English Scheme, English Studies Scheme of Work Primary 3 Federal, Use of Regular and Irregular plural, Stress and intonation, Schemeofwork
FIRST TERM ENGLISH STUDIES SCHEME OF WORK FOR PRIMARY THREE (3)
WEEK ONE TOPIC
- LISTENING/SPEAKING
Resumption Test
WEEK TWO TOPIC
- LISTENING/SPEAKING
Pronunciation of consonants and consonants clusters:
/b/, /p/ /pl/, /pr/, /bl/, /br/ using letter sounds
CONTENT:
Production of the consonant sounds /b/, /p/ in isolation, in word and in sentence. Context, using letter sounds: Pp, Bb
ACTIVITIES:
- Teacher writes the letters and sounds on the board, pronounce the alphabets and produce their sounds, demonstrate correctly.
- Pupils: pronounce letters and sound after the teacher.
- READING
READING Aural discrimination (Skills: phonic vowel sound)
CONTENT:
Aural discrimination of the sounds /aI/, /x/, /a/ in isolation, in words and in sentence. E.g. /«/ – Aa – am, man, fam using /a:/ – Aa – arm, calm, form etc.
ACTIVITIES:
- Teacher writes and reads the sentences containing the sounds (from a text) to the class while the pupils listen.
- Teacher re-reads the sounds and words and pupils read after him/her.
- WRITING
WRITING
Introduction to the use of capital letters and full stop
CONTENT:
The various uses of the capital letter of the alphabets during writing: e.g. Aa, Bb, Cc, Dd, Ee, Ff, etc.
E.g. to be.g.in a sentence I am a good child.
The full stop marks the end of a sentence.
ACTIVITIES:
- Teacher writes sample of words and sentences using capital letters.
- Read out the sentences or words and get the pupils to do the same.
- Pupils write the sentence on the board correctly.
- Enumerate the uses of capital letters and full stop.
- Pupils write in their exercise books.
- GRAMMATICAL ACCURACY(STRUCTURE)
Use of Regular and Irregular plural
CONTENT:
Regular plurals ending with ‘s’ and ‘es’ e.g.
i) . boy-boys, girl-girls
ii) . Baby-babies, knife- knives.
Irregular plurals e.g. Man-men Woman-women Ox-oxen
ACTIVITIES:
- Teacher writes words in the singular and plural for forms on the board and read them to the class.
- Pupils write in their exercise books and pronounce them after the teacher.
WEEK THREE TOPIC
- LISTENING/SPEAKING
Pronunciations of consonants and consonant clusters using letter sound F-/f/- fl, fr, V-/v/
CONTENT:
Production of consonants sounds and their letters /f/ – Ff
/v/ – Vv e.g.
This is letter ‘f’, it sounds /f/
This is letter ‘v’, it sounds /v/
/f/ – ‘F’ is for – fire, fat, father etc.
/v/ – ‘V’ is for verb, victory, van etc.
Make sentence with the words clusters of ‘f e.g. fl-flower, fly, flame etc. fr-fry, frame, frog etc.
ACTIVITIES:
- Teacher writes letters and sounds and words on the board, pronounce them, form songs with them and sing along with the pupils.
- Teacher guides pupils to pronounce the diagraphs correctly in their clusters and to pronounce the words 100.
- READING
Concept of print: features of printed materials and types.
CONTENT:
Recognition of the make-up of a printed material. E.g. Title page, Title Recognition of reading materials e.g. story books, class textbook etc.
ACTIVITIES:
- Teacher shows pupils title pages of different books, illustrate, margin, pictures, charts, graphs etc.
- Pupils observe the display of the materials and ask and answer teacher question.
- WRITING
Introduction to hand writing
CONTENT:
Write the letters of the alphabets according to their formation group e.g. C is formed anti clock wise from top to bottom etc.
ACTIVITIES:
Writing, reading written items aloud, practice of the correct posture to assume while writing.
- GRAMMATICAL ACCURACY(STRUCTURE)
Introduction to verbs
CONTENT:
Introduction of the word verb. A verb is word that tells action. E.g. eat, cry, read etc.
Action verb e.g.
– I eat bread everyday
– The baby is crying
– I read songs and poems
ACTIVITIES:
- Teacher shows pupils pictures demonstrating different actions.
- Teacher writes verb words on the board, pronounce them out loud.
- Pupils write in their exercise books and pronounce loud after teacher.
Instructional materials: charts, pictures, textbooks etc.
WEEK FOUR TOPIC
- LISTENING/SPEAKING
(Consonant and consonants clusters cont) e.g.
/t/ – tall, tell etc /d/ -doll, dove etc /g/ – girl, gun etc /k/ – call, cain etc.
CONTENT:
Pronunciation of consonant sounds and their letters using letter sounds e.g.
This is letter ‘Tt’> it sounds /d/- /d/ for dove.
This is letter ‘Gg’> it sounds /g/ – /g/ for girl etc.
Consonant clusters e.g. tr> tray, try, tribe etc. dr> draw, drum etc.
ACTIVITIES:
- Teacher writes consonants and their clusters sounds on the board.
- Teacher reads out and makes sentences with them.
- Pupils listen to teachers pronounce of consonant sounds and letters and clusters and write them in their exercise books and pronounce them.
- READING
- Production of the title of poems friendship.
- The value of friendship simple poem (song) on national value.
CONTENT:
“The more we are together”
ACTIVITIES:
- Teacher writes the poem on the board and reads it loud.
- Pupils write the poem in their exercise books and read loud after the teacher.
- WRITING
Use of punctuation sentences: Comma (,), question mark (?) and exclamation marks (!)
CONTENT:
Present punctuation marks, their uses in sentences.
– Comma (,) e.g.
John, Mary and Ahmad are in the same class.
– Question mark (?) e.g. Are you angry?
Exclamation mark (!) e.g. Oh!, No! Hurray! Etc.
ACTIVITIES:
- Teacher writes sample sentences without the punctuation mark and asks pupils to read and write some words or sentences with punctuation marks and pupils read to recognize the difference.
- GRAMMATICAL ACCURACY(STRUCTURE)
Singular and Plural continues: Irregular/zero plural
CONTENT:
Presentation of plural words in three categories:
1) . Regular plurals e.g. s, es, ies
2) . Irregular plurals: e.g. ox-oxen, woman-women
3) . Zero plural words: e.g. sheep-sheep, fish-fish, water-water, etc.
ACTIVITIES:
- Teacher writes words on the board and put their plural forms and pronounces them together in chorus.
- Teacher writes zero plural words and ask pupils their plural forms.
WEEK FIVE TOPIC
- LISTENING/SPEAKING
Making simple statement using the correct tell and intonation and responding to simple questions on parts of speech.
CONTENT:
Parts of the body: presentation of the diagram of complete human being.
Mention parts of the body from head to toes
ACTIVITIES:
Teacher makes model statement using parts of the body with correct intonation and stress.
