JSS 2 THIRD TERM SCHEME OF WORK
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 representsthepitch 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 a) even though b) at 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 |
