English Language Curriculum for Primary 1

Year 1 NERDC English Language Curriculum for Primary 1. Phonological Awareness, Concept of Print, Phonemic Awareness – Schemeofwork

THEME1: READING

Week 1

Topic: Phonological Awareness

 Performance objectives

1. Identify and name sounds made by various animals; and
2. Reproduce sounds made by animals.

Contents

1. Auditory perception and discrimination
2. Sounds of domestic animals such as cat, horse, dog, cock, cow, goat, etc.

Teacher’s Activities        

1. Identifies the sounds of various animals.
2. Asks pupils to imitate the sound of the various animals

Student’s Activities

1. Identify the sounds of the various animals as listed by the teacher.
2. Try to produce the various sounds.

Teaching & Learning Material  

1. Picture books.  
2. Pictures of animals.        
3. Appropriate rhymes.     
4. Teacher‘s demonstration.           

Evaluation Guide

1. name various sounds that animals make; and
2. Mimic sounds made by animals.

Week 1

Topic: Concept of Print II        

Performance objectives

1. Identify letters of the alphabet in printed words and sentences.

Contents

1. The Alphabets A-Z.

Teacher’s Activities        

1. Writes words on the board and call on pupils to name letters in the word.
2. Writes sentences on the board and lets pupils name letters in the sentence.
3. Frames a word in a sentence and guides pupils to name letters

Student’s Activities

1. Points to and name letters in a word.
2. take turns to frame printed words and name letters in the word
3. Trace and letters in sand trays.
4. Trace letters in writing books.

Teaching & Learning Material

1. Frames
2. World Charts
3. Writing books
4. Sand Trays

Evaluation Guide

1. name the letters in given prints; and
2. Match letters printed on cards to names of the alphabet.

Week 2

Topic: Concepts of Print III     

Performance objectives

1. Name upper and lowercase 1 letters in printed words and sentences; and
2. Recognize and name upper and lower case letters in words and sentences.

Contents

1. Identification of Upper and Lower case Letters.

Teacher’s Activities        

1. Guides pupils to identify and name:
   • All upper case letters; and
   • Lower case letters

Student’s Activities

1. Trace and letters in sand trays.
2. Trace letters in wrong books.

Teaching & Learning Material  

1. Simple story books.
2. Pupils’ text books.
3. School library

Evaluation Guide

1. Identify upper case and lower case letters in words and sentences; and
2. Match letters printed on cards to names of the upper case and lower case letters.

Week 2

Topic: Phonemic Awareness I 

Performance objectives

1. produce and identify basic sounds correctly;
2. distinguish the sounds of the different letters of the alphabet correctly; and
3. Reproduce sounds of letters of the alphabet.

Contents

• Sounds of letters:
  1. Production of basic sounds in given words correctly, e.g. /a,/b/,/d/

Teacher’s Activities        

1. Presents and pronounces basic sounds correctly.
2. Presents and pronounces letters of the alphabet correctly.
3. Guides pupils to distinguish sounds of different alphabets correctly.
4. Guides pupils to pronounce the letters of the alphabet correctly.

Student’s Activities

1. Produce sounds and pronounce letters correctly.
2. Listen to teacher‘s pronunciation of letters of the alphabet.
3. Identify sounds of given alphabets.
4. Reproduce sounds of letters.

Teaching & Learning Material  

1. Flash cards/Alphabet charts.
2. Toys
3. Pictures/ Drawing.
4. Real objects.
5. Tape recording / Sound charts.

Evaluation Guide

1. pronounce sounds of the letters of the alphabet correctly; and
2. Identify letters and sounds in given words.

Week 3

Topic: Phonemic Awareness II

Performance objectives

1. Listen to one-syllable words and recognizes words that begin with same letter sounds;
2. Recognize words that end with same letter sounds;
3. Identify rhyming words;
4. Identify beginning and end sounds;
5. Blend sounds to form one- syllable words e.g. ex, to, my, do, etc.; and
6. Segment one – syllable words into separate letter sounds.

Contents

1. Word sounds and syllables

Teacher’s Activities

1. Use pictures to lead pupils identify sounds at the beginning and ending of a word e.g. dog, cat etc.
2. Guides pupils to:
3. identify  and count the number of sounds in a syllable
4. Identify letter sounds at the beginning, middle and end of spoken word: blend letter sound into words and 
5. segment words into letter sound

Student’s Activities

1. Take turns to identify sounds or letters in words;
2. Listen to sentences and clap to each syllable in a word (e.g. sis-ter; man-go; hap-py; etc.) Syllables in speech.
3. Build new words by blending letter sounds.
4. Distinguish between sounds at the beginning, middle and end of the words.
5. Play listening games: Listen to poems, Rhymes etc. and clap each time they hear a word.

