The ministry of education has directed that all government approved Primary schools in Nigeria operate with the same scheme of work. What we have here is the scheme of work for primary 2 English Language. However, some private schools are at the liberty to introduce some special forms of teaching known as the Montessori teaching style. This method of teaching has found its ways into the hearts of parents and because of its rich and unique curriculum, it has been widely accepted as the ideal learning environment for children from primary to elementary stages.
The continuous rise in the search for English Language scheme of work primary 2 first term, second term and third term has been brought to our notice and we thought it necessary to come up with a comprehensive document that can be downloaded for your personal use and kept for future references. This scheme of work is ideal for teachers and assistant teachers in private and public primary schools in Nigeria.
This post will intimate all educationists the current government approved scheme of work for English Language for students in primary 2 which covers all the topics meant for first term, second term and third term. It provides in non-ambiguous terms, what is expected by the National Common Entrance Examination as a body in preparing these students for the next level which is primary 2 which finally would take them to the next level.
Ideally, the English Language scheme of work primary 2 first term, is a continuation from the scheme of work for English Language for primary 1, this scheme of work otherwise known as curriculum has been systematically arranged for ease of progression and proper understanding for little children. There has to be a flow, that is, a continuation from the previous class in order for kids to better understand the subject.
To further emphasize the importance of the subject matter, the scheme of work for primary school English as a subject for is used as a checklist to ensure that all topics are treated within the prescribed period until the revision week and examination day. It covers the topics and time frame given for each topic and sub topic. It also ensures that the learning process, aims and objectives of the subject meant for that class are successfully accomplished.
Note that the scheme of work for English Language for primary two class is the same for both private and public primary schools in Nigeria, that is, the scheme of work for a private primary school is the same with that of public or government owned primary school. It is the responsibility of head teachers in primary schools to ensure this scheme of work is actively made use of as mandated by the ministry of education. Any school found doing otherwise would face the penalty for going against this directive.
The English language taught in primary 2 is very essential. English is the most important subject in primary school because it is part and parcel of human existence. Good spoken English starts from primary 2 therefore a lot of patience adhered by teachers and assistant teachers when teaching these students because their level of assimilation is still slow and any move to speed up the teaching process would affect the understanding of this subjects by the pupils. They need to be handled with utmost care and love.
This post carries weight because it provides in full, details about the current English Language scheme of work for primary 2 first term, second term and third term and this includes the government approved scheme of work for all topics and sub-topics for primary school English Language for primary 2 only. We have the complete scheme of work for primary schools in Nigeria however we decided it would be better to break it down subject by subject to avoid over clumsiness.
For those interested in how to register and start up a school in any state in Nigeria, it is important you go through the government approved guidelines for establishing private primary school as this would guide you through the process and give you first-hand information on all requirements that must be put in place before your school can be approved or termed Government Approved.
Please note that the English Language scheme or work for primary 2 (1st term, 2nd term and 3rd term) provided here are the currently government approved scheme of work applicable to all public and private primary and Montessori schools in Nigeria so you can trust the source of the information.
What You Stand To Gain From This Post
- The complete scheme of work for primary schools in Nigeria
- English Language scheme of work for primary 2 class for first term
- English Language scheme of work for primary 2 class for second term
- The government approved scheme of work for primary 2 English Language third term
ENGLISH LANGUAGE SCHEME OF WORK FOR PRIMARY 2 FOR 1ST TERM, 2ND TERM AND 3RD TERM
|1||Review primary 2 work||Review Primary 2 work|
|2||Listening and speaking
Indicating plurals, using the structure “we are-“you are “they are”-“we are not”
|Teacher with the aid of picture of boys and girls, sentence strips and showing the use of sentence, make statements indicating plural structure we are, they are, you are and we are not. Eg. “David is a boy, “Sola is a boy”, “They are boys “we are not girls” etc.
-Pupils repeats sentences after teacher and also participate in class to reinforce lessons
|.Reading and Writing
a.describe past actions
b.connected with asking and answering questions
|-Teacher with the aid of a good text book, pictures and real objects with illustrations ask pupils questions and at the same time ask questions from the story.
-Pupils write new words and make sentence with them.
-Pupils learn the right sounds and pronunciation of words found in the story book read.
|3||3.Listening and Speaking
A.pronouncing the plural forms of simple nouns correctly e.g. Bags-bags leaf-leaves, etc.
B.Expressing plurals using the structure “these are “those are “these are not” those are not” e.g. This/That is a ball These\those are balls etc.
Reading and writing
Responding to and writing correct answers to questions about the past e.g.
Q-What did you do last Sunday?
