English Curriculum for Primary 4 to 6

Grade 4 – 6 NERDC English Curriculum for Primary 4 to 6. Descriptive words,market and society, Oral Composition, adjectives – Schemeofwork

English Curriculum for Primary 4

THEME 1:  READING

Week 1

Topic:  Comprehension I

Performance objectives

1. Read class appropriate informational texts e.g. health, environment, consumer rights, safety etc.;
2. Identify main ideas in the texts; and
3. Identify supporting facts in the texts

Contents

1. Reading Class appropriate informational texts e.g. texts on diet and nutrition, benefits of eating for healthy living, etc.
2. Guides pupils to identify supporting facts in a text

Teacher’s Activities

1. Guides pupils to read the story.
2. Guides pupils to identify main ideas in the texts
3. Guides pupils to identify supporting facts in a text.

Student’s Activities

1. Read the informational texts
2. Work in pairs or groups to identify main ideas in the texts.
3. Work in pairs or groups to identify main facts in the texts

Teaching & Learning Material  

1. Newspapers, magazines
2. Course book     
3. Supplementary readers
4. Pictures               

Evaluation Guide

1. read the informational texts;
2. discuss the main ideas in the texts; and
3. list the main facts in the read texts

Week 2

Topic: Comprehension II

Performance objectives

1. read descriptive passages with understanding;
2. identify new words used for describing people, animals, things and places; and
3. Answer factual and other questions.

Contents

1. Identify and explain new words used for describing people, animals, things and places.
2. Answer factual and other questions based on the passage.

Teacher’s Activities        

1. Guides pupils to read the passage
2. Guides pupils to identify and use new descriptive words,
3. Asks and guides pupils to answer factual and other questions on the passage.

Student’s Activities

1. Read the passage as guided by the teacher.
2. Work in groups to identify descriptive words in the passage.
3. Answer factual and other kinds of questions.

Teaching & Learning Material  

1. Course book
2. Supplementary reader.
3. Selected descriptive passages.
4. Flip chart/ cardboard chalk/white board.

Evaluation Guide

1. read descriptive passages; and
2. use new words in 5 sentences

Week 3

Topic: Comprehension III

Performance objectives

1. read class appropriate stories and poems with understanding;
2. answer questions on the poems and stories;
3. identify and interpret similes and metaphors; and
4. Understand characters, setting plots.

Contents

1. identify words, similes and metaphors,
2. Explain the characters, setting and plots in poems and stories.
3. Reading Class appropriate stories and poems to:
   1. identify words, similes and metaphors,
   1. Explain the characters, setting and plots in poems and stories.

Teacher’s Activities        

1. Guides pupils to read selected stories and poems.
2. Explains similarities and differences between simple stories (prose) and poems.
3. Asks and guides pupils to answer questions.
4. Explains the language of poetry to pupils e.g. Rhymes and rhythm, etc.
5. Identify similes and metaphors

Student’s Activities

1. Read stories and poems.
2. Discuss similarities and differences they observed in stories (prose) and poems with the teacher’s guidance.
3. Answer questions individually, in pairs or in groups.
4. Identify similes and metaphors in poems

Teaching & Learning Material  

1. Selected stories and poems
2. Course books
3. Flash cards
4. pictures and drawings
5. Real objects
6. Supplementary reading Materials

Evaluation Guide

1. Read stories and poems;
2. list 3 features of poems;
3. mention at least 3 examples of similes and metaphors; and
4. explain the meaning of character and setting plot

Week 4

Topic: Comprehension IV

Performance objectives

1. read the selected passage;
2. identify issues related to the passage; and
3. Answer questions on the passage.

Contents

1. Reading Passage on a range of issues (e.g. Cooperation, foods and drug safety, Road safety, etc. and:
   1. identifying issues related to the text,
   1. use context clues to understand text

Teacher’s Activities        

1. Guides the pupils to Read the passage.
2. Answer simple questions in pairs or groups.                       
3. Identify new words and
4. Ideas related to the passage.    

Student’s Activities

1. Read the passage.
2. Answer simple questions in pairs or groups.
3. Identify new words and ideas related to the passage.

Teaching & Learning Material  

1. Selected passage on cooperation
2. Flash cards.
3. Cardboards or chalk/white Board
4. Relevant pictures and Diagrams

Evaluation Guide

1. read selected passage;
2. identify issues related to the passage; and
3. Answer questions on the passage.

Week 5

Topic:  Comprehension V

Performance objectives

1. set purpose for reading;
2. read story books and other reading materials independently for entertainment, enjoyment or information; and
3. select books and other reading materials independently

Contents

1. Independent reading:
   1. Reading independently for a purpose;
   1. Independent selection of books and other reading materials.

Teacher’s Activities        

1. Guides pupils to read story books, supplementary readers, etc independently
2. Guides the pupils to understand the purpose of independent reading
3. Helps pupils to develop reading habits.
4. Guides pupils on how to select books and other reading materials
5. Guides pupils to summarize what they have read

Student’s Activities

1. Read story books and other reading materials independently
2. Recognize the purpose of reading any text
3. Show interest in reading independently
4. Select books and other reading materials on their own
5. Pupils to summarize what they have read

Teaching & Learning Material  

1. Story books
2. Supplementary Readers
3. Charts on how to select books in the library
4. Newspaper, magazines etc

Evaluation Guide

1. read story books and other reading materials;
2. mention at least 3 purposes of reading different texts;
3. explain how to select books and other reading materials; and
4. summarize at least one book read

Week 6

Topic: Concepts of print

Performance objectives

1. identify different types of fonts, illustrations, graphics etc;
2. use title, title page, table of content, glossary and index to locate information; preview text using text features e.g. headings, graphics, titles, diagram, etc; and
3. Recognize different kinds of text- poems, plays, drama, letters, biographies etc.

