NEW Excellence in English ECOND S A R R O Y I N U J E T 3 D E I A U C H E R ’ S G CURRENT NERDC Curriculum FREE DIGITAL NEW Excellence in English ECOND S A R R O Y I N U J E T D 3 I E A U C H E R ’ S G Contributors/Reviewers: E.T. Kolawole T. Oduseso Published by Cambridge University Press University Printing House, Cambridge CB2 8BS, United Kingdom Distributed in Nigeria by Cambridge University Press Nigeria Ltd 252E Muri Okunola Street, Victoria Island, Lagos State, Nigeria Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781108789707 © Cambridge University Press 2020 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2016 New edition published 2020 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 ISBN 978-1-108-78970-7 Paperback Authors: Liz Sparg, Nicole Levine, Louise Rapley, Tracy Wiles Editor: Gudrun Elliott Designer: Mellany Fick Typesetter: Baseline Publishing Services Illustrators: Will Alves, Sue Beattie, Rassie Erasmus Cover image by: krisanapong detraphiphat/GettyImages Every effort has been made to trace copyright holders. Should infringements have occurred, please inform the publishers who will correct these in the event of a reprint. If you want to know more about this book or any other Cambridge University Press publication, phone us at +234 703 844 5052 or send an e-mail to [email protected] Contents Introduction .............................................. 1 Evaluation tools........................................... 1 Term 1 Module 1 Back to school ................................... 4 Module 2 Making new friends .............................. 6 Module 3 Heroes and heroines.............................. 8 Module 4 Road safety .................................... 11 Module 5 Travelling by air ................................ 13 Module 6 Respect ....................................... 15 Module 7 Crime and corruption ............................ 17 Module 8 A cleaner, greener Earth.......................... 19 Module 9 Taking responsibility............................. 21 Module 10 Revision ....................................... 23 Term 2 Module 1 Patriotism for our country ........................ 26 Module 2 Sport ......................................... 28 Module 3 The media ..................................... 31 Module 4 School subjects ................................. 32 Module 5 Consumer rights ................................ 33 Module 6 The right to education ........................... 35 Module 7 Drugs ......................................... 37 Module 8 Jobs – providing services ......................... 39 Module 9 Film stars ...................................... 41 Module 10 Revision ....................................... 43 Term 3 Module 1 Should differences divide us? ..................... 46 Module 2 Keeping the peace .............................. 48 Module 3 Peer pressure................................... 50 Module 4 People who inspire us............................ 52 Practice Examination 1: Answers ............................ 55 Practice Examination 2: Answers ............................ 57 INTRODUCTION English is the official national language and • Engage with their other school subjects more medium of instruction in Nigeria. It is a meaningfully compulsory subject offered at both the Basic • Communicate with people effectively in Education Certificate Examination (BECE) everyday life and the Senior Secondary School Certificate • Understand important national and Examination (SSSCE). It is therefore an international issues extremely important subject, not only in the • Feel proud to be a citizen of Nigeria. school context, but in the wider context of communicating effectively in Nigeria. Evaluation This Excellence in English Junior Secondary Evaluation plays a central role in the teaching and course has been carefully developed by learning of English. Evaluation has two purposes: international and Nigerian educational experts, • It measures the level of each student’s and offers the following components: acquisition of the performance objectives • A Student’s Book written in accessible specified in the NERDC curriculum. language to enable understanding and • It enables the teacher to monitor each learning. The Student’s Book is also student’s development to identify areas of available in digital format. weakness or strength, and to offer extra • A Teacher’s Guide, providing answers support or enrichment where needed. for the activities in the Student’s Book. The Teacher’s Guide is only available in There are two types of evaluation that need to digital format. happen in the school year: • A Workbook with activities to consolidate • Formative evaluation important skills learnt in the Student’s Book. • Summative evaluation There is also an audio-visual Phonics Formative evaluation Programme that can be accessed free of This happens continuously during class charge from the