years Same as in c) B the amount of money advertising business
Column B spend on making adverts.
d) A like talking a lot, but make decisions
Crucial decisive or critical, Same as in
especially in the Column B
about what to buy based on price.
success or failure of e) B The supply of electricity is very
something unreliable.

Attentive paying close attention Same as in

to something Column B Grammar Structure
Fitful having an erratic or Same as in Discuss adjuncts with students by working
intermittent character Column B through the information in the grammar box
on page 167 of the Student’s Book. Emphasise
Socialising mix socially with Same as in the types of adjuncts and that adjuncts can be
others Column B
removed without changing the grammatical

124 Term 3
sense of the sentence. Ask students to provide
additional examples or provide additional Protect your family from crime!
examples as needed before they complete Install a Super Detection Alarm TODAY!
Activities 8 and 9 individually. The latest statistics show that criminals are
targeting families while they are in their homes.
Activity 8 (SB p. 167) Make sure your family is safe when you are not
Students identify the adjuncts in the sentences there to protect them. Install the Super Detection
and say what kind each one is. The first one has Alarm today. The Super Detection Alarm uses
been done for them. state-of-the-art technology, which is able to
detect the sound of breaking glass. As soon as
Answers this happens, not only will the Super Detection
a) The alarm went off again yesterday. Alarm instantly warn you that your home has
(adverbial phrase) been invaded; it will also automatically phone
b) Here the situation is completely different. the police so that you will be safe.
(adverbial phrase) The Super Detection Alarm is available right now
c) Expect the tent to leak because it’s been in for the low, low price of N35 300 00 – a very
my garage for years. (adverbial phrase) small price to pay to ensure the safety of your
d) I saw her last week at netball practice. family.
(adverbial phrase) The Super Detection Alarm is easy to install, or
e) She went to school in Lagos. (prepositional we can install it for you at a small charge.
phrase) The Super Detection Alarm comes with a 30-
f) We’ve agreed to meet the day after day money back guarantee if you are not 100%
tomorrow. (prepositional phrase) satisfied with this amazing product.
g) He tightened the screw with a screwdriver.
Don’t delay, phone 082 496194876 today to
(adverbial phrase)
order your Super Detection Alarm and make sure
h) Suddenly, the door opened. (adverbial
that you and your family do not become another
phrase)
crime statistic.
i) Unfortunately the professor wants to retire
this year. (noun phrase)
a) 7 – to make sure the reader remembers the
Activity 9 (SB p. 167) name of the product.
b) By reminding the reader about crime levels.
Students write five of their own sentences
c) Detects the sound of glass breaking and
using adjuncts. In each case, they underline the
automatically phones the police.
adjunct and say what kind it is.
d) The emotion of fear. Today, don’t delay,
right now, safe.
Listening e) It comes with a 30 day guarrantee.
Explain the key features of advertisements by f) Answers will vary but should have a reason.
reading and discussing the information in the
textbox on page 168 of the Teacher’s Guide. Evaluation
Activity 10 (SB p. 168) Teacher Evaluation: Teachers can use the
following sections from the Rubric: Listening
Students listen as their teacher reads an
and Speaking Skills on page 14 of this Teacher’s
advertisement to them. Then they answer the
Guide: Comprehension and Responding.
questions about the advertisement.

Module 2: Advertising 125

Vocabulary Activity 11 (SB p. 169)
The vocabulary exercise tests students’ ability to Students match the words associated with
determine meaning from context. advertising in Column A of this table with their
most suitable meanings in Column B.
Answers
Column A Column B
Consumer People who buy goods and services, often those they have seen in advertisements
Product Goods such as cars, computers, soap, clothes and food that have been manufactured
Service Something that a business offers a consumer, such as training, medical attention,
banking accounts and Internet connectivity
Client A business that has products or services that it wants advertised
Brand A product or service with a well-known name and logo (for example, Coca-Cola)
Advertising A business that produces advertisements for a client
agency or firm
Ad executive The person in an advertising agency who goes to clients to find out if the clients want
the ad agency to produce advertisements for the clients’ products or services
Target audience A group of consumers (for example, mothers with young babies) that an advertising
agency aims a specific advertisement at
Market research The task of finding out what consumer want, like or need; it often involves interviews
or questionnaires
Creative director The person who comes up with the idea for an advertisement
Copywriter The person who writes the text for advertisements
Graphic designer The person who designs the advert (in other words, its layout, which images to use
and so on)
Media The way that the advert will be shown to the public (for example, TV, radio,
newspapers or magazines)
Crew The people who help to make a TV advert, such as the camera operator
Prime time The time of the day when the most people are watching TV or listening to the radio
Promotion Ways used to make consumers aware of specific products or services so that they will
buy more of them, which will help to increase sales

Activity 12 (SB p. 169) Writing

Students complete the sentences by using the
Revise the key features of summary writing by
most suitable word from Column A in the table.
reading and discussing the information in the
Answers textbox on page 170 of the Student’s Book.
a) Copywriter
b) Market research Activity 13 (SB p. 170)
c) Target market Students work in pairs. They read and discuss
d) Media what they have learnt about summary-writing,
e) Graphic designer using the information provided to guide them.
f) Brand

126 Term 3
Activity 14 (SB p. 170) can afford more expensive goods and needs
Students summarise the article ‘Nigeria’s mad banking services. All these goods and services
men’ in no more than 6 sentences and 100 need to be advertised. However, running an
words. Remind them to use the Self-Assessment advertising agency is difficult as Nigeria’s
Checklist: Summary in addition to the guidance infrastructure is unreliable. There is increasing
provided in the Student’s Book. focus on digital advertising as social media user
numbers are increasing rapidly.
AnswerS
Answers will vary. Evaluation
Suggested model summary (90 words):
Student Evaluation: Students can use the Self-
Nigeria has a highly diverse population of
Assessment Checklist: Summary on page 11 of
many different religions and ages. Advertisers
this Teacher’s Guide.
find creative ways to speak to all of those
groups without offending any one of them. Teacher Evaluation: Teachers can use the Rubric:
Advertising has become big business because of Summary on page 21 of this Teacher’ s Guide.
the growth of the middle class. The middle class

module

3 The Stock Exchange

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening And Reading And Vocabulary Grammar Structure
Book (p. 171) Comprehension Comprehension (p. 171) (p. 174)
Debate: ‘Is peer (p. 176) (p. 173) Words about the The present
pressure beneficial Listen to Read a text Stock Exchange perfect tense.
or harmful?’ different types about the Writing (p. 175) Writing (p. 175)
Role-play of texts Stock Exchange Write an
examples of peer and answer expository
pressure questions composition

without reference to dictionaries.

Objectives Grammar: Explain and identify the Present
By the end of this module the student should Perfect Tense, and write own sentences to show
understand the following skills: understanding of this Tense form.
Listening: Listen to identify details and Writing: Write an Expository Essay using the
meaning, and respond appropriately. correct structure and language.
Speaking: Speak to persuade and convince
using correct pronunciation, stress and Resources
intonation, modulation, pitch and pace. Student’s Book (p. 171–176)
Reading And Comprehension: Read to Teacher’s Guide
identify the author’s purpose and tone, and the Blackboard
relationship between style, tone and purpose. Dictionaries
Vocabulary: Understand and use words related Pictures of the Nigerian Stock Exchange
to the Stock Exchange correctly, and with or

Module 3: The Stock Exchange 127

Speaking And Listening exchange. You could invite these students to
provide the information to the rest of the class.
Start the lesson by talking about money. Ask Students work as a class. They discuss what
students to think about the positive and negative they know about the stock exchange before
aspects of money using the statements included in working in small groups to read and discuss the
the Student’s Book text. Link debating preparation terms. They can use their dictionaries.
and skills to argumentative essays. Highlight the
similarities: the ability to put forward a convincing Activity 4 (SB p. 172)
argument and use persuasive language based on
Students work on their own to complete the activity.
sound research. Highlight the differences: the
requirement of having to “think on your feet” and Answer
evaluate responses to your arguments in order to
Companies need money to help them grow.
respond appropriately.
They use it for all kinds for things, like buying
Activity 1 (SB p. 171) materials to make their products, developing new
Use the information in the Student’s Book to products, building factories and hiring people
explain the practical aspects of debating. As a to work at their companies. To raise this money,
whole-class activity, create a Self-Assessment they often split ownership of their companies into
Checklist that students can use when preparing smaller units called shares that stockbrokers sell
their debates. to the public. The shares are also called equity
and stock and are sold on the stock exchange.
Activity 2 (SB p. 171) Through trading in the stock market, the
Students prepare their debates using the information price of a company’s shares fluctuates every
in the Student’s Book and the additional day, so the value of the shares also goes up and
guidance provided by the Self-Assessment down. Speculators, as stock buyers are known,
Checklist you created as a whole-class activity. try to buy shares at a low point (also called a
The class votes on the motion. Spend some bear market), hold on to them for a while,
time discussing why the class voted as they did. and then sell them at a high point (also called
Link the debate results back to the key skills a bull market). This is one way people make
that are essential to good debating. money from owning shares in a company. If a
company’s stock goes up because lots of people
Evaluation are buying its shares, the value of the shares
Student Evaluation: Students can use the Self- may also go up. If the company’s profits fall, so
Assessment Checklist and the information does the price of their stock.
provided in the Student’s Book on page 10. Sometimes companies give some of their
Teacher Evaluation: Teachers can use the
profits to shareholders with cash payments
following sections from the Rubric: Listening
called dividends. This is another way to make
and Speaking Skills on page 13 of this Teacher’s
money from owning stock.
Guide: Presenting a speech, and the Rubric:
If it weren’t for the stock market, companies
would be limited in developing products and
Speech on page 15 of this Teacher’s Guide.
services that help improve our lives with things
like life-saving medicines, energy-saving wind
Vocabulary power, enjoyable movies and games.

Activity 3 (SB p. 171) Reading And Comprehension

Introduce students to the Nigerian Stock
Exchange. Show pictures and read an article This Reading And Comprehension section tests
from the newspaper. Explain how the buying students’ ability to identify the writer’s purpose,
and selling of shares works. Students who are the tone used, and the relationship between tone
studying Accounting will know about the stock and purpose.

