English Studies Scheme of Work for JSS2 Federal

Introducing consonants/f/ and /v/ Words containing sounds. English Studies Scheme of work for JSS2 Federal. Schemeofwork.com

Table of Contents

ENGLISH STUDIES J S S 2 FIRST TERM ENGLISH STUDIES J S S 2 SECOND TERM ENGLISH STUDIES SCHEME OF WORK FOR JSS2 FEDERAL THIRD TERM

ENGLISH STUDIES J S S 2 FIRST TERM

WEEK	TOPIC	CONTENT	ACTIVITIES
1	RESUMPTION TEST	RESUMPTION TEST	RESUMPTION TEST
2	Reading	Understanding the writer’s purpose to persuade, inform, convince.	The teacher should present and discuss selected passages. Teacher to guide students through questions and prompting. Students to read passage and identify keywords that point to the author’s intention. Group students to make presentations Teaching and learning resources could be selected passages from textbooks, stories, newspaper cuttings, magazines poems etc.
	Writing (an outline)	Story or passage on adverse effects of some chemicals used in cosmetics or any relevant story or passage Highlight main and supporting ideas.	Teacher to give examples of outlines using story/ passages. Teacher to present story or passage to students. Students to identify outlines from the given story or passage Teaching and learning resources eg articles, supplementary readers etc.
	Listening and Speaking.	Revision of sounds:- Vowels:- a, e, I, o, u Give phonetic symbols and words. containing the sounds e.g.-/i/ sit sip giggle	Guide students to articulate vowels sounds Students to produce vowel sounds at the beginning, middle and end of a word:- age, bag, data etc. teaching and learning resources –flash cards.
	Grammatical Accuracy	Parts of speech:- nouns and pronouns. Identification of nouns and pronouns in given passage on environment Identify features of nouns and pronouns Identify functions of nouns and pronouns.	Teacher gets passages for students to read in relation to environment Teacher leads students to identify functions of nouns and pronouns. Students to identify features of nouns and pronouns in given sentences or passages Teaching / learning resources, charts, flash cards.
	Literature: short stories And novel lets.	Short stories/ novelettes based on effects of climate e.g. floods, depletion of the ozone layer, environmental population etc.	1. Teacher to present stories / articles related to climate change 2. Teacher to guide students to identify types of prose:-narrative or descriptive. 3. Students to discuss story line. 4. Teaching/learning Resources e.g. supplementary reader or any relevant text.
3	Reading	Understanding the writer’s purpose in a passage e.g. to irritate, annoy, please and entertain.	Teacher to guide students to identify expressions to indicate the author’s intention Teacher to guide students to identify keywords that point to author’s intentions Students to use varied materials for practice and answer questions on how to identify author’s intentions Teaching / learning resources, e.g. poems, prose etc.
	Writing (an outline)	Arrangement of ideas in logical sequence, write appropriate introduction and effective conclusion.	Teacher to lead the students to identify and re- arrange all the ideas produced in logical sequence. Students to produce a draft:- introduction, body and conclusion Review the draft (edit and amend).
	Listening and speaking.	Revision of sounds:- Consonants:-t, g, k Give phonetic symbols and word containing same symbols. /t/:- telephone, seat, settle.	The teacher to lead students to produce consonant sounds in context Students to produce consonant sounds in isolation The teacher to give words for students to identify consonant clusters Teaching/ learning resources:- flash cards, substitution table etc.
	Grammatical Accuracy (VERBS)	Identification of verbs in given passages (from the text or story) as value orientation or any relevant passage. i). identify features of verbs ii). Identify functions of verbs e.g. express action.	Passages to be read to the students that have words/ register to do with value orientation Students to identify features of part of speech taught Teacher leads the students to identify function of parts of speech taught. Teaching / learning resources:- relevant passages, text etc.
	Literature	Short stories/ novelettes based on road crashed or any relevant story/ passage.	1. The students to identify type of prose 2. The teacher guides the students to discuss the features of the story e.g. plot, characterization, theme 3. Students to answer the questions on the story read 4. Teaching/ learning resources:- relevant materials etc.
4	Reading	Reading for meanings of words in various context through Clues provided by surrounding words.	– Teacher leads students to read selected passages and use surrounding words/ sentences to explain meaning of targets words – Teacher explains that sounds of some words can signal meaning – Students use context to figure out the meaning of words – Teaching/ learning resources:- course work, various passages etc.
