FEDERAL CAPITAL TERRITORY, ABUJA · 2020-04-04 · Functions of adverbs, conjunctions and prepositions. Teacher leads students to identify the features and functions adverbs, conjunctions

EDUCATIO

NRESOURCE

CENTRE

F CT - A BU JA

FEDERAL CAPITAL TERRITORY, ABUJA

J S S THREE (3)

2014 Edition

EDUCATION RESOURCE CENTRE

Federal Capital Territory, Abuja

FCT JUNIOR SECONDARY SCHOOL TEACHING SCHEMES

2014 Edition

Third Edition: 2014

Produced by ERC Mini Press

Table of Contents

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Forward

It is my pleasure to introduce the 2014 edition of the FCT 9-Year Basic

Education Teaching Scheme for the Junior Secondary School. The 9-year

Basic Education Curriculum was developed by the Nigeria Educational

Research and Development Council (NERDC) and approve by the National

Council on Education (NCE).

This current edition is developed by the Curriculum Development Division

of FCT Education Resource Centre (ERC) with active participation of

subject teachers recruited from both the public and private Junior

Secondary schools in the FCT.

It is my hope that this document will provide teaching guide for teachers

and make monitoring of curriculum implementation more purposeful and

result oriented for principals and Inspectors.

I wish to appreciate the effort of the FCT Education Resource Centre,

especially the Curriculum Development Division (CDD) for the production of

this very important teaching guide for effective implementation of the 9-year

Basic Education Curriculum at the Junior Secondary (Upper Basic) School

level.

Finally, I recommend the 2014 edition of the Junior Secondary (Upper

Basic) School Teaching Scheme to all our Public and Private Junior

Secondary (Upper Basic) Schools.

Kabir Usman

Secretary for Education

FCTA, Abuja

Acknowledgement

The introduction of the Universal Basic Education (UBE) and the New Basic Education

Curriculum prompted the review of the 2004 edition of the Junior Secondary School

Teaching Schemes.

This 2014 edition is brought in line with the 9-year Basic Education Curriculum

developed by the Nigerian Educational Research and Development Council (NERDC).

To produce a standard document, FCT Education Resource Centre (ERC) organized a

one week workshop for subject Specialists from FCT Universal Basic Education Board,

Public and Private Junior Secondary Schools and ERC staff to develop the Teaching

Schemes.

In this regard, I wish to register my unreserved gratitude to the Chairman, FCT

Universal Basic Education Board (UBEB) and Proprietors of Private Schools for

facilitating the participation of teachers in the exercise. I also wish to acknowledge ERC

staff especially of the Curriculum Development Division who participated in the exercise.

They include Mrs. E.J. Akpabio, Head of Division, Mrs. S.A Mustapha, Mrs. F.R

Omowale, Mrs. S.B Saleh, Mrs. Osuji R.A., Mrs. Sai Msurshima, Mrs. B.O Edegbe, Mrs.

Maryam Yakubu, Mrs. Amaefule Genevieve, Mal. Harisu Aminu, Mr. Bere B. Friday,

Mrs. Ajinomoh Maryam, Mr. Aribi Dan Asabe, Mrs. Kunle Kunbi T.T., Mrs. Anthonia

Okoro-Opara, Mal. Samba Bashir M., Mrs. Adesina Victoria, Mrs. Gloria Opara C., Mrs.

S.N. Enekebe, Mrs. Jongas Mercy, Mrs Felicia Okoh, Miss Egwu Patience M., Mrs.

Roseline Katuka, Mr. Okoro Chinasa, Miss Batubo Kaine, Mr. Fakaa Timothy and Mr.

Ibrahim Dalhatu.

I specially thank all the staff of ERC Mini Printing Press and others who contributed in

various ways to the production of the teaching schemes.

We are grateful to the Hon. Minister of FCT, Senator Bala Mohammed and the

Secretary for Education, Kabir Usman for their kind support.

Mrs. Ramatu A. Ibrahim Director, ERC 2014

ENGLISH LANGUAGE

ENGLISH STUDIES

JSS 3 FIRST TERM

WEEK THEME CONTENT

ACTIVITIES

1. Resumption Test Resumption Test

Resumption Test

2 Reading Reading for critical evaluation Reading for critical evaluation Meaning of critical reading and aspect of critical reading

Teacher explains what is required in critical reading, students read materials presented in class e.g. passages on road safety, drug use etc. reading materials e.g. magazines and newspaper cuttings.

Writing Revision on composition writing Types of composition Narrative Descriptive Argumentative Expository

To identify different types of composition and list the elements of composition e.g. selected topics and stories.

Listening and speaking

Speeches (phonemes) Long and short vowels e.g, /i/ and /i/ bee/be, head/hid, heat/hit, beat/bit

Teacher identifies and produces materials for correct pronunciation of the target sounds in context.

Grammatical accuracy

Adverbials and tenses Identification and use of adverbials such as frequency

Read a given passage and identify adverbials and tenses in the passage.

Literature Non-African folktales Features of non-African folktales: didactic, entertaining and archaic.

Narrates non-African folktales and discuss the folktales.

3. Reading Reading for critical evaluation

Guides and practice critical evaluation of the

Essence of critical reading and selected passages on critical reading highlighting:

- Facts - Opinions - Deductions

texts through extensive discussion, either in groups or as a whole class.

Writing Composition writing Types of composition Narrative, descriptive, argumentative and expository

To re-arrange ideas generated in logical sequence and produce in logical sequence and produce a draft: introduction, body and conclusion.


Speeches (Phonemes) Consonants e.g. fall/vim, fish/van; four/love, Mathematics and Machine.

Teacher emphasizes the correct articulatory movements in the pronunciation of the sounds and practices the articulation of the sounds emphasized by the teacher in context.


Adverbials and tenses (a) Course or reason e.g.

so that, in order, so as, (b) Purpose e.g. because,

for (c) Condition e.g. unless,

if, until, provided (d) Contrast e.g. yet,

though, although

Teacher guides students to read a given passage.

Literature Non-African folktales Features of non-African folktales:

- Didactic - Entertaining - Archaic

Teacher leads students to identify the features of the non-African folktale.

4. Reading Reading for critical evaluation Explanation on the meaning of

Teacher demonstrates how to differentiate facts and opinions and practice.

- Danger signs on our roads,

- Types of danger, - Signs on the roads -

Writing Composition writing Arrangement of ideas in logical sequence

Teacher leads students to review the draft (edit, proof read, review and amend)

WEEK Listening and speaking

Speeches (Phonemes) Consonant clusters: e.g. respect, principle, tactile, struggle.

Teacher emphasises the correct articulatory movements in the pronunciation of the sounds.


Adverbials and tenses Identification and use of tenses e.g. present, past and future using such topics as:

(a) Importance of peace education

(b) Need for computer literacy

(c) Indiscipline among youths

Practice the use of adverbials and tenses and the use of tenses in sentence.

Literature Non-African folktales Features of Non-African folktales:

(a) Didactic (b) Entertainment (c) Archaic

Teacher leads the students to identify the themes of folktales and to identify the moral lessons in non-African folktales.

5. Reading Reading for critical evaluation Reading for speed techniques

- Surveying/scanning for main to read a lot of materials, read non-text materials quickly and to cultivate the skill of referencing.

Teacher explains different methods and conditions for faster reading. Teacher guides students on techniques and selections for fast reading.

Writing Composition writing Composition on motor vehicle

Teacher guides students to write

parts that need regular care e.g. radiator, brake, fluid, engine.

composition on the care of a motor vehicle (internal)


Speeches (Phonemes) Intonation, stress and rhythm Listening to speeches on the following:

(a) Human rights (b) Gender issues (c) Value re-orientation

(honest, respect for elders, punctuality)

Selected materials and makes appropriate statements for students to listen to like poems and passages. Excerpts from magazines, newspapers. Students identify accurately the intonation patterns from passages read. Teacher provides sample sentences, paragraphs passages for identification of intonation pattern for questions command and statements.


Adverbials and tenses Adverbs, conjunctions and prepositions Examples of adverbs, conjunctions and prepositions in a given passage e.g.

(a) The ideal family size (b) Effects of adulterated

drugs (c) The dangers of

examination mal-practice

(d) Effects of corruption in a society.

Teacher gives examples of adverbs such as really, badly, abroad, often etc. Conjunctions: e.g. and, or, but etc Prepositions: e.g. in, by, out etc The adverbs, conjunctions and preposition.

Literature Lesson from myths/legends African and non-African tales comprising of myths and legends

Teacher narrates a myth/legend to the students, students listen, the teacher leads students to retell and explain the themes of the myth/legend.

6. Reading Reading for Summary Teacher guides

Importance of reading for speed:

- The link between reading for speed and comprehension

- Scanning, skimming and normal rate reading.

students to see the link between reading for speed and comprehension and students practice reading, scanning, skimming and normal-rate reading.

Writing Letter writing Types of letter writing (informal and formal)

Teacher guides students to identify the types of letter writing and formats of letters.


Speeches (Phonemes) Listening to speeches on the following:

(a) Peace education (b) Conflict resolution (c) Drug abuse (d) Road safety

Teacher provides sample sentences, paragraphs and passages, students practice with different passages to identify the correct points of pauses, and appropriate rhythm.


Adverbial, conjunctions and prepositions Functions of adverbs, conjunctions and prepositions.

Teacher leads students to identify the features and functions adverbs, conjunctions and prepositions in the passage.

Literature Lesson from myths/legends Moral lessons from given myths/legends Myths-Story about ancient gods and heroes and monsters. Legends-An old traditional story that is usually not true.

Teacher guides students to identify the moral lessons in given myths and legend and students identify the moral lesson from myth/legend.

7. Reading Reading for critical evaluation Suitable passages/stories that illustrate topic sentences, key ideas and expressions

Teacher presents materials like magazine cuttings, course books, supplementary readers, pictures of fully kitted

that redirect attention to main points on:

(a) Road traffic management

(b) Reading food labels with understanding

(c) Safe storage of food

road traffic management officials and other relevant materials. Teacher guides students to identify topic sentences and key ideas in different paragraphs/passages students read the materials, identify topic sentences and key ideas and identify words and expressions that emphasis main points.

Listening/speaking Speeches (phonemes) Diphthongs e.g. /ei/ rail, sail, date, late. /ou/ load, road, coat, boat /i/ fierce, theatre, hero, serious /ai/ child, wild, mild, might /au/ stout, rout, drought, bout

Teacher stresses the distinction exemplified in minimal pairs e.g. /t/ tins, /th/ things, /d/ den. Students practice the differences in sounds exemplified in minimum pairs.

Writing Formal letter (a) Opening (b) Salutation (c) Correct heading (d) Body of the letter (e) Closing (f) Signature

Teacher leads students and writes a model formal letter format e.g. sample of formal letter. Students copy the teacher’s model addresses.


Adverbial and tenses Identification and use of tenses e.g. present, past and future using such topics as:

(a) Inter-ethnic marriages (b) Global warming (c) Drug abuse

Identify adverbials and tenses in the passage and practice the use of adverbials and tenses. Use passages, manuals, texts and sentence strips.

Literature Prose Types of prose:

(a) Narrative (b) Descriptive

To identify different types of prose from story books, supplementary readers,

other relevant materials.

8. Reading Reading for summary Suitable passages/stories that illustrate topic sentences, key ideas and expressions that redirect attention to main points on:




Teacher guides students to use appropriate words and expressions to emphasis main points.

Writing Letter writing: formal Letter writing formal conventional form of two addresses:

(a) Opening (b) Salutation (c) Correct heading (d) Body of the letter (e) Closing (f) Signature

e.g. (1) Writer’s address (2) the person the letter is written Opening: Dear sir or madam Correct heading with capital letter s and underline the heading. Guide students to write a letter and the students write formal letter

(a) Employment (b) permission (c) editor of a

newspaper etc.

Listening/speaking Speeches: intonation, stress and rhythm Listening to speeches on the following: Inter-ethnic Marriages, highlighting. Correct intonation, stress and rhythm

Provide passage, identify accurately the intonation pattern for questions, commands and statements and also respond to commands using different intonation patterns provide (a) sentences strips (b) excepts from magazines, newspapers (c) tape

recorder


Adverbial, conjunction and preposition Functions of adverbs conjunctions and prepositions.

Teacher guides students to identify the functions of adverbs, conjunctions and prepositions and make sentences using adverbs, conjunctions and prepositions.

Literature Prose Features of prose e.g.

(a) Plot (b) Character (c) Style (d) Setting theme

Teacher guides students to list the features and engage the students in discussion of the story line in short stories.

9. Reading Reading for summary Suitable passages/stories that illustrate topic sentences, key ideas and expressions that redirect attention to the main points on:




Teacher introduces resource persons and guide students to interact with them, students ask and answer questions from resource persons and write down the key point of the lesson as summarized.

Writing Letter writing: (informal) Informal letter-one address:

(a) Opening (b) Salutation (c) Body of the letter (d) Closing

Teacher writes a model format sample of informal letter. Guides the students to write informal letter:

(a) Friends (b) Parents (c) Brother or sister

etc

Listening/speaking Speeches: intonation, stress and rhythm Passages and poems, highlighting correct intonation, stress and rhythms.

Present sample poems and plays for controlled and intensive practice and recorded materials for controlled practices.


Active and passive verbs Identification of active and passive verbs e.g. active verb: “The cat chased the mouse” Passive verb: “The leaves are being eaten by caterpillars”.

Teacher defines active and passive verbs e.g. (a) What is active verb? (b) what is passive verb. Explains to the students.

Literature Prose Types of prose

(a) Narrative prose a story or a description of event

(b) Descriptive prose

Engages the students in discussion of a narrative story and descriptive prose.

10. Reading Reading for summary Selected passages on critical reading highlighting:

(a) Facts (b) Opinions

Teacher demonstrates how to differentiate between facts and opinions and practice how to differentiate facts from opinions.

Writing Composition, writing, exposition Elements of composition:

(a) Introduction (b) Body (c) Conclusion Arrangement of ideas in logical sequence

Teacher guides students to list elements of composition and lead students to re-arrange ideas generated in logical sequence, draft of composition, renew the draft (edit, proof read, review and amend) students write a composition.

Listening/speaking Speeches: (Phonemes) Consonant cluster e.g. respect, principle, tactile, struggle.

Teacher emphasises the correct articulatory movements in the pronunciation of the sounds.


Active and passive verbs Passive verbs Identification of active and passive verbs in given

Teacher leads the students to read a given passage and guide them to identify active

passages on: (a) Dangers of pre-marital

sex (b) Consequences of

negative peer pressure.

and passive verbs in passage.

Literature Prose Features of prose:

(a) Plot-the story of a book (b) Character-a person in

a story “Harry is a character in the book”.

(c) Style: a particular way a book is written “she has a wonderful style of writing”.

(d) Setting: the place or period of time the book is written “she chose Abuja as the setting for her novel”.

(e) Theme “The main idea or subject in a book”.

Teacher guides the students to write a story and list features of prose.

11. Reading Reading for summary Empowers us to read a lot of materials such as:

(a) Newspaper (b) Magazines (c) Cuttings Help us to cultivate the skill of referencing

Students read appropriately various reading materials and answer comprehension questions that demonstrate mastery of selected materials.

Writing Various types of composition writing: Narrative Descriptive Expository Argumentative Composition on: motor vehicle parts that need regular care e.g. ‘radiator’, ‘engine’, ‘brake’, ‘fluid’ etc

Diagram of a motor vehicle showing regular activities, regular care material e.g. water brake fluid, engine oil etc. Produce first draft of the composition and guide the students to write.

Listening/speaking Speeches: intonation, stress and rhythm Making statements, commands and questions using the correct stress, intonation and rhythm.

Teacher provides sample sentences, paragraphs and passages, poems and plays, tape recorder, students practice different passages to identify the correct points of passes, appropriate rhythm and answer questions respond to commands using different intonation patterns.


Modal forms Identification of modals from selected passages based on the following:

(a) Patriotism (b) Discipline (c) Benefits of reading

newspapers etc

Teacher provides passages from recommended texts, supplementary, readers, read and discuss.

Literature Poetry Poetry types e.g. (a) dirge, epic, lyric, dramatic etc

Teacher provides poetry books, read selected poems discuss and explain the content of the poems. Identify and list different types of poetry e.g.

(a) Epic – poem about great events or exciting adventure.

(b) Lyric – words like a song etc.

12 Reading Reading for speed Surveying/scanning for main points

To correctly survey and scan while reading selected reading.

Writing Summary Writing Identification of topic sentences from given

Identifying accurately topic sentences from paragraphs in selected

paragraphs/passages newspaper/magazine cutting and course books. Summarize given passages or paragraphs.

Listening/speaking Speeches: Intonation, stress and rhythm Making statements, commands and questions and questions using the correct stress, intonation and rhythm

Teacher makes statements, ask questions, gives commands using appropriate intonation patterns.


Active and passive verbs Making sentences with active and passive verbs e.g. ‘The cat chased the mouse’ (active verb) “The leaves are being eaten by caterpillars” (passive verb)

Teacher makes correct sentences using active and passive verbs

Literature Poetry Poetry language

(a) Concise (b) Unique (c) High

Identify two aspects of the language of poetry and write two simple poems.

13. Revision Revision Revision

14. Examination Examination Examination

ENGLISH LANGUAGE

J S S 3 SECOND TERM

WEEK THEME CONTENT ACTIVITIES

1 Resumption test Resumption test Resumption test

2 LISTENING/SPEAKING Intonation, stress and rhythm

1. Listening to speeches on the following: - Human right - Gender issues

1. Identify correct intonation patterns for statements, questions and commands. 2. recite poems using

- Value orientation (e.g. honesty, punctuality etc.) - Peace Education - Drug Abuse - Global warming etc, high light correct intonation, stress 2. Making statements, commands and questions using correct stress, intonation and rhythm.

appropriate rhythms

WRITING Composition

Types of composition: narrative, descriptive, argumentative, expository etc.

Practice writing on practically given topics, e.g. narrative, descriptive, argumentative, expository etc.

GRAMMATICAL ACCURACY Speech adverbial

Adverbial and tenses, adverbial of: manners, purpose, frequency, reason etc.

1. Read given passages to identify adverbial and tenses

2. Use adverbials and correct tenses in sentences.

READING Reading for speech and accuracy

Reading techniques such as surveying, scansion and skimming.

1. Explain different methods of foster reading.

2. Write notes on techniques of fast reading

3. Practice reading fast

LITERATURE Prose

Types of prose (fiction/non fiction): narrative and descriptive

Students to:

1. Read short stories

2. List features of prose and explain themes in the read stories.

3 LISTENING/SPEAKING Phonemes

1. Long and short vowels

/i/ Bee /i/ be

Heed hi

Heat hit

2. consonants and clusters e.g. four/vim, fish/van

Clusters= respect, principle, struggle, etc.

3. diphthongs e.g.

/ei/ = rail, sail, date, late, etc.

/ou/ = coat, boat, road, ……

/ai/ = child, wild, might, mild, ……

1. Identifies/produces materials for the correct pronunciation of the target sounds in context.

2. Practice the articulation of the sounds.

WRITING Summary writing

Essentials in summary writing

- identification of topic sentences

- identification of key ideas from different passages

1. Reading selected passages for summary.

2. Identify at least two main ideas from a passage.

GRAMMATICAL ACCURACY

Identification of weak forms, word boundaries e.g. above, alone abound

1. Write out words with weak forms, order of merit e.g. butter and bread, leader of etc.

READING Reading critical evaluation

1. Meaning of critical reading.

- Aspects of critical and its essence

- select passage in

1. Select passages and practice reading for critical evaluation.

critical work.

LITERATURE Prose

Reading of the recommended text (Prose)

1. Read and explain the recommended prose.

4 LISTENING/SPEAKING i. Phrases and question tags

ii. Phrases =e.g. a crop of ideas, a queue of traffic etc.

iii. Question tags e.g.

- Dapo is a naughty girl, isn’t she? (No, she isn’t)

1. Practice more of the question tags from the text book.

2. Call students out to converse on tags and answers.

WRITING Writing skills

1. Summary writing

2. Essentials of summary

1. Select and read appropriate materials for topic sentences and main ideas.

GRAMMATICAL ACCURACY Modifiers (Adjectives & adverbs)

Use of words that modify (adjective & adverbs) “smell, colour” etc.

1. Select and bring colours to class for recognition and discussion.

READING Reading to grasp meaning

Reading composition passages from selected text

1. Select a relevant passage.

2. Read in class, answer questions and explain content.

LITERATURE Prose

Reading recommended prose text

Class room reading of the prescribed text

5 LISTENING/SPEAKING Composition passage

Reading a descriptive composition aspects of descriptive

Teacher selects a descriptive passage for reading in class.

- Identify the features that make it descriptive. Describe your classmate.


Narrative composition 1. Write a narrative essay in the fight you witness recently.

GRAMMATICAL ACCURACY Grammatical structure and usage

Introduction to synonyms. Words that mean nearly the same or exactly the same.

Select and practice words and their synonyms.

READING Chanting a poem

Chanting a poem: observing the metric pattern, rhyme and other sound effects

1. Select poem to be read out aloud

2. Reciting a poem that rhymes.

LITERATURE Reading Prose

Reading the recommended prose text.

3. Students should read in turns as directed by teacher.

6 LISTENING/SPEAKING Speaking skills (conversation among students)

Students should ask and answer question among them to show a pattern of conversation.


Summary writing Students to summarize a passage in a given number of words sentences or paragraphs.

GRAMMATICAL ACCURACY Model verbs and adverbials.

Using modal verbs and adverbials to express willingness and unwillingness.

1. Use modals and make correct sentences.

2. Express willingness and unwillingness.

3. Give further examples of modal forms

READING Reading for points

Reading selected passages for main points

A passage to be selected and read.

LITERATURE Prose

Reading recommended prose

1. Class room reading of the prescribed text.

text 2. An assignment on the prose text

7 LISTENING/SPEAKING Asking and answering questions

Students to be paired to ask and answer questions on general academic issues.

WRITING Letter writing

Informal letters:

- Letter to parents

- Letter to friends

- Close relations etc.

1. Sample letters be studied from the main text.

2. Features of informal letter be further emphasized.

GRAMMATICAL ACCURACY Word building

Using suffixes to form new words from root words

Practice formation of new words using suffixes e.g. Time – timely, advantage – advantageous etc.

READING Critical evaluation

Reading to analyze, judge and give opinion.

Selected passages to be read and criticized..

LITERATURE Prose reading

Reading the recommended text (prose)

1. Paired reading to be done

2. Explanatory notes be given.

8 LISTENING/SPEAKING Consonant sounds /h/ in h- occurring and non – occurring words.

Words to consider such as Home (Hour), House (Honour) etc.


Informal letter its (futures)

Address, date, salutation, body, complementary, close, first name of the writer only.

1. Sample of informal letters be considered from the text.

2. Students to practice informal letter.

GRAMMATICAL ACCURACY Conjunctions

The use of conjunctions, prepositions and

Students to practice using “and”, “because”

interjections. etc. Hello etc.

READING Summary

Summarizing in a number of sentences.

A selected passage to be read and summarized.

LITERATURE Prose reading

Reading the prose text for themes, characters and plot structure.

The recommended prose text be read and explained in class.

9 LISTENING/SPEAKING Intonation pattern

Intonation stress pattern on speeches involving conflict resolution, gender issues, giving instructions.

A suitable topic be chosen for discussion to show intonation pattern.


Writing informal letters, letters of appreciation, letter of complaint

A model letter from the students’ text be reviewed.

GRAMMATICAL ACCURACY Use of parts of speech

The use of conjunctions, prepositions and interjections

1. Make sentences using conjunctions

2. Make sentences using prepositions and interjections.

READING Comprehension

Listening to comprehension passage taken from students’ prescribed text.

A passage be treated in class.

LITERATURE Prose

Reading the text for mood, tone, symbolism and imagery.

Read the presented text to get the techniques and explain their usage.

10 LISTENING/SPEAKING Consonant sounds

Contrasting the voiceless /ɵ/ and the voice /ə/.

1. Practice the use of /ɵ/ in words such as: thought, think, through etc,

WRITING Writing skills in letter writing

Revising formal letter Types: = letter to business organization,

1. Class work to write an application letter for employment as a clerk or teacher.

= letters of application for employment = letter of query etc.

GRAMMATICAL ACCURACY Verbs

Modal verbs and other forms of expressing a wish

1. Indicate correctly modals from selected passages.

2. Give own examples of direct and indirect modals e.g. ” I may see you tomorrow” (Direct) “He said he might see you the following day” (Indirect)

READING

Reading for points

Reading for major and minor points. Selected passage from the students’ prescribed text.

Students to read and draw out the points from given passages.

LITERATURE

Poetry study

Reading the recommended poem for theme, structure and symbolism.

1. Read and explain the recommended poem.

2. Assignment (Home work) to analyze the theme(s) and bring the symbols used.

11 Revision Revision Revision

12 Examination Examination Examination

ENGLISH LANGUAGE

J S S 3 THIRD TERM

WEEK THEME/SKILL TOPIC CONTENT ACTIVITIES

1 Resumption test Resumption test

Resumption test Conduct of resumption test

2 Listening and speaking

Consonant sounds

Consonant /Ѳ/ and /ā/ contrasted in words and sentence

Make a list of words with /Ѳ/ sounds

Make a list of

contexts. E.g. cloth/clothe, breath/breathe, thanks/then

words with /ā/ sounds.

Use them in sentence contexts.


Verbs Using model verbs and other forms to express permission.

Practice the use of verbs in roper context to take permission/give permission.

Reading Identifying active and passive verbs

Reading passages on (a) Dangers of premarital sex (b) the right to education (c) consequences of negative peer pressure.

Read a given passage to identify active & passive verbs.

Teacher guides students to make such sentences.

Writing Skills in writing a poem.

Composing a simple poem in a concise, unique but high language.

Teacher writes a simple narrative poem

Identify different types of poems.

Literature Drama Introduction to the prescribed dramatic text e.g. ‘trafficked victims’, dinner for promotion.

The prescribed drama text to be read in class-students as characters.

3 Speech (listening and speaking)

Consonant sounds usage.

Consonants/s/ and/S/ contrasted in word and sentence contexts. Eg. Save /shave, suit/shoot, sleep/ship etc.

Make a list of words with /s/ sound.

Make a list of words with /s/ sound

Make speech/sentence with the words.

Reading Reading to grasp meaning

Reading passages to grasp meaning in various context.

Select passage form student’s text to read.

Answer question to show understanding.

Distinguish form facts and opinions.

Grammatical accuracy.

Correct use of verbs.

Using modal verbs to express obligation and necessity. Eg ought’, might.

Practice the use of modal verbs to express obligation and necessity.

Writing Writing skills Descriptive composition ways to describe accurately

Teacher to mention the various aspect of good description : (external features/internal features)

Students to write a description of a given subject (person, thing, process).

Literature Biography Biography of the playwright (the prescribed drama text)

The teacher should give a vivid biography of the playwright for understanding.

4 Speaking and listening (speech work)

Consonant sounds

Consonant sounds /p/ and /b/ contrasted in word and sentence usage. Eg. Peace/beat, purse/bus, parch/batch etc.

Make a list of words with /p/ sounds

Make a list of words with/b/ sounds

Make speech/sentences with the words.


Verbs Modal verbs for expressing possibility.

Practice the use of modal verbs to express possibility.

Reading Reading for evaluation

Reading form student text for evaluation.

Read selected passage and answer the question on it.

Writing Writing Skills Expository composition: Techniques of writing exposition.

List out various techniques in expository liability.

Practice writing an expository essays eg. Processing Garri/weaving etc.

Literature Drama Introduction to the theme, setting and plot of the prescribed drama txet.

Read the txet to explain theme setting (place & time) and plot in the text.

Explain the concepts.

5 Speech Speaking & listening

Speaking skills: conversation among students.

Conversation between senior and senior etc.

Pair student to talk on a given topic. Eg. What you love doing best.

Pair senior to talk to junior in age.


Ability Modal for expressing ability.

Practice the use of modal verbs for expressing ability.

Writing Writing skills Writing a fare well speech

List features of speech

State who and how to write fare well speech.

Reading Reading for comprehension

Listening/Reading to comprehend.

Read a given passage

Selected passage form student text.

Answer question on comprehension

Literature Review Discussion of the text and summary of it.

The prescribed text should be discussed.

6 Speech Listening and speaking

Asking and answering questions

Practice asking and answering question form Adults, Peers and Mates.

Reading Comprehension Reading selected passage form student text for comprehension.

Pick and practice a passage.

Writing Writing skills Summary writing: summarizing points.

Practice a summary passage from the students book


Ability Modals for expressing ability

Practice the use of modal verbs for expressing ability.

Literature Reading Highlight of the main characters and events in the text.

List out the main characters in the prescribed text (drama) and discss.

List out main events and discuss.

7 Speech (listening/speaking)

Intonation Rising and falling tone. Speaking in high temper and low temper.

Practice speaking with rising and falling tone.

Writing Writing skills Diary and record keeping

Vital points in keeping records and diary.

Practice recording information.

Reading Reading skills Reading for maximum retention and recall (form students text).

Choose appropriate passage to read for retention and recall

Answer question bothering on retention and recall of information.


Adverbials modes of expressing restriction using adverbials.

List out adverbials

Practice using them to express restriction.

Literature Reading Revision of treated literature texts.

Practice answering past question on the treated literature texts.

8 Revision Revision Revision work Revision using past question papers.

Treating student’s question as they ask.

9 - 12 Examination Examination Examination Conduct/invigilation of examinations

MATHEMATICS

MATHEMATICS FIRST TERM JSS 3

WEEK TOPIC / CONTENT

ACTIVITIES

1 BINARY NUMBERS i. Addition and subtraction of binary numbers ii. Multiplication and division of binary numbers iii. Solving Quantitative Reasoning problems on binary numbers.

Students: i. Add binary numbers ii. Subtract binary numbers iii. Multiply binary numbers iv. Divide given binary numbers v. solve Quantitative Reasoning problems Instructional Resources: Flash cards

2 BINARY NUMBERS CONT. i. Conversion from base ten to binary ii. Conversion from binary to other bases. iii. Applying binary numbers as two way classification system using punch card. iv. Using computer to do simple mathematical calculations.

