English Scheme of Work Primary 4 Lagos State

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English Language Scheme of work
English Language Scheme of work

Ministry of Education Lagos State Unified English Scheme of Work Primary 4 for first term, second term and third term. Schemeofwork.com

Table of Contents
FIRST TERM PRY 4 ENGLISH SCHEME OF WORKTOPIC: Speech Work: letters written to An Old classmate, mother, an old neighbor LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: Structure: Comparing things according to weightLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (D) Writing: Guided composition: A motor parkLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Dictation and Spelling: Selected words from the passage readLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) Speech Work: Aural Discrimination, /ill/ – /es/LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) Structure: Further practice in the use of tense, present, past, present perfect and past continuous tenseLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Reading:LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Writing: Giving an account of visits to place of interest e.g local market, supermarket, idanre hillsLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Dictation: Spelling, Selected words from the passage readLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: Reading (Supplementary reading) LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) Speech Work: Aural discrimination /a/LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) Structure: Giving an account of visits to place of interest e.g tourist attraction, hospital, court of lawLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Reading: Vocabulary and oral and written comprehension.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Grammar; Punctuation marks full stop and Question markLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Writing: Composition: “A day I shall never forget”LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (f) Dictation: spelling, selected words from the passage read.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) Speech work: Aural Discrimination distinguish between the sound /t/ and the sound /r /LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) Structure: Descriptive passage: My visit to Lagos University Teaching HospitalLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Reading: teaching of new words, spellings (Comprehension) LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Grammar: Write or copy their own composition from the substitution table, use punctuation marks, use link wordsLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Writing: study the words and make sentences with themLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (f) Dictation: Selected words from the passage readLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) Speech work: Aural discrimination LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) structure: reading letters written to elder sisters, brother’s father, teacher and friendsLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (C) READING: VOCABULARY & COMPREHENSIONLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Grammar: comparing things and person according to weight, shape, size, height and distanceLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Writing: Composition using Comparative superlative AdjectivesLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (f) Dictation: Selected words from the passage readLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (g) Supplementary ReadingLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a} Speech Work: Aural Discrimination /t/ as in tin and /t/ as in thinLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Structure: Construct Sentences with ConsonantsLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Grammar: Make ten sentences from this tableLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Writing: Fill in the gaps with the words in the boxLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (f) Dictation: Selected words from the passageLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) Speech work: using of adverbs of comparisonLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Vocabulary development: words to watch (confusing word) been/being, lose/loose, cite/site/sight, its/it’s, advise/advice, junction/juncture, whose/who etc.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) reading: vocabulary and oral and written comprehensionLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (C) Structure. Use adverb to describeLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Grammar: Study the sentence with the teacher and make a similar sentences with the teacherLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Writing: Composition about “My schoolLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (f) Dictation: Selected words from the passageLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (g) Supplementary ReadingLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) Speech Work; Distributive determiners e.g. each, every, both, half, etc.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) Reading comprehension: Vocabulary and Oral and Written Comprehension.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Structure: use of determinants: each every, all, ethnics, this, these, that, those etc.LEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Grammar: Fill in the blank space with words from the passage.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Writing: Determiners (Cont’d)LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (f) Dictation: Selected words from the passageLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) Speech work: pronunciation practice consonant /l/, /r/, /s/, /z/ LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) Reading: Vocabulary and Oral and Written Comprehension.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Structure: Construct sentences using substitution tables.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Writing: Expository writingLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTHIRD TERM PRY ENGLISH 4 SCHEME OF WORKTOPIC: Speech Work: letters written to An Old classmate, mother, an old neighbour LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) Reading letters written to An Old classmate, mother, an old neighbourLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Structure: Comparing things according to weight size, height distance, shape and qualityLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Grammar Complete the following from the story that has just been readLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Writing: Guided composition: A motorLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (f) Dictation and Spelling: Selected words from the passage readLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) Speech Work: Aural Discrimination, /ill/ – /ell/LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) Structure: Further practice in the use of tense, present, past, present perfect and past continuous tenseLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Reading: Teaching of new words, oral and written comprehensionLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Writing: Giving an account of visits to place of interest e.g local market, supermarket, idanre hillsLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Dictation: spelling selected words from the passage readLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (g) Supplementary ReadingLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) Speech Work: Aural discrimination /a: / and /o:/LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) Structure; Giving an account of visits to place of interest e g tourist attraction, hospital, court of lawLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Reading: Vocabulary and Oral and Written Comprehension.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Grammar: Punctuation marks. Full stop and Question markLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Writing: Composition: A day I shall never forgetLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (f) Dictation: spelling, selected words from the passage read.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) Speech work: Aural Discrimination distinguish between the sound /a:/ in lark and the sound // in lock.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) Structure: Descriptive passage: My visit to Lagos University Teaching HospitalLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Reading: teaching of new words, spellings (Comprehension)LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Grammar: Write or copy their own composition from the substitution table, use punctuation marks, use link wordsLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Writing: study the words and make sentences with themLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (f) Dictation: Selected words from the passageLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) speech work: aural discrimination (vowel) /u/ as in bud and /i/ as in birdLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) Structure: Reading letters written to elder sisters, father’s brother, teacher and friendLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Reading: Vocabulary & comprehension.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Grammar: comparing things and persons according to weight, shape, size, height, distanceLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Writing: Comparative and superlative adjectivesLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (f) Dictation: selected words from the passageLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (g) Supplementary readingLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) Speech Work: Aural Discrimination /t/ tin and /th/ thinLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) Reading: Vocabulary and Oral and Written ComprehensionLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Structure: construct sentences with consonantsLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Grammar Make ten sentences from this table.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Writing: Fill in the gaps with the words in the boxLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (f) Dictation: Selected words from the passage readLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) Speech Work: Using adverb of comparisonLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) Reading: Vocabulary and Oral and Written ComprehensionLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Structure: Use adverbs to describe verbsLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Grammar: study the sentences with the teacher and make similar sentences with the teacher.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Writing: Composition about My family, My schoolLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (f) Dictation: Selected words from the passage readLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (g) SupplementaryLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) Speech Work: Articles determiners.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Structure: Use structure with these determinersLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Grammar: Fill in the blank space with words from the passage.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Writing: possessive determiners (Cont’d)LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (f) Dictation: Selected words from the passage readLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (a) Speech Work: Pronunciation practice Consonant /l/, /r/, /s/ and /z/LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (b) Reading: Vocabulary and Oral and Written Comprehension.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (c) Structure: Construct sentences using substitution tables.LEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (d) Writing: Expository writingLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESTOPIC: (e) Dictation/ Spellings: Selected words from the passage readLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCESACHIEVEMENT STANDARDS

FIRST TERM PRY 4 ENGLISH SCHEME OF WORK

WEEK: 1 Review of primary three third term work

WEEK: 2

TOPIC: Speech Work: letters written to An Old classmate, mother, an old neighbor 

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • discuss the features of an informal letter;
  • Perform oral and written exercises on the letter; use the format to write their own letter.

LEARNING ACTIVITIES

  • Pupils, as a class, discuss the features of an informal letter
  • Pupils, as individuals, perform oral and written exercises on the letter written
  • Pupils, in pairs, use the format learnt in writing their own letter

EMBEDDED CORE SKILLS

  • Creativity and Imagination
  • Communication and Collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of the features of informal letter
  • Informal letter written on a chart

TOPIC: Reading letters written to An Old classmate, mother, an old neighbour

 

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • read letters written to class mates, mother etc.;
  • draw out important features of letter writing;
  • compare the different letters;
  • write their own letters from the format seen.

LEARNING ACTIVITIES

  • Pupils, as a class, read different letters, written to a class mate, a mother, or an old nighbour.
  • Pupils, in small groups, draw out important features of letter writing.
  • Pupils, in pairs, compare the different letters.
  • Pupils write their own letters.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Leadership and Personal Development
  • Creativity and Imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Different letters chats
  • Flip Chart effort different letters.

TOPIC: Structure: Comparing things according to weight

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • discuss words used in comparison;
  • form positive, comparative and superlative of as many adjectives as possible;
  • use each words in sentences;
  • Compare things that are equal.

LEARNING ACTIVITIES

  • Pupils, as a class, discuss words used in comparison of weight, size, height etc.
  • Pupils, in small, groups form words by comparing them using positive, comparative and superlative adjectives.
  • Pupils, as individuals, use each of the words in sentences of their own.
  • Pupils, in pairs, compare things that are equal.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Creativity and Imagination
  • Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

  • Chart of the positive comparative and superlative
  • flash cams
  • real objects

TOPIC: (D) Writing: Guided composition: A motor park

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • describe a motor park they have seen;
  • discuss the things that make up a motor park;
  • Write a guided composition on the topic: A Motor Park”.

