WEEK PERIOD LESSON TOPICS

1 Sentence Types: Structure

Planning and paragraph

2
development
1

Creative Writing: My best

3 subject/ teacher/My First Day in
College

Spelling and Vocabulary

4
Development

1 Speaking and Listening: Debate

Speaking and Listening:

2 Listening comprehension and
class debate

3 Introduction to Literature

Reading Comprehension: Explicit

4
and Implicit meaning
 5 Sentence Types-Functions

Poetry: Characterisics, Types,

1
devices and Style

Poetry: ‘Or Will the Dreamer

2
Wake?’ by Medora Chevalier

Reading comprehension-
3
Biography and autobiography.
3

Figures of Speech and poetic

4
devices

Poetry: 'Fuel Crisis' by F. Amoo

5
and Y. Akindele

General Introduction to Speech

1
and Articulatory Organs

Introduction to speech sounds

2 (Monophthongs)

4
3 Writing Tips and Techniques

4 Narrative Writing

Reading: Making Inferences and

1
deductions

5
 2 Letter writing: Informal

5 Use of Punctuation and use of

3
connectives

Intro to speech sounds:

4
Diphthongs

5 Literature- Reading set text

1 Speaking and Listening

2 Literature- Reading set text

6
Writing to create
3
horror/suspense

4 Poetry: ‘A Whale Song’ by Cheryl T

5 Library period
 1 Fiction writing: Writing to Describ

2 Reading Comprehension

3 Formal Letters

4 Formal Letters

5 Literature- Reading set text

English Consonants- /p//b/; /t/

1
/d/; /k/ /g/; /f/ /v/

2 Sentence Types-Functions

8
3 Reading Comprehension

Vocabulary Development:
4
Transportation
 5 Writing to Describe

1 Speaking and Listening

Poetry: Mr Nobody by
2
Anonymous

9
Guided composition: writing
3
outline

4 Effective Punctuation

5 Library Period

1 Vocabulary Development

Grammar: comparative of
2
adjectives

10
Continuous writing: Informal
3
letter

4 Speaking and Listening

Some resources may be sourced for by the subject teacher eg. Online / Text…
 LESSON OBJECTIVES

LESSON OBJECTIVES
LESSON OBJECTIVES (BRITISH)
(NIGERIAN)
Identify and discuss the various
Identify and discuss the various sentence
sentence types; Identify various
types; Vary sentences in writing.
sentence structures.

Discuss the importance of

Define and discuss the importance of paragraphing; Discuss various
paragraphing; Identify various strategies strategies for planning a writing task;
for planning a writing task Identify how inter and intra-paragraph
connectives are used to enhance writing

Vary sentences for clarity and effect;

Vary sentences for clarity and effect; Write imaginative, thoughtful and
Write imaginative, thoughtful and interesting texts; Construct paragraphs
interesting texts. using intra and inter paragraph cohesive
devices

Identify and discuss strategies to help students remember to spell difficult words;
Devise mnemonics to remember spellings; Start to keep a spelling journal; Learn a
range of vocabulary appropriate to needs; use words precisely in speech and
writing to clarify and extend meaning, and to interest the audience

Express what is felt and imagined;

Express what is felt and imagined;
Collaborate with others to justify
Express opinions effectively and
opinions; Express opinions effectively
coherently, Define Speaking and Listening
and coherently
Listen to, and make contributions to Listen to and make contributions to
speaking; Plan, organise and debate a speaking; Plan, organise and debate a
topic. topic.

Define Literature, Identify anddistinguish Define Literature, Identify and

its genres and functions distinguish its genres and functions

Demonstrate literal and inferential Demonstrate literal and inferential

comprehension of written texts; examine comprehension of written texts; engage
meaning both at denotative and with meaning both at denotative and
connotative levels; respond to connotative levels; redpond to
comprehension questions to show comprehension questions to show
increased language awareness increased language awareness
 Identify and categorise sentences
Identify and categorise sentences
according to functions; differentiate
according to functions; Vary sentence use
between the sentence types; write in a
in writing
specified number of sentences
State and explore characteristics and State and explore characteristics and
types of poems; be familiar with poetic types of poems; give examples of poetic
devices; identify poetic devices and their devices; identify poetic devices and
effects in given texts their effects in given texts
Read and critically respond to the
Read and critically respond to the poem;
poem; explore the poem beyond its
explore the poem beyond its literal
literal meaningaxamine; Examine poetic
meaning; Examine poetic devices
devices
Define and distinguish between Define and distinguish between
autobiography and biography; Read, autobiography and biography; Read,
respond to, and write biographies and respond to, and write biographies and
autobiographies autobiographies
List and exemplify figures of speech;
List and exemplify figures of speech;
discuss strategies to use them to
discuss strategies to use them to enhance
enhance writing; identify figures of
writing; identify figures of speech and
speech and poetic devices in written
poetic devices in written contexts;
contexts

Read and critically respond to the

Read and critically respond to the poem;
poem; explore the poem beyond its
explore the poem beyond its literal
literal meaning; give an informed
meaning; give an informed personal
personal response to the poem and
response to the poem and provide some
provide some textual reference in
textual reference in support
support

Identify the organs of speech; discuss Identify the organs of speech; discuss
their relevanve in the articulatory process; their relevanve in the articulatory
exemplify with some English phonemes process

Identify, articluate and exemplify the

Identify, articluate and exemplify the
monophthongs; list and exemplify the
monophthongs
English monophthongs
Discuss and explore elements of narrative Discuss and explore elements of
writing; Apply a range of increasingly narrative writing; Apply a range of
complex sentence structures to increasingly complex sentence
communicate meaning and to give fluency structures to communicate meaning and
to their writing to give fluency to their writing
Discuss the elements of narrative
Discuss the elements of narrative writing;
writing; Compose an original work of
Compose an original work of narrative
narrative writing; Evaluate narrative
writing; Evaluate narrative writing.
writing.
Recognise the components of inferring; Recognise the components of inferring;
Differentiate between inference and Differentiate between inference and
deduction; Practise inferring using familiar deduction; Practise inferring using
texts familiar texts
Define and examine the features of
Define and examine the features of
informal letter; examone the various
informal letter; write an informal letter
aspects of infprmal letters; write an
with increased competence
informal letter with increased competence