Students a. change numbers from base 10 to base 2. b. change base 2 numbers to base 10 or any required base. Instructional Resources:

a. Flash cards showing a typical conversion from base 10 to base 2.

b. Punch cards.

3 DIRECT AND INVERSE PROPORTION i. Direct proportion ii. Indirect proportion iii. Apply direct and inverse proportions to practical problems.

STUDENTS: i. Solve problems on direct and inverse proportion including practical problems. Instructional Resources: Direct and inverse proportions chart

4 RATIONAL AND NON-RATIONAL NUMBERS i. Identifying rational and non-rational numbers. ii. Determining the approximate value of some non-rational numbers. iii. Determining the approximate value of pi. iv. Finding reciprocals.

Students: a. Identify rational numbers amongst a

set of given numbers. b. Determine practically the approximate

value of some non-rational numbers. Instructional Resources: Chart showing some non-rational numbers.

5 PLANE FIGURES Problems in measuration involving: i. Area of triangles ii. Area of parallelograms iii. Area of trapezium iv. Area of circles and sectors v. Word problems involving area.

Students: a. Derive formula for area of triangles. b. Use formula to find the area of

parallelograms, trapezia and circles. c. Solve Quantitative problems on areas.

Instructional Resources: Models of indicated shapes (Triangles, Circles etc.)

6 FACTORIZATION OR ALGEBRAIC EXPRESSION Factorization of expressions of the form: i. ax+ay ii. 3m+pq+3p+mq

Students: a. Factorize simple algebraic

expressions b. Use the quadratic equation box to

factorize quadratic expression.

iii. a2 – b2 iv. a2 – 2ab + b2 v. Word problems involving factorization.

Instructional Resources: a. Quadratic equation box b. Flash cards of problems

7 EQUATIONS INVOLVING FRACTIONS i. Solving simple equations involving fractions. ii. Word problems leading to simple equation involving fractions iii. Simplifying expressions involving brackets.

Students: a. Solve simple equations involving

fractions b. Translate word problems to algebraic

equations and solve them c. Simplify expressions with brackets.

Instructional Resources: Flash cards of simple equations involving fractions.

8 SIMULTANEOUS EQUATIONS i. Solution of simultaneous equations by substitution method ii. Solution by elimination method iii. Applying substitution and elimination method of solving simultaneous equations to real life activities.

Instructional Resources: Flash cards with simultaneous linear equations.

9 GRAPHICAL SOLUTION OF SIMULTANEOUS EQUATIONS i. Compiling table of values for simultaneous linear equations. ii. Solving problems involving simultaneous linear equations in 2 variables graphically.

Students: a. Compute linear equations for different

values for the variable. b. Presenting calculated values in

tabular form. c. Obtain the solution of pair of

equations from the graph drawn. Instructional Resources: i. chart of table of values ii. graph board iii. flash cards with simultaneous linear equations.

10 VARIATION i. Definition of variation ii. Direct variation y=kx iii. Inverse variation y= k/x

i. Solves problems on direct variation ii. solve problems on inverse variation. Instructional Resources: -flash cards -source for relevant information on direct and inverse variation.

11 VARIATION Students:

i. Partial variation y=kx+c ii. Joint variation y = kpq, where k is a constant.

Obtain the constant and solve problems on partial and joint variation.

12 WORD PROBLEMS i. Translate word problems into numerical expression ii. Interpreting and solving given word problems.

Students: a. Translate word problems into

algebraic expression b. Solve given word problems.

Instructional Resources: Flash cards

13 Revision Revision

14 Examinations Examinations

MATHEMATICS SECOND TERM JSS 3

WEEK TOPIC / CONTENT ACTIVITIES

1 CHANGE OF SUBJECT OF FORMULA i. Changing subject in a formula ii. Simplifying expression by substituting in formula.

Students: i. Re-write a formula with a new subject ii. Substitute values into a given formula Instructional Resources: Flash cards of formula

2 COMPOUND INTEREST i. Revision of simple interest ii. Solving problems on compound interest iii. Applying the use of compound interest in daily life activities.

Students: a. Compute simple interest b. Solve problems on compound interest

Instructional Resources: Source for information on compound interest e.g. fixed deposits.

3 VIEWS, PLANS AND SKETCHES Drawing views and plans of common solids i. cube and cuboids ii. cone iii. cylinder iv. sphere v. prism

Students: a. Draw views of common solids b. Draw plans of common solids.

Instructional Resources: Models or cubes, cuboids, cylinders etc.

4 PROBABILITY Students;

i. Define probability ii. Use probability to estimate the outcomes of real-life problems involving chance. iii. Express probability as a fraction iv. Determine the probability of events such as throwing a die, picking a ball from a bag etc.

a. Give practical examples of chance events

b. Determine the probability of an event. Instructional Resources: Dice, balls, marbles, coins.

5 SIMILAR SHAPES a. Identify similar figures : i. Triangles (ii) Rectangles iii. Squares, (iv) Cubes v. Cuboids. b. Identify the presence of similar shapes in the environment.

6 ENLARGEMENT AND SCALE FACTOR i. Meaning of enlargement and scale factor ii. enlargement shapes using scale factor iii. Calculating and comparing lengths areas and volumes of similar figures iv. Quantitative Reasoning involving similar shapes.

Students: i. Identify and collect similar shapes ii. describe the meaning of enlargement and scale factor iii. enlarge shapes using scale factor. Instructional Resources: Similar shapes of triangles, rectangles, squares etc.

7 TRIGONOMETRY i. Identify sine, cosine and tangent of an acute angle as ratios of sides of a right-angled triangle. ii. using trigonometric ratio to solve practical problems iii. applying trigonometric ratios to solve word problems.

Students: Obtain since ratio of a given acute angle. Instructional Resources: - Models of right-angled triangles - Flash cards with different problems.

8 SOLID SHAPES Problems in measuration involving: i. volume of cylinders, cones ii. surface areas of cylinder and cones.

Students: a. Compute volume of cylinders and

cones b. Calculate the surface area and total

surfaces area of cylinders and cones.

Instructional Resources: - Cylindrical shapes. - Models of cones

9 CONSTRUCTION i. Bisecting of line segments ii. Bisecting of angles iii. Constructing simple shapes

Students: a. Bisect line segments b. Bisect given angles c. Construct simple shapes

Instructional Resources: -Mathematical set -Chalkboard construction set.

10 CONSTRUCTION i. construction of angles of various sizes 90o, 60o, 45o, 30o ii. copying a given angle iii. Constructing simple shapes.

Students: a. Construct angle 90o b. Bisect 90o to construct 45o c. Copy a given angle d. Construct a triangle with 2 sides and

an included angle Instructional Resources: - Mathematical set - Chalkboard construction set.


12 Examinations Examinations

MATHEMATICS THIRD TERM JSS 3


1 STATISTICS i. Calculating mean of a given data from raw scores ii. Obtaining median iii. finding mode iv. Finding the range of any given date v. Calculating mean and median from frequency table.

Students: Find the range, mean, median and mode of a given data. Instructional Resources: Source data from the school e.g. age of students.

2 STATISTICS (DATA PRESENTATION)

Students: a. Rank given data

i. Frequency table ii. Pictograms iii. Ordering or ranking data iv. Representing and interpreting data on a bar chart v. Representing and interpreting data on a pie chart.

b. Group or present data in tabular form c. Draw an accurate pie chart to

represent given information. Instructional Resources: Model pie charts and bar charts.

3 VARIATION Revision of problem solving involving: i. direct (ii) inverse (iii) joint iv. partial variation.

Students: a. Solve problems on direct and inverse

variation b. Solve problems on partial and joint

variation Instructional Resources -Source data on the different types of variation. -Flash cards.

4 APPROXIMATION Revision of approximation of numbers to: i. decimal place ii. significant figures iii. required degree of accuracy

Students: a. Rounds off numbers to decimal places

and significant figures b. Rounds off numbers to a required

degree of accuracy.

5 FRACTIONS (Revision) i. Addition and subtraction of fractions ii. Multiplication and division of fractions. iii. use of order of operations in simplifying expressions with fractions. iv. Simplifying algebraic fractions with monomial denominators.

Students: a. Add and subtract fractions b. Multiply and divide given fractions c. Simplify algebraic fractions.

Instructional Resources: Flash cards.

6 RIGHT-ANGLED TRIANGLES i. Use of Pythagoras rule in finding missing sides of triangles. ii. Pythagoras triples iii. Finding trigonometric ratios of sine, cosine, and tangent using sides of right angled triangles.

Students: a. Give the sine, cosine and tangent

ratios of required acute angles. b. Identify Pythagoras triples

Instructional Resources: Flash cards with different problems.

7-13 Revision and Revision and

BECE Examinations BECE Examinations

NIGERIAN LANGUAGES (NL)

HAUSA LANGUAGE L1 FIRST TERM

ZANGO NA DAYA AJI UKU

MAKO BATU/KUMSHIYA AYYUKA

1 HARSHE:

Garbatar da jimla mai harshen damo.

Misalimyaron nana baki gare shi, ta ci wake,

yaron ya koma.

2 HARSHE:

Takaitaccen bayani akan lokutan Hausa.

Misali – lokaci mai zuwa, lokacin yanzu da

lokaci wanda ya gabata

3 ADABI:

Nazarin saukakan rubutattun waƘoƘi masu

ɗango biyu-biyu zuwa uku-uku.

4 ADABI:

Gabatar da bayani akan rubtun zube.

5 AL’ADA:

Ma’anar tsaro da nau’o’ina. Misali – tsaron kai,

gida, gari, kasa ds.

6 AL’ADA:

Ma’anar sana’a da ire-irenta. Misali – noma,

Ƙiwo, rini, Ƙira, saƘa, dukanci, jima, ɗinki, gini,

ds.

7 HARSHE:

Amfani da baban baki ko karami a inda ya

dace.

8 ADABI:

Ci gaba da nazari akan zaɓaɓɓun rubutattaun

waƘoƘi. (A kula da zubi da salonta tare da

jigonta)

9 AL’ADA:

Bayani akan hukumomin tsaro da irin

ayyukansu. Misali- yau sauda, soja (sama,

kasa, ruwa) kwastan, jamian kula da shiga da

fice, yau saudan – ciki, da ganduroba.

10 AL’ADA:

Tsokaci akan muhimmancin sana’a. misali –

dogaro da kai, kare mitunci, samun abin

masarufi, haɓaka tattalin arziki ds.

11 ADABI:

Ci gaba da nazari akan rubutun zube , misali-

kula da zubi da tsarin labari tare da jigonsa.

12 HARSHE:

Haɗawa ko raba Ƙalmomi inda ya dace.

Misali- kodayaushe, ci gaba, barkonon-

tsohuwa, matsattsaku, shasshaka, ds.

13 Bitar aikin baya/maimaitawa

14 Jarabawa

HAUSA LANGUAGE L1 SECOND TERM ZANGO NA BIU AJI UKU


1 HARSHE:

Ma’ana da nau’o’in fassara. Misali – ta baki

(tafinta), da ta rubutu.

2 ADABI:

Nazari da bayanin zababbun rubutattun wasan

ƘwaiƘwayo.

3 ADABI:

Ma’anar adabin baka da rukunoninsa. Misali –

waƘoƘin baƘa, tatsuniyoyi, labaran gargajiya,

zaurance, Karin nagana, waƘoƘin makaɗa ds.

4 AL’ADA:

Ma’anar kare-saye da haƘƘoƘin kare saye.

(kiyaye haƘƘoin mai saye daga mai sayarwa).

Misali – samum biyan buƘata, rashin illa ga

lafiya, samum bayani, ds.

5 AL’ADA:

Nazari akan hanyoyin haɓaka tattalin arziki na

zamani. Misali – noma da kiwo na zamani,

sarrafa kayan abinci.

6 HARSHE:

Cikakke bayani akan rubutacciyar fassara.

Misali – fassara mai yanci da mara yanci.

7 ADABI:

Ci gaba da nazari akan rubutaccen wasan

ƘwaiƘwayo. (kula da jigo da salon wasa)

8 ADABi:

Ci gaba da bayani akan ruƘunonin adabin

baƘa.

9 AL’ADA:

Ci gaba da bayani kan haƘƘoƘin kare saye.

Misali – haƘƘin zaɓi, kai kuka, ilimantar da

kai, koke ds.

10 AL’ADA: Ci gaba da nazarin hanyoyin habaka

tattalin arziki. Misali – sana’o’in hannu na

zamani, da cinikayyar zamani


12 Jarabawa

HAUSA LANGUAGE L1 THIRD TERM ZANGO NA UKU AJI UKU


1 ADABI:

Ma’anar rubutaccen adabi da ruƘunoninsa

2 AL’ADA:

Ma’anar da misalan keta haddi. Misali – satar

mutane, safarar mutane, azabtar da yara da

gallazawa mata.

3 HARSHE:

Bayani kan auna fahimta da nau’o’in sa. Misali

– na wayar da kai, fasaha da ƘirƘire-ƘirƘire.

4 ADABI:

Ci gaba daa cikakken bayani akan rukunonin

rubutaccen adabi. Misali – rubutun zube,

rubutacciyar waƘa da wasan ƘwaiƘwayo.

5 HARSHE:

Ci gaba da bayani akan auna fahimta. Misali -

fasahar Ƙwanfuta da sadarwa

6 AL’ADA: Illolin keta haddin al’umma. Misali –

karuwanci, Ƙangarewa, shaye-shaye, hauka,

ds.


8 Jarabawa

HAUSA LANGUAGE L2 FIRST TERM ZANGO NA DAYA AJI UKU


1 HARSHE:

Ƙa’idojin rubutu misali-amfani da babban bakiko

Ƙaramin baki inda ya dace.

2 HARSHE:

Koyar da alamomin rubutu. Misali-aya, waƘafi,

karan ɗori, alaman motsin rai, baƘa biyu ds

3 HARSHE:

Koyar da kiɗaya daga 100-1000

4 HARSHE:

Sunayen zahiri da badini misali-zafi, sanyi, iska,

teburi, mota, kujera, d.s.

5 HARSHE:

Ma’anar insha’i da rabe-rabensa (na labari,

muhawara, bayani, rubutun wasiƘa.dis)

6 HARSHE:

Sigar rubutun wasiƘa misali-adireshi, kwanun

wata, gaugaur jiki. d.s.

7 HARSHE:

Hadawa ko raba Ƙalmomi inda ya dace.

8 ADABI:

Ma’anar Ƙarin magana da misalai. Misali-komai

nisan jifa……..rabon Ƙwado…..d.s.

9 HARSHE:

Tambaya da amsa, hira tsakanin aboki.

10 HARSHE:

Koyar da rubutu da karatu a aji.

11 ADABI:

Koyar da halin da mutum ke ciki misali-farin ciki,

juyayi, bakin ciki (labarin zucuja a tambayi fuska)

12 HARSHE:

Ma’anar ingausa tare da misali. Misali-zanje

makaranta, ya tafi kasuwa d.s.

13 Bita/maimaita aikin baya

HAUSA LANGUAGE L2 SECOND TERM ZANGO NA BIU AJI UKU


1 HARSHE:

Ma’anar fassara da rabe-rabenta

2 HARSHE:

Fassara Ƙalmomin turanci zuwa hausa. Misali-

fassara Ƙananan jinloli da gajerun labarari.

3 ADABI:

Wayar da kai game da ciwon sida (hiv), da shan

miyagun kwayoyi.

4 HARSHE:

Kara Ƙarfafa bayani kan auna fahimta

5 HARSHE:

Koyar da Ƙalmomi tare da Ƙishiyoninsu.misali-

rayuwa-mutuwa, zauna-tashi d.s.

6 AL’ADA:

Abincin hausawa (ganyayen da hausawa keci)

misali-zogale, rama, dinkin, kauci, yadiya,

alayyahu d.s.

7 AL’ADA:

Ma’anar sana’a da rabe-rabenta (ta mata da ta

maza)

8 AL’ADA:

Bayani kan sana’ar noma da kiwo

9 AL’ADA:

Bayani a kan Ƙira da wanzanci

10 AL’ADA:

Bayani kan sana’ar fawa da su.

11 Bita/maimaita aikin baya

12 Jarabawa.

HAUSA LANGUAGE L2 THIRD TERM ZANGO NA UKU AJI UKU


1 ADABI:

Manar rubutaccen adabi da ire-irensa misali-

rubutun zube; wasan ƘwaiƘwayo, rubutattun

waƘoƘi).

2 ADABI:

Ci gaba da bayani adabi.

3 AL’ADA:

Ma’anar maganin gargajiya da ire-irensa.

misali-turare, shafi, sake-safi, sabara, dauri,

d.s.

4 HARSHE:

Fassara Ƙananan Ƙalmomi

5 Bitar aikin. zangon karatu na ɗaya da na

biyu.

6 Bitar aikin zango karatu na uku.

ASỤSỤ IGBO (L1)

JSS 3 TAM NKE MBỤ

IZUỤKA

1.

2.

ISIOKWU / NDỊNISIOKWU

ỌNỤỌGỤGỤ (0-1000) 1. Ịgụ ọnụọgụgụ (0-5000) 2. Ịgụ ọnụ ọgụgụ na-agarirị (501-1000) OMENALA

IHE OMUME NA NGWA NKỤZI

IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịgụ ọnụọgụgụ 2. Ịdepụta ọnụọgụgụ 3. Ịrụgosi ọnụọgụgụ NGWA NKỤZỊ Akwụkwọ ọgụgụ, kaadị mgbubam, mkpụrụokute, dgz. IHE ỤMỤAKWỤKWỌ GA-EME

3.

4.

5.

a) Nkọwa Omenala b) Ịgụ nwa aha na ndị o metụtara c) Ịhụ nwata eze na ndị o metụtara d) Mgbanwe na-abatagasị n’omenala ndị a AGỤMAGỤ: ỊGỤ IDUUAZỊ A HỌPỤTARA a) Nkọwa odee akwụkwo, isiokwu, ndị nisiokwu akụkọ ya b) Ọgụgụ akwụkwọ iduuazị c) Nkọwa mkpụruokwu na okwu ọhụrụ batara n’ihe a gụrụ OMENALA A i) Nkọwa Omenala ii) Ile ọbịa na mkpọpụta ihe ndị ụfọdụ ndị Igbo ji ele ọbịa. Ya bụ ihe ndị na- anọchi anya ọjị. B) Ọmụmụ ilu na nkọwa ilu ụfọdụ dị mfe. AGỤMAGỤ: IDUUAZỊ 1. Ọgụgụ akwụkwọ Iduuazị a họpụtara 2. Nkọwa usoro okwu na okwu ọhụrụ ndị bata n’ihe a gụrụ 3. Ntụle agwa ndị gbara elu n’iduuazị 4. Nchịkọta akwụkwọ ejije na ihe mmụta sitere n’akụkọ

1. Ige ntị 2. Ikwu ihe gbasara omenala ndị e depụtara 3. Ikwu ihe a na-emegasị n’omenala ndị a 4. Ịkowa mgbanwe batarala n’omenala NGWA NKỤZI: Eserese/foto, akwụkwọ ọgụgụ, tepụrekọda, redio, tiivii na ihe ndị ọzọ dabara adaba IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịgụ akwụkwọ iduaazị a họpụtara 3. Inye nkọwa mkpụrụokwu na okwu ọhụrụ ndị batara n’ihe ha gụrụ NGWA NKỤZI Akwụkwọ Iduuazị a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ikwu ihe banyere ile ọbịa 3. Ịkpọsịta ihe ụfọdụ ha na-ahụ e ji eme ọjị / ele ọbịa 4. Ikwu ilu Igbo ndị ha maara na nkọwa ha NGWA NKỤZỊ: Akwụkwọ ọgụgụ, foto/eserese na-egosi ọjị na ụmụ ihe oriri ndị e ji anọchite anya ọjị na ihe oriri ndị ahụ n’onwe ha IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ a họpụtara 2. Ịkọwa okwu ọhụrụ batara n’ihe ha gụrụ 3. Ịjụ na ịza ajụjụ NGWA NKỤZI Akwụkwọ iduuazị a họpụtara

6.

7.

8.

9.

NSOROEDIDE a) Nkọwa na ọmụmụ iwu ndakọrịta ụdaume b) Iwu nsụpe dịka o metụtara ndekọ na ndesa mkpụrụokwu c) Ndepụta mkpụrụokwu ndị nwere ndakorịta na ndị dara n’iwu ndakọrịtaụdaume NSOROEDIDE a) Ọrụ “na” na-arụ n’ahịrị- okwu dịka mbuụzọ, nnye- makangwaa, njikọ na isingwaa. b) Nkụzi “na” dịka Njikọ c) Inyegasị ọmụmaatụ ha n’ahịrịokwu ỤTỌASUSỤ i. Ọmụmụ “na” dịka mbuụzọ ii. Inyegasị ọmụmaatụ ha ỤTỌASỤSỤ a) Ọmụmụ “na” dịka isingwaa b) Ọmụmụ “na” dịka nnyemaka ngwaa c) Iwepụtagasị ọmụmaatụ ha

IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige nti, 2. Inye ọmụmaatụ okwu nwere ndakorịta ụdaume 3. Ndepụta ụfọdụ mkpụrụokwu a na-edekọ ọnụ na nke a na-edesa edesa NGWA NKỤZỊ: Akwụkwọ ọgụgụ, chaatị ụdaume, kaadị mgbubam (flash card)

IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịkọwapụta ọrụ “na” n-arụ n’ahịrịokwu 3. Igosipụta ebe “na” na-arụ ọrụ di iche iche 5. Imebe ahịrịowku iji gosiputa ‘”na” dịka njikọ NGWA NKỤZI Kaadị mgbubam, akwụkwọ ọgụgụ, ụgbọ ojii, chaatị, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịrụgosị ebe “na” na-arụ ọrụ dịka mbuụzọ 3. Inye ọmumaatụ ha gasị NGWA NKỤZI Kaadị mgbubam, akwụkwọ ọgụgụ, ụgbọ ojii, chaatị, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịrụgosị ebe “na” na-arụ ọrụ dịka Isingwaa na nnyemaka ngwaa 3. Inye ọmụmaatu nke ha NGWA NKỤZI Kaadị mgbubam, akwụkwọ ọgụgụ, ụgbọ ojii, chaatị, dgz.

10.

11.

12

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A. IBI N’UDO a) Nkọwa ihe bụ ibi n’udo b) Ụzọ dị iche iche e si ebi n’udo c) Uru na Ọghọm dị n’ibi n’udo B. MPỤ ULE a) Nkọwa ihe bụ mpụ ule b) Ụzọ dị iche iche e si eme mpụ ule c) Ọghọm dị n’ime mpụ ule. d) NRỤRỊTAỤKA: Olee ndị a ga-aka ata uta gbasara mpụ ule. Ọ bụ ndị nne na nna ka ọ bụ ụmụakwụkwọ? AGỤMAGỤ: IDUUAZỊ 1. Ọgụgụ iduuazị 2. Nchịkọta isiokwu na ndịnisiokwu akụkọ 3. Nkọwa ihe mmụta dị n’akụkọ 4. Ntụle agwa ndị batara n’akụkọ 4. Omenala Igbo ndị batara n’akụkọ MMỤGHARỊ IHE A KỤZIRI ULE MMECHI

IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ibin’udo na mpụ ule 2. Ikwupụta ọtụtụ ụzọ e si ebi n’udo 3. Ikwu uru na ọghọm dị n’ibi n’udo 4. Ịkpọsita ụzọ e si eme mpụ ule 5. Idepụta uru na ọghọm mpụ ule 6. Ikwupụta ndị a ga-ata ụta site n’iji okwu dị omimi were kwado isiowu. NGWA NKỤZI Tepụrekọda, akwụkwọ ọgụgụ, eserese, ụmụaka n’onwe ha IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ikwu ihe ha mụtara n’iduuazị ha gụrụ 3. Ịkọ agwa ndị masịrị ha na ndị amasịghị ha. Ihe kpatara nke a. 4. Ịkpọsịta omenala ndị batara n’iduaazị NGWA NKỤZI Akwụkwọ iduuazị a họpụtara

ASỤSỤ IGBO (L1)

JSS 3 TAM NKE ABỤỌ

IZUỤKA

1.

ISIOKWU/NDỊNISIOKWU AGỤMAGỤ: ABỤ EDEREDE a) Ịkọwa odee abụ na akwụkwọ abụ ya b) Ọgụgụ abụ abụọ ndị a họpụtara c) Ntụle abụ, isiokwu, asụsụ nka na ihe abụ na- akọ maka ya na nkenke d) Ịkọwa ihe mmụta dị n’abụ


IHE ỤMỤAKWỤKWO GA-EME: 1. Ịgụ abụ a họpụtara 2. Ịkọwa isiokwu na asụsụ nka ndị pụtara n’abụ 3. Ikwu ihe ha mụtara n’abụ ndị ha gụrụ NGWA NKỤZỊ Akwụkwọ abụ a họpụtara

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e) Nkọwa okwu ọhụrụ ndị batara n’abụ ỌGWỤ a) Nkọwa ihe bụ ọgwụ b) Onye kwesiri inye ọgwụ c) Ebe e kwesiri ịzụta ọgwụ d) Mgbe e kwesiri ịnụ ọgwụ

e) Nsogbu dị n’ịzụ na ịṅụ ọgwụ f) Ịnụ ogwụ aghara aghara na ọghọm ya AGỤMAGỤ: ABỤ EDEREDE a. Ọgụgụ abụ abụọ a họpụtara b. Ntụle abụ, isiokwu/ ihe abụ na-akọ maka ya na asụsụ nka c. Nkọwa ihe mmụta dị n’abụ d. Itụle asụsụ nka ndị batara n’abụ e. Nkọwa okwu ọhụrụ batara na ha NKEBIOKWU a) Nkọwa nkebiokwu b) Ụdị nkebiokwu dị iche iche dịka: nkeaha, kenkọwa, nkembuụzọ na nkenrụaka c) Mmebe ahịrịokwu ndị nwere nkebiokwu. EDEMEDE KỌMPOZISHỌN a) Nkọwa edemede kompozishọn b) Nhazi ya c) Ide otu edemede nkọwa

IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịkọwa ihe ọgwụ bụ 2. Ikwu nsogbu na-adapụta

n’ịzụ/ịṅụ ọgwụike 3. Idepụta ọghọm atọ na-adị

n’ịṅụ ọgwụ aghara aghara NGWA NKỤZI Akwụkwọ ọgụgụ, eserese, ọgwụ dị iche iche, tepụrekọda, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgupụta abụ 2.Ikwu isiokwu abụ na asụsụ nka 3. Ide na nkenke ihe abụ na-akọ maka ya 4. Idepụta ihe mmụta abụọ dị n’abụ ndị ha gụrụ. NGWA NKỤZI: Akwụkwọ abụ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịkowa ihe bụ nkebiokwu 3. Imebe ahịrịokwu ndị nwere nkebiokwu 4. Ịgosiputa nkebiokwu n’ahịrị- okwu NGWA NKỤZỊ: Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, flanelgraf chaatị, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkparịtaụka maka edemede kọmpozishọn 2. Ikwu ka e si ahazi edemede kompozishọn NGWA NKỤZỊ: Akwụkwọ ọgụgụ, ụgbọ ojii

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NKEBIOKWU a) Nkọwa nkebiokwu b) Ọmụmụ nkebiokwu keaha c) Ọmụmụ nkebiokwu kenkọwaha d) Ọmụmaatụ gasị n’ahịrịokwu NKEBIOKWU a) Ọmụmụ nkebiokwu kenrụaka b) Ọmụmụ nkebiokwu kembuụzọ c) Ọmụmaatụ ha gasị n’ahịrịokwu AGỤMAGỤ: ABỤ EDEREDE a) Ọgụgụ akwụkwọ abụ abụọ a họpụtara

b. Ntụle abụ, isiokwu/ ihe abụ na-akọ maka ya na asụsụ nka c. Nkọwa ihe mmụta dị n’abụ d. Nkọwa okwu ọhụrụ batara na ha AGỤMAGỤ Ngụgharị akwụkwọ abụ ndị a họpụtara na nchịkọta ha. EDEMEDE 1. Nkọwa edemede 2. Edemede dị iche iche

IHE ỤMỤAKWỤKWỌ GA-EME 1.Ige ntị 2.Ịkọwa maka nkebiokwu keaha na kenkọwaha 3. Inye ọmụmatụ ha gasị

4. Igosipụta ha n’ahịrịokwu 5. Imebe ahịrịokwu nwere nkebiokwu NGWA NKỤZI Eserese, kaadị mgbubam, flanelgraf chaatị, dgz IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa nkebiokwu kenrụaka nke mbuụzọ 2. Inye ọmụmaatụ nke ọ bụla 3. Ịjụ na ịza ajụjụ NGWA NKỤZI Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụpụta abụ a họpụtara 2. Ikwu uche ha banyere abụ ha gụrụ 3. Ikwu isiokwu abụ na ihe abụ na-akụzi NGWA NKỤZI Akwụkwọ abụ a họpụtara. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụpụta abụ a họpụtara 2. Ikwu uche ha banyere abụ ndị ha gụrụ 4. Ịkọwa okwu ọhụrụ ndị pụtara n’abụ NGWA NKỤZI Akwụkwọ abụ a họpụtara. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịkpọsịta ụdị edemede ndị e

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i) Leta nke onye ii) Leta anamachọihe iii) Edemede mkparịtaụka MMỤGHARỊ IHE A KỤZIRI ULE/MMECHI

nwegasịrị 3. Idepụta edemede n’ụdị edemede nke ọ bụla NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, tepụ rekọda, dgz.

