R E S O U RC

E D U AT I O

E
C EN T RE
C
FC
T - A BUJ A

FEDERAL CAPITAL TERRITORY, ABUJA

JSS TWO
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
3
 Islamic Studies------------------------------------
Christian Religious Studies--------------------
Social Studies-------------------------------------
Civic Education------------------------------------
Security Education-------------------------------
History-----------------------------------------------

Hausa Language------------------------------------
Igbo Language---------------------------------------
Yoruba Language-----------------------------------

Basic Science---------------------------------------
Basic Technology----------------------------------
Physical & Health Education-------------------
Computer Studies (ICT)_------------------------

Home Economics----------------------------------
Agriculture-------------------------------------------

4
 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

5
 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

6
 ENGLISH STUDIES
JS S 2 FIRST TERM

WEEK TOPIC CONTENT ACTIVITIES

1 RESUMPTIONT EST RESUMPTION TEST RESUMPTION TEST
2 Reading Understanding the writer’s The teacher should present and
purpose to persuade, discuss selected passages.
inform, convince. Teacher to guide students through
questions and prompting.
Students to read passage and
identify keywords that point to the
author’s intention.
Group students to make
presentations
Teaching and learning resources
could be selected passages from
textbooks, stories, newspaper
cuttings, magazines poems etc.
Writing (an Story or passage on Teacher to give examples of
outline) adverse effects of some outlines using story/ passages.
chemicals used in Teacher to present story or
cosmetics or any relevant passage to students.
story or passage Students to identify outlines from
Highlight main and the given story or passage
supporting ideas. Teaching and learning resources
eg articles, supplementary readers
etc.
Listening and Revision of sounds:- Guide students to articulate vowels
Speaking. Vowels:- a,e,I,o,u sounds
Give phonetic symbols and Students to produce vowel sounds
words. at the beginning, middle and end
containing the sounds of a word: - age, bag, data etc.
e.g.-/i/ sit sip giggle teaching and learning resources –
flash cards.
Grammatical Parts of speech:- nouns Teacher gets passages for
Accuracy and pronouns. students to read in relation to
Identification of nouns and environment
pronouns in given passage Teacher leads students to identify
on environment functions of nouns and pronouns.
Identify features of nouns Students to identify features of
and pronouns nouns and pronouns in given
Identify functions of nouns sentences or passages
and pronouns. Teaching / learning resources,
charts, flash cards.

7
 Literature: Short stories/ novelettes 1. Teacher to present stories /
short stories based on effects of climate articles related to climate change
And novel lets. e.g. floods, depletion of the 2. Teacher to guide students to
ozone layer, environmental indentify types of prose:-narrative
population etc. or descriptive.
3. Students to discuss story line.
4. Teaching/learning Resources
e.g. supplementary reader or any
relevant text.

3 Reading Understanding the writer’s Teacher to guide students to

purpose in a passage e.g. identify expressions to indicate the
to irritate, annoy, please author’s intention
and entertain. Teacher to guide students to
identify keywords that point to
author’s intentions
Students to use varied materials
for practice and answer questions
on how to identify author’s
intentions
Teaching / learning resources, e.g.
poems, prose etc.

Writing (an Arrangement of ideas in Teacher to lead the students to

outline) logical sequence, write identify and re- arrange all the
appropriate introduction ideas produced in logical
and effective conclusion. sequence.
Students to produce a draft:-
introduction, body and conclusion
Review the draft (edit and amend).
Listening and Revision of sounds:- The teacher to lead students to
speaking. Consonants:-t, g, k produce consonant sounds in
Give phonetic symbols and context
word containing same Students to produce consonant
symbols. sounds in isolation
/t/:- telephone, seat, settle. The teacher to give words for
students to identify consonant
clusters
Teaching/ learning resources: -
flash cards, substitution table etc.

Grammatical Identification of verbs in Passages to be read to the

Accuracy given passages (from the students that have words/ register
(VERBS) text or story) as value to do with value orientation
orientation or any relevant Students to identify features of part
passage. of speech taught

8
 i). identify features of verbs Teacher leads the students to
ii). Identify functions of identify function of parts of speech
verbs e.g. express action. taught.
Teaching / learning resources:-
relevant passages, text etc.

Literature Short stories/ novelettes 1. The students to identify type of

based on road crashed or prose
any relevant story/ 2. The teacher guides the students
passage. to discuss the features of the story
e.g. plot, characterization, theme
3. Students to answer the
questions on the story read
4. Teaching/ learning resources:-
relevant materials etc.

4 Reading Reading for meanings of - Teacher leads students to read

words in various context selected passages and use
through surrounding words/ sentences to
Clues provided by explain meaning of targets words
surrounding words. - Teacher explains that sounds of
some words can signal meaning
- Students use context to figure out
the meaning of words
- Teaching/ learning resources:-
course work, various passages
etc.

Writing Types of composition Teacher leads students to identify

(composition) - Narrative elements of narrative composition
- Identify a narrative writing
composition use selected topics to illustrate
- Steps in composition narrative composition
writing Students to write a narrative
1. Introduction essay.
2. Body
3. Conclusion
Listening and Vowel sounds: - /i/ and /i:/ - Teacher guides students produce
Speaking. identify contrast in sounds sounds in context and in isolation.
identify words containing - Students to identify contrast in
sounds in the beginning, the two vowel sounds
middle and end of word - Learning resources: - flash cards
e.g. and charts.
/i/:- sit, sip giggle.
Grammatical accuracy Adjectives -Teacher leads students to identify
Identification of adjectives functions / features of adjectives

9
 from given passage – -Students make sentences with
gender issues adjectives
Identify features of -Students identify adjectives in
adjectives given sentences
Identify functions of -Teaching / learning resources-
adjective eg quality noun/ use charts, sentence strips
pronoun
Make sentences with
adjectives.

literature Folktale:- Nigerian and - Teacher narrates Nigerian and

African folktales. African folktales to students
Identify features:- didactic, - Teacher lead them to identify
entertaining, magical, features
riddles etc - Students dramatize folk tales
Students to identify moral lessons.
- Teaching/ learning resources: -
relevant literature and
supplementary literature.etc.

5 Reading To identify the meaning of - Teacher to guide students to read

words in various contexts selected passages
through use of alternative - Teacher leads the students to
words that can fit into the think about alternative words to
context. replace targert words
- Student to list other possible
words that can fit the context.

writing Composition. - Teacher leads students to identify

Type of composition elements of descriptive
Descriptive composition writing
Identify description - Teacher to use selected topic to
composition illustrate
Steps in composition Students to write a descriptive
writing:- introduction, body essay.
and conclusion.

Listening and Vowel sounds:-/›/ /›:/ Teacher guides students to

speaking Identify contract in vowel produce sounds in context and in
sounds isolation
Identify words containing Students to identify contrast in
sounds in different vowel sounds
positions:- beginning, Teaching/ learning resources
middle and end of a word. recorded materials (audio and
video tapes) sentence strips flash
cards etc.

10
 Grammar Parts of speech: - Teacher directs students to identify
conjunctions. features and functions of
Identification of conjunction
conjunctions from given Students to make sentences using
passages on:- population/ conjunctions
family life. Teaching /learning resources: -
Identify features of sentences strips and passages.
conjunction
Give functions of
conjunction.

Literature Popular myths/ legends:- Teacher lead students to identify

African and non African theme and features of myths /
Identify features of popular legends
myths / legends:- magic, Students to identify and state
super natural, superstitious moral lessons taught
etc. Students narrate any popular
myths/ legends known to them.

6 Reading Identify purpose in selected Teacher guides student to identify

passage e.g. dissuade , expressions that indicate authors’
Selected passage on stimulate through or intention or purpose in selected
contemporary issues indoctrinate passage.
e.g. Hiv/Aids, mobile Students practice extensively
communication using varied materials presented
by the teacher.
Learning resources selected
passages from textbooks,
newspaper magazine writings
Writing Type of composition: Teacher leads students to identify
composition argumentative elements selected passage
List elements of Leads students to generate ideas
composition for an argumentative essay.
Arrange ideas generated in Students arrange ideas generated
logical sequence in logical sequence.
Learning resources selected
passages and topics.

Listening and Give phonetic symbol and Teacher leads students to produce
speaking (Vowel words containing /Λ/ and sound in context and in isolation
Sounds) /ə/ e.g. /Λ/ bus money Students give other words
coming containing the vowed sounds.
/ə/away tattoo neither Learning resources: recorded
Identify contrast materials (audio and video types,
flash cards.

11
 Grammar/Structure Identify prepositions from Teacher lends students to identify
(Preposition) selected passage preposition in selected passages
Identify function features of Students make sentences with
preposition preposition.
Make sentences with Learning resources: various
preposition passages, sentence strips.

Literature (Prose) Short story: discuss Teacher leads students to read

features plot, and identify types of prose
characterization, style, Engages students to discuss story
theme, language. line.
Students identify moral lesson of
story.

7 Reading (Critical Meaning and steps of Teacher explains the process of

Reading) critical reading: reading to critical reading : -
evaluate information i) understanding what the author is
presented writing about
Surveying: a quick glance Ii) identifying the authors technique
of what book or passage Iii) evaluating the authors point of
contains by looking at table view
of contents or section by Use selected passage to practice
section sub- heading. step one: surveying
Students engage in extensive
practice
Learning resources: selected
passages, selections from other
subject areas.

Writing: Composition Type of composition: Teacher presents selected topics

expository to students to work on in groups
Generate ideas for Students arrange ideas generated
expository essay in logical sequence
Produce a draft Student write expository essay
Learning resources: selected
topics.

Listening and Introducing consonants/f/ Teacher leads students to produce

speaking and /v/ sound in context and in isolation
(Consonants) Words containing sounds Students give other words
e.g. /f/ photograph, funny containing sound
Production of sounds in Learning resources: recorded
context and isolation materials, flash cards.

Grammar / structure Simple present and past Teacher guides students to identify

12
 (Tenses) tense simple present and past tenses in
Identify in given passage passage
Indicate when used e.g. Students make correct sentences
simple present – for action using tense
currently going on: he Learning resource: selected
works in the city etc passage from textbooks or
Simple past e.g. regular or newspaper cuttings
repeated action in the
past:- the children attended
the local primary school.

Literature (Poetry) Selected poems – - Teacher leads students to

i) discuss meaning and discuss and explain meaning and
contents of poems contents of poems
ii) Identify language. - student identify language of
poetry
- learning resources: poetry books
or selected poems.

8 Reading: critical Identify main points and Teacher leads students to read
reading step ii, major sub- theme of passage to get main points and
skimming selected passages. major sub-themes
Identify opinions in Students engage in extensive
selected passage. practice to establish how to identify
items that form the substance of
texts.
Learning resources: selected
passages

Writing: letter writing: Format of informal letters Teacher leads students to discuss
informal letter. Situations used format of informal letters.
Teacher explains situation informal
letter used
Students write on informal letter.

Listening and Words containing sounds Teacher leads students to produce

speaking : consonants e.g. sound in context and in isolation
/dz/ and /ts/ /dz/: judge, rage, range Student give other words
/ts/: recharge, check, chain containing sound
Produce sound in context Learning resources: recorded
and in isolation materials, flash cards.

Grammar/ - Identify future tense in Teacher leads students to identify

structure: future tense selected passage future tense in selected passage
- Indicate when used: e.g. Students make correct sentences
to produce or say what is using tenses

13
 likely to happen in future. Learning resources:-selected
Work will begin next week. passages.

Literature: drama Read selected drama text Teacher leads students to read a
and identify themes, play and discuss themes, setting,
setting, plot, plot, characterization.
characterization Student act the play
Learning resources: drama texts.

9 Reading: critical Meaning of : - Teacher guides the students in

reading steps iii) line by line reading using steps to identify facts and
iv) recall and opinions in selected passages.
v) Review. - Teacher gives additional
- line by line reading : slow exercises for practice
and more concentrated - Students practice how to identify
reading of passage in facts and opinions in given
sections and paragraphs passages.
- recall: going over what Learning resources: selected
has been read and passages.
retained
- review: going over
prevision steps

Writing: formal letter Format of formal letters Teacher guide students to discuss
Situations used format of formal letters and
situations used.
Students write a formal letter.
Listening and Words containing sounds Teacher guides students to
speaking : e.g. produce sound in context and in
consonant/ѳ/ and /϶/ /ѳ/ thief, through, thin isolation.
/϶/ the , there, therefore Students give other words
Produce sounds in context containing sound
and in isolation Learning resources: Recorded
materials, flash cards.

Grammar/ structure: Identify adverb in selected Teacher leads students to identify

adverbs passages adverbs in selected passages
List functions and features Teacher and students state
of adverbs. features of adverbs e.g. time,
Make sentences with place, degree etc.
adverbs. Students make sentences with
adverbs learning resources:
charts, various passages.

Literature: prose Read selected passage or Teacher guides students in

text discussing feature of text read.

14
 Discuss features: plot, Student identify moral of story
characterization, theme, Learning resources: story books.
language.

10 Reading: identify Read selected passage Teacher guides students to

meaning of words in Use context to explain discover meaning of words through
context. meaning of words dues provided by surrounding
Give alternative words to words
target words Students list other possible words
that fit the context
Learning resources: course books

Writing: guided Select topic for writing Teacher presents several topics
composition Generate ideas for for students to choose from
introduction, body Teacher leads students in
Write a draft generating ideas for composition
Students produce a draft.
Learning resources.

Listening and Words containing sounds Teacher guides students to

speaking: consonant e.g. produce sound in context and in
/n/and/ŋ/ /n/ twenty, nonsense, ninth. isolation
/ŋ/ song, bank, spanked. Students give other words
Produced sound in context containing sound
and in isolation Learning resources: recorded
materials, charts.

Grammar / structure: Categories of irregular Teacher explains the various

verb: irregular verb verbs categories of irregular verbs
Have the same form: Teacher guides student to identify
various categories in a given
In Past Past passage
finitive tense
participle Students provide other words that
full in same categories
Learning resources: charts,
cost cost Cost passage etc

Cut cut cut

have two past tense past

participle:
infinitive past tense
past participle burn

15
 burned/burnt burned/burnt
Spoil spoiled/spoilt
spoiled/ spoilt etc.

Literature : drama Read selected drama text Teacher leads students to read a
and identify themes , play and discuss themes, setting,
setting, plot, plot, characterization
characterization Students write play and act
Learning resources: drama texts.

11 Reading : reading to - Identify purpose of writer Teacher guide students to identify

understand purpose from use of certain key words expressions that to the
expressions/key words. author’s intention in selected
- Select passage on passage.
contemporary issue: eg Students answer teachers
inflation, corruption. question on how to identify the
authors intention in s selected
passage
Students practice extensively
using varied materials presented
by teacher
Learning resources: text books,
selected passages.
Writing: Letter writing: - Identify type of letter Teacher leads student to identify
A letter to your father - List features of type of type and features of letter
describing your letter Students write letter to their father
school. - Write letter a model describing school
format Learning resources: Sample
letters, textbooks etc.

Listening and Identify words containing Teacher guides students to

speaking : consonants sound e.g. produce sound in context and in
/k/ and /g/ /k/ chemistry, kerosene, isolation
cattle Students give additional words
/g/ girl, goat, gun. containing sounds
Produce sound in isolation Learning resources: recorded
and in context. materials, charts.

Grammar/ structure: Transitive verbs: can take - Teacher guides students to

verb: transitive and direct object:- the men love identify transitive and intransitive
intransitive their children verbs from given passages.
Intransitive verbs: take no - Students practice using transitive
object- the situation and in transitive verbs to make
improved. sentences
Make sentences using - Learning resources: selected
transitive and intransitive passages, charts etc.

16
 verbs

Literature : Prose Discussion of themes, plot - Teacher and students discuss

and setting of literature themes, plot setting of selected
text. text.
- Students answer questions, are
asked to bring out plot, themes
and setting of texts.

12 Reading : reading to Read passage and identify Teacher guides students to read
identify facts and facts and opinions the selected material and opinions
opinions Select passage on: the in selected passage.
merits of exclusive breast Students answer questions to
feeding for infants”. Or any demonstrate understanding of
relevant passage passage
Learning resources: selected
passage.

Writing: writing From a selected passage Teacher exemplifies outlines using

outlines highlight: passage
Main and supporting ideas Students identify main and
Arrangement of ideas in supporting ideas arrange ideas in
logical sequence logical sequence and write
Introduction and appropriate introduction and
conclusion. conclusion.
Learning resources: model essays,
passages etc.

Listening and Introducing consonant Teacher leads students to identify

speaking: consonants clusters clusters from selected passage
Identify clusters from Students identify clusters from
selected passage. given words
E.g. I) two consonants= Learning resources. Word strips,
maps, hand passages
Ii) three consonants = ants,
camps masks
Iii) four consonants =
prompts, exempts

Grammar/ structure: Identify classes of Teacher leads students to identify

classifying adjectives adjectives e.g. classes of adjectives from given
Colour adjectives- passage
She has light brown hair Student make sentences from
It was a bright green hat. examples give by teacher
Compound adjectives: Learning resources: charts,
A grey- haired man passages

17
 A part time job etc.

Literature: poetry Selected poems or text Teacher guides students to read

Identify meaning, themes and identify meaning and themes
and language used. in poem read.
Students practice extensively with
various poems
Learning resources: poetry text.

13 Revision Revision Revision

14 Examination Examination Examination

ENGLISH STUDIES

J S S 2 SECOND TERM

WEEK TOPIC CONTENT ACTIVITIES

1 Resumption test Resumption test Resumption test

2 Reading: to indentify - Read selected - Teacher guides
meaning of words in passage:identity students to identify
context. meaning of words meaning of words in
through provided by context.
surrounding words - Student’s give
-provide alternative alternative words/
words that fit into the phrases to target words.
context. - learning resources:
various passages, course
books.

Writing: an application for - write model - Teacher presents model

employment application for application for
employment employment and reviews
- review features of a features of formal letter.
formal letter. - Student’s use model to

18
 write application for
employment.
- Learning resources: -
model letters.

Listening and speaking: - Introducing - teacher leads students

diphthongs. diphthongs: /ei/ e.g. to pronounce sounds in
day context and in isolation
- A diphthong has two - Student’s gave other
sounds which are words that contain
joined together as sounds.
they are pronounced. - learning resources:
- The first of the two recorded materials, flash
sounds, gains more cards.
loudness than the
second.

Grammar/Structure - Correlative - Teacher guides the

conjunctions Conjunctions: usually students to identity
have two parts. correlative conjunction in
(i) Both …. And = both selected passages
the boy and girl - Learning resources:
(ii) Either ….. or = recorded materials flash
either the boy are cards.
here or the girl is here
now.
(iii) Neither …. Nor =
neither the boy nor
the girl is here.

Literature: myths and - Retell popular myths - Teacher guides

legends. and legends in students to retell myths
various Nigerian legends in various
communities communities
- Find out popular - Students tell
myth/ legend in the myths/legends from their
FCT own communities
- Students write on
popular mythy/ legend in
the F.C.T
3 Reading: reading for - Condition for reading - Teacher guides
speed. for speed: students to apply the
- Good eye sight speed reading conditions
- Avoiding word in reading selected

19
 vocalization during passages.
reading - Students apply condition
- Increasing eye span for speed reading.
while reading, - Learning resources;
Reading pharses selected course book.
instead of words.
Writing: Element of - Elements of - Teacher presents model
composition. composition: the introduction of essay
introduction. writings.
- Introductions are - Teacher guides the
made with specific students to identify what
considerations for an introduction must
purpose and audience contain.
to which the writing is - Students write
addressed. introduction from model
- Teacer guideS given.
students to write
introductions for
various types of
writing.

Listening and speaking. Diphthongs /ai/ as in = - Teacher guides

mice,tie,eye students to produce
sound in context and
isolation.
- students give other
words containing sounds.
Learning resources:
recorded materials.

Grammar /Structure - preposition with time - Teacher leads students

prepositions and date e.g to identify preposition with
- on Christmas day time and date in selected
- In august 1981 passages.
- On the morning of - Students give other
20th June. examples of preposition
with time and date.
Learning resources;
select.

Literature - Prose - Introduction of - Teacher leads student

literature text (prose) to discuss another
and answer biography and introduce
biography. text
- Students identify type of
prose.

20
4 Reading: Reading for - Techniques of speed - Teacher guides
speed reading; students to practice with
- Surveying, scanning, different kinds of texts.
skimming - Rending could be timed
- Techniques and reader’s ability to
employed to obtain comprehend while
the main substance in reading at a first pace
a text or a particular measured.
piece of information. - Learning resources;
flash cards, reproduced
paragraphs, whole
chapters.

Writing – composition - Element of - Teacher present model

composition: the - Teacher guides
body. students to develop ideas
Building up the main to form the body of a
body of a composition composition.
- Develop main points - Students write out a
sub- theme/ points body of a composition
- Arrange ideas in from model given.
logical sequence.

Listening/ speaking: - Stress pattern- two - Teacher guides student

stress pattern syllable word with to put appropriate stress
stress on the first on individual words and in
syllable e.g lawyer, given sentences
tailor, speaker, - Students practice
teacher e.t.c extensively stressing two
- Two syallable word syllable words.
with stress on the
second syllable e.g
today, CONNECT,
Fifiteen e.t.c

Grammar / structure: - A verb is active - Teacher guides the

verbs active and when the subject students to identify active
Passive. performs the action and passive form of verbs
described e.g in selected passages
- The boy threw the - Students make
ball sentences using active
- I lost the ring. and passive forms
- A verb in passive - Learning resources:
when the subject in passages, course books
the recipient of the e.t.c

21
 action of the verb e.g:
- The ball was thrown
by the boy.
- He was fatally
wounded.

Literature: Drama. - Read selected - Teacher leads students

drama text to discuss story line
- Identify type- - Students identify
comedy or tragedy costumes
- Discuss features: - Students dramatize play
theme, costumes, - Learning resources:
e.t.c drama texts.

5 Reading. - Reading to identify - Teacher presents and

writers intention discusses selected
- Identify the different passages
expressions used by - Teacher guides
another to point to the students to identify key
readers their words that point to the
intentions. Authur’s intention in a
- Select passage on given passage.
contemporary issues - Students work in groups
e.g to rend and identify the
Environmental issues. writer’s intention and
make presentation at the
end of the lesson.

Writing: composition - Elements of - Teacher present model

composition: the - Teacher guides
conclusion: contains students to write outlines
final points, with detailed conclusion
observation and a on given topics.
stand on issues
discussed
- Conclusion is not a
repetition of points
earlier made.

Listening and speaking: Stress pattern- three - Teacher leads students

syllable word e.g to pronounce words with
Pho/to/graph, stress on appropriate
mi/ni/mum,. syllable
Bro/ther/hood, - Students identify
un/der/stand, syllable which is stressed.
bri/ga/dier. Learning resources: flash

22
 cards.

Grammar /structure: Adverbial phrases: - Teacher guides

adverbials. when the grammatical students to identify
function of s single adverbials in selected
word adverb can be passades or sentences
performed by a - Students make
phrase it in an sentence with adverbials.
adverbial phrase e.g
- I saw both of them
very recently.
- They live very close
- The students are
working really hard.

Literature: Poetry. - Read selected - Teacher leads students

poems. to read poems
- Discuss meaning, - Teacher guides student
theme and language. to discuss, meaning,
theme, language.
- Students participate in
discussion.

6 Reading : - Read at the right - Teacher guides student

Comprehension speed to practice faster reading.
- Give correct - Student applies speed
answers to reading condition such as
Comprehension avoiding word
question that vocalization while
demonstrate reading.
improvement in - Learning resources:
reading speed. newspapers, selected
passages.
Writing : writing an - select a topic - Teacher guides
outline. - generate ideas for students to make an
introduction, body and outline of an essay on a
conclusion. given topic.
- Students generate ideas
for the introduction, body
and conclusion.
- Students develop the
essay using the outline.

Listening and speaking. - Stress patterns: - Teacher guides

number stressing students to pronounce
(i) Number in teen words with stress on

23
 have stress on the appropriate syllable.
syllable e.g four, - Students give other
TEEN, SIX TEE. examples of number
NINE’ TEEN. stressing.
(ii) Numbers in tens Learning resources:
have stress on the charts, flash cards.
first syllable e.g. Sixty,
fourth, seventy.

Grammar / structure: - Comparative forms - Teacher guides

adjective-comparative of adjective used to students to identify
forms. indicate that comparative adjectives in
something has more sentences/ selected
of a quality than passages
something else. - Students make
- Identify comparative sentences using
adjective in selected comparative forms of
passages / sentences adjectives.
e.g
She is prettier than
her sister.

Literature: Prose - Reading a literature - Teacher leads students

text. to read text,
- Discuss story line - Students discuss story
and characterization. line and characterization.
- Learning resources:
literature text.

7 Reading: Critical - Read selected - Teacher guides

evaluation. passage students to read selected
-Identify facts passage and work in
presented by author groups to identify facts,
- identify author’s author’s technique and
techniques opinions.
- evaluate author’s - Students make
point of view. presentations of their
group discussions.

Writing: formal letter. - Convention of body - Teacher leads students

of formal letters. to identify the
(i) Formal salutation: conventions in selected
eg dear Sir/Madam: formal letters.
dear Mr. present. - Students discuss
(ii) Signature of the language form used e.g.
writer: below the direct descriptive, full of

24
 signature writer puts specifications.
his/her name - students practice
(iii) Language form extensively using various
used .eg letters
- Carefully structed Learning resources:
sentences sample letters.
- Right vocabulary for
the particular issue in
question.

Listening and Speaking: - Pronounce sound in - Teacher guides

diphthong. context and in students to produce
isolation sound in context and in
(i) /ᴐi/ boy, toy, boil, isolation
coin. - Students give other
words containing sound.
- Learning resources:
recorded materials.

Grammar /Structure: - More practice on - Teacher guides the

active and passive voice. active and passive student to identify what
voice. the main subject is doing
- Turn sentences in given sentences i.e
where the active voice Wether it carries out
occurs to passive e.g some action or in the
- The robbers broke target of the action
the door. expressed.
- The door was - Students make
broken by the sentences using active
robbers. and passive voices.
Learning resources:
charts, flash cards.

Literature : Drama - Reading a drama - Teacher leads students

text. to read text
- Discuss plot and - Students dicuss plot and
characterization characterization
- Learning resources:
drama text.
8 Reading: - Reading and - Teacher guides
Comprehensive. answering questions students to read and
from recommended answer question from
text. recommended text.
- Students write out
answers to questions
from comprehension

25
 passage.
- Learning resources:
recommended text books.

Writing: composition. - Write a composition - Teacher leads the

on the topic students to identify what
Poverty and hunger’ is needed to write on
or ‘a day I would each of the topics
never forget’. - Students generate ideas
- Keep to the three and write on their chosen
parts of the topic.
composition –
introduction, body and
conclusion.

Listening and Speaking: - Rhymes: two words - Teacher gives a word

rhymes. that end with the and options to choose
same sound e.g hat from e.g bargain.
and cat. a.begin, b. regain,
- Identify words that c.begun, d. connive
rhyme with a given - students practice
word. extensively,
- Learning resources:
charts,
Grammar /Structure. - The use of ‘will’ and - Teacher leads students
Future tense. ‘shall’ to express to make sentences
future action expressing future action
(i) ‘I’ and ‘we’ only can with ‘will’ and ‘shall’
be used with shall e.g -students make
I/we shall go to Lagos sentences as directed
tomorrow - Learning resources:
(ii) They, you, he she,. substitution tables.
It,- cannot go with
shall only will’ e.g - Teacherleads students
he./she will go to to read selected poem
Lagos tomorrow.

Literature: Poetry. - Select a poem in - Teacher leads students

which some lines to read selected poems.
rhyme. - Students answer
- Ask questions to questions to discover
draw out meaning meaning.
- Identify words/lines - Students identify
that rhyme. words/lines that rhyme.

9 Reading: Reading to - Select passage from - Teacher guides

26
 increase vocabulary a particular field, e.g students to read selected
banking e.t.c passage
- Identify words - Students identify words
peculiar to banking peculiar to banking.
sector - Students make
- Use such words in sentences with new
sentences. words.

Writing: Informal Letter. - Write a letter to your - Teacher leads students

uncle who has just to review features of an
received a national informal letter
award. - Students write a
- Review feature of an congratulatory letter to
informal letter their uncle.

Listening and Speaking. Stress patterns: words - Teacher guides

that are not stressed. students to read the given
(i) Pronouns and words in sentence with
possessives e.g out putting stress on them
he,she, it , my, his, - Student practice
(ii) Auxiliary verbs e.g extensively.
can, may, was, are,
and has.
(iii) Artictes e.g a, an,
the.

Grammar /Structure. - Adverb, conjunctions - Teacher leads students

and preposition in to read selected passage
selected passages and identify adverbs,
- Identify in selected conjunctions and
passages. prepositions
- Students made
sentences with adverbs,
conjunctions and
prepositions.
- Learning resources:
selected passages.

Literature prose - Read recommended -Teacher leads student to

literature text read literature text.
- discuss story line - Students disucss story
and characterization. line and characterization.
Learning resources:
literature text.

10 Reading: Reading for - Select passage in - Teacher gives selected

27
speed. relevant issues of passage
interest. - Teacher gives time
- Practice rapid within which it should be
reading read
- Ask question to - Student answer
measure questions passage read
comprehension. Learning resources:
selected passages.

Writing: a narrative - Write a narrative - Teacher leads students

essay. essay on any chosen to make an outline on a
topic chosen topic
- Ensure ideas follow - Students write out a
a logical sequence. narrative following
outline.

Listening and speaking. Introducing intonation - Teacher use sentences

patterns or recorded materials to
(i)Falling intonation: demonstrate rising and
when a tone falls e.g falling intonation
she is beautiful - Students practice with
(ii) Rising intonation: examples given by
when a tone rises teacher.
from low and gets to - Learning resources:
highest level e.g can I recorded materials, flash
see you please? cards.

Grammar / structure. - Nouns number - Teacher explains

possessive form and number, possessive form
gender and gender of nouns
- Nouns forming a - leads student to identify
regular plural e.g kiss- same in selected
kisses passages.
Bush – bushes e.t.c - Students give other
- Possession e.g examples.
Joe’s shoes, the - Leaving resources:
peoples wishes selected passages,
- Gender: charts.
- Masculine e.g. king,
boy, father, bull, lord
- feminine e.g. queen,
girl, cow, lady
- Common –may be
either male or female
e.g.
- Reuter- nouns that

28
 are neither male nor
female e.g. table,
house, money airport.

11 Revision Revision Revision

12 Examination Examination Examination

ENGLISH STUDIES
J S S 2 THIRD TERM

WEEK TOPIC CONTENT ACTIVITIES

1 Resumption test Resumption test Resumption test

2 READING - Identifying topic 1). The teacher select

sentences materials or text that
contain topic sentences
- Identifying key ideas and key ideas.
- Identifying 2). Guides the students to
words/expressions that identify topic sentences in
redirect attention to main given text/material.
points in paragraphs and
passages that reflect on 3). Students identify topic
issues of national sentences and key ideas
concern e.g. population in materials/text used.
explosion, youth
unemployment. 4). Students to practice
identifying key

29
 sentences/ideas in group.

WRITING Summary writing on 1). The teacher provides

selected and reaches appropriate
passage/materials. On passage on selected topic.
contemporary issues
such as 2). Students to identify key
topic sentence.
- the roles of consumer in
the market e.g. 3). Guides students to
identify key ideas in the
i). buying goods and passage/materials read.
services
ii). Providing teed back in
goods and services.

GRAMMATICAL Adverbial clauses:- 1). The teacher leads

ACCURACY students to read given
1). Adverbial clause of passages.
purpose e.g. He went to
bed early so that he will .2). Guides them to
not be late to school. identify adverbial clauses.
2). Identification of 3). Make sample
adverbials in given sentences with the
passages on:- students.
i) Our culture 4). Students construct
sentences using adverbial
ii) Human Right clause of purpose.

LISTENING/SPEAKING Vowel - /a/ and /a:/ 1). The teacher to guide

the students in vowel
/a:/ = fart, cart, harm sound articulation.
/a/ = man, rag, batch. 2). Guide the students to
produce words watch
these sounds.

LITERATURE Types of poetry:- 1). The teacher discusses

different types of poetry.
Epic, lyric, ballads and
dirge. 2). The teacher gives
examples of types of
poetry.
Students to write types of
poetry and give example

30
 of each.

3 READING Summary reading 1). The teacher asks the

techniques:- students questions to
direct them to provisions
1). Identifying topic lesson on this topic.
sentences key and words
and expression that 2). The students to identify
signal attention to the the three techniques.
main points from
paragraphs and 3). The teacher guides the
passages that reflect students to draw out the
issues of national techniques from given
concern e.g. passage/paragraph.
hunger/poverty or any
relevant topic.

WRITING Summary writing on 1). The teacher recaps the

selected passages on previous lesson on this
contemporary issues topic.
such as:-
2). The teacher leads the
i) Factors that influence students to discuss factors
buying decisions. that influence buying
decisions.
ii) Consumer decision
making process 3). Teacher guides the
students to explain
- impulse buying impulse and rational
buying.
-rational buying

GRAMMATICAL Adverbial clause:- 1. The teacher leads

ACCURACY students to identify
Forms of expressing Adverbial clause of
conditions e.g. if, unless, condition in given
provided, as long as etc. passages/text
- introduces a possible 2. Students to construct
situation and its sentences using Adverbial
consequences e.g. clause of condition.
i). if you do well in your 3. Teaching/learning
exams, you will easily get resources: sentences,
into University. ships, charts, passages
etc.

31
 LISTENING/SPEAKING Intonation 1). The teacher guides the
students to make
i. rising tone sentences with rising
tonation
- rises from low pitch
slowly until it gets to the 2). Provides passages
highest level. with varied tonation for
students to identify rising
Uses:
tone.
- For making request
3). Teaching/learning
- for asking yes or no resources:- sentence,
questions. strips, charts etc.

- for making controversial

statements.

LITERATURE Language of poetry:- 1. The teacher leads the

concise, unique, high. students to read a
selection of poems from
the recommended poetry
text/supplementary book.
2. The students discuss
the meaning and contents
of the poem.

3. Teacher guides the

students to identify the
language used.
4. Leads the students to
write a poem.
5. Teaching and learning
resources:- recommended
and supplementary text or
poetry.

4 READING Reading to identify facts 1. Teacher to select and

and opinions e.g. “The present an appropriate
merits of exclusive passage
breastfeeding for infants”
or any other topic of 2. Teacher guides
interest. students to read selected
materials in group to
identify facts and opinions
in given passage.

32
 3. Teacher guides
additional
practice/exercises to
students
4. Teaching/learning
resources: selected
passages, selection from
other subjects area etc.

WRITING Speeches or materials 1. The teacher reads or

(live or recorded) based plays selected materials
on any of the following: identify and explain the
main ideas in the
1). The family materials listed to.
a. nuclear 2. Teacer guides them to
identify speaker’s mood
b. extended
and intentions.
2). Discipline in schools
3. Teaching/learning
3). Our environment resources:- recorded
speeches/materials etc.
4). Examination
malpractice etc.

GRAMMATICAL Tenses:- 1. The teacher present

ACCURACY passages and paragraphs
- Present Perfect – an containing the two tenses.
action that has been
completed e.g. They 2. Teacer guides the
have heard the news of students to identify
his death. present and past perfect
tenses in the
- Past perfect tense – passage/paragraph
action had been provided.
concluded e.g. They had
heard the news of his 3. Teacer leads students
death. to make sentences with
the present and past
perfect tenses.

4. Teaching/learning
resources:-
passages/paragraphs
presented or
supplementary readers,
charts, or sentence strips

33
 etc.

LISTENING/SPEAKING Intonation: falling tone 1. The teacher guides

students to make
1. This representsthe sentences with falling
pitch that falls. tone.
Its functions:- 2. Provides passages/text
for students to identify
- For making commands
falling tone.
(imperative statement)
e.g. walk out of here! 3. Students to write
sentences indicating
- For making questions
falling tone.
starting with interrogative
adverbs; WH questions 4. Teaching/learning
e.g. How many are they? resources:- charts,
Who saw them? Why are sentences strips
you here?

LITERATURE Poetry:- 1. The teacher discusses

the two types of poetry
i. Narrative with the students.
ii. Ballads 2. The teacher presents
samples of the poems for
- Identify each of these
discussion.
poems
3. Students to identify
- Identify language used
each of the poems given.
in each of them.
4. Students to be grouped
- Identify the theme of the
to write sample of any of
poem.
the two types of poems.
5. Teaching/learning
resources:- sample poems
presented, recommended
poetry book.

5 READING 1. Identify key 1. The teacher presents

points/ideas in different selected
passages/paragraphs materials/passages to
presented. student.
2. Write summary of 2. Group students to
passage/paragraph identify key points/ideas in
given. a given passage or

34
 paragraph.
3. Students to identify
words, expressions or
sentences that direct
attention to the main
points in the
passage/material.
4. Teaching/Learning
Resources:- Course book,
other relevant materials
e.t.c.

WRITING 1. Speeches and 1. Teacher provides

materials (recorded or recorded or live materials
live) based on selected for student use.
topics e.g examination
malpractice. 2. The students listen to
provided material and give
2. Identify possible interpretation.
interpretations based on
material presented 3. The teacher guides the
students to summarise
given material.
4. Teaching and learning
resources recorded
speeches/materials,
course book e.t.c.

GRAMMATICAL Tenses:-Past Continuous 1. The teacher provides

ACCURACY Tenses:- refers to a paragraphs/ sentences.
continuing action that
happened in the pasty. 2. The students to
underline the given tenses
i. Sentences/paragraphs from the
with the Past Continuous paragraphs/sentences.
Tense.
3. Teaching/Learning
ii. Identify the given tense Resources:- Course book,
from passage e.g. charts or sentence strip.
I was sewing the dress
until midnight.
We were doing it.

35
 LISTENING/SPEAKING Intonation:- Rising Tone 1. The teacher provides
and Falling Tones paragraphs/ sentences.
-Present sentences/ 2. The students to identify
passages with rising and the tones in the given
falling tones. material.
-identify the tones in the 3. Teaching/Learning
given Resources:- Charts,
sentences/passages. sentence strip e.t.c.

LITERATURE 1. Drama Text:- 1. The teacher leads the

students to state kinds
- Kings of Drama:- and features of Drama.
Comedy and Tragedy.
2. The students to identify
- Features of Drama:- and discuss different types
Theme, stage costumes of drama.
e.t.c.
3. Teaching and Learning
Resources:- Selected
plays from recommended
texts, supplementary
readers e.t.c.

6 READING Reading to answer 1. Teacher selected

questions:- suitable contemporary
passages.
1.Reading and answering
other types of questions 2. The teacher drawn
that require suitable comprehension
questions on selected
-Conclusion to be drawn passages to cover all
levels of comprehensive
-To make projections
e.g. where, when, how,
-To elicit students why, what e.t.c.
opinion.
3. The students respond
to teacher’s questions on
passages read.
4.Answer questions on all
levels of comprehension
5.Teaching/Learning
Resources:- Selection
from other subject areas,
Newspaper/Magazine
cutting, recommended

36
 text.