List and explain use of punctuations; List and explain use of punctuations;
clarify relationships between ideas with an clarify relationships between ideas with
increasingly accurate and growing use of an increasingly accurate and growing
punctuation and connectives use of punctuation and connectives

Identify, articluate and exemplify the

Identify, articluate and exemplify the
diphthongs; exemplify the diphthongs in
diphthongs
isolation.
Read and critically respond to the text;
Read and critically respond to the text; explore the text beyond its literal
Explain the language and devices used meaning; discuss and explore the
by the author language and stylistic devices used by
the author

Speak for a variety of purposes, such as to Speak for a variety of purposes, such as
explain, describe, narrate, explore, to explain, describe, narrate, explore,
analyse, imagine, discuss, argue and analyse, imagine, discuss, argue and
persuade; develop the ability to listen persuade; develop the ability to listen
courteously to others and be sensitive to courteously to others and be sensitive
turn taking; listen to a spoken text and to turn taking; listen to a spoken text
respond to questions on it and respond to questions on it

Read and critically respond to the text; Read and critically respond to the text;
explore the text beyond its literal explore the text beyond its literal
meaning; discuss and explore the meaning; discuss and explore the
language and stylistic devices used by the language and stylistic devices used by
author the author

Identify narrative, literary and linguistic Identify narrative, literary and linguistic
features of horror and suspense texts; features of horror and suspense texts;
engage in writing horror/suspense extract, engage in writing horror/suspense
using a 'tool box' of techniques extract, using a ‘tool box’ of techniques

Read and critically respond to the

Read and critically respond to the poem;
poem; explore the poem beyond its
explore the poem beyond its literal
literal meaning; give an informed
meaning; give an informed personal
personal response to the poem and
response to the poem and provide some
provide some textual reference in
textual reference in support
support

Read a text or research a topic Read a text or research a topic

Explore, clarify, and reflect on thoughts, Explore, clarify, and reflect on thoughts,
feelings, experiences using imagination; feelings, experiences using imagination;
Recognize and explain the importance Recognize and explain the importance
and impact of sensory details in and impact of sensory details in
descriptive writing; use the 5 senses as descriptive writing; use the 5 senses as
reference for descriptive writing; Use reference for descriptive writing; Use
vocabulary with increased accuracy to vocabulary with increased accuracy to
describe things and situations describe things and situations

Apply critical thinking skills including Apply critical thinking skills including
distinguishing fact from opinion, making distinguishing fact from opinion, making
inferences, and identifying author’s inferences, and identifying author’s
purpose and tone in reading material; purpose and tone in reading material;
respond accurately to questions to show respond accurately to questions to show
increased understanding of, and response increased understanding of, and
to a text response to a text

Define and examine the features of Define and examine the features of
formal letter; Contrast formal letter with formal letter; Contrast formal letter with
informal letter; Write a formal letter with informal letter; Write a formal letter
increased competence and attention to with increased competence and
language and style attention to language and style
Examine the features of formal letter;
Restate the features of formal letter;Write
Write a formal letter with increased
a formal letter with increased competence
competence and attention to language
and attention to language and style
and style
Read and critically respond to the text; Read and critically respond to the text;
explore the text beyond its literal explore the text beyond its literal
meaning; discuss and explore the meaning; discuss and explore the
language and stylistic devices used by the language and stylistic devices used by
author the author

Identify, articluate and exemplify the Identify, articluate and exemplify the
given phonemes; identify and exemplify given phonemes; identify and exemplify
silent consonants in words and in speech; silent consonants in words and in
explain the way plosives are made speech

Identify and construct sentences Identify and construct sentences

according to function; Write using various according to function; Write using
sentence types various sentence types

Apply critical thinking skills including Apply critical thinking skills including
distinguishing fact from opinion, making distinguishing fact from opinion, making
inferences, and identifying author’s inferences, and identifying author’s
purpose and tone in reading material; purpose and tone in reading material;
respond accurately to questions to show respond accurately to questions to show
increased understanding of, and response increased understanding of, and
to a text response to a text

Discuss and identify words associated Discuss and identify words associated
with transportation with transportation
 Evaluate the style and format of Evaluate the style and format of
descriptive writing; Describe actions and descriptive writing; Describe actions
settings using the 5 senses. and settings using the 5 senses.
express feelings and ideas; Listen to
express feelings and ideas; Listen to and
and make contributions to spoken texts;
make contributions to spoken texts;
Extract key information from spoken
Extract key information from spoken texts
texts

Read and critically respond to the

Read and critically respond to the poem;
poem; explore the poem beyond its
explore the poem beyond its literal
literal meaning; Give an informed
meaning; Give an informed personal
personal response to the poem and
response to the poem and provide some
provide some textual reference in
textual reference in support
support

Identify narrative, literary and linguistic Identify narrative, literary and linguistic
features of horror and suspense texts; features of horror and suspense texts;
Engage in writing horror/suspense extract, Engage in writing horror/suspense
using a 'tool box' of techniques extract, using a 'tool box' of techniques

Identify various punctuation devices; Use Identify various punctuation devices;

punctuation effectively Use punctuation effectively

Read and respond to a text; Evaluate the Read and respond to a text; Evaluate
author's style in the text. the author's style in the text.

Recognise and use words associated with Recognise and use words associated
farming: learn an increasing range of with farming: learn an increasing range
words appropriate to their needs. of words appropriate to their needs.

