English Scheme of Work Primary 5 Lagos State

Scheme of Work Team

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English Language Curriculum

English Language Curriculum

Lagos State Unified English Scheme of Work Primary 5 for first term, second term and third term. Universal Basic Education. Schemeofwork.com

Table of Contents

PRY 5 ENGLISH SCHEME OF WORK FIRST TERM TOPIC: (a) Speech work: Intonation patterns, stress and rhyme LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Review of tenses LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension: (Reading Skill) Reading to comprehend main ideas LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Vocabulary development ‘Words associated with family relationships LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Writing: Essay writing on “How I spent my Last Holiday”.LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (f) Dictations for the Week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: vowel sounds / ae/ and /a:/LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Making Sentences with Modal Auxiliaries LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary: Health and Safety LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Letter writing. Guided Informal Letter LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (A) SPEECH WORK LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Active voice and Passive Voice LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary: Consumer Rights.LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (D) SUPPLEMENTARY READING: STORY BOOK LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictation for the week:LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Vowel sounds /u/ and /u:/LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Using Adjectives in speaking and writing:LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension: Paragraphs from children’s novels LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Descriptive essay,LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictations for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Minimal Pairs Vowel sounds lei and lid LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Adverbs LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension: emphasis on supporting details, tone, mood and purpose LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Guided formal letter Writing LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Making Polite Requests LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Using direct and indirect speech LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary Development: National Social Service Institutions, e.g CPC, FRSC, ICPC, NAFDAC.NDLEA, NEMA LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing- descriptive Guided Composition on Bicycle/ Automobile LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Supplementary Reading: Play LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (f) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: D. Homework LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work Contrasting: Consonant Sounds /p/ and /f/LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Making Reported Commands and Reported Questions,LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension: Reading on Education such as Moral, Value etc.LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Descriptive Essay. Describe your House or school LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (E) Supplementary Reading: Poems LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Sentence Building LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary Development: Reading on Information communication technology LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Comparison of Formal and Informal Letters LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictation for the Week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Intonation Practice in Statements, Questions, Commands and Request LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Present Perfect Tense LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary Development (Attribute of Truthfulness)LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Debate: “Corporal punishment should not be enforced in school”LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (f) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: /pl/ and /b/LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Comprehension and Vocabulary development: Reading a non-fiction passage LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Writing: Reply to formal and informal invitations LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES PRY 5 ENGLISH SCHEME OF WORK SECOND TERM TOPIC: (a) Structure: Abbreviations and Acronyms LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Review of reported speech (command)LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary Development: Reading to comprehend LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Letter Writing: Responding to a Formal Invitation e.g. weddings, chieftaincy etc.LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictations for the Week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Oral Composition talking about myself, family and environment LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Word Bank and Sentence Building LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary: Law and Order LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Formal Invitation as Opposed to Letter Writing LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work Dialogue on the experience of national Issues LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Making and Responding Requests (Sentence Building) LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary: ‘Children’s Novel’LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Letter writing – Informal Letter LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Supplementary Reading: Story Book LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (f) Dictation for the week:LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Discussion on Roles of Individual Members of the Family LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Comprehension and Vocabulary Development: children’s poems LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Writing: Acknowledging Receipt of letters of Congratulations and Sympathy LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Dictations for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work Consonant Contrast /s/ and /z/ LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Types of Clause: Independent and Dependent Clause.LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary Development Emphasis on new Words and meaning/Purpose LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing- Letter Asking LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: A Folktale on Reward and Punishment LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure Comparing Objects and People Using “same as”LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary Development: Emphasis on New words and Meaning, simile and metaphor.LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Letter of Absence from School LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: e) Supplementary Reading: Play LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (f) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Expressing Function of Object LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Expressing Consequences or Cause and Effect with Use of “So…that”LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary Development: Deriving New Words and Meaning LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Writing formal and informal invitation letter LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Supplementary Reading: Poems LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (f) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Intonation Practice passage LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Articles LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: C) Comprehension and Vocabulary Development: Teaching New Words and Meaning LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Letter of Congratulation LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Children’s Novel LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Construction with the Past Tense, then Past Perfect Tense LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary Development Health: Sickness and Cure for Human Ailments LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Writing Indicating Direction LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work Diphthongs Contrast/i/ and /ei/LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Verb Phrase as Verb Phrase Compliments Using verbs phrase complement with adverb plus to (infinitive)LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary development: Reading for further understanding of relationship between ideas LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Letter of Appreciation LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictations for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES Pry 5 third term English Scheme of Work TOPIC: Speech work: Intonation Practice passage (Request)LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Linking Words: such as although, because, but, so…that etc. LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary Development: Reading to comprehend main ideas and acquire new words main ideas and acquire new words LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Composition involving expression of personal opinion.LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictations for the Week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Expressing Congratulations LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Passage based on illustrating ‘when’ adverbial structure LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary Development: Emphasis on new Words and Meaning/ purpose LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Expository Essay: Basic Concept of Drug Abuse LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: observing and reporting things, complete action LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Passage Based on Conversation with ‘that / which’ Adjectival Clause LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary: Road Safety LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Descriptive (Elements of Soil)LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (E) Supplementary Reading: Story Book LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (f) Dictation for the week:LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Contrasting Diphthongs in Pairs /au/and Au/, /Ii/ and / u/LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Construction with the Past Tense, Past Perfect Tense LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary Development; Emphasis on new Words Tone , Mood and, Meaning/Purpose LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Debate: “A Farmer is more Important than a teacher’ Or any other topical topic.LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Contrasting Diphthongs in Pairs /ai/and /au/, Contrasting monopthongs and diphthongs lei and le\l /a:/ and /ai/ LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Construction with Prepositional Verbs vs. Phrasal Verbs: Position of the object LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary Development: Emphasis on new Words and Meaning/Purpose LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Descriptive Essay. Write composition on ‘My School”LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Passages on National Values using correct Stress and Intonation.LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Use of “That, Who, Which, and When’ to produce. Defining Relative Clauses LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (C) Comprehension and Vocabulary Development: Family Needs and Resources.LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Composition on ’Girls are more useful in the family’.LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Supplementary Reading: Play LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (f) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Oral Composition Talking about self and family)LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Phrasal Verbs LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary Development: Deriving New Words and Meaning LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Descriptive Essay. Write composition on “My Environment”LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Supplementary Reading: Poems LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (f) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (b) Structure: Adjective and Adverb Puzzles LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (c) Comprehension and Vocabulary Development: Teaching New Words and Meaning (Inter-house Sport Day)LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (d) Writing: Composition on Town life is better than village life’.LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (e) Dictation for the week LEARNING OBJECTIVES LEARNING ACTIVITIES EMBEDDED CORE SKILLS LEARNING RESOURCES TOPIC: (a) Speech work: Managing Agriculture LEARNING OBJECTIVES

PRY 5 ENGLISH SCHEME OF WORK FIRST TERM

WEEK: 1

TOPIC: (a) Speech work: Intonation patterns, stress and rhyme

LEARNING OBJECTIVES

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

identify rising and falling tone;
use the tones and stress in songs;
compare the rhythmic pattern of each song with one another,
compose the different rhymes

LEARNING ACTIVITIES

Pupils, in pairs, identify the difference between rising tone and falling tone.
Pupils, in small groups, use the rising intonation and falling intonation in with stress indication on the given songs.
Pupils, as a class, compare the rhythmic pattern of each song with one another line by

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Tape recorder
Books with different songs

TOPIC: (b) Structure: Review of tenses

LEARNING OBJECTIVES

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

list the types of tense
use the tenses in sentences,
interpret actions in pictures in accordance to time (tenses)
Classify the tenses of sentences used in a given passage.

LEARNING ACTIVITIES

Pupils, as a class, list the three major types of tenses: a.) past tense b.) Present tense, c.) future tense
Pupils, in small groups, use the tenses in sentences.
Pupils, in small groups, interpret the actions in the given pictures according to tenses
Pupils, in pairs, study a short passage with a view to classifying sentences in it into tenses.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/ FIash cards/Pictures on tenses
Games on tenses

TOPIC: (c) Comprehension: (Reading Skill) Reading to comprehend main ideas

LEARNING OBJECTIVES

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

identify the topic sentence in each paragraph;
establish the relationship between the topic sentence(s) and the main idea in a given passage;
Attach contextual meanings to new words found in a given passage.

LEARNING ACTIVITIES

Pupils listen to the teacher read the passage with a view to identifying new words and getting their appropriate pronunciation.
Pupils, in small groups, identify the topic sentence in each paragraph and relate it to the main idea in the passage.
Pupils pair up to establish the relationship between their real life experiences and the main idea in the passage.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards

TOPIC: (d) Vocabulary development ‘Words associated with family relationships

LEARNING OBJECTIVES

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

list minimum of fifteen related words for family relationship,
explain the following terms marriage, birth, Siblings couple kinship, lineage, uncle, aunt, nephew, niece cousin, brother-in-law, grandfather, mother, distant relatives
use the words in sentences
compose short compositions on the family

LEARNING ACTIVITIES

Pupils, as a class, list words related to family relationship.
Pupils, in small groups, sort out words associated with family relationships from a given jigsaw puzzle.
Each group leader takes turn to present their group work to the whole class for evaluation.

EMBEDDED CORE SKILLS

Communication and collaboration
Leadership and personal development
Creativity and imagination.

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

Charts/ pictures
Recommended text

TOPIC: (e) Writing: Essay writing on “How I spent my Last Holiday”.

LEARNING OBJECTIVES

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

identify the features of a narrative essay
discuss their experiences on the previous holiday
write an essay on how they spent their last holiday

LEARNING ACTIVITIES

Pupils, in groups, study a sample of narrative essay and identify its introduction, body, conclusion, not only that but also its past tense, logical and captivating presentation, etc.
Pupils, in pairs, share the experiences they had during the holiday.
Each pupil writes an essay on “How I spent my Last holiday”

EMBEDDED CORE SKILLS

Communication and collaboration
Leadership and personal development
Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts on the features of narrative essay
a sample of a Narrative Essay

TOPIC: (f) Dictations for the Week

LEARNING OBJECTIVES

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

Learners are to be guided to master the spellings and meanings of the following words: excited, terminus, rapidly, whizzing, numerous, famous, unique, thoroughly, invitation, recklessly.

LEARNING ACTIVITIES

For home study, pupils, as individuals, look up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and collaboration
Leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hardcopy
Online dictionary

WEEK: 2

TOPIC: (a) Speech work: vowel sounds / ae/ and /a:/

LEARNING OBJECTIVES

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

identify and distinctively pronounce the vowel sounds / ae/ and /a:/.
draw the contrast between the sounds when used in words
use each word in sentence.

LEARNING ACTIVITIES

Pupils, as a class, study a chart, identify and pronounce each sound appropriately
Each pupil mimics the mouth positioning model to pronounce both sounds.
Pupils, in small groups, draw contrast between the long and short sounds by producing the words consisting of the sounds
Pupils, in pairs, construct sentences with the pairs of sounds bring out the contrast.

EMBEDDED CORE SKILLS

Communication and collaboration
Leadership and personal development
Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/Flashcards
Audio player
Recommended English textbooks
Pronouncing Dictionary by Daniel Jones

LEARNING OBJECTIVES

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

explain and provide examples of modal auxiliaries (must, ought to, will, have to, shall, can, must etc.)
use the modal auxiliaries in sentences
infer the functions of modal auxiliaries in each sentence (such as futurity, possibility, certainty, willingness, unwillingness, obligation, permission, request)
compare using of modal auxiliaries for making polite requests with casual requests.