WRITING Writing a composition:- 1. The teacher guides the

students by using a
1.Write a composition on selected topic.
the topic
2. The students generate
-My favorite ideas and write on the
subject/teacher or any selected topic.
other topic of your choice.
3. Students discuss the
-Bear in mind the three ideas in the selected
elements of composition topics.
writing.
-Using appropriate words
and expression.

GRAMMATICAL Tenses:- Present 1.The teacher present a

ACCURACY continuous tense:- passage or texts with the
present continuous tense
-Usually carry “ing”
2. Leads the students to
-Used when action is identify the tenses in the
happening. passage/text.
1. Selected appropriate 3. The students to identify
texts/passages with the the tenses in the
required tenses. passage/text.
2. Identify the tense 4.Teaching/Learning
(Present Continuous) in Resources:-Sentence
the given text or Strips, passages/text from
passages. course book e.t.c.
3. Make sentences using
the present continuous
tense.

LISTENING/SPEAKING Question Tags: - a very 1. The teacher engages

short clause at the end of the students in pair
a statement which activities with reference to
changes a statement into questions and their tags.
a question e.g.
2. Teacher initiates
T. Today is Monday, isn’t activities.
it?
3. Students participates in
S. Yes, it is. activities.

37
 4. Teaching/learning
resources:- Charts and
sentences strip.

LITERATURE Drama text: - From 1. The teacher guides the

recommended text book. students to read the
selected play.
1. Message of the text.
2. Leads them to identify
2. Essential the message in the
props/costumes play/discuss the story line.

3. Lead them to identify

props/costumes.
4. Act the play.
5. Teaching/learning
Resources:- Selected
play, props/costumes
required e.t.c.

7 READING Reading for meanings of 1. Teachers guide

words in various context students to think of
through alternative words in place
of target words.
-Clues provided by
surrounding words 2. Teacer guides students
to use previous
-Alternative words that experience to identify the
can fit into the context meaning of target words.
using presented
passage/material 3. The students to use
previous experiences to
figure out the meaning of
words.
4. The students to give
alternative words/phrases
to target words.
5. Teaching/learning
Resources: - Various
passages/materials.
Course books.

WRITING Written composition:- “My 1. The teacher guides the

Future career” Or any students on the
topic chosen include:- given/individual topics

38
 - Introduction 2. The students plan their
composition.
- Main body
3. Students to write out
- Conclusion the given composition.

GRAMMATICAL Conditional statements:- 1. The teacher guides the

ACCURACY Contrasting conditional students by giving them
statement using sample sentences.

a) even though 2. Teachers present a

b) At least E.g. I may passage or paragraph for
go to school, even students to identify the
though I might be conditional statements.
late.
3. Lead students to make
From a given conditional statements.
passage/paragraphs
identify conditional 4. Teaching/learning
statement. Resources:-Passages
course book, sentence
strips e.t.c.

LISTENING/SPEAKING Question tags:- e.g. :- 1. Engage students in

pairs and guides them to
Joy: Grace is dutiful, isn’t make their own questions
she? and sentences using
appropriate intonation.
Fati: Yes, she is.
2. Teacer guides them to
Isah: Ibrahim is a
produce questions tags.
Christian isn’t he?
3. Teacer leads them to
John: No, he isn’t
give appropriate
Use appropriate stress responses.
and intonation in
4. Teaching/Learning
questions and their tags
resources:-Recorded
materials, supplementary
reader e.t.c.

LITERATURE Prose:- Reading of 1. The teacher presents

literature text. the text.
1. Identify type of prose. 2. Engage the students in
the discussion of the
2. Discuss features of the features of the prose.
prose e.g. plot,
characterization, style, 3. Students to identify the
setting, language, and

39
 theme. type of prose.
4. Teaching/learning
Resource: - Course book.

8 READING Reading to acquire new 1. The teacher presents

words. passages/materials on
chosen topic.
- Present a passage/text
that has specific register 2. Teacer guides the
of words on:- students to read and
identify specific register of
1.Agriculture words.
2.Medicine 3. Students to read and
identify register of words
in a given passage.
4. Teaching /learning
Resources:- passages/text
or any relevant materials.

WRITING Organizing main ideas 1. The material/text to be

correctly into used to be presented by
paragraphs:- From a the teacher.
given text or passage or
relevant material. 2. Discuss the
text/material with students.
1. Identify the different
ideas presented. 3. Students to identify the
main ideas and organize
2. Organise each of the them into paragraphs.
ideas identified into
paragraphs 4. Teaching learning
resources:- Text/passage,
Newspaper cutting e.t.c.

GRAMMATICAL Qualifiers:- Adjectives:- 1. Teacher gets students

ACCURACY to read passages.
1. Identification of
adjectives in a given 2. Leads them to identify
passage. and state functions of
Adjectives used in the
2. Functions of passage.
adjectives.
3. students to identify and
3. Making sentences with make sentences with
Adjectives. Adjectives

40
 LISTENING/SPEAKING Vowel sounds 1. The teacher produces
(Diphthongs) /au/ - know, materials highlighting the
go, sow. pronunciation of target
sound.
Sentences, Paragraphs,
passages, poems and 2. Emphasizes the correct
plays should form the articulacy movements in
content for highlighting the pronunciation.
the sounds indicated.
3. Students listen to the
teachers and practice the
articulation of the sounds
in context.

4.Teaching/learning
resources:- flash cards,
recorded material e.t.c.

LITERATURE Drama Text:- Short play 1. The teacher guides the

students to read selected
- Identify the essential play.
language features of the
play. 2. Teacher selects
students to act out the
- Identify the major play and read aloud.
character(s).
3. Listens to their diction.
- Act out the play
4. Students to identify
language and major
characters of the play.
5. Teaching /learning
resources: - a short play.

9 READING -Read selected passage -Teacher explains what

to identify facts and facts and opinions are in
opinion. given passages.
-Identify authors -Students practice critical
techniques evaluation through
extensive discussion in
groups.
-Learning resources:
selected passages.

WRITING Write on any of the -Teacher guides students

following topics:- to make an outline on

41
 -Why I chose to become choosing topic.
a doctor.
-Students identify type of
-Why I chose to become essay.
a teacher.
-Students write out essay
-Make out an outline for
introduction, body, and
conclusion.

-Write out essay.

GRAMMATICAL Turning sentences into -Teacher guides students

ACCURACY questions e.g. to ask questions correctly
-The boys went away = -Students identify the
Did the boys go away? tenses of the verbs in the
questions
-They have done the
work = Have they done -Learning resources:
the work? charts, flash cards.
Note the tense of the
verbs in the question.

LISTENING/SPEAKING Oral comprehension: -Students identify and

listen to speech or explain main ideas from
recorded material on a material listed to.
selected topic.
-Teacher leads students to
identify possible
interpretations of material
they have listened tp.
_Learning resources:
recorded
speeches/materials

LITERATURE -Definition of irony: using -Teacher explains the

words to suggest the meaning of irony and
opposite of their literal gives examples.
meaning in a humorous
way. e.g. when a fat -Teacher guides students
woman is described as a to identify irony in
very thin woman, that is literature text.
an irony. - Students make correct
-Identify irony in literature sentences with irony.
text.

42
 -Construction of correct
sentences with irony.

10 READING Reading to acquire new 1. The teacher presents

words:- Selected the selected passage.
passage on any chosen
topic that has register or 2. Guides the students to
words e.g. Engineering, read and identify the
Lawyers e.t.c. words.

1. Read and identify 3. Students to make

register of the given sentences using the words
passage. identified.

2. Explain meaning of the 4. Teaching/learning

words. Resources:- Selected
passage
3. Make sentences with
the words.

WRITING Write an essay on the 1. Teacher guides the

topic “my school” students to write an
outline.
-Identify the topic of the
essay 2. Students to write out
the essay.
-Write outline of the
essay.

GRAMMATICAL Modifiers (Adverbs) e.g. 1. Teacher states the

ACCURACY easily, simply. relevant article.
Passage/paragraphs, text 2. Leads students to
and other reading identify and state functions
materials. of adverbs used in the
passage.
-Identify adverbs
3. Students are to make
-Functions of Adverbs sentences with adverbs
-Make sentences with
adverbs.

LISTENING/SPEAKING Vowels sounds -Teacher guides students

(Diphthongs): two sounds to produce sounds in
that have been joined context and in isolation.
together when
pronounced. /ia/ = as in 2. Students give other
rear, idea, here, tear words that have the sound

43
 /ia/.
3.Teaching/learning
resources: recorded
materials, flash cards,
sentences strips

LITERATURE Figure of speech: 1. The teacher explains

Hyperbole: - deliberate the meaning of hyperbole.
and obvious exaggeration
e.g. I can drink 10 gallons 2. Teacher leads students
of water a day. to identify hyperbole in
text.
-Identification of
hyperbole in literature 3. Teacer guides students
text. to construct sentences
with hyperbole.
-construction of correct
sentences with 4. Students ask and
hyperbole. answer questions.

5. Teaching/learning
resources: passage,
poem, sentences strip,
e.t.c.

11 READING -Reading to obtain main -Teacher organizes within-

substance in selected class competition e.g.
text. boys and girls.
-Time reading and -Teacher gives questions
measure reader’s ability to be answered before the
to comprehend while reading.
reading at first pace.
-Students read to obtain
answer to questions
-Learning resources:
Newspapers, reproduced
paragraphs.

WRITING -List Requirement for -Teacher guides students

writing a formal letter and to review requirements for
an informal letter. e.g. letter writing, formal and
informal.
-Formal letter requires
two addresses e.t.c -Students write outline of a
letter to a friend.
-Write outline for
introduction, body and

44
 conclusion of a letter to a
friend.

GRAMMATICAL i. Direct statements e.g. -Teacher gives exercises

ACCURACY commands and request: to do orally and in writing.
-I am no longer a child he -Students turn direct
said. speech to indirect speech
sentences both orally and
-“Can I have an orange in writing.
please” Toyin requested.
ii. Indirect statement e.g.
-He said that he was no
longer a child.

Toyin asked if she could

have an orange.

LISTENING/SPEAKING -Contrast the following -Teacher guides students

sounds: /f/ and /p/; /r/ and to produce sounds in
/l/; /ch/ and /s/. words and context.

-Produce sounds in -Students identify correct

words and in context. sound used in context.
-Use sounds in -Student makes sentences
sentences and identify using sounds.
correct sound used.

LITERATURE -Characterization and -Teacher guides students

summary of the literature to discuss: characters and
texts to summarize literature
texts.
-Students engage in
discussion.
-Learning resources-
literature texts

12 Revision Revision Revision

13 Examination Examination Examination

45
 MATHEMATICS

MATHEMATICS
FIRST TERM JSS TWO

WEEK TOPIC / CONTENT ACTIVITIES

1 LARGE AND SMALL Students:
NUMBERS a. Write and read large numbers
i. Practical representation of b. Write numbers using mixture of digits
numbers using and words
a. words only c. Read newspaper articles involving
b. digits only large numbers.
c. mixture of digits and words
ii. Identification of small Instructional Resources:
numbers/fractions Flash cards, chart showing place values of
iii. Place value of digits. digits of a given large and small number.

46
2 STANDARD FORM OF Students:
NUMBERS a. Express whole numbers in standard form
i. Expressing whole numbers in b. Express decimal fractions in standard form
standard form c. Change numbers given in standard form to
ii. Expressing decimal numbers ordinary form.
in standard form. Instructional Resources:
iii. Quantitative reasoning (QR) Cut-out of newspaper articles involving large
involving standard form and small numbers written in standard form.
3 APPROXIMATION Students:
i. Approximation to a required a. Round off numbers to required degree
degree of accuracy: tens, of accuracy.
hundred, tenth etc. b. Round off numbers to 1 d.p, 2 d.p, 3
ii. Approximation to decimal d.p.
places c. Round off numbers to significant
iii. Approximation to significant figures.
figures. Instructional Resources:
iv. Quantitative Reasoning Rounding off number chart.
involving approximation
4 FACTORS AND MULTIPLES Students:
i. Factors of numbers i. Express numbers as product of prime
ii. Prime factors of numbers not factors.
greater than 200 ii. Find prime factors of numbers
iii. Expressing numbers as iii. Find the H.C.F of a set of given whole
product of its prime factors numbers.
iv. Rules of divisibility Instructional Resources:
v. H.C.F of numbers. Multiplication tables/chart.
5 FACTORS AND MULTIPLES Students:
i. Multiples of numbers a. Write common multiples of given
ii. Common multiples and LCM numbers
iii. Squares and square roots b. Identify perfect squares
iv. finding square roots of c. Find square roots of perfect squares
numbers by factors. by factor method
Instructional Resources:
Multiplication tables/charts, squares and
square root tables.
6 DIRECTED NUMBERS Students:
i. Addition and subtraction of i. Add 2 or more directed numbers
directed numbers. ii. Multiply and divide directed numbers.
ii. Multiplication and division of iii. Apply the sign rule in simplifying
directed numbers expressions with directed numbers.
iii. Simplifying expression with Instructional Resources:
directed numbers. i. Multiplication and division charts
ii. a chart showing multiplication and division
of signs (sign rules).
7 INVERSE IDENTITY Students:
i. Additive inverse a. Obtain the additive inverse and

47
 ii. Multiplicative inverse multiplicative inverse of given numbers
iii. Use of inverse operation b. Solve simple equations by performing
solving simple equations. inverse operations.
Instructional Resources:
Chart showing inverse operations.
8 SIMPLE EQUATIONS IN ONE Students:
VARIABLE Solve simple equations to obtain the
Solving equations of the form unknown.
i. 2x = 8 (ii) 3n-4 = 5 Instructional Resources:
iii. 3x-4 = 2x+1 (iv) 2y+4 Chart showing inverse operations
7 =2
9 GRAPHS Students:
i. Introduction to the Cartesian a. Identify the X and Y axis
plane b. Draw the Cartesian plane
ii. Identifying the X and Y axis c. Plot given points
iii. Plotting points on the d. Join plotted points to form shapes.
Cartesian plane (coordinates) Instructional Resources:
iv. Construct shapes from given Graph board, mathematical set.
coordinates.
10 LINEAR INEQUALITIES Students:
i. Identifying linear inequality in a. Solve an inequality
one variable b. Represent an inequality using a
ii. Solving linear inequalities number line
iii. Graphical representation of c. Show the region of solution for a given
solution of linear inequalities inequality.
iv. Word problems involving Instructional Resources:
linear inequalities. Flash cards showing some inequalities.
11 EVERYDAY ARITHMETIC Students:
i. Percentage and ratio a. Convert fractions to ratio
ii. Conversion of fractions to ratio, b. Convert fractions to decimals and
decimals, percentages. vice-serva
iii. Quantitative Reasoning on c. Convert fractions to percentages
fractions, ratios and percentages. d. Convert percentages to fractions.
Instructional Resources:
Multiplication/Division charts.
12 EVERYDAY ARITHMETIC Students:
(TRANSACTION IN HOMES a. Compute loss or gain/profit for
AND OFFICES) transactions made.
i. Profit and loss b. Calculate simple interest given
ii. Simple interest principal, time and rate.
iii. Discount Instructional Resources:
iv. Commission Collection of objects with price tag.

Create a mini shop.

13 Revision
14 Examinations

48
 MATHEMATICS
SECOND TERM JSS TWO

WEEK TOPIC / CONTENT ACTIVITIES

1 EXPANSION OF ALGEBRAIC Students:
EXPRESSION Expand given algebraic expressions.
i. Expansion of the form a(b+c) =
ab + ac. Instructional Resources:
ii. Expansion of the form Flash cards.
(a+b)(c+d)=ac+ad+bc+bd
iii. Quantitative Reasoning
involving expansion.
2 FACTORIZATION OF Students:
ALGEBRAIC EXPRESSION a. Factorize given algebraic expression
i. Factorization of the form ax+ay b. Find missing factor in given sample.
= a(x+y)
ii. Factorisation of the form
abc+abd = ab(c+d).
3 ALGEBRAIC FRACTION Students:
i. Algebraic fractions with a. Simplify algebraic expression of
monomial denominators fractions
(addition, subtraction, b. Interpret word problems leading to
multiplication and division) algebraic fractions and solve the
ii. word problems leading to resulting algebraic fraction.
simple algebraic fractions. Instructional Resources:
Flash cards.
4 SIMPLE EQUATIONS Students:
i. Solving simple equations a. Obtain the solution of a simple
ii. Word problems on simple equation
equations. b. Translate word problems to simple
equations and solve them.
5 LINEAR INEQUALITIES IN ONE Students:
VARIABLE a. Solve given linear inequalities
i. Solution of linear inequalities b. Represent the solution of an inequality
ii. Graphical representation of graphically using number line.
linear inequalities. Instructional Resources:
iii. Word problems involving Flash card, charts showing number lines.
linear inequalities in one variable.

6 PLANE SHAPES AND Students:

FIGURES a. Draw parallelograms, rhombus and
Properties of: kite.
i. Parallelogram b. Give any two properties of the
ii. Rhombus indicated plane shape.

49
 iii. Kite Instructional Resources:
Models of plane shapes.

7 ANGLES IN A POLYGON Students:

i. Revision of angles in a triangle a. Find sum of angles in a triangle
ii. Identification and naming of b. Find sum of angles in a quadrilateral
polygons (up to 10 sides) c. Find the sum of the interior angles of a
iii. sum of angles in a polygon.
quadrilateral Instructional Resources:
iv. The sum of interior angles in a. Models of polygon
a polygon using (n-20 180o or b. Cut-out shapes of triangles,
(2n-4)90o. quadrilateral and other polygons.

8 SCALE DRAWING Students:

i. Drawing plane objects to scale a. Draw actual lengths to scale
ii. Converting actual lengths to b. Convert actual lengths to scale
scale. c. Calculate from scale drawing.
iii. Calculation from scale drawing Instructional Resources:
iv. Combination of plane shapes Mathematical set.
to produce design.

9 GRAPHS Students:
i. Revision of plotting of points on a. Complete table of values
the Cartesian plane. b. Plot the graph of given linear equation
ii. solutions of linear equations in c. Interpret information presented on the
two variables using graphs graph.
iii. Linear graphs from real life Instructional Resources:
situations. Graph board, graph paper.

10 ANGLES OF ELEVATION AND Students:

DEPRESSION a. Distinguish between angle of elevation
i. Identifying angles of elevation and depression.
and depression. b. Calculate angles of elevation and
ii. Distinguishing between angles depression.
of elevation and depression Instructional Resources:
iii. Measuring angles of elevation Charts showing angles of elevation and
and depression. depression.
iv. Using angles of elevation and
depression in calculating
distances and heights.

11 Revision
13 Examinations

MATHEMATICS

50
 THIRD TERM JSS TWO

WEEK TOPIC / CONTENT ACTIVITIES

1 BEARING Students:
i. Identifying the cardinal points. a. Identify the primary and secondary
ii. Compass/acute and 3-digit cardinal positions.
bearing b. Give bearings as (i) acute angle
iii. Locating the position of bearing (ii) 3-figure bearing.
objects c. Find distance of objects by scale
iv. Finding the distance between drawing.
objects using scale drawing. Instructional Resources:
Compass, charts showing bearing of objects
from a fixed reference point.
2 THE PYTHAGORAS RULE Students:
i. The right-angled triangle Identify the hypotenuse.
ii. Using Pythagoras rule to solve
right-angled triangles. Instructional Resources:
iii. Pythagoras triples. - A chart showing the right-angled triangle.
- Flash cards of Pythagoras triples.

3 CYLINDERS AND CONES Students:

i. Curved surface area of a. Calculate the surface area of cylinders
cylinders and cones.
ii. Curved surface area of cones b. Calculate the total surface area of
iii. Total surface area of cylinders and cones.
cylinders Instructional Resources:
iv. Total surface area of cones. - Models of cylinders and cones
- Nets of cylinders and cones.

4 VOLUME OF CYLINDERS AND Students:

CONES i. Derive formula for volume of cylinders and
Deriving formulae for cones.
i. volume of cylinders ii. Apply derived formula in calculating
ii. volume of cones volume of cylinders and cones.
iii. compound shapes i.e. a cone
mounted on a cylinder. Instructional Resources:
- Models of cylinders and cones
- Flash cards showing formulae for volume.
5 APPROXIMATION II Students:
Problems using the basic Performs simple calculation and give result
arithmetic operations involving to a required
i. Money (ii) population
iii. Exports (iv) Imports Instructional Resources:
v. Quantitative Reasoning Flash cards, approximation charts.
involving the above.

51
6 READY RECKONERS Students:
i. Obtaining squares and square i. Obtain squares and square roots from
root of given numbers from tables
tables. ii. Multiply and divide directed numbers.
ii. Interpreting and using tables
and schedules Instructional Resources:
iii. Multiplying and dividing - Typical ready reckoners
directed numbers. - Tables and schedule.

7 STATISTICS Students:
i. Data presentation in ordered a. Rank a set of numbers
form b. Calculate angles to represent given
ii. Frequency tables information and represent it on a pie chart.
iii. Pie chart Instructional Resources:
1. Frequency charts
2. Model pie chart.
8 PROBABILITY Students:
i. Examples which illustrate the
occurrence of chance events in
everyday life.
ii. Determining the probability of Instructional Resources:
certain events. Dice, ball, and coloured balls.
iii. Application of probability in
everyday life.

9 SIMPLE PROPORTION Students:

i. Director proportion i. identify direct proportion
ii. Inverse proportion ii. identify indirect proportion
iii. solve problems on direct and inverse
proportion.

Instructional Resources:
i. flash cards,
ii. charts showing direct and inverse
proportionality.
10 CONSTRUCTION Students:
i. Construction of angles 90o and i. Construct angle 90o and 45o
45o etc. ii. Construct angle 60o
ii. Bisection of given angles. iii. Bisect given angles.

Instructional Resources:
a. Graph board
b. Mathematical set.
11 CONSTRUCTION Students:
Construction of triangles given Construct triangles using a protractor and
i. 2 sides and an included angle ruler.

52
 ii. 2 angles and a side between
them Instructional Resources:
iii. All the 3 sides. a. Graph board
b. Mathematical set.
12 Revision
13 Examinations

NIGERIAN LANGUAGES (NL)

HAUSA LANGUAGE L1 FIRST TERM

ZANGO NA DAYA AJI BIU

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Ma’anar furuci da gaɓoɓinsa. Misali – hanɗa,
hanƘa, ganɗa, dasashi, makwallato ds.
2 HARSHE:
Ma’ana da ire-iren jimla. Misali- jimla bayanau,

53
 jimla tambayoyi, jimla umarni, jimla korewa.
3 ADABI:
Misalan labarai masu tushen Karin Magana.
Misali – in kunne yaji jiki ya tsira, kunne ya
girmi kaka ds.
4 ADABI:
Ma’ana da rukunonin adabin baƘa. Misali –
waƘoƘin baƘa, tatsuniyoyi, labarin gargajiya,
ds
5 FURUCI:
Cikakken bayani akan gaɓoɓin furuci masu
motsi da marasa motsi. Misali – harshe,
hanɗa, ganɗa, dasashi, ds.
6 HARSHE:
Bayan akan jimla umarni da jimla tambaya.
Misali – tafi !, zauna!, me Ali ya saya?, way a
mari binta? ds.
7 ADABI:
Gabatar da rubutaccen wasan ƘwaiƘwayo.
8 ADABI:
Ci gaba da labari mai tushen Ƙarin Magana.
9 ADABI:
Cikakken bayani akan nau’o’in adabin baka.
Misali – Tatsuniya, labarin gargajiya,
zaurance, barkwanci, Ƙarin Magana, waƘoƘi
makaɗa, take da kirari, ds.
10 ADABI:
Nazari akan rubutaccen wasan kwaikwayo.
Misali – Jigo, salo, zubi da tsar, jarumi, ds.
11 ADABI:
Muhimmancin adabin baka ga al’umma

54
 12 ADABI:
Muhimmancin wasan ƘwaiƘwayo ga al’umma
13 Bitan aikin baya/maiamitawa

14 Jarabawa

HAUSA LANGUAGE L1 SECOND TERM

ZANGO NA BIU AJI BIU

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Ma’ana da ire-iren rukunonin kalmomi. Misali –
suna, wakilin suna, aikatau, bayanau ds.
2 HARSHE:
Ma’anar insha’i da misalansa. Misalign –
insha’i siffantawaninsha’in labari, insha’in
muhawara, ds.
3 ADABI:

55
 Aiwatar da karatun gajerun rubutaitun waƘoƘi.
4 ADABI:
Ma’anar rubutaccen adabi da rukunonin sa.
Misali rubutun zube, waƘa, wasan
ƘwaiƘwayo.
5 AL’ADA:
Ma’ana shugabanci da muhimmancinsa. Misali
– jagoranci, gudanar da mulki, tabbatar da bin
doka, zaman lafiya, tsaro, adaki, ds.
6 HARSHE:
Bayani akan misalan rukunonin kalmomi.
Misali - suna, wakilin suna, aikatau, sifa,
bayanau, ds.
7 HARSHE:
Cikakken bayani akan nau’o’in insha’i. misali –
na siffantawa, na labari, na muhawara, na
bayyanawa, na Ƙarin Magana, na wasiƘa, ds.
8 ADABI:
Ci gaba da nazarin gajarun rubutattun
waƘoƘ’in Hausa. Missal – jigo, salo zubi, tsari,
ds.
9 ADABI:
Cikakken bayani akan rukunonin ruutaccen
adabi. Misali - rubutun zube, waƘa, wasan,
ƘwaiƘwayo.
10 AL’ADA:
Misalan shugabanci, matakai uku na gwamnati
da hawa uku na mulki
11 Maimaitawa/bitan aikin baya

12 Jarabawa

56
 HAUSA LANGUAGE L1 THIRD TERM
ZANGO NA UKU AJI BIU

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Ma’ana da ire-iren rukunonin kalmomi. Misali –
suna, wakilin suna, aikatau, bayanau ds.
2 HARSHE:
Cikakken bayani akan wasiƘan neman aiki
3 AL’ADA:
Ma’anar ibada da muhimmancinta. Misali –
Ƙarfafa imani, kyautata mu’amala, samun

57
 tarbiyya, ds.
4 AL’ADA:
Hanyoyin kyautata tattalin arziki da misalansa.
Misali - noma, kiwo, sana’o’in hannu,
cinikayya, ds.
5 HARSHE:
Ci gaba da bayanin ginin kalma (tilo da jam’i)
6 AL’ADA:
Ci gaba da rubutun wasiƘa (yan uwa da
abokin)
7 AL’ADA:
Cikakken bayani akan ire-iren ayyukan ibada.
Misali – sallah, azumi, zakkah, hajj/ziyara,
sada zumunci, sadaka, kyauta, tarbiyys,
mu’amala, ds.
8 AL’ADA:
Cikakken bayani akan hanyoyin kyautata
tattalin arziki. Misali – noma da kiwo na
zamani, sarrafa kayan abinci, sana’o’in hannu,
ds.
9 AL’ADA:
Tasarin cinikayyar zamani akan ta gargajiya.
10 AL’ADA:
Kyawawan dabi’u da munana. Misali – faɗin
gaskiya, rikon amana, zumunci, sata, gulma,
shaye-shaye, ds.
11 AL’ADA:
Ingancin tsaftar jiki da ta tufafi. Misali – wanka,
wanki, aski, kitso, yanke farce, goge hakori,
ds.
12 Bitar akin baya/maimaitawa

58
 13 Jarabawa

HAUSA LANGUAGE L2 FIRST TERM

ZANGO NA DAYA AJI BIU

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
Ma’nar furuci da sunayen garaben furuci
(Laɓɓa, HanƘa, Hanɗa, Ganɗa, Makwallato ds)
2 HARSHE:
Yanayin furuci. Misali-
Laɓɓa: /b/, /b/, /m/
HanƘa: /d/, /e/, /t/, /n/, ds.
3 AL’ADA:

59
 Tantance sunayen amfani gona. Misali- dawa,
gero, masara, doya, ds.
4 HARSHE:
Koyar da lissafi a saukake. Misali – Tarawa (+),
debewa (-), sau (x), rabawa (/)
5 HARSHE:
Ma’anr ginin kalma da ire-iresa (Jinsin namiji da
na mace)
6 HARSHE:
Tilo da jami. Misali – yaro –yara, makaranta –
makarantu, kujera- kujeru ds.
7 ADABI:
Hanyoyin tafiye-tafiye na da dana zamani.
Misali- doki, jaki, rakumi, keke, babur, mota, jirgi
ds.
8 ADABI:
Ƙoyar da waƘoƘin yara na dandali. Misali yar
fade, shalle ds.
9 ADABI:
Ci gaba aikin mako na takwas.
10 ADABI:
Ƙalmomin saye da sayarwa a kasuwa. Misali
farashi, yayi, bashi, araha, tsada, ds
11 AL’ADA:
Ma’anar biki da rabe-rebensa. Misali – sallah,
aure, suna.
12 AL’ADA:
Bikin naɗin sarauta, kirisimeti, bikin shakara-
shekara. Misali- kalankuwa, dambe, kokawa,
ds.
13 Bita/maimaita akin baya

60
 14 Jarabawa

HAUSA LANGUAGE L2 SECOND TERM

ZANGO NA BIU AJI BIU

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:
ƘirƘirar Ƙananna jimloli. Misali – zani kasuwa,
ya sunauka?
2 HARSHE:
Koyar da sifa da bayanau
3 AL’ADA:
Koyar da sunayen mutane na al’ada. Misali –

61
 Tanko, Talle, Azumi, Audi, MAto, Marka ds
4 AL’ADA:
Koyar da sunayen mutane na ranaku. Misali-
Liti, Asabe, Talatu, Larai, Jummai, Dan asabe
ds.
5 ADABI:
Koyar Da Sunayen Shiyoyi. Misali- Kudu,
Arewa, Gabas, Yamma, Sma da Ƙasa
6 HARSHE:
Ma’anar jimla da nau’o’inta. Misali- jimlar
bayani, tambaya, umarni ds.
7 ADABI:
Takaitaccen tarihin bayajidda.
8 ADABI:
Abinci da lokutan cinsu a Huasa. Misali – koko
da kosai (safe), fura (rana) tuwo, (dare) ds.
9 ADABI:
Ma’anar shugabanci da ire-irensu. Misali
shugabaancin gida, unguwa, gari, kasa,
addini, sana’a ds.
10 ADABI:
Muhimmancin shugabanci.
11 Bita/maimaita aikin baya

12 Jarabawa.

62
 HAUSA LANGUAGE L2 THIRD TERM
ZANGO NA UKU AJI BIU

MAKO BATU/KUMSHIYA AYYUKA

1 AL’ADA:
Ma’anar ibada da ire-iren ayyukan ibada. Misali
– sallah, azumi, zakka, hajj, sada zumunci,
sadaka ds.
2 AL’ADA:
Muhimmancin ibada.

63
3 AL’ADA:
Koyar Da Kayan Ƙiɗan Hausawa Ta Hanyar
Amfani Da Hotuna. Misali – Ƙalangu, Gange,
Ƙanzagi, Algaita, Gurmi, Goge ds.
4 AL’ADA:
Ma’anar tarbiyya da ire-irenta. Misali – tarbiya
ta zamantakewa, tsare amana, taimakon juna,
bin dokoki, cinikayya ds.
5 AL’ADA:
Muhimmancin tarbiya.
6 AL’ADA:
Yanayin al’adun bikin aure. Misali auren
buduruwa da na bazawara ds.
7 ADABI:
Bayyana halin da zuciya da jiki suke. (Labarin
zuciya a tambayi fuska)
8 AL’ADA:
Tsafta da ado. Misali- tsaftar jiki , aji, muhalli,
abinci ds.
9 AL’ADA:
Yanayin tufafin maza. Misali riga, hulla, yar-
shara, ds.
10 AL’ADA:
Yanayin tufafin mata. Misali – zane, kallabi, ds.
11 ADABI:
Labari daga hotuna
12 Bita/maimaita akin baya
13 Jarabawa

64
 ASỤSỤ IGBO (L1)

JSS 2 TAM NKE MBỤ

65
IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME Na NGWA NKỤZI

1. EKWUMEKWU IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ikọwa ihe bụ nrubeisi na ndebeiwu
a) Nkọwa nrụbeisi na ndebeiwu 2. Ikwu uru na ọghọm dị n’erubeghi
b) Inye ọmụmaatụ nrubeisi na isi/edebeghị iwu
ndebeiwu dịka ịga ozi, ịkwụ 3. Mkparịtaụka n’isiokwu ndị a
ụtụisi, ịbịa akwụkwọ n’oge,dgz NGWA NKỤZỊ
c) Uru na Ọghọm dị na Akwụkwọ ọgụgụ, eseres ndị na-
nrubeisi na ndebeiwu agbanarị ịkwụ ụgwọ ụtụisi ha, ụgbọ
ọjii, tepụ rekọda, ụmụaka n’onwe ha.
2. AGỤMAGỤ: IDUUAZỊ
i) Ọgụgụ akwụkwọ iduuazị a IHE ỤMỤAKWỤKWỌ GA-EME:
họpụtara 1. Ịgụ akwụkwọ iduuazị
ii) Nkọwa aha odee, isiokwu na 2. Ikwu aha odee, isiokwu na
ndị n’isiokwu akụkọ ndịnisiokwu akụkọ ya
iii) Nkọwa usoro okwu na okwu 3. Ịkọwa okwu ọhụrụ
ọhụrụ ndị batara n’ihe a gụrụ 4. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Akwụkwọ iduuazị a họpụtara

3. NKỤZI IZU NA OGE DỊ N’AFỌ

a) Nkụzi izu Igbo, Eke, Orie, IHE ỤMỤAKWỤKWỌ GA-EME
Afọ na Nkwọ 1. Ige ntị
b) Nkụzi izuụka (Mọnde ruo 2. Ịkpọpụta, igosipụtaizu ndị dị
Sọnde) n’ọnwa
c) Nkụzi Ọnwa dị n’afọ 3. Ikwupụta ọnwa ole dị n’ime afọ
(Months of the year) 4. Ịza ajụjụ.
NGWA NKỤZI:
Kalenda Igbọ, tepụrekọda,
akwụkwọ ọgụgụ, ụgbọ ojii, kaadị
mgbubam.

4. AGỤMAGỤ:IDUUAZI IHE ỤMỤAKWỤKWỌ GA-EME

Ai) Ọgụgụ akwụkwọ iduuazị 1. Ịgụ akwụkwọ iduuazị
ii) Nkọwa usoro okwu na 2. Ịkọwa okwu ọhụrụ
okwu ọhụrụ ndị batara n’ihe a 3. Ịjụ na ịza ajụjụ
gụrụ NGWA NKỤZI
Akwụkwọ iduuazị a họpụtara

5. AGỤMAGỤ: IDUUAZỊ HE ỤMỤAKWỤKWỌ GA-EME

i) Ọgụgụ akwụkwọ iduuazị a 1. Ịgụ akwụkwọ iduuazị
họpụtara 2. Inye nkọwa okwu ọhụrụ ndị batara
ii) Nkọwa usoro okwu na na ya

66
 okwu ọhụrụ ndị batara n’ihe a 3. Ịjụ na ịza ajụju
gụrụ NGWA NKỤZỊ:
Akwụkwọ iduuazị a họpụtara

6. NSOROEDIDE IHE ỤMỤAKWỤKWỌ GA-EME

A. Mkpọpụta mkpụrụokwu na 1. Ige ntị
odide ihe iji gosi na ha amụtala 2. Ịkpọpụta mkpụrụokwu
abịdịị 3. Idepụta ọnuọgụgụ n’usoro
B. Ịgụ ọnụọgụgụ site n’otu nde 4. Ịjụ na ịza ajụjụ
ruo na nde abụọ NGWA NKỤZI
Tepụrekọda, akwụkwọ ọgụgụ,
ụmụaka n’onwe ha.

7. AGỤMAGỤ: IDUUAZỊ IHE ỤMỤAKWỤKWỌ GA-EME

Ọgụgụ akwụkwọ iduuazị a 1. Ịgụ akwụkwọ iduuazị
họpụtara na agarịrị 2. Ịkọwa okwu ọhụrụ
3. ide ihe
NGWA NKỤZI
Akwụkwọ iduuazị a họpụtara

8. ỌNỤỌGỤGỤ IHE ỤMỤAKWỤKWỌ GA-EME

a) Ọnụọgụgụ bido n’otu nde ruo 1. Igụ ọnụọgụgu
na nde ise 2. Igosipụta ọnụọgụgụ
b) Ntinye ọnụọgụgụ n’ahịrịokwu 3. Idepụta ọnụọgụgụ
4. Itinyelita ha n’ahịrịokwu
NGWA NKỤZI
Ugbọ okwe, mkpụrụokwe, kaadị
mgbubam, mkpụrụ osisi, ụgbọ ojii.

9. AGỤMAGỤ: IDUUAZỊ IHE UMỤAKWỤKWỌ GA-EME

1. Ọgụgụ akwụkwọ Iduuazị a 1. Ịgụ akwụkwọiduuazị a họpụtara
họpụtara 2. Inye nkọwa okwu ọhụrụ
2. Nkọwa usoro okwu na okwu 3. Iji okwu ọhụrụ mebe ahịrịmfe
ọhụrụ ndị bata n’ihe a gụrụ NGWA NKUZỊ
3. Ntụle agwa ndị kara pụta ihe Akwụkwọ iduuazị a họpụtara, kaadị
n’iduuazị mgbubam, dgz.
4. Nchịkọta akwụkwọ ejije na ihe
mmụta sitere n’akụkọ

10. AHỊRỊOKWU IHE ỤMỤAKWỤKWỌ GA-EME

Ai) Nkọwa Ahịrịokwu 1. Inye nkọwa ihe ahịrịokwu bụ
ii) Ọmụmụ Ahịrịmfe na ụdị ya 2. Ime nkenụdị ahirimfe
gasị 3. Imebe ahịrị mfe ndịnihu

iii) Ahịrịmfe ndịnugbua 4. Imepụtaahịrịmfe ndịnazụ

67
 Bi) AHỊRỊOKWU na agarịrị NGWA NKỤZI
ii) Ahịrịmfe ndịniihu Tepụrekọda, akwụkwọ ọgụgụ,
iii) Ahịrịmfe ndịnaazụ ụmụaka n’onwe ha, dgz.

