Unified Schemes of Work for Junior Secondary Schools (JSS THREE). Osun State JSS3 English Studies Scheme of work.Ministry of Education.
ENGLISH STUDIESย JUNIOR SECONDARY SCHOOL 3ย FIRST TERM
STATE OF OSUN UNIFIED SCHEME OF WORK
FIRST TERM GRADE NINE,
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | TEACHERS ACTIVITIES | LEARNERSโ ACTIVIES |
| 1. | General Revision | |||||
| 2. | Reading for critical evaluation | 1. Reading critically 2. Meaning of critical reading 3. Aspects of critical reading 4. Selected passage on critical reading highlighting facts, opinion and deduction | Learners should be able to: 1. Explain critical reading 2. Identify aspect of critical reading 3. Make distinction between facts and opinion | Selected 1. Passages an relevant issues 2. Magazines Newspaper cuttings ย ย ย ย ย ย ย ย ย ย ย ย | 1. Teachers explains what is involved in critical reading 2. Guides learners to read materials 3. Lead learners in their critical evaluation of the materials 4. Explains facts and opinions and guides learners to identify facts from opinion in the read passage. 5.Guides learners to make deduction from the information presented | 1.Learners follows teacherโs explanation 2.Read materials presented in class 3.Critically evaluate the materials by employing skills acquire in identification aspects of critical reading. 4.Differentiate between facts and opinions from the selected materials and make deduction. |
| Listening and Speaking Literature | Speeches (phonemes) 1. Long and short vowel sounds: /v:/, /ย /, /i:/, /I/ 2. Contrasting the vowel sounds in pronunciations in minimal pairs 3. Identifying the sounds 4. Compare and produce the sounds correctly in minimal pairs ย 1. Non-African folktales ย 2. Features of non-African folktales ย | Learners should be able to: 1.Identify and produce different speeches with long and short vowel sounds 2.Produce the sound correctly in selected texts ย ย ย ย ย ย ย ย 1. Learners should be able to identify features of non-African folktales 2. Retell and explain a non-African folktale 3. Identify the moral lessons learnt ย | 1. Selected texts 2. Pictures of showing correct articulation of the sounds 3. Poems ย ย ย ย ย ย ย ย ย ย ย ย 1. Story books 2. Recorded Non-African folktale 3. Supplementary readers ย | 1. Identifies suitable materials illustrating the sounds 2.Emphasises the correct articulatory movements in the pronunciation of the sounds 3. Produces the sound and learners listen and then repeat after the teacher 4. Guides learners to identify the sounds in different spellingsย ย ย ย 1. Teacher reminds learners of the meaning of folk-tales 2. Narrates a non-African folktale 3. Guides learners to retell the folktale 4. Leads learners to identify the themes of the folktalesย ย | 1. Learners practice the articulation of the sounds following the teacher 2. Learners identify the sounds in given speeches and produce them correctly 3. Identify the distinct longness and shortness of the sounds through comparison in individual pairs 4. Identify various spellings of words containing the sounds 1. Learners follow the teacherโs explanation 2. Learners retell the folktale 3. Discuss the folktales in groups 4. Identify the theme(s) and the moral lessonsย ย | |
| 3 | Writing Grammatical Accuracy | 1. Revision of (a) types of composition (b) Elements of composition writing 2. A selected topic illustrating elements of composition introduction body and conclusion ย ย ย ย ย ย ย ย ย ย ย ย ย ย 1. Identification and use of adverbials 2. Types of adverbials frequency, cause or reason, purpose manner, place, time contrast ย ย | 1. Learners should be able to list different types of composition 2. List the elements of composition and 3. Practice the use of the elements with a selected topic Learners should be able to: 1. List the features of narrative composition 2. Write a narrative composition 3. Narrative composition 4. Features of Narrative composition 5. Selected topic on Narrative ย ย Learners should be able to: 1. Identify different types of adverbials in passages 2. Use different types of adverbials in correct sentences | 1. Selected topics 2. Passages ย ย ย ย ย 1. Passage on narrative composition 2. Selected topics 3. Pictures or diagrams ย ย ย ย ย ย ย Sentence strips given passage | 1. Leads learners to raise different types of composition writing 2. Guides students to list the element of a good composition 3. Guides students to practice with a topic pointing out the element of a good composition writing 1. Selects a suitable narrative topic 2. Guides learners to discuss the topic and bring out points 3. Emphasises the use of the past forms of verbs in narration 4. Leads learners to raise points on the narrative topic 5. Instructs learners to organize the points in logical sequence 6. Asks learners to write an the topic 1. Teacher guides learners to read a given passage 2. Explains the meaning of adverbials and gives examples 3. Guides learners to identify adverbials in given passage 4. Instructs learners to use some adverbials in correct sentences | 1. Learners mention different types of composition-narrative, descriptive expository Argumentative 2. List the elements of a composition 3. Practice using the elements with a selected topic ย 1. Learners discuss the topic in group 2. Give points on the topic 3. Organize the points in logical sequence 4. Write on the points ย ย ย ย ย ย ย 1. Learners read a given passage 2. Follow teacherโs explanation on a adverbials 3. Identify adverbials in given passage(s) 4. Use adverbials in correct sentencesย |