Pupils mention parts of the body after the teacher correctly with good intonation.
- READING
Aural discrimination /o/, /o:/, /oi/ as in pot, door, boy, on, call, toy using letter sounds
CONTENT:
Vowel sounds are a, e, I,0,u
/o/ – o > for pot o> it sounds short.
/o:/ – o > for port, it sounds longer.
/oi/ – o+i > for boy, toy it starts with o and end with 01.
ACTIVITIES:
- Teacher writes letters, sounds, sentences, song on the board and pronounces the vowel sounds and their letters, and words that sounds them out and make sentences with words.
- Pupils listen, pronounce and read sentences and give more examples of their own.
- WRITING
Writing answers to a comprehension passage: Days of the week
CONTENT:
Mention the days of the week: e.g. from Monday – Friday.
ACTIVITIES:
- Teacher presents a shot comprehension passage and guides the pupils to study the passage and to read through silently and quietly.
- GRAMMATICAL ACCURACY(STRUCTURE)
Use of auxiliary verb e.g. can, may and will
CONTENT:
Auxiliary verbs: definition of a verb, identification of auxiliary verb in a sentence. e.g.
a. The boy is crying
b. I can run
c. Bash will help you
ACTIVITIES:
- Teacher presents and demonstrates the correct use of auxiliary verbs in sentences And writes it on the board.
- Pupils read the list of auxiliary verbs, read sentences and identify the auxiliary verbs correctly.
WEEK SIX TOPIC
- LISTENING/SPEAKING
Stress and intonation (in a dialogue)
CONTENT:
Dialogue between two people e.g.
Teacher: children did you do your homework yesterday?
Pupils: (indoors) Yes we did, Sir.
ACTIVITIES:
- Teacher demonstrates the dialogue with a pupil or two.
- Pupils demonstrate their dialogues one after the other in pairs and teacher corrects wrong usage of grammar.
- READING
Aural discrimination o sounds /e/, /ei/ using letter sounds
CONTENT:
Presentation of vowel letter ‘Ee’ e.g. e for e.g., set, eight – it sound /e/ Vowel /e/ plus I = vowel /ei/ – it spells ‘ay’
/ai/ as in day, say, pay etc.
ACTIVITIES:
- Teacher writes letters and sounds and words and sentences on the board, pronounce, produce sounds and letters correctly.
- Pupils write the sentences in their exercise books and pronounce after the teacher.
- WRITING
A short C composition (guided) about myself; dictation of numbers.
CONTENT:
Writing of letters A and C e.g.
1. My name is
2. I am years old
Dictation of numbers e.g. 1 , – 12 , 7
ACTIVITIES:
- Teacher writes the guide essay on the board.
- Pupils come out one by one the board to fill in the gabs.
- GRAMMATICAL ACCURACY(STRUCTURE)
Expressing future actions in the negative using ‘will’ and ‘shall’
CONTENT:
Tenses: Future tense tells us what we will do tomorrow or in the future. E.g.
– I will wear my new sandals tomorrow.
– I shall not wear my sports uniform tomorrow
ACTIVITIES:
- Teacher explains the future tense, uses future markers shall and will to make sentences and show contrast by using the negative will not and shall not.
- Pupils listen, read out written sentences.
WEEK SEVEN TOPIC
- LISTENING/SPEAKING
i) Oral composition
ii) Aural discrimination of /i/ and /I:/ sounds as in bit, beat sit, seat etc.
CONTENT:
A folk story that will interest the pupils. E.g. sit seat, fill feel it eat, bit beat building moral values like love, being your brothers keeper, being kind etc.
ACTIVITIES:
- Teacher tells the story slowly stressing important points at the time using the correct intonation.
- Pupils listen attentively, re-tell the story in their own words and answer questions on the story.
- READING
Reading a non-fiction passage on drug abuse effects (Comprehension passages)
CONTENT:
Read a short story on drug abuse and its effect to the pupils.
ACTIVITIES:
- Teacher reads passage, display charts and explains what drug abuse means and what it damage can cause to human health.
- Pupils listen, then read, then answer questions.
- WRITING
Writing three or four sentences on everyday activities using the present and the past tense.
CONTENT:
Tenses: the present and the past tense: uses of tenses. E.g. Tenses tells us the time of the action and activities.
1. Now I am writing- present continuous tense
2. Every day I write – present tense
3. Yesterday I wrote- past tense etc.
ACTIVITIES:
- Teacher explains what habitual activities means, writes examples of habitual sentences in present and past tenses.
- Pupils read sentences written and listen to the explanation of the teacher.
- GRAMMATICAL ACCURACY(STRUCTURE)
Using past continuous tense.
CONTENT:
Past continuous tense: tells us about action/activities were that took place in the past.
E.g. I was going to the class when i fell down. etc.
ACTIVITIES:
- Teacher explains past continuous tense, how it is formal and when it is used; demonstrates the correct use of the tense in sentences.
- Pupils listen to teacher’s explanations.
WEEK EIGHT TOPIC
- LISTENING/SPEAKING
Pronunciation of vowels and diphthongs:
i). Ў/ǯ/ /ə/ as in third sister.
i). /ɛə/ /Iə/ as in care near using letter sounds
CONTENT:
Vowel sounds: pronounce the vowels sounds
1). /ӡ:/ /ə/
Ir > girl er > sister Shirt father a>above alone etc.
2). /ɛ/ /ie/ Hare ea > ear fear Chair er > stear
ACTIVITIES:
- Teacher pronounces the sounds in isolation and other words using real objects that represents the words, tell the pupils to imitate him.
- .Engage pupils in words drills.
- Pupils listen attentively to the teacher.
- READING
Comprehension, independent reading
CONTENT:
A short passage selected from textbook. On a relevant topic like food safety etc.
ACTIVITIES:
Teacher reads out the first paragraph to pupils and tells pupils to read silently.
Write words on the board.
Pupils listen and write in their exercise books.
- WRITING
Writing answer to questions a simple narrative passage
CONTENT:
Narrative passage. A narrative uses past form of the verb in different ways like simple past, past continuous etc.
ACTIVITIES:
- Teacher tells the pupils to bring to bring their textbooks out and open the relevant page, read to the pupils and tells them to read.
- Pupils obey teacher’s instructions open book and read silently.
- GRAMMATICAL ACCURACY(STRUCTURE)
. Present perfect tense.
CONTENT:
Present perfect tenses e.g. ed, and en. It tells you about an action that has been concluded now. E.g. using ‘ed’
1) . Cleaned > I have cleaned the table.
2) . Washed > I have washed my clothes E.g. using ‘en’
1) . Eaten > Mudi has eaten the rice
2) . Stolen > Ameh has stolen my pencil.
ACTIVITIES:
- Teacher introduces the topic by explaining the use of present perfect tense, write examples on the board and tell pupils to read out.
- Pupils identify present perfect tense correctly in sentences and words.
