This Scheme contains Week, topic, content, activity of teacher and learners as well as teaching materials.
ENGLISH LANGUAGE SS3 FIRST TERM
1 Speech – More on consonant sounds in sentences
Practice of rising and falling tones
Vocabulary – Words associated with culture, development institutions and ceremonies.
Students: mention and describe cultural ceremonies in their places.
Silent reading of material that are topical
Students: read articles and passages from their textbooks. They answer questions and summarise the points.
Structure -Revision of nouns and noun phrases
Teacher: revises nouns, and students give examples.
Continuous writing- Expository composition reflecting current issues.
Teacher and students: discuss the topics; students develop their essays based on points raised.
2. Speech – More practice with intonation- The WH questions
Rising tone is indicated with an arrow while falling tone is
Vocabulary – Words associated with culture continued
Students: discuss religions and marriages rites, burial etc in their culture.
Points to note in writing summary
Students: identify main points from a comprehension passage. They phrase them into correct sentences.
Structure – Functions of noun
phrases in sentences – subject of sentences
Students : identify noun phrases, using definite articles. Eg. The school, the head boy. Mr. president. The Honourable Minister and
their function s as subject sentence.
Continuous Writing- Exposing essays continued
Students: write on electrons, drug abuse, examination malpractice or excursion.
3 Speech – Introduction practice using tag – questions
Students: learn how to tag questions in rising and falling
tones. Eg. You came late, didn’t you? today is October the 6th isn’t it?
Comprehension/Summary- Reading for contextual meaning of words.
Students: learn to distinguish words in isolation from words
in contextual. Eg. Chair + Man is nor the same as
Vocabulary – Words associated with motor vehicles
Teacher: leads students to mention and discuss the parts and functions of a motor vehicle.
Structure – Verbs and verb phrases
Teacher: revises verbs and verb phrases with students.
Continuous writing – Narrative Essays
Students: narrate factual or fictional stories in a cohered
4 Speech- Listening to speeches
Students : listen to the teacher make sounds on rising and
falling tones. Taking notes.
Vocabulary – Words associated with road travel
Students: relate their travel experience using appropriate words.
Comprehension/Summary- Identifying topic sentence in paragraph
Students: read a paragraph of about 5 paragraphs and
identify the topic sentence for summary.
Continuous Writing – Descriptive essays
Students: write on the recent journey they undertook by.
5 Speech – More on vowel sounds – monotony’s and diphthongs
Students practice to contract/ae/ad/a:/; with /a/
Vocabulary Words associated with travelling control
Students and teachers: discus words related to road travel – highway patrol, toll gate, vulcamser, mechanic flat tyre, etc.
Comprehension/Summary- Textbook passage on travelling generally.
Students: read, discus and answer comprehension question.
Structure – Modal auxiliary verbs
forms and uses
Words like can will, shall, would, could, must, may etc are explained by the teacher.
Continuous writing- Letters – informal
letters and features
Address, date, salutation and subscription for informal
6 Speech – Words with 2 consonant dusters occurring or final position Eg. sports, bags, mops, dolls, tops, etc are practiced aloud.
Vocabulary- Words associated with government and
Students: read and pick words from a passage from the textbook on government, or give their own examples of words on administration.
Comprehension/summary- A passage on government or
Students read and summarize the passage
Structure- Adjectival clauses
Teacher: distinguishes clauses from phrases sentence, etc. student: identify main and subordinate clauses, and their functions.
Continuous writing- Summarizing in a specified number of
Rubrics from examination papers should guide teacher in directing the exercise.
7 Speech- Listening to oral presentation by student on a given topic.
Teacher and students: listen and comment on stress and
intonation especially rising and falling tones and consonant.
Vocabulary- Idioma and idiomatic expressions.
Use of phrasal verbs and idiomatic expressions. Eg. take up, take off, take after, take in, etc.
Comprehension/summary- Reading for implied measuring
Teacher and students: read a passage and study the deep
Structure- Sentence analysis simple, compound, complex sentences
Students and teachers
identify main verbs, finite verbs etc in analysis sentences.
Continuous writing – Letters-semi-formal letter writing
Address, date, solution and subscription for semi-formal letters.
8 Speech – Test of rhyming Mineral pairs of homophones, eg. fair/fare/air red/read [pt] maid/made, etc are pronounced alike.
