REPUBLIC OF LIBERIA
MINISTRY OF EDUCATION
NATIONAL CURRICULUM FOR GRADES 7 TO 9
LANGUAGE ARTS
February 2011
1
MESSAGE FROM THE MINISTER OF EDUCATION
I wish to extend my thanks and appreciation to ECSEL, UNESCO and all our partners for their immense contribution to this important task of revising and
strengthening of the National Curriculum. Special thanks to USAID through LTTP for their funding and technical support in the harmonization or realignment of
the curriculum. We extend sincere thanks and appreciation to the Bureau of Curriculum Development and Textbook Research, the National Curriculum Taskforce,
and the subject specialists from various institutions for the level of professionalism that went into this exercise.
The revision and strengthening of our National Curriculum comes at a time when our nation is faced with the Herculean task or challenge of education
transformation, national reconstruction, recovery and renewal in the aftermath of a devastating civil war. Hence, critical to this national challenge is the rebuilding
of the education sector as Liberians can not achieve the desired socio-economic progress in the absence of a strong, vibrant and productive education and training
system.
The revised national curriculum has two features which include the regular core subject areas of Mathematics, Science, Language Arts and Social Studies and
emphasis is being given to the global challenge of HIV/AIDS, Peace, Citizenship, Human Rights and Environmental education. Secondly, the new curriculum is
developed in line with international standards especially those practiced and enshrined in the curriculum of our sisterly Republic of Nigeria and Ghana who are also
members of the West African Examinations Council (WAEC) .
We wish to urge all our education partners including students, teachers, principals, proprietors of schools and members of school boards to use this curriculum in
our schools to enhance quality and relevant instruction and to enable our students to be adequately prepared to take the West African Senior Secondary Certificate
Examinations (WASSCE) come 2013 as envisaged by us in the education sector.
May I conclude by once again saying big thank-you to all those who contributed to make this project a success.
Hon. E. Othello Gongar
MINISTER
2
INTRODUCTION
The General objectives of the seventh grade Language Arts English Curriculum are to provide for the development of those skills, interests and values which will
enable pupils to:
1. Communicate in English both orally and in written composition effectively, for example, speak clearly and write legibly.
2. Listen attentively and with understanding (Comprehension).
3. Read with speed, ease and comprehension through constant drills and exercise.
4. Appreciate good literature and styles of famous authors through constant exposure to different types of literary forms.
5. Understand the social, cultural, linguistic and ethnical environment and observe the role of language as conveyor of the cultural heritage.
6. Develop socially desirable and courteous speech.
7. Integrate the concept of English Language into other content areas.
8. Lay the foundations of creative writing necessary for continuing education.
A student-centred approach is emphasized in this curriculum. This is based on the firm belief that learning becomes more permanent, meaningful, and exciting
when students themselves take ownership of the learning process. Teachers are, therefore, urged to contrive those classroom strategies that would engage
students actively in the teaching/learning process.
3
SEMESTER: ONE
GRADE: 7
PERIOD: I
TOPICS:
1. Kinds of nouns – common, proper, abstract, concrete, etc.
2. Kinds of sentences according to purpose and their punctuations – declarative, imperative, etc.
3. Types of sentences according to structure and their constructions – Simple, compound, complex;
4. Letter writing – friendly, business, invitation;
5. Literary terms – title, setting, character, stanza, rhyme, rhythm, etc.
6. Literature and reading comprehension.
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. State the different kinds of nouns and their examples; e.g. common, abstract, concrete, proper.
2. Write the four kinds of sentences and punctuate them correctly.
3. Identify and write types of sentences; e.g. simple, compound, complex, etc.
4. Write friendly and business letters.
5. State the relations of literary terms to prose or poetry reading.
6. Read and analyze prose or poetry.
OUTCOMES
List and define kinds of
nouns and their usage.
CONTENTS
Kinds of nouns – e.g.
common, proper,
abstract, concrete, etc.


ACTIVITIES
Allow students to list
names of persons,
places, things and
ideas.
Subdivide them
under the various
kinds of nouns: E.g.
Common: Man,
woman
Proper: Mr. Kofa, Mrs.
Tamba
Abstract: Love,
happiness
MATERIALS/RESOURCES
EVALUATION
A. Primary Text
Essential tasks students
Junior English Project for
should be able to do:
Secondary Schools (BK-1)
(Pearson)
B. Secondary Texts
Gateway to English For JSS 1
(Pearson)
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
Book 1 (University Press PLC,
2007)
4
Develop abilities in
stating and writing the
kinds of sentences.
Cconstruct simple
compound and complex
sentences.
Write friendly and
business letters
effectively.
Kinds of Sentences:
a. Declarative
b) Imperative
c) Interrogative
d) Exclamatory
Types of Sentences:
a) Simple
b) Compound
c) Complex
1. Friendly letter
2. Business letter
Concrete: Table, car
 Ask pupils to write
examples of each
kind of sentence
with their
punctuation.
 List examples of
each type of
sentence, and ask
pupils to write
examples on their
own.
 Allow students to
write and label the
different types of
friendly and business
letters.
Pupils should know
literary terms and their
applications.
Literary Terms
E.g. Title ,plot,
character setting,
character, simile, stanza,
rhyme, etc.

Read and analyze prose
and poetry.
Reading and analysis of
prose and poetry

List literary terms
with their definitions
and application on
chalkboard and ask
students to make
references to their
literary works. E.g.
Simile – comparison
in which we use like
and as to compare
items.
Teacher assigns
students reading text
to read and discuss
or answer questions
from text read.
Other
Materials/Supplementary
Readings
Active Study English
Dictionary ( Pearson)
Why Nobody Knows When He
Will Die (Longman)
Write examples of the kinds
of sentences and punctuate
them correctly.
Search through newspapers
for the types of sentences,
and write them down.
Tales From Shakespeare
(Pearson)
Money Doubler
Murder In The Cassava Patch
(Longman)
Ebony Dust ( Longman)


Chalkboard, poster sheets,
flash cards
Newspapers, etc.
1. write a thank you letter
to your parents for buying
you a birthday gift.
2. Write to a public official
inviting him/her to attend
your school ceremony.
Define the following literary
terms and their effect in
literature:
a) setting
b) stanza
c) rhyme
Discuss the theme, plot,
setting, characters and their
roles in the work read
5
SEMESTER: ONE
GRADE: 7
PERIOD: II
TOPICS:
1. Subject-verb agreement.
2. Paragraph writing: - narrative, descriptive, explanatory, etc.
3. Class discussion;
4. Literature and reading comprehension.
5. Prefixes, base words and suffixes.
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Make the verbs agree with the subjects.
2. Write different types of paragraphs – E.g. Narrative, descriptive, expository
3. Discuss on selected topics – E.g. 1. “Admission procedure in school”
“Parliamentary procedures”.
4. Read and analyze prose and poetry.
5. Form new words by adding prefixes and/or suffixes to base words.
OUTCOMES
Demonstrate an
understanding of subjectverb agreement usage.
Develop skills in writing
different types of
paragraphs.
CONTENTS
Subject-verb agreement
E.g. 1. Fanta plays;
2. Musu and Luopo work;
3. I sleep.
Writing Paragraphs
1. Narrative paragraphs
2. Descriptive “
3. Expository “


ACTIVITIES
List rules of making
subject to agree with
verbs on chalkboard.
Ask students to follow
rules and write sentences
making the subject to
agree with the verb.
Ask students to write an
example of each kind of
paragraph.
Narrative Paragraph – tell
of events/story;
MATERIALS/RESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-1)
(Pearson)
EVALUATION
Essential tasks students
should be able to do:
B. Secondary Texts
Gateway to English For JSS 1
(Pearson)
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
Book 1 (University Press PLC,
2007)
Allow students to bring
Newspaper to school and
identify the types of paragraphs
in the newspaper.
6
Demonstrate ability in oral
communications.
Read and analyze prose and
poetry.
Develop vocabulary skills.
Participating in group
discussions.
Reading and analysis
Prefixes, suffixes and base
words.



