English Studies as a subject consists of writing, reading,grammar, speaking/listening and literature. Below is the scheme of work containing what the learners at junior secondary one level are expected to learn from the subject.

ENGLISH STUDIES SCHEME OF WORK FOR JSS1 FIRST TERM

1 Revision of previous term work
2 READING Reading from passages for maximum recall on:
-diet and nutrition, including addition of nutrients, like vitamins A in sugar and iodine salt.
Teacher: shows students how to apply some reading strategies adopted for use in schools.
WRITING Story or passage highlighting main and supporting ideas.
Teacher presents story or passage to students.
Exemplifies outlines using the story or passage.
GRAMMATICAL ACCURACY
Nouns

Teacher guides students to identify nouns in given passages.
Guide students to make sentences with nouns.
Need materials on topics under content column.
Lead discussion on selected topics under content.
Present recorded materials for more discussion etc.
LISTENING/SPEAKING -vowel sounds
-listening to speech based on the following;
The family
1). Teacher reads materials on topics under
content column.
2). Teacher leads discussion on selected

The school
Places of worship
consumer, market etc. topics under content.
3). Teacher presents recorded materials for more discussion etc.
LITERATURE literature pieces
types of oral literature
categories of written literature etc.
3 READING Reading from passages for maximum recall on:
Safety of packaged water.

Teacher explains the need for and value of a flexible reading strategy which allows for previewing, intensive or connected
reading, repeated reading and active recall self recitation or essential facts and information.
WRITING Story or passage highlighting supporting
ideas.
Arrangement of ideas in logical sequence with introduction, and
conclusion.
Teacher explains the features of verbs and their functions.
Teacher guides students to identify verbs in given passages.
GRAMMATICAL ACCURACY
LISTENING/SPEAKING Consonant sounds.
Listening to speeches based on the following:
Transportation
Health issues and epidemics
HIV/AIDs, malaria, Polio, tetanus, safety on the roads etc
Teacher leads discussion on selected topics under contents.
Develops and organizes students for play let on related topics. Organizes debate.

LITERATURE: African and non- African tales.
Features and themes.
Teacher listens to and retells folktales.
Explain folktales.
4 READING Identify main and supporting ideas in a given passage relating to automobiles.
Teacher selects a passage relating to automobiles (road safety). Guides pupils to read and re-read the passage.
WRITING: The history of FRSC. Teacher leads students to read the passage in thevFederal Road Safety Commission.
Teacher guides students to trace the history of FRSC.
GRAMMATICAL ACCURACY
LISTENING/SPEAKING Sentence paragraphs,
passages plays and poem should form the content for highlighting
the sounds involved.
Long and short vowels e.g. sleep/slip, port/pot, leave/live, these/this, sport/spot, cord/cod, forks/fore.
Teacher identifies/produces material for the correct pronunciation of the sounds in context.

Students practice the articulation of the sounds emphasized by the teacher in context.
LITERATURE :Didactic lessons

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

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

Teacher explains the features of adverbs and functions.
LISTENING/SPEAKING: Listening speeches based on the following;
– the school
– places of worship.
Teacher: reads materials on topics under content
column
LITERATURE : Features/themes of myths and legend
Teacher guides students to explain the themes and features of some myths

Magic and legends.
8 READING: Reading and answering specific questions that
addresses different kinds of questions on issues highlighting:-
– translation level
Teacher selects suitable contemporary passages
WRITING GRAMMATICAL ACCURACY
Adverb

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

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

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

ENGLISH STUDIES SCHEME OF WORK FOR JSS1 SECOND TERM

1. Revision of previous term Work
2. READING: Other types of question e.g. questions that require conclusion to be
Activities: Teacher draws suitable comprehension.
Question on selected drawn passages.
Question that require them to make projections.
WRITING: Letter writing:
Types
Formal
Informal
Activities: Teacher guides students to identify types of letters.
GRAMMATICAL ACCURACY
Conjunction

Activities: Teacher explains the features of conjunction and their functions.
Guides students to make sentences with conjunctions.
LISTENING/SPEAKING: Consonant cluster e.g. Respect, sprinkle,
attacked, string, throw, please, principle
Teacher initiates language fames for practicing different sounds.
LITERATURE: Features
Style
Setting
Theme
Activities: Teacher guides them to write a song. Leads students to make comments on the moral messages of a story.
3. READING: Passages on contemporary issues highlighting;
Knowledge level.
Interpretation level.
Activities: Students answer question that will elicit their opinion.
WRITING: Elements of composition:
Introduction, body and conclusion.

