English Language Scheme of Work for SS1 Federal

Education Research Centre (ERC), Federal English Language Scheme of Work for SS1. Definition of a phrase – Schemeofwork.com

Table of Contents

ENGLISH LANGUAGE SS 1 FIRST TERM ENGLISH LANGUAGE SS 1 SECOND TERM ENGLISH LANGUAGE SS 1 THIRD TERM

ENGLISH LANGUAGE SS 1 FIRST TERM

WEEK	UNIT	TOPIC	CONTENT	ACTIVITIES
1	Speech	Selected consonant sound /j/, /z/, /ʒ/	/j/ view, yam, beauty /z/ beds, goes, buzz /ʒ/ vision, television occasion. Kitchen utensils, furniture, uncle, aunt, nephew, father-in-law.	Teacher: gives model pronunciation Student: repeat after the teacher. Use the words in sentence. Teacher: encourages students to name things and people found in their.
	Vocabulary	Vocabulary associated with home and family	Revision of common nouns Use of capital letters in proper nouns.
	Structures	Nouns – Types of nouns	Short prose passage on home life.
	Comprehension	Reading to comprehend main or story line.
	Writing	Narrative composition	1. Topics a. My first day at school b. A day I will never forget. c. The day I met an AID patient. d. A kidnapping incident I witnessed. e. The day Chukwu was sentenced to prison for stealing a car. 2. Tense forms for narrative essays. 3. Developing topic sentences. 4. Appropriate sentences. Types – simple, complex, and compound sentences	1. The teacher explains the narrative composition. 2. Focuses on choice of words and tense forms for narrative essays. 3. Explains the importance of well punctuated essays for effective communication. 4. Leads students to generate topic sentences for different paragraphs. 5. Leads the students to develop logical, flowing narratives.
2	Speech	/ƻ/, /Ɵ/	/ƻ/ seen in words like – mother, brother, broader, weather, than /Ɵ/ – thin, thick, author, bath, mouth, wealth, wreath, cloth.	1. Show pictures of some of the items and real objects as well as pronounce them 2. Use the words contextually in sentences e.g. a. He has a big brother b. Her mother is pretty. c. He has a big mouth. d. Ojo thinks of his parents all the time.
	Vocabulary Development	Vocabulary associated with Agriculture	1. Crops: grains, seeds, seedlings, tubers, cassava, onions etc. 2. Farming activities: bush-clearing, planting season, ridge making, staking, weeding, pruning, manure, fertilizer etc. 3. Implements: tractors, hoe, axe, cutlass, silo-barn, bull-dozer, harvester, wicker etc. 4. other related words bumper harvest, famine, crop-rotation, a good harvest, a bad harvest etc.	1. Teacher explains briefly the importance of farming while students listen and state importance of farming. 2. The teacher leads the students to identify common crops and words associated with using real objects, charts, diagrams. Students may also be taken on a visit to a farm. Students list crops they know and how they are planted. They identify some farming activities that they have taken part in or are familiar with. 3. The teacher using chart, leads students to identify farming implements. The teacher leads the students to identify other words related to crops and crop farming.
	Comprehension	Reading to comprehend main ideas or story line.	Use: 1. Short prose passages 2. Recorded, but short prose passages. 3. Short discussion on topical issues. 4. Dialogue to bring out main points/themes, key points in all of the above listening and discursion session. Use passages on: 1. Corruption 2. Environmental 3. Pollution 4. HIV/AIDS etc.	1. The teacher operates and directs the use of various aids. 2. Leads the students to recognize and identify the key/main points in the discourse. 3. Corrects students where necessary. Students participate actively in listening and discussions.
	Structure	Nouns	1. Revision of noun. 2. The definite article and its function with the noun. 3. Exception to the use of indefinite article with the noun. Note-use passages and sentences to revise nouns e.g. flu, malaria, cancer (no definite article)	Uses short passages to revise nouns. a. Nigeria is a big country b. People love to watch the game of football. c. The boy kicked the ball Students identify nouns in short passages and sentences.
	Writing	Writing for effective communication – revising continuous writing (in given length)	Expository composition reflecting current issues e.g. 1. Describe how external examinations are conducted in the country. This should not be more than 400 words. 2. Elections in the country- Nigeria. 3. Loss of lives through plane crash. 4. Excursion to Abuja. 5. Drugs Abuse 6. Corruption in the society.	1. The teacher explains expository composition while students listen. 2. Teachers focuses on choice of words and tenses and students pick relevant tenses for expository essays. 3. The teacher explains the importance of correct punctuation for effective communication. Students learn to punctuate a short passage. 4. Teacher leads the students to discuss and generate topic sentences for different paragraphs while students white a good essay.
	Vocabulary Development	Vocabulary associated with Fishing and Animal Husbandry-Fishing	1. Meaning of fishing. 2. Words associated with fishing-hook, fish-trap, line and sinker, fish pond, fish season, fish dam, fish equipment.	1. The teacher leads students to explain the meaning of fishing using diagrams, charts, and stories while students listen. 2. Teacher leads the students to identify words associated with fishing. 3. Explain meaning of selected words to students while students tell the meaning of some words listed on the diagrams. 4. Teacher makes sentences with some words and examples for students to emulate. 5. Students make sentences with selected words by the teacher.