11. MMỤGHARỊ IHE A KỤZIRI NA

TAM

12. ULE NA MMECHI

68
 ASỤSỤ IGBO (L1)

JSS 2 TAM NKE ABỤỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

1. AGỤMAGỤ: EJIJE EDEREDE IHE ỤMỤAKWỤKWỌ GA-EME:

i) Ọgụgụ akwụkwọ ejije a họpụtara 1. Ịgụ akwụkwọ ejije a họpụtara
ii) Nkọwa aha odee, isiokwu na 2. Ikwu aha odee, isiokwu na
ndị n’isiokwu ejije ya ndịnisiokwu akụkọ ya
iii) Nkọwa usoro okwu na okwu 3. Ịkọwa okwu ọhụrụ
ọhụrụ ndị batara n’ihe a gụrụ 4. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Akwụkwọ ejije a họpụtara

2. OTU NZUZO N’ỤLỌAKWỤKWỌ IHE ỤMỤAKWỤKWỌ GA-EME:

Ai) Nkọwa ihe bụ otu nzuzo na 1. Ịkọwa otu nzuzo na ọmụmaatụ ha
ọmụmaatụ ha 2. Ịkpọsịta otu nzuzo ndi na-apụta
ii) Otu nzuzo ndị na-apụtakarị ihe Ihe n’ụlọakwụkwọ gasị
n’ụlọakwụkwọ 3. Ikwu ọghọm na-adị n’ịbanye n’otu
iii) Ọghọm ịba n’otu nzuzo n’ụlọ- nzuzo
akwụkwọ NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ọjii,
tepụrekọda, ụmụaka n’onwe ha.

B) IJI MMADỤ ATỤ IHE ỤMỤAKWỤKWỌ GA-EME:

MGBERE AHỊA 1. Ịkọwa ịtụ mgbere ahịa mmadụ
i) Nkọwa itụ ahịa mgbere 2. Ịkọwapụta etu e si eji mmadụ atụ
3. na iji mmadụ atụ mgbere ahịa Mgbere ahịa
ii) Ụzọ dị iche iche e si e ji 3. Ikwu ọghọm dị n’ịtụ mgbere ahịa
mmadụ atụ ahịa mgbere mmadụ
iii) Ọghọm dị n’iji mmadụ atụ 4. Ikwu ụzọ mgbochi ya
mgbere ahịa NGWA NKỤZI
iv) Ihe ndị nwere ike ibute ịgba Akwụkwọ ọgụgụ, ụgbọ ọjii,
mgbere ahịa mmadụ tepụrekọda, ụmụaka n’onwe ha.

AGỤMAGỤ: EJIJE IHE ỤMỤAKWỤKWỌ GA-EME:

4. i) Ọgụgụ akwụkwọ ejije a họpụtara 1. Ịgụ akwụkwọ ejije a họpụtara
ii) Nkọwa usoro okwu na okwu 2. Ịkọwa okwu ọhụrụ
ọhụrụ ndị batara n’ihe a gụrụ 3. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Akwụkwọ ejije a họpụtara

A) NKEJIASỤSỤ IHE ỤMỤAKWỤKWỌ GA-EME

69
 i) Nkọwa nkejiasụsụ na 1. Ịkọwa ihe bụ nkejiasụsụ
ndepụta ụdị nkejiasụsụ dị iche 2. Ịkpọsịta ụdị nkejiasụsụ ndị e
iche nwegasịrị
ii) Mkpọaha 3. Ịkọwa mkpọaha na inye
5. iii) Ọmụmaatụ hagasị n’ahịrịokwu ọmụmatụ ya
4.Ịrugosi mkpọaha n’ahịrịokwu
NGWA NKỤZI:
Akwụkwọ ọgụgụ, kaadị mgbubam,
ụgbọ ojii, dgz.

B) NKEJIASỤSỤ IHE ỤMỤAKWỤKWỌ GA-EME

i) Nkọwa Ngwaa na ọmụmaatụya 1. Ịkọwa ngwaa na nkọwaaha
6. ii) Nkọwa Nkọwaaha na ọmumaatụ 2. Inye ọmụmaatụ ha
ya. 3. Ịrugosi ha n’ahịrịokwu
NGWA NKỤZỊ:
Akwụkwọ ọgụgụ, kaadị mgbubam,
ụgbọ ojii, dgz.

AGỤMAGỤ: EJIJE EDEREDE IHE ỤMỤAKWỤKWỌ GA-EME

i) Ọgụgụ akwụkwọ ejije a họpụtara 1. Ịgụ akwụkwọ ejije a họpụtara
ii) Nkọwa usoro okwu na okwu 2. Ịkọwa okwu ọhụrụ
ọhụrụ ndị batara n’ihe a gụrụ 3. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Akwụkwọ ejije a họpụtara

7. IHE ỤMỤAKWỤKWỌ GA-EME

NKEJIASỤSỤ 1. Ịkọwa njikọ na mbuụzọ
i) Nkọwa njikọ na ọmụmaatụ 2. Ịrụgosi ha n’ahịrịokwu
ya 3. Inye ọmụmaatụ hagasị n’ime
ii) Nkọwa mbuụzọ na ọmụmaatụ ahịrịokwu
ya. NGWA NKỤZỊ:
Akwụkwọ ọgụgụ, ụgbọ ojii, ụmụaka
n’onwe ha, kaadị mgbubam, dgz.

8. IHE ỤMỤAKWỤKWỌ GA-EME

NKEJIASỤSỤ 1. Ịkọwa nkwuwa na mgbakwụnye
i) Nkwuwa na ọmụmaatụ ya 2.Inye omụmaatụ ha gasị
ii) Mgbakwụnye na ọmụmaatụya 3. Ịrụgosi ha n’ahịrịokwu
NGWA NKỤZI
Kaadị mgbubam, akwụkwọ ọgụgụ,
ụgbọ ojii, dgz.

10. IHE ỤMỤAKWỤKWỌ GA-EME

ỌNỤỌGỤGỤ 1. Ige ntị
(2,000,000 -3,000,000)
70
 a) Ịgụ ọnụọgụgụ site nde abụọ 2. Ịgụ ọnụọgụgụ
ruo na nde atọ 2. Ịrụgosị ha
3. Ịdetu ihe
4. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Ugbọ okwe, mkpụrụokwe, kaadị
mgbubam, mkpụrụ osisi, ụgbọ ojii.

11. AGỤMAGỤ:Ejije ederede IHE ỤMỤAKWỤKWỌ GA-EME

1. Ọgụgụ ejije a họpụtara 1. Ịgụ ejije a họpụtara
2. Nchịkọta akwụkwọ ejije 2. Ịkọwa okwu ọhụrụ
3. Ntụle agwa, omenalana asụsụ 3. Ịkọwa ihe ha ma gbasara agwa
nka ndị kara pụta ihe n’ejije ndị batara n’ejije ha gụrụ.
4. Nchịkọta akwụkwọ ejije na ihe 1. Ikwupụta asụsụ nka odee
mmụta sitere n’ejije NGWA NKỤZI
Akwụkwọ ejije a họpụtara
10. MKPARỊTAỤKA: ỊKWADO NA IHE ỤMỤAKWỤKWỌ GA-EME
INYE ỤMUNWAANYỊ IKIKE ỊBỤ 1. Ige ntị
IHE Ọ BỤLA HA CHỌRỌ ỊBỤ 2. Ịkparịtaụka gbasara isiokwu a
3. Ịjụ na ịza ajụjụ
NGWA NKỤZI
tepụrekọda, akwukwọ ọgụgụ,
ụmụaka n’onwe ha

11. ỊKPACHAPỤRỤ AHỤIKE ANYA: IHE ỤMỤAKWỤKWỌ GA-EME

i) Nkọwa ahụike 1. Ịkowa ahụike
ii) Ihe a ga-eme iji nwee ahụike 2. Ikwu ihe ha ga-eme iji nọgide
iii) Etu e si amata ọgwụ ndị n’ahụike
meruru emeru 3. Ịkọwa etu e si amata ọgwụ
iv) Ọghọm dị n’ịṅụ ọgwụ aghara merụrụ emerụ
aghara. 4. Ịkwu ọghọm dị n’ịnụ ọgwụ aghara
aghara
NGWA NKỤZI
Tepụ rekọda, akwụkwọ ọgụgụ,
12. MMỤGHARỊ IHE A KỤZIRI NA ụmụaka n’onwe ha
TAM

13. ULE MMECHI

71
 ASỤSỤ IGBO (L1)

JSS 2 TAM NKE ATỌ

IZUỤKA
ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI
1.
IKPOCHAPỤ ỤBỊAM NA AGỤỤ IHE ỤMỤAKWỤKWỌ GA-EME:
N’ALA ANYỊ 1. Ikwu ibe bụ ụbịam na agụụ
Ai) Nkọwa isiokwu 2. Ikwu ihe ndị ha chere na-
ii) Ihe dị iche iche na-ebute ụbịam ebute
na agụụ ubịa na agụụ
iii) Ụzọ dị iche iche e si 3. Ịkparịtaụka ụka
ekpochapụ 4. Ịgụ ihe ọgụgụ
maọbụ egbochi ụbịam na NGWA NKỤZỊ
agụụ. Akwụkwọ ọgụgụ, ụgbọ ọjii,
tepụrekọda, ụmụaka n’onwe ha.

IHE ỤMỤAKWỤKWỌ GA-EME:

1. Ịkparịtaụka
B) ỤBỊAM NA AGỤỤ na-agarịrị 2. Ikwu uche ha gbasara
Mparịtaụka: Ka ụbịam na agụụ si isiokwu
emetụta ezinụlọ na obodo 3. Ide ihe odide
NGWA NKỤZI
Akwụkwọ ọgụgụ, ụgbọ ojii,
ụmụaka n’onwe ha, eserese na-
egosi ndị agụụ jị

2. AGỤMAGỤ: ABỤ EDEREDE IHE ỤMỤAKWỤKWỌ GA-EME

i. Ọgụgụ abụabụọ a họpụtara 1. Ịgụ abụ abụọ a họpụtara
ii. Ngụpụta abụ 2. Ịkọwa ihe abụ na-ekwu maka
iii.Ntụle isiokwuna ihe abụ na-akọ ya
maka ya 3. Ịkọwa okwu ọhụrụ
iv. Nkọwa usorookwu na okwu NGWA NKỤZI
ọhụrụ batara n’abụ a gụrụ Akwụkwọ abụ a họpụtara

A) AKỤNỤBA
3. Mkparịtaụka: Ụzọ dị iche iche IHE ỤMỤAKWỤKWỌ GA-EME
obodo si enweta akụnụba dịka 1. Ikparịta ụka
ọrụugbo, ịtụ mgbere ahịa, ịrụ ụlọ 2. Ịgụ naide ihe
mpepụta ahịa dị iche iche 3. Ịjụ na ịza ajụjụ.
(industries) NGWA NKỤZI:
Akwụkwọ ọgụgụ, ụgbọ ojii,
B) AGHỌTAAZAA kaadị mgbubam.

72
 i) Nkọwa aghọtaazaa IHE ỤMỤAKWỤKWỌ GA-EME
ii) Usoro ajụjụ /azịza aghọtaazaa 1. Ige nti,
2. Ịgụ aghọtaazaa
4. Ịza ajụjụ sitere n’aghọtaazaa
NGWA NKỤZỊ:
Akwụkwọ ọgụgụ, ụgbọ ojii,
ụmụaka n’onwe ha, kaadị
mgbubam, dgz.
EDEMEDE
4. Ai) Nkọwa edemede IHE ỤMỤAKWỤKWỌ GA-EME
ii) Ụdị edemede dị iche iche 1. Ige ntị
(dịka Kọmpozishọn leta) 2. Ịkwupụta usoro edemede
ogologo
B) ODIDE EDEMEDE 3.Ikwupụta ụdị leta abụọ
i) Nkọwa Edemede ogologo na NGWA NKỤZỊ:
ụdị Akwụkwọ ọgụgụ, kaadị
ya gasị. mgbubam, ụgbọ ojii, dgz.
ii) Nkọwa edemede leta na ụdị ya
abụọ

ỌNỤỌGỤGỤ (4,000,000-
5. 5,000,000) IHE ỤMỤAKWỤKWỌ GA-EME
i) Ịgụ ọnụọgụgụ site na nde anọ 1. Ige ntị
ruo 2. Ịrụgosị ihe
na nde ise 3. Ịde ihe
4. Ịgụ ọnụọgụgụ
5. Ịjụ na ịza ajụjụ
NGWA NKỤZI
Ugbọ okwe, mkpụrụokwe, kaadị
mgbubam, mkpụrụ osisi, ụgbọ
ojii.

AGỤMAGỤ: ABỤ EDEREDE

6. i. Ọgụgụ abụabụọ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME
ii. Ngụpụta abụ 1. Ịgụ abụ abụọ a họpụtara
iii.Ntụle isiokwuna ihe abụ na-akọ 2. Ịkọwa ihe abụ na-ekwu maka
maka ya ya
iv. Nkọwa usorookwu na okwu 3. Ịkọwa okwu ọhụrụ
ọhụrụ batara n’abụ a gụrụ NGWA NKỤZI
Akwụkwọ abụ a họpụtara

AHỤIKE NDỊ NTORỌBỊA

7. i) Nkọwa isiokwu
ii) Mgbanwe na-adị n’ahụ ndị IHE ỤMỤAKWỤKWỌ GA-EME
ntorọbịa na agbọghọbịa 1. Ikwuputa njirimara mgbanwe
iii) Ọrịa ụfọdụ na-emetụta ndị n’ahụ ndị ntorọbịa

73
 ntorọbịa 2. Ikwupụta ọrịa na-emetụta ndị
iv) Ụzọ mgbochi ọrịa ndị a ntorọbịa

3. Ịkọwapụta ụzọ mgbochi ọrịa

NGWA NKỤZI
Kaadị mgbubam, akwụkwọ
ọgụgụ, ụgbọ ojii, tepụ rekọda,
AHỤIKE na-agarịrị dgz.
i) Mkparịtaụka: Ụzọe si amata
8. ezigbo nri na nri mebiri emebi IHE ỤMỤAKWỤKWỌ GA-EME
ii) Ịgụ aghọtaazaa metụtara 1. Ịkparịtaụka
isiokwu a 2. Ịgụ aghọtaazaa
iii) Ịza ajụjụ so aghọtaazaa 3. Ịza ajụjụ na-esote
aghọtaazaa
NGWA NKỤZI
Ụmụakwụkwọ n’onwe ha,
akwụkwọ ọgụgụ maọbụ
AGỤMAGỤ: ABỤ EDEREDE ederede metutara isiokwu
i. Ọgụgụ abụabụọ a họpụtara
9. ii. Ngụpụta abụ IHE ỤMỤAKWỤKWỌ GA-EME
iii.Ntụle isiokwuna ihe abụ na-akọ 1. Ịgụ abụ abụọ a họpụtara
maka ya 2. Ịkọwa ihe abụ na-ekwu maka
iv. Nkọwa usorookwu na okwu ya
ọhụrụ batara n’abụ a gụrụ 3. Ịkọwa okwu ọhụrụ na iji ha
mebe ahịrịokwu
NGWA NKỤZI
AGỤMAGỤ:ABỤ EDEREDE Akwụkwọ abụ a họpụtara
1. Ọgụgụ abụ a họpụtara
2. Nchịkọta abụ na ihe abụ na-
10. akụzi IHE ỤMỤAKWỤKWỌ GA-EME
3. Nkọwa usorookwu na okwu 1. Ịgụ abụ abụọ a họpụtara
ọhụrụ 2. Ịkọwa ihe abụ na-ekwu maka
batara n’abụ ya
3. Ịkọwa okwu ọhụrụ
NGWA NKỤZI
ULE Akwụkwọ abụ a họpụtara

11. MMECHI

12 MMECHI

13.

74
 ASỤSỤ IGBO (L2)

JSS 2 TAM NKE MBỤ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NaANGWA NKỤZI

1. IHE NDỊ A NA-AHỤ NA GBURU- IHE ỤMỤAKWỤKWỌ GA-EME:

GBURU ANYỊ 1. Ige ntị
1) Nkọwa ihe bụ gburugburu 2. Ikwupụta ihe ndị dị na gburugburu
2) Nrụgosi ihe ndị dị na gburu- na ụlo obibi
gburuụlọakwụkwọ, dịka ọkọlọtọ 3. Ijijepụta ọnọdụ ndị a
Naịjirịa, ọgbọegwuregwu, ụgbọ NGWA NKỤZỊ
ojii, dgz. Akwụkwọ ọgụgụ, foto/eserese ihe
3) Ihe ndị a na- ahụ na gburu- ndị e nwereike ịhụ n’ụlọakwụkwọ na
gburu ebe obibi dịka ite, oche, ụlọ obibi, ụmụaka n’onwe ha, tepụ
tiivii, redio, dgz. rekọda, dgz.

2. AKỤKỌ NKENKE IHE ỤMỤAKWỤKWỌ GA-EME:

i) Ọgụgụ akụkọ nkenke abụọ ndị a 1. Ịgụpụta akụkọ nkenke
họpụtara 2. Ịkwu aha odee, isiokwu na ihe
ii) Ntule aha odee, isiokwu/ ihe akụkọ na-akọ
akụkọ na-akọ, asụsu nka na ihe 3. Ịkparịtaụka banyere agwa ndị
mmụtadị n’akụkọ. batara n’akụkọ, etu ha siri
iii) Itụle agwa ndị pụtara n’akụkọ a masị/amasịghị ha
gụpụtara. 4. Ndepụta asụsụ nka odee
NGWA NKỤZI
Akwụkwọ ọgụgụ a họpụtara.
3a. NKỌWA ONWE
a) Ịkọwa onye ebe ị bụ IHE ỤMỤAKWỤKWỌ GA-EME:
b) Ebe/obodo ha si 1. Ịkọwa onwe ha
c) Afọ ole ha dị 2. Ikwu aha nne na nna ha
d) Aha nne na nna ha, dgz. 3. Ịkposịta ọrụ aka ha gasị
d) Ọrụaka nne na nna ha NGWA NKỤZI
Ụmụaka n’onwe ha, akwụkwọ
ọgụgụ, dgz.

3b. ỌNỤ ỌGỤGỤ (101-130) IHE ỤMỤAKWỤKWỌ GA-EME

Ịgụ ọnụ ọgụgụ 1. Ịgụ ọnụọgụgụ
2. Idepụta ọnụọgụgụ
3. Ịrụgọsị ọnụọgụgụ

NGWA NKỤZI:
Chaatị, kaadị mgbubam, osisi,
okwuchi karama, ụgbọ ojii, dgz.

75
4. AGỤMAGỤ: AKỤKỌ NKENKE IHE ỤMỤAKWỤKWỌ GA-EME:
Ọgụgụ akụkọ nkenke abụọ 1. Ịgụpụta akukọ nkenke abụọ
gbasara ime ngana na ọghọm ya 2. Ịkọwa aha onyere dere akuko,
i) Ịgụpụta akụkọ nkenke isiokwu na ihe ha mụtara n’akụkọ
ii) Nkọwa aha odee, isiokwu na ihe 3. Itụle agwa ndị batara n’akụkọ, ndị
mmụta sitere n’akụkọ na asụsụ masịrị ha na ndị amasịghị ha
nka odee NGWA NKỤZỊ
iii) Ịtụle agwa ndị pụtagasịrị n’akụkọ Akwụkwọ akụkọ a họọrọ
a gụrụ.
iv) Ịkọwa mkpụrụokwu ọhụrụ

5. MPỤ ULE IHE ỤMỤAKWỤKWỌ GA-EME

A.i ) Nkọwa ihe ime mpụ ule pụtara 1. Ige ntị
ii) Ụzọ dị iche iche e si eme mpụ 2. Ikwupụta ihe ha maara gbasara
ule Ime mpụ ule
iii) Ọghọm na-esote ime mpụ ule 3. Ịkwu ọghọm na-adị n’ime mpụ ule
Bi) Aghọtaazaa metụtara ime mpụ 4. Igụ aghọtaazaa metụtara mpụ ule
ule NGWA NKỤZI
ii) Nkọwa mkpụrụokwu ọhụrụ na Akwụkwọ ọgụgụ, eserese, tepụ-
ịza ajụjụ ndị na-eso aghọtaazaa. rekọda, dgz.

6. AGỤMAGỤ: AKỤKỌ NKENKE IHE ỤMỤAKWỤKWỌ GA-EME

a) Ịgụ akụkọ nkenke abụọ 1. Ịgụ akụkụ nkenke
na-akọwa maka nnụpụisi na 2. Ikwu ihe ha mụtara n’akụkọ ha
ọghọm ya gụrụ
b) Ịkọwapụta ihe mmụta dị 3. Ịkọwapụta uche ha gbasara
n’akụkọ nkenke agwa ndị ha gụrụ banyere ha
c) Ịtụle agwa ndị batara n’akụkọ n’akụkọ
d) Ịkọwapụta mkpụrụokwu ọhụrụ 4. Iji mkpụrụokwu ọhụrụ mebe
ndị batara n’akụkọ a gụpụtara. ahịrịmfe
NGWA NKỤZI
Akwụkwọ akụkọ a họọrọ, ụmụaka
n’onwe ha, kaadị mgbubam.

7. EKWUMEKWU IHE ỤMỤAKWỤKWỌ GA-EME

a) Ịkọwa etu obi dị mmadụ dịka: 1. Ikwu ka obi dị ha
obi ụtọ, iwe, ọnụma, obi ọjọọ, 2. Iji ahịrimfe kọwaa ka obi na ahụ
dgz. dị ha
3. Ịrịọrịta onwe ha ihe
b) Iji ahịrịmfe dị iche iche gosipụta 4. Ide ihe odide
etuobi dị mmadụ NGWA NKỤZI
b) Ịrịọ mmadụ ihe dịka Akwukwọ ọgụgụ, ụmụaka n’onwe,

76
 i) Ịrịọ enyemaka (dk.Biko, nnyere kaadị mgbubam, dgz.
m aka…
ii) Ekpere arịrọ (dk. Ka anyị rịọ
Chineke)
IHE ỤMỤAKWỤKWỌ GA-EME
8. NCHEKWA GBURUGBURU 1. Ige ntị
a) Nkọwa nchekwa gburugburu 2. Ịkwu ụzọ ndị ha nwere ike isi
b) Ụzọ dị iche iche e si echekwa chekwaa gburugburu ha
gburu gburu 3. Ịkpọsịta ihe ndị e ji
c) Idebe gburugburu ọcha echekwe/edebe gburugburu
d) Ngwa ndị e ji edobe gburugburu ọcha
ọcha 4. Idepụta uru na ọghọm na-adị
e) Uru na ọghọm dị n’idobe maọbụ n’idobe/edobeghi gburugburu
edobeghị gburugburu ọcha. ọcha
NGWA NKỤZI
Ngwa mmetụaka dị iche iche ndị e ji
echekwa ma ndị e ji edobe
gburugburu ọcha dịka: Ọgụ, nkọcha,
reeki, nkata, abọ, azịza, dgz.

9. AGỤMAGỤ: AKỤKỌ NKENKE IHE ỤMỤAKWỤKWỌ GA-EME:

a) Ịgụ akụkọ abuọ na-akọ maka 1. Ịgụ akụkọ nkenke a họpụtara
idinotu, uru na ọghọm ya 2. Ịtụle akụkọ
i) Ntụle akụkọ nkenke 3. Ikwu n’isi, aha odee akụko, na ebe
i) Isiokwu/Ihe akụkọ na-akọ a mụrụ ya
maka ya na nkenke. 5. Ikwu ihe ha mụtara n’akụkọ ya.
iv) Ihe mmụta dị n’akụkọ
v) Nchịkọta isiokwu akụkọ niile ha NGWA NKỤZỊ
gụrụ, aha odee na ihe mmụta sitere Akwụkwọakụko a họpụtara
n’akụkọ yagasị

IHE ỤMỤAKWỤKWỌ GA-EME:

10. ỌNỤỌGỤGỤ 1. Ịkpọsịta aka ndị e ji agụ ọnụọgụgụ
i) Akara ndị e ji agụ ọnụ n’Igbo n’Ịgbo
(Arithematical Signs) dịka: 2. Ịrụgosi ha n’ederede
Nwepụ (-), Mgbakọ (+), 3. Iji akara ndị zipụta ọnụọgụgụ
Mmụba (X) na Okike (÷) n’Igbo
ii) Mgbakọ na mwepụ dị mfe
(1-10)

11. MMỤGHARỊ IHE A KỤZIRI

12. ULE

13 MMECHI

77
 ASỤSỤ IGBO (L2)

JSS 2 TAM NKE ABỤỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWA NKỤZI

IHE ỤMỤAKWỤKWỌ GA-EME:

1. NRỤGOSI 1. Ịkpọsịta aha anụ ndị a
a) Aha umu anụmanụ 2. Igosipụta ha n’eserese
i) Anụ ụlọ ii) Anụ ọhịa 3. Iji ha mebe ahịrịmfe
iii) Anụ ndị na-ebi na mmiri NGWA NKỤZỊ
iv) Aha ụmu nnụnu ụfọdụ Akwụkwọ ọgụgụ, iche iche,
v) Iji aha anụ ndị a mebe ahịrịmfe foto/eserese, ụmụaka n’onwe
ha, dgz.

2. A)ỊZỤ NA IRE AHỊA IHE ỤMỤAKAWỤKWỌ GA-

i) Mkpụrụokwu ndị metụtara ngwa EME:
ahịa dịka: ji, akwa, akpa, 1. Ịkpọsita mkpụrụokwu metụ-
akpụkpọụkwụ, osikapa, dgz. tara ịzụ na ire ahịa
ii) Mkpụrụokwu metụtara ịzụ na ire 2. Iji mkpụrụokwu ndị a mepụta
ahịa dịka: ego, ụfọ ego, shọọpụ, ọnye ahịrịmfe
ahịa, oreahịa, ịgba ịpara ahịa,dgz. 1. Ikele ekele dabara adaba
iii) Ndokọ okwu dịka: Ole, Ego ole? I NGWA NKỤZI
nwere? 1. Foto/ eserese, ngwa
mmetụaka gasị dk. ite, oche,
mma, azịza, akwụkwọ ọgụgụ,
B)ỊZỤ NA IRE AHỊA na-agarịrị ụgbọ ọjii, dgz.
EKELE DABARA ADABA N’ORIRE
NA ỌZỤZỤ AHỊA
i) Kedụ maka ahịa?
ii) Ahịa ọ na-agakwa? dgz.

3. AGỤMAGỤ: ABỤ ỌDINALA

1. Ịgụpụta abụ na uri Igbo dị iche IHE ỤMỤAKWỤKWỌ GA-EME:
iche dịka. 1. Ịgụ abụ odịnala dị iche iche
i) Abụ e ji eku nwa (Onye mụrụ 2. Ịjụ a ụjụ
nwa na-ebe akwa?) NGWA NKỤZI
ii) Abụ agha (Nzogbu nzogbu) Ụmuaka n’onwe ha, akwụkwọ
iii) Abụ e ji akụzi akụkụ ahụ ọgụgụ, eserese, dgz.
mmadụ (dịka kpa n’isi kpam,
kpam na ntị kpam)

78
 iv) Abụ ọrụ

2. Nkọwa okwu na nkebiokwu ndị dị

n’abụ a ndị a gụpụtara
6.

AGHỌTAAZAA:
IJI MMADỤ ATỤ MGBERE AHỊA IHE ỤMỤAKWỤKWỌ GA-EME:
i) Ngụpụta aghọtaazaa 1. Ịgụ aghọtaazaa
ii) Nkọwa ihe bụ ịtụ mgbere ahịa 2. Ịza ajụjụ na-esote ya
(exportation of goods) 3. Ikwu ọghọm ịtụ mgbere ahịa
iii) Nkọwa ihe bụ ịtụ mgbere ahịa mmadụ
mmadụ NGWA NKỤZI:
iv) Ọghọm dị n’iji mmadụ atụ ahịa Akwụkwọ ọgụgụ, ederede, dgz.
mgbere
7.

EKWUMEKWU: AHỤIKE
i) Ịkpachapụrụ ahụ ike anyị anya IHE ỤMỤAKWỤKWỌ GA-EME
ii) Ihe ụfọdụ anyị ga na-eme iji nwee 1. Ikwu ihe ha ga-eme iji nọdụ
ahụike dk: idebe gburuburu ebe obibi n’ahụike
anyị ọcha, ịsa ahụ oge dum, ịta atụ, 2. Ịkọwa ọgwụ/nri merụrụ emerụ
anụghị ọgwụ/nri ndị merụrụ emerụ, na etu e si amatagasị ha
dgz. NGWA NKỤZỊ:
iii) Etu e si amata nri/ọgwụ ndị Akwụkwọ ọgụgụ, tepụ rekọda,
meruruemeru. dgz.

AGỤMAGỤ: ABỤ EDEREDE

1) Ịgụ abụ abụọ sitere n’akwụkwọ IHE ỤMỤAKWỤKWỌ GA-EME
abụ a họpụtara 1. Ịgụ abụ
2) Ntụle odee abụ, asụsụ nka na 2. Ikwu aha onye dere abụ na
isiokwu/ ihe abụ ya na-akọ maka isiokwu abụ ya
8. ya 3. Ikwu ihe mmụta dị n’abụ.
3) Ịchọpụta ihe mmụta dị n’ab a gụrụ NGWA NKỤZI
Akwụkwọabụ a họpụtara,

MPỤ ULE
1.a) Nkọwa ihe ime mpụ ule pụtara IHE ỤMỤAKWỤKWỌ GA-EME
b) Ụzọ dị iche iche e si eme mpụ 1. Ịkọwa mpu ule na ọghọm ya
ule NGWA NKỤZI
c) Ọghọm na-esote ime mpụ ule Akwụkwo ọgụgụ, tepurekọda,
ụmụaka n’onwe ha, dgz.
2.AGỤMAGỤ: ABỤ EDEREDE
a) Ịgụ abụ ederede abụọ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME

79
 b) Nchịkọta abụ ndị a gụrụ na ihe 1. Ịgụ abụ
mmụta ha gasị 2. Ikwu ihe abụ na-akwu maka
Ya

d) Ịkọwapụta mkpụrụokwu ọhụrụ

ndị batara n’abụ a gụpụtara. 3. Ikwu ihe mmụta dị n’abụ
NGWA NKỤZI
Akwụkwọ abụ a họọrọ
9. EKWUMEKWU
a) Ịkọwa etu obi dị mmadụ dịka:
obi ụtọ, iwe, ọnụma, obi ọjọọ, dgz. IHE ỤMỤAKWỤKWỌ GA-EME
b) Iji ahịrịmfe dị iche iche 1. Ikọwa ka obi dị ha
gosipụta etuobi dị mmadụ 2. Irịọrịta onwe ha ihe
b) Ịrịọ mmadụ ihe dịka 3. Ịmebe ahịrịmfe
i) Irịọ enyemaka (dk.biko, nnyere NGWA NKỤZI
m aka… Akwukwọ ọgụgụ, ụmụaka
ii) Ekpere arịrọ (dk. Ka anyị rịọ n’onwe ha, ụgbọ ojii, tepụ-
Chineke) rekọdụ, dgz.

10. NCHEKWA GBURUGBURU IHE ỤMỤAKWỤKWỌ GA-EME

a) Nkọwa nchekwa gburugburu 1. Ige ntị
b) Ụzọ dị iche iche e si echekwa 2. Ikwu ụzọ dị iche iche e si
gburu gburu echekwa gburugburu
c) Idebe gburugburu ọcha 3. Ịkpọsịta ngwa ndi e ji edobe
d) Ngwa ndị e ji edobe gburugburu gburugburu ọcha
ọcha 4. Ikwu uru/ọghọm dị n’idebe
e) Uru na ọghọm dị n’idob/edobeghị gburu gburu ọcha.
gburugburu ọcha NGWA NKỤZI
Ngwa mmetụaka dị iche iche ndị
e ji echekwa ma ndị e edobe
gburugburu ọcha dịka: Ọgụ,
nkọcha, keeki, nkata, abọ,
azịza, dgz.

11. MMỤGHARỊ IHE A KỤZIRI

12. ULE

13. MMECHI

14.

80
 ASỤSỤ IGBO (L2)

JSS 2 TAM NKE ATỌ

IZUỤKA ISIOKWU / NDỊNISIOKWU IHE OMUME NA NGWANKỤZI

1. A)EZINỤLỌ IHE ỤMỤAKWỤKWỌ GA-EME:

1. Nrụgosị ndị nọ n’ezinụlọ site 1. Ige ntị
n’aha, ụmụnne na etu ha sị metụta 2. Ịza ajụjụ
dk. Nne, nna, ada, ọkpara, nne 3. Ide ihe odide
ochie, ndị ọgọ, dgz. NGWA NKỤZỊ
Akwụkwọ ọgụgụ,
foto/esereseiche iche na-egosi
ụdị ezinụlọ e nwegasịrị, dgz.
B)ETU AHỤ DỊ MMADỤ
1. Nkọwa etụ ahụ dị mmadụ dịka IHE ỤMỤAKWỤKWỌ GA-EME:
ahụ mgbu, ike ọgwụgwụ, agụụ, 1. Ige ntị
akpịrị ikpọ nkụ, dgz. 2. Ịrụgosi eserese
2. Nkọwa ihe mmadụ chọrọ na ihe 3. Ikwupụta ihe na-akpa ha na
ndị na-akpa ya dk: Achọrọ m iri ka ahụ dị ha
nri, Achọrọ m ihi ụra, dgz. NGWA NKỤZI
Ụgbọ ọjii, akwụkwọ ọgụgụ,
eserese, kaadị mgbubam,
ụmụakwụkwọ n’onwe ha, dgz.

2. ỌNỤỌGỤGỤ
1. Ihe ndị e nwere ike ịgụ ọnụ dị na IHE ỤMỤAKWỤKWỌ GA-EME:
gburugburu anyị 1. Ịgụ ọnụọgụgụ
2. Ihe ndị e nweghị ike ịgụ ọnu dịka: 2. Ịrụgosị ọnụọgụgụ
nnu, mmiri, aja, dgz. 3. Idepụta ọnụọgụgụ
3. Ọnụọgụgụ mpekele dk. ½ , ¼ , NGWA NKỤZI
2½,dgz. Chaatị, kaadị mgbubam, osisi,
4. Iji ọnụọgụgụ mebe ahịrịmfe okwuchi karama, ụgbọ ojii,
okwute, dgz

3. A) ỊṄỤ ỌGWỤ AGHARA AGHARA IHE ỤMỤAKWỤKWỌ GA-EME

1. Nkọwa ihe ọgwụ bụ 1. Ịkọwa ọgwụ na ihe ịṅụ ọgwụ
2. Ụdị ọgwụ dị iche iche dk. ọgwu aghara pụtara aghara
mmiri,mkpụrụọgwụ, ọgwụ otite 2. Ịkpọsịta aha ọgwụ dị iche iche
3. Ikwu ndị kwesirị inye ọgwụ

81
 3. Ndị kwesịrị inye ọgwụ 4. Idepụta uru na ọghọm ịṅụ
4. Ọghọm dị n’ime ọgwụ aghara ọgwụ aghara aghara

aghara NGWA NKỤZI

Akwụkwọ ọgụgụ, ụgbọ ojii,

foto/eserese ụmụọgwụ dị gasị

iche iche, kaadị mgbubam, dgz

4. B)IWU GBASARA OKPOROỤZỌ IHE ỤMỤAKWỤKWỌ GA-EME

1. Ịgụpụta na nkọwa iwu metụtara 1. Igụpụta na ịkọwa iwu ndị a
okporoụzọ 2. Ịkọwa akara/eserese ndị a
2. Akara/eserese ndị metụtara na-ahụ n’okporoụzọ
okporoụzọ awaraawa. NGWA NKỤZỊ:
3. Iji ha mebe ahịrị mfe Akwụkwọ ọgụgụ. akara/eserese
dị iche iche metụtara okporoụzọ

5. MGBA ANỌ DỊ N’ỤWA IHE ỤMỤAKWỤKWỌ GA-EME

(The four cardinal points) 1. Ikwu mgba anọ ndị e nwere
1. Nkọwa na ntụziaka iji gosipụta 2. Ịkpọsịta okwu nji e ji egosi-
mgba anọ dị n’ụwa dk. Ugwu pụta ha
(North), Ọdịda (West), Ọwụwa 3. Ikwu Steeti ndị nọgasị na
anyanwụ (East) na Ndịdaanyanwụ mgba anọ ndị a
(South) NGWA NKỤZI
2. Okwu ndị e ji eziputaa ha n’Igbo Maapụ Naịjirịa, akwụkwọ ọgụgụ,
dịka: mgbada ugwu (valley), n’ihu foto/ eserese, kaadị mgbubam,
na azụ (front and back), dgz. dgz.
3. Steeti ndị nọgasị na mgba anọ
ndị a

6. 1. ỊKWALITE ỌNỌDỤ AGỤM- IHE ỤMỤAKWỤKWỌ GA-EME

AKWỤKWỌ ỤMU NWAANYỊ 1. Ikwu uru agụmakwụkwọ bara
i) Nkọwa agụmakwụkwọ na uru ọ 2. Ịkparịtaụka gbasara uru dị
bara n’agụmakwụwkọ ụmụaka
ii) Agụmakwụkwọ ụmụnwaanyị nwaanyị
n’oge gboo ma n’ugbu a NGWA NKỤZI:
iii) Ikike umụnwaanyị nwere Akwụkwọ ọgụgụ, foto/ eserese
gbasara agụmakwụkwọ ụmụnwaanyị ndị gụrụ akwụkwọ
MKPARỊTAỤKA aha ha na-ada ụda.
iv) Uru agụmakwụkwọ ụmụ
nwaanyị na-ewetara ala anyị
v) Mkpa ọ dị na nwaanyị ga-agụlite
akwụkwọ n’ogo dị elu tupu ọ lụọ di

82
7. AGỤMAGỤ: EJIJE EDEREDE IHE ỤMỤAKWỤKWỌ GA-EME:
Ịgụ ejije a họpụtara 1. Ịgụ ejije
i) Nkọwaodee ejije,isiokwu, 2. Ikwu aha odee, isiokwu na ihe
ndị nisiokwu ejije ya ejije ya na-akowa
ii) Ọgụgụ akwụkwọ ejije 3. Ịkọwa okwu ọhụrụ ha gụtara
c) Nkọwa asụsụ nka odee, mkpụrụ- 4. Iji okwu ọhụrụ mepụta ahịrị-
okwu na okwu ọhụrụ batara n’ihe okwu
a gụrụ
a) Iji okwu ọhụrụ ndị a gụtara mebe
ahịrịokwu

9. ỊDỊ ỌCHA NKE ONWE IHE ỤMỤAKWỤKWỌ GA-EME

1. Nkọwa ihe ịdị ọcha nke onwe 1. Ikwupụta ụzọ ha ga-esi
pụtara edebe onwe ha ọcha
2. Ihe ndị na-ebute adighị ọcha 2. Ikwu uru na ọghọm adịghị
3. Ụzọ dị iche iche anyị si edobe ọcha na-ebute.
onwe anyị ọcha NGWA NKỤZI
4. Uru ịdị ọcha na-ewetara anyị Akwụkwo ọgụgụ, eserese nri
5. Ọghọm adịghị ọcha na-ewetara adịghị ọcha, mmiri adịghị ọcha,
anyị uwe adịghị ọcha, tepụrekọda,
dgz.