LEARNING ACTIVITIES

  • Pupils, as a class, discuss Motors Park that have seen.
  • Pupils, in small groups, discuss the things that make up such motor parks.
  • Pupils, as individuals, write compositions on the topic.

EMBEDDED CORE SKILLS

  • Creativity and Imagination
  • Communication and Collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Picture of a motor park

TOPIC: (e) Dictation and Spelling: Selected words from the passage read

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify new words from the passage;
  • pronounce the new words;
  • explain the meaning of new words in passage;
  • make new sentences with these words;
  • Write down the dictated words.

LEARNING ACTIVITIES

  • Pupils in small groups, pick out new words from the passage.
  • Each pupil, pronounces the new words.
  • Pupils, as a class, find the meanings of the new words from the passage.
  • Each pupil constructs sentences with the new words.
  • Each pupil writes down dictated words

EMBEDDED CORE SKILLS

  • Critical thinking and problem solving
  • Communication and collaboration.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Selected words and sentences from approved textbook
  • Flash cards of words
  • A Oxford dictionary

WEEK: 3

TOPIC: (a) Speech Work: Aural Discrimination, /ill/ – /es/

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • distinguish between the sounds /ia/ in fear and the sound/el!/ in fare,
  • recognize the sounds in words,
  • draw the contrast between sounds when they are used in words,
  • identify them words in short passage.

LEARNING ACTIVITIES

  • Pupils, as a class, distinguish between the two sounds by giving examples;
  • Pupils in small groups, list words that the sound can be articulated
  • Pupils, in pairs, draw several examples of contrast of the two sounds.
  • Pupils, as individuals, identify the two sounds in a short passage.

EMBEDDED CORE SKILLS

  • Creativity and Imagination.
  • Communication and Collaboration
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of the diphthongs f\J and/eC/
  • Video clips of the sounds pronounced
  • Audiotape of the two sounds.

TOPIC: (b) Structure: Further practice in the use of tense, present, past, present perfect and past continuous tense

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify the use of the tenses,
  • construct sentences using the tenses,
  • Classify the tenses of sentences in a given passage.

LEARNING ACTIVITIES

  • Pupils, as a class, identify the use of the different tenses
  • Pupils, in small groups, construct sentences using the tenses.
  • Pupils, in pairs, classify the tenses in sentences in a passage.

EMBEDDED CORE SKILLS

  • Creativity and Imagination.
  • Communication and Collaboration
  • Leadership and Personal Development.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart and picture of Present tense and Past tense
  • Flash cards

TOPIC: (c) Reading:

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • analyze the passage;
  • skim for the main points in the passage;
  • scan for specific information;
  • Extract new words orally and in written form, from the passage.

LEARNING ACTIVITIES

  • Pupils, as a class, listen and analyze the passage.
  • Pupils, as pairs, skim for the main points in the passage.
  • Pupils, in small groups, scan for specific information in the passage.
  • Each pupil identifies and lists the new words and says them orally in the passage.

EMBEDDED CORE SKILLS

  • Critical Thinking and Problem solving
  • Communication and Collaboration
  • Leadership and Personal Development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended textbook
  • Diction.
  • Flash cards

TOPIC: (d) Writing: Giving an account of visits to place of interest e.g local market, supermarket, idanre hills

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • give an account of a visit to a market or supermarket or hill they have been to;
  • identify major features of the places visited;
  • write a composition on the topic

LEARNING ACTIVITIES

  • Pupils, as a class, describe places they had visited e.g. a market etc.
  • Pupil, in small groups, identify main features of the place.
  • Pupil, as individuals, write the composition.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Creativity and Imagination
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Pictures of market places and hills
  • video clips of market, hills etc.

TOPIC: (e) Dictation: Spelling, Selected words from the passage read

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify new words from the passage;
  • write the meaning of the new word in passage;
  • make a sentence with these words;
  • write down the dictated words;

LEARNING ACTIVITIES

  • Pupils, in small groups, pick out now words from the passage.
  • Pupils, as a class, find the meanings of the new words from the passage.
  • Each pupil constructs sentences with the words.
  • Each pupil writes down dictated words.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Leadership and personal development
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Flash Cards 0n new words
  • 0xforddictionary

TOPIC: Reading (Supplementary reading)

 

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • share with other pupils the story read;
  • discuss lessons learnt from the book;
  • relate events in the story to their personal lives.

LEARNING ACTIVITIES

  • Each pupil reads a recommended storybook/play/poem from Lagos State approved book list
  • Each pupils discusses the main idea of the story
  • Pupils, in small groups, share information from the story.
  • Each pupil discusses the lessons/values learnt from the story.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Creativity and imagination
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended story/play/poem

WEEK: 4

TOPIC: (a) Speech Work: Aural discrimination /a/

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • recognize the sounds by pronouncing it in words;
  • distinguish between the sound /a:/ in bar and /0.7 in board
  • draw the contrast between sounds when they use the words;
  • make simple correct sentences to bring out the sound and meaning.

LEARNING ACTIVITIES

  • Pupils, as a class, pronounce and recognize the sounds in words and sentences.
  • Pupils, in small groups, distinguish between the two sounds.
  • Pupils, think and draw a contrast between the sounds when used in words.
  • Each pupil makes correct sentences and identifies the sounds and their meanings.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Creativity and imagination
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCE

  • Audiotape of sounds
  • Chart of both sounds showing contrast and examples
  • Pronouncing dictionary

TOPIC: (b) Structure: Giving an account of visits to place of interest e.g tourist attraction, hospital, court of law

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • describe places of interest they have been to, like a tourist attraction, hospital, court of law, shopping mall;
  • make simple correct sentences and punctuation while writing;
  • Narrate about their visits to places of interest.

LEARNING ACTIVITIES

  • Pupils, as a class, give description of places of interest they have visited.
  • Pupils, think and share correct sentences they would use in writing.
  • Pupils, as a class, brainstorm on how they would present the account of their writing.
  • Each pupil writes their personal accounts of places of interest they have been.

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Communication and Collaboration
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Charts and pictures of place of interest
  • Short video clip on excursion to an hospital, court of law or an interesting site

TOPIC: (c) Reading: Vocabulary and oral and written comprehension.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • analyzes the passage;
  • differentiate between main ideas and supporting ideas in the passage;
  • recognize new words that signal details/ illustrations and examples in the passage

LEARNING ACTIVITIES

  • Pupils, as a class, analyze the passage after reading.
  • Pupils pair up to highlight main ideas.
  • Pupils, in pairs, identify the supporting ideas in the text.
  • Each pupil establishes the connections between the main ideas and supporting ideas using evidence from the student while reading the passage stop

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Leadership and Personal development
  • Creativity and imagination
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommenced books
  • Flash cash
  • Oxford dictionary

TOPIC: (d) Grammar; Punctuation marks full stop and Question mark

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • Describe and discuss the Punctuation marks
  • Use both Punctuation marks correctly in sentences

LEARNING ACTIVITIES

  • Pupils as a class describe and discuss the punctuation marks
  • Pupils in small group use the punctuation marks correctly in sentences constructed

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Communication and Collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart/ pictures of the full stop and question mark
  • Flash cards of sentences with the punctuation marks

TOPIC: (e) Writing: Composition: “A day I shall never forget”

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • narrate a story;
  • discuss the elements of a narrative composition:
  • Write the composition on the given topic.

LEARNING ACTIVITIES

  • Pupils, as Individuals, are asked to narrate a short story.
  • Pupils, in small groups, discuss the elements of a narrative composition
  • Pupils, share ideas, on writing the composition.

EMBEDDED CORE SKILLS

  • Critical thinking and Problem Solving
  • Communication and Collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of the element narrative essay

TOPIC: (f) Dictation: spelling, selected words from the passage read.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify now words from the passage;
  • pronounce the new words;
  • explain the meaning of new words in passage;
  • make new sentences with these words;
  • write down the dictated words.

LEARNING ACTIVITIES

  • Pupils, in small groups, pick out new words from the passage.
  • Each pupil pronounces the new words.
  • Pupils, as a class, find the meanings of the new words from the passage,
  • Each pupil constructs sentences with the now words.
  • Each pupil writes down dictated words.

EMBEDDED CORE SKILLS

  • Critical thinking and Problem Solving
  • Communication and Collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Selected words and sentences from approved textbook
  • Flash cards of words
  • An Oxford dictionary

TOPIC: (a) Speech work: Aural Discrimination distinguish between the sound /t/ and the sound /r /

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • distinguish between the two pair of sounds;
  • recognize the sounds in words:
  • draw the contrast between the sounds when they are used in words;
  • Identify the sounds in a short passage.

