SS2 First Term Scheme of Work for English Language

LAGOS STATE MINISTRY OF EDUCATION UNIFIED SCHEMES

OF WORK FOR SENIOR SECONDARY SCHOOLS

English Scheme of Work for Senior Secondary Schools 2(SSS2)

CLASS SS2

SUBJECT English Language

TERM First Term

WEEK TOPICS Learning Objectives

1 – Welcome Test

– Revision

A) GRAMMAR: NOMINALIZATION OF ADJECTIVES AND VERBS

B. ORAL: CONSONANT SOUNDS

C. SUMMARY

D. WORDS FOR THE WEEK By the end of the lesson, students should be able to:

i. analyze nominalization of adjectives and verbs

ii. describe the process of norminalization of adjectives and verbs

iii. convert or transform adjectives and verbs into nouns

i. classify all the 24 consonant sounds in English into voiced and voiceless consonant sounds

ii. contrast consonant sounds with copous examples

iii. produce consonant sounds correctly

i. explain what summary is

ii. outline the features of summary

iii. outline the do’s and dont’s of a summary

iv. summarize a given passage

i. Learners are to be guided to learn the following words: bombastic, dearth, hiatus, implacable, stingy,
dour, ebullient, ignominious, impinge, tome

2 A. ORAL: CONSONANT CLUSTER

– Cluster of two consonants

– Cluster of three consonants

– Cluster of four/five consonants

B. VOCABULARY DEVELOPMENT/COMPREHENSION

– Words associated with the human body system and functions

– A comprehension passage that has numbered gaps including missing words which students must fill in
with the appropriate words

C. WRITING: EXPOSITORY ESSAY( CONTROLLING HIV/AIDS IN NIGERIA or MANAGING POPULATION

EXPLOSION IN NIGERIA)

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain what a consonant cluster is

ii. identify a consonant cluster or consonant clusters in any given word

iii. analyze consonant clusters with regard to their places of occurrence in words

i. identify words that are associated with the human body system
ii. generate sentences that contain those words

iii. emulate the functions of each of the words

i. explain what an expository sentence is

ii. discuss HIV/AIDS or population explosion

iii. discuss how to control HIV/AIDS or how to manage population explosion in Nigeria

iv. write an expository essay on: How To Control HIV/AIDS in Nigeria OR How To Manage Population

i. Learners are to be guided to learn the following words : partisan, repose, vivacious, surmise,
malediction, stoic, tangential, mores

3 A. STRUCTURE

– Nouns

– Noun Phrase

B. ORAL: TRANSCRIPTION

– Monosyllabic words

– Bi-/Di-syllabic words

– Polysyllabic words

C. VOCABULARY DEVELOPMENT/COMPREHENSION

– Words associated with health eg diagnosis, blood bank, contagious, counselling, sickly, etc

– A comprehension passage that has numbered gaps including missing words which students must fill in
with the appropriate words

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain what nouns are

ii. analyze different types of nouns

iii. distinguish a noun phrase from noun clause

iv. outline functions of noun phrases in different sentences

i. transcribe any given word

ii. pronounce transcribed words

iii. generate copious examples of Monosyllabic, Di-syllabic or polysyllabic words and highlight the main
stress

i. outline words associated with health

ii. explain the meaning of the words

iii. use of the words appropriately

Learners are to be guided to learn the following words: paradigm, obtuse, sublime, paragon,
reciprocate, solvent, frugal, surrogate, vilify, exonerate

4 A. STRUCTURE

– Types of pronouns

– Personal pronouns

– Possessive pronouns

– Demonstrative pronouns

– Interrogative pronouns

– Reflective pronouns

– Relative pronouns

– Reciprocal pronouns

– Indefinite pronouns
B. SUMMARY: READING TO SUMMARIZE

C. VOCABULARY DEVELOPMENT/COMPREHENSION PASSAGE

– Words associated with building and building constructions

– A comprehension passage that has numbered gaps indicating missing words which students are
expected must fill in the appropriate words

D. WORS FOR THE WEEK By the end of the lessons, students should be able to:

i. analyze different types of pronouns

ii. discuss the functions of different types of pronouns

iii. use pronouns in different sentences

i. explain what a summary is

ii. discuss steps in summary

iii. enumerate the do’s and don’t’s of summary writing

iv. summarize given passage appropriately.

i. specify words that are associated with building and building construction

ii. discuss the functions of each of the words

iii. use each of the words separately

i. Learners are to be guided to learn the following words: parsimony, virtuoso, revoke, surreptitious,
expurgate, vacuous, manifest, incendiary, remiss, querulous

5 A. ORAL: STRESS

– Word stress

– Two-syllable words
– Three-syllable words

– Four-syllable words

– Five-syllable words

– Six-syllable words

B. COMPREHENSION/LISTENING

– Listening to answer questions on a passage

C. WRITING : ARGUMENTATIVE ESSAY

– Should female circumcision be abolished? OR Military rule is better than civilian rule

