ERC SCHEME OF WORK JSS ONE

EDUCATION RESOURCE CENTRE

FEDERAL CAPITAL TERRITORY, AB

FCT JUNIOR SECONDARY SCHOOL

TEACHING SCHEMES

J S S ONE (1)

2014 Edition

EDUCATION RESOURCE CENTRE

Federal Capital Territory, Abuja

FCT JUNIOR SECONDARY SCHOOL TEACHING SCHEMES

2014 Edition

Third Edition: 2014

Produced by ERC Mini Press

Table of Contents

Forward

Acknowledgement

English Language

Mathematics

Nigerian Languages

Hausa Language------------------------------------

Igbo Language---------------------------------------

Yoruba Language-----------------------------------

Basic Science and Technology (BST)

Basic Science---------------------------------------

Basic Technology----------------------------------

Physical & Health Education-------------------

Computer Studies (ICT)_------------------------

Pre-Vocational Studies (PVS)

Home Economics----------------------------------

Agriculture-------------------------------------------

Entrepreneurship----------------------------------

Religious and Value Education (RVE)

Islamic Studies------------------------------------

Christian Religious Studies--------------------

Social Studies-------------------------------------

Civic Education------------------------------------

Security Education-------------------------------

Cultural and Creative Arts (CCA)

Business Studies

French Language

Arabic Language

Forward

It is my pleasure to introduce the 2014 edition of the FCT 9-Year Basic Education Teaching Scheme for the Junior Secondary School. The 9-year Basic Education Curriculum was developed by the Nigeria Educational Research and Development Council (NERDC) and approve by the National Council on Education (NCE).

This current edition is developed by the Curriculum Development Division of FCT Education Resource Centre (ERC) with active participation of subject teachers recruited from both the public and private Junior Secondary schools in the FCT.

It is my hope that this document will provide teaching guide for teachers and make monitoring of curriculum implementation more purposeful and result oriented for principals and Inspectors.

I wish to appreciate the effort of the FCT Education Resource Centre, especially the Curriculum Development Division (CDD) for the production of this very important teaching guide for effective implementation of the 9-year Basic Education Curriculum at the Junior Secondary (Upper Basic) School level.

Finally, I recommend the 2014 edition of the Junior Secondary (Upper Basic)SchoolTeaching Scheme to all our Public and Private Junior Secondary (Upper Basic) Schools.

Kabir Usman

Secretary for Education

FCTA, Abuja

Acknowledgement

The introduction of the Universal Basic Education (UBE) and the New Basic Education Curriculum prompted the review of the 2004 edition of the Junior Secondary School Teaching Schemes.

This 2014 edition is brought in line with the 9-year Basic Education Curriculum developed by the Nigerian Educational Research and Development Council (NERDC). To produce a standard document, FCT Education Resource Centre (ERC) organized a one week workshop for subject Specialists from FCT Universal Basic Education Board, Public and Private Junior Secondary Schools and ERC staff to develop the Teaching Schemes.

In this regard, I wish to register my unreserved gratitude to the Chairman, FCT Universal Basic Education Board (UBEB) and Proprietors of Private Schools for facilitating the participation of teachers in the exercise. I also wish to acknowledge ERC staff especially of the Curriculum Development Division who participated in the exercise. They include Mrs. E.J. Akpabio, Head of Division, Mrs. S.A Mustapha, Mrs. F.R Omowale, Mrs. S.B Saleh, Mrs. Osuji R.A., Mrs. Sai Msurshima, Mrs. B.O Edegbe, Mrs. Maryam Yakubu, Mrs. Amaefule Genevieve, Mal. Harisu Aminu, Mr. Bere B. Friday, Mrs. Ajinomoh Maryam, Mr. Aribi Dan Asabe, Mrs. Kunle Kunbi T.T., Mrs. Anthonia Okoro-Opara, Mal. Samba Bashir M., Mrs. Adesina Victoria, Mrs. Gloria Opara C., Mrs. S.N. Enekebe, Mrs. Jongas Mercy, Mrs Felicia Okoh, Miss Egwu Patience M., Mrs. Roseline Katuka, Mr. Okoro Chinasa, Miss Batubo Kaine, Mr. Fakaa Timothy and Mr. Ibrahim Dalhatu.

I specially thank all the staff of ERC Mini Printing Press and others who contributed in various ways to the production of the teaching schemes.

We are grateful to the Hon. Minister of FCT, Senator Bala Mohammed and the Secretary for Education, Kabir Usman for their kind support.

Mrs. Ramatu A. Ibrahim

Director, ERC

2014

ENGLISH STUDIES

J S S 1 FIRST TERM

WEEK	TOPIC	CONTENT	ACTIVITIES
1	Resumption test	Revision test	Revision test.
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.	Teacherpresents story or passage to students. Exemplipes outlines using the story or passage.
	GRAMMATICAL ACCURACY	Nouns	Teacherguides 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 The school Places of worship consumer, market etc.	1). Teacher reads materials on topics under content column. 2). Teacher leads discussion on selected 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. Teacher develops and organizes students for play let on related topics. Teacher 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). Teacher guides pupils to read and re-read the passage.
	WRITING	The history of FRSC.	Teacher leads students to read the passage in the Federal 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. Teacher 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. Teacher 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 Magic	Teacher guides students to explain the themes and features of some myths 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	Revision	Revision
13	Examination	Examination	Examination

ENGLISH STUDIES

J S S 1 SECOND TERM

WEEK	TOPIC	CONTENT	ACTIVITIES
1	Resumption test	Resumption test	Resumption test
2	READING	Other types of question e.g. questions that require conclusion to be drawn. Question that require them to make projections.	Teacher draws suitable comprehension. Question on selected passages.
	WRITING	Letter writing: Types Formal Informal	Teacher guides students to identify types of letters.
	GRAMMATICAL ACCURACY	Conjunction	Teacher explains the features of conjunction and their functions. Teacher 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	Teacher guides them to write a song. Teacher leads students to make comments on the moral messages of a story.
3	READING	Passages on contemporary issues highlighting; Knowledge level. Interpretation level. 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.	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.	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.	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	Teacher leads students to identify and list different types of poetry.
5	READING	Reading to understand the author’s mood. E.g. anger, happiness, doubt.	Teacher identifies authors mood through words and expression encountered in the passage. Teacher selects materials and presents them for student to read. Teacher guides students to read between the lines with a view to detecting hidden attitudes.
	WRITING	Arrangement of ideas in logical sequence.	Teacher guides students to arrange ideas logically.
	GRAMMATICAL ACCURACY	Selects passage for highlighting preposition, a verb and a conjunction.	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. Teacher writes sentences containing the sounds.
	LITERATURE	Features and language Concise Unique High	Teacher leads them to identify features and the language of poverty.
6	READING	Reading to understand the author’s mood e.g. doubts disappointment.	Teacher reads materials presented by the teacher. 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.	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	Teacher diverts students to tell stories paying attention to specified pairs. Teacher 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.	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.	Teacher guides the students to read the given passage. Teacher guides them to identify the adverbials.
	LISTENING/SPEAKING	Weak forms e.g. after, often, listen, sister, above, away, later, alone, abound, about.	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.	Teacher guides students on the reading strategies to be adopted.
	WRITING	Formats for writing informal letters.	Teacher guides students to write the format for writing informal letters.
	GRAMMATICAL ACCURACY	Identify features of adverbials from a passage on human rights	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	Teacher selects appropriate materials for passages. Teacher explains the meaning of main ideas. Teacher illustrates with specific examples.
	LITERATURE	Styles and author’s mood.
9	READING	Identify vocabularies from a passage on market.	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.	Teacher identifies adverbials. Read the given passage.
	LISTENING/SPEAKING	Listening for main ideas from a selected passages on drug abuse	Teacher asks students to read selected passages and materials in class.
	LITERATURE	Introduction to drama (origin and development)	Teacher guides students to trace the origin of drama.
10	READING	Reading between lines to highlight hidden attribution	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.	Teacher guides students to read the given passage. Teacher guides them to identify tense from the passage.
	LISTENING/SPEAKING	Listening for main ideas from selected passage on: child labour and trafficking.	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.	Group 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.	Teacher leads students to identify the features of drama.
12	Revision	Revision	Revision
13	Examination	Examination	Examination

ENGLISH STUDIES

J S S 1 THIRD TERM

WEEK	TOPIC	CONTENT	ACTIVITIES
1	Resumption test	Resumption test	Teacher gives Commands and demand appropriate response
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 word boundaries.
	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 introduction and 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. Teacher provides clues.
	LITERATURE	Features - Theme - Stage - Costume	Teacher leads them to identify props/costumes.
4	READING	Making meaning from spatial description/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. Teacher 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 ad 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 Teachers are always punctual, aren’t they? Ibrahim: Yes they are. Teacher: Okocha is the best footballer in Africa, isn’t he? Student’s yes he is.	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. Teacher 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.	Teacher guides students to identify key words that signal direction. 2) 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 to the 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. 2. Teacher 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. 2) Students identifies active and passive verbs. Teacher 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.	i) Teacher identifies active and passive verbs ii) Teacher 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	Revision	Revision
13	Examination	Examination	Examination

MATHMETICS

MATHEMATICS

FIRST TERM JSS ONE

WEEK

TOPIC / CONTENT

ACTIVITIES

WHOLE NUMBER

i. Count and write in million, billions and trillions

ii. Apply the counting, writing and reading of large numbers in everyday life.

iii. Roman system of counting.

Students:

i. Students count, write and read from 99,990 to 1,000,000 in tens and units.

ii. Uses counting charts to count in trillions.

iii. Count, write and read in large quantities.

Instructional Resources:

i. Charts of numbers in millions and billions, flash cards etc.

ii. Charts of numbers in millions and billions

iii. Flash cards etc.

EXERCISE IN FOUR BASIC OPERATIONS

i. Addition

ii. Subtraction

iii.Multiplication

iv. Division with the use of place value.

Students:

i. Add and subtract any two numbers up to 4-digits and state the place value of the result.

Instructional Resources:

Charts/flash cards, number line charts.

FRACTIONS

i. Meaning and identification of fractions

ii. Reduction of fractions to lowest term.

iii. Equivalent fractions, meaning and production

iv. Arrange given fraction either in ascending or descending order.

Students:

i. Recognize that ½ , 2/4 and 4/8 are equivalent fractions

ii. apply equivalent fractions in sharing commodities e.g. food, money etc.

iii. Solve problems on quantitative aptitude in equivalent fractions.

Instructional Resources:

Charts of equivalent fractions, charts of fractions, flash cards, conversion charts of percentages and fractions.

FRACTIONI CONTINUES

i. Convert fractions to decimal, decimals to fractions

ii. Convert fractions to percentages, percentages to fractions.

Students:

i. convert fractions to decimals

ii. decimals to fractions

iii. Convert fractions to percentages and percentages to fractions.

Instructional Resources:

Conversion charts of percentages and fractions.

DECIMAL FRACTIONS

i. Meaning of decimal fractions

ii. Relationship between fractions and decimals.

Students:

State and write the relationship between fractions and decimals.

Instructional Resources:

Charts on decimals and fractions.

FACTORS AND MULTIPLES

i. Prime numbers and prime factors

ii. Index forms and common factors

iii. HCF

iv. LCM

Students:

i. Identify common multiples of two or more whole numbers.

ii. solve problems involving LCM by

factor method
multiple method
index method.

Instructional Resources:

Number charts.

ESTIMATION

i. Estimate the dimensions and distance within the school.

ii. Estimate the objects

iii. Statistics of people e.g. height

iv. Solve problems on quantitative reasoning in estimation.

Students:

i. Identify objects in the classroom and school environment and the dimension that can be estimated.

ii. Estimate the capacity of some containers e.g. milk tins.

iii. solve problem on quantitative reasoning in estimation.

RANGE OF COST OF VARIOUS ARTICLES

i. Estimation of prices of every day articles

ii. Relationship of estimated prices to real prices of the articles.

Students:

i. Estimate the mass of given objects.

ii. Estimate the value of things in day to day activities.

Instructional Resources:

Containers, milk tins, solid objects etc.

NUMBER BASE 2

i. Counting in base 2

ii. Addition and subtraction of numbers I base 2 numbers.

iii. Subtraction of numbers in base 2 numbers.

Students:

i. Count with the aid of the prepared bundles

ii. Use bundle in twos and units to repeat teacher’s demonstration for number 1 – 10.

Instructional Resources:

Charts, counters such as match sticks, broom sticks, bottle tops etc.

NUMBER BASE CONTINUES

i. Multiplication of numbers in base 2 numerals

ii. Quantitative reasoning involving problems related to conversion and applications of numbers in base 2 numbers.

iii. Convert base 10 numerals to binary numbers.

Students:

Use bundle in twos and units to repeat teacher’s demonstration for number 1 – 10.

Instructional Resources/;

Charts, counters such as match sticks, broom sticks, bottle tops etc.

PERCENTAGES

i. Changing percentages to decimals

ii. Relationship of estimated prices to real prices of the articles.

Students:

i. change percentages to decimals

ii. Explain relationship of estimated prices to real prices.

Instructional Resources:

Some articles or items sold in the market.

PERCENTAGE CONTINUES

i. Changing percentages to decimals

ii. Changing decimals to percentages.

Students:

i. Changing percentages to decimals.

ii. Changing decimals to percentages.

Revision

Examinations

MATHEMATICS

SECOND TERM JSS ONE

WEEK

TOPIC / CONTENT

ACTIVITIES

APPROXIMATION

i. Obtaining approximate values for calculation involving four basic arithmetic processes (operations)

ii. Rounding off of numbers to the nearest 10, 100, 1000.

iii. Quantitative reasoning involving approximation.

Students

Carry out approximation of answers to given number of decimal places and significant figures.

Instructional Resources;

Additional and subtraction approximations charts, multiplication and division approximation charts.

OPEN SENTENCES

i. Use of letters to represent numbers

ii. Distinguishing between open and closed sentences

iii. Supplying the missing numbers in open sentences from a set of given permissible substitutes.

Students:

Solve open sentences problems with two arithmetic operations

ii.Ssolve problems on charts.

Instructional Resources:

Flash cards and open sentences charts

ii. flash cards and charts showing word problems.

SIMPLIFYING ALGEBRAIC EXPRESSION

i. Identifying the coefficient of symbols or letters

ii. Distinguishing algebraic expression from non-algebraic expression.

Students:

i. Identifying coefficient of positive and negative terms in algebraic expressions.

ii. Distinguishing between algebraic from non-algebraic expression.

Instructional Resources:

Charts showing terms and their coefficients.

SIMPLIFYING ALGEBRAIC EXPRESSION CONTINUES

i. Basic operation of addition, subtraction, multiplication and division of algebraic symbols and terms

ii. Collection of like terms.

Students:

Solve given algebraic expression in addition, subtraction, division of algebraic symbols.

Instructional Resources:
charts on worked examples on simplification of algebraic expression.

WORD PROBLEMS

i. Formation of word problems (simple cases)

ii. word problems involving use of symbols

iii. Quantitative reasoning involving algebraic expressions.

Students:

i. Solve word problems involving use of symbols

ii. Solve simple algebraic expression in quantitative reasoning.

Instructional Resources:

Charts on word problems involving use of symbols.

SIMPLE EQUATION IN ONE VARIABLE

i. Identifying simple equation in one variable

ii. Examples of three types of equality i.e. Absolute, Referential and Conditional equality.

Students:

i. Identify simple equation in one variable

ii. Give example of types of equalities.

Instructional Resources:

Charts on solved problems on simple equation in one variables.

DIRECTED NUMBERS

i. Addition and subtraction of numbers using number line

ii. Use of number line.

Students:

i. Draw the number line correctly.

ii. Add and subtract integers using the number line.

Instructional Resources:

Charts/flash cards.

Number line charts.

BASIC PROPERTIES OF SOME COMMON THREE DIMENSIONAL FIGURES

Basic properties of cubes, cuboids, pyramids, cylinders, e.g. faces, vertices and edges.

Students:

Identify the basic properties of pyramid cylinder and sphere.

Instructional Resources:

Cylinder and sphere standard or improvised cubes, cuboids.

BASIC PROPERTIES OF SOME THREE DIMENSIONAL CONTINUES

i. Sphere

ii. Cone

iii. Triangular prism e.g. faces, vertices and edges.

Students:

Identify the number of faces, edges and vertices of cubes and cubes.

Instructional Resources:

Cubes, cuboids, ruler, tapes, empty carton bricks etc.

PROPERTIES OF FIGURES

i. Rectangles

ii. Square

iii. Isosceles triangles

iv. Equilateral triangles

v. Circles

Students:

Identify the properties of rectangles, triangles, equilateral triangles, circles.

Instructional Resources:

Sphere, wooden triangle etc.

Revision

Examinations

MATHEMATICS

THIRD TERM JSS ONE

WEEK

TOPIC / CONTENT

ACTIVITIES

PERIMETER OF IRREGULAR AND REGULAR SHAPES

i. Definition of perimeter

ii. How to determine the perimeter of a given plane figures by measuring or calculating.

Students:

Determine the perimeter of shapes by practical method – by formula.

Instructional Resources:

Shapes of regular and irregular polygons.

AREA OF IRREGULAR AND REGULAR SHAPES

i. How to determine the area of a given plane shape

ii. Derive the formula of

Students:

Find the area of the regular and irregular shapes using graph.

Instructional Resources:

Shapes of regular polygons, graph papers.

VOLUMES

i. Volumes of cubes

ii. Cuboids

iii. Triangular prism

Students:

Derive the formula for finding the volume of a cube and cuboids.

- Construct parallel and perpendicular lines.

Instructional Resources:

Cubes, cuboids, empty cartons, cones.

CONSTRUCTION

Constructing parallel and perpendicular line.

Students:

Construct parallel and perpendicular lines.

Instructional Resources:

Plane sheets of paper and mathematical set.

ANGLES

i. Meaning and measurement

ii. Definition and identification of adjacent, alternate, corresponding and vertically opposite angles.

Students:

Measures some angles

Instructional Resources:

Cut out shapes of triangles, quadrilateral and other polygon types.

Rulers, tapes, protractor.

PROPERTIES OF ANGLES

i. Angles on a straight line

ii. Angle at a point

iii. Properties of alternate and corresponding angles with respect to parallel lines.

Students:

Identify and state the properties of the angles from the appropriate diagrams.

Instructional Resources:

Protractor, plane sheets, cardboard containing angles, pencil.

SUM OF ANGLES IN A TRIANGLE

i. Identification of types of triangles

ii. Finding the sum of angles in a triangle.

Students:

Identify types of triangles

Instructional Resources:
meter, rule, angles, charts of angles.

STATISTICS

i. Purpose of statistics

ii. Need for collecting data for planning purposes.

Students:

i. Discuss the purpose of statistics

ii. Discuss the use of statistics for planning purposes.

DATA COLLECTION

Pictorial representation of data, bar chart, line graph

Students:

Define and solve pictorial representation of data bar chart, line graph.

Instructional Resources

Chart on bar chart.

DATA PRESENTATION

Frequency table (median)

Students:

i. Define media

ii. Find the median of a given set of data.

Instructional Resources:

Median chart

STATISTICAL AVERAGES

i. Identification of mode, median in asset of data

ii. calculation of mean using the data.

Students:

Calculate mean, mode and median.

Instructional Resources:

Mean and median chart.

Revision

Examinations

Examinaton

NIGERIAN LANGUAGES (NL)

HAUSA LANGUAGE L1JSS 1 FIRST TERM
ZANGO NA DAYA AJI DAYA

MAKO	BATU/KUMSHIYA	AYYUKA
1	HARSHE: Ma’anar jimla da bayanin sassauƘar jimla.
2	ADABI: Ma’anar rubutacciyar waƘa da misalanta
3	ADABI: Karatun gajerun rubutantun waƘoƘi. Misali: fito da zubi da tsarin wakoki
4	AL’ADA: Ma’anar Bukukuwan gargajiya da ire-irensa
5	AL’ADA: Bayanin bukukuwan gargajiya. Misali aire, suna, sallah d.s
6	HARSHE: Karanta labari a bayyane da bayanin muhiman kalmomi
7	AL’ADU: Ire-iren sana’o’in gargajiya da muhimancin su
8	HARSHE: Sassan jimla misali- suna, aikatau, bayanau ds.
9	HARSHE: Karanta labari da amsa tambayoyin labarin
10	AL’ADA: Rukon iyali da muhimancinsa
11	AL’ADA: Kiyaye hakikin makwabtaka
12	AL’ADA: Tsimi da tanaji don gobe. Misali- tattling kudi, kaucewa al mubazzaranci, yin assu ds.
13	Bitar aikin baya/maimaitawa
14	Jarabawa

HAUSA LANGUAGE L1 SECOND TERM
ZANGO NA BIU AJI DAYA

MAKO	BATU/KUMSHIYA	AYYUKA
1	HARSHE: Ma’anar insha’i da ire-irensa. Misali – wasiƘa, labari, muhawara ds.
2	ADABI: Ma’ana da misalin tsattsaurar jimla
3	ADABI: Ma’ana da misalan Karin Magana
4	AL’ADA: Bayani akan miyagun kwayoyi da ire-irensu
5	AL’ADA: Takaitaccen bayani akan al’ada da ire-irenta
6	HARSHE: Nau’o’in inshai misali- na siffantawa, na labari, na bayyannawa da na wasika.
7	HARSHE: Takaitaccen bayani akan ire-iren tsattasaurar jimla. Misali - jimlar umarni, da kuma ta tambaya
8	ADABI: Misalan labarai masu tushen Karin Magana da kuma tsattsefesu. Misalai – da muguwar rawa gara kin tashi, mai arziki ko a kwara ya saida ruwa.
9	AL’ADA: Illar shan Ƙwayoyi ba bias Ƙa’ida ba tare da kawo misalan miyagun Ƙwayoyi. Misali – wiwi, sholisho, baliyon, hadar ibilis ds.
10	AL’ADA: Tasirin al’adun zamani akan na gargajiya. Misali - fannin iilml, kasuwanci, sana’o’I, tufafi, abinci, ds.
11	Bitar aikin baya/maimaitawa
12	Jarabawa

HAUSA LANGUAGE L1 THIRD TERM
ZANGO NA UKU AJI DAYA

MAKO	BATU/KUMSHIYA	AYYUKA
1	HARSHE: Ma’anar furuci da ire-irensa
2	HARSHE: Jaddada muhimman gaɓoɓin furuchi. Misali – laɓɓa, haƘora, harshe, hauƘa, ganɗa, hanɗa, ds.
3	ADABI: Rubutu wasiƘa da ire-irensa. Misali ta neman aiki, ta ‘yan’ uwa da abokan arziki.
4	ADABI: Takaitaccen bayani akan wasan Ƙwaikwayo da ire-irensa. Misali – na dandali, rubutacce ds.
5	ADABI: Aiwatar da wasan Ƙwaikwayo tare da ƘoƘarin fito da darussan da ke ciki. Misali – akan muhimmancin zaman lafiya
6	ÄDABI: Ci gaba da wasan ƘwaiƘwayo. Misali – muhimmancin neman ilimi
7	AL’ADA: Zane a al’adun hausa da ire-irenta. Misali- na Ƙwarya, tukunya, na gida ds.
8	AL’ADA: Kwalliyar tufafi. Misali – kwado da linzami, sirfani, kufta, alkyabba da abaya.
9	HARSHE: Gaɓoɓin furuci- masu motsi da marasa motsi. Misali – harshe, leɓɓa, dasashi ds.
10	ADABI: Cikakken bayani akan wasiƘar neman aiki. Misali – sassanta da Ƙa’idojinta
11	ADABI: Aiwatar da wasan ƘwaiƘwayo akan illar shan miyagun Ƙwayoyi.
12	Bitar aikin baya/maimaitawa
13	Jarabawa

HAUSA LANGUAGE L2 FIRST TERM
ZANGO NA DAYA AJI DAYA

MAKO	BATU/KUMSHIYA	AYYUKA
1	HARSHE: Babbakun Hausa da ire-iresu
2	HARSHE: Wasulan Hausa
3	ADABI: Gaisuwa: Ma’anar gaisuwa da misalanta
4	ADABI: Misalan gaisuwa: Ina kwana, Ina wuni, barka da asuba, mukwana lafiya, sauka lafiya, adawo lafiya ds.
5	HARSHE: Ƙidayar Hausa (yara su iya kidaya 1-50)
6	AL’ADA: Kayayyakun amfani a gida (na ɗaki da na tsakar gida da na girki)
7	ADABI: Ma’anar sadarwa da hanyoyin sadarwa. Misali – radiyo. Talabijin, wayar tangaraho, jirida, mujalla, Ƙasida, allon sadarwa, hotuna.
8	ADABI: Amfanin hanyar sadarwa
9	AL’ADA: Tantance sunayan abubuwan da ke makaranta.
10	ADABI: Sunan sassan jikin mutum (Tare da zana surau dan adam)
11	ADABI: Koyar da sunayen dabbobin gida da na daji
12	ADABI: Koyar da sunayen tsuntsayen gida da na daji
13	Bitar ayyukan baya/maimaitawa
14	Jarabawa

HAUSA LANGUAGE L2 SECOND TERM
ZANGO NA BIU AJI DAYA

MAKO	BATU/KUMSHIYA	AYYUKA
1	HARSHE: Koyar da haɗa Ƙanannan kalmomi. Misali – ci, sha, tafi, rai, ds.
2	ADABI: Koyar da sunayen asalin garuruwan Hausawa. Misali Kano, Katsina, Gusau, Sokkwato, Zaria ds.
3	ADABI: Koyar da sunayen launika da Hausa. Kore, shudi, ja, fari, ds.
4	ADABI: Koyar da sunayen ranakun mako. Misali – Litinin, Lahadi, Shekaran jiya, yau, gobe, jibi, gata ds
5	ADABI: Koyar da lokaci ( Agogo). Misali – daƘiƘa, minti, kwata, rabi, sa’a ds.
6	ADABI: Koyar da sunayen watanni da Hausa. Misali- Janairu, Afrili, Satumba ds.
7	ADABI: Koyar da kayan aikin gona. Misali - laujr, fatanya, garma, Kwando ds.
8	ADABI: Sunayen abincin Hausawa da ‘ya’yan itatuwa (tuwo, fura, danwake, dambu, lemo, abarba, kaanya, tsada, adawa, magarya)
9	ADABI: Dabi’un cin abincin Hausawa. (Cid a dama, lanƘwasa kafa, wanke, hannu ds.)
10	ADABI: Ƙidayar Hausa ( Daga 51-100)
11	Bitar akin baya/maimaitawa
12	Jarabawa

HAUSA LANGUAGE L2 THIRD TERM
ZANGO NA UKU AJI DAYA

MAKO	BATU/KUMSHIYA	AYYUKA
1	ADABI: Koyar da kyawawan ɗabi’un Hausawa. Misali – kunya, Ƙyauta, girmama baƘo da maƘwabci ds.
2	ADABI: Koyar da tatsuniya mai dauke da ƘyaƘƘyawar ɗabi’u.
3	AL’ADA: Tufafin Hausawa (na maza da na mata)
4	HARSHE: Koyar da suna (Noun) da ire-iren sa. Misali – Shehu, Kano, Kura, Kujera, Yashi, Garke d.s
5	HARSHE: Koyar sa wakilin suna (Pronoun). Misali – ni, mu, kai, ku, shi, ita, su, ds.
6	HARSHE: Koyar da Ƙalmonin aikatau (Verb) sauƘaƘa. Misali- ci, sha, zo, tafi, dauka, wasa, ds.
7	HARSHE: Sunayen alamomin rubutu misali – aya, waƘafi, alamar tambaya, ds.
8	HARSHE: Ci gaba da koyar da alamomin rubutu. Misali – alamar motsin rai, ruwa-biyu, al-hamza ds.
9	HARSHE: Hada manyan Ƙalmonin Hausa ta amfani da baƘi da wasali. Misali – makarauta, tsintsiya, manjagara ds.
10	ADABI: Gina labari daga hotuna. Misali – Mama tana girki Baba yana noma ds.
11	HARSHE: Tambaya da amsa cikin gajerun jimloli. Misali – Ina zaka? Me kake so? Yaya sunanka? Yaya sunanki?
12	Bitar aikin baya/maimaita aikin baya
13	Jarabawa

ASỤSỤ IGBO (L1)

JSS 1 TAM NKE MBỤ

IZUỤKA

10.