| 4 | Reading Listening and Speaking Writing | 1. Vocabulary development 2. Selected passage on a field of endeavour 3. Vocabulary used in such field. E.g. transportation ย ย ย ย ย ย ย ย Speeches (Phonemes) 1. Long and short vowel sounds /a:/, /ย /, /ย :/ 2. Contrasting the sound sin minimal pairs cart cat 3. Identifying the sounds in different spellings ย ย ย 1. Descriptive composition on regular care of a motor car parts 2. Features of descriptive composition 3. Components of a motor car gear, brake etc 4. Materials for care water, engine oil etc.ย | Learners should be able to: 1. Read a given passage for vocabulary development 2. Identify the correct vocabulary on a field of human endeavour ย ย ย Learners should be able to: 1. Produce and identify more long and short vowel sounds in speeches 2. Produce the sounds in selected texts 3. Identify the sounds 4. Compare and produce correctly in minimal pairs ย Learners should be able to: 1. Identify features of description composition 2. List parts of a motor vehicle 3. Write implications of taking or not taking care of a motor car partsย | 1. Selected passage 2. Pictures of the field of human endeavour ย ย ย ย Selected texts pictures showing correct articulation of the sounds ย ย ย ย ย ย ย ย 1. Picture of a motor car parts 2. Selected passage | 1. Teacher selects a suitable comprehension passage for the purpose of vocabulary treatment 2. Instructs learners to read the material 3. Points learnersโ attention to the illustrations in diagrams or pictures 4. Asks learners to identify right vocabulary use for the field of human endeavour as transportation 1. Identifies suitable materials illustrating the sounds 2. Emphasis the articulatory movements in the pronunciation of the sounds 3. Produces the sounds and learners follow the pronunciation 4. Guides learners to identify the sounds in different spellings ย 1. Explains the features of descriptive composition 2. Guides learners to read a passage on care of motor vehicle 3. Guides learners to identify the parts of a motor car 4. Elicits critical response from learners on the implication of taking or not taking care of a motor car partsย | 1. Learners read the comprehension passage 2. Learners study the pictures and diagrams present 3. Learners identify words from the comprehension passage with the help of some clues 4. List some vocabulary on transportation 1.ย Learners practice the articulation of the sounds following the teacher 2. Identify the sounds in given speeches 3. Identify the district longness and shortness of the sounds through minimal pairs 4. Identify various spellings of words containing the sounds 1. Follow teachers description and explanation on features of descriptive composition 2. Learners re-iterate features of a descriptive composition 3. Learners read a passage on care of a motor vehicle parts 4. Identify parts of motor vehicle 5. State implication of taking or not faking care of a motor vehicle partsย |
| 5 | Grammatical Accuracy Listening and Speaking Literature | 1. Identification and use of tenses 2. Present and past progressive tenses 3. Tense and aspect 4. Uses of present and past progressive tenses ย ย ย ย ย ย ย ย ย ย 1. Voiced and voiceless consonants 2. Description of /p/ and /b/, /t/ and /d/, /k/ and /g/ sounds 3. Contrast in the sounds pin / bin, ten/den ย ย 1. Prose 2. Features and types of prose: Narrative descriptive 3. Reading and discussing story line of selected prose text 4. Features themes, character, setting and plot in selected text 5. Types: Narrative, Descriptiveย ย | Learners should be able to: 1. Identify the tenses of a given passage 2. Identify the tenses in a given sentences 3. Use the tenses in correct sentences 4. Identify relationship between tense and aspect ย ย ย Learners should be able to: 1. Produce voiced and voiceless consonants distinctly 2. Identify voice and voiceless consonant sounds in different speeches 3. Distinguish between voiced and voiceless consonants ย ย 1. Learners should be able to recall features and types of prose literature 2. Read a selected prose text and identify the themes, characters 3. Discuss the themes and characters ย | 1. Sentence strips 2. Selected passages ย ย ย ย ย ย ย 1. Selected passage 2. Recorded materials ย ย ย ย Selected text | 1. Teacher explains relationship between tense and aspect in English Language 2. Teacher selects a suitable passage on present and past progressive tenses 3. Explains difference between present and past action 4. Guides learners to read the passage and identify present and past progressive tenses in the passage 5. Explains tenses in relation to aspect 1. Teacher explains the difference between voiced and voiceless consonants 2. Describes the position of the glottis or vocal cards when pronouncing the sounds 3. Produces the sounds in pairs and learners follow the pronunciation 4. Guide learners to identify the sounds in given passages 1. Teacher explains the meaning of prose as a reminder for the learners 2. Guides learners to briefly revise features as types of prose literatureย | 1. Learners follows the teacherโs explanation 2. Learners read through the passage and identify present and past progressive tense 3. Distinguish between tenses and aspect and point out the relationship ย ย ย 1. Learners follow teacherโs explanation 2. Learners produce the sounds after the teacher 3. learners identify the sounds in different speeches 4. Give examples of words having the sounds in pairs 1. Learners follow teacherโs explanation and ask or answer question 2. List features of prose literatureย |
| 6 | Literature Writing | Ditto as in week 5 ย ย 1. Descriptive composition 2. Describing places: My school compound Person: My class teacher Event: An important festivalย in my town | Ditto ad in week 5 ย ย Learners should be able to: 1. Give a vivid description of a well-known person of class teacher 2. Use appropriate words of description | 1. Selected topics 2. Passages | Ditto as in week 5 ย 1. Teacher guides learners to read through a passage on description ofย โMy Class Teacherโ 2. Guides learners to identify the words of description 3. Asks learners individually to describe a person in their family 4. Selects a topic from content and guides learners to give points 5. Guides learners to organize the points 6. Writes a sample composition for them to copy | Ditto as in week 5 ย 1. Learners read through the passage 2. Identify the words of description used 3. Describe a person in their family 4. Learners give points on a selected topic 5. Learners organize the points 6. Write down teacherโs version in their notes ย |
