ENGLISH STUDIES LESSON PLAN FOR JSS2 FIRST TERM
WEEK: 1 DATE: 4TH_8TH SEPT, 2023. CLASS: JSS2
SUBJECT: ENGLISH STUDIES
LESSON TITLE: SOUNDS
SUBTITLE: Revision of Pure vowel sounds
PERIOD: 1 & 2 DURATION: 80 mins
LEARNING OBJECTIVES: By the end of the lesson, students should be able to:
i. Describe the production of short and long vowel sounds;
ii Contrast short and long vowel in pairs;
iii. Produce each of the pure vowel sound appropriately;
iv. Generate words that contrast vowel /i/ and /i:/ sounds.
KEY VOCABULARY WORDS: Monophthong, Diphthong
RESOURCES AND MATERIALS: New English Concept For Junior Secondary School, Bk 2, By, F.Demola-Adeoye, Q Adams, J. Eyisi, J.Eto……..
BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE: Learners have a prior knowledge of the topic.
CONTENT:
There are forty-four sound segments in English comprising twenty vowels and twenty- four consonants.
The production of vowel sounds take place as the air stream flows from the lungs to the mouth without any obstruction.
The vowel in English is classified into two main groups: pure vowels also called monophthongs and diphthongs. The monophthongs are further sub – divided into short vowels and long vowels.
A list of monophthongs /pure vowels
1. /i:/ as in seat, key, chief, people, mete, quay
2. /I/ as in sit, pretty, women, village, enough, waited
3. /e/ as in pen, head, any, bury, ferry, bread, rest
4. /әe/ as in cap, had, hand, plan, tank, sad, mat
5. /a:/ as in hard, father, heart, path, dark, far, arm
6. /D/ or/Ɔ/ as in cot, cock, wash, clock, hot, lot, shop
7. /Ɔ:/ as in court, fork, cork, tall, law, bought, fore
8. /Ʊ/ as in good, foot, cook, book, should, woman
9. /u:/ as in moon, rude, loose, lose, soup, flute, juice
10. /˄/ as in sun, mother, come, cup, fun, money, but
11. /3:/ as in firm, bird, first, shirt, skirt, term, serve
12. /ә/ as in allow, above, around, doctor, sister, alive, forget, religious
A list of diphthongs
1. /ei/ as in play, rake, pale, state, cake, day, wake
2. /ai/ as in pie, my, height, plight, mite, bright
3. /ͻi/ as in oil, boy, buoy, toil, foil, noise, joy
4. /әu/ as in go, hoe, home, no, know, coat, goat, rose
5. /au/ as in house, now, cloud, rowdy, brow, howl
6. /iә/ as in fear, cheer, beer, idea, serious, here, near
7. /eә/ as in pair, air, hair, bare, there, fare, bare, chair
8./uә/ as in tour, moon, poor, pure, sure, lure
STRATEGIES AND ACTIVITIES:
Activity 1: Students, in small groups, watch a short film recording of short and long vowels.
Activity 2: Students, in pairs, listen to pronunciation of pure vowel sounds on a tape recorder.
Activity 3: Weak students are paired up with the brilliant ones during the practice activities of pure vowel sounds.
Activity 4: Students, in pairs, produce the sound appropriately.
ASSESSMENT (EVALUATION):
i. Describe the production of short and long vowel sounds;
ii Contrast short and long vowel in pairs;
iii. Produce each of the pure vowel sound appropriately;
iv. Generate words that contrast vowel /i/ and /i:/ sounds.
WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT: Write five different words that have each of the sounds treated above.
HOD/V. P’S COMMENTS AND ENDORSEMENT:
RECOMMENDED: Lesson Plan For JSS3 First Term
WEEK: 1 DATE: 4TH_8TH SEPT, 2023. CLASS: JSS2
SUBJECT: ENGLISH STUDIES
LESSON TITLE: PARTS OF SPEECH
SUBTITLE:
PERIOD: 3 DURATION: 40 mins
LEARNING OBJECTIVES: By the end of the lesson, students should be able to:
i. DISCUSS Nouns, Pronouns, Verbs and Adjectives;
ii Highlight nouns, pronouns, verbs and adjectives in a passage;
iii Construct sentences using nouns, pronouns, verbs and adjectives.
KEY VOCABULARY WORDS: Nouns, Pronoun, Verbs, Adjectives.
RESOURCES AND MATERIALS: New English Concept For Junior Secondary School, Bk 2, By, F.Demola-Adeoye, Q Adams, J. Eyisi, J.Eto……..
BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE: Learners have a prior knowledge of the topic.