Teaching & Learning Material  

1. Word Cards
2. Audio Tape
3. Tape Recorders
4. Listening Game syllables in words;

Evaluation Guide

1. identify beginning and ending sounds in one syllable words;
2. clap to the number of syllables in words;
3. form three-letter words by blending letter sounds; and
4. Recognize letter sounds at the beginning, middle and ending of one syllable words.

Week 3

Topic: Concepts of Print IV

Performance objectives

1. Recognize that groups of words makes a sentence and
2. Identify common punctuation marks in books and other printed materials

Contents

1. Punctuation marks: question marks and comma etc.

Teacher’s Activities

1. Write common punctuation marks on the board and explains the meaning
2. Guides pupils to locate  punctuation marks in printed materials

Student’s Activities

1. Listen to the teacher‘s explanations.     
2. Identify punctuation in textbooks and other printed materials.                               

Teaching & Learning Material  

1. Simple story books.
2. Pupils ‘text books.
3. School Library.

Evaluation Guide

1. Identify sentences in printed materials; and
2. Recognize and name punctuation marks in books and other printed materials.

Week 4

Topic: Concepts of Print V      

Performance objectives

1. identify the beginning and end of written words and sentences;
2. recognize that sentences are read from the top to the bottom of the page
3. Recognize that books are read from the front (beginning) to the back (end)

Contents

1. Eye movement:
   • reading from left to right;
   • Top to bottom, etc.

Teacher’s Activities        

1. Guides pupils to identify:

• First and last word on a page; and
• Where to begin reading of printed words on a page.

2.  Writes the some familiar words on the board and guide the pupils to read and point at the words as they read from left to right.

Student’s Activities

1. Make correct eye movement and hold their reading materials correctly.
2. Listen to story read and identify words that start the story, end the story, etc.
3. Read and point to words.

Teaching & Learning Material  

1. Word Charts.    
2. Flash Card
3. Books and reading materials.

Evaluation Guide

1. Read printed words correctly from left to right and from top to bottom.

Year 1 NERDC English Language Curriculum for Primary 1 – Schemeofwork.com

Week 4

Topic: Phonemic Awareness III

Performance objectives

1. sing songs taught;
2. recite rhymes;
3. identify letter sounds in songs and rhymes;
4. recognize rhyming words from given word sets; and
5. Build rhyming word families.

Contents

1. Songs and Rhymes

Teacher’s Activities

1. Sings songs and recites rhymes with the pupils.
2. Guides the pupils to repeat sounds of rhyming words in the songs and rhymes.
3. Writes down sets of words on the board and lead pupils to identify word sets that rhyme.
4. Uses Pocket Chart to help pupils build rhyming word families.

Student’s Activities

1. Sing songs and recite rhymes after the teacher.
2. Reproduce sounds of rhyming words in songs and rhymes.

Teaching & Learning Material  

1. Charts
2. Picture books with rhymes and songs
3. Flash cards         
4. Tape recorder  

Evaluation Guide

1. Recite rhymes and sing songs;
2. Make the letter sounds in rhymes and songs;
3. Match rhyming words to given word; and
4. Form new rhyming word sets.

Week 5

Topic: phonics 1  

Performance objectives

1. Say the sounds of the alphabet correctly;
2. recognize sounds of different letters of the alphabet;
3. Describe the shapes of letters of the Alphabet; and
4. Arrange the letters of the alphabet in the correct order.

Contents

1. The alphabet

Teacher’s Activities

1. Says the sounds of the alphabets.           
2. Guides pupils to say the sounds of the alphabets.

Student’s Activities

1. Listen to teacher say the sounds of the alphabets.
2. Participate in saying the sounds of the letters of the alphabets.

Teaching & Learning Material  

1. Cut – out letters of the alphabet.
2. Sounds chart.
3. Flash cards.

Evaluation Guide

1. Recognize and say sounds of the letters correctly.

Week 5

Topic: concepts of Print VI

Performance objectives

1. Identify words that begin and end sentences.

Contents

1. Matching oral words to print

Teacher’s Activities        

1. Reads a story to the class and lets the pupils identify where the story start and ends in the book.
2. Displays word chart on the wall and call on pupils to match words printed on flash cards to the words on the wall.

Student’s Activities

1. Listen to words being read and identify words on word chart.    
2. Read words written on  flash cards, find and match them to printed words in a book.

