MINISTRY OF EDUCATION
LUFUPA DAY SECONDARY, DEPARTMENT: LANGUAGES
SCHEME OF WORK
SUBJECT: English, GRADE/CLASS: Form 2, TERM: 3, YEAR: 2026, NAME OF TEACHER: DM
| WEEK | TOPIC | SUBTOPIC | SPECIFIC COMPETENCE | SCOPE OF THE LESSONS | LEARNING ACTIVITY | EXPECTED STANDARD | T/L RESOURCES | METHODS/STRATEGIES | REF |
|---|---|---|---|---|---|---|---|---|---|
| Week 1 07/09/2026 | 2.25. RELATIVE CLAUSES | 2.25.1. Relative Pronouns | 2.25.1.1. Construct sentences using relative pronouns | • Identifying different relative pronouns and discussing subject and object in sentence construction to build correct relative clauses. | • Identifying different relative pronouns (which, whom, that…) • Discussing subject and object in a sentence construction. • Constructing sentences (using 'which' with subjects that are things • with 'whom' or 'who' with objects that are people • Composing sentences (using | • Sentences using relative pronouns constructed correctly | • Chalkboard • English Grammar Textbook • Charts • Exercise books | • Discussion • Question and Answer • Sentence Construction | • Syllabus p.1 |
| Week 2 14/09/2026 | 2.26. COMPARISON | 2.26.1. Formation of the Comparative and Superlative | 2.26.1.1. Use comparatives and superlatives in sentences | • Discussing ways of comparing two or more things • forming comparatives and superlatives using –er, –est, more, most • using comparative and superlative forms in sentences. | • Discussing ways of comparing two things (comparative) Forming comparatives by using –er for regular forms and putting the word more • Using comparative + than (Mulife is older than Dalitso ) • Using the+ comparative (Juunza is older wife of Monde.) • Discussing ways of comparing more than two things (superlative) Forming superlatives by using –est for regular forms and putting the word most before words that have two or more syllables (Small – smallest, Beautiful - most beautiful) • Using the + superlative (Lubilo was the best in his class...) • Discussing irregular forms of comparison. (good - better - best, little - less – least, much/many – more – most) • Constructing sentences using comparatives and superlatives | • Comparatives and superlatives in sentences used correctly | • Chalkboard • English Grammar Textbook • Charts • Exercise books | • Discussion • Question and Answer • Sentence Construction • Group Work | • Syllabus p.1 |
| Week 3 21/09/2026 | 2.26. COMPARISON | 2.26.2. Other Ways of Expressing Comparison | 2.26.2.1. Use alternative ways of expressing comparison | • Discussing similes and using as…as, not as…as, same…as, like, just like, and comparative + and + comparative to express comparison. | • Discussing the use of similes • Using 'as…as' (Mweemba is as proud as a peacock…She walks as slow as a snail…) • Using 'not as…as…' and • Using the 'same …as' (Your cellphone is the same as mine…) • Using '…like' and '…just like' (Lubuto looks like her mother…Lubuto looks just like her mother…) • Using 'comparative + and + comparative' (She shouted | • Alternative ways of expressing | • Chalkboard • English Grammar Textbook • Charts • Exercise books | • Discussion • Question and Answer • Sentence Construction • Group Work | • Syllabus p.1 |
| Week 4 28/09/2026 | 2.27. REASON | 2.27.1. 'Now that' / 'Seeing that' to express Reason | 2.27.1.1. Use other expressions to show reason in sentences | • Discussing and constructing sentences using 'now that' and 'seeing that' to express reason. | • Discussing the use of 'now • Constructing sentences using 'now that' or 'seeing that' to express reason | • Other expressions to show | • Chalkboard • English Grammar Textbook • Charts • Exercise books | • Discussion • Question and Answer • Sentence Construction | • Syllabus p.1 |
| Week 5 05/10/2026 | 2.28. TIME | 2.28.1. Expressions of Time | 2.28.1.1. Use expressions of time | • Using perfect participle phrases, conjunction + participial phrases, and no sooner…than with inversion to express time relationships. | • Using phrases containing 'Perfect Participle' when one action precedes another (Having completed the workshop, the participants were given certificates…) • Using conjunction + participial phrases to express • Using 'no sooner …than 'with an inversion as an alternative to as soon as (As soon as Tapelo saw his father, he started singing. No sooner had Tapelo seen his father than he started singing) | • Expressions of time used correctly | • Chalkboard • English Grammar Textbook • Charts • Exercise books | • Discussion • Question and Answer • Sentence Construction | • Syllabus p.1 |
| Week 6 12/10/2026 | 2.29. CONTRAST | 2.29.1. Expression of Contrast | 2.29.1.1. Use other expressions to show contrast in sentences | • Using present participles with despite, in spite of, alternative and additional ideas, conjunctions, semicolon, no matter, and adjective + as/though to express contrast. | • Using the present participle with 'despite' and 'in spite of' for contrasting ideas (In spite of working very hard, Mayawa did not get a bumper harvest… Despite working very hard, Mayawa did not get a bumper harvest.) • Using the present participle with an expression introducing an alternative idea (He decided to find a job instead of begging on the street…) • Using the present participle with an expression introducing an additional idea. (Besides being a medical doctor, she is a farmer. In addition to being • Using 'One… (but) 'the other… 'or' 'The one… (but) (…Using Conjunctions: One chicken is white but/ and/ while/yet the other is brown… • Using Semi Colon: One chicken is white • the other is brown…) • Using 'No matter' + how/ wh' to express contrast… (No matter what she did, she was unable to please her friend...) • Using adjective + as/though, for recognition only, to express contrast (Tired though she was, she continued working…) • Constructing sentences to express contrast | • Other expressions to show contrast in sentences used correctly | • Chalkboard • English Grammar Textbook • Charts • Exercise books | • Discussion • Question and Answer • Sentence Construction • Group Work | • Syllabus p.1 |
