English Language Lesson Note for JSS2 (1st, 2nd & 3rd terms)



English Language Lesson Note for JSS2

Updated 2023

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English Language Scheme of Work for JSS2 First Term









Understanding the writer’s purpose to persuade, inform, convince.


Writing (an


Story or passage on adverse effects of some chemicals used in cosmetics or any relevant story or passage

Highlight main and supporting ideas.


Listening and


Revision of sounds:-

Vowels:- a, e, I, o, u

Give phonetic symbols and words.

 containing the sounds e.g.-/i/ sit sip giggle


Grammatical Accuracy

Parts of speech:- nouns and pronouns.

Identification of nouns and pronouns in given passage on environment

Identify features of nouns and pronouns

Identify functions of nouns and pronouns.



short stories

And novel lets.

Short stories/ novelettes based on effects of climate e.g. floods, depletion of the ozone layer, environmental population etc.



Understanding the writer’s purpose in a passage e.g. to irritate, annoy, please and entertain.


Writing (an


Arrangement of ideas in logical sequence, write appropriate introduction and effective conclusion.


Listening and


Revision of sounds:-

Consonants:-t, g, k

Give phonetic symbols and word containing same symbols.

/t/:- telephone, seat, settle.


Grammatical Accuracy


Identification of verbs in given passages (from the text or story) as value orientation or any relevant passage.

i). identify features of verbs

ii). Identify functions of verbs e.g. express action.



Short stories/ novelettes based on road crashed or any relevant story/ passage.



Reading for meanings of words in various context through

Clues provided by surrounding words.




Types of composition

– Narrative

– Identify a narrative composition

– Steps in composition writing

1. Introduction

2. Body

3. Conclusion


Listening and


Vowel sounds: – /i/ and /i:/

identify contrast in sounds

identify words containing sounds in the beginning, middle and end of  word e.g.

/i/:- sit, sip giggle.


Grammatical accuracy


Identification of adjectives from given passage – gender issues

Identify features of adjectives

Identify functions of adjective eg quality noun/ pronoun

Make sentences with adjectives.




Folktale:- Nigerian and African folktales.

Identify features:- didactic, entertaining, magical, riddles etc



To identify the meaning of words in various contexts through use of alternative words that can fit into the context.




 Type of composition


Identify description composition

Steps in composition writing:- introduction, body and conclusion.



Listening and


Vowel sounds:-/›/ /›:/

Identify contract in vowel sounds

Identify words containing sounds in different positions:- beginning, middle and end of a word.



Parts of speech: – conjunctions.

Identification of conjunctions from given passages on:- population/ family life.

Identify features of conjunction

Give functions of conjunction.




Popular myths/ legends:-African and non African

Identify features of popular myths / legends:- magic, super natural, superstitious etc.




Selected passage on contemporary issues e.g. Hiv/Aids, mobile communication

Identify purpose in selected passage e.g. dissuade , stimulate through or indoctrinate




Type of composition: argumentative

List elements of composition

Arrange ideas generated in logical sequence


Listening and speaking (Vowel Sounds)

Give phonetic symbol and words containing /Λ/ and /ə/ e.g. /Λ/ bus money coming

/ə/away tattoo neither

Identify contrast


Grammar/ Structure (Preposition)

Identify prepositions from selected passage

Identify function features of preposition

Make sentences with preposition


Literature (Prose)

Short story: discuss features plot, characterization, style, theme, language.


Reading (Critical Reading)

Meaning and steps of critical reading: reading to evaluate information presented

Surveying: a quick glance of what book or passage contains by looking at table of contents or section by section sub- heading.


Writing: Composition

Type of composition: expository

Generate ideas for expository essay

Produce  a draft


Listening and speaking (Consonants)

Introducing consonants/f/ and /v/

Words containing sounds e.g. /f/ photograph, funny

Production of sounds in context and isolation


Grammar / structure (Tenses)

Simple present and past tense

Identify in given passage

Indicate when used e.g. simple present – for action currently going on: he works in the city etc

Simple past e.g. regular or repeated action in the past:- the children attended the local primary school.



