JUNIOR SECONDARY SCHOOL 2
SCHEME OF WORK
ENGLISH LANGUAGE
3RD TERM
WK 1: Revision of 2nd Term Work and Examination Questions.
SPEECH WORK: Revision of Stress Intonation.
GRAMMAR : The use of conjunctions – Although and whereas as contrasts.
Reading and comprehension.Reading to understand the Writer’s purpose by identifying the key words in a selected passage.
COMPOSITION: A review of formal letters and informal letters
LITERATURE –IN-ENGLISH: Review of literacy terms and figures of speech.
WK 2: SPEECH WORK: Consonant /t/ and /d/ or /p/ & /b/ at the initial and final position of words.
GRAMMAR: Using despite and inspite reading to summarize the key ideas from different paragraphs.
COMPOSITION: LIT-IN-ENG:- Use the recommended text on Prose:
(ii) more on myths / legends.
WK 3: SPEECH WORK: Consonant sounds /s/$/S/
(Sheep/Cheap, Mash/march/sheep/cheap/
Grammar: The uses of have, has and had
Reading Compilation: Reading to infer the author’s intention in a selected passage.
COMPOSITION: A composition on the topic “Pride Goes Before Fall”.
Lit-In-English: Characterization, Lit-in-Eng: Write a simple story on Honesty and fair play (A recommended text of your own).
WK. 4: SPEECH WORK: Consonant sound /q/ and /a/ think / father, mouth/ father/
GRAMMAR: Synonyms: Using adequate examples.
READING & COMPREHENSION: Reading to identify word/expressions that signal or redirect attention to the main point.
VOC. DEV.: Word Associated with Human Rights.
COMPOSITION: A composition on the topic: The responsibilities of Government.
LIT-IN-ENGLISH: Writing a simple poem on laziness.
WK. 5: SPEECH WORK: Consonant /w/ and /j/ (words University, win/yellow).
GRAMMAR: Antonyms using adequate examples.
Reading and comprehension: As in week 1. Voc. Dev. Conflict resolution.
COMPOSITION: A topic on A Memorable Journey I Once Made.
LI-IN-ENG; Identification of moral import and the recommended prose text. (ii) setting plot on the recommended prose text.
WK. 6: SPEECH WORK: Contrasting: Vowel/u/ and /u:/Luke/Youth, book/food).
GRAMMAR: The use of causative verbs. For example: black to cause to become black. Reading and comprehension as in Week 2.
Voc. Deve: Words associated with Religion.
COMPOSITION: Writing a dialogue
LIT-IN-ENGLISH: Use the recommended text on drama (II) figures of speech in the recommended text.
WK. 7: Speech work: Contrast between vowels/É: /Ù / (caught /come, lawn/love).
School on the field etc).
READING AND COMPREHENSION: As in week 3
COMPOSITION: Composition on the topic: The long/would not like to remember.
LIT-IN-ENGLISH: Use the recommended text on drama.
(ii) Dramatization of same from the recommended text on drama.
WK. 8: SPEECH WORK: Consonant and vowel sounds differentiated.
GRAMMAR: Review of prefix and suffix
READING AND COMPREHENSION: Refer to week 4
COMPOSITION: Write a composition on the topic: The Rich Also Cry”
LIT-IN-ENGLISH: Characterization, Dictation, Plot and theme in the recommended text on drama.
WK 9: COMPOSITION: SPEECH WORK: Review of the consonant sounds with emphasis
on /q/ and /a/.
GRAMMAR: More on Question tags
READING AND COMPREHENSION: Review the language skills.
COMPOSITION: Review the composition of letter writing and essay writing.
LITERATURE-IN-ENGLISH: Review the prose text in use
(ii) Review of Drama text in use.
WK. 10: REVISION
WK. 11 & 12: EXAMINATION
WEEK ONE (REVISION
LESSON ONE: Revision of Second Term Work and Examination.
LESSON TWO: SPEECH WORK: Revision of Stress Intonation.
LESSON THREE: GRAMMAR: The use of conjunctions –
Although and whereas as contrasts.
LESSON FOUR: Reading and comprehension (Reading to understand the
Writer’s purpose by identifying the key words in a selected passage.
COMPOSITION: A review of formal letters and informal letters
LITERATURE –IN-ENGLISH: Review of literacy terms and figures of speech.
WEEK TWO (2)
LESSON ONE: SPEECH WORK:
TITLE: CONSONANT /t/ and /d/ OR /p/ & /b/. – at the initial and final position.
INTRODUCTION: What is a consonant?