Identify and use comparative adjectives Identify and use comparative adjectives

Discuss the format and style of informal Discuss the format and style of informal
letter writing; evaluate and respond to a letter writing; evaluate and respond to a
letter; use given prompts to resond to letter; use given prompts to resond to
letters. letters.
Speak for a variety of purposes; Develop Speak for a variety of purposes;
the ability to listen courteously to others Develop the ability to listen courteously
and be sensitive to turn taking; listen to a to others and be sensitive to turn
spoken text and respond to questions on taking; listen to a spoken text and
it respond to questions on it

by the subject teacher eg. Online / Text…

BRITISH NIGERIAN
RECOMMENDED RECOMMENDED
BOOKS BOOKS

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

CEB 1 NOSEC Bk 1

Voice over CD's on

Spelling. This can be
NIL
done by the subject
teacher to standard

Internet - Research Internet - Research

Internet - Research Internet - Research

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)
 New Oxford Secondary
Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

Checkpoint English 1
Teachers discretion
(CEB 1)

Checkpoint English 1
Teachers discretion
(CEB 1)

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

Teacher provides a copy Teacher provides a copy

of the poem to be of the poem to be
annotated annotated

New Oxford Secondary

online video of parts of
English Course Book 1
the body for speaking
(NOSEC Bk 1)

New Oxford Secondary

English Course Book 1
(NOSEC Bk 1)

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

CEB 1 NOSEC 1

CEB 1 NOSEC 1
 New Oxford Secondary
Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

New Oxford Secondary

English Course Book 1
(NOSEC Bk 1)

See booklist (preferably

Set text
Drama text)

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

See booklist (preferably

Set text
Drama text)

Checkpoint English 1
NOSEC Bk 1
(CEB 1)

Checkpoint English 1
(CEB 1)

See booklist (preferably

Drama text)Subject
teacher review
 New Oxford Secondary
Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

See booklist (preferably

Set text
Drama text)

New Oxford Secondary

Nil English Course Book 1
(NOSEC Bk 1)

New Oxford Secondary

English Course Book 1
(NOSEC Bk 1)

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

NO CONTENT NO CONTENT
 New Oxford Secondary
Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

ESL Audio resources ESL Audio resources

African Verse Sourced

No Content
by subject teacher

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

See booklist (preferably

Drama text)

New Oxford Secondary

No Content English Course Book 1
(NOSEC Bk 1)

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

New Oxford Secondary

Checkpoint English 1
English Course Book 1
(CEB 1)
(NOSEC Bk 1)

New Oxford Secondary

Checkpoint English 1 English Course Book 1
(NOSEC Bk 1)
 PERIO
WEEK LESSON TOPICS LESSON OBJECTIVES
D

LESSON OBJECTIVES
(NIGERIAN)

Identify the given phonemes;

English Consonants- /f//v/;
1 identify and distinguish silent
/s//z/; /s//ᴣ/; /t∫//dᴣ/
consonants in words and in speech

Read and analyse the poem;

interpret the poem beyond its
Reading comprehension
literal meaning; Give an informed
2 (Poetry)-‘Albert and the Lion’ by
personal response to the poem
Marriott Edgar
and provide some textual
reference in support
1
Discuss the meaning of
perspectives; Explain why
3 Perspectives perspectives may differ; Examine
the same idea or resource from
different perspectives

Read and critically respond to the

text; interpret the text beyond its
4 Literature: Set text literal meaning; discuss and
explore the language and stylistic
devices used by the author

Discuss, identify and exemplify an

Journalistic Writing: Newspaper understanding of the structural
1
Articles and linguistic features of
newspaper articles

Discuss and identify structural and

linguistic features of newspaper
reports;
Journalistic Writing: News
2&3 Knowledge/skills:
reports (style and features)
Select features and linguistic
features of newspaper reports;
paragraphing
2
2

Read and critically respond to the

text; Analyse the text beyond its
4 Literature: Set text literal meaning; discuss and
explore the language and stylistic
devices used by the author

Read a short story and discuss the

Reading for meaning and style writer's style; Discuss the
5
(short stories) effectiveness or ortherwise of the
style.

Explain the meaning of idioms;

identify idioms in contexts; use
1 Idiomatic expressions idioms in writing and in speech;
distinguish between idioms and
proverbs

Differentiate between fronted and

embedded clauses; use both
2 Fronted and Embedded Clauses
clauses to extend and enhance
written and spoken expressions;
consider the reasons for using
both clauses

Speak for a variety of purposes,

such as to explain, describe,
narrate, explore, analyse,
imagine, discuss, argue and
3 Speaking and Listening persuade; Develop the ability to
3 listen courteously to others and be
sensitive to turn taking; listen to a
spoken text and respond to
questions on it

Examine the stylistic

considerations of argumentative,
Non-fiction writing: Writing to
4 persuasive writing; comment on a
argue, persuade and comment
piece of text with insight and
textual references

Read and critically respond to the

poem; examine the poem beyond
Poetry: ‘Truly Great’ by Stephen its literal meaning; Discuss an
5
Spender informed personal response to the
poem and provide some textual
reference in support

Identify, articluate and exemplify

English Consonants
the given phonemes; Select and
1 /l/,/m/,/n/,/ŋ/,/w//
exemplify silent consonants in
r/,//θ/,//ð/,/h/,/w/
words and in speech

4
 Explain figurative language;
Differentiate between figurative
2 Figurative language
and literal language; Use
figurative language in context

4 Interpret a pre-20th century

Pre-20th century Drama: ‘The
3 drama using William Shakespeare;
World of Shakespeare’
exploring Shakeapeare's theatre.

Examine the features of

persuasive writing; comment on
4 Factual and Persuasive Writing: L
the effectiveness of specific
leaflets
Read and respond to a text;
5 Library period Explore and evaluate the language
of the writer.