LEARNING ACTIVITIES

Pupils, in class, brainstorm to define and cite examples of modal auxiliaries.
Pupils, in small groups, use the modals in sentences
Pupils, in pairs, infer the functions of each modal auxiliary verb in the sentences.
Pupils, in small groups, compare using of modal auxiliary verbs for polite and casual requests with the group leader presenting their work to the class.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/ Flashcards
Games
Drilling

TOPIC: (c) Comprehension and Vocabulary: Health and Safety

LEARNING OBJECTIVES

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

identify words related to health and safety in a given passage
Write the meaning of the identified word and used them in another meaningful sentence
demonstrate how each word is applicable to health and safety
derive answers from the passage to the given questions

LEARNING ACTIVITIES

pupils collectively identify words associated with safety and health in a video clip and a given passage after they have read the passage silently
pupils in small group write the meaning of the identified word and used them in another meaningful sentence
pupils pair up to demonstrate how each word is applicable to health and safety
Pupil, in each group, compare their answers with another groups through their group leaders

EMBEDDED CORE SKILLS

Communication and collaboration
Leadership and personal development
Creativity and imagination.
Citizenship
Digital literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

flash cards
Pictures
Video clips

TOPIC: (d) Writing: Letter writing. Guided Informal Letter

LEARNING OBJECTIVES

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

identify informal letters;
discuss the features of an informal letter;
write a letter to a close relative or a friend in

LEARNING ACTIVITIES

Pupils, in small groups, brainstorm to identify and describe informal letters.
Pupils, in small groups, study two sample informal letters in order to observe their common features. The group leaders share these features with the class.
Following the samples, pupils write letters to friends or close relates on their planning for next holiday. another town.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts
Sample letters

TOPIC: (e) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: Monogamy, polygamy, dormitory, habitation, apartment, orphanage, surgery, infirmary, dispensary, hospice

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes, and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hardcopy dictionary
Online dictionary

WEEK: 3

TOPIC: (A) SPEECH WORK

LEARNING OBJECTIVES

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

identify and pronounce vowel sound /i/, /l/ ,/j/ correctly
write the words containing the sounds, construct sentences with the pairs of sounds

LEARNING ACTIVITIES

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Audio player MP3
Pronouncing dictionary by Daniel Jones

TOPIC: (b) Structure: Active voice and Passive Voice

LEARNING OBJECTIVES

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

identify active and passive sentences
change active sentences to passive sentences;
change passive sentences to active sentences;
analyze the features of active voice and passive voice

LEARNING ACTIVITIES

Pupils, in small groups, study a given chart and a video clip and identify the feature pattern of active and passive sentences.
Pupils, as a class, study an active sentence and a passive sentence to analyze the structure of active and passive sentences.
Pupils, in pairs, transform active voice to passive voice
Pupils, in pairs, change passive to active sentences
The leaders of each group analyze the transformational features of both active and passive sentences for the class.

EMBEDDED CORE SKILLS

Communication and collaboration
Digital Literacy
Leadership and personal development
Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Chart/Flashcards
Real objects

TOPIC: (c) Comprehension and Vocabulary: Consumer Rights.

LEARNING OBJECTIVES

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

differentiate between main ideas and supporting ideas in each paragraph;
recognize the unfamiliar words in a given passage
Construct sentences with the new words
establish the relationships between the main ideas and connecting ideas using evidence from the

LEARNING ACTIVITIES

Pupils, in small groups, deduce main ideas from supporting idea in a given text.
Pupils pair up to highlight the unfamiliar words in a given text and check for their meanings in dictionary/online.
Pupils, in small groups, use the identified words in sentences.
The group leaders present their answers to the class for discussion

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

Flash cards
English textbook

TOPIC: (D) SUPPLEMENTARY READING: STORY BOOK

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 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

Flash cards
Lagos State Recommended Literature Text

TOPIC: (e) Dictation for the week:

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: Ablaze, institution, sachet, national, measurement, rhetoric, academics, fashion, village, transaction

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

WEEK: 4

TOPIC: (a) Speech work: Vowel sounds /u/ and /u:/

LEARNING OBJECTIVES

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

identify and pronounce vowel sounds /u/ and /U:/ correctly
write the words containing the sounds
draw the contrast between sounds when used in words
construct sentences with the pairs of sounds

LEARNING ACTIVITIES

Pupils, as a class, identify the sounds in a given vowel chart and pronounce them in accordance to the position of mouth shape drawn on the chart
Pupils in small groups write down ten words containing the sounds.
Pupils study a given set of words with their examples draw the contrast between the sounds and present to the class
Pupils, in pairs, generate sentences that have the pairs of sounds and share with the class.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/ flash cards
Pronouncing dictionary by Daniel jones
Audio player MP3

TOPIC: (b) Structure: Using Adjectives in speaking and writing:

LEARNING OBJECTIVES

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

describe adjectives with adequate examples
use adjectives for comparison (positive, comparative and superlative)
compose different sentences using adjectives infer functions of adjectives in sentences

LEARNING ACTIVITIES

Pupils, as a class, describe adjectives for comparison
Pupils, in small groups, study a given passage, and identify, and use the adjectives for comparison
Pupils, in pairs, compose different sentences using adjectives and share with the class.
Pupils, as a class, infer functions of adjectives in sentences.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/ flash cards

TOPIC: (c) Comprehension: Paragraphs from children’s novels

LEARNING OBJECTIVES

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

read and analyze simple selected children’s novels.
identify key words/ sentences that signal main ideas;
put the key word in sentences
derive factual information from selected texts
establish relationships between supporting ideas using evidence from the passage
infer implied meanings of ideas in the passage

LEARNING ACTIVITIES

Pupils, in small groups, read and analyze the selected texts
Pupils, in pairs, point out the key words/sentences related to the main idea and share with the class.
Pupils are guided to use the key words in different sentences.
Each pupil describes factual information from selected texts.
Pupils, in pairs, describe the relationship between ideas in the passage using evidence from the passage.
Pupils, in small groups, analyse and discuss the meaning of implied ideas in the passage.

EMBEDDED CORE SKILLS

Communication and collaboration
Leadership and personal development
Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/flashcards of new words in the passage

TOPIC: (d) Writing: Descriptive essay,

LEARNING OBJECTIVES

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

mention and explain each feature of descriptive essay
describe their best friends;
write a descriptive easy on “My Favorite Friend”

LEARNING ACTIVITIES

Pupils, as a class, study a given sample of descriptive
identify and explain features of descriptive essay.
Pupils in pairs, describe their best friends to each other
Each pupil mentions some adjectives that best describe their favourite friends.
Each pupil composes their essays using various adjectives to describe their favourite friends.

EMBEDDED CORE SKILLS

Communication and collaboration
Leadership and personal development
Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts showing types of essay

TOPIC: (e) Dictations for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: dialect, rhythm, transformation, seizure, psychology, unprecedented, gymnastics, aesthetics, accommodation, occasion

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hardcopy dictionary
Online dictionary

WEEK: 5

TOPIC: (a) Speech work: Minimal Pairs Vowel sounds lei and lid

LEARNING OBJECTIVES

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

recognize and pronounce the sounds lei and /,):/ correctly
generate ten words containing the sounds
contrast between the sounds when used in words construct sentences with the pairs of sounds.

LEARNING ACTIVITIES

Pupils, as a class, identify the sounds from a given chart and pronounce them distinctively as pronounced from an available audio MP3 player.
Pupils, in small groups, come up with at least ten words on each of the sounds.
Pupils, in small groups, contrast the production of both sounds in words (e.g. bed, bird)
Pupils, in pairs, generate sentence using words that are containing the sounds

EMBEDDED CORE SKILLS

Critical thinking and problem solving.
Communication and collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/Flashcards
Pronouncing Dictionary by Daniel Jones

TOPIC: (b) Structure: Adverbs

LEARNING OBJECTIVES

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

describe adverbs with adequate examples
use adverbs for comparison (positive, comparative and superlative)
compose different sentences using adverbs
infer functions of adverbs in sentences

LEARNING ACTIVITIES

Pupils, as a class, brainstorm about words that give more information about an action e.g. “walk slowly” and describe adverbs with examples.
Pupils, in small groups, study a given passage, and identify and use the adverbs for comparison.
Pupils, in pairs, compose different sentences using adverbs in different positions (initial, middle and end) and share with the class.
Pupils, as a class, infer functions and types of adverbs in sentences share them with the class through the group leaders.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/flashcards
Video clips on adverbs

TOPIC: (c) Comprehension: emphasis on supporting details, tone, mood and purpose

LEARNING OBJECTIVES

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

identify the main idea in a text;
analyze a text to bring out its mood and purpose;
relate the issue raised in the text to their real life experiences
describe the supporting details using evidence from the passage •

LEARNING ACTIVITIES

Pupils, as a class, identify the main idea of a given text.
Pupils, in small groups, critique a text to identify mood and purpose.
Pupils, in pairs, share life experiences related to the text.
Each pupil identifies the supporting details in the text using evidence from the passage.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Critical Thinking and Problem Solving
Citizenship

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Newspaper clippings of an article
English textbook

TOPIC: (d) Writing: Guided formal letter Writing

LEARNING OBJECTIVES

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

list and describe the features of formal letters
analyze the style and pattern of sentence structure used for official/formal letters.
write formal letters

LEARNING ACTIVITIES

Pupils, in pairs, study a sample of formal letter presented to them and identify its two addresses, date, salutation/greetings, heading/title, body, subscription/complimentary close.
Pupils, in small groups, study the sentences pattern of the given formal letter.
Following the features, each pupil write letter to the head teacher or Local Government Chairman.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Critical Thinking and Problem Solving
Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts on features of a formal letter

TOPIC: (e) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: fallacy, mismanagement, implicite, Privilege, indigent, magnanimous, machine, escorter, information, ridiculous

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in the dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hardcopy dictionary
Online dictionary

WEEK: 6

TOPIC: (a) Speech work: Making Polite Requests

LEARNING OBJECTIVES

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

recognize a situation where need to politely request something;
make a polite request;
differentiate between polite and rude requests/ answers;
carry on a polite and respectful conversation

LEARNING ACTIVITIES

Pupils, as a class, watch video clips on conversations between father and child, teacher and students, boss and subordinate etc., identifying where and how requests are made
Pupils, in small groups, use modal verbs- ’could’ ‘would’, ‘may’, ‘might’ to make polite requests;
Each pupil differentiates formal and informal requests in a different context;
Pupils pair up to have dialogues /conversations on real life situation, making use of polite and respectful requests;

EMBEDDED CORE SKILLS

Critical Thinking and Problem Solving
Communication and Collaboration
Digital Literacy
Citizenship

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/Flashcards
Pronouncing Dictionary by Daniel Jones

TOPIC: (b) Structure: Using direct and indirect speech

LEARNING OBJECTIVES

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

identify sentences reported speech;
change direct speech to reported speech and vice versa
criticize ten different sentences to discover the basic rules guiding change of direct speech to reported speech

LEARNING ACTIVITIES

Pupils, as a class, study the given sentences on direct speech and reported speech.
Pupils, in small groups change their conversations in the group to reported speech and vice versa.
Pupils pair up to criticize the given sentences (direct and reported speech) and discover the rules guiding the transformation of sentences and share with class

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Critical thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

chart
video clip on clauses

LEARNING OBJECTIVES

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

read to draw out meanings from the selected passage;
differentiate between main ideas and supporting ideas in a given passage;
recognize the key words and the easily confused words in the given passage, and use them in different contexts correctly.
answer factual and other questions from the selected text.

LEARNING ACTIVITIES

Pupils, as a class, read silently to draw out meanings from the given passage,
Pupils pair up to highlight the main ideas of the passage,
Pupils, in smalls groups, analyse the connection between the main idea and supporting ideas using evidence from the passage.
Pupils in small groups, while reading the passage stop midway to pick out key words and confused words in the passage and use them in different contexts correctly and share with the class,
Pupils, in each group, compare their answers with another groups .through their group leaders

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal development
Citizenship
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards/posters
Textbook

TOPIC: (d) Writing- descriptive Guided Composition on Bicycle/ Automobile

LEARNING OBJECTIVES

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

highlight the features of a descriptive essay;
describe the features of an object;
develop outlines for a descriptive essay;
write a descriptive essay on either of the following: Bicycle or Automobile.

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 and outline the features of an object e.g. automobile.
Pupils, in pairs, generate an outlines for a descriptive essay and share with the class for review.
Individual pupils compose simple essays on a given topic.