Contents

1. Recognizing charts, maps, graphs, pictures, etc. in printed materials and texts
2. Parts of text e.g. title, title page, table of content, glossary, index etc.
3. Previewing text using text features.

Teacher’s Activities        

1. Guides pupils to recognize and use charts, maps, graphs, pictures etc.
2. Guides pupils to identify parts of texts e.g. title of text, title page, table of content, glossary, index etc.
3. Guides pupils to locate information in texts using parts of text.
4. Guides pupils to preview a text using headings, graphics, titles etc.

Student’s Activities

1. Recognize and use charts, maps, graphs, pictures etc.
2. Identify parts of text e.g. title of text, table of content, glossary, etc.
3. Locate information in text using parts of text
4. Preview texts using text features e.g. headings, graphics, titles etc.

Teaching & Learning Material  

1. Recommended books
2. supplementary readers
3. Story books

Evaluation Guide

1. Recognize and use maps, graphs, pictures, etc;
2. Identify parts of texts;
3. Locate information from texts using parts of text; and
4. Preview a text using text features.

SUBJECT:   ENGLISH LANGUAGE      CLASS LEVEL: PRIMARY 4

THEME 2:  WRITING

Week 1

Topic:    1              Writing Simple Sentences about Events in Correct Sequence. (A Passage on Consumer, Market and Society)

Performance objectives

1. Explain who a consumer is using simple sentences;
2. Explain the meaning of a market;
3. List three key market operators in simple sentences; and
4. In simple sentences, discuss the roles of market in the society.

Contents

1. Meaning of consumer, market and society.
2. Key operators in the market e.g. consumers, goods and service providers, government, etc.
3. Impact of market on society.

Teacher’s Activities        

1. Explains the meaning of consumer, market and society in simple sentences e.g. „A consumer buys goods and services‟.
2. Discusses the impact of market on society using simple sentences.
3. Takes learners on a trip to a market.

Student’s Activities

1. Participate in explanation of consumer, market and society in simple sentences.

Teaching & Learning Material  

1. Posters, charts, fliers showing market scenes.
2. Magazines, pictures, newspapers, cutting of relevant information on consumer and society.
3. Textbooks.

Evaluation Guide

1. explain the meaning of consumer, market and society;
2. list three key market operators; and
3. Give two impacts of market on society.

Week 2

Topic: Guided Informal Letter, e.g. Letter to a Friend

Performance objectives

1. make appropriate use of guidelines to write an informal letter; and
2. Write an informal letters.

Contents

1. An informal letter. E.g. A letter to an elder sister, a brother, a father, a mother, a friend.
2. Features of informal letter: Letter to a friend is based on: tolerance, humaneness, personal in tone, intimate with secret/gossip, to share and enjoy warmth.

Teacher’s Activities        

1. Teacher explains meaning of informal letter.
2. Lists the formal features of an inform letter.
3. Guides pupils to write informal letters.

Student’s Activities

1. Listen to and write down in their books meaning of, and features of informal letters.
2. Write informal letters to relatives and friends.
3. Participate in class discussions.

Teaching & Learning Material  

1. A suitable guided informal letter formats.
2. An informal letter prepared by the teacher.

Evaluation Guide

1. use the guidelines correctly to write an informal letter; and
2. Write informal letter correctly.

Week 3

Topic: Narrative and Descriptive Composition Descriptive:

1. My Family

2. My School

Performance objectives

1. narrate a story;
2. write a composition on a given topic;
3. describe the essential characteristics of their family or school; and
4. describe the members of the family, noting their special characters

Contents

1. Describe piece of writing, bringing out important events or highlight.
2. Communicate these thoughts in a continuous prose.
3. Get, through the help of pupils, the different exciting events in their lives.
4. Describing the members of the family (including pets)
5. Describing a typical day in the life of the family.

Teacher’s Activities        

1. Prepares model compositions on narrative and descriptive and use these to guide pupils.
2. Discusses the content of the composition with pupils; each mentioning their own memorable days.
3. Let’s them say why it is memorable.
4. Let them write it as a creative piece of writing to be displayed on the notice board.

Student’s Activities

1. Write compositions (narrative and descriptive) given by the teacher.
2. Copy the model compositions given by the teacher.
3. Talk about their experiences with regard to the events.
4. Read over the work on the chalkboard.
5. Write two or three paragraphs on their own memorable day.

Teaching & Learning Material  

1. Picture charts of exciting events.
2. Model narrative and descriptive passages.
3. Course book.
4. Composition prepared by the teacher.
5. Supplementary reader.

Evaluation Guide

1. Pupils to narrative their own story;
2. Write their own composition on a topic of their interest;
3. Describe their family or school environment; and
4. Describe members of their family noting their special characters.

Year 4 NERDC English Language Curriculum for Primary 4 – Schemeofwork

SUBJECT:   ENGLISH LANGUAGE      CLASS LEVEL: PRIMARY 4

THEME 3: LISTENING AND SPEAKING

Week 1

Topic:    Simple Conversation using the Appropriate Words

Performance objectives

1. engage in simple conversation involving, excuse, obligation, permission etc;
2. Use modal auxiliaries to make sentences such as: „can i come in‟? and
3. Use modal auxiliaries in sentences in contextual situations so as to bring out their meaning.