3	Speech	Consonants followed by /w/	Words like twist, sweep, sweat, twig, twine	1. Teacher shows strips of cardboard with pre written words showing the sound. 2. Teacher pronounces them and uses them in sentences. Students imitate the teacher’s pronounciation. 3. Writes the sentences on the chalkboard. 4. Students make sentences with the words on the chalkboard
	Structure	Noun Phrases	The use of noun plus the definite article as the noun phrase. The use noun plus an indefinite article as the noun phrase.	Teacher uses short passages and sentences to revise and teach noun phrases e.g. a. The game was watched by a great crowd. b. The boy kicked the ball Students identify noun phrases in the sentences. Note- “A boy” in A boy is here to see you. – is a noun phrase as well
	Comprehension	Reading to comprehend supporting details	Use: 1. Tape recorded passages 2. Short prose passages. 3. Newspaper/magazine clippings 4. Students reading texts.	Teacher explains to the students the points that are supporting main points. Students listen attentively and participate actively in the exercises. Students identify supporting details in the passages. Use dictionary where necessary.
	Writing	Mechanics in writing i.e. paragraphing, punctuation spelling.	1. Paragraphing define. 2. Punctuation – full stop, comma, Question mark. 3. Spelling – words familiar to students e.g. desk, pencil, hoe, farm, water, food, foot, chicken, goat. 4. Doubling of consonants – spelling, befitting, beginning, announce, occasion, pudding	1. Teacher defines paragraphing students listen attentively. 2. Teacher uses a short passage for full stop and comma exercises. Students insert question marks appropriately in questions with a short passage. 3. Exercises on spellings.
4	Speech	Consonants followed by /j/	Words such as curious, cure endure, human, humour, future a. He is a curious boy b. Should endure the pain	1. Shows strips of cardboard with pre-written words showing the sound. 2. pronounce them correctly and use them in sentences. 3. Students repeat after the teacher.
	Summary	Introduction to summary through identifying key words.	1. Key words that aid summary of speeches lectures. a. in addition. b. as well as c. first; second; third etc d. also e. furthermore f. despite etc. 2. Passages, speeches on current issues in which these words can be found e.g. a. Right to peaceful association b. Right of a child c. security issues in Nigeria d. Service	1. The teacher presents the speech. Lecture or passage to the pupils. 2. Explains the significance of the words group of words in summarizing materials. The Students list the relevant words as identified from the presentation and list the key words already identified. 3. Teacher leads students to identify the relevant topic sentences signalled by these words. Students also make a summary of the presentation by putting the sentences together.
	Structure	Countable and uncountable nouns	1. Revision of lesson on nouns 2. Explanation of countable and uncountable nouns 3. Nouns are both countable and uncountable depending on the structure e.g. water – a cup of water, sugar – two cubs of sugar. 4. Uncountable nouns that are used in singular forms e.g. news, advice, trousers, scissors, binoculars, information.	1. Selected sentences and passages from students’ texts, newspapers and magazine clippings. 2. Use these to teach the various aspects under content. 3. Students ask questions for clarity of points and write ten nouns that could be used both as countable and uncountables sentences. Students pick out countable and uncountable nouns from a given passage.
	Writing	Popular articles for various reading audiences	1. A list of features of typical newspaper article differentiating them from features of a letter or a speech. 2. Articles on issues of current interest like a. Bribery of public officers b. Fraudulent acquisition of properties. c. The importance of good quality life.	The teacher leads students to list the feature of a newspaper article. He/she displays a sample article. Teacher leads students to discuss feature including language and style. Students write a short article for the school magazine. They identify/list differences between an article and a speech or letter.
5	Speech	Syllabic Consonants /ɭ/	1. Syllabic in words such as little, bottle, kettle, rattle, novel, simple. a. Little by little says a thoughtful boy. b. The bottle is on the table. c. The novel is interesting.	1. Pronounces the words with syllabic / ɭ / 2. Teacher uses them in sentences. 3. Uses flash cards and real objects to drill the students. 4. The students imitate the teacher’s pronounciation, repeating the sentences. Note. Use flash cards or real objects.
	Comprehension	Reading to comprehend main ideas or story line.	1. Use short prose passage 2. Literature text. 3. Recorded short passages. 4. Short discussion on topical issues	1. Students participate actively in the discursions. 2. Teacher corrects students where necessary. Note: a) use tape recorded materials/prose b) Short passages c) Picture charts.
	Structure	Introducing nominalization of objectives and verbs	1. Process of nominalization 2. Functions of nominalized words. 3. Form classes (parts of speech) to be nominalized e.g. adjectives a. wise – wisdom white – witness long – length strong – strength Verbs – conquer – conquest Dance – Dancing Write – The writing	1. Explains the process of nominalization. 2. Teaches the nominalized words. 3, Makes a list of words and nominalized words. 4. Use them in contextual sentences. 5. Students build the table of objectives and verbs and nominalize them. Note: Materials includes: a. list of selected words students text 3. Dictionary.
	Summary	Introduction to summary continued. Listening attentively to follow directions effectively	The teacher presents words that indicate direction. 1. Left turn 2. right turn 3. straight ahead 4. round about 5. specific sign posts 6. land marks (buildings, trees)	1. Teacher presents a list for students to follow. 2. Presents them in the context of the passage 3. leads the students to follow the directions 4. Leads students to identify the key directional terms 5. Leads students to describe to other students how to get to given destinations e.g. their Mosque. Church, Market, Stadium etc. Students are presented with speeches/passages containing directions for identification of directional terms/list marks and sign posts.
6	Speech	Syllabic consonants /n/	Syllabic /n/ in such words as soften, sudden, ripen, certain a. Theme was a sudden knock on the door b. It is certain that she will visit.	1. Teacher pronounces words with syllabic /n/ 2. Use them in sentences 3. Uses flesh cards and real objects to drill the students in the pronounciations. 4. Students imitate the teacher’s pronounciations, repeating the sentences
	Structure	Pronoun	1. Features The relative pronouns are – whom, whose, which, that, who 2. Functions a. who, whose, whom are used for human beings. b. which and that are used to describe inanimate objects and animals. However, that can also be used for a person. c. position Relative pronouns are placed close to the words to which they relate. They take the place of a noun and also join two parts of a sentence.	1. Teacher explains the features of a relative pronoun. 2. Leads students in explaining their functions and positions in sentences. 3. Identify them in sentences. 4. Use relative pronoun in sentences. Note: Materials for use here include real objects, sentence strips and passages.