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain the meaning of syllable and stress

ii. identify two, three, four, five, six syllable words

iii. pronounce any given word appropriately and the right syllable is stressed

i. enumerate listening skills

ii. distinguish between listening and hearing

iii. listen to any speech and answer questions on it

i. distinguish argumentative essay from other essays

ii. specify the vocatives of a debate

iii. enumerate the features of an argumentative essay

iv. write an argumentative essay on any given topic

i. Learners should be guided to learn the following words : serendipity, verdant, scatting, reprive, pariah,
maelstorm

6 A. STRUCTURE : PLURAL FORMS OF NOUNS

– Formation of plural nouns

– Formation of plural compound nouns

eg: grown-up = grown-ups

girl-friend = girl-friends

passer-by = passers-by

mother-in-law = mothers-in-law

secretary-general = secretary-generals

B. COMPREHENSION

– Reading to extract the main points from a passage

– Summary

C. ORAL: STRESS

– Stress pattern ( rules guiding the placement of stress in two or more syllabic words)

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. discuss singular and plural forms of nouns

ii. analyze the formation of plurals

iii. discuss the formation of plural compound nouns

iv. use plural nouns correctly in speech

i. read any given passage and extract the main points from it

ii. distinguish between topic sentence and supporting details

iii. summarize any given passage

i. analyze different stress patterns

ii. discuss the rules guiding the placement of stress in words

iii. pronounce any given words carefully

i. Learners are to be guided to learn the following words : wistful, xenophobia, youngster, upbraid,
distend, ephemeral, hierarchy, inept, pungent, rectitude

7 MID-TERM TESTS

OPEN DAY

MID-TERM HOLIDAY

WORDS FOR THE WEEK

refute, medley, abducted, choreography, coronation, deffident, derelict, emend, efface, facile

8 A. COMPREHENSION PASSAGE/READING

– A selected passage(Students are expected to read and make notes on it)

B. ORAL: EMPHATIC STRESS

C. SUMMARY: READING

– Summarize an argument

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. read any given passage

ii. make notes on any given passage

iii. enumerate the main points of any given passage

i. explain what emphatic stress is

ii. specify the focus of any given message

iii. attempt questions on emphatic stress

i. read any given argumentative essay and highlight it’s main points

ii. distinguish between the key points and the supporting details of any given argumentative essay

iii. summarize any given passage without mindless lifting

i. Learners are to be guided to learn the following words: pliable, pittance, vapid, sublime, abdicate,
accede, abnegation, apathetic, animated, coalesce

9 STRUCTURE : ADVERB AND ADVERBIAL PHRASES

– Types of adverbs and adverbial phrases

B. VOCABULARY DEVELOPMENT

– Words associated with colour, smell, taste (Adjectives)

C. COMPREHENSION: LISTENING

– Identify the tone

– Identify the purpose

– Identify the figurative expressions

D. WRITING: REPORT WRITING (Scientific report writing )

– A report of an experiment carried out by a student or a laboratory report

E. WORDS OF THE WEEK By the end of the lessons, students should be able to:

i. Explain adverbs and adverbial phrases

ii. give examples of adverbs and adverbial phrases

iii. enumerate the functions of adverbs and adverbial phrases in different sentences

i. Specify the adjectives or words that are associated with smell, colour, and taste

ii. use any of the given adjectives correctly in sentences

i. identify the tone of any spoken message

ii. identify the purpose of any spoken message

iii. identify the figurative expressions of any spoken message

i. Learners are to be guided to learn the following words: connive, daunting, promulgate, rancour,
serene, clandestine, prescient, servile, torpid, trite

10 A. STRUCTURE: ADJECTIVAL PHRASES AND CLAUSES

– Functions

B. ORAL: RHYME

C. WRITING: CREATIVE WRITING

– Features of a short play or story

i. Plot

ii. Style

iii. Setting

iv. Theme

– Features of a poem
i. Use of verse

ii. Imageries

iii. Concise language

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. distinguish between adjectival phrases and clauses

ii. identify and state the functions of adjectival phrases or adjectival clauses in a given sentence

i. explain the meaning of rhyme

ii. identify words that rhyme

iii. describe the process of identifying words that rhyme

i. enumerate the techniques of creative writing

ii. discuss the features of a short play or story

iii. enumerate the features of a poem

iv. write a short play, story or poem

i. Learners are guided to learn the following words: obfuscate, raze, alleviate, epitomize, hedonist,
innovate, perplex, reconcile, rife, soluble, tedious

11 A. STRUCTURE: PHRASAL VERBS WITH TWO PARTICLES

B. COMPREHENSION: READING

– Reading to paraphrase poems and dramatic works

C. LETTER WRITING: INFORMAL LETTER

– Features
– Format

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain phrasal verbs

ii. give copious examples of phrasal verbs

iii. use phrasal verbs correctly in different sentences

i. paraphrase any given poem or dramatic works

ii. distinguish between key points and supporting points

i. explain the meaning of an informal letter

ii. highlight the features of an informal letter

iii. write the format of an informal letter

iv. write a letter to a parent, friend, brother, etc

i. Learners are to be guided to learn the following words: despot, forage, plethora, undulate, feral,
polemic, variegated, placid, pacific, berate

