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ENGLISH LANGUAGE

SS II SECOND TERM


WEEK

TOPIC

CONTENT


ACTIVITY

1

Reading comprehension

Reading for main gist.

Read the passage carefully identify points and their inter relationship with each other. Answer questions an the passage.





Structure

Prefixes as word extension making for new meaning e.g ‘un’ ‘nus’ ‘il’ ‘in’ ‘im’ etc healthy – unhealthy, belief – unbelief spell – misspell understand – misunderstand etc

Explain how prefixes can generate new word and meanings from basic root words. Use prefixes to create antonyms and draw up a list of words to give antonyms of the words using prefixes.





Vocabulary development

Words associated with environment: Meaning, environmental problem e.g; environmental pollution, pest control, bush burning, disposal of refuse, sewage system, smoking, drainages, environmental degradation etc.


Explain meaning of environment, mention types of environmental problems, list the importance of a clean environment and write the environmental problems.

2.

Speech

Listening to poetry for comprehension/pleasure e.g

1. Type dirge, epic, lyric

2. language {a} concise

{b} unique {c} high



Read the poems while students listen. Discuss content of the poem, identify different types of poetry, identify the different types of language of poetry, compose a poem of their own.




Vocabulary Development

Words associated with building with building and building construction {meaning of building, types of words associated with building e.g foundation, walls, land, documents etc.

Define meaning of building, mention types of building, list words associated with building and explain their meanings, use these words in sentences, engage students in spelling drills in words associated with building.





Structure

Preservative prefixes e.g. ‘re’ as in, work – rework

Examine - reexamine

Affirm – reaffirm

Elect – reelect

Form – reform etc.


Explains the meaning of preserve, pronounce the words formed from the suffix, discuss the use of these words and use the words in sentences




Continuous writing

Free writing: (1) A short write – up such as a story, poem, play on anything of interest or a personal experience

(2) Short stories dealing with daily events



(3) features of short stories, plays, poems with attention to literacy devices: rhythm, simile, metaphor etc.





3

Speech

Listening comprehension: listening to summarise speeches, lectures and note making

  • Listen attentively, identify the main point, write down key point or main points from the speech or lecture .







Structure

Figures of speech e.g: Simile, metaphor, personification, hyper-bole, etc

  • Explains figures of speech, mention the different figures of speech and explain them with numerous examples, use them in sentences.







Reading comprehension

Reading for specific structural pattern (selected passages from the main textbook or magazine on topics such as; gender issues, deregulation, religious and ethnic conflicts, human right issues, youth unemployment and restivenss)

  • Read passage carefully, discuss the issues in the passage, identify main ideas in the passage, identify the major phrase style and answer questions on the passage.






Continuous writing

Speech writing: An address given on a prize given day. Features of a speech

  1. Opening greetings

  2. General introduction

  3. The main body

  4. Conclusion

  • Discuss the features of a speech, discuss model speeches and write a well composed address on a prize given day. Teachers should make available sample of speeches presented on a prize given day.




4

Speech

Oral: argument/debate: debates on the following topics:

  1. Capitalism is better than communism

  2. We need health education and inspectors not doctors

  3. University education should be compulsory

  • Students should listen attentively to their class mates during debate. Students should be selected based in the following:

  1. Persuasiveness

  2. Grammatical structures and choice of words/vocabulary

  3. Correctness of pronunciation including word stress pattern and

  4. Fluency students must be encouraged to be observe all these criteria







Structure

Suffixes e.g –able, age, arian, cide, ify etc

  • for all Explain the meaning of suffixes, identify suffixes for creation of relevant words, from basic root words, list words with suffixes and explain their meaning. Make use of these words in sentences




Vocabulary development

Words associated with law and order e.g. order in court, legal actions, police turture, judge, defence lawyer, etc.

  • Explain laws and order, list/mention words associated with law and order and explain their meanings. Use the words in sentences.