10. AGỤMAGỤ: EJIJE EDEREDE IHE ỤMỤAKWỤKWỌ GA-EME

a) Ịgụ akwụkwọ ejije a họpụtara 1. Igụ akwụkwọ ejije
b) Ịkọwapụta ihe mmụta dị n’akụkọ 2. Ikwu ihe mmụta sitere n’ejije
c) Nkọwa okwu ọhụrụ pụtara n’ihe a 3. Ịkọwa okwu ọhụrụ
gụrụ NGWA NKỤZI
Akwụkwọ ejije a họọrọ

11. AGỤMAGỤ: EJIJE na-agarirị IHE ỤMỤAKWỤKWỌ GA-EME

a) Ịtụle agwa ndị batara n’akụkọ 1. Inye nkọwa gbasara agwa
b) Ịkọwapụta mkpụrụokwu ọhụrụ ndị ndị dị n’ejije
batara n’akụkọ a gụpụtara. 2. Idepụta omenala ndị pụtara
c) Itụle omenala ndị batara n’ejije ihe n’ejije
e) Nchịkọta ejije na ihe ejije na-akọ 3. Ikọwa okwu ọhụrụ na iji ha
maka ya mebe mkpụrụokwu

12. MMỤGHARỊ IHE A KỤZIRI

ULE/MMECHI

83
 YORÙBÁ JSS 2 TÁÀMÙ KÌN-ÍN-NÍ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. ÈDÈ: Sílébù Èdè Yorùbá OLÙKÖ

1. Sô oríkì sílébù
ÀKÓÓNÚ IŚË
2. Śe àlàyé ìhun sílébù
1. Oríkì sílébù .
3. Sç õpõlôpõ àpççrç pínpín õrõ sí sílébù sójú
2. Ìhun sílébù (F, KF, Kos (N) pátákó

3. Pípín õrõ sí sílébù AKËKÕÖ

1. Têtì sí àlàyé olùkö

2. Śe àpççrç pípín õrõ sí sílébù fúnra rê

3. Kô ohun tí olùkö kô saju pátákó sínú ìwé

OHUN-ÈLÒ ÌKÖNI

Pátákó ìkõwé.

2. ÀŚÀ: Êsìn Ìbílê Yorùbá OLÙKÖ

1. Śe àlàyé ipa ti êsìn ń kó láwùjô

ÀKÓÓNÚ IŚË
2. Śe àlàyé ipò Olódùmarè nínú êsìn
1. Pàtàkì Êsìn Láwùjô Yorùbá
3. Śàlàyé nípa àwôn òrìśà ilê Yorùbá àti bí a ti
2. Ìgbàgbö Àti Èrò Àwôn Yorùbá Nípa ń sìn wön.
Olódùmarè
4. Śe àlàyé àjôśe àárin àwôn çlësìn ìbílê,
3. Ipò Olódùmarè Mùsùlùmí àti Ômôlëyìn Jésú

4. Òrìśà Ilê Yorùbá AKËKÕÖ

5. Êsìn òde òní: 1. Sô ohun ti wön mõ nípa êsìn ìbílê Yorùbá àti
êsìn ìgbàlódé
* Mùsùlùmí
2. Jíròrò nípa àjôśe Olódùmarè, àwôn òrìśà àti

84
 * Ômôlëyìn Jésù olùsìn wôn.

3. Jíròrò lórí ìjà êsìn àti bí a śe lè dékun rê.

OHUN-ÈLÒ ÌKÖNI

1. Àwòrán àwôn çlësìn oríśìí mëtêêtà níbi ìsìn.

2. Fídíò

3. Sinimá

3. LÍTÍRÈŚÕ: Àśàyàn Ìwé Ìtàn Àròsô OLÙKÖ

Ôlörõ Geere
1. Śe ìfáàrà lórí òýkõwé àti ohun tí ìtàn náà
dálé.
ÀKÓÓNÚ IŚË
2. darí akëkõö láti tún ìtàn sô
1. Ìsônísókí ìśêlê inú ìtàn abáyému
3. Śe àlàyé lórí àwôn kókó-õrõ tó súyô àti
2. Êkö àti kókó õrõ tó súyô àti ìbáyému õrõ ìbáyému wôn
tó ń lô láwùjô, (bí àpççrç ipò/ ìpín obìnrin 4. Śe àlàyé nípa àwôn êdá ìtàn àti ìfìwàwêdá
láwùjô, ìkôlura êsìn, ômôlúàbí, ìtöjú àyíká, wôn
ìlera, ààrùn éèdì/ rômôlöwölësê abbl)
5. darí ìjíròrò nípa ìlò èdè nínú ìtàn náà.
3. Êdá ìtàn àti ìfìwàwêdá
AKËKÕÖ
4. Ìlò èdè:
1. Ka ìwé náà
(a) Ônà èdè
2. tún ìtàn náà sô ní sókí
- Àfiwé
3. jíròrò lórí kókó-õrõ inú ìwé náà àti ìbáyému
- òwe wôn

4. Tëtí sí àlàyé olùkö nípa êdá ìtàn àti

- Àkànlò èdè
ìfìwàwêdá wôn.
(b) Àwítúnwí
5. Kópa nínú ìjíròrò lórí ìlò èdè.
- Ìfìrómõrísí
OHUN-ÈLÒ ÌKÖNI
- ìfohungbohùn abbl 1. Ìwé tí a yàn fún kíkà.

2. Àwòrán díê lára ìśêlê tó köni lëkõö nínú ìwé

náà.

4. ÒÝKÀ: Oókanléláàádöjô dé igba (151 – OLÙKÖ

85
 200). Kíka owó Náírà 1. Tö àwôn akëkõö sönà láti ka òýkà -
Oókanléláàádöjô dé igba (151 – 200).

ÀKÓÓNÚ IŚË 2. Śe àlàyé ìgbésê òýkà ní kíkún.

Òýkà láti Oókanléláàádöjô dé igba (151- 3. Tö akëkõö sönà láti ka owó náírà pêlú òýkà
200). Òýkà owó náírà b.a. náírà kan, náírà Yorùbá.
méjì, ogún náírà, ôgbõ náírà abbl.
AKËKÕÖ

1. Ka òýkà láti Oókanléláàádöjô dé igba (151 –

200).

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

3. Dá owó náírà mõ àti bí a śe ń pè wön ní

ìlànà òýkà Yorùbá

4. Kô òýkà tí olùkö kô sójú pátákó sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù tí a kô òýkà láti Oókanléláàádöjô

dé igba (151 – 200).

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

3. Owó náírà lóríśiríśi.

5. ÈDÈ: Oríśiríśi Gbólóhùn (Ìhun) OLÙKÖ

1. Fún gbólóhùn ní oríkì

ÀKÓÓNÚ IŚË
2. Śe àlàyé ìhun õkõõkan àwôn oríśi gbólóhùn
1. Oríkì Gbólóhùn mëtêêta

2. Oríśiríśi Gbólóhùn 3. Śe àpççrç õkõõkan irú àwôn gbólóhùn náà,

kô wön sára pátákó, kí o sì kà wön fún
* Alábödé
akëkõö.
* Alákànpõ
4. Darí akëkõö láti śe àwôn àpççrç mìíràn yàtõ
* Oníbõ sí èyí tí olùkö śe.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö nípa oríkì gbólóhùn àti

ìhun õkõõkan àwôn oríśi gbólóhùn mëtêêta

86
 náà.

2. Da àwôn àpççrç tí olùkö kô sára pátákó kô

sínú ìwé rç.

3. Pe àwôn gbólóhùn náà têlé olùkö

4. Śe àwôn àpççrç mìíràn yàtõ sí èyí tí olùkö

śe.

OHUN-ÈLÒ ÌKÖNI

 Kádíböõdù tí a kô àpççrç gbólóhùn

alábödé, oníbõ àti alákànpõ sí.
6. ÈDÈ: Àmì Ohùn OLÙKÖ

1. Fún àmì ohùn ní oríkì

ÀKÓÓNÚ IŚË
2. Śe àlàyé oríśi àmì ohùn mëtêêta
1. Oríkì àmì ohùn
3. Kô àwôn fáwëlì pêlú ohùn orí wôn
2. Àlàyé lórí oríśi ohùn Yorùbá mëtêêta àti
àmì wôn 4. Kô õrõ onísílébù kan àti ôlöpõ sílébù sára
pátákó
i. Ohùn àárin – (a kì í fi í hàn lórí õrõ)
5. pè wön fún akëkõö.
ii. Ohùn ìsàlê –
AKËKÕÖ
iii. Ohùn òkè -
1. Tëtí sí àlàyé olùkö lórí oríkì àmì ohùn àti
3. Fáwëlì àti oríśiríśi àmì ohùn kõõkan lórí àwôn àmì mëtêêta.
fáwëlì kõõkan. Bí àpççrç: à, a, á, è, e, é,
abbl 2. Śe àdàkô fáwëlì àti àwôn õrõ tí olùkö kô.

4. Àmì ohùn lórí õrõ onísílébù kan. B.a: bá, 3. Pe àwôn fáwëlì àti õrõ náà bí olùkö śe pè
dà, kan abbl. wön.

OHUN-ÈLÒ ÌKÖNI

 Kádíböõdù tí ó ń śe àfihàn àwôn àmì

ohùn lórí fáwëlì, õrõ onísílébù kan àti
ôlöpõ sílébù.
7. ÀŚÀ: Ìranra-çni-löwö OLÙKÖ

1. Śe àlàyé oríśiríśi àśà ìranra-çni-löwö àti

ÀKÓÓNÚ IŚË àýfààní wôn

87
 1. Èsúsú 2. Śe àlàyé ipò àśà ìranra-çni-löwö nínú iśë
àjùmõśe àti ôrõ-ajé
2. Àjô
3. Darí akëkõö láti jíròrò lórí çgbë
3. Õwê
aláfôwösowöpõ.
4. Àáró
4. Kó akëkõö lô sô ìdí çbu níbi tí wön ti ń jô
5. Àrokodóko fôwö-so-wöpõ śiśë

6. Çgbë aláfôwösowöpõ òde òní. AKËKÕÖ

1. Tëtí sí àwôn àlàyé olùkö, sì śe àkôsílê kókó-

õrõ bí ó ti yç.

2. Śe ìbéèrè lórí ohun tí kò bá yé e.

3. Kópa nínú ìjíròrò tí olùkö darí lórí çgbë

aláfôwösowöpõ lóde òní

4. Têlé olùkö lô sí çbu láti lô wo àwôn òśìśë bí

wön śe ń śiśë.

OHUN-ÈLÒ ÌKÖNI

1. Fídíò

2. Fíìmù

3. Àwòrán

8. LÍTÍRÈŚÕ: Àśàyàn ìwé eré-onítàn OLÙKÖ

1. Darí akëkõö láti ka eré-onítàn náà.

ÀKÓÓNÚ IŚË
2. Śe ìfáàrà lórí òýkõwé àti ohun tí eré náà dá
1. Ibùdó ìtàn lé.

2. Àhunpõ ìtàn 3. Fa àwôn kókó õrõ yô

3. Àśà tó súyô 4. Jíròrò lórí êdá ìtàn àti ìfìwàwêdá wôn

4. Kókó-õrõ 5. Śe àfiwé ìśêlê inú ìtàn pêlú õrõ tó ń lô

láwùjô.
5. Ìfìwàwêdá
6. Śe àlàyé lórí ìlò èdè
6. Ìlò èdè
7. Darí ìśeré ní kíláásì, ìbá à jë ìran kan àbí

88
 méjì

AKËKÕÖ

1. Ka eré-onítàn náà.

2. Ìjíròrò lórí ìśêlê tí wön ti gbö rí/ kà rí, tí ó fi

ara pë èyí tí wön 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.

OHUN-ÈLÒ ÌKÖNI

1. Ìwé ìròyìn

2. ìwé ìròyìn tí ìśêlê tó fara pë ti inú ìwé ti

wáyé.

3. fíìmù tó bá eré mu (tí ó bá wà)

4. Aśô eré

5. Ohun èlò ìśeré

9. ÀŚÀ: Òýkà ôjö àti ośù ní ilê Yorùbá OLÙKÖ

1. Śe àlàyé iye ôjö tí ó wà nínú õsê fún akëkõö

ÀKÓÓNÚ IŚË
2. Kö akëkõö láti kô orin tí ó rõmö àwôn ôjö tó
1. Òýkà àwôn ôjö tí ó wà nínú õsê. Ìtàn tí ó wà nínú õsê
rõ mö ôn. Ôjö Ajé, Ìśëgun, Ôjörú, Ôjöbõ,
Çtì, Àbámëta. 3. Śe àlàyé iye ośù tí ó wà nínú ôdún fún
akëkõö.
2. Àwôn ośù tí ó wà nínú ôdún: Śërë, Èrèlé,
Erénà, Igbe, Èbìbí, Okúdù, Agçmô, Ògun, 4. Darí akëkõö láti kô orin tí ó rõmö àwôn ośù
Ôwëwê, Õwàrà, Belu, Õpç. tó wà nínú ôdún.

AKËKÕÖ

1. Tëtí sí àwôn àlàyé olùkö nípa iye ôjö tí ó wà

nínú õsê àti iye ośù tí ó wà nínú ôdún.

89
 2. Kópa nínú orin tí olùkö darí ní kíláásì.

3. Śe àkôsílê ohun tí olùkö kô sójú pátákó sí

inú ìwé.

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù tí a kô àwôn ôjö tí ó wà nínú õsê

àti ośù tí ó wà nínú ôdún sí.

2. Káàdì pélébé pélébé tí a kô àwôn ôjö àti

ośù sí

10. ÈDÈ: Aáyan Ògbufõ OLÙKÖ

1. Fún aáyan ògbufõ ní oríkì.

ÀKÓÓNÚ IŚË
2. Śe àlàyé bí a śe ń śe aáyan ògbufõ.
1. Oríkì aáyan ògbufõ
3. Śe aáyan ògbufõ çlëyô õrõ láti èdè Gêësì sí
2. Ìtönisönà lórí bí a śe ń śe aáyan ògbufõ Yorùbá.

3. Śíśe aáyan ògbufõ çlëyô õrõ láti èdè 4. Túmõ gbólóhùn kéèkèèké láti èdè Gêësì sí
Gêësì sí Yorùbá Yorùbá

4. Túmõ gbólóhùn kéèkèèké láti èdè Gêësì AKËKÕÖ

sí Yorùbá.
1. Tëtí sí bí olùkö śe ń túmõ àwôn çyô õrõ àti
gbólóhùn

2. Kô àwôn çyô õrõ àti àwôn gbólóhùn tí olùkö

kô sí ojú pátákó sí inú ìwé wôn.

OHUN-ÈLÒ ÌKÖNI

Pátákó ìkõwé
Śíśe àmúlò àwôn ohun èlò tó wà nítòsí
bí i owó, àga, omi, pátákó ìkõwé, síbí,
abbl
11. ÀŚÀ: Oúnjç Ilê Yorùbá OLÙKÖ

1. Sô oríkì oúnjç
ÀKÓÓNÚ IŚË
2. Sô oríśiríśi oúnjç
1. Oríkì oúnjç
3. Śe àlàyé bí a śe ń śe oúnjç kõõkan
2. Oríśiríśi oúnjç
3. Bí a śe ń śe oúnjç kõõkan. 4. Kô àwôn oúnjç tí ó bö sí ìsõrí kan náà sójú

90
 4. ìsõrí ìsõrí oúnjç afáralókun àti pátákó
amáradán
5. Sõrõ lórí àýfààní oúnjç láti oko àti ewu
5. Àfiwé oúnjç àtijö àti ti òde òní.
oúnjç inú agolo

AKËKÕÖ

1. Tëtí sí àlàyé olùkö.

2. Sô èrò tiwôn lórí oúnjç

3. Kô ohun tí olùkö kô sójú pátákó sínú ìwé.

4. Ya àtç tí olùkö yà sójú pátákó.

OHUN-ÈLÒ ÌKÖNI

 Oríśiríśi oúnjç tútù

 Àwòrán
 Ohun èlò ìśeunjç: ìkòkò, epo, iyõ, irú,
ewébê, sítóòfù àdògán abbl
12. ÈDÈ: Gbólóhùn OLÙKÖ

1. Śe àlàyé ìhun õkõõkan àwôn oríśi gbólóhùn

ÀKÓÓNÚ IŚË mëtêêta náà.

1. Ìbéèrè 2. Da àwôn àpççrç tí olùkö kô sójú pátákó kô

2. Àlàyé sínú ìwé rç
3. Àśç
3. Pe àwôn gbólóhùn náà têlé olùkö

4. Śe àwôn àpççrç mìíràn yàtõ sí àwôn èyí tí

olùkö ti śe

OHUN-ÈLÒ ÌKÖNI

 Kádíböõdù tí a kô àpççrç gbólóhùn

ìbéèrè, àlàyé àti àśç sí.

13. ÀTÚNYÊWÒ ÊKÖ

14. ÌDÁNWÒ

91
92
 YORÙBÁ JSS 2 TÁÀMÙ KEJÌ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. LÍTÍRÈŚÕ: Àśàyàn ìwé (Ewì Àpilêkô) OLÙKÖ

1. Ka ewì sí etígbõö àwôn akëkõö

ÀKÓÓNÚ IŚË
2. Śe àlàyé lórí ewì tí a kà
1. Àwôn ewì tó wà nínú ìwé tí a yàn
3. Kô àwôn kókó õrõ jáde
2. Kókó õrõ b.a. ìwà ènìyàn; àwôn êdá mìíràn
tí kì í śe ènìyàn, õrõ tó ń lô láwùjô,, ìkôlura 4. Śe àlàyé ní kíkún lórí;
êsìn, ipò obìnrin, ètò ôrõ-ajé, ìśakô/ ìśabo –
* ônà èdè àti ìsôwölo-èdè.
gbogbolômô, éèdì.
* kókó õrõ
Àkíyèsí: Ó pôn dandan láti yan ìwé ewì tí ó ní
àwôn àkóónú kókó õrõ wõnyí * Êkö tó köni

3. Ônà èdè àti ìsôwölo-èdè. * Darí ìjíròrò nípa àwôn kókó inú êkö yìí ni
kíláásì

AKËKÕÖ

1. ka ewì tí olùkö kà fúnra rç

2. kô àwôn kókó tí olùkö kô sójú pátákó sínú

ìwé

3. kópa nínú ìjíròrò tí olùkö śe nínú kíláásì.

OHUN-ÈLÒ ÌKÖNI

1. Ìwé tí a yàn

2. Àwòrán àwôn ohun tí ewì dá lé lórí.

2. ÀŚÀ: Ogun àti Àlàáfíà OLÙKÖ

1. Śe àlàyé ohun tí ogun jë àti ìdí tí ó fi máa

ÀKÓÓNÚ IŚË ń wáyé

1. kí ni ogun? Kí sì ni ìdí tí ó fi máa ń wáyé? 2. Śe àlàyé nípa oríśiríśi ogun Yorùbá

2. Ogun Yorùbá láyé àtijö 3. Śe àlàyé àýfààní tí ó wà nínú ogun jíjà. (jë
kí akëkõö mõ pé èyí mô níba. Àwôn ènìyàn

93
 - orúkô ogun b.a. jálumi, kírìjí abbl péréte sì ni ó máa ń sábà kàn).

- Àwôn jagunjagun b.a. Ìbíkúnlé, Ògúnmölá, 4. Śe àlàyé àléébù tí ó wà nínú ogun (jë kí
Ògèdèýgbé abbl akëkõö mõ pé èyí máa ń kan ènìyàn púpõ ju
ti àýfààní rê lô).
- Ohun èlò ogun b. a. ôfà, ôkõ, idà, ìbôn,
oògùn. 5. Śe àlàyé pé kò sí ìfõkànbalê àti ìdàgbàsókè
ní àkókò ogun.
3. Àýfààní ogun jíjà; õnà ìdáàbòbo ìlú çni, láti
kó ìlú çni lërú, abbl AKËKÕÖ

4. Àléébù ogun nípa ôsë tó ń śe 1. Tëtí sí àwôn àlàyé olùkö

- Dá õtá sílê 2. śe àkôsílê sínú ìwé rç bí ó ti yç.

3. Wo àwòrán fíìmù, fídíò abbl tí olùkö fihàn

- Run ìlú

- Fa ìyàn, abbl 4. kópa nínú ìjíròrò tí olùkö darí

OHUN-ÈLÒ ÌKÖNI
5. Õnà láti dëkun ogun jíjà.
1. Téèpù
- Yíyàgò fún aáwõ.
2. kásëêtì

3. Fídíò

4. fíìmù

5. Àwòrán

6. Tçlifísàn

3. ÈDÈ: Àtúnyêwò Ìsõrí Õrõ- Õrõ-Orúkô àti OLÙKÖ

Õrõ-Ìśe
1. Śe àlàyé lórí õrõ-orúkô

ÀKÓÓNÚ IŚË 2. Śe àlàyé iśë tí õrõ-orúkô ń śe nínú

gbólóhùn. B.a olùwà, àbõ àti êyán.
1. Àlàyé lórí õrõ-orúkô
3. Dárúkô oríśiríśi õrõ-orúkô pêlú àpççrç wôn.
2. Iśë tí õrõ-orúkô ń śe nínú gbólóhùn B.a, orúkô ènìyàn, çranko, aśeékà, çlëmìí
abbl.
3. Àlàyé lórí oríśiríśi õrõ-orúkô
4. Śe àlàyé lórí õrõ-ìśe
4. Àlàyé lórí õrõ-ìśe
5. Śe àlàyé iśë tí õrõ-ìśe ń śe nínú gbólóhùn.
5. Iśë tí õrõ-ìśe ń śe nínú gbólóhùn.
(jë kí akëkõö mõ pé òun ni òpómúléró àti

94
 kókó gbólóhùn)

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí ìsõrí õrõ-orúkô àti

õrõ-ìśe.

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.

4. ÀŚÀ: Òýkà- Õtàlénígba-ó-dín mësàn-án dé OLÙKÖ

õödúnrún
1. Tö akëkõö sönà láti ka òýkà láti
Õtàlénígba-ó-dín mësàn-án dé õödúnrún
ÀKÓÓNÚ IŚË (251-300)

Òýkà láti Õtàlénígba-ó-dín mësàn-án dé 2. Śe àlàyé ìgbésê òýkà ní kíkún.

õödúnrún (251 – 300). Kíkà
AKËKÕÖ
260 = Õtàlénígba
1. ka òýkà láti Õtàlénígba-ó-dín mësàn-án dé
280 = Õrìnlénígba õödúnrún (251 – 300)

300 = Õödúnrún 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 Õtàlénígba-ó-

dín mësàn-án dé õödúnrún (251 – 300) sí.

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

5. ÈDÈ: Fónëtíìkì – Àpèjúwe ìró Köńsónáýtì OLÙKÖ

1. Kô köńsónáýtì Yorùbá lápapõ sójú pátákó

ÀKÓÓNÚ IŚË fún akëkõö

2. Śe àpèjúwe ìró köńsónáýtì fún akëkõö lórí

95
 1. Köńsónáýtì: b, d, f, g, gb, h, j, k, l, abbl àtç köńsónáýtì

2. Àpèjúwe ìró köńsónáýtì - ibi ìsçnupè b.a. Àfèjì-ètèpè, Àfàfàsépè,

àfèrìgìpè abbl
- ibi ìsçnupè
- õnà ìsçnupè b.a. àréhön, àfúnnupè,
- õnà ìsçnupè
àśenupè abbl
Ipò tán-án-ná
- ipò tán-án-ná b.a akùnyùn tàbí àìkùnyùn

AKËKÕÖ

1. fetí sí bí olùkö śe pe àwôn ìró köńsónáýtì

náà

2. pe àwôn ìró köńsónáýtì náà bí olùkö śe pè

wön.

3. Ya àtç ìró köńsónáýtì tí olùkö fi śe àpèjúwe

ibi ìsçnupè, õnà ìsçnupè àti ipò tán-án-na

4. Śe àdàkô àwôn ohun tí olùkö kô sójú

pátákó sínú ìwé

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù tí ó śe àfihàn àwòrán êyà ara

ifõ

2. Káàdì pélébé pélébé tí a kô àwôn lëtà sí.

6. ÀŚÀ: Ogun àti Àlàáfíà OLÙKÖ

1. Śe àlàyé àýfààní tí ó wà nínú ogun jíjà. (jë

ÀKÓÓNÚ IŚË kí akëkõö mõ pé èyí mô níba. Àwôn ènìyàn
péréte sì ni ó máa ń sábà kàn).
1. Àýfààní ogun jíjà; õnà ìdáàbò bo ìlú çni, láti
kó ni lërú abbl 2. Śe àlàyé àléébù tí ó wà nínú ogun (jë kí
akëkõö mõ pé èyí máa ń kan ènìyàn púpõ ju
2. Àléébù ogun nípa ôśë tí ó ń śe
ti àýfààní rê lô).
- Dá õtá sílê
3. Śe àlàyé pé kò sí ìfõkànbalê àti ìdàgbàsókè
- Run ìlú ní àkókò ogun.

AKËKÕÖ
- Fa ìyàn abbl
1. Tëtí sí àwôn àlàyé olùkö

96
 3. Õnà láti dëkun ogun jíjà 2. śe àkôsílê sínú ìwé rç bí ó ti yç.

- Yíyàgò fún aáwõ. 3. Wo àwòrán fíìmù, fídíò abbl tí olùkö fihàn

4. kópa nínú ìjíròrò tí olùkö darí

OHUN-ÈLÒ ÌKÖNI

1. Téèpù

2. kásëêtì

3. Fídíò

4. fíìmù

5. Àwòrán

6. Tçlifísàn

7. ÈDÈ: Òwe OLÙKÖ

1. Sô ìtumõ owe
ÀKÓÓNÚ IŚË
2. jë kí akëkõö pa oríśiríśi òwe. B.a. ìbáwí,
1. Oríkì òwe ìkìlõ, ìmõràn abbl

2. Oríśiríśi òwe 3. Kô ìbêrê àwôn òwe kan sójú pátákó ìkõwé

fún àwôn akëkõö láti parí wôn
3. ìlò òwe
4. Śe àlàyé ìwúlò òwe fún akëkõö; b.a òwe ń
4. Ìwúlò òwe
jë kí èdè Yorùbá dùnún gbé kalê, ó wúlò fún
láti sõrõ àśírí abbl.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö

2. Pa oríśiríśi òwe gëgë b olùkö śe darí

3. kô ìparí àwôn òwe tí olùkö kô sí ojú pátákó

sí inú ìwé wôn.

OHUN-ÈLÒ ÌKÖNI

1. Ìwé owe

2. pátákó ìkõwé

97
8. ÈDÈ: Àtúnyêwò ìsõrí õrõ-ìśe OLÙKÖ

1. śe àlàyé iśë tí õrõ-ìśe ń śe nínú gbólóhùn

ÀKÓÓNÚ IŚË fún àwôn akëkõö b.a. òun ni kókó inú
gbolohun.
1. Iśë tí õrõ-ìśe ń śe nínú gbólóhùn
2. Śe àkôsílê oríśiríśi õrõ-iśë pêlú àpççrç fún
* õrõ- ìśe çlëlà
õkõõkan wôn. Bí àpççrç;
* õrõ-ìśe aláìlëlà
Õrõ-ìśe alápèpadà – Ç rò mi ro ire
* õrõ-ìśe agbàbõ
AKËKÕÖ
* õrõ-ìśe aláìgbàbõ
1. Tëtí sí àlàyé olùkö lórí iśë tí õrõ-ìśe ń śe àti
* õrõ-ìśe alápèpadà àwôn oríśiríśi õrõ-ìśe tí ó wà.

* õrõ-ìśe aśèbéèrè, abbl 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

9. ÈDÈ: Fónëtíìkì – Àpèjúwe Ìró Fáwëlì OLÙKÖ

1. kô fáwëlì Yorùbá lápapõ sójú pátákó fún

ÀKÓÓNÚ IŚË akëkõö

1. Fáwëlì: 2. śe àpèjúwe ìró fáwëlì fún àwôn akëkõö lórí

àtç ìró fáwëlì. Bí àpççrç:
* Àránmúpè – an, çn, in, un, ôn
- ipò ahön: iwájú ahön, àárin ahön àti êyìn
* Àìránmúpè – a, e, ç, i, o , ô, u
ahön
2. Àpèjúwe ìró fáwëlì
- ipò ètè: pçrçsç tàbí roboto
* ipò ahön
- ipò àfàsé: Àránmúpè àti Àìránmúpè
* ipò ètè
AKËKÕÖ
* ipò àfàsé
1. Fetí sí bí olùkö śe pe àwôn ìró fáwëlì náà.

98
 2. pe àwôn ìró fáwëlì náà bí olùkö śe pè wön.

3. Ya àtç ìró fáwëlì tí olùkö fi śe àpèjúwe ìró

fáwëlì àìránmúpè àti àránmúpè

4. śe àdàkô àwôn ohun tí olùkö kô sójú

pátákó sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù tí ó śe àfihàn àtç ìró fáwëlì

àránmúpè àti àìránmúpè

2. káàdì pélébé pélébé tí a kô àwôn lëtà sí.

10. ÀŚÀ: Ìpolówó Ôjà OLÙKÖ

1. Tç ìpolówó ôjà tí a ti tê sórí téèpù fún

ÀKÓÓNÚ IŚË àwôn akëkõö gbö.

1. Ìdí tí a fi ń polówó ôjà 2. fún àwôn akëkõö ní àýfààní láti śe ìpolówó

ôjà ní kíláásì.
2. Bí a śe ń polówó ôjà: b. a. êkô tútù, ç ç
jçran êkô. 3. kó akëkõö lô śe àbêwò sí ôjà tàbí ìdíkõ.

3. Ôgbön ìpolówó ôjà ní ayé àtijö àti òde òní. AKËKÕÖ

B.a. ìpolówó ôjà lórí rédíò, tçlifísàn, ìwé ìròyìn,
ìpàtç, ìkiri abbl. 1. Tëtí sí téèpù tí olùkö tê

2. kópa nínú śíśe ìpolówó ôjà nínú kíláásì.

3. śe àbêwò sí ôjà tàbí ìdíkõ láti gbö oríśiríśi

ìpolówó ôjà.

OHUN-ÈLÒ ÌKÖNI

1. Àtç

2. Fídíò

3. Rédíò

4. Êrô agbõrõ sílê

5. Téèpù

6. Ìpolówó ôjà lóríśiríśi nínú ìwé ìròyìn abbl.

99
11. ÀTÚNYÊWÒ ÊKÖ

12. ÌDÁNWÒ

100
 YORÙBÁ JSS 2 TÁÀMÙ KËTA

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. ÀŚÀ: Ìsômôlórúkô OLÙKÖ

1. Śe àlàyé ìgbàgbö Yorùbá nípa pàtàkì orúkô.

ÀKÓÓNÚ IŚË
2. Dárúkô àwôn ohun-èlò ìsômôlórúkô bí i àádùn,
1. Ìgbàgbö Yorùbá nípa bí orúkô śe śe orógbó, ataare, oyin abbl fún àwôn àfihàn swo èyí
pàtàkì tó (orúkô ômô ni ìjánu ômô, tí ó bá wà ní àröwötó.
orúkô a máa ro ômô) orúkô rere.
3. Dari àwôn akëkõö láti śe eré ìsômôlórúkô nínú
2. Ètò ìsômôlórúkô b.a lílo ìrèké, oyin, kíláásì
àádùn, abbl (àwôn ohun èlò
ìsômôlórúkô). AKËKÕÖ

1. Tëtí sí àlàyé olùkö nípa pàtàkì orúkô àti ètò

ìsômôlórúkô, sì śe àkôsílê kókó kókó õrõ bí ó ti yç.

2. Sô ohun tí wön mõ nípa ìsômôlórúkô sáájú

ìdánilëkõö

3. Dárúkô àwôn ohun-èlò ìsômôlórúkô pêlú dídá

õkõõkan wôn mõ

4. Śe eré ìsômôlórúkô

OHUN-ÈLÒ ÌKÖNI

1. Ohun èlò ìsômôlórúkô; oyin, ataare, orógbó,obì,

çja, omi, ìrèké

2. Àwòrán ohun èlò ìsômôlórúkô

3. Fídíò ètò ìsômôlórúkô.

2. ÈDÈ: ìsõrí õrõ OLÙKÖ

Õrõ aröpò orúkô àti õrõ aröpò 1. Fún õrõ aröpò-orúkô ní oríkì. Õrõ aröpò-orúkô ni
afarajorúkô. àwôn õrõ tí a lò dípò õrõ-orúkô nínú gbólóhùn.

2.Śe àlàyé àbùdá õrõ aröpò-orúkô fún akëkõö. Bí

ÀKÓÓNÚ IŚË i, ó máa ń töka sí iye (çyô àti õpõ), ó töka sí ipò
(çnìkínní, kejì, këta). B.a. Mo jç êbà: çnìkínní çyô

101
 1. Oríkì õrõ aröpò-orúkô 3. Śe àlàyé lórí õrõ aröpò-afarajorúkô àti àwôn
wúnrên rê fún akëkõö. (jë kí akëkõö mõ pé ó ń
2. Àbùdá õrõ aröpò-orúkô
töka sí iye àti ipò). Wúnrên tàbí õrõ atoka rê ni;
3. Àlàyé lórí õrõ aröpò-afarajorúkô àti Èmi, ìwô, êyin, òun àti àwôn.
wúnrên rê.
AKËKÕÖ

1. Śe àdàkô àwôn gbólóhùn tí olùkö kô sójú pátákó

sí inú ìwé wôn.

2. Tëtí sí àlàyé olùkö.

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù tí a kô àpççrç gbólóhùn tí a ti lo õrõ

aröpò-orúkô àti õrõ aröpò-afarajorúkô sí.

2. Àwòrán àtç õrõ aröpò-orúkô àti õrõ aröpò-

afarajorúkô.

3. ÒÝKÀ: Õödúnrún dé Êëdëgbêta (300 – OLÙKÖ

500)
1. Tö akëkõö sönà láti ka òýkà Õödúnrún dé
Êëdëgbêta (300 – 500).
ÀKÓÓNÚ IŚË
2. Śe àlàyé ìgbésê òýkà ní kíkún.
Òýkà láti Õödúnrún dé Êëdëgbêta (300–
500) AKËKÕÖ

320 = Okòólélöõödúnrún 1. Ka òýkà láti Õödúnrún dé Êëdëgbêta (300 –

500)
400 = Irínwó
2. Dá òýkà tí a kô sójú pátákó mõ ní õkõõkan.
460 = Õtàlénírínwó, abbl
3. kô òýkà tí olùkö kô sí ojú pátákó sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù tí a kô òýkà Õödúnrún dé Êëdëgbêta

(300 – 500) sí.

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

4. ÀŚÀ: Ìsômôlórúkô OLÙKÖ

1. śe àlàyé ètò ìsômôlórúkô fún àwôn akëkõö

102
 ÀKÓÓNÚ IŚË 2. kô oríśiríśi orúkô sí ojú pátákó

1. Ètò ìsômôlórúkô, bí a śe ń lo àwôn 3. Darí akëkõö láti śe eré ìsômôlórúkô nínú kíláásì
ohun èlò ìsômôlórúkô bí i obì, orógbó,
AKËKÕÖ
ataare, oyín, ìrèké abbl fún ìwúre
1. Tëtí sí àlàyé olùkö nípa ètò ìsômôlórúkô àti bí a
2. Oríśiríśi orúkô
śe ń lo õkõõkan àwôn ohun èlò ìsômôlórúkô fún
* Àbísô ìwúre, kí ó sì kô àwôn kókó kókó õrõ b ó ti yç

* Àmútõrunwá 2. śe àwòkô orúkô tí ó wà lójú pátákó

* Oríkì 3. śe eré ìsômôlórúkô

* Àbíkú OHUN-ÈLÒ ÌKÖNI

* Ìnágijç, abbl. 1. Ohun èlò ìsômôlórúkô bí i obì, orógbó, ataare,

oyín, ìrèké, àádùn

2. Kádíböõdù tí a to orúkô ômô àti ìtöjú wôn sí.

3. Fídíò ètò ìsômôlórúkô.

5. ÈDÈ: Aáyan Ògbufõ (ôlörõ geere àti OLÙKÖ

ewì)
1. Tö akëkõö sönà láti túmõ àyôlò ôlörõ geere
kéèkèèké ní èdè Gêësì sí èdè Yorùbá.
ÀKÓÓNÚ IŚË
2. Tö akëkõö sönà láti túmõ àyôlò ôlörõ geere
1. Títúmõ àyôlò ôlörõ geere kéèkèèké ní kéèkèèké ní èdè Yorùbá sí èdè Gêësì.
èdè Gêësì sí èdè Yorùbá
3. Tö akëkõö sönà láti túmõ ewì kúkurú ní èdè
2. Títúmõ àyôlò ôlörõ geere ní èdè Gêësì sí èdè Yorùbá.
Yorùbá sí èdè Gêësì.
AKËKÕÖ
3. Títúmõ ewì ní èdè Gêësì sí èdè
Yorùbá. 1. Túmõ àyôlò ôlörõ geere kéèkèèké ní èdè Gêësì
sí èdè Yorùbá.

2. Túmõ àyôlò ôlörõ geere kéèkèèké ní èdè Yorùbá

sí èdè Gêësì.

3. Túmõ ewì kúkurú ní èdè Gêësì sí èdè Yorùbá.

OHUN-ÈLÒ ÌKÖNI

1. Ìwé àyôkà ôlörõ geere ní èdè Gêësì sí èdè

103
 Yorùbá.

2. Ìwé àpilêkô ní èdè Gêësì àti Yorùbá

3. Pátákó ìkõwé

4. Ìwé atúmõ èdè

6. LÍTÍRÈŚÕ: Lítírèśõ Alohùn OLÙKÖ

1. Śe àlàyé pé akëkõö nílò láti ní ìmõ nípa àwôn

ÀKÓÓNÚ IŚË àbùdá õgangan ipò lítírèśõ alohùn kan bí àgbéyêwò
rê tó kún.
1. õgangan ipò:
2. Śe àlàyé nípa àbùdá õgangan ipò lítírèśõ alohùn
- ìtumõ
díê bí àpççrç (ìjálá, çkún ìyàwó, àlö onítàn).
- Àbùdá rê
3. Śe àlàyé õrõ-ìśe tí wön fi máa ń gbé àwôn ewì
 Akópa (òśèré/ olùgbö) alohùn kan jáde. Bí àpççrç; Ìjálá – sísun, Ègè –
 Àkókò ìśeré dídá, orin – kíkô abbl
 Ibi ìśeré
AKËKÕÖ
 Ìwúlò
 Ohun èlò – orin 1. Tëtí sí àlàyé olùkö
 Ìśêlê
 Ìfarafojúsõrõ 2. Śe àkôsílê kókó inú àlàyé náà
2. Õrõ-ìśe tí a fi gbé wôn jáde bí i pípè, 3. Béèrè ohun tí ó ná rú ô lójú
sísun, kíkô, dídá, mímu abbl.
4. Śe àpççrç àbùdá õganganipo lítírèśõ alohùn
mìíràn yàtõ sí èyí tí olùkö śe.

