Year 7 Blended British Nigerian Scheme of Work English Language

Access free Year 7 Blended British Nigerian Scheme of Work English Language for Junior Secondary School Hybrid Curriculum JSS1 Subjects topics for High School Education all three Terms available free download PDF-Schemeofwork.com

Contents

Blended British Nigerian Scheme of Work English Language for Year 7/JSS1 Term 1 Year 7 Blended British Nigerian Scheme of Work English Language Term 2 Year 7 Blended British Nigerian Scheme of Work English Language Term 3 Blended British Nigerian Scheme of Work English Language Links

Year 7/JSS1 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

Blended British Nigerian Scheme of Work English Language for Year 7/JSS1 Term 1

Year 7 Terms 1

WEEK	GRAMMAR	READING	WRITING	LITERATURE	LISTENING/SPEAKING	REFERENCES
1	Nouns, Verbs & Adjectives	Understand what is meant by scanning a textLearning to scan a given text for information by focusing on dates, names and places.	Students express their opinions on a TV programme they like	Read a prose passage and look for powerful verbs, nouns and descriptive words (verbs) that make the story more interesting.	In groups discuss the types of programmes you like to watch and explain why.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
2	Nouns, Verbs and adjectives	Reading from passages For maximum recall on a given expository topic, e.g. diet and nutrition or any other topic.	Read a story to identify main and supporting Ideas. Arrangement the ideas in logical sequence with introduction, and Conclusion. Rewrite the story in your own words.	Literature pieces: Types of oral literature Categories of written Literature etc.	-Identify and pronounce the 44 English vowels including diphthongs from a phonetic chart.	New Concept English for Junior secondary schools; Cambridge Checkpoint;
3	Focus on punctuation:Capitalization, commas, exclamation and full stop	Reading from passages to identify facts and opinions. Explain the difference between facts and opinions.	1) Explore expository essays 2) Write an expository essay using facts you already know.	African and non- African Tales. Features and themes. Explore a prescribed African text.	1) Identify the English consonant sounds from a phonetic chart and pronounce them. 2) Learners make speeches on any of the following topics: Transportation Health issues and Epidemics HIV/aids, malaria, Polio, Tetanus safety on the Roads etc.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
4	Parts of Speech: Types of nouns (common nouns; compound nouns; collective nouns)	Identify the writer’s opinion in a given passage relating to Automobiles or any other topic.	Write an essay expressing your opinion about the of FRSC	Identify the main ideas in a prescribed text and identify the writer’s purpose for writing the text. What language style does he adopt? (Describe the use of adjectives, adverbs etc. in the text and their effect in the text.)	Exploring long and short vowels E.g. Sleep/slip, port/pot, Leave/live, these/this, Sport/spot, cord/cod, Forks/fore.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
5	Parts of Speech: Adjectives	1) Identify and differentiate between the main and supporting ideas in a given passage. 2) Classify these ideas by identifying the m in the introduction, middle and conclusion.	1) Understanding point of view 2) Write a story illustrating the point of view of the main characters.	Features of Folktales I). Entertainment Ii). Magical features	Ii). Voiced and Voiceless Consonants e.g. Back/Pack, Pull/Fool, Coat/Goad, road/Load, These/That, Thought/Taught, Ten/Den, Fan/Van, Came/Game, etc.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
6	Adjectives: comparative & superlative adjectives	Identify the setting and plot of a story and its characters from a prescribed text.	Developing topic sentences and paragraphs.	African and non African Tales comprising myths and legends: Identify metaphors and similes from the text.	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	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
7	Adverbs	Reading and answering Specific questions by scanning a given text.	Learning how to draft an essay by brainstorming for ideas, arranging ideas into paragraphs, drafting the essay, editing, and writing the final copy including proof reading.	Features/themes of Myths and legend and an overview of their types of characters.	Ask students to make speeches or give a short talk on any of the following topics: – The school – Places of worship.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
8	Adverbs	Reading for ‘gist’ and intensive reading. Exploring a text using both techniques.	Write a story from a legend or myth. Create unique characters in the story, including a setting and plot.	Features/themes of popular myths and legends. Discuss: – Supernatural – Superstition	Vowels sounds e.g. /n/ Bus, /ᴐ/ pot, holiday, Boss, /a:/ father, cart, Chart	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
9	Simple and Compound Sentences	Interpret a text for the writer’s point of view.	Write an essay with your point of view about a Nigerian culture.	Explore narrative writing in a non-fictional literature text	Listening and speeches Based on the following: – Safety on the roads – corruption	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
10	Complex sentences: Phrases Clauses	Reading a text for inference (inferred meaning); reading ‘in between the lines’	I). Development of an Outline for a story or essay Ii). Rearrangement of the Outline for the purpose of Writing.	Explore types of prose and the common features of prose. Focus on autobiography (non-fiction) –	Sentences, paragraphs, Plays and poems to form Content for highlighting The long and short vowel Sound e.g. I). Short/shot, port/pot, Cod/cord, sport/spot, Forks/fox Ii). Long and short in e.g. Hard/had, park/pack, Bark/back, part/pat	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
11	Reported speech	Read a drama text and give meaning to the story; by identifying the setting, characters and plot	Sequential arrangement of ideas: Write a list of instructions for an activity e.g. cooking a meal or give directions on how to go from school to the nearest supermarket.	Explore rhyme and rhyme pattern of a given poem.	Dramatize a myth or legend. In class using students to represent different characters.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
12	Revision
13	Examination