	Writing	Letter writing Informal letter	1. Meaning of an informal letter 2. Format a. address b. salutation c. body d. closing (subscript) 3. Language and tone of an informal letter (relaxed, flexible, not many rules, slang used, and colloquial usages)	1. Teacher explains what an informal letter is. 2. Teacher displays an informal letter sample. 3. Teacher calls students attention to address, date, salutation 4. Body 5. Teacher leads students to closing statements. 6. Students participate actively 7. Students write their own closing to the informal letter.
	Vocabulary Development	Words associated with animal husbandry.	1. The meaning of animal husbandry 2. Meaning of poultry and piggery 3. Words associated with dairy farming – open cages milking time, chicken disease, Vet. Doctor, farm hand, rooster, day and chicks, broiler, fresh milk. 4. Other related words cattle, ranch, herdsmen, poultry etc	1. Take students on a visit to a dairy farm 2. Get the farm hands in the farm to supply the words for some of the equipment and activities. 3. Students list the equipment 4. Listen and write the names of activities on the farm, also write the products of animal husbandry Note: Aids includes – charts, diagrams, dairy farm, selecte reading text.
7	Speech	Words of two syllables stressed on the 2^nd syllable	1. Words of two syllables with stress on the 2^nd syllable. 2. Words such as enjoy, impound, engulf, inform, incite, employ, invite, welcome, excite, divide etc.	1. Teacher: pronounces words, uses them in correct contextual sentences e.g. a) We enjoy listening to Mr. Fisher. b) I will invite all my classmates. c). It is not good to incite people against others. 2. Teacher uses – cardboards, strips containing words and sentences, picture chart. 3. Students repeat after the teacher the words stressed on the 2^nd syllable 4. Students show correct stress on the words.
	Structure	Possessive Pronoun	1. Features. The possessive pronouns are His, Mine, Hers, Theirs, Ours, Its, Yours 2. Functions: They replace nouns (human beings) ‘Its’ replace an animate thing or animal. 3. position – at the beginning of a sentence or at the end.	1. Teacher explains possessive pronoun. 2. Leads students in explaining their functions and positions. 3. Guides students to identify possessive pronoun in sentences. 4. Leads students to make sentences with them. 5. Students use these pronouns in sentences of their own. 6. Teacher uses sentence strips and real objects.
	Comprehension	Reading to comprehend word meaning through context	Use 1. Dictionary for initial word meaning and other levels meaning of some words. 2. selected passage to identify certain words and other contextual meanings 3. Newspaper and magazine clippings with certain words underlined for identification of contextual usage.	1. Teacher explains contextual word meaning as approach to surface or dictionary meaning. 2. Express illustrate the explanation practically in a text or sentences. 3. Students listen attentively using passages for their differences. 4. Uses various materials such as recorded text. Student’s text etc. Newspaper clippings, Dictionary.
	Summary	Reading to assign a title or heading relevant to context.	1. Selected prose passages on tropical or current issues e.g. patriotism, kidnapping, corruption. 2. Recorded passages of suitable levels in either narrative or descriptive form	1. Teacher explains what summary is – reduction of original prose work. 2. Teacher revises with students the work on main and supporting ideas. 3. Students recall how to identify main and supporting details. 4. Teacher assigns title and students do same in similar ways at paragraphs levels. 5. Teacher emphasizes on props such as – for example, further more similarly, first, second. 6. Tapes, student’s texts, chalkboard are used.
8	Speech	Words of two syllables with stress on the 2^nd syllable continued.	1. Words of two syllabus with stress on the second syllable. 2. Words such as enjoy, impound, engulf, inform, invite, incite, endure, ensure, belong, extend, backbite, resolve, device, locate	1. Pronounce them correctly while students repeat. 2. Teacher uses them in correct contextual sentences. E.g. a) We enjoy listening to our teacher b) I will invite all my classmates. c) It is not good to incite people against others. Use chalkboard, cardboard, picture, chart, strips containing words.
	Vocabulary Development	Words associated with Religion – Traditional Religion	1. The definition of traditional religion – shrine, cult, diviner, oracle, divination, charm, amulet, sacrifice, ritual etc.	1. Teacher expresses traditional religion to students 2. Teacher assists all students to list words associated with traditional religion. 3. Students read out a passage reflecting traditional religion practices. 4. Students write their observations on the words e.g. shrine, amulet, sacrifice. Use real objects, charts, drawings, a visit to shrine.
	Structure	Regular and Irregular Verbs	1. Revision of previous lesson on verbs 2. What are regular/ irregular verbs 3. The four forms of irregular verbs. 4. Selected sentences for identifying the verbs under study.	1. Revise with the students the previous lesson on verbs 2. Teacher explains step by step what is contained in the content. Use the dictionary, students’ texts, printed list of regular/irregular verbs.
	Reading Comprehension	Reading to make notes	Use the following:- 1.Clipings from newspapers, magazines 2. Students texts 3. Taped materials on: a) Honestly as a guiding principle b) Dignity in labour c) Exam malpractice d) Injustice.	1. Teacher teaches pupils the need for note taking from reading or listening session. 2. Skills such as a) listening b) reading with concentration c) identifying key words d) Identifying main, secondary points e) Students apply the skills under the guidance of the teacher.