ASỤSỤ IGBO (L1)

JSS 3 TAM NKE ATỌ

IZUỤKA

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AGỤMAGỤ: EJIJE EDEREDE 1. Ọgụgụ akwụkwọ ejije a họpụtara

2. Ntụle odee ejije, ihe ejije na-akọ maka ya na asụsụ nka odee c) Ọgụgụ akwụkwọ ejije d) Nkọwa okwu ọhụrụ batara n’ejije

OMENALA a) Ile ọmụgwọ b) Ibi ugwu OMENALA na-agarịrị a) Iri ji ọhụrụ b) Ịwa ọjị

AGỤMAGỤ: Ejije ederede i) Ọgụgụ akwụkwọ ejije a họpụtara ii) Nkọwa usoro okwu na okwu ọhụrụ ndị batara n’ihe a gụrụ

ỤTỌASỤSỤ: NKEBIAHỊRỊOKWU i) Nkọwa ihe bụ nkebiahịrịokwu ii) Ụdị nkebiahịrịokwu dị iche iche iii) Ọmụmụ nkebiahịrị keaha na izipụta ya n’ahịrịokwu ỤTỌASỤSỤ:

IHE OMUME NA NGWA NKỤZI IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ ejije a họpụtara 2. Ikwu aha ode, ebe a mụrụ ya, Isiokwu akụkọ ya na asụsụ nka ndị o webatara n’akụkọ ya. 3. Ịkparịtaụka gbasara ihe ha gụrụ 4. Ịkọwa okwu ọhụrụ batara n’ihe ha gụrụ IHE ỤMỤAKWỤKWO GA-EME: 1. Ịkọwaputa ihe ha maara gbasara ile ọmụgwọ na ibi ugwu NGWA NKỤZỊ Akwụkwọ ọgụgụ, foto, eserese, tepụrekọda, redio, tiivii IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịkọwapụta ihe ha maara gbasara iri ji ọhụrụ na ịwa ọjị NGWA NKỤZI Akwụkwọ ọgụgụ, eserese, oge/mkpurụ oji, ji, tepụrekọda, redio, tiivii IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ ejije a họpụtara 2. Ịkọwa okwu ọhụrụ bata n’ihe ha gụrụ 3. Ịjụ na ịza ajụjụ NGWA NKUZỊ Akwụkwọ ejije a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ikwu ihe bụ nkebiahirị 3. Ịrụgosi nkebiahịrị n’ahịrịokwu NGWA NKỤZI: Akwụkwọ ọgụgụ, eserese, kaadị mgbubam IHE ỤMỤAKWỤKWỌ GA-EME

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i) Nkebiahịrị kenkọwa ii) Izipụta nkebiahịrị kenkọwa n’ahịrịokwu iii) Nkebiahịrị kembuụzọ na nzipụta ha n’ahịrịokwu AGỤMAGỤ: EJIJE EDEREDE 1. Ọgụgụ ejije a họpụtara 2. Nchịkọta akwụkwọ ejije a gụrụ 3. Ntụle agwa ndị kara pụta ihe n’ejije 4. Nchịkọta akwụkwọ ejije na ihe mmụta sitere n’ejije ULE

1. Ige ntị 2. Idepụta nkebiahịrị dị n’ahịrịokwu 3. Imebe ahịrị okwu ndị nwere Nkebiahịrị 4. Ịgosiputa nkebahịrị n’ahịrịokwu NGWA NKỤZỊ: Akwụkwọ ọgụgụ, kaadị mgbubam, chaatị, flanelgraf, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ ejije a họpụtara 2. Ịkọwa okwu ọhụrụ 3. Ịkọwa ihe ha ma gbasara agwa ndị batara n’ejije ha gụrụ. 4. Idepụta omenala ndị kara pụta n’ejije NGWA NKỤZI Akwụkwọ ejije a họpụtara

ASỤSỤ IGBO (L2)

JSS 3 TAM NKE MBỤ

IZUỤKA

1.

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A) ỊKỌWA KA AHỤ NA OBI

MMADỤ DỊ (dịka ịnọ na mwute, n’ihe mgbu, n’ihe isiike, mgbe obi dị mmadụ ụtọ/njọ, dgz). B) IJI AHỊRỊMFE KỌWAA KA AHỤ NA OBI DỊ MMADỤ

A) IME NJEM


IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ikwu ka ahụ na obi dị ha 2. Ịji ahịrịmfe kọwaa ka obi dị ha 3. Ide ihe odide 4. Ikwunwo/imenwo ihe NGWA NKỤZỊ Olu onye nkụzi, ngwa nurụlere, Akwụkwọ ọgụgụ, chaatị, kaadị mgbubam,dgz. IHE ỤMỤAKWỤKWỌ GA-EME:

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i) Nkọwa ihe bụ ime njem na ụzọ dị iche iche e si eme njem dịka : njem ụgbọelu, ụgbọmmiri,ụgbọala, ụgbọokporoigwe/ụgbọoloko. ii) Ime mkparịtaụka gbasara ime njem B. ỌNỤỌGỤGỤ i. Ọmụmụ ọnụọgụgụ nke (onye nke mbụ, abụọ.dgz) ii. Onụọgụgụ mpekele ( ½, 3/5) iii. Ọnụ ọgụgụ ọgwa (5 ½, 9 ¾)

AGỤMAGỤ: AKỤKỌ NKENKE a. Ọgụgụ akụkọ nkenke abụọ ndị a họpụtara b. Ntụle isiokwu na ndịnisiokwu dị n’akụkọ nkenke c. Ntụle agwa ndị pụtagasịrị n’akụkọ a gụrụ d. Ntụle ihe mụta dị n’akụkọ na asụsụ nka odee ỊJỤTA NA ỊGWA MMADỤ IHE a.Ịjụta ihe gbasara mmadụ b Ịjụta gbasara ihe na ebe dị iche iche c.Iji nkenke ahịrịokwu jụta he gbasara mmadụ maọbụ ebe ỌNỤỌGỤGỤ na-agarịrị (100-1,500)

1. Ịkpọsịta ụzọ ndị e si eme nje 2. Ime mkparịtaụka 3. Mmenwo/ikwunwo ihe NGWA NKỤZI Ụgbọ ọjii, akwụkwọ ọgụgụ, olu onye nkụzi, kaadị mgbubam, tepụredio. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịgụ ọnụọgụgụ nke 2. Igosipụta ha n’ahịrịokwu 3. Idetụ ọnụọgụgụ NGWA NKỤZỊ Eserese/foto, kaadị mgbubam, tebul nnọchi, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Igụ akụkọ nkenke a họpụtara 2. Ịkowa ihe isiokwu na mmụta dị n’akụkọ 3. Ịkọwa okwu ọhụrụ/asụsụ nka odee NGWA NKỤZỊ Akụkọ nkenke a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịjụrịta onwe ha ihe 2. Imebe ahirịmfe 3. Ịza na ide ihe odide NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, olu onye nkụzi, tebul nnọchi dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịgụ ọnuọgụgụ 3. Irụgosi ọnuọgụgụ 4. Idepụta ha NGWA NKỤZI Akwụkwọ ọgụgụ, kaadị mgbubam, ụgbọ ojii, mkpụrụokwe, dgz.

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AGỤMAGỤ: AKỤKỌ NKENKE a. Ọgụgụ akụkọ nkenke abụọ ndị a họpụtara b. Ntụle isiokwu na ndịnisiokwu dị n’akụkọ nkenke c. Ntụle agwa ndị pụtagasịrị n’akụkọ a gụrụ d. Ntụle ihe mmụta dị n’akụkọ ITI IWU NA ỊRỊỌ IHE N’ỤZỌ DỊ MFE a. Okwu ndị na-egosi iti iwu b. Okwu ndị na-egosi arịrịọ c. Iji ahịrịokwu mfe gosipụta iti iwu na ịrịọ arịrịọ. AGỤMAGỤ : AKỤKỌ NKENKE i) Ọgụgụ akụkọ nkenke abụọ a họpụtara b) Ntụle aha odee, isiokwu, ndịnisiokwu na ihe mmụta dị n’akụkọ nkenke c) Ntụle omenala, asụsụ nka na agwa ndị pụtagasịrị n’akụkọ a gụrụ d) Nchịkọta akụkọ nkenke ndị a gụrụ A) AHỤIKE NDỊ NTORỌBỊA i) Nkọwa ihe bụ ahụike na ntorọbịa ii). Ọrịa ụfọdụ na-emetụta ahụike ha iii) Ụzọ mgbochi ha. B) NRI : i) Nrị ndị Igbo Ụfọdụ ii) Etụ e si akọpụta ha na etụ e

IHE ỤMỤAKWỤKWỌ GA-EME 1. Igụ akụkọ nkenke 2. Ikwu isiokwu na ihe mmụta dị n’akụkọ 3. Ịkọ ihe ha ma gbasara agwa batara n’akụkọ NGWA NKỤZI Akwụkwọ ọgụgụ a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Idepụta okwuntimiwu 2. ikwupụta okwu e ji arịọ ihe 3. Iji ha mebe ahịrịmfe NGWA NKỤZI Akwụkwọ ọgụgụ Eserese/foto, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Igụ akụkọ nkenke 2. Ikwu aha odee, isiokwu na ihe mmụta dị n’akụkọ 3. Ikọwa okwu ọhụrụ 4. Ịkọwa , omenala na agwa ndị ha gụtara n’akụkọ NGWA NKỤZI Akwụkwọ akụkọ nkenke a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ahụike na ntorọbịa 2. Ikwu ọrịa ụfọdụ na-emetụta ahụike ha 3. Ikwu ụzọ mgbochi ha NGWA NKỤZI Akwụkwọ ọgụgụ Eseresefoto, ụmụaka n’onwe ha, kaadị mgbubam,dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkpọsịta nri ndị Igbo 2. Ikwu ka e si akọpụta ha

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si eri ha iii) Nrị a na-eri na mmemme dị iche iche. A) AKAỌRỤ i) Ụdị akaọrụ dị iche iche (Dịka ọrụ ugbo, izụahịa, ịkụ azụ, dgz) na ejirimara nke ọ bụla B) INWETA AKỤNỤBA N’ỤZỌ ZIRI EZI i) Nkọwa Ihe bụ akụnụba na inweta ya n’ụzọ ziri ezi ii) Inweta akụnụba n’ụzọ ezighi ezi dịka: iji mmadụ atụ mgbere ahịa, iji mmadụ gwọrọ ọgwụ ego, ibu/ire ọgwụike MMEMME OMENALA: a. Iri ji b. Ịlụ nwaanyị c. Ihe ndị e ji eme mmemme na uru ha MMỤGHARỊ IHE A KỤZIRI ULE ULE NA MMECHI

3. Idepụta nri ndị a na-eri na mmemme dị iche iche NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, Eserese, nri Igbo dị iche iche,dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkpọsịta akaọrụ ndị ha maara 2. Ịkwu ejirimara nke ọ bụla 3. Inye nkọwa akụnụba 4. Ikwu ụzọ ezighi ezi e si akpata akụnụba NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, foto/eserese, tepụ rekọda, dgz IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa omenala ndị a 2. Ikwu ihe ndị e ji eme omenala ndị a 3. Ikwu uru dị n’ime omenala ndị a.

ASỤSỤ IGBO (L2)

JSS 3 TAM NKE ABỤỌ

IZUỤKA

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4.

5.


MKPỤRỤEDEMEDE IGBO (abịịdị) a. Ndepụta mkpụrụabịịdị Igbo na ikewa ha n’ụzọ abụọ i) Ụdaume b) Mgbochume AGHỌTAAZAA: NRUBEISI NA NDEBEIWU i. Igụpụta ederede ii. Idesita mkpụrụokwu ọhụrụ ndị batara n’ederede a gụpụtara iii. Ịkọwa mkpụrụokwu ọhụrụ NZIKỌRỊTA NA NRỤKỌRỊTA ỌRỤ a) Nkọwa Nzikọrịta ozi nke teknọlọjị b) Uru nzikọrịta ozi nke teknọlọjị c) Nrụkọrịta ọrụ na uru ya AGWỤGWA NA ILU ỤFỌDỤ DỊ MFE a. Nkọwa ihe bụ agwụgwa na ọmụmaatụ agwụgwa ndị dị mfe b. Nkọwa ihe bụ ilu na ọmụmaatụ ilu Igbo dị iche iche dị mfe. OKWUNTỤHỊ/OKWU


IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịgụ abịịdị 2. Ịde abịịdị 3. Ime nkewa ụdaume NGWA NKỤZỊ Akwụkwọ ọgụgụ, chaatị, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịgụ ihe 3. Ide ihe odide NGWA NKỤZI Ụgbọ ọjii, akwụkwọ ọgụgụ, olu onye nkụzi, kaadị mgbubam IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịkọwa ihe bụ nzikọrịta ozi nke teknọlọji 2. Ikwu uru nzikọrịta ozi nke teknọlọjị bara 3. Ịkọwa ihe nrụkọrịta ọrụ pụtara 4. Ikwu uru dị na nrụkọrịta ọrụ NGWA NKỤZỊ Akwụkwọ ọgụgụ, ekwe ntị, ogene, eserese na foto, tepụrekọda, oluonye nkụzi, redio, tiivii, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịjụ na ịza agwụgwa 2. Inye ọmụmaatụ agwụgwa 3. Inye ọmụmaatụ ilu na nkọwa ya NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, olu onye nkụzi, dgz. IHE ỤMỤAKWỤKWỌ GA-EME

6.

7.

8.

10.

MGBAWAỌNỤ 1. Nkọwa okwuntụhị na ọmụmaatụ okwuntụhị dị iche iche 2. OKWU NDỊ ICHE (Indicating opposite in Igbo) dịka: elu, ala, ocha, ojii, dgz. b. Iji ha meputa ahịrụokwu AGỤMAGỤ: EJIJE i) Ọgụgụ akwụkwọ ejije a họpụtara ii) Nkọwa okwu ọhụrụ pụtara na ya AGỤMAGỤ na-agarịrị a. Ntụle isiokwu na ndịnisiokwu dị n’ejije a gụrụ b. Ntụle agwa ndị pụtagasịrị n’ejije c. Ntụle ihe mmụta dị n’ejije NKỌWA DỊ MFE GBASARA NJIRIMARA NA ỌDỊDỊ IHE GASỊ 1. Nkọwa nhaole na Ịmata ole ihe dị 2a. OKE NA NWUNYE (Gender) (dk. Okoro na agboghọ, okeọkpa na nnekwu, oke na nwunye, dgz,) b. Iji ha mepụta ahịrịokwu mfe. NKỌWA DỊ MFE GBASARA NJIRIMARA NA ỌDỊDỊ IHE GASỊ a. Imebe ahịrịokwu na-ezipụta ole ihe dị b. Ịchọpụta nhaole dịgasị n’ahịrị- okwu c. Iji nkọwa aha ụfọdụ zipụta nhaole (dk. niile, ọtụtụ, dgz)

1. Ikwu okwuntụhị 2. Ịza ajụjụ 3. Ịkọwa okwu ndịiche na ọmụmaatụ ha NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, Kaadị mgbubam, ụmụaka n’onwe ha, tepụrekọda, dgz.

IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ ejije 2. Ịkọwa okwu ọhụrụ 3. Ijụ na ịza ajụjụ NGWA NKỤZI Akwụkwọ ejije a họpụtara IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ akwụkwọ ejije 2. Ịkọwa okwu ọhụrụ 3. Ijụ na ịza ajụjụ NGWA NKỤZI Akwụkwọ ejije a họọrọ IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ole ihe dị 2. Ịkọwa ọdịdị ihe 3. Inye ọmụmaatụ nhaole gasị 4. Inye ọmụmaatụ genda 4. Iji genda mebe ahịrịmfe NGWA NKỤZI Akwụkwo ọgụgụ, ụgbọ ojii, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ka ihe dị 2. Ịmebe ahịrịmfe na-egosi ọdidị ihe 3. Iji nkọwa aha gosipụta nha ole 4. Iji nkọwa aha mepụta ahịrịokwu. NGWA NKỤZI

11.

12.

13

NKEJIASỤSỤ: NGWAA a. Nkọwa ngwaa b. Imepụta ahịrịokwugasị ndị nwere ngwaa NKEJIASỤSỤ: a. Nnọchiaha: Ọmụmaatụ na ọrụ ha n’ahịrịokwu b. Nnọchi mpesịn:Ọmụmaatụ na ọrụ ha n’ahịrịokwu MMỤGHARỊ IHE A KỤZIRI ULE/MMECHI

Akwụkwọ ọgụgụ, olu onye nkụzi, ụgbọ ojii, kaadị mgbubam, akwa nwere agwa dị iche iche, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa ihe bụ ngwaa 2. Ịchọpụta ngwaa n’ahịrịokwu 3. Imebe ahịrịokwu nwere ngwaa NGWA NKỤZI Akwụkwọ ọgụgụ, olu onye nkụzi, ụgbọ ojii, kaadị mgbubam, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa nnọchiaha mpesịn na ọrụ ha 2. Inye ọmụmaatụ nnọchi mpesịn 3. Ịrụgosi ha n’ahịrịokwu NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii/ kaadị mgbubam dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịgụ na Ịza ajụjụ ule 3.Ide ihe odide NGWA NKỤZI Akwụkwọ ajụjụ ule

ASỤSỤ IGBO (L2)

JSS 3 TAM NKE ATỌ

IZUỤKA

1.

2.


IHE NDỊ NA-EME N’EZINỤLỌ a. Ịdị ime b. Ịmụ nwa na ọmọgwụ c. Ịgụ nwa aha na ikupụta nwa a. AKARA EDEMEDE


IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịza ajụjụ 3. Ide ihe odide NGWA NKỤZỊ Akwụkwọ ọgụgụ, foto/eserese dị iche iche,dgz. IHE ỤMỤAKWỤKWỌ GA-EME:

3.

4.

5.

6

(puntuation mark) Dịka: kpọm, kpọm rịkọm, rịkọm, rịkọm elu, rịkọm ala, akara mkpu, na kọlọm. b. Ahịrịokwu ebe akara ndị a pụtagasịrị. AGWA ỌJỌỌ ỤMỤAKA UGBU A NA-AKPA N’OGE UGBU A a. Aghọtazaa: Ime Mpụ Ule b. Nkọwa mkpụrụokwu ụfọdụ ndị batara n’ederede a gụpụtara dk: agwa ọjọọ, mpụ ule, dgz. ỌNỤỌGỤGỤ (1000 – 1020) AGỤMAGỤ: Abụ dị mfe a. Ịgụ akwụkwọ abụ a họpụtara b. Ntụle isiokwu na ndịnisiokwu dị n’abụ a gụrụ c. Aha odee abụ na ebe a mụrụ ya d. Ntụle ihe abụ na-akụzi EDEMEDE NDUZI MFE (Guided Leta Writing) a) Ebe mgbadoụkwụ: i) Isiokwu ii) Okwu mmalite iii) Ahụ edemede

1. Ige ntị 2. Ịrụgosi edemede nwere akara edemede 3. Ide ihe odide 4. Ịjụ na ịza ajụjụ NGWA NKỤZI Ụgbọ ọjii, akwụkwọ ọgụgụ, eserese, kaadị mgbubam, ụmụakwụkwọ n’onwe ha, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịjụ na ịza ajụjụ 3. Ịgụ ihe 4. Ide ihe NGWA NKỤZI Ederede sitere n’akwụkwọ ọgụgụ ha maọbụ nke onye nkụzi depụtara, tepụrekọda, ụgbọ ojii, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịgụ ọnụọgụgụ 3. Ịrụgosị ọnụọgụgụ 4. Idepụta ọnụọgụgụ 5. Ịjụ /ịza ajụjụ NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ abụ 2. Ijụ na ịza ajụju 3. Ịkọwa isiokwu na ihe mmụta NGWA NKỤZI Akwụkwọ ọgụgụ, ụgbọ ojii, foto/eserese IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ 2. Ịrụgosi eserese 3. Ide edemede 4. Ịjụ na ịza ajụjụ NGWA NKỤZI

7.

iv) Mmechi b) Ọmụmaatụ ụdị leta dị iche iche a. Leta maka Ụlọakwụkwọ m b. Ezigbo enyi m c. Nne na nna m d. Leta maka iwe n’ọrụ/ịchọ ọrụ ULE BECE

Akwụkwọ ọgụgụ, ụgbọ ojii, kaadị mgbubam, delta ederede na kaadị, dgz.

YORÙBÁ L2 JSS 3 TÁÀMÙ KÌN-ÍN-NÍ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. ÀŚÀ: Ìśêdálê àti Ìtànkálê Ômô Yorùbá

ÀKÓÓNÚ IŚË

a. Ìśêdálê Yorùbá láti õdõ Odùduwà

b. Àwôn ìlú tí ó jë ti Yorùbá

d. Orúkô àwôn ômô Odùduwà

OLÙKÖ

a. Śe àlàyé àwôn agbègbè tí êyà Yorùbá tàn dé

ní àgbáyé

b. Fi ìtàn àti àwòrán máàpù śe àlàyé bí Yorùbá

śe śê àti bí wôn śe dé ibi tí wôn wà báyìí.b

AKËKÕÖ

a. Dárúkô díê lára àwôn agbègbè tí êyà Yorùbá

tàn dé.

b. Tún ìtàn náà sô

d. Kô kókó ìdánilëkõö sílê

OHUN-ÈLÒ ÌKÖNI

a. Máàpù Áfíríkà àti ilê Yorùbá

b. Máàpù Nàìjíríà àti ti àgbáyé tí ó śàfihàn

ìtànkálê Yorùbá.

2. FÓNËTÍÌKÌ: Ìró Èdè Yorùbá

ÀKÓÓNÚ IŚË

a. Álífábëêtì Yorùbá

b. Kíka álífábëêtì láti A – Y

d. Àlàyé lórí lëtà ńlá àti lëtà kékeré

e. Ìsõrí álífábëêtì èdè Yorùbá (B.a.

köńsónáýtì àti fáwëlì àìránmúpè àti fáwëlì

àránmúpè)

ç. Ìyàtõ láàrin álífábëêtì èdè Yorùbá àti

èdè Gêësì.

OLÙKÖ

a. Ka álífábëêtì fún àwôn akëkõö.

b. Śe àlàyé lórí lëtà ńlá àti kékeré

d. Pín álífábëêtì èdè Yorùbá sí ìsõrí köńsónáýtì

àti fáwëlì

e. Fi ìyàtõ hàn láàrin álífábëêtì èdè Yorùbá àti

èdè Gêësì.

OHUN-ÈLÒ ÌKÖNI

a. Kádíböõdù tí a kô álífábëêtì Yorùbá sí.

b. Káàdì pélébé pélébé tí a kô lëtà kõõkan sí.

3. ÀŚÀ: Ìkíni

ÀKÓÓNÚ IŚË

a. Ìkíni ní onírúurú ìgbà àti àkókò (B.a.

àárõ, õsán, alë, òru, ìyálêta, ààjìn abbl)

b. Ìkíni fún onírúurú ayçyç (Bí ìsômôlórúkô,

ìgbéyàwó, ôlöjö ìbí, oyè jíjç, ìkíni fún

aláboyún abbl).

d. Ìkíni fún onírúurú iśë. Bí àpççrç: àgbê,

ôdç, akõpç, onídìrí, aláró, awakõ,

alágbêdç, babaláwo abbl.

OLÙKÖ

a. Śe àlàyé ìkíni ní onírúurú ìgbà àti àkókò

b. Śe àlàyé ìkíni fún onírúurú ayçyç

d. Śe àlàyé ìkíni fún onírúurú iśë

AKËKÕÖ

a. Dárúkô àkókò àti ìgbà tó wà nínú ôjö.

b. Kí ènìyàn bí ó ti yç ní àkókò kõõkan.

d. Kí ènìyàn bí ó ti yç fún onírúurú ayçyç.

e. Kí ènìyàn fún onírúurú iśë

ç. Hùwà bí ó śe yç ní àsìkò ìkíni (B.a. ìkúnlê,

ìdõbálê)

OHUN-ÈLÒ ÌKÖNI

a. Pátákó tí a kô onírúurú ìkíni sí.

b. Àwòrán àwôn ômô tí wôn ń kí obi wôn.

4. ÈDÈ: Àkàyé

ÀKÓÓNÚ IŚË

a. Kíka àwôn ìtàn kéèkèèké ôlörõ geere àti

ewì.

b. Títúmõ àwôn õrõ tí ó ta kókó inú àyôkà.

d. Ìbéèrè àti ìdáhùn lórí àyôkà.

OLÙKÖ

a. Jë kí akëkõö ka àyôkà náà lëêmejì ó kéré tán.

b. Tö akëkõö sönà láti lè fa kókó õrõ inú àyôkà

yô.

d. Béèrè ìbéèrè lórí àyôkà náà

AKËKÕÖ

a. Tëtí sí olùkö

b. Ka àyôkà náà ni àkàsínú – àkàsíta

d. Dáhùn ìbéèrè àyôkà

e. Jíròrò lórí ìtumõ õrõ pàtàkì pàtàkì àti àkànlò-

èdè inú àyôkà náà, kí o sì kô ö sínú ìwé

OHUN-ÈLÒ ÌKÖNI

a. Pátákó ìkõwé

b. ìwé atúmõ èdè

5. ÀŚÀ: Àśà Ìgbéyàwó Nílê Yorùbá

ÀKÓÓNÚ IŚË

a. Ìtumõ àti oríśi ìgbéyàwó

b. Àwôn ìgbésê ìgbéyàwó bí i ìfojúsóde,

alárinà, ìtôrô, ìjöhçn tàbí ìśíhùn, ìdána abbl

d. Àwôn ohun èlò ìdána àti ìwúlò wôn.

OLÙKÖ

a. śe àlàyé fún àwôn akëkõö lórí ìtumõ ìgbéyàwó

b. Jë kí àwôn akëkõö töka sí ìgbésê ìgbéyàwó

d. Kí olùkö jë kí àwôn akëkõö dárúkô àwôn ohun

èlò ìdána àti ìwúlò rê

AKËKÕÖ

a. Tëtí sí olùkö.

b. Jíròrò nípa ìrírí rê

d. Da õrõ tí olùkö kô sí ojú pátákó kô sínú ìwé

wôn.

OHUN-ÈLÒ ÌKÖNI

- Àwòrán ìgbéyàwó

- Fídíò

- Téèpù

- Tçlifísàn

6. ÈDÈ: Àkôtö

ÀKÓÓNÚ IŚË

a. Àtúnyêwò álífábëêtì èdè Yorùbá

OLÙKÖ

a. Śe àlàyé ohun tí àkôtö jë

b. kô àkôtö àtijö àti òde òní sára pátákó

d. Śe àlàyé kíkún lórí ìyàtõ láàrin méjèèjì

b. ìtumõ àkôtö

d. sípëlì àtijö àti àkôtö òde òní

e. ìyàtõ láàrin sípëlì àtijö àti àkôtö òde òní.

i. Fáwëlì: aiye – ayé

yio – yóò

enia – ènìyàn, abbl

ii. Köńsónáýtì: Oshogbo - Òśogbo, abbl

iii. Àmì ohùn: õgun - òógùn

alãnu – aláàánú

iv. Yíyán õrõ nídìí: ẹ - ç , ṣ - ś, ọ - ô

v. Pípín õrõ: wipe – wí pé

nigbati – nígbà tí

AKËKÕÖ

a. Tëtí sí àlàyé olùkö

b. kô àpççrç tí olùkö kô sí ojú pátákó

d. Béèrè ohun tí kò bá yé ô löwö olùkö.

7. LÍTÍRÈŚÕ: Lítírèśõ Yorùbá

ÀKÓÓNÚ IŚË

a. Ìtumõ oríkì lítírèśõ

b. Êka lítírèśõ Yorùbá

i. Lítírèśõ Àpilêkô

ii. Lítírèśõ Alohùn

d. Ìsõrí Lítírèśõ àpilêkô

OLÙKÖ

a. Śe àlàyé ohun tí lítírèśõ jë

b. Sô çka lítírèśõ

d. pín êka kõõkan sí ìsõrí pêlú àpççrç tí ó yç

e. Śe àlàyé ìyàtõ láàrin àpilêkô àti alohùn.

AKËKÕÖ


b. kô àwôn êka àti ìsõrí tí olùkö sô sílê pêlú

i. Àpilêkô ôlörõ geere

ii. àpilêkô ewì

iii. àpilêkô eré-onítàn

e. Ìsõrí lítírèśõ alohùn

i. ôlörõ geere

ii. ewì alohùn

iii. eré-oníśe

àpççrç

d. kô àpççrç mìíràn sí láti ilé

OHUN-ÈLÒ ÌKÖNI

- Téèpù

- Tçlifísàn

- Rédíò

- kásëëtì àti téèpù tí a gba ohùn sí

- Fíìmù ìśeré lítírèśõ alohùn

- ìwé tí a da lítírèśõ alohùn kô sí

8. LÍTÍRÈŚÕ: Òýkà Yorùbá

ÀKÓÓNÚ IŚË

a. Òýkà Õödúnrún dé irínwó (300 – 400)

OLÙKÖ

a. Tö akëkõö sönà láti ka òýkà láti Õödúnrún dé

irínwó

b. Śe àlàyé ìgbésê òýkà ní kíkún

AKËKÕÖ

a. ka òýkà láti Õödúnrún dé irínwó

b. dá òýkà tí a kô sójú pátákó mõ ní õkõõkan

d. kô òýkà tí olùkö kô sí ojú pátákó sínú ìwé

OHUN-ÈLÒ ÌKÖNI

- Kádíböõdù tí a kô òýkà láti Õödúnrún dé irínwó

- Káàdì pélébé pélébé tí a kô òýkà kõõkan sí

9. ÈDÈ: Ìsõrí Õrõ

ÀKÓÓNÚ IŚË

a. õrõ-orúkô

b. õrõ aröpò- orúkô/ aröpò afarajorúkô

d. õrõ-ìśe

e. õrõ-àpèjúwe

ç. õrõ-àpönlé

f. õrõ-atökùn

g. õrõ-àsopõ

OLÙKÖ

a. śe àlàyé kíkún lórí ipò àti iśë õkõõkan nínú

gbólóhùn.

b. śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö

d. darí akëkõö láti śe àpççrç tirê

AKËKÕÖ

a. Tëtí sí àlàyé olùkö lórí ìsõrí kõõkan

b. kô àwôn àpççrç tí olùkö śe sínú ìwé

d. śe àwôn àpççrç tirê lábë ìdarí olùkö.

OHUN ÈLÒ ÌKÖNI

a. Kádíböõdù

b. Káàdì pélébé pélébé.

10. ÀŚÀ: Òwò Śíśe àti Ìpolówó Ôjà

ÀKÓÓNÚ IŚË

a. ìdí tí a fi ń polówó ôjà

b. bí a śe ń polówó kõõkan. Bí àpççrç; Ç

fçran jêkô

d. ôgbön ìpolówó ôjà láyé àtijö àti lóde òní.