Descriptive paragraph –
Describe things vividly;
Expository paragraph –
Explains a process.
Allow students to discuss
on a topic and list
conclusions as well as the
pros and cons of the
discussion.
Allow students to read a
prose or poetry text:
1. Ask students questions
about setting, character,
author, etc.
2. Discuss text read.
Give a list of prefixes,
and suffixes with their
definitions. Ask them to
form new words by
adding a prefix and/or
suffix to a base word and
give the new meaning.
Other
Materials/Supplementary
Readings
Active Study English Dictionary
( Pearson)
Ask students to form groups
with each group discussing a
topic and making report on it.
Why Nobody Knows When He
Will Die (Longman)
Tales From Shakespeare
(Pearson)
Read and answer question from
“Murder in the cassava patch”
.Also identify the role of the
central character and the theme
Money Doubler
Murder In The Cassava Patch
(Longman)
Ebony Dust ( Longman)


Chalkboard, poster sheets,
flash cards
Newspapers, etc.
Define the following words:
1. Renewable
2. Un faithful
3. Mismanagement
Other essential evaluation
techniques
Quiz
Assignments
7
SEMESTER: ONE
GRADE: 7
PERIOD: III
TOPICS:
1. Verbs – Action and linking.
2. Adjectives – a) that tells how, which one, what kind, and how many;.
b) kinds of adjectives – e.g. Predicate adjective, demonstrative adjective. Etc.
3. Oral Communication – News paper in class.
4. Drama – Drama on child abuse.
5. Literature and reading comprehension.
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Name, identify and use action and linking verbs correctly;
2. Identify words that tell how, which one, what kind, how many;
3. Read and discuss newspapers in class;
4. Identify, read, act out dramas and plays;
5. Read and analyze prose and poetry.
OUTCOMES
Develop the skills in the
use action and linking
verbs correctly.
CONTENTS
1. Action verbs
a. work
b. play

2. Linking verbs
a. is
b. seem, sound
develop ideas in using
descriptive words.
Adjectives and its kinds:
1 a) adj. that tell how;
b) adj. that tell which one;

ACTIVITIES
Ask students to list words
that tell of action. List
them and use them in
sentences correctly.
Repeat same for linking
verbs.
Write an adjective before
each word:
1. ________ house
MATERIALS/RESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-1)
(Pearson)
B. Secondary Texts
Gateway to English For JSS 1
(Pearson)
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
Book 1 (University Press PLC,
2007)
EVALUATION
Essential tasks students
should be able to do:
Use the following verbs in
sentences:
1. sound
2. enjoy
3. play
4. appreciate
Define predicate adjective and
demonstrative adjective, and
give example of each.
8
c) adj. that tell what kind;
d) adj. that tell how many;
Demonstrate good
reading skills, and better
understanding about their
environs.
develop skills in reading
and acting out drama and
plays.
Read and summarize
prose and poetry.
2. Kinds of adjectives:
Predicate adj.; demonstrative
adj.; etc.
Newspaper in class.
Drama – Child abuse
Reading and analysis



2. ________ show
3. _______ behavior
4. _______dollar
5. _______ girl
Other
Materials/Supplementary
Readings
Active Study English Dictionary
( Pearson)
Ask students to
individually read portions
of a newspaper orally in
class and explain what
they have read.
Allow students to write
and act out a drama on
child abuse in the
community.
Assign a prose or poetry
work to the students, and
let them read and
summarize it.
Why Nobody Knows When He
Will Die (Longman)
Read/ Discuss a selected
literary work.
Tales From Shakespeare
(Pearson)
Money Doubler
Murder In The Cassava Patch
(Longman)
Ebony Dust ( Longman)


Comment on the moral of the
drama
Other essential evaluation
techniques
Quiz
Assignments Quiz.
Chalkboard, poster sheets,
flash cards
Newspapers, etc.
9
SEMESTER: TWO
GRADE: 7
PERIOD: IV
TOPICS:
1. The principal parts of verbs - Present; past; and past participle.
2. Adverbs and its kinds.
3. Double negatives and double comparisons.
4. The use of the Dictionary and Thesaurus.
5. Literature and Reading Comprehension.
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. State and use the principal parts of verbs correctly;
2. Identify and use various kinds of adverbs correctly;
3. Avoid the use of double comparison and double negative;
4. Gain ideas on the usage of the dictionary and Thesaurus;
5. Read and analyze prose and poetry.
OUTCOMES
List the principal parts
of verbs and their
conjugations.
CONTENTS
Principal parts of verbs
E.g. Present; past; past
participle.

ACTIVITIES
Ask students to conjugate the
verb go in the present, past and
past participle.
MATERIALSRESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-1)
(Pearson)
B. Secondary Texts
Gateway to English For JSS 1
(Pearson)
EVALUATION
Essential tasks students
should be able to do:
List the principal parts of
verbs and their conjugations.
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
Book 1 (University Press
PLC, 2007)
10
develop skills in using
adverbs in sentences.
Kinds of adverbs:
E.g.; Adverb of manner;
Adverb of time ; Adverb of
place; etc.

Write sentences using :
a) adverb of manner
b) adverb of time
c) adverb of place
Other
Materials/Supplementary
Readings
Active Study English
Dictionary ( Pearson)
List the kinds of adverbs,
and give examples of each.
Why Nobody Knows When
He Will Die (Longman)
Identify doublenegatives in composition
Double comparison and
double negative

Tales From Shakespeare
(Pearson)
Identify double-negatives in
Underline the correct word in
a given piece of work.
each sentence:
Money Doubler
1. John is (more taller, taller)
than Josephine.
2. I don’t have (no, any) money. Murder In The Cassava Patch
(Longman)
Ebony Dust ( Longman)
develop the skills of
using the Dictionary and
Thesaurus;
The usage of the
Dictionary and Thesaurus
Read and analyze
literary works.
Reading and analyzing
Prose and poetry


Give two guide words from a
dictionary/Thesaurus page
(Databank, Day stream);
Define the following words:
darn, dative, daub, dawn and
datum.
Assign story for students to read
and make report on what they
have read.