EMBEDDED CORE SKILLS

Communication and collaboration
Leadership and personal development
Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts
Pictures

TOPIC: (e) Supplementary Reading: Play

LEARNING OBJECTIVES

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

share with other pupils the drama book 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 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
Citizenship
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards
Lagos State Recommended Literature Text

TOPIC: (f) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: Trial, tramway, aircraft balloon, barrow, truck, delivery, diesel truck, elevator

LEARNING ACTIVITIES

Pupils, as individuals or in small groups, look up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

WEEK 7 A. Mid-term tests

B. Open day

C. Mid-term break

TOPIC: D. Homework

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: analysis, foreigner, fetter, conflagration, concede, Perplex, lucid, aggravate, ambiguous, camouflage

LEARNING ACTIVITIES

For home study, Each pupil looks up the meanings, word classes and pronounciation of the given words in a dictionary and use each words in, at least, a sentence

EMBEDDED CORE SKILLS

Communication and collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

WEEK: 8

TOPIC: (a) Speech work Contrasting: Consonant Sounds /p/ and /f/

LEARNING OBJECTIVES

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

recognize and pronounce the sounds Ipl and III correctly
generate ten words containing the sounds
draw the contrast between the sound when used in words e.g. pill, fill
construct sentences with the pairs of sounds.

LEARNING ACTIVITIES

Pupils, as a class, identify the sounds from a given chart and pronounce them distinctively as pronounced from an available audio player
Each pupil mimics the position of the mouth as between the sounds demonstrated by the teacher or video.
Pupils, in small groups, come up with at least ten words on each of the sounds.
Pupils, in small groups, contrast the production of both sounds in words

EMBEDDED CORE SKILLS

Communication and collaboration
Leadership and personal development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts
Audio player
Pronouncing dictionary by Daniel jones

TOPIC: (b) Structure: Making Reported Commands and Reported Questions,

LEARNING OBJECTIVES

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

identify and use command and interrogative statements;
change direct commands and questions to reported commands and questions
analyze sentences structure of direct and reported commands and questions respectively.

LEARNING ACTIVITIES

Pupils, as a class, identify command and questioning expressions in a selected text. They are guided to use command and interrogative statements on immediate situation in the class.
Pupils, in small group, change direct commands and direct questions to reported commands and reported questions vice versa.
Pupils, in pairs, analyze the tenses, punctuation, adverbs, pronouns changes while converting direct commands and direct questions to reported commands and reported questions.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Chart
Website

TOPIC: (c) Comprehension: Reading on Education such as Moral, Value etc.

LEARNING OBJECTIVES

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

differentiate between main ideas and the supporting ideas in a given passage;
construct sentences with the key words and derived from the passage
infer implied meanings of ideas in the passage

LEARNING ACTIVITIES

Pupils pair up to discuss the implied messages and the meanings of new words in context of the passage
Pupils, in small groups, form new sentences with the key words and unfamiliar words unfamiliar words derived from the passage
Each pupil identifies the main idea of the passage,
Pupils, in small groups, reflect on the relationship between the main idea and supporting idea of the passage.

EMBEDDED CORE SKILLS

Creativity and imagination.
Critical thinking and problem solving.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

TOPIC: (d) Writing: Descriptive Essay. Describe your House or school

LEARNING OBJECTIVES

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

describe the key features of their house or school;
develop outlines for ether ‘My House’ or ‘My School’;
write a descriptive essay on any of the topics

LEARNING ACTIVITIES

Pupils, in small groups observe, think, and reflect on what constitutes a house School or a school.
Each pupil identifies the key features of their school or house.
Pupils, in pairs, generate an outline for the essays and share with the class for review.
Individual pupils are guided to compose simple essays on either of the topics.

EMBEDDED CORE SKILLS

Communication and collaboration
Leadership and personal development
Creativity and imagination.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts
Pictures

TOPIC: (E) Supplementary Reading: Poems

LEARNING OBJECTIVES

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

share with other pupils the poems read;
discuss the main idea of the poem
discuss lessons learnt from the poems;
Relate events in the poem to their personal lives.

LEARNING ACTIVITIES

Each pupils read a recommended text from LS approved booklist.
Each pupil discusses the main idea of the poem.
Pupils, in pairs, share moral lessons derived from the poems with each other.
Pupil, in small groups, match theme in the poems with real life situation.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards
Lagos State Recommended Literature Text

TOPIC: (d) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: publication, insurance, management, economical, lightning, flight, midnight, a sentence, python, nylon, thigh

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least,

EMBEDDED CORE SKILLS

Communication and collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hardcopy dictionary
Online dictionary

WEEK: 9

TOPIC: (a) Speech work Contrast sounds ISI and

LEARNING OBJECTIVES

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

recognize and pronounce the sounds /S/ and /tS/
cite examples of words containing the sounds
contrast the pairs with ten words each

LEARNING ACTIVITIES

Pupils, as a class, listen to the production of the sounds thorough MP3 player or audio player,
Pupils, as a class, pronounce the words ‘soap’ and ‘chart’ 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 Is! and /ts/.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts
Pronouncing Dictionary by Daniel Jones
Tape record

TOPIC: (b) Structure: Sentence Building

LEARNING OBJECTIVES

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

define and identify sentences with examples
analyse simple sentence constituent
construct different forms of simple sentence
create brief stories in simple sentences

LEARNING ACTIVITIES

Pupils, as a class, brainstorm on the moaning of a sentence and cite its examples from their textbooks.
Pupils, in pairs, classify sentences into constituent (subject verb, object, complement, adjunct) or (subject, predicate)
Pupils, in small groups, are guided to construct sentences in this form: SV, SVO, SVC, SVA, SVOO, SVOA etc.
Pupils, in small groups, write stories in simple sentences and share with the class through each group leader.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts

TOPIC: (c) Comprehension and Vocabulary Development: Reading on Information communication technology

LEARNING OBJECTIVES

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

draw inferences from passages after reading;
differentiate between main ideas and supporting ideas in a given passage;
construct sentences with the key words and unfamiliar words derived from the passage,
infer implied meanings of ideas in the passage

LEARNING ACTIVITIES

Pupils, at least 4 of them, read the passage (a paragraph per student) and draw meaning from it.
Pupils pair up to discuss the implied messages and the meanings of new words in the context of the passage.
Pupils, in small groups, form new sentences with the key words and unfamiliar words derived from the passage,
Pupils, in small groups, analyze the passage to derive the meanings of implied ideas. ..

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards

TOPIC: (d) Writing: Comparison of Formal and Informal Letters

LEARNING OBJECTIVES

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

distinguish between formal and informal letters;
state the features and format of a formal letter;
write a letter of invitation

LEARNING ACTIVITIES

Pupil, as a class, are supplied different samples of letters (both formal and informal) for them to classify and differentiate.
Pupils, in small groups, highlight the feature and layout of a formal letter.
Individual students write letters inviting their class teacher to their birthday parties.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts

TOPIC: (e) Dictation for the Week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: Campaign, hypocrisy, financial, secretariat, apparatus, commitment, purchase, privilege, maintenance, endurance

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

WEEK: 10

TOPIC: (a) Speech work: Intonation Practice in Statements, Questions, Commands and Request

LEARNING OBJECTIVES

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

identify intonation symbols and mention the types of intonation patterns (such as falling, rising, falling rising, rising-falling intonations)
explain intonation patterns in statements,
construct sentences (e.g. statements, questions, commands, requests) and indicate their intonation patterns
act a short play using the intonation patterns for communication

LEARNING ACTIVITIES

Pupils, as a class, study the intonation symbols with their names/indicators showing on a given chart
Pupils, in small groups, study the samples of placement of intonation patterns in varieties of sentences, thereafter challenged to come up with their explanations on the use of intonations.
Pupils, as groups, construct sentences on statements, questions, commands and request, and indicate their intonation patterns.
Each group leader takes aturn to present their group work to the whole class for a critique.
Pupils, in small groups, demonstrate the real ways of using intonation patterns in a short play.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Video clips of poems
Clippings from editorials
Charts/Flashcards
Samples of sentences

TOPIC: (b) Structure: Present Perfect Tense

LEARNING OBJECTIVES

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

explain the present perfect tense
give examples of present perfect tense
convert present tense to present perfect tense with examples

LEARNING ACTIVITIES

Whole Class brainstorms about an action that started in the past and progressed into the present to generate the meaning of present perfect tense.
Pupils, as a class, consider five relevant sentences given and manipulate games to explain the present perfect tense.
Pupils, in small groups, identify examples of present perfect tense in a given passage and each group leader takes turns to present their findings to the class.
Pupils pair up to change ten given present tense (sentences) to the present perfect tense.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/Flashcards
Truth or Lie Games

TOPIC: (c) Comprehension and Vocabulary Development (Attribute of Truthfulness)

LEARNING OBJECTIVES

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

identify and explain the key word in the passage:
use the key words and unfamiliar words in sentences
deduce the main ideas and supporting ideas from the given passage
infer the appropriate answers from the given passage to questions;

LEARNING ACTIVITIES

Pupils, as a class, having read a given passage, identify arid explain the key words in the passage
Pupils, in pairs, use the key words and unfamiliar words in sentences.
Pupils in small groups differentiate between the main ideas and supporting ideas in the passage and share with the class
Pupils, in small groups, analyze the passage to derive the meanings of implied ideas.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Flash cards

TOPIC: (d) Writing: Debate: “Corporal punishment should not be enforced in school”

LEARNING OBJECTIVES

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

describe characteristics of a debate
Explain the registers of a debate
Demonstrate understanding of debate procedures debates.

LEARNING ACTIVITIES

Pupils are presented with video dips of live debate competitions to guide them describing the characteristics/ element of a debate
Pupils in group Explain the registers of a debate with reference to the video clip and their experiences in debate
Pupils who agree with the statement move to one side of the room, and those who disagree move to the other side. Then they take turns explaining why they are standing on that position.

EMBEDDED CORE SKILLS

Communication and collaboration
Critical thinking and problem solving.
Leadership and personal development
Citizenship
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

charts
Video clips

TOPIC: (f) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: disgusting, copious, publicize, disciplined, overcome, subordination, trafficking, fickle, jubilant, rhythmical

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

WEEK: 11

TOPIC: (a) Speech work: /pl/ and /b/

LEARNING OBJECTIVES

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

recognize and pronounce the sounds Ipl and Ibl
cite examples of words containing the sounds
contrast the pairs with ten words each

LEARNING ACTIVITIES

Pupils, as a class, listen to the production of the sounds on MP3 player or audio player.
Pupils, as a class, mimic the mouth positioning model to pronounce both sounds.
Pupils, in small groups, cite examples of words containing the sounds.
Pupils, in small groups, provide words consisting of sounds to contrast the sounds with each other.
Each group leader takes a turn to present their group work to the whole class for a critique.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts
Pronouncing Dictionary by Daniel Jones
Tape recorder

TOPIC: (b) Comprehension and Vocabulary development: Reading a non-fiction passage

LEARNING OBJECTIVES

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

identify the topic sentence in each paragraph;
establish the relationship between the topic sentence(s) and the main idea in a given passage;
Attach contextual meanings to new words found in a given passage.

LEARNING ACTIVITIES

Pupils listen to the teacher reading the passage with a view of identifying new words and getting their appropriate pronunciation.
Pupils, in small groups, identify the topic sentence in each paragraph and relate it to the main idea in the passage.
Pupils pair up to establish the relationship between their real life experiences and the main idea in the passage.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards

TOPIC: (c) Writing: Reply to formal and informal invitations

LEARNING OBJECTIVES

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

Distinguish between content or style of an invitation letter from a response (reply) to an invitation letter
differentiate between the features of a formal invitation to an informal invitation.
write a reply to a birthday party invitation

LEARNING ACTIVITIES

Pupils, as a class, study two samples of an invitation letter and a reply to the letter, compare the contents or styles of both letters; discuss together their findings on the differences.
Pupil, in small groups, critically examine two samples of invitation letters given to each group, bring out differences between formal and informal invitation letters.
Each pupil writes either formal or informal invitation letters on birthday party.

