ENGLISH STUDIES JS II FIRST TERM - ClassRoomNotes ...

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ENGLISH STUDIESJS II

FIRST TERM

THEME: READING

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TOPICPERFORMANCE

OBJECTIVESCONTENT

ACTIVITIES TEACHING ANDLEARNING

RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 READING TOUNDERSTANDTHE WRITER’SPURPOSE

Students should beable to:identify the use ofcertain expressions/key words that pointto intention ofwriters

Understanding thewriter’spurpose(s) in apassage e.g. topersuade, inform,convince, irritate,annoy, please,entertain,dissuade,stimulate thoughtor indoctrinate

1. Presents anddiscuss selectedpassage2. Guide studentsto identify keywords that point tothe author’spurpose/ intentionin a given passage3. Guide studentsthrough questionsand promptings toidentify expressionthat indicate theauthor’s intentionor purpose in agiven passage4. Exposes studentsto extensivepractice usingvaried materials

1. Read andidentify key wordsthat point to theauthor’s intentionin a given passage2. Answerteacher’s questionson how to identifythe author’sintention in a givenpassage3. Practiceextensively usingvaried materialspresented by theteacher

1. Selected plays,prose, passages2. Textbooks3. Advertisementand feature articles

Students to:identify correctlykey words thatpoint to theintention in agiven passage

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FIRST TERM

THEME: READING

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

WRITINGWriting an outline

Students should beable to:1. read through atopic2. jot down main andsupporting ideas asthey occur

Story or passageon adverse effectsof some chemicalsused in cosmeticshighlighting mainand supportingideas

1. Picks a topicfrom the passage2. Present the storyor passage tostudents3. Exemplifiesoutlines using thestory or passage4. Leads thestudent to identifymain andsupporting ideas

1. Pay attention tothe teacher2. Read the story orpassage provided3. Identify outlineof story or passage4. Write downmain andsupporting ideas

1. Model essay2. Stories3. Passages4. Features articleson contemporaryissues

Students to:1. read givenmaterials;2. jot down mainand supportingideas

LISTENING ANDSPEAKING(Revision of soundsvowels)

Students should beable to identify thepure vowel

/i/, /i:/ ,/e/, /∂e/,/a:/, //, /://i/ - sit, /i:/ seat/e/ - bed, /∂e/-pat/a:/- part, //- pot,/:/ port, etc

1. Guides thestudent toarticulate thevowel sounds.2. Guides thestudent topronounce wordsthat contain thesound

1. Orally producevowel sounds incontext2. Orally producevowel sounds inisolation

1. Flashcards2. Sentence strips3. Substitutiontables4. Passages on –road, safety, drugabuse, etc.5. Materials fromtexts

Students to:pronounce voweldistinctly.

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FIRST TERM

THEME: READING

WE

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

GRAMMATICALACCURACY(Part of speechNouns)

Students should beable to:1. identify thefeatures of nouns2. list the functionsof noun3. make sentenceswith nouns

1. Identificationof nouns ingiven passageson – ourenvironment2. Functions ofnouns3. Makingsentences withnouns

1. Guides the students toidentify some nounsfrom the passage andwrite them down2. Reads passages tostudents3. Gets students to readthe passages4. Leads them to identifyand state the functions ofnouns as used in thepassage5. Leads the students tomake sentences withnounsTypes of nouns –identification by gender– feminine, masculine,common, etc.

1. The studentsidentify somenouns from thepassage and areguided to writethem down2. Listenattentively to theteacher3. Read materialsgiven by theteacher4. Identify nouns inthe passage5. Make sentenceswith nouns

1. Various passages2. Substitutiontables3.Sentence strips4. Charts

Students to:1. identify somenouns from thepassage that hasbeen given2. identify correctlythe features of nouns3. list correctly thefunctions of nouns4. generateappropriatesentences

LITERATUREShort stories andNovelettes

Students should beable to:1. read short storiesand novelettes2. give correctanswers to questionsasked on the novelshort story

1. Short storiesand novelettesbased on:i. Effects ofclimate changeii. Road crashes2. Identificationof types ofprose- Narrative- Descriptive

1. Leads students to readand identify differenttypes of prose in shortstories and novelettes2. Guides students toread stories in thenovelette and answerquestions correctly onthem3. Engages them indiscussing the story line

1. Read differenttypes of stories2. Identify differenttypes of prose3. Participate indiscussing the storyline

1. Story books,2. Supplementaryreaders3. Any otherrelevant materials

Students to:1. identify differenttypes of prose.2. give correctanswers to questionson a story read inthe novelette3. differentiateaccurately betweentwo types of prose

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FIRST TERM

THEME: READING

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

2 Reading tounderstand thewriters purpose

Students should beable to:1. identify the

different expressionsused by authors topoint to the readerstheir intensions2. practice extensivereading

Identifying thepurpose of thewriters in selectedpassages oncontemporaryissues; HIV/AIDSinflation

1. Presents anddiscusses selectedpassages2. Asks students towork in groups toidentify the intentionsof writers in selectedpassages and makepresentations at theend of the lesson3. Exposes students toextensive practiceusing varied materials

1. Read and identifykey words that; pointto the author’sintension in a givenpassages.2. Work in groups toread and identify theintentions of thewriters in selectedpassages and makepresentation at theend of the lesson3. Practiceextensively usingvaried materialspresented by theteacher

1.Selected plays,poems and prosepassages2. Textbooks3.Supplementaryreaders4. Advertisementsand feature articles

Students to:accurately identifydifferentexpressionsignifying author’sintention inselected passages

WRITINGWriting anoutline

Students should beable to:1. arrange the ideasin a logical sequence2. write appropriateintroduction andeffective conclusion

Story or passageon adverse effectsof some chemicalsused in cosmeticshighlighting mainand supportingideas,arrangement ofideas in logicalsequence,introduction andconclusion

1. Presents story orpassage to the students2. Exemplifies outlinesusing the story orpassage3. Leads students tore-arrange all the ideasthey had produced orhad written in logicalsequence4. Identifiesappropriateintroduction andconclusion

1. Read the story orpassage provided2. Identify outline ofstory or passage3. Arrange ideas inlogical sequence4. Write appropriateintroduction andconclusion onselected passages

1. Model essays2. Stories3. Passages4. feature articleson contemporaryissues

Students to:1. arrange correctlythe ideas in logicalsequence2. write correctlyappropriateintroduction andconclusion

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FIRST TERMTHEME: READING

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

LISTENING ANDSPEAKINGRevision of soundsvowels

Students should beable to identifysome vowels

//, /:/, //, ///∂:/// - put/:/ - foot/A/ - hut/∂/ - above/∂:/ - girl, etc.

1. Guides the students toarticulate the vowel sounds2. Guides the students topronounce words that containthe sounds

1. Orallyproduce vowelsounds in context2. Orallyproduce vowelsounds inisolation

1. Flashcards2. Sentence strips3. Substitutingtables4. Passages onconsumerawareness andprotection5. Materials fromtexts

Students to:pronouncevowels distinctly

GRAMMATICALACCURACY(Parts of speech)

Students should beable to:1. identify thefeatures of pronouns2. list the types andfunctions ofpronouns3. make sentenceswith pronouns

1. Identification ofpronouns in givenpassages on:values orientation2. Functions ofpronouns andtypes3. Makingsentences withpronouns

1.Reads passages to students2. Gets students to read thepassage3. Leads them to identify andstate the types and functionsof pronouns used in passagesTypes – personal- I, he, she,etc. possessive – mine, his,yours, etc.Demonstrative – this, that,these, etc.Relative – which, who, that,etc.Interrogative – who, which,etc.Function – To introducerelative clauses, e.g. The girlwho stole my money is here.4. Leads the students to fillthe gaps with appropriatepronouns

1. Listenattentively to theteacher.2. Read materialsgiven by theteacher3. Identifypronouns in thepassage4. Makesentences withpronouns

1.Varies passages2. Substitutiontables3. sentence strips4. charts

Students to1. identifycorrectly thefeatures ofpronouns2. list correctlythe types andfunctions ofpronouns in agiven passage.3. generateappropriatesentences usingpronouns

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TEACHER STUDENTS

LITERATUREShort stories andNovelettes

Students should beable to:1. give examples ofdifferent types ofprose2. differentiate thetypes of prose

1. Identification oftypes of prose- Narrative- Descriptive2. Features e.g.plot, theme, style,setting, etc.

1. Engages thestudents in discussingthe story line2. Guides them towrite a story3. Leads students tocomment on the moralimport (message) of astory

1. Participate indiscussing the storyline.2. Write a story3. Identify the morallesson of a story

1. Story books2. Any otherrelevant material

Students to:1. differentiateaccurately betweentwo types of prose2. successfullywrite their ownstories

3 Reading toidentify themeaning of wordsin variouscontexts

Students should beable to explain,using clues providedby the surroundingwords to arrive atthe meaning of thetarget word

Reading formeanings ofwords n variouscontexts through-clues provided bysurroundingwords

1. Guides students toread selected passagesand use thesurrounding words/sentences or priorknowledge to explainthe meanings of targetwords2. Guides students tothink about healternative words toreplace the targetwords

1. Explain meaningof target words usingclues fromsurroundingwords/phrases/sentences2. Give alternativewords/phrases totarget words

1. Various passages2. Course books3. Newspaper andmagazine cuttings4. Other relevantmaterials

Students to:explain themeaning of somewords (using theclues provided bythe surroundingwords to arrive atthe meaning of thetarget words)

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WRITING(CompositionWriting:Expository andArgumentative)

Students should beable to:1. identify varioustypes ofcomposition writing2. briefly explain thevarious types ofcomposition

1. Types ofcomposition:- Narrative- Descriptive- Argumentative- Expository2. Explaindifferent types ofcompositionwriting

1. Leads students toidentify different typesof compositionwriting.2. Explains the varioustypes of composition

1. Identify differenttypes of compositionwriting2. Listen attentivelyto the teacher

1.Selected topics2. Passages3. Supplementaryreaders4. Feature articles

Students to:1. identify varioustypes ofcomposition2. explain varioustypes ofcomposition

LISTENINGANDSPEAKINGRevision ofsounds – vowels(diphthongs)

Students should beable to identifysome diphthongs

Vowels(diphthongs)/ei/, /ai/, /i/ /∂//ei/ - way/ai/ - high/i/ - boy/∂/ - home,So, etc.

1. Guides students toarticulate the vowelsounds2. Ask the students towrite two words thatcontain the soundsrespectively.

1. Orally producedvowel sounds incontext2. Orally produce thevowel sounds inisolation3. Write two wordshat contain the vowelsounds respectively

1. Flashcards2. Recordedmaterials (audioand video tapes)3. Sentence strips4. Passages onconsumerawareness andprotection5. Materials fromtexts6. Newspapercuttings

Students to:1. identify correctlythe features ofverbs2. list correctly thefunctions of verbs3. generateappropriatesentences usingverbs

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GRAMMATICALACCURACY(Parts of speech:Verbs)

Students should beable to:1. identify thefeatures of verbs ina given passage2. list the functionsof verbs in thepassages3. make sentenceswith verbs

1. Identification ofverbs in givenpassages onValuesOrientation2. Functions ofverbs3. Makingsentences withverbs

1. Reads passages tostudents2. Gets students toread the passages3. Leads them toidentify and statefunctions of verbsused in the passage4. Leads the studentsto make sentenceswith verbs found inthe passageExamples – cut,come, go, dance,jump, etc.

1. Listen attentivelyto the teacher2. Read materialsgiven by the teacher.3. Identify the verbsin the passage4. Make sentenceswith verbs

1. Various passages2. Substitutiontables3. Sentence strips4. Charts

Students to:1. identify featuresof Nigerian andAfrican folktalescorrectly the ofverbs2. list correctly thefunctions of verbs3. generateappropriatesentences usingverbs

LITERATURENigerian andAfrican folktales

Students should beable to:1. identify featuresof Nigerian andAfrican folktales2. retell thefolktales andexplain the theme

1. Nigerian andAfrican folktales2. Features- Didactic- Entertaining- Magical- Riddles

1. Tells Nigerian andAfrican folktales tostudents.2. Leads students toretell folktales3. Guides students toexplain folktales

1. Listen and retellNigerian and Africanfolktales.2. Identify thefeatures of Nigeriansand African folktales

1. Story books onNigerian andAfrican folktales2. Supplementaryreaders3. Recordedfolktales4. Other resources

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4 Reading toidentify themeanings ofwords in variouscontexts

Students should beable to list possiblewords that can fitinto the context orthe given passage

Reading formeaning of wordsin variouscontexts through- alternativewords that can fitinto the context- words that arenearest inmeaning – wordsand synonyms

1. Guides students touse prior knowledgeand experience toidentify the meaningof target words2. Explains thatsounds of some wordscan signal meaning3. The teacherexplains the meaningof synonyms with theirexamples as used inthe context

Use content priorknowledge andexperience to figureout the meanings ofwords

1. Various passages2. Course books3. Other relevantmaterials

Students to:list other possiblewords that fit thecontexts synonymsof words

WRITINGCompositionWriting:Expository andArgumentative

Students should beable to:1. list the elementsof composition2. write differenttypes ofcomposition

1. Elements ofcomposition- introduction pre-writing, editing- Body- Conclusions2. Arrangement ofideas in logicalsequence

1. Leads students tolist the elements ofcomposition2. Guides students tore-arrange ideasgenerated in logicalsequence3. Lead them toproduce first draft:introduction, body andconclusion

1. List the element ofcomposition2. Re-arrange ideasgenerated in logicalsequence3. Produce a draftintroduction bodyand conclusion

1. Selected topics2. Passages3. Supplementaryreaders4. Features articles

Students to:1. identify varioustypes ofcomposition2. list the elementsof compositionparticularlyexpository andargumentativewriting

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OBJECTIVESCONTENT


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EVALUATIONGUIDE

TEACHER STUDENTS

LISTENING ANDSPEAKINGRevision of sounds:Vowels (Diphthongs)

Students should beable to identifysome vowels(diphthongs)

Vowels(diphthongs)/i∂/, /e∂ /∂/, /a- /i∂/ - here/e∂/ - there/∂/ - poor/a/ - plough

Guides the studentsto articulate thevowel sounds


1. Recorded materials(audio and videotapes)2. Flashcards3. Sentence strips4. Passages on globalclimate change5. materials fromtexts

Students to:pronouncevowels distinctly

GRAMMATICALACCURACY(Parts of speechAdjectives)

Students should beable to:1. identify thefeatures ofadjectives in givenpassages2. list the functionsof adjectives in thepassage3. make sentenceswith adjectives

1. Identification ofadjectives in agiven passage oneffects of cultism2. Functions ofadjectives3. Makingsentences withadjectives wordslike, bad, ugly,strong, evil, etc.

1. Reads passages tostudents.2. Gets students toread passages3. Leads them toidentify and statesthe functions ofadjectives in thepassage4. Leads thestudents to underlinethe adjectives invarious sentences

1. Listen attentivelyto the teacher2. Read materialsgiven by the teachers.3. Identify adjectivein the passage4. Make sentenceswith adjectives

1. Various passages2. Substitution tables3. Sentence strips4. charts

Students to:1. identifycorrectly thefeature ofadjectives2. list thefunctions ofadjectives

LITERATURENigerian andAfrican folktales

Students should beable to narrateNigerian andAfrican folktales

Nigerian andAfrican folktales

Leads the studentsto dramatize thefolktales

Dramatize thefolktales

1. Story books onNigerians andAfrican folktales2. Recorded folktales3. Other resources

Students to:1. narrate anyfolktales fromtheir community2. solve riddlesin folktales

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FIRST TERM

THEME: READING

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

5 Reading tounderstand thewriter’s purpose

Students should beable to identify theuse of certainexpressions/keywords that point tointention of writers

Identifying thepurpose of thewriters in selectedpassages oncontemporaryissues; e.g. riskfactors in food,and first aid

1. Presents anddiscusses selectedpassages2. Guides students toidentify key words thatpoint to the author’spurpose/intention in agiven passage2. Guides students toidentify vocabularyfrom the givenpassages that willpoint to the author’spurpose/intention

1. Read and identifyvocabulary that pointto the author’sintention in a givenpassage2. Answer teacher’squestions on how toidentify the author’sintention in a givenpassage

1. Textbooks2. Supplementaryreaders3. Advertisementsand features article

Students to:identify correctlyvocabulary thatpoint to theauthor’s intentionsin a given passage

WRITINGCompositionWriting –Expository

Students should beable to write anexpositorycomposition

Compositionwriting- Expositoryelements- title- Introduction- Body- Conclusion

1. Leads students toproduce first draft:introduction, body andconclusion.2. Guides them toreview the draft (edit,proof read, review andamend)3. Leads students towrite composition

1. Produce a draft;introduction, bodyand conclusions2. Review the draft3. Write expositoryessay

1. Selected topics2. Passages3. Supplementaryreaders4. Feature articles

Students to:write expositoryessay

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LISTENING ANDSPEAKINGRevision of sounds:consonants

Students should beable to:1. identify someconsonant sounds2. orally producesome consonants

Consonants/p/, /b/, /t/, /d//p/ - pot/b/ - bed/t/ - tin/d/-den

Guides students toarticulate theconsonant sounds

1. Orally produceconsonant soundsin context2. Orally produceconsonant soundsin isolation

1. Recordedmaterials (audioand video tapes)2. Flashcard3. Sentence strips4. Substitutiontables5. Passages onglobal climatechange6. Materials fromtexts

Students to:pronounceconsonantsaccurately

GRAMMATICALACCURACYParts of speech:Adverbs

Students should beable to:1. identify thefeatures of adverbsin given passages2. list the functionsof adverbs in thepassages3. Make sentenceswith adverbs

1. Identification ofadverbs from agiven passage on- gender issues2. Functions ofadverbs3. Makingsentences withadverbs e.g.- gently, carelessly,etc.

1. Reads passages tostudents2. Gets students toread the passages3. Leads them toidentify thefunctions/features ofadverbs4. Leads them tounderline the adverbsidentified in thepassage5. Guides them tomake sentences withthe adverbs

1. Listenattentively to theteacher2. Read passagesgiven by theteacher3. Identifycarefully adverbs4. State thefeatures/functionsof the adverbs5. Make sentenceswith the identifiedadverbs

1. Various passages2. Substitutiontables3. Sentence strips4. Magazine/Newspaper cuttings5. Charts

Students to:1. identify correctlythe features ofadverbs2. list correctly thefunctions ofadverbs3. make sentenceswith adverbs

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LITERATUREIntroduction to theselected text(Prose)

Students should beable to:1. identify the typeof prose2. give correctanswers to questionsasked on the novel

1. Identification oftype of selectednovel2. identification offeatures of thenovel e.g. plot,characterization

1. Leads students toidentify the type ofprose to be read2, Guides students toread the selectednovel.3. Engages them indiscussing the storyline

1. Identify the type ofprose2. Read the selectednovel3. Participate indiscussing the storyline4. identify the morallesson of the novel

1. Story books2. Text to be readin class/es3. The selected text(novel)

Students to:1. identify the typeof prose2. identify thefeatures of prose

6 READING

Reading for speed Students should beable to:1. read, using theright speed2. give correctanswers to questionson selected passages

1. Conditions forspeed reading.good eye sight,avoiding wordvocalizationduring reading,avoidingregressivereading,increasing eyespan whilereading andreading phrasesinstead of words

1. Selects and presentsappropriate passages2. Explains the needfor speed in reading3. Guides students toapply the speedreading conditions inreading selectedpassages

1. Pay attention andseek clarifications,where necessary2. Apply speedreading conditions,such as avoidingword vocalizationduring reading,increasing eye spanand reading phrases

1. Selectedpassages2. Course books3. Magazines andNewspaper cuttings

Students to1. read at the rightspeed2. meet conditionsfor speed reading

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WRITINGCompositionWriting:Argumentative

Students should beable to writeargumentativeessay

1. Arrangement ofideas in logicalsequence2. Elements ofcomposition-introductionPre-writingWriting, editing- Body- Conclusion3. Writing theessay

1. Guides studentsto re-arrange ideasgenerated inlogical sequence2. Leads them toproduce firstdraft: introductionbody andconclusion3. Guide them towrite composition

1. Re-arrange ideasgenerated in logicalsequence2. Produce a draft:introduction, bodyand conclusion3. Write anargumentative essay

1. Selected topics2. Passages3. Supplementaryreaders

Students to:write argumentativeessay

LISTENING ANDSPEAKINGRevision of sounds;consonants

Students should beable to:1. identify someconsonant2. orally producesome consonants

1. consonants/k/, /g/, /s/ and /z//k/ - kite/g/ - gate/s/ - sit/z/ - zoo

Guides students toarticulate theconsonant sounds

1. Orally produceconsonant sounds incontext2. Orally produceconsonant sounds inisolation

1. Flashcards2. sentence strips3. passages on drugabuse

Students to:pronounceconsonantaccurately

GRAMMATICALACCURACYParts of speech:conjunctions

Students should beable to:1. identify thefeatures ofconjunctions ingiven passages2. make sentenceswith conjunction

1. Identification ofconjunctions fromgiven passages onpopulation/familylife2. Makingsentences withconjunction3. Listing thefunctions ofconjunctions

1. Leads thestudents toidentifyconjunctions froma given passage2. Guides them tomake sentenceswith theconjunctions

1. Read passagesgiven by the teacher2. identify carefullyconjunctions3. Make sentenceswith the conjunctionsidentified

1. Charts2. Sentence strips3. Various passages

Students to:1. list the features ofconjunctions2. list correctly thefunctions ofconjunctions3. make sentenceswith conjunctions

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LITERATURESelected prose

Students should beable to read somechapters from theirselected novel

Identification ofsounds features ofthe novelSetting,Style andCharacterization

1. Leads the studentsto read some chaptersfrom their selectednovels2. Guides them toanswer questions onsetting, author, styleand characterization

1. Read the chaptersas directed by theteacher2. Answers questionson setting.; style,author andcharacterization

1. Selected text(novel)2. Any otherrelevant material

Students to:1. read the chapters2. successfullyanswer thequestions.

7 READING

Reading for speed Students should beable to give correctanswers to questionson selected passages

1. Techniques ofspeed reading- surveying- scanning- skimming2. Improvingreadingcomprehensionthrough increasedreading speed

1. Selects and presentsappropriate passages2. Helps students tosee the link betweenreading speed andcomprehension3. Guides students topractice faster reading

1. Pay attention andseek clarificationswhere necessary2. Practice fastreading

1. Selectedpassages2. Course book3. Supplementaryreaders

Students to1. read at the rightspeed2. answercomprehensionquestions thatdemonstratesimprovement inreading speed

WRITINGCompositionWritingArgumentative

Students should beable to writeargumentative essay

1. Arrangement ofideas in logicalsequence2. Writing anothertopic onargumentativeessay

1. Guides students tore-arrange ideasgenerated in logicalsequence2, Guides them towrite an argumentativeessay on another topic

1. Re-arrange ideasgenerated in logicalsequence2. Write another topicon argumentativeessay

1. Selected topics2. passages3. Supplementaryreaders

Students to:write another topicon argumentativeessay.

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GRAMMATICAL ACCURACYParts of speechPreposition

Students should beable to1. identify thefeatures ofprepositions in agiven passage2. list the functionsof prepositions inthe passage3. underlinepreposition insentences

1. Identification ofprepositions froma given passageon “peace in thecommunity”2. Functions ofpreposition3 Makingsentences withprepositions e.g.- The cat is underthe table, etc.

1. Reads passages tostudents2. Gets students to readthe passage3. Leads them to identifythe functionof preposition4. Leads them to list theprepositions identifiedfrom the passages5. Guides them to makesentences withpreposition

1. Listenattentively to theteacher2. Read passagesgiven by theteacher3. identify carefullyprepositions4. State thefunctions ofprepositions5. Make sentenceswith preposition

1. Various passages2. substitutiontables3. charts

Students to1. identify thefeatures ofpreposition2. list the functions ofprepositions3. make sentenceswith prepositions

LITERATURESelected Prose

Students should beable to:1. read somechapters from theirselected novel

1. Identification ofsome features ofthe novel- Language, plot,theme,characterization,etc.

1. Leads the students toread some chapters fromtheir selected novel2. Guides them toanswer questions onsetting, style, plot,characterization, etc.

1. Read thechapters as directedby the teacher2. Answerquestions onsetting, style,author, plot, theme,etc.

1. Selected text(novel)2. Any otherrelevant materials

Students to1. read the chapters2. successfullyanswer the questions

8 READINGReading for speed Students should be

able to:1. read, using theright speed2. give correctanswers to questionson selected passages

1. improvingreadingcomprehensionthrough increasein reading speed

1. selects and presentsappropriate passages2. Guides students topractice faster reading

1. pay attention andseek clarificationswhere necessary2. Practice fasterreading


Students to1. read at the rightspeed2. answercomprehensionquestions thatdemonstratesimprovement inreading speed

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WRITINGCompositionWriting –Expository

Students should beable to:1. write anotherexpository essay

1. Compositionwritinga. expositoryelement- Title- Introduction- Body- Conclusion

1. Leads the studentsto also produce theelements ofcomposition- Introduction, bodyand conclusion2. Leads students towrite anothercomposition- expository essay

1. Produce theelements ofcomposition- Introduction, bodyand conclusion2. Write another topicon expository essay

1. Selected topics2. Passages3. Supplementaryreaders4. Feature articles

Students to:1. write anothertopic on expositoryessay

LISTENINGANDSPEAKINGRevision ofsoundsconsonants

Students should beable to:1. identify someconsonant sounds2. produce someconsonants

1. Consonants/l/, /r/, /s/ and /ts/- /l/ - lip/r/ - rip/s/ - shall/t/ - chat

Guides students toarticulate theconsonant sounds2. Guide them toorally produceconsonant sounds incontext3. Guide them toorally produceconsonant sounds inisolation


1. Recordedmaterials2. Flashcards3. Sentence strips4. Materials fromtexts5. Newspapercuttings

Students to:1. pronounceconsonantsaccurately

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GRAMMATICAL ACCURACY(Parts of speech –Adjectives andAdverbs)

Students should beable to:1. identify thefeatures ofadjectives andadverbs respectivelyin given passages2. list the functionsof adjectives andadverbs3. Differentiatebetween adjectivesand adverbs usingsentences

1. Identification ofadjectives andadverbs2. Functions ofadjectives andadverbs3. Differencebetweenadjectives andadverbs, usingvarious sentences- Adjectives(qualify, describe)- Adverbs(modify)

1. Reads passages tostudents2. Gets students toread the passages3. Leads them toidentify and state thefunctions of bothadjectives and adverbs4. Leads them todifferentiate betweenadjectives usingvarious sentences

1. Listen attentivelyto the teacher.2. Read materialsgiven by the teacher3Identify adjectivesand adverbs from thepassage read4. Differentiatebetween adjectivesand adverbs, usingdifferent sentences

1. Various passages2. Charts3. Sentences strips4. Substitutiontables

Students to:1. identify correctlythe features ofadjectives andadverbs2. generateappropriatesentences usingadjectives andadverbs3. differentiatebetween adjectivesand adverbs, usingdifferent sentences

LITERATURESelected Prose

Students should beable to:1. read somechapters from theirselected novel

1. Identification ofsome features ofthe novel- Theme,characterization,plot, etc.

1. Leads the studentsto read some chaptersfrom their selectednovel2. Guides them toanswer questions ontheme, plot,characterization, etc.3. Leads students tocomment on the moralimport or message ofthe novel

1. Read the chaptersas directed by theteacher2. Answer questionson setting, theme,plot3. Identify the morallesson of the story4. Participate indiscussing the storyline

1, Story books2. Any otherrelevant material

Students to1. give correctanswers to questionon the chaptersread

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9 READING

Reading for speed Students should beable to:1. give correctanswers to questionson selected passages

1. Techniques ofspeed reading- surveying- scanning- skimming2. Improvingreadingcomprehensionthrough increasein reading speed

1. Ppresentsappropriate passages2. Guides students toapply the speedreading conditions inreading selectedpassages3. Guides students topractice faster reading

1. Apply speedreading conditions2. practice fasterreading


Students to:1. read at the rightspeed2. answercomprehensionquestions thatdemonstrateimprovement inreading speed

WRITINGRevision ofwriting an outline

Students should beable to:1. read through atopic2. arrange the ideasin a logical sequence3. Write appropriateintroduction andeffective conclusion

Arrangement ofideas in logicalsequence,introduction, andconclusion

1. Presents story orpassage to students.2. Exemplifies outlinesusing the passage3. Leads the studentsto re-arrange all theideas they hadproduced or hadwritten in logicalsequence4. identifiesappropriateintroduction andconclusion

1, Read the story orpassage provided2. identify outline ofstory or passage3. arrange ideas inlogical sequence4. Write appropriateintroduction andconclusion onselected passages

1 Model essays2. Stories3. Passages

Students to:1. read givenmaterials2. arrange correctlythe ideas in logicalsequence3. write appropriateintroduction andconclusion

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LISTENING ANDSPEAKINGRevision of soundsconsonants

Students should beable to:1. identify allconsonants2. orally produceall consonants

Consonants/d/, //, /∂/, /m/,/n/, etc./d/ - joy// - thank/∂/ - father/m/ - man/n/- name

1. Guides students toorally produce theconsonants


1. Flashcards2. Sentence strips3. Materials fromtexts4. Newspapercuttings


GRAMMATICALACCURACYRevision OFPARTS OFSPEECH- Nouns, Pronouns

Students should beable to:1. identify thefeatures of nouns,pronouns, verbs ingiven passages2. list the functionsof nouns,pronouns, andverbs in thepassages3. makes sentenceswith nouns,pronouns and verbs

1. Identificationof nouns,pronouns, verbsin given passages2. Functions ofnouns, pronouns,verbs3. Makingsentences withnouns, pronounsand verbs

1. Reads passages tostudents2. Gets students toread the passages3. Leads them toidentify and state thefunctions of parts ofspeech used in thepassage4. Leads the studentsto make sentenceswith nouns, pronounsand verbs in thepassage

1. Listen attentivelyto the teacher.2. Read materialsgiven by the teacher3. identify the partsof speech in thepassage4. make sentenceswith nouns, pronounsand verbs

1. Various passages2. Substitutiontables3. Sentence strips

Students to:1. identify correctthe functions ofnouns, pronounsand verbs2. generateappropriatesentences usingnouns, pronounsand verbs.

LITERATURESelected novel

Students should beable to:1. summarise somechapters of thenovel

1. summary ofsome chapters

1. Leads the studentsto read some chaptersfrom the selectednovel2. Guides them tosummarise some of thechapters which theyhave read

1. Read the chaptersas directed by theteacher2. Summarise thechapters as directedby the teacher

1. Selected novel2. Any otherrelevant material

Students to:1. read the chapters2. successfullysummarise thechapters

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10 READING

Reading toidentify themeanings ofwords in variouscontexts

Students should beable to:1. explain, usingclues provided bythe surroundingwords to arrive atthe meaning of thetarget word

Reading formeanings ofwords in variouscontexts throughclues provided bysurroundingwords

1. Guides students toread selected passagesand use thesurrounding words/sentences or priorknowledge to explainthe meanings of targetwords.2. Guides students tothink about thealternative words toreplace the targetwords

1. Explain meaningof target words usingclues fromsurroundingwords/phrases/sentences2. Give alternativeword/phrases totarget words

1. Various passages2. Course books3. Other relevantmaterials

Students to:1. explain themeaning of somewords (using theclues provided bythe surroundingwords to arrive atthe meaning of thetarget word

WRITINGRevision ofcompositionwriting(expositor andargumentative)

Students should beable to:1. list the elementsof composition2. write differenttypes ofcomposition- expository andargumentative

1. Elements ofcomposition- introductionPre-writing,writing, editing- body- conclusion2. Arrangement ofideas in logicalsequence

1. Lead students to listthe elements ofcomposition2. Leads them to writemore composition

1. List the elementsof composition2. Write expositoryand argumentativeessays

1. Selected topics2. Passages3. Features articles

Students to:1. list the elementsof compositionparticularlyexpository andargumentativewriting2. write essays

LISTENINGANDSPEAKINGRevision ofsoundsconsonantsclusters

Students should beable to:1. identify allconsonants2. orally produce allconsonants

1. Consonantclusters/kw/, /st/, /kt/, etc./kw/ - quiet/st/- start/kt/ - market, etc.

1. Leads students toorally produceconsonant clusters

1. Orally produceconsonant clusters incontext2. Orally produceconsonant clusters inisolation

1. Flashcards2. Sentence strips3. Materials fromtexts4. Newspapercuttings

Students to:1. articulateclusters correctly.

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GRAMMATICALACCURACYRevision of parts ofspeech- conjunctions andprepositions

Students should beable to:1. identify thefeatures ofconjunctions andprepositions ingiven passages2. make moresentences withconjunctions andprepositionsrespectively

1. Identificationof conjunctionsandprepositionsfrom givenpassages2. Makingsentences withconjunctionsandprepositions

1.Read more passagesto students2. Gets students toread the passages3. Leads them to listthe parts of speechidentified from thepassage4. Guides them tomake sentences withthe parts of speech

1. Listen attentivelyto the teacher.2. Read passagesgiven by the teacher3. Identify carefullyconjunctions andprepositions4. Make sentenceswith the parts ofspeech

1. Various passages2. Sentences strips3. Charts4. Substitutiontables

Students to:1. identify correctlythe features ofconjunctions andprepositions2, make sentenceswith prepositionand conjunction

LITERATURESummarising of theselected text

Students should beable to:1. read theremaining chaptersof the selected text2. summarise theremaining chapter

1. Selectednovel2. Summarizingremainingchapters of theselected novel

1. Guides the studentsto finish reading theremaining parts of thenovel (chapters)2. Leads the studentsto summarise theremaining chapters ofthe selected novel

1. Read remainingchapters of theselected novel2. Summarise theremaining chapters ofthe novel

1. Selected novel2. Any otherrelevant material

Students to:1. read theremaining chaptersof the selectednovel2. summarise theremaining chaptersof the novel

11 REVISION

12 EXAMINATION

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1 READING

Critical Reading Students should beable to:1. explain themeaning and stepsof critical reading

1. Meaning andsteps of criticalreading

1. Selects and presentsan appropriate passage

1. Listen attentivelyto teachersexplanations and askquestions wherenecessary

1. Selectedpassages2. Magazines andnewspaper cuttings3. Selections fromother subject areas4. Supplementaryreaders

Students to:1. read critically2. answer questionsasked by theteacher

WRITINGLetter WritingInformal

Students should beable to:1. identify thetypes of letters2, discuss types ofletters

Letter writingformal- informal- semi-formal

1, Guides students toidentify the types ofletters2. Leads students todiscuss types of letters

1, Identify types ofletters2. Discuss types ofletters

1. Sample letters(formal andinformal)2. Textbooks

Students to1. identify types ofletters

LISTENING ANDSPEAKINGOral comprehension

Students should beable to1. identify andexplain the mainideas frommaterials presented

Speeches andmaterials (live orrecorded) basedon the following1. The family(a) Nuclear(b) ExtendedFamily

1. Reads or playsmaterial2. identify and explainthe main ideas

1. Listen to materialsread or presented bythe teacher2. identify andexplain the mainideas in materialsread

1. Texts from othersubject areas2. Recordedspeeches materials3. course book4. other resources

Students to:1. identify andexplain the mainideas frommaterials presented

GRAMMATICALACCURACYAdverbials

Students should beable to:1. identifyadverbials in givenpassages2. make sentenceswith adverbials

1, Identificationof adverbials ingiven passageson:- our culture- human rights

1. Leads students toread given passages2. Guides them toidentify adverbials3. Leads them to makesentences withadverbials

1. Read the passages2. Identify theadverbials3. Make sentenceswith adverbials

1. Given passages2. Manuals3. Course book4. Sentence strips

Students to:1. identify correctlyadverbials2. make correctsentences usingadverbials

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LITERATUREPopular Myths/Legends

Students should beable to:1. identify thefeatures of popularmyths and legends

1, African andnon-African talescomprisingpopular myths andlegends

1. Narrate popularmyths/legends tostudents2. Leads students toretell popularmyths/legends

1. Listen attentivelyto the story2. Retell themyths/legendsnarrated by theteacher

1. Records stories2. Course book3. Story books onmyths and legends

Students to:1. identify featuresof popular mythsand legends

2 READINGCritical Reading Students should be

able to:1. read a passageand identify factsand opinions

1. The criticalreading process –surveying,skimming, line-by-line reading,recalling and re-reading

1. Explains what ismeant by criticalreading – reading toevaluate theinformation presented2. selects and presentan appropriate passage

1. Listen attentivelyto teacher’sexplanations and asksquestions wherenecessary.2. read materialspresented by theteacher

1. Selectedpassages2. Selections fromother subject areas

Students to:1. read critically2. correctly identifyfacts and opinionsin a given passage

WRITINGLetter writinginformal

Students should beable to:1. identify theformats of informalletters

Informal letter:one address,opening,salutation, bodyof the letter, andclosing

1. Guides students toidentify the formats ofinformal letters2. leads students todiscuss the formats ofinformal letters

1. identify formats ofinformal letters2. discuss formats ofinformal letters

1. sample letters(informal)2. Newspaper/magazine cuttings3. Text books

Students to:1. identify formatof informal letters

LISTENINGANDSPEAKINGOralcomprehension

Students should beable to:Identify writer’smoods andintentions

Speeches andmaterials (live orrecorded based onthe following4. Theneighborhood- Discipline inschool

1. Reads or playsselected materials2. leads them toidentify key terms andto students3. guides them toexpressions

1. Listen to materialsread or presented bythe teacher2. identify key termsand expression3. identify the moodand intentions of thewriters

1. Recordedspeeches/materials2. course books3. other resources4. Newspaper/magazine cuttings5. Texts from othersubject areas

Students to:1. identify the keyterms andexpressions thatconvey importantideas2. accuratelyidentify the moodsand intentions ofwriters

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GRAMMATICAL ACCURACY(Adverbials)

Students should beable to:1. identifyadverbials in givenpassages2. identify variouskinds of adverbials

1. Kinds ofadverbials e.g.reason, e.g. causeand effect because

1. Guides students toidentify adverbials2. Leads them to makesentences withadverbials (reason)

1. Identify theadverbials2. Make sentenceswith adverb of reason

1. Given passages2. Manuals3. Course book4. Sentence strips5. Newspaper andmagazines cutting

Students to:1.identify correctlyadverbials2. make correctsentences usingadverbials (reason)

LITERATUREPopularMyths/Legends

Students should beable to:1. explain the themeof myths/legends

1. African andnon-African talescomprisingpopularmyths/legends

1. Leads students toretell popularmyths/legends2. Leads them toidentify the theme andthe features ofmyths/legends

1. Explain themyths/legends2. Identify theirthemes and features

1. Supplementaryreaders2. Story books onmyths and legends3. Course book4. other resources

Students to1. retell andexplain the themeof popular myths/legends

3 READING

Critical Reading Students should beable to:1. read a passageand identify factsand opinions

1. The criticalreading process-surveying,skimming, line-by-line reading,recalling andreading

1. Explains the processof critical reading andthe three steps ofcritical reading(a) Understandingwhat the author iswriting about(b) Identifying theauthor’s techniquesand(c) evaluating his/herpoint of view.

1. Listen attentivelyto teacher’sexplanation and askquestions wherenecessary2. Read materialspresented by theteacher

1. Selectedpassages2. Supplementaryreaders3. Selections fromother subject areas

Students to:1. read critically2. correctly identifyfacts and opinionsin a given passage

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WRITINGLetter writing(Informal) Format(address andsalutation)

Students should beable to:1. write the formatof informal letter –the address andsalutation

Format forinformal letters-address andsalutation

1, Guides students toidentify the formats ofletters2. leads students todiscuss types of andthe formats of letters3. writes the formatsof letters (address andsalutation)

1. identify theformats of letters2. Discuss types offormats of letters3, copies formats ofletters is address andsalutations

1. Sample letters2. Textbooks3. Newspaper/Magazines cuttings

Students to:1. identify formatsof letters2. write formats forwriting informalletters

LISTENING ANDSPEAKINGOral Comprehension

Students should beable to:1. accept or rejectideas presentedbased on priorexperience

Speeches andmaterials (liveor recordedbased ondiscipline inschool- Infectionsdiseases

1. Reads or playsselected materials2. Identify and explainthe main ideas.3. Guides them toexpressions

1. Listen to materialsread or presented bythe teacher2. Identify andexplain the mainideas in materialsread3. Identify key termsand expressions

1. Course books2. Recordedspeeches/ materials3. Texts from othersubjects areas

Students to:1.identif the keyterms andexpressions tatconvey importantideas

GRAMMATICALACCURACY(Adverbials purpose)

Students should beable to:1. identifyadverbials ofpurpose in givenpassages2, make sentenceswith adverbials

Identificationsof Adverbials ingiven passageson- indisciplinehighlightingadverbials ofpurpose

1.Leads students toread given passages2. Guides them toidentify adverbials ofpurpose3. Leads them to makesentences withadverbials

1. Read the passages2. Identify theadverbials of purpose3. Make sentenceswith adverbials ofpurpose

1. Given ;passages2. Manuals3. Course book4. Sentences strips

Students to:1. identify correctlyadverbials ofpurpose2. make correctsentences usingadverbials

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LITERATUREPopularmyths/legends

Students should beable to:1. identify the morallessons to be learntfrom popularmyths/legends

1. African andnon-African talescomprisingpopular myths/legends

1. Leads students toretell another popularmyths/legends2. Guides students toidentify the morallessons taught

1. Retell he myths/legends narrated bythe teacher2. Identify the morallessons taught

1. Supplementaryreaders2. Story books onmyth/legends3. course book4. Recorded stories

Students to:1. retell the story2. identify themoral lesson learntfrom the story

4 GRAMMATICAL ACCURACYAdverbial(condition)

Students should beable to:1. identifyadverbials e.g.condition2. make sentenceswith adverbial

Identification ofAdverbial ingiven passages onhuman rights2. Kinds ofadverbials e.g.condition e.g if,unless, etc.

1. Leads students toread given passages2. Guides them toidentify adverbials- (condition)3. Leads them to makesentences withadverbials- condition

1. Read the passages2. Identify theadverbials ofcondition3. Make sentenceswith adverbial ofcondition

1. Manuals2. Given passages3. Course book4. Sentence strips

Students to:1. identifyadverbials ofcondition2. make correctsentences usingadverbials ofcondition

LITERATUREPopularmyths/legends

Students should beable to:1. narrate anypopular myth/legend2. identify thefeatures of thepopularmyths/legends

1. Features ofpopular myths/legends- magic- supernatural- Superstitions,etc.

1. Guides students tonarrate themyths/legends2. Lead them toidentify the features ofthe popular myths andlegends that theynarrated.

1. Narrate popularmyths/legends.2. identify thefeatures of popularmyth and legendfrom the story

1. Recorded stories2. course book3. story books onmyths and legends

Students to:1. narrate anypopular myth/legend in theircommunity2. identify thefeatures of myths/legends from thestory

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READINGCritical reading

Students should beable to:1. read a passageand identify factsand opinions

1, Reading toidentify facts andopinions e.g. apassage on “Themerits ofexclusive breastfeeding forinfants”

1. Guides students toread selected materialsand work in groups toidentify facts andopinions in assignedpassages.2. Explains what factsand opinion are ingiven passages

1. Read materialspresented by theteacher2. practice how toidentify facts andopinions in selectedpassages

1. Selectedpassages2. Magazine andnewspaper cuttings3. supplementaryreaders

Students to:1. read critically2. answer questionsto demonstrateunderstanding ofthe passage

WRITINGLetter writing(informal)

Students should beable to1. write format forinformal letters –body of the letterand closing/conclusion

Informal letter(format)- Body of theletter and closing/conclusion

1.Guides students towrite format (Body ofthe letter and closingof the informal letter)

1. Write format (bodyof the letter andclosing) of informalletter

1. Sample letters2. Newspapers/magazine cuttings3. textbooks

Students should1. write format(body of the letterand conclusion ofinformal letters

LISTENINGANDSPEAKINGOralcomprehension

Students should beable to:1. identify possibleinterpretations basedon what they havelistened to

Speeches andmaterial (live orrecorded) basedon the following:i. Infections

1. Leads the studentsto identify possibleinterpretations ofpassages they havelistened to

1. Give possibleinterpretations ofpassages presentedby the teacher

1. Course books2. Other resources3. Texts from othersubject areas

Students to:1. give possibleinterpretations ofpassages

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5 READING

Reading tounderstand thewriter’s purpose

Students should beable to:1. identify the use ofcertain expressionkey words that pointto intention ofwriters

Understanding thewriter’s purposesin a passages e.g.to persuadeinform convince,irritate. Annoy,please, entertain,dissuade,stimulate thoughtor indoctrinate

1. Presents anddiscusses selectedpassages2. Guides students toidentify key words thatpoint to the author’spurpose/intention in agiven passage

1 Read and identifykey words that pointto the author’sintention in a givenpassage2. Answer teacher’squestions on how toidentify the author’sintention in a givenpassage

1. Text books2. Supplementaryreaders3. Advertisementand feature articles

Students to1. identify correctlykey words thatpoint to theauthor’s intentionsin a given passage

WRITINGLetter writing –informal

Students should beable to:1. write the formatfor writing aninformal letter2. copy a model ofan informal letterthat has been writtenby the teacher

Informal letters –one address- opening/salutation- body of the letterand closing

1. Leads students towrite all the format forinformal letter writing2. Writes a modelformat

1. Discuss and writeformats of informalletters – one address,opening salutation,body of the letter andclosing2. Copy teachersmodel

1. Sample letters(informal)2. Newspaper/magazine cutting3. Textbooks

Students to1. write formats ofinformal letters2. copy teacher’smodel

LISTENINGANDSPEAKINGSpeeches(Intonation)

Students should beable to:1. identify patternsin statements2. make statements

Speeches andpoems on thefollowing:- Human rights- Gender issues,etc.

1. Guides students toidentify intonationpatterns in statements2. makes statements

1. Identify intonationpatterns forstatements2. Listen attentivelyas the teacher makesstatements3. Ask and answerquestions

1. Recommendedtexts2. Sentences strips3. Tape recorder4. other resources

Students to:1. identifyintonation forstatements2. make statements

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GRAMMATICAL ACCURACYAdverbials(contrast)

Students should beable to:1. identifyadverbials in givenpassage2. make sentenceswith adverbials

Identification ofadverbials ingiven passageson:Human rights

1. Leads students toread given passages2. Guides them toidentify adverbials ofcontrast – although3. Leads them to makesentences withadverbials (contrast)

1, Read the passage2. Identify theadverbial of contrast3. Make sentencewith adverbials


Students to:1. identify correctlyadverbials2. make correctsentences usingadverbials

LITERATUREPoetry (Written)

Students should beable to:1, read a selection ofpoems2. identify and listdifferent types ofpoetry

Poetry: Types ofpoemsLanguage- concise- unique- high

1. Reads poems tostudents2. Leads them toList different types ofpoetry

1. Listen to teacher’soral presentation2. identify and listdifferent types ofpoetry

1. Poetry books2. Otheranthologies

Students to:1. read poemscorrectly2. read and explainthe meaning of apoem

6 READING


1. Techniques ofspeed reading-surveying,-scanning-skimming2. improvingreadingcomprehensionthrough increasein reading speed

1. Selects and presentappropriate passage2. Explains the needsfor speed in reading3. Guides students topractice faster reading

1. pay attention andseek clarificationswhere necessary2. practice fasterreading

1. Selected passage2. Course book3. Magazines andnewspaper cuttings4. supplementaryreaders

Students to1. read at the rightsped2. answercomprehensionquestions thatdemonstratesimprovement inreading speed

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WRITINGLetter Writing(Informal)

Students should beable to1. write differenttypes of informalletters to suitdifferent situation

Informal letters- one address,opening/salutation, bodyof the letter andclosing

1. Guides the studentsto write an informalletter

1. Write an informalletter

1. sample letters(informal)2. Newspaper/magazine cuttings3. Textbooks

Students to:1. write differenttypes of informalletter to suitdifferent situations

GRAMMATICAL ACCURACYTenses (Presenttense)

Students should beable to:1. identify presenttense in a givenpassage2. make correctsentences withpresent tense

Identification oftenses in givenpassages on: ourculturehighlightingtenses2.Tenses e.g.present tense3. Construction ofsentences withtenses- present tense

1. Leads students toread given passages2. Guides them toidentify tenses3. Leads them to makesentences with presenttense

1. Read the passages.2. identify the presenttense3. Make sentences inpresent tense

1. Given passage2. Manuals3. Course book4. Sentence strips

Students to:1. identify correctlypresent tense2. make correctsentences usingpresent tense

LITERATUREPoetry (writing)

Students should beable to:1. explain meaningsof selected poem2. identify languageof poetry

Poetry1. Narratives

1. Read poems tostudents2, Leads students todiscuss and explain themeaning and contentof poems3. leads students toidentify the languageof the poem

1. Listen to teachers’oral presentation.2. Discuss andexplain the meaningand contents of thepoems3. identify thelanguage of poetry

1. Poetry books2. Otheranthologies

Students to:1. read poemscorrectly usingappropriate rhythm2. read and explainthe meaning of apoem

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7 READING

Reading toidentify themeanings ofwords in variouscontexts

Students should beable to:1. explain, usingclues provided bythe surroundingwords to arrive atthe meaning of thetarget word

Reading formeanings ofwords in variouscontexts throughclues providedby surroundingwords

1. Guides students toread selected passagesand use thesurroundingwords/sentences orprior knowledge toexplain the meaningsof target words2. Guides students touse prior knowledgeand experience toidentify the meaningof target words

1. Explain meaningof targets wordsusing clues fromsurroundingwords/phrases/sentences2. Use context, priorknowledge andexperience to figureout the meanings ofwords

1. Various passages2. course books3. Other relevantmaterials

Students to:1. explain themeaning of somewords (using theclues provided bythe surroundingwords to arrive atthe meaning of thetarget words)

WRITINGLetter Writing(Formal)

Students should beable to:1. identify theformats of formalletters

Letter writing- Formal. Formalletter haveconventionalforms of twoaddresses,openingsalutation, correctheading, body ofthe letter, closingand signature

1. Guides students toidentify the formats offormal letters.2. Discuss the formatsof formal letters

1. Identify formats offormal letters2. Discuss formats offormal letters

1. Sample letters(formal)2. Newspaper/magazine cuttings.3. Textbooks

Students to:1. Identify formatsof formal letters

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LISTENING ANDSPEAKING(Introduction)

Students should beable to:1. identifyintonation patternsin wh-questions2. make sentencesand ask whquestion usingintonation patterne.g. who are you?