Bí àpççrç: ìpolówó lórí rédíò, tçlifísàn, ìwé

OLÙKÖ

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

akëkõö gbö.

b. fún àwôn akëkõö láýfààní láti śe ìpolówó ôjà

nínú kíláásì.

d. kí akëkõö lô śe àbêwò sí ôjà tàbí ìdíkõ.

AKËKÕÖ

a. Tëtí sí téèpù tí olùkö tê

ìròyìn, ìpàtç, ìkiri abbl. b. kópa nínú śíśe ìpolówó ôjà nínú kíláásì

d. śe àbêwò sí ôjà tàbí ìdíkõ

OHUN-ÈLÒ ÌKÖNI

a. àtç

b. fídíò

d. êrô agbõrõsílê

e. Téèpù

ç. ìpolówó ôjà lóríśiríśi nínú ìwé ìròyìn

11. ÈDÈ: Ìśêdá Õrõ-Orúkô

ÀKÓÓNÚ IŚË

a. kí ni õrõ-orúkô?

b. oríśi õrõ-orúkô méjì: àìśêdá àti èyí tí a

śêdá pêlú àpççrç.

d. Àlàyé kíkún lórí oríśiríśi õnà ìśêdá õrõ-

orúkô pêlú àpççrç.

OLÙKÖ

a. Śe àlàyé ohun tí õrõ-orúkô jë

b. śe àlàyé oríśi õrõ-orúkô méjì: àìśêdá àti èyí tí a

śêdá pêlú àpççrç: çja, ejò, ìyá, ôwö, êrín, adé,

abö, jíjç, alaalë abbl

d. śe àlàyé kíkún lórí oríśiríśi õnà ìśêdá õrõ-orúkô

pêlú àpççrç.

AKËKÕÖ


b. śe àpççrç õrõ-orúkô tí a kò śêdá mìíràn

d. śe àpççrç àwôn oríśiríśi õrõ-orúkô tí a śêdá

mìíràn yàtõ sí èyí tí olùkö ti śe.

OHUN-ÈLÒ ÌKÖNI

a. kádíböõdù tí a kô oríśiríśi àpççrç sí.

12. ÈDÈ: Àròkô kíkô

ÀKÓÓNÚ IŚË

a. Àlàyé lórí àròkô kíkô

b. Oríśiríśi àròkô

d. Ìgbésê

OLÙKÖ

a. Tö akëkõö sönà láti jíròrò lórí aroko

b. Töka sí onírúurú àròkô pêlú àpççrç

d. śe àlàyé ìgbésê fún kíkô àròkô

AKËKÕÖ

a. Jíròró lórí àròkô

b. Tëtí sí àlàyé olùkö

d. sô àpççrç àròkô mìíràn yàtõ sí ti olùkö

e. kópa nínú śíśe àlàyé ìgbésê àròkô

OHUN-ÈLÒ ÌKÖNI

- pátákó tí a kô oríśi àròkô sí

- pátákó tí a kô ìgbésê àròkô sí.

13. ÀTÚNYÊWÒ ÊKÖ

14. ÌDÁNWÒ

YORÙBÁ L2 JSS 3 TÁÀMÙ KEJÌ


1. FÓNËTÍÌKÌ: Àwôn êyà ara fún ìró

èdè pípè

ÀKÓÓNÚ IŚË

a. Àwôn êyà ara tí a fi ń pe ìró

b. Oríśi àfipè:

i. Àwôn êyà ara tí a lè fi ojú rí

ii. Àwôn êyà ara tí a kò lè fojú rí

iii. Àfipè àsúnsí

iv. Àfipè àkànmölê

OLÙKÖ

a. Śe àlàyé àwôn êyà ara tí a ń lò fún àwôn ìró èdè

pípè

b. Tö akëkõö sönà láti dárúkô êyà ara àfipè àti ìwúlò

wôn.

d. Dárúkô oríśi àfipè pêlú àlàyé kíkún

AKËKÕÖ


b. Dárúkô àwôn êyà ara tí a fi ń pe ìró têlé olùkö

d. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé wôn

OHUN-ÈLÒ ÌKÖNI

- Àwòrán àwôn êyà ara tí a fi ń pe ìró tí a yà sí ara

kádíböõdù

- Káàdì pélébé pélébé tí a kô êyà ara ifõ kõõkan sí.

2. ÀŚÀ: Oyún níní àti ìtöjú Aláboyún

ÀKÓÓNÚ IŚË

a. Ìgbàgbö Yorùbá nípa àgàn, ômô

OLÙKÖ

a. Śe àlàyé ní kíkún lórí ìgbàgbö àwôn Yorùbá nípa

oyún níní, ìtöjú oyún àti àsìkò tó tö láti lóyún

b. Śe àlàyé onírúurú jënótáìpù êjê tí ó wà àti èyí tí ó

bíbí àti àbíkú

b. Àwôn tí oyún níní wà fún

(tôkôtaya)

d. Õnà tí a lè gbà dín bíbí àbíkú kù

láwùjô

e. oríśiríśi jënótáìpù êjê tó wà àti

àwôn tó lè fëra wôn.

ç. Aájò láti lè tètè lóyún – àýfààní

kíkóra-çni-níjàánu nípa ìbálòpõ

f. Bí a śe ń töjú aboyún látijô àti lóde

òní:

Àtijö;

Oyún dídè, èèwõ aláboyún,

àsèjç, àgbo abbl

Òde òní

Oúnjç aśaralóore, lílô fún

ìtöjú ní ilé ìwòsàn (ìbílê/

ìjôba) abbl

bára mu

d. Kô àwôn oúnjç aśaralóore tí aboyún lè jç sára

pátákó ìkõwé

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

ç. Śe àlàyé nípa pàtàkì ìkóra-çni-ní-ìjánu sáájú

ìgbéyàwó fún çni tí ó bá tètè fë ômô bí

AKËKÕÖ

a. Sõrõ nípa àwôn tóyún wà fún

b. Sô ohun tí o mõ nípa oyún

d. Sô jënótáìpù tìrç

e. Dárúkô díê lára àwôn oúnjç aśaralóore

ç. Dárúkô díê lára àwôn õnà tí a fi ń töjú aláboyún látijô

àti lóde òní

f. Tëtí sí àwôn àlàyé olùkö

OHUN-ÈLÒ ÌKÖNI

a. Àwòrán aboyún

b. Àwòrán díê lára ohun-èlò tí a fi ń töjú aláboyún ní

ìlànà ti ìbílê: kòkò àgbo, ìsaasùn àśèjç, ìgbàdí abbl

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

e. Àtç tí ó ń fi oúnjç aśaralóore hàn.

3. ÈDÈ: Ìdámõ

ÀKÓÓNÚ IŚË

a. Dídá nýkan mõ ní ilé-êkö àti inú

ilé.

b. Dárúkô àwôn ènìyàn àti bí wön śe

jë sí ara wôn

d. Dárúkô díê nínú àwôn êyà ara

wa; ojú, imú, ôwö, çsê abbl

OLÙKÖ

a. Dárúkô nýkan díê nínú ilé àti ilé-êkö

b. Sô orúkô àwôn ènìyàn àti bí wön śe jë sí ara wôn.

d. Töka sí orúkô àwôn çranko díê

e. Sô díê nínú àwôn êyà ara wa.

AKËKÕÖ

a. Dárúkô àwôn nýkan díê nílé-êkö àti ní ilé yàtõ sí ti

olùkö.


d. Sô díê nínú orúkô àwôn çranko

e. Töka sí êyà ara rç

OHUN-ÈLÒ ÌKÖNI

- Àwòrán àwôn nýkan nílé-ìwé àti inú ilé

- Àwòrán çranko

- Àwòrán êyà ara

4. ÀŚÀ: Àkókò, ìgbà àti ojú ôjö

ÀKÓÓNÚ IŚË

a. Ôjö tó wà nínú õsê

b. orúkô àwôn ośù nínú ôdún

OLÙKÖ

a. Dárúkô ôjö tó wà nínú õsê àti àśà Yorùbá tó rõmö

õkõõkan wôn.

b. Sô orúkô àwôn ośù tó wà nínú ôdún.

d. Sô iye agogo tó lù ní èdè Yorùbá pêlú õpõlôpõ

d. Sísô iye agogo tó lù àpççrç

AKËKÕÖ


b. Dárúkô ôjö tó wà nínú õsê

d. Sô orúkô àwôn ośù tó wà nínú ôdún

e. Sô iye agogo tó lù yàtõ sí ti olùkö.

OHUN-ÈLÒ ÌKÖNI

- kádíböõdù tí a kô orúkô ôjö àti ośù nínú ôdún sí.

- Ago ara ògiri

- Àwòrán ago tó ń fi onírúurú àkókò hàn.

5. ÈDÈ: Lëtà Kíkô

ÀKÓÓNÚ IŚË

a. Oríśi lëtà: lëtà gbêfê àti

àìgbagbêfê

b. Ìyàtõ àárin wôn

d. ìlànà kíkô lëtà gbêfê

- àdírësì, déètì, kíkô õrõ inú lëtà kí a

sì pín-in sí ègé afõ bí ó ti yç.

- àsôkágbá/ àgbálôgbábõ/ ìgúnlê

OLÙKÖ

a. Sô oríśi lëtà kíkô méjì tí ó wà fún akëkõö

b. Śe àlàyé ìyàtõ láàrin méjèèjì

d. Lo ìlapa kíkô lëtà gbêfê àti àìgbêfê láti töka sí ìyàtõ

wôn

e. Tö akëkõö láti kô oríśi lëtà méjì

AKËKÕÖ


b. Kô ìlapa kíkô oríśi lëtà – gbêfê àti àìgbêfê bí olùkö

śe àlàyé rê/ kô ö sára pátákó.

e. ìlapa kíkô lëtà àìgbagbêfê

- Àdírësì

- Déètì

- Àkôlé

- Õrõ inú lëtà tí a pín sí ègé afõ bí ó

ti yç.

d. Têlé ìtösönà olùkö láti kô oríśi lëtà méjì

OHUN-ÈLÒ ÌKÖNI

- Pátákó çlëmõö àti kádíböõdù tí a kô ìlànà méjèèjì sí

6. LÍTÍRÈŚÕ: Ìwé Kíkà (Àśàyàn Ìwé

ìtàn àròsô ôlörõ geere)

ÀKÓÓNÚ IŚË

a. Ibùdó àti ahunpõ ìtàn

b. Àśà tó súyô

d. Àwôn kókó õrõ tó súyô

e. Êdá ìtàn àti ìfìwàwêdá

ç. Ônà èdè àti ìsôwölo-èdè

OLÙKÖ

a. Ìfáàrà lórí òýkõwé àti ohun tí êdá ìtàn dálé

b. śe àlàyé ìbáyému àkóónú ìtàn náà (ìśêlê, kókó-õrõ)

d. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö

e. Jíròrò lórí ìlò èdè àti àśà tó súyô

AKËKÕÖ

a. Ka ìtàn náà kí o sì jíròrò lórí ìśêlê inú rê (àhunpõ

ìtàn)

b. sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn kò fëràn

d. śe àfàyô ìlò ônà èdè àti ìsôwölo ônà èdè

e. śe àfàyô àśà tó súyô

OHUN-ÈLÒ ÌKÖNI

a. ìwé asayan

b. ìwé ìròyìn tí ìśêlê tí ó fara pë ti inú ìtàn tó wáyé wà.

7 ÀŚÀ: Eré Ìdárayá OLÙKÖ

ÀKÓÓNÚ IŚË

a. ìtumõ eré ìdárayá

b. Oríśiríśi eré ìdárayá

i. Eré òśùpá bí i – bojúbojú, ta ló wà

nínú ôgbà náà abbl

ii. Eré ojoojúmö – àlö pípa, òkòtó,

àrìn títa, ayò títa

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

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

d. Kô àwôn orin inú eré ìdárayá náà sójú pátákó

AKËKÕÖ

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

b. Dárúkô díê nínú eré ìdárayá mìíràn tí o mõ

d.Tëtí sí àlàyé olùkö.

e. Kópa nínú eré ìdárayá tí olùkö darí.

ç. kô eré ìdárayá tí olùkö kô sójú pátákó sínú ìwé

OHUN-ÈLÒ ÌKÖNI

Ôpön ayò

Ômô ayò

Òkòtó

Àrìn abbl

8. ÈDÈ: Òýkà

ÀKÓÓNÚ IŚË

a. kíka irínwó – êëdëgbêta ní èdè

Yorùbá: bí àpççrç;

okòólénírínwó – 420

ojìlénírinwó – 440

OLÙKÖ

a. Kô òýkà sí ara pátákó

b. Śe àlàyé ìlànà okòó, òjì, õtà, õrìn

- Àwôn òýkà àárin wôn

d. Śe ìdánwò akëkõö lórí àwôn òýkà náà

AKËKÕÖ

a. Da àwôn òýkà tí olùkö kô sí ara pátákó kô ö sí inú

õtàlénírínwó – 460

õrìnlénírínwó – 480 abbl

b. Kíka òýkà àárin wôn. Bí àpççrç:

oókanlénírínwó – 401

èjìlénírínwó – 402 abbl

ìwé rç


d. Śe ìdánwò tí olùkö pàśç ní kíláásì

OHUN-ÈLÒ ÌKÖNI

a. Kádíböõdù

b. Káàdì pélébé pélébé

9. LÍTÍRÈŚÕ: Àśàyàn Ìwé Ewì

ÀKÓÓNÚ IŚË

a. Ewì kíkà

b. Kókó õrõ ajçmö-õrõ-tó-ń-lô

láwùjô/ lágbàáyé.

- Ìśêföfábo

- ipò obìnrin

- ètò ôrõ-ajé

- ìkôlura êsìn/ àśà

- ìkóra-çni-ní-ìjánu nínú ìgbésí

ayé õdö

d. Ônà èdè àti ìsôwölo-èdè

OLÙKÖ

a. ka ewì sí akëkõö létí

b. śe àlàyé lórí ewì tí a kà

d. fa kókó õrõ jáde

e. śe àlàyé ônà èdè àti ìsôwölo-èdè tó jçyô

AKËKÕÖ

a. Ka ewì náà sinu

b. ka ewì náà síta

d. fi pëńsù fàlà sí ibi tí wön ti kíyèsí kókó õrõ àti êkö tí

wön rí kö

e. Töka sí ônà èdè àti ìsôwölo-èdè

ç. Tëtí sí àlàyé olùkö

OHUN-ÈLÒ ÌKÖNI

a. Ìwé tí a yàn

b. Àwòrán ohun tí ewì dálé

d. Ìwé ìròyìn tí ó sô nípa àwôn kókó õrõ

10. ÈDÈ: Ìró Èdè Yorùbá

ÀKÓÓNÚ IŚË

a. Àpèjúwe ìró köńsónáýtì

b. Àpèjúwe ìró fáwëlì

d. Àtç fáwëlì àti köńsónáýtì

OLÙKÖ

a. Töka sí õnà tí á ń gbà śàpèjúwe köńsónáýtì àti

fáwëlì

b. Śe àpèjúwe konsonati àti fáwëlì

d. Ya àtç köńsónáýtì àti fáwëlì

e. Dán àwôn akëkõö wò lórí àpèjúwe köńsónáýtì àti

fáwëlì

AKËKÕÖ


b. Śàjùwé ìró köńsónáýtì àti fáwëlì

d. Kô àpèjúwe tí olùkö kô sí ojú pátákó sínú ìwé rç

e. Śe ìdánwò tí olùkö pàśç ní kíláásì

OHUN-ÈLÒ ÌKÖNI

a. Àtç köńsónáýtì àti fáwëlì tí a yà sínú kadiboodu

b. Àwòrán êyà ara ìfõ

d. Káàdì pélébé pélébé

11.

ÀTÚNYÊWÒ ÊKÖ

12.

ÌDÁNWÒ

YORÙBÁ L2 JSS 3 TÁÀMÙ KËTA


1. ÒWE ÀTI ÀKÀNLÒ ÈDÈ KÉÈKÈÈKÉ

ÀKÓÓNÚ

1. Ìtumõ òwe

2. Àbùdá òwe

3. ìwúlò òwe: fún àlàyé, ìkìlõ, ìmõràn,

ìbáwí abbl

4. Àkànlò èdè – ìtumõ

5. Oríśi àkànlò èdè pêlú àpççrç

OLÙKÖ

1. Śe àlàyé owe

2. Töka sí àbùdá òwe

3. Śàlàyé ìwúlò òwe pêlú àpççrç

4. Túmõ àkànlò èdè

5. Töka sí oríśi àkànlò èdè kéèkèèké pêlú àpççrç

AKËKÕÖ

1. Tëtí sí àlàyé olùkö

2. Pa òwe tí olùkö kô sí ojú pátákó

3. pa òwe ti ara rç

4. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé rç

5. Śàlàyé ìyàtõ láàrin òwe àti àkànlò èdè

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù tí a kô òwe àti àkànlò èdè sí.

2. káàdì pélébé pélébé tí a kô òwe àti àkànlò èdè

sí

2. ÈDÈ: Òýkà Yorùbá OLÙKÖ

ÀKÓÓNÚ IŚË

1. Àtúnyêwò òýkà láti oókan dé

êëdëgbêta (1-500)

2. ka òýkà láti oókan dé êëdëgbêta

3. Da fígõ àwôn òýkà náà mõ.

1. kô òýkà sí ara pátákó

2. śe àlàyé ìlànà òýkà

3. śe ìdánwò fún akëkõö lórí òýkà náà.

AKËKÕÖ

1. Da àwôn òýkà tí olùkö kô sí ara pátákó kô sínú

ìwé rç


3. Śe ìdánwò tí olùkö pèsè ní kíláásì

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù

2. káàdì pélébé pélébé

3. ÀŚÀ: Ìtàn Ìśêdálê Yorùbá

ÀKÓÓNÚ IŚË

1. Ìtêsíwájú ìtàn ìśêdálê Yorùbá

2. Àwôn ômô Õkànbí

3. Àwôn ôba ilê Yorùbá àti orúkô oyè wôn

4. Êyà Yorùbá àti êka èdè wôn

OLÙKÖ

1. Śe àlàyé ìtàn ìśêdálê Yorùbá àti bí wôn śe tan

káàkiri

2. Töka sí àwôn ôba Yorùbá àti orúkô oyè wôn

3. Dárúkô àwôn ìlú Yorùbá àti êka èdè tí wön ń sô

AKËKÕÖ

1. Dárúkô díê lára àwôn agbègbè tí êyà Yorùbá tàn

dé

2. Dárúkô àwôn ôba Yorùbá yàtõ sí ti olùkö

3. Sô díê lára àwôn ìlú Yorùbá àti êka èdè wôn

4. Tëtí sí àlàyé olùkö.

OHUN-ÈLÒ ÌKÖNI

1. Máàpù ilê Áfíríkà àti ilê Marubaawa

2. Máàpù Nàìjíríà àti ilê Yorùbá

4. LÍTÍRÈŚÕ: Àśàyàn ìwé àyôkà

ÀKÓÓNÚ IŚË

1. Àtúnyêwò àwôn àśàyàn ìwé ìtàn àròsô

ôlörõ geere, ewì àti eré-onítàn

2. ìtàn inú ìwé ní sókí

3. Êdá ìtàn

4. Ìfìwàwêdá

5. ibùdó ìtàn

6. Àhunpõ ìtàn

7. kókó õrõ tó jçyô

OLÙKÖ

1. Darí akëkõö láti sô ní sókí ìtàn náà

2. Śe àlàyé ní kíkún lórí êdá ìtàn, ìfìwàwêdá, ibùdó

ìtàn, kókó õrõ

3. Darí ìjíròrò àti eré ní kíláásì

AKËKÕÖ

1. Ka ìtàn àròsô

2. Tëtí sí àlàyé olùkö kí ó sì śe àkôsílê rê.

3. Béèrè ìbéèrè nípa ohun tí kò bá yé wôn

4. Sô ní sókí ohun tí ìwé dálé lórí

5. kópa nínú ìśeré tí olùkö darí

OHUN-ÈLÒ ÌKÖNI

1. ìwé tí a yàn

2. ohun èlò ìśeré

3. orí ìtàgé

4. Àwòrán àfihàn ìśêlê àti êdá ìtàn eré.

5. ÈDÈ: Ìsõrí õrõ

ÀKÓÓNÚ IŚË

1. Ìtêsíwájú lórí ìsõrí õrõ

2. Dárúkô àwôn ìsõrí õrõ Yorùbá: õrõ-

orúkô, õrõ-àpönlé, õrõ-aröpò orúkô, õrõ-

ìśe, õrõ-àpèjúwe, õrõ-atökùn, õrõ-àsopõ

3. Àlàyé kíkún lórí ipò àti iśë wôn nínú

gbólóhùn

OLÙKÖ

1. Śe àlàyé lórí ipò àti iśë õkõõkan nínú gbolohun

2. Śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö

3. Darí akëkõö láti śe àpççrç tirê.

AKËKÕÖ


2. Kô àwôn àpççrç tí olùkö śe sínú ìwé

3. Śe àwôn àpççrç tìrç lábë ìdarí olùkö

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù


6. FÓNËTÍÌKÌ: Ìró Èdè Yorùbá

ÀKÓÓNÚ IŚË

1. Dárúkô àwôn ìró köńsónáýtì àti fáwëlì

2. Oríśi fáwëlì tí ó wà

3. Àpèjúwe ìró köńsónáýtì àti fáwëlì

4. Àtç köńsónáýtì àti fáwëlì

OLÙKÖ

1. ka álífábëêtì Yorùbá

2. Töka sí köńsónáýtì àti fáwëlì

3. Dárúkô oríśi fáwëlì

4. Śe àpèjúwe köńsónáýtì àti fáwëlì

5. Ya àtç köńsónáýtì àti fáwëlì pêlú àlàyé.

AKËKÕÖ

1. ka álífábëêtì têlé oluko

2. Ya köńsónáýtì àti fáwëlì sötõ

3. Śe àpèjúwe ìró kõõkan

4. Ya àtç köńsónáýtì àti fáwëlì


OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù tí a ya àtç köńsónáýtì àti fáwëlì sí


7. ÀŚÀ: Ìsômôlórúkô

ÀKÓÓNÚ IŚË

Ìtêsíwájú lórí:

1. Àśà Ìsômôlórúkô

2. Àwôn ohun èlò ìsômôlórúkô

3.oríśi orúkô: orúkô àbísô, àmútõrunwá,

àbíkú, oríkì, ìdílé ìnagijç abbl

OLÙKÖ

1. Rán àwôn akëkõö létí nípa àśà ìsômôlórúkô

2. Dárúkô àwôn ohun èlò ìsômôlórúkô

3. Töka sí oríśi orúkô Yorùbá

AKËKÕÖ


2. Dárúkô àwôn ohun èlò ìsômôlórúkô

3. Töka sí oríśi orúkô pêlú àpççrç nípa ìdarí olùkö

OHUN-ÈLÒ ÌKÖNI

1. Àwôn ohun èlò ìsômôlórúkô

2. Àwòrán àwôn ohun èlò ìsômôlórúkô

3. káàdì pélébé pélébé tí a kô oríśi orúkô sí

8. ÈDÈ: Akókò, ìgbà àti ojú ôjö

OLÙKÖ

ÀKÓÓNÚ IŚË

Ìtêsíwájú nípa:

1. Sísô àwôn àkókò tó wà nínú ôjö

2. Sísô iye agogo tó lù

3. Ìlò a.m àti p.m ní èdè Yorùbá. Bí

àpççrç, Aago méje àárõ, aago kan õsán,

aago méje alë abbl

1. Rán akëkõö létí àkókò tó wà nínú ôjö

2. Śàlàyé agogo tó lù nípa lílo ôwö kúkurú àti gígùn

3. Töka sí õpõlôpõ àpççrç láti fi agogo tó lù hàn

AKËKÕÖ

1. Dárúkô àkókò tó wà nínú ôjö

2. Sô iye agogo tó lù nípa ìdarí olùkö

3. Śe àmúlò a.m àti p.m ní èdè Yorùbá.

4. Ya àwòrán agogo tí olùkö kô sílê sínú ìwé rç.

OHUN-ÈLÒ ÌKÖNI

1. Aago ara ògiri

2. Àwòrán agogo lóríśiríśi

9. ÈDÈ: Õrõ Àyálò

ÀKÓÓNÚ IŚË

1. Oríkì õrõ àyálò

2. Õnà tí õrõ àyálò gbà wônú èdè Yorùbá.

Àpççrç; êsìn, ôrõ-ajé, òśèlú, õlàjú abbl.

3. Àwôn èdè tí Yorùbá ti yá õrõ lò bí i èdè

Gêësì, Haúsá, Hébérù, Lárúbáwá

4. Oríśi õrõ àyálò pêlú àpççrç.

OLÙKÖ

1. Śàlàyé õrõ àyálò.

2. Śàlàyé õnà tí õrõ àyálò gbà wônú èdè Yorùbá.

3. Dárúkô àwôn èdè tí Yorùbá ti yá õrõ lò.

4. Töka sí oríśi õrõ àyálò pêlú àpççrç.

AKËKÕÖ


2. Sô àpççrç õrõ àyálò

3. Kô ohun tí olùkö kô sí ojú pátákó sínú ìwé rç.

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù

2. Káàdì pélébé pélébé.

10. ÀŚÀ: Ìkíni

ÀKÓÓNÚ IŚË

Ìtêsíwájú nípa

1. Ìkíni ní onírúurú ìgbà àti àkókò

2. Ìkíni fún onírúurú ayçyç

3. Ìkíni fún onírúurú iśë

4. Ìkíni fún çni tí õfõ sê abbl

5. Ìśesí ní àsìkò ìkíni

OLÙKÖ

1. Śàlàyé oríśiríśi ìkíni

2. Jë kí àwôn akëkõö kí ara wôn nínú kíláásì

3. Tö akëkõö sönà nípa ìśesí àti ìhùwàsí ní àsìkò

ìkíni

AKËKÕÖ


2. Kí olùkö àti akëkõö bí ó ti yç

3. Hùwà bí ó śe yç ní àsìkò tí wôn bá ń kí ara wôn

4. Kô iśë tí olùkö kô sójú pátákó sílê

11. ÈDÈ: Êrô Ayára-bí-àśá (Computer)

ÀKÓÓNÚ IŚË

1. Àlàyé lórí èrò kõýpútà

2. Oríśi kõýpútà

3. Êyà ara kõýpútà

OLÙKÖ

1. Śe àlàyé êrô ayára-bí-àśá

2. Dárúkô oríśi kõýpútà

3. Töka sí êyà ara kõýpútà àti iśë wôn

4. Śe àlàyé ìwúlò êrô kõýpútà

AKËKÕÖ

4. Ìwúlò kõýpútà 1. Tëtí sí àlàyé olùkö

2. Sô ìwúlò êrô kõýpútà nípa ìdarí olùkö

3. kô iśë tí olùkö kô sójú pátákó sle sínú ìwé rç.

OHUN-ÈLÒ ÌKÖNI

1. Êrô kõýpútà

2. Àwòrán kõýpútà àti àwôn êyà ara rê.

12.

ÀTÚNYÊWÒ IŚË

13.

ÌDÁNWÒ

YORÙBÁ L1 JSS 3 TÁÀMÙ KÌN-ÍN-NÍ


1. ÈDÈ: Ìsõrí Õrõ

ÀKÓÓNÚ IŚË

Iśë àwôn ìsõrí õrõ nínú gbólóhùn:

1. Iśë tí õrõ-orúkô ń śe nínú

gbólóhùn.

2. Iśë tí õrõ aröpò-orúkô ń śe nínú

gbólóhùn

3. Iśë tí õrõ-ìśe ń śe nínú gbólóhùn

4. Iśë tí õrõ-àpönlé ń śe nínú

gbólóhùn

OLÙKÖ

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

2. Śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö

3. Darí akëkõö láti śe àpççrç lórí tirê

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí iśë ìsõrí õrõ kõõkan

2. Kô àwôn àpççrç tí olùkö śe sínú ìwé

3. Śe àwôn àpççrç tìrç lábë ìdarí olùkö

OHUN-ÈLÒ ÌKÖNI

1. Kádíböõdù tí ó ń śàlàyé/ śe àpççrç iśë ìsõrí õrõ

kõõkan

2. ÌTÊSÍWÁJÚ LÓRÍ ÊSÌN ÒDE-ÒNÍ

ÀKÓÓNÚ IŚË

1. Kírísítíënì

2. Mùsùlùmí

3. Çkanka

OLÙKÖ

1. Śe àlàyé ipa tí êsìn ń kó láwùjô

2. Ìdí tí ìbõwõ fún êsìn çnìkejì śe śe pàtàkì láti dènà

rògbòdìyàn àti ìjà êsìn láwùjô.

AKËKÕÖ

Sô ohun tí wôn gbö/ rí nípa êsìn òde òní.

4. Buda

5. Gúrúmàrajì

Ipa tí êsìn ń kó láwùjô

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn çlësìn wõnyí níbi tí wôn ti ń jösìn sí.

3. ÒÝKÀ: Òýkà Yorùbá láti 301 – 400

ÀKÓÓNÚ IŚË

Òýkà èdè Yorùbá láti 301 – 400.

Sô àwôn õnà tí a ń gbà śe òýkà ní

ilê Yorùbá. B.a. lé - +, dín = -

OLÙKÖ

1.Tö akëkõö sönà láti ka òýkà láti oókanlélöõdúnrún

dé irínwó (301-400)

2. Śe àlàyé ìgbésê òýkà ní kíkún.

AKËKÕÖ

1. ka òýkà láti oókanlélöõdúnrún dé irínwó (301-400)

2. śàlàyé àwôn ìgbésê òýkà.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô òýkà láti oókanlélöõdúrún dé irínwó

(301-400)

4. ÈDÈ: Àkôtö Síwájú sí i

ÀKÓÓNÚ IŚË

1. ìyapa ìsùpõ köńsónáýtì

2. Àtúnśe/ àtúnkô àwôn õrõ méjì

tàbí jù bëê lô tí a ń kô papõ gëgë

bí çyô kan tàbí méjì, b.a. nitorinaa –

nítorí náà, biotilçjçpe – bí ó tilê jë

OLÙKÖ

1. Fi õpõlôpõ àpççrç gbé õrõ rê lësê kí o sì tún àlàyé

śe lórí àkôtö òde òní

AKËKÕÖ


2. Śe àkôsílê àwôn àpççrç tí olùkö śe.