12 A. STRUCTURE: ADVERBIAL CLAUSE

B. WRITING: NARRATIVE ESSAY

C. SUMMARY WRITING

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain what an adverbial clause in a given complex sentence

ii. identify an adverbial clause in a given sentence

iii. state the functions of an adverbial clause in a sentence

i. explain what a narrative essay is

ii. discuss how to write a narrative essay

iii. write a story

i. discuss how to summarize

ii. write the do’s and don’t’s of summary writing

iii. summarize any given passage without mindless lifting

i. Learners should be guided to learn the following words: bound, apocryphal, annul, cajole, burnish,
debacle, credulity, crescendo

13 REVISION

14 EXAMINATION

SS2 Second Term Scheme of Work for English Language

CLASS SS2

SUBJECT ENGLISH LANGUAGE

TERM SECOND TERM

WEEKS TOPICS LEARNING OBJECTIVES

1 REVISION OF LAST TERM’S WORK

WELCOME TEST

A. ORAL: CONSONANT SOUNDS

B. STRUCTURE: THE USE OF POSSESSIVE APOSTROPHE

C. COMPREHENSION

– Reading to grasp main points

D. WORDS FOR THE WEEK By the end the lesson, students should be able to:

i. identify their mistakes in letter writing

ii. correct their punctuation and grammatical errors in a given sentence

i. explain what possessive apostrophe is?

ii. show adequate examples of contractions of words

iii. state the rules of possessive apostrophe

iv. use apostrophe correctly to show possession

i. identify the topic sentence in each paragraph

ii. justify the choice of the topic sentence identified

iii. use the main/central points in sentences

i. Learners are to be guided to learn the following words: morass, abject, blandish, duplicity, ennui,
maudlin, abscond, alias, dither, emaciated

2 A. STRUCTURE: PUNCTUATION MARKS

– Question mark (?)

– Exclamation mark (!)

– Colon (:)

– Semi-colon (;)

– Hyphen (-)
B. VOCABULARY DEVELOPMENT

– Words associated with press

C. COMPREHENSION: LISTENING

– Poetry for pleasure

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. list at least 5 uses of the outlined punctuation marks

ii. use the outlined punctuation marks in sentences

i. list all words relating to journalism

ii. explain the following terms: freedom of the press, headline news, press conference, editor, mass
media, correspondent, dispatch, investigation, journalist, press release, reporter, columnist

i. listen to a given poem

ii. explain new words as they are used in a given poem

i. identify the tone, purpose, and figurative expressions in the poem

i. Learners are to be guided to learn the following words: enmity, inept, laudatory, pinnacle, divine,
flabbergasted, extant, laconic, pertinacious, enervate

3 A. ORAL: INTONATION

– Expressing surprise/disbelief (exclamation)

B. STRUCTURE: SENTENCE TYPES

– Declarative

– Imperative

– Interrogative

C. WRITING: FORMAL LETTER

– Letter of Complaint

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain the term intonation

ii. recognize and use appropriate intonation patterns associated with surprise or disbelief

iii. give adequate examples of intonation patterns expressing surprise or disbelief

i. list all the types of sentences

ii. classify sentences according to their functions and structures

iii. analyze any given passage into sentence types

i. explain the features of a formal letter of complaint

ii. write a letter of complaint to the bank manager on order deduction of your savings

i. Learners are to be guided to learn the following words: cherish, capricious, eschew, perusal,
renunciation, rhapsodize, spurious, tenable, catalogue, turgid, antediluvian

4 A. ORAL: FALLING TONE(Statement)

B. COMPREHENSION: LISTENING

– Reading for implied meaning

C. WRITING: INFORMAL LETTER

– Letter to a friend in another town

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. differentiate between falling and rising tone

ii. identify the finality of a statement

iii. give copious examples of a falling tone

i. explain that implied mean

ii. identify the implied meaning of a statement in a given sentence

iii. distinguish between stated and implied meanings in speech

i. explain the features of an informal letter

ii. write a letter to a friend in another town

i. monumental, moot, luxuriant, intrude, succinct, wheedle, brochure, herbivore, spasmodic, medley

5 A. ORAL: RHYME SCHEME

B. STRUCTURE: PRONOUNS

– Personal

– Relative

C. COMPREHENSION

– Listening to summarized speech, lectures and note making

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain the term rhyme scheme

ii. identify the pattern of rhymes at the end of a given poem

iii. write a rhymescheme

i. explain the following:

a) personal pronoun

b) relative pronoun

ii. identify personal and relative pronouns in a given passage

iii. state the features of relative pronouns

i. identify the main points in a given speech/lectures and note making

ii. write key points of the lecture/speech

i. Learners are to be guided to learn the following words: abduct, abrogate, dirge, dilatory, embelish,
entail, novice, nefarious, orthodox, palliate

