FEDERAL CAPITAL TERRITORY, ABUJA
J S S THREE (3)
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
Hausa Language------------------------------------ Igbo Language--------------------------------------- Yoruba Language----------------------------------- Basic Science--------------------------------------- Basic Technology---------------------------------- Physical & Health Education------------------- Computer Studies (ICT)_------------------------ Home Economics---------------------------------- Agriculture------------------------------------------- Entrepreneurship---------------------------------- | Islamic Studies------------------------------------ Christian Religious Studies-------------------- Social Studies------------------------------------- Civic Education------------------------------------ Security Education------------------------------- |
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) School Teaching 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 LANGUAGE
ENGLISH STUDIES
JSS3 FIRST TERM
WEEK | THEME | CONTENT | ACTIVITIES |
1. | Resumption Test | Resumption Test | Resumption Test |
2 | Reading | Reading for critical evaluation Reading for critical evaluation Meaning of critical reading and aspect of critical reading | Teacher explains what is required in critical reading, students read materials presented in class e.g. passages on road safety, drug use etc. reading materials e.g. magazines and newspaper cuttings. |
Writing | Revision on composition writing Types of composition Narrative Descriptive Argumentative Expository | To identify different types of composition and list the elements of composition e.g. selected topics and stories. | |
Listening and speaking | Speeches (phonemes) Long and short vowels e.g, /i/ and /i/ bee/be, head/hid, heat/hit, beat/bit | Teacher identifies and produces materials for correct pronunciation of the target sounds in context. | |
Grammatical accuracy | Adverbials and tenses Identification and use of adverbials such as frequency | Read a given passage and identify adverbials and tenses in the passage. | |
Literature | Non-African folktales Features of non-African folktales: didactic, entertaining and archaic. | Narrates non-African folktales and discuss the folktales. | |
3. | Reading | Reading for critical evaluation Essence of critical reading and selected passages on critical reading highlighting:
| Guides and practice critical evaluation of the texts through extensive discussion, either in groups or as a whole class. |
Writing | Composition writing Types of composition Narrative, descriptive, argumentative and expository | To re-arrange ideas generated in logical sequence and produce in logical sequence and produce a draft: introduction, body and conclusion. | |
Listening and speaking | Speeches (Phonemes) Consonants e.g. fall/vim, fish/van; four/love, Mathematics and Machine. | Teacher emphasizes the correct articulatory movements in the pronunciation of the sounds and practices the articulation of the sounds emphasized by the teacher in context. | |
Grammatical accuracy | Adverbials and tenses
| Teacher guides students to read a given passage. | |
Literature | Non-African folktales Features of non-African folktales:
| Teacher leads students to identify the features of the non-African folktale. | |
4. | Reading | Reading for critical evaluation Explanation on the meaning of
| Teacher demonstrates how to differentiate facts and opinions and practice. |
Writing | Composition writing Arrangement of ideas in logical sequence | Teacher leads students to review the draft (edit, proof read, review and amend) | |
WEEK | Listening and speaking | Speeches (Phonemes) Consonant clusters: e.g. respect, principle, tactile, struggle. | Teacher emphasises the correct articulatory movements in the pronunciation of the sounds. |
Grammatical accuracy | Adverbials and tenses Identification and use of tenses e.g. present, past and future using such topics as:
| Practice the use of adverbials and tenses and the use of tenses in sentence. | |
Literature | Non-African folktales Features of Non-African folktales:
| Teacher leads the students to identify the themes of folktales and to identify the moral lessons in non-African folktales. | |
5. | Reading | Reading for critical evaluation Reading for speed techniques
| Teacher explains different methods and conditions for faster reading. Teacher guides students on techniques and selections for fast reading. |
Writing | Composition writing Composition on motor vehicle parts that need regular care e.g. radiator, brake, fluid, engine. | Teacher guides students to write composition on the care of a motor vehicle (internal) | |
Listening and speaking | Speeches (Phonemes) Intonation, stress and rhythm Listening to speeches on the following:
| Selected materials and makes appropriate statements for students to listen to like poems and passages. Excerpts from magazines, newspapers. Students identify accurately the intonation patterns from passages read. Teacher provides sample sentences, paragraphs passages for identification of intonation pattern for questions command and statements. | |
Grammatical accuracy | Adverbials and tenses Adverbs, conjunctions and prepositions Examples of adverbs, conjunctions and prepositions in a given passage e.g.
| Teacher gives examples of adverbs such as really, badly, abroad, often etc. Conjunctions: e.g. and, or, but etc Prepositions: e.g. in, by, out etc The adverbs, conjunctions and preposition. | |
Literature | Lesson from myths/legends African and non-African tales comprising of myths and legends | Teacher narrates a myth/legend to the students, students listen, the teacher leads students to retell and explain the themes of the myth/legend. | |
6. | Reading | Reading for Summary Importance of reading for speed:
| Teacher guides students to see the link between reading for speed and comprehension and students practice reading, scanning, skimming and normal-rate reading. |
Writing | Letter writing Types of letter writing (informal and formal) | Teacher guides students to identify the types of letter writing and formats of letters. | |
Listening and speaking | Speeches (Phonemes) Listening to speeches on the following:
| Teacher provides sample sentences, paragraphs and passages, students practice with different passages to identify the correct points of pauses, and appropriate rhythm. | |
Grammatical accuracy | Adverbial, conjunctions and prepositions Functions of adverbs, conjunctions and prepositions. | Teacher leads students to identify the features and functions adverbs, conjunctions and prepositions in the passage. | |
Literature | Lesson from myths/legends Moral lessons from given myths/legends Myths-Story about ancient gods and heroes and monsters. Legends-An old traditional story that is usually not true. | Teacher guides students to identify the moral lessons in given myths and legend and students identify the moral lesson from myth/legend. | |
7. | Reading | Reading for critical evaluation Suitable passages/stories that illustrate topic sentences, key ideas and expressions that redirect attention to main points on:
| Teacher presents materials like magazine cuttings, course books, supplementary readers, pictures of fully kitted road traffic management officials and other relevant materials. Teacher guides students to identify topic sentences and key ideas in different paragraphs/passages students read the materials, identify topic sentences and key ideas and identify words and expressions that emphasis main points. |
Listening/speaking | Speeches (phonemes) Diphthongs e.g. /ei/ rail, sail, date, late. /ou/ load, road, coat, boat /i/ fierce, theatre, hero, serious /ai/ child, wild, mild, might /au/ stout, rout, drought, bout | Teacher stresses the distinction exemplified in minimal pairs e.g. /t/ tins, /th/ things, /d/ den. Students practice the differences in sounds exemplified in minimum pairs. | |
Writing | Formal letter
| Teacher leads students and writes a model formal letter format e.g. sample of formal letter. Students copy the teacher’s model addresses. | |
Grammatical accuracy | Adverbial and tenses Identification and use of tenses e.g. present, past and future using such topics as:
| Identify adverbials and tenses in the passage and practice the use of adverbials and tenses. Use passages, manuals, texts and sentence strips. | |
Literature | Prose Types of prose:
| To identify different types of prose from story books, supplementary readers, other relevant materials. | |
8. | Reading | Reading for summary Suitable passages/stories that illustrate topic sentences, key ideas and expressions that redirect attention to main points on:
| Teacher guides students to use appropriate words and expressions to emphasis main points. |
Writing | Letter writing: formal Letter writing formal conventional form of two addresses:
| e.g. (1) Writer’s address (2) the person the letter is written Opening: Dear sir or madam Correct heading with capital letter s and underline the heading. Guide students to write a letter and the students write formal letter
| |
Listening/speaking | Speeches: intonation, stress and rhythm Listening to speeches on the following: Inter-ethnic Marriages, highlighting. Correct intonation, stress and rhythm | Provide passage, identify accurately the intonation pattern for questions, commands and statements and also respond to commands using different intonation patterns provide (a) sentences strips (b) excepts from magazines, newspapers (c) tape recorder | |
Grammatical accuracy | Adverbial, conjunction and preposition Functions of adverbs conjunctions and prepositions. | Teacher guides students to identify the functions of adverbs, conjunctions and prepositions and make sentences using adverbs, conjunctions and prepositions. | |
Literature | Prose Features of prose e.g.
| Teacher guides students to list the features and engage the students in discussion of the story line in short stories. | |
9. | Reading | Reading for summary Suitable passages/stories that illustrate topic sentences, key ideas and expressions that redirect attention to the main points on:
| Teacher introduces resource persons and guide students to interact with them, students ask and answer questions from resource persons and write down the key point of the lesson as summarized. |
Writing | Letter writing: (informal) Informal letter-one address:
| Teacher writes a model format sample of informal letter. Guides the students to write informal letter:
| |
Listening/speaking | Speeches: intonation, stress and rhythm Passages and poems, highlighting correct intonation, stress and rhythms. | Present sample poems and plays for controlled and intensive practice and recorded materials for controlled practices. | |
Grammatical accuracy | Active and passive verbs Identification of active and passive verbs e.g. active verb: “The cat chased the mouse” Passive verb: “The leaves are being eaten by caterpillars”. | Teacher defines active and passive verbs e.g. (a) What is active verb? (b) what is passive verb. Explains to the students. | |
Literature | Prose Types of prose
| Engages the students in discussion of a narrative story and descriptive prose. | |
10. | Reading | Reading for summary Selected passages on critical reading highlighting:
| Teacher demonstrates how to differentiate between facts and opinions and practice how to differentiate facts from opinions. |
Writing | Composition, writing, exposition Elements of composition:
Arrangement of ideas in logical sequence | Teacher guides students to list elements of composition and lead students to re-arrange ideas generated in logical sequence, draft of composition, renew the draft (edit, proof read, review and amend) students write a composition. | |
Listening/speaking | Speeches: (Phonemes) Consonant cluster e.g. respect, principle, tactile, struggle. | Teacher emphasises the correct articulatory movements in the pronunciation of the sounds. | |
Grammatical accuracy | Active and passive verbs Passive verbs Identification of active and passive verbs in given passages on:
| Teacher leads the students to read a given passage and guide them to identify active and passive verbs in passage. | |
Literature | Prose Features of prose:
| Teacher guides the students to write a story and list features of prose. | |
11. | Reading | Reading for summary Empowers us to read a lot of materials such as:
Help us to cultivate the skill of referencing | Students read appropriately various reading materials and answer comprehension questions that demonstrate mastery of selected materials. |
Writing | Various types of composition writing: Narrative Descriptive Expository Argumentative Composition on: motor vehicle parts that need regular care e.g. ‘radiator’, ‘engine’, ‘brake’, ‘fluid’ etc | Diagram of a motor vehicle showing regular activities, regular care material e.g. water brake fluid, engine oil etc. Produce first draft of the composition and guide the students to write. | |
Listening/speaking | Speeches: intonation, stress and rhythm Making statements, commands and questions using the correct stress, intonation and rhythm. | Teacher provides sample sentences, paragraphs and passages, poems and plays, tape recorder, students practice different passages to identify the correct points of passes, appropriate rhythm and answer questions respond to commands using different intonation patterns. | |
Grammatical accuracy | Modal forms Identification of modals from selected passages based on the following:
| Teacher provides passages from recommended texts, supplementary, readers, read and discuss. | |
Literature | Poetry Poetry types e.g. (a) dirge, epic, lyric, dramatic etc | Teacher provides poetry books, read selected poems discuss and explain the content of the poems. Identify and list different types of poetry e.g.
| |
12 | Reading | Reading for speed Surveying/scanning for main points | To correctly survey and scan while reading selected reading. |
Writing | Summary Writing Identification of topic sentences from given paragraphs/passages | Identifying accurately topic sentences from paragraphs in selected newspaper/magazine cutting and course books. Summarize given passages or paragraphs. | |
Listening/speaking | Speeches: Intonation, stress and rhythm Making statements, commands and questions and questions using the correct stress, intonation and rhythm | Teacher makes statements, ask questions, gives commands using appropriate intonation patterns. | |
Grammatical accuracy | Active and passive verbs Making sentences with active and passive verbs e.g. ‘The cat chased the mouse’ (active verb) “The leaves are being eaten by caterpillars” (passive verb) | Teacher makes correct sentences using active and passive verbs | |
Literature | Poetry Poetry language
| Identify two aspects of the language of poetry and write two simple poems. | |
13. | Revision | Revision | Revision |
14. | Examination | Examination | Examination |
ENGLISH LANGUAGE
J S S 3SECOND TERM
WEEK | THEME | CONTENT | ACTIVITIES |
1 | Resumption test | Resumption test | Resumption test |
2 | LISTENING/SPEAKING Intonation, stress and rhythm | 1. Listening to speeches on the following: - Human right - Gender issues - Value orientation (e.g. honesty, punctuality etc.) - Peace Education - Drug Abuse - Global warming etc, high light correct intonation, stress 2. Making statements, commands and questions using correct stress, intonation and rhythm. | 1. Identify correct intonation patterns for statements, questions and commands. 2. recite poems using appropriate rhythms |
WRITING Composition | Types of composition: narrative, descriptive, argumentative, expository etc. | Practice writing on practically given topics, e.g. narrative, descriptive, argumentative, expository etc. | |
GRAMMATICAL ACCURACY Speech adverbial | Adverbial and tenses, adverbial of: manners, purpose, frequency, reason etc. | 1. Read given passages to identify adverbial and tenses 2. Use adverbials and correct tenses in sentences. | |
READING Reading for speech and accuracy | Reading techniques such as surveying, scansion and skimming. | 1. Explain different methods of foster reading. 2. Write notes on techniques of fast reading 3. Practice reading fast | |
LITERATURE Prose | Types of prose (fiction/non fiction): narrative and descriptive | Students to: 1. Read short stories 2. List features of prose and explain themes in the read stories. | |
3 | LISTENING/SPEAKING Phonemes | 1. Long and short vowels /i/ Bee /i/ be Heed hi Heat hit 2. consonants and clusters e.g. four/vim, fish/van Clusters= respect, principle, struggle, etc. 3. diphthongs e.g. /ei/ = rail, sail, date, late, etc. /ou/ = coat, boat, road, …… /ai/ = child, wild, might, mild, …… | 1. Identifies/produces materials for the correct pronunciation of the target sounds in context. 2. Practice the articulation of the sounds. |
WRITING Summary writing | Essentials in summary writing - identification of topic sentences - identification of key ideas from different passages | 1. Reading selected passages for summary. 2. Identify at least two main ideas from a passage. | |
GRAMMATICAL ACCURACY | Identification of weak forms, word boundaries e.g. above, alone abound | 1. Write out words with weak forms, order of merit e.g. butter and bread, leader of etc. | |
READING Reading critical evaluation | 1. Meaning of critical reading. - Aspects of critical and its essence - select passage in critical work. | 1. Select passages and practice reading for critical evaluation. | |
LITERATURE Prose | Reading of the recommended text (Prose) | 1. Read and explain the recommended prose. | |
4 | LISTENING/SPEAKING | i. Phrases and question tags ii. Phrases =e.g. a crop of ideas, a queue of traffic etc. iii. Question tags e.g. - Dapo is a naughty girl, isn’t she? (No, she isn’t) | 1. Practice more of the question tags from the text book. 2. Call students out to converse on tags and answers. |
WRITING Writing skills | 1. Summary writing 2. Essentials of summary | 1. Select and read appropriate materials for topic sentences and main ideas. | |
GRAMMATICAL ACCURACY Modifiers (Adjectives & adverbs) | Use of words that modify (adjective & adverbs) “smell, colour” etc. | 1. Select and bring colours to class for recognition and discussion. | |
READING Reading to grasp meaning | Reading composition passages from selected text | 1. Select a relevant passage. 2. Read in class, answer questions and explain content. | |
LITERATURE Prose | Reading recommended prose text | Class room reading of the prescribed text | |
5 | LISTENING/SPEAKING Composition passage | Reading a descriptive composition aspects of descriptive | Teacher selects a descriptive passage for reading in class. - Identify the features that make it descriptive. Describe your classmate. |
WRITING Writing skills | Narrative composition | 1. Write a narrative essay in the fight you witness recently. | |
GRAMMATICAL ACCURACY Grammatical structure and usage | Introduction to synonyms. Words that mean nearly the same or exactly the same. | Select and practice words and their synonyms. | |
READING Chanting a poem | Chanting a poem: observing the metric pattern, rhyme and other sound effects | 1. Select poem to be read out aloud 2. Reciting a poem that rhymes. | |
LITERATURE Reading Prose | Reading the recommended prose text. | 3. Students should read in turns as directed by teacher. | |
6 | LISTENING/SPEAKING | Speaking skills (conversation among students) | Students should ask and answer question among them to show a pattern of conversation. |
WRITING Writing skills | Summary writing | Students to summarize a passage in a given number of words sentences or paragraphs. | |
GRAMMATICAL ACCURACY Model verbs and adverbials. | Using modal verbs and adverbials to express willingness and unwillingness. | 1. Use modals and make correct sentences. 2. Express willingness and unwillingness. 3. Give further examples of modal forms | |
READING Reading for points | Reading selected passages for main points | A passage to be selected and read. | |
LITERATURE Prose | Reading recommended prose text | 1. Class room reading of the prescribed text. 2. An assignment on the prose text | |
7 | LISTENING/SPEAKING | Asking and answering questions | Students to be paired to ask and answer questions on general academic issues. |
WRITING Letter writing | Informal letters: - Letter to parents - Letter to friends - Close relations etc. | 1. Sample letters be studied from the main text. 2. Features of informal letter be further emphasized. | |
GRAMMATICAL ACCURACY Word building | Using suffixes to form new words from root words | Practice formation of new words using suffixes e.g. Time – timely, advantage – advantageous etc. | |
READING Critical evaluation | Reading to analyze, judge and give opinion. | Selected passages to be read and criticized.. | |