Teaching & Learning Material  

1. Word Charts.
2. Flash Cards.
3. Books and reading materials.

Evaluation Guide

1. Read words that begin and end sentences in books; flash cards, wall charts.

Week 6

Topic: Phonics II  

Performance objectives

1. Build words by blending the sounds of letters of the alphabets.

Contents

1. Blending sounds of Letters to form words e.g. /v/ -an (to form Van; or /c/ -an (to form Can); or /c/ -at (to form Cat); etc.

Teacher’s Activities        

1. Prepare Pocket Charts.
2. Makes sounds of letters of the alphabet for pupils to imitate.
3. Guides pupils to blend the sounds of letters to form words e.g. /v/ -an (to form Van; or /c/ -an (to form Can); or /c/ -at (to form Cat); etc.
4. Guides and directs drill exercises on blending sounds of letters to make new words.

Student’s Activities

1. Imitate sounds of letters.
2. Participate in class drills and exercises.
3. Build new words by blending sounds of the alphabets.

Teaching & Learning Material  

1              Pocket Chart

2              Picture cards

3              Letter Cards

4              Word Charts

Evaluation Guide

1              pronounce the sounds of the alphabets correctly;

2              blend the sounds to build three letter words; and

3              build sounds of the alphabets to build at least five new, but simple, words.

Week 7

Topic: Phonics III

Performance objectives

1. Read familiar words and text;
2. Compare words with similar sounds;
3. Apply long and short vowel rule correctly;
4. Decode one-syllable word; and
5. Monitor own reading and self corrects.

Contents

1. Identification of familiar sounds in words e.g. house/mouse; try/fry; cat/bat/hat; etc.

Teacher’s Activities        

1.   Guides pupils to track familiar sounds:

–              From words read aloud;

–              When reading own writing; and

–              In spoken words.

2.    Provides pupils with appropriate drills and exercises to improve their reading.

Student’s Activities

1. Track sounds in spoken words in texts read.       
2. Participate in reading drills and activities and self corrects own reading.
3. Read assigned books and stories.

Teaching & Learning Material  

1. Pocket Charts
2. Picture Cards
3. Letter Cards
4. Word Charts

Evaluation Guide

1. Track familiar sounds in  words; 
2. identify sounds when re-reading own writing; and 
3. Read and self-correct own reading.

Week 8

Topic: Phonics IV

Performance objectives

1. use sounds of letters to form three-letter words, e.g. mat, cat, bad, bag, man, dog, rag; and
2. Break large words into smaller words.

Contents

1. Combining sounds to form two and three letter words (e.g. ―tonight from ―to‖ and ―night‖; ―into‖ from ―in‖ and ―to‖; etc.).

Teacher’s Activities        

1. Reads given words emphasizing the sounds in the words.
2. Guide pupils to read given three letter words using sounds

Student’s Activities

1. Practice by imitating teacher‘s action.
2. Read given two and three letter words.
3. Clap to the number of syllables in a word.

Teaching & Learning Material  

1              Flash cards of given three letter words.

2              Chart of common three letter words

3              Class text

Evaluation Guide

• Read given three letter words and correctly using sounds.

Week 9

Topic: Phonics V  

Performance objectives

1. Break words into sounds;
2. Break words into smaller words;
3. Break words into parts and identify the word parts;
4. Use letter-sound correspondence to build and read unfamiliar words; and
5. recognize and use vowel diagraphs and r-controlled letter sounds to read unfamiliar words

Contents

1. Decoding Strategies:
   • Sounding out words in text
   • Break words into smaller words
   • Words parts (compound words, digraphs)
   • Apply long and short vowels

Teacher’s Activities        

1. Guides pupils to:
   • Read words placed in a row (e.g. doll – dot
   • Dill and match text to the words).
2. Teaches correct pronunciation of words syllable by syllable while clapping and counting syllables in words;
3. Guides pupils to separate words into consonant and vowel sounds / parts.
4. Build words by blending word parts (long vowels/short vowels/ diagraphs, etc.) to form new words.

Student’s Activities

1. Match pictures to words read aloud.
2. Listen and clap to syllables in words
3. Use pronunciation and listening games to:
   • recognize words from sounds
   • identify word parts;
   • Break words into small parts,
   • build and read unfamiliar words
4. Identify, read and build compound words.

Teaching & Learning Material  

1. Pocket Charts
2. Listening Games
3. Tape Recorders
4. Audio Tapes
5. Flash Cards
6. Word walls

Evaluation Guide

1. Sound out words they listen to;
2. Identify smaller word in compound words;
3. Identify the word parts in speech, words read aloud, etc.; and
4. Build and read compound words and contractions.

