English Language Lesson Plan Year 9

FIRST TERM (YEAR 9)
LESSON PLAN ENGLISH

WEEK 1
Date
Period ... One
Duration 40 minutes
Subject... English language
OBJECTIVE:By the end of the lesson, the students should be able to:
 Define Diction
 Know the types of diction
 Understand the importance of diction.
Topic: Diction: Revision
-Definition: Diction refers to the choice of words and phrases used in speech or writing.
- Explanation: Diction is important because it helps convey meaning, tone, and style in communication.
- Examples:
- Formal diction: "I am delighted to attend the academic session" (formal language)
- Informal diction: "I'm super excited for this academic session!" (informal language)
- Using technical vocabulary: "The doctor prescribed an antibiotic to treat the infection" (specialized
language)
Resource material.... New concept English by Demola Adeoye
Week 1
Date
Period ... Two
Duration ... 40 minutes

OBJECTIVES... By the end of the lesson, the students should be able to:
 Define parts of speech
 Know the parts of speech
 Give examples of parts of speech
Topic: :Grammar: Parts of Speech
- Definition: Parts of speech are the basic categories of words in a language.
- Explanation: Understanding parts of speech helps with sentence structure, word choice, and
communication clarity.
- Examples:
- Noun: (person, place, thing, idea)
- Verb: (action, state, occurrence)
- Adjective: (describes a noun or pronoun)
- Adverb: (describes a verb, adjective, or another adverb)
- Pronoun: (replaces a noun in a sentence)
- Preposition: (shows relationships between words)
- Conjunction: (connects words, phrases, or clauses)
- Interjection: (expresses emotion)
Resource material... New concept English by Demola Adeoye
Week 1
Date
Period ... Three
OBJECTIVES.... By the end of the lesson, the students should be able to:
 Read the passage carefully
 Look for the key points
 Identify the main idea and supporting details.
Topic:Reading and Comprehension: Skimming for Main Points.

- Definition: Skimming is quickly glancing over a text to get the main idea.
- Explanation: Skimming helps readers identify the most important information in a text.
- Steps:
1. Read the title, headings, and subheadings.
2. Glance over the introduction and conclusion.
3. Look for key terms and phrases.
4. Identify the main idea and supporting details.
- Example: Skim a news article to understand the headline, main points, and key details.
Week 1
Date
Period .. 4
Duration .. 40 minutes
 Define informal Letter
 Understand the format of informal Letter.
 Write a good informal letter.
Topic 4:Composition: Informal Letter
- Definition: An informal letter is a friendly letter to someone you know well.
- Format:
1. Date
2. Address
3. Greeting (e.g. "Dear [Name]")
4. Introduction (e.g. "How was your summer?")
5. Body (e.g. "I'm excited for this academic session...")
6. Conclusion (e.g. "Write back soon!")
7. Closing (e.g. "Best regards")
- Example: Write a letter to your best friend about your plans for this academic session.
Week1
Date
Period .. 4
Subject.. English language
 Define fiction and non fiction
 Understand the difference between the two.
Topic:5 Literature: Introduction to Fiction and Non-Fiction.
- Definition:
- Fiction: Writing that is imaginary (e.g. novels, short stories)
- Non-Fiction: Writing that is based on fact (e.g. biographies, essays)
- Explanation: Understanding the difference between fiction and non-fiction helps readers approach
texts with the right mindset.
- Examples:
- Fiction: "To Kill a Mockingbird" (novel)
- Non-Fiction: "The Diary of a Young Girl" (biography)
Resource material... New general Literature
WEEK 2
Date
Duration: 40 minutes
Period: one
Subtitle....,. If any
OBJECTIVES .... :By the end of the lesson, the students should be able to:
 Understand the meaning of Schwa sound.
 Give examples of Schwa sound

