SS3 English Language Lesson Plan for First Term (Lagos State)

Planning a full term of SS3 English should not take up your weekends. This SS3 English Language lesson plan for first term follows the Lagos State scheme of work week by week, so you can teach straight from it.

Every teaching week is covered, from Oral English to Writing. Before anything else, read the free Week 1 sample below, so you can judge the quality for yourself.

What You Get in the Lesson Plan

• A lesson plan for every teaching week of the term, with a short guide for Week 7.
• Clear learning objectives for each strand, taken straight from the scheme.
• Timed, step-by-step activities for groups, pairs and individuals, so lessons flow smoothly.
• Also included: key vocabulary, resources, content notes, assessment questions and an assignment for each lesson.
• In addition, weekly word lists with home study tasks.
• Finally, both a PDF and a Word file, so you can print the PDF and edit the Word version to suit your class.

Free Sample: Week 1 of the Lesson Plan

Below are two Week 1 lessons, laid out exactly as you will receive them.

SS3 First Term English Language Lesson Plan: Week 1, Oral (Word Stress and Sentence Stress)

Week	1	Date	____________________
Class	SS 1	Subject	English Language
Period	1 & 2	Duration	80 minutes
Lesson title	Oral	Subtitle	Word stress and sentence stress

Learning objectives

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

• explain word stress and sentence stress;
• distinguish between word stress and sentence stress;
• discuss the rules guiding word stress and sentence stress;
• answer past examination questions on word stress and sentence stress.

Key vocabulary words

syllable, stress, primary stress, weak syllable, prefix, suffix, content word, function word.

Resources and materials

• Project English Book 3; New Concept English for Senior Secondary School SS3.
• Charts on syllables, word stress and sentence stress;
• Flash cards;
• Pronouncing Dictionary by Daniel Jones;
• Audio tapes or audio visuals with model pronunciation.

Building background and connection to prior knowledge

In SS1 and SS2 students learnt to divide words into syllables and to place stress in two- and three-syllable words. They can say long words fluently but often stress the wrong syllable, for example “eˈducate” instead of “ˈeducate”.

Content

A syllable is a unit of sound with one vowel sound, so “teacher” has two syllables (teach-er). Word stress is the extra force, length and loudness given to one syllable in a word. In the dictionary, the mark /ˈ/ comes before the stressed syllable, as in /ˈtiːtʃə/. The other syllables are weak, and they often contain /ə/ or /ɪ/.

Rule	Where the stress falls	Examples
One syllable	the only syllable is stressed	book, cat, school
Two-syllable nouns and adjectives	usually the first syllable	ˈtable, ˈteacher, ˈhappy, ˈclever
Two-syllable verbs	usually the second syllable	reˈceive, beˈgin, deˈcide, reˈturn
Noun and verb pairs	noun: first syllable; verb: second syllable	ˈrecord (noun) / reˈcord (verb); ˈpresent / preˈsent; ˈimport / imˈport
Verbs with prefixes	the root, not the prefix	forˈget, misˈtake, reˈturn
Suffixes -tion, -sion, -ic, -ical, -ity	the syllable before the suffix	eduˈcation, comˈmission, eˈconomic, poˈlitical, acˈtivity
Suffixes -ful, -less, -ness, -ment, -ly	no change; the stress stays on the root	ˈcareful, ˈhelpless, ˈhappiness, ˈgovernment, ˈquickly

Sentence stress. In a sentence, we stress the content words, which carry the meaning: nouns, main verbs, adjectives and adverbs. The function words, such as articles, prepositions, pronouns, auxiliary verbs and conjunctions, are usually weak. For example: The ˈteacher ˈtold the ˈstudents to ˈopen their ˈbooks.

Wrong stress can change the meaning or make the word hard to understand. For example, “ˈrecord” is a noun, while “reˈcord” is a verb.

Strategies and activities

1. Clap the beat (15 min). The teacher says words such as book, table, receive and education. In small groups, students clap the syllables, say which syllable sounds strongest and explain how they know.
2. Sort by rule (15 min). In pairs, students sort word cards by part of speech, by prefix and by suffix. They mark the stressed syllable on each card and state the rule that applies.
3. Dictionary stress hunt (15 min). In small groups, students find ten words in the Pronouncing Dictionary, copy the stress mark and pronounce the words for the class to repeat.
4. Sentence stress and past questions (25 min). The class listens to a model sentence and repeats it. Students then underline the content words in five sentences, read them with the right stress and discuss the rules. Each group analyses past examination questions on stress and shares its answers.
5. Copy the note (10 min). The students copy the note on the board and ask questions on any part they did not understand.

Assessment (evaluation)

Students are asked to:

• Explain word stress and sentence stress.
• State the stress rule for two-syllable nouns and for two-syllable verbs.
• Mark the stressed syllable in: table, receive, education.
• Mark the stressed words in: The teacher told the students to open their books.

Wrap up (conclusion)

The teacher wraps up the lesson using the web summary method: the topic is written in the centre of the board and the main points are drawn around it as branches. Next, the teacher corrects the mistakes observed during the assessment.

Assignment

From the words lettered (a) to (d), choose the word that has the main stress on the second syllable:

1. First set: (a) table (b) teacher (c) begin (d) happy
2. Second set: (a) clever (b) return (c) market (d) garden
3. Third set: (a) forget (b) doctor (c) pencil (d) window

Theory: (a) Differentiate between word stress and sentence stress, with an example of each. (b) State three rules guiding word stress, with examples.