Literature (Poetry)

Selected poems –

i) discuss meaning and contents of poems

ii) Identify language.


Reading: critical reading step ii, skimming

Identify main points and major sub- theme of selected passages.

Identify opinions in selected passage.


Writing: letter writing: informal letter.

Format of informal letters

Situations used


Listening and speaking : consonants /dz/ and /ts/

Words containing sounds e.g.

/dz/: judge, rage, range

/ts/: recharge, check, chain

Produce sound in context and in isolation



structure: future tense

– Identify future tense in selected passage

– Indicate when used: e.g. to produce or say what is likely to happen in future. Work will begin next week.


Literature: drama

Read selected drama text and identify themes, setting, plot, characterization


Reading: critical reading steps

Meaning of :

iii) line by line reading

iv) recall and

v) Review.

– line by line reading : slow and more concentrated reading of passage in sections and paragraphs

– recall: going over what has been read and retained

– review: going over prevision steps



Writing: formal letter

Format of formal letters

Situations used


Listening and speaking : consonant/ѳ/ and /϶/

Words containing sounds e.g.

/ѳ/ thief, through, thin

/϶/ the , there, therefore

Produce sounds in context and in isolation


Grammar/ structure: adverbs

Identify adverb in selected passages

List functions and features of adverbs.

Make sentences with adverbs.


Literature: prose

Read selected passage or text

Discuss features: plot, characterization, theme, language.



Reading: identify meaning of words in context.

Read selected passage

Use context to explain meaning of words

Give alternative words to target words


Writing: guided composition

Select topic for writing

Generate ideas for introduction, body

Write a draft


Listening and speaking: consonant /n/and/ŋ/

Words containing sounds e.g.

/n/ twenty, nonsense, ninth.

/ŋ/ song, bank, spanked.

Produced sound in context and in isolation


Grammar / structure: verb: irregular verb

Categories of irregular verbs

Have the same form:


In finitive

Past tense










have two past tense past participle:

infinitive  past tense       past participle burn            burned/burnt   burned/burnt

Spoil spoiled/spoilt    spoiled/ spoilt etc.



Literature : drama

Read selected drama text and identify themes , setting, plot, characterization


Reading : reading to understand purpose

– Identify purpose of writer from use of certain expressions/key words.

– Select passage on contemporary issue: eg inflation, corruption.


Writing: Letter writing: A letter to your father describing your school.

– Identify type of letter

– List features of type of letter

– Write letter a model format


Listening and speaking : consonants

/k/ and /g/

Identify words containing sound e.g.

/k/ chemistry, kerosene, cattle

/g/ girl, goat, gun.

Produce sound in isolation and in context.


Grammar/ structure: verb: transitive and intransitive

Transitive verbs: can take direct object:- the men love their children

Intransitive verbs: take no object- the situation improved.

Make sentences using transitive and intransitive verbs



Literature : Prose

Discussion of themes, plot and setting of literature text.


Reading : reading  to identify facts and opinions

Read passage and identify facts and opinions

Select passage on: the merits of exclusive breast feeding for infants”. Or any relevant passage


Writing : writing outlines

From a selected passage highlight:

Main and supporting ideas

Arrangement of ideas in logical sequence

Introduction and conclusion.


Listening and speaking: consonants

Introducing consonant clusters

Identify clusters from selected passage.

E.g. I) two consonants= maps, hand

Ii) three consonants = ants, camps masks

Iii) four consonants = prompts, exempts



Grammar/ structure: classifying adjectives

Identify classes of adjectives  e.g.

Colour adjectives-

She has light brown hair

It was a bright green hat.

Compound adjectives:

A grey- haired man

A part time job etc.



Literature: poetry

Selected  poems or text

Identify meaning, themes and language used.







English Language Lesson Note for JSS2 First Term

Please contact us on WhatsApp (08099001199) to get our comprehensive lesson notes just for N500 per subject and per term.

