In Junior Secondary School 1 (JSS1), English Studies is an introductory subject designed to establish a solid groundwork for comprehensive English language education. Its curriculum comprises Speech work, Grammar, Reading and Comprehension, Composition, and Literature in English.
English Studies, also called English, is a subject taught across primary, secondary, and tertiary education levels in Nigeria.
Additionally, English language proficiency in JSS1 students is enhanced through practical activities such as debates, discussions, and presentations. The overarching goal of English Studies in JSS1 is to equip students with the essential language skills required for effective communication and academic achievement.
In junior secondary schools, assessment methods in English studies may vary from one institution to another. However, the common approaches include regular tests or quizzes, known as Continuous Assessment Tests (CATs), and end-of-term exams.
Students’ performance is graded on a scale ranging from A to F. An A grade reflects outstanding achievement, corresponding to scores around 70% or 80%. An F grade indicates failure, typically associated with scores below 50% or 45%.
| LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF WORK FOR JUNIOR SECONDARY SCHOOL | ||
| English Studies Scheme of Work for Junior Secondary School 1(JSS1) | ||
| Class | J.S.S 1 | |
| Subject | English Studies | |
| Term | First Term | |
| Week | Topic | Breakdown |
| 1 | SPEECH WORK | I. Introduction to speech II. Organs of speech |
| GRAMMAR | Parts of speech I. Nouns – Meaning II. Types of Nouns with examples | |
| READING AND COMPREHENSION | I. The Family – (Use any of the recommend texts for JSS 1) II. Vocabulary Development – Introduction to Language Skills: a. Listening skills b. Speaking Skills c. Reading Skills d. Writing Skills | |
| COMPOSITION | I. Meaning of Composition II. Types of Composition (Narrative, Descriptive, Argumentative, Expository). | |
| LITERATURE IN ENGLISH | I. What is Literature? II. The Features of Literature III. Types of Literature – Oral, Historical, Dance Drama, Miming…… With reference to related texts. | |
| 2 | SPEECH WORK | I. Pure Vowels sound (Monotones) II. Examples |
| GRAMMAR | PRONOUN I. Meaning, Identification II. Types of Pronouns | |
| READING AND COMPREHENSION | Reading Strategies – (SPQ3R) – Survey, Preview, Question, Recite, Recall, Review, and Vocabulary Development Members of the family. | |
| COMPOSITION | Elements of Composition – Introduction, body and conclusion. | |
| LITERATURE IN ENGLISH | I. Purpose/Functions of Literature II. Introduction to prose – Use the recommended text | |
| 3 | SPEECH WORK | Vowel / i: / |
| GRAMMAR | Verbs I. Definitions, Identification with example. II. Types of Verbs – Transitive, Intransitive, Regular, Irregular, Auxiliary, Lexical | |
| READING AND COMPREHENSION | I. Identification of main / supporting ideas. II. Vocabulary Development – Your school subjects | |
| COMPOSITION | Outlining the differences between Descriptive essay and Narrative essays. | |
| LITERATURE IN ENGLISH | I. Introduction to the elements of prose (plot, style, characterization) II. Types of oral literature | |
| 4 | SPEECH WORK | Vowel Sound / i / |
| GRAMMAR | Adjectives I. Definition and Identification II. Types of Adjectives | |
| READING AND COMPREHENSION | Reading to answer specific questions – Test for knowledge and translation level | |
| COMPOSITION | Narrative Essay – My experience in former school | |
| LITERATURE IN ENGLISH | I. Use the recommended text on prose II. Features of Oral Literature | |
| 5 | SPEECH WORK | Vowel Sound / e / |
| GRAMMAR | Comparison of Adjectives – Absolute Adjectives I. Excellent, II. Superior III. Total | |
| READING AND COMPREHENSION | Differentiating between the main ideas and the supporting ideas in a given passage. | |
| COMPOSITION | Paragraph writing – Arrangement of ideas in logical sequence with introduction and conclusion. | |
| LITERATURE IN ENGLISH | I. Introduction to Drama II. Types and elements of drama III. Characterization and themes in the recommended prose text. | |
| 6 | SPEECH WORK | Vowel Sound / æ / |
| GRAMMAR | I. Definition, Identification II. Types of Adverb with examples | |
| READING AND COMPREHENSION | Reading to answer specific questions: test for interpretation level and projection level. | |
| COMPOSITION | Descriptive Essay – A Market place. | |
| LITERATURE IN ENGLISH | I. Use the recommended text on drama. II. Plot and setting in the recommended drama text. | |
| 7 | SPEECH WORK | Vowel Sound / a: / |
| GRAMMAR | Prepositions I. Definition and Identification II. Types and Functions with Examples. | |
| READING AND COMPREHENSION | Application of the reading technique (SPQ3R) to given passage. | |
