The government-approved scheme of work for Primary 2 English language for all topics is now available on our platform. This unified (used in all states) scheme of work covers all topics ranging from first term to third term which starts with introduction and revision of the previous term, midterm breaks, revision, examination, and vacation.
The Primary 2 English language scheme of work government-approved subjects for all primary schools in Nigeria makes this scheme of work very important. It is the government revised scheme for all topics for Primary 2 English language and it is applicable to all states. That is, schools (Private and government-owned) operating in all states in Nigeria are advised to make use of this scheme of work as it contains the approved curriculum.
English language is a compulsory subject because they form the core foundation of development for pupils in primary school level up to secondary level.
The Primary 2 English language scheme of work seen here is the latest revised unified scheme of work according to the Ministry of Education. It is applicable in all states, it is the approved scheme for all basic and primary school levels that must be compulsorily adopted by all schools in Lagos, Ogun, Ibadan, Port Harcourt, Abuja, Anambra, Delta state and all states in Nigeria be it private or public schools because it is from the scheme of work that national common entrance is curled from.
The government approved Primary 2 scheme of work here states all the topics to be treated and how it should be taught. Teaching pupils in primary schools is somewhat different from secondary, for primary schools you need to be more practical in your teaching. Nowadays, audio-visual means are now being adopted by majorly private schools in teaching Primary 2 English language as it helps the children assimilate and remember easily, what has been taught.
Primary 2 scheme of work here also highlights the time frame given to cover each subject because it is the government’s directive that all schools finish the academic session within the same time frame hence the need to cover all topics within the stipulated period which is usually within 10 to 12 weeks.
In as much as most private schools have adopted the Montessori method of teaching which is centered on independent activity or better put, a more practical method of teaching which involves using physical objects or audiovisual materials which in turn makes children make creative choices in their learning and this is often tutored by a well-trained teacher who guides the pupils in the process, this does not in any way change or make them (private primary schools) adopt another scheme of work, it’s just a different method of imparting knowledge in their pupils.
The government-approved scheme of work for Primary 2 English language is the same as the scheme of work used by all states. Say, for instance, the Lagos state-approved scheme of work Primary 2 English language is the same as the scheme of work used in the eastern and northern region of Nigeria except for some slight changes which have to do with religious and cultural background. For instance, the scheme of work in Lagos and other southwestern states contains Yoruba Language but is not present in the northern or eastern region of Nigeria.
In this post, we shall cover the following:
- The government approved a unified scheme of work for Primary 2 English language for 2025
- Lagos state scheme of work for English language in primary school for 2025
- Unified Primary 2 scheme of work for all 36 states in Nigeria including the FCT, Abuja.
- Government-approved scheme of work for Primary 2 English language first term.
- Government-approved scheme of work for Primary 2 English language 2nd term.
- Government-approved scheme of work for Primary 2 English language 3rd term.
Having listed the available Primary 2 scheme of work for English language 2025/2026 academic session, I will be providing the full scheme below. All you need to do is identify the subject you need and make do with the information for your personal consumption.
Government Approved Scheme of Work for Primary 2 English language 1st Term to 3rd Term 2025/2026 Session
| WEEK | TOPIC | ACTIVITIES/CONTENT/EVALUATION |
| 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 pictures of boys and girls, sentence strips, and showing the use of sentences, 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 the teacher and also participate in class to reinforce lessons |
| .Reading and Writing Reading passages a.describe past actions b.connected with asking and answering questions | -Teacher with the aid of a good textbook, pictures, and real objects with illustrations asks pupils questions and at the same time asks questions from the story. -Pupils write new words and make sentences with them. -Pupils learn the right sounds and pronunciation of words found in the storybook read.
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| 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 textbook teach pupils how to express words n plurals and how to correctly pronounce the plurals of simple nouns. -Pupils repeat sentences after the 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.
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| 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)-we 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 performing 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, coursebook, 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 words 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 actions were performed.
| -The teacher will use the pictures, objects, sentence stripes and a good course, both make similar statements indicating Past actions and guides pupils during lessons -pupils read and repeat sentences after the teacher and also make sentences based on similar patterns. -Teachers with the aid of a good supplementary reader, coursebook, and applicable passages for pupils of various professions, customs, and traditions provide passages for pupils to read and also guide, supervise 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 words. -Pupils should listen to their teachers while she spells and pronounces each word 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 colors 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 the teacher and also make sentences on similar patterns
The teacher, with the aid of charts and pictures of various objects in isolation, groups presents the lesson to pupils 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 the 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 a 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 color 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 the 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 the teacher and read the passage several times, they are to read aloud individually and in groups and also after the teacher. – Pupils answer simple questions based on the passage and learn to write words as the teacher dictates 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 The spelling of names of persons and places pupils, environment. Eg; Spelling the names of parents, siblings, teachers classmates friends, states, towns, and places | – Teacher, with the aid of a good coursebook, charts with simple sentence ‘shall and will’ engage 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 the 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. For Eg Dancing – I am dancing Running – I am running Eating – I am eating Praying – I am praying etc. Reading and Writing Reading passages based on culture, customs, and traditions. Eg. Festivals and ceremonies
| – Teachers with the aid of charts and flashcards 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 verbs 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 replying correctly to each other. – Pupils listen to the teacher read the passage several times, they read aloud individually and in groups and also after the teacher. – Pupils answer simple questions based on the passage and learn to write words as the teacher dictates from the passage. |
| 11 | Listening and Speaking Irregular plurals 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 charts and flashcards containing relevant pictures, words, teaches pupils 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 teachers correct the 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 imitating the teacher’s actions and sentences.
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| 12 | Revision and Examination | Revision and Examination |
I hope this has been helpful, especially for school owners, teachers, parents, and guardians who need it for the personal tutoring of their wards. The Primary 2 English language scheme of work is government approved for all subjects taught at the elementary stage (primary school) for 2025 so if you have any questions as regards the subject matter please feel free to reach out to me via the comment section below and I will respond accordingly.