Year 9 Blended British Nigerian Scheme of Work English Language

Access free Year 9 Blended British Nigerian Scheme of Work English Language for Junior Secondary School Hybrid Curriculum JSS3 Subjects topics for High School Education all three Terms available free download PDF-Schemeofwork.com

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Year 9/JSS3 Blended British Nigerian Scheme of Work English Language for Junior Secondary School Term 1 Year 9 Blended British Nigerian Scheme of Work English Language Term 2 Year 9 Blended British Nigerian Scheme of Work English Language Term 3 Blended British Nigerian Scheme of Work English Language Links

Year 9/JSS3 Term 1, Term 2 and Term 3 Integrated Scheme of work for British national curriculum with a blend of the Nigerian National Curriculum for British and Montessori Schools

Year 9/JSS3 Blended British Nigerian Scheme of Work English Language for Junior Secondary School Term 1

Year 9 Term 1

WK	GRAMMAR	READING AND COMPREHENSION	WRITING	LITERATURE	LISTENING AND SPEAKING	REFERENCE
1	Modals	Identify modals and their use from a given text. Discuss the writer’s opinion. What do the modals help the writer to do?	Write an essay about your future and what you intend to do or achieve in twenty years’ time. Use modals where appropriate.	Analyze a poem for the different elements of poetic languages	Recite poems to members of the class. Different learners do so.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
2	Adverbials and tenses Identification and use of adverbials such as frequency	Reading for critical evaluation. Reading for critical evaluation meaning of critical readingand aspect of critical reading	Writing. Types of composition Narrative Descriptive Argumentative Expository	Non-African folktales Features of non-African folktales: didactic, entertaining and archaic.	Long and short vowels e.g, /i/ and /i/ bee/be, head/hid, heat/hit, beat/bit	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
3	Adverbials and tenses (a) Course or reason e.g. so that, in order, so as, (b) Purpose e.g. because, for (c) Condition e.g. unless, if, until, provided (d) Contrast e.g. yet, though, although	Reading for critical evaluation: Essence of critical reading and selected passages on critical reading highlighting: -Facts -Opinions -Deductions	Composition writing Types of composition Narrative, descriptive, argumentative and expository	Non-African folktales Features of non-African folktales: -Didactic -Entertaining -Archaic	Speeches (Phonemes) Consonants e.g. fall/vim, fish/van; four/love,.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
4	Adverbials and tensesidentification and use of tenses e.g. present, past and future.	Reading for criticalevaluation	Composition writing Arrangement of ideas inlogical sequence	Non-African folktales Features of Non-African Folktales: (a) Didactic (b) Entertainment (c) Archaic	Speeches (Phonemes) Consonant clusters: e.g.respect, principle, tactile,struggle.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
5	Adverbials and tenses Adverbs, conjunctions and Prepositions. Examples of adverbs,conjunctions and prepositionsin a given passage	Reading for critical Evaluation. Reading for speed techniques -Surveying/scanning for main to read a lot ofmaterials, read non-textmaterials quickly and to cultivate theskill of referencing.	Write an essay criticizing something.	Lesson from myths/legends African and non-African tales comprising of myths andlegends	Speeches (Phonemes)intonation, stress and rhythm	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
6	Adverbial, conjunctions and prepositions; functions of adverbs,conjunctions and prepositions.	Importance of reading for speed: -The link between reading for speed and comprehension -Scanning, skimming and normal rate reading.	Letter writing Types of letter writing (informal and formal)	Lesson from myths/legends Moral lessons from given myths/legends Myths-Story about ancientgods and heroes andmonsters.Legends-An old traditionalstory that is usually not true.	Speeches (Phonemes) Listening to speeches on the following: (a) Peace education (b) Conflict resolution (c) Drug abuse (d) Road safety	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
7	Adverbial and tenses Identification and use of tenses e.g. present, past and future using such topics as: (a) Inter-ethnic marriages (b) Global warming (c) Drug abuse	Reading for critical evaluation. Suitable passages/storiesthat illustrate topic sentences,key ideas and expressions that redirect attention to mainpoints	Formal letter (a) Opening (b) Salutation (c) Correct heading (d) Body of the letter (e) Closing (f) Signature	Types of prose: (a) Narrative (b) Descriptive	Speeches (phonemes) Diphthongs e.g. /ei/ rail, sail, date, late: in load, road, coat, boat and fierce, theatre, etc. /ai/ child, wild, mild, might /au/ stout, rout, drought, bout	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
8	Adverbial, conjunction and Preposition. Functions of adverbsconjunctions and prepositions.	Reading for summary Suitable passages/stories that illustrate topic sentences, key ideas and expressions	Letter writing: formal Letter writing formal conventional form of two addresses: (a) Opening (b) Salutation (c) Correct heading (d) Body of the letter (e) Closing (f) Signature	Features of prose e.g. (a) Plot (b) Character (c) Style (d) Setting theme	Speeches: intonation, stress and rhythm.Listening to speeches on thefollowing: Inter-ethnic Marriages, highlighting. Correct intonation, stress and rhythm	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
9	Active and passive verbs Identification of active and passive verbs e.g. active verb: “The cat chased the mouse” Passive verb: “The leaves are being eaten by caterpillars”.	Reading for summary Suitable passages/stories that illustrate topic sentences, key ideas and expressions	Letter writing: (informal) Informal letter-one address: (a) Opening (b) Salutation (c) Body of the letter (d) Closing	Prose Types of prose (a) Narrative prose a storyor a description of event (b) Descriptive prose	Speeches: intonation, stress and rhythm. Passages and poems, highlighting correct intonation, stress and rhythms.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
10	Active and passive verbs Passive verbs. Identification of active and passive verbs	Reading for summary Selected passages on critical reading highlighting: (a) Facts (b) Opinions	Exposition: Elements of composition: (a) Introduction (b) Body (c) Conclusion Arrangement of ideas in logical sequence	Features of prose: (a) Plot-the story of a book (b) Character-a person in a story “Harry is a character in the book”. (c) Style: a particular way a book is written “she has a wonderful style of writing”. (d) Setting: the place or period of time the book is written “she chose Abuja as the setting for her novel”. (e) Theme “The main idea or subject in a book”.	Speeches: (Phonemes) Consonant cluster e.g.respect, principle, tactile,struggle.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
11	Modal forms identification of modals from selected passages based on the following: (a) Patriotism (b) Discipline (c) Benefits of reading newspapers etc	Reading for summary: Empowers us to read a lot of materials such as: (a) Newspaper (b) Magazines (c) Cuttings Help us to cultivate the skill of referencing	Various types of composition writing: Narrative Descriptive Expository Argumentative Composition on:	Poetry types e.g. (a) dirge, epic, lyric, dramatic etc	Speeches: intonation, stress and rhythm.Making statements,commands and questionsusing the correct stress, intonation and rhythm.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
12	Active and passive verbs Making sentences with active and passive verbs e.g. ‘The cat chased the mouse’ (active verb) “The leaves are being eaten by caterpillars” (passive verb)	Reading for speed Surveying/scanning for main points	Summary Writing Identification of topicsentences from given paragraphs and passages	Poetry language is: (a) Concise (b) Unique (c) High	Speeches: Intonation, stress and rhythm Making statements, commands and questions and questions using the correct stress, intonation and rhythm	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
13	Revision
14	Exam