6 A. ORAL: RISING TONE

B. VOCABULARY DEVELOPMENT

– Words associated with environment

C. WRITING : CREATIVE WRITING

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain the term “rising tone”

ii. identify indication of tentativeness

iii. use the correct intonation pattern in polite statements

i. explain the meaning of environment

ii. discuss at least 7 types of environmental problems

iii. state the importance of a clean environment

i. differentiate between a short story and a play/drama

ii. explain each of these features of a story/play/poem

iii. write a short story, play or poem

i. Learners are to be guided to learn the following words: paucity, ostracism, acclaim, acerbic, bereft,
nomadic, beguile, munilfcense, pallate, phlegmic

7 MID-TERM TESTS

MID TERM HOLIDAY

OPEN DAY

8 A. ORAL: CONSONANT CONTRASTING

/p/ and /b/

/t/ and /d/

/s/ and /z/, etc

B. STRUCTURE: INTRODUCTION TO SEQUENCE OF TENSES

C. COMPREHENSION

– Reading for critical evaluation

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:
i. recognize and pronounce the sounds correctly

ii. differentiate between voiced and voiceless sounds with adequate examples

i. explain what sequence of tense is

ii. recognize appropriate sequence of tenses within the same sentence

iii. use sequence of tenses in the same sentence effectively

i. listen attentively to selected passages

ii. detect sequence of inconsistency, faulty, misleading statements

i. Learners are to be guided to learn the following words: propriety, preclusive, canvas, exigent,
requisition, carouse, forestall, tranquil, heterogenous, unctuous

9 A. STRUCTURE: PHRASAL VERBS

– Verb with more than one particle eg got on with, got through with, got back on, look out for, look
down on, look up to, put in for, put up with

B. VOCABULARY DEVELOPMENT

– Words associated with building and building constructions

C. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain the term phrasal verbs

ii. identify verbs that take more than one particle

iii. use phrasal verbs correctly in a sentence

i. explain words associated with building and building constructions

ii. use each of the following words in a sentence:

A. Block layers

B. Foundation

C. Walls

D. Plans

iii. explain what a building is

i. Learners are to be guided to learn the following words: culvert, ideograph, mychotophobia, closely,
grunge, unsightly, wishy-washy, asylum, consensus, hospice

10 A. STRUCTURE: ACTIVE AND PASSIVE SENTENCES

B. VOCABULARY DEVELOPMENT: TECHNOLOGY

C. WRITING: ARTICLES

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. differentiate between active and passive sentence patterns

ii. write the active and passive forms of verbs using adequate examples

iii. construct different sentences in the active and passive voice forms

i. list all words associated with technology

ii. explain the following words: email, Facebook, network, password, satellite, keyboard, innovation,
YouTube, username, virus

i. differentiate between article writing and letter writing

ii. list and discuss features of an article writing

i. Learners are to be guided to learn the following words: nuzzle, platitude, feisty, oust, disarmament,
vestige, exude, rattle, tantalizing, unbridled

11 A. ORAL: RECOGNITION OF DIFFERENT STRESS PATTERNS

B. VOCABULARY DEVELOPMENT

– Words associated with cultural entertainment

C. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain what stress pattern is

ii. identify where the stress falls on (either first, second or third syllabus)

iii. recognize the stress pattern that is odd/different from the rest

i. list of words associated with cultural entertainment

ii. explain the importance of cultural entertainment

iii. use words associated with cultural entertainment in sentences

i. Learners are to be guided to learn the following words: unbridled, wedge, airily, outstanding,
meritorious, indefatigable, articulate, virile, hopelessness, ebb

12 REVISION

13 EXAMINATION

SS2 Third Term Scheme of Work for English Language

CLASS SS2

SUBJECT ENGLISH LANGUAGE

TERM THIRD TERM

WEEK TOPICS LEARNING OBJECTIVES

1 Welcome Test
A. GRAMMAR: REVISE TENSES

B. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. recall types of tenses

ii. explain tenses with examples

iii. differentiate each of the tenses from one another

i. Learners are guided to learn the following words: acronym, troupe, socialism, ardour, professionalism,
behemoth, calumny, compliment, indigent, dissemble

2 A. GRAMMAR: SENTENCES

– Conditional Clause

i. Likely condition

ii. Unlikely condition

iii. Impossible condition

iv. Complex sentence

B. WRITING: ESSAY SPEECH WRITING FOR SPECIAL PURPOSES

– Welcome Address

– Farewell Address

– An address given on a prize giving day

C. VOCABULARY DEVELOPMENT

– Words associated with publishing and printing

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain the following terms outlined

ii. use conditional clauses to form a sentence

iii. describe the characteristics of clauses in complex sentences

i. outline the features of a speech

ii. explain what a speech is

iii. distinguish between a speech and an article

iv. write speeches for different purposes

i. list the words associated with publishing and printing

ii. explain words associated with publishing and printing

iii. explain the process of publishing and printing

i. Learners are to be guided to learn the following words: balik, complicit, impecurious, encumber,
mollify, frivolous, confection, disrepute, benevolent, generous

