ENGLISH STUDIES JSS2 SECOND TERM SCHEME OF WORK

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WEEK
TOPIC
CONTENT
ACTIVITIES
1
Resumption test
Resumption test
Resumption
2
Reading: to indentify meaning of words in
context.
Read
selected passage:identity meaning of words through provided by surrounding
words
-provide alternative words that fit into the
context.
– Teacher guides students to identify
meaning of words in context.
– Student’s give alternative words/ phrases
to target words.
– learning resources: various passages,
course books.
Writing: an application for employment
– write model application for employment
– review features of a formal letter.
– Teacher presents model application for
employment and reviews features of formal letter.
– Student’s use model to write application
for employment.
– Learning resources: – model letters.
Listening and speaking: diphthongs.
– Introducing diphthongs: /ei/ e.g. day
– A diphthong has two sounds which are
joined together as they are pronounced.
– The first of the two sounds, gains more
loudness than the second.
– teacher leads students to pronounce sounds
in context and in isolation
– Student’s gave other words that contain
sounds.
– learning resources: recorded materials,
flash cards.
Grammar/Structure conjunctions
– Correlative Conjunctions: usually have two
parts .
(i) Both …. And = both the boy and girl
(ii) Either ….. or = either the boy are here
or the girl is here now.
(iii) Neither …. Nor = neither the boy nor
the girl is here.
– Teacher guides the students to identity
correlative conjunction in selected passages
– Learning resources: recorded materials
flash cards.
Literature: myths and legends.
– Retell popular myths and legends in
various Nigerian communities
– Find out popular myth/ legend in the FCT
  Teacher
guides students to retell myths legends in various communities
– Students tell myths/legends from their own
communities
– Students write on popular mythy/ legend in
the F.C.T
3
Reading: reading for speed.
– Condition for reading for speed:
– Good eye sight
– Avoiding word vocalization during reading
– Increasing eye span while reading,
Reading pharses instead of words.
– Teacher guides students to apply the speed
reading conditions in reading selected passages.
– Students apply condition for speed
reading.
– Learning resources; selected course book.
Writing: Element of composition.
– Elements of composition: the introduction.
– Introductions are made with specific
considerations for purpose and audience to which the writing is addressed.
Teacer guideS
students to write introductions for various types of writing.
– Teacher presents model introduction of essay
writings.
– Teacher guides the students to identify
what an introduction must contain.
– Students write introduction from model
given.
Listening and speaking.
Diphthongs /ai/ as in = mice,tie,eye
– teacher guides students to produce sound
in context and isolation.
– students give other words containing
sounds.
Learning resources: recorded materials.
Grammar /Structure prepositions    
– preposition with time and date e.g
– on Christmas day
– In august 1981
– On the morning of 20th June.
– Teacher leads students to identify
preposition with time and date in selected passages.
– Students give other examples of
preposition with time and date.
Learning resources; select.
Literature – Prose     
– Introduction of literature text (prose)
and answer biography.
– Teacher leads student to discuss another
biography and introduce text
– Students identify type of prose.
4
Reading: Reading for speed 
– Techniques of speed reading;
– Surveying, scanning, skimming
– Techniques employed to obtain the main
substance in a text or a particular piece of information.
– Teacher guides students to practice with
different kinds of texts.
– Rending could be timed and readers ability
to comprehend while reading at a first pace measured.
– Learning resources; flash cards,
reproduced paragraphs, whole chapters.
Writing – composition   
– Element of composition: the body.
Building up the main body of a composition
– Develop main points sub- theme/ points
– Arrange ideas in logical sequence.
– Teacher present model
– Teacher guides students to develop ideas
to form the body of a composition.
– Students write out a body of a composition
from model given.
Listening/ speaking: stress pattern
– Stress pattern- two syllable word with
stress on the first syllable e.g lawyer, tailor, speaker, teacher e.t.c
– Two syallable word with stress on the
second syllable e.g today, CONNECT, Fifiteen e.t.c
– Teacher guides student to put appropriate
stress on individual words and in given sentences
– Students practice extensively stressing
two syllable words.
Grammar / structure: verbs active and
Passive.
– A verb is active when the subject performs
the action described e.g
– The boy threw the ball
– I lost the ring.
– A verb in passive when the subject in the
recipient of the action of the verb e.g:
– The ball was thrown by the boy.
– He was fatally wounded.
– Teacher guides the students to identify
active and passive form of verbs in selected passages
– Students make sentences using active and
passive forms
– Learning resources: passages, course books
e.t.c
Literature: Drama.
