SS2 English Language Lesson Plan for First Term (Lagos State)

Planning a full term of SS2 English should not take up your weekends. This SS2 English Language lesson plan for first term follows the Lagos State scheme of work week by week, so you can teach straight from it.

Every teaching week is covered, from Oral English to Writing. Before anything else, read the free Week 2 sample below, so you can judge the quality for yourself.

What You Get in the Lesson Plan

• A lesson plan for every teaching week of the term, with a short guide for Week 7.
• Clear learning objectives for each strand, taken straight from the scheme.
• Timed, step-by-step activities for groups, pairs and individuals, so lessons flow smoothly.
• Also included: key vocabulary, resources, content notes, assessment questions and an assignment for each lesson.
• In addition, weekly word lists with home study tasks.
• Finally, both a PDF and a Word file, so you can print the PDF and edit the Word version to suit your class.

Free Sample: Week 2 of the Lesson Plan

Below are two Week 2 lessons, laid out exactly as you will receive them.

SS2 First Term English Language Lesson Plan: Week 2, Oral (Consonant Clusters)

Week	2	Date	____________________
Class	SS 1	Subject	English Language
Period	1 & 2	Duration	80 minutes
Lesson title	Oral	Subtitle	Consonant clusters

Learning objectives

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

• explain what a consonant cluster is;
• identify clusters of two, three and four consonants in given words;
• analyse consonant clusters according to their place in a word (beginning, middle or end);
• pronounce words that contain consonant clusters correctly.

Key vocabulary words

consonant, cluster, initial, medial, final, syllable, symbol.

Resources and materials

• Project English Book 2; New Concept English for Senior Secondary School SS2.
• Consonant chart and flashcards;
• Pronouncing Dictionary by Daniel Jones;
• Tape recorder or audio clip with model pronunciation.

Building background and connection to prior knowledge

In Week 1 students classified the 24 consonant sounds into voiced and voiceless sounds. They can say words such as “street” and “texts” but often drop a sound, for example “tex” for “texts”.

Content

A consonant cluster is a group of two or more consonant sounds that come together in a word with no vowel sound between them. Clusters are made of sounds, not letters. For example, “play” has the cluster /pl/, while “ship” has only one consonant sound at the beginning, /ʃ/.

Position	Two consonants	Three consonants	Four consonants
Initial	play /pleɪ/, blue /bluː/, stop /stɒp/, small /smɔːl/	spring /sprɪŋ/, street /striːt/, split /splɪt/, screen /skriːn/	none in English
Medial	doctor /ˈdɒktə/, number /ˈnʌmbə/, window /ˈwɪndəʊ/	monster /ˈmɒnstə/, empty /ˈempti/, hundred /ˈhʌndrəd/	extra /ˈekstrə/
Final	hand /hænd/, desk /desk/, milk /mɪlk/, world /wɜːld/	next /nekst/, asked /ɑːskt/, helped /helpt/	texts /teksts/, sixths /sɪksθs/, twelfths /twelfθs/

Things to remember. Three-consonant clusters at the beginning of a word always start with /s/, as in spring, street, split and screen. Very few words have four consonants together, and these usually come in the middle or at the end of a word.

Spelling can mislead us. “Box” /bɒks/ ends in the cluster /ks/, and “queen” /kwiːn/ begins with the cluster /kw/. However, “church” /tʃɜːtʃ/ has no cluster, because /tʃ/ is a single sound.

Strategies and activities

1. Listen and spot (15 min). In small groups, students listen to a recording, or to the teacher, reading words such as play, street, next and texts. They write down the consonant sounds that come together with no vowel between them.
2. Build the clusters (20 min). In groups, students use consonant cards to build clusters of two, three and four consonants. They place each cluster at the beginning, in the middle or at the end of a word and write a word for each one.
3. Where is the cluster? (15 min). In pairs, students read a short text given by the teacher, underline the words that contain clusters and mark whether each cluster is initial, medial or final.
4. Say it right (20 min). In pairs, students produce the cluster sounds slowly and then at normal speed. The class chorus the key words after the teacher, and individual students read the sentence “She asked the strong boy to carry the texts to the sixth street.” The class gives feedback.
5. Copy the note (10 min). The students copy the note on the board and ask questions on any part they did not understand.

Assessment (evaluation)

Students are asked to:

• Explain a consonant cluster and give two examples.
• State the number of consonants in the cluster at the beginning of: play, street, small.
• Underline the consonant cluster in: blue, spring, monster, helped.
• Pronounce street, asked and texts so that every sound can be heard.

Wrap up (conclusion)

The teacher wraps up the lesson using the web summary method: the topic is written in the centre of the board and the main points are drawn around it as branches. Next, the teacher corrects the mistakes observed during the assessment.

Assignment

Write the consonant cluster that begins each of these words:

1. play
2. spring
3. small
4. street
5. blue

Theory: (a) What is a consonant cluster? (b) Give two examples each of an initial, a medial and a final cluster.

HOD/VP’s comments and endorsement

SS2 First Term English Language Lesson Plan: Week 2, Vocabulary and Comprehension (Human Body)

Week	2	Date	____________________
Class	SS 1	Subject	English Language
Period	3	Duration	40 minutes
Lesson title	Vocabulary Development and Comprehension	Subtitle	Words associated with the human body system and functions

Learning objectives

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

• identify words that are associated with the human body system;
• generate sentences that contain those words;
• enumerate the functions of the main body systems and organs;
• complete a passage that has numbered gaps with the most suitable words.

