English Studies Scheme of Work for JSS1 Federal

Grammatical Accuracy. Federal English Studies Scheme of work for JSS1. Parts of speech, Safety of packaged water, types of oral literature.

FIRST TERM JSS1 ENGLISH STUDIES SCHEME OF WORK

WEEK	TOPIC	CONTENT	ACTIVITIES
1	Resumption test	Revision test	Revision test.
2	READING	Reading from passages for maximum recall on: -diet and nutrition, including addition of nutrients, like vitamins A in sugar and iodine salt.	Teacher shows students how to apply some reading strategies adopted for use in schools.
	WRITING	Story or passage highlighting main and supporting ideas.	Teacher presents story or passage to students. Examples outlines using the story or passage.
	GRAMMATICAL ACCURACY	Nouns	Teacher guides students to identify nouns in given passages.
		Guide students to make sentences with nouns.
		Need materials on topics under content column.
		Lead discussion on selected topics under content.
		Present recorded materials for more discussion etc.
	LISTENING/SPEAKING	-vowel sounds -listening to speech based on the following;	1). Teacher reads materials on topics under content column.
	The family	2). Teacher leads discussion on selected

		The school Places of worship consumer, market etc.	topics under content. 3). Teacher presents recorded materials for more discussion etc.
	LITERATURE	literature pieces types of oral literature categories of written literature etc.
3	READING	Reading from passages for maximum recall on: Safety of packaged water.	Teacher explains the need for and value of a flexible reading strategy which allows for previewing, intensive or connected reading, repeated reading and active recall self recitation or essential facts and information.
	WRITING	Story or passage highlighting supporting ideas. Arrangement of ideas in logical sequence with introduction, and conclusion.	Teacher explains the features of verbs and their functions. Teacher guides students to identify verbs in given passages.
	GRAMMATICAL ACCURACY		.
	LISTENING/SPEAKING	Consonant sounds. Listening to speeches based on the following: Transportation Health issues and epidemics HIV/AIDs, malaria, Polio, tetanus safety on the roads etc	Teacher leads discussion on selected topics under contents. Teacher develops and organizes students for play let on related topics. Teacher organizes debate.

	LITERATURE	African and non- African tales. Features and themes.	Teacher listens to and retells folktales. Explain folktales.
4	READING	Identify main and supporting ideas in a given passage relating to automobiles.	Teacher selects a passage relating to automobiles (road safety). Teacher guides pupils to read and re-read the passage.
	WRITING	The history of FRSC.	Teacher leads students to read the passage in the Federal Road Safety Commission. Teacher guides students to trace the history of FRSC.
	GRAMMATICAL ACCURACY
	LISTENING/SPEAKING	Sentence paragraphs, passages plays and poem should form the content for highlighting the sounds involved. Long and short vowels e.g. sleep/slip, port/pot, leave/live, these/this, sport/spot, cord/cod, forks/fore.	Teacher identifies/produces material for the correct pronunciation of the sounds in context. Students practice the articulation of the sounds emphasized by the teacher in context.
	LITERATURE	Didactic lessons	Teacher leads them to identify the moral lessons in tales.
5	READING	Differentiating between main and supporting ideas in a given passage.	Work in pairs or group to identify main or supporting ideas in assigned paragraphs.Explains the differences between main

			and supporting ideas.
	WRITING
	GRAMMATICAL ACCURACY	Parts of speech Adjectives	Teacher guides students to identify adjectives in a given passages. Teacher guides students to make sentences with adjectives.
	LISTENING/SPEAKING	Sentences, paragraphs passages, plays, poems should form the content for highlighting the sound involved.Consonants e.g. Black/Pack, Pull/Fool, Coat/Toad, road/Load, Things/Tins, Thought/Taught, Ten/Den, Fire/Bore, Voice/Boys, chaos as in /k/in chemist	practice the articulation of the sounds emphasized by the teacher in context.Teacher identifies/produces materials for the correct pronunciation of the target sounds in context.
	LITERATURE	Folktales entertainmentMagical features	Dramatize the folktales.
6	READING	positioning main ideas in a given passage e.g. beginning, middle and end.
	WRITING
	GRAMMATICAL ACCURACY	Parts of speech Adverb	Teacher identifies adverbsTeacher explains the features of adverbs and their functions