English Language Scheme of Work for JSS2 Second Term






Resumption test

Resumption test


Reading: to indentify meaning of words in context.

 Read selected passage: identity meaning of words through provided by surrounding words

-provide alternative words that fit into the context.


Writing: an application for employment

– write model application for employment

– review features of a formal letter.


Listening and speaking: diphthongs.

– Introducing diphthongs: /ei/ e.g. day

– A diphthong has two sounds which are joined together as they are pronounced.

– The first of the two sounds, gains more loudness than the second.



Grammar/Structure conjunctions

– Correlative Conjunctions: usually have two parts .

(i) Both …. And = both the boy and girl

(ii) Either ….. or = either the boy are here or the girl is here now.

(iii) Neither …. Nor = neither the boy nor the girl is here.



Literature: myths and legends.

– Retell popular myths and legends in various Nigerian communities

– Find out popular myth/ legend in the FCT


Reading: reading for speed.

– Condition for reading for speed:

– Good eye sight

– Avoiding word vocalization during reading

– Increasing eye span while reading,

Reading pharses instead of words.


Writing: Element of composition.

– Elements of composition: the introduction.

– Introductions are made with specific considerations for purpose and audience to which the writing is addressed.

– Teacer guideS students to write introductions for various types of writing.



Listening and speaking.

Diphthongs /ai/ as in = mice, t ie, eye


Grammar /Structure prepositions    

– preposition with time and date e.g

– on Christmas day

– In august 1981

– On the morning of 20th June.


Literature – Prose     

– Introduction of literature text (prose) and answer biography.


Reading: Reading for speed 

– Techniques of speed reading;

– Surveying, scanning, skimming

– Techniques employed to obtain the main substance in a text or a particular piece of information.


Writing – composition   

– Element of composition: the body.

Building up the main body of a composition

– Develop main points sub- theme/ points

– Arrange ideas in logical sequence.



Listening/ speaking: stress pattern

– Stress pattern- two syllable word with stress on the first syllable e.g lawyer, tailor, speaker, teacher e.t.c

– Two syallable word with stress on the second syllable e.g today, CONNECT, Fifiteen e.t.c



Grammar / structure: verbs active and


– A verb is active when the subject performs the action described e.g

– The boy threw the ball

– I lost the ring.

– A verb in passive when the subject in the recipient of the action of the verb e.g:

– The ball was thrown by the boy.

– He was fatally wounded.



Literature: Drama.

– Read selected drama text

– Identify type- comedy or tragedy

– Discuss features: theme, costumes, e.t.c



– Reading to identify writers intention

– Identify the different expressions used by another to point to the readers their intentions.

– Select passage on contemporary issues e.g

Environmental issues.


Writing: composition

– Elements of composition: the conclusion: contains final points, observation and a stand on issues discussed

– Conclusion is not a repetition of points earlier made.



Listening and speaking:

Stress pattern- three syllable word e.g

Pho/to/graph, mi/ni/mum,. Bro/ther/hood, un/der/stand, bri/ga/dier.


Grammar /structure: adverbials.

Adverbial phrases: when the grammatical function of s single word adverb can be performed by a phrase it in an adverbial phrase e.g

– I saw both of them very recently.

– They live very close

– The students are working really hard.



Literature: Poetry.

– Read selected poems.

– Discuss meaning, theme and language.


Reading : Comprehension

– Read at the right speed

– Give correct answers to

Comprehension question that demonstrate improvement in reading speed.


Writing : writing an outline.

– select a topic

– generate ideas for introduction, body and conclusion.


Listening and speaking.

– Stress patterns: number stressing

(i) Number in teen have stress on the syllable e.g four, TEEN, SIX TEE. NINE’ TEEN.

(ii) Numbers in tens have stress on the first syllable e.g. Sixty, fourth, seventy.



Grammar / structure : adjective-comparative forms.

– Comparative forms of adjective used to indicate that something has more of a quality than something else.