Week 10

Topic: Fluency I

Performance objectives

1. Correctly read letters of the alphabets;
2. Read given text with fluency; and expression;
3. Reflect appropriate pacing, intonation, punctuation when reading orally;
4. Sight-read about 100-300 easily sounded words; and
5. Read accurately without hesitations, omissions, repetitions, or mispronunciations.

Contents

1. Reading Aloud with:
   • Pacing,
   • Intonation
   • Punctuation;
2. Reading Variety of texts (poems, fantasy, etc.).
3. Independent Reading.

Teacher’s Activities        

1              Prepare Pocket Charts.

2              Makes sounds of letters of the alphabet for pupils to imitate.

3              Guides pupils to the letters of the Alphabet fluently with in the correct order.

4              Helps pupils reflect pacing, punctuation and correct intonation while reading given text.

5              Gives class appropriate reading assignments to pupils to build speed and vocabulary.

Student’s Activities

1              Imitate sounds of letters.

2              Participate in class drills and exercises on reading.

3              Read a variety of texts (story books, newspapers, etc.).

4              Identifies and practice correct pronunciation of new words.

Teaching & Learning Material  

1              Pocket Chart

2              Picture cards

3              Letter Cards

4              Word Charts

5              Story books

6              News Papers

7              Magazines

8              Charts

9              Content Specific Texts

Evaluation Guide

1              read the alphabets in the correct order without hesitation;

2              pronounce the sounds of the alphabets correctly;

3              recognize and express appropriate pacing, punctuations and intonation in reading; and

4              sight-read high frequency words in texts.

Week 11

Topic: Fluency II

Performance objectives

1. recognize common words  (e.g. my, you, I, are, is, yes, no, etc.) by sight;
2. Read class appropriate texts and sentences accurately without hesitation; and
3. Use decoding to identify new words in reading passages.

Contents

1. Recognition of common one letter word ( e.g. A and I ) two letter words (e.g. is, my) and three letter words like (and, she, was)

Teacher’s Activities

1. Write common one letter word ( e.g. A and I ) two letter words (e.g. is, my) and three letter words like (and, she, was)            
2. Guides the pupils to:
   • correctly pronounce the words;
   • identify the words as letters of the alphabet; and
   • Use the words in oral context in own speech.
3. Guides and directs oral drill reading exercises.

Student’s Activities

1. Pronounce given words correctly.
2. Use words in own speech.
3. Participate in drill exercises involving sight-reading of simple words and sentences.

Teaching & Learning Material  

1. Pupil textbooks
2. Story books
3. School Library.  

Evaluation Guide

1. Sight-read common one-letter, two-letter and three-letter words correctly;
2. Use words in own speech; and 
3. Sight- read simple sentences accurately without hesitation.

Week 12

Topic: comprehension I

Performance objectives

1. Identify main characters and setting of a story;
2. Correctly answer questions about texts or stories read aloud,
3. Explain sequence of events in stories (3-4) and indicate first, second, last, etc.; and
4. Re-tell and dramatizes stories and parts of stories.

Contents

1. Listening Comprehension:

–              Answering questions from stories.

–              Making connections and responding to story themes, plots and settings.

Teacher’s Activities        

1. Reads a story to the class
2. Guides pupils to identify characters in the story;
3. Explain sequence of events;
4. make connections between story themes and characters in the story e.g. problems encountered, how the problems were solved, lessons learnt, etc.; and
5. Re-tell and dramatize parts of the story.

Student’s Activities

1. Listen to story read by the teacher.
2. Identify characters and settings in a story.
3. Answer questions based on story.
4. Re-tell parts of the story.
5. Dramatize the story.
6. Draw pictures to depict parts of the story.

Teaching & Learning Material  

1. Story books. School Library.

Evaluation Guide

1. answer questions based on stories read to them;
2. describe sequence of events in a story;
3. retell the story;
4. dramatize parts of a story; and
5. Draw pictures that depict events in the story.

Week 13

Topic: Comprehension II         

Performance objectives

1. Describe information gained from texts in own words;
2. Answer written comprehension questions based on materials read;
3. Make predictions based on illustrations in stories or portions of stories; and
4. Justify predictions of events in stories (draw a conclusion)

Contents

1. Written Comprehension:
   • Making connections and responding to story theme plots and settings.

Teacher’s Activities

1. Explain in own words the instructions and message in the text or story;
2. Answer questions based on what is read;
3. Make connections between story themes, characters in the story and life experiences; and
4. Use pictures or portions of the story to make predictions and justify such predictions.