LEARNING ACTIVITIES

  • Pupils, as a class, pronounce the words “check” and “soup” to distinguish the two sounds.
  • Pupils, as a class, mimic the mouth positioning model to pronounce both sounds.
  • Pupils, in pairs, distinguish between the two sounds by giving examples.
  • Pupils in small groups, list out words that have the sounds.
  • Each pupil contrasts the two sounds by providing words containing both sounds.
  • Pupils, in small groups, make simple sentences containing words with the sounds /t/ and the sound /r/
  • Pupils, as individuals, identify the sounds in a short passage.

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Communication and Collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • audio tape of both sounds

TOPIC: (b) Structure: Descriptive passage: My visit to Lagos University Teaching Hospital

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • highlight the features of what constitutes the features of a descriptive essay;
  • discuss what makes up a good hospital and items in them;
  • Write a descriptive essay on a visit to any hospital.

LEARNING ACTIVITIES

  • Pupils in small observe, think and reflect on what constitute the features of a descriptive essay based on the sample provided.
  • Pupils, in pairs, discuss on how a good hospital should look like.
  • Each pupil composes well written story about a visit to a hospital.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Leadership and Personal development
  • Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended text book
  • Pictures showing a hospital
  • Video clip on a hospital.

TOPIC: (c) Reading: teaching of new words, spellings (Comprehension)

 

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • Analyze the passage
  • Differentiate between main idea and supporting ideas in the passage
  • Recognize new words that signal details / illustration and examples in the passage

LEARNING ACTIVITIES

  • Pupils as a class analyze the passage
  • Pupils as a class pairup  to highlight main idea
  • Pupils, in pairs, identify the supporting ideas in the text.
  • Each pupil establishes the connections between the main ideas and supporting using evidence from the passage.
  • Students while reading the passage stop midway to predict expected events in the passage and pick out new words.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Leadership and Personal development
  • Creativity and imagination
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended text
  • Flash card
  • Oxford dictionary

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • use the substitution table, punctuation marks and linking words to write a good composition.

LEARNING ACTIVITIES

  • Each pupil writes their own composition using the table.

EMBEDDED CORE SKILLS

  • Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of the tables on punctuation, linking words

TOPIC: (e) Writing: study the words and make sentences with them

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • study some groups of words from a selected passage or text;
  • construct new sentences from the selected text or passage;
  • find the meaning of the new words;
  • Use the new words in new sentences.

LEARNING ACTIVITIES

  • Pupils, as a class, identify new words from the selected text
  • Pupils share new sentences constructed by them with each other.
  • Pupils, in small groups, find the meaning of the new words.
  • Each pupil uses the new words in new sentences.

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Communication and Collaboration
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended text or passage
  • Flash Card of the new words
  • Oxford dictionary.

TOPIC: (f) Dictation: Selected words from the passage read

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify new words from the passage;
  • pronounce the new words;
  • explain the meaning of new words in passage;
  • make new sentences with these words;
  • write down the dictated words.

LEARNING ACTIVITIES

  • Pupils, in small groups, pick out new words from the passage.
  • Each pupil, pronounces the new words.
  • Pupils, as a class, find the meaning of the new words from the passage.
  • Each pupil, constructs sentences with the new words.
  • Each pupil, writes down dictated words.

EMBEDDED CORE SKILLS

  • Critical thinking and Problem Solving
  • Communication and Collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Selected words and sentences from approved textbook
  • Flash cards of words
  • A Oxford dictionary

TOPIC: (a) Speech work: Aural discrimination

  • Consonants

 

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • distinguish between the two consonants in the words Very1* and “ferry*:
  • recognize the sounds in words:
  • draw the contrast between sounds when they use the words;
  • make simple correct sentences with the sounds and identify the sounds in a passage.

LEARNING ACTIVITIES

  • Pupils, as a class, pronounce the words ’very’ and ’ferry’ to distinguish the two consonant sounds.
  • Pupils as a class, pronounce both sounds.
  • Pupils, in pairs distinguish between the two sounds by giving examples.
  • Pupils, in small groups, list out words with the sounds.
  • Each pupil contrasts the two sounds by providing words containing both sounds.

EMBEDDED CORE SKILLS

  • Critical thinking and Problem Solving
  • Communication and Collaboration
  • Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of both sounds
  • Audio tape of both sounds properly pronounced

TOPIC: (b) structure: reading letters written to elder sisters, brother’s father, teacher and friends

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • Discuss the informal letter:
  • Read letters written to uncles, sister etc.
  • Use the format in their own informal letter.

LEARNING ACTIVITIES

  • Pupils, as a class, discuss the informal letter.
  • Pupils, in pairs, read letters written to brother, sister etc.
  • Pupils, as individuals, use the format to write their letter.

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Communication and Collaboration
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of different informal letters

TOPIC: (C) READING: VOCABULARY & COMPREHENSION

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • analyze the passage;
  • Differentiate between main ideas and supporting ideas in the passage.
  • recognize new words that signal details / illustrations and examples in the passage

LEARNING ACTIVITIES

  • Pupils, as a class, analyze the passage after reading.
  • Pupils pair up to highlight main ideas
  • Pupils, in pairs, identify the supporting ideas in the text
  • Each pupil establishes the connections between the main ideas and supporting ideas using evidence from the passage.
  • Students while reading the passage stop midway to predict expected events in the passage and pick out new words.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Leadership and Personal development
  • Creativity and imagination
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended text
  • Flash card
  • Oxford dictionary

TOPIC: (d) Grammar: comparing things and person according to weight, shape, size, height and distance

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • Discuss words used in comparison
  • Form positive comparative and superlative of as many adjectives as possible
  • Use each word in the sentence
  • Compare things that are equal

LEARNING ACTIVITIES

  • Pupils, in small groups, take turns to compare each ether and identify words used in comparison.
  • Pupils, as a class, discuss words used in comparison of weight see height etc.
  • Pupils in small groups form words by comparing them using positive comparative and superlative
  • Pupils as individual use each of the words in sentence of their own
  • Pupils pair to compare things that are equal

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Creativity and imagination
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • flash cards
  • real objects

TOPIC: (e) Writing: Composition using Comparative superlative Adjectives

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • compares describe adjectives that compares
  • show comparative and superlative of words;
  • Write a composition comparing themselves with someone else e.g. a sibling, family member, or friend.

LEARNING ACTIVITIES

  • Pupils as, a class, describe adjectives that are used for comparison.
  • Pupils, in small groups, show comparative and superlative of different words.
  • Pupil, as individuals, use the words in sentences.
  • Each pupil writes a composition comparing themselves with someone else e.g. a friend, family member, or sibling.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Creativity and imagination
  • Leadership and Personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • chart of comparative and superlative words
  • Flash cards
  • Real object to show comparative and superlative

TOPIC: (f) Dictation: Selected words from the passage read

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • pick out new words from the passage;
  • pronounce the new words;
  • explain the meaning of new words in passage;
  • make new sentences with these words;
  • Write down the dictated words.

LEARNING ACTIVITIES

  • Pupils, in small groups, pick out now words from the passage.
  • Each pupil pronounces the new words.
  • Pupils, as a class, find the meaning of the new words from the passage.
  • Each pupil constructs sentences with the new words.
  • Each pupil writes down dictated words.

EMBEDDED CORE SKILLS

  • Critical thinking and Problem Solving
  • Communication and Collaboration
  • Leadership and Personal development
  • Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended textbook
  • Dictionary
  • Flip charts of new words from the passage.

TOPIC: (g) Supplementary Reading

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • share with other pupils the story read;
  • discuss lessons learnt from the book;
  • Relate events in the story to their personal lives.

LEARNING ACTIVITIES

  • Each pupil reads a recommended story/play/poem from Lagos State approved book list.
  • Each pupil discusses the main idea of the story.
  • Pupils, in small groups, share information from the story.
  • Pupils, in pairs, establish relationships between ideas using evidence from the passage.
  • Each pupil discusses the lessons/values learnt from the story.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Leadership and Personal development
  • Creativity and imagination
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended story/play/poem

WEEK: 7 MID TERM BREAK

WEEK: 8

TOPIC: (a} Speech Work: Aural Discrimination /t/ as in tin and /t/ as in thin

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • distinguish between the two pair of consonant ’tin’ and ‘thin’;
  • recognize the sounds in words;
  • draw the contrast between sounds when they use the words,
  • Make simple correct sentences with the sounds and identify the sounds in a passage.

LEARNING ACTIVITIES

  • Pupils as a class pronounce the words  “tin’’ and “thin” to distinguish the two sounds.
  • Pupils, as a class, mimic the mouth positioning model to pronounce both sounds.
  • Pupils, in pairs distinguish between the two sounds by giving examples
  • Pupils, in small groups, list out words with the sounds
  • Each pupil contrasts the two sounds by providing words containing both sounds
  • Pupils, in small groups, make Simple sentences containing words with the sounds /t/ and /y/

EMBEDDED CORE SKILLS

  • Critical thinking and Problem Solving
  • Communication and Collaboration
  • Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of both sounds
  • Audio tape of both sounds properly pronounced

TOPIC: (b) Reading: Vocabulary and Written Comprehension

 

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • analyze the passage;
  • differentiate between main ideas and supporting ideas in the passage;
  • Recognize new words that signal details/ illustrations and examples in the passage.