Speeches andpoems on thefollowing- values re-orientationpunctuality, etc.

1. Guide students toidentify intonationpatterns in wh-questions2. Asks wh- questionsusing differentpatterns

1. identify intonationpatterns for wh-questions2. imitate teacher inproducing differentintonation patterns

1. Recommendedtexts.2. Sentence strips3. Tape recorder4. Other resources

Students to:1. identifyintonation patternsfor wh-question2. make statementsand ask wh-questions usingdifferent patterns

GRAMMATICALACCURACYTenses (Past)

Students should beable to:1. identify pasttense in a givenpassage2. make correctsentences with thepast-tense

1. Identificationof past tense ingiven passageson indiscipline2. Tenses- past3. Constructionof sentence withpast tense

1. Leads students toread given passages2. Guides them toidentify past tensefrom the passage3. Leads them to makesentences with – pasttense

1. Read the passages2. identify past tense3. make sentenceswith past tense

1. Given passages2. manual3. course book4. sentence strips

Students to:1. identify correctlypast tense2. make correctconstruction usingpast tense3. make correctsentences usingpast tense

LITERATUREPoetry (Written)selected poems

Students should beable to:1. read the selectedpoem2. explain meaningof selected poem3. identifylanguage andtheme of theselected poetry

Selected poetry:1. some featuresof the selectedpoem- language andtheme

1. Reads selectedpoem to students2. leads students todiscuss and explain themeaning and contentof the poems3. Leads them toidentify the languageand theme of theselected poem

1. Listen to teacher’soral presentation ofselected poem2. Discuss andexplain the meaningand content of theselected poem3. identify thelanguage and themeof the selected poem

1. Poetry books2. other anthologies3. selected poem

Students to:1. read selectedpoem correctly2. read and explainthe meaning of theselected poem

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8 READING

Critical Reading Students should beable to:1. explain themeaning of facts andopinions2. read a passageand identify factsand opinions

1. Reading toidentify facts andopinions

1. Selects andpresents anappropriate passage2. Explains whatfacts and opinionsare in givenpassages3. Gives additionalpractice/exercises tothe students

1. Listen attentively toteacher’s explanationsand ask questions,where necessary.2. Read materialspresented by the teacher3. Practice how toidentify facts andopinions in selectedpassages4. Engage in extensivepractice

1. Selectedpassages2. Supplementaryreaders3. Selections fromother subject areas

Students to:1. read critically2. correctly identifyfacts and opinionsin a given passage3. answer questionsto demonstrateunderstanding ofthe passage

WRITINGLetter Writing(formal)

Students should beable to:write a modelformat for writing aformal letter.- two addresses,opening salutation,body of the letterand closing.

Formal letterwriting (format)two addresses,

openingsalutation, correctheading, body ofthe letter, closingand signature

1. Guides studentsto write format offormal letter2. Writes a modelformat

1. Identify format offormal letters2. Copy teacher’smodel format of formalletter

1. Textbooks2. Newspaper/magazine cuttings.

Students to:1. identify formatof formal letters2. write teacher’sformat of formalletters

GRAMMATICAL ACCURACYFuture Tense

Students should beable to:1. identify futuretense in a givenpassage2. make sentenceswith future tense

1. Tenses (future)2. Construction ofsentences withfuture tense

1. Guides studentsto identify futuretense from a givenpassage2. Leads then tomake sentences withfuture tense .e.g weshall go to the farm

1. Read the passages2. identify the tenses(future) from thepassage3. make sentencesshowing futureconstruction

1. Given passages2. manuals3. course book4. sentence strips

Students to:1. identify futuretense2. make correctsentences using thefuture tense

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LITERATUREPoetry (selectedpoem)

Students should beable to:1. read the selectedpoem2. identify some ofthe features ofpoetry

Selected poetry:1. Features ofpoetry- diction, style,subject matter,theme and poeticdevices

1. Reads selectedpoem to students2. leads student todiscuss and explain themeaning and contentof the poem3. Leads them toidentify the language,theme, diction, style,subject matter, morallesson and poeticdevices

1. Listen to teacher’soral presentation ofselected poem2. Discuss andexplain the meaningand content of theselected poem3. identify some ofthe features of poetry

1. Poetry books2. Selected poem3. Otheranthologies

Students to:1. read selectedpoem correctly,using appropriaterhythm2. read and explainthe meaning of theselected poem

9 READING


1. conditions forspeed reading.Good eye sight,avoiding wordsvocalizationduring readingavoidingregressivereading,increasing eyespan whilereading andreading phrasesinstead of words

1. Selects and presentsappropriate passages2. Guides students toapply the speedreading conditions inreading selectedpassages.3. Guides students topractice faster reading

1. Pay attention andseek clarificationswhere necessary2. apply speedreading conditions,such as avoidingword vocalizationduring reading,increasing eye spanand reading phrases

1. Selectedpassages2. course books3. magazines andnewspaper cuttings

Students to:1. read at the rightspeed.2. answercomprehensionquestions thatdemonstratesimprovement inreading speed

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WRITINGFormal letter

Students should beable to:1. write differenttypes of formalletters to suitdifferent situations

Letter writingformal

1. leads students todiscuss the formats ofthe formal letter2. write a letter

1. Discuss formats offormal letters2. Write letter

1. Sample letters- Formal2. Newspapercuttings3. Textbooks

Students to:1. write differenttypes of letter(formal) to suitdifferent situations

LISTENING ANDSPEAKINGSpeeches(Intonation)

Students should beable to:1. identifyintonation patternsin commands2. give commandsusing differentintonation pattern

Speeches andpoems on thefollowing- Globalwarming- Gender issues,etc.

1. Guides students toidentify intonationpatterns in commands2. Gives commandusing differentpatterns.3. Asks questionsintermittently toensure that thestudents follow thelesson properly

1. Identify intonationpatterns forstatements andcommands2. Imitate teacher inproducing patterns3. Ask and answerquestions

1, Recommendedtexts.2. Excerpts frommagazines,newspapers, etc.3. Tape recorder4. Supplementaryreaders5. Sentences strips

Students to:1. identifyintonation patternsfor statements andcommands.2. give commandsusing differentpatterns

GRAMMATICALACCURACYTenses- Present, past andfuture

Students should beable to:1. identify thedifferent tenses inthe passage2. make correctsentences withtenses

1 Identificationof tenses(present, pastand future) ingiven passageson:- Drug abuse- Nutrition, etc.2. Constructionsof sentences

1. Leads students toread given passages2. Guides them toidentify the tenses(present, past andfuture)3. Leads them to makesentences with tenses4. Leads the studentsto write past andfuture tense of a wordin present tense

1. Read the passages2. Identify the tenses3. Make sentenceswith the tenses4. Write past andfuture tense of wordsthat are in presenttense


Students to:1. identify correctlytenses2. make correctsentences using thetenses3. changing thepresent tense topast and future

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Students should beable to:1. read a selectionof poems2. explain themeaning ofNarratives andballads

Poetry1. Narrativesand ballads

1. Reads selectednarrative poems to thestudents2. Guides the students toexplain the meaning ofnarratives and ballads3. Guides them to writesimple narrative poemsof their own

1. The students listenattentively.2. Explain themeaning of narrativepoems and ballads3. Write simplenarratives poems oftheir own

1. Poetry books2. other anthologies3. selected poems

Students to:1. read poemscorrectly usingappropriate rhythm2. read and explainthe meaning ofnarrative poems andballads3.write a simplenarrative poem

10 READING

Reading tounderstand theauthor’s mood

Students should beable to:1. identify theauthor’s moodthrough use ofwords andexpressions2. read betweenlines with a view todetecting hiddenattitude

Reading tounderstandauthor’s moode.g. anger,happiness,doubt,disappointment,suspicion,excitement, etc.

1. Selects materials andpresent them to studentsto read2. Guides students toidentify author’s moodthrough words andexpressions3. Guides them to readbetween the lines with aview to detecting hiddenattitudes

1. Read materialspresented to them bythe teacher.2. Identify author’smood through wordsand expressionsencountered form thepassage3. Read between thelines in order todetect author’shidden attitudes

1. Recommendedtext2. Supplementaryreaders3. Newspaper andmagazines cuttings

Students to:1. identify correctlywords andexpressions thatpoint to author’smood from givenpassages2. identifyunderlying (hidden)meaning attitude

WRITINGLetter Writing(Formal)

Students should beable to:1. write differenttypes of formalletters to suitdifferent situations

Formal letter –two addressesopening/salutation,correct heading,body of theletter, closingand signature

1. Guides students toidentify the formats offormal letters2. Leads students towrite different types offormal letters to sitdifferent situations

1. Identify formats offormal letters2. Write differenttypes of formal lettersto suit differentsituation

1. Sample letters(formal)2. Newspaper/magazine cuttings3. Textbooks

Students to:1. identify formatsof formal letters.2. write differenttypes of formalletters to suitdifferent situations

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LISTENING ANDSPEAKINGRevision of soundsconsonants /d/, /j/,/w/, /s/, and //

Students should beable to:1. identify theconsonants sounds2. orally produceall consonants

1. Consonants/d/, /j/, /w/, /s/,and ///d/ - jet/j/ - yam/w/ - water// - sun

1. Guides students toorally produce theconsonants


1. Recordedmaterials (audioand video tapes)2. Flashcards3. Sentence strips4. Materials fromtext


GRAMMATICALACCURACYRevision ofAdverbials andTenses

Students should beable to:1. identifyadverbials in givenpassages2. identify andmake correctsentences withtenses3. make sentenceswith adverbials

1. Identificationof adverbials andtenses from somepassages2. Constructionof sentences withadverbials andtenses

1. Leads students toread given passages2. Revises adverbialsand tenses withstudents3. Leads the studentsto make sentenceswith adverbials andtenses

1. Reads the;passages2. Identify theadverbials andtenses3. Make sentenceswith adverbials andtenses

1. Given passages2. Manuals3. Course book4. Sentence strip

Students to:1. identify correctlyadverbials andtenses2. make correctsentences usingadverbials andtenses


Students should beable to:1. read a selectionof poems.2. explain themeaning ofNarratives andballads.

Poetry1. Narratives andballads.

1. Reads selectednarratives poems tothe students.2. Guides the studentsto explain the meaningof narratives andballads.3. Guides them towrite simple narrativepoems of their own.

1. The studentslisten attentively2. explain themeaning of narrativepoems and ballads3. Write simplenarrative poems oftheir own

1. Poetry books2. Otheranthologies3. Selected poems

Students to:1. reads poemscorrectly usingappropriate rhythm2. read and explainthe meaning ofnarrative poemsand ballads3. write a simplenarrative poem

11 REVISION12 EXAMINATION

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1 READING

Reading forsummary

Students should beable to:1. identify topicsentences formparagraph/passages

SummaryReadingTechniques1. identifyingtopic sentencesfrom paragraphsand passages thatreflect issues ofnational concerne.g population,explosion, etc.

1. Presents selectedmaterials that containtopic sentences tostudents2. Guides students toidentify topicsentences

1. Read materials2. identify key ideas,topic sentences andwords or expressionsthat direct attention tothe main point ingiven passages

1. Course book2. Supplementaryreaders3. Other relevantmaterials

Students to:1. identifyaccurately topicsentences formparagraphs in givenselections

SummarySummary,Writing passageson consumer andsocial influence

Students should beable to:1. Identify topicsentences fromgiven passages e.groles of theconsumer on market

Summary writingfrom selectedpassages oncontemporaryissues e.g. Theroles of theconsumer in themarkete.g Buying goodsand services tosustain businessprovidingfeedback ongoods andservices

1. Read appropriatepassage on consumerand social influence2 Leads students toidentify topicsentences

1. Read passage2. Identify topicsentences

1. Relevant passage2. Course books3. Supplementaryreaders4. Teacher madematerials oncontemporaryissues- consumer andsocial influence5. Cartoons

Students to:1. identifyaccurately topicsentences fromparagraphs in givenpassages

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LISTENING ANDSPEAKINGSpeeches stress andrhythm

Students should beable to:1. identify thecorrect points ofpause or stress intwo syllable words2, identify anddescribeappropriately therhythm in poemslistened to;

Speeches andpoems on thefollowing:- counseling- inter-ethnicmarriages

1. Helps students toidentify the points ofpauses or stress intwo-syllable wordse.g. Import and import2. Assists students toidentify appropriaterhythm in poemslistened to

1. Identify thecorrect points ofpauses or stress intwo syllable words2. Identifyappropriate rhythmin a given poem

1. Recommendedtexts2. Excerpts frommagazines,newspaper, etc.3. Sentence strips4. Other resources

Students to:1. identify thecorrect points ofpauses in differenttwo syllablewords.2. identifyappropriaterhythm in poemslistened to

GRAMMATICALACCURACYActive Verbs

Students should beable to:1. identify activeverbs2. list active verbs3. make sentenceswith active verbse.ga. the teacher beatsthe studentb. the boy kickedthe ball, etc.

1. Identification ofactive verbs inselected passageson-unemployment- corruption2. Makingsentences withactive verbs

1. Leads students toread given passages2. Guides them toidentify the activeforms of verbs in thepassages

1.Read thepassages2. Identify activeverbs3. Make sentenceswith active verbs

1. Various passages2. Substitutiontables3. Course book4. Charts5. Supplementaryreaders

Students to:1. identifycorrectly activeverbs2. make correctsentences usingactive verbs

LITERATURE(Drama: kinds andfeatures)

Students should beable to:1. identify differentkinds of drama2. identify thefeatures of plays3. Read a play

1.Drama text:- kinds- features2. Message of thetext

1. Guides students toread a selected playaloud, meaningfully,paying attention totheir diction2. Leads them toidentify the kinds andfeatures of drama

1. Read a selectedplay2. Identify thelanguage andfeatures of the play3. Discuss its storyline

1. Selected playsfrom recommendedtexts2. Any otherrelevant materials3. Supplementaryreaders

Students to:1. read a givenplay successfully2. identify thekind, features andmessage of a play

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2 READING

Reading forsummary

Students should beable to:1. identify key ideasfrom differentparagraphs2. identify wordsand expressions thatredirect attention tothe main point

Summary,Reading,Techniques1. Identifying keyideas in differentparagraphs/passages2. Identifyingwords andexpressions thatsignal or redirectattention to themain points

1. Presents selectedmaterials that containtopic sentences andkey ideas to students2. Guides students toidentify the key ideasin different paragraphs3. Guides students towrite phrases orsentences using theirown words tosummarise the keyideas in given passage

1. Read materials2. Practiceidentifying key pointsin groups and makeplenary presentations3. Write phrases orsentencessummarizing the keypoints and ideas inthe given passages

1. Newspaper/magazine cuttings2. Course book3. Supplementaryreaders4. Other relevantmaterials

Students to:1. identifyaccurately mainideas fromdifferentparagraphs2. write phrases orsentences thatcapture key ideasor main points

WRITINGSummaryWriting Passageson consumer andsocial influence

Students should beable to:1. identify key ideasfrom differentparagraphs as itrelates to listingfactors thatinfluence buyingdecisions2. list types ofconsumer’s decisionmaking process

Summary, writingfrom selectedpassages oncontemporaryissues

1. Reads appropriatepassage on consumerand social influence2. Leads students toidentify key ideas indifferent paragraphs

1. Reads appropriatepassage on consumerand social influence2. Identify key ideasin the passage. E.g.mention factors thatinfluence buyingdecisions

1. Flip chartsshowing types ofconsumer decisionsmaking process2. Relevant passage3. Course book4. Supplementaryreaders5. Cartoons

Students to:1. identify mainideas e.g. threeroles of theconsumer fromdifferentparagraphs in apassage

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LISTENING ANDSPEAKINGSpeeches (Stress inSentences)

Students should beable to:1. identify thecorrect points ofpauses or stress indifferent sentences

Speeches on thefollowing- population- family life- education- Human rights- Gender issues, etc.

1. Helps students toidentify the points ofpauses or stress indifferent sentences

1. Identify thecorrect points ofpauses or stress indifferent sentences

1. Recommendedtexts2. Sentence strips3. Tape recorder4. Supplementaryreaders5. Other resources

Students to:1. identify thecorrect points ofpauses indifferentsentences

GRAMMATICALACCURACYPassive Verbs

Students should beable to:1. identify passiveverbs2. list passive verbs3. Make sentenceswith passive verbs

1. Identification ofpassive verbs inselected passages onunemployment- Corruption, etc.2. Making sentenceswith passive verbs

1. Leads students toread given passages2. Guides them toidentify the passiveforms of verbs in thepassages3. Guides them tomake sentences withpassive verbs

1. Read the passages2 Identify passiveverbs3. Make sentenceswith passive verbs

1. Various passages2. Substitutiontables3. Course book4. Charts5. Magazines/Newspaper cuttings

Students to:1. identifycorrectly passiveverbs in givenpassages2. make correctsentence usingpassive verbs

LITERATURESelected playfeature

Students should beable to:1. identify thefeatures of theselected play2. identify essentialprops/costumes inthe selected play

1. Drama text- kinds- features2. Message of thetext3. Essentialprops/costumes

1. Guides students toread a selected play2. Leads them to statefeatures in the play3. Leads them toidentifyprops/costumes4. Leads them toidentify languagefeatures

1. Read a selectedplay2. Discuss itsstoryline3. State the props/costumes requiredto act the play4. Identify thelanguage features ofthe selected play

1. Selected play2. Appropriatecostumes/props3. Any otherrelevant materials

Students to:1. read a givenplay2. identify propsand costumes3. identifyfeatures andmessage of theplay

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3 READING

Reading forcriticalevaluation

Students should beable to:1. read critically2. identify facts andopinions

1. Readingcritically2. meaning ofcritical reading3. essence ofcritical reading

1. Explains what isrequired in criticalreading2. Guides students toread materials3. Guides students intheir criticalevaluation of thematerials

1. Read selectedpassages on relevantissues, road safety,drug abuse, etc.2. Practice criticalevaluation of thetexts throughextensive discussion,either in groups or asa whole class

1. Magazines andNewspaper cuttings2. Supplementaryreaders3. Excerpts fromselected passage

Students to:1. satisfactorilyanswer questionsthat relate tocritical thinking

LISTENINGANDSPEAKINGSpeeches Stressin Sentences

Students should beable to:1. identify thecorrect points ofpauses or stress indifferent sentences.

Speeches on thefollowing- Global warming- Gender issues,etc.

1. Guides students toidentify the points ofpauses in differentsentences2. Asks questionsintermittently toensure that thestudents follow thelesson properly

1. Identify the correctpoints of pauses indifferent sentences2. Ask and answerquestions

1. Recommendedtexts2. Sentence strips3. Tape recorder4. Other resources

Students to:1. identify thecorrect points ofpauses in differentsentences

WRITINGSummaryWriting

Students should beable to:1. identify key ideasfrom different.paragraphs as itrelates to listingfactors in the givenpassage.

Summary, writingfrom selectedpassage from theselected text.

1. Read appropriatepassage from therecommended text2. Leads students toidentify topic sentencefrom the text3. Guides them tosummariseparagraphs/passage

1. Read passage2. Identify topicsentences3. Write a summaryon their own

1. Relevant passage2. Course book3. Flip charts4. Cartoons

Students to1. identifyaccurately topicsentences fromparagraphs in givenpassages

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GRAMMATICALACCURACYActive and PassiveVerbs

Students should beable to:1. make sentenceswith active andpassive verbs.

1. Makingsentences withactive and passiveverbs2. Changingactive to passiveverbs and viceversa

1, Guides students tomake sentences withactive and passiveverbs2. Guides them tochange active topassive verbs andvice versa

1. Identify activeand passive verbs.2. Make sentenceswith active andpassive verbs3. Change active topassive verbs andvice versa

1. Various passages2. Course book3. Substitutiontables4. Supplementaryreaders

Students to:1. generateappropriatesentences fromgiven substitutiontables illustratinghe active andpassive verbs2. Change active topassive verbs andvice versa

LITERATUREDrama: SelectedPlay

Students should beable to:1. identify thelanguage, themeand moral lessonfrom the selectedtext

1. Message of thetext2. Languagetheme and otherfeatures of the text

1. Guides students toread the selected playaloud.2. Lead them toidentify the features- Language, theme,moral lesson, etc.

1. Read a selectedplay.2. Identify thefeatures of theselected play e.g.language, theme,etc.

1. Selected playsfrom recommendedtext2. Any otherrelevant materials

Students to1. identify somefeatures- language, theme,etc.2. comment on theselected play

4 READINGReading to identifythe meaning ofwords in variouscontexts

Students should beable to:1, explain, usingclues provided bythe surroundingwords to arrive atthe meaning of hetarget word

Reading formeanings ofwords in variouscontexts throughclues providedby surroundingwords

1, Guides students toread selectedpassages and use thesurroundingword/sentences orprior knowledge toexplain the meaningsof target words

1. Explain meaningof target wordsusing clues fromsurrounding words/phrases/sentences

1. Various passages2. Course book3. Newspapers andmagazine

Students to:1. explain themeaning of somewords (using theclues provided bythe surroundingwords

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WRITINGCompositionWriting Revisionof narrativewriting Thehistory ofNAFDAC

Students should beable to:1. read through thetopic2. jot down mainand supporting ideas3. write the historyof NAFDAC4. state the aims ofNAFDAC

1. Narrative essay.2. The history ofNAFDAC3. Aims ofNAFDAC e.g.ensuring saferfood and drugs inNigeria

1. Leads students toread the passage onNational Agency forFood and DrugAdministration andControl2. Guides students totrace he history ofNAFDAC3. States the aims ofthe NAFDAC

1. Listen to theteacher’s presentationof the passage2. Participate intracing the history ofNAFDAC3. Write down theaims of NAFDAC asstated by the teacher

1. Relevantpassages on thetopic2. Other literature

Students to:1. explain thehistory ofNAFDAC

SpeechesQuestions Tags

Students should beable to:1. identify differentspeeches withparticular referenceto questions andtheir tags

1. Questions andtheir tags e.g.Dola: Ngozi isdutiful, isn’t sheNkechi: Yes sheis.Ibiware: Ahmed isa Christian, isn’the?Osagie: No, heisn’t

1. Guides students toproduce tag questions2. Leads them to give

appropriate responses

1. Listen to theteacher and imitatethe production of thetag questions andtheir answers2. Engage inproduction ofquestions tags inpairs

1. Recordedmaterials2. Newspaper/magazine cuttings3. Supplementaryreaders4. Language games

Students to:1. produce tenquestions tags withtheir responses

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GRAMMATICALACCURACYRevision of parts ofspeech- Nouns- Pronouns- Verbs and- Adjectives

Students should beable to:1. identify thefeatures of nouns,pronouns, verbsand adjectives ingiven passage2. make sentenceswith nouns,pronouns, verbsand adjectives

Identification ofnouns, pronouns,verbs andadjectives ingiven passages.2. Makingsentences withnouns, pronouns,verbs andadjectives

Reads passages tostudents.2. Gets students to readthe passages3. Leads them toidentify the parts ofspeech used in thepassages4. Leads the students tomake sentences withnouns, pronouns, verbsand adjectives in thepassages

1. Listen attentivelyto the teacher3. Read materialsgiven by the teacher3. Identify the partsof speech in theirpassages4. Make sentenceswith nouns,pronouns, verbs andadjectives


Students to:1. identify correctlythe features ofnouns, pronouns,verbs andadjectives2. generateappropriatesentences usingnouns, pronouns,verbs andadjectives

LITERATURESelected play (text)

Students should beable to:1. Read the text2. Identify somefeatures of the play3. Summarise thefirst part of the text

1. Drama text- features2. Summary of thefirst part of theplay3. Message of thetext

1. Guides students toread play2. Leads them toidentify some of thefeatures of the selectedtext3. Guides them tosummarise first part ofthe selected play

1. Read the selectedplay2. Identify some ofthe features of theselected play3. Summarise firstpart of the selectedplay

1. Selected playfrom recommendedtexts2. Supplementaryreaders3. Any otherrelevant materials

Students to:1. Read theselected play2. Identify thefeatures of the play3. Summarise theplay

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READINGReading forspeed

Students should beable to:1. read, using theright speed2. give correctanswers to questionson selected passages

Techniques ofspeed reading- surveying- scanning- skimming2. \Improvingreadingcomprehensionthrough increasein reading speed

1.Selects and presentsappropriate passages2. Guides students toapply the speedreading condition inreading selectedpassages

1. Pay attention andseek clarifications,where necessary2. Practice fasterreading

1. Selectedpassages2. Course book3. Magazines andnewspaper cuttings3. Supplementaryreaders

Students to:1. read at the rightspeed,2. answercomprehensionquestions thatdemonstrateimprovement inreading speed3. answer thecomprehensionquestions

WRITINGWriting anoutline

Students should beable to:1. read through atopic2. jot down mainand supporting ideasas they occur3. arrange the ideasin a logicalsequence4. Write appropriateintroduction andeffective conclusion

1. Arrangement ofideas in logicalsequence,introduction andconclusion

1. Presents story orpassage to students2. Leads students toidentify main andsupporting ideas3. Identifiesappropriateintroduction andconclusion

1. Read the story orpassage provided2. Identify main andsupporting ideas.3. Write appropriateintroduction andconclusion onselected passages

1. Model essays2. Stories3. Passages4. Feature articleson contemporaryissues

Students to:1. read givenmaterials2. write correctlyappropriateintroduction andconclusion

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LISTENINGANDSPEAKINGSpeeches:Question Tags

Students should beable to:1. Use theappropriate stressand intonation inquestions and theirtags

1, Use ofappropriate stressand intonation inquestions andtheir tags

1. Engages students inpairs and guides themto make their ownquestions andsentences using theappropriate tags2. Leads them to giveappropriate responses

1. Engage inproduction ofquestion tags in pairs.2. Listen to theteacher and imitatethe production of thetag questions andtheir answers3. Produce questionstags and theiranswers using theappropriate stresspattern

1. Recordedmaterials2. Supplementaryreaders3. Language games

Students to:1. produce tenquestion tags withtheir response

GRAMMATICALACCURACYRevisionParts of speech,Adverbs,Conjunction andpreposition

Students should beable to:1. list the functionsof adverbs,conjunctions andprepositions in thepassages2. make sentenceswith adverbs,conjunctions andprepositions

1. Functions ofadverbs,conjunctions andprepositions2. Makingsentences withadverbs,conjunctions andpreposition

Leads students toidentify the functionsof adverbs,conjunctions andprepositions2. Guides them tomake sentences withthe parts of speech

1. State the functionsof the parts of speech2. Make sentenceswith the parts ofspeech


Students to:1. list correctly thefunctions ofadverbs,conjunctions andpreposition2. make sentenceswith the part ofspeech

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LITERATURESelected Play

Students should beable to:1. Identify thefeatures of theselected play2. Summarise theremaining part ofthe selected play3. Act the play

1. Features of thetext2. Summary of thetext3. Acting the play

1. Leads students toidentify language andother features of heselected play2. Lead them tosummarise theremaining parts of theselected play3. Guide them act theplay

1. Identify thelanguage and featuresof the play2. Summarise theremaining part of theselected play3. Act the play

1. Selected playsfrom recommendedtext2. Supplementaryreader3. Any otherrelevant materials

Students to:1. Identify thefeatures of the play2. Summarise theplay3. Act the play

6 READING

Reading tounderstand theWriter’s purpose

Students should beable to:1.Identify the use ofcertainexpressions/keywords that point tointention of writers

1. Identifying thepurpose of thewriters in selectedpassages oncontemporaryissues

1. Presents anddiscusses selectedpassages2. Guides students toidentify key words thatpoint to the author’spurpose/intentions in agiven passage

1. Read and identifykey words that pointsto the author’sintention in a givenpassage2. Answer teacher’squestions on how toidentify the author’sintention in a givenpassage

1. Textbooks2. Supplementaryreaders3. Advertisementand featuresarticles

Students to:1. Recount theirprior experience toinfer the intentionsof author’s inselected passages

WRITINGCompositionWritingExpository

Students should beable to:1. Write differenttypes ofcomposition(expositor)

1. Elements ofcomposition- introduction- body- conclusion2. Writingexpository essay

1. Leads students toproduce first draft:introduction, body andconclusion2. Leads them to writecomposition

1, Produce a draft:introduction, bodyand conclusion2. Write expositoryessay

1. Selected topics2. Passages3.Supplementaryreaders4. Feature articles

Students to:1. Write expositoryessay

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LISTENING ANDSPEAKINGSpeeches: QuestionTags

Students should beable to:1. Use theappropriate stressand intonation inquestions and theirtags

1. Use ofappropriate stressand intonation inquestions and theirtags

1. Engage studentsand guides them tomake their ownquestions andsentences using theappropriate tags

1. Produce questiontags and theiranswers usingappropriate stress andintonation

1. Recordedmaterials2. Language games3. Selectedpassages

GRAMMATICALACCURACYDirect and Indirectspeech

Students should beable to:1. read directspeech sentences

1. Direct statement:commands andrequests“I am no longer achild”, he said.“Tessy, get out ofthat place”, Aminucommanded.“Can I have anapple please?”Toyin requested

1. Revises directspeech withstudents2. Guides them toread directstatement,commands andrequests

1. Revise directspeech with theteacher2. Read directstatements,commands andrequests

1. Course book2. Sentence strips

Students to:1. read directspeech sentences

LITERATUREMore on figure ofspeech – Irony

Students should beable to:1. identify figuresof speech – ironyin sentences2. use ironycorrectly insentences

1, Definition ofirony e.g.Irony: Using wordsto suggest theopposites of theirliteral meaning in ahumorous ways

1. Explain themeaning of irony.2. Leads studentsto identify irony intexts3. Guides studentsto constructssentences withirony4. Ask questions onthe topic

1. Explain themeaning ofhyperbole.2. Identify irony inpassages from theirselected texts3. Constructsentences with irony4. Ask and answerquestions

1. Poems andpassages2. Excerpts frommagazines andnewspapers.3. sentence strips4. Other resources

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7 Critical Reading Students should beable to:1. explain themeaning of criticalreading.2. read a passageand identify fact andopinion

1, Reading to identifyfacts and opinions

1. Selects andpresent anappropriatepassage2. Givesadditionalpractice/exercises to the students

1. Read materialspresented by theteacher.2. Engage in extensivepractice

1. Selected passages2. Selections fromother subject areas.3, Supplementaryreader

Students to:1. read critically2. answer questionsfrom the passage

WRITINGRevision of letterwriting –Formalletter

Students should beable to:1. write another typeof formal letter

Formal letters- two addressesOpeningSalutation,Correct heading,Body of the letter,closing and signature

1. Leads studentsto discuss theformats offormal letters2. Guides themto write a formalletter

1. Identify format offormal letter2. Copy teacher’smodel3. Write another

1. Sample letters(formal)2. Textbooks3. Newspaper/magazines cuttings

Students to:1. write differenttypes of formalletters to suitdifferenceoccasions

LISTENINGANDSPEAKINGRevision ofsounds vowels

Students should beable to:1. identify allvowels2. orally produce allvowels

1, Vowelsa, e, i, o, u

1. Guidesstudents toarticulate thevowel sounds


1. Recordedmaterials2. Flash cards3. Sentence strips4. Passages

Students to:1. pronouncevowels distinctly

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GRAMMATICALACCURACYIndirect Speech

Students should beable to:1. read indirectspeech sentences

1. Indirectstatements,commands andrequests e.g.He said that he wasno longer a child;Aminu orderedTessy to get out ofthe place.Toyin asked if shecould get an apple

1. Guides studentsto read indirectstatements,commands andrequests.

1, Read indirectstatements,commands andrequests.2. Do exercises orallyin writing


Students to:1. read indirectspeech sentences

LITERATUREMore on figure ofspeech Hyperbole

Students should beable to:1. identify figuresof speech –hyperbole insentences2. use hyperbolecorrectly insentences

1. Definition ofhyperbole e.g.Hyperbole:Deliberate andobviousexaggeration e.g. Icould eat a millionbanana in a day.

1. Explains themeaning ofhyperbole.2. Guides studentsto constructsentences withhyperbole3. Asks questionson the topic

1. Explains themeaning ofhyperbole.2. Give example ofhyperbole3. Constructsentences withhyperbole4. Ask and answerquestions

1. Poems andpassages2. Sentence strips3. Plays4. Tape recorder5. Other resources

Students to:1. explain themeaning ofhyperbole2. construct threesentences withhyperbole

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8 Reading forsummary

Students should beable to:1. identify key ideasfrom differentparagraphs2. identifyvocabulary thatredirect attention tothe main point

Summary,Reading,Techniques1. Identifying keyideas from theparagraphs2. Identifyingwords thatredirect attentionto the main point

1. Presents selectedmaterials to thestudents2. Guides students toidentify the key ideasin different paragraphs3. Guides students towrite phrases orsentences using theirown words thatsummarise the keyideas in givenpassages

1. Read materials2. Identify key ideas,topic sentences andwords or expressionthat direct attention tothe main point ingiven passages3. Write phrases orsentencessummarizing the keypoints and ideas inthe given passages

1. Course book2. Supplementaryreaders.3. Other relevantmaterials

Students to:1. identify mainideas fromdifferentparagraphs2. write phrases orsentences thatcapture key ideasor main points

WRITINGCompositionWriting-ArgumentativeEssay

Students should beable to:1. write differenttypes ofargumentativecomposition

1. Element ofcomposition- introduction- body- conclusion2. Arrangement ofideas in logicalsequence

1. Leads students tolist the elements ofcomposition2. Guides students tore-arrange ideasgenerated in logicalsequence3. Leads students towrite composition(argumentativecomposition)

1. Identify differentelements ofcomposition2. Re-arrange ideasgenerated in logicalsequence3. Write anargumentative essays

1.Selected topics2. Passages3. Supplementaryreaders4. Feature article

Students to:1. list the elementsof argumentativewriting.2. writeargumentativeessay

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LISTENING ANDSPEAKINGRevision of sounds(Consonants)

Students should beable to:1. identify allconsonants2. orally produceall consonants

Consonants/t/, /g/, /k/, /l/, /p/,/s/, /z/, etc./t/- take/g/ - get/k/ - kite/l/ - lord/p/ - put/s/ - set/z/ - zoo etc.

1. Guides studentsto orally produce theconsonant sounds2. Leads students towrite down wordswhere the consonantsounds can be found

1. Orally produceconsonant sounds incontext2. Orally produceconsonant sound inisolation3. Write some wordswhere the consonantsounds are to be found

1. Recordedmaterials.2. Flashcards3. Sentence strips4. Materials fromtexts

Students to:1. pronounceconsonantaccurately2. write twowords where theconsonant soundscan be foundrespectively

GRAMMATICALACCURACYDirect and indirectspeech

Students should beable to:1. read directspeech sentences2. change suchsentences intoindirect speech,both orally and inwriting

1. Changing directstatement andsentences intoindirectstatements andsentences

1. Revises direct andindirect speech withstudents2. Drills students ondirect and indirectspeech by givingthem exercises to doorally and in writing

1. Revises direct andindirect speech with theteacher2. Read direct statements,commands and request3. Read indirectstatements, commandsand requests.4. Do exercises orally andin writing


Students to:1. read directspeech sentences2. turn directspeech intoindirect sentencesboth orally and inwriting

LITERATUREMore on figures ofspeech: irony andHyperbole

Students should beable to:1. identify figure ofspeech- irony andhyperbole insentences2. use irony andhyperbole correctlyin sentences

1. Definitions ofirony andhyperbole2. Identification ofirony andhyperbole inliterature texts3. Construction ofcorrect sentenceswith irony andhyperbole.

1. Explains themeaning of ironyand hyperbole2. Leads students toidentify irony andhyperbole in texts.3.Guides students toconstruct sentenceswith irony andhyperbole4. Ask questions onthe topic

1. Explain the meaning ofirony and hyperbole.2. Give examples of ironyand hyperbole3. Identify irony andhyperbole in passagesfrom their literature texts.4. Ask and answersquestions

1. Poems andpassages.2. Excerpts frommagazines,newspapers, etc.3. Tape recorder4. Other resources

Students to:1. identify ironyand hyperbole insentences2. construct threesentences each,with irony andhyperbole

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9 Reading tounderstand thewriter’s purpose

Students should beable to:1. identify thedifferentvocabularies andexpressions used bythe author to pointto the reader theirintentions

Understanding thewriters’purpose(s) in apassage e.g. usingwords like –persuade, inform,convince, irritate,annoy, please,entertain, etc.2. Understandingthe synonyms andantonyms of theabove words3. Selectedpassages- first aid- HIV/AIDSCommunication

1. Presents anddiscusses selectedpassages.2. Guides students toidentify words thatpoint to the author’spurpose/ intention in agiven passage3. Guides them towrite both thesynonyms andAntonyms of suchwords4. Exposes students toextensive practiceusing various words

1. Read and identifykey words that pointto the author’sintention in a givenpassage2. Answer teacher’squestions on how toidentify the author’sintention in a givenpassage3. Write theantonyms andsynonyms of theidentified words

1. Selected plays,poems and prosepassages2. Textbooks3. Supplementaryreaders4. Advertisementsand feature article

Students to:1. accuratelyidentifyexpressionssignifying author’sintention inselected passages

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WRITINGSummarywriting

Students should beable to1. identify topicsentences from thepassage2. identify keywords from differentparagraphs3. write somevocabularies fromsuch passages

Summary writingfrom selectedpassages-unemployment-mobilecommunication-corruption

1. Guides students toidentify somevocabularies that areassociated with thepassage2. Exposes students toextensive practiceusing the vocabulariesidentified.3. Guides students towrite sentences usingtheir own words thatsummarise the keyideas given in thepassage

1. Identify somevocabularies that areassociated with thepassage2. Write sentencesusing their ownwords that summarisethe key ideas given inthe passage

1. Course book2. Other relevantmaterials

Students to:1. identify somevocabularies thatare associated withthe passage2. write phrases orsentences thatcapture key ideasor main points

LISTENINGANDSPEAKING(Speeches:Revision ofQuestion Tags)

Students should beable to:1. use theappropriate stressand intonation inquestions and theirtags

1. Questions andtheir tags2. Use ofappropriate stressand intonation inquestion and theirtag

1. Guides students toproduce tag questions.2. Leads them to giveappropriate responses3. Produce questionstags and their answersusing the appropriatestress and intonation

1, Produce questiontag2. Lead them to giveappropriate responses3. Produce questiontags and theiranswers

1. Recordedmaterials2. Newspaper/magazine cuttings3. Supplementaryreaders.4. Language games

Students to:produce fifteenquestion tags withtheir correspondingresponses

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GRAMMATICALACCURACYActive and passiveverbs

Students should beable to:1. identify activeand passive verbs2. make sentenceswith active andpassive verbs

1. Identification ofactive and passiveverbs in selectedpassages2. Changingactive to passiveverbs and viceversa

1. Leads students toread given passages2. Guides them tochange active verbs topassive verbs and viceversa

1. Read thepassages2. Make sentenceswith active andpassive3. Change activeto passive verbsand vice versa

1. Various passages2. Substitutiontables3. Course book4. Charts

Students to:1. generateappropriatesentences fromgiven substitutiontables shown theactive and passiveverbs2. change active topassive verbs andvice versa

LITERATURE(drama)

Students should beable to:1. identify thefeatures of play2. write a simpleplay3. dramatize asimple play

Drama text.1. Message of thetext2. Writing asimple play3. Dramatizing asimple play

1. Leads students tostate kinds and featuresof drama2. Guides them to writea simple play3. Leads them todramatize a simplepoem

1. Identify andstate the featuresof drama2. Write a simpleplay3. Dramatize asimple play

1. Selected playsfrom recommendedtexts2. Any otherrelevant materials3. Supplementaryreaders

Students to:1. identify featuresof the play2. write a simpleplay3. comment on aspecific play

10 READINGReading for speed Students should be

able to:1. read, using theright speed2. give correctanswers toquestions onselected passages

1. Techniques ofspeed reading- surveying- scanning- skimming2. Improvingreadingcomprehensionthrough increasein reading speed

1. Selects and presentsappropriate passages2. Guides students toapply the speed readingconditions in readingselected passages3. Guides students topractice faster reading

1. Pay attentionand seekclarifications,where necessary2. Apply speedreading conditions3. Practice fasterreading.

1. Selectedpassages2. Course book3. Magazines andnewspaper cuttings4. supplementaryreaders

Students to:1. read at the rightspeed.2. answercomprehensionquestions thatdemonstrateimprovement inreading speed

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WRITING(Revision of writingan outline)

Students should beable to:1. arrange main andsupporting ideas in alogical sequence2. write appropriateintroduction andeffective conclusion

1. Arrangementof ideas inlogical sequenceintroduction andconclusion

1. Presents anotherstory or passage tostudents2. Leads thestudents to re-arrange all the ideasthey had producedor had written inlogical sequence3. Identifiesappropriateintroduction andconclusion

1. Reads the story orpassage provided2. Arrange ideas inlogical sequence3. Write appropriateintroduction onselected passages

1. Model essays2. Stories3. Passages4. Features articleson contemporaryissues

Students to:1. read givenmaterials2. arrange correctlythe ideas in logicalsequence3. write appropriateintroduction andconclusion

LISTENING ANDSPEAKINGRevision of sounds:vowels andconsonants

Students should beable to:1. identify allvowels2. identify allconsonants3. orally produce allvowels4. orally produce allconsonants

/∂e/, /e/, /u/, /u://o/, etc.2. consonants/∂/ /d/, /j/, /m/,/n/, etc

1. Guides studentsto articulate thevowel sounds2. Guides studentsto orally produce theconsonants

1. Orally producevowel sounds incontext and inisolation.2. Orally produceconsonant sounds inboth context and inisolation

1. Flashcards2. sentences strip3. materials fromtexts4. Newspapercuttings

Students to:1. pronouncevowels distinctly

GRAMMATICALACCURACYRevision of Tenses

Students should beable to:1. identify thedifferent tenses inthe passage2. make correctsentences withtenses

1, Tenses e.g.presents, pastand future2. Constructionof sentences withtenses

1. Leads students toread given passages2. Identify the tenses3. Make sentenceswith tenses

1. Read the passages2. identify the tenses3. Make sentenceswith the tenses


Students to:1. identify correctlytenses2. make correctsentences usingtenses

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LITERATURERevision ofShort Stories

Students should beable to:1.read short stories2. identify features- plot,characterization,style, setting, theme,language, etc.3. give correctanswers to questionsasked on the shortstory

1. Short stories2. Identification oftypes of prose3. Features e.g.plot,characterization,style, setting,theme, language,etc.

1. Leads students toread the short story2. Engage them indiscussing the storyline3. Leads them toidentify and commenton the features ofThe short story4. Guides them towrite a short story

1. Read differenttypes of stories2. Participate indiscussing the storyline3. Identify andcomment on thefeatures of the shortstory4. Write a story

1. Story books2. Supplementaryreaders3. Any otherrelevant materials

Students to:1. identify differenttype of prose2. give correctanswers toquestions on astory read in theshort story;3. Successfullywrite their ownstories

11 REVISION

12 EXAMINATION

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MATHEMATICSJS II

FIRST TERMTHEME: NUMBERS AND NUMERATION

SUB-THEME: WHOLE NUMBERS

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TEACHER STUDENTS

1 Whole Numbers Students should beable to:1. express anywhole number instandard form.2. express decimalnumbers in standardform.

1. Whole numbersin standard form.2. Decimalnumbers instandard form.

1. Leads student toexpress any givenwhole number instandard form i.e. a ×10n, 1≤ a < 10n ≥ 0.2. Leads student toexpress decimalnumbers in standardform i.e.a × 10n, 1 ≤ a < 10,n ≤ 0.

1. Express wholenumbers in standardform.2. Express decimalnumbers in standardform.

1. Flash cards Students to:1. express wholenumbers instandard form.2. express givendecimal numbers instandard form.

2 Whole Numbers Students should beable to:1. find the primefactors of numbersnot greater than 200.2. express numbersas products of itsprime factors.

1. Prime factors.2. Primefactorization.

1. Guides student tofind prime factor ofnumbers.2. Guides students toexpress numbers asproducts of its primefactors.3. Differentiate aprime factor from oddnumbers.

1. Find prime factorsof numbers.2. Express numbersas products of itsprime factors.

1. Flash cards Students to:1. find primefactors of givennumbers notgreater than 200.2. express givennumbers asproducts of itsprime factors.

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3&4

Whole Numbers Students should beable to:1. find the LowestCommon Multiples(LCM) of numbers.2. find the HighestCommon Factor(HCF) of numbers.

1. LCM2. HCF

1. Guides student to findthe LCM of numbers.2. Leads students to findthe Highest CommonFactor of numbers.

1. Find the LCM ofnumbers.2. Find the HighestCommon Factor(HCF) of any givenwhole number.

1. Flash cards Students to:1. Find the LowestCommon Multiples(LCM) of givennumbers.2. Find the HighestCommon Factor(HCF) of givennumbers.

5 Whole Numbers Students should beable to:1. identify numbersthat are perfectsquares.2. find the squares ofany given numbers.3. find the square rootof perfect squaresusing factor method.4. find the square rootof any given number.5. solve quantitativereasoning problemsrelated to contentsabove.

1. Squares andsquare roots.

1. Guides student toidentify numbers that areperfect squares.2. Guides student to findthe squares of any givennumbers.3. Guides student to findsquare roots of perfectsquares by factor method.4. Leads student to findsquare roots of any givennumber.5. Guides student on howto solve quantitativereasoning problemsrelated on contents above

1. Identify numbersthat are perfectsquares.2. Find the squaresof any givennumbers.3. Find square rootof perfect squares byfactor method.4. Find square rootof any givennumber.5. Solve problemson quantitativereasoning relating tocontent above.

1. Flash cards Students to:1. find the squareof any givennumbers.2. find the squareroots of givenperfect squaresusing the factormethod.3. find the squareroot of any givennumber.5. solve givenproblems inquantitativereasoning related tocontent above.

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6 Fractions Students should beable to:1. convert simplefractions to ratios,decimals andparentages and viceversa.

1. Expressingfractions as ratios,decimals andparentages.2. Quantitativereasoning onfractions, ratiosand percentages.

1. Guides student toconvert fractions toratios, decimals andparentages and viceversa.2. Guides student tosolve quantitativereasoning problemsrelated to conversionof fractions to ratios,decimals andpercentages and viceversa.

1. Convert fractionsto ratios, decimalsand parentages andvice versa.2. Solve quantitativereasoning problemsrelated to conversionof fractions, ratios,decimals andpercentages.

1. Squared paper orgraph sheet.2. Flash cards

Students to:1. convert givenfractions to ratios,decimals andparentages.2. solve givenproblems onquantitativereasoning problemsrelated to thecontent.

7 Basic OperationDerivedOperationTransactions inthe homes andoffices

Students should beable to:1. solve problemsrelating to office andhouseholdarithmetic.2. solve simplecommercialarithmetic relatingto profit, interest,discount andcommission.

1. Householdarithmetic.2. Commercialarithmetic.

1. Leads student tosolve common homeand office problemse.g. electricity bills,water rates and familybudget.2. Guides student tosolve simplecommercial arithmeticrelating to profit,interest, discount andcommission.

1. Solve problems onelectricity bills, waterrates and familybudget.2. Solve given simplecommercialarithmetic.

1. Electricity bills,water rate bills.

Students to:1. solve problemson household andOffice arithmetic.2. solve givenproblems oncommercialarithmetic.

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TOPICPERFORMERSOBJECTIVES

CONTENTACTIVITIES TEACHING AND

LEARNINGRESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

8 Approximation Students should beable to:1. approximatenumbers to any givendegree of accuracy.2. solve quantitativereasoning problemsrelated toapproximation ofnumbers.

1. Approximationof numbers.- Decimal places- Significantfigures2. Quantitativereasoning.

1. Leads student to carryout simpleapproximation to a givendegree of accuracy.2. Guides student tosolve quantitativereasoning problemsrelated to approximationof numbers.

1. Carry out simpleapproximation to agiven degree ofaccuracy.2. Solve quantitativereasoning problemsrelated toapproximation ofnumbers.

Students to:1. solve simple problemsrelating to number ofgiven decimal places.2. solve quantitativereasoning problemsrelated to approximationof umbers.

9 Multiplicationand Divisionof directednumbers

Students should beable to:1. obtain the squaresand square roots ofnumbers.2. interpret and usetables, charts, recordsand schedule.

1. Squares andsquare rootstables.2. Charts, recordsand schedules.

1. Leads student toobtain the squares andsquare roots of numbersfrom the table.2. Guides student tointerpret and use tables,charts, records andschedules.

1. Obtain the squareroots of givennumbers from thetable.2. Interpret and usetables, charts,records andschedules.

1. Squares andsquare root tables.Distance charts,flight schedulecharts, etc.

Students to:1. obtain the squares andsquare roots of givennumbers from the table.2. interpret and use tables,charts, records andschedules.

10 Multiplicationand Divisionof directednumbers

Students should beable to:1. carry outmultiplication anddivision involvingdirected numbers.

1. Multiplicationand division ofdirected numbers.

1. Leads student tomultiply and dividedirected numbers.

1. Multiply anddivide directednumbers.

1. Directednumbersmultiplication anddivision charts.

Students to:1. find the products of anytwo given direct numbers.2. determine the quotientof any two given directednumbers.

11&12

REVISION AND EXAMINATION

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MATHEMATICSJS II

SECOND TERMTHEME: ALGEBRAIC PROCESSES

SUB-THEME: ALGEBRAIC OPERATION

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TEACHER STUDENTS

1 AlgebraicExpressions

Students should beable to:1. expand a givenalgebraicexpression.2. factorize simplealgebraicexpressions.

1. Expansion ofalgebraicexpression.2. Factorization ofalgebraicexpressions.

1. Leads student toexpand algebraicexpression of the forma(b+c) and (a+b)x,(c+d).2. Guides student tofactorize simplealgebraic expressions.