			iii). Teacher guides students to make sentences with adverbs.
	LISTENING/SPEAKING	Consonants clusters e.g. desk, asks, sickle, plants, planks, subjects, respect, sprinkle, attacked, string, throw, please, principle, trick, thrive, truth, amplify, apple, tactile, splash, spread, struggle, streams, strong, spread, struggle streams, scream, screen, shutter, scatter	Students practice the differences in sounds exemplified in minimal pairs.Teacher initiates language games for practicing different sounds.
	LITERATURE	African and non African tales comprising myths and legends.	i). Teacher narrates myths/legends to students. Teacher guides students to explain the theme and legends.
7	READING	Reading and answering specific questions that addresses different kinds of questions on issues highlighting knowledge level.	Teacher selects suitable contemporary passages.
	WRITING
	GRAMMATICAL ACCURACY	Adverbs	Teacher explains the features of adverbs and functions.
	LISTENING/SPEAKING	Listening speeches based on : the following the schoolplaces of worship.	Teacher reads materials on topics under content column
	LITERATURE	Features/themes of myths and legend	Teacher guides students to explain the themes and features of some myths

		–     Magic	and legends.
8	READING	Reading and answering specific questions that addresses different kinds of questions on issues highlighting:- – translation level	Teacher selects suitable contemporary passages
	WRITING
	GRAMMATICAL ACCURACY	Adverb	Teacher guides students to identify adverbs in a given sentences and passages.
	LISTENING/SPEAKING	Vowels sounds e.g. /n/ bus, /ᴐ/ pot, holiday, boss, /a:/ father, cart, chart	Teacher emphasis the correct articulatory movements in the pronunciation of sounds.
	LITERATURE	Features/themes of myths and legends supernaturalsuperstition	Teacher guides students to identify their moral lesson.
9	READING	Reading and answering specific questions that addresses different kinds of questions on issues highlighting:- interpretation levelprojection level	Teacher draws suitable comprehension questions on selected passages.
	WRITING	Composition writing. Aims of the FRSC i.e. evolving safer road culture in Nigeria	Teacher states the aims of FRSC
	GRAMMATICAL ACCURACY	Adverbs	Teacher guides students to make sentences with adverbs.

Federal English Studies Scheme of work for JSS1.

			– identify adverbs
	LISTENING/SPEAKING	Listening and speeches based on the following: Safety on the roadscorruption	Teacher presents recorded material for more discussion.
	LITERATURE	Types of prose. – narrative	Identify different types of prose.
10	READING	other types of questions e.g.explanation questions discussion questions	Teacher selects suitable contemporary passages.
	WRITING	Different topics on essays, stories and passages for the development of outlinesRearrangement of the outline of the purpose of writing.	Teacher guides students to write outline for the purpose of writing.
	GRAMMATICAL ACCURACY
	LISTENING/SPEAKING	Sentences, paragraphs, plags and poems to form content for highlighting the long and short vowel sound e.g. short/shot, port/pot, cod/cord, sport/spot, forks/foxLong and short in e.g. hard/had, park/pack, bark/back, part/pat

	LITERATURE	Types of prose descriptivefeaturesplot	Teacher guides students to list the features engage them in discussion of the story line.
11	READING	Other types of questions e.g. questions that require them to make projections.	Group students for purpose of further practice.
	WRITING	Sequential arrangement of ideas/points from essay, stories and passages.
	GRAMMATICAL ACCURACY	Parts of speech noun verbs and adjectives.	Teacher uses nouns verbs and adjectives for writing sentences, paragraphs and passages.
	LISTENING/SPEAKING
	LITERATURE	Prose feature characterizationstyle	Teacher guides students to list the features.
12	Revision	Revision	Revision
13	Examination	Examination	Examination

SECOND TERM JSS1 ENGLISH STUDIES SCHEME OF WORK

WEEK	TOPIC	CONTENT	ACTIVITIES
1	Resumption test	Resumption test	Resumption test
2	READING	Other types of question e.g. questions that require conclusion to be	Teacher draws suitable comprehension. Question on selected

		drawn. Question that require them to make projections.	passages.
	WRITING	Letter writing: Types Formal Informal	Teacher guides students to identify types of letters.
	GRAMMATICAL ACCURACY	Conjunction	Teacher explains the features of conjunction and their functions. Teacher guides students to make sentences with conjunctions.
	LISTENING/SPEAKING	Consonant cluster e.g. Respect, sprinkle, attacked, string, throw, please, principle	Teacher initiates language fames for practicing different sounds.
	LITERATURE	Features Style Setting Theme	Teacher guides them to write a song. Teacher leads students to make comments on the moral messages of a story.
3	READING	Passages on contemporary issues highlighting; Knowledge level. Interpretation level. Students answer question that will elicit their opinion.
	WRITING	Elements of composition: Introduction body and conclusion.