Continuous writing

Argumentative essay:

  1. Present a view point

  2. Prove a point (argue for or against a particular view point)

  3. Conclude the presentation. Example;

  1. Military rule is better than civilian rule

  2. Should female circumcision be abolished or other topics

  • Explain argumentative essay. Discuss any argumentative essay, bringing out the validity of their view point in a logical way. Discuss the features of argumentative essay, opening vocatives, introduction, main body, conclusion and also adequate source of information







Summary writing

Reading to pick out topic sentences in paragraphs and longer sentences

  • Read the passage carefully, discuss the main ideas in the passage, identify the topic sentences in the paragraphs of the passage and re-write them using their own words.




5.

Speech

Words stress (monosyllabic and polysyllabic words)

  • Explain word stress. Identify monosyllabic words and polysyllabic words. Give example of words and pronounce the words correctly.







Vocabulary development

Words associated with medicine, diagnoses, hospital, nurses, doctors, clinics, treatment, etc

  • Explain meaning of medicine, list/mention words associated with medicine and explain their meanings. Use these words in sentences.







Structure

Verb forms (participation) active and passive forms of verb

  • Identify the subject and the predicate in a sentence, change active sentences to passive and vice versa. Construct more sentences in the active and passive form




Reading comprehension

Reading for specific structural pattern: passage on scientific report or medicine

  • Read the passage carefully, discuss the main ideas in the passage explain meaning of key words , answer questions on the passage. Explain and discuss the format for writing a report, identify main and supporting ideas e.g.

  1. Introduction; date of the experiment

  2. Purpose, outcome and results of the experiment

  3. Conclusion, write a report arranging ideas in a logical order

6

Speech

Words of five syllables stressed in the first, second, third and forth syllables e.g.

  • Identify words of five syllables, recognize and articulate correctly stress timing in sentences and modulate their voice. Students should be encouraged to use their dictionaries look up stress placement in long words. Cuve more examples of their own correctly.




Structure

Adjectives: (i) types of adjectives (ii) order of adjectives


  • Explain what an adjective is. List and mention the different types of adjectives. Explain the order of adjectives. Use the adjectives in a sentence.






Reading comprehension

Reading to para-phrase poems and dramatic works.

  1. Drama; (a) theme (b) features

  2. Costume

  3. Props

  4. Performance

  5. Audience

  6. Play director

  • Read the dramatic work carefully, discuss the content of the dramatic work, identify the different types of drama, identify the language features, discuss the story effectively and answer questions on the passage.






Vocabulary development

Words associated with government e.g. democracy, electoral commission, legislative, executives, etc.

  • Explain the meaning of government, list/mention words associated with government and explain their meanings. Use the words correctly in sentences.



7

Speech

Words with six syllables stressed on the fifth syllable e.g

  • Identify words with six syllables, recognize and pronounce the words correctly indicating the stressed syllable. Give more examples of their own and use the words in sentences correctly.






Structure

Adverbs (comparison) and functions e.g. much, more, most

  • Explain what an adverb is, give examples of adverb of comparison, explain their functions and use them in sentences.






Summary writing

Reading to summarize a given passage

  • Read the passage carefully, identify main points in the passage, summarise the passage in a given number of sentences.






Continuous writing

Semi – formal letters: (1) features (2) language

  • Explain what a semi-formal letter is. Explain the features of a semi-formal letter, discuss the language of semi-formal letters, discuss model semi-formal letter and write a well composed semi – formal letter. The teacher should discuss WAEC and NECO past questions extensively.



8

Speech

Intonation pattern: expressing surprise/disbelief (exclamation) example: (Ade is a witch) reality?! (Musa is a millionaire) you must be joking! (Rechard is a spy) I don’t believe it (Ibrahim is dead) is he?


  • Act out a dialogue simi- to the examples given




Vocabulary development

Words associated with traveling e.g. car park, air port, journey, adventure, etc

  • Explain travelling. List and mention words associated with travelling and explain their meanings. Use the words correctly in sentences. The teacher should also engage the students in spelling drills on words associated with travelling.