Contents

1. Practice in excusing, obligation, permission etc
2. “can‟ meaning possible
3. “Must‟ meaning obligation “ought to‟ meaning what is right.

Teacher’s Activities        

1. List the modal auxiliaries
2. Creates short stories around the family using modal auxiliaries
3. Asks questions on the story e.g. can Adamu wash the plate?
4. Constructs a dialogue for the same purpose
5. Guides the pupils to dialogue in pairs emphasizing on the modal auxiliaries.

Student’s Activities

1. Make sentences after teacher’s modal examples with „can‟, „cannot‟, „may‟, „May not‟, „must‟, „must not‟, „ought to‟, „ought not to‟, etc.
2. Create a short scene where the pupils role play and use auxiliaries in their conversation
3. Make sentences on their own with modal auxiliaries.

Teaching & Learning Material  

1. Real objects
2. Approved course book
3. Pictures showing actions of the conversations

Evaluation Guide

1. use each of the modal auxiliaries correctly; and
2. Say short sentences using auxiliaries.

Week 2

Topic: Aural Discrimination in Vowels and Consonants

Performance objectives

1. distinguish between the sounds /˄/ in bud and sound /3:/ in bird /a/ in bag and /a:/ in bark;
2. recognize the sounds in words;
3. draw the contrast between sounds when they use the words; and
4. Discriminate between two pairs of consonants e.g. /t/Ϛ/ chin /Ϛ/ shin /v/ vest /f/ first.

Contents     

1. Discriminate between the sounds /˄/ and /3:/ cup curb luck lurk gull girl bust burst
2. Aural consonants as chop/shop, catch/cash, very/ ferry, have/half
3. Distinguishes the pair of voiced and voiceless consonant sounds.

Teacher’s Activities        

1. Writes out the words and the sounds symbols
2. Pronounce the sounds
3. Drills the pupils on the sound distinctions in the words
4. Writes and pronounce vowels and consonant sounds in the word contexts.

Student’s Activities

1. Practice the new vowel and consonant sounds and in word context
2. Write the words and the sound symbols in their note books
3. Differentiate the voiced and voiceless consonants.

Teaching & Learning Material  

1. Course book
2. Any suitable book on English phonetics
3. Tape recorder with speech cassettes.

Evaluation Guide

1. do oral drills;
2. recognize the sound;
3. contrast the two vowel sounds; and
4. Distinguish between two pairs of consonant words.

Week 3

Topic: Oral Composition Descriptive and Narrative

e.g. – An Interesting experience: “A visit to my village‟” – “„My Father’s house”.               

Performance objectives

1. narrate the highlights of ”a visit to my village‟;
2. narrate a story;
3. describe how things are been done or a place, e.g. “my father’s house‟; and
4. Pick out important features in any event with emphasis on time, place, occasion and significance.

Contents

1. Narrating an interesting experience with the following: – “A visit to my village‟, “My first day in school‟
2. Describing places or how things are done e.g. “My school‟, “How to cook rice‟.

Teacher’s Activities        

1. Leads discussions dramatization based on “A visit to my village‟ or an interesting experience in ” my school‟ or any descriptive topic
2. Organizes out of class activities to visit places of interest and asks the pupils to narrate or describe their experiences.

Student’s Activities

1. Narrate some events they witnessed
2. Participate actively in teacher initiated activities
3. Describe their memorable days individually.

Teaching & Learning Material  

1. Text books showing various events
2. Video clips of events
3. Real objects to describe how things are done.

Evaluation Guide

1. describe some events accurately; and
2. Narrate interesting experiences they have witnessed.

Week 4

Topic: Using Question Tags

Performance objectives

1. Ask and respond to question tags;
2. Making sentences adding question tags; and
3. Use tags in asking question either positive or negative

Contents

1. Positive:
   • Tomorrow is Monday, isn’t it?
   • You are a boy/girl, aren’t you?
   • She is quite attractive, isn’t she?
   • We shall see each other again, shan’t we?
2. Negative:
   • You didn’t come to school, did you?
   • This book isn’t yours, is it?

Teacher’s Activities        

1. Let’s pupils use tags correctly as in content columns
2. Engages the pupils in various conversations involving positive and negative tags
3. Guides pupils to generate questions using tags
4. Shows the pupil’s questions and what tags to be used i.e. positive tag or negative.

Student’s Activities

1. Listen attentively to the teacher and ask questions using tags
2. In pairs, they engage in conversation using correct questions with correct tags
3. Identify what tags to be used for various questions.

Teaching & Learning Material  

1. Course book
2. Teacher’s guide
3. Other relevant materials.

Evaluation Guide

1. use tags correctly in questions; and
2. Make sentences adding the question tags.

Week 5

Topic: Stress and Intonation

Performance objectives

1. utter each expression with the correct stress;
2. use intonation pattern to express meaning; and
3. Distinguish the contrast between the two expressions both in statement and in question.

Contents

1. Stress pattern can be represented as: / stressed; \unstressed e.g. / WRIting it now / SEnd it now /BEAutiful girl
2. Intonation and stress change the meaning of sentence, e.g. you want me to stay (statement) you want me to stay? (Question).