| 7 | Grammatical Accuracy Writing Listening and Speaking | 1. Tenses – Present – Past – Future e.g. He goes to school present He went to school past He will go to school-future 2. Verb forms with the present tense 1. Types of composition: Expository 2. Features of expository composition 3. Selected topic on expository writing e.g. โHow to prepare my favorable foodโ ย ย ย Revision of 1. Consonant Sound /f/ and /v/ /o/ and /ย / /s/ and /z/ 2. Description of the sounds 3. Occurrence in words /f/ – fan, /v/ – van /o/ – think, /ย / thank /s/-sink, /z/ zincย | 1. Learners should be able to identify tenses in a given passage 2. Use the tenses in correct sentences ย ย ย Learners should be able to: 1.ย Identify the features of expository composition 2. Read a passage on expository composition to bring out the features ย ย ย ย ย Learners should be able to: 1. Produce the sounds taking note of the voiced and voiceless ones 2. Identify the sounds in given speechesย ย | 1. Sentence Strips 2. Substitution tables 3. Given passages ย Selected passage Charts showing places and manners of articulation of the sound | 1. Teacher explains the differences in present part and future tenses 2. Asks learners to make some statements 3. Guides learners to point out the tense of each statement 4. Guides students to read the selected passage ย 1. Teacher explains the features of expository writing 2. Guides learners to read an expository composition 3. Emphasizes the need to be knowledgeable in a chosen topic to write well 4. Guides learners to raise points on the topic 1. The teacher produces each pair of the sounds making distinct pronunciation of the sounds clear 2. Teacher produces materials for the correct pronunciation of the target soundsย | 1. Learners follow the teachers explanation 2. Learner make some statements and identify the tense of the statement 3. Read a passage and identify the tenses according to the verb used ย 1. Learners follow he teacherโs explanation and ask question 2. Learners go though an expository composition 3. Learners identify the features of the expository passage 4. Learners raise points on the topic and arrange the points. Learners follows the teacherโs explanation and production of the sounds 2. Learners identify the sounds in the materials produced 3. Learners give more words and sentences containing the sounds |
| 8 | Reading Writing Listening and Speaking | Vocabulary: 1. Synonyms Matching words with their synonyms 3. Answer the comprehension question on the read passage ย ย ย ย ย Types of composition Argumentative (Revision) – Features of argumentative composition (a) vocative greetings (b) Argue for or against (c) use of connectives e.g. however, on the other hand (d) logical presentation of points ย ย ย Speeches (phonemic) Revision 1. /c/, /z:/ and /ย / vowel sounds 2. Describing the sounds 3. Occurrence in various spelling 4. Contrasting the soundsย | Learners should be able to: 1. Read a selected passage 2. Identify vocabulary relating to mosquitoes and malaria 3. Match words selected with their synonyms 4. Answer the questions on the passage Learners should be able to: 1. Define argumentative composition 2. Identify features of a food argumentative composition 3.Present points in a logical mannerย ย ย ย ย ย ย ย Learners should be able to: 1.Identify and produce different speeches with the vowel sounds 2. Describe the sounds 3. Identify the sounds in various spellings in passages | Selected passage ย ย ย ย ย ย ย ย ย ย ย ย Selected passage on argumentative composition Picture of a debate group ย ย ย ย ย ย ย ย ย ย 1. Selected passage 2. Recorded materials | 1. Teacher guides learners to read the selected passage 2. Guides learners to match words with their synonyms 3. Guides learners to answer the comprehension questions ย ย ย 1. Teacher explains the meaning of argumentative composition 2. Reminds learners of the features of an argument 3. Guides learners to identify features of an argumentative composition selected passages 4. Selects a topic for discussion 5. Guides learners to arrange ideas in logical sequence 1. Teacher produces the materials for the identification and production of the sounds 2. Emphasis the correct articulatory movement in the pronunciation of the sounds 3. Stresses the distinction in minimal pairs 4. Guides learners to identify the sounds in various spelling in given passages | Learners read the selected passage 2. Identify vocabulary on malaria and 3. Mosquitoes match words with their synonyms 4. Answer the question asked on the passage ย ย ย Learners pay attention to teacherโs explanation learners identify features of a food composition in the given passage Learners give points on the selected passage Arrange the point raised on the selected topic ย ย ย ย ย 1. Learning identify and produce the sounds imitating the teacher 2. Practice the articulation of the sounds 3. Identify the sounds in minimal pairs 4. Identify the sounds in various spelling sin the given passages |
| 9 | Literature Listening and Speaking Reading | Poetry 1. Revision on types of poetry epic, lyric etc. 2. Language of poetry concise unique and high 3. Selected poems – Appreciation of the poems ย ย Phonemes Speeches 1. Revision of consonant sounds /h/, /s/, /z/, ts/ and /dz/ 2. Contrasting the sounds /s/, /z/ pressure, pleasure, /tz/, /s/ choose, shoes ย ย ย ย Passages that illustrate topic sentences, key ideas and expressions that redirect attention to main pointsย ย ย | Learners should be able to: 1. Read selected poems (written) 2. Explain meanings of selected poems 3. Identify the language devices used in the poems 4. Compose a poem of similar content ย Learners should be able to: 1. Identify and produce the sound 2. Describe the sound 3. Identify the sounds in minimal pairs 4. Identify the sounds in different spelling ย ย ย ย Learners should be able to: 1. Read a given passage 2. Identify the topic sentences from paragraphs 3. Identify key ideas from different paragraphs 4. Identify words that redirect ideas to the main points 5. Summarize the passageย ย | Selected poems Selected passage | 1. Teacher reads selected recommended poems to learner 2. Leads learner o discuss and explain the contents of the poem 3. Leads learners to identify the types of poems read and devices used 4. Guides them to write a poem 1. Teacher produces materials for the identification and production of the sounds 2. Emphasizes correction of the sound 3. Stresses the distinction in minimal pairs Leads learners to produce the sounds correctly 1. Teacher selects a suitable passage and guides learners to read the passage 2. Guides the learners to identify topic sentences, key ideas and expression, redirecting attention to main point 3. Guides learners to bring key ideas together for summaryย | 1. Learners follow the teacherโs reading 2. Learners discuss and explain the contents of the poem 3. Identify the type of poem being read 4. Identify the devices in the poem compose a poem ย ย 1. Learners identify sounds and imitate teacherโs production 2. Practice the articulation of the sounds 3. Identify the sounds in minimal pairs Learners produce the sounds correctly ย ย ย 1. Learners read the passage 2. Identify topic sentence 3. Identify words and expressions that direct attention to main points 4. Bring key point together to form a good summary ย |