OHUN-ÈLÒ ÌKÖNI

pé abbl. Kádíböõdù tí a kô àwôn àpççrç àkôtö òde òní àti sípëlì

àtijö sí.

5. LÍTÍRÈŚÕ: Ìwé Kíkà (Eré-Onítàn)

ÀKÓÓNÚ IŚË

Àśàyàn ìwé lítírèśõ àpilêkô

1. Ìtàn inú ìwé tí a bá kà ní sókí

2. Êdá ìtàn

3. Ìfìwàwêdá

4. Ibùdó ìtàn

5. Àhunpõ ìtàn

6. Kókó õrõ tó jçyô/ êkö tí ìtàn kö

wa: Ìbáyému õrõ tó ń lô láwùjô bí

àpççrç: éèdì, ìkôlura êsìn

7. Àwôn àśà Yorùbá tó súyô

8. Ìlò èdè: (a) ônà èdè: àfiwé, òwe,

àkànlò èdè (b) Àwítúnwí,

ìfìrómõrísí, ìfohùngbohùn abbl.

OLÙKÖ

1. Śe ìfáàrà lórí òýkõwé àti ohun tí ìtàn dá lé lórí

2. Darí akëkõö láti tún ìtàn/ eré onítàn sô ní sókí

3. Śe àlàyé lórí àwôn kókó õrõ tó súyô àti ìbáyému

wôn.

4. Śe àlàyé ní kíkún lórí êdá ìtàn, ìfìwàwêdá, ibùdó

ìtàn, àhunpõ ìtàn, kókó õrõ

5. Darí ìjíròrò àti ìśeré ní kíláásì

AKËKÕÖ

1. ka eré onítàn

2. Tëtí sí àlàyé olùkö, kí ó sì śe àkôsílê rê

3. Béèrè ìbéèrè nípa ohun tí kò bá yé e.

4. Śe ìsônísókí iran eré náà

5. kópa nínú ìjíròrò àti ìśeré tí olùkö darí

OHUN ÈLÒ ÌKÖNI

1. Ìwé ìtàn tí a yàn

2. Ohun èlò ìśeré

3. Orí ìtàgé

4. Aśô eré

5. Àwòrán àfihàn ìśêlê àti êdá ìtàn eré

6. ÌTÊSÍWÁJÚ LÓRÍ ÀRÒKÔ

AJÇMÖ-ÌSÍPAYÁ

ÀKÓÓNÚ IŚË

1. Àròkô ajçmö-ìsípayá

2. Àròkô aláríyànjiyàn

3. Àpççrç àkôlé lábë oríśi àròkô

kõõkan.

4. Àkôlé

5. ìlapa èrò

6. Àtúntò ìlapa èrò

7. ìfáàrà

8. ìpín afõ

9. kô õrõ inú àròkô

10. ìgúnlê/ Àsôkágbá

OLÙKÖ

1. pèsè àkôlé/ orí õrõ kõõkan

2. Tö akëkõö sönà láti jíròrò lórí àpççrç orí õrõ lábë

oríśi àròkô kõõkan

3. Darí akëkõö láti śe ìlapa èrò

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

AKËKÕÖ

1. Jíròrò lórí àkôlé tí a yàn nípa títêlé ìdarí olùkö.

2. kópa nínú śíśe ìlapa èrò

3. Lo ìlapa èrò náà láti kô àròkô

7. ÈDÈ: Àpólà- Orúkô àti Iśë rê

ÀKÓÓNÚ IŚË

1. Ìhun Àpólà-orúkô

OLÙKÖ

1. Kô oríśiríśi gbólóhùn

2. Töka sí àwôn ìhun àpólà-orúkô inú wôn

2. Ìsõrí õrõ tí ó máa ń wáyé nínú

àpólà-orúkô

3. Iśë àpólà-orúkô

3. Töka sí ìsõrí õrõ tí ó máa ń wáyé nínú àpólà-orúkô

4. Sô pàtàkì àpólà-orúkô

AKËKÕÖ

1. Śe àdàkô àwôn gbólóhùn tí olùkö kô.

2. Tëtí sí àlàyé olùkö nípa ìsõrí õrõ tí ó ń jçyô nínú

àpólà-orúkô àti pàtàkì rê.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô àpççrç gbólóhùn tí ó ní

àpólà-orúkô àti iśë rê sí.

8. LÍTÍRÈŚÕ: Àśàyàn Ìwé Lítírèśõ

Àpilêkô (Ewì)

ÀKÓÓNÚ IŚË

1. Ewì kíkà

2. Kókó õrõ ajçmö õrõ-tó-ń-lô

láwùjô/ lágbàáyé.

- ìśêtöfábo, ipò obìnrin, ètò ôrõ-ajé,

ìkôlura êsìn/ àśà, ìkóra-çni-ní-ìjánu

nínú ìgbésí ayé õdö abbl.

3. Ônà-èdè àti ìsôwölo-èdè.

OLÙKÖ

1. ka ewì sí akëkõö létí

2. Śe àlàyé lórí ewì tí a kà

3. Fa kókó õrõ jáde

4. Śàlàyé ônà-èdè àti ìsôwölo-èdè tó jçyô.

AKËKÕÖ

1. Ka ewì náà sínú

2. ka ewì náà síta

3. Fi pëńsù fàlà sí ibi tí wôn kíyèsí kókó õrõ àti êkö tí

wôn ríkö

4. Töka sí ônà èdè


OHUN-ÈLÒ ÌKÖNI

1. Ìwé tí a yàn

2. Àwòrán ohun tí ewì dálé

3. Ìwé ìròyìn tí ó sô nípa àwôn kókó õrõ

9. ÈDÈ: Àpólà-iśë àti iśë rê

ÀKÓÓNÚ IŚË

1. Oríśiríśi õrõ-ìśe bí i õrõ-ìśe:

a. çlëlà àti aláìlëlà abbl

b. agbàbõ àti aláìgbàbõ abbl

2. ìhun àpólà-ìśe

3. Pátákó àpólà-ìśe

OLÙKÖ

1. Kô oríśiríśi gbólóhùn pêlú àpççrç àwôn õrõ-ìśe nínú

wôn àti irú õrõ-ìśe tí wön jë

2. Śàlàyé pêlú àpççrç ìhun àpólà-ìśe

3. Sô pàtàkì àpólà-ìśe

AKËKÕÖ

1. Tëtí dáradára sí àlàyé olùkö.

2. Kô àpççrç àwôn õrõ-ìśe àti irúfë èyí tí wön jë sílê

3. mënuba lára pàtàkì àpólà-ìśe

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí ó śàlàyé léérèfé àpólà-ìśe àti iśë

rê

10. ÀŚÀ: Eré Òśùpá àti Eré Ojoojúmö

ÀKÓÓNÚ IŚË

1. Ìtumõ eré òśùpá

2. Ìtumõ eré ojoojúmö

OLÙKÖ

1. Sô ìtumõ eré òśùpá àti eré ojoojúmö

2. śàlàyé ìwúlò àti pàtàkì eré òśùpá àti eré ojoojúmö

3. Darí akëkõö láti śe eré/ kô orin tí ó jçmö eré kõõkan

3. Ìgbà wo ni à ń śeré òśùpá

4. Ìgbà tí eré ojoojúmö máa ń wáyé

5. pàtàkì eré òśùpá àti eré

ojoojúmö

AKËKÕÖ


2. Kô pàtàkì àti ìwúlò eré òśùpá àti eré ojoojúmö sílê

3. kópa nínú eré tí olùkö darí

OHUN-ÈLÒ ÌKÖNI

Ìwé pêlú àwòrán tí ó ń śe àfihàn àwôn tó ń śe

eré òśùpá àti eré ojoojúmö.

11. LÍTÍRÈŚÕ: Àśàyàn Ìwé Lítírèśõ

Àpilêkô (Ìtàn àròsô ôlörõ geere)

ÀKÓÓNÚ IŚË

1. Ibùdó àti àhunpõ ìtàn

2. Àśà tó súyô

3. Àwôn kókó õrõ tó jçmö ìśêlê

bágbàmu b.a Êtö ômô ènìyàn,

ìśètòfábo, Ètò ôrõ-ajé, ìkôlura êsìn/

àśà, jíjínigbé abbl.

4. Êdá ìtàn àti ìfìwàwêdá

5. Ônà èdè àti ônà ìsôwölo-èdè

OLÙKÖ

1. Ìfáàrà lórí òýkõwé àti ohun tí ìtàn náà dá lé lori

2. Śàlàyé ìbáyému àwôn àkóónú ìtàn náà (ìśêlê, kókó

õrõ)

3. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö

4. Jíròrò lórí ìlò èdè àti àśà tó súyô

AKËKÕÖ

1. Ka ìtàn náà yóò sì jíròrò lórí ìśêlê inú rê (àhunpõ

ìtàn)

2. Sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn kò fëràn

3. Töka sí ônà èdè tí ó súyô

4. Töka sí àśà tí ó súyô

OHUN-ÈLÒ ÌKÖNI

Ìwé àśàyàn.

Ìwé ìròyìn tí ó ń fi ìśêlê tí ó fara pë ti inú ìtàn tó wáyé

hàn.

12. ÀŚÀ: Òge Śíśe

ÀKÓÓNÚ IŚË

1. Oge síse

2. Ilà kíkô

3. Aśô wíwõ

4. Ìtöjú irun orí

5. Ìtöjú ara

6. Pàtàkì oge śíśe

7. Àléébù àti ewu nínú oge śíśe

àśejù

OLÙKÖ

1. Tëtí sí olùkö

2. Śe ìdàkô ohun tí olùkö kô sílê ní ojú pátákó

3. kópa nínú ìmënubà pàtàkì àti àléébù oge śíśe

OHUN-ÈLÒ ÌKÖNI

Kóòmù, làálì, ôsç, ìpara, àtíke, bíléèdì omi abbl

13.

ÀTÚNYÊWÒ ÊKÖ

14.

ÌDÁNWÒ

YORÙBÁ L1 JSS 3 TÁÀMÙ KEJÌ


1. ÈDÈ (FONÖLÖJÌ): Ìpàrójç àti

Ìsúnkì

ÀKÓÓNÚ IŚË

1. Oríkì ìpàrójç àti ìsúnkì

2. pípa fáwëlì tó bêrê õrõ jç, b. a ;

Adémölá – Démölá, ìkòkò – kòkò,

iyàrá – yàrá

3. ìpàrójç láàrin õrõ méjì, b.a. Aya

ôba – Ayaba, ojú ilé – ojúlé, ewé

oko – ewéko abbl

OLÙKÖ

1. Śe àlàyé ohun tí ìpàrójç àti ìsúnkì jë

2. Śe àpççrç fún àwôn akëkõö

3. Darí àwôn akëkõö láti mú àpççrç ti wôn wá.

AKËKÕÖ

1. Tëtí sí àlàyé lórí oríkì ìpàrójç àti isunki

2. kópa nínú ìkëkõö nípa mímú àpççrç wá

3. śe àkôsílê ohun tí olùkö kô sí ojú pátákó.

OHUN-ÈLÒ ÌKÖNI

1. Pátákó çlëmõö tí ó ń sô oríkì ìpàrójç àti ìsúnkì pêlú

àpççrç

2. Orúkô àwôn akëkõö kan fún àpççrç.

2. ÀŚÀ: Çrú àti Ìwõfà

ÀKÓÓNÚ IŚË

1. Àlàyé lórí çni tí çrú jë.

2. Àlàyé lórí çni tí ìwõfà jë

3. Õnà tí a fi ń ní çrú, bí àpççrç

OLÙKÖ

1. Śe àlàyé dáradára fún àwôn akëkõö lórí çni tí çrú jë

àti çni tí ìwõfà jë

2. Sô õnà tí a fi ń ní çrú àti õnà tí a fi ń ní ìwõfà

3. Śe àlàyé lórí õnà tí a ń gbà lo çrú àti ìwõfà

mímú lójú ogun, fífi owó rà abbl

4. Õnà tí a ń gbà lo çrú

5. Õnà tí a ń gbà lo çrú àti ìwõfà

(fífi yá owó) ìwõfà.

4. Śe àfiwé ìkönilëkõö tí ìgbàlódé lô sí òkè-òkun fún

òwò nàbì.

AKËKÕÖ


2. Śe àfiwé ômô õdõ àti ômô mõlëbí ní õdõ àwôn òbí.

OHUN-ÈLÒ ÌKÖNI

Àwòrán láti inú ìwé tí ó śàfihàn çrú àti ìwõfà.

3. ÈDÈ: Àpólà-atökùn àti iśë rê

ÀKÓÓNÚ IŚË

1. Ìhun àpólà-atökùn

2. Iśë àpólà-atökùn

3. Àpççrç àpólà-atökùn

OLÙKÖ

1. Śe àlàyé nípa àpólà-atokun

2. Kô àpççrç àpólà-atökùn

3. Sô nípa iśë tí àpólà-atökùn ń śe nínú gbólóhùn

AKËKÕÖ

1. Fi òye sí àlàyé tí olùkö śe

2. kópa nínú àfikún àpççrç

3. Śe àkôsílê ohun tí olùkö kô sí ojú pátákó

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí ó ń śàlàyé léréèfé àpólà-atökùn

pêlú àpççrç

4. LÍTÍRÈŚÕ: Kíka Ìwé (Àśàyàn

lítírèśõ àpilêkô)

OLÙKÖ

1. Ìfáàrà lórí òýkõwé àti ohun tí ìtàn dá lé lórí

ÀKÓÓNÚ IŚË

1. Ibùdó àti àhunpõ


3. Àwôn kókó õrõ tó jçmö ìśêlê

bágbàmu b.a.

- Ètò ômô ènìyàn

- ìśêtöfábo

- Ètò ôrõ-ajé

- ìkôlura êsìn àti àśà

- jíjínigbé abbl

4. Êdá ìtàn àti ìfìwàwêdá

5. Ônà èdè àti ônà ìsôwölo-èdè

2. Śe àlàyé ìbáyému àwôn ìśêlê inú ìtàn náà (ìśêlê,

kókó õrõ)

3. Jíròrò lórí ìwà êdá ìtàn pêlú akëkõö

4. Àti lórí ìlò èdè àti àśà tó súyô

AKËKÕÖ

1. ka ìtàn náà, yóò sì jíròrò lórí ìśêlê inú rê (àhunpõ

ìtàn)

2. sõrõ lórí êdá ìtàn tí wön fëràn àti èyí tí wôn kò fëràn

3. śe àfàyô ìlò ônà èdè àti ìsôwölo ônà èdè

4. śe àfàyô àśà tó súyô.

OHUN-ÈLÒ ÌKÖNI

1. ìwé àśàyàn

2. ìwé ìròyìn tí ìśêlê tí ó fara pë ti inú ìtàn tó wáyé wà.

5. Òýkà Èdè Yorùbá 400 – 500

ÀKÓÓNÚ IŚË

Òýkà láti irínwó dé êëdëgbêta

(400-500)

OLÙKÖ

1. Tö akëkõö sönà láti ka òýkà- irínwó dé êëdëgbêta

2. Śe àlàyé ìgbésê òýkà ní kíkún.

AKËKÕÖ

1. Ka òýkà láti irínwó dé êëdëgbêta (400 – 500)

2. Da òýkà tí a kô sójú pátákó mõ ní çyô kõõkan

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

OHUN-ÈLÒ ÌKÖNI

Káàdì pélébé pélébé tí a kô òýkà kõõkan sí.

6. ÀŚÀ: Çrú àti Ìwõfà

ÀKÓÓNÚ IŚË

1. Àfiwé çrú níní, ìwõfà yíyá láyé

àtijö àti ômô õdõ níní láyé òde òní.

2. Kíkó õdömôkùnrin àti

õdömôbìnrin lô sí òkè-òkun lô śe

çrú àti òwò nàbì.

3. Àwôn ewu tí ó rõ mö wôn.

OLÙKÖ


2. Śe àfikún sí àfiwé tí olùkö śe nípaśê ìrírí wôn ní ilé

tàbí àdúgbò wôn.

3. Mô ewu tí ó rõ mö wôn.

OHUN-ÈLÒ ÌKÖNI

1. Ìwé tí ó ń śàfihàn çrú àti ìwõfà.

7. ÈDÈ: Ìtêsíwájú Lórí Sílébù Èdè

Yorùbá

ÀKÓÓNÚ IŚË

- Àwôn õrõ tí sílébù wôn ju méjì lô

b.a. olówó, ômôdé, labalábá abbl

- Ìwúlò sílébù.

OLÙKÖ

1. Kö/ śe àpççrç õrõ tí sílébù wôn ju sílébù méjì lô.

2. Śe àlàyé ìwúlò sílébù èdè Yorùbá.

AKËKÕÖ


2. Śe àfikún àpççrç tí olùkö śe

3. Śe àkôsílê ohun tí olùkö kô

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí ó ń śe àfihàn sílébù àpççrç àti iśë rê nínú

õrõ

8. LÍTÍRÈŚÕ: Ìwé Kíkà

ÀKÓÓNÚ IŚË

Àśàyàn ìwé lítírèśõ àpilêkô

OLÙKÖ

1. Śe ìtúpalê ìwé tí a yàn nípa títêlé ìlànà ìtúpalê ìwé

AKËKÕÖ


2. Śe àkôsílê ohun tí olùkö kô sí böõdù

3. Kópa nínú èdè

OHUN-ÈLÒ ÌKÖNI

Ìwé tí a yàn

9. Àròkô Aśàpèjúwe àti Oníròyìn

ÀKÓÓNÚ IŚË

1. Àlàyé lórí àròkô aśàpèjúwa àti

oníròyìn.

2. Àpççrç orí õrõ lábë ìsõrí àròkô

kõõkan

3. Ìlapa èrò fún àròkô kõõkan

OLÙKÖ

1. Śe àlàyé lórí àròkô aśàpèjúwe àti Oníròyìn

2. Kô àpççrç orí õrõ tí ó wà lábë oríśi àròkô kõõkan

3. Śe àlàyé ìlapa èrò fún àròkô kõõkan.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí ìdánilëkõö

2. Śe àkôsílê ohun tí olùkö kô

3. Kô àpççrç àròkô oníròyìn nípa títêlé àpççrç ìlapa èrò

tí olùkö sô nípa rê.

OHUN-ÈLÒ ÌKÖNI

Pátákó çlëmõö tí a kô ìlànà méjèèjì sí.

10. Òwe OLÙKÖ

Àkóónú iśë

1. Oríśiríśi òwe

2. Ìwúlò òwe

3. Àwôn tí wön ń pa òwe.

1. Kô àpççrç oríśiríśi òwe fún àwôn akëkõö

2. Śe àlàyé àwôn tí wôn ń pa òwe àti ìlànà tí ômôdé

yóò têlé bí ó bá fë pa á.

3. Sô ìwúlò òwe

AKËKÕÖ

1. Fi òye sí àlàyé tí olùkö śe.

2. Kô àpççrç oríśiríśi òwe sílê

3. Sô ìwúlò òwe

OHUN-ÈLÒ ÌKÖNI

Pátákó çlëmõö tí a kô oríśiríśi òwe sí àti ìwúlò òwe.

11.

ÀTÚNYÊWÒ ÊKÖ

12.

ÌDÁNWÒ

YORÙBÁ L1 JSS 3 TÁÀMÙ KËTA


1. Àkôtö Síwájú sí i

ÀKÓÓNÚ IŚË

Ìtêsíwájú lórí àkôtö

1. Ìyípadà ìsùpõ köńsónáýtì

2. Àwôn õrõ tí wön ju méjì lô tí a

ń kô ní õkan.

OLÙKÖ

1. Kô àwôn ìpinnu ôdún 1974 náà.

2. śe àlàyé àwôn ìpinnu náà àti àýfààní rê fún kíkô èdè

Yorùbá ní àkôtö

AKËKÕÖ

1. Da ìpinnu náà kô sínú ìwé rê.

2. Tëtí sí àlàyé olùkö lórí àwôn ìpinnu náà lësççsç

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô àkôtö èdè Yorùbá sí.

2. Òýkà Yorùbá

ÀKÓÓNÚ IŚË

Ìtêsíwájú lórí òýkà Yorùbá

1. Òýkà Yorùbá láti 301 - 350

2. 351 – 400

3. 401 – 450

OLÙKÖ

1. Tö akëkõö sönà láti ka òýkà ní kíkún

2. śe àlàyé ìgbésê òýkà ní kíkún

AKËKÕÖ

1. ka òýkà láti 301-350, 351 – 400, 401 - 450

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

3. kô òýkà tí olùkö kô sójú pátákó sínú ìwé.

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù tí a kô òýkà láti 301 – 450 sí.

2. káàdì pélébé pélébé tí a kô òýkà kõõkan sí

3. Iśë àwôn ìsõrí õrõ nínú

gbólóhùn

ÀKÓÓNÚ IŚË

Ìtêsíwájú lórí iśë àwôn ìsõrí õrõ

nínú gbólóhùn

1. Iśë tí õrõ-orúkô ń śe nínú

gbólóhùn

2. Iśë tí õrõ aröpò-orúkô ń śe

nínú gbólóhùn

3. Iśë tí õrõ-ìśe ń śe nínú

gbólóhùn

4. Iśë tí õrõ-êyán ń śe nínú

gbólóhùn.

OLÙKÖ

1. kô oríśiríśi gbólóhùn tí ó fi iśë õrõ-orúkô, õrõ-ìśe àti õrõ

aröpò-orúkô hàn sójú pátákó.

2. śe àlàyé kíkún lórí wôn.

AKËKÕÖ

1. śe ìdàkô àwôn gbólóhùn tí olùkö kô


OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô àpççrç gbólóhùn tí a ti lo õrõ-orúkô, õrõ-

ìśe àti õrõ aröpò-orúkô sí

4. Àśàyàn Ìwé Eré-Onítàn

ÀKÓÓNÚ IŚË

Ìtêsíwájú lórí àśàyàn ìwé eré-

onítàn

1. Ibùdó ìtàn

OLÙKÖ

1. Darí akëkõö láti ka eré-onítàn náà.

2. śe ìfáàrà lórí òýkõwé àti ohun tí eré náà dálé

3. fa àwôn kókó õrõ yô

4. jíròrò lórí êdá ìtàn àti ìfìwàwêdá wôn

2. Àhunpõ ìtàn


4. Kókó õrõ

5. Ìfìwàwêdá

6. Ìlò Èdè

5. śe àfiwé ìśêlê inú ìtàn pêlú õrõ tí ó ń lô láwùjô

6. śàlàyé lórí lílo èdè

7. Darí ìśeré ní kíláásì, ìbáà jë ìran kan tàbí méjì.

AKËKÕÖ

1. ka eré-onítàn náà

2. jíròrò lórí ìśêlê tí wön gbö rí/ kà rí tí ó fi ara pë èyí tí wön ń

kà.

3. fa êkö tí wön rí kö yô

4. töka sí oríśiríśi ìlò èdè

5. jíròrò lórí àwôn êdá ìtàn àti ìfìwàwêdá wôn.

6. kópa nínú ìśeré tí olùkö darí ní kíláásì.

5. Ìtêsíwájú Lórí Êsìn Ìbílê Yorùbá

ÀKÓÓNÚ IŚË

ìtêsíwájú lórí êsìn òde oni

1. Kìrìsítíënì

2. Mùsùlùmí

OLÙKÖ

1. śe àlàyé ipa tí êsìn ń kó láwùjô

2. ipò Olódùmarè nínú êsìn òde òní

3. àjôśe tó wà láàrin àwôn çlësìn ìbílê, Kìrìsítíënì àti

Mùsùlùmí.

4. śàlàyé nípa ìjà êsìn òde òní àti bí a śe lè dëkun wôn

AKËKÕÖ

1. sô ohun tí wôn mõ nípa êsìn ìbílê Yorùbá àti êsìn òde òní.

2. jíròrò àjôśe tó wà láàrin çlësìn Mùsùlùmí àti Kìrìsìtíënì

3. jíròrò lórí ìjà êsìn àti bí a śe lè dëkun rê.

OHUN-ÈLÒ ÌKÖNI

1. Àwòrán àwôn çlësìn Kìrìsítíënì àti Mùsùlùmí níbi êsìn

2. Fídiò

3. Sínnimá

6. Àròkô Síwájú sí i

ÀKÓÓNÚ IŚË

Ìtêsíwájú lórí kíkà àti kíkô àròkô

Oríśiríśi àròkô: àròkô ajçmö-

ìsípayá, aláríyànjiyàn,

aśàpèjúwe

OLÙKÖ

1. pèsè àkôlé/ orí õrõ fún àròkô ajçmö-ìsípayá, aláríyànjiyàn,

aśàpèjúwe.

2. tö akëkõö sönà láti jíròrò lórí õrõ náà

3. darí akëkõö láti śe ìlapa èrò

4. tö akëkõö sönà láti kô àròkô nípa lílo ìlapa tí o śe

AKËKÕÖ

1. jíròrò lórí àkôlé tí a yàn nípa títêlé ìdarí olùkö

2. kópa nínú śíśe ìlapa èrò

3. lo ìlapa èrò náà láti kô àròkô

OHUN-ÈLÒ ÌKÖNI

1. pátákó çlëmõö tí a kô àkôlé àwôn àròkô wõnyí sí lóríśiríśi

2. pátákó çlëmõö tí ó ń śàfihàn ìlapa èrò fún àwôn àkôlé náà

7. ÀKÀYÉ

OLÙKÖ

ÀKÓÓNÚ IŚË

Ìtêsíwájú lórí àkàyé:

1. Ôlörõ geere

2. Elédè Ewì

1. pèsè àyôkà lórí àwôn õrõ tí ó ń lô lákòókò bágbàmu

2. pèsè ìbéèrè tí ó péye lórí àwôn kókó õrõ inú àyôkà náà.

AKËKÕÖ

1. ka àyôkà tí olùkö pèsè

2. dáhùn àwôn ìbéèrè tí olùkö pèsè lórí rê

OHUN-ÈLÒ ÌKÖNI

1. àyôkà oríśiríśi tí ó dálé ìśêlê õrõ tó ń lô láwùjô

2. àwòrán tó bá àyôkà náà mu.

8. Àśàyàn Ìwé Ewì

ÀKÓÓNÚ IŚË

Ìtêsíwájú lórí àśàyàn ìwé ewì

1. Ìtàn inú ìwé ní sókí

2. Êdá ìtàn

3. Kókó õrõ

4. Ìfìwàwêdá

5. Ibùdó ìtàn

6. Àhunpõ ìtàn

OLÙKÖ

1. ka ewì sí etígbõö àwôn akëkõö

2. śe àlàyé lórí ewì tí a kà

3. kô àwôn kókó õrõ jáde

4. śe àlàyé ní kíkún lórí ônà èdè, êkö abbl

5. darí ìjíròrò nípa àwôn kókó inú êkö yìí ní kíláásì

AKËKÕÖ

1. tëtí sí bí olùkö śe ń ka ewì

2. ka ewì sí etígbõö ara wôn

3. tëtí sí àlàyé olùkö

4. kópa nínú ìjíròrò tí olùkö darí ní kíláásì

OHUN-ÈLÒ ÌKÖNI

1. Ìwé tí a bá yàn

2. Àwòrán àwôn ohun tí ewì dálé lórí

9. Àpólà-Orúkô àti Iśë rê

ÀKÓÓNÚ IŚË

Ìtêsíwájú lórí àpólà-orúkô àti iśë

rê:

i. Oríkì, Ìhun àpólà-orúkô

ii. iśë tí ó ń śe nínú gbólóhùn

iii. ìsõrí õrõ tí ó máa ń wáyé nínú

àpólà-orúkô

OLÙKÖ

1. śe àlàyé kíkún lórí àpólà-orúkô àti iśë rê nínú gbólóhùn.

2. śe õpõlôpõ àpççrç lórí àpólà-orúkô àti iśë tí ó ń śe fún

akëkõö.

3. darí láti śe àpççrç tirê

AKËKÕÖ

1. tëtí sí àlàyé olùkö

2. kô àpççrç tí olùkö śe sínú ìwé rç

3. śe àpççrç tìrç lábë ìdarí olùkö

OHUN-ÈLÒ ÌKÖNI

1. kádíböõdù tí a kô àwôn àpççrç sí.

10. Àśàyàn Ìwé Ìtàn Àròsô Ôlörõ

Geere

ÀKÓÓNÚ IŚË

OLÙKÖ

1. śe ìfáàrà lórí òýkõwé àti ohun tí ìtàn dálé

2. darí akëkõö láti tún ìtàn sô

Ìtêsíwájú lórí àśàyàn ìwé ìtàn

àròsô ôlörõ geere.

1. Ìtàn inú ìwé ní sókí

2. Êdá ìtàn

3. Kókó õrõ

4. Ìfìwàwêdá

5. Ibùdó ìtàn

6. Àhunpõ ìtàn

3. śàlàyé lórí àwôn kókó õrõ tó súyô àti ìbáyému

4. śàlàyé nípa àwôn êdá ìtàn àti ìfìwàwêdá wôn

5. darí ìjíròrò nípa ìlò èdè nínú ìtàn náà

AKËKÕÖ

1. ka ìwé náà

2. tún ìtàn náà sô ní sókí

3. jíròrò lórí kókó õrõ inú ìwé náà àti ìbáyému wôn

4. tëtí sí àlàyé olùkö nípa êdá ìtàn àti ìfìwàwêdá wôn

5 kópa nínú ìjíròrò lórí ìlò èdè

OHUN-ÈLÒ ÌKÖNI

1. Ìwé tí a yàn fún kíkà.

