English Language for Senior Secondary School 1 (SSS1) aims to strengthen the foundational skills students have learned in junior secondary school, focusing on improving their reading, writing, speaking, and listening abilities. Throughout the session, they study the different elements of the English language, such as grammar, vocabulary, spoken English, and composition.
The goal of studying the English Language in SSS1 using the Lagos state unified scheme of work is to enhance students’ communication skills, enabling them to express themselves clearly and confidently in both academic and everyday situations.
By the end of SS1, students will better master English, equipping them for more advanced studies and various communication challenges ahead.
In senior secondary school 1, students are assessed in English studies based on the school’s prerogative. However, typically, they are evaluated through tests or quizzes (Continuous Assessment Tests) and end-of-term exams.
Grading follows a scale from A to F, with A representing excellent performance, typically scoring around 70% or 80%, and F indicating failure, usually below 50% or 45%.
| LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF WORK FOR SENIOR SECONDARY SCHOOLS | ||
| English Studies Scheme of Work for Senior Secondary Schools 1(SSS1) | ||
| Class | S.S.S 1 | |
| Subject | English Studies | |
| Term | First Term | |
| Week | Topic | Breakdown |
| 1 | SPOKEN ENGLISH Oral composition Skills I 1. Narrative | 1. Use of picture charts to develop a chart/narration. 2. Use of special words to bring out narrative elements in a discourse. |
| VOC. DEV. Vocabulary associated with the home | Kitchen wares utensils, ward rope, living room, store, pantry, dining room, upholstery etc | |
| GRAMMAR Nouns – Numbers | 1. State the rules for forming plural. 2. Forming plural nouns. | |
| READING COMPREHENSION Reading to comprehend word- meanings through context | 1. Dictionary for initial word meanings and other levels of meanings of same words. 2. Selected passage to identify certain words and their contextual meanings. 3. Newspaper and magazine clippings with certain words underlined for identification of contextual usage note: -Passages to be used should include topics of current issues such as: Agriculture, economy, National Food and Drug Administration and Control (NAFDAC) | |
| 2 | VOCABULARY Associated with Family Life | 1. Uncle, Aunt, Nephew, Sister, Brother, Sister-inlaw, Brother-in-law, Distant relative, Ancestor, Siblings, Next of kin etc. 2. Activities within the family: courtship, marriages divorce, burial, naming ceremony, engagement, fiancé, fiancée. |
| LISTENING COMPREHENSION Listening to tell the meaning of words in context | 1. A Listening selection: A Passage, A Story, A Poem, A Dramatic Piece. 2. The selections used should reflect current national values and orientation e.g. a. The Nigerian constitution b. Duties of a citizen c. Right to fair hearing d. Moderation in life activities. | |
| CONTINUOUS WRITING Narrative | 1. Narrative composition using this topic: my first day at college 2. Tense forms for narrative essay. 3. Developing topic sentences. 4. Appropriate sentence types | |
| GRAMMAR Nouns and Gender | 1. Definition 2. The four genders i. Masculine gender ii. Feminine gender iii. common gender iv. Neuter gender 3. Explanation of the listed genders. | |
| 3 | SPOKEN ENGLISH Selected Consonant Sounds – θ,Z,3,δ,j etc | Words like 1. /j/ view, beauty eunuch, jam, 2. /z/ beds, goes, birds buzz, bus 3. /3/ television, confusion, vision, 4. /θ/ thin, think, author, bath, wreath, mouth, cloth 5. /δ/ Mother, Brother, Father, they |
| VOCABULARY Associated with Agriculture | 1. Crops: grams seeds, seedlings tubers, cassava, cocoyam, yam carrots, onions etc. 2. Farming Activities bush-clearing, planting season, ridge-making, staking, pruning, manure, fertilize. | |
| READING COMPREHENSION Reading to comprehend word- meaning through context | As in week 1 | |