128 Term 3
Activity 5 (SB p. 173) Writing
Students read the text about investing on the Revise and expand students’ knowledge and
stock market. As they read, they think about the skill related to writing Expository Essays by
writer’s purpose for writing the text. reading and discussing the information in the
Activity 6 (SB p. 174) Student’s Book. Remind students to refer to the
Self-Assessment Checklist: Expository Essay
Students answer the questions individually in when writing and checking their work.
their exercise books.
Answers Activity 9 (SB p. 182)
a) Informative Students write an Expository Essay of about 250
b) The text explains how to invest in the stock words on the topic: ‘Making money grow’
exchange.
c) Clear and formal Evaluation
d) Objective Student Evaluation: Students can use the Self-
e) The text is based on facts. Assessment Checklist: Expository Essay on page 10
f) Umari uses mainly third person and Nneka of this Teacher’s Guide and the information in the
mainly first person. Student’s Book on page 175.
Teacher Evaluation: Teachers can use the Rubric:
Grammar Structure Expository Essay on page 19 of this Teacher’s Guide.
Explain and discuss the Present Perfect Tense
by reading the Student’s Book information on
page 174. Test students’ understanding of this
Listening
Tense form by providing additional examples and Revise the key features of Argumentative,
asking them to identify which of these are in the Descriptive, Expository and Narrative essays
Present Perfect, as well as the form of the Present by reading and discussing the information on
Perfect (positive, negative and interrogative). page 176 of the Student’s Book.

Activity 7 (SB p. 175) Activity 10 (SB p. 176)

Students underline the Present Perfect forms in Read the texts to students. Students then identify
these sentences. the type of essay that each text belongs to.
Answers
a) He has not finished his homework yet. Many people say that money is the root of all
b) Mike has still not arrived. evil, but I disagree. I think that it is the love
c) I have seen that movie six times in the last of money that is the problem. Money itself is
month. just notes and coins – they can do nothing by
d) They have had three tests in the last week. themselves. However, depending on people’s
e) She has worked in the bank for five years. attitudes to these notes and coins, they can do
f) It has rained a lot this year. great good for people or they can murder others
g) We’ve been married for nearly fifty years. to get their money. [Argumentative text]
h) I’ve played the guitar ever since I was ten We did not always have money in Nigeria. Long
years old. before the Nigerian pound was replaced with the
i) My last birthday was the worst day I have introduction of the decimal naira in 1973, we had
ever had. other methods of doing business, of buying
and selling. These methods did not result in the
Activity 8 (SB p. 175) amount of crime and corruption we now
Students write five of their own sentences in the
Present Perfect Tense. Answers will vary.

Module 3: The Stock Exchange 129

 have, so this composition will investigate those back my handbag.’ I turned around swiftly and
methods to find out what advantages they had. saw this huge man with a mask covering his face.
[Expository text] He was running in my direction. [Narrative text]
Lying at the bottom of the crystal clear pool were
a number of coins shimmering in the glinting
sunlight. Their bright silver colour stood out Evaluation
starkly against the dark floor of the pool. The Student Evaluation: Students can use the Self-
ripples on the surface of the pool made it seem Assessment Checklists: Argumentative, Descriptive,
the coins were dancing to their own mysterious Expository and Narrative Essays on pages 9 and 10
underwater rhythms. [Descriptive text] of this Teacher’s Guide.
One sunny morning as I was walking along the Teacher Evaluation: Teachers can use the
street towards the town centre, I heard the voice following sections from the Rubric: Listening and
of an elderly lady shouting: ‘Stop thief! Bring Speaking Skills on page 14 of this Teacher’s Guide:
Comprehension and Responding.

module

4 The Government And Politics

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Book Speaking Listening Reading And Vocabulary Grammar
(p. 177) (p. 182) Comprehension (p. 179) Structure
Speech on the Present a speech (p. 178) Words about (p. 181)
functions of local Read about government Question tags
government democracy Writing (p. 180)
Intonation with and answer Write a speech
question tags questions

Writing: Write a summary and a speech using

Objectives the correct structure and language.
By the end of this module the student should
understand the following skills: Resources
Listening: Listen to identify details and to Student’s Book (p. 177–182)
respond to questions appropriately. Teacher’s Guide
Speaking: Speak to persuade and convince using Blackboard
correct pronunciation, stress and intonation, tone, Dictionaries
pitch and pace when presenting a speech. Articles about the structure of government
Reading And Comprehension: Read to
identify main ideas and supporting details, and Listening and Speaking
the meanings of words and phrases in context.
Grammar: Explain and identify question tags, Introduce the topic by talking about
and how to form these and say them with the organograms: what they are, how they work, and
correct intonation. why they are useful. Organograms are visual

130 Term 3
representations of relationships between sections Answer
of an organisation (group of people or business
units). They often show reporting lines, as well President

as functional units (what each unit is responsible

Executive Vice-President
for). They are useful because they give one a
quick, visual overview of how an organisation is Members of
Federal Executive
structured, as well as what its main focus areas Council
are. Students can make an organogram of the
school structure if time permits. Federal Senate
National
government Legislature
Assembly
House of
Activity 1 (SB p. 177) State Representatives
Students copy the blank organogram. The government
Supreme Court,
teacher reads a text about the structure of the Local Court of Appeal
federal government. As the students listen, government Federal High
Judiciary
they fill in the relevant information on the Court,
Magistrate Court,
organogram. Area Court,
Customary Court

The Nigerian government has three sections:

Federal Government, State Government and Activity 2 (SB p. 177)
Local Government. The Federal Government, Students research one of the three options given
in turn, has three separate sections (or arms). to them and then present a speech on their
These are the Executive, the Legislature and findings. They will need access to a library,
the Judiciary. Like all democratic governments, reference books or the Internet.
the Federal Government is purposefully divided
into these three arms. The idea is that the one
arm will keep check on the other, and so on. Evaluation
So, for instance, the Judiciary is able to not only Teacher Evaluation: Teachers can use the
implement laws passed by the Legislature, it can following sections from the Rubric: Listening
also prosecute members of the Legislature if they and Speaking Skills on page 14 of this Teacher’s
break any laws. Guide: Comprehension, Responding, and
Each of the arms of the Federal Government has Presenting a Speech.
separate sections as well. The Executive
consists of i) the President, ii) the Vice-
President, and iii) the members of the Federal
Reading And Comprehension
Executive Council. The Legislature has two main Students complete pre-reading activities using
sections or bodies: the Senate and the House skimming, scanning and note-making skills to
of Representatives. Both the Senate and the identify the topic of the article, its main ideas
House of Representatives are part of the lowest and supporting details, key words, and difficult
tier of the Legislature, the National Assembly. vocabulary. They then read the article and apply
The Judiciary has many different courts, i.e. the this pre-reading knowledge to their preparation
Supreme Court, the Court of Appeal, the Federal for answering the comprehension questions that
High Court, the Magistrate’s Court, the Area follow.
Court and the Customary Court. When all parts
of government perform their duties as expected,
Activity 3 (SB p. 178)
then countries work well and economies grow. Students write the topic of the article in not
The opposite is true when governments ignore more than 20 words. Answers will vary, but
some of their duties or one section tries to do the students should understand that the text is about
job of another. how a democracy works and the important
aspects of a democracy.

Module 4: The Government And Politics 131

Activity 4 (SB p. 178) Activity 6 (SB p. 179)
Students scan the article and identify main ideas Students match the words and expressions in
and supporting details. Column A of this table with their best meanings
in Column B. Dictionaries can be used.
Suggested answers
Main ideas are bolded. Answers
1. In a democratic republic people are Column A Column B
free to elect the government they want.
Represent To speak and act on behalf of
Supporting details: The elected government someone
must work for the people. Countries in
which all or some people cannot elect the Representative A person elected to speak
and act on behalf of others
government are not democratic republics.
2. Elections must be free, fair and Transparent Open to public observation
transparent. Supporting details: Citizens Intimidated Frighten someone to force
must be able to vote for whom they want them to do what you want
to vote. They must be able to see what
Discriminated Treat unfairly
happens in elections and not be intimidated. against
3. The government must treat all people
equally, including those who did not Distinction Difference between
vote for the ruling party. Supporting Implemented Put a plan into action
details: Minorities must accept majority Prosperity Well off and successful
rule. Minorities must not be discriminated
against and must be allowed to speak about Activity 7 (SB p. 179)
problems. Minorities must be allowed to try
Students decide which of the statements are true
to win the next election.
and which are false.
4. The political party that wins the election
must work on behalf of all the citizens Answers
of a country, not just the members of the
a) In a democratic republic, the government
ruling party.
chooses its own representatives. False
5. There must be a distinction between the
b) In a democratic republic, elections must be
justice system and the government. The
free, fair and transparent. True
justice system must treat all people in the
c) The minority must accept defeat by the
country equally, even the president. Laws
majority in the elections in a democratic
must be applied to all people in the country
republic. True
without fear or advantage.
d) The government must give the people who
6. These factors apply to all levels of
voted for it special treatment. False
government. If all these factors are
e) In the eyes of the law, everyone in a democratic
implemented then a country can enjoy
republic must be treated equally. True
peace
Activity 8 (SB p. 179)
Activity 5 (SB p. 178)
Students choose the most suitable explanation
Students read the text slowly and carefully on for the underlined expressions from the text.
their own. As they read it, they note down:
difficult words or expressions, and words or Answers
expressions that signal main or supporting ideas. a) A The government must spend its money
Students can share their notes. (for example, money paid by the people in
the form of taxes) to build schools, roads,
hospitals and houses for the people.