Topic:Diction: The Schwa Sound /ә/
 The schwa sound /ə/ is the most common vowel sound in English; about one in three vowels a native
speaker pronounces. It has a neutral mouth position, it only appears on unstressed syllables, and it can
be spelt with any vowel letter. All the schwas in this lesson are in red, so let’s commence.
 The mouth position for /ə/ is neutral – the lips are relaxed, not rounded, the jaw is roughly half way
open, and the tongue is flat, not forward or back. It is very similar to the long thinking vowel sound
/ɜː/ as in BIRD, but it is always weak, so it’s short and soft. Have a go:
 The schwa is found in unstressed syllables of content words: MACHINE, SOLDIER, CORRUPT,
PURSUE, and you’ll notice that on these syllables, the spelling is any of a, e, o, u, making it hard to
spot a schwa on spelling alone. It helps to know where the stress in the word is – a schwa is never on
the stressed syllable .Give examples
Examples of words with / ə/
ability • above • abrupt • absence • absent • abyss • academic • accident • accurate • accusal • achieve
• achieve • across • action • actual • adapt • addition • address • adequate • adjust • administration •
adopt • adult • advance • affect • afraid • Africa • again • against • agency
Week 2
Date:
Period : One
OBJECTIVES: ... By the end of the lesson, the students should be able to:
 Describe emotions
 Give examples of emotions
Topic:Grammar:Expressing/Describing Emotions
- Definition: Using language to express and describe emotions is a crucial aspect of communication.
- Explanation: Emotions can be expressed through various language structures, such as:
- Adjectives (e.g. "happy", "sad", "angry")
- Adverbs (e.g. "happily", "sadly", "angrily")
- Verbs (e.g. "to laugh", "to cry", "to shout")
- Idioms (e.g. "to be on cloud nine", "to be in a bad mood")

- Examples:
- "I'm so happy I could cry!" (expressing happiness)
- "She looked at him with a mixture of sadness and anger." (describing emotions)
- "He was thrilled to bits when he got the job." (using an idiom to express excitement)
Week 2
Date
Duration 40 minutes
Period: One
 Identify new words
 Answer questions correctly
Topic Reading and Comprehension: Extract, Tiger Leaping Gorge, Page 12, CHECKPOINT
Week 2
Date:
Duration 40 minutes
Period One
 Understand the meaning of pen pal
 Know how to use the format
 Write an informal Letter to a friend.
Topic: Composition: Writing to a Pen-Pal
- Definition: Writing to a pen-pal involves writing a friendly letter to someone you don't know well, often
for practice or friendship.
- Explanation: This type of writing helps improve communication skills, builds relationships, and fosters
cultural exchange.
Format:
 Address of the writerwitj date
 Salutations(Dear Ayo)
 Body of the letter/content(In paragraphs)
 Conclusion
 Closing compliment (Yours sincerely or your Friend)
Class Task: Write a letter to a pen-pal about your interests and hobbies, such as:
 - Your favorite sports or activities
 - Your favorite books or movies
 - Your goals and aspirations.
Week 2
Date:
Period: One
OBJECTIVES ....By the end of the lesson, the students should be able to:
 Define Poetry
 Know the elements of poetry
 Write and analyze a good poem
Topic: Literature: Poetry Analysis
- Definition: Poetry analysis involves analyzing a poem to understand its meaning, literary devices, and
themes.
- Explanation: This skill helps readers appreciate the art of poetry and understand the poet's message.
ELEMENTS OF POETRY
 - Theme (the main idea or message)
 - Imagery (sensory details)
 - Figurative language (metaphors, similes, personification, etc.)
 - Tone (the poet's attitude or perspective)
Classwork :Write an eighth line poem and identify it's tone,mood and themes
WEEK::3
Date:
Period One
OBJECTIVES : By the end of the lesson, the students should be able to:
 Define stress
 Identify the intonation
 Know the where the stress lies
Topic: Diction: Stress/ Intonation
- Definition: Stress refers to the emphasis on certain syllables in a word, while intonation refers to the
rise and fall of pitch when speaking.
- Explanation: Stress and intonation can change the meaning of words and sentences.
Example : the word "record" can be pronounced with stress on the first syllable (RE-cord) or the second
syllable (re-CORD), which changes the meaning of the word.
- Examples:
- "How are you?" (rising intonation) vs. "I'm fine." (falling intonation)
- "I'm GOING to the store." (stress on "going") vs. "I'm going to the STORE." (stress on "store")
Week 3
Date::
Duration : 40 minutes
Period: One
 Define adverb of frequency
 Buttress your points with examples.
Topic: Grammar: Adverbs of Frequency
- Definition: Adverbs of frequency describe how often something happens.