9	Speech	Listening to tell the meaning of words in context	1. A listening selection a) passage b) story c) poem d) drama 2. Select current national issues e.g. a) The Nigerian Constitution b) Duties of a Citizen c) Self control	1. Teacher reads selected passages to the students while they listen. 2. Students list important words they hear. 3. Teacher leads students to explain the words in context. Use interesting passages, stories, poems, word cards, sentence strips.
	Structure	Complex Tense Forms	1. Simple tense I come, you come, he/she comes, we come. 2. More complex forms as in – I am coming I have come I have been coming I may have been deceived. 3. use more examples for understanding	1. Reverse previous lesson on verbs e.g. – continuous tense – verb + ing – simple present – verb + s 2. Teacher goes through other forms a. Have +v + en b. Be verb + en c. Be + verb + ing d. Going to + verb e. Shell + verb 3. Creates activities and games
	Continuous Writing	Descriptive Essay/Composition	1. Descriptive composition using various topics – a. My school b. The petrol station in times of fuel scarcity c. The Principals house d. A fire incident in my street e. The aftermath of students’ riot in a school/town f. A funeral ceremony g. A flood disaster caused by blocked drains etc. 2. Tense forms (present, past) necessary for descriptive essay. 3. Sample paragraphs on descriptive essay. 4. Short well punctuated sentences. 5. Choice of words – adjs, verbs	1. Teacher identifies appropriate topics. 2. Discusses the appropriate kinds of words and sentences. 3. Using a paragraph, discusses the punctuation for descriptive writing. 4. Teacher leads students to analyse the sample paragraph for all the characteristics of a descriptive essay. 5. Students develop a descriptive paragraph following the teacher’s prompting.
	Comprehension	Reading to identify writers mood, tone and purpose.	Use selected passages from 1. Students’ text 2. Newspaper 3. Radio/TV extracts 4. Recorded materials 5. Questions based on the selected materials for identification of mood, tone, purpose and meaning.	1. Teacher explains what purpose; tone, mood are. Use the dictionary for definitions. 2. Through actions mood affects tone and tone affects meaning and purpose. Use dictionary, selected prose, passages, recorded tapes and chalkboard.
10	Speech	Consonant sounds followed by k + w	Words such as: Quench, quiet, quarter, equality, quality, question, equal. E.g. a) Everybody was quiet because of no noise sign. b) He has the answer to the question. c) My friend lives in the junior staff quarters.	1. Pronounces words correctly. 2. Uses them in contextual sentences. 3. Demonstrates some of the words 4. Students imitate the teacher’s pronunciation. 5. Students read through the sentences. Use chalkboard, flash cards, picture, charts.
	Structure	Demonstrative Pronouns	1. Features: The demonstrative pronouns are that, those, these, this. 2. Functions: They function by replacing nouns. The nouns can be living or non living things. 3. Position: They can start a sentence or end it. They can appear in the middle of a sentence. E.g. a. This is unacceptable. b. He prefers those. c. These belong to the school. d. The school bought that for use at the sent forth ceremony.	1. The teacher explains demonstrative pronoun. 2. Teacher leads students to explain their functions and positions. 3. Students use them in sentences of their own. The teacher uses flash cards, sentence strips, chalkboard and real objects.
	Vocabulary Development	Words associated with Religion	1. The definition of Islam and Christian religion. 2. Words associated with Islam and Christaian religion – The Glorious Qur’an, Holy Bible, One God, Clergy, Sheik, Pope, Bishop, Mallam, Catechist, Pew, Aisle, Monk, Num, Holy Communion, Deacon, Pastor, Ustaz, Reverend Father, Elder, Evangelist, Repentance, Prayer, Fasting, Convert, Deaconess etc.	1. The teacher speaks about religion 2. Supplies some words associated with religion Islam and Christianity. 3. Students list more words 4. Teacher reads a passage on Islam and Christianity to the students 5. Teacher leads students to visit Mosque and a Church. 6. Make sentences with these words. Use The Glorious Qur’an and the Bible, real objects, pictures, charts, diagram, sentence strips.
	Continuous Writing	Formal Letter	1. Meaning of an informal letter. 2. Format a. address and date b. salutation c. body d. closing (subscript). 3. Language tone of a formal letter, formal respectful, no colloquial language, no slangs.	1. Teacher explains what is formal letter is. 2. Teacher displays a formal letter sample 3. Call students’ attention to address, date, salutation. 4. Body. 5. Teacher leads students to closing statements. 6. Students write their own closing to the formal letter. Use textbooks, charts, sample of letters (formal)
11	Speech	Listening to identify a Speakers style	1. Listening to selections of different styles. 2. Expository materials 3. Narrative materials 4. Descriptive materials 5. Argumentative materials	1. Teacher leads students to appropriate different styles. 2. Teacher leads students to identify characteristics of the different styles. 3. Ask questions on style. 4. Teacher leads students to develop paragraphs in different materials Use materials on issues of current interest.
	Continuous Writing	Semi Formal Letter	1. The meaning of semi formal letter. 2. The format of a semi formal letter. a. address, date b. salutation c. heading d. body. e. closing 3. Language and tone semi formal 4. The differences between informal/semi formal letter. 5. The person we write semi formal letter to.	1. Teacher explains semi formal letter. 2. Displays sample of semi formal letter. 3. Calls students attention to the characteristics of formal letter. 4. Examines the body and language of semi formal letter. 5. Leads students to examine the complimentary close and the signature as used in semi formal letter. Use chart, class text, sample letter.