132 Term 3
b) C Everyone must be allowed to vote for
Why must political A Because in a
any person or party of their choice and they parties that lose democratic republic,
must be allowed to ask questions about elections accept their minorities must accept
things they think are unfair in elections. loss? the decisions of the
c) B The judges who give judgements in cases majority
must do so impartially, treating everyone
Why must there be a B So that everyone in
equally.
distinction between the the country can receive
government and the the same fair treatment
Reading Evaluation nation in a democratic
republic?
Select a few students who have not yet been
evaluated for reading aloud skills. Ask them to Why must there be a A Because this allows
prepare the first two paragraphs of the reading distinction between the justice system to
text. Give them the criteria you will use to assess the government and treat everyone in the
their reading, so they know how to prepare. You the justice system in a country the same
will find these in the Rubic: Reading Aloud on democratic republic?
page 12 of this Teacher’s Guide. Use this Rubric
for evaluation of their reading skills while they Activity 10 (SB p. 181)
read to you. Students must use the main and supporting ideas
that they listed in Question 4 as well as their
answers to Question 9b to summarise the text
Writing
on democracy. Students use the self-evaluation
Remind students of the previous work on checklist to check their summaries before
summaries, and to use the Self-Assessment submitting the for marking.
Checklist provided previously.
Students prepare to write a summary of Answers
the article in the reading comprehension by
Model summary (84 words):
looking at their answers to Question 4, and by
In democracies, people elect government
completing exercise 9 (b).
representatives of their choice. Democratic
Students then write the summary in no more
elections are free, fair and transparent.
than six sentences.
Democratic governments treat everyone
equally, including those people who didn’t vote
Activity 9 (SB p. 180)
for them. This means that the political party
Answers that wins an election serves all people, not
Column A Column B only those who voted for them. Similarly, the
judiciary treats everyone equally and can do so
What is a democratic A system of because it is separate from the other levels of
republic? government in which government. These rules apply to all levels of
people choose who
democratic government: federal, state and local.
represents them
Why must elections in B Because this allows
a democratic republic people to vote for who Evaluation
be free, fair and they want instead of Student Evaluation: Students can use the Self-
transparent? being forced to vote for Assessment Checklist: Summary on page 11 of
someone out of fear. this Teacher’s Guide.
Teacher Evaluation: Teachers can use the Rubric:
Summary on page 21 of this Teacher’s Guide.

Module 4: The Government And Politics 133

Grammar Structure Evaluation
Remind students that they learnt about question Teacher Evaluation: Teachers can use the
tags in JSS. Ask them if they can say what following sections from the Rubric: Listening
questions tags are and how they are formed. and Speaking Skills on page 13 of this Teacher’s
Then, read through the information in the Guide: Pronunciation, and Stress and Intonation.
grammar box before students complete the
activities. Students can apply their knowledge
by asking one another questions with question Writing
tags.
Activity 13 (SB p. 182)
Activity 11 (SB p. 181) Read the paragraph about local government
while students follow in their Student Books.
Students copy and complete the sentences with
Then explain what is meant by third tier
suitable question tags.
government and talk about the services provided
Answers by local government. Try to source relevant
newspaper articles.
a) You play the guitar, don’t you?
b) They didn’t leave, did they? Activity 14 (SB p. 182)
c) It isn’t very good, is it?
Students write a speech about the local
d) They went to the movies, didn’t they?
government in their community. Before they do
e) She plays soccer on Sundays, doesn’t she?
so, revise the information provided in Terms 1
f) You’ve got a car, haven’t you?
(Module 9) and 2 (Module 2). Students prepare
g) It wasn’t very difficult, was it?
their speeches using the guidelines in the
h) We can go tomorrow, can’t we?
Student’s Book.
i) He won’t do it, will he?
j) Let’s have a cup of coffee, shall we?
k) I’m the fastest, aren’t I? Evaluation
Teacher Evaluation: Teachers can use the Rubric:
Activity 12 (SB p. 182) Speech on page 15 of this Teacher’s Guide.
Discuss the intonation that is used when asking
questions that are real or rhetorical. Provide a
few examples other than those in the Student’s Speaking And Listening
Book to illustrate this before students complete
Activity 15 (SB p. 182)
the activity in pairs. Monitor their intonation
and pronunciation by walking around the class. Students present the speech that they wrote in
a) You can speak English well, can’t you? the Writing section to their class. Before they
(rising intonation) do so, ask them to say what they key features of
b) You will help me to do the dishes, won’t good delivery of speeches are. Lead students to
you? (falling intonation) understand that the key features are clarity and
c) You’ve seen that film, haven’t you? (falling using language that is appropriate for the subject
intonation) matter and the audience.
d) You will do it quickly, won’t you? (rising
intonation) Evaluation
e) It is a nice day today, isn’t it? (falling Teacher Evaluation: Teachers can use the
intonation) following section from the Rubric: Listening and
f) You have been on holiday, haven’t you? Speaking Skills on pages 13–15 of this Teacher’s
(rising intonation) Guide: Presenting a Speech.

134 Term 3
 module

5 Africa

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening And Reading And Vocabulary Grammar
Book (p. 188) Comprehension Comprehension (p. 186) Structure
Present a (p. 186) (p. 183) Antonyms, (p. 188)
speech about Listen to and Read about Words to Conjuncts and
investment in make notes on a modern do with disjuncts
Africa text about Africa day Nigeria government Writing (p. 189)
and answer Narrative essay
questions

Objectives Reading And Comprehension

By the end of this module the student should This section again requires students to use
understand the following skills: pre-reading techniques such as skimming and
Listening: Listen to identify details in a text, scanning before applying their comprehension
to make notes, and to respond to questions and selected grammar skills to the text.
appropriately.
Speaking: Speak to persuade and convince Activity 1 (SB p. 183)
by using the correct pronunciation, stress Students skim the text. In ten words or fewer,
and intonation, tone, pitch and pace, and they write down what the text is about. Answers
modulation. will vary. Example: different forms of
Reading And Comprehension: Apply pre- government in Nigeria since independence.
reading techniques, and read to identify the
meanings of words and phrases in context, and Activity 2 (SB p. 183)
answer comprehension questions. Students can be encouraged to find the specific
Vocabulary: Explain and use antonyms and information. Encourage them to use whatever
synonyms correctly. resources they have available.
Grammar: Explain, identify and use conjuncts
and disjuncts. Activity 3 (SB p. 183)
Writing: Write a Narrative Essay using
Read the text while students follow in the
appropriate structure and language, including
Student’s Books. Allow time for clarifying
conjuncts, disjuncts and question tags.
questions before students read the text
individually.
Resources
Student’s Book (pp. 183–189) Activity 4 (SB p. 185)
Teacher’s Guide Students must find the words in Column A of
Blackboard this table in the text and match them with their
Dictionaries most suitable meaning in Column B.

Module 5: Africa 135

Answers c) No opposition political parties are allowed
in a country when it is ruled by a military
Column A Column B dictatorship. True
Independence Self-rule d) Wole Soyinka became the president of
Nigeria in 1986. False
Alternated Change a number of times
between opposite situations
e) General Abdusalami Abubakar was the last
military leader of Nigeria. False
Civilian An ordinary person who is not a
member of the army or police
Evaluation
Military The armed forces of a country
Select a few students who have not yet been
Dictatorship Government where one person evaluated for reading aloud skills. Ask them to
has absolute power and control prepare the first two paragraphs of the reading
Coup d’état A sudden, violent, and illegal text. Give them the criteria you will use to assess
taking of power from a their reading, so they know how to prepare. You
government will find these in the Rubic: Reading aloud on
page 12 of this Teacher’s Guide. Use this Rubric
Civil war When different groups in the
same country fight against each for evaluation of their reading skills while they
other read to you.

Counter-coup A coup during which no one gets

hurt Vocabulary
Annulled Cancelled; make something Ask students to tell you what antonyms and
illegal in law synonyms are. Students do Activities 7 and 8 in
Chaos Complete disorder and confusion their exercises.
Transition Process of changing from one
situation to another situation
Activity 7 (SB p. 186)
Students must choose the most suitable antonym
for the underlined words.
Activity 5 (SB p. 185)
Remind students of phrasal verbs. Answers
Students must choose the most suitable meaning
a) A
for the underlined phrasal verbs.
b) C
c) A or C
Answers
a) A abandoned Activity 8 (SB p. 186)
b) D get rid of
Students must choose the most suitable
c) A resolved
synonym for the underlined words.
Activity 6 (SB p. 186) Answers
Students must say whether these statements are
a) The eastern states declared their
true or false.
independence from Nigeria and became the
Republic of Biafra - B seceded from
Answers
b) There was chaos in the country – D disorder
a) Nigeria was mainly a democratic republic
between 1960 and 1999. False
b) A coup is a type of free and fair election
that countries use when they want a new
government. False

136 Term 3
Listening Answers
i) A 54
Activity 9 (SB p. 186) ii) C 1,166 billion Africans
Students look at a map of African and try to iii) C Nigeria
name as many countries as possible. Students iv) B Gambia
listen as their teacher reads a text about Africa, v) A More than 180 million
twice. They make notes. Students answer vi) C Tanzania
questions about the listening text. vii) C Mount Kilimanjaro
viii) B The White Nile
Listening Text ix) B Lake Victoria
Africa is the world’s second-largest continent, x) C The Sahara Desert
with 54 countries. With a population of
approximately 1,166 billion people, Africa is also Evaluation
the world’s second-most-populous continent.
Teaching Evaluation: Teachers can use the
Although not even in the top ten countries in following sections from the Rubric: Listening
terms of size, Nigeria has the largest population and Speaking Skills on page 14 of this Teacher’s
of all African countries, currently estimated at a Guide: Comprehension and Responding.
little over 180 million people. When it comes to
the smaller countries in Africa, although Burundi,
Gambia and Rwanda are less than 30 000 square Speaking And Listening
metres in area, Gambia tops the list at 11 300
square metres.
Activity 10 (SB p. 188)
Every country in Africa has abundant natural
Students work in groups of five in order to
resources. These include mountains, rivers,
prepare a persuasive speech on the topic “Why
lakes and deserts. While Kenya, Cameroon and
overseas countries should invest in Africa”.
Tanzania all boast very high mountains, it is
Students do independent research as well as
Tanzania’s Mount Kilimanjaro, and not Malawi’s
use the ideas provided in the Student’s Book in
Mount Mulanje or the Central African Republic’s
order to build their arguments. Remind students
Mount Ngaoui, which is the highest mountain in
of the key features of good speech writing that
Africa.
were discussed previously. In addition, remind
students of the key features of good speech
The Nile River, made up of the White and the Blue
delivery.
Nile, is the longest river in Africa. However, the
White Nile by itself is in fourth place, after the
Nile (the White and the Blue Nile combined), the Evaluation
Congo River and the Niger River, with the Gariep Teacher Evaluation: Teachers can use the
River in sixth place. following sections from the Rubric: Listening
Lake Nyos is one of Africa’s smallest lakes, and Speaking Skills on page 13 of this Teacher’s
whereas Lake Victoria is the largest, nearly Guide: Presenting a Speech, and the Rubric:
double the size of the next in line, Lake Speech on page 15 of this Teacher’s Guides.
Tanganyika.
Known to be a very hot continent, Africa has a
number of large deserts, such as the Namib and
Grammar Structure
the Kalaghadi, with the Sahara Desert being the Use the grammar box on page 188 to explain
largest desert in the world. the difference and similarity between
adjuncts, conjuncts and disjuncts. Give the
class additional examples to practise in order
to embed their knowledge of disjuncts and
conjuncts.