	Writing (composition)	Types of composition – Narrative – Identify a narrative composition – Steps in composition writing 1. Introduction 2. Body 3. Conclusion	Teacher leads students to identify elements of narrative composition writing use selected topics to illustrate narrative composition Students to write a narrative essay.
	Listening and Speaking.	Vowel sounds: – /i/ and /i:/ identify contrast in sounds identify words containing sounds in the beginning, middle and end of word e.g. /i/:- sit, sip giggle.	– Teacher guides students produce sounds in context and in isolation. – Students to identify contrast in the two vowel sounds – Learning resources:- flash cards and charts.
	Grammatical accuracy	Adjectives Identification of adjectives from given passage – gender issues Identify features of adjectives Identify functions of adjective eg quality noun/ pronoun Make sentences with adjectives.	-Teacher leads students to identify functions / features of adjectives -Students make sentences with adjectives -Students identify adjectives in given sentences -Teaching / learning resources- use charts, sentence strips
	literature	Folktale:- Nigerian and African folktales. Identify features:- didactic, entertaining, magical, riddles etc	– Teacher narrates Nigerian and African folktales to students – Teacher lead them to identify features – Students dramatize folk tales Students to identify moral lessons. – Teaching/ learning resources:- relevant literature and supplementary literature.etc.
5	Reading	To identify the meaning of words in various contexts through use of alternative words that can fit into the context.	– Teacher to guide students to read selected passages – Teacher leads the students to think about alternative words to replace targert words – Student to list other possible words that can fit the context.
	writing	Composition. Type of composition Descriptive Identify description composition Steps in composition writing:- introduction, body and conclusion.	– Teacher leads students to identify elements of descriptive composition writing – Teacher to use selected topic to illustrate Students to write a descriptive essay.
	Listening and speaking	Vowel sounds:-/›/ /›:/ Identify contract in vowel sounds Identify words containing sounds in different positions:- beginning, middle and end of a word.	Teacher guides students to produce sounds in context and in isolation Students to identify contrast in vowel sounds Teaching/ learning resources recorded materials (audio and video tapes ) sentence strips, flash cards etc.
	Grammar	Parts of speech: – conjunctions. Identification of conjunctions from given passages on:- population/ family life. Identify features of conjunction Give functions of conjunction.	Teacher directs students to identify features and functions of conjunction Students to make sentences using conjunctions Teaching /learning resources: – sentences strips and passages.
	Literature	Popular myths/ legends:-African and non African Identify features of popular myths / legends:- magic, super natural, superstitious etc.	Teacher lead students to identify theme and features of myths / legends Students to identify and state moral lessons taught Students narrate any popular myths/ legends known to them.
6	Reading Selected passage on contemporary issues e.g. Hiv/Aids, mobile communication	Identify purpose in selected passage e.g. dissuade , stimulate through or indoctrinate	Teacher guides student to identify expressions that indicate authors intention or purpose in selected passage. Students practice extensively using varied materials presented by the teacher. Learning resources selected passages from textbooks, newspaper magazine writings
	Writing composition	Type of composition: argumentative List elements of composition Arrange ideas generated in logical sequence	Teacher leads students to identify elements selected passage Leads students to generate ideas for an argumentative essay. Students arrange ideas generated in logical sequence. Learning resources selected passages and topics.
	Listening and speaking (Vowel Sounds)	Give phonetic symbol and words containing /Λ/ and /ə/ e.g. /Λ/ bus money coming /ə/away tattoo neither Identify contrast	Teacher leads students to produce sound in context and in isolation Students give other words containing the vowed sounds. Learning resources: recorded materials (audio and video types, flash cards.
	Grammar/ Structure (Preposition)	Identify prepositions from selected passage Identify function features of preposition Make sentences with preposition	Teacher lends students to identify preposition in selected passages Students make sentences with preposition. Learning resources: various passages, sentence strips.
	Literature (Prose)	Short story: discuss features plot, characterization, style, theme, language.	Teacher leads students to read and identify types of prose Engages students to discuss story line. Students identify moral lesson of story.
7	Reading (Critical Reading)	Meaning and steps of critical reading: reading to evaluate information presented Surveying: a quick glance of what book or passage contains by looking at table of contents or section by section sub- heading.	Teacher explains the process of critical reading : – i) understanding what the author is writing about Ii) identifying the authors technique Iii) evaluating the authors point of view Use selected passage to practice step one: surveying Students engage in extensive practice Learning resources: selected passages, selections from other subject areas.