Key vocabulary words

system, organ, digestive, respiratory, circulatory, skeletal, nervous, excretory.

Resources and materials

• Project English Book 2; New Concept English for Senior Secondary School SS2.
• Charts and pictures of the body systems;
• Jigsaw word cards;
• A comprehension passage that has numbered gaps, with a list of options from which the most suitable word is taken.

Building background and connection to prior knowledge

In JSS students learnt the parts of the body in Basic Science. They can name the heart and the lungs but often mix up what each system does, and they misspell words such as “oesophagus” and “intestines”.

Content

The human body is made up of systems, and each system has organs that do a particular job. Knowing these words helps us to read passages on health and science and to fill the gaps in a cloze passage.

System	Main parts	What it does
Digestive	mouth, oesophagus, stomach, intestines	breaks down food and absorbs nutrients
Respiratory	nose, windpipe, lungs	takes in oxygen and gives out carbon dioxide
Circulatory	heart, blood, arteries, veins	carries blood, oxygen and food round the body
Skeletal	bones, skull, ribs, joints	gives the body shape and support, and protects the organs
Muscular	muscles, tendons	helps the body to move
Nervous	brain, spinal cord, nerves	controls the body and carries messages
Excretory	kidneys, bladder, skin	removes waste from the body

Cloze passage. A cloze passage has numbered gaps. Read the whole passage first, then choose the option that fits each gap in meaning and in grammar. For example: “The ___ pumps blood round the body.” The best word is “heart”.

Strategies and activities

1. Story line (7 min). In a group, students read the passage on the human body and discuss its story line. They name the body parts mentioned in it.
2. Jigsaw sort (10 min). In pairs, students sort word cards from a jigsaw puzzle into the body systems they belong to and say what each system does.
3. Fill the gaps (10 min). Individually, students complete the cloze passage with the options provided. The class then checks the answers together and explains each choice.
4. My own sentences (8 min). In pairs, students write sentences that contain words from the table, such as digest, inhale and pump, and read them aloud for the class to check.
5. Copy the note (5 min). The students copy the note on the board and ask questions on any part they did not understand.

Assessment (evaluation)

Students are asked to:

• Name five body systems and one main organ in each.
• State the function of the heart, the lungs and the kidneys.
• Use three words from the table correctly in sentences of their own.
• Complete a sentence from the cloze passage with the best word.

Wrap up (conclusion)

The teacher wraps up the lesson using the web summary method: the topic is written in the centre of the board and the main points are drawn around it as branches. Next, the teacher corrects the mistakes observed during the assessment.

Assignment

Choose the best word to fill each gap:

1. The ___ pumps blood round the body. (a) heart (b) stomach (c) skull (d) kidney
2. We breathe air into the ___. (a) bones (b) lungs (c) muscles (d) nerves
3. The ___ controls the whole body. (a) brain (b) rib (c) vein (d) tendon
4. The ___ remove waste from the blood. (a) kidneys (b) lungs (c) joints (d) ribs
5. The ___ gives the body shape and support. (a) skeleton (b) bladder (c) heart (d) windpipe

Then write one sentence each for: digest, inhale and pump.

HOD/VP’s comments and endorsement

Words for the week: partisan, repose, vivacious, surmise, malediction, stoic, tangential, mores.

Unlock the Rest of the Term

The full plan also covers the topics below.

1. Welcome tests, nominalisation of adjectives and verbs, consonant sounds, and summary
2. Expository essay on controlling HIV/AIDS in Nigeria or managing population explosion
3. Nouns and noun phrases, transcription of words, and health vocabulary
4. Pronouns, summary, and vocabulary of building and building construction
5. Word stress, listening comprehension, and the argumentative essay
6. Plural forms of nouns, summary and main points, and stress patterns
7. Mid-term tests, open day and the mid-term holiday
8. Reading to make notes, emphatic stress, and summarising an argument
9. Adverbs and adverbial phrases, colour, smell and taste vocabulary, listening for tone, and the scientific report
10. Adjectival phrases and clauses, rhyme, and creative writing
11. Phrasal verbs, paraphrasing poems and dramatic works, and the informal letter
12. Adverbial clauses, the narrative essay, and summary writing

Frequently Asked Questions

Does the lesson plan follow the Lagos State scheme?

Yes. Each week, topic and objective matches the Lagos State SS2 English Language scheme of work for first term.

What does each lesson plan contain?

Each plan has the lesson header, objectives, key vocabulary, resources, background, content notes, timed activities, assessment, wrap-up and assignment, exactly as in the sample above.

What format does the lesson plan come in?

It comes in both PDF and Word. Print the PDF as it is, or edit the Word version to suit your class and school.

How do I get my copy?

Tap the WhatsApp button and send your order message. We will then confirm payment details and send the files to you.

Does it cover Week 7?

Week 7 is for mid-term tests and the mid-term holiday. The plan therefore gives a short guide for that week, including its word list.

More English Language Resources

Besides this plan, you may need the matching schemes of work and a lesson plan for the next class.

• SS1 English Language Scheme of Work for First Term
• SS2 English Language Scheme of Work for First Term
• SS3 English Language Scheme of Work for First Term
• SS1 English Language Lesson Plan for First Term
• SS3 English Language Lesson Plan for First Term