11.

12.

13.

14.

ISIOKWU/NDỊNISIOKWU

1) ASỤSỤ

i) Nkọwa asụsụ na uru asụsụ

bara

ii) Njirimara asụsụ

2) AGỤMAGỤ NA NKENỤDỊ

i) Nkọwa agụmagụ

ii) Nkenụdị agụmagụ

iii) Njirimara agụmagụ ọdinala

iv) Njirimara agụmagụ ugbu a

NDỊ IGBO

i) Asụsụ ha

ii) Ebe ha bi

iii) Ejiji ha

iv) Ndị agbataobi ha

OMENALA NDỊ IGBO

a) Nkọwa ụfọdụ omenala na

ọmụmaatụ ha dk. iri ji, ile

ọmọgwu, ịgba mgba, ịwa

ọjị, ịlụ nwaanyị, dgz.

b) Ekele ndị Igbo n’oge dị

iche iche

AGỤMAGỤ: IDUUAZỊ

1. Ịgụ akwụkwọ iduuazị a

họpụtara

2. Ntụle aha odee, isiokwu ya

na ihe akụkọ na-akọ

3. Nkọwa okwu ọhụrụ ndị

pụtara n’akụkọ iduuazị

ỤDAASỤSỤ /NSOROEDIDE

a) Ọdịde na ọgụgụ mkpụrụ-

edemede/abịdị

b) Nkewa ya:

i) Ụdaume (ii) Mgbochiume

iii) Ndịịche dị n’etiti ha abụọ

NSOROEDIDE

a) Mgbochiume nge

b) Mgbochiume mkpị

c) Myiriụdaume

d) Iji ha mebe mkpụrụokwu

e) Nkwọwapụta ndịiche dị na

mgbochiume nmyiri-

ụdaume

ỤDAASỤSỤ

1) Nkewa ụdaume

2) Ụdaarọ/òtù E

3) Ụdamfe/òtù A

4) Ndiiche dị n’etiti ha abụọ

4) Iji ha mebe mkpụrụokwu

ỌNỤỌGỤGỤ

1)Nkọwa ọnụọgụgụ

2)Ọnụọgụgụ (1-100)

ọhụrụ

3) Ịgụ ọnụọgụgụ (101-500)

AGỤMAGỤ: IDUUAZỊ

1. Ọgụgụ akwụkwọ iduuazị

2. Nkọwa usorookwu, okwu

ọhụrụ batara n’ihe a gụrụ

3. Nchịkọta ihe a gụrụ ọnụ

AKARAEDEMEDE

1. Nkọwa ha na idepụta ụdị ya gasị dịka: Rịkọm, kpọm, kpọm rịkọm, akara ngwu,

njụajụjụ, akara mkpu.

2. Ntinye ha n’ahịrịokwu

AGỤMAGỤ: IDUUAZỊ

1. Ọgụgụ akwụkwọ iduuazị

2. Nkọwa usorookwu na

mkpụrụokwu batara n’ihe a

gụrụ

3. Ntụle agwa ndị batara

n’iduuazi

4. Nchịkọta akụkọ a kọrọ

na ihe mmụta dị n’akụkọ

MMỤGHARỊ IHE A KỤZIRI

ULE

MMECHI

IHE OMUME Na NGWA NKỤZI

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịsụ asụsụ, ịkọwa uru asụsụ

bara

2. ịkọwapụta ụzọ ndị ọzọ e si

ezisa ozi n’abụghị asụsụ

mmadụ dịka ekwe, opi, egbe, dgz.

3. Ịkọwa agụmagụ na nkenụdị ya

4. Ikwu njirimara agụmagụ nke ọ bụla

NGWA NKỤZỊ

Akwụkwo ọgụgụ, ụgbo ojii, kaadị mgbubam (flash card), ọja, ekwe, chaatị, ogene, ịgba.

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ige ntị

2. Ịkọwapụta ndị bụ ndị Igbo

3. Ịrụgosi ndị Igbo site n’ejiji

4. Igosipụta mmasị na obiụtọ ha

nwere site n’ịsụ asụsụ Igbo

5. Ịrụgosi Steeti ndị Igbo na ndị agba-

taobi ha site na maapụ

NGWA NKỤZI

Eserese, Maapụ, Tepụrekọda, Tiivii, Ngwa ejiji

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkọwapụta omenala ndị Igbo ha

maara

2. Ikele ekele ndị Igbo dị iche iche

3. Ikelerita onwe ha

4. ịza ajụjụ

NGWA NKỤZI:

Akwụkwọ ọgụgụ, eserese, ngwa ejiji, tepụrekọda, televishọnụ, Maapụ

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịgụ akwukwọ iduuazị

2. Ikwu aha odee, isiokwu na

ndịnisiokwu akwụkwọ ya

3. Ikwu njirimara agụmagụ ọdịnala

4. Nkọwa okwu ọhụrụ na iji ha mebe

ahịrịokwu

NGWA NKỤZI

Akwụkwọ iduaazị, ụgbọ ojii, kaadị mgbubam, dgz.

IHE ỤMUAKWỤKWỌ GA-EME

1. Ịgụ na ide mkpụrụabịịdị

2. Ịkpọpụta ha

3 Ịkọwa ụdaume, mgbochiume na

ndịiche dị n’etiti ha

NGWA NKỤZI

Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkpọpụta mgbochiume

nge/mkpụrụokwu

2. Ịrụgosi ha na ahịrịokwu

3. Ịkọwa myiriụdaume na ọmụmaatụ

4. Iji ha mebe mkpụrụokwu

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkpọpụta na ikewa ụdaume

2. Ịrụgosi ụdaume arọ na nke mfe

3.Ikwu ndịiche dị n’etiti ha abụọ

4. Iji ụdaume na ụdaarọ mepụta

mkpụrụokwu

5. Ịrụgosi ụdaume na mkpụrụokwu

n’ime ahịrịokwu

NGWA NKỤZI

Akwụkwọ ọgụgụ, chaatị, tepụrekọda, kaadị mgbubam, ụgbọ ojii, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ ọnụọgụgụọhụrụ

2 Idepụta ọnụọgụgụ

3. Ịrụgosi nke bụ nke n’ụgbọ ojii

4. Ịchikọta ihe ha gụrụ ọnụ

NGWA NKỤZI

Akwụkwọ ọgụgụ, kaadị mgbubam, okwute, mkpụrụ okwe, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

Ịgụ akwukwọ iduuazị
Ịchọpụta na ịkọwa okwu ọhụrụ batara n’ihe ha gụrụ

3. Ịchọpụta ozi ode na-ezi n’akwụkwọ

NGWA NKỤZI

Akwụkwọ iduuazị a họpụtara

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịkpọpụsịta akara edemede ndị ha

2. Ịrụgosipụta ha n’ahịrịokwu

3. Idebanye ha n’ime akwukwọ ha

NGWA NKỤZỊ:

Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ iduuazị

2. Ịgụpụta mkpụrụokwu/okwu ọhụrụ

3. Idepụta mkpụruokwu na usorookwu

4. Inye nkọwa ha na iji ha mebe

ahịrịokwu

NGWA NKỤZI

Akwụkwọ Ịduuazị a họpụtara

ASỤSỤ IGBO (L1)

JSS 1 TAM NKE ABỤỌ

IZUỤKA

10.

11.

12.

ISIOKWU / NDỊNISIOKWU

EKWUMEKWU

a) Ihe ụmụaka na-eme

n’ụbọchị nkịtị (Mọnde ruo

Fraịdee)

b) Ihe ụmụaka na-eme n’ụbọchị

Satọdee

EZINỤLỌ

a) Nkọwa ihe bụ ezinụlọ

b) Ndị a na-ahụ n’ezinụlọ

c) Nkọwapụta ụdị ezinụlọ dị iche iche

dịka ezinụlọ mkpuke, mbisa na

ụbara

d) Ọrụ nne na nna n’ezinụlọ

AGỤMAGỤ: Ejije ederede

1. Ntụle odee ejije, isiokwu na ihe

ọdee na-akọwa n’ejije ya

2. Ọgụgụ akwụkwọ ejije

3. Nkọwa usorookwu na okwu ọhụrụ.

EZINỤLỌ

Ai) Ọrụ ụmụaka n’ezinụlọ

ii) Uru ezinụlọ bara

B)AGỤMAGỤ:

i) Ọgụgụ akwụkwọ ejije a họpụtara

ii) Nkọwa usuoro okwu na okwu

ọhụrụ ndị batara n’ihe a gụrụ

AHỤIKE

a) Nkọwa ihe bụ ahụike

b) Ihe dị iche iche na-ebute ahụike

c) Ụdị ọrịa dị iche iche

d) Ụzọ e si egbochi ọrịa

AGỤMAGỤ: Ejije ederede

i) Ọgụgụ akwụkwọ ejije a họpụtara

ii) Nkọwa usoro okwu na okwu ọhụrụ

ndị batara n’ihe a gụrụ

ỌNỤỌGỤGỤ

Ịgụpụta ọnụọgụgụ site na narị ise na otu ruo otu puku (501-1000)

ỌNỤỌGỤGỤ

Ịgụpụta ọnụọgụgụ site n’otu puku na otu ruo puku ise (1001-5000)

ỌRỤ DỊ ICHE ICHE

Ai) Ụdị Ọrụ dị iche iche ụmụ nwoke

na ụmụ nwaanyịna-arụ

ii) Onyenkụzi ikwu ụdị orụ dịgasị iche iche dịka: ọrụ ugbo, ọrụ nkụzi, dgz.

B) AGỤMAGỤ: Ejije ederede

i) Ọgụgụ ejije

ii) Ntụle agwa ndị batara n’ejije

ii) Nchịkọta ejije

AHỊRỊOKWU

a). Nkọwa ahịrịokwu na ụdị ya gasị

b) Ịkpọpụta ụdị ahịrịokwu dị iche iche

c) Imepụta ụdị ahịrịokwu dị iche iche

MMỤGHARỊ IHE A KỤZIRI NA TAM

ULE NA MMECHI

IHE OMUME NA NGWA NKỤZI

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ige ntị

2. Ikwupụta ihe ha na-eme

3. Ịgụpụta ihe

4. Idepụta ihe ụfọdụ ha na-emegasị

n’ụbọchị ndị a

NGWA NKỤZỊ

Akwụkwọ ọgụgụ, ụgbọ ọjii,

tepụrekọda, ụmụaka n’onwe ha.

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ige ntị

2. Ịkọwapụta ndị mebere ezinụlọ

3. Ịkọwa ụdị ezinụlọ dị iche iche

4. Ikwu ọrụ atọ nne na nna na-arụ

n’ezinụlọ

NGWA NKỤZI

Akwụkwọ ọgụgu, eserese/foto, tepụrekọda, tiivii

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ akwụkwọ ejije a họpụtara

2. Ikwu isiokwu na ndịnisiokwu

3. Idepụta okwu ọhụrụma were ha

Mebe ahịrịokwu

NGWA NKỤZI:

Akwụkwọ ejije a họpụtara

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ikwu ọrụ ụmụaka n’ezinụlọ

2. Ịkwu uru ezinụlọ bara

3. Ịgụ akwụkwọ ejije a họpụtara

NGWA NKỤZỊ:

Akwụkwọ ejije a họpụtara

IHE ỤMỤAKWỤKWỌ GA-EME

1) Ịkọwa ahụike

2) Ikwu ihe ndị na-eme ka ha nwee

ahụike

3) Ịkpọsịta ụdị ọrịa dị iche iche

4) Ikwu ụzọ mgbochi ọrịa ndị a

NGWA NKỤZỊ:

Akwụkwọ ọgụgụ, tepụ rekọda, kaadị mgbubam, eserese, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịgụ akwụkwọ ejije a họpụtara

2. Inye nkọwa okwu ọhụrụ

3. Ịjụ na ịza ajụjụ

NGWA NKỤZI:

Akwụkwọ iduuazị a họpụtara

IHE ỤMỤAKWỤKWỌ GA-EME

1) Ịgụ ọnụọgụgụ

2) Ịrụgosi ọnụọgụgụ

3) Idepụta ha

NGWA NKỤZI

Akwụkwọ ọgụgụ, okwuchi karama, mkpụrụ okwute, kaadị mgbubam, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụpụta ọnụọgụgụ

2. Ịrugosi ọnụọgụgụ

3. Idepụta ha n’usoro

NGWA NKỤZI

Akwụkwọ ọgụgụ, kaadị mgbubam, mkpụrụokwe, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ikwupụta ọrụ ụmụnwoke na

nwaanyị na-arụ

2.Ikwupụta ụdị ọrụ ha ga-achọ ịrụ

n’ọdịnihu

3. Ịgụ ejije

4.Ịtụle agwa ndị batara n’ejije, ikwu

ndị masịrị ha na ndị amasịghị ha

na ihe kpatara ya.

5. Ịchọpụta ozi ode n’akụkọ ya

NGWA NKỤZI

Akwụkwọ ọgụgu, tepụ rekọda, redio, tiivi, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkọwa ihe bụ ahịrịokwu

2. Ịkpọsịta ụdị ahịrịokwu ndị e

nwegasịrị

3. Imebe ụdị ahịrịokwu dị iche iche

NGWA NKỤZI

Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, dgz.

ASỤSỤ IGBO (L1)

JSS 1 TAM NKE ATỌ

IZUỤKA

10.

11.

12.

13.

ISIOKWU / NDỊNISIOKWU

AGỤMAGỤ ỌDỊNALA

Nkọwa ihe bụ agụmagụ

ọdịnala na nkeụdị ya dk:

i) Akụkọ ifo ( ii) Abụ ọdịnala

iii) Ejije ọdịnala

Ọmụmaatụ ha gasị

c) Ide njirimara agụmagụ

ọdịnala

ỌNỤỌGỤGỤ(5000-1,000,000)

Ịgụpụta ọnụọgụgụ site na puku ise ruo otu nde

ỌRỤ NDỊ IGBO

A i) Ọrụ ndị Igbo tupu ọbịbịa

ndị ọcha na n’oge ugbu a.

ii) Obodo e ji ọrụ ndị a mara

dịka ịkpụ ụzụ(Ọka)

ikwe akwa(Akwaete)

B) AGỤMAGỤ: Abụ ederede

i. Ọgụgụ abụabụọ a họpụtara

ii. Ngụpụta abụ

iii.Ntụle isiokwuna ihe abụ

na-akọ maka ya

iv. Nkọwa usorookwu na okwu

ọhụrụ batara n’abụ a gụrụ

NRỤKỌRỊTA ỌRỤ NA URU YA

a) Nkọwa nrụkọrịta ọrụ

b) Usoro nrụkọrịta ọrụ

c) Uru na ọghọm ya

NZISA OZI

a) Nkọwa nzisa ozi

b) Ụzọ nzisa ozi dị iche iche

c) Uru nzisa ozi bara

d) Ọghọm dị n’izisa ozi

AGỤMAGỤ:Abụ ederede

1. Ọgụgụ abụ abụọ a họpụtara

2. Nkọwa usorookwu na

okwu ọhụrụ.

EZINỤLỌ

a) Mụọ ole ị ga-azụtalị

b) Uru dị n’amụghị ọtụtụ ụmụ

c) Ọghọm dị n’ịmụ ọtụtụ ụmụ

d) Mkparịtaụka: Uru dị n’amụghị ọtụtụ ịmụ

NCHEKWA GBURUGBURU

Mkparịtaụka gbasara ya

a) Nlekọta na nchekwa

gburugburu anyị

b) Ihe ndị na-emebi gburu-

gburu anyị dịka: Ide mmiri, mbuze, dgz.

c) Ihe na-ebute ya

d) Ụzọ mgbochi ha

ỌNỤỌGỤGỤ

Mmụgharị ọnuọgụgu

(1-1000,000)

AGỤMAGỤ:Abụ ederede

1. Ọgụgụ abụ abụọ a họpụtara

2. Nkọwa usorookwu na

okwu ọhụrụ.

3. Nchikọta abụ na ihe mmụta

dị n’abụ

MMỤGHARỊ IHE A KỤZIRI NA TAM

ULE

MMECHI

IHE OMUME NA NGWA NKỤZI

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịkọwa ihe bụ agụmagụ ọdịnala

2. Ime nkenụdị agụmagụ ọdịnala

3. Ide ihe odide

NGWA NKỤZỊ

Akwụkwọ ọgụgụ, ụgbọ ọjii, tepụrekọda, ụmụaka n’onwe ha.

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Igụ ọnụọgụgụ

2. Ịrụgosi ọnụọgụgụ

3. Idetu ọnụọgụgụ

NGWA NKỤZI

Ugbọ okwe, mkpụrụokwe, kaadị mgbubam, mkpụrụ osisi, ụgbọ ojii.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkọwapụta ụdị ọrụ ndị Igbo

na-arụbu tupu ndị ọcha abịa

2. Ikwu obodo ụfọdụ na ọrụ e ji mara

3. Ịgụ abụ na ịkọwa ihe abụ na-ekwu

maka ya

4. Inye nkọwa okwu ọhụrụ

NGWA NKỤZI:

Eserese/foto na-egosipụta ọrụaka dị iche iche, tepụrekọda, akwụkwọ abụ a họpụtara.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị

2. Ịkọwa ihe bụ nrụkọrịta ọrụ

3. Ịkwu uru na ọghọm ndị na-adị

n’ịrụkọrịtaọrụ

4. Idepụta usoro ndị a na-agbaso

eme nrụkọrịtaọrụ

NGWA NKỤZỊ:

Tepụrekọda, akwụkwọ ọgụgụ,

mgbubam, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1) Ikwu ihe nzisa ọzi pụtara

2) Ịkwu ụzọ dị iche iche e si ezisa ozi

3) Idepụta uru na ọghọm nzisa ozi

NGWA NKỤZI

Ekwenti, ekwe, ogene, tepụrekọda, chaatị, kọmpụta, akwukwọ ọgụgu, redio. Tiivi, nuuzupepa na ụmụaka n’onwe ha.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ abụ abụọ ndị a họpụtara

2. Ịkọwa usoro okwu na okwu ọhụrụ

NGWA NKỤZI

Akwukwọ abụ a họpụtara

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkọwa mụọ ole ị ga-azụ

2. Ikwu mkpa ọ dị mmadụ ịmụ ole ọ

ga-azụtalị

3. Ikwu uru ise dị n’amụghị ọtụtụ ụmụ

3. Ikwu ọghọm dị n’ịmụ ọtụtụ ụmụ

4. Ịgụpụta na idepụta ihe

NGWA NKỤZI

Akwụkwọ ọgụgụ, Eserese/foto, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

Ikwu ihe echekwaghi gburugburu na-ebute
ụzọ e si elekọta/echekwa gburu-gburu
Ịkọwapụta ihe ndị na-emebi gburu

gburu

Ịkparịtaụka gbasara ihe ha ga-eme iji na-echekwa gburugburu ha

NGWA NKỤZI

Akwụkwọ ọgụgụ, Eserese/foto ebe a na-ekpofu ahịhịa na ebe a wara mmiri ide ụzọ, ngwa ụfọdu e ji eme

nlekọta/echekwa gburugburu ebe obibi , dgz

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịgụ ọnụọgụgụ

2. Ịrụgosi ọnụọgụgụ

3. Ngụnwo

4. Ide ihe odide metụtara ọnụọgụgụ

NGWA NKỤZI

Chaatị, akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịgụ abụ abụọ ndị a họpụtara

2. Ịkọwa usoro okwu na okwu ọhụrụ

NGWA NKỤZI

Akwụkwọ abụ a họpụtara

ASỤSỤ IGBO (L2)

JSS 1 TAM NKE MBỤ

IZUỤKA

10.

11.

12.

13.

ISIOKWU / NDỊNISIOKWU

EKELE

Ai) Nkọwa na uru ekele bara.

ii) Ikele ekele n’oge dị iche iche

Bi) Ikele ekele n’ezinụlọ (nne,

nna, ụmụnne, ikwu na ibe,

dgz).

ii) Ekele n’ọnọdụ dị iche iche:

onye na’arụ orụ, azụ ahịa,

ọnye orịa, onye njem, onye

ọbịa, onye mere mmadụ ihe

ọma.

A) MKPỤRỤEDEMEDE IGBO

(abịịdị)

i. Mkpọpụta na odide nnukwu na obere abịịdị

ii) Ịmakọ abịidị ndị nnukwu na ndị obere

iii) Iji mkpụrụabịịdị mepụta

mkpụrụokwu

B) NRỤGOSI

Mkpọpụta na ndepụta ihe ha na-ahụ na gburugburu ha:

a) N’ụloakwụkwọ

b) N’ụlọ obibi

c) Iji ihe ndị a mepụta nkenke

ahirimfe

NKỤZI AKỤKỤ AHỤ MMADỤ

a) Osise mmadụ na ndepụta

akụkụ ahụ mmadụ dị iche

iche

b) Nkọwa akụkụ ahụ mmadụ na

ọrụ ha dịka: E ji ntị anụ ihe,

E ji ọnụ ekwu okwu, dgz.

c) Iji aha akụkụ ahụ ndị a mebe

ahirịmfe dịka: E ji isi ebu ihe,

Enwere m ntị abụọ, dgz.

AKỤKỌ NKENKE

1i) Ịgụ akụkọ abụọ sitere

n’akwụkwọ akụkọ a họpụtara

ii) Ịtụle isiokwu, aha odee na

ihe mmụta dị n’akụkọ a gụrụ

iii) Ịtụle agwa ndị batara n’akụkọ

a gụpụtara

NKỌWA ANỤ DỊ ICHE ICHE

a) Anụ na-ebi n’ụlọ na anụ na-

ebi n’ọnụ

b) Anụ na-ebi n’ọhịa, mmiri na

ndị na-efe efe

c) Iji aha anụ ndị a emebe

ahịrịmfe dịka: Ọkụkụ bụ anụ

ụlọ, Agụ bụ anụ ọhịa,dgz.

d) Ịgụ egwu e ji akụzi aha anụmanụ.Ịmaatụ: Olee anụ bụ anụ ụlọ, bụ anụ ụlọ. Ọkụkọ bụ anụ ụlọ, bụ anụ. Olee anụ na-ebi na mmiri, na-ebi na mmiri. Enyi mmiri na-ebi na mmiri, na-ebi na mmiri…

A. NKỌWA KA AHỤ NA OBI DỊ

MMADỤ

a) Nkọwa isiokwu a

b) Ndepụta ahịrịokwu na-akọwa

ka ahụ na obi dị mmadụ dk.

Obi dị m ụtọ, Iwe na-ewe ya,

dgz.

B. MKPA NA-AKPA MMADỤ

a) Nkọwapụta ihe bụ mkpa na

ọchịchọ mmadụ

b) Idepụta ihe ndị nwere ike ịbụ

mkpammadụ

c) Iji ahirịmfe gosipụta ihe na-akpa ha na ihe ha chorọ ime.

IBI N’UDO NA URU YA

Ai) Nkọwa ihe bụ ibi n’udo

ii) Uru ibi n’udo na-eweta

iii) Ọghọm ebeghi n’udo

Bi) Ọgụgụ akụkọ nkenke

gbasraIbi/ebighi n’udo na

uru ya

ii) Nkọwa mkpụrụokwu ọhụrụ

batara n’ihe a gụrụ na ịza

ajụjụ so ya.

ỌNỤỌGỤGỤ:

a) Ịkọwa Ọnụọgụgụ na Ịgụ ọnụ

b) Ndepụta ọnụọgụgụ (0-20)

ỌNỤỌGỤGỤ na agarịrị

a) Ndepụta ọnụọgụgu (21- 40)

b) Ọnụọgụgụ

ỌGỤGỤ AKỤKỌ NKENKE

ABỤỌ na-akụzi ịdịike ọrụ na

uru ya

i) Ịgụpụta akụkọ nkenke

ii) Nkọwa Isiokwu, odee na ihe

mmụta sitere n’akụkọ a gụrụ

iii) Ịtụle agwa ndị pụtagasịrị

n’akụkọ a gụrụ.

iv) Ịtụle uru na ọghọm ịdịike ọrụ

Ai) OMUME/AGWA ỌJỌỌ ỤMỤAKA UGBU A NA-AKPA dịka: izu ohi, ịtụ asị, ịlụ ọgụ, abịaghị akwụkwọ n’oge, iyi uwe

na-egosi ahụ ha, erubeghị isi, ịba n’òtù nzuzo, ime mpụ ule, dgz.

ii) Uru/ọghọm /Ntaramahụhụ

na-eso omume nke ọ bụla

Bi) ngụpụta akụkọ Nkenke

gbasara nwata kpara agwa

ọma/agwa ọjọọ, uru na ọghọm

ii) Nkọwa mkpụrụokwu na ihe

mmụta dị n’akụkọ.

AKỤKỌ NKENKE

ỌGỤGỤ AKỤKỌ NKENKE ABỤỌ GBASARA AGWA ỌJỌỌ: Akpirị ogologo na nnupụisi, uru na ọghọmha.

i) Ịgụpụta akụkọ nkenke

ii) Nkọwa Isiokwu, odee na ihe

mmụta sitere n’akụkọ a gụrụ

iii) Ịtụle agwa ndị pụtagasịrị

n’akụkọ a gụrụ.

ULE

MMECHI NA MMECHI

IHE OMUME NA NGWA NKỤZI

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Nkwupụta ekele dị iche iche

2. Nlere eserese ndị na-ekele

ekele n’oge dị iche iche

3. Ikelerịta onwe ha ekele

NGWA NKỤZỊ

Akwụkwọ ọgụgụ, foto/eserese ndị na-ekele ekele, tepụrekọda, redio.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkpọpụta abịdịị

2. Ịrụgọsi ha

3. Idepụta ha

4. Ịmakọ abịdịị ndị nnukwu na

obere

5. Iji abịdịị meputa mkpurụokwu

IHE ỤMỤAKWỤKWỌ GA-EME

1. Nlere anya ihe ndị nọ na

gburugburu ụlọakwụkwọ

2. Nlere anya n’eserese

ndị dị n’akwụkwọ ọgụgụ ha

3. Ịkpọsita ihe ndị ha na-ahụgasị

n’ụlọ ebe obibi ha

Iji ha mebe ahirimfe.