Chalkboard, poster sheets,
flash cards
Newspapers, etc.
Check the dictionary for
new words.
Make a book report on a
story read.
11
SEMESTER: TWO
GRADE: 7
PERIOD: V
TOPICS:
1. Prepositional phrases - a) adverbial phrase; b) adjectival phrase.
2. Degrees of adjectives and adverbs: positive, comparative, superlative.
3. Kinds of pronouns and their antecedents: E.g. Personal pronouns, etc.
4. Verbs: Regular and Irregular.
5. Paragraph writing: Descriptive paragraph.
6. Literature and Reading Comprehension.
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Identify prepositional phrases as adverbial or adjectival.
2. Compare adjectives and adverbs using degrees of comparison.
3. Identify pronouns and their antecedents.
4. Use regular and irregular verbs in their correct tenses.
5. Write descriptive paragraph.
6. Read and analyze prose and poetry.
OUTCOMES
Develop ideas of using
adverbial and
adjectival phrases in
sentences.
CONTENTS
Prepositional phrases:
1. adverbial phrases
2. adjectival “
Use adjectives and
adverbs in comparison.
Comparison of adjectives and
adverbs

Write effective
Pronouns and their antecedents


ACTIVITIES
Ask students to write
sentences using
adverbial and adjectival
phrases.
MATERIALS/RESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-1)
(Pearson)
B. Secondary Texts
Gateway to English For JSS 1
(Pearson)
Compare the following
words:
a) beautiful
b) dirty
c) silly
Ask students to
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
Book 1 (University Press PLC,
2007)
EVALUATION
Essential tasks students
should be able to do:
Define the following and
identify their use
a) Preposition
b) Phrase
c) adverb
d) adjective
Assign class work activities
on use of adjectives and
adverbs to be done in class.
Define antecedent?
12
sentences using
antecedents.
Develop ideas in using
tenses of regular and
irregular verbs.
Develop topics and
write paragraphs on
their own.
Using regular and irregular
verbs:
E.g. Regular Verbs:
Cook- cooked – cooked
Irregular verbs:
Eat- ate- eaten
Paragraph writing
E.g. Descriptive


underline the
antecedents in the
sentences below:
1. Flomo ate his rice.
2. We washed our
clothes.
Ask students to use the
following verbs in
correct sentences:
1. rung 2. raise
3. sang 4. sprung
Other
Materials/Supplementary
Readings
Active Study English
Dictionary ( Pearson)
Give two examples in
sentences, using an
antecedent.
Why Nobody Knows When He
Will Die (Longman)
What is a regular verb?
Give an example.
What is an irregular verb?
Give an example.
Ask students to write a
paragraph on the topic
“How our new school
building looks”.
Money Doubler
Tales From Shakespeare
(Pearson)
What is a descriptive
paragraph? Give an example.
Murder In The Cassava Patch
(Longman)
Ebony Dust ( Longman)
Reading and analyzing prose and
poetry

Assign students to read
a particular story and
make a book report.
(Group assignment)


Chalkboard, poster sheets,
flash cards
Newspapers, etc.
Write the main idea the story
portrays.
13
SEMESTER: TWO
GRADE: 7
PERIOD: VI
TOPICS:
1. Sentence patterns E.g. Pattern 4 – Subj. + action verb + d.o. + compliment; Pattern 6 – Subj. + linking verb + predicate adjective.
2. Writing autobiographies.
3. Making announcements (Oral communication).
4. Vocabulary development.
5. Literature and Reading comprehension.
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Write sentences using sentence pattern 4 and sentence pattern 6.
2. Write life stories about themselves.
3. Make announcements with proper enunciation and pronunciation.
4. Build up vocabulary skills by using antonyms and synonyms.
5. Read and analyze prose and poetry.
OUTCOMES
Develop skills in
writing sentences
using pattern 4 and
pattern 6.
Pupils appreciate and
develop the skills of
writing
autobiographies.
Develop and
demonstrate oral
communication
skills.
Develop their
vocabulary by using
CONTENTS
Sentence pattern 4 and pattern 6;
Eg. Pattern 4:
Subj. + action verb + d.o. + comp.
Eg. Pattern 6:
Subj. + linking verb + pred.
adjective
Writing autobiographies


ACTIVITIES
Ask pupils to write two
examples of sentences
in patterns 4 and 6.
Ask students to write
life stories about
themselves.
Making announcements (Oral
communication)
Ask students to make
announcement in class.
Antonyms and synonyms;
E.g. antonym

What is antonym?
Give an example.
MATERIALS/RESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-1)
(Pearson)
B. Secondary Texts
Gateway to English For JSS 1
(Pearson)
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
Book 1 (University Press PLC,
2007)
Other
Materials/Supplementary
EVALUATION
Essential tasks students
should be able to do:
Read a Newspaper and
identify the use of sentence
patterns 4 and 6.
Write short autobiographies.
write an announcement and
read it to the class.
Write 5 pairs of antonyms,
and 5 pairs of synonyms.
14
antonyms and
synonyms in
sentences correctly.
Develop literary
skills.
Up - down
Synonym
Glad - Happy
Analyzing and reading prose and
poetry

What is synonym?
Give an example.

Introduce a selected
prose passage and ask
students to read for
discussion.
Readings
Active Study English
Dictionary ( Pearson)
Why Nobody Knows When He
Will Die (Longman)
Identify the literary elements
used in the passage and
comment on their effect.
Tales From Shakespeare
(Pearson)
Money Doubler
Murder In The Cassava Patch
(Longman)
Ebony Dust ( Longman)


Chalkboard, poster sheets,
flash cards
Newspapers, etc.
15
SEMESTER: ONE
GRADE: 8
PERIOD: I
TOPICS:
1. Using parts of speech in sentences.
2. Sentence definition – Subject and Predicate.
3. Composition writing.
4. Making introductions.
5. The use of the Dictionary.
6. Literature and reading comprehension (Note: Figures of speech; Personification; simile; metaphor, etc)
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Identify and use parts of speech in sentences.
2. Define sentence and identify subject and predicate.
3. Write composition by developing topic sentences effectively.
4. Make introductions, organize conversation, and interviews.
5. Develop ideas on the usage of the dictionary.
6. Read and analyze prose or poetry.
OUTCOMES
CONTENTS
Demonstrate the skills in using Parts of speech in sentences
parts of speech in sentences.
based on functions
Use subject and predicate in
sentences correctly.
Using subject and Predicate;
Subject – What the
sentence is about


ACTIVITIES
Ask students to use the
following parts of speech
in sentences:
a) adjective
b) adverb
c) verb
d) pronoun
Ask students to read a
selected passage and
identify the use of subject
MATERIALS/RESOURCES
EVALUATION
A. Primary Text
Essential tasks students
Junior English Project for
should be able to do:
Secondary Schools (BK-2)
Read a Newspaper Article
(Pearson)
and identify the following;
a) adjective
b) adverb
B. Secondary Texts
Gateway to English For JSS 2 c) verb
(Pearson)
d) pronoun
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
Underline the subject once and
Book 2 (University Press PLC,
the predicate twice in the
2007)
following sentences listed
16
Predicate – Tells about
the subject
and predicate.
develop and write
composition.
Writing composition