EMBEDDED CORE SKILLS

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

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

sample of formal and informal invitation letters

TOPIC: (d) Dictations for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: vandalism, sausage, sanctuary, scapegoat, prejudice, rainforest, rebellion, spectacles, supreme, species

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hardcopy dictionary
Online dictionary

WEEK: 12 Revision: Revise

WEEK: 13 EXAMINATION

WEEK: 14 EXAMINATION

Lagos State Unified English Scheme of Work Primary 5 for first term, second term and third term. Universal Basic Education. Schemeofwork.com

PRY 5 ENGLISH SCHEME OF WORK SECOND TERM

WEEK: 1

TOPIC: (a) Structure: Abbreviations and Acronyms

LEARNING OBJECTIVES

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

identify the features of abbreviated forms of words;
differentiate between abbreviations and acronyms;
apply standard English conventions in abbreviations of common words,
compose the different forms of short letters/texts

LEARNING ACTIVITIES

Students brainstorm about when they have written or read a text or any other kind of message with short form of words to derive the meaning of abbreviations and acronyms.
Pupils, in small groups, write down and read out some common abbreviations or acronyms they come across daily.
Pupils discuss the differences between acronyms and

EMBEDDED CORE SKILLS

Communication and collaboration.
Critical thinking and Problem Solving.
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Cell phone
Computer System/Projector
Videos

TOPIC: (b) Structure: Review of reported speech (command)

LEARNING OBJECTIVES

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

mention the rules guiding the reported speech;
form command sentence;
convert direct command sentence to reported command
demonstrate the use of direct and reported commands in class

LEARNING ACTIVITIES

Pupils, as a class, watch a short clip lesson on reported speech, therefore decode and list the rules guiding direct and indirect speech
Pupils, in small groups, construct ten command sentences and share with class;
Pupils, in small groups, convert their constructed direct commands to reported commands;
Pupils, in pairs, stand at the center of class, conversing to demonstrate the use of reported command

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Leadership and Personal Development

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

Charts/Flashcards
Video clip
Games on tenses

TOPIC: (c) Comprehension and Vocabulary Development: Reading to comprehend

LEARNING OBJECTIVES

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

identify the topic sentence in each paragraph;
establish the relationship between the topic sentence(s) and the main idea in a given passage;
attach contextual meanings to new words found in a given passage.
construct sentences with the new words

LEARNING ACTIVITIES

Pupils listen to the teacher rend the passage with a view to identifying new words and getting their appropriate pronunciation.
Pupils, in small groups, identify the topic sentence in each paragraph and relate it to the main idea in the passage.
Pupils pair up to establish the relationship between their real life experiences and the main idea in the passage.
Each pupil constructs sentences with the new words and show their teachers

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Leadership and Personal Development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards

TOPIC: (d) Writing: Letter Writing: Responding to a Formal Invitation e.g. weddings, chieftaincy etc.

LEARNING OBJECTIVES

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

make a list of occasions for formal invitation:
give reasons for formal invitation
identify the features of formal invitations; write responses to formal invitations

LEARNING ACTIVITIES

Pupils, as class, brainstorm to list occasions that require formal invitations.
Pupils, as groups, state reasons for formal invitations e.g. important dignitaries need invitation as evidence, for description, and reminder.
Class discusses the format for responding to a formal invitation.
Pupils, in small groups, study the sample cards provided by teacher;
Pupils, in pairs, draft responses formal invitations of their own with teacher guiding them and share with the whole class.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and Imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts on the features of invitation
Sample of formal invitation cards

TOPIC: (e) Dictations for the Week

LEARNING OBJECTIVES

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

Learners are to be guided to master the spellings and meanings of the following words: Resident, electoral, emergency, experience, imprisonment, convicted, transmit, statistics, liberation, diplomatic

LEARNING ACTIVITIES

For home study, pupils, as individuals, look up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and Imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hardcopy dictionary
Online dictionary

WEEK: 2

TOPIC: (a) Speech work: Oral Composition talking about myself, family and environment

LEARNING OBJECTIVES

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

say out loud/pronounce relevant words on the topic:
Compose sentences sequentially on the topic;
develop ability to speak fluently about family

LEARNING ACTIVITIES

Pupils, as a class, mention words related to self, family, environment and pronounce the words clearly and distinctively;
Pupils, in small groups, use words on family in sentences
Each pupil describes key features of their family
Pupils, in pairs, discuss about ‘myself and my family’ fluently.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and Imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/Flashcards
Audio player
Smiley face game
Pronouncing Dictionary by Daniel Jones

TOPIC: (b) Structure: Word Bank and Sentence Building

LEARNING OBJECTIVES

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

make many new words from a given words, define and provide examples of modal auxiliaries (must, ought to, will, have to, shall, can, must etc.)
complete phrases with sentences;
summarise a long sentence;

LEARNING ACTIVITIES

Pupils, in small groups, brainstorm to provide many new words or compound words from the first given word. Examples:(custom) – customs; customer; customary, customs house; custom-made; custom-built etc. another group to find the synonyms of a given word e.g. cold), chilly; cold; icy; frosty; arctic; snowy; wintry; frozen etc.
Pupils, in small groups, complete a phrase on the board by adding extra words to make it into a longer sentence; e.g. (the dog), I killed the dog; I killed the dog yesterday; I felt sad when I killed the dog yesterday etc.
Pupils, in pairs, remove words and phrases from a long sentence and end that it remains as a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Leadership and Personal Development
Imagination and creativity

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/Flashcards
Word/ Sentence Building Games
Drilling Game

TOPIC: (c) Comprehension and Vocabulary: Law and Order

LEARNING OBJECTIVES

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

identify words related to law and order in a given passage
write the meaning of the identified words and use them in another meaningful sentence.
demonstrate how each word is applicable to law and
derive answers from the passage to the given questions

LEARNING ACTIVITIES

Pupils collectively identify words associated with law and order in a video clip and a given passage after they have read the passage silently
Pupils, in small groups, write the meaning of the identified words and use them in other meaningful sentences.
Pupils pair up to demonstrate the words and sentences associated with law and order.
Pupils, in each group, compare their answers with another groups, through their group leaders.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and Imagination
Citizenship
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards
Pictures
Video clip
English textbook

TOPIC: (d) Writing: Formal Invitation as Opposed to Letter Writing

LEARNING OBJECTIVES

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

recall and describe formal invitations and letter writing
contrast the features of formal invitation and letter writing;
write a formal invitation and a formal letter.

LEARNING ACTIVITIES

Pupils, in small groups, based on their previous lessons, describe a formal invitation and a formal letter;
Pupils, in pairs, study sample of formal invitations and formal letters to contrast their features. They share these features with the class.
Following the samples, pupils, as individuals, write a formal invitation and a formal letter.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Charts
Sample of a formal invitation and a formal letter

TOPIC: (e) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: Superintend, extraordinaire, entrepreneur, official, saboteur, journalism, supersede, guarantee, isolationism, evolutionary

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

WEEK: 3

TOPIC: (a) Speech work Dialogue on the experience of national Issues

LEARNING OBJECTIVES

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

identify proper ethics of discussion;
demonstrate good mastery of words pronunciation, stress placement on word and intonations in sentences
express their thoughts on the given topic fluently;

LEARNING ACTIVITIES

The class is divided into two groups. Each group has two discussants; the groups are guided to study the ethics of conversations.
Each group has a brainstorming session for a few minutes; demonstrate among themselves on proper pronunciation of some words and stress/ intonation placements.
The two discussants presented by each group articulate the position of their group on a given topical issue, while the teacher acts as a moderator.

EMBEDDED CORE SKILLS

Communication and collaboration
Critical thinking and Problem Solving
Leadership and Personal Development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

TOPIC: (b) Structure: Making and Responding Requests (Sentence Building)

LEARNING OBJECTIVES

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

identify differences between making requests and responding to offers
classify the appropriate words that are for polite and casual request making
form examples of request making with their responses

LEARNING ACTIVITIES

Pupils, in small groups, study a given chart identify the differences between the styles of making and responding to requests.
Pupils, in pairs, are guided to classify words for polite and casual requests e.g. politeness: ‘Could you open the window for me, please?’ ‘Would you mind opening the window for me , please?’ Casual request: ‘Can you open the window for me, please?
iii) Pupils, in small groups, construct sentences on making and responding requests and share with the class through the group leaders. E.g. ‘Can I help you?’ ‘Yes, please, I want to buy an orange’. Or ‘No thanks, I’m just looking’.

EMBEDDED CORE SKILLS

Communication and Collaboration
Digital Literacy
Leadership and Personal Development
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Chart/Flashcards
Real objects

WEB RESOURCES

www.english-athome-com

TOPIC: (c) Comprehension and Vocabulary: ‘Children’s Novel’

LEARNING OBJECTIVES

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

differentiate between main ideas and supporting ideas in each paragraph;
recognize the unfamiliar words in a selected passage
Construct sentences with the words
Infer implied meanings of ideas in the passage text.

LEARNING ACTIVITIES

Pupils, in small groups, deduce main ideas from supporting idea in a given text
Pupils pair up to highlight the unfamiliar words in a given text and check for their meanings in Dictionary/online.
Pupils, in groups, use the identified words in sentences.
Pupils, in small groups, analyze the passage to derive the meanings of implied ideas.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards
English textbook

WEB RESOURCES

https://www.edutopia.org/article/5-wave-support-students-who-strugle-reading-comprehension

TOPIC: (d) Writing: Letter writing – Informal Letter

LEARNING OBJECTIVES

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

explain the features of an informal letter;
read a comprehension passage written in an informal letter form; write letters to friends in another schools about their school’s activities.

LEARNING ACTIVITIES

Pupils, as a class, recall and explain features of an informal letter;
Pupils, in small groups, read a comprehension passage presented inform of an informal letter in order to observe its formats. The group leaders share the formats with the class.
Following the samples, pupils write letters to their friends

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Charts
Sample letters

WEB RESOURCES

https://www.successcds.net/leamenglish/writingskills/informal-letterformat-examplestopics.html
https://youtu.be/f6hSMGGB6hs

TOPIC: (e) Supplementary Reading: Story Book

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 are commended 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 from the story.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Citizenship
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

Flash cards
Lagos State Recommended Literature Text

TOPIC: (f) Dictation for the week:

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: Exhaust, cashmere, champagne, schedule, fascism, controversial, chassis, gestation.

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

WEEK: 4

TOPIC: (a) Speech work: Discussion on Roles of Individual Members of the Family

LEARNING OBJECTIVES

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

mention words associated with family;
use the family related words for sentence building;
act roles of family members with adequate discussion;
compose poems on family.

LEARNING ACTIVITIES

Pupils, as a class, mention and distinctively Collaboration pronounce words related to family.
Pupils, in small groups, use family related words in oral sentence building.
Pupils, in small groups, demonstrate the roles of individual members of family with appropriate words usage in their discussions.
Pupils, in pairs, compose poems and share with the class.

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Leadership and Personal Development
Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/ flash cards
Video clip on their roles
Pronouncing dictionary by Daniel jones
Audio CD

TOPIC: (b) Comprehension and Vocabulary Development: children’s poems

LEARNING OBJECTIVES

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

read selected children’s poems rhythmically.
identify key words/lines that signal main ideas;
construct sentences/ poems with the words in another context;
answer questions from the poems.

LEARNING ACTIVITIES

Pupils, in small groups, read the selected rhymes rhythmically.
Pupils, in pairs, point out the key words/lines related to the main idea and share with the class.
Pupils are guided to use the key words in different sentences.
Each pupil answers questions from selected poems.

EMBEDDED CORE SKILLS

Communication and collaboration
Leadership and Personal Development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/ flash cards showing new words

TOPIC: (c) Writing: Acknowledging Receipt of letters of Congratulations and Sympathy

LEARNING OBJECTIVES

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

explain the features of acknowledgment letters
describe the style of such letter
compose/write an acknowledgement letter with appropriate register

LEARNING ACTIVITIES

Pupils, as a class, study a given sample of acknowledgement letter thereafter, explain features of acknowledgement letters;
Pupils, in pairs, describe the style of acknowledgement letters.
Each pupil composes acknowledgement letters on ‘Congratulations or sympathy’.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Samples of acknowledge letters

TOPIC: (d) Dictations for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: Allusion, elation, treasure, thistle, chamois, confer, mortgage, abattoir, nightingale, colonel.

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hardcopy dictionary
Online dictionary

WEEK: 5

TOPIC: (a) Speech work Consonant Contrast /s/ and /z/

LEARNING OBJECTIVES

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

recognize and pronounce the sounds /s/ and /z/ correctly
generate tens words containing the sounds
draw the contrast between the sounds when used in words
construct sentences with the pairs of sounds.