	Structure	Differences between a phrase and a clause	1. Definition of a phrase. 2. Definition of a clause. 3. Differences between a phrase and a clause. 4. Sentences indicating phrases e.g. The book, around the Church, at the market. 5. Sentences indicating clauses e.g. The students were punished – because they came late – I could not locate the street. – He arrived.	1. The teacher defines phrase and clause. 2. The teacher lists the differences between a phrase and a clause. 3. Sample sentences are presented by the teacher in phrases and clauses. 4. Students listen attentively and participate in writing sample phrases and clauses. Use the dictionary, chalk board, flash cards, strips of sentences.
	Summary	Writing a summary of a passage in a specified number of sentences	1. Definition of a summary. 2. Listed characteristics of a summary. 3. Sentences as sample of summarized paragraphs. 4. Keywords in summary, first, second, furthermore.	1. The teacher defines a summary. 2. Gives the characteristics of a summary. 3. Gives sample sentences of summarized paragraphs. 4. Strips of summaries of passages.
12	Revision	Revision of consonant sounds, Revision of nouns types. Revision of paragraphing, comma, spelling. Revision on summary	1. A list of consonants on a chart. 2. Noun listed on a board. 3. Definition of paragraph, comma. 4. Sample paragraph and punctuated passage using comma. 5. Definition of a summary.	1. Teacher lists consonants on the chalk board. 2. List nouns in a chart. 3. Presents the definition of paragraph and comma. 4. Teacher gives a sample paragraph and a punctuated passage. 5. Teacher leads the students to punctuate a short passage. Use students text, chalk board, summary, flash cards for punctuation marks.
13	Revision	Revision	Revision	Revision
14	Examination	Examination	Examination	Examination

Education Research Centre (ERC), Federal English Language Scheme of Work for SS1 – Schemeofwork.com

ENGLISH LANGUAGE SS 1 SECOND TERM

WEEK	UNIT	TOPIC	CONTENT	ACTIVITIES
1	Speech	Words of three syllables, stressed on the second syllable	1. Words of three syllables, stressed on the 2^nd syllable 2. Words such as academy, frustration construction, collation, badminton, starvation, addition, convulsion, conversion, depletion	1. Pronounce the words correctly 2. Teacher uses them in contextual sentences e.g. a. I own a soccer academy b. The frustration in the job is too much c. The people in overalls are construction workers d. She is at the venue for collation of results etc.
	Structure	Phrases – Types	1. Definition of a phrase – a group of words that do not contain a finite verb; it cannot stand on its own to make meaning 2. List of types of phrases – Noun Ph – Adverbial Ph – Adjectival Ph – Prepositional Ph 3. Examples of these phrases Noun Ph – The book, a clever boy, a school Adv Ph – quickly, stoutly built Adj Ph – beautiful house Clever boyPre Ph – at the door, beside the river	1. Defines the phrase 2. Lists different phrases with examples 3. Students participate actively 4. Students give their own examples of these phrases
	Comprehension	Reading to answer questions	1. An appropriate passage 2. A list of key words 3. Sample sentences 4. Sample questions 5. Sample answers 6. The use of dictionary to define these words	1. Teacher selects appropriate passage 2. Lists key words 3. Teacher leads students to locate these words in the dictionary 4. Writes sample sentences/questions 5. Writes sample answer for students to learn
	Continuous writing	Debates	1. Definition of a debate 2. A sample topic(s) as selected by the teacher e.g. 1. Science has done more Harm than Good to Nigerian society. 2. Farmer is better than a Teacher in our Society. 3. Boarding school is better than a Day school etc.	1. Teacher selects appropriate title/topic for debate 2. Teacher leads students to give points for and against a topic 3. Students participate actively 4. Students write points for a month topic proposing or opposing the topic
2	Speech	Words of three syllables, stressed on the 1^st or 2^nd syllable	1. Words of three syllables, stressed on the 1^st or 2^nd syllable 2. Words such as ‘concubine, ‘rhetorics, ‘beautiful, proportion acceptance’ 2^nd syllable stress – condition, reality, engagement, resumption	1. Teacher pronounce the words correctly 2. Teacher uses them in contextual sentences e.g. a. The man has many concubines b. These are all rhetorics c. His silence meant acceptance of what you said 2^nd syllable stress e.g. a. No condition is permanent b. No resumption date has been fixed for the students.
	Vocabulary Devt.	Words associated with Religion – Islam	1. Islamic religion defined 2. Words associated with Islamic religion (Koran, mosque, hagj, pilgrimage, ablution, jumaat, Sheik, Ummra, hadith, sunnaanbiya (prophet) Quliya (saint) Muslim festival – saleh, idel Maulud, id el kabir, id el fitri, others – kettle, praying mat etc.	1. Teacher explains Islamic religion 2. Teacher lists some words associated with the religion 3. Teacher asks students to list other words 4. Makes sample sentences with the listed words 5. Students participate actively
	Structure	Introduction to phrasal verbs I	Explain the process of this relationship a. Come + across, away, in by forward, off, out, up, round, to, on, through b. Go + back, down, after, through, under, up c. Call + off, out, in	1. Explains the process to students 2. Uses examples to illustrate points/process 3. Brings out their meanings
	Continuous writing	Creative writing introduced	1. Features of a short play plot, character, style, setting, theme, characterization 2. Features of a poem – high, concise language, verses used, imageries etc.	1. Teacher leads students to identify play, poem, story 2. Teacher guides students to write their own short stories, poems, plays
3	Speech	Listening to grasp main points in a poem	Tape recorded speech, conversation Radio broad castMaterials of varying lengths	1. Teacher reads the poem correctly 2. Teacher identifies main points 3. Teacher lists main/key sentences 4. Teacher guides students to identify other main points 5. Teacher selects sample poems, passages, play, story on current issues
	Structure	Introduction to phrasal verbs continued (phrasal verb II)	1. Definition of phrasal verb 2. Explain the process of this relationship 3. Give + up, in, back, off, away, put + off, up away, on, into Bring + back, about, up in, out Take + away, off, up, in	Goes through the same process as phrasal verb I
	Continuous writing	Writing of reports (features of different types of reports)	1. A report of any technical or scientific issue e.g. a laboratory or research report – a report of an experiment carried out by the students 2. Features of a scientific report	Teacher explains the format of a technical/scientific report Leads students to identify main and supporting detail e.g. – Introduction – date of the experiment – purpose – the outcome/result – conclusion * Students write in a logical manner their own reports.