| EXPLAIN AND GIVE EXAMPLES OF BOTH COUNTABLE AND UNCOUNTABLE. | 1. Revision of the previous lesson on nouns. 2. Explanation of countable and uncountable nouns. 3. Nouns and both countable and uncountable depending on the structure e.g. Water-a cup of water, Sugar – a cube of sugar. 4. Uncountable nouns that are used in singular forms e.g. news, advice, trousers, scissors, binoculars | |
| 4 | LISTENING COMPREHENSION Listening to tell the meaning of words in context | Listening selection: -a poem -a passage |
| READING COMPREHENSION Reading to comprehend word meaning through context | As in Week 1 | |
| CONTINUOUS WRITING Narrative | Narrative composition using this topic: -a day I will never forget | |
| NOUNS TYPES | 1. Revision of previous lesson on nouns 2. Types of nouns: – proper noun – common noun – concrete noun – collective noun 3. Examples of proper nouns a. Names of people e.g. Kate. b. Days of the week e.g. Thursday etc. Common nouns – Boy, Woman, Teacher etc. Abstract Noun – Beauty, Truth, Wisdom etc. – Collective nouns – A flock of sheep. | |
| 5 | SPOKEN ENGLISH Consonants Followed by /W/ | Words like: twist, sweep, sweet, swear, twig, twine. |
| Vocabulary Associated with agriculture | 1. Implements tractor, hoe, axe, cutlass, silo- barn bull-dozer, wicker, harvester. 2. Other related words bumper harvest, famine, crop-rotation, a good harvest, a bad harvest etc. | |
| LISTENING COMPREHENSION Listening to tell the meaning of words in context | As in Week 2 | |
| GRAMMAR Noun Phrases with the definite article | 1. What is a noun phrase? 2. The definite article and its function with the noun. 3. Use passages and sentences to identify noun phrases. | |
| 6 | LISTENING COMPREHENSION Listening to grasp main points or idea | 1. Materials dealing with real life situation. 2. Main points of a speech. 3. Tape record speech |
| READING COMPREHENSION Reading to comprehend word – Meaning through context | 1. Dictionary for initial word meaning and other meaning and other levels of meanings of same words. 2. Selected passage to identify certain words and their contextual meanings. | |
| CONTINUOUS WRITING a. Narrative | 1. Narrative composition using this topic: -the story of the Governor who stole millions from the state treasury | |
| GRAMMAR Noun phrases with the definite article | 1. Exception to the use of indefinite with noun include: a. some diseases e.g. flu, cancer, smallpox, chicken pox, diarrhea. b. names of lakes that retain the title e.g. lake Chad, on the lake Chad c. mountains e.g. Mt. Everest. d. institutions e.g. St. Gregory, not the St. Gregory. e. countries e.g. Ghana, not the Ghana, Nigerian, not the Nigeria but the united Kingdom | |
| 7 | SPOKEN ENLGISH 1 Oral Composition Skills I 2. Descriptive | 1. Use of picture charts to develop a chart/description of pictures, objects, situations, events. 2. Use of special words to bring out the descriptive elements in the discourse |
| Vocabulary Associated with Fishing | 1. The meaning of fishing 2. Words associated with fishing-book, fish trap, line and sinker, fish pond, fish season, fish dam, fishing equipment | |
| CONTINUOUS WRITING Descriptive | 1. Descriptive composition using this topic: -the Petrol State in times of fuel scarcity. 2. Tense forms (present & past) necessary for descriptive essay. 3. Choice of words (Adjectives and adverbs). 4. Sample paragraph on descriptive essays. 5. Short, well punctuated sentences as appropriate for description. | |
| GRAMMAR Nominalization of Adjectives | 1. Process of nominalizing 2. Farm classes to be nominalized e.g. Adjectives Wise – wisdom Long- length Strong-strength White – whiteness | |
| 8 | LISTENING COMPREHENSION Listening to grasp main points or idea | 1. Tape recorded conversation. 2. Main points in conversation. 3. Materials dealing with real life situations. |
| READING COMPREHENSION Reading to comprehend main ideas or story line | 1. Short prose passages 2. Short discussion on topical issues 3. Use passages on Issues such as: 1. corruption 2. environmental pollution. 3. HIV/AIDS etc | |
| CONTINUOUS WRITING Descriptive | 1. Descriptive composition using this topic: -a flood disaster caused by blocked drains | |
| GRAMMAR Nominalization of Verbs | 1. Functions of nominalized words 2. Form classes to be nominalized e.g conquer –conquest dance – dancer. | |