- Explanation: Adverbs of frequency include words like "often", "sometimes", "never", and "always". For
example, "I often go to the gym" means that you go to the gym frequently.
- Examples:
- "I sometimes eat breakfast." (adverb of frequency)
- "She never eats breakfast." (adverb of frequency)
Week 3
Date:
Duration :40 minutes
Period : One
OBJECTIVE: By the end of the lesson, the students should be able to:
 Read a passage carefully
 Identify the main ideas
 Know the key points for referencing
Topic: Reading and Comprehension: Reading to Cultivate the Skill of Referencing
- Definition: Referencing involves identifying and interpreting references to other texts, ideas, or
concepts.
- Explanation: This skill helps readers understand the context and meaning of a text. For example, if a
text references a historical event, the reader needs to understand the context of that event to fully
understand the text.
- Example: Read a passage and identify references to other texts, ideas, or concepts.
Week 3
Date:
Period: One
 Understand the meaning of story writing.
 Follow the format of the story
Topic: Composition: Write a Story on 'All that Glitters is not Gold'
- Definition: Writing a story involves creating a narrative with a clear structure and plot.
- Explanation: This type of writing helps develop creativity and communication skills. The story should
have a clear beginning, middle, and end, and should explore the theme "All that glitters is not gold".
- Example: Write a story that illustrates the theme "All that glitters is not gold". Use descriptive language
and sensory details to bring the story to life.
Week 3
Date :
Duration : 40 minutes
Period : One
 Understand the meaning of each element in a prose
 Identify the elements in a prose text
Topic : Literature: Characterisation, Theme, Plot in the Prose Text
ELEMENTS OF PROSE
CHARACTERISATION refers to the creation of characters in a text, while
THEMES refers to the underlying message or idea.
PLOT :refers to the sequence of events in a text.
- Explanation: Understanding these elements helps readers analyze and interpret texts. For example, in
a novel, the characters may be developed through their dialogue, actions, and descriptions.
- Example: Analyze a prose text and identify the characters, theme, and plot.
WEEK:4:
period One
Duration... 40 minutes
Objectives ..... By the end of the lesson, the students should be able to:
 Define contrast consonant
 Know the difference between the two sounds
 Understand the use of each Sound.
Diction: Contrast Consonants /ᴣ/ and /dᴣ/
- Definition: Contrast consonants are sounds that are pronounced differently in different words.
- Explanation: Contrast consonants can change the meaning of words. For example, the words "thin" and
"din" differ only in their contrast consonants.
- Examples:
- "thin" (contrast consonant /ᴣ/) vs. "din" (contrast consonant /dᴣ/)
- "this" (contrast consonant /ᴣ/) vs. "dis" (contrast consonant /dᴣ/)
Week 4
Period.. One
Grammar: Changing Positive Statements to Negative Statements.
 Understand the meaning of positive and negative statements.
 Develop a good communication skills.
- Definition: Changing positive statements to negative statements involves using negation words like
"not", "no", and "never".
- Explanation: This skill helps develop communication skills and clarity. For example, "I am happy" can
become "I am not happy" by adding the negation word "not".
- Examples:
- "I am happy." (positive statement) vs. "I am not happy." (negative statement)
- "She has a car." (positive statement) vs. "She does not have a car." (negative statement)
Week 4
Period... One
Duration.. 40 minutes
Topic... Reading and Comprehension: Extract, As I Walked Out One Midsummer Morning, Page 24,
CHECKPOINT
 Identify the main idea in the passage.
Week 4
Period One
Topic;.... Composition: Expository Essay
 Define expository essay
 Follow the rudiments of writing an expository essay.
Definition: An expository essay involves explaining or describing a topic.
- Explanation: This type of writing helps develop communication skills and clarity. The essay should have:
 A clear introduction
 Body of the content
 conclusion :should provide evidence to support the explanation.
Class Task: Write an expository essay on a topic of your choice.
WEEK 5:
Period One
OBJECTIVES ..... By the end of the lesson, the students should be able to:
 Understand consonant contrast
 Use the symbols correctly
Diction: ConsDiction: Consonant Contrast /ẟ/ and /ϴ/