LEARNING ACTIVITIES

  • Pupils, as a class, analyse the passage alter loading
  • Pupils pair up to highlight main ideas
  • Pupils, in pans, identify the supporting ideas in the text
  • Each pupil establishes the connections between the main ideas and supporting ideas using evidence from the passage.
  • Students while reading the passage stop midway to predict expected events in the passage and pick out new words

EMBEDDED CORE SKILLS

  • Critical thinking and Problem Solving
  • Communication and Collaboration
  • Leadership and Personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended textbook
  • Flash cards of new word
  • Dictionary

TOPIC: (c) Structure: Construct Sentences with Consonants

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • construct sentences using the consonant sounds;
  • identify consonant sounds in specific passages and sentences;

LEARNING ACTIVITIES

  • Pupils, m small groups, construct sentences using the consonant sounds,
  • Pupils, as a class, identify consonant sounds in specific sentences and passages.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of sentence using consonant
  • Consonant sound in flash cards

TOPIC: (d) Grammar: Make ten sentences from this table

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • understand sentence formations;
  • study how sentences are constructed;
  • make similar sentences from the examples..

LEARNING ACTIVITIES

  • Pupils, as a class, brainstorm on how sentences are formed.
  • Pupils, in small groups, study sentences construction;
  • Each pupil write new sentences.

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Critical thinking and Problem Solving
  • Communication and Collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of sentences
  • Flash cards of new sentences

TOPIC: (e) Writing: Fill in the gaps with the words in the box

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • understand and decode the instructions needed to fill in the space;
  • fill in the appropriate words in the right space.

LEARNING ACTIVITIES

  • Pupils, as a class, discuss the grammar functions and what is expected of them from the question.
  • Each pupil provides the appropriate words in the blank spaces.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Charts in form of a puzzle on the question
  • Selected approved textbook

TOPIC: (f) Dictation: Selected words from the passage

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify new words from the passage;
  • pronounce the new words
  • explain the meaning of new words in passage;
  • make new sentences with these words;
  • write down the dictated words.

LEARNING ACTIVITIES

  • Pupils, in small groups, pick out new words from the passage.
  • Each pupil pronounces the new words.
  • Pupils, as a class, find the meaning of the now words from the passage.
  • Each pupil constructs sentences with the now words.
  • Each pupil writes down dictated words

EMBEDDED CORE SKILLS

  • Critical thinking and Problem Solving
  • Communication and Collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Selected words and sentences from approved textbook
  • flash card of new words
  • A Oxford dictionary

WEEK: 9

TOPIC: (a) Speech work: using of adverbs of comparison

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • discuss adverbs of comparison,
  • identify adverbs and adverb of comparison in sentences and passages,
  • use the adverb of comparison in sentences

LEARNING ACTIVITIES

  • Pupils as a class discuss adverb of comparison
  • Pupils, in small groups, adverbs of comparison in passages and sentences
  • Pupils use the adverb of comparison in sentences

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Communication and Collaboration
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • charts of adverbs of comparison
  • flash cards of adverbs of comparison

TOPIC: (c) Vocabulary development: words to watch (confusing word) been/being, lose/loose, cite/site/sight, its/it’s, advise/advice, junction/juncture, whose/who etc.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • Recognize easily confused words in English.
  • Highlight the differences between/ among them;
  • Use the easily confused words in different contexts correctly.

LEARNING ACTIVITIES

  • Students, as a class, collectively generate the list of words that confuse them.
  • Students, in small groups, probe into the differences between these words.
  • Individual students use these words in sentences and share with the class for review.
  • For further studies students visit the site below:
  • https://Youtu.be/pDpMCh5TavQ

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Digital literacy
  • Leadership and Personal development
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Flash cards
  • Chads

TOPIC: (b) reading: vocabulary and oral and written comprehension

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • analyze the passage;
  • skim for the main points in the passage:
  • scan for the specific information;
  • extract new words orally and in written form, from the passage.

LEARNING ACTIVITIES

  • Pupils as a class, analyze the passage after reading,
  • Pupils, pair up to highlight main ideas.
  • Pupils, in pairs, identify the supporting ideas in the text.
  • Each pupil establishes the connections between the main ideas and supporting ideas using evidence from the passage.
  • Individual pupils while reading the passage stop midway to predict expected events in the passage and pick out new words.

EMBEDDED CORE SKILLS

  • Critical thinking and Problem Solving
  • Communication and Collaboration
  • Leadership and Personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended textbook in English
  • Dictionary
  • Flash cards on new words

TOPIC: (C) Structure. Use adverb to describe

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • describe adverbs;
  • examine adverbs and their types,
  • use adverbs to describe verbs in sentences

LEARNING ACTIVITIES

  • Pupil, as a class, describe adverbs.
  • Pupils, in small groups, examine adverb their meaning and types
  • Pupils, use adverbs in sentences to describe verbs

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Communication and Collaboration
  • Leadership and Personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Flash cards on adverb
  • Video clip on adverb

TOPIC: (d) Grammar: Study the sentence with the teacher and make a similar sentences with the teacher

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • Understand sentence formation
  • Study how sentences are constructed
  • Make similar sentences from examples

LEARNING ACTIVITIES

  • Pupils as a class brainstorm on how sentences are formed
  • Pupils in small group study sentence construction
  • Each pupils write new sentences

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Critical thinking and Problem Solving
  • Communication and Collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Charts of sentences
  • Flash cards of new sentences

TOPIC: (e) Writing: Composition about “My school

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • describe the essential characteristic of their school
  • discuss about their schools
  • write a composition on my school;

LEARNING ACTIVITIES

  • Pupils, as a class describe the characteristics of a school.
  • Pupils, in small groups, discuss their school,
  • Pupils write a composition on “My School”,

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Communication and Collaboration
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Video clip of a family,
  • Pictures showing a family tree
  • Charts highlighting roles in the family

TOPIC: (f) Dictation: Selected words from the passage

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify new words from passage,
  • pronounce the new words;
  • explain the meaning of from the passage
  • make now sentences  with these words
  • write down the dictated words

LEARNING ACTIVITIES

  • Pupils, in small groups, pick out now words from the passage
  • Each pupil pronounces the new words,
  • Pupils, as a class, find the meaning of the new words
  • Each pupil constructs sentences with the new word
  • Each pupil writes down dictated words.

EMBEDDED CORE SKILLS

  • Critical thinking and Problem Solving
  • Communication and Collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Selected words and sentences from approved textbook
  • Flash cards of words
  • A Oxford dictionary

TOPIC: (g) Supplementary Reading

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • share with other pupils the story road;
  • discuss lessons learnt from the book;
  • Relate events in the story to their personal lives.

LEARNING ACTIVITIES

  • Each pupil reads a storybook/play/poem from Lagos State approved book list.
  • Each pupil discusses the main idea of the story.
  • Pupils, in small groups share information from the story.
  • Pupils, in pairs, establish relationships between ideas using evidence from the passage.
  • Each pupil, discusses the lessons/values learnt

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Creativity and imagination
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended story/play/poem

WEEK: 10

TOPIC: (a) Speech Work; Distributive determiners e.g. each, every, both, half, etc.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • discuss distributive determiner;
  • examine the uses of distributive determiners;
  • use the distributive determiners in sentences.

LEARNING ACTIVITIES

  • Pupils, as a class, discuss what distributive determiners are.
  • Pupils, in small groups, examine the uses of descriptive determiners.
  • Pupils, in pairs, use these distributive determiners in sentences.

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Communication and Collaboration
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Charts on distributive determiners
  • Flash cards containing examples of distributive determiners.

TOPIC: (b) Reading comprehension: Vocabulary and Oral and Written Comprehension.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • analyze the passage
  • skim for the main points in the passage;
  • scan for the specific information;
  • extract now words orally and In written form, from the passage

LEARNING ACTIVITIES

  • Pupils, as a class, analyze the passage after reading,
  • Pupil’s pair lip to highlight main ideas.
  • Pupils, in pairs, identify the supporting ideas in the text,
  • Each pupil establishes the connections between the main ideas and supporting ideas using evidence from the passage.
  • Individual pupil while reading the passage stop midway to predict expected events in the passage and pick out new words.