| 9 | Vocabulary Associated with Animal Husbandry | 1. Meaning of animal husbandry. 2. Meaning of poultry and piggery. 3. Words associated with dairy farming –pen, cage, milking time, chicken diseases, vet doctor, farm hand, and rooster, day-old. 4. Other related words cattle, ranch, poultry, herdsmen |
| SPOKEN ENGLISH Consonants followed by /j/ | Words such as: curious, cure, endure, humour, future. He is a curious boy he should endure the pain | |
| CONTINUOUS WRITING Descriptive | Descriptive composition using this topic: A fire incident in my street. | |
| GRAMMAR Irregular Verbs | 1. Revision of previous lessons on verbs. 2. What is meant by irregular verbs – illustrating with examples 3. Selected sentences and passages for identification of irregular verbs | |
| 10 | SPOKEN ENGLISH Consonants followed by /j//u/ sounds | Words such as: dew, you, view, due, cue, new, human, humour, stew etc. Examples: 1. I have a new dress 2. My mother made a delicious stew last night 3. She wants to view that film. |
| LISTENING COMPREHENSION Listening to grasp main points or ideas (Short debate) | As in week 8 | |
| READING COMPREHENSION Reading to comprehend main idea or storyline | 1. Short discussion on topical issues 2. Dialogues to bring out main points/themes/key points in all of the above listening and discussion sessions | |
| GRAMMAR Irregular verbs | 1. The forms of irregular verbs each with examples. 2. Use of irregular verbs in contextual sentences. | |
| 11 | REVISION | |
| 12 | EXAMINATION | |
| Term | Second Term | |
| Week | Topic | Breakdown |
| 1 | Words Associated with Religions. a. Traditional Religion | 1. The definition of traditional religion 2. Words associated with traditional religion – shrine, cult, diviner, oracle, charm, amulet, divining, ritual, divination, sacrifice etc. |
| SPOKEN ENGLISH Consonant sounds followed by /kw/ | Words like: quiet, quench, quarter, equality, equal, question e.g. 1. He has the answer to the question. 2. My friend lives in the junior staff quarter. | |
| READING COMPREHENSION Reading to comprehend supporting details | 1. Short prose passages from students text 2. Newspaper and magazine clipping. | |
| GRAMMAR Complex Tense Form | 1. Simple tense forms as in: I come, you come, she comes, they come, we come 2. Students delve into sentence making 3. The teacher corrects them where necessary. | |
| 2 | Vocabulary associated with Christian Religion | 1. Definition or meaning of Christianity 2. Words associated with Christianity-The Holy Bible, one God, Clergy, Pope, Bishop, Nun, holy communion, pew, aisle, Monk, Deacon, Pastor, Reverend father, Elder, Evangelist, Sin, Repentance, Prayer, Fasting, Convert, Convert, Archdeacon, Deaconess etc. |
| LISTENING COMPREHENSION-listening to Identify details | 1. Words that signify the presentation of details a. Because b. As a result c. For example d. In other words e. Such as f. Consequently etc. 2. A speech or story in which the above words and expressions can be found. | |
| CONTINUOUS WRITING Letter Writing a. Informal Letter | 1. The meaning 2. The format a. Address, date b. Salutation c. Body d. Closing/subscript | |
| GRAMMAR Complex Tense Forms | 1. More complex forms as in: a. I am coming b. I have come c.I have been coming d. I may have been deceived. 2. Use various examples and illustrations for better and more effective grounding and understanding. | |
| 3 | Vocabulary Associated with Religion-Islamic Religion | 1. Definition of Islamic religion 2. words associated with Islamic religion Koran, Mosque, Hajj, Pilgrimage, Ablution, Jumat, Sheik, Sunna, Ummra, Hadith, Aribiya (prophet) Auliya (saint) Muslim festivals Sallah, Id-el Malud, Id-el Kabir, Id–el Fitri, others–Kettle, praying mats etc. |
| SPOKEN ENGLISH Syllabic Consonant /L/ | 1. Syllabic /L/ in words such as little bottle, kettle, rattle, novel, simple. a. Little by little says a thoughtful boy b. The bottle is on the table. c. The novel is interesting. | |
| READING COMPREHENSION Reading to comprehend supporting details | As in week 1 | |
| GRAMMAR Complex Tense Forms | Use various examples and illustrations for better and more effective grounding and understanding of the simple tense forms and complex tense forms. | |