| 10 | Grammatical Accuracy Writing | 1. Order of Adverbs -frequency, manner, place and time 2. Uses in sentences ย ย ย ย ย ย ย ย ย ย ย Revision on letter writing 1. Types of letters – formal – Informal 2. Formats – address – salutation -subscription 3. Structure informal loose languages, use of short forms of verbs, slang, familiar recipient – Formal strict language – Full forms of verbs recipient not familiar | Learners should be able to: 1. Use each adverb in good sentences 2. Put the adverbs in the correct order in sentences ย ย ย Learners should be able to: 1. State the different types of letter 2. Distinguish the types of letters 3. State the formats of letter writingย | Samples of written letters | 1. Teacher explains the four types of adverbs 2. Guides learners to give examples of each 3. Writes sentences on the board and asks learners to identify each of the adverbs 4. Explains the correct order of adverbs as frequency manner place-time. She often eats hurriedly in the dinning hall every Sunday 1. Teacher asks the learner to state the types of letters โ formal and informal 2. Teacher explains the differences in terms formats of the two types of letter 3. Leads learners to discuss the formats 4. Guides learners to discuss the structure of the types of letter | Learners follows teachers explanation 2. Learners give examples of each adverbs 3. Learners identify each adverb from given sentences 4. Learners put the adverbs in correct order ion sentences 5. Learners give more sentences following teacherโs example ย 1. Learners attempt to state the types of letters 2. Learners follow teacherโs explanation on the differences in terms of formats 3. Learners discuss the formats of letter writing Learners discuss the structures of the types of letters |
| 11 | Literature Listening and Speaking | Prose: Recommended text: โTombolo and the River Goddess: – story line -theme Characters ย ย ย 1. Revision of all the twelve pure vowel sounds in English 2. Recognition of the sounds in various spellings 3. Examples of words for each sound 4. The sounds in various sentencesย | Learners should be able to: 1. Read the story line and identify the type of prose 2. Discuss themes and characters in the story ย ย ย Learners should be able to: 1. List all the twelve pure vowel sounds in English 2. Make sentences with the sounds to distinguish them in pronunciation 3. Distinguish long from short vowel sounds | The text | 1. Teacher gives specific assignment to learners on the text to encourage them to read from home. 2. Leads learners to state the story line based on the reading assignment given 3. Guides learners to discuss the themes in the story 4. Guides learners to discuss the characters in the story ย 1. Teacher guides learners to list the twelve pure vowel sounds 2. Leads individual learners to list words containing each sound 3. Calls on individuals to produce the sounds and corrects wrong attempts 4. Reminds learners of how to identify long from short vowel sounds | 1. Learners read the text individually at home 2. Learners state the story line based on what they have read 3. Learners discuss the themes in the story 4. Learners discuss the characters in the story ย ย ย ย 1. Learners list the twelve vowel sounds 2. Individual learners takes a sound and supply words containing the sounds 3. Learners distinguish long from short vowel sounds through physical representation of with dots (:) for long vowel sounds. |
Unified Schemes of Work for Junior Secondary Schools (JSS THREE). Osun State JSS3 English Studies Scheme of work.Ministry of Education.
ENGLISH STUDIES SCHEME OF WORK JSS3ย SECOND TERM
ENGLISH LAUGUAGE SECOND TERM
SCHEME OF WORK FOR GRADE 9
| WEEKS | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | ACTIVITIES | |
| TEACHERS | LEARNERS | |||||
| 1 | Cleaning of the school compound and general revision. | |||||
| 2 | Reading | Reading for speech techniques: * Surveying or scanning for main points. * Skimming for specific information. | Learners should be able to read rapidly and make meaning from what is read. | 1. Course book 2. Selected passage on issues of interest. | 1. Teacher explains the methods of reading for speed * Scanning a passage. 2. Guides learners to scan or survey a selected passage. 3. Leads learners to extract main ideas without going through the entire passage. * through picture reading * reading the headings * reading the first and last sentence. | Learners follow the teacherโs explanations and ask or answer questions. Learners survey a selected passage and extract main ideas through the survey techniques. |
| Writing Revision | Types of letter writing: a) Formal * conventional features: Two addresses, salutation, formal and polite language. b) Examples of formal letters | Learners should be able to 1. List the features of a formal letter. 2. Give examples of formal letters. | 1. Teacher explains what a formal letter is about. 2. Guides learners to give examples of formal letters. 3. Leads learners to discuss the features of formal letters. 4. Writes a model format of formal letters for learners to copy. | 1. Learners follow the teacherโs explanations. 2. Learners identify the features of formal letters. 3. Learners give examples of formal letters. 4. Learners discuss the formats of a formal letter. 5. Learners copy the formats on the board in their notebooks | ||
| Listening and Speaking. | 1. Information patterns for question, command and statements. 2. Listening to speech on selected topics. | Learners should be able to 1. Identify the three intonation patterns for statements, questions and commands 2. Makeย statements ask question, give commands using appropriate intonation patterns | Recorded speeches on intonation patterns poems. | 1. Selects materials and make appropriate statements for learners to follow. 2. Explains the three patterns of intonation. 3. Guides learners to make statements, give commands and ask questions. 4. Leads learners to discover the intonation patterns and appropriate rhythms from the examples given. | 1. Learners pay attention to teacherโs statements and explanations. 2. Learners make statement, ask questions and give commands and 3. identify the intonation patterns from the statements, question and commands. | |