Teacher’s Activities        

1. Expresses the stress pattern e.g. “writing‟ has only one stress “wri‟
2. Says the expression once and lets pupils say after him/her three times
3. Guides the pupils to point out differences in meaning
4. Provides sentences and pronounce them in the appropriate intonation and stress pattern.
   
   

Student’s Activities

1. Say each phrases expressing correct stress
2. Use pronunciation pattern provided by the teacher in sentences to show stress and intonation
3. Answer questions on stress and intonation.

Teaching & Learning Material  

1. Course book
2. Any practical book on phonetics.

Evaluation Guide

1. do oral drill;
2. make correct sentences with correct stress and intonation; and
3. Do oral exercise.

Week 6

Topic: Songs and Poems

Performance objectives

1. read and sing poems and songs as instruments of speech training;          
2. memorize and recite poems;     
3. sing and enjoy the song;
4. discuss meaning and effect of poem; and
5. Identify the theme of poem.

Contents

1. Read and sing.
2. Poems and songs. Discuss the theme of poem (subject matter and meaning).
3. Songs as another useful instrument of speech training and memorization.

Teacher’s Activities

1. Leads pupils to study the poem.
2. Reads poems to pupils to arouse interest.
3. Let’s pupils take turns reading the poem.
4. Reads the song as a poem.
5. Let’s the pupils read after him/her.
6. Encourages them to memorize the songs.
7. Teaches the pupils to sing the song and enjoy it.

Student’s Activities

1. Listen to the teacher read the poem and sing song.        
2. Take turns in reading the poem and singing the songs.  
3. Memorize the poem and the song.        
4. Read the poem in group chorally and individually.            
5. Read the poem and sing the song to get details of the meaning.
6. Learn to sing and enjoy the song.

Teaching & Learning Material  

1. A short poem on a cardboard.
2. Flash cards showing key words in the poem and songs.
3. Simple poetry books
4. Other relevant materials.
5. Charts containing the song.
6. Course book.

Evaluation Guide

1. Read the song as a poem;
2. memorize and recite it correctly;
3. discuss the meaning and effect of the poem;
4. identify the theme of the poem; and
5. Memorize the song, song and enjoy it.

SUBJECT:   ENGLISH LANGUAGE      CLASS LEVEL: PRIMARY 4

THEME 4: GRAMMATICAL ACCURACY

Week 1

Topic:    Using past, present and future tenses accurately

Performance objectives

1. Correctly use:
   • Past tense
   • Present tense
   • Future tense.

Contents

1. Past tense e.g. I ate yesterday
2. Present tense e.g. I eat rice everyday
3. Future tense e.g. I will eat salad tomorrow.

Teacher’s Activities        

1. Explains the use of past, present and future tenses.      
2. Guides pupils to use the past, present and future tenses.

Student’s Activities

1. Identify past, present and future tenses.
2. Use past, present and future sentences in making statements/sentences.

Teaching & Learning Material  

1. Course book
2. Substitution tables

Evaluation Guide

1. Identify past, present and future tenses; and
2. Make correct use of past, present and future tenses.

Week 2

Topic: Nouns and pronouns

Performance objectives

1. Identify nouns and pronouns; and
2. Use nouns and pronouns in making sentences.

Contents

1. Identification of nouns and pronouns
2. Use of nouns and pronouns.

Teacher’s Activities        

1. Explains nouns and pronouns.
2. Guides pupils to identify nouns and pronouns.
3. Guides pupils to use nouns and pronouns in sentences.

Student’s Activities

1. Identify nouns and pronouns
2. Use nouns and pronouns in making sentences.

Teaching & Learning Material  

1. Course book
2. Real objects Pictures

Evaluation Guide

1. Identify nouns and pronouns in statements/ sentences; and
2. Construct five sentences using nouns and pronouns.

Week 3

Topic: Adjectives and Adverbs

Performance objectives

1. Identify adjectives and adverbs; and
2. Use adjectives and adverbs in making sentences.

Contents

1. Identification of adjectives and adverbs
2. Use of adjectives and adverbs.

Teacher’s Activities        

1. Explains adjectives and adverbs.
2. Guides pupils to identify adjectives and adverbs.
3. Guides pupils to use adjectives and adverbs in making sentences.

Student’s Activities

1. Identify adjectives and adverbs
2. Use adjectives and adverbs in making sentences.

Teaching & Learning Material  

1. Course book Real objects
2. Pictures

Evaluation Guide

1. Identify adjectives and adverbs in statements/ sentences; and
2. Make correct use of adjectives and adverbs.

Week 4

Topic: Comparative forms of adjectives and adverbs

Performance objectives

1. Pupils should be able to use the comparative forms of adjectives and adverbs correctly.

Contents

1. Comparative forms of adjectives e.g. He is taller than his father; Bimpe is more intelligent than Ayo
2. Comparative forms of adverbs e.g. Ahmed walks more slowly than Eze.

Teacher’s Activities        

1. Gives examples of the comparative forms of adjectives and adverbs.
2. Guides pupils to use the comparative forms of adjectives and adverbs.

Student’s Activities

1. Identify the comparative forms of adjectives and adverbs.
2. Use comparative forms in sentences.

Teaching & Learning Material  

1. Course book     
2. Charts containing comparative and superlative

Evaluation Guide

1. Identify the comparative forms of adjectives and adverbs;
2. Use comparative forms in sentences.

Week 5

Topic: Question Tags

Performance objectives

1. Ask and respond to question tags;
2. Make sentences, adding the question tags; and
3. Use the negative and positive tags correctly.