A-We watched football.
|Teachers with the use of real objects like cups, balls, etc. Flannel board, flashcards and a good text book teaches pupils how to express words n plurals and how to correctly pronounce the plurals of simple nouns.
-Pupils repeat sentences after teacher and also participate in class drama meant to reinforce lessons.
-Teachers with the aid of a flannel board, sentence strips and word chart showing present and past tense forms of the verb to be used guide pupils to pronounce and answer the given questions correctly.
-pupils repeat questions and answer after the teacher, give answers to such questions and also write down the questions and answers with aid of sentence stripes.
|4||Listening and Speaking.
A. Using singular and plural pronouns as continuous action e.g. I am laughing-we are laughing you are singing (singular)-you are singing (plural), he /she is jumping we are jumping etc.
B. Asking and answering questions about continuous actions using the singular and plural pronouns e.g.
Q:What are you/what are they doing?
A: I am singing, we are singing, they are singing etc.
Reading and Writing
Reading of simple passages based on occupation or customs and tradition also has simple present tense structures
|-Teachers with the use of charts showing pictures of people and animals perform one action or the other e.g. Flying, sweeping etc. Teaches pupils how to make sentences.
-Pupils participate in the lesson, asking and answering questions or replies correctly to each other.
-Pupils repeat sentences after the teacher and also participate in class drama which involves performing an action e.g. write, jump,sing,laugh etc. And while the teacher asks “what are you doing? The performer or the class is expected to answer “I am writing/He is writing” etc.
-Teachers with the aid of a good supplementary reader, course book and wall charts with pictures of various professions ,customs and traditions, passages for pupils to read and also guides and supervises pupils reading, and answering questions based on the passages.
-Pupils should listen to their teacher read the passage several times, they also read aloud and discuss it with the teacher and the class to get the main or general idea in the passage.
-pupils should learn and write new word and make sentences.
-pupils learn the correct sounds of words from the story
|5||Listening and speaking
Expressing how past actions were performed e.g. I walked to the stream yesterday, we went to
The park last night, they ate my cake last Sunday etc.
Reading and writing
Reading passages that describe and express how past action were performed.
|-The teacher will use the pictures ,objects ,
sentence stripes and a good course, both makes similar statements indicating Past actions and guides pupils during lessons
-pupils read and repeat sentences after teacher and also make sentences based on similar patterns.
-Teachers with the aid of a good supplementary reader, course book and applicable passages for pupils of various professions ,customs and tradition provides passage for pupils to read and also guides, supervises pupils reading ,asking and answering questions based on the passages.
– Pupils should listen to the teacher, read the passages several times, and also read aloud quietly. Discuss it with the teacher and the class to get. the main or general idea of the passages
-pupils should learn and write new words make sentences and compositions with them.
-pupils learn the correct sounds of words from the story.
|6||Listening and speaking
Responding to ‘What’ questions about the past e.g.
Q: What did you do last Friday?
A:I went to the market
Q: What did kelvin do last night?
A:Kelvin read his book
Q: what did you learn at school yesterday?
A: I/We learn how to read and write etc.
Reading and writing
Reading and spelling of simple words and names of familiar objects with the use of the article “a” and “an” e.g. a book, a ball, a basket, an orange, an axe etc.
|-Teacher with the use of pictures ,objects sentences stripes and charts showing present and past tense forms of verbs to be used provides “what” questions and guides pupils to pronounce and read questions and answers
-Pupils participate in the lesson, asking and answering questions or replying correctly to each other
-Pupils read and repeat sentences and also make sentences based on similar patterns
-Teachers with the aid of charts with pictures of various common objects at home, schools and the environment guide and supervise pupils to correctly pronounce, spell and write the names of simple objects and word.
-Pupils should listen to their teachers while she spells and pronounces each words several times, they also repeat spellings and write words as the teacher dictates.
|7||Listening and Speaking
Asking and answering about past actions
E.g Q: Where were you last night?
A; I was at home watching the television.
Q; Did you see Shola yesterday?
A; Yes, I did/No I didn’t
Q; Where was he/she?
A; He/She was in Lagos attending a marriage ceremony etc
Reading and Writing
Reading numbers 1 to 10. Answering the questions How many ….? And also indicating colours
Eg Q; How many balls are on the table?
A; There are two balls on the table.
Q; How many blue bags are in the class?
A; There are six yellow bags in the class
|– Teachers with the use of pictures, objects sentences, stripes and charts ask questions about past actions lead pupils to lead and give answers to questions.
– Pupils participate in the lesson by asking and answering questions correctly to each other.
– Pupils read and repeat sentences after teacher and also make sentences on similar patterns
Teacher, with the aid of charts and pictures of various objects in isolation, groups present the lesson to pupil asking them to indicate the number of objects.