LEARNING ACTIVITIES

Pupils, as a class, identify the sounds from a given chart and pronounce them distinctively as pronounced from an available audio MP3 player.
Pupils as a class, mimic the mouth positioning model to pronounce both sounds.
Pupils, in small groups, come up with at least ten words on each of the sounds.
Pupils, in small groups, contrast the production of both sounds in words (e.g. grace, graze-tense, tense, – course, cause, -face, phase, – dense, dens, -niece, knees, – police, -please, fierce, fears
Pupils, in pairs, generate sentence using words that are containing the sounds

EMBEDDED CORE SKILLS

Critical Thinking and Problem Solving
Communication and Collaboration
Digital Literacy

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Charts/Flashcards
Pronouncing Dictionary by Daniel Jones

TOPIC: (b) Structure: Types of Clause: Independent and Dependent Clause.

LEARNING OBJECTIVES

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

explain the meaning of the term “clause”;
differentiate between independent and dependent clauses;
identify independent and dependent clauses in sentences.

LEARNING ACTIVITIES

Pupils, as a class, brainstorm on the meaning of clauses.
Pupils, in pair, differentiate between independent and dependent clauses
Pupils, in small groups, study a short passage to bring out both the independent and dependent clauses.

EMBEDDED CORE SKILLS

Critical Thinking and Problem Solving
Communication and Collaboration

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Charts/flashcards
Passages
Sentence Games

TOPIC: (c) Comprehension and Vocabulary Development Emphasis on new Words and meaning/Purpose

LEARNING OBJECTIVES

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

identify new words in a selected passage and use them in another context ,
analyze the passage to bring out the main idea and purpose;
answer questions from the selected passage.

LEARNING ACTIVITIES

Pupils, in pairs, identify new words from a given passage and use them in another context;
Pupils, in small groups, criticize the passage to bring out denotative and connotative meaning;
Pupils, in each group, answer questions from the passage and compare their answers with another groups through their group leaders

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Critical Thinking and Problem Solving
Citizenship

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Newspaper clippings of an article

TOPIC: (d) Writing- Letter Asking

LEARNING OBJECTIVES

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

explain the features of features on the letter; of request
analyze the style and tone of request letter;
write a letter of request tone

LEARNING ACTIVITIES

Pupils, in pairs, study a given sample of request letter and identify its features,
Pupils, in small groups, study the style and tone of given two forms of letters of request.
Following the features, each pupil writes a letter of request to a community head or a constituted authority asking for his support on provision of necessary social amenities into the community.

EMBEDDED CORE SKILLS

Communication and Collaboration
Citizenship
Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts on the features tone and style of request letter
Sample of request letter

TOPIC: (e) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: Confidential, conspicuous, apostrophe, courtesy, simultaneous, trivialize busyness, terrestrial, erosion, suspicion

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hardcopy dictionary
Online dictionary

WEEK: 6

TOPIC: (a) Speech work: A Folktale on Reward and Punishment

LEARNING OBJECTIVES

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

describe the features of folktales;
explain the purpose of folktales;
present folktales;
deduce/infer lessons from the folktales.

LEARNING ACTIVITIES

Pupils, in pairs, read a given passage to study the features of folktales, share the description of features with the class orally,
Pupils, in small groups, watch a video clip on a folktale and discuss its
Pupils, in small groups, from their experiences share folktales with the class.
Pupils, in pairs, say the lessons on reward and punishment they can derive from the folktales.
Each pupil relates the lessons or morals of the story to their everyday lives.

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Leadership and Personal Development
Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/ pictures on objects like tortoise, snail, frog etc.
Video clip on folk tales
Articles/ cartoon of folktales

TOPIC: (b) Structure Comparing Objects and People Using “same as”

LEARNING OBJECTIVES

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

recognize the use of comparison in any given passage
mention situation in which same as could be used
generate sentences with the use of “same as”

LEARNING ACTIVITIES

Pupils, as a class, study a given passage to identify the use of comparison of object and people with the use of “same as”
Pupils, in small groups, explain situation in which “same as” could be used;
Pupils in pairs, play comparison games to generate sentences with the use of “same as” and share with the class E g “Your book is the same as mine”, “The robot was moving the same as human being”

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

Comparison game
Charts/ flash cards

TOPIC: (c) Comprehension and Vocabulary Development: Emphasis on New words and Meaning, simile and metaphor.

LEARNING OBJECTIVES

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

read to draw out simile and metaphor from the selected passage;
differentiate between main ideas and supporting ideas in a given passage;
recognize the key words and the easily confused words in the given passage, and use them in different contexts correctly.
lnfer implied meanings of ideas in the passage

LEARNING ACTIVITIES

Pupils, as a class, read silently to draw out simile and metaphor from the given passage.
Pupils pair up to deduce the main ideas leaving out supporting ideas in a given

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

Flash cards/posters
Textbook

WEB RESOURCES

https://examples.vourdictionary.com/socialinstitutionsexamples.html
https://www.edutopia.ora/article/5-wayssupport-studentswho-struqqle-readinqcomprehension

TOPIC: (d) Writing: Letter of Absence from School

LEARNING OBJECTIVES

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

explain the features of letter of permission
describe the style of such letter
compose/write a letter of absence from school with appropriate register.

LEARNING ACTIVITIES

Pupils, in small groups, while reading the passage stop midway to pick out key words and confused words in the passage and use them in different contexts correctly and share with the class.
Pupils, in small groups, analyze the passage to derive the meanings of implied ideas.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Sample of letter of absence

WEB RESOURCES

https://www.docformats.com/apologv-letter-forabsence-from-scnool- due-to-illness

TOPIC: e) Supplementary Reading: Play

LEARNING OBJECTIVES

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

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

LEARNING ACTIVITIES

Pupils, as a class, study a given sample of letter of permission thereafter, explain its features;
Pupils, in pairs, describe style of the letter.
Each pupil compose a letter of absence from school
Each pupil reads a recommended storybook/play/poem from Lagos State approved book

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership Personal and Development
Citizenship
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Flash cards
Lagos State Recommended Literature Text list

TOPIC: (f) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: Devastate, surcharge, indictment, confiscate, demonstrate, revenue, jersey, promulgate, demonstrator,

LEARNING ACTIVITIES

Pupils, as individuals or in small groups, look up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence

EMBEDDED CORE SKILLS

Communication and collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

7 Mid-term tests and break

WEEK: 8

TOPIC: (a) Speech work: Expressing Function of Object

LEARNING OBJECTIVES

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

describe functions of object’ and mention its types
distinguish objects from other items in sentences
complete sentences with objects.
generate five sentences and mention objects there

LEARNING ACTIVITIES

Pupils, as a class, identify 3 types of objects (direct, indirect, prepositional objects) in a given chart of sentences and describe their functions
Pupils, in small groups, distinguish an object from other items in a sentence: It can be a pronoun, noun, noun phrase or noun clause, which comes after a main verb (it is called a receiver of action in active sentence).
Pupils, in small group, complete sentences with objects. Eg (a.) ’what do we sit on? – chair’ (b.) ‘what do we wash with? – soap. (C.) ‘Can you think of something for cutting?’- scissors Linking verbs to objects:
Pupils, in pairs, generate

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal development
Critical Thinking and Problem Solving

AUDIO VISUAL RESOURCES

Charts
Game: Language builder Noun 2 audio player
Pronouncing Dictionary by Daniel Jones

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts
Game: language builder noun 2 audio player
Pronouncing dictionary by Daniel jones

TOPIC: (b) Structure: Expressing Consequences or Cause and Effect with Use of “So…that”

LEARNING OBJECTIVES

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

identify the use of “so…that” in given sentences;
discuss ways of joining simple sentences to form longer ones
construct sentences by using ‘ so that’ to express cause and effect, result, purpose, consequence

LEARNING ACTIVITIES

Pupils, as a class, study the sentences provided to identify the use of “so…that”
Pupils, in small groups, discuss ways of joining simple sentence to form longer ones.
Pupils, in pairs, construct different sentences to express the following: a. cause and effect: e.g. ‘James speaks so slowly that Faizah interest in what he is saying b. result: e.g. ‘She is so lazy that she cannot wash her school uniform’ c. purpose: e.g. ‘She reads harder so that she can pass her final year examinations consequence: e .g., ‘He drove so fast that he lost control at the junction’

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Leadership and Personal Development

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

charts
website

TOPIC: (c) Comprehension and Vocabulary Development: Deriving New Words and Meaning

LEARNING OBJECTIVES

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

draw inferences from passages after reading.
differentiate between main ideas and supporting ideas in a given passage,
construct sentences with the key words and unfamiliar words derived from me passage.
provide answers to the questions that follow the passage.

LEARNING ACTIVITIES

Pupils, at least4of them, read the passage (a paragraph per student) and draw inferences from the passage.
Pupils pair up to discuss the implied messages and the meanings of new words in the context of the passage
Pupils in small groups, form new sentences with the key words and unfamiliar words derived from the passage
Pupils in small groups, reflect on the passage analyzing it in older to provide answers to the questions that follow the passage.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards

TOPIC: (d) Writing: Writing formal and informal invitation letter

LEARNING OBJECTIVES

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

distinguish the contents or styles of a formal and informal invitation letters;
differentiate between the features of a formal invitation to an informal invitation.
write a formal and an informal invitation on any occasion

LEARNING ACTIVITIES

Pupils, as a class, study two samples of invitation letters and compare the contents or styles of both letters; discuss together their findings on the differences,
Pupil, in small groups, critically examine two samples of invitation letters given to each group, bring out differences between formal and informal invitation letters.
Each pupil write a reply to invitation letter on birthday party.

EMBEDDED CORE SKILLS

Communication and collaboration
Critical thinking and Problem Solving
Leadership and Personal Development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Sample of invitation letters

WEB RESOURCES

https://www.toppr.com/guides/english/writing/essay/
https://thewritepractice.com/writinq-anessay/
https://youty.be/2Uku7edfeUM

TOPIC: (e) Supplementary Reading: Poems

LEARNING OBJECTIVES

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

share with other pupils the poems read;
discuss lessons learnt from the poems;
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 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 theme in the poems with real life situation.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Citizenship
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Flash cards
Lagos State Recommended Literature Text

TOPIC: (f) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: gubernatorial, controversial, contemporaneous, editorial, herbaceous, negotiation, experimental, electrician humanitarian, electrician

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy Collaboration dictionary
Online dictionary

WEEK: 9

TOPIC: (a) Speech work: Intonation Practice passage

LEARNING OBJECTIVES

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

read aloud, as a drill, to master the intonation patterns in a given script;
draw out the intonation patterns in a given recorded dialogues;
create dialogue to generate intonation in commands.

LEARNING ACTIVITIES

Pupils, as a class, listen to short recordings of everyday dialogues and then ‘shadow read’ the script or read it along with the tape using the same stress and intonation as the speakers. Pupils can repeat this exercise until their voices sound similar to voice on the recording.
Pupils, in small groups, note down or record some examples of intonation of the speakers in the dialogues
Pupils pair up to create a dialogue to form intonation in commands and share with the class, (e.g. “Put that down!”,”Go over there!”)—falling tone. Visit this site for more information Ion the topic
https //www fluentu com/blog/eduIcator -english/intonation-activitiesteachininq-enqlish/

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Imagination and creativity

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Tape Recorder;
Books with different songs
Videos

Web Resources

https://www.leamenglishtodav.com.’pronunciation-stress.intonation.html
https://www.tefl.net/elfjdeas,pronunciation/top-fun-pronuciationgames!

TOPIC: (b) Structure: Articles

LEARNING OBJECTIVES

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

give examples of definite and indefinite articles;
distinguish between definite and indefinite articles;
use definite and indefinite articles in sentences

LEARNING ACTIVITIES

Pupils, in small groups, study a short text and identify definite and indefinite articles,
Pupils, as a class, specify the uses of articles having reflected on how they are used in an assigned text,
Pupils pair up with their peers to use both indefinite and definite articles in sentences

EMBEDDED CORE SKILLS

Communication and collaboration
Critical thinking and Problem Solving
Leadership and Personal Development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards/ charts

TOPIC: C) Comprehension and Vocabulary Development: Teaching New Words and Meaning

LEARNING OBJECTIVES

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

recognize simile and metaphor used in the passage;
identify key information from the passage
differentiate between main ideas and supporting ideas in a given passage;
construct sentences with the key words and unfamiliar words derived from the passage,

LEARNING ACTIVITIES

Pupils, as a class, read and recognize the use of simile and metaphor in the
Pupils pair up to discuss the implied messages and the meanings of new words in the context of the passage,
Pupils, in small groups, form new sentences with the key words and unfamiliar words derived from the passage,
Pupils, in small groups, identify actual information using evidence from the passage.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal development
Creativity and imagination
Critical Thinking and problem solving

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

flash cards

TOPIC: (d) Writing: Letter of Congratulation

LEARNING OBJECTIVES

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

explain the features of letter of congratulation
describe the style of such letter
compose/write a letter of congratulation with appropriate register.