WEEK NINE TOPIC
- LISTENING/SPEAKING
Making request using please plus auxiliary and giving polite responses.
CONTENT:
Dialogue between pupils and teacher.
Good children are polite and respectful when they talk/speak. e.g.
1) Please Ma, can I pass?
2) Mother may I take some bread please? Etc.
ACTIVITIES:
- Teacher presents and demonstrates the use of auxiliary plus please to achieve politeness in speech, writes some example on the board.
- Pupils write, listen, read and act in pairs.
- READING
Auxiliary discrimination of sounds /u/ and /u:/ using letter sounds.
CONTENT:
Pronunciation of sounds in isolation: e.g.
a) . /ui/ – uuu > long
/u/ – u > short
b) . /ui/ /u/
boo – bul pool – pull.
ACTIVITIES:
- Teacher demonstrates the production of the sounds in minimal pair.
- Teacher writes words with the sounds, pronounces words and tells the pupils to imitate him.
- Pupils listen, pronounce sounds, words, read sentences correctly.
- WRITING
Continuous writing: A short story about “my best friend”
CONTENT:
Present a guided sample of a descriptive simple composition. E.g. My best friend is Suzan, she is seven years old. Etc.
ACTIVITIES:
- Teacher writes a sample descriptive essay on the board and tells pupils to read.
- Pupils read the essay, and then explain what they understand.
GRAMMATICAL ACCURACY(STRUCTURE)
Writing the names of colour and numerals.
CONTENT:
Present different colours and numbers: e.g. red, green, brown, yellow, blue, black etc. Painted on flashcards. E.g. of numbers 12, 14, 15, 17 etc.
Spelling: what you see and write it.
ACTIVITIES:
- Teacher uses flash cards to announce colours and numbers to the pupils.
- Teacher asks pupils to identify them, name them, spell and write the colours and numbers they can see on the flash cards.
- Pupils listen and watch the teacher, answer questions spell words (names of colours and numbers) shown by teacher.
WEEK TEN TOPIC
- LISTENING/SPEAKING
Pronunciation practice: production of multi syllabic words.
CONTENT:
Pronunciation of multi syllabic words like
e.g.
two syllable words
1) Father – fa-ther
2) Picture – pic-ture etc.
e.g. three syllable words
1) Photograph – pho-to- graph
2) Banana – ba-na-na
ACTIVITIES:
- Teacher writes words on the board (2×3 syllable words), reads them slowly to mark each syllable and intonation.
- Pupils listen attentively and pronounce 2 and 3 syllable words after the teacher correctly.
- READING
Non friction: Reading time chart Calendar
CONTENT:
Presentation of time and –
– Chart: reading the time on the chart
– Reading dates and days on the month.
ACTIVITIES:
- Teacher displays a clock and a calendar on the wall of the class and asks the pupils to mention the names of the objects hanging on the wall.
- Pupils watch and listen to the teacher attentively follow every instruction to the later.
- WRITING
Hand writing: using determiners with nouns to show singular and plural
CONTENT:
Production of countable and uncountable nouns: e.g. countable nouns
1) Determiner – noun combined
Five boy= five boys
Ten girls = ten girls
etc.
2) Determiner – uncountable – nouns
– Much – water – much water etc.
ACTIVITIES:
- Teacher writes the items on the board and tells pupils to copy into their exercise books.
- Pupils read and copy the written items on the board into their books observing all the rules and hand writing.
- GRAMMATICAL ACCURACY(STRUCTURE)
Perfect tense with ‘for’ and ‘since’
CONTENT:
Identify perfect tenses ’for’ and ‘since’ in a given sentences or words.
ACTIVITIES:
- Teacher writes sentences on board and explains to pupils.
- Pupils listen, attentively to the teacher and copy item on the board into their books.
WEEK ELEVEN TOPIC
- LISTENING/SPEAKING
Aural discrimination producing /aI/, /au/, /ue/ and/eu/ diphthongs
CONTENT:
Pronounce after teacher
1) /ai/ – sky, lie, my, tile, buy etc.
2)/au/ – cow, now, how etc.
3)/ue/ – poem, fuel, tour etc.
4). /eu/ – goat, coat, coach etc.
ACTIVITIES:
- Teacher writes sounds and words and pronounces them according to the groups and guides pupils to pronounce sounds in words correctly after the teacher.
- READING
Creative reading using structure and words
CONTENT:
Presentation of pictures of various parts of a home. E.g. kitchen, dining tables, bed etc.
1) . We eat at the dining table.
2) . My mother cooks in the kitchen etc.
ACTIVITIES:
- Teacher uses pictures or flashcards to pronounce home related words and asks the pupils their uses.
- Teacher writes sentences on the board.
- Pupils listen attentively, read, copy the written item on the board into their books.
- WRITING
Colours , shapes and sizes.
CONTENT:
Production of different colours shapes and sizes, e.g. colour the shapes and copy their names/descriptive
1) Triangle
2) Rectangle
3) . Circle
4) . Square
ACTIVITIES:
- Teacher draws shape of triangle, circle, etc on the board and colour them.
- Pupils draw/colour the shapes on the board carefully.
- GRAMMATICAL ACCURACY(STRUCTURE)
Interrogation with responses using present perfect tense.
CONTENT:
Identification of present perfect tenses in a sentences or words. e.g.
Q – Have you finished your home work?
Yes – Yes I have or No, I Have not.
ACTIVITIES:
- Teacher makes series of statements using the present prefect tense.
- Pupils read, say statement after the teacher made.
WEEK TWELVE TOPIC
- LISTENING/SPEAKING
Pronunciation of consonant sounds i). /e/ and /el; /s/ and Iql the thin sell shell
CONTENT:
Pronunciation practice of sounds and words.
a) /e/ as in the, then, them, there, either etc.
/t/ as in tin, till, tick etc.
b /e//t//e/
The tin thin them team theme
ACTIVITIES:
- Teacher reads the words containing the sounds demonstrate and pronounce the sounds in word context, distinguish between the sounds in words in normal pairs.
- Pupils listen, read, and write the written item on the board by the teacher into their books.
- READING
A passage/poem on Road Safety
CONTENT:
- Present a passage or poem to note common signs on the use of road. E.g. Look, Listen, Before you cross the street.
E.g. Look left and right before you cross the road.
ACTIVITIES:
- Teacher writes, reads poem or passage from the pupils textbook etc.
- Explains difficult /new words and get the pupils to make sentences with them.
- Pupils read silently then read out loudly individually and in group.
- WRITING
A passage on personal hygiene
CONTENT:
Present a passage to class and note the following: brush, bath, wash, cut, etc. e.g.
1) I brush my teeth every morning.
2) I wash my clothes any time it is dirty. Etc.
ACTIVITIES:
- Teacher tells the pupils to copy the passage into their exercise books.
- Pupils read out what they have copied and explain what they understand.
- GRAMMATICAL ACCURACY(STRUCTURE)
Plural formation using numerals in words form
CONTENT:
Present numerals in figure and plural nouns. e.g.
