English Studies Scheme of Work Primary 5 Federal,My family, Debate on simple and familiar topics, Using the telephone, Oral composition.
FIRST TERM ENGLISH LANGUAGE SCHEME OF WORK FOR PRIMARY FIVE (5)
WEEK ONE THEME
- SPEECH:
TOPIC:
Intonation pattern in statements
CONTENT:
Using correct intonation in statements.
Examples of statements.
1) This is my pen
2) I have a book etc.
ACTIVITIES:
Explain the meaning of intonation: intonation is the rising and falling of the pitch voice in speaking
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Using simple adjectives and adverbs in speaking and writing
CONTENT:
Identification of the meaning of adjectives and example of adjectives e.g. beautiful, good, tall, short.
ACTIVITIES:
Explain the meaning of adjective as “a word used to qualify or modify a noun.
- READING
TOPIC:
Reading from specific passages
CONTENT:
Reading from specific passages on topics relevant to Road Safety
ACTIVITIES:
Select relevant passage on road safety
– learn the key words
– Read and answer questions on the passage.
- WRITING
TOPIC:
Guided formal letter
CONTENT:
Explanation on the meaning of formal letter.
– Formal features of a formal letter.
ACTIVITIES:
Explaining the meaning of formal letter i.e. “a formal letter is an official letter written to the higher authority”
– List the features of a formal letter i.e.
– Address and date of the writer at the top right corner
– Address of the receiver at left corner below.
– Salutation/greeting ‘Sir’ or ‘Dear Sir’
– Subject of the letter
– Body of the letter
– Ending/conclusion Yours Faithfully
– First name and surname.
WEEK TWO THEME
- SPEECH:
TOPIC:
Intonation pattern in questions
CONTENT:
Using correct intonation in asking questions
ACTIVITIES:
List examples of question and how they are asked e.g.
– Is he coming? Falling, falling, rising “
Will you read the book very fast? (Falling, rising, rising, rising)
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Using simple Adjectives and adverbs in speaking and writing
CONTENT:
Use of adjectives in making sentences, using adjectives e.g. ‘Mike is a tall boy’
‘My dress is beautiful’
ACTIVITIES:
Explaining the use of adjectives, identifying adjectives sentences
- READING
TOPIC:
Reading from specific passages (comprehension)
CONTENT:
Reading from specific passage on relevant topic ‘Health’
ACTIVITIES:
Select a relevant passages on health
– Learn the key words
– Read and answer question on the passage.
- WRITING
TOPIC:
Guided formal letter writing
CONTENT:
Writing a formal letter to the school teacher.
ACTIVITIES:
Prepare a guided formal letter using the formal features appropriately.
WEEK THREE THEME
- SPEECH:
TOPIC:
Intonation practice in command
CONTENT:
Using the correct intonation in making command
ACTIVITIES:
List examples of command e.g.
– keep quiet (falling)
– Wake up (falling) etc.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Using simple adjectives and adverbs in speaking and writing
CONTENT:
Identification of meaning of adverb and examples of adverbs e.g. slowly, noisily, silently etc.
ACTIVITIES:
Explain the meaning of adverb and list more examples. An adverb is a word that adds more meaning to verbs, adjectives and more verbs.
- READING
TOPIC:
Reading from specific passage
CONTENT:
Reading from specific passage on relevant topics like ‘consumer right’
ACTIVITIES:
Select relevant passage on the topic “consumer right”.
– Learn the key words and answer questions on the passage.
- WRITING
TOPIC:
Guided formal letter writing
CONTENT:
Writing an application letter to the Manager of a company.
ACTIVITIES:
Prepare a guided application letter using the features of formal letter appropriately.
WEEK FOUR THEME
- SPEECH:
TOPIC:
Intonation practice in request
CONTENT:
Using the current intonation in making requests
ACTIVITIES:
List examples of requests e.g. ‘may I use your pen?
‘Could you sign this form sir?’
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Using simple adjectives and adverbs in speaking and writing
CONTENT:
Identification and uses of adverbs
– Making sentences with adverbs e.g. she walks slowly’ ‘she sings merrily’
ACTIVITIES:
Identify adverbs in sentences
– Making correct sentences using adverbs.
- READING
TOPIC:
Guided narrative composition
CONTENT:
Meaning of narrative composition.
Writing a composition on ‘The day I met the Federal Road Safety Corp officials on the road.
ACTIVITIES:
Explain meaning of narrative composition ‘writing about ones experience in an event or
Issue’
– Explain who Road Safety Corp
Officials are. – Give date, place and time of the incidents
- WRITING
TOPIC:
Reading non- fiction passage
CONTENT:
Meaning of fiction and non-fiction
ACTIVITIES:
Differentiate between fiction and non-fiction
WEEK FIVE THEME
- SPEECH:
TOPIC:
Intonation and stress
CONTENT:
- Meaning of intonation and stress ‘Intonation is the rising and falling of the pitch of voice in speaking.
- Stress is the extra force used in pronouncing a particular word of syllable.