3 A. GRAMMAR: AFFIXATION

– Prefixes as word extensions

B. WRITING: SUMMARY

– Summarizing a talk/lecture

C. VOCABULARY DEVELOPMENT

– Words associated with industries

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain what affixation is

ii. identify the basic root words

iii. pronounce the uses of the words

iv. form new words using prefixes

i. explain the subject matter of a talk/lecture

ii. identify the main ideas of a talk/lecture

iii. summarize a talk/lecture

i. mention the words associated with industries

ii. explain the term “industries”

iii. different between industries and companies

iv. use the identified words/appropriate context

i. Learners are to be guided to learn the following words: arcane, battery, plenitude, interject, laconic,
primeval, quandary, tranquil, rail, vacillate

4 A. GRAMMAR: VERB FORMS

– Active and passive forms

B. ORAL: SPELLING

– Using of dictionary, spelling of words

C. WRITING: ARTICLE WRITING

– Article for publication in a local newspaper

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain the two terms: active and passive voice

ii. differentiate between the forms

iii. identify the active to passive sentence patterns

iv. construct active and passive sentences

v. change active sentence to passive

i. describe the term “dictionary”

ii. state at least 7 functions of the dictionary

iii. use the dictionary to look up the spelling, pronunciation, meaning and classes, illustration, idiomatic
uses, and origins of words

i. explain what an article is

ii. state the features of an article

iii. write an article for publication n a national newspaper on a given topic

i. Learners are to be guided to learn the following words: arboreal, camaraderie, exalt, gaudy, mawkish,
diffident, forum, idolatrous, ornate, paradigm

5 A. ORAL: STRESS PLACEMENT ON TWO SYLLABLE WORDS

B. COMPREHENSION

– Reading to paraphrase poems and dramatic works

C. GRAMMAR: RULES OF CONCORD

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. define stress

ii. state the rules governing stress placement on two syllable words

iii. place the stress on the appropriate part of the word

iv. distinguish between placement of stress on two syllable words

i. read to understand and pronounce poems and dramatic works

ii. explain the key words for poems and dramatic work

iii. identify the theme and features

iv. write a short play, poem, or story

i. explain the term concord

ii. outline the rules of concord

iii. use the rules in appropriate sentences

i. Learners are to be guided to learn the following words: incendiary, winsome, rapport, sovereign,
vitriolic, quaint, pathology, acrylic, gourmet, abhor

6 A. STRUCTURE: AFFIXATION

– Surfixes

B. WRITING: SUMMARY

– Summarizing by taking notes

C. VOCABULARY DEVELOPMENT

– Words associated with engineering

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. recall what affixation is

ii. state the basic root words

iii. state the different forms of suffixes

iv. form new words using suffixes

v. explain the meaning of the new words

i. analyze a given passage

ii. identify the topic sentences’ main parts

iii. write down the relevant points

iv. summarize a given passage by using the points written down

i. explain the term “engineering”

ii. identify words associated with engineering

iii. explain the meaning of the words

iv. use the identified words correctly in a sentence

i. Learners are to be guided to learn the following words: consigned, repentant, sagacity, wrath, patent,
paragon, rancid, sedentary, verdant, councillor

7 MIDTERM TESTS

OPEN DAY

MID TERM HOLIDAY

WORDS FOR THE WEEK

i. Learners should be guided to learn the following words: acupuncture, subjugate, parody, renown,
transient, zealous, yoke, wizened, vocation, vex

8 A. ORAL: VOWEL SOUND

– Comparison of /i/ and /v/

/u/ and /u:/

/ae/ and /a/

B. STRUCTURE: ADJUNCT, CONJUNCTS AND DISJUNCT

C. COMPREHENSION

– Reading for specific structural patterns (Identification of types of sentences in a given passage)

D. WRITING: EXPOSITORY ESSAY

– How to improve family functioning through love, cooperation, communication

E. WORDS OF THE WEEK By the end of the lessons, students should be able to:

i. describe the production of the aforementioned vowel sounds

ii. distinguish between the vowel sounds

iii. identify the sounds in words

i. explain adjuncts

ii. differentiate among the three terms

iii. identify the terms in sentences

iv. make sentences of your own using adjuncts

i. read a given passage

ii. identify the types of sentences in a given passage

iii. generate examples of sentence types

i. explain the following terms: family, love, cooperation

ii. discuss how family functioning can be improved through love, cooperation, communication

iii. describe the style of an expository essay

iv. write an expository essay on the given essay

i. Learners are to be guided to learn the following words: seminar, quandary, panah, ruse, quagmire,
ominous, novice, mundane

9 A. STRUCTURE: PREPOSITIONAL PHRASES

B. VOCABULARY DEVELOPMENT

– Words associated with hotel and catering industry

C. WRITING: SUMMARY

– Summarizing to get implied meaning

D. WORDS OF THE WEEK By the end of the lessons, students should be able to:

i. explain what prepositional phrases

ii. state the functions of prepositional phrases in sentences

iii. identify prepositional phrases in sentences

iv. use prepositional phrases in sentences

i. explain the following terms: i) hotel ii) catering industry

ii. state the purpose of hotel and catering industry

iii. outline the words that are associated with hotel and catering

i. explain what implied meaning is

ii. read a given passage to get the implied meaning

iii. summarize the given passage to show that they understand the implied meaning

i. Learners are to be guided to learn the following words: mitigate, vindictive, superfluous, puerile,
restive, saccharine, tedious, wily, maxim, nuance

