• Describe the abovementioned sounds;
• Identify the letters that can produce the sounds; 
• Provide many examples of words with the aforementioned sounds;
• Make sentences using the sounds in various words. 

Step II: The teacher introduces the topic.

Step III: The teacher contrasts the sounds in words and sentences.

Step IV: The students listen to a model and imitate and the teacher guides the students on how to contrast the sounds with a given exercise.

Step V: The teacher assesses students’ exercises.

1. /əʊ/:
   • This diphthong is found in words like “no,” “go,” and “show.”
   • Mouth Position: Glide quickly between the two sounds. The first sound is more important than the second. It is essential to start this sound in a central position.
2. Imagine saying “no” while transitioning smoothly from the central /ə/ to the back /əʊ/:
   •  sound.
3. /ɔɪ/:
   • This diphthong appears in words like “boy,” “oil,” and “coin.”
   • Mouth Position: Glide quickly between the two sounds. The first sound is more important than the second. The tongue starts at the back with the lips rounded (/ɔ/), then moves forward as the lips relax (/ɪ/).
   • Picture saying “boy” as you move from the rounded back /ɔ/ to the front /ɪ/ sound.

New Concept Textbook: Exercise III, numbers 1-5, page 82.

1. State the meaning of ‘used to’ and ‘would’;
2. Make sentences and tell stories with ‘used to’ and ‘would’;
3. Complete sentences with ‘used to’ and ‘would’
4. Correct sentences that are wrongly made with ‘used to’ and ‘would’.

Step II: The teacher gives the students an overview of the concept and all it entails.

Step III: The teacher allows the students to ask questions and answers accordingly.

Step IV: The teacher assesses the students to ensures the students understand what is taught. 

• I used to play chess every day. (I played chess every day in the past, but I don’t play chess now)
• I would play chess every day. (Same meaning as above)

However, there are some differences between them:

• ‘Used to’ can be used with both action verbs and state verbs, but ‘would’ can only be used with action verbs. State verbs are verbs that describe a state or condition, such as be, have, know, like, etc. For example:
• I used to be shy. (Correct)
• I would be shy. (Incorrect)
• She used to have long hair. (Correct)
• She would have long hair. (Incorrect)
• ‘Would’ conveys the idea that the speaker is reminiscing or nostalgic about the past, while ‘used to’ is more neutral. For example:
• When I was a child, I would go to the park with my grandfather. (The speaker is remembering a happy memory)
• When I was a child, I used to go to the park with my grandfather. (The speaker is stating a fact)
• ‘Used to’ has a negative form (didn’t use to) and a question form (did … use to), but ‘would’ does not. For example:
• I didn’t use to like broccoli, but now I do. (Correct)
• I wouldn’t like broccoli, but now I do. (Incorrect)
• Did you use to play soccer when you were young? (Correct)
• Would you play soccer when you were young? (Incorrect)

1. I didn’tlive in this city.
2. Weoften go on holiday.
3. When I was a child, wehave a dog.
4. Sheas a teacher for many years.
5. As a student, he neverhave any money.
6. Did youlike playing football at school?
7. There nevera coffee shop here.
8. My dadalways read to me before bed.

1. We …………………………… go swimming every weekend.

would

used to

Either could be used here

2. There …………………………. be a coffee shop in that corner.

would

used to

Either could be used here

3. She …………………………. spend hours talking to herself.

would

used to

Either could be used here

4. When I was a kid, I …………………………… swim a lot.

used to

would

Either could be used here

5. There was no chance that my letter ……………………………… arrive in time.

used to

would

Either could be used here

6. On that train, he first met the woman he ………………………………. one day marry.

would

used to

Either could be used here

7. I wish you …………………………………. get angry so easily.

would not

used not to

Either could be used here

8. She asked if I ………………………….. like some advice.

used to

would

Either could be used here

9. He …………………………… smoke.

would

used to

10. I …………………………. like football, but now I don’t.

would

used to

Either could be used here

11. You …………………………… hate him, didn’t you?

used to

would

Either could be used here

12. I always ……………………………. be afraid of spiders.

would

used to

Either could be used here

Antonyms.

• Preview passages
• Read a given passage carefully. 
• Recall salient points in a given passage.
• Review the passage. 

Step II: The teacher previews passages with the students

Step III: The teacher alongside the students recalls salient points in the given passage displayed on the PPT

Step IV: The teacher alongside the students reviews the given passage and answer the questions on it.

An antonym is a word that has the exact opposite meaning to another.

1. Describe formal letters;
2. Describe informal letters;
3. Compare formal and informal letters in terms of audience, tone, features and content.

Step II: The teacher explains the content in details, allows questions and answers accordingly.

Step III: The teacher leads the students to create an outline for the given formal letter topic. She however marks their exercise, making corrections where necessary.

Formal and informal letters are different in the following ways:

• Formal letters are written for official or professional communication, while informal letters are written for casual or personal communication.
• Formal letters follow specific formats and conventions, while informal letters have a more flexible structure and style.
• Formal letters use formal language and tone, while informal letters use everyday language and conversational tone.
• Formal letters typically include a heading, salutation, body, closing, and signature, while informal letters may not include all of these elements.

Exams are around the corner but your family will be travelling for the grandfather’s burial ceremony in your state. Write a letter of permission informing the principal of this development.

2. Draft the first paragraph starting with the addresses of this letter using the outline generated.

You are required to write in not less than 250 words.

1. Discuss events in the drama text scene by scene;
2. Retell the story;
3. Dramatize the story;
4. Summarise the scenes.

Step II: The teacher gives the students an overview of the concept and all it entails.

Step III: The teacher allows the students to ask questions and answers accordingly.

Step IV: The teacher assesses the students to ensure the students understand what is taught. 

The play is about the families of Mr. Israel who is the husband of Mrs. Esther and Mrs. Doris. Doris is the first wife of Mr. Israel but she has no child. Doris and Israel have been together for long even when Israel does not have anything. Doris endures with him and assists him a lot.