NGWA NKỤZI

Ngwa ndị a na-ahụ ma n’ụlọakwụkwọ ma n’ebe obibi ụmụaka, kaadị mgbubam, ụgbọ ojii, akwụkwọ ọgụgụ, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkpọsịtasị aha akụkụ ahụ

mmadụ ndị ha maara

2. Ikwu ọrụ ha na-arụgasị

3. Iji aha akụkụ ahụ ndị a mebe

ahịrịmfe

4. Isepụta akụkụ ahụ mmadụ na

idebanye aha hagasị

NGWA NKỤZI:

Akwụkwọ ọgụgụ, mmadụ e sere

ese, tepụ rekọda, kaadi mgbubam, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị

2. Ịgụ akụkọ nkenke

3. Ịkwu isiokwu, aha odee na ihe

mmụta sitere n’akụkọ ha gụrụ

4. Ikwu agwa ndị masịrị/amasịghị ha

NGWA NKỤZỊ:

Akwụkwọ ọgụgụ a họpụtara

IHE ỤMỤAKWỤKWỌ GA-EME

1.Ịkpọpụta aha anụ ụlọ na anụ

mmiri ndị ha maara

2.Iji ha mebe ahịrịmfe

3. Ịgụ egwu e ji akụzị aha anụgasị

NGWA NKỤZI:

Akwụkwọ ọgụgụ, eserese/foto ụmụanụ mmiri na anụ ọhịa dị iche iche, tepụ rekọda, kaadị mgbubam, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkọwa ka ahụ na obi dị ha

2. Ịkọwapụta ihe ndị na-akpa ha

3. Iji ahịrịmfe depụta ka ahụ na obi

dị ha

4. Ikwu ihe ha chọrọ ime

5. Ịmakọ eserese na ihe na-akpa

mmadụ

NGWA NKỤZI

Akwụkwọ ọgụgụ, ụgbọ ojii, tepu rekọda, kaadị mgbubam,

foto/eserese gasị na-egosi onye iwe na-ewe, onye obi dị mma, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkọwa ihe ibi n’udo pụtara

2. Ikwupụta uru na ọghọm ibi/ebighi

n’udo

3. Ịgụ akụkọ nkenke gbasara ibi/

ebighi n’udo

4. Ịza ajụjụ

NGWA NKỤZI

Ụmụaka n’onwe ha, akwụkwo ọgụgụ ha, nuzupepa, kaadi mgbubam, eserese, tepụ rekọda, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ ọnụ ọgụgụ

2. Ịrụgosi ọnụọgụgụ

3. Idepụta ọnụ ọgụgu

NGWA NKỤZI

Akwụkwọ ọgụgụ, ụgbọ ojii, okwuchi karama, mkpịsị osisi, dgz

IHE ỤMUAKWỤKWỌ GA-EME

1. Ịgụpụta akụkọ nkenke

2. Ikwu uru na ọghọm na-adị n’ịrụsi

ọrụike

3. Ịtụle agwa ndị bara n’akụkọ

NGWA NKỤZI

Akwụkwọ ọgụgụ a họpụtara, eserese onye ngana na onye nọ n’ọrụ

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkpọsịta ajọ omume ụfọdụ

ha ma ụmụaka na-akpa

2. Ikwusita uru/ọghọm ndị na-esote

3. Ikwu ihe ha mụtara n’akụkọ ha

gụrụ

NGWA NKỤZI

Akwụkwọ ọgụgụ, tepụrekọda, foto, eserese nwata a na-apịa ụtalị maka ime isiike, foto onye yi uwe na-egosi ahụ ya, tepụ rekọdụ, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịgụ akụkọ nkenke a họrọ

2. Ịkwuputa ihe akụkọ na-akọ maka

3. Ikwu ihe ha mụtara site n’akụkọ

ha gụrụ

4. Inye obere nkọwa gbasara agwa

ndị e nwere n’akụkọ ha gụrụ.

5. Ikwu agwa ndị masịrị ha na ndị

amasịghị ha.

NGWA NKỤZI

Akwụkwọ ọgụgụ a họpụtara, eserese nwata/onye akpịrị ogologo gburu

ASỤSỤ IGBO (L2)

JSS 1 TAM NKE ABỤỌ

IZUỤKA

10.

11.

12.

13.

ISIOKWU / NDỊNISIOKWU

A. ỤLỌỌGWỤ

a) Ịkwụpụta ihe ndị na-emen’ụlọọgwụ

b) Idepụta ahirịmfe dị iche iche banyere ihe ndị na-eme n’ụlọọgwụ

c) Okwu ndị metụtara ụloọgwụ

B. EZINỤLỌ:

a) Iji ahịrịmfe kwupụta ihe ndị a

na-eme n’ezinụlọ dk. ịga ozi, isi

nri, ịsa efere, ihicha ụlọ, ịsụ akwa,

dgz.

b) Idepụta ahịrịmfe dị iche iche banyere ihe ndị na-eme n’ezinụlọ

dịka:

i) Anyị na-asa efere

ii) Ana m ehicha ụlọ,dgz.

c) Ụdị ezinụlọ dị iche iche dk:

mkpuke, mbisa dgz.

ỊJỤ NA ỊGWA MMADỤ IHE

Aa) Mkpụrụokwu ndị e ji ajụta ihe dk:

i) Gịnị? ii) Ebee? iii) Olee?

iv) Kedụ?

b) Iji ha mebe ahirịmfe

2. Mkpụrụokwu ndị e ji agwa mmadụ

ihe dk:

iv) Ọ bụ -------------

v) Ha bụ --------------

vi) Abụ m -------------

vii) Onye a bụ -----------------

B) NRI

a) Mkpọpụta /Ndepụta nri ndị e ji mara

ndị Igbodk. ji, ede, akịdị, akpụ,

ụkwa, ọkpa, dgz.

b) Ịkpọpụtasị mkpụrụ osisi dịka:

oroma, unere, ehuru, mkpụrụ aṅara,

dgz.

c) Etu e si eri nri ndị dịka ọtịta,

olulo, ọṅụṅụ, nracha, dgz.

d) Iji ha mebe ahịrịmfe

AGỤMAGỤ: EJIJE EDEREDE

1. Ọgụgụ akwụkwọ ejije a họpụtara

2. Ntụle odee ejije na ihe ejije

na-aka maka ya

c) Ọgụgụ akwụkwọ ejije

d) Nkọwa okwu ọhụrụ bataran’ejije

ỊGỤ ỌNỤỌGỤGỤ (40-70)

i. Ndepụta ọnụọgụgụ

ii. Ịgụ ọnụọgụgụ (40-70)

iv. Ịgụ ọnụọgụgụ (71-100)

AGỤMAGỤ: EJIJE EDEREDE

1. Ọgụgụ akwụkwọ ejije a họpụtara

2. Ntụle odee ejije na ihe ejije

na-akọ maka ya

c) Ọgụgụ akwụkwọ ejije

d) Nkọwa okwu ọhụrụ bataran’ejije

AHIRỊ NTIMIWU NA ỊRỊỌ IHE

Ai) Ntimiwu Mfe dịka:i) Bịa ebe a.

ii) Nọdụ ala iii) Rie ngwa

iii) Iji ntimiwu mfe mepụta ahịrịmfe dịka:

i) Nye m ego ahụ ugbu a

ii) Nọdụ ala.

iv) Mechie ọnụ gị

v) Ịrịọ Arịrịọ Mfe na iji ha mepụta

ahịrịmfe dk: Biko, nye m ego, Biko, bịa.

B) UWE NA IYI UWE

ai) Nkọwa ihe bụ uwe

ii) Ikọwa ụdị uwe dị uwe dị iche

iche dk: uwe ụmụnwoke na ụmụ

nwaanyị

iii) Uwe ndịIgbo chiri echichi

(rụtụ aka na uwe ndị nne/nna

agbụrụndị ọzọ dịka: Yoruba,

Awụsa)

b. Ngwa ndị e ji achọ ahụ mma dk:

iyeri ntị na nke olu, uri, mgbaka-

isiụtọ, pawuda, ude, jigida, nzu,

dgz.

AGỤMAGỤ: EJIJE EDEREDE

i) Ọgụgụ akwụkwọ ejije a họpụtara

ii) Nkọwa usoro okwu na okwu

ọhụrụ ndị batara n’ihe a gụrụ

AGỤMAGỤ:EJIJE EDEREDE

1. Ọgụgụ ejije a họpụtara

2. Nchịkọta akwụkwọ ejije a gụrụ

3. Ntụle agwa ndị gbara elun’ejije

4. Nchịkọta akwụkwọ ejije na ihe

mmụta sitere n’ejije

AGỤMAGỤ:EJIJE EDEREDE

1. Ọgụgụ ejije a họpụtara

2. Nchịkọta akwụkwọ ejije a gụrụ

3. Ntụle agwa ndị gbara elun’ejije

4. Nchịkọta akwụkwọ ejije na ihe

mmụta sitere n’ejije

MMỤGHARỊ IHE A KỤZIRI

ULE

MMECHI

IHE OMUME NA NGWA NKỤZI

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ikwu ihe a na-eme n’ụlọọgwu

2. Ịkpọsịta ihe ndị a na-ahụ

n’ụlọọgwụ

3. Ikwu okwu metụtara ụloọgwụ

NGWA NKỤZỊ

Akwụkwọ ọgụgụ, foto/eserese ngwa ọrụ ndị ụlọọgwụ.

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ige ntị

2. Ileta eserese na-egosi ụdị

ezinụlọgasị

3. Iji ahịrịmfe kọwapụta ihe ndị

na-eme n’ezinụlọ ha

4. Ikwupụta ụdị ezinụlọ e

nwegasịrị.

NGWA NKỤZI

1. Akwụkwọ ọgụgu, foto/ eserese ụdị ezinụlọ gasị, ihe na-eme n’ezinụlọ dk: isi nri, ịsa efere, ịsa akwa,

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ige ntị

2. Ịmebe ahịrimfe

3. Ịjụrịta onwe ha ihe

4. Ịgwarịta onwe ha ihe

NGWA NKỤZI

Eserese ụmụaka na-ajụrịta onwe ha ajụjụ, akwụkwọ ọgụgụ, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị

2. Ịkpọsịta nri ndị Igbo ndị ha ma

3. Ikwu ka e si eri ha

4. Imebe ahịrị mfe

NGWA NKỤZỊ:

Foto/eserese na-egosi nri ndị

Igbo dị iche iche.

Nrị ndị ahụgasị.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ akwụkwọ ejije a họpụtara

2. Ịkọwa ode ejije, na ihe ejije ya

na-akọ maka ya

3. Ịkparịtaụka gbasara ihe ha

gụrụ

4. Ịkọwa okwu ọhụrụ batara n’ihe

ha gụrụ

NGWA NKỤZI

Akwụkwọ ejije a họorọ

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịgụ ọnụ ọgụgụ

2. Ịrụgosi ọnụọgụgụ

3. Idepụta ọnụ ọgụgu

NGWA NKỤZI

Kaadị mgbubam, osisi, okwuchi karama, akwụkwọ ọgụgụ, ụgbọ ojii, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ akwụkwọ ejije a họpụtara

2. Ịkọwa ode ejije, na ihe ejije ya

na-akọ maka ya

3. Ịkparịtaụka gbasara ihe ha

gụrụ

4. Ịkọwa okwu ọhụrụ batara n’ihe

ha gụrụ

NGWA NKỤZI

Akwụkwọ ejije a họọrọ

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị na mkpọpụta

2. Idepụta ahịrịokwu e ji eti

iwu na nke e ji arịọ ihe

NGWA NKỤZI:

Eserese ụmụaka abụọ na –arịọrịta onwe ha ihe, akwụkwọ ọgụgụ, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị

2. Ịkpọpụta uwe dị iche iche

3. Isepụta uwe ụfọdụ

4. Idepụta ụdị uwe ndị eze, ọzọ

na lọlọ na-eyi

5. Ịkpọsịta ngwa ndị e ji achọ

ahụ mma

NGWA NKỤZI

Akwụkwo ọgụgụ, eserese/foto nne na nna jiri ejije ndị Igbo na foto uwe dị iche iche, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ akwụkwọ ejije a

họpụtara

2. Ịkọwa okwu ọhụrụ ndị ha

gụtara

3. Ịjụ na ịza ajụjụ

NGWA NKỤZI

Akwụkwọ ejije a họpụtara

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ akwụkwọ ejije a

họpụtara

2. Ịkọwa okwu ọhụrụ ndị ha

gụtara

3. Ịjụ na ịza ajụjụ

NGWA NKỤZI

Akwụkwọ ejije a họpụtara

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ ejije a họpụtara

2. Ịkọwa okwu ọhụrụ

3. Ịkọwa ihe ha ma gbasara agwa

ndị batara n’ejije ha gụrụ.

Idepụta omenala ndị gbara elu n’ejije

NGWA NKỤZI

Akwụkwọ ejije a họpụtara

ASỤSỤ IGBO (L2)

JSS 1 TAM NKE ATỌ

IZUỤKA

10.

11.

12.

13.

ISIOKWU / NDỊNISIOKWU

A) NKỌWA NHAOLE

i) Ịmata ole ihe dị na gburugburu

anyị

ii) Iji nkọwa aha kuzie nhaole dịka: ojii, warawara, ọcha, obosara, ntakịrị dgz.

B) NHA OLE na-agarịrị:

a) Iji mkpụrụokwu ndị a: ọtụtụ, ụfọdụ, ha niile,dgz, kọwaa nhaole.

A) URI NA EGWUREGWU

a) Ịgụpụta uri dịka egwu agha, uri

abụ nwa, dgz.

b) Egwuregwu dịka:

i) Kụọrọnụ nwa ngwere aka

ii) Akpankolo

iii) Onye elela anya n’azụ

B) IJEPỤTA URI NA EGWUREGWU NDỊ A N’EJIJE.

Dịka: kụọrọnụ nwa ngwere aka, akpankolo, na onye elela anya n’azụ.

AGỤMAGỤ: ABỤ EDEREDE

i. Ọgụgụ abụabụọ a họpụtara

ii. Ngụpụta abụ

iii.Ntụle odee abu, isiokwuna ihe abụ

ya na-akọ maka ya

iv. Nkọwa usorookwu na okwu

ọhụrụ batara n’abụ a gụrụ

A)NKỤZI OGE, OGE AFỌ Na IHU IGWE

i) Okwu ndị metụtara oge dị iche iche

dk: ụtụtụ, ehihie, anyasị, abalị,

mgbede, ndeeri.

ii) Nkọwa izu Igbo: Ịgụ ụbọchị n’ime

izu dk: Eke, Orie, Afọ na Nkwọ

B) OGE AFỌ

i) Nkụzi izuụka dịka Sọnde ruo

Satọde

ii) Nkụzi ọnwa dị n’afọ na ndepụta

iii) Iji oge afọ mepụta ahịrị mfe

AGỤMAGỤ: ABỤ EDEREDE

a. Ọgụgụ abụ abụọ a họpụtara

b. Ntụle abụ, isiokwu abụ na ihe abụ

na-akọ maka ya

c. Nkọwa ihe mmụta dị n’abụ

d. Nkọwa okwu ọhụrụ batara na ha

IHU IGWE

a) Nkụzi ọnọdụ ihu eluigwe

dk. Ihu eluigwe bụ ihe anyi ji

amata mgbe chi jiri na mgbe chi

bọrọ.

b) Oge ọnọdụ ihu elu igwe pụtara

ihe n’Igbo (dk. Ọkọchị, Udummiri,

Ụgụrụ, ide, ọkpọfụụ, uzuzu/

etum,oyi)

Okwu ndị na-akọwaputa oge n’ụzọ dabara adaba dk:

AM = Ka e ji amata oge ụtụtụ

PM = Ka e ji amata oge ehihie/ mgbede/anyasị

24HOURS = bụ otu ụbọchị;

2 minutes = Nkeji abụọ

60 minutes= bụ otu awa dgz.

d) Iji okwu ndị a mepụta nkenke ahịrịokwu dịka “Otu nkeji ka o jiri gafee elekere ise”. “O jirila ọkara gafee elekere ise nke mgbede”.dgz.

IKPOCHAPỤ MPỤ NA AGWA ỌJỌO N’ALA ANYỊ:

Ịkpa AKụ Na Ụba N’ụzọ Ezighi Ezi

1. Nkọwa akụnụba

2. Ụzọ dị iche iche mmadụ nwere ike isi kpaa akụnụba ya n’ụzọ n’ezighi ezi

3. Ọghọm ịkpa akụnuba n’ụzọ ezighị

ezi

ii) Ịkọwa mkpụrụokwu ndị metụtara

isiokwu dk: akụnụba, agwa

ọjọọ, ụzọ ezighị ezi, dgz,

A. MKPARỊTAỤKA: ỤZỌ DỊ ICHE

ICHE E SI AKPATA AKỤNỤBA

N’ỤZỌ E ZIGHI EZI dịka: ịtụ

mgbere ahịa mmadụ, mmadụ iji

ibe ya gwọrọ ọgwụ ego, ibu na ire

ọgwụ, anwụrụike, ime mpụ ule,

ịgba akwuna, dgz.

B. ỊGỤ AGHỌTAAZAA METỤTARA ISIOKWU A

A) NKỌWA GBASARA ỤCHA/KỌLỌ

(Colour identification)

i) Ịkọwapụta ụdị ụcha dị iche iche

ndị e nwegasịrị dk: ọcha, edo,

ọbara, ụpa, ntụ, dgz.

ii) Ịrụgosi kọlọ ndị a dị

iii) Iji ha mepụta ahịrịokwu mfe.

B) AGỤMAGỤ: Abụ Ederede

Ngụgharị akwụkwọ abụndị a họpụtara na nchịkọta ha.

ỌNỤỌGỤGỤ (70-100)

1 Idepụta ọnụ ọgụgụ

2. Ịgụ ọnụ ọgụgụ

MMỤGHARỊ IHE A KỤZIRI

ULE

MMECHI

IHE OMUME NA NGWA NKỤZI

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ige ntị

2. Ịkọwa ka ihe ndị nọ na gburugburu ha hagasị

3. Ide ihe odide

NGWA NKỤZỊ

Akwụkwọ ọgụgụ, ngwa mmetụaka nwere agwa/kọlọ dị iche iche, foto/eserese, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Iji mkpụrụokwu ụfọdụ

kọwapụta ka ihe ha

2. Ịza ajụjụ

3. Ide ihe odide

NGWA NKỤZI

Foto/ eserese, ngwa mmetụaka gasị, akwụkwọ ọgụgụ, ụgbọ ọjii, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ uri dị iche iche

2. Igwu egwuregwu dị iche iche

3. Ime ejije

NGWA NKỤZỊ

Ụmụaka n’onwe ha, tepụ rekọda, akwụkwọ ọgụgụ, foto na ụmụaka ndị na-egwuri egwu, dgz.

IHE ỤMỤAKWUKWO GA-EME

1. Ịgụ abụ abụọ a họpụtara

2. Ikwu onye deere abụ, isiokwu na

ihe mmụta dị n’abụ ya

NGWA NKỤZI

Akwụkwọ abụ a họọrọ

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị

2. Ịjụ na ịza ajụjụ

NGWA NKỤZI

Eserese na-egosi , mmiri ozuzo, ọge ọkochi, ọnwa na anyanwụ n’ọge dị iche iche, akwụkwọ ọgụgụ, Kalenda Ịgbo, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị

2. Ịrụgosi izuụka n’ime akwukwọ

kalenda

3. Ịkpọsịta ọnwa ndị dị n’afọ

4. Idepụta ha

NGWA NKỤZI:

Kalenda bekee/Igbo, akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgupụta abụ abụọ a họputara

2.Ikwu isiokwu abụ

3. Ide na nkenke ihe abụ na-akọ

maka ya

4. Idepụta ihe mmụta abụọ dị

n’abụ ndị ha gụrụ.

NGWA NKỤZI:

Akwụkwọ abụ a họpụtara

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị

2. Ịkọwa ọnọdụ ihu eluigwe

3. Ikwu oge onọdụ ihu eluigwe

4. Ikwu oge ha nọ site n’iji okwu

ndị dabara adaba

5. Ịkwupụta ahụ elekere dị iche

iche

NGWA NKỤZỊ:

Foto/eserese na-egosi oge dị iche

iche, elekere, akwụkwọ ọgụgụ, ugbo ojii, kaadị mgbubam, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ige ntị

2. Ịkọwa akụnụba

3. Ịkpọsita uzọ ezighi ezi e si akpa

akụ

4. Ikwu ọghọm dị n’ime nke a

NGWA NKỤZI

Akwụkwọ ọgụgụ, tepụ rekọda, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịkparịtaụka gbasara ụzọ

n’ezighi ezi nke ndị mmadụ si

akpata akụnụba ha

2. Ịgụ aghọtaazaa na ịza ajụjụ ndị

3. Ịjụ na ịza ajụjụ

4. Ide ihe odide

NGWA NKỤZI

Akwụkọ ọgụgụ, tepụ rekọda, redio, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ikwupụta ụdị kọlo ndị ha maara

2. Ịrugosi kọlọ e wepụtaara ha

3. Iji kọlọ ndị ahụ mepụta ahịrị-

okwu

NGWA NKỤZI

Eserese na-egosipụta udịrị kọlọ dị iche iche, ụgbọ ojii, akwụkwọ ọgụgụ, kaadị mgbubam,dgz.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụpụta abụ a họpụtara

2. Ikwu uche ha banyere abụ ndị

ha gụrụ

4. Ịkọwa ihe mmụta na okwu ọhụrụ

ndị pụtara n’abụ

NGWA NKỤZI

Akwụkwọ abụ a họpụtara.

IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụ ọnụọgụgụ

2. Ịrụgosi ọnụọgụgụ

3. Idepụta ọnụọgụgụ

YORÙBÁ JSS 1 TÁÀMÙ KÌN-ÍN-NÍ

ÕSÊ

ORÍ ÕRÕ/ ÀKÓÓNÚ

ÀMÚŚE IŚË

i. Ìtàn ìśêdálê àti ìtànkálê ômô Yorùbá

ii. Àwôn ôba ilé Yorùbá àti orúkô oyè wôn. Bí àpççrç (Aláàfin ti ìlú Õyö, Ôõni ti Ilé-Ifê abbl

ÀKÓÓNÚ IŚË

a. Ìśêdálê Yorùbá láti õdõ Odùduwà

b. Ìtànkálê Yorùbá lëyìn ikú Odùduwà: Owu, Sabçç, Kétu, Pópó, Õyö Ìjêśà, Ìjêbú, Êgbá abbl

d. Lákòókò òwò çrú: Sàró, Amëríkà, Brazil, Trinidad àti Tobago. Àwôn Erékùsù Karebia.

Àwôn ìlú àti orúkô ôba pêlú oyè wôn.

OLÙKÖ

1. Śe àlàyé àwôn agbègbè tí êyà Yorùbá tàn dé ní àgbáyé

2. Fi ìtàn àti àwòrán máàpù śe àlàyé bí Yorùbá śe śê àti bí wôn śe dé ibi tí wön wà báyìí.

3. Dárúkô àwôn ôba ilé Yorùbá àti orúkô oyè wôn

AKËKÕÖ

1. Dárúkô díê lára àwôn agbègbè tí êyà Yorùbá tàn dé.

2. Tún ìtàn bí Yorùbá śe śe, àti bí wôn śe tán ka sô, kí ó sì kô ö sílê

3. Dárúkô àwôn ôba díê ní ilê Yorùbá àti orúkô oyè wôn.

OHUN-ÈLÒ ÌKÖNI

1. Máàpù Áfíríkà àti ilê Lárúbáwá

2. Máàpù Nàìjíríà àti agbègbè tí ó śàfihàn ìtànkálê Yorùbá

3. Àwôn ôba aládé dier ní ilê Yorùbá

ÌRÓ ÈDÈ: Alífábëêtì àti köńsónáýtì èdè Yorùbá

ÀKÓÓNÚ IŚË

Köńsónáýtì: b, d, f, g, gb, h, j, k, l, m, n, p, r, s, ś, t, w, y.
Fáwëlì àìránmúpè: a, e, ç, i, o, ô, u
Fáwëlì àránmúpè: an, in, ôn, un, çn

OLÙKÖ

1. Kô alífábëêtì Yorùbá lápapõ sára pátákó fún akëkõö.

2. Kö àwôn lëtà tí ó dúró fún ìró köńsónáýtì, fáwëlì àìránmúpè àti àránmúpè lötõõtõ fún akëkõö.

3. Pe wön lökõõkan fún akëkõö.

AKËKÕÖ

1. Fétí sí bí olùkö śe pe àwôn ìró köńsónáýtì àti fáwëlì náà.

2. Pe àwôn ìró köńsónáýtì àti fáwëlì náà bí olùkö ti pè wön.

3. Śe àdàkô àwôn lëtà ìró köńsónáýtì àti fáwëlì náà

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù ńlá tí a kô alífábëêtì Yorùbá si

2. Kádíböõdù ńlá tí ó ń śe àfihàn àwôn köńsónáýtì àti fáwëlì lötõõtõ.

3. Káàdì pélébé pélébé tí a kô àwôn lëtà náà sí.

ÀWÔN ÊYÀ YORÙBÁ ÀTI ÊKA ÈDÈ WÔN

ÀKÓÓNÚ IŚË

Díê nínú àwôn êyà tó wà b.a Êgbá, Ìbõlö, Yewa, Òýdó, Ìjêśà, Ifê, Òýkò, Õyö, Èkìtì, Ìbàràpá, Ègùn, Ìgbómìnà, Ìkálê, Àkókó, Àwórì, Õwõ abbl

OLÙKÖ

1. Jë kí akëkõö dárúkô àwôn êyà Yorùbá tí ó mõ kí ó sì töka sí çkùn tí a ti lè rí êyà kõõkan nínú máàpù

2. Kô àwôn kókó inú êkö yìí sí ojú pátákó kí àwôn akëkõö le kô ö sínú ìwé wôn.

AKËKÕÖ

1. Dárúkô àdúgbò tí o ti wá àti àwôn mìíràn tí o mõ ní ilê Yorùbá àti ohun tí o mõ nípa êyà kõõkan.

2. Da àwôn kókó tí olùkö kô sí ojú pátákó kô sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

Máàpù ilê Yorùbá.
Kádíböõdù pélébé pélébé tí a kô orúkô êyà kõõkan sí.

ÒÝKÀ – Ohun tí ó śe okùnfà òýkà.

Àlàyé lórí ètò pàsípàrõ àti owó çyô.

ÀKÓÓNÚ IŚË

Àlàyé lórí bí òýkà śe bêrê àti bí ètò pàsípàrõ àti owó çyô śe bêrê ní ìbêrê pêpê.

OLÙKÖ

1. Tö akëkõö sönà láti ka àwôn nýkan díê ní àyíká wôn.

2. Sô ìtàn bí òýkà kíkà śe bêrê.

AKËKÕÖ

1. Kô ohun tí olùkö kô sílê.

2. Tëtí sí ìtàn tí olùkö sô nípa òýkà àti owó çyô.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô òýkà díê kan sí.

ÌRÓ ÈDÈ: Àlàyé lórí fáwëlì èdè Yorùbá – fáwëlì àránmúpè àti àìránmúpè

ÀKÓÓNÚ IŚË

Fáwëlì àránmúpè – an, çn, in, un,ôn

Fáwëlì àìránmúpè – a, e, ç, i, o, ô, u.

OLÙKÖ

Kô àwôn lëtà tí ó dúró fún ìró fáwëlì àránmúpè àti àìránmúpè.