ACTIVITIES:
Explain the meaning of intonation and stress respectively.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Arranging list of words in alphabetical order
CONTENT:
Identification of the letters of the alphabet (a – z) making list of words e.g. Teacher, mother, pupil, baby etc.
ACTIVITIES:
Writing the letters of the alphabet a – z, listing of words.
- READING
TOPIC:
Reading nonfiction passages
CONTENT:
Explanation of the main ideas, sequence of events, characters, plots, setting etc.
ACTIVITIES:
Present a selected non-fiction passage
- WRITING
TOPIC:
Guided narrative composition
CONTENT:
Writing
Explain the narrative composition on the ‘The day I would never forget’
ACTIVITIES:
Explain the incident that took place that made the day a memorable day.
WEEK SIX THEME
- SPEECH:
TOPIC:
Intonation and stress
CONTENT:
Using intonation and stress correctly to convey meaning in statement
ACTIVITIES:
Use correct intonation in statement to convey meaning
e.g.
‘I have a pen’
‘The pen is mine’
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Guided narrative composition
CONTENT:
Writing a narrative composition on ‘what I would be after primary school’
ACTIVITIES:
Explain the points –write a guided composition on the topic.
- READING
TOPIC:
Reading non -fiction passages
CONTENT:
Reading a selected non-fiction passage reflecting important national values or issues e.g. unity, security
ACTIVITIES:
Identification of main ideas. Read the given passage and answer the question.
- WRITING
TOPIC:
Guided narrative composition ‘The day I would never forget’
CONTENT:
Writing a composition on ‘The day I would never forget’
ACTIVITIES:
List out the points.
– Narrate the experience in a logical order
– Write guided composition on the topic.
WEEK SEVEN THEME
- SPEECH:
TOPIC:
Intonation and stress pattern
CONTENT:
Using intonation and stress correctly to convey meaning in questions
ACTIVITIES:
List examples of questions e.g.
– “who are you?”
– Is that you?
– Use correct intonation to ask the question.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Using direct and indirect speech
CONTENT:
Identifying meaning of direct and indirect speech
– Giving examples of ‘direct speech in the exact words of the
speaker
– Writing of examples of indirect speech Bola:
I am reading an interesting story.
Bola said that she was reading an interesting story
ACTIVITIES:
List examples of questions e.g.
– “who are you?”
– Is that you?
– Use correct intonation to ask the question.
Explaining the meaning of direct and indirect speech respectively “indirect speech is the word of the speaker being reported by someone else” writing examples of direct and indirect speech.
- READING
TOPIC:
Reading non – fiction story
CONTENT:
Identify the role of each character in the passage, summarize and draw
Conclusion
ACTIVITIES:
Pupils work in pairs to identify the role of each character.
- WRITING
TOPIC:
Descriptive composition
CONTENT:
Explain the meaning of descriptive composition on ‘elements of soil’
ACTIVITIES:
– Observation of soil sample
– Classification according to types
– Name the type of soil and their properties
– Discuss their characteristics
– Write a composition on the ‘elements of soil’
WEEK EIGHT THEME
- SPEECH:
TOPIC:
Intonation and stress practice
CONTENT:
Using intonation and stress correctly to convey meaning using
‘command’
ACTIVITIES:
List examples of command e.g. “go away” “sit down
Use correct intonation in making the command
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Using direct and indirect speech
CONTENT:
Changing direct speech to indirect speech.
Direct speech; Jide said ‘I am looking at Bola’s pictures”
Indirect speech: Jide said that he was looking at bola’s picture.
ACTIVITIES:
Make a list of indirect speech
– Change the indirect speech to direct speech.
- READING
TOPIC:
Comprehension
CONTENT:
Reading and answering question from class appropriate text.
ACTIVITIES:
Identifying the key words in the selected text
– Learn the meaning of the words
- WRITING
TOPIC:
Descriptive composition
CONTENT:
Descriptive composition on “Agriculture”
ACTIVITIES:
Explain meaning and types of Agriculture
– Importance of agriculture
– Write guided composition on the topic
WEEK NINE THEME
- SPEECH:
TOPIC:
Intonation and stress practice
CONTENT:
Using intonation and stress to convey meaning using ‘request’ e.g.“ can I go with you?
ACTIVITIES:
List examples of request e.g. “ may I use your pen?”
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Using direct and indirect speech
CONTENT:
Changing direct speech to indirect speech e.g.
Indirect speech Wumi’s mother said that she would visit Wumi’s teacher.
Direct Speech: “ Wumi’s mother said ‘ I will visit Wumi’s teacher’
ACTIVITIES:
Make a list of indirect speech
– Change the indirect speech to direct speech.
- READING
TOPIC:
Comprehension
CONTENT:
Reading and answering question from class appropriate texts
ACTIVITIES:
Read and answer question on the text read.