– Read selected drama text
– Identify type- comedy or tragedy
– Discuss features: theme, costumes, e.t.c
  Teacher
leads students to discuss story line
– Students identify costumes
– Students dramatize play
– Learning resources: drama texts.
5
Reading.  
– Reading to identify writers intention
– Identify the different expressions used by
another to point to the readers their intentions.
– Select passage on contemporary issues e.g
Environmental issues.
– Teacher presents and discusses selected
passages
– Teacher guides students to identify key
words that point to the Authur’s intention in a given passage.
– Students work in groups to rend and
identify the writer’s intention and make presentation at the end of the
lesson.
Writing: composition
– Elements of composition: the conclusion:
contains final points, observation and a stand on issues discussed
– Conclusion is not a repetition of points
earlier made.
– Teacher present model
– Teacher guides students to write outlines
with detailed conclusion on given topics.
Listening and speaking:
Stress pattern- three syllable word e.g
Pho/to/graph, mi/ni/mum,. Bro/ther/hood,
un/der/stand, bri/ga/dier.
– Teacher leads students to pronounce words
with stress on appropriate syllable
– Students identify syllable which is
stressed.
Learning resources: flash cards.
Grammar /structure: adverbials.
Adverbial phrases: when the grammatical
function of s single word adverb can be performed by a phrase it in an
adverbial phrase e.g
– I saw both of them very recently.
– They live very close
– The students are working really hard.
– Teacher guides students to identify
adverbials in selected passades or sentences
– Students make sentence with adverbials.
Literature: Poetry.
– Read selected poems.
– Discuss meaning, theme and language.
– Teacher leads students to read poems
– Teacher guides student to discuss,
meaning, theme, language.
– Students participate in discussion.
6
Reading : Comprehension
– Read at the right speed
– Give correct answers to
Comprehension question that demonstrate
improvement in reading speed.
– Teacher guides student to practice faster
reading.
– Student apply speed reading condition such
as avoiding word vocalization while reading.
– Learning resources: newspapers, selected
passages.  
Writing : writing an outline.
– select a topic
– generate ideas for introduction, body and
conclusion.
– Teacher guides students to make an outline
of a essay on a given topic.
– Students generate ideas for the
introduction, body and conclusion.
– Students develop the essay using the
outline.
Listening and speaking.
– Stress patterns: number stressing
(i) Number in teen have stress on the
syllable e.g four, TEEN, SIX TEE. NINE’ TEEN.
(ii) Numbers in tens have stress on the
first syllable e.g. Sixty, fourth, seventy.
– Teacher guides students to pronounce words
with stress on appropriate syllable.
– Students give other examples of number
stressing.
Learning resources: charts, flash cards.
Grammar / structure : adjective-comparative
forms.
– Comparative forms of adjective used to
indicate that something has more of a quality than something else.
– Identify comparative adjective in selected
passages / sentences e.g
She is prettier than her sister.
– Teacher guides students to identify
comparative adjectives in sentences/ selected passages
– Students make sentences using comparative
forms of adjectives.
Literature: Prose
– Reading a literature text.
– Discuss story line and characterization.
– Teacher leads students to read text,
– Students discuss story line and
characterization.
– Learning resources: literature text.
7
Reading: Critical evaluation.
– Read selected passage
-Identify facts presented by author
– identify author’s techniques
– evaluate author’s point of view.
– Teacher guides students to read selected
passage and work in groups to identify facts, author’s technique and
opinions.
– Students make presentations of their group
discussions.
Writing: formal letter.
– Convention of body of formal letters.
(i) Formal salutation: eg dear Sir/Madam:
dear Mr. present.
(ii) Signature of the writer: below the
signature writer puts his/her name
(iii) Language form used .eg
– Carefully structed sentences
– Right vocabulary for the particular issue
in question.
– Teacher leads students to identify the
conventions in selected formal letters.
– Students discuss language form used e.g.
direct descriptive, full of specifications.
– students practice extensively using
various letters
Learning resources: sample letters.
Listening and Speaking: diphthong.
– Pronounce sound in context and in
isolation
(i) /ᴐi/ boy, toy, boil,coin.
– Teacher guides students to produce sound
in context and in isolation
– Students give other words containing
sound.
– Learning resources: recorded materials.
Grammar /Structure: active and passive
voice.
– More practice on active and passive voice.
– Turn sentences where the active voice
occurs to passive e.g
– The robbers broke the door.
– The door was broken by the robbers.
– Teacher guides the student to identify
what the main subject is doing in given sentences i.e
Wether it carries out some action or in the
target of the action expressed.
– Students make sentences using active and
passive voices.
Learning resources: charts, flash cards.
Literature : Drama
– Reading a drama text.