Module 5: Africa 137

Activity 11 (SB p. 189) f) He lifted the iron lid. As a result, the bees
Students identify the disjuncts in the sentences. buzzed out in their thousands.

Answers Activity 14 (SB p. 189)

a) In my opinion, the green one is better. Students write five of their own sentences using
b) In short, there is nothing we can do. different conjuncts. In each case, they underline
c) Regrettably, the book is no longer in print. the conjunct and say what kind it is.
d) Fortunately for you, I have it right here.
e) He incorrectly claims that nothing was done Writing
to stop the fire. Activity 15 (SB p. 189)
f) Personally, I think he is wrong.
Remind students of earlier work about Narrative
Activity 12 (SB p. 189) Essays. Refer students to the Self-Assessment
Checklist: Narrative Essay that they must use to
Students work in pairs and write five of their
check their work before submitting it.
own sentences using disjuncts. They swap
Note that in addition to including the usual
sentences with their partner and identify the
features for narrative writing, students must
disjuncts in each other’s work.
include conjuncts, disjuncts and question tags.
Give extra marks for the inclusion of question
Activity 13 (SB p. 189) tags.
Students identify the conjuncts in these
sentences.
Evaluation
Answers Student Evaluation: Students can use the Self-
a) Secondly, women’s sport is taken far less Assessment Checklist: Narrative Essay on page 9
seriously than men’s. of this Teacher’s Guide.
b) There was no agenda; in short, they could Teacher Evaluation: Teachers can use the Rubric:
discuss whatever they wanted to. Narrative Essay on page 16 of this Teacher’s Guide.
c) The cinema has lost none of its attractions
in Lagos and the film industry has in
consequence continued to flourish.
d) I believe his account of the story, that is to
say, I have no reason to doubt it.
e) What’s more, you’ll save yourself a lot of
stress if you start studying sooner rather
than later.

138 Term 3
 module

6 Freedom

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Speaking and Reading And Vocabulary Grammar
Book (p. 195) Listening Comprehension (p. 193) Structure
Stress timing in (p. 193) (p. 190) Rewrite verbs as (p. 196)
sentences Human Rights Read an extract nouns, identify Compound and
Limericks dialogue from a play the meaning of plural nouns
Recite a poem and answer phrasal verbs Writing (p. 197)
questions Use different
writing styles

Objectives Reading And Comprehension

By the end of this module the student should Discuss Ngugi wa Thiongo’s contribution to
understand the following skills: African literature as an introduction to this
Listening: Listen to make notes by identifying key section. Tell students to think about the types of
words and phrases that signal relevant information. struggles that Nigeria has also faced given its
Speaking: Speak with the appropriate stress and colonial history.
intonation, tone, pitch, pace, volume, pauses, Then, tell students to do the pre-reading
articulation (pronunciation) and emphasis. activities (1 and 2) before reading the text
Reading And Comprehension: Apply pre- closely and carefully.
reading technques and read to identify the
author’s purpose, tone and mood, and the Activity 1 (SB p. 190)
meanings of words and phrases in context. Students skim the extract. In about 10 to 15
Vocabulary: Explain, identify and use Phrasal words, they must write down what the extract is
Verbs and Antonyms; Nominalise Verbs into about. Answers will vary. Example: The text is
Nouns. about poor people protesting when the council
Grammar: Explain, identify and use wants to demolish their homes.
Compound Nouns and the Definite Article,
correctly. Activity 2 (SB p. 190)
Writing: Write an Argumentative, Descriptive, Students scan the extract to find these keywords:
Expository or Narrative Essay using correct ‘detention camps’, ‘Uhuru’, ‘demolish’ and
structure and language. ‘civil disobedience’.

Resources Activity 3 (SB p. 190)

Student’s Book (pp. 190–197) Students work in groups. Students read the
Teacher’s Guide extract and each student reads a different part.
Blackboard, dictionaries Check students’ understanding of the context of
the dialogue by asking them to tell you about
what the setting and theme of the extract are.

Module 6: Freedom 139

Activity 4 (SB p. 192) Activity 8 (SB p. 192)
Students choose the word or expression that can Students try to explain why they think Ngugi
best replace the underlined word or expression Wa Thiong’o wrote this play, i.e his purpose.
in each excerpt. Answers will vary. Most students will state that
he was disillusioned with life since the end of
Answers colonialism.
a) A dirty, overcrowded places
b) B hardship
c) B knock down
Vocabulary
d) D unite This section leads students to change verbs
e) B reasonable and fair into nouns. Give examples before students do
the activity. The section also revises antonyms,
Activity 5 (SB p. 192) and expands their knowledge of phrasal verbs.
Uhuru’ is the Swahili word for freedom. Students Provide suitable reminders about the meanings
say whether these statements are true or false. of antonyms and phrasal verbs as needed before
students do those activites.
Answers
a) Uhuru or freedom from colonialism brought Activity 9 (SB p. 193)
the people big cars, like Mercedes Benzes. Students rewrite the verbs as nouns.
False
b) Because of Uhuru, people now have decent Answers
homes and jobs. False
a) starvation
c) The stranger’s message to the people is
b) life
that they should use magic to get jobs and
c) speech
houses. False
d) demolition
d) The expression ’stand together’ means to be
e) defense
united. True
e) The stranger says the best way the people
Activity 10 (SB p. 193)
can improve their situation is to unite and
tell the City Council what they want. True Students choose the most suitable antonym from
the box for each of the underlined words.
Activity 6 (SB p. 192)
Students identify the tone of the phrases. Answers
a) It has brought us people who love driving
Answers
Mercedes Benz, and long American cars.
a) “Long live the stranger! Long live our b) I cannot blind the eyes of a determined City
houses!” - enthusiastic Council.
b) “What is he saying? Why does he say c) The witchcraft with which to blind the City
this? He can help us? He must help us!” - Council is within our hearts.
demanding d) We shall not lift a finger to demolish our
c) “I don’t like this kind of talk.” - objecting homes!
d) “Run! Run quickly! Out of my way!”- e) I go further: we must defend our homes!
frightened
e) “Stay, brother, stay!” - pleading Activity 11 (SB p. 193)
Activity 7 (SB p. 192) a) Students match the phrasal verbs in Column
A of this table with their most suitable
Answers will vary. The initial mood is likely to
meanings in Column B.
be curiosity, then some discomfort at the issues
being discussed, and finally fear or anxiety
given the arrival of the police.

140 Term 3
Answers Stranger: (last despairing appeal) Friends!
Column A Column B (CROWD makes sullen mutterings, which fade into
Stand aside Move to one side so that silence.)
someone can pass by Police officer: Come! Take him away, men!
Stand around Wait in case you are needed (Silence in the market. Then WANJIRO enters, still
walking like a European lady. Soon NJANGO enters.
Stand back Move out of the way
But it is obvious that both are engrossed in their
Stand by Wait in case you are needed different worlds.)
Stand for Represent Njango: So they have arrested the stranger. We
have no leader. His eyes made me think
Stand down Leave or resign from an
of my man. Before he went to fight in
important position
the forest. Eyes fixed at nothing, and yet
b) Students use each phrasal verb in Column everywhere. He made me afraid, afraid
A in a sentence of their own to show they I know not of what. Where will Wanjiro
comprehend its meaning. and I go when they drive us from here?
Where to set up a new trade to earn us
Speaking And Listening bread and water? Wanjiro!
Wanjiro: (approaching) Yes, mother!
In this section, students are lead to practice Njango: Have you sold more soup?
using their voices effectively by varying pitch, Wanjiro: Not much. Most people were at the
pace, volume, articulation, tone and emphasis. meeting.
Discuss these variances and read through the Njango: They have arrested the stranger.
information in the textbox on page 193 of Wanjiro: What! Arrested him?
the Student’s Book. Students then have an Njango: (loudspeaker voice) Hurry up! Hurry up!
opportunity to deepen their knowledge and skill Take out all your things from the huts!
when using stress in sentences, as opposed to The police will not touch them!
stress in individual words. Read through the
(Bulldozer noises throughout the following scene.)
information in the textbox on page 194 before
students do the activities. Wanjiro: Mother, I want to tell you something.
Njango: What?
Activity 12 (SB p. 194) Wanjiro: I am – I want to go away.
Njango: My poor child, we are all going away!
Students copy the table into their exercise book.
Wanjiro: Yes, mother. But I am not coming with
Then they listen as their teacher reads a text to
you.
the class. The teacher reads the texta number of
Njango: (suspicious) How do you mean – not
times. As they listen, students jot down rough
coming with me?
notes about each element in the table. Answers
Wanjiro: I am going with Asinjo. He came for me
will vary.
while you were away.
Njango: With that man? A man of another
(Police storm in hitting people with batons, tribe? A man without a job?
people scream, shout, as they fight to get Wanjiro: He has got a job now. And a house in
away.) Old Jerusalem.
Police officer: I am a police officer. In the name Njango: You must be off your head. I’ve told
of our new Republic you are you about men of the city.
arrested for inciting a crowd to Wanjiro: Asinjo is different.
violence and civil disobedience! Njango: Different? Let me never hear his name
Follow us! on your lips again!