LITERATURE Prose reading | Reading the recommended text (prose) | 1. Paired reading to be done 2. Explanatory notes be given. | |
8 | LISTENING/SPEAKING | Consonant sounds /h/ in h- occurring and non – occurring words. | Words to consider such as Home (Hour), House (Honour) etc. |
WRITING Letter writing | Informal letter its (futures) Address, date, salutation, body, complementary, close, first name of the writer only. | 1. Sample of informal letters be considered from the text. 2. Students to practice informal letter. | |
GRAMMATICAL ACCURACY Conjunctions | The use of conjunctions, prepositions and interjections. | Students to practice using “and”, “because” etc. Hello etc. | |
READING Summary | Summarizing in a number of sentences. | A selected passage to be read and summarized. | |
LITERATURE Prose reading | Reading the prose text for themes, characters and plot structure. | The recommended prose text be read and explained in class. | |
9 | LISTENING/SPEAKING Intonation pattern | Intonation stress pattern on speeches involving conflict resolution, gender issues, giving instructions. | A suitable topic be chosen for discussion to show intonation pattern. |
WRITING Letter writing | Writing informal letters, letters of appreciation, letter of complaint | A model letter from the students’ text be reviewed. | |
GRAMMATICAL ACCURACY Use of parts of speech | The use of conjunctions, prepositions and interjections | 1. Make sentences using conjunctions 2. Make sentences using prepositions and interjections. | |
READING Comprehension | Listening to comprehension passage taken from students’ prescribed text. | A passage be treated in class. | |
LITERATURE Prose | Reading the text for mood, tone, symbolism and imagery. | Read the presented text to get the techniques and explain their usage. | |
10 | LISTENING/SPEAKING Consonant sounds | Contrasting the voiceless /ɵ/ and the voice /ə/. | 1. Practice the use of /ɵ/ in words such as: thought, think, through etc, |
WRITING Writing skills in letter writing | Revising formal letter Types: = letter to business organization, = letters of application for employment = letter of query etc. | 1. Class work to write an application letter for employment as a clerk or teacher. | |
GRAMMATICAL ACCURACY Verbs | Modal verbs and other forms of expressing a wish | 1. Indicate correctly modals from selected passages. 2. Give own examples of direct and indirect modals e.g. ” I may see you tomorrow” (Direct) “He said he might see you the following day” (Indirect) | |
READING Reading for points | Reading for major and minor points. Selected passage from the students’ prescribed text. | Students to read and draw out the points from given passages. | |
LITERATURE Poetry study | Reading the recommended poem for theme, structure and symbolism. | 1. Read and explain the recommended poem. 2. Assignment (Home work) to analyze the theme(s) and bring the symbols used. | |
11 | Revision | Revision | Revision |
12 | Examination | Examination | Examination |
ENGLISH LANGUAGE
J S S 3THIRD TERM
WEEK | THEME/SKILL | TOPIC | CONTENT | ACTIVITIES |
1 | Resumption test | Resumption test | Resumption test | Conduct of resumption test |
2 | Listening and speaking | Consonant sounds | Consonant /Ѳ/ and /ā/ contrasted in words and sentence contexts. E.g. cloth/clothe, breath/breathe, thanks/then | Make a list of words with /Ѳ/ sounds Make a list of words with /ā/ sounds. Use them in sentence contexts. |
Grammatical accuracy | Verbs | Using model verbs and other forms to express permission. | Practice the use of verbs in roper context to take permission/give permission. | |
Reading | Identifying active and passive verbs | Reading passages on (a) Dangers of premarital sex (b) the right to education (c) consequences of negative peer pressure. | Read a given passage to identify active & passive verbs. Teacher guides students to make such sentences. | |
Writing | Skills in writing a poem. | Composing a simple poem in a concise, unique but high language. | Teacher writes a simple narrative poem Identify different types of poems. | |
Literature | Drama | Introduction to the prescribed dramatic text e.g. ‘trafficked victims’, dinner for promotion. | The prescribed drama text to be read in class-students as characters. | |
3 | Speech (listening and speaking) | Consonant sounds usage. | Consonants/s/ and/S/ contrasted in word and sentence contexts. Eg. Save /shave, suit/shoot, sleep/ship etc. | Make a list of words with /s/ sound. Make a list of words with /s/ sound Make speech/sentence with the words. |
Reading | Reading to grasp meaning | Reading passages to grasp meaning in various context. | Select passage form student’s text to read. Answer question to show understanding. Distinguish form facts and opinions. | |
Grammatical accuracy. | Correct use of verbs. | Using modal verbs to express obligation and necessity. Eg ought’, might. | Practice the use of modal verbs to express obligation and necessity. | |
Writing | Writing skills | Descriptive composition ways to describe accurately | Teacher to mention the various aspect of good description : (external features/internal features) Students to write a description of a given subject (person, thing, process). | |
Literature | Biography | Biography of the playwright (the prescribed drama text) | The teacher should give a vivid biography of the playwright for understanding. | |
4 | Speaking and listening (speech work) | Consonant sounds | Consonant sounds /p/ and /b/ contrasted in word and sentence usage. Eg. Peace/beat, purse/bus, parch/batch etc. | Make a list of words with /p/ sounds Make a list of words with/b/ sounds Make speech/sentences with the words. |
Grammatical accuracy | Verbs | Modal verbs for expressing possibility. | Practice the use of modal verbs to express possibility. | |
Reading | Reading for evaluation | Reading form student text for evaluation. | Read selected passage and answer the question on it. | |
Writing | Writing Skills | Expository composition: Techniques of writing exposition. | List out various techniques in expository liability. Practice writing an expository essays eg. Processing Garri/weaving etc. | |
Literature | Drama | Introduction to the theme, setting and plot of the prescribed drama txet. | Read the txet to explain theme setting (place & time) and plot in the text. Explain the concepts. | |
5 | Speech | Speaking & listening | Speaking skills: conversation among students. Conversation between senior and senior etc. | Pair student to talk on a given topic. Eg. What you love doing best. Pair senior to talk to junior in age. |
Grammatical accuracy | Ability | Modal for expressing ability. | Practice the use of modal verbs for expressing ability. | |
Writing | Writing skills | Writing a fare well speech | List features of speech State who and how to write fare well speech. | |
Reading | Reading for comprehension | Listening/Reading to comprehend. Selected passage form student text. | Read a given passage Answer question on comprehension | |
Literature | Review | Discussion of the text and summary of it. | The prescribed text should be discussed. | |
6 | Speech | Listening and speaking | Asking and answering questions | Practice asking and answering question form Adults, Peers and Mates. |
Reading | Comprehension | Reading selected passage form student text for comprehension. | Pick and practice a passage. | |
Writing | Writing skills | Summary writing: summarizing points. | Practice a summary passage from the students book | |
Grammatical accuracy | Ability | Modals for expressing ability | Practice the use of modal verbs for expressing ability. | |
Literature | Reading | Highlight of the main characters and events in the text. | List out the main characters in the prescribed text (drama) and discss. List out main events and discuss. | |
7 | Speech (listening/speaking) | Intonation | Rising and falling tone. Speaking in high temper and low temper. | Practice speaking with rising and falling tone. |
Writing | Writing skills | Diary and record keeping | Vital points in keeping records and diary. Practice recording information. | |
Reading | Reading skills | Reading for maximum retention and recall (form students text). | Choose appropriate passage to read for retention and recall Answer question bothering on retention and recall of information. | |
Grammatical accuracy | Adverbials | modes of expressing restriction using adverbials. | List out adverbials Practice using them to express restriction. | |
Literature | Reading | Revision of treated literature texts. | Practice answering past question on the treated literature texts. | |
8 | Revision | Revision | Revision work | Revision using past question papers. Treating student’s question as they ask. |
9 - 12 | Examination | Examination | Examination | Conduct/invigilation of examinations |
MATHEMATICS
MATHEMATICS
FIRST TERM JSS 3
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | BINARY NUMBERS i. Addition and subtraction of binary numbers ii. Multiplication and division of binary numbers iii. Solving Quantitative Reasoning problems on binary numbers. | Students: i. Add binary numbers ii. Subtract binary numbers iii. Multiply binary numbers iv. Divide given binary numbers v. solve Quantitative Reasoning problems Instructional Resources: Flash cards |
2 | BINARY NUMBERS CONT. i. Conversion from base ten to binary ii. Conversion from binary to other bases. iii. Applying binary numbers as two way classification system using punch card. iv. Using computer to do simple mathematical calculations. | Students a. change numbers from base 10 to base 2. b. change base 2 numbers to base 10 or any required base. Instructional Resources:
|
3 | DIRECT AND INVERSE PROPORTION i. Direct proportion ii. Indirect proportion iii. Apply direct and inverse proportions to practical problems. | STUDENTS: i. Solve problems on direct and inverse proportion including practical problems. Instructional Resources: Direct and inverse proportions chart |
4 | RATIONAL AND NON-RATIONAL NUMBERS i. Identifying rational and non-rational numbers. ii. Determining the approximate value of some non-rational numbers. iii. Determining the approximate value of pi. iv. Finding reciprocals. | Students:
Instructional Resources: Chart showing some non-rational numbers. |
5 | PLANE FIGURES Problems in measuration involving: i. Area of triangles ii. Area of parallelograms iii. Area of trapezium iv. Area of circles and sectors v. Word problems involving area. | Students:
Instructional Resources: Models of indicated shapes (Triangles, Circles etc.) |
6 | FACTORIZATION OR ALGEBRAIC EXPRESSION Factorization of expressions of the form: i. ax+ay ii. 3m+pq+3p+mq iii. a2 – b2 iv. a2 – 2ab + b2 v. Word problems involving factorization. | Students:
Instructional Resources:
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7 | EQUATIONS INVOLVING FRACTIONS i. Solving simple equations involving fractions. ii. Word problems leading to simple equation involving fractions iii. Simplifying expressions involving brackets. | Students:
Instructional Resources: Flash cards of simple equations involving fractions. |
8 | SIMULTANEOUS EQUATIONS i. Solution of simultaneous equations by substitution method ii. Solution by elimination method iii. Applying substitution and elimination method of solving simultaneous equations to real life activities. | Instructional Resources: Flash cards with simultaneous linear equations. |
9 | GRAPHICAL SOLUTION OF SIMULTANEOUS EQUATIONS i. Compiling table of values for simultaneous linear equations. ii. Solving problems involving simultaneous linear equations in 2 variables graphically. | Students:
Instructional Resources: i. chart of table of values ii. graph board iii. flash cards with simultaneous linear equations. |
10 | VARIATION i. Definition of variation ii. Direct variation y=kx iii. Inverse variation y= k/x | i. Solves problems on direct variation ii. solve problems on inverse variation. Instructional Resources: -flash cards -source for relevant information on direct and inverse variation. |
11 | VARIATION i. Partial variation y=kx+c ii. Joint variation y = kpq, where k is a constant. | Students: |
12 | WORD PROBLEMS i. Translate word problems into numerical expression ii. Interpreting and solving given word problems. | Students:
Instructional Resources: Flash cards |
13 | Revision | Revision |
14 | Examinations | Examinations |
MATHEMATICS
SECOND TERM JSS 3
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | CHANGE OF SUBJECT OF FORMULA i. Changing subject in a formula ii. Simplifying expression by substituting in formula. | Students: i. Re-write a formula with a new subject ii. Substitute values into a given formula Instructional Resources: Flash cards of formula |
2 | COMPOUND INTEREST i. Revision of simple interest ii. Solving problems on compound interest iii. Applying the use of compound interest in daily life activities. | Students:
Instructional Resources: Source for information on compound interest e.g. fixed deposits. |
3 | VIEWS, PLANS AND SKETCHES Drawing views and plans of common solids i. cube and cuboids ii. cone iii. cylinder iv. sphere v. prism | Students:
Instructional Resources: Models or cubes, cuboids, cylinders etc. |
4 | PROBABILITY i. Define probability ii. Use probability to estimate the outcomes of real-life problems involving chance. iii. Express probability as a fraction iv. Determine the probability of events such as throwing a die, picking a ball from a bag etc. | Students;
Instructional Resources: Dice, balls, marbles, coins. |
5 | SIMILAR SHAPES a. Identify similar figures : i. Triangles (ii) Rectangles iii. Squares, (iv) Cubes v. Cuboids. b. Identify the presence of similar shapes in the environment. | |
6 | ENLARGEMENT AND SCALE FACTOR i. Meaning of enlargement and scale factor ii. enlargement shapes using scale factor iii. Calculating and comparing lengths areas and volumes of similar figures iv. Quantitative Reasoning involving similar shapes. | Students: i. Identify and collect similar shapes ii. describe the meaning of enlargement and scale factor iii. enlarge shapes using scale factor. Instructional Resources: Similar shapes of triangles, rectangles, squares etc. |
7 | TRIGONOMETRY i. Identify sine, cosine and tangent of an acute angle as ratios of sides of a right-angled triangle. ii. using trigonometric ratio to solve practical problems iii. applying trigonometric ratios to solve word problems. | Students: Obtain since ratio of a given acute angle. Instructional Resources: - Models of right-angled triangles - Flash cards with different problems. |
8 | SOLID SHAPES Problems in measuration involving: i. volume of cylinders, cones ii. surface areas of cylinder and cones. | Students:
Instructional Resources: - Cylindrical shapes. - Models of cones |
9 | CONSTRUCTION i. Bisecting of line segments ii. Bisecting of angles iii. Constructing simple shapes | Students:
Instructional Resources: -Mathematical set -Chalkboard construction set. |
10 | CONSTRUCTION i. construction of angles of various sizes 90o, 60o, 45o, 30o ii. copying a given angle iii. Constructing simple shapes. | Students:
Instructional Resources: - Mathematical set - Chalkboard construction set. |
11 | Revision | Revision |
12 | Examinations | Examinations |
MATHEMATICS
THIRD TERM JSS 3
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | STATISTICS i. Calculating mean of a given data from raw scores ii. Obtaining median iii. finding mode iv. Finding the range of any given date v. Calculating mean and median from frequency table. | Students: Find the range, mean, median and mode of a given data. Instructional Resources: Source data from the school e.g. age of students. |
2 | STATISTICS (DATA PRESENTATION) i. Frequency table ii. Pictograms iii. Ordering or ranking data iv. Representing and interpreting data on a bar chart v. Representing and interpreting data on a pie chart. | Students:
Instructional Resources: Model pie charts and bar charts. |
3 | VARIATION Revision of problem solving involving: i. direct (ii) inverse (iii) joint iv. partial variation. | Students:
Instructional Resources -Source data on the different types of variation. -Flash cards. |
4 | APPROXIMATION Revision of approximation of numbers to: i. decimal place ii. significant figures iii. required degree of accuracy | Students:
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5 | FRACTIONS (Revision) i. Addition and subtraction of fractions ii. Multiplication and division of fractions. iii. use of order of operations in simplifying expressions with fractions. iv. Simplifying algebraic fractions with monomial denominators. | Students:
Instructional Resources: Flash cards. |
6 | RIGHT-ANGLED TRIANGLES i. Use of Pythagoras rule in finding missing sides of triangles. ii. Pythagoras triples iii. Finding trigonometric ratios of sine, cosine, and tangent using sides of right angled triangles. | Students:
Instructional Resources: Flash cards with different problems. |
7-13 | Revision and BECE Examinations | Revision and BECE Examinations |
NIGERIAN LANGUAGES (NL)
HAUSA LANGUAGE L1 FIRST TERM
ZANGO NA DAYA AJI UKU
MAKO | BATU/KUMSHIYA | AYYUKA |
1 | HARSHE: Garbatar da jimla mai harshen damo. Misalimyaron nana baki gare shi, ta ci wake, yaron ya koma. | |
2 | HARSHE: Takaitaccen bayani akan lokutan Hausa. Misali – lokaci mai zuwa, lokacin yanzu da lokaci wanda ya gabata | |
3 | ADABI: Nazarin saukakan rubutattun waƘoƘi masu ɗango biyu-biyu zuwa uku-uku. | |
4 | ADABI: Gabatar da bayani akan rubtun zube. | |
5 | AL’ADA: Ma’anar tsaro da nau’o’ina. Misali – tsaron kai, gida, gari, kasa ds. | |
6 | AL’ADA: Ma’anar sana’a da ire-irenta. Misali – noma, Ƙiwo, rini, Ƙira, saƘa, dukanci, jima, ɗinki, gini, ds. | |
7 | HARSHE: Amfani da baban baki ko karami a inda ya dace. | |
8 | ADABI: Ci gaba da nazari akan zaɓaɓɓun rubutattaun waƘoƘi. (A kula da zubi da salonta tare da jigonta) | |
9 | AL’ADA: Bayani akan hukumomin tsaro da irin ayyukansu. Misali- yau sauda, soja (sama, kasa, ruwa) kwastan, jamian kula da shiga da fice, yau saudan – ciki, da ganduroba. | |
10 | AL’ADA: Tsokaci akan muhimmancin sana’a. misali – dogaro da kai, kare mitunci, samun abin masarufi, haɓaka tattalin arziki ds. | |
11 | ADABI: Ci gaba da nazari akan rubutun zube , misali- kula da zubi da tsarin labari tare da jigonsa. | |
12 | HARSHE: Haɗawa ko raba Ƙalmomi inda ya dace. Misali- kodayaushe, ci gaba, barkonon-tsohuwa, matsattsaku, shasshaka, ds. | |
13 | Bitar aikin baya/maimaitawa | |
14 | Jarabawa |
HAUSA LANGUAGE L1 SECOND TERM
ZANGO NA BIU AJI UKU
MAKO | BATU/KUMSHIYA | AYYUKA |
1 | HARSHE: Ma’ana da nau’o’in fassara. Misali – ta baki (tafinta), da ta rubutu. | |
2 | ADABI: Nazari da bayanin zababbun rubutattun wasan ƘwaiƘwayo. | |
3 | ADABI: Ma’anar adabin baka da rukunoninsa. Misali – waƘoƘin baƘa, tatsuniyoyi, labaran gargajiya, zaurance, Karin nagana, waƘoƘin makaɗa ds. | |
4 | AL’ADA: Ma’anar kare-saye da haƘƘoƘin kare saye. (kiyaye haƘƘoin mai saye daga mai sayarwa). Misali – samum biyan buƘata, rashin illa ga lafiya, samum bayani, ds. | |
5 | AL’ADA: Nazari akan hanyoyin haɓaka tattalin arziki na zamani. Misali – noma da kiwo na zamani, sarrafa kayan abinci. | |
6 | HARSHE: Cikakke bayani akan rubutacciyar fassara. Misali – fassara mai yanci da mara yanci. | |
7 | ADABI: Ci gaba da nazari akan rubutaccen wasan ƘwaiƘwayo. (kula da jigo da salon wasa) | |
8 | ADABi: Ci gaba da bayani akan ruƘunonin adabin baƘa. | |
9 | AL’ADA: Ci gaba da bayani kan haƘƘoƘin kare saye. Misali – haƘƘin zaɓi, kai kuka, ilimantar da kai, koke ds. | |
10 | AL’ADA: Ci gaba da nazarin hanyoyin habaka tattalin arziki. Misali – sana’o’in hannu na zamani, da cinikayyar zamani | |
11 | Bitar aikin baya/maimaitawa | |
12 | Jarabawa |
HAUSA LANGUAGE L1 THIRD TERM
ZANGO NA UKU AJI UKU
MAKO | BATU/KUMSHIYA | AYYUKA |
1 | ADABI: Ma’anar rubutaccen adabi da ruƘunoninsa | |
2 | AL’ADA: Ma’anar da misalan keta haddi. Misali – satar mutane, safarar mutane, azabtar da yara da gallazawa mata. | |
3 | HARSHE: Bayani kan auna fahimta da nau’o’in sa. Misali – na wayar da kai, fasaha da ƘirƘire-ƘirƘire. | |
4 | ADABI: Ci gaba daa cikakken bayani akan rukunonin rubutaccen adabi. Misali – rubutun zube, rubutacciyar waƘa da wasan ƘwaiƘwayo. | |
5 | HARSHE: Ci gaba da bayani akan auna fahimta. Misali - fasahar Ƙwanfuta da sadarwa | |
6 | AL’ADA: Illolin keta haddin al’umma. Misali – karuwanci, Ƙangarewa, shaye-shaye, hauka, ds. | |
7 | Bitar aikin baya/maimaitawa | |
8 | Jarabawa |
HAUSA LANGUAGE L2 FIRST TERM
ZANGO NA DAYA AJI UKU
MAKO | BATU/KUMSHIYA | AYYUKA |
1 | HARSHE: Ƙa’idojin rubutu misali-amfani da babban bakiko Ƙaramin baki inda ya dace. | |
2 | HARSHE: Koyar da alamomin rubutu. Misali-aya, waƘafi, karan ɗori, alaman motsin rai, baƘa biyu ds | |
3 | HARSHE: Koyar da kiɗaya daga 100-1000 | |
4 | HARSHE: Sunayen zahiri da badini misali-zafi, sanyi, iska, teburi, mota, kujera, d.s. | |
5 | HARSHE: Ma’anar insha’i da rabe-rabensa (na labari, muhawara, bayani, rubutun wasiƘa.dis) | |
