ENGLISH LANGUAGE YEAR 9

1.  TOPIC

CONTENT (a) Speech Work: Long and Short Vowel Contrasts /I :/ and /i/; /a:/ and /æ/; /ɔ:/ and /ɒ/ (b) Vocabulary Development: Adjectives of Colour and Sound (c) Reading Comprehension: ‘The More You Look’ (NOSEC, pages 8 – 10) (d) Structure: Prepositions (e) Composition: Narrative Essay (Writing an Outline of an Essay) ‘The Happiest Day of My Life’ (f) Literature: Elements of Fiction and Non-fiction (Character, mood, style, plot, etc.)

2.  TOPIC

CONTENT (a) Speech Work: Long and Short Vowel Contrasts /u:/ and /ʊ/; /ɜ:/ and /ə/, /e/; /ɒ/ and /ɔ:/ (b) Vocabulary Development: Adjectives of Smell, Taste, Shape; e.g. aromatic acrid, etc.) (c) Reading Comprehension: ‘Cooperation’ (NOSEC, page 18) (d) Structure: Expressing/Describing Emotions (Verb + Preposition; V + to-infinitive e.g. I want to shout. Verb + that clause e.g. We are surprised that you came) (e) Composition: Descriptive Essay (Developing Your Paragraphs) “My School Compound” (f) Literature: Revising Elements of Prose (Use the recommended text.)

3.  TOPIC

CONTENT (a) Speech Work: Diphthongs /ei/, /ai/, /ɔi/, /əʊ/ (b) Vocabulary Development: Antonyms (Words Nearly Opposite in Meaning) (c) Reading Comprehension: ‘The Fruit of Perseverance’ (NOSEC, page 29) (d) Structure: Describing Emotions (Liking, Disliking and Preferring; Verb + to-infinitive (e.g. She loves to sing.); Would prefer + to-infinitive (e.g. I would prefer to sing rather than dance); Prefer; to (e.g. She prefers bikes to cars .) (e) Composition: Formal Letter Writing (Introduction, Essential Tips and Differences between Formal and Informal Letters) (f) Literature: Revising Elements of Prose (Use the recommended text.)

4.  TOPIC

CONTENT (a) Speech Work: Consonant Contrasts /aʊ/, /əʊ/, /iə/, /eə/ and /ʊə/ (b) Vocabulary Development: Antonyms (c) Reading Comprehension: ‘The Making of New Millionaires’  (d) Structure: Expressing Willingness/Unwillingness – Using modal verb + adverbials (e.g. I will come if I’m invited; She will not come if she’s not invited) (e) Composition: Formal Letters (Guided Writing) “A Letter to the Local Government Chairman asking him to tar the road to your school” (f) Literature: Revising Elements of Poetry (Use recommended poem.)

5.  TOPIC

CONTENT (a) Speech Work: Diphthongs and Monophthongs in Contrast (b) Vocabulary Development: Antonyms (c) Reading Comprehension: ‘This is Lagos’ (NOSEC, 48 – 50) (d) English Structure: Expressing Intention and Permission (Using intend, aim + to-infinitive; can, could, may, might, mind e.g. (Intention) I intend to go home; We aim to reach our goal; (Permission) Could you please help me?; Would you mind my coming along? (e) Composition: Descriptive Essay (Guided Writing) ‘Traveling By Air’ (f) Literature: Revising Poetry (Use recommended text.)

6.  TOPIC

CONTENT (a) Speech Work: Consonant Contrasts /s/ and /z/; /d/ and / ð/; /ʃ/ and /s/; /f/ and /v/ (b) Reading Comprehension: Reading for Critical Evaluation ‘Real Facts and Imagined facts’ (NOSEC, pages 65 – 67) (c) Structure: (i) Order of Adjectives; (ii) Direct and Indirect Speeches (d) Composition: Semi-formal Letter (Guided Writing) Write to your class teacher on your absence from school; (e) Literature: Revising Poetry (Use recommended poem.)

7.  TOPIC

CONTENT (a) Speech Work: Consonant Contrast /p/ and /f/; /Ʒ/ and /ʃ/; /t/ and /θ/; /l/ and /r/; /s/ and /θ/; /ʃ/ and /ʧ/ (b) Vocabulary Development: Prefixes and Suffixes (c) Reading Comprehension: It’s so Unfair’ (NOSEC, pages 75 – 77) (d) English Structure: Expressing Obligation and Necessity (using must, have to, need, ought to etc. e.g. I ought to have done my assignment. I need to go now.) (e) Composition: Debate (Oral) “Corruption is worse than armed robbery.” (f) Literature: Revising Drama (Use recommended text.)

8.  TOPIC

CONTENT (a) Speech Work: Intonation Patterns (Statements, Questions, and Commands) (b) Vocabulary Development: Words Expressing ‘Value’ and ‘Moral Value’ (c) Reading Comprehension: ‘Character Assassination as a Political Weapon’ (NOSEC, pages 86 – 89) (d) English Structure: Expressing Probability and Possibility (using may, can, might, could e.g. she couldn’t have left like that, they may not travel again (e) Composition: Letter Writing – Informal Letters (Guided Writing) “A letter to my best friend on my plans for this academic session” (f) Literature: Revising Drama (Use recommended text.)

9.  TOPIC

CONTENT (a) Speech Work: Consonant Sound /h/ (Where /h/ is voiced e.g. house, help, hen, etc.; voiceless e.g. hour, honor, hones, etc.) (b) Vocabulary Development: Prefixes (Word Building Using Antonyms (e.g. inform – misinform, engage – disengage, manage – mismanage, etc.) (c) Reading Comprehension: ‘Before you Build your House’ (NOSEC, pages 101 – 102) (d) Structure: Expressing Ability (using can, be able, to be capable of e.g. (i) She can do the job. (ii) I am able to jump three meters. (iii) They are capable of representing the school.) (e) Composition: Descriptive Essay (Guided Writing) ‘My Best Friend’ (f) Literature: Revising Drama (Use recommended text.)

ESSAY WRITING
(i) letter;
(ii) speech;
(iii)argument/debate;
(iv) creative writing.

(i) Content: relevance of ideas to the topic;

(ii) Organization: formal features (where applicable), good paragraphing, appropriate emphasis and arrangement of ideas;

(iii) Expression: effective control of vocabulary and sentence structure;

(iv) Mechanical Accuracy: correct grammar, punctuation, spelling, etc.

SUMMARY WRITING

REGISTERS
I. Building and Building Construction; (b) Agriculture; (c) Stock exchange; (d) Health; (e) Law and Order; (f) Government and Administration; (g) Sports; (h) Science and Technology
II. Idiomatic expressions and collocations

III. Structural elements of English e.g., the sequence of tenses, matching of pronouns with their antecedents, correct use of prepositions, adjectival pattern, tenses, question tags, phrasal verbs, concord, and agreement, etc.

ORAL ENGLISH
1. CONSONANTS
(a) Single Consonants
(b) Consonant Clusters –
II. VOWELS
(a) Pure Vowels
(b) Diphthongs
(c) Triphthongs
III. STRESS
(a) Word Stress –
(b) Sentence Stress
(c) Emphatic stress
IV. INTONATION
V. RHYME