OHUN-ÈLÒ ÌKÖNI

1. Fíìmù

2. Rédíò

3. Téèpù

4. Kásëêtì

5. Ìwé lítírèśõ alohùn àdàkô.

7. ÈDÈ: Ìsõrí - Õrõ OLÙKÖ

Õrõ-Atökùn àti õrõ-àsopõ 1. Śe àlàyé õrõ-atökùn àti àwôn wúnrên rê fún

104
 akëkõö bí àpççrç; si, ni abbl
ÀKÓÓNÚ IŚË
2. Sô ìtumõ õrõ-àsopõ fún akëkõö
1. Õrõ-Atökùn
2. Õrõ – àsopõ 3. Dárúkô àwôn wúnrên õrõ-àsopõ bí i; pêlú, òun,
3. Àwôn wúnrên õrõ-àsopõ śùgbön, àyàfi abbl fún akëkõö.

4. Śe àlàyé bí a śe lè dá ìsõrí õrõ kõõkan mõ nínú

gbólóhùn.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö.

2. Kô àwôn ìsõrí õrõ tí olùkö kô sí ojú pátákó sínú

ìwé wôn.

OHUN-ÈLÒ ÌKÖNI

1. Ìwé gírámà òde-oni

2. Ìwé Èdè-Ìperí Yorùbá

3. Kádíböõdù tí a kô àpççrç àwôn wúnrên õrõ-

àsopõ àti õrõ-atökùn sí

8. ÀŚÀ: Ìtêsíwájú Lórí Êkö-Ilé OLÙKÖ

1. Śe àlàyé lórí ìwà ômôlúàbí àti oríśiríśi ìwà

ÀKÓÓNÚ IŚË ômôlúàbí tí a lè bá löwö ômô tí ó ní êkö-ilé.

1. Ìwà ômôlúàbí 2. Śe àlàyé àwôn õnà tí a lè gbà dëkun ìwà ìkà sí

 Ìkíni, ìbömôwí ômôlàkejì láwùjô.
 Ìbõwõfágbà
3. Darí ìjíròrò lórí õnà tí a lè gbà dëkun ìwà ìbàjë sí
 Ìgböràn
ômôlàkejì.
 Níní sùúrù
 Iśë inú ilé śíśe AKËKÕÖ
 Jíjë ômôlúàbí sí òbí àti
àwùjô 1. Tëtí sí àlàyé olùkö
2. Dídëkun ìwà ìkà sí ômôlàkejì
 Gbígba àlàáfíà láàyè 2. śe àfihàn ìkíni lóríśiríśi õnà, ìwà ômôlúàbí àti
 Fífi ara çni sí ipò ômôlàkejì ìtöjú ilé.
 Agbófinró abbl 3. Kô ohun tí olùkö kô sí ojú pátákó sí inú ìwé rç.

4. Kópa nínú ìjíròrò tí olùkö darí

105
 OHUN-ÈLÒ ÌKÖNI

1. Àwòrán

2. Fíìmù

3. Téèpù

4. Pátákó ìkõwé

5. Ìwé ìròyìn àtigbà-dé-gbà

6. Tçlifísàn/ Rédíò.

9. ÌBÁŚEPÕ LÁÀRIN ÈDÈ ÀTI ÀŚÀ OLÙKÖ

1. Śe àlàyé ìwúlò èdè fún akëkõö (jë kí akëkõö mõ

ÀKÓÓNÚ IŚË pé mö-yà-mí ni èdè àti àśà jë fún àwùjô àti pé bí
kò sí èdè àwùjô kò sí).
1. Ìwúlò èdè
2. Èdè gëgë bí òpómúléró àśà 2. Śe àlàyé fún akëkõö pé bí èdè śe ń dàgbà ni
ìgbélárugç ń bá àśà.

3. Jë kí akëkõö mõ pé èdè ni a fi ń sõrõ tí a fi ń

gbé èrò inú çni jáde.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö

2. Kô ohun tí olùkö kô sí ojú pátákó sí inú ìwé rç.

OHUN-ÈLÒ ÌKÖNI

1. Pátákó ìkõwé

2. Àwòrán tí ó śe àfihàn àśà ìgbéyàwó tàbí

ìsômôlórúkô.

10. ÀŚÀ: Oge Śíśe OLÙKÖ

1. Tö akëkõö sönà nípa ìdí tí àwôn Yorùbá fi máa ń

ÀKÓÓNÚ IŚË śoge.

1. Pàtàkì oge sis 2. Śe àfihàn ohun èlò oge śíśe

2. Oríśiríśi õnà tí a ń gbà śoge 3. Tö akëkõö sönà láti dárúkô irúfë oge śíśe tí ó wà

106
 Ayé àtijö; ní òde òní àti àléébù tí ó wà níbê fún ôkùnrin àti
obìnrin.
 Ara fínfín
 Eyín pípa AKËKÕÖ
 Tìróò lílé
 Làálì/ osùn kíkùn 1. Sô ohun tí o śàkíyèsí nípa oge śíśe ní àwùjô àti
 Irun dídì, irun fífá, irun gígé, irun ìdí pàtàkì tí àwôn ènìyàn fi ń śe oge.
kíkó
 Ilà kíkô abbl 2. Sô irúfë oge śíśe tí wön mõ mô obìnrin sáájú
3. Oge śíśe lóde òní;
ìdánilëkõö.
 Ètè kíkùn
OHUN-ÈLÒ ÌKÖNI
 Irun díndín
 Ihò méjì lílu sí etí kan 1. Ohun èlò gidi bí i; tìróò, làálì, bèbè-ìdí, ìlêkê,
 Imú lílu osùn,wíìgì, lëêdì, èékánná abbl
 Aśô tó fara sílê
 Bàtà gogoro abbl 2. Àwòrán oríśiríśi irun dídì, irun gígé abbl

3. Àwòrán tí ó śe àfihàn àwôn ilà ojú tí àwôn

Yorùbá máa ń kô.

11. ÈDÈ: Ìsõrí Õrõ OLÙKÖ

Õrõ-àpönlé àti õrõ-àpèjúwe 1. Sô oríkì tàbí ìtumõ õrõ-àpönlé fún akëkõö, kí o sì

fi àpççrç rê han nínú gbólóhùn. Bí àpççrç: Igi náà
ga fíofío.
ÀKÓÓNÚ IŚË
2. Śe àlàyé iśë tí õrõ-àpèjúwe ń śe nínú gbólóhùn
1. Oríkì õrõ-àpönlé fún akëkõö. B.a.
2. iśë tí õrõ àpèjúwe ń śe nínú
gbólóhùn. Aśô pupa ni Böla wõ

AKËKÕÖ

1. Tëtí sí àlàyé olùkö

2. Kô àwôn ìsõrí õrõ tí olùkö kô sí ojú pátákó sínú

ìwé.

3. Śe àpççrç àwôn gbólóhùn mìíràn tí ó ní õrõ-

àpönlé àti õrõ-àpèjúwe yàtõ sí èyí tí olùkö kô.

OHUN-ÈLÒ ÌKÖNI

1. Ìwé gírámà òde òní

107
 2. pátákó ìkõwé

Káàdì pélébé pélébé tí a kô õrõ-àpönlé àti õrõ

àpèjúwe sí.

12. ÀTÚNYÊWÒ ÊKÖ

13. ÌDÁNWÒ

BASIC SCIENCE AND TECHNOLOGY (BST)

BASIC SCIENCE
JSS2 FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES

108
1 LIVING THINGS (I) Take students to visit different
1.Habitat and examples habitats.
2.Adaptation of living things to their
habitat
3. Relationship between organisms in
the same habitat.
4. Characteristics of a marsh
5. Formation of marshes
6. Types of marshes
7. Plants and animals that lives in
marshes.
2 LIVING THINGS (II) Follow teacher’s instructions to
1. Uniqueness of human beings. carry out listed measurement
Measurement of growth and
developmental changes
3.Growth changes in height, weight and
size
4. Characteristics features of different
developmental features.
5. Classification of growth and
developmental changes.
3 CHEMICAL (I) -Demonstrated the uses of some
1.Measuring chemicals safety devices when holding
2.Classes of chemical chemical
-based on use
-base on hazardous nature
3.Safety measure when using chemical
4. Identify chemical industries in their
locality.
4 CHEMICALS (II) -Display samples of chemicals to
1. Guide students to identify hazardous class.
chemicals. -Match chemical with appropriate
2.Demonstrate the use of some devices storage containers
when handling chemical
3. Environmental problems created by
chemical industries.
4. Chemical Symbols of elements and
their valences.
5. Distinguish between elements,
compounds and mixtures.
6. Write chemical formulae and
chemical equations
5. CHEMICSL INDUSTRIES -Display charts showing elements
1. Chemical symbols of element s and their valences
and their valences
2. Distinguish between elements

109
 compound and mixtures
6. (1) Locomotion (I) -look at a complete skeleton of a
(2) The human skeleton man or a dog of any other animal,
(3) Functions of the skeleton and count the member of bones in
the back bone.
7. Locomotion (II) -Lead the students to study the
1. Muscles way different animals move.
2. Bones
3. Joints
8. (1) Food types and composition -Lead discussion on the chart
(2) Digestion showing the alimentary canal.
(3) The alimentary canal.
(4) The blood
9. (1) The blood circulatory system -Lead the students to
(2) Blood diseases. demonstrate various ways to
(3) Respiration illustrate respiration.
(4) kinds of respiration
(5) excretion
10. (1) Growth and development -Display charts showing balance
(2) A balance diet diet.
(3) Health Preserving foods
(4) Planning a diet
11. Interdependence of living things - cover a final area of grass for a
1. Energy chains and food chains week, the look at the grass and
2. How do plants make their food describe it
3. Cycles in nature - Leads the Students to describe
-the carbon cycle the food chain
-the nitrogen cycle
-the water cycle
4. The balance of nature
12. Revision
13. Examination

BASIC SCIENCE
JSS 2 SECOND TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 ENERGY Teacher; Guides students to carry

1.Types of energy out activities on boiling and
a. Kinetic energy evaporation and discuss findings.

110
 b.Assumption Students: Deduce the factors that
2.Explanationof some phenomena using affect evaporation from their
kinetic theory observation.
3Explanation of boiling and evaporation
using kinetic theory.
4. Factors that affect evaporation.
6. Practical: measuring temperature
using thermometer in boiling water
7. Sublimation
8. Cloud, mist. Fog
9. Condensation
2 THERMAL ENERGY Teacher: Guides students to
1.Heat flow illustrate thermal energy with
2.Heat transfer activity
a. Conduction Student: Heat one end of iron rod
b.Convention and while holding the other. The palm
c.Radiation gets warm with time.
3. Practical using a spoon for instance
for heat flow.
3 WORK ENERGY AND POWER(I) Teacher: Leads the students to
1.Measuring work, energy and power solve examples.
2. Measuring of potential and kinetic Students: Study and practice
energy. solving similar problem
3. Calculation on work done.
4. Energy transfer when work is done.
4 WORK ENERGY AND POWER(II) Teacher: Leads the students to
1. Use material e.g. Ball, a stone for solve some examples.
activity on the potential kinetic energy. Students: Study and practice
2. Lead student to illustrate potentials of solving problems.
kinetic energy.
3. Initiates and leads discussion to show
that energy transfer occur when work is
done.
5. WORK ENERGY AND POWER(III) Teacher: Leads students to solve
1. Calculations involving energy i.e. some example.
energy transfer when work is done. Student: Study and practice
2. More calculations on energy transfer solving problems.
should be done.

6. 1. Simple machines - Display sample of simple

2. Types of machine machines and discuss them with
3. Levers the students.
- First class lever
- Second class lever
- Third class lever
4. Gears

111
 7. ACTIVITIES OF LIVING THINGS
1. Continuity of life - Take students to the
2. Types of reproduction school garden or orehand
3. Vegetative reproduction
4. The make-up of plants and
animals
8. ACTIVITIES OF LIVING THINGS (II)
1. Sexual reproduction - Display charts and pictures
2. Sexual reproduction in plants on reproduction
3. How does pollution occur? - Display charts and pictures
4. Sex cells in animals
5. Fertilization without water
9. ACTIVITIES OF LIVING THINGS (III)
1. Child care - Keep some caterpillars in
2. Reproduction in birds an insect cage, feeding
3. Development and growth them on the kind of leaves
4. Growth on which found them. What
5. Conditions for germination happens after a time
10. NUTRITION AND DIETS IN MAN (I)
1. Carbohydrates - Lead the students to
2. Fats carryout tests on starch
3. Proteins and glucose
- Carryout simple test for
proteins using million’s
reagents
11. NUTRITION AND DIETS IN MAN (II)
1. Vitamins - Students: Draw a table
2. Mineral salts showing summary of uses
3. Water of nutrients in the body
12. HEALTH AND DISEASES
1. Types of disease - Display charts and pictures
2. Malaria to show the life history of
3. The housefly mosquitoes and housefly
4. The control of diseases and their
vectors
13. Revision /Examination

BASIC SCIENCE
JSS2 THIRD TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 WORK ENERGY AND POWER(II) Teacher: Leads the students to

1.Use material eg. Ball, a stone for solve some examples.
activity on the potential kinetic energy. Students: Study and practice

112
 2. Lead student to illustrate potentials of solving problems.
kinetic energy.
3. Initiates and leads discussion to show
that energy transfer occur when work is
done.
4. Interchange ability of work and
energy
2 WORK ENERGY AND POWER(III) Teacher: Leads students to solve
1. Calculations involving energy i.e. some example.
energy transfer when work is done. Student: Study and practice
2. More calculations on energy transfer solving problems.
power should be done.
3. THE EARTH’S AND ITS RESOURCES
(I) Teacher: Take the students to the
1. The erth’s surface and structure school Geographic garden.
2. The soil
3. Rocks
4. Resources from the earth
4. THE EARTH’S AND ITS RESOURCES
(II) Teacher: Take the students to the
1. Investigating minerals school Geographic garden
2. Soil erosion and weathering
3. Soil conservation
5. MAN IN SPACE (I)
1. Outside the earth - Display charts showing the
2. Observing the heavenly bodies earth and the heavenly
3. The rotation of the earth bodies
4. Revolution of the earth
6. MAN IN SPACE (II)
1. The atmosphere - Display charts showing the
2. Winds satellite
3. The moon
4. Gravity
5. Weight
7. MAN IN SPACE (III)
1. The stars Teacher: Take the students to any
2. The sun and the solar system space centre.
3. Asteroids
4. Comets and meteors
5. Space travel
8. SOLAR COLLECTOR
1. Solar system - Teacher leads the students
2. Flat plate collectors to construct a solar planet
3. Construction of a solar panel
9. OUR ENVIRONMENT
1. Biotic and abiotic factors - Teacher: Take the students

113
 2. Terrestrial and aquatic to any forest reserve
environment
3. Habitat
4. Community and population
5. Balance in a habitat
10. ELECTRIC CHARGES
1. Production of charges - Teacher: Guide the
2. Types of charges students in producing
3. Distribution of charges charges using different
4. Storage of charges bodies
11. FLUIDS AT REST AND IN MOTION
1. Surface tension Discuss the application of
2. Viscosity viscosity in the design of ships,
3. Applications. aeroplane etc
12 Revision
13 Examination

BASIC SCIENCE AND TECHNOLOGY (BST)

BASIC TECHNOLOGY

JSS 2 FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES

114
 1 LINES AND ANGLES Teacher defines lines and angles
1. Definition of lines and angles Teacher guides students to define
2. Definition of points points
3. Straight, curved and parallel lines Students demonstrate straight,
4. Types and uses of lines. curved and parallel lines
2. TYPES OFANGLES Teacher demonstrates unit
1. Unit of measurement of angle measurement and mention types
, 2. Mention types of angles of angles.
3. Explain the types of angles.
3. CONSTRUCTION OF LINES AND Teacher demonstrates
ANGLES construction of lines and angles
1. Important guides to good Students participate.
construction
2. Construct various types of line
3. Construct various types of angles
4. SIMPLE CONSTRUCTION USING: T- Teacher guides the students in:
SQUARE, SET SQUARE (TRIANGLE) 1. Drawing right angle
PROTRACTOR 2. Drawing an angle of 600
1. Draw right angle Drawing an angle of 750
2. Draw an angle of 600 Students participate
3. Draw an angle of 750
5. SIMPLE CONSTRUCTION WITH THE Teacher demonstrates:
AID OF COMPASS Bisect a straight line
1. Bisect a straight line Bisect an angle
2. Bisect an angle Construct an angle of 300 by
3. Construct an angle of 300 by bisecting angle 600
bisecting angle 600
6. FURTHER LINEAR CONSTRUCTIONS Teacher demonstrates:
TRIANGLES Drawing of perpendicular lines
1. Drawing a perpendicular lines Construct triangles
2. Construct triangles Students participate.
3. Name different types of triangles
7. FURTHER CONSTRUCTION Teacher defines quadrilaterals
QUADRILATERALS. Teacher guides the students to
1. Define quadrilaterals list different quadrilaterals
2. Name different quadrilaterals Teacher demonstrates
3. Construct Different Quadrilaterals construction of quadrilaterals
Students participate
8. CONSTRUCTION OF REGULAR Teacher defines polygon
POLYGONS Teacher demonstrates
1. Define polygon construction of polygon
2. Name and describe polygon Students constructs polygon
3. Construct different polygon
9. GENERAL METHOD FOR Teacher demonstrates:
DESCRIBING POLYGONS Angle at contex =360/N

115
 1. Angle at contex =360/N Division of lines equally
2. Division of lines equally Miscellaneous construction
3. Miscellaneous construction Students participate.
10. AREA OF REGULAR PLANE Teacher defines regular plane
FIGURES
1. Define regular plane
2. Measure the amount of space in
an area
3. Units of an area
11. CONSTRUCTION OF PLANE Teacher demonstrates:
FIGURES EQUAL IN AREAS. 1. Construction of regular
1. Construct regular plane figures of plane figures of equal area
equal area 2. Construction of triangle
2. Construct triangle and and parallelogram
parallelogram 3. Construction of rectangular
3. Construct rectangular equal in equal in area
area Teachers guide students in
4. Enlargement and reduction of enlargement and reduction of
regular plane figures. regular plane figures.
Students participate.

12. Revision
13. Examination

BASIC TECHNOLOGY
JSS2 SECOND TERM

WEEK TOPIC/CONTENT ACTIVITIES

116
1 GEOMETRIC CONSTRUCTION Teacher: Demonstrate the
I. Definition of circle construction of tangent and
II. construction of circle normal to a circle
III. construction of a semi-circle Students: Construct a tangent and
normal to a given circle.
2 PART OF A CIRCLE Teacher mentions parts of circle
I. Mention parts of a circle Students describe part of a circle
II. Describe part of a circle and
III. Construct parts of a circle Construct parts of a circle

3 PLANE FIGURES Teacher defines types of plane

I. Definition of plane figures figures
II. Construction of plane figures Students construct plane figures
4 IDENTIFICATION OF PLANE Teacher guides students to
FIGURES identify and describe types of plan
I. Identify different plane figures figures.
II. Description of plane figures
5 TYPES OF PLANE FIGURE Teacher Mentions the different
I. Mention the different types of types of plane figures
plane figures Differentiate between the types of
II. Differentiate between the types plane figures.
of plane figures. Students participate in discussion.
6 ENLARGMENT OF TRIANGLES Teacher demonstrates
I. Construct different types of construction of different types of
triangles triangles and guide students to
II. Enlarge the triangles using a Enlarge the triangles using a
specific ratio. specific ratio.
Students participate in class
activities.
7 ENLARGEMENT OF Teacher demonstrates
QUADRILATERALS construction of different type of
I. Construct different type of quadrilaterals using specific ratio
quadrilaterals using specific ratio. Students participate in the
activities.
8 REDUCTION OF REGULAR PLANE Teacher demonstrates
FIGURE. TRIANGLES Construction of different types of
- Construct different types of triangle.
triangle Guides student to reduce
- Reduce triangles using a specific triangles using a specific
a specific ratio.
9 REDUCTION OF REGULAR PLANE Teacher demonstrates
FIGURE QUADRILATERAL Construction of different
- Construct different quadrilateral quadrilateral
- Reduce quadrilateral using a Students reduce quadrilateral
specific ratio. using a specific ratio.
10 REDUCTION OF REGULAR PLANE Teacher demonstrates

117
 FIGURE ‘POLYGON’ Construction different regular
- Construct different regular polygon
polygon Students reduce regular polygon
- Reduce regular polygon using using specific ratio.
specific ratio

11 Revision
12 Examination

BASIC TECHNOLOGY
JSS2 THIRD TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 FRICTION Teacher defines friction and

118
 i. Definition of friction explain causes of friction
ii. Causes of friction Teacher demonstrates activities
iii. Activities to describe friction of friction.
(practical)

2 ADVANTAGES OF FRICTION Teacher mention advantages of

i. Mention advantages of friction friction
ii. Life application of friction Teacher guides the students to
(Practical) demonstrate application of
friction.
Students participate.

3 DISADVANTAGES OF FRICTION Teacher state disadvantages of

i. Mention the disadvantages of friction.
friction Students demonstrate
ii. Carryout practical on the disadvantages of friction
disadvantages of friction
4 APPLICATION OF FRICTION Teacher guides the students in
i. Useful application of friction Useful application of friction
ii. Brake pad Brake pad
iii. A belt drive belt drive
students participate
5 LUBRICATION Teacher explains the term
i. Explain the term lubrication lubrication.
ii. Mention effective lubricants
iii. Properties of effective lubricants
6 DRIVE MECHANISM (GEAN AND Teacher defines Gear and uses
GEARING)
i. Definition of Gear
ii. Uses of Gear

7 GEAR SPEED RATIO Teacher describes gear and

i. Describe gear and driven gear driven gear
ii. Describe gear speed and gear
ratio.
8 REDUCING FRICTION EFFECTS Teacher describes gear meshing
BETWEEN MESHING GEAR Students describe purpose of
i. Describe gear meshing lubricant in reducing meshing
ii. Describe the purpose of lubricant gear.
in reducing meshing gear
9 BELT AND CHAIN DRIVE Teacher explain belt chain drive
i. Explain belt chain drive
ii. Describe belt and pulleys
10 KINDS OF BELTS AND PULLEYS Teacher name the three kinds of
i. Name the three kinds of belts belts and pulleys
and pulleys Students participate

119
 ii. Describe the three kinds of belts
and pulley
11 CHAIN DRIVE Teacher guides the students to
i. Differentiate between chains and differentiate between chains and
belts belts and
ii. Mention the advantages of chain mention the advantages of chain
drives over belts drive drives over belts drive
12 Revision Revision
13 Examination Examination

BASIC SCIENCE AND TECHNOLOGY (BST)

COMPUTER STUDEIS
JSS 2 FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES

120
1. COMPUTER ETHICS AND SAFETY Guides the students on identify
MEASURES ways of using
1. Responsible uses of Computer and -Computer
internet. -Internet
2.Abuse and misuse of Computer -Write note on the board
3.Safety measures
-sitting posture
-using anti-glare protector e.t.c
2. COMPUTER SOFT WARE Teacher: Guides the students to
1. Definition and examples software. describe Computer system
2. Types of software Student: Boot the Computer and
identify types of software in the
system
OPERATING SYSTEN (I)
1. Definition of an operating system
i. Simple batch system
ii. Multiprogramming batch system
iii. Multi processor system
iv. Desktop system
v. Distributed operating system
vi. Clustered system
vii. Rea ltime operating system
viii. Handheld system
2. Functions and Examples of
operating system.
3. GRAPHIC PACKAGES Teacher: Explains graphic
Meaning of graphic packages packages
2.Examples of graphic packages, paint, Student: Listen to teachers’
corel draw, instant artist e.t.c explanation.
3. Features: Tool bar, menu bar,
printable area, color palette etc.
(Practical activities for graphic
packages.

4. UNIT OF STORAGE IN COMPUTER -Teacher leads students to

1.Unit of storage convert from one unit to another.
i.Nible -Guides students to state the unit
ii.Byte of storage and their values.
iii.Kilobyte
iv.Megabyte
iv.Gigabyte
v. terabyte
2. Conversion from one unit to another
3. Differentiate between the unit of
storage.

121
5. GRAPHIC PACKAGES Teacher: Explains graphic
Meaning of graphic packages packages
2.Examples of graphic packages, paint, Student: Listen to teachers’
coral draw, instant artist e.t.c explanation.
3. Features: Tool bar, menu bar,
printable area, color palette etc.
(Practical activities for graphic
packages.

BASIC SCIENCE AND TECHNOLOGY (BST)

PHYSICAL AND HEALTH EDUCATION

JSS2 FIRST TERM

122
WEEK TOPIC/CONTENT ACTIVITIES

1 FIRST AID AND SAFETY EDUCATION - Teacher explains meaning of

a. Meaning of first aid safety
b. Objectives of safety education - Objectives of safety education
c. Meaning of First Aid - Meaning of First Aid
d. Terminologies in First Aid - Terminologies in First Aid
e. Importance of First Aid treatment - Students listen and answer
question
2 FIRST AID - Inspects the first aid box
a. Content of a good “First Aid Box” and name the contents
b. Situations/conditions that require First - Explain ABC of first aid
Aid - Students practice simple
c. Application of simple first aid first aid
3 FIRST AID
a. Qualities of good First Aider
b. General principles of first aid
treatment
4 FIRST AID AND SAFETY EDUCATION
a. Definition of accident and injuries
b. Types of accident e.g home,
domestic, road, school,
occupation
c. Sport injuries
5 DOMESTIC ACCIDENT - Teacher discusses home
a. (In form of poison, cuts, burns, accident, causes and
falls, sprain, scalds, bruise etc safety measures at home.
b. Causes of domestic accidents - Students listen; contribute
c. Safety measures at home to discussion and answer
d. First aid for domestic accident questions.
6 STUDENT ACCIDENTS
a. Causes of school accident - Practice simple first aid at
b. Safety measures at the the scene
playground, classroom, school - Use pictures and posters.
laboratory, halls.
c. First aid for school accident
7. ACCIDENT AT THE WORK PLACE
[(Occupation) (Workshop and Industrial - Practice simple first aid at
accident)] the scene
a. Causes of accident at the workplace - Use pictures and posters.
b. Safety measures at the workplace
c. First aid
8 ROAD ACCIDENT
a. Causes of road accident - Practice simple first aid at
b. Traffic accident and causes the scene
c. Safety measures on the road - Use pictures and posters
d. First aid for road accident

123
 9 Sports injuries in form of bruises, - Teacher explains sports injuries.
sprains, straits, joint injuries, nose - Students listen to the teacher
bleeds, dental damage, dehydration, - Ask the teacher questions and
cuts and abrasion, concussion and answer the teacher’s questions.
fractures
b. Causes of sports injuries
c. First aid for sport injuries
10 MEASURES OF PREVENTING Teacher explain the measures.
a. Sorts injuries - Students ask and answer
b. Domestic injuries questions
c. Road traffic injuries
d. Workplace injuries
11 Revision Revision
12 Examination Examination

PHYSICAL AND HEALTH EDUCATION

JSS2 SECOND TERM

WEEK TOPIC/CONTENT ACTIVITIES

1. RESCUE OPERATION
a. Meaning of rescue operations - Teacher explains meaning
b. Situations that require rescue of rescue operation

124
 operation e.g fire outbreak in - Using pictures of rescue
buildings, vehicles, forest scenes, lead students to
reserve, traffic accident, natural identify different aspects of
disaster etc rescue operation
c. Different aspects of rescue
operation
2. RESCUE OPERATION (Cont.)
a. Securing the environment, - Teacher use pictures and
vehicles and victims posters to explain tools
b. Tools used in rescue operation used in rescue operation
c. Importance of rescue operation
3. RESCUE OPERATION (Cont.)
a. Agencies / organization involved - Using poster teacher
in rescue operation. explain steps in rescue
b. Steps in rescue operation operation
4. PERSONAL SCHOOL AND
COMMUNITY HEALTH
a. Meaning of school health - Teacher list and explain
programme the components of school
b. Components of school health health programmes using
programme posters.
c. Goals and objectives of school
health programme
5. PERSONAL SCHOOL AND
COMMUNITY HEALTH
a. Meaning of personal health and - Teacher explains the
community health. effects of personal health
b. Effects of personal health - Students listen attentively
c. Fresh approach to school health to the teacher
programme
6. PERSONAL SCHOOL AND
COMMUNITY HEALTH: - Teacher discuss types of
ENVIRONMENTAL POLLUTION environmental pollution
a. Meaning of environmental with students
pollution.
b. Types of environmental pollution
7. ENVIRONMENTAL POLLUTION - Teacher discuss effects of
a. Effects of environmental pollution environmental pollution
b. Preventive measures with students

8. NON-COMMUNICABLE DISEASES - Teacher explains meaning

AND THEIR PREVENTION of non-communicable
a. Meaning of non-communicable diseases, types of non-
diseases. communicable diseases
b. Difference between non- - Students listen to the
communicable diseases and teacher and answer

125
 communicable diseases. teachers questions
c. Types of non-communicable
diseases.
9. NON-COMMUNICABLE DISEASES - Teacher: Describe the
(CONT.) nature of sickle cell,
Nature of: obesity, Asthma, etc
- Sickle cell Students: Recall what they
- Obesity cell have learnt about non-
- Asthma communicable disease
- Anemia such as sickle cell obesity,
- Kwashiorkor etc Asthma etc.
10. NON-COMMUNICABLE DISEASES - Teacher explains
(COUNT) preventive measures while
Preventive messages for non- students listen and ask
communicable diseases questions.
11. Revision -
12. Examination -

PHYSICAL AND HEALTH EDUCATION

JSS 2 THIRD TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 NON-COMMUNICABLE DISEASES Teachers use posters to guide

AND THEIR PREVENTION students identify symptoms of
126
 a. Causes of communicable non-communicable diseases
diseases
b. Symptoms of non-communicable
disease
2 POSTURE AND POSTURAL Using Posters the teacher
DEFECTS describe kinds of postures
a. Meaning of Posture
b. Kinds of Postures eg. Standing,
walking, lifting etc.
3 POSTURE AND POSTURAL Teacher demonstrates posture in
DEFECTS sitting, walking, standing, lifting
a. Types of good posture
b. Characteristics of good posture
c. Advantage of good posture
4 POSTURE AND POSTURAL Teacher explains causes of
DEFECTS postural defects
a. Meaning of Postural defects
b. Explaining the causes of
[postural defects or bad posture
5 POSTURE AND POSTURAL Teachers uses posters to explain
DEFECTS types of postural defects
a. Types of postural defects eg
kyphosis, Lordosis, Scollosis,
Flat foot, bow leg etc
6 POSTURE AND POSTURAL Teacher explains the factors that
DEFECTS influence posture
Factors that influence correct posture
eg nutrition, heredity, occupation,
environment and accidents

HOME ECONOMICS

FIRST TERM JSS 2

127
WEEK TOPIC ACTIVITIES

1- Resource and decision making 1- Explains the meaning of family

Meaning of family resources. resources.
1- Types of family resources. 2- List the different types of family
resources.

2- Resource and decision making 1- Explains the meaning of decision

1- Meaning of decision making.
making. 2- Mention steps in decision making
2- Steps in decision making Guides the students in personal
decision.
3- Resource and decision making 1- Guide students in personal
1- Simple decision making decision.
2- Personal decision making

4- Care of family clothing and 1- Facilitate discussion on method of

household linen. storing clothes.
1- Methods of storing family 2- Mention types of household linen
clothing.
2- Types of household linen.

5- Care of family clothing and 1- Discuss the different types of

household linen. household linen.
1- Factors that enhance 2- Show different household linen.
selection of household
linen

6- Care of family clothing and 1- Explain maintenance of household

household linen. linen.
1- Maintenance of household 2- Guide the students on the way to
linen. take care of household linens.
2- Enumerate the procedures
for maintaining household
linen.

7- Clothing repairs 1- Explains the meaning of clothing

1- Meaning of clothing repairs.
repairs. 2- Enumerate the procedure of
2- Techniques in clothing clothing repairs
repairs

8- Patching 1- Explains and list types of

1- Meaning of patching. patching.
2- Types of patching.

128
 9- Patching 1- Guides the students in making
1- Types of darns, practical patches in socks, skirts etc.
on darns and patch work.

10- Basic pattern, drafting 1- Explains the meaning of pattern

techniques. drafting.
1- Meaning of pattern 2- Tools and equipments for taking
drafting. body measurement.
2- Basic pattern drafting tools
and equipments.

11- Fashion Designing 1- Demonstrates body

1- Using instructions to measurement.
sketch the styles.
2- Taking body
measurements.

12- Revision Revision

13 /14 Examination Examination

HOME ECONOMICS
SECOND TERM JSS 2

WEEK TOPIC/CONENT ACTIVITIES

129
Week Basic pattern drafting 1- Teacher guides the students as
1- 1- Listing terms in pattern they work.
drafting . 2- Adapt the basic block in
2- Drafting basic bodice different styles

2- Basic pattern 1- Adapt the skirt bodice to pattern

1- Drafting skirts bodice. drafting.
2- Steps in drafting bodice

3- Meals and snacks 1- Explains the meaning of

1- Meaning of snacks snacks.
2- Types of snacks 2- Guide the class to discuss on
3- List the ingredients used in the different types of snacks.
different snacks.

4- Preparation of meals and snacks. 1- Explains the guidelines after

1- Guidelines for washing up meal.
after meals. 2- Demonstrate steps in the
2- Practical work on snacks e.g. preparation of snacks
chin - chin, buns etc

5- Preparation of meals 1- Explains ways of serving meals.

1- Guidelines for serving meals. 2- Identifying of methods of food
2- Different methods of cooking presented.
e.g. boiling, frying etc

6- Food hygiene 1- Explains the meaning of food

1- Meaning of food hygiene hygiene.
2- Importance of food hygiene. 2- Guide students in the
3- Guidelines for food hygiene. importance of food hygiene.

7- Food nutrients 1- Explains the terms of nutrients,

1- Meaning of nutrient, nutrition, food etc.
food etc 2- List types of food nutrients.
2- Sources of food nutrients.

8- Food Nutrients 1- Exhibit samples of food that

1- Classification of food contains these nutrients e.g.
nutrients. fish, bread, rice etc.
2- Functions of each nutrient.

9- Food Nutrients 1- Discuss the signs and

1- Deficiency diseases. symptoms of these diseases.

130
 2- Signs and symptoms of 2- Show pictures of these
these diseases. diseases

10- Food Nutrients 1- Guide on discussion on how to

1- Prevention and treatment care for these diseases
2- Care of the diseases

11- Revision Revision

12- Examination Examination

HOME ECONOMICS

THIRD TERM JSS 2

131
WEEK TOPIC/CONENT ACTIVITIES

1- Healthy Feeding habits. 1- Explains the meaning of eating

1- Meaning of eating habits. habits.
2- Functions of food. 2- Mention steps in functions of
food.

2- Healthy Feeding habits. 1- Demonstrates ways of eating

1- Good feeding habits on the table.
2- Table manners

3- Entertainment 1- Explains the meaning of

1- Meaning of entertainment. entertainment and importance.
2- Importance of entertainment 2- Simple ways for entertaining
3- Preparation of entertainment. guests

4- Entertainment 1- Demonstrate on table laying.

1- Meaning of table- laying
2- Importance of table laying.
3- Practical on how to set a
table.

5- Food purchasing, processing, 1- Discuss tips on how to

preservation and safety. purchase food items.
1- Meaning of food purchasing.
2- Guidelines in food
purchasing. E.g. meat, fruits
and vegetables, expiring
dates. etc

6- Food purchasing, processing, 1- Explains the meaning of

preservation and safety. perishable and non-perishable
1- Meaning of perishable and foods
non-perishable foods. 2- Discuss the factors in buying
2- Different perishable and non- food.
perishable foods.
3- Factors to consider when
buying food.

7- Food Purchasing, processing, 1- Explains meaning of food

preservation and safety preservation.
1- Meaning of food 2- Discuss preservation for
preservation. perishable and non-perishable
2- Reason for food food.

132
 preservation.
3- Reasons for food
preservation,

8- Preservation 1- Demonstrate on food

1- Methods of preservation e.g. preservation/storage.
freezing, sun, drying, salting
etc.
2- Practical on how to dry
vegetables e.g. tomatoes,
okro, ginger etc.

9- Food Processing 1- Explain how to ensure safety of

1- Meaning of processing. food e.g. food labeling.
2- Methods of food processing.
E.g. milling, fermentation, etc
e.g. cassava, Guinea corn,
sweet potato.
3- How to keep food safe.

10- Meal Planning 1- Teacher defines meal planning

1- Meaning of meal planning. 2- Students participate in guide
2- Guidelines for meal planning. lines for meal planning.
3- Meals for different groups. 3- Teacher gudies students in
mentioning meal planning.
11- Meal planning 1- Demonstrate the menu card
1- Meaning of menu card. which can be used in
2- Practical on making a menu restaurants.
card.

12- Revision Revision

13- Examination Examination

AGRICULTURAL SCIENCE
FIRST TERM JSS TWO

133
WEEK TOPIC / CONTENT ACTIVITIES
1
2 Farm structures and buildings Arrange for learners to visit commercial farm
i. Definition of farm
structures and buildings
ii. Description of farm
structures and farm
building
iii. Farm structures e.g.
barn, silos, rhombus
etc.
- paddock, fish pond
etc.
3

4 Farm structures and buildings Teacher gives a board summary

Farm buildings:- Poultry house,
pen, store, office, utility building,
security post etc.
5

6 Farm structures and buildings Teacher guides students in uses of farm

Uses of farm structures and farm structure.
buildings.
7

8 Farm structures and buildings Teacher guides the students to demonstrate

Maintenance of farm structures Maintenance of farm structures and
and buildings buildings
9
10 Crop Propagation and cultural i. Teacher displays charts and
practices pictures on crop propagation
1. Meaning of crop ii. Collects and displays samples of
propagation seeds and vegetative organs of
2. Methods of crop names crop plants
propagation – by seed
(sexual), - by vegetative
organs (asexual)
11

12 Crop propagation and cultural Teacher demonstrates some of these

practices operations e.g.
Advantages of propagation by: - Thinning, supplying,
(a) Seed (easy to carry, store, mulching etc.
procurer, sow) etc.