6 | HARSHE: Sigar rubutun wasiƘa misali-adireshi, kwanun wata, gaugaur jiki. d.s. | |
7 | HARSHE: Hadawa ko raba Ƙalmomi inda ya dace. | |
8 | ADABI: Ma’anar Ƙarin magana da misalai. Misali-komai nisan jifa……..rabon Ƙwado…..d.s. | |
9 | HARSHE: Tambaya da amsa, hira tsakanin aboki. | |
10 | HARSHE: Koyar da rubutu da karatu a aji. | |
11 | ADABI: Koyar da halin da mutum ke ciki misali-farin ciki, juyayi, bakin ciki (labarin zucuja a tambayi fuska) | |
12 | HARSHE: Ma’anar ingausa tare da misali. Misali-zanje makaranta, ya tafi kasuwa d.s. | |
13 | Bita/maimaita aikin baya |
HAUSA LANGUAGE L2 SECOND TERM
ZANGO NA BIU AJI UKU
MAKO | BATU/KUMSHIYA | AYYUKA |
1 | HARSHE: Ma’anar fassara da rabe-rabenta | |
2 | HARSHE: Fassara Ƙalmomin turanci zuwa hausa. Misali-fassara Ƙananan jinloli da gajerun labarari. | |
3 | ADABI: Wayar da kai game da ciwon sida (hiv),da shan miyagun kwayoyi. | |
4 | HARSHE: Kara Ƙarfafa bayani kan auna fahimta | |
5 | HARSHE: Koyar da Ƙalmomi tare da Ƙishiyoninsu.misali-rayuwa-mutuwa,zauna-tashi d.s. | |
6 | AL’ADA: Abincin hausawa (ganyayen da hausawa keci) misali-zogale,rama,dinkin,kauci,yadiya,alayyahu d.s. | |
7 | AL’ADA: Ma’anar sana’a da rabe-rabenta (ta mata da ta maza) | |
8 | AL’ADA: Bayani kan sana’ar noma da kiwo | |
9 | AL’ADA: Bayani a kan Ƙira da wanzanci | |
10 | AL’ADA: Bayani kan sana’ar fawa da su. | |
11 | Bita/maimaita aikin baya | |
12 | Jarabawa. |
HAUSA LANGUAGE L2 THIRD TERM
ZANGO NA UKU AJI UKU
MAKO | BATU/KUMSHIYA | AYYUKA |
1 | ADABI: Manar rubutaccen adabi da ire-irensa misali-rubutun zube; wasan ƘwaiƘwayo, rubutattun waƘoƘi). | |
2 | ADABI: Ci gaba da bayani adabi. | |
3 | AL’ADA: Ma’anar maganin gargajiya da ire-irensa. misali-turare,shafi,sake-safi,sabara,dauri,d.s. | |
4 | HARSHE: Fassara Ƙananan Ƙalmomi | |
5 | Bitar aikin. zangon karatu na ɗaya da na biyu. | |
6 | Bitar aikin zango karatu na uku. |
ASỤSỤ IGBO (L1)
JSS 3 TAM NKE MBỤ
IZUỤKA 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12 13. 14. | ISIOKWU / NDỊNISIOKWU ỌNỤỌGỤGỤ (0-1000) 1. Ịgụ ọnụọgụgụ (0-5000) 2. Ịgụ ọnụ ọgụgụ na-agarirị (501-1000) OMENALA a) Nkọwa Omenala b) Ịgụ nwa aha na ndị o metụtara c) Ịhụ nwata eze na ndị o metụtara d) Mgbanwe na-abatagasị n’omenala ndị a AGỤMAGỤ: ỊGỤ IDUUAZỊ A HỌPỤTARA a) Nkọwaodee akwụkwo,isiokwu, ndị nisiokwu akụkọ ya b) Ọgụgụ akwụkwọ iduuazị c) Nkọwa mkpụruokwu na okwu ọhụrụ batara n’ihe a gụrụ OMENALA A i) Nkọwa Omenala ii) Ile ọbịa na mkpọpụta ihe ndị ụfọdụ ndị Igbo ji ele ọbịa. Ya bụ ihe ndị na- anọchi anya ọjị. B) Ọmụmụ ilu na nkọwa ilu ụfọdụ dị mfe. AGỤMAGỤ: IDUUAZỊ 1. Ọgụgụ akwụkwọ Iduuazị a họpụtara 2. Nkọwa usoro okwu na okwu ọhụrụ ndị bata n’ihe a gụrụ 3. Ntụle agwa ndị gbara elu n’iduuazị 4. Nchịkọta akwụkwọ ejije na ihe mmụta sitere n’akụkọ NSOROEDIDE a) Nkọwa na ọmụmụ iwu ndakọrịtaụdaume b) Iwu nsụpe dịka o metụtara ndekọ na ndesa mkpụrụokwu c) Ndepụta mkpụrụokwu ndị nwere ndakorịta na ndị dara n’iwu ndakọrịtaụdaume NSOROEDIDE a) Ọrụ “na” na-arụn’ahịrị- okwu dịka mbuụzọ, nnye- makangwaa, njikọ na isingwaa. b) Nkụzi “na” dịka Njikọ c) Inyegasị ọmụmaatụ ha n’ahịrịokwu ỤTỌASUSỤ i. Ọmụmụ “na” dịka mbuụzọ ii. Inyegasị ọmụmaatụ ha ỤTỌASỤSỤ a) Ọmụmụ “na” dịka isingwaa b) Ọmụmụ “na” dịka nnyemaka ngwaa c) Iwepụtagasị ọmụmaatụ ha A. IBI N’UDO a) Nkọwa ihe bụ ibi n’udo b)Ụzọ dị iche iche e si ebi n’udo c) Uru na Ọghọm dị n’ibi n’udo B. MPỤ ULE a) Nkọwa ihe bụ mpụ ule b) Ụzọ dị iche iche e si eme mpụ ule c) Ọghọm dị n’ime mpụ ule. d) NRỤRỊTAỤKA: Olee ndị a ga-aka ata uta gbasara mpụ ule. Ọ bụ ndị nne na nna ka ọ bụ ụmụakwụkwọ? AGỤMAGỤ: IDUUAZỊ 1. Ọgụgụ iduuazị 2. Nchịkọta isiokwu na ndịnisiokwu akụkọ 3. Nkọwa ihe mmụta dị n’akụkọ 4. Ntụle agwa ndị batara n’akụkọ 4. Omenala Igbo ndị batara n’akụkọ MMỤGHARỊ IHE A KỤZIRI ULE MMECHI | IHE OMUME NA NGWA NKỤZI IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịgụ ọnụọgụgụ 2. Ịdepụta ọnụọgụgụ 3. Ịrụgosi ọnụọgụgụ NGWA NKỤZỊ Akwụkwọ ọgụgụ, kaadị mgbubam, mkpụrụokute, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ikwu ihe gbasara omenala ndị e depụtara 3. Ikwu ihe a na-emegasị n’omenala ndị a 4. Ịkowa mgbanwe batarala n’omenala NGWA NKỤZI: Eserese/foto, akwụkwọ ọgụgụ, tepụrekọda, redio, tiivii na ihe ndị ọzọ dabara adaba IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịgụ akwụkwọ iduaazị a họpụtara 3. Inye nkọwa mkpụrụokwu na okwu ọhụrụ ndị batara n’ihe ha gụrụ NGWA NKỤZI Akwụkwọ Iduuazị a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ikwu ihe banyere ile ọbịa 3. Ịkpọsịta ihe ụfọdụ ha na-ahụ e ji eme ọjị / ele ọbịa 4. Ikwu ilu Igbo ndị ha maara na nkọwa ha NGWA NKỤZỊ: Akwụkwọ ọgụgụ, foto/eserese na-egosi ọjị na ụmụ ihe oriri ndị e ji anọchite anya ọjị na ihe oriri ndị ahụ n’onwe ha IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ a họpụtara 2. Ịkọwa okwu ọhụrụ batara n’ihe ha gụrụ 3. Ịjụ na ịza ajụjụ NGWA NKỤZI Akwụkwọ iduuazị a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige nti, 2. Inye ọmụmaatụ okwu nwere ndakorịta ụdaume 3. Ndepụta ụfọdụ mkpụrụokwu a na-edekọ ọnụ na nke a na-edesa edesa NGWA NKỤZỊ: Akwụkwọ ọgụgụ, chaatị ụdaume, kaadị mgbubam (flash card) IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịkọwapụta ọrụ “na” n-arụ n’ahịrịokwu 3.Igosipụta ebe “na” na-arụ ọrụ di iche iche 5.Imebe ahịrịowku iji gosiputa ‘”na” dịka njikọ NGWA NKỤZI Kaadị mgbubam, akwụkwọ ọgụgụ, ụgbọ ojii, chaatị, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịrụgosị ebe “na” na-arụ ọrụ dịka mbuụzọ 3. Inye ọmumaatụ ha gasị NGWA NKỤZI Kaadị mgbubam, akwụkwọ ọgụgụ, ụgbọ ojii, chaatị, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịrụgosị ebe “na” na-arụ ọrụ dịka Isingwaa na nnyemaka ngwaa 3. Inye ọmụmaatu nke ha NGWA NKỤZI Kaadị mgbubam, akwụkwọ ọgụgụ, ụgbọ ojii, chaatị, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ibin’udo na mpụ ule 2. Ikwupụta ọtụtụ ụzọ e si ebi n’udo 3. Ikwu uru na ọghọm dị n’ibi n’udo 4. Ịkpọsita ụzọ e si eme mpụ ule 5. Idepụta uru na ọghọm mpụ ule 6. Ikwupụta ndị a ga-ata ụta site n’iji okwu dị omimi were kwado isiowu. NGWA NKỤZI Tepụrekọda, akwụkwọ ọgụgụ, eserese, ụmụaka n’onwe ha IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ikwu ihe ha mụtara n’iduuazị ha gụrụ 3. Ịkọ agwa ndị masịrị ha na ndị amasịghị ha. Ihe kpatara nke a. 4. Ịkpọsịta omenala ndị batara n’iduaazị NGWA NKỤZI Akwụkwọ iduuazị a họpụtara |
ASỤSỤ IGBO (L1)
JSS 3 TAM NKE ABỤỌ
IZUỤKA 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12 | ISIOKWU/NDỊNISIOKWU AGỤMAGỤ: ABỤ EDEREDE a) Ịkọwa odee abụ na akwụkwọ abụ ya b) Ọgụgụ abụ abụọ ndị a họpụtara c) Ntụle abụ, isiokwu, asụsụ nka na ihe abụ na- akọ maka ya na nkenke d) Ịkọwa ihe mmụta dị n’abụ e) Nkọwa okwu ọhụrụ ndị batara n’abụ ỌGWỤ a) Nkọwa ihe bụ ọgwụ b) Onye kwesiri inye ọgwụ c) Ebe e kwesiri ịzụta ọgwụ d) Mgbe e kwesiri ịnụ ọgwụ e) Nsogbu dị n’ịzụ na ịṅụ ọgwụ f) Ịnụ ogwụ aghara aghara na ọghọm ya AGỤMAGỤ: ABỤ EDEREDE a. Ọgụgụ abụ abụọ a họpụtara b. Ntụle abụ, isiokwu/ ihe abụ na-akọ maka ya na asụsụ nka c. Nkọwa ihe mmụta dị n’abụ d. Itụle asụsụ nka ndị batara n’abụ e. Nkọwa okwu ọhụrụ batara na ha NKEBIOKWU a) Nkọwa nkebiokwu b) Ụdị nkebiokwu dị iche iche dịka: nkeaha, kenkọwa, nkembuụzọ na nkenrụaka c) Mmebe ahịrịokwu ndị nwere nkebiokwu. EDEMEDE KỌMPOZISHỌN a) Nkọwa edemede kompozishọn b) Nhazi ya c) Ide otu edemede nkọwa NKEBIOKWU a) Nkọwa nkebiokwu b) Ọmụmụ nkebiokwu keaha c) Ọmụmụ nkebiokwu kenkọwaha d) Ọmụmaatụ gasị n’ahịrịokwu NKEBIOKWU a) Ọmụmụ nkebiokwu kenrụaka b) Ọmụmụ nkebiokwu kembuụzọ c) Ọmụmaatụ ha gasị n’ahịrịokwu AGỤMAGỤ: ABỤ EDEREDE a) Ọgụgụ akwụkwọ abụ abụọa họpụtara b. Ntụle abụ, isiokwu/ ihe abụ na-akọ maka ya na asụsụ nka c. Nkọwa ihe mmụta dị n’abụ d. Nkọwa okwu ọhụrụ batara na ha AGỤMAGỤ Ngụgharị akwụkwọ abụndị a họpụtara na nchịkọta ha. EDEMEDE 1. Nkọwa edemede 2. Edemede dị iche iche i) Leta nke onye ii) Leta anamachọihe iii) Edemede mkparịtaụka MMỤGHARỊ IHE A KỤZIRI ULE/MMECHI | IHE OMUME NA NGWA NKỤZI IHE ỤMỤAKWỤKWO GA-EME: 1. Ịgụ abụ a họpụtara 2. Ịkọwa isiokwu na asụsụ nka ndị pụtara n’abụ 3. Ikwu ihe ha mụtara n’abụ ndị ha gụrụ NGWA NKỤZỊ Akwụkwọ abụ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịkọwa ihe ọgwụ bụ 2. Ikwu nsogbu na-adapụta n’ịzụ/ịṅụ ọgwụike 3. Idepụta ọghọm atọ na-adị n’ịṅụ ọgwụ aghara aghara NGWA NKỤZI Akwụkwọ ọgụgụ, eserese, ọgwụ dị iche iche, tepụrekọda, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgupụta abụ 2.Ikwu isiokwu abụ na asụsụ nka 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. Ịkowa ihe bụ nkebiokwu 3. Imebe ahịrịokwu ndị nwere nkebiokwu 4. Ịgosiputa nkebiokwu n’ahịrị- okwu NGWA NKỤZỊ: Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, flanelgraf chaatị, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkparịtaụka maka edemede kọmpozishọn 2. Ikwu ka e si ahazi edemede kompozishọn NGWA NKỤZỊ: Akwụkwọ ọgụgụ, ụgbọ ojii IHE ỤMỤAKWỤKWỌ GA-EME 1.Ige ntị 2.Ịkọwa maka nkebiokwu keaha na kenkọwaha 3. Inye ọmụmatụ ha gasị 4. Igosipụta ha n’ahịrịokwu 5. Imebe ahịrịokwu nwere nkebiokwu NGWA NKỤZI Eserese, kaadị mgbubam, flanelgraf chaatị, dgz IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa nkebiokwu kenrụaka nke mbuụzọ 2. Inye ọmụmaatụ nke ọ bụla 3. Ịjụ na ịza ajụjụ NGWA NKỤZI Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụpụta abụ a họpụtara 2. Ikwu uche ha banyere abụ ha gụrụ 3. Ikwu isiokwu abụ na ihe abụ na-akụzi NGWA NKỤZI Akwụkwọ abụ a họpụtara. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụpụta abụ a họpụtara 2. Ikwu uche ha banyere abụ ndị ha gụrụ 4. Ịkọwa okwu ọhụrụ ndị pụtara n’abụ NGWA NKỤZI Akwụkwọ abụ a họpụtara. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịkpọsịta ụdị edemede ndị e nwegasịrị 3. Idepụta edemede n’ụdị edemede nke ọ bụla NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, tepụ rekọda, dgz. |
ASỤSỤ IGBO (L1)
JSS 3 TAM NKE ATỌ
IZUỤKA 1. 2. 3. 4. 5. 6. 7 | ISIOKWU / NDỊNISIOKWU AGỤMAGỤ: EJIJE EDEREDE 1. Ọgụgụ akwụkwọ ejije a họpụtara 2. Ntụle odee ejije, ihe ejije na-akọ maka ya na asụsụ nka odee c) Ọgụgụ akwụkwọ ejije d) Nkọwa okwu ọhụrụ bataran’ejije OMENALA a) Ile ọmụgwọ b) Ibi ugwu OMENALA na-agarịrị a) Iri ji ọhụrụ b) Ịwa ọjị AGỤMAGỤ: Ejije ederede i) Ọgụgụ akwụkwọ ejije a họpụtara ii) Nkọwa usoro okwu na okwu ọhụrụ ndị batara n’ihe a gụrụ ỤTỌASỤSỤ:NKEBIAHỊRỊOKWU i) Nkọwa ihe bụ nkebiahịrịokwu ii) Ụdị nkebiahịrịokwu dị iche iche iii) Ọmụmụ nkebiahịrị keaha na izipụta ya n’ahịrịokwu ỤTỌASỤSỤ: i) Nkebiahịrị kenkọwa ii) Izipụta nkebiahịrị kenkọwa n’ahịrịokwu iii) Nkebiahịrị kembuụzọ na nzipụta ha n’ahịrịokwu AGỤMAGỤ:EJIJE EDEREDE 1. Ọgụgụ ejije a họpụtara 2. Nchịkọta akwụkwọ ejije a gụrụ 3. Ntụle agwa ndị kara pụta ihe n’ejije 4. Nchịkọta akwụkwọ ejije na ihe mmụta sitere n’ejije ULE | IHE OMUME NA NGWA NKỤZI IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ ejije a họpụtara 2. Ikwu aha ode, ebe a mụrụ ya, Isiokwu akụkọ ya na asụsụ nka ndị o webatara n’akụkọ ya. 3. Ịkparịtaụka gbasara ihe ha gụrụ 4. Ịkọwa okwu ọhụrụ batara n’ihe ha gụrụ IHE ỤMỤAKWỤKWO GA-EME: 1. Ịkọwaputa ihe ha maara gbasara ile ọmụgwọ na ibi ugwu NGWA NKỤZỊ Akwụkwọ ọgụgụ, foto, eserese, tepụrekọda, redio, tiivii IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịkọwapụta ihe ha maara gbasara iri ji ọhụrụ na ịwa ọjị NGWA NKỤZI Akwụkwọ ọgụgụ, eserese, oge/mkpurụ oji, ji, tepụrekọda, redio, tiivii IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ ejije a họpụtara 2. Ịkọwa okwu ọhụrụ bata n’ihe ha gụrụ 3. Ịjụ na ịza ajụjụ NGWA NKUZỊ Akwụkwọ ejije a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ikwu ihe bụ nkebiahirị 3. Ịrụgosi nkebiahịrị n’ahịrịokwu NGWA NKỤZI: Akwụkwọ ọgụgụ, eserese, kaadị mgbubam IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Idepụta nkebiahịrị dị n’ahịrịokwu 3. Imebe ahịrị okwu ndị nwere Nkebiahịrị 4. Ịgosiputa nkebahịrị n’ahịrịokwu NGWA NKỤZỊ: Akwụkwọ ọgụgụ, kaadị mgbubam, chaatị, flanelgraf, dgz. 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. 4. Idepụta omenala ndị kara pụta n’ejije NGWA NKỤZI Akwụkwọ ejije a họpụtara |
ASỤSỤ IGBO (L2)
JSS 3 TAM NKE MBỤ
IZUỤKA 1. 2. 3 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. | ISIOKWU / NDỊNISIOKWU A) ỊKỌWA KA AHỤ NA OBI MMADỤ DỊ (dịka ịnọ na mwute, n’ihe mgbu, n’ihe isiike, mgbe obi dị mmadụ ụtọ/njọ, dgz). B) IJIAHỊRỊMFE KỌWAA KA AHỤ NA OBI DỊ MMADỤ A) IME NJEM i) Nkọwa ihe bụ ime njem na ụzọ dị iche iche e si eme njemdịka : njemụgbọelu, ụgbọmmiri,ụgbọala, ụgbọokporoigwe/ụgbọoloko. ii) Ime mkparịtaụka gbasara ime njem B. ỌNỤỌGỤGỤ i. Ọmụmụ ọnụọgụgụ nke (onye nke mbụ, abụọ.dgz) ii. Onụọgụgụ mpekele ( ½, 3/5) iii. Ọnụ ọgụgụ ọgwa (5 ½, 9 ¾) AGỤMAGỤ: AKỤKỌ NKENKE a. Ọgụgụ akụkọ nkenke abụọ ndị a họpụtara b. Ntụle isiokwu na ndịnisiokwu dị n’akụkọ nkenke c. Ntụle agwa ndị pụtagasịrị n’akụkọ a gụrụ d. Ntụle ihe mụta dị n’akụkọ na asụsụ nka odee ỊJỤTA NA ỊGWA MMADỤ IHE a.Ịjụta ihe gbasara mmadụ b Ịjụta gbasara ihe na ebe dị iche iche c.Iji nkenke ahịrịokwu jụta he gbasarammadụ maọbụ ebe ỌNỤỌGỤGỤ na-agarịrị (100-1,500) AGỤMAGỤ: AKỤKỌ NKENKE a. Ọgụgụ akụkọ nkenke abụọ ndị a họpụtara b. Ntụle isiokwu na ndịnisiokwu dị n’akụkọ nkenke c. Ntụle agwa ndị pụtagasịrị n’akụkọ a gụrụ d. Ntụle ihe mmụta dị n’akụkọ ITI IWU NA ỊRỊỌ IHE N’ỤZỌ DỊ MFE a. Okwu ndị na-egosi iti iwu b. Okwu ndị na-egosi arịrịọ c. Iji ahịrịokwu mfe gosipụta iti iwu na ịrịọ arịrịọ. AGỤMAGỤ : AKỤKỌ NKENKE i)Ọgụgụ akụkọ nkenke abụọ a họpụtara b) Ntụle aha odee, isiokwu, ndịnisiokwu na ihe mmụta dị n’akụkọ nkenke c)Ntụle omenala, asụsụ nka na agwa ndịpụtagasịrị n’akụkọ a gụrụ d) Nchịkọta akụkọ nkenke ndị a gụrụ A) AHỤIKE NDỊ NTORỌBỊA i) Nkọwa ihe bụ ahụike na ntorọbịa ii). Ọrịa ụfọdụ na-emetụta ahụike ha iii) Ụzọ mgbochi ha. B) NRI : i) Nrị ndị Igbo Ụfọdụ ii) Etụ e si akọpụta ha na etụ e si eri ha iii) Nrị a na-eri na mmemme dị iche iche. A)AKAỌRỤ i) Ụdị akaọrụ dị iche iche (Dịka ọrụ ugbo, izụahịa, ịkụ azụ, dgz) na ejirimara nke ọ bụla B)INWETA AKỤNỤBA N’ỤZỌ ZIRI EZI i) Nkọwa Ihe bụ akụnụba na inweta ya n’ụzọ ziri ezi ii) Inweta akụnụba n’ụzọ ezighi ezi dịka: iji mmadụ atụ mgbere ahịa, iji mmadụ gwọrọ ọgwụ ego, ibu/ire ọgwụike MMEMME OMENALA: a. Iri ji b. Ịlụ nwaanyị c. Ihe ndị e ji eme mmemme na uru ha MMỤGHARỊ IHE A KỤZIRI ULE ULE NA MMECHI | IHE OMUME NA NGWANKỤZI IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ikwu ka ahụ na obi dị ha 2. Ịji ahịrịmfe kọwaa ka obi dị ha 3. Ide ihe odide 4. Ikwunwo/imenwo ihe NGWA NKỤZỊ Olu onye nkụzi, ngwa nurụlere, Akwụkwọ ọgụgụ, chaatị, kaadị mgbubam,dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịkpọsịta ụzọ ndị e si eme nje 2. Ime mkparịtaụka 3. Mmenwo/ikwunwo ihe NGWA NKỤZI Ụgbọ ọjii, akwụkwọ ọgụgụ, olu onye nkụzi, kaadị mgbubam, tepụredio. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịgụ ọnụọgụgụ nke 2. Igosipụta ha n’ahịrịokwu 3. Idetụ ọnụọgụgụ NGWA NKỤZỊ Eserese/foto, kaadị mgbubam, tebul nnọchi, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Igụ akụkọ nkenke a họpụtara 2. Ịkowa ihe isiokwu na mmụta dị n’akụkọ 3. Ịkọwa okwu ọhụrụ/asụsụ nka odee NGWA NKỤZỊ Akụkọnkenke a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịjụrịta onwe ha ihe 2. Imebe ahirịmfe 3. Ịza na ide ihe odide NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, olu onye nkụzi, tebul nnọchi dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịgụ ọnuọgụgụ 3. Irụgosi ọnuọgụgụ 4. Idepụta ha NGWA NKỤZI Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, mkpụrụokwe, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Igụ akụkọ nkenke 2. Ikwu isiokwu na ihe mmụta dị n’akụkọ 3. Ịkọ ihe ha ma gbasara agwa batara n’akụkọ NGWA NKỤZI Akwụkwọ ọgụgụ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Idepụta okwuntimiwu 2. ikwupụta okwu e ji arịọ ihe 3. Iji ha mebe ahịrịmfe NGWA NKỤZI Akwụkwọ ọgụgụ Eserese/foto, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Igụ akụkọ nkenke 2. Ikwu aha odee, isiokwu na ihe mmụta dị n’akụkọ 3. Ikọwa okwu ọhụrụ 4. Ịkọwa , omenala na agwa ndị ha gụtara n’akụkọ NGWA NKỤZI Akwụkwọ akụkọ nkenke a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ahụike na ntorọbịa 2. Ikwu ọrịa ụfọdụ na-emetụta ahụike ha 3. Ikwu ụzọ mgbochi ha NGWA NKỤZI Akwụkwọ ọgụgụ Eseresefoto, ụmụaka n’onwe ha, kaadị mgbubam,dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkpọsịta nri ndị Igbo 2. Ikwu ka e si akọpụta ha 3. Idepụta nri ndị a na-eri na mmemme dị iche iche NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, Eserese, nri Igbo dị iche iche,dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkpọsịta akaọrụ ndị ha maara 2. Ịkwu ejirimara nke ọ bụla 3. Inye nkọwa akụnụba 4. Ikwu ụzọ ezighi ezi e si akpata akụnụba NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, foto/eserese, tepụ rekọda, dgz IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa omenala ndị a 2. Ikwu ihe ndị e ji eme omenala ndị a 3. Ikwu uru dị n’ime omenala ndị a. |
ASỤSỤ IGBO (L2)
JSS 3 TAM NKE ABỤỌ
IZUỤKA 1. 2. 3. 4. 5. 6. 7. 8. 10. 11. 12. 13 | ISIOKWU / NDỊNISIOKWU MKPỤRỤEDEMEDE IGBO (abịịdị) a. Ndepụta mkpụrụabịịdị Igbo na ikewa ha n’ụzọ abụọ i) Ụdaume b) Mgbochume AGHỌTAAZAA: NRUBEISI NA NDEBEIWU i. Igụpụta ederede ii. Idesita mkpụrụokwu ọhụrụ ndị batara n’ederede a gụpụtara iii. Ịkọwa mkpụrụokwu ọhụrụ NZIKỌRỊTA NA NRỤKỌRỊTAỌRỤ a) Nkọwa Nzikọrịta ozi nke teknọlọjị b) Uru nzikọrịta ozi nke teknọlọjị c) Nrụkọrịta ọrụ na uru ya AGWỤGWA NA ILU ỤFỌDỤ DỊ MFE a. Nkọwa ihe bụ agwụgwa na ọmụmaatụ agwụgwa ndị dị mfe b. Nkọwa ihe bụ ilu na ọmụmaatụ ilu Igbo dị iche iche dị mfe. OKWUNTỤHỊ/OKWU MGBAWAỌNỤ 1. Nkọwa okwuntụhị na ọmụmaatụ okwuntụhị dị iche iche 2. OKWU NDỊ ICHE (Indicating opposite in Igbo) dịka: elu, ala, ocha, ojii, dgz. b. Iji ha meputa ahịrụokwu AGỤMAGỤ: EJIJE i) Ọgụgụ akwụkwọ ejije a họpụtara ii) Nkọwa okwu ọhụrụ pụtara na ya AGỤMAGỤ na-agarịrị a. Ntụle isiokwu na ndịnisiokwu dị n’ejije a gụrụ b. Ntụle agwa ndị pụtagasịrị n’ejije c. Ntụle ihe mmụta dị n’ejije NKỌWA DỊ MFE GBASARA NJIRIMARA NA ỌDỊDỊ IHE GASỊ 1. Nkọwa nhaole na Ịmata ole ihe dị 2a. OKE NA NWUNYE (Gender) (dk. Okoro na agboghọ, okeọkpa na nnekwu, oke na nwunye, dgz,) b. Iji ha mepụta ahịrịokwu mfe. NKỌWA DỊ MFE GBASARA NJIRIMARA NA ỌDỊDỊ IHE GASỊ a. Imebe ahịrịokwu na-ezipụta ole ihe dị b. Ịchọpụta nhaole dịgasị n’ahịrị- okwu c. Iji nkọwa aha ụfọdụ zipụta nhaole (dk. niile, ọtụtụ, dgz) NKEJIASỤSỤ: NGWAA a. Nkọwa ngwaa b. Imepụta ahịrịokwugasị ndị nwere ngwaa NKEJIASỤSỤ: a. Nnọchiaha: Ọmụmaatụ na ọrụ ha n’ahịrịokwu b. Nnọchi mpesịn:Ọmụmaatụ na ọrụ ha n’ahịrịokwu MMỤGHARỊ IHE A KỤZIRI ULE/MMECHI | IHE OMUME NA NGWANKỤZI IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịgụ abịịdị 2. Ịde abịịdị 3. Ime nkewa ụdaume NGWA NKỤZỊ Akwụkwọ ọgụgụ, chaatị, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịgụ ihe 3. Ide ihe odide NGWA NKỤZI Ụgbọ ọjii, akwụkwọ ọgụgụ, olu onye nkụzi, kaadị mgbubam IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịkọwa ihe bụ nzikọrịta ozi nke teknọlọji 2. Ikwu uru nzikọrịta ozi nke teknọlọjị bara 3. Ịkọwa ihe nrụkọrịta ọrụ pụtara 4. Ikwu uru dị na nrụkọrịta ọrụ NGWA NKỤZỊ Akwụkwọ ọgụgụ, ekwe ntị, ogene, eserese na foto, tepụrekọda, oluonye nkụzi, redio, tiivii, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịjụ na ịza agwụgwa 2. Inye ọmụmaatụ agwụgwa 3. Inye ọmụmaatụ ilu na nkọwa ya NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, olu onye nkụzi, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ikwu okwuntụhị 2. Ịza ajụjụ 3. Ịkọwa okwu ndịiche na ọmụmaatụ ha NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, Kaadị mgbubam, ụmụaka n’onwe ha, tepụrekọda, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ ejije 2. Ịkọwa okwu ọhụrụ 3. Ijụ na ịza ajụjụ NGWA NKỤZI Akwụkwọ ejije a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ ejije 2. Ịkọwa okwu ọhụrụ 3. Ijụ na ịza ajụjụ NGWA NKỤZI Akwụkwọ ejije a họọrọ IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ole ihe dị 2. Ịkọwa ọdịdị ihe 3. Inye ọmụmaatụ nhaole gasị 4. Inye ọmụmaatụ genda 4. Iji genda mebe ahịrịmfe NGWA NKỤZI Akwụkwo ọgụgụ, ụgbọ ojii, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ka ihe dị 2. Ịmebe ahịrịmfe na-egosi ọdidị ihe 3. Iji nkọwa aha gosipụta nha ole 4. Iji nkọwa aha mepụta ahịrịokwu. NGWA NKỤZI Akwụkwọ ọgụgụ, olu onye nkụzi, ụgbọ ojii, kaadị mgbubam, akwa nwere agwa dị iche iche, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ihe bụ ngwaa 2. Ịchọpụta ngwaa n’ahịrịokwu 3. Imebe ahịrịokwu nwere ngwaa NGWA NKỤZI Akwụkwọ ọgụgụ, olu onye nkụzi, ụgbọ ojii, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa nnọchiaha mpesịn na ọrụ ha 2. Inye ọmụmaatụ nnọchi mpesịn 3. Ịrụgosi ha n’ahịrịokwu NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii/ kaadị mgbubam dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịgụ na Ịza ajụjụ ule 3.Ide ihe odide NGWA NKỤZI Akwụkwọ ajụjụ ule |
ASỤSỤ IGBO (L2)
JSS 3 TAM NKE ATỌ