| 4 | SPOKEN ENGLISH Syllabic consonant /n/ | 1. Words like: often, sudden, ripen, certain, mutton a. there is a sudden knock on the door b. It is certain that she will visit |
| LISTENING COMPREHENSION | As in week 2 | |
| READING COMPREHENSION Reading to comprehend supporting details | As in week 1 | |
| CONTINUOUS WRITING Letter writing a. Informal letter | 1. Revises the meaning and format of an informal letter. 2. Discusses the language and tone of an informal letter (relax, flexible, not many rules tolerate slangs, and colloquial usage). | |
| 5 | VOCABULARY DEVELOPMENT Other expression associated with religion | Other words associated with religion are: Convert, fanatic, hermit, atheist, martyr, pantheist, saint, agnostic |
| SPOKEN ENGLISH Words of two syllables stressed on the second syllable. | 1. Words of two syllables with stress on the second syllable. 2. Words such as: enjoy, impound, engulf, inform, incite, welcome, excite. | |
| LISTENING COMPREHENSION Listening to identify details | As in week 2 | |
| DICTATION | ||
| 6 | LISTENING COMPREHENSION Listening to identify a speaker mood, tone and purpose. | 1. Speaker’s mood, tone and purpose in: a. A speech of varying tones b. A dramatic word and a recorded speech 2. Materials dealing with real life situations. |
| READING COMPREHENSION Reading to identify the writers mood, tone and purpose and the relationship between purpose and tone | Use carefully selected passages from: 1.students text 2. newspaper and magazine clippings 3. recorded materials to reflect aspects of moods, tones and purpose. 4. questions based on the selected materials for identification of mood, tone, purpose and meaning. | |
| CONTINUOUS WRITING a.Informal letter | As in week 4 | |
| GRAMMAR Complex Sentences | 1. Teaching of the structure of a complex sentences: Subordinators, concord, types of clauses 2. Discussion of the structure of a complex sentence one independent/main clause and one or more dependent clause(s) e.g. a. The man who come last night was her father b. The rat ranoutof the room when the children ran in. | |
| 7 | Words associated with Profession. a. Advertising | Advertising: 1.meaning 2. a comprehension on advertising 3. words associated with advertising–advertising agent, promotion, products, public relations agency, photography, tripod, film, advertising agency/firm, prints posters, magazines, newspaper, bill boards etc |
| SPOKEN ENGLISH words of three syllables stressed on first, second and third syllables | 1. Words like:exception, encompass, photograph, prohibit, exhibit, examineetc. 2. Stress on 1st syllable in nouns and on 2ndif verbs. a. That photograph looks nice b. I want to examine my class today c. She does not want to exhibit her work. | |
| CONTINUOUS WRITING Semi-formal letters | 1. The meaning of a semiformal letter 2. The format of a semi-formal letter a. Address, date b. Salutation c. Heading d. Body e. Closing/subscript 3. The language and tone of a semi-formal letter. 4. The difference between and informal and a semi-formal letter. 5. The person to whom a semiformal letter can be written. | |
| GRAMMAR Complex sentences | As in week 6 | |
| 8 | LISTENING COMPREHENSION Listening to identify a speaker, moods tone and purpose | 1. Speaker’s mood, tone and purpose in: a. Poem b. Class discussion 2. Short debate between selected members of the class |
| READING COMPREHENSION Reading to identify the writer’s mood, tone and purpose and the relationship between purpose and tone. | As in week 6 | |
| CONTINUOUS WRITING Semi-formal letter | 1. A revision of the format of a semi-formal letter. 2. The language and tone of a semi-formal lette | |
| DICTATION | ||
| 9 | Words Associated with profession b. Stock Exchange | Stock Exchange: 1.meaning 2. words associated with stock exchange-stock broker, shares, dividends, speculator, profit margin, bankruptcy, stock, customer, stock market. |
| SPOKEN ENGLISH Words of four syllables stress on 1st, 2nd or 3rd syllables | Words such as supervisor legislation, agriculture, fortunately, ambassador, education, tribalism, e.g. 1. My father is the supervisor 2. Tribalism should not be encouraged 3. Mrs. Okeke is the Nigerian ambassador in United States of America. | |
