English Studies Scheme of Work JSS1 Osun State

Schemes of Work for Junior Secondary Schools (JSS ONE). Osun State JSS1 English Studies Scheme of work. Ministry of Education.

ENGLISH STUDIES SCHEME OF WORK JSS1 FIRST TERM

STATE   OF   OSUN UNIFIED SCHEME OF WORK

ENGLISH   STUDIES

GRADE   7

FIRST TERM

Week	Topic First Term	BEHAVIOURAL OBJECTIVE	CONTENT	INSTRUCTIONIAL MATERIALS	TEACHERS ACTIVITIES	PUPILS ACTIVITIES
1	Compound Cleaning and Revision
2	Reading: Reading for maximum retention and recall	Students should be able to: 1 Preview the Passage 2 Read the passage carefully 3 Recall salient points from the passage read 4 Find meaning to the new words and use them meaningful sentences 5 Answer specific questions on the passage	Reading on Diet and Nutrition           Answering question on the passage	1Pictoral diagrams on classes of food 2 Recommended textbook	1. The teacher explains strategies for flexible reading and values 2 The teacher show students some pictures on diet and nutrition 3 The teacher reads the passage aloud and explains 4 The teacher asks question on the ideas contained in the passage 5 The teacher puts seemingly new words on the board	The students respond to the teacher’s questions. 2 The students listen while the teacher reads the passage 3 The students reads the passage aloud 4 The students use the new words to form sentences of their own 5 The students answer comprehension questions raised on the passage
	Listening and Speaking Speeches: Vowel Sounds/i:/	The students should be able to: 1 Retell what they had listend to: 2 Give examples of the words having the two sounds. 3 Give words that show contrast between the two sounds	Vowel contrast /i: /&/I/	Flash – cards and Tape Recorder	1 The teacher explains difference between letters of alphabets and sounds. 2 The teacher explains long and short vowel sounds 3 The teacher produces the two sounds distinctively 4 The teacher displays the instructional material having the two sounds 5 The teacher drills the students to pronounce the treated sounds.	1 The students listen as the teacher explains 2 The students imitate the teacher’s  production of the sounds 3 The students give their own examples of the two sounds
	Grammar: Parts of Speech; Noun	The students should be able to: 1 Define a noun 2 Give examples of nouns 3 Form sentences from nouns 4 Learners should be able to do some exercises open the topic from the book	Definition of Noun Examples of Noun	Common objects From the learners immediate environment	1 The teacher asks the learners to mention things they can see around them 2 The teacher gives the definition of noun 3 The teacher puts some sentences on the board and asks the learners to identify the noun in them	1 The learners mention some objects they can see around them from the teacher definition, 2 the learners mention further examples of noun 3 The learners identify nouns from the given sentences on the board.
3	Vocabulary: synonymns	Learners should be able to: 1 define synonyms 2 Give the synonyms if  some given words	Vocabularies relating to diet and Nutrition.	Flash Cards Recommended textbook	1 The teacher prepares flash-cards on related words and their synonyms 2 the teacher defines and explains synonyms	1 The learners use their dictionary to find meaning to the given words 2 The learners put down the synonyms of some treated words in their note
	Writing introduction to writing	The learners should be able to: 1 construct a simple sentence on a given topic e.g My School 2 Give a befitting heading to a topic 3 Present ideas in logical or reltated paragraphs	Ruided outline on the topic My School   Written exercise on the topic My School	The learner’s school environment	1 The teacher asks the learners simple questions on the topic 2 The teacher provides a guided outline	The learners mention what they can observe or see in the school Compound 3 The learners use the guided outline to write on the topic
	Literautre Introduction to literature	The learners should be able to: 1 Define literature 2 State the forms of literature 3 Mention the importance  of literature	Define and importance of literature	The dictionary	1 The tacher gives the various definitions of literature 2 The teacher lists the forms of literature with examples 3 The teacher mentions the various functions of literature	1 The learners gives the various definition of literature 2 The learners give examples of both oral and written literature 3 The learners mentions the various importance of literature
4	Reading, Reading formain and supporting ideas.	The learners should be able to 1 identify topic sentence in a paragraph 2 identify supporting ideas 3 Read the passage fluently 4 Identity the new words.	Oral comprehension on Automobiles	Pictoral diagram’s on various type of Automobiles	The teacher explaisn what is meant by topic sentence and how to identify it in a paragraph. 2 The teacher explains what supporting ideas are and how to identify them 3 The teacher reads the passage aloud 4The teacher write the new words on the board and gives their contextual meanings	1 The learners listen while the teacher explains what main and supporting ideas are. 2 The learners read the passage aloud 3 The learners identify new words form the passage 4 The learners use new words to form sentences of their own
		The Learners should be able to: 1 Re-read the comprehension passage 2 Answer the questions raised on the passage read	Written comprehension	Recommended textbook	1 The teacher asks some verbal questions on the read passage 2 The teacher directs the learners to answer specific questions in their notes	1 The learners read the passage silently 2 The learners answer the questions raised on the passage in their notebooks
5	Literature folktales	Learners should be able  to: 1 Explain what folktales are 2 Explain the features of folktales 3 Narrate a folktale	Folktales		1 The teacher explains what folktales are 2 The teacher enlists the learners participation by asking them to give examples 3 The teacher lists the features of folktales 4The teacher instructs the learners to narrate a model	1 The learners listen to teachers explanation 2 The learners give examples 3The learners narrates a folktale
	Writing Narrative	Learners should be able to: 1Explain the term writing narrative 2 Narrate on event in sequential order	Narrative Writing		1The teacher explains what narrative  writing is about 2 the teacher explains the features of narrative writing 3 the teacher sustain with examples of topic on narrative writing 4 The teacher asks the students to give an account of an important festival in their locality	1 The learners listen to the teachers explanation 2 The learners render an account of an important festival in their locality
6	Listening and speaking	Learners should be able to 1 produce the two vowel sounds distinctly 2 Identify the contrast between long ness and shortness of the sounds 3 Give words containing the sounds 4 identify the sounds in sentences and short story	Vowel sounds /a:/ as / e/ Occurrence in various spellings	Recorded materials short stories  newspaper cuttings on some topics	1 Teacher explaisn the difference in pronunciation between the two sounds 2 Teacher produces  the sounds showing the long ness and shortness of the sounds 3 Teacher drills the learners to produce the sounds 4 Teacher reads a small story containing the sounds	The learners 1 listen to teachers explanation 2 listen as the teacher produces the sounds showing long ness or shortness 3 Learners produce the sounds by imitating teacher 4 Learners pick words containing the sounds from the short story read by the teacher
	Grammarical accuracy:	Learners should be able to: 1 Identify function of verbs in sentences 2 Identify verbs in sentences	Verbs: 1 Definition and features 2 identification of verbs	Substitution tables Pictures	1. Teacher explains the meaning and the features of verbs 2 Teacher enumerates the various functions a verb can perform 3 Teacher asks some learners to perform some actions 4 The teacher writes some verb less statements on the board	1 Learners listen to the teacher’s explanation 2The learners perform some actions 3 Learners supply verbs in some written verb less sentences 4 Learners construct sentences pointing out the verb in each
	Reading: Reading to answer specific questions	Leaner’s should be able to: 1 read the given passage 2 Answer specific questions raised on the passage	Reading to answer specific questions 2 Reading for facts and opinion	Selected  passage	1 The teacher  selects a suitable passage 2 Teacher gives tips on answering specific questions 3 Teacher directs the learners to read the passage 4 The teacher asks some questions that would make students to think and deduce facts	1 learners read the given passage 2 Learners provide oral answers to specific questions asked by the teacher 3 Learners respond to critical questions asked on the passage
	Writing	Learners should be able to: 1 Read through the passage of FRSC 2 Jot down main and supporting ideas 3 Write a brief story of the FRSC 4 State the aims and objective of FRSC	Narrative	Passage on FRSC	1 The teacher leads the learners to read the passage on FRSC 2 Guides the learners trace the history of FRSC 3 State the airms of the FRSC	1. The  learners listen to the teacher’s presentation f the passage 2 The learners read the passage on their own 3 Trace the history of the FRSC
7	Listening and speaking consonants /t/R/d/	Learners should be able to: 1 produce the two sounds distinctly 2 identify the contrast between the two consonant sound based on their pronunciation 3 identify words containing the sounds	1 Consonants /t/t/&/d/in words e.g Cart, Card 2 Spelling: ten, letter, thyme, passed	1 Pictoral diagram 2 Recended materials: Audio and video tapes	1 the teacher selects relevant materials for the correct pronunciation of the two consonant sounds 2 Produces the sound as the learners listen 3 Describes the movement of the speech organs involved 4 Reads out relevant materials containing the sounds	1 The learners listen to the teacher’s production of the sounds in context 2 identify the various spellings of the sounds 3 Learners identify the words having the sounds in the teacher’s selected text