Module 6: Freedom 141

 There was a young lady of Niger
Wanjiro: I am going with him, anyway! You are who smiled as she rode on a tiger.
old. You don’t know the ways of the They returned from the ride
world, or the needs of a young woman. with the lady inside,
Njango: No child of mine, from my own flesh, and the smile on the face of the tiger.
will sell her body. I’ll break her bones,
else she breaks mine first. There was an old man with a beard,
Wanjiro: I am old enough to look after myself. I who said, “It is just as I feared!
am going now. Asinjo is waiting for me. Two owls and a hen,
Goodbye, mother. four larks and a wren,
Njango: Wanjiro! Wanjiro! Don’t go away. have all built their nests in my beard!”
Don’t leave me alone! What shall I do
without you? Activity 16 (SB p. 195)
(Silence, then quietly) I am a useless old woman. Students work in small groups. They take turns
(KIONGO enters, but NJANGO does not hear him.) to practise saying the limericks aloud, applying
Kiongo: Hurry up! Hurry up! You there! the stress in the correct place.
Woman! What are you doing! Hurry
up! (Runs out still shouting orders.) Evaluation
Njango: They are herding us out like cattle. Teacher Evaluation: Teachers can use the
Where shall I go now, tonight? Where following sections from the Rubric: Listening
shall I be, this time tomorrow? If only and Speaking Skills on page 13 of this Teacher’s
we had stood up against them! If only Guide: Pronunciation, and Stress and Intonation.
we could stand together!
(Then bulldozer whine to crescendo, and resultant
crash as hut is pushed down. Then silence.) Grammar Structure
This section leads students to apply a number
Activity 13 (SB p. 194) of grammatical structures, i.e. compound
Students work in small groups. They read the nouns (singular and plural) and the use of
play extract in the Reading And Comprehension the definite article, the, with Nouns. Read
section aloud. They pay attention to and through the information in the grammar boxes
apply the elements in the table as they read it. before students do the relevant activities. In
Guidelines are provided for students to follow. each instance, provide additional examples
Encourage students to speak with expression in and ask students to provide examples to test
their voices. their understanding before they complete the
activities individually.
Activity 14 (SB p. 195)
Students copy the two limericks into their Activity 17 (SB p. 196)
exercise book. Then they try to predict which Students match the individual words to make
words they think will be stressed and underline compound nouns.
them. Answers may vary.
Answers
Activity 15 (SB p. 195) boyfriend, passerby, standby, check-in,
Read the limericks to students. Students listen honeycomb, haircut, fish tank, full moon,
out for the stressed words and mark them in a underground, washing machine, input, sun rise,
different colour. The students must see if their police man, pearl sauce, understand, standout
predictions were correct.

142 Term 3
Activity 18 (SB p. 196) f) Many people have climbed Mt Kilimanjaro
Students change the compound nouns into their and visited Lake Malawi.
plural forms. g) Many refugees are leaving Syria because of
the war there.
Answers h) I love reading books.
a) attorney-generals
b) households Writing
c) chiefs of staff Revise the key features of Argumentative,
d) mothers-in-law Descriptive, Expository and Narrative Essays
e) assistant secretaries of state by asking students to name these. Provide
f) teaspoonfuls corrective feedback as needed.
g) runners-up
h) show-offs Activity 20 (p. 197)
i) dishwashers Students work in groups of four. They revise the
j) book clubs features of the writing styles by referring back
to the relevant sections of the Student’s Book.
Activity 19 (SB p. 197) Also advise students to refer back to the Self-
Students rewrite the sentences correctly by Assessment Checklists for each type of essay.
removing the definite article from where it does Students then work in groups to write and check
not belong. four paragraphs, one for each writing style, as
instructed in the Student’s Book.
Answer
a) The man, his wife and their children
Evaluation
celebrated Christmas with their friends.
b) Emmanuel gave me beautiful flowers as a Student Evaluation: Students can use the
present last night. Self-Assessment Checklists: Argumentative,
c) People from other countries think Nigerians Descriptive, Expository and Narrative essays on
all speak the same language. pages 9 and 10 of this Teacher’s Guide.
d) Which bank do you recommend: Zenith Teacher Evaluation: Teachers can use the Rubrics:
Bank, Union Bank or Access Bank PLC? Argumentative, Descriptive, Expository and
e) How many children have diarrhoea from Narrative Essays on pages 16–19 of this Teacher’s
drinking the dirty water? Guide.

Module 6: Freedom 143

 module

7 Culture And Modern Life

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening And Reading And Vocabulary Grammar
Book (p. 201) Comprehension Comprehension (p. 201) Structure
Recite a poem (p. 198) (p. 198) Words relataing (p. 203)
Listen to a poem Read a poem to dropping ‘e’ First, second and
being read and answer and retaining ‘e’ third person
questions when speaking Writing (p. 204)
Write a semi
formal letter

org/visuFiche.php?id=518&lang=en. Introduce
Objectives the lesson by discussing Shimmer Chinodya’s
By the end of this module the student should biography and the genres he uses and topics he
understand the following skills: writes about. List additional texts by Chinodya
Listening And Speaking: Speak with the correct on the board to encourage students to read more
pronunciation, tone, pause, pace, rhythm, stress and of his work. Before students begin the activities,
intonation to express purpose and mood correctly. revise the relevant aspects of each activity, i.e.
Reading And Comprehension: Read to summarising, finding meaning through context,
identify the author’s purpose, mood and tone, figurative language, inferring meaning from texts,
to summarise a text, to identify the meanings and author’s tone. The information box on page 200
of words and phrases in context, and to answer of the Student’s Book provides useful revision
comprehension questions that require inference. information about author’s tone and purpose.
Vocabulary: Explain suffixes and use suffixes
to nominalise words correctly. Activity 1 (SB p. 198)
Grammar: Understand and apply knowledge of Students work in groups of four. They take turns
the relationship between first, second and third to read each stanza in the poem ‘Recollection’ .
person, and the use of pronouns (and their cases). a) Students talk about each stanza. They say
Writing: Write a Semi-Formal Letter using what they think it is about.
correct structure, layout and language. b) Students summarise what happens in each
Resources stanza or what the main idea is in each
stanza in no more than 15 or 20 words.
Student’s Book (pp. 198–204)
Teacher’s Guide Answers
Blackboard Stanza 1: the poet recollects a wood and
Dictionaries describes it.
Picture of Shimmer Chinodya Stanza 2: the poet recollects playing there with
his brothers as a child and shooting birds with
Reading And Comprehension catapults.
Find out as much as you can about Shimmer Stanza 3: the poet remembers how playing in
Chinodya before the lesson. You can the wood gave him an escape from life in the
consult this website for information. township.
http://www.africansuccess.
144 Term 3
Activity 2 (SB p. 198) Answers
Students share their summaries of each stanza a) The ‘crouching thorn trees’ have not grown
with other groups. Does the whole class agree very much since the speaker’s childhood.
on what each stanza is about? True
b) The setting of the poem is somewhere quite
Activity 3 (SB p. 198) dry and dusty. True
Students read the poem slowly and carefully. c) The speaker had three brothers. True
d) The speaker and his brothers were bad shots
Activity 4 (SB p. 199) with their catapults. True
Students match the words from the poem with e) The speaker and his brothers had a happy
their most suitable meanings. childhood. True

Answers Activity 7 (SB p. 200)

Students select the most suitable answer to each
Words from Meanings question.
the poem
Crises-crossing Intersecting Answers
Coarse Rough a) B Because the thorn trees were crouching
and so they looked small.
Timid Easily frightened b) C Trying to shoot birds.
Ignorant Not having the knowledge c) B As ammunition for their catapults
needed d) A heedless
Prowlers People who move quietly e) B That children, because they have rich
near a place with the aim of imaginations, do not need much to be happy
committing a crime, especially
burglary Activity 8 (SB p. 200)
Prey Something that is hunted and
C His purpose was to show how childhoods
killed, often for food can be special, even in difficult times, because
children have rich imaginations.
Activity 5 (SB p. 199) Activity 9 (SB p. 201)
Students choose the best meaning for each
Students choose the words that, in their opinion,
figurative expression. Focus on the underlined
best describe the tone of the poem. Answers will
word or words.
vary.
Answers Answer
a) B bent over thorn trees
Students can choose either answer A or
b) D dust rising into the air
answer B.
c) A children’s feet that move quickly,
A Happiness with life
backwards and forwards
B Longing for the past
d) B in their imaginations, changed the wood
into their hunting-ground
e) A depressing, small, uninviting houses Speaking And Listening
Lead students to understand how to approach
Activity 6 (SB p. 199) the recitation of the poem by reading and
Students decide if these statements are true or discussing the guidelines in the Student’s book.
false. Remind students that they have previously
practised tone, volume and pace.

Module 7: Culture And Modern Life 145

Activity 10 (SB p. 201) Grammar Structure
Students work in small groups. They practise In this section, students are lead to understand
reciting the poem using the appropriate tone, the relationship between “person” (first,
pace and volume. second or third) and pronouns and their cases
(objective, subjective and possessive). Read
Evaluation through the information in the grammar box
Teacher Evaluation: Teachers can use the and check students’ understanding by asking for
following sections from the Rubric: Listening examples.
and Speaking Skills on page 13 of this Teacher’s
Guide: Identification, Pronunciation, and Stress Activity 13 (SB p. 203)
and Intonation. Answers
a) their
b) his, I, my
Vocabulary c) whose
Read through the information in the grammar d) they
box on pages 201 and 202 and explain what is e) ours, theirs
meant by a suffix, as well as how to apply the
rules given. Check students’ understanding by Activity 14 (SB p. 203)
asking them to provide further examples. Students underline the pronoun in each of the
sentences that they completed in Question 13.
Activity 11 (SB p. 202) In brackets, they must write down if it is a
Students work individually. In each case, they subjective, objective or possessive pronoun.
add the given suffix and write the new word in
their exercise book. Answers
a) their (possessive)
Answers b) his, I, my (possessive, subjective,
a) changeable possessive)
b) arrangement c) whose (possessive)
c) wholly d) they (subjective)
d) truly e) ours, theirs (possessive, possessive)
e) canoeing
f) replaceable Activity 15 (SB p. 203)
g) advantageous Students work individually.
h) seeable
i) argument Answers
j) daring a) Change this sentence to the first person: The
k) storage ice cream is dripping down my hand.
l) agreeable b) Change this sentence to the third person:
m) mileage They jump out of bed as soon as they wake
n) famous up.
c) Change this sentence to the second person:
Activity 12 (SB p. 202) You should open your book.
Students learn how to spell the words in the box
for a spelling test. Schedule the spelling test
when possible during this week.

146 Term 3
Writing
Evaluation
In this section, students are lead to expand their
Student Evaluation: Students can use the Self-
knowledge and skill related to Semi-Formal
Assessment Checklist: Formal and Informal
letters. Read through the information in the
Letters on page 11 of this Teacher’s Guide.
textbox on page 204 of the Student’s Book. Test
students’ understanding by asking for further Teacher Evaluation: Teachers can use the Rubric:
examples of to whom one would write a semi- Formal and Informal Letters on page 22 of this
formal letter, and what topics would form the Teacher’s Guide.
subject matter of a semi-formal letter.