	Summary	Summarizing a passage in a specified number of sentences continued	1. The characteristics of a summary 2. Key sentences as summary of paragraphs 3. Key words under – lined as indicators of important sentences 4. Sample passages (students texts) 5. Selected passages, speeches, discussions.	Teacher gives the characteristics of a summary as a reminder to the previous lesson Gives sample sentences Students write their own sentences as they participate in exercises.
4	Speech	Words of four (4) syllables which are stressed on the 1^st, 2^nd and 3^rd syllables	1. Words of four syllables, stressed on the 1^st, 2^nd, and 3^rd syllables 2. Words such as discrimination education Locomotion Modulation Television These are stressed on the 3^rd syllable 3. Individual Ingratitude These are stressed on the 1^st syllable 4. Encumbrances Discriminate Topography These are stressed on the 2^nd syllable.	1. Teacher pronounces the words correctly 2. Teacher uses them in correct contexts
	Structure	Adjunct of place, time	1. Adjuncts are adverbials 2. They modify verbs, prepositional phrases, indefinite pronouns and noun phrases e.g. he was in the house prepositional phrase of place. He came quickly adjunct of manner They came for their launch Adjunct of reason.	1. Reverse lesson on adverbs 2. Use adjuncts in sentences 3. Introduce games involving adjuncts
	Comprehension	Reading to identify speaker’s mood and tone continued	1. Carefully selected passages, recorded material, speech 2. Main points in conversation, speech 3. Materials of varying length dealing with life situations.	1. Teacher plays recorded martial 2. Students identify speaker’s main points 3. Teacher asks questions on the speech 4. Students list points of secondary importance
	Continuous writing	Informal letters continued	1. Definition of an informal letter 2. Features of an informal letter 3. Sample informal letter 4. List points appropriate for the receiver of the letter 5. Development of the points into a good length.	1. Teacher defines an informal letter 2. Writes a sample informal letter 3. Teacher guides students to list points 4. Students write their own letters with correct address, date, salutation, introduction, body and conclusion
5	Speech	Listening to grasp main points/ideas	1. Reading of carefully selected passages, recorded material 2. Listing of main points	– Discuss some specific speech, recorded topics – Teacher leads students to identify main points – Students participate actively in locating main points.
	Continuous writing	Expository essay	1. Definition of expository essay 2. Sample of expository essay 3. Likely punctuations in an expository essay e.g. come, full stop, semi colon,	1. Teacher defines expository essay 2. Lists punctuations in a sample essay 3. Students write well punctuated expository essay 4. Teacher lists processes to be exposed about possible topics – How to mend a tyre – How to cook my best soup
	Vocabulary development	Words associated with medicine	1. The definition of medicine 2. List of items/activities in the hospital 3. Personnel in the hospital 4.Sentences with words associated with medicine – theatre, syringe, needle, operation, surgery, nurse, doctor, patient, outpatient, ward, X-ray, bandages, drugs, files, beds, etc.	1. The teacher lists items in the logical 2. Teacher leads students to a visit to a hospital 3. Students supply names of activities in the hospital 4. Make sentences with words associated with medicine
	Structure	Phrasal verbs continued	1. Explain the process of relationship of these phrasal verbs Sit + Up, down, in, back Close + up, in, by Ride + up, on	Goes through the same process as phrasal verbs I
6	Speech	Stress timing	1. Appropriate passages are selected by the teacher 2. Newspaper passages 3. Magazine passages.	1. Teacher leads students to read fluently 2. Timing – observing the information contained in every word
	Structure	Adjunct of manner and reason	1. Adjuncts are adverbs 2. Manner Adjuncts mostly are words that end in – ly e.g. quickly, slowly, sluggishly, swiftly 3. Reason adjuncts use because.	Teacher leads the students to identify more – ly words
	Continuous writing	Recording keeping	1. Records defined 2. Items used to keep records listed – diary – discs – books – files – logs 3. Purpose for keeping of records 4. Language of records – concise, accurate.	1. Teacher discusses other ways of keeping records
	Vocabulary development	Synonyms as words: 1. with the same meaning 2. Nearly the same in meaning	1. Define synonyms 2. Quick/fast Strong/powerful Busy/engaged enemy/foe fearless/bold 3. Nearly the same in meaning Security/safe Guest/visitor Adore/admire.	Explains the meaning of synonyms to students Leads students to identify synonyms in passages
7	Speech	Listening attentively to follow the directions effectively.	1. Direction words – near, behind Around, next to	Teacher guides students to identify direction words in passages
	Comprehension	Reading to answer questions from a passage	1. Short passages	Teacher guides students to read fluently 2. Students answer questions from the passage.