IZUỤKA 1. 2. 3. 4. 5. 6 7. | ISIOKWU / NDỊNISIOKWU IHE NDỊ NA-EME N’EZINỤLỌ a. Ịdị ime b. Ịmụ nwa na ọmọgwụ c. Ịgụ nwa aha na ikupụta nwa a. AKARA EDEMEDE (puntuation mark) Dịka: kpọm, kpọm rịkọm, rịkọm, rịkọm elu, rịkọm ala, akara mkpu, na kọlọm. b. Ahịrịokwu ebe akara ndị a pụtagasịrị. AGWA ỌJỌỌ ỤMỤAKA UGBU A NA-AKPA N’OGE UGBU A a. Aghọtazaa: Ime Mpụ Ule b. Nkọwa mkpụrụokwu ụfọdụ ndị batara n’ederede a gụpụtara dk: agwa ọjọọ, mpụ ule, dgz. ỌNỤỌGỤGỤ (1000 – 1020) AGỤMAGỤ: Abụ dị mfe a. Ịgụ akwụkwọ abụ a họpụtara b. Ntụle isiokwu na ndịnisiokwu dị n’abụ a gụrụ c. Aha odee abụ na ebe a mụrụ ya d. Ntụle ihe abụ na-akụzi EDEMEDE NDUZI MFE (Guided Leta Writing) a) Ebe mgbadoụkwụ: i) Isiokwu ii) Okwu mmalite iii) Ahụ edemede iv) Mmechi b) Ọmụmaatụụdị leta dị iche iche a. Leta maka Ụlọakwụkwọ m b. Ezigbo enyi m c. Nne na nna m d. Leta maka iwe n’ọrụ/ịchọ ọrụ ULE BECE | IHE OMUME NA NGWANKỤZI IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịza ajụjụ 3. Ide ihe odide NGWA NKỤZỊ Akwụkwọ ọgụgụ, foto/eserese dị iche iche,dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịrụgosi edemede nwere akara edemede 3. Ide ihe odide 4. Ịjụ na ịza ajụjụ NGWA NKỤZI Ụgbọ ọjii, akwụkwọ ọgụgụ, eserese, kaadị mgbubam, ụmụakwụkwọ n’onwe ha, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịjụ na ịza ajụjụ 3. Ịgụ ihe 4. Ide ihe NGWA NKỤZI Ederede sitere n’akwụkwọ ọgụgụ ha maọbụ nke onye nkụzi depụtara, tepụrekọda, ụgbọ ojii, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịgụ ọnụọgụgụ 3. Ịrụgosị ọnụọgụgụ 4. Idepụta ọnụọgụgụ 5. Ịjụ /ịza ajụjụ NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ abụ 2. Ijụ na ịza ajụju 3. Ịkọwa isiokwu na ihe mmụta NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, foto/eserese IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ 2. Ịrụgosi eserese 3. Ide edemede 4. Ịjụ na ịza ajụjụ NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, delta ederede na kaadị, dgz. |
YORÙBÁ L2 JSS 3 TÁÀMÙ KÌN-ÍN-NÍ
ÕSÊ | ORÍ ÕRÕ/ ÀKÓÓNÚ | ÀMÚŚE IŚË |
1. | ÀŚÀ: Ìśêdálê àti Ìtànkálê Ômô Yorùbá ÀKÓÓNÚ IŚË
d. Orúkô àwôn ômô Odùduwà | OLÙKÖ a. Śe àlàyé àwôn agbègbè tí êyà Yorùbá tàn dé ní àgbáyé b. Fi ìtàn àti àwòrán máàpù śe àlàyé bí Yorùbá śe śê àti bí wôn śe dé ibi tí wôn wà báyìí.b AKËKÕÖ a. Dárúkô díê lára àwôn agbègbè tí êyà Yorùbá tàn dé. b. Tún ìtàn náà sô d. Kô kókó ìdánilëkõö sílê OHUN-ÈLÒ ÌKÖNI a. Máàpù Áfíríkà àti ilê Yorùbá b. Máàpù Nàìjíríà àti ti àgbáyé tí ó śàfihàn ìtànkálê Yorùbá. |
2. | FÓNËTÍÌKÌ: Ìró Èdè Yorùbá ÀKÓÓNÚ IŚË a. Álífábëêtì Yorùbá b. Kíka álífábëêtì láti A – Y d. Àlàyé lórí lëtà ńlá àti lëtà kékeré e. Ìsõrí álífábëêtì èdè Yorùbá (B.a. köńsónáýtì àti fáwëlì àìránmúpè àti fáwëlì àránmúpè) ç. Ìyàtõ láàrin álífábëêtì èdè Yorùbá àti èdè Gêësì. | OLÙKÖ a. Ka álífábëêtì fún àwôn akëkõö. b. Śe àlàyé lórí lëtà ńlá àti kékeré d. Pín álífábëêtì èdè Yorùbá sí ìsõrí köńsónáýtì àti fáwëlì e. Fi ìyàtõ hàn láàrin álífábëêtì èdè Yorùbá àti èdè Gêësì. OHUN-ÈLÒ ÌKÖNI a. Kádíböõdù tí a kô álífábëêtì Yorùbá sí. b. Káàdì pélébé pélébé tí a kô lëtà kõõkan sí. |
3. | ÀŚÀ: Ìkíni ÀKÓÓNÚ IŚË a. Ìkíni ní onírúurú ìgbà àti àkókò (B.a. àárõ, õsán, alë, òru, ìyálêta, ààjìn abbl) b. Ìkíni fún onírúurú ayçyç (Bí ìsômôlórúkô, ìgbéyàwó, ôlöjö ìbí, oyè jíjç, ìkíni fún aláboyún abbl). d. Ìkíni fún onírúurú iśë. Bí àpççrç: àgbê, ôdç, akõpç, onídìrí, aláró, awakõ, alágbêdç, babaláwo abbl. | OLÙKÖ a. Śe àlàyé ìkíni ní onírúurú ìgbà àti àkókò b. Śe àlàyé ìkíni fún onírúurú ayçyç d. Śe àlàyé ìkíni fún onírúurú iśë AKËKÕÖ a. Dárúkô àkókò àti ìgbà tó wà nínú ôjö. b. Kí ènìyàn bí ó ti yç ní àkókò kõõkan. d. Kí ènìyàn bí ó ti yç fún onírúurú ayçyç. e. Kí ènìyàn fún onírúurú iśë ç. Hùwà bí ó śe yç ní àsìkò ìkíni (B.a. ìkúnlê, ìdõbálê) OHUN-ÈLÒ ÌKÖNI a. Pátákó tí a kô onírúurú ìkíni sí. b. Àwòrán àwôn ômô tí wôn ń kí obi wôn. |
4. | ÈDÈ: Àkàyé ÀKÓÓNÚ IŚË a. Kíka àwôn ìtàn kéèkèèké ôlörõ geere àti ewì. b. Títúmõ àwôn õrõ tí ó ta kókó inú àyôkà. d. Ìbéèrè àti ìdáhùn lórí àyôkà. | OLÙKÖ a. Jë kí akëkõö ka àyôkà náà lëêmejì ó kéré tán. b. Tö akëkõö sönà láti lè fa kókó õrõ inú àyôkà yô. d. Béèrè ìbéèrè lórí àyôkà náà AKËKÕÖ a. Tëtí sí olùkö b. Ka àyôkà náà ni àkàsínú – àkàsíta d. Dáhùn ìbéèrè àyôkà e. Jíròrò lórí ìtumõ õrõ pàtàkì pàtàkì àti àkànlò-èdè inú àyôkà náà, kí o sì kô ö sínú ìwé OHUN-ÈLÒ ÌKÖNI a. Pátákó ìkõwé b. ìwé atúmõ èdè |
5. | ÀŚÀ: Àśà Ìgbéyàwó Nílê Yorùbá ÀKÓÓNÚ IŚË a. Ìtumõ àti oríśi ìgbéyàwó b. Àwôn ìgbésê ìgbéyàwó bí i ìfojúsóde, alárinà, ìtôrô, ìjöhçn tàbí ìśíhùn, ìdána abbl d. Àwôn ohun èlò ìdána àti ìwúlò wôn. | OLÙKÖ a. śe àlàyé fún àwôn akëkõö lórí ìtumõ ìgbéyàwó b. Jë kí àwôn akëkõö töka sí ìgbésê ìgbéyàwó d. Kí olùkö jë kí àwôn akëkõö dárúkô àwôn ohun èlò ìdána àti ìwúlò rê AKËKÕÖ a. Tëtí sí olùkö. b. Jíròrò nípa ìrírí rê d. Da õrõ tí olùkö kô sí ojú pátákó kô sínú ìwé wôn. OHUN-ÈLÒ ÌKÖNI - Àwòrán ìgbéyàwó - Fídíò - Téèpù - Tçlifísàn |
6. | ÈDÈ: Àkôtö ÀKÓÓNÚ IŚË a. Àtúnyêwò álífábëêtì èdè Yorùbá b. ìtumõ àkôtö d. sípëlì àtijö àti àkôtö òde òní e. ìyàtõ láàrin sípëlì àtijö àti àkôtö òde òní. i. Fáwëlì: aiye – ayé yio – yóò enia – ènìyàn, abbl ii. Köńsónáýtì: Oshogbo - Òśogbo, abbl iii. Àmì ohùn: õgun - òógùn alãnu – aláàánú iv. Yíyán õrõ nídìí: ẹ - ç , ṣ - ś, ọ - ô v. Pípín õrõ: wipe – wí pé nigbati – nígbà tí | OLÙKÖ a. Śe àlàyé ohun tí àkôtö jë b. kô àkôtö àtijö àti òde òní sára pátákó d. Śe àlàyé kíkún lórí ìyàtõ láàrin méjèèjì AKËKÕÖ a. Tëtí sí àlàyé olùkö b. kô àpççrç tí olùkö kô sí ojú pátákó d. Béèrè ohun tí kò bá yé ô löwö olùkö. |
7. | LÍTÍRÈŚÕ: Lítírèśõ Yorùbá ÀKÓÓNÚ IŚË a. Ìtumõ oríkì lítírèśõ b. Êka lítírèśõ Yorùbá i. Lítírèśõ Àpilêkô ii. Lítírèśõ Alohùn d. Ìsõrí Lítírèśõ àpilêkô i. Àpilêkô ôlörõ geere ii. àpilêkô ewì iii. àpilêkô eré-onítàn e. Ìsõrí lítírèśõ alohùn i. ôlörõ geere ii. ewì alohùn iii. eré-oníśe | OLÙKÖ a. Śe àlàyé ohun tí lítírèśõ jë b. Sô çka lítírèśõ d. pín êka kõõkan sí ìsõrí pêlú àpççrç tí ó yç e. Śe àlàyé ìyàtõ láàrin àpilêkô àti alohùn. AKËKÕÖ a. Tëtí sí àlàyé olùkö b. kô àwôn êka àti ìsõrí tí olùkö sô sílê pêlú àpççrç d. kô àpççrç mìíràn sí láti ilé OHUN-ÈLÒ ÌKÖNI - Téèpù - Tçlifísàn - Rédíò - kásëëtì àti téèpù tí a gba ohùn sí - Fíìmù ìśeré lítírèśõ alohùn - ìwé tí a da lítírèśõ alohùn kô sí |
8. | LÍTÍRÈŚÕ: Òýkà Yorùbá ÀKÓÓNÚ IŚË a. Òýkà Õödúnrún dé irínwó (300 – 400) | OLÙKÖ a. Tö akëkõö sönà láti ka òýkà láti Õödúnrún dé irínwó b. Śe àlàyé ìgbésê òýkà ní kíkún AKËKÕÖ a. ka òýkà láti Õödúnrún dé irínwó b. dá òýkà tí a kô sójú pátákó mõ ní õkõõkan d. kô òýkà tí olùkö kô sí ojú pátákó sínú ìwé OHUN-ÈLÒ ÌKÖNI - Kádíböõdù tí a kô òýkà láti Õödúnrún dé irínwó - Káàdì pélébé pélébé tí a kô òýkà kõõkan sí |
9. | ÈDÈ: Ìsõrí Õrõ ÀKÓÓNÚ IŚË a. õrõ-orúkô b. õrõ aröpò- orúkô/ aröpò afarajorúkô d. õrõ-ìśe e. õrõ-àpèjúwe ç. õrõ-àpönlé f. õrõ-atökùn g. õrõ-àsopõ | OLÙKÖ a. śe àlàyé kíkún lórí ipò àti iśë õkõõkan nínú gbólóhùn. b. śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö d. darí akëkõö láti śe àpççrç tirê AKËKÕÖ a. Tëtí sí àlàyé olùkö lórí ìsõrí kõõkan b. kô àwôn àpççrç tí olùkö śe sínú ìwé d. śe àwôn àpççrç tirê lábë ìdarí olùkö. OHUN ÈLÒ ÌKÖNI a. Kádíböõdù b. Káàdì pélébé pélébé. |
10. | ÀŚÀ: Òwò Śíśe àti Ìpolówó Ôjà ÀKÓÓNÚ IŚË a. ìdí tí a fi ń polówó ôjà b. bí a śe ń polówó kõõkan. Bí àpççrç; Ç fçran jêkô d. ôgbön ìpolówó ôjà láyé àtijö àti lóde òní. Bí àpççrç: 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 láýfààní láti śe ìpolówó ôjà nínú kíláásì. d. kí akëkõö lô śe àbêwò sí ôjà tàbí ìdíkõ. AKËKÕÖ a. Tëtí sí téèpù tí olùkö tê b. kópa nínú śíśe ìpolówó ôjà nínú kíláásì d. śe àbêwò sí ôjà tàbí ìdíkõ OHUN-ÈLÒ ÌKÖNI a. àtç b. fídíò d. êrô agbõrõsílê e. Téèpù ç. ìpolówó ôjà lóríśiríśi nínú ìwé ìròyìn |
11. | ÈDÈ: Ìśêdá Õrõ-Orúkô ÀKÓÓNÚ IŚË a. kí ni õrõ-orúkô? b. oríśi õrõ-orúkô méjì: àìśêdá àti èyí tí a śêdá pêlú àpççrç. d. Àlàyé kíkún lórí oríśiríśi õnà ìśêdá õrõ-orúkô pêlú àpççrç. | OLÙKÖ a. Śe àlàyé ohun tí õrõ-orúkô jë b. śe àlàyé oríśi õrõ-orúkô méjì: àìśêdá àti èyí tí a śêdá pêlú àpççrç: çja, ejò, ìyá, ôwö, êrín, adé, abö, jíjç, alaalë abbl d. śe àlàyé kíkún lórí oríśiríśi õnà ìśêdá õrõ-orúkô pêlú àpççrç. AKËKÕÖ a. Tëtí sí àlàyé olùkö b. śe àpççrç õrõ-orúkô tí a kò śêdá mìíràn d. śe àpççrç àwôn oríśiríśi õrõ-orúkô tí a śêdá mìíràn yàtõ sí èyí tí olùkö ti śe. OHUN-ÈLÒ ÌKÖNI a. kádíböõdù tí a kô oríśiríśi àpççrç sí. |
12. | ÈDÈ: Àròkô kíkô ÀKÓÓNÚ IŚË a. Àlàyé lórí àròkô kíkô b. Oríśiríśi àròkô d. Ìgbésê | OLÙKÖ a. Tö akëkõö sönà láti jíròrò lórí aroko b. Töka sí onírúurú àròkô pêlú àpççrç d. śe àlàyé ìgbésê fún kíkô àròkô AKËKÕÖ a. Jíròró lórí àròkô b. Tëtí sí àlàyé olùkö d. sô àpççrç àròkô mìíràn yàtõ sí ti olùkö e. kópa nínú śíśe àlàyé ìgbésê àròkô OHUN-ÈLÒ ÌKÖNI - pátákó tí a kô oríśi àròkô sí - pátákó tí a kô ìgbésê àròkô sí. |
13. | ÀTÚNYÊWÒ ÊKÖ | |
14. | ÌDÁNWÒ |
YORÙBÁ L2 JSS 3 TÁÀMÙ KEJÌ
ÕSÊ | ORÍ ÕRÕ/ ÀKÓÓNÚ | ÀMÚŚE IŚË |
1. | FÓNËTÍÌKÌ: Àwôn êyà ara fún ìró èdè pípè ÀKÓÓNÚ IŚË a. Àwôn êyà ara tí a fi ń pe ìró b. Oríśi àfipè: i. Àwôn êyà ara tí a lè fi ojú rí ii. Àwôn êyà ara tí a kò lè fojú rí iii. Àfipè àsúnsí iv. Àfipè àkànmölê | OLÙKÖ a. Śe àlàyé àwôn êyà ara tí a ń lò fún àwôn ìró èdè pípè b. Tö akëkõö sönà láti dárúkô êyà ara àfipè àti ìwúlò wôn. d. Dárúkô oríśi àfipè pêlú àlàyé kíkún AKËKÕÖ a. Tëtí sí àlàyé olùkö b. Dárúkô àwôn êyà ara tí a fi ń pe ìró têlé olùkö d. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé wôn OHUN-ÈLÒ ÌKÖNI - Àwòrán àwôn êyà ara tí a fi ń pe ìró tí a yà sí ara kádíböõdù - Káàdì pélébé pélébé tí a kô êyà ara ifõ kõõkan sí. |
2. | ÀŚÀ: Oyún níní àti ìtöjú Aláboyún ÀKÓÓNÚ IŚË a. Ìgbàgbö Yorùbá nípa àgàn, ômô bíbí àti àbíkú b. Àwôn tí oyún níní wà fún (tôkôtaya) d. Õnà tí a lè gbà dín bíbí àbíkú kù láwùjô e. oríśiríśi jënótáìpù êjê tó wà àti àwôn tó lè fëra wôn. ç. Aájò láti lè tètè lóyún – àýfààní kíkóra-çni-níjàánu nípa ìbálòpõ f. Bí a śe ń töjú aboyún látijô àti lóde òní: Àtijö;
Òde òní
| OLÙKÖ a. Śe àlàyé ní kíkún lórí ìgbàgbö àwôn Yorùbá nípa oyún níní, ìtöjú oyún àti àsìkò tó tö láti lóyún b. Śe àlàyé onírúurú jënótáìpù êjê tí ó wà àti èyí tí ó bára mu d. Kô àwôn oúnjç aśaralóore tí aboyún lè jç sára pátákó ìkõwé e. Śe àlàyé bí a śe ń töjú aláboyún látijö àti lóde òní ç. Śe àlàyé nípa pàtàkì ìkóra-çni-ní-ìjánu sáájú ìgbéyàwó fún çni tí ó bá tètè fë ômô bí AKËKÕÖ a. Sõrõ nípa àwôn tóyún wà fún b. Sô ohun tí o mõ nípa oyún d. Sô jënótáìpù tìrç e. Dárúkô díê lára àwôn oúnjç aśaralóore ç. Dárúkô díê lára àwôn õnà tí a fi ń töjú aláboyún látijô àti lóde òní f. Tëtí sí àwôn àlàyé olùkö OHUN-ÈLÒ ÌKÖNI a. Àwòrán aboyún b. Àwòrán díê lára ohun-èlò tí a fi ń töjú aláboyún ní ìlànà ti ìbílê: kòkò àgbo, ìsaasùn àśèjç, ìgbàdí abbl d. Àwòrán díê lára ohun tí a fi töjú aláboyún ní òde òní e. Àtç tí ó ń fi oúnjç aśaralóore hàn. |
3. | ÈDÈ: Ìdámõ ÀKÓÓNÚ IŚË a. Dídá nýkan mõ ní ilé-êkö àti inú ilé. b. Dárúkô àwôn ènìyàn àti bí wön śe jë sí ara wôn d. Dárúkô díê nínú àwôn êyà ara wa; ojú, imú, ôwö, çsê abbl | OLÙKÖ a. Dárúkô nýkan díê nínú ilé àti ilé-êkö b. Sô orúkô àwôn ènìyàn àti bí wön śe jë sí ara wôn. d. Töka sí orúkô àwôn çranko díê e. Sô díê nínú àwôn êyà ara wa. AKËKÕÖ a. Dárúkô àwôn nýkan díê nílé-êkö àti ní ilé yàtõ sí ti olùkö. b. Tëtí sí àlàyé olùkö d. Sô díê nínú orúkô àwôn çranko e. Töka sí êyà ara rç OHUN-ÈLÒ ÌKÖNI - Àwòrán àwôn nýkan nílé-ìwé àti inú ilé - Àwòrán çranko - Àwòrán êyà ara |
4. | ÀŚÀ: Àkókò, ìgbà àti ojú ôjö ÀKÓÓNÚ IŚË a. Ôjö tó wà nínú õsê b. orúkô àwôn ośù nínú ôdún d. Sísô iye agogo tó lù | OLÙKÖ a. Dárúkô ôjö tó wà nínú õsê àti àśà Yorùbá tó rõmö õkõõkan wôn. b. Sô orúkô àwôn ośù tó wà nínú ôdún. d. Sô iye agogo tó lù ní èdè Yorùbá pêlú õpõlôpõ àpççrç AKËKÕÖ a. Tëtí sí àlàyé olùkö b. Dárúkô ôjö tó wà nínú õsê d. Sô orúkô àwôn ośù tó wà nínú ôdún e. Sô iye agogo tó lù yàtõ sí ti olùkö. OHUN-ÈLÒ ÌKÖNI - kádíböõdù tí a kô orúkô ôjö àti ośù nínú ôdún sí. - Ago ara ògiri - Àwòrán ago tó ń fi onírúurú àkókò hàn. |
5. | ÈDÈ: Lëtà Kíkô ÀKÓÓNÚ IŚË a. Oríśi lëtà: lëtà gbêfê àti àìgbagbêfê b. Ìyàtõ àárin wôn d. ìlànà kíkô lëtà gbêfê - àdírësì, déètì, kíkô õrõ inú lëtà kí a sì pín-in sí ègé afõ bí ó ti yç. - àsôkágbá/ àgbálôgbábõ/ ìgúnlê e. ìlapa kíkô lëtà àìgbagbêfê - Àdírësì - Déètì - Àkôlé - Õrõ inú lëtà tí a pín sí ègé afõ bí ó ti yç. | OLÙKÖ a. Sô oríśi lëtà kíkô méjì tí ó wà fún akëkõö b. Śe àlàyé ìyàtõ láàrin méjèèjì d. Lo ìlapa kíkô lëtà gbêfê àti àìgbêfê láti töka sí ìyàtõ wôn e. Tö akëkõö láti kô oríśi lëtà méjì AKËKÕÖ a. Tëtí sí àlàyé olùkö b. Kô ìlapa kíkô oríśi lëtà – gbêfê àti àìgbêfê bí olùkö śe àlàyé rê/ kô ö sára pátákó. d. Têlé ìtösönà olùkö láti kô oríśi lëtà méjì OHUN-ÈLÒ ÌKÖNI - Pátákó çlëmõö àti kádíböõdù tí a kô ìlànà méjèèjì sí |
6. | LÍTÍRÈŚÕ: Ìwé Kíkà (Àśàyàn Ìwé ìtàn àròsô ôlörõ geere) ÀKÓÓNÚ IŚË a. Ibùdó àti ahunpõ ìtàn b. Àśà tó súyô d. Àwôn kókó õrõ tó súyô e. Êdá ìtàn àti ìfìwàwêdá ç. Ônà èdè àti ìsôwölo-èdè | OLÙKÖ a. Ìfáàrà lórí òýkõwé àti ohun tí êdá ìtàn dálé b. śe àlàyé ìbáyému àkóónú ìtàn náà (ìśêlê, kókó-õrõ) d. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö e. Jíròrò lórí ìlò èdè àti àśà tó súyô AKËKÕÖ a. Ka ìtàn náà kí o sì jíròrò lórí ìśêlê inú rê (àhunpõ ìtàn) b. sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn kò fëràn d. śe àfàyô ìlò ônà èdè àti ìsôwölo ônà èdè e. śe àfàyô àśà tó súyô OHUN-ÈLÒ ÌKÖNI a. ìwé asayan b. ìwé ìròyìn tí ìśêlê tí ó fara pë ti inú ìtàn tó wáyé wà. |
7 | ÀŚÀ: Eré Ìdárayá ÀKÓÓNÚ IŚË a. ìtumõ eré ìdárayá b. Oríśiríśi eré ìdárayá i. Eré òśùpá bí i – bojúbojú, ta ló wà nínú ôgbà náà abbl ii. Eré ojoojúmö – àlö pípa, òkòtó, àrìn títa, ayò títa | OLÙKÖ a. Śe àlàyé bí a ti ń śe díê nínú eré ìdárayá. 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 eré ìdárayá tí olùkö darí. ç. kô eré ìdárayá tí olùkö kô sójú pátákó sínú ìwé OHUN-ÈLÒ ÌKÖNI
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8. | ÈDÈ: Òýkà ÀKÓÓNÚ IŚË a. kíka irínwó – êëdëgbêta ní èdè Yorùbá: bí àpççrç; okòólénírínwó – 420 ojìlénírinwó – 440 õtàlénírínwó – 460 õrìnlénírínwó – 480 abbl b. Kíka òýkà àárin wôn. Bí àpççrç: oókanlénírínwó – 401 èjìlénírínwó – 402 abbl | OLÙKÖ a. Kô òýkà sí ara pátákó b. Śe àlàyé ìlànà okòó, òjì, õtà, õrìn - Àwôn òýkà àárin wôn d. Śe ìdánwò akëkõö lórí àwôn òýkà náà AKËKÕÖ a. Da àwôn òýkà tí olùkö kô sí ara pátákó kô ö sí inú ìwé rç b. Tëtí sí àlàyé olùkö d. Śe ìdánwò tí olùkö pàśç ní kíláásì OHUN-ÈLÒ ÌKÖNI
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9. | LÍTÍRÈŚÕ: Àśàyàn Ìwé Ewì ÀKÓÓNÚ IŚË
d. Ônà èdè àti ìsôwölo-èdè | OLÙKÖ a. ka ewì sí akëkõö létí b. śe àlàyé lórí ewì tí a kà d. fa kókó õrõ jáde e. śe àlàyé ônà èdè àti ìsôwölo-èdè tó jçyô AKËKÕÖ a. Ka ewì náà sinu b. ka ewì náà síta d. fi pëńsù fàlà sí ibi tí wön ti kíyèsí kókó õrõ àti êkö tí wön rí kö e. Töka sí ônà èdè àti ìsôwölo-èdè ç. Tëtí sí àlàyé olùkö OHUN-ÈLÒ ÌKÖNI a. Ìwé tí a yàn b. Àwòrán ohun tí ewì dálé d. Ìwé ìròyìn tí ó sô nípa àwôn kókó õrõ |
10. | ÈDÈ: Ìró Èdè Yorùbá ÀKÓÓNÚ IŚË
d. Àtç fáwëlì àti köńsónáýtì | OLÙKÖ a. Töka sí õnà tí á ń gbà śàpèjúwe köńsónáýtì àti fáwëlì b. Śe àpèjúwe konsonati àti fáwëlì d. Ya àtç köńsónáýtì àti fáwëlì e. Dán àwôn akëkõö wò lórí àpèjúwe köńsónáýtì àti fáwëlì AKËKÕÖ a. Tëtí sí àlàyé olùkö b. Śàjùwé ìró köńsónáýtì àti fáwëlì d. Kô àpèjúwe tí olùkö kô sí ojú pátákó sínú ìwé rç e. Śe ìdánwò tí olùkö pàśç ní kíláásì OHUN-ÈLÒ ÌKÖNI a. Àtç köńsónáýtì àti fáwëlì tí a yà sínú kadiboodu b. Àwòrán êyà ara ìfõ d. Káàdì pélébé pélébé |
11. | ÀTÚNYÊWÒ ÊKÖ | |
12. | ÌDÁNWÒ |
YORÙBÁ L2 JSS 3 TÁÀMÙ KËTA
ÕSÊ | ORÍ ÕRÕ/ ÀKÓÓNÚ | ÀMÚŚE IŚË |
1. | ÒWE ÀTI ÀKÀNLÒ ÈDÈ KÉÈKÈÈKÉ ÀKÓÓNÚ 1. Ìtumõ òwe 2. Àbùdá òwe 3. ìwúlò òwe: fún àlàyé, ìkìlõ, ìmõràn, ìbáwí abbl 4. Àkànlò èdè – ìtumõ 5. Oríśi àkànlò èdè pêlú àpççrç | OLÙKÖ 1. Śe àlàyé owe 2. Töka sí àbùdá òwe 3. Śàlàyé ìwúlò òwe pêlú àpççrç 4. Túmõ àkànlò èdè 5. Töka sí oríśi àkànlò èdè kéèkèèké pêlú àpççrç AKËKÕÖ 1. Tëtí sí àlàyé olùkö 2. Pa òwe tí olùkö kô sí ojú pátákó 3. pa òwe ti ara rç 4. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé rç 5. Śàlàyé ìyàtõ láàrin òwe àti àkànlò èdè OHUN-ÈLÒ ÌKÖNI 1. kádíböõdù tí a kô òwe àti àkànlò èdè sí. 2. káàdì pélébé pélébé tí a kô òwe àti àkànlò èdè sí |
2. | ÈDÈ: Òýkà Yorùbá ÀKÓÓNÚ IŚË 1. Àtúnyêwò òýkà láti oókan dé êëdëgbêta (1-500) 2. ka òýkà láti oókan dé êëdëgbêta 3. Da fígõ àwôn òýkà náà mõ. | OLÙKÖ 1. kô òýkà sí ara pátákó 2. śe àlàyé ìlànà òýkà 3. śe ìdánwò fún akëkõö lórí òýkà náà. AKËKÕÖ 1. Da àwôn òýkà tí olùkö kô sí ara pátákó kô sínú ìwé rç 2. Tëtí sí àlàyé olùkö 3. Śe ìdánwò tí olùkö pèsè ní kíláásì OHUN-ÈLÒ ÌKÖNI 1. kádíböõdù 2. káàdì pélébé pélébé |
3. | ÀŚÀ: Ìtàn Ìśêdálê Yorùbá ÀKÓÓNÚ IŚË 1. Ìtêsíwájú ìtàn ìśêdálê Yorùbá 2. Àwôn ômô Õkànbí 3. Àwôn ôba ilê Yorùbá àti orúkô oyè wôn 4. Êyà Yorùbá àti êka èdè wôn | OLÙKÖ 1. Śe àlàyé ìtàn ìśêdálê Yorùbá àti bí wôn śe tan káàkiri 2. Töka sí àwôn ôba Yorùbá àti orúkô oyè wôn 3. Dárúkô àwôn ìlú Yorùbá àti êka èdè tí wön ń sô AKËKÕÖ 1. Dárúkô díê lára àwôn agbègbè tí êyà Yorùbá tàn dé 2. Dárúkô àwôn ôba Yorùbá yàtõ sí ti olùkö 3. Sô díê lára àwôn ìlú Yorùbá àti êka èdè wôn 4. Tëtí sí àlàyé olùkö. OHUN-ÈLÒ ÌKÖNI 1. Máàpù ilê Áfíríkà àti ilê Marubaawa 2. Máàpù Nàìjíríà àti ilê Yorùbá |
4. | LÍTÍRÈŚÕ: Àśàyàn ìwé àyôkà ÀKÓÓNÚ IŚË 1. Àtúnyêwò àwôn àśàyàn ìwé ìtàn àròsô ôlörõ geere, ewì àti eré-onítàn 2. ìtàn inú ìwé ní sókí 3. Êdá ìtàn 4. Ìfìwàwêdá 5. ibùdó ìtàn 6. Àhunpõ ìtàn 7. kókó õrõ tó jçyô | OLÙKÖ 1. Darí akëkõö láti sô ní sókí ìtàn náà 2. Śe àlàyé ní kíkún lórí êdá ìtàn, ìfìwàwêdá, ibùdó ìtàn, kókó õrõ 3. Darí ìjíròrò àti eré ní kíláásì AKËKÕÖ 1. Ka ìtàn àròsô 2. Tëtí sí àlàyé olùkö kí ó sì śe àkôsílê rê. 3. Béèrè ìbéèrè nípa ohun tí kò bá yé wôn 4. Sô ní sókí ohun tí ìwé dálé lórí 5. kópa nínú ìśeré tí olùkö darí OHUN-ÈLÒ ÌKÖNI 1. ìwé tí a yàn 2. ohun èlò ìśeré 3. orí ìtàgé 4. Àwòrán àfihàn ìśêlê àti êdá ìtàn eré. |
5. | ÈDÈ: Ìsõrí õrõ ÀKÓÓNÚ IŚË 1. Ìtêsíwájú lórí ìsõrí õrõ 2. Dárúkô àwôn ìsõrí õrõ Yorùbá: õrõ-orúkô, õrõ-àpönlé, õrõ-aröpò orúkô, õrõ-ìśe, õrõ-àpèjúwe, õrõ-atökùn, õrõ-àsopõ 3. Àlàyé kíkún lórí ipò àti iśë wôn nínú gbólóhùn | OLÙKÖ 1. Śe àlàyé lórí ipò àti iśë õkõõkan nínú gbolohun 2. Śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö 3. Darí akëkõö láti śe àpççrç tirê. AKËKÕÖ 1. Tëtí sí àlàyé olùkö 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 |
6. | FÓNËTÍÌKÌ: Ìró Èdè Yorùbá ÀKÓÓNÚ IŚË 1. Dárúkô àwôn ìró köńsónáýtì àti fáwëlì 2. Oríśi fáwëlì tí ó wà 3. Àpèjúwe ìró köńsónáýtì àti fáwëlì 4. Àtç köńsónáýtì àti fáwëlì | OLÙKÖ 1. ka álífábëêtì Yorùbá 2. Töka sí köńsónáýtì àti fáwëlì 3. Dárúkô oríśi fáwëlì 4. Śe àpèjúwe köńsónáýtì àti fáwëlì 5. Ya àtç köńsónáýtì àti fáwëlì pêlú àlàyé. AKËKÕÖ 1. ka álífábëêtì têlé oluko 2. Ya köńsónáýtì àti fáwëlì sötõ 3. Śe àpèjúwe ìró kõõkan 4. Ya àtç köńsónáýtì àti fáwëlì 5. Tëtí sí àlàyé olùkö OHUN-ÈLÒ ÌKÖNI 1. kádíböõdù tí a ya àtç köńsónáýtì àti fáwëlì sí 2. káàdì pélébé pélébé |
7. | ÀŚÀ: Ìsômôlórúkô ÀKÓÓNÚ IŚË Ìtêsíwájú lórí: 1. Àśà Ìsômôlórúkô 2. Àwôn ohun èlò ìsômôlórúkô 3.oríśi orúkô: orúkô àbísô, àmútõrunwá, àbíkú, oríkì, ìdílé ìnagijç abbl | OLÙKÖ 1. Rán àwôn akëkõö létí nípa àśà ìsômôlórúkô 2. Dárúkô àwôn ohun èlò ìsômôlórúkô 3. Töka sí oríśi orúkô Yorùbá AKËKÕÖ 1. Tëtí sí àlàyé olùkö 2. Dárúkô àwôn ohun èlò ìsômôlórúkô 3. Töka sí oríśi orúkô pêlú àpççrç nípa ìdarí olùkö OHUN-ÈLÒ ÌKÖNI 1. Àwôn ohun èlò ìsômôlórúkô 2. Àwòrán àwôn ohun èlò ìsômôlórúkô 3. káàdì pélébé pélébé tí a kô oríśi orúkô sí |
8. | ÈDÈ: Akókò, ìgbà àti ojú ôjö ÀKÓÓNÚ IŚË Ìtêsíwájú nípa: 1. Sísô àwôn àkókò tó wà nínú ôjö 2. Sísô iye agogo tó lù 3. Ìlò a.m àti p.m ní èdè Yorùbá. Bí àpççrç, Aago méje àárõ, aago kan õsán, aago méje alë abbl | OLÙKÖ 1. Rán akëkõö létí àkókò tó wà nínú ôjö 2. Śàlàyé agogo tó lù nípa lílo ôwö kúkurú àti gígùn 3. Töka sí õpõlôpõ àpççrç láti fi agogo tó lù hàn AKËKÕÖ 1. Dárúkô àkókò tó wà nínú ôjö 2. Sô iye agogo tó lù nípa ìdarí olùkö 3. Śe àmúlò a.m àti p.m ní èdè Yorùbá. 4. Ya àwòrán agogo tí olùkö kô sílê sínú ìwé rç. OHUN-ÈLÒ ÌKÖNI 1. Aago ara ògiri 2. Àwòrán agogo lóríśiríśi |
9. | ÈDÈ: Õrõ Àyálò ÀKÓÓNÚ IŚË 1. Oríkì õrõ àyálò 2. Õnà tí õrõ àyálò gbà wônú èdè Yorùbá. Àpççrç; êsìn, ôrõ-ajé, òśèlú, õlàjú abbl. 3. Àwôn èdè tí Yorùbá ti yá õrõ lò bí i èdè Gêësì, Haúsá, Hébérù, Lárúbáwá 4. Oríśi õrõ àyálò pêlú àpççrç. | OLÙKÖ 1. Śàlàyé õrõ àyálò. 2. Śàlàyé õnà tí õrõ àyálò gbà wônú èdè Yorùbá. 3. Dárúkô àwôn èdè tí Yorùbá ti yá õrõ lò. 4. Töka sí oríśi õrõ àyálò pêlú àpççrç. AKËKÕÖ 1. Tëtí sí àlàyé olùkö 2. Sô àpççrç õrõ àyálò 3. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé rç. OHUN-ÈLÒ ÌKÖNI 1. Kádíböõdù 2. Káàdì pélébé pélébé. |
10. | ÀŚÀ: Ìkíni ÀKÓÓNÚ IŚË Ìtêsíwájú nípa 1. Ìkíni ní onírúurú ìgbà àti àkókò 2. Ìkíni fún onírúurú ayçyç 3. Ìkíni fún onírúurú iśë 4. Ìkíni fún çni tí õfõ sê abbl 5. Ìśesí ní àsìkò ìkíni | OLÙKÖ 1. Śàlàyé oríśiríśi ìkíni 2. Jë kí àwôn akëkõö kí ara wôn nínú kíláásì 3. Tö akëkõö sönà nípa ìśesí àti ìhùwàsí ní àsìkò ìkíni AKËKÕÖ 1. Tëtí sí àlàyé olùkö 2. Kí olùkö àti akëkõö bí ó ti yç 3. Hùwà bí ó śe yç ní àsìkò tí wôn bá ń kí ara wôn 4. Kô iśë tí olùkö kô sójú pátákó sílê |
11. | ÈDÈ: Êrô Ayára-bí-àśá (Computer) ÀKÓÓNÚ IŚË 1. Àlàyé lórí èrò kõýpútà 2. Oríśi kõýpútà 3. Êyà ara kõýpútà 4. Ìwúlò kõýpútà | OLÙKÖ 1. Śe àlàyé êrô ayára-bí-àśá 2. Dárúkô oríśi kõýpútà 3. Töka sí êyà ara kõýpútà àti iśë wôn 4. Śe àlàyé ìwúlò êrô kõýpútà AKËKÕÖ 1. Tëtí sí àlàyé olùkö 2. Sô ìwúlò êrô kõýpútà nípa ìdarí olùkö 3. kô iśë tí olùkö kô sójú pátákó sle sínú ìwé rç. OHUN-ÈLÒ ÌKÖNI 1. Êrô kõýpútà 2. Àwòrán kõýpútà àti àwôn êyà ara rê. |
12. | ÀTÚNYÊWÒ IŚË | |
13. | ÌDÁNWÒ |
YORÙBÁ L1 JSS 3 TÁÀMÙ KÌN-ÍN-NÍ
ÕSÊ | ORÍ ÕRÕ/ ÀKÓÓNÚ | ÀMÚŚE IŚË |