1. Expand givenalgebraic expression.2. Factorize givenalgebraicexpressions.

1. Flash cards Students to:1. expand a givenalgebraicexpression.2. factorize givenalgebraicexpressions.

2 AlgebraicExpressions

Students should beable to:1. apply use ofquadratic equationbox in expandingand factorizingalgebraicexpressions.2. solve quantitativereasoning problem.

1. Expansion andfactorization ofquadraticexpressions.2. Quantitativereasoning.

1. Leads students touse a quadraticequation box inexpanding andfactorizing algebraicexpressions.2. Guides students tofind missing factors insamples of the form.

1. Use quadraticequation box inexpanding andfactorizing algebraicexpressions.2. Find the missingfactor in the sample.

1. Flash cards Students to:1. expand andfactorize algebraicexpressions.2. solvequantitativeaptitude problems.

x2 + 4x + 3

x + 1

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3&4

AlgebraicExpressions

Students should beable to:1. simplify algebraicexpression onfractions withmonomialdenominators.2. interpret andsolve wordproblems involvingalgebraic fractions.

1. Algebraicexpression offractions withmonomialdenominators.2. Wordproblems leadingto simplealgebraicfractions.

1. Guides student tosimplify algebraicexpression of the form

+ =

2. Leads student tointerpret word problemsleading to algebraicfractions.2. Guides student tosolve the resultingalgebraic fractions.

1. Simplify algebraicexpression offractions withmonomialdenominators.2. Interpret wordproblems leading toalgebraic fractions.3. Solve the resultingalgebraic fractions.

1. Flash cards Students to:1. simplify givenalgebraicexpressions withmonomialdenominator.2. interpret andsolve given wordproblems leadingto algebraicfractions.

5 Simple equations Students should beable to:1. Solve problemson simple equations.

1. Problems onsimple equations.

1. Guides students tosolve problems onsimple equation such as= 2And3n – 4 = 2n + 1

1. Solve problems onsimple equations

1. Flash cards Students to:1. solve givenproblems on simpleequations.

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6&7

LinearInequalities

Students should beable to:1. identify linearinequality in onevariable.2. solve linearinequality in onevariable.3. representsolutions for linearinequality in onevariable on numberline.

1. Linearinequality in onevariable.2. Graphicalrepresentations ofsolutions forlinear inequalityin one variable.

1. Guides student toidentify linearinequality in onevariable.2. Leads student tosolve linear inequalityin one variable3. Guides student tosolve and represent thesolution of linearinequalities on thenumber line.

1. Identify linearinequality in onevariable.2. Solve linearinequality in onevariable3. Solve andrepresent inequalitieson the number line.

Flash cardsCardboard paperGraph board

Students to:1. identify linearinequality.2. solve givenproblems on linearinequality in onevariable3. represent thesolution on thenumber line.

8 LinearInequalities

1. Solve wordproblems involvinglinear inequalities inone variable.

1. Word problems 1. Leads student tointerpret and solveword problemsinvolving linearinequalities in onevariable.

1. Interpret and solveword problemsinvolving linearinequalities in onevariable.

1. Interpret andsolve wordproblems involvinglinear inequalitiesin one variable.

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9 Graphs Students should beable to:1. identify x-axisand y-axis.2. plot points on theCartesian plane.3. prepare table ofvalues.4. plot the graph oflinear equations intwo variables.5. Interpret theplotted graph.

1. Plotting pointson the Cartesianplane.2. Graphs oflinear equations intwo variables.

1. Leads student toidentify ‘x’ and ‘y’axis.2. Guides students toplot given points onthe Cartesian plane.3. Leads student tointerpret informationpresented on thegraph.4. Plot the graph of thetable of values.

1. Identify x and yaxis on the Cartesianplane.2. Plot given pointson the Cartesianplane.3. Compile table ofvalues of given linearequations in twovariables.4. Plot the graph ofgiven linear equationin two variables.5. Interpretinformation presentedon the graph.

Graph boardGraph paperRulerPencilDistance-Time dataVelocity-Time dataTable of value

1. identify x and yaxis on theCartesian plane.2. plot given pointson the Cartesianplane.3. compile table ofvalues of givenlinear equations intwo variables.4. plot the graph ofgiven linearequation in twovariables.

10 Graphs 1. plot linear graphsfrom real lifesituation.2. solve quantitativeaptitude problem.

1. Linear graphsfrom real lifesituation.2. Quantitativereasoning.

1. Guides student toplot linear graphs fromreal life situation e.g.distance-time graph,velocity-time graph,item-price graph.

1. Plot a linear graphfrom given real lifesituation.

1. Plot a lineargraph from givenreal life situation.

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MATHEMATICSJS II

THIRD TERMTHEME: MEASURATION AND GEOMETRY

SUB-THEME: SHAPES

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TOPICPERFORMANCE

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EVALUATIONGUIDE

TEACHER STUDENTS

1 Planefigures/shapes

Students should beable to:1. state theproperties ofparallelogram,rhombus and kite.2. identify theseshapes in theirenvironments.

1. Properties ofparallelogram,rhombus andkite.

1. Guides student toidentify the properties ofparallelogram, rhombusand kite.2. Leads student toidentify these shapes intheir environments.

1. Identify theproperties ofparallelogram,rhombus and kite.2. Identify theseshapes in theenvironments.

1. Models ofparallelogram,rhombus and kite.

Students to:1. state theproperties of thefollowing:- Parallelogram- Rhombus- Kite.


1. draw planeobjects to scale.2. convert actuallength to scale andvice versa.

1. Scale drawing 1. Guides students tomeasure actual lengthsof teachers table andtheir classroom.2. Leads students toconvert actual length togiven scale and viceversa.

1. Measure the actuallength of given objectsand draw them toscale.2. Convert actuallength to scale andvice versa.

Tape (steel androlling), ruler,pencil, plain sheets.

1. Draw actuallength to scale.


1. apply scaledrawing to solvemeasurementproblems.2. solve problems onquantitative aptituderelated to planeshapes/figure andscale drawing.

1. Scale drawing 1. Leads student to applyscale drawing to solvemeasurement problems.2. Guides student tosolve problems onquantitative aptituderelated to planeshapes/figure and scaledrawing.

1. Apply scaledrawing to solvemeasurementproblems.2. Solve problems onquantitative aptituderelated to planeshapes/figure andscale drawing.

Tape (steel androlling), ruler,pencil, plain sheets.

1. solve problemson quantitativeaptitude related toplane shapes/figureand scale drawing.

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TEACHER STUDENTS

4 Angles Students should beable to:1. find the sum ofangles of a triangle.2. find the sum ofangle in aquadrilateral.3. find the sum of theinterior angles of apolygon.

1. Sum of anglesof a polygon

1. Guides students to findthe sum of angles of atriangle.2. Guides students to findthe sum of angle in aquadrilateral.3. Leads students todiscover that the sum ofinterior angles of an n-sided convex polygon is2n-4 right angles or (n-2)180o.

1. Find the sum of anglesof a triangle.2. Find the sum of anglein a quadrilateral.3. Use the sum ofinterior angles tocalculate any givenrelated problem.

Cut out shapes oftriangles

Cut out shapes ofquadrilateral

Cut out shapes ofother polygon types

Rulers, tapes,protractor.

1. Find the sum ofangles of atriangle.2. Find the sum ofangle in aquadrilateral.3. Find the sum ofinterior angles ofa given convexpolygon.

5 Angles 1. distinguish betweenangles of elevation andangles of depression.2. use angles ofelevation anddepression incalculating distancesand heights using scaledrawing.3. identify angles ofelevation anddepression.4. solve problems onquantitative aptituderelated to angles.

1. Angles ofelevation anddepression.

1. Leads student toidentify what angles ofelevation and depressionmeans.2. Guides student to useangles of elevation anddepression in calculationusing scale drawing.3. Guides student toidentify the relationshipbetween angles ofelevation and depression.4. Leads student to solveproblems on quantitativeaptitude related to angles.

1. Identify what anglesof elevation anddepression means.2. Use angles ofelevation and depressionin calculation using scaledrawing.3. Identify therelationship betweenangles of elevation anddepression.4. Solve problems onquantitative aptituderelated to angles.

1. Rulers, tapes,protractor and pencil

1. use angles ofelevation anddepression tocalculate distancesand heights.2. solve problemson quantitativeaptitude related toangles.

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SUB-THEME: SHAPES

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TEACHER STUDENTS

6 Bearing Students should beable to:1. identify thecardinal points.2. locate the positionof objects.3. find distancesbetween objectsusing scale drawing.

Bearing 1. Guides student toidentify the major andminor cardinal points.2. Guides student tolocate the position ofobjects using 3-digitbearing.3. Guides student tofind distances betweenobjects using scaledrawing.

1. Identify the majorand minor cardinalpoints.2. Locate the positionof objects using 3-digit bearing.

1.Protractor, Ruler,Compass 3600 –(wooden, metal orplastic), clinometer

Students to:1. mention:(a) the major cardinalpoints.(b) the minor cardinalpoints.2. what is the bearing ofA from B, B from A.

3. using scale drawing,find the distance of Bfrom A.

A

O

B

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MATHEMATICSJS II


SUB-THEME: SHAPES

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TOPICPERFORMANCE

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TEACHER STUDENTS

7 Construction 1. construct trianglesgiven:(a) 2 sides and asecluded angle(b) 2 angles and aside between them.2. bisect any givenangle.

1. Constructingtriangles2. Bisectingangles.

1. Guides student to constructtriangles using a protractorand ruler2. Leads student to bisect anygiven angle using a pair ofcompasses ensuring thatstudents follow the basicsteps.

1. Constructtriangles usingprotractor and ruler2. Bisect any givenangle following thebasic steps.

Plain paper,Protractor,Ruler,Pair of compassesandMathematical set.

Students to:1. construct trianglesgiven.(a) 2 sides and asecluded angle(b) 2 angles and aside between them.(c) all the 3 sides2. bisect any givenangle.

8 EverydayStatistics datacollection andpresentation

Students should beable to:1. present data in anordered form.2. constructfrequency tablesfrom any given data.

1. Orderedpresentation ofdata.2. Frequencytable.

1. Guides student to arrangedata in an ordered form.2. Guides student to displayany given data on frequencytable.

1. Arrange data inan ordered form.2. Display any givendata on frequencytable.

Source information 1. present data in anordered form.2. constructfrequency table froma given data.

9 Datapresentation

1. draw pie charts.2. read informationfrom pie charts.3. generate and usedata for statisticalpurposes.4. interpret and usetables, charts,records andschedules.

1. Pie charts.2. Charts,records andschedules.

1. Guides student to draw piecharts.2. Guides student to readinformation from pie charts.3. Leads student to generateand use data for statisticalpurposes.4. Guides student to interpretand use tables, charts, recordsand schedules.

1. Draw pie chart.2. Read informationfrom pie charts.3. Generate and usedata for statisticalpurposes.4. Interpret and usetables, charts,records andschedules.

1. SourceinformationDistance chartsFlight schedule, etc

1. draw a pie chart.2. read informationfrom given pie charts.

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TEACHER STUDENTS

10 Probability Students should beable to:1. discuss theoccurrence ofchance events ineveryday life.2. determine theprobability ofcertain events.3. apply theoccurrence ofchanceevents/probabilitiesin everyday life.

1. Occurrence ofchance events ineveryday life.2. Probability ofchance events.

1. Leads student to giveexamples of chanceevents in everyday lifee.g. the chance or eventthat rain will fall inDecember.2. Leads student toperform experimentusing coin and die.3. Guides student tocalculate the probabilityof the resultingexperiments.4. Guides student toanalyze statistical datawith the use ofprobability such asmortality rate, etc.5. Guides student toapply the occurrence ofchance events ineveryday life.

1. Calculate theprobability of theresulting experiments.2. Analyze statisticaldata with the use ofprobability.3. Mention theapplication ofprobability ineveryday life.

Source informationsheet on events.

1. calculate theprobability ofchance events.2. give fourexamples of theapplication ofprobability ineveryday life.

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73

BASIC SCIENCEJS II

FIRST TERMSUB-THEME: LEARNING ABOUT OUR ENVIRONMENT

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TOPICPERFORMANCE

OBJECTIVESCONTENT


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EVALUATIONGUIDE

TEACHER STUDENTS

1 Living Things I Student should be ableto:(1) define habitat.(2) mention types ofhabitat.

(1) Habitat.(2) Types ofhabitat.

(1) Take student to visitdifferent habitats.(2) Guides student toidentify different typesof habitat.

(1) Visit thevarious habitats.(2) Observed thedifferent habitats.

(1) Visit nearbypond.(2) Visit schoolgarden.

Students to:(1) defined habitat.(2) mention typesof habitat.

2 Living Things II Student should be ableto:(I) state example oforganism that are foundin aquatic and terrestrialhabitats.(2) state various adaptivefeature of living thing intheir habitat.

(1) Examples oforganism invarious habitats.(2) Adaptation ofliving thing totheir environment.

(1) Guides students toidentify living organismin their habitat.(2) Identify the specialfeature of the organismsfound in differenthabitats.

(I) Participate inclass discussion.(II) Classify livingorganism based onwhere they live.

(1) Chart.(2) Diagrams.(3) Video.(4)Clips.

Students to:(1) give example

of living thingsfound in differenthabitats.(2) state adaptivefeatures of livingorganism indifferent habitat.

3 Living Thing III Student should be ableto:(1) identifycharacteristic oforganism in the samehabitat.(2) state the feature that

are common to theorganism i.e. plant andanimal.(3) identify intelligencecharacteristic of humanbeing.

Relationshipbetweenorganisms in thesame habitat.(2) Uniqueness ofhuman beings- Reasoning.-Problem.-Inquisitive-Observation.-Measuring.-Inference

Guides and directs classdiscussion.(1) To guides and directclass discussion.(2) Lead discussion onthe importance of thebrain, human reasoningand intelligence(3) Guides student’sdiscussion on the use ofintelligence for survivaland manipulating theenvironment.

Collect andpreserve someliving organisms.(1) Collect andpreserve someliving organisms.(2) Participate indiscussion. ( ingroup)

Preservation e.g.formalin.(2) Pictures.(3) Model.(4) Chart.

Students to:(1) explain whyman is uniqueamong livingthings.(2) demonstrateintelligence skillhow many teaspoons full ofwater can fill up abottle of coke.

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1 Living Things I Student should beable to:(1) define habitat.(2) mention types ofhabitat.



(1) Visit the varioushabitats.(2) Observed thedifferent habitats.



4 Living Things IV Student should beable to:(1) describetransition frominfancy toadolescence andadulthood asdevelopment stages.(2) describe increasein height and weightas growth change.

(1) Measuring ofgrowth anddevelopmentalchanges.(2) Growthchanges in-Height.-Weight.-Size.

(1) Using appropriateinstruments, guidesstudents to takemeasurement of length,time, weight(2) Guides student togroup themselvesaccording to differentheight, weight and size.

(1) Follow teacher’sinstruction to carryoutlisted measurements.

(1) Meter rule.(2) Clock.(3) Weighing scale.(4) Measuring tape.(5) Spring balance.(6) Measuringcylinder.

Students to:(1) state three

major indices ofgrowth change inliving-things.

5 Living Things V Student should beable to:(1) state thedevelopmentalchanges in infancy.(2) Identify thecharacteristicsfeatures ofadolescents andadults.

(1)Developmentalchanges-Infancy.-Adolescents.-Adulthood.

(1) Lead class discussionon the differencebetween.-Infancy.-Adolescents.-Adulthood.

(1) Write short noteon their observation.

Poster showing- Babies.- Student.- Teacher.-Parent.

Students to:(1) state the

developmentalstage in infancy,adolescents andadulthood.(2) state thecharacteristics ofgrowth anddevelopmentalchange.

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1 Living Things I Student should beable to:(1) define habitat.(2) mention types ofhabitat.



(1) Visit the varioushabitats.(2) Observed thedifferent habitats.



6 Living Things VI Student should beable to:(1) classifyinggrowth anddevelopmentalchanges temporaryand permanent.(2) state example oftemporary andpermanent growth.

(1) Classifygrowth anddevelopmentalchanges(A) Temporary.(B) Permanent.

(1) Guides Student toclassify growth intotemporary changesamong themselves.(2)Write short notes ontheir observation.

(1) Identify permanentand temporarychanges amongthemselves.

(1) Poster showing-Babies.- Student.-Teacher.-Parent.

Students to:(1) classify

changes in livingthings as growthand developmentchange.

7 Living ThingsVII

Student should beable to:(1) state the factorsaffecting growth anddevelopment inliving things.(2) list factorspromoting growthand development inorganism.

(1) Factoraffecting growthand developingand developmentin livingorganism.(2) Factorpromotinggrowth anddevelopment inliving organism.

(1) Leads classdiscussion on the factorsaffecting growth anddevelopment.

(1) Identify childrenwith malnutrition.

(1) Poster showingmalnutritionchildren.(2) Chart.

Students to:(1) state the

factors affectinggrowth anddevelopment.(2) outline factorpromoting growthand development.

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8 Chemical I Student should beable to:(1) define physicaland chemicalchanges.(2) state thecharacteristics ofphysical andchemical changes.(3) differentiatebetween physicaland chemicalchanges.

(1) Meaning ofphysical andchemicalchanges.(2)Characteristicsof physical andchemicalchanges.(3) Differencesbetween andchemicalchanges.

(1) Guides student-Burning of wood- Heating of paraffinwax.-Heating of sugarSolution.

(1) Observed theprocess of burning ofwood (2) Heating ofparaffin wax.(3) Observe andrecognized the effortof heating sugarsolution.

(1) Wood.(2) Paraffin wax.(3) Sugar.(4) Water.

Students to:(1) define physical

and chemicalchanges(2) state fourcharacteristics ofphysical andchemical changers.

9 Chemical II Student should beable to:(1) defineChemicals.(2) classify chemicalbased on their uses.

(1) Classes ofchemicals.(2) Based onusage-Pharmaceutical.-Nuclear.-Agrochemical.-Industries.-Laboratory.

(1) Display sample ofchemicals in class.(2) Guides student inclass discussion.

(1) Observed somedisplayed chemicals.(2) Participate in classdiscussion.

(1) Chemical bottle(labeled).(2)Chemical bottle(Non-labeled).(3) Samples ofChemical kerosene,insecticides,camphor, engineOil in well labeledand appropriatecontainers.

Students to:(1) define

chemical.(2) state class ofchemicals(3) list uses ofchemical.

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10 Chemical III Student should beable to:(1) classify chemicalbased on theirhazardous nature.(1) state safetymeasures whenusing Chemicals.

(1) Chemical basedon hazardous nature.-Highly hazardoustoxic.-Moderatelyhazardous toxic.-Non hazardous andNon toxic.(2) Safety measureswhen usingchemicals.-Adhere to themanufacturer’s safetyinstructions.-Following safetyguidelines forchemical storage andhandling.-Observed and adhereto safety signs andchemical packages.-Ensure properlabeling and storagecontainers.

(1) Guides studentto identifyhazardous and Non-hazardous chemical.(2) DemonstrateSome of the safetydevices whenhandling chemical.(3) Display relevantchart on safety signsplace on chemicals.

(1) Observe andrecognize and theclasses of chemicaldisplayed.(2) Identify safetysigns in chart andstorage containersdisplayed.(3) Match chemicalwith appropriatestorage containers.

(1) Chart showingclassification ofchemicals and theirexamples.

Students to:(1) list 3 examplesof each of the:hazardous,moderatehazardous and non-hazardouschemical.(1) mention safetymeasures in the useof chemicals.

11 REVISION

12 EXAMINATION

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BASIC SCIENCEJS II

SECOND TERM

SUB-THEME: YOU AND ENERY

WE

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 Revision of examination questions.

2 Work, Energyand Power.

Student should beable to:(1) explain themeaning of work,energy and power.

(1) Meaning ofwork, energy andpower.

(1) Guides student toillustrate the concept ofwork and therelationship betweenwork, energy and power.

(1) Measuring heightto determine workdone by a fallingobject.

(1) Object likemeter rule.

Students to:(1) define work,energy and power.

3 Energy Student should beable to:(1) explain themeaning of potentialenergy and kineticenergy.

(1) Meaning ofpotential andkinetic energy.

(1) Leads student on thediscussion to illustratepotential and kineticenergy.

(1) Use material e.g.ball, a stone foractivity on thepotential, kineticenergy.

(1) Ball, stonesand books.

Students to:(1) explain themeaning ofpotential andkinetic energy.

4 Power. Student should beable to:(1) apply theformulaPower = Work done

Time

(1) Calculationinvolving workdone.

(1) Lead the students tosolve some examples.

(1) Study and practicesolving similarproblem.

(1) Wood clock. Students to:(1) solve someproblems on theconcept of powerand work.

5 Energy Transfer Student should beable to:(1) Identify energytransfer that occurswhen work is done.

(1) Energytransfer whenwork done.

(1) Initiate and leadsdiscussion to show thatenergy transfer occurwhen work is done.

(1) Participate indiscussion and recordthe main ideas.

(1) Toy car.(2) Bicycle.

Students to:(1) identify energytransfers that occurwhen work is donewith specificexamples.

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6 Simple MachineI

Student should be ableto:(1) define simplemachine.(2) explain the operationof some machine.(3) state example ofsimple machines.(4) state the uses ofsome simple machines.

(1) Meaning ofsimple machine.(2) Explain theoperation of simplemachines e.g. screwthread) wheel ∞axle.(3) Uses of the

simple machine.

(1) Guides studentto operation simplemachines.(2) Leads studenton discussion onsimple machine.

(1) Making a paperscrew thread.(2) Using a screwin making holes inhard material.

(1) Screw.(2) Wood.(3) Paper.(4) Pencil.

Students to:(1) Define simple

machine.(2) Explain theoperation of simplemachine.(3) List examplesof simple machine.

7 Simple MachineII

Student should be ableto:(1) describe gear.(2) state the method ofapplication ofefficiency.(3) state way ofmaintaining machines.

(1) Simple machine(gear).(2) Application ofgear.(3) Efficiency ofsimple machines.(4) Care ofmachines.

(1) Direct studentto operate a gear.(2) Guides thestudent to identifythe features of thegear, and write itdown,

(1) Take a trip to amotor car ormotorcycle workshop to see a gear.(2) To identifyparts of gear.

(1) A gear system.(2) Driving wheeland driven.

Students to:(1) describe a gear.(2) state the processof application of agear.(3) explainefficiency.(4) list ways ofmaintaining amachine.

8 Type of EnergyI

Students should be ableto:(1) define Kineticenergy.(2) state theassumptions of thekinetic theory.

(1)Meaning ofkinetic energy.(2) Kinetic energyassumption.

(1) Directsdiscussion on thestatements of thekinetic theory.

(1) Participate inthe discussion andnote the majorexplanation.

(1) Chart to guidesgroup discussion.

Students to:(1) define kinetic

energy (K.E).(2) state threeassumptions ofKinetic theory.

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9 Types ofMachine II

Student should beable to:(1) explain themolecular structureof solids, liquid andgases using theKinetic energy.(2) explanation ofboiling andevaporation usingKinetic theory.

(1) Explanationof somephenomenausing kinetictheory.(2) Explanationof boiling andevaporationusing kinetictheory.

(1) Provide Charts ofmolecular structure;Solids, liquid and gasesdiscussion.(2) Guides student tocarry out activity onboiling and discussfindings.

(1) Participate in thediscussion anddiscover molecularspacing as majordifferences betweensolid, liquids andgases.(2) Use water and etherrespectively foractivities onevaporation andboiling.(3) Participate indiscussing their results.

(1) Charts ofmolecular structureof solid, liquid andgases.(2) Beaker (2)(3) Water.(4) Ether.

Students to:(1) use the kinetic

theory to explainwhy a solid has adefinite shape anda liquid has none.

10 Types ofMachine III

Student should beable to:(1) distinguishbetween boiling andevaporation usingthe kinetic theory.(2) state the factorsthat affectevaporation.

(1) Differencebetween boilingand evaporation.

(1) Guides students todeduce some factor thataffect evaporation.(2) Factors that affectevaporation.

(1) Deduce the factorsthat affect evaporationfrom their observation.

(1) Capillary tube.(2) Source of heat.

Students to:(1) state thedifferencesbetween boilingand evaporation.(2) state twofactors that affectevaporation.


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BASIC SCIENCEJS II

THIRD TERM


WE

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 Revision of examination questions.

2 Thermal energy I Student should beable to:(1) describe thermalenergy.(2) illustrate thatwhen two bodies arein contact, heat flowfrom the hot to thecold one.

(1) Meaning ofthermal energy.(2) Heat flow.

(1) Guides student toillustrate thermalenergy with an activity.

(1) Heat one end ofiron rod whileholding the other.The palm getswarm with time.

(1) Source of heat.-Iron rod.

Students to:(1) Show that heatflows from a hotbody to a cold onewhen in contact.

3 Thermal energyII

Student should beable to:(1) name themethods of heattransfer.(2) state examples ofconductors and badconductor of heat.(3) describe heatconduction and itapplications.

(1) Heat transfer(conduction).(2) Example ofconductor and badconductor of heat.

(1) Guides theillustration of heattransfer.(2) Guides student inactivity on heatconduction and discussthe uses with them.

(1) Discover thatheat is transferredby conductionconvection andradiation.

(1) Bunsen burner.(2) Piece of copper.

Students to:(1) name two

method of heattransfer.(2) state exampleof conductors andbad conduction.(3) explain heatconduction andstate two uses.

4 ThermalEnergy III

Student should beable to:(1) describe heatconvection and statetwo of itsapplications.

(1) Transfer ofheat (convection )

(1) Guide students inactivity on convectionand discussion itsapplications.

(1) Boiling waterand observe theconvection currents,note the applicationas discussed.

(1) Water.(2) Round-bottomedflask.(3) Bunsen burner.(4) Potassium.Permanganate crystal.

Students to:(1) Explain whatheat radiation isand give oneapplication ofradiation.

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5 Thermalenergy IV

Student should beable to:explain heatradiation.

Transfer of heat(radiation)

Guides student tocarryout activity forradiation and discuss itsapplications.

Measuring temperaturedifferences between twocans, one painted blackand other not painted,that are equidistancefrom a source of heat.

(1) Hot water.(2) Two cans onepainted other notpainted.(3) Twothermometers.

Students to:explain what heatradiation is andapplications ofradiation.

6 Light Energy I Student should beable to:(1) explain themeaning ofreflection andrefractions.(2) illustrateapparent depth andexplain its danger toswimmers.

(1) Reflection.(2) Refraction.

(1) Guides student onactivity to explainrefraction.(2) Leads student toobserve a coin dropped ina 500cl beaker of water.

(1) Put a straight stickhalf in water and statetheir observation.(2) Observe the coin anduse it to recognizeapparent depth.

(1) Water beakerstraight stick.(2) Coin.(3) Water

Students to:(1) explain

refraction andreflection.(2) describeapparent depth andstate one danger ofapparent depth toamateur swimmers.

7 Light Energy II Student should beable to:(1) describe how wesee things.(2) explain themeaning ofdispersion and use itdo interpret therainbow.

(1) Vision.(2) Dispersionand rainbow.

(1) Guides student toidentify major parts of theeye and how vision occur.(2)Guides student to use aprism to show dispersionof light.(3) Uses the rainbow asan example of dispersionof light by raindrops inplace of prism.

(1) Identify parts of theeye and relate vision torefraction.(2) Observe colour oflight separated by prismand interpret rainbow asraindrops causingdispersion.

(1) Chart or modelof the eye.(2)Source of light.(3) Prism.

Students to:(1) explain how

we see objects.(2) explain themeaning ofdispersion anddescribe howrainbow is formed.(3) name threeimportant parts ofthe eye.

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8 Crude oil andpetrochemicals I

Student should beable to:(1) explain whatcrude oil andpetrochemical are.(2) describe theprocess of refiningcrude oil.

(1) Meaning ofcrude oil andpetrochemical(2) Refining ofcrude oil.

(1) Lead classdiscussion on themeaning of crude oiland petrochemical;(2) Method of refiningcrude oil.

(1) Participate in classdiscussion observation.(2) Participate in visitand record theirobservations.

(1) Crude oil.(2) Engine oil.(3) Grease.

Students to:(1) explain the

meaning of crudeoil andpetrochemicals.(2) describe theprocess of refiningcrude oil.

9 Crude oil andpetrochemical II

Student should beable to:State the uses ofcrude oil and petrochemicals.

Uses of crude oilpetrochemicals.

Uses and importance ofcrude oil andpetrochemical.

Find out from homevarious uses ofpetroleum products.

(1) Petrol.(2) Kerosine.

Students to:list 3 uses of

petrochemical andcrude oil.

10 Crude oil andpetrochemical oilIII

Student should beable to:state the importanceof crude oil toNigeria.

Importance ofcrude andpetrochemicals.

Lead a visit to fuelstation to see thedifferent petroleumproducts.

Find out from homevarious importance ofcrude oil andpetrochemicals.

(1) Petrol.(2) Kerosine.

Students to:mentionimportance ofcrude oil toNigeria.

11 REVISION

12 EXAMINATION

84

BASIC TECHNOLOGYJS II

FIRST TERM

SUB-THEME: SAFETY

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDETEACHER STUDENTS

1 First Aid I Students should beable to:(1) explain themeaning of firstaid.(2) identify thecontents of a FirstAid box.(3) apply First aidmeasures.

(1) First aid:Meaning andmaterials(2) Application ofsimple first aid.

(1) Exhibits andexplain first aidmaterials and theiruses.(2) Demonstrate howto give simple firstaid.

(1) Inspects first aidbox and name thecontent.(2) Practice givingsimple first aid.

First aid box andmaterials.

Students to:(1) define firstaid(2) list five firstdid materials.(3) apply simplefirst aidmeasures.

2 First Aid II Students should beable to:(1) discuss theABC of first aid.(2) apply the ABCof first aid to:-Victims ofcommon workshopaccidents-Road accidentvictims

(1) ABC of first aid:-always-bleeding and-breaks circulation(pulses).(2) Application ofABC of first aid.

(1) Explain ABC offirst aid(2) Show posters ofapplication of ABCof first aid

(1) Observe thedemonstration andposter of ABCapplications.

(1) Poster of ABCapplication.(2) Video clips.

Students to:(1) explain ABCapplication offirst aid.(2) demonstratethreeapplications ofABC of first aid.

3 RescueOperations

Students should beable to:(1) explain themeaning of rescueoperation(2) identifydifferent aspects ofrescue operation

(1) Meaning ofrescue operation(2) Different aspectsof rescue operationnamed.(3) Securing theenvironment,vehicle and victims

(1) Explains themeaning of rescueoperation.(2) Using pictures ofrescue operationsScenes, leadsstudents to:-identify differentaspects of rescueoperation

(1) Examinepictures of rescuescenes(2) Write downdifferent aspects ofrescue operation.

(1) Caution triangle(2) fire extinguisher(3) Picture or video clips

Students to:(1) define rescueoperation(2) state threeaspects of rescueoperation.

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4 RescueOperations

Students should beable to:describe the stepsinvolved in eachaspect of rescueoperations.

Steps involved inrescue operations.

Using picture of rescueoperation scenes, leadsstudent to:-describe the stepsinvolved in each aspect ofrescue operation

Write down differentaspects of rescueoperation and stepsinvolved

(1) Caution triangle(2) Fireextinguisher(3) Picture or videoclips.

Students to:mention threesteps involved inrescue operations

SUB-THEME: MATERIALS AND PROCESSING

5 Materials andtheir commonuses

Students should beable to:(1) state somecommon uses ofwood(2) explain specificuses of ferrous andNon-ferrous metalsand their alloys.

Wood:Furniture, buildingconstruction, handlesof implements, etc.(2) Metals:Household, utensils,vehicle and ship partsetc.(3) Brass decorationsammunition etc.(4) Bronze: Caringstatues andornaments etc.

(1) Guide studentsdiscussion of the varioususes of materials (wood,metal) in everyday life(2) Plans students visit towork places: furnitureworkshop and blackSmiths workshop.

(1) Examine articlesmade of wood andmetals.(2) Visit furnitureworkshops.(3) Visit factories andbuilding sites andobserve the uses ofmetals and alloys.(4) Watch adocumentary on theproduction of metaland alloys.

(1) Articles madeof wood.(2) Articles madeof metal and metalalloys.

Students to:(1) list five usesof wood.(2) name fiveitems made ofmetal and metalalloys.

6 Materials andtheir CommonUses

Students should beable to:(1) state somecommon uses ofceramics and glass.(2) state the uses ofplastics.

(1) Ceramics: tiles,household utensilsetc.(2) Rubber: Typesand tubes, foot wearsetc.(3) Plastics: Plasticbuckets and bottlesetc.

(1) Displays ceramics andrubber products.(2) Guide studentsdiscussion on the varioususes of ceramics, rubberand plastic.(3) Visit ceramic industry.

(1) Examine articlesmade from ceramicrubber and plastic.(2) Observe andtouch ceramics andglass wares.(3) Inspect specimensof rubber and plasticproducts.

(1) Articles madefrom ceramics andglass.(2) Articles madefrom Rubber.(3) Plastic productsin school andhomes.

Students to:(1) list three usesof ceramics andglass.(2) name threeitems made ofrubber andplastic.

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7 GeometricConstruction I

Students should beable to:(1) define, Identifyand list parts of acircle.

(1) Circles-Parts of a circle(Diameter, radiuschord, sector,quadrant,circumference

Names, defines,describes and drawsthe parts of a circle

(1) Watch teacher’sdemonstration

(1) Drawing instrumentsand materials

Students to:(1) define circle(2) identify partof circle and(3) describetypes of circles.

8 GeometricConstruction II

(1) use appropriateinstruments todivide a circle intoequal parts(2) use appreciateinstruments todraws a tangentand normal to agiven circle andtwo equal circles.

(1) Circle drawinguse of set squaresTee-square andcompasses to dividea circle into 4, 8,and 12 equal parts(2) Construction oftangent and normalto a circle, tangent ata point to the circletangent from a pointoutside the circleand to one or twoequal circles.

(1) Demonstrate theuse of a pair ofcompasses, set-square and tee-squareto divide a circle 4, 8and 12 equal parts.(2) Demonstrates theconstruction oftangent and normal toa circle.

(1) Practice the useof tee-square, setsquare andcompasses to dividecircle into equalparts(2) construct atangent and normalto a given circle

(1) Drawing instrumentsand materials

Students to:(1) construct a

tangent and anormal to acircle(2) useappropriateinstruments todivide a circleinto a number ofequal parts.

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9 GeometricConstructionIII

Students should beable to:(1) define, identifyand constructvarious triangles.(2) constructinscribed andcircumscribedgrades to a giventriangles.

(1) Triangles:-right angled,equilateral, isolatesand scalenetriangles.(2) Inscribed andcircumscribedcircles to a giventriangle.

(1) Defines anddemonstrates andconstruction of rightangled triangle.equilateral triangle(2) Inscribed andcircumscribed circlesto triangles.

(1) Constructtriangles(2) Inscribed andcircumscribedcircles to triangles.

Drawing instruments andmaterials.

Students to:(1) identify andcircumscribedcircles to a giventriangle.(2) constructinscribed andcircumscribedcircles to giventriangles.

10 GeometricConstructionIV

Students should beable to:define, identify

and constructregular andirregular polygons.

(1) Polygons:-definition, andconstruction ofregular and irregularPolygons: Pentagon,hexagon, heptagonoctagon, usinggeneral and specificmethod, etc.

Name and describesvarious types ofpolygon

(1) Listenattentively andwatch the teacher’sdemonstrations(2) Constructpolygons

(1) Drawing instrumentsand materials.(2) Models of polygons

Students to:(1) define regularand irregularpolygons.(2) constructregular andirregularpolygons.(3) describeregular andirregularpolygons.

11 REVISION

12 EXAMINATION

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SUB-THEME: DRAWING PRACTICE

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1 Plane Figures I Students should beable to:(1) identify regularplane figures.(2) constructregular planefigures of equalareas.

(1) Example ofplane figures(2) Construction ofplane figures

(1) Show studentspictures of regularplane figures.(2) Demonstrate theconstruction oftriangles andrectangles of equalareas, squares andrectangles of equalareas

(1) Examine someplane shapes andfigures(2) Constructtriangles rectanglesand squares of equalareas.


Students to:(1) name at leastthree regularplane figures(2) constructregular planefigures of equalareas.

2&3

Plane Figures II Students should beable to:(1) find the area ofregular planefigures(2) enlarge andreduce planefigures

(1) Determination ofareas of regularplane figures e.g.-Triangle andrectangle of equalareas.-Square andrectangle of equalareas, etc.(2) Enlargement andreduction of planefigures: triangles,rectangles andsquares in givenratios by (a) lengthof sides and (b)radial line method

(1) Guides student todetermine the area ofregular plane figures(2) Demonstratesgeneral and specificmethods of enlargingand reducing planefigures

(1) Determine theareas of regularplane figures(2) Enlarge andreduce plane figures


Students to:(1) find the areaof regular planefigures(2) enlarge andreduce planefigures

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4&5

Wood workMachines I

Students should beable to:(1) identify thevarious types ofwood workmachines.(2) state the uses ofthe machine.

(1) Types and uses(a) Portable powertools: belt sanderhand drill, fret sawetc.(b) Machines:circular saw, bandsaw, wood lathe,surface plainerthickness sandersdrill etc.(2) Functions of thedifferent types ofmachines

(1) Take students towood work workshop(2) Guides thestudents to identifyvarious wood workmachines and theiruses.

(1) Visit wood workworkshop(2) Identify metalwork machines.

(1) Various wood workmachines e.g. potablepower tools: belt sanderfret saw, hand drill etc.(2) Workshop overall.

Students to:(1) mention atleast three typesof wood workmachines.(2) state the usesof thesemachines.

6&7

Wood workMachines II

Students should beable to:(1) care andmaintain thesemachines(2) carry out simpleoperation (cuttingand boring) withthe machines

(1) Care andmaintenance ofwood workmachines(2) Carry out simpleoperation with thesemachines.

(1) Demonstrate theuse and care of woodwork machines e.g.portable power tools:belt sander fret, saw,hand drill etc.(2) Supervises thestudents as they usethe differentmachines for woodwork.

(1) Care formachines in woodwork workshop(2) Practice cuttingand drilling toproduce simpleprojects

(1) Various wood workmachines e.g. portablepower tools: belt sander,fret saw, hand drill etc.(2) workshop overall

Students to:(1) mention atleast two ways ofcaring andmaintain amachine.(2) use the woodwork machinesto cut and borewood.

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8 Metal workmachines I

Students should beable to:(1) identify thevarious types ofmetal workmachines.(2) state the uses ofthese machines

(1) Types of metalwork machines(2) Functions of thedifferent types ofmachines

(1) Take students tometal work workshop(2) Guide thestudents to identifymetal work machineand their uses.

(1) Visit metal workworkshops(2) identify metalwork machines

(1) Various machines-Centre lather power hacksaw, pedestal drilling etc.(2) Charts showingmilling machine shapingmachine, grindingmachine etc.(3) Metal work workshopoverall

Students to:(1) mention atleast three typesof metal workmachines.(2) state the usesof thesemachines

9&10

Metal workMachine II

Students should beable to:(1) care andmaintain metalwork machines(2) carry out simpleoperations (Cuttingand drilling) withthe machines

(1) Care andmaintenance ofmetal workmachines(2) Carryout simpleoperation with thesemachines.

(1) Demonstrationthe use and care ofmetal work machines(2) G. power tools:centre lathe, powerhacksaw, pedestaldrilling machines etc.(3) Supervise thestudents as they usethe different metalwork machines

(1) Care for machinein metal workworkshop.(2) Practice cuttingand drilling toproduce a simpleproject

(1) Various machinecentre lathe, powerhacksaw, pedestal drillingetc.(2) Charts showingmilling machine shapingmachine grindingmachines

Students to:(1) mention atleast three waysof caring andmaintaining amachine(2) use themachines to cutand drill a metal.

11 REVISION

12 EXAMINATION

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THIRD TERM

SUB-THEME: TOOLS MACHINES AND PROCESSES

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1 Belt and ChainDrives I

Students should beable to:(1) describe beltand chain drives.(2) explain theprinciple of beltand chain drives.

(1) Examples of beltand chain drives(2) Application ofbelt and chaindrives.

(1) Shows pictures ofvarious types of beltand chain drives(2) take students offactories andworkshops where beltand chain drives areused(3) Explain theprinciples behind theoperations of thedrives.

(1) Listenattentively toteacher explainactions(2) Examine variousmachines thatoperate on belt anddrives and identifytheir components.(3) Participates inclass discussionsand activities(4) Prepare fieldtrips reports.

(1) Pictures of motordriven pepper grinder,motor fan belt, sewingmachine etc.(2) Bicycles and motorchain drives(3) Pictures of chain andbelt driven machines

Students to:(1) describe beltand chain drives.(2) list at leastfour machineswhere belt andchain drives andused.(3) describe theworkingprinciples of beltand chain drives.

2 Belt and chaindrives II

Students should beable to:state the

advantages anddisadvantages ofbelt and chaindrives.

Advantages anddisadvantage of beltand chain drives

(1) Moderates classdiscussion of theadvantages anddisadvantage of beltand chain drives

Listen attentively toteacher explanation.

Picture of chain and beltdriven machines

Students to:state twoadvantages anddisadvantages ofbelt and chaindrives

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3&4

Hydraulic andPneumaticMachines

Students should beable to:(1) defineHydraulic. andpneumaticmachines(2) identifyhydraulic andpneumaticmachines(3) name thecomponents ofeach machine

(1) Hydraulic andpneumatic machines(2) Examples ofhydraulic andpneumatic machines(3) Components ofthe machine

(1) Displayshydraulic andpneumaticmachines/devices.(2) Explains theworking principles ofhydraulic andpneumatic machines

(1) Examine themachines displayedand identify theircomponents.(2) Listen to theteacher’sexplanation(3) Ask and answerquestions.

Hydraulic and pneumaticmachines e.g. force pump,double acting pumpscentrifugal pump,hydraulic jacks, simplegarden sprinkler, reactionturbine, water wheels etc.

Students to:(1) definehydraulic andpneumaticmachines.(2) name at leastfive hydraulicand pneumaticmachines.(3) list at leastthreecomponents ofeach machines

5 Hydraulic andPneumaticmachines II

Students should beable to:(1) explain theprinciples behindthe working ofhydraulic andpneumaticmachines/devices.(2) state the uses ofthe machines.

Operations and usesof hydraulic andpneumaticmachines.

(1) Explains theworking principles ofhydraulic andpneumatic machines.(2) Demonstrate withreal components andother instructionalmedia.(3) Demonstrate theiruses.(4) Emphasize theirapplications.

(1) Examine themachines displayedand identify thecomponents.(2) Listen toteacher’sexplanation.(3) Demonstratewith teacher.(4) Ask and answerquestions.

Hydraulic and pneumaticdevices e.g. force pump,double active pumpcentrifugal pumps,hydraulic jack, simplegarden sprinkler, reactionturbine etc.

Students to:(1) describe theworkingprinciples of thedevice.(2) mention atleast three usesof the machines.

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6 Gears I Students should beable to:(1) define gear(2) identifydifferent types ofgears.(3) state the use ofthe various types ofgear in amechanical system.

(1) Defines gear(2) Types of gear:internal gear,external gear andlevel gear(3) Uses of gears:-Power transmission-Changing direction-Selecting speed.

(1) Displays gearsystem for inspectionby students(2) Guides students toexamine the differenttypes of gear inmachines found inthe school(3) Explain the usesand functions of-Gear in machines-Lubricants

(1) Observe gears inbicycles, cars,cranes and hoist(2) Open the back ofan old clock andexamine the gears inthe clock(3) Participates inthe class discussion

(1) Cardboard(2) Soft wood(3) Bicycles(4) Old clock(5) Machines in schoolworkshop(6) school workshop

Student to:(1) define gear.(2) list at least 2types of gear andstate 2 uses ofgears.(3) state threeuses of gears inmechanicalsystems.

7 Gears II Students should beable to:determine gearratios.

Gear ratios andspeed rotation.

Explains gear ratiosand speed rotation

Listen attentivelyand participates theclass discussion

(1) Bicycles(2) Different sizes of oldclock gears

Students to:(1) explain gearratio and speedrotation(2) calculate gearratios.

8 Gears III Students should beable to:describe therelationshipbetween gear ratioand speed ofrotation.

Gear ratios andspeed rotation.

Explains therelationship betweengear ratios and speedof rotation

(1) Participatesactively in the classdiscussions(2) Calculate gearratio

(1) Bicycles(2) Sizes of old clockgears

Students to:explain the

relationshipbetween gearsratios and speedof machines.

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9 Gears IV state the functionsof lubricants ingears.

Functions oflubricants in gears

Explain the uses andfunctions of-Gears in machines-Lubricants in gears

Participates in classdiscussions

(1) Machine parts (Gear)(2) Oil

Students to:(1) state thefunction oflubricants ingear.(2) explain theimportance oflubricants ingears and othermoving parts ofa machines.

10 Gears V Students should beable to:(1) construct a gearsystem.(2) use it for ademonstrationclass.

(1) Construction of agear(2) Demonstrate theuse.

Construct gears withcardboard or plywood anddemonstrates the use

Participates in thepractical exercise

(1) Saw, or knife.(2) Ply wood or cardboardpaper.(3) Hole borer.

Student to:(1) construct agear model.(2) demonstratethe use orfunctioning ofthe model gear.

11 REVISION

12 EXAMINATION

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SOCIAL STUDIESJS II

FIRST TERM

SUB-THEME: FUNDAMENTALS OF SOCIAL STUDIES FAMILY AS THE BASIC UNIT OF SOCIETY

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EVALUATIONGUIDE

TEACHER STUDENTS

1 Generalobjectives ofsocial studies

Students should beable to:list the general

objectives of socialstudies

General objectives ofsocial studies include:1. to develop the abilityto adapt to changingenvironment2. inculcate national unity3. to become goodcitizens capable of andwilling to contribute tothe development of thesociety4. inculcate the right typeof value and attitude

Leads student to listthe generalobjectives of socialstudies

List the generalobjectives of socialstudies

Students socialstudies textbooks

Students to:list the generalobjectives ofsocial studies

2 Family Students should beable to:1. explain themeaning of family2. list types offamily

1. Meaning of family2. Types of family- Nuclear family- Extended family

1. Uses guideddiscussion to statethe meaning offamily2.Explain types offamily

1. Participate in thediscussion on themeaning of family2. list types of family

Diagram showingtypes of family

Students to:1. define family2. list and explaintypes of family

3 Family bond andcohesion

Students should beable to:1. explain themeaning of familybond2. explain the needfor bond andcohesion in thefamily setup

1. Meaning of family bondand cohesion- strong tiesthat recognize and respectindividual familymembers right2. Importance of goodfamily reputation- good name in the familysetup- respect from othermembers of thecommunity etc.

1. Uses the studentsto demonstrate themeaning of familybond and cohesion2. Conduct a brainstorming session inthe importance ofgood familyreputation

1. Answer questionson the topic2. Participate in brainstorming session bycontributing theirown responses on theimportance of goodfamily reputation

Pictures of familyhaving a goodfamily bond

Students to:1. give a simplemeaning of familybond andreputation2. list some of theimportance ofgood familyreputation

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4 Living togetheras one family

Students should beable to:state the advantagesof living together asone family

1. Advantages of livingtogether in the family include:1. protection2. happiness3. unity4. education5. maintaining good familyname6. good social behaviour.2. Good moral behaviour

1. Leads in thediscussion of livingtogether as onefamily2. Uses questioningmethod to relatethe lesson to thestudents’ real lives.

Participate in thediscussion on theadvantages ofliving together asone family

Pictures showingthe happy moods offamily livingtogether

Students to : listsome of theadvantages ofliving together asone family

5 Meaning andtypes ofmarriage

Students should beable to:1.state the meaningof marriage2. list types ofmarriage

1. Meaning of marriage- it is the binding contractbetween the two parties thatjoins together their possessionsincome and lives or- a legal union between a manand woman2. Types of marriage- Christian marriage- Islamic marriage- Traditional marriage- Under the Act

Guides the studentsto:1. state themeaning ofmarriage2. explain the typesof marriage

1. Participate inthe discussion ofthe meaning ofmarriage2. Ask questionon the types ofmarriage

Pictures showingthe types ofmarriage in Nigeria

Students to:1. define marriage2. list and explaintypes of marriage

6 Purposes ofmarriage

Students should beable to:1. list the purposesof marriage2. explain thepurposes ofmarriage

Purpose of marriage- Procreation- Companionship- Satisfying economic andsocial needs- Sexual satisfaction- Protection- Growth in mutual love. Etc

Uses guideddiscussion to leadstudents to:1. Explain thepurpose ofmarriage

1. Participate indiscussion andsimulation2. Ask and answerquestions

Relevantsimulation gamesand cartoons

Students to:state the fivepurpose ofmarriage

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7 Readiness inmarriageI

Students should beable to:state the conditionsnecessary formarriage

Conditions necessary formarriage- Physiological fitness- Psychological fitness- Social stability- Financial readiness etc

Uses lead questionsto guide thediscussion on thecondition formarriage

1. Paricipate in thediscussion on theconditions necessaryfor marriage2. play activie role inthe simulation

1. Relevantsimulation games2. Games

Students to:list out any three

conditions formarriage

8 Readiness inMarriageII

Students should beable to:identify the effectsof lack of readinessin marriagerelationship

1. Effects of lack ofreadiness in marriage- Constant fight/instability- Divorce- Broken home etc

Uses simulation tolead the discussionon the effects oflack of readiness inmarriage

Play active roles inthe simulationexercise on theeffects of lack ofreadiness in marriage

Relevantsimulation gamesand cartoons

Students to:list three problemsassociated withnot being readyfor marriage

9 GroupBehaviourI

Students should beable to:1. define groupbehaviour2. list types of groupbehaviour

1. Meaning of groupbehaviour2. Types of groupbehaviour:- Mass action- Communal labour- Joining a protest ormarch- Participating in a fightor acting patriotically

Uses simulation andgames to explain tothe students bothcollective andcommunal labour.2. Invite a guestspeaker to talk to thestudents.