Student’s Activities

1. Read stories or texts from books.
2. Explain in own words instructions in texts or story.
3. Answer questions based on text or story.
4. Dramatize the story based and connect information in story to life experiences.
5. Make predictions about Events in the text or Story.        

Teaching & Learning Material  

1. Pupil’s text books
2. Story books.
3. The School Library

Evaluation Guide

1. Explain in own words meaning of information in print texts;
2. Correctly answer questions based on texts or stories read;
3. Predict events based on illustrations in texts or stories; and
4. Justify predictions with information from the text or story

Week 14

Topic: Comprehension III        

Performance objectives

1. Explain simple written instructions;
2. Recognize main ideas drawn from looking at pictures, illustrations, tables, charts, graphs, etc.;
3. Make predictions based on information contained in texts; and
4. Justify predictions of events in stories (draw a conclusion)

Contents

1 Reading informational text:

–              Pictures,

–              Illustrations,

–              Tables,

–              Charts,

–              Graphs, etc.

Teacher’s Activities

1. Explain in own words the instructions and message in the text;
2. Answer questions based on what is read;
3. Interprets to the class appropriate Charts, Graphs, Tables, etc.;
4. Make predictions based on information contained in Tables, graphs, Charts, etc.
5. And justify such predictions.

Student’s Activities

• Read and interpret given pictures, graphs, tables, charts, etc…
• Explain given instructions in own words.
• Answer questions based on materials read.
• Make and justify predictions about events based on contents of given Tables, Charts, graphs etc.

Teaching & Learning Material

1. Pupils Text books
2. Charts.
3. Graphs.
4. Tables

Evaluation Guide

1. carry out simple instructions correctly;
2. interpret information contained in Pictures Tables, Charts, Graphs, etc.;
3. predict events based on illustrations in texts and other given materials; and
4. Justify predictions with information from the text.

Week 15

Topic: Vocabulary Acquisition I        

Performance objectives

1. Name some basic words categories correctly;
2. Sort pictures and words into basic word categories e.g. foods, colors, shapes, etc.; and
3. Recognize and use abbreviations in simple sentences.

Contents

1. Word Categories:

–              Colors

–              Shapes

–              Foods

–              Animals,

–              Toys, etc.

Teacher’s Activities

1. Uses pictures to lead pupils to:
   • identify word categories, and    
   • Groups words into the different categories.
2. Read stories to  pupils and check their understanding by making them use key words in the story, in a new sentence.

Student’s Activities

1. Match pictures to words read aloud.
2. Participates in Picture –Word matching game.
3. Identify word families and sort words into categories/ families.
4. Construct sentences using key words in the stories read.

Teaching & Learning Material  

1. Story books.
2. Text books,
3. Picture books.
4. Word Cards.
5. Poems.
6. Dictionaries.

Evaluation Guide

1. Identify word categories;
2. Group words based on word categories correctly; and
3. Use simple titles and abbreviations (Mr. Mrs. Dr. etc.) in sentences.

Week 16

Topic: Vocabulary Acquisition II

Performance objectives

1              recognize and explain common abbreviations;

2              use abbreviations appropriately in sentences; AND

3              correctly add endings to base word.

Contents

1. Abbreviation and word endings e.g.

–              Mr. Mrs. Dr. Rev. etc.

–              -s, -Ed, -es, -ing, etc.

–              Symbols e.g. ₦; K; -; +;   =; ÷; ×; %; &; #; *; etc.

Teacher’s Activities

1. Explains the meaning of abbreviations, like Mr. Mrs. Dr. Rev. etc.
2. Guides pupils to:
   1. identify common word endings like – s; -es; -ed; and – ing; and
   1. Add endings to base word.

Student’s Activities

1. Listens to teacher explanations.
2. Construct words using abbreviations.
3. Participate in drills and exercises involving abbreviations and adding endings to common words.

Teaching & Learning Material  

1. Story books.
2. Text books,
3. Picture books.
4. Word Cards.
5. Poems.
6. Dictionaries.

Evaluation Guide

1              identify and use abbreviations of common words; and

2              correctly add endings to words to build new words.

Week 17

Topic: Vocabulary Acquisition III

Performance objectives

1              explain the concept of synonyms and antonyms;

2              identify antonyms and synonyms correctly in own speech and in written texts and stories; and

3              identify homonyms.