1. | ÈDÈ: Ìsõrí Õrõ ÀKÓÓNÚ IŚË Iśë àwôn ìsõrí õrõ nínú gbólóhùn: 1. Iśë tí õrõ-orúkô ń śe nínú gbólóhùn. 2. Iśë tí õrõ aröpò-orúkô ń śe nínú gbólóhùn 3. Iśë tí õrõ-ìśe ń śe nínú gbólóhùn 4. Iśë tí õrõ-àpönlé ń śe nínú gbólóhùn | OLÙKÖ 1. Śe àlàyé kíkún lórí ipò àti iśë ìkõõkan nínú gbólóhùn 2. Śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö 3. Darí akëkõö láti śe àpççrç lórí tirê AKËKÕÖ 1. Tëtí sí àlàyé olùkö lórí iśë 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 tí ó ń śàlàyé/ śe àpççrç iśë ìsõrí õrõ kõõkan |
2. | ÌTÊSÍWÁJÚ LÓRÍ ÊSÌN ÒDE-ÒNÍ ÀKÓÓNÚ IŚË 1. Kírísítíënì 2. Mùsùlùmí 3. Çkanka 4. Buda 5. Gúrúmàrajì Ipa tí êsìn ń kó láwùjô | OLÙKÖ 1. Śe àlàyé ipa tí êsìn ń kó láwùjô 2. Ìdí tí ìbõwõ fún êsìn çnìkejì śe śe pàtàkì láti dènà rògbòdìyàn àti ìjà êsìn láwùjô. AKËKÕÖ Sô ohun tí wôn gbö/ rí nípa êsìn òde òní. OHUN-ÈLÒ ÌKÖNI Àwòrán àwôn çlësìn wõnyí níbi tí wôn ti ń jösìn sí. |
3. | ÒÝKÀ: Òýkà Yorùbá láti 301 – 400 ÀKÓÓNÚ IŚË Òýkà èdè Yorùbá láti 301 – 400. Sô àwôn õnà tí a ń gbà śe òýkà ní ilê Yorùbá. B.a. lé - +, dín = - | OLÙKÖ 1.Tö akëkõö sönà láti ka òýkà láti oókanlélöõdúnrún dé irínwó (301-400) 2. Śe àlàyé ìgbésê òýkà ní kíkún. AKËKÕÖ 1. ka òýkà láti oókanlélöõdúnrún dé irínwó (301-400) 2. śàlàyé àwôn ìgbésê òýkà. OHUN-ÈLÒ ÌKÖNI Kádíböõdù tí a kô òýkà láti oókanlélöõdúrún dé irínwó (301-400) |
4. | ÈDÈ: Àkôtö Síwájú sí i ÀKÓÓNÚ IŚË 1. ìyapa ìsùpõ köńsónáýtì 2. Àtúnśe/ àtúnkô àwôn õrõ méjì tàbí jù bëê lô tí a ń kô papõ gëgë bí çyô kan tàbí méjì, b.a. nitorinaa – nítorí náà, biotilçjçpe – bí ó tilê jë pé abbl. | OLÙKÖ 1. Fi õpõlôpõ àpççrç gbé õrõ rê lësê kí o sì tún àlàyé śe lórí àkôtö òde òní AKËKÕÖ 1. Tëtí sí àlàyé olùkö. 2. Śe àkôsílê àwôn àpççrç tí olùkö śe. OHUN-ÈLÒ ÌKÖNI Kádíböõdù tí a kô àwôn àpççrç àkôtö òde òní àti sípëlì àtijö sí. |
5. | LÍTÍRÈŚÕ: Ìwé Kíkà (Eré-Onítàn) ÀKÓÓNÚ IŚË Àśàyàn ìwé lítírèśõ àpilêkô 1. Ìtàn inú ìwé tí a bá kà ní sókí 2. Êdá ìtàn 3. Ìfìwàwêdá 4. Ibùdó ìtàn 5. Àhunpõ ìtàn 6. Kókó õrõ tó jçyô/ êkö tí ìtàn kö wa: Ìbáyému õrõ tó ń lô láwùjô bí àpççrç: éèdì, ìkôlura êsìn 7. Àwôn àśà Yorùbá tó súyô 8. Ìlò èdè: (a) ônà èdè: àfiwé, òwe, àkànlò èdè (b) Àwítúnwí, ìfìrómõrísí, ìfohùngbohùn abbl. | OLÙKÖ 1. Śe ìfáàrà lórí òýkõwé àti ohun tí ìtàn dá lé lórí 2. Darí akëkõö láti tún ìtàn/ eré onítàn sô ní sókí 3. Śe àlàyé lórí àwôn kókó õrõ tó súyô àti ìbáyému wôn. 4. Śe àlàyé ní kíkún lórí êdá ìtàn, ìfìwàwêdá, ibùdó ìtàn, àhunpõ ìtàn, kókó õrõ 5. Darí ìjíròrò àti ìśeré ní kíláásì AKËKÕÖ 1. ka eré onítàn 2. Tëtí sí àlàyé olùkö, kí ó sì śe àkôsílê rê 3. Béèrè ìbéèrè nípa ohun tí kò bá yé e. 4. Śe ìsônísókí iran eré náà 5. kópa nínú ìjíròrò àti ìśeré tí olùkö darí OHUN ÈLÒ ÌKÖNI 1. Ìwé ìtàn tí a yàn 2. Ohun èlò ìśeré 3. Orí ìtàgé 4. Aśô eré 5. Àwòrán àfihàn ìśêlê àti êdá ìtàn eré |
6. | ÌTÊSÍWÁJÚ LÓRÍ ÀRÒKÔ AJÇMÖ-ÌSÍPAYÁ ÀKÓÓNÚ IŚË 1. Àròkô ajçmö-ìsípayá 2. Àròkô aláríyànjiyàn 3. Àpççrç àkôlé lábë oríśi àròkô kõõkan. 4. Àkôlé 5. ìlapa èrò 6. Àtúntò ìlapa èrò 7. ìfáàrà 8. ìpín afõ 9. kô õrõ inú àròkô 10. ìgúnlê/ Àsôkágbá | OLÙKÖ 1. pèsè àkôlé/ orí õrõ kõõkan 2. Tö akëkõö sönà láti jíròrò lórí àpççrç orí õrõ lábë oríśi àròkô kõõkan 3. Darí akëkõö láti śe ìlapa èrò 4. Tö akëkõö sönà láti kô àròkô nípa lílo ìlapa tí ó śe AKËKÕÖ 1. Jíròrò lórí àkôlé tí a yàn nípa títêlé ìdarí olùkö. 2. kópa nínú śíśe ìlapa èrò 3. Lo ìlapa èrò náà láti kô àròkô |
7. | ÈDÈ: Àpólà- Orúkô àti Iśë rê ÀKÓÓNÚ IŚË 1. Ìhun Àpólà-orúkô 2. Ìsõrí õrõ tí ó máa ń wáyé nínú àpólà-orúkô 3. Iśë àpólà-orúkô | OLÙKÖ 1. Kô oríśiríśi gbólóhùn 2. Töka sí àwôn ìhun àpólà-orúkô inú wôn 3. Töka sí ìsõrí õrõ tí ó máa ń wáyé nínú àpólà-orúkô 4. Sô pàtàkì àpólà-orúkô AKËKÕÖ 1. Śe àdàkô àwôn gbólóhùn tí olùkö kô. 2. Tëtí sí àlàyé olùkö nípa ìsõrí õrõ tí ó ń jçyô nínú àpólà-orúkô àti pàtàkì rê. OHUN-ÈLÒ ÌKÖNI
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8. | LÍTÍRÈŚÕ: Àśàyàn Ìwé Lítírèśõ Àpilêkô (Ewì) ÀKÓÓNÚ IŚË 1. Ewì kíkà 2. Kókó õrõ ajçmö õrõ-tó-ń-lô láwùjô/ lágbàáyé. - ìśêtöfábo, ipò obìnrin, ètò ôrõ-ajé, ìkôlura êsìn/ àśà, ìkóra-çni-ní-ìjánu nínú ìgbésí ayé õdö abbl. 3. Ônà-èdè àti ìsôwölo-èdè. | OLÙKÖ 1. ka ewì sí akëkõö létí 2. Śe àlàyé lórí ewì tí a kà 3. Fa kókó õrõ jáde 4. Śàlàyé ônà-èdè àti ìsôwölo-èdè tó jçyô. AKËKÕÖ 1. Ka ewì náà sínú 2. ka ewì náà síta 3. Fi pëńsù fàlà sí ibi tí wôn kíyèsí kókó õrõ àti êkö tí wôn ríkö 4. Töka sí ônà èdè 5. Tëtí sí àlàyé olùkö OHUN-ÈLÒ ÌKÖNI 1. Ìwé tí a yàn 2. Àwòrán ohun tí ewì dálé 3. Ìwé ìròyìn tí ó sô nípa àwôn kókó õrõ |
9. | ÈDÈ: Àpólà-iśë àti iśë rê ÀKÓÓNÚ IŚË 1. Oríśiríśi õrõ-ìśe bí i õrõ-ìśe: a. çlëlà àti aláìlëlà abbl b. agbàbõ àti aláìgbàbõ abbl 2. ìhun àpólà-ìśe 3. Pátákó àpólà-ìśe | OLÙKÖ 1. Kô oríśiríśi gbólóhùn pêlú àpççrç àwôn õrõ-ìśe nínú wôn àti irú õrõ-ìśe tí wön jë 2. Śàlàyé pêlú àpççrç ìhun àpólà-ìśe 3. Sô pàtàkì àpólà-ìśe AKËKÕÖ 1. Tëtí dáradára sí àlàyé olùkö. 2. Kô àpççrç àwôn õrõ-ìśe àti irúfë èyí tí wön jë sílê 3. mënuba lára pàtàkì àpólà-ìśe OHUN-ÈLÒ ÌKÖNI
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10. | ÀŚÀ: Eré Òśùpá àti Eré Ojoojúmö ÀKÓÓNÚ IŚË 1. Ìtumõ eré òśùpá 2. Ìtumõ eré ojoojúmö 3. Ìgbà wo ni à ń śeré òśùpá 4. Ìgbà tí eré ojoojúmö máa ń wáyé 5. pàtàkì eré òśùpá àti eré ojoojúmö | OLÙKÖ 1. Sô ìtumõ eré òśùpá àti eré ojoojúmö 2. śàlàyé ìwúlò àti pàtàkì eré òśùpá àti eré ojoojúmö 3. Darí akëkõö láti śe eré/ kô orin tí ó jçmö eré kõõkan AKËKÕÖ 1. Tëtí sí àlàyé olùkö 2. Kô pàtàkì àti ìwúlò eré òśùpá àti eré ojoojúmö sílê 3. kópa nínú eré tí olùkö darí OHUN-ÈLÒ ÌKÖNI
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11. | LÍTÍRÈŚÕ: Àśàyàn Ìwé Lítírèśõ Àpilêkô (Ìtàn àròsô ôlörõ geere) ÀKÓÓNÚ IŚË 1. Ibùdó àti àhunpõ ìtàn 2. Àśà tó súyô 3. Àwôn kókó õrõ tó jçmö ìśêlê bágbàmu b.a Êtö ômô ènìyàn, ìśètòfábo, Ètò ôrõ-ajé, ìkôlura êsìn/ àśà, jíjínigbé abbl. 4. Êdá ìtàn àti ìfìwàwêdá 5. Ônà èdè àti ônà ìsôwölo-èdè | OLÙKÖ 1. Ìfáàrà lórí òýkõwé àti ohun tí ìtàn náà dá lé lori 2. Śàlàyé ìbáyému àwôn àkóónú ìtàn náà (ìśêlê, kókó õrõ) 3. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö 4. Jíròrò lórí ìlò èdè àti àśà tó súyô AKËKÕÖ 1. Ka ìtàn náà yóò sì jíròrò lórí ìśêlê inú rê (àhunpõ ìtàn) 2. Sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn kò fëràn 3. Töka sí ônà èdè tí ó súyô 4. Töka sí àśà tí ó súyô OHUN-ÈLÒ ÌKÖNI Ìwé àśàyàn. Ìwé ìròyìn tí ó ń fi ìśêlê tí ó fara pë ti inú ìtàn tó wáyé hàn. |
12. | ÀŚÀ: Òge Śíśe ÀKÓÓNÚ IŚË 1. Oge síse 2. Ilà kíkô 3. Aśô wíwõ 4. Ìtöjú irun orí 5. Ìtöjú ara 6. Pàtàkì oge śíśe 7. Àléébù àti ewu nínú oge śíśe àśejù | OLÙKÖ 1. Tëtí sí olùkö 2. Śe ìdàkô ohun tí olùkö kô sílê ní ojú pátákó 3. kópa nínú ìmënubà pàtàkì àti àléébù oge śíśe OHUN-ÈLÒ ÌKÖNI Kóòmù, làálì, ôsç, ìpara, àtíke, bíléèdì omi abbl |
13. | ÀTÚNYÊWÒ ÊKÖ | |
14. | ÌDÁNWÒ |
YORÙBÁ L1 JSS 3 TÁÀMÙ KEJÌ
ÕSÊ | ORÍ ÕRÕ/ ÀKÓÓNÚ | ÀMÚŚE IŚË |
1. | ÈDÈ (FONÖLÖJÌ): Ìpàrójç àti Ìsúnkì ÀKÓÓNÚ IŚË 1. Oríkì ìpàrójç àti ìsúnkì 2. pípa fáwëlì tó bêrê õrõ jç, b. a ; Adémölá – Démölá, ìkòkò – kòkò, iyàrá – yàrá 3. ìpàrójç láàrin õrõ méjì, b.a. Aya ôba – Ayaba, ojú ilé – ojúlé, ewé oko – ewéko abbl | OLÙKÖ 1. Śe àlàyé ohun tí ìpàrójç àti ìsúnkì jë 2. Śe àpççrç fún àwôn akëkõö 3. Darí àwôn akëkõö láti mú àpççrç ti wôn wá. AKËKÕÖ 1. Tëtí sí àlàyé lórí oríkì ìpàrójç àti isunki 2. kópa nínú ìkëkõö nípa mímú àpççrç wá 3. śe àkôsílê ohun tí olùkö kô sí ojú pátákó. OHUN-ÈLÒ ÌKÖNI 1. Pátákó çlëmõö tí ó ń sô oríkì ìpàrójç àti ìsúnkì pêlú àpççrç 2. Orúkô àwôn akëkõö kan fún àpççrç. |
2. | ÀŚÀ: Çrú àti Ìwõfà ÀKÓÓNÚ IŚË 1. Àlàyé lórí çni tí çrú jë. 2. Àlàyé lórí çni tí ìwõfà jë 3. Õnà tí a fi ń ní çrú, bí àpççrç mímú lójú ogun, fífi owó rà abbl 4. Õnà tí a ń gbà lo çrú 5. Õnà tí a ń gbà lo çrú àti ìwõfà (fífi yá owó) ìwõfà. | OLÙKÖ 1. Śe àlàyé dáradára fún àwôn akëkõö lórí çni tí çrú jë àti çni tí ìwõfà jë 2. Sô õnà tí a fi ń ní çrú àti õnà tí a fi ń ní ìwõfà 3. Śe àlàyé lórí õnà tí a ń gbà lo çrú àti ìwõfà 4. Śe àfiwé ìkönilëkõö tí ìgbàlódé lô sí òkè-òkun fún òwò nàbì. AKËKÕÖ 1. Tëtí sí àlàyé olùkö 2. Śe àfiwé ômô õdõ àti ômô mõlëbí ní õdõ àwôn òbí. OHUN-ÈLÒ ÌKÖNI Àwòrán láti inú ìwé tí ó śàfihàn çrú àti ìwõfà. |
3. | ÈDÈ: Àpólà-atökùn àti iśë rê ÀKÓÓNÚ IŚË 1. Ìhun àpólà-atökùn 2. Iśë àpólà-atökùn 3. Àpççrç àpólà-atökùn | OLÙKÖ 1. Śe àlàyé nípa àpólà-atokun 2. Kô àpççrç àpólà-atökùn 3. Sô nípa iśë tí àpólà-atökùn ń śe nínú gbólóhùn AKËKÕÖ 1. Fi òye sí àlàyé tí olùkö śe 2. kópa nínú àfikún àpççrç 3. Śe àkôsílê ohun tí olùkö kô sí ojú pátákó OHUN-ÈLÒ ÌKÖNI
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4. | LÍTÍRÈŚÕ: KíkaÌwé (Àśàyàn lítírèśõ àpilêkô) ÀKÓÓNÚ IŚË 1. Ibùdó àti àhunpõ 2. Àśà tó súyô 3. Àwôn kókó õrõ tó jçmö ìśêlê bágbàmu b.a. - Ètò ômô ènìyàn - ìśêtöfábo - Ètò ôrõ-ajé - ìkôlura êsìn àti àśà - jíjínigbé abbl 4. Êdá ìtàn àti ìfìwàwêdá 5. Ônà èdè àti ônà ìsôwölo-èdè | OLÙKÖ 1. Ìfáàrà lórí òýkõwé àti ohun tí ìtàn dá lé lórí 2. Śe àlàyé ìbáyému àwôn ìśêlê inú ìtàn náà (ìśêlê, kókó õrõ) 3. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö 4. Àti lórí ìlò èdè àti àśà tó súyô AKËKÕÖ 1. ka ìtàn náà, yóò sì jíròrò lórí ìśêlê inú rê (àhunpõ ìtàn) 2. sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn kò fëràn 3. śe àfàyô ìlò ônà èdè àti ìsôwölo ônà èdè 4. śe àfàyô àśà tó súyô. OHUN-ÈLÒ ÌKÖNI 1. ìwé àśàyàn 2. ìwé ìròyìn tí ìśêlê tí ó fara pë ti inú ìtàn tó wáyé wà. |
5. | Òýkà Èdè Yorùbá 400 – 500 ÀKÓÓNÚ IŚË Òýkà láti irínwó dé êëdëgbêta (400-500) | OLÙKÖ 1. Tö akëkõö sönà láti ka òýkà- irínwó dé êëdëgbêta 2. Śe àlàyé ìgbésê òýkà ní kíkún. AKËKÕÖ 1. Ka òýkà láti irínwó dé êëdëgbêta (400 – 500) 2. Da òýkà tí a kô sójú pátákó mõ ní çyô kõõkan 3. Kô òýkà tí olùkö kô sójú pátákó sínú ìwé. OHUN-ÈLÒ ÌKÖNI Káàdì pélébé pélébé tí a kô òýkà kõõkan sí. |
6. | ÀŚÀ: Çrú àti Ìwõfà ÀKÓÓNÚ IŚË 1. Àfiwé çrú níní, ìwõfà yíyá láyé àtijö àti ômô õdõ níní láyé òde òní. 2. Kíkó õdömôkùnrin àti õdömôbìnrin lô sí òkè-òkun lô śe çrú àti òwò nàbì. 3. Àwôn ewu tí ó rõ mö wôn. | OLÙKÖ 1. Tëtí sí àlàyé olùkö 2. Śe àfikún sí àfiwé tí olùkö śe nípaśê ìrírí wôn ní ilé tàbí àdúgbò wôn. 3. Mô ewu tí ó rõ mö wôn. OHUN-ÈLÒ ÌKÖNI 1. Ìwé tí ó ń śàfihàn çrú àti ìwõfà. |
7. | ÈDÈ: Ìtêsíwájú Lórí Sílébù Èdè Yorùbá ÀKÓÓNÚ IŚË - Àwôn õrõ tí sílébù wôn ju méjì lô b.a. olówó, ômôdé, labalábá abbl - Ìwúlò sílébù. | OLÙKÖ 1. Kö/ śe àpççrç õrõ tí sílébù wôn ju sílébù méjì lô. 2. Śe àlàyé ìwúlò sílébù èdè Yorùbá. AKËKÕÖ 1. Tëtí sí àlàyé olùkö 2. Śe àfikún àpççrç tí olùkö śe 3. Śe àkôsílê ohun tí olùkö kô OHUN-ÈLÒ ÌKÖNI Kádíböõdù tí ó ń śe àfihàn sílébù àpççrç àti iśë rê nínú õrõ |
8. | LÍTÍRÈŚÕ: Ìwé Kíkà ÀKÓÓNÚ IŚË Àśàyàn ìwé lítírèśõ àpilêkô | OLÙKÖ 1. Śe ìtúpalê ìwé tí a yàn nípa títêlé ìlànà ìtúpalê ìwé AKËKÕÖ 1. Tëtí sí àlàyé olùkö. 2. Śe àkôsílê ohun tí olùkö kô sí böõdù 3. Kópa nínú èdè OHUN-ÈLÒ ÌKÖNI Ìwé tí a yàn |
9. | Àròkô Aśàpèjúwe àti Oníròyìn ÀKÓÓNÚ IŚË 1. Àlàyé lórí àròkô aśàpèjúwa àti oníròyìn. 2. Àpççrç orí õrõ lábë ìsõrí àròkô kõõkan 3. Ìlapa èrò fún àròkô kõõkan | OLÙKÖ 1. Śe àlàyé lórí àròkô aśàpèjúwe àti Oníròyìn 2. Kô àpççrç orí õrõ tí ó wà lábë oríśi àròkô kõõkan 3. Śe àlàyé ìlapa èrò fún àròkô kõõkan. AKËKÕÖ 1. Tëtí sí àlàyé olùkö lórí ìdánilëkõö 2. Śe àkôsílê ohun tí olùkö kô 3. Kô àpççrç àròkô oníròyìn nípa títêlé àpççrç ìlapa èrò tí olùkö sô nípa rê. OHUN-ÈLÒ ÌKÖNI Pátákó çlëmõö tí a kô ìlànà méjèèjì sí. |
10. | Òwe Àkóónú iśë 1. Oríśiríśi òwe 2. Ìwúlò òwe 3. Àwôn tí wön ń pa òwe. | OLÙKÖ 1. Kô àpççrç oríśiríśi òwe fún àwôn akëkõö 2. Śe àlàyé àwôn tí wôn ń pa òwe àti ìlànà tí ômôdé yóò têlé bí ó bá fë pa á. 3. Sô ìwúlò òwe AKËKÕÖ 1. Fi òye sí àlàyé tí olùkö śe. 2. Kô àpççrç oríśiríśi òwe sílê 3. Sô ìwúlò òwe OHUN-ÈLÒ ÌKÖNI Pátákó çlëmõö tí a kô oríśiríśi òwe sí àti ìwúlò òwe. |
11. | ÀTÚNYÊWÒ ÊKÖ | |
12. | ÌDÁNWÒ |
YORÙBÁ L1 JSS 3 TÁÀMÙ KËTA
ÕSÊ | ORÍ ÕRÕ/ ÀKÓÓNÚ | ÀMÚŚE IŚË |
1. | Àkôtö Síwájú sí i ÀKÓÓNÚ IŚË Ìtêsíwájú lórí àkôtö 1. Ìyípadà ìsùpõ köńsónáýtì 2. Àwôn õrõ tí wön ju méjì lô tí a ń kô ní õkan. | OLÙKÖ 1. Kô àwôn ìpinnu ôdún 1974 náà. 2. śe àlàyé àwôn ìpinnu náà àti àýfààní rê fún kíkô èdè Yorùbá ní àkôtö AKËKÕÖ 1. Da ìpinnu náà kô sínú ìwé rê. 2. Tëtí sí àlàyé olùkö lórí àwôn ìpinnu náà lësççsç OHUN-ÈLÒ ÌKÖNI
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2. | Òýkà Yorùbá ÀKÓÓNÚ IŚË Ìtêsíwájú lórí òýkà Yorùbá 1. Òýkà Yorùbá láti 301 - 350 2. 351 – 400 3. 401 – 450 | OLÙKÖ 1. Tö akëkõö sönà láti ka òýkà ní kíkún 2. śe àlàyé ìgbésê òýkà ní kíkún AKËKÕÖ 1. ka òýkà láti 301-350, 351 – 400, 401 - 450 2. Dá òýkà tí a kô sójú pátákó mõ ní õkõõkan. 3. kô òýkà tí olùkö kô sójú pátákó sínú ìwé. OHUN-ÈLÒ ÌKÖNI 1. kádíböõdù tí a kô òýkà láti 301 – 450 sí. 2. káàdì pélébé pélébé tí a kô òýkà kõõkan sí |
3. | Iśë àwôn ìsõrí õrõ nínú gbólóhùn ÀKÓÓNÚ IŚË Ìtêsíwájú lórí iśë àwôn ìsõrí õrõ nínú gbólóhùn 1. Iśë tí õrõ-orúkô ń śe nínú gbólóhùn 2. Iśë tí õrõ aröpò-orúkô ń śe nínú gbólóhùn 3. Iśë tí õrõ-ìśe ń śe nínú gbólóhùn 4. Iśë tí õrõ-êyán ń śe nínú gbólóhùn. | OLÙKÖ 1. kô oríśiríśi gbólóhùn tí ó fi iśë õrõ-orúkô, õrõ-ìśe àti õrõ aröpò-orúkô hàn sójú pátákó. 2. śe àlàyé kíkún lórí wôn. AKËKÕÖ 1. śe ìdàkô àwôn gbólóhùn tí olùkö kô 2. Tëtí sí àlàyé olùkö OHUN-ÈLÒ ÌKÖNI Kádíböõdù tí a kô àpççrç gbólóhùn tí a ti lo õrõ-orúkô, õrõ-ìśe àti õrõ aröpò-orúkô sí |
4. | Àśàyàn Ìwé Eré-Onítàn ÀKÓÓNÚ IŚË Ìtêsíwájú lórí àśàyàn ìwé eré-onítàn 1. Ibùdó ìtàn 2. Àhunpõ ìtàn 3. Àśà tó súyô 4. Kókó õrõ 5. Ìfìwàwêdá 6. Ìlò Èdè | OLÙKÖ 1. Darí akëkõö láti ka eré-onítàn náà. 2. śe ìfáàrà lórí òýkõwé àti ohun tí eré náà dálé 3. fa àwôn kókó õrõ yô 4. jíròrò lórí êdá ìtàn àti ìfìwàwêdá wôn 5. śe àfiwé ìśêlê inú ìtàn pêlú õrõ tí ó ń lô láwùjô 6. śàlàyé lórí lílo èdè 7. Darí ìśeré ní kíláásì, ìbáà jë ìran kan tàbí méjì. AKËKÕÖ 1. ka eré-onítàn náà 2. jíròrò lórí ìśêlê tí wön gbö rí/ kà rí tí ó fi ara pë èyí tí wön ń kà. 3. fa êkö tí wön rí kö yô 4. töka sí oríśiríśi ìlò èdè 5. jíròrò lórí àwôn êdá ìtàn àti ìfìwàwêdá wôn. 6. kópa nínú ìśeré tí olùkö darí ní kíláásì. |
5. | Ìtêsíwájú Lórí Êsìn Ìbílê Yorùbá ÀKÓÓNÚ IŚË ìtêsíwájú lórí êsìn òde oni 1. Kìrìsítíënì 2. Mùsùlùmí | OLÙKÖ 1. śe àlàyé ipa tí êsìn ń kó láwùjô 2. ipò Olódùmarè nínú êsìn òde òní 3. àjôśe tó wà láàrin àwôn çlësìn ìbílê, Kìrìsítíënì àti Mùsùlùmí. 4. śàlàyé nípa ìjà êsìn òde òní àti bí a śe lè dëkun wôn AKËKÕÖ 1. sô ohun tí wôn mõ nípa êsìn ìbílê Yorùbá àti êsìn òde òní. 2. jíròrò àjôśe tó wà láàrin çlësìn Mùsùlùmí àti Kìrìsìtíënì 3. jíròrò lórí ìjà êsìn àti bí a śe lè dëkun rê. OHUN-ÈLÒ ÌKÖNI 1. Àwòrán àwôn çlësìn Kìrìsítíënì àti Mùsùlùmí níbi êsìn 2. Fídiò 3. Sínnimá |
6. | Àròkô Síwájú sí i ÀKÓÓNÚ IŚË Ìtêsíwájú lórí kíkà àti kíkô àròkô Oríśiríśi àròkô: àròkô ajçmö-ìsípayá, aláríyànjiyàn, aśàpèjúwe | OLÙKÖ 1. pèsè àkôlé/ orí õrõ fún àròkô ajçmö-ìsípayá, aláríyànjiyàn, aśàpèjúwe. 2. tö akëkõö sönà láti jíròrò lórí õrõ náà 3. darí akëkõö láti śe ìlapa èrò 4. tö akëkõö sönà láti kô àròkô nípa lílo ìlapa tí o śe AKËKÕÖ 1. jíròrò lórí àkôlé tí a yàn nípa títêlé ìdarí olùkö 2. kópa nínú śíśe ìlapa èrò 3. lo ìlapa èrò náà láti kô àròkô OHUN-ÈLÒ ÌKÖNI 1. pátákó çlëmõö tí a kô àkôlé àwôn àròkô wõnyí sí lóríśiríśi 2. pátákó çlëmõö tí ó ń śàfihàn ìlapa èrò fún àwôn àkôlé náà |
7. | ÀKÀYÉ ÀKÓÓNÚ IŚË Ìtêsíwájú lórí àkàyé: 1. Ôlörõ geere 2. Elédè Ewì | OLÙKÖ 1. pèsè àyôkà lórí àwôn õrõ tí ó ń lô lákòókò bágbàmu 2. pèsè ìbéèrè tí ó péye lórí àwôn kókó õrõ inú àyôkà náà. AKËKÕÖ 1. ka àyôkà tí olùkö pèsè 2. dáhùn àwôn ìbéèrè tí olùkö pèsè lórí rê OHUN-ÈLÒ ÌKÖNI 1. àyôkà oríśiríśi tí ó dálé ìśêlê õrõ tó ń lô láwùjô 2. àwòrán tó bá àyôkà náà mu. |
8. | Àśàyàn Ìwé Ewì ÀKÓÓNÚ IŚË Ìtêsíwájú lórí àśàyàn ìwé ewì 1. Ìtàn inú ìwé ní sókí 2. Êdá ìtàn 3. Kókó õrõ 4. Ìfìwàwêdá 5. Ibùdó ìtàn 6. Àhunpõ ìtàn | OLÙKÖ 1. ka ewì sí etígbõö àwôn akëkõö 2. śe àlàyé lórí ewì tí a kà 3. kô àwôn kókó õrõ jáde 4. śe àlàyé ní kíkún lórí ônà èdè, êkö abbl 5. darí ìjíròrò nípa àwôn kókó inú êkö yìí ní kíláásì AKËKÕÖ 1. tëtí sí bí olùkö śe ń ka ewì 2. ka ewì sí etígbõö ara wôn 3. tëtí sí àlàyé olùkö 4. kópa nínú ìjíròrò tí olùkö darí ní kíláásì OHUN-ÈLÒ ÌKÖNI 1. Ìwé tí a bá yàn 2. Àwòrán àwôn ohun tí ewì dálé lórí |
9. | Àpólà-Orúkô àti Iśë rê ÀKÓÓNÚ IŚË Ìtêsíwájú lórí àpólà-orúkô àti iśë rê: i. Oríkì, Ìhun àpólà-orúkô ii. iśë tí ó ń śe nínú gbólóhùn iii. ìsõrí õrõ tí ó máa ń wáyé nínú àpólà-orúkô | OLÙKÖ 1. śe àlàyé kíkún lórí àpólà-orúkô àti iśë rê nínú gbólóhùn. 2. śe õpõlôpõ àpççrç lórí àpólà-orúkô àti iśë tí ó ń śe fún akëkõö. 3. darí láti śe àpççrç tirê AKËKÕÖ 1. tëtí sí àlàyé olùkö 2. kô àpççrç tí olùkö śe sínú ìwé rç 3. śe àpççrç tìrç lábë ìdarí olùkö OHUN-ÈLÒ ÌKÖNI 1. kádíböõdù tí a kô àwôn àpççrç sí. |
10. | Àśàyàn Ìwé Ìtàn Àròsô Ôlörõ Geere ÀKÓÓNÚ IŚË Ìtêsíwájú lórí àśàyàn ìwé ìtàn àròsô ôlörõ geere. 1. Ìtàn inú ìwé ní sókí 2. Êdá ìtàn 3. Kókó õrõ 4. Ìfìwàwêdá 5. Ibùdó ìtàn 6. Àhunpõ ìtàn | OLÙKÖ 1. śe ìfáàrà lórí òýkõwé àti ohun tí ìtàn dálé 2. darí akëkõö láti tún ìtàn sô 3. śàlàyé lórí àwôn kókó õrõ tó súyô àti ìbáyému 4. śàlàyé nípa àwôn êdá ìtàn àti ìfìwàwêdá wôn 5. darí ìjíròrò nípa ìlò èdè nínú ìtàn náà AKËKÕÖ 1. ka ìwé náà 2. tún ìtàn náà sô ní sókí 3. jíròrò lórí kókó õrõ inú ìwé náà àti ìbáyému wôn 4. tëtí sí àlàyé olùkö nípa êdá ìtàn àti ìfìwàwêdá wôn 5 kópa nínú ìjíròrò lórí ìlò èdè OHUN-ÈLÒ ÌKÖNI 1. Ìwé tí a yàn fún kíkà. 2. Àwòrán díê lára ìśêlê tó köni lëkõö nínú ìwé náà |
11. | Àpólà-ìśe àti Àpólà-atökùn àti Iśë wôn ÀKÓÓNÚ IŚË Ìtêsíwájú lórí àpólà-ìśe àti àpólà-atökùn 1. Ìhun àpólà-ìśe 2. Ìhun àpólà-atökùn 3. Iśë àpólà-ìśe àti àpólà-atökùn | OLÙKÖ 1. śàlàyé lórí ipò àti iśë õkõõkan wôn nínú gbólóhùn 2. śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö 3. darí akëkõö láti śe àpççrç tirê AKËKÕÖ 1.Tëtí sí àlàyé olùkö lórí ipò àti iśë õkõõkan 2. kô àwôn àpççrç tí olùkö ń śe sínú 3. śàlàyé àwôn àpççrç iśë tí õkõõkan wôn ń śe nínú gbólóhùn OHUN-ÈLÒ ÌKÖNI Káàdì pélébé pélébé tí a kô àpççrç iśë tí õkõõkan wôn ń śe nínú gbólóhùn sí. |
12. | FONÖLÖJÌ ÈDÈ YORÙBÁ: Ìpàrójç àti Ìsúnkì ÀKÓÓNÚ IŚË Ìtêsíwájú lórí ìpàrójç àti ìsúnkì 1. ìpàrójç ìbêrê fáwëlì, b.a. Adémölá – Démölá, Ìkõkõ – kõkõ, Iyàrá – yàrá abbl 2. ìpàrójç õrõ méjì, b.a. aya ôba – ayaba, ojú ilé – ojúlé abbl | OLÙKÖ 1. śe êkúnrërë àlàyé lórí ohun tí à ń pè ní ìpàrójç àti ìsúnkì. 2. kô àwôn àpççrç õrõ tí a lè pajç tàbí súnkì nínú gbólóhùn sójú pátákó. 3. darí akëkõö láti śe àpççrç tirê AKËKÕÖ 1. Tëtí sí àlàyé olùkö 2. kô àwôn àpççrç wõnyí sí inú ìwé 3. śe àwôn àpççrç tìrç lábë ìdarí olùkö OHUN-ÈLÒ ÌKÖNI Kádíböõdù tí a kô àpççrç náà sí. |
13. | Àtúnyêwò Êkö | |
14. | Ìdánwò |
BUSINESS STUDIES
BUSINESS STUDIES
JSS 3 FIRST TERM
WEEK | TOPIC/CONTENTS | ACTIVITIES |
1 | OFFICE PROCEDURE
| Teacher: Discuss on the meaning and importance of office procedure. Students: Give examples of office procedure. Specimen: bills (e.g. PHCN, NITEL bills, invoices, receipts |
2 | PROCEDURES FOR MAKING PAYMENT
| Teacher: Guide students to complete specimen of bills, invoices, receipts, cheques, bank drafts and e-payment. Student: Practice preparation of vouchers, pay roll and pay slip advice. Photographs and adding machine should be used. |
3 | OFFICE PROCEDURE
| Teacher: demonstrate on chalkboard preparation of store records, delivery notes and store requisition Students: Practice preparation of store records and completing a specimen delivery note and gate pass. A chart to be used. |
4 | OFFICE EQUIPMENT Office Equipment
| Teacher: Explain the meaning of office. Students: Identify the different types of equipment Specimen: A chart showing the photograph of office equipment like computer, typewriter, filing cabinet, stapler, adding machine, perforator, office pin etc. |
5 | OFFICE EQUIPMENT Uses of Office Equipment
| Teacher: Demonstrate the uses of office equipment and guide the students on how to use and take care of them. Students: Practice how to use office equipment and how to take care of them. Specimen: The equipment should be brought to the class for demonstration. |
6 | ADVERTISING Advertising
| Teacher: Explain the meaning, types and functions of advertising. Students: Explain the meaning and list types of advertising. Specimen: A chart should be used for showing the picture |
7 | ADVERTISING MEDIA Advertising Media
| Teacher: outline the various advertising media and display in class pictures, newspaper and other advertising materials like radio or television. Students: Develop advertising jingles for a common product. Specimen: Radio or Television should be used for demonstration |
8 | TRANSPORTATION
| Teacher: Explain the meaning of transportation and state the 5 types of transportation we have. Discuss the advantages and disadvantages Students: Define transportation and list the types of transportation system we have. Specimen: A chart should be used to show the different types of transportation. |
9 | COMMUNICATION
| Teacher: Discuss on the meaning of communication and means of communication and an internet. Students: Define communication and give examples of common means of communication. Specimen: A telephone set, GSM Handset, computer set etc should be displayed. |
10 | COMMUNICATION (b)
| Teacher: Explain the role of communication in business and give examples of common means of communication. Students: Discuss the importance of communication in business. Practice how to make calls. Specimen: A chart showing the agencies. |
11 | SETTING SIMPLE BUSINESS GOALS. Simple Business Goals.
