English Lesson Plan For JSS2 First Term

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 Monophthong, Diphthong

WORDS:
RESOURCES AND New English Concept For Junior Secondary School, Bk 2, By, F.Demola-Adeoye, Q
MATERIALS: Adams, J. Eyisi, J.Eto........
BUILDING BACKGROUND Learners have a prior knowledge of the topic.

AND CONNECTION TO
PRIOR KNOWLEDGE
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
1
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 Activity 1: Students, in small groups, watch a short film recording of short and
ACTIVITIES: 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 i. Describe the production of short and long vowel sounds;

(EVALUATION):
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.
2
HOD/V. P’S COMMENTS
AND ENDORSEMENT:
WEEK: 1 DATE: 4TH_8TH SEPT, 2023. CLASS: JSS2
LESSON TITLE: PARTS OF SPEECH
SUBTITLE:
PERIOD: 3 DURATION: 40 mins
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 Nouns, Pronoun, Verbs, Adjectives.

WORDS:

AND CONNECTION TO
PRIOR KNOWLEDGE
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.
3
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 Activity 1: Students, as a class, highlight nouns, pronouns, verbs and adjectives
ACTIVITIES: 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 i. Discuss Nouns, Pronouns, Verbs and Adjectives;

(EVALUATION):
ii Highlight nouns, pronouns, verbs and adjectives in a passage;
iii Construct sentences using nouns, pronouns, verbs and adjectives.
ASSIGNMENT: Name the different parts of speech and give three examples each

AND ENDORSEMENT:
4
WEEK: 1 DATE: CLASS: JSS2
LESSON TITLE: NARRATIVE ESSAY
SUBTITLE: How I spent my last holiday
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 Narrative, Holiday.

WORDS:

AND CONNECTION TO
PRIOR KNOWLEDGE
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.
5
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 Activity 1: Students, in small groups, discus how they spent their long-term
ACTIVITIES: 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 i. Explain what narrative is;

(EVALUATION):
ii. Distinguish narrative essay from other types of essays;
iii. Develop an outline on How I Spent My Last Holiday;
ASSIGNMENT: In not less than 250 words, write a meaningful account of how you spent your
last holiday.

AND ENDORSEMENT:
6
WEEK: 2 DATE: 11th-15th Sept, 2023. CLASS: JSS2
LESSON TITLE: Verbs
SUBTITLE: i. Transitive verb ii. Intransitive verb
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 Transitive, Intransitive.

WORDS:
7
AND CONNECTION TO
PRIOR KNOWLEDGE
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.
8
Other examples of intransitive verbs are run, cry, rise, live, result, dwell, swim,
improve, sing etc
STRATEGIES AND Activity 1: Students, as a class, compare and contrast transitive and intransitive
ACTIVITIES: verbs.
Activity 2: Students, in pairs, construct sentences using transitive and

intransitive verbs.
ASSESSMENT i) Compare and contrast transitive verbs with intransitive verbs;

(EVALUATION):
ii. Distinguish transitive verbs from intransitive verbs;
iii. Construct sentences using transitive and intransitive verbs.
ASSIGNMENT: 1. What is transitive verb?
2. Give five (5) examples of intransitive verb and make sentences with two of
them.

AND ENDORSEMENT:
LESSON TITLE: Descriptive essay
SUBTITLE: Writing an outline on A Place of interest I visited
i. Distinguish descriptive essay from other types of essays;
ii. Describe places of interest in the city;
9
iii. Write out an outline on a place of interest I visited
iv. Write exhaustively on: A Place of Interest I visited.
KEY VOCABULARY .Descriptive, Paragraph.

WORDS:

AND CONNECTION TO
PRIOR KNOWLEDGE
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 Activity 1: Students, in small groups, brainstorm on places of interest in the
ACTIVITIES: 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 i. Distinguish descriptive essay from other types of essays;

(EVALUATION):
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.
ASSIGNMENT: Write an outline on A Place of interest I visited
10
AND ENDORSEMENT:
LESSON TITLE: CONSONANT SOUNDS
11
SUBTITLE: Revision of consonant sounds with emphasis on consonant clusters
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 Consonant, Cluster.