AKËKÕÖ

Pe àwôn ìró fáwëlì náà bí olùkö ti pè wön.

Śe àdàkô àwôn lëtà ìró fáwëlì náà

OHUN-ÈLÒ ÌKÖNI

Káàdì pélébé pélébé tí a kô àwôn lëtà náà sí

ÌKÍNI: Ìkíni ní onírúurú ìgbà àti àkókò

ÀKÓÓNÚ IŚË

1. Ìkíni ní onírúurú ìgbà àti àkókò. Ìkíni ní ìgbà òjò, ìgbà êrùn tàbí õgbçlê, ìkíni ní ìgbà ôyë abbl.

2. Ìkíni àti ìdáhùn láàrin ôjö: àárò, õsán àti alë: ç káàárõ, ç káàsán, ç káalë.

OLÙKÖ

1. Darí akëkõö láti fi bí a śe ń kí ni śeré

2. Fi àwòrán àwôn tó ń kí ara wôn han akëkõö

AKËKÕÖ

1. Sô ohun tí wôn mõ nípa àśà ìkíni sáájú ìdánilëkõö.

2. Śe àpççrç àwôn oríśi ìkíni tí wôn ti gbö rí.

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn tó ń kí ara wôn.

ÀKÀYÉ

ÀKÓÓNÚ IŚË

1. Àyôkà tí ìmõ rê kò ju ti ôjö orí akëkõö.

2. Ìbéèrè lórí àyôkà nípa òye õrõ àti ìlò èdè rê

OLÙKÖ

1. Pèsè àyôkà tí ó jçmö õrõ tó ń lô láwùjô (b.a. Ewu lílo oògùn olóró, ìjà çlëyàmêyà/ çlësìn mêsìn, ààbò lójú pópó, Êtö obìnrin, ômôdé àti ômônìyàn abbl.

AKËKÕÖ

1. Ka àyôkà tí olùkö pèsè sile

2. Dáhùn ìbéèrè lórí àyôkà náà

3. Tëtí sí àlàyé olùkö lórí àwôn àkànlò èdè àti õrõ tí ó ta kókó

OHUN-ÈLÒ ÌKÖNI

Àwòrán tí ó jçmö õrõ inú àyôkà

ÌKÍNI

ÀKÓÓNÚ IŚË

Ìkíni fún onírúurú ayçyç àti bí a śe ń kí àwôn ôba àti ìjòyè.
Ìkíni àti ìdáhùn fún onírúurú iśë

OLÙKÖ

1. Darí akëkõö láti fi bí a śe ń kí ni ní onírúurú ayçyç śeré.

AKËKÕÖ

1. Śe àpççrç àwôn oríśi ìkíni tí wön ti gbö rí níbi ayçyç, ìjòyè àti iśë

OHUN-ÈLÒ ÌKÖNI

Àwòrán tí ó jçmö irú ìkíni tí ìdánilëkõö dá lé lórí

ÀRÒKÔ KÍKÔ

ÀKÓÓNÚ IŚË

Àlàyé lórí oríśiríśi àròkô
Ìgbésê tí à ń têlé láti kô àròkô

OLÙKÖ

1. Kô kí ó sì śàlàyé ní sókísókí lórí oríśiríśi àròkô

2. Tö akëkõö sönà láti kô àwôn ìgbésê tí à ń têlé láti kô àròkô

AKËKÕÖ

1. Tëtí sí àlàyé olùkö.

2. kópa nínú kíkô àwôn ìgbésê tí à ń têlé láti kô àròkô

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí ó ń śàfihàn oríśiríśi àròkô àti àwôn ìgbésê tí à ń têlé.

10.

ÀŚÀ: Ìgbéyàwó

ÀKÓÓNÚ IŚË

1. Ìlànà àśà ìgbéyàwó ìbílê: ìfojúsóde, alárinà, ìjöhçn/ ìsíhùn, ìtôrô, ìdána, ìgbéyàwó

2. Ìgbéyàwó lóde òní: Kóòtù, Śöõśì, Mösálásí

3. Àfiwé tìbílê àti ti òde òní

4. Àýfààní ìkóra-çni-ní-ìjánu śáájú ìgbéyàwó

5. Ewu àìlekóra-çni-ní-ìjánu śáájú ìgbéyàwó – oyún òjijì, bíba ilé-ômô jë, àrùn ajçmö-ìbálòpõ, àtõsí, jeèríjeèrí, éèdì (AIDS)

- Ìgbéyàwó àìròtëlê/ àpàpàndodo.

OLÙKÖ

1. Śe àlàyé lórí ètò ìgbéyàwó ìbílê Yorùbá

2. Darí àwôn akëkõö láti śeré ìgbéyàwó

3. Fún akëkõö láàyè láti kôrin ìgbéyàwó/ sun çkún ìyàwó

4. Tö akëkõö láti jíròrò nípa ìgbéyàwó òde òní

5. mú kí akëkõö jíròrò lórí àýfààní inú ìkóra-çni-ní-ìjánu àti ewu àìlèkóra-çni-ní-ìjánu śáájú ìgbéyàwó.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö.

2. Śe eré ìgbéyàwó

3. Jíròrò lórí ìgbéyàwó òde òní

4. Jíròrò lórí àýfààní inú ìkóra-çni-ní-ìjánu àti ewu àìlèkóra-çni-ní-ìjánu śáájú ìgbéyàwó.

OHUN-ÈLÒ ÌKÖNI

1. Àwòrán ohun tí ó wà nínú çrù ìgbéyàwó àti ohun ìdána

2. Àwòrán lórí àśà ìgbéyàwó

3. Ìwé lórí àśà ìgbéyàwó

4. Àwòrán aláìsàn éèdì.

11.

LËTÀ KÍKÔ

ÀKÓÓNÚ IŚË

1. Lëtà gbêfê àti Aláìgbêfê

2. Ìyàtõ àárin wôn

3. Ìlapa kíkô lëtà gbêfê

Àdírësì
Déètì
Kíkô õrõ inú lëtà, kí a sì pín in sí ègé afõ bí ó ti yç.
Àsôkágbá/ àgbálôgbábõ/ ìgúnlê

4. Ìlapa kíkô lëtà àìgbagbêfê

Àdírësì méjì
Déètì
Àkôlé
Õrõ inú lëtà tí a pín in sí ègé afõ bí ó ti yç.

OLÙKÖ

1. Sô oríśi lëtà méjì tí ó wà fún akëkõö.

2. Śe àlàyé ìyàtõ láàrin méjèèjì

3. Lo ìlapa kíkô lëtà gbêfê àti àìgbagbêfê láti töka sí ìyàtõ wôn bí i àdírësì, ìkíni, àkôlé àti àsôkágbá abbl

4. Tö akëkõö sönà láti kô oríśi lëtà méjèèjì

AKËKÕÖ

1. Tëtí sí àlàyé olùkö

2. Kô ìlapa kíkô oríśi lëtà gbêfê àti àìgbagbêfê bí olùkö śe śàlàyé rê/ kô sára pátákó.

3. Têlé ìtösönà olùkö láti kô lëtà méjèèjì

OHUN-ÈLÒ ÌKÖNI

Pátákó çlçmôô àti kádíböõdù tí a kô ìlànà méjèèjì sí.

12.

ÀKÔTÖ

ÀKÓÓNÚ IŚË

1. Àlàyé ohun tí àkôtö jë

2. Bí èdè Yorùbá śe di kíkô sílê

3. Àfiwé àkôtö àtijö àti ti òde òní:

i. fáwëlì

aiye – ayé, yio – yo/ yóò, enia – ènìyàn abbl

ii. köńsónáýtì: Oshogbo – Òśogbo, Iffô – Ifõ

iii. Àmì ohùn: õgun – oogun, Alãnu – Aláàánú

iv. Yíyán õrõ nídìí: ẹ - ç, ṣ - ś,

v. Pínpín õrõ: wipe – wí pé, nigbati – nígbà tí

OLÙKÖ

1. Śe àlàyé ohun tí àkôtö je

2. Sô ìtàn ní sókí nípa bí èdè Yorùbá śe di kíkô sílê

3. Kô àkôtö àtijö àti ti òde òní sí ara pátákó

4. Śe àlàyé kíkún lórí ìyàtõ méjèèjì láti fi ìdí tí ti òde òní fi péye hàn

AKËKÕÖ

1. Tëtí sí àlàyé olùkö nípa ohun tí àkôtö jë àti ìtàn bí àkôtö śe bêrê/ bí èdè Yorùbá śe di kíkô sile

2. Kô àwôn àpççrç àkôtö tí olùkö kô sílê sínú ìwé.

3. Béèrè ìbéèrè lórí ohun tí kò bá yé ô lórí àlàyé tí olùkö śe.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô àkôtö òde òní àti ti àtijö si.

13.

Àtúnyêwò Êkö

14.

Ìdánwò

YORÙBÁ JSS 1 TÁÀMÙ KEJÌ

ÕSÊ

ORÍ ÕRÕ/ ÀKÓÓNÚ

ÀMÚŚE IŚË

ÈDÈ: Àròkô Oníròyìn

ÀKÓÓNÚ IŚË

1. Àkôlé

2. Ìlapa èrò

3. Àtúntò ìlapa èrò

4. Ìfáàrà

5. Ìpín afõ

6. Kókó õrõ inú àròkô

7. Ìgúnlê/ Àsôkágbá

OLÙKÖ

a. Śe àlàyé ìgbésê àròkô

b. Śe àlàyé ìfáàrà

d. Śe àlàyé ìpín afõ

e. Śe àlàyé ìfàmìsí

ç. Śe àlàyé ìgúnlê

f. Śe àlàyé ìlò èdè

g. Tö akëkõö sönà láti kô àròkô nípa lílo ìlapa tí ó śe.

AKËKÕÖ

a. Ka àròkô oníròyìn tí ó pegedé

b. Kô àròkô oníròyìn nípa títêlé ìgbésê tí olùkö ti śàlàyé rê

OHUN-ÈLÒ ÌKÖNI

Ìwé àpilêkô lórí àròkô
Ìwé iśë àti pátákó ìkõwé

ÀŚÀ: Àśà Ìgbéyàwó

ÀKÓÓNÚ IŚË

1. Ìlànà àśà ìgbéyàwó ìbílê: ìfojúsóde, alárinà, ìjöhçn/ ìsíhùn, ìtôrô, ìdána, ìgbéyàwó

2. Ìgbéyàwó lóde òní: Kóòtù, Śöõśì, Mösálásí

3. Àfiwé tìbílê àti ti òde òní

4. Àýfààní ìkóra-çni-ní-ìjánu śáájú ìgbéyàwó

5. Ewu àìlekóra-çni-ní-ìjánu śáájú ìgbéyàwó – oyún òjijì, bíba ilé-ômô jë, àrùn ajçmö-ìbálòpõ, àtõsí, jeèríjeèrí, éèdì (AIDS)

- Ìgbéyàwó àìròtëlê/ àpàpàndodo.

OLÙKÖ

1. Śe àlàyé lórí ètò ìgbéyàwó ìbílê Yorùbá

2. Darí àwôn akëkõö láti śe eré ìgbéyàwó

3. Fún akëkõö láàyè láti kôrin ìgbéyàwó/ sun çkún ìyàwó

4. Tö akëkõö sönà láti jíròrò nípa ìgbéyàwó òde òní

5. Mú kí akëkõö jíròrò lórí àýfààní inú ìkóra-çni-ní-ìjánu àti ewu àìlèkóra-çni-ní-ìjánu śáájú ìgbéyàwó.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö.

2. Śe eré ìgbéyàwó/ sun çkún ìyàwó.

3. Jíròrò lórí ìgbéyàwó òde òní

4. Jíròrò lórí àýfààní inú ìkóra-çni-ní-ìjánu àti ewu àìlèkóra-çni-ní-ìjánu śáájú ìgbéyàwó.

OHUN-ÈLÒ ÌKÖNI

1. Àwôn ohun tí ó wà nínú çrù ìgbéyàwó àti ohun ìdána

2. Àwòrán lórí àśà ìgbéyàwó

3. Ìwé lórí àśà ìgbéyàwó

4. Àwòrán aláìsàn éèdì.

ÒÝKÀ:

Oókanléláàádöta dé ôgörùn-ún (51 – 100)

ÀKÓÓNÚ IŚË

Oókanléláàádöta dé ôgörùn-ún (51 – 100)

OLÙKÖ

Tö akëkõö sönà láti ka Oókanléláàádöta dé ôgörùn-ún (51 – 100)

AKËKÕÖ

1. Ka òýkà láti Oókanléláàádöta dé ôgörùn-ún

2. Dá òýkà tí a kô sójú pátákó mõ ní õkõõkan

3. Kô òýkà tí olùkö kô sí ojú pátákó sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù tí a kô òýkà láti Oókanléláàádöta dé ôgörùn-ún (51 – 100).

2. Káàdì pélébé pélébé tí a kô òýkà kõõkan sí.

LÍTÍRÈŚÕ

ÀKÓÓNÚ IŚË

1. Kí ni lítírèśõ?

- Êka tí lítírèśõ Yorùbá pín sí (Lítírèśõ alohùn àti àpilêkô

2. Ìsõrí lítírèśõ, àpilêkô

- Ewì

- Ìwé ìtàn àròsô

- Eré-onítàn

OLÙKÖ

1. Śe àlàyé àwôn àbùdá pàtàkì lítírèśõ

2. Śe àfiwé lítírèśõ àpilêkô àti alohùn

3. Kô àpççrç lítírèśõ àpilêkô fún akëkõö

4. Śe àlàyé àwôn ìsõrí mëtêêta lítírèśõ, àpilêkô láti fi ìyàtõ wôn hàn

5. Sô àpççrç õkõõkan àwôn ìsõrí náà fún akëkõö

AKËKÕÖ

1. Tëtí sí gbogbo àlàyé olùkö dáradára.

2. Ya àtç láti fi ìyàtõ lítírèśõ àpilêkô àti alohùn hàn.

3. Kô àpççrç mìíràn ìsõrí kõõkan lítírèśõ, àpilêkô

OHUN-ÈLÒ ÌKÖNI

Ìwé oríśiríśi lítírèśõ, àpilêkô Eré-oníśe, ewì àti ìtàn àròsô

ÈDÈ: Ìsõrí õrõ

ÀKÓÓNÚ IŚË

1. Õrõ-orúkô

2. Õrõ-aröpò orúkô

3. Õrõ-ìśe

4. Õrõ-àpèjúwe

5. Õrõ-atökùn

6. Õrõ-àsopõ

Àlàyé kíkún lórí ipò àti iśë wôn nínú gbólóhùn.

OLÙKÖ

1. Śe àlàyé kíkún lórí ipò àti iśë kõõkan nínú gbólóhùn

2. Śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö

3. Darí akëkõö láti śe àpççrç tirê

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí ìsõrí õrõ kõõkan

2. Kô àwôn àpççrç tí olùkö śe sínú ìwé

3. Śe àwôn àpççrç tìrç lábë ìdarí olùkö

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù

2. Káàdì pélébé pélébé

LÍTÍRÈŚÕ (Ìwé Kíkà): Kíka ìwé lítírèśõ àpilêkô

ÀKÓÓNÚ IŚË

a. kókó õrõ

b. àhunpõ ìtàn àti ìfìwàwêdá

d. Ibùdó ìtàn

e. ôgbön ìsõtàn

ç. Ìlò-èdè

f. Àśà tó jçyô nínú ìtàn àròsô.

OLÙKÖ

a. Jë kí akëkõö ka ìwé ìtàn àròsô ní àkàyé

b. Śe àlàyé tó kún lórí ìwé ìtàn àròsô

d. Kô àwôn õrõ pàtàkì pàtàkì tí ó jçyô jáde sójú pátákó.

AKËKÕÖ

a. Ka ìwé ìtàn àròsô wá láti ilé àti nínú kíláásì

b. Tëtí sí àlàyé olùkö

d. Da àwôn õrõ tí olùkö kô sójú pátákó kô sínú ìwé rç

OHUN-ÈLÒ ÌKÖNI

Fídíò
Téèpù
Tçlifísàn
Êrô agbõrõ sô

ÌSÕRÍ ÕRÕ

ÀKÓÓNÚ IŚË

Kí ni õrõ-orúkô?
Oríśi õrõ-orúkô méjì: àìśêdá àti èyí tí a śêdá, pêlú àpççrç
Àlàyé kíkún lórí oríśiríśi õnà ìśêdá õrõ-orúkô pêlú àpççrç
Àlàyé kíkún lórí iśë tí õrõ-orúkô ń śe nínú gbólóhùn

OLÙKÖ

1. Śe àlàyé ohun tí õrõ-orúkô jë

2. Śe àlàyé oríśi õrõ-orúkô méjì: àìśêdá àti èyí tí a śêdá, pêlú àpççrç – çja, ejò, ìyá, ôwö, adé.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö

2. Śe àpççrç õrõ-orúkô tí a kò śêdá mìíràn

3. Śe àpççrç àwôn oríśiríśi õrõ-orúkô tí a śêdá mìíràn yàtõ sí èyí tí olùkö ti śe.

4. Kô àwôn àpççrç náà sílê.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô oríśiríśi àpççrç sí.

ERÉ ÌDÁRAYÁ

ÀKÓÓNÚ IŚË

a. oríśiríśi eré ìdárayá

b. eré òśùpá bí i – bojúbojú, san-n-sa lubô

d. eré ìta gbangba bí i – òkòtó, àrìn, ìjàkadì/ çkç ogo

OLÙKÖ

a. Śàlàyé bí a śe ń śe díê nínú eré ìdárayá tí a mënubà

b. Tö àwôn akëkõö sönà láti śe àwôn eré ìdárayá náà

d. Kô àwôn orin inú eré ìdárayá náà sójú pátákó

AKËKÕÖ

a. Sô ohun tí o mõ nípa eré ìdárayá sáájú ìdánilëkõö

b. Dárúkô díê nínú eré ìdárayá mìíràn tí o mõ

d. Tëtí sí àlàyé olùkö

e. Kópa nínú śíśe eré ìdárayá tí olùkö kô sójú pátákó kô ö sínú ìwé rç

OHUN-ÈLÒ ÌKÖNI

ôpön ayò
ômô ayò
òkòtó
àrìn abbl

ÀŚÀ: Ètò Ôrõ-Ajé

ÀKÓÓNÚ IŚË

a. ìdí tí a fi ń polówó ôjà

b. bí a śe ń polówó ôjà b.a. êkô tútù, ç ç jçran êkô

d. ôgbön- ìpolówó ôjà ní ayé àtijö àti òde òní b.a. ìpolówó lórí rédíò, tçlifísàn, ìwé ìròyìn, ìpàtç, ìkiri abbl

OLÙKÖ

a. Tç ìpolówó ôjà tí a ti tê sórí téèpù fún àwôn akëkõö gbö.

b. Fún àwôn akëkõö ní àýfààní láti śe ìpolówó ôjaní kíláásì

d. Kó akëkõö lô śe àbêwò ní ôjà tàbí ìdíkõ

AKËKÕÖ

a. Tëtí sí téèpù ti olùkö tê

b. Kópa nínú śíśe ìpolówó ôjà nínú kíláásì

d. Śe àbêwò sí ôjà tàbí ìdíkõ láti gbö oríśiríśi ìpolówó ôjà

OHUN- ÈLÒ ÌKÖNI

Àtç
Fídíò
Rédíò
Êrô agbõrõ sílê
Ìpolówó lóríśiríśi nínú ìwé ìròyìn abbl.

10.

ÈDÈ: Àkôtö

ÀKÓÓNÚ IŚË

a. Àlàyé ohun tí àkôtö jë

b. Àfiwé àkôtö àtijö àti ti òde òní

i. Fáwëlì:

aiye – ayé

yio – yo/ yòó/ yóò

enia – ènìyàn abbl

ii. köńsónáýtì:

oshogbo – Òśogbo

Offa – Õfà

iii. Àmì Ohùn:

õgùn – òógùn

alãnu – aláàánú

iv. Yíyán õrõ:

ẹ - ç

ṣ - ś

v. Pínpín õrõ

wipe – wí pé

nigbati – nígbà tí

Bíótilêjëwípé – Bí ó tilê jë wí pé

B, Õrõ àti ìdàkejì rê, b.a

Bàbá – Ìyá

Êgbön – Àbúrò

Òkè – Ilê abbl

OLÙKÖ

a. Śe àlàyé ohun tí àkôtö jë.

b. Kô àkôtö àtijö àti ti òde òní sára pátákó

d. Śe àlàyé kíkún lórí ìyàtõ méjèèjì ní õkõõkan láti fi ìdí tí ti òde òní fi péye hàn.

AKËKÕÖ

a. Tëtí sí àlàyé olùkö

b. Kô àwôn àpççrç àkôtö tí olùkö kô sí ara pátákó sí inú ìwé.

d. Béèrè ìbéèrè löwö olùkö nípa ohun tí kò bá yé ô nínú àwôn àlàyé rê.

OHUN-ÈLÒ ÌKÖNI

a. Kádíböõdù tí a kô àkôtö òde òní àti ti àtijö sí.

b. Àwôn àśàyàn ìwé tí a fi àkôtö òde òní kô.

11.

Àtúnyêwò Êkö

12.

Ìdánwò

YORÙBÁ JSS 1 TÁÀMÙ KËTA

ÕSÊ

ORÍ ÕRÕ/ ÀKÓÓNÚ

ÀMÚŚE IŚË

ÈDÈ: Fónëtíìkì

ÀKÓÓNÚ IŚË

a. Àwôn êyà ara fún ìró pípè

b. Oríśi àfipè

Àfipè àsúnsí b.a, ètè ìsàlê
Àfipè àkànmölê b.a, ètè òkè

OLÙKÖ

a. Kô àwôn êyà ara tí ó wà fún ìró èdè pípè fún àwôn akëkõö lójú pátákó.

b. Dárúkô oríśi àfipè

Àfipè àsúnsí b.a, ètè ìsàlê, iwájú ahön, êyìn ahön
Àfipè àkànmölê b.a, ètè òkè, eyín òkè, àjà çnu.

AKËKÕÖ

a. Tëtí sí àlàyé olùkö

b. Kô àpççrç àfipè àsúnsí àti àkànmölê sí inú ìwé

d. Lo àwôn êyà ara àfipè láti pe àwôn ìró kan.

OHUN-ÈLÒ ÌKÖNI

Yíya àwòrán tí ó śe àfihàn êyà ara tí ó wà fún ìró èdè pípè sínú kádíböõdù
Gíláàsì

ÀŚÀ: Eré Ìdárayá

ÀKÓÓNÚ IŚË

oríśiríśi eré ìdárayá
Eré òśùpá bí i bojúbojú, sa-ń-sálùbö

d. Eré abëlé

e. Eré ìta gbangba bí i òkòtó, àrìn, ìjàkadì/ çkç, ogo gbígbõn.

OLÙKÖ

a. Śe àlàyé bí a ti ń śe díê nínú eré ìdárayá tí a mënubà

b. Tö àwôn akëkõö sönà láti śe àwôn eré ìdárayá náà.

d. Kô àwôn orin inú eré ìdárayá náà sójú pátákó

AKËKÕÖ

a. Sô ohun tí o mõ nípaeré ìdárayá sáájú ìdánilëkõö.

b. Dárúkô díê nínú eré ìdárayá mìíràn tí o mõ.

d. Tëtí sí àlàyé olùkö

e. Kópa nínú śíśe eré tí olùkö sójú pátákó

OHUN-ÈLÒ ÌKÖNI

Ôpön ayò
Ômô ayò
Òkòtó
Àrìn abbl.

ÈDÈ: Ìsõrí õrõ

ÀKÓÓNÚ IŚË

1. Õrõ-orúkô

2. Õrõ-aröpò orúkô

3. Õrõ-ìśe

4. Õrõ-àpèjúwe

5. Õrõ-atökùn

6. Õrõ-àsopõ

Àlàyé kíkún lórí ipò àti iśë wôn nínú gbólóhùn.

OLÙKÖ

1. Śe àlàyé kíkún lórí ipò àti iśë kõõkan nínú gbólóhùn

2. Śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö

3. Darí akëkõö láti śe àpççrç tirê

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí ìsõrí õrõ kõõkan

2. Kô àwôn àpççrç tí olùkö śe sínú ìwé

3. Śe àwôn àpççrç tìrç lábë ìdarí olùkö.

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù

2. Káàdì pélébé pélébé

LÍTÍRÈŚÕ: Kíka ìwé lítírèśõ àpilêkô

ÀKÓÓNÚ IŚË

1. Kókó õrõ

2. Àhunpõ ìtàn

3. Ibùdó ìtàn

4. Êdá ìtàn àti ìfìwàwêdá

5. Ìlò èdè

6. Ìsúyô àśà abbl

OLÙKÖ

1. Śe àlàyé àbùdá kõõkan àti bí a śe lè mú u lò fún ìsõrí lítírèśõ kõõkan

2. Śe õpõlôpõ àpççrç láti inú ìsõrí lítírèśõ kõõkan

3. Śàlàyé pé inú àwôn lítírèśõ tí a fi sô ìtàn nìkan ni a ti lè śe àgbéyêwò àhunpõ ìtàn, êdá ìtàn àti ibùdó ìtàn.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö, kí o sì śe àkôsílê rê sínú ìwé

2. Śe àpççrç tirê tí ó yàtõ sí ti olùkö

OHUN-ÈLÒ ÌKÖNI

Ìwé ewì, eré-onítàn àti ìtàn àròsô

ÌSÕRÍ ÕRÕ

ÀKÓÓNÚ IŚË

1. Kí ni õrõ-orúkô?

2. Oríśi õrõ-orúkô méjì: àìśêdá àti èyí tí a śêdá, pêlú àpççrç

3. Àlàyé kíkún lórí oríśiríśi õnà ìśêdá õrõ-orúkô pêlú àpççrç

OLÙKÖ

1. Śe àlàyé ohun tí õrõ-orúkô jë

2. Śe àlàyé oríśi õrõ-orúkô méjì: àìśêdá àti èyí tí a śêdá, pêlú àpççrç – çja, ejò, ìyá, ôwö, êrín, adé, àbõ, jíjç, alaalë.

3. Śe àlàyé kíkún lórí oríśiríśi õnà ìśêdá õrõ-orúkô pêlú àpççrç

AKËKÕÖ

1. Tëtí sí àlàyé olùkö

2. Śe àpççrç õrõ-orúkô tí a kò śêdá mìíràn

3. Śe àpççrç àwôn oríśiríśi õrõ-orúkô tí a śêdá mìíràn yàtõ sí èyí tí olùkö ti śe.

4. Kô àwôn àpççrç náà sílê.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô oríśiríśi àpççrç sí.

ÒÝKÀ:

Oókanlélögörùn-ún dé àádöjô (101 – 150)

ÀKÓÓNÚ IŚË

Oókanlélögörùn-ún dé àádöjô (101 – 150)

OLÙKÖ

1.Tö akëkõö sönà láti ka òýkà, Oókanlélögörùn-ún dé àádöjô (101–150)

2. Śe àlàyé ìgbésê òýkà ní kíkún

AKËKÕÖ

1. Ka òýkà láti Oókanlélögörùn-ún dé àádöjô (101 – 150)

2. Dá òýkà tí a kô sójú pátákó mõ ní õkõõkan

3. Kô òýkà tí olùkö kô sí ojú pátákó sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô òýkà láti Oókanlélögörùn-ún dé àádöjô (101 – 150) sí.
Káàdì pélébé pélébé tí a kô òýkà kõõkan sí.