1) Circles – there are six circles
2) Oranges – the oranges are twelve in number etc.
ACTIVITIES:
- Teacher writes numerals in figures along with plural nouns and tells the pupils to read it and give the spelling of the numerals in words and write what they have spelled.
WEEK THIRTEEN: Revision
WEEK FOURTEEN: EXAMINATION
SECOND TERM ENGLISH STUDIES SCHEME OF WORK FOR PRIMARY THREE (3)
WEEK ONE TOPIC
- LISTENING/SPEAKING
Pronunciation of vowel ad diphthongs /e/ and /ei/
CONTENT:
The sound /e/ as in ‘e.g.’ leg. ten and /e/ as in eight, late, cake etc for auditory decimation e.g. let us have a cake for our birthday
ACTIVITIES:
Teacher pronounces the sounds for pupils to repeat after him using charts, Diagrams and flash cards.
- READING
Reading for main idea
CONTENT:
A passage on National values. Read safety, Honestly etc.
ACTIVITIES:
Read a passage slowly emphasizing the main points using the right information pupils to answer questions first orally them in writing.
- WRITING
Introduction to the use of capital letters
Grammatical Accuracy the regular and Irregular plurals.
CONTENT:
Pupils are made copy in their own writing passage write capital letter appropriately uses. e.g. months of the year and days of the week.
ACTIVITIES:
Teacher selects a given passage which he written on the board for pupils to copy.
- GRAMMATICAL ACCURACY(STRUCTURE)
The regular and irregular plurals.
CONTENT:
Nouns and the plural forms E.g. Boy /Boys girl/girls Knife /knives woman / women child /children
ACTIVITIES:
The teacher uses object in the classroom to illustrate the plural forms E.g book /books Table /Tables boy /boys man /men.
WEEK TWO TOPIC
- LISTENING/SPEAKING
Pronunciation of consonants /f/ and /v/
CONTENT:
The sound /f/ and /v/ as in fan- van ferry- very hail- veil figour- vigour
ACTIVITIES:
Teacher writes the words with sound /f/ and /v/ on flash cards pupils recite poem with rhyme words.
- READING
Understanding the main idea in a poem.
CONTENT:
Short poem relation with correct Information and stress on discipline courage and carting
ACTIVITIES:
Course book poem and common rhymes on coupe car try to be written and recited.
- WRITING
Use of capital letter
CONTENT:
Passage copying Solomon langy born on Monday, christened on Tuesday married on Wednesday, divvied on Thursday, took ill on Friday, died on Saturday and was buried on Sunday.
ACTIVITIES:
Writing a short story on daily routine on the chalkboard
- GRAMMATICAL ACCURACY(STRUCTURE)
The auxiliary verb.
CONTENT:
Modal auxiliary for expressing obligation
i. Aishat must go to school
ii Bimbola has to start now
iii Ngozi should sit at home today.
ACTIVITIES:
Teacher uses simulation approach to demonstrate obligation by giving pupils role to play.
WEEK THREE TOPIC
- LISTENING/SPEAKING
Production of /p/ and /b/ consonants and vowels /e/ <e/ />/
CONTENT:
The consonants /p/ ad /b/ Pail bail Pan ban Pet bet Mop mob
ACTIVITIES:
Use the rhymes Peter pipper pick a peck of pickle pepper corn.
I will never stop until my good became better and my better best.
- READING
Substituting words in passages
CONTENT:
- Passage on family road safety.
- Pupils should be able to replace difficult words in passage with simple ones sharing the same meaning.
ACTIVITIES:
Teacher selects such passage as Akin and his brothers using the Zebra crossing
- WRITING
Very comma, full stop and spacing for /e.g. ibi /i/y and clarity.
CONTENT:
Passage with blank spaces to be filled in with appropriate words from a given list.
ACTIVITIES:
A passage on the road crossing with content word omitted could be given to pupils to complete.
- GRAMMATICAL ACCURACY(STRUCTURE)
Punctuation marks: The comma and question marks.
CONTENT:
Make a list of common household items.
Ask question on possible items ommilter e.g. :
(i) In every home, there are chairs, table, beds and plates.
(ii) Do we need a television in the home?
ACTIVITIES:
- The teacher writes a list of items in a student school bag.
- The pupils are to separate the items using a comma.
WEEK FOUR TOPIC
- LISTENING/SPEAKING
The consonant cluster.
CONTENT:
Two or more consonant sound closely located in a word. E.g.
/br/ bread, bride, braiding /dr/ dry, drink, drama /gr/ great, green /kr/ cream, cry, cross.
ACTIVITIES:
Pupils practice saying this cluster /br/ /dr/ /gr /kr/ bread dry great cream bride drink green cry brain drama ground cross.
- READING
Comprehension passage
CONTENT:
Passage on a good citizen. E.g.
Paying tax, obeying traffic rules, respecting the national anthems, reporting crime etc.
ACTIVITIES:
The teacher leads the class in the passage reading the pupils should identify question of citizen in the passage.
- WRITING
Writing copying simple sentences
CONTENT:
- Short passage of simple sentences neatly written on the chalkboard describing a good citizen. e.g.
A good citizen loves his country.
Every good citizen can recite the national anthem.
Good citizens use zebra crossing
ACTIVITIES:
- The teacher uses the rules to dram him on the board horizontally according to the pupil’s arity exercise books.
- He copies the sentences correctly for the Pupils to present into their notebooks.
- GRAMMATICAL ACCURACY(STRUCTURE)
Pronunciation of vowels /a:/ /A/ and consonants /k/and /g/
CONTENT:
Writing simple present tense on habitual action e.g. A good citizen obeys the law know Good citizen pay their tax.
ACTIVITIES:
Using sun rise and set church and mosque state habitual truth using simple presents
WEEK FIVE TOPIC
- LISTENING/SPEAKING
Pronunciation of vowel /a:/or /a/ and consonants /k/ and /g/
CONTENT:
The vowel /a:/ as in far, car, palm, art Was fan, can, man, blood consonants /k/ as car, kettle, kiss, cook and /g/ girl, goat, big, bag, game.
ACTIVITIES:
Charts drapranic models and audio tapers.
The teacher gives model pronunciation and ask the pupils to say words in which way are found.
- READING
Comprehension passage illustrating basic hygiene.
CONTENT:
Passage on hygiene elderliness environmental sanitation, washing hands, etc.
ACTIVITIES:
Rhyme :This is the way we wash our hands, wash our hands. This is the way we wash our hands early in the morning.
- WRITING
Describing things
CONTENT:
Using size weight, colour, height, small, appearance, sound to describe an object.
ACTIVITIES:
Paper, stone, feathers, flower, Iroko tree.
The teacher should make the pupils describe the height look and weight.
- GRAMMATICAL ACCURACY(STRUCTURE)
Present performs using regular “ed” ending.