 "this"(/ẟ/)
 "thin"(/ϴ/)
 "that"(/ẟ/)
 "than"(/ϴ/)
 "thud"(/ẟ/)
 "thug"(/ϴ/)Grammar: Direct and Indirect Forms of Modal Verbs.
In the realm of phonetics, the nuanced distinction between the voiced dental fricative / ẟ/ as heard in
words like "this,""that,"and "thud,"and the voiceless dental fricative /ϴ/ as exemplified by "thin"and
"than,"is a fascinating study. Moving on to the domain of grammar, the exploration of the direct and
indirect forms of modal verbs adds another layer of complexity to linguistic analysis.
Week 5
Period... One
Topic.... Grammar: modal verbs
 Distinguish between the two verbs
 State the examples of the two
Direct and Indirect Forms of Modal Verbs
 Direct form: "You must go."(command)

 Indirect form: "I suggest you go."(indirect command)
 Direct form: "Can you pass the salt?"(request)
 Indirect form: "Could you pass the salt?"(indirect request)
 Direct form: "You should try this."(advice)
 Indirect form: "I recommend trying this."(indirect advice)
Modal verbs play a crucial role in expressing various shades of meaning in English. The direct form of
modal verbs is often used to convey commands, requests, or advice in a straightforward manner. For
example, when someone says, "You must go,"it is a clear command indicating a strong obligation.
Similarly, "Can you pass the salt?"is a direct request for someone to pass the salt at the dinner table.
On the other hand, indirect forms of modal verbs offer a more polite or nuanced way of expressing the
same ideas. Instead of saying, "You must go,"one might use the indirect form like "I suggest you
go,"which softens the command and makes it more of a friendly recommendation. Likewise, changing
"You should try this"to "I recommend trying this"adds a layer of formality and authority to the advice
given.
Understanding the differences between direct and indirect forms of modal verbs is essential for effective
communication in English. By mastering these nuances, speakers can tailor their language to suit
different social contexts and convey their intentions more effectively.
Week 5
Period... One
Topic: Comprehension: Reading and Comprehension:
 Differentiate between facts and opinions.
 Identify each in a given passage.
Topic: Reading to Differentiate between Facts and Opinions
 Fact: "The capital of France is Paris."

 Opinion: "Paris is the most beautiful city in the world."
 Fact: "The sun rises in the east."
 Opinion: "The sunrise is the most breathtaking sight."
 Fact: "Water is essential for human survival."
 Opinion: "Water is the most important resource on Earth."
Week 5
Date
Period... One
Topic: Composition: Distinguish between the Features of Formal Letters and Informal Letters.
 Explain the difference between formal and informal Letter.
 Understand the formats for Letter writing.
 Write a good Letter