		Stages of writing and editing.
	GRAMMATICAL ACCURACY	Selected passages for highlighting prepositions.
	LISTENING/SPEAKING	Consonant cluster s e.g. Splash, spread, struggle, streams, strong, scream, screen, shutter, scatter.	Teacher dictates short sentences containing the sounds.
	LITERATURE	Differences between the two types-prose and poetry.
4	READING	Selected passages for developing retention of what the passages are taking about or the salient points.	Teacher asks questions on the ideas contained in the passage
	WRITING	Importance of writing composition, communicate, inform, record keeping, entertaining.
	GRAMMATICAL ACCURACY	Selected passages for highlighting adverbs, conjunctions and preposition discussion.	Teacher leads discussion on positions and functions of adverbs, conjunctions and preposition in sentences.
	LISTENING/SPEAKING	Diphthongs /ei/ as in Mary (meiri) gate (geit), day (dei) grey, they, pain, rain	Stresses the distinction exemplified in minimal pairs.
	LITERATURE	Types of poetry epiclyricdramatics	Teacher leads students to identify and list different types of poetry.
5	READING	Reading to understand the author’s mood. E.g.	Teacher identifies authors mood through words and expression encountered in

		anger, happiness, doubt.	the passage. Teacher selects materials and presents them for student to read. Teacher guides students to read between the lines with a view to detecting hidden attitudes.
	WRITING	Arrangement of ideas in logical sequence.	Teacher guides students to arrange ideas logically.
	GRAMMATICAL ACCURACY	Selects passage for highlighting preposition, a verb and a conjunction.	Teacher guides students to identify them in sentences.
	LISTENING/SPEAKING	Diphthongs e.g. /ou/ as in so, go, no, old, gold, told, sold.	Teacher initiates language games for practicing different sounds. Teacher writes sentences containing the sounds.
	LITERATURE	Features and language Concise Unique High	Teacher leads them to identify features and the language of poverty.
6	READING	Reading to understand the author’s mood e.g. doubts disappointment.	Teacher reads materials presented by the teacher. Teacher identifies author’s mood through words and expression encountered from the passage.
	WRITING	Writing in full the points in sequential order and editing done to ensure all features of writing compositing including punctuation

	GRAMMATICAL ACCURACY	Adjectives.	Teacher leads students to identify adjectives in a given passage and state their functions.
	LISTENING/SPEAKING	Diphthongs e.g. /di/ as in oil, boil, foil, /ua/ tour, sure	Teacher diverts students to tell stories paying attention to specified pairs. Teacher writes sentence containing the sounds.
	LITERATURE	Write a short poem.	Teacher leads them to write a short poem
7	READING	Reading to understand the authors mood e.g. suspicions, excitements etc.	Teacher guides the students to identify the overall   impression created by the author’s style of presentation
	WRITING
	GRAMMATICAL ACCURACY	Identify features of adverbials from passage in: peace and dialogue.	Teacher guides the students to read the given passage. Teacher guides them to identify the adverbials.
	LISTENING/SPEAKING	Weak forms e.g. after, often, listen, sister, above, away, later, alone, abound, about.	Teacher dictates short sentence containing the sounds.
	LITERATURE	Reading poems.	Students listen to teacher orals presentation. Reads poem effectively.
8	READING	Reading strategies preview question and review for retaining and recalling what has been read.	Teacher guides students on the reading strategies to be adopted.