1. Prepare to usesimulation games.2. listen to guestspeaker, ask andanswer questions

Pictures of peopletaking collectiveactions

Students to:1. explain themeaning of groupbehaviour2. give examplesof groupbehaviour

10 Group BehaviourII

Students should beable to:explain thecharacteristics ofgroup behaviour

Characteristics of groupbehaviour- (Destructive – Negativeand constructive –positive) group behaviour

Uses guideddiscussions to leadstudents to:Give thecharacteristics ofgroup behaviour

1. Participate indiscussions andsimulations2. ask and answerquestions

1. Students socialstudies textbooks2. Videos of peoplecarrying out massprotest

Students to:state thedistinguishingcharacteristics ofgroup behaviour.


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1 GroupBehaviourIII

Students should beable to:mention somebenefits of positivegroup behaviour

1) Benefits of positivegroup behaviour. Companionship Survival and security Affiliation and status Power and control Achievement.

Uses guideddiscussions to leadthe students to1) Explain thebenefits of positivegroup behaviour.

1) Participate indiscussions andstimulation2) Ask and answerquestions.

1) Videos of peoplegaining frompositive groupbehaviour.2) Student’s socialstudies textbooks.

Students to:enumerate thebenefits of groupbehaviour.

2 Drug Abuse I Students should beable to:1) explain themeaning of drugabuse.2) identify thecommon ways drugsare abused.

1) Meaning of drug abuse2) Forms of drug abuse:- Stimulate e.g Cocaineand amphetamines.- Sleep – inducing drugs.- Powerful pain killers e.gOpium, heroine, cocaine.- Hallucination producingchemicals, e.g marijuana(India hemp)

Uses and relevantcharts to explain themeaning of drugabuse.2) Guides thestudents to discussthe ways drugs areabused.

Participate indiscussions.2) Visit rehabilitationcentres3) Ask and answerquestions.

Posters depictingabuse of drugs.2) Posters ofengaging in selfmedication.

Students to:1) give simplemeaning of drugabuse.2) list three formsof drug abuse.

3 Drug Abuse II Students should beable to:1) list the causes ofdrug abuse.2) explain the causesof drug abuse.

1) Causes of drug abuse. Close contact with

those that abuse drugs. Anxiety Easy access to drugs. Bad company

Guides the studentsto discuss the wayspeople can abusedrugs

1) Visit rehabilitationcentres2) Ask and answerquestions

1) Picturesdepicting abuse ofdrugs.2) Posters ofpersons sufferingfrom drug abuse.

Students to:1) state the causesof drug abuse2) discuss thecauses of drugabuse.

4 Drug Abuse III Students should beable to:list theconsequences ofdrug abuse

Consequences of drugabuse. Destroys the brain Accidents Drug dependent Ruins health etc.

Guides the studentsto:discuss the effects ofdrug abuse.

1) Visit rehabilitationcentres.2) Ask and answerquestions

Pictures showingthe effects of drugabuse.2) Posters ofpeople sufferingfrom drug abuse

Students to:state the effects ofdrug abuse.

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5 Drug Abuse IV Students should beable to:explain theconsequences ofdrug abuse

Consequences of drugabuse:- Destroys the brain i.emental disorder.- Accidents- Drug dependent- Ruins health- Death, etc.

1) Discuss theeffects of drug abuse2) Prepare and guidethe class todramatize the effects

1) Visit rehabilitationcentres.2) Ask and answerquestions.

1) Picturesdepicting effects ofdrug abuse.2) Posters ofpeople sufferingfrom drug abuse.

Students to:explain theconsequences ofdrug abuse onindividuals,society andinternationalcommunity.

6 Drug Abuse VI Students should beable to:1) mention ways ofpreventing drugabuse.2) explain thepreventing ways ofdrug abuse

1) Measures of preventingdrug abuse.- Education- Mass media- Strict vigilance- International agencies- Forming drug free clubs- Choosing good friends- Constructive use of timee.g sports, religiousactivities

1) Invites a guestspeaker to talk ondrug abuse and itsprevention.2) Arrange visit torehabilitationcentres.

1) Participate indiscussions.2) Participate in clubactivities.3) Ask and answerquestion.4) Listen to guestspeaker

1) Picturesdepicting abuse ofdrugs.2) Posters ofperson on self-medication3) NAFDAC andNDLEA posters.

Students to:list ways of

preventing drugabuse.

7 HarmfulSubstances I

Students should beable to:1) define harmfulsubstances.2) list and explainthe examples ofharmful substances.

1) Meaning of harmfulsubstances.2) Examples of harmfulsubstances- Rotten food- Unripe fruits- Tobacco- Alcohol (methaline)- White sugar in softdrinks.

1) Discuss meaningof harmfulsubstances.2) Guides thestudents to list theexamples of harmfulsubstances.

1) Participate indiscussion onharmful substances2) Ask and answerquestions

1) Pictures ofpeople takingexcess alcohol2) Posters ofpeople eatingunripe fruits.

Students to:1) state themeaning ofharmfulsubstances.2) mention theexamples ofharmfulsubstances.

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8 Harmful Substances II Students should beable to:mention the effectsor consequences ofharmfulsubstances.

Consequences or effectsof harmful substances. Vomiting Uncontrolled stooling Death Ill health etc.

1) Discuss theeffects of harmfulsubstances2) Invite a guestspeaker to talk onthe prevention ofharmfulsubstances.

1) Participate in thediscussion onharmful substances2) Ask and answerquestions

1) Pictures ofpeople suffereingfrom excessiveintake of alcohol.2) Students socialstudy textbooks.

Students to:give the effects orconsequences ofharmfulsubstances.

9 Drug Trafficking I Students should beable to:1) state themeaning of drugtrafficking2) identify reasonsfor trafficking indrugs.

1) Meaning of drugtrafficking2) Reasons fortrafficking drugs. Poverty Ignorance Greed- Lack of education

Guides the studentsto:1) Find out themeaning of drugtrafficking2) Identify reasonsfor drug trafficking

Participate indiscussion2) Listen to talk,take notes; ask andanswer questions.

Poster fromNDLEA,NAFDAC, customson drugstrafficking2) Newspapers3) Magazines4) Resourceperson. etc.

Students to:explain drugtrafficking andreasons fortrafficking.

10 Drug Trafficking II Students should beable to:list theconsequences ofdrug trafficking.

1) Consequences oreffects of drugtrafficking- Bad image for thecountry- Imprisonment- Death in some cases- Affects nationalsecurity- Negative impacts onthe economy.

Lead students ondiscussion on theeffects of drugtrafficking

Participate indiscussion Listen to talk, take

notes, ask andanswer questions. Go on excursions

1) Posters ofpeople in jail fortrafficking drugs.2) Visit to prisons,NDLEA and otheragencies.

Students to:mention the

effects of drugtrafficking.


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1 Drug Trafficking III Students should beable to:explain the effects

of drugstrafficking.

Explanation of theconsequences of drugtrafficking.- Bad image for thecountry- Imprisonment-Death in some casesetc.

Leads students toexplaining theeffects of drugtrafficking

Participate in theexplanation of drugtrafficking

1) Posters ofpeople in jail fordrugs.2) Visit to prisons,NDLEA etc.

Students to:explain theconsequences ofdrug trafficking.

2 Drug Trafficking IV Students should beable to:list and explain

ways of preventingdrug trafficking.

Prevention of drugtrafficking;- Equip lawenforcement agencies,i.e. NDLEA, police,immigration etc.- Vigilance on ourborders- Severe penalty foroffenders etc.

Taking students onvisit to relevantagencies; NDLEA,Prison, NAFDACetc.

1) Listen to takenotes2) Ask and answerquestions.3) Go on excursion.

Posters fromNDLEA, onsolution to drugtrafficking.

Students to:1) mentionpossible ways ofpreventing drugtrafficking.2) explain eachways ofpreventing drugtrafficking.

3 Contents of SocialStudies

Students should beable to:explain contents of

social studies andidentify itscomponents

Meaning of socialstudies contents:- Facts, concepts,generalization, skills,values and attitudesrelevant for learner andthe society etc.

Leads students tofind out themeaning andcomponents ofsocial studiesconcepts.

Listen and respondsto question in class

1) Studentstextbooks2) Social studiesmaterials etc.

Students to:explain concepts

and components ifsocial studiesconcepts.

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4 Role of extended Students should beable to:recall the types of

people who makeup the extendedfamily and theirroles in childdevelopment

1) Members ofextended family:Grandparents, Uncles,Aunties, Cousins,Nephews and Niecesetc.2) Roles of extendedfamily members inchild development.- Act as agent ofsocialization- Share folk loves- Learning how to relateto elders, youngerfamily members andpeers.- Support the nuclearfamily memberswhenever the needarises etc.

1) Explains theconcept ofextended familymembers using thefamily tree.2) Guides aquestion andanswer session inchild development

1) Participate in thediscussion byinterpreting thefamily tree.2) Question andanswer session.

1) The extendedfamily tree2) Relevantpictures and charts.

Students to:1) compile a listof people whomake up theextended familytree.2) compile a listof the roles whichthose membersplay in a child’sdevelopment.

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5 Human Trafficking I Students should beable to:1) explain themeaning of humantrafficking2) highlight thefactors responsiblefor children andwoman trafficking.

Meaning of humantrafficking;- Recruiting,transporting andtransferring of personsacross borders (nationaland international) withthe intention to deceiveand exploit them.- Factors responsible forchildren and womentrafficking.- False hope ofeducation abroad.- Poverty- Increase in demand forforeign workers- Growth in sex andentertainment industryabroad.

Uses debate andbrain storming toelicit responsesfrom students on:a. the meaning ofhuman trafficking.b. factorsresponsible forchildren andwomen trafficking.

1) Participateactively indiscussion anddebates.2) Listen to guestspeaker, take notesand answer questionfrom the resourceperson and theteacher.

1) Posters2) Resource person3) Charts etc.

Students to:1) explain themeaning ofhuman trafficking.2) outline fivefactorsresponsible forchildren andwomentrafficking.

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6 Human TraffickingII

Students to be ableto:state the socialeffects orconsequences ofchildren andwomen trafficking.

Consequences or effects ofhuman trafficking: Loss of human resource Life of crime, addiction Sexual violence Loss of human dignity Weakens ties of family

love and influence etc.

Invite a guestspeaker to give atalk on the effectsof humantrafficking

Listen to guestspeaker, take notesand ask questionfrom the resourceperson and teacher.

1) Posters2) Video/ Film3) Resource person4) Charts etc.

Students to:state fiveconsequences oftrafficking inchildren andwomen.

7 Human TraffickingIII

Students should beable to:suggest possibleways of preventinghuman trafficking

Preventive measures ofhuman trafficking Mass media Awareness raising Advocacy Legislation etc.

1) Invite a guestspeaker to give atalk on humantraffickingprevention.2) Constitutesmock courts wherestudents trychildren andwomen traffickers.

Listen to guestspeaker, take notesand ask questionsfrom the resourceperson and theteacher.

1) Posters2) Video/film clips3) Resource personand4) Charts, etc.

Students to:suggest way ofpreventing humantrafficking.

8 Harmful traditionalpractices I

Students should beable to:1) explain themeaning ofharmful traditionalpractices2) describe types ofharmful traditionalpractices inNigeria.

1) Meaning of harmfultraditional practices2) Types of harmfultraditional practices: Use of Children for

begging Child agric labour Female circumcision Early marriage etc.

Guides students toexplain harmfultraditional practices2) Acts as afacilitator andcollates learningexperience.3) Uses storytelling to guidestudents to identifyharmful traditionalpractices inNigeria.

Find out aboutharmful traditionalpractices in theircommunity fromtheir parents and oldpeople around themand report to class.

Relevantliterature/documents (e.g theconstitutioninternational andlegal agreement onhuman right.

Students to:1) define harmfultraditionalpractices2) list any fourharmfultraditionalpractices inNigeria.

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9 Harmful traditionalpractices III

Students should beable to:state the socialeffects of harmfultraditionalpractices.

1Consequences oreffects of harmfultraditional practices. Exploitation of

children Deprivation of

schooling Deprivation of sexual

pleasure VVF etc.

Uses problemsolving approach,mock courts andcontrived situationto illustrate theconsequences offharmful traditionalpractices.

Participate indiscussion onharmful traditionalpractices.

Films and videos Photographs Posters Charts

Students to:1) analyze theeffects of harmfultraditionalpractices2) list four ofthem.

10 Harmful traditionalpractices III

Students should beable to:suggest ways ofpreventing harmfultraditionalpractices inNigeria/communities

1) Preventive measuresto eliminate harmfultraditional practices. Public enlightenment

through the use oflocal languages Consultation with

traditional institutionsby government healthofficials. Legislation etc.

Uses problemsolving approach,mock courts andcontrived situationto illustrate ways oferadicating harmfultraditionalpractices.

1) Participate indiscussion ontraditional harmfulpractices.2) Actively discussin problem-solving,mock courts etc.

Films and videos Photographs Posters Charts Students social

studiestextbooks etc.

Students to:list and explainways oferadicatingharmfultraditionalpractices inNigeria.


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CIVIC EDUATIONJS II

FIRST TERM

SUB-THEME: OUR VALUES

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1 National ValuesIntegrity I

Students should beable to:(1) explain themeaning ofintegrity.(2) describeattributes of peopleof integrity.

(1) Meaning ofintegrity.(2) Attributes ofintegrity.-Probity, honesty-Contentment-Truthfulness-Fair-play-Non-Compromiseof principles etc.(3) Examples ofpeople of integrityin the society.

(1) Guides discussionon-meaning ofintegrity.(2) Guides thestudents to mentionsome attributes ofintegrity.(3) Reads the citationof people of integrityand guides studentsto identify the specialattributes of thepeople .

(1) Contribute todiscussion, askquestions and takenotes.(2) Identify peopleof integrity in theircommunity.

(1) Textbooks(2) Newspapers(3) Magazines(4) Biographies(5) Documentaries(6) Citations

Students to:(1) explain themeaning ofintegrity.(2) list fiveattributes ofintegrity.(3) state threepeople ofintegrity in thecommunity.

2 National ValuesIntegrity II

Students should beable to:(1) discuss the needto have people ofintegrity in thesociety.(2) explain theconsequences oflack of integrity.

(1) Need for peopleof integrity in thesociety e.g.communitydevelopment,peaceful co-existence models forthe young ones etc.(2) Consequences oflack of integrity.

(1) Guides discussionof the importance ofintegrity.(2) Guides thestudents to compilefolklores that teachesthe consequences oflack of integrity.

(1) Identify theneeds of integrity inthe society.(2) Compilefolklores onintegrity.

(1) Textbook(2) Folklore(3) Cartoons(4) Magazines

Students to:(1) describe theimportance ofhaving people ofintegrity in thecommunity.(2) list twoconsequences oflack of integrity.

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3 National values:contentment

Students should beable to:(1) explain themeaning ofcontentment(2) describe theattributes ofcontentment

(1) Meaning ofcontentment.(2) Attributes ofcontentment-Satisfaction-Lack of envy-Rejections of greedand corruption-Humility etc.

(1) Guides students toexplain in details themeaning ofcontentment.(2) Ask students tocompile localsayings, adage andproverbs thatpromote contentment.

(1) Listen andcontribute todiscussion.(2) Ask questionsand take notes.

(1) Textbook(2) moral instructionbooks(3) Magazines

-Corrupt practices andother related offices act2000-Cartoons

Students to(1) Explaincontentment.(2) List fourattributes ofcontention.(3) List twoadages andproverbs tosupportcontentment.

4 National values:contentment

Students should beable to:(1) identify thebenefits ofcontentment.(2) identify theconsequences oflack ofcontentment.

(1) Benefits ofcontentment(2) Effects of lack ofcontentment onsociety.-Corruption-Greed-Envy-Theft-Prostitution-Robbery-Cheating etc.

(1) Guides thestudents on thebenefit ofcontentment.(2) Guides thestudents to dramatizethe effects of lack ofcontentment in thesociety.

(1) Listen and-Participate indiscussion/askquestions and writenote.(2) Identify effectsof lack of contentionof the society.

(1) Textbook(2) Moral instructionbooks.

Students to:(1) state fourbenefits ofcontentment.(2) state threeconsequences oflack ofcontentment.

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5 National values:discipline

Students should beable to:(1) explain themeaning ofdiscipline.(2) list and explainattributes of adisciplined person.

(1) Meaning ofdiscipline.(2) Attributes ofdiscipline.-Self control-Moderation-Modesty-Respect forlegitimate authority.-Respect for ruleand regulations-Perseverance-Dedication etc.

(1) Guided discussionon-The meaning ofdiscipline-The attributes ofdiscipline.(2) Asks students tonarrate personalexperiences thatdemonstrate someattributes ofdiscipline.

(1) Participate inclass discussion askquestions take notes.(2) Narrate personalexperiences ondisciplinedbehaviour in theschool.(3) Role-play someattributes ofdiscipline.

(1) Textbooks-Posters-Cartoons(2) Relevant publications(3) School rules andregulation.(4) Dictionary

Students to:(1) definediscipline.(2) state fourattributes ofdiscipline.

6 National values:Discipline

Students should beable to:(1) list the variousbenefits ofdisciplinedbehaviour.(2) explain thelisted benefits ofdisciplinedbehaviour.

The benefits ofdiscipline in the(a) School(b) Society

(1) Guides student onthe benefits ofdiscipline in theschool and society.(2) Give studentsassignment.

(1) Participate indiscussion.(2) Write note onthe benefit ofdiscipline in theschool and society.(3) Do theassignment.

(1) Textbooks(2) School rules andregulation.

Students to:(1) state threebenefit ofdiscipline in theschool andsociety.(2) explain twobenefits.

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7 National values:Discipline

Students should beable to:(1) explainindiscipline(2) list theconsequences ofindiscipline on theindividual and thesociety(3) discuss indetails theconsequences ofindiscipline ontheir individual-Family and-Society .

(1) Meaning ofindiscipline.(2) The consequencesof indiscipline on the(a) Individual(b) Family and(c) Society

(1) Guideddiscussion on themeaning ofindiscipline and theconsequences ofundisciplined.(2) Asks students tonarrate personalexperience thatdemonstrate someconsequences ofindiscipline on theindividual andsociety.

(1) Identify theconsequences ofindiscipline on theindividual andsociety.(2) Participate indevelopment ofcheck-list.(3) Ask questionstake questions andnote.

(1) Textbook(2) Poster(3) Cartoons(4) School rules andregulation(5) Dictionary(6) Relevant publication

Students to:(1) defineindiscipline.(2) state threeconsequences ofindiscipline.

8 National values:courage I

Students should beable to:(1) explain themeaning ofcourage.(2) identify typesof courage(Physical moraland religious).

(1) Meaning of couragee.g. exercise boldnessin carrying out positiveactivities in community.(2) Types of courage-Physical courage (Thewillingness to exercisephysical energy is getthings done).

Guided students to:(1) Explain themeaning of courage.(2) List types ofcourage and explaintheir meaning.

(1) Listenattentively toteacher explanation.(2) Listen andparticipate in classdiscussion to storiesof courageous actionby heroes andheroines in theircommunity.

(1) Textbooks(2) Pictures of heroesand heroines(3) Home videos(4) Newspaper report(5) Poster(6) Documentaries(7) Recorded radio andTV. Programmes(8) Biographies

Students to:(1) explain themeaning ofcourage.(2) list threetypes of courage.(3) explain thethree types ofcourage.

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9 National values:courage II

Students should beable to:(1) state theattributes of acourageousindividual/society.(2) explain theattributes of acourageousperson/society.

Attributes ofcourageous persons-Commitment-Endurance-Determination-Steadfastness-Diligence-Boldness-Bravery etc.

(1) Leads students toidentify the attributesof courageouspersons.(2) Guides students todemonstrate someattributes of couragee.g. bold, bravery etc.

(1) Participate inclass discussion askquestions(2) Writes note oncourageous stepstaken in school(3) Participate inguestleetives.

(1) Book(2) Pictures(3) Biographies(4) Cartoons

Students to:(1) List attributesof courageouspersons.(2) Explain theattributes.

10 National values:courage III

Students should beable to(1) explain theneed for moralcourage in-An individual-The family(2) state the effectof lack of courage

(1) The need formoral courage in(a) An individual(b) The family(2) The effect orconsequences oflack of courage

(1) Leads the studentsto identify the needfor moral courage(2) Invites guestlecturers or fromrelevant agencies e.g.ICPC, EFCC, policeto talk on the topicetc.

(1) Participate inclass discussion askquestion and writenotes(2) Participate inguest lecturers

(1) Books(2) Cartoons(3) Newspaper report(4) Documentaries(5) Recorded radio andTV programmes

Students to:(1) list threeneeds for moralcourage.(2) list twoexamples ofclass monitorsthat have takencourage steps.

11&12

REVISION AND EXAMINATIONS

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CIVIC EDUATIONJS II

SECOND TERM

SUB-THEME: GOVERNMENT

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1 Nigeria as aFederation

Students should beable to:(1) explain themeaning offederation.(2) explain theneeds forfederation andfederal system.

(1) Meaning offederation.(2) Needs forfederation-National integration-Unity in diversity-Controllingactivities of states.

(1) Guides student-Explain the meaningof federation.(2) Discuss the needsfor federation.

Contribute in classdiscussion on:(1) The meaning offederation.(2) The needs forfederation.

(1) Textbooks(2) Relevant publications.(3) Political maps(4) Nigeria constitution.

Students to:(1) explain themeaning offederation.(2) explain theneeds forfederation.

2 Nigeria as afederation II

Students should beable to:(1) describe thecharacteristics of afederation.(2) state thedangers of failuresof federalism in anethnically diverseand culturallyplural society.

(1) Characteristicsof a federation.-Sharing of powerbetween central andstate government-States haveconstitutionallydefined control overtheir own affairs.-Central governmentcontrol the states-Constitution offederal system.

Leads the students to:(1) describe thecharacteristic of afederation.(2) give studentsreading assignment.

Participate in classdiscussion on(1) Thecharacteristics of afederation.(2) Carry out groupwork on dangers offailed federalism.

(1) Relevant textbooks.(2) Political maps.(3) Nigerian constitution.

Students to:(1) describe thecharacteristics ofa federation.(2) discussdangers offailure offederalism in anethnicallydiverse andcultural pluralsociety.

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3 Relationshipbetween federalstate and localgovernment I

Students should beable to:(1) explain the threetiers of government.(2) identify nature ofrelationship amongfederal, state andlocal government.

(1) The three tiers ofgovernment.(2) Relationship-Perform function accordingto constitutional provision-Power to legislate-Power to carry out functionin accordance withconstitutional provision.-Provide form of governanceetc.

(1) Explains tostudents the threetiers of governmentfederal, state andlocal.(2) Engagesstudents in classdiscussion throughquestion andanswer sessions.

(1) Participate inclass discussion.(2) Ask questionsand write notes.

(1) Textbooks(2) Documentary(3) The Nigerianconstitution.-Newspaper andmagazine articles.

Students to:(1) list the threetiers ofgovernment.(2) list three typesof relationshipamong federal,state and localGovernment.

4 Relationshipbetween federalstate and localgovernment II

Students should ableto:(1) list areas ofdifference betweenthe federal, state andlocal government.(2) explain the areaslisted in the above.

(1) Difference among thethree tiers of government.-Functions-Legislative powers-Concurrent and exclusivepowers etc.

(1) Cities examplesto bring out thedifference amongthe three tiers ofgovernment.(2) Give studentsassignment on thefunctions of thethree tiers ofgovernment.

(1) Take part inthe guideddiscussion, askquestions and takenote.(2) Do theassignment.

(1) Textbooks(2) Political maps(3) Nigerianconstitution-Magazines articlesand newspaper.

Students to:(1) list three areasof differencesbetween federalstate and localgovernment.(2) discussconcurrent andexclusive powersof government.

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CIVIC EDUATIONJS II

SECOND TERM

SUB-THEME: HUMAN RIGHTS AND THE RULE OF LAW

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5 The Rule ofLaw I

Students should beable to:(1) state andexplain themeaning of law andthe rule of law.(2) explain thebenefits of the ruleof law.

(1) The meaning oflaw and the rule oflaw.(2) The benefits ofthe rule of law andagainst arbitraryrule.

(1) Guides studentsthrough classdiscussion on themeaning of law andrule of law.(2) Asks students toidentify the benefitsof the rule of law asagainst arbitrary rule.

(1) Take part in theguided discussionsand take notes.(2) Identify thebenefits of the ruleof law as againstarbitrary rule.

(1) Posters(2) Video clips(3) Books(4) Chart flyers posters,picture flash cards.

Students to:(1) explain themeaning of lawand rule of law.(2) identify threebenefits of therule of lawagainst arbitraryrule.


6 The Rule ofLaw II

Students should beable to:(1) identify someoffences for whichan individual canbe found guilty andpunished under thelaw.(2) explain themeaning of thestatement “The lawis no respecter ofpersons”.

(1) Punishment forbreaking the law.(2) Equality of allcitizens before thelaw.

(1) Asks student todo an assignment findout examples ofoffence for which anindividual can befound guilty andpunished under thelaw.(2) Organizes adebate on the equalityof all individualsbefore the law andguides the students.

(1) Do theassignment given.(2) Participate inclass debate.

(1) Relevant textbooks(2) Video clips(3) Chart flyers(4) Picture posters

Students to:(1) identify tenoffences peoplecan be foundguilty of andpunished underthe law.(2) discuss thestatement “Thelaw is norespecter ofpersons” .

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7 Protection ofhuman rightsand the rule oflaw I

Students should beable to:(1) define humanrights.(2) explain howindividuals andgroups can assistsin protectinghuman rights andthe rules of law.

(1) Definition ofhuman right.(2) Ways ofprotecting humanrights-Representing theaffected persons incourt-Drawing attentionto class of humanrights violationsthrough-Protest matches-Media coverage-Hunger strike

(1) Define humanright.(2) Guides studentsthrough discussion toexplain howindividuals andgroups can assist inprotecting citizen’srights.

(1) Take part inclass discussion askquestions and takenotes.(2) Carryoutassignment onidentifying groupsand individual whoassist in protectingcitizen rights.

(1) Textbooks(2) Publications of civilsociety(3) Newspaper report andmagazine articles(4) Video clips(5) flip chart poster etc.

Students to:(1) define humanrights.(2) explain howindividuals andgroups helpprotect humanright of citizens.

8 Protection ofhuman rightsand the rule oflaw II

Students should beable to:(1) identify somegroups that help inprotecting thehuman right ofcitizen.(2) explain theirvarious functions.

(1) Groups thatassist in protectinghuman rights ofcitizen examples-Civil society-Organization e.g.CLO, CDHR, CRP,etc.).-Trade unions-student unions-Ethnic associations-Legal aid council.

(1) Give studentsassignments toidentify groups thatassist in protectinghuman rights ofcitizen.

(1) Participate inclass discussion.(2) Do theassignment.

(1) Books(2) Publication of civilsociety organization.(3) Newspaper reportsand magazine.

Students to:(1) identify fourgroups that assistin protecting thehuman right ofcitizen(2) state twofunctions ofthose groups.

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9 Consumer rightandresponsibilitiesI

Students should beable to:(1) defineconsumer rightsandresponsibilities.(2) list and explainthe eight universalconsumer right.(3) explain theuniversal consumerright.

(1) Definition ofconsumer rights andresponsibilities.(2) Universal right of aconsumer right to:-satisfaction of basicneeds-safety-information- choose-redress-consumer education-representation to beheard-health environment.

(1) Definesconsumer rights andresponsibilities.(2) Explains each ofthe eight universalconsumer rights.

(1) Participate inclass discussion.(2) Write eightconsumer rightsrole-play the right ofconsumers.

(1) Posters(2) Video clips(3) Books(4) Charts flyersposters, picture flashcards.

Students to:(1) defineconsumer rightsandresponsibilities.(2) explainuniversalconsumer rights.

10 Consumer rightandresponsibilitiesII

Students should beable to:(1) list theconsumerresponsibilities.(2) explain each ofthe consumerresponsibilities.

(1) The responsibilities ofconsumer.-Be aware-Demand and keep proofsof transaction e.g.receipts, invoice warranty.-Think independently-Speak out-Respect the environment.

(1) Guides studentsthrough discussionthe responsibilitiesof a consumer(2) Demonstrate theresponsibilities.

(1) Participates inclass discussion(2) Role-play theresponsibility.

(1) Posters(2) Video chips(3) Books(4) Chart flyers(5) Posters, flashcards

Students to:(1) list fourduties ofconsumers.(2) explain threeresponsibilitiesof a consumer.

11&12


116

CIVIC EDUATIONJS II

THIRD TERM

SUB-THEME: DEMOCRACY

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1 Democracy I Students should beable to:(1) definedemocracy.(2) enumerate thefeatures ofdemocracy.(3) explain thebenefits ofdemocracy.

(1) Meaning ofdemocracy.(2) Features ofdemocracy(3) The benefits ofdemocracy to:-The citizen-The nation(Nigeria).

(1) Leads class indiscussion on themeaning and featuresof democracy.(2) Guides thestudents on thebenefits ofdemocracy.

(1) Read books,newspapers etc. andreport on thefeatures ofdemocracy.(2) Participate inclass discussionthrough questionand answers.

(1) Textbooks(2) The Nigerianconstitution(3) Video clips.

Students to:(1) explain themeaning ofdemocracy.(2) enumeratethree feature ofdemocracy.(3) outline threebenefits ofdemocracy-The citizen-The nation.

2 Democracy II Students should beable to:(1) identifydemocraticinstitution inNigeria and theirroles.(2) state theimportance ofdemocracy.

(1) Democraticinstitutions and theirfunctions.-INEC-Political parties-Pressure group-Arms ofGovernment(2) Importance ofdemocracy.

(1) Uses relevantpublication to guidestudents to identifydemocratic.institution in Nigeriaand their functions(2) Guides thestudents on theimportance ofdemocracy.

(1) Participate inclass discussionthrough questionsand answers.(2) Read books onthe democraticinstitutions.

(1) Picture of democraticinstitutions.(2) Relevant publications.(3) Books(4) The Nigeriaconstitution.(5) Textbooks

Students to:(1) identify twodemocratic.institutions inNigeria(2) discuss threefunctions ofthese institutions.

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3 Pillars ofDemocracy I

Students should beable to:(1) explain pillarsof democracy.(2) list and explainpillars ofdemocracy.

(1) Meaning ofpillars ofdemocracy.(2) Pillars ofdemocracy.-People, democraticinstitution-Rule of lawtransparent electoralprocess-Majority rule andminority right etc.

(1) Guides studentsto:-define and explainpillar of democracy(2) list and explainpillars of democracyin details.

(1) Read books,newspapers etc. andreport on the pillarof democracy.(2) Participate inclass discussion.

(1) Textbooks(2) The Nigeriaconstitution.(3) Picture of democracyinstitution.(4) Relevant publication(5) Video clips.

Students to:(1) define andexplain pillars ofdemocracy.(2) list threepillars ofdemocracy.

4 Pillars ofDemocracy II

Students should beable to:(1) discussfunctions of eachpillar in relation toworking ofdemocracy.(2) relate eachpillars to presentdemocratic setting.

(1) Functions ofeach pillar inrelation to workingof democracy.

(1) Leads class indiscussion of thefunction of eachpillar in relation toworking ofdemocracy and in thepresent democracysetting.

(1) Participate inclass discussion(2) Conduct groupexercises focused onidentifying pillars ofdemocracy.

(1) Textbooks.(2) The Nigerianconstitution.(3) Relevant publication(4) Pictures of democraticinstitution.(5) Video clips

Students to:(1) discussfunctions of eachpillar in relationto working ofdemocracy.(2) relate eachpillar to presentdemocraticsetting.

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5 Election andVoter’sResponsibilitiesI

Students should beable to:(1) explainelection, voters andvoting.(2) differentiatebetween varioustypes of elections.

(1) The concepts ofelection, voters andvoting.(2) The differencebetween varioustypes of elections.

(1) Guides studentsto: discussing theconcept of election,voters and voting.(2) Identifyprocedures, for thedifferent types ofelections.

(1) Listen andparticipate in theclass discussion.(2) Read and gatherinformation givenbooks.

(1) Voters educationhandbooks.(2) The Nigerianconstitution.(3) INEC publications.

Students to:(1) define theconcept ofelections votersand voting.(2) list five typesof elections.

6 Election andVoterResponsibilitiesII

Students should beable to:(1) enumerate thequalifications forelection(2) discuss theresponsibilities of avoter

(1) The basicqualifications forelection.(2) Theresponsibilities of avoter.

(1) Invites electoralofficer to givestudents a talk on-Qualification forelection.-Voting procedures-Need for peacefulelection and-Importance ofelection etc.(2) Gives assignmenton the topic.

(1) Listen to talk askand answerquestions.(2) Do assignmentsgiven.

(1) Voter educationhandbooks.(2) The Nigeriaconstitution.(3) INEC publications.

Students to:(1) state thequalification forelections.(2) identify tworesponsibilitiesof a voter.

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7 Election andVotersresponsibilitiesIII

Students should beable to:(1) describe theprocedure forvoting.(2) discuss theimportance ofelection.

(1) The procedure forvoting.(2) The importance ofelection.

(1) Leads class indiscussion of theprocedure for votingand the importanceof election.(2) Give studentsreading assignment.

(1) Read and gatherinformation frombooks.(2) Participate inclass discussion.

(1) Voter educationhandbooks.(2) The Nigerianconstitution.(3) INECpublications.

Students to:(1) explain theprocedure forvoting(2) state threeimportance ofelections.

8 ElectoralMalpractices I

Students should beable to:(1) explainelectoralmalpractices.(2) list and discussthe forms ofelectoralMalpractices.

(1) Meaning of electoralMalpractices(2) Forms of electoralmalpractices-Fake ballots paper andmanipulation of votes,multiple voting-Artificial scarcity ofelectoral materials-Underage voting-Huggery andintimidation-Financial inducementand other corruptpractices-Fake manifestoes

(1) Guides studentson the meaning ofelectoralmalpractices.(2) Guides studentsto collectinformation onelectoralmalpractices fromseveral sources.

(1) Read newspapers,Magazines andpublication INECreleases.(2) Listen and askquestions.(3) Collectinformation onelectoralmalpractices.

(1) Textbooks(2) The constitution.(3) INECpublications.(4) Papers andposters.

Students to:(1) explainmeaning ofelectoralmalpractices.(2) list four typesof electoralmalpractices.

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9 ElectoralMalpractices II

Students should beable to:(1) mention thecauses of electoralmalpractices.(2) explain indetails the causesof electoralmalpractices.

(1) The causes ofelectoral malpracticeand(2) Consequences ofelectoral practices.

(1) Leads students tomention the causes ofelectoralmalpractices.(2) Explain in detailsthe causes ofelectoralmalpractices.

(1) Participate inclass discussion ofelectoralmalpractices.(2) Listen and asksquestions.(3) Write notes

(1) Textbooks(2) The Nigerianconstitution.(3) INEC publication.

Students to:(1) identify twocauses ofelectoralmalpractices.(2) enumeratethreeconsequences ofelectoralmalpractices.

10 ElectoralMalpractices III

Students should beable to:(1) discussmeasures forpreventingelectoralmalpractice inNigeria.(2) suggest solutionfor overcomingelectoralmalpractices inNigeria.

(1) Preventingelectoralmalpractices.(2) Solution to theproblems ofelectoralmalpractices.

(1) Guides student onthe discussion ofpreventing electoralmalpractices.(2) Leads student onthe solution to theproblems.

(1) Listen and askquestions.(2) Read papersmagazines andINEC releases forinformation.

(1) Textbooks(2)Newspaper(3) INEC publication.

Students to:(1) discussmeasures forpreventingelectoralmalpractices inNigeria.(2) identify threesolutions to theproblem ofelectoralmalpractices.

11&12


121

CHRISTIAN RELIGIOUS STUDIESJS II

FIRST TERM

SUB-THEME: THE EARLY LIFE OF JESUS

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 The Birth ofJesus I

Students should beable to:1. mention instancesthe birth of Jesus wasannounced2. narrate the story ofthe birth of Jesus

1. The annunciation Isaiah9:6-7. Matt 1:22 and 23Lk 1:2-352. The birth of Jesus Mtt1:18-25, Lk 2:1-7

1. Initiates and leadclass discussion on- The annunciation- The birth of Jesus2. Guide the students toread the Bible passages

1. Participate inclass discussion2. Read outrelevant biblepassages3. Dramatize thebirth of Jesus

1. The Holy Bible2. Drama costume,charts pictures,filmstrip videocassettes, giftduring birth

Students to:1. name the oldtestamentprophets whoannounced thebirth of Jesus2. what is theimportance of the“virgin birth”

2. The Birth ofJesus II

Students should beable to:1. describe the visitof the wise men toBaby Jesus2. state thesignificance of thegifts presented

1. The visit of the wisemenMatt 2:1-122. The shepherds visit Lk2:8-20

1. The visit of the wisemen2. Leads students todramatize the visit ofthe shepherds

1. Read outrelevant Biblepassages.2. Answerteacher’s question3. Dramatize thevisit of theshepherd

The Holy BiblePicturesGift during birthVideo cassettes

Students to:1. list the threepresents given toJesus by the wisemen2. write threeSignificant of thegift

3 The Birth ofJesus III

Students should beable to:1. explains thevirginity2. state the value ofvirginity before andafter marriage3. list fiveconsequence of sexbefore or pre-marital

The Value of virginitybefore and after marriagee.g.- Free from STDS- HIV/AIDS- GUILT- Unwanted- Pregnancy- Abortion- Death

1. Explains the meaningof virginity2. Explains the natureof many pregnancy andthe meaning3. Write thesignificance of thevirgin birth4. Leads classdiscussion on thesediseases they willcontact if they have sexbefore marriage

Answer teachersquestions

Picturescharts

Students to:1. what isvirginity2. list fiveconsequences ofsex beforemarriage or pre-marital

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FIRST TERM

SUB-THEME: THE EARLY LIFE OF JESUS

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4 Jesus and hisfamily

Students should beable to:1. give the names ofthe brothers of Jesus2. state Joseph’sprofession3. state who areregarded by Jesus asmembers of “His truefamily”

1. Jesus and hissiblings Mtt 13:53-56 Matt 12:46-502. Jesus obeyed hisparents Lk 2:51-523. JesusUnderstanding offamily Mtt 12:46-50

1. Lead classdiscussions on Jesusand his siblings2. Play films or videocassettes for students3. Lead class discussionon the need to work fora living in our work4. Discusses variousaspects of professions5. Leading students todress in differentprofession

1. Listen to theteacher and askquestion2. Dramatizationcopy down thenotes

The Holy BibleBible pictureBible filmPicturesPosters of differentprofession

Students to:1. write the meaning ofsiblings.2. name at least threebrothers of Jesus3. explain who qualifiesas “true” members ofJesus family4. state Joseph’sprofession5. mention two morallessons they learn fromJesus lie amongmembers of his family

5 Jesus and hisfamily

Students should beable to:1. mention five otherprofession apart fromcarpentry2. state one lessonfrom the unit

Other professionsmoral lesson

Lead class discussionon aspects of otherprofession play role

Listen to theteacher and askquestionsDramatizationcopy down thenotes

The Holy BibleBible picturesBible film pictures

Students to:mention five otherprofession apart fromcarpentryState one lesson from theunit

THEME: BAPTISM AND TEMPTATION OF JESUS

6 The baptismandtemptation ofJesus I

Students should beable to:1. narrate the story ofJohn the Baptist asforerunner of Jesus2. explain what isforerunner of Jesus

The forerunner ofJesus Mk 1:1-8 Lk3:1-20

Leads class discussionon:1. The forerunner ofJesus- Food- Cloth2. Guides Bible readingof relevant passage

1. Participate inclass discussion2. Ask and answerteacher’s question3. Read relevantbible passage

The Holy bibleBible pictures

Students to:1. state the meaning offorerunner2. describe the dressingand food of John theBaptist

123


FIRST TERM

SUB-THEME: BAPTISM AND TEMPTATION OF JESUS

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TOPICPERFORMANCE

OBJECTIVESCONTENT


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EVALUATIONGUIDE

TEACHER STUDENTS

7 The baptismandtemptation ofJesus II & III

Students should beable to:1. narrate the story ofJesus baptismdifferentiate baptismof Pentecostal andother churches2. explain what istemptation3. mention the 3temptations of Jesusand explain theirsignificance

1. The Baptism ofJesus Matt 3:13-17,Mk 1:9-11, Lk 3:21-222. The Temptation ofJesus Matt 4:1-11,Mk 1:12-13 Lk 4:1-133. The Significanceof the temptation ofJesus

1. Role Play2. leads classdiscussion on thebaptism of Jesus3. Dramatize thesignificance ofBaptism andtemptation

1. Dramatize2. Ask and answerteachers questions3. Real relevant4. Bible passages

The Holy BibleBible picturesChartsFilms

Students to:1. what is baptismdifferentiate baptism ofPentecostal from otherchurches2. mention threetemptations of Jesus andhis reply to each givetwo significance of thebaptism

8 Sometemptations inNigeria todayand ways ofovercomingthem

Students should beable to:outline somecommon temptationon our societysuggest three ways ofovercoming them

Temptations inNigeria today waysof overcoming them

Temptations inNigeria today

1. Participate inclass discussion2. Ask and answerteacher’s question

FilmsBible pictures charts

Students to:1. list five temptation inNigeria2. write 3 ways ofovercoming them.

9 Thepresentationof Jesus in thetemple

Students should beable to:1. give another nameof presentation in ourpresent time in thechurch2. narrate the story ofJesus presentation inthe temple

Jesus presented in theTemple Luke 2:21-2

Initiates and leadsclass discussion onfirst born of hisparents, had to bepresented to the Lord.2. The importance ofa child’s presentationin the church3. Lead studentsdramatization theJesus presentation

Participate in classdiscussionAnswer teacher’squestionDramatize thepresentation ofJesus

The Holy BibleDramaCostumes charts,pictureFilm strip

Students to:1. explain why was Jesuspresent in the temple2. why is a Christianchild presented to thechurch3. why did Mary have topurity herself

124


FIRST TERM

SUB-THEME: BAPTISM AND TEMPTATION OF JESUS

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

10 The prophecyof Simeon andthe prophecyof Anna

Students should beable to:1. give reasons whywas Simeon in thetemple all the time2. explain what didAnna say about Jesus

1. The prophecy ofSimeon Luke 2:25-35, 36-402. The significance ofthe prophecy ofSimeon3. The prophecy ofAnna Luke 2:36-40The significance ofthe prophecy of Anna

Role play Explainsthe prophecy Simeonand prophecy ofAnna

Answer & teachersquestionsDramatize theprophecy ofSimeon and theprophecy off Anna

The Holy bibleDramsPicturesGift during thepresentation of achild

Students to:1. another name forpresentation in thispresent time is called.2 nunc Dimittis was saidby Anna was thedaughter of and tribe of


125


SECOND TERM

SUB-THEME: CALL OF THE DISCIPLE

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 Call of theDisciples I

Students should beable to:1. give the meaningof disciple2. name the first fourdisciples of Jesus3. give an account ofhow they were called

Meaning of a discipleJesus Calls His fourdisciplesMatt 4:18-22Mark 1:14-20Luke 5:1-11John 1:35-51

1. Leads classdiscussions onmeaning of theDisciple2. Discuss on thecallings of thedisciple and the gainsof answering call

1. Participate inclass discussions2. Participate ndramatizing thecall of the twelvedisciple

The Holy BibleBible picturesChartsFilms showing thecall

Students to:1. give the meaning ofdisciples2. give two reasons whyJesus called His disciples3. name the first four (4)disciples of Jesus

2. Call of theDisciples II

Students should beable to:names the twelvedisciples, narrate thesignificance of theselection of thetwelve disciples

Jesus calls the twelvedisciples/ ApostlesMatt 10:2-4, Mk3:13-19 Lk 6:12-16

Leads class todramatize the call ofthe twelve disciples

Participate indramatizing thecall of the twelvedisciples

The Holy BibleThe Bible picturesFilms showing thecall

Students to:list the twelve disciplesof Jesus

3 Call of theDisciples III

Students should beable to:state the demands ofdiscipleship

The demand ofdiscipleshipMat 8:18-22Lk 9:57-62Lk 14:25-34

Explains to studentsthe different wayspeople are called toserve God today

Read materialsconcerning peoplewho receivedGod’s Call

The Holy BibleBible pictures charts

Students to:list three demands ofdiscipleship

SERMON ON THE MOUNT4 Sermon on the

Mount IStudents should beable to:1. give another namefor sermon on themount or beatitudes2. recite thebeatitudes

The beatitudes Mtt5:1-12

Leads classdiscussions on theteaching of Jesus onthe mountain

1. Participate inclass discussion2. Study andmemorize thebeatitudes3. Read relevantbible passages

They Holy BiblePostersBible picturesChart and films

Students to:1. recite meaningfullythe beatitudes2. another names forbeatitudes is

126


SECOND TERM

SUB-THEME: SERMON ON THE MOUNT

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

5 Sermon on theMount II

Students should beable to:explains Christiansas salt and light ofthe world

Christian as salt andlight of the worldMatt 5:13-16

Reasons for use ofsalt and light by Jesus

Read relevantBible passage copydown note

The Holy BibleChart Picture

Students to:state the Implication ofChristians as salt andlight of the world

6 Sermon on theMount III

Students should beable to:discuss Jesusteaching onforgiveness revengeprayer and fasting

- Forgiveness Mtt6:14-15- Revenge Mtt 5:35-42- Prayer and fastingMatt 6:5-18

Discussion on the useof things happeningaround us.

Read relevantBible passageStudy andmemorize someverses quoted inthe bible

The Holy Bibleposter films

Students to:1. state why it isnecessary to forgiveyour enemies.2. explain what Jesusteachers about revengeor retaliation.3. explain theimportance of prayer andfasting in a Christian’slife

7 Sermon on theMount IV

Students should beable to:discuss Jesusteaching on love ofmoney and worrying

Love of money Mtt6:19-24 worryingMatt 6:25-34

Leads classdiscussion on theteaching of Jesus onLove of money andworry and anxiety

Read relevantBible.Role playStories that willconnect love ofmoney/anxiety

The Holy Biblefilms chart moneydifferentdenomination

Students to:Believe in God and alsoput their trust in God;differentiate love ofmoney and anxiety orworry

THEME: PARABLES OF JESUS8 Parables of

Jesus IStudents should beable to:1. explain themeaning of parables2. give reasons whyJesus taught inparable3. types of Parables

1. Meaning ofparables2. Why Jesus taughtin parables Matt13:34-353. Types of parables

1. Leads classdiscussion onmeaning of parables2. Reasons for use ofparables by Jesus3. Various parables ofJesus

Read relevantBible passageparticipate n classdiscussionAsk and answerteacher’s question

Bible pictures charts Students to:1. define a parableState five reasons whyJesus taught in parables2. how many types ofparable do we have?

127


SECOND TERM

SUB-THEME: PARABLES OF JESUS

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TOPICPERFORMANCE

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TEACHER STUDENTS

9 Parables ofJesus II

Students should beable to:1. state two parablesof the kingdomexplain whathappened to the seedthat fell among thorns2. state what thornrepresent in theparable

Parables about thekingdom- The Sower mtt13:1-9, 18-23

Lead class discussioncan parable about thekingdom e.g. thesower

Read relevantBible passagesparticipate in classdiscussion roleplay

Bible picture bibledramatization seed

Students to:1. write two parables ofkingdom2. explain whathappened to the seed thatfell among thorns statethe meaning of thorn

10 Parables ofJesus III

Students should beable to:1. narrate thecategories of Jesusparables withexamples and itsinterpretations

The wheat and tavesMtt 13:24-30, 36:43;Lk 15:3-7, Lk 15:11-34

Discussion on the usethe proverbs amongNigeria

Ask the teachersquestion

BibleBible picture

Students to:mention two parablesthat teacher’s God’s lovefor simmers narrate oneparable of Jesus

11 REVISION

12 EXAMINATION

128


THIRD TERM

SUB-THEME: RELIGION AND NATIONAL VALUES

WE

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 The passion ofChrist I

Students should beable to:1. narrate the story oftriumphant entry ofJesus to Jerusalem

The triumphantentry mtt 21:1-11,Mk 1:1-11, Lk19:28-44

1. Leads classdiscussion2. Guides thestudents to read thebible passages3. Leads class todramatize thetriumphant entry toJerusalem

1. Participate in classdiscussions2. Participate indramatizing thetriumphant entry3. Bible relevant4. Bible passage

The Holy BiblePalm FrondClothesPicturesFilms

Students to:1. state whathappened duringJesus entry into thetemple in Jerusalem.2. christianscelebrated thetriumphant entry untoJerusalem

2. The passion ofChrist II

Students should beable to:1. explain the lastsupper as communionof Eucharist, inremembrance ofJesus Christ2. explain themeaning of betrayal

1. The Last suppermtt 26:57-682. The betrayal andArrest. Mk 14:43-53mtt 26:47-56

1. Read the biblepassages2. Leads classdiscussion3. Leads class todramatize the lastsupper4. Discuss thereceiver of the holycommunion in theirdifferent churches

1. Read relevant biblepassages2. Participates indramatizing in lastsupper

The Holy bible fieldtrip in the churchpictures films

Students to:1. christian todaycelebrates the lastsupper as what in thechurch.2. recount twoimportant events thattook place during thelast supper3. who betrayedJesus

3 The passion ofChrist III

Students should beable to:1. give an account ofthe trial of Jesus andthe Denial by Peter

2. state conditionsthat make a Christiandeny Christ and onesneighbor

1. The trial andpeter’s denialMtt 26:47-68, 69-75

2. Instances whilescan lead to aChristian’s denial ofChrist and his herneighbor

1. Read the biblepassages

2. Guides studentsto depute on whatcan make aChristian to denyChrist and his/herneighbor

1. Participate in classdiscussion

2. Student demonstratingby honoring, recognizingthe sacrifices of theirprincipal teachers etc bystanding and greeting onentering the class

The holy bibleBible pictures films

Students to:list two actions ofChristian that canconstitute Daniel ofChrist and neighbor

129


THIRD TERM

SUB-THEME: THE DEATH AND THE BURIAL OF JESUS CHRIST

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

4 The Death andthe Burial ofJesus Christ I

Students should be ableto:tell the story of Jesuscrucifixion

The crucifixionMtt 27:32-44

Leads classdiscussion onJesus Crucifixion

1. Read relevant2. Bible passage3. Dramatize thecrucifixion of Jesusdraw Jesus carried hiscross to Gologotha

The Holy Bibledrama costumes

Students to:1. explain why the day ofJesus crucifixion is calledGood Friday.2. they then shared hiscover cloth among them by

RELIGION AND NATIONAL VALUES5 The Death and

the Burial ofJesus Christ II

Students should be ableto:1. recall the sevenstatement of Jesus on thecross.2. state the events thatheralded his death on thecross3. give an account of hisburial of Jesus Christ

The death Mtt27:45-56 theburial Mtt 27:57-61

1. Guidesstudents todramatize JesusCrucifixion onthe cross2. Guidesstudents tomemorize theseven words onthe cross

1. Memorize the sevenwords on the cross2. During dramscostumes from theircloset3. Draw the Jesus dieson the cross in themidnight of two robbers

The holy bibleDrama costumePostersChartsFilmsVideo and biblepictures

Students to:1. state the seven statementof Jesus on the cross2. state three notableevents that happened at thedeath of Jesus3. state when Jesus Christwas buried and by who

THE RESURRECTION AND APPEARANCE OF JESUS6 The

resurrectionandappearance ofJesus I

Students should be ableto:1. narrate the story ofresurrection of JesusChrist2. write two significantof the resurrection3. make the statementthe Angel said to them4. mention the role ofwomen in theresurrection story ofJesus Christ

The resurrectionMtt 28:1-10 Mk16:1-8 Lk 24:1-12

1. Leads classdiscussion on theresurrection2. Guides thestudents to readthe passages3. Directs a playon resurrection,the role womenplay

1. Read the biblepassages2. Dramatics a play onresurrection and alsothe roles women play.3. Participate in classdiscussion canresurrection4. Ask and answerteachers question

The holy bibleDrama costumePostersChartFilmVideo and biblePictures

Students to:1. state Mary Magdalene’sencounter with the risenJesus2. state two significance ofJesus resurrection for theChristians mention the firstperson to see theresurrection Jesus3. shat role did the womendisciples of Jesus play inthe resurrection story?