Examine the style of formal

letters; write a letter with
1 Writing: Formal letters
emphasis on the formal features
of letter writing

Identify the various ways verbs

2 Changing verb forms can be inflected; use the
inflections in given texts.

Identify and explain the function

of essential narrative elements
in the writer’s craft; Examine
character, setting, conflict, plot,
3 Writing (Narratives)
climax, resolution, theme, tone,
point of view); write a narrative
5 piece with most of the narrative
elements

Read and explain the text; explore

the text beyond its literal
4 Literature: Set text meaning; discuss and explore the
language and stylistic devices
used by the author

Read and interpret the poem;

explore the poem beyond its
literal meaning; Discuss an
5 Poetry-‘Solitude’ by Ella Wilcox
informed personal response to the
poem and provide some textual
reference in support
 Use various strategies to decipher
and respond to comprehension
passages; identify and respond to
1 Reading comprehension. implicit and explicit items in a
text; use clues to decide
contextual synonyms and
antonyms in given text

Discuss a range of vocabulary

appropriate to needs; use words
Spelling and vocabulary
2 precisely in speech and writing to
development.
clarify, and extend meaning, and
to interest their audience

Speak for a variety of purposes,

6 such as to explain, describe,
narrate, explore, analyse,
imagine, discuss, argue and
3 Speaking and listening. persuade; Show the ability to
listen courteously to others and be
sensitive to turn taking; listen to a
spoken text and respond to
questions on it

Read and critically respond to the

text; explore the text beyond its
4 Literature: Reading set text literal meaning; discuss and
explore the language and stylistic
devices used by the author

Read and respond to a text;

5 Library period Explore and evaluate the language
of the writer.

Differentiate between inference

and deduction; make inferences
1 Inferences and deductions
from a given text; discuss context
clues leading to inferences.

Use appropriate techniques to

identify, annotate, highlight and
Note taking and summary
2 make relevant notes to select,
writing.
collate and summarise ideas from
texts
Identify modal verbs, use modals
7
3 Verbs: Modal and auxiliary verbs with more
competence
Recognise the elements needed
for creative writing; Evaluate a
4 Creative writing
written piece; Plan and write a
short piece.
 Differentiate between transitive
and intransitive verbs; use both
5 Transitive and Intransitive verbs
verb forms in different contexts to
enhance speaking and writing

Distinguish and demonstrate

literal and inferential
comprehension of written texts;
Comprehension (Reading
engage with meaning both at
1 narrative and non-narrative
denotative and connotative levels;
texts)
redpond to comprehension
questions to show increased
language awareness

Discuss and differentiate between

passve and active sentences;
2 Passive and active voice identify appropriate contexts for
both voices; identify passive and
8 active voice in given sentences

Read and analyse the poem;

explore the poem beyond its
Poetry- ‘The Listeners’ by Walter literal meaning; Discuss an
3 De La Mare informed personal response to the
poem and provide some textual
reference in support

Examine the fatures of diary

4 Non fiction: Diary writing writing; Examine a diary entry;
Write in character

Read and respond to a given text;

5 Library Period Make inferences and deductions
from a given text.

Identify types of note

1 Note taking and Summary
taking,summerize from text.

Illustrate the literal and inferential

comprehension of written texts;
Investigate meaning both at
2 Reading comprehension denotative and connotative levels;
respond to comprehension
questions to show increased
language awareness

9
 Identify, articluate and exemplify
the consonant phonemes; identify
and exemplify silent consonants in
Speech work: Voiceless
3 words and in speech; demonstrate
Consonant sounds.
9 an understanding of consonant
contrast and silent consonants in
isolated words.

Identify and exemplify the voiced

consonant sound; Differentiate
Speech work: Voiced Consonant
4 between voiced and voiceless
sounds.
consonats sounds; Identify
consonant sounds in context.

Demonstrate literal and inferential

comprehension of written texts;
investigate meaning both at
5 Reading comprehension denotative and connotative levels;
redpond to comprehension
questions to show increased
language awareness

Write to express what is felt,

thought or imagined in a coherent
1 Writing to imagine manner paying attention to the
use of appropriate cohesive
devices.

Explain and punctuate direct

2 Direct speech punctuation speech with increasing accuracy;
change indirect to direct speech

Speak for a variety of purposes,

such as to explain, describe,
narrate, explore, analyse,
imagine, discuss, argue and
10 3 Speaking and listening. persuade; Develop the ability to
listen courteously to others and be
sensitive to turn taking; listen to a
spoken text and respond to
questions on it

Define figurative language;

Differentiate between figurative
4 Figurative language
and literal language; use
figurative language in context

Read for enjoyment; Evaluate

5 Library: Reading for pleasure
reading texts; Compare text styles
 1 Text review: Video clips

Define cartoons; Discuss

guidelines for interpreting
2 Text analysis: Cartoons
cartoons; Interpret some given
cartoons
11

Examine various writing genres;

3 & 4 Writing: Creative writing Use given prompts to respond to
writing; Evaluate a peer's writing.