Contents

1. Synonyms Antonyms, Homonyms

Teacher’s Activities

1. Guides pupil to Identifies words with (a) similar meanings; and (b) opposite meanings
2. Gives the synonyms and antonyms of common word
3. Identifies synonyms, antonyms and homonyms in stories.

Student’s Activities

1. Listen to the Teacher‘s explanations.
2. Take turn to give the synonyms and antonyms of common words.

Teaching & Learning Material  

1. Story books.
2. Text books.
3. Picture books.
4. Word Cards.
5. Poems.
6. Dictionaries.

Evaluation Guide

1. Explain the concept of synonyms and antonyms; and
2. Identify antonyms and synonyms correctly in own speech and in written texts and stories.

Week 18

Topic: Vocabulary Acquisition IV      

Performance objectives

1. Explain meaning of new words in content-specific texts correctly;
2. Use of new Vocabulary and grammatical constructions in own speech;
3. recognizes and understand the meaning of 100-300 new words; and
4. Manipulate word families.

Contents

1. Numeracy, science, health, etc.

Teacher’s Activities

1. Identify new and unfamiliar words in texts and stories read;
2. Find the meaning of the new words; and
3. Correctly use the new words in own speech.

Student’s Activities

1. Find out the meaning of words in a dictionary.
2. Participate in discussing new words and their meanings.
3. Use words in new sentences.

Teaching & Learning Material  

1. Story books.
2. Text books,
3. Picture books.
4. Word Cards.
5. Poems.
6. Dictionaries.

Evaluation Guide

1. explain the meaning of words;
2. correctly use new words in own speech; and
3. Demonstrate correct use of 100 -300 words in own speech.

Week 19

Topic:  Concepts of Print I      

Performance objectives

1. Identify the front cover, back cover, Title, Author of a book, etc.;
2. Identify upper and lowercase letters in printed words and sentences.

Contents

1. Parts of a book:
   • Front Cover
   • Back Cover,
   • title, pages
   • Author, etc.

Teacher’s Activities

1. Reads a story to pupils.
2. Guides them to identify front cover, Back cover, Title and Author of the story book read.

Student’s Activities

1. Listen attentively to the story.
2. Take turns to identify parts of the book i.e. front cover, title, title page, back cover, author, etc.

Teaching & Learning Material  

1. Simple story books.
2. Pupils ‘text books.
3. School Library.

Evaluation Guide

1. name the parts of a book; and
2. Identify contents of the different parts.

SUBJECT:   ENGLISH LANGUAGE                                             CLASS LEVEL: PRIMARY 1

THEME 2: LISTENING AND SPEAKING

Week 1

Topic:    Sounds and Letters

Performance objectives

1. Produce and identify basic sounds correctly; and
2. Pronounce letters of the alphabet correctly.

Contents

1. Production of basic sounds in given words correctly e.g. /a, /b/, /d/.
2. Correct pronunciation of letters of the alphabet e.g. A, B, C.

Teacher’s Activities        

1. Presents and pronounces basic sounds correctly.
2. Guides pupils to pronounce and identify basic sounds correctly.
3. Presents and pronounces letters of the alphabet correctly.
4. Guides pupils to pronounce the letters of the alphabet correctly.

Student’s Activities

1. Produce sounds and pronounce letters correctly.
2. Identify sounds of given words.
3. Listen to the teacher‘s pronunciation of letters of the alphabet.

Teaching & Learning Material

1. Flash cards/Alphabet    
2. Toys
3. Pictures/ Drawing.
4. Real objects.     
5. Tape recording / Sound charts.

Evaluation Guide

1. Pronounce sounds of the letters of the alphabet correctly;
2. Identify letters and sounds in given words.

Week 2

Topic: Songs and Rhymes       

Performance objectives

1. Listen to songs and rhyme attentively;
2. Sing songs taught; and
3. Recite rhymes.

Contents

1. Clear recitation of various rhymes
2. Depicting nature, care, kindness and love.
3. Short songs which appeal to children‘s sentiments.

Teacher’s Activities        

1. Presents a rhyme reads it aloud, pronouncing the words clearly.
2. Writes the rhyme on the chalk board and encourages pupils to recite the rhyme clearly.
3. Introduces song by singing it clearly and encourages pupils to sing the song.

Student’s Activities

1. Listen while teacher recites rhymes.
2. Recite rhymes after the teacher.
3. Recite rhymes alone sounding words clearly.