Demonstrate an effective use
of oral communication skills.
Making introductions;
conversing and interviewing

develop skills in using the
Library.
Using the Library

Read and write summaries on
prose and poetry.
Reading and analysis

Ask students to discuss the
topic “What school means
to me”
Ask students to introduce
one another
Let students go to the
Library, and explain to
them how to use the
Library.
Assign pupils reading text
to read and discuss or
answer questions from text
read.
Other
Materials/Supplementary
Readings
Active Study English
Dictionary ( Pearson)
Why Nobody Knows When He
Will Die (Longman)
The Marriage of Wisdom
(Longman)
below:
1. The farmer and his wife
went home very late.
2. Young people like to dance
Write a one page composition
on the topic discussed.
Interview the principal of your
school on the state of the
school and write a report.
Ask students to make report
on the importance of the
Library.
Road to Romeo ( Longman)
Things Fall Apart (Longman)
Jelemu (Longman)
Ask students to read a poem
and analyze it based on the
structure and effect of literary
terms.
The African Child
Ebony Dust
Africa & Children
Injustices b/Backfire


Chalkboard, poster sheets,
flash cards
Newspapers, etc.
17
SEMESTER: ONE
GRADE: 8
PERIOD: II
TOPICS:
1. The tenses of verbs and their conjugations.
2. Using compound subjects and predicates + Direct and indirect Objects.
3. Paragraph development.
4. Oral communication (Announcement).
5. Vocabulary development (Synonyms and antonyms).
6. Literature and reading comprehension: Liberian Literature studies – Folklore, Biographies, etc.
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
i.
Conjugate verbs in given tenses.
ii.
Identify and use compound subjects and predicates, and direct and indirect objects.
iii.
Develop paragraphs by sticking to the topic.
iv.
Make announcements with proper enunciation and pronunciation.
v.
Develop their vocabularies through the use of synonyms and antonyms.
vi.
Read and analyze prose or poetry.
OUTCOMES
Conjugate verbs in the
various tenses.
Pupils develop skills using
compound subject and
predicate, direct and indirect
objects in sentences.
CONTENTS
Conjugation of verbs

Tenses: Present, past,
future, present perfect, past
perfect, future perfect
Compound subject and
predicate; Direct and
indirect objects.

ACTIVITIES
Conjugate the following
verbs in the six tenses:
a) eat
b) sing
Ask pupils to write two
sentences using
compound subject and
predicate, direct and
MATERIALS/RESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-2)
(Pearson)
B. Secondary Texts
Gateway to English For JSS 2
(Pearson)
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
Book 2 (University Press PLC,
2007)
EVALUATION
Essential tasks students
should be able to do:
List the six tenses, and give
an example of each.
Write a brief paragraph using
compound subject and
predicates.
18

indirect objects.
Ask pupils to develop a
topic sentence and write
on it. E.g. “ The food
that I like best.
Other
Materials/Supplementary
Readings
Active Study English
Dictionary ( Pearson)
Develop and write
paragraphs.
Paragraph development
Pupils develop and
appreciate making
announcements.
Develop vocabularies using
synonyms and antonyms.
Making announcements
(Orally)

Call on students to make
announcement in class.
Why Nobody Knows When He
Will Die (Longman)
Synonyms and antonyms

Write two pairs of
examples each for
synonym and antonym:
Synonyms: ____ ____
____ ____
Antonyms: ____ ____
_____ ____
The Marriage of Wisdom
(Longman)
Road to Romeo ( Longman)
Red a selected paragraph and
identify the following: topic
sentence, supporting
sentences, and concluding
sentence.
Organize an interview and
observe Lexis and structure,
pronunciation etc.
What is a synonym?
What is an antonym?
Give 5 pairs of examples for
each.
Things Fall Apart (Longman)
Jelemu (Longman)
The African Child
Ebony Dust
Africa & Children
Injustices b/Backfire


Pupils appreciate literary
works.
Analyzing and reading
prose and poetry

Ask students to discuss a
selected novel
Chalkboard, poster sheets,
flash cards
Newspapers, etc.
Poster sheets, chalkboard,
flash cards, etc.
Make a book report on the
selected novel.
19
SEMESTER: ONE
GRADE: 8
PERIOD: III
TOPICS:
1. Predicate nominative and predicate adjectives.
2. Pronouns (who and whom).
3. Verbs: Regular and irregular.
4. Phrases: Appositive.
5. Collateral reading: Book report, notices, etc.
6. Literature and reading comprehension.
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Identify predicate nominative and predicate adjective in sentences.
2. Use the pronouns who and whom in sentences.
3. Use regular and irregular verbs in sentences noting subject-verb agreement.
4. Identify and use appositive and appositive phrases in sentences.
5. Write reports, notices and plan outlines in groups.
6. Read and analyze prose and poetry.
OUTCOMES
Develop ideas in identifying
and using predicate
nominative and predicate
adjectives.
CONTENTS
Predicate nominative and
predicate adjectives
Use who and whom
effectively.
Using who and whom


ACTIVITIES
State the differences
between predicate
nominative and predicate
adjective, and give
examples of each in
sentences.
Discuss the use of who
and whom.
MATERIALSRESOURCES
EVALUATION
A. Primary Text
Essential tasks students
Gateway to English For JSS 2 should be able to do:
(Pearson)
State if the underlined word
is used as a predicate
nominative or predicate
B. Secondary Texts
Junior English Project for
adjective:
Secondary Schools (BK-2)
1. Jallah was the winner.
(Pearson)
(_______)
2. Jomah was happy.
Ayo Banjo, et al. New Oxford (________)
Secondary English Course for Underline the word used
Junior Secondary Schools –
correctly in the parenthesis:
Book 2 (University Press
1. (Who, Whom) took the red
20
PLC, 2007)
Demonstrate the ability to
use regular and irregular
verbs.
Regular and irregular
verbs
Develop ideas in using
phrases.
Phrases - Appositive
Develop skills in writing
notices, reports, etc. in
groups.
Collateral Reading:
a) Book report
b) Notices
c) Plan outlines



Use the following verbs
in sentences correctly:
1. send
2. borrow
3. learn
Other
Materials/Supplementary
Readings
Active Study English
Dictionary ( Pearson)
Why Nobody Knows When
He Will Die (Longman)
Give a short definition of
appositive, and appositive
The Marriage of Wisdom
phr Give a short
(Longman)
definition of appositive,
and appositive phrase ase
Road to Romeo ( Longman)
Assign students in
Things Fall Apart (Longman)
smaller groups to read
and make a report on
Jelemu (Longman)
what was read.
The African Child
Pupils appreciate reading
prose and poetry.
Reading and analysis