| COMPOSITION | I. Introduction to Letter Writing II. Types of Letter | |
| LITERATURE IN ENGLISH | I. Introduction to Folktales II. Definition and Types III. Narration of a Folktale | |
| 8 | SPEECH WORK | Vowel Sound / ɒ / |
| GRAMMAR | Conjunctions I. Definition, Identification II. Types – a. Subordinating b. Coordinating III. Functions | |
| READING AND COMPREHENSION | Asking questions to cover all the levels of comprehension (where, when, how, why and what) | |
| COMPOSITION | Features of an informal letter | |
| LITERATURE IN ENGLISH | I. Use the recommended text on drama II. Introduction to figures of speech (Simile, Metaphor, Irony,….) | |
| 9 | SPEECH WORK | Vowel Sound / c: / |
| GRAMMAR | Introduction to Adverbials (Features, Functions and Types) | |
| READING AND COMPREHENSION | Asking specific questions that will elicit student opinion | |
| COMPOSITION | Informal Letter – Letter to your cousin telling him/her about your new school. | |
| LITERATURE IN ENGLISH | I. A review of the recommend texts II. Figures of Speech | |
| 10 | REVISION | |
| 11 | TESTS | |
| 12 | EXAMINATION | |
| Term | Second Term | |
| Week | Topic | Breakdown |
| 1 | REVISION OF LAST TERM’S. EXAMINATION AND WORK WITH EMPHASIS ON GRAMMAR | |
| 2 | SPEECH WORK | Vowel Sounds / u / and / u: / |
| GRAMMAR | Adverbials (Frequency and Manner) | |
| READING AND COMPREHENSION | Asking specific questions that require conclusion to be drawn by students | |
| COMPOSITION | Letter Writing I. Formal Letter II. Features of a Formal letter III. Writing a letter of permission to be absent from school to the principal | |
| LITERATURE IN ENGLISH | Folktales – African tales I. Features and themes of African folktales (Didactic, Entertainment, magical). II. Use the recommended text on prose. | |
| 3 | SPEECH WORK | Vowel Sound /u:/ |
| GRAMMAR | Tenses – Simple Present Tense | |
| READING AND COMPREHENSION | I. Asking specific questions that require students to make projections II. Vocabulary Development – The Library | |
| COMPOSITION | Formal Letter – A letter to the school authority (refer to week 2) | |
| LITERATURE IN ENGLISH | I. Introduction to poetry – Definition, Feature (concise, unique,…) II. Use the recommended text on prose | |
| 4 | SPEECH WORK | Vowel Sound / ʌ / |
| GRAMMAR | Tenses – Simple Past Tense | |
| READING AND COMPREHENSION | I. Asking specific questions that require recall of ideas and facts. II. Vocabulary Development – Marriage related words | |
| COMPOSITION | Guided composition – The Federal Roads Safety Commission | |
| LITERATURE IN ENGLISH | I. Poetry – Types (Epic, Lyrics…..) II. Differentiate between oral and written poetry. | |
| 5 | SPEECH WORK | Vowel Sound / 3: / |
| GRAMMAR | Tenses – The Present Continuous Tense | |
| READING AND COMPREHENSION | Reading to understand the Author’s Mood and expression used in the passage e.g. anger, doubt, joy,… | |
| COMPOSITION | Narrative Essay – The Most Memorable Day of My Life. | |
| LITERATURE IN ENGLISH | I. Drama – Features (Theme, Costumes, Audience and so on). II. Identification of the features of drama in a given text. | |
| 6 | SPEECH WORK | Vowel Sound – / ə / sound |
| GRAMMAR | Tenses – The Past Continuous Tense | |
| READING AND COMPREHENSION | I. Reading between the lines to detect the Author’s attitude. II. Vocabulary Development – Child Labor and Trafficking | |
| COMPOSITION | Argumentative – Road transportation is safer than air transportation. | |
| LITERATURE IN ENGLISH | Use the recommended text on prose | |
| 7 | SPEECH WORK | Introduction to vowel contrasting / ɒ / and / ɜ: /, for example – hot and port; /a: / and / æ / e. g. bag, part… |
| GRAMMAR | Making sentences with the simple present tense and the past tense. | |
| READING AND COMPREHENSION | Reading to identify the overall impression created by the author’s style of presentation | |
| COMPOSITION | Expository Essay – HIV/AIDS. | |
| LITERATURE IN ENGLISH | I. Myths and Legends – Comparing Myths and legends. II. Use the recommended text on drama | |
| 8 | SPEECH WORK | Contrasting vowels / e / and / ə / as in egg and burn, pet and shirt |
| GRAMMAR | Tenses I. Future tense II. Making sentences with the simple future tense – will and hall. | |
| READING AND COMPREHENSION | I. Reading to interpret diagrams maps and sketches accurately. II. Vocabulary Development – Word Formation using prefixes | |
| COMPOSITION | Argumentative (Arranging ideas in logical sequences). | |
| LITERATURE IN ENGLISH | I. Use the recommended text on drama II. Myths and Legends – Features (magic, superstition and so on.) | |
| 9 | SPEECH WORK | Introduction to Diphthongs |
| GRAMMAR | Making sentences with the simple past tense. | |