| 3 | Grammatical Accuracy | Conjunctions 1. Occurrence in passages 2.ย Types of conjunctions. 3. Examples of types of conjunction types * Co-ordinating * Correlative * Subordinating Examples and, but, yet, either or, neither nor because, whereas, etc. ย | Learners should be able to 1. Discuss the uses of conjunction in given passages. 2. List the types of conjunctions. 3. Give examples of types of conjunction. | Selected passages, Sentence strips newspaper cuttings. | 1. Teacher selects a suitable passage. 2. Guides learners to read the passage. 3. Guides learners to identify the features of conjunctions in the passage. 4. Leads learners to observe the kinds of sentences used. 5. Guides learners to identify the types of conjunctions used. | 1. Learners read the selected passage. 2. Learners identify featuresย of a conjunction in the passage read. 3. learners observe the kinds of sentences in the passage. 4. Learners identify and list the types of conjunctions in the passage. |
| Literature | Revision 1. Drama โ types of drama. * Tragedy, comedy, tragi-comedy. 2. Features of types of drama | Learners should be able to 1. List the types of drama. 2. Define or explain each type of drama. 3. State the characteristic features of each. | Text on the different types | 1. Teacher guides learners to mention or list the types of drama. 2. Leads learners to state the features or characteristics of each type. | 1. Learners mention the types of drama. 2. State the characteristics of drama. 3. Explain each type of drama. | |
| Writing | 1. Formal letter Discussing and writing on a topic. 2. Letter of complaints e.g. to the commissioner for Health. | Learners should be able to 1. List points on a given topic. 2. Organize these points 3. Write a formal letter of complaints. | Selected topic | 1. Teacher writes the topic on the board and guides learners to identify the types of letter they are. 2. Teacher guides learners to mention appropriate points on the topic. Teacher puts the topic on the board. 3. Teacher leads learners to organize the points. 4. Teacher instructs learners to write the letter. | 1. Learners identify the type of letter. 2. Learners mention points on the topic. 3. Learners organize the points. 4. Learners write on the topic. | |
| 4 | Listening and Speaking | Revision consonant sounds /m/, /n/, /g/ | The learners should be able to 1. Identify and produce different speeches with the consonant sounds. 2. Contrast the given speeches. | 1. The teacher produces materials for the identification o the target sounds. 2. Emphasizes the correct articulatory movements of the consonant sounds. 3. Stresses the distinction in pronunciation. 4. Guides learners to contrast the sounds in different speeches. | 1. Learners pay attention to the teacher and imitate teacherโs production. 2. Learners practice the correct articulation of the sounds. 3. Make distinction of the sounds. 4. Contrast the sounds in different speeches. | |
| Grammatical Structure | 1. Prepositions Examples of prepositions in a given passage * Uses of preparation * Special prepositions with some words e.g. accuse of, agree with, angry at /with answer for /to | Learners should be able to 1. Identify preposition of different types in selected passage. 2. State the uses of preposition 3. Make use of special prepositions with some words. | Selected passage | 1. Teacher guides learners to read the passage. 2. Leads learners to extract different prepositions from the passage read. 3. Guides learners to identify the functions or uses of prepositions in the passage. 4. Leads learners to use some special prepositions with some words. | 1. Learners read the given passage. 2. Learners identify prepositions contained in the passage. 3. Learners state the functions of the prepositions identified. 4. Learners use some special prepositions with some words. | |
| Reading | 1. reading comprehension * Answering specific questions. 2. Vocabulary Building antonyms. 3. Summary writing | Learners should be able to 1. Read a comprehension passage and answer questions on the passage. 2. Find antonyms of words from the passage. 3. Write a good summary of the passage. | Selected passage Dictionary | 1. teacher presents appropriate material. 2. Guides learners to identify topic sentences and key ideas in the passage. 3. Leads learners to identify key words and new words in the passage. 4. Guides learners to identify main ideas to form summary. 5. Guides learners to answer the comprehension questions orally. | 1. Learners read the material presented. 2. Learners identify topic sentences. 3. Learners identify new words and use the dictionary to find meanings and the antonyms. 4. Learners identify main ideas to write the summary. 5. Learners answer the comprehension questions orally. | |
| 5 | Writing | Types of letter writing Informal 1) Conventional forms -one address -Salutation -Body -Closing 2) Examples -letter to a friend, a relative, a school mate etc 3) of invitation to a party | Learners school be able to: 1) Identify the formatsย of an informal letter 2) identify the different topics an informal letters 3) Discussย a well writing informal letters | Selected passage on sample letter informal | 1) Teacher explainingย what an informal letter is about 2) Guides learners to give examples of informal letters 3) Leads learners to discuss the features of a well-written informal letter 4) Write a model formal an informal letter on the board | 1) Learner pay attention to teachers explanation 2)learners give examples of informal letters 3) Learners discuss the features of an informal letter 4) Learners discuss the features of a well-written letter 5) Learners copy model formats in their notebooks |