ÀŚÀ: Oyún níní àti ìtöjú Aláboyún

ÀKÓÓNÚ IŚË

1. Ìgbàgbö Yorùbá nípa àgàn, ômô bíbí àti àbíkú

2. Àwôn tí oyún níní wà fún (tôkôtaya)

3. Õnà tí a lè gbà dín bíbí àbíkú kù láwùjô

4. oríśiríśi jënótáìpù êjê tó wà àti àwôn tó lè fëra wôn.

5. Aájò láti lè tètè lóyún – àýfààní kíkóra-çni-níjàánu nípa ìbálòpõ

6. Bí a śe ń töjú aboyún látijô àti lóde òní:

Àtijö;

Oyún dídè, èèwõ aláboyún, àsèjç, àgbo abbl

Òde òní

Oúnjç aśaralóore, lílô fún ìtöjú ní ilé ìwòsàn (ìbílê/ ìjôba) abbl

OLÙKÖ

1. Śe àlàyé ní kíkún lórí ìgbàgbö àwôn Yorùbá nípa oyún níní, ìtöjú oyún àti àsìkò tó tö láti lóyún

2. Śe àlàyé onírúurú jënótáìpù êjê tí ó wà àti èyí tí ó bára mu

3. Kô àwôn oúnjç aśaralóore tí aboyún lè jç sára pátákó ìkõwé

4. Śe àlàyé bí a śe ń töjú aláboyún látijö àti lóde òní

5. Śe àlàyé nípa pàtàkì ìkóra-çni-ní-ìjánu sáájú ìgbéyàwó fún çni tí ó bá tètè fë ômô bí

AKËKÕÖ

1. Sõrõ nípa àwôn tóyún wà fún

2. Sô ohun tí o mõ nípa oyún

3. Sô jënótáìpù tìrç

4. Dárúkô díê lára àwôn oúnjç aśaralóore

5. Dárúkô díê lára àwôn õnà tí a fi ń töjú aláboyún látijô àti lóde òní

6. Tëtí sí àwôn àlàyé olùkö

OHUN-ÈLÒ ÌKÖNI

1. Àwòrán aboyún

2. Àwòrán díê lára ohun-èlò tí a fi ń töjú aláboyún ní ìlànà ti ìbílê: ìkòkò àgbo, ìśaasùn àśèjç, ìgbàdí abbl

3. Àwòrán díê lára ohun tí a fi töjú aláboyún ní òde òní

4. Àtç tí ó ń fi oúnjç aśaralóore hàn.

ÈDÈ: Ìśêdá õrõ-orúkô

ÀKÓÓNÚ IŚË

1. Ìhun õrõ onísílébù kan; a, e, ç, wön, lô, gbö, rìn, abbl

2. Ìhun õrõ ôlöpõ sílébù b.a agbádá, kõýkõsõ, gbangbayíkítá, abbl.

3. Ìśêdá õrõ-orúkô – àfòmö ìbêrê (a, òý, ò, oní, àì, àti b.a. àti + jç = àtijç. Àfòmö àárin: àpètúnpè (kíkún, çlëbç) b.a. jí + jç = jíjç, ômô + kí + ômô = ômôkömô.

OLÙKÖ

1. Śe àlàyé oríśiríśi ìhun õrõ

2. Śe àlàyé ìśêdá àwôn õrõ

3. Kô õpõlôpõ àpççrç oríśiríśi õrõ ìśêdá sójú pátákó

AKËKÕÖ

1. Sô oríśiríśi ìhun õrõ

2. Sô bí a śe śêdá àwôn õrõ.

3. Da õrõ-orúkô ìśêdá tí olùkö kô sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

Pátákó ìkõwé
Kádíböõdù tí a ya àtç oríśiríśi õrõ ìśêdá sí.

LÍTÍRÈŚÕ: Kíka ìwé lítírèśõ àpilêkô

ÀKÓÓNÚ IŚË

1. Kókó oro

2. Àhunpõ ìtàn

3. Ibùdó ìtàn

4. Êdá ìtàn àti ìfìwàwêdá

5. Ìlò èdè

6. Ìsúyô àśà abbl

OLÙKÖ

1. Śe àlàyé àbùdá kõõkan àti bí a śe lè mú u lò fún ìsõrí lítírèśõ kõõkan

2. Śe õpõlôpõ àpççrç láti inú ìsõrí lítírèśõ kõõkan

3. Śe àlàyé pé inú àwôn lítírèśõ tí a fi sô ìtàn nìkan ni a ti lè śe àgbéyêwò êdá ìtàn, ibùdó ìtàn àti àhunpõ ìtàn.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö, kí o sì śe àkôsílê rê sínú ìwé

2. Śe àpççrç tirê tí ó yàtõ sí ti olùkö

OHUN-ÈLÒ ÌKÖNI

Ìwé ewì, eré-onítàn àti ìtàn àròsô

10.

ÌDÁMÕ

ÀKÓÓNÚ IŚË

Śíśe ìdámõ oríśiríśi nýkan ní àyíká (ilé-ìwé, ilé abbl).
Mímô orúkô àwôn ènìyàn àti bí wön śe jë síra wôn.
Mímô díê nínú àwôn êyà ara
Mímô orúkô àwôn çranko díê

OLÙKÖ

1. Sô díê nínú oríśiríśi nýkan ní àyíká – ilé-ìwé, ilé b.a. ôwõ/ ìgbálê, àga, kíláásì, ibùsùn

2. Dídárúkô àwôn ènìyàn àti bí wön śe jë síra wôn – ôkô, ìyàwó, bàbá, ômô.

3. Sô díê nínú àwôn êyà ara b.a. ojú, imú, etí.

4. Sô díê nínú orúkô àwôn çranko b.a. ajá, çsin, ewúrë, këtëkëtë abbl

AKËKÕÖ

1. Tëtí sí àlàyé olùkö

2. Śe àpèjúwe oríśiríśi nýkan àyíká mìíràn yàtõ sí èyí tí olùkö sô.

3. Töka sí àwôn êyà ara wôn tí olùkö mënubà àti iśë õkõõkan wôn.

4. Śe àpççrç orúkô àwôn çranko – ohun õsìn àti çranko inú igbó.

5. Kô àwôn àpççrç tí olùkö śe sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

1. Śíśe àfihàn àwòrán êyà ara çni

2. Pípèsè ohun – èlò àrídìmú tí ó wà ní àyíká b.a. söõkì, àga, òkúta abbl

11.

ÀŚÀ: Òwò Śíśe

ÀKÓÓNÚ IŚË

Oríkì òwò śíśe (kárà-kátà)
Ìdí tí òwò śíśe fi śe pàtàkì ní ilé Yorùbá
Oríśiríśi òwò tí àwôn Yorùbá máa ń śe
Ìpolówó ôjà ní ilê Yorùbá
Àìríśëśe lóde òní àti ipa tí òwò śíśe lè kó.

OLÙKÖ

1. Śe àlàyé ohun tí òwò śíśe jë

2. Darí akëkõö láti dárúkô oríśiríśi òwò tí àwôn Yorùbá ń śe láyé àtijö àti lóde òní

3. Lo ìbéèrè láti mú kí àwôn akëkõö sô àpççrç ìpolówó ôjà tí wön mõ.

4. Darí akëkõö láti sô õnà tí a fi lè lo òwò śíśe láti dín àìríśë-śe àwôn õdö kù.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö nípa ohun tí òwò śíśe jç.

2. Dárúkô àwôn oríśiríśi òwò tí wön mõ láyé àtijö àti lóde òní.

3. Śe àpççrç ìpolówó ôjà tí wön ti gbö rí

4. Kópa nínú ìjíròrò tí olùkö darí nípa bí a ti lè lo òwò śíśe láti dín àìríśë-śe àwôn õdö kù lóde òní.

OHUN-ÈLÒ ÌKÖNI

1. Àwòrán oníòwò lóríśiríśi

2. Fíìmù

3. Fídíò

12.

ÀTÚNYÊWÒ ÊKÖ

13.

ÌDÁNWÓ

BUSINESS STUDIES

JSS 1 FIRST TERM

WEEK

TOPIC/CONTENTS

ACTIVITIES

INTRODUCTION TO BUSINESS STUDIES

Business Studies

Meaning
Importance

Components

Office practice
Commerce
Book-keeping
Keyboarding

Career Opportunities

Teacher: Explain the meaning of business studies and its importance

Students: state the meaning of business and its importance

Diagram of various business enterprises should be shown with charts.

Teacher: Lead students to identify the components of business studies. The students participate in class discussion on the components of business studies.

Diagrams of various business enterprises.

Teacher: guide the discussion on the importance of and career opportunities in business studies. Students participate in listing examples of career opportunities in business.

Photographs of people doing different jobs in business.

THE OFFICE

An Office

Meaning
Types – small and large offices

Functions of an Office
The Different offices in an organization

Teacher: lead discussion on the meaning and types of an office.

Students: participate in the discussion.

Resources: charts and diagrams of offices

Teacher: Explain the functions of an office.

Students: list some functions of an office on the chalk board.

Resources: charts and diagrams of offices

THE OFFICE STAFF

The Clerical Staff: meaning,

Functions
Qualities

Teacher: Explain the meaning of a clerical staff. Guide the students on the functions and qualities of a clerical staff

Students: participate in the discussion of a clerical staff and mention the qualities and functions.

Resources: charts, diagrams and pictures of a clerical staff.

OFFICE STAFF

Confidentiality of Office Information

RIGHT ATTITUDE TO WORK

Punctuality and Regularity

Meaning
Attributes

Commitment
Interest
Promptness
Consistency
Reward
Sanctions

Teacher: Explain the need for keeping information confidential in the office. Guide the discussion on punctuality and regularity.

Students: participate in the discussion; copy the notes from the chalk board.

Resources: use relevant books and publications

DEVOTION TO DUTY

Meaning
Effect on productivity and development

Teacher: Guide the students on the discussions on the meaning of devotion to duty.

Students: participate in the discussion on the effect of devotion to duty on productivity and development.

Resources: use charts, relevant books and publications

THE DEPARTMENTS IN AN OFFICE OR ORGANIZATION

Various Department in an Organization

Administrative
Purchasing
Accounting
Sales
Personnel
Planning
Transport

Teacher: Guide the discussion on various departments in an organization. Organize a visit to an a organization for students to see these functions of the various departments.

Students: participate in the discussion and write report on visitation to an organization.

Resources: charts, diagrams and photographs of departments in an organization.

THE DEPARTMENTS IN AN OFFICE OR ORGANIZATION

Functions of the Various Departments

Teacher: Ask students on what they saw during the visit.

Students: participate in class discussion. Write notes on the chalkboard

INTRODUCTION TO COMMERCE

Commerce

Meaning
Importance

Activities which aid Commerce.

Teacher: Explain commerce as trade and aids to trade. Lead discussion on different aids to trade.

Students: explain the different aids to trade which constitute commercial activities.

Resource: photographs of banks, transport and traders, insurance, communication.

DIVISION OF COMMERCE

Commerce Divisions

Trade
Aids to trade

Types of Trade:

Home Trade

Wholesale
Retail sale

Foreign Trade

Import
Export

Teacher: explain the divisions of commerce. Draw a diagram showing divisions of commerce. Lead students to mention products involved in home and foreign trades.

Students: State the divisions of commerce. Draw the diagrams showing divisions of commerce in their notebooks. Copy notes from the chalkboard.

Resource: Charts showing diagrams of commerce. Photographs of train, ship, lorry, airplane, warehouse etc.

PRODUCTION

Meaning of production
Types of production – industry, commerce, services

Industrial:

Extractive
Manufacturing
Constructive

Teacher: State the meaning of production and explain the types of production.

Students: Define production and identify the types.

Resources: Charts showing types of production

Commercial: trade and aids to trade.

Services.

Effects of production on environment or society

Teacher: Arrange a visit to a workshop, carpentry shop, a hair salon and garden.

Students: State the effects of production on the environment.

Materials: A newspaper cut, on the effect of pollution on the environment or society.

HONESTY IN BUSINESS

Meaning of truthfulness
Attributes of truthfulness
Factors that cause people to lie
Rewards for being truthful
Consequences of not being truthful
Meaning of fair play
Attributes of fair play

Teacher: Ask the students to explain truthfulness. Ask students to enumerate the attributes of truthfulness. Ask the students to list consequences of not being truthful. Ask the students to explain the meaning of fair play and dramatise truthfulness. Provide students with appropriate materials on truthfulness to read and ask them to write down lessons learnt.

REVISION

EXAMINATION

BUSINESS STUDIES

JSS 1 SECOND TERM

WEEK	TOPIC/CONTENTS	ACTIVITIES
1	FACTORS OF PRODUCTION Factors of Production Land Labour Capital Entrepreneur	Teacher: Discuss on the factors of production and give examples. Students: Mention the factors of production. Materials: Pictures of a business concern
2	OCCUPATION Meaning of Occupation Division of Occupation Primary Industrial Commercial Services	Teacher: Explain occupation and different types or categories of occupation. Students: enumerate different occupation Materials: A chart showing the different divisions of occupation.
3	OCCUPATION Factors which affect occupation Differences between Direct and Indirect Services.	Teacher: Draw a diagram on the chalkboard to illustrate division of occupation. Students: Copy the diagram and notes to their notebook
4	ETHICS IN SOURCING CHEMICALS Meaning of ethics Ethics of sourcing chemicals From licensed chemical vendors Good handling techniques Good distribution Proper disposal	Teacher: Discuss the ethics of sourcing chemicals. Students: Participate in discussing the meaning and ethics guiding sourcing of chemical Materials: A charts, magazine, picture.
5	ENTREPRENEURSHIP Meaning of: Entrepreneurship Enterprise Self employment Facilities available for Self Employment	Teacher: Explain the meaning of Entrepreneurship and enterprise. Discuss self employment. Students: Listen and participate in class discussion, ask and answer questions. Materials: charts, video clips, textbooks
6	Successful Entrepreneurs Your locality Nigeria iii International	Teacher: lead discussion on successful entrepreneurs, students to mention successful entrepreneurs and their secrets. Charts, video clips, etc.
7	Importance of entrepreneurship in: Individuals Family Society	Teacher: Guide discussions on the importance of entrepreneurship. Students: Listen attentively and participate in class discussion
8	FORMS OF BUSINESS ORGANIZATION Meaning of business organisation Types of business organisation SOLE PROPRIETORSHIP	Teacher: Lead discussion on ownership of Business Organisations using charts. Students mention forms of business and explain Sole Proprietorship.
9	PARTNERSHIP LIMITED LIABILITY COMPANY	Discuss features of Partnership and limited liability Company. Pictures, magazines.
10	COOPERATIVE SOCIETIES Advantages and disadvantages of each form of business	Discuss features cooperative societies. State advantages and disadvantages of each form of business organization. Pictures, magazines
11	REVISION	Revise in detail, all term’s topics
12	EXAMINATION	Conduct exams

BUSINESS STUDIES

JSS 1 THIRD TERM

WEEK

TOPIC/CONTENTS

ACTIVITIES

CONSUMER, MARKET AND SOCIETY

Meaning of:

Consumer
Market
Society

Need for Consumer Education
Importance of Consumer Education
Consequences of lack of consumer education

Teacher: explains the meaning of consumer, market and society and discuss on the need for consumer education with appropriate illustration and examples.

Students participate in the discussion of consumer, market and society. Identify the need for consumer education.

Materials: posters, charts showing market scenes.

NEED FOR MONITORING AND CONTROL OF CHEMICALS

Meaning of chemicals
Chemicals suitable and not suitable for use.
Need for monitoring and controlling:

Food
Drugs
Chemicals

Teacher: explain the meaning of chemical and discuss on the chemicals suitable and not suitable for use.

Students participate in the discussion on the chemicals suitable and not suitable for use and identify the need for the monitoring and control of food, drugs and chemicals.

Textbooks and materials.

INTRODUCTION TO BOOK KEEPING

Meaning of Book Keeping
Importance of Book Keeping
Essential qualities of book keeping
Common book-keeping practices

Teacher: explain the recording of business transactions and the principle of book-keeping.

Students: identify financial transactions and mention the importance of keeping financial records.

Charts, receipts, invoices and adding machines to be used.

SOUCE DOCUMENTS

Meaning of source documents
Uses of source documents
Types:

Invoices

Sales invoice
Purchases

Receipts for payments made
Cash register tapes
Credit notes
Debit notes
Cheques

Teacher: explain the contents of each source document and list the uses of source documents.

Students to identify different source documents and explain the uses of each source document.

Source documents, books of original entry, journals, calculator, chalk board to be used

JOURNALS

Journal meaning
Types of journals

Forms of a journal

Teacher: define journal and guide the students to discuss the different types of journals.

Students observe a form of a journal as shown by the teacher.

Ruler, pencil and specimen of source document to be used.

DOUBLE ENTRY BOOK KEEPING

Meaning of double entry book keeping
Double entry treatment of assets
Double entry treatment of liabilities
Double entry treatment of expenses.

Teacher: explain double entry book-keeping and state the rule for debit and credit entries.

Students participate in the discussion on double entry and practice the problems involving debit and credit.

Sample Business transaction charts.

LEDGERS

Meaning of ledgers
Classes of ledgers
Classification of accounts

Real
Nominal
Personal
Impersonal

Teacher: explain ledger and discuss the differences between a journal and a ledger.

Students practice account opening and post entries

A textbook is used.

INTRODUCTION TO KEYBOARDING

Meaning of keyboarding
Importance of keyboarding
Correct sitting posture for keyboarding

Teacher: write the meaning of key-boarding and guide the discussion on the importance of keyboarding

Students explain the meaning of keyboarding and list the importance of keyboarding to individuals and business.

Typewriter and computer to be used.

PARTS OF A COMPUTER KEYBOARD

Parts of the computer keyboard
The uses
Similarities and differences between the typewriter and computer keyboard.

Teacher discusses the different parts of the computer keyboard and their uses.

Students examine the parts of a computer and typewriter keyboard

Computer and typewriter to be used.

CARE OF THE COMPUTER

Care of the computer
Items used for the care of the computer
The keyboard rows

Top
Upper
Home
Bottom

Division of keyboard

Left and right hand side

Teacher: discuss care of the computer and demonstrate how to take of computer.

Students mention how to take care of the computer.

Duster, dust cover and brush to be used.

THE RECEPTION OFFICE

Meaning of Reception Office
Meaning of Receptionist

Importance of a receptionist
Qualities of a receptionist
How to receive and treat visitors.
Documents handled by the receptionist

Teacher describe the reception office and explain with examples the meaning of and importance of a receptionist.

Students respond to questions from the teacher and explain the qualities of a receptionist.

Charts and diagrams of receptionist and samples of visitor’s book.

OFFICE CORRESPONDENCE

CorrespondenceRecords.

Meaning

Types
Uses
Ways mails come into an organisation
Handling of mails

Teacher guide discussion on correspondence records, types and uses and outline the procedure for handling mail.

Specimen document of correspondence records.

REVISION

EXAMINATION

BASIC SCIENCE AND TECHNOLOGY (BST)

BASIC SCIENCE AND TECHNOLOGY

JSS 1 FIRST TERM

WEEK

TOPIC/CONTENT

ACTIVITIES

LEARNING ABOUT OUR ENVIROMENT

Living things and non living things.

1. Meaning

2. Characteristics

3. Differences

4. Examples

5. Importance

-The teacher takes student on mature walk to collect different samples of matter.

- Guides students on discussion on the three states of matter

- Observe the collective specimens and group them into living and non-living things.

COMMUNITY HEALTH

1. Meaning of Community Health

2. Sanitation

3. Nutrition

4. Balance diet

- Present and discusses picture of health and unhealthy life styles and environment.

- Explain how heredity environment and life style affects individuals.

COMMUNITY HEALTH II

1. Determinant of health

2. Characteristics of healthy person

3.Drugs and substances abuse

4. Examples and effects of drugs.

-Listen attentively to the teacher explanations

-Explains way of dispensing sewage and refuse in their homes.

PHYSICAL FITNESS AND BOFY CONDITIONING

1. Meaning of physical fitness

2. Components of physical fitness

3. Characteristics of physical fitness

4. Factors that can affect our physical fitness

5. Exercises to develop our endurance and flexibility.

-Explain and discuss the components of physical fitness

-Practice teacher demonstrations of some exercises that help in developing strength, agility, endurance and flexibility.

-Describe the precautions while performing exercise.

ATTHLETICS (TRACK AND FIELD EVENT) 1. Definition of Athletics

2. Components of Athletics

3. Describe basic skills in Discus and short-put.

4. Rules and regulation in Discus and short-put.

-Explain the skills and technique in Short-Put and Discus.

-Watch the teacher demonstrating the various skills.

-There should be a warming up.

SPORTS AND GAMES

1. Basic skills in Volley ball and Soccer

2. Rules and regulations in Volley ball and soccer

3. Officials and their duties/facilities and equipments.

-Describe Volley ball and soccer

- Demonstrate the technique and skills involved in playing the game

-Explains the rules and regulations involved in the game

Draw and label the Court/Pitch.

UNDERSTANDING TECHNOLOGY

1.Meaning of basic Technology related occupation

2. Importance of technology

3. Properties of materials

4. Identification of woods materials and ceramics.

5. Physical properties of wood, metals and ceramics.

6. Type of wood, ceramics and metals

-Explains that technology is universal.

-Illustrate that both males and females should study technology

-Students should enumerate at least 3 importance of technology in everyday life.

- Get role model of males and females in technology.

BASIC COMPUTER OPERATIONS AND CONCEPTS

1. Early counting devices

2.Mechanical and electro-mechanical devices

3. Electronic counting device

4.Generation of Computers

5. Computer system

-Leads students to suitable Computer laboratory

-Guide students to identify ways of taking good care of a Computer room/laboratory

-Students should participate in class discussions.

ENVIROMENTAL POLLUTION I

1. Definition, meaning of pollution

2. Types, e.g. soil, water and air.

3. Causes

4. Experiment/practical

5. Demonstration in the class

6. Effect

7. Control measures.

- Lead students on discursion on soil and water pollution

-Carry out activities on water boiling, filtration, flower planting, film watching and recording of soil pollution from visited sites.

-Guides students to investigate the effect of pollution in soil, plants, animal, and environments.

PATHOGENS DISEASES AND THEIR PREVENTION

1. Meaning of pathogens diseases

2. Diseases caused by pathogens

3. List different types of pathogen diseases

4. List the preventive measures

- Adequate Nutrition and Exercise

-Clean environment

-good hygiene

Immunization, vaccination

-Proper disposal of refuse and sewage.

-Lead students to discuss how diseases are caused by pathogen.

-Explains how to prevent diseases.

-Ask students questions on prevention of diseases.

-Enumerate the effects of diseases to their health.

ENERGY

-Meaning of Energy

-Sources of Energy

-Forms of Energy

-Experimental/Practical showing students a panel of solar energy

-Transformation of Energy

-Uses of Energy

-Leads students to mention sources of energy.

-Provides some materials for activities to illustrate forms of energy

-Mention sources of energy

-Describes the actions as indicated on the chart...

SAFETY

1. Safety guideline for pedestrian

2. Safety guideline for cyclist and motor cyclist

3. Safety guideline for motorist.

-Enumerate safety guideline for pedestrian e.g. walking on the left hand side facing oncoming vehicle

Revision

Examination

BASIC SCIENCE AND TECHNOLOGY

JSS 1 SECOND TERM

WEEK

TOPIC/CONTENT

ACTIVITIES

WORKSHOP SAFETY

1.causes of workshop accident

2. Types of workshop accident

3. Safety devices in workshop

4.Safety rules and regulation

-Explains causes of work shop accidents.

-Guides student discussion on types of activities that occur in work shop places.

-Practice some workshop accidents preventive measures

WORKSHOP II

1. Computer Management ethics.

2. Laboratory rules and regulation.

-Observe safety rules and regulations whenever in workshop places

-Safety devices, e.g. fire extinguishers, sand bucket.

CONTANT AND NON-CONTANT SPORT

1. Meaning of contant and non-contant sports.

2. Types of contant and non-contant sports e.g. wrestling, judo, swimming gymnastics e.t.c

3. Practical talking students to swimming pools.

4. Basic skills in contant and non-contant sports.

5. Benefit of contant and non-contant sports.

6. Officials and their duties.

-Define contant and non-contant sport

-List examples of them

-Demonstrate the various skills involved in the contant and non-contant sport.

-List safety measures in contant and non-contant sports.

-Enumerate the benefit derived from contant and non-contant sport.

RENEWABLE AND NON RENEWABLE ENERGY

1.Meaning

2.Example

3.Uses and misuse

4.Energy and society

5.Importance

-Initiates and leads discussion on renewable and non-renewable energy.

-Participate in discussions and note the main ideas.

FORCES I

1.Meaning and types of forces

2. Contact and non contact forces

3. Magnetive and gravitational force

-Guides students to push and pull, squeeze, bend and stretch objects.

-Provide chart showing contant and non-contant forces

FORCES II

1.Calculation of gravitational force

2. Balance and un-balance force

3. Friction, uses advantages and disadvantages

-Provide chart showing contant and non-contant force

-Guide the students to calculate gravitational force using the formula GF=mgh

MATERIAL PROCESSING

1. Identification of materials and properties.

-Wood, metal ceramics

Guides students to identify building materials

-Explains the uses of the different building materials.

APPLICATION OF IT IN EVERY DAY LIFE

1.Use of IT

2. Communication

3.Timing and control

4.Organization processing/Management

5.IT and society

-Prepare charts to identify it uses in every day life

-Show video clips of IT uses in every day life

-Watch video and note how IT influences daily lives of people

-Participates in class discussion.

BUILDING MATERIALS

1.Common building materials

2.Uses of the building materials.

-Guides students to identify building materials and students to identify various types of building materials

DRAWING INSTRUMENTS

1.Drawing instruments and materials.

2.Basic techniques of handling instruments and materials

3. Practical: teacher demonstrating and students practice appreciable techniques of handling instruments.

4. Uses and care of drawing instruments and materials.

-Display drawing instrument and materials

-Guide students to identify and name drawing instruments and materials

-Uses various drawing instruments to construct shapes

Revision

Examination

BASIC SCIENCE AND TECHNOLOGY

JSS 1 THIRD TERM

WEEK

TOPIC/CONTENT

ACTIVITIES

SCIENCE DEVELOPMENT I

i.Gravitation and weightlessness

ii.The earth space

iii.Identification of component of solar energy

iv.Rotation and revolution of the earth and the moon

-Demonstrate the effect of gravitational pull objects.

-Leada student to demonstrate the effect of gravitational objects.

SCIENCE DEVELOPMENT II

1.Space travel

2.Satelite

3.Benefits and danger of space travel

-Watch and comment on films/picture clippings.

-Participates in class and group work discussions-

Carry out demonstrations on gravitational activities on weighing themselves and recording of individual weight.

TOOLS, MACHINES AND PROCESSES

1.Worshop hand tools

-Measuring tool

-Setting and marking out tools

-Driving tools

-Burning tools

-Holding tool devices

-Cutting and pairing

-Care and maintenance of all

-Guides class discussion on measuring and types of maintenance practice.