	Writing: Composition	Type of composition: expository Generate ideas for expository essay Produce a draft	Teacher presents selected topics to students to work on in groups Students arrange ideas generated in logical sequence Student write expository essay Learning resources: selected topics.
	Listening and speaking (Consonants)	Introducing consonants/f/ and /v/ Words containing sounds e.g. /f/ photograph, funny Production of sounds in context and isolation	Teacher leads students to produce sound in context and in isolation Students give other words containing sound Learning resources: recorded materials, flash cards.
	Grammar / structure (Tenses)	Simple present and past tense Identify in given passage Indicate when used e.g. simple present – for action currently going on: he works in the city etc Simple past e.g. regular or repeated action in the past:- the children attended the local primary school.	Teacher guides students to identify simple present and past tenses in passage Students make correct sentences using tense Learning resource: selected passage from textbooks or newspaper cuttings
	Literature (Poetry)	Selected poems – i) discuss meaning and contents of poems ii) Identify language.	– Teacher leads students to discuss and explain meaning and contents of poems – student identify language of poetry – learning resources: poetry books or selected poems.
8	Reading: critical reading step ii, skimming	Identify main points and major sub- theme of selected passages. Identify opinions in selected passage.	Teacher leads students to read passage to get main points and major sub-themes Students engage in extensive practice to establish how to identify items that form the substance of texts. Learning resources: selected passages
	Writing: letter writing: informal letter.	Format of informal letters Situations used	Teacher leads students to discuss format of informal letters. Teacher explains situation informal letter used Students write on informal letter.
	Listening and speaking : consonants /dz/ and /ts/	Words containing sounds e.g. /dz/: judge, rage, range /ts/: recharge, check, chain Produce sound in context and in isolation	Teacher leads students to produce sound in context and in isolation Student give other words containing sound Learning resources: recorded materials, flash cards.
	Grammar/ structure: future tense	– Identify future tense in selected passage – Indicate when used: e.g. to produce or say what is likely to happen in future. Work will begin next week.	Teacher leads students to identify future tense in selected passage Students make correct sentences using tenses Learning resources:-selected passages.
	Literature: drama	Read selected drama text and identify themes, setting, plot, characterization	Teacher leads students to read a play and discuss themes, setting, plot, characterization. Student act the play Learning resources: drama texts.
9	Reading: critical reading steps	Meaning of : iii) line by line reading iv) recall and v) Review. – line by line reading : slow and more concentrated reading of passage in sections and paragraphs – recall: going over what has been read and retained – review: going over prevision steps	– Teacher guides the students in using steps to identify facts and opinions in selected passages. – Teacher gives additional exercises for practice – Students practice how to identify facts and opinions in given passages. Learning resources: selected passages.
	Writing: formal letter	Format of formal letters Situations used	Teacher guide students to discuss format of formal letters and situations used. Students write a formal letter.
	Listening and speaking : consonant/ѳ/ and /϶/	Words containing sounds e.g. /ѳ/ thief, through, thin /϶/ the , there, therefore Produce sounds in context and in isolation	Teacher guides students to produce sound in context and in isolation. Students give other words containing sound Learning resources: Recorded materials, flash cards.
	Grammar/ structure: adverbs	Identify adverb in selected passages List functions and features of adverbs. Make sentences with adverbs.	Teacher leads students to identify adverbs in selected passages Teacher and students state features of adverbs e.g. time, place, degree etc. Students make sentences with adverbs learning resources: charts, various passages.
	Literature: prose	Read selected passage or text Discuss features: plot, characterization, theme, language.	Teacher guides students in discussing feature of text read. Student identify moral of story Learning resources: story books.
10	Reading: identify meaning of words in context.	Read selected passage Use context to explain meaning of words Give alternative words to target words	Teacher guides students to discover meaning of words through dues provided by surrounding words Students list other possible words that fit the context Learning resources: course books
	Writing: guided composition	Select topic for writing Generate ideas for introduction, body Write a draft	Teacher presents several topics for students to choose from Teacher leads students in generating ideas for composition Students produce a draft. Learning resources.
	Listening and speaking: consonant /n/and/ŋ/	Words containing sounds e.g. /n/ twenty, nonsense, ninth. /ŋ/ song, bank, spanked. Produced sound in context and in isolation	Teacher guides students to produce sound in context and in isolation Students give other words containing sound Learning resources: recorded materials, charts.