– Identify comparative adjective in selected passages / sentences e.g

She is prettier than her sister.



Literature: Prose

– Reading a literature text.

– Discuss story line and characterization.


Reading: Critical evaluation.

– Read selected passage

-Identify facts presented by author

– identify author’s techniques

– evaluate author’s point of view.



Writing: formal letter.

– Convention of body of formal letters.

(i) Formal salutation: eg dear Sir/Madam: dear Mr. present.

(ii) Signature of the writer: below the signature writer puts his/her name

(iii) Language form used .eg

– Carefully structed sentences

– Right vocabulary for the particular issue in question.



Listening and Speaking: diphthong.

– Pronounce sound in context and in isolation

(i) /ᴐi/ boy, toy, boil,coin.


Grammar /Structure: active and passive voice.

– More practice on active and passive voice.

– Turn sentences where the active voice occurs to passive e.g

– The robbers broke the door.

– The door was broken by the robbers.


Literature : Drama

– Reading a drama text.

– Discuss plot and characterization


Reading: Comprehensive.

– Reading and answering questions from recommended text.


Writing: composition.

– Write a composition on the topic

Poverty and hunger’ or ‘a day I would never forget’.

– Keep to the three parts of the composition – introduction, body and conclusion.



Listening and Speaking: rhymes.

– Rhymes: two words that end with the same sound e.g hat and cat.

– Identify words that rhyme with a given word.


Grammar /Structure. Future tense.

– The use of ‘will’ and ‘shall’ to express future action

(i) ‘I’ and ‘we’ only can be used with shall e.g I/we shall go to Lagos tomorrow

(ii) They, you, he she,. It,- cannot go with shall only will’ e.g  he./she will go to Lagos tomorrow.



Literature: Poetry.

– Select a poem in which some lines rhyme.

– Ask questions to draw out meaning

– Identify words/lines that rhyme.



Reading: Reading to increase vocabulary

– Select passage from a particular field, e.g banking e.t.c

– Identify words peculiar to banking sector

– Use such words in sentences.


Writing: Informal Letter.

– Write a letter to your uncle who has just received a national award.

– Review feature of an informal letter


Listening and Speaking.

Stress patterns: words that are not stressed.

(i) Pronouns and possessives e.g he,she, it , my, his,

(ii) Auxiliary verbs e.g can, may, was, are, has.

(iii) Artictes e.g a , an, the .



Grammar /Structure.

– Adverb, conjunctions and preposition in selected passages

– Identify in selected passages.


Literature prose

– Read recommended literature text

– discuss story line and characterization.


Reading: Reading for speed.


– Select passage in relevant issues of interest.

– Practice rapid reading

– Ask question to measure comprehension.


Writing: a narrative essay.

– Write a narrative essay on any chosen topic

– Ensure ideas follow a logical sequence.


Listening and speaking.

Introducing intonation patterns

(i) Falling intonation: when a tone falls e.g she is beautiful

(ii) Rising intonation: when a tone rises from low and gets to highest level e.g can I see you please?



Grammar / structure.

– Nnouns number possessive form and gender

– Nouns forming a regular plural e.g kiss- kisses

Bush – bushes e.t.c

– Possession e.g Joe’s shoes, the peoples wishes

– Gender:

– Masculine e.g. king, boy, father, bull, lord

– feminine e.g. queen, girl, cow, lady

– Common –may be either male or female e.g.

– Reuter- nouns that are neither male nor female e.g. table, house, money airport.








English Language Lesson Note for JSS2 Second Term

Please contact us on WhatsApp (08099001199) to get our comprehensive lesson notes just for N500 per subject and per term.

English Language Scheme of Work for JSS2 Third Term





Resumption test

Resumption test



– Identifying topic sentences

– Identifying key ideas

– Identifying words/expressions that redirect attention to main points in paragraphs and passages that reflect on issues of national concern e.g. population explosion, youth unemployment.