| Literature | Drama Reading and Critical Analysis of a recommended literature text -Story line -Them (s) -Characters | Recommended text | 1) Teacher guides leaners to identify theย genre of the text 2) Instructs learners to read the text a head of the class 3) Guides the learners to discuss the story line of the play 4) Leads learners to identify the theme(s) 5) Guides learners to discuss the characters | 1) Learners identify the genreย of the text 2) Read the text aheadย of the class 3) Read and discuss the story line of the play 4} Identify the theme 5) Discuss the characters | ||
| Listening | Speeches (phonemes) Consonant clusters respect, principle, tactile, street impromptu, struggle | Learners should be able to 1) Produce speeches with consonant clusters 2) Identify a cluster an distinct form occurrence of double consonant to form a sound 3) Pronounce distinctly the consonant that form the cluster | Selected passage recorded materials | 1) Teacher selects materials for the correct pronunciationย of the clusters 2) Emphasizes that al the consonants in a cluster must be pronounced 3) Guides learners to pronounce the clusters by being a model 4) Guides learners to identify consonants that make a clustersย | 1) learners listen to and follow the correct pronunciation of the clusters 2) Practice pronunciation of all the consonant sounds in a cluster 3) Learners follow teachers pronunciation of the cluster in a given passage 4) Learners identify the consonant that make the cluster | |
| 6 | Literature | Appreciation of a drama text (contd) | Ditto as in week 5 | Ditto as in week 5 | Ditto as to week 5 | |
| Grammatical Accuracy | Conjunctions factious in passages -Co-ordinating join words or sentences of sematic similar -correlative express two ideas in pairs not only but also either or subordinating introduce subordinate clauses | Learners should be able to 1) Identify the different types of conjunction in passage 2) State their functions | Techer guides learners to read a passage 1) Guides them to observe the kinds of sentences used 2) leads learners to identify the features of conjunction in the passage 3) Guides learners to identify the functions | 1) Learners read the given passage 2) Observe the sentences used 3) identify the features of conjunctions in the passage 4) identify the functions of conjunctions in the passage | ||
| Reading | Comprehension : 1) Reading to make deductions from information presented e.g Passage on science and technology 2) Make deductions from Expression indicating | Learners should be able to : 1) Make deductions from information presented in a passage 2) Identify expressions used to make deduction 3) Answer comprehension | Selected passage Newspaper cutting | 1) Teacher selects the appropriate passage 2) Guides learners to read the passage 3) Lead learners to identify expressions used 4) Guides learners toย make deductions from the passage read 5) Leads learners to | Learners read the passage 1) Learners identify types of expressions used 2) Learners make deductions from expressionsย used 4) Learners answer the comprehension | |
| Possibilitiesย may might obligations must have to ability โ can could futurity โ will, shall 3) Answering comprehension question | Questions on the read passage | The passage Newspaper cuttings | Answer comprehension question on the passage | Questions on the passage | ||
| 7 | Writing | Treating a topic on informal letter e.g Write a letter to your friend in another school telling him/her new developments in your school | Learners should be able to 1) develop the topic by raising point 2) Organize the point 3) Write a good informal letter | Sample letter on informal letters | 1) Teacher present the topic to the class 2) Guides learners to raise points on the topic 3) Leads learners to organize the points 4) instructs learners to write on the topic | 1) Learnersย discuss the topic 2) Learners raise relevant points 3) Learners organize the points 4) Learners write on the topic |
| Literature | Myths/Legends 1) Lessons from Myths/legends 2) Differentiating Myths and legends 3) Examples ofย myths and legends | 1) Learners should be able to retellย and explain the themes of myths and legends 2) Identify the moral lessons 3) Differentiate between myths and legends | Story books our myths/legends | 1) Teacher narrateย a myth/legend to learners 2) Explains the difference between myths and legends 3) Leads learners toย retell and explain the themes of the myth/legend presented 4) Guides learners to identify in the give myth or legends | 1) Learners follow the narration 2) Learners identify the difference between myth and legend 3) Learners retell the mythy 4) Learners explain the moral lessons derided | |
| Reading | Reading for summary -Scanning the passage for main ideas -Answering summary question correct sentences | Learners should be able to 1) Read the passage given 2) Scan the main points using scanning techniques 3) Answer the summary questions | Passages | 1) The teacher select a suitable passage 2) Guides the learners to read the passage 3) Leads learners to identify key ideas from the passage 4) Guides learners to answer the summary | 1) Learners read the selected passage 2) Learner scan for main points the passage 3) Learners identify key point or ideas 4) Learners answer the summary questions in good sentences ย | |
| 8 | Grammatical Accuracy | Active and passive verbs. 1. Identification of active and passive verbs in given passages. 2. Use of main verbs in active and passive voice. 3. Use of auxiliary verbs in active and passive voice construction. 4. Changing active to passive and vice versa. 5. Making sentences with active and passive. | Learners should be able to 1. Read a given passage. 2. Identify active and passive verbs in the passage. 3. Make sentences with active and passive verbs. | Selected passage of relevance dangers in pre-marital sex. | 1. Teacher explains voice in the grammar of English. 2. Teacher presents a suitable passage and guides learners to identify the verb forms used. 3. Teacher leads learners to identify the active forms of the passive. 4. Guides learners to make sentences with the verbs. | 1. Learners follow teacherโs explanation of โvoiceโ 2. Learners read the passage. 3. Learners identify active and passive verbs in the passage. 4. Make sentences with the passive and active verbs. |
