WEEK 1: GRAMMAR FOUNDATIONS

DAY 1: Nouns & Pronouns

Handout

1. Lesson Focus
o Types of nouns: common, proper, collective, abstract
o Pronouns: personal (I, you, he, she, they), relative (who/whom/which/that), indefinite
(someone, everyone), possessive (mine, yours), reflexive (myself, yourself), etc.
2. Key Points
o Common nouns: general names (girl, city)
o Proper nouns: specific names (Ama, Accra)
o Collective nouns: group (team, class)
o Abstract nouns: ideas/qualities (love, beauty)
o Pronoun–antecedent agreement: pronoun must match the noun’s number/gender.
o Relative pronouns connect clauses (e.g., “The boy who plays soccer …”).
3. Examples
o “Kofi saw his mother in the market.” (common nouns)
o “Mr. Mensah teaches at Holy Child School.” (proper nouns)
o “The team is training now.” (collective noun)
o “Happiness is important.” (abstract noun)
o “Everyone ate their food.” (indefinite pronoun usage)
4. Quick Practice

1. Identify all nouns in this sentence: “The audience applauded the singer for her
performance.”
2. Replace underlined nouns with pronouns: “Adjoa met Kojo, and Adjoa gave Kojo a
book.”
5. Tip: Remember subject pronouns (I, we, they) differ from object pronouns (me, us, them).

DAY 2: Verbs & Tenses

Handout

1. Lesson Focus
o Regular vs. irregular verbs
o Tense forms: simple, continuous (progressive), perfect, and future
2. Key Points
o Regular verbs: form past tense by adding -ed (walk → walked).
o Irregular verbs: change forms unpredictably (go → went).
o Basic tenses:
 Simple present: “I walk.”
 Present continuous: “I am walking.”
  Simple past: “I walked.”
 Past continuous: “I was walking.”
 Present perfect: “I have walked.”
 Past perfect: “I had walked.”
 Future: “I will walk.”
3. Examples
o “He goes to school daily.” (simple present)
o “He went to school yesterday.” (simple past)
o “He is going to school now.” (present continuous)
o “He has gone to school already.” (present perfect)
4. Quick Practice

1. Convert “She writes a letter” to past tense.

2. Rewrite “I ate breakfast” in present perfect tense.
5. Tip: For future tense, you can say “will + verb” or “be going to + verb.”

DAY 3: Subject–Verb Agreement

Handout

1. Lesson Focus
o Matching singular/plural subjects with correct verbs
o Handling indefinite pronouns (everyone, someone, none) and collective nouns
2. Key Points
o Singular subject → singular verb (“He runs,” “She goes”)
o Plural subject → plural verb (“They run,” “We go”)
o Indefinite pronouns often take singular verbs: “Everyone is ready,” “Each has finished.”
o Collective nouns: “The class is big,” but context may differ in advanced usage.
3. Examples
o Correct: “Everyone knows the answer.”
o Incorrect: “Everyone know the answer.”
o “Neither the teacher nor the students have arrived.” (Focus on the closest subject if
using “nor”/“or.”)
4. Quick Practice

1. Pick the correct verb: “The family (is/are) on vacation.”

2. Correct the error: “All the water have leaked out.”
5. Tip: S.I.N.G. → Subject first, Indefinite pronouns, Notice collective, Get the right tense.

DAY 4: Adjectives & Adverbs

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 1. Lesson Focus
o Adjectives: describing nouns (e.g., red, big, wonderful)
o Adverbs: describing verbs, adjectives, or other adverbs (quickly, slowly)
o Comparative/superlative: bigger, biggest; quickly, more quickly, most quickly
2. Key Points
o Use adjectives before the noun: “a beautiful house,” “an exciting match.”
o Use adverbs to modify how an action happens: “He runs quickly.”
o Comparative: “taller,” “faster,” Superlative: “tallest,” “fastest.”
o Some irregular forms: “good, better, best”; “bad, worse, worst.”
3. Examples
o “She wrote a long letter.” (adjective)
o “She wrote the letter carefully.” (adverb)
4. Quick Practice

1. Identify adjective vs. adverb: “He drove dangerously fast on the narrow road.”
2. Fill in correct comparative: “This is the (cheap) … … brand.”
5. Tip: Adjective modifies a noun, adverb modifies a verb/adjective/adverb.