- WRITING
TOPIC:
Descriptive composition
CONTENT:
Descriptive composition on “Religion”
ACTIVITIES:
Discussion on
– The meaning of religion
– name the two major religion
– explain the two types of religion
– Their beliefs and mode of worship
WEEK TEN THEME
- SPEECH:
TOPIC:
Stress and intonation
CONTENT:
The meaning of stress and intonation.
Stress is the extra force used in pronouncing a word or syllable. Intonation is the rising and falling of the pitch of voice in an utterance.
ACTIVITIES:
Explain the meaning of stress and intonation.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Active and passive sentences
CONTENT:
Identifying active and passive sentences.
In Active sentences the focus is on the performer of the action e.g. John broke the cup’ in a passive sentence the force is not on the performer of the action but on what is done. E.g. “the cup was broken by John”
ACTIVITIES:
Explain Active and passive sentences in i.e. make example of Active and passive voice
- READING
TOPIC:
Comprehension
CONTENT:
Reading and answering questions from class appropriate text and poem.
ACTIVITIES:
Reading a poem from a selected text.
- WRITING
TOPIC:
Writing and responding to formal and informal invitation
CONTENT:
Writing an informal invitation to friend and relations.
ACTIVITIES:
Explain informal invitation.
– Stating the features of informal invitation letter.
– Writing an informal invitation letter.
WEEK ELEVEN THEME
- SPEECH:
TOPIC:
Intonation and stress pattern
CONTENT:
Identification of stress words in sentences. We stress noun, verbs, adjectives and adverbs we do not usually stress pronouns, auxiliary verbs, preposition or articles
ACTIVITIES:
Identify the stress words in some given sentences
e.g.
– “Moremi was unhappy”
– Which promise did Moremi make?
Note*: the underlined words are the stress words.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Active and passive sentences
CONTENT:
Changing active sentences to passive sentences e.g. “ I clean the white board” active “ the white board was cleaned by me (passive) etc
ACTIVITIES:
– List out some active sentences
– Change the active sentence to passive sentences
Answering question on the poem read in the previous week
- READING
TOPIC:
Comprehension
CONTENT:
Reading and answering questions from class appropriate text and poem
ACTIVITIES:
Explain formal invitation
– Draft formal invitation card
– read the sample of invitation card.
- WRITING
TOPIC:
Writing and responding to formal and informal invitation.
CONTENT:
Write a formal invitation
WEEK TWELVE THEME
- SPEECH:
TOPIC:
More on Aural discrimination vowels, consonants, diphthongs, digraphs and trigraphs
CONTENT:
Producing the pairs of sounds which contrast of vowels sounds
/®/and /a: / Cat and cart
– pat and part
– ban and barn
– pack and park
ACTIVITIES:
Repeating the pair of sounds in isolation and in words.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Active and passive features sentences
CONTENT:
Changing passive sentences to active sentences e.g.
the gate was opened by Jide (active)
Jide opened the gate (passive)
ACTIVITIES:
Write passive sentence and change to active sentences.
- READING
TOPIC:
Comprehension
CONTENT:
Reading and answering questions from Class appropriate texts and poems
ACTIVITIES:
Memorizing of the poem
- WRITING
TOPIC:
Writing and responding to formal and informal invitation
CONTENT:
Comparison of formal and informal invitation
ACTIVITIES:
Compare formal and informal invitation in relation to formal features
WEEK THIRTEEN: Revision
WEEK FOURTEEN: Examination
SECOND TERM ENGLISH LANGUAGE SCHEME OF WORK FOR PRIMARY FIVE (5)
WEEK ONE THEME
- SPEECH:
TOPIC:
More on Aural discrimination.
Vowels,
Consonants,
Diphthongs,
Digraphs and
Trigraphs
CONTENT:
Producing the pairs of vowel sounds which contrast / A/ and /□:/ as in ‘one’ and warn
ACTIVITIES:
Repeating the pairs of sounds in isolation and words.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Using present perfect tense and past perfect tenses in sentences
CONTENT:
Present perfect tense. Identifying present perfect tenses.
– Present perfect tense is used to express finished actions and events which have some present importance
ACTIVITIES:
Explain meaning of present perfect tense.
– List examples of present perfect tense. E.g. has/have gone, has/have moved, has/have spoken etc.
- READING
TOPIC:
Comprehension
CONTENT:
Reading answering question from class appropriate texts and poem.
Identifying similes and metaphors
ACTIVITIES:
Identifying the meaning of similes and metaphors.
– Similes compare two things using ‘as’ or ‘like’ e.g. ‘she is as dirty as a pig”
– Metaphor is direct comparison of things e.g. “she is a pig”
– Identify similes and metaphors in the novels and passages.
- WRITING
TOPIC:
Responding to informal invitation
CONTENT:
Acknowledging receipt of an informal invitation letter. Accepting the invitation.
ACTIVITIES:
Write responses to informal invitation.
– Write acceptance in response to informal invitation.
– It could be in form of informal letter.