Formats
Introduction : Address /Date
Greetings/Salutations:Formal letter: "Dear Sir/Madam, I am writing to request..."
- Informal letter: "Hey, how's it going? I was wondering if..."
- Formal letter: "Dear [Name], I am writing to inform you..."
-Body of the letter /content(Paragraphs): Informal letter: "Hi [Name], what's up? I just wanted to..."
- Formal letter: "Dear [Title], I am writing to express my gratitude..."
Conclusion
- Informal letter: "Thanks so much for [gift/help]! I really appreciate it."
Week 5
Date....
Period... One
Topic: Literature: The Different Types of Rhyme Schemes
 Understand the meaning of rhyme schemes.
 Explain types of rhymes and the importance.
 Write a poem and identify the rhyme scheme.
A rhyme scheme is the pattern of rhymes used in a poem, typically indicated by the final syllables of
each line.
The importance of rhyme scheme in a poem includes:
1. Musicality: Rhyme scheme creates a musical quality, making the poem more engaging and enjoyable
to read aloud.
2. Structure: Rhyme scheme helps establish the poem's structure and organization, guiding the reader
through the narrative or argument.
3. Meaning: Rhyme scheme can reinforce the poem's meaning by creating connections between words
and ideas.
4. Memorability: Rhyme scheme makes a poem more memorable, as the repetition of sounds and
patterns aids in remembering the poem.
5. Emphasis: Rhyme scheme can draw attention to specific words or ideas, emphasizing their
importance.
6. Unity: Rhyme scheme creates a sense of unity and cohesion, tying the poem together.
7. Tradition: Rhyme scheme connects the poem to a rich literary tradition, evoking a sense of familiarity
and shared cultural heritage.
8. Creativity: Rhyme scheme can inspire creativity, as poets work within the constraints of the rhyme
scheme to craft unique and expressive language.
Some common rhyme schemes include:
- End Rhyme: ABAB CDCD EFEF GG
- Internal Rhyme: Rhymes within a line
- Perfect Rhyme: Exact matching sounds
- Slant Rhyme: Similar but not exact sounds
- Consonance: Repetition of consonant sounds.
- Alliteration: Repetition of initial consonant sounds
Poets use rhyme scheme to create a range of effects, from playful and lighthearted to serious and
contemplative. The choice of rhyme scheme depends on the poem's purpose, tone, and style.
Week 6:
Period... One
OBJECTIVES: By the end of the lesson, the students should be able to:
 Explain the contrast vowel
 Understand the word pairs
 State the examples of each.
Diction: Contrast Vowel /Ↄ/ and /Ↄ:/
The contrast between vowels /Ↄ/ and /Ↄ:/ refers to the difference in pronunciation and meaning
between two words that differ only in the length of the vowel sound /Ↄ/.
/Ↄ/ is a short, closed-back rounded vowel, often represented by the letter "o" in words like "hot", "dog",
and "god".
/Ↄ:/ is a long, closed-back rounded vowel, often represented by the letter combination "o:" or "oa" in
words like "goat", "home", and "moat".
Here are some examples of word pairs that contrast /Ↄ/ and /Ↄ:/:
- hot (/Ↄ/) vs. goat (/Ↄ:/)
- dog (/Ↄ/) vs. home (/Ↄ:/)
- god (/Ↄ/) vs. moat (/Ↄ:/)
- not (/Ↄ/) vs. note (/Ↄ:/)
The contrast between /Ↄ/ and /Ↄ:/ can change the meaning of a word significantly, as seen in the
examples above. Mastering this contrast is important for accurate pronunciation and understanding in
English.
Week 6
Period.... One
Topic.... Grammar: Adverbs and Adverbials Expressing Willingness and Unwillingness using Modals.
 Explain the adverbs and adverbial expressing willingness and unwillingness.
 State and explain the examples
Adverbs and adverbials expressing willingness and unwillingness using modals are words or phrases
that indicate the degree of willingness or reluctance of the subject to perform an action. Modals such
as "will", "would", "shall", "should", "can", "could", "may", "might", and "must" are used to express
different levels of willingness and unwillingness.
Examples:
Willingness:
- I will help you with your homework. (expressing willingness to help)
- She would love to attend the party. (expressing willingness to attend)
- He shall assist you with the project. (expressing willingness to assist)
- They can help us with the move. (expressing willingness to help)

Unwillingness:
- I won't help you with your homework. (expressing unwillingness to help)
- She wouldn't attend the party even if invited. (expressing unwillingness to attend)
- He shall not assist you with the project. (expressing unwillingness to assist)
- They can't help us with the move. (expressing unwillingness to help)
Adverbials such as "eagerly", "willingly", "reluctantly", and "unwillingly" can also be used to express
willingness and unwillingness:
- I eagerly accepted the invitation. (expressing willingness)
- She reluctantly agreed to help. (expressing unwillingness)
- He willingly donated to the charity. (expressing willingness)
- They unwillingly participated in the activity. (expressing unwillingness)
More examples
- "I will go." (willingness)
- "I would go." (unwillingness)
- "Shall we go?" (suggestion)
- "Should we go?" (advice)
- "I can go." (ability)
- "I could go." (possibility)
- "I may go." (permission)
- "I might go." (possibility)
Week 6
Period... One
Topic... Reading and Comprehension: Reading to Make Inferences from a Given Passage.