| Teacher: Explain the meaning of simple business goals and lead discussion on strength, weaknesses, opportunities and threat to business an entrepreneur wants to pursue. Specimen: A chart, posters and pictures to be used. |
12 | SIMPLE SINGLE BUSINESS PLAN Simple Single Business Plan
| Teacher: Discuss on simple single business plan and demonstrate to students procedures for drawing up simple single business plan. Students: Participate in class discussion and draw up simple single business plan. Specimen: A chart or pictures should be use. |
13 | REVISION | |
14 | EXAMINATION |
BUSINESS STUDIES
JSS 3 SECOND TERM
WEEK | TOPIC/CONTENTS | ACTIVITIES |
1 | CONSUMER PROTECTION AND AWARENESS
| Teacher: Explain the meaning and needs of consumer protection agencies and discuss on the roles and responsibilities of each consumer protection Agency. Students: Discuss on the meaning and need for consumer protection Agencies and visit consumer protection agency nearby. Specimen: flip charts and posters. |
2 | HOW TO MAKE COMPLAINTS
| Teacher: Explain the meaning of complaint and discuss on the differences between justified and unjustified consumer complaints. Students: Define a complaint and distinguish between justified and unjustified. Specimen: charts and cardboard sheet should be used to sample a complaint letter for redress. |
3 | PERSONAL FINANCE
| Teacher: Define personal finance and discuss the source of finance and items of personal budget. Students: Define personal finance and list the sources of funds. Specimen: cartons, posters, books, calculator and chalkboard to be used. |
4 | TRIAL BALANCE
| Teacher: define trial balance and explain the ruling and functions of trial balance. Students: Discuss the trial balance and explain the ruling of trial balance. Specimen: chalk board and ruler should be used for illustration |
5 | BALANCING THE LEDGER ACCOUNT
| Teacher: Explain the balance of the ledger account and list the items of balance sheet from the trial balance and profit and loss items. Students: Discuss balancing the ledger account and list the items of balance sheet and profit and loss account. Specimen: Relevant textbooks or workbook |
6 | TRADING PROFIT AND LOSS ACCOUNT
| Teacher: Explain the purpose of preparing trading Profit and Loss account with the ruling of the trading profit and loss account. Students: Practice exercises in calculating the cost of goods sold, net sales and gross profit. Samples of practiced problems and exercises. |
7 | TRADING PROFIT AND LOSS ACCOUNT
| Teacher: Discuss the determination of net sale, net profit or loss Students: Practice the exercises. Relevant textbook or workbook. |
8 | BALANCE SHEET
| Teacher: Explain the meaning of a balance sheet, the uses of balance sheet and the items. Students: Define balance sheet and list the contents of balance sheet. Ruler, calculators, chalkboard and exercises should be used. |
9 | CLASSIFICATION OF BALANCE SHEET ITEMS
| Teacher: Identify the items in the balance from trial Balance. Exercises should be taken. |
10 | BOOK KEEPING ETHICS
| Teacher: Explain and give examples of: Accountability, Transparency and Probity (TAP) and guide the students to determine the need for TAP. Students: Participate in the discussion on the meaning of TAP and explain TAP |
11 | REVISION | |
12 | EXAMINATION |
BUSINESS STUDIES
JSS 3 THIRD TERM
WEEK | TOPIC/CONTENTS | ACTIVITIES |
1 | KEYBOARDING
| Teacher: Explain keyboarding and page size with the number of spaces available on each types. Students: Identify the page and the size. Typewriter or computer is used to display this in the class |
2 | TYPES OF DISPLAY HEADING
| Teacher: Explain this heading one after the other main, sub and shoulder heading. Students: List and explain the types of heading we have. A chalkboard should be used and shown. |
3 | MANUSCRIPT
| Teacher: Explain the meaning of manuscript and printer correction signs. Students: Discuss the meaning of manuscript, abbreviation and correction of printer signs. A manuscript should be used for show. |
4 | ERASING TECHNIQUES
| Teacher: Explain the meaning of erasing, methods, instrument for erasing. Students: Discuss the meaning of erasing and demonstrate it. A printed paper and carbon copy to be used. |
5 | CORRECT KEYBOARDING TECHNIQUES The keyboard rows
Divisions of the keyboard
| Teacher: Show the position of the four rows on the keyboard and demonstrate correct finger position on the keyboard. Students: Point out the position of the four rows on the keyboard. Computer or typewriter is used. |
6 | ALPHANUMERIC KEYS
| Teacher: Show the alphanumeric keys or symbols and demonstrate correct finger placement and alphanumeric keys or symbols. Students: Observe the alphanumeric keys or symbols and practice correct finger placement on the basic services key specimen: Computer, keyboard charts to be used. |
BASIC SCIENCE AND TECHNOLOGY (BST)
BASIC SCIENCE AND TECHNOLOGY
JSS3FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | FAMILY TRAITS 1. Family traits (skin, color, height, albino) etc. 2. Meaning of dominant and recessive traits. 3. Importance of family traits -Intelligence -Disease Resemblance Family Genealogy. | -Bring pictures of family members that illustrate peculiar family traits. -Participates in discussions and identify these families among themselves. |
2 | PERSONAL SCHOOL AND COMMUNITY HEALTH (I) 1. Family life Education. a. Meaning and types of families. b.Duties of members of the family c. Puberty in boys and girls d. Teenage, pregnancy and its consequences. e. Assertive and communication skills. f. Carrier guidance g. Sport promotion Agencies and body in Nigeria i. Sport Association ii. NAPHER SP iii. Nigeria institutes of sports. | -Explains the meaning of family and school health education. -Participate in role playing e.g. play let of a family. |
3 | PERSONAL SCHOOL AND COMMUNITY HEALTH (II) 1. Agencies/organizations promoting health education in Nigeriae.g NGO, ministry of health, NAFDAC, WHO etc. 2.personal health: description of ageing death 3. life enhancing measure against ageing e.g. Exercise , Nutrition, rest and sleep 4. Supporting, dying, grieving and ageing persons. 5. Meaning of drug use, misuse and abuse. 6. Categories of drugs. -prescription of drugs/medicine. -non-prescription of drugs/medicine e.tc. | Identify family members 1. Uses picture to explain ageing stages of life. 2. narrate/state experience with behavior of aged parents and relatives. |
4 | FAMILY HEALTH 1. Types of diseases and mode of transfer. 2. disease vectors 3. Life of mosquito and other vectors. 4. control measures 5. STLS, HIV/AIDS 6. Consequences and prevention | Bring pictures/posters of diseased persons to the class. |
5. | PATHOGENS,DISEASE AND PREVENTION 1.nature of communicate disease 2. Mode of transmission of the diseases. 3.factors and caustic agents 4. Prevention and management of non-communicate diseases. | Discuss the nature of communicable diseases. |
6 | DRUGS AND SUBSTANCE ABUSE. 1. Effects of drugs abuse. 2. prevention of drug abuse 3. Activities of drug control agencies NAFDAC, NDLEA. 4. Misuse of herbal medicine. | Teacher uses chart, pictures, films to guide the discussion. |
7 | ENVIRONMENTAL HAZARDS 1.soil erosion 2. causes of soil erosion and control 3.fluoding 4. drainage pattern 5. causes, prevention and effects of flooding. | |
8 | COMPUTER CARRER OPPORTUNITIES 1.Computern professionals -Computer manager -System analyst -Programmer etc. 2. Qualities of a good computer professional. 3Computer professional bodies, Nigeria Computer Society (NCS) | Describes the functions of the computer professional bodies. |
9 | DIGITAL DIVIDE 1.Concept of digital divide 2. Feature of new and old economy. 3.Limitations of the old economy 4. Benefits of new economy. | Guide class discussion on the features of old and new economy |
10 | INTERNET AND COMPUTER VIRUS 1.Meaning and types of Viruses 2. Examples and sources of computer viruses. 3.Virus warning sign 4.Virus detection (Anti virus0 5. Examples of search engines e.g. google.com, yahoo.com etc. 6.Uses of search engines. | Visit computer lab or cyber café |
11 | MACHINE AND ROTORY MOTION 1.Linear motion 2.Lever arrangement to produce linear motion 3.Uses of slides and slots in mechanical system 4.Rotory motion 5.Principels of application and conversion of rotary motion to linear motion 6. Practical inclusive. | Describe and demonstrate uses of rotary motion A visit to mechanic workshop |
12 | SOLDERING AND BRAZING 1. Meaning of soldering and brazing tools. 2.Operation, types and uses | Demonstrate the procedures in soldering and brazing. |
13 | Revision | Revision |
14 | Examination | Examination |
BASIC SCIENCE AND TECHNOLOGY
JSS3SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | RESOURCES FROM LIVING AND NON LIVING THINGS 1.Resources From Living Things –Examples of plant and animal sources -Economic importance of the resource 2.Resource from non-living things -Example; locations in Nigeria. | Bring samples of solid minerals to the class -Students should collect samples of solid mineral in their locality. -Guide students to draw map on Nigeria showing location of mineral deposits. |
2 | PRECESSING OF MINERALS; i.Timber ii.Metals iii.Clay and ceramic iv.Plastic and rubber 1.Method of processing 2.Advantages and disadvantages 3.Properties 4.Treatment 5.Examples and importance | -Explain key terms and concepts -Take students on excursion -Students should participate in class discussion. |
3 | GRAPHS 1. Creating graphs; lone graph, histogram, pie –chart, legend e.t.c. 2. editing graphs 3. Formatting graphs. | -guides students to identify and select data range and areas for graph construction. -gives students practice exercises. |
4 | LIGHT, SOUND AND ELECTRICAL ENERGY. 1. Reflection, refraction, vision, dispersion and rainbow. 2. Production and transmission of sounds. 3. reflection of sounds 4. hearing 5.flow of elections 6. Circuts; series and parallel. 7. fuses and circuits breaker 8. electric meter reading and billing | -uses charts to demonstrate. -guides students on activities. |
5. | RADIOACTIVITY. 1. meaning of radioactivity 2. Radioactive elements. 3. Types of radiation and properties. 4. uses of radioactivity 5. dangers of radioactive rays | -lead discussion on meaning of radioactivity -students should recognize some radioactive elements. |
6 | Skills acquisition and scientific ethics. 1. Meaning of skill acquisition. 2. Reasons for skill acquisition. 3. Types of skills. 4. Importance of skill acquisition. 5. Meaning of right and wrong, application of science. 6. Implication of bad scientific proactive destroy individuals’ life. | -invite resource person. -lead visit to different types of professionals. -student should participate in discussion. -taking part in the visits. |
7 | DARWING PRACTICE: -isometric and oblique drawings (ii) Orthographic projection. 1. Examples of isometric drawing. 2. Examples of oblique drawing. 3. Isometric drawing of simple shaped blocks without curves. 4. Simple oblique drawing. 5. meaning of orthographic projection 6. Components; principle planes, angles of projection, principle views. 7.placing principle view in the quadcuits. 8. dimensioning technique. | -teachr should display models of isometric objects. -guides students to describe the properties. -student should listen attentively to teacher explanations. |
8 | ONE POINT PERSPECTIVE AND SCALE DRAWING. 1.one point perspective drawing;meaning, examples , principles 2.one point perspective drawing practice. 3.measuring and comparing given sizes 4. scale drawing. | -teacher should display models of isometric objects.. -guides students to describe their properties. -student should listen attentively to teacher explanations. |
9 | DRAWING OF PLANS AND BLUE –PRINT. 1.common symbols used in plan and blue – prints and their interpretation. 2. indentification of buildings components. 3. blue print drawing techniques. | -teacher should display buildings plans. -students should participate in discussions and blue reading. |
10 |
1. Career guidance in physical education. 2. Past and present sport heroes and their contribution in Nigeria. 4. hockey game ; basic skills and techniques, rules and safety regulation etc | -teacher should state the contributions of these heroes to national development. - Students should mention some sports heroes and heroines. -teacher demonstrate the basic -skill and techniques of the game. |
11 | Revision | Revision |
12 | Examination | Examination |
BASIC SCIENCE AND TECHNOLOGY
JSS3THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | MAGNETISM 1.loadstone 2. laws of magnetism 3. magnetic poles and magnetic fields 4. care of magnet | Students 1. identify magnetic poles fields through activity Teacher 2. Tell a story about loadstone as the earliest form of magnet. |
2 | METAL WORK AND WOOD WORK PROJECTS 1. Production of bottle openers, trash bin and cans, coal pots, metal stools, chairs and benches etc. 2. production of various objects using simple woodwork and machines and tools examples wooden table ,boxes, frames, tee square etc. | Teacher: direct students on how to cut the metals. Students; produce some of the things in the content on their own. |
3 | CONTACT AND NON-CONTACT GAMES 1.tackwondo and basic techniques 2.importance of taekwondo 3. Safety rules regulations and officiating in taekwondo. 4. boxing and basic techniques 5. Safety rules, regulations and officiating in boxing. 4.officials and their duties 8. Safety rules for non-contact games. | Teacher: display and discuss the equipment and facilities for swimming. Students: practice the various floor activates. |
4 | DATA BASIC MANAGEMENT SYSTEM 1. Data terminology; idles, records, file, database etc. 2. Forms of data base; flat file, hierarchical, relational etc. 3. examples and uses of spreadsheet 4. Spreadsheet features and terminology; row, columns, cell etc. 5. worksheet 6. Calculations and printing of worksheet. | Teacher: display a chart to scow forms of database. Teacher: take student to computer laboratory Students: copy chalkboard summary into their notebooks. |
5. | PHYSICAL FITNESS AND RECREATIONAL ACTIVITIES 1. Benefits derive from physical fitness. 2. Factors that influence physical fitness. 3. Pre-colonial or folk traditional dances like atilogwu – ibo, bata, agidigbo etc. 4. Social, foreign and modern dances examples: reggae, disco, highlife etc. 5. Types and values of computer games examples soccer, cricket etc. | Teachers. benefit derived from physical fitness. Ii.factors that influences physical fitness. Students:i.listens to the teacher’s explanation. ii.copy the chalkboard summary |
6 | ATHLETICS:TRACK AND FIELD. 1. Pole vaults and javelin 2. Combine event: pectathlon, decathlon etc. | Teacher:I;demonstrates the skills. ii. supervise the students practice Students: I . practice the basic skill in term ii. Listern to the teacher. |
7 | Revision | Revision |
8 | Examination | Examination |
PRE-VOCATIONAL STUDIES (PVS)
HOME ECONOMICS
FIRST TERM JSS 3
WEEK | TOPIC/CONENT | ACTIVITIES |
1- | Family Budget
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2- | Preparing family budget
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3- | Decision making
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4- | Consumer challenges and rights.
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5- | Consumer challenges and rights
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6- | Child Development and care
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7- | Child development care.
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8- | Child development care.
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9- | Child development care.
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10- | Child development care.
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11- | Preparation of meal
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12- | Preparation
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13- | Revision | Revision |
14- | Examination | Examination |
HOME ECONOMICS
SECOND TERM JSS 3
WEEK | TOPIC/CONENT | ACTIVITIES |
1- | Textiles types properties, production uses and care
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Students: Participate actively in the discussions |
2- | Textiles; types, Properties, production uses and care.
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Students: Participate in the class discussion. |
3- | Textiles types properties production uses and care.
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Students: take part in the discussion. |
4- | Textiles; types, Properties, production uses and care.
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Students: 1- Practice weaving skill using strips of paper to produce woven mats. II- Practice laundering work. |
5- | Textiles; types, Properties, production uses and care.
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Students: I- Practice weaving skill using strips of paper to produce woven mats. II- Practice laundering work. |
6- | Sewing machine and garment construction process
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7- | Sewing machine and garment construction process
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Students: I- Take part in the discussion. II- operate a sewing machine. |
8- | Sewing machine and garment construction process
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Students: I- Make specimen of facing, hems, opening and fastening. II- Make a simple baby’s dress. |
9- | Food Hygiene and safety.
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-Reasons for healthy food handling -Food poisoning and food safety 2- Demonstrate methods handling left-over foods Students: I-Participate in discussion II- Practice how to cover their lunch packs properly. |
10- | Food Hygiene and safety
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Students: I- Practice how cover their lunch packs properly. II- Mention ways of handling food in their homes. |
11- | Revision | Revision |
12- | Examination. | Examination |
HOME ECONOMICS
THIRD TERM JSS 3
WEEK | TOPIC/CONENT | ACTIVITIES |
1- | Preparation, Packaging and Marketing of food items
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2- | Marketing of food items
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3- | Preparation of snacks, drinks and meals.
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4- | Packaging of food item
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5- | Marketing or food Items
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6- | Revision | Revision |
7- | Examination | Examination |
AGRICULTURAL SCIENCE
FIRST TERM JSS THREE
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | Packaging of Agricultural produce
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3 | Criteria for selecting packaging materials for agricultural produce
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5 | Pricing of Agricultural produce
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6 | ||
7 | Farm Records and Book-keeping
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8 | ||
9 | Farm Records and Book-keeping cont’d.
