ENGLISH STUDIES JSS2 FIRST TERM SCHEME OF WORK

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, magazinespoems
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 indentify
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