Contents

1. Question tags when body of sentence is positive and the tail is negative e.g. she is beautiful, isn’t she? Today is Wednesday, isn’t it?
2. Question tags when the body is negative and the tail is positive e.g. she will not come, will she? You did not fail, did you?

Teacher’s Activities        

1. Explains when to use question tags
2. Gives examples and asks pupils to repeat after him/her.
3. Guides pupils to use question tags.

Student’s Activities

1. Make sentences that involve question tags.       
2. Do oral drills on negative question tags.

Teaching & Learning Material  

1. Substitution table
2. Course book
3. Flash card

Evaluation Guide

1. Ask and respond to question tags correctly;
2. Make sentences, adding the question tags correctly; and
3. Use the positive and negative tags correctly.

Week 6

Topic: Adverbial Clauses using “if‟ and “when”

Performance objectives

1. Use adverbial clause of condition (if) correctly; and
2. Use adverbial clause of condition (when) correctly.

Contents

1. Adverbial clause of condition (if) e.g. If we know our rights as Nigerians, nobody can abuse them;
2. Adverbial clause of condition (when) e.g. when we pay our taxes, the government will do more for the citizens.

Teacher’s Activities        

1. Explains adverbial clauses of condition using “if” and “when”
2. Guides pupils to use adverbial clauses in making sentences.

Student’s Activities

1. Identify target adverbial clauses.
2. Use of adverbial clauses of condition “if” and “when”.

Teaching & Learning Material  

1. Course book
2. Flash Cards        
3. Picture

Evaluation Guide

1. Identify adverbial clause of condition “if” and “when”; and
2. Make correct use of clause of condition “if” and “when”.

English Curriculum for Primary 5

THEME 1: READING

Week 1

Topic: Phonics I

Performance objectives

1. Use the intonation required in statements, questions commands and requests; correctly; and
2. Use stress correctly to convey meaning.

Contents

1. Intonation patterns in statements, questions commands and requests e.g.
   1. “Is he coming?‟ (Falling, Rising Intonation)
   1. “Will you read the book very fast?‟ (falling, rising, rising, rising)

Teacher’s Activities        

1. Introduces the lesson by showing the charts containing these sentences to pupils and guiding them to read the sentences.
2. Supervises pupils‟ practice and use of the appropriate intonation.

Student’s Activities

1. Repeat the sentences after the teacher, using the intonation pattern provided by him/her e.g. “Will you do the sums accurately?”
2. Practice the falling/rising intonation pattern typical of a statement, question, command and a request.

Teaching & Learning Material  

1. Course book
2. Books on sounds, stress and intonation of English.
3. A chart of some sentences differently stressed
4. Audio-player

Evaluation Guide

1. Use the appropriate stress and intonation in giving commands and requests; and
2. Use stress and intonation in dialogues to demonstrate questioning.

Week 2

Topic:  Phonics II

Performance objectives

1. Produce the sounds of each word correctly;
2. Recognize the sounds;
3. Draw the contrast between sounds when used in words; and
4. Use each word in correct sentence.

Contents

1. More on Aural Discrimination: Vowels, Consonants, Diphthongs, digraphs and trigraphs.

Teacher’s Activities        

1. Produces the pairs of sounds which contrast and lets pupils repeat after him. e.g.: /. / And /a: /, as in „cat. And „cart. „Pat. And „part. /^/and /. / As in „one. And .warn. /p/ and /f/ as in „pill. And „fill. /. / And/t. / as in „shop. And „chop. Etc.
2. Writes the words containing the sounds in minimal pairs on the chalk board.
3. Guides pupils to produce the sounds in isolation and in words.
4. Guides pupils to construct sentences with each pair and bring out the contrast.

Student’s Activities

1. Repeat the pairs of sounds produced by the teacher in isolation and in words
2. Construct sentences with each pair to bring out the contrast.

Teaching & Learning Material  

1. Course book
2. Charts containing the minimal pair
3. Speech cassettes
4. Any other suitable material on phonetics

Evaluation Guide

1. Distinguish between three pairs of sounds;
2. Recognize the sounds;
3. Draw the contrast between three pairs of sounds when used in words; and
4. Use the three pairs of words in sentences to bring out their meanings

Week 3

Topic:  Comprehension I

Performance objectives

1. Read content specific materials e.g. on health, consumer education and other kinds of information,
2. Identify main ideas in materials read,
3. Identify and summaries supporting details.

Contents

1. Reading from content specific materials e.g. relevant passages on road safety, health, consumer rights, etc.

Teacher’s Activities        

1. Selects and presents appropriate passages e.g. health, road safety, consumer rights.
2. Explains relevant unfamiliar words
3. Explains to pupils how to read these passages and obtain information.
4. Guides pupils to read passages and answer questions.

Student’s Activities

1. Examine materials presented by teacher.
2. Read passages.
3. Identify and use new words in sentences.
4. Answer questions based on passages.

Teaching & Learning Material  

1. Passages from relevant materials e.g. Road Safety Guide.            
2. Materials from other sources.   

Evaluation Guide

1. Pupils to read passages to get relevant information

Week 4

Topic: Comprehension II

Performance objectives

1. read non-fiction passages; and
2. Identify and discuss main ideas in non-fiction passages.

Contents

1. Identify main ideas, sequence of events, characters, plot, setting, etc.
2. discuss similarities and differences,
3. Summarize and draw conclusions.