DAY 5: Weekly Recap & Quiz (Grammar Review)

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1. Lesson Focus
o Review: nouns, pronouns, verbs, S-V agreement, adjectives, adverbs
2. Key Points
o Double-check grammar fundamentals.
o Use any leftover time to clarify confusion.
3. Sample Quiz

1. Correct the sentence: “Somebody are waiting outside.”

2. Fill in the blank with correct tense: “She ____ (wake) up early yesterday.”
3. Choose adjective/adverb: “He sang (beautiful / beautifully).”
4. Tip: Use COPS (Capitalize, Organize, Punctuate, Spell) when checking.

WEEK 2: ADVANCED GRAMMAR

DAY 1: Clauses

Handout

1. Lesson Focus
o Main (independent) vs. subordinate (dependent) clauses
 o Types: adjective clause (who, which), adverb clause (when, because), noun clause (that,
what)
2. Key Points
o Main clause: can stand alone.
o Subordinate clause: depends on the main clause.
o E.g., “The boy who won the race is my friend.” (adjective clause)
3. Examples
o “If it rains, we’ll stay indoors.” (adverb clause “If it rains”)
o “I believe that he is honest.” (noun clause)
4. Quick Practice

1. Label each clause: “She said that she would come if she finished her work.”
2. Rewrite with an adverb clause.
5. Tip: Subordinate clauses often start with words like because, although, if, when, that, who.

DAY 2: Sentence Types

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1. Lesson Focus
o Simple, compound, complex, compound-complex
o Declarative, interrogative, imperative, exclamatory
2. Key Points
o Simple: 1 main clause.
o Compound: 2 main clauses joined by a conjunction (and, but, or).
o Complex: 1 main + 1+ subordinate clause.
o Compound-complex: 2 main + 1+ subordinate clause(s).
3. Examples
o Simple: “I ran.”
o Compound: “I ran, and I got tired.”
o Complex: “Because I was late, I ran.”
o Compound-complex: “I ran, and I got tired because I hadn’t slept well.”
4. Quick Practice
o Classify: “He studied hard, but he failed the test because he panicked.”
5. Tip: Watch for linking words (and, but, so, if, because).

DAY 3: Punctuation & Capitalization

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1. Lesson Focus
o Commas, semicolons, colons, apostrophes, quotation marks
o Capital letters at sentence beginnings, for names, “I”
 2. Key Points
o Comma for items in a list, after introductory phrases.
o Semicolon links 2 related independent clauses.
o Apostrophe for possession (“the boy’s bag”), contractions (“it’s = it is”).
o Quote marks for direct speech: “She said, ‘Hello.’”
3. Examples
o “In Accra, we visited the museum, the market, and the beach.”
o “John’s phone rang.”
4. Quick Practice
o Insert correct punctuation: “She exclaimed I cant believe youre here”
5. Tip: C.O.P.S. – Capitalization, Organization, Punctuation, Spelling.

DAY 4: Direct/Indirect Speech & Question Tags

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1. Lesson Focus
o Converting direct → indirect (reported)
o Forming question tags
2. Key Points
o Tense shift in indirect speech: “She said, ‘I am hungry’” → “She said (that) she was
hungry.”
o Question tags: “He is tall, isn’t he?”
3. Examples
o Direct: “I will go tomorrow.” Indirect: “He said he would go the next day.”
o Tag: “They left early, didn’t they?”
4. Quick Practice
o Convert: “He said, ‘I want pizza.’” → ?
o Add a tag: “Your brother goes to school,” → ?
5. Tip: Remember T-P-P for direct → indirect (Tense, Pronoun, Pointer words).