Express what is felt and imagined;

Speaking and Listening: Class Work with a team to discuss and
5
debate present ideas on a topic;
Comment on team presentation
 BRITISH RECOMMENDED NIGERIAN RECOMMENDED
ESSON OBJECTIVES
BOOKS BOOKS

LESSON OBJECTIVES
(BRITISH)

Identify, articluate and exemplify

the given phonemes; identify NIL : Teacher search online New Oxford Secondary English
and distinguish silent consonants for sources Course Book 1 (NOSEC Bk 1)
in words and in speech

Read and analyse the poem;

interpret the poem beyond its
literal meaning; give an informed New Oxford Secondary English
Checkpoint English1, page 99
personal response to the poem Course Book 1 (NOSEC Bk 1)
and provide some textual
reference in support

Discuss the meaning of

perspectives; Explain why
perspectives may differ; Examine Internet Internet
the same idea or resource from
different perspectives

Read and critically respond to

the text; interpret the text
beyond its literal meaning; See booklist (preferably prose See booklist (preferably prose
discuss and explore the language text) text)
and stylistic devices used by the
author

Discuss, identify and exemplify

an understanding of the CEB 1 pp 55-57, exploring the
Checkpoint English 1
structural and linguistic features emotive language usedin it.
of newspaper articles

Discuss and identify structural

and linguistic features of
newspaper reports; Identify the
5W’s of a newspaper story (who,
where, when, what, why);
Separate bias and viewpoint in
Checkpoint English 1 Nil
newsreports from two different
points of view.
Knowledge/skills:
Select features and linguistic
features of newspaper reports;
paragraphing
Read and critically respond to
the text; Analyse the text beyond
its literal meaning; discuss and See booklist (preferably prose See booklist (preferably prose
explore the language and text) text)
stylistic devices used by the
author

Read sa short story and discuss

the writer's style; Discuss the New Oxford Secondary English
Checkpoint English
effectiveness or ortherwise of Course Book 1 (NOSEC Bk 1)
the style.

Explain the meaning of idioms;

identify idioms in contexts; use Internet Internet
idioms in writing and in speech

Differentiate between fronted

and embedded clauses; use both
clauses to extend and enhance New Oxford Secondary English
Checkpoint English 1
written and spoken expressions; Course Book 1 (NOSEC Bk 1)
evaluate the strengths and
weaknesses of using both
clauses

Speak for a variety of purposes,

such as to explain, describe,
narrate, explore, analyse,
imagine, discuss, argue and
New Oxford Secondary English
persuade; Develop the ability to Checkpoint English 1
Course Book 1 (NOSEC Bk 1)
listen courteously to others and
be sensitive to turn taking; listen
to a spoken text and respond to
questions on it

Examine the stylistic

considerations of argumentative,
New Oxford Secondary English
persuasive writing; comment on Checkpoint English 1
Course Book 1 (NOSEC Bk 1)
a piece of text with insight and
textual references

Read and critically respond to

Copy of the poem from
the poem; examine the poem Copy of the poem from
http://genius.com/Stephen-
beyond its literal meaning; http://genius.com/Stephen-
spender-the-truly-great-
Discuss an informed personal spender-the-truly-great-annotated
annotated to be annotated;
response to the poem and to be annotated; internet
internet worksheets to
provide some textual reference worksheets to annotate the poem.
annotate the poem.
in support

Select and exemplify silent New Oxford Secondary English

consonants in words and in Course Book 1 (NOSEC Bk 1); Oral
speech English by Sam Onuigbo
Explain figurative language;
Differentiate between figurative
Internet Internet
and literal language; Use
figurative language in context

Interpret a pre-20th century

An extract from a Shakeapearean
drama using William Extract from William
play biefly explored for language
Shakespeare; exploring Shakespeare: Macbeth
and style.
Shakeapeare's theatre.
Examine the style and layout of
leaflets; comment on the New Oxford Secondary English
Checkpoint English 1
effectiveness of specific leaflets; Course Book 1 (NOSEC Bk 1);
design a leaflet
Read and respond to a text;
See booklist (preferably prose See booklist (preferably prose
Explore and evaluate the
text) text)
language of the writer.

Examine the style of formal

letters; write a letter of New Oxford Secondary English
Checkpoint English 1
complaint or in response to Course Book 1 (NOSEC Bk 1)
another letter or a given prompt.

Identify the various ways verbs

New Oxford Secondary English
can be inflected; use the Checkpoint English 1
Course Book 1 (NOSEC Bk 1)
inflections in given texts.

Identify and explain the

function of essential narrative
elements in the writer’s craft;
Examine character, setting, New Oxford Secondary English
Checkpoint English 1
conflict, plot, climax, resolution, Course Book 1 (NOSEC Bk 1)
theme, tone, point of view);
write a narrative piece with
most of the narrative elements

Read and explain the text;

explore the text beyond its literal
See booklist (preferably prose See booklist (preferably prose
meaning; discuss and explore
text) text)
the language and stylistic
devices used by the author

Read and interpret the poem;

explore the poem beyond its
literal meaning; Discuss an Copy of the poem to be Copy of the poem to be
informed personal response to annotated; internet resources annotated; internet resources
the poem and provide some
textual reference in support
Use various strategies to
decipher and respond to
comprehension passages;
identify and respond to implicit New Oxford Secondary English
Checkpoint English 1
and explicit items in a text; use Course Book 1 (NOSEC Bk 1)
clues to decide contextual
synonyms and antonyms in given
text

Discuss a range of vocabulary

Oxford Dictionary;Collins Oxford Dictionary;Collins
appropriate to their needs, and
Advanced Dictionary; Advanced Dictionary; boardworks;
use words precisely in speech
boardworks; relevant SPaG relevant SPaG items; a relevant
and writing to clarify, and extend
items; a relevant text to be text to be determined by the
meaning, and to interest their
determined by the teacher teacher
audience

Speak for a variety of purposes,

such as to explain, describe,
narrate, explore, analyse,
imagine, discuss, argue and
New Oxford Secondary English
persuade; Show the ability to Checkpoint English 1
Course Book 1 (NOSEC Bk 1)
listen courteously to others and
be sensitive to turn taking; listen
to a spoken text and respond to
questions on it

Read and critically respond to

the text; explore the text beyond
its literal meaning; discuss and See booklist (preferably prose See booklist (preferably prose
explore the language and text) text)
stylistic devices used by the
author
Read and respond to a text;
See booklist (preferably prose See booklist (preferably prose
Explore and evaluate the
text) text)
language of the writer.
Differentiate between inference
and deduction; make inferences
from a given text; discuss Internet Internet
context clues leading to
inferences.