	Grammar / structure: verb: irregular verb	Categories of irregular verbs Have the same form: In finitive Past tense Past participle cost cost Cost Cut cut cut have two past tense past participle: infinitive past tense past participle burn burned/burnt burned/burnt Spoil spoiled/spoilt spoiled/ spoilt etc.	Teacher explains the various categories of irregular verbs Teacher guides student to identify various categories in a given passage Students provide other words that full in same categories Learning resources: charts, passage etc
	Literature : drama	Read selected drama text and identify themes , setting, plot, characterization	Teacher leads students to read a play and discuss themes, setting, plot, characterization Students write play and act Learning resources: drama texts.
11	Reading : reading to understand purpose	– Identify purpose of writer from use of certain expressions/key words. – Select passage on contemporary issue: eg inflation, corruption.	Teac her guide students to identify key words expressions that to the authors intention in selected passage. Students answer teachers question on how to identify the authors intention in s selected passage Students practice extensively using varied materials presented by teacher Learning resources: text books, selected passages.
	Writing: Letter writing: A letter to your father describing your school.	– Identify type of letter – List features of type of letter – Write letter a model format	Teacher leads student to identify type and features of letter Students write letter to their father describing school Learning resources: Sample letters, textbooks etc.
	Listening and speaking : consonants /k/ and /g/	Identify words containing sound e.g. /k/ chemistry, kerosene, cattle /g/ girl, goat, gun. Produce sound in isolation and in context.	Teacher guides students to produce sound in context and in isolation Students give additional words containing sounds Learning resources: recorded materials, charts.
	Grammar/ structure: verb: transitive and intransitive	Transitive verbs: can take direct object:- the men love their children Intransitive verbs: take no object- the situation improved. Make sentences using transitive and intransitive verbs	– Teacher guides students to identify transitive and intransitive verbs from given passages. – Students practice using transitive and in transitive verbs to make sentences – Learning resources: selected passages, charts etc.
	Literature : Prose	Discussion of themes, plot and setting of literature text.	– Teacher and students discuss themes, plot setting of selected text. – Students answer questions, are asked to bring out plot, themes and setting of texts.
12	Reading : reading to identify facts and opinions	Read passage and identify facts and opinions Select passage on: the merits of exclusive breast feeding for infants”. Or any relevant passage	Teacher guides students to read the selected material and opinions in selected passage. Students answer questions to demonstrate understanding of passage Learning resources: selected passage.
	Writing : writing outlines	From a selected passage highlight: Main and supporting ideas Arrangement of ideas in logical sequence Introduction and conclusion.	Teacher exemplifies outlines using passage Students identify main and supporting ideas arrange ideas in logical sequence and write appropriate introduction and conclusion. Learning resources: model essays, passages etc.
	Listening and speaking: consonants	Introducing consonant clusters Identify clusters from selected passage. E.g. I) two consonants= maps, hand Ii) three consonants = ants, camps masks Iii) four consonants = prompts, exempts	Teacher leads students to identify clusters from selected passage Students identify clusters from given words Learning resources. Word strips, passages
	Grammar/ structure: classifying adjectives	Identify classes of adjectives e.g. Colour adjectives- She has light brown hair It was a bright green hat. Compound adjectives: A grey- haired man A part time job etc.	Teacher leads students to identify classes of adjectives from given passage Student make sentences from examples give by teacher Learning resources: charts, passages
	Literature: poetry	Selected poems or text Identify meaning, themes and language used.	Teacher guides students to read and identify meaning and themes in poem read. Students practice extensively with various poems Learning resources: poetry text.
13	Revision	Revision	Revision
14	Examination	Examination	Examination

ENGLISH STUDIES J S S 2 SECOND TERM

WEEK	TOPIC	CONTENT	ACTIVITIES
1	Resumption test	Resumption test	Resumption
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, t ie, 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 20^th 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. – Teacher leads 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

ENGLISH STUDIES SCHEME OF WORK FOR JSS2 FEDERAL THIRD TERM

WEEK	TOPIC	CONTENT	ACTIVITIES
1	Resumption test	Resumption test	Resumption test
2	READING	– Identifying topic sentences – Identifying key ideas – Identifying words/expressions that redirect attention to main points in paragraphs and passages that reflect on issues of national concern e.g. population explosion, youth unemployment.	1). The teacher select materials or text that contain topic sentences and key ideas. 2). Guides the students to identify topic sentences in given text/material. 3). Students identify topic sentences and key ideas in materials/text used. 4). Students to practice identifying key sentences/ideas in group.