EMBEDDED CORE SKILLS

  • Critical thinking and Problem Solving
  • Communication and Collaboration
  • Leadership and Personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended textbook on English
  • Dictionary
  • Flash cards of new words

TOPIC: (c) Structure: use of determinants: each every, all, ethnics, this, these, that, those etc.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • List examples of determiners
  • Date the types of determiners
  • identify the use of determiners in a given passage
  • use them in written sentences

LEARNING ACTIVITIES

  • Pupils as a class identify determiners in a given chart
  • Pupils as a class are guided to identify the classification determiners e.g articles, demonstration, distributive etc.
  • Pupils, in small groups, bring out determiners In a given passage
  • Each pupil uses the distributive determiners in written sentences.

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Charts on determiners
  • Flash cards containing examples of distributive determiners

TOPIC: (d) Grammar: Fill in the blank space with words from the passage.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • understand and decode the instructions needed to fill in the space.
  • fill in the right and accurate words in the right space,
  • Fill in the blank space with words from the passage.

LEARNING ACTIVITIES

  • Pupils, as a class, discuss the grammar functions and what is expected of them from the question,
  • Each pupil provides the appropriate words to fill in the blanks.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Charts in form of a puzzle on the question
  • Selected approved textbook

TOPIC: (e) Writing: Determiners (Cont’d)

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • make more sentences with the distributive determiners;
  • Identify the distributive determiners in sentences and passages.

LEARNING ACTIVITIES

  • Pupils, in small groups, give more elaborate examples of the distributive determiners,
  • Pupils, as an individuals, identify in passages the distributive determiners in English.

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Charts on distributive determiners
  • Flash cards containing example of distributive determiners

TOPIC: (f) Dictation: Selected words from the passage

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify new words from the passage;
  • write the meaning of new word in passage;
  • make a sentence with these words;
  • Write down the dictated words.

LEARNING ACTIVITIES

  • Pupils, in small groups pick out new words from the passage
  • Pupils, as a class, find the meaning of the new words from the passage
  • Each pupil constructs sentences with the new words.
  • Each pupil writes down dictated words

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Leadership and Personal development
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Flash Cards on new words.
  • Oxford dictionary

TOPIC: (a) Speech work: pronunciation practice consonant /l/, /r/, /s/, /z/

 

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • pronounce the sounds correctly
  • orally identify words with sounds
  • identify  the sound in words a passage

LEARNING ACTIVITIES

  • Pupils , as a class correctly pronounce these consonant sounds
  • Pupils, m small groups orally identify the sound
  • Pupils as individuals identity the sounds in a passage

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Communication and Collaboration
  • Leadership and Personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Audio tape of sounds
  • Chart of the consonant sound

TOPIC: (b) Reading: Vocabulary and Oral and Written Comprehension.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • understand and analyze the passage;
  • differentiate between main ideas and supporting ideas in the passage;
  • recognize new words that signal details/ illustrations and examples in the passage

LEARNING ACTIVITIES

  • Pupils, as a class, analyze the passage after reading.
  • Pupils pair up to highlight main ideas.
  • Pupils, in pairs, identify the supporting ideas in the text.
  • Each pupil establishes the connections between the main ideas and supporting ideas using evidence from the passage.
  • Students while reading the passage stop midway to predict expected events in the passage and pick out new words.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Leadership and Personal development
  • Creativity and imagination
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended text
  • Flash card
  • Oxford dictionary

TOPIC: (c) Structure: Construct sentences using substitution tables.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • construct new text sentences using substitution table;
  • Understand the process of sentence formations.

LEARNING ACTIVITIES

  • Pupils, as an individual, construct new sentences using the substitution table.
  • Pupils, in small groups, come together to understand how the sentences are formed using the substitute table.

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Communication and Collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Use recommended text
  • Chart of the substitute table

TOPIC: (d) Writing: Expository writing

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • discuss an expository composition;
  • examine the features and structure;
  • Write an expository composition.

LEARNING ACTIVITIES

  • Pupil, as a class, discuss expository composition.
  • Pupils, in small groups, examine the features and structure of the composition.
  • Pupils, as individuals, write an expository essay.

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Communication and Collaboration
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Video Clip of an expository composition
  • Flip Chart of the feature and structure of the composition

TOPIC: (e) Dictation/ Spellings: Selected words from the passage read

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify new words from the passage;
  • Write the meaning of new word in passage;
  • make a sentence with these words;
  • write down the dictated words.

LEARNING ACTIVITIES

  • Pupils, in small groups, pick out new words from the passage.
  • Pupils, as a class, find the meanings of the new words from the passage.
  • Each pupil constructs sentences with the words.
  • Each pupil writes down dictated words.

EMBEDDED CORE SKILLS

  • Communication and Collaboration
  • Leadership and Personal development
  • Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Flash Cards on new words.
  • Oxford dictionary

WEEK: 12 Revision and Examination

Ministry of Education Lagos State Unified English Scheme of Work Primary 4 for first term, second term and third term. Schemeofwork.com

THIRD TERM PRY ENGLISH 4 SCHEME OF WORK

WEEK: 1

  • Review of primary three third term work

WEEK: 2

TOPIC: Speech Work: letters written to An Old classmate, mother, an old neighbour

 

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • discuss the features of an informal letter;
  • identify oral and written exercises on the letter;
  • use the format in writing their own letter.

LEARNING ACTIVITIES

  • Pupils, as a class, discuss the features of an informal letter.
  • Pupils, as individuals, do oral and written exercises on the letter written.
  • Pupils, in pairs, use the format learnt in writing their own letters.

EMBEDDED CORE SKILLS

  • Creativity and imagination
  • Communication and Collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Different charts of the features of informal letter
  • Informal letters written on a chart

TOPIC: (b) Reading letters written to An Old classmate, mother, an old neighbour

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • read letters written to class mates, mother etc,
  • draw out important features of letter writing;
  • compare the different letters;
  • write their own letters from the format seen.

LEARNING ACTIVITIES

  • Pupils, as a class, read different letters, written to class mate, mother, or old neighbour.
  • Pupils, in small groups, draw out important features of letter writing
  • Pupils In pairs, compare the different letters.
  • Pupils, write their own letters.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Leadership and personal development
  • Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Different letters of chats
  • Flip Chart of the different fetters

TOPIC: (c) Structure: Comparing things according to weight size, height distance, shape and quality

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • discuss words used in comparison;
  • form positive, comparative and superlative of as many adjectives as possible;
  • use each word in sentences;
  • compare things that are equal.

LEARNING ACTIVITIES

  • Pupils, as a class, discuss words used in comparison of weight, size, height etc.
  • Pupils, in small groups, form words by comparing them using positive, comparative and superlative.
  • Pupils, as individuals, use each of the words in sentence of their own.
  • Pupils, in pairs, compare things that are equal

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Creativity and imagination.
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of the positive comparative and superlative
  • Flash cards
  • Real objects

TOPIC: (d) Grammar Complete the following from the story that has just been read

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • Answer and complete the question asked from the story that has just been read

LEARNING ACTIVITIES

  • pupil, as a class complete the story read by answering the questions.

EMBEDDED CORE SKILLS

  • Creativity and imagination.

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

  • Recommended text
  • Flash Cards of words

TOPIC: (e) Writing: Guided composition: A motor

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • describe a motor park they have seen;
  • discuss the things that makes up a motor park,
  • write a guided; composition on the topic: A Motor Park.
  • You can read more by visiting:
  • https://wwww.123helpme.com/essay/The-Car-ParkCreative-writing-145337

LEARNING ACTIVITIES

  • Pupils, as a class, discuss about a motor park that have seen.
  • Pupils, in small groups, discuss the things that makes up a motor park.
  • Pupils, as individuals, write a composition on a motor park

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Critical thinking and problem solving.
  • Leadership and personal development
  • Creativity and imagination.
  • Citizenship

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Picture of a motor park

TOPIC: (f) Dictation and Spelling: Selected words from the passage read

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • combine letters together to form words;
  • construct new words and sentences.

LEARNING ACTIVITIES

  • Each pupil think quickly on the spelling of a new word,
  • Pupils, in small groups work together to construct and re arrange new words given to them in a puzzle.

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Communication and collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Selected words and sentences from approved textbook
  • Flash cards of words
  • A Oxford dictionary

WEEK: 3

TOPIC: (a) Speech Work: Aural Discrimination, /ill/ – /ell/

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • distinguish between the sounds /ill/ in fear and the sound/ell/ in fare;
  • recognize the sounds in words;
  • draw the contrast between sounds when they are used in words;
  • identify them words in short passage.
  • You can read more by visiting:
  • https://yourqrammar.com/post-19

LEARNING ACTIVITIES

  • Pupils, as a class, distinguish between the two sounds by giving examples,
  • Pupils in small groups, list words that the sound can be articulated.
  • Pupils, in pairs, draw several examples of contrast of the two sounds,
  • Pupils, as individuals, identify the two sounds in a short passage.