| Week 7 19/10/2026 | MID-TERM TEST | Assess the students | Assess learners' mastery of all topics covered up to this week | • Cumulative review and written assessment of all topics covered in the term so far | • Written test administration • Past papers • Test paper • Stationery | • Learners demonstrate mastery through written response | • Test paper • Answer sheets • Stationery | • Individual written assessment • Self-assessment | • Past papers • Syllabus |
| Week 8 26/10/2026 | 2.30. CONDITION | 2.30.1. Other Ways of Expressing Condition | 2.30.1.1. Use other ways of expressing condition | • Discussing and constructing sentences using but for, if only, provided/providing that, so/as long as, suppose/supposing, and inversion in conditional sentences. | • Discussing the use of 'but for' and 'If only' to show condition in sentences (Museshyo would have failed the exam but for his mother's • Using 'If only' to express regret or hope (Expressing Regret: If only the driver had obeyed the instructions, she would not have hit into a stationary car • Expressing Hope: If only it rains, the vegetables will grow well…) • Identifying situations when 'if only' can be used without the main clause (If only I had seen the elephant coming!...) • Constructing sentences using 'provided/providing that' / 'so /as long as' (I will allow you to go home provided that you finish your work. I will allow you to go home providing that you finish your work…so /as long as you finish your work you will go home ...) • Using 'Suppose/supposing (that) to introduce questions and are used in the initial position. (Supposing that I • Composing sentences showing inversion in Conditional Sentences (Had I seen the elephant coming, I would have run away...) | • Other ways of expressing condition used correctly | • Chalkboard • English Grammar Textbook • Charts • Exercise books | • Discussion • Question and Answer • Sentence Construction • Group Work | • Syllabus p.1 |
| Week 9 02/11/2026 | 2.31. QUESTION TAGS | 2.31.1. Positive, Negative, and Imperative Question Tags | 2.31.1.1. Use question tags | • Identifying question tags in speech, discussing positive, negative, and imperative question tags, and supplying correct question tags to statements. | • Identifying the use of question tags in speech when we want someone to agree with what we have just said (He has stopped talking, hasn't he?...) • Discussing question tags (positive statements are usually followed by negative tags while negative statements are followed by positive tags) Showing that Imperative statements are positive statements that are followed by a positive tag for commands or requests (Let us go now, shall we?) • Constructing sentences using • Supplying correct question tags to positive and negative statements provided | • Question tags used correctly | • Chalkboard • English Grammar Textbook • Charts • Exercise books | • Discussion • Question and Answer • Sentence Construction • Oral Practice | • Syllabus p.1 |
| Week 10 09/11/2026 | 2.32. VOICE | 2.32.1. Active and Passive Voice | 2.32.1.1. Use the active and passive voice | • Using active voice when the subject performs action and passive voice when the subject receives action • constructing sentences in both voices. | • Using active voice when the subject performs action (The principal built a house before he retired…) • Using Passive Voice when the subject receives an action (A house was built by the principal before he retired…) Construct sentences using active and passive voice | • Active and passive voice used correctly | • Chalkboard • English Grammar Textbook • Charts • Exercise books | • Discussion • Question and Answer • Sentence Construction • Group Work | • Syllabus p.1 |
| Week 11 16/11/2026 | 2.33. AGREEMENT (CONCORD) | 2.33.1. Using Subject- Verb Agreement | 2.33.1.1. Use subject-verb agreement | • Discussing subject-verb agreement rules and constructing sentences where verbs match the number, person and gender of the subject. | • Discussing subject- verb agreement (verbs in a sentence must match the number, person and gender of the subject, a singular subject will use a singular verb while a plural subject will use a plural verb...) • Constructing sentences expressing subject verb agreement (Chanda loves painting. The children love come back. Team members have come back…) | • Subject- verb agreement used correctly | • Chalkboard • English Grammar Textbook • Charts • Exercise books | • Discussion • Question and Answer • Sentence Construction | • Syllabus p.1 |
| Week 12 23/11/2026 | 2.34. WORD BUILDING (AFFIXATION) 2.35. SUMMARY WRITING | 2.34.1. Prefixes and Suffixes 2.35.1. Title Summary | 2.34.1.1. Use affixation to form new words 2.35.1.1. Compose titles | • Discussing prefixes and suffixes to form new words • choosing and composing titles from a passage • composing a paragraph and summarising a short text. | • Discussing the process of adding a letter or group of letters to the beginning or end of a word to make a new word (prefixes and suffixes) • Identifying various prefixes and suffixes (PREFIXES: en, dis, un, pre, pro • SUFFIXES: • Choosing best titles from options given on a passage Composing titles from a given passage • Composing a paragraph • Summarising a short text or | • Affixation to form new words used correctly • Titles composed correctly | • Chalkboard • English Grammar Textbook • Charts • Exercise books | • Discussion • Question and Answer • Sentence Construction • Summary Writing | • Syllabus p.1 |
| Week 13 30/11/2026 | END-OF-TERM TEST | Assess the students | Assess learners' mastery of all topics covered up to this week | • Cumulative review and written assessment of all topics covered in the term | • Written test administration • Past papers • Test paper • Stationery | • Learners demonstrate mastery through written response | • Test paper • Answer sheets • Stationery | • Individual written assessment • Self-assessment | • Past papers • Syllabus |