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FEDERAL CAPITAL TERRITORY, ABUJA

J S S THREE (3)

2014 Edition



EDUCATION RESOURCE CENTRE

Federal Capital Territory, Abuja

FCT JUNIOR SECONDARY SCHOOL TEACHING SCHEMES

2014 Edition

Third Edition: 2014

Produced by ERC Mini Press

Table of Contents


Hausa Language------------------------------------

Igbo Language---------------------------------------

Yoruba Language-----------------------------------

Basic Science---------------------------------------

Basic Technology----------------------------------

Physical & Health Education-------------------

Computer Studies (ICT)_------------------------

Home Economics----------------------------------

Agriculture-------------------------------------------

Entrepreneurship----------------------------------


Islamic Studies------------------------------------

Christian Religious Studies--------------------

Social Studies-------------------------------------

Civic Education------------------------------------

Security Education-------------------------------

Forward


It is my pleasure to introduce the 2014 edition of the FCT 9-Year Basic Education Teaching Scheme for the Junior Secondary School. The 9-year Basic Education Curriculum was developed by the Nigeria Educational Research and Development Council (NERDC) and approve by the National Council on Education (NCE).

This current edition is developed by the Curriculum Development Division of FCT Education Resource Centre (ERC) with active participation of subject teachers recruited from both the public and private Junior Secondary schools in the FCT.

It is my hope that this document will provide teaching guide for teachers and make monitoring of curriculum implementation more purposeful and result oriented for principals and Inspectors.

I wish to appreciate the effort of the FCT Education Resource Centre, especially the Curriculum Development Division (CDD) for the production of this very important teaching guide for effective implementation of the 9-year Basic Education Curriculum at the Junior Secondary (Upper Basic) School level.

Finally, I recommend the 2014 edition of the Junior Secondary (Upper Basic) School Teaching Scheme to all our Public and Private Junior Secondary (Upper Basic) Schools.

Kabir Usman

Secretary for Education

FCTA, Abuja

Acknowledgement

The introduction of the Universal Basic Education (UBE) and the New Basic Education Curriculum prompted the review of the 2004 edition of the Junior Secondary School Teaching Schemes.

This 2014 edition is brought in line with the 9-year Basic Education Curriculum developed by the Nigerian Educational Research and Development Council (NERDC). To produce a standard document, FCT Education Resource Centre (ERC) organized a one week workshop for subject Specialists from FCT Universal Basic Education Board, Public and Private Junior Secondary Schools and ERC staff to develop the Teaching Schemes.

In this regard, I wish to register my unreserved gratitude to the Chairman, FCT Universal Basic Education Board (UBEB) and Proprietors of Private Schools for facilitating the participation of teachers in the exercise. I also wish to acknowledge ERC staff especially of the Curriculum Development Division who participated in the exercise. They include Mrs. E.J. Akpabio, Head of Division, Mrs. S.A Mustapha, Mrs. F.R Omowale, Mrs. S.B Saleh, Mrs. Osuji R.A., Mrs. Sai Msurshima, Mrs. B.O Edegbe, Mrs. Maryam Yakubu, Mrs. Amaefule Genevieve, Mal. Harisu Aminu, Mr. Bere B. Friday, Mrs. Ajinomoh Maryam, Mr. Aribi Dan Asabe, Mrs. Kunle Kunbi T.T., Mrs. Anthonia Okoro-Opara, Mal. Samba Bashir M., Mrs. Adesina Victoria, Mrs. Gloria Opara C., Mrs. S.N. Enekebe, Mrs. Jongas Mercy, Mrs Felicia Okoh, Miss Egwu Patience M., Mrs. Roseline Katuka, Mr. Okoro Chinasa, Miss Batubo Kaine, Mr. Fakaa Timothy and Mr. Ibrahim Dalhatu.

I specially thank all the staff of ERC Mini Printing Press and others who contributed in various ways to the production of the teaching schemes.

We are grateful to the Hon. Minister of FCT, Senator Bala Mohammed and the Secretary for Education, Kabir Usman for their kind support.

Mrs. Ramatu A. Ibrahim

Director, ERC

2014


ENGLISH LANGUAGE

ENGLISH STUDIES

JSS 3 FIRST TERM

WEEK

THEME

CONTENT


ACTIVITIES

1.