Teacher’s Activities        

1. Explains the meaning of non-fiction and differentiates it from fiction.
2. Presents a selected non-fiction passage reflecting important national values or issues, e.g. unity, security.
3. Guides pupils to read passage.
4. Guides pupils to identify and discuss main ideas in the passage.

Student’s Activities

1. Read the given passage silently.
2. Work in pairs or groups to identify main ideas in particular paragraphs.
3. Participate in plenary presentation/discussion

Teaching & Learning Material  

1. Selected non-fiction passages from various sources       
2. Course books   
3. Flip charts/card board Papers

Evaluation Guide

1. read a given passage fluently and at the right speed; and
2. Identify main ideas in a given non-fiction passage.

Week 5

Topic:  Comprehension III

Performance objectives

1. read simple selected children’s novels and poems;
2. answer factual and other questions from selected children’s novels and poems,
3. Identify similes and metaphor.

Contents

1. Reading and answering questions from Class Appropriate texts and Poems

Teacher’s Activities

1. Explains to pupils why they need to read.
2. Exposes pupils to different kinds of children’s novels and poetry collections.
3. Guides the pupils to read simple children’s novels and poems.
4. Guides pupils to identify and discuss good reading habits.
5. Guides pupils to answer factual questions from the selected novels and poems.

Student’s Activities

1. Set daily/weekly targets for reading children’s novels and poems.
2. Acquire good reading habits.
3. Answer questions from teacher and other pupils.

Teaching & Learning Material  

1. Course book
2. Supplementary readers
3. Books from the library (children’s novels and poetry collections)

Evaluation Guide

1. keep a record of books read;
2. answer questions based on books and poetry collections read; and
3. Identify good reading habits.

Week 6

Topic:  Comprehension IV

Performance objectives

1. Pupils should be able to read passages and draw out meanings from information that is not expressly stated in the text.

Contents

1. Reading for implied meaning
2. Reading relevant passages on national service institutions

Teacher’s Activities        

1. Selects relevant passages that
2. Illustrate the concept of implied meaning.
3. Explains to pupils what is meant by implied meaning.
4. Guides pupils to read the passage.
5. Guides pupils to use context and other methods to draw out implied meanings from the passage.
6. Guides pupils to answer questions.

Student’s Activities

1. Follow teacher’s explanations
2. Read passage silently.   
3. Work in pairs or in groups to get implied meanings to the passage.
4. Discuss ideas from the passage.
5. Answer questions on passages.

Teaching & Learning Material  

1. Selected passages.
2. Course book.
3. Flip charts/ card boards
4. Chalk/white board

Evaluation Guide

1. Read a given passage;
2. Answer relevant questions on the passage; and
3. Draw out implied meaning from the passage.

Week 7

Topic: VOCABULARY      

Performance objectives

1. read and use context clues from a passage to determine the meaning of unfamiliar words,
2. Use common spelling patterns to determine the meaning of new words.

Contents

1. Reading for vocabulary development:
2. Reading relevant passages on marriage, family, health, sports, safety (registers).

Teacher’s Activities

1. Selects passages that contain the new words that children need to learn.            
2. Makes a list of new words and explains their meanings and uses.           
3. Guides children to discuss the new words and their uses.

Student’s Activities

1. Read the given passages.
2. Identify and discuss new words.
3. Use new words in making sentences.

Teaching & Learning Material  

1. Selected passages with new vocabulary reflecting certain fields e.g. marriage, family, health, sports.
2. List of new words from the passage.
3. Course book.
4. Dictionary

Evaluation Guide

1. Read relevant passages; and
2. Use common spelling patterns to determine the meaning of new words,
3. Use new words in making sentences.

Grade 5 NERDC English Language Curriculum for Primary 5 – Schemeofwork.com

THEME 2: WRITING

Week 1

Topic:   Guided Formal Letter Writing.

Performance objectives

1. Pupils should be able to write official or formal letters, using the correct format.

Contents

1. Formal features of official or formal letter.
2. The style of such letters.
3. Letter to the village Head/ school Teacher.

Teacher’s Activities        

1. Writes a sample of formal letter on the board.
2. Discusses with the pupils and guides them to note the formal features:
   1. Address and date at the top right hand corner
   1. Name and address of the person to whom the letter is written (addressee/recipient) by the left;
   1. Greeting (salutation): „Sir‟ or „Dear Sir‟
   1. Subject of the letter (must be brief and straight to the point)
   1. Subject of the letter just below the salutation
   1. Body of the letter
   1. Ending: Yours faithfully,
   1. First name and surname.

Student’s Activities

1. Listen to the teacher’s explanation.
2. Read the example of the letter provided by the teacher.
3. Copy the letter in their books.
4. Do the exercises given by the teacher, starting the letter with greetings, body of the letter, ending the letter.
5. Practice the lexical and structural items appropriate for this type of letter, e.g. „I should be grateful if you would…‟, etc.

Teaching & Learning Material  

1. Course book
2. Chart with model format letter.

Evaluation Guide

1. write a formal letter; and
2. Explain the format of a formal/official letter.

Week 2

Topic: Guided Narrative Composition on “the Day l Met the Federal Road Safety Corp Officials on the Road‟.

Performance objectives

1. report incidents accurately and clearly; and
2. Describe the functions of the Road Safety Officials on the road in the essay.