-Demonstrates different methods of caring and maintaining workshop tools and machines.

-Understand simple maintenance of tools and machines, e.g. Regular cleaning , oiling and greasing of simple machines and tools

METAL WORK AND TOOL

-Marking out tools

-Measuring tools and gauges

-Driving and cutting tool

-Care maintenance

-Display wood work hand tools.

Demonstrate the use of the various hand tools

BOARD PRACTICE

1.Basic board practice

2.Setting drawing paper on the board

3. Sharpening pencil to conical points and knife edge using the tee and set squares for drawing border, horizontal and practical lines.

-Demonstrate correct techniques for :

a. Setting drawing paper on the board

-Sharpening pencil to conical point

-Positioning and drawing the little board

-Watch teachers demonstration

-Practice free hand sketching

-Practice the technique.

FREE HAND

1. Basic free hand techniques of drawing line, curves, circles and irregular shapes.

2. Practical inclusive

-Demonstrate correct techniques of free hand sketching.

-assign free hand drawing tools

-Watch’s teacher demonstrating.

INFORMATION TRANSMISSIONS

1. Meaning of information transmission

2. Mention ancient methods of information transmission.

3. Mention the modern method of transmission information

-Bring chart/picture of modern tools for transmitting information

-Leads students to identify these tools.

-Classify information by mode of transmission

DATA PROCESSING

1.Definition of data processing

2.Data processing cycle

3.Stage

4.Importance of Computer as a tool for data processing

-Lead students to define and identify data processing cycle/stages.

-Discuss what each stage involves.

-Copy the board summary into their note book.

RECREATIONAL LEISURE AND DANCE ACTIVITIES

1.Meaning of recreational leisure and dancing activities

2.Differences between Dance, leisure and recreational

3. Benefits of recreational leisure and dancing.

-Invite traditional dancer to demonstrate some dancing skills.

Outline the benefit of recreational activities and dancing.

RECREATIONAL, LEISURE/DANCING ACTIVITIES

1. Demonstration of some local dances step.

2. Invites a traditional dancer to demonstrate some dancing skills.

3.Dancing completion should be organized.

-Explain the meaning, recreation, leisure and dance.

-Guides the students to identify the various components of recreation and dance.

-Practice some local dance

FOOD AND NUTRITION

1. Meaning of food, and type of food.

2.Classes of food and importance

-Explain the meaning of food and Nutrition

-Group food into different classes.

-Explains the importance of food to the students.

Revision

Examination

PREVOCATIONAL STUDIES (PVS)

HOME ECONOMICS

FIRST TERMJSS I

WEEK

TOPIC/CONENT

ACTIVITIES

Introduction to Home Economics

Meaning of Home Economics.
Areas of Home Economics.
Relationship of Home Economics to other subjects.

TEACHER: Explain the meaning of Home Economics, Areas and Relationship of Home Economics to other subjects.

-Lead Students on discussion on the issues explained.

Students:

1. Participate actively in discussion.

Home Economics and National Development.

Home Economics Career opportunities.
Importance of Home Economics to the individual, family and the nation.

TEACHER: List the career opportunities in Home Economics.

Explain the importance to individual, family and nation.

Students: I- Participate in the discussion.

II- Give example of individual, family and the nation.

Puberty and Adolescent.

Meaning of puberty and menstruation.
Signs of puberty.
Importance of body hygiene.

TEACHER :

1- Define the meaning of puberty and menstruation.

2- Identify the sign of puberty and the importance of body hygiene.

Students:

Participate actively in discussion.

Adolescent

Meaning of adolescent
Need and challenges of the adolescents

TEACHER :

- Explain the meaning of adolescent.

- Identify the needs and challenges of the adolescents.

Students: I-Response to teacher’s activities.

Sexually Transmitted Infection (STIs) HIV/AIDS.

Meaning of sexually transmitted infection (STIs) and HIV/AIDS.
Types and causes of STIs.

TEACHER

Explain the meaning of the sexually transmitted infection.

- Mention types and causes of STIs and HIV/AIDS.

Students: participate actively in discussion.

Human Rights

Meaning of fundamental human rights.
Rights of a child eg: right to live, education etc

TEACHER :

- Explain the meaning of the fundamental human right.

- Lead the students on the issues explained students:

I- participate actively in the discussion.

II-Copy the board summary.

Family needs goals and standards.

Meaning and types of family needs and wants.
Meaning of family goals and standards.

TEACHER:

- Explain the meaning of family needs, goals and standards.

- Leads class in discussion.

- Gives students assignments.

Students:

I- Participate in the discussion.

II- Give examples of individual goals and standards.

Family needs goals and standards.

Relationship among family needs goals and standards.

Uses of family needs, goals and standard in resource management.

TEACHER :

- Discuss the relationship among the family needs, goals and standard.

- State the ways family needs, goals and standard help in family resource management.

Personal Clothing and Household Articles/Crafts.

Meaning of cloth
Reasons for wearing clothes.
Guidelines for choosing decent clothes.

TEACHER :

- Explain the meaning of household Articles / Crafts.

- List the simple household articles and crafts.

- Discuss the materials, tools, equipments for making simple household articles and crafts.

10-

Personal Clothing and Household Articles/Crafts.

Care of clothing. E.g. airing, proper storage.

Cleaning of shoes.

Washing of under wears.

Demonstrate how to make income yielding articles.

TEACHER:

- Demonstrates how to make any of the chosen items.

- Demonstrates how to make some income yielding articles improvise where necessary.

- Displays /exhibits products for sale.

Students:

I-List house articles.

II-Mention the material and tools for making

simple household

articles and crafts

Iii-Practice the making of

a household article and

a simple craft.

11-

Production of Clothing and household Articles / Crafts

List and explain simple relevant household articles and crafts.
Tool, equipment and materials for making simple articles and crafts.

Teacher :

- List the simple household articles and crafts

- Discuss the materials, tools, equipments for making simple household articles and crafts.

Students:

I- List household articles.

II- Mention the materials and tools for making simple household articles and crafts.

12-

Production of Clothing and household Articles / Crafts

Construction of simple relevant articles. E.g. apron, cap, needle work bag, head rest, table mat etc.
Production of income yielding crafts. E.g. Tie/ dye and batik fabrics.

Teacher :

- Demonstrate how to make some income yielding articles improvise where necessary.

- Display and exhibit product for sale.

Students:

I- practice the making of household article and a simple craft.

II-Display / exhibit produced articles.

13-

Revision

14-

Examination.

HOME ECONOMICS

SECOND TERMJSS I

WEEK	TOPIC/CONENT	ACTIVITIES
1-	Production of Cleaning Agents Types homemade cleaning agents. Uses of homemade cleaning agents.	Discuss types of homemade polish and cleaning agents. Explain steps in the production of home polish cleaning agents. Students: I- Examine samples of homemade furniture polish and cleaning agents. II- List and discuss the steps in the production of homemade polish.
2-	Production of Cleaning Agents Preparation of homemade cleaning agents. Using home-made polish and cleaning agents.	Demonstrate making of home-made furniture polish and cleaning agents. Prepare different samples of home-made furniture polish and cleaning agents and display in class.
3-	Deodorants and Cosmetics. Types of cosmetics Materials and tools for making cosmetics, eg pomades, creams and deodorants.	List materials and tools for making pomade, cream etc Explain the steps in making pomade and cream. Students: I- practice the making of pomade/cream and deodorant.
4-	The Healthy Feeding Habits Meaning of eating habits. Good Feeding Habit Table Manners	Explain the meaning habits. List the good feeding habits Lead students on discussion on the issues explained. Students: I- Participate actively in discussion.
5-	The family The meaning of family. Types of family e.g. nuclear, polygamous. Roles each family member and family as a whole.	Explain the meaning of family. Mention the types of family. Identify the roles of each member of the family. Students: I- Participate in the class discussion. II- Dramatize the role of each member of the family.

6-	The Family Family relationship. Tracing your family tree, functions of the family, roles of family members	List the relationship of each member of the family. Explain the family tree, functions and roles of family members. Students: 1- Participate actively in the discussion.
7-	The Home Meaning of a home. Differences between homes. Functional areas in the home.	Explain the meaning of a home. List the differences between homes. Identify the functional areas in the home. Students: I- Guide students in personal discussion
8-	Housing the family Types of houses in Nigeria. Choice and location of a family house. Practical on plan of a building.	List the types of houses in Nigeria. Explain the location of a family house. Students: - Participate in the class discussion.
9-	Care of the family houses Resources of caring for the family house. Equipment and tools, materials for the family	1- List resources of caring for the family house. 2- Mention the equipment and tools. Students: I- Participate actively in discussion. II- Give examples of equipment and tools.
10-	Care of the family houses Daily and weekly cleaning. Waste disposal, site and methods.	Explain how to perform the daily and weekly cleaning. List types of waste disposal and methods. Students: I- Participate actively in discussion.
11-	Revision
12-	Examination

HOME ECONOMICS

THIRD TERMJSS I

WEEK

TOPIC/CONENT

ACTIVITIES

Healthy feeding and eating practices

Healthy feeding practices include e.g. Eat adequate diet, use food in season.
Healthy eating habits e.g. washing hands before and after eating- taking a small quantity of food at a time- chewing food properly. Etc.

Discuss healthy feeding eating practices
Demonstrate good feeding and eating practices.

Students:

I- Participate in the class discussion.

II- Discuss effects of:

-Talking while eating

-Eating too much

-Drinking water while eating.

Healthy feeding and eating practices

Effect of healthy eating habit e.g. stomach ache.
Effect of unhealthy feeding practice e.g. Marasmus, kwashiorkor, Obesity etc

Discuss the effects of unhealthy feeding and eating practices.
Discuss effects of drug abuse.

Students:

Dramatize the effects harmful substances to the body

Healthy feeding and eating practices

Food additive: uses and misuses and detection
Food contaminants.

Explain food additives and contaminants
Discuss harmful substances that should not be taken into the body.

Students: Participate actively in the discussion.

Healthy feeding and eating practices

Harmful substances that should not be consumed e.g. banned additive, spoilt fruits, under-cooked food etc
Food contaminants

Display diagrams of harmful substances
Give a broad summary

Healthy feeding and eating practices

Meaning of drug abuse.
Effects of drug abuse in the body.

Discuss the effects of drug abuse.
Display diagrams of harmful substances.

Students;

I- Dramatize the effects of harmful substances to the body.

II- Display and identify diagrams of harmful substances.

6-	Family needs and resources. Meaning of Needs and Resources. Types of family needs and resources Use a chart on family needs and resources.	Explain the meaning of needs and resources List the types and uses of family needs and resources. Students: Participate actively the discussion.
7-	Entertainment in the home. Meaning of entertainment. Simple cooking and serving equipment.	Explain the meaning of entertainment. Identify cooking and serving equipment Students: I- Participate actively in the discussion.
8-	Entertainment in the home Table laying Importance of entertainment and table laying.	Identify the equipment for table laying Explain the importance of entertainment and table laying. Students: I- Practice how to lay a table.
9-	Entertainment in the home Preparation for entertainment. Characteristics of a good host / hostess. Preparation for a good hostess.	Explain the characteristics of a good host / hostess. Prepare how to entertain Students: I- Participate actively in the discussion.
10-	Simple sewing tools and equipments. Meaning of tools and equipment. Importance of each tool mentioned. Classification of tools e.g. manual non-manual.	Explain the meaning of sewing tool and equipment. List the importance of each tool and equipment. Classify the tools and equipments Students: I- Participate actively in the discussion.
11-	Sewing tools and equipment. Care and storage of sewing tools Guidelines for choosing sewing tools and equipment	Demonstrate how to take care and store of sewing tools. Students: I- Participate actively in the discussion.
12-	Revision	Revision
13-	Examination.	Examination.

AGRICULTURAL SCIENCE

FIRST TERM JSS ONE

WEEK	TOPIC / CONTENT	ACTIVITIES
1	Meaning and importance of Agriculture in the society Definition of Agriculture Importance of agriculture e.g. source of food, clothing, income and employment.	Teacher guides classroom discussion Teacher exhibits photographs of people engaged in agricultural activities. Students to identify areas of importance.
2
3	Types of Agricultural practices in the localities Pastural farming Crop production Fish farming	Teacher guides classroom discussion on the type of agricultural practices.
4
5	Agricultural Activities Growing of crops Rearing of animals Processing of agricultural produce Marketing of agricultural produce Preservation/storage of agricultural produce	i. Teacher guides class to discuss on forms of agricultural activities. ii. Gives a broad summary
6
7	Classes and uses of crops Identification mono cotyledon crops and examples Identification of dicotyledonous crops and examples	Teacher guides discussion on various plant forms
8
9	Classification of crops Classification of crops based on life-span e.g. (a) Annuals (b) Biennials (c)Perennials	Teacher displays samples of crops from each of the classes for students to see
10
11	Classification of crops Classification of crops based on uses and the nature of produce e.g. (a) tuber/root (b) cereals (c) fruits (d) vegetables (e) oil crops (f) spices (g) latex (h) fibre (i) Beverages.	Teacher provides students with different types of crops and ask them to classify based on forms, life span, uses and types. Teacher gives a broad summary
12
13	Revision	Revision
14	Examination	Examination

AGRICULTURAL SCIENCE

SECOND TERM JSS ONE

WEEK	TOPIC / CONTENT	ACTIVITIES
1	Classification of farm animals Work animals Diary animals Guard animals Poultry Aquatic animals Pets	Teacher guides students in observing and identifying farm animals
2
3
4	Classification of farm animals continues Classification of farm animals based on: (i) size (large or small) ii. Habitat (aquatic/terrestrial) iii. Stomach (ruminant and non-ruminant)	Teacher displays charts showing external features of some farm animals.
5
6	Characteristics of farm animals Essential characteristics of each type of farm animals
7
8	Uses of farm animals Work animals Sports Guard Hide and skin Source of manure	Teacher explains the various use of farm animals. Teacher gives a broad summary
9
10	Factors of Agricultural production Land Labour Capital Management	Students states the factors of production Discusses the importance of each factor in production
11	Revision	Revision
12	Examination	Examination

AGRICULTURAL SCIENCE

THIRD TERM JSS ONE

WEEK	TOPIC / CONTENT	ACTIVITIES
1	Weeds Definition of weeds Characteristics of weeds Identification of common weeds in the localities	Teacher demonstrates chemical control of weeds
2
3	Uses of weeds Medicinal weeds Food Feeds for animals	Teacher displays pictures and charts of use of weeds
4
5	Effects of weeds and control measures Explain the effects of weeds Control method (chemical, cultural methods) Effects of weed control chemicals (herbicides)	Teacher highlights the effect of weeds control methods on vegetation and soil
6
7	Agricultural Pests Definition of pests Classification of Pests e.g. insect, birds, mammals and rodents	Teacher displays pictures and charts of crop pests of the locality
8
9	Classification of insect pests Classification based on: (a) mouth parts (b)piercing (c) sucking (d) biting and chewing	Teacher displays specimen of insect pests
10
11	Nature of Damages caused by crop pests Effects of pests on crops: Reduction in quality of produce Reduction in value of produce	Teacher discusses the nature of damages done by pests Gives a broad summary
12	Revision	Revision
13	Examination	Examination

RELIGIOUS AND VALUE EDUCATION (RVE)

ISLAMIC RELIGIOUS STUDIES

J SS 1FIRST TERM

WEEK	TOPIC	CONTENT	ACTIVITES/TEACHING AIDS
1	Suratul Naba’i	Chapter 78, Verses 1-5	Reading, meaning and memorisation of the Qur’an.
2	The meaning of Hadith	Definition of Hadith and Differences between Hadith and Sunnah.	Reading and explanation of the Hadith book.
3	The life of Prophet Muhammad (S.A.W).	Before his call to prophet hood and circumstances surrounding his call to prophet hood e.g. Manner of early preaching.	Reading and explanation.
4	Kalimatus Shahada.	The meaning and significance of the religion with particular reference to Islam.
5	Reporters and Collectors of Hadith.	The meaning, reporters and collectors of Hadith.
6	Introduction to the Pillars of Islam.	Listing of the Pillars and significance of each Pillar.
7	Suratul Naba’i (cont).	Chapter 78, verses 6-10.	Recitation, meaning and memorisation of the Holy Qur’an.
8	Relationship between Muslims and non-Muslims.	Peaceful co-existence, tolerance and understanding.
9	Kinds of water and their sources.	Pure, clean and impure water(Rain, well, river, tap, borehole etc.)
10	At-Taharah.	Istinja and Istinja (Cleaning with water, sands, stones, tissues etc.)
11	Al-Wudu (Ablution).	Description, significance and things that vitiate it.	Practical demonstration of ablution. Water and kettle.
12	Obligatory steps of ablution.	Listing the 7 obligatory steps of ablution.
13	Revision.
14	Examination.

ISLAMIC RELIGIOUS STUDIES

JSS 1SECOND TERM

WEEK	TOPIC	CONTENT	ACTIVITES/TEACHING AIDS
1	Suratul Naba’i (cont).	Chapter 78 Verse 11-15.	Reading, meaning and memorisation. The Glorious Qur’an.
2	The Attributes of Allah.	1-10.	Reading and memorisation.
3	Arabia before Islam.	The importance of Makkah as a religious and commercial centre.	Map of Arabia.
4	The Pillars of Islam and their importance.	Listing the five Pillars of Islam and explanation of their importance.	Reading and memorisation.
5	The early years of prophet Muhammad (S.A.W).	His good conduct, piety, business and marriage to Khadija.	Narration
6	As-salat prayer	Definition, significance and its times.	A chart showing times of prayer
7	Relationship between Muslim and Non-Muslims.	Greetings and Responses, Acts of forgiveness, cleanliness of mind and body and clothes.	Give examples
8	Suratul Naba’i.	Chapter 78 verse 16-20.	Reading, meaning and memorisation.
9	Belief, worship and good conduct in Islam.	Belief in Allah and His Oneness and the belief in His Prophets. ii). Behaving according to the Islamic teachings.	Give examples
10	The Attributes of Allah.	11-20.	Reading and Memorisation.
11	The Sunnah and Mustahab steps of Ablution.	Differences between the Sunnah and Mustahab steps of Ablution.	Demonstration of the steps.
12	Revision.
13	Examination.

ISLAMIC RELIGIOUS STUDIES

JSS 1THIRD TERM

WEEK	TOPIC	CONTENT	ACTIVITES/TEACHING AIDS
1	Suratul Naba’i.	Chapter 78 Verse 21-25.	Reading, meaning and Memorisation. The Glorious Qur’an.
2	The Attributes of Allah.	21-30.	Reading and Memorisation.
3	A description of a complete Raka’a	Takbir, recitation, Ruku, Sujud, and Julus.	Teacher to demonstrate how a complete Raka’a is performed.
4	At- Taharah.	At-tayammum: when and how it is performed and the things that vitiate it.	Demonstration by teacher of how Tayammum is performed. Sand, Stone , Ice etc.
5	Suratul Naba’i.	Chapter78 verse 26-30.	Reading , meaning, and memorisation.
6	Al-Ghusl.	What necessitate it , Description, Significance as well as its moral & spiritual values.	The teacher to demonstrate practically how it is performed.
7	The Attributes of Allah.	31-40	Reading and Memorisation.
8	Al-Ghusl.	Types of Ghusl (Janabah, Haydah, nifas).	Teacher to demonstrate how it is performed.
9	Suratul Naba’i.	Chapter 78 verse 31-40.	Reading, writing and memorisation.
10	Attributes of Allah (S.W.T).	41-50	Reading and memorisation.
11	Revision.
12	Examination.

CHRISTIAN RELIGIOUS STUDIES

JSS 1 FIRST TERM

WEEK

TOPIC/CONTENT

TEACHER ACTIVITIES

THE CREATION STORY

First Account of creation Genesis 1

Second Account of creation Genesis 2

Teacher: Tells the story of the creation sequentially.

Leads students to read the story from the bible.

Teaching and learning resources.

Chart showing sequences of creation.

the holy bible

THE CREATION STORY CONTENT

Songs about creation (in English and different Nigerian languages) e.g. all things bright and beautiful, the lord God made them all

Teacher: Leads the students to sing the song in their various languages.

Teaching and learning activities.

Natural school environment showing trees, birds, soil, rock, stones etc.

MARRIAGE

the meaning of marriage Genesis 2:22-25

types of marriage Ephesians 5: 21-31

Teacher: Guides students to read bible passages

Teaching and learning activities:

Flash cards, wedding pictures, invitation cards

MARRIAGE CONTENT

Functions of marriage: companionship, procreation, responsibility, preventing STDS, HIV VIRUS/AIDS etc.

Teacher: Leads the students to discuss various function of marriage.

Leads students to read the bible to discover function of marriage.

Teaching and learning resources

Picture showing a happy family, picture showing an HIV/AIDS VICTIM.

MARRIAGE CONTENT

Why same sex marriage should be discouraged.

Teacher: Leads students to discuss why same sex marriage should be discouraged.

Teaching and learning resources

Flash cards.

DISOBEDIENCE

Biblical account of first human disobedience Genesis 3: 1-19

Consequences of Adam and Eve’s disobedience Genesis 3: 14-19.

Teacher: Explains Meaning of disobedience.

Leads students to recognize disobedience as sin.

Guides students to read bible passages.

DISOBEDIENCE CONTENT

Learner’s disobedience and consequences

DISOBEDIENCE CONTENT

Disobedience against the national laws

Teacher: Guides students to respect and obey the laws of the nation using the national pledge.

Teaching and learning activities.

Bible printed or written copy of the national pledge.

CALL TO REPENTANCE

King David obey God’s call to repentance 2 Samuel 12:7-13; Ps 51: 1-19

Teacher: Guides reading of the bible passage

Teaching and learning activities bible.

CALL TO REPENTANCE CONTENTS

ZaccheusLuke 19:1-9

Teacher: Guides reading of the bible

Teaching and learning activities pictures of zaccheus on the tree.

CALL TO REPENTANCE CONTENTS

the people of Nineveh repented of their sins Jonah 3:1-10

john the Baptist calls for repentance Luke 3:1-14

Teacher: Guides the students to read bible passages and explain.

Teaching and learning activities costumes e.g. crown, ashes, bell etc

CALL TO REPENTANCE CONTENTS

Consequences of lack of repentance 1sam 3:18 1sam 4:10-21

Teacher: Leads the student to discuss on the consequences of lack of repentance.

Teaching and learning activities filp cards.

Revision

Examination

CHRISTIAN RELIGIOUS STUDIES

J SS 1 2^ND TERM

WEEK

TOPIC/CONTENT

TEACHER ACTIVITIES

CALL TO OBEDIENCE

Meaning of obedience

Abraham obeys God’s call

Teacher: Guide students reading of bible passages.

Teaching and learning activities

Bible atlases.

Posters of Abraham leaving your of Chaldeans.

CALL TO OBEDIENCE

Blessing f3orm obeying God’s call Gen 12:1-9

The birth of Isaac Gen 21:1-8

Teacher: Lead discussion on (blessings) accrued form Abraham’s obedience

Guides students reading of bible passages.

Teaching and learning activities bible

CALL TO OBEDIENCE CONTENTS

Abraham demonstrates his obedience in the “Sacrifice” of Isaac Gen 22:1-18

Teacher: guides student to Dramatize of the “sacrifice” of Isaac

Teaching and learning activities

costumes

Students as resource persons to act role play.

CALL TO SERVICE

meaning of service

example of people who served in the bible

Teacher: Leads student to discussion on people who served in the bible

Teaching and learning activities

flash cards, bible

CALL TO SERVICE CONTENTS

Joseph is sold to Egypt Gen 37:12-36

Teacher: Guides students to read the bible passages

Teaching and learning activities bible

CALL TO SERVICE CONTENTS

Joseph serves in Egypt Gen 41:3-57

Teacher: Guides students to read the bible passages.

Leads students to discover problems and blessings in service.

Teaching and Learning Activities

Bible, posters of leaders and flip chart of problems and blessing in service.

CALL TO SERVICE

Ruth serves her mother-in-law Ruth 1:7-18

Teacher: Guides students to read bible passages

Teaching and learning activities

Bible.

CALL TO SERVICE CONTENTS

Lessons from the service of Joseph and Ruth

Teacher: Leads students to deduce lesson from service lives of Joseph and Ruth

Teaching and learning activities

flash cards

bible

CALL TO SERVICE CONTENTS

Life in God’s service

1 peter 2:18-25

Teacher: Guides students to read the bible and deduce life in God’s service from the passage teaching activities

Bible

flash cards

WAYS CHRISTIAN ARE CALLED TO SERVICE OF GOD AND HUMIDITY

Problems of service eg bribery and corruption, Sexual Harassment

Teacher: Guides student to discuss people that God call to his service in bible and Nigerian leaders both past and present

Teaching and learning activities

News papers showing photograph of leaders rendering service to humidity

Revision

Examination

CHRISTIAN RELIGIOUS STUDIES

JSS 1 THIRD TERM

WEEK

TOPIC/ CONTENT

TEACHERS ACTIVITIES

Relationship in the family

meaning of the family

types of family

Teacher: Guides student to discuss the meaning and types of family

Teaching and learning activities

Flash cards

Relationship in the family Cont.

recognizing a family member

names of family members

family tree

Teacher: Guides student to draw the family tree

Teaching and learning activities

Drawing of family tree

Relationship in the family conts

Different roles of members of the family Eph 6:1-9 5:21 – 33 Col 3:18—21 1 peter 3: 1—7

Teacher: Leads the student to mention different roles of the family members

Teaching and learning activities

Chart showing members of the family engaging in different roles

Relationship in the family conts

types of family

attribute of a good family name example reputation prov 22:1 Ecc 7:1

Teacher: Guides the student to discuss on types of family and attribute of a good family name

Teaching and Learning activities

Bible, flash cards

Relationship in the school

Names of members of the school(school principals subject teachers , prefect friends E.T.C )

Teacher: Guides student to list names of principal teachers etc

Teaching and learning activities

School organogram

Relationship in the school conts

Choosing friends at school factors to be considered common interest age religion etc

Teacher: Guides student on how to identify genuine friends

Teaching and learning activities

Wall charts showing qualities of genuine friendship

Relationship in the school conts

friendship between David and Jonathan 1 sam18 –5

the friend at midnight Luke :5 – 13

Teacher: Guides student to read relevant bible passage

Teaching and learning activities

Loaves of bread mats classroom chairs and space

RELATIONSHIP IN THE SCHOOL CONTS

Consequences of bad friend friendship cultism stealing drug addiction prostitution lesbianism homo- sexuality smoking drinking laziness truancy etc prov 1:10 2thes 3:6 – 13

Teacher: Leads the student to identify evils of bad friendship.

Teaching and learning activities

Pictures showing victims of drug addicts.

RELATIONSHIP IN THE CHURCH AND COMMUNITY

Identification of the names of community leaders.

field trip

Teacher: Leads students to identify names of some community leaders.

Teacher and learning activities

Pictures of community leaders.

Relationship in the church and community conts.

Ways of sustaining relationship in the community.

Respect for elders and leaders.