| Teacher exhibit sales journal and purchase journal. |
10 | Forests and forest uses
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12 | Forests and forest uses
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13 | Examination |
AGRICULTURAL SCIENCE
SECOND TERM JSS THREE
WEEK | TOPIC / CONTENT | ACTIVITIES |
1 | Agriculture in Stock Exchange
| The Teacher guides classroom discussion |
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3 | Practical Agriculture
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5 | Practical Agriculture
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7 | Practical Agriculture
| The students are asked to submit their farm record notebooks. |
8 | ||
9 | Export Promotion in Agriculture
| The teach is to guide classroom discussion |
10 | ||
11 | Practical Agriculture
| The students are asked to make a collection of different packaging materials as project. |
12 | ||
13 | Revision | Revision |
14 | Examination | Examination |
RELIGIOUS AND NATIONAL VALUE (RNV)
ISLAMIC RELIGIOUS STUDIES
JSS 3 FIRST TERM
WEEK | TOPIC | CONTENT | ACTIVITES/TEACHING AIDS |
1 | Suratul Mulk | Reading and meaning (1-5) | The teacher recites the verses followed by the students. Glorious Qur’an, CD, DVD, Cassette. |
2 | The four rightly guided Caliphs (Abubakar) | The 1st Caliph. Life history of Abubakar As-Siddiq and his contributions to Islam | Narration of the life history of the Caliph. Questions and answers |
3 | Human Relation | Good human relationship with all people (Q 49 v 10 -23), 24 v 27-29) | Mentioning of example of good conduct from their environment and location |
4 | Hadith | Hadith 11 and 12 of An Nawawi’s collection and their lessons. | Reading and explanations |
5 | Suratul Mulk | Reading and meaning 96-10) chapter 67 | The teacher recites the verses to the students and the students follow. Holy Qur’an, CD, DVD, Cassette |
6 | Attributes of Allah | Reading of the attribute of Allah (S.W.T) 1-10. | Reading, meaning and memorisation of the attributes with examples. |
7 | Human Attributes | Greeting and responses, forgiveness, cleanliness of the mind, body, and clothes | Demonstration of greeting and responses as well as giving examples of good conduct. |
8 | Brief history of some Nigerian Scholars. | Sheikh Uthman Dan Fodio, life history and contributions to Islam | Narrate the struggles faced by the Sheikh. |
9 | Hadith | Hadith 13 and 14 of An-nawawi, lessons learnt from it. | Reading and explanations |
10 | The four rightly guided Caliphs continues | Umar bin Al-Khattab (2nd Caliphs). Life history and contributions to Islam | Narrate the life story of the caliph with contributions made as well as questions and answers. |
11 | The Attributes of Allah | 11-20 reading and meaning | Reading, memorizations. Examples of the attributes. |
12 | Revision. | Revision. | Revision. |
13 | Examination. | Examination. | Examination. |
ISLAMIC RELIGIOUS STUDIES
JSS 3 SECOND TERM
WEEK | TOPIC | CONTENT | ACTIVITES/TEACHING AIDS |
1 | Suratul Mulk | Q:67: 11-15 and lessons learnt | Reading, meaning and memorization. Glorious Qur’an, Cassette, CD, DVD. |
2 | Hadith | 15 and 16 of Al-nawawi’s collection and their lessons | Reading, meaning and memorization. |
3 | Sujud Sahwi | Sujud al-sahwi i.e. Qabli and Ba’adi. | Demonstration on how to perform the sujud before the students. |
4 | Human relations in Islam | Equity, justice and fair play | Give examples and explanations to students on how to achieve this. |
5 | The four rightly guided Caliphs and their contributions | Uthman bn Affan (3rd Caliph) life history and contributions to Islam | Narrate the life and contributions of the caliph toward Islam. |
6 | Attributes of Allah (SWT) | Attributes 21-30 and their lessons | Reading, meaning and explanations with examples. |
7 | Suratul Mulk | Q 67: 16-20 and lessons learnt | Reading, meaning and memorization. Holy Qur’an, Cassette, CD, DVD |
8 | Brief history of some Nigerian scholars | Sheikh Abdullahi bin Fodio (Brother of the sheikh) his life history and contribution to Islam. | Narrate the life history and point out the contributions made |
9 | Hadith | Hadith No: 17 of Al-nawawi’s and its lessons. | Reading, meaning and memorization. |
10 | Attribute of Allah (SWT) | Attributes (31-40) and their lessons | Reading, meaning and explanations as well as examples of the attributes. |
11 | Brief history of Nigerian Muslim scholars. | Muhammad Bello bin Fodio. Life history and contributions in Islam. | Narrate the life history of the scholar and the contributions made to Islam. |
12 | Revision. | ||
13 | Examination. |
ISLAMIC RELIGIOUS STUDIES
JSS 3 THIRD TERM
WEEK | TOPIC | CONTENT | ACTIVITES/TEACHING AIDS |
1 | Suratul Mulk | Q 27: 21-25 and their lessons | Reading, meaning and memorization. |
2 | Hadith | Hadith 20 and 21 of Al-nawawi’s collection and their lessons. | Reading, meaning and explanations with examples. |
3 | The four rightly guided Caliphs and their contributions | Aliyu bin Abutalib (4th Caliph) his life history and contributions to Islam. | Narrate the life history of the Caliph, as well as the contributions made. |
4 | Attributes of Allah (SWT) | Attribute 41-50 and their lessons. | Reading, meaning and explanations and examples of the attributes. |
5 | Suratul Mulk | Q 27: 26-30 and lessons learnt. | Reading, meaning and memorization. |
6 | Brief history of some Nigerian scholars | Nana Asma’u bintu Fodio; her life history and contributions to Islam. | Narrate the life history of the scholar as well as lessons learnt from the life. |
7 | Brief history of some Nigerian scholars | Sheikh El-kanemi, as well as his contributions to Islam. | Narrate the life history of El-kanemi, as well as his contributions to Islam. |
8 | Brief history of some Nigerian scholars | Sheikh Adam of Ilorin, and his contributions to Islam. | Narrate the life history of Sheikh Adam of Ilorin, as well as his contributions to Islam. |
9 | Brief history of some Nigerian scholars | Sheikh Shitta-bey of Lagos, and his contributions to Islam. | Narrate the life history of Sheikh Shitta-bey of Lagos, as well as his contributions to Islam. |
10 | Sujud as-sahwi | Conditions and mode for the Sujud | Demonstrations by the teacher and the students collectively and individually. |
11 | Revision. | Revision. | Revision. |
12 | Examination. | Examination. | Examination. |
CHRISTIAN RELIGION STUDIES
J S S 3FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | The promise of the holy spirit: The promise of the holy spirit Jn 14; 16: 5-16, Acts 1:3-8 | Teacher guides the students to read the bible passages. Teaching and learning activities; Bible |
2 | The promise of the holy spirit cont. a) The coming of the Holy spirit Acts 2: 1-13 b) Peter’s first speech and its effects Acts 2:14-41 | Teacher guides the students to read the bible passages. Teaching and learning activities; Bible, story book or drawing showing the descent of the Holy spirit on the Apostles. |
3 | Fellowship in the early church Togetherness in the early church Acts 2: 41-47 | i) leads discussion on the social religious life of the early church. ii) guides the students to read the bible passages |
4 | Fellowship in the early church Togetherness in the early cont. a) Fraud in the church Acts 5:1-11 b) Murmuring in the early church Acts 6:1-2 | guides the students to read the bible passages |
5 | Fellowship in the early church Togetherness in the early cont. Acts 6:1-7 (equitable distribution) | Guides students in identifying name and qualities of the deacons. Teaching and learning activities: word cards containing the names of the deacons. |
6 | Persecution of the early believers. Arrest Peter and John Acts 4:1-31 | Guides the students to read the Bible passage. Teaching and Learning activities: The holy Bible |
7 | Persecution of the early believers cont. Arrest and martyrdom of Stephen Acts 6:7-8 and 1-60 | i). Writes out keys issues in Stephen defense ii). Guides the students to identify reasons for the arrest of Stephen and Biblical reading. Teaching and Learning activities: i). Holy Bible ii). Pictures showing martyrdom of Saints |
8 | Persecution of the early believers cont. a). persecution of the church by Saul, Acts 8:1-3; 9:1ff b). Martyrdom of James, Acts 12:1-3 | i). Guides the students to read the bible passages ii). Leads students in identifying reasons for the arrest and martyrdom of James Teaching and Learning activities: i). The holy Bible ii). Almanac showing Martyrdom of Saints. |
9 | Persecution of the early church cont. a). Arrest of Peter by Herod b). Peter’s miraculous release from prison Acts 12:1-19 c). persecution of Christians in the churches and communities | i). Narrate the story of the divine release of Peter from prison ii). Asks students to sing songs of victory iii). Guides students to read the Bible passage. Teaching and Learning activities: i). picture showing a church that was bombard. ii). The Holy Bible |
10 | The Ministry of Peter Peter and Simon the magicians Acts 8:14-25 | Vividly describe Peter’s encounter with Simon the magician. Teaching and Learning activities: i). The holy Bible ii). Costume iii). Drama |
11 | The Ministry of Peter cont. Healing miracles of Peter - Rising of Dorcas from the dead Acts 9:36-42 | Guides the students to read the bible passage. Teaching and Learning activities: The holy Bible |
12 | The Ministry of Peter cont. Peter converts Cornelius Acts 10:1-48; 12:1-14 | Guides students to read the Bible passage. Teaching and Learning activities: The Bible. |
13 | Revision | Revision |
14 | Examination | Examination |
CHRISTIAN RELIGION STUDIES
J S S3 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | The ministry of apostle Paul:- Paul nationality and education. Acts 22:1-5, 26:1-30 | Lead class discussion on the early life of Paul. Guide the students in the bible passages. Teaching and learning resources. The holy bible. |
2 | The ministry of apostle Paul continues: Paul persecution of the early church. Acts 7:57-58, 8:1-3, 9:1-3. | Lead class discussion on Paul persecution of the early church. Bring out the starving of Stephen. Lead students in reading the bible passages. Teaching and learning resources: bible story showing the stoning of Stephen to death. The holy bible. |
3 | The ministry of apostle Paul continues: Paul conversation. Acts 9:1-19 | Lead class discussion on the story of Paul conversion. Lead students to read the bible passages. Teaching and learning resources. The holy bible |
4 | The ministry of apostle Paul continues: Attitude of Christian towards their persecutors. Pray mtt5:43-48 Endure jh15:18-25 Relocate mtt10:16-26 | Lead class discussion on what should be the attitude of a Christian towards those that persecute them. Guide the students in reading the bible passages and relating them to the present time. Teaching and learning resources Flash cards. The holy bible. |
5 | Paul first missionary journey. The beginning of the church in Antioch of Syria. Acts11:19-30 Sending forth of barnabas and Paul as missionaries. Acts13:1-3 | Lead class discussion on the beginning of the church in Antioch in Syria and why Barnabas and Paul was send forth. Guide the students in reading the bible passages. Teaching and learning resources The holy bible/map. |
6 | Paul’s first missionary journey; Towns visited; salamis, paphos, perga. | Lead class discussions on these towns visited by Paul during his first missionary journey. Discuss who a missionary is. Guide the students to read the bible passages, noting the events that happened in each town visited. Teaching and learning resources: Map. The holy bible. |
7 | Paul’s first missionary journey continues; Antioch in pisidia, iconium, lystra and derbes. | Lead the activities of Paul in these towns. Guide the students to read the bible passages bringing out the events that took place at Paul’s visit. Teaching and learning resources: Map/the holy bible. |
8 | Paul’s missionary journey continues: the church council at Jerusalem. Acts 15:1-35. | Discuss what led to the conveying of the council at Jerusalem, pointing out the resolutions of the council. Guide the students in reading of the bible passages. Teaching and learning resources: Flash cards, picture of a group of people holding meeting discussion. The holy bible. |
9 | Paul’s first missionary journey: wrong ways of resolving conflicts (fighting, killing and vengeance. | Lead class discussion on these wrong ways of resolving conflicts, pointing out meaning of conflict and the dangers of employing these wrong ways. |
10 | Paul’s first missionary journey: right ways of resolving conflicts (dialogue, peace, keeping activities boundary adjustment. | Lead discussion in the class on the need to embrace these right attitudes towards resolving conflicts. Teaching and learning resources. Flip charts. |
11 | Revision | Revision |
12 | Examination | Examination |
CHRISTAIN RELIGIOUS STUDIES
JSS 3 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Unity among Christians -Christian organization: world council of church (WCC). Nigerian association of biblical studies (NABS). | Guides the students to discuss the activities of WCC and NABS and what led to their formation. Teaching and learning resources: flash cards. |
2 | Unity among Christians continues: Christian Association of Nigeria (CAN). | Guides the students to discuss the activities of the CAN and its objectives. Teaching and learning resources activities: Pictures of Christians holding meetings. Films of joint progamme.4 |
3 | Unity among Christians continues .teachings that will foster unity ;-faith and works jam 1;22-227 –humility phil 2;3-11 | Guides the students to read relevant passages. Teaching learning activities ,picture of a Christian crusade |
4 | Unity among Christians continues:. impartiality James 2;1-13 forgiveness gal 6;1-2 | Guides the student to read the bible passages, Teaching and learning activities: The holy bible. Flash cards. |
5 | Unity among Christians continues: giving Philippians 4:14-19 | Lead students to discuss various ways of Christian giving. Asks and answer questions on Christians giving. Teaching and learning activities: The holy bible. |
6 | . Christians living a) Christian living in the community.mtt5:13-16, 1 Peter2:9-18 b) Christian attitude to persecution. Mtt5:11-12: 1 Peter3:13-17. | Guide students to read the passages. Lead students to discuss ways Christians should live in a community. Teaching and learning activities. - Picture of churches burnt or vandalized during religious crises. - Christians magazines showing the persecution of Christians in some parts if the world. |
7 | . BECE | Examination |
SOCIAL STUDIES
JSS 3 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | CONTENT OF SOCIAL STUDIES - Meaning of social studies contents. - Components of social studies e.g. facts, concepts, generalization skills, values, relevant to learners and the society. | Teacher: Explain meaning of social studies contents and components. Active participation of learners. List components of social studies on card board paper. |
2 | ROLES OF EXTENDED FAMILY MEMBERS IN CHILD DEVELOPMENT Meaning and members of extended family - Grandparents, uncles, aunties, cousins, nephews, nieces, etc. | Teacher: Define extended family using family tree. Leads learners to interpret the family tree. Use cardboard paper and learners. |
3 | ROLES OF EXTENDED FAMILY MEMBERS IN CHILD DEVELOPMENT Roles of extended family members in child development: - Agents of socialization - Share folklores - Learn how to relate to younger family members and peers. - Support family members in times of need | Teacher: Explain the roles of extended family members in child development. Active participation of students by asking and answering questions. Use cardboard paper with list of roles of extended family members. |
4 | HUMAN TRAFFICKING Meaning and factors of human trafficking - factors of human trafficking. - False hope of continuing education or working abroad - Poverty | Teacher: Brainstorm and discuss on meaning and factors responsible for children and women trafficking. Learners and chalkboard summary |
5 | HUMAN TRAFFICKING Meaning and factors of human trafficking - Increasing demand for foreign workers - Growth of billion dollar sex - Entertainment industry | Teacher: Brainstorm and discuss on factors of human trafficking. use cardboard paper to list factors of human trafficking. |
6 | HUMAN TRAFFICKING Consequences of human trafficking. - loss of human resources - life of crime - Addiction and sexual violence - Weakens ties of family love and influence etc. | Students role-play using mock court to try children and traffickers. learners. |
7 | PREVENTING HUMAN TRAFFICKING - Raising of awareness - Education - Advocacy - Legislature, etc.
| Teacher: Explanation of preventing human trafficking. Use cardboard paper and list ways of preventing human trafficking. |
8 | HARMFUL TRADITIONAL PRACTICES Meaning of harmful traditional practices that bring physical, mental, social and health dangers to people. - Discuss effects of harmful traditional practices. | Teacher: Explain and discuss harmful traditional Practices. Guide students to mention examples of harmful traditional practices in their communities. Use cardboard to outline harmful traditional practices in some Nigerian communities. Provide the Nigerian constitution and identify sections for human Rights. |
9 | HARMFUL TRADITIONAL PRACTICES Examples of harmful traditional practices - Use of children for begging - Child agriculture labour - Female circumcision - Early marriage - maltreatment of widows, etc. | Teacher: Explain and discuss examples of harmful traditional practices. Active participation by learners. Pictures, drawings, video clips. Learners/students. |
10 | HARMFUL TRADITIONAL PRACTICES Female genital mutilation, beliefs and dangers of early marriage. | Teacher: Explain and discuss Female genital mutilation and early marriage. Pictures, charts, drawings, cardboard paper. |
11 | HARMFUL TRADITIONAL PRACTICES Preventive measures to female genital mutilation and early marriage: - public enlightenment - Education
| Teacher: Explanation and discussion while students participate actively. Use photographs, fliers. Video/films, posters, charts, etc. |
12 | HARMFUL TRADITIONAL PRACTICES Consequences of harmful traditional practices: - Problem of child birth - Exploitation of children
| Teacher: Discuss and tell stories of past experiences of victims. Drawing pictures of children’s labour, etc. |
13 | Revision | Revision |
14 | Examination | Examination |
SOCIAL STUDIES
JSS 3 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | PROMOTING PEACEFUL LIVING IN OUR SOCIETY - Define peace - Types of peace: a. Positive peace and b. Negative or uneasy peace | Teacher: Explain meaning and types of peace. Learners to participate actively by contributing during the class activity Pictures of people living peacefully, cardboard papers indicating types of peace in form of flash cards. |
2 | PROMOTING PEACEFUL LIVING IN OUR SOCIETY Importance of peace: - Lack of violent conflict - Progress and development - Happiness and less stress.
| Teacher: Explain importance of peace while students role play a happy home. Learners, flash cards of importance of peace. |
3 | PROMOTING PEACEFUL LIVING IN OUR SOCIETY Ways of promoting peace: - Tolerance - Social justice - Human Rights, etc. | Teacher: Discuss and explain ways of promoting peace. Learners participate actively. Use flash cards. |
4 | SOCIAL CONFLICTS Meaning and types of conflicts. - Violent and non – violent conflicts. | Teacher: Define conflict as Interpersonal/ Mis-understanding. Types of conflicts: i. non – violent ii. Violent Ask learners to identify types and examples of conflicts. Pictures of areas destroyed and people killed as a result of conflict. Use cardboard to identify types of conflicts. |
5 | SOCIAL CONFLICTS Examples of conflicts: - Inter – ethnic conflicts e.g. Urhobo/Itsekiri Kataf/Hausa, Yoruba/Hausa, Fulani/Tv etc. - Communal/Intra – ethnic conflict e.g. Ife/Modakeke, Aguleri/Umuleri, etc. | Teacher: Explain and discuss examples of conflicts. Learners participate actively. Pictures, films, cardboard papers, identifying examples of conflicts. |
6 | SOCIAL CONFLICTS Causes and consequences of conflicts. | Teacher: Explain and discuss after brainstorming on the topic. Learners participate actively. Learners, cardboard papers to be used during group work. |
7 | SOCIAL CONFLICTS Causes and consequences of conflicts. | Teacher: Explain and discuss, while studentsparticipate in the discussion. Use cardboards to identify consequences. |
8 | MANAGING AND RESOLVING CONFLICT Conflicts management and resolutions - Dialogue - Compromise - Court Rulings - Mediations | Teacher: Define conflict management and identify ways of resolving conflicts. Use cardboard paper to list ways of resolving conflicts. Learners ask and answer questions. Also use radio, pictures, documentaries, life stories of mediations. |
9 | MANAGING AND RESOLVING CONFLICT Attributes required for conflict resolution - Mutual understanding - Respect for rule of law.
| Teacher: Demonstrate non- violent means of conflict And resolution using role play. Learners. |
10 | MANAGING AND RESOLVING CONFLICT Attributes required for conflict resolution - Tolerance in the face of provocation - Self control - Respect for opposition view - Organise guest lectures on conflict. | Teacher: Present paper or talk on conflict resolution by a guest speaker. Guest speaker and resolution. Cardboard paper to list attributes for conflict resolution. |
11 | Revision | Revision |
12 | Examination | Examination |
SOCIAL STUDIES
JSS 3 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | CONTROLLING CULTISM IN OUR SOCIETY Meaning and causes of cultism: - Home/family background - Peer group influence - Proliferation of aims, drug abuse - Poor leadership - Injustice - Marginalization. | Teacher: Explain meaning of causes of cultism Video clips, pictures of cultists, etc. Active participation of students. |
2 | CONTROLLING CULTISM IN OUR SOCIETY Consequences of cultism: - Violence - Criminal tendencies - Moral decadence - Break down of social values | Teacher: Explain consequences of cultism Active participation of students. Life items like knives, cutlass, mask, charms, amulets, etc. |
3 | CONTROLLING CULTISM IN OUR SOCIETY Solutions to cultism . | Teacher: Brainstorm and discuss solutions to cultism. Cardboard paper and identify the solutions for discussions |
4 | PREVENTING DRUG TRAFFICKING Meaning of drug and reasons for drug trafficking e.g. poverty, ignorance, greed, etc. | Teacher: Discuss and brainstorm on reasons for drug trafficking with learners. Chalk board summary of points raised. |
5 | PREVENTING DRUG TRAFFICKING Consequences of drug trafficking- Imprisonment - Death penalty - Bad image for the country, etc. - Forfeiture of assets (local and foreign) | Teacher: Guide learners to visit NDLEA prisons, EFCC, and police station to inquire police station to inquire and discuss drug trafficking problems and suggest solutions. Agencies, learners and victims of drug trafficking with the security operatives. |
6 | PREVENTING DRUG TRAFFICKING Prevention of drug trafficking: - Education - Alleviation of poverty - Legislation - Inter – cooperation
| Teacher: Explain prevention of drug trafficking while students participate actively. Cardboard paper and summary. |
7 | COMMON CRIMES AND ASSOCIATED PUNISHMENT Common crimes and associated punishment like theft, (imprisonment), rape (imprisonment) drug trafficking (10 years imprisonment) Human trafficking (5 – 10 years) imprisonment, food contamination | Teacher: Discuss the crimes and associated punishment with learners. Active participation by students. Posters, video clips, cut outs, handbills, magazines/newspaper. |
8 | CRIMES AND NATIONAL SECURITY Meaning of national security. Crimes that affects national security and demonstration of awareness, e.g. pipeline vandalization, terrorism illegalbunkering, importation of expired foods and drugs. | Teacher: Discuss meaning of national security and crimes that affect national security Samples of expired drugs and food in cans,pictures of terrorists and places where destruction took place, charts, video clips. |
9 | Revision | Revision |
10 | Examination | Examination |
CIVIC EDUCATION
JSS 3 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | THE CONSTITUTION Meaning of Constitution | Teacher: Explain the concept of constitution Students: read about constitutional development Instructional Material: textbooks |
2 | THE CONSTITUTION Colonial Nigeria Constitution
| Teacher: Guide students to identify constitutions promulgated under British colonial rule. Students: Identify various Colonial Nigerian constitutions. Instructional materials: Nigeria colonial constitution |
3 | THE CONSTITUTION Colonial Nigeria Constitution
| Teacher: Guide students to identify the various colonial Nigerian constitution Students: carry out group exercises on differences in the various colonial constitution in Nigeria Instructional material: Nigeria colonial constitution |
4 | THE CONSTITUTION Colonial Nigeria Constitution
| Teacher: Guide students to identify the various colonial Nigerian constitution Students: participate in the class discussion Instructional material: Nigeria colonial constitution |
5 | THE CONSTITUTION
| Teacher: Guide students to explain the features of colonial constitution Students: Identify features of colonial constitution Instructional material: Nigeria colonial constitution |
6 | THE CONSTITUTION Post – 1960 Constitution
| Teacher: Discuss constitution promulgated after Nigeria became independent Students: identify constitutions promulgated after Nigeria became independent. Instructional material: Relevant Publications. |
7 | THE CONSTITUTION
| Teacher: Guide students to class discussion. Students: identify the elements of the independent Nigeria constitution Instructional material: Nigeria colonial constitution |
8 | THE CONSTITUTION 1989 – Presidential constitution | Teacher: Guide students to identify the features of the constitution Students: participate actively in the discussion Instructional material: relevant publication |
9 | THE CONSTITUTION
| Teacher: Discuss the Constitution with the students Students: Identify the features of the constitutions Instructional material: Nigeria constitution |
10 | THE CONSTITUTION
| Teacher: Give reading assignment. Students: participate in the class discussion Instructional material: Constitution of the Federal Republic of Nigeria |
11 | SUPREMACY OF THE CONSTITUTION Meaning of supremacy of the constitution
| Teacher: Guide students to use the constitution Students: participate in the class discussion Instructional material: textbooks |
12 | SUPREMACY OF THE CONSTITUTION
| Teacher: Guide students to locate relevant chapters and schedules in the constitution that relate or speak on the supremacy of constitution. Students: participate in the class discussion Instructional material: Class activities. |
13 | REVISION | |
14 | EXAMINATIONS |
CIVIC EDUCATION
JSS 3 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | NATIONAL VALUE: RIGHT ATTITUDE TO WORK
| Teacher: Lead discussion on meaning of right attitude to work. Students: Participate in discussion and debate Instructional Material: Radio/TV programme |
2 | NATIONAL VALUE: RIGHT ATTITUDE TO WORK
| Teacher: Lead discussion on attributes of right attitude to work. Students: Participate in discussion and debate Instructional Material: Guest Talk |
3 | NATIONAL VALUE: RIGHT ATTITUDE TO WORK
| Teacher: Lead students to debate importance of right attitude to work. Students: Recount experiences with having the right attitudes to work. Instructional Material: Honours and awards roll and records. |
4 | NATIONAL VALUE: RIGHT ATTITUDE TO WORK Consequences of not having Right Attitude to Work
| Teacher: Ask students to use personal and communal examples to link right attitude with the award received Students: collate folklores, wise sayings on right attitude to work Instructional Material: Biographic essays, newspapers, wise sayings and proverbs |
5 | NEGATIVE BEHAVIOUR
| Teacher: Guide students to explain the meaning of negative behaviour. Students: Participate in class discussion Instructional material: ICPC publication |
6 | NEGATIVE BEHAVIOUR
| Teacher: Guide students to identify examples of negative behaviour. Students: Participate in drama and debates Instructional material: EFCC publication |
7 | NEGATIVE BEHAVIOUR
| Teacher: Direct play lets and lead debates on negative behaviour and sanctions. Students: Participate in drama and debate Instructional material Radio/TV programme |
8 | NEGATIVE BEHAVIOUR
| Teacher: Guide students to write reports on guest talks. Students: write essays. Instructional material: documentaries. |
9 | ELECTIONS AND ELECTORAL BODIES IN NIGERIA
| Teacher: Lead discussion on the meaning of election. Students: Contribute to class discussion Instructional material: Textbooks |
10 | ELECTIONS AND ELECTORAL BODIES IN NIGERIA
| Teacher: Lead discussion on the importance of elections. Students: Discuss the importance of elections Instructional material: Workshops |
11 | REVISION | |
12 | EXAMINATION |
CIVIC EDUCATION
JSS 3 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | ELECTION AND ELECTORAL BODIES IN NIGERIA Electoral Bodies: INEC/SIEC, National, State Government | Teacher: guide students to list electoral bodies and their functions. Students: List the electoral bodies n Nigeria and their functions. Instructional Material: Electoral Law documents. |
2 | ELECTION AND ELECTORAL BODIES IN NIGERIA Need for free and fair election in Nigeria | Teacher: Discuss the need for free and fair elections in Nigeria. . Students: State the need for free and fair election. Instructional Material: Pictures |
3 | ELECTION AND ELECTORAL BODIES IN NIGERIA
| Teacher: List some of the electoral malpractices in Nigeria Students: Identify electoral malpractices in Nigeria. Instructional Material: Electoral Law documents. |
4 | DEMOCRATIC PROCESS
| Teacher: Lead discussion on the meaning of voting, also lead students to explain voters registration and related rules. Students: participate actively in the class discussion Instructional material: textbooks |
5 | DEMOCRATIC PROCESS
| Teacher: Guide students to identify the need for voting. Students: State the importance of voting Instructional material: Electoral Law documents. |
6 | DEMOCRATIC PROCESS
| Teacher: Guide students to explain the process of voting. Students: Discuss the process of voting Instructional material: Workbooks, pictures |
7 | REVISION | |
8 | EXAMINATION |
SECURITY EDUCATION
JSS 3 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1. | Common Crimes and Associated Punishment | Teacher leads students to identify common crimes and associated punishments. Crimes Punishments Theft - Imprisonment Rape - Imprisonment Drug Trafficking - Imprisonment Human Trafficking - Imprisonment Food contamination / adulteration - imprisonment Murder – death Lead students to appreciate the punishment for each crime Guides students to suggest ways of avoiding criminal behaviors. |