Activity 16 (SB p. 204)

Students write a semi-formal letter using the
guidelines provided in the Student’s Book, and
the Self-Assessment Checklist: Formal and
Informal Letters.

module

8 Football

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening And Reading And Vocabulary Grammar Structure
Book (p. 213) Comprehension Comprehension (p. 205) (p. 210)
Sports (p. 208) (p. 206) Words to do Complex
commentary Listen to an Read an extract with football sentences
role-play extract from a about football Writing (p. 211)
football match and answer Write a news
commentary questions report

idioms related to football.

Objectives Grammar: Explain, identify and form complex
By the end of this module the student should sentences using subordinate clauses.
understand the following skills: Writing: Write a newspaper report using correct
Listening: Listen to identify details in a text structure and language.
and respond appropriately.
Speaking: Speak with correct pronunciation, Resources
tone, pace and volume to express the purpose Student’s Book (pp. 205-213)
and mood of a text. Teacher’s Guide
Reading And Comprehension: Read to identify Blackboard
the author’s purpose, and the meanings of words Dictionaries
and phrases in context; read to make notes and to Pictures of football matches and well known
summarise the text; and read to interpret diagrams. football players
Vocabulary: Explain, identify and use Recording of a football commentary if possible
vocabulary, phrasal verbs, homonyms and

Module 8: Football 147

Vocabulary Reading And Comprehension
Introduce the topic of football and ask students This section leads students to deepen their
what they know about the game. You can show understanding of the purpose of writing, and
pictures and also ask students if they play the how to identify the author’s purpose from the
game or watch matches. Read the information in style and tone of writing.
the textbox about roles in football. This section
expands students’ vocabulary related to football,
Activity 5 (SB p. 206)
phrasal verbs, idioms and homonyms. Students read the extract from an article about
football in Nigeria. As they read, they think
Activity 1 (SB p. 205) about why the writer wrote the article (in other
Students work as a class. They discuss what words, what is the main purpose?).
they know about the game of football. They Activity 6 (SB p. 208)
include the roles of the people involved in the
Students answer the questions.
game as well as the rules of the game. Then the
a) They give the article a suitable heading.
students work in groups to read and discuss the
Answers will vary, for example: Nigeria is
information about roles in football.
football crazy.
Activity 2 (SB p. 206) b) Students must explain what the terms mean
Students copy and complete these sentences in the context. Answers will vary. Suggested
with suitable phrasal verbs from the box. answers:
• Make a case for – a strong argument
Answers • Get behind – support
• Vocal minority – outspoken small
a) go through
percentage
b) brought down
c) Students say if they think that the bar
c) put off
graph is a useful graphic to have in this
d) fight for
article. They give a reason for their answer.
e) live up
Answers will vary.
d) Study the bar graph.
Activity 3 (SB p. 206) i) There is no title in the text. Students’
Students choose the most suitable meaning answers will vary but should be similar
for the idioms. Then they use the idioms in to: Interest in football per country.
sentences of their own. Sentences will vary, but ii) Names of different countries.
the use of the idiom must show that students iii) Answers will vary. Should mention
understand its meaning. countries.
iv) Number of people in each market
Answers between the ages of 16 and 69.
a) A Not actively involved v) Answers will vary. Should mention
b) B To understand and respond quickly percentage of interest.
c) C To not have enough skills to cope
Speaking And Listening
Activity 4 (SB p. 206) This section leads students to listen to text in
Remind students of previous work completed on order to identify key aspects of speech delivery,
homophones. and key information and grammatical structures.
Students study the homophones for
homework. (They can turn back to Module 10 Activity 7 (SB p. 208)
of Term 2 if they need a reminder.) They must Students follow in their book as they listen to their
make sure that they understand what they mean teacher reading this transcript of the commentary
and that they can spell them. of a football match. As they listen, students take

148 Term 3
note of how the commentators adjust their tone,
pace and volume to suit the action. Commentator A: That was a brilliant bit of play.
Commentator B: I agree, Superstars have just
been too good at keeping possession and
Extract from a football match commentary Highlanders just cannot keep up with their
Commentator A: He tried to block that one. tactics.
Ejide’s left-footed shot from the left-hand Commentator A: Yes … Superstars is running
side of the big box is rapidly turned away, circles round them. What an exciting bit of
assisted by Xeno. match that was. But wait … Highlanders
Commentator B: It’s not usual for Ejide to get have won the ball from the corner kick and
blocked, but it was a good try, especially are making a strong run up field. Ike to
on the waterlogged turf, and hopefully Emmanuel, Emmanuel runs with it, nicely
he’ll have better luck next time. taking on Agbim on the right, then pushing
Commentator B: Well, my money is on it to … no … he held onto it, but what good
Highlanders conceding a goal soon, this is pressuring from Gabriel … putting his whole
looking like a very hard – ah, like a tough heart into it, ah … giving it everything he
game for them. has! Wow, how they have turned the tables
Commentator A: From where I am sitting … I … suddenly Highlanders are playing like
wasn’t er sure what Ejide was er doing league champs again.
there, seemed like a very half-hearted Commentator B: Yes, it’s looking good, Emmanuel
effort, if you ask me … I mean … nine looks like he knows what he’s doing.
out of ten times it’s a breeze for him from Ejide slipping in behind him, wanting to
there. Maybe his reputation as the top work a quick one-two and push it through
Highlanders’ scorer went to his head and trying to work his magic for the ball, but
he became all ... er … over-confident … is it good enough? Keeping to the right,
you know … too sure of himself. Anyway trying to cross it, there isn’t enough space
… let’s see if he gets his act together. and Superstars takes it swiftly. Superstars
Commentator B: And now it’s into touch by that have played magnificently; it looks like
awesome talent, the 21-year-old Bengu Superstars might just take this home.
Mothale, who had picked up on Ejide’s
misfire, moved speedily up field and then
found touch. It was a good plan to steer it
Activity 8 (SB p. 209)
up towards the centre forward with Alvaro Students work in small groups. Students discuss
next to him and Jose on his flank. But as the questions.
he saw the space close down, he pushed
the ball out of play. So the throw-in is Answers
given to Highlanders. a) Scores, rules, players, past matches played
Commentator A: Bengu Mothale, what a great etc.
player, one of the best in my opinion, and b) No, they use language that conveys the
many of the fans agree. excitement of the game.
Commentator B: Mikel takes the throw-in, but AH! c) er, you know, from where I am sitting, ah
Superstars’ Bengu Mothale steals the ball etc. They fill gaps where the commentator is
and races up the flank, and then cuts inside. thinking about what to say.
It’s all up to him, the keeper is the only one d) Ike to Emmanuel, Emmanuel runs with
keeping him from conceding a goal, but it, nicely taking on Agbim on the right,
what an eye that goalie has … and reflexes then pushing it to ... no ... he held onto it,
too … he’s done well to keep it away from but what good pressuring from Gabriel ...
the net, pushing Mothale’s cracking shot putting his whole heart into it, ah ... giving
around the post. it everything he has! Wow, how they have

Module 8: Football 149

turned the tables ... suddenly Highlanders Answers
are playing like league champs again. a) I wonder if he will arrive tomorrow. (noun
e) Find these terms in the transcript and clause)
discuss what they mean. b) The boy who had stolen the purse was caught.
• Conceding a goal – letting the other side (relative clause)
score c) She is very fit because she exercises regularly.
• Tough game – both sides play hard to win (adjectival clause)
• Half-hearted effort – not playing very well d) Pizza, which most people love, is not very
• Went to his head – got conceited healthy. (relative clause)
• Running circles round them – playing e) I know someone whose father fought in the
much better than the other side war. (relative clause)
f) Mikel takes the throw-in, but AH! f) Even if you pay for my ticket, I will not go.
Superstars’ Bengu Mothale steals the ball (adverbial clause)
and races up the flank, then cuts inside. g) He told me that he had succeeded. (noun
clause)
Evaluation h) As soon as you are ready, call me.
Teacher Evaluation: Teachers can use the (adverbial clause)
following sections from the Rubric: Listening i) We can only hope it is not too late. (noun
and Speaking Skills on page 13 of this Teacher’s clause)
Guide: Identification, Comprehension and
Activity 11 (SB p. 211)
Responding.
Students write six of their own complex
sentences: two with adjective clauses, two with
Grammar Structure adverb clauses and two with noun clauses. They
use a different connector each time.
This section builds on prior knowledge of complex
sentences and focuses on subordinate clauses. Writing
Read and discuss the information in the grammar
The information in the textbox on pages 211
boxes before students do the relevant activities.
and 212 of the Student’s Book shows students
Activity 9 (SB p. 210) how to write a newspaper report. Discuss the
Students copy and complete the complex difference and similarity between articles and
sentences using suitable connectors. Answers reports. Refer students to the Self-Assessment
will vary. Suggested answers below: Checklist: Article. They can use this and the
a) The movie, although very long, was still information in the Student’s Book to guide their
enjoyable. writing and to check their work.
b) When she was young, she believed in fairy
tales. Activity 12 (SB p. 211)
c) Let’s go back to the restaurant where we Students write a news report on a sports event
had our first date. (any type) that they recently attended.
d) We visited the museum before it closed.
e) Computers have come a long way since
Evaluation
they first came on the market.
f) The president chose people who would help Student Evaluation: Students can use the Self-
her make good decisions. Assessment Checklist: Article on page 11 of this
Teacher’s Guide.
Activity 10 (SB p. 211) Teacher Evaluation: Teachers can use the Rubric:
Students work in pairs. They identify the Article on page 20 of this Teacher’s Guide.
subordinate clause in each sentence and say
what kind it is.