10 A. STRUCTURE: IDIOMS

B. COMPREHENSION: READING

– Reading for critical evaluation( look for faulty reasoning, misleading statements and inconsistency)

C. VOCABULARY DEVELOPMENT

– Words associated with politics and government

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain what an idiomatic expression is

ii. differentiate between an idiom and a proverb

iii. state the idioms

iv. use the idioms appropriately

i. draw inference from the passage

ii. establish the writer’s purpose

iii. invalidate faulty conclusions from the passage

i. explain the term politics and government

ii. mention the words associated with politics and government

iii. use listed words in appropriate context

i. Learners should be guided to learn the following words: whimsical, tementy, salutation, resplendent,
zephyr, lund, judicious, intrepid, fraught, extol

11 A. ORAL: NASAL CONSONANTS

– /m/, /n/

B. STRUCTURE: CLAUSE

– Adjectival Clauses

C. COMPREHENSION/VOCABULARY DEVELOPMENT

– Transportation

D. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. explain what nasal sound is

ii. describe the production of: /m/, /n/

iii. differentiate among sounds

iv. identify words that contain those sounds

v. produce words that contain the sounds

i. explain what an adjectival clause is

ii. identify adjectival clause in sentences

iii. distinguish between adjectival phrases and clauses

iv. state the functions of adjectival clauses in a given sentence

i. read the given passage

ii. list the types of transportation

iii. state at least four advantages and disadvantages of each

iv. outline words that are associated with each type of transportation

i. Learners are to be guided to learn the following words: wallow, submission, vociferous, reservoir,
ribaid, pugnacious, evince, tirade, mandate, yob

12 REVISION

– Essay Writing

– Letter Writing

– Comprehension

– Summary

– Test of Orals

B. WORDS FOR THE WEEK By the end of the lessons, students should be able to:

i. write any given essay/letter

ii. read a given passage to get the implied meaning, writer’s intention and purpose of writing

iii. summarize given passage in their own words

iv. produce and recognize same vowel/consonant sounds, stress and rhymes

i. Learners should be guided to learn the following words: rhapsodize, flout, sacrosanct, expiate,
prudence, nurture, morose, lacerate, innate, reprobate

13 EXAMINATION

Recommended English Studies Textbooks for Senior Secondary School 2

The recommended English Studies textbooks for SSS2 include but are not limited to the following:

High Standard English for Senior Secondary Schools by Gabriel A. et al. – Spectrum publishers

Advanced Learner’s Dictionary

English At a Sitting by O. Olanrewaju – Excellent Scholars publishers

Understanding Oral English for Schools and Colleges by Emeke Modesty

Understanding English Grammar for Schools and Colleges by Obiazikwor

Daily Mastery of Mathematics and English by Ariyo S.O. & Aremu B. – Joytal Prints

SS2 First Term Scheme of Work for Mathematics

LAGOS STATE MINISTRY OF EDUCATION UNIFIED SCHEMES

OF WORK FOR SENIOR SECONDARY SCHOOLS

Mathematics Scheme of Work for Senior Secondary Schools 2(SSS2)

CLASS SS2

SUBJECT MATHEMATICS

TERM First Term

WEEK TOPICS Learning Objectives

1 REVISION OF SS1 WORK

– Review of logarithm numbers greater than 1

– Comparison of characters of logarithm and standard form of numbers By the end of the lesson,
students should be able to:

i. explain some questions on previous lessons

ii. Compare characteristics of logarithmns with standard form of numbers less than 1

iii. Solve questions on standard form and ordinary form

2 LOGARITHM OF NUMBERS

– less than 1, including multiplication, division, powers and roots

– Solution of simple logarithm equations By the end of the lesson, students should be able to:

i. solve questions involving multiplication, division, powers and roots of numbers less than 1

ii. solve simple logarithmic equations

iii. interpret questions into logarithmic equation and indices

3 ACCURACY OF RESULTS USING LOGARITHM TABLES AND CALCULATORS

– Approximations and percentage error By the end of the lesson, students should be able to:

i. solve and compare questions using logarithm table, calculators

ii. solve questions on approximation and percentage error

iii. apply the use of percentage error to everyday life

4 SEQUENCES AND SERIES

– Meaning and types of sequence

– Examples of AP

– Calculation of:

a) first term (a)

b) common difference (d)

c) nth term

– Arithmetic mean and sum of AP

– Practical problems involving real life situationsBy the end of the lesson, students should be able to:

i. explain the meaning of Arithmetic Progression (AP) and types of sequences

ii. apply formulas to solve questions on first term, common difference and nth term of a given AP

iii. calculate the sum of a given AP

5 GEOMETRIC PROGRESSIONS

– Calculation of:

a) first term (a)

b) common ratio (r)

c) nth term

d) geometric progression

e) sum of terms of geometric progression

f) sum to infinity
g) practical problems involving real life situation By the end of the lesson, students should be able to:

i. explain the meaning of Geometric Progression (GP) and types of sequences

ii. apply formulas to solve questions on first term, common ratio and nth term of a given geometric
progression