CONTENT:
Action in the present and concluded in the past as in
i) Adamu has completed his assignment
ii) We have watched the match
iii) Ngozi has prayed for us
iv) The pupils have clapped for him.
ACTIVITIES:
Using pictures, diagrams and cartoons make the pupils, to say statements using the -ed verb forms.
WEEK SIX TOPIC
- LISTENING/SPEAKING
Making statement and commands in appropriate stress and information.
CONTENT:
- Making simple statements and using appropriate stress and information
- Give commands to pupils paying attention to correct stress.
- Guide pupils in making statements and responding to commands.
ACTIVITIES:
- Teacher makes simple statements followed with appropriate command
- Pupils repeat teacher’s statement and gives appropriate response using course books and charts.
- READING
Reading for meaning
CONTENT:
Oral comprehension based on:
i) Stories. Drug abuse and consequences.
ii) Emphasis on words considered difficult for the pupils.
ACTIVITIES:
Using the relevant course book or supplementary reader the teacher reads the story to the pupils or ask a good reader to read story aloud.
- WRITING
Sentences on Habitual events
CONTENT:
Dictation of events washing sweeping, singing, working, eating, laughing cooking, etc. in simple sentence.
ACTIVITIES:
Teacher gives example
i) Joseph goes to church every Sunday.
ii) Today he is going to church
iii) Yesterday he went to church
iv) Kola eats Amala very well
v) Audu dances well
vi) He danced yesterday.
- GRAMMATICAL ACCURACY(STRUCTURE)
The simple present and past tense
CONTENT:
Actions that occur habitually are expressed in simple present.
They are eternal truth.
i )The sun rises from the east.
ii) Christians go to church on Sunday.
iii) Muslims pray five times a day.
The simple past takes the ‘ed’ for the regular form.
ACTIVITIES:
- Teacher using diagram, pictures and real object makes simple present sentences and ask the pupils to identify the action word.
- The pupils should then turn the sentences to simple past.
WEEK SEVEN TOPIC
- LISTENING/SPEAKING
Simple Dialogue.
CONTENT:
- The rising tune for yes and No questions.
- The pupils attention should be drawn to the stress at the end of the question E.g. Fating did you this sweep the class this morning Response: Yes, I did
TEACHER: Was the broom returned to the store?
RESPONSE: NO it wasn’t.
ACTIVITIES:
Dramatise ten conversation using appropriate action words
- READING
Reading simple poems
CONTENT:
Common rhyme which illustrates a process showing virtues and teaching moral.
Old Rogger is dead and gone to his grave.
Hmm ha gone to his grave
They planted an apple tree over his heed hmm ha over his heed
The apple tree grew ripe and ready to fall hmm ha ready to fall.
There came an old woman to pick them all up hmm ha pick them all an.
Old Rogger got up and gave her knock.
Which made the old woman to luckly rock him when rickely etc.
ACTIVITIES:
Using a tree apple and summation the teacher should make class learn the poem in rhythm
- WRITING
Guided writing
CONTENT:
Using a diagram and chart to tell a story e.g.. An old man, a graveyard a tree, an apple an old woman, reading session.
ACTIVITIES:
Picture of an old man woman, tree and graveyard.
The teacher asks pupils to rearrange in order of the poem learnt.
- GRAMMATICAL ACCURACY(STRUCTURE)
The present perfect
CONTENT:
Using the regular -ed verb form .The action in is recent past.
ACTIVITIES:
Pictures and chart to describe the action in the poem
i) They planted an apple tree over his heed
ii)She plucked the apple
iii)They killed the rat
iv)I washed my hands.
WEEK EIGHT TOPIC
- LISTENING/SPEAKING
The consonant cluster
CONTENT:
Two or more consonant located closely together in a word e.g. f1 =fly, flower, flow flesh b/=blind, bladder, blow, bless g/=glad, glamour, glow glass p/= ply, plier, plough, plus
ACTIVITIES:
Practice the clusters in pairs
ft/ /bl/ /gl/ /pl/ fly blind glad ply flower bladder glamour plier flow blow glow plough flesh bless glass plus.
- READING
Creative reading.
CONTENT:
Reading chart diagrams pictures for interences.
Getting more meaning then the words or pictures could show.
Reading meaning to a text. E.g. A diagram showing a boy with mouth agape at the sight of a snake
ACTIVITIES:
Using chart, diagram and calendars, the teacher guides pupils to find answers to questions on pictures and diagrams.
- WRITING
Punctuation mark: The full stop and question mark.
CONTENT:
The full stop is used at the end of a sentences. e.g.
i) This is my house.
ii). Prof Soyinka wrote the play konpi Harrest.
The Question mark is used to end an interrogative statement e.g.
i) Who discovered the River Niger?
ACTIVITIES:
- The teacher writes short sentences on the board.
- Write full stop at the abbreviated titles and end of the same for question marks.
- The pupils then copy these sentences into their exercise book correctly.
- GRAMMATICAL ACCURACY(STRUCTURE)
The Interrogative sentences.
CONTENT:
Interrogation and responses using present perfect.
Question: Have you cooked the food?
Response: No I have not.
Question: How they cleared the farm?
Response: Yes they have.
ACTIVITIES:
- Course Book The teacher should guide the pupils in noting that yes or no answer type questions do not always being with watt but model auxiliary, is am, are were has ,have etc.
WEEK NINE TOPIC
- LISTENING/SPEAKING
Oral composition.
CONTENT:
A story built on any topic of interest to the pupils. E.g.. Football, The lawyer. My father’s car, my birthday.
ACTIVITIES:
Pictures, real objects and slide could be used by the teacher sensitize the pupils to active participation.
- READING
Descriptive reading.
CONTENT:
Describe comprehension Involves describing an event object or a natural phenomena e.g. Rain flood , Desert, ocean, shore, mountain, etc.
ACTIVITIES:
Using pictures, Newspaper motion pictures and slide the teacher guides the pupils on the features of size, colour, height, weight frequency pain, joy, etc. common in event.
- WRITING
Pressing personal feelings
CONTENT:
Words to capture personal feelings of likeness and dislike:
Needs and affection for motional values
E.g. I like the game of football
I don’t like wresting.
My daddy loves me.
I love Nigeria.
ACTIVITIES:
The national flag, anthem, map, games item and family diagram could be used as set induction by the teacher.
- GRAMMATICAL ACCURACY(STRUCTURE)
The use of descriptive words.
CONTENT:
- Words paint picture of things on our mind.
- The right choice of words makes others to understand us better. Size, Big, small, long, short, fat, thin, hat.
Weight: Light, hervy, bulky, colour: Bright, dull, shining brilliant, attractive beautiful
ACTIVITIES:
- Balls of various sizes, and colours.
- Books of different weight and length Ink of different colours and volume could be used to help the pupil’s description.