	Reading:	Learners should be able to: 1 Read materials presented to them in the teacher 2 Identify author is mood through words and expression used in the passed	Reading to understand the author’s mood	Recommended text	1 The teacher selects relevant materials for the correct pronunciation of the two consonant sounds 2 Produces the sounds as the learners listen 3 Describes the movement of the speech organs involved 4 Reads out relvant materials containing the sounds	1 The learners listen to the teacher’s production of the sounds in context 2 Identify the various spellings of the sounds. 3 Learners identify the words having the sounds in the teacher’s selected text
	Reading:	Learners should be able to: 1 Read materials presented of them by the teacher 2 Identify authors mood thorugh words that express  in the passage	Reading to understand the author’s mood	Recommended text	1 The teacher selects materials and presents them for students to read 2 Guides the learners to identify the author’s mood through words and expressions used.	1 The learners read materials presented by the teacher 2 Identify authority mood through words and expressions
	Literature	Learners should be able to: 1 Identify  features of myths 2 Explain the theme of myths and legends 3 identify the moral lesson to be learn from myths and legends	1 Myths and Legends African and Non African 2 Features of myths and Legends – magic, supernatural and superstition	Story Books on Myths and Legends	1The teacher narrates myths or legends to the learners 2 The teacher explains the meanings of myths and legends 3 Guides learners to explain the themes and features of myths and legends form the stories told 4 Guides learners to identify the moral lessons derivable 5 Guides learners to narrate some myths and legends	1 The learners listen to the teacher’s narration 2 The learners explain myths and legends 3 The learners identify themes and features  of myths and legends 4 identify moral lessons contained in a particular story 5 Narrate any myth or legend they are familiar with
	Grammarical Accuracy	Learners should be able to: 1 make a distinction between the present and past forms of verbs 2 Use the verbs in their present and past form in sentences	Forms of verbs base, present past forms: kick, kicks, kicked	Course – book	Teacher explains the three forms of state of being or action verbs 2 Teacher lists some verbs on the board and states the base, the present and past forms 3 Teacher uses each of the verb forms on sentences	The learners listen to the teacher’s explanation 2 learners construct sentences reflecting the three verb forms
8	Reading	Learners should be able to: 1 Rad and interpret diagrams and maps accurately 2 make manings from spatial descriptions or presentation 3 Identify how a given diagram compliments a written material	1 Reading to interpret maps, diagrams and sketches 2 Identifying how a given diagram or diagram defines or compliments  a written material	Selected sketches, passages and maps	1 Teachers presents suitable materials like maps, sketches and passages for learners analysis. 2 Asks learners to associate sketches with written texts 3 Guides learners to anticipate questions that could emerge from given texts or sketches	1 Learners read and interpret selected materials 2 practice associating sketches with written texts 3 Learners work in pairs to anticipate, ask and answer questions that could emerge from given texts and sketches
	Grammar	Learners should be able to make a distinction between the past perfect and the progressive forms 2 use each form in sentences	Verb forms: The past Perfect and the Progressive forms: Written, writing	Course book	The teacher explains with examples the past perfect and progressive form of verb 2Teacher lists some verbs in their past Perfect and Progessive forms on the board 2 The teacher uses each of the treated verb from to form sentences	1 The learners listen to the teacher’s explanation 2 Learners construct  sentences reflecting the two verb forms
	Writing	Learners should be able to: 1 Write a description of how to prepare a favourite food 2 Describe the process  involved 3 State why they prefer the food to any other one	Descriptive writing:How to prepare a favourite food		1 The teacher sheeds light on what descriptive essay entails 2 He gives common examples of topics that fail under the category 3 The teacher provides  guided outline on the board 4 the teacher guides the learners to come up with a coherent text on the topic	1 Learners listen to the teacher’s explanation 2 The learners employ the teacher’s guide to come up with a logical presentation on the topic 3 Learners write on the treated topic in two paragraphs
9	Listening and Sepaking:	Leaners should be able to: 1 Produce the two sounds distinctly 2 Identify the contrast between the two vowel sounds based on their pronunciation 3 Give examples of words containing the sounds	Long and Short Vowels: /   :/    /    / in words e.g lock, hot, pot, bond, & lord, court, hoard, corps	Pictoral diagrams 2 Recorded materials audio and video tapes	1 Teacher selects relevant materials for the correct pronunciation of the two vowel sounds 2 Produces the sounds as the students listed 3 Describes the movement of the speech organs involved 4 Reads out other relevant materials or words having the vowel sounds treated	1 Learners listen to the teacher’s articulation of the two vowel sounds 2 Idenitfy the various spellings of the sounds 3 Learners identify the words having the sounds in the teacher’s selected texts
	Parts of Speech Adjectives	Learners should be able to: 1 Give the meaning of adjectives 2 Identify an adjective in any given sentence 3 Construct sentences of their own pointing out the adjective in each sentence	Adjectives: Definition with examples	Course book	1 The teacher explains what adjectives are 2The teacher cites the means by which adjectives can easily be identified e.g by the use of certain suffixes 3 The teacher gives further examples of adjectives in illustrating sentences 4 The teacher drills the learners to construct their own sentences pointing out the adjectives in them	1 The learners listen to the teacher’s explanation on the topic 2  The learners respond to the teacher’s question by constructing individual sentences and identify the adjective in each
	Reading	Learners should be able to: 1 Read the selected passage 2Identify the keywords used in the passage 3 Identify the main ideas in related paragraphs 4 Write out the main ideas in a passage	Reading for  main and supporting ideals in a passage	Selected passage	1 The teacher selects appropriate passage for the exercise 2 Guides the learners to use the keyword meaningful expressions 3The teacher guides the learners to write out the main ideas contained in the passage	1 Learners listen to the teacher’s explanation 2 Explain the meaning of certain key words in their own expressions 3 Arrange the main ideas contained in the passage
	Comprehension	Learners should be able to: 1 Read the passage fluently 2 follow the authoir’s presentation of ideas 3 Answer specific questions raised on the passage	Comprehension written	Selected passage	1 The teacher presents a suitable passage 2 The teacher give tips on answering specific questions 3 Teacher directs the learners to read the passage 4 The teacher asks questions that would make learners deduce facts	1 The learners read the given passage 2 provide answers to specific questions asked by the teacher
Week	Topic	BEHAVIOURAL OBJECTIVE	CONTENT	INSTRUCTIONIAL MATERIALS	TEACHERS ACTIVITIES	PUPILS ACTIVITIES
10 CONT’D	Writing	Learners should be able to 1 Narrate a credible story 2 Arrange the episodes in a logical manner 3 Deduce what lesson(s) to be derived from a story narrated	Narrative Writing: How and why stories	Story books	1 The teacher explains what  narrative wrting is about 2 Gives familiar topics that fall under the category 3 The teacher guides the students to come up with a coherent text on the topic by narrating a model 4 The teacher drills the learners to  narrate their individual account	1 Learners pay attention to the teacher’s employ the model presented by the teacher to come up with their own account
	Listening & Speaking	Learners should be able to: 1 Produce the two sounds distinctly 2 Identify the content between the sounds based on their pronunciation 3 Identify words containing the two sounds	Consonant sounds:	Flash – (cords Tape Recorder	1 The teacher describes the production of the two sounds and the organs of speech3 Learne involved. 2 Produces the two sounds for the learners to imitate. 3 The teacher contracts the sounds with illustrating words.	1 The learners pay attention to the teachers production of the sounds 2 Learners imitate the teacher 3 Learners identify various spellings of the sounds in given words. 4 Learners attempt practice exercise on the topic
11	Grammar:	Learners should be able to: 1 Define conjunction 2 Give examples of conjunctions 3 use conjunctions to join words, ideas and grammatical structures together 4 Identify the types and usage of conjunctions	Conjunctions meaning and types	Course book	The teacher explains the meaning of conjunctions 2 Cites examples of conjunctions 3 Use conjunctions to illustrate different grammatical structures 4 Enumerates the different types of conjunctions	1The learners pay attention to the teacher’s explanation 2 Learners give examples of conjunctions 3 use conjunctions to join statements of different grammatical rank 4 Mention the types of examples in illustrating sentences
	Literature	Learners should be able to: 1 Define drama as a genre of literature 2 State what makes drama to be unique among the other genres 3 State the features of drama as a genre	Drama as a genre of literature	1The dictionary 2 Relevant textbook on Drama	1 The teacher explains the meaning of drama 2 States what makes drama to be unique 3 mention otter features that are peculiar to drama as a genre 4 mentions common drama texts learners are familiar with	1 Learners pay attention to the teacher is explanation 2 Learners make inference from the teacher is explanation 3 Mention relevant texts that suit drama as a genre of literature
	Listening and Speaking	Learners should be able to: 1 produce the two vowels distinctly 2 Identify the difference in the articulation of the two sounds. 3 Give examples of  words having the two sounds.	Vowel Sounds:	Flash – Cards Tape – Recorders	1 The teacher describes the production of the two vowels and the speech organs that are involved 2 Produces the vowels sounds for the learners to imitate 3 Makes a distinction in the two vowels with illustrating words.	1 Learners follow the teacher in the production forte vowel sounds. 2 Imitate the teacher in the articulation of the two vowel sounds 3 Give examples of words containing each of the treated two sounds.