	WRITING	Summary writing on selected passage/materials. On contemporary issues such as – the roles of consumer in the market e.g. i). buying goods and services ii). Providing teed back in goods and services.	1). The teacher provides and reaches appropriate passage on selected topic. 2). Students to identify key topic sentence. 3). Guides students to identify key ideas in the passage/materials read.
	GRAMMATICAL ACCURACY	Adverbial clauses:- 1). Adverbial clause of purpose e.g. He went to bed early so that he will not be late to school. 2). Identification of adverbials in given passages on:- i) Our culture ii) Human Right	1). The teacher leads students to read given passages. .2). Guides them to identify adverbial clauses. 3). Make sample sentences with the students. 4). Students construct sentences using adverbial clause of purpose.
	LISTENING/SPEAKING	Vowel – /a/ and /a:/ /a:/ = fart, cart, harm /a/ = man, rag, batch.	1). The teacher to guide the students in vowel sound articulation. 2). Guide the students to produce words watch these sounds.
	LITERATURE	Types of poetry:- Epic, lyric, ballads and dirge.	1). The teacher discusses different types of poetry. 2). The teacher gives examples of types of poetry. Students to write types of poetry and give example of each.
3	READING	Summary reading techniques:- 1). Identifying topic sentences key and words and expression that signal attention to the main points from paragraphs and passages that reflect issues of national concern e.g. hunger/poverty or any relevant topic.	1). The teacher asks the students questions to direct them to provisions lesson on this topic. 2). The students to identify the three techniques. 3). The teacher guides the students to draw out the techniques from given passage/paragraph.
	WRITING	Summary writing on selected passages on contemporary issues such as:- i) Factors that influence buying decisions. ii) Consumer decision making process – impulse buying -rational buying	1). The teacher recaps the previous lesson on this topic. 2). The teacher leads the students to discuss factors that influence buying decisions. 3). Teacher guides the students to explain impulse and rational buying.
	GRAMMATICAL ACCURACY	Adverbial clause:- Forms of expressing conditions e.g. if, unless, provided, as long as etc. – introduces a possible situation and its consequences e.g. i). if you do well in your exams, you will easily get into University.	1. The teacher leads students to identify Adverbial clause of condition in given passages/text 2. Students to construct sentences using Adverbial clause of condition. 3. Teaching/learning resources: sentences, ships, charts, passages etc.
	LISTENING/SPEAKING	Intonation i. rising tone – rises from low pitch slowly until it gets to the highest level. Uses: – For making request – for asking yes or no questions. – for making controversial statements.	1). The teacher guides the students to make sentences with rising tonation 2). Provides passages with varied tonation for students to identify rising tone. 3). Teaching/learning resources:- sentence, strips, charts etc.
	LITERATURE	Language of poetry:- concise, unique, high.	1. The teacher leads the students to read a selection of poems from the recommended poetry text/supplementary book. 2. The students discuss the meaning and contents of the poem. 3. Teacher guides the students to identify the language used. 4. Leads the students to write a poem. 5. Teaching and learning resources:- recommended and supplementary text or poetry.
4	READING	Reading to identify facts and opinions e.g. “The merits of exclusive breastfeeding for infants” or any other topic of interest.	1. Teacher to select and present an appropriate passage 2. Teacher guides students to read selected materials in group to identify facts and opinions in given passage. 3. Teacher guides additional practice/exercises to students 4. Teaching/learning resources: selected passages, selection from other subjects area etc.
	WRITING	Speeches or materials (live or recorded) based on any of the following: 1). The family a. nuclear b. extended 2). Discipline in schools 3). Our environment 4). Examination malpractice etc.	1. The teacher reads or plays selected materials identify and explain the main ideas in the materials listed to. 2. Teacer guides them to identify speaker’s mood and intentions. 3. Teaching/learning resources:- recorded speeches/materials etc.
	GRAMMATICAL ACCURACY	Tenses:- – Present Perfect – an action that has been completed e.g. They have heard the news of his death. – Past perfect tense – action had been concluded e.g. They had heard the news of his death.	1. The teacher present passages and paragraphs containing the two tenses. 2. Teacer guides the students to identify present and past perfect tenses in the passage/paragraph provided. 3. Teacer leads students to make sentences with the present and past perfect tenses. 4. Teaching/learning resources:- passages/paragraphs presented or supplementary readers, charts, or sentence strips etc.