Use appropriate techniques to

identify, annotate, highlight and
New Oxford Secondary English
make relevant notes to select, Checkpoint English 1
Course Book 1 (NOSEC Bk 1)
collate and summarise ideas
from texts
Identify modal verbs, use modals
New Oxford Secondary English
and auxiliary verbs with more NIL
Course Book 1 (NOSEC Bk 1)
competence
Recognise the elements needed
for creative writing; Evaluate a New Oxford Secondary English
Checkpoint English 1
written piece; Plan and write a Course Book 1 (NOSEC Bk 1)
short piece.
Differentiate between transitive
and intransitive verbs; use both New Oxford Secondary English
Checkpoint English 1
verb forms in different contexts Course Book 1 (NOSEC Bk 1)
to enhance speaking and writing

Distnguish and demonstrate

literal and inferential
comprehension of written texts;
engage with meaning both at
New Oxford Secondary English
denotative and connotative Checkpoint English 1
Course Book 1 (NOSEC Bk 1)
levels; redpond to
comprehension questions to
show increased language
awareness

Discuss and differentiate

between passve and active
sentences; identify appropriate New Oxford Secondary English
Checkpoint English 1
contexts for both voices; use Course Book 1 (NOSEC Bk 1)
both voices in different contexts
to enhance speaking and writing

Read and analyse the poem;

explore the poem beyond its
literal meaning; Discuss an
informed personal response to
the poem and provide some
textual reference in support Checkpoint English 1
Examine the fatures of diary
writing; Examine a diary entry;
Internet Internet
Write in character; Summarise
diary content.
Read and respond to a given
See booklist (preferably prose See booklist (preferably prose
text; Make inferences and
text) text)
deductions from a given text.

Identify, annotate and highlight

New Oxford Secondary English
the key points of a text; Collate Checkpoint English 1
Course Book 1 (NOSEC Bk 1)
and summarise ideas from texts

Illustrate the literal and

inferential comprehension of
written texts; Investigate
meaning both at denotative and New Oxford Secondary English
Checkpoint English 1
connotative levels; respond to Course Book 1 (NOSEC Bk 1)
comprehension questions to
show increased language
awareness
Identify, articluate and exemplify
the consonant phonemes;
New Oxford Secondary English
identify and exemplify silent Checkpoint English 1
Course Book 1 (NOSEC Bk 1)
consonants in words and in
speech

Identify and exemplify the voiced

consonant sound; Differentiate
NOSEC Bk 1
between voiced and voiceless
consonats sounds

Demonstrate literal and

inferential comprehension of
written texts; Investigate
meaning both at denotative and New Oxford Secondary English
Checkpoint English 1
connotative levels; redpond to Course Book 1 (NOSEC Bk 1)
comprehension questions to
show increased language
awareness

Write to express what is felt,

thought or imagined in a
New Oxford Secondary English
coherent manner paying Checkpoint English 1
Course Book 1 (NOSEC Bk 1)
attention to the use of
appropriate cohesive devices.

Explain and punctuate direct

New Oxford Secondary English
speech with increasing accuracy; Checkpoint English 1
Course Book 1 (NOSEC Bk 1)
change indirest to direct speech

Speak for a variety of purposes,

such as to explain, describe,
narrate, explore, analyse,
imagine, discuss, argue and
New Oxford Secondary English
persuade; Develop the ability to Checkpoint English 1
Course Book 1 (NOSEC Bk 1)
listen courteously to others and
be sensitive to turn taking; listen
to a spoken text and respond to
questions on it

Explain figurative language;

Differentiate between figurative
and literal language; use Internet Internet
figurative language in context,
create complex sentences

Read for enjoyment; Evaluate

reading texts; Compare text Checkpoint English 1 NOSEC Bk 1
styles
Review a text; Examine the
Watch the video "The Other
techniques of the text; Comment NIL
Pair" Youtube search
on the effectivenessof the text.

Review cartoons as effective

means of messaging; Discuss
guidelines for interpreting Internet/ Newspaper cartoon Internet/ Newspaper cartoon
cartoons; Interpret some given extract extract
cartoons; Draw cartoons to
comment on an ill in the society

Examine various writing genres;

Use given prompts to respond to
Internet Internet
writing; Evaluate a peer's
writing.
Express what is felt and
imagined; Work with a team to
discuss and present ideas on a Internet Internet
topic; Comment on team
presentation
 PERIO
WEEK LESSON TOPICS LESSON OBJECTIVES
D
LESSON OBJECTIVES
(NIGERIAN)

Analyse and evaluate poetry;

Evaluate poetry beyond its literal
Poetry: Highwayman by meaning; Make informed
1&2
Alfred Noyes personal response to poetry and
select some textual reference in
support
1
Write to explain a concept of a
3 Writing to explain process; express ideas with
improved precision and accuracy

4 Library period Read a text or research a topic

Mention figures of speech; Use
1 Figures of speech/ figures of speech to enhance
figurative language use writing

Examine media and multi-media

texts; Identify techniques for
Writing to Analyse: Media
2 their presentation; Discuss the
Texts (Advertisements)
effects on the audience; produce
advertisements

2
Examine the features of
Fiction writing: Writing to
3 entertainment writing; Write to
Entertain
entertainig an audience

Read and analyse the poetry;

explore poetry beyond its literal
Poetry-‘Chocolate Cake’ meaning; give an informed
4
by Michael Rosen personal response to poetry and
provide some textual reference
in support

Read and analyse the poetry;

explore poetry beyond its literal
Poetry-‘Chocolate Cake’ meaning; give an informed
5
by Michael Rosen personal response to poetry and
provide some textual reference
in support
 List a range of vocabulary
appropriate to needs; use words
Spelling and vocabulary
1 precisely in speech and writing to
development
clarify, extend meaning, and to
interest an audience