Year 7 Blended British Nigerian Scheme of Work English Language Term 2

Year 7Term 2

WEEK	GRAMMAR	READING	WRITING	LITERATURE	LISTENING/SPEAKING	REFERENCE
1	Conjunctions Preposition	Read a text to identify the main ideas in the introduction; middle and conclusion	Elements of composition: introduction, body and conclusion. Write the introduction to a short story you create yourself.	Features of a story: Style Setting Theme	Consonant clusters e.g. Respect, sprinkle, attacked, string, throw,Please, principle	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
2	Conjunctions Preposition	Passages on Contemporary issues Highlighting; Knowledge level. Interpretation level. Students answer Question that will elicit Their opinion.	Letter writing: 1) Types of letters Formal Informal 2) Parts of a formal letter	Differences between prose and poetry. Explore features of prose and poetry from two different texts.	Consonant cluster s e.g. Splash, spread, struggle, Streams, strong, scream, Screen, shutter, scatter.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
3	Selected passages for Highlighting adverbs, conjunctions and Preposition	Read a selected passage for Developing retention of what the passage is talking about or its salient points.	Discuss the importance of writing: to communicate, inform, for record keeping, entertaining. Write a sample text for any purpose mentioned above.	Types of poetry – epic – lyric – dramatics Explore examples of each category.	Diphthongs /ei/ as in Mary (meiri) gate (geit), Day (dei) grey, they, pain, Rain	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
4	Identifying preposition, verbs and conjunctions in passages	Reading to understand The author’s mood. E.g. Anger, happiness, doubt.	Arrangement of ideas in Logical sequence.	Features and language Concise Unique High	Diphthongs e.g. in So, go, no, old, gold, told, Sold and now, bow, fowl and cow, etc.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
5	Adjectives Adverbs	Reading to understand The audience the text was written for and its’ purpose: to argue, persuade, expose, etc.	Write in full the points from the ideas you have gathered for an essay about your school. Note the sequential order and editing to ensure spelling and punctuation.	Read a ballad and identify the characteristics of a ballad.	Diphthongs in oil, boil, foil, and tour, sure, pure, etc.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
6	Identify features of Adverbialsfrom a passage	Read a formal letter to identify its salient parts and its purpose.	Draft a formal letter to your school principal and edit, rewrite and proof read it.	Read an African poem and interpret its meaning.	Weak forms e.g. in after, Often, listen, sister, Above, away, later, alone, Abound, about, etc.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
7	Identify features of Adverbials from a passage on human rights	Reading strategies preview question and review for retaining and recallingwhat has been read.	Formats for writing Informal letters. Write an informal letter to an old friend.	Styles and Author’s Moods in poems.	Listening for main ideas From a selected passage on :- the family	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
8	Identify features of Adverbials from a Passage.	Identify key vocabulary/register from the passage	Write a list of register for education, then use them for a short essay titled: Nigerian Education today.	Introduction to drama (Origin and development)	Listening for main ideas From a selected passages on drug abuse	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
9	Tenses:identify features of tenses from a passage.	Reading between lines to Highlight hidden attribution	Summarize a given text	Discuss the theme and plot of a selected play.	Listening for main ideas From selected passage on: child labour/trafficking or any other passage read aloud in class.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
10	Tenses (present, past and future tense)	Reading and answering Specific question that require a conclusion to be drawn.	Write an expository essay on: Transport and travelling (road transport).	Features of drama.	Listening for main ideas From selected passages on: global warming. Misuse of pesticides	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
11	The past participle
12	Revision
13	Examination