Composition: Semi-Formal Letter
 Understand the meaning of semi formal Letter.
 Explain the format of semi formal Letter.
 Write a good semi- formal Letter
A semi-formal letter is a letter that is written to those that are Fairly known to us It less formal than a
formal letter but more formal than an informal letter.
Format for a semi-formal letter:
[Your Address by the right hand side]
[City, State, ZIP]
[Date]
Introduction:
- Start with a friendly greeting and address the recipient by their name.
- Clearly state the purpose of the letter in the first paragraph.
Body:
- Divide the body into paragraphs, each with a clear topic sentence.
- Use a formal tone, but avoid being too formal or stuffy.
- Use contractions and everyday language, but avoid slang or jargon.
- Use active voice and a conversational tone.
Conclusion:: Summarize the main points and reiterate the purpose of the letter.
- End with a friendly closing and your signature.
Here is an example of a semi-formal letter:
[Your Name]
[Your Address]
[City, State, ZIP]
[Date]
Dear Mr John,
I hope this letter finds you well. I am writing to request a meeting to discuss the marketing strategy for
our new product launch.
In the first paragraph, I would like to introduce myself and explain the purpose of the letter. I am the
product manager for the new product, and I believe it would be beneficial to discuss the marketing
strategy with you.
In the second paragraph, I would like to highlight the key points of the marketing strategy. We plan to
launch a social media campaign, run print ads in industry magazines, and participate in trade shows.
In the third paragraph, I would like to request a meeting to discuss the details of the marketing strategy.
I believe it would be beneficial to meet in person to discuss the strategy and answer any questions you
may have.
Thank you for considering my request. I look forward to hearing from you soon.
Best regards,
[Your Name]
Week 6
Period... One
Topic... Literature: Elements of Drama Text
 Explain the elements in the drama text
 Understand their uses.
- Characterization: The role played by someone in the drama. "She was a kind and gentle soul."
- Dialogue: The conversation between characters.i.e"'How are you?' 'I'm fine, thanks.'"
- Plot: The arrangements of events in a play
Themes:."The story revolves around a love triangle."
- Setting: The location,place and time i.e "The play is set in a small village."
- Diction: "The language used in a formal way.
7: MID TERM BREAK
WEEK 8
Period... One
Subject English language
Topic Diction: Contrast consonants /s/ and /z/
 Define Contrast consonants
 Identify them in a sentence
- Definition: The consonant sounds /s/ and /z/ are contrasted in words such as "bus" and "buzz".
- Explanation: The sound /s/ is a voiceless alveolar fricative, while the sound /z/ is a voiced alveolar
fricative. This means that the sound /s/ is made by directing air through the tongue and teeth without
vibrating the vocal cords, while the sound /z/ is made by directing air through the tongue and teeth while
vibrating the vocal cords.
- Examples:
- "bus" (/s/)
- "buzz" (/z/)
- "silk" (/s/)
- "zinc" (/z/)
- "soap" (/s/)
- "zoop" (/z/)
- "rose" (/z/)
- "rows" (/s/)
Week 8
Period One
Duration.. 40 minutes
Topic..Grammar: Adverbs of place and manner
 Understand Adverb of place and manner.
 Identify both in a sentence.
- Definition: Adverbs of place and manner describe where and how something happens.
- Explanation: Adverbs of place tell us where something happens, while adverbs of manner tell us how
something happens.
- Examples:
- Adverbs of place:
- "here" (e.g. "Put the book here.")
- "there" (e.g. "Put the book over there.")
- "everywhere" (e.g. "The music was playing everywhere.")
- "nowhere" (e.g. "I couldn't find it anywhere.")
- Adverbs of manner:
- "quickly" (e.g. "She quickly finished her work.")
- "loudly" (e.g. "He loudly declared his love.")
- "wisely" (e.g. "She wisely decided to wait.")
- "foolishly" (e.g. "He foolishly spent all his money.")
- "She sings beautifully." (adverb of manner)
- "He runs quickly." (adverb of manner)
- "They live nearby." (adverb of place)
- "We're going somewhere." (adverb of place)
Week 8
Period One
Duration 40 minutes
Subject. English language
Topic...Composition: Debate - Corruption is worse than Armed Robbery
 Give the definition of the points
 State their effects
 Summarize the points
- Topic: Corruption is worse than Armed Robbery
- Instructions: Write a debate essay arguing for or against the topic.
- Points to consider:
- Definition of corruption and armed robbery
- Effects of corruption and armed robbery on society
- Comparison of the two in terms of severity and impact
- Examples of corruption and armed robbery in real-life scenarios
- Conclusion summarizing the main points and reiterating the argument
- Example arguments:
- Argument for: Corruption is worse than armed robbery because it is more pervasive and has a greater
impact on society. Corruption can lead to the downfall of entire governments and institutions, while
armed robbery is a more individualized crime.
- Argument against: Armed robbery is worse than corruption because it involves physical harm and
violence. Corruption may be more widespread, but armed robbery has a more immediate and tangible
impact on victims.!
Week 8
Period One
Duration 40 minutes
Topic Reading and comprehension, A brief History of Bollywood, Page 33,CHECKPOINT