CONTENT:
Nouns, Pronouns, Verbs, Adjectives
As the body of a person has different works or functions, so a sentence is made up of different words performing different functions. Each word is named according to the function it performs in a sentence.
What is a noun?
A noun is a naming word which names people, things, animal, places and ideas e.g., Ade, boy, man, girl, Bisi, woman, child, chief, king, princess, ant, goat, London, school, church, beauty, anger, empathy etc.
A girl was looking for her book.
The book is on the table.
What is a pronoun?
A pronoun replaces a noun in a sentence to avoid repetition e.g she, he, they, we, them, us, her, it, you, herself, whom, that, why etc. She is a good student. I love my dog.
What is an Adjective?
An adjective qualifies a noun, i.e. it tells us more about a noun. E.g beautiful, ugly, emotional, tall, old, fantastic etc.
Examples:
A beautiful woman.
She is beautiful.
An unkempt hair
What are verbs?
Verbs are words that tell the action of the nouns which are usually the subject or objects of the sentence. e.g beat, sleep, sing, talk, jump, dance, has, have, does, may etc. I talk a lot. She dances well.
STRATEGIES AND ACTIVITIES:
Activity 1: Students, as a class, highlight nouns, pronouns, verbs and adjectives in a short passage.
Activity 2: Students, in small groups, discuss all parts of speech.
Activity 3: Students, in pairs, construct different sentences using nouns, pronouns, verbs and adjectives.
ASSESSMENT (EVALUATION): i. Discuss Nouns, Pronouns, Verbs and Adjectives;
ii Highlight nouns, pronouns, verbs and adjectives in a passage;
iii Construct sentences using nouns, pronouns, verbs and adjectives.
WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT: Name the different parts of speech and give three examples each
HOD/V. P’S COMMENTS AND ENDORSEMENT:
English Lesson Plan JSS2 First Term
WEEK: 1 DATE: CLASS: JSS2
SUBJECT: ENGLISH STUDIES
LESSON TITLE: NARRATIVE ESSAY
SUBTITLE: How I spent my last holiday
PERIOD: 4 DURATION: 40 mins
LEARNING OBJECTIVES: By the end of the lesson, students should be able to:
i. Explain what narrative is;
ii. Distinguish narrative essay from other types of essays;
iii. Develop an outline on How I Spent My Last Holiday;
KEY VOCABULARY WORDS: Narrative, Holiday.
RESOURCES AND MATERIALS: New English Concept For Junior Secondary School, Bk 2, By, F.Demola-Adeoye, Q Adams, J. Eyisi, J.Eto……..
BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic.
CONTENT:
Narrative Essay
A narrative essay is an essay that tells or recounts a story, event or an incident. The past tense is used in this type of essay.
Features:
1. Title
2. Body (introductory paragraph, paragraphs by points, concluding paragraph)
Writing an Outline for How I Spent My Last Holiday:
• When the holiday started
• Your feelings towards the holiday i.e happy, unhappy
• Places of interest you visited
• Remarkable things you did or achieved during the holiday
•Conclusion
STRATEGIES AND ACTIVITIES:
Activity 1: Students, in small groups, discus how they spent their long-term holiday.
Activity 2: Each leader of the group presents a short narrative form how they spent their last holiday.
Activity 3: Students, in pairs, read through each other’s composition and correct mistakes orally.
ASSESSMENT (EVALUATION): i. Explain what narrative is;
ii. Distinguish narrative essay from other types of essays;
iii. Develop an outline on How I Spent My Last Holiday;
WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT: In not less than 250 words, write a meaningful account of how you spent your last holiday.
HOD/V. P’S COMMENTS AND ENDORSEMENT:
WEEK: 2 DATE: 11th-15th Sept, 2023. CLASS: JSS2
SUBJECT: ENGLISH STUDIES
LESSON TITLE: Verbs
SUBTITLE: i. Transitive verb ii. Intransitive verb
PERIOD: 1 & 2 DURATION: 80 mins
LEARNING OBJECTIVES: By the end of the lesson, students should be able to:
i) Compare and contrast transitive verbs with intransitive verbs;
ii. Distinguish transitive verbs from intransitive verbs;
iii. Construct sentences using transitive and intransitive verbs.
KEY VOCABULARY WORDS: Transitive, Intransitive.
RESOURCES AND MATERIALS: New English Concept For Junior Secondary School, Bk 2, By, F.Demola-Adeoye, Q Adams, J. Eyisi, J.Eto……..
BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic.