HOD/VP’s comments and endorsement

SS3 First Term English Language Lesson Plan: Week 1, Structure (Sequence of Tenses)

Week	1	Date	____________________
Class	SS 1	Subject	English Language
Period	3	Duration	40 minutes
Lesson title	Structure	Subtitle	Sequence of tenses in phrases and clauses

Learning objectives

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

• explain sequence of tenses in phrases and clauses;
• state the rules that guide sequence of tenses;
• give adequate examples of sentences that show correct sequence of tenses;
• correct sentences in which the sequence of tenses is wrong.

Key vocabulary words

tense, sequence, main clause, subordinate clause, phrase, past perfect, conditional.

Resources and materials

• Project English Book 3; New Concept English for Senior Secondary School SS3.
• Sentence strips and charts;
• Flash cards;
• Newspaper cuttings and short texts.

Building background and connection to prior knowledge

Students learnt the tenses, phrases and clauses in SS1 and SS2. They can form each tense, but they often write “He said that he will come” instead of “He said that he would come”.

Content

Sequence of tenses means that the tense of the verb in the subordinate clause must agree with the tense of the verb in the main clause. When the main verb is in the past, the verb in the subordinate clause also moves into a past form. For example, is becomes was, has becomes had, will becomes would, can becomes could, and may becomes might.

Situation	Tense in the subordinate clause	Examples
Main clause in the present or future	any tense that the meaning needs	He says that he is tired. Ade thinks that he was ill. They hope that he will come.
Main clause in the past	past or past perfect	He said that he was tired. She thought that he had left.
Main clause in the past (future ideas)	would, could, might, should	She said that she would come. He promised that he could help.
A general truth	the present tense stays	The teacher said that the sun rises in the east.
If-clause: open condition	present + will	If it rains, we will stay at home.
If-clause: unlikely condition	past + would	If it rained, we would stay at home.
If-clause: past condition that did not happen	past perfect + would have	If it had rained, we would have stayed at home.

Phrases. A phrase has no finite verb, so it has no tense of its own. Its time comes from the main clause. For example: Having finished his work, he went home.

Strategies and activities

1. Tense detectives (7 min). In small groups, students examine a text or a newspaper cutting, find sentences with two verbs, underline both verbs and name the tense of each.
2. Share and find the rule (8 min). In pairs, students share examples from the texts. With the teacher, the class works out the rule and writes it on the board.
3. Fix the sequence (10 min). In small groups, students correct sentences such as “She said that she will come” and “If I had money, I will buy a car”. Each group explains its changes to the class.
4. Report it (10 min). Individually, students write a short paragraph that reports what a classmate said, using correct sequence of tenses, and swap it with a neighbour who checks the verbs.
5. Copy the note (5 min). The students copy the note on the board and ask questions on any part they did not understand.

Assessment (evaluation)

Students are asked to:

• Explain what sequence of tenses means.
• Give one example for a present main clause and one for a past main clause.
• Correct: He said that he will come tomorrow.
• Complete: If it rained, we ___ at home.

Wrap up (conclusion)

The teacher wraps up the lesson using the web summary method: the topic is written in the centre of the board and the main points are drawn around it as branches. Next, the teacher corrects the mistakes observed during the assessment.

Assignment

Rewrite each sentence with the correct sequence of tenses:

1. She said that she will visit us.
2. I thought that he is a doctor.
3. If I had money, I will buy a car.
4. The teacher told us that the earth moved round the sun.

Then write five sentences of your own that show correct sequence of tenses.

HOD/VP’s comments and endorsement

Words for the week: dearth, convivial, brusque, acrimony, adamant, emend, effulgent, felicitous, eloquent, forsake.

Unlock the Rest of the Term

The full plan also covers the topics below.

1. Revision of the rudiments of summary writing
2. Vocabulary of culture, institutions and ceremonies, listening for main points, and summary
3. Intonation patterns, noun phrases and noun clauses, and the expository essay on drug abuse
4. Vocabulary of government and administration, summary by picking out topic sentences, and formal and informal letters
5. Consonant clusters, pronouns, and the expository essay on a process such as making soap
6. Three and four consonant clusters, conjunctions, vocabulary of motor vehicles and travelling, and summary
7. Mid-term tests, open day and the mid-term holiday
8. The schwa and weak syllables, modal verbs, and report writing
9. Dialogue on topical issues, prepositions, note-taking from lectures, and the vocabulary of law and order
10. Sentence types, summary by answering questions, debate, and British and American spellings
11. Reading aloud, adjuncts, and a review of letter writing
12. Revision and examination

Frequently Asked Questions

Does the lesson plan follow the Lagos State scheme?

Yes. Each week, topic and objective matches the Lagos State SS3 English Language scheme of work for first term.

What does each lesson plan contain?

Each plan has the lesson header, objectives, key vocabulary, resources, background, content notes, timed activities, assessment, wrap-up and assignment, exactly as in the sample above.

What format does the lesson plan come in?

It comes in both PDF and Word. Print the PDF as it is, or edit the Word version to suit your class and school.

How do I get my copy?

Tap the WhatsApp button and send your order message. We will then confirm payment details and send the files to you.

Does it cover Week 7?

Week 7 is for mid-term tests and the mid-term holiday. The plan therefore gives a short guide for that week, including its word list.

More English Language Resources

Besides this plan, you may need the matching schemes of work and a lesson plan for the junior class.

• SS1 English Language Scheme of Work for First Term
• SS2 English Language Scheme of Work for First Term
• SS3 English Language Scheme of Work for First Term
• SS1 English Language Lesson Plan for First Term
• SS2 English Language Lesson Plan for First Term