Vocabulary – Words associated with science and technology
Students: mention and discuss current vocabulary e.g cell phone Sms, ping, email browse upload, download, etc.
Comprehension/summary- Reading to identify the writers purpose.
Students: read a passage from their text or newspapers, if possible on ICT they summarize the writer’s purpose.
Structure- Identify grammatical names and functions
Teachers: demonstrates with examples adverbial clauses and their functions in selected sentence.
Continuous writing- Article writing for newspaper and
Teacher: show Students samples of articles from newspapers and encourage them to write theirs on any topic of their interests.
9 Speech – Words with 3 consonants dusters at the final position
Eg. aunts, crafts shifts, principles, elephant, eagles
Vocabulary – Foreign elements in English, French words
A list of loan words from French vis-a-vis, genre, sachet, bouquet, abattoir, chef etc.
Comprehension/ summary- Reading and listening for main points
Group reading, one group reads the other listens, vice
Structure – Grammatical names and functions commands
Adverbial clauses underlined in reading passages for
Continuous writing – Reading and summarizing selected
Points in summary writing – paraphrasing, no detrain
10 Speech- Word stress Two syllable words stressed on the first syllable, table, comfort, export, import, tailor etc.
Vocabulary Identification of more or two syllable words stressed on the first syllable
A text book passage for students to read and underline the expected words for oral practice.
Comprehension/summary – Reading and answer questions on a given passage
Appropriate textbook passage to read and answer questions on.
Structures Subjects + verb agreement
Ample examples with present simple tense.
Continuous writing Paraphrasing a prose passage
Students paraphrase a
11 Speech- Sentence stress-emphatic stress
Differentiation between normal stress and emphatic stress with ample example.
Vocabulary – Collocations eg whims and caprices, hook, line
Teacher: lists such collocations as hue and cry,ups and down, pros and cons etc and explains their uses to the students.
Comprehension/summary – Reading argumentative passage
Students: summarize an argumentative passage.
12 Speech – Word-stress on 3 syllable words on the first syllable
Eg Policy, monitor, embassy, argument, interim, analyst, abdomen etc.
13 Revision / Examination
ENGLISH LANGUAGE SS III 2nd
1 Revision Revision of WAEC, NECO, SSCE
general instructions and requirement
Sample or past question papers on English language are reviewed 2. Speech – Vowels consonant in minimal pairs /i/aw/i:, /ae/aw/a:/ Teacher: draws up minimal pairs and drills the students on consonant eg bit/beat, fit/feet, wick/weak, back/bark, fat/fart, cat/cart.
Vocabulary -Words associated with law and order.
The registers of crime and criminality, law and order are studied, words like accused, suspect, arrest, counsel, prosecutor, defence, lawyer etc.
Comprehension summary – Reading a passage on law and order Students: read selected passages and answer questions.
Structure – Revising pronouns and their uses
Subject and object pronouns are consonant and practiced eg I/me, we/us, they/them, he/him, and she/her.
Continuous writing – Argumentative, Essay, Debates.
Features of both forms of writing are treated.
Students : write according to the form.
3 Speech – Four consonant words occurring at the final position Ample examples of such words, e.g sixths, glimpsed, prompt, tempts, etc.
Vocabulary- Register of law and order control More examples of words from the law – judge, magistrate, bailiff, remand, acquitted, sentence, etc.
Comprehension/Summary – Guidelines on answering questions on a given passage Points to note in answering comprehension questions are highlighted.
Students : summarize the passage.
Structure – Adjuncts forms and functions
Teacher and students: identify and explain the forms and functions of adjuncts in clauses of time, place, manner, comparison, result, etc from sentences.
Continuous writing – Report writing
Teacher – helps to distinguish report from minutes so that students can write each well.
4 Speech- Consonant contrasts
Minimal pairs of the words that highlights the different sounds. eg kits/kids, feats/feeds, ferry/very, leaf/leave etc.
Vocabulary – Registers for ICT Words such as microchip, data, processing, bytes and software, etc are discussed. Comprehension/Summary – Differentiating phrases from clauses Teacher : revises finite and non-infinite verbs, main and subordinate clauses as well as punctuation marks.
Continuous writing – Writing speeches
Students: write valedictory speeches, welcome address or keynote address with guidance from the teacher.
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