DAY 5: Weekly Recap & Grammar Test

Handout

1. Lesson Focus
o Consolidate: clauses, sentence types, punctuation, direct/indirect speech, tags
2. Sample Test

1. Identify main and subordinate clause: “She smiled when she saw me.”
2. Rewrite: “I can’t swim.” → “He said…”
3. Insert punctuation: “sir i think i lost my book”
3. Tip: Review your notes, do final self-check with “COPS” before submission.
WEEK 3: VOCABULARY
DAY 1: Synonyms, Antonyms, Word Formation

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1. Lesson Focus
o Recognizing synonyms/antonyms
o Using prefixes/suffixes to form new words
o Homonyms (same spelling, different meaning)
2. Key Points
o Synonym: word with same/similar meaning (big → large)
o Antonym: opposite meaning (big → small)
o Word formation: e.g., “happy → unhappy,” “play → playful.”
3. Examples
o Prefix: dis-, un-, re-, mis-
o Suffix: -tion, -ness, -ment, -ly
4. Quick Practice

1. Give an antonym for “generous.”

2. Add a prefix/suffix to “clear” to form a new word.
5. Tip: Keep a “WORD” approach – (W)ord, (O)bserve context, (R)eplace synonyms/antonyms,
(D)emonstrate usage.

DAY 2: Idiomatic Expressions & Phrasal Verbs

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1. Lesson Focus
o Common idioms: “spill the beans,” “hit the sack”
o Phrasal verbs: verb + preposition/adverb (break down, look forward to)
2. Key Points
o Idioms often have figurative meaning, not literal.
o Phrasal verbs can have many interpretations: “take off” (remove clothes or start flight).
3. Examples
o “He let the cat out of the bag” = He revealed a secret.
o “She put off the meeting” = She postponed the meeting.
4. Quick Practice
o Explain the meaning: “cut corners,” “pull someone’s leg.”
o Use “break down” and “put up with” in sentences.
5. Tip: Use I.D.I.O.M. steps: Identify, Define, Interpret, Observe usage, Make your own.
DAY 3: Commonly Confused Words & Spelling

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1. Lesson Focus
o Homophones: there/their/they’re, your/you’re, its/it’s
o Tricky spellings: receive, separate, necessary
2. Key Points
o Homophones sound same, differ in meaning/spelling.
o Double-check letter order for tricky words.
3. Examples
o Wrong: “Their going to there house.”
o Right: “They’re going to their house.”
4. Quick Practice
o Correct “Your the best friend I have.”
o Spell “accommodate,” “occurrence,” “privilege” carefully.
5. Tip: Apply “COPS” or do a mini-spell check each time you write a new word.

DAY 4: Collocations & Word Usage

Handout

1. Lesson Focus
o Collocations: words that naturally go together (heavy rain, make a decision)
o Improving word choices in writing
2. Key Points
o Avoid literal translations. “Strong tea,” not “powerful tea.”
o Using correct collocations sounds more fluent: “take a nap,” “catch a cold.”
3. Examples
o “Make progress,” “do homework,” “pay attention,” “have a meal.”
4. Quick Practice
o Rewrite with correct collocation: “He performed a decision.” → “He made a decision.”
5. Tip: Keep a list of collocations – note how native speakers pair words naturally.

DAY 5: Vocabulary Recap & Mini Quiz

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1. Lesson Focus
o Consolidate synonyms, antonyms, idioms, phrasal verbs, collocations
2. Sample Quiz
 1. Write a synonym for “angry.”
2. Turn “interest” into an adjective.
3. Explain the idiom “once in a blue moon.”
3. Tip: Practice new vocab daily, incorporate them in sentences for retention.