| READING COMPREHENSION Reading to identify the writers mood, tone and purpose and the relationship between purpose and tone | As in week 6 | |
| GRAMMAR Compound Sentences | 1. Revision of previous lessons on complex sentences. 2. Treat and explain the various aspect under complex sentences in week. | |
| 10 | SPOKEN ENGLISH | More exercises on stress on four syllable words using the dictionary |
| LISTENING COMPREHENSION Listening attentively to follow directions effectively | Words that indicate direction 1. Left turn 2. Right turn 3. Straight ahead 4. Round about 5. Specific sign post 6. Landmarks (Buildings, tree etc). | |
| CONTINUOUS WRITING Record Keeping | 1. Meaning of a record 2. Types of records 3. Importance/uses of records 4. Records of some past events 5. Diary of events (personal) 6. Language of records concise, accurate, devoid of irrelevant details) 7. Other record books e.g. Register, visitors books etc. | |
| GRAMMAR More exercises on complex and compound sentences | More sentences on complex and compound sentences to bring their differences. | |
| 11 | REVISION | |
| 12 | EXAMINATION |
| Term | Third Term | |
| Week | Topic | Breakdown |
| 1 | VOCABULARY DEVELOPMENT Antonyms exactly opposite in meaning | 1. Definition 2. Words that are opposite in meaning: good-bad friendly-hostile, discipline-indiscipline, temporary-permanent, rich–poor, light-dark, black–white, man-woman |
| SPOKEN ENGLISH 10 Stress timing in English sentences, correct phrasing and voice modulation in continuous prose reading | Use of simple sentences such as: 1.pick up that book 2. who is writing the essay. 3. use short prose passages on current issues such as ‘Waste disposal’ ‘HIV/AIDS’ etc. | |
| READING COMPREHENSION Reading to make notes | Use the following: 1. Student text and other simplified story books. 2. Clippings from newspaper and magazines. 3. Taped materials on topical issues such as: a. Honestyas a guiding principle. b. Dignity in labour c. Examination malpractice d. Corruption must go, join the battle. | |
| GRAMMAR Adjuncts (Adverbs) | 1. Adjuncts are adverbials. 2. They modify verbs prepositional phrases, indefinite pronouns and noun phrases examples. a. He was in the house (prepositional phrase of time). b. He came quickly (Manner) c. They came for lunch (reason). | |
| 2 | VOCABULARY DEVELOPMENT Antonyms as words ii. Nearly opposite in meaning | Words that are nearly opposite in meaning 1. Cheerful-unhappy sickly-healthy harmonious-discordant False–Genuine Tough–tender |
| LISTENING COMPREHENSION Listening to identify a speaker’s style | Listening to selections of different styles 1. Expository materials 2. Narrative materials | |
| CONTINUOUS WRITING Record Keeping | 1. General revision of previous lesson on record keeping 2. Writing a simple record of the day’s event in the class | |
| GRAMMAR Adjuncts (Adverbs) | 1. Revision of previous lesson on adjuncts 2. Classes of Adjuncts are: -adjuncts of place -adjuncts of reason -adjuncts of manner -adjuncts of time -adjuncts of degree etc. 3. Use them in sentences to illustrate their classes e.g. i. He came quickly (manner). ii. He left the book in the house Place). | |
| 3 | VOCABULARY DEVELOPMENT Synonyms as words 1. With the same meaning | 1. Definition of synonyms. 2. Words that are the same in meaning: quick–fast, strong–powerful, busy-engaged, brave-fearless/bold, fearful-timid, enemy–foe. |
| SPOKEN ENGLISH Stress timing in English sentences; correct phrasing and voice modulation in continuous prose reading | As in week 1 | |
| READING COMPREHENSION Reading to make notes | As in week 1 | |
| GRAMMAR Adjuncts Adverbs) | 1. He is a fast runner (adjective). 2. He runs fast (adverb). 3. This is the quickest way. | |
| 4 | LISTENING COMPREHENSION Listening for summary through identifying key words | 1. Key words that aid summary of speeches, lectures etc. a. In addition b. As well as c. First, second, third etc. d. Also e. Furthermore f. Despite etc. 2. Passages, speeches and lectures on current topics in which these words can be found. Current Topics a. Right to peaceful association b. Rights of the child c. Service d. Courtesy etc. |