WEEK TEN TOPIC
- LISTENING/SPEAKING
consonant cluster /sm/ /str/ and /spr/
CONTENT:
Pronunciation of words with the clusler /str/ /sr/and /spr/ as in smile, small, smart, smooth /str/ strike, strong, stream, strtch /spr/ spring, spray, spread, sprain
i)Spread the clothes on the small rail.
ii)Spray the strong Insecticides by the stream.
ACTIVITIES:
Using chart, flash card, picture and real object teacher guides the pupils in the pronunciation drill.
/str/ /spr/ /str/
Strike sprite smile Strong sprang small Stray spray smart.
- READING
Extensive reading.
CONTENT:
Extensive or independent of selected from books. Poems and folktales.
E.g.. The tortoise and the marriage in heaven.
The squirrel and his in-laws.
The drummer boy.
ACTIVITIES:
Supplementary readers Newspaper and children literature.
(i). Ask pupils to retell the stories they have read.
ii) Ask pupils to recite their favorites rhymes.
- WRITING
Written answer to comprehension passages.
CONTENT:
Writing answer to comprehension passage from the pupils course book supplementary reader literature
ACTIVITIES:
Pupils should be made to read a given passage and write answer to the question on it in the classroom.
- GRAMMATICAL ACCURACY(STRUCTURE)
The past continuous
CONTENT:
Using the past continuous tense.
E.g.. The teacher was writing on the board when they boy fell. She was dancing on the field when we wrote the test. The rain was falling when the accident happened.
ACTIVITIES:
The teacher gives sentences for the pupils to identify the past continuous E.g.. I was sleeping when the thief entered my house
WEEK ELEVEN: REVISION
WEEK TWELVE: EXAMINATION
English Scheme, English Studies Scheme of Work Primary 3 Federal, Use of Regular and Irregular plural, Stress and intonation, Schemeofwork
THIRD TERM ENGLISH STUDIES SCHEME OF WORK FOR PRIMARY THREE (3)
WEEK ONE TOPIC
- LISTENING/SPEAKING
Resumption Test and Revision of last terms work
CONTENT:
ACTIVITIES:
- READING
Resumption Test
CONTENT:
Previous knowledge.
ACTIVITIES:
Test paper and oral question are used by teacher to get the pupils to remember what they learn before pupils answer question orally and in writing
WEEK TWO TOPIC
- LISTENING/SPEAKING
Aural discrimination of consonant sounds:
– /tz/ and /z/ as in Church Treasure
Aches Pleasure
Teach Measure
etc.
CONTENT:
Production of the consonant sound in isolation using diagraph:
/ts/ ch- Church /z/ Sur- Treasure Production of consonant sound in words e.g.
/ch/ sounds /ts/ as in church, riches, teach. /Sur/ sounds /z/ as in treasure, pleasure, measure.
Sentences:
/ts/ We go to church on Sunday
/z/ I can measure the water with a cup etc.
ACTIVITIES:
- Teacher writes sounds and letter sounds and words on the board, pronounces the words, demonstrates the sounds production, pronounces the words again and tell pupils to to imitate.
- Makes sentences with the words and tells pupils to repeat after him/her.
- Pupils listen attentively to the teacher, pronounce the letter sounds and words after the teacher several times.
- Read the sentences imitating teacher’s pronunciation etc.
- Write sentences in their exercise books Suggest more words and sentences for further practice.
- READING
A simple passage for plain facts (comprehension)
CONTENT:
Simple passage:- e.g. The minister’s visit on the schools Prize Giving Day’’. Explaining the use of simple present and past with definite time adverbial.
ACTIVITIES:
- Teacher initiates reading and tells the pupils to read silently.
- Explains difficult words and use them in sentences, etc Pupils read silently.
- Listen to teachers explanations
- Try to substitute words explained with their equivalent
- Make sentences with words
- Read aloud in groups and individually
- Answer questions and write in their exercise books.
- WRITING
A simple composition on how I spent my Holiday’’
CONTENT:
Composition guide lines:- Title of composition:- ‘’How I spent my Holiday’’
How to start: – In dentition-i.e. give a paragraph space. Words to use-Nouns, pronouns,
Verbs in appropriate
Tenses that fit into such a narrative
Size of composition:-
Precise to the pupils ability
Vocabulary:- Simple observe all rules of writing.
Use capital letters and punctuations correctly.
Organize event chronologically.
ACTIVITIES:
- Individually and ask them leading question to prompt correct answer
- Guides them on how to organize and write the story reminds them about punctuations.
- Reminds them to use the correct tenses to make simple sentences using nouns and pronouns.
- Pupils listen to the teacher and answer the questions.
- Tell how they spent their holiday to the class one by one.
- Write in their exercises following teacher guides line.
- Read out what they wrote to the class.
- GRAMMATICAL ACCURACY(STRUCTURE)
Cross word puzzle: Matching the verb to the noun/pronoun.
CONTENT:
E.g.. The boy
ACTIVITIES:
- Writes the crossword puzzle on the board, mixing up the words.
- Tells the pupils to match and rearrange them into correct sentences.
- Pupils follow teacher’s instruction
- Write sentences in their exercise books.
WEEK THREE TOPIC
- LISTENING/SPEAKING
Aural discrimination: Pronunciation of consonants and consonant sounds
/j/ /z/ /dz/ as in :
Yes Zip Judge
You Razor Soldier
Youth Blaze Badge.
CONTENT:
Aural discrimination of sound of the consonants /j/, /z/ and /dz/ using letters sounds e.g.:- Letter Y sounds /j/-in: Yes, you, youth, yogurt etc.
Letter Z sounds /z/ as in:- Zip, razor, blaze, zebra, Zain etc Letter J sounds /dz/ as in:- judge, soldier, bodge, Algiers etc.
Notice that letters J can also be spent with ‘’dg’’ as in judge, gier as in Algiers. Dier as in soldier etc.
ACTIVITIES:
- Teacher writes letters, sounds, words and sentences on the board accordingly.
- Pronounces words and demonstrates the sounds production and tell pupils to imitate.
- Read sentences observing correct stress and intonation and fluency.
- Pupils listen attentively, to the teacher, pronounces the words and sounds after the teacher
- Read the sentences imitating the teacher’s pronunciation in reading.
- Write sentences in their exercise books
- Suggest more words and sentences for further practice.
- READING
Comprehension: About school activities.
CONTENT:
A passage from pupils text book: – Reading to answer questions Topic e.g.: At school:- Telling about processes and activities related to the school activities on a normal school day.
ACTIVITIES:
- Teacher initiates reading by reading a paragraph to the pupils.
- Tell pupils read passage silently without movement of their lips.
- Teacher explains difficult words from the passage to the pupils
- Teacher tells pupils to read out loud individually and in groups
- Teacher asks pupils question on the passage pupils read silently Listen to the teachers explanations
- Try to substitute new words Make sentences with new words
- Pupils read passage aloud individually and in groups, skim for main ideas
- Pupils answer questions from the passage and write them in their exercise books.
- WRITING
A short composition on the food I like best.