Schemes of Work for Junior Secondary Schools (JSS ONE). Osun State JSS1 English Studies Scheme of work. Ministry of Education.

ENGLISH STUDIES SCHEME OF WORK JSS1 SECOND TERM

STATE OF OSUN UNIFIED SCHEME OF WORK

ENGLISH STUDIES GRADE SEVEN SECOND TERM

WEEK	TOPIC	CONTENS	BEHAVIOURAL OBJECTIVE	INSTRUCTIONAL MATERIALS	TEACHER’S ACTIVITIES	LEARNERS’ ACTIVITIES
1	Reading for maximum retention and recall                             Writing                                   Listening and Speaking                             Grammatical Accuracy                     Literature	Reading from selected passage                                                                                                                       Narrative Writing: My first day at school Vowel Sounds: /U:/  /	Learners should be able to: 1. Read the passage fluently 2. Recall the salient points from the passage 3. Use new words found in the passage in their own expressions                       Learners should be able to: 1.  Recall past experiences 2. Put down the ideas as they occur 3. Re-arrange the ideas in a logical manner 4. Write an apple priate introduction, present main ideas and logical conclusion on the topic           Learners should be able to: 1. Pronounce the two vowel sounds distinctly 2. Produce different words that contain the two sounds 3. Identify the two sounds in long and short speeches.         Learners should be able to: 1. Explain the application of conjunction 2. Identify the types of conjunctions 3. Give correct examples in each case 4. Define and specify what coordinating conjunctions are       Learners should be able to: 1. identify features of myths 2. Identify moral lessons derivable lessons derivable from any myths 3. Narrate or recall any myths	1. Recommended textbook 2. Flash-cards                               Relevant text books on the subject area         1. Flash-cards 2. Audio and visual tapes           1. Passages that relate to the topic 2. Newspaper cutting 3. Story Books 1. Story books on the myths 2. Recorded short stories	1. The teacher explains the need for an intensive reading: to recall salient points. 2. The teacher shows the students how to apply reading strategies. 3. Uses new words from the passage in simple expressions. 4. Brings out the salient points highlighted in the passage 5. Asks questions on the ideas contained in the passage   1. The teacher narrates his own model on the topic with a view to drawing the learners out. 2. Teacher asks the learners thought provoking questions on the topic. 3. The teacher provides an outline to facilitate logical arrangement of facts 4. Leads the learners to identify appropriate introduction and conclusion on selected topics 1. Identifies relevant materials for the teaching of the two vowel sounds. 2. Pronounces the two sounds correctly and identifies the organs of speech involved in their production 3. Gives examples of words having the two vowel sounds 4. Drills the learners to mention examples of words having the sounds 1. The teacher explains the features of conjunctions 2. Identifies conjunctions in given sentences 3. Explains what coordinating conjunctions are 4. Constructs sentences that illustrate the topic 1. Explains the meaning of myths 2. Narrates a typical story as illustration 3. Guides the learners to identify moral lessons that are derived from myths	1. The learners follow the teacher read the passage. 2. The learners read the passage 3. Learners recall the main points discussed in the passage 4. Use the new words in their own expressions 5. Answer specific questions asked by the teacher on the passage read   1. Learners provide answers to the thought-provoking questions raised by the teacher 2. Using the teacher’s outline as a guide, learners put down relevant facts on the topic 3. Learners write a comprehensive account on the topic in related paragraphs.       1. Imitate the teacher’s production of the two vowel sounds 2. Practice the correct articulation of the sounds as emphasized     1. Learners identify conjunctions in given sentences 2. Explain and give instances of coordinating conjunctions 3. Make sentences with coordinating conjunctions   1. Learners follow teacher’s explanation on myths 2. Identify the themes and moral lessons to be learnt from myths 3. Narrate a story on myths
2	Reading for maximum retention and recall                 Writing                         Listening and Speaking                     Grammatical Accuracy                   Literature: Myths               Listening & Speaking               Grammatical Accuracy: Active and Passive verbs                 Literature	Comprehension (written)         Narrative Composition: My future career               Consonant Sounds: /k/ & /g/                     Type of conjunction: Subordinating conjunctions     Features of myths                 Vowel Sound: /   / go, home, load, wrote, rose       Active and Passive verbs in present simple and present continuous tense e.g. present form bet past participate by agent       Features of prose – theme plot, setting, style/diction, point of view etc.	Learners should be able to: 1. Read a given passage fluently 2. Identify the main ideas discussed 3. Provide answers to questions raised on the passage read         Learners should be able to: 1. Explain what the concept is about 2. State different careers they are familiar with 3. Give a specific career they like and how to actualize the dream           Learners should be able to: 1. Articulate the two consonant sound distinctly 2. Produce words having the two consonant sounds 3. Identify the two consonant sounds in short and long speeches         Learners should be able to: 1. Define coordinating conjunctions 2. Give examples of subordinating conjunctions 3. Use them appropriately in sentences 4. Identify the type of conjunction in a sentence or passage   Learners should be able to: 1. Narrate or tell a specific myth 2. Explain the features of myths             Learners should be able to: 1. Produce the vowel sound correctly 2. Cite examples of words having the vowel sound 3. Identify the sound in short and long speeches     Learners should be able to: 1. Construct statements that reflect active and passive verb forms 2. Give examples of the term in present simple and present continuous tenses           Learners should be able to: . Identify the features of prose as a genre of literature 2. Discuss each of the feature	1. Relevant passage 2. Newspaper cuttings 3. Recommended text             1. Any relevant book on the subject are 2. Field-trip           3. Flash-cards Recorded video and tapes           1. Short stories 2. Newspaper cuttings 3. Story books               1. Story books 2. Recorded short stories              3. Audio and Visual tapes               1. Course Book 2. Any relevant passage that reflects the topic   Any relevant text book on the subject area	1. The teacher reads the passage 2. Highlights the major ideas raised in the passage 3. Guides the students to answer specific question on the passage read       1. The teacher explains what the subject-matter is about 2. cites different examples of careers 3. Guides the learners to identify with a particular career 4. Narrate a particular career 5. Evaluates the significance of any career 1. The teacher identifies relevant materials for presentation 2. Pronounces the two consonants distinctly 3. Cites examples of words having the two consonant sounds 4. Drills the learners to identify words having the two consonant sounds 1. Explains the meanings and functions of subordinating 2. Cites various examples 3. Amplifies the examples in illustrating sentences 3. Drills the learners to produce versions of their own 1. Narrates various myths to the learners 2. Leads the learners to retell myths 3. guides the learners to explain features of myths 4. Cites moral lessons mythical stories contain 1. Selected suitable materials to treat the subject/matter 2. Pronounces the vowel distinctly 3. Guides the learners identify different words where the sound is realized 1. Leads learners to describe active and passive verbs 2. Guides them to identify the simple present and present continuous forms of active and passive verbs 3. Gives out an exercise on the topic   1. The teacher highlight the features of prose 2. Discusses the features extensively citing illustration from relevant literary texts.	1. Learners read the passage 2. Recall main ideas that are raised in the passage read 3. Re-read the passage and provide answers to specific questions 4. Attempt practice exercise on the passage 1. Learners identify with a particular career 2. Learners highlight the procedures involved in actualizing a particular career 3. Stress the significance of any chosen career     1, Learners mitate the teacher as he produces the two consonant sounds 2. Practice the correct articulation of the two consonant sounds.         1. Learners give examples of subordinating conjunctions 2. Use each example in context 3. Attempt practice exercise on the topic       1. retell specific myths 2. Cite moral lessons derivable from myths 3. State the features of myths     1. Learners imitate the teacher 2. Pronounce the vowel using teacher’s model as guide 3. Give instances of words where the vowel sound occurs 1. Produce statements reflecting active and passive verb forms 2. Cite instances of simple present and present continuous forms of active and passive verb form 3. Attempt written practice on the exercise 1. Learners follow the teachers explanation 2. Identify the features of prose 3. Relate each of the concept learnt to familiar literary works in their environment