LEARNING ACTIVITIES

Pupils, as a class, study a given sample of letter of congratulation thereafter, explain its features;
Pupils, in pairs, describe style of the letter.
Each pupil composes a letter of congratulation to an individual, a new couple or an organization on….

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Sample of letter of Congratulation

TOPIC: (e) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: mosquitoes, aggravate, yoghurt , constructive, assuage, deluge, ingredient vanguard, retreated convocation,

LEARNING ACTIVITIES

For home study, Each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

WEEK: 10

TOPIC: (a) Speech work: Children’s Novel

LEARNING OBJECTIVES

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

read the text audibly and pronounce the new words correctly,
construct sentences with the identified new words orally;
discuss orally the meanings and lesson they can derive from the text
answer questions follow the passage orally.

LEARNING ACTIVITIES

Pupils, as a class, read the selected text in turns and pay attention to their audibility and pronunciations;
Pupils, as groups, form sentences orally/ dialogues with the identified new words.
Pupils, in pair, discuss the meaning and lessons derived from the text in the class.
Pupils, in small groups, answer questions follow the passage and share with the class through the group leaders.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Video clips of poems
Clippings from editorials
Charts/Flashcards
Novel

WEB RESOURCES

https://www.google.com/search?source=univ&tbm=isch&q=materials+to+teach+H+Phonics+Children%E2%8

TOPIC: (b) Structure: Construction with the Past Tense, then Past Perfect Tense

LEARNING OBJECTIVES

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

explain the past perfect tense
give examples of past perfect tense
covert past tense to past perfect tense with examples

LEARNING ACTIVITIES

Pupils brainstorm about a sentence which articulate an event that started at an earlier point in the past and was concluded at a later time in the past to derive the meaning of past perfect tense.
Pupils, as a class, consider five relevant sentences given and manipulate games to explain the past perfect tense.
Pupils in groups identify examples of past perfect tense in a given passage, and each group leader takes a turn to present their findings to the class,
Pupils pair up to change ten given past tense (sentences) to past perfect tense.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Charts/Flashcards
Truth or Lie Games

WEB RESOURCE

https://www.pinterest.com/pin/626704104377644017/

TOPIC: (c) Comprehension and Vocabulary Development Health: Sickness and Cure for Human Ailments

LEARNING OBJECTIVES

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

identify and explain the key word in the passage:
use the key words and unfamiliar words in sentences
deduce the main ideas and supporting ideas from the given passage
infer the appropriate answers from the given passage to questions;

LEARNING ACTIVITIES

Pupils, as a class, having read a given passage, identify and explain the key words in the passage
Pupils, in pairs, use the key words and unfamiliar words in sentences
Pupils, in small groups, differentiate between the main ideas and supporting ideas in the passage and share with the class
Each pupil provide answers to the questions that follow the passage.

EMBEDDED CORE SKILLS

Communication and collaboration
Critical thinking and Problem Solving
Leadership and Personal Development
Collaboration and Communication
Citizenship

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

Flash cards

WEB RESOURCES

https://www.readingrockets.org/article/strateqies-promotecomprehension
https:/bookpages.com/blog/teacher-guide-comprehension-strategy-lesson-plans/

TOPIC: (d) Writing: Writing Indicating Direction

LEARNING OBJECTIVES

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

identify the features of giving directions
draw out a layout of directions
write direction to a specific place.

LEARNING ACTIVITIES

Pupils, in groups, study a given direction to identify its features; e.g. a.) use of imperative (or command) form of the verb (go left; turn right etc.) b.) Write/speak briefly, simply and accurately. C) present it orderly/chronologically, d.) Give approximate distances etc.
Pupils in groups, draw out a layout of directions and explain it in paragraphs with the appropriate registers, share with the whole class through the group leaders.
Each pupil writes directions from their homes to school.

EMBEDDED CORE SKILLS

Communication and collaboration
Critical thinking and Problem Solving
Creativity and Imagination
Citizenship

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts
Sample of direction
Video clip

TOPIC: (e) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: Phoenix, bouquet, naught, rostrum, housemaid, autumn, string, hyperactive, forecastle, paradigmatic

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes, and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and collaboration
Critical thinking and Problem Solving
Leadership and Personal Development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard dictionary
Online dictionary

WEEK: 11

TOPIC: (a) Speech work Diphthongs Contrast/i/ and /ei/

LEARNING OBJECTIVES

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

recognize and pronounce the sounds
cite examples of words containing the sounds
contrast the pairs with ten words each

LEARNING ACTIVITIES

Pupils, as a class, identify the sounds on a displayed chart; listen to the production of the sounds on MP3 player or audio player.
Pupils mimic the mouth positioning model to pronounce both sounds.
Pupils, in small groups, cite examples of words containing the sounds.
Pupils, in small groups, provide words consisting of the sounds; contrast the sounds with each other.
Each group leader takes a turn to present their group work to the whole class for a critique.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts
Pronouncing dictionary by Daniel Jones
Tape recorder

TOPIC: (b) Structure: Verb Phrase as Verb Phrase Compliments Using verbs phrase complement with adverb plus to (infinitive)

LEARNING OBJECTIVES

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

explain verb phrase complements in English Grammar
describe two grammatical forms that can function as verb phrase complements;
construct sentences on using phrase complement with adverbial plus to (infinitive).

LEARNING ACTIVITIES

Pupils, in small groups, study ten sentences to explain verb phrase complements
Pupil, as a class, are guided to classify verb phrase complement into two (a ) prepositional phrase (b ) verb phrase
Students pair up with their peers to explain verb phrase and compose sentences with verb phrase complements. E g A verb phrase is a verb plus any infinitive markers, auxiliary verbs particles, modifiers, and complements (a) He intends to buy a new car (b) She has to pass the examinations (c) The man happens to own the estate.

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Leadership and Personal Development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards and charts

TOPIC: (c) Comprehension and Vocabulary development: Reading for further understanding of relationship between ideas

LEARNING OBJECTIVES

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

identify the topic sentence in each paragraph;
establish the relationship between the topic sentence(s) and the main idea in a given passage;
attach contextual meanings to new words found in a given passage.

LEARNING ACTIVITIES

Pupils listen to the teacher read the passage and identify new words.
Pupils pronounce the new words.
Pupils, in small groups, identify the topic sentence in each paragraph and relate it to the main idea in the passage.
Pupils pair up to establish the relationship between their real life experiences and the main idea in the passage.

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Leadership and Personal Development

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

Flash cards

WEB RESOURCES

https://reltsonlinetests.com
https://www.readingrockets.org/article/seven-strategies-teachstudents-textcomprehension

TOPIC: (d) Writing: Letter of Appreciation

LEARNING OBJECTIVES

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

explain the features of letter of appreciation
describe the style of such letter
compose/write a letter of appreciation with appropriate register.

LEARNING ACTIVITIES

Pupils, as a class, study a given sample of letter of appreciation thereafter, explain its features.
Pupils, in pairs, describe style of the letter.
Each pupil composes a letter of appreciation to an individual, or an organization on.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and imagination

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Sample of letter of appreciation

WEB RESOURCES

https://www.toppr.com/guides/english/writing/essay/
https://thewritepractice.com/writing-an-essay/
https://youtu.be/2Uku7edfeUM

TOPIC: (e) Dictations for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: stationary, stationery, monosyllabic, confusions, interdenominational, matriculation, typographical, inarticulate distinctive, deception.

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

WEEK: 12 Revision: Revise

WEEK: 13 EXAMINATION

WEEK: 14 EXAMINATION

Lagos State Unified English Scheme of Work Primary 5 for first term, second term and third term. Universal Basic Education. Schemeofwork.com

Pry 5 third term English Scheme of Work

WEEK: 1

TOPIC: Speech work: Intonation Practice passage (Request)

LEARNING OBJECTIVES

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

read dialogues aloud repeatedly to master the intonation patterns in a given script;
draw out the intonation patterns in a given recorded dialogues;
create dialogue to generate intonation in request form.

LEARNING ACTIVITIES

Pupils, as a class, listen to short recordings of everyday dialogues and then ‘shadow read’ the script or read it along with the tape using the same stress and intonation as the speakers. Pupils can repeat this exercise until their voice sound similar to voice on the recording.
Pupils, in small groups, note down or record some examples of intonation of the speakers in the dialogues
Pupils pair up to create a dialogue to form intonation in requests and share with the class, (e.g. “Will you lend me your pen?”, “Would you call him for me?”)—rising tone.

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
imagination and creativity.

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Tape recorder
Videos
Books with different song

TOPIC: (b) Structure: Linking Words: such as although, because, but, so…that etc.

LEARNING OBJECTIVES

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

identify linking words;
classify linking words according to their functions;
form sentences and paragraphs with linking words.

LEARNING ACTIVITIES

Pupils, as a class, are introduced to linking words on charts and also guided to identify linking words’ in a given passage.
Pupils, in small groups, classify the identified linking words based on their functions in sentences and share with class; e.g. a. cause/Effect (because, so…that) b. opposition (although, but) Contrast (but, whereas), d. Addition (and) etc
Pupils, in pairs, use linking words in different sentences and share with the class.

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Leadership and Personal Development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/Flash cards
Video clip
Games on tenses

TOPIC: (c) Comprehension and Vocabulary Development: Reading to comprehend main ideas and acquire new words main ideas and acquire new words

LEARNING OBJECTIVES

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

identify the topic sentence in each paragraph;
establish the relationship between the topic sentence(s) and the main idea in a given passage;
attach contextual meanings to new words found in a given passage.
construct sentences with the new words

LEARNING ACTIVITIES

Pupils listen to the teacher read the passage with a view to identifying new words and getting their appropriate pronunciation.
Pupils, in small groups, identify the topic sentence in each paragraph and relate it to the main idea in the passage
Pupils pair up to establish the relationship between their real life experiences and tire main idea in the passage.
Each pupil constructs sentences with the new words and show their teachers

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Critical Thinking and Problem Solving
Citizenship

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards

TOPIC: (d) Writing: Composition involving expression of personal opinion.

LEARNING OBJECTIVES

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

state qualities of expressing opinions: e.g.
identify common phrases for opinions
describe how people express their opinions e.g. They can agree or disagree with one another If .
discus the procedures for expressing personal or general opinions; e.g. formal or informal procedures
compose/write an essay on a given topic to express ones opinion.

LEARNING ACTIVITIES

Pupils, in pairs, dialogue with each other and embrace the following qualities in their conversations: Be brief, show empathy with other opinions, disagree politely, use appropriate words/ register etc.;
Pupils, in small groups, identify common phrases for personal opinions e.g.” I think, I believe…, I feel…, In my honest opinion, etc.
Pupils, as groups, study samples of opinions writing, deduce procedures from the write up and discuss both with the whole class;
Each pupil writes their opinions on a given topic.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and Imagination
Citizenship

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts on the features of invitation
Sample of formal invitation cards

TOPIC: (e) Dictations for the Week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: merchandise, bribery, torture, corporal, immediately, opportunity, recognizes, vacuum, accidentally, ubiquitous.

LEARNING ACTIVITIES

For home study, pupils, as individuals, look up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hardcopy dictionary
Online dictionary

WEEK: 2

TOPIC: (a) Speech work: Expressing Congratulations

LEARNING OBJECTIVES

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

identify congratulatory speech presentation
use appreciation words (like: Excellent! Well done! keep it up) to acknowledge the effort, dedication, or skill of someone;
discuss the qualities of a good congratulatory speech;
express good wishes for future success to improve English speaking skill

LEARNING ACTIVITIES

Pupils, in small groups, read congratulatory cards to identify congratulatory speech presentation;
Pupils, in small groups, use congratulatory words or expressions for successful candidates in their class organized interview;
Pupils, in pairs, through the group presentations identify and discuss the qualities of congratulatory speech;
Pupils, as a class, use congratulatory speech for one another to improve their English speaking skill.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and Imagination
Citizenship

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/Flashcards
Congratulatory cards
Pronouncing Dictionary by Daniel Jones

TOPIC: (b) Structure: Passage based on illustrating ‘when’ adverbial structure

LEARNING OBJECTIVES

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

identify adverbials in sentences’;
examine the use and function of ‘when’ in sentences;
construct long sentences with ‘when;

LEARNING ACTIVITIES

Pupils, in small groups, study a given passage to identify all adverbials used in it;
Pupils, in pairs, examine the use and function of ‘when’ in sentences: eg. It is used as an adverbial of time, it introduces dependent clause, it is a linking word that join two clauses together (main and subordinate clauses). The man came when it was raining
Pupils, in pairs, construct long sentences and paragraphs with ‘when’.