150 Term 3
Speaking And Listening Evaluation
Activity 13 (SB p. 213) Teacher Evaluation: Teachers can use the
Students work in groups. They must present following sections from the Rubric: Listening
their newspaper report on a sports event. and Speaking Skills on page 13 of this Teacher’s
Students can rehearse it before presenting it to Guide: Identification, Pronunciation, and Stress
their group. They must remember to adjust their and Intonation. Teachers can also adapt the
pace, tone and volume where appropriate so that following sections from the Rubric: Narrating
the report is interesting to listen to. and Presenting a Speech on page 15 to fit the
task.

module English Belongs To Those Who

9 Speak It

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening And Reading And Vocabulary Grammar
Book (p. 214) Comprehension Comprehension (p. 219) Structure
Consonants (p. 220) (p. 216) English words (p. 215)
followed by the Newspaper Read a text about from other Writing compound
/w/ sound headlines and speaking English languages sentences
news and answer Writing (p. 220)
questions Write an artlcle

Objectives Resources
By the end of this module the student should Student’s Book (pp. 214–220)
understand the following skills: Teacher’s Guide
Listening: Listen to identify main ideas and Blackboard
details and in order to answer questions. Dictionaries
Speaking: Pronounce Consonants correctly. An assortment of photographs taken from
Reading And Comprehension: Read to extract magazines or newspapers
meaning and facts, and to answer questions that
require inference. Speaking And Listening
Vocabulary: Use dictionaries to find the
Standard English meanings of foreign words. Students practice consonant sounds followed by
Grammar: Explain, identify and form /w/. Students should notice that the /w/ sound is
compound and complex sentences punctuation always followed by a vowel sound.
and clauses.
Writing: Write an Article using correct Activity 1 (SB p. 214)
structure and language. Students read the words below to themselves as
they listen to how each one is pronounced. Then
work with a partner to practise saying the words.

Module 9: English Belongs To Those Who Speak It 151

Activity 2 (SB p. 214) Answers
With a partner, students take turns to say a) After the tornado hit the town, there was
these sentences aloud. They concentrate on little left standing. (complex)
pronouncing the underlined words correctly. b) He lost marks because the essay was late.
They then write sentences containing the (complex)
underlined words. c) I don’t like sushi, nor do I like any kind of
fish. (compound)
Grammar Structure d) I enjoyed the apple pie that you baked for
me. (complex)
Read the information in the grammar boxes
e) Since it’s hard to resist a sunny day, some
about how to punctuate compound and complex
teachers hold their classes outside. (complex)
sentences before students complete the relevant
f) The dangers of smoking are well
activities.
known, yet many people continue to
Activity 3 (SB p. 215) smoke anyway. (compound)
Students use a coordinating conjunction to g) The lightning flashed and the rain fell.
join each pair of independent clauses into a (compound)
compound sentence. h) The movie, though very long, was still very
enjoyable. (complex)
Answers i) They left on the bus before I arrived, so I
a) Spelling is hard for many people, but there didn’t get to say goodbye. (compound)
are techniques for improving spelling.
b) Some rivers are endangered and many Reading And Comprehension
people are working to protect them. Read the text while students follow in their
c) The library is a quiet place to study, however Students’ Book. Students then read the text
many students prefer to study at home. again and answer the questions that follow.
d) She didn’t like to read; she was not very The questions test their ability to comprehend
good at it. meaning based on context and to extract
e) I didn’t do my homework, so my parents information and make inferences.
punished me.
Activity 6 (SB p. 216)
Activity 4 (SB p. 216) Students work in pairs to read and discuss the
Students identify the independent clause. text.

Answers Activity 7 (SB p. 217)

a) Although we know the benefits of exercise, Students answer the questions.
most of us don’t exercise regularly enough.
b) Change your negative inner dialogue Answers
whenever you realise you are being
a) B
too hard on yourself.
b) A
c) Since you need some help, I’ll come over
c) C
this afternoon.
d) B
d) I will buy it for her if she asks me.
e) C
e) I really enjoyed the concert although the
f) B
music was too loud.
Activity 8 (SB p. 218)
Activity 5 (SB p. 216)
Students say if the statements are true or false.
Students say whether each sentence is complex
or compound.

152 Term 3
Answers Activity 12 (SB p. 220)
a) False These are the four newspaper extracts to read
b) True the class. The most suitable headline and the
c) False main idea for each are listed below the extract.

Activity 9 (SB p. 218) 1. Using Twitter, the Islamic State (IS)

Students choose the most suitable meaning for operational in Syria and Iraq made its
each of these standard English expressions. presence felt on the outskirts of Nigeria’s
capital, Abuja, last night, Friday evening, 2
Answers October 2015. Boko Haram, which sees itself
a) leaps and bounds – C rapidly as the Islamic State in West Africa Province,
b) tough nut to crack – C something that is this morning claimed responsibility for last
difficult to achieve night’s two bomb attacks. The bombs, which
c) a godsend – A someone or something that were detonated in Kuje, to the west of Abuja,
helps people in difficult situations and in Nyanya, to the east, resulted in 18
d) cough up – B give something like depths and 41 injuries.
information or money very unwillingly Headline: Syrian IS makes it presence felt
in Nigerian capital
Vocabulary Main idea: Influence of IS reaches into
the heart of Nigeria
Ask students to think about English words that
come from other languages. They can share 2. Boko Haram has vowed to step up its attacks
them with the class. in urban areas in Nigeria, as it strives to
impose Islamic State (IS) rule across the
Activity 10 (SB p. 219) country. A spokesperson for Boko Haram said
Christian churches, especially those whose
Read through the information in the textbox
pastors had referred to Boko Haram as the
with students and talk about the words it
‘great evil of our times’, would be targeted.
contains. Students discuss the words in groups.
Headline: Boko Haram vows to hit
Activity 11 (SB p. 219) Christian churches hard
Students use a dictionary to find out what these Main idea: Boko Haram wants to impose
terms mean. For each one, they must write IS rule in Nigeria
down the meaning and the language it is from. 3. Nigerian President, Muhammadu Buhari,
They use the word in a sentence of their own. visited the surviving victims of the Boko
Answers will vary. Haram bombings that took place in Kuje, to
the west of Abuja, and in Nyanya, to the east,
Answers on Friday evening, 2 October 2015. Speaking
a) per se – Latin – in itself at the National Hospital, Abuja, President
b) vis-à-vis – French – with regard to Buhari condemned the bombings as acts
c) terra firma – Latin – dry land carried out by cowards, and said he would
d) raison d’être – French – reason for being authorise the Nigerian armed forces to use
e) per annum – Latin – by the year everyone at its disposal to wipe out Boko
f) inter alia – Latin – amongst other things Haram. He also promised the victims of the
bombings and their families that the federal
government would meet all their medical
Listening expenses.
In this section, students listen to a text and then
answer the questions that follow.

Module 9: English Belongs To Those Who Speak It 153

 Headline: Might of the military to be Writing
used to crush Boko Haram Activity 13 (p. 220)
Main idea: Victims of bombing to receive Students write an article for their school
federal government support while the magazine or a local newspaper. Show students
military seeks to destroy Boko Haram an assortment of photographs taken from
4. Following the Boko Haram bombings on the magazines or newspapers. They must choose
outskirts of Abuja in Kuje and Nyanya on Friday one that appeals to them and write an article
evening, 2 October 2015, the military and the based on that photograph. Their article must
police have imposed heightened surveillance include all of the features, language and
measures. While the focus of these measures style elements of magazine articles that have
was at strategic locations in Abuja, all major been learnt about. Refer students to the self-
routes into and out of the city were also being evaluation checklist so that they can use it while
monitored. In addition, roadblocks had been planning, writing and checking their work.
set up around popular public spots, such as
Utako Market, Wuse Market and surrounding
Evaluation
shopping malls, where all vehicles were subject
to through searches. Student Evaluation: Students can use the Self-
Assessment Checklist: Article on page 11 of this
Headline: Ring of steel around the city
Teacher’s Guide.
Main idea: Increased surveillance and
Teacher Evaluation: Teachers can use the Rubric:
roadblocks set up to try to keep Abuja
Article on page 20 of this Teacher’s Guide.
and its citizens safe from further Boko
Haram attacks

module

10 Space Travel

Weekly Lesson Plan

Monday Tuesday Wednesday Thursday Friday
Student’s Speaking Listening And Reading And Vocabulary Grammar Structure (p. 225)
Book (p. 225) Comprehension Comprehension (p. 224) Root words and affixes
Present a (p. 221) (p. 221) Words to do Writing (p. 225) Write a
speech An extract Read about a trip with space speech about space travel
about Mars on Mars One and travel Identify and discuss
answer questions different types of writing

reading techniques, and read to understand the

Objectives meaning of words and phrases in context, to
By the end of this module the student should make notes and summarise key content.
understand the following skills: Vocabulary: Explain and identify synonyms
Listening: Listen to comprehend details, identify and use them correctly; use new words related
the meanings of words and phrases in context, and to space travel in complex sentences; use
to be able to use these words in different contexts. dictionaries to find meanings.
Reading And Comprehension: Apply pre-

154 Term 3
Grammar: Use root words and affixes.
Writing: Write a speech using persuasive and In addition to the volcanoes, Mars has channels
convincing language, and correct structure. that are hundreds of kilometres long. It is
thought that millions of years ago, massive floods
Resources of water raced along the surface of Mars, scarring
the terrain and carving out these channels.
Student’s Book (pp. 221–227)
Teacher’s Guide
Blackboard Answers
Dictionaries a) B
Pictures of Mars and Mars one b) B
c) A
Listening d) A
e) B
Introduce this section by talking about the f) D
planets in our solar system and about Mars and g) B
space exploration. Try to get hold of pictures to
show to students. Activity 2 (SB p. 221)
Students make sentences of their own using the
Activity 1 (SB p. 221) following words from the text. Ask them to use
Read this text to the class twice. The first time, their dictionaries.
they should just listen. When you read the text a) roughly half
the second time, they must choose the best b) desert
option to answer the questions. c) vegetation
d) barren
Mars e) landscape
Mars is 225 000 000 km from Earth, on average.
At 6 787 km, its diameter is roughly half that of Answers
Earth’s. Answers will vary but should show
With clouds, storms and seasons, Mars is the understanding of the meaning of the words.
most Earth-like of the Sun’s family. Its year lasts
687 Earth days and its day, known as the sol, is Reading And Comprehension
24 hours 37 minutes long.
Activity 3 (SB p. 221)
The Martian climate is very severe. Surface
Students scan the information from the Mars
temperatures on Mars barely reach 0 ºC by day
One to find the necessary information.
and drop to –123 ºC at night. Water exists in the
polar caps of Mars and in its atmosphere, and
Answers
probably also lies in the ground as ice. There are six subheadings:
• Qualifications. Key words: Mars One,
Most of Mars is ruddy-coloured desert. Its surface
worldwide search, candidates, mission, skill set
colour comes from its rusty, oxidised rocks and
• The astronaut selection process. Key words:
dust, and it is pocked with craters. There are also
qualities, ability, drive, motivation, no return,
many volcanoes on Mars. The huge Olympus
purpose, self-reflection
Mons, 550 km across and 25 km high, is the
• Key characteristics of an astronaut. Key
largest of four massive ones in the Tharsis region.
words: resiliency, adaptability, curiosity,
ability to trust, creativity