3	Reading: Reading for vocabulary Acquisition                   Reading                   Writing: Letter Writing                 Listening & Speaking                     Writing                   Listening and Speaking                         Grammatical Accuracy                 Literature	Vocabulary: Immunization e.g. infections transmission, reacts preventable etc.               Reading to answer specific questions: Comprehension             Features of informal letters; the writer’s address and date of writing, salutation, body of the letter, complimentary closing and subscription  Vowel Sound: / I/ e.g. buy, ripe, drive, kite, high, write, etc,                 Narrative Writing: A typical Saturday in my home                Vowel Sound /:/ birds, third, church, term etc.                   Conjunction Correlative Conjunction               Legends	Learners should be able to: 1. Read the passage fluently 2. Point out new words in the passage read 3. Use the new words in correct expressions of their own.         Learners should be able to: Read a given passage and answer specific questions         Learners should be able to: 1. Describe what informal letters are 2. Give examples of an informal letter 3. List the component of an informal letter       Learners should be able to: 1.  Pronounce the vowel sound correctly 2. Identify words having the vowel sound 3. Recognize the vowel sound in short and long speeches           Learners should be able to: 1. Recall past experience(s) 2. Itemize the ideas as they occur 3. Re-arrange the ideas in a logical sequence 4. Come up with a coherent plot     Learners should be able to 1. Pronounce the vowel sound distinctly 2. Produce different words containing the vowel sound                   Learners should be able to: 1. Explain the concept 2. List examples of the concept in pairs 3. Identify and use them appropriately in sentences         Learners should be able to: 1. Explain what legends are 2. State the features of legends 3. Identify moral lesson(s) to be learnt from legends 4. Narrate a legend	A selected passage on the topic                     Relevant passage on a given topic Any suitable textbook on the subject area               1. Recorded tapes 2. Flash cards       Relevant text books the subject area       1. Recorded tape 2. Flash-cards relevant text book                 Relevant text book on the topic 1. Story books on the topic 2. Recorded short stories	1. The teacher reads the passage 2. Highlights salient points raised in the passage 3. Asks the learners to point out new words in the passage read 4. Provides meanings to the new words 5. Uses the new words in context and drills the learners to do the same 1. The teacher selects suitable passage for reading 2. Draws suitable comprehension questions from the passage read 3. Asks the learners probing questions on the passage 1. The teacher describes what informal letters are 2. Cites examples of this mode of writing 3. Explain the features of informal letters 4. Drills the learners to mention the features   1. The teacher pronounces the vowel distinctly 2. Identify illustrating word containing the sound 3. Guides the learners identify more examples 4. Leads the learners to recognize the vowel sound in short and long speeches 1. The teacher narrate his own model on the topic 2. Guides the learners to draw up an outline on the topic 3. Leads them to identify appropriate introduction and conclusion 1. Identifies relevant materials for the teaching of the vowel sound /z:/ 2. Pronounces the sound correctly/distinctly 3. Cites examples of words having the vowel sound 4. Drills the learners to state examples of words having the vowel sound 1. The teacher explains the concept 2. Cites copious examples 3. Uses the examples given in sentences 4. Gives exercise on the subject matter.     1. Explains the meaning of legends 2. Narrate a typical legend 3. Itemises the features of legends 4. Guided the learners to identify moral lessons to be learnt	1. Learners read out the passage 2. Learners point out new words 3. Use the new words to form sentences of their own Attempt practice exercise on the subject matter 1. Read the selected passage provided 2. Respond to the teacher’s questions raised on the passage read 3. Answer practice questions on the passage   1. The learners follow the teacher’s explanation 2. Give examples of informal letter 3. State the features of an informal letter       1. Learners imitate the teacher as he pronounce the vowel sound 2. Learners pronounce the vowel sound 3. Give examples of words having the vowel sound     1. Form an opinion from the outline provided 2. Write a comprehensive account on the topic in related paragraph       1. Learners imitate the teacher 2. Learners pronounce the sound accurately 3. <Give instance of words where the sound occurs 4. Attempt practice exercise on the topic         1. Learners show understanding of the topic by giving examples 2. Illustrate the examples given in appropriate sentences 3. Attempt an exercise on the topic 1. Learners follow teachers explanation 2. Identify the themes and moral lessons to be learnt from legends 3. Narrate a legendary story
4	Reading: Reading to identify salient points         Grammatical Accuracy:                   Listening and Speaking                 Literature Legends	Reading comprehension             The use of capital letters                    Consonant Sounds: /m/, /n/, /  / e.g. man, note, king             Features of legends	Learners should be able to: 1. read the passage 2. Identify major ideas presented 3. Answer specific questions on the passage     Learners should be able to: 1. Identify capital letters 2. Distinguish between capital letters and small letters 3. Identify instances when capital letters are used           Learners should be able to: 1. Pronounce the consonant sounds distinctly 2. Produce different words having the consonant sounds           Learners should be able to: 1. State the features of legends 2. Identify legendary figures in their community	Selected  passage from the recommended text           1. Passages that relate to the topic 2. Newspaper cuttings               Audio and visual tapes Flash-cards 1. Story Books 2. Recorded short stories	1. The teacher reads the passage 2. Highlights salient points raised in the passage 3. Asks specific questions from the learners 1. The teacher demonstrates on the board capital and small letters of English Alphabets 2. He cites various instances when capital letters are in operation 3. Gives the learners exercise on the topic to attempt 1. Pronounces the consonant accurately/distinctly 2. Gives examples of words that have the consonant sounds 3. Drills the learners to mention examples of words having the three consonant sounds 1. Narrates a legendary story to draw the legendary out 2. Itemizes the attributes of a legend 3. Guides the learners to identify important figures in their community	1. Learners read out the passage 2. Explain the content of the passage 3. Answer specific questions on the passage 1. Learners differentiate between capital and small 2. Illustrate with examples when capital letters are used 3. Attempt an exercise on the subject-matter 1. Learners imitate the teacher’s production of the three consonant sounds 2. Practice the correct articulation of the three sounds as emphasized by the teacher 1. Learners follow the teacher in the explanatory of a legendary story 2. Use the attributes of a legend provided by the teacher, learners mention important legendary figures in their community
5	Listening and Speaking               Literature         Reading: Reading for main and supporting ideas                   Writing	Vowel Sound: /  / – a weal vowel               Practice Exercise on myths       Comprehension Reading                         Composition Descriptive: Describing a local festival	Learners should be able to: 1. Give correct articulation of the vowel sound 2. Produce different words having the sounds         Learners should be able to: Give a logical presentation on the subject matter     Learners should be able to: Read and bring out the main idea that the passage contains form ideas that could support the main ideas of a given passage             Learners should be able to” 1. Mention festivals they are familiar with 2. Arrange in a logical manner how these festivals are celebrated	1. Recorded tapes 2. Flash-cards                         Recommended text book on the subject area                       Relevant textbook	1. The teacher articulates the vowel sound distinctly 2. Gives examples of words having the sound 3. Drills the learners to mention examples of words having the sounds 1. The teacher writes a sample question on the board 2. He marks the exercise 1. The teacher read out the passage 2. He asks the learners to point out the new words 3. The teacher provides meanings to the new words and uses them in context 4. Highlights the main ideas discussed in the passage read     1. The teacher describes what a local festival is about 2. Narrates a typical one to arouse learners interest 3. Provides an outline to facilitate logical arrangement of facts	1. Imitate the teacher’s production of the vowel sound 2. Using the sample provided by the teacher, the learners supply their own examples   Learners respond in writing to the sampled question     1. The learners watch the teacher as he explains the passage 2. Learners point out the new words from the passage 3. Jots down the main ideas discussed in the passage 4. Write out the main ideas in related paragraphs 1Use the information provided on the outline to write a meaningful account on the topic
6	Reading New Words                           Grammatical Accuracy                 Writing                 Listening & Speaking                   Literature	Vocabulary                             Preposition: Definition with examples               Composition (Descriptive) A local festival             Consonants Sound /l/ & /r/                   Practice Exercise on Legendary	Learners should be able to: 1. Read the passage fluently 2. Identify major ideas discussed 3. Use new words founds in the passage in their own expressions       Learners should be able to: 1. explain the concept 2. Give copious examples 3. Make sentences with the examples given           Learners should be able to 1. mention a local festival in their community 2. Describe in a logical way how the festival is celebrated     Learners should be able to: 1. Pronounce the consonant sounds distinctly 2. Produce different words having the sounds             Learners should be able to: Narrate and analyses a legendary story	Recommended textbooks Flash-cards                         Relevant books on the subject area                 Relevant textbook                 1. Recorded tape 2. Flash Card and relevant textbook	1. The teacher reads out the passage 2. Brings out the salient points highlighted in the passage 3. Use new words found in the passage in simple expressions 4. Ask specific questions on the ideas contained in the passage       1. Explains the concept of prepositions 2. Cites examples in illustrating sentences 3. Drills the learners to come up with their own version 4. Gives exercise on the subject-matter   1. The teacher narrates a model 2. Provided some guidelines to facilitate logical arrangement of ideas 3. Directs the learners to write their individual account on the topic 1. Identifies relevant materials for the topic 2. Gives correct pronunciation of the consonant sounds 3. Cites examples of relevant words having the consonant sounds       1. The teacher writes a sample question on the board 2. The teacher marks the exercise	1. Learners follow the teacher read the passage 2. Learners read the passage 3. Learners recall the main point found in the passage 4. Use the new words in their own expression 5. Answer specific questions asked by the teacher on the passage read 1. Learners explain what prepositions are 2. Learners take a cure from the teacher’s explanation using different prepositions in sentences 1. Learners mention a festival they are familiar with 2. Use the teacher’s guide to make a logical presentation on the topic     1. Learners imitate the teacher as he pronounce the two consonants 2. Pronounce the consonant sounds distinctly 3. Give instances of words having the two consonant sounds The learners respond in writing to the sampled question on the topic
