JSS3 English Studies Scheme of Work for First Term
WEEK(S)
TOPIC(S)
CONTENT
Speech Work
Vocabulary Development
Reading Comprehension
Structure
Composition
Literature
- (a) Speech Work: Long and Short Vowel Contrasts
/i:/ and /i/; /a:/ and /æ/; /ɔ:/ and /ɒ/ - (b) Vocabulary Development: Adjectives of Colour and Sound
- (c) Reading Comprehension: ‘The More You Look’
(NOSEC, pages 8 – 10) - (d) Structure: Prepositions
- (e) Composition: Narrative Essay
(Writing an Outline of an Essay)
‘The Happiest Day of My Life’ - (f) Literature: Elements of Fiction and Non-fiction
(Character, mood, style, plot, etc.)
Speech Work
Vocabulary Development
Reading Comprehension
Structure
Composition
Literature
- (a) Speech Work: Long and Short Vowel Contrasts
/u:/ and /ʊ/; /ɜ:/ and /ə/, /e/; /ɒ/ and /ɔ:/ - (b) Vocabulary Development: Adjectives of Smell, Taste, Shape;
e.g. aromatic acrid, etc.) - (c) Reading Comprehension: ‘Cooperation’
(NOSEC, page 18) - (d) Structure: Expressing/Describing Emotions
(Verb + Preposition; V + to-infinite e.g. I want to shout. Verb + that clause e.g. We are surprised that you came) - (e) Composition: Descriptive Essay
(Developing Your Paragraphs) “My School Compound” - (f) Literature: Revising Elements of Prose
(Use the recommended text.)
Speech Work
Vocabulary Development
Reading Comprehension
Structure
Composition
Literature
- (a) Speech Work: Diphthongs
/ei/, /ai/, /ɔi/, /əʊ/ - (b) Vocabulary Development: Antonyms
(Words Nearly Opposite in Meaning) - (c) Reading Comprehension: ‘The Fruit of Perseverance’
(NOSEC, page 29) - (d) Structure: Describing Emotions
(Liking, Disliking and Preferring;
Verb + to-infinitive (e.g. She loves to sing.);
Would prefer + to infinitive (e.g. I would prefer to sing rather than dance);
Prefer; to (e.g. She prefers bikes to cars .) - (e) Composition: Formal Letter Writing
(Introduction, Essential Tips and Differences between Formal and Informal Letters) - (f) Literature: Revising Elements of Prose
(Use the recommended text.)
Speech Work
Vocabulary Development
Reading Comprehension
Structure
Composition
Literature
- (a) Speech Work: Consonant Contrasts
/aʊ/, /əʊ/, /iə/, /eə/ and /ʊə/ - (b) Vocabulary Development: Antonyms
- (c) Reading Comprehension: ‘The Making of New Millionaires’
(NOSEC, pages 40 – 42) - (d) Structure: Expressing Willingness/Unwillingness
– Using modal verb + adverbials (e.g. I will come if I’m invited; She will not come if she’s not invited) - (e) Composition: Formal Letters
(Guided Writing)
“A Letter to the Local Government Chairman asking him to tar the road to your school” - (f) Literature: Revising Elements of Poetry
(Use recommended poem.)
Speech Work
Vocabulary Development
Reading Comprehension
Structure
Composition
Literature
- (a) Speech Work: Diphthongs and Monophthongs in Contrast
- (b) Vocabulary Development: Antonyms
- (c) Reading Comprehension: ‘This is Lagos’
(NOSEC, 48 – 50) - (d) English Structure: Expressing Intention and Permission
(Using intend, aim + to infinitive; can, could, may, might, mind
e.g. (Intention) I intend to go home;
We aim to reach our goal;
(Permission) Could you please help me?;
Would you mind my coming along? - (e) Composition: Descriptive Essay
(Guided Writing)
‘Traveling By Air’ - (f) Literature: Revising Poetry
(Use recommended text.)
Speech Work
Reading Comprehension
Structure
Composition
Literature
- (a) Speech Work: Consonant Contrasts
/s/ and /z/;
/d/ and / ð/;
/ʃ/ and /s/;
/f/ and /v/ - (b) Reading Comprehension: Reading for Critical Evaluation
‘Real Facts and Imagined facts’
(NOSEC, pages 65 – 67) - (c) Structure:
(i) Order of Adjectives;
(ii) Direct and Indirect Speeches - (d) Composition: Semi-formal Letter
(Guided Writing)
Write to your class teacher on your absence from school; - (e) Literature: Revising Poetry
(Use recommended poem.)
Speech Work
Vocabulary Development
Reading Comprehension
Structure
Composition
Literature
- (a) Speech Work: Consonant Contrast
/p/ and /f/;
/Ʒ/ and /ʃ/;
/t/ and /θ/;
/l/ and /r/;
/s/ and /θ/;
/ʃ/ and /ʧ/ - (b) Vocabulary Development: Prefixes and Suffixes
- (c) Reading Comprehension: It’s so Unfair’
(NOSEC, pages 75 – 77) - (d) English Structure: Expressing Obligation and Necessity
(using must, have to, need, ought to etc. e.g. I ought to have done my assignment. I need to go now.) - (e) Composition: Debate (Oral)
“Corruption is worse than armed robbery.” - (f) Literature: Revising Drama
(Use recommended text.)
Speech Work
Vocabulary Development
Reading Comprehension
Structure
Composition
Literature
- (a) Speech Work: Intonation Patterns
(Statements, Questions and Commands) - (b) Vocabulary Development: Words Expressing ‘Value’ and ‘Moral Value’
- (c) Reading Comprehension: ‘Character Assassination as a Political Weapon’
(NOSEC, pages 86 – 89) - (d) English Structure: Expressing Probability and Possibility
(using may, can, might, could e.g. she couldn’t have left like that, they may not travel again - (e) Composition: Letter Writing
– Informal Letters (Guided Writing)
“A letter to my best friend on my plans for this academic session” - (f) Literature: Revising Drama
(Use recommended text.)
Speech Work
Vocabulary Development
Reading Comprehension
Structure
Composition
Literature
- (a) Speech Work: Consonant Sound /h/
(Where h is voiced e.g. house, help, hen, etc.;
voiceless e.g. hour, honor, hones, etc.) - (b) Vocabulary Development: Prefixes
(Word Building Using Antonyms
(e.g inform – misinform, engage – disengage, manage – mismanage, etc.) - (c) Reading Comprehension: ‘Before you Build your House’
(NOSEC, pages 101 – 102) - (d) Structure: Expressing Ability
(using can, be able, to be capable of e.g.
(i) She can do the job.
(ii) I am able to jump three meters.
(iii) They are capable of representing the school.) - (e) Composition: Descriptive Essay
(Guided Writing)
‘My Best Friend’ - (f) Literature: Revising Drama
(Use recommended text.)
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ClassHall Instructor
Maryam
jamilu rabiu
Sadiq Barau
chidubem umekwe
FUNMILOLA ATERE
Halima Ahmadu
Can’t have access to past questions
Yess