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THIRD TERM

SUB-THEME: THE RESURRECTION AND APPEARANCE OF JESUS

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TEACHER STUDENTS

7 TheresurrectionandAppearance ofJesus II

Students should be able to:1. state various appearances ofJesus after the resurrection indifferent Gospel.2. state the significance of Jesusappearance after resurrection.

Appearances Mt28:16-20 Mk 16:9-18

Guides thestudents todramatize theappearances ofJesus

1. Dramatize theappearance ofJesus Christ.2. Ask and answerteacher’s questions

The holy bibleDrama costumesfilmsVideo and biblePicture

Students to:1. state twosignificance ofJesus appearancewhen Thomas waspresent2. write appearanceof Jesus in John’sGospel

8 TheresurrectionandAppearance ofJesus III

Students should be able to:1. tell the story of resurrectionof Jesus2. state various appearances ofJesus after his resurrection

Appearances 21:1-14,John 20: 19-25

Leads classdiscussion on theresurrection andthe appearances

Read relevantBible passagesParticipate in classdiscussion onresurrection andappearancesAsk and answerteacher’s questions

The Holy BibleChartsStudents asresourcesVideobible pictures

Students to:1. state threeoccasion Jesusappeared to hisdisciple after hisresurrection

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THIRD TERM

SUB-THEME: THE RESURRECTION AND APPEARANCE OF JESUS

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9 TheresurrectionandAppearance ofJesus IV

Students should be able to:1. mention the name of twodisciples Jesus met at Emmaus2. explain the point the twodisciples recognize Jesus

1. Appearances Lk24:13-35.2. Significance of theappearance of Jesus

Guide the studentsto dramatize theresurrection andthe appearances ofJesus class

Dramatize theappearances ofJesus differentpoint

CostumesThe Holy BibleBible picture

Students to:state the generalfeelings of thedisciples wheneverJesus appears.

10 The greatcommissionand theAscension

Students should be able to:1. explain the meaning of thegreat commission describe themood of the disciples afterJesus had given them the greatcommission and ascended2. state three significance of theJesus ascension

The createcommission and theAscensionMatt 28:16-20, Mk16:15, 18:14-20, Lk24:50-53

1. Leads classdiscussion on thegreat commissionand Ascension ofJesus Christ2. Guides thestudents todramatize thegreat commissionand Ascension

Read relevantBible passagesDramatizationParticipate in classdiscussion on thegreat commissionand ascension

The Holy BibleDramaVideo and biblepictures

Students to:1. recite thecontent of matt28:18-202. explain themeaning of theGreet commission


132

ISLAMIC RELIGIOUS STUDIESJS II

FIRST TERM

SUB-THEME: QURAN/TAWHID/HADITH

WE

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TOPICPERFORMANCE

OBJECTIVES CONTENTACTIVITIES TEACHING AND

LEARNINGRESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1&2

Suratul Jinn Student should beable to:recite Arabic text of

suratul Jinn withtajwid.

Arabic text ofsuratul jinn.

Read the Arabic textto the studenthearing guides themto recite it withTajwid.

(1) Listen to theteacher recitation(2) Say therecitation correctly.

(1) A copy of theQuran.(2) Informationtechnology device.

Students to:the teacher asks

students to recite theArabic text recall theverses.

3 Names of Allah41-60

Student should beable to:(1) recall names ofAllah 41-60.(2) explain theirmeaning.

Names of Allah61-80.

(1) Write the nameof Allah 41-60 onthe chalkboard.(2) Drill the studentsto pronounce thenames correctly.(3) Guides them tosay the names oneafter the other.(4) Explain themeaning of thenames.

(1) Listen to theteacher’spronunciation.(2) Say the namesserver ally.(3) Listen to theteachers.explanation of thenames.(4) Commit them tomemory.(5) Ask questions.


(1) say the names ofAllah.(2) explain themeaning of the namesof Allah.

4 At’tashahud Student should beable to:(1) recite the text ofAt tashahud.(2) say the meaningof the text.(3) state thesignificances of At-tashahud.

(1) At-tashahudand itsmeaning.(2) Significanceof the At-tashahud.

(1) Recite At-tashahud and say itsmeaning.(2) Guides studentsto say it correctly.(3) Guides them tomemorize It.(4) Discussion itssignificance.

(1) Listens to theteacher explanation.(2) Recite after theteacher.(3) Memorize thetext.(4) Discussion itsimportance.

(1) A chart of thetext of At-tashahud.Informationtechnology device.

Students to:(1) recite At-tashahud.(2) say the itsmeaning.(3) say itssignificance.

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5 Salaatul(jama’ahcongregationalprayer.

Student should beable to:(1) say what salaatuljama’ah is.(2) state conditionsfor the observance ofsalaatul jama’ah.(3) state the values ofsalaatul jama’ah.(4) demonstrate howto performcongregationalprayer.

(1) Salaatuljama’ah .(2) Requirednumber forjama’ah.(3) Values ofjama’ah.

The teacher:(1) Define andexplains salaatuljama’ah.(2) State thecondition.(3) Lead students todemonstrate theperformance highlight the values ofsalaatul jama’ah.

(1) Listenattentively.(2) Demonstrateshow to performcongregationalprayer.

A chart of Muslimperformingcongregation prayer.

Students to:(1) definecongregationalprayer.(2) say numberrequired forcongregationalprayer.(3) demonstrate howto performcongregationalprayer.

6 Kinds of salaat. Student should beable to:(1) state the differentkinds of salaat.(2) Distinguishbetween obligatory,non-obligatory andspecial prayer.

Kinds of salaat.(1) Obligatory.(2) Non-obligatory(3) Special.

(1) Explain to thestudents the type ofsalaat.(2) Calls theirattention todifferences amongthem.

(1) Listenattentively toteachers.(2) Identify theirnames.(3) High lightsignificance of thesalaats.

Text book Students to:list the different kind

of salaat

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TEACHER STUDENTS

7 Prophet(Muhammad)prophet hood tohyrah.

Student should beable to;(1) narrate the historyof prophetMuhammad fromprophet hood tohyrah.(2) list the hyrahcalendar.

(1) Prophet’sexperience withangel Fhral incave fhrah.(2) persectionin makkahhijrah calendar.(3) Migration tomadirah.(yatrib).

Narrate prophet isencounter withangel fbriel andsubsequentrevealation, theearly muscims andtheir particitions bythe makkans.

(1) Student listen tothe teacher, and askquestion.(2) Discuss morallesson from thestory.(3) List the Hijrahcalendar monks anddays of the week tohis message.

Text book Students to:(1) where wasprophet mulid whenthe angel appeared tohim.(2) what was hedoing?(3) what was themakkan The teacherask the student toread the meaning(4) the teacher ask thestudent to read themeaning.(5) the teacher ask thestudent to read themeaning.(6) the teacher asksthe student to read themeaning reaction.

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8 Hadith No 3 &4 of An Nawawicollection

Student should beable to:(1) recall the Arabictext of the hadith.(2) say the meaningof the hadith.(3) mention morallessons from thehadith.

Hadith No 3&4of An nawawicollection.

(1) The teacherwrite the Arabic textand meaning of thechalk boarding.(2) The teacher readsthe text to studentshearing.(3) The guides studentto memorize the text.(4) The teacher guidesstudent to deducemoral lesson from thHadith.

(1) Listenattentively to theteaching recitation.(2) They learn thetext.(3) Discussion themeaning.(4) Identify morallesson from theHadith.

A text on an nawawicollection.

Students to:(1) the teacher askthe student to readthe Arabic text.(2) give themeaning of thehadith(3) state somemoral lessons fromit.

9 Hadith No 5 ofAn nawawicollections

Student should beable to:(1) recall the Arabictext of the Hadith.(2) say the meaningof the Hadith.(3) mention morallessons from theHadith.

Hadith No 3&4of An nawawicollection.

(1) The teacherwrite the Arabic textand meaning of thechalk boarding.(2) The teacher readsthe text to studentshearing.(3) The guides studentto memorize the text.(4) The teacher guidesstudent to deducemoral lesson from theHadith.

(1) Listenattentively to theteaching recitation.(2) They learn thetext.(3) Discussion themeaning.(4) Identify morallesson from theHadith.

A text on an nawawicollection.

Students to:(1) the teacher askthe student to readthe Arabic text.(2) give themeaning of theHadith(3) state somemoral lessons fromit.

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10 Belief inAngels.

Student should beable to:(1) define and Statethe nature of angles.(2) mention thegeneral function ofangels.(3) List the archangel and theirspecific functions.

(1) Definitionof angels.(2) Nature ofangels.(3) Generalfunctions.(4) Specificfunctions.

(1) Explain thenatur of angels.(2) Explain theirfunctions.(3) List the archangels and theirspecific function.

(1) Listen to theteacher explanation.(2) Mention generalfunction of angel.(3) Mention thenames and functionof arch angel.

A chart of an angel. (1) the teacher asksstudents to say thenature of angels.(2) their general andspecific function.

11 REVISION

12 EXAMINATION

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SECOND TERM

SUB-THEME: QURAN/TAWID/FIQH

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1-3 Suratul Jinn,(Memorization)

Student should beable to:recall the text of

suratul jinn,

Arabic text. (1) The teacherguides the student toreek severally.(2) The teachermakes corrections intheir recitation.(3) The teacherguides them tomemories theverses.

(1) Student listens tothe teacherrecitation.(2) Learn the verses.(3) Recall theverses.


Students to:the teacher asks

student to recite offhand one after theother.

4 Name Allah81-99.

Students should beable to:(1) recall names ofAllah.(2) explain themeaning of thenames of Allah 61-80.

Names of Allah61-80.

(1) The teacherwrites the name ofAllah on the chalkboard.(2) The teacherwrites the studentsto be able topronounce thenames correctly.(3) The teacherguides them to saythe names one afterthe other.(4) The teacherexplains themeaning.

(1) Listen to theteacherpronunciation of thenames.(2) Say the namesseverally.(3) Listen to theteachersExplanation ofnames of Allah.(4) Commit them tomemory.(5) Ask questions.


Students to:(1) say the names ofAllah.(2) explain themeaning of the namesof Allah.

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5 Al Quran Student should beable to:(1) mention the fourHoly books.(2) explain therevelation, andpreservation andcompilation ofQur’an and otherHoly books.

(1) The fourHoly books andtheir recipients.(2) The HolyQuran itsrevelation,preservationandcompilation.(3) Differencesbetween Quranand otherbooks.

(1) The teachermention the 4 holybooks and theirrecipients.(2) The teacherexplains the natureof Quran and how itwas revealed,preserved andcompilation.(3) The differencesbetween Quran andother books.

(1) Listen to theteacherpronunciation of thenames.(2) Say the namesseverally.(3) Listen to theteachersExplanation ofnames of Allah.(4) Commit them tomemory.(5) Ask questions.


Students to:(1) list the Holybooks and theirrecipients.(2) explain howQuran was revealed,preserved andcompiled.(3) what are thedifferences betweenQuran and otherrevealed books?

6 SAWN(Fasting)

Student should beable to:(1) define fasting.(2) say how too fast.(3) say things thatvitiates and do notvitiate fast.(4) explain the typesof fast.(5) say Quranicinjunction on fast.

(1) Meaning offast.(2) How to fast.(3) Things thatspoils fast.(4) Types offast.(5) Quraninjunction onfast 2v 184.

(1) The teacherexplains the natureof fasting in Islamand types of fasting.(2) The teacherleads students torecite the Quranicinjunction on fastingand lesson from theinjunction.

(1) Student listen tothe teachersexplanations.(2) They discuss theQuranic injunctionon fasting.(3) Ask questions.

Text book on fast. Students to:(1) the teacher todescribe fast in Islam.(2) say the Quranicinjunction say themessage from theinjunction.

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7 Ramadhan fast Student should beable to:(1) state theRamadhan fast as apillar of Islam.(2) when it isobserved.(3) People exceptedfrom fast.(4) Expiation for nonobservance ofRamadhan fast.(5) Benefit ofRamadhan fast to amuslim.

(1) Nature ofRamadhan fast.(2) Peopleexample fromRamadhan fast.(3) Expiationfor nonobservance.(4) Benefits ofRamadhan fast.

(1) The nature andcategories of people thatare exempted to observeRamadhan fast.(2) Guides student toappreciate the benefitsof Ramadhan fast.

(1) Student listen tothe teachersexplanations.(2) They discuss theQuranic injunction onfasting.(3) Ask questions.

Text book on fast. Students to:(1) the teacher todescribe fast inIslam.(2) say theQuranicinjunction say themessage from theinjunction.

8 Hadith Hab ofAn Nawawicollections.

Student should beable to:(1) recall the Arabictext of the Hadith.(2) say the meaningof the Hadith.(3) mention morallesson from it.

Hadith No 6 ofAn nanawicollections.

(1) The teacher wrotethe Arabic of the Hadithon the chalk board.(2) The teacher tostudent hearing.(3) The teacher guidesstudent to memorize thetext.(4) The teacher guidesstudents to deducemoral lessons from theHadith.

The student;(1) Listens attentivelyto the teacher readingand explanation.(2) They learn thetext.(3) Discuss themeaning.(4) Identify morallesson from theHadith.

A text on Annanawi collection.

students to:(1) read theArabic text of theHadith.(2) say themeaning of theHadith.(3) state morallesson from it.

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9 Hadith 7 ofAn-nawawicollections

Student should be able to:(1) recall the Arabic textof the Hadith.(2) say the meaning of theHadith.(3) mention moral lessonfrom it.

Hadith No 6 ofAn nanawicollections.

(1) The teacher wrotethe Arabic of the Hadithon the chalk board.(2) The teacher tostudent hearing.(3) The teacher guidesstudent to memorize thetext.(4) The teacher guidesstudents to deducemoral lessons from theHadith.

The student;(1) Listensattentively to theteacher reading andexplanation.(2) They learn thetext.(3) Discuss themeaning.(4) Identify morallesson from theHadith.

A text on Annanawi collection.

students to:(1) read theArabic text ofthe Hadith.(2) say themeaning of theHadith.(3) state morallesson from it.

10 ProphetMuhammadthfrah toconquest ofmakkah.

Student should be able to:(1) state circum stancesthat led to thfrah.(2) explain the Muslimcommunity in Madinah.(3) explain circum stancesthat led to the treaty ofHudouibujjah.(4) list the term of thetreaty.(5) say what led to theconquest of Makkah.

(1) Meaning ishfrah.(2) The MuslimcommunityMadinah.(3) The treatyofHudaibuyyah.(4) Conquest ofMakkah.

(1) The teacher narratesthe history to students.(2) Explain the term ofthe treaty ofHudaibuyyah.(3) Guides students toappreciate the term ofthe treaty of Hdaibyyahand consequentconquest of Makkah.

(1) Student listen tothe teacher.(2) Discuss theterm of the treatyof hudabuyyah.(3) Ask question.

As text book. Students to:(1) defineHyrah.(2) Say thecharacteristicsof Muslimcommunity inMadinah.(3) say what ledto the treaty ofHadaibiyyah.(4) say the termof the treaty.


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1 Suratun Jinn Student should be able to:(1) say the meaning ofeach of the verses of thesurah.(2) say the nature of thejinn.

(1) Translationof suratuil Jinnnature of thejinns.

(1)The teacher reads themeaning to the hearingof the students.(2) The teacher thestudent to read.(3) The teacher explainsthe content to them.

(1) Students listenattentively to theteacher’sexplanation.(2) They read thetranslations.(3) Ask questions.

(1) A translatedcopy of the HolyQuran withcommentary.

Students to:(1) the teacherask students toread thetranslations.(2) discuss themessage therein.

2 Suratun Jinn(moral lesson)

Student should be able to:(1) say the moral lessonfrom the Surah.

(1) Summary ofthe lesson fromthe Surah.

(1) The teacher leadsthe discussions.(2) The teacher guidesstudents to mentionmoral lesson from theSurah.

(1) Listens to theteacher’sexplanation.(2) Discuss themoral lesson.

(1) A translatedcopy of the HolyQuran withcommentary.

Students to:(1) the teacherask students toread thetranslations.(2) discuss themessage therein.

3 Name of Allah80-99.

Student should be able to:(1) recall the names ofAllah 80-99.(2) explain the meaning ofthe names of Allah 80-99.

(1) Names ofAllah 80-99.

(1) The teacher writesthe names on the chalkboard.(2) The teacher drillsthe students topronounce the namescorrectly.(3) Teacher guidesthem to say the namesone after the other.(4) The teacher explainsthe meaning to them.

Students:(1) Listen to theteacherpronunciation(2) Say the namesseverally.(3) Listens to theteacher explanationof the names ofAllah(4) Commit thenames to memory.

(1) A chart of thenames of Allah

Students to:(1) to say thenames of Allah(2) explain themeaning of thenames of Allah

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4 Zakaat(Alms giving)

Students should beable to:(1) define Zakaat(2) say the differencebetween Zakaat andSadaqah.(3) say the types ofZakaat.(4) calculate Zakaat onwealth(5) Say the importanceof Zakaat.(6) say the Quraninjunction on Zakaat(7) say the uses ofZakaat.

(1) Meaning ofZakaat(2) Differencebetween Zakaatand Sadaqah(3) Types of Zakaat(4) CalculateZakaat on wealth(5) Importance ofZakaat(6) Quranicinjunction onZakaat onsignificance ofZakaat

(1) The teacher explainsthe meaning of Zakaatand its importance inIslam, as a pillar andIslam to humanity.(2) Guide the student toidentify types of Zakaatand how to makecalculation on Zakaaton wealth(3) Explain the text ofQuran 9 v 60 tostudents.

(1) Listenattentively to theteacher(2) Discusses theimportance ofZakaat(3) Engages in thecalculation onZakaat on wealth(4) Discusses thebeneficiary ofZakaat.(5) Read theQuranic texts onZakaat.

(1) A text book onZakaat.(2) A chart of thedifferent types ofZakaat andcalculations of theitems to be used forZakaat.

Students to:(1) defineZakaat(2) say thedifferencesbetween Zakaatand Sadaqah(3) say theimportance ofZakaat(4) calculateZakaat on items(5) list the usesof Zakaat.

5 Hadith No. 8 Students should beable to:(1) recall the Arabictext of the Hadith(2) say the meaning ofthe Hadith(3) mention morallessons from theHadith

(1) Hadith No. 8 ofAn-nawawicollection

(1) Writes the Arabictext and meaning on thechalkboard.(2) Reads the text to thehearing of the students(3) Guides them to readone after the other(4) Guides them tomemorize it(5) Guides them todeduce moral lessons

(1) Listenattentively to thereading and explainsthe meaning(2) Learn the text ofthe Hadith(3) Discuss themeaning(4) Identify morallessons from theHatdith

(1) A textbook onAn-nawawicollection

(1) The teacherask them to readthe text of theHadith.(2) read themeaning.(3) say themoral lessonsfrom it.

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6 Hadith No. 9 As in Hadith No. 8 HAdith No. 9 ofAn-nawawicollection

As in Hadith No. 8 As in Hadith No. 8 As in Hadith No. 8 As in HadithNo. 8

7 Hadith No. 10 As in Hadith No. 8 HAdith No. 9 ofAn-nawawicollection.

As in Hadith No. 8. As in Hadith No. 8 As in Hadith No. 8 As in HadithNo. 8

8 Prophets ofAllah

Students should be ableto:(1) define and explain themeaning of prophet inIslam(2) give examples ofProphets of Allah(3) state qualities ofprophets of Allah

Prophets ofAllah qualitiesNamesMessage

(1) Explains theprophethood in Islam(2) Qualities ofProphets of Allah(3) Names of selectedProphets(4) Muhammad as theseal of Prophethood

Listens to theteacher and askquestions

Textbooks Student to:(1) defineprophethood inIslam.(2) list selectedProphets.(3) say thequalities ofProphets ofAllah.

9 Hijjatul wida(farewellpilgrimage)

Students should be ableto:(1) give the meaning ofHijjatul wida.(2) lesson andsignificance of thesermon.

(1) Meaning ofHijjatul wida(2) Extract fromthe Khutbatulwida(3) Lesson andsignificance ofthe sermon

(1) Gives the meaningof Hijjatul wida.(2) Mention the keypoints therein.(3) Discusses theimportance of thesermon.(4) Discuss how toapply it to our dailylife.

Listens to theteacher explanationand ask questions.

A chart of the fulltext of the farewellsermon

Students to:(1) give themeaning.(2) mention themessage therein.(3) identify itssignificance.

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10 Environmentalsanitation

Students should be ableto:(1) explain how tomaintain chasteness andneatness.(2) explain how tomaintain cleanenvironment.(3) Highlight some antisocial habits with regardsto sanitation.

i. Bathingii. Washingiii. Cleaningiv. Public toiletv. Hadithinjunction oncleanliness

(1) Explains themeaning of cleanlinessand neatness.(2) Leads students toidentify basic forms ofcleanliness.(3) Leads students tolist kind of publiccloset/toilet.(4) Discusses someanti-social habits withregards to spitting,easing, throwing thingsin the open way.

(1) Listens to theteacherexplanation.(2) Participate inidentifying formsof cleanliness.(3) State some anti-social habits withregards tosanitation.

Chart on sanitationexercises.

Students to:(1) State reasonsfor cleanliness.(2) Explain howto maintain acleanenvironment.(3) List someanti-socialhabits withregards tosanitation.

11 REVISION

12 EXAMINATION

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SECURITY EDUCATIONJS II

FIRST TERM

SUB-THEME: COMMON CRIMES AND SECURITY MANAGEMENT II

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TEACHER STUDENTS

1 Definition ofcrime

Students should be abletodefine crime

Defintions of crime The teacher guidesthe students indefining crime

The studentsidentify and givevariousdefinitions ofcrime.

Textbooks, charts,immediateenvironmentposters, stickers,e.t.c

Students to:state variousdefinitions ofcrime.

2 Observing ofcrime

Students should be abletostate ways of observingcrime.

Different ways ofobserving crimes

The teacher leadsthe students inways of observingcrimes

Students Identifyways of observingcrimes.

Textbooks, charts,posters and stickersetc.

Students to:state of observingcrimes.

3 Reporting ofcrimes

Students should be ableto:appropriate ways ofreporting crimes.

Methods of reportingcrimes

Helps the studentsto state appropriateways of reportingcrimes.

Identify ways ofreporting crime.

Textbooks, posters,stickers e.t.c.

Students to:mention ways ofreporting crimes

4 Common crimesin school

Students should be ableto:ways of observingcommon crimes inschools

Forms of commoncrimes-fighting-cultism

-stealing-exam malpractices etc.

Assists the studentsin identifyingcommon crimes inour schools.

Respondappropriately

Textbooks, posters,stickers e.t.c.

Students to:list out commoncrimes in ourschools

5 common crimesin ourenvironment

Students should be ableto:explain commoncrimes in ourenvironment

Types of crimes in ourenvironment,-cultism-kidnapping-human trafficking-murder,

Guide the studentsin stating commoncrimes in ourenvironment


Textbooks, posters,stickers etc.

Students to:state commoncrimes in ourenvironment

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6 Consequences ofcommon crimesat school I

Students should be ableto:the students should beable to respondappropriately tocommon crimes inschool

Consequences ofcommon crimes inschools are:a. school dropoutsb. expulsionc. emotional traumad. jail/imprisonment etc.

The teacher leadsthe students toidentifyingconsequences ofcommon crimes atschools.


Textbooks, charts,video-clips,posters, stickerse.t.c.

Students to:outline theconsequences ofcommon crimes atschools

7 Consequences ofcommon crimesin our society II

Students should be ableto:respond appropriatelyto Consequences ofcommon crimes in oursociety

consequences ofcommon crimes in oursociety are:a. imprisonmentb. ex-communicatedc. death penaltyd. community services

Guide the studentsin the classdiscussion on theConsequences ofcommon crimes inour society

StudentsRespondedappropriately

Textbooks, posters,stickers video clips,etc.

Students to:state consequencesof common crimesin our society

8 Effects ofcommon crimesat school

Students should be ableto:state the effects ofcommon crimes atschool.

Effects of commoncrimes at school are:-traumatized-dejected-inferiority complex-lack of self esteem,-lack of selfconfidence, feeling ofinadequacy

Helps students tostate the Effects ofcommon crimes atschool

Identify theEffects ofcommon crimesat school

Textbooks, charts,stickers, posterse.t.c.

Students to:mention the Effectsof common crimesat school

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9 Effects ofcommon crimesin our society

Students should be ableto:state the effects ofcommon crimes in oursociety.

Effects of commoncrimes in our societyare:-brings shame- disgraceEmotional pains-lack of self esteem,-ex-communication-imprisonment-death penalty

Guide students inidentifying theEffects of commoncrimes in oursociety

Participate in theclass discussion

Textbooks, charts,video –clips,stickers, posterse.t.c.

Students to:state the effects ofcommon crimes inour society

10 Emergencymanagement

Students should be ableto:define Emergencymanagement

Meaning of Emergencymanagement

Guide the studentto explain themeaning ofEmergencymanagement

Studentsparticipate in theclass discussionon the meaning ofemergencymanagement

Textbooks, charts,stickers, poster. etc.

Students to:define Emergencymanagement

11 REVISION

12 EXAMINATION

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EVALUATIONGUIDE

TEACHER STUDENTS

1 Types ofemergencymanagement inschoolenvironment

The students should beable toidentify types ofemergencymanagement in theschool

Types of emergencymanagement in schools;-sporting event-food poisoning-falls-stepping on sharpobjects-chemical explosion-injuries-classroom accident

the teacher guidesthe students inidentifying typesof emergencymanagement inschools.

The studentsrespondappropriately

Textbooks, charts,wall-paper, video-clips etc.

Students to:mention the typesof emergencymanagement inschools

2 Types ofemergencymanagement inthe society

Students actappropriately inemergencymanagement

Types of emergencymanagement in thesociety-accidents- fire-drowning-collapse building-food poising-fake drugs

The teacher guidesthe students inidentifying thedifferent types ofemergencymanagement in thesociety

Identify types ofemergencymanagementsituations

Textbooks, charts,wall-paper, video-clips etc.

Students to:act appropriatelyin emergencymanagement inthe society.

3 Response toemergency atschool

The students should beable to:state appropriateresponse to emergencyat school

Appropriate responseto emergencymanagement in school

The teacher guidesthe students torespondappropriately toemergencymanagement atschool

The studentrespondappropriately toemergencymanagement atschool

Textbooks, charts,wall-paper, stickerse.t.c.

Students to:state appropriatelyresponses toemergencymanagement insociety

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4 Response toemergencymanagement inthe society

The students should beable to:state appropriatemeasures taken inemergencymanagement in society

Appropriate actions-take action-emergencypreparedness tools

The teacher helpsthe students torespondappropriately toemergencymanagement insociety

The studentsrespondappropriately toemergencymanagement inthe society

Textbooks, charts,wall-paper, stickerse.t.c.

Students to:state appropriatelyresponses toemergencymanagement insociety.

5 Emergencymanagementagents at school.

The students should beable to:state the agents ofemergencymanagement

Emergencymanagement agents atschools-staff (teaching)-non teaching staff

The teacher leadsthe students instating agents ofEmergencymanagement atschool

The studentsidentify agents ofEmergencymanagement atschool

Textbooks, charts,stickers, wall-papere.t.c

Students to:mention theagents ofemergencymanagement atschool

6 Agents ofemergencymanagement inthe society

The students actappropriately inmentioning the agentsof emergencymanagement in thesociety.

Agents of emergencymanagement in thesociety.-Doctors,-Nurses-federal road safetyagents-passer bys

1.The teacher leadsthe students inidentifying agentsof emergencymanagement in thesociety

The studentsparticipateappropriately inthe discussion onthe agents ofemergencymanagement.

Textbooks, charts,wall-paper, videoclips e.t.c

Students to:mention theagents ofemergencymanagement inthe society

7 Consequences ofdelay inemergencymanagement

The students be able to:state the consequenceof delay in emergencymanagement.

Consequence of delayin emergencymanagementLoss of propertiesDeathInternal injuries

The teacher guidesthe student instating theconsequences indelay in emergencymanagement

Respondappropriately tothe consequencesof delay inemergencymanagement

Textbooks, charts,stickers video –clips e.t.c

Students to:state theconsequences ofdelay inemergencymanagement

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8 Causes of delayin emergencymanagement atschools.

The students should beable to:mention the causes ofdelay in emergency

Causes of delay inemergencymanagement-leiser fair-non chalant attitude-lack of vehicles-fear

The teacher helpsthe students to statethe causes of delayin emergencymanagement

The studentsidentify the causesof delay inemergencymanagement


Students to:state appropriatelythe causes ofdelay inemergencymanagement atschools.

9 Causes of delayin emergencymanagement inthe community

The students should beable to:state causes of delay inemergencymanagement in thecommunity

Causes of delay inemergencymanagement in thecommunity-absence of doctorAttitude of staffLack of finance

The teacher guidesthe students inmentioning thecauses of delay inemergencymanagement in thecommunity

The studentsparticipate in theclass discussionon the causes ofdelay inemergencymanagement


Students to:1.mention thecauses of delay inemergencymanagement inthe community

10 Personal security The student should beable to:explain personalsecurity

Personal security-individual security

The teacher guidesthe student onpersonal security

The studentsparticipate in theclass discussionon personalsecurity

Textbooks, charts,wall-paper, video –clips, poster.

Students to:what is personal

security?


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1 Ineffectivepersonal security

The students should beable to:state ineffectivepersonal security

Ineffective PersonalSecurity- Loss of lives-Loss of properties

The teacher leadsthe students onineffective personalsecurity

The studentsrespondappropriately

Textbooks, charts,wallpaper posters,e.t.c.

Students to:state theineffectivepersonal security

2 Effectivepersonal security

The student should beable to:state the effect ofpersonal security.

Effective of personalsecurity- Secured lives- Secured properties

The teacher helpsthe students to stateEffective personalsecurity

The studentrespondappropriately tothe effects ofpersonal security

Textbooks, charts,wallpaper posters,e.t.c.

Students to:mention theeffects of personalsecurity

3 Objectives ofpersonal security

The students should beable to:identify the objectivesof personal security

Objectives of personalsecurity-Discourage theft-secure lives-secure properties

The teacher guidesthe students onobjectives ofpersonal security

The studentsparticipate in theclass discussion

Textbooks, charts,wallpaper videoclips, Posters ,e.t.c.

Students to:outline theobjectives ofpersonal security

4 Neighbourhoodsecurity

The students should beable to:explain Neighbourhoodsecurity

Neighbourhood security-Anti cult police

The teacher leadsthe students onNeighbourhoodsecurityexplanation

The studentsrespondappropraitely

Textbooks,wallpaper, charts,Posters

Students to:defineneighbourhoodsecurity

5 Objectives ofneighbourhoodsecurity

The student should beable to:state the objectives ofneighbourhoodsecurity

Objectives ofneighbourhoodsecurity-secure theneighbourhood fromtheft-safe guard life(s) andproperties, etc.

The teacher guidesthe students to statethe objectives ofneighbourhoodsecurity

The studentsrespondappropriately tothe objectivesneighbourhoodsecurity

Textbooks,wallpaper, charts,stickers e.t.c.

Students to:outline theobjectives ofneighbourhoodsecurity

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6 Lack ofneighbourhoodsecurity

The students should beable to:1. explain lack ofneighbourhoodsecurity

Lack ofneighbourhoodsecurity.-Increase crime in theneighbourhood-loss of life(s)-loss of properties-Tension and fear e.t.c.

1.The teacher helpsthe students inenumerating lack ofneighbourhoodsecurity

1.The studentsrespondappropriately tolack ofneighbourhoodsecurity

Textbooks,wallpaper, charts,Video clips Posterse.t.c.

Students to:1.mention theeffects of lack ofneighbourhoodsecurity

7 Effects ofneighbourhoodsecurity

The students should beable to:1. state the effect ofneighbourhoodsecurity

1.Effects ofneighbourhoodsecurity-Eradicate fears-secured life(s)-secured properties-erase tension

The teacher leads thestudentsto respond tothe effects ofneighbourhoodsecurity

The studentsidentify theeffects ofneighbourhoodsecurity

Textbooks,stickers, wallpaper,charts,Posters e.t.c.

Students to:1.state the effectsof neighbourhoodsecurity

8 Personal dutiesandresponsibilitiesto the school

The students should beable to:1. mention the dutiesand responsibilities ofstudents at school

Duties andresponsibilities atschool e.g.-early to school-keeping the schoolEnvironment clean

1.The teacher guidesthe student inidentifying the dutiesand responsibilities ofstudent in school

1.The studentsrespondappropriately

Textbooks, charts,stickers, wallpaper,Posters e.t.c

Students to:1.what are theduties andresponsibilities ofstudents at school

9 Neighbourhoodduties andresponsibilities

The students should beable to:1. state neighbourhoodduties andresponsibilities

neighbourhood dutiesand responsibilities

1. The teacher leadsthe student in the classdiscussion onneighbourhood dutiesand responsibilities.



Students to:1.mention theduties andresponsibilities ofneighbourhood

10 Element ofsecurity

The students should beable to:1. explain the elementof security

Element of security 1.The teacher guidesthe students to respondappropriately to theelements of security



Students to:1. what is elementof security


153

CULTURAL AND CREATIVE ARTSJS II

FIRST TERM

SUB-THEME: MUSIC

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OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 Elements of Art I Students should beable to:(1) Defineelements of Art(2) mention theelements of design(3) produce designsusing the elements(4) show examplesof elements of art

(1) Meaning ofelements of design(2) Elements of designe.g. line, colour, form,space, texture, value(3) Explain eachelement of art(4) application ofelements of art

(1) Explains theelements of design(2) Identifies thecomponents of theelements of design(3) Demonstratesthe application ofthe elements of art

(1) Listen to theexplanation ofmeaning andcomponents ofelements of design(2) observe:demonstration of theapplication of theelements of art

Colour, pencil,drawing books,pictures, chartsshowing,arrangements ofthe elements ofdesign.

Students to:(1) explain whatelements of art is(2) use any two ofthe components ofelements ofdesign to producea design.

2 Elements of design II Students should beable to:(1) define line(2) mention typesof lines(3) state functionsof lines(4) mentionqualities of lines(5) defineshape/form6) draw variousgeometric shapes- rectangle, cone- square, sphere- triangle, prism(7) use geometricshape to makedesign

(1) Meaning of line(2) Types ofline/categories- structural / straight- rhythmic / curve- vertical- horizontal- diagonal/oblique- zig-zag, wavy,- spiral, scroll,- loop(3) explain thefunctions of lives andthe qualities(4) meaning of shapeand form(5) make drawings ofgeometric shapes

(1) Explain themeaning of line(2) Explain thecategories/type oflines(3) mention thefunctions andqualities of lines(4) Explain themeaning of shapeand form

Listen to theexplanation of theteacher:(1) Demonstrate theillustration of typeof lines(2) Explanation ofqualities andfunctions of lines(3) Explain whatshape is(4) make drawingsof various shapes ofgeometric forms.

Pencil, drawingbooks, pictures,charts, rulers,illustrations.

Students to:(1) explain themeaning of line(2) list four typesof lines(3) list twofunctions andqualities of lines(4) draw variousshapes andexplain whatshape is.

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FIRST TERM

SUB-THEME: MUSIC

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OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

3 Elements of design III Students should beable to:(1) define tone orvalue(2) mention typesof tones: light andshade/dark tones(3) explain andidentify types ofshading.(4) reasons whyshading is done(5) state themeaning of texture(8) produce designsusing texture

(1) Meaning of tone orvalue(2) Types of tones: lightand dark tones(3) types of shading:- hatching, cross-hatching, blurring orsmooth or smudging,pointillism.(4) Identify differenttypes of shading(5) what is a texture?(6) Explain the types oftexture(7) Reasons whyshading is done(8) produce samples ofworks with differenttypes of texture

(1) Explains themeaning of toneand texture(2) Identify typesof tones andtexture(3) demonstrate theapplication ofshading and textureon objects drawn(4) explains thereason why worksof art are shaded.

(1) Listen toexplanation of themeaning of tone andtexture(2) Identify types oftones and texture(3) differentiate andapply the differenttechniques ofshading and textureon drawn objects(4) appreciate thereason why artistsshade.

Pencil, drawingbook, ruler,pictures, chartsshowing tones andtextures.Illustrativediagrams.

Students to:(1) Define toneand texture(2) Explain thedifferent tones(3) identify thetypes of shadingtechniques andapply the skill(4) use tones andtexture toillustrate adrawing.(5) explain thereason why weshading works ofart.

4 Principles of design Students should beable to:(1) explainprinciples of design(2) mention theprinciples of design(3) identify theuses of theprinciples of design

(1) Meaning of theprinciples of design(2) principles of design- harmony, varietybalance, proportion,dominance, rhythm(3) Uses of principles ofdesign.

(1) Explains themeaning ofprinciples of design(2) Enumerate theprinciples of design(3) illustrate theprinciples of design(4) explains theuses of theprinciples of design

(1) Participate in thediscussion of theprinciples of design(2) apply the use ofthe principles ofdesign on objectsdrawn(3) appreciate theillustrations

Drawing sheets,pencils, colours,rulers.

Students to:(1) explain theprinciples ofdesign(2) list four of theprinciples ofdesign(3) illustrate theuse of proportionas a principle ofdesign.

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FIRST TERM

SUB-THEME: CRAFTS

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

5 Materials, tools andequipment used incraft making I

Students should beable to:(1) list materialsused for thefollowing crafts- paper craft- fabric(2) identify and listart materials/toolsused for craftmaking.(3) State the uses ofart tools/materials.

(1) Define art materials.(2) Identify artmaterials(3) List art materials(4) use of art materials(5) define art tools(6) identify art tools(7) list art tools(8) differentiatebetween artmaterials/tools(9) uses of art tools10) Define paper andfabric crafts

(1) Leads studentsto mention thetools/materials usedfor paper and fabriccrafts(2) Identifies thematerials/tools forthese craftproduction(3) mention thedifference betweenthe materials/toolsand the crafts

(1) Mention thedifferent materials/tools used for paperand fabric crafts(2) differentiatebetween the twocrafts(3) mention the usesthe two craftproducts

Samples of craftwork, paper andfabric, dye stuff,hand gloves,plastic containers,scissors, twice,candle, gum, rulers,sticks, mordents,water, cloth,newspapers,electric iron.

Students to:(1) list fourdifferentmaterials/toolsused for paper andfabric crafts.(2) identify thematerials andtools for thesecrafts production.

6 Materials, tools andequipments used incraft making II

Students should beable to:(1) list materialsused for thefollowing crafts:- moulded- carved- woven(2) identify/listmaterials and tools(3) state the uses ofthe products, tools /materials associatedwith each of them

(1) Explain moulded,carved and wovencrafts.(2) List materials/ toolsassociated with eachcraft(3) identify the tools/equipment for moulded,carved and woven(4) state the uses of theproducts,tools/materials formoulded, carved/woven craft

(1) Lead students tomention thetools/materials usedfor moulded,carved/ wovencrafts.(2) Identifies thematerials/tools forthese craftproduction(3) state the uses ofthe products,tools/materials formoulded, carved,woven crafts.

(1) Mention thedifferent tools,materials used formould, carved/woven crafts.(2) identifies thematerials/tools forthese crafts(3) state the uses ofthe products, tools,materials formoulded, carved,woven crafts.

Sample of craftwork, clay, papiermache, wood,chisel, palm fronds,cane, pliers,scissors, trhrowingwheels, mallets,wires.

Students to:list three differentmaterials, tools,used for carved,woven andmoulded crafts.

156


FIRST TERM

THEME: CUSTOMS AND TRADITION

SUB-THEME: DISCIPLINE

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

7 Self control I Students should beable to:(1) state themeaning of selfcontrol(2) state theadvantages anddisadvantages ofself craft

(1) Meaning of selfcontrol(2) Advantages of selfcontrol(3) Disadvantages ofself control

(1) Explainprinciple, meaningof self control(2) Explain to thestudents theadvantages of selfcontrol

Discuss self control,the advantages anddisadvantages ofself control

Charts showingself control evenunder provocation.

Student to:(1) explain themeaning of selfcontrol(2) advantages ofself control(3) disadvantagesof self control

Self control II Students should beable to:mention how toexercise selfcontrol.

How to exercise selfcontrolShow moderation, behonest, be content, betruthful, be consideratedon’t be in the fightingmood at the time

Guides the studentsto discuss how toexercise self control

Suggest ways toshow self control

Charts showingself control

Student to:mention fourways ofexercising selfcontrol

8 Self control III Students should beable to:state the benefit ofself control

Benefit of self control Explains thebenefits of selfcontrol

Suggest somebenefit of selfcontrol

Charts showingreward of selfcontrol video clips

Student to:mention fourways of benefitingfrom self control

Self control IV Students should beable to:demonstrate selfcontrol

Practicing self control Group the studentsto dramatize selfcontrol

Practice self control Charts showingself control

Student to:participate dramaon exercising selfcontrol.

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FIRST TERM



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TEACHER STUDENTS

9 Self control V Students should beable to:(1) self control inthe church, school,etc(2) ways tomaintain selfcontrol in theseplaces, church,school, etc

(1) Practicing selfcontrol in the church,school etc(2) Demonstrating selfcontrol in the church,school, etc

(1) Explain selfcontrol in thechurch school, etc(2) Explain how todemonstrate selfcontrol in thechurch, school, etc

(1) Suggest wayspeople can controlthemselves in thechurch, school,(2) Discuss how todemonstrate selfcontrol in thechurch, school, etc.

Charts showingself control in thechurch or school

Student to:participate indrama onexercising selfcontrol

Self control VI Students should beable to:strategies that can

be used to achieveself control

Strategies for selfcontrol- Fight the unconscious- Adjust theunconscious- Use rewards- Use penalties

Explains thestrategies for selfcontrol

Discuss thestrategies for selfcontrol


Students to:mention strategiesused to achieveself control

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FIRST TERM



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TEACHER STUDENTS

10 Self control VII Students should beable to:(1) exercise selfcontrol(2) should be ableto study andpractice self control

(1) How to build selfcontrol:- Make a list of thepositives and negativesin your life(2) Techniques of selfcontrol:- Consider youremotional motivation- Amend your behavior

(1) Explain how tobuild self control(2) Explain thetechniques of selfcontrol

(1) Discuss how tobuild self control(2) Discuss thetechniques of selfcontrol

Chart showingways of practicingself control

Students to:(1) explain how tobuild self control(2) mention fourways to practiceself control

Self control VIII (1) should be ableto increase their selfcontrol(2) graduallyincrease their abilityfor self denial

(1) Ways to increaseself control(2) Increasing abilityfor self denial

(1) Explain to thestudents on ways toincrease self control(2) Explain to thestudents on how togradually increasetheir ability for selfdenial

(1) Discuss ways toincrease self control(2) Discuss how togradually increasetheir ability for selfdenial


Students to:discuss ways ofincreasing selfdenial.


159


SECOND TERM

SUB-THEME: MUSIC

WE

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 The study ofcolours 1

Students should beable to:(1) explain whatcolours(2) explain theclassification ofcolours(3) identify theprimary colours

(1) The study of colours(2) Define colour(3) Classification ofcolours: primary,secondary, tertiary,intermediary, neutral,complementary,harmonious, warm cool.(4) Identify and defineprimary colours.

(1) Explain whatcolour is(2) Classifiescolours(3) Explains eachof the colours(4) Guide thestudents to identifythe primary coloursand the definition

(1) Defines colours(2) Classify thevarious colours(3) Explains each ofthe colour(4) define theprimary colour

Paint, brushes,posters, palette,paper, knife,cardboard, leaves,seeds, roots, backof trees etc.

Students to:(1) explain themeaning of colour(2) classifycolours(3) define primarycolour(4) identifyprimary colour.

2 The study ofcolour II

Students should beable to:(1) mix primarycolours(2) identify thedifferent resultsobtained.(3) state how to obtainsecondary colour(4) define secondarycolour(5) mix the secondarycolours(6) state how to obtainsecondary colours

(1) Explain how to mixprimary colours(2) Demonstrate how toobtain secondarycolours(3) Identify the result ofthe mixture obtained(4) define tertiarycolours(5) differentiatebetween primary andsecondary colours

(1) Explains themeaning ofsecondary colours(2) Guide studentsto mix colours toget tertiary colour(3) Identifysecondary/tertiarycolours(4) Guide studentsto differentiatesecondary fromtertiary colours.

(1) Define theprimary andsecondary colours(2) Identify coloursmentioned(3) Mix colours.(4) Differentiate theprimary, secondaryand tertiary colours.

Paint, brushes,poster, oil, palette,paper, paletteknife, cardboardpapers, seeds,roots, back ofwood or trees.

Students to:(1) explain themeaning ofprimary,secondary andtertiary colours.(2) list theprimary,secondary andtertiary colours.

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SECOND TERM

SUB-THEME: MUSIC

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

3 The study ofcolour III

Students should beable to:(1) identify tertiarycolours(2) mix more colours(3) identify sources oflocal colours(4) state the uses ofcolours in art work.(5) make a colourwheel.

(1) Explain tertiarycolours(2) Identify tertiarycolours.(3) mix more colours(4) sources of localcolours(5) uses of colours(6) making a colourwheel.

(1) Give furtherexplanation of tertiarycolour.(2) demonstrates howtertiary colours can beidentified.(3) demonstrate how tomix colours to get tones,tints, shades, hues etc.(4) Demonstrate how toobtain colours fromleaves, seeds, roots, andback of trees.(5) Explains uses ofcolours.(6) Guide students toproduce a colour wheel.

Listen andobserve asteachers:(i) Identifiescolours(ii) Mix colours(iii) producecolour wheel(iv) attemptachieving tones,tints and shades,hues etc.

Paint, brushes,colour charts,poster, palette,plants, vegetable,pigments, cardboardsheets, leaves, seeds,etc.

Students to:(1) explain tertiarycolours(2) mix colours(3) colour objectsusing plant andvegetablespigments.(4) experimentwith colours toobtain tones, tints,shades and hues.(5) draw a colourwheel.

4 The study ofcolours IV

Students should beable to:(1) Define colourpsychology(2) state the meaningof different colours(3) explain howcolours affects thehuman mind(4) state the emotionalsymbols of colour

(1) Colourpsychology(2) Meaning of thedifferent colours like:primary, secondaryand tertiary colours(3) the effect ofcolour on humans(4) emotionalsymbols of colour

(1) Explains the meaningof colour psychology(2) explains to thestudents what eachcolour means.(3) illustrates the coloureffect on human beings(4) explain the emotionalsymbols of colour

(1) Listens to theteacher explainthe meaning ofcolour psychology(2) Explains themeaning of eachcolour(3) Illustratecolour effect onhumans(4) Explain theemotionalsymbols ofcolours

Paint, bright anddull colours, picturechart posters,pigments.

Students to:(1) explain themeaning of colourpsychology(2) explains themeaning of eachcolour(3) illustrate indrawing coloureffect.(4) Explain theemotional symbolsof colours.

161


SECOND TERM

SUB-THEME: MUSIC

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

5 Colour applicationin craft

Students should beable to(1) mix colours:(2) apply colours tocrafts works.

(1) Colour mixing:Red + yellowBlue + yellowGreen + redBlack + redWhite + blackGreen + yellow(2) Application ofcolour in craft works.

(1) Demonstratescolour mixing(2) Shows how toapply colours incraftworks

(1) Studentsidentities theprimary, secondaryand tertiary colours(2) Trying themixing of thecolours(3) Apply thecolours on craftworks like projects

Colours, brushes,palette knives,pencils, erasers,fabrics, paper

Students to:(1) identifyprimary,secondary, andtertiary colours.(2) use paletteknives to mixcolours.(3) paint a craftwork(4) exhibit afinished craftwork.

6 Painting I Students should beable to:(1) define painting(2) mention types ofpainting(3) explain themeaning of still-life,life, nature paintings.(4) identify life, still-life, nature paintings.