Year 9 Blended British Nigerian Scheme of Work English Language Term 2

Year 9 Term 2

WK	GRAMMAR	READING AND COMPREHENSION	WRITING	LITERATURE	SPEAKING/LISTENING	REFERENCE
1	Adverbial and tenses, adverbial of: manners, purpose,frequency, reason, etc.	Reading techniques such as surveying, scanning and Skimming.	Types of composition: narrative, descriptive, argumentative, expository etc.	Types of prose (fiction/non fiction): narrative and descriptive	1. Listening to speeches on the following: – Human right – Gender issues 2. Making statements, commands and questions using correct stress, Intonation and rhythm.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
2	Identification of weak forms, word boundaries e.g. above, alone abound	1. Meaning of critical reading. – Aspects of critical and its essence	Summary Writing: Essentials in summary writing – identification of topic sentences – identification of key ideas from different passages Write a summary of a given text.	Reading of the recommended text (Prose)	1. Long and short =vowels /i/ Bee /i/ be Heed hi Heat hit 2. consonants and clusters e.g. four/vim, fish/van Clusters= respect, principle, struggle, etc. 3. diphthongs e.g. /ei/ = rail, sail, date, late, etc.= /ou/ = coat, boat, road, …… /ai/ = child, wild, might, mild, ……	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
3	Modifiers Use of words that modify (adjective & adverbs) “smell, colour” etc.	Reading for majorand minor points. Selected passage from the students’ prescribed text.	1. Summary writing 2. Essentials of summary	Read and discuss the recommended prose	i. Phrases and question tags ii. Phrases =e.g. a crop of ideas, a queue of traffic etc. iii. Question tags e.g. – Dapo is a naughty girl, isn’t she? (No, she isn’t)	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
4	Introduction to synonyms. Words that mean nearly the same or exactly the same.	Chanting a poem:observing the metric, pattern, rhyme and other sound effects	Narrative composition: Write a narrative of an event you will never forget.	Reading therecommended prose Text and discuss the figures of speech.	Reading a descriptivecomposition on aspects of description.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
5	Using modal verbs and adverbials to express willingness and unwillingness.	Reading selected passages for main Points and to understand the writer’s point of view.	Summary writing. Write a summary of a given text.	Recommended prose: I dentify the figures of speech.	Speaking skills(conversation among students).	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
6	Using suffixes to form new words from root words	Reading to analyze,judge and give Opinion on a text.	Informal letters: – Letter to parents – Letter to friends – Close relations etc.	Reading therecommended text (prose)	Asking andanswering questions	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
7	The use of conjunctions, prepositions and interjections	Summarizing a set of sentences.	Informal letter its: Address, date, salutation, body, complementary, close, first name of the writer only.	Reading the prose text for themes, characters and plot structure.	Consonant sounds/h/ in h- occurring andnon – occurringwords.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
8	Active and passive verbs	Listening to a comprehensionpassage taken fromstudents’ prescribed text.	Writing informalletters, letters ofappreciation, letter of complaint.	Reading the text for mood, tone, symbolism and imagery.	Intonation stress pattern in speeches involving conflictresolution, genderissues, giving instructions, etc.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
9	Modal verbs and other forms of expressing a wish	Reading for major and minor points.Selected passage from the students’ prescribed text.	Revising formal letter Types: = letter to a businessorganization, = letters ofapplication for employment = letter of query etc.	Reading the recommended poem for theme, structure and symbolism.	Contrasting the phone /ɵ/ in ‘beg’ and the phoneme in ‘bear’	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
10	Verbs & prepositions	Read a story to identify characters, theme and plot	Write a short story.	Analyze a poem for meaning.	Tell stories with your colleagues.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
11	Revision	.
12	Exam