	WRITING	Formats for writing informal letters.	Teacher guides students to write the format for writing informal letters.
	GRAMMATICAL ACCURACY	Identify features of adverbials from a passage on human rights	Teacher guides students to read the given passage. Teacher guides students to make sentence with adverbials.
	LISTENING/SPEAKING	Listening for main ideas from a selected passage on :- the family	Teacher selects appropriate materials for passages. Teacher explains the meaning of main ideas. Teacher illustrates with specific examples.
	LITERATURE	Styles and author’s mood.
9	READING	Identify vocabularies from a passage on market.	Teacher guides students to read the given passages Students identify related vocabularies.
	WRITING
	GRAMMATICAL ACCURACY	Identify features of adverbials from a passage on: Value orientation.	Teacher identifies adverbials. Read the given passage.
	LISTENING/SPEAKING	Listening for main ideas from a selected passages on drug abuse	Teacher asks students to read selected passages and materials in class.
	LITERATURE	Introduction to drama (origin and development)	Teacher guides students to trace the origin of drama.

10	READING	Reading between lines to highlight hidden attribution	Teacher guides students to read between the lines with a view to detecting hidden attitudes.
	WRITING
	GRAMMATICAL ACCURACY	Identify features of tenses from passage on: peace and dialogue.	Teacher guides students to read the given passage. Teacher guides them to identify tense from the passage.
	LISTENING/SPEAKING	Listening for main ideas from selected passage on: child labour and trafficking.	Teacher selects appropriate passage and materials. Students pay attention and practice with example given.
	LITERATURE	Theme and plot of plays (selected text).
11	READING	Reading and answering specific question that require conclusion to be drawn.	Group students for the purpose of further practice. Note: the practice question the teacher draw should cover all level of comprehension e.g Where, when, how, why, what.
	WRITING	Transport and travelling (road transport).
	GRAMMATICAL ACCURACY	Tenses (present).	Teacher guides students to identify present tenses in a given passage.
	LISTENING/SPEAKING	Listening for main ideas from selected passages on: global warning.

		Misuse of pesticides.
	LITERATURE Prose	Features of drama.	Teacher leads students to identify the features of drama.
12	Revision	Revision	Revision
13	Examination	Examination	Examination

THIRD TERM JSS1 ENGLISH STUDIES SCHEME OF WORK

WEEK	TOPIC	CONTENT	ACTIVITIES
1	Resumption test	Resumption test	Teacher gives Commands and demand appropriate response
2	READING	Reading to interpret diagrams accurately.	Teacher presents suitable materials in form of passages and maps for student’s analysis and description as well as extensive practices.
	WRITING	Story or passage highlighting main and supporting ideas	Teacher presents story or passage to students
	GRAMMATICAL ACCURACY	Tenses (future)	Teacher guides students to identify the tense (future) in the given passage and makes sentences with them.
	LISTENING/SPEAKING	Word boundaries e.g. linking sounds:- Go-away, order of merit, butter and bread	Teacher engages students in pair activities with reference to word boundaries.

	LITERATURE	Types of drama comedytragedy	Teacher leads them to discuss the story.
3	READING	Reading to interpret maps and sentences accurately.	Teacher guides them to act a play. Guides students to associate sentences with written text. Practice associating sketches with written text.
	WRITING	Write appropriate introduction and effective conclusion	Teacher leads the students to identify appropriate introduction and conclusion for selected topics.
	GRAMMATICAL ACCURACY	Identify features of adverbial from passages on peace and dialogue.	Teacher guides students to identify adverbial in a given passage.
	LISTENING/SPEAKING	Compound words e.g. shade board, ice-cream, swimming pool, lifelong, age old, teapot, classroom, night point, return ticket.	Teacher organizes class discussion/play/lets. Teacher provides clues.
	LITERATURE	Features ThemeStageCostume	Teacher leads them to identify props/costumes.
4	READING	Making meaning from spatial description/presentation e.g. interpret accurately maps, diagrammatical sketches.	Teacher presents suitable materials in form of passages, selections, maps, sketches for students analysis and description.
	WRITING	Writing formal letters on different topics e.g. letters to Press, the Principal.

	GRAMMATICAL ACCURACY	Adverbs e.g. frequency: always often, everyday.	Teacher guides students to identify adverbials in a given passage.
	LISTENING/SPEAKING	Phrases e.g. accompany of friends, a man of the people, a crop of ideas, a queue of traffic, a team of players etc.	Teacher organizes class discussion. Teacher provides clues Teacher initiates activities.
	LITERATURE	Features Play directorAudiencePerformance	Teacher guides students to identify language features. Teacher guides students to write a play.
5	READING	Identifying how a given diagram or map clarifies or complements written materials.	Teacher guides students to associate sketches with written texts 2) Teacher practices associating sketches with written texts.
	WRITING	Informal letter one addressopening salutationbody of the letter andclosing	Teacher guides students to write a formal letter.
	GRAMMATICAL ACCURACY	Identification of active ad passive verbs from a passage on preventing HIV/AIDS	Teacher leads students to read the given passage.Teacher guides them to identify the active and passive forms of verbs in the passage
	LISTENING/SPEAKING	Questions and their tags e.g. Okoro Teachers are always punctual, aren’t they? Ibrahim: Yes they	Teacher engages students in pair activities with reference to questions and their tags.

		are. Teacher: Okocha is the best footballer in Africa, isn’t he? Student’s yes he is.
	LITERATURE	Drama text on safety of foods and contamination.	Teacher guides students to act a play.
6	READING	Reading to follow direction in written communication. The practioners	Teacher selects and presents appropriate materials. Teacher guides students to identify health practitioners from a given passage.
	WRITING
	GRAMMATICAL ACCURACY	Identification of active and passive verbs from a passage on:- war against cultism.	Teacher leads students to list the active and passive forms to verbs.
	LISTENING/SPEAKING	Listening for main ideas from a selected passage on:- – cleanliness	Teacher illustrates with specific examples.Teacher asks students to read selected passage.Students practices and ask questions.
	LITERATURE	Definition of figures of speech.	Teacher encourages pupils to begin to identify there similes and metaphors in their extensive reading.
7	READING	Identifying key words in the passage that signal direction.	Teacher guides students to identify key words that signal direction. 2) Students practices identification of direction in response to teachers

			prompting.
	GRAMMATICAL ACCURACY	Making sentences using active and passive verbs.	Teacher guides students to make sentences with active and passive verbs.
	LISTENING/SPEAKING	Making conversational sentences with questions tags and responses to the questions. Different fields of medical practice.	Teacher guides students to identify different fields of medical practice.
	LITERATURE	Use comparisons: similes and metaphors are best taught together, one helps to make meaning of the other clear. E.g. She is as red as rose. – She is a rose.	Teacher guides students to identify similes and metaphor in speech.
8	READING	Blending material with related sketch	Teacher presents maps and lead students to arrive at particular destinations. 2. Teacher prepares and gives directions for students to practice.
	GRAMMATICAL ACCURACY	Identification of active and passive verbs from a passage on: – Dangers of examination malpractice.	Teacher leads students to read the selected passage. 2) Students identifies active and passive verbs. Teacher guides students to appropriate a selected poem.
	LISTENING/SPEAKING	Listening for main ideas from a selected passage on:- Malaria, Polio, Tetanus, cleanliness, meningitis etc. Places associated with medical	Teacher explains the relative positions of main ideas of sentences in different passages.

		practice.
	LITERATURE	Appreciate the selected poem.	Teacher guides students to appropriate a selected poem.
9	READING	Selected passages for answering questions intelligently as written in the passage.
	GRAMMATICAL ACCURACY	Identification of active and passive verbs from passage on: Drug abuse.	Teacher identifies active and passive verbsTeacher guides them to make sentences with active and passive verbs.
	LISTENING/SPEAKING	Positioning of main ideas in given passage: beginning, middle or end.	Teacher explains the relative positions of main ideas of sentences in the different passages.
	LITERATURE	Poetry (appropriate selected poetry)
10	READING	Reading to follow directions with the help of key words related to direction.	Teacher practices identification of key words related to directions e.g. “moving from left to right”, east to west, “worth wards”, “south wards” “upwards”, “towards” etc.
	WRITING	Discussion on choice of words and punctuations of writing perfect letters.
	GRAMMATICAL ACCURACY	More practice and identification and conjunction from a given passage.	Teacher guides students to identify these parts of speech in given sentence.
	LISTENING/SPEAKING
	LITERATURE	Emphasis on using elevated language for

		writing poems to differentiate it from prose literature.
12	Revision	Revision	Revision
13	Examination	Examination	Examination