WEEK TWO THEME
- SPEECH:
TOPIC:
More on Aural discrimination vowels, consonants, dipthongs,diagraphs , triagraphs
CONTENT:
Producing the pairs of consonant sounds which contrast /p/ and /f/ as in pill and fill
ACTIVITIES:
Repeating the pairs of sounds in isolation and in words
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Using present perfect past perfect tenses in sentences
CONTENT:
Using present tense in sentences e.g. ‘the train has moved’ ‘ he has written the letter’
ACTIVITIES:
Make sentences with the present perfect tense.
- READING
TOPIC:
Comprehension
CONTENT:
Reading for implied meaning. Reading relevant passages on national social services institutions
ACTIVITIES:
Explain what is meant by implied meaning i.e to suggest that something is true without saying it directly.
Writing response to informal invitation – Write reply to informal
- WRITING
TOPIC:
Responding to informal invitation
CONTENT:
Acknowledging receipt of informal invitation/expressing regret
ACTIVITIES:
invitation explaining why you will not be present.
WEEK THREE THEME
- SPEECH:
TOPIC:
More on aural discrimination vowels, consonants, diphthong and triagraphs
CONTENT:
Producing the pairs of consonants sounds which contrasts / s/ and / ts/ as in ‘shop’ and ‘chop’
ACTIVITIES:
Repeating the pairs of sounds in isolation and i n words.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Using present perfect and past perfect tenses in sentences
CONTENT:
Past perfect tense. Identifying past perfect tenses.
– We use past perfect tense to refer to events which had already happened at the time we are talking about it.
ACTIVITIES:
List examples of past perfect tenses e.g
– had gone
– had walked
– had written etc
- READING
TOPIC:
Comprehension
CONTENT:
Reading for implied meaning. Reading relevant passages on FRSC
ACTIVITIES:
Explain the full meaning of FRSC
– reading relevant passages on FRSC
– answer questions on the passage
- WRITING
TOPIC:
Responding by formal invitation
CONTENT:
Writing acceptance to formal invitation (acceptance could be in form)
ACTIVITIES:
Discuss model responses to formal invitation conveying acceptance.
– Write responses to specified invitation
WEEK FOUR THEME
- SPEECH:
TOPIC:
More on Aural
CONTENT:
/Discrimination vowel, consonants, diphthongs, diagraphs and trigraphs
Writing and producing the words containing the sounds
– / x / and /a:/
– Cat – cart
– Pat – part
– Ban – barn
– Hat – heart
– Pack- park
ACTIVITIES:
Writing the word containing the sounds in minimal pairs – Pronounce the minimal pairs correctly.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Using present perfect and past perfect tenses in sentences
CONTENT:
Using past perfect tense in sentences
– They had slept before I came home.
– She had done the work before the teacher came.
ACTIVITIES:
Make sentences with the past perfect tense. Orally and writing.
- READING
TOPIC:
Comprehension
CONTENT:
Reading for implied meaning. Reading relevant passages on ICPC
ACTIVITIES:
Explain the full meaning of ICPC
– Read relevant passages on ICPC
– Answer questions on the passage.
- WRITING
TOPIC:
Responding to formal invitations
CONTENT:
Writing responses to formal invitation excusing yourself from attending.
ACTIVITIES:
Discuss model responses to formal invitation conveying regrets.
– Write a specified response to invitation
WEEK FIVE THEME
- SPEECH:
TOPIC:
More on Aural discrimination: vowel consonants, diphthongs, digraphs and trigraphs
CONTENT:
Writing the words containing the sounds in minimal pairs / A / and / □:/
Cut – court One – warn
ACTIVITIES:
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Comparing objects and people using ‘same as’, as as’
CONTENT:
Comparing objects and people using ‘same as’ e.g. English is not the same as mathematical text’ “ Taiwo’s behavior is not the same as Kehinde’
ACTIVITIES:
Provide examples which will bring out in context ‘same as’
– Constructing sentences using ‘same as’
- READING
TOPIC:
Reading for implied meaning; reading relevant passages on national social service institution e.g. NAFDAC (comprehension)
CONTENT:
Reading for implied message. Reading relevant on national/social service institution function of NAFDAC
ACTIVITIES:
Select relevant passages where the functions of NAFDAC are discussed. Read and answer question on the passage.
- WRITING
TOPIC:
Writing letters of congratulations and sympathy
CONTENT:
Writing letter of congratulations
ACTIVITIES:
– Discuss occasions which call for congratulation.
– Read sample letters of congratulations
– Identify suitable language for expressing congratulation.
– Write letters of congratulations
WEEK SIX THEME
- SPEECH:
TOPIC:
More on Aural discrimination: vowels consonants, diphthongs, diagraphs and triagraphs
CONTENT:
Writing the words containing the sound in minimal pairs /p/ and /f/
-Pill – fill
-Pit – feet
-Pail- fail
-Pile – file
ACTIVITIES:
Write and pronounce more words using minimal pair of /p/ and /f/ sounds.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Comparing objects and people using ‘same as’, ‘as…as’ correctly in sentences
CONTENT:
Comparing objects and people using same
as‘as as’ e.g. ‘A
mother is as important as a father’ ‘ tola is as tall as wumi’
ACTIVITIES:
– Mention situations in which ‘same as’ could be used
– Make sentences using ‘as….as’ correctly.