Let pupils read a poem
and state its:
1. Author
2. Setting
3. Mood
Ebony Dust
Africa & Children
t-shirt?
2. From (who, whom) did
you buy the fish?
Write a short talk using
regular and irregular verbs.
Underline the appositive
phrase in each sentence:
1. Kona, my wife’s sister,
will be here.
2. The car, a blue Toyota,
was stolen this morning.
Let the students (in groups)
report on topics in the
newspaper:
a) Health
b) Recent development
c) Foreign news
Write briefly on the
following aspects of the
poem: setting , mood and
form.
Injustices b/Backfire


Chalkboard, poster sheets,
flash cards
Newspapers, etc.
.
21
SEMESTER: TWO
GRADE: 8
PERIOD: IV
TOPICS:
1.
2.
3.
4.
5.
6.
Verbal and verbal phrases: E.g. Gerunds, participles, infinitives.
Kinds of Pronouns and their antecedents. E.g. Personal pronouns.
Writing composition: E.g. Essays, Business, and friendly letters.
The use of the Dictionary. E.g. Entry words, guide words, etc.
Studying Drama.
Literature and reading comprehension:
a) Study Poetry and its related terms. E.g. Imageries, symbolism
b) Learning and using figures of speech. E.g. Metonymy; Allegory.
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Identify and use verbals and verbal phrases.
2. Use pronouns and antecedents.
3. Write composition on given topics.
4. Identify entry words, guide words, origin of words, etc. in the dictionary.
5. Dramatize a Liberian or an African play.
6. Read and analyze prose and poetry.
OUTCOMES
Demonstrate skills using
verbal and verbal phrases.
Develop ideas in using
pronouns and antecedents
correctly in sentences.
CONTENTS
Verbal and verbal phrases:
Gerunds, participles and
infinitives.

Pronouns and their
antecedents

Writing composition

ACTIVITIES
Help students to write
example of sentences
containing:
a) Gerund
b) Participle
C) Infinitive
MATERIALS/RESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-2)
(Pearson)
B. Secondary Texts
Gateway to English For JSS 2
(Pearson)
Discuss examples of
Ayo Banjo, et al. New Oxford
pronouns and
Secondary English Course for
antecedents as used in
Junior Secondary Schools –
selected passages.
Introduce a topic that will Book 2 (University Press PLC,
EVALUATION
Essential tasks students
should be able to do:
Write the meaning of the
following words:
1. Gerund
2. Participle
3. Infinitive
What is an antecedent of a
pronoun?
What is a pronoun?
Write two paragraphs to
22
Demonstrate the ability to
argue using logic.
Pupils appreciate and
develop the skills in using
the Dictionary.
Pupils develop skills in
dramatizing plays.
lead to a debate.
Example: Money and
Education, which do you
prefer?
Argumentative Essay
Using Dictionary:
a) Entry word
b) Guide word
c) Origin of word
Studying Drama



Discuss the use of the
dictionary in class
Ask students to stage a
play let about HIV/AIDS
and act it out.
Allow students to read a
selected drama.
2007)
Other
Materials/Supplementary
Readings
Active Study English
Dictionary ( Pearson)
Why Nobody Knows When He
Will Die (Longman)
The Marriage of Wisdom
(Longman)
Road to Romeo ( Longman)
support your view on the topic.
Use the dictionary to define the
following words : Paragraph,
objective, punctuation etc.
Write your feelings on the
lessons learned and the role of
the characters.
Write a book report on selected
drama
Things Fall Apart (Longman)
Jelemu (Longman)
The African Child
Ebony Dust
Africa & Children
Injustices b/Backfire


Chalkboard, poster sheets,
flash cards
Newspapers, etc.
23
SEMESTER: TWO
GRADE: 8
PERIOD: V
TOPICS:
1. Adjectives and adverbs in comparison. E.g. comparative, superlative.
2. Clauses: Independent and subordinate clauses.
3. Punctuations: E.g. Apostrophes; Quotation; semicolon; Colon; etc.
4. Letter writing – Application.
5. Oral communication – speeches.
6. Literature and reading comprehension: E.g. Liberian Literature.
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Compare adjectives and adverbs using degrees of comparison.
2. Identify and use subordinate clauses.
3. Use punctuation marks correctly.
4. Write letters of application.
5. Give short speeches in class.
6. Read and analyze prose and poetry.
OUTCOMES
develop skills in using
the comparatives and
superlatives of a variety
of adjectives adverbs.
CONTENTS
Adjectives and adverbs
in comparison


ACTIVITIES
Write on the
chalkboard “The
ocean is ____ than
the sea” and
“Monrovia is the
______ city in
Liberia.”
Have students fill in
the blank spaces in
ten different ways.
Discuss their
responses.
Write notes on
adjectives and
MATERIALS/RESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-2)
(Pearson)
B. Secondary Texts
Gateway to English For JSS 2
(Pearson)
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
Book 2 (University Press PLC,
2007)
EVALUATION
Essential tasks students
should be able to do:
Write a paragraph using
the degrees of
comparing adjectives
and adverbs.
24
Develop and
demonstrate the skills in
using independent and
dependent clauses when
communicating.
Identify
role of punctuation
marks in clarifying
speech pauses when
communicating.
Clauses:
- Independent
- Subordinate


Punctuations:
- Apostrophe
- Quotation
- Semicolon
- Colon


Write varying types of
letters.
Letter writing Applications



develop skills in speech
making.
Oral communication Speeches


adverbs comparison.
Teacher must lead a
discussion on the
kinds of clauses.
Define that a clause
is, independent and
subordinate clauses
and give examples.
Teacher must write a
sample letter
omitting the
punctuation marks,
and have
Students do
punctuation of
sentences in the
letter. Discuss their
responses. Write
notes on punctuation
marks.
Let students apply
for a local
scholarship.
Lead a class
discussion about at
least four different
student samples.
Strengthen their
strengths, and clarify
their weaknesses.
Let students listen to
an impromptu
speech.
Lead a class
discussion about the
features of the
Other
Materials/Supplementary
Readings
Active Study English
Dictionary ( Pearson)
Read a selected passage
and identify the clauses
and give their kind.
Why Nobody Knows When He
Will Die (Longman)
The Marriage of Wisdom
(Longman)
Dictate a passage to the
students and have pupils
write and punctuate the
passage.
Road to Romeo ( Longman)
Things Fall Apart (Longman)
Jelemu (Longman)
The African Child
Ebony Dust
Africa & Children
Injustices b/Backfire


Write an application in
response to an
advertisement in the
local media.
Chalkboard, poster sheets,
flash cards
Newspapers, etc.
Make a three minute
speech on any
interesting topic.
25
Reading and analysis

Read and analyze prose
and poetry.

speech.
Let studentsread a
poem by an African
Poet.
Lead a class
discussion about the
theme of the Poem,
and the author’s
style.
Discuss the theme and
author’s style as used in
the selected poem.
26
SEMESTER: TWO
GRADE: 8
PERIOD: VI
TOPICS:
1. Adjectives and adverbs in comparison. E.g. comparative, superlative.
2. Clauses: Independent and subordinate clauses.
3. Punctuations: E.g. Apostrophes; Quotation; semicolon; Colon; etc.
4. Letter writing – Application.
5. Oral communication – speeches.
6. Literature and reading comprehension: E.g. Liberian Literature
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Compare adjectives and adverbs using degrees of comparison.
2. Identify and use subordinate clauses.
3. Use punctuation marks correctly.
4. Write letters of application.
5. Give short speeches in class.
1. Read and analyze prose and poetry.
OUTCOMES
Develop
voice intonation in becoming
better speakers.;
CONTENTS
Verb usage - Active and
passive voice