(1) Define painting(2) Types of painting- Still-life- nature- life(3) Differentiate typesof painting(4) Explain the meaningof life, still-lie, naturepaintings.(5) painting still-lifefigures etc.

(1) Explains themeaning of painting(2) Enumerates thetypes of painting(3) Explains themeaning of life,still-life, naturepaintings.(4) guide thestudents todifferentiate typesof painting(5) Guides the classto draw and paintstill-life, life andnature paintings

(1) Students listen asteacher explainsmeaning of painting(2) Lists types ofpaintings(3) explains themeaning of life,still-life naturepainting(4) identify anddifferentiate types ofpainting(5) draw and paintstill-life, life, nature,objects.

Brushes, colour,cardboard paper,palette knife,drawing board,easels, etc.

Students to:(1) define painting(2) enumeratetypes of painting(3) explain themeaning of life,still-life, naturepainting.(4) identify anddifferentiate typesof painting(5) draw and paintstill-life, life,nature, objects.(6) displaypaintings.

162


SECOND TERM

SUB-THEME: MUSIC

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

7 Painting II Students should beable to:(1) define figure,abstract, imaginativepaintings.(2) identify figure,abstract andimaginative paintings(3) paint objects andscenes

(1) Meaning of figure;Abstract, imaginativepaintings.(2) Identification ofdifferent types ofpainting.(3) paint the followingfigure, abstractimaginative objects

(1) Explains themeaning ofabstract, figure andimaginativepaintings.(2) guide studentsto identify types ofpaintings.(3) demonstratehow to paint

(1) Observe teacheras he explains themeaning of abstract,figure, imaginativepaintings.(2) Identifies anddifferentiate types ofpaintings(3) paint differenttypes of objects

Brushes, colours,cardboard paper,palette knife,drawing board,easels, pictures etc.

Students to:(1) draw and paintobjects(2) exhibit paintedobjects.

SUB-THEME: DRAMA

8 Design in thetheatre 1

Students should beable to:(1) define what designis(2) explain to thestudents what theatreis an locations oftheatre in the country.

(1) Meaning of design(2) Application ofdesign in the theatre

Explains meaningof design, how it isapplied in thetheatre

Listen to teacher’sexplanation ofmeaning of how it isapplied in thetheatre

Text books, notebooks, pictorials ofaspects of design

Students to:(1) state themeaning of design(2) how it isapplied in thetheatre.

Design in thetheatre 2

list the areas ofdesign in the theatre

Areas of design: set,costumes, light, make-up, sound properties ofprops.

List and explainsareas of design inthe theatre.

Participate in classdiscussion of areasof design

Textbooks, notbooks, pictorials ofaspects of design

Students to:list four aspects

of theatre design.

163


SECOND TERM

SUB-THEME: DRAMA

WE

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 The study ofcolours 1

Students should beable to:(1) explain whatcolours(2) explain theclassification ofcolours(3) identify theprimary colours

(1) The study of colours(2) Define colour(3) Classification ofcolours: primary,secondary, tertiary,intermediary, neutral,complementary,harmonious, warm cool.(4) Identify and defineprimary colours.

(1) Explain what colouris(2) Classifies colours(3) Explains each of thecolours(4) Guide the studentsto identify the primarycolours and thedefinition

(1) Definescolours(2) Classify thevarious colours(3) Explains eachof the colour(4) define theprimary colour

Paint, brushes,posters, palette,paper, knife,cardboard, leaves,seeds, roots, backof trees etc.

Students to:(1) explain themeaning of colour(2) classifycolours(3) define primarycolour(4) identifyprimary colour.

9 Design in thetheatre 3

Students should beable to:list the elements ofdesign in the theatre

(1) Elements of design(2) practicals on theapplication of designs inthe theatre

(1) Explains theelements of design(2) Encourages studentsto design set, costumes,light etc. for their classplay production.

Participate indifferent aspect ofdesign for theirclass production

Students to:list four elements

of design.

Rehearsal 1 Students should beable to:explain what rehearsalis and the importance

(1) Meaning ofrehearsals(2) Importance ofrehearsals

Explains the meaningof rehearsal and theimportance

Write down whatis explained intheir note books

Chalkboard, stageprops, note books,text books, scriptsand stage

Students to:define what arehearsal is andthe importance

10 Rehearsal 2 Students should beable to:state the activitiesinvolved in rehearsal

Activities involved inrehearsals- reading- movement- acting- expression/communication, voiceproduction, prompting,cues etc.

List out activitiesinvolved in a rehearsalon the board

Listen and copyactivities in arehearsal

Chalkboard, stagepreps, note books,textbooks, scriptsand stage.

Students to:discuss activitiesin a rehearsal.


164


THIRD TERM

SUB-THEME: CRAFT

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 Painting III Students should beable to:(1) define landscape,seascape, perspectives,paintings(2) identify landscape,seascape, perspectives,paintings(3) draw and paintlandscape, perspectiveseascape(4) explain the effectsof perspective on anobject

(1) Definition oflandscape, seascape, andperspective painting(2) Identification oflandscape, seascape andperspective eye levels.(3) paint scenesdepicting landscape,seascape, perspectives.(4) state effects ofperspective on objects,above eye-level, eye-level, below eye level.(5) Types of perspectiveslike angular, linear,parallel, aerial

(1) Explains themeaning of landscape,seascape andperspective(2) Guide students toidentify landscape,seascape andperspective paintings(3) Demonstrate how todraw and paintlandscape, seascape andperspective.(4) explains the effectof perspective onobjects like eye-level,above eye-level, beloweye-level, horizon etc.

(1) Explains themeaning oflandscape,seascape,perspectivepaintings(2) identifylandscapeseascape andperspectivepaintings(3) draws andpints landscape,seascape andperspective(4) illustratedrawing showingthe effects ofperspective likeeye-level aboveeye-level, beloweye-level.

Brushes, paper,colour, paletteknives, drawingboards, easels,cardboard, sheets,cans, pictures.

Students to:(1) definelandscape,seascape,perspectivepaintings.(2) identifylandscape,seascape,perspectivepaintings(3) draw and paintobjects.(4) displayfinished works ofpainting.

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THIRD TERM

SUB-THEME: CRAFT

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TOPICPERFORMANCE

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EVALUATIONGUIDE

TEACHER STUDENTS

2 Painting IV Student should be ableto:(1) define artterminologies(2) enumerate some artterms(3) identify termsassociated withpainting(4) use art terms inpainting correctly

(1) Terminologies in artassociated with painting(2) meaning of art termsconnected with painting- cool colours- Warm colours- complementary- Neutral- secondary- primary- harmonious- shouting colour- monochrome- tinting- shadingPalette knife etc(3) Identification ofterms(4) use painting terms.

(1) Explains themeaning of artterminologies(2) Demonstrate theproper usage ofpainting terms to obtaintints or shapes(3) guide the students inusing tinting for stilllife object

(1) Explain themeaning of Artterm(2) Use any typeof painting termto produce adesign(3) Exhibitpainted objectswith the use ofmonochrome

Paints, colours,cartridges, paper,palette knifes,drawing, easels,cardboard sheets.

Students to:(1) draw and paintobjects.(2) exhibit paintedobjects(3) state themeaning of fiveArt terms inpainting.

3 Production ofpattern I

Students should beable to:(1) define motif(2) define patterns(3) differentiatebetween the types ofpatterns(4) produce patterns(5) name the classes ofmotif.

(1) Meaning of pattern(2) Meaning of motif(3) Classes of motif- floral- animal- geometric- abstract- traditional

(1) Explains themeaning of motif(2) explains the classesof motif(3) explains themeaning of pattern

(1) Explain themeaning of motif.(2) explain theclasses of motif(3) explain themeaning ofpattern

Drawing books,pencils, colours,rulers, drawingboards, papertapes, markers.

Students to:(1) state themeaning of motif(2) state themeaning ofpattern(3) list 3 classesof motif

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THIRD TERM

SUB-THEME: CRAFT

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TOPIC PERFORMANCEOBJECTIVES


LEARNINGRESOURCES


4 Productionpattern II

Students should be able to:(1) differentiate types ofpatterns:- Simple repeat- Half drop- mirror- full-half drop- half-half drop(2) produce patterns

(1) Meaning ofrepeat pattern(2) Differentiatetypes of repeatpatterns- All over repeat- half drop- half-half drop- mirror(3) Producingdesigns using any ofthe types

(1) Explains themeaning of repeatpattern(2) List types of repeatpatterns(3) Illustrate how toproduce patterns thatrepeat

(1) Explain repeatpatterns(2) Mention types ofrepeat patterns(3) use any of thetypes of produce adesign

Drawing books,pencils, colours,rulers, boards,paper tape,markets.

Students to:(1) state themeaning ofpattern(2) List threetypes of repeatpatterns3) Produce 2patterns.

5 Bead work 1 Students should be able to:(1) explain what beads are(2) list materials used forbeadwork(3) mention locationsassociated with bead work.

(1) Definition ofbeads(2) Beadwork(3) materials usedfor beadwork(4) beadworklocation

(1) Explains themeaning of beads(2) Guide students onthe meaning of beadwork(3) mention materialsfor bead making(4) mention areas werebeads are made.

(1) explains themeaning of beads(2) Explain themeaning of beadmaking(3) participate incollecting materialsfor bead work(4) produce a namedbead

Roll paper, straws,seeds, bottle tops,elastic threads,scissors, threads,pieces of wood,bamboos etcneedle, wire, pliersetc.

Students to:(1) namematerials forbead making(2) define beads(3) explain beadmaking as an art(4) collectmaterials forbead work(5) produce abeaded jewellery

167


THIRD TERM

SUB-THEME: CRAFT

WE

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

6 Bead work II Students should beable to:(1) explain how toproduce a beadedjewellery using:- rolled paper- seeds- wood- bamboo- class- bottle tops- straw(2) state the uses ofbeads

(1) Production of beadsjewellery using:- rolled papers- seeds- wood- bamboo- glass- bottle tops- straw(2) Uses of beads

(1) Guides students incollection of materials(2) Directs on how tocut, roll, gum andstring beads(3) Assist students toprepare straw, seeds,wood and othermaterials forbeadwork(4) make jewellerieswith papers, etc(5) states uses ofbeads.

(1) Explains theart of beadmaking(2) participate inthe production ofbead work likenecklaces,bangles, ear-ringsetc(3) Produce anamed bead work(4) state uses ofbeads

Rolled paper,straws, seeds,bottle tops, elasticthread, threads,pieces of smallwood, bamboo, etcneedle, wire pliesetc

Students to:(1) namematerials for beadmaking(2) make a beadwork likenecklace(3) state one useof bead.

DANCE/DRAMA7 Rehearsal I Students should be

able to:mention the majorstages in rehearsal

(1) Stages of rehearsals:(a) Reading script andgetting to know the partby actor and actress(b) Blocking (reading lineand taking movementsimultaneously)(c) Polishing (runthrough)(d) Dress/technicalrehearsal (when costumes,make-ups, props, set,lighting effects, etc areused in the final rehearsal,usually a day to the actualproduction)

(1) Explain theseactivities(2) Write and explainthe stages of rehearsal(3) Leads the studentsthrough a rehearsal

(1) Participate inclass discussionon the stages of arehearsal, with theteacher(2) Participate inthe rehearsalguided by theteacher.

Chalkboard, stageprops, notebooks,textbooks, scriptsand stage.

Students to:(1) mention thestages of arehearsal #(2) demonstrateand participate inthe activities in arehearsal.

168


THIRD TERM

SUB-THEME: DANCE/DRAMA

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

8 Types of dance(1)

Students should beable to:state the differenttypes of dance

Types of dance:- Pure dance- dance drama- dramatic dance

Mentions and explainsthe types of dance

(1) Listen toteacher’sexplanation andtake down notes

Textbooks, notebooks, musicalinstruments, danceoutfits

Students to:list the various

types of dance

9 Types of dance(2)

Students should beable to:differentiate one

from another

(1) Differences (1) Guides students todifferentiate betweenthem(2) Leads students tocreate and perform anyone or two of the types

(1) Participate inthe various dancegroups(2) Participate insolo dance orgroup dance

Students to:compare and

contrast them

10 Dance as acareer (1)

Students should beable to:(1) state the careerprospects of studyingdance(2) appreciate danceas a profession

(1) Dance as a career:- Making a living as adancer or choreographer- one can work ingovernment owned artscouncil- take part and win moneyand fame in talent huntprogrammes like maltinadance-all- be a dance lecturer andeducator and consultant- choreography dances formusic videos- own and run dancecompanies etc.(2) Dance is a respectableprofession

(1) Explain dance as anoble profession andcareer(2) Leads classdiscussion on dance asa good profession(3) Name some dance

artists in Nigeria andoutside Nigeria.

(1) Listen andcopy notes(2) Participate inthe discussion ondance as aprofession

Textbooks, notebooks,chalkboard/magicboard, pictures ofdifferent categoriesof dancers

Students to:(1) mention theimportance ofdance(2) mention threekinds of jobs adancer can do toearn a living.


169

PHYSICAL AND HEALTH EDUATIONJS II

FIRST TERMW

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TOPICPERFORMANCE

OBJECTIVESCONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 Posture andpostural defect I

Students should beable to:explain themeaning of posture

Meaning of posture Explains meaning ofposture

Listen to teacher’sexplanation

Posters, open field,chats textbooks, filmsgymnastic, videoclips

Students toexplain themeaning ofposture.

2. Posture andpostural defectII

Student should beable to:demonstrate

appropriatepostures instanding, running,walking, potting,lifting, lying andclimbing.

Kinds of posture:(1) Standing Posture(2) Sitting Posture(3) Walking Posture(4) Running Posture(5) Lifting Posture(6) Climbing Posture

Describe anddemonstrate thekinds of posture

Demonstrate differentpostures


Students todemonstratethree kinds ofposture

3 Posture andposture defectIII

Student should beable to:(1) describepostural defectslike hypnosis,valgus knee,various knee,lordosis andscoliosis(2) explain thecauses of posturaldefects.

(1) Postural defects:(1) hypnosis(2) Valgue knee(3) Varus knee(4) lordosis and(5) Scoliosis

(2) Causes of posturaldefect:(1) Poor nutrition(2) Lack of exercises

(3) Uneven soledcohesive tight weaves(4) Poor sleepingposition disproportionategrowth

(1) Explainspostural defects(2) Discuses thecauses of posturaldefects(3) List correctivemeasures for eachdefect(4) Mentionspreventives measurefor postural defects

(1) List posturaldefect(2) Write the causesof postural defects(3) List correctivemeasures(4) Write preventivemeasures.


Students to:(1) write posturaldefects(2) list threecauses posturaldefects(3) list twocorrectivemeasures(4) write twopreventivemeasures

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4 Tennis I Students should beable to:(1) trace the historyand developmentof tennis in Nigeria(2) demonstrate thebasic skills andtechniquesinvolved in playingtennis

(1) History anddevelopment oftennis(2) Basic skills andtechniques of tennis

(1) Discusses thehistory anddevelopment to tennis(2) Demonstrate thebasic skills andtechniques

(1) Listen to historyand development oftennis(2) Watch keenly theteacher’sdemonstration

Tennis courtsTennis ballTennis racketsChartsPicturesTextbooksSports wears

Students to:(1) trace thehistory anddevelopment oftennis in Nigeria.

(2) list threeskills in tennis

5 Tennis II Students should beable to(1) apply the rulesand regulationsgoverning tennis(2) list the officialsof the game andtheir functions.

(1) Rules of tennis(2) Officials and theirfunctions(3) Equipment andfacilities

(1) Explains rules andregulation of tennis(2) Explains rules andregulation of tennis

(1) Practices theskills(2) Apply the rules ina game

Tennis courtsTennis ballTennis racketsChartsPicturesTextbooksSports wears

Students to:(1) demonstratethe skills andtechniquesinvolved inplaying tennis.(2) detect twofaults in each ofthe fundamentalskills in tennis

6 Table tennis I Students should beable to:(1) narrate thehistory anddevelopment oftable tennis(2) demonstrate theskills andtechniquesinvolved in thegame

(1) History anddevelopment of tabletennis(2) Basic skills andtechniques of thegame e.g. grip,service, drive chopand smash

(1) Discuses the historyand development of thegame(2) Teaches anddemonstrates the basicskills of the games

(1) Listen to historyand development ofthe game(2) Watch teacher’sdemonstration

Table tennis board,table tennis ball, bat,net with stand, sportswears, pictures,charts, textbooks,film

Students to:(1) narrate thehistory anddevelopment oftable tennis(2) state the skillsand techniques ofthe game

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7 Table tennis II Students should beable to:(1) list the rulesand regulations ofthe game(2) mention theofficials of thegame and theirfunctions.

(1) Equipment of thegame and tight wears(2) Officials

(1) Draw and labelsthe table and thebat withdimensions(2) Explain rulesand regulations ofthe game

(3) Mentions theofficials and theirfunctions

(1) Practice the skills(2) Draw and labelsthe table and bat withtheir dimension(3) Apply the rulesand regulations in thegame situation

Table tennis board,table tennis ball, bat,net with stand, sportswears, pictures,charts, textbooks,film

Students to:(1) draw and

labels the tableand the bat withdimension(2) mention rulesand officials ofthe game.

8 Non-Comm-unicablediseases andtheirpreparation I

Students should beable to:(1) Definecommunicablediseases(2) Prevention ofNon-communicabledisease

(1) Meaning of non-communicable diseasesare transferable diseases(2) Prevention of non-communicable diseases

Explain the natureof(1) Obesity(2) Asthma(3) Ache(4) Boils(5) Hypertension(6) Stroke(7) Diabetes

Recall what they havelearnt about non-communicablediseases such as:(1) Obesity(2) Asthma

Picturesposters

Student to:describe thenature of fivedifferent oncommunicablediseases

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9 Non-Comm-unicablediseases andtheirpreparation II

Student should beable to:(1) state the natureof the followingnon-communicablediseasesi. Sickle cellii. Obesityiii. Asthmaiv. Achev. Boilsvi. Cancervii. Hypertension

(1) Nature of asthma(2) ache(3) Cancer(4) Hypertension(5) Stroke(6) Diabetes(7) Obesity(8) Rickets(9) Sickle cell(10) Boils

MellitusAnemiaMarasmusDental cariesOtitis mediaKwkahkshiorkor

AcheBoils

Picturesposters

Students to:list twocommunicablediseases and theirprevention

10 Non-Comm-unicablediseases andtheirpreparation III

Students should beable to:list diabetes Miletusanemia

AnemiaMarasmulsDental cariesOtitis mediaKwkahkshiorkor

HypertensionStroke and diabetes

Hand billsPhotographs

Students to:list 2 preventmeasure for eachdiseases

11 REVISION

12 EXAMINATION

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1 Issues andchallenges inphysical andhealtheducation I

Students should beable to:(1) list variousissues andchallenges inphysical and healtheducation(2) explain and listsports laws(3) define: tort,negligence, assaultin sport

(1) Issues and challengesin physical and healtheducation(2) Sports laws

(1) Discus variousissues andchallenges inphysical and healtheducation(2) Explain and listsports laws, forexample negligence,legal liability, tortand assault.

(1) Listen attentivelyto teacher’sexplanation(2) List three sportslaws

TextbooksNewspapersRadio and televisionnewsPosters video clips

Students to:(1) list variousissues andchallenges inphysical andhealth education(2) define:negligence tortlegal liability

2. Issues andchallenges inphysical andhealtheducation II

Students should beable to:(1) explain themeaning of humantrafficking(2) explain thehealth implicationof humantrafficking onvictims

(1) Meaning of humantrafficking: theexploitative movementof people across borders.(2) Health implication ofhuman trafficking onvictims

(1) Explain themeaning of humantrafficking andhealth implication tovictims(2) Discus reasonsfor humantrafficking with thestudents

(1) Suggestadditional reasons forhuman trafficking(2) Suggest solutionsto human trafficking


Students to:(1) explain

humantrafficking(2) mention twohealthimplication ofhumantrafficking onvictims

3 Issues andchallenges inphysical andhealtheducation III

Students should beable to:(1) suggest reasonfor humantrafficking(2) state solutionsto humantrafficking

Solutions to humantrafficking

Encourages studentsto suggest solutionsto human trafficking


Students to:(1) suggestreason for humantrafficking(2) state threesolutions tohumantrafficking

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4 First aid andsafety educationI

Students should beable to:define accidents,

injuries

Definition of accidentand injuries. Anunexpected event withnegative consequences.Injuries to wound orcause physical harm

Sports injuriesdomestic accidentread trafficaccidents

List cause ofaccidents

PostersChartsVideo clipsFirst aide bat andmaterialsTextbooks

Students to:define: accident,injuring and fireroad trafficaccidents

5 First aid andsafety educationII

Student should beable to:(1) state safetymeasures to betaken at home,school, on thesports ground, onthe road.(2) list sportsinjuries and causes

(1) Safety measures athome, on play ground,on the road.(2) Sports injuries causesand first aid treatment

(1) Explains themeaning of safety,safety education andaccidents(2) Lists commonsports injuries e.g.sprain, muscle pull,wound, dislocations

(1) Define: first aid,safety education(2) List commonsport injuries


Students to applyfirst aidtreatment toinjuries state firesport injuries.

6 First aid andsafety educationIII

Students should beable to:(1) mention firstaid treatment forinjuries(2) proposemeasures ofpreventing sportsinjuries, domesticaccidents and roadtraffic accidents

(1) Road accidentscauses, first aidtreatment.(2) Domestic accidentscauses and firsttreatment.(3) Measures forpreventing sports,injuries, domesticinjuries road trafficaccidents

(1) Applies first aidtreatment.(2) Leads discussionon measures forpreventing accident

Apply simple first aidtreatment e.g. stopsbleeding, and blindwounds


Students tosuggest any fivemeasures forpreventingaccidents athome, sportsground and onthe road.

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7 Recreation,leisure anddance activitiesI

Students shouldable to:differentiate

between folktraditional, socialand moderndances,

Pre-colouial or folktraditional dances socialdances

Plays the music Listen and respond toteachers explanations

Pre-colonial musicalinstrument, radiocassettes, costumes,flip charts, pictures,computer CD Rom

Students to:name five typesof pre-colonialdances

8 Recreation,leisure anddance activitiesII

Student should beable to:practice the

various dance

Atilogwu-Ibo- Bata, Agidigbo- Yoruba- Sharo (Fulani)- Langa (Housa)

Explains the variousdance

Practice the dances Pre-colonial musicalinstrument, radiocassettes, costumes,flip charts, pictures,computer CD Rom

Students to:differentiatebetween reggaeand bata dances

9 Recreation,leisure anddance activitiesIII

Students should beable to:list costumes forthe various dances

Foreign and modern e.g.reggae, disco, high life,rumba, classical

Provides costumesfor the dances

Discuss the variousdances


Students to listcostumes for thedances

10 Recreation,leisure anddance activitiesIV

Student should beable to:(1) identify thevalues of computergames(2) explain othercomputer gamessuch as Tennis,Cricket andScrabble.

(1) Values of computergames.(2) Types of computergames e.g.TennisCricketSoccer

(1) Explains thevalues of computergames.(2) Uses computerto play cricket andtennis

(1) State values ofplaying computergames.(2) Practice how toplay computer gameslike and Tennis


(1) list values ofcomputer games.(2) demonstratehow to usecomputer to playtennis and cricket

11 REVISION

12 EXAMINATION

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1 Recreation,leisure anddance activitiesI

Students should beable to:(1) mention typesof recreationalactivities.(2) differentiatebetween indoor andoutdoor activitiesgiving examples

(1) Indoor and outdoorrecreational activities- example of each- differences between thetwo(2) Indoor activitiescarried within a house orbuilding e.g. table tennisoutdoor activitiesoutdoor activities outsidea house or building e.g.swimming

(1) Differentiatebetween indoor andoutdoor recreationalactivities(2) Give examplesof indoor andoutdoor recreationalactivities

(1) Give examples ofboth indoor andoutdoor recreationalactivities.(2) Give examples ofboth indoor andoutdoor recreationalactivities

(1) Ludo(2) Table tennistable, net egg/balland bats.(3) Bata and atilogwudances(4) computer(5) CD/DVD ROM

Students to:(1) mention thetypes ofrecreationalactivities(2) differentiatebetween indoorand outdooractivities.

2. Recreation,leisure anddance activitiesII

Student should beable to:take part inrecreationalactivities such asludo, table tennissoccer

Demonstration ofrecreational activities bythe teacher for exampletable tennis

Demonstrate serviceand rally in thegame of table tennis

Demonstrate serviceand rally in tabletennis


Student to:take part inrecreationalactivities

3 Recreation,leisure anddance activitiesIII

Students should beable to:(1) explaindramatic andcreative rhythmsand differentbetween them.

(1) Explanation anddemonstration ofdramatic and creativerhythms for examplegymnastics and aerobics(a) Types of danceactivities

Explains anddemonstratesaerobics andgymnastic skills

Practice aerobics andgymnastic skills


Student to:explain dramaticand creativerhythms

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4 Recreation,leisure anddanceactivities IV

Students should beable to:(1) list anddemonstratedifferent danceactivities forexample bata,mkpokiti, atilogwu,koroso, ekombi(2) mention anddemonstrate somecomputer games forexample ground andworld in eight days,soccer.

(1) Demonstrationsof different danceactivities forexample bata,mkpokiti, atilogwu,koroso.(2) Demonstrationof how to playcomputer games(3) Types ofcomputer games asleisure activities

(1) Brings twoprofessionals todemonstrate bataand atilogwudancing step(2) List types ofcomputer games

(1) Repeat the bataand atilogwu dancingsteps(2) List examples ofcomputer gamessports

(1) Ludo(2) Table tennistable, net egg/balland bats.(3) Bata andatilogwu dances(4) computer(5) CD/DVD ROM

Students to:(1) list and demonstratedifferent danceactivities.(2) mention the types ofrecreational activitiesand computer game

5 Personal,school andcommunityhealth I

Students should beable to:(1) state themeaning of schoolhealth programpersonal health andcommunity health.(2) list componentsof school healthprogram(3) list types ofenvironmentalpollution

(1) Meaning andcomponents ofschool healthprogram,- Skill based healtheducation- School healthservices(2) Fresh approachto school healthprogramme(3) Types ofenvironmentalpollution

(1) Explain theconcept of schoolhealth program

(2) Explains theFRESH approach toschool healthprogramme withemphasis on schoolhealth initiatives.

(3) Explains theprevention ofenvironmentalpollutions

(1) Listen attentivelyto teacher’sexplanation

(2) State the effect ofenvironmentalpollution

PostersChartsPictureText booksExcursion

Students to:(1) explain schoolhealth programme(2) list 4 fresh approachinitiatives in schoolhealth programme(3) list 3 component ofschool healthprogramme(4) list four types ofenvironmental pollutionand their effects.

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6 Personal, schooland communityhealth II

Students should beable to:(1) mentionaffection ofenvironmentalpollution.(2) proposepreventivemeasures againstenvironmentalpollution(3) explain theFRESH approachto school healthprogramme

(1) Effects of pollutionon the environment andpersonal health.(2) Preventive measuresagainst environmentalpollution(3) FRESH approach toschool health programme

(1) Leads thediscussion on theeffect ofenvironmentalpollution on thecommunity andpersonal healthexample.(2) Example theprevention ofenvironmentalpollution(3) Explains theFRESH approach toschool healthprgramme withemphasis on schoolhealth initiatives

(1) Participate inclass discussions andgroup work(2) Participate indiscussions andgroup work on safetymeasures and bindwounds.

PostersChartsPictureText booksExcursion

Students to:(1) mention threeeffects ofenvironmentalpollution(2) suggest fivegeneral measuresfor preventingenvironmentalpollution.(3) write in fullthe acronymFRESH

7 Track and fieldI

Students should beable to:(1) describe polevault event(2) mention theskills involved inpole vault(3) describe fieldevent.

(1) Pole vaultconstructed withaluminum or with fiberglass(2) Pole vault skills- grip- run - up

(1) Describes polevault event(2) Explains thedifferent skillsinvolved in polevault

(1) Listen to theteacher(2) Practice the skills

Chart, picture,crossbar, the uprights landing foam,the pole, video clipsetc. measuring tapesflags, pegs, javelin,chalkboard, the track,the landing pits, thethrowing pits, stopwatches, measuringtapes.

Students to:(1) describe polevault event.(2) mention thetwo skillsinvolved in polevault.(3) describe fieldevent

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8 Track and fieldII

Students should beable to:perform the polevault skills

Take off- Swing – up- Pole carrying- Hang

Demonstrates theskills

Perform the skills inpole vault

Chart, picture, crossbar,the up rights landingfoam, the pole, videoclips etc. measuring tapesflags, pegs, javelin,chalkboard, the track, thelanding pits, the throwingpits, stop watches,measuring tapes.

Students toperform theskills.

9 Track and fieldIII

Students should beable to:(1) list basic skillsin javelin(2) describe thebasic skills injavelin

Basic Javelin skills- grip- carriage- run up- release- follow through- recovery

(1) Describes thebasic skills in javelin(2) Practice the basicskill in turns

Practice the basicskills in turns


Students to:(1) perform thebasic skills injavelin(2) describe thebasic skills injavelin

10 Track and fieldIV

Students should beable to:(1) perform thebasic skills injavelin

(2) draw and labelthe sectors withdimensions

Pull – up and barclearance- Landing- recovery

Perform the basicskills in javelin

Practice the basicskills in javelin


Students to:(1) perform thebasic skills injavelin(2) draw andlabel the javelinsectors withdimension


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EVALUATIONENSEIGNANT APPRENANT

1 La révisiongénérale destravaux deJS 1

1. pour se rappeler lessujets majeurs del’année passé.2. pour corriger lesquestions sur l’examenpassé.

Quelques sujets/ des travauxde JSS 1. En tenir comptesur les quatres compétencesde communication.

1. L’enseignant posecertaines questions auxapprenants pour voir siles apprenants peuventse rappeler ce qu’ilsavaient déjà appris.2. L’enseignant guideles apprenants de secorriger.

1. L’apprenantécoute etparticipeactivement enrépondant lesquestions del’enseignantoralement et àl’écrit

Les travaux de JSS1 : On y va 1 et lescahiers desapprenants

1. répondre auxquestions poséespar L’enseignant.2. Corriger lesquestions surl’examen passés.

2 Demanderet expliquerla positiondespersonnesou deschoses lesuns/les unespar rapportaux autres

L’apprenant devraitêtre1. Demander laposition des personnesou des choses2. Expliquer laposition des personnesou des choses lesuns/unes par rapportaux autres3. Applique l’usage deprépositions de lieuavec de, du , de la, del’, des.

L’enseignant utilise lesexpressions comme :Ou est... ? Il/elle estdans/sur/sous/devant/derrière/entré...et..../au milieu de.../Aguache/à droite de/du.../dela/del :...Au-dessus de.../En dessous de.../en facede.../face à..., près de/loinde/àcoté deQu’est-ce qu’il y a dans... ?Il y a....Oû se trouve... ?Il elle se trouve...Champs lexicauxPositionnement etlocalisation

1. Premièrement l’enseignant demande àla classe ou il est.2. Même exercice pourles objets de la classe.3. L’enseignant fait uneliste des prépositions delieu, il demande auxélèves de les illustrer.4. L’enseignant disposedes objets sur la table5. Il montre des photosaux élèves.6. il explique lacontraction du/des

1. Les élèvesobservent desphotos et disentou se trouve unepersonne ou unechose par rapportaux autres.2. Les élèvesdonnent laposition dechaque objet parrapport a’l’autre.

1. Des images2. Des photos3. Meme lesapprenants/l’enseignant4. videoVoirOn y va 1 13

L’apprenant de :1. Situer lesdifférents objetsdans l’espace.2. localise lespositions desperssonns.3. Utiliser lesprépositions delieu pourqualifier les lieusdans des phases

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3 Situer les lieuxles uns/unespar rapport auxautres

L’apprenant seraitcapable de :1. Situer un lieu dansune carte comme :i. des paysii. des villesiii. des sites

Les enseignants utilisentles expressions telles que...- Où se trouve... ?- Où est... ?Au sud/nord/est/ouest/Aucentre/bord/de.../Entre...et....... Au milieu de.... A cotéde ........ loin de.....Dans.../à.../vers.../Endehors de ...., Autour de....A quelle distance dekilomètre se trouve.... ?C’est à quelle distance ?A combien de kilomètresde... se trouve... ?C’est à...km de....Champs lexicauxGéographié physiqueLieux de-là villeLieux touristiquesStructures grammaticales :Prépositions de lieu,locutionsÁ...km de.....Á, Au, Á, la, Á I’

1. En regardant unecarte du monde ou del’AfriqueL’enseignant guideL’apprenant de situerdes pays les uns parrapport aux autres.2. Il le guide aussi desituer des villes et dessites.

L’apprenant situeun lieu par rapportà d’autres endroitsrepérés et connus.2. Il regarde unplan/carte sous lesyeux.3. Il décrit aussil’endroit ou ilhabite sur quelcontinent, dansquel pays ?...

1. Une carte2. Un dessin

L’apprenant de :1. Situer despays dans unecarte donnée.2. Situer desvilles dans unecarte ou undessin parrapport auxautre.

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4 - Accueillir- Pouvoirguiderquelqu’undans unespaceintérieur

L’apprenant seraitcapable de1. accueillir quelqu’undans n’ importe quelleoccasion.2. Guider quelqu’undans un espaceintérieur

L’ enseignant fait utiliser lesexpressions comme : Chezmoi/nousEntre, S’il vous plaît !Entrez, S’il te plaît !Asseyez-vous, assi eds-toiFaites comme chez-vousBonne arrivéeEnchanté/eJe suis heureux/se/content/e dete voir vous voirMontez/Descendezau.... (étage)En haut/enbas...avancez/reculez/revenez/tournez/tout de suite. A droite/àgauche continuer tout droitAu fond de.../à cote de...Avant/âprès.../just.../il y a...Dedans/dehors/à l’interieurde... Sur...Le pronom « y »Description de sa maison oud’autre lieu d’habitationDescription de certaines piècesde la maison.Description des meubles dechaque pièce

1. Le professeurdessine une maisonet la décrit2. Il décrit lenombre et larépartition despièces.3. Il fait découvrirau apprenants lepronom "y".L’enseignantdemande auxapprenants dedeviner quel est cetendroitEx : On y dort. Ou?On y regarde desfilm où?On y apprend lefrançaise ou ?

1. L’apprenantécoute leprofesseur etessaie derépondre auxquestions del’enseignant2. A partir d’unplan de maison,un grouped’apprenantsrédige un petittexte dans lequelils nous dirigentpour trouver lapersonne quel’on cherche

1. Des images2. Des photos voirOn y va 1 unité 10page 94

L’apprenant de :1. accueillir unélèvefrancophonearrive à l’école illui fait visiterchez lui/elle àl’orale.2. Ils rédigent unpetit texte danslequel il indiquecomment trouverla personne quel’on cherche.

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5 Savoir :- Demander- Indiquer lechemin pouraller quelquepart

L’apprenant seraitcapable de :1. Indiquer le chemin àquelqu’un pour allerquelque part.2. d’utiliser l’impératifet le présent du verbe"prendre"

Expressions comme :Je chercheOù est...., s’il te/vous plaît ?Comment faire pouraller... ?Quel est le chemin pouraller à/àla/au/à1.... ?Par ou fait-il passer ?Passez pair.../passez sous.../Continuez toutdroit/longez/tournez/traversez...A droite/à gauche/aucroisement/au carrefour/àvotre droite/à votregauche/sur le même trottoir/sur le trottoir/en face de/l’autre côté de la rue.C’est là !Utiliser indifféremmentl’impératif et le présentEx : prenez/vous prenez

L’enseignant expliquecomment se rendredans tous les lieuxhabituels oùimportants de la ville.Ex : vous êtes à l’écolevous voulez aller à lapaste comment faire ?Prenez/vousPrenez....)

L’apprenantécoutel’enseignant enfin,il essaied’expliquer lechemin qui amèneà chacun des lieuximportants de lavilleEx : Pour aller del’école à la poste,il fait passer devant l’église,tourner à gauchetraversez la rue etc’est là !

Le dessin d’un plande la villeOn y va unité 10page 94

L’apprenant de :1. Expliqueroralement lechemin pouraller à son école.2. Ecrire un petittexte dans lequelil indiquecomment d’allerd sa maison augrand marche.

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6 Savoir parlerdes différentsmoyens detransport

L’apprenant seraitcapable de :1. Nommer desmoyens de transportdisponibles.2. Dire les lieux dedépart et d’arrivée.3. Utiliser les adjectifsEn/à pour qualifier lesnoms de moyen detransport

Vous circulez/voyagercomment ?en voiture/en bus/entrain/en bateau/en avion(par avion) en moto/àvélo/à piedJe prends le taxi/le taximoto/le bus/le train/mavoiture, etc.Qu’est-ce qu’il ya commeun moyen de transport ?Il y aun/une/des....bus/minibus/train(s)/voiture(s)/taxi(s)/avion(s)/bateau(x)...Qu’est-ce que je peuxprendre comme moyen detransport ?Vous pouvez prendre.... ?ilfait prendre le busnuméro.../un taxi.../le trainqui part de.../qui va à etc.Il part de.... il arrive à...Les lieux de départ/arrive :La gare, la station,L’aéroport.

L’enseignant expliquele trajet et les moyensde transport qu’ilutilise pour allerd’endroit à l’autreEx : De chez hui àl’école ;au centre ville, aumarche.A la banque, auvillage, etc.L’enseignant demandeaux élèves quel estleur trajet quotidien etcomment ils circulent.Etre très précis etexact.

Chaque apprenantécoute et participeactivement.Il contribue à aleçon par donnantson moyen detransportquotidien/etpréféré. Il essaiede justifier sonchoix.Ex: J’aimeprendre le bus :C’estrapide/confortable

- Des images- Des vidéos- On y va 1

1. Donner dixmoyens detransport connu.2. Donner sonchoix de moyende transport.3. Dire troismoyens detransport pluspopulaire danssonlocale/environ.

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7 Savoir untrajet entransportpublique- parlé desvoyages

L’apprenant seraitcapable de :1. Parler et expliquer untrajet.2. Dire les arrêts ou lesnoms des déplacements

Comment faire pouraller.... ?Vous allez à.../jusqu’ àl’arrêt de bus/lastation/la gare(routiere)/au port/àl’aéroport.Vous attendezsur...puis...Vous montezdans.../vouz descendezà…., vous changez,à….vous montez,à.../vous continuezjusqu’ à/au... prenez...(moyen de transport)à/àu (lieu) puis... allez àpied/marchez jusqu’ à

L’enseignant proposedes situations decommunicationpertinentes.Ex: On voyage enville..., au village

L’apprenantchoisit un moyende transport etexplique un trajetde voyage et endécrit toutes lesdifférentes phases.Jeu de rôle :Les voyageursdemandent desinformations àune agences devoyages quifournit lesrenseignementsdemandes

Dialogue, mimes,dessins, photos,images, etc.

Les exercices derécapitulation etde productionorale et écrite.

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8 Savoir réagir àun problèmede transport

L’apprenant seraitcapable de :1. réagir à un problèmede transport.2. Dire quelques ennuisde transport

Il/Elle est en panneMa voiture est en panne...ne marche pas... ne fonctionne pasEst-ce qu’il ya unbureau/un garage derenseignements/d’information ?Comment faire pourtrouver un ....ouvert ?C’est ferme ?Je peux vous aider ?Une mauvaise/bonneroute, embouteillage ;avoir un accident.Panne d’essence retardsTéléphoner à/au/à l’/à laAgent depolice/polier/bureaud’information ourenseignement/garagiste/mécanicien/ne manquerl’avion

1. L’enseignant faitdécouvrir auxapprenants quelquesennuis de transport.2. Il les guide desavoir comment réagirface à un problème detransport.

L’apprenaitl’enseignant.Enfin, il réagir àune situation ou ila manque sonavion dans,laquelle iltéléphone àl’aéroport pourconnaitre leshoraires deprochain vol.

- Des images- On y va

L’apprenant de :1. réagir/s’exprimerface a un problèmede transport.2. Dire quelquesennuis de transport.

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9 Savoir :Demander/indiquer deshoraires

L’apprenant seraitcapable de :1. demander2. indiquer des horairesd’avion/de train/de car3. demander desrenseignements sur deshoraires d ‘avion

Il part/il arrive à quelleheure ?A ...heureIl est en retardIl/Elle est à l’heureL’heure administrative(Sur 24 heures)Le départ/L’arrive/le volLes heures courantesIl est midi moins le quart(L’heure courante) = ilest 11h45 (L’heureadministratif)Il est 17h30 = il est cinqheures et demie del’après-midiLa destination/L’endroitde départ

L’enseignant écrit autableau des panneauxhoraires (train, avion...jet)Les fait utiliser par lesélèves

Les apprenantstransforment desheuresadministratives enheures couranteset des heurescourantes enheuresadministrativesLes apprenantsfabriquent destickets de bus/detrain/decar/d’avion enprécisant les lieuxet heures dedépart et d’arrivée

On y va voir 1. Demander2. d’indiquer deshoraires3. Demander desrenseignementssur des horairesd’avion

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10 Parler ducaractèredes gens

L’apprenant seraitcapable d’utilisercertains termes cléspour décrire les gens

Vocabulaire et expressions utilescomme :Sévère/méchant/gentil/intelligent/emalhonnête/honnête/rusé/poli(e)/impoli(e) timide,/courageux(se,bon(ne)

L’enseignant aidel’apprenant à utiliserles mots et lesexpressions relatifsà la description desgens. Il insiste surdes situations decommunicationappropriées

L’apprenantapplique sonexpérience auxgens qu’ilconnaît

Images, photos,videos, autres,documents, mimes.On y va

1. Décrire desgens en utilisantet montrant leurscaractères aumasculin ou auféminin :Les exercices dela productionorale/écrite

5. Les nuances6. Le motif

Dans quelle taille/pointure ?En... En quoi ? En...coton/nylon/polyester/dentelle/laine/jean/soieDe quelle couleur ? Il/Elleest/Ils/Elles sont (couleur)clair/fonce.Avec une boucle/des boutons/ deslacets/des manches, etc. A acets/àboutons/à col route. A mancheslongues/courtes, etc.Champs lexicauxLes dimensions, les tailles, lesmatières, les couleurs, les nuances,clair, fonceLes accessoires = chapeau, montre,ceinture, bijoux, etc.Phone/graphie :L’accord des adjectifsEn + taille, pointure, matièreAvec + (nom avec articles)Sans + (nom sans article)A + (nom sans article)

Il monte ce queportent les élèves,les personnages trèsdifféremmentLe nomdesvêtements et desaccessoiresIl décrit : Il/Elle estcomment ? En quoien quelle matière ?Avec quels détailsou particularités ?etc.Associer objets etdimensionEx : Une robelongue

1. L’apprenantécoute leprofesseur etsuit lesinstructions del’enseignant2. Il fait lesactivitésdonnées parl’enseignant

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1 Révision généralede travauxpremiere trimestre

L’apprenant devraitêtre capable de serappeler Les sujetsclés de premieretrimestre

Les sujets de premieretrimestre comme :Saluer ; se pr de manderet expliquer la positiondes personnes ou deschoses, les uns/unes parrapport aux autres ;situer les lieux lesuns/unes par rapportaux autres etc.

1. L’enseignant posecertaines questionsaux apprenants surle sujet déjà appris-le trimestreprécédent.2. L’enseignantautant quel’apprenantcorrigent lesquestions surl’examen passé.

L’apprenant écouteet participeactivement enrépondant auxquestions del’enseignantoralement et àl’écrite.

1. Les cahiers desapprenants.2. Les questions del’examen passé.

1. De repondezaux questionsposées parl’enseignant.2. Corriger lesquestions del’examen passé.

2 Exprimer lesattitudes(jugement/appréciation)

L’apprenant seraitcapable d’exprimerson opinion.

Des expressions utiles :J’aime n’aime pas ; jedéteste...Ilest/c’esthorrible/mauvais/méchant/formidable/merveilleux/sévèreIl est/c’estbeau/amusant/drôle

1. L’enseignantpropose quelquesscènes quiprovoquent certainesréactionsEx : Fumer aupublique2. Dormir en classe

1. L’apprenantparticipeactivement à lamise en scène dessituations données2. Il utilise lesexpressionsdonnées par leprof.

1. vidéos2. photos3. documents4. authentiques4. gestes

1. Utiliser leverbe "aimer","détester" pourexprimer sonopinion.2. Utiliser desadjectives desjugements pourremplir quelquesphrases àl’écrite.3. Jeux de rôles

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3 Etablir des listes ;Etablir desinventaires

L’apprenant seraitcapable d’établir laliste des objets1. de la classe2. de la maison3. d’un bureau4. d’achat

Des expressions utilescomme :Sur la table, qu’est-cequ’il ya ?Qu’est-ce qu’il ya sur latable ?Qu’est-ce qu’il yadans.... ?Dans/sur...., il y aun/une/des/le/la/les.Qu’est-ce que vousavez ? Qu’est-ce quevous avez sur vous ?J’ai un/une/desUne bouteille de.../unpaquet de.../Qu’est-ce que vousaimez ? J’aimele/la/l’/les/mon/ma/mes/ton/ta/tes etc.

L’enseignant établitavec les élèves deslistes d’objets qu’ilapporte avec lui etleur demande d’enpréciser lalocalisation (enutilisant "dans","sur") etl’appartenance.Ex : Sur la table, ilya un livre ; C’est lelive de Ngozi

Les élèves font uneliste de chosesqu’ils aiment. Lesapprenants font uneliste des chosesqu’ils doiventacheter avant larentrée scolaire

- Vidéos- Des objets réels- Des dessins- Des photos

1.D’identifier/nommer quelquesobjets dessines(les dessin)2. D’établir uneliste d’achat aumarche/supermarché ou une listed’écolier de JS 2

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4

5

Savoirnommer :1. Lescommerçants2. Les magasins3. Lesmarchandises etleur mode deprésentation

L’apprenant seraitcapable d’identifier :1. Les commerçants2. Les magasins3. Les produits

Des expressions utilesQu’est-ce qu’il/elle est ?Il/Elle est... (Profession)Il/Elle est commerçant(e)Marchand(e).Vous connaissez descommerçants ?Ou’ est-ce qu’il/ellevend ?Il/Elle vend des/du/dela/de l’...On trouve/on achètedes/du/ de la/ de l’, unkilo de, etc au/à là/à l’(magasin) au rayon des(marchandises champsLexicaux : Les produitsqu’on achète dans chaquetype de magasin et leurmode de présentationstructure grammaticales ;phonie/graphieLe masculin et le féminindes noms de commerçantsL’expression de la qualitéindéfinie du, de la, de l’,des

L’enseignant faitsemblant de visiterun marche etnommer les produitset les commerçantsqu’on y voit. Ils’exprime devantson client/le vendeurce qu’il vent acheterL’enseignant montredes dessins ou desphotos de nombreuxproduits qu’ilnomme. Il fait des

étiquettes portant lesnoms des différentstypes de commerce(épicerieboulangerie,boucherie, etc et dedemander auxélèves d’attribuer enles nommant,chaque produit dansle magasin ou i’ onpeut le trouver.

Les élèves fontl’inventaire de cequ’on peut vendredans chaque typede magasin etprécisent la modede présentationEx : dans uneépicerie

1. Vidéos2. Photos3. Dessins

Identifier1. Lescommerçants2. Les magasins3. Les produits/Lesmarchandises

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6 Dire ce quel’on veutacheter :Demander leprix ;marchander etpayer

L’apprenant seraitcapable de :1. Dire ce que l’onveut achète.2. Demander le prix.3. Payer et demanderde la monnaie

Est-ce que vous avezun(e)... Oui j’en ai un/une ;non, je n’en ai pasEst-ce que vous avez des ?Oui, j’en ai ; non, je n’en aipns Bonjour !Qu’est-ce qu’il veut fait ?Qu’est-ce que vous avezbesoin ?Je voudrais ...un/une/des/du/de la/deiEst-ce que vouspouvez/pourriez medonner.... ?Combien ça coute ? ça faitcombien ?Ça fait.... ça coute...C’est trop cher ! Je veuxquelque chose de moinscher. Baissez un peu leprix ! Faites-moi un prix !Et devient le commerçantqui répond à un(e) élève quijoue le rôle de client(e), ceciafin de faire découvrir lesdifférentes façons dedemander ou de proposer unproduit d’en demander,donner ou marchander leprix.

L’enseignant faitdécouvrir auxapprenantscomment on dit1. Le que l’on ventacheter2. Comment ondemande le prix3. Comment onmarche ander etpayerL’enseignantdemande auxapprenants s’ils ontcertains objets.L’enseignantutilise :"J’en ai un/une"J’en ai ou Je n’enai pas – il demandeensuite à un/uneélève d’interrogerun camarade quirépond en utilisantces mêmesexpressions.

1. L’apprenantécoute et suitl’enseignant2. L’apprenantquestion ensuitel’enseignant enutilisant les mêmesexpressions.3. La classe crée depetits poèmes ayantpour thème ce quel’on a ou pas.Ex : du travailJ’en ai ;Des amis, j’en aimais de l’argent, jen’en ai pas

PhotosImagesVoir On y va 1,unité II page 39 et102

Dire :1. Ce que l’on a2. Ce que l’onn’a pas3. Ce que l’onveut acheter.4. Il doit nommerles marchandiseset doitmarchander dansn’importe quellesituation donnée.

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7 Savoir dire :De quoi on abesoinA quoi ça sert

L’apprenant seraitcapable de s’exprimerface à :1. De quoi on a besoin2. A quoi ça sert

Pour..., de quoi avez-vousbesoin ? J’ai besoin de...Qu’est-ce qu’il il vous fautpour... ?Il me faut...Pourquoi ? Pour...A quoi ça sert ?Ça sert à t (infinitifs)De se faire utiliser les objetsdont les élèves peuventavoir besoin :- Les matériels scolaires- Les produits de toilette- Les vêtements- Les accessoires- Les produits d’entretien- Les objets personnels ; lesoutilsPour + (infinitif)

L’enseignantexplique ce qu’il abesoin pour fairecertaines activités.Il demande ensuiteaux élèves ce qu’ilsont besoin pourétudier, se laver,nettoyer, réparer,jardiner, sedistraire etcEx : Pour me laver,j’ai besoin d’eau,de savon etd’éponge.L’enseignant faitpréciser à quoi sertchaque chose

En écoutantattentivementLes apprenantsavec l’enseignantfont des activitésComme : vrai ouFauxEx : On utilise unstylo pour marcherc’est vrai ou Faux ?