– Discuss plot and characterization
– Teacher leads students to read text
– Students dicuss plot and characterization
– Learning resources: drama text.
8
Reading: Comprehensive.
– Reading and answering questions from
recommended text.
– Teacher guides students to read and answer
question from recommended text.
– Students write out answers to questions
from comprehension passage.
– Learning resources: recommended text
books.
Writing: composition.
– Write a composition on the topic
Poverty and hunger’ or ‘a day I would never
forget’.
– Keep to the three parts of the composition
– introduction, body and conclusion.
– Teacher leads the students to identify
what is needed to write on each of the topics
– Students generate ideas and write on their
chosen topic.
Listening and Speaking: rhymes.
– Rhymes: two words that end with the same
sound e.g hat and cat.
– Identify words that rhyme with a given
word.
– Teacher gives a word and options to choose
from e.g bargain.
a.begin, b regain, c.begun, d. connive
– students practice extensively,
– Learning resources: charts,
Grammar /Structure. Future tense.
– The use of ‘will’ and ‘shall’ to express
future action
(i) ‘I’ and ‘we’ only can be used with shall
e.g I/we shall go to Lagos tomorrow
(ii) They, you, he she,. It,- cannot go with
shall only will’ e.g  he./she will go
to Lagos tomorrow.
– Teacher leads students to make sentences
expressing future action with ‘will’ and ‘shall’
-students make sentences as directed
– Learning resources: substitution tables.
– Teacherleads students to read selected
poem
Literature: Poetry.
– Select a poem in which some lines rhyme.
– Ask questions to draw out meaning
– Identify words/lines that rhyme.
– Teacherleads students to read selected
poems.
– Students answer questions to discover
meaning.
– Students identify words/lines that rhyme.
9
Reading: Reading to increase vocabulary
– Select passage from a particular field,
e.g banking e.t.c
– Identify words peculiar to banking sector
– Use such words in sentences.
– Teacher guides students to read selected
passage
– Students identify words peculiar to
banking.
– Students make sentences with new words.
Writing: Informal Letter.
– Write a letter to your uncle who has just
received a national award.
– Review feature of an informal letter
– Teacher leads students to review features
of an informal letter
– Students write a congratulatory letter to
their uncle.
Listening and Speaking.
Stress patterns: words that are not
stressed.
(i) Pronouns and possessives e.g he,she, it
, my, his,
(ii) Auxiliary verbs e.g can, may, was, are,
has.
(iii) Artictes e.g a , an, the .
– Teacher guides students to read the given
words in sentence with out putting stress on them
– Student practice extensively.
Grammar /Structure.
– Adverb, conjunctions and preposition in
selected passages
– Identify in selected passages.
– Teacher leads students to read selected
passage and identify adverbs, conjunctions and prepositions
– Students made sentences with adverbs,
conjunctions and prepositions.
– Learning resources: selected passages.
Literature prose
– Read recommended literature text
– discuss story line and characterization.
-Teacher leads student to read literature
text.
– Students disucss story line and
characterization.
Learning resources: literature text.
10
Reading: Reading for speed.
– Select passage in relevant issues of
interest.
– Practice rapid reading
– Ask question to measure comprehension.
– Teacher gives selected passage
– Teacher gives time within which it should
be read
– Student answer questions passage  read
Learning resources: selected passages.
Writing: a narrative essay.
– Write a narrative essay on any chosen
topic
– Ensure ideas follow a logical sequence.
– Teacher leads students to make an outline
on a chosen topic
– Students write out a narrative following
outline.
Listening and speaking.
Introducing intonation patterns
(i)Falling intonation: when a tone falls e.g
she is beautiful
(ii) Rising intonation: when a tone rises
from low and gets to highest level e.g can I see you please?
– Teacher use sentences or recorded
materials to demonstrate rising and falling intonation
– Students practice with examples given by
teacher.
– Learning resources: recorded materials,
flash cards.
Grammar / structure.
– Nnouns number possessive form and gender
– Nouns forming a regular plural e.g kiss-
kisses
Bush – bushes e.t.c
– Possession e.g Joe’s shoes, the peoples
wishes
– Gender:
– Masculine e.g. king, boy, father, bull,
lord
– feminine e.g. queen, girl, cow, lady
– Common –may be either male or female e.g.
– Reuter- nouns that are neither male nor
female e.g. table, house, money airport.
– Teacher eplains number, possessive form
and gender of nouns
– leads student to identify same in selected
passages.
– Students give other examples.
– Leaving resources: selected passages,
charts.
11
Revision
Revision
Revision
12
Examination
Examination
Examination

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