 Identify key points
Literature: poetry analysis of a recommended poem.
Week 9
Period One
Duration 40 minutes
Topic.. Diction: Contrast consonants /ꭍ/ and /tꭍ/
 Define the contrast of the two consonants .
 Identify both in a given sentence
- Definition: The consonant sounds /ꭍ/ and /tꭍ/ are contrasted in words such as "thin" and
"think".
- Explanation: The sound /ꭍ/ is a voiceless interdental fricative, while the sound /t ꭍ/ is a
voiceless alveolar stop. This means that the sound /ꭍ/ is made by directing air through the teeth
without vibrating the vocal cords, while the sound /t ꭍ/ is made by blocking the air with the
tongue behind the teeth.
- Examples:
- "thin" (/ꭍ/)
- "think" (/tꭍ/)
- "this" (/ꭍ/)
- "that" (/tꭍ/)
- "thank" (/tꭍ/)
- "thaw" (/ꭍ/)
- "thrive" (/tꭍ/)
- "thunder" (/tꭍ/)
- "thyme" (/tꭍ/)
Week 9
Period One
Duration 40 minutes
Topic.. Grammar:Idiomatic expressions
 Define idiomatic expressions
 Understand the meaning of idioms in a sentence.
- Definition: Idiomatic expressions are fixed phrases whose meaning is not predictable from the
meanings of the individual words.
- Explanation: Idiomatic expressions are a key part of language and are often used in informal
contexts. They can be tricky to understand, as the meaning is not always clear from the
individual words.
- Examples:
- "kick the bucket" (meaning: to die)
- "break a leg" (meaning: good luck)
- "bend over backwards" (meaning: to go out of one's way to help)
- "cost an arm and a leg" (meaning: something is very expensive)
- "cry over spilt milk" (meaning: don't waste time feeling sorry for something that's already
happened)
- "burn the midnight oil" (meaning: to work late into the night)
- "cut to the chase" (meaning: to get to the point)
- "easy does it" (meaning: to take it easy)
- "give someone the cold shoulder" (meaning: to deliberately ignore someone)
Week 9
Period One
Duration 40 minutes
Topic... Reading and comprehension, vocabulary development
 - Read a passage and answer questions about the content.
 - Learn new vocabulary words and practice using them in context.
Week 9
Period One
Duration 40 minutes
Topic... Composition: Descriptive essay - My Favourite subject
 Understand instructions given
 Explain in points
- Topic: My Favourite subject
- Instructions: Write a descriptive essay about your favourite subject. Use sensory details and
vivid language to bring the subject to life.
- What is your favourite subject?
- Why do you enjoy it?
- What are some key concepts or ideas in the subject?
- How does the subject make you feel?
- Use sensory details to describe the subject (e.g. what it looks like, sounds like, feels like)
- Use vivid language to bring the subject to life (e.g. metaphors, similes, adjectives)
- Organize your essay in a logical and coherent manner
- Use transitional phrases to connect your ideas
- Edit your essay for grammar, spelling, and punctuation errors.
Week 9
Period One
Duration 40 minutes
Topic Literature: Revision of drama text
WEEK 10
Period One
Duration 40 minutes
Topic Diction: Consonant contrast /w/ and /j/