WORDS:

AND CONNECTION TO
PRIOR KNOWLEDGE
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 Activity 1: Students, in small groups, watch how consonants /pl/, /br/, /sk/ and
ACTIVITIES: /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.
12
ASSESSMENT i. Generate words that contain consonant clusters;
(EVALUATION):
ii. Combine Two/three consonant sounds together to form consonant clusters;
iii) Pronounce consonant cluster /kw/, /pl/, /gl/ appropriately in words.
ASSIGNMENT: Give word examples of these consonant sounds. /S/, /l/, /p/, /k/

AND ENDORSEMENT:
13
LESSON TITLE: Diphthongs
SUBTITLE: /iə/ Sound.
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 Diphthongs,

WORDS:

AND CONNECTION TO
PRIOR KNOWLEDGE
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,
14
STRATEGIES AND Activity 1: Students, in small groups, listen to a recording of diphthong sound
ACTIVITIES: 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 i) Distinguish between pure vowel and diphthong;

(EVALUATION):
ii) Produce the sound /iə/ in English words;
iii) Give adequate examples of words that have /iə/ sound;
iv) Pronounce correctly those words correctly.
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

AND ENDORSEMENT:
15
LESSON TITLE: Voice
SUBTITLE: Active voice and Passive voice
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 Active, Passive.

WORDS:

AND CONNECTION TO
PRIOR KNOWLEDGE
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.
16
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 Activity 1: Students, in small groups, work together to compare and contrast
ACTIVITIES: active and passive voice
Activity 2: Students, in pairs, construct sentences using active and passive

voice.
ASSESSMENT i) Compare and contrast active voice and passive voice;

(EVALUATION):
(ii) Distinguish Active voice from Passive voice;
(iii) Give adequate examples of active and passive voice;
(iv) Construct sentences using active and passive forms;
17
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.

AND ENDORSEMENT:
LESSON TITLE: Elements of composition
SUBTITLE:
(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 Pre-writing, Writing, Editing

WORDS:

AND CONNECTION TO
PRIOR KNOWLEDGE
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.
18
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 Activity 1: Students, in small groups, brainstorm on pre-writing, writing and
ACTIVITIES: editing.
Activity 2: Students, in pairs, justify with good reasons why editing is important
in a good composition.
ASSESSMENT (i) Discuss the stages of writing a composition;

(EVALUATION):
(ii) Differentiate between pre-writing, writing and editing;
iii. Justify the need for editing; in writing a good composition.
ASSIGNMENT: A Local Festival

AND ENDORSEMENT:
19
HOW TO GET THE COMPLETE ENGLISH LESSON PLAN FOR JSS1
FIRST TERM
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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

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;

KEY VOCABULARY Monophthong, Diphthong

BUILDING BACKGROUND Learners have a prior knowledge of the topic.

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

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

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

Activity 2: Students, in pairs, listen to pronunciation of pure vowel sounds on a

Activity 4: Students, in pairs, produce the sound appropriately.

ASSESSMENT i. Describe the production of short and long vowel sounds;

iii. Produce each of the pure vowel sound appropriately;

ENGLISH STUDIES LESSON PLAN FOR JSS2 FIRST TERM

WEEK: 1 DATE: 4TH_8TH SEPT, 2023. CLASS: JSS2

SUBJECT: ENGLISH STUDIES

LESSON TITLE: PARTS OF SPEECH

PERIOD: 3 DURATION: 40 mins

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 Nouns, Pronoun, Verbs, Adjectives.

BUILDING BACKGROUND Learners have a prior knowledge of the topic.

CONTENT: Nouns, Pronouns, Verbs, Adjectives

A girl was looking for her book.

The book is on the table.

What are verbs?

Activity 2: Students, in small groups, discuss all parts of speech.

Activity 3: Students, in pairs, construct different sentences using nouns,

ASSESSMENT i. Discuss Nouns, Pronouns, Verbs and Adjectives;

iii Construct sentences using nouns, pronouns, verbs and adjectives.

HOD/V. P’S COMMENTS

WEEK: 1 DATE: CLASS: JSS2

SUBJECT: ENGLISH STUDIES

LESSON TITLE: NARRATIVE ESSAY

SUBTITLE: How I spent my last holiday

PERIOD: 4 DURATION: 40 mins

i. Explain what narrative is;