Reading comprehension

Reading to para-phrase a poem (1) types: e.g. dirge, epic, lyric etc. (2) language; concise, unique and high

  • Read the poem carefully, discuss the content of the selected poem, identify the different types of poetry, identify the language of the selected poem and answer questions on the passage using their own words






Summary writing

Reading to summarize an argumentative passage

  • Read passage carefully, identify the main point raised and the line of argument, discuss. The issues raised in the given passage and summarize the passage in a given number of sentences




9

Speech

Rising tune. E.g.

  1. Will you come home tonight?

  2. Can David do this, for me

  3. Help me with this, please

  4. Do this for me, will you?




Structure

Sequence of tense

  • Explain tenses and sequence of tenses. Give examples in sentences correctly. Take note of the existing rules with regards to sequence of tenses






Reading comprehension

Reading to answer questions

  • Read a prose passages that identify different sentence structure that reflect intonation pattern. Discuss the passage, identify main points and answer questions on the passage.






Continuous writing

Informal letters (1) features (2) language

  • Explain what an informal letter is. Explain the features of an informal letter, discuss the language of informal letter, discuss past questions (WAEC and NECO) as many as possible. Read a model informal letter and discuss it. Write a well composed informal letter.



10

Speech

Intonation pattern (falling tone: statement and other types of surfaces) e.g.

  1. There will be a match at the National Stadium tomorrow

  2. There will be a class quiz tomorrow evening

  3. Where are you going?




  • Point out to the students where there should be a fall in tone in a sentence and provide enough exercise in drills and encourage vocal class participation




Structure

Phrasal verbs with more than one particles e.g. cut down on, get away with, stay away from, etc

  • Explain what phrase verbs ar. Identify them in sentences, give examples and explain their meaning. Use the phrasal verbs in sentences.







Vocabulary development

Words related to sports

  1. Names of major national games e.g. handball, netball, polio, cricket, football, etc.

  2. Words for sporting activities: tournament, cantest, championship, round, head bont etc.

  3. Venues of sports: stadium, arena, tennis court, boxing ring, football field, race course, track lane etc.

  4. Sports official: umpire, coach, referee etc

  5. Games result: losers, winning side, state mate, championship etc

  6. Performance: an exciting match, an uphill task, hat trick, terrible performance, brilliant performance etc

  • List different kinds of games played in the country, read passages in sports from national dailies or other articles, listen to a live broad cast of a major national football match or other tournament at home, make a list of descriptive match used by the sports commentator, explain meaning of words related to sports and use them in sentences correctly

11

General revision






12

Examination/closing







ENGLISH LANGUAGE SCHEME OF WORK FOR

SS II THIRD TERM


WEEK

TOPIC

CONTENT


ACTIVITY

1

speech comprehension

Listening comprehension: listen to speeches and other oral presentations for critical evaluation

  1. Listen carefully to a given speech

  2. Meaning of critical evaluation

  3. Aspect of critical evaluation

  4. Essence of critical evaluation

  5. Listen to selected passages on critical work

  6. Highlighting

  1. Facts

  2. Opinions

  3. deductions




Explain what is required of critical evaluation in speeches, listen to practice critical evaluation of the speeches through extensive discussion either in groups or as a whole class. Different facts from opinions in the speeches




Structure

Introduction to clauses

  1. features of a clause

  2. types of clauses

  1. dependent

  2. independent clauses




Explain what a clause is. List and explain the features of a clause. Explain the types and give examples of clauses




Vocabulary development

Words associated with agric and horticulture e.g. livestock and domestic animals, dairy products, land, flowers, plants, farming animal disease, types of food produce, vetenary medicine farm manager

Explain agriculture and horticulture. Mention and write words associated with agriculture and horticulture. Explain their meanings and use them correctly in sentences. Teachers should encourage students to mention as many words as possible, and use them to make correct sentences and engage students in spelling drills.



2.

Speech

Listening comprehension: listening to debates for main points and passing judgment

  1. Tape – recorded debates

  2. Radio broadcast

  3. Short debates between two selected members of the class as selected topics such as; rejection of fraud, cheating, bribery and corruption, economy etc.



Explain what a phrase is and what a clause is. Differentiate between a phrase and a clause using examples. Identify phrases and clauses in sentence




Reading comprehension

Reading to answer question on a given passage

Read the passage carefully, identify difficult words, explain their meanings and answer questions on the passage.