WEEK 4: READING COMPREHENSION & SUMMARY

DAY 1: Comprehension Techniques (Skimming, Scanning, Main Ideas)

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1. Lesson Focus
o Skim vs. scan reading
o Identifying main idea vs. supporting details
2. Key Points
o Skim: read quickly to grasp the gist
o Scan: look for specific info (dates, names)
o Main idea often in the first/last sentence
3. Examples
o When searching for “the year 1997,” scanning saves time.
o Summarize the passage in 1 line to test if you found the main idea.
4. Quick Practice
o Given a short paragraph, find the main idea in 1 sentence.
5. Tip: Use SPEAR – Survey, Predict, Evaluate, Answer, Review.

DAY 2: Inferential & Evaluative Comprehension

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1. Lesson Focus
o Reading between the lines (inference)
o Evaluating the author’s perspective
2. Key Points
o Literal = stated facts.
o Inferential = implied but not explicitly stated.
o Evaluative = personal judgment of truth or relevance.
3. Examples
o “He locked the door and closed the blinds.” → Inference: He wants privacy or is hiding
something.
4. Quick Practice
o Short passage with a question like “Why did the character do X?”
5. Tip: Clues: certain repeated words, tone, or context.
DAY 3: Vocabulary in Context

Handout

1. Lesson Focus
o Using context clues to figure out unknown words
2. Key Points
o Clues from synonyms/antonyms near the word
o Examples or definitions in the sentence
3. Examples
o “The arboretum, a large garden for trees, attracted tourists.” → context clarifies
“arboretum.”
4. Quick Practice
o Short paragraph with underlined words. Guess their meaning.
5. Tip: Always reread the sentence around the unknown word.

DAY 4: Summary Writing (Basics)

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1. Lesson Focus
o Identifying key points, paraphrasing, brevity
2. Key Points
o Exclude minor details, repeated info.
o Maintain the original meaning, but use your own words.
3. Examples
o Original: “John, who is 12, scored 4 goals in the football match on Monday.”
o Summary: “John scored 4 goals in the match.”
4. Quick Practice
o Summarize a 100-word paragraph in 2 lines.
5. Tip: Use PRIDE – Preview, Reduce, Identify, Draft, Edit.

DAY 5: Weekly Recap & Practice Test (Reading + Summary)

Handout

1. Lesson Focus
o Combine comprehension + summary skills
2. Sample Test
o 1 short passage (~200 words), 5 Qs + summary in 3 sentences.
3. Tips
 o Skim first, answer literal Qs, then tackle deeper ones, finalize summary.

WEEK 5: WRITING – LETTERS, REPORTS, ARTICLES

DAY 1: Formal & Informal Letters

Handout

1. Lesson Focus
o Formats, tone differences, addresses, salutations
2. Key Points
o Formal: official tone, e.g., “Dear Sir/Madam,” sign-off “Yours faithfully.”
o Informal: personal style, “Dear Kofi,” sign off “Your friend.”
o Layout: address, date, salutation, introduction, body, conclusion, subscription.
3. Examples
o Formal letter sample: to the head teacher requesting a library.
o Informal letter sample: to a friend about a holiday.
4. Practice
o Outline a formal letter (subject: request for permission).
5. Tip: Keep paragraphs short and purposeful.

DAY 2: Articles for Publication

Handout

1. Lesson Focus
o Title, byline, introduction, body, conclusion
o Semi-formal style
2. Key Points
o Opening paragraph: grab attention, state the topic.
o Body paragraphs: elaborate main points.
o Conclusion: recap main argument, possible call to action.
3. Example Format
o Title: “School Sanitation: A Collective Responsibility”
o By: Student’s name/class
o Intro: highlight importance
o Body: 2–3 paragraphs detail
o Conclusion: final statement
4. Practice
o Draft a short article (200 words) on any relevant topic.
5. Tip: Keep the style consistent, mindful of your target audience.
DAY 3: Report Writing

Handout

1. Lesson Focus
o Factual, structured approach: introduction, findings, conclusion
2. Key Points
o Maintain an objective tone.
o State what happened, when, who was involved, results.
o Use headings if needed: “Introduction,” “Method/Findings,” “Conclusion,”
“Recommendations.”
3. Examples
o “Report on the Inter-House Sports Competition” – mention date, location, participants,
outcome.
4. Practice
o Outline a short event report.
5. Tip: Stick to chronological or logical sequence.