	LISTENING/SPEAKING	Intonation: falling tone 1. This represents the pitch that falls. Its functions:- – For making commands (imperative statement) e.g. walk out of here! – For making questions starting with interrogative adverbs; WH questions e.g. How many are they? Who saw them? Why are you here?	1. The teacher guides students to make sentences with falling tone. 2. Provides passages/text for students to identify falling tone. 3. Students to write sentences indicating falling tone. 4. Teaching/learning resources:- charts, sentences strips
	LITERATURE	Poetry:- i. Narrative ii. Ballads – Identify each of these poems – Identify language used in each of them. – Identify the theme of the poem.	1. The teacher discusses the two types of poetry with the students. 2. The teacher presents samples of the poems for discussion. 3. Students to identify each of the poems given. 4. Students to be grouped to write sample of any of the two types of poems. 5. Teaching/learning resources:- sample poems presented, recommended poetry book.
5	READING	1. Identify key points/ideas in different passages/paragraphs presented. 2. Write summary of passage/paragraph given.	1. The teacher presents selected materials/passages to student. 2. Group students to identify key points/ideas in a given passage or paragraph. 3. Students to identify words, expressions or sentences that direct attention to the main points in the passage/material. 4. Teaching/Learning Resources:- Course book, other relevant materials e.t.c.
	WRITING	1. Speeches and materials (recorded or live) based on selected topics e.g examination malpractice. 2. Identify possible interpretations based on material presented	1. Teacher provides recorded or live materials for student use. 2. The students listen to provided material and give interpretation. 3.The teacher guides the students to summarise given material. 4. Teaching and learning resources recorded speeches/materials, course book e.t.c.
	GRAMMATICAL ACCURACY	Tenses:-Past Continuous Tenses:- refers to a continuing action that happened in the pasty. i. Sentences/paragraphs with the Past Continuous Tense. ii. Identify the given tense from passage e.g. I was sewing the dress until midnight. We were doing it.	1. The teacher provides paragraphs/ sentences. 2. The students to underline the given tenses from the paragraphs/sentences. 3. Teaching/Learning Resources:- Course book, charts or sentence strip.
	LISTENING/SPEAKING	Intonation:- Rising Tone and Falling Tones -Present sentences/ passages with rising and falling tones. -identify the tones in the given sentences/passages.	1. The teacher provides paragraphs/ sentences. 2. The students to identify the tones in the given material. 3. Teaching/Learning Resources:- Charts, sentence strip e.t.c.
	LITERATURE	1. Drama Text:- – Kings of Drama:- Comedy and Tragedy. – Features of Drama:- Theme, stage costumes e.t.c.	1. The teacher leads the students to state kinds and features of Drama. 2. The students to identify and discuss different types of drama. 3. Teaching and Learning Resources:- Selected plays from recommended texts, supplementary readers e.t.c.
6	READING	Reading to answer questions:- 1.Reading and answering other types of questions that require -Conclusion to be drawn -To make projections -To elicit students opinion.	1. Teacher selected suitable contemporary passages. 2. The teacher drawn suitable comprehension questions on selected passages to cover all levels of comprehensive e.g. where, when, how, why, what e.t.c. 3. The students respond to teacher’s questions on passages read. 4. Answer questions on all levels of comprehension 5. Teaching/Learning Resources:- Selection from other subject areas, Newspaper/Magazine cutting, recommended text.
	WRITING	Writing a composition:- 1.Write a composition on the topic -My favorite subject/teacher or any other topic of your choice. -Bear in mind the three elements of composition writing. -Using appropriate words and expression.	1 .The teacher guides the students by using a selected topic. 2. The students generate ideas and write on the selected topic. 3. Students discuss the ideas in the selected topics.
	GRAMMATICAL ACCURACY	Tenses:- Present continuous tense:- -Usually carry “ing” -Used when action is happening. 1. Selected appropriate texts/passages with the required tenses. 2. Identify the tense (Present Continuous) in the given text or passages. 3.Make sentences using the present continuous tense.	1. The teacher present a passage or texts with the present continuous tense 2. Leads the students to identify the tenses in the passage/text. 3. The students to identify the tenses in the passage/text. 4.Teaching/Learning Resources:-Sentence Strips, passages/text from course book e.t.c.
	LISTENING/SPEAKING	Question Tags:- a very short clause at the end of a statement which changes a statement into a question e.g. T. Today is Monday, isn’t it? S. Yes, it is.	1. The teacher engages the students in pair activities with reference to questions and their tags. 2. Teacher initiates activities. 3. Students participates in activities. 4.Teaching/learning resources:- Charts and sentences strip.