134
 (b) Vegetative organs:- more
resistant to diseases and
pests, matures and
produces early, withstand
adverse soil and weather
conditions etc.
13 Crop propagation and cultural Teacher gives a board summary
practices
Disadvantages of propagation by:
(a) seed:
- reduce the amount for
consumption
- seed does not germinate easily
due to dormancy
(b) vegetative organs:
- Diseases of stock is manifested
on the offsprings easily stored.
- easily stored etc.
14 Examination

AGRICULTURAL SCIENCE
SECOND TERM JSS TWO

135
WEEK TOPIC / CONTENT ACTIVITIES
1
2 Agricultural Practices i. Teacher displays
1. Pre-planting operations: charts and pictures on
- Choice of site the board
- Clearing ii. Guides students to
- Stumping identify and describe
- Tilling etc different pre-planting
- Nursery and nursery practices operations.
2. Planting operations:
- Seed treatment
- Spacing and planting
3
4 Agricultural practices iii. Teacher demonstrates
3. Post-planting operations: some of these
- Thinning operations
- Supplying iv. Teacher gives a board
- Mulching/fertilizer application summary
- Harvesting
4. Effect of timely harvesting versus late
harvesting.
5 Agricultural Practices
5. Post-harvest operations:
- Processing of crops into useable
forms
- Storage etc.
6 Animals feeds and feeding i. Teacher exhibit
1. Meaning of feed samples of feed stuffs
2. Types of feed: such as groundnut
- Energy-yielding feeds cake, palm kernel
- Protein-yielding feeds cake, cotton seed
3. Feeding tools: cake, forage, silage,
- Troughs hay etc.
- Drinker set etc. ii. Display feeding tools
iii. Give a board
summary
7
8 Animal pests and diseases control i. Teacher displays
1. Farm animal diseases: pictures and charts of:
a. Bacterial: - Disease organisms
- Mastitis like worms,
- Contagious abortion in ruminant, - Death animals
pigs etc. ii. Develops chart on
b. Fungal: causal organisms
- Ring worm (call farm animals) symptoms and

136
 c. Viral: animals affected
- Foot and mouth disease (all iii. Invites veterinary
animals except poultry) personnel as a guest
d. Protozoan: speaker
- Coccidiosis in poultry and rabbit iv. Give a board
- Trypanosomiasis (Nagana) summary
(cattle)
e. Worms (all farm animals
f. Nutritional – bloat (cattle)
9
10 Animal pests and diseases control
2. Modes of transmission of farm animals’
diseases:
- Contact with the infected
animals, or discharges, or vector
(tsetse-fly) etc.
3. The symptoms of farm animal diseases
e.g. enlarge udder, sores, high fever,
blood stained, diarrhea, loss of weight,
loss of hair, reduced productivity, and
abortion death.
11
12 Animals pests and diseases control
4. Effect of diseases on farm animals:
- Reduce productivity
- Loss of weight
- Death
5. Methods of prevention and control:
- Adopting good sanitation
- Medication/vaccination
- Isolation/dispersal etc.
13 Revision
14 Examination

AGRICULTURAL SCIENCE

137
 THIRD TERM JSS TWO

WEEK TOPIC / CONTENT ACTIVITIES

1
2 Fishery i. Teacher arrange a visit
1. Definition of fishery to a nearby fish farm
2. Classes of fish based on: ii. Presents pictures and
a. Habitat – fresh water fish and salt chart on fish and fish
water fish products
b. Morphology e.g. Bony fish, and
Cartilaginous fish
3
4 Fishery iii. Displays fish and fish
c. Other types of aquatic organisms are products
Shell fish – crab, prawn. Reptile – iv. Practice how to mend
turtle, crocodile. Mammals – fishing net
hippopotamus, whale.
5
6 Fishery v. Teacher displays fish
3. Uses of fish and fish products and fish products
4. Methods of fishing
7
8 Fishery vi. Discuss the effect of
5. Risk factors in water and fish farming: chemicals on fish and
- Polluting water with their environment
chemicals/industrial effluents vii. Give a board summary
- Contaminating fish with
chemicals used for catching fish
9
10 Forests and forest uses i. Teacher facilitate
Description of forest. guided discussion on:
1. Types of forests: - Resources
- Mangrove (swampy) - Potentials of the
- Rain forest (many trees) forest
- Derive forest (few trees) - Forest products e.g.
2. Forest resoruces: fruit, gum animals
- Trees ii. Visit to the saw mill or
- Wildlife (animals) carpenter.
- Fruits (food stuffs)
- Various herbs
- Shelter
11
12 Forests and forest uses iii. Teacher give a board
3. Uses of forest resources summary
4. Effects of forest on the environment
5. Human activities that affect the forest:

138
 - Clearing/deforestation
- Hunting, bush burning,
farming/depletion of wildlife etc.

13 Revision
14 Examination

139
Islamic Studies:
JSS 2 First Term Scheme of Work
WKS TOPIC CONTENT ACTIVITIES
1 Suratul Quraish TEACHER/Pupils
‫سورة قريش‬ T. Writes the Arabic Text
‫ٱلر ِح ِيم‬
‫ٱلرحْ م ٰـ ِن ه‬ ‫ِبس ِْم ه‬
‫َّللاِ ه‬ - Underlines words & phrases in the
Surah
‫﴾ ِإيالَ ِف ِه ْم‬1﴿‫ف قُ َريْش‬ ِ َ‫ِِ ِإليال‬ - Gives a model reading of the whole
﴾2﴿ ‫ْف‬ ِ ‫صي‬ ِ َ‫ِرحْ لَة‬
‫ٱلشت َِآء َوٱل ه‬ Surah.
P. Listen to teacher’s recitation (b)
﴾3﴿‫ت‬ ِ ‫فَ ْل َي ْعبُدُواْ َربه َه ٰـذَا ْٱل َب ْي‬ Listen to the recorded materials (c)
Recite after the teacher.
‫ط َع َم ُهم ِمن ُجوع‬ ْ َ ‫ِي أ‬ ۤ ‫ٱلهذ‬
﴾4﴿‫خوف‬ ْ ‫َوآ َمنَ ُهم ِم ْن‬
2 Hadith No. 7 The Arabic text of the Hadith T. writes the Arabic text
(b) Meaning of the Hadith - Reads the text
(c)Application of lessons- Explains the meaning
learnt. - Guides students to suggest how to
apply the lesson.
- P. Listen to the text
- Read the text.
- Explain the meaning.
- Identify the lesson.
3 Prophets of Definition & Meaning of T. writes, Defines & explains the
Allah Prophet qualities and role of the Prophets
- Examples of some Prophets - Guides them to recognize
- (c) Qualities of Prophets Muhammad (SAW) as the Last of all
- (d) Muhammad, the seal of the Prophets.
Prophet. - P. Listen to teacher
- Mention names of some prophets
- Identify some qualities.
4 Suratul Fil T. writes the meaning.
‫سورة الفيل‬ - Revises with students the recitation
‫ٱلر ِح ِيم‬
‫ٱلرحْ م ٰـ ِن ه‬ ‫بِس ِْم ه‬
‫َّللاِ ه‬
- Guides them to understand the
‫ْف فَ َع َل َرب َُّك‬ َ ‫أَلَ ْم ت ََر َكي‬
meaning.
- P. Recite the surah.
‫ب ْٱل ِفي ِل أَلَ ْم َيجْ َع ْل‬
﴾1﴿ ِ ‫ص َحا‬ ْ َ ‫ِبأ‬
- Listen to the explanation

َ ‫﴾ َوأ َ ْر‬2﴿‫ض ِليل‬

- Mention some significance
‫س َل‬ ْ َ ‫َك ْيدَ ُه ْم فِى ت‬

140
 ‫طيْرا ً أ َ َبا ِبي َل‬
﴾ 3﴿ َ ‫علَ ْي ِه ْم‬
َ
‫ِمن‬ ‫ارة‬
َ ‫ِب ِح َج‬ ‫ت َْر ِمي ِهم‬
‫صف‬ ْ ‫﴾ فَ َج َعلَ ُه ْم َك َع‬4﴿‫ِس ِجيل‬
ِ ُ ْ ‫همأ‬
﴾5﴿‫كول‬

5 Hadith No. 8 The Arabic text Teacher/Pupils

Al NNawawi - Meaning of the Hadith T. writes the Arabic text
- Application of the lesson - Reads the text
derived from the hadith. - Explains the meaning
- P. Listen to the text & meaning of the
Hadith
- read and explain the meaning of
Hadith.
6 The Definition & nature of the T. Defines and explains the nature of
Angels Angels Angels (b) gives examples of some
Examples and functions of the Angels (c) Functions of some Angels.
Angels. P. Listen to the teacher (b) Mention
the names (c) Give Examples of their
functions.
7 Suratul T. writes the Arabic text (b)
Humazah
‫سورة الهمزة‬ underlines words and phrases in the
‫ٱلر ِح ِيم‬
‫ٱلرحْ م ٰـ ِن ه‬ ‫ِبس ِْم ه‬
‫َّللاِ ه‬
surah (c) Gives a model reading.
P. Listen to the teacher’s recitation (b)
﴾1﴿ ‫َو ْي ٌل ِل ُك ِل ُه َمزَ ة لُّ َمزَ ة‬
Listen to the recorded materials (c)
﴾2﴿ ُ‫ٱلهذِى َج َم َع َماالً َو َعدهدَه‬
Recite after the teacher.

﴾3﴿ُ‫ب أ َ هن َما َلهُ أ َ ْخلَدَه‬ ُ ‫س‬َ ْ‫َيح‬

﴾4﴿‫ط َم ِة‬ َ ‫َكاله لَيُن َبذَ هن ِفى ْٱل ُح‬
﴾5﴿ُ‫ط َمة‬ َ ‫اك َما ْٱل ُح‬َ ‫َو َمآ أ َ ْد َر‬
‫﴾ ٱلهتِي‬6﴿ ُ ‫ٱَّللِ ْٱل ُموقَدَة‬ ‫َار ه‬ ُ ‫ن‬
‫﴾ ِإنه َها‬7﴿ ِ‫علَى ٱأل َ ْفئِدَة‬ َ ‫َط ِل ُع‬‫ت ه‬
‫﴾ فِى‬8﴿ ٌ ‫صدَة‬ َ ْ‫علَ ْي ِهم ُّمؤ‬ َ
﴾9﴿ ِ‫َع َمد ُّم َمدهدَة‬
8 Hadith No. 9 The Arabic text T. Writes The Arabic Text And
- The meaning of the Hadith Meaning (B) Reads The Text (C)

141
 - Application of the lessons Explains And Guides On The
derived from the Hadith Meaning
P. Listen Attentively to the text
- Read and explain the meaning of
Hadith.
10 Child Right in Right to Education T. Guides them to define what
Islam (cont) Right to Parental care developmental rights are (b) Guides
(protection) Relevant Quranic verses them to recognize child development.
Q31:13 – 19 Leads them to discover the education
is a child’s right.
P. Respond to teacher’s enquires (b)
Listen to teacher’s explanation (c)
Discuss the relevant verses and
Hadith.
11 Suratul T. writes the Arabic text
Falaq
‫سورة الفلق‬ - Underlines words and phrases in the
‫ٱلر ِح ِيم‬
‫ٱلرحْ م ٰـ ِن ه‬ ‫ِبس ِْم ه‬
‫َّللاِ ه‬
surah.

ِ َ‫ب ْٱلفَل‬
- Gives a model reading
﴾ ١﴿ ‫ق‬ ِ ‫عوذُ ِب َر‬ ُ َ ‫قُ ْل أ‬
- Plays recorded material
‫﴾ َو ِمن‬2﴿ َ‫ِمن ش َِر َما َخلَق‬
﴾3﴿ ‫ب‬ َ ‫ش َِر غَا ِسق ِإذَا َو َق‬
‫ت فِى ْٱلعُقَ ِد‬ ِ ‫َو ِمن ش َِر ٱلنهفهاثَا‬
‫﴾ َو ِمن ش َِر َحا ِسد ِإذَا‬4﴿
﴾5﴿َ‫سد‬ َ ‫َح‬

142
Islamic Studies:
JSS 2 Second Term Scheme of Work
WKS TOPIC CONTENT ACTIVITIES
1 Suratul TEACHER/Pupils
Nasr
‫سورة النصر‬ T. writes the Arabic text
‫ٱلر ِح ِيم‬
‫ٱلرحْ م ٰـ ِن ه‬ ‫ه‬
‫بِس ِْم َّللاِ ه‬ - Underlines words and phrases
﴾١﴿‫ح‬ ُ ْ‫ٱَّللِ َو ْٱلفَت‬‫ص ُر ه‬ ْ َ‫( ِإذَا َجآ َء ن‬c) Gives model reading and
recorded material.
ِ ‫اس يَ ْد ُخلونَ فِى د‬
‫ِين‬ ُ َ ‫ْت ٱلنه‬ َ
َ ‫ َو َرأي‬- P. Listen to the teacher
َ َ‫﴾ ف‬2﴿ ً ‫ٱَّللِ أ َ ْف َواجا‬
‫ ه‬- Listen to the recitation from the
‫س ِبحْ ِب َح ْم ِد َر ِب َك‬ teacher and the recorded version
﴾3﴿‫كانَ ت َوابَا‬
‫ه‬ َ ُ‫ َوٱ ْست َ ْغ ِف ْرهُ إِنهه‬- Demonstration on information
a) Drilling students in the tajwid technology devices
b) Memorization of the surah
c) The significance of the Surah and
Supplications.
2 Hadith The Arabic text of the hadith. T. writes the Arabic text and
No. 10 Meaning of the hadith meaning (b) Reads and explains
Application of the Surah the meaning (c) Guides pupils to
suggest the application of hadith.
P. Listen Attentively to the text.
- Read the text
- Appreciate the meaning
- Identify the lessons.
3 The Prophet The meaning of Hajjatul wada (b) T. Gives the meaning
Farewell Lessons and significance of the (2) Reads and highlights the
pilgrimage sermon. significance (3) Encourages
students to apply the lesson.
P. Listen to the teacher,
- Mention some messages
- Identify the significance
4 Suratul Ma’un. - Meaning of the Surah. T. writes the meaning
- Lessons contained in surah - Revises with the students
- How to apply the lesson - Guides the students to explain
- The significance of the lesson the meaning.
- Identification of the lesson by the
students.
5 Hadith No. 11 - The Arabic text T. writes the Arabic text
- Meaning of the Hadith - Reads and explains the meaning
- Application of the lessons. - Guides pupils to suggest how to
apply the lesson
- P. Listen attentively to the text.

143
 - Read and explain the meaning
- Identify the lessons.
6 Khulafa - Definition of khalifah Teacher/Pupils
UL-Rashidun - Names of khula faul Rashidun T. Defines the word Khalifah
- Brief histoy of Abubakar - Mention the names of the four
- Lesson derived from his life Khulafa ulRashidim
history - Lesson derived from Abu
- Guides students how to apply it.
7 Suratul T. writes the Arabic text
Asr
‫سورة العصر‬ - Underlines words and phrases
‫ٱلر ِح ِيم‬
‫ٱلرحْ م ٰـ ِن ه‬
‫َّللاِ ه‬ ‫ِبس ِْم ه‬ - Gives model reading

ْ ‫َو ْٱل َع‬

- Plays a recorded text
‫سانَ لَ ِفى‬ َ ‫ٱإلن‬ِ ‫﴾ ِإ هن‬1﴿‫ص ِر‬ - P. Listen to the teacher’s
ْ‫﴾ ِإاله ٱلهذِينَ آ َمنُوا‬2﴿‫ُخسْر‬ recitation (b) Listen to the
recorded materials (C) recite after
ْ‫ص ْوا‬
َ ‫ت َوت ََوا‬ ‫ع ِملُواْ ٱل ه‬
ِ ‫صا ِل َحا‬ َ ‫َو‬ the teacher.
﴾2﴿‫صب ِْر‬ ‫ص ْواْ ِبٱل ه‬ َ ‫ق َوت ََوا‬ ِ ‫ِب ْٱل َح‬
- Drilling students in the tajwid
- Memorization of the surah
- Identify the significance of the
recitation surah after Fatiha
8 Hadith No. 12 The Arabic text of the Hadith T. writes the Arabic text
- Meaning of the hadith - Reads and explains the text
- Application of the lessons derived - Appreciate the meaning
from the hadith - Identify the lessons contained

144
Islamic Studies:
JSS 2 Third Term Scheme of Work
WKS TOPIC CONTENT ACTIVITIES
1 Suratul TEACHER/Pupils
Qari’ah
‫سورة القارعة‬ T. writes the Arabic text
‫ٱلر ِح ِيم‬
‫ٱلرحْ م ٰـ ِن ه‬ ‫ه‬
‫بِس ِْم َّللاِ ه‬ - Underlines words and phrases
(c) Gives a model reading
﴾2﴿ُ‫عة‬ َ ِ‫ار‬ َ ‫ق‬ ْ
‫ٱل‬ ‫ا‬ ‫م‬
َ ﴾ 1 ﴿ُ ‫ة‬ ‫ع‬ ‫ار‬ َ ‫ق‬ ْ
‫ٱل‬
َ ِ - P. Listen to the teacher recitation
‫﴾ َي ْو َم‬3﴿ ُ‫عة‬ ِ َ‫اك َما ْٱلق‬ َ ‫ َو َمآ أ َ ْد َر‬-- Listen to recorded material
َ ‫ار‬ Recite after the teacher
‫ث‬ ِ ‫اش ْٱل َم ْبثُو‬ ِ ‫اس َك ْٱلفَ َر‬ ُ ‫ون ٱلنه‬ ُ ‫ َي ُك‬- Watch the demonstration of the
Surah.
‫ون ْٱل ِجبَا ُل َك ْٱل ِع ْه ِن‬ ُ ‫﴾ َوت َ ُك‬4﴿
‫ت‬ ْ َ‫﴾ فَأ َ هما َمن ثَقُل‬5﴿ ‫وش‬ ِ ُ‫ْٱل َمنف‬
﴾6﴿ ُ‫َم َو ِازينُه‬
‫﴾ َوأ َ هما‬7﴿‫اض َية‬ ِ ‫فَ ُه َو فِى ِعيشَة هر‬
ُ‫﴾ فَأ ُ ُّمه‬8﴿ُ‫ت َم َو ِازينُه‬ ْ ‫َم ْن َخفه‬
‫اك َما ِه َي ْه‬ َ ‫﴾ َو َمآ أ َ ْد َر‬9﴿ ٌ‫هَا ِو َية‬
ٌ‫نا ر‬ َ ﴾10﴿
﴾11﴿ ٌ ‫َة‬ ‫ِي‬ ‫َام‬ ‫ح‬
2 Suratul T. writes the Arabic text
Takathur
‫سورة التكاثر‬ - Underlines words and phrases
‫ٱلر ِح ِيم‬
‫ٱلرحْ م ٰـ ِن ه‬ ‫َّللاِ ه‬ ‫ بِس ِْم ه‬- Gives model reading of the surah
‫﴾ َحت ه ٰى ُز ْرت ُ ُم‬1﴿‫ أ َ ْل َها ُك ُم ٱلت ه هكاث ُ ُر‬- Plays a recorded text while
students listen.
َ‫ف ت َ ْعلَ ُمون‬ َ ‫س ْو‬ َ ‫َكال‬ ‫ه‬ ﴾ 2 ﴿ ْ
‫ ٱل َمقَا ِب َر‬- P. Listen to teacher’s recitation
﴾4﴿ َ‫ف ت َ ْعلَ ُمون‬ َ ‫﴾ ث ُ هم َكاله‬3﴿ - Recite after the teacher
- Listen to the recorded material
َ ‫س ْو‬
﴾5﴿ ‫ين‬ ِ ‫ َكاله لَ ْو ت َ ْعلَ ُمونَ ِع ْل َم ْٱليَ ِق‬- Watch the demonstration of the

‫﴾ ث ُ هم َلت ََر ُونه َها‬6﴿ ‫يم‬ َ ‫ح‬ِ ‫ج‬َ ْ

‫ٱل‬ ‫ن‬‫ه‬ ‫و‬
ُ ‫َر‬
َ ‫ت‬ َ ‫ل‬
surah

ُ َ
‫﴾ ث هم َلت ُ ْسأل هن َي ْو َمئِذ‬7﴿‫ين‬ ُ ِ ‫عيْنَ ْٱل َي ِق‬ َ
﴾8﴿‫يم‬ ِ ‫ع ِن ٱلنه ِع‬ َ
3 Hadith No. 13 The Arabic text T. writes the Arabic text
 Meaning of the hadith - Reads and explains the meaning
 Application of the lessons derived of the hadith

145
 from the hadith. - Guides the students to suggest
how to apply the lessons
- P. Listen att. to the text
- Read and explain the meaning
- Identify the lessons.
4 Revision  Protection Rights T. Guides students to define
Child’s Right in  Quranic Verses (Q66:9) and what are protection rights
Islam Hadith from famous hadith. - Recognizes child’s right
- Uses Qur’anic verses.
- P. Respond to teacher’s enquiry.
- Listen to teacher’s discussion
5 Khulafa - Definition of Khalifah. Teacher/Pupils
UL-Rashidun - Names of khulafa UlRahidun T. Defines the word Khalifah
- A brief history of Uthman - Mention the names of Khulafa
- Lessons derived from his life UlRashidim
history. - Outlines lessons derived from
Uthman
- P. Listen to the teacher’s
definition
- Give brief history of Uthman ibn
Affan
6 Hadith No. 15  The Arabic text T. writes the Arabic text
 The meaning of the Hadith - Reads and explains the meaning
 Application of the lessons derived - Guides them on how to apply
the lessons.
- P. Listen attentively to the text
- Read and explain the hadith
- Identify the lessons contained
7 Hadith No. 16 The Arabic text T. writes the Arabic text
 Meaning of the Hadith - Reads and explains the meaning
 Application of the lessons derived of the Hadith
from the Hadith. - Guides students on how to apply
the lessons.
- P. Listen attentively to the text
- Read and explains the meaning.
8 Hadith No. 17 Arabic text T. writes the Arabic text
 Meaning of the Hadith - Reads and explains the meaning
 Application of lessons of hadith.
- Guides student to apply the
lessons learnt.
- P. Listen attentively to the Arabic
text
- Read and explain the hadith.

146
 - Identify the lessons contained in
the Hadith.
9 Hadith No. 18 The Arabic text Teacher/Pupils
 The meaning of the text T. writes the Arabic text
 Application - Reads and explains the meaning.
- Guide them on how to apply the
lessons
- P. Listen attentively to the text
- Read and explain the meaning of
the text
- Identify the lessons contained in
the Hadith.
10 REVISION
11 EXAMINATION
12 EXAMINATION

CHRISTIAN RELIGIOUS STUDIES

FIRST TERM
JSS TWO

WEEK TOPIC CONTENT TEACHER/STUDENTS

147
 ACTIVITIES
1 THE BAPTISM OF JESUS 1) The Baptism of Jesus. Mtt.3:3-17, -Teacher leads the Students
CHRIST Mark 1:9-11, Luke 3:21-22 to discuss the baptism of
2a) Significance of Jesus’ Baptism Jesus.
b) The importance of Baptism to the -Teacher explains the
life of a Christian. Significance of Jesus’
. baptism.
-Students list the importance
of baptism in the life of
Christians
2 THE TEMPTATION OF 1) Temptation of Jesus. Matt. 4:1-11, -Teacher leads class
JESUS Mark 1:12-13, Luke 4:1-13 discussion on the temptation
2)Significance of the temptation of of Jesus
Jesus -Teacher discusses the
temptation of Jesus with the
Students.
3 THE TEMPTATION OF 1)Temptation in the life of Christians -Students list the
JESUS temptations in the life of
2) Ways of overcoming temptations. Christians.
-Prayer, being strong in faith etc. -Teacher guides them.
-Students discuss ways of
overcoming temptation.

4 CALL OF THE 1) Jesus calls His first four disciples. -Teacher guides the class to
DISCIPLES Mtt.4:18-22, Mark 1:14-20, Luke 5:1- dramatize the call of the
11. first four disciples
-The call of the twelve disciples/ -Students memorize the
Apostle. Mark 3:13-19 names of the twelve
disciples/Apostles.
2) What it takes to be a disciples of
Jesus Christ. Matt. 8:18-27, Luke 9:57- -Teacher explains what it
63, Luke 14:25-33 takes to be disciples of
Jesus.

5 MISSION OF THE 1) Why Jesus called the disciples. Matt. -Teacher explains why Jesus
DISCIPLES 4:18-22, Luke 5;1-11 called the disciples
a) The preaching of Gospel and healing -Students identify the
of the sick. Matt. 10:1-15 mission of Jesus’ disciples.

2) The mission of the twelve apostles.

Matt 12:1-6

6 MISSION OF THE 1) Mission of the Seventy two. Luke -Explains the mission of the
DISCIPLES 10:1-24. twelve apostles.
2a) Outcome of the mission of the 12 -Students identify the

148
 and 72. mission of the twelve
b)Effect of the disciples activities on apostle and the seventy two
Nigerian Christians disciples.
7 SERMON ON THE 1) The beatitudes matt. 5: 1-12 -Teacher leads the class
MOUNT OR THE 2) Christians as the salt and light of the discussion on the teaching
BEAUTITUDE. world. Matt. 5:13-16 on the beatitudes.
-Students recite the
beatitudes.
-Teacher explains Jesus’
teaching of Christians as
salt of the earth and light of
the world.

8 SERMON ON THE 1) Jesus’ teaching on forgiveness. Matt. -Teacher leads discussion

MOUNT OR THE 6:14-15, Revenge Matt 5:38-42 on Jesus’ teaching on
BEAUTITUDE 2) Fasting and prayer. Matt 6;5-13 forgiveness, revenge,
fasting and prayer.
-Students participate in the
discussion.
9 SERMON ON THE 1) Jesus’ teaching on love of money. -Teacher guides Students to
MOUNT Matt.6:19-34. discuss Jesus’ teaching on
2) Jesus’ teaching on worrying. Matt. love of money and
6; 25-34. worrying.
10 JESUS’ TEACHING IN 1)Meaning of parables -Teacher leads discussion
PARABLES a) Why Jesus taught in parables (for on meaning of parables.
people to see, hear and understand). -Teacher explains reasons
2) The parable about the Kingdom why Jesus taught in
- Parables of the Sower. Matt.13:1-19, parables.
18-23. -Students participate in the
discussion.

-Teacher explains the

parables of the Sower and
its meaning.
11 JESUS’ TEACHING IN 1) Parable of wheat and Tares. Matt. -Teacher reads the Bible
PARABLES 13:13-3, 4-30, 36-43 passage and explains it.
2)Interpretation of the parable -Students participate in the
Bible reading.
12 JESUS’ TEACHING IN Parable illustrating God’s love; -Students narrate the parable
PARABLES 1) The Prodigal son. Luke 15:11-32. of the prodigal son, lost
2) The lost sheep. Luke 15:3-7 sheep and lost coin and their
3) The lost coin. Luke 15:8-10 interpretation.
13 REVISION
14 EXAMINATION.

149
 CHRISTIAN RELIGIOUS STUDIES
SECOND TERM
JSS TWO

WEEK TOPIC CONTENT TEACHER/STUDENTS ACTIVITIES

1 JESUS’ TEACHING IN Parable about our earthly -Teacher narrates the parables of the rich
PARABLES possessions. fool, the rich man and Lazarus.
1) The rich fool. Luke 12:13-21 -Students participate in the discussion.
2) The rich man and Lazarus.
Luke 16:19-31
2 JESUS’ TEACHING IN Parables about maturity and -Students read Bible passage and discuss
PARABLES responsibility. on the parables of the ten Virgins, talents
1) The ten Virgins. Matt 25:1- and unforgiven stewards.
13. -Teacher guides and leads the discussion.
2) The talents. Matt 25:14-30
Matt 25:14-30
a) The unforgiven steward. Matt
18:21-35
3 THE MIRACLES OF 1) The meaning of miracle. -Teacher explains the meaning of
JESUS -Turning water into wine. John miracle.
2:1-11 -Explains the miracle of turning water
2) Calming the storm. Matt into wine.
8:23-27, Mark 4:35-41 -Teacher leads class discussion on Jesus
calming the storm.
-Students participate in the discussion.
4 THE MIRACLES OF 1) Feeding of the five thousand. -Students identify what Jesus fed the five
JESUS Matt 14:13-21, Mark 6:30-44, thousand people with and what was left
Luke 9:10-17 after reading the Bible
2) Feeding of four thousand. -Teacher narrates Jesus’ feeding of four
Mark 8:1-6 thousand.
5 THE MIRACLES OF 1) Walking on the sea (water). -Teacher guides the Students to read
JESUS Matt.14:22-23, Mark 6:45-52 Bible passages and explains it.
2) Healing miracles of Jesus. -Students participate in reading and
-The centurion’s servant. Matt. explaining the Bible passage read.
8:5-13, Luke 7:1-10
-Teacher tells the Students that Jesus
equally performs healing performs
healing miracles.
-Reads Bible and discusses the story.
6 THE MIRACLES OF 1) Jesus heals the paralytic. -Teacher leads discussion on how Jesus
JESUS Matt. 9:1-8, Mark 2:1-12 healed the Paralytic
-Students participate in the discussion

150
 2) The Gerasenes demoniac. and also reads from the Bible passage.
Mark 5:1-20

-Teacher reads the Bible passage and

narrates the story
7 THE MIRACLES OF Jesus’ power over death. -Teacher explains the story of how Jesus
JESUS 1) Raising of widow’s son at raised the widow’s son at Nain.
Nain -Teacher leads discussion on how Jesus
raised Lazarus from the dead.
2) Raising of Lazarus. John -Students participate in the class
11:1-45 discussion.
8 JESUS SUBJECTS 1) Meaning and importance of -Teacher discusses the meaning and
HIMSELF TO CIVIL Law in the society. importance of Law with the Students.
AND RELIGIOUS b) Problems of a lawless -Teacher explains to the Students Jesus’
LAWS. society and consequences of attitude towards civil and religious laws.
violating laws -Students participate in class discussion.
2) Jesus’ attitude to civil and
religious laws of his -Teacher explains how Jesus describes
time(Matt.5:17-20; Matt. 22:15- love as the supreme law.
22) -Students read the Bible passage and
identify the qualities of love.
a) Love as the supreme law.
John 13:34-35; 1cor.13;1

Qualities of love
Luke 2:51, 1 Cor.13:1-
13(patient, kind, not boastful
etc.)
9 THE PASSION OF 1) The Triumphant entry. Matt. -Teacher tells the story of the triumphant
CHRIST 21:1-11, Mark 11:1-11, Luke entry of Jesus into Jerusalem.
19:28-44. -Students participate in the discussion.
-Teacher leads the class to discuss the
b) Significance of the last supper.
triumphant entry.
2) The last supper. Matt. 26:17-
30. It’s significance.

10 THE PASSION OF 1) The betrayal and arrest of Teacher tells the story of the betrayal and
CHRIST Jesus. Mark 14:43-52, Matt. arrest of Jesus.
26:47-56.
2) The trials and Peter’s denial. -Teacher leads discussion on the trials of
Matt. 26:47-68, 69-75. Jesus and peter’s denial.
-Instances that can lead a -Students list instances that can lead a
Christian to deny Christ and Christian to deny Christ and his/her
his/her neighbor. neighbors.
11 REVISION

151
12 EXAMINATION.

CHRISTIAN RELIGIOUS STUDIES

THIRD TERM
JSS TWO

WEEK TOPIC CONTENT TEACHER/STUDENTS

ACTIVITIES
1 THE DEATH AND BURIAL 1) The crucifixion. Matt. 27:32-44 -Teacher leads class
OF JESUS -Jesus words on the cross. discussion on Jesus’
crucifixion.
2) The death of Jesus. Matt.27:45- -Students enumerate the
56 words of Jesus on the cross.
-The burial of Jesus. Matt. 27:57- -Teacher guides Students to
61 state the events that heralded
Jesus’ death on the cross.
-Teacher explains what
happened at Jesus’ burial.
-Students participate in the
discussion.
-They ask and answer
questions.

2 THE RESURRECTION AND 1) The Resurrection. Matt. 28:1- -Teacher leads class
APPEARANCE 10, Mark 16:1-8, Luke 24:1-12. discussion on the resurrection
-Significance of Jesus’ of Jesus according to
resurrection. Matthew, Mark, and Luke.
-Students discuss the
2) The appearance of Jesus. significance of Jesus’
Matt.28:16-20, Luke 24:13-49, resurrection.
Mark 16:9-18; John 21:1-14 -Students state various
appearances of Jesus.
3 THE ASCENSION OF JESUS 1) The Great commission. Matt. -Teacher leads discussion on
CHRIST 28:16-20, Mark 16:15-18 the great commission.

2) The Ascension of Jesus into -Teacher narrates the story of

heaven. Matt.16:19-20, Luke Jesus’ ascension into heaven.
24:50-53 -Students discuss and list the
-Signs that will accompany those signs that will accompany
who will spread the gospel. those who will obey the great

152
 commission.
4 THE PROMISE OF THE 1) The promise of the Holy Spirit. -Teacher guides Students to
HOLY SPIRIT John14:26, 15:26, Acts 1:3-5. discuss the importance of the
2) The coming of the Holy Spirit. promise of the Holy Spirit.
Acts 2:1-13 -Teacher narrates the story of
the fulfillment of the
promise.
5 THE PROMISE OF THE 1) Peter’s first speech and its -Teacher leads in the
HOLY SPIRIT effects. Acts 2:41-47. discussion and summarizes
Peter’s speech.
6 FELLOWSHIP IN THE 1) Social and religious life of the -Teacher leads discussion on
EARLY CHRUCH early church. the social and religious life of
-Togetherness in the Early church. the early church.
Acts 2:41-47, 5;1-11
-Explains what brought about
2) Murmuring in the Early church. murmuring in the early
Act 6:1-2 church.

7 FELLOWSHIP IN THE 1) Selection of the deacons. Acts - Students discuss what gave
EARLY CHRUCH 6:1-7 rise to the selection of the
deacons.
2) Comparism of the early life of -Students mention the names
the early church and Christian of the deacons.
today. -Teacher guides Students in
discussing the difference
between the early church and
Christians today.
8 OPPOSITION TO THE 1) Arrest of Peter and John. Act - Students read the relevant
GOSPEL MESSAGE 3:11-44, 4:5-31 Bible passage.
2) Arrest and martyrdom of -Teacher guides Students in
Stephen. Act 6:8-17, 1-60. identifying reasons for the
arrest of Stephen.
9 OPPOSITION TO THE 1) Persecution of the church by -Students read the Bible
GOSPEL MESSAGE Saul. Acts 8:1-3, 9;1-43 passage for illustrations.
-Students with the aid of the
2) Martyrdom of James. Acts teacher narrate the story of
12:1-3 how James was killed and
why.
10 THE MINISTRY OF PETER 1) Peter and Simon the magician. -Teacher describes Peter’s
Act 8:14-25 encounter with Simon the
2) Healing miracles of Peter. magician.
Raising of Dorcas from the dead.
Acts 9:32-42. -Teacher narrates the story of
the raising of Dorcas from
the dead.
11 THE MINISTRY OF PETER 1) The conversion of Cornelius. - Students dramatize

153
 Act 10:1-48. conversion of Cornelius with
-Peter defends his action in the teacher’s guidance.
Cornelius house. Acts 11:1-18
-Teacher explains how Peter
2) Peter’s divine release from defended his action in
prison and death of Herod. Acts Cornelius’ house.
12:1-24 -Teacher narrates the story of
Peter’s divine release from
prison.
12 REVISION
13 EXAMINATION

SOCIAL STUDIES

154
 1ST TERM JSS2
WEEK TOPIC CONTENT TEACHER’S STUDENTS’
ACTIVITIES ACTIVITIES
1 Objectives of Developing the ability Guides students to List the general
social studies: to adapt to changing list the general objectives of
General environment; inculcate objectives of social social studies.
objectives of national consciousness studies.
social studies. and unity etc.
2 Family bond and Family bond refers to Sites examples Engage in the
living together as the strong ties or using students to demonstration of
one family. connections among explain the the meaning of
Meaning of family members. It meaning of family family bond.
family bond. means close bond.
relationship that exists
among members of a
family.
3 Advantages of Protection, happiness, Arranges discussion Participate in the
living together in unity, maintaining good on the advantages discussion.
a family. family name and of living together in
reputation, good social the family.
behavior.
4 Importance of Good name, respect Leads a Participate in the
good family from other members of brainstorming brainstorming
reputation. the family. session on the session.
importance of good
family reputation.
5 Purpose of Definition of marriage: Uses guided Participate in the
marriage. Marriage is a binding discussion to discussion.
Meaning of contract between a man explain the
marriage. and a woman as meaning of
husband and wife. marriage.

6 Purposes of Sexual gratification, Leads in the Participate in the

marriage. growth in natural love, explanation of lesson.
companionship. purposes of
marriage.
7 Purpose of Protection, procreation, Invites a guest Listen to the
marriage satisfying social and speaker to explain explanation on
economic needs etc. the purposes of the purposes of
marriage. marriage.
8 Types of marriage Monogamy, polygamy, Guides students in Participate in the
levirate, polygyny, the explanation of explanation.
polyandry. the types of
marriage.
9 Conditions for Social stability, Uses guided Participate in the

155
 marriage. financial readiness, discussion to discussion.
psychological readiness explain the
and physiological conditions of
readiness. marriage.
10 Effects of lack of Constant Uses simulation to Participate
readiness in fight/instability, lead the discussion actively in the
marriage constant quarrel, on the effect of lack simulation
relationship. separation, divorce, of readiness in exercise on the
broken home. marriage effect of lack of
relationship. readiness in
marriage
relationship.
11 Positive group Definition of the words Explains the Listen actively to
behavior; group and behavior. meaning of the teacher.
Meaning of group words group and
and group group behavior
behavior. respectively.
12 Types of group Mass action, communal Invites a guest Listen to the
behavior. labour, joining a speaker to speak on guest speaker.
protest/match, the types of group
participating in a fight, behavior.
acting politically.
13 Revision

14 examination

SOCIAL STUDIES

156
 2ND TERM JSS2
WEEK TOPIC CONTENT TEACHER’S STUDENTS’
ACTIVITIES ACTIVITIES
1 Characteristics of Positive group Guides the students Participates in
different group behaviors are to explain the the guided
behavior. constructive, while positive and explanation in
negative group negative group the class.
behaviors are behaviors.
destructive.
2 Benefits of Companionship,
positive group survival and security,
behavior. application and status,
power and control, and
achievement.
3 Meaning and Drug: any natural Uses relevant Participate in the
consequences of substance other than charts to explain discussion.
drug abuse and food or artificially the meaning of
harmful made chemical which is drug abuse.
substances; used as a medicine to
meaning of drug treat or prevent
and drug abused. diseases. Drug or
substance abuse is the
illicit use of any
substance or drug in a
way that is not
approved or supervised
by a medical
practitioner.
4 Types of drugs -Stimulants or Uses real kola nut Pays adequate
that are usually depressants: tobacco, or tobacco to attention.
abused. tea, coffee, kola nuts, illustrate the types.
amphetamines and Also, Indian hemp
cocaine. to illustrate
-Hallucinogens: examples of
cannabis (Indian hemp), hallucinogens.
mescaline and
phencyclidine.
5 Forms of drug Use of illegal drugs, Breaks the class Listen to the
abuse. illegal use of legal into groups for speaker.
drugs, overdosage or purpose of
underdosage of legal discussion.
drugs etc.
6 Methods of drug By eating, drinking, Uses snuff and Participate
abuse. inhaling/sniffing, paracetamol to actively.
injecting and rubbing. illustrate the

157
 example.
7 Causes of drug Self-medication, Guides the students Engage in the
abuse. ignorance, isolation and to list the causes of discussion.
loneliness, criminal drug abuse.
intention.
8i Consequences of Mental disorder, Uses a video clip to Watch with
drug abuse on the diseases, sleeplessness, explain the attention.
individual. addiction, poor attitude consequences of
to work, shame or drug abuse.
disgrace, death, etc.
8ii Consequences of Social vices, increase in Gets a guest Listen to the
drug abuse on the the rate of school speaker to explain guest speaker.
community. dropouts, resource the consequences
wastage, reduction in of drug abuse.
community population.
9i Consequences of Loss of work force, Gets a guest Listen to the
drug abuse on the increase in drug-related speaker. guest speaker.
nation health problems, heavy
internationally. investments on
treatment on drug
abusers, increase in
crime.
9ii Consequences of Poor international
drug abuse on the relation, social justice.
international
community.
10 Solutions to drug Choosing good friends, Shows video clips Watch the video.
abuse. forming drug free clubs, of ways to
constructive use of discourage drug
time, acquisition of abuse.
coping skills (i.e.
assertiveness, refusal or
resistance skills,
communication skills,
decision making skills),
education on drug use
in school.
11 Revision.
12 Examination.