Contents

1. Narrate an incident that took place on the day l met FRSC officials.
2. Reporting on the Road embellishment.
3. Describing exactly the incident.
4. Giving the date, place and time of the incident.
5. Vehicles involved: it could be between a cyclist and a pedestrian who has just bought some food he wants to eat. Between a motorcyclist and a lady who was answering a call on the road.
6. Discussing role played by the Road Safety Officials immediately after the incident.

Teacher’s Activities        

1. Discusses with pupils an accident scene witnessed.
2. Explains to pupils the important points to consider in presenting a report on road accident as specified in the content.
3. Leads pupils to make their own report.
4. Guides them in writing their report.
5. Leads the pupils to discuss the roles played by the Road Safety Officials.

Student’s Activities

1. Listen attentively to the teacher’s account of a road accident.
2. Describe any road crashes they may have witnessed.
3. Write a report of such a crash.
4. Emphasize the role played by the Road Safety Officials in the essay.

Teaching & Learning Material            

1. Samples of a narrative of an incident written by the teacher.
2. Samples of road accident accounts from articles in newspaper, etc.
3. Extract from an eye witness.
4. Video of an accident scene.

Evaluation Guide

1. Pupils to write a report of a road crash witnessed.

Week 3

Topic: Descriptive Composition (Elements of Soil)

Performance objectives

1. List the types of soil;
2. State major characteristics of soil and its properties; and
3. Write simple descriptive composition about soil.

Contents

1. Elements of Soil:
2. Characteristics of soil, clay, loamy, sandy.
3. Characteristics and properties in relation to land use potentials.

Teacher’s Activities        

1. Collects soil samples for the pupils to see.
2. Classifies soils according to types.
3. Names the types of soil and properties;
4. Gives a controlled composition for pupils to write on soil.
5. Student’s Activities
6. Observe soil samples.
7. Classifies the soils according to types.
8. Name the types of soil and their properties.
9. Discuss their characteristics.
10. Write an essay on soil following the teacher’s guidelines.

Teaching & Learning Material  

1. Soil sample
2. Seedlings
3. Water
4. Guided composition model.

Evaluation Guide

1. Write on the suitability of different types of soil for plant growth;
2. Explain major characteristics of soil and its properties; and
3. Write simple descriptive composition on soil.

Week 4

Topic: Writing and Responding to Formal and Informal Invitations

Performance objectives

1. Write formal invitation; and
2. Distinguish a formal invitation from an informal one.

Contents

1. Writing of formal invitation as opposed to informal of invitation letters e.g. weddings, birthday parties, chieftaincy, graduation and other ceremonies.
2. Writing informal letters e.g. letters to parents friends and relations.

Teacher’s Activities        

1. Explains that in a formal invitation every feature must be formal. The language more polite than in informal letters. The invitation is done in writing not by words of mouth.
2. Guides pupils to draft invitations.
3. Guides pupils to write informal letters.
4. Supervises their activities.

Student’s Activities

1. Make a list of occasions for formal invitation.
2. Give reasons for formal invitations, e.g. important dignitaries need invitation as evidence, for description and reminder.
3. Read the sample invitation cards provided by teacher.
4. Draft formal invitation of their own with the teacher guiding them.
5. Write an informal letter to a friend with the help of the teacher.
6. Discuss the features of the informal letter.

Teaching & Learning Material  

1. Course book
2. Sample of invitation cards.
3. Sample of informal letters.

Evaluation Guide

1. Write formal invitation;
2. Write formal letters; and
3. Write informal letters.

Week 5

Topic:  Responding to Formal Invitations

Performance objectives

1. Write a suitable reply,
2. Indicating acceptance or regret; and
3. Use the appropriate language for such replies.

Contents

1. Writing of acceptance or regrets in response to formal invitations (acceptance or regrets could be in card forms)

Teacher’s Activities        

1. Discusses model responses to formal invitation conveying acceptance or regret on the same.

Student’s Activities

1. Listen attentively to the teacher.
2. Write responses to specified invitations.

Teaching & Learning Material  

1. Samples of replies (in telegram or card form) to formal invitations.

Evaluation Guide

1. Write a draft of formal replies to official invitation.

Week 6

Topic:  Writing and Responding to Letters of Congratulation s and Sympathy

Performance objectives

1. Write a letter of congratulations; using the appropriate style or dictions; and
2. Use the correct register (words) of this area.

Contents

1. Expressing congratulations and sympathy through controlled writing.
2. Congratulations on occasions of success, birthday, birth of a baby, wedding, promotion, etc.
3. Sympathy on bereavement, loss of valuable goods, etc.

Teacher’s Activities        

1. Discusses occasions which call for congratulations and sympathy, with the pupils contributing.
2. Guides pupils to acquire the appropriate style for expressing congratulations and sympathy.
3. Reads the passages dealing with the subjects.
4. Gives pupils exercises to do while supervising their works.

Student’s Activities

1. Identify occasions that call for congratulations/sympathy.
2. Identify suitable language for expressing congratulations, or sympathy with the teacher guiding them.
3. Read sample congratulatory or sympathy messages provided by the teacher.
4. Draft messages of their own; these could be formal or informal depending on the relationship between the sender and the recipient (addressee).

Teaching & Learning Material  

1. Course book
2. Suitable materials from other sources e.g. newspapers.

Evaluation Guide

1. Contribute to the class discussion on writing sympathy letter or a congratulatory letter;
2. Write a letter of congratulations; and
3. Use the correct register of this area.