EMBEDDED CORE SKILLS

  • Critical thinking and problem solving.
  • Communication and collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of the diphthongs /ill/ – /ell/
  • Video clips of the sounds pronounced
  • Audiotape of the two sounds.

TOPIC: (b) Structure: Further practice in the use of tense, present, past, present perfect and past continuous tense

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify the use of the tenses;
  • construct sentences using the tenses;
  • Classify the tenses of sentences in a given passage.

LEARNING ACTIVITIES

  • Pupils, as a class, identify the use of the different tenses.
  • Pupils, in small groups, construct sentences using the tenses.
  • Pupils, in pairs, classify the tenses in sentences in a passage.

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Communication and collaboration
  • Leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart and picture of Present tense and Past tense
  • Flash cards

TOPIC: (c) Reading: Teaching of new words, oral and written comprehension

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • analyze the passage;
  • skim for the main points in the passage;
  • scan for the specific information;
  • extract new words orally and in written form, from  the passage.
  • Each pupil identifies and lists the new words and says them orally in the passage.

LEARNING ACTIVITIES

  • Pupils, as a class, listen and analyze the passage.
  • Pupils, as pairs, skim for the main points in the passage.
  • Pupils, in small groups, scan for specific information in the passage.

EMBEDDED CORE SKILLS

  • Critical thinking and problem solving.
  • Communication and collaboration
  • Leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended textbook on English
  • Dictionary
  • Flash cards of new words

TOPIC: (d) Writing: Giving an account of visits to place of interest e.g local market, supermarket, idanre hills

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • give an account of a visit to a market or supermarket or hill they have been to;
  • identify major features of the places visited;
  • Write a composition on the topic.

LEARNING ACTIVITIES

  • Pupils, as a class, describe a visit they had to a market etc.
  • Pupil, in small groups, Identify main features of the place.
  • Pupil, as individuals, write the composition.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Creativity and imagination.
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Pictures of market place and hill
  • Video clip of market, hills etc.

TOPIC: (e) Dictation: spelling selected words from the passage read

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify new words from the passage;
  • write the meaning of new word in passage;
  • make a sentence with these words;
  • write down the dictated words;

LEARNING ACTIVITIES

  • Pupils, in small groups, pick out new words from the passage.
  • Pupils, as a class, find the meaning of the new words from the passage.
  • Each pupil constructs sentences with the words.
  • Each pupil writes down dictated words.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Leadership and personal development
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Flash cards on new words
  • An oxford dictionary

TOPIC: (g) Supplementary Reading

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • share with other pupils the story read;
  • Discuss lessons learnt from the book.
  • relate events in the story to their personal lives.

LEARNING ACTIVITIES

  • Pupils, as individuals, read a recommended story/play/poem.
  • Pupils, in small groups, discuss lessons learnt with themselves.
  • Pupils, in pairs, relate the experience to the story to each other.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Creativity and imagination.
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended story/play/poem

WEEK: 4

TOPIC: (a) Speech Work: Aural discrimination /a: / and /o:/

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • recognize the sounds by pronouncing its sound in words;
  • distinguish between the sound /a:/ in bar and /0:/ in board;
  • draw the contrast between sounds when they use the words;
  • Make simple correct sentences to bring out the sound and meaning.

LEARNING ACTIVITIES

  • Pupils, as a class, pronounce and recognize the sounds in words and sentences.
  • Pupils, as in small groups, distinguish between the two sounds.
  • Pupils, think and draw a contrast between the sounds when used in words.
  • Each pupil makes correct sentences and identify the sounds and its meaning.

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Communication and collaboration
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Auto tape of both sounds
  • Charts of both sources showing contrast and examples
  • Pronouncing dictionary

TOPIC: (b) Structure; Giving an account of visits to place of interest e g tourist attraction, hospital, court of law

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • describe places of interest they have been to like a tourist attraction, hospital, court of law, shopping mall;
  • Make simple correct sentences and punctuation while writing.
  • Brainstorm on how to write the account.
  • write about their visits to places of interest

LEARNING ACTIVITIES

  • Pupils, as a class, give description of places of interest they have visited.
  • Pupils, think and share correct sentences they would use in writing
  • Pupils, as a class, brainstorm on how they would present the account of their writing.
  • Each pupil writes their personal accounts of place a of interest they have been.

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Communication and collaboration
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart and places of place of interest
  • short Video clip on an excursion to an hospital, court of law or an interesting sight

TOPIC: (c) Reading: Vocabulary and Oral and Written Comprehension.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • understand and analyze the passage;
  • differentiate between main ideas and supporting ideas in the passage;
  • recognize new words that signal details/ illustrations and examples in the passage

LEARNING ACTIVITIES

  • Pupils, as a class, analyze the passage after reading the passage.
  • Pupils pair up to highlight main ideas leaving out supporting ideas in a given text
  • Students while reading the passage stop midway to predict expected events in the passage and also pick out new words.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Leadership and personal development
  • Creativity and imagination.
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended text
  • Flashcard
  • Oxford dictionary

Web Resource

TOPIC: (d) Grammar: Punctuation marks. Full stop and Question mark

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify the punctuation marks;
  • describe and discuss the punctuation marks;
  • Use both punctuation marks correctly in sentences.

LEARNING ACTIVITIES

  • Pupils, as a class, identify the punctuation marks on the chart.
  • Pupils, as a class, discuss and describe the punctuation marks.
  • Pupils, in small groups, use ten punctuation marks correctly in sentences constructed by them.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart/Picture of the full stop and question marks.
  • Flash cards of sentences with the punctuation marks.

WEB RESOURCE

TOPIC: (e) Writing: Composition: A day I shall never forget

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • narrate a story;
  • discuss the elements of a narrative composition;
  • Write the composition on the given topic.

LEARNING ACTIVITIES

  • Pupils, as individuals, are asked to narrate a short story.
  • Pupils, in small groups, discuss the elements of a narrative composition.
  • Pupils, share ideas, on writing the composition.

EMBEDDED CORE SKILLS

  • Critical thinking and problem solving.
  • Communication and collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of the elements narrative essay.

TOPIC: (f) Dictation: spelling, selected words from the passage read.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • combine letters together to form words;
  • Construct new words and sentences.

LEARNING ACTIVITIES

  • Each pupil thinks quickly on the spelling of a new word.
  • Pupils, in small groups, work together to construct and re arrange new words given to them in a puzzle.

EMBEDDED CORE SKILLS

  • Critical thinking and problem solving.
  • Communication and collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Selected words and sentences from approved textbook
  • Flash cards of words
  • A Oxford dictionary

WEEK: 5

TOPIC: (a) Speech work: Aural Discrimination distinguish between the sound /a:/ in lark and the sound // in lock.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • distinguish between the two pair of sounds;
  • recognize the sounds in words;
  • draw the contrast between the sounds when they are used in words;
  • Identify the sounds in a short passage.

LEARNING ACTIVITIES

  • Pupils, as a class, distinguish between pair of sounds.
  • Pupils, in pairs, recognize the sounds in words.
  • Pupils, in small groups, contrast the two sounds.
  • Pupils, as individuals, identify the sounds in a short passage.

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Communication and collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • audio tape of both sounds
  • Chart of both sounds showing contrast

TOPIC: (b) Structure: Descriptive passage: My visit to Lagos University Teaching Hospital

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • highlight the features of a descriptive;
  • discuss what makes up a good hospital and items in them;
  • write a descriptive essay on a visit to any hospital.

LEARNING ACTIVITIES

  • Pupils, in small groups, observe, think, and reflect on what constitutes the features of a descriptive essay
  • based on the sample provided.
  • Pupils, in pairs, discuss on how a good hospital should look like.
  • Individual students compose well written story on good morals

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Leadership and personal development
  • Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended textbook
  • Picture showing a hospital
  • Video clip on a hospital

TOPIC: (c) Reading: teaching of new words, spellings (Comprehension)

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • understand and analyze the passage;
  • differentiate between main ideas and supporting ideas in the passage;
  • recognize new words that signal details/ illustrations and examples in the passage

LEARNING ACTIVITIES

  • Pupils, as a class, analyze the passage after reading the passage.
  • Pupils, in pairs highlight main ideas leaving out supporting ideas in a given text
  • Students while reading the passage stop midway to predict expected events in the passage and also pick out new words.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Leadership and personal development
  • Creativity and imagination.
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended
  • Flash card
  • Oxford dictionary

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • Use the substitution table, punctuation marks and linking words to write a good composition..

LEARNING ACTIVITIES

  • Each pupil writes their own compositions using the table.

EMBEDDED CORE SKILLS

  • Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of the tables on punctuation, linking words

TOPIC: (e) Writing: study the words and make sentences with them

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • study some groups of words from a selected passage or text;
  • construct new sentences from the selected text or passage;
  • find the meaning of the new words.