Communicate clearly by
identifying pronouns and
their antecedents when
speaking and writing.
Kinds of Pronouns and
their antecedents

ACTIVITIES
Lead a class discussion
on the usage of the
active and passive
voice
Let students change
active voice sentences
to passive voice and
vice-versa.
Write sentences using
the antecedents and
omitting the pronouns.
Ask pupils to
brainstorm pronouns
that can complete each.
MATERIALS/RESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-2)
(Pearson)
EVALUATION
Essential tasks students
should be able to do:
Read a selected passage and
identify the use of active and
passive voice.
B. Secondary Texts
Gateway to English For JSS 2
(Pearson)
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
Book 2 (University Press PLC,
2007)
27
Identify and write sentences
using conjunctions and
interjections.
Use of conjunctions and
interjections



Identify the role verbal play
in communication.
Verbal and clauses

Identify the role clauses play
in clarifying a written report.

Discuss their responses. Other
Materials/Supplementary
Readings
Students brainstorm a
list of interjections; use Active Study English
Dictionary ( Pearson)
each in a sentence and
give each meaning as
Why Nobody Knows When He
used in a sentence.
Lead a class discussion Will Die (Longman)
about their responses to
The Marriage of Wisdom
clarify meaning of
(Longman)
interjections.
Let students define
Road to Romeo ( Longman)
conjunction and give
examples.
Lead a class discussion Things Fall Apart (Longman)
about the kinds of
conjunctions, and usage Jelemu (Longman)
of each kind.
Let students brainstorm The African Child
the kinds of verbal and
Ebony Dust
their usage. Teacher
clarify meaning by
Africa & Children
giving definition and
examples, and have
Injustices b/Backfire
pupils write four
examples in sentences
 Chalkboard, poster sheets,
for each verbal.
flash cards
Let pupils identify the

Newspapers, etc.
types of clauses used in
four given compound,
complex, sentences.
Teacher lead a class
discussion about the
responses, and clarify
meaning by giving
definition and meaning.
Write sentences using
conjunction and interjection.
Read a newspaper and
identify verbal and clauses.
28
Describe the role that the
Library plays in enhancing a
research project.
Uses of the Library

Understand that HIV/AIDS
has a high risk perception
and therefore leads to an
unhealthy life.
Literature and Reading
Comprehension



Let the class make a
field trip to a local
Library and the
students make a report
about the uses of the
Library.
Let students read an
article about
HIV/AIDS. Teacher
leads a class discussion
about the impact of
AIDS from the article.
Let pupils dramatize
about HIV/AIDS.
Let pupils write an
essay about HIV/AIDS
in Liberia
Carry out a library research
on a topic.
Write an article on
HIV/AIDS in Liberia.
29
SEMESTER: ONE
GRADE: 9
PERIOD: I
TOPICS:
1. Capitalization and punctuations.
2. Verbs: Transitive and intransitive.
3. Writing Compositions: Note chronological order, order of importance, etc.
4. Vocabulary development (Synonyms and antonyms).
5. Literature and reading comprehension (Note: A study of Liberian short story and its elements.
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Capitalize and use punctuation marks correctly.
2. Identify and use transitive and intransitive verbs in sentences.
3. Write composition with regards to order of paragraph development.
4. Develop their vocabulary by use of antonyms and synonyms.
5. Read and analyze prose or poetry.
OUTCOMES
Develop the skills in
using punctuation marks
in sentences and
paragraph writing.
Demonstrate skills in
writing sentences using
transitive and
intransitive verbs.
CONTENTS
Capitalization and
punctuation marks
Transitive and
intransitive verbs
E.g. Transitive:
I forgot the key to my
locker today.
E.g. Intransitive:
The band played during
half time. (No direct
object)




ACTIVITIES
Write several
sentences on the
chalkboard And Ask
students to punctuate
them.
Ask students to write
3 sentences using
transitive verbs and
3 sentences using
intransitive verbs.
An action verb that
has an object is
transitive.
An action verb that
MATERIALS/RESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-3)
(Pearson)
B. Secondary Texts
Gateway to English For JSS 3
(Pearson)
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
Book 3 (University Press PLC,
2007)
EVALUATION
Essential tasks students
should be able to do:
Dictate a passage to
students. Tell them to
capitalize and punctuate
the passage correctly.
Answer the following
questions:
1. What is a transitive
verb?
Give 5 examples in
sentences.
2. What is an
intransitive verb?
Write 5 examples using
30
Develop skills in
writing paragraphs in
chronological order.
Develop and
demonstrate vocabulary
skills by using
synonyms and antonyms
in sentences correctly.
Develop skills to
appreciate literary
works.
Writing Composition
a) Chronological order
b) Order of importance
Antonyms and
synonyms:
E.g. Antonyms are
words with opposite
meaning
E.g. Synonyms are
words with same
meaning
Analyzing and reading
Prose and poetry,
including magazines,
etc.


has no object is
intransitive.
Ask to write on a
given topic.
“How to prepare
palm-butter”
Other
Materials/Supplementary
Readings
The Rain & the Night
Two weeks after the Wedding
The Abandoned Child

Identify objects of
varying sizes and
colors and ask the
students to compare
and contrast them.
The African Child
The Adventure of Tom Sawyer
(Longman)
African Interior Mission

.
Assign story for
students to read
discuss in class.
Active Study English
Dictionary ( Pearson)
complete sentences.
Write two paragraphs on
an interesting topic.
Observe the use of the
various orders in
paragraph development.
1. Write the synonyms
for the following words:
a) glad ______
b) sweet ____
c) down _____
2. Write antonyms for
the following words:
a) tall ______
b) ugly _____
c)famous ____ etc.
Write a two page
summary of the story.
Road to Romeo ( Longman)
Things Fall Apart (Longman)
Jelemu (Longman)
The African Child
Ebony Dust

Chalkboard, poster sheets,
flash cards
31
SEMESTER: ONE
GRADE: 9
PERIOD: II
TOPICS:
1. Verbs: Principal parts and its tenses.
2. Nouns – Predicate nominatives direct objects.
3. Phrases: Prepositional adverbial and adjectival.
4. Announcements, speeches, talks etc.
5. Literature and reading comprehension (Note: Poetry writing and study:
a) Simple lyric poems (Ebony dust);
b) Write biography of any famous Liberian;
c) Differentiate between biography and auto biography.
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Identify and use the principal parts of verbs and its tenses.
2. Use predicate nominative and direct objects in sentences.
3. Identify and use various kinds of phrases.
4. Make announcements.
5. Read and analyze prose or poetry.
OUTCOMES
Pupils develop skills in
identifying and using the
principal parts of verbs
and its tenses.
CONTENTS
Verbs:
1. Principal parts
2. Tenses
Recognize nouns as
predicate nominative or
direct object in sentences.
Predicate nominative and direct
object


ACTIVITIES
Write regular and
irregular verbs on flash
cards. Ask each pupil to
give either the past or
past participle of each
verb.
Define predicate
nominative and direct
object. Give examples
of their uses in
sentences and ask pupils
to do same.
MATERIALS/RESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-3)
(Pearson)
B. Secondary Texts
Gateway to English For JSS 3
(Pearson)
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
EVALUATION
Essential tasks students
should be able to do:
Read a passage and identify
the principal parts of the
verbs.
Ask students to use the
following words in
sentences as a predicate
nominative and then as
direct objects: a. ball b.
desire
32
Develop ideas in using
various kinds of phrases.
Phrases:
1. Prepositional
2. Adverbial
3. Adjectival

Making announcements

Develop ideas in writing
and making announcement
on given subject.
Reading and analysis of poetry

Write, read and analyze
poems.