158
 SOCIAL STUDIES

3RD TERM JSS2.

WEEK TOPIC CONTENT TEACHER’S STUDENTS’
ACTIVITIES ACTIVITIES
1 Meaning and Definition of drug Guides students to Participates in
reasons for drug trafficking: is the find out the the class
trafficking; production, distribution meaning of drug discussion.
definition of drug and sale of illegal drugs. trafficking.
trafficking.
2 Examples of Cocaine, heroin, Invites a guest Listen to the
drugs that are phencyclidine (PCP), speaker to speak on guest speaker.
trafficked. lysergic acid, the examples of
diethylamide (LCD), trafficked drugs.
methamphetamines and
marijuana.
3 Forms of drug Intra-national drug Leads the Participate
trafficking. trafficking and inter- discussion on the actively in the
national drug forms of drug discussion.
trafficking. trafficking.
4 Methods of drug Concealing drugs in Guides students to Participate in
trafficking. luggage, ingestion of identify the identifying the
drugs, and insertion of methods of drug methods of drug
drugs in the body. trafficking. trafficking.
5 Reasons for drug Poverty, ignorance, Guides students to Participate in the
trafficking. greed. explain the reasons discussion.
for drug trafficking.
6 Reasons for drug Unemployment, get rich Guides students to Participate in the
trafficking. quick syndrome, explain the reasons discussion.
corruption of law for drug trafficking.
enforcement agencies.
7 Dangers of drug Physical danger, crime Takes students on a Go on excursion.
trafficking. related issues, death visit to the relevant
penalty, and agencies;
imprisonment. NDLEA/DSS.
8 Dangers of drug Bad image for the Takes students on a Go on excursion.
trafficking. country, national visit to the relevant
insecurity, negative agencies; Nigerian
impact on the economy. police, EFCC,

159
 ICPC etc.
9 Prevention of Education, eradication Guides the Participate in the
drug trafficking. of poverty, effective discussion on the discussion.
security measures, etc. prevention of drug
trafficking.
10 Prevention of Creation of employment Guides the Participate in the
drug trafficking. opportunities, adequate discussion on the discussion.
legislation, public prevention of drug
enlightenment. trafficking.
11 Prevention of Eradication of Leads the Participate in the
drug trafficking. corruption among discussion on discussion of the
relevant agencies, prevention of drug prevention of
contentment. trafficking. drug trafficking.
12 Revision.
13 Examination.

160
161
 CIVIC EDUCATION JSS2

1ST TERM JSS2.

WEEK TOPIC CONTENT TEACHER’S STUDENTS’
ACTIVITIES ACTIVITIES
1 National values: -defines integrity as the Leads the students to Participate in
Integrity, quality of being honest explain the meaning the discussion
meaning of and having strong moral of integrity in the class
integrity, principles. Makes them list the List the
Attributes of -honesty, trustworthy, attributes. attributes.
integrity. contentment, probity. etc.
2 Attributes of Truthfulness, sincerity, Guides them to Participate in
Integrity non-compromise of explain the the
principles, fair play, attributes. contribution.
mobility, decency,
upstanding etc.
3 Examples of Lists the names of people Guides them to draw Draw four
people of of integrity e.g. Doctor four people of people of
integrity in our Nnamdi Azikiwe, Alhaji integrity. integrity.
society. Tafawa Balewa, Chief
Obafemi Awolowo.
4 Need for people For community Guides the students
Participate in
of integrity in development, peaceful to explain the need
the class
the society. co-existence for the for people of discussions on
younger generation. integrity. the need for
people of
integrity.
5 National values: Meaning of contentment Leads the students to Participate in
contentment: and explanation of define contentment, the
meaning of attributes of contentment; lists some of the discussion.
contentment; satisfaction and lack of attributes of
attributes of envy. contentment.
contentment.
6 Attributes of Rejection of greed and Guides the students Participate in
contentment. corruption, humility, self- to compile local the
control, and self- sayings, adages, and compilation.
discipline. proverbs that
promote
contentment.
7 Effects of lack Corruption, greed, envy, Guides the students Engage in the
of contentment. theft, prostitution, to dramatize the drama.
robbery, cheating, etc. effect of lack of
contentment in the

162
 society.
8 National values: Defines discipline as Guides discussion Participate in
discipline; training to obey rules or a on the meaning and the discussion
meaning of code of behavior, using attributes of and ask
discipline and punishment to correct discipline. questions.
attributes of disobedience; self-
discipline. control moderation and
modesty, respect of
legitimate authority.
9 Attributes of Respect for rules and Organizes talk on Listen to the
discipline. regulations, perseverance attributes of talk.
and dedication to duty. discipline.
10 National values: Explain the meaning of Guides discussion Participate in
courage, courage, lists the types of on the meaning of class
meaning of courage- physical courage. Leads discussion.
courage, types of courage (wiliness to discussion on the
courage. exercise physical energy demonstration of
to get things done). physical courage.
11 Types of Identify the types of Guides discussion Participate in
courage. courage: moral courage- on the demonstration the class
the ability to choose to of moral courage discussion.
do what is right and spiritual
irrespective of the courage.
pressure to do otherwise.
Spiritual courage:
courage to exhibit one’s
spiritual faith and live
according to its tenets.
12 Attributes of a Commitment, endurance, Invites guest Listen to the
courageous determination, lecturers from guest
person. steadfastness, diligence, relevant agencies- lecturers.
boldness, bravery, faith ICPC, EFCC, police
etc. etc. on the need for
moral courage.
13 Revision.
14 Examination.

CIVIC EDUCATION 2ND TERM JSS2.

WEEK TOPIC CONTENT TEACHER’S STUDENTS’

163
 ACTIVITIES ACTIVITIES
1 Nigeria as a -Meaning of federation. Guides the students Participate in
Federation: -Need for federation: to explain the class
-Meaning of a national integration, meaning of discussion on
federation. unity in diversity, federation, discuss the meaning of
-Need for controlling activities of the need for federation and
federation. states. federation. need for
federation.
2 Characteristics Sharing of powers Guides students to Participate in
of a Federation. between central and state describe the the discussion
government, states have characteristics of a on the
constitutionally defined federation. characteristics
control over their own of a
affairs; central federation.
government control the
states; constitution of
federal system.
3 Relationship that Relationship- power to Explains to the Participate in
exists among legislate, power to carry students the tiers of class
federal, state, out function in government; federal, discussion.
and local accordance with state, and local
government. constitutional provisions; government.
provide form of
governance etc.
4 Differences that Differences- functions; Cites examples to Debate the
exist among legislative powers; bring out the differences
federal, state, concurrent and exclusive differences among among the
and local powers etc. the three tiers of three tiers of
government. government. government.
5 The rule of law. Meaning of law and rule Guides students Take part in
of law. through class the guided
discussion on the discussion and
meaning of law and ask good
the rule of law. questions.
6 Benefits of rule Benefits of rule of law as Asks students to Identify the
of law. against arbitrary rule; find out benefits of benefits of the
punishment for breaking the rule of law as rule of law as
the law, equality of all against arbitrary against
citizens before the law. rule. arbitrary rule.
7 Protection of Ways of protecting Guides students Take part in
human rights human rights: through discussion class
and rule of law. representing the affected to explain how discussion, ask
person in the court, individuals and question and
drawing attention to groups can assist in take notes.
cases of human rights protecting citizens’
violations through rights.

164
 protest marches, media
coverage and hunger
strike.
8 Groups that Civil society Give students Carry out
assist in organization; CLO, assignments to assignment on
protecting CDHR, CRP etc. trade identify groups that identifying
human rights of unions, students’ unions, assist in protecting groups and
citizens. ethnic associations, legal human rights of individuals
and council. citizens. who assist in
protecting
human rights
of citizens.
9 Consumer rights Right to satisfaction of Explain each of the Role-play the
and basic needs rights to eight universal eight universal
responsibilities: safety, information, consumer rights. consumer
universal rights choice, redress, rights.
of a consumer. consumer education,
representation to the
head and healthy
environment.
10 The Be aware, demand and Discuss and Participate in
responsibilities keep proofs of demonstrate the the class
of a consumer. transactions e.g. receipts, responsibilities of a discussion and
invoice, warranties, consumer. role play the
thinks independently, responsibilities
speak out and respect the of a consumer.
environment.
11 Revision.
12 Examination.

CIVIC EDUCATION 3RD TERM JSS2.

165
WEEK TOPIC CONTENT TEACHER’S STUDENTS’
ACTIVITIES ACTIVITIES
1 Democracy: Definition of democracy: Guides students to Define democracy
meaning of government of the define democracy and list the
democracy, people by the people and and to mention the democratic
democratic for the people. democratic institutions and their
institutions andList democratic institutions and their functions.
their functions.institutions- INEC- roles.
conducts election-
political parties- presents
candidates for election
etc.
2 Features of States features of Leads students to Participate in the
democracy. democracy such as: identify the various identification of the
protection of individual features of features of
rights should not be democracy. democracy.
guaranteed, the
constitution should be
supreme and above every
other law in the land,
rule of law should be in
application.
3 Pillars of Explain the meaning of Guides students to Participate in class
democracy. the pillars of democracy. define pillars of discussion and take
Pillars of democracy- democracy, and list notes.
people, democratic the pillars of
institutions, rule of law democracy.
majority rule, minority
right, transparent
electoral process etc.
4 Importance of -importance of Invites a guest Listen to the guest
democracy: arms democracy lecturer to discuss lecturer and ask
of government. -arms of government- the importance of questions and take
executive, legislative and democracy as well notes.
judiciary. as the arms of
government.
5 Election and Meaning of election, Guides the students Participate in the
voter voter and voting. to define election, class discussion.
responsibilities: voter and voting.
concepts of
election and
voter
responsibilities.
6 Types of Differentiate between the Identify the Participate in the
election and types of election- direct procedures for the class discussion, ask
their differences. election, indirect different types of questions and take

166
 election, by-election, election. note.
primary election, run-off
election or second ballot.
7 Basic Discuss basic Invites a guest Listen to the guest
qualification of qualifications for speaker to talk on speaker.
election. elections- must be a basic qualifications
citizen, must be of the of elections.
required age and
education qualification
etc.
8 Procedure for Procedure for voting- Invites a guest Listen to the talk, ask
voting and confirming voters names speaker to talk on questions, and take
importance of in the register, issuance the procedure for note.
election. of voters’ card etc. voting and
Importance of election. importance of
election.
9 Electoral Definition of electoral Guides students to Participate in the
malpractices: malpractices. explain the meaning class discussion and
meaning and Forms of electoral of electoral take note.
forms of malpractices- fake ballot malpractices and the
electoral papers and manipulation forms of electoral
malpractices. of votes, multiple voting, malpractices.
underage voting etc.
10 Causes and Causes- greed, tribalism, Asks questions to Answer the questions
consequences of favoritism, poverty, guide the students to and participate in the
electoral godfatherism. explain the causes discussion.
malpractices. Consequences- break and consequences of
down of law and order, electoral
voters’ rights violation, malpractices.
leads to riot and
violence, leads to death
etc.
11 Prevention of Prevention includes- Invites a guest Listen to the guest
electoral registration strictly for speaker to educate speaker, ask
malpractices. qualified voters, secret the students on the questions and take
voting should be prevention of note.
encouraged, electoral electoral
bodies should be truly malpractices.
independent, defaulters
should be jailed etc.
12 Revision.
13 Examination.
SECURITY EDUCATION
JSS TWO
FIRST TERM

167
 TOPICS CONTENT TEACHER’S STUDENTS’
ACTIVITIES ACTIVITIES
1 Observing and Source of Guides students to Identify sources or
reporting information in identify ways of ways of observing and
common reporting common observing and reporting common
crimes. crimes reporting common crimes.
crimes
2 Observing and Reporting Explains to the Listen attentively to
reporting techniques/ways e.g. students the different the explanations and
common Police contacts, ways of reporting contribute positively.
crimes. police press cards crimes.
etc.
3 Observing and Rules for writing Discusses the rules for Contributes positively
reporting crime reports. writing crime reports to the discussion.
common with the students.
crimes.
4 Observing and Appropriate Leads students to Respond
reporting response to crime. respond appropriately. appropriately.
common
crimes.
5 Observing and Prevention or control Discusses practical Identify solutions to
reporting of crime in the solutions to control control crime in
common society. crimes in Nigeria. Nigeria.
crimes.
6 Emergency i. The meaning of Guides students to Participate in the
management. emergency. explain the meaning discussion on the
ii. The meaning of of meaning of
emergency emergency/emergency emergency/emergency
management. management. management.
7 Emergency Pillars of emergency Lists the pillars of Participate in the
management. management e.g. emergency explanation.
response, management.
prevention,
recovering etc.
8 Emergency Principles of Mentions the Identify the principles
management. emergency principles of of emergency
management e.g. emergency management.
progressive, management to the
comprehensive, risk- students.
driven etc.
9 Emergency Emergency cases Lists some emergency Listen attentively and
management. e.g. fire outbreak, cases for the students. contribute positively.
accidents (motor)
drowning, fake
drugs, food

168
 poisoning etc.
10 Emergency -Fire accident: types Explains the types of Participate fully in the
management. of fire accident. fire accidents to the discussion.
-Road accident: students. Explains the
meaning, causes of meaning and causes
road accidents e.g. of road accidents.
over-speeding,
dangerous
overtaking etc.
11 Emergency -Accidents in the Discusses ways to Contribute positively
management. workshop prevent accidents. to the discussion.
-How to prevent Mention some safety
accidents in the devices in the
workshop. workshop.
-Safety devices
found in the
workshop e.g. shoes,
gloves, fire alarm
etc.
12 Emergency -Types of Helps students to States the types of
management. emergency. identify the different emergency. Mention
-Emergency services types of emergency. some emergency
e.g. the police, fire Guides students to services.
service, civil identify the different
emergency service emergency services.
etc.
13 Revision.
14 Examination.

SECURITY EDUCATION
JSS TWO
SECOND TERM

169
WEEK TOPICS CONTENT TEACHER’S STUDENTS’
ACTIVITIES ACTIVITIES
1 Appropriate People that respond to Discusses the Contribute
response to emergency e.g. different groups of positively to the
emergency members of the public, people and what discussion.
management. rescue agencies like fire they can do to save
services etc. the situation.
2 Appropriate Agencies that respond to States appropriate Identify types of
response to emergency cases in responses in emergency
emergency Nigeria e.g. NSCDC, emergency. situations and
management. NEMA, NIMASA. responses.
3 Appropriate -The functions of States the Contributes
response to NSCDC as response to functions of the positively to the
emergency emergency. NSCDC. States discussion.
management. -The functions of the functions of Identify
Federal Fire Service as the Federal Fire functions of Fire
response to emergency. Service to the Service. Identify
-The functions of students. Explains the functions of
NEMA as response to the functions of NEMA.
emergency. NEMA to the
students.
4 Appropriate Appropriate actions in Leads students to Respond
response to emergency management respond appropriately to
emergency e.g. food for victims, appropriately to emergency.
management. bedding for all, clothing emergency.
for victims, Shelter etc.
5 Internally -The meaning of IDP. Explains the Contribute
Displaced -The causes of IDP e.g. meaning of IDP to positively to the
Persons (IDP). conflict, violence, wars, the students. Lists discussion.
poverty, etc. the causes of IDPs. Identify the
causes of IDPs.
6 Internally Challenges of IDPs. States the Identify the
Displaced challenges faced challenges of
Persons (IDP). by the IDPs. IDPs.
7 Internally The solutions of IDPs Discusses the State the
Displaced e.g. good governance, possible solutions solutions to
Persons (IDP). employment, active to IDP. IDPs.
surveillance.
8 Desertification. i)The meaning of Defines the Contribute
desertification. meaning of positively to the
ii) The causes of desertification. discussion.
desertification e.g. States the causes Identify the
overgrazing, bush of desertification. causes of
burning, cutting of trees. Discusses the desertification.
iii) Control measures of causes of Explain the

170
 desertification. desertification. control of
desertification.
9 Landslides. The meaning of Defines the term Identify the
landslides. Types of landslides. States meaning of
landslides. the different types landslides.
of landslides. Mention the
types of
landslides.
10 Landslides. -Effects of landslides Explains the
e.g. harmful to life and effects of
property, problems of landslides.
transportation, Discusses the
communication. preventive
-Prevention of measures to
landslides e.g. landslides.
minimizing irrigation,
no waste on the slope.
11 Revision.
12 Examination.

SECURITY EDUCATION
JSS TWO
THIRD TERM

171
WEEK TOPICS CONTENT TEACHER’S STUDENTS’
ACTIVITIES ACTIVITIES
1 Disasters. - Meaning of disaster. Defines disaster. States the
- Causes of natural States the causes meaning of
disasters e.g. famine, of natural disaster. disaster. Discuss
global warming, the causes of
earthquake etc. natural disasters.
2 Disasters. Effects of natural Explains the Participate
disasters e.g. hunger, effects of natural actively in the
damage to buildings, disasters to the discussion.
dangerous to animals students.
and human beings etc.
3 Disasters. Prevention of natural Discusses the Identify the
disasters e.g. climate various ways various ways of
monitoring, emergency natural disasters preventing
preparedness kit, restore can be prevented. natural disaster.
and maintain river.
4 Disasters -Meaning of man-made Defines the Participate in the
disaster. meaning of man- discussion. State
-Types of man-made made disaster. the types of man-
disaster. Lists the types of made disaster.
man-made
disaster.
5 Disasters. Effects of man-made Discusses the State the effects
disaster e.g. gas leaks, effects of man- of man-made
oil spills, industrial fire made disasters. disasters.
etc.
6 Disasters. Prevention of man-made Mentions the Identify the
disasters e.g. educate various ways man- preventive
works, do not smoke in made disasters can measures of
hazardous areas, avoid be prevented. man-made
areas of chemical disasters.
substances etc.
7 Flooding. Meaning of flooding. States the meaning Identify the
of flooding and meaning of
kinds of flood. flooding and the
kinds of flood.
8 Flooding. Causes of flooding e.g. Explains the States he various
river overflow, climate causes of flooding causes of
change, poor drainage, to the students. flooding.
blocked drainage etc.
9 Flooding. Effects of flood on Discusses the Participate and
communities e.g. loss of effects of flood on participate and
lives, shortage of communities, with contribute
drinking water, rise in the students. positively.

172
 epidemics, it wrecks
houses, economic loss to
farmers.
10 Flooding. Effects of flood on the Explains the State the effects
economic growth of a effects of flood on of flood on
nation e.g. disruption of the economic nations’
industries, soil erosion, growth of a nation. economy.
damages
communication links
and infrastructure etc.
11 Flooding. Preventive measures to States various Identify the
flood e.g. building ways flood can be various measures
canals, building dams, controlled in our of controlling
improving drainage, society. flood in the
panting vegetation etc. society.
12 Revision.
13 Examination.

173
WKS TOPIC CONTENT TEACHER ACTIVITIES LEARNERS
ACTIVITIES

History:
JSS 2 First Term Scheme of Work

174
1 Non Meaning of Non Explains the meaning Listen to the
centralized centralized states of Non centralized teacher’s
states in pre- states explanations
colonial
Nigeria
2 Non Characteristics of Non Discusses the Participate in class
centralized centralized states characteristics of a Non discussion about the
state in pre- centralized states with characteristics of
colonial students Non centralized
Nigeria states
3 Non Examples of None Guides students to Identify examples of
centralized centralized state in pre- identify examples of Non centralized
states in pre- colonial Nigeria. Non centralized states states in pre –
colonial i. Tiv in pre – colonial colonial Nigeria
Nigeria ii. Idoma Nigeria
iii. Ebira
iv. Igbo etc.
4 Inter Relationships between Shows students posters Observe posters and
relationships peoples from different of different centers of identify relationships
of some centers centers of civilization in civilization in pre- that existed among
of civilization pre – colonial Nigeria. colonial in Nigeria the various centers of
in pre – i. Ife/Benin Guides students to civilization in pre-
colonial ii. Kanem identify the colonial Nigeria
Nigeria iii. Borno/Hausa relationship that
states existed between the
iv. Igbo/Niger peoples of different
Delta etc. centers of civilization in
pre-colonial Nigeria
5 Inter State the similarities and Guides students to Pay attention to
relationships differences that existed identify the teacher’s
of some centers between different centers relationships in the pre- explanations and
of civilization of civilization in pre- colonial Nigeria writes note.
in pre-colonial colonial Nigeria
Nigeria
6 Inter Areas of interaction among Guides the students to Explain the
relationships peoples of centers of identify various forms similarities and
of some centers civilization in pre-colonial of interaction among differences between
of civilization Nigeria. peoples of different the centers of
in pre-colonial i. Trade and centers of civilization in civilization in pre-
Nigeria commerce pre-colonial Nigeria colonial Nigeria
ii. Marriage
iii. Festivals
iv. Wars

175
7 Ghana Empire Location of Ghana Empire Guides students to Participate actively
on the maps of Nigeria identify the position of in locating the
Ghana Empire on the position of Ghana
map of Africa Empire on the map
of Africa.
8 Ghana Empire Socio – Political culture of Discusses the socio Contributes to class
Ghana Empire political structure of discussion about the
Ghana Empire with the socio political
students structure of Ghana
Empire
9 Ghana Empire Factors that led to the rise Guides the students to Identify the factors
of Ghana Empire identify the factors that that led to the rise of
led to the rise of Ghana Ghana Empire
Empire
10 Ghana Empire Factors that led to the fall Guides the students to Identify the factors
of Ghana Empire identify the factors that that led to the fall of
led the fall of Ghana Ghana Empire
Empire
11 Mali Empire Location of Mali Empire on Guides students to Participate actively
the map of Africa identify the location of in locating the Mali
Mali Empire on the Empire on the map
map of Africa of Africa
12 Mali Empire Socio political structure of Discusses the socio Contribute to class
Mali Empire political structure of discussions about the
Mali Empire with the socio political
students structure of Mali
Empire
13 Revision Revision Revision Revision
14 Examination Examination Examination Examination

176
WKS TOPIC CONTENT TEACHER ACTIVITIES LEARNERS ACTIVITIES

History:
JSS 2 Second Term Scheme of Work

177
1 Socio political Achievements of List and explain the Identify the
structure of Sundiata Keita (1230 – achievements of Sundiata achievements of
Mali Empire 1255AD) Keita (1230 – 1255AD) Sundiata Keita to the
growth of Mali Empire
2 Socio Political Description of Describe the Emperor Explains the roles of
structure of Sundiata Keita (1230 – Sundiata Keita (1230 – Sundiata Keita to the
Mali Empire 1255AD) 1255AD) emergence of Mali
Empire
3 Socio Political Regaining the Discusses the struggles Takes note and answer
Structure of independence of made to gained questions on the roles
Mali Empire Kangaba independence by of the French.
Sundiata Keita
4 Socio Political Support by the states Narrates the roles played Ask questions and
structure of by the states which writes notes on the
Mali Empire contributed to the roles of the states.
independence
5 Socio political Political contributions Explain the contributions Mention the political
structure of of Sundiata Keita to of Sundiata Keita to the contribution of
Mali Empire Mali Empire growth of Mali Empire Sundiata Keita to Mali
Empire
6 Socio Political Creation of Mali Discusses the form of Take notes and answer
structure of Empire by Sundiata government by Sundiata questions made by the
Mali Empire Keita Keita teacher
7 Socio Political The Economic Discusses the economics Contribute to the class
structure of contribution of contributions to the socio discussion about the
Mali Empire Sundiata Keita to political structure of Mali socio political
made Empire structure.
8 Political Controlled the trans – Identify the economic Mention the economic
Structure of Sahara trade contributions contributions.
Mali Empire
9 Factors that led Geographical Identify the geographical, Mention the
to the rise of advantage political and economic geographical, political
Mali Empire factors that led to the rise and economic factors
of Mali Empire for the rise of Mali
Empire.
10 Factors that led Political factors (The Describe the political Explains the factor of
to the rise of Empiror was forced) factor political achievement
Mali Empire
11 Political Identify and explain List the achievements of Ask and answer
structure of the achievements of Mansa Musa Kankan questions.
Mali Empire of Mansa Musa Kankan
Mansa Musa

178
 Kankan

12 Revision Revision Revision Revision

WKS TOPIC CONTENT TEACHER ACTIVITIES LEARNERS ACTIVITIES
13 Examination Examination Examination Examination

History:
JSS 2 Third Term Scheme of Work

179
1 Origin and The origin and early Explain the origin and Participate by asking
early History History of Songhai early History of Songhai question on the
of Songhai Empire Empire History of Songhai
Empire Empire
2 Origin and Location of the Songhai Guides learners to Locate the map of
early History Empire on the map of identify the location of Songhai Empire on
of Songhai Africa Songhai Empire on the the map of Africa
Empire map of Africa
3 Origin and Socio – political Discuss the socio Contribute to the
early History structure of Songhai political structure of class discussions
of Songhai Empire Songhai Empire on the about the socio
Empire map of Africa political structure of
Songhai Empire
4 Origin and The military might and Identify the military Mention the military
early History the power of Songhai might and consistent might and consistent
of Songhai Empire military conquest and and expansion with
Empire expansion Janne and Timbuktu
5 Socio political Achievements, List and explain the Identify Askia
structure of expansion and achievement of Askia Mohammed I
Songhai Government of Askia Mohammed (1493 – achievements and
Empire Mohammed (1439 – 1528) explain them
1528). accordingly.
6 Socio political The imperial economy, Identify the Mention government
structure of revenue, Education, achievements of Askia of the empire the
Songhai religion and culture of Mohammed to the army, religion and
Empire Songhai Empire growth of the empire culture, education etc.
as Askia
achievements.
7 Factors that led Geographical and Guides learners to Mention the factors
to the rise of commercial factors of identify the factors that that led to the rise of
Songhai Songhai Empire led to the rise of Songhai Songhai Empire
Empire Empire Ask questions.
8 Factors that led The expansion of the Identify the role of Islam Mention the role of
to the rise of Empire by the attribute to the rise of Songhai Islam to the rise of
Songhai of Empire Songhai Empire and
Empire i. Islam explain them
ii. Culture and accordingly.
iii. Development of
the economy
9 Factors that led Internal factors like; Guides learners to Identify the internal
to the fall of Success of Kebbi and identify the factors that factors that led to the
Songhai Hausa State etc. led to the fall of Songhai fall of Songhai
Empire Empire Empire

180
10 Factors that led Military view, Explain reasons for Mention the reasons
to the fall of (Morocco) political incompletion of Songhai for incompletion of
Songhai view Empire conquest i.e. Songhai Empire and
Empire Military view, political explain them and
views. then ask question.
11 Revision Revision Revision Revision
12 Examination Examination Examination Examination

181
 CULTURAL AND CREATIVE ARTS (CCA)

CULTURAL AND CREATIVE ARTS

JSS 2 FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 Elements of design Teacher explains the meaning and

1. Meaning of elements of design. component of elements of design.
ii. The elements of design e.g line, Students list and write the four elements of
colour, form, space and texture. design.
Learning resource: charts textbook,
notebook, pictures.

2 Practical work on element of Teachers draw one/two component of

design. elements of design in the board.
i. Application of elements of design Students use any two components e.g.
using types of lines. Lines to produce a design
Teacher resources: card board pencil,
colour, picture.

3 Principles of design Teacher explains the meaning and

i. Meaning of principles of design principles of designs.
ii. The principles of design Students act: list and write four principles of
-harmony design
-balance Teaching resources: drawing sheet, pencil,
-dominance colour, and ruler.
-variety
- proportion
-rhythm.

4 Uses of principles of design and Teacher explains the uses of the principles
its practical work. of design
-explain the uses of principles of -draw or paint any one /two principles of
design design on the board.
-application of these principles in Students list and write two uses of the
still life drawing. principles of design
-draw an object showing principles of design
balance /dominance to create an effect
182
5 Craft making Teacher explains the meaning of craft
- Definition of craft making
-the material needed for craft ii. list/mention the materials needed for craft
making making.
i. paper-paper, gum etc Students list and identify four essential
ii. fabric materials used for craft work.
iii. modeling using clay/paper made Teaching resources:
iv. Palm front. Card board, clay particles, colour, knife,
seeds, and bark 9th of tress.

6 Practical on craft making Teache’s acts: demonstrates how to

i. Production of woven mat using produce materials woven.
Paper ii. Illustrate how to use paper machine to
ii. Production of plate using made. produce a plate /pot.
Teaching resources paper gum ,sample of
craftwork, spatula, scissors etc.

7 Colour Teacher explains the meaning of colours.

i. Definition of colour ii. Classifies the different aspect of colours.
ii. sources of local colours Students observed as the teacher explains
iii. classification of colour and identify colour types and uses.
-primary Teacher resources paint brush, poster ,
- secondary, intermediate, cardboard sheet etc.
Harmony etc.
8 Practical work on colour Teacher demonstrates the mixing of colour
i. Mixing of colours to get tone, tint, and tertiary colour.
ii. Produce a colour wheel. ii. Show how to produce colour wheel.
Students act: draw a colour wheel and paint.
Teacher resources paint, cardboard,
pigment etc.

9 Colour application Teacher explains the meaning of colour

Meaning of colour application on application.
craft Ii mention the materials craft that needed
ii. types of craft in which colour can colour application
be apply to create beauty -basketry
-paper machine
-pottery etc.

10 Practical on colour application Teacher act: mix the colour appropriately a

i. Apply colour on a named craft. get a desire result.
ii. colour mixing ii. show how to apply colours on a named
craft(paper machine)
Students craft any e.g paper machine and
paint.

183
 Teacher resources: cardboard, pencil,
colour, palette etc.

11 Painting Teacher explains the meaning and types of

i. Definition of painting painting
ii. Types of painting Students draw an object and paint.
iii. still-life painting Teacher resources
iv. nature painting i. Palette, drawing, red, cardboard, brush
v. landscape painting etc.

12 Revision Revision
13 Examination Examination

CULTURAL AND CREATIVE ARTS

JSS 2 SECOND TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 PRODUCTION OF PATTERN Teacher’s activities define pattern

1.meaning of pattern and the types.
2.types of patterns Students activities:
i. Simple repeat Mention work on 3 types of pattern
ii. diamond repeat Learning resources:
iii. Minor repeat Drawing book, pencil colours.

2 Practical work on pattern making Teacher’s activities-

1.producing designs using any of the types Illustrates how to use objects e.g
of pattern yam to create a design.
Students create a design using
simple repeat with a yam or potato.
Produce a pattern using half drop
repeat with poster colour leaving
resources drawing book, colours,
pencil etc.

3 Bead work Teacher’s activities-

1.define bead work Definition/explains bead work. Lists
2.explain the methods needed for bead all the materials needed to produce
making to produce a bead.
ii. Roll paper Students activities-
iii. seeds Get a pallet and mix the colour
needed apply it on beads.
Learning resources: colour roll paper
seeds bead etc.

184
4 Production of bead work jewellery using Teacher’s activities –assist students
-roll paper in preparing materials for making
-seeds .makes jewellery with paper and
-small pieces of wood colour.
Students activities-
List material/tools produce a
jewellery using seeds or roll paper
Learning resources bottle tops,roll
paper elastic thread , scissors etc.

5 Uses of bead work Teacher’s explains the uses of bead

- ornamental .brings some bead to class
-aesthetic Students activities-
-decoration List and mention four uses of beads
-functional purposes making using of beads making using
found objects.
Learning resources: jewelleries,
scissors thread, seeds, strew etc.

6 History of mucic1.definition of music Teacher’s activities

2. origin of music e.g Defines music , enumerates the
i. Natural sounds , ocean wave rhythm, origin of music
clapping etc. Students-
List and explain five origin of music
Learning resources
Textbook, chalkboard history of
music

7 Early forms of music Teacher’s activities defines and

1.definition of forms of music e.g baroque, explain the early forms of music
Egyptian Romans and African music Students activities
2. mention the early forms of music and List 3 forms of early music.
where they are found Draw one African
Learning resources
Textbook, musicians and instruments

8 Music practices; listening Teacher’s activities provides CDS to

i. Aural skills reflecting ability to listen listen and appreciate different music
2. some popular music: Gives examples of each music
i. High life Students activities-listen and name
ii. fuji various instruments used in a
iii.juju particular piece of music.
iv.makoss Leaning resources
v.afrobeat Piano, CDS with different music.
vi. gospel
vii rock etc

185
9 MUSICAL STYLES Teacher’s activities; gives examples
1. Examples of musical styles. styles either in African or western
I African Student activities-describe the
ii. western components of African and western
iii. instruments used in playing music and western music and their
instruments with their similarities and
differences.
Learning resources: piano, cds and
tapes recorder different song and
music of the year.

10 Singing Teacher’s activities

Singing in solfa notation e.g d:r:m:f:s:l:d: Composes the solfa of the national
2.running of scale runs the scale of ‘c’major.
3. sing the national anthem Students activities identify and sing
the tonic solfa
Exercise their voices in accordance
with a set tune.
Learning resources
Recorders, cds or tapes piano etc.

11 Revision Revision
12 Examination Examination

186
 CULTURAL AND CREATIVE ARTS
JSS 2 THIRD TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 Pitch identification Teacher demonstrates how to sing

1.define the concept pitch identification and run the scales.
2. Voice training exercises. ii. Differentiate btw pitches and voice
ranges.
Students sing notes and pitches
played.
Iii exercises their voice in line to set
time.
Learning resources: CDS, cassette
player recorder etc.

2 Design in the theatre Teacher’s act; defines the concept

Definition of theatre design. theatre design
ii. Areas of theatre design. ii. list and explains area of designs in
-set the theatre
-costumes Students act state the meaning of
-light design in the theatre.
- makeups ii. list two aspect of theater design.
-sounds etc Textbook, notebook, pictorial aspect
of a design.

3 Elements of design theatre. Teacher’s act: explain the concept

1.define elements design elements of design.
2.design elements like set ,customs light ii.explains the elements of theatre
etc. design
Student’s act: list three elements of
design in theatre.
Learning resources: textbook,
notebook pictorials aspect of design
in theatre.

4 Rehearsal Teacher’s act: explain the meaning

Definition of rehearsal and purpose of rehearsal.
i. State the activities involved in ii. List and explain the activities
-reading involved in a rehearsal.
-movements Student’s act: define rehearsal ad
Acting discuss activities in a rehearsal

187
 -expression /communication voice Learning resources:
production, promoting cues etc. 1.chalkboard, stage

5 Stages in rehearsal Teacher’s act: explain the meaning

Definition of stages in rehearsal stages in rehearsal.
ii. state the stages in rehearsal. ii. Explain the stages in rehearsal.
-reading the script iii. Shows the students through a
rehearsal.
Learning resources chalkboard,
stage props. Textbook.

6 Dance Teacher ;mention ad explain the

Definition of dance meaning and types of dance
ii. State the different types of dance. Students act: list for types of dance
i. Pure dance Learning resources textbook,
ii.Dance dance notebook, pictorial aspect of design.
iii. dramatic dance
iv. comic dance.

7 Aspect of dance Teacher act: explain the differences

1.differentiate the various aspect of dance b/w the various aspect of dance
ii.ask students to create and perform
any one of the types
Learning rsources: textbook,
notebook, pictures.

8 Dance as a career. Teacher’s act: explain the concepts

What is a career? as it refers to a dance dance.
ii. dance as a career ii. explains dance as a good
- dance as a career profession and cite some career in
-choreographic dancing
-dance student’s act; identify the meaning of
-educator/consultant career in dancing
ii. participate in discussion in dance
as a profession
Learning resources.
Text ,chalkboard
ii. Different categories of dancer.

9 Aspect of dance as a career. Teacher’s act:

Appreciate dance as a profession. explain the concept dance as a
-ask students to discuss aspect of dance profession
as a career students act;
I mention the imagination of dance
ii. Mention any 3 kinds of job.
learning resources

188
 1. textbook, notebook
ii. Chalkboard.

10 Self control Teacher’s act: explain the concept

Meaning of self control. self control
-show moderation ii. explain how to exercise self control
Be modest students act\;write the meaning of
Be truthful etc self control
iii. List and explain way of exercising
self control.
Learning resources.
1.cahsrtys, textbook, notebook etc

11 Aspect of self control. Teacher act: explains benefit of self

State how to practices self control control
ii. List 3 benefit of self –control.
Students act: participate in drama on
self control.
Learning resources
Chart, textbook, notebook
12 Revision Revision
13 Examination Examination

189
 BUSINESS STUDIES
BUSINESS STUDIES

JSS 2 FIRST TERM

WEEK TOPIC/CONTENTS ACTIVITIES

1 AIDS TO TRADE Teacher: Define and explain the term aids to
Definition and explanation of aids to trade trade. State various aids to trade. Explain
- Different aids to trade various means of transportation
 Transport Students: Define trade and mention the
- Means of transportation (air, rail, means of transport they know.
road, water, pipeline) Material: A photograph showing Aeroplane,
- Importance of transportation to car, ship train etc
commerce.