- READING
TOPIC:
Comprehension
CONTENT:
Reading for implied meaning: reading relevant passages on national social service institutions
ACTIVITIES:
Select relevant passages on NAFDAC. – Answer
questions on the passage.
- WRITING
TOPIC:
Writing letters of congratulations and sympathy
CONTENT:
Writing letters of sympathy.
ACTIVITIES:
Identification of occasion which call for letter of sympathy.
– Read letter of sympathy
– Identify suitable language for expressing sympathy.
WEEK SEVEN THEME
- SPEECH:
TOPIC:
More on Aural discrimination: vowels, consonants, Dipthongs, digraphs, and trigraphs
CONTENT:
Writing the words containing the sounds in minimal pairs / s / and /ts /
– Share – chain
– Wash – watch
– Shop – chop
– Sheep – cheap
– Wish – witch
ACTIVITIES:
Writing and pronouncing the minimal pair of sounds / s / and / ts /
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Comparing objects and people using ‘same as’ and ‘as.as’ correctly in sentences
CONTENT:
Constructing more sentences in comparing objects and people using ‘same as and as
ACTIVITIES:
Make more sentences using ‘same as and as..as’ e,g.
– A camel is not as fast as a car
– A dog is not as strong as a lion
– Ondo id as beautiful as Abuja.
– Animal need air same as we do.
- READING
TOPIC:
Comprehension
CONTENT:
Reading for implied meaning. Reading relevant passages on national service institutions. NDLEA
ACTIVITIES:
Explain the full meaning of NDLEA
– Select relevant passage
– Read the passage and answer questions on the passages
– Work in pairs to get implied meaning to the passage.
- WRITING
TOPIC:
Responding to letters of congratulations and sympathy. (This is to enable the sender to know that the letter was received)
CONTENT:
Acknowledging receipt of letter of congratulations
ACTIVITIES:
Read samples of acknowledgement letter provided by the teacher.
– Drafting formal and informal acknowledgment letters.
WEEK EIGHT THEME
- SPEECH:
TOPIC:
More on Aural discrimination: vowels, consonants, diphthongs, diagraphs, and trigraphs
CONTENT:
Construction of sentences / x / and /a:/ sounds to bring out the contrasts e.g. – the cat are in the cart He gave him a pat for taking part in the game.
ACTIVITIES:
Make sentences with the minimal pairs e.g. construct more sentences with the minimal pairs.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Further practice in using adjectives and adverbs in speaking and writing.
CONTENT:
Use of adjectives – Construction of sentences using adjectives e.g.
– Ayo is a clever boy
– I have a long ruler
– She is beautiful
ACTIVITIES:
Make correct use of adjectives in sentences – Identify adjectives in sentences
- READING
TOPIC:
Comprehension
CONTENT:
Reading for implied meaning: reading relevant passages on national social service institution
ACTIVITIES:
Read relevant passage on NDLEA – Answer
questions on the passage .
- WRITING
TOPIC:
Responding to letters of congratulations and sympathy
CONTENT:
Acknowledging receipt of letters of sympathy
ACTIVITIES:
Reading sample of acknowledgment letter of sympathy.
Using appropriate word in such letter.
WEEK NINE THEME
- SPEECH:
TOPIC:
More on Aural discrimination: vowels, consonants, dipthongs, diagraphs, and trigraphs
CONTENT:
Construction of sentences using / A / and / o:/sounds to bring out the contrast.
ACTIVITIES:
Confirm more sentences with the minimal pairs.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Further practice in using adjectives and adverbs in speaking and writing
CONTENT:
Use of adverbs e.g.
-He walked slowly -The children played noisily
-She handled the plates carefully.
ACTIVITIES:
Make correct use of adverb in sentences orally and in writing.
- READING
TOPIC:
Comprehension
CONTENT:
Reading for implied meaning: reading relevant passages on national social service institution
ACTIVITIES:
Explain the full meaning of NEMA
– Select relevant passage
– Read passage in group to get implied meaning from the passage
- WRITING
TOPIC:
More on formal and informal letters
CONTENT:
Further practice on the features of an informal letter.
– Address of the writer and date at the right hand corner
– Salutation (greeting) e.g. ‘Dear mother”
– Body of the letter
– Conclusion (ending) e.g. yours sincerely
– Name (first name)
ACTIVITIES:
Reviewing the features of the informal letter.
WEEK TEN THEME
- SPEECH:
TOPIC:
More on Aural
CONTENT:
Discrimination: vowels, consonants, diphthongs, diagraphs, and triagraphs Construction of sentences using word with sound /p/ and /f/ to bring out the contrast e.g. she put the pan under the ceiling fan
ACTIVITIES:
Construction of sentences using words with /p/ and /f/ sounds e.g. ‘the bottle is filled up with pill’
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Further practice in arranging list of word in
alphabetical order.