iii. calculate the sum of a given GP using the required formula

6 REVISION OF FACTORIZATION OF COMMON SQUARES

– Solution of quadratic equation by the method of completing the square

– Deducing quadratic formulas from deducing the square By the end of the lesson, students
should be able to:

i. find the constant k which makes the quadratic expression a perfect square

ii. explain the meaning of a quadratic

iii. solve questions on quadratic equation using the method of completing the square

iv. solve questions on quadratic equation using the method of formula

v. apply the use of quadratic equation in daily life

7 PERIODIC/MID-TERM TEST

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

i. recapulate the first half term’s work learnt

ii. attempt correctly the test questions

8 CONSTRUCTION OF QUADRATIC TABLES FROM SUM AND PRODUCT ROOTS

– Word problems leading to quadratic equation By the end of the lesson, students should be able to:

i. explain sum and product of roots

ii. form quadratic equation from the given root using the sum and product of the root

iii. interpret word problems leading to quadratic equations

9 SIMULTANEOUS LINEAR EQUATION

– Solution of linear and quadratic equation

– Graphical solution of linear and quadratic equation By the end of the lesson, students should be
able to:
i. solve problems in simultaneous linear equation using elimination, substitution, and graphical methods

ii. draw graphs to solve problems related to quadratic equations

iii. demonstrate the application of quadratic graphs to everyday life

10 USE OF GRAPHICAL METHODS TO SOLVE OTHER RELATED EQUATIONS

– Word problems leading to simultaneous equations By the end of the lesson, students should be
able to:

i. draw graphs to solve problems related to simultaneous equations

ii. solve word problems leading to simultaneous equations

iii. apply word problems leading to simultaneous equations

11 REVISION

12 EXAMINATION

SS2 Second Term Scheme of Work for Mathematics

CLASS SS2

SUBJECT MATHEMATICS

TERM SECOND TERM

WEEKS TOPICS LEARNING OBJECTIVES

1 REVISION OF LAST TERM’S WORK

2 STRAIGHT LINE GRAPHS

– Gradients of straight line

– Gradients of a curve

– Drawing of tangents in a curve By the end of the lesson, students should be able to:

i. determine the x- and y- intercept of a straight line

ii. draw the graph of a linear equation

iii. determine the gradient at a straight line

iv. draw the tangent to a curve at a given point

3 INEQUALITIES
– Revision of linear inequalities in one variable

– Solution of inequalities in two variables

– Range of values of combined inequalities By the end of the lesson, students should be able to:

i. solve problems of linear inequalities in one and two variables

ii. combine two inequalities to form component inequality and number line

iii. solve and represent the solution of compound inequality in a graph

4 CIRCLE THEOREM

– Tangent properties of a circle

– Perpendicularity of a tangent, radius

– Angles in alternate segments

– Two tangents to a circle from an external point By the end of the lesson, students should be
able to:

i. solve tangent properties of a circle

ii. prove and solve problems on angles in alternate segments

iii. calculate the radius of a circle given tangent from external point and the distance of the external
point from the center of the circle

5 TRIGONOMETRY

– Deviation of some rule and application

– Deviation of cosine rule and application By the end of the lesson, students should be able to:

i. derive and apply sine rule

ii. sketch triangles for sine and cosine rules

iii. solve questions using sine and cosine rules

6 ALGEBRAIC FRACTIONS

– Simplification of fractions

– Operation in algebraic fractions

– Equation involving fractions

– Undefined fractions eg if y= b/ax + c, then y is undefined when ax + c = 0 By the end of the
lesson, students should be able to:

i. simplify a given algebraic fraction to its lowest term using the the Lowest Common Factor (L.C.M) of
the denominator of the fractions

ii. solve problems on algebraic fraction involving addition, substraction, division and multiplication

iii. determine the undefined value of a fraction

iv. solve equation involving fraction

7 MID TERM TEST/BREAK

8 FRACTIONS

– Substitution in fractions

– Simultaneous equations involving fractions By the end of the lesson, students should be able to:

i. obtain the value of a fraction given values of knowing

ii. solve simultaneous equations involving fractions

iii. explain the application of fractions in daily life

9 SURD

– Meaning of rational and irrational numbers leading to the definition of surds

– Rules guiding the basic operation of surds

– Conjugate of binomial surds using the idea of difference of two squares By the end of the
lesson, students should be able to:

i. differentiate between rational and irrational numbers

ii. state and apply the rules of addition and substraction of surds

iii. state and apply the rules of multiplication and division of surds

iv. solve problems involving conjugate of binomial surds

10 CHORD PROPERTIES OF CIRCLES

– Perpendicular sector of chords

– Distance of equal chords from the center of the circle

– Angles subtended by two equal chords By the end of the lesson, students should be able to:
i. apply Pythagoras theorem to solve problems of distance of equal chords

ii. solve problems on angles subtended by two equal chords at the center

iii. solve problems of perpendicular bisector of chords

11 CIRCLE THEOREM

– Angle properties of a circle ( angle subtended by an arc at the center is twice the one subtended at the
circumference)