DAY 4: Catch-Up / Extended Writing Practice

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1. Lesson Focus
o Reviewing letters, articles, and reports
o Polishing structure, clarity, grammar
2. Key Points
o Re-read your previous drafts.
o Check for paragraph flow, remove any repetition.
3. Quick Exercise
o Revise a letter or article you wrote. Mark your changes in red pen.
4. Tip: After editing, re-check with COPS or COEM (Content, Organization, Expression, Mechanical
accuracy).

DAY 5: Extended Writing Task

Handout

1. Lesson Focus
o Timed writing: pick 1 from letter/report/article
2. Key Points
o Plan quickly (O-P-E-N approach).
 o Write, then do a short proofread.
3. Practice
o 30–40 min: produce a final piece.
o Self-mark or ask a peer to read.
4. Tip: Focus on your personal weaknesses (lack of examples, poor conclusion, etc.).

WEEK 6: WRITING – NARRATIVE, DESCRIPTIVE,

ARGUMENTATIVE
DAY 1: Narrative Writing

Handout

1. Lesson Focus
o Plot structure: beginning, middle (rising action, climax), end (resolution)
o Character and setting details
2. Key Points
o Use dialogue sparingly to add realism.
o Keep a clear conflict or problem leading to a solution.
3. Practice
o Outline a story about an unexpected event.
o Write a short draft (3–4 paragraphs).
4. Tip: “Show, don’t just tell.” Use descriptive language for mood.

DAY 2: Descriptive Writing

Handout

1. Lesson Focus
o Sensory details (sight, sound, smell, touch, taste)
o Precise adjectives/adverbs
2. Key Points
o Focus on a dominant impression: e.g., describing a beach’s calm atmosphere.
o Organization can be spatial (left to right) or from outside to inside.
3. Practice
o Describe your classroom or a favorite place in 2–3 paragraphs, focusing on senses.
4. Tip: Vary sentence length. Use figurative language carefully (a simile or metaphor).
DAY 3: Argumentative / Persuasive Essays

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1. Lesson Focus
o Presenting a stance with reasons, acknowledging counterarguments
2. Key Points
o Introduction includes thesis statement (e.g., “I strongly believe…”).
o Body: each paragraph addresses 1 point + evidence.
o Rebuttal: mention opposing viewpoint, refute it.
o Conclusion: restate stance, short summary.
3. Practice
o Outline an argument on “Is technology beneficial for students?”
4. Tip: Use transitional words: “Firstly, furthermore, however, on the other hand.”

DAY 4: Essay Clinic / Peer Feedback

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1. Lesson Focus
o Revising narrative/descriptive/argumentative drafts
o Peer or self-review
2. Key Points
o Check if your introduction hooks the reader.
o Evaluate paragraph structure, transitions.
3. Quick Exercise
o Re-read your essay from last day. Mark places to improve clarity or detail.
4. Tip: Accept constructive criticism. Strengthen logic, fix grammar.

DAY 5: Weekly Recap & Extended Writing

Handout

1. Lesson Focus
o Timed writing simulation to gauge progress
2. Key Points
o Keep track: 5 minutes planning, 30 minutes writing, 5 minutes revising.
3. Practice
o Choose 1 essay type from prompts. Write.
4. Tip: Evaluate with COEM – Content, Organization, Expression, Mechanical accuracy.
WEEK 7: LITERATURE + FINAL GRAMMAR/WRITING
POLISH
DAY 1: Basic Literature (Poetry, Prose, Drama)

Handout

1. Lesson Focus
o Recognize difference in format, style
o Identify theme, setting, mood
2. Key Points
o Poetry often uses line breaks, stanzas.
o Prose is continuous text.
o Drama has dialogue, stage directions.
3. Example
o Poem: short lines, maybe rhymes.
o Prose: paragraphs, narrative style.
4. Tip: T-S-M-C (Theme, Setting, Mood, Characters) helps you examine each piece.