CONTENT:
Give list of words: arrangement of word in alphabetical order.
ACTIVITIES:
Make a list of words to be arranged in alphabetical order.
- READING
TOPIC:
Comprehension
CONTENT:
Reading for implied meaning: reading relevant passages on national social service institution. NEMA
ACTIVITIES:
Read relevant passages on NEMA. Answer question in the passage.
- WRITING
TOPIC:
More on formal and informal letters
CONTENT:
Writing on informal letter. E,g to a friend, your sister, brother etc.
ACTIVITIES:
Read a sample letter – Write an informal letter using the features.
WEEK ELEVEN: Revision
WEEK TWELVE: Examination
English Studies Scheme of Work Primary 5 Federal,My family, Debate on simple and familiar topics, Using the telephone, Oral composition.
THIRD TERM ENGLISH LANGUAGE SCHEME OF WORK FOR PRIMARY FIVE (5)
WEEK ONE THEME
- SPEECH:
TOPIC:
More on Aural Discrimination:
Vowels,
Consonants,
Diphthongs,
Digraphs and trigraphs
CONTENT:
Construction of sentences using consonant sounds / s / and / ts / to bring out the contrast e.g,
-‘she washed her uniform under the watch of her mother’
-Sheep are cheap in the market.
ACTIVITIES:
– Constructions of more sentences using the minimal pairs.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Expressing consequences or cause and effect’ with the use of the phrase. ‘so….that’ ‘ so that’
CONTENT:
Expressing
Consequences or result using ‘so….that’ e.g.
– The food is so much that I cannot finish it’
– The bag is so light that I can lift it with one hand.
ACTIVITIES:
Writing pairs of sentences one expressing causes and other expressing the effect.
– The food is much
– I cannot finish it.
- READING
TOPIC:
Vocabulary
CONTENT:
Reading for vocabulary development.
Reading relevant passage on marriage (register)
ACTIVITIES:
Select relevant passage for the topic
– Make a list of new words and explain their meanings
– Read and answer questions.
- WRITING
TOPIC:
Further practice on the features of a formal letter
CONTENT:
Formal features of a formal letter. Reviewing the meaning of a formal letter and give examples e.g. letter to the Head teacher, letter to the manager of a company etc.
ACTIVITIES:
Review of formal letter – Address of the writer and date at the top right hand corner
– Address of the receiver below at the left hand corner
– Salutation (sir or Dear sir)
– Subject of the letter below the salutation.
– Body of the letter
– Ending/conclusion: yours faithfully
-First name and surname (full name)
WEEK TWO THEME
- SPEECH:
TOPIC:
Structured dialogue involving expressing of ideas with appropriate stress and intonation pattern
CONTENT:
Structures dialogue on issues such as personal hygiene and food hygiene
ACTIVITIES:
Use correct stress intonation and rhythm in dialogue discussions.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Expressing consequence of “cause and effect” with the use of the phrase
– so—that
– so that
CONTENT:
Expressing purpose using ‘so that’ e.g. she walks so fast, that she will not be late to school.
ACTIVITIES:
Joining parts of sentences together using ‘so that’ to express purpose.
- READING
TOPIC:
Vocabulary
CONTENT:
Reading for vocabulary development: reading relevant passage on: ‘family’ (registers)
ACTIVITIES:
Select relevant passages that contain the new words that children need to learn.
– Make list of the new words
– Explain their meanings.
– Make meaningful sentences with the words.
– Read the given passage
- WRITING
TOPIC:
Further practice on formal and informal letter
CONTENT:
Writing a formal letter to the Editor of a newspaper on ‘Abuse of children in Nigeria”
ACTIVITIES:
Read a sample letter to the Editor of a newspaper.
– Discuss the effects of child abuse in Nigeria
– Writing to the editor of a newspaper using the features of a formal letter.
WEEK THREE THEME
- SPEECH:
TOPIC:
Using the telephone
CONTENT:
Telephone conversation/dialogues
ACTIVITIES:
Make use of sentences of classroom drama situations e.g. use GSM phones to exchange calls. Repeat various forms of staring a telephone conversation, e.g. caller: “may I speak to John please”
Receiver: John is not at home, do you want to leave a message?
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Expressing consequences or “cause and effect” with the use of the phrase
– so—that
– so that
– using ‘so’ without ‘that to express result or consequence
CONTENT:
Using ‘so’ without ‘that to express result or consequences e.g. ‘our teacher is so friendly everybody likes him’
– Bisi was so tired she slept off etc.
ACTIVITIES:
Constructing more sentences using ‘so’ without ‘that’ to express result – reading of the sentences.
- READING
TOPIC:
Vocabulary
CONTENT:
Reading for vocabulary development: reading relevant passage on: ‘Health’ (registers)
ACTIVITIES:
Select relevant passages
– Make a list of the new words
– Explain their meanings
– Make sentences with the words.