	Structure	Adjunct of reason	1. Adjunct of reason use because e.g. a). The students were punished because they arrived late.	Teacher guides students to give more sentences of their own
	Vocabulary development	Antonyms – exactly opposite in meaning	Antonyms – Good/bad Friend/hostile Discipline/indiscipline Temporary/permanent	1. Teacher leads students to read the passage 2. Teacher leads students to identify antonyms
8	Speech	Listening to grasp ideas in a debate	1. Argue points out to favour them 2. Use persuasive words.	1. Teacher leads students to argue points constructively
	Reading comprehension	Reading to answer questions	1. An appropriate passage selected by the Teacher 2. key words 3. sample answers 4. use the dictionary to define words .	Teacher guides the students appropriately
	Structure	Adverbial clause	1. The definition of an adverb 2. Sample sentences to show adverbs modifying verbs 3. Adverbs can modify other adverbs e.g John walks very slowly.	1. Teacher defines adverb 2. Gives examples of sentences 3. Students give their own sentences
	Continuous writing	Writing of articles	1. Features of a newspaper article 2.The differences between features of a newspaper article and a speech or letter e.g. Bribery of public officers Fraudulent acquisition of properties Cleanliness is next to Godliness.
9	Speech	Dialogue	1. Dialogue defined 2. Sample dialogue	1. Teacher defines dialogue 2. A short passage of a dialogue between characters 3. Teacher leads students to dialogue between them on current issue 4. Teacher leads students to punctuate dialogue using question marks.
	Structure	Concord		1. Concord means agreement. It means agreement between the noun, noun phrase or pronoun and the verb e.g. the boy jumps the boys jump the boys ride bicycle to school 2. Compound subjects The staff are training in Sokoto Here compound subject takes a plural verb ‘are’
	Continuous writing	Formal letter continued		Note – The language should be forma, subscription yours faithfully signature Full names Ado Bayero.
	Vocabulary development	advertising		1. Teacher uses the words for students to see 2. Teacher leads students to read the passage 3. Drills the class 4. Could invite an advertising practitioner to speak.
10	Speech	Speaking to persuade	Use the skills developed on oral composition to debate on topics such as Farmers are more important than doctors Women are better leaders Corruption destroys a nation.	1. Revise with the students the skills of oracy 2. Discuss time allocation panel of judges and time keeper
	Comprehension	Reading to extract main points	1. Use newspaper clippings 2. Magazine clippings 3. Students text.	1. Teacher guides the students
	Structure	Determiners (introduction)	1. Determined 2. List of determiners are many, some, much, little, few, each and any 3. Use such in examples.	1. The teacher gives sample sentences e.g. Any committee member can raise a motion
	Vocabulary	Stock exchange	1. Meaning 2. Words such as Stock broker, shares, dividends, profit, speculator, margin bankruptcy, customer market.
11		General revision Debate Concord (agreement) Article/writing Stock exchange Formal letter Informal letter.
12	Revision	Revision	Revision	Revision
13	Examination	Examination	Examination	Examination

Education Research Centre (ERC), Federal English Language Scheme of Work for SS1 – Schemeofwork.com

ENGLISH LANGUAGE SS 1 THIRD TERM

WEEK	UNIT	TOPIC	CONTENT	ACTIVITIES
1	Speech	Speech	Intonation patterns	Rising and falling tones in sentence stress contexts
	Vocabulary	Vocabulary	Words associated religion	Passages on religion are used to underline appropriate register on religion.
	Comprehension/ Summary	Comprehension/ Summary	Reading passage(s) for words’ meaning in context	Text book passages apex studied by teacher and students to get contextual meaning.
	Structure	Structure	Types of sentences	Simple and compound sentences are illustrated with examples.
	Writing	Writing	Speech writing	Definition and features of a written speech.
2	Speech	Speech	Oral composition	Students narrate stories and answer teacher’s questions on them.
	Vocabulary	Vocabulary	Words associated with advertising	Appropriate newspaper, magazine or textbook examples are studied as models.
	Comprehension/ Summary	Comprehension/ Summary	Summarising a given passage	The points to note in summary writing
	Structure	Structure	Types of sentences contd.	Examples of simple and compound students summarise a given passage.
3	Speech	Speech	Intonation patterns continued	Rising tone with questions, e.g. WH questions. Falling tones with statements.
	Vocabulary	Vocabulary	Words associated with the stock exchange	Passage on stock broking, the stock exchange and capital market, (see Newspaper).
	Comprehension/ Summary	Comprehension/ Summary	Reading a passage on investment/stock broking	Students read and answer comprehension questions
	Structure	Structure	Complex sentences	Introduction to subordinating conjunctions in complex sentence e.g. that, which, etc.
	Continuous writing	Continuous writing	Oral composition of a descriptive essay	Students describe orally first what they intend to write about.
4	Speech	Speech	Emphatic Stress	Use of simple sentences to illustrate shifts in meaning using emphatic stress.
	Vocabulary	Vocabulary	Synonyms of words	Students are given examples of words nearest in meaning to other words – quick/fast, close/near, brave/fearless, etc.
	Comprehension/ Summary	Comprehension/ Summary	Reading for summary	Students read and summarise a given passage.
	Structure	Structure	Clauses independent and dependent clauses	Students are led to discover the similarities between simple sentences and independent clauses
	Continuous writing	Continuous writing	Composition on articles	Students study an example of an article before writing their own
5	Speech	Speech	Simple polite requests, simple greetings	Examples of polite requests, “May I, Could you? Excuse me, etc should be dramatized.
	Vocabulary	Vocabulary	Antonyms of words	Words that are opposites in meaning are taught e.g. little/small/famous/ notorious/ancient/modern, etc.
	Comprehension/ Summary	Comprehension/ Summary	Listening to tell the meaning of words in sentence context	Students take turns to read aloud while their mates answer the teacher’s questions.
	Structure	Structure	Noun clauses	Teacher gives the examples that distinguish noun clauses from other clauses.
	Continuous writing	Continuous writing	Writing articles contd.	Issues of current interest are discussed by Teacher and Student s before the students write the articles.