Write examples of kinds
of phrases on
chalkboard. Label them
as adjectival and
adverbial phrases. Let
students write examples
of adjectival and
adverbial phrases.
Give students various
topics or subjects to
prepare announcements.
Let them individually
read out the
announcement. Discuss
with class their
weaknesses and
strengths.
Allow students
to read a poem (Ebony
Dust) and discuss it in
class.
Write a biography of
any famous Liberian.
Differentiate between
biography and
autobiography.
Book 3 (University Press PLC,
2007)
Read a selected passage and
identify prepositions as
adverbs and adjectives
Other
Materials/Supplementary
Readings
The Rain & the Night
Two weeks after the Wedding
The Abandoned Child
The African Child
Ask students to bring
newspapers to school. Let
each student make a list of
the purpose, time, place and
writer of each
announcement.
The Adventure of Tom Sawyer
(Longman)
African Interior Mission
Active Study English
Dictionary ( Pearson)
Discuss the following in
relation to the poem read:
theme, form, imagery, and
mood
Road to Romeo ( Longman)
Things Fall Apart (Longman)
Jelemu (Longman)
The African Child
Ebony Dust

Chalkboard, poster sheets,
flash cards
33
SEMESTER: ONE
GRADE: 9
PERIOD: III
TOPICS:
1. Agreement of subject and verb.
2. Writing Compositions: Note – Application, order, request, inquiry, etc.
3. Reviewing past WAEC papers.
4. Literature and reading comprehension (Note: Liberian Literature – The Rain and the Night) .
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Form the comparative and superlative of adjectives and adverbs.
2. Make verbs agree with subjects in sentences.
3. Write different kinds of business letters.
4. Introduce an elder to a minor and vice-versa.
5. Read and analyze prose or poetry.
OUTCOMES
Develop ideas in using verb
s that agree with the subject.
CONTENTS
Subject-verb agreement
ACTIVITIES

Write a series of
sentences with subjectverb errors and ask
students make
corrections.
MATERIALSRESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-3)
(Pearson)
EVALUATION
Essential tasks students should be
able to do:
Write 5 sentences on your own; make
sure that the subject agrees with the
verb.
B. Secondary Texts
Gateway to English For JSS 3
(Pearson)
Demonstrate the ability to
write different forms of
formal letters.
Kinds of Business Letters:
E.g. Letters of application,
order, request, inquiry, etc.

Discuss the various
forms of letters and
illustrate appropriate
formats.
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
Book 3 (University Press
PLC, 2007)
Other
Write one letter on each of the
following:
a. order
b. request
c. Inquiry
d. complaint etc.
34
Apply the basic skills in
answering examination
questions.
Reviewing pas Exam
questions
Develop and appreciate
reading prose and poetry.
Reading and analysis of
prose and poetry


Review past questions
with students and
provide model answers
Ask pupils to read at
least two chapters from a
selected text.
Materials/Supplementary
Readings
The Rain & the Night
Write answers to selected past Exam
questions.
Two weeks after the Wedding
write a short summary of the selected
based on theme ,structure ,characters
etc.
The Abandoned Child
The African Child
The Adventure of Tom Sawyer
(Longman)
African Interior Mission
Active Study English
Dictionary ( Pearson)
Road to Romeo ( Longman)
Things Fall Apart (Longman)
Jelemu (Longman)
The African Child
Ebony Dust

Chalkboard, poster sheets,
flash cards
35
SEMESTER: TWO
GRADE: 9
PERIOD: IV
TOPICS:
1. Nouns: Proper, common, collective, abstract, concrete.
2. Verbal: Gerunds, participles and infinitives.
3. Composition and its kinds: Creative, descriptive, argumentative, etc.
4. Using the Library: Library arrangement, reference materials.
5. Literature and reading comprehension (Note: a) Complete Liberian Literature:
a) The Rain and the Night.
b) Study African Authors (African Child)
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Identify and use kinds of nouns.
2. Identify kinds of verbal and use them correctly in sentences.
3. Develop different kinds of compositions.
4. Develop Library skills.
5. Read and analyze prose or poetry.
OUTCOMES
Classify nouns based on
function and use in a
sentence.
Demonstrate skills in using
verbal, thus bringing varieties
to how they communicate.
CONTENTS
Nouns
- Common
- Proper
- Collective
- Abstract
-concrete
-compound
Verbal
- Gerund
- Participles



ACTIVITIES
Write the four types of
nouns on the chalkboard,
and have students suggest
five examples of each
type.
Lead a class discussion
about their suggestions to
clarify meaning, and give
brief notes.
Let students brainstorm
what a verbal is and give
examples.
MATERIALS/RESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-3)
(Pearson)
EVALUATION
Essential tasks students
should be able to do:
Read a selected passage and
identify the six types of
nouns.
B. Secondary Texts
Gateway to English For JSS 3
(Pearson)
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
Book 3 (University Press PLC,
Read a selected passage and
identify verbal as used.
36
- Infinitives
- Phrases
2007)


Develop and apply basic
writing skills.
Composition
- Creative
- Descriptive
- Argumentative
-expository


Identify the role of Literature
in reliving the past to prepare
for the future.
Using the Library
- Library arrangement
- Reference materials
Literature
Let teacher write brief
notes on the chalkboard.
Let students write a
descriptive paragraph
about their classroom.
Lead a class discussion
about the strengths and
weaknesses of five of the
students’ samples.

Outline the features of a
descriptive paragraph.

Lead a class panel
discussion on Education
for Girls’ merits and
demerits.

Demonstrate the ability to use
the library for research.
Discuss their responses to
clarify meaning.