CONTENT:
Title of composition- My best food
Made-
Descriptive/expository Use appropriate verb tenses ideal for description and expository writing.
ACTIVITIES:
- Teacher reminds pupils of the correct rules of writing e.g., paragraph, use of capital letters, punctuation, writing from left to right etc.
- Guide them to write the essay by asking leading questions
- Pupils listen to the teachers instructions answer the teacher question
- Writes composition in their workbooks.
- GRAMMATICAL ACCURACY(STRUCTURE)
Expressing future Action using the present continuous tense to replace ‘’shall and will’’
CONTENT:
Shall
We shall go to Warri tomorrow.
We are going to Warri tomorrow.
I shall tell mother about it in the evening.
I am going to tell mother about it in the evening I shall write my promotion exam next week
I am going to write my exam next week Will
My father will leave for London tomorrow.
My father is leaving for London tomorrow etc.
ACTIVITIES:
Teacher writes examples of sentences with ‘’shall and will and writes their equivalent using present continuous form of the verbs.
Pupils reads the sentences and point out the replacements to pupils.
Teacher tells pupils to read the sentences and suggest their own examples.
Teacher gives them more sentences to use to practice at time.
Pupils read sentences with shall and will.
Pupils read the replacement sentences using present continuous tense to express future actions.
Foster own examples and make own sentences.
Copy teachers note.
WEEK FOUR TOPIC
- LISTENING/SPEAKING
Oral composition.
CONTENT:
A story on any topic that will capture and retain Pupils interest.
Encourage them to tell their own stories using simple correct English e.g.: ‘’My birthday party’’
ACTIVITIES:
Teacher initiates telling using a popular single:-e.g. story! ‘’story’’ Sto-ry!!
Teacher tells the pupils to volutes to tell the class about their individual Birthday parties.
Teacher listens and praises good presentation e.g. Clap for him.
Pupils tell their stories as the teacher point at each of them.
Clap for a good presentation by their classmate
Answer teacher’s questions orally.
- READING
Reading a passage on National values: Security
CONTENT:
What security is all about?
Importance of security, official security officers and their duties e.g.
The police, the army, the road safety, the civil defense the customs, the immigration, the prison officers the private security e.g. gate man, NDLEA etc. Security is every bodies responsibility how can you help to make sure that there is security etc.
ACTIVITIES:
Teacher explains what security is all about to the pupils.
Teacher tells pupils the different security official there are in the country
Teacher asks pupils to try and say the duties of each official security group.
Pupils listen attentively to the teacher.
Mention the security outfits they know about, say their duties as security officials.
Answer teacher question.
Copy notes given by the teacher.
- WRITING
Hand writing and dictation.
CONTENT:
Sentences e.g.
:- I am dancing; John is eating.
Every morning we walk to school.
Who is carrying?
Are you sick?
A short phrase/single sentences describing an object according to size and color e.g. A fat brown hen.
Single words with some vowels and consonant sounds already learnt e.g. Sit-seat, plead- bleed. Etc.
ACTIVITIES:
- Teacher dictates words and sentences to the pupils slowly and repeatedly.
- Pupils listen attentively and write in their exercise books.
- Pupils read what they have writing by spelling and pronouncing words.
- Pupils read out sentences the have written or correction and applause.
- GRAMMATICAL ACCURACY(STRUCTURE)
Using modal auxiliaries to express obligation:- “shaN”, ‘’must’’, ‘’ought to’’, ‘’have to’’, has to’’, ‘’should’’.
CONTENT:
‘’Shall’’:- Ahmed shall clean the tables ‘’Must’’:- Amina must work.
Ought to: – We ought to be in school before 6 O’clock.
Udo ‘’have to’’ go to the hospital now.
Does baby have to sleep now? Yes she ‘’has to’’
ACTIVITIES:
- Write sentences associated with each modal auxiliary on the board.
- Get the pupils to read each sentences
- Explain the use of the modals and the meaning of obligation
- Ask pupils to give more examples and write them for pupils to see.
- Pupils read the sentences on the board.
- Listen to teachers explanations, give more own examples of modal in sentences in their work books.
WEEK FIVE TOPIC
- LISTENING/SPEAKING
Responding to simple commands and answering question on them.
CONTENT:
Simple commands: e.g. clap your hands!
Question: What are you doing?
Response:- We are clapping our hands or I am clapping my hands.
ii. Ada Dance!
: – question: What is she doing?
Response: – She is dancing.
More simple commands: – – Jump up! Run! Sit down! Stand! Laugh!,
Smile! Be quiet! Etc.
ACTIVITIES:
- Teacher gives the pupils verbal simple commands
- Teacher ask pupils questions
- Pupils respond to teachers command in action.
- Answers teachers questions.
- READING
A passage from pupils textbook on uses of things around them.
CONTENT:
What are they used for? e.g.
A spoon? – Is used for eating.
A tea spoon? – is used for stirring tea
A table knife?- Is used for cutting soft food.
A cup? – Is used for drinking.
A plate? – Etc.
An umbrella? Etc.
A ball? Etc.
ACTIVITIES:
- WRITING
Writing simple sentences about objects in and around the classroom descriptively.
CONTENT:
Description of thing in and around the class.
A red pencil is on the teachers table.
Mani is wearing a blue cap.
My school uniform is red and blue.
There is a mango tree behind our class room.
There are many boys and girls in my class.
ACTIVITIES:
- Teacher tells pupils to bring out their books and pencils/pens and write what they can see around and inside the classroom.
- Teachers ask pupils to mention ten names of the objects and things that they have written down.
- Teacher tells them to make sentences with those objects and things and he/she writes the sentences on the board and tells pupils to copy.
- Pupils write objects they can see around and within the classroom
- Read out the names they have written.
- Make sentences with them.
- Copy the sentences on the board.
- GRAMMATICAL ACCURACY(STRUCTURE)
Fill in the gaps: Test pupils competence on the use of verb tenses.
CONTENT:
Put the correct form of the verb in bracket: e.g.
(Finish) I have my work
(Eat) I bread in the morning
(Sing) we in the Class everyday
(Buy) My Mother sandals tomorrow. Etc.
A passage in healthy being – HIV.
The teacher should read the passage as the pupils listens carefully
ACTIVITIES:
- Teacher writes verb roots in bracket and leaving blank spaces.
- Teacher read some to give the pupils example of what to do.
- Tells the pupils to write in their exercise book and fill in the gaps
- Pupils listen to teacher attentively.
- Copy the sentences with the verbs in bracket.
- Fill in the gaps with the correct verb tenses.
- Using charts picture as the pupils course book.
- The pupils in oral ready of the select passage.
WEEK SIX TOPIC
- LISTENING/SPEAKING
Oral Comprehension.
CONTENT:
A passage on healthy living HIV.
ACTIVITIES:
- Teacher reads the passage and pupils listen carefully.
- Using charts, picture and the pupils course book.
- The teacher leads the pupils in oral reading.