Des photosDes dessinsVoir On y va 3 Page14 unité 2

L’apprenant dedire :1. Ce que l’onveut faire2. De quel objeton a besoin pourle faire.3. A quoi sert cetobjet

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8 Savoir :Demander unremède dansune pharmacie.Expliquer unemaladie.

L’apprenant seraitcapable de dire :(1) Les differentestypes de maladies.(2) Où I’ on a mal.(3)De demander unremède.

Qu’ est-ce que vous avez ?vous etes malade ? J’aimal/au/a/a...….parties du corps.Je suis malade. Je voudraisun remède. Il fautde/du/de/a... (nom demedicament) II faut de I’asprine. II fant (verbed’action pour se soigner. IIfaut prendre 3 compriméspar jour.Les maladies, les douleurs.Les medicaments et la façonde les prendre.II faut + (nom); II faut +(infinitif)Les parties du corpsphysique.

L’ enseignant ens’aidant de mimiqu’es fait la listedes maladiescourantes et despetit douleurshabituelles. Ex :J’ai mal aux dents .a la tête à la gorge,au ..., J’ ai de larhume : J’ caquée.Je me suis brulécherche commenton trouve le nomcémentsnécessaires etcomment lesJEU DE ROLEPharmacie/a

1. L’ apprenantécoute et répèteplusieurs fois2. Jeu de rôle unapprenant qui estmalade va chez lemédecin pour sesoigner ; au dos, auventre, la fièvre.Sesoigner desmedicaments,soigner avec desmedicamentprendre le à 19heure.

Des photos voir on yva Unité 8 Pg 68-69Des photosDes images LeCorps humain.Vidéos

L’apprenant dire:1. les différentstypes de maladie2. où l’on mal.3. demander unremède.

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9 Parler de ce queon fait pour sedistraire.

L’apprenant seraitcapable d’employerdes mots ou desexpressions auxloisirs.

Vocabulaires et expressionscomme: recréation, pause,on s’amuse, on chante, onjoue, on danse, on fait dubruit, on joue du tam tam,les loisirs: Je fais du...,Ecouter de la musiqueAimer + nomAimer + (infinitif).Exprimer I’ opposition avec‘‘mais’’ Phonie/graphie[S] le cinéma[k] la cuisine, sac- La gradation : Ier, 2eme, 3eme

etc.

L’enseignantpropose dessituations decommunicationappropries Ex :Après les cours,pendant leweekend/lesvacances/lamatinée, on ... 2.Puis, il enumere laliste de ce quilaime bien,beacucoup, de cequ’il adore, ce qu’ilprefère.

L’apprenantparticipe activernentaux dialogues et auxjeux de rôle.Activité : écrit àvotre correspondantpour vous présenteren précisant vosloisirs.

Des photosDes imagesmimiqueDocuments voir ony va Pg...

L’apprenant dire :1. Ce que I’ onaime2. Ce que I’ onn’aime pas3. Exprimer lagradation.

10 Lescaracteristiquesdes accessoiresdes vêtementsdes chaussures

L’apprenant seraitcapable de decrire desvetements enprecisant :(1) La dimension(2) La taille(3) La matière(4) Les couleurs

Vocabulaires/Expressionsutiles camme:Le verbe : porter ; ‘‘S’

habiller’Je m’ habille, II/Elle s’habille avec... un/une/des...Il/Elle est, comment?Ils/Elles sont comment?Long /court/petit/moulant.

Decrire unvêtement enprecisant :(1) La dimension(2) La taille(3) La matiere(4) Les nuances(5) Le motif(6) Les couleurs.

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1. Le tempsquill fait

L’apprenant seraitcapable de - serappeler de ce qu’ilavait appris Letrimestre passé (2eme

trimestre)

Les sujets de 2eme trimestreles actes de paroles ou lesobjectifs communicatifs dedeuxième trimestre.Il fait beau/ll fait froid/ll faithumide/ll fait du soleil/il faitdu vent, ll neigeQuel temps fait – il ?

L’enseignant avec les apprenants révisentquelques sujets de 2eme trimestre.2. ils corrigent aussi les questions de l’examen passe3. Ii fait découvrir aux apprenants lesdifférents temps du jour.

Les cahiers desapprenants leursliveres les questionsde I’ examen passe.Voir unité 3 on y va2 pg 20.

De répondre lesquestion de I’enseignant.(2) De secorriger

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2. Comparer:ExprimerunehésitationExprimer unchoix.

L’apprenant seraitcapable de :1. apprécier quelquechose2. Comparer leschoses3. Exprimer un choix.

C’ est + (adjectif) Il/Elle est+ (adjectif)Il/Elle n’est pas assez ...Il/Elle est plus ... que I’autre.Il/est moins ... etc. ca, c’estmoin bien Je préfère celui-ci/Je prends celui – Je ne saispas. J’ hésite. Je’ regrette/Jesuis désolé, je ne la/le/lesprends pas.Vous desirez ? non, rien,merci. Je ne veux rien.Champs lexicaux : Qualitésd’un objet ou d’une personne.Structures grammaticales :Celui-la, celle.ci/Celle-là/ceux-ci/Ceux-là/celles-ciCelles-làLa qualification :Très, trop, pas, assez.La comparaisonLes pronoms démonstratifs.

1. L’enseignantdemandé aux élèvesd’apprécier diversessituations ou personnes.Ex : apprendre lefrançais, c’estcomment ?2. L’enseignantcompare la physique, lapersonnalite de deuxélèves, de deuxpersonnes connues. Ilcompare lescaracteristique d’ objetsvisibles dans la classe.3. la classe compareune ville à une autre,differents modes detransport, etc.4. L’enseignant faitdessiner au tableau unmeme objet par deuxapprenants differents oncompare les differentescaracteristiques dechaque desin.

Des photosDes dessinsDes imagesDes videosVoirOn y va 2 unite 6 pg48

1. Exercices derecapitulation2. Jeu de roles3. De justifierson choix4. De rédiger despublicités pourpromouvoir unmême produit

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3. Lescaracteristiquede la vie rurale

L’apprenant seraitcapable de degager oupresenter lescarateristiques de lavie rurale

Vocabulaire et expressionsutiles :Les champs, la chasse, legibier, les routes de sable,l’air frais, beaucoup denourriture, beaucoup demoustiques, peu d’ecoles,peu de jeunes, pas d’electricite ; pas de l’eaurobinet, pas de goudronne…La vie est moins confortablecalme et tranquilite

L’enseignant aidel’apprenant àutiliser les mots etexpressionspertinents

1. L’apprenantecoute le professeurtres attentivement2. Il se sent motivepour proposer enfrançais descaracteristiques dela vie au village

ImageesPhotosExtraits desjournaux, desdocuments mimes

1. Exercices derecapitulation2. De rappeler descaracteristiques dela vie au village

4. Lescaracteristiquesde la vieurbaine

L’apprenant seraitcapable de degager etpresenter lescaracteristiques de lavie urbaine

Vocabulaire et expressionsutiles :Les grandes routes, lesvoitures, la mode,l’electricite, l’hopital, lesgens sont toujours pressés ;les feux, les embouteillages;L’eau de robinetLes bruits. Les grandsbatiments.Les grands marchés, leszoos. L’aeroport, la plage ;Des avions (Lieuxtouristiques)

L’enseignant faitdecouvrir auxeleves lesexperiences de lavie urbaineEx : Des grandesroutes ; Des lieuxtouristiques pourfinir, il fait la listede choses trouvésdans les grandesvilles avec desillustrations claires

L’apprenant apporteson experience (S’ilena) quant a’l’appreciation de lavie dans les grandesvilles

Photos, videos,extraits desjournaux, autresdocuments, voirunite 2, On y va 2pg 14

Exercices derecapitulation deproduction oraleet ecrite

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5. Lesexpressionsde calculsimple

L’apprenant seraitcapable d’exprimer enfrancais les quatresoperations

….plus… egal…. moins…egal……divisé par…egal……multiplié par…egal…Ca fait…, Le total est/fait

L’enseignant faitdecouvirir levocabilaire desoperations de base ens’aidant du tableau

L’apprenantparticipe parrepondant auxquestions del’enseignant

ImagesDessinsOn y va 1 pg..

D’exprimer enfrançais lesquatre opérations

6. Dire cequ’on mangeDire cequ’on boit

L’apprenant seraitcapable de dire1. ce qu’on mange2. ce qu’on boit

Qu’est-ce que vous prenez aupetit-dejeuner ?/audejeuner/au dînerJe prends/je mange/je boisun/une/des/du/de la/de l’…Où? A quoi ? Au/a’ la/a’l’/aux…Comment ?cuit/cru/bouilli/roti/frit/chaud/froid, etc combien ?Une tasse de/un verre de…Champs lexicaux : LesalimentsLes plats, les repas, lesboissons structuresgrammaticales :La qualitéAu, A la, AuxLa quantite de…L’accompagnementAvec

L’enseignantexplique tout ce qu’ilprend au petitdejeuner en ajoutantles precisionsnecessaires pourchaque plât ouboisson. Puis ildemande aux élèvesce qu’ils prennent.Meme chose pour lesautres repas habituelset pour les repas defête

L’apprenant éoutel’enseignant etparticipe en memetemps en disantquels sont sesplâts préférés

ImagesPhotosDessins voir On yva pg…

De dire :Ce qu’on mangeet ce qu’on boit

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7. Les ustensilsLes elementsd’ unecuisine

L’apprenant serait decapable de nommer :1. Les ustensils2. Les éléments d’unecuisine

Vocabulaire et expressionsutiles comme :Les ustensil : une casserole,un bol, une assiette, uncouteau, un fourchette, unecuiller, un gaziniere, unearmoire, une table, une tasse athé, une verre, une cuvette, unfrigidaire/refrigirateurDe quoi on se sert pour…On se sert de quoi pour…couper, hacher, piler, laver,egoutter, melanger, cuire,frire, bouillir, griller,conserver, etcOn (verbe) avcc…La cuisineUn cuisinier/ere ; fait lacuisine/prepare lerepas/nourriture

L’enseignant faitune liste desutensiles et deséléments de cuisine.Il demande à sesélèves de venir lesdessiner.Il leur demande derélier chaque nom àson dessin, etd’expliquer ce qu’onfait avec cet ustensil

L’apprenant suivel’enseignant enfaisant les activitesqu’il leur demande

ImagesPhotosMimesDessins voirOn y va 2 pg..

De nommer :1. Des ustensils2. Des elementsde cuisine

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8. Les recettesde lacuissineCommentréaliser desplats

L’apprenant seraitcapable de :1. faire des recettes dela cuisine2. expliquer commenton réalise des plats

Vocabulaire et expressionsutiles comme :Eplucher/écraser/piler/pilier/pétrirmelanger/ajouter/mettre/Remuer/mesurer/saler/sucrer/assaisonner/(faire/laisser cuire/bouillir/faire :Faire/laisserrechaufer/refroidir, etstructures grammaticales :Les pronoms complements :en, le, la, lesAvec verbe: au present : a’l’imperatifPassages des articlesindefinis :Un/du/le : une/de la/la ; des/les

1. L’enseignant faitdecouvrir auxapprenants desrecettes variees.2. Il demande a’un/une eleve depresenter recetted’un plat qu’il/ellesait faire3. L’enseignant écritau tableauencommencant parles ingridients, lesquantities, puis, lesprocedures a’ suivredans l’ordreMettre les verbesd’action a’l’imperatif

L’apprenantparticipeactivement il ecritsa recette préféréeJeu de roles unemère explique a’ses enfantscomment elle faitun plat. Chaqueapprenant ainsiquel’enseignantapporent desingredients dans laclasseA partir de recette(Ex : jollof rice)redigees par ungroupe un autregroupe fait le platen expliquant cequ’ils font

PhotosIngredients reelsVoirOn y va pg…

1. Faire unerecette de cuisine2. Expliquercomment onréalise un plat

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La quantiteLa qualitédes produits

L’apprenant seraitcapable de préciser :1. la qualite desproduits2. la quantite desproduits

Que voulez-vous ? Je veuxdes/du la/ de l’… Combienen voulez-vous ?J’enveux/voudrais….un/une/trois/dix etc. un litre/un kilo/unpeu/beaucoup ce n’est pasassez ! J’en veux plus.C’est trop. Jen veux moins.J’en veux seulement…çasuffit !Vous le/la/les voulezcomment ? J’en veux unbon. J’en veux un beauIl est bons/elle est bonne ? Ilest mûr/elle est mûre ?Il est beau/Elle est belle ? Ilest bien sec ?/Elle est bienseche ? Il est bienfrais ?/Elle est bien fraiche ?Il n’est pasbon/beau/sec/fraisChamps lexicaux :Les aliments : Lesingredients,Les fruits, : Les boissonsLa revision des nombres

L’enseignant avecl’apprenant dessinentla boutique ideale. Ilsmontrent et disenttout ce qu’on y vend.La classe fait unegrande liste geante dece qu’il faut pour unrepas de fete(anniversaire,mariage, enterrement,etc) en decidant dequantités

PhotosIngredients reelsVoirOn y va pg…

L’apprenant depreciser :1. quels sont lesingredientsnecessaires arealisation d’unplat2. Dans quellequantite3. Et la qualite

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9. Demanderpoliement

L’apprenant seraitcapable de faire desdemandes avecpolitesse

Expressions utiles comme :Pouvez-vouz…. ?Je voundrais…. Je peux vousdemander….s’il vous plaît ?

L’enseignantreemploiesystématiquementles formules depolitesse pour faireune demande. Ilinsiste sur dessituations decommunicationappropriees

L’apprenant écouteet répetesystématiquementles énoncesillustratifs del’enseignant. On luifait voir ladifférence entre cesénonces et ceux oula politesse n’estpas soulignée

Jeu de rôle dialogue

VoirOn y va unite 9 pg82

Exercices dereconnaissancede reproductionorale/ecrite

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COMPUTER STUDIESJS II

FIRST TERM

SUB-THEME: BASIC COMPUTER OPERATIONS AND CONCEPTS

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LEARNINGRESOURCES

EVALUATIONGUIDE

TEACHER STUDENT

1 Computersoftware

Students should beable to:1. define software;2. State the types ofsoftware3. give examples ofeach type ofcomputer software

1. Definition ofsoftware2. Types andexamples ofsoftware:- system software(Operating system)- Applicationsoftware (wordprocessing,spreadsheet,graphics, etc)

Guides student to:- describe computersoftware- identify differenttypes of computersoftware- Give examples ofeach type of software

Boot the computerand identify types ofsoftware in thesystem

1. Charts2. Computer systemwith appropriatesoftware

Students to:1. define software;2. state two typesof software3. give twoexamples ofapplicationsoftware4. give example ofsystem software

2 OperatingSystem I

Students should beable to:define operatingsystems

Definition of anoperating system(OS).

Leads students todefine operatingsystem

Participate in classdiscussions

Computer installed withoperating system

Students to:define an operatingsystem

3 OperatingSystem II

Students should beable to:give examples ofoperating system

Examples ofoperating systems(DOS, Windows,Linux, Unix)

Guides the studentsto:- give examples ofcommon operatingsystem in use- State the functionsof an operatingsystem

Copy the boardsummary into theirnotebooks

Interactive CDTutorial on functions ofcomputer operatingsystem

Students to:Give example oftwo operatingsystem

4 OperatingSystem III

Students should beable to:State the functionsof an operatingsystem

Functions ofoperating systems:(Resource allocationmonitoring, utilities

Write notes on thechalkboard

Copy the boardsummary into theirnotebooks

Charts Students to:state the functionsof an operatingsystem

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5 Units of storagein computer

Students should beable to:1. state the variousunits of storage andtheir values2. convert from oneunit to another;3. differentiatebetween kilometer,kilogram andkilobyte, megabyteand gigabyte

Units of storage:- Nibble- Byte- Kilobyte- Megabyte- Gigabyte, etc.

1. Guides student tostate the units ofstorage and theirvalues.2. Lead student toconvert from one unitto another3. Leads student todifferentiate betweenkilometer, kilogram,kilobyte, megabyte,and gigabyte

1. Convent from oneunit to another.2. Differentiatebetween kilometer,kilogram, kilobyte,megabyte andgigabyte

Charts of- conversion table- Flash drives

Students to:1. state three unitsof storage and theirvalues.2. convert a givenunit to another3. distinguishbetween a kilogramand a kilobyte

6 Computerproblem solvingskills

Students should beable to:1. identify acomputer program;2. define acomputerprogramminglanguage3. give examples ofcomputerprogramminglanguages

Computerprogrammes- meaning- examples (LogoBASIC, etc)

1. Guides student toidentify a computerprogram2. Leads students todefine and giveexamples ofprogramminglanguage

1. Define computerprogram2. Give examples ofcomputerprogramminglanguage

Samples of writtenprograms in differentcomputer language

Students to:1. identify acomputer program2. define computerprogramminglanguage3. give twoexamples ofcomputerprogramminglanguage

7 BasicProgramme I

Students should beable to:state the meaningof the acronymBASIC

BASIC language:- meaning-BASIC characterset

Guides student tostate the meaning ofBASIC

State the meaning ofBASIC

1. Computer system2. Interactiveinstruction

Students to:state what BASICstands for

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8 BasicProgramme II

Students should beable to:list key statementsof BASIC I

Key BASICstatement I e.g.- live number- Remark (Rem)- Assignments (Let,input and data)

Leads student to listBASIC statements

List the BASICstatements

Interactive instruction Students to:list three BASICstatements

9 BasicProgramme III

Students should beable to:describe keyBASIC statementII

Key BASICstatement II e.g.- output statement- print- programterminatorLaud, stop

Guide the student todescribe key BASICstatement

Describe keyBASIC statement

Interactive instruction Students to:describe keyBASIC statement.

10 BasicProgramme IV

Students should beable to:write a simpleBASIC program

Simple BASICstatements

Guides the student towrite and run simpleBASIC Program

Practice writing andrunning simpleBASIC program

Sample of BASICProgram

Students to:write a simpleBASIC program

11 REVISION

12 EXAMINATION

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1 Computerethics I

Students should beable to:list responsibleways of usingcomputer andinternet

Responsible use of computersand internet- Avoiding liquid droppinginto the system- Using dust cover- Protection from powerproblem- Unplugging the system whennot in use for long- Check our e- mail regularly- Give prompt and politeresponse to mails

Guides thestudents toidentifyresponsible waysof usingcomputer- internet

1. Participate inclass discussion2. Make use ofcomputers andinternet

Computerlaboratory withinternet facilities

Students to:list three ways ofusing computer andinternet responsibly

2 Computerethics II

Students should beable to:identify ways ofmisusing thecomputer andinternet

Abuse/misuse of computer 1. Leads studentsto identify waysof misusing thecomputer2. Write notes onthe board

1. Participate inclass discussions2. Copy the boardsummary intotheir notebooks

Pictures/charts ofan ideal computerroom/laboratorywith internetfacilities

Students to:list four ways ofmisusingcomputers andinternet

3 Safety measures Students should beable to:state safetymeasures that needto be taken whenusing computer

Safety measures:The sitting postureUsing the anti-glare protector- positioning of monitor base- illuminating the computerroom- Maintaining dust-freeenvironment- keep liquids away fromcomputer

Guides thestudents to list thesafety measuresthat need to betaken when usingcomputer

Participate inclass discussion

1. Pictures2. Charts

Students to statefour safetymeasures that needto be taken whenusing computer

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4 GraphicPackages

Students should beable to:describe graphicpackages

Meaning of graphic packages Explain graphicpackages

Listen to teachersexplanation

Computer systemwith graphicpackages installed

Student to:describe graphicpackages

5 GraphicPackages

Students should beable tolist different typesof computergraphic packages

Examples of graphicpackages: paint, corel draw,instant artist, etc.

Leads student toidentify differenttypes of graphicpackages

List differenttypes of graphicpackages


Students to:list four types ofgraphic packages

6 GraphicPackages

Students should beable to:state the generalfeatures of graphicpackages

Features: Tool, bar, menubar, printable area, colourpalette, etc.

Guides student todescribe thefeatures of graphicspackages

1. Participate inclass discussion,2. copy the boardsummary intotheir notebooks


Students to:state five featuresof graphicpackages

7. Paintenvironment

Students should beable to:1. identify thefeatures of thepaint environment2. list the painttools, explain thefunctions of thevarious tools; usepaint to draw andcolour simpleobjects

1. The paint, paintenvironment2. Paint tools and theirfunctions

1. Explains thefunctions of thevarious tools.2. Guides studentsto draw and coloursimple objectsusing paint

1. Identify anddescribe paintenvironment2. Draw andcolour simpleobjects usingpaint package

Computer systemswith graphicpackages installed(e.g. paint, instantartist, photo paint,etc.)

Students to:1. identify featuresof paintenvironment2. list the painttools, state threefunctions of painttool;3. draw and coloursimple objects (e.g.Nigerian flag)

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8 IT as aTransformationTool I

Students should beable to:state what ITstands for:

Meaning of ICT(Information andCommunicationTechnology)

1. Provide pictures/charts of ICTgadgets.2. Explain themeaning of ICT

Observe thepictures/chartsdisplayed

1. ICT gadgets2. Pictures3. Charts

Students to:state what ICTstands for.

9 IT as aTransformationTool II

Students should beable to:list ICT gadgets

Examples of ICT:- computers- Telephone (GSM)- Cellular networks- Satellite communication- Television- Internet

1. Leads students toidentify ICT gadgets

Identify ICTgadget

1. Pictures/chartsof multimediacommunication

Students to:list four ICTrelated gadgets

10 Practical Students should beable to:1. create a fileusing wordprocessing.2. save a file

1. Creating files with wordprocessing2. Save a file

1. Guides students tocreate a file usingword processing2. Save a file

1. Create file2. Save file

Students to:1. create a fileusing wordprocessing2. save a file

11 REVISION

12 EXAMINATION

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1 ICT as aTransformationtool

Students should beable to:1. state the benefits ofICT2. list thedisadvantages of ICT

1. Benefits ofICT gadgets2. Disadvantagesof ICT

1. Guides class discussionon the benefits of ICT2. Guides class discussionon the disadvantages ofICT3. Writes notes on theboard

1. Participate inclass discussion2. Copy the boardsummary into theirnotebooks

Real object Students to:1. state threebenefits of ICT2. state threedisadvantages ofICT

2 ICT Gadgets Students should beable to:1. differentiatebetween GSM, Faxmachine and telephone2. create and sendmessages to oneanother using theGSM and Fax machine3. store and retrieveinformation on a GSMhandset

1. The GSM2. Fax machine3. Telephone etc

1. Prepares charts2. Takes students to visitbusiness centres3. Guides the class to:differentiate betweenGSM, Fax and telephone,make calls on GSMhandset. create and sendmessage on GSM handset- Send and receive faxmessages, save textmessages contact addressand telephone number onGSM

1. Watch teacherdemonstrations2. Visit businesscentres3. ask and answerquestions4. Make calls onGSM handset5. Create, send andstore messages onGSM handset6. Send and receivefax messages

1. Charts orpictures2. GSM handset3. Fax machine4. Telephones5. Othercommunicationgadgets

Students to:1. state twodifferencesbetween aFax, GSM and Fax,Telephone,2. make calls;3. Send messages4. create, send,store and retrieveinformation onGSM handset

SUB-THEME: BASIC KNOWLEDGE OF INFORMATION TECHNOLOGY3 Internet I Students should be

able to;define the:- internet, world wideweb (www), electronicmails (e-mail), e-mailaddress; website

Definition ofterms:- Internet (thelargest computernetwork in theworld- e-mail address- worldwide web(www)

Leads student to definethe internet, e-mailaddress, website, webbrowser

1. Participate ondiscussion2. Watch teacherdemonstration andpractice writingvalid e-mail andweb address

Internet connectedcomputerlaboratory or cybercafé

Students to:define the internet

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4 Internet II Students should beable to:identify:- internet browser- e-mail address- website address

1. Internetbrowser:- Microsoftinternet explorer2. Netscape,Mozilla, etc.

Guides students towrite valid samplesof e-mail and websiteaddress

Watch teacher’sdemonstration andpractice writingvalid e-mail andweb addresses

Samples of e-mailaddress

Students to:list three- browsers;- e-mail addresses- website addresses

5 Internet III Students should beable to:open an e-mailaddresses

Creating e-mailaccount

Organizes visit tocyber café todemonstrate thevarious uses ofinternet

Copy chalkboardsummary into theirnotebooks

e-mail address- [email protected]@[email protected]

Students to:1. open their e-mailaddresses2. state threebenefits of theinternet

6 Internet IV Students should beable to:mention the benefit ofinternet

Benefits ofinternet- informationExchanges- e-learning- e-entertainment- faster andcheaper

Writes notes onchalkboard on theuses and benefits ofinternet


Internet connected,cyber cafe

Students to:state three benefitsof the internet

7 Internet V Students should beable to:mention the abuses ofinternet

Abuses ofinternet- fraud- pornography

Write notes onchalkboard on theabuses of internet


Cyber cafe Students to:state two abuses ofinternet

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8 Internetenvironment I

Students should beable to;1. recognize and nameicons in the internet2. send and receive e-mail

Characteristicfeatures

1. Takes students tocomputer laboratory,internet café or bringdownloaded websitesfor use in the class2. Shows students theicons on internetenvironment andexplain theirfunctions

1. Go to computerlaborator or visitcyber café2. Watch teacherdemonstration

1. Computer laboratory2. Cyber cafe

Students to:1. name five iconsfond in internetenvironment2. state thefunctions of theicon

9 Internetenvironment II

Students should beable to:1. chat on the internet2. link up witheducational networkgroups

1. Uses of theinternet2. Networkgroups

1. Guides students tosend and receivemails- chat on internet2. link up witheducational networkgroups e.g. schoolnet, e-school, etc.

1. Open their e-mailboxes2. Use the internetto:- send and receivemails- chat withthemselves- access educationalnetwork groups

1. Offline done loadedwebsites2. List of educationalwebsite and theiraddresses e.g.www.nerdenigeria.gov.ng

Students to:1. use internet tosend and receivemails and chats2. link up with twoeducationalnetwork groups

10 Practical Students should beable to:create an e-mailaddress

Create e-mail IIaddress

Lead the students tovisit cyber café

Open an e-mail sendmessage to thebeloved ones

Cyber café Students to:create an e-mailaddress

11 REVISION

12 EXAMINATION

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AGRICULTURAL SCIENCEJS II

FIRST TERM

SUB-THEME: PROCESSES OF AGRICULTURAL PRODUCTION

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TOPICPERFORMANCE


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EVALUATIONGUIDE

TEACHER STUDENT

1 Meaning offarm structureand types

Students should beable to:(1) define farmstructure.(2) list the types offarm structure.(3) mention the uses offarm structures.

Description offarm structure.-Types of farmstructure barn,silos rhombus,etc.

Guide students toexplain the meaningof structure.

Participate in theidentification of thetypes of farmstructure.

Chart and pictures offarm structures.

Students to:(1) explain themeaning of farmstructure.(2) list four types offarm structures.(3) state the uses offarm structure.

2 Uses andMaintenance offarm structures

Students should beable to:(1) list the uses offarm structures.(2) state the methodsof maintaining farmstructures.

(1) Uses of farmstructures.(2) Maintenanceof farmstructures.

Arrange for learnersto visit a commercialfarm.

Use pictures andcharts to identifyfarm structures.

Pictures and charts,relevant text booksshowing farmstructures.

Students to:(1) state five usesof farm structure.(2) list threemethods ofmaintaining farmstructures.

3 Meaning offarm buildingand types

Students should beable to:(1) define farmbuilding.(2) state types of farmbuilding.(3) explain the uses offarm building.

Definition offarm building.-Types of farmbuilding.-Uses of farmbuilding.

Guide studentsdiscussion of farmbuilding and the uses.

Participates in classdiscussion on themeaning of farmbuilding.

Charts and pictures ofdifferent types of farmbuilding.

Students to:(1) explain themeaning of farmbuilding.(2) state two typesof farm building.(3) List three usesof farm building.

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4 Uses andmaintenance offarm building

Students should beable to:(1) state uses of farmbuilding.(2) list methods ofmaintaining farmbuilding.

(1) Uses of farmbuilding.(2) Maintenance offarm building.

Arrange forlearners, to visitcommercialfarm.

Use pictures andcharts to identifyfarm buildings.

Charts and picturesof different types offarm buildings.

Students to:(1) mention threeuses of farm building.(2) list four methodsof maintaining farmbuildings.

5 Meaning andmethods of croppropagation

Students should beable to:(1) define croppropagation.(2) state methods ofcrop propagation.

(1) Meaning ofpropagation(2) Methods of croppropagation:-by seed (sexual).-by Vegetative organs(asexual).

Displays chartsand pictures oncroppropagation.

Study charts andpictures providedand list cropspropagatedvegetative by seeds.

Picture and charts ofcrops propagated byseeds and vegetativeorgans.

Students to:(1) briefly explaincrop propagation.(2) identify twomethods of croppropagation.

6 Advantages anddisadvantagesof propagation

Students should beable to:(1) list two advantagesof propagation.(2) state threedisadvantages ofpropagation.

(1) Advantages ofpropagation by: seed(easy to carry, store,procure, sow) etc.-Vegetative organs:more resistance todisease and pests.(2) Disadvantage-Seed does notgerminate easily dueto dormancy.

Collects anddisplay samplesof seed andvegetative organsof named cropplants.

Class demonstrationon crop propagation-By seed-By vegetativeorgans

(1) Crop propagationspecimens (seeds,vegetative organs)soil tins/pots, waterhand trowel etc.

Students to:(1) state twoadvantages ofpropagation by seeds.(2) list threeadvantages ofpropagation byvegetative organs.(3) mention threedisadvantages ofpropagation.

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7 Agriculturalculturalpractices(meaning ofculturalpractices)

Students should beable to:(1) define a culturalpractice.(2) state classes ofcultural practices.

(1) Definition ofcultural practice.(2) Classes ofcultural practice.-Pre –plantingoperation.-Planting operation.-Post plantingoperation.

(1) Displays chartsand pictures onboard.(2) Guide studentsto identify differenttypes of machine formilling machine.

Study charts andpictures provided andidentify the variousoperations depicted.

Simple farm tools:-hoe-cutlass-rake-hand trowel etc.

Students to:(1) explain culturalpractice.(2) state threeclasses of culturalpractices.

8 Agriculturalpractices(contd.)

Students should beable to:(1) describe pre-planting operations.(2) state the pre-plantoperations.(3) explain each of thepre-operations.

(1) Description ofpre-plantingoperations.-Choice of site-Clearing of site-Stumping-Planting or layingout etc.

(1) Guide studentsto identify anddescribe differentpre-plantingoperations.

(1) Watch teacherdemonstrations.

Simple farm tools:-hoe-cutlass-rake-hand trowel etc.

Students to:(1) state fiveactivities of pre-planting operations.(2) explain threeactivities of pre-planting operations.


Students should beable to:(1) describes plantingoperations.(2) explain plantingoperations.

(1) Plantingoperations.-Seed treatment-Spacing andplanting

(1) Demonstratessome of theseoperations

(1) Perform thevarious plantingoperation

(1) School farm. Students to:(1) state twoplanting operation(2) explain each ofthe plantingoperations.

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Students should beable to:(1) describes postplanting operations.(2) explain postplanting operations.(3) explain the effectof timely.(4) state various postharvest operations.

(1) Post-plantingoperations-Thinning-Supplying-Mulching-Maturing/Fertilizer applicationetc.(2) Effects oftimely-harvestingversus lateharvesting(3) Post-harvestoperations-Processing ofcrop

Give a boardsummary

Copy boardsummary

School farm Students to:(1) state five post-planting operations.(2) explain threepost-plantingoperations.

11 REVISION

12 EXAMINATION

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TEACHER STUDENT

1 Animal feedsfeeding

Students should beable to:(1) state the meaningof feeds.(2) list types of feedstuffs.

(1) Meaning of feeds.(2) Types of feeds-Energy yieldingfeeds.-Protein yieldingfeeds.

Exhibits samples offeeds stuffs such asgroundnut, cake,palm-kernel cake,cotton seed cake,forage silage hayetc.

Use the feed stuffsto feed farm animal.

Samples of feedse.g. groundnutcakes, hay includingpoultry feeds etc.

Students to:(1) define feeds(2) state three typesof feeds stuffs.

2 Animal feedsand feeding(contd.)

Students should beable to:state feeding tools.

Feeding tools-Troughs-Drinking set etc.

Displays feedingtools.

Identify the variousfeeding tools

Feeding tools silage,feeding trough etc.

Students to:list two feedingtools.

3 Farm animaldisease control

Students should beable to:(1) define the term-disease.(2) state variousclasses of diseases.

(1) Meaning of adisease.(2) Classes of farmanimal disease.(a) Bacteria, virus,protozoan, fungal,nutritional diseases,parasite.

Displays picturesand charts of-Diseased organismslike worms.-Dead animals

Visit abattoir toobserve meatinspection.

Pictures and chartsof diseases of farmanimals diseaseorganisms.

Students to:(1) explain themeaning of disease.(2) list five farmanimal diseases.

4 Farm animaldisease control:Bacteria

Students should beable to:(1) define Bacteriadisease.(2) state the animalsinfected

Farm animal disease(a) Bacteria-Anthrax-Brucellosis orcontagious abortion.-Tuberculosis.

Develops chart oncausal organisms,symptoms andanimal affected.

Participates indiscussion onanimal diseasecausing organismand diseasesymptom.

Pictures and chartsof diseases of farmanimal diseaseorganisms.

Students to:mention fourorganisms thatcause farm animaldisease.

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5 Farm AnimalDisease controlBacteria

Students should beable to:explain the mode oftransmission,symptoms preventionand control measures.

Farm animaldisease.(a) Bacteria-Mastitis-Gastroenteritis

Develop chart oncausal organisms,symptoms andanimals affected.

Participates indiscussion on animaldisease causingorganisms anddisease symptom.

Picture and charts ofdisease of farm animaldisease organisms.

Students to:list three symptomsof Bacterialorganism and twopreventing andcontrol measure.

6 Farm Animaldisease controlvirus disease

Students should beable to:(1) list various virusdisease(2) explain the modesof transmission

(a) Farm animaldisease(b) virus:-foot and mouthdisease-Rinder pestdisease

Develop charts oncausal organism,symptom andanimals affected.

Carry out goodsanitation practiceon school farmanimals

Preserved specimens ofcausing organism

Students to:state four modes ofviral transmission.

7 Farm Animaldisease control(virus disease)contd.

Students should beable to:state two preventiveand control measures.

Farm animaldisease virus-New castledisease-Fowl pox etc.

Develop charts oncausal organismssymptoms andanimals affected

Carry out goodsanitation practiceon the school farmanimal

Preserved specimen ofcausing organisms

Students to:list two preventivemeasures

8 Farm animaldisease control:Protozoandisease

Students should beable to:(1) state four names ofprotozoan disease(2) list three animalsaffected

Farm animaldiseaseProtozoan-Trypanosomiasis-Coccidiosis-Babesios (redwater disease).

Develop charts oncausal organisms,symptom andaffected animals.

Carry out goodsanitation practiceon the school farmanimal.

Pictures and charts ondisease of farmanimals.

Students to:(1) state threediseases caused byprotozoan.(2) list twosymptoms.(3) mention twocontrol measures.

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9 Farm animaldisease control(contd.)

Students should beable to:list two disease causedby fungal

(a) Farm animal(b) Fungal-Aspergillosis-Ringworm etc.

Develop chart oncausal organisms,symptoms, andanimals affected.


Pictures and charts ofdiseases of farmanimals diseaseorganisms.

Students to:(1) mention twosymptoms of fungaldiseases.(2) explain threemethods ofpreventing them.

10 Farm animaldiseases control(contd.)

Students should beable to:(1) define nutritionaldisease.(2) state twosymptoms ofnutritional disease.(3) list how nutritionaldisease can be control.

(1) Farm animaldisease(2) Nutritionaldisease:-bloat

Develop chart oncausal organisms,symptoms, andanimals affected.


Pictures and charts ofdiseases of farmanimals diseaseorganisms.

Students to(1) name twosymptoms ofnutritional disease.(2) list how theycan be controlled.

11 REVISION

12 EXAMINATION

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1 Fishery I Students should beable to:(1) define fishery.(2) classify fishes onthe basis of habitat andmorphology.

(1) Definition of fishery.(2) Classes of fish basedon:-habitat-morphology-other types of aquaticorganisms

Arrange a visit to anearby fish farm.

Examine andidentify varioustypes of fish andother aquaticorganismsdisplayed.

Pictures and chartson fish and fishproducts.

Students to:(1) define fishery(2) classify fishesbased on:(a) habitat and(b) morphology

2 Fishery II Students should beable to:(1) explain habitat andmorphology.(2) state other types ofaquatic organisms.

(1) Classes of fish basedon:-Habitat: fresh waterfish and salt water fish.-Morphology e.g. Bonyand cartilaginous fish.-Other types of aquaticorganisms: shell fish-crab, prawn, retile-turtle,crocodile mammalshippopotamus, whale

Present picture andcharts on fish andfish products.

Bring sample offish and fishproducts.

Visit to a nearbyfishery.

Students to:(1) explain fishesbased on:(a) habitat and(b) morphology.

3 Fishery III Students should beable to:(1) list the uses of fish.(2) explain the uses offish.

Uses of fish and fishproducts.-Food-Livestock food-Fish oil-Medicinal purposes etc.

Display fish andthe fish products.

Bring samples offish and fishproducts.

Pictures and chartson fish and fishproducts.

Students to:(1) state two usesof fish and fishproducts.(2) explain the usesof fish.

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4 Fishery IV Students should beable to:(1) state methods offishing.(2) explain methods offishing.

Methods of fishing.-Hook and line/rod andline-Fish traps-Fishing baskets pot andgourds-Wounding method

Practice how tomend fishing net.

Identify variousfishing equipmentdisplayed.

Fishing nets, basket,fishing hook etc.

Students to(1) explain threemethods of fishing.(2) list fiveequipment use infishing.

5 Fishery V Students should beable to:discuss effect ofchemicals on aquaticorganisms.

Risk factors in water andfish farming:-polluting water withchemical/industrialeffluents-contaminating fish withchemicals used forcatching fish.

Discuss the effectsof chemicals onfish and theirenvironment.

Explain suitableenvironment forfish farming.

Chemicals Students to:write shout note onthe risk factors infish farming.

6 Forests andforest uses.(meaning andtypes of forest)I

Students should beable to:(1) explain forest.(2) list types of forest.

(1) Meaning of forest.(2) types of forests.-Mangrove (swampy)-Rain forest (Many tree).-Derive forest (fewtrees).

Facilitate guideddiscussion on:Types of forest.-Mangrove-Rain forest.

State types offorest.

Pictures and chartsshowing forestproducts.

Students to:(1) explain a forest.(2) state two typesof forest.

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7 Forest andforest uses(forestresources)II

Students should beable to:(1) state the uses offorest.(2) explain forestresources.

Forest resources.-Trees-Wildlife (animals)-Fruits (food stuffs)-Various Herbs:-shelter, etc.

Facilitate guideddiscussion on:-resource-potentials of the forest-forest products e.g.fruits, gums animalsetc.

State resourcesobtained fromthe forest.

(1) Real productwhere available.(2) Some forestproducts.

Students to:state forestresources.

8 Forest andforest uses(uses of forestresources)III

Students should beable to:state the uses offorest resources.

Uses of forest resources.(a) Forest trees-Iroko (Chlorphoraexcelsa).(b) Forest animals:-Elephant (Loxodontaaagricana).

Visit to the saw mill orcarpenter.

Observe howwood is beingsplits.

Real product whereavailable.

Student to:state five uses of theforest.

9 Forest andforest uses(Humanactivities thataffect theforest)IV

Students should beable to:explain humanactivities that affectthe forest.

Human activities thataffect the forest:-clearing or deforestationof trees-burning of thebush/depletion ofwildlife hunting etc.

Give a board summary. Copy boardsummary.

Real product whereavailable.

Students to:list two humanactivities that affectthe forest.

10 Forest andforest uses(effect of foreston theenvironment) V

Students should beable to:explain the effect orbenefits on forest ofthe environment.

Effect of forest on theenvironment

Give a board summary. Copy boardsummary.

Visit saw mill andforest reserve.

Students to:(1) list three effectof forest on theenvironment.(2) explain thebenefits of forest onthe environment.


223

HOME ECONONNICSJS II

FIRST TERM

SUB-THEME: FAMILY LIVING AND RESOURCE MANAGEMENT/CLOTHING & TEXTILE

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TOPICPERFORMANCE

OBJECTIVECONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 Familyresources anddecisionmaking(meaning andtypes)

Students should be able to:(1) explain the meaning offamily resources(2) list types of familyresources

(1) Meaning offamily resources(2) Types offamily resources

(1) Explains themeaning and types offamily resources(2) Gives a boardsummary

(1) Participate indiscussion(2) Ask and answerquestion(3) Copy the boardsummary

Charts of familyresources

Students to:(1) explain themeaning of familyresources(2) enumeratetypes of familyresources

2. Familyresources anddecisionmaking(importance)

Students should be able to:explain the importance offamily resources anddecision making

Importance offamily resourcesand decisionmaking

(1) Explains theimportance of familyresources and decisionmaking.(2) Gives a boardsummary

(1) Participate inclass discussion(2) Copy boardsummary

Charts on familyresources

Students to statethree importance offamily resourcesand decisionmaking

3 Meaning andsteps indecisionmaking

Students should be able to:(1) explain the meaning ofdecision making(2) list the steps in decisionmaking

Meaning andsteps in decisionmaking

(1) Explains themeaning of decisionmaking(2) Discuss the stepsin decision making

Students participatein class discussionAsk and answerquestion

Charts on familyresources

Students to:(1) explain themeaning ofdecision making(2) list three stepsin decision making

4 Simple personaldecisions

Students should be able to:(1) state simple personaldecisions(2) State the procedures formaking personal decisions

Simple personaldecisions

(1) Guides students inmaking simplepersonal decision(2) Gives a boardsummary

(1) Participate inclass discussion(2) Copy the boardsummary

Charts indicatingsteps in decisionmaking

Students to:state two simplepersonal decisions

5 Family decision Students should be able to:(1) explain simple familydecision.(2) state simple familydecisions

simple familydecision

(1) Guides student inmaking simple familydecision(2) Gives a boardsummary


Charts indicatingfamily decisionmaking

Students to:state any fivefamily decision

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SUB-THEME: FAMILY LIVING AND RESOURCE MANAGEMENT/CLOTHING & TEXTILE

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RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

6 Householdlinen I (Types)

Student should be able to:state the different types ofhousehold linen

Types ofhousehold linen

(1) facilitates discussionon types of householdlinen(2) Gives a boardsummary

(1) participate inclass discussion(2) Copy the boardsummary

Charts and albumof household linen

Students to:list three types ofhousehold linen

7 Householdlinen II

Students should be ableto:state factors that enhanceselection of householdlinen

Factors thatenhance theselection ofhousehold linen

(1) Guides students todiscuss factors thatenhance the selection ofhousehold linen(2) Gives a boardsummary


Magazines ondifferent clothingitems

Students to:state threefactors that canenhance theselection ofhousehold linen

8 Householdlinen III

Students should be ableto:enumerate procedures forman taming householdlinen

Maintenance ofhousehold linen

(1) Explainsmaintenance ofhousehold linen(2) Gives a boardsummary

Demonstratemaintenance ofhousehold linen

Items for clothingstorage andmaintenance

Students to:identify twomethods ofmaintenancehousehold linen

9 Care of familyclothing(clothingstorage)

Students should be ableto:explain the procedures forstoring family clothing

Clothing storage (1) Facilitatesdiscussion on storage offamily clothing(2) Gives a boardsummary


Items for clothingstorage

Students to:identify twomethod ofstoring familyclothing

10 Care of familyclothing(Repairs)

Students should be ableto:demonstrate clothingrepairs

Clothing repairs Demonstrate procedurefor clothing repairs

Practice clothingrepairs

Clothing itemssewing kit

Students to fix aloose button andmend a torngarment


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SECOND TERM

SUB-THEME: CLOTHING & TEXTILE FOOD & FOOD AND NUTRITION

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TOPICPERFORMANCE

OBJECTIVECONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 Basic PatternDraftingTechniques

Students should be ableto:(1) explain the meaning ofpattern drafting(2) enumerate thedifferent types of patterns.

Meaning ofpattern drafting

Facilitates discussionon:(1) Meaning of patterndrafting and types ofpatterns(2) Gives a boardsummary

(1) Take pattern thediscussion(2) Ask and answerquestions(3) Copy the boardsummary

Tape measure,long ruler, tracingwheel, pencil,tailor’s chalk etc.

Students to:(1) explain themeaning ofpattern drafting(2) state the typesof patterns

2. Fashiondesigning

Students should be ableto:(1) explain the meaning offashioner designing(2) state the importance offashion designing in patterdrafting

Meaning offashiondesigning

(1) Discusses themeaning of fashiondesigning and itsimportance in patterndrafting(2) Gives the boardsummary



Students to:(1) explain themeaning offashion designing(2) state twoimperfect offashion designingin patterndrafting

3 Basic patterndrafting toolsand equipment

Students should be ableto:List tools and equipmentsfor used for patterndrafting

Basic patterndrafting toolsand equipment

(1) facilitates discussionon tools and equipmentfor pattern drafting(2) Gives a boardsummary

(1) Takes part inclass discussion(2) Copy the boardsummary


Students to:list two tools andtwo equipmentfor patterndrafting

4 Patterninstructions andmarkings

Students should be ableto:(1) state the differentpattern instructions andmarkings(2) interpreters themarkings and instructions

Patterninstructions andmarkings

Discusses patterninstruction andmarkings

Listen attentively.Ask and answerquestion

Charts on patternmarking andillustration

Students shouldbe able to:(1) state threepatterninstructions(2) explains thementionedinstruction

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SUB-THEME: CLOTHING & TEXTILE FOOD & FOOD AND NUTRITION

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EVALUATIONGUIDE

TEACHER STUDENTS

5 Basic patterndraftingtechniques

Students should be ableto:(1) identify the parts ofthe body to be measured(2) take relevant basicmeasurement

Taking bodymeasurements

Demonstrates bodymeasurement andpattern drafting

Take bodymeasurements

Tools andequipment fordrafting patterne.g. long ruler etcand takingmeasurement e.g.tape measure etc.

Students to:identify parts ofthe body to bemeasured

6 Fashion anddesigningstyles/instructions

Students should be ableto:sketch different stylesusing pattern instructions

Usinginstructions tosketch styles

Demonstrate thesketching of differentstyles using patterninstructions

Copy instruction fordrafting of styles

Tools andequipment fordrafting patterne.g. long ruler etc.

Students to:sketch twodifferent stylesusing instructions(pattern)

7 Drafting basicbodice pattern

Students should be ableto:draft basic bodice pattern

Drafting basicbodice pattern

Guides students as theywork

Draft basic bodicepattern

Drafted patternpiece

students to drafta basic bodicepattern for self

8 Drafting basicskirt pattern

Students should be ableto:draft basic skirt pattern

Drafting basicskirt pattern

Guides students as theywork

Draft basic skirtpattern

Drafted patternpieces

Students shouldbe able to: draft abasic skirtpattern for self

9 Dress making Students should be ableto:adapt and cut out draftingpattern for skirt and ablouse

Skirt and blousemaking

Guides student as theywork

Adapt the basic blockand skirt pattern intodifferent styles andsew

Finished articlesand display

Students to:adapt and cut outmade pattern fora blouse and skirt

10 Dress making II Students should be ableto:wear and display selfmade dresses

Dress making Take a close watch andmake necessarycorrection

Display finisheddress

Finished articles students to makea finished dress


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SUB-THEME: FOOD AND NUTRITION

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OBJECTIVECONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 Meaning offoodpurchasing,processing andpreservation

Students should be ableto:explain the meaning of:i. food purchasingii. processing preservationand safety

Meaning of foodpurchasingprocessing andpreservation

Discusses themeaning of foodpurchasingprocessing,preservation andsafety

Participate in classdiscussion

Food items e.g.vegetable fruits,yam rice, cereals,plantain etc.

Students to:explain the

meaning of:i. food purchasingii. food processingiii. foodpreservation

2. Perishablefoods

Students should be ableto:(1) explain the meaning ofperishable foods.(2) state examples ofperishable foods(3) enumerate guidelinesfor preservation andstorage of perishablefoods

Perishable foods (1) Discusses themeaning ofperishable foodswith examples(2) Explain tips onhow to store andpreserve perishablefoods(3) Gives a boardsummary

(1) Participate indiscussion.(2) Ask and answerquestion(3) Copy the boardsummary


Students to:(1) defineperishable foods.(2) state twoexamples ofperishable foods(3) enumerate threetips for preservingor storingperishable foods

3 Non perishablefoods

Students should be ableto:(1) define non-perishablefoods(2) state examples of nonperishable foods.(3) enumerate tips forpreserving and storing nonperishable foods

Non perishablefoods

(1) Discusses themeaning of nonperishable foods(2) Give tip on howit can be preservedand stored(3) Gives a boardsummary

(1) Participate indiscussion(2) Ask and answerquestions(3) Copy the boardsummary

Food items e.g.vegetable fruits,yam, plantain etc.