Resumption Test

Resumption Test


Resumption Test


2

Reading

Reading for critical evaluation

Reading for critical evaluation

Meaning of critical reading and aspect of critical reading


Teacher explains what is required in critical reading, students read materials presented in class e.g. passages on road safety, drug use etc. reading materials e.g. magazines and newspaper cuttings.





Writing

Revision on composition writing

Types of composition

Narrative

Descriptive

Argumentative

Expository




To identify different types of composition and list the elements of composition e.g. selected topics and stories.




Listening and speaking

Speeches (phonemes)

Long and short vowels e.g, /i/ and /i/ bee/be, head/hid, heat/hit, beat/bit



Teacher identifies and produces materials for correct pronunciation of the target sounds in context.





Grammatical accuracy

Adverbials and tenses

Identification and use of adverbials such as frequency



Read a given passage and identify adverbials and tenses in the passage.





Literature

Non-African folktales

Features of non-African folktales: didactic, entertaining and archaic.




Narrates non-African folktales and discuss the folktales.

3.

Reading

Reading for critical evaluation

Essence of critical reading and selected passages on critical reading highlighting:



  • Facts

  • Opinions

  • Deductions




Guides and practice critical evaluation of the texts through extensive discussion, either in groups or as a whole class.




Writing

Composition writing

Types of composition

Narrative, descriptive, argumentative and expository


To re-arrange ideas generated in logical sequence and produce in logical sequence and produce a draft: introduction, body and conclusion.





Listening and speaking

Speeches (Phonemes)

Consonants e.g. fall/vim, fish/van; four/love, Mathematics and Machine.



Teacher emphasizes the correct articulatory movements in the pronunciation of the sounds and practices the articulation of the sounds emphasized by the teacher in context.





Grammatical accuracy

Adverbials and tenses

  1. Course or reason e.g. so that, in order, so as,

  2. Purpose e.g. because, for

  3. Condition e.g. unless, if, until, provided

  4. Contrast e.g. yet, though, although

Teacher guides students to read a given passage.





Literature

Non-African folktales

Features of non-African folktales:



  • Didactic

  • Entertaining

  • Archaic

Teacher leads students to identify the features of the non-African folktale.


4.

Reading

Reading for critical evaluation

Explanation on the meaning of



Teacher demonstrates how to differentiate facts and opinions and practice.




Writing

Composition writing

Arrangement of ideas in logical sequence



Teacher leads students to review the draft (edit, proof read, review and amend)


WEEK

Listening and speaking

Speeches (Phonemes)

Consonant clusters: e.g. respect, principle, tactile, struggle.



Teacher emphasises the correct articulatory movements in the pronunciation of the sounds.





Grammatical accuracy

Adverbials and tenses

Identification and use of tenses e.g. present, past and future using such topics as:



  1. Importance of peace education

  2. Need for computer literacy

  3. Indiscipline among youths




Practice the use of adverbials and tenses and the use of tenses in sentence.




Literature

Non-African folktales

Features of Non-African folktales:



  1. Didactic

  2. Entertainment

  3. Archaic

Teacher leads the students to identify the themes of folktales and to identify the moral lessons in non-African folktales.


5.

Reading

Reading for critical evaluation

Reading for speed techniques



  • Surveying/scanning for main to read a lot of materials, read non-text materials quickly and to cultivate the skill of referencing.




Teacher explains different methods and conditions for faster reading.

Teacher guides students on techniques and selections for fast reading.






Writing

Composition writing

Composition on motor vehicle parts that need regular care e.g. radiator, brake, fluid, engine.



Teacher guides students to write composition on the care of a motor vehicle (internal)





Listening and speaking

Speeches (Phonemes)

Intonation, stress and rhythm

Listening to speeches on the following:


  1. Human rights

  2. Gender issues

  3. Value re-orientation (honest, respect for elders, punctuality)

Selected materials and makes appropriate statements for students to listen to like poems and passages. Excerpts from magazines, newspapers. Students identify accurately the intonation patterns from passages read. Teacher provides sample sentences, paragraphs passages for identification of intonation pattern for questions command and statements.






Grammatical accuracy

Adverbials and tenses

Adverbs, conjunctions and prepositions

Examples of adverbs, conjunctions and prepositions in a given passage e.g.


  1. The ideal family size

  2. Effects of adulterated drugs

  3. The dangers of examination mal-practice

  4. Effects of corruption in a society.

Teacher gives examples of adverbs such as really, badly, abroad, often etc.