2. Àwòrán díê lára ìśêlê tó köni lëkõö nínú ìwé náà

11. Àpólà-ìśe àti Àpólà-atökùn àti

Iśë wôn

ÀKÓÓNÚ IŚË

Ìtêsíwájú lórí àpólà-ìśe àti àpólà-

atökùn

1. Ìhun àpólà-ìśe

2. Ìhun àpólà-atökùn

OLÙKÖ

1. śàlàyé lórí ipò àti iśë õkõõkan wôn nínú gbólóhùn

2. śe õpõlôpõ àpççrç lórí õkõõkan fún akëkõö

3. darí akëkõö láti śe àpççrç tirê

AKËKÕÖ

1.Tëtí sí àlàyé olùkö lórí ipò àti iśë õkõõkan

2. kô àwôn àpççrç tí olùkö ń śe sínú

3. Iśë àpólà-ìśe àti àpólà-atökùn 3. śàlàyé àwôn àpççrç iśë tí õkõõkan wôn ń śe nínú

gbólóhùn

OHUN-ÈLÒ ÌKÖNI

Káàdì pélébé pélébé tí a kô àpççrç iśë tí õkõõkan wôn ń śe

nínú gbólóhùn sí.

12. FONÖLÖJÌ ÈDÈ YORÙBÁ:

Ìpàrójç àti Ìsúnkì

ÀKÓÓNÚ IŚË

Ìtêsíwájú lórí ìpàrójç àti ìsúnkì

1. ìpàrójç ìbêrê fáwëlì, b.a.

Adémölá – Démölá, Ìkõkõ –

kõkõ, Iyàrá – yàrá abbl

2. ìpàrójç õrõ méjì, b.a. aya ôba

– ayaba, ojú ilé – ojúlé abbl

OLÙKÖ

1. śe êkúnrërë àlàyé lórí ohun tí à ń pè ní ìpàrójç àti ìsúnkì.

2. kô àwôn àpççrç õrõ tí a lè pajç tàbí súnkì nínú gbólóhùn

sójú pátákó.

3. darí akëkõö láti śe àpççrç tirê

AKËKÕÖ


2. kô àwôn àpççrç wõnyí sí inú ìwé

3. śe àwôn àpççrç tìrç lábë ìdarí olùkö

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô àpççrç náà sí.

13.

Àtúnyêwò Êkö

14.

Ìdánwò

BUSINESS STUDIES

BUSINESS STUDIES

JSS 3 FIRST TERM

WEEK TOPIC/CONTENTS ACTIVITIES

1 OFFICE PROCEDURE - Meaning - Importance - Procedures for preparing bills

invoice and receipts

Teacher: Discuss on the meaning and importance of office procedure. Students: Give examples of office procedure. Specimen: bills (e.g. PHCN, NITEL bills, invoices, receipts

2 PROCEDURES FOR MAKING PAYMENT - Cash - Bank transfer - Cheque - Bank draft - E-payment - Imprest account - Balance and restoration of imprest - Store records

Meaning of store

Meaning of store records

Teacher: Guide students to complete specimen of bills, invoices, receipts, cheques, bank drafts and e-payment. Student: Practice preparation of vouchers, pay roll and pay slip advice. Photographs and adding machine should be used.

3 OFFICE PROCEDURE 1. Procedure for store procurement

(use of store requisition) 2. Importance of stock taking 3. Delivery note, Gate pass

Teacher: demonstrate on chalkboard preparation of store records, delivery notes and store requisition Students: Practice preparation of store records and completing a specimen delivery

note and gate pass. A chart to be used.

4 OFFICE EQUIPMENT Office Equipment

- Meaning of office - Meaning of office equipment - List of office equipment - Importance of office equipment.

Teacher: Explain the meaning of office. Students: Identify the different types of equipment Specimen: A chart showing the photograph of office equipment like computer, typewriter, filing cabinet, stapler, adding machine, perforator, office pin etc.

5 OFFICE EQUIPMENT Uses of Office Equipment

- Use of computer - Use of duplicating machine - Use of photocopying machine - Use of filing cabinet etc - Care of office equipment

Teacher: Demonstrate the uses of office equipment and guide the students on how to use and take care of them. Students: Practice how to use office equipment and how to take care of them. Specimen: The equipment should be brought to the class for demonstration.

6 ADVERTISING Advertising

- Meaning - Types - Functions

Teacher: Explain the meaning, types and functions of advertising. Students: Explain the meaning and list types of advertising. Specimen: A chart should be used for showing the picture

7 ADVERTISING MEDIA Advertising Media

- Radio - Television - Newspaper - Handbill - Magazines - Internet - Billboards etc

Teacher: outline the various advertising media and display in class pictures, newspaper and other advertising materials like radio or television. Students: Develop advertising jingles for a common product. Specimen: Radio or Television should be used for demonstration

8 TRANSPORTATION - Meaning of transportation - Importance of transportation in

commerce - Types of transportation (road, rail,

air, pipeline etc) - Advantages and disadvantages of

each type of transportation.

Teacher: Explain the meaning of transportation and state the 5 types of transportation we have. Discuss the advantages and disadvantages Students: Define transportation and list the types of transportation system we have. Specimen: A chart should be used to show the different types of transportation.

9 COMMUNICATION - Meaning of communication - Means of communication

Post

Teacher: Discuss on the meaning of communication and means of communication and an internet. Students: Define communication and give

Telephone

World wide web

Courier services

examples of common means of communication. Specimen: A telephone set, GSM Handset, computer set etc should be displayed.

10 COMMUNICATION (b) 1. Importance of communication in

business. 2. Services provided by

communication agencies - Postal and telegraphic service - Telephone services - Internet - Courier services

Teacher: Explain the role of communication in business and give examples of common means of communication. Students: Discuss the importance of communication in business. Practice how to make calls. Specimen: A chart showing the agencies.

11 SETTING SIMPLE BUSINESS GOALS. Simple Business Goals.

- Meaning - Strength - Weaknesses - Opportunities - Threats

Teacher: Explain the meaning of simple business goals and lead discussion on strength, weaknesses, opportunities and threat to business an entrepreneur wants to pursue. Specimen: A chart, posters and pictures to be used.

12 SIMPLE SINGLE BUSINESS PLAN Simple Single Business Plan

- Procedures for drawing up simple single business plan

Teacher: Discuss on simple single business plan and demonstrate to students procedures for drawing up simple single business plan. Students: Participate in class discussion and draw up simple single business plan. Specimen: A chart or pictures should be use.

13 REVISION

14 EXAMINATION

BUSINESS STUDIES

JSS 3 SECOND TERM


1 CONSUMER PROTECTION AND AWARENESS

i. Meaning of consumer ii. Need for consumer protection iii. Rights of the consumer iv. Organs/agencies of consumer

protection

Teacher: Explain the meaning and needs of consumer protection agencies and discuss on the roles and responsibilities of each consumer protection Agency. Students: Discuss on the meaning and need for consumer protection Agencies and visit consumer protection agency nearby.

Specimen: flip charts and posters.

2 HOW TO MAKE COMPLAINTS a. Meaning of complaint b. Justified complaint c. Unjustified complaint d. Steps in lodging complaints e. Writing a complaint letter.

Teacher: Explain the meaning of complaint and discuss on the differences between justified and unjustified consumer complaints. Students: Define a complaint and distinguish between justified and unjustified. Specimen: charts and cardboard sheet should be used to sample a complaint letter for redress.

3 PERSONAL FINANCE i. Meaning of personal finance ii. Sources of finance for individual iii. Uses of personal budget iv. Scale of preference

Teacher: Define personal finance and discuss the source of finance and items of personal budget. Students: Define personal finance and list the sources of funds. Specimen: cartons, posters, books, calculator and chalkboard to be used.

4 TRIAL BALANCE - Meaning of trial balance - Ruling of trial balance - Functions of trial balance - Opening of a ledger account - Entries into the ledger account.

Teacher: define trial balance and explain the ruling and functions of trial balance. Students: Discuss the trial balance and explain the ruling of trial balance. Specimen: chalk board and ruler should be used for illustration

5 BALANCING THE LEDGER ACCOUNT i. Extraction of balances into the

trial balance ii. Identify items of the balance

sheet from the trial balance iii. Identification of profit and loss

items from the trial balance

Teacher: Explain the balance of the ledger account and list the items of balance sheet from the trial balance and profit and loss items. Students: Discuss balancing the ledger account and list the items of balance sheet and profit and loss account. Specimen: Relevant textbooks or workbook

6 TRADING PROFIT AND LOSS ACCOUNT i. Purpose of preparing trading

profit and loss account ii. Ruling of trading profit and loss

account iii. Determination of cost of goods

sold iv. Determination of gross profit

Teacher: Explain the purpose of preparing trading Profit and Loss account with the ruling of the trading profit and loss account. Students: Practice exercises in calculating the cost of goods sold, net sales and gross profit. Samples of practiced problems and exercises.

7 TRADING PROFIT AND LOSS ACCOUNT i. Determination of net sales

(where there is returns inwards) ii. Determination of net profit or

loss iii. Rules for constructing profit and

loss account.

Teacher: Discuss the determination of net sale, net profit or loss Students: Practice the exercises. Relevant textbook or workbook.

8 BALANCE SHEET i. Meaning of balance sheet ii. Ruling of balance sheet iii. Uses of the balance sheet iv. Classification of balance sheet

items assets (fixed assets) v. Classification of balance sheet

items (Fixed Assets)

Teacher: Explain the meaning of a balance sheet, the uses of balance sheet and the items. Students: Define balance sheet and list the contents of balance sheet. Ruler, calculators, chalkboard and exercises should be used.

9 CLASSIFICATION OF BALANCE SHEET ITEMS

i. Capital ii. Current liabilities iii. Preparation of a simple balance

sheet. iv. Asset

Teacher: Identify the items in the balance from trial Balance. Exercises should be taken.

10 BOOK KEEPING ETHICS i. Transparency – meaning ii. Accountability – meaning iii. Probity – meaning iv. Need for transparency,

Accountability and probity (TAP)

Teacher: Explain and give examples of: Accountability, Transparency and Probity (TAP) and guide the students to determine the need for TAP. Students: Participate in the discussion on the meaning of TAP and explain TAP

11 REVISION

12 EXAMINATION

BUSINESS STUDIES

JSS 3 THIRD TERM


1 KEYBOARDING i. Page sizes ii. Uses of each type iii. Number of spaces available on

each type iv. Display

Teacher: Explain keyboarding and page size with the number of spaces available on each types. Students: Identify the page and the size. Typewriter or computer is used to display this in the class

v. Methods of display vi. Horizontal vii. Vertical viii. How to create tables from Insert

2 TYPES OF DISPLAY HEADING a. Main heading b. Sub heading c. Shoulder heading d. Side heading

Teacher: Explain this heading one after the other main, sub and shoulder heading. Students: List and explain the types of heading we have. A chalkboard should be used and shown.

3 MANUSCRIPT i. Meaning of manuscript ii. Longhand manuscript iii. Abbreviations on manuscript iv. Standard v. Printer’s correction signs.

Teacher: Explain the meaning of manuscript and printer correction signs. Students: Discuss the meaning of manuscript, abbreviation and correction of printer signs. A manuscript should be used for show.

4 ERASING TECHNIQUES a. Erasing techniques

i. Methods of erasing ii. Instruments for erasing

b. Erasing techniques c. Demonstrate erasing on

i. Top copy ii. Carbon copy iii. Copies

Teacher: Explain the meaning of erasing, methods, instrument for erasing. Students: Discuss the meaning of erasing and demonstrate it. A printed paper and carbon copy to be used.

5 CORRECT KEYBOARDING TECHNIQUES The keyboard rows

i. Top ii. Upper iii. Home iv. bottom

Divisions of the keyboard i. Left hand side ii. Right hand side

Teacher: Show the position of the four rows on the keyboard and demonstrate correct finger position on the keyboard. Students: Point out the position of the four rows on the keyboard. Computer or typewriter is used.

6 ALPHANUMERIC KEYS i. Alpha numeric keys ii. Identification iii. Soft touch manipulation iv. Correct finger placement on the

basic service keys on the Computer keyboard

Teacher: Show the alphanumeric keys or symbols and demonstrate correct finger placement and alphanumeric keys or symbols. Students: Observe the alphanumeric keys or symbols and practice correct finger placement on the basic services key specimen: Computer, keyboard charts to be

used.

BASIC SCIENCE AND TECHNOLOGY (BST)

BASIC SCIENCE AND TECHNOLOGY

JSS 3 FIRST TERM

WEEK TOPIC/CONTENT

ACTIVITIES

1 FAMILY TRAITS 1. Family traits (skin, color, height, albino) etc. 2. Meaning of dominant and recessive traits. 3. Importance of family traits -Intelligence -Disease Resemblance Family Genealogy.

-Bring pictures of family members that illustrate peculiar family traits. -Participates in discussions and identify these families among themselves.

2 PERSONAL SCHOOL AND COMMUNITY HEALTH (I) 1. Family life Education. a. Meaning and types of families. b.Duties of members of the family c. Puberty in boys and girls d. Teenage, pregnancy and its consequences. e. Assertive and communication skills. f. Carrier guidance g. Sport promotion Agencies and body in Nigeria i. Sport Association

-Explains the meaning of family and school health education. -Participate in role playing e.g. play let of a family.

ii. NAPHER SP iii. Nigeria institutes of sports.

3 PERSONAL SCHOOL AND COMMUNITY HEALTH (II) 1. Agencies/organizations promoting health education in Nigeriae.g NGO, ministry of health, NAFDAC, WHO etc. 2.personal health: description of ageing death 3. life enhancing measure against ageing e.g. Exercise , Nutrition, rest and sleep 4. Supporting, dying, grieving and ageing persons. 5. Meaning of drug use, misuse and abuse. 6. Categories of drugs. -prescription of drugs/medicine. -non-prescription of drugs/medicine e.tc.

Identify family members 1. Uses picture to explain ageing stages of life. 2. narrate/state experience with behavior of aged parents and relatives.

4 FAMILY HEALTH 1. Types of diseases and mode of transfer. 2. disease vectors 3. Life of mosquito and other vectors. 4. control measures 5. STLS, HIV/AIDS 6. Consequences and prevention

Bring pictures/posters of diseased persons to the class.

5. PATHOGENS,DISEASE AND PREVENTION 1.nature of communicate disease 2. Mode of transmission of the diseases. 3.factors and caustic agents 4. Prevention and management of non-communicate diseases.

Discuss the nature of communicable diseases.

6 DRUGS AND SUBSTANCE ABUSE. 1. Effects of drugs abuse. 2. prevention of drug abuse 3. Activities of drug control agencies NAFDAC, NDLEA. 4. Misuse of herbal medicine.

Teacher uses chart, pictures, films to guide the discussion.

7 ENVIRONMENTAL HAZARDS 1.soil erosion 2. causes of soil erosion and control 3.fluoding 4. drainage pattern 5. causes, prevention and effects of flooding.

8 COMPUTER CARRER OPPORTUNITIES 1.Computern professionals -Computer manager -System analyst -Programmer etc. 2. Qualities of a good computer professional. 3Computer professional bodies, Nigeria Computer Society (NCS)

Describes the functions of the computer professional bodies.

9 DIGITAL DIVIDE 1.Concept of digital divide 2. Feature of new and old economy. 3.Limitations of the old economy 4. Benefits of new economy.

Guide class discussion on the features of old and new economy

10 INTERNET AND COMPUTER VIRUS 1.Meaning and types of Viruses 2. Examples and sources of computer viruses. 3.Virus warning sign 4.Virus detection (Anti virus0 5. Examples of search engines e.g. google.com, yahoo.com etc. 6.Uses of search engines.

Visit computer lab or cyber café

11 MACHINE AND ROTORY MOTION 1.Linear motion 2.Lever arrangement to produce linear motion 3.Uses of slides and slots in mechanical system 4.Rotory motion 5.Principels of application and conversion of rotary motion to linear motion

Describe and demonstrate uses of rotary motion A visit to mechanic workshop

6. Practical inclusive.

12 SOLDERING AND BRAZING 1. Meaning of soldering and brazing tools. 2.Operation, types and uses

Demonstrate the procedures in soldering and brazing.


14 Examination Examination


JSS 3 SECOND TERM

WEEK TOPIC/CONTENT

ACTIVITIES

1 RESOURCES FROM LIVING AND NON LIVING THINGS 1.Resources From Living Things –Examples of plant and animal sources -Economic importance of the resource 2.Resource from non-living things -Example; locations in Nigeria.

Bring samples of solid minerals to the class -Students should collect samples of solid mineral in their locality. -Guide students to draw map on Nigeria showing location of mineral deposits.

2 PRECESSING OF MINERALS; i.Timber ii.Metals iii.Clay and ceramic iv.Plastic and rubber 1.Method of processing 2.Advantages and disadvantages 3.Properties 4.Treatment 5.Examples and importance

-Explain key terms and concepts -Take students on excursion -Students should participate in class discussion.

3 GRAPHS 1. Creating graphs; lone graph, histogram, pie –chart, legend e.t.c. 2. editing graphs 3. Formatting graphs.

-guides students to identify and select data range and areas for graph construction. -gives students practice exercises.

4 LIGHT, SOUND AND ELECTRICAL ENERGY. 1. Reflection, refraction, vision, dispersion and rainbow.

-uses charts to demonstrate. -guides students on activities.

2. Production and transmission of sounds. 3. reflection of sounds 4. hearing 5.flow of elections 6. Circuts; series and parallel. 7. fuses and circuits breaker 8. electric meter reading and billing

5. RADIOACTIVITY. 1. meaning of radioactivity 2. Radioactive elements. 3. Types of radiation and properties. 4. uses of radioactivity 5. dangers of radioactive rays

-lead discussion on meaning of radioactivity -students should recognize some radioactive elements.

6 Skills acquisition and scientific ethics. 1. Meaning of skill acquisition. 2. Reasons for skill acquisition. 3. Types of skills. 4. Importance of skill acquisition. 5. Meaning of right and wrong, application of science. 6. Implication of bad scientific proactive destroy individuals’ life.

-invite resource person. -lead visit to different types of professionals. -student should participate in discussion. -taking part in the visits.

7 DARWING PRACTICE: -isometric and oblique drawings (ii) Orthographic projection. 1. Examples of isometric drawing. 2. Examples of oblique drawing. 3. Isometric drawing of simple shaped blocks without curves. 4. Simple oblique drawing. 5. meaning of orthographic projection 6. Components; principle planes, angles of projection, principle views. 7.placing principle view in the quadcuits. 8. dimensioning technique.

-teachr should display models of isometric objects. -guides students to describe the properties. -student should listen attentively to teacher explanations.

8 ONE POINT PERSPECTIVE AND SCALE DRAWING. 1.one point perspective drawing;meaning, examples , principles 2.one point perspective drawing

-teacher should display models of isometric objects.. -guides students to describe their properties. -student should listen attentively

practice. 3.measuring and comparing given sizes 4. scale drawing.

to teacher explanations.

9 DRAWING OF PLANS AND BLUE –PRINT. 1.common symbols used in plan and blue – prints and their interpretation. 2. indentification of buildings components. 3. blue print drawing techniques.

-teacher should display buildings plans. -students should participate in discussions and blue reading.

10 (i) Nigeria sport heroes (ii) Ball games

1. Career guidance in physical education. 2. Past and present sport heroes and their contribution in Nigeria. 4. hockey game ; basic skills and techniques, rules and safety regulation etc

-teacher should state the contributions of these heroes to national development. - Students should mention some sports heroes and heroines. -teacher demonstrate the basic -skill and techniques of the game.




JSS 3THIRD TERM

WEEK TOPIC/CONTENT

ACTIVITIES

1 MAGNETISM 1. loadstone 2. laws of magnetism 3. magnetic poles and magnetic fields 4. care of magnet

Students 1. identify magnetic poles fields through activity Teacher 2. Tell a story about loadstone as the earliest form of magnet.

2 METAL WORK AND WOOD WORK PROJECTS 1. Production of bottle openers, trash bin and cans, coal pots, metal stools, chairs and benches etc. 2. production of various objects using simple woodwork and machines and tools examples wooden table ,boxes,

Teacher: direct students on how to cut the metals. Students; produce some of the things in the content on their own.

frames, tee square etc.

3 CONTACT AND NON-CONTACT GAMES 1.tackwondo and basic techniques 2.importance of taekwondo 3. Safety rules regulations and officiating in taekwondo. 4. boxing and basic techniques 5. Safety rules, regulations and officiating in boxing. 4.officials and their duties 8. Safety rules for non-contact games.

Teacher: display and discuss the equipment and facilities for swimming. Students: practice the various floor activates.

4 DATA BASIC MANAGEMENT SYSTEM 1. Data terminology; idles, records, file, database etc. 2. Forms of data base; flat file, hierarchical, relational etc. 3. examples and uses of spreadsheet 4. Spreadsheet features and terminology; row, columns, cell etc. 5. worksheet 6. Calculations and printing of worksheet.

Teacher: display a chart to scow forms of database. Teacher: take student to computer laboratory Students: copy chalkboard summary into their notebooks.

5. PHYSICAL FITNESS AND RECREATIONAL ACTIVITIES 1. Benefits derive from physical fitness. 2. Factors that influence physical fitness. 3. Pre-colonial or folk traditional dances like atilogwu – ibo, bata, agidigbo etc. 4. Social, foreign and modern dances examples: reggae, disco, highlife etc. 5. Types and values of computer games examples soccer, cricket etc.

Teachers. benefit derived from physical fitness. Ii.factors that influences physical fitness. Students:i.listens to the teacher’s explanation. ii.copy the chalkboard summary

6 ATHLETICS: TRACK AND FIELD. 1. Pole vaults and javelin 2. Combine event: pectathlon, decathlon etc.

Teacher:I;demonstrates the skills. ii. supervise the students practice Students: I . practice the basic skill in term ii. Listern to the teacher.

7 Revision Revision


PRE-VOCATIONAL STUDIES (PVS)

HOME ECONOMICS

FIRST TERM JSS 3

WEEK TOPIC/CONENT ACTIVITIES

1- Family Budget 1- Meaning of family budget. 2- Importance of family

budget. 3- Needs of the family.

1- Teacher explains the meaning of family.

2- Mention the importance of family budget.

3- List the needs of the family that primary and secondary need e.g. food, clothes, shelter and education.

2- Preparing family budget 1- Factors to consider in

preparing family budget. 2- Procedures or steps in

preparing family budget

1- Explain the factors in preparing family budget.

2- Guide students on how make an immediate need in other.

3- Decision making 1- Meaning of decision

making. 2- Steps in decision making

1- Discuss the meaning of decision making.

2- Guide students in decision making.

4- Consumer challenges and rights.

1- Meaning of consumer challenges.

1- Definition of consumer challenges

2- Explain consumer rights.

2- Rights of a consumer.

5- Consumer challenges and rights 1- Challenges of the

consumer. 2- Redress options for

consumer. 3- Procedure for seeking

redress.

1- Guide discussions on challenges and redress options for consumer.

2- Procedures for consumers.

6- Child Development and care 1- Meaning of child

development. 2- Storages of child

development.

1- Teacher explains the meaning of child development.

2- Guides discussion on storages of child development.

3- Teacher presents charts showing different storages of child development.

7- Child development care. 1- Factors that influence child

development. 2- Conditions necessary for

child development.

1- Teacher lists factors that influence child development.

2- State the conditions necessary for child development.

8- Child development care. 1- Care of the child. 2- Types of child to the child.

1- Describe the necessary types of care required by a child.

9- Child development care. 1- Identifying common

childhood ailment. 2- Signs and symptoms. 3- Treatments

1- Teacher identifies the common childhood ailments.

2- Describe the signs and symptoms on chart (pictures).

3- Shows treatment s that can be used.

10- Child development care. 1- Meaning of Immunization. 2- Types of Immunization for

children

1- Enumerate the different types of immunization required by a child.

11- Preparation of meal 1- Meal for infants etc 2- Practical on meals on

infants toddler.

1- Demonstration on meal planning for the child.

12- Preparation 1- Practical on meal for

1- Demonstration on children meal e.g. pap, custard, spaghetti etc.

children

13- Revision Revision

14- Examination Examination

HOME ECONOMICS

SECOND TERM JSS 3

WEEK TOPIC/CONENT

ACTIVITIES

1- Textiles types properties, production uses and care

1- Definition of textiles with examples.

2- Basic textile terms e.g. Fiber, yarn, warp, weft etc

1- Explains the term textiles. 2- Discuss the types of textile.

Students: Participate actively in the discussions

2- Textiles; types, Properties, production uses and care.

1- Reasons for studying textiles.

2- Importance of textiles.

1- Discuss reasons for studying textiles.

2- Explain the importance of studying textiles. Students: Participate in the class discussion.

3- Textiles types properties production uses and care.

1- Difference between natural and synthetic fibers.

2- Properties, care, and uses of fibers.

1- Show ways of taking care of fibers.

2- Discuss the uses of both natural and synthetic fibers. Students: take part in the discussion.


1- Production of textiles e.g. woven table mat, table cloth etc. Laundering of fabrics.

1- Demonstrate production of woven table mat.

2- Demonstrate laundering work. Students: 1- Practice weaving skill using strips of paper to produce woven mats. II- Practice

laundering work.


1- Production of textiles e.g. woven table mat.

2- Laundering of fabrics

1- Demonstrate production of woven table mat.

2- Demonstrate laundering work. Students: I- Practice weaving skill using strips of paper to produce woven mats. II- Practice laundering work.

6- Sewing machine and garment construction process

1- Meaning of sewing machine. 2- Types and parts of the

sewing machine

1- Explain the meaning of sewing machine.

2- Identify the types and parts of the sewing machine.


1- Factors that influence choice of a sewing machine.

2- Care of sewing machine

1- Discuss the factors to consider when choosing sewing machines.

2- Explain to students how sewing machine takes care. Students: I- Take part in the discussion. II- operate a sewing machine.


1- Terms peculiar garment construction e.g. Facing, hems openings, fastenings, etc

2- Making of a simple baby dress using the sewing machine.`

1- Guide students in discussing the meaning and making of darts, tucks, openings, hems etc.

2- Demonstrate the making of a simple baby dress. Students: I- Make specimen of facing, hems, opening and fastening. II- Make a simple baby’s dress.

9- Food Hygiene and safety. 1- Meaning of food hygiene 2- Reasons for healthy food

handling. 3- Ways of handling foods for

safety.

1- Discuss the: -meaning of food hygiene. -Reasons for healthy food handling -Food poisoning and food safety

2- Demonstrate methods handling left-over foods

Students: I-Participate in discussion II- Practice how to cover their lunch

packs properly.

10- Food Hygiene and safety 1- Demonstrate how to cover their

1- Sources of food contamination and poisoning.

2- Sensory signs of spoilage and causative micro-organisms.

lunch. 2- Discuss sensory signs of

spoilage and causative micro-organisms. Students: I- Practice how cover their lunch packs properly. II- Mention ways of handling food in their homes.


12- Examination. Examination

HOME ECONOMICS

THIRD TERM JSS 3

WEEK TOPIC/CONENT ACTIVITIES

1- Preparation, Packaging and Marketing of food items

1- Difference between snacks and main meal.

2- Snacks and drinks available in the society.

1- Discuss the common snacks in the society.

2- Prepared snacks and drinks as students list out.

2- Marketing of food items 1- Meaning of food seller 2- Duties of food sellers/ providers for the

public.

1- List duties of food provider for public consumption.

3- Preparation of snacks, drinks and meals. 1- Preparation of snacks e.g. chin-chin,

buns, egg rolls, doughnuts etc

1- Prepare snacks and drinks as teacher supervises.

4- Packaging of food item 1- Meaning of food packaging 2- Preparation of food for packaging

1- Explain of food packaging.

2- Demonstrate how foods are package for selling or preservation produced.

5- Marketing or food Items 1- Definition of marketing principles.

1- Discuss the marketing principles.

2- State the marketing principles.


7- Examination Examination

AGRICULTURAL SCIENCE FIRST TERM JSS THREE

WEEK TOPIC / CONTENT

ACTIVITIES

1 Packaging of Agricultural produce - Definition of packaging - Types of packaging materials

e.g. Boxes, drums/barrels, trays, cages, polythene bags, baskets, sacks etc.

i. Teacher guides classroom discussion

ii. Students to make collection of packaging materials as a project.

2

3 Criteria for selecting packaging materials for agricultural produce

- Nature of produce (either liquid or solid)

- Shape of produce - Size of produce - Distance to the market - Live or frozen especially

livestock produce

i. The teacher guides classroom discussion

ii. The teacher groups the students into project groups and ask each group to provide a particular packaging materials in their locality.

4

5 Pricing of Agricultural produce - Definition of pricing - Determinants of pricing of

agricultural produce e.g. cost of production, quality of produce, quantity of produce, market forces (demand and supply) season of production

i. The teacher guides classroom discussion

ii. Students to carry out market survey of common agricultural produce in their local market.

iii. The result of the market survey should be discussed in the classroom.

6

7 Farm Records and Book-keeping - Definition and types of farm

records e.g. farm diary, farm inventory, input record, production record, consumption record, sales records, profit and loss accounts.

i. Teacher guides the discussion in the classroom

ii. Exhibits different farm record format

iii. Students are asked to maintain a clean farm record note book.

8

9 Farm Records and Book-keeping cont’d. - Computer aided farm records - Journal preparation - Types of journal e.g. sales

journal and purchase journal.

Teacher exhibit sales journal and purchase journal.

10 Forests and forest uses 1. Types of forests:

- Mangrove (swampy) - Rain forest (many trees) - Derive forest (few trees)

2. Forest resources: - Trees - Wildlife (animals) - Fruits (food stuffs) - Various herbs - Shelter.

1. Teacher facilitate guided discussion on:

- Resources - Potentials of the

forest - Forest products e.g.

fruits, gum, animals, 2. Visit to the saw mill or

carpenter.

11

12 Forests and forest uses 3. Uses of forest resources 4. Effect of forest on the environment 5. Human activities that affect the forest:

- Clearing/deforestation - Hunting, bush burning,

farming/depletion of wildlife etc.

3. Teacher gives a board summary

13 Examination

AGRICULTURAL SCIENCE

SECOND TERM JSS THREE


1 Agriculture in Stock Exchange - Meaning of stock e.g.

buying and selling of goods and services

The Teacher guides classroom discussion

available now and in future

- People involved in stock exchange e.g. buyers, sellers and farmers’ agents

- Importance of stock exchange in agriculture

2

3 Practical Agriculture - Identification of

agricultural crops - Identification of different

classes of livestock - Collection of crop and

animal specimens

i. The teacher guides the students in the laboratory

ii. Students are asked to make a collection of crop and animal specimens as project

4

5 Practical Agriculture - Identification of common

weeds - Identification of weeds

control chemicals and equipment

- Classification of weeds - Identification of uses of

weeds

i. The teachers guides the students in the laboratory

ii. Students are asked to submit weed album as project

6

7 Practical Agriculture - Demonstration of farm

Record keeping - Collection of Farm

record source document e.g.