6	Speech	Speech	Oral composition for expository essays	Discussions, debates and other interactions in speech.
	Vocabulary	Vocabulary	Words associated with investment	Like speculator, profit margin, bullish, bearish, dividends bankruptcy, etc.
	Comprehension/ Summary	Comprehension/ Summary	Reading to make notes	Students are guided by their teacher to make notes from passages read.
	Structure	Structure	Adjectival clauses	Complex sentences are studied to prick out adjectival clauses.
7	Speech	Speaking to persuade/convince continued	1. The Skills Of Debate/Argument 2. The Two Sides To An Argument. Proposing And Opposing 3. Issues Of Current Interest a. Corruption and the Nigerian state is endemic b. Women are better leaders.	1. Teacher uses real clock to time participants 2. Teacher leads students to introduce themselves and their topics 3. Teaches students to use the dictionary to learn definition 4. Gathering of points to convince
	Structure	More on adjectival clauses	1. Definition of objective 2. Adjectival clauses qualities a noun or pronoun in the sentence 3. They are introduced by relative pronouns, who, whose, whom, and that	1. Teacher defines objective 2. Students identify them 3. Students make sentences with adjectival clauses e.g. the man whose brother was sacked has committed suicide The song which Clara sang was very melodious
	Comprehension/ Summary	Reading to test speed and accuracy	1. Mindful of question marks 2. Mindful of full stops 3. Mindful of pauses (coma, semi colon, colon)	1. Guides students to observe punctuation marks 2. Frequent reading to increase speed
	Vocabulary devt (register)	Politics	1. Politics/politician defined 2. Words such as party, opposition, power, democracy, campaign, election electorate, polls, both governor, poster, dividend, independence.	1. Teacher gives a story of a politician he/she knows 2. Teacher invites politician to give a talk 3. Use words in sentences and orally in discussions
7	Continuous writing	Argumentative essay	1. Use class to organize a debate/argument 2. Skills of convincing another person points, figures, illustrations, rhetorical questions	1. Organize debate between two groups 2. Select interesting topics 3. Teach presentation of points 4. Conclusion of essay 5. Features salutation topic body, conclusion.
8	Speech	Description (orally)	1. Use special words to bring out descriptions in discourse 2. Involve students participation of describing real objects, events.	1. Teacher leads students to garnish stories with use of adjectives and adverbs 2. Describe friend, class, school, house, car etc
	Structure	Words commonly miss pelt	1. Use of the dictionary 2. Words commonly miss pelt conceive, thief, chief, grateful, beginning decision, succeed, reference, accommodation, referred, across occasion, omission, recommend, admission, embarrass	1. Guide students in activities 2. Introduce spelling games
	Comprehension	Reading for word meaning in context	1. Connotative meaning is situational meaning 2. Denotative meaning is dictionary meaning 3. Select passage with implied meaning to bring out connotative meaning	1. Teacher gives dictionary meaning and situational or contextual meaning
	Vocab. Devt.	Words associate with photography	1. Types of cameras 2. Words associated with photography such as tripod, film, lenses, light meter, frame, exposure, negative, dark room, prints portraits, passports, enlarge	1. Use real objects 2. Pictures 3. Students make sentences with words associated with photography
9	Speech	Listening to identify a speaker’s style	1. Recorded material be handy here 2. Students can read and others identify the speaker’s style.	1. Teacher guides students to understand style 2. Instruct on figures of speech
	Structure	Introduction to Active and passive tense	1. Define Active Sentence 2. Define Passive Sentence 3. Active Tense S + V + O Ojo killed a rat 4. Passive Tense O + V + S A Rat Was Killed By Ojo	1. Teacher guide students to give more examples 2. Use chart, pictures chalkboard
	Comprehension	Reading to answer questions	1. Select appropriate passages 2. Key words in the passage listed 3. Sample answer 4. Use the dictionary	1. Teacher guides the students as they answer questions 2. Ensure students follow instructions on number of answers and time allowed
	Vocabulary development	British and American spellings of common words	American ‘Or’ As In Color, Honor British ‘Our’ As In Colour, Honour American – Theater Center British – Theatre Centre American – Offense Defense British – Offence Defence	1. Teacher guides students appropriately 2. Differentiate between the two 3. Use American books 4. Use British books
10	Speech	Listening to grasp main points or ideas in a speech	1. Tape recorded material 2. Main points in a lecture 3. Materials of varying length 4. Use real life situations speech, lecture, discussions	1. Pre-recorded material 2. Teacher asks questions to elicit the main points 3. Teacher leads students to discuss the lecture, speech
11	Speech	Revision on consonant sounds	1. Pronounce the words correctly 2. The dictionary is a guide here	1. Teacher leads the students to pronounce 2. Students use these consonants to write various words
	Structure	Synonyms	1. Same in meaning imitation/mimic, busy/eventful, tasteless/insipid, dogmatic/rigid, timid/fearful fearless/bold/brave 2. Nearly the same in meaning Callous/reckless Hard/unfeeling/pitiless Treason/sedition Candid/true/sincere	1. Students supply more words 2. Make sentences with them
	Summary	Reading for summary	1. Selected passages 2. Issues on current happenings 3. Look for key words that indicate points.	1. Teacher leads students to answer in number of sentences
	Continuous writing	Revision on Differences between informal and formal letters	1. Formal letter – letters to people in official capacity 2. Informal – letters to known faces, friends 3. Formal letter – Writers address, date – receivers address – salutation – title – body – conclusion (subscript) full name after signature Informal letter Writers address, dateSalutationIntroductionBodyConclusion (subscript but no signature)First name or nickname.	1. Teacher leads the students to recognize the differences between the formal and informal letters 2. Students write the letters until they are conversant with them
12	Revision	Revision	Revision	Revision
13	Examination	Examination	Examination	Examination