| Listening and Speaking | Speeches (phonemes) Diphthongs /ei/ and /ai/ and /แดi/ /ei/ – eight, late, say, gate /ai/ – high, sky, light /แดi/ boy, soil, spoil | Learners should be able to 1. Identify and produce different speeches with diphthongs. 2. Identify and produce different speeches with diphthongs. 3. List and make sentences with diphthongs. | Recorded materials Language games. | 1. Teacher produces the sounds from materials identified. 2. Guides learners to use the diphthongs in sentences. Leads learners to identify diphthongs in given speeches. | Learners imitate teacherโs production of the sounds. 2. Use the diphthongs in sentences. 3. Identify diphthongs in given speeches. | |
| Literature | Prose e.g. โThe cry of orphansโ * Story line * Theme(s) * Characters | Learners should be able to 1. Explain the story line of the prescribed text. 2. Explain the themes. 3. Designs the characters | The text | 1. Teacher instructs learners to read ahead of class. 2. Teacher guides learners to recreate the story line. 3. Guides learners to identify the themes. 4. Leads learners to identify the characters. | 1) Learners read ahead of class. 2) Learners attempt to narrate the story line. 3) Learners identify the themes 4) Learners identify the characters. | |
| 9 | Grammatical Accuracy | Active and passive verbs Ditto week 8 | Passage on consequences of negative pear pressure. | Ditto week 8 | Ditto week 8 | |
| Reading for summary | Passage on โRoad Traffic Managementโ 1. Identifying expressions that redirect ideas, topic sentences | Learners should be able to 1. Identify topic sentences from paragraphs and passages. 2. Identify key words and idea that redirect attention to main points. 3. Use main ideas to form summary. | Selected passage pictures relevant to topic | 1) Teacher selects the materials and instructs learners to read. 2. Guides learners to identify topic sentences. 3. Leads learners to emphasize key words. 4. Guides learners to bring the key words and expression together to form a summary. | 1) Learners read the materials 2) Learners attempt identify topic 3) Learners emphasize key words 4) Learners bring key words together to form summary | |
| Listening and speaking | Speeches (phoneme) Diphthongs /I a / – here, peer / e a / – hair pair /u a/ – poor, curious) | Learners should be able to List and make sentences with diphthongs | 1) Identifiesย and produces materials for sounds 2) Emphasizes the correct articulating movement in the pronunciationย of the sounds 3) Leads Learners to identify words containing the sounds in speeches | 1) Listen to the teacher and produces the sounds imitatingย the teacher 2) Practice correct articulation ย of the sounds 3) Identify words containing the sounds in speeches | ||
| 10 | Writing | Argumentative: Discussing a โparents should allow their children to choose their career | Learners should be able to 1. Compose a good composition on the given topic | Selected topic | 1) Teacher leads learners in the discussion of the topic 2) Techer reminds learners of the need to organize points in good order 3) Teacher leads learners to produce first draft Leads 4) learners to review the draft (edit, proofread, review and amend) 5) Guides them to write a good composition in groups | Learners discuss the topic ย in groups 2) Learners jot down points on the topic 3) learners organiseย points 4) Learners produce first draft 5) Learners review the draft by editing proofreading reviewing and amending |
| Listening and speaking | Speeches (phonemes) consonant sounds /l/ & /r/ /l/ life, kill /r/ read, red. | Learners should be able to produce the sounds 2) Identify them in speeches | Selected speeches | 1) Teacher selects appropriate materials 2) Produce the sounds and learners listen 3) Teacher Guides learners to Identify and produce words and expression containing the sound | Learners read the materials aloud Learner produce the sounds imitating the teacher Learners identify and produce the sounds at word/ and expression levels | |
| Reading | Reading for speech -Skimming for specific information | Learners should be able to 1) Read rapidly and make meaning from what is read 2) Extract specific information from a written piece | Magazine Newspaper cutting | Teacher product a passage Guides learners to skim for specific information Leads learners to extract specific information from a written piece | 1) Learners read the passage 2) Learners skim or specific ย information 3) Learners extract specific information from what in read | |
| 11 | Literature | Poetry : Revision and 1) types of poetry 2) Features of poetry -Concise -Unique -High | Learners should be able to 1) Listed the types of poetry and the features of poetry 2) Identify the features in short written poems | Poetry texts | 10 Teacher leads learners to list and identify the types of poetry 2) Leads learners to list the features if poetry and identify than in selected short poems | 1) Learners list the types of poetry 2) identify the features of poetry in short written poems |
| Listening an speaking | Speeches (Phoneme) Diphthongs /2u/ and /au/ in speeches – | Learners should be able to 1) Identify the diphthongs in speeches 2) Produce the diphthongs correctly in words and speeches | Recorded materials short speeches | 1) Teachers produces materials for the correct production of the sounds 2) Guides learners to produce the sounds 3) Leads them to identifyย the sounds in speeches | 1) Learners read the materials 2) Learners produce the sounds imitating teachers production 3) Learners identify the sounds in speeches | |
| Reading | Passage an โBenefits of Reading -Answering comprehension question -Synonyms (vocabulary) development | 1) Learners should be able to read a given passage 2) Answer questions on the passage 3) Find words to replace some words in the passage | Selected passage Dictionary | 1) Teacherย select a passage 2) Guides learners to get the main ideas in the passage 3) Leads the learners to identify new words in the passage 4) Guides them to getย she synonyms if such words Leads learners to and the comprehension questions on the passage | 1) Learners read the passage 2) Learners identify main ideas in the passage 3) identify new words in the passage 4) Use the dictionary to find the meaning and synonyms of the words Learners answer the question on the passage | |
Unified Schemes of Work for Junior Secondary Schools (JSS THREE). Osun State JSS3 English Studies Scheme of work.Ministry of Education.