7	Reading: Reading to answer specific questions                   Grammatical Accuracy Preposition                             Listening & Speaking                     Literature	Comprehension                         Words used with specific preposition e.g. blamed for comment on frown at etc                       Vowel Sound /e/ – men, get, pet, red, etc.                   Words mostly used in drama as a genre of literature cast, costume, stage, play wright, soliloquy etc	Learners should be able to: 1. Read the passage fluently 2. Answer specific questions on the passage read                   Learners should be able to: 1. Identify some words that go with special preposition 2. Use those words with their correct prepositions in sentences 3. Identify instances in selected passage             Learners should be able to: 1. Pronounce the vowel sound distinctly 2. Give copious examples of words having the vowel sound 3. Identify the vowel sound in short and long speeches           Learners should be able to: 1. Identify drama as a unique genre of literature 2. List various terminologies common to drama 3. Relate the terms to specific drama texts	Selected passage on the subject area                     Any relevant text book that treat the topic             1. Recorded tape 2. Flash-card         1. Relevant course book on the subject area 2. Any drama text	1. The teacher reads the passage 2. Summarizes the main ideas discussed in the passage 3. Asks the learners to read the passage 4. Draws suitable questions on the passage read 5. Asks the learners to answer specific questions 1. The teacher emphasis on the need for correct choice of preposition for any given word to guide against ambiguity 2. Cites examples of wrong motions learners are fond of – prefer than congratulate for etc. 3. Guides the learners to choose appropriate prepositions to some knotty words 4. Cites copious examples as illustration 1. The teacher demonstrates the correct articulation of the vowel sound 2. Gives examples of words that have the vowel sound 3. Guides the teachers to identify examples of words having the sound     1. The teacher explains drama as a unique genre of literature 2. Mentions common terms common to drama-stage costume, cast, soliloquy etc. 3. Uses any relevant drama text common to the learners to illustrate any of the terminologies treated	1. Learners read the passage on their own 2.  Provide relevant answers to questions asked on the passage read 3. Learners provide answers to specific questions in their notebooks     1. Learners follow the teacher’s explanation 2. React to teachers explanation giving their erroneous motions they might have got on the choice of wrong preposition to a word 3. Take down given notes on the topic         1. Learners imitate the teacher pronouncing the vowel sound 2. Pronounce the sound correctly 3. Give examples of words containing the vowel sound 4. Identify the vowel sound in any expression 1. Mention some drama works they are familiar with 2. Use the teacher’s explanation to appraise any of the terminologies treated
8	Reading to the author’s mood                             Writing                         Listening & Speaking                 Grammatical Accuracy: Parts of Speech	Reading to get the author’s mood-anger happiness, suspicion etc                       Composition Descriptive: A market day in my town                   Consonant Sounds: /ts/, /dz/ chief, church, judge, village             Adverbs: Definition with examples	Learners should be able to: 1. Identify the author’s mood through the use of certain words 2. Infer the author’s mood through manner of expression 3. Identify the general impression created by the author.               Learners should be able to: 1. Describe how a marker scene looks like 2. Mention useful ideas on the topic area 3. Arrange the ideas in a logical way 4. Put up a good account in related paragraphs         Learners should be able to: 1. Articulate the two consonants distinctly 2. Recognize and give instances of words in which they occur         Learners should be able to: 1. Explain the meaning of the concept with examples 2. Identify adverbs in sentences and passages 3. Use adverbs in meaningful expressions	1. Recommended text 2. Newspaper and Magazine cuttings                         Recommended text on the topic   1. Recorded tape 2. Flash-cards       Relevant text book on the topic	1. Selects material appropriate for the topic 2. Guides the learners identify the author’s mood through words and expressions 3. Leads the learners to identify the author’s hidden attitude 4. Guide the learners detect the author’s overall impression         1. The teacher narrates a model to draw the teachers out 2. Provides useful hints as outline to guide the learners 3. Drills the learners to put down ideas in sequential arrangement 4. Guides the learners to present a comprehensive account on the topic 1. Pronounces the two consonants correctly 2. Gives examples of words having the two sounds 3. Guides the learners identify more words having the two consonants sounds   1. The teacher explains the meaning of adverbs 2. Gives copious examples 3. Uses various adverbs in sentences as guide 4. Guides the learner to cite instances and correct usage in sentences	1. Read the materials presented for the exercise 2. Identify author’s mood through words and expressions encounter in the course of reading the passage 3. Detect the author’s hidden attitude from the passage read 4. State the overall impression of the author 1. Learners draw inspiration from the teacher’s version on the topic 2. Learners use the information on the teacher’s outline produce a full narration on the subject matter       1. The learners imitate the teacher as he pronounces the two consonants 2. Pronounce the consonant sounds 3. Cite examples of words in which the two consonant sounds occur. 1. Learners take a cue from the teacher’s explanation to derive their own examples 2. Identify adverbs in short sentences and in a given passage
9	Reading: Reading to interpret maps, diagrams and sketches             Listening and Speaking                 Grammatical Accuracy                             Literature:	Interpreting diagrams, maps and sketches correctly               Vowel Sound /۸/ love, cup, tough, lust, etc.               Comparison of Adverbs: Regular comparison- quick, quicker, quickest etc.                       Common terms used in Literature plot, setting, tragedy, comedy, fable, cast, theme, etc.	Learners should be able to: 1. Read and interpret diagrams and maps accurately 2. Infer from the maps/diagrams 3. Identify how a given map/diagram clarifies written material       Learners should be able to: 1. Give correct articulation of the vowel sound 2. Cite examples of words that contain the sound 3. Recognize and identify the vowel sound in short and long speeches     Learners should be able to: 1. Explain adverbs 2. Identify an adverb in a sentence 3. Mention the three levels of comparison of adverbs 4. Identify adverbs that are compared along regular basis                 Learners should be able to: 1. Identify some terms common to literature as a subject of study 2. Relate the terms to any literary work they are familiar with	1. Selected maps diagrams or sketches 2. Selections from subject areas             1. Recorded tape 2. Short passage 3. Flash-cards               Relevant text book on the topic                             1. Any useful text book on the subject area 2. The Dictionary	1. The teachers presents suitable passage for reading 2. Guides learners associate sketches with written texts 3. Guides the learners to anticipate questions that could emanate from given texts or sketches 1. The teacher pronounces the vowel sound distinctly 2. Cites relevant words having the vowel sound 3. Guides the learners identify more examples 4. Identify the vowel in short and long speeches 1. Identifies the three levels of comparison of adverbs-positive comparative and superlative 2. Cites adverbs that are compared along regular basis (i) By adding ‘er’ and ‘est’ to their comparative and superlative degrees (ii) By adding ‘more’ and ‘most’ to the comparative and superlative degree 1. The teacher identifies words common to literature as a field of study 2. Defines the terms using relevant genres and literary works learners are familiar with 3. Asks learners to mention notable literary writers in each of the three genres of literature	1. Read selected materials presented 2. Answer probing questions to enhance good interpretation 3. Practice associating sketches with written texts                       1. Learners mention the three degrees of comparison of adverbs 2. Classify adverbs that fall along the regular basis of comparison 3. Specify the positive, comparative and superlative degrees of adverbs that fall under regular basis of comparison   1. Learners follow the explanation given by the teacher 2. Mention common literary works and writers they are familiar with 3. Relate each of the literary terms to literary works in their environment
10	Reading                       Grammatical Accuracy: Adverbs                 Listening and Speaking                       Writing: Composition	Reading to follow direction in written communication                   Irregular comparison of Adverbs                 Vowel Sounds /i:/ & /I/ Long and Short Vowel                     Composition Descriptive	Learners should be able to: 1. Read a given passage 2. Identify key words that signal direction                 Learners should be able to: 1. List adverbs that fall under the category 2. Describe the features of these adverbs 3. Use them in sentences meaningfully     Learners should be able to: 1. Produce the two contrasting vowel sounds 2. Give instances of words in which they occur 3. Identify them in sentences and long speeches             Learners should be able to: 1. Present relevant ideas on the subject matter 2. Arrange the ideas in a logical manner 3. Write an account on the topic in related paragraphs	1. Selected passage 2. Maps 3. Invitation cards                 Relevant text book on the subject area         1. Story Books 2. Recorded tapes 3. Flash-cards                     Any relevant textbook on the subject area	1. Selects and present appropriate materials 2. Guides learners to identify possible instructions on direction 3. Identifies key words that signify direction           1. Mentions/list some adverbs that fall under irregular comparison 2. States the features of such adverbs 3. Exemplifies such adverbs in illustrating sentences       1. The teacher pronounces the two contrasting vowel 2. Cites the feature of each-Long and short vowels 3. Gives instances of words that have the two sounds 4. Guides the learners identify the two vowels in short and long speeches 1. The teacher narrates a model to arouse learner’s interest on the topic 2. Provide useful hints as outline to guide the learners 3. Drills the learners to put down ideas in a logical way 4. Guides the learners to present a coherent text on the topic 5. Gives out the topic as assignment	1. Read materials presented by the teacher 2. Identify key words that relate to direction 3. Identify possible instruction on direction 4. Learners identify direction from maps read and interpret 1. Classify adverbs that fall under irregular comparison 2. Give vivid examples as illustrations 3. Construct sentences that reflect the three degrees of comparison 1. Learners imitates the teacher as the teacher presents the topic 2. Pronounce the two vowels distinctly 3. use the sample provided by the teacher to supply their own version 4. Identify the two vowels in short and long speeches. 1. Learners draw inspiration from the teachers presentation 2. Use the information on the guidelines provided to come up with a coherent account on the subject matter 3. Learners attempt practice exercise on the topic

