Second Term English Language revision for SS 1

Class: SS 1
Term: Second Term
Week: 11
Age: 15 years
Duration: 60 minutes
Subject: English Language
Curriculum Theme: All English Language themes covered in the term
Focal competence: Integration of the term’s curriculum competencies
Key competencies/values: Critical Thinking; Communication
Skills:

• Curriculum skills covered in Weeks 1-10

Previous Lesson: Writing expository essays
Topic: Revision and Consolidation
Subject Matter: core term topics, taught skills, common misconceptions, revision exercises

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• recall the key concepts taught during the term;

Psychomotor Domain

• apply the term’s knowledge and skills in written, oral or practical tasks.

Reference Materials

The following resources were used in planning this lesson:

• 2025 New Revised Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• New Oxford Secondary English Course for Senior Secondary Schools 1
• The HeadTeacher Scheme of work For The New Revised Senior Secondary Education Curriculum (SSEC)

Instructional Materials

The teacher will teach this lesson with the aid of:

• Class notes and approved textbooks
• Past questions/revision exercises
• Whiteboard/Blackboard and markers/chalk
• Charts illustrating grammar rules (e.g., tenses, concord)

Rationale for the Lesson

This revision lesson is important for reinforcing students’ understanding of core English Language concepts and skills covered throughout the second term. It provides an opportunity to address any lingering difficulties or misconceptions, ensuring students are well-prepared for assessments and can confidently apply their knowledge in various contexts.

Prerequisite/Previous Knowledge

Students should have a foundational understanding of basic English grammar, comprehension strategies, and composition techniques as taught in previous weeks of the second term.

Lesson Content/Board Summary

Revision and Consolidation

Review of Key Grammar Concepts

This section revisits essential grammar rules and common areas of confusion.

1. Concord (Subject-Verb Agreement):

   The verb in a sentence must agree with its subject in number. Common rules include:

   1. Singular subjects take singular verbs (e.g., “The boy plays football.”).
   2. Plural subjects take plural verbs (e.g., “The boys play football.”).
   3. When two singular subjects are joined by “and,” they usually take a plural verb (e.g., “John and Mary are here.”).
   4. When two singular subjects are joined by “or” or “nor,” the verb agrees with the subject nearer to it (e.g., “Neither John nor Mary is here.”).
   5. Indefinite pronouns like “each,” “every,” “everyone,” “everybody,” “anyone,” “anybody,” “no one,” “nobody,” “someone,” “somebody” take singular verbs (e.g., “Everyone is present.”).
   6. Collective nouns can take either a singular or plural verb depending on whether the group acts as a single unit or as individuals (e.g., “The committee has reached a decision.” vs. “The committee are debating among themselves.”).

2. Reported Speech (Indirect Speech):

   Converting direct speech to reported speech involves changes in tense, pronouns, and time/place expressions.

   1. Tense Change: Present simple becomes past simple, present continuous becomes past continuous, past simple becomes past perfect, etc.
   2. Pronoun Change: “I” becomes “he/she,” “we” becomes “they,” “my” becomes “his/her,” etc.
   3. Time/Place Expressions: “Now” becomes “then,” “today” becomes “that day,” “yesterday” becomes “the previous day,” “here” becomes “there,” etc.
   4. Reporting Verbs: Use appropriate reporting verbs like “said,” “told,” “asked,” “enquired,” “ordered,” “requested.”

   Example:

   1. Direct: “I am going to Lagos tomorrow,” she said.
   2. Reported: She said that she was going to Lagos the following day.

3. Active and Passive Voice:

   The active voice emphasizes the doer of the action, while the passive voice emphasizes the action or the receiver of the action.

   1. Active Voice Structure: Subject + Verb + Object (e.g., “The boy kicked the ball.”)
   2. Passive Voice Structure: Object + “to be” verb + Past Participle + “by” + Subject (e.g., “The ball was kicked by the boy.”)

Composition: Essay Writing Structure

A well-structured essay typically includes three main parts:

1. Introduction:

   1. Hooks the reader’s attention.
   2. Provides background information on the topic.
   3. States the thesis statement (the main argument or purpose of the essay).

2. Body Paragraphs:

   1. Each paragraph focuses on a single main idea that supports the thesis.
   2. Starts with a topic sentence.
   3. Includes supporting details, examples, explanations, and evidence.
   4. Uses transition words and phrases to ensure smooth flow between ideas and paragraphs.

3. Conclusion:

   1. Restates the thesis statement in different words.
   2. Summarizes the main points discussed in the body paragraphs.
   3. Offers a final thought, recommendation, or prediction.

Oral English: Vowel and Consonant Sounds

A brief review of common vowel and consonant sounds and their correct pronunciation.