Conjunctions: e.g. and, or, but etc

Prepositions: e.g. in, by, out etc

The adverbs, conjunctions and preposition.







Literature

Lesson from myths/legends

African and non-African tales comprising of myths and legends



Teacher narrates a myth/legend to the students, students listen, the teacher leads students to retell and explain the themes of the myth/legend.


6.

Reading

Reading for Summary

Importance of reading for speed:



  • The link between reading for speed and comprehension

  • Scanning, skimming and normal rate reading.

Teacher guides students to see the link between reading for speed and comprehension and students practice reading, scanning, skimming and normal-rate reading.





Writing

Letter writing

Types of letter writing (informal and formal)



Teacher guides students to identify the types of letter writing and formats of letters.





Listening and speaking

Speeches (Phonemes)

Listening to speeches on the following:



  1. Peace education

  2. Conflict resolution

  3. Drug abuse

  4. Road safety

Teacher provides sample sentences, paragraphs and passages, students practice with different passages to identify the correct points of pauses, and appropriate rhythm.





Grammatical accuracy

Adverbial, conjunctions and prepositions

Functions of adverbs, conjunctions and prepositions.




Teacher leads students to identify the features and functions adverbs, conjunctions and prepositions in the passage.





Literature

Lesson from myths/legends

Moral lessons from given myths/legends



Myths-Story about ancient gods and heroes and monsters.

Legends-An old traditional story that is usually not true.


Teacher guides students to identify the moral lessons in given myths and legend and students identify the moral lesson from myth/legend.

7.

Reading

Reading for critical evaluation

Suitable passages/stories that illustrate topic sentences, key ideas and expressions that redirect attention to main points on:



  1. Road traffic management

  2. Reading food labels with understanding

  3. Safe storage of food

Teacher presents materials like magazine cuttings, course books, supplementary readers, pictures of fully kitted road traffic management officials and other relevant materials.

Teacher guides students to identify topic sentences and key ideas in different paragraphs/passages students read the materials, identify topic sentences and key ideas and identify words and expressions that emphasis main points.







Listening/speaking

Speeches (phonemes)

Diphthongs e.g. /ei/ rail, sail, date, late.

/ou/ load, road, coat, boat

/i/ fierce, theatre, hero, serious

/ai/ child, wild, mild, might

/au/ stout, rout, drought, bout



Teacher stresses the distinction exemplified in minimal pairs e.g. /t/ tins, /th/ things, /d/ den. Students practice the differences in sounds exemplified in minimum pairs.





Writing

Formal letter

  1. Opening

  2. Salutation

  3. Correct heading

  4. Body of the letter

  5. Closing

  6. Signature

Teacher leads students and writes a model formal letter format e.g. sample of formal letter. Students copy the teacher’s model addresses.





Grammatical accuracy

Adverbial and tenses

Identification and use of tenses e.g. present, past and future using such topics as:



  1. Inter-ethnic marriages

  2. Global warming

  3. Drug abuse

Identify adverbials and tenses in the passage and practice the use of adverbials and tenses. Use passages, manuals, texts and sentence strips.





Literature

Prose

Types of prose:



  1. Narrative

  2. Descriptive

To identify different types of prose from story books, supplementary readers, other relevant materials.


8.

Reading

Reading for summary

Suitable passages/stories that illustrate topic sentences, key ideas and expressions that redirect attention to main points on:



  1. Road traffic management

  2. Reading food labels with understanding

  3. Safe storage of food




Teacher guides students to use appropriate words and expressions to emphasis main points.




Writing

Letter writing: formal

Letter writing formal conventional form of two addresses:



  1. Opening

  2. Salutation

  3. Correct heading

  4. Body of the letter

  5. Closing

  6. Signature

e.g.

(1) Writer’s address (2) the person the letter is written



Opening: Dear sir or madam

Correct heading with capital letter s and underline the heading.

Guide students to write a letter and the students write formal letter


  1. Employment

  2. permission

  3. editor of a newspaper etc.







Listening/speaking

Speeches: intonation, stress and rhythm

Listening to speeches on the following: Inter-ethnic

Marriages, highlighting. Correct intonation, stress and rhythm


Provide passage, identify accurately the intonation pattern for questions, commands and statements and also respond to commands using different intonation patterns provide (a) sentences strips (b) excepts from magazines, newspapers (c) tape recorder





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