Schemes of Work for Junior Secondary Schools (JSS ONE). Osun State JSS1 English Studies Scheme of work. Ministry of Education.

ENGLISH STUDIES SCHEME OF WORK JSS1 THIRD TERM

ENGLISH   LANGUAGE THIRD  TERM

SCHEME OF WORK FOR GRADE  7

WEEKS	TOPIC	CONTENT	BEHAVIOURAL OBJECTIVES	INSTRUCTIONAL MATERIALS	ACTIVITIES
TEACHERS	LEARNERS
1	Reading	Reading for maximum retention and recall from selected passages	Learners should be able to: a) Read the  passage fluently b) Recall the salient points from the passage read c) Use new words found in the passage in simple expressions	1) Recommended text books	1) Selects relevant passage for reading 2) Guides the learners to identify salient ideas 3) Identifies new words for discussion 4) Uses the  new words in simple expressions 5) Guides the learner use the new words in simple sentences 6) Asks specific questions	1. Learners follow the teacher read the passage 2) Learners read the passage and recall  the main points 3) Use new words in their own expression 4) Answer specific question raised on the passage read
	Writing, Introduction to letter Writing	Letter- Wring, Introduction to letter Writing	Learners should be able to 1. Identify letters writing as  a mode of communication 2. Identify the types of letters	Sample letters	(1)  Explains letter writing as a special mode of communication 2) Guides learners to identify types of letters	Discuss types of letters
	Listening  and Speaking	Vowel Sound /eI/day, take, game etc	Learner should be able to; 1. Produce different words having the vowel sound 2) Identify the vowel sound in short and long speech	Recorded tape, Newspaper  cutting	1. Identifies relevant materials on the topic 2) Pronounces the sound distinctly 3) Leads the learners identify words having the sounds 4) Guides the learners identify the vowel in short and long speeches	1) Imitate the teacher’s production of the vowel sound 2. Produce the vowel sound 3. Identify the vowel sound in certain words 4) Practice the articulation of the sound
	Grammatical Accuracy	Active and passive verbs	Learners should be able to 1. Identify active and passive verbs. 2. Construct statements reflecting active and passive verbs	1. Relevant passage/newspaper. Cuttings that deal with the subject area.	1. Leads the learners read a given passage. 2. Guides learners to identify active and passive verbs. 3. Uses active and passive verbs in illustrating sentences.	1. Read the given passage. 2. Identify the active and passive verbs. 3. Make sentences with active and passive verbs.
	Literature : Prose	Introduction of prose fiction	Learners should be able to 1. Identify the types of prose 2. list relevant prose texts they are familiar with	1. story books 2. Any relevant texts	1. Describes prose as a genre of literature 2. Identifies different types of prose 3. Guides the learners mention notable prose  narratives they are familiar with	1. Identify different types of prose 2. Mention some prose texts in their environment
2	Reading	Reading for main and supporting ideas	Learners should be able to; 1. Identify main and supporting ideas in a given passage	Selected passage from the subject area	1. Selects relevant passage for reading 2. Guides the learners to read and re-read the passage 3. Guides the learners identify main and supporting ideas 4. Explains differences between main and supporting ideas	Learners read and re-read the passage 2. Identify main and supporting ideas in assigned paragraphs 3. Attempts practise exercise on the topic
	Writing : Letter Writing	Types of letters Informal and formal	Learners should be able to: 1.Identify the types of letters 2. Explain the features of each type	1. Sample letters 2. Relevant text book on the subject areas	1. Guides the learners to identify different types of letters 2. Explain the differences of the two types 3. Leads the learners discuss the formats  of the two types	1. Identify the types of letters 2. Recognize the difference between  the two types 3. Discuss the formats of informal and formal letters
3	Grammar Accuracy Active and Passive verbs	Past simple and past continuous forms of active verbs.	Learners should be able to : 1. Use active and passive verbs in past simple and past continuous forms. 2. List active and passive verbs in the two forms discussed.	1. Course book Newspaper / Magazine Cuttings.	Leads the learners read the passage. 2. Guides the learners identify past simple and past continuous of active and passive verbs – was built, was been built.	1. Read the given passage. 2. Identify the past simple and past continuous forms of active and passive verbs. 3. Make sentences reflecting the two forms.
	Literature : Prose	Forms of Prose fiction, short stories, biographies, cultural practice of a society.	Learners should be able to: 1. Identify forms of prose. 2.List examples of literary works that suits each form.	Relevant text book on the subject area.	1. the teacher describes the forms of prose. 2. Lists examples of forms of prose. 3. Identifies literary works that fall into any of the forms.	1. Learners identify forms of prose. 2. Give examples of each of the forms. 3. mention literary works that suits each of the discussed forms.
4	Reading	Reading to identify the author’s mood.	Learners should be able to: 1. Identify author’s mood through the use of certain words and expressions. 2. Detect implied attitude of the author by reading in between the lines. 3. Identify author’s general impression.	Recommended text.	The teacher selects suitable passage for learners to read. 2. Guides learners to identify author’s mood through certain words and expressions. 3. Guides the learners to look out for implied meaning. 4. Leads the learners to identify overall impression of the author.	1. Learners read materials meant for the exercise. 2. Identify author’s mood through the use of certain words and expressions. 3. Look for implied or hidden attitude of the author. 4.Form a general impression of the author from the passage read.
	Writing : Informal letters	Samples of an informal letter; Letters to friends, colleagues, relations etc.	Learners should be able to: 1. State the features of an informal letter in relation to the use of flexible or loose language use of contraction / abbreviation, the salutation and subscription. 2. Use the format to produce a model.	Any suitable text on the subject matter.	1. highlights the features of informal letter in relation to choice of words, salutation and complimentary closing. 2. Identifies the format of informal letter. 3. Uses the format to produce a sample answer to a sample answer to a sample question.	1. Learners identify types and features of informal letters. 2. describe various modes of informal letters. 3. Identify the format of informal letter. 4. Use the format to write a model of an informal letter.
	Listening and Speaking vowel Sound	Vowel sound:  /ӓʊ/ e.g. out, loud how, sound etc.	Learners should be able to: 1. Pronounce the vowel sound accurately. 2. Give examples of words in which the vowel sound occurs. 3. Recognise the vowel in short and long discussions.	1. Recorded tape. 2. Flash cards 3. Relevant text book on the topic.	1. Gives a correct pronunciation of the vowel sound. 2. Leads the learners identify sampled words having the vowel sound. Guides the learners to identify the sound in short and long speeches.	1. learners imitate the teacher as he pronounces the vowel sound. 2. Pronounce the vowel. 3. Give instances of words where the vowel sound occurs. 4. Practice the exercise
	Grammatical Accuracy	Active and passive verbs. Present perfect and past perfect forms has been built had been built etc.	Learners should be able to ; 1. Construct statements reflecting active and passive verbs in present perfect and past perfect forms.	Recommended text. 2. Any relevant textbook on the subject matter. 3. A suitable passage on the topic area.	1. The teacher reads the selected passage. 2. Identifies active and passive verbs in present perfect and past perfect forms. 3. Leads the learners to cite copious examples. 4. Assigns practice exercise on the topic.	1. Learners read the selected passage. 2. Following the teacher’s model, learners identify the present perfect and past perfect forms of active and passive verbs in the passage read. 3. Learners provide examples reflecting the two concepts. 4. Practice an exercise on the topic.
	Literature	Introduction to poetry	Learners should be able to: 1. Define Poetry as a genre. 2. Identify what  distinguishes poetry from other genres of literature, e.g. to be sung / recited form and arrangement, economy of words etc.	1. Recommended  text. 2. Any other relevant material on the subject area.	1. describes poetry as a unique genre of literature – forms, rendition and use of few words to mean many things. 2. Identifies oral and written poems. Asks learners to sing or recite poems they are familiar with.	1. Learners follow teacher as he explains. 2. Mention common poems they are familiar with. 3. Recite some poems.
5	Reading	Reading to understand maps, sketches and diagrams	Learners should be able to: 1. Read and interpret maps, diagrams accurately. 2. Infer from the maps and diagrams. 3. Identify how maps diagrams compliments written materials	1. Selection from the subject area. 2. Selected maps, sketches or maps.	1. Teacher presents suitable passage for reading. 2. Guides learners associate sketches with written texts. 3. Guides the students to anticipate questions that could emanate from written texts or sketches	1. Read relevant passage presented. 2. Answer probing questions to generate good interpretation of maps and sketches. 3. Practice identifying paragraphs with appropriate sketches.