Teaching & Learning Material  

1. Charts
2. Picture books with rhymes and songs
3. Flash cards
4. Tape recorder

Evaluation Guide

1. Listen to rhymes attentively; and
2. Recite rhymes and sing songs with demonstration where appropriate.

Week 3

Topic: Simple greetings and Commands     

Performance objectives

1. Greet and respond to simple greetings with appropriate tones;
2. Give and carry out simple commands; and
3. Differentiate between tones in greetings and commands.

Contents

1. Greetings at home and appropriate time for particular greetings e.g.: Pupil: ―Good morning dad, how do you do? ‖ Dad: ―Good morning Ade, How do you do? ‖
2. Greetings at school e.g. Pupil: ‗‘Good morning Madam/Sir/Mr. Obi. ‘‘Teacher: ―Good morning Olu, how are you? ‖ Pupil: ―I am very well thank you Sir.‖
3. Greetings in the community, neighbors, elders/clan heads, nurse, doctor. e.g. ―Good afternoon ‘Doctor/ Sir/Madam etc.
4. Simple commands at home: e.g. ‗wake-up!‘, ‗go to bed‘, ‗greet your daddy‘

Teacher’s Activities

1. Creates home and school atmosphere through role play characters e.g. Father, mother, elder, teacher etc.
2. Demonstrates appropriate greeting for each character
3. Encourages pupils to greet one another with appropriate gestures         
4. Gives commands and demands appropriate responses from pupils.

Student’s Activities

1. Role-play members of the family, home, school and class community.
2. Demonstrate appropriate greetings for different people.
3. Greet and respond to greetings from colleagues.
4. Obey the teacher‘s commands.
5. Model giving and obeying commands in pairs.

Teaching & Learning Material  

1. Pictures depicting modes of greeting among various groups
2. Charts

Evaluation Guide

1. greet and respond to simple greetings; and
2. Give and respond to commands using the appropriate tone.

Week 4

Topic: Identification of persons, objects, colors and animals.

Performance objectives

1. identify self, family members e.g. father, mother brother and sister etc.;
2. identify named objects: at home, on the way to and from school, and in the school compound;
3. identify primary colors associating them with objects appropriately;
4. identify named animals and
5. Clearly pronounce names of objects, persons, colors identified.

Contents

1. Introductions, such as: ―What is your name? ‖ ―My name is Tinu‖. ‗‘What is your father‘s/mother‘s/brother‘s/sister‘s name? ‘‘
2. Identification of objects at home e.g. bed, mat, radio. ―What is this? ‖ ―Show me a cup‖. Etc.
3. Identification of major colors: white, red, blue, yellow, black.
4. Description of things according to their colors. e.g. ‗yellow bag‘, ‗red bucket‘. ―Give me the green book‖ etc.
5. Identification of animals
   1. Domestic animals e.g. ‖cats, dogs and goats‖
   1. -Wild animals e.g. Lions, Elephants and Hyenas.

Teacher’s Activities

1. Introduces himself to the class ―My name is Abu‖.
2. Asks different pupils their names, names of family members.
3. Guides different pairs of children to introduce themselves to one another.
4. Presents different household, classroom, and school objects, and guides pupils to identify them by name, e.g. a bag, a table.
5. Associates colors with objects in the classroom.
6. Guides pupils to identify objects of named colors.

Student’s Activities

1. Say their names and those of family and class members clearly.
2. Participate in self-introduction.
3. Identify given objects by names and colors.
4. Explain what domestic and non- domestic animals are with examples.

Teaching & Learning Material  

1. Pictures
2. Charts
3. Real objects
4. Brightly colored picture books.

Evaluation Guide

1. introduce themselves
2. identify persons by names;
3. identify major colors; and
4. Name some domestic and wild animals.

Week 5

Topic: Expressing possession

Performance objectives

1. Use singular forms of possessives to express ownership.

Contents

1. Using the possessives my, yours, his, hers, in simple correct sentences e.g.:
   • This is my pen.
   • This is your pen.
   • This is his/her pen.

Teacher’s Activities        

1. Explains possessive forms: forms that show ownership.
2. Lists possessive words.
3. Uses possessives in sentences and encourages pupils to repeat his examples.
4. Asks pupils to make their own sentences

Student’s Activities

1. Listen to teacher‘s explanation.
2. Repeat teacher‘s examples.
3. Make their own sentences using possessives in clear correct sentences.

Teaching & Learning Material  

1. Real objects
2. Picture of objects
3. Course book.

Evaluation Guide

1. Name some possessives; and
2. Use singular forms of possessives in simple correct sentences.

Week 6

Topic: Expressing gratitude and farewell.