The students are asked to submit their farm record notebooks.

8

9 Export Promotion in Agriculture - Meaning of export

promotion - Examples of export

produce – cocoa, palm produce, hide and skins, rubber etc.

- Benefits of export promotion of agricultural produce.

The teach is to guide classroom discussion

10

11 Practical Agriculture The students are asked to make a

- Identification of packaging materials for agricultural produce

- Collection of packaging materials for agricultural produce

- Students to partake in school farm record keeping.

collection of different packaging materials as project.

12



RELIGIOUS AND NATIONAL VALUE (RNV)

ISLAMIC RELIGIOUS STUDIES

JSS 3 FIRST TERM

WEEK TOPIC

CONTENT ACTIVITES/TEACHING AIDS

1 Suratul Mulk Reading and meaning (1-5) The teacher recites the verses followed by the students. Glorious Qur’an, CD, DVD, Cassette.

2 The four rightly guided Caliphs (Abubakar)

The 1st Caliph. Life history of Abubakar As-Siddiq and his contributions to Islam

Narration of the life history of the Caliph. Questions and answers

3 Human Relation Good human relationship with all people (Q 49 v 10 -23), 24 v 27-29)

Mentioning of example of good conduct from their environment and location

4 Hadith Hadith 11 and 12 of An Nawawi’s collection and their lessons.

Reading and explanations

5 Suratul Mulk Reading and meaning 96-10) chapter 67

The teacher recites the verses to the students and the students follow. Holy Qur’an, CD, DVD, Cassette

6 Attributes of Allah Reading of the attribute of Allah (S.W.T) 1-10.

Reading, meaning and memorisation of the attributes with examples.

7 Human Attributes Greeting and responses, forgiveness, cleanliness of the mind, body, and

Demonstration of greeting and responses as well as giving examples of good conduct.

clothes

8 Brief history of some Nigerian Scholars.

Sheikh Uthman Dan Fodio, life history and contributions to Islam

Narrate the struggles faced by the Sheikh.

9 Hadith Hadith 13 and 14 of An-nawawi, lessons learnt from it.

Reading and explanations

10 The four rightly guided Caliphs continues

Umar bin Al-Khattab (2nd Caliphs). Life history and contributions to Islam

Narrate the life story of the caliph with contributions made as well as questions and answers.

11 The Attributes of Allah

11-20 reading and meaning

Reading, memorizations. Examples of the attributes.

12 Revision. Revision. Revision.

13 Examination. Examination. Examination.


JSS 3 SECOND TERM

WEEK TOPIC


1 Suratul Mulk Q:67: 11-15 and lessons learnt Reading, meaning and memorization. Glorious Qur’an, Cassette, CD, DVD.

2 Hadith 15 and 16 of Al-nawawi’s collection and their lessons

Reading, meaning and memorization.

3 Sujud Sahwi Sujud al-sahwi i.e. Qabli and Ba’adi.

Demonstration on how to perform the sujud before the students.

4 Human relations in Islam

Equity, justice and fair play Give examples and explanations to students on how to achieve this.

5 The four rightly guided Caliphs and their contributions

Uthman bn Affan (3rd Caliph) life history and contributions to Islam

Narrate the life and contributions of the caliph toward Islam.

6 Attributes of Allah (SWT)

Attributes 21-30 and their lessons

Reading, meaning and explanations with examples.

7 Suratul Mulk Q 67: 16-20 and lessons learnt Reading, meaning and memorization. Holy Qur’an, Cassette, CD, DVD

8 Brief history of some Nigerian scholars

Sheikh Abdullahi bin Fodio (Brother of the sheikh) his life history and contribution to Islam.

Narrate the life history and point out the contributions made

9 Hadith Hadith No: 17 of Al-nawawi’s and its lessons.

Reading, meaning and memorization.

10 Attribute of Allah (SWT)

Attributes (31-40) and their lessons

Reading, meaning and explanations as well as

examples of the attributes.

11 Brief history of Nigerian Muslim scholars.

Muhammad Bello bin Fodio. Life history and contributions in Islam.

Narrate the life history of the scholar and the contributions made to Islam.

12 Revision.

13 Examination.


JSS 3 THIRD TERM

WEEK TOPIC


1 Suratul Mulk Q 27: 21-25 and their lessons Reading, meaning and memorization.

2 Hadith Hadith 20 and 21 of Al-nawawi’s collection and their lessons.

Reading, meaning and explanations with examples.

3 The four rightly guided Caliphs and their contributions

Aliyu bin Abutalib (4th Caliph) his life history and contributions to Islam.

Narrate the life history of the Caliph, as well as the contributions made.

4 Attributes of Allah (SWT)

Attribute 41-50 and their lessons.

Reading, meaning and explanations and examples of the attributes.

5 Suratul Mulk Q 27: 26-30 and lessons learnt. Reading, meaning and memorization.


Nana Asma’u bintu Fodio; her life history and contributions to Islam.

Narrate the life history of the scholar as well as lessons learnt from the life.


Sheikh El-kanemi, as well as his contributions to Islam.

Narrate the life history of El-kanemi, as well as his contributions to Islam.


Sheikh Adam of Ilorin, and his contributions to Islam.

Narrate the life history of Sheikh Adam of Ilorin, as well as his contributions to Islam.


Sheikh Shitta-bey of Lagos, and his contributions to Islam.

Narrate the life history of Sheikh Shitta-bey of Lagos, as well as his contributions to Islam.

10 Sujud as-sahwi Conditions and mode for the Sujud

Demonstrations by the teacher and the students collectively and individually.

11 Revision. Revision. Revision.

12 Examination. Examination. Examination.

CHRISTIAN RELIGION STUDIES

J S S 3 FIRST TERM

WEEK TOPIC/CONTENT ACTIVITIES

1 The promise of the holy spirit:

The promise of the holy spirit Jn

14; 16: 5-16, Acts 1:3-8

Teacher guides the students to read the

bible passages.

Teaching and learning activities; Bible

2 The promise of the holy spirit

cont.

a) The coming of the Holy spirit

Acts 2: 1-13

b) Peter’s first speech and its

effects Acts 2:14-41

Teacher guides the students to read the

bible passages.

Teaching and learning activities; Bible,

story book or drawing showing the descent

of the Holy spirit on the Apostles.

3 Fellowship in the early church

Togetherness in the early church

Acts 2: 41-47

i) leads discussion on the social religious

life of the early church.

ii) guides the students to read the bible

passages


Togetherness in the early cont.

a) Fraud in the church Acts 5:1-

11

b) Murmuring in the early church

guides the students to read the bible

passages

Acts 6:1-2


Togetherness in the early cont.

Acts 6:1-7 (equitable distribution)

Guides students in identifying name and

qualities of the deacons.

Teaching and learning activities: word

cards containing the names of the deacons.

6 Persecution of the early

believers.

Arrest Peter and John Acts 4:1-

31

Guides the students to read the Bible

passage.

Teaching and Learning activities:

The holy Bible


believers cont.

Arrest and martyrdom of

Stephen Acts 6:7-8 and 1-60

i). Writes out keys issues in Stephen

defense

ii). Guides the students to identify reasons

for the arrest of Stephen and Biblical

reading.


i). Holy Bible

ii). Pictures showing martyrdom of Saints


believers cont.

a). persecution of the church by

Saul, Acts 8:1-3; 9:1ff

b). Martyrdom of James, Acts

12:1-3

i). Guides the students to read the bible

passages

ii). Leads students in identifying reasons for

the arrest and martyrdom of James


i). The holy Bible

ii). Almanac showing Martyrdom of Saints.

9 Persecution of the early church

cont.

a). Arrest of Peter by Herod

b). Peter’s miraculous release

from prison Acts 12:1-19

c). persecution of Christians in

the churches and communities

i). Narrate the story of the divine release of

Peter from prison

ii). Asks students to sing songs of victory

iii). Guides students to read the Bible

passage.


i). picture showing a church that was

bombard.

ii). The Holy Bible

10 The Ministry of Peter

Peter and Simon the magicians

Acts 8:14-25

Vividly describe Peter’s encounter with

Simon the magician.


i). The holy Bible

ii). Costume

iii). Drama

11 The Ministry of Peter cont.

Healing miracles of Peter

- Rising of Dorcas from the dead

Acts 9:36-42

Guides the students to read the bible

passage.


The holy Bible

12 The Ministry of Peter cont.

Peter converts Cornelius Acts

10:1-48; 12:1-14

Guides students to read the Bible passage.


The Bible.



CHRISTIAN RELIGION STUDIES

J S S 3 SECOND TERM


1 The ministry of apostle Paul:-

Paul nationality and

education. Acts 22:1-5, 26:1-

30

Lead class discussion on the early life of Paul.

Guide the students in the bible passages.

Teaching and learning resources.

The holy bible.

2 The ministry of apostle Paul

continues: Paul persecution

of the early church. Acts

7:57-58, 8:1-3, 9:1-3.

Lead class discussion on Paul persecution of

the early church. Bring out the starving of

Stephen.

Lead students in reading the bible passages.

Teaching and learning resources: bible story

showing the stoning of Stephen to death.

The holy bible.


continues: Paul conversation.

Acts 9:1-19

Lead class discussion on the story of Paul

conversion.

Lead students to read the bible passages.


The holy bible


continues:

Attitude of Christian towards

their persecutors.

Pray mtt5:43-48

Endure jh15:18-25

Relocate mtt10:16-26

Lead class discussion on what should be the

attitude of a Christian towards those that

persecute them.

Guide the students in reading the bible

passages and relating them to the present

time.

Teaching and learning resources

Flash cards.

The holy bible.

5 Paul first missionary journey.

The beginning of the church

in Antioch of Syria.

Acts11:19-30

Sending forth of barnabas

and Paul as missionaries.

Acts13:1-3

Lead class discussion on the beginning of the

church in Antioch in Syria and why Barnabas

and Paul was send forth.

Guide the students in reading the bible

passages.

Teaching and learning resources

The holy bible/map.

6 Paul’s first missionary

journey;

Towns visited; salamis,

paphos, perga.

Lead class discussions on these towns visited

by Paul during his first missionary journey.

Discuss who a missionary is.

Guide the students to read the bible

passages, noting the events that happened in

each town visited.

Teaching and learning resources:

Map.

The holy bible.

7 Paul’s first missionary journey

continues; Antioch in pisidia,

iconium, lystra and derbes.

Lead the activities of Paul in these towns.

Guide the students to read the bible passages

bringing out the events that took place at

Paul’s visit.


Map/the holy bible.

8 Paul’s missionary journey

continues: the church council

at Jerusalem. Acts 15:1-35.

Discuss what led to the conveying of the

council at Jerusalem, pointing out the

resolutions of the council.

Guide the students in reading of the bible

passages.


Flash cards, picture of a group of people

holding meeting discussion.

The holy bible.


journey: wrong ways of

resolving conflicts (fighting,

killing and vengeance.

Lead class discussion on these wrong ways

of resolving conflicts, pointing out meaning of

conflict and the dangers of employing these

wrong ways.


journey: right ways of

resolving conflicts (dialogue,

peace, keeping activities

boundary adjustment.

Lead discussion in the class on the need to

embrace these right attitudes towards

resolving conflicts.


Flip charts.



CHRISTAIN RELIGIOUS STUDIES

JSS 3 THIRD TERM


1 Unity among Christians

-Christian organization:

world council of church

(WCC).

Nigerian association of

biblical studies (NABS).

Guides the students to discuss the activities of

WCC and NABS and what led to their

formation.

Teaching and learning resources: flash cards.


continues: Christian

Association of Nigeria

(CAN).

Guides the students to discuss the activities of

the CAN and its objectives.

Teaching and learning resources activities:

Pictures of Christians holding meetings.

Films of joint progamme.4


continues .teachings that will

foster unity ;-faith and works

jam 1;22-227 –humility phil

2;3-11

Guides the students to read relevant

passages.

Teaching learning activities ,picture of a

Christian crusade


continues:. impartiality

James 2;1-13 forgiveness

gal 6;1-2

Guides the student to read the bible passages,

Teaching and learning activities:

The holy bible.

Flash cards.


continues: giving Philippians

4:14-19

Lead students to discuss various ways of

Christian giving.

Asks and answer questions on Christians

giving.

Teaching and learning activities:

The holy bible.

6 . Christians living

a) Christian living in the

community.mtt5:13-16, 1

Guide students to read the passages.

Lead students to discuss ways Christians

should live in a community.

Peter2:9-18

b) Christian attitude to

persecution. Mtt5:11-12: 1

Peter3:13-17.

Teaching and learning activities.

- Picture of churches burnt or vandalized

during religious crises.

- Christians magazines showing the

persecution of Christians in some parts if the

world.

7 . BECE Examination

SOCIAL STUDIES

JSS 3 FIRST TERM

WEEK TOPIC/CONTENT

ACTIVITIES

1 CONTENT OF SOCIAL STUDIES - Meaning of social studies contents. - Components of social studies e.g. facts, concepts, generalization skills, values, relevant to learners and the society.

Teacher: Explain meaning of social studies contents and components. Active participation of learners. List components of social studies on card board paper.

2 ROLES OF EXTENDED FAMILY MEMBERS IN CHILD DEVELOPMENT Meaning and members of extended family - Grandparents, uncles, aunties, cousins, nephews, nieces, etc.

Teacher: Define extended family using family tree. Leads learners to interpret the family tree. Use cardboard paper and learners.

3 ROLES OF EXTENDED FAMILY MEMBERS IN CHILD DEVELOPMENT Roles of extended family members in child development: - Agents of socialization - Share folklores - Learn how to relate to younger family members and peers. - Support family members in times of need

Teacher: Explain the roles of extended family members in child development. Active participation of students by asking and answering questions. Use cardboard paper with list of roles of extended family members.

4 HUMAN TRAFFICKING Meaning and factors of human trafficking - factors of human trafficking. - False hope of continuing education or working abroad - Poverty

Teacher: Brainstorm and discuss on meaning and factors responsible for children and women trafficking. Learners and chalkboard summary

5 HUMAN TRAFFICKING Meaning and factors of human trafficking - Increasing demand for foreign workers - Growth of billion dollar sex - Entertainment industry

Teacher: Brainstorm and discuss on factors of human trafficking. use cardboard paper to list factors of human trafficking.

6 HUMAN TRAFFICKING Consequences of human trafficking. - loss of human resources - life of crime - Addiction and sexual violence - Weakens ties of family love and influence etc.

Students role-play using mock court to try children and traffickers. learners.

7 PREVENTING HUMAN TRAFFICKING - Raising of awareness - Education - Advocacy - Legislature, etc.

Teacher: Explanation of preventing human trafficking. Use cardboard paper and list ways of preventing human trafficking.

8 HARMFUL TRADITIONAL PRACTICES Meaning of harmful traditional practices that bring physical, mental, social and health dangers to people. - Discuss effects of harmful traditional practices.

Teacher: Explain and discuss harmful traditional Practices. Guide students to mention examples of harmful traditional practices in their communities. Use cardboard to outline harmful traditional practices in some Nigerian communities. Provide the Nigerian constitution and identify sections for human Rights.

9 HARMFUL TRADITIONAL PRACTICES Examples of harmful traditional practices - Use of children for begging

Teacher: Explain and discuss examples of harmful traditional practices. Active participation by learners. Pictures, drawings, video clips.

- Child agriculture labour - Female circumcision - Early marriage - maltreatment of widows, etc.

Learners/students.

10 HARMFUL TRADITIONAL PRACTICES Female genital mutilation, beliefs and dangers of early marriage.

Teacher: Explain and discuss Female genital mutilation and early marriage. Pictures, charts, drawings, cardboard paper.

11 HARMFUL TRADITIONAL PRACTICES Preventive measures to female genital mutilation and early marriage: - public enlightenment - Education

Teacher: Explanation and discussion while students participate actively. Use photographs, fliers. Video/films, posters, charts, etc.

12 HARMFUL TRADITIONAL PRACTICES Consequences of harmful traditional practices: - Problem of child birth - Exploitation of children

Teacher: Discuss and tell stories of past experiences of victims. Drawing pictures of children’s labour, etc.



SOCIAL STUDIES

JSS 3 SECOND TERM

WEEK TOPIC/CONTENT

ACTIVITIES

1 PROMOTING PEACEFUL LIVING IN OUR SOCIETY - Define peace - Types of peace: a. Positive peace and b. Negative or uneasy peace

Teacher: Explain meaning and types of peace. Learners to participate actively by contributing during the class activity Pictures of people living peacefully, cardboard papers indicating types of peace in form of flash cards.

2 PROMOTING PEACEFUL LIVING IN OUR SOCIETY Importance of peace: - Lack of violent conflict

Teacher: Explain importance of peace while students role play a happy home. Learners, flash cards of importance of peace.

- Progress and development - Happiness and less stress.

3 PROMOTING PEACEFUL LIVING IN OUR SOCIETY Ways of promoting peace: - Tolerance - Social justice - Human Rights, etc.

Teacher: Discuss and explain ways of promoting peace. Learners participate actively. Use flash cards.

4 SOCIAL CONFLICTS Meaning and types of conflicts. - Violent and non – violent conflicts.

Teacher: Define conflict as Interpersonal/ Mis-understanding. Types of conflicts: i. non – violent ii. Violent Ask learners to identify types and examples of conflicts. Pictures of areas destroyed and people killed as a result of conflict. Use cardboard to identify types of conflicts.

5 SOCIAL CONFLICTS Examples of conflicts: - Inter – ethnic conflicts e.g. Urhobo/Itsekiri Kataf/Hausa, Yoruba/Hausa, Fulani/Tv etc. - Communal/Intra – ethnic conflict e.g. Ife/Modakeke, Aguleri/Umuleri, etc.

Teacher: Explain and discuss examples of conflicts. Learners participate actively. Pictures, films, cardboard papers, identifying examples of conflicts.

6 SOCIAL CONFLICTS Causes and consequences of conflicts.

Teacher: Explain and discuss after brainstorming on the topic. Learners participate actively. Learners, cardboard papers to be used during group work.

7 SOCIAL CONFLICTS Causes and consequences of conflicts.

Teacher: Explain and discuss, while students participate in the discussion. Use cardboards to identify consequences.

8 MANAGING AND RESOLVING CONFLICT Conflicts management and resolutions

Teacher: Define conflict management and identify ways of resolving conflicts. Use cardboard paper to list ways of

- Dialogue - Compromise - Court Rulings - Mediations

resolving conflicts. Learners ask and answer questions. Also use radio, pictures, documentaries, life stories of mediations.

9 MANAGING AND RESOLVING CONFLICT Attributes required for conflict resolution - Mutual understanding - Respect for rule of law.

Teacher: Demonstrate non- violent means of conflict And resolution using role play. Learners.

10 MANAGING AND RESOLVING CONFLICT Attributes required for conflict resolution - Tolerance in the face of provocation - Self control - Respect for opposition view - Organise guest lectures on conflict.

Teacher: Present paper or talk on conflict resolution by a guest speaker. Guest speaker and resolution. Cardboard paper to list attributes for conflict resolution.



SOCIAL STUDIES

JSS 3 THIRD TERM

WEEK TOPIC/CONTENT

ACTIVITIES

1 CONTROLLING CULTISM IN OUR SOCIETY Meaning and causes of cultism: - Home/family background - Peer group influence - Proliferation of aims, drug abuse - Poor leadership - Injustice - Marginalization.

Teacher: Explain meaning of causes of cultism Video clips, pictures of cultists, etc. Active participation of students.

2 CONTROLLING CULTISM IN OUR SOCIETY Consequences of cultism: - Violence - Criminal tendencies

Teacher: Explain consequences of cultism Active participation of students. Life items like knives, cutlass, mask, charms, amulets, etc.

- Moral decadence - Break down of social values

3 CONTROLLING CULTISM IN OUR SOCIETY Solutions to cultism .

Teacher: Brainstorm and discuss solutions to cultism. Cardboard paper and identify the solutions for discussions

4 PREVENTING DRUG TRAFFICKING Meaning of drug and reasons for drug trafficking e.g. poverty, ignorance, greed, etc.

Teacher: Discuss and brainstorm on reasons for drug trafficking with learners. Chalk board summary of points raised.

5 PREVENTING DRUG TRAFFICKING Consequences of drug trafficking- Imprisonment - Death penalty - Bad image for the country, etc. - Forfeiture of assets (local and foreign)

Teacher: Guide learners to visit NDLEA prisons, EFCC, and police station to inquire police station to inquire and discuss drug trafficking problems and suggest solutions. Agencies, learners and victims of drug trafficking with the security operatives.

6 PREVENTING DRUG TRAFFICKING Prevention of drug trafficking: - Education - Alleviation of poverty - Legislation - Inter – cooperation

Teacher: Explain prevention of drug trafficking while students participate actively. Cardboard paper and summary.

7 COMMON CRIMES AND ASSOCIATED PUNISHMENT Common crimes and associated punishment like theft, (imprisonment), rape (imprisonment) drug trafficking (10 years imprisonment) Human trafficking (5 – 10 years) imprisonment, food contamination

Teacher: Discuss the crimes and associated punishment with learners. Active participation by students. Posters, video clips, cut outs, handbills, magazines/newspaper.

8 CRIMES AND NATIONAL SECURITY Meaning of national security. Crimes that affects national security and demonstration of awareness, e.g. pipeline vandalization, terrorism illegalbunkering, importation of expired foods and drugs.

Teacher: Discuss meaning of national security and crimes that affect national security Samples of expired drugs and food in cans, pictures of terrorists and places where destruction took place, charts, video clips.

9 Revision Revision


CIVIC EDUCATION

JSS 3 FIRST TERM

WEEK TOPIC/CONTENT

ACTIVITIES

1 THE CONSTITUTION Meaning of Constitution

Teacher: Explain the concept of constitution Students: read about constitutional development Instructional Material: textbooks

2 THE CONSTITUTION Colonial Nigeria Constitution

- Clifford constitution 1922 - Richard constitution 1946

Teacher: Guide students to identify constitutions promulgated under British colonial rule. Students: Identify various Colonial Nigerian constitutions. Instructional materials: Nigeria colonial constitution


- Macpherson Constitution 1951 - Littleton constitutions 1954

Teacher: Guide students to identify the various colonial Nigerian constitution Students: carry out group exercises on differences in the various colonial constitution in Nigeria Instructional material: Nigeria colonial constitution


- Independence constitution 1960

Teacher: Guide students to identify the various colonial Nigerian constitution Students: participate in the class discussion Instructional material: Nigeria colonial constitution

5 THE CONSTITUTION - Features of colonial

constitution

Teacher: Guide students to explain the features of colonial constitution Students: Identify features of colonial constitution Instructional material: Nigeria colonial constitution

6 THE CONSTITUTION Post – 1960 Constitution

- 1963 Constitution

Teacher: Discuss constitution promulgated after Nigeria became independent Students: identify constitutions promulgated after Nigeria became independent. Instructional material: Relevant Publications.

7 THE CONSTITUTION - 1979 Presidential Constitution

Teacher: Guide students to class discussion. Students: identify the elements of the independent Nigeria constitution Instructional material: Nigeria colonial constitution

8 THE CONSTITUTION 1989 – Presidential constitution

Teacher: Guide students to identify the features of the constitution Students: participate actively in the discussion Instructional material: relevant publication

9 THE CONSTITUTION - 1999 Presidential Constitution

Teacher: Discuss the Constitution with the students Students: Identify the features of the constitutions Instructional material: Nigeria constitution

10 THE CONSTITUTION - Features of Post 1960

Constitution

Teacher: Give reading assignment. Students: participate in the class discussion Instructional material: Constitution of the Federal Republic of Nigeria

11 SUPREMACY OF THE CONSTITUTION Meaning of supremacy of the constitution

- Only one constitution for the country.

Teacher: Guide students to use the constitution Students: participate in the class discussion Instructional material: textbooks

12 SUPREMACY OF THE CONSTITUTION

- The provision apply to all states and individual

Teacher: Guide students to locate relevant chapters and schedules in the constitution that relate or speak on the supremacy of constitution.

uniformity. Students: participate in the class discussion Instructional material: Class activities.

13 REVISION

14 EXAMINATIONS

CIVIC EDUCATION

JSS 3 SECOND TERM

WEEK TOPIC/CONTENT

ACTIVITIES

1 NATIONAL VALUE: RIGHT ATTITUDE TO WORK

- Meaning of right attitude to work

Teacher: Lead discussion on meaning of right attitude to work. Students: Participate in discussion and debate Instructional Material: Radio/TV programme


- Attributes of right attitude to work – honesty, discipline, integrity, commitment, punctuality, regularity, consistency, diligence, transparency.

-

Teacher: Lead discussion on attributes of right attitude to work. Students: Participate in discussion and debate Instructional Material: Guest Talk


- Importance/rewards for right attitude to work.

- Higher productivity, efficiency, progress recognition, improved national image.

Teacher: Lead students to debate importance of right attitude to work. Students: Recount experiences with having the right attitudes to work. Instructional Material: Honours and awards roll and records.

4 NATIONAL VALUE: RIGHT Teacher: Ask students to use personal and

ATTITUDE TO WORK Consequences of not having Right Attitude to Work

- Declining productivity - Lack of motivation - Indiscipline - National disasters - Air/sea road etc

communal examples to link right attitude with the award received Students: collate folklores, wise sayings on right attitude to work Instructional Material: Biographic essays, newspapers, wise sayings and proverbs

5 NEGATIVE BEHAVIOUR - Meaning of negative

behaviour

Teacher: Guide students to explain the meaning of negative behaviour. Students: Participate in class discussion Instructional material: ICPC publication

6 NEGATIVE BEHAVIOUR - Types of negative behaviour - Dishonesty, excessive love for

money - Ostentative living - Disregard for time (African

Time) - Drug trafficking - Examination malpractices - Cultism etc

Teacher: Guide students to identify examples of negative behaviour. Students: Participate in drama and debates Instructional material: EFCC publication

7 NEGATIVE BEHAVIOUR - Effects of negative behaviour

on society - Value disorientation,

inefficiency, high crime rate etc

Teacher: Direct play lets and lead debates on negative behaviour and sanctions. Students: Participate in drama and debate Instructional material Radio/TV programme

8 NEGATIVE BEHAVIOUR - Promoting positive

behavioural changes

Teacher: Guide students to write reports on guest talks. Students: write essays. Instructional material: documentaries.

9 ELECTIONS AND ELECTORAL BODIES IN NIGERIA

- Meaning of Election

Teacher: Lead discussion on the meaning of election. Students: Contribute to class discussion Instructional material: Textbooks

10 ELECTIONS AND ELECTORAL BODIES IN NIGERIA

- Importance of Elections

Teacher: Lead discussion on the importance of elections. Students: Discuss the importance of elections Instructional material: Workshops

11 REVISION

12 EXAMINATION

CIVIC EDUCATION

JSS 3 THIRD TERM

WEEK TOPIC/CONTENT

ACTIVITIES

1 ELECTION AND ELECTORAL BODIES IN NIGERIA Electoral Bodies: INEC/SIEC, National, State Government

Teacher: guide students to list electoral bodies and their functions. Students: List the electoral bodies n Nigeria and their functions. Instructional Material: Electoral Law documents.

2 ELECTION AND ELECTORAL BODIES IN NIGERIA Need for free and fair election in Nigeria

Teacher: Discuss the need for free and fair elections in Nigeria. . Students: State the need for free and fair election. Instructional Material: Pictures

3 ELECTION AND ELECTORAL BODIES IN NIGERIA

- Electoral Malpractices in Nigeria and how to prevent electoral malpractices in Nigeria.

Teacher: List some of the electoral malpractices in Nigeria Students: Identify electoral malpractices in Nigeria. Instructional Material: Electoral Law documents.

4 DEMOCRATIC PROCESS - Meaning of voting and voter’s

registration

Teacher: Lead discussion on the meaning of voting, also lead students to explain voters registration and related rules. Students: participate actively in the class discussion Instructional material: textbooks

5 DEMOCRATIC PROCESS - Importance of voting

Teacher: Guide students to identify the need for voting. Students: State the importance of voting Instructional material: Electoral Law documents.

6 DEMOCRATIC PROCESS - The process of voting

Teacher: Guide students to explain the process of voting. Students: Discuss the process of voting Instructional material: Workbooks, pictures

7 REVISION

8 EXAMINATION

SECURITY EDUCATION

JSS 3 FIRST TERM

WEEK TOPIC/CONTENT

ACTIVITIES

1. Common Crimes and Associated Punishment

Teacher leads students to identify common

crimes and associated punishments.

Crimes Punishments

Theft - Imprisonment

Rape - Imprisonment

Drug Trafficking - Imprisonment

Human Trafficking - Imprisonment

Food contamination / adulteration -

imprisonment

Murder – death

Lead students to appreciate the

punishment for each crime

Guides students to suggest ways of

avoiding criminal behaviors.

2. Crimes and National Security Teacher leads the learners to discussing

the meaning / definition of national security

Guides the students to identifying crimes

that affect national security –

vanderlization, bunkery, Terrorism, arson,

expired foods and drugs etc.

Organize students to demonstrate the

awareness of the dangers of crimes that

affect national security.

CULTURAL AND CREATIVE ARTS (CCA)

CULTURAL AND CREATIVE ARTS

JSS 3 FIRST TERM

WEEK TOPIC/CONTENT

ACTIVITIES

1 Nigeria traditional art 1.definiton of traditional art 2.types of traditional art i.nok ii.igbo-ukwu iii.ife iv.benin etc.

Teachers activities:discusses tpes of bnigerian traditional art Students acttivies-identify two traditional arts in their community

2 Identification of palces of origin of each arts i.places of origin of Nigeria arts work ii. nok –kaduna iii.ife –osun state iv.benin –edo stae etc. 2. functions of nigeian traditional arts

Teachers activities – states the origin ,materials and methods of production and functions Students activities-discusses the functions of traditional arts work Learning resources- Photographs, pictures, calendar, charts etc.

3 Contemporary Nigeria art /artist 1.defintion of contemporary artist 2. short life history and the contributions of pioneer artsit eg i. anina onabolu ii. akinola lasekan iii. madam lachi kwali iv. bruce ona brekpeya etc.