Pupils participate in the lesson asking and answering questions correctly to each other.
Pupils should listen, read and respond to questions following teacher’s model.
|8||Listening and Speaking
Expressing what things are made of, answering the questions; what is – – made of?
Eg; Q: What is the bag made of?
A; The bag is made of leather.
Q; What are the scissors made of?
A; The scissors are made of iron.
Reading and Writing
Reading passages based on imaginative writings in familiar context
|– Teacher with the aid of real objects and charts with pictures of various objects, present the lesson to pupils asking them to indicate the number and colour of objects
– Pupils participate in the lesson asking and answering questions or replying correctly to the teacher and each other.
– Pupils listen to and read questions and respond following teacher’s model.
– Teacher with the aid of a supplementary reader, charts and other relevant materials guide pupil reading activities.
– Pupils participate in the lesson asking and answering questions or replying correctly to each other.
– Pupils should listen to teacher and read the passage several times, they are to read aloud individually and group and also after the teacher.
– Pupils answer simple questions based on the passage and learn to write words as teacher dictate from the passage.
|9||Listening and Speaking
Answering Questions formed with ‘shall’ and ‘Will’
Eg Q; Will you leave next week?
A; Yes I shall leave next week/Yes I shall
Q; Shall we leave this night?
A; Yes we shall/we shall leave this night.
Reading and Writing
Spelling of names of persons and places pupils, environment.
Eg; Spelling the names of parents, siblings, teachers class mates friends, state, towns and places
|– Teacher, with the aid of a good course book, charts with simple sentence ‘shall and will’ engages pupils in dialogue using ‘shall and will’.
– Pupils participate in the lesson asking and answering questions correctly to the teachers and each other.
– Pupils should listen, read and respond to questions following the teacher’s model.
– Teachers with the aid of charts with pictures of people and places, guide learning on how to spell names of people and places.
– Pupils participate in the lesson by practicing, writing names written on the board or dictated by the teacher.
– The teacher should correct mistakes of the pupil.
|10||Listening and Speaking
a) Expressing continuous action. Eg Dance – Dancing
Run – Running
Sing – Singing
b) Using the progressive forms of familiar verbs correctly in a sentence.
Eg Dancing – I am dancing
Running – I am running
Eating – I am eating
Praying – I am praying etc.
Reading and Writing
Reading passages based culture, customs and traditions. Eg. Festivals and ceremonies
|– Teachers with the aid of charts and flash cards containing relevant words should teach the people how to spell and write given verbs and how to use them in sentences.
– Pupils should listen to the teacher, spell, mime and perform the actions. What are you doing ‘I am dancing’ etc.
– Pupils practice writing continuous forms of verb on the board and their books as dictated by the teacher.
– The teacher should correct the mistake of the pupils
– Teacher with the aid of a supplementary reader, charts and other relevant materials guide pupils reading activities.
– Pupils participate in the lesson asking and answering questions or reply correct to each other.
– Pupils listen to teacher read the passage several times, they read aloud individually and in group and also after the teacher.
– Pupils answer simple questions based on the passage and learn to write words as teacher dictates from the passage.
|11||Listening and Speaking
1) Simple irregular formation. Eg. Man – Men, Child – Children, Foot – Feet.
2) Uncountable Plurals. Eg. A packet of sugar
3) Simple concrete nouns. Eg. Bench – Benches, Table – Tables, Bag – Bags
Reading and Writing
Describing things and people according to their weights and sizes. Eg. Small, big, tiny, enormous, huge and large etc.
|– Teacher with the aid of chart and flash cards containing relevant pictures, words, teaches pupils on how to form plurals, form nouns, how to pronounce words formed and how to use them in a simple sentence.
– Pupils list them and say after the teacher as the teacher pronounces these words and form plurals from nouns.
– Pupils learn how to use them in sentences and teacher correct mistakes of pupils.
– Teacher with the aid of a supplementary reader, charts and objects of various sizes and weights illustrates different sizes and weights and also teaches people how to distinguish between weights and sizes.
– Pupils participate in lessons by asking and answering questions and imitate teacher’s actions and sentences.
|12||Revision and Examination||Revision and Examination|
Hope this is well understood? The primary 2 English language scheme of work for first term, second term and third term as seen above are the government approved scheme of work for primary schools in Nigeria irrespective of the location of the school. For those interested in teaching or setting up a school, this information will go a long way in making your teaching adventure a successful one.
Do you have any questions as regards the government approved scheme of work for primary 2 English language for first term, second term and third term 2020/2021 academic session? please feel free to reach out to us via the comment section below and we shall respond accordingly.
We have the scheme or work for 2nd term and third term. You can reach us via 07062541362 or via our contact us page.