Obeying the laws of the land.

participate in community development programmes

caring for the needy and religious men 25:31-46

Teacher: Leads the students to discuss various ways relationship can be sustained in the community

Teaching and learning activities

posters of needy members of the community

cartoons and picture of a person giving alms to a beggar

Relationship in the church and community conts

Relationship in the church

love your Christian brothers and sister etc Rom 12:9-21

maintain relationship in the church 1pet 3:8-13,Rom 13:1-7

Teacher: Guides students in reading the Bible passages

Teaching and learning activities

Bible, pictures of priests or bishops, worshippers, etc

Revision

Examination

SOCIAL STUDIES

1^ST TERM JSS 1

WEEK

TOPIC/ CONTENT

ACTIVITIES

HISTORY OF NIGERIA SOCIAL STUDIES EDUCATION

The history started from USA – USA, Europe, Africa, then to other parts of the world . Through seminars, workshop and conferences, Nigeria developed social studies as a subject in the early 70’s during the time of General Yakubu Gowon’s regime. Today the subject is taught in Basic Education schools, NTI, colleges of Education and Universities, and a course at the PHD level. It is one of the core subjects in schools today.

Teacher discusses history of social studies education while students participate in the discussion and identify the 12 states on the map of Nigeria in the 70s.

Learning Materials: Video clips, social studies materials, map of Nigeria with 12 states In the 70’s.

FAMILY AS A PRIMARY SOCIAL GROUP

Explain the meaning of primary social group

Teacher guides in the explanation

anddiscussion while the students

participate. Provides relevant chart and

pictures.

FAMILY AS A PRIMARY SOCIAL GROUP

What makes the family:

It serves as a unit of socialization
Members belong to the family unit

Teacher arranges the students in

groups and distributes cardboard

papers to make groups to write out

what makes primary social group.

Each group representative to give a

2minutes presentation. Assignment:

identify four roles and responsibilities

of members of a family as a social

group. Learners and cardboard papers.

FAMILY AS A PRIMARY SOCIAL GROUP (ROLES AND RESPONSIBILITIES OF A FAMILY)

- Work for the development of the community

- Population growth

- Political, social and economic development

Students present their points from

previous assignment while teacher

writes them out and makes

clarifications.

CONSEQUENCIES OF LARGE AND SMALL FAMILY SIZES

Characteristics of large family sizes.

father, mother(s) and many children

Teacher displays charts, pictures,

posters, video clips of large family size

Gives chances for the students to

react.

CONSEQUENCIES OF LARGE AND SMALL FAMILY SIZES

Characteristics of small family sizes.

Father, mother and very few children.

Teacher: discusses characteristics Of

small familysizes using relevant

pictures, charts,

etc. Charts pictures posters, video clips

of small family size.

CONSEQUENCIES OF LARGE AND SMALL FAMILY SIZES

Consequences of family sizes on the quality of individual.

- Affects the quality of individual life

teacher discusses the consequences

on thequality of an individual

Students discuss few cases of large and small family sizes. Ask students their family sizes. Learners.

CONSEQUENCIES OF LARGE AND SMALL FAMILY SIZES

Consequences of family sizes on the

national economy.

- Affects the quality of the national

economy.

Teacher discusses the Consequences

of familysizes on the national

economy.

Students are given room for

active participation.

MEANING AND CHARACTERISTICS OF CULTURE

Meaning and components of culture.

Culture: Total way of life components:

Material and non – material.

Teacher explains culture, give

examples.

Students to ask and answer questions.

Visit any cultural centre or museum

nearest to the school.

Charts and pictures of cultural

displays.

MEANING AND CHARACTERISTICS OF CULTURE

Features of culture: Language, food, dressing, religion, craft, technology, etc.

Teacher guides students to identify

different feature of few cultures.

Samples of our food, crafts and

regalia, etc.

MEANING AND CHARACTERISTICS OF CULTURE Characteristics of culture:

- Teaches good behaviour

- Good morals and hard work

- learn our culture

- It tell us our different activities is carried out.

Teacher guides the students to discuss

thecharacteristics of culture.

Learner.

MEANING AND CHARACTERISTICS OF CULTURE Cultural differences in Nigeria.

Teacher organizes cultural day with the permission of the school management

to display our cultural heritage.

Learning Materials: Regalia, costumes.

REVISION

EXAMINATION

SOCIAL STUDIES

2^ND TERM JSS 1

WEEK

TOPIC/ CONTENT

ACTIVITIES

SIMILARITIES AND DIFFERENCES AMONG CULTURES IN NIGERIA

Cultural similarities in Nigeria. Identify cultural similarities and differences in Nigeria.

Teacher: Guide students to identify

tracts,similarities among the

differences andNigerian people.

Students participatein identifying

varieties of culturaldifferences and

similarities in Nigeria.

Learning materials: Video clips,

pictures, regalia, etc.

SIMILARITIES AND DIFFERENCES

AMONG CULTURES IN NIGERIA

Shared norms and values.

Teacher: Discuss shared norms and

values ofNigerian people, while

studentsparticipate actively. Help

studentsidentify our shared values and

norms.

Assignment: find out our norms and

values shared by different ethnic

groups.

Learners: flash cards indicating the

norms and values e.g. purity, honesty,

faithfulness, education, etc.

AGENTS AND PROCESSES OF

SOCIALIZATION

Meaning and significance of

socialization

- Life long process of inheriting and

Passing on the norms, customs and

ideologies of social group.

- It provides skills and habits for

Positive participation within our

society.

Teacher: Discuss and explain the

meaning and significance of

socialization while students participate in the discussion.

Learning Materials: Charts, drawings of

models in socialization.

AGENTS AND PROCESSES OF

SOCIALIZATION

Agents of socialization

- Family

- School

- Religious organizations

Teacher: List agents of socialization

and explain them accordingly

Students role-play socialization in the

class.

AGENTS AND PROCESSES OF

SOCIALIZATION

Agents of socializations:

- Social media

- Age grade

- Peer group

- Club/societies

Teacher: Discuss agents of

socialization

Students participate actively.

Use of handset, laptop, computers,

radio and students or learners.

AGENTS AND PROCESSES OF

SOCIALIZATION

Direct learning

- Incidental learning

- Role model etc.

Teacher: Discuss processes of

socialization and allow active

participation by thelearners.

Students to identify their role models

and give reasons.

Use cardboard papers to identify the

process.

AGENTS AND PROCESSES OF

SOCIALIZATION

Importance of socialization:

- Acquisition of necessary skills by

Members of the society.

Teacher: Explain the importance of

socialization.

Students participate by answering and

asking questions.

ROAD SAFETY CLUB AS AN

AGENT OF SOCIALIZATION

Structure of forming Road safety club

in schools.

Teacher: Explain structure of forming

RoadSafety Club in schools. Charts

onstructure for forming Road

Safety Cluband draw an organogram

of road safety club.

Learners, charts, card board/drawing.

ROAD SAFETY CLUB AS AN

AGENT OF SOCIALIZATION

Process of forming Road safety club

in schools.

Teacher: Explain process of forming

RoadSafety club in schools. Use

Cardboardpaper to write out process

of formingRoad Safety club in schools.

ROAD SAFETY CLUB AS AN

AGENT OF SOCIALIZATION

Roles of Road Safety club in the

Socialization of youths

Teacher: An officer from Road Safety

is invitedto give talk on the roles of

FRSC in thesocialization of Nigerian

youths.

Students write summary notes.

Resource person from FRSC, use of

power point in the presentation

REVISION

EXAMINATION

SOCIAL STUDIES

3^RD TERM JSS 1

WEEK

TOPIC/ CONTENT

ACTIVITIES

COMMON SOCIAL PROBLEMS

Contemporary social problems in Nigeria.

- Examination malpractice, cause, effects and solutions.

Teacher: Ask students to identify

common socialproblems in Nigeria.

Use newspapercut out on issues at

hand.

Students take home an assignment to

collect information on common social

problems in Nigeria today. Newspaper,

cut outs, pictures, etc.

COMMON SOCIAL PROBLEMS

Cultism: Meaning and causes of cultism.

Teacher: Explain meaning and causes

ofcultism.

Students participate by answering and

asking questions on the topic

discussed.

Learners knives, machetes, daggers,

masks, charms and amulets, etc.

COMMON SOCIAL PROBLEMS

Effects and solutions to cultism.

Teacher: Explain effects and solutions

to cultism.

Active participation by the

students through contributions.

Use of knives, daggers, masks,

charms, machetes, etc.

COMMON SOCIAL PROBLEMS

HIV/AIDS: meaning and causes of HIV/AIDS

- Mode of transmission, effects and prevention

Teacher: Explanation of terminologies

while in the students’ activity, group

work of shared topics to brainstorm

and choose a representative to present

their work.

Clarifications be made Pictures, video

clips, charts of infested persons.

COMMON SOCIAL PROBLEMS

Care for those infected and affected with HIV/AIDS

Teacher: explanation and discussion

on how tocare for infected and

affected persons

Samples of relevant food and drugs

needed

CAUSES OF CONTEMPORARY SOCIAL PROBLEMS

Poverty: meaning, cause and effects of poverty.

- solutions to poverty.

Teacher: Explanation and Discussion

on poverty, Causes, effects and

solutions.

Participation and contribution by the

students. Newspaper, magazines

pictures etc. of poverty stricken victims.

CAUSES OF CONTEMPORARY SOCIAL PROBLEMS

Corruption: meaning, causes and types of corruption.

Teacher: Explanation with Examples of

Corruption cases in Nigeria, while with

contributions. Pictures, charts of

arrested suspects in handcuffs.

CAUSES OF CONTEMPORARY SOCIAL PROBLEMS

Solutions to corruption in Nigeria. Note: other social problems are lack of parental care, greed, etc.

Teacher: List and discuss the solutions

to corruption in Nigeria today.

Pictures of lawmakers, law

enforcement agents,law courts.

Summary of solutionscorruption

written on a cardboard paper

WAYS OF SOLVING COMMON SOCIAL PROBLEMS

Effects of social problems and ways of solving common problems:

- Government policy

- Participation in civic society

- personal discipline i.e. contentment, Loyalty, faithfulness, etc.

Teacher: Discuss effects of social

problems and ways of solving

problems.

Students contribute to the discussion.

Internet, newspaper cut out, textbooks

and documentaries.

OUR ROLES IN PROMOTING SAFETY IN OUR SCHOOLS

Need for safety and safety measures in the home, school and work place.

Teacher: Explanation on needs for

safety in our environment.

Students listen to guest speaker, ask

questions and answer questions and

take notes. An invited guest speaker.

Uses the computer to present teaching

using power point.

OUR ROLES IN PROMOTING SAFETY IN OUR SCHOOLS

Safety guidelines for pedestrians, cyclists, motorist, etc.

Teacher: Explain and discuss safety

guidelines.

Active participation by students.

Use cardboard paper to list safety

guidelines.

REVISION

EXAMINATION

CIVIC EDUCATION

JSS 1 FIRST TERM

WEEK

TOPIC/CONTENT

ACTIVITIES

NATIONAL VALUES

Meaning of Civic Education
Importance/Functions of Civic Education to the Nigerian youth.

Teacher: Lead the students to find out the meaning of civic education and state their importance to them

Student: Participate in class discussion

Instructional material: moral instruction books

NATIONAL VALUES

Meaning of values

Negative values
Positive values

Teacher: Lead the students to find out the meaning of values

Students: find out the meaning of values

Instructional materials: Introductory textbooks on value

NATIONAL VALUES

Levels of manifestations of values

In individual
In the society

Teacher: Use case studies and contrive situations to guide students to analyze the manifestations of values in the individual and the society.

Instructional material: Posters and cartoons

NATIONAL VALUES

Importance of values in the society e.g. unity, cooperation, harmony etc.

Teacher: Use case studies t guide the students to analyze the importance of values in the society

Instructional materials: books on African proverbs and folk tales.

NATIONAL VALUES

Factors that promote value system e.g. consistency, trust, tolerance, fairness, integrity, commitment

Teacher: Guide students t identify factors that promote good value system.

Students: Compile a list of wise sayings in the community that teach values.

NATIONAL VALUES - HONESTY

Meaning of Honesty

Teacher: Guide discussion on the meaning of honesty.

Students: Contribute to class discussion

Instructional materials: Books on moral instructional

NATIONAL VALUES – HONESTY

Attributes of Honesty

Teacher: Guide discussion on the attributes of honesty.

Students: Involve in role play to demonstrate honesty.

Instructional Resources: newspaper stories.

NATIONAL VALUES – HONESTY

The Benefits of Honesty

Teacher: Guide discussion on the benefits of honesty.

Students: Recount instances that honesty paid off

Instructional Resources: Documentary.

NATIONAL VALUES HONESTY

Consequences of Dishonesty e.g. in examination.

Malpractice, cheating, fraudulent practices etc.

Teacher: Guide students’ role play to demonstrate honest behaviour. The teacher arranges for a quest to talk to the students about honesty.

Students: Write short story on the value of honesty and also listen to quest talks.

Instructional Material: poster and cartoons.

NATIONAL VALUES: COOPERATION

The meaning of cooperation e.g. work together to achieve a goal.

Teacher: Lead discussion on the meaning of cooperation.

Students: Contribute to class discussion and give examples.

Instructional Material: films

NATIONAL VALUES: COOPERATION

Attributes of cooperation e.g. sharing, caring, supporting etc.

Teacher: Lead discussion on the attributes of cooperation.

Students: Write essays on cooperation

Instructional Material: radio and TV programme

NATIONAL VALUES: COOPERATION

Factors that promote cooperation e.g. trust, setting goals together, patience, understanding, humility, tolerance, open-mindedness etc.

Teacher: Guide the students’ team activities.

Students: relate their experiences in team activities.

REVISION

EXAMINATION

CIVIC EDUCATION

JSS 1 SECOND TERM

WEEK

TOPIC/CONTENT

ACTIVITIES

NATIONAL VALUES – COOPERATION

Benefits of Cooperation

Harmony
Progress
Good Achievement

Teacher: Lead discussion on the benefits of cooperation.

Students: contribute to the discussion and give examples.

Instructional Resources: Documentary of ECOWAS.

SELF RELIANCE

Meaning of self reliance and examples of self reliance

Teacher: Lead class discussion on meaning of self reliance.

Students: Contribute to the discussion of what they think their talents are.

Instructional material: introductory textbook on self reliance

SELF RELIANCE

Attributes of Self Reliance

Teacher: Lead class discussion on attributes of self reliance

Students: Participate in the discussion of

Instructional material: Visit to hair dressing saloon

SELF RELIANCE

Meaning of talents and skills

Teacher: Give a practical example of what people can do.

Students: Discuss possible areas of specialization

Instructional material; Visit to skill acquisition centre

SELF RELIANCE

Processes of identifying, nurturing and perfecting talents and skills

Teacher: Create activities to help identify students’ skills and talents.

Students: identify their skills and talents

Instructional material; Visit to skill acquisition centre

SELF RELIANCE

Benefits of self reliance to:

Oneself
Family
society

Teacher: Lead class discussion on benefits of self reliance to oneself, family and society.

Students: Participate in the class discussion.

Instructional material: Visit to tailor’s workshop.

SELF RELIANCE

Understanding that the wealth of a nation is in its natural and human resources.

Teacher: Make students understand that the wealth of a nation is contained in its natural resources.

Students: Identify the processes of identifying one’s natural talents.

Instructional Resources: Practical activities..

SELF RELIANCE

Consequences of undiscovered talents and undeveloped skills.

Teacher: Create activities to help identify students’ skills and talents.

Students: Mention the consequences of wasted talents and undeveloped skills.

Instructional material; Visit to practical skill acquisition centre

CITIZENSHIP

Meaning of citizen and citizenship
Meaning of a nation based on laid down conditions.

Teacher: Guide students to explain the meaning of citizenship.

Students: Find out and report on the birth places of their parents. .

Instructional Material: Sample of National ID card.

CITIZENSHIP

Types of citizenship – by birth, registration and naturalization

Teacher: Guide students to explain the types of citizenship.

Students: Explain differences between places of birth and places of origin.

Instructional Material: Copy of citizenship and the Nigerian constitution.

REVISION

EXAMINATION

CIVIC EDUCATION

JSS 1 THIRD TERM

WEEK

TOPIC/CONTENT

ACTIVITIES

CITIZENSHIP

Processes of becoming a citizen of a country

Teacher: Guide students’ discussion on the process of becoming a citizen of a country.

Students: Find out and report on their places of birth.

Instructional Material: Sample of Birth Certificate

RIGHTS AND DUTIES OF CITIZENS

The meaning of rights and duties with examples e.g.

Right to education
Right to life
Right to freedom of worship etc.

Teacher: Prepares flash cards

Students: read about citizens right and duties.

Instructional materials: School rules and regulation

RIGHTS AND DUTIES OF CITIZENS

Differences between rights e.g. voting rights and duties e.g. payment of taxes, obedience to the laws) of citizens.

Teacher: Guide students to discuss the rules and identify their rights and duties to the school.

Students: Participate in class discussion and debate.

Instructional material: The Nigerian constitution.

RIGHTS AND DUTIES OF CITIZENS

Importance of citizens’ rights and duties.

Social control
Peace
Due process
Discipline

Teacher: State the importance of rights and duties

Students: sort out flash cards on rights and duties.

Instructional material; flash cards.

OBJECTS OF NATIONAL CONSCIOUSNESS

National Symbols and their meanings

Coat of arms
National flags
National currency etc

Teacher: Bring pictures and charts to the classroom. Identify and discuss national symbols.

Instructional resources: A chart showing all the Nigerian national symbols.

OBJECTS OF NATIONAL CONSCIOUSNESS

Describe the unifying measures included in the National Anthem and pledge.

Teacher: Guide students to describe the features of National symbols and their meanings. Explain the meaning of symbols.

Instructional material: National Flag

OBJECTS OF NATIONAL CONSCIOUSNESS

Purposes of Establishment of National institutions like NYSC, Unity schools, Federal Character etc.

Teacher: Discuss the national institutions that foster national unity among Nigerians.

Students: Participate in class discussions.

Instructional Resources: Specimen of Nigerian currency

OBJECTS OF NATIONAL CONSCIOUSNESS

Ways of Promoting National Unity

Tolerance
Hospitality
Non-discrimination
Inter marriages etc

Teacher: Guide the students in identifying ways of promoting national unity among Nigerian.

Students: Participate in class discussion

Instructional material; Nigerian constitution.

OBJECTS OF NATIONAL CONSCIOUSNESS

Describe the measures adopted by government to promote national unity among Nigerians

Teacher: Analyze the national anthem, pledge and identify national goals.

Students: Identify and discuss national symbols.

Instructional Material: posters and documentaries

OBJECTS OF NATIONAL CONSCIOUSNESS

Discuss how individuals and groups can promote national unity

Teacher: Guide students to discuss how individuals and groups can promote national unity.

Students: Participate in class discussion.

Instructional Material: cartoons and films.

OBJECTS OF NATIONAL CONSCIOUSNESS

Discuss parts of the Nigerian consolation that seek to promote national consciousness and national unity

Teacher: Analyze the parts of the Nigerian constitution that seek to promote consciousness and unity.

Students: Discuss parts of the Nigerian constitution that seek to promote national unity

Instructional Resources: Nigerian Constitution

REVISION

EXAMINATION

SECURITY EDUCATION

JSS 1FIRST TERM

WEEK

TOPIC/CONTENT

ACTIVITIES

Common Crimes

Falsehood
Theft
Rape
Murder
Advance Fee fraud (419)
Sales of contaminated food, fake and expired drugs etc.

Teachers will lead discussion on meaning/ definition of crime.
Discuses major crimes in the society.
Organize students debates on effect common crimes.
Students take notes

Causes of common crimes

Lack of employment
Poverty
Indiscipline
Indecent dressing
Drugs and alcohol
Peer groups etc

Teachers lead discussions to identify causes of common crimes in the society.
Organize student debate on ways of minimizing common crimes
Invite a religious leader(Pastor / Imam) to talk on common crimes
Students are given time to ask questions.

SECURITY EDUCATION

SECOND TERM JSS1

WEEK

TOPIC / CONTENT

ACTIVITIES

Effects of common crimes

Insecurity
Fear
Lack of Trust

Teachers leads discussion on identifying effects of common crimes in the society
Students take notes

Crime Preventions

Co-operating with security agents .
Exposing criminals and their hideouts
Public awareness
Police patrol
CCTV Street Camera

Teacher leads discussions on ways of preventing common crimes in the society.

SECURITY EDUCATION

JSS 1 THIRD TERM

WEEK

TOPIC/CONTENT

ACTIVITIES

Security Agents

Teacher leads discussions on

Meaning/definitions of security agents
Roles of Security Agents

Teacher explains the roles of security agents –

Prevention / control of crime in the society.

Students takes notes

Types of Security Agents

Police
Armed Forces
Civil Defense
State Security Service (SSS)
Peace Corps

Teacher leads discussions on information, duties and performance of each security agency.
Teacher organizes students debate on functions of each security agency in preventing common crimes

CULTURAL AND CREATIVE ARTS (CCA)

CULTURAL AND CREATIVE ARTS JS1 IST TERM

WEEK

TOPIC/CONTENT

ACTIVITIES

INTRODUCTION TO ARTS, HISTORY, ORIGIN AND TYPES

-DEFINITON OF ARTS

=History and origin of art

i. early man

ii.Nigerian arts.

Explain the meaning of art and discuss the history and origin of art through the early man and some Nigeria artworks.

Learning resources-picture of early men

Introduction to arts

=branches and types of art –visual and non visual art

i. textiles

ii. painting

iii. graphics

iv.graphics

v.aesthetics

(beautification and decoration)

Teacher are to draw and discuss the branches and the types of art.

Students to participate in the discussion of types of art learning resources: chart showing the branches of art.

Crafts

=meaning of crafts eg.

i. fabric crafts like tie and dye, woven clothes

ii.carving craft like wood caving , calabas design

iii.weaving craft like basketry,fan weaving paper weaving etc.

Teacher explain the meaning of craft and displays different items.

Students listen and observe the display of different draft items.

LEARNING RESOURCES:tie and dye fabric,flower vase woven hand fan,basket, carved wood or calabash.

-DO-

=examples of types of crafts:

fabric-tie dyeing , clothes weaving

paper-kite ,paper machine

pottery- pots, vases

carving-wood, calabash

= uses of crafts-culture, beautiful, utensils.

Teacher explain and gives examples of types crafts and uses of crafts and the uses of crafts.stuidents listen to the explaination of the uses of crafts, and examples of types of crafts.

LEARNING RESOURCES:tie and dye fabric ,flower vase, woven hand fan, calabash or carved wood.

Tye and dye

=methods of tie and dye

= materials and tools for, tie and dye eg. Fabric, dye pigment, chemicals (caustic soda, hydrochloride)plastic bowls, gloves, wooden, stics etc.

Teacher explains the meaning of tie and dye and shows students the different materials and tools used in tie and dye.

Tie and dye(practicals)

=methods of tying

i.tying

ii. clamping

iii.folding.

=preparation of dye bath

=dying process

Teacher discusses the methods of tying and demonstrates the dying process.

Students participates in the dying process.

LEARNING RESOURCES: fabric raffia thread or rope bowls, dyyyye stuff, water, long stic

Paper craft

1.meaning of paper crat

2. materials and tools for making paper craft

3. methods of folding in paper craft making- square ,triangle, rectangle, pleating.

4.paper craft production eg.kite, greating card,hand fan etc.

Teacher explain the meaning of paper craft and demonstrates methods used in making paper craft.

Students listen and watch demonstrations of methods in making paper craft

LEARNING RESOURCES:paper theards,scisors,ruler, gum ,markers, colours.

Collage production

1.meaning of collage

2. materials for collage making eg coloured magazines, scissors,paper gum,pencils cardboard paper.

3.methods of producing collage

Teacher explains the meaning of collage mentions materials and demonstrates method of producing collage students identify materials and make collages.

LEARNING RESOURCES:coloured magazines ,scissor,paper gum, pencils.

Modeling with paper machine

1.meaning of paper machine

2.materials made from paper machine eg household utensile such as plates ,cups decoration vases ,wall hangings moulded animals etc.

3.processes of modeling using paper machine

4.paper machine preparation

Teacher shows samples of finished products , demonstrates how to prepare paper machine and asks students to mould objects using paper machine.

Students actively participate in modeling of objects using paper machine.

Learning resources:paper , starch or gum ,wooden board,spatula

Bead work

1.definition of bead work/ materials

2.production of bead jewellery using beads ,roll paper, seeds, straw, small pieces of wood ,bottle tops etc.

Teacher explains the meaning of bead works ,guides students in bead work making and states thre usea of beads

Students participate in the production of bead work like necklace ,bangles,earrings etc and mention uses of beads.

Bead work (practicals)

1. production of different types of bead works like vases ,hair dress and bady wears.

2. mention some states associated with bead works.

Teacher assists students to prepare straw, seeds and other materials for bead work,and materials some staes associated with bead works.

LEARNING RESOURCES:straw, seeds clay bead etc.

Mosaic

1.meaning of mosaics

2. materials and tools for makin g mosaic

3.uses of mosaics eg. Wall decoration, wall hanging

4.practical works on mosaic

Teacher states meaning of mosaic, displays materials/tools for mosaic students examine materials fools for mosaic ,discuss uses of mosaic and participate in mosaic practicals eg production of wall hanging.

LEARNING RESOURCES:broken bottles, bottle tops ,beads, pen, knives , paint brushes, scissiors ,glue etc.

Revision

Examination

CULTURAL AND CREATIVE ARTS

JSS 1 2^nd TERM

WEEK

TOPIC/CONTENT

ACTIVITIES

Theory of music

1.meaning and definition of music

2.theory of music –the study of nusic in its entirety.how music works . the language, notation and elements of music.

Teacher defines the theory of music

2.outline and explains the fundamentals of music .

Students listen to the teacher and copy notes.

Learning resources :music manuscripts, piano, textbook and note books.

Fundamentals of music

i. pitch

ii.melody

iii. harmony

iv.rhythm

v.texture

vi. tumbre

vii.quality

viii. form and texture

2. Identification of notes on the keyboard.

Teacher guides the students to represent the appropriate notation in their manuscripts eg. Pitch, rhythm, texture etc.and guides students to identify notes on the keyboard.

Students sing or play the scale

Learning resources as above.

ear training and harmony

1.define ear training and harmony in music.

2.explain 4 parts harmony

3.sing in 2 part harmony

4.explain the rudiments of harmony

Teacher lists and explains the component of harmony students listen and note down teacher’s explanation and participate in a two or four part singing. Learning resources as above.

Rudiments of music

1.musical aplphabets

2. clef and name of the stave

3.types of staff –treble,bass, creat stave.

4. musical notes and their relatives values

5.definiton of a scale.

6.major scale of c natural and G.

Teacher guides students to recognize the types of staff, draw lines and spaces bass, treble and the great stave.

Students name the musical alphabets and types of slave, draw different lines and name the lines and spaces.

Learning resources:music manuscripts,flash cards ,descentsn recorders.

Playing instrument (recorder)

1.explanation of recorder

2.uses of a recorder

3.key signatures of a recorder

4.steps of playing the recorder.

Teacher explains the nature and uses of the recorder while playing for emphasis , enumerates steps in playing the recorder.

Students listens to the teacher’s explanation and take notes.

Learning resources :recorders, music manuscripts, text books,notebooks, chalkboard.

Uses of music

i.for ritual purposes

ii. for ceremonial purposes

iii. advertisement

iv. healing

v.work

vi. communication and

vii education

2. impact of music in the society-during important occation

ii.at joyous moments

iii. creating employment.