– Angle in the same segment

– Angle in a semi-circle

– Opposite angles of cyclic quadrilaterals By the end of the lesson, students should be able to:

i. explain the meaning of center and arc

ii. prove that the angle which an arc subtends at the center is twice the angle it subtends at the
circumference

iii. solve practical problems on application of the theorem

iii. prove that the angle in the same segment of a circle are equal

iv. angle in a semi-circle is a right angle

v. the opposite angles in a cyclic quadrilateral are supplementary

vi. the exterior angle of a cyclic quadrilateral is equal to the interior angle

12 REVISION/EXAMINATIONS

SS2 Third Term Scheme of Work for Mathematics

CLASS SS2

SUBJECT MATHEMATICS

TERM SECOND TERM

TOPICS LEARNING OBJECTIVES

1 REVISION OF LAST TERM’S WORK

2 GRAPH OF LINEAR EQUALITY IN TWO VARIABLES

– Maximum and minimum value of simultaneous linear equation By the end of the lesson,
students should be able to:

i. draw the graph of linear equalities

ii. illustrate the region that satisfies equalities

iii. find the maximum and minimum values of functions

f(x,y) = ax + by under the set of inequalities

3 APPLICATION OF LINEAR INEQUALITY IN REAL LIFE

– Introduction to linear programming By the end of the lesson, students should be able to:

i. interpret the practical problems of linear inequalities using real life situations

ii. solve problems on linear inequalities leading to linear programming

4 BEARINGS

– Angles of elevation and depression

– Definition of 4, 8 and 16 cardinal points

– Notation of bearings of cardinal rotation

– 3 digit bearing eg: two type: Surveyor’s type, Military type: N75E, S350W

– Practical problems on bearing By the end of the lesson, students should be able to:

i. solve problems in trigonometric ratios

ii. solve problems on angles of elevation and depression

iii. define and draw 4,8 and 16 cardinal points

iv. solve practical problems on bearing

5 STATISTICS (REVISION)

– Mean, median, mode, range, variance, and standard deviation

– Calculation of class boundaries interval of scores of grouped data

– Calculation of cumulative frequency By the end of the lesson, students should be able to:

i. solve problems on mean, median, mode and range

ii. calculate variance and standard deviation accurately

iii. calculate class boundaries, class intervals, class mark (mid-mark), statistics work

iv. demonstrate the calculation of cumulative frequency

6 CUMULATIVE FREQUENCY GRAPH

– Drawing of cumulative frequency curve (graph) or Ogive

– Using graph of cumulative frequencies to estimate median, quartile, percentiles and other relevant
estimates

– Application of Ogive to everyday life By the end of the lesson, students should be able to:

i. illustrate the computed data to draw cumulative frequency curve

ii. make estimates from the curve

iii. apply cumulative frequency curves to real life situations

iv. present data from capital market, stock market

7 MID-TERM BREAK

8 DETERMINATION OF MEAN, MEDIAN AND MODE OF GROUPED FREQUENCY DATA

– Definition and examples of experimental outcomes

– Random experiments

– Sample space

– Sample points

– Event space

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

i. determine the mean, median and mode of grouped data

ii. list practical examples of each of them

iii. apply the use of probabilities in daily life

9 PROBABILITY

– Chance Instruments

– The dice

– The coins
– A pack of playing cards

– Theoretical probability

– Relative limiting value of relative frequency

– Sample probable on equprobable sample space By the end of the lesson, students should be
able to:

i. list the chance instruments used in probability

ii. explain the frequent approach to theoretical probabilities

iii. describe with examples the equprobable sample space

iv. solve problems on equprobable sample space

10 ADDITION AND MULTIPLICATION RULES OF PROBABILITY

– Mutually exclusive events and addition ‘OR’ rule

– Complementary event and probability rule

– Independent events and multiplication ‘AND’ rule

– Solving sample problems on mutually exclusive, independent and complementary events and
experiments with or without replacement

– Practical application of probability in health, finance, population, etc By the end of the lesson,
students should be able to:

i. explain mutually exclusive, independent and complementary events with examples

ii. solve sample problems on probability

iii. experiment the use of probability in different events

11 REVISION

12 EXAMINATION

Recommended Mathematics Textbooks for Senior Secondary School 2

Transformation Mathematics by Chinemeze Austin E. Nwabunwanne. University Press Plc

Excellence in Mathematics. Contributor/Reviewer M.O Giwa. Cambridge University Press

Spectrum High Standard Mathematics by Gabriel A, Oulmi M, Nwachukwu U. et al. Spectrum Books Ltd
SS 1-3

New General Mathematics by Mf Macrae. AO Kalejaiye, ZI Chima, GU Garba. Pearson Education Limited
SS 1-3

Extension Modern Mathematics by Frank Yeboah, olusanya osunre et al. Extension Publication

SS 1-3 All Schools Mathematics by Ofojebe Tochukwu Sunny. Best Printer

New School Secondary Mathematics for Senior Secondary Schools

Daily Mastery of Mathematics and English for SS1-3

Aremu B and Ariyo S.O. Joytal Printing Press