Cambridge University instruction. It can take the form of teacher, website (www.cambridge.org). It can be used peer- or self-evaluation. to help students recognise and pronounce • Teacher-evaluation: This can be formal English sounds. or informal. – Informal evaluation can be done The purpose of the English throughout the year by the teacher’s observation of each student’s progress in Studies curriculum classroom situations, for example while The main objectives of the English Studies students are working in pairs and groups. curriculum are to enable students to: A record book can be kept to record • Develop the basic language skills of comments about each student based on speaking, listening, reading, comprehension, these observations. The comments can writing and grammar structure identify both strengths and weaknesses, • Enjoy a wide range of local and international for example: ‘Needs more practice with texts written in English, including fiction, formation of diphthongs; Reading fluency non-fiction and poetry has improved this term’. Introduction 1 – Formal evaluation can be done during the • Self-evaluation term as follows: Teachers can evaluate This is similar to peer-evaluation except that oral activities done in the classroom and the student works individually to reflect on take in and mark essays, comprehensions, his or her work. and grammar structure exercises. The Revision module at the end of each term Summative evaluation can be used as a test. This is used at the end of the school year, in • Peer-evaluation the form of an examination. The examination This can be done in the classroom in is essentially marked by the teacher, or another the form of group or pair work. Once an suitably qualified educator. The result of the activity or exercise is completed, the partner summative evaluation decides whether a student or other members of the group can give can be promoted to the next school level. constructive feedback. 2 Introduction TERM 1 Module 1: Back to school Module 6: Respect Module 2: Making new friends Module PS:7: Crime mindmap-text and corruption Module 3: Heroes and heroines Module 8: A cleaner, greener Earth Module 4: Road safety Module 9: Taking responsibility Module 5: Travelling by air Module 10: Revision 3 T MODULE ERM 1 Back to school 1 Listening and speaking e) Olanna feels very disappointed and anxious. f) “I pushed back the tears that began to well Activity 1 (SB p. 2) in my eyes.” a) My cousin plays in a band. /æ/ g) All Olanna’s old friends are to stay together b) Let’s talk later, after school. /ɔː/ in one class, but she has to move to a c) That’s a very funny thing to say about new class. your friend. /ʌ/; /ə/ h) Olanna’s goal to make new friends might d) Look over there! /ʊ/ become easier to achieve, because she has e) I love trees because they provide cool shade. been moved to a class where she knows /iː/; /uː/ very few students. f) I am not going to the movies; are you? /ɒ/ g) Have you heard the latest news? /ɜː/ Summary h) There is mud all over the carpet. /aː/ Activity 6 (SB p. 5) i) Did you spend all your money? /e/ j) Please bring me some lunch. /ɪ/ Olanna was nervous about the new school year. Her father expected her to improve her results. Reading and comprehension As she walked to school, she made a list of goals: to get better marks in Mathematics and Activity 4 (SB p. 4) English, to join the running team and choir, to a) C. From paragraph 1, we know that the keep old friends and make new ones. When she writer feels anxious about the school year. got to school, her friend, Awele, told Olanna b) D. In the simile, “my stomach churned that she was in a different class, without any of like porridge being stirred in a pot”, her friends. This made Olanna anxious and sad. the writer is saying the feeling in her (78 words) stomach could be compared with the motion of stirring porridge. Vocabulary development c) B. In the metaphor, “my father’s comments buzzed in my head”, the writer is Activity 7 (SB p. 6) saying the things that her father said a) irritating – annoying went around and around in her mind, b) approaching – walking towards as bees do around a flower, and kept c) calmer – more relaxed her attention. d) stirred – mixed by moving it around with a spoon Activity 5 (SB p. 5) e) goals – plans to achieve something a) Olanna’s father expects her to get better f) choir – group of singers (collective noun) results at school, especially for Mathematics and English. Grammar b) She loves singing and running. Activity 8 (SB p. 7) c) Her goals are to improve her results in Mathematics and English, join the running a) Adjective: good team and choir, and keep her old friends and b) Preposition: in make new ones. c) Verbs: approached, felt; adverb: calmer d) She feels that the boys are irritating. 4 Term 1 d) Nouns: porridge, stomach Literature e) Pronoun: I f) Verbs: began, beat, ran Activity 13 (SB p.