Consonant is speech sound which is produced with the obstruction of airstream. The obstruction could be partial or total. When consonant like /P/ is produced, the flow of air is obstructed by the lips. The obstruction here is called total obstruction because the flow of air is completely obstructed for a while. The important thing about the production of a consonant, therefore, is that there is always a degree of obstruction of the airstream from the lungs. The degree of obstruction of the air is one of the three important factors used in classifying the English consonant /P/ to articulate this sound, the upper and lower lips are brought together to obstruct the flow of airstream from the lungs. This obstruction does not last long as there is an immediate release of the air pressure which builds up. There is no vibration of the vocal cords while /P/ is produced. In all, /P/ is a voiceless bi-labial plosive.
Pronounce the following words where /P/ occurs at the beginning or end of the word:
Initial Position Final Position
Pat trap
Pin nip
Pus sup
Pool loop
Pack cap
/b/ – The of articulation of /b/ is similar of /P/. The lips are brought together to obstruct the air which is released with an explosive sound. The only different between /P/ and /b/ is that the vocal cords vibrate during the production of /b/ while they do not for /P/. that is why /b/ is voiced bilabial plosive.
The only spelling symbols for /b/ is “b” but “b” is not pronounced in some words especially where it comes before “t” or when it occur after “M” art the end of a word. Example of such words are: “debt”, “doubt”, “lamb” and “bomb”.
Pronounce the following words with /b/ at the initial and final position.
Initial Position Final Position
Bud dub
Bat tab
Bin nib
Bon nob
Bat tab
Bomb mob.
/t/ – To produce /t/, the tip of the tongue is in contact with the alveolar ridge and this contract obstruct the flow of air. On immediate release, the air pressure escapes with the usual sound. There is no vibration of the vocal cords since the glottis is wide open. This consonant is therefore, a voiceless alveolar plosive. There are many spelling symbols for /t/ and they are as follows:
“t” as in ten, tenth, talk
“tt” as in letter, little, settle
“th” as in Thames, think, thought
“ed” as in looked, hooked, cooked.
The “t” is not actually pronounced in words like “Christmas” “castle, wrestle, listen.
/t/ at the initial and final position.
Initial Position Final position
Tone note
Ten net
Tub but
Tell let
Tap pat
Tip pit
Take kate.
/d/ – The production of sound “d” involves the tip of the tongue in contact results in a total obstruction of airstream which is, however, released immediately with an explosive sound. The vocal cords vibrate as /d/ is produced. While /t/ is a voiceless alveolar plosive. The spelling symbols, for /d/ are “d” as in “did” and “ed” as in “moved”.
This consonant is almost always pronounced wherever is occurs in a word like “handsome”.
Pronounce the following word with /d/ at the initial and final positions:
Initial Position Final Position
Dam mad
Don nod
Down wound
Dog god
Deal lead.
Assignment
Give two words each on the following sounds at the initial and final positions: /t/, /d/, /b/, /p/.
LESSON TWO: READING AND COMPREHENSION.
TITLE: Reading to summarize the key ideas from different paragraphs.
REFERENCE BOOK: New Oxford Secondary English Course BOOK 2 for Junior Secondary School page 132 and 133.
TITLE: The Ojo’s Family
Passage A and B.
Instruction: Student should answer correctly the exercise below.
LESSON THREE: LITERATURE-IN-ENGLISH
TOPIC: MORE ON MYTHS AND LEGENDS
SUB-TOPIC: THEMES IN POPULAR MYTHS AND LEGENDS.
Traditionally, myth is a story about gods or a contrived fable which contain truths beyond scope of reason. The legend on its own, is an oral tale of past heroes, passed from generation to another generation. Legends are based on the history of people.
Assignment
Ask your parent at to narrate an ancient story, while you write it down on your own.
Themes in Popular Myths and Legend
Myth is an ancient story of a race based on its early beliefs passed down from generations, especially on natural events. Have you ever heard of your great grand father, a powerful hunter, who killed an elephant with a mere cap or single-handedly subdued a community and destroy its people? This is an example of a Legend.
Oral – Literature
Orality folk tale/song
Folklore
Oral Poetry Legend
myth
LESSON FOUR: GRAMMAR
TOPIC: USING DESPITE AND INSPITE (with adequate examples)
Despite: This is used to show something happened or is true, although something else might have happened to prevent it. Synonymously, it is used with “inspite” for instance (a) He had to laugh despite his failure
(b) Her voice was shaking despite all effort to control it,
(c) Despite applying for hundreds of jobs he is still out of work.
(d) She was good at Mathematics despite the fact that she found it boring.
Despite (as preposition)
1. Regardless of: Although he might travel been prevented by something e.g. The mission blasted off today, despite the security effort.
2. Contrary to: It indicates that something is done unexpectedly or unintentionally. E.g. She was wounded deeply despite all effort to rescue her.
It can be further used as inspite of, regardless of, not withstanding, (formal) in the face of (slang) even with, even though, although etc.
Assignment
Write five sentences using “despite”.