Year 9 Blended British Nigerian Scheme of Work English Language Term 3

Year 9 Term 3

Year 9Term 3

WEEK	GRAMMAR	READING AND COMPREHENSION	WRITING	LITERATURE	LISTENING AND SPEAKING	REFERENCE
1	Auxilliary verbs	Identifyingactive and passive verbs in passages	Skills in writinga poem.	Introduction to the Prescribed dramatic text	Consonant /Ѳ/ and /ā/ contrastedin words andsentence contexts. E.g.cloth/clothe,breath/breathe,thanks/then	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
2	Using modal verbs to express obligation and necessity. E.g. may, ought’, might.	Reading to grasp meaning	Write a descriptive composition	Biography of theplaywright (the prescribed dramatext) Discuss William Shakespeare.	Consonants/s/ and/S/ contrastedin word and sentencecontexts. E.g. Save /shave, suit/shoot, sleep/ship etc.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
3	Modal verbs for Expressing possibility.	Reading for evaluation	Expositorycomposition: Techniques of writing exposition.	Introduction to thetheme, setting and plot of theprescribed drama text- Macbeth	Consonantsounds /p/ and /b/ contrasted inword andsentence usage. E.g. Peace/beat, purse/bus, parch/batch etc.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
4	Modal for expressing ability.	Listening/Reading to comprehend.	Writing a fare well speech	Discussion of the text and summaryof it (Macbeth)	Speaking skills: conversationamong students.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
5	Modals for expressing permission	Reading selected passage form student text forcomprehension.	Summary writing: summarizingpoints.	Highlight of the main charactersand events in the Text using Macbeth or another play.	Asking and answeringquestions	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
6	Modes of expressing restriction using adverbials.	Reading for maximum retention andrecall (formstudents text).	Diary and record keeping	Revision oftreated literature Texts from your prescribed literature texts.	Rising and falling tone. Speaking inhigh temper andlow temper.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
7	Tenses: Present tense and present perfect tense	Write a playscript.	Describe a character from a popular story or play.	Discuss Macbeth; and any dramatic incidents in the play. What happened and why was this so dramatic?	Prefixes and Suffixes: forming new words from root words	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
8	Past tense and past perfect	Read a newspaper article and discuss the high points of the past events described in it. What is the writer’s aim.	Write a short article for a newspaper.	Poetry: explore a poem for its meaning by focusing on its use of figurative language.	Practise all the difficult consonant sounds: the voiced and voiceless versions in words like: church, shop, thin there, judge, television, etc.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
9	Future tense and future perfect tense	Explore leaflets and flyers to identify powerful words that highlight what is being advertised. Discuss the use of language and images to convince the buyer.	Create an advertisement for a popular gadget you love, use pictures and text and use powerful verbs to describe the object being advertised	Explore a literary text for figures of speech	Practice the 44 vowel sounds from a vowel chart.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
10	Perfect tenses: present perfect continuous.	Read a text and identify the author’s opinion.	Write an opinion in an essay about Nigeria	Explore a literary text for figures of speech	Practice with the 44 vowel sounds from a phonetic chart.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
11	Revision
12	Examination.