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Leadership and Personal Development
Imagination and creativity

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/Flashcards
Word/ Sentence Building Games
Drilling Game

TOPIC: (c) Comprehension and Vocabulary Development: Emphasis on new Words and Meaning/ purpose

LEARNING OBJECTIVES

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

identify new words in a selected passage and use them in another context;
analyze the passage to bring out the main idea and purpose;
answer questions from the selected passage.

LEARNING ACTIVITIES

Pupils, in pairs, identify news from a given passage and use them in another context.
Pupils, in small groups, criticize the passage to bring out denotative and connotative meaning.
Pupils, in each group, answer questions from the passage and compare their answers with another groups, through their group leaders.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Critical Thinking and Problem Solving
Citizenship

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Newspaper clipping of an attitude

TOPIC: (d) Writing: Expository Essay: Basic Concept of Drug Abuse

LEARNING OBJECTIVES

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

identify and describe the features of an expository essay;
discuss the topic orally;
compose and write an essay on a drug abuse.

LEARNING ACTIVITIES

Pupils, in pairs, study a given sample of expository essay; identify its features/style; describe the features for the class.
Pupils, as groups, discuss the topic orally, paying attention on causes, effects, solutions to drug abuse;
Each pupil writes a simple essay on the given topic.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and Imagination
Citizenship

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts on the features of invitation
Sample of formal invitation cards

TOPIC: (e) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: Camouflage, demitasse, glucose, inexorable, occasionally, prescience, superintendent, department, embrace, eliminate

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes, and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

WEEK: 3

TOPIC: (a) Speech work: observing and reporting things, complete action

LEARNING OBJECTIVES

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

identity the features of report presentation;
explain the style of report;
present a report on an incident orally.

LEARNING ACTIVITIES

Pupils, as a class, read/listen to a given sample of report of a case; identify the features of report presentation;(e.g. introduction , body, conclusion).
Pupils, in small group, explain the style of report (e.g. concise detail, clarity/accuracy, logicality, using passive voice, past tense, objectivity, etc.
A video clap on an incident (e.g. accident, fighting, protest etc.) is displayed to be watched by the class. Pupils pair up to present a report as eyewitness on the scene.
Each pupil present report on their experiences on any incident/ scene etc

EMBEDDED CORE SKILLS

Communication and collaboration
Critical thinking and Problem Solving
Leadership and Personal Development
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts
Passage
Audio player/ computer system/ projector

TOPIC: (b) Structure: Passage Based on Conversation with ‘that / which’ Adjectival Clause

LEARNING OBJECTIVES

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

identify the use of that/which adjectival clause in a given passage;
insert ‘that/ which ‘appropriately in a fill in the gap passage;
match make/ connect noun phrases and clauses together with ‘that/which’ to form sentences
form sentences and paragraphs with the use that/which;

LEARNING ACTIVITIES

Pupils, as a class, read/listen to a given passage and identify the use of ‘that1 which’ adjectival clause in a conversation.
Pupils, in small groups, read a passage with some blank spaces and fill them with that/which;
Pupils pair up to match mark some given noun phrases or main clauses with relative/adjectival clauses(that/which) to form complex sentences.
Pupils, in small groups, present dialogue involving use of ’that/which’ adjectival clause.

EMBEDDED CORE SKILLS

Communication and collaboration
Critical thinking and Problem Solving
Leadership and Personal Development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts
Passage
Audio player

TOPIC: (c) Comprehension and Vocabulary: Road Safety

LEARNING OBJECTIVES

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

differentiate between main ideas and supporting ideas in each paragraph;
recognize the unfamiliar words in a selected passage
construct sentences with the words
answer questions on the passage

LEARNING ACTIVITIES

Pupils, in small groups, deduce main ideas from supporting idea in a given text
pupils pairs up to highlight the unfamiliar words in a given text and check for their meanings in Dictionary/online.
Pupils, in small groups, use the identified words in sentences.
The group leaders present their answers to the class for critique.

EMBEDDED CORE SKILLS

Communication and collaboration
Leadership and Personal development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards
Passage from relevant materials e.g. Road Safety.

TOPIC: (d) Writing: Descriptive (Elements of Soil)

LEARNING OBJECTIVES

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

classify the soil according to types (suitability different types of soil for plant growth;
state major characteristics of soil and its properties; write simple descriptive composition about soil.

LEARNING ACTIVITIES

Pupils, as a class, study elements of soil on a chart and list its types: clay, loamy, sandy;
Pupils, in small groups, walk round the school premises to collect soil samples to discuss their major characteristics of soil and its properties in relation to land use potentials.
Following the teacher’s guidelines,
Each pupil writes descriptive essay on soil.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and imagination

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Charts
Soil Samples
Water
Seedling
Guided composition model

TOPIC: (E) Supplementary Reading: Story Book

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
Citizenship
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards
Lagos State Recommended Literature Text

TOPIC: (f) Dictation for the week:

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: ambulance, tornado, thoughtful, mammal, enjoyment, consequently, phantom, souvenir, questionnaire, fantastic.

LEARNING ACTIVITIES

For home study, each pupil looks up the meaning, words, classes, and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

WEEK: 4

TOPIC: (a) Speech work: Contrasting Diphthongs in Pairs /au/and Au/, /Ii/ and / u/

LEARNING OBJECTIVES

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

recognize and pronounce the sounds /au/, iMl correctly
generate tens words containing the sounds
draw the contrast between the sounds when used in words
Construct sentences with the pairs of sounds.

LEARNING ACTIVITIES

Pupils, as a class, identify the sounds from a given chart and pronounce them distinctively as pronounced from an available audio MP3 player,
Pupils, in small groups, come up with at least ten words on each of the sounds.
Pupils, in small groups, contrast the production of sounds in words: /au/, /iii/ (eg. Now-no, how-owe, pow-mow, cow-crow, owl-own, drowndrone)/d/ and Aiu/ (boy-bone, boil-boat, toy-tone, point-poll, moist-most etc.)
Pupils, in pairs, generate sentence using words that are containing the sounds

EMBEDDED CORE SKILLS

Critical thinking and problem solving
Communication and collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/ flash
Pronouncing Dictionary by Daniel Jones

TOPIC: (b) Structure: Construction with the Past Tense, Past Perfect Tense

LEARNING OBJECTIVES

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

explain the past tense with examples;
classify past tense and past perfect tense in a passage
covert past tense to past perfect tense with examples

LEARNING ACTIVITIES

Pupils, as a class, consider five relevant sentences given and manipulate games to explain the past tense.
Pupils, in groups, identify and classify the examples of past tense and past perfect tense in a given passage, and each group leader takes a turn to present their findings to the class,
Pupils pair up to change ten given past tense (sentences) to past perfect tense.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal development
Creativity and imagination
Critical Thinking and problem solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/ flash cards
Truth or lie game

TOPIC: (c) Comprehension and Vocabulary Development; Emphasis on new Words Tone , Mood and, Meaning/Purpose

LEARNING OBJECTIVES

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

identify a speakers/ writer’s tone in a text;
analyze a text to bring out its mood and purpose,
relate the issue raised in the text to their real life experiences

LEARNING ACTIVITIES

Pupils, as a class, discuss the meanings of tone, mood and purpose of a text oral passage.
Pupils, in small groups, critique a text to identify its tone, mood and purpose.
Pupils share life experiences related the text

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal development
Critical Thinking and problem solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Newspaper clippings on an article

TOPIC: (d) Writing: Debate: “A Farmer is more Important than a teacher’ Or any other topical topic.

LEARNING OBJECTIVES

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

describe characteristics of a debate;
explain elements of debate;
demonstrate understanding of debate presentation.

LEARNING ACTIVITIES

Pupils are presented with the topic, ‘A Farmer is more Importance than a teacher’ pupils who agree with the statement move to one side of the room, and those who disagree move to the other side. Then they take turns explaining why they are standing on that position.
Pupils, as a class, discuss the characteristics and elements of a debate.
Pupils, in small groups, work in a more structured manner to take a point of view on an assigned topic and generate reasons to support their views.

EMBEDDED CORE SKILLS

Communication and collaboration
Critical thinking and Problem Solving
Leadership and Personal Development
Creativity and Imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

WEB RESOURCES

https://www.cultofpedagogv.com/persuasivewvriting/
https://www.edutopia.org/article/strateqiesteachinq-arqumentwritinq
https://www.literacvideas.com/writinq-an-essay-for-teachersand-students

TOPIC: (e) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: significance, commentary, maximum. Participation, congregation, wheelchair, excitement, cowardice, Pentecostal, broadcasting

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hardcopy dictionary
Online dictionary

WEEK: 5

TOPIC: (a) Speech work: Contrasting Diphthongs in Pairs /ai/and /au/, Contrasting monopthongs and diphthongs lei and le\l /a:/ and /ai/

LEARNING OBJECTIVES

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

recognize and pronounce the sounds /au/, /Du/ correctly
generate tens words containing the sounds
draw the contrast between the sounds when used in words
Construct sentences with the pairs of sounds.

LEARNING ACTIVITIES

Pupils, as a class, identify the sounds from a given chart and pronounce them distinctively as pronounced from an available audio MP3 player.
Each pupil mimics the mouth positioning model to pronounce both sounds.
Pupils, in small groups, come up with at least ten words on each of the sounds.
Pupils, in small groups, contrast the production of sounds in words: /ai/, le\l (eg. Buy-bay, pie-pay, lielay, )/e/ and le\l (pen-pain, den-Dane, many-main, boilboat, etc.), /a:/ and /ai/ (areeye, bar-by, hard-hide, parkspark etc)
Pupils, in pairs, generate sentence using words that are containing the sounds

EMBEDDED CORE SKILLS

Critical Thinking and Problem Solving
Communication and Collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

Charts/Flashcards
Pronouncing Dictionary by Daniel Jones

TOPIC: (b) Structure: Construction with Prepositional Verbs vs. Phrasal Verbs: Position of the object

LEARNING OBJECTIVES

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

describe the prepositional verbs and phrasal verbs
differentiate between prepositional verbs and phrasal verbs;
Construct sentences showing position of the object of a phrasal verb and position of the of a prepositional verb.

LEARNING ACTIVITIES

Pupils, in small groups, study ten sentences to identify and describe prepositional verbs and phrasal verbs: a.) structurally, a phrasal verb can be made up of a verb +adverb (throw away) or a verb+ adverb + preposition (put up with). b) A prepositional verb is made up of a verb+ preposition (think for, wait for etc.)
Pupils, as a class, are guided to distinguish prepositional verbs from phrasal verbs. (a.) With a phrasal verb, the object can be either between the verb and adverb or after the adverb; it must be in between the verb and adverb if the object is a pronoun. 1. He took his school uniform 2. He took off his school uniform, (b.) The object is used the preposition alone in a prepositional verb.eg she waited for the man.

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Leadership and personal Development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts/ flash cards
Passage
Sentence game

TOPIC: (c) Comprehension and Vocabulary Development: Emphasis on new Words and Meaning/Purpose

LEARNING OBJECTIVES

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

identify new words in a selected passage and use them in another context;
analyze the passage to bring out the main idea and purpose;
answer questions from the selected passage.

LEARNING ACTIVITIES

Pupils, in pairs, identify news from a given passage and use them in another context;
Pupils, in small groups, critique the passage to bring out denotative and connotative meaning;
Pupils, in each group, answer questions from the passage and compare their answers with another groups through their group leaders

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Critical Thinking and Problem Solving
Citizenship

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Newspaper clippings of an article

TOPIC: (d) Writing: Descriptive Essay. Write composition on ‘My School”

LEARNING OBJECTIVES

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

highlight the features of a descriptive essay;
familiarize more with their immediate environment: school to form outlines on the topic;
complete a guided essay on ‘My School’;
write a descriptive essay on ” My Student”.