Teachers activities- explains the meaning of artist and short life history with their contributions. Students activites –participate in the discussion on conlemporary artist. Learning resources- Books, art works photographs.

4 Nigerian contemporary art work i.prominent works of the artsits and their location i.caran (sango)ben enweonwu ii. sculptural decoration (demas nwoko0national theatre lagos iii. etching-bruce onabrekpeya delta state etc 2.income generation through contemporary art

Teacher activities-names works of some artists and the location of the their works Students activities- discuss some prominent works of art and the location of such art work Learning resources –pictures calendar, journals ,magazines etc.

5 Motif 1.meaning of motif(a unit of a design)

Teachers act:illustrates with

2. types of motifs with examples- i.plant motifs ii.floral motif iii. traditional motify iv. geometrical motify

6 USES OF MOTIFS AND ITS APPLICATION i.uses motif decorate boaders making of greeting card iv. design a pattern

Teachers activities-demonstrates how to motify to design patterns Students activities –use motify to desin patterns learning resources-carbon paper, colour, drawing board etc

7 Display techniques Definition of display. 2.various methods of preparing art work for display ilabelling ii.farming iii.fixing 3.display techniques i.categorizing ii.mounting boards etc iii.designing of space

Teachers activities-demonstrates and illustrates processes of farming, fixing , labeling and mounting art works. Students activities-make their own frames, labels ,fixing etc. Learning resources-publications catalogues ,magazines frames etc

8 Exhibition 1.meaning and definition of exhibition. 2.types of exhibiton- i.solo ii.juried iii.commercial iv. non commercial v. group

Teachers act:mentions types of exhibition and menaing . Students s act:students participate in the exhibition of art works in the school. Learning resources-exhibition board, space , catalaogues, magazines etc

9 Excursion Excursion to gallery and museum.

Teachers act:arranges for the excursion to gallery and museum by providing vehicle and informing the gallery office before time Students activities- feel the art works and their names in the gallery. Differenciate and between works in gallery and museum Learning resources – gallery and museum.

10 Lettering 1.defintion of lettering 2.types of letters eg i. constructed

Teachers activities –defines lettering and types of lettering Student6s activities :identify types of lettering.

ii.hand written 3.uses of lettering –eg. Information communication , education

Learning resources-cardboard ,paper, pencil, poster,rulers etc

11 Contruction of letters 1.construction of letters A-M 2.construction of letters N-Z (both in lower and upper cases)

Teacher act:guides the students to construct the slogan”good morning ma” and produces different slogans. Students act:observe the teacher constructs letters. Produces letters either in upper or lower case Learning resources-cutting knife ,razor blade , cardboard paper, rulers,eraser etc

12 Qualities of good lettering i.qualities of good lettering i.simplicity ii.legibility iii. spacing

Teachers act:lists the qualities of good lettering .giving examples of the qualities of good lettering. Students act:-write sentences applying the qualities of good lettering. Learning resources- Cardboard paper , ruler, pencil,cutting knife biro etc



. CULTURAL AND CREATIVE ARTS

JSS 3 SECOND TERM

WEEK TOPIC/CONTENT

ACTIVITIES

1 Package design 1.meaning of packages design 2.mentioning the methods of packages designs 3.functions of package design

Teacher act:defines packages design and give examples of the methods opf package desin. Students act:list and discuss the functions of packages design. Learning resources- cardboard paper,poster colours, scissiors, tape etc.

2 Construction of packages design 1.construction of different packages 2. write captions on packages for advertisement.

Teacher’s Act:Gudies Students To Design Packages Students act:produces a named package in group [participate in the production of packages. Learning resources- cardboard sheets, poster colours, scissors knife , masking

tape etc.

3 Marketing of art work 1.wyas or oulets for marketing art work eg shops, hotels, festivals, trade fairs gallery

Teacher’s activities – mentions ways in which art works can be sold. Students activities –partici[pate in mentioning avenues for marketing art works. Learning resources-hotels, festivals trade fair, market, gallery.

4 Funding for art businesss 1.sources of funding of art work business eg relatives,individuals, corporate and government organization

Teacher act:discusses different sources of funding art work business. Students activities-take part in class discussion.listen and ask questions on how to source for funds. Learning rsources- artworks,banner , invitation card, resource person.

5 Introduction to embroidery 1.meaning and definition of embroidery 2. embroidery materials and tools 3.sources of embroidery. i.nature ii. environment iii. flower iv. magazines v. gift wrappers etc.

Teachers act:mentions embroidery tools and materials lists 3 embroidery sources Students activites-mention some embroidery tools and materials. Identify some sources of embroidery threads, fabrics, needles etc.

6 Practical work on how to transfer desin to fabrics 1.methods of transferring embroidery designs i.use of carbonpaper ii.pricking iii. tailors tack iv.direct drawing

-teachers act:demonstrates how to transfer design using carbonpaper, practice embroidery stitches. Students acrt:observe the teacher transfer designs into fabrics using carbon paper, practice embroidery stitches. Learning resources-different colours of embroidery threads,fabrics,needles .etc

7 Knitting 1.meaning of knitting stitches 2.basic knitting stitches 1.pull knit

Teachers activities-explain the meaning of knitting. Displays tools and materials and guides to make the basic stitches Students activities-listen attentively and observe the tools and materials for knitting Learning resources-knitting pins, wools, knitted garment like like cardigan, socks, caps etc

8 Practical work on knitting 1.preparation of caps, cardigan socks, showel, table cover etc

Teacher act:shows the students the way to handle the knitting pin and wool and starts a work with the students Students activities-practice knitting and display a finished knitting work Learning resources-knitting pin wools of different colours

9 Crotcheting 1.meaning of crotcheting. 2. materials and tools used in crotcheting 3. making of display of finished works.

teacher act:demonstrate how tyo make basic crotcheting stitches. Students activities-observe the teacher demonstrates with the materials and tools. Practice making crotcheting stitches. Learning resources-crotchet pins, wools, thread, specimen of finished work.

10 Batik work 1.meaning of batik 2.materials and tools used in batik work. 3. making a batik projects i.techniques ii.prodesses

Teachesr ac:explains and displays materials and tools for batik work.mixes dye for the students to observe. Students act:mix dye, dye fabric after application of wax.dispaly finished work. Learning resources-fabrics wax , dye stuff, printing table etc.

11 Uses of music and impact of music 1.mentioning of different uses of music 2.impact of music to the society i.help build relationships ii.help foster brother lines iii. creates awareness in the mass media etc.

Teachers act: explains uses of music during different occasions mentioned leads the class to enumerate and discuss the impact of music in the society. Students act: stae 4 ways in impact in the society Learning resources:- musical instruments, textbooks, musical CDS etc.



. CULTURAL AND CREATIVE ARTS

JSS 3 THIRD TERM

WEEK TOPIC/CONTENT

ACTIVITIES

1 Creating music isolfa notation values 1.musical notes and their values i. semibreve or whole note ii. minim or quartes note

teachers act:explains the values of musical notes. Tyranslates staff to solfa. Guides students to clap rhythm. Students act:bar a given solfa of nigerian’s

iii.crotchet or quarter note iv. quarer or eight note etc 2. translating staff to solfa 3. clap a rhythm

national arithem. Learning resources- music manuscripts, chalk board.

2 Drama and the development of rural communities 1.drama and theatre for development 2. drama rather than to wait for government to do everything for them.

Teachers act: explains what theatre enumerates ways drama can assist the rural people Students activities –practicipate in class discussion on how drama can help solve some community problems. Act a drama on the issue. Learning resources:pictures of some communities with problems of bad roads ,lack of electricity etc.

3 Opportunities for career dramatists 1.career prospects for i.play wright. ii.actors iii.director iv designers. 2. their contributions to the society.

Teacher act:leads the class in a discussion of how their creative works impact the society Gives names of notable Nigerians in each category. Students act:participate in class discussion of some dramatists they know. Learning resources- pictorials, textbooks, notes copying.

4 Process of choreo graphy 1.processes involved in choreography i. gathering of the movement. ii. putting and arranging the movements by teaching the dancers. Iv creating the final structure and polishing it for performance

Teacher act:mentions and explains the process of choreograph.explains the uses fo space and gestures. Students act:participate in the class discussion and perform the choregraphy dance, Learning resources- mjusical instruments, CDS player, dance outfits or costumes.

5 Prospects of studying dance in Nigeria. i.prospects of dance in Nigeria- ii.dance can be a good income earner for the government and the performer. iii.it can also bring in foreign exchange when used in tourism industry like carnivalsn . iv. dance as a cultural indicator and promoter

Teachers act: states and explains to students the lucrative nature of dance . Students act: listen to teachers explanation, and write note. Participate in the class discussion Learning resources- textbook notebooks, chalkboard

6 Unity 1.meaning of unity

Teachers act-explains the meaning of unity lists different causes of disunity in the home

2. causes of disunity in the home , school and society 3. how to maintain unity i. be tolelrant ii.be fair to all iii.be sincere iv be cautious v.respect other opinon vi.be accomdating vi.demostration of acts of unity

school and society Students act:discuss mening of unity , mention some causes of disunity. Dramatise a play on how to maintain unity. Learning rwesources- Nigerian flag, school flags, football pictures

7 Revision

8 BECE practical

9 BECE practical

10 BECE Examination

11 BECE Examination

FRENCH LANGUAGE (FL)

FRENCH LANGUAGE

JSS 3 1st TERM

WEEK TOPIC/ CONTENT

ACTIVITIES

1 Contrôle continu

2 Parler de profession variée Maîtrise de langue: les mots suivants : le plomber, l’ingénier, l’enseignant, le médecin, l’infirmier(e), le pilote, le mécanicien, le chauffeur, l’avocat, le journaliste Gramm. : le verbe être + profession. Expression orale : les apprenants répètent font des phrases avec être exemple. Il est enseignant etc. masculine et féminine Expression écrite : ils associent les métiers aux équipements.

Le professeur à l’aide de dessins présente les métiers. Les apprenant écoutent et répètent. Ils font des phrases identiques. Resource pédagogique Les divers équipements associés aux métiers présentes : photo, image, videos, etc.

3 Parler de ce qui se passe dans les professions. Maîtrise de la langue Les métiers et leur fonction exemple :

L’infirmier(e) soigniez les malades à l’hôpital : Expression orale : ils parlent les professions et leur fonction dans la société. Expression écrite : Ecrivez une rédaction sur la profession vous aimez le plus.

L’enseignant à l’aide de dessins présente les métiers et dit ce que font les spécialiste de ce métier. Les apprenant écoutent et répètent. Ils font des phrases identiques Resource pédagogique photo, image, videos etc.

4 Décrire les qualités admirables. Maîtrise de la langue (vocabulaire et expression) les caractéristiques admirables, charmant, chaleureux, sympathique, formidable, mignon(ne) fantastique, adorable, honnête,

l’enseignants demande aux élèves décrire leurs camarade et de dire ce qu’ils admirent chez eux. Ils participent activement ils doivent parler et écrire des qualités de leurs camarades et leurs parents.

magnifique. Les verbes ‘aimer’, j’aime, il aime, Adorer, j’adore, il adore. Expression orale : parlée des qualités de vos camarades et vos parents. Expression écrite : écrivez une rédaction sur les qualités de votre amis le plus aime(e)

Resource pédagogique Jeux de rôle, mime, videos, images

5 Contrôle continu Parlers des défiants des gens 2ème éprouve Maîtrise de la langue vocabulaire/expression caractéristique détestables : ennuyeux(se), maladroit(e) , malhonnête, antipathique, triste, méchant(e). verbe : détester, je déteste, il déteste. Expression orale : parlez ce que vous détestez cher vos camarade et parents. Expression écrite. Une composition sur les défiants de notre camarade et votre parent.

L’enseignant donne des exercices description simple Le professeur demande aux élèves de décrire leurs camarades et de dire ce qu’ils déteste chez eux. Les apprenants écrivent une rédaction sur ma mère. Les élèves doivent parler des défiants détestables de leurs camarades et de leurs parents.

6 Parler des gens que l’on admire beaucoup Maîtrise de la langue. Vocabulaire/expression liés aux qualités que l’on admire : bon(ne), gentil(le), honnête, prudent, intelligente(e) etc. Les verbes : aimer et admirer Expression orale : décrivez les personnes célèbres que vous admirez Expression écrite : écrivez une rédaction sur un personnalité que vous admirez.

L’enseignants présente les photos des personnalité célèbres et attire leurs attentions sur les qualités qu’ils admirent. Par groupe et individuellement les apprenants font une rédaction de quelques mots sur les personnalités qu’ils admirent. Resource pédagogique Les photos de personnes célèbres dans la société

7 Nommer les malades. Maîtrise de la langue : vocabulaire et expression les malades courantes : le paludisme, la fièvre jaune, la dysenterie, le cholera, la grippe etc.

L’enseignant fait la démonstration des douleurs associées à certaines maladies. Il nomme les maladies. Chaque apprenant observe et font des démonstrations pareilles ils nomment

Les parties du corps avoir/ ma/ au/ à la/aux Expression orale : nommez les maladies et des douleurs associées Expression écrite : décrivez une maladie courante

les maladies ensuite. Resource pédagogique Un dessin montrant les parties du corps, des photos pertinentes

8 Discuter les causes Contrôle continu Maîtrise de la langue. Expression les causes : les moustiques (paludisme), l’eau sale, (cholera) nourriture gâtée (diarrhée et dysenterie), froid (grippe) trop de travail (fatigue) absence général d’hygiène (phisieurs maladies) Expression orale : dites les causes de certaines maladies courantes Expression écrite : écrivez ce qu’il faut faire pour éviter une maladie donne (exemple paludisme). 3ème Épreuve.

L’enseignant explique aux élèves les causes des maladies diverses. Il demande leurs idées sur le sujet discuté : qu’est-ce qu’il faut faire pour éviter une maladie donné? Les apprenants donnent leurs idées par rapport à leurs expériences dans la vie. Par groupes, ils parlent des maladies et de leurs causes. Resource pédagogique Photos des situations de maladie variées expériences personnelles, des apprenants.

9 Parler des populations affectées. Maîtrise de la langue. Mots et expression. Utilisés : les enfants, les jeunes, les femmes, les hommes, adultes, les ruraux, les pauvres, tout le monde. Expression orale : parlez des groups d’âges affectes par certaines maladies. Expression écrite suivez le modèle donné est fantes des phrases avec les mots clés.

L’enseignant fait un tableau des groupes sociaux qui pourraient être victimes de certaines maladies et dit lesquelles. Avec les mots clés. Resource pédagogique Dessins et document variés.

10 Dire l’importance de l’hygiène. Maîtrise de la langue. Mots et expressions utiles éviter les maladies, balayer, sale, pollution, bonne santé, longue vie, faire des économies, développement rapide. Protéger la famille, laver les aliments, faire cuire la nourriture. Expression orale : dires la importance d’hygiène.

L’enseignant présente les avantages de l’hygiène et de comment assurer l’hygiène dans la maison. Par groupes les apprenants disent ce qu’il faut faire pour assurer l’hygiène de l’école, de la nourriture, des dents, des mains, des vêtements et de l’ensemble du corps. Resource pédagogique Authentique photos illustratives.

Expression écrite : comment assurez-vous l’hygiène dans la maison.

11 Révision Révision

12 Examen Examen

FRENCH LANGUAGE

JSS 3 2nd TERM

WEEK TOPIC/ CONTENT ACTIVITIES

1 Contrôle continu

2 1ère Épreuve Parle des professionnels de la Maîtrise de la langue. Vocabulaire et expression, les professionnels de la santé: le dentiste, le médecin généraliste, le chirurgien, le spécialiste, le psychiatre, l’infirmier(ère) etc. Quand on a mal aux yeux, on voit l’ophtalmologiste. Expression orale : vous avez qui, quand vous avez mal aux yeux, aux dents etc. Expression écrite : écrivez des maladies et des spécialiste au s’en occupent.

La profession explique que chaque maladie a des spécialistes qui s’en occupent. Quand on est maladie, il faut se rendre chez ces spécialistes. Les apprenants par groupes font les mimiques des maladies et se rendent chez les professionnels dans une situation de jeu de rôle. Resource pédagogique Les posters des professionnels liés à la santé et ce qu’ils font comme métiers.

3 Parler de dentiste Maîtrise de la langue : quand a mal aux dents, on voit le dentiste. Soigner les dents, se brousser des dents. Expression orale : le dentiste, ce qui ? Expression écrite : qu’est-ce qu’il faut faire pour soigner les dents?

Le professeur montre le poster de dentiste explique le travail de dentiste et il pose des questions aux étudiants. Le élèves identifient le dentiste et ils répondent aux questions. Resource pédagogique Le poster de dentiste, photo, image etc.

4 Parler de médecin généraliste Contrôle continu 2ème Épreuve Maîtrise de la langue. Quand on à de la fièvre. On voit le médecin

L’enseignant montre le poster/image d’un médecin généraliste. Les élèves répètent et répondent aux questions. Resource pédagogique

généraliste : mal au ventre, mal à la tête ordonnance etc. Expression orale : voue vouez qui quand avez mal au ventre, à la tête etc. Expression écrite : qui est-ce qui un médecin généraliste ?

L’image, photo, vidéo etc.

5 Parler d’ophtalmologiste Maîtrise de la langue : quand a mal aux yeux, on voit l’ophtalmologiste. Un œil, (les yeux) Malades des yeux Expression orale : qu’est-ce qu’il faut faire quand vous avez mal aux yeux. Expression écrite: écrivez les maladies des yeux

L’enseignant montre le poster d’un ophtalmologiste il pose des questions exemple : qui est l’ophtalmologiste ? Les élèves identifient l’ophtalmologiste jeu de rôle. Resource pédagogique Photo, posté, image etc.

6 Parler de l’infirmier(ère) Maîtrise de la langue. L’infirmier(ère) aide le médecin à l’hôpital, soigne les maladies, donne des piquier. Expression orale : que font les infirmiers a l’hôpital Expression écrite : écrivez les activités des infirmiers a l’hôpital.

L’enseignant le travail de l’infirmier(ère). Il poste des questions exemple : que fait-il, l’infirmier? Les élèves écoutent et répondent aux questions. Resource pédagogique Poster, image, photo, vidéo.

7 Parler de la pharmacie Maîtrise de la langue: pour acheter des médicaments on va à la pharmacie. Pharmacien(ne) Les médicaments, aspirine etc. Expression orale : qu’est-ce qu’il faut faire pour être guéri ? Expression écrite : décrivez la pharmacie, pharmacienne.

Le professeur montre le poster ou l’image de pharmacie. Pour être querir, qu’est-ce qu’on fait ? Les élèves écoutent et répondent aux questions. Resource pédagogique Images, photos, video, documents

8 Parler de l’hôpital Contrôle continu Maîtrise de la langue: quand on est malade, on va à l’hôpital. Grand bâtiment, les lits, les

Le professeur montre l’image de l’hôpital. Pose des questions aux élèves exemple : qu’est-ce qu’on voit a l’hôpital? Les élèves écoutent et répondent aux questions

infirmiers, les médecins les maladies etc. Expression orale : quand on est malade, on va ou? Expression écrite : qu’est-ce qu’on voit a l’hôpital?

Resource pédagogique Posters, photos, images etc.

9 3ème Épreuve Parler de chez le dentiste Maîtrise de la langue : quand on a mal aux dents, on va chez le dentiste. La douleur, mal aux dents, mal à la dent Expression orale : Expression écrite : décrivez le travail de dentiste.

Le professeur explique le dentiste avec l’image. Il pose des questions. Resource pédagogique Images, photos, documents, video

10 Parler de faux professionnels et médicaments. Maîtrise de la langue : il fait éviter les faux professionnels et médicaments. Faux médicaments Faux professionnels Texte sur faux professionnel et faux médicaments. Expression orale : pourquoi, il faut éviter les faux professionnels et médicaments ? Expression écrite : qu’est-ce qu’il faut faire pour être guéri ?

les faux professionnels et médicaments avec l’image/photo. Il pose des questions : pourquoi, il faut éviter les faux professionnels et médicament? Les élèves écoutent et répondent aux questions. Resource pédagogique Photos, images, documents.

11 Révision Révision

12 Examen Examen

FRENCH LANGUAGE

JSS 3 3rd TERM

WEEK TOPIC/ CONTENT ACTIVITIES

1 Contrôle continu 1ère Épreuve

Exercice écrite sur la santé

2 Décrier ce qu’on fait tous les jours Compréhension orale : un texte des

L’enseignant fait des phrases simples pour illustrer les activities

activities de la journée. Dit ce qu’on fait le weekend/matin/l’après-midi /la nuit Se réveiller, se laver Preparer le petit dejeuner/manger, balayer, prier, laver Travailler au bureau ou aller à école. Le soir : se reposer, dîner, regarder la télévision, la radio Verbes : au présent de d’indicatif

quotidiennes. Exemple : elle balaye le salon, Ma mère se réveille Je me lève Questions à l’orale : l’enseignant pose quelques questions aux étudiant sur quelques verbe utilise. L’apprenant répète après l’enseignant et donne ses propres exemples. Il répond aux questions posées par l’enseignant. Resource pédagogique Les photos, videos, images des objets utilise pour illustrer les activitiés quotidiennes/habituelle : radio brosse a dents.

3 Decrire ce qu’on fait tous les jours avec les expressions : tous les jours, souvent, d’habitude, chaque jour, chaque semaine, chaque weekend. Un text sur les expressions au sujet Les phrases correctes avec les expressions : D’habitude, chaque jour etc. Jeu de rôle : Dramatiser les activities quotidiennes Le professeur et les étudiants.

L’enseigment fait des phrases correcte et simple avec les expressions exemple : tous les jours, elle va chercher les enfants Chaque jour/matin elle prépare le petit dejeuner Souvent, elle arrive en retard etc. L’apprenant répète et écoute. Il donne ses propres exemples aussi. L’apprenant joue les rôles pour montrer les activities quotidiennes en classe. Les photos, videos, images des objets utilises pour illustres les activities quotidiennes.

4 Raconter ce qui s’est passé Contrôle continu Compréhension orale : Un texte sur un evenement au passe Explique du texte aux apprenants Matrise de la langue : Le passe compose Des verbes, aller, regarder, manger, mettre, ajouter, pour en raconter Les mots pour indiquer a succession des actions au passe : d’abord, puis ensuite

L’enseignant lit le texte d’un événement au passe. L’enseignant indique aussi la succession des actions. Exemple : hier, je me suis réveillé vers six heures du matin. D’abord je dit ma prier, J’ai regarde les lecons puis j’ai préparé le dejeuner ensuite j’ai manger etc. Excercices de réemploi des verbes

2ème Épreuve

déjà étudis. L’apprenant écoule et répéte ce que l’enseignant parle. Il raconte sa propre experience. Resource pédagogique Plan, emploi du temps, photos lettre, actualites televisions.

5 Ecrire une lettre d’amitie (informelle) Compréhension orale : Un texte/document d’une lettre d’amitie (informelle) Vocabulaire et expressions utiles : Une introduction Cher/chère, salut John. ҫa va ?/ Tu vas bien, et ton travail ? etc Le corps du message/lettre Parler de ses ami(e)s, Parler de ses loisirs Inviter qu’un pour le weekend une fête d’anniversaire etc Conclusion Bien à toi, je t, embrasse, bien des choses, à bientôt, j’attends ta réponse etc.

L’enseignant emploie les éléments indiques dans le contenu pour écrire une lettre. Il faut fait attention à la date et l’address La date (à droite) L’address (à gauche) L’apprenant écoute attentivement et suit le modèle du professeur pour écrire une lettre sur un sujet simple. Resource pédagogique Exercise de reproduction, d’adaptation où l’apprenant copie

6 Téléphoner Vocabulaire et expressions clés : le portable, allo! Oui bonjour ! c’est qui a l’appareil ? à qui j’ai l’honneur, c’est de la part de qui ? c’est moi, exemple Appelle : allô, c’est qui à l’appareil ? c’est de la part de qui ? à qui j’ai l’hooneur, C’est moi Tania De mme Gillet, sa mère Ne quittez pas Mais la ligne est bloquée/brouillée, il y a trop d’interférences Pardon que numéro ? etc Vous voulez rappeler/décrocher/raccrocher/recomposer le numéro Jeu de rôle Jouer un rôle de la communication en téléphone. Entre le professeur et l’apprenant et entre deux apprenants

L’enseignant lit un texte on dialogue sur communication en téléphone. Il explique les mots cles ou les mots originaux dans le contenu. Il se sert d’une scéne ou dialogue imaginaire pour lui permettre d’employer les mots clé de la communication en téléphone. L’apprenant propose une conversation téléphonique avec son/sa camarade de la classe en utilisant les mots, vocabulaire et expressions. Les specimens de téléphone exemple : portable, télépone fixe, videos, jeux de rôle.

7 Révision/Examen

8 Révision/Examen

9 Révision/Examen

10 Révision/Examen

11 Révision/Examen

12 Révision/Examen

ARABIC LANGUAGE (AL)

المنهج الدراسي للسنة الثالثة اإلعداديةSCHEME OF WORK FOR J.S.S 3

FIRST TERM الفترة األولى

األسبوع الموضوع المحتويات ترجمة من العربية إلى اإلنجليزية

النظافة ثل: األناشيد التى تتناول الجمل القصيرة م

أنا فى الصبح تلميذ # وبعد الظهر نجار فلى قلم وقرطاس # و إ زميل ومنشار

ار وعلمى إن يكن شرفا # كما فى صنعتي ع

ى تتناول تتعلم الطالب كيفية كتابة الرسالة الت مايأتى: العنوان وصلب الموضوع ومضمون

الرسالة والخاتمة.محرم, صفر, ربيع األول...... مثل:

مايناسب التالميذ من القطعة المختارة

ما يناسب الطالب من الكتاب

مثل ظرف الزمان, )صباح الخير( ظرف

المكان )دوراء أمام( مثل: رجل طويل, ولد ذكي, بنت ذكية,

مدرسة جميلة وما إلى ذلكاه قصص قصيرة عن العدالة واألمانة أو ما ير

المدرس مناسبا لمستوى الطالب ما يناسب الطالب من الموضوعات مثل:

نفسى مدرستى. للدروس السابقة

الترجمة القراءة والفهم

األناشيد العربية

الرسالة

تعليم الشهور العربية

اإلمالء

القراءة والفهم

الظرف وأقسامه

الصفة والموصوف

المطالعة

اإلنشاء المراجعة

اإلمتحانات والتصحيح

األول الثانى الثالث

الرابع

الخامس

السادس

السابع

الثامن

التاسع

العاشر

الحادى عشر الثانى عشر

الثالث عشر والرابع عشر

المنهج الدراسي للسنة الثانية اإلعدادية

SCHEME OF WORK FOR J.S.S 3

SECOND TERM الفترة الثانية

األسبوع الموضوع المحتوياتلم إمالء بعض الجمل البسيطة مثل: دخل المع

ة الفصل, فتح أحمد الباب , غسلت تلميذ المالبس, وما إلى ذلك

أيام األسبوع سبعة. وهي: يوم األحد, ويوم يومأإلثنين, ويوم الثالثاء, ويوم األربعاء, و

الخميس, ويوم الجمعة, ويوم السبت.أنواع الرسالة مثل: الرسالة اإلخوانية,

والرسالة الديوانية, وما إلى ذلك.ة.ترجمة القطعة من العربية إلى اإلنجليزي

مثل: قم, إجلس, إذهب, أدخل, أخرج, إفتح.ة كتابة الجمل والعبارات العربية بكيفي

صحيحية واضحة.راه الطلبة حسب ما ي الحوار بين اإلثنين من

ية. المدرس مناسبا لمستواهم من الكتب العرب رهما قصة قصيرة عن برالوالدين واألمانة وغي

حسب ما يراه المدرس.قرر مايناسب التالميذ من القطعة من كتاب الم

أو ما يختاره المدرس الولد إمالء بعض الجمل العربية البسيطة مثل:

ذلكصغير, المسجد كبير, وما إلى لما سبق من الدرس

اإلمالء

معرفة أيام األسبوع

الرسالة

الترجمة فعل األمر

الخط العربى

الحوار

المطالعة


اإلمالء

المراجعة العامة اإلمتحانات والتصحيح

األول

الثانى

الثالث

الرابع الخامس السادس

السابع

الثامن

التاسع

العاشر

الحادى عشر والثانى عشر

المنهج الدراسي للسنة الثالثة اإلعداديةSCHEME OF WORK FOR J.S.S 3

THIRD TERM الفترة الثالثة

األسبوع الموضوع المحتويات, ما يناسب مستوى الطالب مثل: أهمية العلم

المواظبة على الدرس.أتى التالميذ على ما يالحوار بين اإلثنين من

من الموضوعات عن طريق السؤال والجواب. كم أنواع الماء؟ أنواع كثيرة منها.. س: -س

لعادة.مافائدة الماء؟ ج: الماء يستعمل للعبادة وا غة أهمية اللغة العربية مثل: اللغة العربية ل

القرآن مع مع تقسيم األسماء إلى المفرد والمثنى والج

لة.اإلتيان باألمث كتابة الجمل المفيدة الطويلة والعبارة

الصحيحة. ما يراه المدرس مناسبا لمستوى الطالب.

مثل: أوالد, رجال, بيوت, أقالم, نجوم.

مرواح. من العربية إلى اإلنجليزية وبالعكس.

من الكتاب المقررةوا أن يقرأ الطالب الكتب العربية وأن يفهم

معناه تحت إشراف المدرس.م ن الطالب أن يعرف جميع أعضاء الجسيمك

من رأس ويـد ورجـل وبطن وأنف وفـم وعين وغير ذلك

للدروس السابقة

اإلنشاء

المحادثة

المطالعة

معرفة األسماء

الخط العربى

اإلمالء

جمع التكسير

الترجمة


معرفة أعضاء الجسم

المراجعة العامة اإلمتحانات والتصحيح

األول

الثانى

الثالث

الرابع

الخامس

السادس

السابع

الثامن

التاسع

العاشر

الحادى عشر الثانى عشر

والثالث عشر

Documents

FEDERAL CAPITAL TERRITORY, ABUJA · 2020-04-04 · Functions of adverbs, conjunctions and prepositions. Teacher leads students to identify the features and functions adverbs, conjunctions