	Writing	Formal letters : an introduction	Learners should be able to 1. Describe letter. 2. Identify the format of a formal letter. 3. State the features of a formal letter.	Relevant textbook on the subject matter	1. The teacher describes formal letters. 2. Guides the learners identify types and formats of formal letters. 3. States the features of formal letters.	1. Identify a formal letter. 2. Identify the types and format of a formal letter. 3. Recognize and describe features of formal letters.
	Grammar Accuracy: Active and Passive verbs	Active and passive verbs in infinitive and future forms – going to be – etc. Future – will be – etc.	Learners should be able to: Use active and passive verbs correctly.	1. Course book 2. Any relevant texts on the subject matter.	1. Constructs statements of active and passive verbs in to infinitive and future tense forms. 2. Guides the learners to identify the infinitive and future tense forms of active and passive constructions.	1. Produce statements of active and passive verbs in infinitive and future tense forms. 2. Cites examples to reflect the concept. Attempt practice exercise on the topic.
	Listening and Speaking	Consonant sounds /ѕ/X/Z Sink, Zinc Seal,  Zeal Sue, Zoo etc.	Learners should be able to 1. Pronounce the two sounds correctly. 2. Give examples of words having the two consonant sounds. 3. Recognize the sounds in short and long speeches	Recorded tape. Short stories	The teacher pronounces the consonant sounds. 2. Gives examples of words having the consonants. 3. Leads the learners identify more words as illustrations. 4. Identifies the two consonants in short and long speeches.	1. Learners imitate the teacher. 2. Learners articulate the two consonant sounds distinctly. 3. Identify the  difference in their articulation. 4. Recognize the two consonants in isolated words and long expression.
	Literature	Features of poetry: Lines stanza, couplet, Rhymes, Rhythm repetition, imagery etc.	Learners should be able to: 1. List the features of poetry. 2. Explain what each of the features entails. 3. Identify the features in poems.	1. General anthology on poems. 2. Selected poems.	1. Identifies the feature of poetry. 2. Explains what each feature means in turn. 3. Links each feature to popular poems learners are conversant with.	1. Learners follow the teacher as he explains the features of poetry. 2. Relate each feature to common poems they are familiar with. 3. Recite common poems.
6	Reading	Reading to follow direction in written communication	Learner s should be able to: 1. Read given passage in order to follow direction 2. identify key words that signal direction 3. match reading material with related sketch	1. Selected passage 2. Maps 3. Any other relevant materials	1. Selected and present appropriate materials 2. Guides learners to identify possible instructions on direction 3. Leads learners  to identify key words that signal direction	1. Read materials presented for the exercise 2. Identify instructions that relate to direction from the passage read 3. Identify direction in response to teacher’s prompting
	Listening and speaking	Vowel Sound ; /ᴐI/ e.g boy, oil, voice, coin enjoy etc	Learners should be able to; 1. Pronounce the sound distinctly 2. List examples of words that have the particular vowel sound. 3.Recognise the sound in short and long speeches	Recorded audio and video tapes 2. Flash – Cards 3. Any relevant textbook on the topic	1. Demonstrate the correct articulation of the vowel sound by producing it distinctly 2. Cites instance  of words having the consonant sound 3. Uses statements that reflect the sound in isolation and ion connected speeches	1. The learners imitate the teacher articulation of the vowel sound 2. Produce the vowel  on  their own 3. List examples of words having the consonant sound 4. Identify the vowel sound word and sentence levels
	Grammatical Accuracy	Punctuation  Marks: The use of capital letters Name of a Person, Recognized bodies towns, streets  Important events to begin a sentence etc	Learners should be able to: 1. Identify a capital letter from small letter of English alphabet 2. Cite various instances where and when capital letters are used	Any suitable textbook on the topic area	1. The teacher demonstrates on the board the capital and small form of letters 2. Stresses different instances when capital letters are used 3. Issues out practice exercise on the topic	Learners follow the teachers explanation 2. identify capital and small letters 3. Recognize capita letters in passage 4. Attempt practice exercise on the use of capital letters
	Writing Formal Letters	Features of formal letters two addresses heading/topic salutation etc	Learners should be able to: 1. Describe the format of a formal letter 2. Explain the features of formal letters 3. Use the format and features to produce a model	1. Recommended  text on the subject –matter 2. A sampled formal letter	1. Lists the formats of formal letters 2. Identifies different modes a formal letter may take 3. Explain the features of a formal letter	1. Learners follow the teacher’s presentation of the topic 2. Mention examples of formal letters 3. Use the teacher’s illustration to write a model example of a formal letters
	Literature	Types of poetry, Epic hyric Ballad, Elegy or Dirge sonnet etc	Learners should be able to: 1. List the various forms of poetry 2. Explain what each concept means 3. Relate each term to their immediate environment 4. Compose each of the forms highlighted	1. A selected anthology of poems 2. Common poems learners are familiar with	Guides the learners to write a model 1. The teacher explain and lists the various forms of poetry 2. Explains with illustrations the various forms 3. Composes poems 4. Guides the learners to compose poems on the treated terms	1. Learners follow the teacher’s explanation 2. Mention some forms of poetry in their locality 3. Follow the teacher as he sing and illustrate some poems 4. Compose poems relevant toe each of the treated types of poetry
7	Reading	Reading to answer specific questions; comprehension	Learners should be able to Read given passage and answer specific questions on the passage read	1. Recommended text 2. Newspaper cutting	1. The teacher selected suitable passage for reading 2. Draws suitable comprehension questions on the passage read. 3. Guides the  learners to answer questions on the passage read orally 4. Asks the learners to answer  specific questions	1. Learners read selected passage 2. Respond to the teacher’s questions orally on the passage read 3. Provide answer to questions posed by the teacher on the passage read
	Listening & Speaking	Consonant sounds /S/&/ᴣ/ mission: measure, nation: occasion, ensure, seizure etc.	Learners should be able to: 1. Articulate the two consonant sound proficiently. 2. Cite as illustration various words in which they occur. 3. Recognise the two consonants in isolated words and in sentence.	1. Recorded audio and visual tapes. 2. Flash cards	1. Teacher produce the two consonants clearly for the learners to discern difference in articulation. 2. Cites copious examples of words in which the consonants appear as illustrations. 3. Guides the learners to identify the two consonants in isolated pairs and sentences.	1. Learners follow the teacher production of the consonant sound. 2. Learners produce the consonants. 3. Supply instances of words in which the two consonants occur. 4. Identify the two consonants in short and long discourse.
	Writing : Expository Essay	Features o expository writing descriptive ability of the writer, verbs to be used is in simple present tense form – The dog, A football match.	Learners should be able to 1. Explain features of an expository essay. 2. Present ideas in a graphic manner. 3. Write out the ideas in related and coherent paragraphs.	Any suitable textbook on the subject area.	1. The teacher explains features of expository essay – knowledge of the subject matter, the use of descriptive language detailed discussion, use of present tense verb form. 2. Stresses logical arrangement of facts. 3. Narrates a model to the learners to arouse their interest. 4. Gives out an exercise on the topic.	1. Learners follow the teacher’s explanation. 2. Ponder on different subject – matter that falls within this mode of writing. 3. Using the teacher’s model, learners come up with their own version.
	Grammatical Accuracy: Punctuation Mark.	The full – stop (Period) uses to terminate of an idea, for abbreviations etc.	Learners should be able to 1. Identify the punctuation mark. 2. Cite various instances when to use the mark. 3. Apply the use of the concept in their writings.	Relevant textbook on the subject matter.	1. The teacher demonstrates the sign on the board. 2. Cites different ways when the mark is in operation. 3. Guides the learners to identify the concept in reading passages. 4. Gives out practice exercise on the topic.	1. Learner pay attention to the teacher’s explanation. 2. Learners identify the punctuation mark. 3. Recognize the mark in written passages. 4. Punctuate the given exercise appropriately