Reading sample formal and informal letters respectively
- WRITING
TOPIC:
Further practice on formal and informal letter
CONTENT:
Comparison of formal and informal letter in respect of their formal features
ACTIVITIES:
– Identify their similarities and differences.
WEEK FOUR THEME
- SPEECH:
TOPIC:
Oral composition
CONTENT:
Talking about self and family (myself)
ACTIVITIES:
-Speaking about self-using correct sentences
Use the correct intonation and stress in the discussion
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Expressing consequence of “cause and effect
– so—that
– so that
CONTENT:
Using so that to
join two short sentences together e.g. 1. a) The water is dirty
b) I don’t want to drink it
2. a) The box is heavy b) The boy can’t carry it.
ACTIVITIES:
– Teacher guides the pupils to write pairs of sentences.
Guides pupils in joining pairs of sentences together using “so that” e.g.
1. The water is so dirty that I don’t want to drink it
2. The box is so heavy that the boy can’t carry it.
- READING
TOPIC:
Vocabulary
CONTENT:
Reading for vocabulary development.
Reading relevant passages on sports (Registers)
ACTIVITIES:
Select relevant passage
– Make a list of new words
– Explain the meanings and uses
– Use the new words in meaningful sentences.
- WRITING
TOPIC:
Argumentative writing/discussing essay
CONTENT:
Writing an argumentative essay on familiar topics e.g. ‘Herbal medicine is better than conventional medicine”
ACTIVITIES:
Explain what an argumentative essay is
– List out points for and against the motion
– Arrange the points in logical order.
WEEK FIVE THEME
- SPEECH:
TOPIC:
Talking about self and family (my mother) oral composition
CONTENT:
Talking about self and family (My mother)
ACTIVITIES:
Speak about “My Mother” giving appropriate information
– Use correct intonation, stress and rhythm patterns in expression.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Expressing consequences or “cause and effect with the use of
-so—that
– so that
CONTENT:
Using ‘so’ without ‘that’ to join sentences together to express purpose e.g.
i. The room is very hot
ii. I switch on the fan
i. The bird is very young
ii. It can’t fly.
ACTIVITIES:
Write two short sentences.
– Join the sentences together using ‘so’ without ‘that’ e.g.
(1) The room is so hot, I switch on the fan.
(2) The bird is very young it can’t fly.
- READING
TOPIC:
Vocabulary
CONTENT:
Reading for vocabulary development.
Reading relevant topic on farming (Registers)
ACTIVITIES:
Select relevant passage with words associated with” farming”
– Make a list of new words
– Explain the meanings and uses
– Use the new words in meaningful sentences
- WRITING
TOPIC:
Argumentative /discussion writing
CONTENT:
Writing an argumentative essay on familiar topics e.g. “A teacher work harder than a farmer”.
ACTIVITIES:
List out the points for or against the motion.
– Arrange the points clearly
– Argue the points to logical conclusion.
– Write the argumentative essay.
WEEK SIX THEME
- SPEECH:
TOPIC:
Oral composition Talking about:(my best friend)
CONTENT:
Talking about (my best friend)
ACTIVITIES:
– Use correct sentences, when talking on the topic “My best friend”
– Use correct intonation, stress and rhythmic patterns
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Further practice in using direct and indirect speech
CONTENT:
Identifying direct and indirect sentences e.g.
– A direct speech is written using exact words of the speaker.
– Direct speech are enclosed within inverted comma (quotation marks (“”)
– Indirect speech is the reported speech
ACTIVITIES:
List the rules that guide the changing of direct speech to indirect speech e.g.
– The verbs in simple present change to past tense
– Pronouns also change
– Indirect speech is not enclosed in inverted comma.
- READING
TOPIC:
Vocabulary
CONTENT:
Reading for vocabulary development.
Reading relevant passages on ‘Health” (Registers)
ACTIVITIES:
Select relevant passage on the topic
– Make a list of new words
– Explain the meanings
– Make sentences with the new words.
- WRITING
TOPIC:
Argumentative /discussion writing
CONTENT:
Writing an argumentative essay on familiar topics e.g. ‘Boarding schools is better than a Day school”.
ACTIVITIES:
List out the points for or against the motion.
– Arrange the points clearly
– Write for or against the motion.
WEEK SEVEN THEME
- SPEECH:
TOPIC:
Oral composition
CONTENT:
Talking about my school
ACTIVITIES:
Speak on the topic, use correct sentences in discussing about ‘my school”
– Use correct stress, intonation and rhythm
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Further practice in using direct to indirect speech. E.g.
I said “I shall visit them soon (direct).
I said that I would visit them soon (indirect).
CONTENT:
Changing direct to indirect speech
ACTIVITIES:
Make a list of direct speech and change them to indirect speech e.g. Bola said “the teacher will come tomorrow”
Direct speech: Bola said that the teacher would come the next day
- READING
TOPIC:
Vocabulary
CONTENT:
Reading for vocabulary development. Read relevant passages on “traditional Religion (Registers).