Performance objectives

1. Express gratitude correctly.
2. Say farewell to people correctly.

Contents

1. Expressing gratitude through role play
2. Expressing farewell in various ways and situations.
3. Expressing farewell.

Teacher’s Activities

1. Leads pupils to mention occasions when we should express gratitude e.g. when we receive gifts, when people show us kindness or are polite to us.
2. Makes sentences expressing gratitude to children, parents, elders.
3. Asks pupils to repeat the sentences.
4. Guides children to role play a situation which allows them to express gratitude.
5. Makes sentences expressing farewell in various ways e.g. goodbye, farewell, bye-bye.

Student’s Activities

1. Listen to teacher and repeat the teacher‘s expression.
2. Dramatize different situations for using ―thank you‖, Ma/Sir/Daddy etc. e.g. after eating our food, when we receive gifts from people.
3. Role play ―farewell‖

Teaching & Learning Material  

1. Pictures depicting relevant situations.
2. Wall charts
3. Course books
4. Audio/video tapes.

Evaluation Guide   

1. express gratitude to their peers correctly;
2. make sentences using thank you; and
3. Say farewell, bye-bye, good bye to people correctly.

Week 7

Topic: Asking and Answering Questions    

Performance objectives

1. ask simple questions using ‗what‘; and
2. answer simple questions correctly

Contents

1. Simple questions and answers, such as:

I. ‗What is your name? ‘‗My name is Olu‘.

ii. ‗What is your father‘s name? ‘‗My father‘s name is Ahmed‘.

Teacher’s Activities        

1. Asks simple questions from pupils using ‗what‘.
2. Leads them to give correct answers to the questions.
3. Pairs pupils and guides them as they take turns to ask one another questions and answerthem.

Student’s Activities

1. Answer teacher‘s questions e.g. ―My name is Akpan‖.
2. Ask one another simple questions, giving correct answers to the questions

Teaching & Learning Material  

1. Charts
2. Flannel graph
3. Real objects
4. Audio-visual materials

Evaluation Guide

1. answer two simple questions correctly.; and
2. Ask two simple questions correctly using ‘what‘.

SUBJECT:  ENGLISH LANGUAGE                              CLASS LEVEL: PRIMARY 1

THEME 3: GRAMMATICAL ACCURACY

Week 1

Topic:  Introducing Nouns and Pronouns

Performance objectives

1. identify Nouns and pronouns in phrases and sentences; and
2. Correctly use nouns and pronouns in sentences.

Contents

1. Nouns: e.g. Lagos, house, Hauwa, etc. Pronouns: e.g. she, they he, it etc.

Teacher’s Activities        

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

Student’s Activities

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

Teaching & Learning Material  

1. Course book
2. Real objects
3. Pictures
4. Flash card

Evaluation Guide

1. identify nouns and pronouns in phrases/ sentences; and
2. Use nouns and pronouns in phrases and single sentences of the own.

Week 2

Topic: Indicating Singular/ Plural forms.

Performance objectives

1. singular forms of objects; and
2. Identify Plural forms of object.

Contents

1. Singular forms e.g. ball, 1 boy, and girl. Plural forms e.g. balls, boys, girls

Teacher’s Activities

1. Gives examples of Singular forms
2. Gives examples of Plural forms

Student’s Activities

1. Identify Singular forms
2. Identify plural forms of Objects

Teaching & Learning Material  

1. Real objects
2. Wall charts
3. Pictures
4. Flash card

Evaluation Guide

1. identify singular forms;
2. identify plural forms; and
3. Use real objects to show singular and plural forms.

Week 3

Topic: Use of Articles “A “and “An” 

Performance objectives

1. identify objects that use articles ―”A” or “An”

Contents

1. Identification of objects using articles ―a‖ e.g. A goat; A dog
2. Identification of objects using articles ―an‖ e.g. An egg; An umbrella

Teacher’s Activities        

1. Gives examples of objects using articles ―”a”
2. Gives examples of those using article ―”an”

Student’s Activities

1. Identify objects using article ” a”
2. Identify objects using article “a”

Teaching & Learning Material  

1. Real objects
2. Pictures
3. toys

Evaluation Guide

1. identify objects that use:
   1. article “a”
   1. article “an”

Week 4

Topic: Present and Past Actions

Performance objectives

1. Identify Present and Past actions E.g. I eat every morning. I ate rice yesterday.

Contents

1. Identification of Present and Past actions

Teacher’s Activities       

1. Gives examples of present and past actions e.g. eat/ate;

Student’s Activities

1. Identify present and past actions

Teaching & Learning Material  

1. Wall charts
2. Pictures

Evaluation Guide

1. Orally express present and past actions.

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