Week 7

Topic: Responding to Letters of Congratulation s or Sympathy

Performance objectives

1. Distinguish between formal and informal acknowledgements;
2. Use the language appropriate for each; and
3. Write and send such acknowledgments.

Contents

1. Acknowledging receipt of letters of congratulations or sympathy. (This is to enable the sender to know that the letter was received).

Teacher’s Activities        

1. Guides pupils to acquire the appropriate style for acknowledging letters of congratulations or sympathy.

Student’s Activities

1. Read samples of acknowledgement letter provided by the teacher.
2. Use the appropriate words in such letters with the teacher’s guidance.
3. Draft formal and informal acknowledgment letters of their own.

Teaching & Learning Material  

1. Course book
2. Model acknowledgement of Congratulatory and Sympathy letters.

Evaluation Guide

1. Produce verbal acknowledgment of congratulatory and sympathy messages;
2. Write acknowledgment letters of congratulatory and sympathy messages; and
3. Distinguish between formal and informal acknowledgments.

SUBJECT:   ENGLISH LANGUAGE      CLASS LEVEL: PRIMARY 5

THEME 3: LISTENING AND SPEAKING

Week 1

Topic:    Structured dialogues involving expression of ideas, with appropriate Stress and intonation patterns.

Performance objectives

1. Express themselves clearly in structured dialogues;
2. Listen to questions on given topics and answer promptly and correctly;
3. Use the correct speech rhythm in their answers; and
4. Use structured items that occur in both the questions and the response appropriately.

Contents

1. Structured dialogues on issues such as personal hygiene and food hygiene

Teacher’s Activities        

1. Presents topic(s) for discussion;
2. Prepares questions before hand, on the topics.
3. Guides pupils in their discussion
4. Ensures appropriate use of stress and intonation patterns.
5. Summarizes what has been learned.

Student’s Activities

1. Engage in dialogues/discussion on given topics.
2. Answer questions posed by the teacher;
3. Use correct intonation, stress and rhythm in dialogues/ discussion.

Teaching & Learning Material  

1. Course book
2. Teacher’s guide
3. Other appropriate sources.
4. Newspaper Cuttings on the various topics

Evaluation Guide

1. Engage in dialogues on personal hygiene and food hygiene;
2. Give answers to questions; and
3. Use the correct rhythm, stress and intonation in their answers.

Week 2

Topic: Using the telephone

Performance objectives

1. Use accepted structure employed in telephone conversations;
2. Use correct intonation and stress pattern in questions and statements.

Contents

1. Telephone Conversation /Dialogue.
2. Intonation and stress patterns in questions and statements.

Teacher’s Activities        

1. Makes use of series of classroom drama situations, e.g. uses GSM phones to exchange calls with the class monitor:
2. The caller gets the receiver and they converse.
3. The receiver can say the following: “Hold on just a second, I will see if he is around”. Or “I’m afraid he is not in. who should I say called please? ‟‟

Student’s Activities

1. Repeat the various forms of starting a telephone conversation   e.g.  “Hello, May I help you?”
   1. Caller: “May I speak to Buhari, please”.
   1. Receiver: “Buhari is not at home, do you want to leave a message?”

Teaching & Learning Material  

1. A book containing a play let or any improvised material suitable for classroom drama.
2. A dialogue on a chart of a person making/ receiving a phone call.

Evaluation Guide

1. apply appropriate intonation in oral drills;
2. demonstrate how to be polite during a telephone conversation; and
3. Demonstrate clarity in speech and use very pleasing tones.

Week 3

Topic: Oral Composition (talking about self and family).

Performance objectives

1. Introduce themselves;
2. Speak about the family giving appropriate information; and
3. Use correct intonation, stress and rhythm patterns in expressions.

Contents

1. Self and family

Teacher’s Activities        

1. Begins the lesson by introducing himself to the class.
2. Leads each pupil to introduce himself/herself.
3. Guides pupils to talk about their families.
4. Sees that each pupil uses the correct intonation, stress and rhythm patterns in expressions.

Student’s Activities

1. Introduce themselves following the teacher’s model
2. Pupils talk about their families.
3. Speak in correct intonation, stress and rhythm

Teaching & Learning Material  

1. Course book
2. Suitable passages introducing the topic.
3. A chart containing public speech and dialogue;
4. Audio player.

Evaluation Guide

1. Make correct sentences when talking about self and family; and
2. Discuss simple topics using the correct intonation, stress, and rhythmic patterns.

Week   4

Topic: Debates on simple and familiar topics.

Performance objectives

1. Act as moderators; and
2. Speak for the motion or against it.

Contents

1. Debates and discussions on simple and familiar topics, e.g. “Herbal Medicine is better than Conventional Medicine”.

Teacher’s Activities

1. Tells the pupils that a debate is an organized way of arguing your case or points of view.
2. Introduces the register of debate to pupils i.e.: words, structure, terms, mannerisms etc.
3. Guides pupils to prepare a programmer of events.
4. Organizes a debate, with a chairman, panel of judges, proposers, opposes of the motion, listeners.
5. Guides pupils to participate in a debate.

Student’s Activities

1. Act as moderators while some pupils are reading the prepared speech.
2. As many pupils as possible should also act as moderators as well as speakers.

Teaching & Learning Material  

1. A debate topic written on the board
2. Recorded TV or radio debate.
3. A copy of a written sample debate

Evaluation Guide

1. Dramatize a role in debate;
2. Take a stand in an argument (for or against); and
3. Speak on a given topic

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