2 AIDS TO TRADE Teacher: Define and explain advertisement.

Advertisement Explain how advertisement aids trade.
 Types of advertisement Explain various means of advertisement and
 Means of advertisement types of advertisement. Discuss
(newspapers, radio, communication and communication firms.
television etc) Importance to trade
 Communication Students: list communication firms they
- Meaning know, also define communication.
- Importance Material: A slot of advertisement pictures
- Communication firms from newspapers, magazine etc.
photographs of communication gadgets to
be displayed.

3 AIDS TO TRADE Teacher: Define and explain bank. State the

Banking examples of banks. Discuss types of banks
 Definition and explanation e.g. Central , commercial, development
 Examples of bank (UBA, banks etc
GTB, etc) Students: Define banks; take an excursion
- Types of Banks to a bank.
- Bank as aid to trade Materials: Pictures of banks activities.
Insurance Teacher: Define and explain insurance.
- Definition Discuss types of insurance policies. State
- Types of insurance policies the importance of insurance.
- Importance of insurance to trade. Students: Define insurance; take an
excursion to an insurance company.
Materials: Pictures of insurance firms and
things they can insure such as vehicles,
houses etc.
4 AIDS TO TRADE Teacher: explain warehouse, types of
Warehouse warehouse and functions of customs and

190
  Definition exercise duty in relation to warehouse.
 Types of warehouse Discuss tourism, tourism centres in Nigeria
 Functions of customs and exercise and importance of tourism .
duty Students: define warehouse and say where
 Importance of warehouse to trade they have seen warehouse before. Mention
tourism centres they have visited.
Tourism Materials: A photograph of custom officers
- Definition and warehouse, tourist centres.
- Tourism centres in Nigeria
- Importance of tourism to trade
5 MARKET Teacher: Define and explain the term
- Definition market. Discuss types of market, career
- Types of market (money, capital and opportunities in stock exchange market.
commodity) Examples of commodity market, functions of
- Career opportunities in the stock brokers and jobbers.
exchange market Students: Mention the types of market they
- Functions of stock exchange know with definitions.
operators e.g. brokers and jobbers.
6 MARKET (cont.) Teacher: explain buying and selling, the
- Definition of buying and selling meaning of cash and credit sales,
- Meaning of cash and credit sales advantages of cash and credit sales. Sales
- Advantages of cash and credit sales documents involved.
- Document used when credit/cash Students: Define market, mention some
sales or purchase is made. marketing activities.
Materials: A sample of cash receipt, debit
and credit invoices.
7 MARKET (cont.) Teacher: Discuss and calculate cost of
Calculation of sales, mark-up etc.
- Cost of sales Students: Define and calculate cost of sales,
- Mark-up mark-up, turn over, gross/net profit.
- Turn over Materials: A chart of trading, profit and loss
- Gross profit/loss account.
- Net profit/loss
8 DISTRIBUTION Teacher: Define and explain the word
- Meaning of distribution distribution, stating and explaining the
- Channels of distribution channels of distribution. also discuss how
- Handling of chemicals in distribution chemicals are to be handled when on sales.
process Students: Mention some chemical producing
- Licensed chemical and distributing firms. Define channel of
distributors/vendors. distribution
Materials: A photographs, charts, video clips
of regulatory agencies.

9 DISTRIBUTION (cont.) Teacher: Discuss the functions of each of

Functions of Channels of distribution: the channels of distribution with examples.
- Producer Students: Go for an excursion to a whole to

191
 - Wholesaler a wholesale or retail shop.
- Retailer Material: A photograph of retail and
- Consumer wholesale activities
10 SALES DOCUMENT Teacher: Define and explain invoice,
Sales Document Performa invoice, receipt etc
- Invoice Students: Define and explain sales
- Performa invoice document and other sales documents as
- Receipt taught
- Sales daybook Materials: Samples of invoice, receipt, sales
- Quotation; debit note day book to be shown to students.
11 PURCHASE DOCUMENTS Teacher: Define and explain purchases
- Letter of inquiry documents with worked examples. Explain
- Order letter letter of inquiry, order letter etc.
- Open and close indent Students: Define and explain purchase
- Purchases daybook documents.
- Credit note Sample of letter of enquiry, purchases day
book etc.
12 THE RECEPTIONIST Teacher: Define and explain reception and
- Meaning and qualities receptionist. State the importance, qualities
- Duties of a receptionist and duties of a receptionist and how to
- How to receive and treat visitors. receive and treat visitors.
- Appropriate dress code Charts/diagrams of a receptionist. Sample of
visitors book, telephone etc.
13 REVISION
14 EXAMINATION

192
 BUSINESS STUDIES

JSS 2 SECOND TERM

WEEK TOPIC/CONTENTS ACTIVITIES

1 THE RECEPTION OFFICE Teacher: Discuss these documents used by
Documents Handled by a Receptionist a receptionist
- Visitors book Students: Explain how to receive a visitor in
- Request form their various homes.
- Telephone pad Sample of telephone pad request form and
- How to answer telephone visitors book.

2 OFFICE CORRESPONDENCE Teacher: Discuss type of records,

Correspondence records: procedures for handling mail. How to use
- Outgoing mail franking machine.
- Departing Students: Explain how to handle mails
- Use of postage book and franking design, mail register and practice filling of
machine. document.
- Handling of mails Samples of mail register and franking
machine picture should be shown to
students

3 OFFICE DOCUMENTS Teacher: Discuss office documents, types

- Meaning and their uses also how to prepare them.
- Types Students: mention any office document they
- Uses know.
- Preparation Samples of files, register.
4 BANK SERVICES Teacher: Define and explain what bank is.
Define Bank Mention and briefly explain types of banks.
Mention and explain : Students: Define bank and tell the activities
- Types of banks: Commercial, of a bank.
Central, Development Banks Photographs of banks and banking activities

5 BANK SERVICES (cont.) Teacher: Define and explain commercial

Commercial bank banks, their services, particularly accounts
- Explain the services of commercial kept.
banks Students: mention commercial banks they
- Define and explain various accounts know.
kept in the bank (fixed, current, Pictures/samples of savings, passbook,
serving) cheque book etc.

193
6 BANK SERVICES (cont.) Teacher: explain these modern banking
Modern Banking Services services.
- ATM Students: Describe how ATM card can be
- Western Union Money transfer used.
- Money gram etc Samples of ATM card and picture of western
Union Money transfer form.

7 BANK SERVICES Teacher: Explain these services.

- Overdraft Students: define loans, overdraft etc
- Loans Photograph of these bank documents.
- Travellers cheque
- Bank draft
- Forex (foreign exchange)
- Ethical issues in the bank.
8 INSURANCE Teacher: Define and explain insurance,
- Definition, principles services provided. Types of insurance
- Service of insurance companies existing.
- Types of insurance; marine, vehicle, Students: Define insurance.
aviation etc Chart of insurance companies.

9 INSURANCE (cont.) Teacher: define and explain the functions of

- Functions of insurance insurance, insurance policies.
- Insurance policies Students: Mention the names of insurance
- Types of motor vehicle insurances companies they know.
(3rd party/comprehensive) A photocopy of insurance paper.
10 INSURANCE (cont.) Teacher: Discuss fire insurance, burglary
Fire insurance and theft insurance
Burglary insurance Students: Tell how a house can be burgled
Theft insurance or a theft case witnessed.
11 INSURANCE (cont.) Teacher: Define and explain marine
- Definition of marine insurance insurance. State types of marine insurance
- Types of marine insurance and its policies.
- Marine insurance policies Students: Mention objects that can sail on
water.
Pictures of boat/ship
12 INSURANCE (cont.) Teacher: Define and explain life assurance.
Life Assurance Students: Define life assurance.
- Definition Photocopy of life assurance document to be
- Types of life Assurance used.
- Reasons for taking life Assurance
13 REVISION
14 EXAMINATION

194
 BUSINESS STUDIES

JSS 2 THIRD TERM

WEEK TOPIC/CONTENTS ACTIVITIES

1 INSURANCE (cont.) Teacher: Mention and explain Insurance
Insurance Documents documents
- Policy note Students: Describe how a certificate looks
- Cover notes like.
- Insurance certificates Sample of insurance certificate
- Claim forms

2 INSURANCE (cont.) Teacher: Define and explain insurance

Insurance Schemes schemes, benefits of insurance.
- Pension scheme Students: Discuss what they understand by
- Health Insurance scheme (NHIS) NHIS
- Benefits of insurance Photocopy of NHIS form

3 INSURANCE (cont.) Teacher: Discuss these policies with

Types of Policies benefits.
- Accident insurance Students: Define accident insurance
- Fidelity guarantee Photograph of agricultural products and
- Agricultural insurance accidents scene to be shown to the students
- Export credit insurance.
-
4 LEDGER ENTRIES Teacher: Define a ledger and prepare one.
- Meaning of ledger Students: draw a ledger format
- Ledger items Samples of ledger account to be used.
- Ledger format
- Types of ledger
- Preparation of ledger

5 LEDGER ENTRIES Teacher: Discuss cash receipts, prepare

- Cash receipt and payment accounts that involves cash receipt. Explain
- Recording of cash receipt and discount allowed and received.
payments Students: Define the word discount.
- Discount received and discount A photocopy of receipts cash book
allowed.
6 PETTY CASH BOOK Teacher: define and explain petty cash
- Meaning book. Teach how to make entries and
- Columns in petty cash book extract balances.
- Entry balances carried down and Students: Draw the format of a petty cash
brought down. book

195
 Photocopy or real sample of petty cash book
as used in the office should be used.

7 PETTY CASH BOOK (cont.) Teacher: Draw the format of petty cash book
- Imprest system making relevant entries. Also explain how
- Petty cash retirement, the petty cashier can be reimbursed or retire
reimbursement of cash money given to him.
Sample of petty cash book from an
accountant
8 CASH BOOK/LEDGER Teacher: define cash book, draw the format
Meaning of Cash Book of cash book. Prepare a ledger account
- Types of cash book (single entry) making entries through the cash book.
- Preparing ledger account from Students: Draw the format of ledger and
single cash book. single column cash book.
Sample of ledger account from the school
bursar.
9 CASH BOOK/LEDGER Teacher: Prepare 2 column cash book
- Double column cash book emphasizing contra entry cases.
- Items of double column cash book Students: Define the word contra entry and
- Contra entries prepare a double column cash book.
- Identifying debit and credit entries. A photocopy of cash book and ledger
entries.

10 CASH BOOK/LEDGER (cont.) Teacher: Draw the format of 3 column cash

- Three column cash book book. Prepare 3 column cash book and
- Items of 3 column cash book make entries into the ledger.
- Types of discount
- Preparation of 3 column cash book
11 CASH BOOK/LEDGER (cont.) Teacher: State the differences between
- Differences between cash book and cash book and petty cash book.
petty cash book Students: Point out the differences in the
- Further treatment on discount cash book and petty cash book.
Photo of cashbook and petty cash book
prepared for one year.
12 CASH BOOK/LEDGER (cont.) Teacher: Prepare detailed cash book. Teach
- Preparation of 3 column cash book the students how to identify balances
with particular reference to credit (credits/debit)
and debit balances Students: Explain what credit and debit
balances of an account means.
A sample of cash book that has a credit
balance.
13 REVISION
14 EXAMINATION

196
 FRENCH LANGUAGE (FL)

FRENCH LANGUAGE
JSS 2 1st TERM

WEEK TOPIC/ CONTENT ACTIVITIES

1 Contrôle continu: 1ère épreuve. L’enseignant répond le leçon en verbe

Parler du caractère des gens. « Etre » aux étudiant. Après il
-Maîtrise de la langue: le verbe “Etre” demandé des questions qui
+ les vocabulaire et expression provoquent certaines réactions des
comme: honnête/malhonnête, ruse, caractère des gens.
intelligent(e), poli(e), impoli(e), timide, Il commence à expliquer les qualités
courageux(se), etc. exemple : et défauts des gens, premièrement
- il est honnête. L’enseignant enseigne les défauts ou
- Elle est intelligent. les contrait de qualités des gens en
- Ils sont gentils écrivent au tableau. Le professeur
- Les qualités et les défauts : aide les apprenants a décrire
exemples quelqu’un.
Honnête – Malhonnête Les apprenants écoutent et répondent
Polie - impolie aux questions du professeur.
Timide - courageux etc. Les apprenants copient les notes au
-Expression écrite : Elle écrit au tableau.
tableau pour les étudiants les qualités Les apprenants décrivent quelqu’un
et défaut des gens. d’autres.
- Décrivez quelqu’un. Resource Pédagogique
Document authentique image, videos.

2 Se Décrire L’enseignant commence à écrire lui –

Expression orale : même sur ses caractéristiques et
- un document ou texte qui se décrire aussi physiquement. Apres, il
une personnel. demande quelques étudiants de se
- Description du corp (physique) décrire un a un.
- Description des caractéristiques L’enseignant pose des questions aux
personnelles. étudiants sur des contrait des qualités
- Maitrise de la langue. des gens.
- L’adjectif – masculin/féminin, Les apprenants écoutent et applique
singulier/pluriel. Exemple: ses expériences aux gens qu’il
Elle est timide connait.
Il est timide Resource Pédagogique
Elle est intelligente Images, photo, vidéo, autres
Il est intelligent. document.

197
3 Exprimer les attitudes. L’enseignant propose quelques
Maitrise de la langue: scènes qui provoquent certains
- Le verbe Aimer + l’infinitif de verbe réactions de gouts et préférence.
qui suggère l’attitude de quel qu’un. Le professeur enseignant l’emploie du
Ex. Je n’aime pas manger tôt le verbe. « Aimer et Détester + l’infinitif
martin. de verbe »
- J’aime aller au cinéma. Les apprenants écoutent répondent et
- Le verbe Détester + nom/l’infinitif de participent activement a la mise en
verbe. scène des situations données par
- Je déteste l’orange l’enseignant.
- Je déteste regarder la télévision, Resource Pédagogique
etc. Videos, photos, documents
Compréhension orale : authentiques
- Dire les choses quel qu’un aime et
déteste.

4 Juger les attitudes des gens. L’enseignant propose quelques

Maitrise de la langue : scènes qui provoquent certains
Expression et vocabulaire utiles : réactions des attitudes des gens pour
méchant, horrible, beau, amusant, leurs jugers.
souriant, drôle. Les apprenants participent activement
Ex. - Il est méchant a la mise en scène des situations
- Elle est drôle données par l’enseignant.
- Elle est souriante. Etc. Resource Pédagogique
Expression orale : Videos, photos, documents
Entretien entre les professeurs et authentiques
étudiant ou étudiant et étudiant.

Contrôle continu : 2ème Épreuve.

5 Apprécier les choses et quelqu’un. L’enseignant propose quelques

Maîtrise de la langue de expression scènes qui provoquent certaines
et vocabulaire comme ; excellent, réactions qui suggèrent l’appréciation.
fantastique, bonne, mauvaise, L’enseignant lit un texte à haut voix
exemple : c’est bon(ne) aux étudiants, propose quelques j'eus
Quelqu’un ; merci, qui provoquent la réactions de dire :
Je vous reconnaissance, merci, tu es gentil etc.
Tu es gentil(le). Les apprenants participent
Compréhension orale : activement. Ils écoutent et répondent.
Lecture sur un texte de l’appréciation. Les apprenants écoutent
Jeu de rôle. attentivement et ils participent
activement au jeu de rôle.
Resource Pédagogique
Videos, photos, un document
authentique.

198
6 Exprimer l’opinion. L’enseignant propose quelques
Maîtrise de la langue des expressions scènes qui provoquent certaines
comme: Je crois que, je pense que, a phrases pour exprimer l’opinion de
mon a vie, à mon opinion, etc. quelqu’un d’autres.
Exemple : je crois que c’est une Le professeur lit aussi le document ou
bonne idée. A mon opinion, c’est un texte sur le sujet.
bonne d’avoir trois leçons par Les apprenants écoutent, répondent
semaine à l’école secondaire. et participent activement en classe.
Resource Pédagogique
Un document authentique.

7 Savoir s’excuser. L’enseignant propose quelques

Expression orale : scènes et jeux qui provoquent
Pardon monsieur/madame. certaines expressions au sujet.
Excusez – moi Les apprenant écoutent, répondent et
madame/monsieur/mademoiselle etc. participent activement aux jeux.
Je m’excuse
S’il vous plaît…
Exemple : s’il vous plaît, je voudrais
aller manger. Pardon madame,
donne-moi ……..
Jeu de rôle :
Dialogue entre deux ou trois
personnes.

8 Dégager les caractéristiques de la vie L’enseignant lit un texte d’un village

rurale. qui parle beaucoup de la vie rurale.
Compréhension orale : L’enseignant pose des questions aux
- Un texte qui parle de la vie rurale. apprenant comme : nommez la chose
- Les champs, la chasse, les routes qu’on voit au village? Quel sorte de la
de sable, l’air frais, beaucoup de route qu’on voit au village? Est – ce
nourriture, beaucoup de moustiques, qu’il y a électrice au village? Etc.
peu d’école, peu de jeunes, pas Les apprenant écoutent attentivement
d’électricité. et répondent aux questions du
- Raconte une méthode de chasse au professeur.
village. Les apprenants se sent motive pour
- Dit les choses qu’on s’amuse au proposer en français des
village. caractéristiques de la vie au village.
Resource Pédagogique
Contrôle continu : 3ème épreuve. Image, photos, un document
authentique

9 Parler des avantages de la vie rurale. L’enseignant aide les apprenants à

Compréhension orale: utiliser les mots pour expliquer ou dire
Un texte de la vie rurale. quelques désavantages ou souffrance

199
 - parler de la souffrance des habitants dans la vie rurale.
au village ou la vie rurale ; comme Il lit aussi un texte – Elle pose
beaucoup de moustiques, pas quelques questions aux étudiants.
l’hôpital de standard, pas beaucoup Les apprenants écoutent et répondent
de voiture pour de placer, pas aux questions du professeur.
d’électricité. Etc. Resource Pédagogique
- pas d’école standard etc. Image, photos, document authentique

10 Parler d’avantage de la vie rurale. L’enseignant aide les apprenants à

Compréhension orale : utiliser les mots et les expressions
-Un texte/document authentique de la pertinents a raconter dire et faire
ville rurale. quelques phrases, histoire sur des
- Dit quelques choses qu’on s’amuse avantages d’une vie rurale.
au village comme ; Les apprenants écoutent
- beaucoup de nourriture attentivement, répondent aux
- beaucoup de la viande à manger à questions et participent activement en
cause des arbres partout. classe.
- beaucoup de fruit et des légumes Resource Pédagogique
etc. Videos, photos, image, document
authentique.
11 Révision Révision
12 Examen Examen

200
 FRENCH LANGUAGE
JSS 2 2nd TERM

WEEK TOPIC/ CONTENT ACTIVITIES

1 Contrôle continu: 1ère Épreuve L’enseignant pose des questions

Dégager les caractéristiques de la aux apprenants tel que :
vie rurale: Nommez les choses qu’on voit dans
- Les champs, la chasse, le gibier, la vie rurale. Le professeur les aide
les routes de sable, l’air frais, de trouver les mots.
beaucoup de nourriture, beaucoup L’apprenant réponds aux questions
de moustiques peu de jeunes, pas de professeur.
d’électricité. Resource Pédagogique
- Expression orale : les choses Image, videos, photos, extrait, des
qu’on trouve dans la vie rurale. journaux, autres document.
- Expression écrite : écrivez les
choses qu’on trouve dans la vie
rurale.

2 Parler d’avantage et désavantage L'enseignant pose questions aux

de la vie rurale apprenants.
Expression orale : quel sont les Les apprenants répondent aux
avantages et désavantage de la vie questions de l’enseignant.
rurale? Les champs, l’air frais, Resource Pédagogique
beaucoup de nourriture. Image, videos, photos, extrait, des
Vocabulaire et expressions: la paix, journaux, autres document.
pas d’accident routier, pas
d’embouteillage, etc.
Expression écrite : écrivez les
désavantages de la vie rurale.

3 Dégager les caractéristique de la L’enseignant présente les

vie urbaine. caractéristiques de la vie urbaine
Maîtrise de la langue avec des illustrations claires.
vocabulaire et expression utiles : L’apprenant apporte son
les grandes routes, les voitures, la expérience. Il nomme les choses
mode, l’électricité, l’hôpital, les qu’on trouve en ville.
choses coutent chères, les gens Resource Pédagogique
sont toujours presses, Image, videos, photos, extrait, des
embouteillage accidents routiers. journaux, autres document.
Expression orale : Nommez-les
qu’on voit dans la vie urbaine.

201
 Expression écrite : écrivez les
choses qu’on voit dans la vie
urbaine.

4 Parler des ressemblance entre la L’enseignant improvise des

ville et le village. situations de communication pour
Maîtrise de la langue. permettre l’utilisation des mots et
Vocabulaire et expressions utiles expression clés ex. bien que…,
comme : bien que, mais, à la mais …, à la différence de.
différence de A l’aide de l’enseignant l’apprenant
- Les ressemblances : les moyens exprime ses idées en français.
de communication (la radio, le Resource Pédagogique
portable, l’église, la mosquée, le Image, videos, photos, dessins,
carburant, les vêtements, les mimes.
maisons en tôle.
Expression orale : Quelles sont des
ressemblances entre la ville et le
village.
Expression écrite : écrivez les
ressemblances entre la ville et le
village. Décrivez la ville ou le
village.

Contrôle continu : 2eme Epreuve.

5 Parler des différences entre la ville L’enseignant pose des questions

et le village. aux étudiants.
Expression orale : Les étudiants répondent aux
Dits les différences entre la ville et professeurs.
le village exemple : en ville il y a
beaucoup de bruits mais à la ville il
y a beaucoup de calme. Etc.
Maîtrise de la langue.
Vocabulaire et expression: il y a …..
, mais …, bien que, etc.
Expression écrite : écrivez les
différences entre la ville et le
village.

6 Décrire les grandes fêtes de la Le professeur aide les apprenants à

communauté. parler des fêtes locales en
Maîtrise de la langue : présentant des énonces modèles.
Vocabulaire et expression tels que : Les apprenants suivent
chez moi/nous, une grande attentivement l’exemple du
animation, les ancêtres, les professeur qui se sert des mots et
superstitions, les spectacles, expressions signales. Ils

202
 beaucoup à manger et à boire, reproduisant et adaptent.
s’amuser, au passé, depuis Resource Pédagogique
longtemps, le roi du village, le chef Jeux de rôle, mime, dialogue.
etc.
Expression orale : les apprenants
font des phrase avec les mots,
mots clés et ils nomment les fêtes
chez – eux
Expression écrite : lisez et
répondez aux questions.

7 Parler des fêtes principales dans Le professeur aide les apprenants à

son pays. parler des fêtes locales en
Maîtrise de la langue, vocabulaire présentant des énonces modèles.
et expression utiles : les fêtes au Les apprenants suivent
Nigeria ; la fête chrétiens et la fête attentivement l’exemple du
musulman. La paques, le noel, edel professeur qui se sert des mots et
– fitri, id – el- malude, etc. expressions signales. Ils
La journée des enfants, journée reproduisant et adaptent.
des ouvriers, journée de Resource Pédagogique
l’Independence etc. Jeux de rôle, mime, dialogue.
Expression orale : mentionnez les
fêtes aux Nigeria.
Expression écrite : compréhension
écrite sur une fête.

8 Identifier la chose nouvelle dans la e professeur aide les apprenants à

communauté. parler des fêtes locales en
Maitrise de la langue ; vocabulaire présentant des énonces modèles.
et expression utiles : le pont, les Les apprenants suivent
routes, l’électricité, le commerce, attentivement l’exemple du
les usines, la banque, la santé, la professeur qui se sert des mots et
communication (radio, téléphone, expressions signales. Ils
télévision, technologie) l’éducation. reproduisant et adaptent.
Expression orale : parlez les Resource Pédagogique
choses nouvelles dans la Jeux de rôle, mime, dialogue
communauté.
Expression écrite : écrivez les
choses nouvelles dans la
communauté.

Contrôle continu : 3ème Épreuve.

9 Identifier les étrangers. L’enseignant décrites personnes

Maîtrise de la langue, vocabulaire familières : donne des conseils aux
et expression utiles : personnes, apprenants comme celui d’éviter la

203
 familiers, étrangers, un ami, un fréquentation de personne nuisibles.
homme honnête, un terroriste, un Les apprenants écoute, écrit et
voleur a main armée, un trafiquant. parle des expériences quotidiennes
dans la communauté, des
rencontres avec des personnes qui
peuvent nuire à leur bien-être.

10 Discuter les vices sociaux dans la

communauté.
11 Révision Révision
12 Examen Examen

204
 FRENCH LANGUAGE
JSS 2 3rd TERM

WEEK TOPIC/ CONTENT ACTIVITIES

1 Contrôle continu: 1ère Épreuve. L’enseignant lit un texte et explique ce

Expliquer l’importance du sport. que c’est le sport aux apprenants. Il
-Compréhension orale: un texte enseigne le verbe « faire » et
du sport, expliquer le sport. « jouer ».
- Place du sport comme le stade, L’apprenant écoute attentivement et
à de l’école. répondent aux questions du
- comment on fait quelques professeur.
sport(entre 2, 21, plus de Resource Pédagogique
personnes) Images, photos divers équipements
- L’importance ce; santé. du sport.
Maîtrise de la langue :
Le verbe « faire », « jouer »
Ex. Je fais du sport.
Il joue au football, etc.
- Posez quelques questions sur
le sport.

2 Parler des avantages du sport. L’enseignant lit le texte et enseigne

Compréhension orale: les avantages du sport. Il présente en
Un document authentique en français simple les avantages de faire
classe. du sport.
- mentionnez quelques L’apprenant écoute, répète et
avantages du sport ; Amitié, reproduit les avantages du sport en
discipline, honnêteté, français simple.
- concurrence Resource Pédagogique
- voyages etc. Divers équipements du sports, photos
- gagner la vie, de l’argent. du tennis, ballon, les joueurs, etc.

3 Nommer les sports principaux au L’enseignant aide les apprenants à

Nigéria. savoir et nommer les sports principaux
- Un texte qui parle des sports au Nigéria.
principaux au Nigeria, comme: le Il répètent les sport plusieurs fois et
tennis, le football, montre les photos aux étudiants
- la boxe, le pingpong, le judo, le L’apprenant écoute attentivement,
karate, la natation, la lutte, répète et nomme les sports principaux
l’athlétisme, etc. au Nigéria.
Resource Pédagogique
Divers équipement du sport, image,
photos, video, etc.

205
4 Parler des désavantages du L’enseignant guide les apprenants en
sport apprendront les avantages du sport.
- Casser les jambes L’apprenant explique son expérience
- La maladie sévère relativement aux désavantages du
- La lutte/crise entre les joueurs, sport
les pays ou états Resource Pédagogique
Contrôle continu: 2ème Épreuve Exercice d’énumération de production,
orale/écrite.

5 Parler des sports préférer L’enseignant révise les sujet ‘‘les

Révision des sports divers, sports Principaux aux Nigeria’’
tennis, lutte etc. maîtrise de la Il pose des questions aux étudiant
langue pour savoir les sports qu’ils préfèrent il
Le verbe, ‘‘Aimer, et Préférer + demandé aux étudiants de nommer
Nom du sport Exemple ; leséquipes et leurs préférence
J’aime le tennis, mais je préfère L’apprenant écoute répète et répond
le football etc. aux questions en nous disant leur
Les équipe différents du football, préférence du sport.
tennis etc. comme, Super Resource pédagogique
Eagles, etc. Photos du joueur Nigerian, etc.
Les équipes préférer Document

6 Parler du sport comme L’enseignant aide l’étudiant à savoir

profession nommer, identifier les sports, les
Nommer les sports divers personnalités en sports au Nigéria.
Nommer les autres professions ; L’apprenant écoute, nomme
professeur, avocat, journaliste correctement.
etc. Resource pédagogique
Même footballeurs, lutteurs, Photos du personnalité du sport
karateurs et d’autres gens qui
font les sports différent comme
profession
Nommer les personnalités du
sport
Exemple : Okocha, Kanu
Nwankwo, Mike Tyson etc
Raison de gagner la vie : Okocha
gagne l’argent en sports

7 Demander poliment L’enseignant propose de situations de

Compréhension orale ; communication appropriées pour
Un petit leste qui provoque les demander poliment ca peut-être entre
demandes politesse comme, Jeu de rôle et dialogue
Pouvez-vous L’apprenant écoute et participe
Je voudrais, je peux vous activement au jeu de rôle en classe

206
 demander Resource pédagogique
S’il vous plaît Document/Exercice authentique et
Exemple : pouvez-vous dansez?, reconnaissance, en orale/écrite
je voudrais savoir Roland/Sylvie
etc.
Jeu de rôle
Entre professeur et étudiant,
étudiant et l’autre étudiant
Maîtrise de la langue
Le verbe vouloir.

8 Demander son/le chemin L’enseignant guide l’apprenant

poliment comment utiliser les expressions de
Compréhension orale; un texte demander son/le chemin poliment
sur le sujet Il leurs guide aussi a jouer le rôle.
Vocabulaire et expression ; L’apprenant écoute et participe aux
Turner à gauche, jeux de rôle
A droit, tout droit enfance de, Resource pédagogique
traverser où se trouve, exemple Document/Exercice
S’il vous plait madame, je Dialogue authentique
voudrais savoir on se trouve
l’assemble nationale ?
Jeux de rôle
Contrôle continu 3ème éprouve.

9 Employer les expressions : L’enseignant aide les étudiants à

J’ai honte (de) découvrir ces expressions et à les
J’ai peur (de) utiliser correctement dans les
J’ai horreur (de) etc. situations de communication
Compréhension orale authentique.
Un texte sur le sujet L’apprenant écoute, essayer
Expliquer les expressions au d’appliquer ces expressions dans la
niveau des étudiants classe et leur vie réelle
Maîtrise de la langue Resource pédagogique
Phrase sur les expressions ; Exercice de production
exemple
Ma mère a peur de voir un
serpent
J’ai peur de la nuit
J’ai horreur de prendre des
médicaments etc.

10 Exprimer les sentiments; L’enseignant propose des situations

Compréhension orale : de communication appropriées pour
Un texte sur les expressions utiliser les expressions.
comme ; L’apprenant écoute, répète et participe

207
 Quelle horreur aux jeux de rôle ou dialogue
Quelle fille ! quelle est belle! Que Resource pédagogique
c’est laid comme tu Document authentique
11 Révision Révision
12 Examen Examen

208
 ‫)‪ARABIC LANGUAGE (AL‬‬

‫المنهج الدراسي للسنة الثانية اإلعدادية‬

‫‪SCHEME OF WORK FOR J.S.S 2‬‬
‫‪FIRST TERM‬‬ ‫الفترة األولى‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫مثل‪ :‬قرأ‪ ,‬كتب‪ ,‬قام يقرأ‪ ,‬يكتب‪ ,‬ويجلس‪,‬‬ ‫الفعل‪ :‬تعريف الفعل وأقسامه‬ ‫األول‬
‫يقوم‪ ,‬إقرأ‪ ,‬وماأشبه ذلك‬
‫اإلنجليزية إلى اللغة العربية أو عكس حسب ما‬ ‫الترجمة‬ ‫الثانى‬
‫يراى المدرس‪.‬‬
‫مثل‪ :‬ذهب‪ ,‬جلس‪ ,‬قرأ‪ .‬بذهب‪ ,‬بجلس‪ ,‬بقرأ‪.‬‬ ‫الفعل‪ :‬أقسام الفعل‪ .‬الفعل الماضى‪,‬‬ ‫الثالث‬
‫إذهب‪ ,‬إكلس‪ ,‬إقرأ‪.‬‬ ‫الفعل المضارع‪ ,‬الفعل األمر‪.‬‬
‫مثل‪ :‬قمر‪ ,‬شمس‪ ,‬بحر‪ ,‬نجم‪ ,‬بئر‪ ,‬سماء‪,‬‬ ‫التعريف باألشياء (أشياء طبعية)‪.‬‬ ‫الرابع‬
‫أرض‪ .‬الخ‬
‫سؤال وجواب‪ .‬مثل‪ ,‬حمزة‪ :‬السالم عليكم‬ ‫المحادثات (فى الحديقة)‬ ‫الخامس‬
‫يابالل! بالل‪ :‬وعليكم السالم يا حمزة‪ .‬حمزة ‪:‬‬
‫إلى أين تذهب؟ بالل‪ :‬أذهب إلى الحديقة‪ .‬الخ‪.‬‬
‫مايناسب التالميذ من القطعة مثل‪ :‬المسلم أخ‬
‫المسلم‪.‬‬ ‫الخط العربى‬ ‫السادس‬
‫افنشاء على ما يناسب التالميذ من القطعة إما‬
‫من الكتاب المقرر أو ما يراه المدرس‪.‬‬ ‫اإلنشاء‬ ‫السابع‬
‫قصص قصيرة على العدل والمساعدة‬
‫والتواضع‪.‬‬ ‫المطالعة‬ ‫الثامن‬
‫بناء الجملة العربية المفيدة مثل‪ :‬يدرس األستاذ‬
‫التالميذ‪ ,‬فتح محمد بابه‪.‬‬ ‫تكوين الجملة‬ ‫التاسع‬
‫قراءة كتاب العربية من الكتاب المقررة‪.‬‬
‫القراءة والفهم‬ ‫العاشر‬
‫مثل‪ :‬كرة القدم‪ ,‬كرة اليد‪ ,‬كرة السلة‪ ,‬وكرة‬
‫الطاولة‪.‬‬ ‫اإلمالء (أسماء األلعاب)‬ ‫الحادى عشر‬
‫أنظر لتلك الشجرة ‪ #‬ذات الغصون النضرة‬
‫كيف نمت من حبة ‪ #‬وكيف صارت شجرة‬ ‫األناشيد العربية المختارة (شجرة)‬ ‫الثانى عشر‬
‫للدروس السابقة‬
‫المراجعة العمة‬ ‫الثالث عشر‬
‫اإلمتحانات والتصحيح‬ ‫الرابع عشر‬

‫‪209‬‬
 ‫المنهج الدراسي للسنة الثانية اإلعدادية‬
‫‪SCHEME OF WORK FOR J.S.S 2‬‬
‫‪SECOND TERM‬‬ ‫الفترة الثانية‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫مايناسب التالميذ من القطعة من كتاب المقرر‬ ‫الخط العربي‬ ‫األول‬
‫تعريف فعل ماضى مثل‪ :‬فتح‪ ,‬غلق‪ ,‬دخل‪,‬‬ ‫معرفة فعل ماضى‬ ‫الثانى‬
‫خرج‪.‬‬
‫مثل هذا ولد‪ ,‬هذه بنت‪ ,‬هؤالء التالميذ‪,‬‬ ‫أسماء اإلشارة وأقسامها‬ ‫الثالث‬
‫وغيرها‬
‫قراءة كتاب العربية‪.‬‬ ‫القراءة والفهم‬ ‫الرابع‬
‫كتابة قطعة يسيرة‪.‬‬
‫مايناسب التالميذ من العربية إلى اإلنجليزية‬ ‫الترجمة‬ ‫الخامس‬
‫تعريف فعل مضارع‪ :‬مثال‪ :‬يفتح‪ .‬يغلق‪,‬‬ ‫معرفة الفعل المضارع مع أمثلتها‬ ‫السادس‬
‫يدخل‪ ,‬يخرج‪ ,‬الخ‬
‫مايناسب التالميذ من القطعة من كتاب المقرر‬ ‫اإلنشاء‬ ‫السابع‬
‫أو ما يختاره المدرس نفسه‪.‬‬
‫الماء للشرب وللطهارة وللطبخ وللغسل‪...‬‬ ‫الحوار البسيط (أهمية الماء)‬ ‫الثامن‬

‫قصص قصيرة عن بر الوالدين‪.‬‬ ‫المطالعة‬ ‫التاسع‬

‫بناء الجملة العربيةالمفيدة‪ .‬مثل‪ :‬ما فى الكتاب‬ ‫اإلستمرار بتكوين الجملة‬ ‫العاشر‬
‫المقرر أو ما يراه المدرس‪.‬‬
‫للدروس السابقة‬ ‫المراجعة‬ ‫الحادى عشر‬
‫اإلمتحانات والتصحيح‬ ‫والثانى عشر‬

‫المنهج الدراسي للسنة الثانية اإلعدادية‬

‫‪SCHEME OF WORK FOR J.S.S 2‬‬
‫‪THIRD TERM‬‬ ‫الفترة الثالثة‬
‫المحتويات‬ ‫الموضوع‬ ‫األسبوع‬
‫ترجمة من العربية إلى اإلنجليزية أو العكس‬ ‫الترجمة‬ ‫األول‬

‫‪210‬‬
 ‫قراءة الكتاب العربية المقرر‬ ‫القراءة والفهم‬ ‫الثانى‬

‫مايناسب التالميذ من القطعة‬ ‫الخط‬ ‫الثالث‬

‫قصص قصيرة عن الصدق والعدل واإلحسان‬ ‫المطالعة‬ ‫الرابع‬
‫مثل‪ :‬جمع المؤنث السالم‪ ,‬جمع المذكر السالم‪,‬‬ ‫أقسام الجمع‬ ‫الخامس‬
‫وجمع التكسير‪ .‬مثل جمع المؤنث السالم‪:‬‬
‫مسلمات‪ ,‬صالحات‪ ,‬قانتات‪ .‬مثل جمع المذكر‬
‫السالم‪:‬مسلمون‪ ,‬صالحون‪ ,‬قانتون‪ .‬مثل جمع‬
‫جمع التكسير‪ :‬أقالم‪ ,‬أعالم‪.‬‬
‫بناء الجملة العربية المفيدة‬ ‫إستمرار بتكوين الجملة‪.‬‬ ‫السادس‬

‫ما يراه المعلم مناسبا أو الكتب المقرر‬ ‫اإلنشاء‬ ‫السابع‬

‫مثل‪ :‬مسلمون‪ ,‬معلمون‪ ,‬مدرسون الخ‪.‬‬ ‫جمع المذكر السالم‬ ‫الثامن‬

‫مسلمات‪ ,‬مؤمنات‪ ,‬معلمات‪ ,‬مدرسات الخ‪.‬‬ ‫جمع المؤنث السالم‬ ‫التاسع‬

‫ما يراه المعلم مناسبا مثل‪ :‬المحادثة بين‬ ‫المحادثة‬ ‫العاشر‬

‫تلميذين من تالميذ الفصل‬
‫ما يناسب لمستوى التالميذ من القطعة مثل‪:‬‬ ‫الخط‬ ‫الحادى عشر‬
‫إيمان المرء يعرف بأماناته‬
‫للدروس السابقة‬ ‫المراجعة العامة‬ ‫الثانى عشر‬
‫اإلمتحان والتصحيح‬ ‫الثالث عشر‬

‫‪211‬‬