Summary writing on selected passage/materials. On contemporary issues such as

– the roles of consumer in the market e.g.

i). buying goods and services

ii). Providing teed back in goods and services.



Adverbial clauses:-

1). Adverbial clause of purpose e.g. He went to bed early so that he will not be late to school.

2). Identification of adverbials in given passages on:-

i) Our culture

ii) Human Right



Vowel – /a/ and /a:/

/a:/ = fart, cart, harm

/a/ = man, rag, batch.



Types of poetry:-

Epic, lyric, ballads and dirge.



Summary reading techniques:-

1). Identifying topic sentences key and words and expression that signal attention to the main points from paragraphs and passages that reflect issues of national concern e.g. hunger/poverty or any relevant topic.



Summary writing on selected passages on contemporary issues such as:-

i) Factors that influence buying decisions.

ii) Consumer decision making process

– impulse buying

-rational buying



Adverbial clause:-

Forms of expressing conditions e.g. if, unless, provided, as long as etc.

– introduces a possible situation and its consequences e.g.

i). if you do well in your exams, you will easily get into University.




i. rising tone

– rises from low pitch slowly until it gets to the highest level.


– For making request

– for asking yes or no questions.

– for making controversial statements.



Language of poetry:- concise, unique, high.



Reading to identify facts and opinions e.g. “The merits of exclusive breastfeeding for infants” or any other topic of interest.



Speeches or materials (live or recorded) based on any of the following:

1). The family

a. nuclear

b. extended

2). Discipline in schools

3). Our environment

4). Examination malpractice etc.




– Present Perfect – an action that has been completed e.g. They have heard the news of his death.

– Past perfect tense – action had been concluded e.g. They had heard the news of his death.



Intonation: falling tone

1. This represents the pitch that falls.

Its functions:-

– For making commands (imperative statement) e.g. walk out of here!

– For making questions starting with interrogative adverbs; WH questions e.g. How many are they? Who saw them? Why are you here?




i. Narrative

ii. Ballads

– Identify each of these poems

– Identify language used in each of them.

– Identify the theme of the poem.



1. Identify key points/ideas in different passages/paragraphs presented.

2. Write summary of passage/paragraph given.



1. Speeches and materials (recorded or live) based on selected topics e.g examination malpractice.

2. Identify possible interpretations based on material presented



Tenses:-Past Continuous Tenses:- refers to a continuing action that happened in the pasty.

i. Sentences/paragraphs with the Past Continuous Tense.

ii. Identify the given tense from passage e.g.

was sewing the dress until midnight.

We were doing it.



Intonation:- Rising Tone and Falling Tones

-Present sentences/ passages with rising and falling tones.

-identify the tones in the given sentences/passages.



1. Drama Text:-

– Kings of Drama:- Comedy and Tragedy.

– Features of Drama:- Theme, stage costumes e.t.c.



Reading to answer questions:-

1.Reading and answering other types of questions that require

-Conclusion to be drawn

-To make projections

-To elicit students opinion.



Writing a composition:-

1.Write a composition on the topic

-My favorite subject/teacher or any other topic of your choice.

-Bear in mind the three elements of composition writing.

-Using appropriate words and expression.



Tenses:- Present continuous tense:-

-Usually carry “ing”

-Used when action is happening.

1. Selected appropriate texts/passages with the required tenses.

2. Identify the tense (Present Continuous) in the given text or passages.

3.Make sentences using the present continuous tense. 



Question Tags:- a very short clause at the end of a statement which changes a statement into a question e.g.

T. Today is Monday, isn’t it?

S. Yes, it is.



Drama text:- From recommended text book.

1. Message of the text.

2. Essential props/costumes



Reading for meanings of words in various context through

-Clues provided by surrounding words

-Alternative words that can fit into the context using presented passage/material



Written composition:- “My Future career” Or any topic chosen include:-

– Introduction

– Main body

– Conclusion



Conditional statements:- Contrasting conditional statement using

a)    even though

b)    at least E.g. I may go to school, even though I might be late.