Distinguish between
argumentative and discursive
Argumentative and writing; engage in argumentative
2
discursive writing and discursive writing; learn
different devices to argue and
present ideas

3 Identify and explain the essential

elements of the writer’s craft;
Reading to evaluate
3 comment on writers’ use of
writer's effects
language; evaluate the writer’s
purposes in a text

Read the poetry; Give an

Poetry- ‘The lesson’ by informed personal response to
4
Edward Lucia-Smith poetry and provide some textual
reference in support

Read a text or research a topic;

write a review of a story read; re-
5 Library period
write a story for another
audience

Identify persuasive techniques;

1 Persuasive writing
write to persuade an audience

Read and analyse the poem;

explore the poem beyond its
Exploring pre-20th
literal meaning; Discuss an
2 century poetry 'Road not
informed personal response to
Taken' by Robert Frost
the poem and provide some
textual reference in support

4 Listen to texts and respond

appropriately to the set tasks;
3 Listening comprehension
show an improved ability to
extract ideas from a spoken text.

Use dialogue/ playlet to

Creative writing: effectively create atmosphere;
4
Dialogues and playlets evaluate and comment on
dialogue/ playlet
 Examine some features of pre-
Exploring pre-21st
5 21st century fiction; Show an
century fiction
awareness of style and themes

Determine the appropriate pre-

writing strategies; write with a
Creative writing: Poetry,
1 sense of audience and a
Drama and Prose
message/ theme; use language
appropriate to audience

Use the vocabulary list for

Spelling and Vocabulary enhanced writing; use various
2
development strategies to spell more
accurately
5 Examine the features of
persuasive writing; Evaluate the
3 Persuasive writing
style of a persuasive text;
produce a persuasive piece

Word building: Prefixes Improve writing through

4 inflections; produce new words
and suffixes
using inflections
Read and explain fictional
narratives; examine the style of
5 Fiction- folktales
the narratives; comment on the
language of the texts.
Read a text or research a topic;
write a review of a story read; re-
1 Library period/ set text
write a story for another
audience
Read and show corrections on a
Writing: Proofreading and
2 given text; edit the text and
editing
discuss better ways of writing it.

Identify challenging or new words

in a text; use context clues to
decipher the meanings of the
Reading for Vocabulary
3 words; compare the meanings
6 Development
with dictionary meanigs; increase
therepertoire of words in their
individual word list.

Write descriptive pieces using

4 Descriptive writing the 5 senses template; explore
techniques to make writing more
vivid.

Drama: A Scene from Act a scene from a give play;use

5
Kurunmi voice, body language and space
with increased proficiency.
 Use pictorials and stimuli for
1 Writing with Stimuli (picto creative writing; decipher the
contents of cartoons with
improved accuracy.
2 Speaking and Listening To argue on a given topic
Use poetry to engage, entertain
Literary Creativity: The and affect an audience; use tone
3
spoken word andvoice modulation to affect
message
7
Discuss poetic devices and
themes of the poem; Explore the
Poetry: Abiku by J.P.
4 author's style in the poem;
Clarke
Explore cultural beliefs through
poetry
Retrieve and collate information
from a text; read and evaluate
5 Library period
texts for pleasure; summarise a
given text

Identify context synonyms and

Vocabulary: Synonyms
1 antonyms; Decide on the right
and Antonyms
synonym and antonym in context

Discuss words associated with air

Vocabulary development: tranport; Use appropriate
2
Transport register and vocabulary in
context
Identify and paraphrase the key
Reading for summary
8 3 words of a text; Summarise the
writing
important ideas in a text
Evaluate a writer's style in a text;
4 Reading for writers style Examine the effectiveness of the
writer's style.
Discuss poetic devices and
themes of the poem; Explore the
Poetry: A sudden Storm
5 author's style in the poem;
by Pius Oleghe
Explore cultural beliefs through
poetry

NOTE: Topics can be spread out by HOS/HOD's discretion or based on the flexibility of the Tim
Prefered Text book - NIGERIAN: New Oxford English Course Book 1
- BRITISH: Cambridge Check Point English Book 1

Useful and supporting websites for KS 3 English

https://www.teachit.co.uk/ks4
https://www.teachit.co.uk/ks3
http://www.curriculumbits.com/prodimages/details/english/making-a-speech.html
http://www.k12reader.com/subject/reading-skills/reading-comprehension/7th-grade-reading-comprehension/
quizzes http://www.educationquizzes.com/ks3/english/
www.bbc.co.uk/bitesize/ks3/english/writing/
http://www.bbc.co.uk/education/subjects/z3kw2hv

TEST+ INTERACTIVE AND ANIMATED ITEMS ON SENTENCES

http://www.bbc.co.uk/bitesize/quiz/q58691005
www.englishteaching.co.uk
www.english-teaching.co.uk

CREATING MATCHING WORKSHEETS

https://www.teachit.co.uk/matching

CREATING CROSSWORD PUZZLES

www.teachers-direct.co.uk 2005
 BRITISH
NIGERIAN
LESSON OBJECTIVES RECOMMENDED
RECOMMENDED BOOKS
BOOKS

LESSON OBJECTIVES (BRITISH)

Analyse and evaluate poetry; Explore

poetry beyond its literal meaning; Make Teacher provides a copy Teacher provides a copy
informed personal response to poetry of the poem to be of the poem to be
and select some textual reference in annotated annotated
support

Write to explain a concept of a process; New Oxford Secondary

express ideas with improved precision Checkpoint English 1 English Course Book 1
and accuracy (NOSEC Bk 1)

Read a text or research a topic Set text Set text

Identify and evaluate specific figures of
speech; Use figures of speech to Nil Nil
enhance writing

Examine media and multi-media texts;