Vocabulary development

Words associated with commerce e.g. good/services, price index, market, buyer, seller, industry etc.

Explain commerce. Mention words associated with commerce. Explain their meaning, engage students in spelling drills. Use the words in sentences correctly.



3

Speech

(oral) giving clear, concise and correct directions. Relevant textbooks and passages that have to do with new locations e.g. travelling to a new town, village, market, ways to cities

Explain what road sign boards are. Read posters and charts. Listen attentively to discussion in class and exchange views on the signs. Use these signs to give clear, concise and correct directions in sentences. Put these directions down in writing.





Structure

Noun clause: types and functions. E.g.

  1. Noun clause

  1. Noun clause as subject

  2. Noun clause object etc

  1. Grammatical function

Explain Noun clause. Cite many examples. Mention and explain the different types of Noun clauses. Explain their functions and identify them in sentences and passages in reading comprehension. The teacher is advised to expose students to as many exercises as possible on noun phrases to make them conversant with the grammatical structure.





Summary writing

Reading to summarize in a specific number of sentences

Read the passage carefully. Identify topic sentences and main ideas. Summarize in a given number of sentences.





Continuous writing

Expository essay. E.g.

  1. Explain a process

  2. An idea

  3. Give directions

  1. Features; topics such as

  2. How to prepare a favourite meal, societal ills and diseases




Explain expository essay. Read and discuss model expository essay. Identify features of an expository essay. Write a well composed expository essay

4

Speech

Sentence stress: emphatic stress. E.g.

JAMES borrowed the novel (James and not anybody else borrowed the novel)



Explain what emphatic stress is. Answer exercises on emphatic stress. Make sentences using emphatic stress





Structure

Adjectival clauses:

  1. Position in sentences and grammatical functions

  2. Relative pronouns used to introduce Adjectival clauses. E.g. who, which, whom etc

Explain what an Adjectival clause is. Cite many examples using sentences. Engage in as many exercises as possible and state the functions. Identify Adjectival clauses in sentences and passages in reading comprehension. Make use of Adjectival clauses in sentences.






Reading comprehension

Reading for implied meaning

Read carefully to grasp main points extract main points from the passage and write the difference between stated and implied meaning. Answer questions on the passage.





Continuous writing

Article writing (introduction, illustration and practice)

Discuss the format for writing articles, expose students many illustrations read and discuss a mode. Discuss past questions (WAEC and NECO) on article writing. Write a well composed article

5

Speech

Consonant sounds: plosives; b/and/pl, it/and /d/, /k/ and /g/

Identify the sounds pronounce the sounds correctly, mention words with the Consonant sounds. Expose students to letters represented by these sounds, use the words where they occur in sentences. Students should be encouraged to mention as many words as possible, words with these Consonant sounds .





Structure

adverbial clauses: types and functions

Explain what an adverbial clause is. Mention different types of adverbial clauses. Identify the adverbial clauses in sentences and passage in reading comprehension. State the functions of adverbial clauses. Use the adverbial clauses in sentences correctly.





Reading comprehension

Reading for meaning in context

Read the passage carefully, bring out difficult words or key words, explain their meaning according to context of usage in passage substitute the words with another suitable words. Answer questions on the passage read.





Continuous writing

Informal letter: features and language

Explain what an Informal letter is. Explain the features and language of an Informal letter. Read and discuss a model Informal letter. Discuss past questions (WAEC and NECO) an Informal letters and write well composed Informal letter.



6

Speech

Speaking to persuade, convince and sway opinion on topics like;

  1. Cultism

  2. Population/family life education

  3. Environmental issues

Listen attentively to any of the topics discussed by the teacher. List key words in the discussion, identify sentences types used for persuasion and give their opinions and any of the treated topics.





Structure

Auxiliary verbs e.g. modal Auxiliary and primary Auxiliary verbs

Explain what Auxiliary verb is. Mention and explain the types of Auxiliary verbs. Identify them in sentences and use them to construct correct sentences.