| READING AND COMPREHENSION | Reading to identify how a diagram or map clarifies or complements reading material. | |
| COMPOSITION | Guided composition on a festival in my village. | |
| LITERATURE IN ENGLISH | I. Dramatization of some scenes in the recommended text on drama II. A review of the recommend texts. | |
| 10 | REVISION | |
| 11 | EXAMINATION | |
| 12 | EXAMINATION |
| Term | Third Term | |
| Week | Topic | Breakdown |
| 1 | REVISION OF PREVIOUS TERM’S WORK | |
| SPEECH WORK | Diphthongs – / ei / – place, /oʊ/ – home, / aʊ / – mouse, / iə / – clear, / eə / – care, / ɔi /-boy, / ai / – find, / ʊə / – tour | |
| GRAMMAR | Introduction to active voice and passive voice | |
| READING AND COMPREHENSION | I. Reading to make meaning from spatial description. II. Vocabulary Development – Air Transport | |
| COMPOSITION | Introduction to Expository Essay | |
| LITERATURE IN ENGLISH | I. Use the recommended text on prose. II. Theme/characterization in the recommended prose text. | |
| 2 | SPEECH WORK | Identification of Diphthongs in words. For example, / eə / as in Mary / Meiri /, / ɔi / as in boil / bɔil / |
| GRAMMAR | Highlighting the active voice. | |
| READING AND COMPREHENSION | I. Reading to identify appropriate introduction and conclusion for selected topics II. Vocabulary Development – Words related to fishing | |
| COMPOSITION | Elements of writing (cont.) | |
| LITERATURE IN ENGLISH | I. Use the recommended text on prose. II. Setting / Plot in the recommended text | |
| 3 | SPEECH WORK | Introduction to consonant sounds |
| GRAMMAR | The Use of Passive with examples | |
| READING AND COMPREHENSION | I. Reading to identify keywords in the passage that signals direction. II. Vocabulary Development – words associated with the kitchen. | |
| COMPOSITION | Expository Essay (Guided writing) – The Ebola Virus. | |
| LITERATURE IN ENGLISH | Poetry and Identification of the language used in a selected poem | |
| 4 | SPEECH WORK | Syllables – words of two, three, four syllables |
| GRAMMAR | Exercise on Active voice. | |
| READING AND COMPREHENSION | I. Reading to make meaning from spatial description. II. Vocabulary Development – Words associated with the sick bay. | |
| COMPOSITION | Argumentative Essay – Tribalism is a better evil than cultism | |
| LITERATURE IN ENGLISH | I. Myths/Legend – Identification of the moral lessons learnt from a legend. II. Use the recommended text on drama. | |
| 5 | SPEECH WORK | Syllables (cont.) |
| GRAMMAR | Exercise on Passive voice | |
| READING AND COMPREHENSION | I. Refer to week 7 of 2nd term II. Vocabulary Development – Words associated with cooking | |
| COMPOSITION | Argumentative Essay – Cultism erodes traditional values in a society | |
| LITERATURE IN ENGLISH | I. Identification / Explanations of the meaning of a selected poem. II. Identification of figures of speech in the selected poems. | |
| 6 | SPEECH WORK | Consonant clusters (asks, school, thrive, please, respect…..) |
| GRAMMAR | Statements and Tag Questions | |
| READING AND COMPREHENSION | I. Identification of topics sentences II. Vocabulary Development – Words associated with teaching. | |
| COMPOSITION | Identify the differences between Argumentative essay and Expository essay. | |
| LITERATURE IN ENGLISH | I. Use the recommended text on drama II. Write a Short play or story. | |
| 7 | SPEECH WORK | Word boundaries – Production of sounds with reference to linking sounds. For example, matter of fact, shah of Iran, bread and butter, poor and blind. |
| GRAMMAR | Differentiating between polar questions and tag questions | |
| READING AND COMPREHENSION | I. Refer to week 8 of 2 nd term II. Vocabulary Development – Spelling Drills | |
| COMPOSITION | Expository Essay: How to plant trees | |
| LITERATURE IN ENGLISH | I. Use the recommended text on drama. II. Use similes and metaphors in sentences. | |
| 8 | SPEECH WORK | Contrasting /ei/ and / ɪə /. For example date, here, late, cheer. |
| GRAMMAR | Exercise on Adverbials | |
| READING AND COMPREHENSION | I. Revisit week 9 of 2nd term. II. Vocabulary Development – Spelling drills continued. | |
| COMPOSITION | Oral Composition – School Rules | |
| LITERATURE IN ENGLISH | I. Dramatization of an act from the drama text II. Turn Similes to Metaphor and vice versa. For example, she is as red as a rose, she is a red rose. | |
| 9 | SPEECH WORK | Diphthongs – Contrasting / ʊə / and / əʊ / as in tour and pole, etc. |
| GRAMMAR | Revision on Nouns, Pronouns, Verbs and Adjectives | |
| READING AND COMPREHENSION | Reading for Evaluation | |
| COMPOSITION | Revise all the types of essays | |
| LITERATURE IN ENGLISH | More on figure of speech Euphemism/pun. | |
| 10 | REVISION | |
| 11 | EXAMINATION | |
| 12 | EXAMINATION |