Outline the features of a
argumentative paragraph.
Lead the students on a
guarded tour of a local
Library. Have a question
and answer period with
the Librarian.
Let students brainstorm
the activities of the
traditional school as
portrayed in a selected
African prose
Other
Materials/Supplementary
Readings
The Rain & the Night
Two weeks after the Wedding
Write a descriptive essay
about their school campus or
town.
The Abandoned Child
The African Child
The Adventure of Tom Sawyer
(Longman)
Write an article supporting or
against the topic “Should
Girls have Equal Right to
Education as boys’?
African Interior Mission
Active Study English
Dictionary ( Pearson)
Road to Romeo ( Longman)
Things Fall Apart (Longman)
Jelemu (Longman)
The African Child
Write a report about the uses
of a Library.
Ebony Dust

Chalkboard, poster sheets,
flash cards
Write an essay about “The
importance of Traditional
Education in the twenty-first
century”.
37

Lead a class discussion
about the importance of
the traditional school in
the twenty-first century.
SEMESTER: TWO
GRADE: 9
PERIOD: V
TOPICS:
1. Parts of speech: Conjunction, interjection and preposition.
2. Types of sentences and their uses: Simple, compound and complex.
3. Clauses: Dependent and independent.
4. Dramatization.
5. Literature and reading comprehension (Note - a) Write autobiography; b) Literary terms).
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. List the parts of speech and use them in sentences.
2. Identify types of sentences and use them properly.
3. Use dependent and independent clauses in composition work.
4. Stage a drama on good Governance.
5. Read and analyze prose or poetry.
38
OUTCOMES
CONTENTS
Develop skills in the usage Conjunctions,
of conjunctions,
Prepositions and
interjection and
Interjections
preposition in constructing
sentences.



Develop skills in proper
sentence construction.
Demonstrate the ability
and skills in using clauses
in constructing sentences.
Simple, compound and
complex sentences
Dependent and
Independent clauses


ACTIVITIES
Ask students to list
words that show
relations between other
words (connectives).
MATERIALSRESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-3)
(Pearson)
Group them as either
conjunctions or
prepositions and let
students use them in
sentences, showing
words or group of
words they connect.
B. Secondary Texts
Gateway to English For JSS 3
(Pearson)
Define interjection and
give examples. Let
pupils class them as
either strong or mild
feelings.
Allow the students to
bring newspapers to
school. Let them go
through them, circling
the simple sentences,
underlining the
compound sentences
once, and the complex
sentences twice.
Class group of words
with subject and verb
as dependent, if it
cannot stand alone and
as independent, if it can
stand alone. Let pupils
EVALUATION
Essential tasks students should be able
to do:
Read the current edition of a local
Newspaper and identify the conjunctions,
prepositions ,and interjections.
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
Book 3 (University Press
PLC, 2007)
Other
Materials/Supplementary
Readings
The Rain & the Night
Two weeks after the Wedding
The Abandoned Child
Read a speech delivered by a high profile
individual and search for subject-verb
errors, also identify simple, compound, and
complex sentences, etc.
The African Child
The Adventure of Tom Sawyer
(Longman)
African Interior Mission
Active Study English
Dictionary ( Pearson)
Define dependent and independent clause,
and write two examples of each in
sentences.
39
Apply good governance
and good leadership in the
class room ability.
Read prose materials with
clarity and
comprehension.
Drama – Good
governance
Writing Autobiography
Literary terms


give examples of their
own.
Allow students to
organize themselves in
groups and stage a
drama acting the House
of Representatives in
session. Identify and
comment on their
weaknesses and
strengths.
Lead students into a
discussion about the
elements of an
autobiography.
Road to Romeo ( Longman)
Things Fall Apart (Longman)
Jelemu (Longman)
The African Child
Write a composition on your thought about
governance. Also write on the
parliamentary procedure used in the drama.
Ebony Dust

Chalkboard, poster sheets,
flash cards
Write a life story about themselves
(Curriculum Vitae), including date of birth,
place of birth, school attended, etc.
Give more Literary terms on Prose and
Poetry.
40
SEMESTER: TWO
GRADE: 9
PERIOD: VI
TOPICS:
1. Kinds of personal pronouns and their uses.
2. Types of sentences – sentence patterns.
3. Parts of speech: Verb, pronoun, adverb, adjective, etc.
4. Subject-verb agreement.
5. Capitalization and punctuation.
6. Writing composition: Argumentative, Expository.
7. Literature and reading comprehension (Note: Review Biography and elements of short story).
SPECIFIC OBJECTIVES:
Upon completion of these topics, students will be able to:
1. Identify and use personal pronouns.
2. Develop different types of sentence patterns.
3. Identify and use parts of speech in sentences.
4. Make verbs to agree with subjects in sentences.
5. Capitalize and use punctuation marks correctly.
6. Develop kinds of compositions.
7. Read and analyze prose or poet.
OUTCOMES
Demonstrate the skills in
identifying and using personal
pronouns in sentences
correctly.
CONTENTS
Identifying and using
personal pronouns
Apply the use of different
sentence patterns.
Types of sentence patterns:
E.g. Sentence pattern four:
Subject + action verb + Direct


ACTIVITIES
Ask students to use the
following personal
pronouns in sentences:
a) they b) we c) us
d) she e) their
Ask students to write
sentences using sentence
pattern four method
MATERIALS/RESOURCES
A. Primary Text
Junior English Project for
Secondary Schools (BK-3)
(Pearson)
B. Secondary Texts
Gateway to English For JSS 3
(Pearson)
Ayo Banjo, et al. New Oxford
Secondary English Course for
Junior Secondary Schools –
EVALUATION
Essential tasks students
should be able to do:
Write 10 personal pronouns,
and use same in complete
sentences.
Write a one page composition
on any topic of interest and
identify the use of sentence 4
41
Demonstrate the skills and
ability needed to effectively
identify and use parts of
speech in sentences.
object + Complement
Eg. Sentence pattern six:
Subject + linking verb +
Predicate adjective
Using parts of speech in
sentences
E.g. Nouns, pronouns,
adjectives, etc.

Develop skills in using verb
that agrees with its subject.
Subject-verb agreement
E.g. He (is, are) my friend.
They (was, were) going home.

Demonstrate skills in using
punctuation marks in
sentences and paragraph
writing.
Capitalization and
punctuation marks.

E.g. We elected Mulbah
President.
Subj. action verb D.O.
Complement.
Ask students to write
sentences using the
following parts of speech:
a) adjective
b) adverb
c) Preposition, etc.
Underline the correct verb
usage in each of the
sentences listed below:
a) Pewee and Flomo ( are ,
is) studying.
b) She (is, are, was) sick
yesterday. Etc.
Write several sentences on
the chalkboard and ask
students to punctuate them
correctly.
Book 3 (University Press PLC,
2007)
Other
Materials/Supplementary
Readings
The Rain & the Night
Two weeks after the Wedding
The Abandoned Child
The African Child
The Adventure of Tom Sawyer
(Longman)
African Interior Mission
Active Study English
Dictionary ( Pearson)
Road to Romeo ( Longman)
Things Fall Apart (Longman)
Jelemu (Longman)
The African Child
Ebony Dust
 Chalkboard, poster sheets,
flash cards
and 6.
Read a selected passage and
identify all of the adjectives,
adverbs and prepositions as
used..
Explain in their own words
what is meant by subject-verb
agreement.
Dictate a passage to the
students and
tell them to capitalize and
punctuate the passage
correctly.
42
The printing of the National Liberian Curriculum is provided by ECSEL - European Commission Support for Education in Liberia