Vocabulary development

Words associated with plumbing e.g. pipes, plumber, connect, plumb line, sink, tap etc.

Explain plumbing’ mention words associated with plumbing. Spelling drills on words associated with plumbing. Explain the meaning of the words and use them in sentences.





Continuous writing

Semi – formal letter

  1. Features

  2. Language

  3. Difference between Semi – formal letter and informal letter

Explain what a Semi – formal letter is. Explain the features of a Semi – formal letter. Read a comprehension Semi – formal letter and discuss the features and context in relation to language. Differentiate between a Semi – formal letter and informal letter. Discuss WAEC and NECO past questions on Semi – formal letters. Write a well composed Semi – formal letter.


7

Speech

Consonant sound; nasal: /n/, /m/ and /g/

Identify the sounds in words. Pronounce the words correctly. Mention words with the nasal sounds. Identify the letters represented by the nasal sounds, give more examples of words and use the words in sentences.






Structure

Concord (agreement between subject and verb)

Explain Concord between subject and verb in a sentences. Give examples in sentences and explain the various ways of showing Concord between subject and verb





Summary writing

Summarizing a given passage in a specific number of sentences

Read the passage carefully. Mention and discuss the main ideas in summarise the passage in a specific number of sentences.





Continuous writing

Formal letter

  1. Types

  2. Features of Formal letters

  3. Language

Explain what a Formal letter is. Mention the various types and discuss them. List and explain the features of a Formal letter. Read a sample of a Formal letter in class. Discuss the content, features and language of a Formal letter with regards to the letter read. Discuss more past questions on Formal letters and write a well composed Formal letter. Students should be exposed to the differences between the different types of letters (formal, semi-formal, informal letter)


8

Speech

Rhymes e.g. obtain – detain

Explain rhymes, give examples of rhyming words. Engage students in pronunciation drills .






Structure

Adjuncts

Identify Adjuncts. Explain what Adjuncts are. Give examples of Adjuncts and use them in sentences





Continuous writing

Exposition on scientific facts

Explain Exposition and scientific facts. List and explain the features of Expository essay. Read and discuss a model Expository essay on scientific facts. Write a well composed expository essay.





Reading comprehension

Reading to answer questions on a given passage

Read passage carefully. Mention and discuss main ideas. Identify and explain meaning of key words. Answer questions on the passage.






Speech

Consonants /s/and /z/, /s/ and /z/, /ts/ and /dz/

Pronounce the Consonants. Identify the Consonants in words. Identify their differences and give examples of letters represented by the sounds. Give examples of words with the Consonants and use them in sentences





Structure

Tag questions. e.g. this is your book. Isn’t it?

Identify Tag questions in sentence structures. Explain what they are. Give examples of Tag questions in sentences




Summary writing

Using simple sentences in summary writing

Read passage carefully, identify the main points in the passage. Write out the main points using simple sentences.





Continuous writing

Argumentative essay (debate)

Explain features of debate in writing with reference to opening vocatives, body and conclusion. Discuss debate topics and write a well composed debate.



10

Speech

Sibilants and the ‘s’/’es’ suffixes

Identify these Sibilants. Pronounce them correctly and identify the changes in pronunciation as these suffixes are added to the root words.






Structure

Complex, compound, compound complex sentences

Explain the different sentence structure and give examples of each.





Reading comprehension

Reading to answer questions on a given passage

Read the passage carefully, bring out the main points and answer questions on the passage.


11

Speech

Revision of consonants

Identify the twenty-four consonants. Engage students in pronunciation drills. Give examples associated with the sounds.






Structure

Idiomatic expressions e.g. under a cloud, take heart, hold your head high, etc.

Explain the meaning. Give examples of Idioms and explain their meanings and use them in sentences correctly.





Reading comprehension

Revision on guide lines to answering comprehension exercises


Practice on reading comprehension exercise




Summary writing

Guidelines to answering summary writing exercise.


Practice on summary writing exercise

12

General revision

General revision

General revision

13

Examination

Examination

Examination

GENERAL MATHEMATICS
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