2. | Crimes and National Security | Teacher leads the learners to discussing the meaning / definition of national security Guides the students to identifying crimes that affect national security – vanderlization, bunkery, Terrorism, arson, expired foods and drugs etc. Organize students to demonstrate the awareness of the dangers of crimes that affect national security. |
CULTURAL AND CREATIVE ARTS (CCA)
CULTURAL AND CREATIVE ARTS
JSS 3 FIRST TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Nigeria traditional art 1.definiton of traditional art 2.types of traditional art i.nok ii.igbo-ukwu iii.ife iv.benin etc. | Teachers activities:discusses tpes of bnigerian traditional art Students acttivies-identify two traditional arts in their community |
2 | Identification of palces of origin of each arts i.places of origin of Nigeria arts work ii. nok –kaduna iii.ife –osun state iv.benin –edo stae etc. 2. functions of nigeian traditional arts | Teachers activities – states the origin ,materials and methods of production and functions Students activities-discusses the functions of traditional arts work Learning resources- Photographs, pictures, calendar, charts etc. |
3 | Contemporary Nigeria art /artist 1.defintion of contemporary artist 2. short life history and the contributions of pioneer artsit eg i. anina onabolu ii. akinola lasekan iii. madam lachi kwali iv. bruce ona brekpeya etc. | Teachers activities- explains the meaning of artist and short life history with their contributions. Students activites –participate in the discussion on conlemporary artist. Learning resources- Books, art works photographs. |
4 | Nigerian contemporary art work i.prominent works of the artsits and their location i.caran (sango)ben enweonwu ii. sculptural decoration (demas nwoko0national theatre lagos iii. etching-bruce onabrekpeya delta state etc 2.income generation through contemporary art | Teacher activities-names works of some artists and the location of the their works Students activities- discuss some prominent works of art and the location of such art work Learning resources –pictures calendar, journals ,magazines etc. |
5 | Motif 1.meaning of motif(a unit of a design) 2. types of motifs with examples- i.plant motifs ii.floral motif iii. traditional motify iv. geometrical motify | Teachers act:illustrates with |
6 | USES OF MOTIFS AND ITS APPLICATION i.uses motif decorate boaders making of greeting card iv. design a pattern | Teachers activities-demonstrates how to motify to design patterns Students activities –use motify to desin patterns learning resources-carbon paper, colour, drawing board etc |
7 | Display techniques Definition of display. 2.various methods of preparing art work for display ilabelling ii.farming iii.fixing 3.display techniques i.categorizing ii.mounting boards etc iii.designing of space | Teachers activities-demonstrates and illustrates processes of farming, fixing , labeling and mounting art works. Students activities-make their own frames, labels ,fixing etc. Learning resources-publications catalogues ,magazines frames etc |
8 | Exhibition 1.meaning and definition of exhibition. 2.types of exhibiton- i.solo ii.juried iii.commercial iv. non commercial v. group | Teachers act:mentions types of exhibition and menaing . Students s act:students participate in the exhibition of art works in the school. Learning resources-exhibition board, space , catalaogues, magazines etc |
9 | Excursion Excursion to gallery and museum. | Teachers act:arranges for the excursion to gallery and museum by providing vehicle and informing the gallery office before time Students activities- feel the art works and their names in the gallery. Differenciate and between works in gallery and museum Learning resources – gallery and museum. |
10 | Lettering 1.defintion of lettering 2.types of letters eg i. constructed ii.hand written 3.uses of lettering –eg. Information communication , education | Teachers activities –defines lettering and types of lettering Student6s activities :identify types of lettering. Learning resources-cardboard ,paper, pencil, poster,rulers etc |
11 | Contruction of letters 1.construction of letters A-M 2.construction of letters N-Z (both in lower and upper cases) | Teacher act:guides the students to construct the slogan”good morning ma” and produces different slogans. Students act:observe the teacher constructs letters. Produces letters either in upper or lower case Learning resources-cutting knife ,razor blade , cardboard paper, rulers,eraser etc |
12 | Qualities of good lettering i.qualities of good lettering i.simplicity ii.legibility iii. spacing | Teachers act:lists the qualities of good lettering .giving examples of the qualities of good lettering. Students act:-write sentences applying the qualities of good lettering. Learning resources- Cardboard paper , ruler, pencil,cutting knife biro etc |
13 | Revision | Revision |
14 | Examination | Examination |
.CULTURAL AND CREATIVE ARTS
JSS 3 SECOND TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Package design 1.meaning of packages design 2.mentioning the methods of packages designs 3.functions of package design | Teacher act:defines packages design and give examples of the methods opf package desin. Students act:list and discuss the functions of packages design. Learning resources- cardboard paper,poster colours, scissiors, tape etc. |
2 | Construction of packages design 1.construction of different packages 2. write captions on packages for advertisement. | Teacher’s Act:Gudies Students To Design Packages Students act:produces a named package in group [participate in the production of packages. Learning resources- cardboard sheets, poster colours, scissors knife , masking tape etc. |
3 | Marketing of art work 1.wyas or oulets for marketing art work eg shops, hotels, festivals, trade fairs gallery | Teacher’s activities – mentions ways in which art works can be sold. Students activities –partici[pate in mentioning avenues for marketing art works. Learning resources-hotels, festivals trade fair, market, gallery. |
4 | Funding for art businesss 1.sources of funding of art work business eg relatives,individuals, corporate and government organization | Teacher act:discusses different sources of funding art work business. Students activities-take part in class discussion.listen and ask questions on how to source for funds. Learning rsources- artworks,banner , invitation card, resource person. |
5 | Introduction to embroidery 1.meaning and definition of embroidery 2. embroidery materials and tools 3.sources of embroidery. i.nature ii. environment iii. flower iv. magazines v. gift wrappers etc. | Teachers act:mentions embroidery tools and materials lists 3 embroidery sources Students activites-mention some embroidery tools and materials. Identify some sources of embroidery threads, fabrics, needles etc. |
6 | Practical work on how to transfer desin to fabrics 1.methods of transferring embroidery designs i.use of carbonpaper ii.pricking iii. tailors tack iv.direct drawing | -teachers act:demonstrates how to transfer design using carbonpaper, practice embroidery stitches. Students acrt:observe the teacher transfer designs into fabrics using carbon paper, practice embroidery stitches. Learning resources-different colours of embroidery threads,fabrics,needles .etc |
7 | Knitting 1.meaning of knitting stitches 2.basic knitting stitches 1.pull knit | Teachers activities-explain the meaning of knitting. Displays tools and materials and guides to make the basic stitches Students activities-listen attentively and observe the tools and materials for knitting Learning resources-knitting pins, wools, knitted garment like like cardigan, socks, caps etc |
8 | Practical work on knitting 1.preparation of caps, cardigan socks, showel, table cover etc | Teacher act:shows the students the way to handle the knitting pin and wool and starts a work with the students Students activities-practice knitting and display a finished knitting work Learning resources-knitting pin wools of different colours |
9 | Crotcheting 1.meaning of crotcheting. 2. materials and tools used in crotcheting 3. making of display of finished works. | teacher act:demonstrate how tyo make basic crotcheting stitches. Students activities-observe the teacher demonstrates with the materials and tools. Practice making crotcheting stitches. Learning resources-crotchet pins, wools, thread, specimen of finished work. |
10 | Batik work 1.meaning of batik 2.materials and tools used in batik work. 3. making a batik projects i.techniques ii.prodesses | Teachesr ac:explains and displays materials and tools for batik work.mixes dye for the students to observe. Students act:mix dye, dye fabric after application of wax.dispaly finished work. Learning resources-fabrics wax , dye stuff, printing table etc. |
11 | Uses of music and impact of music 1.mentioning of different uses of music 2.impact of music to the society i.help build relationships ii.help foster brother lines iii. creates awareness in the mass media etc. | Teachers act: explains uses of music during different occasions mentioned leads the class to enumerate and discuss the impact of music in the society. Students act: stae 4 ways in impact in the society Learning resources:- musical instruments, textbooks, musical CDS etc. |
12 | Revision | Revision |
13 | Examination | Examination |
.CULTURAL AND CREATIVE ARTS
JSS 3 THIRD TERM
WEEK | TOPIC/CONTENT | ACTIVITIES |
1 | Creating music isolfa notation values 1.musical notes and their values i. semibreve or whole note ii. minim or quartes note iii.crotchet or quarter note iv. quarer or eight note etc 2. translating staff to solfa 3. clap a rhythm | teachers act:explains the values of musical notes. Tyranslates staff to solfa. Guides students to clap rhythm. Students act:bar a given solfa of nigerian’s national arithem. Learning resources- music manuscripts, chalk board. |
2 | Drama and the development of rural communities 1.drama and theatre for development 2. drama rather than to wait for government to do everything for them. | Teachers act: explains what theatre enumerates ways drama can assist the rural people Students activities –practicipate in class discussion on how drama can help solve some community problems. Act a drama on the issue. Learning resources:pictures of some communities with problems of bad roads ,lack of electricity etc. |
3 | Opportunities for career dramatists 1.career prospects for i.play wright. ii.actors iii.director iv designers. 2. their contributions to the society. | Teacher act:leads the class in a discussion of how their creative works impact the society Gives names of notable Nigerians in each category. Students act:participate in class discussion of some dramatists they know. Learning resources- pictorials, textbooks, notes copying. |
4 | Process of choreo graphy 1.processes involved in choreography i. gathering of the movement. ii. putting and arranging the movements by teaching the dancers. Iv creating the final structure and polishing it for performance | Teacher act:mentions and explains the process of choreograph.explains the uses fo space and gestures. Students act:participate in the class discussion and perform the choregraphy dance, Learning resources- mjusical instruments, CDS player, dance outfits or costumes. |
5 | Prospects of studying dance in Nigeria. i.prospects of dance in Nigeria- ii.dance can be a good income earner for the government and the performer. iii.it can also bring in foreign exchange when used in tourism industry like carnivalsn . iv. dance as a cultural indicator and promoter | Teachers act: states and explains to students the lucrative nature of dance . Students act: listen to teachers explanation, and write note. Participate in the class discussion Learning resources- textbook notebooks, chalkboard |
6 | Unity 1.meaning of unity 2. causes of disunity in the home , school and society 3. how to maintain unity i. be tolelrant ii.be fair to all iii.be sincere iv be cautious v.respect other opinon vi.be accomdating vi.demostration of acts of unity | Teachers act-explains the meaning of unity lists different causes of disunity in the home school and society Students act:discuss mening of unity , mention some causes of disunity. Dramatise a play on how to maintain unity. Learning rwesources- Nigerian flag, school flags, football pictures |
7 | Revision | |
8 | BECE practical | |
9 | BECE practical | |
10 | BECE Examination | |
11 | BECE Examination |
FRENCH LANGUAGE (FL)
FRENCH LANGUAGE
JSS 3 1st TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | Contrôle continu | |
2 | Parler de profession variée Maîtrise de langue: les mots suivants : le plomber, l’ingénier, l’enseignant, le médecin, l’infirmier(e), le pilote, le mécanicien, le chauffeur, l’avocat, le journaliste Gramm. : le verbe être + profession. Expression orale : les apprenants répètent font des phrases avec être exemple. Il est enseignant etc. masculine et féminine Expression écrite : ils associent les métiers aux équipements. | Le professeur à l’aide de dessins présente les métiers. Les apprenant écoutent et répètent. Ils font des phrases identiques. Resource pédagogique Les divers équipements associés aux métiers présentes : photo, image, videos, etc. |
3 | Parler de ce qui se passe dans les professions. Maîtrise de la langue Les métiers et leur fonction exemple : L’infirmier(e) soigniez les malades à l’hôpital : Expression orale : ils parlent les professions et leur fonction dans la société. Expression écrite : Ecrivez une rédaction sur la profession vous aimez le plus. | L’enseignant à l’aide de dessins présente les métiers et dit ce que font les spécialiste de ce métier. Les apprenant écoutent et répètent. Ils font des phrases identiques Resource pédagogique photo, image, videos etc. |
4 | Décrire les qualités admirables. Maîtrise de la langue (vocabulaire et expression) les caractéristiques admirables, charmant, chaleureux, sympathique, formidable, mignon(ne) fantastique, adorable, honnête, magnifique. Les verbes ‘aimer’, j’aime, il aime, Adorer, j’adore, il adore. Expression orale : parlée des qualités de vos camarades et vos parents. Expression écrite : écrivez une rédaction sur les qualités de votre amis le plus aime(e) | l’enseignants demande aux élèves décrire leurs camarade et de dire ce qu’ils admirent chez eux. Ils participent activement ils doivent parler et écrire des qualités de leurs camarades et leurs parents. Resource pédagogique Jeux de rôle, mime, videos, images |
5 | Contrôle continu Parlers des défiants des gens 2ème éprouve Maîtrise de la langue vocabulaire/expression caractéristique détestables : ennuyeux(se), maladroit(e) , malhonnête, antipathique, triste, méchant(e). verbe : détester, je déteste, il déteste. Expression orale : parlez ce que vous détestez cher vos camarade et parents. Expression écrite. Une composition sur les défiants de notre camarade et votre parent. | L’enseignant donne des exercices description simple Le professeur demande aux élèves de décrire leurs camarades et de dire ce qu’ils déteste chez eux. Les apprenants écrivent une rédaction sur ma mère. Les élèves doivent parler des défiants détestables de leurs camarades et de leurs parents. |
6 | Parler des gens que l’on admire beaucoup Maîtrise de la langue. Vocabulaire/expression liés aux qualités que l’on admire : bon(ne), gentil(le), honnête, prudent, intelligente(e) etc. Les verbes : aimer et admirer Expression orale : décrivez les personnes célèbres que vous admirez Expression écrite : écrivez une rédaction sur un personnalité que vous admirez. | L’enseignants présente les photos des personnalité célèbres et attire leurs attentions sur les qualités qu’ils admirent. Par groupe et individuellement les apprenants font une rédaction de quelques mots sur les personnalités qu’ils admirent. Resource pédagogique Les photos de personnes célèbres dans la société |
7 | Nommer les malades. Maîtrise de la langue : vocabulaire et expression les malades courantes : le paludisme, la fièvre jaune, la dysenterie, le cholera, la grippe etc. Les parties du corps avoir/ ma/ au/ à la/aux Expression orale : nommez les maladies et des douleurs associées Expression écrite : décrivez une maladie courante | L’enseignant fait la démonstration des douleurs associées à certaines maladies. Il nomme les maladies. Chaque apprenant observe et font des démonstrations pareilles ils nomment les maladies ensuite. Resource pédagogique Un dessin montrant les parties du corps, des photos pertinentes |
8 | Discuter les causes Contrôle continu Maîtrise de la langue. Expression les causes : les moustiques (paludisme), l’eau sale, (cholera) nourriture gâtée (diarrhée et dysenterie), froid (grippe) trop de travail (fatigue) absence général d’hygiène (phisieurs maladies) Expression orale : dites les causes de certaines maladies courantes Expression écrite : écrivez ce qu’il faut faire pour éviter une maladie donne (exemple paludisme). 3ème Épreuve. | L’enseignant explique aux élèves les causes des maladies diverses. Il demande leurs idées sur le sujet discuté : qu’est-ce qu’il faut faire pour éviter une maladie donné? Les apprenants donnent leurs idées par rapport à leurs expériences dans la vie. Par groupes, ils parlent des maladies et de leurs causes. Resource pédagogique Photos des situations de maladie variées expériences personnelles, des apprenants. |
9 | Parler des populations affectées. Maîtrise de la langue. Mots et expression. Utilisés : les enfants, les jeunes, les femmes, les hommes, adultes, les ruraux, les pauvres, tout le monde. Expression orale : parlez des groups d’âges affectes par certaines maladies. Expression écrite suivez le modèle donné est fantes des phrases avec les mots clés. | L’enseignant fait un tableau des groupes sociaux qui pourraient être victimes de certaines maladies et dit lesquelles. Avec les mots clés. Resource pédagogique Dessins et document variés. |
10 | Dire l’importance de l’hygiène. Maîtrise de la langue. Mots et expressions utiles éviter les maladies, balayer, sale, pollution, bonne santé, longue vie, faire des économies, développement rapide. Protéger la famille, laver les aliments, faire cuire la nourriture. Expression orale : dires la importance d’hygiène. Expression écrite : comment assurez-vous l’hygiène dans la maison. | L’enseignant présente les avantages de l’hygiène et de comment assurer l’hygiène dans la maison. Par groupes les apprenants disent ce qu’il faut faire pour assurer l’hygiène de l’école, de la nourriture, des dents, des mains, des vêtements et de l’ensemble du corps. Resource pédagogique Authentique photos illustratives. |
11 | Révision | Révision |
12 | Examen | Examen |
FRENCH LANGUAGE
JSS 3 2nd TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | Contrôle continu | |
2 | 1ère Épreuve Parle des professionnels de la Maîtrise de la langue. Vocabulaire et expression, les professionnels de la santé: le dentiste, le médecin généraliste, le chirurgien, le spécialiste, le psychiatre, l’infirmier(ère) etc. Quand on a mal aux yeux, on voit l’ophtalmologiste. Expression orale : vous avez qui, quand vous avez mal aux yeux, aux dents etc. Expression écrite : écrivez des maladies et des spécialiste au s’en occupent. | La profession explique que chaque maladie a des spécialistes qui s’en occupent. Quand on est maladie, il faut se rendre chez ces spécialistes. Les apprenants par groupes font les mimiques des maladies et se rendent chez les professionnels dans une situation de jeu de rôle. Resource pédagogique Les posters des professionnels liés à la santé et ce qu’ils font comme métiers. |
3 | Parler de dentiste Maîtrise de la langue : quand a mal aux dents, on voit le dentiste. Soigner les dents, se brousser des dents. Expression orale : le dentiste, ce qui ? Expression écrite : qu’est-ce qu’il faut faire pour soigner les dents? | Le professeur montre le poster de dentiste explique le travail de dentiste et il pose des questions aux étudiants. Le élèves identifient le dentiste et ils répondent aux questions. Resource pédagogique Le poster de dentiste, photo, image etc. |
4 | Parler de médecin généraliste Contrôle continu 2ème Épreuve Maîtrise de la langue. Quand on à de la fièvre. On voit le médecin généraliste : mal au ventre, mal à la tête ordonnance etc. Expression orale : voue vouez qui quand avez mal au ventre, à la tête etc. Expression écrite : qui est-ce qui un médecin généraliste ? | L’enseignant montre le poster/image d’un médecin généraliste. Les élèves répètent et répondent aux questions. Resource pédagogique L’image, photo, vidéo etc. |
5 | Parler d’ophtalmologiste Maîtrise de la langue : quand a mal aux yeux, on voit l’ophtalmologiste. Un œil, (les yeux) Malades des yeux Expression orale : qu’est-ce qu’il faut faire quand vous avez mal aux yeux. Expression écrite: écrivez les maladies des yeux | L’enseignant montre le poster d’un ophtalmologiste il pose des questions exemple : qui est l’ophtalmologiste ? Les élèves identifient l’ophtalmologiste jeu de rôle. Resource pédagogique Photo, posté, image etc. |
6 | Parler de l’infirmier(ère) Maîtrise de la langue. L’infirmier(ère) aide le médecin à l’hôpital, soigne les maladies, donne des piquier. Expression orale : que font les infirmiers a l’hôpital Expression écrite : écrivez les activités des infirmiers a l’hôpital. | L’enseignant le travail de l’infirmier(ère). Il poste des questions exemple : que fait-il, l’infirmier? Les élèves écoutent et répondent aux questions. Resource pédagogique Poster, image, photo, vidéo. |
7 | Parler de la pharmacie Maîtrise de la langue: pour acheter des médicaments on va à la pharmacie. Pharmacien(ne) Les médicaments, aspirine etc. Expression orale : qu’est-ce qu’il faut faire pour être guéri ? Expression écrite : décrivez la pharmacie, pharmacienne. | Le professeur montre le poster ou l’image de pharmacie. Pour être querir, qu’est-ce qu’on fait ? Les élèves écoutent et répondent aux questions. Resource pédagogique Images, photos, video, documents |
8 | Parler de l’hôpital Contrôle continu Maîtrise de la langue: quand on est malade, on va à l’hôpital. Grand bâtiment, les lits, les infirmiers, les médecins les maladies etc. Expression orale : quand on est malade, on va ou? Expression écrite : qu’est-ce qu’on voit a l’hôpital? | Le professeur montre l’image de l’hôpital. Pose des questions aux élèves exemple : qu’est-ce qu’on voit a l’hôpital? Les élèves écoutent et répondent aux questions Resource pédagogique Posters, photos, images etc. |
9 | 3ème Épreuve Parler de chez le dentiste Maîtrise de la langue : quand on a mal aux dents, on va chez le dentiste. La douleur, mal aux dents, mal à la dent Expression orale : Expression écrite : décrivez le travail de dentiste. | Le professeur explique le dentiste avec l’image. Il pose des questions. Resource pédagogique Images, photos, documents, video |
10 | Parler de faux professionnels et médicaments. Maîtrise de la langue : il fait éviter les faux professionnels et médicaments. Faux médicaments Faux professionnels Texte sur faux professionnel et faux médicaments. Expression orale : pourquoi, il faut éviter les faux professionnels et médicaments ? Expression écrite : qu’est-ce qu’il faut faire pour être guéri ? | les faux professionnels et médicaments avec l’image/photo. Il pose des questions : pourquoi, il faut éviter les faux professionnels et médicament? Les élèves écoutent et répondent aux questions. Resource pédagogique Photos, images, documents. |
11 | Révision | Révision |
12 | Examen | Examen |
FRENCH LANGUAGE
JSS 3 3rd TERM
WEEK | TOPIC/ CONTENT | ACTIVITIES |
1 | Contrôle continu 1ère Épreuve | Exercice écrite sur la santé |
2 | Décrier ce qu’on fait tous les jours Compréhension orale : un texte des activities de la journée. Dit ce qu’on fait le weekend/matin/l’après-midi /la nuit Se réveiller, se laver Preparer le petit dejeuner/manger, balayer, prier, laver Travailler au bureau ou aller à école. Le soir : se reposer, dîner, regarder la télévision, la radio Verbes : au présent de d’indicatif | L’enseignant fait des phrases simples pour illustrer les activities quotidiennes. Exemple : elle balaye le salon, Ma mère se réveille Je me lève Questions à l’orale : l’enseignant pose quelques questions aux étudiant sur quelques verbe utilise. L’apprenant répète après l’enseignant et donne ses propres exemples. Il répond aux questions posées par l’enseignant. Resource pédagogique Les photos, videos, images des objets utilise pour illustrer les activitiés quotidiennes/habituelle : radio brosse a dents. |
3 | Decrire ce qu’on fait tous les jours avec les expressions : tous les jours, souvent, d’habitude, chaque jour, chaque semaine, chaque weekend. Un text sur les expressions au sujet Les phrases correctes avec les expressions : D’habitude, chaque jour etc. Jeu de rôle : Dramatiser les activities quotidiennes Le professeur et les étudiants. | L’enseigment fait des phrases correcte et simple avec les expressions exemple : tous les jours, elle va chercher les enfants Chaque jour/matin elle prépare le petit dejeuner Souvent, elle arrive en retard etc. L’apprenant répète et écoute. Il donne ses propres exemples aussi. L’apprenant joue les rôles pour montrer les activities quotidiennes en classe. Les photos, videos, images des objets utilises pour illustres les activities quotidiennes. |
4 | Raconter ce qui s’est passé Contrôle continu Compréhension orale : Un texte sur un evenement au passe Explique du texte aux apprenants Matrise de la langue : Le passe compose Des verbes, aller, regarder, manger, mettre, ajouter, pour en raconter Les mots pour indiquer a succession des actions au passe : d’abord, puis ensuite 2ème Épreuve | L’enseignant lit le texte d’un événement au passe. L’enseignant indique aussi la succession des actions. Exemple : hier, je me suis réveillé vers six heures du matin. D’abord je dit ma prier, J’ai regarde les lecons puis j’ai préparé le dejeuner ensuite j’ai manger etc. Excercices de réemploi des verbes déjà étudis. L’apprenant écoule et répéte ce que l’enseignant parle. Il raconte sa propre experience. Resource pédagogique Plan, emploi du temps, photos lettre, actualites televisions. |
5 | Ecrire une lettre d’amitie (informelle) Compréhension orale : Un texte/document d’une lettre d’amitie (informelle) Vocabulaire et expressions utiles : Une introduction Cher/chère, salut John. ҫa va ?/ Tu vas bien, et ton travail ? etc Le corps du message/lettre Parler de ses ami(e)s, Parler de ses loisirs Inviter qu’un pour le weekend une fête d’anniversaire etc Conclusion Bien à toi, je t, embrasse, bien des choses, à bientôt, j’attends ta réponse etc. | L’enseignant emploie les éléments indiques dans le contenu pour écrire une lettre. Il faut fait attention à la date et l’address La date (à droite) L’address (à gauche) L’apprenant écoute attentivement et suit le modèle du professeur pour écrire une lettre sur un sujet simple. Resource pédagogique Exercise de reproduction, d’adaptation où l’apprenant copie |
6 | Téléphoner Vocabulaire et expressions clés : le portable, allo! Oui bonjour ! c’est qui a l’appareil ? à qui j’ai l’honneur, c’est de la part de qui ? c’est moi, exemple Appelle : allô, c’est qui à l’appareil ? c’est de la part de qui ? à qui j’ai l’hooneur, C’est moi Tania De mme Gillet, sa mère Ne quittez pas Mais la ligne est bloquée/brouillée, il y a trop d’interférences Pardon que numéro ? etc Vous voulez rappeler/décrocher/raccrocher/recomposer le numéro Jeu de rôle Jouer un rôle de la communication en téléphone. Entre le professeur et l’apprenant et entre deux apprenants | L’enseignant lit un texte on dialogue sur communication en téléphone. Il explique les mots cles ou les mots originaux dans le contenu. Il se sert d’une scéne ou dialogue imaginaire pour lui permettre d’employer les mots clé de la communication en téléphone. L’apprenant propose une conversation téléphonique avec son/sa camarade de la classe en utilisant les mots, vocabulaire et expressions. Les specimens de téléphone exemple : portable, télépone fixe, videos, jeux de rôle. |
7 | Révision/Examen | |
8 | Révision/Examen | |
9 | Révision/Examen | |
10 | Révision/Examen | |
11 | Révision/Examen | |
12 | Révision/Examen |
ARABIC LANGUAGE (AL)
المنهج الدراسي للسنة الثالثة الإعدادية
SCHEME OF WORK FOR J.S.S 3
FIRST TERM الفترة الأولى
المحتويات | الموضوع | الأسبوع |
ترجمة من العربية إلى الإنجليزية النظافة الأناشيد التى تتناول الجمل القصيرة مثل: أنا فى الصبح تلميذ # وبعد الظهر نجار فلى قلم وقرطاس # و إ زميل ومنشار وعلمى إن يكن شرفا # كما فى صنعتي عار تتعلم الطلاب كيفية كتابة الرسالة التى تتناول مايأتى: العنوان وصلب الموضوع ومضمون الرسالة والخاتمة. مثل: محرم, صفر, ربيع الأول...... مايناسب التلاميذ من القطعة المختارة ما يناسب الطلاب من الكتاب مثل ظرف الزمان, (صباح الخير) ظرف المكان (دوراء أمام) مثل: رجل طويل, ولد ذكي, بنت ذكية, مدرسة جميلة وما إلى ذلك قصص قصيرة عن العدالة والأمانة أو ما يراه المدرس مناسبا لمستوى الطلاب ما يناسب الطلاب من الموضوعات مثل: نفسى مدرستى. للدروس السابقة | الترجمة القراءة والفهم الأناشيد العربية الرسالة تعليم الشهور العربية الإملاء القراءة والفهم الظرف وأقسامه الصفة والموصوف المطالعة الإنشاء المراجعة الإمتحانات والتصحيح | الأول الثانى الثالث الرابع الخامس السادس السابع الثامن التاسع العاشر الحادى عشر الثانى عشر الثالث عشر والرابع عشر |
المنهج الدراسي للسنة الثانية الإعدادية
SCHEME OF WORK FOR J.S.S 3
SECOND TERM الفترة الثانية
المحتويات | الموضوع | الأسبوع |
إملاء بعض الجمل البسيطة مثل: دخل المعلم الفصل, فتح أحمد الباب , غسلت تلميذة الملابس, وما إلى ذلك أيام الأسبوع سبعة. وهي: يوم الأحد, ويوم ألإثنين, ويوم الثلاثاء, ويوم الأربعاء, ويوم الخميس, ويوم الجمعة, ويوم السبت. أنواع الرسالة مثل: الرسالة الإخوانية, والرسالة الديوانية, وما إلى ذلك. ترجمة القطعة من العربية إلى الإنجليزية. مثل: قم, إجلس, إذهب, أدخل, أخرج, إفتح. كتابة الجمل والعبارات العربية بكيفية صحيحية واضحة. الحوار بين الإثنين من الطلبة حسب ما يراه المدرس مناسبا لمستواهم من الكتب العربية. قصة قصيرة عن برالوالدين والأمانة وغيرهما حسب ما يراه المدرس. مايناسب التلاميذ من القطعة من كتاب المقرر أو ما يختاره المدرس إملاء بعض الجمل العربية البسيطة مثل: الولد صغير, المسجد كبير, وما إلى ذلك لما سبق من الدرس | الإملاء معرفة أيام الأسبوع الرسالة الترجمة فعل الأمر الخط العربى الحوار المطالعة القراءة والفهم الإملاء المراجعة العامة الإمتحانات والتصحيح | الأول الثانى الثالث الرابع الخامس السادس السابع الثامن التاسع العاشر الحادى عشر والثانى عشر |
المنهج الدراسي للسنة الثالثة الإعدادية
SCHEME OF WORK FOR J.S.S 3
THIRD TERM الفترة الثالثة
المحتويات | الموضوع | الأسبوع |
ما يناسب مستوى الطلاب مثل: أهمية العلم, المواظبة على الدرس. الحوار بين الإثنين من التلاميذ على ما يأتى من الموضوعات عن طريق السؤال والجواب. س- كم أنواع الماء؟ أنواع كثيرة منها.. س: مافائدة الماء؟ ج: الماء يستعمل للعبادة والعادة. أهمية اللغة العربية مثل: اللغة العربية لغة القرآن تقسيم الأسماء إلى المفرد والمثنى والجمع مع الإتيان بالأمثلة. كتابة الجمل المفيدة الطويلة والعبارة الصحيحة. ما يراه المدرس مناسبا لمستوى الطلاب. مثل: أولاد, رجال, بيوت, أقلام, نجوم. مرواح. من العربية إلى الإنجليزية وبالعكس. من الكتاب المقررة أن يقرأ الطلاب الكتب العربية وأن يفهموا معناه تحت إشراف المدرس. يمكن الطالب أن يعرف جميع أعضاء الجسم من رأس ويـد ورجـل وبطن وأنف وفـم وعين وغير ذلك للدروس السابقة | الإنشاء المحادثة المطالعة معرفة الأسماء الخط العربى الإملاء جمع التكسير الترجمة القراءة والفهم معرفة أعضاء الجسم المراجعة العامة الإمتحانات والتصحيح | الأول الثانى الثالث الرابع الخامس السادس السابع الثامن التاسع العاشر الحادى عشر الثانى عشر والثالث عشر |
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