8	Reading for maximum retention and recall.	Reading for maximum retention and recall comprehension.	Learners should be able to 1. Read carefully a given passage. 2. Recall the salient points on a given passage. 3. Preview the passage. 4. Answer specific questions on the passage read.	1. Magazines / Newspaper cuttings. 2. Passages from selected textbook.	1. Explains the value of good reading strategy – intensive concentration, repeated reading etc. 2. Demonstrates to the learners how to achieve good reading strategy by reading the passage as guide. 3. Asks questions on the passage read.	1. Learners read the passage applying the reading strategies enunciated by the teacher. 2. Recall salient ideas discussed in the passage. 3. Learners re-read the passage. 4. Provide answers raised on the passage.
	Listening and Speaking	Vowel sound /ɪӓ/ idea, cheer, severe, brigadier.	Learners should be able to: 1. Pronounce the vowel sound distinctly. 2. Give examples of words having the vowel sound. 3. Identify the sound in isolated words and sentences.	1.Recorded audio and visual tape. 2. Flash-cards. 3. Other relevant materials that deals with the subject matter.	1. The teacher produces  the vowel sound. 2. Cites examples of words having the vowel sound. 3. Guides the learners to recognize the sound in isolated words and connected speeches.	1. The learners imitate the teacher’s production of the vowel sound. 2. Learners pronounce the vowel sound. 3. List some words having the sound. 4. Recognize the sound in short and long expressions.
	Grammatical Accuracy	Punctuation mark. The comma.	Learners should be able to 1. Identify the punctuation mark. 2. List the various instance when it is used. 3. Reflect the concept in their writings.	Flash cards A selected passage that reflects ample demonstration of the subject matter.	1. The teacher demonstrates the mark on the board. 2. He cites various instances when the punctuation mark is in operation. 3. Treats the learners to a passage to be punctuated appropriately.	1. Learners follow the teacher’s explanation of the concept. 2. Learners cite instances when comma is used. 3. Learners punctuate a given passage correctly.
	Figures of Speech, Literature.	Similes and Metaphors	Learners should be able to: 1. Define the term figures of speech – using of language in a special way to create an everlasting effect. 2. Explain what similes and metaphors are. 3. Identify the two concepts in oral and written expressions.	Relevant textbook on the subject area.	1. The teacher explains what figures of speech mean – an elevated or flowery manner of using language. 2. Define the two concepts with their modes of identification. 3. Gives copious examples to buttress the explanation given. 4. Leads the learners to give their own examples.	1. Learners follow to the teacher’s explanation of the two concepts. 2. Using the teacher’s model, learners supply examples on the two concepts. 3. Learners appraise the two concept through the characteristics each of them shares. 4. Identify the two concepts in oral and written expressions.
9	Reading for vocabulary acquisition	Forming nouns form verb, by adding the suffix-ion to a verb to become noun add – addition decide – decision etc.	Learners should be able to 1. Give the noun equivalent of some verbs. 2. Use the correct suffix to a verb to derive the noun form. 3. Use both the verb and noun forms in correct and meaningful expressions.	Recommended textbook on the topic area.	1. The teacher explains the means by which a verb can change to a noun. 2. Describes what suffixes are and how they can change the grammatical class of words. 3. The teacher exemplifies the above with relevant examples. 4. Uses the two forms correctly in illustrating examples. 5. Leads the learners to identify more examples.	1. Learners follow the teacher’s explanation. 2. Cite examples of their own taking a cue from the teacher’s explanation. 3. Use both the verb and noun forms in sentence to show their different grammatical class.
	Listening and Speaking	Vowel sound : /ea/ as in air, chair, there, bare etc.	Learners should be able to: 1. Produce the vowel sound distinctly. 2. Identify words having the vowel sound. 3. Recognize the sound in short and long expressions.	1. Recorded audio and visual tapes. 2. Short stories 3. Flash cards	1. The teacher gives a correct articulation of the vowel sound. 2. Identifies relevant words having the vowel sound. 3. Guides the learners to recognize the sound in isolated words and in longer expressions	1. Learners imitate the teacher’s production of the vowel sound. 2. Learners produce the sound on their own. 3. List examples of words having the sound. 4. Recognize the sound in isolated words and in longer sentences.
	Writing ; Argumentative (Debate)	Features of a debate – a speech where people express different opinion – a behave has two sides – to speak for or against – vocatives or greetings – language of persuasion to woo the audience.	Learners should be able to: 1. Explain argumentative writing. 2. Enumerate the features of this form of this form of writing. 3. List examples of debate topics. 4. Come up with a model of the topic.	Any relevant textbook on the subject area.	1. The teacher explains argumentative essays. 2. Describes the features of this mode of writing. 3. List several debatable topics for consideration. 4. Guides the learners to write a model.	1. Learners follow the teacher’s presentation of the topic. 2. Mention some debatable topics. 3. Use the teacher’s guide to come up with a coherent text on the topic.
	Grammatical Accuracy	Punctuation Mark:  The comma (,)	Learners should be able to : 1. Identify the particular punctuation mark and its symbol. 2. Identify different occasions when the punctuation mark is used. 3. Employ its usage in their written exercises.	Flash cards Relevant textbook on the subject matter.	1. The teacher writes the punctuation mark on the board. 2. Cites various instances when the punctuation mark is used. 3. Guides the learners to identify the punctuation marks in short passages. 4. Leads the learners in a practice exercise on the topic.	1. Learners follow the teacher’s description of the punctuation mark. 2. Identify the symbol in passages. 3. List instances when the punctuation mark is applicable. 4. Identify the mark in short and long passages.
	Literature	Figures of speech : Irony personification and hyperbole.	Learners should be able to 1. Explain what each of the concept means. 2. Give vivid examples in each case. 3. Identify the figures of speech treated in verbal and written communication.	1. Any relevant text on the subject area. The dictionary.	The teacher explains each of the concepts in turns. 2. Teacher draws inspirations from learners immediate environment to arouse learners’ interest on the topic. 3. Gives vivid examples in each case to amplify the comprehension of the subject matter. 4. Guides the learners compose their own examples.	1. The learners follow the teacher’s explanation of the subject matter. 2. Mention their own examples in each case. 3. Learners identify each figure of speech in sentences and paragraphs. 4. Employ the usage in their oral and written communication.
10	Reading	Reading for vocabulary Acquisition	Learners should be able to : 1. Read a selected passage clearly. 2. Detect new words from the passage read. 3. Find meanings to the new words. 4. Use the new words in expressions of their own.	A suitable comprehension passage on any field of discourse.	1. The teacher reads out the passage. 2. Asks the learners to re-read pointing out new words. 3. Provides meaning to the new words and uses them in sentences. 4. Drills the learners to construct sentences of their own using the treated words.	1. The learners read the passage. 2. Point out new words from the passage read. 3. Use the new words to construct independent sentences of their own.
	Writing : Argumentative	Features of an argumentative essay	Learners should be able to 1. Mention some topics fit for a debate. 2. Apply the features of argumentative writing to come up with a model.	Any recommended textbook on the subject matter.	1. The teacher explains features of argumentative writing – the vocatives choosing a line of action, body of  the essay and conclusion. 2. Uses a typical topic as illustrating example. 3. Groups the learners on different debatable topics.	1. Learners follow the teacher’s explanation of the subject – matter. 2. Learners mention debatable topics suitable for discussion. 3. Attempt practice exercise on the subject – matter.
	Grammatical Accuracy	Punctuation mark : the colon (:)	Learners should be able to : 1. Identify the punctuation mark. 2. Explain its functions. 3. Use it in their write – up.	Recommended textbook on the topic area.	1. The teacher demonstrates the punctuation mark on the board. 2. Cites various instances when the colon is used. 3. Bring out relevant passage to buttress his presentation. 4. Guides learners to identify more instances.	1. Learners follow the teacher’s explanation of the topic. 2. Explain the uses of colon as a punctuation mark. 3. Employ the use of the punctuation mark in their writings.
	Literature	Common terms used in literature : theme, plot, tragedy, comedy, clown, interlude comic relief etc.	Learners should be able to 1. Explain the meaning of each of the terms. 2. Relate each term to any literary work they are familiar with.	Recommended textbook on the subject area.	1. Lists some common literary terms on the board. 2. Provides meaning to each of the terms highlighted for discussion. 3. Relate the terms to common literary works learners are familiar with.	1. Learners follow the teacher’s explanation of the subject matter. 2. Learners infer from the teacher’s explanation of each term. 3. Apply the terms to appraise any literary work they have come across.