ENGLISH STUDIES SCHEME OF WORK JSS3 THIRD TERM
ENGLISH LAUGUAGE SECOND TERM
SCHEME OF WORK FOR GRADE 9
| WEEKS | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | ACTIVITIES | |
| TEACHERS | LEARNERS | |||||
| 1 | Cleaning of the school compound and general revision. | |||||
| 2 | Listening and Speaking | Stress 1. Word stress – Stress words of two and three syllables 2. Rules for stress two or three syllable words | Learners should be able to: 1. Identify correct points of pauses in the production of words of two and three syllables. 2. Identify rules guiding two or three syllable words. | Poems and passages Recorded materials | 1. Teacher selects and produces materials for the production and identification of stress. 2. Teacher guides learners to identify words of, and rules guiding two or three syllables 3. Teacher leads them to produce words of two or three syllables correctly. | 1. Learners imitate teacherโs production taking note of the stressed syllables. 2. Learner identity words of,ย and rules guiding two or three syllables. 3. Learners produce wordsย of two of three syllables correctly taking note of the points of pauses. |
| Literature | Figures of speech – Simile, metaphor, personification etc. | Learners should be able to: 1. Identify various figures of speech in given passages or sentences. | 1. Teacher explains figures of speech as a device to add aesthetics to a work of art. 2. Teacher guides learners to identify figures of speech in given expressions. | 1. Learners pay attention to teacherโs explanations. Learners identify figures of speech used in the given expressions. | ||
| Grammatical Accuracy | Modals and modal forms – Modal โ can, may, will etc. Use in direct and indirect speeches. โI may go thereโ- direct He said he might go there- indirect | Learners should be able to: 1. identify modals in given passages 2. Use correctly modal auxiliary in direct and indirect speeches. | Selected passages. | 1. Teacher explains modals as helping verbs that cannot stand alone in a sentence but have meaning 2) Teacher guides learners to identify modals in given speeches 3) Teacher leads learners to identify direct form and indirect forms in given speeches | 1) Learner s pay attention to teacherโs explanations 2) Learners identify modal in given speeches Learners identify direct and indirect forms in given speeches | |
| 3 | Literature | Poetry : Prescribed poems- i) HIV AIDS ii) Read to rule iii) Hard work etc Reading and appreciation of the poems -Literature devices -Themes | Learners should be able toย read the poems and distinctly 2) Identify the themes and poetic devices used 3) Compose only poem | Prescribed Poems | 1) Teacher guides learners to identify the main ideas (themes) in the poems as they are being read 2) Teacher leads learners to identify the literature devices used in the poems | 1) Learners identify the main ideas (themes) in the poem 2) Learners read the poems imitating the teacherโs reading 3) Learners identify the literature devices used in the poems |
| Writing | Revision of formal and Informal letter Features Structure | Learners should be able to 1) Name the features and structure of both formal and informal letters 2) Point out theย errors in badly written letters | Sample formal and informal letters | 1) Teacher guides learners to state the features and structures of formal and informal letters 2) Teacher leads learners to read through badly and well-written samples | 1) Teachers state the features and structure of formal and informal letters 2) Learners read throughย badly written letters 3) Learners identify the errors in badly written samples | |
| 4 | Grammar Accuracy | Modals andย Modal forms (contd) Use of modals to -Express possibility -Permission -Certainty -Obligations e.g I can travel to Abuja โ possibility That must be kinglyย at the door -Certainly etc | Learners should be able to use modals to express contain feelings | 1) Teacher explains that modals can be used to express certain feelings according to their occurrences in words and speeches 2) Teacher leads learners to identify expressions intended in given speeches Teacher guides learners to give more example of the use ofย modals to express certain feelings | Learners pay attention to teachers explanation ย 2) Learners identify expressions intended 3) Learners make sentences using eh modal to express certain feelingsย and point out the feelings expressed | |
| Reading | Practice with BECE past comprehension questions | Learners should be able to read the comprehension passages and answer the questions | 1) Teacher guides learners to read the passage 2) Guides learners to find answer to the comprehension questions | Learners read the passage on comprehension 2) Give answers to the comprehension question | ||
| Listening and speaking | Revision of the consonants /w/ and/j/ Occurrence in words and speeches Occurrence in spellings /w/- when, one /j/ – yam few, ewe | Learners should be able to 1) Produce the sounds 2) Identify the sounds in speeches 3) Identify the various spellings forย the sounds 4) Contrast the sounds | 1) Teacher identify and produces materials for the articulation and the sounds 2) Teacher Guides learners to identify the sounds in given speeches 3) Leads learners to identify the spelling containing the sounds 4) Teacher leads learnersย to contrastย the sounds in given speeches | 1) Learners imitate teacher production 2) Learnerโs identify the sounds in given speeches 3) Learners identify the spellings containing the sounds Learners contrast the sounds in given speeches | ||
| 5 | Grammatical Accuracy | Modalsย in Tag questions Requests Affirmativeย and negative sentences | Learners should be able to : Identify the modal forms in tag quality requests and affirmative and negative sentences | Selected speeches Newspaper Cuttings | 1) Teacher leads learners to read selected speeches and discuss their meanings 2) Teacher leads learners to identify the modal forms used in tag question, Requests and affirmative and negative speeches | 1) Learners read and explain the speeches 2) Learners identify the modal forms used in tag questions, Requests and affirmative and negativeย speeches |
| Literature | Prescribed poem (contd) โ Up and Down 1& 2, etc | Recommended texts- New Day Poem Water fall other Poem | As in week 3 | As in week 3 | ||
| Listening and speaking | Revision of the consonant sounds -The ย 24 consonant sounds – contrastingย the sounds | Learners should be able to identify the 24 consonant sounds in passages and speeches 2) Produce the sounds correctly | Recorded materials | 1) Teacher guides learners to list the consonant sounds 2) Teacher guides learners to give words containing the sound 3) Teacher engages individual learners in the production of the sounds | 1) Learners list the consonant sounds 2) Learners list words containing each of the sounds 3) Individual learners produce the sounds | |
| 6 | Literature | Practice with BECE past questions on prose and Drama | Learners should be able to: 1) Discuss and answer questions on prescribed texts for prose and Drama | BELE past Question | Teacher leads the learners to give answer to the questions asked in prose an Drama texts | Learners give answers to the prose an drama questions |
| Grammatical structure | Practice with BECE multiple choice questions on various topic | BECE past Questions | Teacher leads the learners to give answer to the past questions on various grammar topics | Learners give answers to the past questions | ||
| 7 | Reading | Reading for summary Practice with BECE past question on summary passages | Learners should be able to: 1) Rad the passages 2) Answer summary questions on the passages | BECE past questions on summary | 1) Teacher leads learners to read the passage 2) Teacher guides learners to answer the summary questions | Learners read the passage Learners read the summary passage and answer questions on summary |
| Writing | Composition writing practice with BECE past questions on types of compositions | BECE past Questions on composition writing | ||||
| 8 | Writing | Practice with on formal and informal letters | Learners should be able to answer questions on formal and informal letters | BECE with BECE past question | Teacher leads the learners to prove answer to the past questions on formal and informal letters | Learners provide answers to the question on formal and informal letters by highlighting point for each question |
| Literature | Practice with BECE past questions on poetry | Learners should be able to answer questions on the poems studies | BECE past questions | Teacher guides learners to provide answers to the past questions on poetry | Learners provide answers to the part questions |