CONTENT:
Verbs are used to say what people do. They express an action. E.g. laugh, walk, run, sleep, and take. some verbs do not express an action. They just say people or things are something. E.g. the verb to be – am, is, are, was, were. Others are have, has, had, can, will, may, shall etc.
Transitive verb:
Before we discuss transitive verb there is the need to discuss object.
Object: Object is the receiver of the action. It shows somebody or something involved in the subject. It is what the verb is done to. e.g.
I took the book. (“book” is the object while “I” is the subject-the performer of the action)
Direct Object: refers to a person or thing affected by the action of the verb.
He opened the door (“door” is the direct object)
Transitive Verbs: they are verbs that take direct object. When a verb has an object that receives the action of the verb, that verb is transitive. E.g.
1. I sold some books.
2. Ngozi took the pen.
3. I understand her question.
4. The woman slapped the boy because he was rude.
The verbs “sold, took, understand, slap” in the above sentences are transitive because they take the direct objects “books, bus, question, the boy”
Other examples of transitive verbs are had, broke, sold, bought, love, throw, develop, kick, eat, see etc.
Intransitive verb: They are verbs that do not take object. So, a verb is intransitive when it does not have an object after it. E.g.
1. I slept at 7pm yesterday.
2. The students in the class are singing.
3. The pawpaw tree fell this morning.
4. She coughed.
The verbs” slept, singing, fell, coughed” are intransitive because they do not take verb what we find after the verbs in 1 and 2 are adverbs.
Other examples of intransitive verbs are run, cry, rise, live, result, dwell, swim, improve, sing etc
STRATEGIES AND ACTIVITIES:
Activity 1: Students, as a class, compare and contrast transitive and intransitive verbs.
Activity 2: Students, in pairs, construct sentences using transitive and intransitive verbs.
ASSESSMENT (EVALUATION): i) Compare and contrast transitive verbs with intransitive verbs;
ii. Distinguish transitive verbs from intransitive verbs;
iii. Construct sentences using transitive and intransitive verbs.
WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT: 1. What is transitive verb?
2. Give five (5) examples of intransitive verb and make sentences with two of them.
HOD/V. P’S COMMENTS AND ENDORSEMENT:
ENGLISH STUDIES LESSON PLAN FOR JSS2 FIRST TERM
WEEK: 2 DATE: 11th-15th Sept, 2023. CLASS: JSS2
SUBJECT: ENGLISH STUDIES
LESSON TITLE: Descriptive essay
SUBTITLE: Writing an outline on A Place of interest I visited
PERIOD: 3 DURATION: 40 mins
LEARNING OBJECTIVES: By the end of the lesson, students should be able to:
i. Distinguish descriptive essay from other types of essays;
ii. Describe places of interest in the city;
iii. Write out an outline on a place of interest I visited
iv. Write exhaustively on: A Place of Interest I visited.
KEY VOCABULARY WORDS: .Descriptive, Paragraph.
RESOURCES AND MATERIALS: New English Concept For Junior Secondary School, Bk 2, By, F.Demola-Adeoye, Q Adams, J. Eyisi, J.Eto……..
BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic.
CONTENT:
A descriptive essay is an essay in which students are expected to give a vivid description of, for example, an object, a person, an animal, a process, etc.
Features of a Descriptive Essay
• It must have a title
• It must be written in good paragraphs
• It must be written in simple present forms of the verbs used.
• The use of good figures of speech is allowed.
•The essay should be logical and clear enough to give a mental picture of what is being described to the reader.
STRATEGIES AND ACTIVITIES:
Activity 1: Students, in small groups, brainstorm on places of interest in the city.
Activity 2: Students, as a class, formulate at least three questions on the topic to be posted to the whole class.
Activity 3: Different groups of students respond to the questions. They brainstorm on the content of the descriptive essay on: A Place of Interest I Visited.
ASSESSMENT (EVALUATION): i. Distinguish descriptive essay from other types of essays;
ii. Describe places of interest in the city;
iii. Write out an outline on a place of interest I visited
iv. Write exhaustively on: A Place of Interest I visited.
WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT: Write an outline on A Place of interest I visited
HOD/V. P’S COMMENTS AND ENDORSEMENT:
ENGLISH STUDIES LESSON PLAN FOR JSS2 FIRST TERM
WEEK: 2 DATE: 11th-15th Sept, 2023. CLASS: JSS2
SUBJECT: ENGLISH STUDIES
LESSON TITLE: CONSONANT SOUNDS
SUBTITLE: Revision of consonant sounds with emphasis on consonant clusters
PERIOD: 4 DURATION: 40 mins
LEARNING OBJECTIVES: By the end of the lesson, students should be able to:
i. Generate words that contain consonant clusters;
ii. Combine Two/three consonant sounds together to form consonant clusters;
iii) Pronounce consonant cluster /kw/, /pl/, /gl/ appropriately in words.
KEY VOCABULARY WORDS: Consonant, Cluster.
RESOURCES AND MATERIALS: New English Concept For Junior Secondary School, Bk 2, By, F.Demola-Adeoye, Q Adams, J. Eyisi, J.Eto……..
BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic.
CONTENT:
/ g, k, l, p, s / are consonant sounds.
/g/ -voiced velar plosive e.g. goggle, dog, good, green
/k/- voiceless velar plosive e.g. key, catch, school,
/l/- lateral sound e.g. love, tall, fellow,
/p/- voiceless plosive E.g. price, puppy, pot.
/s/- voiceless alveolar fricative e.g. crease, purse, peace.
STRATEGIES AND ACTIVITIES:
Activity 1: Students, in small groups, watch how consonants /pl/, /br/, /sk/ and /kr/ are produced in a video.
Activity 2: The leader of each group produces the sounds while other members of the group respond.
Activity 3: Students independently generate words that contain consonant clusters ether at the beginning, middle or final positions.
ASSESSMENT (EVALUATION): i. Generate words that contain consonant clusters;
ii. Combine Two/three consonant sounds together to form consonant clusters;
iii) Pronounce consonant cluster /kw/, /pl/, /gl/ appropriately in words.
WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT: Give word examples of these consonant sounds. /S/, /l/, /p/, /k/
HOD/V. P’S COMMENTS AND ENDORSEMENT:
SAMPLE 1 of English Lesson Plan for JSS2 Pdf/MS Word Format
ENGLISH STUDIES LESSON PLAN FOR JSS2 FIRST TERM
WEEK: 3 DATE: CLASS: JSS2
SUBJECT: ENGLISH STUDIES
LESSON TITLE: Diphthongs
SUBTITLE: /iə/ Sound.
PERIOD: 4 DURATION: 40 mins
LEARNING OBJECTIVES: By the end of the lesson, students should be able to:
i) Distinguish between pure vowel and diphthong;
ii) Produce the sound /iə/ in English words;
iii) Give adequate examples of words that have /iə/ sound;
iv) Pronounce correctly those words correctly.
KEY VOCABULARY WORDS: Diphthongs,
RESOURCES AND MATERIALS: New English Concept For Junior Secondary School, Bk 2, By, F.Demola-Adeoye, Q Adams, J. Eyisi, J.Eto……..
BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic.
CONTENT:
THE VOWEL SOUND /IƏ/
The /iƏ/ sound is a diphthong. Diphthongs are sounds that are produced by gliding from one sound to another, during pronunciation.
The /iƏ/ sound is a diphthong, and it is produced by gliding from sound /i/ to /Ə/. It appears in words that carry “ea”, “e”.
When it appears in words that carry “e”, it is followed by either “r” or “l”, in words like a sphere
Examples of words that carry the /iƏ/ sound are: ear, atmosphere, etc
The /iƏ/ sound appears in different words, in form of the following letters:
• ea- clear, bear
• e- sphere, serious
Steer, Tear, Hear, Mere,Spear, Ear
here, ear, beer, fear, dear, deer,
STRATEGIES AND ACTIVITIES:
Activity 1: Students, in small groups, listen to a recording of diphthong sound on a tape recorder.
Activity 2: Students, in pairs, generate words that contain /iə/ sound.
Activity 3: Students work as individuals to bring out words that contain/iə/ sound from a short passage
ASSESSMENT (EVALUATION): i) Distinguish between pure vowel and diphthong;
ii) Produce the sound /iə/ in English words;
iii) Give adequate examples of words that have /iə/ sound;
iv) Pronounce correctly those words correctly.
WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT: From the words lettered A – D choose the word that has the same diphthong as the one represented by the letter(s) underlined.
Know (a) scrowl(b) now (c) knew (d) sew
Scout (a) plough (b) though (c) route (d) cousin
/әᴜ/ (a) known (b) home (c) house (d) vowel
/ei/ (a) misnomer (b) gown (c) draught (d) lake
waist (a) flew (b) main (c) saw (d) scratch
HOD/V. P’S COMMENTS AND ENDORSEMENT:
ENGLISH STUDIES LESSON PLAN FOR JSS2 FIRST TERM
WEEK: 3 DATE: CLASS: JSS2
SUBJECT: ENGLISH STUDIES
LESSON TITLE: Voice
SUBTITLE: Active voice and Passive voice
PERIOD: 2 & 3 DURATION: 80 mins
LEARNING OBJECTIVES: By the end of the lesson, students should be able to:
i) Compare and contrast active voice and passive voice;
(ii) Distinguish Active voice from Passive voice;
(iii) Give adequate examples of active and passive voice;
(iv) Construct sentences using active and passive forms;
KEY VOCABULARY WORDS: Active, Passive.
RESOURCES AND MATERIALS: New English Concept For Junior Secondary School, Bk 2, By, F.Demola-Adeoye, Q Adams, J. Eyisi, J.Eto……..
BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE: Learners have a prior knowledge of the topic.
CONTENT:
ACTIVE VERBS
An active sentence is one in which the subject performs an action or does something. In this case, the sentence follows the normal order of the subject, verb and object or subject and predicate.
Examples:
Bola\ kicked\ the ball.
Tunde \visits\ a doctor\ every month.
I\ ate \yam\ yesterday.
The children\ are playing\. Football.
All the sentences above are in the active voice.
A passive sentence is realized when the object takes the position of the subject, i.e when the object is mentioned first before the subject.
Often times, passive sentences are used:
When we do not know the subject or performer of the action, e.g. The book was stolen yesterday.
When the subject is not that important:
Examples:
The rice is then boiled for twenty-five minutes.
—— When the performer/subject is known by everybody.
Examples of passive sentences are:
A song was composed by Tayo
The students were flogged by the teacher
Changing Active Sentences to Passive Ones.
To do this, some changes take place:
1. The active object becomes a passive subject
2. The active subject becomes agentive adverbial introduced with the preposition ‘by’
3. An appropriate form of auxiliary ‘BE’ is introduced before the main verb
STRATEGIES AND ACTIVITIES:
Activity 1: Students, in small groups, work together to compare and contrast active and passive voice
Activity 2: Students, in pairs, construct sentences using active and passive voice.
ASSESSMENT (EVALUATION): i) Compare and contrast active voice and passive voice;
(ii) Distinguish Active voice from Passive voice;
(iii) Give adequate examples of active and passive voice;
(iv) Construct sentences using active and passive forms;
WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT: Re-write the following sentences into passive voice:
a.) They make noodles in that factory.
b.) The students made him the class captain.
c.) Ten monkeys ate the banana.
d.) We often said our prayers before going to bed.
HOD/V. P’S COMMENTS AND ENDORSEMENT:
ENGLISH STUDIES LESSON PLAN FOR JSS2 FIRST TERM
WEEK: 3 DATE: CLASS: JSS2
SUBJECT: ENGLISH STUDIES
LESSON TITLE: Elements of composition
SUBTITLE:
PERIOD: 4 DURATION: 40 mins
LEARNING OBJECTIVES: By the end of the lesson, students should be able to:
(i) Discuss the stages of writing a composition;
(ii) Differentiate between pre-writing, writing and editing;
iii. Justify the need for editing; in writing a good composition.
KEY VOCABULARY WORDS: Pre-writing, Writing, Editing
RESOURCES AND MATERIALS: New English Concept For Junior Secondary School, Bk 2, By, F.Demola-Adeoye, Q Adams, J. Eyisi, J.Eto……..
BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE: Learners have a prior knowledge of the topic.
CONTENT:
Composition is also known as continuous writing which involves the use of a lot of sentences to express an idea, one’s opinion or explain a concept.
A composition has a beginning, middle and an end. These parts have specific names- the introduction, the body and the conclusion.
Elements of Composition
Elements of composition are the features or characteristics that make up the composition; they are divided into 3 parts which are: (i) The introduction (ii) The body (iii) The conclusion
• Introduction: is the opening paragraph or the beginning of your composition. An introduction has two important jobs. First, it should capture the reader’s interest and tell what the entire composition is about. This helps the writer focus on the main point. It provides the central idea that all other ideas in the composition must relate to closely.
• Body: Is the content of your essay. The content will contain what you are writing about
•Conclusion: Is the last paragraph or closing paragraph of your essay or composition
STRATEGIES AND ACTIVITIES:
Activity 1: Students, in small groups, brainstorm on pre-writing, writing and editing.
Activity 2: Students, in pairs, justify with good reasons why editing is important in a good composition.
ASSESSMENT (EVALUATION):
(i) Discuss the stages of writing a composition;
(ii) Differentiate between pre-writing, writing and editing;
iii. Justify the need for editing; in writing a good composition.
WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT: A Local Festival
HOD/V. P’S COMMENTS AND ENDORSEMENT:
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