Student to:(1) define nonperishable foods.(2) enumerate twotips in preservingand storing nonperishable foods(3) state twoexample of nonperishable foods

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4 Risk factors inpurchasing

Students should be ableto:(1) state the risk factor inpurchasing perishable andnon perishable food.(2) enumerate tips on howto reduce risk factors

Risk factors inpurchasing

(1) Discusses therisk factors involvein purchasingperishable and nonperishable foods(2) Gives a boardsummary


Students to:(1) state three riskfactors in foodhandling.(2) state two tips toreduce risk factorsin food purchasing

5 Foodpurchasing I

Students should be ableto:identify factors to

consider when buyingfoods and also state thesystem of buying e.g. bulkbuying or buying in smallquantity

Factors toconsider whenbuying food

Discusses factors toconsider whenbuying food andalso explain thesystem of buyinge.g. buying in largequality or in smallquantity

(1) Participate inclass discussion(2) Ask and answerquestion


Students to:mention fourfactors to considerwhen buying foods

6 Foodpurchasing II

Students should be ableto:(1) explain wise buyingpractices(2) give tips or guidelineson wise buying practice

Wise buyingpractices

Explain the meaningof wise buyingpractices and tips orguidelines on wisebuying practices.(2) Gives a boardsummary

(1) Participates inclass discussion(2) Copy the boardsummary

Food items e.g.cereals, fruits,vegetable, yam etc.

Students to:(1) list four buyingpractices(2) enumerate twotips guidelines onwise buyingpractices

7 Foodpreservation I

Students should be ableto:(1) explain the reasons forfood preservation(2) enumerate guidelinesor hit on food preservation

Reasons forpreserving foods

(1) Discusses thereasons forpreserving foods(2) Gives tip orguidelines on foodpreservation(3) Gives a boardsummary

(1) Listen attentively(2) Ask and answerquestions(3) Copy the boardsummary

Samples ofpreserved foods

Students to:(1) define foodpreservation(2) list theguidelines for foodpreservation

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TEACHER STUDENTS

8 Foodpreservation II

Students should be ableto:(1) state methods ofpreserving foods(2) explain the differentmethods of foodpreservation

Preservation onmethods e.g.freezing, salting,sun drying etc.

(1) Discusspreservation forperishable and nonperishable foods(2) Gives a boardsummary

(1) Demonstrate foodpreservation methods(2) Copy the boardsummary


Students to:explain threemethods ofpreserving foods

9 Foodprocessing

Students should be ableto:(1) mention some foodprocessing methods(2) explain each foodprocessing method andtheir procedures

Food processingmethod e.g.millingfermentation etc

(1) Discusses foodprocessing methodsand explain eachprocessing methodand their procedure.(2) Gives a boardsummary

(1) Listen attentively.(2) Ask and answerquestions(3) Copy the boardsummary


Students to:explain threemethods ofprocessing foods

10 Food safety(how to keepfood safe)

Students should be ableto:(1) explain how to keepfood safe(2) mention the differentways of keeping food toensure its safety

How to keepfood safe

(1) Explains how toensures safety offoods e.g. foodlabeling.(2) Gives a boardsummary

(1) Participate in thelabeling of foodcontainers(2) Copy the boardsummary

Samples of labeledfoods

Students to:demonstrate thecorrect labeling offood containers `

11 REVISION

12 EXAMINATION

230

BUSINESS STUDIESJS II

FIRST TERM

SUB-THEME: EFFECTIVE OFFICE PRACTICE

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TOPICPERFORMANCE

OBJECTIVECONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 Revision of JSS 1 work

2 The receptionOffice I

Students should be ableto:(1) describe a receptionoffice(2) explain the meaningof receptionist(3) mention the itemsfound in thereceptionist office(4) state the importanceof the receptionist(5) list and explain thequalities of areceptionist(6) outline the duties ofa receptionist

(1) Meaning ofreception office(2) Meaning ofreceptionist- meaning(3) items found inthe receptionistoffice- chair- tables- mobile phones- wall clock etc.(4) importance ofthe receptionist- qualities- duties

(1) Describes the receptionoffice(2) Explains the meaningof a receptionist(3) give examples of itemsfound in the receptionistoffice(4) enumerate theimportance, qualities andduties of a receptionist

(1) participate inclass(2) define thereceptionistoffice andreceptionist(3) visit officesto seereceptionists atwork(4) role play onthe duties of areceptionist

Charts anddiagrams ofreceptionists

Students to:(1) define thereception officeand the receptionist(2) list the qualitiesof a receptionist(3) state the dutiesof a receptionist(4) mention 10items found in areceptionist office.

3 The receptionistoffice II

Students should be ableto:(1) state how to treatvisitors(2) explain appropriateoffice dress code(3) outline theprocedure foranswering the telephone(4) identify and designvisitor’s book- request form- telephone pad

(1) How toreceive and treatvisitors(2) appropriateoffice dress code(3) documentshandled by thereceptionist

(1) leads discussion onhow to receive and treatvisitors in an organization.Appropriate office dresscode(2) Lists the procedureinvolved in answering thetelephone(3) guides students todesign- visitors book- request form- telephone pad

(1) State how toreceive visitors(2) differentiatebetween casual,official andceremonialdressing(3) role play onanswering thetelephone

(1) charts ofappropriatelydressedreceptionists(2) Telephone(3) samples ofvisitor’s book,telephone pad andrequest form

(1) list ways ofreceiving visitors(2) identify anappropriatelydressed receptionist(3) state theprocedure foranswering thetelephone(4) designvisitor’s book- telephone pad- request form

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SUB-THEME: EFFECTIVE OFFICE PRACTICE

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TOPICPERFORMANCE

OBJECTIVECONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

4 OfficeCorrespondence

Students should beable to:(1) state the meaningof correspondence(2) state and explaintypes ofcorrespondencerecords(3) State the uses ofcorrespondencerecords(4) list ways throughwhich mail come intoan organization(5) outline theprocedure for handlingcorrespondence

(1) Correspondencerecords- types- uses(2) ways mail comeinto anorganization(3) handling ofmail

(1) Guides discussionon correspondencerecords, types and uses(2) Ask questions toenable students identifyways by which mailcome into anorganization(3) outline theprocedure for handlingmail

(1) Explain thetypes and uses ofcorrespondence(2) explain howto handleincoming mail(3) design- inward book- outward book

Specimendocument ofcorrespondencerecords

Students to:(1) explaincorrespondence(2) list types ofcorrespondencerecords(3) state uses ofcorrespondencerecords(4) enumerate waysthrough which mailcome into anorganization(5) outline theprocedure for handlingcorrespondence

5 OfficeDocument

Students should beable to:(1) explain the termoffice document(2) enumerate thetypes of officedocument(3) list the uses ofsales document(4) mention the uses ofpurchases document

(1) Officedocument- meaning- types(2) Sales document- preparation-uses(3) Purchasesdocument- preparation- uses`

(1) Provides specimenof sales documents(2) Leads discussion onthe uses of salesdocument(3) Guides student todraw purchasesdocument(4) demonstrates theuses of purchasesdocument(5) supervise theactivities of the students

(1) State themeaning anduses of officedocument(2) Participate indrawing the salesdocument(3) Sketch thepurchasesdocument

Specimen of salesand purchasesdocument

Students to:(1) define officedocument(2) state two types ofoffice document(3) what is thedifference betweensales and purchasesdocument?(4) list uses of salesdocument(5) mention the uses ofpurchases document

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TOPICPERFORMANCE

OBJECTIVECONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

6 Trade I Students should be ableto:(1) explain the meaningof trade(2) list the importance oftrade(3) describe forms oftrade

(1) Trade- meaning- importance(2) forms of trade- home trade- foreign trade

(1) Explains trade as acommercial activity(2) Illustrate forms of tradeusing chart

(1) Draw on thechalkboard a chartshowing the formsof trade(2) Draw a chartshowing forms oftrade into theirnotebooks

Pictures on trade Students to:(1) Explain theterms trade(2) list importanceof trade(3) identify theforms of trade

7 Trade II Students should be ableto:(1) explain the servicesthat make trade easy(2) explain the role ofcustoms and exercise inforeign trade

(1) Aids to trade- Banking- insurance-advertising- communication- transport- tourism- warehousing- commerce(2) Role of custom andexercise in foreigntrade

(1) Leads discussion onaids to trade(2) ask questions relatingto aids to trade(3) Explains the role of thecustoms and exercise inforeign trade

(1) Answerquestions relatingto aids to trade(2) visit the officeof custom andexercise in theirenvironment

Newspaper,cuttings ofactivities ofcustoms andexercise board.

Students to:(1) state theimportance of thefollowing to trade:banking,advertising,insurance andcommunication.(2) state roles ofcustoms andexercise in foreigntrade

8 Market I Students should be ableto:(1) define the termmarket(2) list the features ofmarket(3) visit types of markets(4) list instrumentstraded in each market(5) mention the careeropportunities in themarket

(1) Market- meaning- features(2) types- capital market- money market(3) Commodity marketInstitutions andinstruments traded ineach market(4) Careers in thecapital market

(1) Explains the meaningof market(2) Leads discussion on thefeatures of a market(3) discuss types of market(4) explains the institutionsand instruments traded ineach market(5) discuss the variouscareer opportunities in thecapital market

(1) State themeaning andfeatures of market(2) Mention thetypes of market(3) describe theinstitutions andinstruments tradedin each market

(1) Dailynewspapers(2) magazines(3) charts showingthe various types ofmarket

Students to:(1) state themeaning of market(2) describe eachtype of market(3) list theinstitutions andinstruments tradedin the market(4) list careersavailable in thecapital market.

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TOPICPERFORMANCE

OBJECTIVECONTENT

ACTIVITIESTEACHING

ANDLEARNING

RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

9 Market II Student should be ableto:(1) explain buying andselling by cash andcredit(2) methods of buyingand selling(3) document that passthrough buyers andsellers during businesstransactions(4) calculate turnoverand net profit

(1) Buying and selling- meaning- by cash- by credit(2) Methods of buyingand selling- description- sample- auction- inspection(3) Transactions- cost of sale- mark-up- turnover- profit and loss

(1) Explain buying andselling(2) Explain themethods of buying andselling(3) Gives examples onmark-up, turnover andnet profit.

(1) State themeaning ofbuying and selling(2) Describe themethods ofbuying and selling(3) List thedocument thatpass throughbuyers and sellersduring businesstransactions(4) Calculate lostof goods sold,average stock,turnover, netprofit and markup

Specimen ofreceipt, letter ofenquiry,quotation, pricelist, invoice etc.

Students to:(1) explain themeaning of buyingand setting(2) describe themethods of buyingand selling(3) solvecalculations on costof goods sold,average stock,turnover, net profit,and mark up.

10 Distribution Students should be ableto:(1) explain the meaningof distribution(2) list the agentsinvolved in distribution(3) explain thefunctions of each agentin the channel ofdistribution(4) identify whenproduction ends

(1) Meaning ofdistribution(2) Channels ofdistribution- producer/manufacturer- wholesaler- retailer- consumer(3) Functions of each ofthe channels ofdistribution(4) When production ends

(1) Leads discussionon distribution and itschannels(2) Explains thefunctions of eachagent in the chain ofdistribution and theproduction process(3) States thatdistribution ends whenthe commodity gets tothe final consumer

(1) State themeaning ofdistribution(2) Identify thechannels ofdistribution(3) Describe thefunctions of eachagent in the chainof distribution

(1) Chart andpictures ofdistribution(2) IDENTIFYthe channels ofdistribution(3) Describe thefunctions of eachagent in thechain ofdistribution

Students to:(1) explain themeaning fdistribution(2) draw the channelof distribution(3) discuss thefunction of eachagent of distribution(4) identify who isat the end ofproduction


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SECOND TERM

SUB-THEME: COMMERCE-THE HEART OF BUSINESS

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TOPICPERFORMANCE

OBJECTIVECONTENT


RESOURCES

EVALUATIONGUIDE

TEACHER STUDENTS

1 Revision oflast termsquestionpaper

Students should beable to master thefirst terms questions

Questions askedduring the first term’sexamination

Leads discussion on thequestions

Answer questions (1) Question paper(2) chalk(3) chalkboard

Students to answerquestions from thequestion paper

2 Bank services Students should beable to:(1) define bank(2) state the types ofbank(3) definecommercial bank(4) explain servicesprovided bycommercial bank(5) identify ethicalissues in banking

(1) Bank- Definition- types(2) Commercial bank- definition- services providedby commercial bank- ethical issues inbanking

(1) Guides student todefine bank state thetypes of bank(2) Leads discussion oncommercial bank andservices provided bycommercial bank(3) Leads discussion onethical issues inbanking(4) Arranges visit to acommercial bank

(1) Give themeaning of bank2) State the typesof bank(3) Definecommercial bank(4) Mentioncommercial banks(5) Visit a nearbycommercial bank(6) Mention theethical issues inbanking

(1) Pictures ofbanks(2) savingspassbook/cheques(3) Visitation toresource persons ina bank to give talkon ethnical issuesin banking

Students to:(1) define a bank(2) state the types ofbank(3) definecommercial bank(4) mention servicesprovided bycommercial bank(5) list ethnicalissues in banking

3 Insurance Students should beable to:(1) define insurance(2) explain servicesprovided byinsurance companies(3) mention types ofinsurance(4) identify thebenefits of insurance

(1) Insurance- definition- insurance services(2) Types (Policies)- vehicle- fire- burglary- marine- life insurance- pension-health(3) Benefits ofinsurance

(1) Guides student tostate the meaning ofinsurance(2) Leads discussion onservices provided byinsurance companies(3) Guides students toidentify types ofinsurance(4) Leads discussion onbenefits of insurance(5) Arrange a visit tonearby insurancecompany

(1) Participate inclass discussion(2) Mentioninsurancecompanies(3) Visit a nearbyinsurance company

(1) Pictures ofinsurancecompanies(2) Specimen,document frominsurancecompanies

Students to(1) define insurance(2) mention theservices provided byinsurancecompanies(3) mention thetypes of insurancepolicies(4) list the benefitsof insurance

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EVALUATIONGUIDE

TEACHER STUDENTS

4 Personalqualities of anentrepreneur

Students should beable to:(1) define anentrepreneur(2) mention thepersonal qualities ofan entrepreneur

(1) Meaning of anentrepreneur(2) Personal qualitiesof an entrepreneur

(1) Guides student toexplain the meaningof an entrepreneur(2) Leads discussionon personal qualitiesof an entrepreneur

(1) Participate inclass discussion(2) Ask and answerquestions

(1) Charts(2) Posters(3) Pictures of anentrepreneur

Students to:(1) explain who anentrepreneur is(2) state thequalities of anentrepreneur

5 Businessopportunities

Students should beable to:(1) define businessopportunities(2) identify businessopportunities- locally- nationally- internationally

(1) Meaning ofbusinessopportunities(2) Types- local- national- international

(1) Explains businessopportunities(2) explain the typesof businessopportunities

(1) Listenattentively andparticipate in classdiscussion(2) state themeaning ofbusinessopportunities(3) mention thetypes of businessopportunities

(1) charts(2) posters(3) pictures(4) magazines(5) textbooks

Students to:(1) explain themeaning of businessopportunities(2) list the types ofbusinessopportunitiesavailable

6 Consumer’sRight

Students should beable to:(1) state the meaningof a consumer(2) explain what aright is(3) explain the originof consumerism(4) list the eightuniversal consumerrights.

(1) Meaning ofconsumer– consumer’s right(2) Origin ofconsumerism(3) Eight universalconsumer rights

(1) Explains themeaning of consumer(2) uses suitableexamples to explainthe rights of theconsumer

(1) Participate inclass discussion(2) Define theresponsibilities of aconsumer

(1) Pictures(2) Relevantreading materials

Students to(1) define theresponsibilities of aconsumer(2) list the consumerresponsibilities(3) explain theresponsibilities ofthe consumer

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7 Responsibilitiesof a consumer

Students should beable to:1. define what theresponsibilities of aconsumer are2. list consumersresponsibilities3. explain each of theresponsibilities of aconsumer

1. Meaning ofconsumersresponsibility2. Responsibilitiesof the consumer

1. Explains themeaning of theresponsibilities of aconsumer2. Discuss theresponsibilities of theconsumer

1. Participate inclass discussion2. Define theresponsibilities of aconsumer

1. Picture2. Relevant readingmaterials

Students to:1. define theresponsibilities of aconsumer2. list the consumerresponsibilities3. explain theresponsibilities ofthe consumer.

THEME: BOOK-KEEPING AND BUSINESS SUCCESS8 Shopping Tips

(Needs andWants)

Students should beable to(1) define needs andwants(2) differentiatebetween needs andwants(3) state the stepsinvolved in makingdecision about needsand wants(4) explain impulsebuying and its effect(5) identify after salesservices available toconsumers onproducts and servicesand their importance

(1) Meaning ofneeds and wants(2) Differencesbetween needs andwants(3) Makingdecisions aboutneeds and wants(4) impulse buying(5) Effects ofimpuse buying(6) after salesservices- warranty- installation etc.

(1) Explains themeaning of needs andwants(2) Directs discussionon the differencesbetween needs andwants(3) Guides students tostate the stepsinvolved in makingdecisions about needsand wants(4) Leads discussionon impulse buying(5) Discussion aftersales servicesavailable to consumersand their importance

(1) Listensattentively toteacher’sexplanation(2) Participate inclass discussion(3) Visit a marketto observe peoplebuying and selling

Pictures of differentkinds of products,market scene etc.

Students to:(1) define needs andwants(2) differentiatebetween needs andwants(3) explain impulsebuying and its effect(4) state forms ofafter sales servicesand theirimportance.

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9 Ledgerentries

Students should beable to:(1) define a ledger(2) Identify the itemson the ledger(3) record cashreceipt(4) record payments(5) record discountsreceived and allowed(6) make contraentries in the ledger

(1) Meaning of ledger(2) Items on theledger- date- particular- folio-amount(3) How to recordcashreceived/payment- discount received- discount allowed- contra entries

(1) Explains themeaning of the ledger(2) Lists the items onthe ledger(3) Guides the studentson how to entercorrectly on a ledgerwith examples

(1) Stage themeaning of theledger(2) Mention theitems on the ledger(3) Enter correctlyitems on the ledger

(1 ) Specimen of“T” accounts(2) Ledger books(3) Workbook

Students to:(1) define a ledger(2) list the items onthe ledger(3) recordtransactions in theledger(4) make contraentries.

10 Petty cashbook

Students should beable to:(1) explain themeaning of petty cashbook(2) list the items ofpetty cash book(3) analyze the itemson expenditure in thepetty cash book(4) state the need forkeeping petty cashbook(5) prepare a pettycash book

(1) Meaning of apetty cash book(2) columns in a pettycash book(3) recording receiptsand payment in apetty cash book(4) Preparation ofpetty cash book(5) Imprest system(i) petty cash(ii) retirement(iii) reimbursement

(1) Describes the pettycash book(2) Explains theimportance of pettycash book(3) Shows record ofevents in a petty cashbook(4) Illustration tostudents the variationsin the petty cash book- retirement- reimbursement

(1) Identify theitems of a pettycash book(2) List theimportance of apetty cash book(3) prepare a pettycash book- retirement- reimbursement

(1) Petty cash book(2) receipts(3) ledger(4) vouchers

Students to:(1) identify a pettycash book(2) list the items ofexpenditure thatgoes into petty cashbook(3) prepare a pettycash book(4) explain imprestsystem.


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1 Revision oflast termsquestionpaper

Students should beable to master thefirst terms questions

2 Cash book I Students should beable to:(1) explain themeaning of a cashbook(2) identify items andcolumns of a cashbook(3) prepare a cashbook

(1) Meaning of cashbook(2) Types of cashbook- single column- two column cashbook- three column cashbook(3) Items on a cashbook- cash column- bank column- discount column

(1) Describes the cashbook(2) Lists the importanceof cash book(3) Lists the rules forposting into a cash book

(1) State themeaning of cashbook(2) Prepare thecash book(3) List theimportance of acash book(4) List the rulesfor posting into acash book

(1) “T” Accounts(2) Prepare the cashbook(3) List theimportance of acash book(4) List the rulesfor posting into acash book

Students to:(1) define cashbook(2) prepare cashbook(3) mention theitems and columnsof a cash book.

3 Cash book II Students should beable to:(1) record cashreceipts in a cashbook(2) differentiatebetween cash bookand petty cash book

Preparation of cashbook

Assists students toprepare exercises oncash book

Practice exerciseson cash bookpreparation

(1) “T” Accounts(2) Ledger(3) Textbooks

Students to:(1) record banktransactions in acash book(2) state thedifferences betweencash book and pettycash book

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4 Right attitudeto work

Students should beable to:(1) explain theconcept ofpunctuality andregularity(2) demonstrate howpunctuality andregularity results inhigh performance(3) link punctualitywith reward andirregularity withpunishment(4) explainconsequences of notbeing punctual andregular(5) explain themeaning of devotionto duty(6) explain the effectof devotion toproductivity anddevelopment

(1) Punctuality andregularity(i) meaning(ii) Attribute- Commitment- Interest- promptness- consistency(iii) Reward(iv) Sanction(2) Devotion of duty(i) Meaning ofdevotion to duty(ii) Effect onproductivity anddevelopment

(1) Guides discussionon- punctuality andregularity- resulting in highperformance- reward and sanctions(2) Guides discussionon meaning of devotionto duty(3) Explains the effectof being regular andpunctual onproductivity anddevelopment

(1) Participate inthe classdiscussion onpunctuality andregularity(2) Mention theeffect ofpunctuality andregularity onperformance andproductivity(3) Discuss therewards and thelink betweenpunctuality andregularity(4) Discuss

sanction for notbeing punctual andregular(5) Explain theeffect of beingpunctual onproductivity anddevelopment

(1) Audio visualaids(2) Charts

Students to(1) explainpunctuality andregularity(2) list ways ofensuring punctualityand regularity(3) explain themeaning of devotionto duty(4) list benefits ofdevotion to duty.

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TEACHER STUDENTS

5 Filing Students should be ableto:(1) explain the meaningof filing(2) explain the systemsof filing(3) state the methods ofclassification and rulesfor filing

(1) Meaning offiling(2) reasons forfiling(3) filing systems(4) filingclassificationmethods and rules

(1) Guides student tostate the meaning offiling(2) State the reasonsfor filing(3) Explain the filingsystems(4) Leads classdiscussion on thefiling classificationmethods and rules

(1) State themeaning of filing(2) Mention thereasons for filing(3) Participate inclass discussion onfiling systems- classificationmethods rules offiling(4) visit offices andlibrary to see howfiles are kept

A chart showingthe arrangement offiles

Students to:(1) explain themeaning of filing(2) state the reasonsfor filing(3) state the systemsof filing(4) arrange filesfollowing the rules.

THEME: BASIC SHORT-HAND SKILL

6 Paragraphing Students should be ableto:(1) mention the differentmethods of paragraphing(2) identify the differentmethods of paragraphing(3) demonstrate the useof different methods ofparagraphing

(1) methods ofparagraphing- blocked- indented- hanging

(1) Explains thedifferent techniques ofcreating paragraphs- blocked- indented- hanging paragraphs

Write out thedifferent types ofparagraphs

(1) Photocopyingpapers,(2) textbooks

Students to:(1) write outpassages in blockedindented andhanging paragraphs

7 Reading anddrilling ofshort formsphrases

Students should be ableto:(1) read out short formsin shorthand(2) drill short forms andphrases

Short formspractice exercise

Writes out the shortforms on thechalkboard

Copy out worddrills on shortforms

Pitman shorthand Students to:(1) take worddictation on shortforms

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8 Short HandPrinciples

Students should be ableto:(1) identify the secondgroup of consonants(2) write out short handoutline by using thecurved strokes

Consonants(i) meaning(ii) classification

(1) Draws each verticaland horizontal line onthe chalkboard(2) writes out the eightconsonants andpronounces them to thestudents; F, V, TH (ith)TH (thee) S,Z,SH,ZH(3) Gives short worddictations for drilling

(1) Copy out worddrills on consonants(2) read out wordpassages fromrecommended textbook

Chart todistinctively showconsonants

Students to:take worddictation on theeight consonants.

9 Shorthandprinciples

Students should be ableto:(1) identify the thirdgroup of consonants(compound)(2) write out shorthandoutline

Consonants(i) Meaning(ii) classification(iii) phoneticnames(iv) shorthandstrokes

(1) Draws each verticaland horizontal line onthe chalkboard(2) writes out theconsonants andpronounces them.K,G,M,N,NG,L,W,Y(3) Gives short worddictations for drilling

(1) Copy out worddrills on consonants(2) Read out wordpassages fromrecommendedtextbook

Chart todistinctively showconsonants

Students to:(1) practicecorrectpronunciationafter the teacher(2) read from thetextbook(3) take worddictation on theeight consonants

10 VowelPlacement

Students should be ableto:(1) identify the vowels inshorthand(2) state the positions ofthe vowels(3) write correctly thepositions of the vowels

Vowelplacement- first- second- third

Guides student toparticipate in class(1) pronounce thevowel sounds(2) write out the vowels(3) identify the variousvowel placements

(1) Participates inclass discussion(2) recognize thatwords are writtenaccording to vowelsounds(3) practice correctpronunciation after theteacher

Chart showing thevowel placement

Students to:(1) copy, drilland learn thevowelplacement.


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ISIOKWU MBUNUCHE NDỊNISIOKWUIHE ỤMỤAKWU-

KWỌ GA-EMENKA NKUZI NGWA NKUZI NNWALE

1. Ọnụọgụgụ siten’otu ruo narị anọ(1 – 400)

Ụmụakwụkwọ ga-enweike:1. Ịgụ bido n’otu ruo narịanọ2. Iji ọnụọgụgụ meeahịrịokwu3. Ide ọnụọgụgụ site n’oturuo narị anọ

1. Ọnụọgụgụ siten’otu ruo narị anọ2. Ntinyeọnụọgụgụn’ahịrịokwu3. Odide ọnụọgụgụ

1. Igụpụta ọnụọgụgụ2. Iji ọnụọgụgụ meeahịrịokwu3. Odide ọnụọgụgụ

1. Nkọwa2. Ngosipụta3. Ọmụmaatụ4. Ajụjụ na azịza5. Asọmmpi

1. Chaati2. Kaadi3. Mgbubam4. Nchọrọkọtọ5. Ihe ngụkọ ndịọzọ

Ụmụakwụkwọ:1. Igu bido n’otu ruonarị anọ2. Ijiri ọnụọgụgụmee ahịrịokwu mfe3. Idetu ọnụọgụgụbido n’otu ruo narịanọ

2. Ọnụọgụgụ site nanarị anọ na otọ ruonari asatọ(401 – 800)

Ụmụakwụkwọ ga-enweike:1. Ịgụ bido na narị anọ naotọ ruo nari asatọ2. Iji ọnụọgụgụ meeahịrịokwu3. Ide ọnụọgụgụ site nanarị anọ na otọ ruo nariasatọ

1. Ọnụọgụgụ sitena narị anọ na otọruo nari asatọ2. Ntinyeọnụọgụgụn’ahịrịokwu3. Odide ọnụọgụgụ

1. Igụpụta ọnụọgụgụ2. Iji ọnụọgụgụ meeahịrịokwu3. Odide ọnụọgụgụ

1. Nkọwa2. Ngosipụta3. Ọmụmaatụ4. Ajụjụ na azịza5. Asọmmpi

1. Chaati2. Kaadi3. Mgbubam4. Nchọrọkọtọ5. Ihe ngụkọ ndịọzọ

Ụmụakwụkwọ:1. Ịgụ bido na narịanọ na otọ ruo nariasatọ2. Ijiri ọnụọgụgụmee ahịrịokwu mfe3. Idetu ọnụọgụgụbido na narị anọ naotọ ruo nari asatọ

3. Ọgụgụ naaghọtaazaabanyere nrubeisina uru ọbara

Ụmụakwụkwọ ga-enweike:1. Igụtali Igbo were werena ọsọọsọ2. Ikọwa isi ihe ha gụrụbanyere nrubeisi3. Ịkọwa okwu siri n’ihe agụrụ4. Ịkọwa uru nrubeisi bara5. Ikwu uche ha banyereihe ha gụrụ

1. Ọgụgụ2. Nkọwa ihenrubeisi3. Uru nrubeisi na-abara anyi4. Uche ụmụ-akwụkwọ banyereihe a gụrụ

1. Ịgụ ihe ọgụgụ2. Ịjụ na iza ajụjụ3. Ịkọwa mkpụrụokwu ndị siri ike4. Ikwu uru nrubeisina-abara anyi5. Ikwu uche habanyere nrubeisi6. Ije ejije

1. Ọgụgụ2. Nkọwa3. Ajụjụ4. Ọmụmaatụ5. Mkpalịtauka6. Ejije7. Nkiri onyonyona Tiivii

1. Akwụkwọọgụgụ2. Eserese3. Tiivii4. Redio

Ụmụakwụkwọ:1. Ịkọ ihe atọ hanụrụla gbasaranrubeisi2. Ikwu nrubeisi na-abara anyi3. Ije ejije gbasaranrubeisi

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4. Ọgụgụ na aghọtaazaa banyerendebeiwu.Uru ndebeiwubaara anyi

Ụmụakwụkwọ ga-enweike:1. Ịgụpụtali Igbo werewere na ọsọọsọ2. Ikwu isi ihe ha gụrụbanyere ndebeiwu3. Ịkọwa okwu ndị siri iken’ihe a gụrụ4. Ikwu uru ndebeiwu na-agbara anyi

1. Ọgụgụ2. Nkọwa ihe bundebeiwu3. Uru ndebeiwubaara anyi

1. Ịgụ ihe ọgụgụ2. Ịjụ na iza ajụjụ3. Ịkọwa mkpụrụokwu ndị siri ike4. Ikwu urundebeiwu na-abaraanyi5. Ikwu uche habanyere ndebeiwu

1. Ọgụgụ2. Nkọwa3. Ajụjụ4. Ọmụmaatụ5. Mkpalịtauka6. Ejije7. Nkiri onyonyona Tiivii

1. Akwụkwọọgụgụ2. Eserese3. Tiivii4. Redio

Ụmụakwụkwọ:1. Ịkọ ihe atọ hanụrụla gbasarandebeiwu2. Ikwu ndebeiwuna-abara anyi3. Ije ejije gbasarandebeiwu

5.

6.

Akwụkwọ ọgụgụ ahọpụtara (Akụkọ)

Akwụkwọ ọgụgụ ahọpụtara

Ụmụakwụkwọ ga-enweike:1. Ịgụ akwụkwọ ahọpụtara2. Ikwu isi akwụkwọ naekwu maka ya3. Nkọwa okwu ụfọdụ din’ akwụkwọ4. Ikwu uche ha banyereihe ha gụrụ na agwaụfọdụ

1. Ọgụgụakwụkwọ ahọpụtara2. Nkọwa isi iheakwụkwọ na ekwumaka ya3. Nkọwa okwuụfọdụ di n’akwụkwọ4. Agwa ụfọdụ dịn’ akwụkwọ agụrụ5. Uche ụmụakabanyere isi ihe agụrụ na agwaụfọdụ

1. Ịgụ akwụkwọ ahọpụtara2. Ikọwa isi okwuakwụkwọ3. Ikọwa okwuụfọdụ di n’akwụkwọ4. Ikwu maka agwandị dị n’ akwụkwọ5. Ikwu uche habanyere isi okwu din’akwụkwọ na agwaụfọdụ6. Iwepụta omenalandị pụtara ihe7. Ije ejije

1. Ọgụgụ2. Nkọwa3. Ajụjụ na azịza4. Ntụlekọta5. Odide6. Njemnchọpụta7. Ejije

1. Akwụkwọọgụgụ a họpụtara2. Eserese3. Foto4. AkpụrụakpụAtụrụatụ6. Redio7. Tiivii

Ụmụakwụkwọ:1. Ịzatali ajụjụ2. Ịkọwatali okwuanọ dị n’ihe ha gụrụ3. Ikwu agwa masịrịha n’ihe ha gụrụ4. Ise eserese ijigosipụta otu ihemere n’ihe a gụrụ

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7.

8.

Nkejiasụsụ

Nkejiasụsụ

Ụmụakwụkwọ ga-enwe ike:1. Ikwu nkejiasụsụ ụfọdụ2. Igosipụta ha n’ahịrịokwu3. Iji ha mee ahịrịokwu

1. Mkpọaha2. Ngwaa3. Nkọwaaha4. Njikọ5. Mbuụzọ6. Nkwuwa

1. Ikpọpụta nkejiasụsụ2. Inye ọmụmaatụnkejiasụsụ3. Igosipụtankejiasụsụn’ahịrịokwu4. Itinye nkejiasụsụụfọdụ n’ahịrịokwu

1. Mkpọpụta2. Ọgụgụ3. Odide4. Ajuakuzinwo5. Nrụgosi6. Ajụaza

1. Akwụkwọ2. Ọgụgụ klaasi3. Chaati4. Kaadi mgbubam

Ụmụakwụkwọ:1. Ịrụgosi ngwaa,nnọchiaha2. Ịkpọpụta nkejiasụsụ isii3. Iji ha mebeahịrịokwu

NGALABA ỌMỤMỤ: AGỤMAGỤ9. Akụkọ ifo Ụmụakwụkwọ ga-enwe ike:

1. Iko akụkọ ifo2. Igụ akụkọ ifo3. Iwepụta akparamagwa dịn’akụkọ ifo4. Ikwu ihe mmụta dịn’akụkọ ifo

1. Akụkọ ifo dịiche iche dịka nkeokike, nke ba-akuzi ezi omume2. Ihe mmụta

1. Ige akụkọ ifo2. Igụ akụkọ ifo3. Iko akụkọ ifo4. Ijụ na ịza ajụjụ

1. Ọkụkụ2. Ọgụgụ3. Nziputa4. Ọmụmaatụ5. Ajụjụ na aziza

1. Eserese2. Akpụrụakpụ3. Chaati4. Akwụkwọọgụgụ

Ụmụakwụkwọ:1. Ijeejije2. Ịkọ akụkọ ifo3. Ikwu ife mmụta sin’akụkọ ifo

10. Akụkọ n’egwuna uru ọbara

Ụmụakwụkwọ ga-enwe ike:1. Ikọ akụkọ n’egwu2. Igụ akụkọ n’egwu3. Ikpọpụta ndị e jiri akụkọn’egwu mara n’ala Igbo4. Ikwu uru akụkọ n’egwuna-abara anyi

1. Akụkọ n’egwudị iche iche dịkaakụkọ gbasaranwaanniga, akụkọn’egwu maikEjeagha2. Uru n’egwu na-abara anyi

1. Ige akụkọ n’egwu2. Ikọ akụkọ n’egwu3. Igụ akụkọ n’egwu4. Ikpọta ndị e jiakụkọ n’egwu maran’ala Igbo5. Ikwu uru akụkọn’egwu na-abara

1. Ọkụkụ2. Ọgụgụ3. Nziputa4. Ọmụmaatụ5. Ajụjụ na aziza

1. Eserese2. Akpụrụakpụ3. Chaati4. Akwụkwọọgụgụ

Ụmụakwụkwọ:1. Ikọ akụkọ n’egwu2. Igụ akụkọ n’egwu3. Ikpọta ndị e jiakụkọ n’egwu maran’ala Igbo4. Ikwu uru akụkọn’egwu na-abara

11. MMỤNWE12. ULE

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1.

2.

Ụdị Ahịrịmfe

Ụdị Ahịrịmfe

Ụmụakwụkwọ ga-enweike:1. Ikwu ihe bụ(i) ndiugbua(ii) ndinazu(ii) ndiniihu2. Inye ọmụmaatụ ha3. Imebe ahịrịmfe zipụtaranke ọbụla4. Ịrugosi nke ọbụlan’ederede

Ahịrịmfe zipụtara1. Ndịugbua2. Ndịnaazụ3. Ndiniihu

1. Ikwu ihe bụahịrịmfe ndiugbua,ndinazu na ndiniihu2. Inye ọmụmaatụha3. Igụ ihe ọgụgụ4. Imebe ahịrịokwugosipụtara ha5. Ịrụgosi nke ọbụlan’ederede6. Ide ahịrịmfezipụtara ha

1. Nkọwa2 Ọmụmaatụ3. Akụakụzinwo4. Ọgụgụ5. Odide6. Ajụjụ

1. Akwụkwọọgụgụ2. Eserese3. Mgbubam4. Flanelbọọdụ5. Chaati

Ụmụakwụkwọ:1. Ikwu ihe buahịrịmfe ndiugbua2. Inye ọmụmaatụahịrịmfe(i) ndiugbua(ii) ndinazu(ii) ndiniihu3. Ide ahịrịmfezipụtara ha

NGALABA ỌMỤMỤ-AGỤMAGỤ3.

4.

Akwụkwọagụmagụ ahọpụtara (Ejije)

Akwụkwọagụmagụ ahọpụtara (Ejije)

Ụmụakwụkwọ ga-enweike:1. Ịgụ akwụkwọ ahọpụtara2. Ịkọwa isi ihe akwụkwọna ekwu maka ya3. Ịkọwa okwu ụfọdụ dịn’akwụkwọ a gụrụ4. Ikwu uche ha banyereihe a gụrụ na agwa

1. Ọgụgụakwụkwọ ahọpụtara2. Nkọwa isi iheakwụkwọ na ekwumaka ya3. Nkọwa okwuụfọdụ dịn’akwụkwọ4. Agwa ụfọdụ dịn’akwụkwọ a gụrụ5. Uche ụmụakabanyere isi ihe agụrụ na agwaụfọdụ

1. Ịgụ akwụkwọ ahọpụtara2. Ịkọwa isi okwuakwụkwọ3. Ịkọwa okwuụfọdụ dị n’akwụkwọ4. Ikwu maka agwadị n’akwụkwọ5. Ikwu uche ha6. Iwepụta omenala7. Ije ejije

1. Ọgụgụ2. Nkọwa3. Ajụjụ na azịza4. Ntụtekọta5. Odide6. Ejije7. Njemnchọpụta

1. Akwụkwọọgụgụ a họpụtara2. Eserese3. Foto4. Akpụrụakpụ5. Atụrụatụ6. Tepurekọda7. Redio8. Tiivii

Ụmụakwụkwọ:1. Ịzali ajụjụ2. Ịkọwatali okwuanọ dị n’ihe ha gụrụ3. Ikwu agwa masiriha n’ihe ha gụrụ4. Ise eserese ijigosipụta otu ihemere n’ihe a gụrụ

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6.

Edemede nduzibanyere otu nzuzon’ụlọ akwụkwọ

Edemede nduzibanyere otu nzuzon’ụlọ akwụkwọ

Ụmụakwụkwọ ga-enweike:1. Ide akwụkwọ nduzibanyere otu nzuzo n’ụlọakwụkwọ2. Ide edemede dị mfegara nsoro3. Izipụta nhazi edemede

1. Nkegi edemede2. Nhaziohpụrụkpụ okwu2. Nka edemede4. Edemede nkọwabanyere otu nzuzo

1. Ime mkparitaukabanyere otu nzuzo2. iGụ IHE3. Ihazi ihe a ga eden’edemede4. Ide edemedegbasara otu nzuzo5. Iwebata asụsụ nkadabara adaba6. Ịgụghari edemede

1. Mkparịtauka2. Ọgụgụ3. Nhọpụtaisokwu4. Nkọwa5. Nduzi6. Ajụjụ7. odide8. Ngụgharị

1. Akwụkwọọgụgụ2. Tiivii3. Vidéo

Ụmụakwụkwọ:1. Ịkọ banyere otunzuzo hanụrụla/maara2. Ide edemedenkenke banyere otunzuzo

7.

8.

Akaraedemede

Akaraedemede

Ụmụakwụkwọ ga-enweike:1. Ikwupụta iheakaraedemede bu2. Ikwu ụdị akaraedemededi iche iche3. Ịgosipụtaakaraedemeden’ahịrịokwu4. Ikwupụta uruakaraedemede bara

1. Nkowaakaraedemede2. Ụdịakaraedemede diiche iche3. Itinyeakaraedemeden’ahịrịokwu4. Uruakaraedemede bara

1. Igosipụtaakaraedemede diiche iche2. Ịrụgosiakaraedemede3. Igosipụtaakaraedemede diiche ichen’ahịrịokwu4. Ikọwa uruakaraedemede bara

1. Nkọwa2. Ọmụmaatụ3. Ọgụgụ4. Ajụjụ

1. Chaati2. Eserese3. Tepurekoda

Ụmụakwụkwọ:1. Ikọwaakaraedemede2. Itinyeakaraedemede n’iheonyenkuzi ga-akpọpụta3. Ịdepụta uru abụọakaraedemede bara

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9. Ejije Ọdịnala Ụmụakwụkwọ ga-enweike:1. Ikwu ụdị ejije ọdịnalandị e nwere n’ala Igbo2. Izipụta njirimara ha3. Ikọwa etu esi emeụfọdụ ejije ndia4. Ikwu uru ejije ọdịnalabara5. Ije ejije ọdịnala ụfọdụ

1. Ejije ọdịnala dịiche iche e nweren ‘ala Igbo2. Nkọwa etu e sieme ha3. Uru dị n’imeejije ndị a

1. Ikwupụta udiọdịnala Igbo dị icheiche2. Ikọwa etu e sieme ụfọdụ ejije ndịa3. Ikowa uru ejijeọdịnala4. Ije ejije

1. Nkọwa2. Akụkọ3. Ajụjụ na aziza4. Ntulekọtauche5. Ejije

1. Eserese2. Teprekọda3. Ngwa egwu4. Ụmụakwụkwọn’onwe ha

Ụmụakwụkwọ:1. Ikwupụta ejijeọdịnala ise2. Ịkọwa uru dịn’ejije ndia

10.

Ịgụ oge Ụmụakwụkwọ ga-enweike:1. Ịgụ oge elekere2. Ịgụ oge ụbọchị3. Ịgụ oge izu4. Ịgụ oge afọ

1. Ịgụ oge elekere2. Ịgụ oge ụbọchị3. Ịgụ oge izu4. Ịgụ oge afọ

1. Ikwu oge2. Ịgụ oge ụbọchị3. Ịgụ oge izu4. Ịgụ oge afọ5. Ime ahịrịokwubanyere oge ndị a6. ide oge ndịa7. Ise eseresebanyere oge ndịa

1. Nkọwa2. Ọmụmaatụ3. Ajụjụ4. Nduzi5. Arụmarụmmakọ6. Ejije

1. Elejere2. Eserese3. Chaati4. Kalenda

Ụmụakwụkwọ:1. Ịkwu oge elekere2. Ịgụ oge ụbọchị3. Ịgụ oge izu4. Ịgụ oge afọ

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1. Ịgụ oge Ụmụakwụkwọ ga-enweike:1. Ịgụ oge elekere2. Ịgụ oge ụbọchị3. Ịgụ oge izu4. Ịgụ oge afọ

1. Ịgụ oge elekere2. Ịgụ oge ụbọchị3. Ịgụ oge izu4. Ịgụ oge afọ

1. Ikwu oge2. Ịgụ oge ụbọchị3. Ịgụ oge izu4. Ịgụ oge afọ5. Ime ahịrịokwubanyere oge ndị a6. ide oge ndịa7. Ise eserese

1. Nkọwa2. Ọmụmaatụ3. Ajụjụ4. Nduzi5. Arụmarụmmakọ6. Ejije

1. Elekere2. Eserese3. Chaati4. Kalenda

Ụmụakwụkwọ:1. Ịkwu oge elekere2. Ịgụ oge ụbọchị3. Ịgụ oge izu4. Ịgụ oge afọ

NGALABA ỌMỤMỤ: AGỤMAGỤ2.

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Akwụkwọ ọgụgụ ahọpụtara (Abụ)

Akwụkwọ ọgụgụ ahọpụtara (Abụ)

Ụmụakwụkwọ ga-enweike:1. Ịgụ akwụkwọ ahọpụtara2. Ịkọwa isi ihe akwụkwọna ekwu maka ya3. Ịkọwamkpụrụokwu/ahịrịokwuụfọdụ dị n’akwụkwọ agụrụ4. Ikwu maka agwa ụfọdụdị n’akwụkwọ a gụrụ

1. Ọgụgụakwụkwọ ahọpụtara2. Nkọwa isi ihe an na-ekwu makaya3 Mkpụrụokwuụfọdụ dị n’ihe agụrụ4. Agwa ụfọdụ dịn’ihe a gụrụ5. Uche ụmụakabanyere isiokwuna agwa ụfọdụ.

1. Igụ akwụkwọ ahọpụtara2. Ikọwa isi okwuakwụkwọ3. Ịkọwamkpụrụokwu naahịrịokwu ụfọdụ dịn’akwụkwọ a gụrụ4. Ikwu maka agwandị dị n’akwụkwọ5. Ikwu uche habanyere isiokwu naagwa ụfọdụ6. Iwepụta omenalaIgbo pụtaro ihen’akwụkwọ a gụrụ7. Ije ejije

1. Igụ akwụkwọ2. Ikọ ihe dịn’akwụkwọ3. Ịtụlekọta ụkagbasara ihe agụrụ4. Ije nlemnchọpụta5. Inye ha ebe haga-agu n’ụlọ6. Ịga meenchọpụta n’obaakwụkwọ7. Imepụta iheakwụkwọ kọrọmaọbụ ije ejijeihe akwụkwọkọrọ

1. Akwụkwọọgụgụ2. Ihe okwu ijezipụta ihe a gụrụ3. Teprekọda4. Redio na iheọzọ5. Eserese

Ụmụakwụkwọ:1. Ịkọ maka otuagwa masịrị ha n’ilea gụrụ2. Ikwu uche habanyere ihe a gụrụ3. Ịkọwa okwuụfọdụ dị n’ihe agụrụ4. Ise eserese ijigosipụta otu ihemere n’ihe a gụrụ

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5.

Mmepụta nambawanyeakụnaụba n’alaanyi

Mmepụta nambawanyeakụnaụba n’alaanyi

Ụmụakwụkwọ ga-enweike:1. Ikwu ụzọ e si emepụtaakụnaụba dịka ọrụugbo,ịtụ mgbere, ịrụ ụlọngwaahịa2. Ikwu ụzọ e si eme kaakụnaụba bawanye dịkaịdị uchu n’ọrụ, itinye egon’ihe ndị na-eweta ego3. Ịkọ ihe ha ga-me ijinweta ego

1. Ihe ndị e jienweta ego2. Ụzọ e si enwetaego3. Ụzọ e si eme kaakụnaụba na-abawanye4. Ikpa ego n’ụzọziri ezi

1. Ige nti2. Ikwupụta echicheha3. Ịkpọpụta ihe ndieji enweta ego4. Ikwupụta ụzọ e sienweta ego5. Ịkọwapụta ụzọakụnaụba siabawanye

1. Nkọwa2. Ọmụmaatụ3. Ajụjụ na aziza

1. Eserese2. Chaati3. Njem nlereanyo

Ụmụakwụkwọ:1. Ikwupụụzọ atọziri ezi e si enwetaakụnaụba2. Idepụta ụzọ anọ esi eme ka akụnaụbabawanye3. Ịkọwapụta ụzọatọ mmadu nwereike isi kpaa egon’ụzọ ziri ezi

6. Okwuntụhị Ụmụakwụkwọ ga-enweike:1. Ikwupụta ma kowapụtaokwuntụhị nke ọma2. Ịchọtali okwu ndi ha naibe ha tiri n’ụda3. Igosipụta mmasị na obiụto dị n’ikwu okwuntụhị

1. Okwuntụhị dịiche iche

1. Ige ntị2. Ikwu okwuntụhị3. Iju ajụjụ4. Iza ajụjụ5. Igụ okwuntụhị6. Ide okwuntụhị

1. Nkọwa2. Omụmaatụ3. Ngosipụta3. Ajụjụ

1. Eserese2. Chaati3. Kaadi

Ụmụakwụkwọ:1. Iju ajụjụ2. Ikwu okwuntụhị3. Igụ okwuntụhị4. Ide okwuntụhị ise

7. Agwụgwa Ụmụakwụkwọ ga-enweike:1. Ijụ agwụgwa2. Iza agwụgwa3. ịde agwụgwa4. Igosipụta mmasị na obiutọ dị n’ikwu agwụgwa.

1. Okwukwuagwụgwa2. odide ogwụgwa

1. Ige ntị2. Iju agwụgwa3. Iza agwụgwa4. Ide agwụgwa

1. Nkọwa2. Omụmaatụ3. Ngosipụta3. Ajụjụ na aziza

1. Eserese2. Chaati3. Kaadi

Ụmụakwụkwọ:1. Iju agwụgwa2. Iza agwụgwa3. Ide agwụgwa

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9.

Ọgbaoghara naudo n’ala anyị

Ọgbaoghara naudo n’ala anyị

Ụmụakwụkwọ ga-enweike:1. ikowa ihe bu ibi n’udo2. Ikowa ihe na-ebuteogbaoghara3. ikwuputa ọghọm din’ogbaoghara4. igosipụta ibi n’udo siten’akparamagwa

1. Nkowa ihe buibi n’udo2. Nkowa ihe na-ebute ogbaoghara3. Ikwu ihe ndi na-ebute ogbaoghara4. Ikwu uru dịn’ibi n’udo5. Ikwu ọghọm din’ogbaoghara6. Ịkọ nkenkeakụkọ

Na-egosipụta ibin’udo

1. Nkọwa2. Omụmaatụ3. Ngosipụta3. Ajụjụ

1. Eserese2. Chaati3. Tiivii4. Akwukwomgbasa ozi(Nụzpepa)

Ụmụakwụkwọ:1. Ikwuputa uzo atọe si ebi n’udo2. Ikwuputa ikeibute ogbaoghara3. Ikọwapụta uru atọdị n’ibi n’udo4.Ikọwapụta ọghọmatọ dị n’ogbaoghara5. Ime ejije na-egosiibi n’udo

10. Mbem Ụmụakwụkwọ ga-enweike:1. ikọwa ihe bu mbem2. Ịgụ ụfọdụ mbem Igbo3. Ikowa uru mbem barana mgbe eji agụ ha

1. Nkọwa mbem2. Ngupụta mbemIgbo ụfọdụ3. Nkowa urumbem bara namgbe eji agụ ha

1. Ige nti2. Igu mbem dị icheiche3. Ija ejije mbem4. Igba egwu

1. Nkọwa2. Ọgụgụ naọgbụgba3. Ngosi3. Ajụjụ na aziza

Ngwa na ejijeegwu dị iche iche

Ụmụakwụkwọ:1. ikowa mbem2. Igụ mbem3. ikowa uru mbembar na mgbe eji agụha

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