	LITERATURE	Drama text:- From recommended text book. 1. Message of the text. 2. Essential props/costumes	1. The teacher guides the students to read the selected play. 2. Leads them to identify the message in the play/discuss the story line. 3. Lead them to identify props/costumes. 4. Act the play. 5. Teaching/learning Resources:- Selected play, props/costumes required e.t.c.
7	READING	Reading for meanings of words in various context through -Clues provided by surrounding words -Alternative words that can fit into the context using presented passage/material	1. Teachers guide students to think of alternative words in place of target words. 2. Teacer guides students to use previous experience to identify the meaning of target words. 3. The students to use previous experiences to figure out the meaning of words. 4. The students to give alternative words/phrases to target words. 5. Teaching/learning Resources:- Various passages/materials. Course books.
	WRITING	Written composition:- “My Future career” Or any topic chosen include:- – Introduction – Main body – Conclusion	1. The teacher guides the students on the given/individual topics 2. The students plan their composition. 3. Students to write out the given composition.
	GRAMMATICAL ACCURACY	Conditional statements:- Contrasting conditional statement using even thoughat least E.g. I may go to school, even though I might be late. From a given passage/paragraphs identify conditional statement.	1. The teacher guides the students by giving them sample sentences. 2. Teachers present a passage or paragraph for students to identify the conditional statements. 3. Lead students to make conditional statements. 4. Teaching/learning Resources:-Passages course book, sentence strips e.t.c.
	LISTENING/SPEAKING	Question tags:- e.g. :- Joy : Grace is dutiful, isn’t she? Fati: Yes, she is. Isah: Ibrahim is a Christian isn’t he? John: No, he isn’t Use appropriate stress and intonation in questions and their tags	1. Engage students in pairs and guides them to make their own questions and sentences using appropriate intonation. 2. Teacer guides them to produce questions tags. 3. Teacer leads them to give appropriate responses. 4. Teaching/Learning resources:-Recorded materials, supplementary reader e.t.c.
	LITERATURE	Prose:- Reading of literature text. 1. Identify type of prose. 2. Discuss features of the prose e.g. plot, characterization, style, setting, language, and theme.	1. The teacher presents the text. 2. Engage the students in the discussion of the features of the prose. 3. Students to identify the type of prose. 4. Teaching/learning Resource:- Course book.
8	READING	Reading to acquire new words. – Present a passage/text that has specific register of words on:- 1.Agriculture 2.Medicine	1. The teacher presents passages/materials on chosen topic. 2. Teacer guides the students to read and identify specific register of words. 3. Students to read and identify register of words in a given passage. 4. Teaching /learning Resources:- passages/text or any relevant materials.
	WRITING	Organizing main ideas correctly into paragraphs:- From a given text or passage or relevant material. 1. Identify the different ideas presented. 2. Organise each of the ideas identified into paragraphs	1. The material/text to be used to be presented by the teacher. 2. Discuss the text/material with students. 3. Students to identify the main ideas and organize them into paragraphs. 4. Teaching learning resources:- Text/passage, Newspaper cutting e.t.c.
	GRAMMATICAL ACCURACY	Qualifiers:- Adjectives:- 1. Identification of adjectives in a given passage. 2. Functions of adjectives. 3. Making sentences with Adjectives.	1. Teacher gets students to read passages. 2. Leads them to identify and state functions of Adjectives used in the passage. 3. students to identify and make sentences with Adjectives
	LISTENING/SPEAKING	Vowel sounds (Diphthongs) /au/ – know, go, sow. Sentences, Paragraphs, passages, poems and plays should form the content for highlighting the sounds indicated.	1. The teacher produces materials highlighting the pronunciation of target sound. 2. Emphasizes the correct articulacy movements in the pronunciation. 3. Students listen to the teachers and practice the articulation of the sounds in context. 4.Teaching/learning resources:- flash cards, recorded material e.t.c.
	LITERATURE	Drama Text:- Short play – Identify the essential language features of the play. – Identify the major character(s). – Act out the play	1. The teacher guides the students to read selected play. 2. Teacher selects students to act out the play and read aloud. 3. Listens to their diction. 4. Students to identify language and major characters of the play. 5. Teaching /learning resources:- a short play.
9	READING	-Read selected passage to identify facts and opinion. -Identify authors techniques	-Teacher explains what facts and opinions are in given passages. -Students practice critical evaluation through extensive discussion in groups. -Learning resources: selected passages.