- READING
Reading comprehension.
CONTENT:
A passage caring for our neigbours health.
The common registers of health should be discussed.
ACTIVITIES:
- Teacher using diagram read objects especially public health drawing, the pupils should be led to read the passage.
- Pupils should point out difficult words.
- WRITINGS
Hand writing
CONTENT:
- Copying passages on healthy living into the exercise books.
- The use of capital letters and the full stop should be observed.
ACTIVITIES:
The teacher asks pupils to copy passages into their exercise books paying attention to the capital letters and full stop or punctuation marks.
- GRAMMATICAL ACCURACY(STRUCTURE)
Asking for permission
CONTENT:
Using ‘can’ or ‘may’ in asking for permission.
These modal auxiliaries may suggest politeness in speech term.
E.g. Zainab can I come in please?
Ngozi: No you can’t. or I am afraid you can’t.
ACTIVITIES:
Course book and classroom simulation is recommended for helping pupils initiate dialogue.
WEEK SEVEN TOPIC
- LISTENING/SPEAKING
Pronouncing verbs /eu/ and /ei/
CONTENT:
The sound /eu/ as in goat, coat, toe, rope etc and sound /ei/ as in cake, lake, snake, plate, date etc. e.g.
i)The rope is not a tape
ii)The goat is by the gate etc.
ACTIVITIES:
Teacher uses audio tape and flash cards, the teacher should guide the pupils in correct pronunciation of vowels /eu/ and /ei/
- READING
Passage on important historical town.
CONTENT:
Onitsha spiritual mother of Asaba.
The passage should be read carefully for comprehension.
Emphasis on the content words.
ACTIVITIES:
Pupils course book.
The teacher should list the difficult words for pupils to get their meaning using the dictionary.
- WRITING
The exclamation and interrogation marks.
CONTENT:
The exclamation mark is written ‘!’ and interrogation mark as ‘?’ these marks follows their appropriate expression in writing, but takes tone or intonation in speech. E.g.
1) . Hurray! We have arrived Asaba.
2) . Where is the trader?
ACTIVITIES:
The teacher guides the pupils in to appropriate use of the exclamation and question marks.
- GRAMMATICAL ACCURACY(STRUCTURE)
The simple sentence
CONTENT:
Write three or four sentences on everyday activities using the simple present. E.g.
1) . Mummy sweeps our house every morning.
2) . I eat food every day. Etc.
ACTIVITIES:
The teacher stimulates pupil’s expression.
Instructional Materials
Using charts, diagrams and pictures
WEEK EIGHT TOPIC
- LISTENING/SPEAKING
Oral comprehension
CONTENT:
A story on courage and love for one’s fatherland. It should be short, logical and rich in morals.
ACTIVITIES:
Course books, supplementary readers, newspapers and national value story books.
- READING
The stories of national heroes and heroines.
CONTENT:
Queen Amina of Zaria, the stories should high light heroic qualities worthy of emulation.
Queen Amina of Zaria is seen by many as a role model.
ACTIVITIES:
Pictures, history books and biographies.
The teacher leads the pupils to identify living heroes in their communities.
- WRITING
Guide composition
CONTENT:
The pupils are made to fill in the blank spaces of a selected passage.
The omitted words should be content words.
ACTIVITIES:
Using charts, pupils course books, select appropriate passages to be filled by the pupils.
- GRAMMATICAL ACCURACY(STRUCTURE)
The irregular plurals
CONTENT:
Plurals of noun are formed by the transformation of sounds and letter of the words to be pluralized. E.g. Man Men Mouse Mice etc.
ACTIVITIES:
Flash cards and charts can be used to make pupils identify the irregular form of the plurals
WEEK NINE TOPIC
- LISTENING/SPEAKING
Stress and intonation
CONTENT:
Expressing the past perfect using ‘ed’ or ‘en’ verbs forms e.g.
1) Haruna has completed his work.
2) Okon was arrested last month.
3) She has spoken the truth. Etc.
ACTIVITIES:
The teacher reads out sentences containing the ‘ed or en’ verb form with emphasis on the past perfect.
Charts, pictures, diagrams to be used.
- READING
Comprehension passage
CONTENT:
The Alafin of Oyo is a historical figure in Yoruba land.
The legendary story carefully read could enlarge the pupils knowledge of our national history.
ACTIVITIES:
Course books and supplementary readers.
The teacher guides the pupils on reading the passage paying attention on words that suggest main ideas.
Pupils should write 10 things said about nation.
- WRITING
Guided writing
CONTENT:
The pupils are made to complete a passage by filling the blank spaces with the right word from the options given. E.g.
Oyo is an important. ..(1)…. Kingdom in…. (2)… The head of the Kingdom is called …. (3)… He has a …(4)…
1) . Modern/Traditional
2) . Nigeria/Ghana
3) . Emir/Alafin
4) . Palace/Chamber
ACTIVITIES:
Course books and supplementary readers.
- GRAMMATICAL ACCURACY(STRUCTURE)
The present perfect using “since” and “for”
CONTENT:
Present perfect with ‘since’ e.g.
1) I have been awake since 5:00 am
2) The dress has been made since last week.
Present perfect with ‘for’ e.g.
1) I have been playing for three weeks.
2) She has been at the cinema for 5 hours.
ACTIVITIES:
Charts, supplementary materials.
Teacher makes series of statements using the present perfect with ‘for’ and ‘since’.
Pupils should be ask to construct their sentences.
WEEK TEN TOPIC
- LISTENING/SPEAKING
Statement and commands
CONTENT:
Making simple statements and responding to command with emphasis on stress and intonation. E.g.
May I have your pen please?
Response: I’m afraid
you can’t.
Command: Could you shot the door please?
Response: with all pleasure. Or the pleasure is mine.
ACTIVITIES:
Teacher makes simple statements. E.g. this is a beautiful flower, can I have some for my table please?
Response: No, I’m afraid you can’t.
- READING
Interpretative reading
CONTENT:
Using charts, diagram, carton and pictures.
The pupils make up sentences on theirexpression.
Describing what they see and information.
ACTIVITIES:
The teacher introduces pictures, charts and diagrams to the class for reading and discussion.
- WRITING
Indicating position
CONTENT:
Indication position using “here” and “there”.
The boys are here, but the girls are there.
The key is here.
The ball is there. Etc.
ACTIVITIES:
Using real objects and pictures, the teacher demonstrates the use of “here” and “there”
- GRAMMATICAL ACCURACY(STRUCTURE)
The negator “not”
CONTENT:
Expressing future action in the negative. E.g.
1) . We will not be going to school next Wednesday.
2) . Daddy, shall we go to the cinema today? No, we shall not.
Note that “will” is more certain than shall.
ACTIVITIES:
- Teacher explains and demonstrates what future actions are.
- Teacher gives several examples to pupils and asks them to write their own sentences.
WEEK ELEVEN: REVISION
WEEK TWELVE: EXAMINATION