 Give the definition of the consonant sounds
 Identify the sounds in the context.
- Definition: The consonant sounds /w/ and /j/ are contrasted in words such as "wet" and "yet". The
sound /w/ is a voiced labiovelar approximant, while the sound /j/ is a voiced palatal approximant.
- Explanation: The sound /w/ is made by rounding the lips and directing air through the mouth, while the
sound /j/ is made by directing air through the palate.
- Examples:
- "wet" (/w/)
- "yet" (/j/)
- "win" (/w/)
- "yin" (/j/)
- "wonder" (/w/)
- "yonder" (/j/)
- "wolf" (/w/)
- "yolk" (/j/)
Week 10
Period One
Duration 40 minutes
Topic Grammar: Adverbs of Cause or Reason
OBJECTIVE:By the end of the lesson the students should be able to:
 Define adverb of clause and reasons
 Use them correctly in a sentence.
- Definition: Adverbs of cause or reason explain why something happens or is the case. They provide a
reason or explanation for an action or state.
- Explanation: Adverbs of cause or reason are used to show the relationship between two events or
states. They help to explain why something happened or is the case.
- Examples:
- "He is tired because he stayed up all night." (The adverb "because" explains the reason for his
tiredness.)
- "She is happy since she got the job." (The adverb "since" explains the reason for her happiness.)
- "They are late due to the traffic." (The adverb "due to" explains the reason for their lateness.)
- "He failed the exam because he didn't study." (The adverb "because" explains the reason for his
failure.)
- "She is rich thanks to her inheritance." (The adverb "thanks to" explains the reason for her wealth.)
Week 10
Period One
Duration 40 minutes
Topic Composition: Debate - Child trafficking is worse than stealing
OBJECTIVE :By the end of the lesson, the students should be able to:
 Define each topics
 Develop the points correctly
- Topic: Child trafficking is worse than stealing
- Instructions: Write a debate essay arguing for or against the topic. Use evidence and examples to
support your argument.
- Definition of child trafficking and stealing
- Effects of child trafficking and stealing on individuals and society
- Comparison of the severity and impact of child trafficking and stealing
- Examples of child trafficking and stealing in real-life scenarios
- Conclusion summarizing the main points and reiterating the argument
Reading and comprehension, Identification of a topic sentence in a given passage.
OBJECTIVE:By the end of the lesson the students should be able to:

 Identify topic sentence in each paragraph.
Week 10
Period One
Duration 40 minutes
Topic Literature: Revision of prose text
WEEK 11 and 12: Revision and examination

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New concept English by Demola Adeoye
New Oxford English by Ayo Banjo

English Language Lesson Plan Year 9

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FIRST TERM (YEAR 9)

LESSON PLAN ENGLISH

Period ... One

Subject... English language

 Know the types of diction

 Understand the importance of diction.

Topic: Diction: Revision

Resource material.... New concept English by Demola Adeoye

Period ... Two

Duration ... 40 minutes

Subject... English language

 Know the parts of speech

 Give examples of parts of speech

Topic: :Grammar: Parts of Speech

- Definition: Parts of speech are the basic categories of words in a language.

- Noun: (person, place, thing, idea)

- Verb: (action, state, occurrence)

- Adjective: (describes a noun or pronoun)

- Adverb: (describes a verb, adjective, or another adverb)

- Pronoun: (replaces a noun in a sentence)

- Preposition: (shows relationships between words)

- Conjunction: (connects words, phrases, or clauses)

- Interjection: (expresses emotion)

Resource material... New concept English by Demola Adeoye

Period ... Three

Duration ... 40 minutes

Subject... English language

 Look for the key points

 Identify the main idea and supporting details.

Topic:Reading and Comprehension: Skimming for Main Points.

1. Read the title, headings, and subheadings.

2. Glance over the introduction and conclusion.

3. Look for key terms and phrases.

4. Identify the main idea and supporting details.

Resource material... New concept English by Demola Adeoye

 Understand the format of informal Letter.

 Write a good informal letter.

Topic 4:Composition: Informal Letter

- Definition: An informal letter is a friendly letter to someone you know well.

3. Greeting (e.g. "Dear [Name]")

4. Introduction (e.g. "How was your summer?")

5. Body (e.g. "I'm excited for this academic session...")

6. Conclusion (e.g. "Write back soon!")

7. Closing (e.g. "Best regards")

Duration ... 40 minutes

Subject.. English language

 Understand the difference between the two.

Topic:5 Literature: Introduction to Fiction and Non-Fiction.

- Fiction: Writing that is imaginary (e.g. novels, short stories)

- Non-Fiction: Writing that is based on fact (e.g. biographies, essays)

- Fiction: "To Kill a Mockingbird" (novel)

- Non-Fiction: "The Diary of a Young Girl" (biography)

Resource material... New general Literature

Subject... English language

 Give examples of Schwa sound

Examples of words with / ə/

Resource material... New concept English by Demola Adeoye

Duration ... 40 minutes

Subject... English language