From a given passage/paragraphs identify conditional statement.



Question tags:- e.g. :-

Joy : Grace is dutiful, isn’t she?

Fati: Yes, she is.

Isah: Ibrahim is a Christian isn’t he?

John: No, he isn’t

Use appropriate stress and intonation in questions and their tags



Prose:- Reading of literature text.

1. Identify type of prose.

2. Discuss features of the prose e.g. plot, characterization, style, setting, language, and theme.



Reading to acquire new words.

– Present a passage/text that has specific register of words on:-





Organizing main ideas correctly into paragraphs:- From a given text or passage or relevant material.

1. Identify the different ideas presented.

2. Organise each of the ideas identified into paragraphs



Qualifiers:- Adjectives:-

1. Identification of adjectives in a given passage.

2. Functions of adjectives.

3. Making sentences with Adjectives.



Vowel sounds (Diphthongs) /au/ – know, go, sow.

Sentences, Paragraphs, passages, poems and plays should form the content for highlighting the sounds indicated.



Drama Text:- Short play

– Identify the essential language features of the play.

– Identify the major character(s).

– Act out the play



-Read selected passage to identify facts and opinion.

-Identify authors techniques



Write on any of the following topics:-

-Why I chose to become a doctor.

-Why I chose to become a teacher.

-Make out an outline for introduction, body, and conclusion.

-Write out essay.



Turning sentences into questions e.g.

-The boys went away = Did the boys go away?

-They have done the work = Have they done the work?

Note the tense of the verbs in the question.



Oral comprehension: listen to speech or recorded material on a selected topic.



-Definition of irony: using words to suggest the opposite of their literal meaning in a humorous way. e.g. when a fat woman is described as a very thin woman, that is an irony.

-Identify irony in literature text.

-Construction of correct sentences with irony.



Reading to acquire new words:- Selected passage on any chosen topic that has register or words e.g. Engineering, Lawyers e.t.c.

1. Read and identify register of the given passage.

2. Explain meaning of the words.

3. Make sentences with the words.



Write an essay on the topic “my school”

-Identify the topic of the essay

-Write outline of the essay.



Modifiers (Adverbs) e.g. easily, simply.

Passage/paragraphs, text and other reading materials.

-Identify adverbs

-Functions of Adverbs

-Make sentences with adverbs.



Vowels sounds (Diphthongs): two sounds that have been joined together when pronounced. /ia/ = as in rear, idea, here, tear



Figure of speech: Hyperbole:- deliberate and obvious exaggeration e.g. I can drink 10 gallons of water a day.

-Identification of hyperbole in literature text.

-construction of correct sentences with hyperbole.



-Reading to obtain main substance in selected text.

-Time reading and measure reader’s ability to comprehend while reading at first pace.



-List Requirement for writing a formal letter and an informal letter. e.g.

-Formal letter requires two addresses e.t.c

-Write outline for introduction, body and conclusion of a letter to a friend.



i. Direct statements e.g. commands and request:

-I am no longer a child he said.

-“Can I have an orange please” Toyin requested.

ii. Indirect statement e.g.

-He said that he was no longer a child.

Toyin asked if she could have an orange.



-Contrast the following sounds: /f/ and /p/; /r/ and /l/; /ch/ and /s/.

-Produce sounds in words and in context.

-Use sounds in sentences and identify correct sound used.



-Characterization and summary of the literature texts







English Language Lesson Note for JSS2 Third Term

Please contact us on WhatsApp (08099001199) to get our comprehensive lesson notes just for N500 per subject and per term.

In Conclusion:

We hope that our English Language Lesson Notes have provided you with valuable information and resources to help improve your language skills. Remember that learning a new language takes time and practice, so it is important to be patient and persistent in your studies. By incorporating the information and exercises provided in these lesson notes, you can create an engaging and effective learning environment for yourself or your students. Thank you for choosing our lesson notes and we look forward to supporting you on your language learning journey.

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