Identify techniques for their Media texts provided for Media texts provided for
presentation; Discuss the effects on the analysis analysis
audience; produce advertisements

Examine the features of entertainment

New Oxford Secondary
writing; Write to entertainig an
Checkpoint English 1 English Course Book 1
audience; eveluate and comment on a
(NOSEC Bk 1)
peer's writing

Read and analyse the poetry; explore

poetry beyond its literal meaning; give New Oxford Secondary
an informed personal response to Checkpoint English 1 English Course Book 1
poetry and provide some textual (NOSEC Bk 1)
reference in support

Read and analyse the poetry; explore

poetry beyond its literal meaning; give
an informed personal response to Checkpoint English 1 CEB p. 105-109
poetry and provide some textual
reference in support
 Oxford
Oxford Dictionary;Collins
Dictionary;Collins
List a range of vocabulary appropriate to Advanced Dictionary;
Advanced Dictionary;
needs; use words precisely in speech boardworks; relevant
boardworks; relevant
and writing to clarify, and extend SPaG items; a relevant
SPaG items; a relevant
meaning, and to interest their audience text to be determined by
text to be determined
the teacher
by the teacher

Distinguish between argumentative and

discursive writing; engage in New Oxford Secondary
argumentative and discursive writing; Checkpoint English 1 English Course Book 1
learn different devices to argue and (NOSEC Bk 1)
present ideas

Identify and explain the essential

elements of the writer’s craft; comment
Internet Internet
on writers’ use of language; evaluate
the writer’s purposes in a text

Read and critically respond to the

poetry; explore poetry beyond its literal Teacher provides a copy Teacher provides a copy
meaning; Give an informed personal of the poem to be of the poem to be
response to poetry and provide some annotated annotated
textual reference in support

Read a text or research a topic; write a

review of a story read; re-write a story Set text Set text
for another audience

Identify persuasive techniques; write to New Oxford Secondary

persuade an audience; produce Checkpoint English 1 English Course Book 1
persuasive leaflets to advertise products (NOSEC Bk 1)

Read and analyse the poem; explore the

poem beyond its literal meaning; Teacher provides a copy Teacher provides a copy
Discuss an informed personal response of the poem to be of the poem to be
to the poem and provide some textual annotated annotated
reference in support

Listen to texts and respond

New Oxford Secondary
appropriately to the set tasks; show an
Checkpoint English 1 English Course Book 1
improved ability to extract ideas from a
(NOSEC Bk 1)
spoken text.

Use dialogue/ playlet to effectively

create atmosphere; evaluate and Internet NOSEC Bk 1
comment on dialogue/ playlet
Examine some features of pre-21st New Oxford Secondary
century fiction; Show an awareness of Checkpoint English 1 English Course Book 1
style and themes (NOSEC Bk 1)

Determine the appropriate pre-writing

strategies; write with a sense of
Checkpoint English 1 NOSEC Bk 1
audience and a message/ theme; use
language appropriate to audience

Use the vocabulary list for enhanced

writing; use various strategies to spell Year 7 Spelling List Year 7 Spelling List
more accurately

Examine the features of persuasive

writing; Evaluate the style of a
CEB 1 NOSEC Bk 1
persuasive text; produce a persuasive
piece
New Oxford Secondary
Improve writing through inflections; Checkpoint English 1 English Course Book 1
produce new words using inflections (NOSEC Bk 1)

Read and explain fictional narratives; New Oxford Secondary

examine the style of the narratives; Checkpoint English 1 English Course Book 1
comment on the language of the texts. (NOSEC Bk 1)

Read a text or research a topic; write a

review of a story read; re-write a story Teacher selectd text Teacher selected text
for another audience

Read and sow corrections on a given New Oxford Secondary

text; edit the text and discuss better Checkpoint English 1 English Course Book 1
ways of writing it. (NOSEC Bk 1)

Identify challenging or new words in a

text; use context clues to decipher the
New Oxford Secondary
meanings of the words; compare the
Checkpoint English 1 English Course Book 1
meanings with dictionary meanigs;
(NOSEC Bk 1)
increase therepertoire of words in their
individual word list.

New Oxford Secondary

Write descriptive pieces using the 5 English Course Book 1
senses template; explore techniques to (NOSEC Bk 1)
make writing more vivid. Checkpoint English 1

New Oxford Secondary

Act a scene from a give play;use voice, Checkpoint English 1 English Course Book 1
body language and space with increased (NOSEC Bk 1)
proficiency.
 Use pictorials and stimuli for creative Teacher to provide
Teacher to provide stimuli
writing; decipher the contents of stimuli
cartoons with improved accuracy.
To argue on a given topic Checkpoint English Checkpoint English
Use poetry to engage, entertain and
affect an audience; use tone and voice
Nil Nil
modulation to affect message; Apply the
techniques in spoken words

Discuss poetic devices and themes of

the poem; Explore the author's style in
Nil West African verse
the poem; Explore cultural beliefs
through poetry

Retrieve and collate information from a

text; read and evaluate texts for Set text Set text
pleasure; summarise a given text

Identify context synonyms and

antonyms; Decide on the right synonym Checkpoint 1 page 68 NOSEC BOOK 1
and antonym in context

Discuss words associated with air

tranport; Use appropriate register and Internet NOSEC BOOK 1
vocabulary in context

Identify and paraphrase the key words

of a text; Summarise the important CEB 1 NOSEC Bk 1
ideas in a text
Evaluate a writer's style in a text;
Examine the effectiveness of the writer's CEB 1 Nil
style.

Discuss poetic devices and themes of

the poem; Explore the author's style in New Oxford English 2;
Photocopy of the poem
the poem; Explore cultural beliefs Page 169
through poetry

based on the flexibility of the Time Table

glish Book 1

n/7th-grade-reading-comprehension/