English Language Curriculum for Primary 5

Grade 5 NERDC English Language Curriculum for Primary 5. Intonation patterns, non-fiction,descriptive composition – Schemeofwork.com

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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