ACTIVITIES:
Select relevant passage on the topic
– Make a list of new words.
– Explain the meanings
– Make sentences with the words.
- WRITING
TOPIC:
More on descriptive composition
CONTENT:
Write a composition on “Children’s Day” celebration
ACTIVITIES:
Explain the date of the children day
– List the significance of children’s day
– Write a guided composition on the children’s day celebration.
WEEK EIGHT THEME
- SPEECH:
TOPIC:
Debate on simple and familiar topics
CONTENT:
Meaning of “Debate and Registers of debate.
ACTIVITIES:
Explain the meaning of debate “ As an organized way of arguing your case or points of view.
– List the registers e.g. panel of judges, proposers, opposes of the motion. Etc.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Further practice in using direct to indirect speech
CONTENT:
Changing indirect speech to direct speech
– Recovering direct speech from reported speech e.g. John told Mary to go straight home, and said that he will soon follow her.
– Direct or reported speech. John said “Mary go straight home ‘I will soon follow you”
ACTIVITIES:
Make a list of indirect speech change them to direct speech,
– Recover direct speech from a prose passage
- READING
TOPIC:
Vocabulary
CONTENT:
Reading for vocabulary development.
Reading relevant passage on “transportation” (Registers)
ACTIVITIES:
Select relevant passage
– Make a list of new words
– Explain the meanings
– Make sentences with the new words
- WRITING
TOPIC:
More on descriptive composition
CONTENT:
Writing a composition on ‘how to prepare pounded yam’
ACTIVITIES:
Explain the type of food pounded yam is
– Explain how pounded yam is prepared.
– Write a descriptive composition on the topic.
WEEK NINE THEME
- SPEECH:
TOPIC:
Debate and discussion on simple topics e.g. “Herbal medicine is better than conventional medicine
CONTENT:
Debates and discussion on “Herbal medicine is better than conventional medicine”
ACTIVITIES:
Teacher guide the pupils to write speeches for or against the motion.
– Pupils act as moderators as well as speakers.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Further practice in using present perfect and past perfect tenses in sentences
CONTENT:
Identification of present perfect tense in sentences.
– It is used to express finished action which has present importance
ACTIVITIES:
Make sentences with the present perfect tense. E,g
– “ I have spoken”
– “She has written”
– “They have gone
- READING
TOPIC:
Vocabulary
CONTENT:
Reading for vocabulary development.
Reading relevant passages on “drug” (Registers)
ACTIVITIES:
Select relevant passage
– Make a list of the new words
– Explain their meanings
– Make sentences with the words
- WRITING
TOPIC:
More on narrative composition
CONTENT:
Writing a narrative comparison on simple and familiar topics e.g. “A visit to the hospital”
ACTIVITIES:
Use hospital registers in writing the composition
– Narrate your experience in the hospital
WEEK TEN THEME
- SPEECH:
TOPIC:
Debate on simple and familiar topics
CONTENT:
Debate and discussion on simple and familiar topics e.g. “A teacher works harder than a farmer”
ACTIVITIES:
Teacher guides the pupils to write speeches for or against the motion
– Pupils act as moderators’ as well as speakers.
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Further practice in using present and past perfect tense in sentences
CONTENT:
Identifying past perfect tenses.
It is used for an action which began before the time of speaking in the past and was still continuing at the time of speaking.
ACTIVITIES:
Use past perfect tense in sentences e.g
– I had written my homework before I got home.
– Obi had lived in Ibadan for the past twenty years.
- READING
TOPIC:
Vocabulary
CONTENT:
Reading for vocabulary development on “Education” (Registers)
ACTIVITIES:
Select relevant passage
– Make a list of new words
– Explain their meanings and uses
– Make sentences with the new words.
- WRITING
TOPIC:
Letter writing
CONTENT:
Write a letter asking for special favours
ACTIVITIES:
Explain special favour.
– Write your reason for making the request.
WEEK ELEVEN THEME
- SPEECH:
TOPIC:
Debate on simple and familiar topics
CONTENT:
Debates and discussion on simple and familiar topics “Boarding school is better than a Day school”
ACTIVITIES:
Teacher guides the pupils to write speeches for or against the motion
– Pupils act as moderators as well as speakers
- GRAMMATICAL ACCURACY(STRUCTURE)
TOPIC:
Further practice in using present and past perfect tenses in sentences.
CONTENT:
Making more sentences with past perfect tense with the aid of substitution table.
ACTIVITIES:
Prepare a substitution table
– Write out sentences from the table.
- READING
TOPIC:
Vocabulary
CONTENT:
Reading for vocabulary development.
Reading relevant passages on “Teaching” (Registers)
ACTIVITIES:
Select relevant passage
– Make a list of new words
– Explain their meanings
- WRITING
TOPIC:
Letter writing
CONTENT:
Writing letter expressing gratitude for favour received
ACTIVITIES:
Write letters of gratitude using appropriate expressions used in such letters.
WEEK THIRTEEN: Revision
WEEK FOURTEEN: Examination