| READING COMPREHENSION Reading for summary | 1. Selected passages on topical/current issues as ‘patriotism; privatization in Nigeria, Kidnapping etc. 2. Recorded passages of suitable levels in either narrative, descriptive, expository or argumentative form | |
| CONTINUOUS WRITING Speech writing | 1. General features of a speech: a.the opening greetings or protocol b. the general introduction c. the main body d. the conclusion 2. Characteristics of speeches for different occasions like: a.welcome address b. prize giving ceremony c. wedding toast etc. | |
| DICTATION | Words picked from passages selected from students class text. | |
| 5 | VOCABULARY DEVELOPMENT Synonyms as words nearly the same in meaning. | Words that are nearly the same in meaning: -Securely–safely, Guest / visitor, Adore / admire etc |
| SPOKEN ENGLISH Oral composition skills II | 1. Expository 2. Use of exact words/sentences to bring out/expose definite and exact points of an event | |
| LISTENING COMPREHENSION Listening for summary through identifying key words | As in week 4 | |
| GRAMMAR | Explains the process of this relationship with examples a. come + across, in, by, forward, off, out, up, round, to, on, through etc. | |
| 6 | LISTENING COMPREHENSION Listening for summary through identifying key words | As in week 4 |
| READING COMPREHENSION Reading for summary | As in week 4 | |
| CONTINUOUS WRITING Speech writing | 1. Revises general features, introduction, the main bodyand conclusion of a good speech. 2. Characteristics a. Welcome address | |
| GRAMMAR Phrasal Verbs | Got back, down, after, through, under, up, out, by etc. | |
| 7 | VOCABULARY DEVELOPMENT Spelling of commonly mis-spelt words and the use of the dictionary | Words commonly misspelt–receive, conceive, deceive, thief, chief, mis-chief, grateful, dining, beginning, decision, succeed, success, process, reference, referee, across, occasion, occurrence, procedure, proceed, omission, accommodation, recommendation, misspelt, admission, committee, embarrass etc. |
| SPOKEN ENGLISH Oral composition skills II 4. Argumentative | 1. Argumentative skills in oral speech. 2. Right words should be used to argue, convince and buttress a point in an argument. | |
| CONTINUOUS WRITING Speech writing | 1. Revision of previous lessons on speech writing. 2. Characteristics of a speech such as a wedding toast. | |
| GRAMMAR Phrasal verbs | Call + off, out, in , at, away, back, for, on, upon, up | |
| 8 | LISTENING COMPREHENSION Listening for summary through identifying key words. | As in week 4 |
| READING COMPREHENSION Reading for summary | As in week 4 | |
| CONTINUOUS WRITING Popular articles for various reading audiences | 1. Features of a newspaper article. 2. The differences between the features of a newspaper article and speech or letter. | |
| DICTATION | ||
| 9 | VOCABULARY DEVELOPMENT Spelling of commonly misspelt words and the use of the dictionary | Same as in week 7 |
| SPOKEN ENGLISH Speaking to persuade/convince | Use the skills developed under oral composition skills to introduce students to organize debate sessions on topics such as: 1. farmers are more important than doctors 2. women are better leaders 3. corruption destroys a nation | |
| READING COMPREHENSION Reading for summary | As in week 4 | |
| GRAMMAR Phrasal Verbs II | a. Give + up, in, back, off, away b. Put + off, up, away, on, into | |
| 10 | SPOKEN ENGLISH Speaking to persuade/Convince | Organize debate session on the topic: ‘women are better leaders |
| READING COMPREHENSION Reading for summary | As in week 4 | |
| CONTINUOUS WRITING | 1.Articles on issues of current interest like a. Bribery of public officers b. Fraudulent acquisition of properties. c. The importance of a good quality life d. Cleanliness is next to godliness etc. | |
| GRAMMAR Phrasal verbs II | C. Bring + Back, about, up, in out d. Take + away, off, up, in | |
| 11 | REVISION | |
| 12 | EXAMINATION |
The recommended English Studies textbooks for SSS1 include but are not limited to the following:
