• 12 Complete Weekly Lesson Plans – Entire First Term covered
• Detailed Scheme of Work – Week-by-week breakdown
• Learning Objectives – Clear, measurable outcomes for each lesson
• Teaching Strategies & Activities – Engaging student-centered methods
• Assessment Questions – Evaluate student understanding
• Assignment Questions – Reinforce learning at home
• NERDC Curriculum Aligned – Meets national education standards
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WEEK 1 | CLASS: JSS 2 | SUBJECT: English Studies

LESSON TITLE: Speech Work – Revision of Pure Vowel Sounds

DURATION: 80 Minutes (Double Period)

Learning Objectives

By the end of the lesson, students should be able to:

1. Describe the production of short and long vowel sounds
2. Contrast short and long vowel sounds in pairs
3. Produce each of the pure vowel sounds appropriately
4. Generate words that contrast vowel /i/ and /i:/ sounds

Content Summary

Pure Vowel Sounds (Monophthongs):

There are forty-four sound segments in English comprising twenty vowels and twenty-four consonants. The production of vowel sounds takes place as the air stream flows from the lungs to the mouth without any obstruction. Vowels in English are classified into two main groups: pure vowels (monophthongs) and diphthongs. Monophthongs are further subdivided into short vowels and long vowels.

The 12 Pure Vowels:

1. /i:/ (Long ‘e’): seat, key, chief, people, mete, quay
2. /I/ (Short ‘i’): sit, pretty, women, village, enough, waited
3. /e/ (Short ‘e’): pen, head, any, bury, ferry, bread, rest
4. /æ/ (Short ‘a’): cap, had, hand, plan, tank, sad, mat
5. /a:/ (Long ‘a’): hard, father, heart, path, dark, far, arm
6. /ɒ/ (Short ‘o’): cot, cock, wash, clock, hot, lot, shop
7. /ɔ:/ (Long ‘o’): court, fork, cork, tall, law, bought, fore
8. /ʊ/ (Short ‘u’): good, foot, cook, book, should, woman
9. /u:/ (Long ‘u’): moon, rude, loose, lose, soup, flute, juice
10. /ʌ/ (Short ‘u’): sun, mother, come, cup, fun, money, but
11. /ɜ:/ (Long ‘er’): firm, bird, first, shirt, skirt, term, serve
12. /ə/ (Schwa): allow, above, around, doctor, sister, alive, forget, religious

Teaching Activities

• Activity 1: Students watch short film recording of short and long vowels in small groups
• Activity 2: Students listen to pronunciation of pure vowel sounds on a tape recorder in pairs
• Activity 3: Weak students are paired with brilliant ones during practice activities
• Activity 4: Students produce the sounds appropriately in pairs

Assessment Questions

1. Describe the production of short and long vowel sounds
2. Contrast short and long vowel sounds in pairs
3. Produce each of the pure vowel sounds appropriately
4. Generate words that contrast vowel /i/ and /i:/ sounds

Assignment

Write five different words that have each of the sounds treated above.

PERIOD 3 | DURATION: 40 Minutes

Learning Objectives:

1. Discuss Nouns, Pronouns, Verbs and Adjectives
2. Highlight nouns, pronouns, verbs and adjectives in a passage
3. Construct sentences using nouns, pronouns, verbs and adjectives

Content:

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.

• Nouns: Naming words which name people, things, animals, places and ideas (e.g., Ade, boy, man, girl, goat, London, school, beauty, anger)
• Pronouns: Replace nouns in sentences to avoid repetition (e.g., she, he, they, we, them, us, her, it, you, herself, whom)
• Adjectives: Qualify nouns; tell us more about a noun (e.g., beautiful, ugly, emotional, tall, old, fantastic)
• Verbs: Words that tell the action of nouns (e.g., beat, sleep, sing, talk, jump, dance, has, have, does, may)

Teaching Activities:

• Students highlight nouns, pronouns, verbs and adjectives in a short passage as a class
• Students discuss all parts of speech in small groups
• Students construct different sentences using nouns, pronouns, verbs and adjectives in pairs

PERIOD 4 | DURATION: 40 Minutes

TOPIC: How I Spent My Last Holiday

Learning Objectives:

1. Explain what narrative essay is
2. Distinguish narrative essay from other types of essays
3. Develop an outline on “How I Spent My Last Holiday”

What is 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:

• Title
• Body (introductory paragraph, paragraphs by points, concluding paragraph)

Outline for “How I Spent My Last Holiday”:

• When the holiday started
• Your feelings towards the holiday (happy, unhappy)
• Places of interest you visited
• Remarkable things you did or achieved during the holiday
• Conclusion

PERIODS 1 & 2 | DURATION: 80 Minutes

Learning Objectives:

1. Compare and contrast transitive verbs with intransitive verbs
2. Distinguish transitive verbs from intransitive verbs
3. Construct sentences using transitive and intransitive verbs

Content:

Verbs are used to say what people do. They express an action (e.g., laugh, walk, run, sleep, 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.

Transitive Verbs:

These are verbs that take direct objects. When a verb has an object that receives the action of the verb, that verb is transitive.

Examples:

• I sold some books. (sold = transitive verb, books = direct object)
• Ngozi took the pen. (took = transitive verb, pen = direct object)
• I understand her question. (understand = transitive verb, question = direct object)
• The woman slapped the boy because he was rude. (slapped = transitive verb, boy = direct object)

Other examples: had, broke, sold, bought, love, throw, develop, kick, eat, see

Intransitive Verbs:

These are verbs that do not take objects. A verb is intransitive when it does not have an object after it.

Examples:

• I slept at 7pm yesterday. (slept = intransitive verb)
• The students in the class are singing. (singing = intransitive verb)
• The pawpaw tree fell this morning. (fell = intransitive verb)
• She coughed. (coughed = intransitive verb)

Other examples: run, cry, rise, live, result, dwell, swim, improve, sing

Teaching Activities:

• Students compare and contrast transitive and intransitive verbs as a class
• Students construct sentences using transitive and intransitive verbs in pairs

Assignment:

1. What is a transitive verb?
2. Give five examples of intransitive verbs and make sentences with two of them

PERIODS 2 & 3 | DURATION: 80 Minutes

Learning Objectives:

1. Compare and contrast active voice and passive voice
2. Distinguish active voice from passive voice
3. Give adequate examples of active and passive voice
4. Construct sentences using active and passive forms

Active Voice:

An active sentence is one in which the subject performs an action or does something. The sentence follows the normal order of subject, verb and object.

Examples:

• Bola kicked the ball.
• Tunde visits a doctor every month.
• I ate yam yesterday.
• The children are playing football.

Passive Voice:

A passive sentence is realized when the object takes the position of the subject (the object is mentioned first before the subject).

Passive sentences are used when:

• We do not know the subject or performer of the action
• The subject is not that important
• The performer/subject is known by everybody

Examples:

• A song was composed by Tayo.
• The students were flogged by the teacher.
• The book was stolen yesterday.
• The rice is then boiled for twenty-five minutes.

Changing Active to Passive:

1. The active object becomes a passive subject
2. The active subject becomes agentive adverbial introduced with ‘by’
3. An appropriate form of auxiliary ‘BE’ is introduced before the main verb

Assignment:

Rewrite the following sentences into passive voice:

1. They make noodles in that factory.
2. The students made him the class captain.
3. Ten monkeys ate the banana.
4. We often said our prayers before going to bed.

PERIODS 2 & 3 | DURATION: 80 Minutes

Learning Objectives:

1. Explain what a tense is
2. Differentiate between present, past and future tense
3. Construct sentences in present, past and future tenses

What are Tenses? Tenses are ways by which we can express ourselves based on the time that events take place. In other words, tenses show the time of an action in a sentence. The verb plays a very important role in tenses.

Present Simple Tense:

Used for actions that take place consistently (habitual actions).

Examples:

• He comes here often.
• They come here every weekend.
• She dances everyday.
• Okocha passes the ball. (sports commentary)

Past Tense:

Examples:

• I worked yesterday.
• Olu passed the last stage of the examination last year.
• He made his way home.
• She sang so beautifully.

Future Tense:

Four major divisions: Simple Future, Future Continuous, Future Perfect, Future Perfect Continuous.

Examples:

• They will finish the work tomorrow.
• He will arrive next Saturday.

Assignment:

Choose the correct verb tense:

1. She ———— take a lot of tea then. (a) use to (b) used to (c) uses to (d) is used to
2. He usually ———- his wife. (a) fight (b) fought (c) fights (d) fighting
3. He told us that the sun ——– from the east every day. (a) rise (b) rises (c) rose (d) risen

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