LEARNING ACTIVITIES

  • Pupils, as a class, identify new words from the selected text.
  • Pupils share new sentences constructed by them with each other.
  • Pupils, in small groups, find the meanings of the new words.

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Communication and collaboration
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

  • Recommenced text or passage
  • Flash Card of new words
  • Oxford dictionary

TOPIC: (f) Dictation: Selected words from the passage

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • combine letters together to form words;
  • construct new words and sentences.

LEARNING ACTIVITIES

  • Each pupil thinks quickly on the spelling of a new word.
  • Pupils, in small groups, work together to construct and re arrange new words given to them in a puzzle.

EMBEDDED CORE SKILLS

  • Critical thinking and problem solving.
  • Communication and collaboration

LEARNING RESOURCES

Audio Visual Materials

  • Selected words and sentences from approved textbook
  • Flash cards on words
  • A Oxford dictionary

WEEK: 6

TOPIC: (a) speech work: aural discrimination (vowel) /u/ as in bud and /i/ as in bird

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • distinguish between the two pairs of vowel
  • recognize the sounds in the word
  • draw the contract between sounds when they use the word
  • make simply correct sentences with the sound

LEARNING ACTIVITIES

  • pupil as a class distinguish between the two pairs of vowel
  • pupils as individual pronounce the sound and recognize them in words
  • pupils in small group contract between sounds when they use the word
  • pupils as individuals, share new sentences constructed with the words and identify words in a short passage

EMBEDDED CORE SKILLS

  • Critical thinking and problem solving.
  • Communication and collaboration
  • Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of both between the pairs of vowel
  • Audio tape of both sounds property pronounced

TOPIC: (b) Structure: Reading letters written to elder sisters, father’s brother, teacher and friend

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • discuss the informal letter:
  • read letters written to uncles, sister etc.
  • use the format in their own informal letter.

LEARNING ACTIVITIES

  • Pupils as a class discuss the informal loiter.
  • Pupils, in pairs, read letters written to their brothers, sisters etc.
  • Pupils, as individuals, use the format to write their letters.

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Communication and collaboration
  • Leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of different informal letters

TOPIC: (c) Reading: Vocabulary & comprehension.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • understands and analyze the passage;
  • differentiate between main ideas and supporting ideas in the passage,
  • recognize now words that signal details/ Illustrations and examples In the passage,
  • find the meanings of the new words text.

LEARNING ACTIVITIES

  • Pupils, as a class, analyze the passage after reading the passage.
  • Pupils pair up to highlight main ideas leaving out supporting ideas in a given
  • Students while reading the passage stop midway to predict expected events in the passage and also pick out new words.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Critical thinking and problem solving.
  • Leadership and personal development
  • Creativity and imagination.
  • Citizenship

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended text
  • Flash card
  • Oxford dictionary

TOPIC: (d) Grammar: comparing things and persons according to weight, shape, size, height, distance

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • discuss words used in comparison;
  • form positive, comparative and superlative of as many
  • use each words In sentences;
  • compare things that are equal.

LEARNING ACTIVITIES

  • Pupils, as a class, discuss words used in comparison of weight, size, height etc.
  • Pupils, in small groups, form words by comparing them using positive, comparative and superlative.
  • Pupils, as individuals, use each of the words in sentence of their own
  • Pupils, pair compare things that are equal.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Leadership and personal development
  • Creativity and imagination.
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Charts showing positive, comparative and superlative
  • Flash cards
  • Real objects

TOPIC: (e) Writing: Comparative and superlative adjectives

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • describe adjectives that compares;
  • show comparative and superlative of words;
  • use the words in sentences.

LEARNING ACTIVITIES

  • Pupils, as a class, describe adjectives that are used for comparison.
  • Pupils, in small groups, show comparative and superlative of different words.
  • Pupil, as individuals, use the words in sentences.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Creativity and imagination.
  • Leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of Comparative and superlative words
  • Flash Card in real Objects to show comparative and superlative

TOPIC: (f) Dictation: selected words from the passage

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify new words from the passage:
  • write the meaning of the new words:
  • construct new sentences with these words;
  • write down the dictated words.

LEARNING ACTIVITIES

  • Pupils as a class, pick the new words from the passage read.
  • Pupil, in small groups, find the meanings of the new words.
  • Each pupil constructs new sentences from the words.
  • Individual pupils write down dictated words.

EMBEDDED CORE SKILLS

  • Critical thinking and problem solving.
  • Communication and collaboration
  • Leadership and personal development
  • Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended textbook
  • Dictionary
  • Flip charts of new words from the passage

TOPIC: (g) Supplementary reading

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • share with other pupils the story read;
  • discuss lessons learnt from the book;
  • Relate events in the story to their personal lives.

LEARNING ACTIVITIES

  • Pupils, as individuals, read a Recommended story/play/poem
  • Pupils, in small groups, discuss lessons learnt with themselves
  • Pupils, in pairs, relate the experience to the story to each other.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Creativity and imagination.
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended story/play/poem

WEEK: 7 MID TERM BREAK

WEEK: 8

TOPIC: (a) Speech Work: Aural Discrimination /t/ tin and /th/ thin

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • distinguish between the two pair of consonant tin and thin;
  • recognize the sounds in words;
  • draw the contrast between sounds when they use the words;
  • make simple correct sentences with the sounds and identify the sounds in a passage.

LEARNING ACTIVITIES

  • Pupil, as a class, distinguish between the pairs of consonant.
  • Pupils, as individuals, pronounce the sounds and recognize them in words.
  • Pupils, in small groups, contrast between the two sounds when they use the words.
  • Pupils, as individuals, share new sentence constructed with the words and identify words in a short passage

EMBEDDED CORE SKILLS

  • Critical thinking and problem solving.
  • Communication and collaboration
  • Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of both sounds
  • Audio tape of both sounds properly pronounced

TOPIC: (b) Reading: Vocabulary and Oral and Written Comprehension

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • analyze the passage;
  • skim for the main points in the passage;
  • scan for the specific information;
  • extract new words from the passage.

LEARNING ACTIVITIES

  • Pupils, as a class, listen and analyze the passage.
  • Pupils, as pairs, skim for the main points in the passage.
  • Pupils, in small groups, scan for specific information in the passage.
  • Each pupil identifies and list the new words in the passage.

EMBEDDED CORE SKILLS

  • Critical thinking and problem solving.
  • Communication and collaboration
  • Leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended textbook on English
  • Dictionary
  • Flash cards of new words

TOPIC: (c) Structure: construct sentences with consonants

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • construct sentences using the consonant sounds;
  • identify consonant sounds in specific passages and sentences.

LEARNING ACTIVITIES

  • Pupils, as a in small groups, construct sentences using the consonant sounds,
  • Pupils, as a class, identify consonant sounds in specific sentences and passages

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • chart of sentence using consonant
  • Consonants sounds on flash cards

TOPIC: (d) Grammar Make ten sentences from this table.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • understand sentence formations;
  • study how sentences are constructed;
  • make similar sentences from the examples.

LEARNING ACTIVITIES

  • Pupils, as a class, brainstorm on how sentences are formed.
  • Pupils in small groups, study sentences construction;
  • Each pupil writes new sentences.

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Critical thinking and problem solving.
  • Communication and collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart of sentences
  • flash cards of new sentences

TOPIC: (e) Writing: Fill in the gaps with the words in the box

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • understand and decode the instructions needed to fill in the space;
  • fill in the right and accurate words in the right space.

LEARNING ACTIVITIES

  • Pupil, as a class, discuss the grammar functions and what is expected of them from the question,
  • Each pupil provides the accurate answers to the questions.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Charts in form of a puzzle on the question
  • Selected approved textbook

TOPIC: (f) Dictation: Selected words from the passage read

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • combine letters together to form words;
  • construct new words and sentences.

LEARNING ACTIVITIES

  • Each pupil thinking quickly on the spelling of a new word.
  • Pupils, in small groups work together to construct and re arrange new words given to them in a puzzle.

EMBEDDED CORE SKILLS

  • Critical thinking and problem solving.
  • Communication and collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Selected words and sentences from approved textbook
  • Flash cards of words
  • A Oxford dictionary

WEEK: 9

TOPIC: (a) Speech Work: Using adverb of comparison

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • discuss adverb of comparison;
  • identify adverbs and adverb of comparison in sentences and passages;
  • use the adverb of comparison in sentences.

LEARNING ACTIVITIES

  • Pupils, as a class, discuss adverb of comparison.
  • Pupils, in small groups, identify adverbs and adverbs of comparison in passages and sentences.
  • Pupils use the adverb of comparison in sentences.

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Communication and collaboration
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Chart adverbs of comparison
  • Flash card of advert of comparison.