Teacher illustrates the uses of music in festivals, workship, advertisement etc .

students participates in discussing the uses of music and describes ways in which music can affect human lives .

learning resources:radio tape recorders, picture showing performing musicians.

DRAMA AND THEATRE

1.defintion of drama

2. origin of drama

3. definition of theatre

4.people involved in drana/theatre-playwright,

Director, actor, designers

Teacher defines drama and theatre enumerates people involved in drama.

Students listen to teacher explanation and take notes.

Learning resources:textbook showing pictorials of theatre.

FUNCTIONS OF DRAMA

1.education

2. information

3. entertainment

4.therapemtic

5. developmwnt

Teacher list and erxplains functions of drama .

Students listen and take notes on the explanation of functions

Learning resources:video/audio recorded drama , live drama.

ELEMENTS OF DRAMA

I.Scripted/improvisation

ii.characters

iii. stages(setting)

iv.audience

v.sound, songs ,music

vi. light etc.

2.identifying elements in drama

3.forms of drama .(comedy /tragedy)

Writes and explains the different elements of drama on chalkboard

2. calls students 5to demonstrates some of the elements of drama .

Students listen to the explanation of different elements.

Learning resources:as in above

PLAY WRITING

1.Definition of playwright

2. categories of playwright

i.classical

ii. modern

iii contemporary

3.dutries of a playwright

4.dutries of a play director

Teacher explain what playwrighting is and who a dramatist playwright is.

2. mentions and explains the work of a playwright.

Students listen to t6he explanation of the explanations of the teacher and take down notes.

Learning resources:flash cards containing names and categories of playwrights, textbooks, notebooks ,copies of plays.

REVISION

EXAMINATION

CULTURAL AND CREATIVE ARTS

JSS 1 3^rd TERM

WEEK

TOPIC/CONTENT

ACTIVITIES

Costume and make in drama

1.meaning of costume clothes and accessories ,caps, shoes,jewelleries worn by a performers on a stage

2.what is makeup and make up items

-powder

-lipsick

-Wig

-Eyepencil

Etc

teacher’s activities-

explains costumes and writes the explanation the chalkboard.explains makeup and gives examples

students ac tivities- observe different mke ups

learning resources-items like lipstick,powder, dresses eye pencils etc.

Types of makeups

i. tpes of make ups

ii.straight make up

2.uses of make up

i.alter appearance

ii. enchance appearance

Teachers acttvities-leads the students to work on constume and make up for their play production. Mentions and display different make ups

Students activites – participate in creating costume and make up chart for their dramas

Learning resources – eye pencils powder, pictorials, of costume and make up

Definition of dances

1.meaning of dance

2.usea of dance

3. how to dance

Teacher’s activities-defines dance and its components,

Enumerates the uses of dance,leads the students to perform some dance steps

Studies-participate in the discussion on the uses of dance and participate in practical dance class.

Learning resources-musical instruments, cds players,dance costumes.

Introduction to choreography

1.menaing of choreography

2.princiles of choreography

i.order

ii. beauty

iii. variety

3. meaning of choreographer

Teacher activities –explains the term choreography/choreographer.leads ion performing a choreographed dance

Students activites –participates in clss dancs and choreography session

Learning resources- CD s player, musical instruments dance outfits.

Contemporary dance

1.meaning of contemporary dance

2.features of contemporary dance

i. individual styles

ii. creativities

iii.does not have fixed movement

Teacher activities –defines and explains contemporary dnace movement

Students activities- perform some dance movements port varyingbtheir understanding of contemporary dnace.

Learning resources-DVDs VCDs player, musical instruments.

Practicing contemporary dance

1. performing some contemporary dance movement 2. Listening and dancing form DVD music

Teacher activities –performers some dance movement.

Guides the students on how to perform contemporary dance.

Student’s activities- dance any contemporary dance of their style.

Learning resources-musical instruments, DVD players etc

Team work and sence of belonging

1.meaning of tem work

2.importantance of team work

3.meaning of sence of belonging

4. how to archive sence of belonging.

Teacher activities-explains the following team work, importance of team work, sence of belonging.

Students activities- list the importance of team work .demonstrates how to archive tem work and sence of belonging

Learning resources –members of a community .young people working as a group.

Consequencies of using fake and adulterated goods

-meaning of fake and adulterated goods

-examples of goods of often faked and adulterated

Medicine

Processesed food

Clothing

Fabrics

Teachers activities –explain fake and adulterated goods are

Students activities –mention fake and adulterated goods

Learning resources: chart showing in divduals caught by law enforcement agencies.

Reasons why people produce take drugs.

-i.reasons why people produce and distribute take and adulterate

d goods

i. greed

ii.lack of patriotism

iii.lack of morals

iv disloyality

Teachers activities –explains the reasons for production and sale of fake and adulterated goods .

Students activities-suggest how to sale of fake and adulterated goods.

-learning resources- charts showing goods with expired dates, television and CDs newspapers etc.

Eradication of of fake and adulterated

1.how to stop the sale of fake drugs and adulterated goods

i.be patriotic

ii.show love for your people

iii. be honest

iv respect authority

v. knowing your wright as a consumer

Teacher activities –leads the students to suggest how to stop the production and distribution of fake drugs

Students activities-

Suggest how to stop the production and distribution of fake goods

Learning resources-

Charts with prople caught by law enforcement agents

Newspapers, radios etc.

Agencies that fight against fake and adulterated goods.

1.government agencies that fight the production and distribution of fake and adulterated goods eg.

i. NAFDA C full meaning

ii. SON full meaning

iii. NDLEA full meaning

Revision

Examination

FRENCH LANGUAGE (FL)

FRENCH LANGUAGE

JSS 1 1st TERM

WEEK

TOPIC/ CONTENT

ACTIVITIES

Contrôle continu : maîtrise de 1ère épreuve.

Décrire des traits physiques (les parties du corps).

-La langue, vocabulaire et expression.

- Les parties du corps/visage ex. la tête, la main, le nez, les jambes, etc.

- singulier/pluriel de parties de corps, ex. les yeux, les oreilles, etc.

- Les adjectives ex. La lèvre épaisse, le nez pointu/ plat, etc.

Expression orale : exercice oraux, chanson.

Expression écrite : Dessinez et nommez les parties du corps.

L’enseignant montre un dessin de parties du corps.

Il pose des questions aux élèves.

Chanson avec les parties du corps.

Les élèves écoutent et répondent aux questions. Ils répètent après le professeur.

Ils chantent.

Parler de taille.

Maîtrise de la langue ex. grand(e) petit(e), mince etc.

Grammaire : le verbe être exemple – Je suis grand(e) Elle est grosse etc.

L’adjectif : masculin/féminine, singulier/pluriel, ex. grand(s)/grande(s) etc.

Expression orale : le verbe être + grand(e), petit(e) etc.

Exemple : Elle est grande, il est mince, etc.

Expression écrite : décrivez – vous.

Le professeur explique avec de gestes et mimique.

Les élèves répètent et font des phrase, ex. Je suis mince etc.

Décrire les cheveux.

Maîtrise de la langue.

Vocabulaire : le verbe « avoir »

Ex. J’ai les cheveux long/frises, etc.

Les cheveux noirs, crépus, long, frises, raides, tresses

Expression orale : décrivez vos cheveux

Expression écrite : décrivez les cheveux de gens.

Le professeur explique avec le photo/images

Il pose des questions aux étudiants.

Les étudiants répètent et répondent aux questions.

Parler de la beauté.

Etude de compréhension orale maîtrise de la langue : laid(e), belle, beau, joli(e), charmant(e) mignon(ne), élégant(e), etc.

Le verbe être au présent de l’indicatif.

Ex. je suis belle/beau, etc.

L’indicatif singulier/pluriel, masculaire/féminine ex. je suis belle,

nous somme belle.

Il est laid – elle est laide

Expression orale : - décrivez votre ami(e)

Expression écrite : rédaction sur la description de quelqu’un.

Contrôle continu : 2ème épreuve.

Le professeur explique avec les photos/images. Il pose des questions

Les élèves répètent et répondent aux questions.

Le professeur donne les exercices d’identification.

Les élèves essaient de répondre à l’écrite.

Parler de couleur d’origine/complexion.

Etude de compréhension orale.

-Il est noir, blanc.

- Il a de tient claire/noir, etc.

- Grammaire : Révision de verbe « être » et « avoir »

- Expression orale : parler de couleur d’origine/complexion de vos camarades.

- Expression écrite : Rédaction sur les couleurs d’origine/complexion de gens.

Le professeur montre les photos/images de gens. Il pose des questions.

Les apprenant répètent et répondent aux questions.

Ressources Pédagogique

Photos, images, videos, document, etc.

Décrire le visage :

Etude compréhension orale :

Il à le visage rond, allonge, carre, etc.

Maîtrise de la langue : le verbe « avoir » ex. J’ai le visage allonge etc.

Expression écrite : présentez quelqu’un.

Le professeur montre l’image/photo/dessin de visage aux élèves. Il pose des questions aux étudiants.

Les apprenants écoutent et répètent. Il répondent aux questions.

Parler les caractéristiques de personnelles (les qualités)

Parler des caractéristiques personnelles : les qualités maîtrisent de la langue.

Vocabulaire/expression : lisez un texte sur les caractéristiques personnelles. Ex. Il/Elle ------------- souriant(e), gentil(le), comique, honnête, charmant(e), bon(ne), intelligent(e), content(e), courageux(se).

Expression orale : décrivez quelqu’un.

Expression écrite : décrivez quelqu’un.

Le professeur lit un passage sur les caractéristiques personnelles. Il pose des questions aux élèves.

Les élèves répètent et répondent aux questions.

Parler des caractéristiques personnelles: (les défauts).

Maîtrise de la langue : un texte sur les défauts de gens. Ex. triste, mécontent(e), malhonnête, maladroit(e), ennuyeux, timide, etc.

- Les adjectifs – masculin et féminine, singulier et pluriel.

- Expression orale : parlez des défauts des gens.

- Expression écrite : décrivez votre camarade.

Contrôle continu : 3eme épreuve :

L’enseignant lit un texte sur les défauts de gens. Il pose des questions.

Les étudiants répètent et répondent aux questions.

le professeur demande aux étudiants de décrire leur camarade à l’écrite.

Chaque étudiant essaie d’en faire.

Parler des caractéristiques de soi.

Expression orale : les caractéristiques – intéressant(e), amusant(e), honnête, antipathique, sympathique, sévère, égoïste, etc.

Grammaire :

Accord des adjectifs ex. Je suis une femme souriante et gentille.

-Je suis un garçon sévère.

Expression écrite : décrivez – vous ?

D’abord le professeur se présente. Il dit aux étudiants de se présenter.

Parler des caractéristiques de quelqu’un.

Les caractéristiques : sympathique, honnête, malhonnête, adroit(e), maladroit(e), courageux(se), antipathique, souriant(e), etc.

-Expression orale : décrivez votre camarade de classe.

- Expression écrite : décrivez les personnages célèbres.

RÉVISION

EXAMEN

FRENCH LANGUAGE

JSS 1 2nd TERM

WEEK

TOPIC/ CONTENT

ACTIVITIES

Contrôle continu:

Parler du temps

-Expression orale: un passage sur le temps.

- Question sur le texte.

- Explication du temps.

- Il fait beau/mauvais temps, chaud/froid.

1ème épreuve. Exercices de résume.

L’enseignant explique le temps qu’il fait. Il pose des questions : ex. quel tempe fait – il?

-Il fait beau, chaud, etc.

Les apprenants écoutent, reproduit, et imitent la production orale de l’enseignant.

Ressources Pédagogique

Photo, image, document.

Parler des saisons en France.

Un texte sur des saisons en France : Le printemps, l’été, l’automne, l’hiver.

L’enseignant décrit les saisons par leur manifestation habituelle.

Les apprenants écoutent et imitent la production orale de l’enseignant. Le professeur pose des questions en montrant des images. L’apprenant répondent aux questions. Les apprenants dessinent et écrivent les saisons.

Ressources Pédagogique

Images, photos, videos, autres documents.

Parler des saisons au Nigéria :

Expression orale : un texte sur les saisons au Nigeria.

-La saison des pluies.

- La saison sèche

- L’harmattan.

Expression écrite : écrivez les saisons et les qu’ils se trouvent.

L’enseignant décrit les saisons en Afrique par leurs manifestations habituelles en montrant les photos des saisons.

-L’enseignant pose des questions aux élèvent sur les saisons au Nigéria. Ex. les saisons se trouve dans quels mois? etc.

Les apprenants écoutent, reproduisent et imitent la production orale de l’enseignant.

Les apprenant répondent aux questions du professeur/de l’enseignant.

Ressources Pédagogique

Images, photos, videos, documents.

Parler du métro

Expression orale : montre la bulletin du métro.

Demain : provisions pour la journée 14 Juin 2013 : Temps froid sur l’ensemble d’Abuja.

Températures en baisse : Abuja 2, Enugu 14, Kano 1 etc.

Contrôle continu : 2ème Épreuve.

L’enseignant explique le bulletin du métro d’hier ou demain. Il pose quelques questions sur le bulletin du métro aux apprenants, ex. quel est la température à Abuja ?

-Dessinez la carte du temps de demain.

Les apprenants écoutent, reproduisent et imitent la production orale de l’enseignant. Les apprenants répondent aux questions.

Ressources Pédagogique

Images, photos, videos, documents.

Exprimer la possibilité :

La certitude et la possibilité :

Verbe Aller.

Expression : il risque de + infinitif du verbe : ex. il risque de pleuvoir

Certitude : il va pleuvoir.

Expression écrite : dessinez les temps qu’il fait.

L’enseignant dessine ou montre une carte le temps qu’il fait.

L’apprenant écoute, répondent à la production orale.

Les apprenants dessinent et nomment.

Ressources Pédagogique

Images, photos, dessins, etc.

Décrire la vie rurale :

Un texte/ document sur un village : mentionner les types de bâtiments, les habitants la culture, etc.

L’enseignant lit un texte et pose des questions aux apprenants, ex. Quel type de bâtiment dans ce village?

Les apprenants écoutent et répondent aux questions. Ils imitant la production de l’enseignant.

Parler de produit agricole à la campagne au ville.

- Un texte sur l’agriculture

- Explication d’agriculture

- Source des produits au village.

- Types du produit

L’enseignant explique ce que c’est l’Agricole, en lisant le texte, il mention les types du produits: ignames, tomates potates, etc.

Expression écrite : mentionnez les produit de votre village et dessinez.

Les apprenants écoutent, répondent, imitent, écrivent et mentionnent les produits.

Ressources Pédagogique

Images, photos, videos, documents.

Parler des contes Nigériane

Texte sur un conte Nigéria :

-Vocabulaire/Expressions du conte : ex. le Roi, le prince, la torture, la reine, le sorcier, le fantôme, etc.

Contrôle continu : 3ème Épreuve.

L’enseignant lit un texte du conte.

Il explique les mots clés.

Il fait répéter les apprenants.

Ecrivez les mots clés du conte.

Les étudiants écoutent et répètent après l’enseignant.

Les apprenants écrivent les mots clés du conte.

Ressources Pédagogique

Images et documents.

Parler de la santé.

-Texte sur la santé

- Types de maladies au village : ex. le paludisme, etc.

- Le verbe « Avoir + mal» ex. J’ai mal à la jambe.

- Masculin/féminine, singulier/pluriel (au, à la, aux)

- L’hôpital/Docteur/Médicament

Jeu de rôle entre professeur et l’étudiant et puis entre les étudiants.

L’enseignant lit un texte sur la santé aux apprenants et il explique les mots clés aussi.

Les apprenants écoutent, répètent et réproduisant le conte.

Parler de la chasse.

- Un texte sur la chasse

- Ou on chasse ; la brousse.

- Les animaux sauvage.

L’enseignant lit le texte et explique les mots clés aux apprenants.

Il nomme les animaux sauvages.

Expression écrite : dessinez et écrivez les noms les animaux sauvage.

Les apprenants écoutent et répètent après le professeur.

Les apprenants dessinent et écrivent les noms des animaux sauvages.

RÉVISION

Examen

FRENCH LANGUAGE

JSS 1 3rd TERM

WEEK	TOPIC/ CONTENT	ACTIVITIES
1	Contrôle continu : 1ère épreuve. Parler de ce que l’on fait pour se distraire. Expression orale : Jeu de rôle entre le professeur et l’étudiant, et puis entre les étudiants. - Maîtrise de la langue : vocabulaire et expressions comme – récréation, pause. - Maîtrise de la langue : - les verbes, s’amuser, chanter, jouer, danser, fait du bruit ----, loisirs. Expression écrite : qu’est – ce que vous faite pendant le weekend/les vacances la récréation etc. joue aux cartes.	Le professeur leur donne exercices de production et de discrimination. Les élèves essaient de parler l’un après l’autre. L’enseignant propose des situations de communication appropries ex. Après les cours, pendant le weekend/les vacances la matinée. L’apprenant participe activement au dialogue et aux jeux de rôle. Ils répondent aux questions du professeur.
2	Parler du sport. Maîtrise de la langue : types de sport, vocabulaire et expression. Le football, le tennis, la natation, le ski. Un match de football --------, une partie de tennis, faire du sport/de la musique, Nager. -Expression orale : parler du sport préfère? J’aime ---- mais je préfère-------. Expression écrite : Ecrivez ce que vous faite pendant les vacances/ le weekend etc.	Le professeur fait parler les apprenants ex. le weekend je vais à la discothèque.il écrit un dialogue. Les apprenants participent activement au dialogue et aux jeux de rôle. Ressources Pédagogique Dialogue, images, photos, videos, autres documents
3	Parler des loisirs. Maîtrise de la langue : vocabulaire et expressions – les lieux de loisir : un cinéma, un théâtre, un musée, un café, un restaurant, la montagne, la plage, la mer, la piscine. -Le verbe aller- ex. Je vais à la piscine. - Prépositions au, à la, aux (masculin/féminin, pluriel/singulier). - Expression orale : ex. le weekend je vais au cinéma/ou parc et toi? ……. Moi, je vais au la plage. etc. Expression écrite :	L’enseignant crée des situations de communication approprie un dialogue. Le professeur fait répéter les mots clés par les apprenants. Les apprenants répètent et participe activement au dialogue et aux jeux de rôle. Ressources Pédagogique Dialogue, dessins, images, photos.
4	Parler des voyages Expression orale : on voyage en ville, au village, on voyage en France, à Calabar, etc -Maîtrise de la langue : vocabulaire et Expression utiles : par avion, en bateau/voiture, à pied, à cheval, à bicyclette, en pirogue. - Etre en retard/en avance. - Expression écrite: répondez des questions sur un texte. Contrôle continu: 2eme Epreuve.	L’enseignant propose de communication pertinente ex. On voyage en a pied/bicyclette. L’apprenant propose ses propres moyens de transport. Ressources Pédagogique Images, photos, dessins documents. L’enseignant donne des exercices de récapitulations et de présentation orale aux étudiants.
5	Parler des moyens de transports Maîtrise de la langue: vocabulaire et expression – les transports; le train, l’avion, le bateau, le car/la voiture, l’autobus (le bus) le taxi, le métro. -Aller en train, en avion, en bateau, etc. aller à pied. - Prendre le train, l’avion. - Expression orale – comment est – ce qu’on peut voyager au village, à Calabar, à wuse, en France etc. - Expression écrite : Dessinez et écrivez les moyens de transports.	Le professeur montre aux apprenants les dessins de différents moyens de transport. Les apprenants proposent ses propres moyens de transport. Ressource Pédagogique Dessins, images, photos, documents.
6	Parler des problèmes de transport. Maîtrise de la langue – vocabulaire et expression: - mauvaise/bonne route, embouteillage, avoir un accident. Expression écrite : écrivez les problèmes de transport. Expression orale: mentionnez les problèmes de transport.	Le professeur lit le texte sur les problèmes de transport. Les apprenants participent activement au texte. Ils répètent et répondent aux questions. Ressource Pédagogique Images, photos, vidéos, documents.
7	Faire une réservation. Expression orale : un dialogue, un billet pour Londres. Ex. vous avez une réservation? Oui/non. Pardon M. cette place est occupée? Etc. Maitrise de la langue : vocabulaire et expression ex. un billet de train/d’avion; un ticket de bus. Faire une réservation l’horaire, etc. Expression écrite: faite une réservation.
8	Acheter et vendre: Expression orale : un dialogue sur l’acheter et vendre ; ça coute combien? Ça coute…, ça fait ……., etc. Maîtrise de langue – vocabulaire et expressions utiles: c’est cher, c’est trop, tourd/sec/cher. C’est chaud/froid, je paie.	L’enseignant trouve des dialogues sur les activités au marché. Les apprenant écoutent, reproduit et adapte les exemples.
9	Contrôle continu : 3ème épreuve. Parler de produits Maîtrise de la langue: maïs, tomates, igname, tissus, vêtement, riz, haricots, etc.
10	Négocier la qualité et le prix des produits. Expression orale: un dialogue sur le marché. Maîtrise de la langue : vocabulaire et expression, ex. je voudrais acheter, etc. Je paie, un paquet de, une bouteille de, un kilo de etc.
11	RÉVISION
12	EXAMEN

ARABIC LANGUAGE (AL)

المنهج الدراسي للسنة الأولى الإعدادية

SCHEME OF WORK FOR J.S.S 1

FIRST TERM الفترة الأولى

المحتويات

الموضوع

الأسبوع

معرفة بعض الكلمات المتعلقة بالأسماء وأنواعها مثل: محمد, فاطمة, ولد, أسـد, جمل, بقرة, شجرة, حشيش, جزر.

نص أدبي يشمل على أصوات وألفاظ متشابهة

مثل: أ ع د ض ل حـ خ هـ ذ ز ظ

مثل: نام الولد, جاء المعلم, جلست فاطمة....

يختار المعلم نصوصا تشمل أنواع المفعولا نحو: شرب علي الماء, أكلت الطعام, الطعام أكلا, ضرب المعلم التلاميذ ضربتين, وما إلى ذلك

الحوار بين الطلاب عن طريق السؤال والجواب مثل:س- السلام عليكم يابلال, ج-وعليكم السلام يا أحمد. س- إلى أين تذهب؟ ج- أذهب إلى المدرسة. وما إلى ذلك.

نصوص مختارة تتناول الموضوعات الآية: أ- حسن الجوار ب- برالوالدين. وما إلى ذلك.

تعد اللغة العربية واحدة من أهم اللغات العالم والمسلمون فى كل مكان يعترفون بها....الخ

نصوص مختارة تتناول الموضوعات الآتية: أ- الأسرة, ب- السوق. وذلك عن طريق السؤال والجواب مثل: س- من أي أعضاء تتكون الأسرة؟ ج- تتكون الأسرة من ثلاثة أعضاء على الأقل. وهم من أب وأم وأولاد. وما إلى ذلك.

كتابة الألفاظ اليسيرة والجمل والعبارات السهلة.

من ٢٠١ إلى ٢٢٠

للدروس السابقة

الإسم. تعريف الإسم وأنواعه

الأصوات العربية

التدريب على الحروف الخاصة

التدريب على الفاعل

التدريب على المفعلات

المحادثة

القصص القصيرة

المطالعة

المحادثة

الخط العربى

العدد

المراجعة العمة

الإمتحانات

والتصحيح

الأول

الثانى

الثالث

الرابع

الخامس

السادس

السابع

الثامن

التاسع

العاشر

الحادى عشر

الثانى عشر

الثالث عشر والرابع عشر

المنهج الدراسي للسنة الأولى الإعدادية

SCHEME OF WORK FOR J.S.S 1

SECOND TERM الفترة الثانية

المحتويات

الموضوع

الأسبوع

تعليم الحروف القمرية مع الأمثلة : أ ب ج ح خ ع غ ف ق ك م و هـ ي. أمثلة: الأسـد الباب الجمل الحمار الخروف العين الغرفة الفيل القمر الهواء الموز الكلب الورقة اليـد.

تعليم الطلاب الحروف الشمسية مع أمثلة. ت ث د ذ ر ز س ش ص ض ط ظ ل ن. أمثلة: التاج, الثوب, الدار, الذيل, الزيت, الرأس, السمك, الشمس, الصندوق, الضفدعة, الطير الظرف, اللحم, النور

مثل: حفظ التلميذالقرآن, سمع الولد النصيحة صلت فاطمة الظهر. وإلى ذلك.

كتابة قطعة يسيرة.

نصوص مختارة تتناول الموضوعات الآتية عن طريق السؤال والجواب بين البائع والمشترى مثل: البائع: ماذا بريد؟ المشترى: أريد الشراء. المشترى: بكم تيسع هذالكتاب؟ البائع: أبيع بمأئة نيرة. وما إلى ذلك

=مثل: ولد= ولدان. بنت = بنتان. كتاب = كتابان

مثل: فتح علي الباب شربت عائشة الماء وما إلى ذلك

من ٢٢١ إلى ٢٤٠

ما يناسب مستوى التلاميذ

إملاء بعض الجمل القصيرة

للدروس السابقة

الحروف القمرية

الحروف الشمسية

الإستمرار بالتدريب على الفاعل.

الخط العربى

المحادثة

معرفة مفرد ومثنى من الأسماء

المفعول به

الأرقام العربية

الأصوات العربية والأناشيد

الإملاء

المراجعة

الإمتحانات والتصحيح

الأول

الثانى

الثالث

الرابع

الخامس

السادس

السابع

الثامن

التاسع

العاشر

الحادى عشر

والثانى عشر

المنهج الدراسي للسنة الأولى الإعدادية

SCHEME OF WORK FOR J.S.S 1

THIRD TERM الفترة الثالثة

المحتويات

الموضوع

الأسبوع

ترجمة قطعة قصيرة من الإنجليزية إلى العربية

مثل الحوار بين إثنين من التلاميذ ويتم هـذا عن طريق السؤال والجواب مثل: س- أين تسكن ياأحمد؟ ج- أسكن فى وسى. س- أين مدرستك؟ ج- مدرستى فى تدنودا. وما إلى ذلك

مثل: ولد = أولاد, بنت = بنات, كتاب = كتب قلم = أقلام. ونحو ذلك

كيفية نطق بالحروف المتشابهة مثل: ث ذ ز ظ ع غ ك ق ص س.

نصوص مختارة تتناول الموضوعات الآتية: الأمانة الصدق كالإحسان.

ما يراه المدرس مناسبا لمستوى التلاميذ

من الكتاب المقررة

من ٢٤١ إلى ٢٦٠

نصوص مختارة تتناول الموضوعات الآتية: المستشفى بين المريض والطبيب عن السؤال والجواب مثل: الطبيب: ماأصابك؟ المريض: أصابنى الحمى. وما إلى ذلك

ترجمة بعض الجمل اليسيرة من العربية إلى الإنجليزية

للدروس السابقة.

الترجمة

الحوار

معرفة الجمع من الأسماء

التدريب على بعض الحركف الهجائية

القصص القصيرة

الخط العربى

القرأة

عدد الأرقام

المحادثة

الترجمة

المراجعة

الإمتحان والتصحيح

الأول

الثانى

الثالث

الرابع

الخامس

السادس

السابع

الثامن

التاسع

العاشر

الحادى عشر

الثانى عشر

إلى الثالث عشر

WOLAC TEACHING SCHEMES - SECONDARY SCHOOL

Friday, May 22, 2020

ERC SCHEME OF WORK JSS ONE

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ERC SCHEME OF WORK SSS TWO

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