Year 7 Blended British Nigerian Scheme of Work English Language Term 3

Year 7Term 3

WEEK	GRAMMAR	READING AND COMPREHENSION	WRITING	LITERATURE	LISTENING\SPEAKINGS	REFERENCES
1	Active & passive verbs	Read a newspaper article to identify the salient points. Explore its sentences for active and passive verbs	Write a short article for a local newspaper. Use active verbs.	Introduction to Shakespeare’s Romeo and Juliet	Role-play a reporter interviewing a famous person you know.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
2	Future tense Antonyms &homonyms	Reading to interpret Diagrams accurately.	Story or passage Highlighting main and Supporting ideas	Types of drama – comedy – tragedy Explore the story of Romeo and Juliet	Word boundaries e.g. Linking sounds:- Go-away, order of merit, Butter and bread	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
3	Identify features of Adverbial from a given passage	Reading to interpret Maps and sentences Accurately.	Write appropriate Introduction and effective Conclusion	Features of drama – Theme – Stage – Costume: Use Romeo and Juliet as an example.	Compound words e.g. Skate-board, ice-cream, Swimming pool, lifelong, Age old, teapot, Classroom, night point, Return ticket.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
4	Adverbs e.g. Frequency: Always often, everyday.	Making meaning from Spatial Description/presentation E.g. Interpret accurately Maps, diagrammatical Sketches.	Writing formal letters on Different topics e.g. Letters To Press or the Principal.	Features of a play: – Play director – Audience – Performance: Use Romeo and Juliet as a sample.	Present phrases e.g. A company Of friends, a man of the People, a crop of ideas, a Queue of traffic, a team of Players etc.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
5	Active and Passive Sentences	Identifying how a given Diagram or map clarifies Or complements written Materials.	Informal letter – one address – opening salutation – body of the letter and – closing	Explore a drama text for dialogue and monologue. Use a Nigerian drama text.	Practise question tags. E.g. Okoro Teachers are Always punctual, aren’t They? Ibrahim: Yes they are. Teacher: Okochais the Best footballer in Africa, Isn’t he? Student’s yes he Is.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
6	Identification of active And passive verbs from a given passage	Reading to follow directionin written communication or from a map.	Draw a map of your locality, and write some directions from your school to an important place in the locality	Definition of figures of speech. Explore popular figures of speech from a given drama text.	Listening for main ideas From a selected passage	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
7	Direct and Reported speech	Read a given text. Identifying key words in the passage that signal direction.	Write a persuasive article about your favourite TV programme for a local newspaper.	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. Explore a poem for metaphors and similes.	Making conversational Sentences with questions tags and responding to the questions.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
8	Punctuation: commas, full stops & question marks	Explore a fictional text to identify its plot, setting &characterization.	Argumentative writing: write an argumentative essay on why you prefer the FRSC to the police or vise versa.	Explore the selected Poem. What is its and audience. How does the use of poetic language affect the message?	Listening for main ideas From a selected passage Which is read out in class.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
9	Nouns, verbs and conjunctions	Selected passages for Answering questions intelligently as written in the passage.	Poetry: Limericks. Explore a limerick and write your own limerick.	Ballads: explore a ballad and write a short ballad.	Positioning of main ideas In given passage: Beginning, middle or end.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
10	Idioms	Reading to follow directions with the help of Key words related to Direction.	Draft an essay and redraft it after initial editing. Then proof read for punctuation and spelling mistakes	The Language of poetry and prose: using elevated language for writing poems to differentiate it from prose Literature.	Practise the voiced and voiceless ‘th’ sound in sentences.	New Concept English for Junior secondary schools; Cambridge Checkpoint; Dictionary of Contemporary English
11	Revision
12	Exams