Module 10: Space Travel 155

• Age. Key words: over 18, no upper limit, Activity 7 (SB p. 231)
good health. Students write a summary of the article in no
• Medical and physical requirements. Key more than 200 words. Answers will vary.
words: age, gender, standards, dependency,
movement, eyesight, blood pressure, height.
• Country of origin and language. Key words: Evaluation
any country, world. Student Evaluation: Students can use the Self-
Assessment Checklist: Summary on page 11 of
Activity 4 (SB p. 221) this Teacher’s Guide.
Students read the text individually. Teacher Evaluation: Teachers can use the Rubric:
Summary on page 21 of this Teacher’s Guide.
Activity 5 (SB p. 224)
Students match the words in column A with the
most suitable synonym in column B.
Vocabulary
Activity 8 (SB p. 224)
Answer Students must read the definitions and then use
Emphasise stress each word in a compound or complex sentence.
Answers will vary.
proven by verified from
obtained derived Writing
world wide global Read through the arguments for and against the
Mars One mission with students.
physical movement motion and functionality
way means Activity 9 (SB p. 225)
qualities attributes Students prepare a speech of between 2-3
minutes that explains their opinion on whether
main primary the Mars One mission is an excellent idea or
never give up persevere that it is a foolish idea.

Activity 10 (SB p. 225)

Activity 6 (SB p. 224)
Students finalise their speech scripts and
Students say whether the statements are true or
rehearse their speeches so that they can be
false.
presented to the class. Choose a suitable lesson
in which students present their speeches.
Answers
a) Applicants for the Mars One mission will
never be able to return to the Earth. True Evaluation
b) The most important quality that a Mars One Teacher Evaluation: Teachers can use the
applicant must have is physical strength. following section from the Rubric: Listening
False and Speaking Skills on page 13 of this Teacher’s
c) Mars One applicants must be good team Guide and the Rubric: Presenting a Speech on
members. True page 15 of this Teacher’s Guide.
d) Mars One applicants can be any age. False
muse be over 18
e) Only people from Europe and the United
States of America can apply to go on the
Mars One mission. False

156 Term 3
Grammar Structure Activity 12 (SB p. 226)
Revise word roots, prefixes and suffixes In pairs, students study and discuss the table
with students by reading and discussing the containing a summary of the features of articles,
information in the textbox on page 225 of the speeches and letters.
Student’s Book.
Activity 13 (SB p. 226)
Activity 11 (SB p. 226) Students work in groups and study the extracts
Students must add a prefix and a suffix to the from articles, speeches and letters. They identify
following words to make a new word. and discuss their differences and similarities.
a) predict
b) forgive Activity 14 (SB p. 227)
c) form Students use information from the vocabulary
d) mortal section of this unit as well as their own ideas to
e) connect write one of the texts A,B,C,D, or E. Remind
f) arrange students to use the Self-Assessment Checklists
g) logical you provided previously.
h) dominant
Evaluation
Answers
Student Evaluation: Students can use the Self-
a) unpredictable
Assessment Checklists: Formal and Informal
b) unforgiveable
Letters, and Article on page 11 of this Teacher’s
c) unformed
Guide.
d) immortality
e) disconnected Teacher Evaluation: Teachers can use the Rubrics:
f) disarranged Formal and Informal Letters, Speech and Article
g) illogically on pages 15, 20 and 22 of this Teacher’s Guide.
h) predominantly

Writing
Students have an opportunity to revise the key
features of articles, speeches and letters and to
apply this knowledge to identifying similarities
and differences, and then to write one of these
text types.

Module 10: Space Travel 157

 module

11 Practice Examination

Paper 1 ii) He had expected it and rehearsed this

very scene a hundred times until it had
Writing become as familiar as a friend. – this
is also a Simile.  (2)
Section A:
f. ‘marked’ in this context means noticeable. (1)
Continuous Writing (50 marks) g. i) indifferent: apathetic, uninterested
Select from the rubrics listed below, according ii) unruffled: calm
to the choice of questions. They can be found in iii) listlessness: apathy
the Introduction of this Teacher’s Guide. Page iv) comprehend: understand  (4)
references are given. h. i) disloyal; treacherous
• Teacher’s Rubric: Formal and Informal ii) abruptly  (2)
Letter (page 22) i) Abstract nouns: interest, moment, trouble,
• Teacher’s Rubric: Article (page 20) excuse, laughter, promise, betrayal  (2)
• Teacher’s Rubric: Argumentative Essay j) i) Complex sentence  (1)
(page 18) ii) He thought he was fully prepared  (1)

Section B: Section C: Summary (20 marks)

Comprehension (20 marks) Step 1 is to define the problem or situation and
a. Obi was anxious about his situation (the clearly identify the decision that you have to
last day of the court case), he was expecting make. Step 2 is to decide what information you
to be humiliated, and he was prepared for need to make your decision, where you can get
it, but it was none the less a very difficult this information and how you can get it. Step 3
situation to find oneself in.  (2) is to analyse your information and identify
b. Yes, it was a high profile case. “The case the alternatives available to you. Step 4 is to
had been the talk of Lagos for a number evaluate the alternatives by looking at the pros
of weeks and on this last day anyone who and cons of each one. Step 5 is to weigh all the
could possibly leave his job was there to evidence and choose the alternative that seems
hear the judgement.” to be best suited to you. Step 6 is to convert
c. The judge said he was ‘tired of these your decision into action. Step 7 is to think
constant excuses about the problem of about your decision and its consequences.
locomotion’. This indicates that this was
not the first time that Me Adeyemi had been
late.(2)
Paper 2
d. Obi’s tears were not genuine, he had Vocabularly and
planned to cry/behave like this because Grammar Structure
he thought he would stand a better chance
if he showed remorse that he did not Multiple Choice (50 marks)
actually feel.  (1) 1. D sparsely populated
e. i. It is a Simile – it uses the word ‘as’ 2. A acrimoniously
to compare the gaze to a collector of 3. C dreadful
insects (someone who has the intention 4. C imagination
of killing the insect and then preserving 5. A loyal
it for his/her own pleasure/interest). (1) 6. D by

158 Term 3
7. B had been waiting 42. The fishing method that involves towing trawl
8. B has not visited nets along the sea floor is called trawling.
9. A with 43. Farmers vaccinate their livestock against
10. B some diseases like rabies.
11. C it 44. Halaal food is lawful or permitted under
12. C mine Islamic law.
13. B very 45. Forbidden/Haram food like pork is
14. D What prohibited under Islamic law.
15. A isn’t he? 46. The Christian Eucharist is also called the
16. D Reading can make you know more. Holy Communion.
17. C telling white lies. 47. The circulation desk is the place in a library
18. C putting money away for a future time of where you check out, return or renew items.
need. 48. A book that is not returned to the library by
19. A bad experiences have a positive side to its due date is overdue.
them. 49. An advertisement written in the style
20. B promising of a news item or feature is called an
21. C admiration advertorial.
22. D Both B and C 50. The most important story on the front cover
23. A sympathy of a newspaper is called the lead story.
24. A Simple Past
25.
26.
B Present Continuous
A Reflexive pronoun
Paper 3
27. B Conjunction Speaking and Listening
28. C Verb
Test of orals (20 marks)
29. A Abstract Noun
30. C Laugh 1. C Drama
31. The person who writes the copy for 2. B Poor
advertisements is called a copywriter. 3. D Both A and C
32. A designer develops the overall layout and 4. B Quiche
visual design for advertisements. D Quiz
33. The target market is the particular group at 5. B Thoughtful
which a particular advertisement is aimed. 6. A Thyme or
34. A trader/financial advisor buys and sells B Align
shares in companies for other people. 7. C Shout
35. Someone who buys shares in a company is 8. A ACRImony
called a shareholder. 9. C explaNAtion
36. A person who tries to take control of a 10. D phoTOgraphy
company by buying a lot of its shares is 11. C Profit
called a hostile takeover. 12. A Picture
37. The constitution contains the basic rules by 13. B Did the mother feel the child’s
which a country is governed. temperature?
38. A democracy is government by the people. 14. B Which colour do you prefer?
39. A referee makes sure that players stick to 15. B Brother
the rules of the game. 16. A Afraid
40. Soccer players are trained by a coach. 17. C Both A and B
41. The sport of archery requires specific/ 18. D Confusion
dedicated equipment like a bow, arrows and 19. A architect
a target. 20. C change

Module 11: Practice Examination 159

 Excellence in

Excellence in English
Aim for Excellence with Cambridge!
Cambridge Excellence in English Senior Secondary offers you a first-class print

English
and digital course in English. The course has been developed in accordance with
the 2013 NERDC Curriculum and Scheme of Work. It offers students accessible,
high quality content to ensure the best foundation for future learning.

Senior Secondary 1 Teacher’s Guide

Cambridge Excellence in English Senior Secondary 1
has two components. SECONDA
R

SENIO
A Students’ Book which offers:

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

DE
Excelle
Excelle

nce in
nce in

English
illustrations and photographs

TE
English
A

UI
CHER’S G

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

Second
ary
EC O N D

1 Studen
RS

listening, speaking, reading, comprehension, grammar and writing 1

IO

AR
SE N

Y
TEA

E
t’s Boo

ID
CH
ER’S GU

k
• literature activities which introduce the basic features of Prose, CUR REN
T
NERD

Poetry and Drama

Curr
iculu
C
m

• revision sections which facilitate evaluation of students’ progress Available

• Practice Examination Paper to prepare students for the Senior
digitally!
School Education Certificate Examination they will write at the
end of Senior 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
CURRENT
• Evaluation Tools to help assess students’ development
of specific skills. NERDC
Curriculum

ISBN: 9781316603192