Stages of writing and editing.
GRAMMATICAL ACCURACY
Selected passages for highlighting prepositions.
LISTENING/SPEAKING: Consonant cluster s e.g. Splash, spread, struggle, streams, strong, scream, screen, shutter, scatter.
Activities: Teacher dictates short sentences containing the sounds.
LITERATURE: Differences between the two types-prose and
poetry.
4. READING: Selected passages for developing retention of what the passages are taking about or the salient points.
Activities: Teacher asks questions on the ideas contained in the passage
WRITING Importance of writing composition

communicate, inform, record keeping, entertaining.
GRAMMATICAL ACCURACY
Selected passages for highlighting adverbs, conjunctions and
preposition discussion.
Activities: Teacher leads discussion on positions and functions of adverbs, conjunctions and preposition in
sentences.
LISTENING/SPEAKING: Diphthongs /ei/ as in Mary (meiri) gate (geit), day (dei) grey, they, pain, rain

Stresses the distinction exemplified in minimal pairs.
LITERATURE: Types of poetry
– epic
– lyric
– dramatics
Activities: Teacher leads students to identify and list different types of poetry.
5. READING: Reading to understand the author’s mood. E.g.
Activities: Teacher identifies authors mood through words and expression encountered in anger, happiness, doubt. the passage.
Teacher selects materials and presents them for
student to read. Guides students to read between the lines with a view to detecting hidden attitudes.
WRITING: Arrangement of ideas in logical sequence.
Activities: Teacher guides students to arrange ideas logically.
GRAMMATICAL ACCURACY
Selects passage for highlighting preposition, a verb and a conjunction.
Activities: Teacher guides students to identify them in sentences.
LISTENING/SPEAKING: Diphthongs e.g. /ou/ as in so, go, no, old, gold, told, sold.
Teacher initiates language games for practicing different sounds. Writes sentences containing the sounds.
LITERATURE: Features and language

-Concise
-Unique
-High
Activities: Teacher leads them to identify features and the language of poverty.
6. READING: Reading to understand the author’s mood e.g.
doubts disappointment.
Activities: Teacher reads materials presented by the teacher, identifies author’s mood through words and expression encountered from the passage.
WRITING: Writing in full the points in sequential order and
editing done to ensure all features of writing compositing including punctuations.

GRAMMATICAL ACCURACY
Adjectives.

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

Students listen to teacher orals presentation. Reads poem effectively.
8. READING: Reading strategies

Preview question and review for retaining and recalling what has been read.
Activities: Teacher guides students on the reading strategies to be adopted.
WRITING: Formats for writing informal letters.

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

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

Activities: Teacher leads students to identify the features of drama.
12 Revision
13 Examination

ENGLISH STUDIES SCHEME OF WORK FOR JSS1 THIRD TERM.
1. Revision of previous term work.
2. READING Reading to interpret diagrams accurately.
Teacher presents suitable materials in form of passages and maps for student’s analysis and description as well as extensive practices.
WRITING: Story or passage highlighting main and supporting ideas’
Teacher presents story or passage to students
GRAMMATICAL ACCURACY
Tenses (future) Teacher guides students to identify the tense
(future) in the given passage and makes sentences with them.
LISTENING/SPEAKING: Word boundaries e.g. linking sounds:-
Go-away, order of merit, butter and bread
Teacher engages students in pair activities with reference to wo

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

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

LITERATURE: Drama text on safety of foods and contamination.
Teacher guides students to act a play.
6 READING: Reading to follow direction in written communication.
The practioners
Teacher selects and presents appropriate materials. Guides students to identify health practitioners from a given passage.
WRITING GRAMMATICAL ACCURACY
Identification of active and passive verbs from a
passage on:- war against cultism.
Teacher leads students to list the active and passive forms to verbs.
LISTENING/SPEAKING: Listening for main ideas from a selected passage on:-
– cleanliness
i). Teacher illustrates with specific examples.
ii). Teacher asks students to read selected passage.
iii). Students practices and ask questions.
LITERATURE: Definition of figures of speech.
Teacher encourages pupils to begin to identify there similes and
metaphors in their extensive reading.
7. READING Identifying key words in the passage that signal
direction. Guides students to identify key words that signal direction.
Students practices identification of direction in response to teachers prompting.
GRAMMATICAL ACCURACY
Making sentences using active and passive verbs.
Teacher guides students to make sentences with active and passive verbs.
LISTENING/SPEAKING: Making conversational sentences with questions tags and responses tonthe questions.
Different fields of medical practice.
Teacher guides students to identify different fields of medical practice.
LITERATURE Use comparisons: similes and metaphors are best
taught together, one helps to make meaning of the other clear. E.g. She is as red as rose.
– She is a rose.
Teacher guides students to identify similes and metaphor in speech.
8. READING Blending material with related sketch
Teacher presents maps and lead students to arrive at particular destinations. Prepares and gives directions for students to practice.
GRAMMATICAL ACCURACY
Identification of active and passive verbs from a passage on:
– Dangers of examination malpractice.
Teacher leads students to read the selected passage.
Students identify active and passive verbs. Guides students to appropriate a selected poem.
LISTENING/SPEAKING: Listening for main ideas from a selected passage on:- Malaria, Polio, Tetanus, cleanliness, meningitis etc. Places associated with medical practice.
Teacher explains the relative positions of main ideas of sentences in different passages.

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

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