	WRITING	Write on any of the following topics:- -Why I chose to become a doctor. -Why I chose to become a teacher. -Make out an outline for introduction, body, and conclusion. -Write out essay.	-Teacher guides students to make an outline on choosing topic. -Students identify type of essay. -Students write out essay
	GRAMMATICAL ACCURACY	Turning sentences into questions e.g. -The boys went away = Did the boys go away? -They have done the work = Have they done the work? Note the tense of the verbs in the question.	-Teacher guides students to ask questions correctly -Students identify the tenses of the verbs in the questions -Learning resources: charts, flash cards.
	LISTENING/SPEAKING	Oral comprehension: listen to speech or recorded material on a selected topic.	-Students identify and explain main ideas from material listed to. -Teacher leads students to identify possible interpretations of material they have listened tp. _Learning resources: recorded speeches/materials
	LITERATURE	-Definition of irony: using words to suggest the opposite of their literal meaning in a humorous way. e.g. when a fat woman is described as a very thin woman, that is an irony. -Identify irony in literature text. -Construction of correct sentences with irony.	-Teacher explains the meaning of irony and gives examples. -Teacher guides students to identify irony in literature text. – Students make correct sentences with irony.
10	READING	Reading to acquire new words:- Selected passage on any chosen topic that has register or words e.g. Engineering, Lawyers e.t.c. 1. Read and identify register of the given passage. 2. Explain meaning of the words. 3. Make sentences with the words.	1. The teacher presents the selected passage. 2. Guides the students to read and identify the words. 3. Students to make sentences using the words identified. 4. Teaching/learning Resources:- Selected passage
	WRITING	Write an essay on the topic “my school” -Identify the topic of the essay -Write outline of the essay.	1. Teacher guides the students to write an outline. 2. Students to write out the essay.
	GRAMMATICAL ACCURACY	Modifiers (Adverbs) e.g. easily, simply. Passage/paragraphs, text and other reading materials. -Identify adverbs -Functions of Adverbs -Make sentences with adverbs.	1. Teacher states the relevant article. 2. Leads students to identify and state functions of adverbs used in the passage. 3. Students are to make sentences with adverbs
	LISTENING/SPEAKING	Vowels sounds (Diphthongs): two sounds that have been joined together when pronounced. /ia/ = as in rear, idea, here, tear	-Teacher guides students to produce sounds in context and in isolation. 2. Students give other words that have the sound /ia/. 3.Teaching/learning resources: recorded materials, flash cards, sentences strips
	LITERATURE	Figure of speech: Hyperbole:- deliberate and obvious exaggeration e.g. I can drink 10 gallons of water a day. -Identification of hyperbole in literature text. -construction of correct sentences with hyperbole.	1. The teacher explains the meaning of hyperbole. 2. Teacer leads students to identify hyperbole in text. 3. Teacer guides students to construct sentences with hyperbole. 4. Students ask and answer questions. 5. Teaching/learning resources: passage, poem, sentences strip, e.t.c.
11	READING	-Reading to obtain main substance in selected text. -Time reading and measure reader’s ability to comprehend while reading at first pace.	-Teacher organizes within- class competition e.g. boys and girls. -Teacher gives questions to be answered before the reading. -Students read to obtain answer to questions -Learning resources: Newspapers, reproduced paragraphs.
	WRITING	-List Requirement for writing a formal letter and an informal letter. e.g. -Formal letter requires two addresses e.t.c -Write outline for introduction, body and conclusion of a letter to a friend.	-Teacher guides students to review requirements for letter writing, formal and informal. -Students write outline of a letter to a friend.
	GRAMMATICAL ACCURACY	i. Direct statements e.g. commands and request: -I am no longer a child he said. -“Can I have an orange please” Toyin requested. ii. Indirect statement e.g. -He said that he was no longer a child. Toyin asked if she could have an orange.	-Teacher gives exercises to do orally and in writing. -Students turn direct speech to indirect speech sentences both orally and in writing.
	LISTENING/SPEAKING	-Contrast the following sounds: /f/ and /p/; /r/ and /l/; /ch/ and /s/. -Produce sounds in words and in context. -Use sounds in sentences and identify correct sound used.	-Teacher guides students to produce sounds in words and context. -Students identify correct sound used in context. -Student makes sentences using sounds.
	LITERATURE	-Characterization and summary of the literature texts	-Teacher guides students to discuss: characters and to summarize literature texts. -Students engage in discussion. -Learning resources- literature texts
12	Revision	Revision	Revision
13	Examination	Examination	Examination