1. Vowel Sounds:

   1. Pure Vowels (Monophthongs): /i:/ as in ‘sheep’, /ɪ/ as in ‘ship’, /u:/ as in ‘boot’, /ʊ/ as in ‘book’, /e/ as in ‘bed’, /ə/ as in ‘teacher’, /ɜ:/ as in ‘bird’, /ɔ:/ as in ‘door’, /ɒ/ as in ‘hot’, /ʌ/ as in ‘cup’, /ɑ:/ as in ‘car’, /æ/ as in ‘cat’.
   2. Diphthongs (Gliding Vowels): /eɪ/ as in ‘face’, /aɪ/ as in ‘my’, /ɔɪ/ as in ‘boy’, /ɪə/ as in ‘near’, /eə/ as in ‘hair’, /ʊə/ as in ‘tour’, /əʊ/ as in ‘go’, /aʊ/ as in ‘cow’.

2. Consonant Sounds:

   1. Voiceless: /p/, /t/, /k/, /f/, /θ/, /s/, /ʃ/, /h/, /tʃ/.
   2. Voiced: /b/, /d/, /g/, /v/, /ð/, /z/, /ʒ/, /m/, /n/, /ŋ/, /l/, /r/, /w/, /j/, /dʒ/.

Teaching Methods/Instructional Techniques

Discussion, Question and Answer, Explanation, Guided Practice, Pair Work, Group Work, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher welcomes the students and informs them that the lesson is a revision of key topics covered in the second term. The teacher asks students to briefly mention any challenging topics they encountered during the term.

Pupils’ Activity: Students respond by mentioning topics they found difficult or interesting.

Learning Point: Term’s challenging topics

Step 2: Revision of Concord

Time: 10 minutes

Teaching Skill: Explanation/Drill

Teacher’s Activity: The teacher revises the rules of concord (subject-verb agreement) using examples on the board. The teacher pays attention to common errors and provides practice sentences for students to correct.

Pupils’ Activity: Students listen, answer questions, and correct sentences provided by the teacher.

Learning Point: Subject-verb agreement rules

Step 3: Revision of Reported Speech

Time: 10 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher reviews the rules for converting direct speech to reported speech, focusing on changes in tense, pronouns, and adverbs of time/place. The teacher provides direct speech sentences and guides students to convert them to reported speech.

Pupils’ Activity: Students participate in converting sentences from direct to reported speech, explaining the changes made.

Learning Point: Direct to reported speech

Step 4: Revision of Active and Passive Voice

Time: 8 minutes

Teaching Skill: Question and Answer

Teacher’s Activity: The teacher revises the concept of active and passive voice, explaining when each is used. The teacher provides sentences in active voice and asks students to convert them to passive voice, and vice-versa.

Pupils’ Activity: Students identify active and passive voice sentences and practice converting them.

Learning Point: Active and passive voice

Step 5: Revision of Essay Writing Structure

Time: 10 minutes

Teaching Skill: Discussion/Reinforcement

Teacher’s Activity: The teacher leads a discussion on the essential components of a well-structured essay (introduction, body, conclusion). The teacher reminds students about the importance of a clear thesis statement, topic sentences, and logical flow.

Pupils’ Activity: Students contribute to the discussion, recalling the structure and elements of an effective essay.

Learning Point: Effective essay structure

Step 6: Revision of Oral English Sounds

Time: 7 minutes

Teaching Skill: Demonstration/Drill

Teacher’s Activity: The teacher revises selected vowel and consonant sounds, demonstrating correct pronunciation. The teacher leads students in pronunciation drills for words containing these sounds, correcting common errors.

Pupils’ Activity: Students listen to the teacher’s pronunciation and participate in the drills, repeating words and sounds.

Learning Point: Correct sound pronunciation

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Correct the error: “Everybody are happy.”
2. Convert to reported speech: John said, “I will go there tomorrow.”
3. Change to passive voice: “The students broke the window.”
4. Mention the three main parts of an essay.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Recalling key concepts

Step 8: Conclusion

Time: 5 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the key areas revised (grammar, composition, oral English) and encourages students to continue revising their notes and textbooks. The teacher wishes them success in their upcoming assessments.

Pupils’ Activity: Students listen attentively and ask any final clarifying questions.

Learning Point: Term’s key concepts reinforced

Lesson Keywords

• Concord – Agreement between subject and verb in number and person.
• Reported Speech – Speech that tells you what someone said without using their actual words.
• Active Voice – A sentence structure where the subject performs the action.
• Passive Voice – A sentence structure where the subject receives the action.
• Essay Structure – The organisation of an essay into introduction, body, and conclusion.
• Vowel Sounds – Speech sounds produced with an open vocal tract.
• Consonant Sounds – Speech sounds produced with some obstruction of the vocal tract.

Differentiation

For students needing extra support, the teacher will provide simplified examples and focused drills on specific grammar rules. Advanced learners will be challenged with more complex sentences for conversion (e.g., reported speech with multiple clauses) and asked to critique short essay excerpts for structural effectiveness.

Suggested Lesson Videos

Search YouTube for “SS1 English Language Second Term Revision” or “Concord rules for SS1” or “Reported speech explanation for secondary school”.