DAY 2: Literary Devices & Characterization

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1. Lesson Focus
o Devices: simile, metaphor, personification, hyperbole, alliteration, onomatopoeia
o Character traits: how a character speaks, acts
2. Key Points
o Simile uses “like” or “as,” e.g., “as brave as a lion.”
o Personification: giving human traits to non-humans, e.g., “The wind whispered.”
3. Practice
o Identify devices in sample lines.
o Summarize the personality of a short excerpt’s character.
4. Tip: SMILE for figurative analysis: Simile, Metaphor, Imagery, Literary devices, Effect.

DAY 3: Grammar & Vocab Revisions

Handout

1. Lesson Focus
o Revisiting tricky grammar/vocab from prior weeks
o Doing a short “mixed bag” exercise
 2. Key Points
o Check for patterns: Tense errors, S-V mismatch, or commonly confused words.
3. Practice
o Attempt 15 objective questions from a practice set.
4. Tip: If stuck, reread your “Cheat Sheet” from earlier lessons.

DAY 4: Comprehensive Writing Drills

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1. Lesson Focus
o One-day push for final writing clarity across any format
2. Key Points
o Mind transitions, varied sentence structures, cohesive paragraphs.
3. Practice
o Write a short essay or letter in 30 min, check thoroughly.
4. Tip: Format is crucial for formal vs. informal tasks.

DAY 5: Literature Recap & Weekly Quiz

Handout

1. Lesson Focus
o Short passage or poem analysis
o Evaluate grammar usage
2. Key Points
o Identify the theme, device(s), any moral lessons.
3. Practice
o 5 short-answer questions on a poem or short story excerpt.
4. Tip: Summarize the piece in 2 lines to ensure comprehension.

WEEK 8: FINAL FULL-SCALE REVISION & MOCK

EXAMS
DAY 1–2: Grammar + Vocabulary Final Review

Handout

1. Lesson Focus
 o Mixed grammar (tenses, S-V agreement, pronouns, punctuation)
o Vocabulary (synonyms, antonyms, idioms)
2. Key Points
o Create final checklists.
o Attempt ~30–40 MCQs from past papers to self-assess.
3. Practice
o Mark your answers, note repeated mistakes.
4. Tip: Use the “READ” or “COPS” method to self-edit quickly.

DAY 3: Major Comprehension & Summary Mock

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1. Lesson Focus
o Full reading comprehension + summary practice (timed)
2. Key Points
o Strategy: Skim, read thoroughly, answer literal → inferential → summary.
3. Practice
o One passage, 10 questions, plus a 3–5 line summary.
4. Tip: “PRIDE” for summary – Preview, Reduce, Identify, Draft, Edit.

DAY 4: Essay Mock Exam

Handout

1. Lesson Focus
o Timed essay writing from 2–3 prompts (letter, narrative, argument)
2. Key Points
o 45–50 min total.
o Plan quickly (OPEN), then write, then quick revise.
3. Tip: Don’t skip the conclusion. Check grammar in the last minutes.

DAY 5: Wrap-Up & Personalized Consultations

Handout

1. Lesson Focus
o Reviewing mock exam mistakes
o Final Q&A, confidence-building
2. Key Points
o Double-check last-minute confusions.
 o Outline any final personal revision plan.
3. Tip: Keep calm, trust your preparation. You’re ready!

HOW TO USE THESE HANDOUTS

 Distribute at the start of each day’s session.

 Students can annotate them with personal notes or examples.
 Encourage them to review the bullet points before practicing or doing quizzes.
 Each handout is short and direct—ideal for quick reference or as a memory jogger.