LEARNING ACTIVITIES

Pupils, as a class, observe, think, and reflect on what constitutes the features of a descriptive essay based on the sample provided.
Pupils, in groups, form outlines on description of their school by considering name, location, year of establishment, physical outlook, human and material resources, achievements etc. of school.
Pupils pair up to complete a given guided essay on the topic and share with the class
Each pupil composes essays on the given topic.

EMBEDDED CORE SKILLS

Communication and collaboration
Leadership and Personal Development
Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts
Samples of descriptive essay
school

TOPIC: (e) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: harmony, helicopter, gymnastics, haphazard, hurricane, imitate, immigrant, hijack, gnash, gravity.

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

WEEK: 6

TOPIC: (a) Speech work: Passages on National Values using correct Stress and Intonation.

LEARNING OBJECTIVES

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

read, and pronounce stress and intonation patterns of, a given passage (discipline, commitment etc), correctly;
Use intonation in connected speech while discussing the main and supporting ideas of the passage
express their opinions on the topic through the use different pitch heights, range, intonation patterns, pause, and tempo.

LEARNING ACTIVITIES

Pupils, at least 4 of them, read the passage (a paragraph per pupil) audibly by paying attention to stress and intonation patterns.
Pupils, in small groups, use correct stress and intonation patterns while discussing the main and supporting ideas of the given to the class;
Pupils, in pairs, express their opinions with each other on the contents of the given passages and later share with the class audibly.

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Leadership and Personal Development
Citizenship

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

Charts/Pictures on National values
Passages or Video clips on National Values.

TOPIC: (b) Structure: Use of “That, Who, Which, and When’ to produce. Defining Relative Clauses

LEARNING OBJECTIVES

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

recall the relative pronouns
identify the use of relative pronouns in sentences.
explain defining clause with its features
construct defining relative clause with and without relative pronouns.

LEARNING ACTIVITIES

Pupils, as a class, are guided through flashcards to recall relative pronoun;
Pupils, in small groups, study a given passage to identify the use of relative pronouns in sentences;
Pupils, in groups, study five given defining clauses as guides to explain and describe defining clause E.g. Commas or parentheses are not used to separate defining clause from the rest of the sentence etc.;
Pupils pair up to construct sentences containing defining relative clauses. E.g. ‘Here are some oranges which have been affected’ then, they share their examples with the class.

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Leadership and personal Development

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

Charts/flashcards
Passages
Sentence Games

TOPIC: (C) Comprehension and Vocabulary Development: Family Needs and Resources.

Emphasis on New words and Meaning, simile and metaphor.

LEARNING OBJECTIVES

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

read to draw out simile and metaphor from the selected passage;
differentiate between main ideas and supporting ideas in a given passage;
recognize the key words and the easily confused words in the given passage, and use them in different contexts correctly.
answer questions from the selected text.

LEARNING ACTIVITIES

Pupils, as a class, read silently to draw out simile and metaphor from the given passage;
Pupils pair up to deduce the main ideas leaving out supporting ideas in a given text,
Pupils, in small groups, while reading the passage stop midway to pick out key words and confused words in the passage and use them in different contexts correctly and share with the class,
Pupils, in each group, compare their answers with another groups through their group leaders

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

Flash cards/posters
Textbook

TOPIC: (d) Writing: Composition on ’Girls are more useful in the family’.

LEARNING OBJECTIVES

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

describe characteristics and elements of a debate;
draw out points to support or oppose the motion;
argue for or against the topic.

LEARNING ACTIVITIES

Pupils as a class, discuss the characteristics and elements of a debate
Pupils are presented with the topic “Girls are more useful in the family” pupils who agree with the statement move to one side of the room, and those who disagree move to the other side. Then they take turns explaining why they are standing on that position,
Pupils, in small groups, work in a more structured manner to take a point of view on an assigned topic and generate reasons to support their views.

EMBEDDED CORE SKILLS

Communication and collaboration
Critical thinking and Problem Solving
Leadership and Personal Development
Creativity and Imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

TOPIC: (e) Supplementary Reading: Play

LEARNING OBJECTIVES

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

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

LEARNING ACTIVITIES

Each pupil reads a recommended 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 from the story.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Citizenship
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Flash cards
Lagos State Recommends Literature Text

TOPIC: (f) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to earn the following words: Burglar, compassion, decadent, destiny, energetic, famously, fragrant, generative, dessert, desert.

LEARNING ACTIVITIES

Pupils, as individuals or in small groups, look up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

WEEK: 7 MID TERM BREAK

WEEK: 8

TOPIC: (a) Speech work: Oral Composition Talking about self and family)

LEARNING OBJECTIVES

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

introduce themselves;
speak about the family; giving appropriate information;
speak in correct intonation , stress and rhythm.

LEARNING ACTIVITIES

Pupils, as individuals guided to introduce themselves audibly
Pupils, in small groups are led to talk about their families.
Pupils pair up to critique each other spoken English on the topic

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts containing public speech and dialogue
Audio player
Pronouncing dictionary by Daniel jones

TOPIC: (b) Structure: Phrasal Verbs

LEARNING OBJECTIVES

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

describe phrasal verbs;
learn the meaning of ten phrasal verbs;
provide written and then speaking practice of the ten phrasal verbs;
acquire more vocabularies.

LEARNING ACTIVITIES

Pupils, as a class, are guided to recall meaning and structure of phrasal verbs.
Pupils, in small group, learn the meaning of ten phrasal verbs contextually.
Pupils, in pairs, construct ten different sentences with phrasal verbs.
Each pupil acquire more vocabulary for composition through practice.

EMBEDDED CORE SKILLS

Communication and Collaboration
Critical Thinking and Problem Solving
Leadership and Personal Development

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Chart
Website:

TOPIC: (c) Comprehension and Vocabulary Development: Deriving New Words and Meaning

LEARNING OBJECTIVES

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

draw inferences from passages after reading;
differentiate between main ideas and supporting ideas in a given passage;
construct sentences with the key words and unfamiliar words derived from the passage;
provide answers to the questions that follow the passage.

LEARNING ACTIVITIES

Pupils, at least 4 of them, read the passage (a paragraph per pupil) and draw inferences from the passage.
Pupils pair up to discuss the implied messages and the meanings of new words in the context of the passage.
Pupils, in small groups, form new sentences with the key words and unfamiliar words derived from the passage.
Pupils, in small groups, reflect on the passage analyzing it in order to provide answers to the questions that follow the passage.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Flash cards

TOPIC: (d) Writing: Descriptive Essay. Write composition on “My Environment”

LEARNING OBJECTIVES

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

complete a guided essay on ‘My Environment’;
highlight the outlines steps/procedures of writing this essay;
write a descriptive essay on ” My Environment”.

LEARNING ACTIVITIES

Pupils, in pairs, complete a guided essay on ‘My Environment’.
Pupils, in small groups, form outlines on description of their environment: physical and social environment.
Each pupil compose essays on the given topic.

EMBEDDED CORE SKILLS

Communication and collaboration
Leadership and Personal Development
Creativity and imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Charts
Samples of descriptive essay
School

TOPIC: (e) Supplementary Reading: Poems

LEARNING OBJECTIVES

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

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

LEARNING ACTIVITIES

Each pupil read a recommended text LS approved booklist.
Pupils, in pairs, share moral lessons derived from the book with each other.
Pupil, in small groups, match theme in the story with real life situation.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Citizenship
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Flash cards
Lagos State Recommended Literature Text

TOPIC: (f) Dictation for the week

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words: feudal, depiction, withdrawal, honorary wrestling, toxicant, xylophone, vulture, vampire, shrewd.

LEARNING ACTIVITIES

For home study, each pupil classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Digital Literacy

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hard copy dictionary
Online dictionary

WEEK: 9

TOPIC: Speech work: Exposition Basic Concept of Drug Abuse

LEARNING OBJECTIVES

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

master the correct pronunciation of words and sentence forms in a given dialogue;
identify the appropriate words (register) for the topic;
speak in correct intonation, stress and rhythm, about Drug Abuse;
discuss the appropriate information on drug abuse such as : causes, effects and solution

LEARNING ACTIVITIES

Pupils, as a class, listen to a dialogue on drug abuse through audio player; repeat the words and sentences after the speakers to master the correct pronunciation, stress and intonation patterns of the messages
Pupils, in small groups, bring out key words from the dialogue and use those words in sentences.
Pupils pair up to critique each other spoken English on the topic.
Pupils, in groups, discuss extensively on causes, effects and solutions.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIOVISUAL RESOURCES

Charts containing public speech dialogue,
Audio player
Pronounce Dictionary by Daniel Jones

TOPIC: (b) Structure: Adjective and Adverb Puzzles

LEARNING OBJECTIVES

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

identify adjectives and adverbs in puzzle games;
recognise the adjective and adverb in every sentence and match the puzzle pieces to check the answer.
consider comparative and superlative adjectives and adverbs game puzzles activity
analyse the use of adjectives and adverbs in sentences

LEARNING ACTIVITIES

Pupils, in small groups, study files contain ten adjectives and ten adverbs crossword adjectives and adverbs from clues provided, then enter Personal these into matching squares Development in the numbered grid.
Pupils in pairs match the Puzzle pieces to check the answer
Pupils pair up to work on comparative and superlative adjectives and adverbs game puzzles activity.
Pupils, in small groups, analyze the difference between the use of adjectives and adverbs in sentences

EMBEDDED CORE SKILLS

Communication and collaboration
Critical thinking and Problem Solving
Leadership and Personal Development

LEARNING RESOURCES

AUDIO VISUAL RESOURCES

Flash cards and charts
Puzzle Games

TOPIC: (c) Comprehension and Vocabulary Development: Teaching New Words and Meaning (Inter-house Sport Day)

LEARNING OBJECTIVES

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

recognize simile and metaphor used in the passage;
differentiate between main ideas and supporting ideas in a given passage;
construct sentences with the key words and unfamiliar words derived from the passage,
provide answers to the questions that follow the passage.

LEARNING ACTIVITIES

Pupils, as a class, read and recognize the use of simile and metaphor in the given passage;
Pupils pair up to discuss the implied messages and the meanings of new words in the context of the passage.
Pupils, in small groups, form new sentences with the key words and unfamiliar words derived from the passage.
Pupils, in small groups, reflect on the passage analyzing it in order to provide answers to the questions that follow the passage.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Flash cards

TOPIC: (d) Writing: Composition on Town life is better than village life’.

LEARNING OBJECTIVES

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

describe characteristics and elements of a debate;
draw out points to support or oppose the motion;
argue for or against the topic.

LEARNING ACTIVITIES

Pupils, as a class, discuss the characteristics and elements of a debate;
Pupils are presented with the topic, “Town life is better than village life”. Pupils who agree with the statement move to one side of the room, and those who disagree move to the other side. Then they take turns explaining why they are standing on that position.
Pupils, in small groups, work in a more structured manner to take a point of view on an assigned topic and generate reasons to support their views.

EMBEDDED CORE SKILLS

Communication and collaboration
Critical thinking and Problem Solving
Leadership and Personal Development
Creativity and Imagination

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

WEB RESOURCES

https//www.cultofpedagogy.com/persuasivewritinq/

TOPIC: (e) Dictation for the week

Abbreviate, acrobatic, arrogance, bureaucracy, calibrate, impassive, impromptu, marathon, metamorphosis, miscellaneous

LEARNING OBJECTIVES

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

Learners are to be guided to learn the following words:

LEARNING ACTIVITIES

For home study, each pupil looks up the meanings, word classes and pronunciation of the given words in a dictionary, and use each word in, at least, a sentence.

EMBEDDED CORE SKILLS

Communication and Collaboration
Leadership and Personal Development
Creativity and imagination
Critical Thinking and Problem Solving

LEARNING RESOURCES

AUDIO-VISUAL RESOURCES

Hardcopy dictionary
Online dictionary

WEEK: 10

TOPIC: (a) Speech work: Managing Agriculture

LEARNING OBJECTIVES

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

read the selected passage audibly and pronounce the new words correctly,
construct sentences with the identified new words orally;
discuss orally the meanings and lesson they can derive from the passage;
Answer questions follow the passage orally.

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