TOPIC: (b) Reading: Vocabulary and Oral and Written Comprehension

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • analyze the passage;
  • skim for the main points in the passage;
  • scan for the specific information;
  • extract new words orally and in written form, from the examples

LEARNING ACTIVITIES

  • Pupils, as a class, listen and analyze the passage.
  • Pupils, as pairs, skim for the main points in the passage.
  • Pupils, in small groups, scan for specific information in the passage.
  • Each pupil identify and list the new words and say it orally in the passage.

EMBEDDED CORE SKILLS

  • Critical thinking and problem solving.
  • Communication and collaboration
  • Leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended textbook
  • Dictionary
  • Flash cards of new words

TOPIC: (c) Structure: Use adverbs to describe verbs

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • describe adverbs;
  • examine adverbs and their types;
  • use adverbs to describe verbs in sentences;

LEARNING ACTIVITIES

  • Pupil, as a class, describe adverbs.
  • Pupils, in small groups, examine adverb their meaning and types.
  • Pupils use adverbs in sentences to describe verbs.
  • Pupils can watch more on:
  • https://youtu.be/94aFcx6olj

EMBEDDED CORE SKILLS

  • Creativity and Collaboration
  • Creativity and Communication
  • Leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Flash card on adverb
  • Video clip on adverbs

TOPIC: (d) Grammar: study the sentences with the teacher and make similar sentences with the teacher.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • Understand sentence formation
  • Study how sentences are constructed
  • Make similar sentences from the example

LEARNING ACTIVITIES

  • Pupils as a class brainstorm on how sentence are formed
  • Pupils in small group study sentences construction
  • Each pupils write new sentences

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Critical thinking and problem solving.
  • Communication and collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Charts of sentences
  • Flash cards on new words

TOPIC: (e) Writing: Composition about My family, My school

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • describe the essential characteristics of their school
  • discuss about their schools;
  • write a composition on my school

LEARNING ACTIVITIES

  • pupils as a class describe the characteristics of a school
  • Pupils, in small groups, discuss about their school
  • Individual pupils write composition on my school

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Communication and collaboration
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Video clip on a family
  • Pictures showing family tree

TOPIC: (f) Dictation: Selected words from the passage read

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • combine letters together to form words;
  • Construct new words and sentences.

LEARNING ACTIVITIES

  • Each pupil thinking quickly on the spelling of a new word
  • Pupils, in small group work together to construct and rearrange new words given to them in a puzzle

EMBEDDED CORE SKILLS

  • Critical thinking and problem solving.
  • Communication and collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

TOPIC: (g) Supplementary

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • share with other pupils the story read:
  • discuss lessens learnt from the book;
  • relate events in the story to their personal lives

LEARNING ACTIVITIES

  • pupils as a class read a recommended story/play/poem
  • pupils in small group discuss lesson learnt with themselves
  • pupils in pairs relate events in the story to their personal lives

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Creativity and imagination.
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended story/play/poem

WEEK: 10

TOPIC: (a) Speech Work: Articles determiners.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • discuss articles (determiners):
  • examine the uses of determiners;
  • use the articles in sentences.

LEARNING ACTIVITIES

  • Pupils as a class discuss what articles are
  • Pupils in small group critically examine the uses of articles in sentences
  • Pupils in pairs use the articles in sentences

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Communication and collaboration
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Flash cards on new words

TOPIC: (b) Reading comprehension: Vocabulary and Oral and Written Comprehension

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • analyze the passage;
  • skim for the main points in the passage;
  • scan for the specific information;

LEARNING ACTIVITIES

  • pupils as a class listen and analyze the passage
  • pupils as pairs, skim for the main points in the passage
  • pupils in small group scan for the specific information in the passage

EMBEDDED CORE SKILLS

  • Critical thinking and problem solving.
  • Communication and collaboration
  • Leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • recommended textbook
  • flash cards
  • dictionary

TOPIC: (c) Structure: Use structure with these determiners

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • use structures with these determiners;
  • use them in written sentence.

LEARNING ACTIVITIES

  • Pupils, as a class use distributive determiners in sentence structures,
  • Each pupil uses the distributive determiners in written sentences.

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Charts on distributive determiners
  • flash cards containing examples of distributive determiners.

TOPIC: (d) Grammar: Fill in the blank space with words from the passage.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • understand and decode the instructions needed to fill in the space;
  • fill in the right and accurate words in the right space;
  • fill in the blank spaces with words from the passage

LEARNING ACTIVITIES

  • Pupils, as a class discuss the grammar functions and what is expected of them from the question.
  • Each pupils provides the accurate answer s to the questions.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Charts in form of a puzzle on the question,
  • Selected approved textbook

TOPIC: (e) Writing: possessive determiners (Cont’d)

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify possessive determiners;
  • use the possessive determiners in sentences and passages;
  • fill a passage with possessive determiners.

LEARNING ACTIVITIES

  • Pupils, in small groups give more examples of them possessive determiners,
  • Pupils, as an individuals, identify in passages the possessive determiners In English

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Communication and collaboration

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Charts on possessive determiners
  • flash cards containing examples of possessive determiners

TOPIC: (f) Dictation: Selected words from the passage read

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify new words from the passage;
  • write the meaning of new word in passage;
  • make a sentence with these words;
  • write down the dictated words.

LEARNING ACTIVITIES

  • Pupils, in small groups pick out new words from the passage.
  • Pupils as a class find the meaning of the new words from the passage.
  • Each pupil constructs sentences with the words
  • Each pupil writes down dictated words

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Leadership and personal development
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Flash cards on new words
  • Oxford dictionary

WEEK: 11

TOPIC: (a) Speech Work: Pronunciation practice Consonant /l/, /r/, /s/ and /z/

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • pronounce the sounds correctly;
  • orally identify words with sound,
  • identify the sounds in words in a passage

LEARNING ACTIVITIES

  • Pupils as a class correctly pronounce these consonant sounds
  • Pupils, in small groups orally identify the sounds
  • Pupils as individual identify the sounds in a passage

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Communication and collaboration
  • Leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Audio tape of the sound
  • Chart of the consonant sound

TOPIC: (b) Reading: Vocabulary and Oral and Written Comprehension.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • understand and analyze the passage;
  • differentiate between main ideas and supporting ideas in the passage;
  • recognize new words that signal details/illustrations and examples in the passage.

LEARNING ACTIVITIES

  • Pupils, as a class, analyze the passage after reading the passage.
  • Pupils pair up to highlight main ideas leaving out supporting ideas in a given
  • Students while reading the passage stop midway to predict expected events in the passage and also pick out new words

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Leadership and personal development
  • Creativity and imagination.
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Recommended text
  • Flash card on new words
  • Oxford dictionary

TOPIC: (c) Structure: Construct sentences using substitution tables.

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • construct new sentences using substitution table;
  • Understand the process of sentence formations.

LEARNING ACTIVITIES

  • Pupils, as an individual, construct new sentences using the substitution table.
  • Pupils, in small groups word together to understand how the sentences are formed using the substitute table.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Use recommended text
  • Chart of the substitute table

TOPIC: (d) Writing: Expository writing

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • discuss an expository composition;
  • examine the features and structure;
  • write an expository composition.

LEARNING ACTIVITIES

  • Pupil, as a class, discuss expository composition.
  • Pupils, in small groups, examine the features and structure of the composition.
  • Pupils, as individuals, write an expository essay

EMBEDDED CORE SKILLS

  • Creativity and imagination.
  • Communication and collaboration
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

  • Video Clip of an expository composition
  • Flip charts of the feature and structure of the composition

TOPIC: (e) Dictation/ Spellings: Selected words from the passage read

LEARNING OBJECTIVES

By the end of the lesson, pupils should be able to:

  • identify new words from the passage;
  • write the meaning of new word in passage;
  • make a sentence with these words;
  • write down the dictated words.

LEARNING ACTIVITIES

  • Pupils, in small groups, pick out new words from the passage.
  • Each pupil pronounces the new words.
  • Pupils, as a class, find the meanings of the new words from the passage.
  • Each pupil constructs sentences with the new words.
  • Each pupil writes down dictated words.

EMBEDDED CORE SKILLS

  • Communication and collaboration
  • Leadership and personal development
  • Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

  • Flash Cards of new words.
  • Oxford dictionary

WEEK: 12 & 13 REVISION/ EXAMINATION

ACHIEVEMENT STANDARDS

At the end of the session, Students should be able to;

  • describe English sounds and pronounce English words accurately;
  • write an informal letter;
  • describe different places, objects, events etc. in accordance with descriptive essay;
  • differentiate between main ideas and supporting ideas and supporting ideas in the passage;
  • use adverb correctly in sentences;
  • relate events in story books to real life;
  • increase their vocabulary;
  • Use adverbs in sentences to describe verb.

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